A GED earner, Howard will receive her Bachelor of Arts in��Family Science and Human Development��during the��College for Community Health��portion of the ceremony. Her journey embodies the spirit of Montclair’s graduates and mission: students who broaden access to opportunity and uplift others along the way.

A Mother’s Dream Becomes a National Brand

Howard became a single mother at 16. Raised in Harlem in the foster care system, she wanted a different future for her young son, Cory Nieves so the two moved to Englewood, New Jersey, navigating daily life by bus. When 5-year-old Cory wished for a car to help them get around, he came up with an idea – selling hot chocolate and then cookies.

��began at home. What followed was extraordinary. The mother-and-son business gained national attention, appearing in local, regional and national media, including��and appearances on��and the reality TV show��. At its height, the company, which resulted in Howard’s Cookie moniker, reportedly surpassed $1 million in sales.

And then it all crumbled.

Loss, Homelessness and Starting Again

The COVID-19 pandemic halted sales. The business unraveled. Howard and her son lost their home and eventually moved into a shelter.

“I made it to the top and fell back down,” Howard says. “That’s a part of being an entrepreneur; it’s part of being human. I just pray that with the grace of God things will get better.”

Despite the ups and downs, Howard refused to give up – on herself or on education.

Returning to School Against the Odds

While still operating����and working odd jobs, Howard, 37, enrolled at Montclair as a non-traditional student, navigating financial instability, a documented learning disability and the daily realities of survival. There were moments when continuing felt impossible, particularly when her car – the 2015 Ford Escape gifted to her on��Ellen��– broke down and she again faced eviction and homelessness.

“These were times when everything felt dark, and I honestly didn’t see a way out,” she says. “But by God’s grace, I was able to keep my apartment. I held on to the little bit of light I had left, and somehow, it shined right through.”

Melissa Pecora, Howard’s EOF counselor and academic advisor, watched that perseverance firsthand. “Cookie has overcome countless challenges with remarkable resilience and determination. Despite the obstacles she’s faced, she continues to rise above them and has shown that challenges can become opportunities for future success,” she says. “I have watched her excel academically while achieving significant personal milestones.”

“Cookie exemplifies a unique balance of grit, creativity and unrelenting drive. She is an inspiration to all scholars, particularly those adult learners who may be reluctant to enroll in college.” ~ Daniel Jean, Associate�� Provost for Educational Opportunity and Success Programs

Three Buses, No Internet, No Excuses

Unable to afford the car repairs or an internet connection, she left home three hours early, taking three buses to campus to make her 9 a.m. class. Using the internet on campus, Howard routinely stayed late into the evening, juggling class assignments and her internship and leadership of the Adult Student Advocacy Program (ASAP).

From her warmth and humor, few would know her struggles, as her light also illuminated others.

“I’ve had students come to the office asking for her or mentioning how much she helped them,” says Meghan Hearns, director of the Disability Resource Center, where Howard is a constant presence.

Advocacy as a Calling

Howard’s impact at Montclair extends far beyond the classroom. She became a mentor and presenter for students connected to the Disability Resource Center, spoke at the Disability Awareness Month flag-raising ceremony, and earned the prestigious Charlotte W. Newcombe Scholarship for Students with Disabilities.

Her most lasting contribution, however, is the Adult Student Advocacy Program – a support network she founded to help non-traditional students navigate school while balancing work, family and life challenges.

“Adult students have a lot of stuff that’s going on in our lives,” Howard says. “We sometimes feel like no one cares, but we have to open our mouths and say, ‘Hey, I need help.’ People want to help you.”

A Tribe That Wouldn’t Let Her Quit

Despite the hardship, Howard persisted with the help of the people around her.

“It took a tribe of people to get involved and say, ‘We believe in you,’” she says. “That gave me the confidence to continue.”

