“We have a robust offering compared to most of our competitors, and we offer lots of different times, days and modalities,” says Summer, Winter and Early College Programs Director Kirsten Tripodi.

There’s Still Time to Register

You decide how much of your summer you want to spend studying. These Summer Sessions are still available but don’t delay as the classes start soon:

• June 15 – July 14 (4-week session)
• ��July 1 – August 19 (7-week session)
• ��July 20 – August 4 (4-week session)

Whether you want to brush up on or, as our course catalog shows, we have you covered.

If you’re not sure what to take, Tripodi advises: “Check with your advisor to make sure it’s the right class to take.” She also suggests that students check with Red Hawk Central to see if financial aid is available.

5 Strategic Benefits for Currently Enrolled Students

If you need more good reasons to take a Summer Sessions course, here are five:

1. Core Courses��– Check that prerequisite off your list so you can take that class you’re excited about next semester.
2. ��Boost Your Resume��– Expanding your skills in a particular area or learning new ones can help with your career goals.
3. Learn a New Language��– Speaking more than one language is always a plus, especially if you want to travel or work in other countries.
4. More Attention��– Smaller class sizes during summer means you can get more individualized attention and get to better know your classmates and professors.
5. Love of Learning – If you consider yourself a lifelong learner, there’s no time like the present to learn something new.

Ready to plan your summer?

Log into and register today.

Still have questions about Summer Sessions?��We’re here to help. Reach out to summer@montclair.edu.

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.

�ѴDzԳٳ���������’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 �ѴDzԳٳ���������’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

Ģ����Ƶ, originally established as the New Jersey State Normal School at Ģ����Ƶ 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, �ѴDzԳٳ���������’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 �ѴDzԳٳ���������’s new teachers received overall summative effectiveness scores of “Effective” or “Highly Effective”

If �ѴDzԳٳ���������’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 Ģ����Ƶ 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 �ѴDzԳٳ���������’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 Ģ����Ƶ, 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 Ģ����Ƶ’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 �ѴDzԳٳ���������’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!

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

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

As told to Marilyn Joyce Lehren

Study Time

Oscaterin Bautista sits at her dining room table at dawn, typing a discussion post for her summer class, Working with Diverse Families.

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

Oscaterin Bautista starts each morning with an energy drink and study session, keeping her on track to graduate in December 2025.

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

Breakfast and Family Routine

Oscaterin cooks breakfast with Kaylah, 8, as her older children – Ethan, Kamila and Liam – start on morning chores. The family’s routine is simple: before anyone uses a phone or tablet, every household task is completed together.

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

On the Job: Advocating for Families

At her desk, Oscaterin champions children’s success and guides families toward self-reliance through her work at Ģ����Ƶ Child Development Center in Glen Ridge.

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

During her internship, Oscaterin assisted in enhancing family engagement strategies and collaborated with staff to support children and families. She gained hands-on experience with the Referral for Assistance process and contributed a Special Needs Guideline Sheet to help families navigate the Child Study Team referral process and access individualized support.

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

Oscaterin saves and treasures handwritten notes from children she’s supported at the Ģ����Ƶ Child Development Center, reminders of the impact she’s had on their lives.

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

Evening: Family, Homework and Baseball

After work, Oscaterin heads home to her second shift – taking the family to her son’s baseball game.

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

Back to School

Oscaterin walks across the Ģ����Ƶ campus on the first day of her final semester. She’s on track to earn degrees in Child Advocacy and Policy and Family Science and Human Development.

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

The flexibility of online and in-person classes has allowed Oscaterin to balance her education, work and family in ways she didn’t think possible.

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

Oscaterin speaks with Assistant Professor Roxanna Ast during the Child Welfare Research and Evaluation class in University Hall.

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

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

Are You Ready to Start Your Ģ����Ƶ Journey?

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

The Ģ����Ƶ programs that participate in the annual survey include Education, Public Health, Audiology, Speech-Language Pathology and the University’s Part-Time MBA program.

Highlights from the 2025 Best Graduate Programs Rankings:

• �ѴDzԳٳ���������’s graduate education specialization in Elementary Teacher Education ranked No. 21 in the nation
• �ѴDzԳٳ���������’s Doctor of Audiology and Master’s in Speech-Language Pathology programs, in a new addition to the annual rankings, ranked No. 61 and No. 105 (and second in N.J.), respectively
• The institution’s overall ranked No. 108 overall and second in N.J.
• The University’s Master of Public Health ranked No. 168 overall
• �ѴDzԳٳ���������’s Part-Time MBA program ranked No. 197, up ten spots from last year’s rankings

�ѴDzԳٳ���������’s Graduate Offerings

Ģ����Ƶ offers 116 master’s and eight doctoral programs across a range of disciplines in its 13 colleges and schools.

“Our graduate programs prepare students to enter the next phase of their careers with the skills needed to thrive in their chosen fields,” says Provost and Senior Vice President for Academic Affairs Junius Gonzales. “These rankings are the latest indication that �ѴDzԳٳ���������’s stature as a comprehensive research university with cutting-edge programs continues to ascend.”

