Introducing Dennis J. Shields, Interim Chancellor, Rutgers University–Camden

Rutgers University–Camden welcomed Dennis J. Shields as Interim Chancellor on July 1, 2026, bringing to the campus a distinguished leader whose four decades in higher education span law school administration, student affairs, admissions, and system‑level executive leadership. 

Most recently serving as President of the Southern University System and Chancellor of Southern University and A&M College, Shields has earned national recognition for advancing educational access, strengthening student success, and guiding institutions through periods of strategic and cultural transformation. Throughout his career, Shields has championed the belief that public universities serve as engines of opportunity—particularly for students from historically underrepresented backgrounds. His leadership has been marked by a deep commitment to academic excellence, shared governance, and community partnership, values that resonate strongly with Rutgers–Camden’s mission as a research university rooted in service to Camden and the region.

As he steps into this interim role, Shields joins Rutgers–Camden at a pivotal moment—one shaped by shifting student demographics, evolving expectations of higher education, and expanding opportunities for civic impact. His breadth of experience and long‑standing dedication to equity and innovation position him to guide the campus with clarity, steadiness, and purpose.

In the conversation that follows, Shields reflects on the experiences that have shaped his leadership, the opportunities he sees for Rutgers–Camden, and the principles that will guide his work in the year ahead.

Across more than four decades in higher education leadership—from law school administration to guiding a multi‑campus public system—you have navigated institutions during moments of both challenge and transformation. As you assume the interim chancellorship at Rutgers–Camden, which formative experiences most profoundly shaped your philosophy on student success, institutional stewardship, and the public mission of higher education?

I often think back on my time as a third-year law student at the University of Iowa College of Law. I worked in the admissions office, where my primary responsibility was recruiting students of color. That role resonated deeply with me because of my own experiences and observations as a college student.

I attended Graceland University, a small, religiously affiliated liberal arts college in rural Iowa. When I arrived in 1973, there were roughly 1,300 students on campus, including about 50 African American students. Twenty-five of those students were freshmen, many of whom were recruited for athletics. Ultimately, only five of those 25 graduated from the institution.

Watching the experiences of those students helped shape my understanding of the purpose of higher education. I was fortunate. Although I was a nontraditional student in many respects, I had a support network around me. Having grown up in Iowa, I was familiar with the environment, and I had benefited from a strong public-school education that prepared me for college. Many of my peers did not have those same advantages. Some arrived less academically prepared, some struggled to navigate an unfamiliar environment, and others simply lacked the support systems that can make the difference between persistence and departure.

Those experiences became my "why." They are what brought me into higher education and continue to inform my work today. I still believe higher education is one of the most important pathways to opportunity and a better life.

That belief resonates strongly with me at Rutgers–Camden. This institution is home to extraordinarily talented students. In some cases, those talents are already evident; in others, they are still developing. One of the university's greatest responsibilities—and opportunities—is to help students discover and realize their full potential.

Those experiences also shaped my philosophy on leadership. I believe successful leaders—good leaders, just leaders, moral leaders—are fundamentally focused on creating the conditions for others to succeed. Leadership is not about personal accomplishment; it is about empowering people, helping them grow, and positioning them to lead.

As interim chancellor, part of my responsibility is to help guide the institution through this transition. Equally important, however, is ensuring that faculty, staff, and campus leaders are positioned for long-term success. That means reinforcing the idea that they are leaders, not simply managers, and empowering them to move the university forward. Ultimately, our work must be centered on doing good and doing well for our students, because their success is the measure of our success.

Your professional journey spans public universities, an HBCU system, student affairs, admissions, and legal education. How have these diverse vantage points informed the way you cultivate trust, foster shared governance, and build a sense of collective purpose within a campus community?

My experiences across different sectors of higher education have reinforced a lesson I learned early in life: there is tremendous value in listening, observing, and learning from the wisdom and experiences of others. Given the way I grew up, I became an observer, and that perspective has shaped my approach to leadership throughout my career.

I was fortunate to begin my professional journey at the University of Iowa College of Law. Law schools are, in many ways, miniature universities. You see academic affairs, student affairs, admissions, career services, finance, and other functions operating in a smaller, more interconnected environment. That experience gave me a firsthand view of how different parts of an institution work together in pursuit of a common purpose.

