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

Ģ����Ƶ’s three student interns were selected from around 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 Ģ����Ƶ’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, Ģ����Ƶ’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 Ģ����Ƶ’s new teachers received overall summative effectiveness scores of “Effective” or “Highly Effective”

If Ģ����Ƶ’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 Ģ����Ƶ’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 Ģ����Ƶ’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.

The contract between the New Jersey Public Broadcasting and the University will be submitted to the Legislature for their review. The Legislature, which has stressed its desire and strong support for public television to continue in New Jersey, has 15 days to review the contract.

The agreement is for five years with two five-year extensions. Ģ����Ƶ is responsible for programming the stations and has committed to providing at least six hours of New Jersey-centric programming a week, including a weekday nightly news cast and other public affairs programming, live broadcasts of the Governor’s State of the State address, the Governor’s Budget Message, and live coverage of New Jersey elections.

The new contract follows months of uncertainty over the future of NJ PBS and effectively ensures that public television will thrive in New Jersey for the long-term. Cuts to federal funding had put the future in doubt, however Governor Mikie Sherrill’s commitment to transparency makes public broadcasting an integral part of the state’s media landscape.

“Public broadcasting is a vital public service that ensures New Jersey families have access to trusted news, educational programming, and information about their communities. At a time when local journalism faces growing challenges, today’s action keeps this essential service alive in New Jersey,” said Governor Sherrill. “I’m excited that Ģ����Ƶ has been selected to lead the next chapter of public broadcasting in New Jersey. With its expertise in journalism and public media, strong community partnerships, and commitment to innovation, Ģ����Ƶ is uniquely positioned to expand local storytelling and help build a strong, sustainable future for public media across our state.”

“Public broadcasting is a critical pillar of New Jersey media, ensuring all residents – particularly those in underserved areas – have access to quality educational and community-focused content,” said State Treasurer Aaron Binder. “Given the ever-evolving nature of modern media, and recent devasting funding cuts at the federal level, protecting and supporting public broadcasting has never been more important. Treasury was pleased to play a role in ushering in the next chapter of public media in New Jersey, and we look forward to seeing this vital institution grow for many years to come.”

“New Jersey has one of the most extraordinary media landscapes in the country, and we will fully leverage and highlight the breadth of voices and storytellers across the state,” said Dr. Keith Strudler, Dean of Ģ����Ƶ’s College of Communication and Media. “This includes universities across New Jersey, countless news organizations, cultural and arts centers, and sports leagues and organizations. We look forward to building a media ecosystem that resembles and is accountable to the people of New Jersey, one that provides unique educational and workforce development opportunities to our state’s future leaders and media creators. We are grateful for the opportunity to ensure New Jersey’s public media is truly the public’s media.”

“New Jersey’s public television stations exist to serve every resident of this state, and this selection reflects our commitment to ensuring that mission continues on a sustainable, long-term foundation,” said Rick Williams, Executive Director of the New Jersey Public Broadcasting Authority. “Ģ����Ƶ brings broadcast-ready infrastructure, deep community ties, and a demonstrated commitment to New Jersey journalism. We look forward to working with the University and the Legislature as this transition moves forward.”

In this role, Ģ����Ƶ plans to reimagine public media and expand the value public broadcasting can provide to New Jersey residents. Central to that mission is building a network that fully represents New Jersey, drawing on the state’s 300-plus news organizations, its colleges and universities, and its diverse communities to create and inform programming made stronger through collaboration and shared expertise. In addition to a robust broadcast presence with daily newscast and discussion programming, NJ PBS will focus significant efforts on digital and social media content as well as in-person events and public engagement, meeting New Jersey residents where and how they consume information.

Ģ����Ƶ’s proposal leverages existing university assets to create an operational budget that recognizes the current fiscal environment for public media. This includes $1.2 million annually of in-kind contributions from the University, including studio access, engineering expertise, IT infrastructure, human resources, finance, legal, and facilities management. It also includes teaching and internship opportunities for students, helping to train future media professionals while also infusing a dynamic perspective into station programming.

