Student Success Insider - April 2024

STUDENT SUCCESS INSIDER

APRIL 2024

Addressing Inequities: Ensuring Success for

Historically

Excluded Students IN THIS ISSUE

PRACTICAL WAYS TO SUPPORT STUDENTS IN AND OUT OF THE CLASSROOM NEW DATA TO INFORM OUR WORK

HIGHLIGHTS OF STUDENT SUCCESS CAMPUS-WIDE

WELCOME

3 20

DEFINING HISTORICALLY EXCLUDED STUDENTS AT RUTGERS-CAMDEN

Proactive efforts to consider implementing

5

DATA DEEP DIVE

Spring Progress Reports offer more student insights

Student Survey to prioritize campus improvements

ODS expands

A boost in A&P outcomes

What we’ve learned over the past year

12

DIVISION HIGHLIGHTS

A new partnership with Princeton Review for GRE and LSAT prep

Leveraging data with faculty

SAS Strategic Plan progress

AANAPI Grant updates

Introducing the PACs

Engaging & empowering Latin Males

Tri-Alpha induction

First Rutgers-Camden Truman Winner

STUDENT SUCCESS INITIATIVES

New summer Pre-Law Academy from the Rutgers Law Minority Student Program (MSP)

Preparing for Rites of Passage

23

RAPTOR RECOGNITION

Interviews with our student success champions:

Dr. Laura Napolitano (Faculty)

Kyle Jenkins (Staff)

Orgelys Vasquez-Home (Student)

28

STAY TUNED

Upcoming events and initiatives

The Student Success Insider e-magazine is produced by the Division of Student Academic Success

EDITORS-IN-CHIEF Dr. Kendall Barton, Lindsay Peck

ART DIRECTOR Jamie Victor

COVER STORY

When we talk about historically excluded students in the context of education, many people may immediately begin to think of underrepresented minority (URM) or first-generation students.

While these groups have indeed traditionally experienced inequities, the term “historically excluded” represents an even wider array of students, including BIPOC (Black/Indigenous/People of Color),

members of the LGBTQ+ community, those with disabilities, students from low-income backgrounds, and women in STEM. Students within these populations experience exclusion by way of long-standing systemic structures that privilege dominant cultural norms and disregard their unique experiences, making them feel “othered” within academia. This systemic underrepresentation reinforces the need for consideration of invisibility over time and how it continues to impact access and equity issues.

At Rutgers-Camden alone, between 6% and 62% of our Undergraduate students belong to at least one historically excluded group - many of them with compounding experiences due to their intersectional identities. The impact that racism, sexism, ableism, and other exclusionary practices — whether real or perceived — can have on students includes a lack of belonging, the increased likelihood of earning lower GPAs and leaving college without a degree, and reduced probability of communicating with instructors or participating in the co-curriculars of campus life (Warfield, et al., 2023). Understanding that each of these factors are critical to retention and persistence, strategies can be developed to help students navigate and overcome systemic and institutional inequities to enhance their experiences and outcomes it most. By the end of the semester, academic units will be provided with this data and learn more about our proposed responsive initiatives.

Historically Excluded Students at Rutgers-Camden

*Data is based on student self-reports. Actual numbers are likely higher.

**LGBTQ+ data is not formally collected, but these students are recognized as an historically excluded community.

In the name of addressing barriers, promoting student success, and further reducing equity gaps, we propose several proactive efforts that you can consider implementing so that our marginalized students can thrive in college, regardless of their backgrounds:

1 2 3 4

Become familiar with and address the barriers to High Impact Practice (HIP) participation that historically excluded students frequently encounter: Whether it’s lack of awareness of research opportunities, perceived barriers to interactions with faculty, financial challenges, or the unconscious bias of the campus community — identifying strategies to assuage these concerns can go a long way in ensuring meaningful engagement. For example, the Office of Scholar Development and Fellowship Advising has made tremendous strides in their efforts to increase the number of minoritized students applying for and becoming finalists for prestigious awards.

Create space for community-building among affinity groups: Transition events like an immersive pre-orientation week with academic preparation, intentional mentorship, and networking opportunities can help to establish support, promote a sense of belonging, and enhance student self-efficacy early on (Freeman & Carlson, 2023).

Teach with empathy: Arif et al. (2021) note that empathetic teaching approaches are especially beneficial for students from marginalized backgrounds, whose experiences may have included numerous social, cultural, and political barriers. For example, mentors who seek to eliminate homophobic stigma by championing the use of affirming language and promoting safe spaces in their classrooms improve the experience of LGBTQ+ students. Similarly, educators who develop learning environments based on cultural responsiveness and understanding (e.g. sensitivity toward particular cultural issues or barriers students may face) improve Black students’ feelings of agency in the classroom.

Commit to ongoing education: Taking on the responsibility to self-educate and cultivate more inclusive academic environments is critical to our students’ success. Whether you are seeking to develop a working knowledge of institutional or federal legal requirements for students with disabilities, increasing awareness of your own biases and assumptions about others, or keeping up with current global events that may impact students’ well-being, such strategies can ensure that we can better accommodate and advocate for students who are disproportionately affected by economic, social, or systemic barriers (Arif et al., 2021).

DATA DEEP DIVE

Spring Progress Reports Offer More Student Insights

Progress reports provide a centralized platform for faculty members to inform students of their course progress.

The completion effort gives students the time and opportunity to adjust their habits, connect with resources, and make corrections to either improve their final grade or make proactive decisions about withdrawing from courses. Here, we share some statistics disaggregated by race/ethnicity and special population for undergraduate-level courses only.

Students Who Received Reports (Disaggregated by Race/Ethnicity)

How to read this table: % is the amount of the Column that received at least 1 PR as described in Column A.

