As a 24-year-old graduate student, Cruz is earning her Master of Social Work while balancing a full-time career focused on youth empowerment and equity initiatives.

Cruz says her family’s sacrifices and perseverance continue to motivate her every step forward.

“I carry their resilience and work ethic with me in every space I enter,” she says.

Her own experiences navigating education as a first-generation student helped inspire her career path.

“I was always aware of the differences between myself and my peers, especially when it came to navigating the college application process and preparing for the SATs without guidance,” Cruz says. “Those challenges inspired me to pursue social work so I can become the kind of supportive adult I once needed.”

Building Connections and Confidence

Throughout her time in the College of Humanities and Social Sciences, Cruz says one of the most important lessons she learned was the value of building meaningful relationships and putting herself out there.

“I’ve come to value the strength of a support system and the role it plays in personal and academic growth,” she says. “Most importantly, I’ve realized that you never truly know what you’re capable of until you take the chance to try.”

That support system included faculty mentors who helped shape both her academic and personal growth. Cruz credits Adjunct Professor Helen Archontou with playing a particularly important role in her journey after meeting her in an Intro to Child Advocacy course in 2023.

“Her guidance and support have played a significant role in my academic success,” Cruz says. “She has not only influenced my educational journey but also my personal growth.”

Cruz is also quick to acknowledge the encouragement she received from the College, especially Jennifer Dudeck-Lenis, the Career and Recruitment Specialist in Social Work and Child Advocacy.

“I’m incredibly grateful to Jennifer and the CHSS team for believing in me, especially during moments when I struggled to believe in myself,” Cruz says. “Their support and encouragement made a lasting difference in my journey.”

Empowering Young Women Through Advocacy

Outside the classroom, Cruz has dedicated much of her professional and community work to supporting and empowering young people.

She currently works full-time as an Equity Initiatives Specialist and Girls Programming Coordinator at YWCA Northern New Jersey, where she designs and leads programs for girls ages 8 to 18 focused on empowerment, STEM education and career exploration.

“Through this role, I aim to create meaningful opportunities that help young women build confidence, develop skills and envision their future paths,” she says.

Cruz has also remained active in the ��Ʒ���˸������� community by participating in Master of Social Work student panels, where she shares her experiences with prospective and incoming students navigating graduate education.

In addition, she has coached the Nutley High School Color Guard and Winter Guard since 2021, helping guide her teams to two USBands National Championships while mentoring young students along the way.

“My greatest passion lies in developing meaningful programming that creates lasting, transformative change,” she says.

Defining Success

During her time at Montclair, Cruz received both the Robert D. McCormick Scholarship and the CHSS Dean’s Student Recognition Award, achievements she says felt especially meaningful as a first-generation student.

As she prepares for graduation and the next chapter of her career, Cruz says success now means building a fulfilling life while staying grounded in the moments that matter most.

“For me, success now means passing my state licensure exam and building a meaningful, fulfilling career,” she says. “I also hope to make the most of life’s small moments and truly appreciate each step along the way.”

Looking back on her experience, Cruz hopes other students remember not to doubt themselves when challenges arise.

“When the path feels difficult, remember that time will pass regardless,” she says. “Reaching your goal will make the struggle worth it.”

“Be comfortable with being uncomfortable,” she says, a lesson that became the foundation of her college experience and helped shape the person she is today.

A first-generation college student from New York, Zackery graduates with a degree in Psychology and a minor in Child Advocacy and Policy. Along the way, she balanced the demands of being a full-time student while working three campus jobs, completing an internship and serving as president of a student organization — all while building the confidence to step into leadership and advocacy roles she once found intimidating.

“When I first started, I was more reserved,” Zackery says. “Over time I pushed myself outside of my comfort zone. I became more open to networking, connecting with others and putting myself in spaces that helped me grow both personally and professionally.”

Discovering a Passion for Advocacy

That growth helped solidify her future path. Initially interested in becoming a school psychologist, Zackery realized she wanted to work more directly with children who have experienced trauma. Her experiences in courses like Intro to Child Advocacy and Child Abuse and Neglect deepened her understanding of the challenges many children and families face and reinforced her commitment to advocacy and trauma-informed care.

“I want to be in a position where I can support, advocate for and help children navigate and heal from difficult experiences in a meaningful way,” she says.

