Dr. James Shope (left) discusses the measurement of surface temperature with students. Photo credit: Sharon Kinsey

As summer temperatures climb, so does the risk of extreme heat—now recognized by the National Oceanic and Atmospheric Administration as the leading cause of weather-related deaths in the United States. In cities such as Camden, where buildings, pavement, and other infrastructure trap heat and create higher temperatures than surrounding areas, understanding the impacts of urban heat has become increasingly important.

Rutgers researchers, Extension educators, humanities scholars, and community partners are working together to help address that challenge through the Community Heat Assessment and Monitoring Program (CHAMP), an interdisciplinary initiative that combines climate science, community engagement and creative storytelling.

Dr. Jillian Sayre (left) and Dr. Carla Giaudrone making zines with students in the Cooper’s Poynt 4-H STEM Environmental Ambassadors Program. 

Co-led by Ben Lintner, professor, and James Shope, assistant extension specialist in the Department of Environmental Sciences at Rutgers–New Brunswick, CHAMP has established a network of weather stations throughout Camden to collect neighborhood-scale temperature and environmental data. The information will help researchers better understand how extreme heat affects different parts of the city while supporting locally driven solutions.

According to Shope, “CHAMP’s goal is to both provide the scientific foundation for assessing extreme heat risk and to work with residents to use this information to improve or elevate community-led adaptations to extreme urban heat.”

Recognizing that data alone cannot fully capture the impacts of extreme heat, the CHAMP team has partnered with the Mid-Atlantic Regional Center for the Humanities (MARCH) at Rutgers–Camden to better understand residents’ lived experiences.

One of those collaborations is the VOCES de La Comunidad Project, led by Carla Giaudrone, associate professor in the Department of World Languages and Cultures at Rutgers–Camden, and supported by the Rutgers–Camden Urban Innovation Fund. The initiative engages Camden’s Spanish-speaking community through collaborative research, artistic expression, and the development of community resources.

By bringing together climate science, environmental humanities, and digital storytelling, the project demonstrates how creative practices can strengthen research, communication, and community engagement.

Giaudrone emphasized the importance of creating opportunities where scientific knowledge and community knowledge intersect, noting that “Art and storytelling help make complex environmental issues more accessible while also valuing the experiences and expertise that already exist within the community.”

Erielys Vicente teaching a workshop on digital zines. Photo credit: Carmen Benito-Asomoza.

That interdisciplinary approach recently came to life during an educational program at Neighborhood Collaborative Community Gardens’ Byron Street gardens. CHAMP researchers partnered with MARCH, Rutgers Cooperative Extension of Camden County, and Neighborhood Collaborative Community Gardens to introduce students from Cooper’s Poynt School to the science behind urban heat islands.

Students learned from Shope, Lintner, and Stephanie Sharo, a doctoral student in the Graduate Program in Atmospheric Science, about the causes and impacts of urban heat islands before using infrared thermometers to collect surface temperature data throughout the gardens.

“It is integral for transdisciplinary research to include community members, and it is so much fun to watch the kids’ excitement as they find creative ways to explore their natural world,” said Sharo.

The students then transformed scientific observation into creative expression during a workshop led by MARCH Director Jillian Sayre, Giaudrone, Camden County 4-H Program Assistant and VOCES intern Erielys Vicente, and Rutgers–Camden undergraduate Carmen Benito-Asomoza. Through self-published zines combining artwork, writing, and educational content, students reflected on their own experiences with extreme heat in Camden.

For Sharon Kinsey, 4-H agent with Rutgers Cooperative Extension of Camden County, the event built on years of collaboration with Cooper’s Poynt School while demonstrating the value of experiential learning.

“We have been working with Cooper’s Poynt students for several years now teaching them about food systems, food access, and food insecurity. Introducing scientific concepts, such as urban heat islands, in a hands-on way helps them better understand how they are personally affected and what they can do to improve the environment. Programs like this prepare students to become changemakers in their own community.”

By integrating scientific research, community partnerships, youth engagement, and creative storytelling, the initiative demonstrates how Rutgers is helping communities better understand and respond to the growing challenges of extreme urban heat, a risk underscored by NOAA’s findings on the deadly impacts of extreme temperatures.

Suzanne Sukhdeo speaks with participants at the 2025 STEM Ambassadors program.

Suzanne Sukhdeo has overseen myriads of students during her career at Rutgers, whether as an associate teaching professor in the Department of Ecology, Evolution, and Natural Resources or as a coordinator for the Student Success Initiative.   

After 37 years at Rutgers, she is set to retire in July. Her impact resonates both in the parasitology research she published and the students she has taught and advised. 

