The Jones Avenue Healthy Harvest site. Photo: OPOC

Rutgers University has received a $2.4 million award from the U.S. Department of Agriculture’s National Institute of Food and Agriculture (USDA NIFA) through the Research Facilities Act Program to support the modernization of agricultural research, teaching, and community engagement facilities that will support the ongoing development of Healthy Harvest and related programs. The project will replace an aging greenhouse and renovate the adjacent headhouse on the Jones Avenue Healthy Harvest site, creating a modern facility that will serve students, researchers, agricultural professionals, and community members throughout New Jersey and the Mid-Atlantic region.  

Rutgers Gardens student interns at the Jones Avenue Healthy Harvest site. Photo: OPOC

The Rutgers project is one of 36 projects selected nationwide through USDA NIFA’s Research Facilities Act Program. In October 2026, NIFA announced more than $121 million in awards to universities and research institutions across the country to modernize, expand and build state-of-the-art agricultural research facilities. According to NIFA, these investments are designed to strengthen the nation’s capacity for food and agricultural research, accelerate innovation, and support workforce development through facilities such as laboratories, greenhouses, and integrated research hubs.  

The proposal was led by Cara Cuite, Associate Director of Community and Student Engagement at the New Jersey Institute for Food, Nutrition, and Health, who serves as principal investigator and leads programming for the Healthy Harvest Living Laboratory. Healthy Harvest is a hub for experiential learning, food systems innovation, research, workforce development, and community partnership, bringing together students, faculty, Extension professionals, and community members to address food systems and environmental challenges. The Healthy Harvest urban agriculture spaces are managed by Rutgers Gardens, the university botanical garden, within the School of Environmental and Biological Sciences (SEBS). 

The interdisciplinary team of grant co-investigators includes Laura Lawson, Executive Dean, SEBS, and Executive Director of the New Jersey Agricultural Experiment Station; Jennifer Shukaitis, Family and Community Health Sciences educator; A.J. Both, Extension Specialist and controlled-environment agriculture expert; Lauren Errickson, Director of Rutgers Gardens and Campus Stewardship; Christopher Hack, Director of Rutgers Facilities Contract Services at Rutgers Institutional Planning & Operations (IP&O); Brian Schilling, Director of Rutgers Cooperative Extension and Senior Associate Director of NJAES; and Mazen Shehat, Senior Associate Dean of Finance and Administration for SEBS and NJAES.   

Healthy Harvest at Jones Avenue, New Brunswick. Photo: OPOC

A distinguishing feature of the project is the inclusion of Rutgers planning, facilities and operational leaders as co-investigators. While facilities professionals often support implementation of capital projects, it is unusual for experts in finance and construction to be integrated directly into the leadership team starting at the proposal stage. This collaborative approach helps ensure that the facility is intentionally designed to meet long-term research, teaching, Extension, workforce development, and community engagement needs. 

“This award recognizes Rutgers’ long-standing commitment to integrating research, teaching, Extension and community engagement to address critical agricultural and food system challenges,” said Lawson, Executive Dean of Agriculture and Natural Resources. “The new facility will provide transformative opportunities for students, researchers, and community partners while strengthening Rutgers’ role as a leader in agricultural innovation and workforce development.”  

“This investment will help us create a space where education, research, and community engagement come together,” said Cuite. “As we continue building out the Healthy Harvest site on Jones Avenue and associated programming, we are especially excited to welcome students, families, farmers, community organizations and other partners into the new facility designed to support learning, discovery, and collaboration for years to come.” 

L-R: Arianda Sosa (SEBS’27) and colleagues Bria Nelson and Romolo Tobon-Ramirez working on the construction of the newest bridge at the Rutgers Ecological Preserve by screwing in new planks. Photo: Kendall Eldredge

For Rutgers senior Ariadna Sosa, a passion for wildlife that began in childhood has grown into a commitment to understanding ecosystems and protecting the natural world. Through an experiential learning project at the Rutgers Ecological Preserve, Sosa is exploring the relationships between native wildflowers and the insects that pollinate them, gaining practical research skills while helping others appreciate the importance of insect conservation.

Sosa, who expects to graduate in spring 2027 from the School of Environmental and Biological Sciences (SEBS) with a degree in ecology, evolution, and natural resources and a minor in sustainability, has long been interested in the environment. As a child, she was fascinated by cheetahs and green sea turtles but learning that her favorite animals were endangered prompted her to think more deeply about the threats facing wildlife.

“I quickly learned that my favorite animals were endangered and that humans were at fault for hunting them and destroying their environment,” Sosa said. “Nine-year-old me couldn’t imagine a world where they wouldn’t be a part of it, so I needed an answer on what to do.”

That search for answers eventually led her toward environmental science. Her interest in sustainability developed later, following an environmental justice event at the community college she attended before transferring to Rutgers. Hearing Melissa Miles, executive director of the New Jersey Environmental Justice Alliance, discuss justice and sustainability introduced Sosa to another dimension of environmentalism and inspired her to pursue the sustainability minor at Rutgers.

Today, her experiential learning project, funded by the Experiential Connections & Engaged Learning (ExCEL) Lab, brings those interests into the field, where she is investigating the small but essential organisms that help sustain healthy ecosystems.

Observing the connections between flowers and insects

A glimpse of the diverse fauna and flora in the Small Meadow at the Rutgers Ecological Preserve. Photo: Ariadna Sosa

Sosa’s project focuses on the Small Meadow at the Rutgers Ecological Preserve (RUEP), near the intersection of the northern white trail connector and the orange trail. Her goal is to document interactions between native wildflowers and insect pollinators, identifying which insects visit the meadow’s flowers and which flowers attract the most activity.

The opportunity developed through Sosa’s summer internship at the preserve. Interested in insects, she discussed possible experiential learning projects with Richard Lathrop, a professor in the Department of Ecology, Evolution and Natural Resources and faculty director of the Rutgers Ecological Preserve. Lathrop suggested studying pollinating invertebrates in the Small Meadow, with the possibility of turning her findings into an educational infographic for visitors.

Sosa began by identifying insects and flowers, drawing on the iNaturalist identification platform, online image searches and notes from a previous insect biology course. She then visited the meadow weekly to observe interactions between insects and flowering plants, recording each encounter by insect species in a spreadsheet.

One of many flowers and bees that Ariadna Sosa spent observing as part of her experiential learning experience.

The work required patience, careful observation and a willingness to refine her approach. Initially, Sosa planned to observe each flower species for 10 minutes at a time to maximize the amount of data collected. She soon discovered that maintaining focus while watching a single flower for that long was more difficult than anticipated.

“I hadn’t considered how long 10 minutes would feel when just staring at one flower,” she said.