Through her coursework and experiences in the College of Humanities and Social Sciences, Zackery says she learned the importance of understanding people’s lived experiences and approaching others with empathy and compassion.

“This has shaped how I see my future role as a clinical social worker and the kind of impact I want to have,” she says.

Leadership Through Service and Mentorship

Outside the classroom, Zackery immersed herself in opportunities to serve others. She worked as a Desk Assistant for Residence Life, a Team Lead at Saxbys and a Peer Mentor for Educational Opportunity Fund scholars, while also interning with Make-A-Wish New Jersey and leading Circle K International at Montclair as president.

Among those experiences, serving as an EOF peer mentor stands out as especially meaningful. In the role, Zackery helped first-year students navigate the transition to college by offering encouragement, resources and support.

“This experience was meaningful to me because I saw firsthand the impact of mentorship and support on students’ confidence and success,” she says.

Zackery credits much of her own success to the guidance she received from mentors including her academic success coach, Stefanie Medina, and EOF counselor, Jazmene Mosley.

“Their guidance, encouragement and belief in my potential helped me stay motivated and confident in my path,” she says.

Looking Ahead

Now preparing to enter Montclair’s Master of Social Work program in Fall 2026, Zackery says her definition of success has evolved during her college years. What once centered on grades and academic performance has become something much broader.

“Success is about becoming the best version of myself while also being able to support those around me,” she says.

As she looks toward a future in clinical social work, and eventually pursuing a Ph.D. in School Psychology, Zackery hopes to continue advocating for children and families while helping strengthen mental health support systems in educational settings. It’s work rooted not only in academic preparation, but in empathy, resilience and a willingness to grow through every challenge along the way.

Growing up in Dubai, she was surrounded by different cultures, perspectives and family dynamics—an environment that sparked her curiosity about how people think, feel and relate to one another. “Over time, that curiosity turned into a passion for psychology,” she says, one that would eventually guide her academic and professional path at Montclair.

Now graduating with a degree in Psychology and dual minors in Child Advocacy & Policy and Family Science & Human Development, Shafiezadeh has built an experience defined as much by hands-on learning as by academic excellence.

Learning Beyond the Classroom

Early on, she sought out real-world opportunities to better understand the field. Working as a childcare associate, she managed high-energy environments while supporting children and communicating with families. Later, as a respite care provider for a child with autism, she gained a deeper appreciation for individualized care and the patience required to support development in meaningful ways.

“These roles taught me that psychology is not just theory. It is presence, adaptability and trust,” she says.

That connection between theory and practice became even clearer in the classroom. Courses like Clinical Psychology and Child Development helped her make sense of what she was seeing in real life, reinforcing her interest in working with children and families. “It made me more aware of how important it is to support children not just individually, but within the context of their families,” she explains.

Stepping Into Leadership

Shafiezadeh also embraced opportunities that challenged her to grow in new ways. As a Teaching Assistant for Dr. Ofelia Rodriguez, she supported more than 75 students through tutoring, discussion facilitation and even delivering a full lecture on cognitive psychotherapy.

“At one point, I never imagined I would feel comfortable in a position of authority,” she says. “Yet I realized that I thrive there.”

At the same time, her work as a research assistant in Dr. Michael Bixter’s Cognition, Decision Making, and Behavior Lab strengthened her analytical skills and deepened her understanding of evidence-based practice. Presenting her team’s findings at the Student Research Symposium stands out as a particularly meaningful moment—one that brought together months of collaboration and inquiry.

Mentorship and Momentum

Mentorship has played a central role in her journey. Dr. Rodriguez, along with advisors Macayla Mack and Sanaz Saminejad in the CHSS Student Success Center, helped her refine her goals, build confidence and pursue opportunities she may not have otherwise considered.

“I genuinely don’t think I would be where I am today without their guidance and support,” she says.

Through each experience, one lesson has stayed with her: growth comes from stepping outside your comfort zone. “Some of my most meaningful experiences came from saying yes to new opportunities,” she reflects. “I’ve learned to trust the process, even when things feel uncertain.”

Looking Ahead

After graduation, Shafiezadeh plans to pursue graduate studies in clinical psychology, with the goal of working closely with children and families. Ultimately, she hopes to build a career where she can provide guidance, support and meaningful intervention, helping individuals navigate challenges and build healthier relationships.

