SEBS “Bring Your Child to Work Day” attendees gather in front of Martin Hall on the George H. Cook Campus. Photo: OPOC

The School of Environmental and Biological Sciences (SEBS) came alive with energy, laughter and discovery on April 23 as it hosted its annual “Bring Your Child to Work Day,” a growing tradition that continues to deepen connections across the SEBS community while sparking curiosity in the next generation.

Lia Papathomas, director of External Relations and Strategic Initiatives at SEBS/NJAES, pictured with her sons during the Bioblitz and String Safari event. Photo: OPOC

Now in its fourth year since its launch in 2023, the event welcomed 60 pre-teens and teens alongside 33 parents for a full day of immersive, hands-on learning across the vibrant George H. Cook Campus.

“Bring Your Child to Work Day” is a special opportunity to connect our SEBS community across generations. By welcoming the children of our faculty and staff onto campus, we hope to spark early interest in science, discovery and the meaningful work we do every day,” said Laura Lawson, executive dean of SEBS.

From science exploration to creative expression, every corner of the campus became a gateway to discovery.

The day unfolded as an adventure in environmental exploration, beginning with the popular Bioblitz and String Safari. Here, young participants stepped into the role of field scientists, learning firsthand how challenging—and exciting—it can be to observe and document biodiversity. With curiosity as their guide, they combed through garden spaces, identifying and classifying living organisms while gaining a deeper appreciation for the complexity of ecosystems.

Inside the NJAES Research Greenhouse, students and parents alike experienced science in action. The greenhouse tour revealed how plants are cultivated and studied in controlled environments, connecting research to everyday life—from the food on our tables to sustainable solutions for the planet.

Gary Panetta, assistant dean in the SEBS Office of Academic Programs, and his child visit the Nutritional Sciences Teaching Kitchen, which hosted the “Twist & Learn: Pretzel Nutrition Fun” event. Photo: OPOC

In celebration of National Pretzel Day, the Department of Nutritional Sciences hosted Twist & Learn: Pretzel Nutrition Fun, where learning met laughter in the kitchen. Guided by instructor Melissa Keresztes, participants explored the science of carbohydrates while shaping their own pretzels—an engaging reminder that nutrition can be both educational and delicious.

This year also marked an exciting expansion of the program with the launch of a pilot high school track, designed to engage teens aged 15 and older in deeper academic and career exploration. Through curated experiences—including a campus tour, faculty-led discussions, and an interactive communication workshop—students were introduced to the breadth of opportunities within SEBS.

The teens explored the Waksman Museum of Microbiology and engaged in wellness and mindfulness activities that offered moments of reflection amid the day’s excitement. Academic talks and lab tours provided a glimpse into cutting-edge research, helping students envision themselves as future scientists, innovators and leaders.

Teens enjoyed the Bloom & Build: Terrariums, Plants, and Plant Careers event at the Floriculture Greenhouse on the George H. Cook Campus. Photo: OPOC

Creativity and nature came together in Bloom & Build: Terrariums, Plants, and Plant Careers, where participants crafted their own living ecosystems while learning about the powerful role plants play in health, industry, and daily life. From rare botanical specimens to innovations like the pineberry and Scarlet Sunrise tomato, the session highlighted the diverse and evolving field of plant science.

The day concluded with a visit to the Rutgers Center for Ocean Observing Leadership (RU COOL), where teens explored how ocean data is collected and analyzed in real time. Surrounded by cutting-edge technology, they gained insight into how interdisciplinary research is shaping our understanding of climate, weather, and coastal systems.

More than just a day of activities, SEBS’ “Bring Your Child to Work Day” continues to grow as a meaningful tradition that celebrates family, fosters community and opens doors to possibility for youth through discovery of the school’s world-class programs.

Students and instructors in the Spring 2026 “Food Production and Management” class pose for a group picture on Recipe Day, where the students created meals for the EFNEP website and beyond. Photo: OPOC

On March 11, the teaching kitchen of the Department of Nutritional Sciences at Rutgers University–New Brunswick was filled with the aromas of simmering soups, roasted spices and baked desserts as students put their coursework into action during Recipe Day—a hands-on capstone experience with impact far beyond the classroom.

The event featured 24 student-developed recipes spanning entrées, snacks, soups and desserts, each designed with a clear purpose: to serve low- and under-resourced communities through the Expanded Food and Nutrition Education Program (EFNEP).

Salome Papaspyrou Rao, assistant teaching professor in the Department of Nutritional Sciences, overseeing the workstations in the Teaching Kitchen during the Spring 2026 Recipe Day.

“This is not just about creating recipes,” said Melissa Keresztes, teaching kitchen coordinator and lecturer. “It’s about developing a greater quantity and diversity of recipes using ingredients that are easy to find and that are affordable.”

Recipe Day is a signature component of the course, Food Production and Management, taught by Salome Papaspyrou Rao, assistant teaching professor in the Department of Nutritional Sciences. The course is designed to align with real-world food systems and community needs while advancing Rutgers’ commitment to experiential learning.