Support came from people on and off campus. Howard credits and is grateful for the many who helped her, including Associate Vice President and Dean of Students Margaree Coleman-Carter, whom she credits for making her internship possible, Office of Student Belonging Assistant Dean Jonnine DeLoatch, and a host of�� professors, advisors and even University Police – some of whom, she says, bought her meals, pitched in for car repairs or other needs. She also credits her church family at Mount Olive Baptist Church in Hackensack, some of whom will be at Commencement, for helping her get to the graduation stage.

“They just didn’t give up on me,” Howard says. “I kept holding on, and I’m happy I did.”

Academic Advisor��Natalia Pizarro-Valencia��credits Howard’s “hard work, perseverance and commitment to learning” to accomplish her goal. “It’s been a truly humbling experience to support Cookie throughout her academic journey. Witnessing her effort, growth and dedication has been both inspiring and rewarding.”

Looking Ahead, Giving Back

Howard’s plans to continue her post-graduate studies. She’s considering attending Drew University, where she’s been accepted. Her goals include community activism, philanthropy and humanitarian work – “pastoral work without the collar,” as she puts it.

“I want to work with single mothers and at-risk kids,” she says. “That’s why I’m going for my Master of Divinity.”

As she crosses the stage January 13, Howard’s journey affirms that with resilience – and the right support – students at ����vlog can transform adversity into achievement.

Story by��Sylvia A. Martinez��Photography by University Photographer��Mike Peters.

This story is part of a series celebrating ����vlog’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 Montclair Journey?

Prospective students:��Learn more about Montclair’s��Family Science and Human Development��or explore other��College for Community Health��programs.

Journalists:��Contact Montclair’s��Media Relations team��for assets or to schedule an interview on this topic

“I’m extremely proud to say that my working experiences have allowed me to pay for my bachelor’s degree program all on my own,” says Abrom, who will be participating in��Winter 2026 Commencement��Tuesday at Prudential Center in Newark. A student in Montclair’s��College for Community Health, Abrom’s degree concentration was in��Applied Nutrition and Wellness with a minor in��Sports Nutrition.

Balancing work and academics, she adds, taught her lessons that will shape her future. “I now have a better commitment to financial planning, proper time management and a passion for working and what I do.”

Her father, Gregory Abrom, says, “We are extremely proud of Allison and all she has accomplished. She can now start her life without the burden of debt. Allison learned she can set a goal and accomplish it no matter what stands in the way.”

Determination from Day One

Abrom enrolled at Montclair in fall 2019 knowing her path might look different. She and her parents thought it was possible for her to self-fund her education without incurring student debt. “My parents and I view college and higher education as a privilege,” she says, adding that “working to pay for my education fully will set me up for financial freedom and success.”

At times, Abrom took only as many classes as she could afford. She was determined to do it on her own – and she’s not afraid to apply herself.

“I’m a really hard worker,” she says proudly. “I genuinely like to work, and so does pretty much everybody in my family.” Abrom worked more than full-time as a head food server at a country club while working toward her bachelor’s degree, saving as much money as she could along the way.

That work ethic became the foundation of her college experience. Associate Professor of Nutrition and Food Studies Doreen Liou says that showed in her school projects. She describes Abrom as “a proactive student, projecting a positive attitude and zeal in learning.”

Sacrifices That Paid Off

To stay enrolled at Montclair, Abrom often worked 40 to 50 hours a week at the country club until the demand became unsustainable. Although it paid well, she quit when expectations began to conflict with her education.

“They were expecting me to put the work before school, so I was like, I can’t be in that environment anymore,” she says.

She found a desk job closer to home at a golf simulator – one that allowed her to study during slower periods.

Social sacrifices followed as well, as tuition and textbooks took priority. “I had to say no to certain social outings, which allowed me to put more time into work,” she says. “I felt like I was kind of distancing myself from friends, but now my friends are so proud of me, so it doesn’t matter.”

It definitely was hard, especially being young in your 20s, to be more responsible with money but in the end, it was worth it.” Allison Abrom ’26, BS Nutrition and Food Science

Learning By Doing

Last summer, Abrom completed her required nutrition internship at the Meadowlands YMCA, where she assisted with the SNAP-Ed food pantry program, developed nutritious recipes using pantry ingredients and wrote nutrition-focused articles. She also created healthy recipes for YMCA members.