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Talida State, Associate Professor for the Department of Teaching and Learning in the (CEEL), is the principal investigator of the project, and Julia Coyne, Director of the School Psychology Certificate Program and Psychoeducational Services Clinic in the College of Humanities and Social Sciences (CHSS), is co-principal investigator for the project. The project is the result of a shared vision to develop and promote best practices in school psychology at Ģ����Ƶ.

The award, part of the Biden-Harris administration’s latest investment of $70 million to across the nation, will support the implementation of �ѴDzԳٳ���������’s project, titled EPIC-MHP: Enhancing Preservice Instruction for Comprehensive Mental Health Provision (EPIC-MHP).

The project is a significant advancement in the unique partnership between Ģ����Ƶ and Local Education Agencies (LEA) of West Orange, East Orange, and Clifton that will allow for the recruitment, training, and retention of diverse and highly qualified and culturally responsive school psychologists who are well-prepared to meet the challenges of today’s educational and mental health landscape.

About the EPIC-MHP program

The EPIC-MHP program fosters innovative, inclusive, and sustainable solutions to improve student outcomes and well-being in New Jersey. Over the next five years, it will enroll and train 60 school psychology graduate students in the Master’s Degree in Clinical Psychology with State Certification in School Psychology and the innovative Multi-Tiered Systems of Support (MTSS) Certificate, designed to equip trainees with the specialized skill needed to provide quality mental health services in schools.

Each school psychology trainee will engage in structured, progressively challenging embedded fieldwork experiences designed to build competencies in school psychology and MTSS-driven mental health service delivery. Working closely with qualified school-based supervisors and Ģ����Ƶ faculty, trainees will learn to implement and monitor MTSS initiatives in their placements with the goal of creating a positive impact for district students while enhancing practical skill acquisition.

Graduates of the school psychology program will:

• Acquire a strong foundation in MTSS framework.
• Receive supervision from credentialed professionals in the implementation of comprehensive, schoolwide mental health efforts.
• Gain marketable experience co-planning and implementing MTSS initiatives in schools, effectively bridging the gap between theory and practice.

“Our goal is to prepare a new generation of school psychologists with the expertise to tackle the growing mental health challenges in our schools,” says State. “By embedding MTSS principles into their training, we are preparing them not only to provide direct mental health services but also to lead system wide initiatives that promote the well-being of all students.”

Adds Coyne, “Paid practica and internships are crucial to ensuring that trainees receive quality experiences in local partner districts. It’s wonderful to be able to reduce some of the financial burdens associated with school psychology training in New Jersey.”

“Our ability to provide stipends is a game changer for our program and our students. Easing the financial barriers makes their career paths more accessible, especially for underrepresented groups within our cohorts.”

Cross-collaboration at Ģ����Ƶ

The EPIC-MHP project illustrates the impact of effective and authentic collaboration between disciplines in CEEL and CHSS. This entrepreneurial and cross-college collaboration is consistent with Ģ����Ƶ’s Strategic Plan 2025: Project Soar and embodies the institution’s commitment to diversity, equity, and inclusion, emphasizing a transformative recruitment and training-to-employment pipeline. This initiative equips future school psychologists with the skills and knowledge necessary to address critical mental health and educational needs in diverse communities within the state of New Jersey.

Talida State and Julia Coyne. Photo by Mike Peters for Ģ����Ƶ

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“Anti-fat bias has surpassed discrimination based on race and gender and sexuality, so it’s the most prevalent form of discrimination out there,” Spitz says. Yet, “there are no legal protections for fat people.”

“Anti-fat bias is so present but there’s never been a space for that discussion,” says Office for Social Justice and Diversity Director Adela Caceres. “This is a huge learning opportunity.”

As a Ģ����Ƶ alumna, MFA Studio Art ’16, currently pursuing a master of arts in Higher Education, Spitz also serves as Department Administrator for Art and Design. Identifying as a “fat person” – a term she uses descriptively and as an identity – she is committed to raising awareness about this often-overlooked bias and improving inclusivity on campus.

Turning Research into Action

Spitz’s efforts have already influenced leaders and staff at Ģ����Ƶ, resulting in positive changes on campus including:

• Inclusive Classroom Design: A renovated lecture classroom in Calcia Hall now features seating for larger students and those with disabilities.
• Health-care Accessibility: The Student Health Center updated its policies and spaces to better serve all students. Changes include offering gowns in various sizes, implementing a “Decline to Weigh” policy, and prominently displaying inclusive signage.
• Community Awareness: Spitz helped organize �ѴDzԳٳ���������’s first flag-raising ceremony for Disability Awareness Month in conjunction with LGBTQ+ History Month and with the Office for Social Justice and Diversity, the Disability Caucus and the Disability Resource Center.

The “Decline to Weigh” policy allows patients to opt out of being weighed when seeking services. If deemed medically necessary to obtain a weight, those measurements are taken “blind,” says Interim Student Health Center Director Sarah Jennings, “meaning the numbers are not shared with the patient.”

