Alumni – Press Room

Rising Stars in Education: Three Future Teachers Earn Top State Honors

martinezsy — Thu, 04 Jun 2026 12:49:09 +0000

A deep personal calling and a shared commitment to making a difference in the lives of children and classroom excellence have propelled three ��Ʒ��˸�� University graduates to the top of the teacher preparation program. Selected from hundreds of eligible students and dozens of nominees, Juliana Di Cosmo, Madison “Maddie” Heinold and Lydia Brubaker represent the pinnacle of excellence for Montclair’s (CEEL). The trio, along with the top three students from each of 20 participating colleges and universities in the state, will be recognized during the (NJDCIA) ceremony on June 8, which will be hosted at Montclair.

The statewide annual event will feature New Jersey Commissioner of Education Lily Laux and the State Teacher of the Year Gillian Ober, who will deliver the keynote address. The recognition highlights these new teachers’ commitment even at a time when the profession faces many challenges.

Montclair’s three student interns were selected from about 300 eligible students and more than 70 nominees, according to Professor of Teaching and Learning Minsun Shin and CEEL’s Clinical Year Placement Specialist P12 Nathan Cottrell, who oversee Montclair’s selection process. While many student teachers were deserving, the final three were chosen based on a state scoring rubric, says Shin, adding, “Our interns are thoughtful, dedicated, well prepared and deeply committed to the profession.”

The nomination process includes evaluations by cooperating teachers who work alongside them on a daily basis and letters of recommendation from university mentors and professors. Nominees also must submit an essay describing “a significant challenge during their full-time clinical practice and the sound steps that they take to resolve this challenge and reflect on it, and how the situation influenced their professional growth,” says Cottrell ’22 MA, Higher Education.

Positive Outcomes in Teacher Preparation

��Ʒ��˸�� University, originally established as the New Jersey State Normal School at Montclair in 1908, effectively prepares teachers for the profession. According to the most recent available outcome data (2024–2025) from the New Jersey Department of Education, Montclair’s initial teacher certification graduates:

Are highly employable – 87% of graduates successfully secured positions in New Jersey public schools by the following school year after program completion
Earn high academic standing – GPAs average between 3.68 and 3.9 and consistently meet or outperform statewide averages on most of their Praxis II subject exams
Are prepared to enter classrooms – 97% received “Highly Effective” or “Effective” on Teacher Practice Scores
Positively impact learning – 99% of Montclair’s new teachers received overall summative effectiveness scores of “Effective” or “Highly Effective”

If Montclair’s awardees are any indication, New Jersey children are in the hands of caring professionals who want to make a difference in and outside the classroom. Learn more about these future star teachers:

A Coincidental Reconnection: Maddie Heinold

Heinold chose Montclair for its proximity to her family home and her desire to work and save money. As a Family Science and Human Development major, Heinold worked at a daycare facility and later as a substitute teacher. She entered Montclair’s 4+1 combined BA/MAT program and earned dual certifications in elementary education (K-6) and teacher of students with disabilities.

Heinold’s passion for teaching resulted from a loss. When she learned that the 19-month-old Michael John “MJ” McFalls, whom she used to babysit died unexpectedly of an undiagnosed heart condition, she came to a profound conclusion.

“I’d never lost somebody close in my life,” she says. “But in the short time I had with him, I realized kids make an impact in my life in so many ways, and he’s a huge part of my why – why I want to become a teacher. I want to provide children a good education and academics but meet their needs socially and emotionally as well.”

Heinold lost touch with the McFalls when the family moved. But she and MJ’s mother, Heather McFalls, reconnected via social media as Heinold was starting her college career at Montclair, also McFall’s alma mater. Heinold shared with McFalls that she’d written her college essay about MJ’s impact on her life and her decision to pursue teaching.

McFalls ’06 (BA, Family and Child Studies) recalls how Heinold brightened her son’s days: “I remember the light she brought to his life and how happy he would be when she would walk through the door. It’s nice to look back and to think of that in his short life – how happy they made each other.”

She believes MJ has brought them together again because unbeknownst to either of them, Heinold will be teaching at the same school where McFalls teaches preschoolers in Bloomingdale, New Jersey, beginning this fall. “I’m excited to work in the same building with her,” says Heinold.

McFalls says: “I’m so proud of her, and I know she’s going to be such a great asset to our school district for those little kids.”

A Reciprocal Lesson: Juliana Di Cosmo

As a student teacher assigned to the Kearny School District, Juliana Di Cosmo received a homework assignment from a student, allowing her to build a connection. The student, who was social but disengaged from the biology content she was teaching, tasked her with learning “Wheels on the Bus” in Spanish, which he’d handwritten for her. She earned an A the following day when he quizzed her.

“The impact was immediate,” Di Cosmo wrote in her essay. “That small interaction demonstrated that I valued his culture and was willing to meet him where he was. He became more engaged during instruction and began attending after-school tutoring.”

Di Cosmo says she’s honored to be recognized for doing what she loves. “It really just solidifies that I picked the right path,” says Di Cosmo, who has accepted a job teaching 6^th and 7^th grade science in Woodbridge Township.

Creating a Safe Classroom: Lydia Brubaker

Although she was studying anthropology at Muhlenberg College, Lydia Brubaker spent her summers in New Jersey working at a preschool. Just before her senior year, she realized it was something she wanted to continue. “I found that I really enjoyed teaching and being with the children,” she says. “It was too late to change my major, so I applied for grad school.” She chose Montclair’s program because it “allowed me to come in having no background in teaching and still graduate in two years with my certificate to teach, and my master’s.” While earning her master’s, Brubaker worked as a teaching assistant and special education teaching assistant at Montclair’s Ben Samuels Children’s Center.