Students in the course develop competencies across a wide range of areas, including food procurement, production and distribution systems; kitchen design and large-scale food preparation; menu planning for diverse populations; and food service management, leadership and operations. The curriculum also emphasizes sustainability and cultural competence—key elements reflected in the recipes students create.

The initiative is further supported by Joshua Miller, chair of the Department of Nutritional Sciences, whose investment in ingredients and program resources enables students to fully engage in the teaching kitchen environment while integrating advanced tools for recipe development.

Recipe Day represents the culmination of a unique collaboration between the Department of Nutritional Sciences and EFNEP under Rutgers Cooperative Extension (RCE)—a partnership intentionally designed to align with student success goals in Rutgers’ Academic Master Plan, said Marisol Ortiz, EFNEP state coordinator/assistant director, supervisor. The collaboration began with a simple but powerful realization: students and EFNEP staff were already doing similar work—developing and testing recipes—just separately.

L-R: Salome Papaspyrou Rao, Department of Nutritional Sciences; Marisol Ortiz, EFNEP; Melissa Keresztes, Teaching Kitchen; and Stacy Onofrietti, EFNEP. Photo: OPOC

“That prompted me to reflect on the proximity and overlap between EFNEP and the Department of Nutritional Sciences,” Ortiz said. “We saw an opportunity to bring those efforts together in a way that benefits both students and the communities we serve.”

By integrating EFNEP into the classroom, students gain hands-on, service-learning experience while contributing to a growing national library of culturally relevant, nutritious and cost-effective recipes.

EFNEP representatives Ortiz and Stacy Onofrietti, EFNEP program associate and supervisor, visit the class to introduce their programming and outline opportunities for student involvement in recipe development. According to Ortiz, they also provide specific criteria for recipe creation tailored to the communities they serve, including an emphasis on cultural diversity, affordability, and the use of readily available ingredients

“For their initial assignment, students are encouraged to explore original recipes, often drawing inspiration from personal or family traditions that are meaningful to them,” Ortiz said.

Students also learn that “in addition to the recipes being incorporated into EFNEP classes and showcased on our website, one recipe is selected for inclusion in an EFNEP recipe book developed in North Carolina,” she added.

Precision Meets Creativity in the Kitchen

Students are tasked with creating recipes that meet strict EFNEP guidelines, including limits on sodium and fat, a maximum of 10 ingredients and the use of accessible, low-cost foods commonly found in grocery stores or home food pantries.

Student Jacquelin Genty cooks an entrée of unstuffed cabbage with rice. Photo: OPOC

To meet these standards, students use nutrient analysis software to generate USDA-compliant nutrition labels and refine their recipes accordingly.

For student Mia Harris, that meant reworking a sweet potato spice granola recipe—adding ingredients like honey and pecans while ensuring it still met program requirements.

The process is both technical and creative, requiring students to balance flavor, nutrition and affordability. Many students drew inspiration from their own cultural backgrounds, resulting in a menu that reflects the diversity of the communities EFNEP serves.

Jacquelin Genty, who transferred to Rutgers in 2024, is creating two items. One snack, specifically a crispy, roasted chickpea, and an entrée of unstuffed cabbage with rice.

Jennifer Reyes reimagined a Dominican-inspired plantain lasagna, adapted from pastelón, a family favorite.

Raoul Bernal, SAS’27, preparing chicken tinola, a traditional Filipino soup.

Raoul Bernal, SAS’27, prepared chicken tinola, a traditional Filipino comfort soup. For him, the recipe as well as the experience are personal. “It’s a huge comfort food my mother used to make when we were sick,” he said, describing the familiar flavors of ginger, chicken and chayote.

The Simple Plate Initiative as a National Resource

Recipes developed during the course undergo rigorous testing, including step-by-step documentation, yield calculations and sensory evaluations. Once finalized, they are reviewed by EFNEP staff and selected for use in community programming and online publication.

Over time, these student-created recipes have extended their reach well beyond New Jersey—some even appearing in EFNEP materials used in other states.

“This collaborative work beautifully illustrates how Cooperative Extension and academic instruction can work synergistically to meet community needs while enriching students’ experience,” said Brian Schilling, RCE director.

Now entering its third year, the program is officially named the Simple Plate Initiative and continues to expand under the leadership of EFNEP’s Onofrietti. “Students are encouraged to create unique, culturally diverse recipes using ingredients commonly found in local food pantries, helping to inclusively represent the populations we serve,” she said.

“This initiative connects academic learning with real-world impact,” Ortiz added. “Students are not just completing assignments—they are creating resources that directly benefit families across the country.”

Beyond technical skills, students leave the course with something more enduring: a sense of purpose and pride.

With their names attached to published recipes and a tangible contribution to community health, students build professional portfolios while seeing firsthand how their work can make a difference, stressed Keresztes, as she moved between stations of students gathered around the Ferrari red kitchen ranges and ovens of the Nutritional Sciences Teaching Kitchen.

And among the aromas and sounds in the bustling kitchen, it’s easy to see that Recipe Day is indeed more than a class exercise. It’s where education, culture and community come together.

