Students, faculty and community members work together to plant thousands of native trees and shrubs.

On a patch of Livingston campus once covered in asphalt, Rutgers University-New Brunswick students are planting the beginnings of a forest, one designed not just to grow quickly but to bring people into the work of reforestation.

The transformation is part of the Livingston Abandoned Roadway Environmental Restoration project, which replaces an obsolete roadway dating back to the Camp Kilmer World War II staging ground with a dense planting of native species using the Miyawaki method, a fast-growing approach to reforestation that rebuilds soil and layers vegetation to accelerate natural growth.

But the project is about more than ecology.

“This is as much about people as it is about trees,” said Josh Kover SEBS’25, a graduate student in landscape architecture who designed the forest as part of his honors thesis and has helped lead the effort. “We’re thinking about how to build a culture of stewardship, how to make environmental work something that feels accessible, communal and lasting.”

Josh Kover, SEBS’25, who is working towards a master’s degree in landscape architecture, helps community participants plant trees at the Livingston Abandoned Roadway Environmental Restoration site.

Kover spent more than a year designing the site alongside faculty and university partners, including Jason Grabosky, a professor in the Rutgers Urban Forestry Program, working to recreate the complexity of a natural ecosystem in a highly managed environment. 

“We’re trying to design a system that works like a natural forest from day one, instead of waiting decades for it to get there,” Kover said. “The goal was to create something that’s not just planted, but functional, something that can sustain itself over time.”

That meant rebuilding the soil, carefully selecting native species and planting densely across layers, from canopy trees to shrubs to groundcover, to create the conditions for a self-sustaining system.

The project is supported by a New Jersey Department of Environmental Protection stormwater grant funded through the Federal American Rescue Plan Act. The concept was developed by Brian Clemson, the university’s landscape architect, who serves as principal investigator of the project. He worked with staff in Rutgers Institutional Planning and Operations and faculty to shape the site not only as a stormwater solution, but as a living lab for teaching, research and environmental restoration. 

Operations and faculty to shape the site not only as a stormwater solution, but as a living lab for teaching, research and environmental restoration. 

“This is a significant and unique opportunity,” said Clemson. “The roadway had been abandoned for decades. It is almost a once in a lifetime professional career opportunity.”

This will enable current and future students and researchers an opportunity to study how forests, forest ecosystems and forest soils form and evolve, explained Clemson.

The project reflects a broader shift in how institutions think about land use.

“It’s rare to see a place decide a roadway is no longer necessary and even rarer to turn it into something that functions as an environmental asset,” Kover said. “It’s already a model for what you can do with old transportation corridors when they’re no longer in use.”

Professor Jason Grabosky speaks with participants at the Rutgers Tree Planting Festival.

The Miyawaki method, developed in Japan, has gained traction globally as communities look for ways to restore green space quickly. In New Jersey, a small but increasing number of sites have adopted the approach, though the practice remains relatively new in the United States.

Kover said the method is widely used but still being studied. Even so, he said, the growing interest has value.

“People are still doing the right things, planting native species, thinking about soil, thinking about systems,” he said. “And that’s a big step in the right direction.”

At Rutgers, the site will serve as a living lab. Researchers plan to study soil microbes, plant competition and long-term forest health, helping build a clearer understanding of how dense, fast-growing forests develop.

“This gives us a chance to answer some of those open questions while the forest is actually developing,” Kover said. “It’s not just a planting. It’s something we’ll be able to study for years.”

For Kover, the science is only half the story.

“The environmental benefits matter, but they don’t go very far if people don’t feel connected to them,” he said. “If no one knows about a project like this, it doesn’t reach its full potential.”

That vision came to life during the Rutgers Tree Planting Festival, a student-led, university-wide initiative designed not just to plant trees, but to bring people into the process. Held April 18, the festival drew more than 500 attendees, including students, faculty, staff, alumni and local residents, around a common goal: Plant 3,000 trees and, in the process, lay the foundation for a dense, fast-growing native forest.

“If I’d never attended the tree planting festival, I’d have thought that reforesting an area was an unfathomably difficult task that probably involved luck and the passage of thousands of years,” said Vikram Kadayan, who graduated from the Rutgers School of Arts and Sciences in 2025 with a degree in computer science. “One tree planting festival later, I learned it’s actually an approachable process that I got to be a part of. And all the while, I got to listen to great music, learn about the natural world around me and enjoy delicious empanadas.”