One of them is Russell Gurland, a Rutgers Honors College student who graduated this year with a bachelor of science degree in ecology, evolution and natural resources and a minor in entomology.    

Gurland’s first course at Rutgers was Sukhdeo’s “Trees and the Environment” class. 

“I’ve heard from a lot of people that the way people get interested in the ecology, evolution and natural resources major is Dr. Sukhdeo,” he said. “[She] gets people into the program through her enthusiasm for the subject and the way she teaches and her advising.”    

He recalled always sitting toward the front of her class and always asking questions. 

“Eventually, she had to limit me, saying ‘let the other people get a chance,’” he said jokingly. 

This wasn’t the first time he met Sukhdeo. In high school, Gurland was connected to Rutgers through the Rutgers Cooperative Extension’s  4-H program in Union County. He also participated in the Rutgers 4-H STEM Ambassadors Program in 2020. That is when he met Sukhdeo for the first time. 

In the program, participants have the chance to meet many different Rutgers researchers in a roundtable session, and they usually have their choice of researchers to question, from equine science to microbiology to mathematics.

The one table that stood out to Gurland was “the one with a bunch of intestinal worms and jars” on the table.  

“A lot of people are grossed out by that,” he said. “I found it pretty interesting.” 

There he met Sukhdeo and her husband.  

Suzanne Sukhdeo (left) and Russell Gurland at the 2026 SEBS Convocation.

Gurland’s time in the program kickstarted his student research career. While in high school, he reached out to a Rutgers professor to learn more about a particular interest: herpetology, the study of amphibians and reptiles. That professor referred him to her graduate student, and soon enough Gurland was going into the field before he even went to college. 

He credited the program for introducing him to the world of research academia and giving him the opportunity to interact with people he wouldn’t have otherwise. He advised those coming after him to take advantage of Rutgers outreach opportunities like these. 

“It is very hard to build up the courage to talk to somebody who you see as such a professional in their field,” he said. “The STEM Ambassadors Program …  gets you in a room with so many different individuals – so many who are so incredibly passionate about what they’re doing. And they’re there to share what they do with you and they’re happy to do so.”  

Becoming a Rutgers Researcher    

With experiences like these, “I was just like Rutgers [is] 100% the university I wanted to go to,” he said.   

As an Honors College student, Gurland was encouraged to get out of the classroom and do research for his credits. Through his connections at Rutgers, he was able to secure an internship at New York’s American Museum of Natural History in its invertebrate zoology department. There, he helped organize massive, but delicate international collections. 

“After being there and doing stuff for a couple of years, I just asked if I could come back,” said Gurland, who reached out to the herpetology department to have a chance to work with his favorite creatures.   

His research didn’t stop there. In the days leading up to convocation, he was helping another professor collect salamander specimens to swab for an amphibious disease. 

Gurland is looking to stay close as he contemplates graduate schools. In the meantime, he continues to volunteer at the museum, now studying snake genetics. He said the more research experience, the better when it comes to graduate school applications. 

Gurland said he would be happy to find himself in a museum position. But he feels like a university is where he would like to end up. 

“There’s the opportunity for research [and] interacting with people who are very like-minded and love animals,” he said. 

Gurland spokes fondly of the connections he’s made at Rutgers. He still talks to the graduate student (now a doctor) who gave him his start in field work back in high school. 

“I was just sending him a message about the salamanders I found this morning,” Gurland said. “His mentorship has been one of the most incredible things about Rutgers.”  

Gurland has remained in touch with Sukhdeo throughout his undergraduate career. 

“I only did have two classes with her, but she did make an amazing impact,” he said. “Essentially, she has been my first introduction to actually being a student at Rutgers and one of my last courses, as well. 

“I’m very glad to have had the chance to take them since she is retiring.”    

And as for matters outside of academia? Gurland, who is fond of reptiles (especially snakes) and amphibians, hopes to care for one as a pet once he has the space to do so. 

“They scare most people, but I’m the one who just picks them up when I see them,” he said with a smile. 

This article was written by Mitaali Taskar, a science communicator and research project assistant with Rutgers Department of Marine and Coastal Sciences, and first appeared in Rutgers Today.

Kathleen John-Alder walking in the Pine Barrens with her camera.  Her final project at Rutgers was serving as photographer for the October 2025 Landscape Architecture Magazine feature, “Revealing the not-so-barren Pine Barrens of New Jersey,” written by JohnBeardsley, the Director of Landscape Studies at Dumbarton Oaks. Image courtesy of Kathleen John-Alder.

