In October, RCBC’s Assistant Director of the Center for Adults in Transition, Patricia Gerke, submitted a blog to the New Jersey Office of the Secretary of Higher Education (OSHE), which funds the program, highlighting her work with the students. CAT supports young adults ages 21-24 with developmental disabilities as they pursue greater independence through college. In her blog, Patricia shares firsthand accounts from the students and her reflections on her experience working with this particular cohort, offering a meaningful glimpse into the impact of inclusive higher education at RCBC.
by Patricia Gerke, Assistant Director of the Center for Adults in Transition
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One of the most rewarding parts of my work with students at Rowan College at Burlington County’s Center for Adults in Transition (CAT) is seeing what happens when a student is given an opportunity—and then watching that student discover what they are capable of.
Many RCBC CAT students enter the program with little or no prior employment experience. A competitive job placement, whether on campus or with a community employer, can provide much more than a line on a resume. Over the course of one or more semesters, students have the opportunity to develop functional and social skills, learn workplace culture and expectations, practice accountability, and build the competencies employers value.
But the real impact goes deeper.
It can change the way a student sees themselves.
“I legit want to learn.”
Those were the first words one student shared when asked what brought him to college.
A few months ago, he had this to say about his experience at RCBC: “My experience at Rowan College [at Burlington County] has been incredible. I stressed myself out, and at first, I felt like I did not belong. I did not believe in myself at all, but now I am so proud of what I have learned and shown I am able to do!”
What happened?
He found community, purpose, and a sense of direction.
In the past, he had received extremely negative feedback from former teachers who told him he would never amount to anything. For a while, he believed them.
Then, during a psychology study session, the class was discussing different parts of the brain. He raised his hand and said, “Are you kidding me? My brain had to develop for me to understand how my behavior can change.” Why did no one ever tell me that before?
That moment captured something bigger than an academic lesson. He was beginning to understand that he could learn, grow, and change.
Today, he reliably and happily supports Career Services as a student worker with event setup, the student Career Closet, and other campus projects. He works alongside other student employees, arrives on time, always with a smile, takes direction from supervisors, and is ready to do whatever is needed to make an event successful.
For the first time in his life, he has earned a paycheck he is proud to talk about, and now has a bank account to help him work toward goals like getting a driver's license and, maybe one day, living independently.
Discovering new strengths
For another CAT student, P, the transition from retail to a customer service role on campus helped her discover unknown skills.
When asked what she gained from the experience, she said:
“It helped me to learn new things I never learned before.”
“It helped me to meet new people (coworkers).”
“It also helped me to know that there are other tasks to do to keep myself busy and occupied.”
And her favorite part?
“I liked working in Excel Docs the best.”
Her position as a Registration Department Assistant opened the door to multiple computer-related courses while she pursued her music major. She became more confident writing papers, conducting research, and organizing the content necessary for studying or pursuing her interests.
Her attention to detail— something that might easily be overlooked—proved to be an incredible asset. She understood the importance of accurate documents, ensuring the correct forms were scanned into student records and that historic records were maintained for the future.
And best of all? Coworkers and supervisors learned the importance of asking her for help in clear, supportive ways, without creating confusion or overwhelming her. Every time P. asked to learn something new, she challenged others’ assumptions about her abilities.
By the time her work in the department ended, coworkers and supervisors talked about how they missed her daily smile and greetings—and her ability to anticipate the department's needs. Quiet confidence became a far greater asset than anyone realized.
Finding passion for helping others
E. was nervous at first working for a program that supports the emotional and skill-based needs of adults.
He quickly discovered something unexpected: he loved helping others.
Reflecting on his experience, he said, “I discovered how much I love helping others, and learned about myself & others by seeing the importance of developing good life skills.”
“It changed all of my goals.”
Initially determined to pursue Computer Science, he now sees himself working in a helping profession. In just a few months, he has become a board member-in-training for a non-profit organization.
Learning leadership and decision-making skills and understanding what it means to recognize and respond to others’ needs might never have happened without the opportunity to gain meaningful work experience.
When attention to detail becomes a superpower
On the first day of CAT orientation, students visited the RCBC Food Pantry. The visit allowed incoming CAT students to witness the variety of resources available to students who may be experiencing food insecurity.
J looked on the shelves and immediately asked if he could “rearrange items so they were in order of expiration date”. He proceeded to organize about 20 packages of pasta.
The Food Pantry manager immediately recognized an opportunity.
A year later, J. applied and was hired as a student worker.
Ever pleasant, courteous, and extremely detail-oriented, J. has shown great initiative. He notices when supplies need restocking, recognizes which items are most popular, and helps new students understand how to place orders and how often they can visit the pantry.
He also understands the importance of a positive experience. Pride in a job well done drives him to greet each person who places an order.
And his employment experience has helped clarify where he wants to go next.
J’s commitment to Law and Order is propelling him towards a future in Criminal Justice.
A perfect fit!
Turning a love of cooking into confidence
A. has long desired to work in the culinary field. At home, she loves whipping up all kinds of delicious treats, but concerns about remembering recipes, measuring ingredients accurately, and working safely held her back for a while.
Then she discovered the opportunities available through CAT.
In fall 2025, A. worked on preparing menus and food for a social service program in Burlington County. She researched ingredient quantities, considered the best cuts of meat or protein to feed 35 or more people on a budget, and learned how to organize the cooking process so everything was prepared and ready on time.
For A., these were exciting opportunities to learn, grow, and thrive.
The result? New menu choices. Greater confidence in her math abilities. A stronger understanding of food safety. And a growing appreciation for the importance of asking for—and accepting—help and insight from others.
Reflecting on the experience, A. said:
“My experience was really nice because it showed me about wholesomeness and how everyone works together, enjoys each other’s company at times.”
She also talked about learning new recipes and techniques, meeting people in the program, and gaining more experience in the kitchen. It made me more confident in my cooking skills.”
And perhaps that is the most important ingredient of all.
More than a paycheck
These stories are about employment, but they are also about so much more.
CAT students are about discovering a strength that was previously overlooked. Learning how to ask for help. Learning how to help others. Showing up on time. Taking direction. Making decisions. Solving problems. Building relationships. Earning a paycheck and opening a bank account, exploring a career, and imagining a future that once seemed out of reach.
It all started with a grant.
Those grant dollars are now helping propel these students and others like them into valued roles on campus and throughout the community.
That is a meaningful return on investment.
But more importantly, it is an investment in people.
When we allow students to work, learn, and contribute, we are not simply preparing them for employment. We are helping them discover their capabilities, build confidence, and envision what comes next.
They are learning.
They are growing.
They are becoming.