Is music playing during study sessions useful for enhancing focus? That idea feels right to plenty of students at Rutgers Camden. Whether walking through the campus, getting ready for class, or having late-night desk sessions. For many, headphones are a regular part of their daily routine and a key tool for staying motivated while studying. 

Noise fills many learners’ routines each day, which means music usually tags along during schoolwork, too. Quiet rooms work best for some people, whereas some notice focus clicks better with music. One thing stands clear, how people learn leans heavily on the individual.

Music shifts how Gionna Hollingsworth feels when she hits the books. The Rutgers-Camden senior notices her drive changing based on what’s playing. “Happy music sparks quicker progress through assignments,” she explains. A jumpy beat keeps her moving fast and focused. Yet slower songs pull her energy down. When melodies turn somber, time drags, and effort fades. What fills her ears shapes how hard she works.

Yet music does little good in certain classes, Hollingsworth pointed out. Silence works better where deep attention is key. When she prepared for statistics exams, total stillness and silence helped her mind stay sharp. Background music sometimes eases the load and keeps concentration, though this isn’t always the case during harder tasks. 

Though Hollingsworth leans toward quiet, some classmates find that tunes help them stay locked in. For Savannah Shaw, another Rutgers Camden senior, hitting the books without sound pulls attention thin, leading her mind to drift fast. “When I study in silence, it doesn’t work for me because my brain starts wandering elsewhere,” Shaw said. “I’ll have ten different thoughts at once, so I need music.”

Focused by sound, Shaw finds music helps her stay on task. Rather than breaking concentration during study sessions, the background noise prevents random ideas from taking over. Noise becomes a tool, guiding her thoughts back when they start to wander elsewhere.

Music choices while studying differ widely among students. Hollingsworth finds silence best, yet Shaw thrives when music fills the air. Instrumentals often help those distracted when words overlap their thoughts. Familiar tracks sometimes anchor attention rather than break it. Comfort plays a role just as much as quiet does. Nerves settle more easily with known melodies humming along. Each mind adapts differently to the noise around it.

A tune now and then tends to ease tension when hitting the books. Establishing a routine, such as a custom playlist or a cozy environment, can make studying more comfortable. Over time, many students develop study habits based on what helps maintain attention the longest.

As midterm season draws near, wearing headphones has become a daily habit across Rutgers-Camden. Whether tucked away in the silent library or navigating the loud campus center after class, learners surround themselves with all kinds of sound while tackling papers or reviewing study sheets. Even though everyone studies differently, plenty continue to experiment with different routines to switch things up and find what works best for them. 

Study habits vary from student to student, and music is just one of the tools people use to stay focused. While some students prefer quiet spaces, others depend on music to keep their minds engaged. As students develop their routines, their study playlists may become just as important as their notes and textbooks. On a campus where headphones are everywhere, music has clearly become part of how many students get their work done. Whether it helps block out distractions or simply makes studying feel less overwhelming, many students continue to rely on it as they work through assignments and prepare for exams.

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At Rutgers Camden, it is nearly impossible to go unnoticed in the back of a classroom. With most courses averaging 15 to 20 students, the university’s small class sizes shape how students participate, connect, and experience campus life.

Students say the intimate setting increases visibility and accountability. While that can create pressure, many believe it also strengthens academic engagement and relationships with professors.

Savannah Shaw, a nursing student, said fewer students demands greater focus, “It’s a more intimate setting, and the professor can genuinely know you by name.” She explained that knowing she is recognized in class motivates her to stay prepared and engaged. “I’ll be damned if my professor knows me as the girl who doesn’t know what’s going on.”

In her nursing courses, participation is mandatory. Professors frequently call on students and ask questions throughout class, making it difficult to sit back without contributing. Shaw said that level of visibility has helped her retain information more carefully. Other students echoed that smaller classrooms create stronger accountability.

Prisca, a senior, said being recognized by professors influences her performance. “I usually work hard because I am known by professors most of the time,” she said. Although Prisca said her studying habits remain the same regardless of class size, she described smaller courses as “community-like,” where it is easier to connect with peers and faculty.

Students also noted differences in classroom interaction. Discussions are more frequent, and peer engagement happens naturally. Prisca recalled her psychology class, where students regularly turned to a partner to discuss ideas before sharing with the group, which she said made her feel more involved in the course.