The event combined hands-on planting with music, art and opportunities to learn, reflecting what Kover said is a critical piece of climate work that is often overlooked.

Read more in the full Rutgers Today article.

Members of the 2026 award-winning Rutgers Animal Welfare Judging Team pose in front of Bartlett Hall, the academic home of the Department of Animal Sciences, on the George H. Cook campus.

Students in the Department of Animal Sciences at Rutgers University delivered an exceptional performance at the Spring 2026 American Veterinary Medical Association Virtual Animal Welfare Judging and Assessment Contest (AWJAC), continuing the program’s rapid rise on the national stage.

Held April 25–26, the fourth annual competition brought together students from universities across North America and Europe to evaluate animal welfare in a range of real-world settings. Participants were challenged to assess welfare conditions using scientific evidence, ethical reasoning, and effective public communication skills.

This spring also marked a milestone for the Rutgers Animal Welfare Judging Team, which welcomed 10 new members — the largest team in the program’s history. The expanded roster translated into impressive results across both undergraduate divisions.

In the Undergraduate Junior Division, Daisy Pursell captured 1st Place and earned the highest overall score in the entire competition, while Aspen Wu secured a 4th Place finish. Rutgers students also dominated the Undergraduate Senior Division, where Stephanie Tomshaw claimed 1st Place, followed by Max Wu in 2nd and Jacob Bazer in 3rd. Aditri Singh placed 5th overall, while Jahla Brown earned an 8th Place finish. Tyler Fanslow and Lyric Ames also contributed strong performances that reflected the team’s depth, preparation, and collaborative approach.

This year’s contest featured 140 competitors representing 23 universities. The virtual competition focused on free-range broiler chickens and show rabbits, requiring students to analyze complex welfare scenarios and communicate recommendations grounded in animal welfare science.

Nicholas Bello, professor and chair of the Department of Animal Sciences, praised both the team’s accomplishments and the rapid growth of the program.

“This is really amazing,” said Bello. “In just a few years, this team has become super competitive and has beaten out some of the big-time schools in judging that have been competing since 2014. To the RU Animal Welfare Judging Team, thank you so much for representing Rutgers, SEBS, and Animal Sciences. We are proud. Thank you to Dr. Taylor Ross for her leadership and winning coaching.”

Bello also recognized assistant coach and graduating Animal Sciences senior Jacob Bazer, along with senior team member Aditri Singh, for organizing preparation sessions and mentoring fellow competitors throughout the semester.

With another successful season completed, the team is already preparing for the next challenge. The Fall 2026 AWJAC, hosted by Texas A&M University this November, will feature an eclectic range of species — including bearded dragons, bucking bulls, café cats, and raptors — providing students with another opportunity to apply welfare science principles across diverse animal management systems.

The continued success of the Rutgers Animal Welfare Judging Team reflects the strength of experiential learning opportunities within the Department of Animal Sciences and the growing reputation of Rutgers students in the field of animal welfare science.

Rutgers students on stage at Planet Forward’s Storytelling Summit at George Washington University.

For eight Rutgers students, the George Washington University Planet Forward Environmental Storyfest in April was more than a conference. It was an opportunity to show how science storytelling can transform complex research into deeply human stories that connect with audiences far beyond the laboratory.

Representing the university at one of the nation’s leading gatherings for environmental communicators, the students presented Research to Reel: Science Stories in Action, a dynamic showcase of documentary filmmaking, immersive learning and collaborative science communication.

The presentation highlighted work emerging from the Immersive Learning through Science Storytelling Lab at SEBS, where students partner with scientists to document research as it unfolds in real time.

SEBS students Mikayla Pires and Tessa Sandora demonstrate their science storytelling editing process at the Planet Forward summit.

Opening the session were Ecology and Evolution major Colby Koutrakos and Marine Science major Amaya Baez, who introduced the lab’s Science-in-Action Storytelling model, an approach that is grounded in long-term trust and collaboration between storytellers and scientists.

“Our storytelling process focuses on discovery and the action of science as it’s happening,” explained Baez.

That philosophy has become central to the students’ work, allowing them to move beyond traditional science reporting and into the lived experience of research itself.

Koutrakos knows that transformation firsthand. With no prior experience in video storytelling, he immersed himself in hours of ocean exploration footage and eventually rose to become co-editor of Mysteries of 9° North, a feature-length documentary directed by Dena Seidel, who oversees the high-impact science video storytelling projects that integrate students in the creative process.