“I was granted a working environment that prompted creativity and allowed me to fully trust in my own knowledge and education,” she says.

The experience reinforced her commitment to community-based nutrition and wellness – work that aligns directly with Montclair’s public-service mission.

Looking Ahead – and Giving Back

Abrom will be cheered on by her father, mother, Laura, and brother, Drew, at��Commencement��on January 13. Her long-term goals include careers in corporate wellness, sports counseling or community nutrition, as well as teaching as an adjunct professor.

“I am incredibly thankful for my time in my undergraduate program at ����vlog,” she says, “and I am proud of the person it has helped me become both in a professional and personal way.”

Research from the Pew Research Center shows that college graduates with student loan debt are more likely to question. Abrom’s answer is emphatically clear. In fact, her immediate post-Commencement plans: to pursue a master’s degree and a certificate in��Nutrition and Exercise Science��at ����vlog.

She’ll be paying her own way, of course.

Story by��Sylvia A. Martinez��Photography by University Photographer��Mike Peters.

This story is part of a series celebrating ����vlog’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 Montclair Journey?

Prospective students:��Learn more about Montclair’s��Nutrition and Food Science programs.

Journalists:��Contact Montclair’s��Media Relations team��for assets or to schedule an interview on this topic

“Colette has made tremendous progress,” says��SLP graduate��student researcher Alexis Gallagher, who has been working with her throughout the study. “It can be disheartening in the beginning because they’re trying something new, and it’s not changing. Then, I think it was session four or five, suddenly, there was the ‘r’ sound. It’s thrilling.”

The software program they are using was designed by Hitchcock, a leading expert in speech-sound disorders, who, along with more than 20 colleagues across three universities, published “gold-standard evidence that biofeedback accelerates early progress with children” in the.

A Rapid Breakthrough for a Young Learner

After nearly three years of school-based therapy in Florida, improvement on the ‘r’ sound remained painfully slow for Colette, a general indicator of a Residual Speech Sound Disorder (RSSD). “While she’d made gains with other sounds, we just never saw progress with the ‘r’ sound,” says Colette’s mother, Meghan Fougere, a speech-language pathologist herself. A 2014 Montclair SLP alumna, she also tried helping her daughter.

“I kept thinking, ‘I can fix it,’ and I wasn’t fixing it. I had done my best at home with her until she realized that she didn’t want her mommy working on her speech sounds with her. She wanted me to just be mommy.”

After moving back to New Jersey and before investing in private therapy, Fougere reached out to her former professor, Hitchcock, who invited Colette to participate in a new research project using biofeedback technology. “In just a few weeks, we started hearing a difference,” Fougere says.

Hitchcock says: “We managed to create this pilot study for Colette to work on a sound that has long been difficult for her, but to also work on a developing aspect of our treatment program.” Hitchcock’s research is funded by a National Institutes of Health (NIH) grant focused on improving children’s speech therapy. The goal is to better understand how kids hear and produce speech sounds, and to see whether new visual biofeedback tools and listening-based training work just as well online as they do in person. So far, more than 100 children ages 8 to 18 have taken part in the study. Gallagher then applied for – and received – a��Montclair Graduate Student Research Award��to move the pilot program forward.

How the Game-Changing Technology Works

The visual-acoustic biofeedback software program provides a real-time display of Colette’s ‘r’ compared to a target representing the desired output, enabling her to both hear and see when she pronounces her ‘r’ correctly. Biofeedback has shown promising results in people with RSSD who have not responded to previous treatments.

This new research has tremendous potential to improve outcomes for children and in much less time.” ~��Elaine Hitchcock, Communication Sciences and Disorders Chairperson

More traditional motor-based treatment for speech disorders often relies on imitation, sound modeling or props such as a mouth-and-tongue puppet. But the ‘r’ sound is uniquely challenging: there is no single right tongue placement, as partly evidenced by 22 different ultrasound images of ‘r’ production pinned to the wall where Colette practices.

