“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 Ģ����Ƶ 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 Ģ����Ƶ’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 Ģ����Ƶ, 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 Ģ����Ƶ, 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 Ģ����Ƶ. 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 Ģ����Ƶ, 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 Ģ����Ƶ.

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 change suggests a wider cultural acceptance of the “sinister” hand preference, and offers representation for lefty fans of the beloved animated films.

The findings, “Princess hands: Handedness of protagonists versus antagonists in Disney’s ‘Princess’ animated movies,” were recently published in the academic journal .

Main findings

• Before about 1992, princesses were more right-handed than villains. Over time, princesses got more left-handed, while villains’ handedness stayed the same.
• In general, the characters were less strongly handed than in real life — most would be considered ambidextrous by the researchers’ definitions.
• Tiana (“The Princess and the Frog”) and Belle (“Beauty and the Beast”), both princesses, are the most left-handed; Villains Jafar (“Aladdin”), Dr. Facilier (“The Princess and the Frog”) and Namaari (“Raya and the Last Dragon”) were also left-handed.
• Mor’Du (“Brave”) and Maleficent (“Sleeping Beauty”) — both villains — were identified strongly right-handed.

More about the study

The research team, which included two undergraduate students at Ģ����Ƶ, examined hand use of princesses and villains in 13 official Disney Princess movies. They counted how many times each princess or villain performed various activities with one hand or the other, using three different handedness questionnaires including the Edinburgh Handedness Inventory (EHI).

“Our goal was to see if villains were more left-handed than princesses because culturally, evil is associated with the left-handed, and whether any left-evil associations had changed over time, given changes in culture,” says Ruth Propper, lead researcher and professor of Psychology.

Each Disney princess and villain was assigned a handedness score (-100 being perfectly lefty and +100 perfectly righty) and the results show that over time, princesses have become less right-handed, especially after about 1992, while villains have remained stable in their handedness.

Overall, the characters were much less right-handed than the human population.

What the researchers say

Prior to 1992, Propper explains, princesses were more right-handed than villains, while after 1992 princesses became more left-handed than villains.

So, what changed?

“We suspect that there are many factors at play here.” Propper says. “One possibility is that around the early 1990s the ‘Nine Old Men,’ the animators responsible for most Disney movies from the 1930s to the 1990s, retired.

“It’s possible that the new animators who were hired had less bias against left-handedness, as cultural views about lefties had changed. Certainly there are likely pragmatic reasons as well, and we don’t know the actual handedness of the animators, which could also have been a factor.”

Why it matters

The research and methodology were inspired by existing research Propper encountered analyzing early 1900s documentary footage to estimate rates of left-handedness at that time. Propper and her research team took the innovative approach a step further, utilizing Disney princess films that offer clear distinctions between protagonists and antagonists and allow for meaningful comparisons across character types.

Additionally, “because the characters are animated, handedness is a deliberate choice made by animators, which may reflect cultural assumptions or biases, rather than simply the natural handedness of an actor,” Propper says. Since the Disney princess films span roughly 80 years, this also gave researchers an opportunity to examine potential cultural shifts over time.

Propper says this study demonstrates that research does not always need to be complex or highly technical. And, it speaks to representation.

“Left-handed individuals have often been described as lacking a clear cultural identity and may feel overlooked or negatively stereotyped,” says Propper. “Seeing left-handed traits reflected in familiar and beloved figures, such as Disney princesses, can contribute to a sense of inclusion and reduce feelings of isolation.”

The findings also suggest a societal shift over the last 80 years: left-handedness appears to be more accepted today than in the past, and is no longer associated with the same negative or stigmatized beliefs as it once was.

“These films are culturally iconic, widely recognized, and meaningful to many audiences, which makes them a relevant context for this type of analysis,” Propper says.

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As a student, Hajar initially imagined a future in teaching. That changed during a high school psychology course, when she became fascinated by how students learn and grow—and how psychological insight could support that process. Discovering school psychology felt like “a perfect blend” of education and psychology, setting her on a path she has followed with intention ever since.

One of the most formative experiences in her graduate program came during Practicum in Psychoeducational Assessment I and II, where she served as a graduate clinician in the university’s Psychoeducational Services Clinic. The practicum marked the moment when theory truly met practice. Working directly with students and families helped the work feel “real and meaningful in a new way,” she says. Under the guidance of Dr. Lauren Schaible and Dr. Julia Coyne, Hajar learned to look beyond test scores and use data to tell a fuller story about a student’s learning, behavior, and lived experience.

Outside the classroom, Hajar spent two years as a graduate assistant with the Office for Faculty Excellence, an experience that reshaped how she views higher education and her own potential. Mentored by Emily Isaacs, she contributed to initiatives focused on student belonging, retention, and success, and engaged with faculty development and academic leadership work across campus. “From day one, I felt welcomed, supported, and encouraged to grow,” she reflects. The experience pushed her beyond her comfort zone and sparked an interest in academia that continues to shape her future goals.

Through her assistantship, Hajar also became deeply involved in research on student belonging among first-year CHSS students. She worked on a research team that implemented a belonging intervention in the GNED199 course, focusing on qualitative analysis of student reflections and connecting those findings to quantitative data. Presenting the results at the AAC&U Conference on Learning and Student Success in Puerto Rico, marked a defining moment in her graduate career and reinforced her confidence as a scholar. She later presented the work at Ģ����Ƶ’s Student Research Symposium.

