Students can play modern board games and dive into immersive VR experiences.

Faculty can incorporate games across disciplines to support critical thinking, collaboration, storytelling, systems analysis, and experiential learning. The Game Hub supports course integration, project-based work, and experimentation with game-based and game-informed pedagogy, whether for a single class session or an entire course.

The Game Hub is an extension of Livia Alexander’s research, which was completed as part of ����vlog’s Higher Education Academic Leadership (HEAL) Program. Alexander is a Professor of Art and Design and, as a participant of the HEAL Program, explored game-based learning and play tools for community building, pedagogy, and interdisciplinary engagement.

The Game Hub has been made possible by University Libraries’ sponsorship and The ADP Center for Learning Technologies’ partnership.

Visitor Information

Location: The ADP Center for Learning Technologies (University Hall 1140), ����vlog

Availability: Monday – Thursday: 9 AM – 8 PM; Friday: 9 AM – 3 PM

About the Higher Education Academic Leadership (HEAL) Program

The HEAL Fellowship program provides opportunities for faculty to identify and study an important problem or challenge facing higher education and propose a scalable and impactful intervention that ultimately supports the success of students, faculty, staff, or the university.

Story by Social Media and Communications Coordinator��Lauren Conforti��

Initiated by Drs. Jesse Ha and Minkyung Choi, Department of Teaching and Learning, and coordinated by Marilyn Davis, Director of the Center for Education, Innovation & Strategic Partnerships (CEISP), this program was developed following an initial visit from Busan students and educators earlier in 2025.

This international collaboration led to the creation of the Collective for English Language and American Culture, which, this summer, hosted teacher education majors from South Korea at Montclair for a four-week program.

About the Collective for English Language and American Culture

Marilyn Davis, Director of CEISP, Fernando Naiditch, Associate Professor (Department of Teaching and Learning), and Dean Vincent C. Alfonso with Busan National University students.

The visiting students were future educators preparing for careers in Korea and beyond. During their four-week stay at ����vlog, they engaged in English language immersion and reflective practice, observed and taught in the Summer Literacy Enrichment Program and epiSTEMic Summer STEM camp, and collaborated with U.S.-based educators.

They experienced U.S. classrooms, including the Ben Samuels Children’s Center, to observe inclusive and culturally responsive teaching methods, gaining an understanding of American education. The students also attended lectures led by Drs. Erik Jacobson and Fernando Naiditch participated in structured reflection sessions and practiced English immersion skills through dedicated workshops.

Exploring Montclair and Beyond

Fernando Naiditch, Associate Professor (Department of Teaching and Learning), accompanied Busan National University students on a trip to New York City.

The students experienced life in residence halls at Bloomfield College of Montclair State University, navigating transportation from Bloomfield, NJ, to Montclair, NJ. They toured the ����vlog campus and visited the Yogi Berra Museum & Learning Center, which promotes values like respect, perseverance, sportsmanship, and excellence through inclusive, culturally diverse sports-based educational exhibits and programs.

Additionally, they received a tour of New York City and a trip to Washington, D.C., led by Dr. Helenrose Fives, to further enrich their learning experience. These experiences helped them navigate travel to both cities, build friendships, and connect with Montclair faculty and staff.

Prospective Students and Parents: Learn about��Montclair admissions��and the��College for Education and Engaged Learning.��Plan your visit��and take your first step in��applying to become a Red Hawk.

Dr. Bacon and a group of master’s students from the University of Graz. Dr. Bacon delivered a lecture on how to incorporate people with disabilities into research for inclusive education.

Dr. Bacon delivered six lectures to undergraduate, master’s, and doctoral students on the need for inclusive practices in education to accommodate all learners, particularly those with disabilities and immigrant backgrounds.

Inclusivity and Community Engagement in Austria

Dr. Bacon visited a model school with strong inclusive practices, serving predominantly immigrant students and students with disabilities. “The experience was enlightening,” she remarked. “I observed how inclusive approaches can transform education for immigrant families and students with significant disabilities, fostering an environment where every student has the opportunity to thrive.”
She also participated in a vibrant diversity ball that celebrated inclusivity and community engagement.

