INSIDER STUDENT SUCCESS
5 COVER STORY: SAS STUDENTS IN THE ARTS
10 DATA DEEP DIVE
12 DIVISION HIGHLIGHTS 24 RAPTOR RECOGNITION
27 STAY TUNED The Student Success Insider e-magazine is produced by the Division of
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, Matthew West, Brandon Quiles, Laura Collins, Madeline Levy, and Erica Mukherjee
SAS DIVISION MISSION, VISION, PILLARS, AND VALUES
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
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
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 4
PILLAR 2
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.
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 3
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.
5
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.
THESE, TOGETHER, SUPPORT THE EFFORTS TOWARDS FULFILLING OUR STRATEGIC PLAN.
Our strategic plan can be found by clicking here The Rutgers University–Camden strategic plan can be found by clicking here
PILLAR
COVER STORY
SAS Students in the Arts
As you are aware, January 2025 began the Year of the Arts at Rutgers–Camden where we are celebrating the transformative power of visual and performing arts.
There are many varying and fascinating forms of art, and students all around our campus are involved in the arts in so many ways from visual art, music, literature, theatre, architecture, fashion design, performing arts, painting, and so much more. This year, we are honored to highlight two of our students in the arts–McKayla Jones and Caden Adams.
MCKAYLA JONES
McKayla is a Junior Fine Arts major with a concentration in Painting. McKayla is originally from Memphis, Tennessee. Let’s learn a bit more about McKayla from a recent interview.
WHAT IS YOUR CONNECTION TO RUTGERS–CAMDEN? HOW DID YOU GET HERE?
Dr. Lowery visited Hamilton High School in Memphis Tennessee to speak about the program and the value proposition to the students. This discussion led to McKayla working with the school counselor at Hamilton High School and connected McKayla with admissions and Dr. Lowery to get enrolled here.
WHAT IS YOUR CONNECTION WITH THE STUDENT ACADEMIC SUCCESS DIVISION?
McKayla is a federal work study student in the campus gallery a few days a week. McKayla works as a front desk associate–answering the phones, emails, and questions from visitors.
WHAT IS YOUR FAVORITE THING SO FAR ABOUT ATTENDING RUTGERS–CAMDEN?
McKayla enjoys having the opportunity to meet so many new and interesting people and make so many connections. “This is an experience of a lifetime.”
WHAT CATEGORY OF THE ARTS IS YOUR SPECIALTY, EXPERTISE, OR SPECIFIC AREA OF INTEREST?
Painting is McKayla’s arts foundation. McKayla mostly uses acrylics. During McKayla’s freshman year of college, there was a discovery that McKayla was allergic to oil paints because of an allergic reaction in class. All the signs were there–headaches, dizziness, nausea. There was even an ER visit, and that is when the truth was revealed that the paint was the problem, and the solvent amplified the problem. Now, in any course, McKayla makes the faculty aware of the oil paint allergy. Of course, peers want to know why McKayla uses acrylics and they use oil.
HOW DID YOU GET INTERESTED IN THE ARTS?
McKayla has long been interested in drawing and painting since childhood. McKayla’s high school did not have art courses. However, McKayla had a natural talent for painting and drawing and would make art when time allowed.
In grade school, McKayla would sell drawings for $1 but had never sold any art officially. Some people have expressed interest in purchasing, but there have been no purchases yet.
WHERE CAN PEOPLE SEE YOUR ART?
McKayla won a recognition award at the Williams Way Community Center’s 3rd Student Bi-annual Awards for the painting known as History. The painting was displayed March 2025 through April 2025, and McKayla was awarded the recognition April 16, 2025.
That same piece of art, History, (pictured, right) was displayed in the Campus Center Student Art Gallery at Rutgers–Camden May 16th – July 25th.
For McKayla, the piece History is special. This began as a class project that involved six historical painting styles. McKayla wanted to give presence to black people that were overlooked during the 1600s.
SAS STUDENTS IN THE ARTS
WHAT IS NEXT IN THE ARTS FOR YOU?
McKayla will be working on developing being creative and generating new and fresh material. McKayla remains inspired by androgyny and duality represented in the black identity–physically, mentally, emotionally, and spiritually.
History (2025), a mixed media painting by McKayla Jones, student artist at Rutgers University–Camden. Awarded a Recognition Award at the Williams Way Community Center’s 3rd Student Bi-annual Awards.
CADEN ADAMS
Caden is a Junior English major with a double minor in Music and Communications. Caden is originally from Washington, DC. Let’s learn a bit more about Caden from a recent interview.
WHAT IS YOUR CONNECTION TO RUTGERS–CAMDEN? HOW DID YOU GET HERE?
Caden took a gap year between graduating high school and starting college, and during that time, a good friend’s father, a professor at Howard University, made the connection between Caden and Rutgers–Camden through Dr. Lowery.
WHAT IS YOUR CONNECTION WITH THE STUDENT ACADEMIC SUCCESS DIVISION?
