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Alumni News, Featured News, News

Caldwell University Unveils Multicultural Center Named for first African American Student


Caldwell, N.J., May 10, 2019 – Caldwell University unveiled its new multicultural center on Thursday, May 9.  The Eileen Jones Multicultural Center is named after Eileen Jones, Esq. ’57, the first African American student to attend and graduate from Caldwell University.

President Nancy H. Blattner, Ph.D., OPA welcomed friends of Jones, alumni, students, staff, faculty and other guests to the dedication and official opening.

“In recognition of all the wonderful cultures that make up the Caldwell University family, this center will serve as a resource for the promotion of multicultural awareness, understanding and appreciation,” said Blattner. “In the spirit of our core values of Respect, Integrity, Community, and Excellence, this will be a place where a variety of programs and events are hosted with the goal of a creating a learning community.”

Blattner explained that Jones earned her B.A. in social studies from Caldwell and then went on to earn a J.D. from St. John’s University School of Law. In 1977, Jones was the first woman appointed chief of the administrative review staff for compensation and pension at the Veterans Administration Central Office in Washington, D.C.  In 1981, she returned to Newark and became the assistant director for the Veterans Administration.  Among the many honors she received, Jones was one of three inaugural recipients of the Caldwell Veritas Award in 1986, an annual award given to celebrate professional excellence of Caldwell alumni.

“Eileen was a smart and motivated woman, and a trailblazer in many ways,” said Blattner.  “Eileen was kind, funny, and warm, and had an infectious smile and really good sense of humor.”

Jones was involved in the community, holding executive positions at the Arts Council of Orange and the Orange Community Advisory Board, and was she also involved with the Newark Museum, the Civic Action League, and Caldwell’s EOF Program.

A lifetime supporter of Caldwell University, in 2015, Jones established a scholarship to help high achieving students with financial need.  Before her passing in January 2019, she donated a gift of property to the university with the intention that the proceeds of its sale be used to establish a multicultural center on campus.

Angela Zaccardi, also an alumna, said she and Jones met when they were both at what was then Caldwell College for Women. They “remained friends forever…she was a great lady and very thorough,” said Zaccardi.

Maud Carroll and her daughter Denise Carroll were among the guests thrilled to be celebrating the dedication.   Maud remembers teaching music to Eileen beginning when she was eight years old and to her sister who became an accomplished musician.    Anna Layton, of East Orange, New Jersey, who met Jones back in the 1940s, was also happy to be at the celebration.  “Eileen was always there for me.”  Also attending was Ernestine Polhill, of Orange, New Jersey, who said that before Jones passed away they had talked about attending the Center dedication together.  “I wouldn’t have missed this for anything.”

The opening prayer was given by student Dennis Martin of the class of 2021.

Featured News, News

President Blattner and other NJ university leaders send letter to NJ congressional delegation on immigration

Caldwell, N.J. – May 3, 2019 – Caldwell University President Nancy Blattner joined presidents and chancellors of other New Jersey colleges and universities in a letter to the New Jersey congressional delegation regarding immigration and international students, faculty and scholars.

The letter is below.

May 2, 2019

Honorable Members of the New Jersey Congressional Delegation:

As presidents and chancellors of colleges and universities throughout New Jersey, we are writing to express our concern about obstacles we are facing in our efforts to attract and retain international students, faculty, and scholars.  Our schools vary in mission, size and the makeup of our student bodies, but we all depend on our ability to attract motivated students and scholars from throughout society and around the world.  We believe our success in these endeavors plays an important role in building the State’s innovation economy.

Over the past several years, we have observed a disturbing increase in the number – and length – of impediments put in the path of our international students, faculty, and staff.  Some of our schools have experienced decreases in foreign student enrollment and all of our schools have encountered an increasingly log-jammed immigration system that is impacting our ability to recruit, retain, and bring to our campuses foreign talent.

