Psychology majors from the Division of Behavioral and Social Sciences “swept” the awards for highest academic achievement at the 2025 Commencement ceremony, with Isabella “Bella” Avalos named Valedictorian, and Allison Blum and Thomas Progano tied as Salutatorians.

Bella and Allison talked about their career goals and how they will use their favorite psychology courses to advance their professional lives.

Forensic Psychology and Rehabilitative Justice

Bella, who minored in criminal justice, hopes to pursue a doctorate in forensic psychology and work as a licensed clinician for incarcerated individuals in corrections and reentry programs.

“I am interested in studying behavior and the factors that guide it. There are many fields where psychology is used, and it intersects with criminal justice, another interest of mine. When I chose my major and minor, I wanted to understand how they are used together within the justice system,” she said.

Bella has a long-term goal of working in therapy in the justice system but also conducting research on rehabilitative justice for the corrections community. She currently interns in probation in Orange County, California, where she works with incarcerated youth in a rehabilitative capacity.

“This work is something I value greatly and a core reason for me wanting to pursue a career in forensic psychology.”

She cited the Mitchell College courses that she will draw from in her work in psychology and her day-to-day life.

“Psychology of Well-Being was one of my favorite courses at Mitchell. Psychology focuses a lot on abnormalities and dysfunction, but this course provided different principles to living a fulfilling life that I found helpful not only for my career but also personally. I also enjoyed Behavioral Statistics because it gave me the foundational knowledge to discern and interpret data that was extremely helpful with my research at Mitchell for my Honors Program thesis, ‘An Analysis of the School-to-Prison Pipeline.’ One of my career goals is to contribute to the growth of my desired field through research. This class provided good preparation.”

Marriage and Family Therapy

Allison will start graduate school in the fall to work on a master’s degree in marriage and family therapy.

“Mental health is so important to me, and I love helping others feel good about themselves. I have been in therapy for a long time, and it’s been so helpful to me. My hope is to help others in the same way,” she said.

One of her favorite Mitchell psychology courses will inform her work in graduate school.

“In my Family Systems course, I loved taking a deeper dive into each family dynamic and how it affected the person. I found the course to be very helpful because I was introduced to the research of psychologists Drs. John and Julie Gottman. I admire the Gottman Institute and their view on how relationships work. I like looking at the bigger picture when it comes to the person and why they are the way they are.”

Allison examined relationships for her Honors Program thesis, “Power Dynamics in a Coach Athlete Relationship.”

She also found her Grad School and Beyond class helpful as she prepared to apply for graduate school.

Allison looks forward to pursuing her goal of earning her master’s degree and becoming a licensed therapist.

“In the future, I hope to have an established practice helping others, especially those who are married with children. I would love to help people be great parents who help create wonderful children who will grow into wonderful people.”

Class of 2025

While the Behavioral and Social Sciences faculty celebrated the spotlight on this group of students from their program this year, the graduating class of 2025 distinguished themselves academically across all programs:

• 44 were Honor Society members
• 28 graduated cum laude
• 35 graduated magna cum laude
• 4 graduated summa cum laude

In the above photo, l-r: Professor Jen Mauro and Dr. Joanna Gentsch, professors of psychology, Allison Blum, Bella Avalos, Thomas Progano, and Dr. Nancy Parent, chair of Division of Behavioral and Social Sciences

For the Spring 2025 semester, Mitchell College students from diverse majors had the extraordinary opportunity to travel weekly by school van to an equine facility in Old Lyme to work with Rolex, Blessing, and several other horses for a new general education course.

“Equine-Assisted Wellness: Bridging Ability and Wellness,” offered in partnership with High Hopes Therapeutic Riding, Inc., immersed students in an experience that promoted wellness through the unique human and horse bond. As an organization, High Hopes uses equine-assisted services to support individuals with emotional health challenges, learning or developmental disabilities, and other neurodivergent challenges.

Working regularly with the horses in the barn, in the arena, and outdoors, the students developed an understanding of disability, learned practical skills in horsemanship and therapeutic techniques, and explored the principles of holistic wellness, focusing on mental, emotional, and physical health. Student majors comprised early childhood education, exercise science, criminal justice, communication, and psychology.

