Exploring the Human Experience
Are you fascinated by the human experience? Do you want to learn more about the people around you and help shape their futures? Explore the range of programs offered by the Department of Humanities, Social Science and Education. The breadth of courses offered, combined with an engaged and dedicated faculty, will create challenging opportunities for you to meet your intellectual, educational and career goals.
The Department offers 11 different disciplines that engage you in a rigorous examination of the human experience. You’ll develop critical thinking and writing skills that are essential foundations for success in college and in life. Our course offerings, both online and face-to-face, provide opportunities for you to learn more about the complexity of the world and how meaning is constructed through rigorous inquiry. Our faculty are actively engaged in their disciplines and offer opportunities for you to learn in the classroom and beyond. You’ll be able to take advantage of practical fieldwork experiences, campus lecture series, professional conferences and service to the community.
The central teaching and learning philosophy of our Department is to offer programs of study that are intellectually challenging and diverse. The diversity of disciplines in our Department promotes an understanding of the interconnectedness of academic fields of study.
Our graduates have continued their education at such prestigious colleges and universities as the University of Pennsylvania, Drew University, Vassar College, University of California and Rutgers University.
Exploring the Human Experience
Lauren H. Braun-StrumfelsRead More
John Patrick ClearyRead More
Isabel T. GutierrezRead More
Karen L. Gutshall-SeidmanRead More
Brandyn Heppard, Department ChairRead More
Stephen A. KaufmanRead More
Carl LindskoogRead More
Jennifer Pearce-MorrisRead More
Isabelle PortelinhaRead More
Kevin ReillyRead More
Glenn M. RickettsRead More
Kimberly SchirnerRead More
Barbara SeaterRead More
Nicholas SosaRead More
Kathryn Ellen SukRead More
Associate Professor - History
Academic Degrees Achieved: Ph.D., M.A., University of Illinois, Chicago; B.A., College of William and Mary
Select awards, research, and grants: January 2016: Comment, “Tuning the General Education History Course,” Roundtable session for the American Historical Association Annual Meeting (Atlanta, GA); June-July 2015: National Endowment for the Humanities Summer Seminar on The Cross-Border Connection: Immigrants, Emigrants, and their Homelands (directed by Prof. Roger Waldinger, UCLA); May-June 2014: American Academy in Rome - Community College Humanities Association Affiliated Fellow (Rome, Italy); Book manuscript in progress on the paradigmatic role of the Italian state in shaping the lives of its migrants after they left for the United States, at the height of emigration from 1890-World War I; “The Meaning of International Migration to the Sending State: Italian Identity, Power, and Class in the Post-Emancipation U.S. South,” article currently under review; Review of Marcella Bencivenni, Italian Immigrant Labor Radicalism: The Idealism of the Sovversi in the United States, 1890-1940 (2011) and Robert P. Wolensky and William A. Hastie, Anthracite Labor Wars: Tenancy, Italians, and Organized Crime in the Northern Coalfield of Northeastern Pennsylvania 1897-1959 (2013) in Labor: Studies in Working Class History of the Americas (forthcoming); November 2013: “The State in the Fields: Sharecropping, Power and Italianitå in the Arkansas Delta,” D.C. Area Working Class History Workshop (The College of William and Mary and Georgetown University); 2011: Outstanding Program of the Year, Faculty Advisor (Raritan Valley Community College); 2007-2008: Marion S. Miller Dissertation Fellowship (University of Illinois at Chicago)
Associate Professor - Philosophy
Academic Degrees Achieved: Ed.D., Montclair State University; M.A., The City College, City University of New York; B.A., Wesleyan University
Irene Ryan Award for Acting Excellence; Poetry and Philosophy, Acting and Performance Art, Critical Media Literacy and Teaching Philosophy
Associate Professor of Psychology
Academic Degrees Achieved: Post-Doctoral Fellowship, Northwestern University; Ph.D., University of Illinois, Urbana-Champaign; B.A., University of Michigan
Awards - Diversifying Faculty in Illinois (DFI) Fellowship, University of Illinois at Urbana-Champaign, 2006-2009 - Evelyn Hobson Fellowship, University of Illinois at Urbana-Champaign, Fall 2008 - Graduate College Fellowship, University of Illinois at Urbana-Champaign, 2002-2005
Research Interests - My main research seeks to explore children’s representations, how children understand or conceptualize some of the biological phenomena surrounding them. Most of my work has focused on exploring the input of different contexts (e.g., family, media, school, culture, religion) on children’s conceptualizations of life and death, including how cultural and/or religious beliefs play a significant role in the way they understand and cope with death situations. I have also looked at how children’s representations guide their actions and thoughts. More specifically, why young children commit scale errors, behaviors where young children attempt to perform actions on objects that are too small to accommodate the behavior at hand.
