While March is Women’s History Month, Rutgers-Camden’s production of Little Women: The Musical extends the celebration from April 9-18 at the Walter K. Gordon Theater. With their take, the creative team focuses on current relevance, gender stereotypes, and storytelling through the musical aspect. 

The musical closely follows the novel as the 4 March sisters navigate relationships and career prospects as the Civil War kindles in the background. Director Shamus McCarty points out how this story mirrors current social issues as global conflicts take place. When discussing the prevalence and message of the show, he states, “What does it mean to continue to pursue this thing that we have spent so much of our lives dedicated to and we believe in so fully while active atrocities are happening around us?” 

Soyeon Bin, the Music Director, adds to this sentiment, and says the core of this show is “about voice: finding it, losing it, and then reclaiming it.”

McCarty and Bin’s collaboration put their focus on the storytelling rather than just the visuals. As Bin describes, “It’s really not about this megamusical era that we’re in right now where everything has to be spectacle and just “ta-da,” it’s really more about communicating the story through the musical line.” 

Jo, one of the March sisters, is a writer who is often rejected and dismissed by publishers because of her gender. The show emphasizes gender roles and stereotypes and how they are enforced in society. 

Nallely Pineda Turcios, who plays Jo in this production, says they are “most drawn to the realism of being a woman in a field dominated by men…Even when you talk to women of higher society, they tell you that, if you do want to get into higher society, you have to be poised and elegant, and that’s just not [Jo].” All of the sisters within the show have their own separate paths, perspectives, and relationships with society and to the roles that are assigned to them. 

This show deviates slightly from Louisa May Alcott’s novel and the 1994 and 2019 film adaptations as the musical element is added. Bin explains the music is a “blend of the classical, romantic 20th century music, plus the contemporary musical theater.” When discussing the collaboration for the music, Turcios adds “[Bin] has given me the dynamics and the phrasing that make the music more emotional, which helps me and helps the story.”

This show has an overall serious, dramatic tone. However, McCarty also adds that “Life is full of moments of comedy, and we just have to be open to them… life can’t be lived as drama drama drama.” By keeping this in mind, he highlights that the cast and crew have added their own little motifs and moments that balance lightening tension with keeping the show grounded.

The musical first premiered on Broadway in 2005. To make it feel more original, McCarty focuses on truth and personalizing the story. For the chemistry and liberties taken by the cast and crew, he notes he put a heavy emphasis on communication in rehearsals for the show, and says, “making space and inviting proposals and curiosities from the ensemble of actors in space that lead to moments that are funny, but still true, … has definitely been sort of a guiding light.” 

To see this production, ticket information can be found online at https://www.purplepass.com/events/347143-little-women%3A-the-musical-apr-9th-2026 

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Part of being a college graduate is figuring out what you need to do after graduating, and currently the Class of 2026 is facing a challenging future. College graduation is one of the most anticipated events for a student enrolled in higher graduation. However, the Class of 2026 are expected to face the worst job market in 5 years, according to The Wall Street Journal.

In an article by ABC7News, a survey reports that about 39% of postgraduates blame their colleges for not teaching workplace skills or behavioral standards. While 53% of postgraduates experience burnout at least once a week, and more than half seek help for symptoms like depression and anxiety. Many college students are not being adequately prepared for what life is like when you no longer are in school. Due to this, many students are doing the preparation early so they aren’t stuck in limbo in the future.

There are also several aspects of life that students are losing as they graduate; college provides structure and a set schedule that students are able to follow. When they are experiencing life after college, losing that structure could be a difficult learning curve for postgraduates to experience. “I’m pretty worried about the lack of structure I’m gonna have in the future, I’ve been in school for 15 years at this point, so going into a life where I won’t have such a set schedule feels overwhelming” says Zanab Ibrar, a junior Rutgers–Camden student graduating this May.

Social life is also something else postgraduates need to navigate, being in college forces you to be in close proximity with like-minded individuals around the same age as you. This allows for an easier time interacting and forming lasting relationships, however not having that imposed closeness can make forming relationships a much more difficult task. “While I’m excited to finish school, something that I’m going to miss is how social college is. You’re surrounded by so many people who are around your age and have similar goals to you, so that aspect of social life is definitely going to be different in the future.” says Wendy Nguyen, a senior student graduating this year.

