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

Mitchell College invites New London County residents entering grades 6–9, with an interest in science, health, and wellness, to enroll in a summer program on campus, July 7–18.

HCA Rising, a pre-academy program designed to foster an early interest in healthcare fields, is part of the Mitchell College Healthcare Academy (HCA) for New London County high school students.

HCA Rising offers middle school students an opportunity to explore the connection between STEAM (Science, Technology, Engineering, Arts, and Mathematics) and healthcare careers through fun and engaging activities:

• Hands-on science experiments
• Fun physical activities like dance, theater, and athletics
• Field trips to Mitchell Woods and Mitchell Beach
• Small group sizes for personalized learning
• Engaging weekly themes like ‘Sensory Science: The Five Senses & Environmental Science & Wellness’

Mitchell College is committed to addressing our state’s workforce needs and diversifying the healthcare employment pipeline, and to making education more accessible while serving the needs of our community. As part of this effort, the HCA will provide students with unique opportunities to learn about pathways to healthcare careers, including Mitchell’s new Nursing program leading to a BSN.

Students can enroll in HSA Rising for one or two weeks for $100 per week, July 7–11, July 14–18, or both. Aftercare is available for a nominal fee. The deadline to register is June 15, 2025.

For details and registration visit Mitchell.edu/Healthcare-Academy.

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.

Mitchell College marks its 81st Commencement Exercises for 101 graduates on Saturday, May 17, at 10 a.m. on the Mitchell College Green. Theresa Hopkins-Staten, president of Eversource Energy Foundation and vice president of corporate citizenship and equity at Eversource, will deliver the keynote address. Lonnie Braxton II, retired senior assistant state’s attorney for the State of Connecticut, will receive an honorary Doctor of Laws.

Mitchell College President Dr. Tracy Y. Espy said, “We are truly honored to welcome two community leaders to our Commencement. Both will inspire our graduates as the class decides how to shape their own futures to positively impact the world. Theresa Hopkins-Staten, our Commencement speaker, brings remarkable professional accomplishments, strong leadership, and unwavering dedication to community service. Lonnie Braxton will receive an honorary degree for his contributions to the community, through distinguished service to the Division of Criminal Justice for the State of Connecticut, as historian of the Civil Rights Movement and American history, and as an active board member of several New London organizations.”

The Eversource Energy Foundation invests in initiatives and organizations aligned with the foundation’s focus on building a healthier, more sustainable and equitable future for customers and communities. In 2024 the independent philanthropic organization awarded $7 million in grants and sponsorships to more than 700 organizations.

Hopkins-Staten also leads Eversource’s enterprise-wide efforts driving foundational understanding to ensure stronger equity, accountability, inclusion, and fairness by employees in their daily practices and interactions with customers and communities.

She has received numerous recognitions and awards: Big Brothers Big Sisters of Connecticut 2025 Visionary Leader Award, 2024 Women for Whittier award, 2018 Connecticut Bar Association Citizen of the Law Award, Inaugural 100 Women of Color Award, Greater Hartford NAACP Queens Gala Award, University of Connecticut Alumni Association Service and Inaugural Diversity Alumni Awards, Urban League of Southern Connecticut African American Woman of Distinction, Connecticut Valley Girl Scouts Woman of Merit Award, Hartford Business Journal Remarkable Women in Business Award, Allstate Insurance Sankofa Award, and the Kappa Alpha Psi Fraternity Community Service Award. In addition, her photograph was included in a “Gallery of Pioneers” honoring alumni for their community service and professional achievements.

Hopkins-Staten graduated from the University of Connecticut with a B.A. in Sociology, magna cum laude and Phi Beta Kappa. In addition, she earned a Juris Doctor degree from the University of Connecticut School of Law and received an Honorary Doctor of Humane Letters degree (Ph.D.) from Goodwin University.