Students Who Received Reports (Disaggregated by Special Populations)

How to read this table: % is the

Students Enrolled SP24*

Any PR PR by Connotation**

Positive

No Concern

Concerns

Reports of Concern: Drill-Down**

Never Attended/Stopped Attending

Lack of Participation/Poor Attendance

Missing Assignments

Low Quiz/Test Scores

In Danger of Failing

*May not match official Census N used for reporting to IPEDS. **Connotative PR’s and Reasons for Concern are not mutually exclusive.

KEY TAKEAWAYS

• Black students were twice as likely to receive at least one Report of Concern than their White peers, with other Non-White races and ethnicities also having higher proportions (51% Black v. 42% Hispanic/PR v. 34% AANAPI v. 26% White)

• Black students were also more likely to receive concerns describing Lack of Participation/Poor Attendance and In Danger of Failing in comparison to Non-Black peers.

• Black and LatinX Men were the least likely of all groups to receive a Positive Report.

In summary, even with just a cursory disaggregation, differentiated concerns are borne out in the data. One positive note is that we know not every student with these concerns ends up with unsatisfactory final grades. Student Academic Success is digging deeper this semester to next determine how students change their academic habits and behaviors (or don’t) because of these reports, and how this impacts their ultimate grades in students’ courses. With this student voice data, we will be able to share with campus partners and align supports to reduce gaps that historically – and currently – exist for our marginalized students.

Student Success Inventory Helps to Prioritize Campus Improvements

Earlier this spring, undergraduate students were asked to complete the Student Satisfaction Inventory (SSI). The survey is a national standard and created by what was formerly Noel-Levitz, now Ruffalo Noel-Levitz, or RNL. The SSI serves as a powerful tool to improve the quality of student life and learning, as it measures student satisfaction and salience, revealing how satisfied students are as well as what issues are important to them — which will help us prioritize campus improvements. Filled with questions about students’ decisions to enroll, perceptions of campus strengths and weaknesses, quality of instruction, campus climate, and support services, responses to the survey can provide critical insights for those in enrollment management, academic affairs, student affairs, student retention and success, and more. Insights into the academic experience are included below.

STRENGTHS

Students identified instructors’ content knowledge, pedagogical skill, and availability as both important and satisfactory. More generally, they pointed to University commitments toward intellectual growth and academic excellence as additional values they feel we espouse. Specific inventory statements related to these areas are as follows:

• Nearly all of the faculty are knowledgeable in their field.

• I am able to experience intellectual growth here.

• There is a commitment to academic excellence on this campus.

• Adjunct faculty and Graduate Teaching Assistants are competent as classroom instructors.

• Faculty are usually available after class and during office hours.

“Stop and Reflect” Question: How do I contribute to each of these strengths? Are students aware of these contributions? How would I know?

AREAS FOR IMPROVEMENT

Targeting both operational and socio-emotional needs, students identified course registration and individuation as areas for the University to improve upon. They disagreed with the following specific inventory statements as well as prioritized them as important:

• I am able to register for classes I need with few conflicts.

• Faculty take into consideration student differences as they teach a course.

“Stop and Reflect” Question: What is one thing I can do, no matter my role, to lift up and confirm student differences? How would I put that into practice?

Office of Disability Services Continues to Expand

According to the most recent data from the National Center for Education Statistics (NCES), approximately onethird (37%) of students with a reported disability in college actually disclose their disability to their institution. Over the last several years, however, the Office of Disability Services (ODS) at Rutgers-Camden has experienced a rise in the number of students who are sharing such information and seeking appropriate accommodations. Reasons for the uptick are multifaceted but are certainly related, in part, to the efforts of ODS to destigmatize disability, widely promote service offerings, and simplify the process of registering for accommodations.

Records show that in 2017, 149 students were registered with ODS. Today, nearly 700 students (over 10% of our campus population) are registered with the office. This includes 434 undergraduate students and 241 graduate students. Of these students, 555 have approved accommodations, and 120 students are still “in progress,” meaning that they have registered with ODS and, for whatever reason, are still completing the steps needed to secure accommodations.

According to Erin Leuthold, Director of Disability Services, “a noticeable trend that is on the rise at RutgersCamden (and many other colleges and universities) is the significant increase in the number of graduate-level students registering with ODS. Graduate student programs are often high stakes and have different forms of assessment than undergraduate programs. This means that ODS staff must have a solid understanding of the program requirements and nuances to best support the student and ensure the university is in compliance.” It also seems many students are discovering formal diagnoses for the first time in college and now need to come to terms with a new identity. When asked about what she’s noticed regarding how this might be impacting the students working with her team, Erin noted, “I think it is safe to say that anytime you discover something new about yourself, there is an impact and an adjustment. That shows up really differently in each person and their experience. At Rutgers-Camden, the Wellness Center offers psychological educational evaluations for students seeking that service. We hear from many students who decided to pursue the evaluation that this is the first time they have access to this type of service. Last academic year, 50 evaluations were completed. So far this year, 90 evaluations have been completed. This growth is fascinating and demonstrates that students are interested in learning about themselves.”

