The trip included visits to the historical sites of the National Socialist Party Rallies in Nuremberg, the courtroom of the Nuremberg Processes, the atrium in the University of Munich’s main building where the student members of the White Rose resistance movement were arrested while distributing anti-Nazi pamphlets, the Beer Hall where Hitler first tried to overthrow the German government in 1923, the Dachau Concentration Camp, and a number of historically significant places in Berlin, including the Reichstag, as well as the site of the atrocious 1933 book burning event.

Students got to visit, study, and compare numerous memorial sites and places of remembrance, including the national Holocaust Memorial right next to the Brandenburg Gate, the Jewish Museum with its multiple experiential memorial features, and many “Stolpersteine” in various cities – bronze “tripping stones” in the sidewalks that remind of the Jews who used to live in nearby buildings.

In addition to a rather full program, students had free time to explore Munich and Berlin, get acquainted with German cuisine and public transportation, experience Karaoke and other aspects of German night life, and visit an opera show and other cultural performances. Among the highlights were the ‘free’ days. Splitting into two groups, some went to Salzburg, Austria, while others climbed the “Hirschberg,” a 5,500-foot peak in the foothills of the Alps. On the free day in Berlin, students took advantage of the warm weather and went to the Wannsee beach, while others explored Berlin flea markets.

Despite the trip’s heavy and dark historical theme, many students regretted having to return after only 12 days. “This has been the highlight of my college education,” one student wrote in the trip evaluations. Others praised the “unforgettable memories that will stay in my heart forever” and noted that they had gained “lifelong friendships” on the trip. German and double major Matthew Hohmann noted: “I spent 20 years having never left the country and after this trip I want to always be out of it.” Here’s hoping that many other Montclair students will have the opportunity to study abroad, be it on a faculty-led trip like this one, in a summer program, or for a semester or year abroad. The students from this trip certainly caught the travel bug and many of them sure will return abroad one day.

As part of this partnership, each year two ����vlog student receive full-year full-ride scholarships including a living stipend to study at the and live in Graz.

This year, Jose Padilla and Atticus Heuges have not only explored academics and new social connections in German – they were even featured in a local Graz newspaper. In their German interview with a reporter, published in (Bürger:inneninformation der Stadt Graz), a large public monthly news outlet for the city of Graz, the students discussed their admiration for the Austrian quality of life, their sense of security living in a country without weapons, and their appreciation for low tuition costs at Austrian universities (non-European Union citizens pay 750 Euros, or about 900 dollars, per semester).

Ranging from the challenge of being in lectures where they only understand about 80 percent of the professor’s presentation because of the language barrier to praise for Austrian investment in fundamentals such as public health care and public transportation, the interview demonstrates how these students are indeed living up to the ’s purpose of boosting intercultural communication between the United States and Austria.

Jose Padilla plans to return in the fall to continue his degree in Political Science, while Atticus Heuges plans to pursue a career teaching in Europe after graduation.

Every guest was a winner, receiving a German-themed temporary tattoo, stickers, gummy bears, an inspirational German-language message, or a flag from Germany, Austria, Switzerland, or Liechtenstein as a souvenir. The club not only handed out hundreds of prizes to interested visitors, but also enjoyed special connections with the many guests who had visited a German-speaking country before, who plan to visit, and/or who are taking German classes at Montclair.

The club members themselves represent some of the diversity typical at Montclair, with members of the executive board also sharing connections to Dominican, Mexican, Peruvian, Polish, Italian, Ukrainian, Kazak and other cultures, and to majors such as Language, Business & Culture; Math; Data Science; Chemistry; Linguistics and more.

As can be seen in this and in the recent feature of staff member Casey Coleman, who organizes the day, World’s Fair Day brings together many kinds of campus organizations and connects with hundreds of attendees from the campus and local communities, including everyone from the University President Jonathan Koppell to the University mascots to children visiting campus for Take Your Child to Work Day. Held on the final day of campus events before finals, the day also served as a culmination of an action-packed year in which German Club enjoyed outings to the NJ Devil’s and the Jewish History Center in New York City, karaoke auf Deutsch, and much more. The executive board has already begun shaping plans for next fall’s events, no doubt informed by the study abroad many club members will undertake in Germany this summer.

The article examines why modern geopolitical conflict repeatedly produces global energy and economic crises, even when military objectives are achieved. Drawing on recent tensions surrounding Iran and the Strait of Hormuz, the piece argues that oil dependence itself has become a structural security vulnerability. It explores the relationship between war, energy infrastructure, supply chains, global markets, and political instability, while also considering how renewable energy and electrification may reduce future exposure to oil shocks.