Caden made great use of the guidance and coaching provided by our Learning Support Services department. Because of that support, Caden was able to successfully increase his GPA to move on from being on academic probation. Caden gives a lot of credit to Mrs. Jonice Schley regarding providing him with the learning and development skills to boost his GPA. After getting back on track, Caden became a Peer Academic Coach (PAC) where he assists other students with increasing their GPAs.
WHAT IS YOUR FAVORITE THING SO FAR ABOUT ATTENDING RUTGERS–CAMDEN?
Caden loves the campus community and has built so many connections through involvement in the theatre and music programs. He met such a good group of students; the small campus feel allows you to see the same people constantly, which is something that he truly enjoys.
WHAT CATEGORY OF THE ARTS IS YOUR SPECIALTY, EXPERTISE, OR SPECIFIC AREA OF INTEREST?
Caden is a lyricist and rap artist. Caden’s stage/ artist name is A M I R I (the spaces are very important). Caden has also found his way to the theater stage as an actor (where he is known by many names) and director!
Caden is one of the founding members of The Garden of Eden—a music group made up of Rutgers–Camden college friends; they play all genres of music!
In the Spring 2024, Caden was featured in the RU-C production of Urinetown. Urinetown: The Musical is a satirical comedy musical that premiered in 2001, with music by Mark Hollmann, lyrics by Hollmann and Greg Kotis, and book by Kotis. It satirizes the legal system, capitalism, social irresponsibility, populism, bureaucracy, corporate mismanagement, and municipal politics. Caden acted in the roles of 3 different characters: Old Man Strong, The main character’s father; Dr. Billoveaux, Scientist, and Billy Boy Bill, Freedom Fighter. Caden also served as stage manager for Much Ado About Nothing during the Spring 2025 semester.
HOW DID YOU GET INTERESTED IN THE ARTS?
Caden has long had a fascination with words. Caden’s mom read books to him, and Caden picked up reading in early elementary school. He started writing comic books and short stories with characters created from his own imagination. Caden’s dad is a musician – always enjoyed listening to music. In fact, Caden’s dad is a rap artist known as Jhun Thundersun.
WHERE CAN PEOPLE FIND YOU?
Caden is most active on his personal Instagram account (@till_3.0.0.5) where he shares all sorts of things including, but not limited to, music and acting. There is also a Linktree (linktr.ee/a_m_i_r_i) that is updated whenever there is something new to share.
The Garden of Eden can be found on Instagram (@ eden.ent_) and YouTube (@grdneden). They also have a Linktree (linktr.ee/eden_ent) where people can find links to all of their individual social media and music profiles. The Linktree also provides updates on newly released content, making it a very good resource to keep up with them!
WHAT IS NEXT FOR YOU IN THE ARTS?
Caden has a few things on his list: He hopes to gain more exposure to production and stage management, explore additional stage play acting opportunities, and create individual and collaborative music.
If you are or know a SAS student in the arts who should be profiled, please send an email to jj1106@camden.rutgers.edu (Dr. Jason James Jr.).
To remain up to date about upcoming events and to receive additional information, please visit the Year of the Arts homepage by clicking here.
DATA DEEP DIVE
Systems Synergy
To consolidate engagement tracking and provide a more consistent student check-in experience, SAS and Student Involvement are committing to using Engage to log attendance. Student orgs, staff, or anyone involved in organizing the event can scan or swipe to ensure a single source of data related to event engagement so we can determine its impact on student success.
STUDENTS
Don’t forget to download your Event Pass to your digital wallet! Log into the Engage site at engage. camden.rutgers.edu, and then from your profile on the top right, access your event pass and save the QR code to your phone—it will associate you with any event you attend via scan.
STAFF
For more information about tracking event attendance in Engage, please contact Lindsay Peck, lindsay.peck@rutgers.edu
Retention introduces a new Retention Coordinator! Please join us in welcoming Alexys Anderson; she is charged with helping to coordinate campus
retention outreach for undergraduate students and will also assist with onboarding new staff to the Navigate system. Prior to joining the Rutgers–Camden crew, Alexys has a few years of experience in Retention coordination at Rowan College at Burlington County, leading initiatives for minoritized men, faculty preparedness, and the firstyear experience. Her detail-oriented mindset will surely help centralize a communications plan, built from clues that tell us about barriers students may be facing, that focuses on improving year-to-year persistence and 4-year graduation rates.
Assessment in Action:
The Paul Robeson Library Undergraduate Research Award
Featuring Highlights from a report written by campus partners
Samantha Kannegiser & Zara Wilkinson
The Paul Robeson Library has sponsored the Undergraduate Research Award since 2021 to celebrate the exceptional research of undergraduates at Rutgers–Camden. During the
life of the award, we have expanded our applicant pool to include underrepresented disciplines and increased our award levels to highlight early undergraduate research. In 2024, we surveyed undergraduates at Rutgers–Camden and previous research award winners to determine any barriers students faced in applying for the award and any impact it has on student success. Data from these surveys, explored below, informs ways we can better support students and demonstrates the positive effect the award has on students’ confidence and likelihood of pursuing additional academic opportunities.