Zoey, an art history student, said the dynamic contrasts sharply with large lecture halls, “Less people in a classroom means I’m more comfortable speaking up.” She added that smaller courses encourage better discussion and stronger student interaction.

Still, increased visibility does not always bring comfort. Zoey said that fewer students in a room can heighten social anxiety because it becomes harder to remain unnoticed. However, she believes the benefits outweigh the discomfort, especially for students seeking stronger connections with professors.

Several students said smaller classes make it more likely for professors to learn names, recognize strengths, and provide individualized feedback. That familiarity can make office hours and follow-up conversations feel more approachable.

Classroom size, students said, is often an overlooked factor that significantly shapes the college experience. Many described Rutgers Camden’s academic environment as different from the traditional image of crowded lecture halls filled with hundreds of students.

The scale of the campus also contributes to repeated interaction. Students frequently see classmates in student organizations, work study roles and other campus spaces, reinforcing relationships formed in class. Conversations that begin in the classroom often extend beyond academics.

At the same time, students acknowledged that class size alone does not determine success. Prisca emphasized that learning ultimately depends on individual effort, regardless of how many students are in the room.

Even so, the inability to “blend in” was described as a defining feature of the Rutgers Camden experience. For some, it creates anxiety. For others, it builds confidence.

Whether viewed as intimidating or empowering, students said small learning environments impact not only academic performance, but also how connected they feel to the campus community.

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The Stedman Art Gallery at Rutgers University Camden, will host its annual Thesis Exhibition, ART CAN, from April 21 to May 21, showcasing the work of graduating senior art students. The exhibition offers students a professional platform to display their artwork while inviting the community to engage with the creativity.

The Thesis Exhibition serves as a capstone experience, highlighting months of preparation and collaboration between students and gallery staff. According to the coordinator, Elizabeth Coulter, the exhibition provides meaningful opportunities for emerging artists and reflects the gallery’s broader mission. 

“At its core, the Stedman Gallery works to inspire and create meaningful opportunities in art and art is essential to cultural, economic, and community vitality,” Coulter said. “The Thesis Exhibition is a platform for graduating student artists to have at least one professional showcase of their work before continuing their professional careers.”

Curator Alejandro Loureiro described the exhibition as more than a display of artworks, emphasizing its conceptual organization. He explains that each piece is meant to interact with the others, forming a spatial dialogue that allows both individuality and connections to emerge. This conceptual approach encourages visitors to explore multiple perspectives as they move through the gallery.

Students play an active role in bringing the exhibition to life with the student-led exhibition tour. Scheduled for April 30 from 12:45–1:45 p.m., the tour allows students to present their work directly to an audience. According to Coulter, this tour is a pivotal moment for students to reflect on their growth while transitioning from school to pursuing the next stage in their careers.

Behind the scenes, the exhibition’s layout and installation involve detailed planning. Decisions about wall placement, display furniture, and technology are made in advance, and installation is a collaborative effort between students, faculty, gallery staff, and IT. Preparations often begin by prepping walls and display areas before accepting the artwork into the gallery.

Mykayla, a student employee, described the technical aspects of installation, emphasizing precision and attention to detail: “The installation process was much more technical than I expected. We made sure pieces were hung at eye level, typically five feet at the center, and that measurements were consistent across all artworks.”

Mykayla, who has also exhibited work outside of campus, emphasized the value of public exhibitions for artistic growth, “Advice I would give students who are nervous about showing their art publicly is to take advantage of every opportunity you have for your work to be seen and experienced by others. It would not only help you gather information about how others react to your work, but it will also continue to influence the way you make your work and your ideas surrounding your art.”

The exhibition gives students the opportunity to learn from each other, challenging them to explore different artistic approaches through teamwork. Coulter added that learning to display work in a gallery equips students with transferable skills. She shared, “Student artists work collaboratively and interface with different people at all stages of the project; they work towards deadlines, and they give presentations, among other responsibilities. The exhibition process helps them understand and best prepare for potential exhibiting opportunities in the future.”

Through the Thesis Exhibition, students gain hands-on experience that extends beyond the classroom. It invites the campus and local community to explore a wide range of media and creative approaches, creating a space where student innovation meets public engagement.

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