She soon discovered that making students feel safe in her classroom and adjusting to meet their needs was paramount to effective instruction. A student with selective mutism prompted Brubaker to choose it as a research topic and incorporate her learnings into teaching the child. “I wanted all of my students to be able to participate and feel safe in the classroom, and I could tell that he was having a harder time with that, so I wanted to figure out what I could do to help him,” she says. She deliberately incorporated nonverbal check-ins, alternative participation options and paired him with a buddy, whom she’d notice him whispering to at lunchtime.

“He really grew so much over the year. He started responding in one sentence answers,” she says. “The most rewarding thing for me was the relationships that I was able to form with him and all the other students, seeing how much they want to learn and enjoy being at school.”

She adds that by learning about selective mutism and adapting her teaching: “I was able to support my student while also strengthening my ability to differentiate instruction, create an inclusive classroom environment, and provide multiple pathways for student expression. Moving forward, I intend to continue building on these practices to ensure all my students feel safe, supported and able to participate.”

Ready to make a difference in the lives of students?

Learn more about our many education programs and apply today!

If you’re a journalist, contact the Media Relations team for assets or to schedule an interview about this topic.

Empowering Communities Through Sound: The NJ Hearing Aid Project at ��Ʒ��˸�� University

martinezsy — Thu, 21 May 2026 13:03:29 +0000

Receiving free hearing aids is life-changing not just for the New Jersey residents who are hard of hearing but for ��Ʒ��˸�� University’s Audiology students who help refurbish and distribute them as part of New Jersey Hearing Aid Project (NJHAP).

“The most rewarding part of working for NJHAP is the knowledge that I am making a true difference in the lives of the patients we work with,” says first-year audiology doctoral student Julianna Mijal.

Second-year audiology student Emma Simas agrees: “You feel nearly as much joy as they do when it’s their turn to get hearing aids. I am always incredibly grateful when they give us a call or send an email or letter and tell us all the new things they are hearing and experiencing with their new hearing aids.”

As students in the only Doctor of Audiology program in the state, Mijal and Simas are responsible for refurbishing donated hearing aids and working with a network of audiologists across the state to distribute them to people with hearing difficulty who may not receive hearing healthcare services otherwise. With oversight from Audiology Clinical Preceptor Elena Kagan-Weitz, they oversee the New Jersey Hearing Aid Project (NJHAP), which is housed in Montclair’s Communication Sciences and Disorders program. The project is a partnership with the state’s .

“Working with NJHAP has been an excellent lesson in humility and humanity,” says Mijal. “Connecting with patients human-to-human and understanding the multifaceted lives that they lead outside of our clinic is key in making them feel seen and heard, which leads to the best care outcomes.”

“The hearing aid project is way bigger than us. I’m so incredibly proud to be part of this project, this community and so intertwined in audiology and hearing aid fitting and selection.” ~ Emma Simas

Kagan-Weitz, who serves as principal investigator and director of the NJHAP, says that in addition to providing people in need with hearing care, it provides audiology students an opportunity to learn new skills. “All of our students have worked directly with NJHAP patients in providing them with audiological care, which incorporates our program’s exceptional education with community outreach for underserved populations.”

The mission: hearing health as social justice

The Audiology program is part of Montclair’s College for Community Health, which operates on the principle that “health is a cornerstone of social justice.” For many low-income seniors and individuals with hearing disabilities, the high cost of hearing aids – which can run as high as $7,000 and are not covered by Medicare – can impede them from navigating life.

Elizabeth Hill, director of the, a part of New Jersey’s Department of Human Services says hearing aids are often “the third most expensive purchase a person might make, after a house and a car.” In addition, she adds that “one of the biggest barriers that individuals who are deaf and hard of hearing face is access to hearing health care… our mandate is to eliminate barriers to participate in society where people live and work and interact.”

Hill says that the partnership with Montclair is essential for the program’s success: “We are one of the most comprehensive hearing aid programs in the country. We are very grateful for the partnership.”

How the partnership works: a cycle of giving

��Ʒ��˸�� University serves as the operational hub for the NJHAP, which started in 2013, and operates as a student-led “hearing aid bank” that provides hearing devices to recipients. It works because of:

Donations: The program relies on public donations of used hearing aids to maintain its inventory. Donors are encouraged to mail their devices to New Jersey Hearing Aid Project, ��Ʒ��˸�� University, 1515 Broad Street, Bldg. B, Bloomfield, NJ 07003.
Refurbishment: Under Kagan-Weitz’s supervision, Montclair students work in a state-of-the-art lab to refurbish these devices. If devices cannot be refurbished at the University they are sent to outside hearing aid laboratories.
Distribution: In collaboration with participating audiology clinics and a Montclair mobile audiologist serving 14 counties, the hearing aids are custom-fitted and provided free of charge to eligible NJ residents aged 65+ or those on Social Security Disability Income who have hearing loss.

A learning opportunity for current, prospective students

For audiology students, the NJHAP offers experience that blends professional training with community impact. Second-year audiology student Emma Simas says Montclair has helped almost 100 people get hearing aids and other assistive listening devices in the past year, and there is currently a six-month wait list.

Career Readiness: Students gain hands-on experience. Kagan-Weitz says the audiology doctoral students work together to manage the daily operations of the NJHAP. Selected for their qualifications, she says, the students are “professional, consistently kind and highly collaborative, with a genuine willingness to support others.”

Simas adds: “The Hearing Aid Project has kept me hands-on since Day One. I’ve had early exposure to all the hearing aid brands, manufacturers and history of the technology and how far it’s come.”