What stood out most was the strong sense of shared mission. Everyone understood why the law school existed and what it was trying to achieve. Faculty were deeply engaged in every aspect of the institution's work. Whether the issue involved admissions, curriculum, facilities, or long-term planning, they were not simply consulted—they were active participants in shaping solutions. They did not always agree, but they were informed, invested, and committed to the institution's success.

That experience profoundly influenced my understanding of shared governance. While higher education has become increasingly specialized and professionalized, successful institutions still depend on faculty, staff, and administrators who respect one another's expertise, understand one another's work, and collaborate toward common goals. Too often, organizations can fall into silos or view one another as competitors for resources. The strongest institutions resist that tendency by fostering communication, trust, and a shared sense of purpose.

Another lesson that has stayed with me throughout my career is the importance of knowing your "why." Institutions need to understand why they exist, and individuals need to understand the purpose behind their work. That sense of mission is what sustains organizations through challenges and periods of change.

For me, that purpose has always been rooted in the transformative power of higher education. If I did not believe in the importance of institutions like Rutgers–Camden as engines of opportunity and life-changing experiences for students, it would be difficult to navigate the many challenges that come with leadership. That belief also serves as a guide for decision-making. Whether we are discussing academic programs, research, facilities, finances, or student services, we should continually ask how those decisions advance our mission and support student success.

In my brief time here, I have already seen a community deeply committed to that mission. Faculty, staff, and administrators care profoundly about this institution, its students, and its role in the region. My hope is to help strengthen that shared commitment by fostering collaboration, reducing barriers between units, and ensuring that we move forward together with a common sense of purpose.

A consistent throughline in your career has been a deep commitment to expanding educational access and advancing equity. What sustains that commitment after so many years in the field, and how do you see Rutgers–Camden’s mission and context offering new avenues to continue this work?

Throughout much of my career, particularly during the 25 years I spent working in law school admissions, I had the opportunity to meet and mentor thousands of students. I read applications, visited campuses, and spent countless hours helping young people navigate important decisions about their futures.

One of the most rewarding aspects of that experience is that I still hear from many of those individuals today. They often tell me that a conversation, a piece of advice, or simply someone taking an interest in their potential helped change the trajectory of their lives and careers. That resonates with me because similar moments shaped my own journey.

I can point to people who saw possibilities in me before I saw them in myself—a staff member at my undergraduate institution who encouraged me to consider law school, or a mentor at the University of Iowa who convinced me that I could become a law school dean or university president. Those conversations expanded my sense of what was possible.

As a result, I have come to believe that while few people have the opportunity to influence thousands of lives at once, all of us have can make a difference through our daily interactions with students and colleagues. Higher education is often transformed one conversation, one relationship, and one act of encouragement at a time.

As I begin my time at Rutgers–Camden, I am eager to better understand the many ways that faculty, staff, and academic units contribute to that mission. One of the things that has impressed me already is how consistently people connect their work back to students. What has impressed me already in my short time here is the enthusiasm I have encountered across campus and the extent to which people consistently frame their work in terms of its impact on student success and learning. When you encounter that mindset across an institution, it tells you a great deal about its culture.

I am also eager to learn more about the ways Rutgers–Camden's scholarly and community-engaged work intersects with the city and region. The university has been an integral part of Camden for a century, and it has played a significant role in the city's growth and transformation. There has been tremendous progress in downtown Camden, and while no single institution can drive that progress alone, Rutgers–Camden should continue to be an active participant in the conversations and partnerships that help shape the community's future. Importantly, those efforts should always connect back to opportunities and outcomes for students.

Rutgers–Camden has a remarkable story to tell, but the university has sometimes been too modest about its accomplishments. This university has transformed generations of lives and made a meaningful difference in this community. We should embrace that identity, celebrate our successes, and share that story with confidence. If we remain focused on our mission and the people we serve, the rest will follow.

In your introductory message to the Rutgers–Camden community, you emphasized the centrality of faculty leadership and academic excellence. As you begin your tenure, what aspects of the scholarly, pedagogical, and community‑engaged work across our schools and departments are you most eager to understand more deeply?

My goal during my time at Rutgers–Camden is to help empower the deans, faculty, and academic leaders across our schools and colleges to be successful – or rather, even more successful.

My view of higher education is that excellence ultimately happens at the college and departmental level. You need strong deans, engaged faculty, dedicated department chairs, and people who take ownership of their work and their mission. While there are certainly university-wide initiatives that require central leadership, the day-to-day work of advancing academic excellence, student success, research, and innovation happen within the colleges themselves.