“We’ve had a lot of success in situations that have not been successful before with the use of visual biofeedback,” Hitchcock explains. “They’re using the biofeedback as a way to ‘see’ if they’re saying the sound correctly; we’re working around a flawed auditory feedback system to utilize the visual system.”

Why Early Speech Intervention Matters��

Many children struggle with but self-correct the ‘r’ sound. When the issue persists, however, it�� can become problematic when teasing or frustration begins and lead to obstacles in both social and academic environments.

The biofeedback technology “is more effective, and a faster means to an end,” says Hitchcock.
The stakes are surprisingly high. Left unaddressed, speech sound disorders and articulation challenges can affect people well into adulthood – impacting confidence, relationships and even income, says Hitchcock. “So, across the lifespan, it’s a surprisingly large impact, given that it can be as simple as one sound error.”

Montclair’s Nationally Recognized��SLP��Program Offers Research Opportunities

The long-term goal is to train clinicians in the effective use of biofeedback technology including in telehealth practices, making speech therapy more accessible to people, including those in rural areas, who may need treatment for speech sound disorders.

����vlog’s Speech-Language Pathology program is nationally recognized for integrating clinical training with faculty-led research, giving graduate students hands-on experience with innovative treatments like visual biofeedback. Currently, Montclair is vetting an app developed by an NYU researcher, which could be more accessible to clinicians.

I wanted to join Dr. Hitchcock in her work because this opportunity does not exist anywhere else.” ~��Alexis Gallagher, SLP graduate student

Making a Lasting Impact as an SLP Graduate Student

For Gallagher, the project is more than just a research opportunity – it’s personal. A former theater, TV and film actor who changed careers post-COVID, she came to Montclair specifically to work with Hitchcock. She also witnessed firsthand the life-changing impact that speech therapy had on her own daughter, who overcame similar speech difficulties as Colette’s.

Gallagher explains that Montclair offers her “a biofeedback clinic where you can learn” from one of the best researchers in the field. “She literally wrote the program we were doing. Why would I not take the opportunity to learn how to teach a child how to do their ‘r’s using this equipment when the author of it is standing over my shoulder, training me, helping me, guiding me?”

While Colette can now produce her ‘r’s in syllables, words and phrases, she occasionally slips back into losing the ‘r’ in casual conversation and will continue working with the research therapist in the spring, until Gallagher graduates with a master’s in SLP.

Meanwhile, Gallagher is determined to make a difference for Colette. “I know what that feels like as a parent, it’s devastating,” she says, “I want to help this child.”

Story by��Sylvia A. Martinez

Ready to shape the future of speech-language pathology?��Apply to��Montclair’s SLP graduate program.�� Explore other nationally ranked��programs,��visit campus,��, or.

Journalists:��Contact the media relations team��for assets or to schedule an interview.

“This partnership reflects ����vlog’s deep commitment to serving the public good through impactful, community-based collaboration,” said President Jonathan Koppell. “We are proud to expand our myriad of partnerships with Essex County and grateful to County Executive Joseph DiVincenzo for recognizing what is possible when academic expertise of our Department of Public Health is aligned with Essex County’s forward-thinking leadership. Together, we are building a model for how universities and local governments can work together to strengthen public health infrastructure, train the next generation of professionals and improve the well-being of the communities we serve.”

Dean Ron Werner-Wilson of Montclair’s College for Community Health added, “We are committed to teaching, research and service that promotes equitable healthcare and wellbeing in New Jersey and beyond. As the Dean of the College, I am delighted that this Academic Health Department partnership with the Essex County Office of Public Health Management will enable us to join our individual commitments to public health, multiplying our impact on Essex County residents, while building our students’ skills and expertise.”

“Montclair State always has been a great partner with us and their involvement and presence in the community is second to none. Combining the talent and resources of both our institutions will enhance the outreach and service we provide to our residents, develop innovative approaches to enhance wellness and preparedness and create a pipeline to develop future public health officials,” DiVincenzo said.