Lessons in Client Care: Audiology students provide client care in real time. Simas says she’s learned to manage the expectations of patients and work to establish realistic goals and meet families where they are in the process. “Many of the individuals who participate in NJHAP are faced with a myriad of barriers, many of which involve social stigmas and systems that work against them,” adds Mijal.

Real-World Impact: Montclair students see the direct result of their work as these devices are distributed to those in need. Simas says: “You talk to some of these patients or their families and you build connections with them. This year, the New Jersey Speech-Language and Hearing Association helped us fundraise for hearing aid supplies and made decorative bags for our patients so that we can dispense with their hearing aids with cleaning cloths, hearing aid brushes, battery cases and other tools to keep their hearing aids in the best shape. Being part of these two communities and seeing the combined impact is so heartwarming.”

Are you ready to make an impact?

Apply to the only Doctor of Audiology program in New Jersey and turn newfound clinical excellence into community action.

��Ʒ��˸�� University Honors Graduates at 2026 Spring Commencement

lehrenma — Mon, 11 May 2026 19:43:25 +0000

��Ʒ��˸�� University celebrated its Spring Commencement on May 11 and May 12 at Prudential Center in Newark, honoring 4,251 graduates whose achievements reflect perseverance, impact and a shared commitment to their communities.

New Jersey Governor Mikie Sherrill received an honorary Doctor of Laws degree in recognition of her leadership and service, underscoring Montclair’s mission to serve the public and expand access to education and opportunity.

“At this moment, with your degree, you’re more powerful than ever. You will chart the path forward,” Governor Sherrill told graduates, saying she has “so much faith” in their ability to lead.

New Jersey Governor Mikie Sherrill delivers her first commencement address since taking office after receiving an honorary Doctor of Laws degree from ��Ʒ��˸�� University.

The Class of 2026, she said, is “more empathetic, more thoughtful, more tested than any generation since at least the greatest generation – and possibly ever,” citing the ways students have navigated a global pandemic, social media‑driven division and emerging AI.

During the two ceremonies, students from 37 states and 12 countries earned doctoral, master’s and bachelor’s degrees across Montclair’s 300‑plus academic programs. They are committed to building a brighter future through work in social action, public health, business, public service, education, research, the arts, science and the humanities.

On May 11, the University celebrated students from the College of the Arts, College of Communication and Media, College for Community Health and Feliciano School of Business.

On May 12, Montclair recognized graduates of , the College for Education and Engaged Learning, the College of Humanities and Social Sciences, the College of Science and Mathematics and the School of Nursing.

University President Jonathan Koppell challenged graduates to consider “what’s going to sustain you” as they leave campus. “What’s going to motivate you? How will you get through it when the unexpected confronts you?” he asked, saying that at a pivotal moment in the nation’s history, they must play a key role in defining what the country will be.

Student Government Association President Leila Jones echoed that challenge, reminding classmates they are more than any single moment.

“Somewhere along the way, I didn’t become fearless. I just stopped letting fear decide for me,” Jones said. “We are not defined by one moment or one version of ourselves. We’re shaped by the experiences that push us to grow.” Her message set the tone for the many stories of resilience, opportunity and impact that define the Class of 2026.

Arianna Amina Joseph, who earned a Bachelor of Music and a Bachelor of Arts in Secondary Education, delivers a soulful rendition of the national anthem as her performance is broadcast on Prudential Center’s video board.

Turning challenges into purpose

Many graduates were first in their families to earn college degrees. Across programs, they balanced family, work and study – including single parents, adult learners and military-affiliated students – while serving communities close to home and around the world.

“Like me, many of you arrived here carrying the dreams of your families and communities,” said Senior Class Speaker Ethan Garcia, who earned a Bachelor of Science in Business Administration and Bachelor of Arts in Creative Arts and Technology from Bloomfield College of ��Ʒ��˸�� University.

“Be proud of this accomplishment and remember: you belong in every room you walk into. Your voice and your story matter.”

Among the graduate spotlights are members of the Class of 2026 whose journeys reflect resilience, purpose and a commitment to serving others:

A first-generation scientist heading to medical school, turning grief into a commitment to healing.
A student exploring politics, policy and religion who gained hands-on experience in United Nations climate advocacy.
A graduate from abroad who persevered through political unrest to earn his master’s degree and continue his work in education.
A Cali Pathways Project graduate who pivoted from music to business and now hopes to create spaces where artists can perform and connect.

A ��Ʒ��˸�� University graduate stands in the glass atrium of Prudential Center during the 2026 Spring Commencement exercises.

Joy, pride and a shared mission

��Ʒ��˸�� University President Jonathan Koppell takes a selfie with the Class of 2026 to close out the 2026 Spring Commencement ceremony at Prudential Center.

Koppell told graduates they would carry fresh ideas, talent and optimism into a world that urgently needs their leadership at what he called an inflection point for the country. He asked them to consider “what values will you choose to help you navigate the days ahead?” He reminded them that “the only insurmountable obstacle to change is the unsubstantiated belief that change is not possible.”

During the ceremony on May 11, Graduate School speaker Jason Edward Cameron, a 46-year-old who earned his Master of Fine Arts in Dance, offered fellow graduates a message that looked beyond the ceremony:

“This diploma is not an ending. It’s a beginning,” he said. “So, choose boldly. Choose work that matters. Choose growth over comfort. Choose to begin again when necessary.”

��Ʒ��˸�� University graduate students celebrate as they sit together on the arena floor during the 2026 Spring Commencement exercises.

Photos by University Photographers Mike Peters and John J. LaRosa

Celebrate with us

Watch the replays on YouTube:
- Monday, May 11: |
- Tuesday, May 12: |
Explore more graduate stories at Montclair’s graduate spotlights to see how the Class of 2026 is already making a difference in New Jersey and around the world.