In our 2024 survey of all undergraduates, we asked students who had not heard about the award before how they normally receive news about campus. All respondents (n=27) reported receiving news via email, followed by word of mouth and the student app. Based on this data, we plan to increase our email communication by starting promotion in the fall rather than the spring. Also, we will email disciplinary faculty individually, particularly those teaching WRI courses, to encourage them to identify students who have done work appropriate for the award.
Below are the top four reasons students reported for not applying for the award; this informs the strategies we can employ to help them overcome those barriers:
› “I HAD NO RESEARCH PROJECT THAT FIT THE AWARD CRITERIA”
› “I DID NOT HAVE TIME TO COMPLETE THE APPLICATION”
› “I DID NOT UNDERSTAND THE APPLICATION REQUIREMENTS”
›
“I DID NOT BELIEVE MY PROJECT WOULD WIN THE AWARD”
In 2024, we surveyed our winners about their experiences winning the undergraduate research award. Most of our respondents (N=12) reported that winning the award has some effect or a strong effect on their confidence in searching library resources, using library services, writing academic papers, presenting academic research, and reflecting on the research process. Winning the award also made respondents more likely to pursue other academic opportunities such as graduate school and publicly presenting their research at conferences. Having their projects included in the library’s digital collection was most beneficial to respondents for inclusion on their resume or C.V. and for graduate school applications, as well as for the opportunity to for the work to be cited.
*Since the assessment, Zara and Sam wrote a manuscript based on their full report—and it has been accepted for publication in the peerreviewed journal The Journal of Academic Librarianship! The article is fully available online.
For more information about the Paul Robeson Library Undergraduate Research Award, please visit: https://sites.rutgers.edu/prl-researchaward/about-us/
DIVISION HIGHLIGHTS
SAS
New Student Orientations: Welcoming the Class of 2029
In partnership with the Division of Enrollment Management, and the Events Office, SAS hosted a series of eleven new student orientation sessions for incoming students throughout Summer 2025. Nearly 900 first year and transfer students attended one of these in-person or virtual sessions that were focused on fostering connection between students and staff, providing vital information and resources to support their transition, and fostering a sense of belonging in the RU-C community. A few notable highlights from these events:
Incoming first-year students and their families/ supporters had the opportunity to participate in one of four in-person orientation dates offered throughout the summer. The goal of these sessions was for participants to learn valuable information to help make their transition into Rutgers–Camden smooth, but more importantly, to leave feeling excited about joining our campus community because of the connections they made during the event. In the student sessions, participants learned about important resources available to support their college success all while engaging with fellow students and campus staff. Students also had the opportunity to decorate their own “Class of 2029” shirt, with words, pictures, and phrases signifying what they hope their legacy will be at Rutgers–Camden. Families/supporters learned about the overall expectations and challenges students face in their first-year transition, as well as the resources available to support them, through a series of panels with staff from various campus offices. A major point of pride from our first year in-person orientation events was the lunch sessions, where advisors, staff, and faculty across campus came out to chat, answer questions, and overall welcome our new Scarlet Raptors and their families/supporters to our RU-C community.
At the end of August, incoming transfer students had the opportunity to participate in an in-person orientation for themselves and their families/ supporters. This orientation was focused on fostering a sense of connection and community among students, as well as helping them learn about important campus technology/tools they will utilize while at Rutgers–Camden. More importantly, this event provided the opportunity for students to connect in-person with campus staff that will be critical for their successful transition, as well as learn about resources available to support their degree completion and career goal attainment. This event is particularly notable as it is the first time we have offered a stand-alone, in-person orientation event for transfer students. With over 90 students in attendance, we look forward to building on this momentum and continuing to offer services that support our transfer student population and their success.
We are grateful for our partnership with the Division of Enrollment Management and Events team, as well as the participation and support of our campus partners in making our orientation series this year a success. We look forward to welcoming our new Scarlet Raptors this September!
FIRST-GENERATION COLLEGE STUDENTS (FGCSs)
A Day to Celebrate First-Generation Graduates
On Monday, May 5th, the Division of Student Academic Success hosted a First-Generation Graduation Celebration to honor and celebrate our graduating first-gen students. First-generation students are students whose parents and/or guardians have not completed a 4-year bachelor’s degree. Over 40 students were in attendance, where they enjoyed having lunch in the community, taking pictures, writing advice to incoming first-gen students, and receiving a first-gen cord to wear for graduation.
This was an inaugural event that SAS hopes to offer every year to recognize the achievements of our first-gen student community. We had a student speaker, Nicole Rodriguez, a graduating senior majoring in Biology. Here’s a highlight of her speech: “Being first-generation means we often walk into spaces where no one in our families has ever been, and sometimes, it feels like we are building the path as we go. But look around, we did it. We didn’t just survive college; we earned our degrees. We made it through some of the hardest years of our lives, and we did it with strength, heart, and purpose. Thank you to all the supportive family members who never gave up on us.”
In addition to the first-gen cords, RU-C’s Alpha Alpha Alpha (or Tri-Alpha) chapter, Beta Mu, had their President cord their graduating members. Tri-Alpha is an honor society for first-generation college students earning at least a 3.2 cumulative GPA between 24-90 college-level credits.