After a distinguished career spanning more than fifteen years at Rutgers University, Kathleen John-Alder, associate professor in the Department of Landscape Architecture, is retiring, effective July 1. She leaves behind a legacy of scholarship, teaching and professional leadership that has shaped generations of students and advanced the field of landscape architecture.

A practicing landscape architect with degrees from Oberlin College, Rutgers University, and the Yale School of Architecture, John-Alder brought a rare combination of professional expertise, historical perspective and intellectual curiosity to her work. Throughout her career, she challenged students and colleagues alike to think deeply about the relationship between people, place, and the environment, helping to cultivate a broader understanding of landscape architecture as a design discipline, a cultural practice, and an ecological responsibility.

Known for her thoughtful teaching and interdisciplinary scholarship, John-Alder published widely in leading journals, including Landscape Journal, the Journal of Planning History, the Journal of Landscape Architecture, Site Lines, and Manifest. Her work earned design and research recognition from the Van Alen Institute, the National Park Service, and the American Society of Landscape Architects. In 2013, she served as a Fellow in Garden and Landscape Studies at Dumbarton Oaks.

Kathleen John-Alder was elevated by the American Society of Landscape Architects to its Council of Fellows in 2018. Photo: courtesy of ASLA.

Among the many honors she received, one of the most significant came in 2018, when the American Society of Landscape Architects elevated her to the ASLA Council of Fellows, one of the profession’s highest distinctions. The honor recognized her “exceptional contributions to the landscape architecture profession and society at large,” including her ability to inspire students and colleagues to critically assess the environmental impacts of their actions.

Those who have worked alongside John-Alder describe her as a gifted educator, accomplished designer, and talented artist with a remarkable understanding of the history and evolution of landscape architecture. Equally comfortable in the studio, classroom, and scholarly archive, she possesses a rare ability to communicate complex design ideas visually and in writing, helping students connect theory and practice in meaningful ways.

Her scholarly research frequently crossed disciplinary boundaries, exploring how ecology and environmentalism transformed the discourse of landscape design in the mid-20th century. This work includes her 2019 book, Ian McHarg and the Search for Ideal Order, a thoughtful examination of one of landscape architecture’s most influential figures. In 1969, McHarg published Design with Nature and established ecological planning as a guiding principle in landscape architecture. Intrigued by the similarities between McHarg’s message and the current discourse on anthropogenic climate change, John-Alder wondered if his methods and message were still relevant. Her attempt to answer this question led to the publication of her book.

Most recently, her research on color as a means to foster a more inclusive understanding of other-than-human agencies, and processes led to a project titled “Color Mosaics: A Natural History of the New Jersey Pine Barrens.” Landscape Architecture Magazine showcased the project for its creative blend of science, fieldwork, art, and archival research.

While her publications, research, and professional accomplishments have left an indelible mark on the discipline, perhaps John-Alder’s most enduring legacy lies in the many students she mentored and inspired throughout her Rutgers career. Through her teaching, scholarship and example, she encouraged future landscape architects to approach design with intellectual rigor, historical awareness, creativity, and a deep respect for the natural world.

L-R: CCAA Awards Committee co-chairs Lee Schneider CAES’70, GSNB’72, GSE’88 and Dr. Linda Madison CC’80, GSED’94, ’02, pictured with the 2026 George Hammell Cook Distinguished Alumni awardees Dr. Jennifer Nuzzo CC ‘99; Dr. Luisa Castro CC ‘92; Rev. Chuck Coblentz CC ‘80; and representing the late Dr. James Applegate AG ‘64 were members of his family, including Jeff Applegate, Carol Applegate, and Jodi Applegate Stemler CC’94.

The legacy of the Cook campus was on full display on April 26 as alumni, students, faculty, family members, and friends gathered at Neilson Dining Hall to celebrate the newest class of distinguished alumni recognized by the Cook Community Alumni Association (CCAA).

The annual event honors alumni whose professional achievements, service, leadership, and impact exemplify the values of the Cook community and the broader Rutgers family. Through its Distinguished Alumni Awards program, the association presents two of its highest honors: the George H. Cook Award, recognizing undergraduate alumni whose accomplishments bring distinction to their alma mater, and the Dennis M. Fenton Award, recognizing graduate alumni whose work has made a significant impact within their field.

“It is always inspiring to hear from fellow alumni who have had such a positive impact on their communities and fields of research,” said Amanda Dougherty (CC’08), a member of the CCAA Executive Board.

L-R: Awards Committee co-chair Lee Schneider CAES’70, GSNB’72, GSE’88); Michael Quinlan CC ‘76, GSNB ‘78; Dr. Qingyu Meng GSNB ‘04; and co-chair Dr. Linda Madison (CC’80, GSED’94, ’02.

