Stories Archives

Legislative Internship Brings Interests in Focus, Opens Possibilities

Aug 10, 2026 | Stories

From the moment she began her first year at Mitchell College, senior Rachel Casasnovas set her sight on obtaining two internships: one to support her major in psychology and one for her minor in history and government.

“I have always been stuck between my two interests and figured I would need two internships to explore them more,” she said.

Happily, she found a single internship to suit all her interests. She worked as legislative intern with the Connecticut General Assembly for the Spring 2026 semester.

Waited for the Right Time

“I first learned about the Connecticut General Assembly Legislative Internship Program as a freshman in a government course I took with Dr. Jeff O’Leary. He said the program was available to upperclassmen, so when the time was right, I pursued it.”

Rachel met several times with Paul Dunn in the Integrative Career Services office. She noted that he played an integral role in helping her prepare her application for the competitive internship.

“Paul supported me throughout the process. He helped me with my resume, practicing interview skills, and completing paperwork. He was a big contributor to me securing my internship.”

Internship Placement Played to Interests

Rachel worked with State Sen. MD Rahman of Connecticut’s 4th District.

“The placement with Sen. Rahman aligned well with my interests. He serves on the public health and judiciary committees, which affiliate with my major and minor. I worked two days each week, and my assignments changed every day. Sometimes I attended public hearings and took notes. Sometimes I sat in on Senate sessions to observe and listen. Other times I checked Connecticut news sources to find out what was being reported. I also wrote emails to constituents.”

Put Skills Learned in Classroom to Work

Grateful for the preparation she received at Mitchell, Rachel found herself drawing on the college’s Mitchell Ability Model often.

“I used critical thinking the most in my job. In my day-to-day interactions with people, I had to be aware of not sharing information outside of the caucus. I also thought about how I wrote email responses to constituents, not promising something on behalf of the senator. I also applied the social responsibility skill to my job. We wanted to make sure that constituent concerns and voices were heard and addressed.”

She credits the culture of support on the Mitchell campus, in tandem with the Abilities Model, for giving her the confidence to talk to people, an essential skill when working in government.

“I talked with many people in my internship, from my fellow interns to legislators to constituents, and used to be afraid to do that. Mitchell helped pull me out of my shell, and I’m so grateful for that. Now I talk constantly. The Mitchell Ability Model focuses on seven skillsets — 7 Essential Abilities — weaving them through the curriculum so that every student develops these broad competencies, whatever their area of study. One or more of the abilities is embedded into each course to provide a practical approach to mastering relevant skills, skills that I will use in any career and in my daily life.”

Serving Community

Her campus involvement includes a part-time library job, leadership roles in the Student Government Association and Behavioral Science club, and work as a Resident Assistant with the Thames at Mitchell College Program. She also participates in the Honors Program.

Looking ahead to careers after college, Rachel found her internship a useful tool for exploring more possibilities than she imagined.

“Now I know that being in government isn’t just being a politician and includes a lot of constituent work that isn’t publicized. It’s still doing good work for people and making sure everyone is being represented. The legislators and behind-the-scenes staff really care about what they are doing. They all want to help their communities and make sure processes are followed and deadlines are hit.”

A Future of Possibilities

Rachel also gained clarity on bringing her two interests together in the future.

“When I started at Mitchell as an undergraduate, my plan was to ultimately pursue a Master of Social Work to be social worker. After working in my internship, I see that I can truly combine my interests in psychology and government, perhaps working as an aide on the public health committee, for example. I do hope to find myself back at the Connecticut General Assembly in the future, either to testify on behalf of my job or to work there in some capacity.”

Reflecting more on her experience, she said, “I am incredibly grateful that Mitchell helped make it possible.”

Pursuit of Nursing Degree Lifelong Dream Come True

Jul 10, 2026 | Stories

When asked to sum up Mitchell College in three words, nursing student Gabriela Aquino ‘26 said this: “A hidden gem.”

Growing up in New London and passing by the college “millions of times,” she said it never occurred to her that one day she would attend Mitchell.

Today, the busy working mother of three young children is a proud Mitchell graduate with an associate degree in early childhood education and continuing toward her Bachelor of Science in Nursing degree.

“I finally found a place where I can be myself and reach accomplishments that I put off for so long because I didn’t believe in myself,” she said.

Finding the Right Fit

With long-held dreams of working in healthcare, like much of her family does, Gabriela first pursued nursing classes at another institution, with many starts and stops. She said her experience fell short in getting the support she needed to succeed, so she decided to switch career paths and pursue a job in education.