EDUCATIONAL OPPORTUNITY
FUND (EOF)
Blooming Into EOF: 43 Scholars Begin Their Journey
This summer, Rutgers–Camden’s EOF family welcomed 43 incoming first-year students into our annual EOF Summer Institute, held from June 27 to July 31, 2025. Over the course of five transformative weeks, students engaged in rigorous academics, hands-on storytelling, and unforgettable community moments that laid the foundation for their college journey.
Far more than a bridge program, the Summer Institute is where EOF scholars first learn what it means to thrive at Rutgers–Camden. They take courses for credit, connect with mentors, and lean into workshops and activities designed to sharpen their skills, confidence, and community spirit.
Academic Foundations
Each student completed one of three creditbearing courses taught by Rutgers faculty:
Camden Unveiled: Storytelling with Purpose
Beyond coursework, scholars participated in the Summer Narrative Project: Camden Unveiled – Telling Our Stories. This five-week workshop challenged students to use digital storytelling to shift narratives about Camden, NJ. Working in small groups, students partnered with local organizations including:
› Mighty Writers
› Students Run Philly Style (SRPS)
› Center for Environmental Transformation (CFET)
› Hope Works
› Lifting up Camden’s Youth (LUCY) Outreach
› Camden Center for Youth Development (CCYD)
› Ronald McDonald House Southern New Jersey (RMHSNJ)
› Cathedral Kitchen
› Creating Higher Aspiration and Motivation Project/ Gaining Early Awareness and Readiness for Undergraduate Programs (Champ/ GEAR UP) – Rowan University
Together, they crafted original media projects— ranging from TED Talk–style presentations to docuseries—that highlighted Camden’s resilience, richness, and reality. At the Closing Ceremony on July 31, students presented their projects before a crowd of 125 guests. The room filled with pride as each group shared its vision, proving that when young people take hold of the narrative, powerful stories emerge.
Watch The Mighty Writers’ Group Presentation Here
The Heartbeat of Community: Live-In Learning Coordinators (LLC)
The Summer Institute experience would not be complete without our Living-Learning Coordinators (LLCs): upper-class EOF and TRiO scholars who lived alongside our first-year students and served as mentors, guides, and role models.
› Marissa Mendez-Perez – An EOF Scholar and rising junior Nursing major (Class of 2027), Marissa brought compassion and organization to her role, drawing on her own EOF journey to mentor first-year scholars with empathy and encouragement.
› Mia Aguilar – A TRiO Scholar and junior Finance major (Class of 2027), Mia energized her team with enthusiasm and accountability, modeling resilience and balance as she helped students navigate the transition to college.
› Jason Henry – An EOF Scholar and senior Computer Science major (Class of 2026), Jason combined his technical mindset with leadership experience, guiding students toward resources while also fostering a strong sense of community.
Together, the LLCs checked in with their caseloads, answered questions, connected students to campus resources, and designed workshops and activities that made the Institute both supportive and challenging. Their presence bridged academics, student life, and personal growth, making them an indispensable part of the summer journey.
Field Day & The Battle for the EOF Cup
Of course, no Summer Institute would be complete without our annual Field Day Games, a spirited tradition where students face off for the coveted EOF Summer Institute Cup. Tug-of-war battles, relay races, and plenty of team pride lit up the day.
But The EOF Cup is more than games—it’s the culmination of a summer-long point system, where teams earn (and sometimes lose) points for participation, leadership, and accountability. After a suspenseful tally, Team Mia emerged as the champions, crowned keepers of the 2025 EOF Cup with 66 points. Team Marissa followed closely in second with 61 points, and Team Jason earned a strong third with 58 points.
The announcement drew cheers, laughter, and celebration, capturing the true spirit of the Summer Institute: hard work, resilience, and joy in community!
Looking Ahead
As the Class of 2029 scholars prepare to officially begin their Rutgers–Camden journey this fall, they do so with more than credits on their transcript. They carry with them the lessons of five weeks spent building confidence, community, and purpose. The 2025 EOF Summer Institute has ended—but its impact will echo for years to come.
FIRST-YEAR
EXPERIENCE AND STUDENT SUCCESS COACH OFFICE (SSCO)
Taking the Next Steps: First-Year Nursing Ceremony
On April 22nd, Success Coach Ashanti Munns hosted the inaugural First-Year Nursing Ceremony to celebrate all of our rising Sophomore Nursing and Pre Nursing students on reaching this major milestone of completing their first year at Rutgers–Camden. Coach Ashanti, whose cohort is comprised of Nursing, Pre Nursing, Biology, Chemistry, Health Sciences and Physics majors, saw the amount of determination, teamwork, and perseverance shown by her students and knew it was something worth celebrating. In collaboration with the School of Nursing staff and faculty, E-board of the Student Nurses Association and alumni engagement, they were able to all come together to recognize all of our scholars.
This event was not only to celebrate first-year students completing their first year of school, but to also offer encouragement to students and show them all of the support systems they have around them on and off campus. First year students received a congratulations card with a Fifty-Year Rutgers–Camden School of Nursing pin attached and Class Of 2028 shirts. During the speaker section of this event, student speakers from the Student Nurses Association encouraged first-year nursing students to get involved on campus and explained the benefits that come with involvement, RU-C nursing staff and faculty educated students about their roles at the school and the ways that they support Nursing students, and RU-C Nursing
alumni showed all the many different paths that a nursing degree can follow.