Relevant Publications - Rosengren, K. S., Gutiérrez, I. T., & Jiang, M. J. (under review). Using mixed methods in developmental psychology: From scale errors to death. Gutiérrez, I. T., Rosengren, K. S., & Miller, P. J. (in press). In B. Rogoff, R. Mejía-Arauz, & M. Correa-Chávez (Eds.), Children learn by observing and contributing to family and community endeavors: A cultural paradigm. Advances in Child Development and Behavior, 49. Gutiérrez, I. T., Miller, P. J., Rosengren, K. S., & Schein, S. S. (2014). Affective dimensions of death: Children’s books, questions, and understandings. In K. S. Rosengren, P. J. Miller, I. T. Gutiérrez, P. I. Chow, S. S. Schein, & K. N. Anderson, Children’s understanding of death: Toward a contextualized and integrated account. Monographs of the Society for Research in Child Development, 79(1, Serial no. 312), 43-61. Gutiérrez, I. T., Rosengren, K. S., & Miller, P. J. (2014). Mexican American immigrants in the Centerville region: Teachers, children and parents. In K. S. Rosengren, P. J. Miller, I. T. Gutiérrez, P. I. Chow, S. S. Schein, & K. N. Anderson, Children’s understanding of death: Toward a contextualized and integrated account. Monographs of the Society for Research in Child Development, 79(1, Serial no. 312), 97-112. Rosengren, K. S., Gutiérrez, I. T., & Schein, S. S. (2014). Cognitive dimensions of death in context. In K. S. Rosengren, P. J. Miller, I. T. Gutiérrez, P. I. Chow, S. S. Schein, & K. N. Anderson, Children’s understanding of death: Toward a contextualized and integrated account. Monographs of the Society for Research in Child Development, 79(1, Serial no. 312), 62-82. Rosengren, K. S., & Gutiérrez, I. T. (2011). Searching for coherence in a complex world: Introduction to the special issue on explanatory coexistence. Human Development, 54(3), 123-125. doi:10.1159/000329126 Rosengren, K. S., Schein, S. S., & Gutiérrez, I. T. (2010). Individual differences in children’s production of scale errors. Infant Behavior and Development, 33, 309-313. doi:10.1016/j.infbeh.2010.03.011 Gutiérrez, I. T. (2009). Understanding death in cultural context: A study of Mexican children and their families (Unpublished doctoral dissertation). University of Illinois, Champaign. Rosengren, K. S., Carmichael, C., Schein, S. S., Anderson, K. N., & Gutiérrez, I. T. (2009). A method for eliciting scale errors in preschool classrooms. Infant Behavior and Development, 32, 286-290. doi:10.1016/j.infbeh.2009.03.001 Rosengren, K. S., Gutiérrez, I. T., Anderson, K. N. & Schein, S. S. (2009). Parental reports of children’s scale errors in everyday life. Child Development, 80, 1586-1591. doi: 10.1111/j.1467-8624.2009.01355.x Gutiérrez, I. T. (2005). Young children’s storybooks as a source of information about death. Unpublished master’s thesis, University of Illinois, Champaign.
Grants - NSF Funds for Young Scholars’ participation in ISSBD 2010 (Award No. BCS-1026915), July 2010, $2,500. - Life beyond death: Young Mexican children’s conceptions of the afterlife, University of Oxford/John Templeton Foundation Small Grant, Northwestern University, 2010, $25,985. - NSF - Psychology Research Grant Fund, University of Illinois at Urbana-Champaign, Spring 2008, $2,000. - NSF - SBE Travel Grant, University of Illinois at Urbana-Champaign, April - July 2007, $2,063.