Her definition of success has evolved along the way. “Now, I see success more as growth,” she says. “Being open to learning, pushing myself outside of my comfort zone, and making a meaningful impact.”

The drive was organized by Wendy C. Nielsen (English Department), in collaboration with Jennifer Dudeck‑Lenis (Social Work and Child Advocacy) and Jeff Gonzalez (English), who delivered the donations to Bridge of Books in Monmouth County. Contributors included but are not limited to the Child Advocacy Club (President Jaclyn Alicea and Secretary Ashley Rahill, mentored by Nydia Monagas and Jennifer Dudeck‑Lenis), the English Club (advised by Jeffrey Gonzalez), Steffi Dippold (History and English), Laura Nicosia (English and ISST), Wendy Nielsen, their students, and English alumna Chloe Driscoll.

Access to books is access to possibility. This collaboration showed what our community can accomplish together—from student leaders and alumni to staff and faculty—so more New Jersey kids can become addicted to reading and the world of imagination.
– Wendy C. Nielsen, faculty organizer

About Bridge of Books Foundation
Founded in New Jersey in 2003, Bridge of Books has grown from a volunteer‑led effort into a statewide partner that collects and distributes books through drives, individual donations, publishers, and community events—always with the goal of getting as many books as possible into the hands of kids who need them.

Born and raised in New Jersey and proud of her Puerto Rican heritage, Correa chose ��Ʒ���˸������� for its diversity and sense of community. From the start, her academic interests were deeply personal. “I’ve always been someone people come to when they’re hurting or confused,” she says. Wanting to help in a meaningful, lasting way drew her to the study of psychology and mental health. Seeing how mental health affects families and communities only strengthened that commitment.

Coursework in the College of Humanities and Social Sciences helped turn that passion into practice. One of the most impactful experiences came in the class Helping and Engagement Skills (), where students participate in “real plays,” or practice therapy sessions with classmates. Though they were simulations, Correa found them powerful. “They always helped so much to talk to someone,” she reflects, reinforcing the value of presence, listening, and applied skill-building.

Faculty mentorship also played an important role in her journey. Stefanie Medina, her freshman seminar instructor, remained a consistent source of encouragement throughout Correa’s time at Montclair. “She’s always been on the sidelines rooting for me,” Correa says. Dr. Jennifer Russo, who taught her writing courses for two semesters, helped her build confidence not only as a writer, but as a student overall.

Outside the classroom, Correa balanced an extraordinary set of responsibilities. She served on Montclair’s EMS Squad as an EMT and driving trainer, an experience that strengthened her confidence and leadership while allowing her to support the campus community in critical moments. At the same time, she worked both full time and part time while completing her degree and has completed four years of service in the New Jersey Army National Guard, where she continues to serve as a signal specialist and previously served as a recruiting assistant.

Through it all, Correa says she learned an important lesson that will stay with her long after graduation: “I don’t have to have all the answers to make a difference. Sometimes just being present is powerful.”

As she looks ahead, Correa hopes to continue her education in Montclair’s Master’s in Counseling program and pursue a future in mental health counseling, with a particular interest in supporting veterans. While this moment marks a major achievement, she sees it as a beginning rather than an ending. “My degree gave me both the knowledge and the confidence to step into what’s next with purpose. I feel prepared not just academically, but emotionally and professionally.”

Oscaterin Bautista begins her day at 5 a.m., carving out quiet hours to study before her four children wake. At 35, she balances motherhood, a full-time job and a double major at ��Ʒ���˸������� University – all while championing young children’s school readiness. This documentary photo essay follows her journey in her own words, capturing the determination, setbacks and inspiration fueling her pursuit of higher education.

“I’m grateful to contribute to something meaningful, to inspire others to begin their educational journey and to show that it’s never too late if we have the motivation and desire to grow,” she says.

As told to Marilyn Joyce Lehren

Study Time

Even if I only get three hours of sleep, I know it’s worth it. Soon, I’ll have my degree and that will open more doors for us. I want my kids to see that it’s possible.”

I remind myself this is a temporary sacrifice … I want to be a role model for my kids – I can’t expect them to be something I’m not.”