In middle of students from left to right Students with the Executive Marketing Director David Troupos, Vice President and Community Manager Melvin Rodriguez, Branch Manager Andrea Rodriguez, Vice President and Community Development Manager Seyi Ola, JP Morgan Chase & Co. team following their community resources and career session, held on March 26, 2026, at Rutgers.

In a traditional classroom, learning often ends when the lecture does. But during Spring 2026 at Rutgers University–New Brunswick, students engaging with the Department of Agricultural, Food, and Resource Economics (DAFRE) stepped into something different—an experience where coursework extended directly into conversations with industry leaders, entrepreneurs and decision-makers.

Sonal Pandey, lecturer in the Department of Agricultural, Food, and Resource Economics.

Guided by Sonal Pandey, a lecturer in DAFRE, the externship-driven course in Business Finance and Innovation and Entrepreneurship reimagined what it means to prepare students for real careers.

“This initiative grew directly from the conviction that the most transformative learning happens when students are in the room with the people who are actually doing the work,” Pandey said.

She created and designed the Spring 2026 industry engagement series around a simple but powerful idea: exposure to real professionals, who grapple with real challenges, is not an enhancement to learning, but the learning itself.

“Students in agricultural and resource economics are solving some of the most complex problems of our time, like food security, sustainability and community development,” she said. “They deserve direct access to the people doing that work professionally.”

Over the semester, students engaged directly with leaders such as Sho Islam, Director of the Office of Business Engagement for Middlesex County; Melvin Rodriguez, Vice President of Community Banking and Business Development at JPMorgan Chase & Co.; and Lukman Ramsey, Head of AI Solutions and former Google leader in public sector innovation.

Each session was intentionally structured, ranging from founder talks and mock interviews to live pitch simulations. Students were not passive listeners, but active participants navigating real-world scenarios.

Students from Innovation and Entrepreneurship class in the Environmental and Business Economics major.

And for Pandey, what set the experience apart was what happened after the sessions ended.

“When a student tells you they followed up with a JPMorgan VP, or that a guest speaker invited them to a professional conference where they made real connections for their startup—that is not a classroom outcome,” Pandey said. “That is a career outcome. This program exists to make that the norm, not the exception.”

Connecting Conversations to Career Pathways for Students

For many students, those outcomes became immediate and tangible.

Sarah B. Hogan followed up with a JPMorgan executive and secured introductions to professionals in her target field—transforming a single classroom interaction into an expanding professional network.

Don O. Lopez, a student from Pandey’s “Innovation and Entrepreneurship” class, has been invited for an interview by Seyi Ola, JPMorgan’s Vice President and Community Development Manager.

Anjo Therattil, Founder & CEO of Lock Guard, presenting to the Innovation and Entrepreneurship class on January 29, 2026.

Kush Kavadia leveraged a post-session conversation into LinkedIn connections and outreach within the energy and sustainability sector. “This course completely changed how I approach my job search,” he said, noting a shift toward relationship-building over traditional applications.

Marian J. Hollenbeck turned a conversation with Sho Islam into a real-world opportunity. “Sho told me about an event the following week that I attended,” she said. “I made several connections personally and for my hydroponic farming project that I hope will take off in the near future.”

Beyond individual success stories, the externship model reshaped how students think about careers, entrepreneurship and opportunity.

Isaac Levin, who followed up with industry professionals after class, is now being introduced to senior leaders in the sustainability field—an outcome that would be difficult to replicate through traditional coursework alone.

For Aneil L. Persaud, hearing a peer founder present a startup journey reignited his own ambitions. “The spark is back,” he said. “I’m excited for the future.”

Across the cohort, students reported a fundamental shift: entrepreneurship was no longer viewed simply as starting a company, but as identifying and solving real problems—often in collaboration with others.

Designing a Model for the Future

Pandey, an academic with more than 18 years of experience across economics, business administration and AI integration, also brings a global perspective shaped by her work at institutions such as Hannan University and Shanghai Technical University.

Her long-term vision is to formalize what Spring 2026 demonstrated: a structured externship and industry engagement program embedded within DAFRE.

“This externship initiative is my way of building that bridge,” she said. “I want to see it become a permanent part of what this department offers every student.”

Such a program would create sustained partnerships across agriculture, finance, sustainability and entrepreneurship, offering students not just exposure, but continuity through mentorship pipelines and co-curricular experiences.

What began as a course innovation has the potential to become a model for how higher education can evolve to meet the realities of today’s workforce.

And for Pandey, the goal is not simply to repeat it, but to scale it.

“This is about building something lasting,” she said. “A system where every student has the opportunity to step into the room and leave with a future already in motion.”

Pictured 4th from left is Sho Islam, Director of the Office of Business Engagement, Department of Economic Development, New Jersey, with students, following his presentation. DAFRE’s Sonal Pandey is front row, fifth from left.