Rather than abandon the project, she adjusted her methodology. In the second week, she shortened each observation period to five minutes and restarted her data collection. The revised approach allowed her to remain focused while still gathering substantial information and producing more consistent observations.

That experience became an important lesson in the realities of research: a well-designed project requires not only a clear question but also the flexibility to adapt when an initial method does not work as expected.

Building confidence outside of the classroom
For Sosa, one of the most rewarding aspects of the experience has been developing the confidence to conduct independent fieldwork and research.

Although she had gained scientific knowledge through her coursework, leading a project of this scale presented a new challenge. She was accustomed to assignments with clearly defined instructions and expectations. This project, by contrast, gave her greater independence in determining how to collect and interpret information.

“Having nearly free rein was exciting, but I had doubts whether I would be able to succeed,” she said. “With each passing week I got more confident with my work and problems that came my way were fixed with a bit of brainstorming.”

In addition to strengthening her research skills, Sosa expanded her ability to identify birds, insects and trees through her work at the preserve. Her experience also illustrates how experiential learning can help students apply classroom knowledge in less predictable settings, where observation, critical thinking and problem-solving are essential.

Arianda Sosa, with Romolo Tobon-Ramirez and Bria Nelson working on leveling the ground to place the new stringer boards to extend the new bridge at the Rutgers Ecological Preserve. Photo: Kendall Eldredge

Lathrop, who oversees the preserve’s student land stewardship program, sees these experiences as valuable opportunities for undergraduates to develop both practical skills and a deeper sense of connection to the environment.

“Each summer we hire a crew of 3-4 undergraduate students to serve as land stewards at the Rutgers Ecological Preserve,” Lathrop said. Working under the guidance of an experienced graduate student, Kendal Eldredge, and Lathrop, as faculty director, students participate in a 12-week experience that includes trail maintenance and construction, carpentry, plant and animal identification, invasive species removal and ecological restoration.

“Most importantly, I hope they learn the value of putting in a hard day out-of-doors and giving back to the natural and human community,” he said. “Everyone we meet on the trail is very appreciative for the work the crew puts in that allows them to traverse a landscape that they treasure.”

Sosa’s project complements that stewardship work by examining the ecological relationships that make natural spaces valuable and worth protecting.

Turning research into public education
Sosa hopes her findings will have an impact beyond her own academic development. Once her analysis is complete, she plans to create an infographic highlighting the pollinators observed in the Small Meadow and their interactions with native wildflowers. The finished resource will be displayed at the preserve to help visitors better understand the diversity of insects that support local ecosystems.

“Insects are foundational to ecosystems globally, but often get a bad reputation,” Sosa said. She hopes the infographic will demonstrate that wildflowers depend on a variety of insects, not just bees, while helping visitors recognize and better understand these often-overlooked organisms.

Her approach reflects a broader conservation challenge: protecting biodiversity requires not only scientific knowledge but also public understanding. By helping visitors identify insects and learn about their ecological roles, Sosa hopes to encourage greater appreciation for species that might otherwise be dismissed or misunderstood.

“If my infographic can get even one person to care about the conservation of an insect that they weren’t familiar with beforehand, I would be proud,” she said.

Ariadna Sosa learning how to properly clean and take care of a chainsaw at the Rutgers Ecological Preserve. Photo: Kendall Eldredge

As her Fall 2026 experiential learning project continues, Sosa has completed data collection and is nearing the end of her analysis. Her next steps are to draw conclusions about the observed pollinator interactions and translate those findings into the planned infographic.

An opportunity worth pursuing
Reflecting on her experience, Sosa encourages fellow students to explore experiential learning opportunities early in their academic careers. With a major as broad as ecology, evolution and natural resources, she noted, students have many possible paths to consider after graduation. Hands-on experiences can help them discover which interests they might wish to pursue professionally.

“I definitely would recommend students try getting into a learning experience sooner rather than later,” she said. Starting early gives students time to explore different options and choose an experience that genuinely excites them, rather than treating it as a last-minute academic requirement.

For Sosa, the experience at the Rutgers Ecological Preserve has brought together her longstanding interest in wildlife, her developing commitment to sustainability and the practical skills needed to investigate ecological questions. It has also shown her that research is not simply about collecting data; it is about asking questions, adapting when challenges arise and finding ways to make discoveries meaningful to others.

Through her work in the Small Meadow, Sosa is learning to see the natural world not just as something to appreciate, but as something to study, understand and help protect.

Honors College students board the School of Environmental and Biological Sciences/New Jersey Agricultural Experiment Station shuttle for a field trip in a new seminar that takes them to 12 off-campus research locations in six New Jersey counties. Photo: Chris Gutierrez

A new seminar helps undergraduates connect their interests to research they never knew existed

For Dave Bushek, the obstacle to bringing students to Rutgers’ field stations across New Jersey was getting them there.

A visitor to Rutgers’ shellfish research facilities wondered why more students weren’t seeing them, too. Bushek, a professor of marine and coastal sciences, explained that transportation from campus was the problem. The visitor offered a solution. 

Following Honors College students on a first-ever journey to all of the Rutgers research stations in New Jersey to discover how science shows up for the state and its people. Graphic: Michelle Cody

“The person made it possible for us to purchase a shuttle,” Bushek said.

This fall, a white, 18-passenger shuttle bus is carrying students into areas of Rutgers that many never knew existed. Their destinations include research farms, shellfish laboratories and centers devoted to clean energy and food innovation. 

Along the way, the undergraduates at Rutgers-New Brunswick will investigate a question that reaches beyond any single stop: Where might they fit into this work?

The new interdisciplinary honors seminar, “Beyond Campus: Research at Rutgers Off-Campus Stations,” brings together 12 students for a semester of Friday visits to places where university research meets the needs of New Jersey’s communities and industries. Leading them are Bushek, and Peter Oudemans, a professor of plant biology, both faculty members of the School of Environmental and Biological Sciences.

Over 10 Fridays, the students will visit 12 research locations in six counties.

For Kyle Yoon, a sophomore mechanical engineering major from Closter, N.J., the course offered a departure from familiar routines.

“Currently I have only taken lecture style classes at college and when I saw the hands-on approach this seminar provided, I wanted to experience it for myself,” Yoon said. 

Peter Oudemans, left, a professor of plant biology, and David Bushek, a professor of marine and coastal sciences, created a new honors seminar to introduce students to the breadth of Rutgers research and help them see how their own interests and skills could contribute to it. Photos: Chris Gutierrez

The instructors, who oversee Rutgers’ marine field stations and research farms, want students to discover how their interests could contribute to work happening throughout the state.

Already, some connections are emerging.