Photo Gallery: Spring 2026 Commencement

See More Photos in our SmugMug Galleries: |

Close
Zoom In
Close
Zoom In
Close
Zoom In
Close
Zoom In
Close
Zoom In
Close
Zoom In
Close
Zoom In
Close
Zoom In
Grand Marshal Eric Diamond, Professor of Theatre and Dance, leads the procession at ��Ʒ��˸�� University’s 2026 Spring Commencement.
Close
Zoom In
Close
Zoom In
Close
Zoom In
Close
Zoom In
Close
Zoom In
Close
Zoom In

A Life Rebuilt: How a Tragedy Led One Student to Her True Calling

martinezsy — Fri, 08 May 2026 18:29:05 +0000

Tia Atieh knows exactly what it feels like for a world to be turned upside down. On August 4, 2020, she was at her home in Lebanon, listening to Miley Cyrus while getting ready for a night out with friends. When she heard the first “boom,” she paused. Moments later, the second blast – an aftershock from the 2,750 tons of ammonium nitrate that ignited at the Port of Beirut – propelled her through the air from her bathroom into the living room.

“It all blacked out. All I heard was glass shattering and people screaming,” she recalls. “My mom gathered us in one room as far from glass as possible because we thought we were getting bombed.”

While Atieh and her family survived the 3.3 magnitude seismic event, the blast was the “last straw” for a family living through a growing economic crisis and escalating threats of violence. For Atieh, the journey from that blast in Beirut to the Commencement stage at ��Ʒ��˸�� University is a tale of profound resilience and a search for a “home” that feels safe.

The persistence to finish

The transition to the United States wasn’t immediate or easy. Even after her family received immigration approval – thanks to a process started by her grandfather, a U.S. citizen since 2004 – Atieh struggled with the move. In what she calls “denial” about what was happening in her home country, she insisted on returning to Lebanon to live with her grandmother so she could complete her first degree in sports science. “I was very persistent. I really wanted to finish what I started there.”

While her family watched her first graduation from New Jersey via a YouTube stream, Atieh was already looking toward the next chapter. She moved to the U.S. permanently just one day after her ceremony in July, carrying with her a desire to help others but unsure of how to navigate the American educational system.

“Coming to the USA and choosing Montclair as my school was just life changing. I’m happy to be here. Sometimes, I can’t believe it’s real.” ~ Tia Atieh ’26

A sign in University Hall

Atieh describes her early days at Montclair as navigating a “maze.” She was overwhelmed and hesitant to have her international credits evaluated, fearing her past hard work wouldn’t translate. She found the Physical Education curriculum to be quite different from her studies. However, a chance encounter in University Hall changed everything.

While waiting to speak with an advisor, she noticed the nameplate for the assistant dean for Student Success at the College for Community Health (CCHL): Hanan Atiyat. Seeing a variation of her own surname on the door felt like a cosmic green light. “I was like, ‘Okay, it’s meant for us to be here,’” Atieh says.

After some discussion, Atiyat learned that Atieh had loved tutoring children with learning disabilities in Lebanon.

Atiyat suggested Atieh review the Family Science and Human Development major. It proved to be the perfect bridge between her previous background and her goals. “This is all I ever wanted,” she recalls thinking. She also discovered social work and felt “this is where I’m supposed to be.”

Atiyat assured Atieh that she and other colleagues would help her reach the finish line as quickly as possible. She completed it in three semesters.

“Once Tia found a home in Family Science and Human Development, she transformed disruption into renewed purpose,” Atiyat says. “Tia is a true inspiration. I have no doubt she will continue to make a meaningful impact as both a Montclair alumna and a compassionate global citizen.”

Helping the “Future Change Agents”

Atieh’s passion earned her a spot as an inaugural CCHL Ambassador, where she shares her experience with prospective students. Her work didn’t go unnoticed; she was recently named one of the University’s Outstanding Student Employee award winners, selected from over 100 nominees across the campus.

As part of her role, she gives tours of CCHL and speaks highly about her major: “I always tell prospective students, ‘Imagine how welcoming, empathetic and understanding they’re going to be when they’re talking to you, a future change agent.”

A new horizon

Today, Atieh finds peace in the nature of New Jersey – running trails, kayaking and fishing. She recently completed her first half-marathon, a physical manifestation of her endurance.

As she prepares to enter Montclair’s Master of Social Work program this fall, Atieh is no longer in denial. She is a survivor who has found her voice, nature and immense gratitude.

“I never imagined getting out of those dark places in my head and overcoming all of this,” she says. “I feel more grateful. I’m building a better life for my family and my future family and I’m going to try to help my family back home as much as I can.”

On Monday, Atieh’s family won’t have to watch her graduate on a screen as she receives her BA in Family Science and Human Development. They will be in the stands, cheering for the eldest daughter who crossed an ocean – and survived a blast – to find her way home.

This story is part of a series celebrating ��Ʒ��˸�� University’s graduates – students who embody the University’s mission to broaden access to exceptional learning opportunities and contribute to the common good.

MFA Grad Choreographs a Future in Dance Education

lehrenma — Fri, 08 May 2026 13:15:52 +0000

For someone who once believed he had missed his moment, Jason Cameron is about to have a big one. On Monday, May 11, at ��Ʒ��˸�� University’s 2026 Commencement, the 46‑year‑old will earn his Master of Fine Arts in Dance and address the crowd as the Graduate Student speaker.

Cameron has danced around the world, but never in a venue as large as Prudential Center in Newark, where 4,251 students will receive their diplomas over two ceremonies.