Pictured, at center, SEBS Executive Dean Laura Lawson, and fourth from left, Cara Cuite, undergraduate program director and associate professor in the Department of Human Ecology with the SEBS students enrolled in the RU Engaged: A Community Engaged Byrne Seminars with Alternative Spring Break class. Photo credit: Kathe Newman.

On April 3, Laura Lawson, Executive Dean of the School of Environmental and Biological Sciences (SEBS), spoke with the students gathered in the classroom at the Institute for Food, Nurtition and Health for their final class of the RU Engaged: A Community Engaged Byrne Seminars with Alternative Spring Break.

SEBS Executive Dean engages with students in the final class of RU Engaged: A Community Engaged Byrne Seminars with Alternative Spring Break.

The students in this interactive seminar shared their experiences with community gardening with Executive Dean Lawson. The one-credit Byrne seminar was co-developed by Cara Cuite, undergraduate program director and associate professor in the Department of Human Ecology at SEBS, and Kathe Newman, professor at Edward J. Bloustein School of Planning and Public Policy and director of the Ralph W. Voorhees Center for Civic Engagement. 

After eight weeks in the classroom, the group of 20 mostly first-year students participated in an inaugural, weeklong service program launched over Spring Break 2026, staying in the community and working alongside food-security organizations in New Brunswick. The students in this inaugural program helped build raised garden beds, unloaded food, served clients at the Unity Square Choice Food Pantry and prepared meals at the mobile soup kitchen for Elijah’s Promise.

Read below about this inaugural RU Engaged seminar and spring break experience as extracted from the original article published in Rutgers Today 

Students build raised garden beds as part of the RU Engaged program that connects them to their host community in New Brunswick.

“This experience has truly been transformative,” said Isabelle Latorre, of Roselle Park, New Jersey, who is majoring in molecular biology and biochemistry at the School of Arts and Sciences. “I felt incredibly fulfilled seeing our team’s efforts create such a tremendous impact and becoming much closer to the New Brunswick community in only a few days.”

The weeklong experience was part of the RU Engaged Byrne seminar, a one-credit course focused on the issue of food security. The class aimed to connect first-year students to the community through a series of service projects and was capped with the RU Engaged Spring Break trip funded by a 2025 New Brunswick Chancellor’s Challenge Grant. 

“RU Engaged spring break was designed to help students understand that Rutgers and New Brunswick are deeply interconnected,” said Kathe Newman, professor at Edward J. Bloustein School of Planning and Public Policy and director of the Ralph W. Voorhees Center for Civic Engagement. She developed the class with Cara Cuite, undergraduate program director and associate professor in the Department of Human Ecology at the School of Environmental and Biological Sciences.

“We hope that this course and Spring Break experience created the conditions for meaningful learning and genuine relationships between students and community partners,” Newman said.

Cuite and Newman designed the program in collaboration with the Office of the Vice Provost for Experiential Learning and the Alternative Breaks Office.

“This is exactly the kind of work the Chancellor’s Challenge was designed to support,” Rutgers–New Brunswick Chancellor Francine Conway said. “RU Engaged brings together academic learning and meaningful community engagement in a way that benefits both our students and the city of New Brunswick. It reflects our commitment to preparing students not only for careers, but for lives of purpose and impact.”

Next year, RU Engaged will expand to three Byrne Seminar classes each with an associated spring break trip to address a different social issue. 

Cuite said the program was designed to build lasting connections. 

Rutgers students also worked at Elijah’s Promise in New Brunswick, helping to prepare the evening’s meals of vegetables and pasta.

“We were blown away by the commitment and energy of the students, and we hope it is only the first of many times they will partner with these New Brunswick organizations,” Cuite said.

For many of the students, the course provided an opportunity to make a difference beyond campus they were seeking.

At Unity Square, students contributed to the ongoing efforts to expand access to fresh food and create shared spaces for community connection. Gardening experts from Rutgers Cooperative Extension and the Bloustein School showed the students the importance of soil quality, garden layouts and the role of urban gardens in bringing neighbors together to a shared space for growing food.

“We can’t wait for the students to come back in a few months to see the vegetables growing in the garden beds that 

they built,” said Michelle Gil, director of Unity Square.

“Being at a big school like Rutgers means you have access to the whole world, but no one to bring you through the door,” said first-year School of Engineering student Robert Sorkin, of Scotch Plains, New Jersey. “This is the first program I’ve seen that really tries to do that.”

Cuite and Newman, along with their community partners, hope it is also a foundation for students’ continued connection to the community of New Brunswick.

 “When students come ready to help their neighbors, they become part of our community, not just visitors,” said Michelle Wilson, director of Elijah’s Promise. “Our motto is transforming lives through food, and we hope the students felt a bit of that transformation.”

Kyle Barreiro, second from left, is pictured with interns and departmental mentors from the Fall 2025 internship. Photo: Courtesy of Kyle Barreiro

Kyle Barreiro, a senior in the School of Environmental and Biological Sciences (SEBS), will graduate this May with a degree in Environmental Sciences. He knew right away that this was the major he wanted to pursue.

