Zackery Echevarria, Film and Media ’22, is an EOP program counselor at FIT, where he works in student development, event planning, and retention initiatives. A former EOP student himself, Echevarria reflects on how the program shaped his college experience and inspired his commitment to mentorship and public service.
FIT Newsroom: Tell me about your upbringing and what led you to the EOP. You were also a student in the program before becoming a counselor. What was that experience like for you?
Zackery Echevarria: I grew up in a small, supportive family in the Bronx. In 2010, feeling like we had outgrown our living situation, we moved to Westchester County for a fresh start. For the first time, my siblings and I had our own rooms, attended better schools, and we began going to church as a family. Living there helped us live the life that our parents always envisioned for us.
I got into filmmaking during my junior year of high school, and with my counselor’s support, I began to take it seriously. When it came time to choose a college, FIT stood out. It offered a strong, affordable film program that was close to home. Those were all important factors since I hoped to avoid taking on debt.
What made you eligible for the EOP?
Eligibility is based on financial and academic criteria, including being a New York State resident, a full-time student, and having a cumulative GPA between 75 and 86. After I was admitted to the college, I received an email informing me that I was required to attend the pre-freshman summer program throughout the month of July. Going into it, I had a feeling it would be one of the defining moments of my life.
What was it about that experience that made such a strong impact on you?
The program gave me exactly the support I needed to prepare for college. I learned more about my major, explored other subjects, and got a better sense of how to navigate the school. In many ways, it gave us a head start.
When I got to college, I was shy and uncomfortable with public speaking. My counselor, Ms. Orange, kept encouraging me to step up and face that fear. After the pre-freshman summer program, I worked in the EOP office through the federal work-study program, helping with presentations and other tasks. She’d say, “Hey Zackery, why don’t you present this one?” always pushing me to use my voice. Now, as a counselor, I use those skills to speak about EOP at conferences, campus tours, and college fairs, something I never imagined doing when I first started.
How did your experience as an EOP student influence your approach to mentoring students?
As a counselor now, I often echo what I was told: The main goal is to get them to the finish line: graduation. We want them to go into their chosen fields, support their families, and give back just as their parents supported them. We’re here to offer support and a clear path forward, no matter how long it takes.
What qualities, such as social skills, financial stability, or emotional readiness do you consider when determining if a student is fully prepared for EOP after the summer session?
We don’t expect students to be fully ready for college. Most come in with a high school mindset. They’re used to structure, reminders, and second chances. College requires more independence, self-advocacy, and accountability. That shift takes time, and programs like EOP help guide students through it.
We look for capability. Many come from under-resourced schools, face personal challenges, or have experienced tough situations, but they’re eager for the challenge of college.
Most are first-generation students, children of immigrants, or from families unfamiliar with higher education. It’s about helping young adults navigate a tough system. Having someone to nurture and support them positively is crucial. Without that, the struggle can be overwhelming.
It sounds like you see this as a way of giving back.
I’ve always seen myself as a public servant. Giving back to those who helped me and creating opportunities for students like me. Growing up, whether at school, home, or church, I was always helping and offering assistance, or present when someone needed support. I got that from my parents.
How do you see your role as an EOP counselor beyond academic support, and what do you think students gain from the program that goes beyond the classroom?
We’re counselors, but also educators. While we may not have the title of professor, we play a critical role in our students’ education. Beyond academics, we teach essential life skills: how to manage time, communicate effectively, set goals, and advocate for themselves. These are things students aren’t always formally taught, but they’re just as important as what happens in the classroom.
We also help students understand how to navigate systems like financial aid, course registration, internships, and even dealing with personal or family challenges while staying on track. Our work is about preparing students not just to graduate, but to succeed in life beyond college.
EOP is an access program. Many of us wouldn’t be in college without it. It’s a backdoor into higher education, whether at FIT or another SUNY university.
How has EOP benefited you in your personal and professional journey after college?
EOP shaped me both personally and professionally. It gave me the confidence and skills to support others, which led directly to my work as a counselor. The program taught me how to lead, listen, and advocate not just for myself, but for my community. That experience continues to guide me in everything I do.
—Dana Flores, Advertising and Marketing Communications ’22