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��

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��

This winter, CEEL’s Center for Education, Innovation & Strategic Partnerships (CEISP) hosted three Busan National University of Education clinical interns preparing to become elementary school teachers in South Korea. CEISP leads strategic collaborations to enhance learning environments and foster collaborative partnerships across diverse educational landscapes in New Jersey and beyond.

Marilyn Davis, Director of CEISP, and Jesse Ha, Assistant Professor (Department of Teaching and Learning & School of Computing), welcomed the students and their advisor, Professor Dr. Dongwon Lee, to visit two partner districts within ����vlog Network for Educational Renewal (MSUNER): and (Rockaway Township School District); as well as (Leonia Public Schools).

Mr. Jason Belton, Principal, welcomed the clinical interns and Professor Dr. Lee to Orange High School.

Jesse Ha spoke of the clinical interns’ visit and the future of partnerships with Busan National University of Education: “This is the first visit that will lead to the eventual long-term partnership between Busan National University of Education. We envision not only exchanging students and having reciprocal summer programs, but we also see this partnership leading to transfer agreements with many Busan students coming to Montclair to pursue a master’s degree in education. Moreover, we have already found school districts willing to hire these potential teachers even though they are South Korean citizens through different hiring pathways, thus helping to meet NJ’s dire need for teachers in the coming decade.”

Ms. Magdalen (Maggie) Neyra, Principal, welcomed Jesse Ha and the clinical interns to Anna C. Scott Elementary School.

Students and faculty from partner districts welcomed their visitors to share their South Korean heritage, traditions, educational approaches, and personal stories.

Marilyn Davis spoke of CEEL’s plans to collaborate with Busan National University of Education through the new “Collective for English Language and American Culture (CELAC),” bringing 20 teacher education majors from South Korea to ����vlog for a four-week program every July.��

This program will immerse the visiting students in English language training and American cultural studies, further strengthening the international partnership. They will be housed on the nearby Bloomfield College of ����vlog campus, creating a close-knit community for cultural exchange.

Davis added, “Initiatives like this build educational bridges between the two institutions and exemplify the global mindset necessary to prepare future educators. By fostering a deeper understanding of diverse cultures and practices, the partnership empowers educators to adopt innovative approaches that resonate across various educational contexts.”��

The College for Education and Engaged Learning is committed to representing ����vlog as a leader in international education and looks forward to welcoming Busan National University of Education teacher education students in the coming years.

Story by Social Media and Communications Coordinator Lauren Conforti��

The CCC is comprised of the ADP Center for Learning Technologies, Ben Samuels Children’s Center, Center for Education, Innovation, and Strategic Partnerships, Center for Autism and Early Childhood Mental Health, Center of Pedagogy/for Student Success and Educator Excellence, and Center for Research and Evaluation on Education and Human Services.

The CCC is a centralized hub and “one-stop shop” for Montclair and counties throughout New Jersey to access comprehensive services and resources, including—but not limited to—professional development for Montclair students and educators, clinical and family support services, and early care and education for children from birth through five years.

“We are thrilled to welcome Dr. Dong to CEEL and look forward to collaborating with him as he takes the helm of the CEEL Center Consortium,” said Dean Vincent C. Alfonso.

He added, “We do not doubt that with his leadership experience and distinguished academic career, Dr. Dong will do great things to support the growth and success of our college’s centers.”

Dr. Dong has been a tenured Professor of Finance. He earned his Ph.D. in Financial Economics from the University of Delaware and is pursuing an Ed.D. in Adult Learning and Leadership at Teachers College, Columbia University.

Dr. Dong has held significant roles throughout his career. He served as Provost and Chief Academic Officer at (DSU), Acting Dean of the (NJCU), and Chair at the .

As a scholar, Dr. Dong has contributed extensively to his field. His research has been published in esteemed journals, including the and the Journal of Asset Management. He is the author of Data Analytics in Finance and four other textbooks. Over the past decades, he has taught and advised students across disciplines, including business, education, and mathematics, impacting undergraduate and graduate learners.