“Our scientists are real, relatable people who go through trials, difficulties and challenges, even failures in pursuit of their goal,” Koutrakos shared during the presentation.

The documentary centers on the groundbreaking deep-sea microbiology research of Rutgers scientist Costa Vetriani, professor in the Department of Biochemistry and Microbiology. During the session, students Bella Burnworth, a Biology major; Ben Lerner, a Philosophy major in the School of Arts and Sciences with a SEBS minor in Environmental Policy, Institutions and Behavior (EPIB); and master’s student Shaniya Utamidata in Ecology and Evolution joined the presentation to unveil the film’s trailer.

More than a preview of the documentary, the trailer offered personal reflections from the students themselves, revealing how the storytelling process reshaped their understanding of science, collaboration and communication. “I wasn’t just documenting the work of this research team. I was actually a part of it,” said Lerner.

For Burnworth, the experience revealed the broader educational power of storytelling-driven science communication. “This has the potential to be a wonderful learning tool for not only students, but the general population as well,” she said.

Utamidata emphasized the role storytelling can play in bridging the divide between researchers and the public. “We now have a clear understanding of how to close the gap between the scientific community and other community members,” she shared.

Frank Sesno, Planet Forward founding director, fifth from left, with eight Rutgers students and their mentors.

The students’ work demonstrated how rigorous scientific research — from deep-sea microbiology to ocean glider fleets, ecosystem change and climate-resilient food crops — can be translated into compelling narratives that engage broad audiences while maintaining scientific authenticity.

Following their stage presentation, students further demonstrated their collaborative production process, sharing how documentary storytelling becomes a vehicle for STEM learning, public engagement and experiential education.

“Watching our storytelling students share their experience, knowledge and commitment to authentic science communication on a national stage was very inspiring,” said Seidel.

Also participating in the Planet Forward experience were Environmental Policy, Institutions, and Behavior major Lauren Koo and Microbiology majors Tessa Sandora and Mikayla Pires, who contributed to the collaborative storytelling initiative.

Rutgers SEBS is a consortium school partner of Planet Forward, an initiative dedicated to empowering the next generation of environmental storytellers. This marked the fourth year Seidel and Xenia Morin, associate teaching professor in the Department of Plant Biology, accompanied Rutgers students to the Storyfest, continuing a growing tradition of engaging students in STEM learning through collaborative storytelling.

Supporting the students at the event was Rutgers graduate Sean Feuer, editor of Mysteries of 9° North, the full-length science-in-action documentary expected to be released this fall. Student participation in Planet Forward was also made possible through support from Rutgers alumni Penny and Don Pray, who also support the lab.

At Planet Forward, Rutgers students did more than present a documentary project. They demonstrated how storytelling can bring science to life — turning research into connection, discovery into understanding and students into powerful ambassadors for science communication.

Asem Kiyalova (left), a Rutgers graduate student and research assistant, and Sue Huang examine plant specimens housed at the Chrysler Herbarium. Photo: Jeff Arban/Rutgers University

Sue Huang is using speculative and critical design to bring long-dead plant species in New Jersey back to life in the collective human consciousness.  

Sue Huang. Photo: Courtesy of Sue Huang

Her latest work is a collaborative effort founded in both science and the imagination – one that involves graduate students and mixes research, history, software development, visual design and plant biology. 

Central to the effort is the development of a software tool – “the heart of the project in many ways,” Huang said – that reconstructs plant forms from historical descriptions, generating three-dimensional models using artificial intelligence.

“The project reintroduces lost or disappearing plant species from New Jersey’s ecologies into contemporary culture by giving them new form,” said Huang, the inaugural Rutgers University-New Brunswick Laureate.

Her laureate project, Bodies of Flora, will culminate with what the artist and designer described as a “lecture performance” that explores botanical loss and visualizes the resurrection of vanished plants.  

Huang, an assistant professor with the Department of Art & Design at the Mason Gross School of the Arts, has enlisted help from the Chrysler Herbarium and Mycological Collection as well as the Department of Plant Biology and the Department of Ecology, Evolution and Natural Resources, all of which are part of the Rutgers School of Environmental and Biological Sciences.  

She also tapped graduate students – including two general research assistants with the Art & Design department at Mason Gross and a software engineering student from the Rutgers School of Engineering – in critical roles to help her realize this blending of art and science. 