“I’m not going to be able to have a dress rehearsal, so I’m trying to put myself in a place of calm,” Cameron says.

For him, though, this moment is as much about what comes next as what happens on stage. Drawing on those years as a performer, his MFA work at Montclair has focused on how that experience can translate into teaching – using everyday gestures to make dance more accessible and to expand what “counts” as dance.

Expanding what counts as dance

Much of his graduate research has explored everyday actions as choreographic material, starting with familiar movement and building layered performance out of it.��

“I’ve spent much of my life hearing people say they can’t dance, that they have two left feet, or that dance is only for the trained,” he says. “As an artist, I’ve become increasingly committed to challenging those beliefs and to expanding how dance is understood, created and experienced.”

His culminating project, Again, But Different, built an entire performance from familiar movement. Dance Professor Elizabeth McPherson, MFA Dance coordinator, says Cameron “approached every single assignment with insight and depth of thinking, often bringing in personal examples from his own teaching practice.” His thesis, she notes, used everyday gestures – often in humorous ways – “to show just how meaningful they can be when structured for performance.”

From stage to classroom

For Cameron, turning ordinary actions into choreography is another way to invite people in, and Montclair’s low‑residency MFA in Dance gave him the structure to pursue that work. The two‑year program features asynchronous online study and summers spent inside the Montclair dance studios.��

“We were sweating and moving and doing all the creative practices that we could physically,” mixed with academics in dance technology and media, anatomy and movement analysis.

Montclair also let him step into the role he’d been working toward by giving him classroom experience teaching Dance Appreciation to undergraduates.��

I’m in such a happy place now. I’ve found that, at an older age, I can still be on stage, but that’s not my main focus. My main focus is to be an educator, to enjoy the benefits of being a dance professor.”

From Nutcracker kid to Commencement speaker

The roots of that commitment go back to his childhood in Lynn, Massachusetts. His parents, Paul and Claire Brewer, got him into lessons after he began dancing around the house, mimicking The Nutcracker’s Rat King. “My parents worked hard and made sacrifices so I could have opportunities to dance. My dad even sanded the studio floors at my dance school and took on extra work to help make my training possible,” he says.

“When I say I’d missed my moment, I tried one year of college at SUNY Purchase’s Conservatory of Dance right out of high school,” Cameron says. “Fourteen thousand dollars for out‑of‑state tuition was just too much for my family. I also wasn’t very focused. I just wanted to dance professionally.”

At 20, he left for Florida to take a job at Busch Gardens in Tampa. “I ended up staying with that company for almost 12 years, working on cruise ships, dancing around the world, and being a production corporate dancer,” he says.

From performer to pedagogue

After moving back to Boston, teaching was always in the back of his mind, but he refused to do it halfway. “I knew that when I was going to teach, I wanted to do it correctly, and I knew I needed an education to do that,” he says. “That’s not hyperbole.”

That chance came when his husband, Kell Cameron, a business school professor, got a job at the University of South Florida and Jason enrolled at Hillsborough College, a nearby community college, giving him affordable access to general education classes and dance coursework.��

“Once I got this academic bug, I couldn’t stop,” he says. He transferred to the University of Tampa on scholarship, drawn to its focus on pedagogy. From there, his sights turned north.

“Montclair was what I’d had my mind set on for quite a while,” he says. “Their reputation in our little dance world is phenomenal.”

When he thinks about how far he’s come, his mind goes back to those early living‑room Nutcracker performances before he ever set foot in a studio. From there to world dance tours and now earning a Master of Fine Arts to become a teacher, Cameron says, “Dance is just a part of my being.”

“I’m just not kicking my face and doing triple pirouettes and all that kind of jazz much on stage anymore.”

This story is part of a series celebrating ��Ʒ��˸�� University’s graduates – students who embody the University’s mission to broaden access to exceptional learning opportunities and contribute to the common good.

The First Graduate of the Cali Pathways Project Plays Into the Similarities of Music and Business

martinezsy — Wed, 06 May 2026 19:19:08 +0000

For Isaac Afriyie-Addo, the distance between a concert hall and a corporate office is much shorter than it appears. A first-generation college student from Maplewood, New Jersey, Afriyie-Addo is graduating from the Feliciano School of Business with a BS in Business Administration and a concentration in Information Systems, but his journey at Montclair began as a musician and composer at the John J. Cali School of Music.

Afriyie-Addo’s walk across the stage at 2026 Commencement next week makes him the first graduate of the Cali Pathways project, which launched in 2021 and helps talented young musicians access the guidance, training and resources they need to pursue music in college and beyond.

“I really appreciate the Pathways program because I wouldn’t be in college without that entry into Montclair,” he says.

He studied music for two years before switching his major to business and sees parallels between the two.��

“There are similarities between music and business, particularly in terms of community, leadership and freedom,” he says. “The best music comes from people sharing a common emotion and playing the music together – and the best businesses come from people sharing a common goal together.”

A late start and a sharp shift

Afriyie-Addo’s path to the stage was anything but traditional. While many musicians begin their training in early childhood, Afriyie-Addo didn’t discover his passion for music until his junior year of high school during the COVID-19 pandemic. While doing some spring cleaning, his mother pulled a keyboard from the closet and Afriyie-Addo decided to teach himself to play by ear.

To support his newfound passion and talent, his mother found him a piano teacher. Afriyie-Addo recalls hearing a fellow student play what he mistakenly thought was an original piece but turned out to be one of Beethoven’s piano sonatas in E flat major.

“I was astonished. It was the most incredible thing I’ve ever heard,” he says. That’s the moment he was hooked on classical piano and decided, “wow, I want to sound like that.” He practiced at every opportunity.