“County Executive DiVincenzo understands the importance of public health and I appreciate the guidance and support he has given as we have worked to create a public health program that responds and can adapt to the needs of our diverse community. Joining with Montclair State brings two public health powerhouses together in a relationship that will benefit our residents,” said Maya Harlow, Essex County Public Health Officer and Director of the Essex County Office of Public Health Management.

The agreement formalizes an existing working relationship between the two entities and strengthens their shared commitment to serve the public, foster research initiatives and share resources when needed. By working more closely together, the County and University will be able to create a coordinated approach to preventing disease, promoting wellness and public health education and preparing for emergencies. The combination of practical experience by the County’s public health officials and academic insight from the University’s teachers and students is an opportunity to improve outcomes, create innovative approaches to promoting public health and serve as a model for community-centered public health practice.

In addition, the agreement creates a workforce development pathway for ����vlog students to gain real-world, research and data analysis experience by interning with the Essex County Office of Public Health Management. Interns would be involved in data collection and analysis, assist with existing public health programs and outreach initiatives, and participate in public advocacy and emergency preparedness in cooperation with Essex County. The University would ensure students meet academic requirements and understand the health department’s policies and procedures.

The Essex County Office of Public Health Management had a major role in organizing and administering Essex County’s highly successful COVID-19 testing and vaccination program during the pandemic. Through a partnership with RWJBarnabas Health, Essex County also has established a successful mobile outreach program and student vaccination clinic initiative.

The ����vlog Department of Public Health, in the College for Community Health, has worked for decades to train the public health workforce of NJ, with alumni in public health leadership roles across the state and the region, to address a wide range of public health needs. These have included responding to the Covid-19 pandemic, maternal and child health challenges in the state, tobacco and substance use reduction, and more.

Discover More at Montclair

Prospective Students and Parents:��Plan your visit��and��take your first step��in��. Learn more about the��Department of Public Health��in the��College for Community Health.
Journalists:��Contact��Media Relations��for assets or to schedule an interview on this topic.

“The From Trauma to Healing: Healing-Centered Approaches to Trauma in Families and Communities course was so much more than I expected. I feel so much better prepared as a professional,” says Przywara. “I can say with confidence that this has changed my approach and deepened my understanding.”

A Needed Collaboration

Now in its third cohort, which begins October 13, the trauma-centered certificate course is a collaboration between Montclair’s��Department of Family Science and Human Development��(FSHD), in the��College for Community Health, and the New Jersey Department of Children and Families’ (DCF)��

The program is designed for professionals in the education, law enforcement, social services and mental health fields where understanding trauma’s impact is critical.

“We’re so deeply appreciative to Montclair for creating a course of this caliber,” says Office of Resilience Executive Director Rebecca Bryan. “Montclair was a perfect fit for this kind of work because it’s community focused, and we’re community focused.”

FSHD Chair Lyndal Khaw adds: “This course fulfills New Jersey’s goal of being a trauma-informed and healing-centered state, while advancing President Jonathan Koppell’s mandate to be a public-serving institution. It benefits professionals who work with people and helps strengthen communities around us.”

Impact on Professional and Personal Life

Przywara says the course has changed how she interacts in all her roles:

As a SAC at a vocational school where students are referred to her for a range of matters, sometimes behavioral issues: “There’s a story behind what students are doing. There’s a why, and once you get to that, you’re usually able to find a connection with the student.”

As a private practice counselor: “It is important to use a lens of understanding and compassion which comes from knowing and identifying the trauma and the ways to help them understand their own strengths in coping and processing that impact.”

As a wife, mother of a child with autism and a cancer survivor: “This has saturated my parenting, my relationship with my husband of 20 years; it’s made me reflective.”

For Przywara, the course revealed a key insight: “We’re not just damaged, we’re damaged and coping. That’s a special piece because then you’re not counseling ‘at,’ you’re counseling ‘with.’”

