Georgian Court seniors Daniel (Dan) Zang and Neelotpol (Neel) Pal will graduate from the Transition and Career Studies (TCS) Program at Georgian Court’s Commencement Ceremonies on May 15th. This year marks the program’s first graduating cohort since welcoming the first class in the fall of 2021.
Dan and Neel’s well-deserved graduation signifies their hard work, commitment, and academic and social development throughout the 120-credit, non-degree certificate program. At Commencement, they will receive a board-certified Georgian Court certificate of completion and earn college credits for any courses taken without modification. Despite challenges, they persevered and now await the day they will walk with fellow graduates in their caps and gowns, celebrating all of their achievements.
Georgian Court’s TCS Program is one of only 12 offered at Catholic universities nationwide, one of just two four-year programs in New Jersey for students with intellectual disabilities, and the only program in the state to provide a fully integrated residential experience in on-campus residence halls.
Program Creator and Director Dr. Susan Field, a Professor of Psychology and Chair of the Department of Psychology and Counseling, shared that this first cohort is just the start of many more to come. “It’s the beginning of the end of this first cohort’s experiences with Georgian Court. It is satisfying to see our students graduating and to see how they’ve grown since they started here four years ago. Everybody is over the moon about the fact that our first cohort is graduating.”
The TCS Program is built on a foundation of person-centered planning. “One of our major purposes is to identify personal and professional goals for our students, explained Dr. Field. “These are infused throughout our curriculum, from when they start their first semester in a personal discovery course through their practicum courses, where they do job sampling, and their internship experiences in their senior year.”
The program focuses on three core areas: academic and intellectual growth, social growth and independent living skills, and career development and readiness. To meet these goals, students take about 50% of their course load in general education and elective courses tailored to their interests and career goals, participate in campus life coursework, and receive instruction in skills that promote social engagement and independence. They also explore career interests through career readiness courses, on-campus work-based learning called practica, and off-campus internships.
“The inclusivity here is great because our students are taking typical GCU classes, so they are mixed in with typically enrolled GCU students, which prepares them for life after graduation,” described Elizabeth (Beth) Norman, M.Ed., Vocational Coordinator for the TCS program. “They’re also taking specific TCS courses where we’re focusing on specific skills they need. Their social and independent skills expand tremendously over the four years, and living on campus goes hand in hand with those.”
Dan described independence as the most challenging part of his experience in the TCS Program and living on campus. However, with support from his peer mentors and professors, he overcame this difficulty and grew his independence skills. He is especially grateful to Dr. Sharlene Smith, Operational Director for the TCS Program, and Professor Chris Nagy, Academic Coordinator for the TCS Program, for their help with his studies and beyond.
“Going to class without mentors and doing laundry by myself was challenging,” shared Dan. “I depended on my peer mentors and required them in my freshman year. They helped me get to and from class and around the campus. In my sophomore and junior years, I was less dependent on them and decided to get to class on my own,” he explained.
Dan’s mother, Sophia Shi, added that in addition to independence, time management and staying organized have also been challenging. “He can manage going to class most of the time, and he knows his schedule. Setting up different alarms for going to class and different reminders has definitely helped him,” she said. She noted that while Dan still has a long way to go with gaining more independence, he has grown significantly with basic life skills such as cooking, laundry, and folding clothes.
For Neel, adjusting to working and performing in a fast-paced environment was the most challenging part of starting and progressing through the program, explained his father, Ramkrishna Pal. Despite this difficulty, he was able to successfully adjust with others’ support. “Professors and peer mentors offered a range of support, including academic guidance and social and emotional support,” said Mr. Pal.
“My peer mentors helped me wonderfully well and supported me. They helped me to learn and get a good result, including A+ grades,” explained Neel. “They always support my friends and each other, too.”
Neel has developed a routine schedule that helps him stay on track and on time. He has also grown his awareness and social skills, allowing him to make more friends at Georgian Court and in the TCS Program. Like Dan, he has grown his independence. Neel is particularly grateful to Dr. Smith and Dr. Tammy Laverty, Campus Life Coordinator and Admissions Counselor for the TCS Program, for their support in and outside of the classroom.
Dr. Field is proud of Dan and Neel for many reasons—particularly how they have become more independent since starting the program. “Living away from home gives students so much more opportunity to develop for themselves,” she said. “Neel and Dan are responsible for navigating around campus on their own, getting to their classes on time, feeding themselves, and cleaning their room.”
Dan urges current and future TCS students to use the campus map if they’re unsure where to go. The map helped him locate buildings and find his classes.
The program’s residency requirement on campus has also helped Neel and Dan integrate with campus life and meet new people. “The structured living environment in the dorm helped Neel gain exposure to diverse cultures, build friendships, and grow independently with a sense of responsibility,” explained Mr. Pal.
Beth has witnessed the significant improvements that Dan and Neel have made while in the program. “Dan is such a great advocate for himself. He speaks up and can talk about things he is interested in and what he wants to be a part of, which I think is incredible,” explained Beth. “Neel’s social skills have improved. His ability to communicate with people and let them know if something is bothering him, if he’s upset, or even having a conversation with somebody about his interests or their interests is very exciting.”
Dan and Neel are true examples of the TCS program’s success. “We get to see improvements with the students and their increased self-awareness and confidence. We see how happy they are on campus—we see them flourishing, making friends, and being really proud of themselves,” said Beth.
The program is essential to the success of students with intellectual disabilities. “The program is important for students like Daniel. They need more support than the average kids, and the program reaches out with that support and gives them an opportunity to explore despite their challenges,” said Mrs. Shi.
Dan, Neel, and their parents are extremely grateful to the TSC program and staff, especially Dr. Field, for their support and positive impact on their lives. “[Dr. Field’s] compassionate heart provided a space for these forgotten students to grow and succeed, supplied a roadmap to get in touch with our inner power, voice, strength, and gave us a ray of hope for our Neel. She never failed to respond to our questions. We are truly grateful and thankful to the visionary leader for her selfless and relentless support. Without her, we would have been lost,” said Mr. Pal.
After graduation, Dan hopes to pursue a career in an IT department due to his interest in software technology. He enjoys installing and troubleshooting computer software and believes Lincoln Technical Institute (Lincoln Tech) will help him to advance his studies and reach his career goals because of their hands-on learning, trade-based education, and training. He visited the Moorestown and Iselin locations and plans to apply soon.
Neel also sees Lincoln Tech as a pathway to achieving his career goal of working at JFK Hospital, combining his interests in healthcare, computers, and caring for others. He has been accepted into Lincoln Tech’s Computer Systems Support Technician Program, which includes PC repair and support, PC operating systems support, networking tools and techniques, Microsoft Windows server and configuration, and a computer system support internship. While advancing his education, Neel will have the option to change his career to a medical technician. He is also considering a second career path through a nearby Carpenter Apprenticeship Program.