He found himself “both challenged and inspired by coursework that explores the complexity of our environment and its processes.” Those experiences helped strengthen his interest in environmental protection and sustainability, and he’s thrived despite the challenges because of the support he’s received. “My professors and peers have played a significant role in shaping my academic journey, and I am grateful for the support and guidance I have received along the way.”

A defining part of Kyle’s journey at SEBS was his Experiential Learning (EL) opportunity in summer 2025. He interned with the Joint Meeting of Essex & Union Counties (JMEUC) as an Environmental Science Intern. The internship provided a comprehensive introduction to wastewater treatment operations. Kyle rotated through multiple departments, including the laboratory, Industrial Pretreatment Program (IPP), project engineering, mechanics, electricians, and collections, helping him to understand how departments work together to maintain plant performance and environmental compliance.

Kyle Barreiro is pictured assisting with maintenance on a sludge thickener motor that malfunctioned due to hydrogen sulfide (H2S) corrosion affecting its electrical components. Photo: Courtesy of Kyle Barreiro

In the laboratory, Kyle collected grab and composite samples from both the facility and industrial contributors. He assisted technicians with analyses for biochemical oxygen demand, chemical oxygen demand, total suspended solids, total solids, chlorine residual, nitrite, and nitrate. This hands-on work strengthened his technical knowledge and appreciation for accuracy. Kyle noted that the experience helped him better understand water quality monitoring and laboratory operations.

During his IPP rotation, Kyle reviewed discharge permits and participated in site visits to industries that discharge wastewater to JMEUC. He helped monitor pollutant limits and observed how violations were addressed. This experience offered insight into regulatory enforcement and environmental accountability. It also reinforced the importance of compliance in protecting water resources.

Kyle’s rotation in project engineering introduced him to infrastructure improvements and long-term planning. He assisted with FEMA-funded upgrades following Hurricane Sandy. His responsibilities included documenting contractor progress, taking daily photographs, writing summaries, and attending weekly coordination meetings. Kyle shared that this experience “gave me insight into engineering and communication needed for environmental infrastructure projects.”

The internship has made a lasting impact on Kyle’s professional growth, enabling him to gain technical skills while building confidence in unfamiliar environments. He also strengthened his communication, report writing and public speaking abilities.

The experience “gave me a much deeper appreciation for the complexity of a wastewater treatment system,” and by the end of the internship, he felt more “confident pursuing environmental career opportunities.”

A major takeaway for Kyle was the understanding that “clear communication directly impacts environmental protection and compliance.”

Kyle also faced challenges that supported his growth. For his final intern project, he addressed hydrogen sulfide corrosion in the sludge thickening building. Equipment deterioration was caused by emissions from gravity belt operations. Kyle admitted that “developing a technical solution for equipment I initially had limited knowledge of was intimidating.”

To overcome this, he asked questions, worked closely with mentors and conducted research. He proposed improvements related to air filtration and belt design to reduce anaerobic conditions. Presenting his “recommendations to the executive board was nerve-racking,” but it strengthened his confidence and presentation skills.

Kyle believes his EL experience directly connected his coursework and real-world settings. He also built professional relationships with engineers and environmental compliance specialists who provided valuable guidance. He advises students to pursue EL opportunities, and to ask questions and actively engage with mentors.

After graduation, he hopes to pursue a career in environmental compliance or wastewater treatment. “I plan to apply the technical knowledge, skills and professional experience I gained during my internship to contribute meaningfully to the environmental field.”

Kyle’s SEBS journey demonstrates how experiential learning can transform classroom knowledge into practical experience while helping students move forward with confidence and purpose.

Marian Hollenbeck SEBS’26.

Marian Hollenbeck, a graduating senior in the School of Environmental and Biological Sciences (SEBS), has been named a recipient of the 2026 Fred Winter Memorial Award for Excellence in Horticulture, presented by the Philadelphia Society for Promoting Agriculture (PSPA). The $3,000 scholarship will be awarded at the organization’s annual meeting in April.

A plant science major on the plant agriculture and horticulture track, with a minor in environmental and business economics, Hollenbeck has distinguished herself through academic achievement and hands-on experiences. Hollenbeck has maintained a 3.90 GPA and has earned multiple scholarships during her time at SEBS. She’s engaged in multiple internship experiences that reflect both the breadth and depth of her horticultural training, spanning hydroponic production, plant pest and disease identification and garden management.

Rutgers Enactus chapter members Marian Hollenbeck, SEBS’26, and Raadha Garg, School of Engineering, at the Enactus National Exposition in Kansas City.

Beyond the classroom, Hollenbeck has been actively involved in extracurricular activities aligned with her academic interests, further strengthening her foundation in plant science and agricultural systems. She was a presenter on a team of students in the Rutgers Enactus chapter that won second place in Spring 2025 for its innovative answer to food insecurity on campus and in the community in a national competition among other Enactus chapters for its flourishing social venture in hydroponic farming. Enactus’s Agoraponic Farm grows vegetables without soil, effectively reducing the water consumption and environmental impact resulting from traditional agriculture, and has provided fresh lettuce on three campus locations.