The station will be housed in Ģ����Ƶ’s College of Communication and Media, one of the nation’s leading academic hubs for media education and innovation. The College has a world-class production facility, complete with professional broadcast studios and film stages, multiple control rooms, a multimedia newsroom, and engineering infrastructure built for network-level production. Faculty and staff bring extensive professional experience in the New Jersey and national media landscapes, and the College has been nationally recognized for its work while preparing the next generation of New Jersey media professionals.

The Center for Cooperative Media, housed within Ģ����Ƶ’s College of Communication and Media, will help build the backbone of NJ PBS’s statewide journalism model. The Center’s longstanding relationships with hundreds of New Jersey news organizations provide NJ PBS with an existing statewide journalism ecosystem capable of supporting collaborative reporting and community-informed storytelling across all regions of the state. Ģ����Ƶ’s operation of NJ PBS will include robust content partnerships across the state, including collaborative agreements with a range of other New Jersey colleges and universities as well as civic, arts, and news organizations, ensuring network content reflects the diversity and talents of New Jersey’s residents and communities.

Ģ����Ƶ plans to produce a daily newscast and discussion program, a weekly public affairs roundtable, and sports coverage, including a formal partnership with the New Jersey Athletic Conference. The University has also committed to a code of journalism ethics, an independent ethics committee with external appointments, and a Community Advisory Board, with additional public accountability in being subject to the New Jersey Open Public Records Act as a public university.

More than 20 full-time employees will initially operate NJ PBS, including three reporters and a production team of 11. Students will also participate through internships and supervised experiential learning opportunities. Employment opportunities with NJ PBS will be posted .

For more information/media contact:

Ģ����Ƶ: Keith Green, Director of Communications and Strategic Operations, College of Communication and Media. greenk@montclair.edu, 973-655-3701.

New Jersey Public Broadcasting Authority: Danielle Currie, Deputy Director of Communications Danielle.Currie@treas.nj.gov

###

About the New Jersey Public Broadcasting Authority: The New Jersey Public Broadcasting Authority (NJPBA) is a State authority holding four FCC noncommercial educational television licenses, collectively branded as NJ PBS. The Authority’s stations, WNJS, WNJN, WNJT, and WNJB, serve all regions of New Jersey with public media programming. The NJPBA operates in, but not of, the New Jersey Department of the Treasury under the New Jersey Public Broadcasting Authority Act of 1968, as amended by the 2010 New Jersey Public Broadcasting System Transfer Act. For more information, visit https://www.nj.gov/treasury/njpba/.

About Ģ����Ƶ: Building on a distinguished history dating back to 1908, Ģ����Ƶ has evolved from an institution that was a recognized leader in teacher education to an R2 research institution ranked as one of the 100 best public doctoral universities in the nation. The University serves 23,000 undergraduate and graduate students with more than 300 doctoral, master’s and baccalaureate programs provided by 13 colleges and schools. Situated on a beautiful 252-acre campus just 12 miles from New York City, Ģ����Ƶ delivers the instructional and research resources of a large public university while retaining the supportive and personalized academic environment that provides a feeling of community more typical of smaller institutions.