Finances are also something that needs to be accounted for, graduating is a costly thing, paying for caps, gowns, even applying for graduation comes with their own fees. Not to mention that many postgraduates have student loan repayments that they need to plan for. “When I was in my first year, I wanted to move out immediately after college, however the finances that go into moving out after college is a lot to account for. Now, I have decided to slow down and build up my savings before jumping into getting an apartment” says Wendy Nguyen.

However there is still support out there for alumni, several universities continue to help their alumni beyond graduation, especially with finding employment. “There are many students that don’t know that the Career Center is still here for them after graduating. We work with a lot of alumni, and our services are available to people who already graduated. There is a lot of support for alumni settling into their life after college.” says Margeret Land, a Career Management Specialist at Rutgers-Camden. 

If someone is graduating, then there are several helpful options out there for postgrads to use. Overall, it’s important to develop skills that are sought out in the job market and to calculate your financial situation. However, there are options for support or help available for you as you are transitioning into the “real world”.

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Rutgers University-Camden students facing sudden financial hardships can turn to a campus support system designed to help them remain enrolled, according to Daniel Lee of the Student Wellness Center. That support can include help from the Student Wellness Center, the Dean’s Office and the Student Emergency Fund. 

Lee said the Student Wellness Center works with the Dean’s Office to connect students with resources when financial problems begin to interfere with school. Students often raise those concerns during appointments, and staff help develop a plan to address immediate needs. In some cases, Lee said, students sign a release so the center can share information with the Dean’s 

Office and advocate for support on their behalf. 

The support is meant to address short-term emergencies before they grow into larger academic or personal problems. The Student Emergency Fund provides one-time emergency aid of up to $500 for students dealing with sudden crises that could threaten their continued enrollment. 

Lee said students most often seek help for urgent needs tied directly to staying in school. Those needs can include testing fee waivers, books, transportation and supplemental food resources beyond what the Scarlet Raptor Nest can provide. He said many of the requests are for one-time assistance, though staff may also try to connect students with longer-term support when needed. 

Financial stress can affect much more than a student’s budget. Lee said it can reduce concentration, interfere with academic responsibilities and make it harder for students to stay on track. 

“Financial stress is no different from any other form of stress,” Lee said. “Students tend to become preoccupied with their circumstances which reduces their capacity to focus on school or their responsibilities.” 

He said some students begin prioritizing their financial problems over schoolwork, which can lead to falling grades and retention concerns. Lee added that financial hardship is a serious issue for many students on campus, noting that many work part-time or full-time jobs and that nearly half of the student population is at or below the poverty level.

Because of that, Lee said emergency support can play an important role in helping students get through a crisis. He described the emergency fund as one piece of a broader campus support network that can reduce immediate stress and help students manage temporary setbacks before they become unmanageable. 

Still, students do not always ask for help right away. Lee said some feel shame or guilt about seeking assistance, which can delay support and make the situation harder to resolve. He also said emergency funds are limited and may be exhausted, so students should not wait until a problem becomes severe. 

Lee said awareness may also be a challenge. He said he is unsure how widely the resources are advertised across campus, though his staff shares the information with students when needed. 

While the emergency fund cannot solve every long-term financial problem, Lee said it can make a meaningful difference during a crisis. He encouraged students to ask for help early, while the issue is still manageable. 

“Everyone needs help sometimes and everyone should be open to receiving and giving help sometimes,” Lee said. “Be proactive and ask for help when the problem can be managed and hopefully to a successful conclusion.” 

Lee said students should remember that campus staff want them to succeed and are there to help when emergencies arise. For students suddenly unable to cover an essential cost, seeking support early may be the best way to prevent a short-term crisis from becoming a reason to leave school. 

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Courses at Rutgers University continue to incorporate elements developed during the COVID-19 pandemic, as faculty retain digital tools and students adjust to a mix of in-person and online learning experiences. 

The transition to remote instruction in 2020 required professors to redesign courses quickly, introducing lecture slides, recorded sessions and online discussions. While classes have largely returned to in-person formats, some of these methods remain in use, shaping how material is delivered and how students engage with coursework. 

Tina Crafton, an English professor who previously taught in person and now teaches fully online, said the pandemic led her to restructure her courses in ways that continue to influence her teaching. 

“I continue to use the strategies and methods I developed for the Pandemic and they have undoubtedly made a positive impact on my teaching,” Crafton said. 