In addition, Hollenbeck developed the design and planting of the forage garden at Harvest Cafe on the George H. Cook Campus as well as managed its hydroponic system.

“I want to be at the crossover between traditional farming, plant science, business, modern technology, and environmental sustainability,” Hollenbeck said. “I am a strong believer that thinking about our food and where it comes from encourages people to make better decisions for their own health and the health of our planet.”

The Fred Winter Memorial Award recognizes outstanding undergraduate students who intend to pursue careers in horticulture or related fields, including landscape architecture and environmental sciences. The award honors the legacy of Dr. Fred Winter, a longtime PSPA member and Pottstown-area farmer known for cultivating more than 200 rhododendron plants, including several varieties he bred and developed.

For Hollenbeck, the award affirms her commitment to advancing horticulture through innovation and sustainability—an approach that reflects the land-grant mission of Rutgers and positions her to contribute meaningfully to the future of food and environmental stewardship.

Aishlin Ingraham, SEBS’26, pictured outside of the marine science building at the University of South Florida. Photo: Courtesy of Aishlin Ingraham.

For students at the School of Environmental and Biological Sciences (SEBS), experiential learning is more than a graduation requirement. It is an opportunity to practically apply disciplinary knowledge, discover passions and build confidence to prepare for what comes next.

For Aishlin Ingraham, SEBS’26 marine sciences major with a physical oceanography option, that moment came in the form of a transformative summer research experience that helped shape her future as a scientist.

As Aishlin prepares to cross the stage in May 2026, she reflects proudly not only on the credits she’s earned and the challenges she’s overcome on the way to her degree, but also on the hands-on research experience she pursued during the summer of 2025. Encouraged by her advisors in the SEBS Educational Opportunity Fund (EOF) program, Aishlin applied for and was accepted into a highly competitive Research Experience for Undergraduates (REU), a paid summer research program funded by the National Science Foundation (NSF). The program covers housing, travel and a stipend, allowing students to fully immerse themselves in research alongside experienced scientists at host universities.

Aishlin Ingraham (front row, second from left) and fellow 2025 cohort of the “Making Waves REU,” pictured aboard the Miami University F.G. Walton Smith, getting hands-on field experience. Photo: Courtesy of Aishlin Ingraham.

Aishlin participated in the Making Waves REU at the University of South Florida (USF) College of Marine Science, where she worked with Steven Meyers, chief scientist at the Ocean Center for Maritime and Port Studies, and Mark Luther, a physical oceanographer and associate professor. Her project focused on assessing the use of artificial intelligence to rapidly digitize historical tide gauge records from a defunct tide station in St. Petersburg, Florida.

Using an optical character recognition (OCR) platform called QDox, Aishlin and her collaborators achieved a transcription error rate of less than one percent—an encouraging result for the growing field of data archaeology. “Longer, digitized historical records are critical for performing more accurate analyses and future predictions of oceanographic conditions in a region,” Aishlin explains.

At the conclusion of the REU, Aishlin presented her findings in a research poster, an experience she describes as a privilege for an undergraduate student. Her work didn’t stop there. During the Spring 2026 semester, she continues to collaborate with Meyers, her mentor, who is helping her analyze the data and draft a manuscript for a potential research publication.

Beyond the research itself, Aishlin gained valuable professional experience through career development workshops, networking with program alumni, and hands-on ocean sampling during a day cruise aboard a research vessel. “The REU offered many great career-building workshops,” she says. “We also had the chance to network and practice real-world ocean sampling techniques.”

The experience confirmed Aishlin’s passion for research and clarified her long-term goals. “This experience was pivotal in advancing my career as a scientist,” she says. “I made a lot of great connections and realized that I would like to continue research and education in graduate school. It made me feel more confident in my abilities as a scientist.”

As she looks ahead to life after SEBS, Aishlin is considering graduate study in physical oceanography or data analysis, or a career as a data analyst. The skills and confidence she gained through experiential learning, she says, will continue to guide her path.

For Aishlin, experiential learning wasn’t just a summer opportunity. It was a defining step toward a future in science.

An Amsterdam albatross, among the world’s rarest seabirds, seen during a Southern Ocean research expedition.

In a groundbreaking study of ancient ocean geochemistry, a Rutgers researcher and a former Rutgers graduate student have found evidence that the end of the latest ice age some 18,000 years ago, a period of rapid planetary warming, coincided with the emergence of salty water that had been trapped in the deep ocean.

The findings, published in the journal Nature Geoscience, shed new light on how salt levels in the Earth’s deepest waters may influence the amount of carbon dioxide – a principal heat-trapping gas – in the atmosphere. 

“In today’s oceans there are different major water masses, and each has a distinctive salinity,” said Elisabeth Sikes, a professor in the Department of Marine and Coastal Studies at Rutgers-New Brunswick. “Researchers have long speculated that deep ocean salinity levels were linked to changes in atmospheric carbon dioxide across ice age cycles. Our paper proves it.” 