Throughout my career, I have seen that institutions make their greatest strides when they have college-level leaders who are empowered, build strong teams, engage their faculty, and create a shared vision. When that happens, people become invested in the success of the institution, and remarkable things can follow.

Conversely, when people feel disconnected from decision-making, organizations can become siloed and overly protective of their individual interests. A healthy university requires collaboration, trust, and a sense that everyone has a stake in shaping its future.

One of the things I am most interested in learning is how each school and department defines its own aspirations and opportunities. Rather than arriving with a predetermined agenda or chasing the latest trend, I think leadership begins by listening. I want to understand what faculty and academic leaders believe is possible within their disciplines, where they see opportunities for growth, and what support they need to achieve their goals.

Whether the conversation is about nursing, law, the sciences, the arts, business, or any other field, my role is not to tell experts how to do their work. I often joke that I'm a lawyer, not a chemist, and I certainly would not want to train nurses myself. The expertise already exists within the institution. My responsibility is to help create the conditions in which that expertise can flourish.

That does not mean every idea is immediately achievable. Sometimes leadership requires honest conversations about resources, priorities, and timing. But even those conversations should be grounded in mutual respect and a shared commitment to moving the institution forward.

What I am eager to understand more deeply, therefore, is not any single program or initiative. Rather, I want to learn how each academic unit sees its future, what excellence looks like in its particular context, and how the university can help bring that vision to life. When faculty, staff, and academic leaders are meaningfully engaged in those conversations, they become not only experts in their disciplines but also active stewards of the broader university community.

Ultimately, I believe that is how institutions achieve lasting excellence: by setting high expectations, empowering talented people to lead, and creating opportunities for them to contribute to a shared vision for the future. As President Tate has emphasized, excellence is the standard. The challenge—and the opportunity—is to create an environment where every part of the university can aspire to and achieve it.

Enrollment management and student success remain pressing priorities for institutions nationwide, particularly amid demographic shifts and evolving student expectations. How do you approach these challenges strategically, and where do you see the most promising opportunities for Rutgers–Camden to strengthen its position in this landscape?

When I think about enrollment management, the first question is always: Are we doing everything we can to serve and attract students from our own region?

I often describe it this way: put a pin in Camden and draw a circle around it. Within 100 miles of this campus is an extraordinary concentration of people, schools, and opportunity. Compared to some of the places where I have worked, the number of prospective students within that radius is remarkable. That must be Rutgers–Camden's foundation.

The first step is to ensure that we have strong relationships throughout that region. Technology and social media are important tools, and we need to use them effectively. But there is still no substitute for trusted relationships with high school counselors, teachers, community leaders, and others who work directly with students every day. Those are often the people who help shape a student's college search and encourage them to consider institutions they might not otherwise have explored.

Building and maintaining that regional pipeline may not, by itself, generate significant enrollment growth, but it can create the stability necessary for long-term success. Once that foundation is secure, we can think more strategically about attracting students from farther away.

When considering out-of-region recruitment, I think it is important to ask a simple question: Why would a student choose Rutgers–Camden? If a student is sitting in another state, what is the compelling reason to come here? Institutions must be able to answer that question clearly and authentically.

One of the things that struck me when I first arrived was how much this campus and community have to offer—and how many people may not fully realize it. Flying into Philadelphia and driving to Camden, I was reminded of the unique advantages of this location. You have a vibrant urban environment, proximity to one of the nation's major cities, strong academic programs, dedicated faculty, and access to countless cultural and professional opportunities. Yet my sense is that many prospective students, including some within our own region, may not fully understand the experience Rutgers–Camden can provide.

That presents an opportunity. We need to tell our story more effectively and help students understand the distinctive value of a Rutgers–Camden education: a highly personal academic experience, close engagement with faculty, and access to the resources and opportunities of both Camden and the greater Philadelphia region.

I also believe we should think seriously about the role of the residential experience in the university's future. Rutgers–Camden has historically been a commuter campus, but there may be opportunities to expand residential options in ways that strengthen student engagement, support enrollment growth, and enhance campus life. That is a conversation worth exploring.

More broadly, demographic changes are affecting institutions across the country, and there is no single solution. Successful enrollment strategies are built on a combination of strong regional recruitment, meaningful relationships, clear institutional identity, and a student experience that delivers on its promises.

What encourages me is that Rutgers–Camden already has many of the ingredients necessary for success: strong academic programs, talented faculty, a powerful public mission, and a location that offers unique advantages. The challenge—and the opportunity—is to ensure that more students understand what is available here and see Rutgers–Camden as a place where they can thrive academically, professionally, and personally.