About Ģ����Ƶ’s College of Communication and Media: The College of Communication and Media (CCOM) offers a range of dynamic programs to a talented and diverse student population of approximately 2,000. Offering degrees in advertising, animation and visual effects, communication and media studies, film and television, journalism and digital media, social media and public relations, sports communication and an online, asynchronous MA devoted to strategic communication and media, the College prepares the next generation of communication and media practitioners and leaders. Founded in 2012 and housed in world-class, state-of-the-art facilities just 12 miles from New York City, the College is the only program in the country that offers the following opportunities for students: a radio station (WMSC), newspaper (The Montclarion), strategic communications agency (Hawk Communications), sports network (Red Hawk Sports Network) streaming platform (Hawk+), digital newsroom (News Lab) and studio, and a social media listening center (Joetta DiBella and Fred C. Sautter III Center for Strategic Communication). The College also has a Student Success team, including dedicated Career Services and Advising professionals who prepare students for the internship and job search process. Student projects and programs have recently received national recognition from PRSSA’s Bateman Competition, an Edward R. Murrow Award, several Marconi Award nominations, and College Television Awards (“Student Emmy” awards) from the Academy of Television Arts & Sciences. The College is also home to the Center for Cooperative Media, which serves the public by working to grow and strengthen local journalism and media. Through nearly $10M in grants awarded over the last decade, the Center focuses on collaboration in journalism, media equity, media coaching and training, civic science and research. The Center is also home to the NJ Civic Information Consortium, the largest funder of media and journalism in New Jersey, granting more than $10M over the last five years to support independent local media, journalism and training initiatives.

Thompson will serve as the lead academic and administrative officer for the College, which offers a diverse portfolio of rigorous programs in disciplines including Psychology, English, Political Science and Law, History, Philosophy and Global Cultural Studies.

“We are thrilled to welcome Dr. Thompson to Ģ����Ƶ,” says Interim Provost Fatma Mili. “She comes to us with an impressive track record of transformational and collaborative leadership. She approaches each context with passion and intellectual inquisitiveness. I look forward to working with her as she leads the College and solidifies its standing and impact in the University and the community.”

Thompson joins Ģ����Ƶ after serving as the Director of the School of Teacher Education and Mack and Effie Campbell Distinguished Professor at Florida State University. In her role, she was responsible for all aspects of the school, including overseeing more than 200 faculty, staff instructors, graduate students and other employees and managing $17 million in endowed and non-endowed foundation funds.

Previously, she held three different leadership roles at West Virginia University in the Eberly College of Arts and Sciences: Inaugural Director of International Relations and Strategic Planning of the college, Founding Co-Director of the English Language Learning Institute and Chair of the Department of World Languages, Literatures and Linguistics. She has recently received the Modern Language Association (MLA), Association of Language Departments (ALD) Award for Distinguished Service to the Profession.

A prolific scholar in applied linguistics with more than 55 peer-reviewed publications, books, and a number of national and international invited lectures and workshops, Thompson’s research focuses on multilingualism, language learning, linguistic racism/native-speakerism, women in higher education and higher education leadership.

“I was drawn to Ģ����Ƶ and the College of Humanities and Social Sciences because of the clear dedication to promoting student success in practical and innovative ways,” says Thompson. “I was extraordinarily impressed by the faculty, staff, students and leadership during my visit to campus, and I cannot wait to see what we will be able to achieve together.”

Thompson holds a PhD in Second Language Studies and a master’s degree in Teaching English to Speakers of Other Languages from Michigan State University.

For more information about the College of Humanities and Social Sciences at Ģ����Ƶ, visit .

In the role, he will oversee all core global units and services at Ģ����Ƶ, develop and execute the University’s international plan and business model, expand and steward high-impact international partnerships and ensure compliance, risk management, and fiscal stewardship for international activities.

“Takeo Suzuki brings a wealth of experience and a deep commitment to broadening access to life-changing global educational opportunities for our students,” says Ģ����Ƶ Interim Provost Fatma Mili. “We are excited to welcome him to the Ģ����Ƶ community and work with him to expand and magnify Ģ����Ƶ’s international initiatives.”

Suzuki previously served as the inaugural Senior International Officer and Executive Director of the Center for Global Education at the University of Tennessee at Chattanooga, and was a member of the Provost’s leadership team. Since 2015, he led the university’s global engagement efforts, integrating international student and scholar services, study abroad, ESL programs, international research, and global risk management. He also served as the university’s Principal Designated School Official and Responsible Officer, overseeing federal compliance.