For Awards Committee co-chair Dr. Linda Madison (CC’80, GSED’94, ’02), this year’s honorees exemplified the enduring influence of a Cook education.

“Alumni of the Cook Campus continue to make their mark on the world and bring recognition to our beloved school,” Madison said. “This year’s awardees were among the most noteworthy and have had a profound impact on the health, education, and spiritual development of their fellow Americans.”

2026 George Hammell Cook Distinguished Alumni awardees were Dr. James Applegate AG ‘64 (who was honored posthumously); Dr. Luisa Castro CC ‘92; Rev. Chuck Coblentz CC ‘80, and Dr. Jennifer Nuzzo CC ‘99.

2026 Dennis M. Fenton Distinguished Graduate Alumni awardees were Dr. Qingyu Meng GSNB ‘04 and Michael Quinlan CC ‘76, GSNB ‘78.

The celebration welcomed Laura Lawson, executive dean of the School of Environmental and Biological Sciences, who joined alumni and guests in recognizing the accomplishments of this year’s recipients. Following a buffet luncheon, previous award recipients took their places at the front of the room to formally welcome each of the 2026 honorees into the distinguished ranks of Cook alumni recognized for excellence and service.

Throughout the afternoon, many honorees reflected on the experiences that shaped them during their time on the Cook campus. They spoke about lifelong friendships forged in classrooms and residence halls, faculty mentors who helped them discover their passions, and the resilience they developed while navigating the challenges and opportunities of university life. Their stories highlighted the lasting influence of the Cook community long after graduation.

The event also offered an important opportunity for current students to connect with accomplished alumni and see firsthand the many paths a Rutgers education can inspire. Student leaders in attendance found encouragement in the shared experiences and traditions that continue to unite generations of Cook graduates.

“It was a great event and an excellent opportunity to connect with past alumni, some of whom were involved with Alpha Zeta during their time at Rutgers as well,” said Kyle Garcia, a current student member of Alpha Zeta.

As the newest honorees joined a distinguished lineage of alumni leaders, innovators, educators, and advocates, the celebration served as a reminder of the enduring impact of the Cook campus and its graduates across communities, professions, and generations.

Read the biographies of the 2026 Distinguished Alumni honorees. Alumni interested in nominating a future recipient for either the George H. Cook Award or the Dennis M. Fenton Award can find additional information on the Cook Community Alumni Association’s website.

Kathleen Howell in 2024 when she received the prestigious Rutgers Gateway Award for Service to Employees. Courtesy of Rutgers University.

Announcement by Mazen Shehat, Senior Associate Dean for Finance and Administration, SEBS/NJAES

It is my great pleasure to announce that Kathleen Howell has accepted the position of Director of Human Resources for the School of Environmental and Biological Sciences (SEBS) and the New Jersey Agricultural Experiment Station (NJAES) effective June 22, 2026.

Kathleen is a highly respected and accomplished leader whose career at Rutgers spans nearly three decades. Most recently, she served as Associate Director of Administration and Personnel for Rutgers Cooperative Extension, where she provided strategic leadership for administrative, personnel, and operational functions supporting more than 275 union and non-union faculty and staff across New Jersey. Throughout her career, Kathleen has distinguished herself through her commitment to employee success, organizational excellence, and thoughtful leadership.

Kathleen’s experience spans multiple Rutgers communities. Prior to her leadership role with Rutgers Cooperative Extension, she served in the School of Arts and Sciences, where she advanced through several human resources leadership positions, culminating in her role as Assistant Dean for Personnel. Her deep knowledge of university policies, faculty and staff personnel matters, employee relations, talent management, organizational development, and strategic planning has made her a trusted advisor to university leaders and colleagues alike.

Kathleen’s dedication to supporting employees and fostering a positive workplace culture has been recognized across the university. In 2024, she received the prestigious Rutgers Gateway Award for Service to Employees, which honors individuals who go above and beyond to improve employee engagement, morale, and workplace effectiveness. Her nomination highlighted her exceptional compassion, responsiveness, and unwavering commitment to the professional and personal well-being of faculty and staff throughout Rutgers Cooperative Extension.

As Director of Human Resources, Kathleen will provide strategic oversight and leadership for the Office of Human Resources, serve as a key partner to executive leadership, and help advance the priorities and mission of SEBS and NJAES. Her responsibilities will include guiding human resources strategy, supporting workforce development, enhancing organizational effectiveness, and ensuring that our faculty and staff continue to thrive in a collaborative and inclusive environment.

Kathleen’s combination of experience, integrity, compassion, and deep understanding of our academic and research enterprise makes her exceptionally well-suited for this role. I am confident that she will be an outstanding resource and advocate for our community.