Developing the Curriculum

The 10-week online course explores healing-centered approaches within the context of social connection. Unlike traditional trauma-informed care, it emphasizes strength, resilience and wholeness in individuals, families and communities.

The curriculum blends research on neurobiological responses to trauma with practical applications. Graduates earn continuing education credits and a micro-credential certificate jointly from Montclair and the DCF Office of Resilience.

Khaw notes: “This was the first time FSHD offered a course designed to be community-serving and responsive. It’s an interactive, comprehensive look at trauma and how professionals can be more trauma-informed in their everyday practices to support families and children.”

Robin Wanner, a care manager supervisor at Bergen’s Promise, a community-based, nonprofit organization serving more than 1,700 youth and families in Bergen County, found the course invaluable: “In general, it helps you be a more sensitive individual, to understand or have a sensitivity to where people might be coming from in their humanity. It makes you step back and look at your own life or parenting or generations in your own family to recognize things you may not have understood before.”

Creating Resiliency in New Jersey

The����uses a Trauma-Informed Continuum – trauma aware → trauma sensitive → trauma responsive → healing centered. Bryan explains: “When you take the final step to become healing centered, you realize that we are more than our trauma. The trauma is a part of the story, but we’re already whole; we’re incredibly resilient. The focus is strengths-based.”

Demand for the course continues to grow, with enrollment doubling between the first and second cohorts. Khaw also sees potential for Montclair to expand teachings in professional development and micro-credentialing for graduates and early-career professionals.

About the Partnership

The��, created in 2020, addresses the long-term effects of Adverse Childhood Experiences (ACEs) and promotes resilience. The office offers free statewide training, organizational support such as the Trauma Responsive Understanding Self-Assessment Tool and hosts networking opportunities through Resilient NJ Collaborative meetings.

In early 2021, New Jersey launched the����with the goal of preventing and reducing childhood trauma and adversity. The aim is to keep students safe, healthy and in school and create opportunities to prevent and empower healing from individual, transgenerational and community trauma,

Through its partnership with Montclair, the state reserves seats for employees and provides scholarships to community members to ensure accessibility. “One of our deeply held beliefs is that cost should not be a barrier to this knowledge,” says Bryan, emphasizing that “Montclair is a key component of taking trauma training to the next level. This is meant to be a long-term relationship.”

Ready to Start Your Montclair Journey?

Prospective Students and Parents:��Plan your visit��and����in applying to become a Red Hawk. Learn more about the��Department of Family Science and Human Development��in the��College for Community Health.

Journalists:��Contact��Media Relations��for assets or to schedule an interview with faculty or students.

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 ����vlog – 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

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.”

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

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

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.”

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.”

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

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

Back to School

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 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.”

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 Montclair Journey?

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

“I couldn’t hear or see anything,” Eloy says. “I had no clue the photo was being taken. All I could feel – see, sense – was joy.”

Eloy earned her��Master of Public Health��degree and works as an Assistant Community Director at the Village Apartments. Her celebration on the Prudential Center floor marked more than just the end of a degree – it was the fulfillment of years of dedication, resilience and faith.

“In that moment, all of the hard work, prayers, trials and obstacles that I had overcome were brought to remembrance. This is a celebration of the journey ahead and the many more milestones I will accomplish.”

From Graduation to Global Impact

While pursuing her MPH, Eloy interned at Be Well Women’s Health, an OBGYN practice in Northfield, New Jersey, where she connected her coursework to clinical practice.

“In my time there, I worked on cultural competency, addressing health disparities, and ensuring quality patient care,” she says.

Eloy isn’t done yet. She plans to continue her education and attend medical school – driven by a lifelong passion for health care and a desire to give back.

“I spent much of my childhood in Haiti, and over the years I’ve witnessed the challenges many face due to a lack of medical resources,” she says. “A long-term goal is to open a clinic in Haiti and provide care to those who otherwise might go without.”

As she looks ahead, Eloy says she’s more confident than ever in her calling.