Held on April 28, at the Howard Fox Theater, the event brought together young talents from immigrant families between the ages of 9 and 17, university faculty, alumni, musicians, mentors, families, and community members in an atmosphere filled with emotion and pride. Behind every performance was a semester of preparation, encouragement, artistic mentorship, and trust.

Graduate student and CLaSE Fellow Tim Anagnostis played a central role in artistically directing the performers, helping students shape their stage presence, develop confidence in their expression, and transform vulnerability into performance. Equally essential was the unwavering commitment of Masiel Rodriquez-Vars, Director of Montclair Fund for Educational Excellence, whose efforts extended far beyond coordination. Week after week, she organized transportation, drove students to campus, mentored them, and encouraged them every step of the way toward the stage. Together, their dedication created a space where students felt supported, valued, and empowered to share their voices with confidence.

Throughout the evening, students shared original music, songs written in Spanish, poems in Kichwa language, and personal expression that revealed not only their talent, but also the courage it takes to be seen and heard.

What made Rise Up especially meaningful was the network of partnerships that carried the project forward. The event emerged through the collaboration of the Department of Theatre and Dance at ����vlog, the Department of Theatre and Dance at Drew University, the John J. Cali School of Music, MFEE, and CLaSE working together and preparing for the last 4 months. Each partner contributed distinct expertise, care, and vision, creating a truly interdisciplinary experience where the arts became a bridge between education, mentorship, and community engagement.

The collaboration itself became a model of what universities and community organizations can accomplish together. Faculty, students, and local organizations worked side by side, not within isolated disciplines, but through a shared commitment to supporting young people and creating opportunities for expression and growth. In many ways, Rise Up demonstrated that interdisciplinarity is not simply an academic framework; it is a human practice grounded in listening, reciprocity, and collective care.

For Lisa Brenner, Chair of the Department of Theatre and Dance at Drew University, the experience left a deep impression:
“I was so honored to be a part of the Rise Up production team. When I learned about the program, I reached out to MFEE to inquire about volunteering. The organizers at Montclair and CLaSE immediately welcomed me. I was moved by the performances of the middle and high school students, especially seeing how much their confidence and self-expression grew over the course of the semester.”

She also reflected on the importance of mentorship and the role the university community played in supporting the students:
“I was struck by the mentorship the youth received from the Montclair faculty, staff, and students. The public response to the event was warm and enthusiastic. Programs like Rise Up are critical to immigrant teens. They amplify youth voices, demonstrate the value of higher education, and bring communities together for learning, creativity, and celebration.”

The emotional impact of the evening extended beyond the stage. Behind every performance was a semester of preparation, relationship-building, and trust. Students discovered confidence not only in their artistic abilities, but in their own voices. Many found themselves stepping into spaces they had never imagined possible.

That same sense of transformation was deeply felt within the collaboration with the Music Therapy Program at the John J. Cali School of Music. Dr. Michael Viega reflected on how previous partnerships with Entrenadores Escolares and MFEE naturally evolved into participation in Rise Up.

One of the performers, Cristian, came weekly to campus to record his music at the David Ott Lab for Music and Health, an innovative space dedicated to exploring how digital music technologies can support human wellbeing. Music therapy students Giana Pellegrini, Monica Rodriguez, and Bella Miller also supported students Allyson and Kimberlin as they performed Reencuentro by Álvaro Torres, transforming the song into a heartfelt tribute to their home countries and personal journeys.

Reflecting on the experience, Bella Miller shared:
“Being able to participate in Rise Up was such an amazing experience. Seeing everyone’s confidence on the night of the show was truly so special.”

Giana Pellegrini added:
“Participating in this program gave me an opportunity that I’ve never had before to learn and work with young people. It was truly amazing to see how brave and talented they all are.”

Monica Rodriquez concluded:
“I loved participating in this program, it genuinely made me so happy seeing these kids gain so much confidence in such a short amount of time. I loved working with them, they were incredibly sweet and so very talented and watching them become brave in real time was magical.”

Dr. Viega described the project as “community music therapy in action,” reminding us that music is not simply performance or entertainment, but a form of healing, connection, and human dignity.

The evening left many in the audience visibly emotional. Families watched students step into the spotlight with confidence. University students discovered mentorship as a reciprocal experience. Faculty and community partners witnessed the profound impact that can emerge when institutions choose collaboration over isolation and humanity over hierarchy.

For CLaSE, Rise Up represented the culmination of an academic year dedicated to dialogue, cultural affirmation, and community-centered learning. It reminded everyone present that education is not confined to classrooms, nor transformation limited to formal curricula. Sometimes transformation happens through a song, through movement, through the courage to tell a story, or through the simple realization that one’s voice matters.