Students explore the grounds of High Hopes Therapeutic Riding.

Marci Bender, High Hopes equine operations director and PATH Intl. certified master therapeutic riding instructor, CTRI, led the course with assistance from Kim Severance, CTRS, High Hopes program coordinator, PATH Intl. certified therapeutic riding instructor and PATH Intl. equine specialist in mental health and learning.

Prior experience with horses was not a prerequisite for the course, although some students brought it with them

Melanie Hintz, a communication major, has ridden horses for 10 years and volunteered at another therapeutic riding facility in Connecticut for five years. She said one of her favorite activities was creating an obstacle course for the horses in the arena. Using the obstacle course to build trust, the activity mimicked what it is like for horses to experience the world with limited sight.

“Three of us had to partner and walk the course with the horse. One person was the leader, one person was blindfolded, and one person assisted. Horses can’t see everything and must trust humans to lead them in many situations. When I was blindfolded, it was scary, but I trusted the person who was leading me to keep me safe. It can be challenging to trust and rely on teamwork in life, but I realized the importance of having an open mind and viewing life from different perspectives,” said Melanie.

Instructor Kim Severance said the activity also taught the students how to work together and how to connect and communicate with the horse.

“As students experienced things, they could settle into what to expect,” she said.

Chloe Athanas, a criminal justice major who has worked with horses since she was 7, said she loves building bonds with horses and other people and learning new things.

“My favorite activity from class is when we groomed the horses. We had to use our voice and body language to communicate with them so they could trust us and feel comfortable. I learned that body positions and facial expressions are the key methods of communication between humans and horses,” said Chloe.

For a horse, yawning can be a sign of releasing tension, sniffing can show curiosity, alert and moving ears display an awareness of the environment, and ears pulled back or shifting weight can indicate unease.

Instructor Marci Bender stressed that observation is how we learn to connect with horses and that behaviors are important.

“Understanding what horses are experiencing helps with our work at High Hopes. It’s like putting a puzzle together through observation. You think through what you see, then evaluate the possibilities, Marci said.

Melanie agreed: “Horses communicate through body language, which requires us to pay close attention and try to understand what emotions they are feeling, whether it’s calmness, anxiety, or discomfort. I aspire to adopt this mindset, focusing on using all senses to observe and understand subtle details in life, rather than just relying on our usual senses.”

“I know how therapeutic riding can transform lives. This class deepened my knowledge of horses and provided me with a greater understanding of different approaches to training and therapy. My classmates all had the same enthusiasm for horses, and I enjoyed learning with them,” Melanie added.

The class is slated to be offered again in Spring 2026.

Rolex is one of the horses that participated in the course.

Blessing also worked with the students.

When senior Matthew Keatley talks about his internship with the Connecticut General Assembly, he describes the way he and the other 37 legislative interns feel about their opportunity.

“Most people show up to work and say, ‘Oh my god, I have so much work!’ All of us show up and say, ‘Oh my god! I have so much work and I get to write testimony, sit in on meetings, answer constituent calls…we’re excited to be there and excited to have work to do.”

Matthew, a communication major, spends two days a week working in Hartford with the Republican Caucus and State Rep. Lezlye Zupkus, a ranking member of the Education Committee. He assists with a range of assignments including office tasks, bill tracking, and meeting preparation, a process he calls “fascinating.”

“As of right now, there are a ton of public hearings that run from morning to evening. I am gaining a good understanding of how the public is perceiving some pieces of legislation and voicing their concerns. There are many bills before the committees, including creating a task force to combat antisemitism in public schools, how to better fund special education, and increasing pay for paraeducators. People testifying are passionate.”

Matthew uses skills developed through his coursework at Mitchell, especially interpersonal communication, public speaking, and social media. In addition, he draws on all the Mitchell Abilities, with special attention to communication, which he said “is the entire game. If you don’t communicate, nothing will get done. If you can’t communicate, you’re not going to last long.”

He is certain that the encouragement he received from his Mitchell professors—to apply for the internship and to succeed in the classroom—serve him well.