“The trip underlined the importance of viewing inclusion through a broader lens—one that encompasses cultural and language needs alongside disabilities,” she stated. “I am excited about the possibilities for collaboration that lie ahead.”

Montclair’s Partnership with Graz, Austria

Graz is the second-largest city in Austria, and its partnership with the Township of Montclair was formed after World War II to become a Sister City, fostering global understanding between nations.
����vlog recently celebrated the 75th anniversary of its partnership with the University of Graz.

Dr. Bacon’s trip highlighted the long-standing partnership between Graz and Montclair, underscoring the university’s commitment to advancing internationalization.

Fostering International Partnerships and Faculty Development

This visit was funded by the Erasmus+ programme, a European Union initiative that supports education and training. The program aims to foster cooperation between partner countries, promoting personal development and opportunities. It provides a platform for exchanging innovative ideas and practices on inclusive education, reinforcing the importance of international collaboration in the field.

Inclusive Education Initiatives at ����vlog

The Certificate in General Education Studies (CGES) is Montclair’s credential-granting, inclusive postsecondary education program. CGES offers students with intellectual disability labels an inclusive educational experience that encompasses a range of academic, social, and recreational activities. Students participate in a supported work experience related to their career ambitions or continuing education. Learn more about CGES here.

Prospective Students and Parents: Learn about Montclair admissions and the College for Education and Engaged Learning. Plan your visit and take your first step in applying to become a Red Hawk.

Montclair Alumni Andrew Bishop, Jayda Dizon, and Michelle Guerra were awarded the honor. Guerra and Bishop both received an additional distinction at the state-wide award ceremony held on June 3rd. All three alumni will be teaching in New Jersey for the 2025-2026 school year.

Middle School Mindfulness

To better engage students during the start of the school day as a social studies student teacher at , Andrew Bishop led a presentation on social-emotional learning techniques he learned in the Teacher Education Program.

“I put myself in my students’ shoes. It was early, they were tired, and they had a full day of school ahead of them. While reviewing my notes from my time in the Teacher Education Program, I came across a lesson on Social Emotional Learning, and it reminded me of an activity from my own K-12 education: Mindful Moments,” Bishop shared.

He developed his version of “Mindful Moments,” and every day, after reviewing homework and completing warm-ups with his students, he took three minutes to shut off the lights, let the students rest their heads, and play relaxing music while reading mindfulness prompts he created.

“The results were remarkable,” he reflected. A month after implementing this practice, he surveyed his students, and over 90% shared that they found value in their daily Mindful Moments break.

“Without the dedicated guidance of my professors, I wouldn’t be the teacher I am today,” Bishop said of the support he received from Montclair faculty. “Their passion for preparing future educators and showing empathy toward students, combined with their overall expertise in the field, has been invaluable.”

Empathy as a Teaching Tool

“One of the most significant challenges I faced during my clinical internship was understanding my students’ hardships at home and incorporating that knowledge into my teaching,” Michelle Guerra said after completing her student teaching at in Paterson.

“As an educator in an urban district, I recognized that personal circumstances outside the classroom greatly impacted students’ engagement, behavior, and academic performance,” Guerra said. She worked to build strong relationships with her students, adapting her lesson plans to meet their needs and ultimately supporting students beyond academics.

As a result, she saw positive changes in students’ engagement and participation levels, showing a renewed interest in learning. “I learned the importance of empathy in teaching, and that being a teacher means being responsive to the whole child, not just their academic needs,” Guerra reflected.

Guerra will be teaching at Bergen County Technical High School in Paramus, New Jersey, and is becoming certified in both English and Teacher of Students with Disabilities.

Confidence in the Classroom

Wanting to follow in the footsteps of her inspiring eighth-grade English teacher, Jayda Dizon had always envisioned becoming a middle school teacher herself. When she was challenged to shift gears and work with high school students at Dizon leaned on her Cooperating Teacher, who modeled effective classroom management and engagement strategies. During the course of student teaching, Cooperating Teachers are key figures for the student to lean on for guidance as they complete their teacher preparation program.

Dizon developed her teacher identity with her students: “I realized that finding my voice didn’t mean authority – it meant embracing my own style of teaching while remaining adaptable to my students’ needs. Moving forward in my educator career, I feel prepared to step into any classroom setting with the ability to adapt, connect, and lead with authenticity.”