During the shift to remote learning, Crafton replaced traditional lectures with slide-based presentations supported by images and videos, and incorporated recorded Zoom sessions alongside structured discussion prompts. She said many of these tools remain central to her courses. 

“Students liked having these Lecture Slides in the course shell to refer to,” Crafton said. “Everyone can concentrate on the experience of the class rather than writing things down.” 

She added that these materials can help students who may struggle with note-taking, though they also require students to review content independently to stay on track. 

The persistence of these digital elements reflects broader changes in course design, as instructors balance accessibility and engagement. While online tools can provide flexibility, they also alter the dynamics of classroom interaction. 

“The greatest limitation of online format can be the lack of real-time interaction,” Crafton said. “In person, the teacher can ask a question and integrate student answers into part of the learning material right on the spot.”

At the same time, Crafton noted that online environments can benefit some students. She said discussion-based features allow students more time to think through responses, which may reduce pressure for those less comfortable speaking in class. 

“Online Discussions allow students to think and consider their responses,” she said. “The easing of anxiety in education is a key factor in success.” 

Student experiences with these formats vary. Miles, a Rutgers student who has taken both in-person and online courses, said he finds it more difficult to stay engaged in virtual settings. 

“I am so much more engaged in person and find myself not that interested or not involved at all with online classes,” Miles said. 

He said the lack of in-person interaction affects his participation and focus, particularly in courses that rely on discussion. 

“My engagement was way down when doing virtual courses,” he said. 

Miles also raised concerns about how online-heavy instruction may affect certain fields of study. He pointed to graduate-level programs, such as those in information science, that rely heavily on virtual coursework. 

“Since almost all Masters of Information courses are taught virtually, students are graduating knowing a lot of theory but lacking the knowledge on actually applying it,” he said. 

The contrast between student and faculty perspectives highlights an ongoing adjustment period in higher education. While instructors continue refining methods introduced during the pandemic, students are navigating how those changes influence their learning. 

Crafton said she has adapted her online teaching approach over time to better meet student needs, incorporating recorded sessions and structured discussions to maintain engagement. These methods, she said, aim to preserve interaction while offering flexibility. 

As universities continue to evaluate post-pandemic instruction, the balance between accessibility, engagement and effectiveness remains a central concern. For both students and faculty at Rutgers, the evolution of course formats reflects an effort to integrate lessons learned during an unprecedented shift in education.

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As the Rutgers-Camden Graduate Student Organization (GSO) prepared to transport 40 students to Wissahickon Valley Park on March 28, 2026, organizers said the event addressed a persistent issue among graduate students: isolation and burnout.

The mid-semester hike, now in its third year, offers structured time away from academic demands. As of mid-March, 25 of the 40 available bus seats had been claimed.

“Honestly, it came from a simple realization: grad school can get overwhelming, and students need more than just study breaks,” said Alwin Philip, GSO president and a master’s student in computer science. “We wanted to create a space where people could step away from the academic pressure, meet new faces, and just enjoy being together outside of a classroom.”

Wissahickon Valley Park spans 2,000 acres and contains 50 miles of trails, including the eight-mile Forbidden Drive along Wissahickon Creek.

For Malav Champaneria, a computer and information sciences master’s student in her final semester, the hike offered relief from post-graduation uncertainty. “I’ve been under pressure during my last semester, especially with job hunting and not getting many callbacks, which was quite stressful,” Champaneria said. “This hike really helped me relax and refocus, and I now feel more motivated and clear-headed.”

Champaneria sought a more challenging route. “I personally chose to go off-route because I wanted to spend some time alone, enjoy nature, and have a quieter experience,” she said. “I prefer challenging terrain, and this hike delivered exactly that.”

Lori Braunstein, a MAT candidate in Early Childhood Education, cited the hike’s accessibility as a key benefit. “Yes, took my mind off of school, and it was enjoyable,” Braunstein said. “It was just the right amount of time for me!” She added that she will follow Rutgers Recreation on Facebook for updates on future outings.

English graduate student Nancy Nie described the hike as a mental reset. “I had been very tired and heavy-headed by overthinking before the hike, but this cloud of exhaustion and fuzziness went away after four hours of actual walking and touching trees, climbing mountains, and running on grassy lawns,” Nie said. “Just like the trees and flowers in nature, our thoughts are growing incessantly, even though we don’t see them grow.”