His research focuses on the lived experiences of individuals using an Interpretative Phenomenological Analysis approach. His recent work, featured in the Institute of International Education magazine, explores how Japanese anime and manga can serve as a lens for understanding soft diplomacy and developing intercultural competency. Originally from Kobe, Japan, he came to the United States as a J-1 exchange visitor and is now a U.S. citizen. His work is grounded in a deep commitment to expanding access, fostering belonging, and preparing students to lead in a globally connected world.

“Joining Ģ����Ƶ is both a tremendous honor and an exciting new chapter for my family and me,” says Suzuki. “Ģ����Ƶ stands out as a university with extraordinary momentum, incredible diversity, and a clear commitment to preparing students to thrive in a globally connected world, and I am genuinely excited to become part of the Ģ����Ƶ community.

“As someone whose own life was transformed through international education, I cannot wait to work alongside Ģ����Ƶ’s students, faculty, and staff to expand opportunities for global learning, collaboration, and deeper human connection. I look forward to building a campus culture where curiosity, empathy, and intercultural understanding become part of everyday life.”

Suzuki holds a doctoral degree in Higher Education Administration from Northeastern University and a master’s degree in Global E-Learning from Texas A&M University-Commerce.

New Jersey Governor Mikie Sherrill received an honorary Doctor of Laws degree in recognition of her leadership and service, underscoring Ģ����Ƶ’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 Ģ����Ƶ.

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 Ģ����Ƶ’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, Ģ����Ƶ 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 Ģ����Ƶ.

“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 Ģ����Ƶ graduate stands in the glass atrium of Prudential Center during the 2026 Spring Commencement exercises.

Joy, pride and a shared mission

Ģ����Ƶ 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.”

Ģ����Ƶ 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 Ģ����Ƶ’s graduate spotlights to see how the Class of 2026 is already making a difference in New Jersey and around the world.

Kananelo Mokati, a Fulbright Scholar from Lesotho, will return home to work on maternal health policy after overcoming a critical funding challenge with the help of the Department of Public Health.

Kananelo Mokati: A Global Mission for Maternal Health

For Mokati, the journey to a Master of Public Health was fueled by a calling that transcends borders. A Fulbright Scholar and trained midwife, she traveled from her home country of Lesotho in South Africa to Ģ����Ƶ to bridge the gap between clinical practice and systemic health policy.

Choosing Ģ����Ƶ was a strategic decision for Mokati, who sought the professional energy of the New York metropolitan area without the overwhelming “noise” of the city. At Ģ����Ƶ, she found her home in the Health Systems Administration and Policy concentration, where she could focus on the structural barriers facing health-care delivery.

However, her journey faced a critical challenge in 2025 when federal funding for her Fulbright program was unexpectedly eliminated. “At that point, it felt like all the hard work I had put in over the past year was about to go down the drain. It wasn’t a lack of support, but a moment where answers simply weren’t available,” Mokati recalls.

With help from her advisor, Professor Amanda Birnbaum, and Public Health Department Chair Lisa Lieberman, Mokati secured a summer internship with the School of Nursing which provided the vital bridge funding needed to keep her on track.

The internship gave her the opportunity to perform grant application work, do a poster presentation and coauthor a research manuscript on “county-level variations in risk-adjusted rates of preterm birth among young mothers in the United States,” the latter of which was accepted for publication in the Journal of Obstetric, Gynecologic, & Neonatal Nursing.

“What began as one of the most challenging moments of my journey ultimately opened the door to some of the most meaningful opportunities I’ve had,” Mokati says.

Mokati’s passion for public health is rooted in her experience as a midwife – a career that began in her home country but quickly became her life’s work. She’d earned a BS in general nursing and midwifery, a requirement as part of the nursing curriculum, from the National University of Lesotho.
After receiving her MPH, she plans to return to Lesotho before heading back to the U.S. to obtain a doctorate on maternal health policy, “particularly on how health systems can better support women and improve maternal health outcomes.”