Please join me in warmly welcoming Kathleen to her new position. We look forward to her continued leadership and contributions to the success of SEBS, NJAES, and all those we serve.

From left: Shea Cinquemani, Emory Barrett and Esha Nauman.

Three Rutgers undergraduates achieved first-author status in peer-reviewed journals, transforming their marine science class projects into published research before graduation.

The work grew out of a course taught by Richard Lutz, a Distinguished Professor in the Department of Marine and Coastal Sciences within the School of Environmental and Biological Sciences and a renowned oceanographer known for his research on hydrothermal vents. These sunless, deep-sea ecosystems, fueled by geochemical energy, offer insights into Earth’s origins and guide the search for extraterrestrial life.

In his “Hydrothermal Vents” course, Lutz assigns each student a scientific paper to expand into a comprehensive review. The exercise requires students to engage deeply with the research and think and write as scientists, synthesizing findings across the field.

“Normally, I spend four to five hours grading each paper, and there’s a lot of red ink,” said Lutz, who has taught the course for nearly three decades.

Most papers stop at the final grade – but three continued beyond the classroom.

Esha Nauman, a cell biology and neuroscience major with a minor in marine science, examined hydrothermal vents to better understand the biological limits of life and the increasing threats from deep-sea activity, including fracking. Her paper was published in Oceans in January 2026.

Nauman, who graduated in 2025 and is from Basking Ridge, New Jersey is now working as a medical scribe at Robert Wood Johnson University Hospital while awaiting decisions on her medical school applications.

The publication process, Nauman said, changed how she approaches feedback and revision.

“Reviewers go line by line, and you have to justify everything,” she said. “Dr. Lutz guided me throughout the process and gave me direction, especially when I wasn’t sure where to go.”

Learning to accept criticism was part of that process.

“It taught me to be open-minded, especially when it comes to constructive criticism,” she said. “As a doctor, you’re going to get feedback from residents, attendings, even patients. It’s important to be receptive and not take it personally. It made me a stronger writer.”

Shea Cinquemani’s project pushed her into unfamiliar territory. Her paper, published in the Journal of Marine Science and Engineering March 2026, examined how asteroid impacts on early Earth may have created “hydrothermal cradles” capable of supporting the emergence of life. 

The work drew on data from sites such as the Chicxulub crater, showing how impact-generated heat sustained freshwater vent systems that provided the chemicals and energy for early life. 

“My assignment was to investigate whether hydrothermal vents on Mars could have sparked life,” she said. “At first, I knew nothing about the topic and wasn’t certain how to even begin.”

She expanded the class assignment into a paper that went through months of peer review, extending beyond her graduation in May 2025, with the final version published the following year. The research was later published in the science section of Popular Mechanics.

Cinquemani, a native of Frenchtown, New Jersey, is working in aquaculture and continuing to build on her interests in marine science.

Emory Barrett, who will earn his bachelor’s degree in May from the School of Biological and Environmental Sciences in biological oceanography, explored the potential for life in extreme environments beyond Earth. His paper, published in October in Frontiers in Astronomy and Space Science, focused on the possibility of chemoautotrophy on Jupiter’s icy moon, Europa, examining how microbes might generate energy by oxidizing inorganic compounds in the absence of sunlight.

All three papers listed the students as lead authors, with Lutz as the corresponding author.

For Barrett, the experience offered a foundation for what comes next. Barrett, of Milford, New Jersey, is preparing to begin a doctoral degree program in oceanography at Rutgers, where he will conduct pilot studies this summer at the Haskin Shellfish Research Laboratory, a Rutgers field station in South Jersey. The laboratory focuses on the sustainable management and cultivation of shellfish, supporting coastal ecosystems and aquaculture development across the region.

Publishing as an undergraduate can shape the next phase of a career.

“It showed I could do this kind of work before even starting a Ph.D.,” Barrett said. “It’s an added layer of confidence, knowing I’ve already been through the process before.”

The publication process required persistence. In Cinquemani’s case, the work underwent extensive scrutiny before acceptance.

“It took about a year to get the paper into publishable shape,” Lutz said. “One of the reviewers was a leading expert in the field, and there were roughly 15 pages of comments across five rounds of review.”

Lutz, who has conducted more than 85 deep-sea dives and authored nearly 200 papers, said the experience reflects both the rigor of the course and the level of work the students were able to achieve.

At this stage in his career, Lutz said his focus is on mentoring the next generation of scientists.