This program highlighted the Student Academic Success division’s values through sense of belonging and self-efficacy. First-year nursing students were celebrated and accepted into a community of older peers and RU-C alumni who are currently in the Nursing field while being reminded that they are fully capable of succeeding during this arduous journey that are currently on. Overall, this event was well received by students, staff and faculty, and alumni as a great way for first-year nursing students to continue to build community within the RU-C community, increase sense of belonging and remind students that although the finish line is still years away, they have the aptitude, support, and motivation to finish strong!
TRiO SSS
RU-Camden to White Coats: A FirstGen Scholars Journey Through TRiO and Beyond
First stepping onto the Rutgers–Camden campus, she brought a dream to become a healthcare professional and the determination only a firstgeneration student can possess. Four years of navigating uncharted terrains and today, for Cindy Do, that dream is on its way to becoming her new reality.
At the end of the Spring 2025 term, Cindy stepped into graduation season as a Summa Cum Laude, graduating with her Bachelor of Science in Biology and minors in both Health Sciences and Psychology with honors. It wasn’t just academic excellence that defined Cindy’s path, but a deeprooted commitment to service, her family, and community that supported her every step of the way.
At the heart of that community was TRiO, a student support services program that specializes in the empowerment of first-generation, low-income and disabled students. TRiO works alongside these populations with three goals in mind: Persist, Graduate, and Succeed. Through TRiO, Cindy received more than resources – in TRiO, she found mentorship, belonging, and followed her vision before its full shape.
“TRiO helped me build the confidence to pursue goals I once thought were out of reach,” Cindy reflected.
“They taught me how to advocate for myself, and more importantly, how to ask for help when I needed it.”
Cindy notes just how deep an impact mentorship made during her journey. She credits faculty and staff across the Rutgers–Camden campus – Dr. Nathan Fried, Christian Grimando, Brandon Quiles, Laura Collins, and many more – not only for guidance, but a compassion and investment in her
that she didn’t know she needed. “Their support shaped my experience in ways I’ll carry with me for the rest of my life,” she said.
In June 2025, Cindy moves on to begin her next chapter at the Philadelphia College of Osteopathic Medicine (PCOM), as she joins one of the most selective Physician Assistant (PA) programs in the nation, accepting only 3% of their applicants. A monumental achievement. Her success is derived not only from personal triumph but helps reflect the transformative power of programs like TRiO and the culture of the Rutgers–Camden campus for all of its students.
Cindy’s story reminds all of us about the infinite possibilities that exist when potential meets opportunity.
HOMBRES
HombRes: Latino Retention Initiative
Assistant Director for Student Support Services, Brandon Quiles, was awarded The Educational Equity & Excellence Collaborative (E3C) innovation grant for AY 2025-2026, to support his efforts with the HombRes initiative to combat retention and persistence challenges faced by undergraduate Latin males on campus. HombRes’ mission focuses on creating a community of support, ensuring academic success, and uplifting our Camden community through service.
HombRes’ programmatic objective is to foster the development, identity, and commitment to school, community, and self of undergraduate Latino scholars to improve their overall academic success. This past year, the initiative included establishing a community of peer support and accountability; one-on-one success coaching with a dedicated advisor; career, academic, and wellness workshops; civic engagement and leadership development opportunities; and socio-culturally relevant events. Comprised primarily of first-generation scholars who were born and raised in inner city environments, HombRes participants saw an average 0.20 increase from their average Fall 2024 Term GPA (2.97) to their Spring 2025 Term GPA (3.17), and 88.5% of HombRes members have successfully registered for the upcoming academic year. HombRes members expressed a greater sense of belonging and connectedness to campus, as well as increased commitment to degree completion.
The program saw several awards for its contributions including HombRes being recognized by the Committee to Advance Our Common Purposes for their impact on the Rutgers–Camden campus and HombRes being awarded for their alumni engagement for the Escaleras Summit (leadership conference) and Papis in the Park event by the Alumni Office.
Members of HombRes participated in the Global Citizen Project in Puerto Rico in May 2025 where they presented to high school students about their experiences to increase the students’ eagerness to pursue post-secondary education. While in Puerto Rico, HombRes members painted the buildings of a community/education center for a nonprofit that was damaged by natural disasters.
Here is a video of current members explaining and highlighting aspects of the program and expressing what HombRes has meant to them: https://drive.google.com/file/d/1Uzri6wzm9L2VWiTBRIiFJ4wl8LrSycM/view?usp=drive_link
OFFICE OF SCHOLAR DEVELOPMENT AND FELLOWSHIP ADVISING (OSDFA)
OSDFA Advisors Participate in Celebrating 25 Years of NAFA
The team from the Office of Scholar Development and Fellowship Advising spent time in July not only refreshing their national awards knowledge but also contributing to their professional organization and its advancements in meaningful ways. The National Association of Fellowships Advisors (NAFA) meets biennially for a large conference that welcomes advisors and foundations from around the globe. 2025 marked the 25th anniversary of NAFA, and our staff were thrilled to contribute to this year’s meeting in several ways.