Dr. Dong has also been instrumental in institutional transformation. His leadership during the academic restructuring of DSU and NJCU garnered widespread acclaim. Reflecting on his contributions, DSU noted: “Dr. Dong’s leadership at DSU has set a benchmark for academic and institutional excellence. His focus on continuous improvement, innovation, and diversity has profoundly shaped the university’s trajectory. By prioritizing teaching and learning, Dr. Dong has left an indelible mark on DSU and the broader landscape of higher education.”

Dr. Dong said, “����vlog is a place I admire. The institution has great students, is empowered by great faculty, and is served by great staff. It is a privilege to have been chosen by Montclair. The search process was a role model for Gratitude, Hospitality, and Invitation.”

He also emphasized the importance of remaining close to his wife and sons and balancing family and professional life.

Dr. Dong’s passion for education, leadership, and innovation continues to shape his journey and contributions to the academic world.

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

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��

Vicky’s goal is to inspire her students to learn a language, introduce them to culture and expand their knowledge of traditions with a higher degree of enthusiasm. She is proud of the��advocacy work she��does in being a mentor for student teachers, an instructor for higher educational leadership, current teachers, and future leaders as well as providing effective Family and Community Outreach for school families.

Outside of school, Vicky��enjoys riding her cruiser bike by the beach, taking walks, watching documentaries, and reading non-fiction. In addition, she believes in the importance of self-care, being present, and doing what you love.

Vicky has served as a Holmes Honors Program mentor since Spring 2021 and is 100% committed to supporting and encouraging our teacher candidates! We appreciate all that you do, Vicky!

Please tell us about your current position.

I have been employed by the ����vlog Department of Campus Recreation as the Coordinator of Intramural and Club Sports since 2016. It is fun, fast-paced, ever-changing, and involves a ton of work with students – which is exactly why I have always wanted to be in education. Simply put, my position is to oversee and operate the Intramural and Club Sports programs on campus, but the day-to-day varies so much by the day and time of year. In a given academic year, I have roles in hiring and training student staff, student development, advising club sports executive boards, creating programs and sports leagues for Intramural participants, budgeting/finance, risk management, and facility supervision, to name a few. Every day is a new set of challenges and experiences that keeps me learning something new!

Why did you choose this field of study? Why did you choose the program at ����vlog?

I always knew I wanted to be in education. My undergraduate work was actually in History Education with an additional teaching certification as a subject area teacher for students with disabilities. It wasn’t until I was employed within Campus Recreation as an undergraduate and graduate student worker that I really envisioned my current work as a potential career path. I began to see how much of an educational component was still involved in this field and it made me feel entirely justified in making a career “switch” right after graduation because I knew I could still accomplish my goals of helping others to learn and grow. There is also the added bonus of being able to work in a sports-related field, which has always been a personal interest of mine.

What was your favorite class or experience in the program, and why was that so important to you?

It really wasn’t just one course or single experience, but rather a series of interactions across my entire time in the program. The opportunity to work with Dr. Vega was such a positive experience. She was challenging, thoughtful, caring, but most importantly – encouraging. Her experiences and abilities as an educator were such a help to me and those in my cohort. Dr. Vega was a master at knowing which “buttons to press” at the right time. She always knew when we needed to be challenged, given a reality check, or just needed some positive encouragement.

Now that you are working in your field, how did your program prepare you for this position?

Confidence. Considering my K-12 educational background and having been at Montclair through undergrad, I knew I needed a more formal basis in higher education to continue to grow as a professional in this field. Though I was still studying at the same institution, the shared experiences of my peers, instructors, and guest speakers gave me a better understanding of the field from historical roots, theory, and practical applications. I feel that I am much more resourceful and possess a better awareness of how institutions function.

Is there anything else you’d like to share about your program, the College of Education & Human Services, or ����vlog that we haven’t asked about?