Simply put, as it becomes more difficult for foreign students and academics to study and work in the United States, many of them are turning to other options, weakening not just our individual institutions, but American higher education as a whole, and, by extension, our country’s global competitiveness.

Some examples:

  • Administrative processing delays: In a number of recent cases, graduate students and faculty members have been forced to miss or defer entire semesters because their visa applications were mired in “administrative processing” at the State Department. Administrative processing is the time period outside of “normal” processing times in which cases that appear to meet the basic eligibility requirements are referred for additional background checks.  Visa applicants are generally not provided with any explanations, nor are they told how long the additional processing may last.  This situation creates untenable uncertainty for the visa applicant, the employer, and other affected parties, especially as anecdotal reports indicate an increase in the amount of time that cases are remaining in this category.  This can be especially problematic for foreign students and academics, whose commitments in the U.S. align with an established academic calendar.
  • Processing delays for Optional Practical Training: Optional Practical Training (OPT) permits foreign students studying in the U.S. to apply for “practical training” with a U.S. employer in a job directly related to their course of study. The program allows students to supplement their education with valuable experiential learning and on-the-job-training as they start their careers.  Unfortunately, processing times for OPT applications have increased from a previous maximum of 90 days in 2016 to 3½ – 5½months today.  Processing times in this range create an enormous burden for students.  The consequence of these delays is that students are unable to begin their job or program on time and, in many instances, they may lose out on the position altogether.  This harms not only the students, but also the employers seeking to hire qualified, U.S.-trained workers for a practical training opportunity.
  • Increased Requests for Evidence: Over the past year, employers seeking to hire foreign-born employees have seen a dramatic increase in the number of “Requests for Evidence” (RFEs) from United States Citizenship and Immigration Services (USCIS), particularly for H-1B visas, which allow U.S. employers to hire highly-skilled foreign workers in specialty occupations. We understand that USCIS has a responsibility to ensure that it has necessary information about eligibility; we do not doubt that some of these requests are warranted.  The scope of the increase, however, is staggering.  RFEs for H-1B visa petitions more than doubled between the third and fourth quarters of FY 2017.  These requests delay the issuance of visas for employers by months and boost legal costs.  Meanwhile, our professors and other employees are putting their lives on hold as they wait for start-dates.

The types of situations described above rarely make front-page news and the isolated impact of each example is certainly not as dramatic as the effect of higher-profile actions such as the rescission of the Deferred Action for Childhood Arrivals program or the travel ban.  However, taken together, they create a frustrating and sometimes hostile environment for those wishing to live in and contribute to our communities.  This cumulative effect is acutely felt at our colleges and universities, where we depend on the free flow of talent to help fulfill our teaching and research missions.

Our experiences over the past several years are reflected in the findings of two recent reports by the American Immigration Lawyers Association (AILA) and the Council of Graduate Schools (CGS).  The AILA analysis of USCIS data found that the total time it takes the federal government to process foreign visas has increased by 46 percent over the past two fiscal years.  Meanwhile, the Council of Graduate Schools found that new enrollments of international students at U.S. graduate schools have fallen for the second year in a row.  The CGS report comes on top of a 2018 survey by the Institute of International Education, which found that new foreign student enrollment for undergraduate programs in the U.S. has decreased by 8.9 percent since the 2015-16 school year.

Needless to say, we are very concerned about the findings in these reports.  For decades, U.S. academia has been the envy of the world, in part because of our recruitment and acceptance of the finest applicants from around the globe.  It has also been an engine of American innovation, bringing together talent from across the nation and around the world to work on the discoveries that fuel our most cutting-edge economic sectors.  Our students, both foreign and U.S.-born, are able to learn from the world’s best professors and conduct research under the tutelage of the most creative minds in their field.  These students, in turn, join the workforce, enter public service, and become educators or researchers themselves.  Eventually, their children attend our colleges and universities, and become productive members of society.