During the pre-conference sessions sponsored by the Institute for International Education and Fulbright, OSDFA’s director, Laura Collins, was invited to participate on a panel about her role as a Fulbright Program Advisor (FPA) and, more recently,
a FPA mentor. In these roles, Laura supports applicants, advisors, and the Fulbright organization in promoting its mission of mutual cultural exchange to audiences far and wide.
As the conference officially began, all attendees were given NAFA’s latest volume of essays, Writing the Future: Perspectives on Nationally Competitive Scholarships. Laura Collins, along with co-authors from Villanova University and University of Delaware, contributed a chapter to the collection entitled, “Trust the Process: Examining Fellowships Applicant Success from a Student Development Lens.” In this chapter, we argue the value – for our applicants and our institutions – of focusing more on the process of applying to national awards than on the outcome. In alignment with our NAFA values and code of ethics, we demonstrate how centering the developmental benefits of national award applications increases access and a stronger sense of belonging, both of which are priorities within Student Academic Success and Rutgers–Camden.
Another exciting moment for our team was our program coordinator, Jordan Meyers, achieving a new milestone by presenting at her first national conference. In collaboration with Erin Kwan from Seattle University and Dara Carney-Nedelman from Appalachian State University, Jordan coled a session, “From Strengths to Scholarships: A Strengths-Based Advising Approach.” The presentation was grounded in two frameworks – Community Cultural Wealth (Yosso, 2005) and Self Authorship (Baxter-Magolda, 2004) – which served as anchors to how to reimagine the role as a strengths-based advisor.
As we look to the next 25 years of NAFA, we are excited to continue contributing to the organization, the field and the success of applicants.
Sophia Westfall Earns Fulbright US Student Award to UK
The Office of Scholar Development and Fellowship Advising, on behalf of the entire Rutgers community, is thrilled to congratulate Sophia Westfall (CCAS ‘25) on her recent Fulbright US Student award selection. Sophia first connected with OSDFA at one of our workshops, where her potential for success as an awards applicant was immediately apparent. She shared with us her interests and goals and was identified as a strong fit for the Fulbright US Student Program by our advising team. We worked closely with Sophia, supporting her from preparation through our campus committee process and ultimately endorsing her application on behalf of the university. After submission, we were thrilled to learn of her finalist status several months later and happy to provide her with mock-interview practice as she prepared for her meeting with Fulbright UK representatives. The long-awaited and very happy news of her selection (as the only Fulbright recipient to Cardiff) came in May, just as Sophia earned her degree from Rutgers–Camden.
As a Fulbright Scholar, Sophia will enroll at Cardiff University in Wales to complete a master’s degree in Creative Writing. With the support and encouragement of her thesis advisor at Cardiff, Sophia will undertake an interdisciplinary research project that will result in the creation of a biodegradable poetry book created from materials unique and specific to the Wales region. This project is a continuation of research Sophia began during her undergraduate studies at Rutgers–Camden, exploring the influence of organic materials on literary content. Also, while in Wales, Sophia intends to collaborate with local beekeepers, a vocation she first learned at the age of 12, in support of her work and personal interests. Following her Fulbright year, Sophia plans to enroll in a doctoral program where she will continue her research, with specific focus in the study of book history. Needless to say, we can continue to expect many exciting things from this bright researcher for many years to come. Please join us in wishing Sophia luck as she heads across the pond this Fall!
If you are a student or alumna/us interested in learning more about the Fulbright US Student program and how you, too, can apply, contact laura.collins@rutgers.edu for more information!
CENTER FOR LEARNING AND STUDENT SUCCESS (CLASS)
A Journey of Growth
When you meet Joshua Keller, you’re immediately struck by his determination and passion for learning. At 27, Joshua’s academic path has taken him from the Marie Katzenbach School for the Deaf in Trenton to Camden County College, and now to Rutgers–Camden, where he’s pursuing a Bachelor of Science in Computer Science. His journey, marked by perseverance and a love for video games, highlights how peer tutoring has been a lifeline, helping him overcome obstacles and thrive.
Overcoming Barriers and Finding Community
Born in Camden and raised by his grandmother, Joshua began losing his hearing at age two. “My hearing loss has decreased with age,” he shares, reflecting on a childhood shaped by both challenge and resilience. After graduating from high school in 2017, he studied Game Design and Development at Camden County College. “Growing up playing video games made me want to learn how to make those games. I got interested in computer programming.” This passion led him to Rutgers–Camden in 2024, with his sights set on graduating in December 2026.
Navigating college as a deaf student has not been without its hurdles. “It is difficult to be a deaf person. There are a lot of obstacles I go through in my life,” Joshua explains. The transition to Rutgers–Camden, however, has been positive. “I’ve met a lot of new people and learned about the history of Rutgers itself. I would describe my experience as a deaf student as good so far.”
Yet, the biggest challenge Joshua faces hasn’t been academics, but communication. “It is difficult to communicate socially with students because of my deafness,” he says. While interpreters assist during classes, Joshua sometimes relies on texting and written notes to connect with peers.