Take time to get to actually get to know your peers. It sounds simple, but the reality is that this can be a basis for a lifetime of personal and professional connections. While everyone may end up working in different departments, divisions, or institutions altogether, the field of higher education is so connected and eager to share and help one another. It is such a great opportunity to generate future professional connections. At worst, you can just make a few friends! Though it is difficult to keep in touch after graduation, there are a few former classmates (now friends) that made my time in the program so much more positive.

Please tell us about your plans post-graduation.

Since graduating, I’ve had the opportunity to work as an Academic Advisor at Seton Hall University. The work has been amazing and revived my love and passion for education.

What were the best parts of your program?

The best parts of my graduate program were classes in which discussions were held and group work/activities. Some of my former classmates and I reminisce about this as we progress forward in our careers.

What was your favorite class or experience in the program, and why was that so important to you?

My favorite class was Group Dynamics. I loved it because I had an opportunity to learn in practical ways, what it means to lead others in a healthy manner and facilitate group work with a team mentality. The icebreakers each of my classmates and I did were very engaging.

Why did you choose this field of study?�� Why did you choose the program at ����vlog?

I chose this program and field of study because I wanted to make a difference in the lives of college students and help provide a level of clarity and stability as they’re making decisions that will impact the rest of their lives. I love to teach and educate and I believe this field goes hand in hand with my passion.

What was your college experience like?

College was tricky for me. I started out at the Ohio State University, following my big brother. I thought I would love the large setting but it wasn’t for me. In a class of about 1000 students, I realized I needed more support to be successful. So I left a couple of years after I started and took some time off. I quickly realized that I needed to finish my degree and enrolled in Adelphi University’s continuing ed program. I went to school at night and felt really supported by my advisor. He would regularly check in and to this day he still does. My advisor made a difference in getting through college.

Did you go to college with the intention of being a professor? If not, how did your path bring you here?

No way! I wanted to be a teacher but it wasn’t until I was getting my Masters of Ed Leadership degree that it clicked. I took a course on research with Dr. Jessica Blum-DeStefano and a light bulb went off! I realized research was cool and creative and I could make a small difference by studying a phenomenon that was understudied.

What is one thing you wish you had known in your undergraduate/graduate career?

It’s ok to take your path. Whatever the “norm” is, may not be for you. Don’t get down on yourself!

Why?

Because I watched my high school friends finish in four or five years. But I had been a failure of sorts and was working. So many years later, I am truly grateful for my path.

What is the best part about being an MSU faculty member?

The students! I think that being an Afro-Boriqua at a Hispanic Serving Institution (HSI) is like being on a campus that feels like home in some ways. I remember one of my first weeks on campus, I was walking to my office and I heard some kids on their phones talking in Spanish. This meant so much to me. The students in my classes also wanted me to be authentic and that can be hard as a woman of color, but I felt so welcomed.

Also, I have great colleagues that support my work. We laugh together, cheer each other on and there is genuine care. I am very lucky!

What does a typical day look like for you?

Oh goodness! Depends on the day. So most days I wake up early, take my kiddos to school if I am in Connecticut and then take my two dogs for a run. I then check in with my MSU writing group about writing goals and get busy. Mornings are for writing and I am vicious about this time. Afternoons are for emails, student work and meetings.

On Tuesdays, I get to do some really great work with the Paterson school district on equity-oriented leadership. It is invigorating and the partnership we have with MSUNER and ELAD is going to be really transformative for the district and us.

But honestly, in this world…what is typical?!

What are a few of your recent accomplishments?

I would say the Paterson partnership is the biggest. It is a three-year partnership that will allow me and other ELAD colleagues to work with them and develop their equity literacy, capacity building, and leadership skills over the next three years.

I am also very proud of my edited volume that will be published next year which features ELAD students.

What is your favorite class to teach at MSU? Why?

Leading the Learning Organization hands down. This class is so important to me because when I was an elementary school principal, I found that there were so many components to leadership that had I not had a class like this in my own preparation, I wouldn’t have known what to do.

What advice would you give to incoming students in order for them to succeed?