Top recorded diagnoses among students include:

• Psychological Conditions

• Learning Disabilities

• Attention-Deficit/Hyperactivity Disorder (ADHD)

• Processing Disorders

• Autism Spectrum Disorder (ASD)

Top accommodations granted for students include:

• Extended time on timed assessments

• Ability to test in a reduced distraction testing location

• Alternate format textbooks

• Access to screen reading software

• Assistance with notetaking

For faculty and staff who may encounter neurodivergent students or those who disclose a disability, ODS suggests engaging and learning from those students. Erin reminds us that “Rutgers does not have a separate admissions process; every student who is admitted has earned that spot”. She encourages faculty to ask students what has worked well for them in the past, how they learn best, and what strategies could be incorporated into teaching practices to best support their learning style. Finally, Erin makes an important point about how our students and their challenges have drastically changed in recent years: “All of the full-time staff within ODS at Rutgers-Camden have been working in ODS pre-pandemic. We say all the time that the pandemic changed people, and that is not meant as a negative statement. For the first time in the history of RutgersCamden, students disclosing mental health diagnoses account for over 50% of our student caseload. Oftentimes, mental health diagnoses are co-occurring with ADHD, a learning disability, Autism Spectrum Disorder, etc. How this translates into our day-to-day is that we often spend more time with students figuring out accommodation plans and how to support equal access to all of the educational programs and opportunities that Rutgers offers. We also spend a significant amount of time supporting faculty in the implementation of student’s ADA (Americans with Disabilities Act) approved accommodations.”

Don’t forget that you can always refer students to ODS both in conversation and in writing, and the ODS team is always willing to answer your questions.

Structured Support Boosts Anatomy and Physiology Outcomes

This past fall, the Center for Learning and Student Success (CLASS) attempted to address one of the most challenging courses that our students face, by designing intentional and effective academic strategies for students enrolled in Essentials of Anatomy & Physiology. All 177 enrolled students were offered the opportunity to engage with a professional tutor twice a week for facilitated review sessions. Sessions included a review of chapter topics and lecture materials for that week, assessment of students’ knowledge and areas of confusion, resource discussion, and student reflection. Participants were also provided with weekly structured study plans – which included associated learning objectives - as well as opportunities to attend hands-on exam prep learning activities. By the end of the Fall 2023 term, over 70% of A&P students received a C+ or better in the course (a 45% increase from fall 2022) and the overall course D/F rate decreased by more than half!

Grade Distribution for Essentials

For the spring, an online community has been introduced for students and tutors to share notes and study resources, as well as the addition of more 1-on-1 and group tutoring appointments.

For more information about the impactful work being done in this area, contact the Assistant Director of Student Academic Support, Angela DeRocini.

What We’ve Learned: Paint by Numbers*

With an increased focus on identifying data points that help us serve our students and their experience, we have gained great context over the past year. Here, we share a small snapshot of the facts and figures that guide us.

Which majors are most popular among first-generation students?

What are the characteristics of our transfer students?

Why do our students leave Rutgers-Camden? (as self-reported via newly implemented exit surveys)

In which majors do our Black and Latinx males struggle the most? (as determined by major GPA)

As SAS continues to develop relevant programs and services, we encourage you to think about the ways in which you or your units may want to leverage data to positively impact student success. For questions or suggestions for collaboration, feel free to contact Assistant Director of Student Success & Retention Initiatives, Lindsay Peck. NURSING

What do our first-to-second year retention rates look like? (students entering in Fall 2022)

FIRST-YEAR STUDENTS TRANSFER STUDENTS

UNDERGRADUATE STUDENT BODY THAT IS ON TRACK TO GRADUATE IN FOUR YEARS OR LESS

FIRST-YEAR STUDENTS WHO RECEIVED TWO OR MORE D/F/NC/W GRADES IN THEIR FIRST TERM IN FALL ’23 40% 33%

How SAS is doing its part to support our students DIVISION HIGHLIGHTS

Partnering With the Princeton Review to Make

Graduate

and Law School More Attainable

For those looking to pursue education beyond a bachelor’s degree, the stress and anxiety of studying for a high stakes entrance exam is enough to deter students, let alone finding a way to pay for a prep course. For low-income students specifically, enrolling in a $700+ course may never be a feasible option. With the understanding that financial barriers pose one of the greatest challenges for students seeking graduate or professional school, SAS has offered students the opportunity to participate in an all-expenses-paid prep course via Princeton Review. Over 30 students, who are seeking admittance into graduate or law school next year, submitted applications to participate in a GRE or LSAT prep course and have committed themselves to at least six weeks of immersion into learning strategies, practice exams, and performance analysis. With the weekly assistance of a live instructor and access to real-time feedback, we hope that the courses will equip our students with a sense of confidence and mastery of the material that is necessary to perform well on the exams and become competitive applicants for school.

Lunching With Faculty and Leveraging Data

It may be obvious that partnerships between faculty and staff generally allow for shared use of resources to support teaching and scholarly creative activity. However, research shows more detailed evidence that effective collaboration is positively linked with student engagement and success (Syno, et al., 2023). SAS invited all faculty to join us and their colleagues just before the opening of the spring progress reporting period, for a shared conversation about mid-semester feedback to support the success of our students. With a consistent 75-80% faculty completion rate at the undergraduate level, progress reports offer a prime opportunity to both shepherd students to adjust their habits as well as examine what students need most as they move through each semester. Discussions centered around the reporting life cycle and leveraging the available data to determine practices that have the most impact on student grades. Valuable insights were gained from varying perspectives and innovative approaches to student support were widely shared. We’d like to thank those who attended and look forward to additional fruitful conversations on a regular basis in the future.