As the event concluded, what remained was not only applause, but a deep sense of gratitude: for the students who trusted the process, for the partners who believed in the vision, and for the community that gathered to celebrate resilience, creativity, and hope together.

Antonella Calarota-Ninman – Director of CLaSE

Italian majors Alessandra Aziz, Pierluigi Sirio, Chiara Cardone, and Alex Ryon shared with their high school guests what led them to choose Montclair and the Italian Program for their studies. A picture emerged of a student-centered program, career prep courses, modules and projects, professional and cultural networking opportunities, and a warm sense of community among students. Pierluigi shared that he was happy to have transferred to Montclair because he gets to interact closely with each of his professors. Double major Alex (Italian and History) added that her Italian teacher and Montclair Italian alumnus, Robert Campana, had highly recommended the Montclair Program based on his own experience some years ago. Chiara highlighted how Drs. Antenos and Miele had hosted her for a day’s visit on campus, which led her to choose Montclair Italian. Lastly, Alessandra spoke about the warm and fun atmosphere created among students in the program through small classes, meetings, and events. In fact, Alessandra leads weekly culture and conversation gatherings funded by the Inserra Chair for Italian and Italian American Studies, the source of many cultural and educational opportunities for students, as is the Coccia Institute for the Italian Experience in America.

WHRHS teachers Balsimelli and Truong had this to say about their day in Montclair:

“The field trip was such a meaningful and enriching experience for WH students and teachers! Upon arrival, students were warmly welcomed by Professor Trubiano and several of her advanced Italian students for a conversation on their connections to the Italian language and an informative presentation about the undergraduate and graduate Italian program at Montclair. It was a valuable experience for our students to hear from their older peers and to share their own connections to the Italian language and culture.

The discussion with Professor Dini was highly engaging and offered students deeper insight into the film’s historical context and relevance to conversations about identity and immigration today. Furthermore, Professor Dini provided the students with a preview of an actual college lecture, offering exposure to university life, which was especially meaningful to the students heading off to college in the fall.

Overall, both students and teachers greatly valued the visit to Montclair, as it fostered intellectual growth while also strengthening social connections among students. The experience was especially meaningful because it gave students the opportunity to engage with and reflect on complex themes such as identity and immigration, deepening both their academic understanding and personal perspectives. We look forward to visiting again in the future!”

Their students added:

“I really enjoyed my experience at Montclair and being able to engage with the professors and students. I liked how they both introduced the Italian program at Montclair and how it can really benefit our college experience and help us with our jobs in the future. The students talking about their time at Montclair helped me realize the opportunities they give to their students and how I can continue my Italian in college. I also really enjoyed talking about the film we watched in class with one of the professors, going through the real meanings and our thoughts on the film. Overall, it was a nice experience at Montclair!!”
— Alexa, 11th grade

“I really enjoyed our trip to ����vlog. My sister just graduated from Montclair last spring, so I’m familiar with the campus, but learning about the Italian program felt like learning about an entirely different school. The trip opened my eyes to just how much Montclair has to offer. My favorite part of the tour was talking to the students because they were very welcoming and informative. It also made me feel more connected to the Italian program and to the school after talking to students who are actually a part of it. The classrooms were very nice, and I could tell by their size that Montclair makes sure students form a real connection with their professors. Overall, there was so much to do on and off campus, the learning environment seemed positive and welcoming, and the Italian programs were super interesting to hear about and seemed like so much fun.”
— Ella, 11th grade

“Montclair was so fun to visit. The Italian program is filled with passionate and welcoming teachers.”
— Ivana, 11th grade

“The field trip was very interesting and educational! I enjoyed meeting the Montclair students and talking to the professors.”
— Noa, 11th grade

“Leading up to the trip, I felt very nervous and anxious. I had just committed to Montclair, and prior to the field trip I had only attended an open house. Since I didn’t meet anyone from the Italian program there, I had no idea what to expect. What would lectures look like? What teaching styles would my professors have? The trip helped answer my questions.

The field trip not only eased my nerves, but also made me more comfortable with the campus. Italian is a less popular language at my school compared to Spanish, Mandarin, and French, let alone people pursuing it as a major. The trip solidified not only my choice of university, but also my decision to pursue a double major in Education and Italian, and it only made me more excited to attend in the fall. Hearing about the experiences of other Montclair students, including one who is double majoring in History and Italian, made me feel even more encouraged.