Editorial Experience - Guest Editor, Human Development (2010-2011). Special issue on explanatory co-existence. - Consulting Reviewer, Developmental Science, Infant and Child Development.
Professor - Human Services/Pre-Social Work
Academic Degrees Achieved: Ph.D., M.S.W., Rutgers University; B.A.S.W., Elizabethtown College
Measuring Quality of Life among Adults with Mental Retardation & other Developmental Disabilities (2005) New Jersey's Self-determination Initiative: An exploratory evaluation Voices of poverty: A content analysis 2011-2012 (2013) "Preparing paraprofessionals empowering youth," a 3 year grant funded by the US Department of Health and Human Services. (2014-present)
Assistant Professor - Philosophy
Academic Degrees Achieved: M.A., New School for Social Research; B.A., Loyola University
Professor - Anthropology
Academic Degrees Achieved: Ph.D., City University of New York; M.A., University of California; B.A., The City College of the City of New York
Racism: A Global Reader Co-editor with Kevin Reilly and Angela Bodino; Recipient of the Exemplary Initiative Classroom Award with Kevin Reilly and Angela Bodino; Participated in digs both New Jersey and the former Yugoslavia; Conducted ethno-historic research on the pre-Hispanic ball games in the Americas
Assistant Professor of History
Academic Degrees Achieved: Ph.D., M.Phil., City University of New York; M.A., Northern Illinois University; B.A., University of Iowa
I teach courses in U.S., African American, and Modern Latin American history and am completing a book entitled “Haitian Refugees and the Rebirth of Immigrant Detention in the United States, 1973 to 2000.”
Academic Degrees Achieved: Ph.D., Pennsylvania State University
Assistant Professor of Psychology
B.A., Social Sciences, University of West Paris Nanterre; M.A., Social and Organizational Psychology, University of West Paris Nanterre; Ph.D., Social Psychology, University of West Paris Nanterre
Academic Degrees Achieved: Ph.D., M.A., A.B., Rutgers University
Awards • NEH Summer Institute on "Old Age in History and Literature" at Case Western Reserve University, Cleveland OH, directed by David D. Van Tassel, June-July 1981. • American Historical Association fellowship study/travel tour of Cameroon, West Africa; one of twelve participants chosen to study Africa in world history, June-July 1982. • National Council of Foreign and International Studies grant to commission and publish essays on world history education, April-November 1984. • NEH Summer Seminar on "Comparative European and American Imperialism," at Yale University, directed by Robin Winks, June-August 1984. • Rutgers University fellowship on "The Teaching of History: Ellis Island and American Immigration as a Case Study," directed by Virginia Yans, January-May 1985. • Fulbright Summer Seminar on the history and culture of Brazil, in Sao Paulo, Manaus, Brasilia, Recife, Salvador, and Rio de Janeiro, Brazil, June-August, 1989. • NEH Summer Seminar on "The Hellenistic City" in Greece and Turkey, directed by Roger Bagnall and Susan Cole, Columbia University, American School of Classical • Studies, Athens, June-August, 1990. • Selected "Distinguished Educator in the Humanities" by the Community College Humanities Association for 1991. • Council on International Educational Exchange participant in Vietnam seminar, Hanoi and Ho Chi Minh City, January, 1992. • Fellowship, Seminar on Islamic Culture, sponsored by USIA, in Jordan, May-June, 1994. • Elected American Historical Association governing Council, 2004-2007. • NEH Summer Institute on “Representations of the Other: Jews in Medieval Christendom” at Oxford University, UK, June-July, 2006. • Mid-career fellowship at Princeton University, 2006-7. • NEH Summer Institute “Bharata Darshan: Past and Present in the Study of India’s History and Culture” in Delhi and Simla, India, July-August, 2008. •“Pioneer in World History” award from The World History Association, San Diego, June, 2010. Council on International Education Exchange. Participant in Summer Seminar on Public Health, Khon Kaen University, Thailand, May-June, 2014.