Spitz says such a policy “is particularly important for students with eating disorders as seeing or knowing their weight can trigger dangerous eating disorder habits. If we can dispel the myth that your weight is controllable and the way that your weight impacts your health – it’s a very small portion – those are the two key things that I’ve been trying to dispel, because that’s what the research says helps with biases.”Jennings praises Spitz’s commitment, noting that her involvement “prompted a number of meaningful changes.”

Raising Awareness Across Campus

Taking advantage of President Jonathan Koppell’s invitation to students to walk and talk with him around campus, Spitz shared some of her findings with him. In turn, he shared it with members of his leadership team, who have been receptive to her presentation on the history and implications of “Weight Based Discrimination.”

Vice President for Student Development and Campus Life Dawn Meza Soufleris, who has Spitz in a graduate class, invited Spitz to present her research to her staff. “She has been advocating for a number of things via the Disabilities Caucus, including larger seating and other body-positive frameworks, as well as teaching many of us the history of anti-fatness from a DEI perspective. It’s fascinating and is her passion.”

She may have a larger campus audience in the spring. Associate Vice President for Inclusive Excellence and Special Assistant to the President Ashante Connor says: “We are working to provide a platform for her to raise awareness and educate our community around weight inclusion. Anti-fatness shows up in ways that typically our conscious mind is unaware of, especially in the hiring process and other selection processes. Our goal is to provide a space and platform for any employee who is committed to advancing inclusion and access for the entire community.”

Spitz�� also has shared her findings with the Disability Caucus, of which she is an executive board member, as well as the Office for Social Justice and Diversity professors and students.

Office for Social Justice and Diversity Director Adela Caceres, who also serves as Spitz’s mentor, found the information eye-opening and invited her to a training for about 30 graduate and undergraduate students who work with the office. “She’s doing some amazing work,” Caceres says. “Anti-fat bias is so present but it’s never talked about, and at a university like this, where we have such a diverse group of students, there are many that identify with this particular community, but there’s never been a space for that discussion. Even for me, it was a huge learning opportunity.”

Key Takeaways from Anti-Fat Bias Research

Spitz’s research highlights that anti-fatness is a complex, multifaceted issue with deep historical roots and wide-ranging impacts on individuals and society. Major takeaways from the findings include:

1. Historical roots: Fat people have existed across the world for as long as thin people, dating�� back to the Paleolithic era’s “Small-fat” bodies were considered the ideal beauty for white women during the Renaissance. This changed during slavery, however, when America and European colonialists started portraying black bodies negatively to further legitimize the oppression of black people for over 500 years.
2. Legal discrimination: “It’s actually legal to discriminate against fat folks in 48 states,” Spitz says. “New York City just passed a law in 2023 forbidding it, but it’s still legal within the state of New York.” While it’s still legal in New Jersey, a bill making it illegal to discriminate against people because of height and weight has been advanced by the Senate Labor Committee; a House bill has not been introduced.
3. Gender bias: Women experience more systemic discrimination and interpersonal bias related to body size than men. There’s also more focus on women’s bodies and appearance in professional settings. “A lot of my research shows massive disparities in employment income, especially for women,” Spitz says.
4. Religious influence: The rise and spread of Protestantism linked eating habits and body weight with morality, leading to a persistent mentality that people are “good” or only deserve health care if they’re trying to be healthy.
5. Anti-fat fashion: Clothing and fashion has also played a key role in stigmatizing fat people and the industry still largely promotes thinness, especially for women.
6. Everyday challenges: Fat people face numerous everyday challenges, from fitting into cars to dealing with furniture designed for smaller bodies.

Why Weight Bias Matters in Higher Education

1. Physical Infrastructure: Campus spaces often fail to accommodate larger bodies, from classroom chairs to dorm showers.
2. Social Bias: Fat students face bullying and exclusion, compounded by misconceptions about weight and health.
3. Mental Health: Stress from discrimination and feeling singled out can harm students’ well-being and self-esteem.
4. Health-care Disparities: Reliance on outdated measures like BMI perpetuates biased care. Spitz emphasizes that some patients with higher BMIs can have normal lab results and blood pressure.
5. Limited Representation: A lack of diverse body types among faculty and in campus media may reinforce feelings of exclusion.

Recommendations for Change

Spitz has a long list of recommendations that could result in cultural and systemic changes at Ģ����Ƶ and other institutions of higher education to combat anti-fatness, including:

• Expanding mental health resources for students with eating disorders and weight-related stress.
• Incorporating sizeism into diversity training for hiring committees.
• Representing fat individuals positively in campus advertising and media.
• Increasing clothing and mannequin sizes at university bookstores.

What’s Next for Anti-Fat Bias Research and Advocacy?

While systemic changes take time, Spitz is determined to keep advocating for inclusion. She is also working on publishing a peer-reviewed study focusing on weight-based discrimination in higher education. “Seeing these results will be healing for so many students for years to come,” she says. “I’m so grateful for all my mentors and collaborators on-campus who supported me and gave me the opportunities to present my work.”

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Prospective Student / Parent: Learn more about Art & Design and Higher Education or plan a visit to our campus and take the first step in applying to become a Red Hawk!

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