After securing a position as a substitute teacher at The Friendship School, a pre-K/K school, Gabriela connected there with “many wonderful long-standing teachers” who were Mitchell College alumni. Wanting to earn a bachelor’s degree, she enrolled in Mitchell’s early childhood education program.

Midway through her ECE studies, Mitchell introduced its first-ever nursing program.

“It honestly felt like my original dream was knocking on my door. I couldn’t help but take it as a sign,” she said.

Gabriela worked with her academic advisor to set her dream in motion.

“I was so nervous to take my nursing pre-requisites, given the difficulty I had in the past. So, I geared up, packed in the classes to meet the requirements for an associate degree in early childhood education, plus the nursing pre-requisites to transition into the nursing program and did it! It was a tough year, but I aced all my classes!”

“Succeeding in that way helped build my confidence as a returning adult learner, and I was excited that my dream was coming true.”

Supportive Community

Gabriela credits Mitchell’s faculty and staff with creating a supportive community where “everyone is so invested in the students.”

“As a working mom, I have had times when my children come with me to class because of schedules. It’s been interesting and amazing that the professors have been open to that. Or if my kids are sick, I have been able to take a day to care for them. The faculty are very mindful of the workloads, especially for commuters and students who have other responsibilities outside of school.”

In the beginning, Gabriela felt the challenge of “imposter syndrome,” something she said a lot of students might face, especially moms.

“We put ourselves last and our families first. When I was thinking about returning to school, I was doubtful that I could handle a full courseload and wondered if I had to take a class at a time as I had done in the past. But Mitchell helped me balance it all. I could do full-time classes and still be a good and present mom and work a job at the same time. It feels hard in a good way. My professors helped me hone my time management skills and now I’m just rocking it.”

Leading Others Toward Success

Gabriela is in the first cohort of nursing students at Mitchell and has taken the program by the reins. As president of the Student Nurses Association, she has many ideas for the group including peer mentorship, professional networking, and community engagement.

“Most important,” she said, “is student success. My goal is to be the best resource, cheerleader, advocate, and source of support for my fellow nursing students. I want to make sure each one feels seen, encouraged, and empowered to reach their full potential as a student.”

She tutors other students, helps run the nursing simulation lab, and started a podcast with Radio Mitchell. “Scrubs & Side Effects” will explore topics in healthcare and the positive and challenging “side effects” of nursing school.

Looking to her future, she hopes to work as a labor and delivery nurse or in a hospital intensive care or critical care unit. She also aspires beyond patient care.

“I have realized that after my BSN, I could pursue a degree to become a clinical instructor or nursing educator, which would be the best of both worlds. It would be neat to come back and teach at Mitchell.”

Community Connections

Gabriela currently works part-time, registering incoming patients at Lawrence and Memorial Hospital, one of 13 clinical sites for the Mitchell Nursing Program.

“Many of my coworkers know I am in the nursing program and are rooting for me. I’m excited to work in a clinical there, wearing my Mitchell scrubs on the floor and repping our colors.”

She stresses that Mitchell offers a learning environment where people can “obtain their stored-away dreams” and notes that the college offers a full slate of undergraduate and graduate programs to fulfill the workforce needs of her community.

“In this hidden gem, I’ve found a community, a school setting, that is helpful and supportive of me. I might have taken a long route to get where I needed to be, but I am fully confident, I am ready, and I am thankful that I found this place that allows me to be my full, authentic self.”

Mitchell Fed Passion, Offered Challenge and Opportunity for Valedictorian

Jun 17, 2026 | Stories

Jaileen Barber ’26 landed in the right spot when she transferred as a sophomore to Mitchell College from a large university.

“I went to a huge school, and it affected my academics and my social life. My classes were so large that no one noticed if I skipped, and I didn’t like campus living so I came home every weekend,” she said.

“I live locally and wanted to commute. I also needed smaller classes. The size of Mitchell and the distance to my house were so appealing. It was the only school where I applied to transfer,” she said.

On the Mitchell campus Jaileen found her passion, challenge, and opportunity. (She also earned the highest GPA of her graduating class, making her valedictorian of the Class of 2026.)

“I transferred to Mitchell as a psychology major with a minor in criminal justice. By the end of my sophomore year, I finished the required courses for my minor and was upset about it. The criminal justice classes piqued my interest. After meeting with my advisor about flip-flopping my major and minor, I chose to make the shift. My criminal justice professors jokingly said they moved me to the dark side, but they saw something in me that made me a strong student in the major.”