Abbigale Damiano, a first-generation graduate, provided life-saving support volunteering for the 988 Suicide and Crisis Lifeline and will work at a substance use treatment center and join Ģ����Ƶ as an adjunct psychology professor.

Abbigale Damiano: A Local Anchor for Mental Health and Recovery

While Mokati focuses on global systems, Damiano has dedicated her graduate studies to the immediate needs of her local community. Graduating with a Master of Arts in Counseling, with a concentration in Clinical Mental Health Counseling, she has spent her time at Ģ����Ƶ diving into the front lines of the mental health crisis.

As a first-generation graduate, Damiano’s academic journey is a testament to perseverance. She graduated with a BA in Psychology in 2023 and immediately pursued her master’s program, during which she completed a rigorous clinical internship at a nonprofit substance use treatment center, providing support for individuals navigating recovery and co-occurring mental health challenges. She also worked as a teacher’s assistant for Associate Professor Ofelia Rodriguez for three years.

Her commitment to service extends beyond her formal requirements. Damiano also serves as a volunteer for the 988’s Crisis Text Line, providing real-time, life-saving support to individuals in moments of acute distress. For her, Ģ����Ƶ was the place where her innate desire to help was transformed into professional expertise.

“Ģ����Ƶ has been more than just a school for me,” Damiano reflects. “It is where I found my purpose, built my leadership skills, and discovered my passion for counseling, student support and community care.”

After graduation, the end of a seven-year student journey, Damiano has a job awaiting her at the crisis facility. She will also join Ģ����Ƶ as an adjunct psychology professor in the fall.

Had she not reached out to professors and department heads during her time at Ģ����Ƶ, she says, “I feel like I wouldn’t be as prepared now graduating or even being able to be an adjunct professor – at the age of 25.”

Reach out to the professors and to your department, they will help you and they will lead you to success.” – Abbigale Damiano

Fulfilling the Mission

Both Mokati and Damiano represent the core values of Ģ����Ƶ’s commitment to community service. Whether advocating for policy changes to protect mothers globally or providing a lifeline to those in crisis locally, these two graduates prove that a Ģ����Ƶ degree is a catalyst for meaningful change.

As they transition from students to alumni, their stories serve as an inspiration to the next generation of students.

Damiano says that as a first-generation college student she had to ask lots of questions in order not to be lost. She advises all students, including commuters like her, to spend time on campus and reach out to faculty. “They’re so many different opportunities on campus that I’m sure people aren’t even aware of,” she says. “Every professor has a different career and different connections, so you don’t know where you’ll end up if you keep up with what they’re offering you.”

“If you are looking for a school that will challenge you, open doors for you and support you – not just to do well academically but to be set up for success after graduation – Ģ����Ƶ is the place for you,” says Mokati.

“As someone who moved thousands of miles with nothing but hope and a desire to better myself, I found more than an education here, I found a community that showed up for me when I needed it most. I built meaningful professional networks, and I am leaving as a better version of myself.”

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

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 Ģ����Ƶ 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 Ģ����Ƶ’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 Ģ����Ƶ 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.

Ģ����Ƶ 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.

“Ģ����Ƶ 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 Ģ����Ƶ’s graduates – students who embody the University’s mission to broaden access to exceptional learning opportunities and contribute to the common good.

Born in Yangon, Myanmar, Zan grew up speaking Burmese and learned English at a local monastic school, becoming proficient enough that he later became a volunteer English teacher at the school. He also worked in translation at a local broadcasting company translating English movies for Burmese viewers.

Then in 2008, in the wake of the catastrophic Cyclone Nargis that devastated Myanmar and the subsequent influx of foreign aid and involvement, new opportunities in the civil society sector opened up and he joined an NGO that worked in education.

“I worked in education support for local marginalized communities and I joined another NGO working at the Thailand-Myanmar border helping refugee schools build their curriculum and train their teachers,” Zan, 37, says.