Public History Exhibits • Schomburg Center for Research in Black Culture, New York City. Maps on slavery and global migrations hung at entrance to "Give me your tired....Voluntary Black Migration to the U.S.," June-October, 1986. • Ellis Island Museum. Conceived, researched and designed six maps on world migration patterns, 1700-1985, which are shown on globe in Museum of the American People, Ellis Island, as part of permanent federal installation which opened November, 1990.
Publications: BOOKS • The West and the World: A Topical History of Civilization, Harper & Row, 1980, in one and two volumes. With “Instructor’s Manual.” Second edition, HarperCollins, 1988, also with Instructor’s Manuals. • Arabic trans., with introduction by A. M. Elmessiri, Kuwait, 1986 • The West and the World: A History of Civilization from the Ancient World to 1700, Markus Wiener, 1997. • The West and the World: A History of Civilization from 1400 to the Present, Markus Wiener, 2002. • The Introductory History Course: Six Models, American Historical Association, 1984 • World History: Selected Reading Lists and Course Outlines from American Colleges and Universities, editor, Markus Wiener, 1984., Second Edition, 1987. Third Edition, 1991. Fourth edition, edited by Adams, Adas, and Reilly, 1999. • Readings in World Civilizations, editor, St. Martin's, 1987, two volume anthology of primary documents and secondary interpretations. Second Edition, 1992. Third Edition, 1995. • Worlds of History, editor, Bedford Press, 2000, two volumes; historical and pedagogical anthology. With two-volume instructor’s manual, “Editor’s Notes.” Second Edition 2005, with on-line instructor’s manual. Third Edition, 2007. Fourth edition, 2010. Fifth edition, 2013. • Racism: A Global Reader, co-editor with A. Bodino and S. Kaufman, M.E. Sharpe, 2002. • The Human Journey: A Concise Introduction to World History, 2 vols., Rowman and Littlefield, 2012. Originally Framework of World History with Robert Strayer, unpublished.
Publications: SERIES EDITOR: • SOURCES AND STUDIES IN WORLD HISTORY" M.E. Sharpe, Publishers. 20 volumes • Co-editor with Robert Strayer: “EXPLORATIONS IN WORLD HISTORY: CONNECTIONS AND COMPARISONS,” a series of short, topical books for undergraduate world history courses. McGraw-Hill, ten titles, 2006-2013. CHAPTERS, PAPERS, AND PRESENTATIONS ON REQUEST.
Academic Degrees Achieved: B.A., M.A., Temple University; Ph.D., University of Chicago
Associate Professor of Education
Academic Degrees Achieved: M.Ed., Gratz College; B.S., University of Maryland, College Park; A.A., Centenary College
Doctorate of Educational Leadership, ABD, Fischler School of Education, Nova Southeastern University; Qualitative research study examining early readers and the implementation of intervention programs; Qualitative research study measuring student's perceptions of themselves as readers in the beginning and mid-year of first grade with regard to the early intervention program delivered; TEAGLE Grant; 3M Grant
Academic Degrees Achieved: Ph.D., Southern California University; A.B.D., Graduate Center of the City of New York; M.A., B.A., University of Wisconsin; Other Education: Regents College (Nursing) and University of Southern California (Gerontology)
Selected Participant, Workshop in Nagasaki and Hiroshima on Atomic Bombings in 1945; Mid-Career Fellowship, Princeton University (twice); Participant, NEH Landmarks Program, “History and Commemoration: Legacies of the Pacific War;” Recipient, Freeman Foundation Fellowship, “Teaching About Japan,” Tokai University; NISOD Excellence Award recipient; Participant, Summer Institute, "Infusing Southeast Asian Studies into the Undergraduate Curriculum" at East-West Center; Selected Participant for NEH-sponsored program "Cultures of Authority in Asian Practice;" Selected Participant, "Infusing Asian Studies into the Undergraduate Curriculum," East-West Center; Fellowship, Internationalizing the Curriculum Project, New Jersey Department of Higher Education; Fellow, National Endowment for the Humanities Summer Institute, "Columbus and the Age of Discovery;" Selected Participant, New Jersey Department of Higher Education Summer Institute on Multicultural Education; Invited Participant, New Jersey Department of Higher Education and Rutgers University, "Summer Institute on the Middle East;" Fellow, National Endowment for the Humanities Summer Seminar for College Teachers, "American Journalism in a Historical Perspective;" Summer Fellowship, U. S. Department of Education Group Projects Abroad, "Jamaica: Education, Culture and Economic Development Project"
Academic Degrees Achieved: B.A., Fairleigh Dickinson University; M.S., Ph.D., Ohio University.