Overall, the experience made me feel more secure because it was a trip organized by my two current Italian teachers, and I loved being able to experience what a lecture may look like. The film we watched prior to the excursion sparked my curiosity, and it was great being able to dissect every little detail with the guidance of a potential future professor. I honestly wish it could have been a bit longer. I really enjoyed it, and I felt like it was an amazing first impression. It definitely helped persuade my friends to apply to Montclair during their senior year.”
— Genesis, 12th grade

For students who have already chosen ����vlog, the Italian Program can’t wait to welcome them. For those who have decided to pursue their undergraduate education elsewhere, we hope to welcome them back for the new ��Master of Arts in Teaching (MAT) in Italian��graduate program and other graduate programs. We look forward to hosting WHRHS students again in the near future!

After a year of workshops, internships and shows in Sicily that have contributed to build a veritable cultural bridge between the Valley of the Temples and New Jersey, the Greek gods now also speak English! Their first American appearance was offered by an ensemble of talented Musical Theatre and Voice students of our campus, thanks to the impressive translation of one of the 2025 interns, Brianna Coppolino. A truly magical evening that gave the audience moments of introspection and emotion as they listened to the gods interrogating human beings about each others’ fate, with both humor and depth.

Video by Colin Keys

The musical, vocal and choral direction was entrusted to David Fraley of the Cali School of Music, joined by Marco Savatteri as visiting director. In five intense days of workshops, Savatteri guided a cast of sixteen students in understanding and interpreting the roles of classical myth, demonstrating how ancient themes can still be close to the sensitivity of generation Z. The cast included:��Grant Anderson (Poseidon), Eoin Betancourt (Dionysus), Elizabeth Caldon (Echo), Brianna Coppolino (Trojan mother, Hera), DJ DeJesus (Faun, Perseus), Zack Dooley (Orpheus), Madison Fair (Cassandra), Mia Grizzuti (Anake), Noelle Hammond (Bacchante), Lorenzo Hilliard (Narcissus, Apollo), Elizabeth Johnson (Aphrodite, Medusa), Jaxson Louhisdon (Hephaestus), Esther Olmo (Demeter), Desirae Powell (Athena), Diogo Ramirez (Ares), Tishaun Turner (Hermes).

led the workshop with his assistant Toti Maria Geraci, who wondrously turned into a white faun just moments before the show, and started hopping on and off the stage. Other members of the Savatteri company — Davide Maria Incandela, Giulia Tarantino, and Matteo Valentini — traveled to Montclair on a separate independent program. In the course of the week, they supported the American students in studying the libretto, accompanying them as their alter egos until the performance on stage. The elegant Leshowitz Auditorium of the Cali School of Music was enriched by select projected images of the musical in Agrigento, immersing the audience in the splendor of the temples and the Mediterranean landscape of Agrigento. In the audience, students, teachers, musicians and local residents experienced ancient and, at the same time, surprisingly contemporary theatre.

A CULTURAL BRIDGE BETWEEN SICILY AND THE USA

The project was born in 2024 during Marco Savatteri’s visit to the U.S., when Prof. Fiore (Inserra Chair in Italian and Italian American Studies in the Italian Program) started a conversation with Prof. Lori McCann�� (Voice) and Prof. Ryan Kasprzak�� (Musical Theatre), two programs of excellence in the College of the Arts, where the internationalization of the curriculum is encouraged.

The objective of the project is to create a two-way exchange: to offer American students an international professional experience in an island rich in history, art, and natural beauty and to promote the Italian language and culture on campus. In the last two years, Savatteri has conducted workshops on immersive theater and “The Reawakening of the Gods,” while some students have participated in internships in Agrigento at Savatteri Produzioni. The Italian part of the project began with the summer 2025 internship of three Opera and Musical students — Mia Grizzuti, Emma Mason and Brianna Coppolino — who lived for two months in Agrigento spending their time in rehearsals, performances and tours of the area.

THE ENGLISH LIBRETTO

Besides an insightful exchange with the translator on stage, the performance was followed by a conversation with Mia Grizzuti, 2025 intern, who described the unique characteristics of performing in the musical in an archeological site and the transformative experience of being part of a different, yet familiar, culture for two months. And a few days before the performance Marco Savatteri, Prof. Fiore and Prof. McCann were interviewed about the project on ����vlog’s WMSC FM 90.3 radio, as part of an original program presented in an Italian café, Caffè Classico ().

FUTURE HORIZONS

After the success of the reading, the project now focuses on the 2026 edition internship with Tishaun Turner and Lorenzo Hilliard as interns, within a collaboration with Nexo Sicilia on logistics. Future prospects include an international production of “The Reawakening of the Gods,” in partnership with ����vlog, the Valley of the Temples Park and Savatteri Produzioni, combining classical tradition and contemporary innovation. A collaboration with the Center for Holistic Integration of the NYC College of Technology (City University of New York) for an immersive staging of the Temples abroad would bring visibility to the UNESCO site thanks to sophisticated visual projection, thus bringing the ancient myths into the present in ever new and modern forms.