“I’ve received many awards over the years, but none of that compares to seeing students succeed like this,” he said. “Toward the end of the course, one of the students gave me a leather-bound journal with a note that brought me to tears. On the cover, it said, ‘Great leaders inspire greatness in others.’ That means more to me than anything else.”

This article first appeared in Rutgers Today.

NJ youth participating in a previous Department of 4-H Youth Development workshop.

The Rutgers Department of 4-H Youth Development and the Jacques Cousteau National Estuarine Research Reserve (JCNERR) have launched a multi-year initiative designed to engage New Jersey educators, students, and community partners in climate resilience planning and action.

The project is part of EduCATE (Education, Climate Awareness, Training, and Engagement), a program within New Jersey’s broader Building a Climate Ready NJ initiative. Through the project, educators, students in grades 6–12, and community partners from cities across the state will form Resiliency Action Teams to explore local climate challenges and develop community-based solutions.

Youth participants will build a shared understanding of climate risks using both scientific data and lived experiences. The initiative aims to empower youth to identify priorities in their communities and take an active role in advancing resilience strategies.

“With this project, we hope to build a statewide cohort that centers our NJ youth and is co-led by the students themselves, as well as educators and community leaders,” said Janice McDonnell, associate dean for research impact at Rutgers School of Environmental and Biological Sciences and New Jersey Agricultural Experiment Station and a co-principal investigator on the grant.

NJ Youth had previously identified their concerns about climate resiliency in an earlier workshop.

The initiative supports EduCATE’s broader mission to expand climate resilience education, training, and community engagement across New Jersey while advancing the goals of Building a Climate Ready NJ.

As members of the Resiliency Action Teams, youths will develop skills in data collection and observation, communication, teamwork, project planning and implementation. At the conclusion of the EduCATE program year, participants will present their projects at Rutgers. The Department of 4-H Youth Development had previously facilitated a similar concept in a workshop in partnership with the New Jersey Climate Change Resource Center; Rutgers Center for Mathematics, Science, and Computer Education; Rutgers Center for Ocean Observing Leadership; Rutgers Climate and Energy Institute; Rutgers Cooperative Extension and the Rutgers Science Explorer Program. 

The inaugural cohort of the EduCATE program includes Academy I Middle School (Jersey City), Infinity Institute (Jersey City), Lincoln Middle School (Kearny), Newark School of Data Science and Information Technology (Newark), Union Hill Middle School (Union City), and William L. Dickinson High School (Jersey City). The project will officially kick off in July 2026. Learn more about this initiative on the 4-H STEM website.

This effort is part of Building a Climate Ready NJ, a resilience initiative of the New Jersey Department of Environmental Protection funded by the National Oceanic and Atmospheric Administration.

Rutgers professor Laura Schneider (second row, center) and doctoral student Leonard Calzada (back row, second from right) with students from Colegio de Bachilleres Técnico Forestal de Zoh Laguna 007, located in Zoh Laguna, Campeche, Mexico.

When people think of Mexico’s Yucatán Peninsula, images of turquoise waters, white-sand beaches, pristine jungles and ancient Mayan cities often come to mind. Yet beyond these iconic landscapes lies a region where tropical forests, agricultural lands and local communities are navigating the complex realities of environmental change.

A Rutgers-led international research collaboration is helping to better understand those challenges while creating new opportunities for scientific discovery, education, and global engagement.

Supported by a Rutgers Global Seed Grant for International Collaborative Research, Laura Schneider, professor in the Department of Geography in the School of Arts and Sciences, and Ben Lintner, professor in the Department of Environmental Sciences in the School of Environmental and Biological Sciences, together with Geography doctoral candidate Leonardo Calzada, recently traveled to the southern Yucatán to advance research on the interactions among tropical forests, agricultural land use, and climate variability.

Calzada, who will join New Mexico State University as a tenure-track faculty member in fall 2026, is advised in his doctoral studies by Schneider, who also serves as graduate program director in Geography.

The project brings together complementary expertise from across Rutgers. Schneider has spent more than two decades studying forest resilience and the ecological impacts of disturbance in the Yucatán, while Lintner’s research focuses on the atmospheric processes that drive tropical climate variability. Together, they are examining how diverse landscapes—where forests, farms, and managed vegetation coexist—interact with climate across space and time.

Understanding these relationships is increasingly important as communities around the world confront the effects of climate change, shifting land-use patterns, and growing demands on natural resources.

Rutgers professors Laura Schneider (center) and Ben Lintner (right) with Rigoberto Mukul Díaz, forest technician and project coordinator for Proyectos Forestales Petcacab, at the site of the weather station installation in Petcacab, Quintana Roo, Mexico.

