As an international student from Mexico, she was drawn to �ѴDzԳٳ���������’s computing program and the chance to build a tech career. After she excelled in a German language course, that success became the first step toward building multiple degrees, as faculty encouraged her to add German, explore linguistics and step into teaching and research roles she had never considered. She even turned her work with children in German into a research project on how programs like the SPARK Lab influence college students’ interest in teaching.

“One of the most important things I’ve learned at Montclair is that you don’t have to limit yourself to just one thing,” Zarate Gonzalez says.

At �ѴDzԳٳ���������’s SPARK Lab, Isabella Zarate Gonzalez collaborates with fellow students to plan German lessons for local schoolchildren as part of a national ‘SPARK for German’ teaching network. (Photo by University Photographer Mike Peters)

Community‑engaged learning that opens doors

The SPARK Lab is a partnership between Montclair and nearby schools, giving children early access to world languages while mentoring college students into community‑focused leadership roles. It is part of a national network supported by the . Zarate Gonzalez is among the students who teach German to elementary school children one hour a week for six weeks each semester, including a Meistergruppe for kids who speak German as a heritage language.

Children in �ѴDzԳٳ���������’s SPARK Lab listen to German fairy tales. (Photo by University Photographer Mike Peters)

As part of a multi‑university research project with the University of Tennessee Knoxville, the University of St. Thomas and the University of Chicago, she led data collection and analysis on how SPARK affects college students. She focused on whether experiences like the SPARK Lab encourage students to consider teaching German and what broadly applicable professional skills they gain, surveying �ѴDzԳٳ���������’s student instructors about their motivations and how teaching had changed their career plans.

The research findings, co‑authored with faculty and collaborators at the four campuses, were and presented at the 2023 American Council on the Teaching of Foreign Languages conference in Chicago.

At Montclair, Isabella Zarate Gonzalez found support to grow a single major into three degrees – Data Science, Language, Business and Culture, and German – plus a minor in Linguistics. (Photo by University Photographer Mike Peters)

Studying abroad with scholarship support

Scholarship support opened the world for Zarate Gonzalez.

Through the  Montclair–Graz Sister City Scholarship, she spent the 2024–25 academic year studying in Graz, Austria. The full scholarship, funded by ����vlog, �ѴDzԳٳ���������’s Overseas Neighbors and the City of Graz, provides free tuition, room and a small stipend and sends two Montclair undergraduates each year to study in �ѴDzԳٳ���������’s sister city.

�ѴDzԳٳ���������’s status as a Hispanic‑Serving Institution also helped her win a full scholarship to Middlebury’s prestigious German Language School, a summer immersion program.

“There aren’t a lot of people who can say, ‘This university allowed me to do three bachelor’s degrees, win full scholarships and study abroad in Europe,’” she says.

Isabella Zarate Gonzalez talks with Associate Professor Pascale LaFountain in �ѴDzԳٳ���������’s SPARK Lab. In addition to their work there, Zarate Gonzalez joined LaFountain on a translation project for an archive of Austrian Jewish history. (Photo by University Photographer Mike Peters)

Hands-on research and a peek into history

Advanced language study also led Zarate Gonzalez into meaningful work and helped her discover the academic field that ties her interests together. With Associate Professor Pascale LaFountain and local resident Diane Forman, she worked on a translation project for an extraordinary archive of Austrian Jewish history centered on Forman’s grandfather, composer Wilhelm Grosz.

The team organized and translated Grosz’s letters – including correspondence with figures such as Leonard Bernstein and Langston Hughes – along with his musical manuscripts, Nazi‑era property documents and personal library, preparing the materials for the Exil.arte Jewish music archive in Austria.

For Zarate Gonzalez, working so closely with those documents made the Holocaust feel personal and showed her how language skills and data‑driven thinking could come together in fields like Computational Linguistics.

Looking ahead

When Zarate Gonzalez graduates in May 2026, she will have earned degrees in Data Science; Language, Business and Culture; and German, plus a minor in Linguistics – all completed in four years.

Now, as she looks ahead, she is exploring teaching opportunities in both German and STEM fields and planning for a future master’s program in Computational Linguistics.