Enjoy the learning! There will come a time when you will have to put all the learning into action. Soak it up! Ask questions, and stretch yourself so you can use all the resources MSU has to offer.

Expected Graduation Date: May 2023

Why did you choose this field of study? Why did you choose the program at ����vlog?

I chose to enter the field of Higher Education because through my one of a kind experiences within my undergraduate career, I was granted the opportunity to grow exponentially on a personal and professional level via my significant involvement on/off-campus, embracing many leadership roles, mentoring other student leaders, helping those in need of guidance/assistance, and making unforgettable memories. My goal is to be able to give other students that same phenomenal experience while also implementing diversity, equity, inclusion, and recognizing our underrepresented/underprivileged students, who may be low-income, first-generation, feel lost, stressed, experience imposter syndrome, etc. while doing so.

I chose the program at ����vlog because I genuinely believe that the professionals, my fellow colleagues, the curriculum, and my RedHawk community/environment would not only provide me with all of the tools that i need to succeed as a HIED practitioner, but would also grant me the opportunity to put all of my knowledge, experience, and passions into practice as they continue to mentor my growth and ability to make an everlasting impact in this field. I also had the amazing opportunity of gaining many relationships with fellow HIED alumni as well as current professionals in the field at MSU prior to applying for the Master’s program and after witnessing the groundbreaking work they were doing every single day as well as picking their brains on why they chose this route, it was clear to me that I had found my life’s purpose.

What are the best parts of your program?

The absolute best parts of the program are creating these authentic and truly necessary relationships with your fellow colleagues and other professionals in the field as you all embark on this journey together, trying to improve the future of Higher Education. I have gained so many unbreakable bonds with fellow practitioners both prior to and during this program and I can honestly say that we have all shown each other an undeniable amount of support while walking the path less traveled. Many of us juggle multiple positions, wearing a multitude of hats, yet we still find time to be students, educators, mentors, friends, leaders, and trailblazers in all that we do. I genuinely cannot wait to see what the future holds for all of us post-graduation as I look forward to continuously connecting and networking with such an amazing group of people!

What advice would you give to a prospective student in your field?

Some advice that I would give to a prospective student in my field is to always remember WHY you chose to enter Higher Education, what makes you so passionate about serving these populations, and how you want to contribute to consistently improving the ability and quality of a student’s education, leadership, involvement, development and overall well-being. Additionally, PLEASE put yourself out there and network like it’s no one’s business… Always take initiative when given an opportunity to build your connections and/or show what you bring to the table, be sure to pour your heart and soul into all of the work that you do, and remind yourself that every day is a good day to make an impact on a student’s life, for the better!

How is your program preparing you for working in your field?

I was blessed enough to be granted two Graduate Student Worker positions within University College and EOF, in addition to serving on the HIED Council, while being a full-time student within the program, and I can genuinely say that MSU has done a great job at providing our students with the knowledge, awareness, skillset, and versatility that is needed to be successful in this field. Our curriculum is very hands-on, participation, teamwork, open-mindedness, and diversity/equity/inclusion heavy, which allows us to gain a multifaceted set of skills that’ll allow us to flourish in any area of HIED that we choose to pursue. Equally important, we are encouraged to share our experiences in the field, network with one another, promote opportunities, and maintain a level of mutual respect amongst each other, which has ensured us much success and makes us extremely resilient come post-graduation.

Is there anything else you’d like to share about your program, the College of Education and Human Services, or ����vlog that we haven’t asked about?

As a current first-generation, low-income, Latina, and alumna of ����vlog who is also pursuing her Master’s Degree in Higher Education at this institution, I want to emphasize the appreciation I have for the amazing professionals, leadership teams, fellow students, colleagues, and friends who have always provided me with countless support, encouragement, and opportunities to get involved, emerge as a leader, showcase my skill set, be my most authentic self, grow exponentially on a personal and professional level, and ultimately find my passion/purpose in life. Becoming a Redhawk was one of the best decisions I’ve ever made and I cannot wait to see what the future holds as my institution continues to prepare me for success post-graduation!