“Mitchell’s tight-knit community—its faculty and staff—have enhanced my educational experience and will help me in my professional life. A lot of them serve in public roles in their communities, have academic connections, or share their own life experiences in ways that inspire me.”

A Love of History and Politics

An American history buff who is minoring in government and history, Matthew developed an interest in American politics as a teenager. The 2016 presidential campaign “turned the lightbulb on,” and he read the news daily to stay current.

Closer to home, a field trip to the place where he now interns sparked his interest.

“When I was 17, I took a field trip with my high school civics class to the state legislature and met with our local legislator. After her presentation, I thanked her and said what she was doing was cool. She responded that no one my age would think this was cool. Then I asked her how I could get involved.”

From that conversation, Matthew went on to help with local, state, and federal campaigns, including running the entire campaign in 2024 for the state representative he met on his high school field trip.

He also ran for and won his own spot on his town council when he was 21. Today, he sits on four boards and committees. His hands-on experience with political campaigns and serving in local government helped prepare him mentally for some aspects of interning in state government.

“Town council is a little more relaxed than the legislature, but the decorum is the same. In both you’re there to do a job and to serve people. Constituents either are not pleased with how things are going, or they are and want things to be enhanced.”

Matthew’s initial internship challenge was feeling comfortable in the halls of state government.

“It’s an intimidating place for anyone,” he said. “For me it didn’t last longer than a week or two after orientation. The key is making sure you’re doing what you’re supposed to do, showing up on time, being prepared, and being professional.”

In addition to human resources training on things like sexual harassment, Matthew and the other interns were trained in the budget process and the tools of research.

“We need to know the best ways to help our legislators if they ask us. We’re in a budget season right now and must have a working knowledge of the executive branch and legislative branch budget process, which is intricate. We also access websites and libraries to find things like statutes, which I’m asked for daily.”

Matthew enjoys the camaraderie with the other interns and said, “we’re working with the Republicans and the Democrats, and we’re all friends. We hang out and grab lunch together. If we have the same problem with a work assignment, we can call one another and ask.”

His observation of the Connecticut state legislature is that “there is partisanship, but it doesn’t last long. There is a lot of compromise and a lot of letting the other party into the room for discussion. This is something that you don’t see in the news all that often. The legislators for both political parties care about what they’re working on, want to show up, want to do their work, and know who it impacts in our small state.”

Future Plans

Matthew’s internship has solidified his interest in working in the communications field.

“I approached the caucus’s communications team to say that I’m an aspiring communications professional and offered to help when I am not working on other things for my legislator. I hope to learn more from them. In past political campaigns, I’ve worked on social media, written press releases, and scheduled media interviews. I like having my thumb on the pulse of what’s going on and putting out stories that people read and understand. That’s exciting to me.”

He is not sure if his work after graduation will be a communications job in government or another sector. For now, he is grateful to have gotten the push to apply for the legislative internship, from the grounds of a college campus he considers to be “the best in all of Connecticut.”

“I am really enjoying my internship and urge other students interested in local or state politics to apply. This program is great for jumping into the process, going in depth, and learning who the players are. It’s a chess game, and you’ll get a good understanding of how it’s done.”

Understanding the vital need for blood donations motivated senior health science major Marissa Luna to do something about it.

“Having donated blood to the Red Cross before, I experienced firsthand how significant it is to help others in need. I wanted to get more involved and take on a role where I could make an even greater impact, so I reached out to the Red Cross to initiate a blood drive on campus,” she said.

The recent event, which took place in The Red Barn, collected 30 productive units of blood, exceeding its goal of 20.

“Every donor helps save up to three lives, so the impact of this drive is truly incredible,” Marissa said.

As Blood Drive Leader, Marissa oversaw several tasks including organizing logistics, recruiting donors, promoting the event to students and public, and ensuring the drive ran smoothly.

“Logistics was a challenge,” she said. “That included booking the venue and ensuring all of the equipment was available. My goal was to create an atmosphere where donors felt comfortable and had a positive experience. To make that possible, I worked closely with Rachel Ricciuti, Mitchell College Student Affairs fellow, who helped coordinate every detail and address any issues that arose along the way.”