“I think about what would have happened if I had chosen not to come to Montclair,” she says. “My life would be completely different. I genuinely believe I got the most out of it.”

Ready to start your Montclair journey? Learn more about the College of Science and Mathematics and the Department of World Languages and Cultures at Montclair.

Accepted students: Make it official by submitting your new student deposit and registering to attend Accepted Students Day.

Samson traces his interest in political science and law back to experiences outside the classroom. Working for years at a veterinary clinic, he saw advocacy in action that he learned from his father Dr. Keith Samson: “protecting those who can’t speak for themselves.” That principle stayed with him. Later, while traveling across the country as a flatbed truck driver, he gained firsthand exposure to how regional culture and identity shape political attitudes. Seeing those differences up close sparked a desire to better understand the systems that influence people’s lives.

At Montclair, Samson found that understanding through coursework that challenged him intellectually and personally. One class that stood out was CMST 101: Fundamentals of Speech, which unexpectedly became one of the most transformative experiences of his college career.

“Standing up and speaking in front of others is not easy,” he says, but the course helped him organize his thoughts, communicate clearly, and build confidence. More importantly, it helped him find his own voice, a skill he knows will be essential in law school and beyond.

Faculty mentorship also played a key role in shaping Samson’s growth. In POLS 335: Theories of Political Economy, Professor Begoña Gerling Sarabia pushed him to think more deeply and critically about complex ideas. In JURI 210: Law, Professor Ian Drake’s passion for teaching and openness to questions further solidified Samson’s interest in pursuing a legal career. “His course further confirmed that I’m moving in the right direction,” Samson reflects.

Beyond the classroom, Samson balanced a full course load with full-time work as an office manager and veterinary technician, an experience he credits with strengthening his leadership, time management, and communication skills. Maintaining a 4.0 GPA while working full time stands as one of his proudest accomplishments.

For Samson, success carries a deeply personal meaning. After losing his mother in his twenties, he stepped away from school to grieve and heal. Returning to complete his degree required resilience and faith. “Finishing my degree became more than checking off requirements,” he says. “It became a way of proving to myself that even after life breaks you open, you can still rise.”

As he looks ahead to law school, Samson says his time in the College of Humanities and Social Sciences has taught him that “education is a tool for service.” He leaves Montclair with confidence, curiosity, and a commitment to advocacy—and with gratitude for the people and family who supported him along the way, especially Lili, Frankie, Belle and his employer Dr. Brenda King. “You are never as alone as you think you are,” he says. “There are people at ����vlog who genuinely want to see you succeed.”

As a student, Hajar initially imagined a future in teaching. That changed during a high school psychology course, when she became fascinated by how students learn and grow—and how psychological insight could support that process. Discovering school psychology felt like “a perfect blend” of education and psychology, setting her on a path she has followed with intention ever since.

One of the most formative experiences in her graduate program came during Practicum in Psychoeducational Assessment I and II, where she served as a graduate clinician in the university’s Psychoeducational Services Clinic. The practicum marked the moment when theory truly met practice. Working directly with students and families helped the work feel “real and meaningful in a new way,” she says. Under the guidance of Dr. Lauren Schaible and Dr. Julia Coyne, Hajar learned to look beyond test scores and use data to tell a fuller story about a student’s learning, behavior, and lived experience.

Outside the classroom, Hajar spent two years as a graduate assistant with the Office for Faculty Excellence, an experience that reshaped how she views higher education and her own potential. Mentored by Emily Isaacs, she contributed to initiatives focused on student belonging, retention, and success, and engaged with faculty development and academic leadership work across campus. “From day one, I felt welcomed, supported, and encouraged to grow,” she reflects. The experience pushed her beyond her comfort zone and sparked an interest in academia that continues to shape her future goals.

Through her assistantship, Hajar also became deeply involved in research on student belonging among first-year CHSS students. She worked on a research team that implemented a belonging intervention in the GNED199 course, focusing on qualitative analysis of student reflections and connecting those findings to quantitative data. Presenting the results at the AAC&U Conference on Learning and Student Success in Puerto Rico, marked a defining moment in her graduate career and reinforced her confidence as a scholar. She later presented the work at �ѴDzԳٳ���������’s Student Research Symposium.