Hajar is currently completing a 1,200-hour internship while preparing to earn her Nationally Certified School Psychologist credential. Looking ahead, she plans to continue working as a school psychologist while pursuing doctoral studies, with the goal of becoming a licensed psychologist and professor.

Reflecting on her time in the College of Humanities and Social Sciences, Hajar says she learned that education is not just about earning a degree, but about discovering how to use knowledge in service of others. Her advice to future students is simple, but hard-earned: say yes. “It may seem intimidating at first, but some of the most meaningful experiences I’ve had at Ģ����Ƶ happened because I did say “yes.”

Born and raised in New Jersey and proud of her Puerto Rican heritage, Correa chose Ģ����Ƶ State 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 Ģ����Ƶ. “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 Ģ����Ƶ’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 Ģ����Ƶ’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.”

Professor Kang gave a keynote for Women in Science at the KSEA Northeast Regional Conference, giving a presentation on “Bridging Science and Community: A Korean-American Scholar’s Vision for Innovation and Impact in Neurodiversity Research”.

Written by: Vivek Gundani

“After my undergraduate studies, I interned at psychiatric clinics,” she says. “That’s when my passion for providing competent care really took shape.” It’s what brought her to Ģ����Ƶ State to pursue her Master’s in Clinical Psychology.

One course in particular—Cognitive Assessment—stood out. “It was the first time theory met practice in a real way,” she explains. “It showed me the responsibility that comes with being a clinician.” Encouraged by professors like ,, and others, Romal says she found not just academic support, but a sense of belonging. “They helped me adjust to the American academic system, and they believed in me.”

That community spirit shaped her experience. At the Center for Clinical Services, she worked in an administrative role supporting counseling clients. She also completed a clinical internship, conducted psychoeducational evaluations, and advocated for student accommodations. Along the way, she assisted with faculty research and submitted two manuscripts for publication.

Now, Romal’s journey continues: she’s been accepted into the PsyD program at The Chicago School of Professional Psychology and will also begin working in Alzheimer’s research at Mount Sinai. Her goal? To become a licensed psychologist.

“Ģ����Ƶ taught me that growth doesn’t happen in isolation,” she says. “It taught me to value different perspectives and to ask better questions.”

Her advice to new students is simple but powerful: “Trust the process—and don’t be afraid to ask for help.”

Ready to Start Your Ģ����Ƶ Journey?

Prospective Students and Parents: Learn more about Ģ����Ƶ admissions, Clinical Psychology and the College of Humanities and Social Sciences.

“Honestly, I used to think I would regret getting involved,” she said. “I spent the first semester of my freshman year completely secluded. I never talked to people other than my professors, and I rushed home after class.”

But everything changed when she started saying “yes.”

Omayma, a with a , says her journey toward speech-language pathology began during the COVID-19 pandemic. Watching her younger brother receive speech therapy over Zoom sparked something. “Witnessing the difference that therapist made in his life was the factor that ultimately made me decide on this career.”

Her coursework and hands-on experiences only deepened that commitment. One of the most impactful moments came when she shadowed Heather Dibble, a speech therapist at the Ben Samuels Children’s Center. “For the first time, I saw the techniques I had studied in action,” she said. “Observing the therapist’s strategies, asking questions, and reflecting on each session confirmed that speech-language pathology is not just something I want to study, but it’s the career I want to dedicate myself to.”

Outside the classroom, Omayma became a fierce advocate for students as Executive Vice President of the SGA. She chaired weekly meetings, helped allocate $40,000 in scholarships, and supported over 130 student organizations—all while excelling academically and presenting at student research conferences.

“What made this role so meaningful was the responsibility I held to advocate for students,” she said. “It taught me the value of servant leadership—leading not for recognition, but to empower others and leave things better than I found them.”

She credits mentors like Nicole Fleming, Director of Special Events, and Julia DelBagno, Assistant Dean for Student Engagement, for showing her how authenticity and leadership can go hand in hand. “They continuously inspired me, not just through their professional success, but through their authenticity. As a young woman aspiring to lead and make a difference, I found in them powerful role models.”

Omayma Jabara, Nicole Fleming and Julia DelBagno

Reflecting on her time at Ģ����Ƶ, Omayma says she’ll always carry the lesson that “meaningful change happens when people come together with shared purpose.” And if she could give one piece of advice to her first-year self?

“Don’t wait! Take up spaces! Make this campus yours.”

Her definition of success has evolved, too. “Success means having the confidence to trust that, even when the path ahead is unclear, you’ll find your way through the murky waters that inevitably flood your path.”

Omayma lives the University’s motto, carpe diem. In her own words, “Waiting for the ‘perfect’ opportunity can leave you stagnant, while embracing the present and saying ‘yes’ to new experiences opens doors you never expected,” she says.

This fall, Omayma will continue her journey at Ģ����Ƶ State as a graduate student in the Speech Language Pathology Master’s program, where she’s also earned a graduate assistantship.

Ready to Start Your Ģ����Ƶ Journey?

Prospective Students and Parents: Learn more about Ģ����Ƶ admissions, our Linguistics major and the College of Humanities and Social Sciences.