Selected from a competitive pool of applicants across MCEAS Consortium institutions, Walker joined the workshop led by Heather Wolfe, Curator of Manuscripts at the Folger Shakespeare Library and leading English paleographer. Through virtual sessions and an in-person day in Philadelphia, Walker developed literacy in reading historic handwriting styles, examined manuscript collections, and practiced writing with ink and quills.

It’s harder than it sounds. To the untrained eye, historic English handwriting, particularly “secretary hand,” the dominant script from the late 15th through the mid-17th century, can look like little more than chicken scratch. But even once you learn to recognize the letterforms, the challenge isn’t over: the alphabet was slightly different, spelling was inconsistent, and words were abbreviated in ways that can turn even a short sentence into a puzzle.

Walker’s completion of the workshop means she can now read what others can’t and bring those voices from the past back to let them speak to us.

�鶹��ý���� students interested in future MCEAS opportunities are encouraged to contact �鶹��ý���� MCEAS mentor Steffi Dippold at dippolds@montclair.edu

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 �鶹��ý���� 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 �鶹��ý����, 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.”

A first-generation college student from Barnegat, Holler graduates from �鶹��ý���� with a degree in Political Science and a minor in English. Throughout her four years, she balanced the demands of academics with a rigorous schedule as a student-athlete, competing on both the university Dance Team and while also participating in community-focused work and preparing for her future in law.

“My favorite part of being at �鶹��ý����, aside from the connections I made and what I learned, was being on the Track and Field team,” Holler says. “I learned to manage being a student-athlete during stressful times while also creating amazing friendships and bonds.”

Excelling in Competition and in the Classroom

Athletics became one of the defining parts of Holler’s college experience. During her freshman and sophomore years, she competed on the Dance Team, helping the team earn both state and national titles, while also competing in track and field.

Although she had participated in track for more than a decade, Holler challenged herself to try a new event during her junior year: the heptathlon, one of the sport’s most demanding multi-event competitions. In her first season competing, she earned All-Conference honors, placed third in the conference championship, recorded the second-highest score in school history and qualified for regional competition.

This past indoor season, Holler continued to make her mark, ranking among the top performers in program history in both the 60-meter hurdles and pentathlon.

Holler says one of her proudest accomplishments has been recognizing her own growth throughout college and learning to appreciate the work she has put into her goals.

“It’s so easy to criticize yourself and demand more,” she says. “But if you gave it everything you had, then whatever result you get is a success.”

Finding Purpose Through Political Science

Holler chose Political Science because of her long-term goal of attending law school. Pairing the major with a minor in English allowed her to strengthen both her understanding of political systems and her writing skills.

A particularly meaningful experience came in Advanced Public Policy Analysis with Fanny Lauby, where students worked on developing policy solutions for real-world issues affecting communities in New Jersey.

“We experienced for ourselves what policymakers actually do,” Holler says. “This was meaningful to me because it exposed me to a possible career path early on.”

She also credits faculty mentors including , , and with helping shape her academic journey through their mentorship, enthusiasm and support.

“One thing I learned from my time in CHSS and at �鶹��ý���� that will stick with me is that I have so many people in my corner supporting me,” she says.

Learning Through Service

Outside of athletics and academics, Holler also dedicated time to tutoring fifth-grade students through the Ignite teaching fellowship program. Four mornings a week before class, she worked with students on math lessons and helped build their confidence in the classroom.

“That was an amazing experience,” she says. “I loved being able to help the kids I worked with.”

The experience taught her adaptability, communication and time management, skills she says will continue to benefit her long after graduation.

Looking Ahead

This summer, Holler plans to take the LSAT and begin applying to law schools as she prepares for the next chapter of her academic and professional journey.

Looking back, she says college taught her that success is not about perfection, but about persistence, growth and continuing forward even through challenges.

Quoting Vincent van Gogh, Holler reflects on a lesson she will carry with her beyond graduation: “Great things are done by a series of small things brought together.”

For Holler, those small things — practices, assignments, friendships, setbacks and accomplishments — ultimately came together to shape a college experience defined by determination and growth.

“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 �鶹��ý���� 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 �鶹��ý����’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.

That curiosity led him to take a leap of faith—leaving his lifelong home in rural Michigan for �鶹��ý����, where he pursued a Master of Arts in Clinical Psychology with a concentration in Forensic Psychology. Navigating a new environment while balancing work, research and graduate study wasn’t easy, he says, but it ultimately became a defining part of his experience.