“The Yucatán provides a unique living laboratory for studying how climate and land-use change influence one another,” said Lintner. “Understanding the interactions between the region’s diverse ecological and agricultural landscapes and climate can offer valuable insights that inform both basic scientific knowledge and sustainable land management practices.”

During their visit, the team installed two meteorological stations that will collect high-frequency measurements of environmental conditions, including air temperature and rainfall. The stations provide critical data that will complement ongoing field research measuring forest biomass, vegetation composition, and ecosystem health.

The new monitoring infrastructure strengthens Rutgers’ capacity to conduct long-term environmental research while deepening collaborations with local partners and communities.

Equally important was the team’s commitment to education and capacity building.

Working alongside students and teachers at the Colegio de Bachilleres Técnico Forestal de Zoh Laguna 007, a technical forestry high school in Campeche, Mexico, the Rutgers researchers spent two days training approximately 20 students in forest biomass inventories and climate data collection techniques. The hands-on experience introduced students to scientific field methods while demonstrating how environmental data can help address real-world challenges.

The exchange reflects the broader goals of Rutgers Global’s seed grant program, which supports international partnerships that advance research, education, and societal impact.

For Schneider, the collaboration represents an opportunity to connect research and education across borders while helping build the next generation of environmental scientists.

“Training students to collect and interpret environmental data not only supports our research but also strengthens local capacity for understanding and managing natural resources,” Schneider said.

The partnership is expected to continue through future collaborative activities, including a proposed workshop focused on tropical forests and climate science. Ongoing efforts also include preparing local field liaisons to operate and maintain the meteorological stations. These liaisons will, in turn, help build community capacity by teaching others how to access, manage, and apply the environmental data generated by the stations. Together, these activities will strengthen ties between Rutgers and institutions in the Yucatán while expanding opportunities for student engagement, community participation and international research.

By combining expertise in forest ecology, climate science and environmental monitoring, the Rutgers team is generating knowledge that can help communities better understand the connections between land, climate, and sustainability. The project also demonstrates the value of international collaboration in addressing environmental challenges that transcend geographic boundaries.

Versión en español

Site sketches.

What if a walk across campus could be as restorative as it is educational?

That question is inspiring a new vision for the Rutgers School of Environmental and Biological Sciences (SEBS), where faculty, students, and campus leaders are exploring how the grounds of the George H. Cook Campus might evolve into a Health and Wellness Arboretum—a living landscape that supports learning, research, environmental stewardship, and human well-being.

For generations, college campuses have served as shared spaces where students, faculty, and staff live, work, study, and connect. At SEBS, the campus already offers a rich mosaic of forests, farms, gardens, open spaces, and historic landscapes. The emerging Health and Wellness Arboretum concept asks a simple but transformative question: How might these landscapes be intentionally connected and enhanced to support the health of both people and the environment?

This spring, students in the Planting Design course taught by Holly Grace Nelson, professor of practice in the Department of Landscape Architecture, took on that challenge. Through a semester-long design exploration, students imagined the campus as more than a collection of labeled trees. Instead, they envisioned a network of themed “tree gardens” and health and wellness landscapes linked by an arboretum loop that would connect existing forests, trails, agricultural lands, gardens, and other campus features.

Their vision builds upon the traditional role of an arboretum as a living museum dedicated to the cultivation, study, and conservation of trees and woody plants. While arboreta have long served as centers for scientific research, education, biodiversity conservation, and recreation, the Health and Wellness Arboretum expands that mission by intentionally integrating human wellness into the landscape experience.

The project began with listening.

Students organized a design charrette that brought together faculty, staff, and students from across the campus community to discuss what makes outdoor spaces meaningful, welcoming, and restorative. The conversations generated ideas about accessibility, environmental education, quiet reflection, social connection, and opportunities for physical activity.

Jason Grabosky, professor in the Department of Ecology, Evolution, and Natural Resources, and director of the Rutgers Urban Forestry Program, shared his work documenting and geolocating significant campus trees. His insights highlighted the extraordinary diversity of the campus landscape and the ecological stories already embedded within its forests and tree collections.

Patty Oehmke, director of wellness at SEBS and professor of practice in the Department of Family and Community Health Sciences, encouraged students to think beyond traditional notions of health. Drawing on the eight dimensions of wellness, she challenged participants to consider how landscapes might support emotional, social, cultural, spiritual, intellectual, occupational, environmental, and physical well-being.

The resulting ideas ranged from contemplative garden spaces and outdoor classrooms to sensory plantings, wellness walking routes, interpretive signage, gathering spaces, and immersive nature experiences designed to encourage reflection, movement, and connection.