As the 116th Congress moves forward, we ask that you closely monitor the policies and administrative actions that are threatening the free flow of students and scholars upon which our colleges and universities depend.  We appreciate all your work on these issues and hope that you will continue to let foreign-born individuals on our campuses and throughout the State know that people of all backgrounds and nationalities will always be welcome in New Jersey.


Richard A. Levao
Bloomfield College

Rosalind Reichard
Interim President
Centenary University

Helen J. Streubert
College of Saint Elizabeth

Christopher A. Capuano, Ph.D.
Fairleigh Dickinson University

Dr. Joseph R. Marbach
Georgian Court University

Grey J. Dimenna
Monmouth University

Sue Henderson
New Jersey City University

Christopher L. Eisgruber
Princeton University

Nancy H. Blattner, Ph.D.
Caldwell University

Kathryn A. Foster
College of New Jersey

MaryAnn Baenninger
Drew University

Anne M. Prisco, Ph.D.
Felician University

Dawood Farahi, Ph.D.
Kean University

Susan A. Cole, Ph.D.
Montclair State University

Joel S. Bloom
New Jersey Institute of Technology

Peter P. Mercer
Ramapo College

Gregory G. Dell’Omo
Rider University

Robert Barchi
Rutgers, The State University of New Jersey

Robert Barchi
Rutgers, The State University of New Jersey

Nancy Cantor
Rutgers University–Newark

Eugene J. Cornacchia
St. Peter’s University

Harvey Kesselman
Stockton University

Richard J. Helldobler
William Paterson University

Ali A. Houshmand
Rowan University

Brian L. Strom, M.D., M.P.H.
Rutgers Biomedical and Health Sciences

Christopher J. Molloy
Rutgers University–New Brunswick

Mary J. Meehan, Ph.D.
Interim President
Seton Hall University

Nariman Farvardin
Stevens Institute of Technology

Merodie A. Hancock, Ph.D.
Thomas Edison State University

CC: The Honorable Philip D. Murphy
Governor of New Jersey




Featured News, Natural and Physical Sciences News, News

More than 200 Caldwell students present projects at Research and Creative Arts Day


Research Astrophysicist Presents on Science and Faith in Harmony: The Heavens Declare the Glory of God”

Caldwell, N.J., April 29, 2019 – More than 200 students presented their projects at Caldwell University’s third annual Research and Creative Arts Day. This year’s theme was “Ut in Omnibus Glorificetur Dei— That in All Things God May Be Glorified.”

The event’s opening featured a performance of “All Good Gifts” from “Godspell” by the cast of the Music Department’s Opera Musical Theatre Workshop.

President Nancy Blattner read nineteenth-century poet Gerard Manley Hopkins’s sonnet “God’s Grandeur,” which celebrates the “ever-present magnificence of God’s creation” and, she said, beautifully mirrored the theme of the research day. The challenge, said Blattner, is for “each of us in the audience to become more alive to God’s presence—whether that revelation be made to you through the beauty found in nature and art or through the discoveries revealed in the realm of science.”

Dr. Barbara Chesler, vice president for academic affairs, explained that the annual event provides an opportunity for students to display the work they have done throughout the year. The students are mentored by faculty and “go in as a novice and come out as an expert.” In the process, she said, they learn about communication, collaboration, problem solving, critical thinking, teamwork and time management.

The keynote speaker was Dr. Anton M. Koekemoer, research astrophysicist at the Space Telescope Science Institute, who spoke on “Science and Faith in Harmony: The Heavens Declare the Glory of God.” In introducing Koekemoer, Dr. Darryl Aucoin, an assistant professor in the Natural Sciences Department, said, “Dr. Koekemoer has worked to take us deeper into the universe than we have ever seen, and in doing so takes us back in time to the early days of the cosmos.”