Philip distinguished the hike from a simple diversion. “I’d call it a real escape, genuinely. Because a distraction is just something that takes your mind off things temporarily; a hike actually resets you,” he said. He recalled a moment from a previous hike: “But honestly, the moment that stuck with me the most wasn’t wildlife at all…it was seeing a man fishing by the river with his little kid on his back. Just the two of them, completely at peace.”

Bart Everts, a reference and instruction librarian at Robeson Library, noted the broader value of such programming. “There are countless studies simply on the mental health value of walking, but I think getting out into nature, away from cars and other stressors, not just the stresses of school but of 21st-century life, is vital to our well-being, at least it certainly is to mine,” Everts said. He added that the library’s stressbuster initiatives, including therapy dogs and the Zen Den, complement GSO’s efforts. “Alwin and the GSO have done such a great job with events like this hike, not simply as a way to get away from schoolwork, but also to bond a group of students who come from such a diversity of backgrounds, countries, cultures, and experiences.”

Staff psychologist Dr. Cynthia Thuer-Gordon, who was not involved in planning the hike, has noted the combined benefits of walking, exposure to nature, and sunlight, describing them as “natural mood boosters.”

The event proceeded rain or shine.

In the weeks following the hike, several Rutgers–Camden graduate students shifted their focus from outdoor recreation to federal advocacy. GSO President Alwin Philip and GSO Secretary Zion Harris, a computational and integrative biology student, joined Kristina Cagle, a criminal justice student, alongside peers from Rutgers–New Brunswick and Rutgers–Newark for Graduate Student Advocacy Day in Washington, D.C.. Philip said students advocated for, “graduate scholarships, graduate loans, problems related to international students, and problems faced by bills introduced and some reform measures to help the graduate students.” He described the trip as part of an “ongoing effort to support graduate students beyond campus events.”

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After years of being away, members of the Kappa Alpha Psi fraternity. Known as the Nupes, are returning to Rutgers–Camden. For many students, this is a big moment on campus. Their return brings new energy, leadership, and more opportunities for students to get involved.

Walter Pierce and Brandon Butts, both members of the fraternity, say the comeback means more than just being present. It’s about starting fresh and rebuilding something important. The fraternity has been gone for years, and now students are starting to see what it can bring back to campus life.

This return fills a long-standing gap with very few Divine Nine organizations on campus. They can create more opportunities for involvement, mentors, and networking. The Divine Nine are nine Black Greek-letter Organizations making up the National Pan-Hellenic Council. These organizations focus on service, leadership, and community.

“It means everything. The school needs new energy. With very few D9’s on campus it opens doors for us to come back and make a big impact,” expressed Walter Pierce. Pierce also talked about how being a Nupe has helped him grow. “It gives me networking opportunities and helps me build a strong mindset to take on any challenge,” he said.  

Brandon Butts shared another view, “ It means bringing back a legacy of leadership service and visibility. Kappa Alpha Psi has always stood on achievements and impact, so our presence raises the standard,” he said. “We are here to stay. We want to bring life back to campus and make it more enjoyable for everyone.”

Butts also explained how joining connects to his goals. Being a Nupe puts me in a network of driven men who hold each other accountable. It pushes me to stay focused in school and in life.” This fraternity gives me access to one of the best networks in the world”. 

He said his decision to join came from what he saw in the organization. “I joined because I saw a standard I wanted to live up to. It’s not just about the letters. It is about discipline, achievements, and impact. The way the brothers carried themselves showed me this was something bigger than me.”

Now that the Nupes are back at Rutgers Camden, students can expect more events and more involvement. Their return is not just about tradition. It’s about building something new for students today.

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Greek life is reemerging at Rutgers University–Camden after a period of disruption, with the return and reestablishment of organizations like Kappa Alpha Psi Fraternity, Inc., and Lambda Theta Phi Latin Fraternity, Inc., highlighting a broader resurgence driven by student interest, alumni involvement, and institutional support.

Following the COVID-19 pandemic, campus organizations faced challenges including reduced in-person engagement, inconsistent recruitment, and limited visibility according to student leaders. At a commuter campus like Rutgers–Camden, those obstacles were amplified by fewer opportunities for students to remain on campus and stay involved.