“I’ve grown to see the light that shines within me, and I can’t wait to let that light shine out into the world – a city set on a hill that cannot be hidden.”

This story is part of a series celebrating ����vlog’s Spring Commencement 2025 graduates��– students who embody the University’s mission to broaden access to exceptional learning and contribute to the common good.

Ready to Start Your Montclair Journey?

• Prospective Students:��Learn more about��Montclair admissions, our��Graduate School, and the��College for Community Health.
• Journalists:��Contact our��Media Relations��team to request assets or schedule an interview with a member of the Class of 2025.

Doctor of Audiology students at ����vlog Grace Gleba and Nicole Genser were both born with hearing loss and fitted with hearing aids as infants. This week, they graduate with��Audiology��degrees and don white coats, marking their transition from students to professionals, during a ceremony at the��Department of Communication Sciences and Disorders.

Their story is a full-circle journey that started at Summit Speech School, a preschool dedicated to teaching spoken language to children who are deaf or hard of hearing. They were not close at the time and only discovered that coincidence years later when they reconnected at Montclair, drawn independently to the same program by personal experiences and a shared desire to help others.

“It feels like an invisible string tied us together,” says Gleba. “This shared experience from our early years somehow strengthened our connection in adulthood. Reconnecting in grad school felt like the culmination of a journey that began long ago.”

Genser agrees: “We’ve supported one another while learning to navigate this field – not just as patients, but now as providers. Being able to lean on someone who gets it makes the challenges feel less overwhelming and lonely. It’s comforting to know our bond is now lifelong.”

Doctor of Audiology Program Director Maryrose McInerney says Gleba and Genser have been exceptional students. “Grace and Nicole bring a unique and empathetic perspective to audiology shaped by their hearing loss,” she says. “Both are academic standouts, servant-leaders and passionate advocates.”

Fueling Purpose Through Advocacy

Gleba’s advocacy began early. As a child, she became the namesake of “Grace’s Law,” enacted in 2009 to require insurance coverage for children’s hearing aids in New Jersey. Last year, the law expanded to include cochlear implants.

Her diagnosis resulted from voluntary newborn hearing screening; today,����are mandated statewide. Her mother, Jeanine Gleba, discovered that hearing aids weren’t covered by insurance for newborns. Mother and daughter fought for legislative change for nearly a decade.

“When a parent learns at birth that their child is deaf, it is devastating,” Jeanine says. “You don’t know if they will ever hear words such as ‘I love you,’ speak like the rest of the hearing world or have a successful career. You wonder if many doors might not be opened for a child with a disability and what challenges lie ahead.”

But the Glebas helped prepare Grace to succeed in a hearing world. “We never let her deafness define her, and we always had high expectations for her,” Jeanine says.

How Montclair’s Audiology Program Made the Difference

Gleba and Genser thrived in Montclair’s research-based, patient-centered program, the only doctoral audiology program in New Jersey.

They collaborated on pioneering research that addressed challenges faced by audiologists with hearing loss, focusing on clinical tools like listening scopes. Gleba, who presented her findings on “Assessment of Modified Listening Stethoscopes for Deaf and Hard of Hearing Audiologists with Emphasis on Gain and Frequency Shifting” at the New Jersey Speech-Language-Hearing Association (NJSLHA) explains that standard listening checks weren’t always accessible due to her own hearing loss.

“I was unable to dependably listen to hearing aids programmed for individuals with milder hearing loss. As a result, I found myself depending either on verified objective measurements or on my normal-hearing peers to complete listening checks,” Gleba says. “I realized this wasn’t just a personal hurdle – it was a broader issue of equity in clinical practice.”

Genser explored a related topic: “.” She presented at state and national conferences and published in the American Speech-Language-Hearing Association’s academic journal. ��“I feel fortunate to have spent four years in a program that not only provided a strong clinical foundation, but also truly encouraged student initiative and ideas,” she says. “I was supported in my desire to share my work beyond the classroom through widespread means that help move our field forward, establish the narrative, and amplify underrepresented perspectives.”