Oceans contain vast amounts of carbon dioxide, which absorbs infrared energy and contributes to global warming. Much of this carbon is taken up by marine organisms at the surface during photosynthesis. As these organisms live, die and sink, their remains break down and release the carbon dioxide into the deep waters. The differences in salinity of the deep layers of the ocean help form a barrier between the layers, keeping the gas from returning to the atmosphere.

Warming and cooling are cyclical, and this speeds up and slows down ocean overturning circulation – known as “the global ocean conveyor belt.” During warm periods, like today, the ocean circulates faster, keeping deep water from gathering as much carbon dioxide. When ocean circulation slows and denser water sinks in cool regions, more carbon dioxide is trapped with it. Eventually, the accumulation of carbon dioxide in the deep ocean helps cool the planet, and the cycle repeats.

During the latest ice age, which peaked about 20,000 years ago, the deep ocean stored carbon dioxide more efficiently than today, Sikes said, which helps explain why average temperatures were much lower.

Scientists know that the planet’s warming at the end of the last ice age was marked by a huge release of the carbon dioxide from the deep ocean. But what happened to the salt that supposedly helped lock carbon dioxide away has remained a mystery.

“The exact mechanism, the actual physical explanation for why that happens, is something researchers have been trying to resolve,” said Ryan H. Glaubke, a postdoctoral research associate at the University of Arizona and lead author of the study. Research for the study was conducted while Glaubke was a graduate student in Sikes’ lab at the Rutgers School of Environmental and Biological Sciences.

“This paper supports the idea that it’s the salinity of deep ocean water – the ‘salty blob’ – that keeps carbon dioxide locked away for long periods of time,” Glaubke said. 

Read more on the study in the original article, which appeared on Rutgers Today. 

While equity in climate adaptation is increasingly recognized, university-based research can inadvertently reinforce inequities. Inequities often arise when research fails to engage communities, overlooks relevant concerns, lacks trust, or misinterprets responses due to insufficient cultural understanding. Mutual aid organizations, inherently community-based, foster resilience and solidarity, addressing unmet needs while building collective trust.

A new article, co-authored by Rutgers researchers and other university colleagues and Philadelphia-based mutual-aid group, Homies Helping Homies (HHH), examines how a research partnership can fundamentally reshape climate adaptation research practices by shifting the focus from traditional, top-down academic approaches to equitable, action-oriented, and community-engaged co-production of knowledge.

The article, From Transactional to Transformative: Evolving Research Practices Through Mutual Aid Collaboration, shows that such a transformation prioritizes the needs and expertise of vulnerable communities, making research outcomes more relevant and implementable, according to the study.

It was co-authored by post-doc researcher Manasa Bollempalli in the Department of Human Ecology, along with Rutgers university co-authors Nuzhat Fatema, doctoral student in the Department of Geography; Amy Li, doctoral student in the Department of Anthropology; and Victoria Ramenzoni, associate professor in the Department of Human Ecology; along with Kevin Bass and Anthony Adams, of Homies Helping Homies Research Collective; Yvonne Appiah Dadson, doctoral student, and DeeDee Bennett-Gayle, associate professor in the College of Emergency Preparedness, Homeland Security and Cybersecurity, University at Albany; Elizabeth Gilmore, associate professor at the Norman Paterson School of International Affairs and Department of Civil and Environmental Engineering, Carleton University, Ottawa, Canada.

The research is part of the work being undertaken by the  Household Decision-Making Team at the Megalopolitan Coastal Transformation Hub (MACH) led by Rutgers. MACH is a consortium of 13 institutions that brings together academics, policymakers, and community leaders to research climate change impacts and develop effective, evidence-based responses in the Philadelphia–New Jersey–New York region and beyond.

Rutgers post-doc researcher Manasa Bollempalli in the Department of Human Ecology.

In the Q&A below, corresponding author and post-doc researcher Manasa Bollempalli shared the goals of the research study and how mutual aid functions not just as community support but as a methodological and ethical framework for equitable, justice-oriented climate research.

Why does this type of research matter?

Climate adaptation research often reinforces inequities by relying on top-down, researcher-defined questions and weak community engagement. Mutual aid organizations, rooted in daily relationships of reciprocity, care, and grassroots action, provide trust-based and culturally grounded access to communities that conventional research struggles to reach. This collaborative approach reveals how marginalized residents experience climate hazards such as heat, flooding, resource scarcity, and water crises in ways that differ dramatically from academic framings.

What are the key findings of this collaborative research?

Mutual aid reshapes research access, trust and relevance: Partnering with HHH provided crucial entry points into low-income and immigrant communities, enabling interviews, participant observation, and relationship-building that traditional outreach failed to produce

Researchers’ positionality and methods transformed: Participation in mutual aid activities required researchers to adopt solidarity-based, non-hierarchical roles, standing in food-distribution lines, packing groceries, helping residents, changing how residents perceived them and how data could be gathered

Community members discuss climate through vernacular risks: Residents rarely used terms like “climate change.” They responded instead to questions about  street flooding, disrupting wages, basement water damage, inability to afford cooling, food insecurity, and infrastructure failure. This reframed how researchers designed surveys, interviews, and coding categories.