Making Progress on Our Strategic Plan

In the last issue of the Student Success Insider, SAS announced intentions to roll out a five-year divisional strategic plan that was focused on improving first-year student retention rates and six-year graduation rates. The SAS strategic planning process began in early January, with a steering committee comprised of leadership Team members who represented all SAS units. We began with data gathering, which involved a three-phase process that consisted of a SWOT analysis, priority scoring, and a peer institution review. The SWOT analysis was conducted by the steering committee members to identify strengths, opportunities for growth and challenges that could be addressed through the strategic plan. Once identified, priority scores were assigned using a points system to determine which SWOT components were most critical and feasible to tackle. After differential individual ratings were discussed and a common agreed-upon priority list compiled, the priorities were then grouped into thematic pillars, ready for the next step. Each member of the leadership team then conducted a thorough evaluation of successful programs and initiatives at peer institutions that could be adapted, replicated, or provide inspiration for new strategies that were relevant to our established pillars. This information, along with drafted pillars and priorities, was then shared with the rest of the division to elicit feedback on specific strategies. We are now in the final stages of drafting the final plan and are excited to share with the campus community in the coming months.

DIVISION HIGHLIGHTS

AANAPI Grant Program Updates

Since being awarded the AANAPI grant last fall, SAS has been working tirelessly to ensure student success. Students who identify as AANAPI (Asian American and Native American Pacific Islander), transfer students, or are considered “at-risk” of not graduating due to credit standing (i.e., those with 54-66 credits) will benefit from the following resources: Peer Academic Coaching (PAC), success coaching from a professional staff member, Learning Specialist support, and tailored activities that promote community and belonging.

With the goal of reducing student stop-outs and increasing retention rates among these groups, participants will be strategically paired with peer and professional staff who each have specialized areas of knowledge and expertise as it relates to the student experience. PACs will work with students to help with scheduling, time management, balancing obligations, test taking strategies, and financial skills.

Between the success coach and new transfer student coordinator, efforts will be made to address the prevalent themes and challenges that impact students’ success, such as creating a sense of belonging, identifying ways to celebrate students’ culture, and implementing meaningful engagement strategies that support their transition or continuation as a Rutgers-Camden student. Students at off campus locations are also eligible to receive services, either virtually or on their respective campus. As our teams gear up to launch these services in the fall, eligible students are currently being recruited.

Other components of the grant include career and graduate school readiness activities, a stop-out prevention campaign, and a multicultural center. Over the summer, grant dollars will be used to fund eligible students who are interested in conducting research with a faculty mentor. Expenses up to $5,000 can be requested to include tuition, research supplies, and/or a personal stipend. Applications are being reviewed, and students will be notified of their status by the end of April. Stay tuned for further updates as we continue to roll out this project.

Empowering Peers Through Peer Academic Coaching

Peer Academic Coaches (PACs) are student leaders in the Office of Learning Support Services who make a difference! They provide individualized academic support to their classmates, helping them excel in critical areas like time management, motivation and procrastination, exam preparation, and note-taking strategies.

Inspired by the experience, many PACs once participated in the Hands-on Academic Recovery Program (HARP). HARP helps students on probation and continued probation get back on track by providing academic support and structure. Their experience in HARP motivated them to become PACs, and they now empower their peers to succeed.

Shai’on Brown

MAJOR: English YEAR IN SCHOOL: Junior

SPECIALIZED ACADEMIC TOPIC AREAS: Goal Setting, Task Management, and helping students prioritize schedules/assignments.

ROLE ON THE PAC TEAM: I handle all social media promotions for our team, do table in the campus center twice a week, and create flyers for our events that may occur.

PREVIOUS HARP STUDENT? Yes.

FUN FACT: I was born and raised in the city of Camden and I’m also first generation!

Paris Correa

MAJOR: Health Science YEAR IN SCHOOL: Sophomore

SPECIALIZED ACADEMIC TOPIC AREAS: Time Management, Study Guides, and Email Management.

ROLE ON THE PAC TEAM: Lead PAC.

PREVIOUS HARP STUDENT? Yes.

FUN FACT: I made Dean’s list for the fall 2023 semester.

Caden Adams

MAJOR: Marketing YEAR IN SCHOOL: Sophomore

SPECIALIZED ACADEMIC TOPIC AREAS: New hire, I don’t have any specialized areas yet.

ROLE ON THE PAC TEAM: Peer Academic Coach.

PREVIOUS HARP STUDENT? Yes.

FUN FACT: I won second place in a city-wide speech competition.

Iszy Wolohan

MAJOR: Marketing YEAR IN SCHOOL: Rising Sophomore

SPECIALIZED ACADEMIC TOPIC AREAS: Test Taking, Study Habits, Time Management, and Balancing Stress.

ROLE ON THE PAC TEAM: Peer Academic Coach.

PREVIOUS HARP STUDENT? Yes.

FUN FACT: I love horror movies.

Mohamed Cherif Kanoute

MAJOR: Data Science YEAR IN SCHOOL: Sophomore

SPECIALIZED ACADEMIC TOPIC AREAS: Mathematics.

ROLE ON THE PAC TEAM: Peer Academic Coach.

PREVIOUS HARP STUDENT? No.

FUN FACT: I am a student athlete and I am a NBA academy alumni.

DIVISION HIGHLIGHTS

HombRes: Engaging and Empowering Latin Males

Latine students make up a growing share of all enrolled at postsecondary institutions, and the Pew Research Center highlights that despite growing enrollment, small shares of Hispanic and Latine students have obtained a bachelor’s degree.

This is particularly true for Latin men. Rutgers-Camden is currently on pace to become a Hispanic Serving Institution as we approach close to 25% undergraduate Hispanic student enrollment, and Student Academic Success is working to create support services for this expanding population.

HombRes is a Latin male empowerment initiative focused on creating a community of support and accountability, ensuring academic success, and uplifting our community through service. HombRes was established with the assistance of the IDEA Grant to combat some of the challenges specific to Latin male retention and persistence, including balancing familial responsibilities, managing finances, developing mentorship, navigating campus resources, and garnering a sense of belonging alongside peers.