Rutgers–Camden has increasingly embraced its identity as an anchor institution—one deeply connected to Camden and the broader region. Drawing on your experience leading a system with strong community partnerships, what possibilities do you envision for expanding the university’s civic footprint and deepening its regional impact?

One of my priorities during this transition is to begin building relationships across the community. I have already met with Mayor Carstarphen and other local leaders to ensure they know that Rutgers–Camden is committed to being a strong and reliable partner.

I also believe it is important to engage closely with business and industry leaders. Universities are at their best when they understand the needs of their communities and work collaboratively to address them. That means listening, building relationships, and identifying opportunities where the university's strengths can contribute to broader community goals.

While I am still learning about the many partnerships and initiatives already underway, I believe institutions like Rutgers–Camden have a responsibility to help create the conditions that allow both the university and the surrounding community to thrive together.

One important way to do that is to strengthen connections with local school districts and help young people see a clear pathway to higher education and opportunity. Rutgers–Camden can play a meaningful role in demonstrating that college is attainable and that it can serve as a gateway to a better future.

I also see opportunities to continue supporting the growth and vitality of downtown Camden through partnerships with public, private, and nonprofit organizations. The city has made significant progress, and there is real momentum here. Universities can be powerful conveners, helping bring people together around shared goals and long-term community development.

Part of that conversation may involve expanding the residential experience. If the university were able to welcome more students living on or near campus, it could further strengthen the energy and vibrancy of the area while enhancing the student experience. A larger residential population changes the daily rhythm of a campus and can also contribute positively to the surrounding community.

At the same time, Rutgers–Camden's identity as an accessible institution remains critically important. Its strong commuter tradition has opened doors for generations of students who might not otherwise have had access to higher education. Any future growth should preserve that accessibility while exploring ways to enhance the campus experience.

Rutgers–Camden's greatest opportunity lies in continuing to deepen its role as both an educational institution and a community partner. The university has been an important part of Camden for a century, and its future success is closely connected to the success of the city and region. By working collaboratively, investing in relationships, and remaining focused on opportunity and student success, Rutgers–Camden can continue to expand its impact in meaningful and lasting ways.

As you begin engaging with students, faculty, staff, alumni, and community partners, what core message about your leadership approach, values, and aspirations for this interim period do you hope resonates most clearly across the Rutgers–Camden community?

If there is one message I hope resonates during my time here, it is that leadership begins with humility, kindness, and a genuine belief in the potential of other people.

Throughout my career, I have been shaped by individuals who saw something in me before I saw it in myself. Some were teachers, coaches, mentors, and colleagues who took the time to encourage me, challenge me, or simply let me know that I belonged. Looking back, many of those moments seemed small at the time, but they had a profound impact on the course of my life.

Those experiences have informed my philosophy of leadership. I believe one of the most important things a leader can do is empower others—to help people recognize their own abilities, give them opportunities to succeed, and create an environment where they feel valued and supported. Whether we are talking about students, faculty, staff, or administrators, people perform at their best when they know they matter and that their contributions are respected.

That means listening before acting, respecting the expertise of those already doing the work, and recognizing that meaningful progress rarely comes from a single individual. It comes from communities of people working together toward a shared purpose.

I also hope the Rutgers–Camden community will continue to embrace the ambitious vision President Tate has articulated for the university. To me, that broader vision is far more important than any specific initiative or project that might occur during my interim tenure. My role is to help create the conditions that allow the institution and its people to move confidently in that direction.

At the same time, I hope we continue to strengthen a culture that places students at the center of what we do. Throughout my career, I have learned that student success is often built one interaction at a time—a conversation, an act of encouragement, a willingness to help someone navigate a challenge. Those moments may seem small, but they can change lives.

Finally, I hope people will feel a deep sense of pride in Rutgers–Camden. One of my early observations is that this university has accomplished extraordinary things and has transformed countless lives, yet it has sometimes been reluctant to celebrate those achievements. I believe Rutgers–Camden has a remarkable story to tell. We should embrace who we are, recognize the difference this institution makes for students and the community, and speak about that impact with confidence.

I am grateful for the opportunity to serve in this role, and I am excited about what lies ahead. The more I learn about Rutgers–Camden, the more convinced I become that its greatest strengths are its people, its mission, and its unwavering commitment to changing lives through education.