Awards, Research & Grants:
Certificate for Online Teaching, Ohio University 2017
Scholarly Tool for Qnaititative Reasoning, Ohio University 2017
My research program focuses on Intergroup Threat Theory (ITT). According to ITT, prejudice is a function of two types of threat: realistic and symbolic threat. Realistic threat refers to concerns about the in-group’s power, resources, and well-being, whereas symbolic threat refers concerns about the in-group’s values, identity, and way of life. Broadly, my research suggests that majority group members (i.e., White Americans) respond to reminders of increasing diversity with higher perceived threat - symbolic and realistic. Although these two types of threat both predict increases in prejudice, research also finds threat-specific effects. For example, reminders of immigrants entering the U.S. workforce increases realistic threat for majority group members. In contrast, majority group members feel greater symbolic threat from Muslim Americans because of stereotypes about this group as not “assimilating” to mainstream culture (e.g., threats to American values). Students involved in my program of research have had opportunities to learn and participate in very important and timely research with respect to stereotyping, prejudice, and discrimination.
Howell, J. L., Sosa, N., & Osborn, H. (2019). The Need-Satisfaction Framework of Self Esteem: Self-esteem as a Monitor of Fundamental Need Satisfaction. Social and Personality Compass, 2019;e12492
Sosa, N. & Rios, K. (2019). The Utilitarian Scientist: The Humanization of Scientists in Moral Dilemmas. Journal of Experimental Social Psychology, 84, 103818
Rios, K., Sosa, N., & Osborn, J. (2018). An experimental approach to Intergroup Threat Theory: Manipulations, moderators, and consequences of realistic vs. symbolic threat. European Review of Social Psychology, 29(1), 212-255.
Osborn, H., Sosa, N., & Rios, K. (2017) Assimilation. In The SAGE Encyclopedia of Political Behavior. (pp. 34-37). Thousand Oaks, CA: SAGE Publications.
Sosa, N. & Howell, J. L. (2017). Ego-depletion. In Encyclopedia of Personality and Individual Differences. (pp. 1-3). Springer International Publishing.
Osborn, H., Sosa, N., & Rios, K. (revise & resubmit). Perceiving Demographic Diversity as a Threat: Effects of Interethnic Ideologies. Group Processes and Intergroup Relations.
Lindberg, M., Sosa, N., & Markman, K. D., (under review). They Lost So That They Could Live: The Meaning Making Function of Counterfactual Thinking. Journal of Experimental Social Psychology
Thomas, S., Markman, K. D., Sosa, N. (under review). You are what you read: Experience-taking in story narratives predicts subsequent performance. Journal of Theoretical Social Psychology.
Associate Professor - Education, Coordinator of Student Development Courses
Academic Degrees Achieved: M.Ed., The College of New Jersey; B.S., Rider University; Elementary Classroom Teacher Certificate (N-8); NJ DoE Supervisor of Instruction Certificate; NJ DoE Certificate of Recognition; National Staff Development Council Academy XVI
Excellence in Teacher Preparation, Exemplary Faculty nominee, Showcase of Exemplary Practices, Office of Secretary of Higher Education and NJ Association of Colleges for Teacher Education; Elevating and Celebrating Effective Teaching and Teachers, First Higher Ed faculty nominee and attendee, Bill and Melinda Gates Foundation; Teagle Foundation Grant for Civic Engagement, RVCC Faculty Lead; EDUC students earned Board's Service Learning Leadership Award twice for Teach2Matter at RVCC; EDUC students invited to keynote MLK, Jr. Community Partners' Breakfast; National Association of Community College Teacher Education Programs, Executive Board Member at Large
Taking online community college classes offers you the flexibility and convenience to fit college into your schedule. You have an opportunity to interact with instructors and fellow students online. RVCC offers special online course orientations to help you to prepare for studying virtually and to show you how to make the most of the educational experience.