Leadership Beyond the Classroom

Both women balanced rigorous academic and clinical schedules with part-time jobs and extensive community service. They:

• Conducted hearing screenings at events such as New Jersey Special Olympics, Head Start Screening Days or at senior centers
• Served as co-presidents of the Student Academy of Audiology
• Participated in NJSLHA’s Advocacy Day at the state capitol in Trenton
• Serve on the Board of Trustees for the Hearing Loss Association of America – New Jersey chapter

In addition, Gleba served two years as a doctoral assistant on the New Jersey Hearing Aid Project, playing a key role in coordinating services statewide for low-income seniors.

Supported by Faculty, Family and��Friendship

Despite the demands of graduate school, both credit their success to support from family, faculty and each other.

“Having a strong, understanding support network made all the difference,” Genser says. “Without the people I leaned on, the road would have been much harder.”

Gleba adds: “I hope to pay it forward by holding the door open for others who share similar goals and dreams.”

Bright Futures in Hearing Health

Gleba and Genser have both accepted jobs as audiologists at clinics where they completed their residencies: Gleba as vestibular director at Adept Audiology in Florida, and Genser at the Center for Hearing and Communication in Manhattan.

“Completing my doctoral degree is a deeply meaningful, full-circle moment for me,” says Genser. “Now, I finally get to live that dream.”

Gleba reflects: “ Individuals with hearing loss often face additional challenges in reaching academic milestones, such as earning a doctoral degree. That’s why this moment is especially meaningful to me – it’s a personal achievement and a symbol of breaking the glass ceiling that others like me continue to face.”

Jeanine Gleba is excited to celebrate her daughter’s achievement: “For all parents, graduation is a shining moment and a joy to witness. This is quite a culmination for Grace and our family, much more so than Grace’s Law. Our daughter is now a doctor! Proud is an understatement.”

The University will��celebrate its graduates at Commencement��exercises on Wednesday, May 7 and Thursday, May 8, 2025, at Prudential Center in Newark, New Jersey.��

Story by��Sylvia A. Martinez, University Communications and Marketing

Ready to Start Your Montclair Journey?

• Prospective Students and Parents:��Learn more about��Montclair admissions, our��Audiology��graduate program and the��Department of Communication Sciences and Disorders.
• Journalists:��Contact the��Media Relations team��for assets or to schedule an interview with a member of the Class of 2025.

Major:��Food and Nutrition Science��with a concentration in��Sustainable Food Systems in the��College for Community Health

Resides: On campus

How She Chose Montclair

Katie had a friend who was attending and wanted to know someone on campus. “I didn’t want to have to go to college alone and try to make new friends,” she said.

Jump-Starting Success: The Summer Bridge Program

A Passion for Food and Sustainability

Adjusting to College Life

Favorite Class

Lab Time: Chemistry��

Advice to Prospective Students

“Look at Rate My Professors; that’s an important thing. That would probably be the best thing I’ve learned.”

Future Career Goals

After taking a food safety class, Katie discovered a new career interest: “I want to be a health inspector of restaurants.”

Photos by University Photographer��Mike Peters.

Ready to start your own��Montclair��life?

Are you a…��

Prospective Student or Parent?��Learn more about��Nutrition and Food Science,��Sustainable Food Systems��or other��College for Community Health��programs or plan a��visit to our campus��and take the first step in��applying to become a Red Hawk.

Journalist?

Contact the��Media Relations team��for assets or to schedule an interview with a graduating student.

The Review Committee included Dr. Dana Levitt, Associate Dean for Academic Affairs, and three faculty members from the Department of Communication Sciences & Disorders, Dr. Robyn Becker, Dr. Grace Clark, and Dr. Kate Nealon. Additional event volunteers from CCHL included Dr. Amanda Birnbaum (Public Health) and Dr. Fredrick Gardin (Kinesiology).

A full list of student presentations from the College for Community Health can be viewed below:

Check out photos from the event!