Putting Coursework to Work

Marissa, who wants to work as a nuclear medicine technologist, said that lessons learned from her Science and Public Policy and Personal/Community Health classes were put to good use in organizing the blood drive.

“My coursework helped me understand the importance of public health initiatives like blood drives, as well as the logistics and community engagement involved in organizing them,” she said.

Her favorite part of organizing a blood drive? Contributing to the community in a meaningful way.

“Seeing the direct impact of our work and knowing that every donation could help save lives shows that we’re truly making a difference in the community,” she said, adding that she appreciated that Mitchell College offered her this unique opportunity to take on this project.

When Lisa McCann ’09 became a mother during her first year at Mitchell College, she knew life would be challenging.

“Balancing school, work, and parenting was not easy, but the professors and staff were incredibly supportive. They worked with me to schedule classes around my work hours, and on occasions when daycare was closed, they even allowed me to bring my daughter to class. Their understanding meant the world to me,” she said.

Support for Lisa, who earned a bachelor’s degree in liberal and professional studies, extended to the former Mitchell College Learning Resource Center (LRC), today the Bentsen Learning Center.

“The LRC was a tremendous help during my academic journey. The tutoring center offered flexible hours to fit perfectly with my busy schedule, and I met twice a week with their reading and writing specialists who provided invaluable guidance. Their support played a major role in my success as a student. I probably spent more time the LRC than I did in classes.”

Lisa began at Mitchell studying early childhood education. She realized in her second year that she had a passion for behavioral science, grounded in her lived experience.

“I was a victim of domestic violence as a child, which shaped many aspects of my life. I didn’t grow up wealthy, and I constantly moved from house to house, trying to find stability. When I got to Mitchell and reflected on my life experiences, I realized I wanted to do more—I wanted to help others who were in situations like the ones I had endured.”

“Switching my major turned out to be the best decision for my academic and career goals,” she continued, “as I now have a career that I’m deeply passionate about.”

Paying forward

Today Lisa is a domestic violence housing counselor, advocate, and housing coordinator at Safe Futures in New London. Every day she pays forward the care, compassion, and support that she received at Mitchell to others in need.

“In my role, I oversee transitional housing programs for individuals and families fleeing domestic violence. These programs are designed for clients who are homeless and seeking safety and stability. The transitional housing program offers 1-, 2-, and 3-bedroom units that clients can stay in for up to two years.”

During her clients’ stay, Lisa works with them on securing permanent housing, developing safety plans, addressing legal issues related to domestic violence or housing barriers, and setting and achieving short-term goals that align with their long-term aspirations.

“Many of my clients use this time to go back to school, pursue higher education, or gain certifications that allow them to increase their income and establish independence, which is something they weren’t allowed to do in the past. It’s incredibly rewarding to see clients rebuild their lives, gain stability, and achieve their goals during their time in the program.”

The transformation that Lisa sees in her clients mirrors her own.

“Mitchell College opened my eyes to the power of education, determination, and community. It gave me the tools I needed to build a career helping others escape the cycle of domestic violence and find safety, stability, and hope for a better future. My time at Mitchell was transformative. I learned so much about resilience and perseverance. Those lessons have stayed with me throughout my 20 years in this field and remind me daily that, even in the face of adversity, I don’t have to give up.”

Lisa McCann ’09 and her supervisor Fenty Lee ’15, director of residential programs and also a Mitchell College graduate

Every day in the Division of Business at Mitchell College, faculty deliver unique experiences designed to build the knowledge, skills, attitudes, and behaviors students need to create a pathway to a rewarding professional career. One way is by bringing in experts and influencers to share their knowledge, experiences, and life lessons.

In doing so, the Division of Business welcomed Dan Holdridge back to campus after he served as Commencement speaker in May 2024. President and Chief Executive Officer of Eagle Industries Incorporated, Holdridge conducted inspirational workshops for students taking business courses at Mitchell College, including intro to business, project management, and Mitchell’s unique, experiential Mlab program. The workshops focused on teamwork, leadership, and the ethics of professional work, drawing not only from Holdridge’s professional work but also from a life-altering personal experience.