Koekemoer, who has carried out scientific research with the Hubble Space Telescope for over 20 years with a focus on distant galaxies and black holes, presented a journey of exploration through the cosmos, highlighting exciting astronomical discoveries and images from the telescope that inspired beautiful artwork in The Saint John’s Bible. He pointed to the sense of awe and wonder expressed by ancient writers of Scripture—like the psalmist, who exclaims, “The heavens declare the glory of God”—and said this sense grows when viewing the universe with modern telescopes. Koekemoer’s presentation was part of the university’s “Year with The Saint John’s Bible.” The sacred work is the first handwritten, illuminated Bible of monumental scale in 500 years.

After the presentation, students displayed their poster presentations and projects to judges and visitors.

Amelia Biswas, a biology and psychology major, focused on the “Evaluation of Garlic and Thieves Oil as Treatments of Leprosy.” Growing up in Bangladesh, she saw many people suffering from leprosy. As a child, she wanted to do something to help people with the disease but could not. When the opportunity to do research arose in college, she said, “Let’s use this platform and try to do something.” It was her first research project. “I grew up through the process and gained a better understanding of scientific research.”

Jaclyn Berman, a senior in the School of Nursing and Public Health, researched the effect of music therapy on postoperative relief. Concerned about the opioid crisis, she wanted to do research on alternative therapies. She found that music therapy reduced pain and therefore reduced the need for pain medication. She hopes hospitals will implement similar plans for pain management after surgeries.

Stefanie Konboz and Romina Ghale, biology majors, looked at “The Study of Antimutagenic Properties of Emblica officinalis and Annona muricata.” They researched whether amla fruit and graviola would exhibit anticancer properties. Konboz thoroughly enjoyed the project work and appreciated all she learned from Aucoin and Associate Professor Agnes Berki. “I’ve always asked questions, and the research was a learning process every day,” she said.

Holly Reiter, a senior graphic design major, showcased her senior exhibition “Alive Again,” which featured her digital paintings, inspired by music. “It made me realized I want to be an illustrator for the rest of my life as my career.”

The keynote for the graduate section of the day was given by Humberto Humby Baquerizo on “Translating Leadership, Resilience and Community Service in Scholarship.” Baquerizo received a doctorate in education leadership from Caldwell and works at Rutgers Medical School in the Office for Diversity and Community Engagement.

Jhoanna Marquez, an academic advisor at Caldwell, did research on students placed on academic probation. Her research focused on the extent to which semester meetings with advisors increased the motivation to improve academic standing as perceived by students on probation. Since she has been working with this population for some time in her position at Caldwell, she was pleased to see that the connection with the recovery advisor improved the outcomes for students in areas such as study habits and awareness of campus resources and also helped with retention.

Marjorie O’Connell, a graduate student in the Education Division literacy program, focused on the question “Can the Use of Brain Games Improve Working Memory and Reading Comprehension for Students in a Middle School Special Education Setting?” She teaches study skills in a resource room for seventh- and eighth-graders and was very pleased to see from her study that executive functioning, which are self-regulation skills, as well as behavior and reading comprehension improved for this population with the games. “I can’t wait to hit the ground running with it next year,” she said.

Courtney Kane, Christopher Colasurdo and Shariq Khan, graduate students in the applied behavior analysis program, looked at “Vocational Skills Assessment for a Young Adult with Autism Spectrum Disorder.” “This was right up my alley,” said Kane, a graduate assistant in the Center for Autism and Applied Behavior Analysis, who wants to work with young adults with autism spectrum disorder when she graduates. They replicated a previous study to determine the vocational skills that their learner had in his repertoire. In future work, they plan to teach the skills he did not demonstrate.

English News

The Gathering

Flyer for the gathering of the english department on May 1.