Inspired by his choir and piano teachers and bolstered by a scholarship, he began a rapid ascent into the world of performance and composition.

During his time at the Cali School, he also discovered and fell in love with jazz and studied under Adjunct Instructor David DeMotta, who describes Afriyie-Addo as “an inspired student who consistently pushed himself to master the art of improvisation.”

“It was wonderful to watch him develop from his first introduction to jazz piano into a self-motivated and serious student of the art form,” DeMotta says. “Isaac has the type of deeply curious and professionalized approach to learning and achievement that will allow him to find continued success within and beyond jazz piano.”

The composition of commerce

Even after switching majors, Afriyie-Addo stayed involved with the Cali School. His leadership skills were put to the test when he took charge of organizing – and performing in, of course – the Hues Concert at the Cali School’s Leshowitz Recital Hall earlier this year. Even when faced with a snowstorm delay, Afriyie-Addo utilized his networking and marketing acumen to ensure the event was a success, showcasing the business skills he honed in the classroom.

He also wrote original compositions for dancers and others. That’s when he fell in love with and pivoted to jazz. “Jazz is a lot like composition in real time, you’re composing in the moment, and that felt thrilling.” The bigger pivot, however, came when he switched his focus to business partly because he had an interest and could see the commonalities in both, as well as “the influence of my family wanting the best for me financially,” he says.��

The Hues Concert experience fueled an interest in event coordinating; he hopes to continue to fuse his business and music acumen. “I want to create a venue or business that allows artists to be able to perform and put themselves out there,” he says.

A future in fusion

While school kept him busy, he also found time for other interests, volunteering at a hospital and shadowing an executive at a retail store to learn data analytics.

Wherever Afriyie-Addo ends up when he enters the professional world, he knows music will remain a lifelong passion.

“I can’t see myself without it. I’m someone who has a lot of interests, and I can balance doing multiple things at once. Whether it’s performing, creating or building spaces that allow other people to connect, that’s something that really is something that I strive for. One of the best ways to bring people together and comfort others is through the universal language of music.”

This story is part of a series celebrating ��Ʒ��˸�� University’s graduates – students who embody the University’s mission to broaden access to exceptional learning opportunities and contribute to the common good.

The Students Representing the Class of 2026 on Commencement Stage

lehrenma — Tue, 05 May 2026 19:12:53 +0000

After a year spent amplifying student voices, expanding scholarships and strengthening student support across campus, Student Government Association President Leila Jones and her executive board will share the stage with University dignitaries at ��Ʒ��˸�� University’s Spring 2026 Commencement.��

Jones will address her classmates at two ceremonies, Monday, May 11 and Tuesday, May 12, at Prudential Center in Newark, drawing on an unconventional path to the podium that she now sees as her greatest strength.

“You’re not defined by previous versions of yourself, mistakes you’ve made or your major,” she says. “You can evolve so much by putting yourself in unfamiliar and different spaces.”

Leading together

Jones’ impact is deeply connected to the work of the Student Government Association’s executive team. Together, they oversaw the SGA scholarship fund, awarding scholarships totaling $31,500 this spring semester alone, including new funding for students completing unpaid internships.��

They also partnered with the Red Hawk Pantry to address food insecurity through food drives, meal vouchers and awareness campaigns. The team also helped cultivate future leaders by moderating a Student Leadership Conference for incoming high school students.

Jones will graduate with a degree in Computer Science and a minor in Economics and continue at Montclair through the University’s 4+1 program to earn a master’s degree in Cybersecurity, with long‑term plans to pursue a career in patent law.

Jones will share the Commencement stage with her fellow executive board members:

Carmela Beitler, a Psychology major with a Social Work minor, helped shape SGA’s scholarship review process and says her leadership experience taught her “how to be a resource for students, when to guide them and how to recognize what they’re capable of.” After graduation, Beitler plans to pursue her Master of Social Work at Rutgers University and one day specialize in school social work.
Danny Gonzalez, a Theatre Studies major, co‑led initiatives like Know Your Rights, an immigration‑resource information board. Gonzalez will earn his degree in August and will continue at Montclair as part of the 4+1 program, which allows students to earn both a BA and an MA in just five years.
Edlyn Eugene, a Business Administration major concentrating in Marketing, led SGA’s outreach and social media strategy – boosting student engagement and election turnout and helping plan Senior Sendoff and other senior‑week events.

As Jones reflects on remarks she’ll give at Commencement, she keeps returning to the guidance that helped her grow into her role.

Grace through all seasons

Jones credits her mentor, Dean of Students Margaree Coleman-Carter, with grounding her throughout her journey. “I knew I wanted to do more, but I didn’t have that representation growing up and didn’t feel like I had the space to speak,” Jones says.

“Dean Carter told me, ‘Have grace through all seasons in your life,’” she adds. “That stayed with me – knowing it’s going to be OK, even when it doesn’t feel like it.”

Outside of SGA, Jones taught yoga at the Student Recreation Center. “Even though Computer Science might not correlate with being in student government, those core values – discipline and structure – shaped me as a leader,” she explains. “Teaching yoga taught me how to slow down, be soft and think through every decision that I make.”

“Now I feel confident stepping into rooms and finding my voice.”

From an ‘American Dream School’ Education at Montclair to a Future in Policy and Global Studies

lehrenma — Tue, 05 May 2026 13:03:30 +0000

“Montclair is truly an American dream school,” says Jacob Roby. “It’s one of those places where if you work really hard, you can achieve a lot, have great experiences and find people who will help you succeed.”

Roby did just that. A graduating senior with a double major in Political Science and Policy Studies and a double minor in Chinese and Global Security and Diplomacy, he is also a winner of the U.S. Department of State’s highly competitive Critical Language Scholarship for intensive Mandarin study.