Braxton, who grew up in Mississippi, served as a Naval Reservist before graduating from Connecticut College and the University of Connecticut School of Law. He worked for nearly 30 years as a senior assistant state’s attorney for the State of Connecticut. A noted historian of African American and civil rights history, he has lectured extensively and for 19 years has hosted an African American Film Festival at the New London Public Library, where he also displays historical African American memorabilia from his private collection. He has served on numerous boards, currently the Lyman Allyn Art Museum Board of Directors, the New London Public Library, New London Landmarks, and SCADD (Southeastern Council on Alcoholism and Drug Dependence, Inc.). He is also a lifetime member of the NAACP, the nation’s oldest civil rights organization, and is a past president of the New London branch.

Theresa Hopkins-Staten gives the keynote address for Mitchell College’s 81st Commencement Exercises.

Lonnie Braxton II receives an honorary Doctor of Laws.

Mitchell College is launching a scholarship in partnership with New Haven Promise, a scholarship and support program, making four years of college more affordable for soon-to-be high school graduates living in New Haven. The Mitchell New Haven Promise Scholarship offers New Haven resident students $19,000 per year from Mitchell College and up to $5,000 per year from New Haven Promise, plus an opportunity for on-campus employment during the scholarship program. Students are required to live on campus and actively participate in Mitchell’s community outreach throughout their college experience.

Dr. Tracy Y. Espy, Mitchell College president, said, “By making college more affordable through the Mitchell New Haven Promise Scholarship, students are empowered to pursue their academic and professional dreams. The convenience of on-campus living provides students with greater opportunities to engage with the community and have access to resources. We are excited to welcome more New Haven residents to our Mitchell Mariner community through this program.”

To be eligible for the scholarship, students must attend New Haven Public Schools or approved charter schools in New Haven continuously for at least grades 9 through 12. Students must also meet eligibility requirements for attendance and disciplinary record, GPA, and community service.

To request an application, or for more information, contact admissions@mitchell.edu or call 860-701-5037.

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.”

Mitchell’s ‘Understanding Neurodiversity’ Course Expands Perspectives

With the terms ‘neurodiversity’ and ‘neurodivergence’ gaining prominence in conversations today, Dr. Nancy Parent’s Introduction to Neurodiversity course offers a comprehensive overview of the concepts to her students. Her class examines the meaning of neurodiversity—or the naturally occurring differences in human cognitive function—and looks at the term’s history, its place in disability rights movements and legislation, and its societal presence in education, work, popular culture, and personal relationships.

“This course was originally developed by Sarah E. Silverman, an educator and independent faculty developer who led a professional development event for Mitchell faculty. The course has evolved to support the General Education program and provides students the opportunity to critically examine the language and significance of neurodiversity and apply their learning to their lived experience, school environment, and future workplace,” Parent said.

The term ‘neurodiversity’ encompasses the full spectrum of brain differences‚ including both neurotypical and neurodivergent people. Neurodivergent, the opposite of neurotypical (considered to be “normal” or standard), includes neurological conditions such as autism, ADHD, dyslexia, and others. About one-third of students at Mitchell College are neurodivergent.

As part of the coursework, which was introduced in Fall 2024, Parent said students engage in an interview assignment where they learn about attitudes, perceptions, and experiences with neurodiversity at Mitchell College. Additional coursework focuses on representations of neurodivergence in media and culture, stigma and stereotypes, and narratives from neurodivergent writers and creators. A final class project engages each student in teaching the class what they are passionate about through a deep dive into a topic pertaining to neurodiversity, creating a narrated PowerPoint, podcast, video, or another artistic creation.

Student Perspectives
Student takeaways from the course are as diverse as the topic itself. Julia Stasiowski, a communication major who was diagnosed with autism and ADHD in high school, was empowered to share her personal story as her final project for the class.

“Growing up, I experienced the struggles and discrimination of being undiagnosed, simply because I was different. I felt like I was too ‘weird’ to be ADHD or ‘too ADHD’ before realizing my true self, which is your average AuDHD [autistic, ADHD]. For my final project in this class, I created a comic book to describe the experience I went through. It’s one of the best things that I’ve written,” she said.