Workshops Inspire, Draw from Life Experience
Holdridge was one of the youngest program directors at General Dynamics Corporation in Needham, Mass., where he oversaw computer engineering operations. On September 11, 2001, he was at the Pentagon supporting the construction of a newly renovated section when the terrorist attack occurred. His life almost ended that day when he was injured, but he has since recovered from his physical wounds. He now dedicates his time speaking to people across the country about his experience that day, what helped him heal, and how he became a stronger person.

James Patsalides, chair of the business division, said, “Dan conducted three inspirational workshops, each tailored to the needs of a class. He captured our students’ attention and was able to inspire them with his message of appreciation and mutual support, positioned as part of a professional toolkit that includes things like ‘pulling your weight’ for your team and focusing on taking action rather than sitting back and watching your life go by. I am so grateful for his contribution to our students and to our program overall. His story is so powerful. “

Students agreed.

“It’s all about teamwork, and one person can really derail a project. That’s why it is important to always know your ‘why’.” —Michael Ficocelli

 

“Whether you think so or not, everyone matters, and everyone has an impact in the world.” —TJ Wolfe

 

“It’s important to turn negatives into positives, and the greatest trait of a leader is kindness.” —Ethan Chavez

 

“Everyone needs to work together for a company to succeed.” —Walker Baillargeon

Bringing Real World into Classrooms
“As we continue to build our Division of Business programs with the ambitious goal of becoming the best business teaching institution in Connecticut,” said Patsalides, “inspirational speakers like Dan Holdridge enable us to bring the real world into our classrooms, moving beyond learning complicated academic content, into application of new ideas to our personal and professional lives. We must learn to appreciate every moment, every experience, and every human who crosses our path.”

“In the Division of Business, we have taken this message to heart. Our flexible modern curriculum and our learning-by-doing teaching approach embody an ethic of learning and care that is unique and grounded in our requirement that all our instructors are experienced pros first and academics second. This philosophy sets the tone for everything we do in the division. For our students, experiences like this are not only exciting and inspirational, but are a systematic foundation for their success in life.”

Junior Ryan DeCosta lives his life in a “radically possible, powerfully you” way, as both a Mitchell College student and a youth engagement coordinator with the Connecticut Parent Advocacy Center (CPAC).

“Both Mitchell and CPAC have helped me learn lessons, build friendships, and increase my knowledge to fight for social justice, including disability rights, LGBTQ+ rights, suicide prevention, mental health services, and policy change,” he says.

“Your voice is the most valuable at a table where decisions are made for your future, so let yourself be heard.”

Drawn to Mitchell for its diverse and inclusive campus, Ryan found that it fit with his lived experiences.

“The connections I have built with my professors and classmates has really strengthened my love for Mitchell College.”

Once challenged by mental health issues and a learning difference, Ryan uses his story to “heal loudly, discover radical possibilities, and effect radical change” by strengthening his voice to help “amplify and encourage others to use theirs” at school and at work.

A psychology major, Ryan is a member of Mitchell’s Mental Health Coalition Board and the Mitchell JED Team, which focuses on mental health, substance use, and suicide prevention. He looks forward to expanding his contribution to the conversation about mental health on campus, which he believes is “a topic that affects everyone.”

Ryan says the lessons he has learned in his courses at Mitchell “always help support my knowledge and strengthen who I am as a learner, writer, and reader, but I bring more to the classroom from my insight gained at CPAC.”

Behavioral Sciences Professor Jennifer Mauro, who has had Ryan in several classes, agrees.

“Ryan’s commitment to mental health, well-being, and inclusivity extends beyond the classroom and into his work with multiple organizations, including CPAC. His insights — often connected to concepts of resilience, well-being, and developmental psychology — enrich the learning community for all,” she says.

A Niantic-based nonprofit organization, CPAC has a mission of educating, supporting, and empowering families in Connecticut with children/youth (birth to age 26) who have a chronic condition or disability.

As a youth engagement coordinator, Ryan works to educate and support youth and families, mentors youth in self-advocacy and leadership skills, conducts community outreach, and represents the youth voice at local, state, and federal meetings.