Several factors made it difficult for organizations to sustain membership over time, including the loss of off-campus chapter housing and the need for more intentional recruitment strategies.

“Getting new members… it’s a commuter school so it’s hard to get members… we couldn’t afford the house, and people didn’t want to move in,” said David McEriean, vice president of Alpha Chi Rho.

Despite these challenges, Greek life has maintained a presence on campus through improved programming, collaboration, and involvement in major university events such as Welcome Week, homecoming, and admitted students day.

Kristopher Smith, program coordinator for the Office of Fraternity and Sorority Affairs, said today’s Greek organizations are evolving in how they operate and engage with students.

“Chapters actually do more programming now than when I was an undergraduate,” Smith said. “Students today are fulfilling their organization’s missions and principles more on the educational and community side versus just the social side.”

The return of Kappa Alpha Psi reflects a larger effort to rebuild and expand Greek life on campus. The chapter became inactive after its membership declined, with its last active members graduating around 2021. The Fraternity’s return has been supported by alumni involvement, regional leadership, and coordination with the university.

Behind the scenes, that process requires months of planning, communication, and approval.

“That whole process takes about a year,” Smith said. “They’re given space to show why their organization is valuable while working toward becoming fully established.”

Kappa Alpha Psi is not the only organization contributing to this resurgence. Lambda Beta Phi Latin Fraternity, Inc. has also begun reestablishing on campus, marking a broader push to increase representation and provide more options for students.

“When I came here, there was a lack of options for students, especially for young men of color,” Smith said. “So I had to take a step back and think about how we can bring more diversity and more organizations to campus.”

According to Smith, the growth of Greek life is not driven by administration alone, but by direct student demand.

“I’m not making those calls or sending those emails unless students are coming to my office asking for these organizations,” he said. “It really works hand in hand between student interest and university support.”

As a historically Black Greek-letter organization and member of the Divine Nine, Kappa Alpha Psi’s return carries additional cultural and community significance. These organizations emphasize leadership, service, and mentorship, while also creating spaces where students feel represented and connected. “It is probably the smartest decision I’ve made in my life … it put me in rooms I never thought I’d be in with leaders and other accomplished people,” said Alec Tran, a Kappa Alpha Psi alumnus.

Student leaders say engagement patterns have also shifted since the pandemic, impacting how organizations recruit and operate.

“I think COVID definitely plays a part … people are more inclined to keep to smaller groups rather than frequent socializing,” said Brooke Burns, president of Sigma Delta Tau.

At Rutgers–Camden, those changes require organizations to be more intentional with visibility, outreach, and collaboration. Greek organizations now rely more heavily on structured events, cross-organizational programming, and consistent campus presence to attract new members.

Smith said that visibility is key, encouraging chapters to host events during high traffic times and work together to make Greek life more approachable.

Beyond campus involvement, Greek life also provides long-term benefits for students through networking and professional connections.“You develop a whole network of people that you wouldn’t have known without being part of that organization,” Smith said.

Student leaders, alumni, and university staff all play a role in this rebuilding process, contributing to a more visible and active Greek community. While growth is still ongoing, current trends suggest continued expansion in both membership and organizational presence.

“I hope this resurgence inspires organizations that are not here to become part of our Greek community,” Smith said. “And I hope it inspires current chapters to think strategically about how they can continue to grow.”

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As the cost of housing continues to rise, students considering on-campus housing often weigh its potential benefits, particularly the opportunity to build lasting friendships and meaningful connections. At Rutgers–Camden in 2026, however, students are still debating a central question: whether living on campus is worth the expense. For many, housing offers the promise of stronger relationships, easier access to campus activities, and a deeper sense of belonging. For others, especially commuters balancing work and travel, the experience can look very different. 

As housing costs rise and students consider financial and social trade-offs, understanding the value of housing becomes increasingly crucial. According to the Rutgers website, housing on campus at Rutgers-Camden for the 2025-2026 academic year costs between $9,000 and $10,000 per year, depending on the residence hall and room type, including options such as Camden Tower and the 330 Cooper St. apartments.

These residential spaces also include resident assistants (RAs) on each floor who organize monthly events and programming designed to help students connect, build community, and share their living experiences. National data from the Association of College and University Housing Officers–International suggests that students who live on campus often experience stronger connections, greater academic success, and higher engagement. However, student experiences at Rutgers–Camden reveal that these benefits differ.