Hajar is currently completing a 1,200-hour internship while preparing to earn her Nationally Certified School Psychologist credential. Looking ahead, she plans to continue working as a school psychologist while pursuing doctoral studies, with the goal of becoming a licensed psychologist and professor.

Reflecting on her time in the College of Humanities and Social Sciences, Hajar says she learned that education is not just about earning a degree, but about discovering how to use knowledge in service of others. Her advice to future students is simple, but hard-earned: say yes. “It may seem intimidating at first, but some of the most meaningful experiences I’ve had at Montclair happened because I did say “yes.”

Born and raised in New Jersey and proud of her Puerto Rican heritage, Correa chose Montclair State for its diversity and sense of community. From the start, her academic interests were deeply personal. “I’ve always been someone people come to when they’re hurting or confused,” she says. Wanting to help in a meaningful, lasting way drew her to the study of psychology and mental health. Seeing how mental health affects families and communities only strengthened that commitment.

Coursework in the College of Humanities and Social Sciences helped turn that passion into practice. One of the most impactful experiences came in the class Helping and Engagement Skills (), where students participate in “real plays,” or practice therapy sessions with classmates. Though they were simulations, Correa found them powerful. “They always helped so much to talk to someone,” she reflects, reinforcing the value of presence, listening, and applied skill-building.

Faculty mentorship also played an important role in her journey. Stefanie Medina, her freshman seminar instructor, remained a consistent source of encouragement throughout Correa’s time at Montclair. “She’s always been on the sidelines rooting for me,” Correa says. Dr. Jennifer Russo, who taught her writing courses for two semesters, helped her build confidence not only as a writer, but as a student overall.

Outside the classroom, Correa balanced an extraordinary set of responsibilities. She served on �ѴDzԳٳ���������’s EMS Squad as an EMT and driving trainer, an experience that strengthened her confidence and leadership while allowing her to support the campus community in critical moments. At the same time, she worked both full time and part time while completing her degree and has completed four years of service in the New Jersey Army National Guard, where she continues to serve as a signal specialist and previously served as a recruiting assistant.

Through it all, Correa says she learned an important lesson that will stay with her long after graduation: “I don’t have to have all the answers to make a difference. Sometimes just being present is powerful.”

As she looks ahead, Correa hopes to continue her education in �ѴDzԳٳ���������’s Master’s in Counseling program and pursue a future in mental health counseling, with a particular interest in supporting veterans. While this moment marks a major achievement, she sees it as a beginning rather than an ending. “My degree gave me both the knowledge and the confidence to step into what’s next with purpose. I feel prepared not just academically, but emotionally and professionally.”

“Usually, I wake up around 6:30, grab a quick breakfast and head out. I get here about 20 minutes early,” says Lopez, a commuter from Newark. On this workday, Lopez juggles front desk responsibilities with helping to run an interactive “Major Mystery” event – “it’s like a murder mystery, but instead you’re solving which major fits best for you.”

His role, says Lopez, a senior majoring in Communication and Media Studies, is “a great opportunity to make money and have a job while also balancing schoolwork.”

�ѴDzԳٳ���������’s Commitment and Career Value

Each year, about 2,000 students work in roles across campus – from IT and financial aid to student services and academic offices – gaining the kind of experience employers want. With a dedicated employment task force and cross-campus support, Montclair is redefining how campus jobs connect to growth.

We want students to see campus jobs as real work experience that provides real skills. Our goal is for all students to graduate with at least one experience they can use to launch their career.” – Assistant Vice Provost Chantelle Wright

That vision is taking shape through , which ensures student employees receive professional development and workplace training. All student workers complete new online coursework – the only program of its kind in New Jersey higher education.

To see the WORK initiative in action, we followed Montclair students who are gaining experience that goes far beyond a paycheck.

Building Campus Community

Gwen Dang is the Community Resilience Intern with the University Police Department, coordinating campus events, outreach and program support across the Montclair and Bloomfield campuses. She assists with advocacy, prevention, resource management and research, and evaluates projects. A senior majoring in Justice Studies with double minors in and Child Advocacy, Dang also works as a Special Events student worker, helping set up and manage campus events, including recent Commuter Life programming.