Luis Burgos, a first-year business student, shared that he appreciates the community and accountability HombRes has provided him during his first year on campus, stating, “HombRes helped me get connected to other Latinos.

It’s been helpful to know guys on campus and to have them to text and turn to if I need them. They hold me accountable too and check up on me.”

This year, HombRes has hosted programs to engage undergraduate Latino scholars on topics such as academic goal setting, financial literacy, identity and masculinity, decision-making, leadership, and mental and physical health. HombRes has also provided opportunities for current undergraduate students to network with Rutgers-Camden Latino alumni and current Latine graduate students.

Albert Rivera, a first-year nursing student, mentioned that after attending our Mentoring and Mocktails alumni mixer, how valuable connecting with Latino professionals who come from similar backgrounds has been. Albert shared, “I was very inspired by an alum because he told me to stay real with myself wherever I go, and I think that’ll stick with me forever. We come from the same spot [hometown] and meeting someone like him was unexpected because there aren’t a lot of us in STEM.”

Interested in supporting the work of HombRes? Email Brandon Quiles, Assistant Director for Student Support Services.

Tri Alpha Academic Honor Society Inducts a New Cohort of First-Gen Students

About one-third of all college students in the United States are first-generation, and roughly 55% of the population at Rutgers-Camden identifies as such – students whose parents have not earned a bachelor’s degree.

Alpha Alpha Alpha, or Tri Alpha Honor Society, recognizes the academic achievement of first-generation college students. To be eligible, students must have earned at least 30 credits and maintain a 3.2 GPA or higher. On Friday, March 24th, the Rutgers-Camden Beta Mu Chapter of Tri Alpha welcomed 44 students as well as 8 faculty and staff members during an induction ceremony at the Walter K. Gordon Theatre.

The ceremony was a beautiful recognition of the academic achievement of these scholars. Our inductees were celebrated in a room comprised of their peers, faculty, staff, and families. Provost Sandra Richtermeyer served as a keynote speaker, expressing the importance of staying involved within this academic community, connecting with Tri Alpha peers across the higher educational landscape, and spreading the word of the organization to their fellow first-generation peers on campus. Students were formally inducted in by Tri Alpha President Harvy Patel, a junior Biology major, and Sharellis Sepulveda, a senior who is double majoring in Criminal Justice and Global Affairs. The ceremony closed with a charge to our newest inductees by the TRiO SSS Counselor and chapter co-advisor, Christian Grimando, to embrace leadership, commit to service, and pursue lifelong learning. When asked what it meant to be a part of Tri Alpha and what their hopes were for the organization, two students noted:

“It means to me that all my efforts are being recognized and rewarded, opening the doors to greater opportunities and to new horizons on which I plan to develop and build my person. I hope to see Tri Alpha continue to congratulate more students on their hard journey while also creating a community in which students find pride of being a part of and encourage others to join as well.”

- Wandys Aquino Sophomore, Computer Science

“Being a part of Tri Alpha means more than just an accomplishment. It means that all my struggles and efforts paid off. Not only did I make my dream come true of getting into higher education, but my parents being able to accomplish that dream through me. I hope this organization makes first gen students feel like their efforts are seen and celebrated. I hope it brings us closer as a community and is able to show others what first gen is capable of.”

- Naomi Revueltas Sophomore, Psychology

Interested in supporting the work of Tri Alpha? Email co-advisors Caroline Waters, Senior EOF Counselor and Christian Grimando, TRiO SSS Counselor.

Highlights from the Office of Scholar Development and Fellowship Advising (OSDFA)

Rutgers-Camden Truman Awardee

In February 2024, OSDFA with support of a committee of faculty and staff members from across the campus, nominated Paul Boyd (CCAS ’25) for the Truman Scholarship. This highly competitive award seeks junior-level undergraduates who are engaged in and aspire to careers in public service. Paul is philosophy major who aspires is actively engaged in supported justice-impacted individuals as they reenter society. His post-graduate goals include earning a PhD in the Philosophy of Science and continuing his efforts in advocacy and research with a nationally recognized program like the Princeton Prison Teaching Initiative or similar.

Of his experience applying and being named a Truman Scholar, Paul says, “The Truman Scholarship application process, although challenging and ongoing, has been a pivotal experience. The support I’ve received from the Rutgers-Camden community has been truly overwhelming. While I acknowledge that I am at the center of this remarkable journey, the real narrative, from my perspective, is the story of a community coming together to champion the endeavors of one of its own.”

“You Hit Submit” Event

On Thursday March 21, OSDFA hosted its second 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 and connect with the many experiential learning opportunities available to them at Rutgers–Camden. In 2023-2024, 42 students and alumni successfully submitted applications for national awards, a 69% increase in applicants from last year. We acknowledge the vulnerability and determination demonstrated by these applicants and this event recognizes our support for their decision to believe in themselves – as we do – and “hit submit” on their applications.

Watch this short video for a glimpse of what “You Hit Submit” is all about.

2024 Fulbright Week

March 25-29 marked OSDFA’s second-annual “Fulbright Week,” a full week of in-person, virtual, and passive programming designed to increase awareness for this important fellowship. Throughout the week, we featured a blog-post from 2020 RUC Fulbright Grantee, Patience Williams (MFA ’20), a “Day in the Life” video from 2023 RUC Fulbright Grantee, Kaitlin McGee (CCAS ’22) who is currently on her award in South Korea, along with a Personal Statement Workshop, Fulbright 101 information session, and a Q&A Panel with 4 current RUC Fulbright Finalists.

The Fulbright US Student Program, which offers opportunities to conduct research, teach English, or pursue graduate study in more than 140 countries across the globe, opened its 20252026 application on April 2. The Fulbright US Student Program is open to ALL US Citizens who will have a bachelor’s degree at the time of their award. There is NO minimum GPA requirement and ALL fields of study are welcome. Curious students with a commitment to mutual cultural exchange are ideal.