Classwork Leads to Honors Program

Criminal justice professor Dr. Tim Daty also recognized her writing ability and recommended her for the Mitchell College Honors Program.

The honors program prepares students for graduate school and beyond. It provides them with the foundational knowledge and skills needed to research and write an honors thesis and ultimately defend it in their senior year.

“I needed an extra challenge,” she said. “I wanted to keep my brain constantly moving. The honors program helped push me to do more, which was needed. I can be a procrastinator and sometimes don’t have much faith in myself.”

The inspiration for Jaileen’s thesis, “Politics and Policy Implementation of Firearms on Firearm Suicide,” came from her off-campus workplace.

“I work as an administrative assistant at Brian’s Healing Hearts, a nonprofit that provides grief support to people who have lost loved ones and focuses on mental health and suicide awareness. The foundation was created in honor of the founders’ 19-year-old son, who they lost to suicide. I find myself doing research on suicide daily. It’s a key interest of mine to further develop knowledge on it.”

Jaileen had already written research papers on suicide in males, who dominate the statistic. For her thesis, she decided to dive deeper into firearm usage, the most lethal means and the main method utilized by men.

She said the honors program also gave her a chance to research something tied to a potential career.

Training for the Future

“In the fall I start a Master of Social Work program. I have always wanted to work with adolescent males and researching my thesis topic gave some insight that I might not have had at this point.”

Her internship at Waterford Juvenile Probation through the State of CT Judicial Experiential Learning program also provided Jaileen with an opportunity to imagine her future. She completed the internship in her final semester and credits Paul Dunn, Mitchell’s Integrative Career Development coordinator, with helping her get her foot in the door by reaching out to his contacts in the program.

“Before working with juvenile probation, I had never considered a career in it. But I was impressed that it takes a therapeutic approach to working with youth. I enjoy the therapy realm and aspire to make it my life’s work. My internship shifted my mindset on what I want to do.”

Jaileen appreciated the work environment at juvenile probation.

“I genuinely felt like a peer when I walked in, not just an intern. The level of trust that was placed in me gave me so much confidence. Something new was always thrown at me when I stepped in the door.”

Her daily internship tasks varied; Fridays were a typical court day, and other days were spent doing things such as school visits and intakes. She saw parallels to cases she studied in a juvenile delinquency course and expanded her understanding as the concepts came to life.

“In person, the stories made sense. I saw kids’ everyday lives and learned what worked best for each situation. There was a lot of thinking and revision, constant movement, and a lot of case notes and reports.”

Her biggest challenge was learning the acronyms that were heavily incorporated into notes and reports.

“There were so many to learn that it was hard to keep up. Luckily, cheat sheets were posted in every office, so I could figure things out!”

Shifting Mindset, Opening Doors

Reflecting on new career possibilities, Jaileen said, “Mitchell offered me the freedom to explore interests I never thought about for my future. I always assumed that if I’m going for my MSW, the only right answer was to major in psychology. Switching my major allowed me to explore an internship I had no idea would interest me as a career. Interning with juvenile probation opened my eyes to different paths that fit what I want to do. Meeting professors with real-world experience shifted my mindset and opened many more doors. Their positive mentorship and constant reassurance encouraged me to show off my academic potential and gave me the strength I needed to continue to push myself forward.”

Crisis Text Line Internship Supports Psychology Major’s Career Goal

May 12, 2026 | Stories

“Compassion,” “community,” and “personal” are three words senior Matthew Dougherty uses to describe Mitchell College. He carries the same three qualities into his internship helping people in crisis.

An Honors Program student majoring in psychology with a minor in sociology, he said, “You get a lot of compassion from the faculty and staff at Mitchell. It is a college that offers a lot of support. Before I began at Mitchell, I was in a rough place with my mental health. I didn’t think I would be able to do college. But I got the academic and emotional support that I needed to get through the first couple years. Mitchell was the right choice for me.”

“Community also stands out to me when thinking about Mitchell. Most students know each other on the close-knit campus. And every student that I know has had a unique and personal experience. They have gotten the support they needed and found opportunities tailored just for them.”

Opportunity for real-world work

An important opportunity for Matthew is his internship as a volunteer crisis counselor with the Crisis Text Line, a remote company that is partnered with 988, the national suicide prevention hotline. People in crisis can text 988 to reach the Crisis Text Line any time of day for support.

Matthew is logging 200 hours for his internship with the organization. He can work using his laptop from anywhere, for any number of hours at a time.