Leading Through Service

Samantha Almonte, a senior Public Health major, builds community connections and organizes service initiatives as a Community Partnerships intern for the Bonner Leader Program. She takes charge of Alternative Spring Break planning and leads large campus events. The position, “has empowered me to sharpen my event planning abilities,” she says.

Mateo Llano, a sophomore majoring in Public Health with a concentration in Health Education, Promotion and Advocacy, brings together students for campus-wide drives and cultural events as an Engagement Intern in the Bonner Leader Program, His work extends to toy, Thanksgiving and winter clothing collections and he credits the internship with teaching him teamwork, leadership and engaging with nonprofits. “The most important skill I have learned is communication, especially in team settings.”

Forging Career Paths

Ieema Dinnall, a junior in Business Administration, promotes career events and helps students connect with employers as part of her job as a student assistant in the Office for Experiential Education and Career Connections. She plays an important role in raising the post-graduation survey responses through outreach and commitment to connecting with students. She is also working to identify top hiring employers in the tristate area. “These skills that I’m learning will help me in the long run,” Dinnall says, including networking and collecting data. “Approving employers has helped me practice evaluating credibility and risk.”

Research and Outcomes

Research confirms that college jobs matter. Sociology Assistant Professor Daniel Douglas, who has studied how students balance work and school, emphasizes that working while in college significantly shapes students’ post-graduation opportunities.

“Balancing a job with college can boost your future earnings, especially if you finish your degree,” he explains.

As co-author of a Rutgers Education and Employment Research Center paper on the, Douglas identifies several reasons for this trend. One key reason is that students who work during college gain valuable skills highly regarded by future employers. “Working while enrolled demonstrates both the credential of a degree and the employment history that employers value.”

National Recognition 

�ѴDzԳٳ���������’s performance in the Wall Street Journal/College Pulse 2026 Best U.S. Colleges rankings can be traced to the financial success of recent graduates. Rather than just traditional metrics, these rankings emphasize how well colleges boost their graduates’ salaries compared to similar schools. A typical Montclair graduate can expect an average of $34,013 added to their annual salary. Compared against the institution’s average net price, this means most graduates recoup their investment in just one year and seven months.

Leveling Up with the WORK Course

�ѴDzԳٳ���������’s . Once students are officially onboarded as campus employees, they’re automatically enrolled in the course. It’s divided into two parts – the first modules are for new employees, while the later modules focus on professional skills, including leveraging work experience, building supervisor relationships and managing difficult conversations.

“Compared to other universities, I believe we stand out because many institutions are still working on how student employment fits into student success,” Wright says. “Montclair has built a community around it. To my knowledge, no other New Jersey university has a dedicated online course open to all students regardless of whether they have a job yet.”

Story by Marilyn Joyce Lehren

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�����Ի��� in applying to become a Red Hawk!

At NJ Admissions Law Day, you can speak with law school admission representatives from NJ, NY, and across the U.S. about what their programs have to offer and how you can prepare for success in the admission process.

1 – 2 p.m.: Law School Admissions Panel Discussion

For this session, you will hear from law school admissions officers about what they look for when reviewing applications and how candidates can best represent themselves.

2 – 4 p.m.: The Law School Admissions Fair

This is your chance to meet face-to- face with law school admission professionals from NJ, NY, PA, MA and many more law schools across the U.S. and explore the variety of experiences currently offered to J.D. candidates (from accelerated to online and part-time programs).

• Be prepared to share information about you, your interests, and goals!
• Dress to impress! Business attire recommended.
• If you are unable to register, please email prelaw@montclair.edu.

Questions? Email Chrysten Colacicco, Pre-Law Program Coordinator at MSU, at prelaw@montclair.edu

Leila Simeon, a Political Science major, completed her Spring internship in Governor Phil Murphy’s Office of Legislative Affairs. After learning about the position in a class taught by Dr. Brigid Harrison, Simeon was eager to expand her understanding of state politics and explore the professional paths that the experience might open up.

Her responsibilities included taking notes at Senate and Assembly hearings and creating timelines on bills as they arrived onto the Governor’s desk. Drawing on her academic knowledge of political institutions, Simeon noted, “The state house was the best way to relate those teachings to my surroundings as well as understand the importance of the work of state senators, assembly persons, etc.”