If you’re curious about Fulbright, we’d love to talk to you! Our team assists current students and alumni with preparing competitive applications to national fellowship programs, including the Fulbright US Student Program. Interested students and alumni are encouraged to visit the Fulbright website and complete our Fulbright Interest Form to learn more. The national deadline to submit a Fulbright Application is Tuesday, October 8; however the Campus Deadline is Friday, August 30 to receive full support from the campus committee, so interested candidates are encouraged to act early.

Watch this short video for a glimpse of what a “Day in the Life” is all about.

Watch this short video for a glimpse of what Fulbright is all about.

STUDENT SUCCESS INITIATIVES

Celebrating the work of our colleagues

The Division of Student Academic Success has been gathering information concerning student success initiatives that are developing across campus so that we can gain a deeper understanding of the work that’s occurring and to identify ways to best support such efforts.

These projects and programs focus specifically on enhancing student academic success, improving retention, encouraging persistence, and/or raising graduation rates. Take a look at what our colleagues have been up to and what they hope to achieve with our Scarlet Raptors. If you are working on an initiative that promotes any of these topic areas, please let us know here.

Minority Student Program at Rutgers Law Launches Summer Pre-Law Academy

The Minority Student Program (MSP) at Rutgers Law School has a lengthy history of supporting law students from underrepresented and underserved communities in accordance with its mission to increase diversity, equity, inclusion and belonging in legal education and in the legal profession. To effectively address systemic barriers and diversify the legal profession, pre-law pipeline programs are key to providing early exposure and pathways to legal education for groups that continue to be underrepresented in the legal profession.

The Minority Student Program at Rutgers Law - Camden is excited to announce the launch of The Summer Pre-Law Academy program for 20 undergraduate and graduate students from underrepresented and/or firstgeneration backgrounds who plan to apply for law school for the 2025-2026 academic year. This program is designed to help prospective law students overcome systemic barriers to legal education by offering resources that often improve the acceptance and matriculation rates of individuals from diverse backgrounds. The Summer Pre-Law Academy provides students with support through LSAT preparation, admissions counseling, pre-law classes and mentorship opportunities. These program components will alleviate financial barriers to LSAT preparation, demystify the law school application process, and introduce students to foundational skills to be successful in their pursuit of legal education.

This program includes 8 weekly LSAT preparation sessions and weekly programs focused on admissions counseling, resume/personal statement workshops, introductory law school lectures, career development panels and visits to local legal employers. Participants will engage with Rutgers Law faculty members, students, and alumni during the program which will provide exposure to the legal profession and the rigors of law school. These resources will equip participants with the requisite knowledge and insights to improve their chances of gaining admission to law school, thereby promoting diversity, equity, inclusion and belonging in legal education and the legal profession.

Interested students can apply for the MSP Summer Pre-Law Academy here. Questions can be directed to Dr. Paris McPherson, Assistant Director, Minority Student Program.

STUDENT SUCCESS INITIATIVES

Rites

of Passage Ceremony:

Preparing

to Celebrate Our Minoritized Students and Their Accomplishments

The Rites of Passage pre-commencement ceremony at Rutgers University-Camden is a cultural and celebratory tradition that marks a pivotal moment of transition for our students. The Rites of Passage Ceremony was established in 1992 by then-Rutgers School of Engineering student, Juanita Jones-Daly, to fill the need of providing a sense of community and belonging for Black and Latinx identified students. The ceremony traditionally features distinguished speakers, live performances, and the incorporation of African culture and traditions — specifically the bestowing of the Rites of Passage medallion, acknowledging our graduates transition into the next stage of their life. The ceremony, led by the Division of Diversity, Inclusion and Community Engagement, aims to provide our community with a cultural pre-commencement experience that draws on fellowship, community, and celebrates the accomplishments of Black and Latinx students. Through this ceremony, we acknowledge student persistence in navigating varied barriers on the path to commencement, while at the same time celebrating the support structures that contributed to their success. We invite the entire campus community to partake in this event that fosters joy, honor, and celebration.

To learn more, please click the link below: https://camden.rutgers.edu/commencement/rites-of-passage

RAPTOR RECOGNITION

In each issue of the Student Success Insider, we will highlight members of the campus community whose efforts reflect the Division’s mission to promote student excellence and persistence. If you wish to submit a nomination for someone or alert us of your own work, please fill out our nomination form.

RAPTOR RECOGNITION

Dr. Laura Napolitano FACULTY

College of Arts & Sciences, Chair and Associate Professor of Sociology in the Department of Sociology, Anthropology and Criminal Justice

Dr. Napolitano is originally from Bergen County, NJ, and completed her undergraduate and graduate degrees in Philadelphia.

She completed a post-doctoral fellowship in Chicago for two years and began teaching at Rutgers-Camden in Fall 2013. Given her research focus on inequality and the perspectives of adolescents and young adults from lessresourced families as they encounter and overcome structural limitations and unequal social institutions, we sought out her insights on supporting student learning and belonging, particularly among those who have been historically excluded within higher education.

What does a “successful” student look like in your classroom (what qualities, behaviors, or conversations promote their college success)?

“Successful” students, to me, are engaged students. Students can show engagement in a variety of ways. Speaking up in class is an obvious example but I also have very engaged students who are quiet during class time but who I can tell are engaged with the material during class (and know that your professors can tell the difference!). Often, those students come speak to me after class or during office hours. Engaged students also are interested in finding different experiences on campus, whether through working with professors or taking on experiential leaning opportunities. We are a small campus in a lot of ways but have so many opportunities to offer. Successful students are ones that take advantage of those opportunities.