Bushek recalled asking students whether they thought their majors related to the work they would encounter. Nobody raised a hand.

He then asked a civil engineering student how people get around on a farm. Roads, the student realized, require engineering. Bushek asked a mechanical engineering student what farmers use to harvest crops. Machinery, the student realized, requires engineers, too. 

For Oudemans, those moments of epiphany get to the purpose of the course. He wants students to see that rigorous research should also address problems that matter beyond the laboratory.

“You need to do your science well, but it has to be good for something,” he said.

Veronica Girgis, an Honors College student majoring in food science, selects a Scarlet Sunrise tomato during an exercise in a new honors seminar designed to show students the hands-on aspect of science. Photo: Mike Lucas

The first class offered a close look at what that means. After an introduction to Rutgers’ land-grant mission, students visited the hazelnut breeding program led by plant biologist Thomas Molnar. Working in six groups, the students located assigned trees and harvested 50 clusters of nuts from each, Bushek said. They then analyzed productivity, comparing trees with different parentage and characteristics.

The exercise opened a window onto the work behind a possible new agricultural industry. Students learned breeding a successful hazelnut involves decisions about traits, size and commercial uses, along with the effort of connecting growers and companies.

In subsequent stops, students will learn about sustainable agriculture, Rutgers-bred cranberries that are used worldwide, shellfish breeding, coastal ecosystems and food processing.

They will witness efforts that span generations of Rutgers research, from shellfish work begun in 1888 and cranberry research in 1918 to newer food and clean-energy centers.

For Foysal Sorwar, an Honors College sophomore studying biological sciences, the itinerary offers a new perspective on a familiar state. Originally from Bangladesh and raised in Elizabeth, N.J., Sorwar learned to appreciate gardening through his mother and is curious about the research behind food production.

“It gives me a new perspective of the other side of New Jersey that I would not get to see this close otherwise,” Sorwar said.

Rutgers professor and plant breeder Thomas Molnar explains his work developing new hazelnut varieties to students during the first field trip of a new honors seminar. Photo: David Bushek

Students will meet scientists whose working days unfold in fields, among experimental crops and beside tidal waters. Bushek has spent his career in such places. Once, when approached about moving to campus, he declined. Asked why he would pass up being where the academic action was, he had a ready answer.

“My action is my research,” Bushek said. “I can walk out the back of the lab, and I’m in the field where I’m going to do it.”

That proximity also brings researchers close to the people who depend on their findings

At the Haskin Shellfish Research Laboratory in Port Norris, N.J., members of the oyster industry still walk in to discuss problems, Bushek said. At the blueberry and cranberry research center, Oudemans and his colleagues work with growers on concerns that can threaten a harvest or a livelihood.

After MSX, a disease caused by a single-celled Protozoan, began devastating Delaware Bay oysters in 1957, Rutgers researchers studied the parasite and bred disease-resistant oyster lines.

These relationships help explain why Rutgers maintains a presence throughout the state.

Brian Schilling, director of Rutgers Cooperative Extension, introduced students to Rutgers’ land-grant mission, which combines teaching and research with practical service to the public. The university’s farms and field stations are part of that statewide system, along with Extension offices in all the state’s 21 counties.

The exchange works in both directions.

“A problem comes in from the field, often through extension, into our research community,” Schilling said. “Answers are developed, and then they go back out through extension to the farmer community.”

Sometimes the response involves breeding a disease-resistant plant. Sometimes it means testing equipment before growers commit their own money.

“Let us kick the tires and see if this is going to work,” Schilling said. “If it doesn’t, let us fail with it. If it works, let us help you succeed with it.”

Students have work to do, too. They prepare questions before visits, keep field notebooks and write reflections. Their final multimedia projects will explain how research addresses a New Jersey challenge.

Kanishk Sharma, an Honors College sophomore studying computer science, data science and economics, already sees possibilities. A friend’s account of working at the Jacques Cousteau National Estuarine Research Reserve helped inspire an interest in the course.

Hazelnuts gathered by students during a class exercise help illustrate how plant breeders compare trees for productivity and other desirable traits. Photo: David Bushek

“Hearing about how she used technology to study marine environments made me realize how much overlap there can be between computing and environmental science,” Sharma said. “I am hoping this course gives me a chance to experience that connection myself rather than only learning about it in a classroom.”

The instructors hope those connections will endure beyond the final assignment. Bushek said he wants students to be sharing their discoveries years from now. Oudemans said he hopes they will find places where their talents are needed.

Even ordinary surroundings could begin to look different.

At the Rutgers Plant Science Research and Extension Farm, often called the Adelphia Farm, in Freehold, N.J., students encountered more than 51,000 turf plots under evaluation. Rutgers has developed more than 500 improved turf cultivars with the seed industry that are used in high profile locations including several 2026 World Cup venues, at Yankee stadium and Augusta National Golf Club, where the Masters golf tournament is played. 

Reflecting on the students’ encounter with Rutgers’ turfgrass research, Oudemans offered one prediction.

“You’ll never look at turf the same.”

This article first appeared in Rutgers Today.

Board of Governors Distinguished Service Professor Mark Robson CC’77; GSNB’79, ’88; SPH’95. Photo: Luca Mostello

A new endowed legacy professorship at the Rutgers School of Environmental and Biological Sciences will recognize and support exceptional faculty in plant biology.

The Rutgers University Board of Governors approved the creation of the Robson Endowed Legacy Professorship on Oct. 1. The professorship was established through a gift from Mark Gregory Robson and Patricia Mykalosky Robson.

Robson first came to Rutgers in 1973 as an undergraduate at the newly established Cook College. He earned bachelor’s, master’s and doctoral degrees from Rutgers and began his Rutgers career in 1979. Today, he is a distinguished professor of plant biology, associate vice provost for graduate education at Rutgers University-New Brunswick and dean of the School of Graduate Studies.

“I have spent my entire adult life at Rutgers, first as a student, where I had wonderful teachers, and then for many decades as a teacher, where I have had exceptional students,” said Mark Robson. “I feel truly fortunate to have been the beneficiary of an education at a public land-grant university. We felt strongly that this was an appropriate way to demonstrate our commitment to teaching and service excellence at Rutgers.”

Teaching and mentoring have been a significant part of Robson’s Rutgers career. In 2024, he received the Sustained Career Teaching Excellence Award, recognizing his decades of teaching and commitment to student success. His other honors include the Daniel Gorenstein Memorial Award in 2021, the Clement A. Price Human Dignity Award in 2020 and the Chancellor’s Award for Global Impact, among others.

Robson’s ties to Rutgers began even before he became a student. He grew up on a New Jersey farm, where his family interacted with Rutgers agricultural agents and participated in 4-H. 