Near the end of every spring semester, Caldwell University’s English department hosts an annual event affectionately termed The Gathering, as it was started by Dr. Patricia Verrone, who taught several courses in Irish literature. Borrowed from Irish tradition, this event has been celebrated by Caldwell University’s English department for the past eight years. At this event in the Alumni Theater, the department honors juniors and seniors inducted into the English Honor Society, Sigma Tau Delta, presents student awards, and welcomes all alumni who partake in this event. Additionally, a group of students led by Dr. Mary Lindroth perform a piece of drama from a given area of literary study. Faculty, students and alumni are encouraged to bring their friends and family to The Gathering.

The 2019 Gathering will be held on Wednesday May 1st at 6:30pm in the Alumni Theater. English majors, minors, and alumni planning to attend should rsvp to Alison Self at aself@caldwell.edu by April 27th. We look forward to seeing you there!

Featured News, News

Poems by Syria refugees never before translated to English to be read at “Presence 2019” poetry journal launch

Flyer for the Journal of Catholic Poetry

Presence: A Journal of Catholic Poetry

Caldwell, N.J., March 20, 2019-  The launch of  Presence 2019: A Journal of Catholic Poetry will feature a reading of poems written by Syria refugees and never before translated into English.

Sharif S. Elmusa , co-editor of Grape Leaves: A Century of Arab-American Poetry, will read poems at the launch of Presence 2019: A Journal of Catholic Poetry headshot photo.

Sharif S. Elmusa , co-editor of Grape Leaves: A Century of Arab-American Poetry, will read poems at the launch of Presence 2019: A Journal of Catholic Poetry.

The reading is free and open to the public and will be held at noon on Monday, April 15 in Werner Hall at Caldwell University.

The poems will be read by Sharif S. Elmusa and Gregory Orfalea, co-editors of Grape Leaves: A Century of Arab-American Poetry.

Elmusa is a Palestinian refugee who he grew up in a refugee camp near Jericho. He is author of  a book of poems, “Flawed Landscape”His poems and essays appeared in numerous print and online magazines, including most recently, “The Massachusetts Review,” “Mizna,” “The Indian  Quarterly” (India), Jadaliyya.com and Voxpopulisphere.com. Elmusa taught at the American University in Cairo, Egypt, for many years, and also at Georgetown, Qatar, and Yale. He is Palestinian by birth and American by citizenship. A number of his long essays have appeared in anthologies, including, Seeking Palestine, and Gaza Unsilenced. He has contributed opinion pieces to English-language newspapers in Egypt, including Al-Ahram Weekly and madamasr.com.; Jadaliyya.com; The Washington Post; and the New York Times.

Gregory Orfalea, co-editor of Grape Leaves: A Century of Arab-American Poetry, head shot photo.

Gregory Orfalea, co-editor of Grape Leaves: A Century of Arab-American Poetry, will read poems at the launch of Presence 2019: A Journal of Catholic Poetry.

Orfalea is the author of ten books, the most recent of which is “Journey to the Sun:  Junipero Serra’s Dream and the Founding of California” (Scribner, 2014)  A children’s version is “Junipero Serra and the California Missions.”    His “Angeleno Days” won the Arab American Book Award and was a finalist for the PEN USA Prize.  His collection of poetry, “The Capital of Solitude,” won the Ithaca House First Book Prize.  The long poem, “Arab and Jew in Alaska,” which originally was published by the Christian Science Monitor, was the first poem by an Arab American to appear in The Norton Introduction to Poetry.  Poet Lore has nominated “Poem for the Unspeakable” for the 2019 Pushcart Prize.

For information about the event, contact Dr.  Mary Ann B. Miller, editor of Presence and chair of the Caldwell University English Department,  at 973-618-3454 or mmiller@caldwell.edu


Featured News, News

April – Autism Awareness Month: Mom says Center for Autism and ABA has provided hopeful path for her family

Caldwell, N.J., April 1, 2019 – Ben Tepper enjoys taking rides on the elevators at Caldwell University. He also likes visiting a professor who has sound effects on his computer. And he is happy when he goes to the mailroom accompanied by graduate students to pick up the mail, which he sorts by himself and delivers on the mail cart to faculty members in the Center for Autism and Applied Behavior Analysis at Caldwell. “His strength in reading and phonics helps him with that job,” says Ben’s mom, Pam Tepper.

