The competition, made possible thanks to a grant by the College of Humanities and Social Sciences, encourages students to develop innovative and impactful policy briefs that address the multifaceted challenges of climate change, particularly in the context of social justice. This year’s theme, “Climate Justice: Policies for a Sustainable and Equitable Future,” invited talented contributions from students across various disciplines. The submissions were evaluated by a panel of experts based on originality, research quality, and practical policy recommendations.

Michael House’s winning policy brief stood out for its thorough analysis and forward-thinking solutions aimed at mitigating the impacts of climate change on vulnerable communities. His work, “Promoting Health Equity through Climate Justice for Vulnerable Populations” not only underscored the urgency of addressing climate justice but also provided actionable steps for policymakers to ensure equitable and sustainable outcomes. The judges were particularly impressed by Michael’s ability to integrate scientific research with social policy, demonstrating a deep understanding of the complexities involved in climate justice issues.

Dr. Timothy Gorman and Dr. Arnaud Kurze, Co-Coordinators of RIGS, praised Michael’s achievement, stating, “Michael House has exemplified the kind of innovative thinking and dedication that this competition aims to foster. His policy brief offers a robust framework for addressing climate justice, and we are excited to see how his ideas can influence future policies.”

As the winner, Michael House will receive a monetary prize, along with the opportunity to present his policy brief at an upcoming RIGS seminar, where he will engage with experts and stakeholders in the field of climate justice. This platform will allow Michael to further advocate for the critical changes needed to protect our planet and its most vulnerable populations.

ĚÇĐÄvlog and RIGS extend their heartfelt congratulations to Michael House and express gratitude to all participants for their contributions to this vital discourse. For more information about the competition and future events, please visit the RIGS website.

Ta’Miyah Alexander, who is majoring in with a minor in , has obtained an operations internship with KIPP Newark Lab High School. In her role, Alexander tackles various administrative and logistical tasks, seeing firsthand the inner workings of educational institutions, which prepares her for her future goals to work in an administrative setting and “balance interactions with both students and adults.”

KIPP Newark Lab High School is a part of the Knowledge is Power Program network, commonly referred to as KIPP. KIPP is a national network of free open-enrollment college-preparatory public charter schools and is the largest network in North America. They have a focus for setting locations in low income communities.

“I was particularly excited about the opportunity to work at KIPP Newark Lab High School because of their strong reputation for educational excellence and community impact,” says Alexander. “The chance to contribute to an organization that is dedicated to improving educational outcomes for students in Newark resonated with my career aspirations.”

Working in the field has allowed Alexander to gain interpersonal skills that are difficult to fully develop in a classroom setting. Among those skills include “exposure to diverse perspectives.”

“Working with a diverse team and student body will enhance my cultural competency and ability to advocate for children from various backgrounds,” says Alexander.

Additionally, the shift from the role of student to an administrative intern provides the opportunity to navigate the operations and “broader context of how school functions” from a new perspective.

“The hands-on experience in school operations is invaluable for understanding the behind-the-scenes efforts that contribute to a successful educational environment.”

Read more student intern experiences!

Written by Sarah Ramirez

This funding mechanism focuses on underrepresented and underserved populations in the autism community because there are great disparities in timely diagnosis and support for racial and ethnic minority groups.

In the article, Lauren and her co-authors–including her doctoral mentor, , several of his research assistants, and a collaborator from the University of Alabama–reported the results of their systematic review of studies examining the use of technology to facilitate assessment and treatment services for justice-involved youth. Lauren and her co-authors also adapted the article into a book chapter for a forthcoming edited book, Challenging Bias in Forensic Psychological Assessment and Testing, which will be published by Taylor & Francis.

As part of the work she did, Schierenbeck conducted a literature review examining a technique that changes how the brain functions; unilateral hand clenching.  In general, the two halves of the brain- the left and right hemispheres- process the world differently. The left hemisphere is very language oriented, for example, while the right hemisphere is more spatially aware.  Strongly clenching the left hand causes the right half of the brain to become more active, while strongly clenching the right hand causes the left half of the brain to become more active.  The hand-clench related activation spreads to areas of the brain other than just motor areas; this spread of activation causes the more active hemisphere to be the one ‘in charge’, resulting in a hemisphere’s ‘world view’ becoming dominant.  Shannon did a review of the unilateral hand clenching literature to see if these movements do change emotion and cognition.  Shannon and Ruth Propper report that yes, unilateral hand clenching does change mood and cognition and the results depend on which hand is clenched. For example, left hand clenching causes greater creativity and right-hand clenching causes increased happy mood. The publication discusses how these findings might be helpful for clinical purposes, too. Schierenbeck is first author on the paper, and she is also presenting it virtually.

His research addresses an unanswered question about the relative effects of plea discount and trial penalty on plea decisions of innocent defendants. Schneider will attempt to establish the point at which the discounts or penalties become so high that the plea rates of innocent and guilty participants begin to converge. He will also try to establish whether it is the discount itself or the size of the trial penalty that is most influential. , assistant professor in the Department of Psychology, is his thesis advisor.

Schneider is studying clinical forensic psychology and is currently completing an internship in the Special Treatment Unit at Avenel Prison. He is slated to graduate in May 2018 and aims to pursue a PhD in forensic psychology as well.

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– Posted July 2017

Congratulations to psychology major Bliss Nwobu who graduated May 25, 2017 after completing her bachelor’s degree in rocket speed, just two years after graduating from high school and at the age of 19.

She arrived at Montclair State with an associate’s degree already in hand from her accelerated coursework at Bard High School Early College in Newark.

“My Montclair State experience has been most meaningful to me in the way that this school helped me grow as a person,” she said.

Ready for the “real world”
Beyond academics, Nwobu learned what she herself was capable of. As an A student in high school, Nwobu said she was surprised at the rigor of her early Montclair State classes. Living away from home and on campus in a dorm, Nwobu sought new strategies to boost her grades and also overcome any intimidation from being among the youngest in classes of juniors and seniors.

She redoubled her study efforts. She asked for help, always attended faculty office hours, and sought to consistently go above and beyond with her coursework. The investment paid off. By the time she graduated, she was a Dean’s List member.

Faculty mentors
Individual faculty members also made an impact, including Carla Aidoo, Julio Olivo, Elspeth Martini, Tina Zottoli, and Deborah Fish Ragin. Nwobu said they listened, encouraged, inspired, and enlivened classroom lectures with interactive discussions and drawing on relatable, real-life examples in their teaching.

When asked what advice she would share with other students she urged: “have fun… but not too much and ALWAYS visit office hours and communicate one-on-one with your teachers.”

Career goals

Nwobu’s ultimate goal is to become a clinical psychologist. After completing her bachelor’s degree, she aimed to get some hands-on experience in the field and build up her resume for graduate program applications.