In what ways have you found success in utilizing students’ unique and personal experiences and/or adjusting your teaching to speak to the needs of underrepresented students to enhance their learning in the classroom?

One demonstration of how I try to incorporate underrepresented student experiences is in my Sociology of Family class. In the course we spend several weeks of the semester reading two contemporary ethnographies of pregnancy and relationships based in the perspectives of mothers and fathers from Camden and Philadelphia. Later in the semester, we watch a documentary entitled Freeheld that discusses the case of Laurel Hardy, a police officer in Ocean County, NJ who died of cancer and spent the end of her life fighting to have her pension benefits transferred to her partner because the county refused to recognize her same-sex relationship in the early 2000s. Both of these cases illustrate theoretical concepts we discuss in class while also allowing students to see how these concepts play out in the everyday lives of those just like them.

How might faculty foster a greater sense of belonging for students who feel isolated, detached, or excluded from academic spaces?

My grandfathers did not complete elementary school and my dad dropped out of high school for a year before putting himself through the City University of NY while working full time. You wouldn’t necessarily know this by looking at me but I had a lot of questions during my undergraduate and graduate schooling about what

was going on around me and it was very isolating. Faculty should do their best to continually check in with students to make sure the things we think are “obvious” (like office hours) are actually clearly articulated. Students may feel shame in asking about something they feel like they should know, and it’s on us to keep checking in to alleviate that anxiety as much as possible. It is important to remember that just because a student might not present as dedicated in a way you expect based on your own background or experiences does not mean they are less knowledgeable or engaged.

What opportunities for collaboration, education, and training may be useful for faculty who are looking for better ways to support historically excluded and underrepresented students?

I know most faculty are not looking for extra meetings but I do think there is something to be said for providing faculty with resources to understand the research on historically underrepresented/excluded students in higher education. Recent sociological research, in fact, has done a nice job explicating the various factors that go into students succeeding (or not) while in college. Any kind of dissemination of this research, or training based on it, would be great. It would also be nice if faculty could feel that these types of opportunities were valued by those higher up in terms of tenure/promotion/ reappointment etc. It is one thing to say that it matters but showcasing it in ways that actually impact faculty livelihood is also crucial for buy-in.

Kyle Jenkins STAFF

College of Arts & Sciences, Assistant Dean

Kyle was born and raised in NJ and is a two-time alum from Rutgers University-Camden, with a Bachelor of Arts degree in Biology and a Master of Science degree in Computational and Integrative Biology.

As an academic advisor for CCAS and one of the fan-favorites among students, he helps to facilitate students’ understanding of the meaning and purpose of higher education and foster their intellectual and personal development toward academic success and lifelong learning. Given his long history with RutgersCamden, he’s been a witness to many of the trends, challenges, and unique experiences of our students. We chatted with him to learn more about our students from his perspective and find out how he continuously works to positively impact our Scarlet Raptors.

What does student success look like from your perspective?

The main measure of student success of course is earning a degree from the University. But looking deeper, it is having an experience that allows them to grow and mature in both expected and unexpected ways. At times, just finishing a semester or class is a win. Every student comes to the University with a different background and set of expectations. Though we may not be able to meet and enable every dream or goal, I hope at a minimum we can provide the tools and aid in the process to achieving them. And when a student looks back on their time here, it is with a fondness and sense of appreciation.

What are some of the challenges that you’ve witnessed historically excluded/ underrepresented students struggle with at Rutgers-Camden?

Colleges and Universities at their core, unless otherwise specified, were

not designed to accommodate the demographics we see now attending. It takes intentional efforts then to move away from this. We often speak of the “hidden curriculum” required of students to learn- knowing how to navigate the web of complexity that is higher education. Stemming from this is where I see many different challenges arise: outside social pressure, financial difficulties, a need for belonging and connection, a lack of cultural competency and understanding from faculty and staff, among other things.

How do you see your role as an academic advisor in shaping or enhancing the college experience of your students, particularly those from underrepresented groups?

Academic Advisors can be a lifeline to students, forging connections to other offices and resources on campus to assist them in many ways, along with our primary responsibilities in guiding students along their academic journey. For underrepresented students, it is important to create a space where they too can feel like they are successful, addressing issues that turn into stumbling blocks where we can.

What strengths or positive contributions do you see underrepresented students bring to the campus community? How can staff, faculty, and administrators assist students in recognizing their own assets?

There is a certain tenacity, a burning inner flame of perseverance they carry, along with cultural and life experiences. And yet, we cannot expect students to be the only current of change at the university. We may not be able to address every large societal issue that creates inequalities and disparities, but we can make an honest effort to reduce their impact.

We too need to allow students to be vulnerable, taking off the weight they carry of expectations, and not see this as a weakness. We must look past our own biases and see students’ strengths wherever they may be and hone these. To let them know what makes them different is what helps make up our beloved community, and do our best to truly make a community where all feel they have a place.

“Every student comes to the University with a different background and set of expectations. Though we may not be able to meet and enable every dream or goal, I hope at a minimum we can provide the tools and aid in the process to achieving them.”

Orgelys Vasquez-Home

STUDENT, COLLEGE OF ARTS & SCIENCES

Senior, Criminal Justice & Psychology

Orgelys is a senior in the College of Arts and Sciences who is double majoring in criminal justice and psychology and planning to attend law school in the fall.

As an immigrant from Colombia who moved to the US at four years old and a first-generation college student, she is no stranger to adversity — but she hasn’t allowed her challenges to prevent her greatness! She is also an active member of the campus community and a recent Gilman Scholar. We sat down to discuss her experiences at Rutgers-Camden, what and who has been influential to her success, and her suggestions for effectively supporting students like her.