She added, “After taking this class, I am more determined to be an activist in the online sphere against pathology and ableist rhetoric. Education about neurodiversity is extra important in this digital age. There is so much misinformation out there, especially about autism, and we need correct information to combat it.”

Jameson Foster, an early childhood education major, said, “Before this course, I had a limited understanding of neurodiversity. I knew of the term and things that could identify people as neurodiverse, but I didn’t really understand all that much about it and the many stigmas.”

She continued, “The course has left me more open-minded and considerate of others and will shape my career as a teacher. Having an understanding will help me understand these differences in children. This is a great course for psychology and education majors, but it can be beneficial to anybody.”

The STAIRs Program (Skills Training, Advancement, and Individual Readiness) at Mitchell College recently received the Autism Community Impact Grant from the Doug Flutie, Jr. Foundation for Autism. The funds support and enhance the “Experience Generation” program, giving participants work opportunities to bolster resumes and build professional networks. Awarded through an application process, the Autism Community Impact Grant historically supports traditionally underserved, underfunded, and culturally diverse communities reflected in the Flutie Foundation’s areas of impact.

The STAIRs Program at Mitchell College provides high-impact, individualized independence and advancement training for neurodivergent individuals who have college experience. Experience Generation will enhance current professional development through part-time, intentionally guided professional experiences (including a small stipend). Participants will work in local nonprofit organizations and within the STAIRs program in the areas of administrative support, communications and promotion, and operations/planning.

“Between 30 and 40% of neurodivergent adults are unemployed, three times higher than other disabled populations and nearly eight times higher than that of the non-disabled population. Experience Generation will equip our participants with resume-boosting skills and experience to become profession-ready, confident job seekers. As they navigate a competitive job market, they can access supportive networks, references, and professional guidance through this program,” said Noah Blocker-Glynn, coordinator of the STAIRs Program.

Nick Savarese, executive director of The Doug Flutie, Jr. Foundation for Autism, said, “The Flutie Foundation Autism Community Impact Grant helps our partner agencies address a variety of significant needs in the autism community. Programs like these help people on the autism spectrum live life to the fullest and we are proud to support their efforts.”

About the Flutie Foundation
Former NFL quarterback Doug Flutie and his wife Laurie started the Doug Flutie, Jr. Foundation for Autism in 1998 after their son Dougie was diagnosed with autism at the age of three. Their experience of raising a son with autism inspired them to help others on the challenging journey. Over its history, the Flutie Foundation as distributed over $20 million to schools and organizations who provide clinical therapies, recreational programs, social skills training, and more for people with autism. The Flutie Foundation also provides education technology tools, adaptive camp scholarships, safety equipment, and direct family support through its partnerships and special initiatives.

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.

Mitchell College invites the community to attend the 2nd Annual Letting OUR Voices Be Heard, a free event open to all, celebrating Black heritage and culture. The event takes place on Sunday, February 23, 1:00–5:00pm in the Clarke Center at Mitchell College. As an added twist, this year’s event encourages attendees to come wearing ‘90s-style clothing.

The Black History Month event will feature dozens of Black performers and Black-owned businesses, including live music, dancers, vocalists, instrumentalists, inspirational Black speakers, poets, visual artists, and others. DJ Tim Allen will infuse the event with the music of Black culture, and drawings for giveaways will take place throughout the day.

Vendors & Organizations (subject to change)
African Adornments
African American Society
Classic Jackson Arts
CMON Enterprises LLC
Flavours of Life
I Am Moisture
Iconic Brand
InondaWrites, LLC
Intervarsity
Jane Doe No More
Learning Advantage Network Diversified
Magnolia Wellness, LLC
Marvin Espy Gallery of Fine Art
Michael Watts Apparel
Mr. Creekburn Studios
Nailah’s Naturals
National Council of Negro Women
New London NAACP
NO_ONE
Sweet Lil Details LLC
The Samaritan House Inc.

DJ: Tim Tallent
Band: The LMR Experience

Food Trucks
Mamado-Caribbean
Uncle D’s Blazin’ BBQ