Policy fellowships and research

As an honors student in the Martinson Honors EDGE Program, Political Science and Law Professor Tony Spanakos showed him that politics could mean “taking your ideas, translating them into public policy, and making a positive impact on the world.” That insight led Roby to seek out real‑world policy experience early in his college career, building a record of hands‑on public‑service work.

“Jacob has a very good ability to link what interests him to seeking information and opportunities to listening to other people and then moving ahead with his research or professional activities,” Spanakos says. “He is humble, hard-working and interested in hearing multiple perspectives.”

Roby dove into opportunities that brought his interests to life:

Alexander Hamilton Institute, Washington, D.C. – A program that took him to the nation’s capital to study U.S. history and meet policymakers, which “opened me to public service as a vocation.”
National security research in D.C. – Work with a think tank on Taiwan and Taiwanese semiconductor manufacturing, giving him a window into the intersection of technology, security and foreign policy.
USDA Student Fellow – A role in New Jersey that connected his policy training to real‑world issues affecting communities closer to home.

Roby also joined Project AROS, a Montclair‑exclusive research lab that paired him with the Wilson Center in Washington, D.C. There, he researched how U.S.–China competition is shaping global efforts to address climate change in the Indo‑Pacific region – a new angle on issues he was already exploring through his national security work in D.C.

Learning alongside students from all walks of life

Roby’s idea of Montclair as an “American dream school” comes as much from who he studied with as from what he studied. He recalled an early macroeconomics course filled with nontraditional students: veterans of the Marine Corps, a taxi driver, a construction worker and a classmate who worked overnight shifts at a FedEx facility before coming straight to class.

“That is what I mean about the American Dream – this University accepts students from all walks of life and gives them a chance to better their lives through higher education,” he says.

Taking Montclair global

After Commencement, Roby will take that story abroad with support from his Critical Language Scholarship, studying Mandarin Chinese at Tamkang University in New Taipei City, Taiwan. The intensive, immersive eight‑week summer program is equivalent to one year of university‑level language study and includes living with a host family, meeting regularly with a language exchange partner on campus and immersing himself in the local community.

Looking ahead, Roby hopes to continue his studies at National Taiwan University’s International Chinese Language Program for the following academic year and summer term. He is also considering staying in Taiwan long‑term by pursuing a master’s degree in Political Science at National Taiwan University and building a career in a Chinese‑speaking environment.

A Promise to His Grandmother Will Carry Him to a Career in Medicine

lehrenma — Mon, 04 May 2026 16:38:35 +0000

In one of their last conversations, Melvin Rodriguez made a promise to his grandmother that he would help patients fighting the cancer that was taking her life. “It was a promise to myself, a promise to serve and a promise to my grandmother,” he says. “She’s been my driving force.”

A dozen years later, that promise is coming true. A first-generation student from Camden, New Jersey, Rodriguez is graduating in May 2026 with a Bachelor of Science in Molecular Biology and minors in Chemistry and Classics from ��Ʒ��˸�� University, and will attend medical school.

That promise has shaped his time at Montclair, especially his work in the lab with zebrafish to better understand cancer. Rodriguez dove into research focused on melanoma and fertility, presented his work at conferences and mentored fellow pre-med students – all while balancing rigorous science courses with Honors and Classics seminars.

With his mentor Melissa Spigelman ’23, ’25 MS, Rodriguez discusses how clytia jellyfish polyps will be used in the next stage of their research in Professor Carlos Molina’s lab. (Photo by University Photographer Mike Peters)

Discovering research with zebrafish

At Montclair, Rodriguez joined research already underway in Biology Professor Carlos Molina’s lab using zebrafish to “apply what we see in the fish to then help humans.”

Explaining the zebrafish research in a way his grandmother would have understood, Rodriguez says, “The genes of the zebrafish are kind of like a light switch; you can turn them on and off.” He and his labmates turn off a tumor-suppressor gene so the fish are more likely to develop tumors and increase their chances of getting melanoma in their skin pigment cells. By watching how a single protein changes under those conditions, they can learn lessons that may apply to people, since humans and zebrafish share similar genetics and the same ICER protein with similar effects.

Rodriguez engaged deeply in that research and in sharing the work, including poster presentations at Montclair, Rutgers University and in Dallas, Texas, as part of the American Heart Association Hispanic-Serving Institution scholar program, where he collaborated on research with scholars across the United States and Puerto Rico. He earned recognition as a (LSAMP) Scholar, a CSAM Summer Research Scholar and a participant in the six-week t (PULSE) program.

“I love being rigorously challenged. I’ve always been very heavy on my work ethic, and there’s just no other curriculum like medicine that is so rigorous, so intense. I feel I would be doing a disservice to myself by not pursuing something that I know I could definitely handle and take on,” he says. “I believe everyone has a God-given vocation, this inexplicable desire to pursue certain professions, and for me that’s medicine.”

Support, mentoring and EOF

Navigating college as a first-generation student came with challenges. He credits the Educational Opportunity Fund (EOF) program, the Pre-Medical Program, mentors and close friends with providing the support, leadership development and MCAT preparation that helped him succeed and feel a strong sense of belonging at ��Ʒ��˸�� University.

“Melvin came to college with a clear goal and determination to make it happen,” says Melissa Pecora, his EOF counselor and academic advisor. “Through hard work and focus, he followed through on that mission and turned his goals and dreams into reality.”

Rodriguez is paying it forward as a pre-med mentor. “I help incoming freshmen and transfer students adjust to college life, suggesting what classes to take, what extracurriculars to pursue – and helping to keep them motivated on the pathway towards medicine because it is a really difficult and daunting journey.”