“I love to understand people, the reasons they make decisions, and to hopefully improve their ability to make decisions,” he says. “To me, forensic psychology is the natural crossroads of understanding this relationship.”

Learning Through Real Experience

At �鶹��ý����, Festerling found that the most meaningful learning happened when theory met real life.

One standout moment came in his Cognitive Assessment course, where he administered IQ tests to individuals he already knew, an experience that challenged him to look beyond assumptions. “It was one of my first experiences really getting to put the puzzle pieces of someone’s life together in a clinical way,” he says. “I will always remember getting to connect more deeply with people I had assumed that I already knew.”

That hands-on approach extended beyond the classroom. Throughout his program, Festerling immersed himself in research focused on the criminal justice system, contributing to more than 10 conference presentations and publications. He also took initiative in securing a practicum site in the community with The Kintock Group, which provides re-entry services for adults involved in the justice system.

Through that work, he gained direct experience assessing and providing therapeutic support to individuals involved in the justice system—an opportunity that helped shape both his skills and his sense of purpose.

A Commitment to Growth and Empathy

Festerling’s experiences reinforced his belief in the importance of empathy within forensic psychology.

“A lot of people believe that those in the criminal justice system are not worthy of empathy,” he says. “To treat someone with kindness does not mean you have excused what they have done, but rather that you are willing to help them improve themselves.”

This perspective has become central to how he views his future in the field: as someone who can foster growth, even in difficult or complex circumstances. “If nothing else,” he says, “plant a seed of change for the individual to tend to when they are ready.”

Mentorship That Made an Impact

Close mentorship played a defining role in Festerling’s time at �鶹��ý����. Faculty members including Dr. Jessica Spat-Lemus and Dr. Christopher King helped shape his understanding of what it means to be an ethical and thoughtful clinician.

“Working with them has shaped my perspective on what it means to be a truly mindful, ethical scientist-practitioner,” he says. He credits their ability to bring clarity to complex ideas while offering direct, practical guidance. Just as importantly, he says, they created an environment where students felt supported while still being challenged to grow.

That experience, Festerling says, has left him feeling prepared to enter the field with a clear example of the kind of professional he hopes to become. “I can only hope to emulate the compassion and wisdom that they have both modeled so strongly.”

Looking Ahead

After graduation, Festerling plans to return to Michigan to work full-time in an applied setting before potentially pursuing further education.

Reflecting on his time at �鶹��ý����, he points to the program’s emphasis on hands-on experience as key to his confidence moving forward. “It’s one thing to read how to do something, and another to actually do it with a real person trusting you to help them as a professional,” he says. “I feel that my program offered that middle stage where I can practice those real and difficult skills under guidance.”

His definition of success has also shifted along the way. “Success used to be A’s for me,” he says. “Now, I’ve realized that happiness and success are so much more… The little things in life are what really will bring you joy.”

For Festerling, that perspective is paired with a belief he’ll carry forward into his work and life: “All people can—and will—change.”

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 �鶹��ý����.

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.”

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 �鶹��ý���� 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 �鶹��ý����,” 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.

Connecting UN experience to Project AROS

Back on campus, Barahona continued to explore climate and justice through �鶹��ý����’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 �鶹��ý����, 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.”

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.”

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

Before even applying, Ayscue attended a Gender, Sexuality, and Women’s Studies (GSWS) Zine launch party on campus. “The community was beautiful,” he recalls. Already immersed in creative and activist spaces as a Black Indigenous, 2-Spirit, transgender, intersex, disabled, spoken word poet, singer and community organizer, he was drawn not only to what students were learning, but how they expressed it.

That connection shaped his academic path. As a GSWS major and participant in the Native American and Indigenous Studies (NAIS) summer field school, Ayscue built an experience rooted in both intellectual exploration and lived identity. Midway through his time at �鶹��ý����, an email about the NAIS field school sparked something deeper. “At the time, I didn’t know there was a NAIS program,” he says—but once accepted, the experience became transformative.

“The summer field school program changed my life,” Ayscue shares. Through it, he reconnected with relatives from the Ramapough Munsee Lenape Nation, relationships impacted by generations of enslavement and displacement. “Everyone in the field school was hungered for truth and justice, loving, genuine, passionate, and excited to work together.”

In the classroom, that same sense of depth and connection carried through. Courses like with Dr. Monica Taylor gave him space to explore anti-colonial care work across his identities, while also learning alongside peers. “Both GSWS and NAIS communities went above and beyond the ordinary classroom structure,” he says. “They allowed us to be human.”