Dizon will be returning to teach at Bloomfield High School while pursuing an additional certification as a Teacher of Students with Disabilities.

About the Distinguished Clinical Intern & Cooperating Teacher Awards

These awards publicly recognize the year’s fifteen top graduates of educator preparation programs in New Jersey’s colleges and universities. An independent panel of notable New Jersey educators and administrators evaluates the awardees and selects fifteen of them for additional distinction.

Award recipients are selected based on their achievements within the educator preparation program, and ultimately, on how they adapt their learned teaching methods and strategies to meet students’ needs.

Teacher Education Initiatives at ����vlog

The College for Education and Engaged Learning is dedicated to continuing Montclair’s legacy by preparing aspiring teachers, administrators, and other education professionals for success in New Jersey and beyond.

����vlog has been preparing future educators since its establishment in 1908 as the “New Jersey State Normal School at Montclair,” later becoming “Montclair State Teachers College” in 1927.

Prospective Students and Parents: Learn about Montclair admissions and the College for Education and Engaged Learning.��Plan your visit and take your first step in applying to become a Red Hawk.

Story by Social Media and Communications Coordinator��Lauren Conforti��

Sentina is a Montclair alumnus who has returned to complete the Masters in Higher Education (HIED) graduate program within the College for Education and Engaged Learning. This two-year hybrid graduate program equips current and future college and university leaders with relevant knowledge and practitioner-based skills to problem-solve through an equity and social justice lens.

Sentina taking a selfie as a Student Ambassador in the Department of Undergraduate Admissions.

He previously earned his undergraduate degree from Montclair in 2014, majoring in Sociology with double minors in Psychology and Dance. During this time on campus, Sentina worked as a Student Ambassador in the Department of Undergraduate Admissions and attributes this role as the starting point for viewing higher education as a viable career path.

Sentina is passionate about creating inclusive and culturally responsive environments in higher education, with a special focus on supporting international students. For three years, he taught English in the Jinhae District of Changwon, South Korea – famous for its annual cherry blossom festival – where he gained a deeper understanding of the challenges international students face when navigating new cultures and systems.

“From the onset of my time in the HIED program, I made it my goal to explore how higher education can better support international students,” Sentina says. He leveraged every class opportunity in the program to center his projects and papers around this focus, and finally, his capstone project.

Sentina teaching English in the Jinhae District of Changwon, South Korea.

In partnership with the Office of Global Engagement, Sentina launched a survey to better understand the needs of international graduate students at Montclair. “The survey for my capstone project wasn’t just about collecting data, but about initiating a larger conversation around inclusion, support, and meaningful engagement for these students,” he says.

Sentina presently works in a student-centered service role as an Administrative Services Coordinator in the College of Humanities and Social Sciences (CHSS). He supports various administrative, academic, and event-related operations across multiple departments within the college by coordinating events, managing daily operations, and ensuring a smooth experience for faculty and staff.

Dr. Ashante Connor, Associate Vice President of Inclusive Excellence and Special Advisor to the President, says of Sentina: “Rey embodies the spirit of engaged learning, academic excellence, and community impact that defines our college and its mission. His ability to speak with authenticity, humility, and purpose makes him an ideal representative of this graduating class. Rey’s personal journey, commitment to international students, professional insights, and hopeful vision for the future of education will resonate deeply with our graduates.”

As the firstborn son of Filipino immigrants, Sentina says, “I deeply value the opportunities I’ve had, knowing that my journey was made possible by my parents’ decision to leave their small seaport town in the Philippines in search of a better life.”��

Reflecting on his experience in the HIED program and his capstone project, he says, “I feel confident in my ability to continue this work and collaborate with higher education institutions to propose practical strategies for supporting the growing population of graduate international students. The faculty within CEEL challenged me to think critically about my research and the broader higher education landscape and provided unwavering support and belief in me. That foundation has been key to my growth, confidence, and success over the past three years.”��

Outside of work and academics, Sentina enjoys reading a good book or dancing to K-pop in a studio – sometimes both in the same week.