The professorship is designed to honor, retain or recruit an exceptional faculty member in plant biology, with a preference for someone who demonstrates a passion for educating students or goes above and beyond what is required of them. It will support teaching, research and professional activities in the field.

Rutgers’ Board of Governors approved the creation of legacy professorships in 2020, allowing current, emeritus and retired faculty members and their families to create endowed positions honoring their legacy at the university.

This article first appeared in Rutgers Today.

Rosahirene “Rosy” Andrade Cordova planted hundreds of marigolds with the Rutgers Gardens Student Farm team and appreciates the flower’s “scent that feels like a warm hug from my family in Mexico.” Photo: Erin Quinn

For Rosahirene “Rosy” Andrade Cordova, gardening began very simply as a hobby in her yard. But as she watched plants grow and discovered the satisfaction of caring for them, she began to recognize something deeper.

“I realized that I had a very strong connection to the process of growing different kinds of plants,” she said. “It was always something that brought me joy growing up.”

Today, that early connection has grown into an academic interest and professional career trajectory. A sophomore majoring in plant science within the horticulture and agriculture track at the Rutgers School of Environmental and Biological Sciences (SEBS), Rosy is gaining practical skills and applied knowledge through an experiential learning opportunity at Healthy Harvest, the SEBS food access and urban agriculture hub on Jones Avenue in New Brunswick.

Her garden-focused project, which began in July and extends into the fall semester, has given her the opportunity to apply concepts from her coursework to an actual urban growing environment while contributing to a community she knows well.

“I grew up in New Brunswick and doing my experiential learning at Healthy Harvest meant I could give back to the place I once grew up in,” she said.

Rosy’s experiential learning project focuses on crop planning for the upcoming growing seasons, building upon her current engagement on site in the urban gardens. Her responsibilities include tracking crop rotation, identifying spacing requirements, determining the number of plants needed for each section of the garden, and preparing a garden layout and design.

Rosy on one of many days spent learning, growing, and working with the Student Farm.

The work is part of a broader effort to help the urban Student Farm at Healthy Harvest plan effectively for future crop production, which includes growing fresh vegetables that will support food insecure students and community residents.

“Rosy helped create a crop rotation plan for the urban Student Farm at Healthy Harvest this summer,” said Meagan Terry, assistant director of Sustainable Agriculture & Urban Farms at Rutgers Gardens. “It is important to understand which crops can grow appropriately within each season of the year to maximize efficiency in crop production and time, and to minimize pest and disease pressure via crop rotation.”

For Rosy, that means looking at the garden not simply as a collection of individual plants, but as an interconnected system. She researched crop rotation and intercropping—the practice of growing different crops together—and is helping prepare beds for the crop rotation planned for the fall.

One of her learning goals is to understand best practices for sustainable urban food production through hands-on garden preparation, planting and care.

The project also exposes her to the practical considerations that shape what can be grown in an urban community garden, from the amount of available space to appropriate spacing between plants and the timing of different crops.

The urban Student Farm and community garden at Healthy Harvest appeal to Rosy because the growing spaces connect her academic interests with the community where she grew up.

Anahi Nicolas Gaspar, urban farm coordinator and a mentor to Rosy, focuses on growing cultural crops that are commonly enjoyed by New Brunswick residents. For Rosy, that community focus makes the opportunity particularly meaningful.

She is also drawn to the flowers planned for the fall harvest.

“Many of our in-ground beds are for marigolds and celosias, important flowers that will be sold ahead of Dia de Los Muertos (Day of the Dead) at the end of October,” Terry said.

For Rosy, the flowers carry a significance that extends well beyond the garden.

“I was inspired primarily because of how most of the harvests that I will do in the fall will be celosias and marigolds which are two flowers that are deeply rooted in my culture for Dia de los Muertos,” she said.

One of the marigold beds under Rosy’s care at the Healthy Harvest site.

The experience has allowed her to see the connection between sustainable agriculture, community needs, and cultural traditions.

“I am Mexican and seeing and smelling so many marigolds fills my heart with a lot of joy because it reminds me of my family back in Mexico,” Rosy said.

Like any hands-on experience, the project came with challenges. For Rosy, one of the first was understanding measurements and spacing.

“When I was doing the model of how I wanted the rotation to look, I kept messing up the spacing of the beds and the aisles and I had to keep redoing it,” she said.

But the repeated adjustments became part of the learning process. Rather than simply being given the correct measurements, Rosy had to work through the problem and develop a plan that would function in the available space.

That kind of practical decision-making is central to experiential learning.

Rosy also developed hands-on skills in planting different crops, working with drip irrigation, and caring for a community garden. Along the way, she has strengthened her communication and teamwork skills.

“I used to always be nervous about speaking up about my ideas but with this project I was able to fully share my thoughts and ideas,” she said.

The experience has helped Rosy see how concepts learned in her plant science courses translate into real-world agricultural decisions.

“This opportunity helped me connect what I have learned in the classroom to real-world situations by allowing me to apply concepts like crop spacing, crop rotation, soil health, irrigation, and plant care into an actual community garden,” she said.

The difference, she explained, was having to make decisions in an environment where there was no single answer automatically provided for her.

“I had to make decisions based on the available space rather than just learning information off of an assignment or lecture,” Rosy said.

Terry’s description of the project underscores that distinction. Crop planning requires students to consider the timing of production, available space, crop compatibility and strategies for managing pests and disease—not simply understand those concepts in theory.

For Rosy, being trusted with those decisions became an important part of her development.

“This project has influenced my confidence in expressing my thoughts and making decisions for myself,” she said. “I was given the freedom to make choices of crop planning and instead of relying on someone else, I was able to trust my knowledge and speak up about my ideas.”

The experience also changed how she thinks about mistakes.

“This experience taught me that it is okay to make mistakes and learn from them and now I feel more comfortable taking initiative and trusting myself with larger projects,” she said.

Rosy’s interest in plants began as a childhood hobby. At Rutgers, it has developed into a potential career path.

Rosy pictured with a bounty of chard, grown and freshly harvested from the Rutgers Gardens Student Farm fields.

She began volunteering at Rutgers Gardens during her first month of college. Wanting to gain more than volunteer experience, she went on to complete an agricultural internship and now works as a Rutgers Gardens Student Farmer while pursuing a field she is passionate about. Her work has direct impact on the community, as much of the produce grown by the Student Farm at Rutgers Gardens and Healthy Harvest benefits individuals and families at risk for, or experiencing, food insecurity. One way this is taking shape is through a new expansion of the Rutgers Community Farmers Market. Funded through the New Jersey Economic Development Authority’s (NJEDA) Food Equity and Economic Development (FEED NJ) initiative, a new mobile farmers market van will take the market on the road, bringing fresh produce to communities throughout New Brunswick. Rosy’s garden plans, and much of the hands-on work she’s completed this summer, lay the groundwork for this exciting endeavor.