The initiative aligns closely with Rutgers’ broader commitment to sustainability and environmental leadership. Increasingly, colleges and universities are recognizing that campus landscapes can serve multiple purposes simultaneously—as classrooms, research sites, biodiversity refuges, community gathering spaces, and places that contribute to mental and physical health.

A Health and Wellness Arboretum also reflects the growing understanding that human health is deeply connected to environmental health. Exposure to nature has been associated with reduced stress, improved mood, enhanced cognitive function, and increased opportunities for physical activity. By weaving these principles into the design and management of campus landscapes, institutions can create environments that actively support learning and well-being.

The concept continues to gain momentum this summer as landscape architecture junior Saanvi Bhattarai further develops some of the most promising ideas through the Public Design Internship Program in Landscape Architecture, funded through a grant secured by Nelson. Based in Rutgers Institutional Planning and Operations, Bhattarai is working with Brian Clemson, University Landscape Architect, to explore how student-generated concepts might inform future campus planning efforts. Co-directed by Clemson and Nelson, the internship provides an opportunity to advance the Health and Wellness Arboretum vision beyond the classroom, connecting academic design exploration with real-world campus planning and landscape stewardship.

For Nelson, the initiative represents an opportunity to connect the strengths of SEBS—its expertise in environmental science, agriculture, ecology, design, and human well-being—into a unified vision for the future.

“A Health and Wellness Arboretum ties together our campus grounds with our campus mission for a healthy and sustainable future,” Nelson said. “It invites us to think about how every landscape can support learning, stewardship, community, and wellness while reinforcing our responsibility to balance the wellbeing of all living organisms with the health of the earth.”

As the concept evolves, the Health and Wellness Arboretum offers a compelling vision for what a modern land-grant campus can be: a living laboratory, a place of discovery, and a landscape designed not only to educate, but also to nurture.

Assistant Professor Fiorella Prada, the 2026 AZ Teacher of the Year at SEBS Convocation.

Fiorella Prada, assistant professor in the Department of Marine and Coastal Sciences, was named the 2026 Alpha Zeta Professor of the Year at the School of Environmental and Biological Sciences (SEBS). Prada was first recognized at the school’s Baccalaureate where she was presented with a certificate by Alpha Zeta.

Fiorella Prada at SEBS Baccalaureate with her certificate for 2026 AZ Teacher of the Year.

Prada joined Rutgers in November 2021 as a postdoctoral researcher in the Department of Marine and Coastal Sciences and was promoted to assistant professor in September 2023.

Her passion for ocean science began early while growing up in Mozambique, where she moved with her parents at the age of three, and where the Indian Ocean served as both her backyard and her first “natural laboratory.” Fascinated by the coral fragments and marine life she encountered, she developed the curiosity that would eventually shape her career in marine science and oceanography. She earned a bachelor’s degree in Natural Science and a master’s degree in Ecology from the University of Parma (Italy). This was followed by a Ph.D. in Biodiversity and Evolution in 2014 from the University of Bologna (Italy).

Today, her research broadly focuses on the impacts of ocean warming and acidification on marine environments. Her teaching inspires students to actively engage with scientific discovery as she describes below.

“I aim to bring students into the practice of science rather than simply teaching them about it. I see teaching and research as inseparable: my research strengthens my teaching, while my students continuously challenge and refine how I think and communicate science,” said Prada.

“I strive to create an environment where curiosity, enthusiasm, and hands-on experience make ocean science both accessible and engaging, and where students feel part of the scientific process rather than observers of it,” she added.

Prada’s passion for teaching and mentorship has left a lasting impression on her students, many of whom describe her as both an inspiring educator and a compassionate mentor:

Dr. Prada truly deserves all of the recognition she receives as such a thoughtful and enthusiastic professor whom I’ve had the pleasure of being taught by! She’s made me feel eager to learn and consistently encourages her students to succeed in their pursuits. – Victoria Samuel

Dr. Prada is the first person to support students academically, personally, and professionally with unrelenting enthusiasm. Dr. Prada is the coolest role model who gives the best advice and truly inspires all to work hard and enjoy the work they do. – Amaya Baez and Natalie Dinerman

Dr. Prada is incredibly passionate about the work she does, and this passion makes being taught by her truly a wonderful experience. She is a professor who cares deeply about her students and their success. I feel very fortunate to have taken classes with her. – Olivia Loya

The students’ words of praise and deep appreciation are for a teacher whose impact has extended far beyond the classroom, inspiring students to move into the world with confidence, curiosity, and a lasting commitment to excellence, compassion and discovery.

Learn more about the work of 2026 Alpha Zeta Teacher of the Year awardee in a previous Newsroom story.