“There are no set hours, so I can log in and do a few hours here and there, but I like to do the night shift from 11 p.m. to 7 a.m. There aren’t a lot of people to help at that time, and it is usually high volume. There’s text after text. This is exactly what I want to do with my psychology studies. I want to help people in crisis and help them out of a dark moment. My internship is giving me direct experience with this, as I talk them through it and am trained to get emergency life services if they need it. It is intense stuff.”

Matthew’s required preparation for this role included 15 hours of training via a combination of psychoeducation text modules, complementary videos, and simulated conversations. He was also trained to screen for immediate safety.

“We ask a person if they have harmed themselves or thought about suicide. If the answer is yes, we flag a supervisor to watch the chat and advise on responses. I was also trained on how do develop a safety plan with people and what things to look out for, such as any kind of abuse with a vulnerable population.”

Self-care important

When applying for the position, Matthew provided his background information and hours of availability. He was also asked to share how he takes care of his mental health and any topics he would be uncomfortable dealing with.

“The work is more intense than I thought it would be. I try to get two eight-hour shifts in per week but am considering breaking it into smaller chunks.”

Matthew said once he finishes a conversation with a texter he can take as much time as he needs to do self-care. He likes to watch something, have a snack, or talk with a friend.

“Many of the texts are so intense, but some are more light-hearted. You never know what you’re going to get, just like life.”

He said he was trained to deal with callers in a specific way: acknowledge, validate, listen, and offer resources. His classes in abnormal psychology and counseling theory have helped prepare him for this real-world work.

“If a person is going through mania or psychosis or displaying symptoms of an eating disorder or are in an abusive situation, these are all things that I have learned about in class.”

Similarly, he finds his grounding in the Mitchell Abilities helpful with his work—from using a data collection platform on a computer to deescalating a situation and figuring out a situation to meeting people of all backgrounds and cultures where they are.

“My skills in technology, problem solving, communication, critical thinking, and ethics have all been put to use,” he said.

Being a ‘voice and shoulder’

Matthew said he feels most challenged the moment before he begins his shift.

“There’s uncertainty. I care deeply about the people I interact with. It’s the hardest part but the most rewarding. I want to work in the field professionally, helping people directly, and what I am learning through my internship is something that can’t be taught in a classroom. Getting to be there with people in the middle of a crisis, to be the voice and shoulder, to help them out of that, there’s nothing better than that.”

Matthew is grateful for the requirement that every student at Mitchell College does an internship before they graduate. He considers it another highlight of the Mitchell experience.

“I wanted to go to a college that made me go out and get an internship because I can be a bit lazy and need that push. That is why Mitchell was a good fit. My one-on-one interaction with my professors has helped me so much. With their help and guidance, I feel secure in my future with my sights on getting a master’s degree and beyond. I wouldn’t have gotten that at a big college.”

New Mitchell Journal Showcases Student Creativity

May 4, 2026 | Stories

With the creation of the Mitchell Literary Review (MLR), students across majors now have a dedicated space to showcase their creative output. The MLR features student literary works such as poems, short fiction, and short dialogues.

The founding group behind the MLR—educators and creatives at Mitchell—recognized the vital need to celebrate the inspiring and imaginative work produced both inside and outside the classroom. Together, they created an opportunity for the entire student population to amplify their voices and share their unique talents.

The Review Board for the MLR was formed by a group of Mitchell faculty and staff with a shared vision: Dr. Nancy Bombaci, associate professor; Nikole Giovinazzo, Thames instructor and advisor; Katie Nazarian, director of library & information services; and Megan Swanson, adjunct writing instructor and tutor. They began calls for submission to students in Fall 2025 through flyers, emails, and college writing classes.

Students with work selected for potential publication in the inaugural MLR entered a collaborative workshop with a board member. This process mirrors the professional world, where creatives collaborate and get evaluated. In the same way, students benefit from hands-on experience with critical feedback, one-on-one editing, and preparation for future literary pursuits.

Students also learned about copyright law and author consent in the publication process, both through instruction in the library and online reference.

The journal serves as permanent artifact of the creative spirit at Mitchell College. In addition to online publication, student works are preserved in the Mitchell College Archives.

MLR Issue I is now available. A call for works for the second issue will be made in Fall 2026. For more information about the mission of the MLR or to explore its progress, please visit review.mitchell.edu.

Game On: Mitchell Alumna Scores a Career Win at ESPN

Jan 30, 2026 | Stories

The power of networking—and serendipity—helped Emily Reynolds ’25 land a job at ESPN, a dream since middle school. She began working as a Stats Analyst II at the network just after graduating from Mitchell College.