As she continues her plant science studies, Rosy is looking toward obtaining her pesticide applicator’s license and further developing her expertise in horticulture and agriculture. Helping to bring her project to fruition is philanthropic support for student scholarships and experiential learning opportunities at SEBS through the Experiential Connections & Engaged Learning (ExCEL) Lab, including private donations and the New Jersey Committee of the Garden Club of America’s Millicent Mercer Johnsen Scholarship, of which Rosy is a 2026 recipient for her project. Her experience at Healthy Harvest has given her more than technical knowledge. It has helped her connect classroom learning with hands-on practice, contribute to a community that is part of her own story, and gain confidence in her ability to make decisions.

At the community garden, Rosy is not only learning how to grow plants. She is also learning how to grow into her future as an agricultural professional.

Jennifer Sun, assistant professor in the Department of Biochemistry and Microbiology, will study how microbes influence insect chemosensory behavior. Photo: Luca Mostello/Rutgers University.

Bugs are formidable foes, spreading disease and destroying billions of dollars in crops annually. Conventional controls, such as insecticides, are losing their effectiveness amid growing resistance and environmental concerns.

Novel controls are needed – and a Rutgers-New Brunswick researcher has been awarded $2.1 million in federal funding to find them.

Jennifer Sun, assistant professor in the Department of Biochemistry and Microbiology at Rutgers-New Brunswick, has received a Maximizing Investigators’ Research Award (MIRA) from the National Institutes of Health to study how microbes influence insect behavior.

Sun said her research could help identify new ways of controlling insect pests that are safe and effective.

“We want to find insect control strategies that are precise, species-specific and gentle on our environment,” she said.

At the heart of her research are efforts to understand the role of bacteria and fungi in the sensory systems that drive an insect’s instinct to eat, mate and reproduce.

Sun’s past work has demonstrated the importance of bacteria to fly’s ability to find food. Her team also has extended its investigations to mosquitoes, demonstrating that their desire to seek a blood meal may be driven by microbes on the sensory organs rather than in the gut, as was long believed.

The National Institutes of Health award will support Sun’s lab to conduct three connected lines of study over the next five years:

First, her team will raise germ-free fruit flies and mosquitoes to determine how microbes affect olfactory behavior-regulating proteins on the insects’ mouths, antennae, legs and wings.

Second, through field collections throughout New Jersey, they will investigate environmental drivers of insect-microbe interactions, mapping how climate, pollution and habitat shape microbial communities in sensory organs and, in turn, influence insects’ actions. 

Finally, they will test whether certain bacteria and fungi might modulate insect behavior, paving the way for potential alternatives to chemical insecticides.

Jennifer Sun. Photo: Luca Mostello/Rutgers University.

Sun’s work has implications for both health and agriculture. In New Jersey, the Asian tiger mosquito is well established and transmits a range of diseases, including dengue, Zika and chikungunya. At the same time, fruit flies, such as the spotted-wing drosophila, pose threats to the state’s soft-fruit and berry industries.

Globally, the Food and Agriculture Organization estimates that invasive pests cause at least $70 billion in farm losses every year, while a 2016 assessment by French researchers found that associated health losses top $6.9 billion annually. 

But most chemical control strategies are either failing because of insecticide resistance or falling out of favor because of the dangers to human and ecological health.

Sun’s connection to Rutgers is long-standing. She studied Molecular Biology and Biochemistry in the School of Arts and Sciences from 2009 to 2013, returning in 2019 as an adjunct instructor in the Department of Biochemistry and Microbiology. 

In 2022, she received a Rutgers Presidential Postdoctoral Research Fellowship, which supported the first two years of the research program now funded by the MIRA grant.

This article first appeared on Rutgers Today.

The 2026 EduCATE Resilience Action Team Cohort.

The Rutgers Department of 4-H Youth Development and the Jacques Cousteau National Estuarine Research Reserve (JCNERR) formally began their new educator-community climate resilience initiative for the greater Jersey City and Newark areas this past July at Liberty Science Center and the Liberty State Park Nature Center.

The year-long program is designed to support Resilience Action Teams in select middle and high schools. Through school clubs, students will work toward implementing local, community-based projects aimed at making the areas they value more resilient to the effects of climate change.

The inaugural cohort includes Academy I Middle School, Infinity Institute, and William L. Dickinson High School in Jersey City; Lincoln Middle School in Kearny; Newark School of Data Science and Information Technology in Newark; and Union Hill Middle School in Union City.

Participants practice a landscape design exercise at the Liberty State Park Nature Center using a map of the surrounding area.

The kickoff brought together educators and administrators from each school, who will collaborate to run their school’s club during the coming school year. With support from the Rutgers Department of 4-H Youth Development and graduate student mentors, the teams will use a co-designed club curriculum centered on fun and engaging activities. The curriculum takes a problem-based learning approach, focusing on analyzing research data and using landscape architecture design processes to develop meaningful projects in their communities. Youth will come to Rutgers University in spring 2027 to share their ideas and results.

The department partnered with various Rutgers-affiliated groups and specialists to provide a robust, multifaceted kickoff designed to prepare educators to guide their students through the initiative.

This included James Shope (Assistant Extension Specialist in Climate Services, Department of Environmental Sciences), who presented on the New Jersey Climate Change Resource Center’s State of the Climate report. Additionally, Ashlyn Spector (Environmental Analysis and Communications Group Unit Manager, the Center for Urban Policy Research) walked the teams through NJAdapt, a cache of New Jersey specific climate data visualization tools.

Alayne Toretta (County Extension Department Head and 4-H Agent, Rutgers Cooperative Extension of Warren County) and Kaitlin Gannon (Education Coordinator, JCNERR) led team-building activities that emphasized community planning and group problem solving. In addition, Alexis Lo (Center for Urban Environmental Sustainability (CUES) Project Manager and Lecturer, Department of Landscape Architecture), modelled the landscape design activities the teams will lead their students through to construct their project, and Edward Cohen (Associate Director, Center for Mathematics, Science, and Computer Education) and Brielle Kociolek (Senior iSTEM Education Coordinator, Center for Mathematics, Science, and Computer Education) showcased various problem-based learning methods to potentially use.

These speakers and activities were all complemented by Marissa Staffen (County Extension Department Head and 4-H Agent, Rutgers Cooperative Extension of Essex County) and Rodrigo Sanchez-Hernandez (4-H Agent, Rutgers Cooperative Extension of Hudson County), who spoke on how Rutgers 4-H could provide county-level support.