A decade of working in translation, interpretation and teacher training made him realize that he was not only interested in languages, but he had a passion for helping other people learn.

Finding the right academic fit at Ģ����Ƶ

Looking to further his own education, Zan applied for and received a Lincoln Scholarship to study in the U.S. “Much like the Fulbright, this program offers a premier track for Myanmar scholars to pursue international education in the United States,” he explains. Out of three possible college options, he chose to come to Ģ����Ƶ to study Applied Linguistics.

“I found that what Ģ����Ƶ provided was an exact academic fit with my interests,” he says. “I thought the subjects and electives provided here were directly addressing what I wanted to do with my academic path ahead.”

He found the coursework challenging but also stimulating and developed a particular interest in corpus linguistics.

According to Zan, “Corpus linguistics is studying language as it is used in the wild. It’s looking at language at a whole new level of magnitude. People would look at language but only at a specific section of that language, but corpus linguistics brings in the entirety of the whole language.”

Persevering through uncertainty

Although he excelled in his classes, Zan’s academic path through graduate school was anything but straightforward.

“At several points in the past two years, the progressing violence following the military coup back home, the largest earthquake in my country’s history, and the ripple effects of an eventful administration change in the U.S. have had profound effects on my friends and communities,” he says. “It was somehow uneasy to be all safe and comfortable here while my folks struggled there.”

In addition to the emotional weight of watching his communities and loved ones endure hardship from afar, funding for Zan’s scholarship was cut in his second semester, leaving him uncertain if he could remain at Ģ����Ƶ for the second year of the program.

That uncertainty could have ended his journey – but it didn’t.

With the support of the University, particularly the Office of Global Engagement and faculty and staff of the Linguistics program – especially Graduate Program Coordinator Professor Larissa Goulart – Zan was able to continue in the program with a Graduate Assistantship, which helped cover his tuition and fees. He expressed his immense appreciation for all the work done and arrangements made on his behalf so that he could complete his degree.

“I must have been such an unusual case, giving both staff and faculty a considerable administrative challenge,” Zan says. “And for that exact reason, me completing the degree and graduating is an embodiment of the University’s commitment to higher education – for all of its students.”

Through the assistantship, Zan has been working as a research assistant in the Linguistics department’s . In addition to excelling in research and teaching, he conducted an original, empirical study on Myanmar’s high school English textbooks, focusing on their vocabulary and phraseological coverage and strength.

Looking ahead

Zan has applied to work at an organization in New York that helps refugee populations get settled, and beyond that, he plans to pursue a PhD in Applied Linguistics with a focus on corpus linguistics.

All the while, he is still engaging with his organizations in Myanmar and providing online trainings and classes for underserved community schools there. His long-term goal remains clear: to elevate the quality of language education in Myanmar, especially in the communities that need it most.

But for now, he is looking forward to Commencement and celebrating his achievements with fellow Red Hawks.

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

Ready to start your Ģ����Ƶ journey?

Prospective students: Learn more about Ģ����Ƶ’s Linguistics program or apply to Ģ����Ƶ.

Journalists: Contact Ģ����Ƶ’s Media Relations team for assets or to schedule an interview.

Crawford’s path to earning a Bachelor of Arts in Liberal Studies, with a concentration in Humanities and a minor in Ancient Mediterranean Civilizations, while working full time and caring for her family has been long and challenging but ultimately, worth it.

The Bayonne, New Jersey, native says, “The most rewarding and meaningful part of reaching Commencement has been the feeling of finally standing in a moment I once wasn’t sure I would get to.”

A nontraditional path back to the classroom

At just 17 years old, Crawford stepped into independence without a safety net, forced to rely on work simply to survive. “I started college right out of high school, but after my first year I had to step away because I simply couldn’t afford to continue,” she recalls. “At that point, I shifted my focus to working full time and figuring out how to support myself.”

She supported herself working in a variety of jobs, including a long period in the automotive industry working in sales, finance and customer service, and in her current full-time job: property management.