“A typical day at my job is working on our social media platforms and developing project proposals for workshops, panels, podcasts, and more. I communicate and work with boards on local, state, and national levels to improve systems and break down stigmas around people like me who have disabilities. One day I will be on the computer and the next I am speaking in front of large audiences of young people, stakeholders, educators and administrators, and parents. We share stories about the struggles of navigating in a world that moves so fast and doesn’t always allow everyone to catch up or be recognized for the genius that is in front of them. We give opportunities for the unrecognized to be the ones running the dialogue.”

Ryan finds great reward in helping young people build self-advocacy skills to help them create change, as well as providing them with networking opportunities to build their resumes — and their self-confidence. He believes these skills will serve them for the rest of their lives.

Looking down the road in his own life, Ryan says Mitchell College has helped to prepare him for his next step, including the goal of earning a master’s degree in social work.

“I will continue to expand my knowledge up until I graduate from Mitchell through internship and networking opportunities and staying involved on campus. Every experience allows you to learn more about yourself, grow as a person, adapt to change, and expand your knowledge of your field of study.”

 

Photo credit: Jennifer Mauro

When her husband’s company experienced numerous layoffs, Joelle Goetz decided it was time to seize the moment, go back to school, and complete the necessary credits to earn her bachelor’s degree.

“I have always depended on my husband for many things. Given uncertainties in his work world, I knew this was the right time to finish my degree. My two children are in college now, so I have the time. There is a need for certified language teachers in the state of Connecticut. I can complete a fast-track program to become certified to teach, as long as I have a bachelor’s degree,” she said.

A native of France who has taught French in independent schools in the United States for 20 years, Joelle said her goal is to finish her degree as quickly as possible.

“I am 53 and want to be certified to teach in the state of Connecticut,” she said.

She was able to transfer business credits that she had earned when she lived in France to the business track of the Professional Studies program at Mitchell College.

“My immediate goal is not to be on the business track to work in business but to have a bachelor’s degree the fastest way possible using my business credits. As retirement comes closer, however, I might like to offer immersion classes in France, perhaps combining business with teaching.”

In searching for a program, Joelle checked the region for education options. She looked at Mitchell’s website and found information about the Professional Studies program that fit her needs.

“I called and spoke to Admissions staff about the program. After our conversation, I thought, ‘This is my path!’ This is exactly what I was looking for because I just want to get this done.”

Joelle said the application and registration process was seamless.

“My advisor, Cheri Henault, made everything so easy. She showed me what credits transferred and what classes to take. I didn’t have to come up with a plan. I didn’t have to pick my classes. She gave me the whole plan—it is a package and it’s wonderful. I don’t have to worry. She is extremely helpful.”

When Joelle first considered returning to school, she thought she would go to class in person on campus. The Professional Studies program, however, is online with asynchronous classes, allowing students to work on their own time.

“I was not sure if I could study at home and succeed in online courses, but I found a little room in the house that is perfect for me. It is cozy and nothing distracts me there. I am very motivated, and I know I need time to focus. With my full-time work schedule, I have one day off, so on that day I start my class work at 7:30 a.m. and go until 6 p.m. with little breaks in between. I also use Saturdays and Sundays. I am on a rigorous schedule.”

Both the adult learners in her classes and the professors who teach them “have an intention of being successful on either side,” she said. “The teachers want to make it happen, and the classes are well-structured and manageable. The students know it takes a lot of energy and know from the get-go what needs to be done.”

Her advice to others contemplating enrolling to complete their bachelor’s degree?

“I would tell someone it’s a serious program, and you have to make time for it. Have a support system around you, and make sure you have everything in place to be successful. Taking it lightly won’t work because it takes effort, but it’s the most rewarding thing.”

Slated to complete the program in June 2025, Joelle said that she has surprised herself with her success in the program.

“Mitchell College pulls the best out of me. I worried about staying focused, but I can, and I am. I am French and didn’t know if I could write well in English, but it’s going more smoothly than I thought. When I emigrated here 20 years ago and took my first English classes, it took so much energy. I was discouraged to go back and finish my bachelor’s, and this has been on my mind all this time. Now is the right time. I have found myself, my thoughts, and my voice, and it’s all good.”