Union Hill Middle School presents some resiliency design ideas with Nesheiwat.

The kickoff also offered an opportunity for the school teams to connect with local civic stakeholders and brainstorm ways to implement projects that can be supported and sustained within their communities.

“We want young people to truly feel like they have the agency to work with their school and community members to see a project through,” said Janice McDonnell, SEBS Associate Dean of Research Impact, 4-H STEM Agent, and co-PI on the initiative.

Community stakeholders at the kickoff included Amanda J. Nesheiwat (Director of Sustainability & Community Outreach, Hudson County Improvement Authority); Christine Morales (Kearny Advisory Committee on the Environment and Sustainability); Kevin Force (Supervising Planner, Hudson County Division of Planning); Marytrine De Castro (Council President, Town of Kearny); Shannon Evans (Kearny Advisory Committee on the Environment and Sustainability, Town of Kearny); Victoria Bruno (Strategic Programs Manager, Newark Office of Sustainability), accompanied by Marilyn Cerrato and Roselyn Muniz (Assistant Gen Green Coordinators, Newark Office of Sustainability).

Other speakers at the kickoff included Caleb Stratton, borough administrator for Atlantic Highlands, and Kevin Lyons, professor of professional practice in the Supply Chain Management Department at Rutgers Business School. Stratton spoke about his experience as the former chief resiliency officer for the city of Hoboken and how select city infrastructure projects were designed with flooding and community culture in mind. Lyons, drawing on his experience as director of both the Center for Local Supply Chain Resiliency and the Rutgers Business School Public Private Community Partnership Program, discussed previous projects in the greater area that leveraged existing supply chain systems to uplift community spaces and rearranged supply chains to become more circular.

Newark School of Data Science and Information Technology practices a landscape design exercise with Bruno, using a satellite map of their school and the surrounding area.

Together, the kickoff sessions gave educators the tools, connections and support needed to help students move from learning about climate resilience to identifying and addressing challenges in their own communities. The initiative will continue throughout the school year as students develop their projects with guidance from their educators, Rutgers 4-H, graduate student mentors, and community partners.

Rutgers student Charlene Guo hiked in Saxon Switzerland National Park near Dresden, Germany, in July. Photo:
Kelvin Zhou.

Charlene Guo, an Honors College senior and environmental science major attending the Rutgers School of Environmental and Biological Sciences (SEBS), spent her summer in Germany conducting research on environmental contamination with heavy metals.

Guo was one of two Rutgers University-New Brunswick students to study in Germany over the summer as part of the Research Internships in Science and Engineering (RISE) Germany program overseen by the German Academic Exchange Service (DAAD).

Taking her research overseas to an unfamiliar setting was an opportunity she couldn’t resist.

Rutgers student Charlene Guo adds uranine (a fluorescent dye) dissolved in water into a well to track groundwater flow in June. Photo: Lily Sherman.

“This is a complex issue that goes beyond borders and requires large-scale collaboration, so I wanted to establish international connections, learn to adapt to research in completely new settings and explore heavy metal contamination from mining, which is a source I hadn’t studied before in my research,” said Guo, 21, of Westbury, N.Y. “Mining leaves behind waste material that can leach metals into soil and water long after they’re extracted and is a major source of heavy metal contamination worldwide.”

At Rutgers, Guo researches human exposure to lead contamination from sources such as tap water and spices. In Germany, she shifted her focus to sediments and expanded her work to a broader range of heavy metals and metalloids such as arsenic, cadmium and iron.

As a research intern at Technische Universität Bergakademie Freiberg (TUBAF for short, or the Freiberg University of Mining and Technology) in Saxony, Germany, Guo used complexing agents – chemical compounds that bond to metal ions to form stable structures – to remediate mining-contaminated sediment for reuse in the construction and agriculture industries.

“Because the metals are locked away in these structures, they can essentially be ‘washed away’ from the sediment, which could potentially allow it to be safely repurposed instead of being sent to waste,” she said.

Outside of her research, Guo attended classes at the technical university and went on field studies and field trips, including going underground into the school’s research mine and “analyzing groundwater flow through tracer testing.”

Challenges such as laboratory access constraints and redoing or adjusting her experiments because of “unexpected results” added to Guo’s learning experience.

“I had to stay flexible yet prioritize steps that would keep the integrity of my data while balancing that with the time constraints of the internship,” Guo said. “Troubleshooting is honestly just as much a part of research as the experiment itself, and being able to adapt quickly ended up being one of the more useful skills I walked away with.”

Rutgers student Charlene Guo poses in front of signs at the Technische Universität Bergakademie Freiberg in Saxony, Germany, in August. Photo: Tara Kasayapanand.

Guo, who spent her weekends abroad traveling to the Czech Republic, Poland, Austria, Hungary and various German cities, said the RISE Germany program proved “a great way to bridge my environmentally focused coursework to my research interests.”

A moment that captured the value of participating in the RISE Germany program “was realizing how much mining is a part of daily life in Freiberg,” Guo said.

“People still greet each other with ‘Glück auf,’ the old miners’ greeting, and there’s an annual folk festival called Bergstadtfest built around mining heritage, with the hammer-and-pick symbol everywhere you look,” she said. “Seeing my research as something embedded so deeply in a real place and a real community is the reason I want to keep doing this work.”

After graduating from Rutgers, Guo plans to pursue a doctoral degree and work as a research scientist in environmental contamination.

Guo’s story was extracted from a larger Rutgers Today story. 

Daniel Burd SEBS’26 using Fourier-transform infrared (FTIR) spectroscopy to identify and analyze the materials used in food packaging in Dr. Kit Yam’s laboratory in the Rutgers Food Science Building.

Two semesters of experiential learning in Rutgers’ food packaging laboratory helped Daniel Burd transform classroom knowledge into award-winning research with real-world applications for the food industry.

When Daniel Burd first arrived at Rutgers after earning an associate degree from Brookdale Community College, he knew he loved food science because it brought chemistry and biology to life. What he didn’t yet know was how much he would enjoy asking research questions that didn’t have obvious answers.

During Fall 2025 and Spring 2026, Daniel spent his senior year at the Rutgers School of Environmental and Biological Sciences (SEBS) immersed in undergraduate experiential learning through the laboratory of Kit L. Yam, Distinguished Professor in the Department of Food Science. The two-semester experience gave Daniel the opportunity to apply engineering, chemistry and food science to solve practical challenges facing the food industry while working alongside faculty, graduate students and industry partners.

The experience proved transformative.