Deep inequities shape climate preparedness: Residents face constrained decision-making due to poverty, lack of institutional support, and distrust of government. Many just make decisions on the spot during crises due to limited time, resources, and awareness of available aid

Mutual aid is both a resilience system and a research practice: HHH’s horizontal, care-centered model created “transformative spaces” for knowledge co-production, spaces where researchers must confront ethical tensions around power, extraction, and reciprocity.

What new finding did the research unearth?

The paper explicitly argues that mutual aid should be recognized as methodological infrastructure for climate adaptation research. It documents a rare case where community partners influenced research design, recruitment, interview content, data interpretation, and emerging outreach strategies. It reveals structural flaws in academic funding systems that do not support the time, labor, or relational work required for equitable community collaboration.

What are the implications for practice?

For researchers: Center reciprocity, shared decision-making, and context-specific recruitment; Use vernacular risks rather than scientific jargon when engaging marginalized populations; Build reflexivity and positionality work into every research stage.

For policymakers and institutions: Genuine community-based research requires time, resources, and flexible funding structures; Climate programs must incorporate insights from populations who often have the least access to preparedness resources and formal support systems.

For community organizations: Mutual aid groups can serve as critical bridges between frontline communities and research institutions while also shaping policy-relevant knowledge.

L-R: Award-winning Plant Biology graduate students Emmanuel Nwachukwu, Ryan Earp and Devan Gladden. Photo: Susane Ruemmele.

Leaders in agronomy, crops and soil sciences gathered at CANVAS 2025 from November 9-12 in Salt Lake City, Utah, to host the premier gathering of ideas, solutions and innovation from across the field of environmental sciences. CANVAS, formerly the ASA, CSSA, SSSA International Annual Meeting, provides a platform for emerging learners and leaders from industry, government agencies, and academic institutions to explore advances in agronomic, crop and soil sciences. 

Under the theme, “40 Years into the Future,” CANVAS 2025 offered scientific sessions, workshops, poster sessions, an exhibit Hall, and student-focused programming that ensured numerous opportunities for students pursuing studies in these fields.

Graduate student Ryan Earp. Photo: Susanne Ruemmele.

Among the emerging leaders were three graduate students in the Department of Plant Biology at the School of Environmental and Biological Sciences, who won awards for their poster presentations.

Ryan Earp won first place in the Turfgrass Breeding, Genomics, Physiology and Molecular Biology poster session for “Determining DNA Content and Ploidy Variation in Kentucky Bluegrass Cultivars and Accessions Using Flow Cytometry,” which he coauthored with Chris Tkach, Christine Kubik, Jennifer Vaiciunas, Mark LaBarge and Stacy Bonos. 

“This year, my poster focused on developing a high-throughput flow cytometry method to accurately determine ploidy levels in Kentucky bluegrass. Because this species is highly polyploid and extremely variable, reliable ploidy estimates are essential for fully understanding the genetic analyses for my overall project,” said Earp. 

“Receiving the award was truly an honor. This project required a lot of trial-and-error, so it was very rewarding to see that effort recognized. It also reinforced the importance of building strong foundational methods, not just focusing on the final results,” he added.

Earp is no stranger to this national industry event.

Graduate student Devan Gladden. Photo: Susanne Ruemmele.

“As a repeat presenter and previous award recipient, it has been exciting to show how my research is progressing from year to year. Last year’s project centered on building the bioinformatics pipeline for SNP discovery in Kentucky bluegrass, and this year’s work adds the cytogenetic framework needed to interpret those data. Presenting again allowed me to demonstrate how these pieces connect and how each step moves the overall project forward. I’m grateful for the continued support and motivated to keep advancing this research.” 

Devan Gladden won second place in the Turfgrass Water Conservation poster session for “High Throughput Phentoyping of Stay-Green Traits for Kentucky Bluegrass Under Variable Irrigation,” which he coauthored with Stephanie Rossi and Bingru Huang. 

“The research I presented is a comparison of using drone imaging versus more manual techniques like sampling, imaging, and rating each sample plot of turfgrass in response to watering that simulates varying levels of drought. The division I competed in was turfgrass water conservation and this research utilizes newer technology to help reduce labor and costs associated with breeding drought tolerant plants with reduced irrigation requirements, helping conserve water. I was pretty excited and surprised to have placed as this was my first time going to a research conference let alone presenting in two student competitions,” said Gladden. 

Graduate student Emmanuel Nwachukwu. Photo: Susanne Ruemmele.

Emmanuel Nwachukwu won third place in the Golf Turf Management and Remote Sensing poster session for “Influence of Soil pH Gradient on an Annual Bluegrass Putting Green,” which he coauthored with James Murphy and Matthew Elmore. 

“Our research revealed that during stressful summer times, turf quality of Poa annua putting green did not decline in mat layer acidic pH when supplemented with gypsum and nitrogen. I feel happy to assist golf course superintendents in their fertility programs,” said Nwachukwu.