Discovering students and even a cafeteria worker fluent in ASL has been a highlight: “It is nice to be able to communicate with other people on campus using ASL.”
Tutoring: A Turning Point
For Joshua, the most daunting academic hurdle in his first semester was Pre-Calculus. “I was failing the class,” he admits. It was his academic advisor who suggested he reach out to the Center for Learning and Student Success (CLASS) for tutoring. “My first experience with a tutor was great. She helped me with my homework and prepared me for my exams. I was stressed going into the first session because I was failing the class, but she helped me through that semester and helped me to pass.”
Joshua’s determination, combined with the support of peer tutors at CLASS, led to a remarkable turnaround. “At first, I had two tutors to help me,
Avery and Nabiha. Their style of tutoring was effective and helped me pass. Then at the end of the semester, I got a B in the class. I pulled up the grade big time, and I couldn’t have done it without help from those two tutors.”
Tutoring hasn’t just helped Joshua pass difficult courses; it has also boosted his confidence in coding, especially in Python, a core skill for his computer science major. “Tutoring helped me understand the Python coding language more. Anusha is great, and I continued studying Python after the spring semester to further my skills and broaden my knowledge.”
Collaboration and Commitment:
Building a Support Network
The success of Joshua’s peer tutoring experience is the result of close collaboration between the Center for Learning and Student Success, the Office of Disability Services, and his professors. Working together, they schedule weekly two-hour peer tutoring sessions for each course, coordinate American Sign Language (ASL) interpreters for each session, and arrange tutoring times to fit around his exam schedules. When an in-person interpreter isn’t available, a remote interpreter joins via Zoom, and written notes are used when needed. This careful coordination ensures Joshua always has the support he needs to fully engage with his coursework.
Effective tutoring, Joshua notes, is about patience and adaptability. “The CLASS tutors do their best to help me. It can be difficult for them to teach me with my deafness because it takes me more time to fully understand course concepts than hearing students. But they do a great job adapting their approach to better support my learning style and needs.”
“I appreciate that my tutors take their time with me. They are willing to tutor for extra days or extra time with me. They are very intelligent and have a lot of knowledge. I am impressed by their deep knowledge of their subjects.”
Advice for Fellow Students
Joshua’s gratitude for Rutgers–Camden’s peer tutoring program runs deep. “My experience with tutoring has been outstanding. I would not be able to continue this journey without them.”
He recommends the tutors who have helped him to other students: “Any student taking Calculus, I recommend Avery (Ang); any student taking Physics, I recommend Aditya (Birla). For programming classes, I recommend Anusha (Hedge). They have all really helped me.”
Looking Forward
With his eyes set on a programming internship and a career in the video game industry, Joshua remains focused on his goals. “My goal is to graduate in December 2026, then work for a video game company or a company that offers programmer positions.”
Despite the obstacles, Joshua Keller’s story is one of resourcefulness and hope. His experience is a testament to the power of accessible student academic support, like the Center for Learning and Student Success’s peer tutoring program, the dedication of his professors, and the commitment of the Office of Disability Services. At Rutgers–Camden, he’s not just breaking barriers; he’s building a future shaped by persistence, community, and the drive to learn.
“MY EXPERIENCE WITH TUTORING HAS BEEN OUTSTANDING. I WOULD NOT BE ABLE TO CONTINUE THIS JOURNEY WITHOUT THEM.”
- Joshua Keller
CAREER ADVANCEMENT CENTER
The Rutgers–Camden Career Center Gets a New Name and Look: Welcome to the Career Advancement Center!
As part of our continued commitment to supporting student and alumni success in an ever-changing world of work, the University is proud to announce the renaming of the Career Center to the Career Advancement Center—a change that reflects both our enhanced mission and alignment with the National Association of Colleges and Employers (NACE) Career Readiness Competencies.
More than a new name, this transformation symbolizes our initiative-taking approach to career development, ensuring that all Raptors—past and present—have access to the tools, experiences, and support they need to advance their goals with confidence and purpose.
Just like our Raptor mascot—swift, agile, and forward-moving—our students and alumni are built to navigate new challenges and seize bold opportunities. The Career Advancement Center is here to empower them at every step, whether that means crafting the perfect résumé, exploring graduate programs, practicing for interviews, or securing internships.
This summer, the Career Advancement Center located in the Campus Center-Lower-Level Room 006— also underwent a complete renovation, creating an inviting, modernized space that fosters collaboration, exploration, and innovation. New features include expanded and flexible meeting spaces, LinkedIn Photobooth and the inclusion of the Office of Scholar Development and Fellowship Advising in the space.
YOU’RE INVITED!
We warmly welcome all students, faculty, and staff to visit the newly redesigned Career Advancement Center. Come explore the space, meet the team, and learn more about the exciting services and resources available to help Raptors take flight. Check out our programming in Handshake and start building your future today!
EXPLORE…PREPARE…SUCCEED AND BE #RAPTORREADY
RAPTOR RECOGNITION
SAS Student Workers
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 Rutgers University–Camden.
Each summer, EOF hires student workers assist EOF program participants with successfully completing the Summer Bridge program. These student workers are known as Live-In-Learning Coordinators (LLCs).