Daniel’s contributions in Yam’s Packaging Laboratory—from supporting industry-funded packaging studies to advancing graduate research on controlled-release systems for fresh produce—earned him the prestigious Virginia Dare Award in Spring 2026. The award recognizes undergraduate students who demonstrate exceptional potential for a future career in food science through research excellence and reflects the impact of Daniel’s experiential learning journey.

Daniel Burd SEBS’26, food science major.

Today, Daniel is a 2026 SEBS graduate with a bachelor’s degree in Food Science and is continuing at Rutgers in the Master of Business and Science program in Applied Food Science and Technology.

“The chance to gain hands-on experience in a laboratory specifically focused on food science inspired me,” said Burd. “This experience allowed me to become much more involved in research and see how concepts from class are applied to real problems.”

Through the SEBS Experiential Learning (EL) program, Daniel joined one of the nation’s leading food packaging research laboratories, working alongside Rutgers graduate researcher Eric Chan, who provided day-to-day mentorship and guided Daniel’s development as a researcher while introducing him to increasingly sophisticated laboratory techniques, experimental design and scientific problem-solving.

Daniel began by assisting graduate researchers with experiments, preparing samples and collecting data. As Daniel’s confidence and technical skills grew, so did his responsibilities. He became proficient in a range of analytical techniques, including gas chromatography (GC-FID), Fourier-transform infrared spectroscopy (FTIR), microbiological testing, oxygen transmission rate testing, water activity analysis, and texture and color analysis.

Before long, Daniel was contributing directly to research focused on active food packaging technologies, shelf-life extension and food quality.

One major project involved helping develop controlled-release delivery systems for 1-methylcyclopropene (1-MCP), a compound that slows the ripening of climacteric fruits such as apples, pears and bananas by inhibiting the effects of ethylene. Working with Chan, Daniel helped evaluate a novel dual-satchel controlled-release system designed to regulate the release of ethylene and 1-MCP, ultimately helping fresh produce reach consumers at its optimal stage of freshness while reducing food loss during transportation and storage.

Daniel also contributed to industry-funded studies evaluating modified-atmosphere packaging for fresh produce, investigating how factors such as heat-seal integrity, oxygen transmission and packaging defects influence product quality over time. In another research project, he helped evaluate antimicrobial packaging films for ready-to-eat foods by comparing shelf life, product quality and microbial activity between treated products and control samples.

For Daniel, the work demonstrated how research can have immediate practical applications.

“I’m particularly proud of working with real products you can find in the store and contributing data that influences commercial decisions,” he said.

The laboratory experience also transformed the way Daniel approached scientific problems.

“One of the biggest lessons I learned is that experiments rarely work exactly the way you expect them to the first time,” Burd said. “I learned to troubleshoot, analyze what was happening, adjust my approach and understand why something wasn’t working instead of simply repeating the same procedure.”

Daniel Burd preparing agar media for microbiological testing used to evaluate food safety and shelf life as a part of Dr. Kit Yam’s food packaging research in the Rutgers Food Science Building.

Those experiences reinforced concepts Daniel had encountered in courses such as Food Chemistry, Food Engineering, Food Microbiology and Food Analysis.

“In class, I learned why oxygen, moisture, temperature, microorganisms and packaging properties affect food stability,” Burd said. “In the lab, I was able to see those relationships directly. Concepts I learned in class became working knowledge that affected the decisions I made every day.”

Ironically, one of Daniel’s most challenging classes became one of the most valuable.

“Food Analysis was probably my least favorite course because it was difficult to understand why so many analytical techniques mattered,” he said. “Working in the lab with those same instruments gave me a completely different appreciation for what I had learned.”

Beyond technical expertise, Daniel says experiential learning strengthened skills that are difficult to develop in a traditional classroom.

“Besides developing technical skills, I learned how to communicate with my teammates, solve problems systematically and collaborate on decisions that affected not only my work, but the entire lab and the companies we worked with.”

One of Daniel’s proudest accomplishments wasn’t an experiment at all.

While working in the laboratory, Daniel helped mentor high school interns conducting research projects for the Regeneron Westchester Science and Engineering Fair (WESEF), one of the nation’s largest regional science competitions.

“It was incredibly rewarding teaching them and watching them gain independence in the laboratory,” he said.

Yam says Daniel’s experience illustrates the purpose of experiential learning at Rutgers.

“Daniel’s growth reflects the value of experiential learning in building curiosity, confidence and the ability to tackle real-world challenges,” said Yam.

That undergraduate experiential learning experience continues to shape Daniel’s career. He remains involved with Yam’s laboratory while pursuing his graduate studies and is contributing to the next phase of a USDA-backed research project focused on food-grade antimicrobial disinfectant technology designed to improve food safety during the pre- and post-harvest handling and distribution of fresh produce.

Looking ahead, Daniel hopes to build a career in food research and development where scientific discovery leads to practical innovations.

“I want to contribute to technologies that make food safer, higher quality and more sustainable,” Burd said. “This experience showed me that research isn’t about immediately finding answers. It’s about asking questions, working with others, testing ideas and continually improving. That’s the skill set I know I’ll need throughout my career.”

L-R: Dr. Richard Moses SEBS’12; Dr. Jenice Sabb, Cook College’87, retired Director of EOF; Mr. Frager Foster, retired Director of Cook College EOF; and Dr. Jacqueline Moore, current Director of SEBS EOF.

Four decades after its first summer program, the SEBS Educational Opportunity Fund’s Solid GEMS program continues to prepare students to succeed in science while building a community that extends well beyond graduation

Summer 2026 marked a significant milestone for the School of Environmental and Biological Sciences (SEBS) Educational Opportunity Fund (EOF) Program as Solid GEMS General Education in Mathematics and Science celebrated 40 years of preparing students for success in the sciences.

The anniversary was commemorated on July 26 at the Livingston Student Center, bringing together 66 alumni, current students, faculty, staff, administrators and supporters to celebrate a program whose impact has extended across generations.

Among those in attendance were 34 Solid GEMS alumni whose participation in the program spanned from its earliest years in 1986 through 2026. It was the largest gathering of Solid GEMS alumni at a single event in the history of the SEBS EOF Program and offered a powerful visual representation of the program’s enduring legacy.

For four decades, Solid GEMS has been rooted in a simple but consequential idea: students with talent and potential can excel in rigorous science disciplines when they are provided with the academic preparation, mentorship, community and opportunity to do so.

Alumni panelists at the Solid GEMS 40th anniversary event.

From “Diamonds in the Rough” to Solid GEMS

The history of Solid GEMS dates to 1980, when research and development began on an instructional approach designed to strengthen the performance of EOF students in introductory mathematics and science courses. The first Solid GEMS summer pilot program launched in 1986 through the EOF Program at Cook College in partnership with the Rutgers University Department of Chemistry.