How do you measure your own success as a college student?

I’ve measured my success obviously through my academic achievements and the different honor societies I’ve been inducted into but aside from grades, the networking that I’ve done in college has been one of the biggest things for me. It’s allowed me to gain different research experiences and internships and meet a whole host of people who have helped me apply to law school and navigate the system as a first-generation student. Coming into college, I was very lost. I was asking myself, “what am I even doing here?”, and I didn’t really know anything. So, when I look back, I see how much I’ve grown because of the skills that I’ve acquired, the

confidence I’ve gained, my ability to get over the imposter syndrome, and staying determined even when I’m not always motivated to do things. All of these skills have helped to bring out a side of me that I never knew existed.

Who or what has been instrumental in helping you overcome some of your greatest challenges in college?

How so?

Laura Collins! I talk with her every day. She was my advisor in the Honors College, and she met me at a point when I didn’t know what I was doing with my life. I just sat down and blabbered about my chaotic life, and she was able to create this sense of motivation within me. The confidence that I now have is because of Laura. I’ve applied to fellowships with her and she’s looked at personal statements, but on a personal level, she just supports me so much. I feel like she’s my rock here. The other person is Dr. Courtney Cavanaugh in the psychology department. I worked with her in her research lab for about two years. I just started going to her office hours once we returned to campus (after Covid) because I didn’t know what to do to get involved and I didn’t know where to go and then she told me that she had a lab, so I gave it a shot. She’s helped me a lot with navigating graduate school too. There’s so much that you have to do during your time in undergrad to prepare for grad school that you’re not always aware of and she’s helped me a lot with that. I’ve been to conferences with her, I co-authored

a paper with her, and even though I’ve veered away from psych, she has still remained supportive as I’ve completed law school applications. She and Laura are definitely the most impactful people I’ve met here.

How has your experience as a firstgeneration immigrant student contributed to your own learning or to those of others?

It’s been hard sometimes because courses will teach you one thing that’s being said in the textbook, but being first-gen and an immigrant, it’s like “but that’s not really what it’s like”. They tend to generalize our experiences and I don’t really like that. So, in class, I would share my perspectives so that we could have discussions about it. In terms of my own learning, I put my identity as a first-gen and immigrant “out there”. I voice my concerns and needs so that I can find out all of the opportunities that the university has. I feel like that’s enhanced my learning overall.

Can you share some information about your involvement in any academic, social, or leadership activities on campus? How have these experiences helped to shape you as a student? Thus far, I’ve applied for three scholarships/fellowships (Gilman, Truman, and PD Soros) and was actually awarded the Benjaman A. Gilman scholarship. Truman and PD Soros were the most impactful experiences for me because I had to learn to write differently and connect the dots between what I’ve been doing (as a student). Truman helped

me to clarify what my potential career goals were. PD Soros (a fellowship for immigrants/children of immigrants) was more personal and harder for me. It was emotional when I was writing because there were so many aspects of my background that I hadn’t accepted or come to terms with. I was sitting with all of the things that had happened in my life and had to learn to embrace that. Gilman helped me to go abroad to Belgium and the Netherlands for about two weeks. Aside from that, I’m also the president of the psychology club, co-founder of the pre-law society, a Bonner Civic Scholar, a peer mentor for the Honors College, the Vice President of the Tri Alpha, chairperson of SGA, a member of Psi Chi and Pi Gamma Mu, and I just got accepted to Phi Beta Kappa! I think my participation with SGA has been most impactful because it makes me feel like I can do something of substance here and in my position. I’m more action based, so with SGA, I’m able to advocate for my peers. I’ve been able to make connections, voice my concerns, and I’m in a position where I can actually be heard. With Bonner civic scholars, I was placed with the pro bono clinic at the law school and over the past few weeks it been really impactful because there are a lot of people who come in and don’t know English. I’m the only one who speaks Spanish so it’s great that I’m able to help my own Hispanic community. Being able to sit with clients during stressful times and translate — I can see them take a sigh of relief that

someone can hear and speak to them in their native language and help them. That’s what’s helped shape what I want to do, in terms of being a representation of the Hispanic community in everything that I do. Finally, being the VP of Tri Alpha — even though we’re a small cohort, being a part of something that’s so meaningful is important because we’re being recognized as first-gen students for all that we’re doing.

What’s your proudest accomplishment as a Rutgers-Camden student?

I’m most proud of my work with SGA, co-authoring a paper, and presenting at two research conferences — The conference for the International Society for Traumatic Stress Studies (ISTSS) in 2022 and another for the American Society for Criminology last fall.

What would you want staff and faculty to know about how to best support their students during their time in college?

I can really only speak for firstgeneration students, but I would say, understanding that first-gen students have different experiences than the typical college student. College is a whole system that we’re unaware of and that we’re being thrown into. A lot of times there’s a presumption that first-gen students don’t do well academically — It’s not because we don’t want to, it’s because we’re trying to balance this new system and institution but also, many of us come from different cultures with different values. For example, in many Hispanic communities,

school isn’t the only thing on your plate. You have other family responsibilities. So, understanding that sometimes even when a university has all these resources, when it’s up to us to find them on our own, it’s a scary thing to do — we don’t know where to start. We’re just figuring it out as we go. Other people have family to give them tips that we don’t typically get so, getting the word out about the resources will get students the help we need.

“Aside from grades, the networking that I’ve done in college has been one of the biggest things for me. It’s allowed me to gain different research experiences and internships and meet a whole host of people who have helped me navigate the system as a first-generation student.”

STAY TUNED