Asem Kiyalova. Photo: Azhar Kudaibergenova

Asem Kiyalova, a graduate teaching fellow with the Art & Design department who teaches undergraduate courses in design and typography at Mason Gross, is helping Huang on a website for the project, particularly the user interface and user experience aspects.  

“She was my first professor when I arrived,” said Kiyalova, who hails from Almaty, Kazakhstan, and graduates in May with a master of fine arts degree in design. “I was dreaming about working with her at some point. And when she offered, I was like, ‘This is the dream come true.’” 

Kiyalova said that while testing the website, “We found that many people are not aware of the herbarium on the Rutgers campus, or even what an herbarium is, despite it being such a valuable resource. The website we are designing aims to highlight this space, bringing greater recognition to the herbarium and showcasing the important and fascinating work carried out there. In this way, it helps tell the broader story of herbaria and their significance.”

She also credited Huang for trusting her and others and involving them in “the conceptual part of this project.”

“I’m learning from her how to lead a project and how to make things happen from scratch,” said Kiyalova, who speaks Kazakh, Russian and English, received her bachelor degree in graphic design from Teesside University in the United Kingdom and worked for years in the advertising industry. “I’m so happy that I’m a part of a team. I’m so excited about the upcoming performance.” 

Another Mason Gross graduate student, Anukriti Kaushik, is a lecturer with the Art & Design department who is pursuing a master of fine arts degree in design. She is conducting materials research and physical fabrication for the project. 

Rutgers graduate student and research assistant Anukriti Kaushik works in the Mason Gross School of the Arts papermaking studio in December. Photo:
Sue Huang

Initially, when she started the project, Huang said her thought was to research scientific and historical archives “in which we would examine the morphological descriptions of the plants,” including extirpated plants – ones “that no longer exist locally in their original habitats” – and extinct plant species.  
 
“We are looking at these descriptions, and I was thinking about ways of using this language, which describes the plant body, to bring these plants back into the cultural consciousness through a range of social practices and material explorations, including the generation of visual and audio materials” she said. “I use language to give these botanical ghosts a body.” 

Kundan Kumar Reddy Digavinti, a graduate student attending the Rutgers School of Engineering, is working to make the project’s 3D-modeling software tool a reality.  

Digavinti, a native of Chennai, India, who earned his bachelor degree in electrical and electronics engineering from the SRM Institute of Science and Technology in India, said he was “just scrolling through” Rutgers webpages when he came across news about Huang and her laureate project. 

“The point which took my attention was the resurrection of the plants, the historical plans where we didn’t see them,” said Digavinti, further explaining that the challenge was to represent these lost plants based on archived descriptions of researchers from the past century or earlier. “It was like bringing back them to life in the form of art or something.” 

He added that his role – “to produce a good artwork based on the texts that were historical” – is to bring “all the tools by using the AI, the AI models and integrate it into one tool where the user will get an output by giving one single prompt.” 

Working on multiple artificial intelligence models was a “first for me,” said Digavinti, who is pursuing a master degree in electrical and computer engineering with a focus on software engineering.

Kundan Kumar Reddy Digavinti. Photo: Courtesy of Kundan Kumar Reddy Digavinti

“I was completely involved in building and designing a pipeline to generate images by processing natural language from the texts,” he said. “And since this was the first time that I was entirely working on a project from the beginning to the end working with multiple models, it was a good learning experience. It was also not my discipline.” 

Huang also is collaborating with Megan King, a graduate student and the collections manager at the Chrysler Herbarium who assists with access to the collections and offers insight into herbarium practices, and Lena Struwe, the director of Chrysler Herbarium and a professor at the School of Environmental and Biological Sciences, “who has been very instrumental to our understanding of what needed to be considered in the software tool development.” 

The professor said she has enjoyed having graduate students work with her on the project, adding that their mix of scholarly pursuits were critical to bringing Bodies of Flora to fruition. 

“They bring their own set of skills, which enhances the work we’re doing on the project,” Huang said. “I have my own areas of expertise, but I see deep knowledge in research as knowing how to bring together the skills of others to move the work forward.” 

“From another point of view, I would say the students bring vibrancy, excitement, optimism and a strong work ethic to the project.” 

Huang will present Bodies of Flora at 5:30 p.m. Friday, May 1, as part of a performance program for the Jersey Art Book Fair held at Mana Contemporary, a cultural center at 888 Newark Ave., Jersey City, N.J. 