Students who live on campus often describe increased opportunities for both social and academic engagement. Being physically present allows them to attend events more easily, study with peers, and build relationships more naturally throughout the day. Madison Thomas, a junior who lives on campus, said housing has strengthened her connection to the university.

“Compared to commuter students, who often leave right after class and don’t have to interact with others, I find myself staying on campus, seeing friends after class, and studying together,” she added. Thomas also noted that living on campus exposes students to events and resources they might otherwise miss. From late-night programming to smaller residence hall activities, housing creates opportunities to engage beyond the classroom.

Resident assistants (RAs) play a key role in fostering this sense of community. Jamie, an RA at Rutgers–Camden who requested to be identified by first name only, explained that structured programming helps bring students together, but participation is not always guaranteed.

“I think students who dorm is typically more active and connected since they have the convenience of being right on campus,” Jamie said. “But in the end, it all comes down to time management and each resident’s personal willingness to get connected with their community and attend social events”

According to Jamie, RAs arrange a variety of events each semester to foster connection, including floor meetings and creative activities. However, convincing students to attend remains a struggle. Even with readily available opportunities, students must actively choose to participate.

Commuter students may find it more challenging to stay connected. Alejandra Cuevas Peña, who commutes and works, stated that time restrictions limit her ability to participate in college events.

“Since I commute and work, I cannot stay on campus for many events or activities. It is also harder to make friends because many people leave after class, too,” she said.

Her experience highlights the hardships that commuter students experience in juggling responsibilities outside the campus. As a result, commuters may need to make a more intentional effort to build connections through classes or group work.

However, dorming is not always a perfect solution. Some students say living on campus does not always lead to a strong sense of community. Freshman Ryan Harris shared mixed feelings about their experience, noting that while housing provides proximity, it does not necessarily guarantee meaningful connections.

“On one hand, I live on campus, which makes it a lot easier to find friends and hang out with people if I want to,” he said. “On the other hand, there aren’t a ton of people who dorm here, not enough to make it feel like a community anyway”.

At a commuter-heavy school, both housing and commuting experiences shape how students engage with campus life.

Dorming, in addition to social life, can affect independence and everyday routines. Students like Thomas report increased confidence and learning to navigate resources independently, whilst others say the transition is less significant.

As Rutgers-Camden grows, student housing perspectives will become increasingly important in defining campus life. As housing costs continue to rise, students weigh financial considerations alongside social and academic opportunities when deciding whether to live on campus.

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In classrooms where students once raised their hands for help, some are now turning to artificial intelligence for answers, often before attempting the work themselves. 

“A lot of them think they don’t need to learn this because AI will just do it for them,” said fifth-grade teacher Samantha Lamb. As AI tools become more embedded in education, even at the elementary level, educators are beginning to question how early exposure shapes students’ understanding of reality, critical thinking skills, and long-term academic development. 

The expanding role of artificial intelligence in education is no longer limited to higher education institutions. Its influence is increasingly present in elementary classrooms, raising questions about how early exposure may affect students’ understanding of reality, critical thinking skills, and academic development. 

On March 19th, Rutgers University–Camden announced plans to expand AI literacy and develop guidelines for students and faculty in the use of these tools. The initiative is intended to provide structured support systems and resources for ethical and effective AI usage across campus. As part of this effort, university representatives emphasized inclusivity in AI education and the new AI Campus program. 

The initiative reflects the university’s commitment to shaping one of the most transformative fields of the 21st century. Committees are actively monitoring, testing, and researching the use and impact of AI initiatives at Rutgers. Additional resources are being developed to support both students and faculty. Recent efforts show a strong focus on introducing AI through structured leadership, including working chairs and research teams who participate in panel discussions to share their findings and insights. These efforts reflect a broader institutional response to the growing presence of AI in education. 

To better understand how AI is affecting younger students, two teachers working in different educational and demographic settings were interviewed. Both educators described observations related to student learning and behavior. 

The first educator, Samantha Lamb, is a fifth-grade teacher in Bridgeton, New Jersey, with approximately ten years of teaching experience. She works with students from a range of household structures, including those living with extended family members. Her classroom includes students from Hispanic, Asian, Black, and White backgrounds. 