___

Are You A… Prospective Student / Parent?��

Learn more about the College for Education and Engaged Learning, plan a visit to our campus, and take the first step toward applying to become a Red Hawk.��

As President of TSP, Alfonso will work to address the shortage of school psychologists nationwide who provide critical support to children and families in New Jersey and beyond.

TSP directly supports the education and professional development of faculty who prepare and foster future school psychologists at higher education institutions across the U.S.

Alfonso will lead a board of 17 members to plan and execute TSP’s resources and offerings, including an annual conference, a research journal, and low-cost professional development opportunities for members.

About the Trainers of School Psychologists

Trainers of School Psychologists (TSP) is comprised of faculty around the United States who teach in school psychology programs at the certificate and doctorate levels.��

TSP is “committed to innovation and excellence in graduate training programs for specialist and doctoral school psychologists,” and their purpose is to “foster high-quality training in school psychology programs.” The organization will host its next annual conference at in February 2025.

Alfonso’s experience as a psychologist in school districts and mental health centers in the New York metropolitan area included counseling, conducting psychoeducational evaluations, parent and teacher consultations, and clinical research.��

Before joining CEEL, Alfonso dedicated 19 years to academic leadership and administration at in New York City. He served as program director for the School Psychology (Ph.D.) program and executive director of two assessment centers. Additionally, he contributed to the and the broader university community as a professor of school psychology, as well as six years as an associate dean and one year as the acting dean.

Alfonso holds a PhD and master’s in Clinical/School Psychology from , and is a former dean and professor at the in Spokane, Washington. He also served as Interim Dean at the in Bronx, New York, where he was responsible for creating faculty governance and structure, working with program chairs to develop academic policies, and maintaining budget oversight.��

After his tenure as President, he will continue to support TSP as “Past President” for the 2025-2026 academic year, followed by an “Advisor” role for the three years following.

School Psychology Initiatives at ����vlog

Alfonso hopes to launch a doctoral program (PsyD) in school psychology within CEEL in Fall 2026. Recently, Montclair approved a faculty line to support this academic initiative. If the launch takes place, this would be the third PsyD program offered in New Jersey and the twenty-first in the United States. The program would support students pursuing a practitioner role in various settings, including PK-12 education.

“It’s an honor to be named President of TSP, an organization I deeply admire. In addition, I look forward to expanding educational and training opportunities for future school psychologists within the College for Education and Engaged Learning at ����vlog,” says Alfonso.

Story by Social Media and Communications Coordinator��Lauren Conforti��

Dr. Vega discussed the value of “name brand” education experiences, stating:

“Words matter in these discussions. The sticker price is the cost of attendance that institutions publish on their websites or brochures. As such the sticker price may or may not be what students actually pay. What students pay depends on what institutions offer to help reduce that sticker price. This includes grants, scholarships, or work-study. Institutions vary in how they allocate resources to help reduce that sticker price. This includes endowments and state and federal aid. Additionally, something to keep in mind is that there are plenty of institutions that cost as much as the Ivies.In either case, when institutions cannot provide grants or scholarships, they expect students to pay for whatever is left over. This results in students having to take out student loans and often asking parents to take out parent plus loans to help with covering the cost of attendance. Over time, research has demonstrated that student loans are harmful. Student loans shoulder several burdens on students. One issue that should concern the public includes the ability of students to contribute to the economy once they leave the institution. Another issue includes devastating mental health issues associated with student debt.

As such, the cost of “worth” has to be weighed into consideration with various factors. Factors include academic decisions such as degree program and degree attainment. For example, a 2021 article in the Wall Street Journal (WSJ) focused on Ivy League Master’s degree earners. The WSJ study suggests that Master’s degree recipients are not making the salaries to help pay for the enormous amount of loans that Master’s degree earners eventually make. Other studies suggest that Black students are more likely to graduate from historically Black colleges and universities (HBCUs) in greater numbers than at Ivies. While at Ivies, students may have access to more resources, research suggests that Black students are actually deprived of resources such as faculty mentors, culturally relevant curriculum, and networking at non-HBCUs. So, in addition to understanding what comes along with that sticker price, we must also consider how students are actually enjoying all those resources that Ivies purport to offer.”

She also commented on the best kinds of return on investment, whether or not college should be free, and tips to graduate with minimal debt.