This article first appeared in Rutgers Today.

Shelin Pompey (SEBS’26) proudly displays her handiwork restoring the living wall in the Floriculture Greenhouse on the George H. Cook campus.

What began as a grey, aging installation inside the Floriculture Greenhouse on the George H. Cook campus has been transformed into a vibrant, living work of art—thanks to the vision, persistence and creativity of Rutgers graduating student Shelin Pompey.

A senior majoring in plant science with a concentration in horticulture and turf industry at the School of Environmental and Biological Sciences (SEBS), Pompey took on the ambitious task as part of her experiential learning (EL) journey. The project: redesign and restore a living wall that was originally installed nearly 20 years ago by alumni Michael Coraggio and Ryan Burrows.

Pompey began her Rutgers journey in 2020 at the School of Arts and Sciences but transferred to SEBS in 2024, initially choosing to major in food science “but ended up loving plant science and switched majors!”

For her, the EL opportunity was more than an academic assignment; it was a defining moment.

Shelin Pompey (SEBS’26) restoring the living wall as part of her SEBS experiential learning experience.

“The living wall was grey and barren for months, while behind the scenes there was tons of research and prep,” Pompey said. “We really had to trust the process—but seeing it come back to life made everything worth it.”

The project was coordinated by Nrupali Patel, undergraduate program director of Plant Science, and supervised by Rutgers Gardens Assistant Director (Greenhouses) Daniel Jacobs. It required both technical expertise and creative vision, with Pompey involved in every stage—from repairing irrigation systems to selecting plant varieties suited for a vertical aquaponic environment..

“Shelin could not have done a better job with the project,” said Jacobs. “From day one, she asked thoughtful questions, set clear goals, and was attentive to every detail. She made biology-based decisions about plant selection and demonstrated both professionalism and a strong work ethic throughout.”

Behind the scenes, Pompey tackled real-world challenges that pushed her beyond the typical classroom environment.

“My most memorable obstacle was fixing a stubborn leak in the irrigation system,” she said. “It seemed simple at first, but it took weeks of trial and error before we found the right solution. In the end, we had to replace part of the pipe entirely, but that process taught me patience and problem-solving.”

Through that experience, Pompey deepened her technical knowledge while developing critical soft skills, like adaptability, resilience and collaboration.

“I learned that you could plan everything perfectly, but nature will still do its own thing,” she explained. “You have to stay adaptable and open-minded. The plants don’t follow your plan—you learn to work with them.”

The project also became a powerful example of mentorship and community within SEBS. Pompey credits Jacobs, greenhouse staff, faculty members and alumni collaborators for guiding her along the way.

“Research is important, but the most impactful lessons came from the people I connected with,” she said. “Learning to accept help and ask questions made all the difference.”

Shelin Pompey (SEBS’26) and her experiential learning project supervisor, Rutgers Gardens Assistant Director (Greenhouses) Daniel Jacobs, partway through the eco wall restoration.

With support from alumni—including EcoWalls founder Michael Coraggio, who provided plant recommendations and resources—the wall now reflects a renewed diversity of plant life and student-driven design.

Beyond technical growth, the EL experience reshaped Pompey’s outlook on her future as her SEBS tenure comes to an end in May.

“This project opened my eyes to how I can combine horticulture and art,” she said. “It showed me that creativity has a place in plant science and that I can build a career doing something that fulfills me.”

Looking ahead, Pompey hopes to continue working in green spaces—gardens, parks and conservatories—where she can merge environmental stewardship with creative expression.

“Plants teach us resilience, patience and growth,” she said. “I want to create spaces where people can connect with nature the way I have.”

Patel could not agree more and is working towards developing additional opportunities for students to connect.

“The Plant Science undergraduate program is currently developing new experiential learning projects in the floriculture greenhouse, with upcoming opportunities in hydroponics, flower bulb production and soil amendment assays—all in partnership with industry to build practical, career-ready skills,” she said.

For students considering experiential learning opportunities in any major, Pompey offers simple but powerful advice:

“Never stop learning and don’t be afraid to get your hands dirty.”

Through her work, Pompey has cultivated a lasting example of what experiential learning can achieve, fulfilling its goal to practically apply disciplinary knowledge, discover passions and build confidence to prepare students for what comes next.

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.

View a gallery of photos from the day. 

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, Nutrition, 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.