When asked whether her students are exposed to AI-generated content, Lamb stated, “Not only are they exposed to it, but they are actively using it as part of their learning process.” She

explained that her school encourages the use of technology, including tools such as ChatGPT, as instructional support, but added, “There is little to no discussion about how to prevent misuse or overreliance.” 

Lamb described the use of AI tools alongside educational platforms such as ALEKS, which is designed to guide students through structured learning over an extended period. She reported, “Students are completing a program meant to take ten months in as little as three,” noting that the speed does not always reflect understanding. “When they have to do the work on their own, especially on paper, they struggle,” she said. 

She also emphasized a shift in student mindset, explaining that many rely on AI as a fallback rather than engaging in the learning process. “They don’t really care about the process,” she said, adding that students often assume the technology will correct their work regardless of effort. 

The second educator, Amy Hober, has approximately nineteen years of experience teaching second grade. Her classroom includes students from a range of ethnic and family backgrounds. 

Hober described challenges related to students’ interpretation of visual information. “They’ll look at real pictures and ask if they’re AI,” she said. “I now have to teach them what’s real and what’s not.” This shift has required her to spend more instructional time on distinguishing between authentic and AI-generated content. 

Although her students have limited direct access to AI tools in the classroom, she noted that exposure is still happening outside of school. “They’re going to be exposed to it eventually because it’s being pushed everywhere else,” she said, pointing to online videos and media as key sources. 

Both educators were asked about potential long-term effects of AI use in education. Hober emphasized the importance of foundational skill development, stating, “Students who are introduced to AI later already have those critical thinking skills.” 

Lamb echoed concerns about early reliance, adding, “Younger students are starting to believe they won’t need to put in effort because technology will do it for them.” Both educators also indicated that students’ understanding of AI itself remains limited. As one noted, “Students don’t really understand how AI works, and that’s part of the problem.” 

While K–12 educators are responding to these developments in classroom settings, Rutgers is taking a structured approach through its AI initiatives. The institution is developing frameworks for AI integration, including research efforts, committee discussions, and the implementation of usage guidelines. 

These observations reflect ongoing changes in how AI is being used in educational environments. As schools continue to incorporate AI tools, questions remain regarding how students engage with these technologies and how they may influence learning processes and skill development over time.

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The Rutgers-Camden theater department is brimming with excitement to undertake a musical adaptation of Louisa May Alcott’s classic, Little Women. This is a massive pivot from the department’s previous productions of The Seagull and Much Ado about Nothing. 

In an Interview with the production’s stage manager, Caden Adams, he discusses the “chaotic, energetic, and loving” process of bringing this story to life on the Walter K. Gordon stage. 

This show is a significant milestone for Adams. He has worked on plays in previous semesters, but he says stepping into the world of musicals has been a transformative yet stressful experience. This is his first production as the stage manager, and although he has more responsibilities behind the scenes, he views his experience fondly, saying, “It’s been one that I’m very thankful to have and a very fun one at that.”

He explained that juggling the high demands of the stage production with the challenges of student life is by no means easy. However, the production team views these challenges as “learning opportunities” and regards theater work as an academic study. 

Although there are countless renditions of Little Women on stage and in film, the Rutgers-Camden production team focused its efforts on highlighting the family dynamic. The production showcases the intense coordinated teamwork of the four lead actresses and the actress playing Marmee. “The family dynamic is really strong and noticeable.” Adams explained, “The cast has been together for so long that they built up a really nice synergy… they’re able to display those sibling rivalries and character growth so well.” 

The story of Little Women spans several years and requires technical brilliance to stage. The production utilizes “clever tricks” in lighting and costume design to handle the story’s famous flashbacks. To signal the passage of time, the lead actress playing Jo uses her hair extensions to indicate her younger years during flashback sequences. When characters communicate across distances, such as Jo writing letters to Professor Bhaer in New York, the stage is split into separate lighting zones to create a sense of distinct locations. Adams says, “The designers put in a lot of time thinking about how to make it as translatable to the audience that things are happening in different locations or at different times.” 

While this show is a fun night out, it also serves as a glimpse into the department’s rising talent. “I want people to be excited for the shows that will come the next year and the year after that,” Adams explained, “This show is a good chance to see what the future of this theater department looks like.” 

Don’t miss this year’s production of Little Women. Check local listings for showtimes and ticket information. 

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