Even with a course load packed with lab work and research, Rodriguez says his Honors and Classics courses give him balance – helping him stay focused on the intense science in front of him. (Photo by University Photographer Mike Peters)

A well-rounded education

Rodriguez, a student in the Martinson Edge Honors Program, says his own path has been academically well-rounded. “Science is definitely heavy. If I had pure science every semester, I’d probably want to pull my hair out cause that’s a lot of knowledge, a lot of information, a lot of studying.

“That’s why I like having the Classics minor on the side as well as being in the Honors Program. The Honors Program helped create a further divide, because I’ve taken interesting courses – like a class about cookbooks, a class about animal minds – which makes each semester feel different and have some type of outlet to go to apart from the sciences. Being able to balance my curriculum and to feel very grounded in my education has proven successful and very instrumental in my ability to succeed.”

Looking ahead to oncology

Looking ahead, he knows where he hopes his path leads. He’ll be attending Cooper Medical School of Rowan University in Camden to pursue medicine.

“I definitely want to pursue oncology. Recently, I’ve been debating whether I want to pursue radiation oncology or medical oncology, which would allow me to do chemotherapy and things of that nature. I guess that’s something I will discover in medical school. I also want to have an open mind because I know a lot of people say that you enter med school to become one profession and then might switch to another.

“I understand medicine is multifaceted in both its disciplines as well as the patients that you face. It’s always good to keep an open mind – you never know what you might encounter.”

Finding Her Voice at Montclair, Speaking Up on Climate at the United Nations

lehrenma — Mon, 04 May 2026 13:37:23 +0000

When Ana Barahona began her journey at ��Ʒ��˸�� University, she didn’t imagine it would lead all the way to the United Nations. But at a campus just a train ride from New York City – and with the freedom to explore the overlap between politics, policy and ethics – she found access to the big‑picture climate debates she cared about.

When she steps across the graduation stage, she’ll earn a degree in Political Science with minors in Economics, Pre-Law Studies and Religious Studies, all completed in four years. “I’m just curious about everything,” she says. “I never wanted to limit myself. You need to do the things that make you afraid, because familiarity is not gonna take you anywhere.”

From Montclair classroom to UN climate summit

UN and research opportunities began with one class and one professor who saw her potential. Religion Professor Julia Berger linked Barahona to the UN offices of the Baha’i International Community (BIC), a nongovernmental organization Berger herself once served.

In her internship in fall 2025, Barahona supported policy research on climate and sustainability and helped inform discussions at COP 30, the global climate conference in Belém, Brazil. The work was “a life-changing experience that I would have never gotten if I hadn’t had made that critical connection at Montclair,” she says. “It opened my eyes to how global policy decisions actually happen.”

Twice a week, she left campus before sunrise to make it possible. “I had to wake up at 5 in the morning so I could catch my train,” she says. Once she arrived at her New York City office, she researched connections between big‑picture climate science and questions of ethics, faith and political will – and how they can bring people together.

Ana Barahona and Religion Professor Julia Berger review a lesson plan for a lecture on Islam. Reflecting on their collaboration, Berger says, “The best part for me was learning from Ana. Her curiosity, diligence and caring spirit helped me see religious studies through her eyes and re‑examine my curriculum and pedagogy.” (Photo by University Photographer Mike Peters)

Connecting UN experience to Project AROS

Back on campus, Barahona continued to explore climate and justice through Montclair’s Project AROS Lab, investigating youth activism, memory politics and performative justice. The project looks at youth‑led movements like the Sunrise Movement and Fridays for Future, asking “how are they using digital tools to expand their message?”

Her academic path has evolved just as organically. “I had no plans to get three minors,” she says. Coursework led her to Religious Studies; family nudged her toward Law; and a frank conversation about the job market pushed her toward Business and Economics.

“There’s a huge intersectionality, especially with what you see in the news right now, between economics and politics, and that’s when I knew, this is exactly what I want to do,” she says.

Building community on campus

When Barahona arrived at Montclair, she didn’t yet realize how following a friend would change her life. Born in Tegucigalpa, Honduras, and raised in Highland Park, New Jersey, she wasn’t sure of her next steps. “At the time, I was going through such a hard period that I didn’t even know if college was possible for me,” she recalls. “My best friend convinced me to apply and that honestly changed everything.”

Becoming a resident assistant in Dinallo Heights gave her a home base and helped cover her housing as she sought out campus resources to stay on track. Most importantly, she learned to ask for help when she needed it. Her mother’s advice anchored that mindset: “You need to run towards the things that embarrass you. You need to do the things that make you afraid, because familiarity is not going to take you anywhere.”

In a Montclair classroom where she serves as a teaching assistant, Ana Barahona ’26 reflects on her journey. “None of this would have been possible without the relationships and support I found here.” (Photo by University Photographer Mike Peters)

What comes next

After graduation, Barahona will head to Rowan University as a graduate assistant in Residence Life while pursuing her MBA. “This is going to sound ambitious, but I do see myself going to law school and then getting a PhD sometime down the road. I love research, so I would love to continue to do that.”

Her professors say they can already see that future taking shape. “I think that very often we assume we know what the students need to know, but might be less attentive to their worlds, their concerns and questions arising from their cultural and generational contexts,” Berger says. “Ana bridged that gap; she brought the lessons to life and helped students to see the significance and implications of the material. And she also has a gift for finding engaging social media content to get across complex points.”

Barahona is realistic about what lies ahead. “There are always barriers. But you can never let a barrier, whether it’s financial, family situations, or whatever the case is, stop you. If you know this is what you want and you know this is the path you’re going, you will remove any barrier possible.”