That emphasis on humanity—on learning as something embodied, communal and deeply personal—became central to Ayscue’s academic and creative work. Faculty mentors like Taylor and Dr. Mark Clatterbuck helped shape that journey, grounding his work in intersectionality while fostering space for both joy and grief. “They know what it means to both build community and be active participants within it,” he says.

Outside the classroom, Ayscue extended that commitment through leadership roles as a GSWS Head Intern and NAIS Club event coordinator. Still, he points back to the field school as the experience he’s most proud of, alongside his research on anti-colonial care work.

As he looks ahead to pursuing a Master of Divinity at Union Theological Seminary, Ayscue remains focused on continuing that work—centering embodied theology, radical access and collective liberation.

His understanding of success is still evolving. “I’m still finding what success means outside of capitalistic expectations,” he reflects. “I just want to do what I love. And do it well.”

For students following a similar path, his message is direct and deeply personal: trust your own knowledge. “Do not put your own intelligence into question,” he says. “Your wisdom is valuable. Stay curious. And keep learning.”

This story is part of a series celebrating College of Humanities and Social Sciences Graduates.

This year, the college saw one of its strongest turnouts yet, with 129 student poster presentations accepted, highlighting the depth and diversity of undergraduate and graduate research across disciplines.

For many students, especially undergraduates, the symposium represents a first opportunity to present original research in a professional, conference-style setting. Participants engage directly with faculty, peers and visitors, gaining valuable experience in communicating complex ideas, answering questions and refining their work.

Across disciplines, CHSS students tackled timely and complex issues. In psychology, projects examined mental health, workplace equity and emerging technologies, including how college students perceive AI-driven wellness tools and how flexible work environments shape women’s experiences in STEM fields.

Other research explored systems of justice, memory and language. Students in political science, law and justice studies considered how trauma and systemic harm shape legal experiences, while humanities research explored topics like youth activism, LGBTQ+ advocacy and the evolving role of poetry in global protest movements.

The symposium also brought students to campus from across the country, underscoring its role as a meaningful academic milestone and an opportunity to engage with the university community in person. Elizabeth Moe, a student in the online Social Research and Data Analysis MA, traveled from out of state to present her research project, “The Role of Relationships in Alcohol Recovery,” said the experience was also her first time presenting research publicly.

“Presenting my research meant getting to take part of my life experience and turn it into something that might help others,” Moe said. “It was also a way for me to take pride in my work and share it in a meaningful, public way.”

Moe said she especially appreciated the opportunity to connect with attendees who stopped to ask questions and engage with her research throughout the day.

Beyond presenting, students gain confidence and clarity about their academic and professional paths. Preparing a poster, articulating research findings and responding to feedback are key steps in developing skills that extend far beyond the classroom.

The annual symposium continues to be a cornerstone of �鶹��ý����’s commitment to student research, offering a platform where ideas are tested, voices are heard and emerging scholars take their next steps.

First-Year Writing Exemplary Essay Awards went to Marcel Camargo for their WRIT105 essay “Bathroom Bills Don’t Promote Safety, They Encourage Fear,” to Breanna Fabi for her WRIT106 essay, “Chic, Sharp, and Shifting: Exploring Gender Fluidity in A Simple Favor,” and to Xavier Lighten for his WRIT106 ethnographic study, “A Study of American Cuisine: Ethnography Through the Lens of a New American Steakhouse.” Honorable Mentions were given in WRIT105 to Monica Morales for her essay, “In the Motion There’s Meaning,” to Jaylene Espinoza for her WRIT106 essay “Unverified, Unchecked: The Digital Panic of the Blue Whale Challenge,” and to Sophia Chernyshova for her WRIT106 ethnographic study, “Peanuts, Tree Nuts, and Dualism.”

The Outstanding Multimodal Composition award was given to First-Year Writing student Aixa Zavaleta for her video PSA project, “Importas,” while an Honorable Mention was given to Aaron Abitbol for his YouTube video, “Road to Recovery.”

Awards were also given for outstanding work in the Professional and Public Writing major courses. The Award for Excellence in Social Media Writing went to Emily Santos for her Social Media Content for Micro Internship with One Square Mile: Early College Program in Paterson, NJ. Awards for Excellence in Professional Writing went to Ana Alvarado and Alexia Rosario for their Recipe Cards & Social Media Content, created for their Micro Internship with CUMAC, in Paterson, NJ. Last but not least, the Award for Excellence in Public Writing went to PPW intern Kira Paul for her Op-Ed: The STEM Teacher Pipeline is Waning. We Can Rebuild It.