The center has been an essential part of Ben’s life on weekdays for the past five years. The 19-year-old, who is on the autism spectrum, has been learning from graduate students who are aiming to be the future educators of people with autism spectrum disorder. In a state with the highest prevalence of ASD in the nation, the master’s students learn hands-on with the guidance of faculty nationally known in the field of applied behavior analysis. ABA is a science-based approach to learning proven to be highly effective in treating people with ASD.

Several years ago, Caldwell faculty saw that there were not enough trained educators in ABA to teach those with ASD in New Jersey and began offering the first master’s and the only doctoral program in ABA in the state. The Center for Autism and Applied Behavior Analysis was founded in 2011 to provide exceptional assessment and intervention services for individuals with autism spectrum disorders and developmental disabilities. “Our goal is to teach socially significant skills through the use of evidence-based practices based on the principles of applied behavior analysis,” says Dr. Sharon Reeve, professor of ABA and a founder of the center. Over the years, the center has had learners ranging in age from one through 20 years old on various levels of the spectrum. It is open to learners of any age.

Using evidence-based practices, faculty members and graduate students have helped Ben through many teenage transitions, including learning how to go to work, as they assisted him in his first days at his places of employment. Today Ben works at Calabria’s Restaurant and Pizzeria in Livingston, where he sets up tables, takes down chairs and puts out spices, and at a print center, where he shreds and sorts mail. He is also learning skills at Antonio’s Salon and Spa in Livingston. There he organizes towels when they come out of the dryer and sweeps the hair, “which has proved to be more difficult,” says his mom, because when “you are in people’s space and you have to learn the social etiquette” and when you are doing the work, you have to learn that “we stick with staying on topic.”

A focus on employment is very important to the faculty at the ABA center considering upwards of 90 percent of individuals with autism spectrum disorder and other developmental disabilities reportedly may remain unemployed after high school. “As individuals move into their teenage years, a major focus of our efforts is on teaching job skills and job sampling. Our goal is to help put individuals in the best position to obtain real jobs for real pay,” says Dr. Jason Vladescu, associate professor of ABA.

For Pam and her husband, Rich, the journey to get to where they are today was a tough one. Pam remembers when she first brought Ben to the center. They had been struggling for some time to find a program with professionals who could meet Ben’s specific needs. “We were stuck.” Meeting with Dr. Reeve was a turning point for the Teppers. “That cautious optimism turned into hope,” Pam says.

The ABA faculty created a behavior intervention plan for Ben based on the results of a functional analysis. With the “data-driven protocol in ABA, they were able to show my district, even after three months, a lesser amount of aggression,” Pam says. “Outsiders might not have noticed, but they knew from the data that the curve was going down. We took their lead on every little thing,” says Pam of the advice she received from the professors.

Pam began going to the center for the weekly training provided for the parents of learners. There she could see Ben’s behavior “as good as it could be.” The Teppers did not make changes at home until the graduate students and faculty made home visits to help the Teppers implement the same behavior plan to manage Ben’s disruptive behavior.

Along the way there were a number of goals, says Pam, such as learning about showering and brushing teeth and not throwing food or stepping on the dog on purpose. “All of these little things, that weren’t so little, have improved,” she says.

As Ben made progress, he and the graduate students visited neighborhood restaurants and stores where he learned how to interact in the community. Then he was ready to move on to employment.

Chris Colasurdo is a doctoral student in ABA who received his master’s in ABA at Caldwell.  Working with Ben and seeing his “amazing progress” have reinforced why he wants to go into the field. “His attitude is infectious. It is impossible to have a bad day,” Colasurdo says. “He brightens everyone up, on campus and anytime we go out … it transfers over to everyone he spends time with.”