Check out the profiles of some of the EOF LLCs on the following pages:
JASON HENRY
ACADEMIC YEAR & SCHOOL: Senior, Camden College of Arts and Sciences
ACADEMIC MAJOR: Computer Science
ACADEMIC MINOR: Sociology
WHAT ARE YOUR HOBBIES AND INTERESTS?
I like to play video games, hike, and hang out with friends.
WHAT’S BEST ABOUT YOUR STUDENT WORKER JOB?
I enjoy working with incoming freshmen to build their self-confidence for the fall semester.
IN WHAT CAMPUS ACTIVITIES/CLUBS ARE YOU INVOLVED?
I am involved in EOF, TRiO, B1GS, MOOD, The Bridge, and Hombres.
WHAT KIND OF STUDENT WORKER ARE YOU?
I am an EOF Live-in Learning Coordinator.
WHERE WERE YOU BORN?
I was born in Woodbury, NJ.
WHAT SKILLS HAVE YOU DEVELOPED BECAUSE OF YOUR STUDENT WORKER JOB?
I have developed my time management skills as a result of my student worker job.
WHAT IS A CHALLENGE YOU FACE AS A STUDENT WORKER?
I used to be really bad at public speaking, but being a student worker has put me into situations that I needed to be able to do it. With lots of practice, I’ve gotten better at it.
HOW HAVE YOU CHANGED BECAUSE OF BEING A STUDENT WORKER?
I’m more active on campus. I know where almost everything is and who to talk to about what.
WHAT IMPACT HAS BEING A STUDENT WORKER HAD ON YOUR COLLEGE EXPERIENCE?
It made me comfortable with who I am as a person and what I want to do moving forward.
WHAT IS SOMETHING YOU HAVE BECOME GOOD AT DOING AFTER BECOMING A STUDENT WORKER?
I’ve become good at talking to large groups of people without melting down.
MIA AGUILAR
ACADEMIC YEAR & SCHOOL: Junior, Rutgers School of Business
ACADEMIC MAJOR: Finance
WHAT ARE YOUR HOBBIES AND INTERESTS?
I like to cheerlead and read.
WHAT’S BEST ABOUT YOUR STUDENT WORKER JOB?
I enjoy interacting with incoming freshmen and helping them adjust to their new environment.
IN WHAT CAMPUS ACTIVITIES/CLUBS ARE YOU INVOLVED?
I am involved in TRiO, the cheerleading team, Lambda Theta Alpha Latin Sorority, Inc.
WHAT KIND OF STUDENT WORKER ARE YOU?
I am an EOF Live-in Learning Coordinator.
WHERE WERE YOU BORN?
I was born in Kissimmee, Florida.
WHAT SKILLS HAVE YOU DEVELOPED BECAUSE OF YOUR STUDENT WORKER JOB?
I have developed my time management skills as a result of my student worker job.
WHAT IS A CHALLENGE YOU FACE AS A STUDENT WORKER?
I learned to remain calm during stressful or difficult situations and respond in a professional manner.
HOW HAVE YOU CHANGED BECAUSE OF BEING A STUDENT WORKER?
Being a student worker has made me more responsible and confident.
WHAT IMPACT HAS BEING A STUDENT WORKER HAD ON YOUR COLLEGE EXPERIENCE?
It helped me feel more connected to campus, gave me a sense of purpose beyond academics, and taught me real-world skills.
WHAT IS SOMETHING YOU HAVE BECOME GOOD AT DOING AFTER BECOMING A STUDENT WORKER?
I’ve become good at communicating professionally.
SAS EMPLOYEE SPOTLIGHT
Recently, at the SAS annual division retreat, Laura Collins, Director of OSDFA, was recognized with the newly implemented SAS Impact Award.
During the AY 24-25, Laura demonstrated leadership and a commitment to student success in numerous ways:
› Led OSDFA to a significant increase in student applicants and awardees of prestigious awards
› Co-authored a chapter published in "Writing the Future: Perspectives on National Competitive Scholarships
› Represented the Fulbright US Student Program on a Panel at the IIE & US State Department Preconference
› Received the Chancellor's Award for staff Excellence in Service 2025
Here, Laura is featured accepting her award that was presented by Dr. Marsha Lowery, Vice Chancellor for Student Academic Success, and Madeline Levy, Director for Career and Success Initiatives.
STAY TUNED
There is always something interesting happening on campus. Keep up to date with us!
The Rutgers–Camden Career Center has been renamed to the Rutgers–Camden Career Advancement Center, and the space is being renovated.
The Rutgers–Camden Center for Learning and Student Success (CLASS) suite at 231 Armitage Hall has been renovated.
Both Open House events will be announced once renovations are complete. We are excited for you to join us in our refreshed student success spaces.
THE BRIDGE
The Bridge is Rutgers–Camden’s Multicultural Student Center—an inclusive space that fosters student success through identity-affirming programs, holistic support, and community engagement. Students can connect with resources, attend events, and reserve the space for cultural, academic, or leadership-based initiatives aligned with our mission. https://www.instagram.com/ ruc.thebridge/