When Kyrsten Lucas applied for a summer internship at Pfizer in Groton, Conn., she knew it was a competitive process. (Only 3% of applicants were accepted this year.) Thanks to the support and preparation she received at Mitchell College, she felt well equipped to pursue the opportunity.

“Earlier in the year, I had an informational interview set up by a Mitchell alum at Pfizer, which Paul Dunn, Integrative Career Services coordinator, encouraged me to do,” said Kyrsten, a business management major. “I found out about the internship program through the interview. When I decided to apply, Paul was with me through every step of application process. It was very helpful.”

After applying Kyrsten received an invitation to interview virtually with three people. Pfizer ultimately offered her a 12-week, full-time internship in the Global Material Management division as a controlled drug operations intern. She is one of just 300 Pfizer interns worldwide.

“Pfizer was looking for a self-starter for this internship, someone they didn’t have to guide the whole way. I attribute my success as an applicant to Dr. P’s [James Patsalides] two business lab courses: Improving Business Operations and Managing Ops Improvement.”

“In the courses we were given a problem to work on and had to figure out a solution without much guidance, just like in the real world. As part of the business lab, I worked with Michael’s Dairy and Keith Padin, business operations manager for Mitchell’s Auxiliary Services. I was leader of a marketing team that developed a loyalty program. Through that role, I was able to direct the path that our team took, from ideation to talking to the client to implementation. During my Pfizer interview, I shared the projects that I worked on. Being able to speak to a real-world experience without actually having the real-world experience helped a lot.”

Working as an intern in operations at Pfizer, she said she is assigned a project and “then it’s up to me to come up with the steps,” leaving her to figure out how to tackle the work.

“In my courses at Mitchell, Dr. Patsalides didn’t give us a lot of details for our assignments,” she said, and “I am so thankful because I see it’s the same in the real world. It was great preparation for the work I am doing now.”

Every day of her internship is different, and she works on multiple projects.

“In my area we sometimes work with Environmental Health and Safety, which is responsible for monitoring things like water quality and emissions, as well as safety procedures. Some projects that I am working on include creating a video for safety training for our building, digitizing an order form, and looking at standards and software for implementation and optimization of operations. I am also helping with a big archival project related to controlled substance documents.”

“I have two offices on site. One is a cubicle where I work on Excel sheets and analysis. I use Excel a lot to compare data and am grateful for my Excel class at Mitchell. My second office is a desk in the warehouse. Operations is a fast-paced environment, especially in Global Material Management. We are responsible for getting every scientist onsite the materials they need, and we have to do it fast.”

She thinks being captain of the Mitchell women’s basketball team played a part in securing her internship and contributes to being successful in it.

“Mitchell sports helped me with time management skills and leadership. As a student-athlete, you have to be able to balance multiple things at once,” she said.

In addition, Kyrsten makes many presentations related to her projects and will do a culminating Student Growth Experience poster presentation at the end of her internship, something that all interns have to do. She said that the communication and presentation skills she learned at Mitchell have been helpful.

Her favorite part of the internship is the work environment and the people.

“I like networking and learning about what people are doing. Everyone is so welcoming and wants to show me what they are doing. They invite me to sit in on meetings, and I like hearing stories about how they got to where they are today.”

Now Kyrsten, a senior, is deciding the next step in her story.

“I always thought sustainability management was the path I wanted to take for a job, but now I am thinking about operations. I learned operations can include sustainability management, and I like that operations encompasses other things as well. Now I will have to decide if I want to go straight to graduate school or work in a job first.”

Whichever direction she takes, Kyrsten said Mitchell has prepared her well.

“It was helpful to go on informational interviews, learn about internship opportunities, and connect with alumni through the Integrative Career Development office. I also gained real-world experience through the protected environment of the classroom. Things like deadlines and expectations weren’t a surprise to me at all when I started my internship.”