“ESPN is a hard company to get your foot in the door. When I was a student at Mitchell, I applied for an internship there, thinking it was a way in. I was upset when I didn’t get it,” she said.

Not one to give up on a challenge, Emily seized on another opportunity and ran with it.

“When I was a senior, my mom was having her hair done and talking about her kids. She mentioned that I wanted to work at ESPN after college. Her hairdresser said she knew someone in the Stats and Analysis department there. I emailed her contact with my background and interests. I offered to work in any capacity—full-time, part-time, volunteer—anything to get into the company.”

Mitchell builds foundation of confidence

Having the confidence to make that new connection and reach for her dreams comes from the foundation she built at Mitchell.

“Mitchell allows you to be you and create your own experience, using its amazing people who help you meet your goals. It pushes you to get out there, get to know others, and figure out how to communicate. When I first got to college, I was not the biggest fan of being away from home. I called home a lot and didn’t let myself be in the moment. But then, I stepped out of my comfort zone and made the experience the best it could be.”

Emily played Mitchell College softball, participated in the Honors Program, served as public address announcer for Athletics, and supported Admissions as a student ambassador.

A surprise before graduation

Just a few weeks before graduation, she was surprised to receive an email from her new contact at ESPN.

“I was on the team bus heading to a game in New Hampshire when the email came in. There was an opening in the Stats and Analysis department, and I was encouraged to apply. This was a huge opportunity. I filled out the application after my game, but my mom told me to go to bed first and then submit it with a clear head. I didn’t get out of bed the next day until I submitted it!”

Before securing the position, Emily participated in four Zoom interviews, including a 2-hour news observation. She didn’t step foot on the ESPN campus until her first day of work.

“My department produces stats that are used on Sportscenter, espn.com, and the ESPN app. In my role, I make sure the feeds from stadiums come into our systems correctly, so that fans and viewers see scores and stats properly. I cover all sports, from NFL and NBA to college football and basketball to professional hockey. The Olympics are also part of the lineup this year, which I am excited about. I enjoy the managed chaos of the job. Every day is different, and I am always learning something new.”

Feeling prepared

Emily, who majored in communication, draws on many lessons learned at Mitchell. She honed skills and developed a growth mindset.

“Mitchell prepared me in so many ways. I use a lot of Microsoft applications in my work and became proficient through my freshman Infotech class. The small, accessible size of the college encouraged me to make my experience my own and work my way into various leadership roles. I was softball team captain my junior year and president of the Mitchell Student-Athlete Advisory Council for two years, representing the school at the conference level as a voice for all Mitchell athletes. I also fostered skills that I use every day, from learning how to communicate with different people to adapting to problems in real time to reach a solution. Being part of a team means finding ways to win and achieve success for the benefit of everyone, not just a single person.”

She added, “Looking to take on new roles is also something that I am carrying over to my work at ESPN. I recently stepped up and offered to work with the Search Engine Optimization (SEO) director to enhance the college championship webpages. This is outside of my regular job responsibilities, but I want to be exposed to different areas in the company to personalize my experience there.”

Learning by ‘branching out, meeting people, asking questions’

As a Mitchell student, Emily completed a summer internship with the Cape Cod Baseball League. Working with a team, she met individuals representing both college and professional baseball, as many players were hoping to be drafted onto professional teams. She takes that experience with her.

“It’s cool because when I watched the draft, I saw a lot of kids from my team being drafted. It opened my eyes to how to cover the Cape Cod Baseball League at ESPN and makes me wonder how we could use SEO to cover a team.”

Eventually, Emily hopes to move her way into the position of sideline reporter or TV personnel on Sportscenter, her ultimate dream. Today she is happy to learn the ins and outs of her department and have fun while doing it.

“We do small but important and meaningful work. The departments located in my building deal with behind-the-scenes research and stats that go into the ear of a broadcaster or a graphic on Sportscenter. I’d like to move up through the positions across departments. I am thrilled to be learning about all the opportunities. The people are so nice and have similar interests. You can talk about a random sports thing and go down a rabbit hole.”

Reflecting on her journey to ESPN and how she plans to make the most of her experience, she said, “It’s amazing how opportunities come up. Branching out, meeting people, asking questions. That will serve me well and help me in my time there.”

A young woman stands in front of a red, white, and black banner that says ESPN Picnic Forever

Photo Credit: ESPN Staff

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