During her internship, Simeon completed a policy capstone presentation focused on identifying issues in communities and proposing legislative solutions. Simeon chose to explore the topic of grade inflation in K-12 education.

Interning at the State House also enhanced her networking skills. Simeon learned the value of researching the background and work of colleagues and collaborators. “I believe that having a basic understanding of the people you are interacting with will ultimately help you establish a connection and network.”

Being a Legislative Intern helped Simeon refine her professional interests and develop a personal stake in her work. “Being able to witness the impact of my work brings me much more gratification than I originally anticipated.” Simeon plans to apply the lessons she’s learned while continuing to find her niche in the field.

Written by Vivvy Gundani

Alexandra Counter, a major in Classics and Latin, with a double minor in Archaeology and Ancient Mediterranean Civilizations, recently interned as a Junior Assistant Fellow at the Center for Heritage and Archaeological Studies (CHAS) at Montclair, where she organized events for CHAS and worked extensively on tasks for The Villa of the Antonines Project.

The Villa of the Antonines Project revolves around an archaeological site 18 miles from the center of Rome in the small town of Genzano di Roma, Italy. Although previously a neglected historical site, passionate archaeology students, including Counter, work alongside CHSS faculty to unearth a past once lost. Through this project, Counter met the directors, Dr. Timothy Renner and Dr. Deborah Chatr Aryamontri. After falling in love with the work CHAS does, Counter continued to help around the Center and was quick to take the CHAS fellowship after learning about it through CHSS.

Counter accomplished a lot during her fellowship, applying her existing skills while developing new ones. Her training in Latin enabled her to organize bibliographic materials and work confidently with primary texts. Her strong background in ancient history also enabled her to actively engage in conferences. She enriched her archaeological training and understanding of how preservation works with interpretation and vice versa. In addition, Counter gained valuable experience in academic event planning and coordination along with critical thinking skills that have helped her present intricate ideas to broader audiences.

Counter also helped to organize a group trip to the Newark Museum which served not only as an engaging field trip but also as an opportunity for students and faculty to immerse themselves in classical and archaeological collections together. She also helped to plan a two-day conference focused on memory in the archaeological and classical world and used this experience to refine an abstract based on her own impressive research on Roman Law.

This fellowship also complemented Counter’s experience working in an archaeological lab, allowing her to work with professors in the field and connect with peers who shared her interests. Dr. Chatr Aryamontri provided valuable insight, emphasizing that archaeology is more than field work, that it revives the past and brings forgotten stories to light.

“Her passion for archaeology and commitment to mentoring students made a lasting impression on me,” said Counter. “One thing that stood out was how she emphasized the importance of precision and integrity in research, even in the smallest details—whether it was formatting a bibliography or preparing for a presentation.”

Counter plans to pursue a Masters in Classical Archaeology, followed by a PhD. With a strong dedication to her education, she also plans to continue working on her Archaeological pursuits, specifically on Roman sites in Great Britain. She also hopes to one day teach Latin.

Although managing her time could be overwhelming, Counter affirmed her desire to pursue archaeology further. The fellowship gave her valuable experience in both archaeological practice and academia, providing a solid foundation to pursue her future graduate studies in classical languages and archaeology.

Written by Vivvy Gundani

Samantha Segura, a major at Montclair, is interning this summer for the Attorney General’s Office in the Consumer Affairs Division. Segura has been assigned to the Drug Affordability Unit where she’s conducted extensive research on fair prescription drug prices as well as issues related to ensuring affordable healthcare.

With her interest in working for the government and the possibility of attending law school in the future, this internship has allowed Segura to spend time around lawyers who work for the unit as well as fellow interns, many of which are in their first year in law school. It also provides an opportunity to experience a government office environment and make connections for the future.

Despite working full time in addition to interning 20 hours a week, Segura has been able to accomplish several projects and conduct extensive research involving collecting data on different circumstances and environments in the state of New Jersey.

With the long-term goal of helping people in mind, Segura’s work has been able to help people obtain affordable prescription drugs and research how the healthcare system in New Jersey can improve in a way that supports citizens of all backgrounds. Segura continues to work hard and serve the community as best they can.

Written by Vivvy Gundani