Breakfast and Family Routine

I’m really thankful for my kids; they help me a lot. My 15-year-old takes care of the younger ones when I have evening classes.”

On the Job: Advocating for Families

We have families of every background. I see the worries and the hopes. My job is to remind them help is not a punishment and you are not alone.”

I have a caseload of 113 families. I help them with self-assessments and services, even paperwork they’re afraid to fill out. Sometimes I see what’s missing – maybe a child isn’t getting vaccines or a family needs food. If I can, I help them in my office – especially if they’re afraid of being misunderstood or if there are language barriers.”

I keep the notes as special reminders of my connection with the children, especially throughout their journey to kindergarten. I’ve been part of some families’ lives for one to three years, and when they leave our program, a real connection remains – because I see their faces daily and a bond is built. Creating an impact on the little ones is truly priceless, even if they might not remember me when they grow up.”

Evening: Family, Homework and Baseball

I’m there as his number one fan, even if he strikes out.”

Back to School

At first, I was scared to go back to college. I was 30 with four children, surrounded by classmates half my age. But I met others like me and I learned I wasn’t alone.”

The support from professors and the resources available have prepared me to grow stronger as a family advocate … Sometimes, while working on ourselves, we can lose sight of who we are, but the feedback from my professors reminds me of who I want to become and why I am here.”

After I graduate, I want to get my master’s in social work and create a nonprofit that makes sure no family falls through the cracks. I want to use my experiences to make things easier for other families. If I’ve struggled, so have others – and no one should face that journey alone.”

for a more complete look at Oscaterin’s day as a mother, student and family advocate.

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• Plan your visit�����Ի��� in applying to become a Red Hawk!

The project is an excellent match between faculty expertise and the needs of the state: ensuring the safety, stability, and well-being of children and families across New Jersey.

“We’re honored to be trusted with this work,” said Zeitlin. “We see this not just as a two-year project, but the beginning of a long-term collaboration to improve the lives of children and families across New Jersey.”

Supporting a Historic Transition in NJ Child Welfare Oversight

In 2006, New Jersey’s child welfare system came under federal oversight following widespread concerns about its performance. Over the next several years, the state made sweeping changes and improvements under the guidance of a federal monitor. When federal oversight ended, stakeholders created a legislative plan to maintain and build on those gains.

In 2022, state legislation charged the Staffing and Oversight Review Subcommittee (SORS) with producing annual performance reports on the child welfare system’s effectiveness in key areas — a responsibility now supported by ��Ʒ���˸�������’s expert faculty.

“I am very proud of our faculty,” said CHSS Dean Fatma Mili. “They are investing their research expertise on some of the most important issues, the welfare of the most vulnerable members of our society. Their work has long lasting lessons and an immediate impact on our society. Professors Zeitlin, Douglas, and Shpiegel are a great example of how a public university can serve the public good.”

Faculty Expertise, National Context

Drawing on deep knowledge of national child welfare trends and access to federal data sets, Montclair’s team will contextualize New Jersey’s progress within a broader national landscape. Their work will include replicating and refining previous analyses, enhancing data storytelling, and helping SORS produce reports that are not only technically rigorous but also accessible and meaningful to stakeholders across the system.

“This work is not just about data — it’s about making sure the data tells the story of what is happening right now, and what is needed to best support children and families who come in contact with the child welfare system,” says Shpiegel.

In year two, the project will expand to incorporate additional indicators and responsibilities outlined in state legislation, with the goal of building a long-term evaluation structure that supports ongoing system improvement.

A Transformative Opportunity for Students and the State

The project also creates rare hands-on opportunities for Montclair students, who will gain exposure to the policy, evaluation, and systems-level challenges facing New Jersey’s child welfare agencies.

“Working directly with faculty on this project, our students will learn how research and evaluation can serve communities and drive real-world change,” says Douglas.

Angela Castro, a graduating senior majoring in Child Advocacy and Policy with a minor in Social Work, is guided by one principle: pay it forward. Raised in Paterson, New Jersey, she has spent her college years giving back to the very community that once lifted her up.

Her favorite place to serve is , a nonprofit that provided her with after-school care and summer programs as a child. Today, she’s on the other side – mentoring children, serving meals and organizing donations.

“It feels natural to go back, to give back to the place that gave me so much,” she says.