The program’s name reflected both its academic purpose and its philosophy. GEMS General Education in Mathematics and Science represented the program’s focus on building a strong academic foundation, while “Solid GEMS” reflected the belief that students were like “diamonds in the rough”: individuals with tremendous potential who could flourish when provided innovative instruction and comprehensive academic support.

Built on research in student learning, the GEMS instructional model emphasized four stages New Problems, Exploration, Invention and Application designed to move students beyond memorization and toward critical thinking, problem-solving and scientific reasoning.

Solid GEMS was developed to improve achievement in introductory mathematics and science courses, increase retention, reduce attrition and encourage EOF students to persist in science-related majors. Historically, it served as the third component of an EOF student success model that began with a Pre-Freshman Summer Institute and continued with academic support during the first year.

Over time, the program evolved, but its central mission remained: prepare students not simply to pass challenging science courses, but to develop the skills and confidence to see themselves as capable scientists and STEM professionals.

A History Built on Being “Solid”

Mr. Frager Foster, retired Director of Cook College EOF, gave the keynote address at the 40th anniversary.

Frager Foster, who served as director of the SEBS EOF Program from 1981 to 2013, delivered the anniversary keynote address and took attendees back to the program’s beginnings. Foster connected the philosophy behind Solid GEMS to a much deeper cultural history.

“The connection between the Harlem Renaissance and the Solid GEMS Program is both meaningful and intentional,” Foster said. “Since the 1920s, the word solid has symbolized far more than strength. It represented trust, loyalty, reliability, and mutual responsibility.”

For Foster, the word captured what the program was designed to create among students, faculty and staff.

“To be solid meant being dependable, standing by one another, and producing results through consistency and integrity,” he said.

That philosophy became embedded in the culture of Solid GEMS. Students were challenged academically, but they were not expected to navigate those challenges alone. Faculty instruction, peer tutoring, collaborative learning, mentoring and community became integral parts of the experience.

The 40th anniversary celebration also honored the leadership that helped sustain that philosophy over four decades. Foster attended alongside Jenice Sabb-Dumas, who served as director from 2005 to 2021, and Jacqueline Moore, current assistant dean/director of the SEBS EOF Program and Solid GEMS director, who has served the program since 2006.

A presentation at the 40th anniversary event takes a look back at Solid GEMS.

Together with generations of faculty, staff, teaching fellows, tutors and supporters, their leadership represents the continuity that has allowed Solid GEMS to remain an important part of the SEBS EOF experience.

More Than a Chemistry Course

Today, Solid GEMS operates as a summer program, with intensive academic support designed to help students progress through foundational science coursework.

Its continued success was evident during the anniversary summer. In 2026, 12 residential Solid GEMS scholars participated in the 12-week Chemistry program, completing Chemistry Parts I and II. All 12 students successfully passed their courses a 100 percent success rate among the residential participants.

Yet the value of Solid GEMS cannot be measured by course grades alone.

The program combines rigorous coursework with collaborative learning, faculty engagement, peer tutoring and mentoring. Students develop study strategies, learn how to work through difficult scientific concepts and discover the importance of seeking academic support. Just as importantly, they build relationships with peers who are experiencing many of the same challenges.

That combination can change how students view themselves.

A difficult introductory science course can cause students to question whether they belong in a science major. Solid GEMS works to transform that uncertainty into confidence. Students leave the program having demonstrated to themselves that they can successfully complete demanding science coursework.

For many, completing chemistry through Solid GEMS does more than move them toward the next course in their academic sequence. It reinforces their belief that pursuing a science major is not only possible it is the right choice.

That sense of academic confidence and belonging is one of the program’s most important outcomes.

Forty Years of Alumni and Community

The 34 alumni who returned for the anniversary celebration demonstrated another important measure of Solid GEMS’ success: the community created during the program does not necessarily end when the summer ends or even when students graduate from Rutgers.

Over four decades, Solid GEMS alumni have gone on to careers and advanced study in medicine, research, science, healthcare, education and other professional fields. Some have returned to the program as mentors, tutors and supporters for the students coming behind them.

Solid GEMS alumni have developed into one of the SEBS EOF Program’s most established alumni communities, connected not simply by having participated in the same summer program but by a shared experience of perseverance, academic growth and mutual support.

That legacy can be seen in alumni such as Kevin Guerrero, SEBS’19, who previously credited Solid GEMS Biology House with providing his first laboratory experience. That opportunity helped spark his interest in research and contributed to a path that ultimately led him to medical school. Richard P. Moses, SEBS’12, similarly served as a teaching fellow for Solid GEMS Chemistry before going on to medical school and a career as a U.S. Navy anesthesiologist.

Solid GEMS alumni Dr. Esther Exantus ‘2015; Dr. Ashley Woolfork ‘2016; Dr. Jenice Sabb Cook College ‘1987; Mr. Frager Foster; Dr. Jacqueline Moore; and alumna Ms. Francia Noel ‘2015.

Their stories illustrate the long-term impact that an early academic opportunity can have on a student’s trajectory.

Protecting the Next 40 Years

As Solid GEMS celebrates its history, the anniversary also provides an opportunity to consider its future.

The program is now offered during the summer, when students can focus intensively on foundational science coursework and receive the academic support that has distinguished Solid GEMS for four decades. But providing that experience has become increasingly expensive.

The costs associated with summer tuition, housing, instructional support, tutoring, programming, food and other student needs continue to rise. Without sufficient resources, the number of students who can participate and the level of comprehensive support the program can provide can be limited.

Continued institutional, state, alumni and philanthropic support will therefore be essential to sustaining and strengthening Solid GEMS for future generations.

The SEBS EOF Program is grateful to the New Jersey Office of the Secretary of Higher Education and the EOF administration for its continued support of Solid GEMS and its role in sustaining a program that has made a meaningful difference in students’ lives for four decades.

The need that inspired Solid GEMS in 1986 remains relevant today. Students arrive at Rutgers with ability, ambition and dreams of careers in science, healthcare, research and other STEM fields. What can make the difference is access to the preparation, mentorship and community that allow those abilities to develop.

In closing the 40th anniversary celebration, Moore reflected on the principle that has sustained Solid GEMS throughout its history: talent exists in every community, but opportunity can change the trajectory of a life.

Solid GEMS provides more than academic instruction. It gives students an environment in which they can struggle with challenging material, learn from those struggles, support one another and ultimately experience success. Through that process, students develop confidence, resilience, belonging and the academic skills needed to continue progressing in the sciences.

Forty years after the first summer pilot program, the meaning behind the name remains remarkably fitting.

The students are the gems. The academic preparation helps them shine. And the community surrounding them remains solid.