Despite having to work to pay the bills, Crawford, 36, never lost her drive and determination to reach her lifelong goal of becoming a lawyer. Knowing she needed a degree to reach that goal, she found her way back to school though a community college and in 2013, earned an associate degree.

“Even after that, my education didn’t follow a straight path,” she says. “I would take classes when I could, but most of the time I had to prioritize work and survival. There were long stretches where school had to wait because life didn’t leave much room for anything else.”

And for Crawford, “life” is pretty full. In addition to her full-time work and studies, she is a wife and mother of a 3-year-old son, a part-time bartender and actively involved in the local community through her hometown’s Elks Lodge, currently serving as the Esteemed Loyal Knight and co-chairing the drug awareness and peer leadership committees.

Turning commitment into action

Then last summer, after years of her education taking a back seat to her work and responsibilities, “Something shifted for me,” Crawford says. “I made the decision that I was going to finish my bachelor’s no matter what it took.”

She learned of Ģ����Ƶ‘s BA in Liberal Studies program and met with Academic Advisor Alicia Tucker to discuss her options.

“I had my initial meeting with Alicia and I told her that I was trying to do this quick. I wanted to do this in one year – two semesters,” Crawford recalls. “She was like, ‘This is going to be rough, but you know what, we’re going to get it done.’”

Learning from Tucker about , which allows students to earn credits by taking examinations instead of classes, Crawford took three CLEP exams to earn the credits. Tucker also helped build Crawford’s schedule – 18 credits one semester and 19 credits the following semester – a full course load.

“I’m very grateful to have met Alicia because she was really the final piece of the puzzle for me,” Crawford says, “because before I chose to go to Ģ����Ƶ, I was already enrolled at another college.”

The fact that the BA in Liberal Studies is a fully online program was also a big selling point for Crawford. “It worked out so well for me because I’m so busy – I’m working full time, I work part time, I’m a mom, I volunteer,” she says. “I just have so much going on, but it fit my schedule perfectly – so I’m very lucky for that.”

Tucker understands this. “As an academic advisor, I see how essential flexibility is for nontraditional students balancing work, family and life,” Tucker says. “The BA in Liberal Studies allows them to continue their education without putting everything else on hold.”

The power of a support system

In spite of the workload during her year at Ģ����Ƶ, Crawford made the dean’s list and was inducted into two honor societies: for transfer students and for first-generation college graduates.

She credits much of her success to the support system around her. In addition to advising and academic support from the University, Crawford’s family and friends were a constant source of support.

“My husband stood beside me through long days and even longer nights, always encouraging me and reminding me why I started,” Crawford says, “and my best friends showed up in the ways that mattered most and made sure I never lost sight of myself along the way.”

Her greatest motivation, she says, has been her son. “I want him to grow up knowing that nothing is impossible, that you can achieve anything you set your mind to. Becoming his mom didn’t take me away from my dreams, it pushed me to chase them even harder.”

Next stop: law school

After graduation, Crawford isn’t planning to slow down. While continuing to build her career in property management and remaining committed to her role at home, she plans to take the LSAT this summer and apply to law school this fall for a fall 2027 start.

Thinking back over the past year, Crawford believes her journey reflects resilience, determination and the reality of pursuing an education while also building a life and supporting a family.

“I hope it can also show others that success doesn’t always follow a traditional timeline,” she says, “but consistency and hard work still lead to meaningful outcomes.”

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

Ready to start your Ģ����Ƶ journey?

Prospective students: Learn more about Ģ����Ƶ’s BA in Liberal Studies program or apply to Ģ����Ƶ.

Journalists: Contact Ģ����Ƶ’s Media Relations team for assets or to schedule an interview.

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 Ģ����Ƶ,” 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 Ģ����Ƶ’s graduates – students who embody the University’s mission to broaden access to exceptional learning opportunities and contribute to the common good.