“Radically possible” by being “powerfully you” means something different for everyone at Mitchell College. For Will Dreier ’24—who completed the Thames at Mitchell College program before earning his bachelor’s degree in communication— it was being named class valedictorian, achieving the highest grade point average in his class.

“Obviously my greatest achievement from my years at Mitchell would be the honor of being named valedictorian at my graduation, which I know I made ‘radically possible’ just by being my powerful, autistic, creative young self!” he said.

Throughout his years on campus, Will was open about his autism and what it means to him. He participated in a national podcast about belonging hosted at Mitchell College by award-winning journalist Julio Ricardo Varela, and most recently was featured on Mitchell’s social platforms for Autism Awareness Month.

During the introduction to the valedictorian award during Commencement, Will knew right away that the speaker was talking about him.

“When I heard the speaker share the quote ‘I would like people to know that autism causes me to see the world…,’ I knew I recognized those words anywhere! I got so excited that I leapt up out of my seat when everyone started cheering for me!”

Journey Begins at Thames

Will began his Mitchell journey in Fall 2019 when he enrolled in Thames at Mitchell College, a one-year college transition program. He said his biggest struggles coming in were asking too many questions in class and losing patience with instructors who did not answer in a way that he felt at the time was “satisfactory.”

“I sometimes ended up dominating the class unintentionally. Luckily, I had discussions about this with my advisors and the instructors themselves, which helped me become more aware of these challenges. Moving forward I was able to make an effort to improve and control myself, and I have slowly gotten better over time.”

Will’s social and academic skills also grew while he was a student at Thames.

“It was challenging at first, but after having more talks about it with my advisors, the Thames program helped me grow socially by teaching me the best way to handle peer pressure, which is just to try and avoid and ignore those who were causing me stress. Academically, I learned that I should be trying to figure out a problem on my own first, before impatiently stressing about it with my instructors.”

Growth Continues at Mitchell

Will’s growth socially continued in and out of the classroom as he pursued his bachelor’s degree at Mitchell College, expanding his exposure to many different types of students and also to different social situations. His favorite spots are on upper campus, including The Cove (student center), The Red Barn, and Michael’s Dairy, which he said “gave me more opportunity to try and socialize with my peers and even staff.”

“Understanding social cues is one of my biggest challenges as someone who struggles with autism. Whenever I feel like I am being singled out, or someone won’t talk to me, I constantly bug them to try to find out why. Luckily, I was able to overcome this issue by seeking guidance about it privately from a responsible peer or staff member,” he added.

While earning his degree Will explored and shared his creative talents with the community through Radio Mitchell and performing arts. He hosted the “Mitchell in a Minute” radio show, interviewing faculty and staff and playing a one-minute trivia game with them, highlighting their uniqueness. He also participated in the 2022 Spring Musical “A Funny Thing Happened on the Way to the Forum.”

“I played the pimp—I am ashamed to tell you—Marcus Lycus, who apparently ‘stole the show’! I have done acting for many years, and my favorite part of being on stage is bringing humor to the audience. I did face challenges behind the scenes, however, with misunderstanding social cues of the cast and director, which is common for me as someone with autism.”

With a career goal of creating original animated stories about diversity and inclusion, Will landed on studying communication at Mitchell College. He completed a micro-internship with an animator who helped him design the characters and backgrounds for an animated series pitch and found the experience beneficial in his career pursuits.

One Step Closer to Career Goal

He plans to pursue a second bachelor’s degree in animation at Lesley University in Fall 2024 to take the next step in preparing him for a career as an animator.

“Creating an original series all starts with my animated series pitch, which is based on my own life and the neighborhood kids I grew up with. If all my work is successful, perhaps my biggest goal would be to create a nonprofit animation studio for people who are both physically and mentally diverse, and partner with other companies and organizations such as Sesame Workshop, DC Comics, or even Mitchell College!”

He is grateful for the foundation that he laid at Mitchell.

“Mitchell College—with its fun, friendly, and beautiful setting—helped me find a sense of purpose as someone who is mentally diverse by creating a community where I feel like I belong. I now feel more committed than ever to dealing with conflicts, balancing my work and social schedule, and even helping to make a positive change in people’s lives and the world!”