Employees on campus say they have grown from their interactions with Ben. Don O’Hagan, chief information officer for Caldwell, says Ben visited his office almost every afternoon for four years. “With no fear, he was loaded with a series of questions as he scanned my messy desk.” It was the little details that were important to Ben, O’Hagan says. “He helped me give thanks for my blessings and made me realize I have to be myself at all times.”

The Caldwell program has enriched the Teppers’ family life. Ben says Caldwell is “great.” His family agrees. “I can’t even tell you how supported we feel,” Pam says. It is the “the outside-of-the-box thinking and the very individualized approach that have made this so successful. I can’t imagine that wouldn’t happen for any student that is in crisis.” Each person with an autism spectrum disorder needs individualized attention, contends Pam, and she points to a saying in the autism community that “If you have met one child with autism, you have met one child with autism.”

Pam gets gratification out of knowing that the master’s students experience firsthand how they can make a difference in the lives of students—“because Ben is not the only one who suffers from aggression,” she says. “Faculty members Sharon Reeve and Jason Vladescu and the graduate students at Caldwell’s Center for Autism and ABA have undoubtedly changed the trajectory of Ben’s future.”

Pam is passionate about sharing her journey with others. A former kindergarten teacher (she decided to stay home after having Ben), she is president of a Livingston-based nonprofit, Parents and Professionals for Exceptional Children, which educates and empowers parents so they can advocate for their children.

She shares her family’s story in creative videos she produces for her vlog called “the Education of BT.” The episodes feature Ben, Pam, Rich and Ben’s brother, Matt. They show the milestones and challenges of Ben’s life, from trips to the dentist and Disneyworld, to when Ben learned to count to five, to his ride on the merry-go-round at the Turtle Back Zoo, to job training at Calabria’s. “My hope is that somebody else can benefit,” Pam says.

She has concerns about what happens when Ben turns 21 since there is a lack of services for adults with ASD, but she says, “You have to be thankful in life and thankful for what is today. There was a time that we didn’t have that. And now we do. And I want to share that with people.” And her family’s journey continues. “I don’t know where it is going to end, but I know that the program at Caldwell has paved a different path for him, a positive, hopeful path.”


To see Pam’s vlog, “Autism and the Education of BT,” go to https://www.youtube.com/channel/UCiXWzpXp_LxLEJAD3cFKqEw.

To find out more about Caldwell University’s Department of Autism and ABA, go to https://www.caldwell.edu/graduate/academic-department/applied-behavior-analysis.

For information on Caldwell University’s Center for Autism and ABA, visit http://www.caldwelluniversityautismcenter.org/.


English News, Featured News

Walk-a-Mile, April 8, to Kick-off Sexual Assault Awareness Month Events   

Caldwell, N.J. –March 27, 2019 –   Caldwell University will mark Sexual Assault Awareness Month with  events including “Walk a Mile,” which will be held on Monday April 8, 2019 at 11:30 a.m. beginning at the Newman Center Plaza  at the university.  Caldwell’s theme for the month is “It’s  On Us.”

“At this lively Walk-a-Mile kick-off event, participants will pledge themselves to walk for a woman in their lives who have been impacted by sexual violence. While we know that sexual violence affects everyone — given Caldwell University’s rich history as an all-female institution, Walk-a-Mile will honor our past, while looking ahead at what each of us can do to help prevent sexual violence,” said Abdul Staten, director of Student Advocacy and Prevention Awareness.

The event is being sponsored by Athletics, the Office of Student Engagement and Student Advocacy & Prevention Awareness.

“During Sexual Assault Awareness Month, Caldwell University will hold events to celebrate, honor, and champion survivors of sexual violence. Because prevention is key, we recommit ourselves to building mechanisms whereby our entire community can participate in preventing sexual violence as well as other forms of interpersonal violence,” said Staten.

For further information, contact Abdul Staten at 973-618-3907 or astaten@caldwell.edu.