Real-World Advocacy Experience

In fall 2024, Castro interned with the in Paterson, where she worked in a public school setting to support children and families. Her responsibilities included helping with applications, facilitating ESL courses and nutrition workshops, distributing clothing and hygiene supplies, and running after-school programs for first and second graders.

“This internship gave me insight on what it truly means to be an advocate for children and their families, ensuring they’re getting the help they need to thrive,” she says.

She also lent her time to , helping sort and distribute food to families in need, and participated in service activities through Montclair’s Latin American Student Organization and the Omega Phi Chi Multicultural Sorority.

“It’s rewarding to know that a small thing you do can change someone’s day – or even transform who they are,” she says.

At Montclair, her leadership in various campus activities as a commuter student inspired a new dream – a career in higher education.

“Angela exemplifies what it means to be a servant leader. From her advocacy for commuter students to her volunteer work supporting the homeless and promoting multiculturalism, she has consistently shown a deep commitment to public service,” says Antonio Talamo, assistant director of the Student Center and Commuter Life.

“Angela uses every opportunity to uplift others, create inclusive spaces, and make a meaningful impact both on campus and in the community,” he adds.

“I love helping people become more engaged, find their purpose, and seeing that light bulb go off in their heads,” Castro says. This summer, she’ll begin a master’s in Higher Education at Rowan University.

Graduation and Gratitude

Angela Castro is turning compassion into a career. After years of giving back to the community that raised her, she’s heading to grad school to support the next generation of students. (Photo by University Photographer Mike Peters)

When she walks across the Commencement stage, she’ll wear a message on her graduation cap in Spanish: “Cada sacrificio tiene su recompensa” – every sacrifice has its reward.

“It’s a reminder that everything I’ve sacrificed and dedicated time, energy and effort to is for a greater purpose.”

The University will celebrate its graduates at Commencement exercises on Wednesday, May 7 and Thursday, May 8, 2025, at Prudential Center in Newark, New Jersey.

Story by Marilyn Joyce Lehren, University Communications and Marketing

Ready to Start Your Montclair Journey?

Prospective Students and Parents: Learn more about Montclair admissions, our College of Humanities and Social Sciences, and the Office for Community Engagement and Partnership.

Develop strong knowledge and skills in social work practice including:

• Hands-on experience in prevention and intervention methods
• Practicum learning hours to connect online learning with supervised practice in a social work setting
• Specialized training in serving the needs of children, youth and families to positively impact communities
• Coursework applicable to New Jersey licensure for Social Worker, Clinical Social Worker, or certified School Social Worker

“Montclair is pleased to be responsive to the evolving needs of our students,” says , Interim Department Chair, Social Work and Child Advocacy. “There is a critical need for mental health professionals and this unique program helps address this shortage and serve our diverse children, families and communities.”

Our Montclair Online programs are designed with you in mind. As a busy professional, expect an engaged, flexible online learning experience with the support you need to succeed. With our online social work degree, you will have the flexibility to balance your busy lives as you gain valuable skills in communication, critical thinking, empathy, ethical decision-making, and culturally-responsive assessment and intervention. You will also have the opportunity to customize your elective coursework to build additional competencies based on your interests. These courses include school social work, trauma-informed practice, forensic interviewing of children, and many more.

The Online MSW program includes practicum education, which provides a unique opportunity for students to integrate classroom learning with a supervised practice experience in various social work settings. Students will complete two practicum experiences that are completed in person (on-site) and are completed during daytime business hours. Students will have the opportunity to complete their practicum placements at a wide range of settings including but not limited to mental health centers, non-profit agencies, school settings, hospitals and much more

Learn more about the Master of Social Work concentration in Children, Youth and Families and start your path towards a rewarding career.

*Montclair’s on-ground program is accredited by the and we are currently seeking CSWE accreditation for the online program option.

The ambitious goal of the strategic planning efforts will be to produce the first state-level food strategic plan in the country that is based on this definition and the six dimensions of food security (access, availability, utilization, stability, sustainability and agency). After considering many stakeholders and partners, and with the approval of the Governor’s office, OFSA believes that Dr. Ast’s experience as a researcher and evaluator in both the university settings and within a state agency would make her a valuable contributor to the executive committee.

If you’re interested in learning more about the dimensions of food security, please visit .