This multi-part project entails an inter-college and international collaboration between ����vlog (Inserra Chair in Italian and Italian American Studies, Musical Theatre Program, the Cali School of Music) and , a musical theater company based in Italy. The related internship involves the��Office of International Academic Initiatives at ����vlog, Nexo Sicilia for logistical aspects in Agrigento, and the .

Short link:

Related events:

• March 2025: A workshop and auditions with Marco Savatteri
• Summer 2025 Paid internship program: Three MSU students perform in a musical in Sicily
• October 2025: Workshop and presentation about Summer 2025 internship (with Marco Savatteri and Toti Maria Geraci)��
• March 2026: Public Reading in English of The Reawakening of the Gods
• Summer 2026 Paid Internship in Sicily

Media coverage:

(28 aprile 2026)

(29 aprile 2026)

(28 aprile 2026)

First-Year Writing Exemplary Essay Awards went to Marcel Camargo for their WRIT105 essay “Bathroom Bills Don’t Promote Safety, They Encourage Fear,” to Breanna Fabi for her WRIT106 essay, “Chic, Sharp, and Shifting: Exploring Gender Fluidity in A Simple Favor,” and to Xavier Lighten for his WRIT106 ethnographic study, “A Study of American Cuisine: Ethnography Through the Lens of a New American Steakhouse.” Honorable Mentions were given in WRIT105 to Monica Morales for her essay, “In the Motion There’s Meaning,” to Jaylene Espinoza for her WRIT106 essay “Unverified, Unchecked: The Digital Panic of the Blue Whale Challenge,” and to Sophia Chernyshova for her WRIT106 ethnographic study, “Peanuts, Tree Nuts, and Dualism.”

The Outstanding Multimodal Composition award was given to First-Year Writing student Aixa Zavaleta for her video PSA project, “Importas,” while an Honorable Mention was given to Aaron Abitbol for his YouTube video, “Road to Recovery.”

Awards were also given for outstanding work in the Professional and Public Writing major courses. The Award for Excellence in Social Media Writing went to Emily Santos for her Social Media Content for Micro Internship with One Square Mile: Early College Program in Paterson, NJ. Awards for Excellence in Professional Writing went to Ana Alvarado and Alexia Rosario for their Recipe Cards & Social Media Content, created for their Micro Internship with CUMAC, in Paterson, NJ. Last but not least, the Award for Excellence in Public Writing went to PPW intern Kira Paul for her Op-Ed: The STEM Teacher Pipeline is Waning. We Can Rebuild It.

In her years with the Italian Program here at ����vlog, Angela has distinguished herself, both in the classroom and beyond, in many ways. She has served as a Tutor of Italian at Center for Academic Success and Tutoring (CAST), was awarded the Coccia-Inserra Italian Internship as well as an MSU Italian graduate scholarship and has been a valuable assistant for a number of Italian projects and events. This distinguished NECFTL award will support her in her practicum to complete licensure as she moves on to become an effective, inclusive and innovative educator.

MAT Director Dr. Gina Miele commented: “I am especially proud that Angela Sabetta, the first student in our Dual MAT in Italian and Teaching Students with Disabilities program, won the prestigious Future Language Educator Award from NECTFL, the Northeast Conference on the Teaching of Foreign Languages.

Last year, Angela was the recipient of the Cavaliere Mary Ann Re PhD Scholarship for Graduate Studies in Italian. She also participated in Montclair’s Reggio Emilia Immersion course and study abroad program in Spring 2025. This year, she also garnered a scholarship from the National Organization of Italian American Women for her graduate studies.

The Reggio Emilia approach is a globally renowned philosophy that views students as capable, curious individuals who actively shape their learning, and Angela has applied it with great success in her classroom.”

Angela had the following to say about this special distinction from NECTFL: “When I learned that ����vlog is the only university in the whole state offering a dual- certification program for both Italian and TSOD, applying was a no-brainer. World Language classes are inherently inclusive, so I wanted to ensure that I would be fully prepared to serve students of all abilities, P-12. This training also serves as a career change for me, having had a decade-long run in the music industry. This time last year, I attended the Reggio Children conference in Northern Italy and learned about how the classroom can act as a ‘third teacher’. I cannot wait to transfer all of my working skills and newly acquired knowledge on teaching methodologies to my classroom.”

The Italian Program is happy and proud to add that Angela has recently accepted a teaching position in Italian in a Bergen County public school.