Stories Archives

Coastal Studies Leads Alum Full Circle

Oct 22, 2026 | Stories

Ahmani Browne ’23 is on his way to completing a full circle—connected by beach and water—back to his Caribbean home country Antigua and Barbuda, with a goal of contributing to university sciences there.

On track to completing his doctoral studies in coastal ecology at Louisiana State University in 2028, he credits Mitchell College with feeding his curiosity about science and nurturing his confidence to seek out opportunities to support his interests.

Drawn to New London by Beach and Water

“I went to Mitchell, in part, because of the proximity to the beach. Being around the water was familiar to me. I liked science and the environment, so I decided to study marine & environmental science. Mitchell gave me a strong foundation and understanding of the scientific process, plus experiences to apply my knowledge.”

In addition to serving as a research assistant on campus for two semesters, Ahmani was encouraged by former professor Dr. Christine Ramsay to apply for a competitive summer research program, funded by the National Science Foundation. (Read more about his experience here.)

“At first I was very scared to apply for the program. I didn’t know anything about independent research and the whole thing seemed very intimidating. Dr. Ramsay said the experience could help me figure out what type of work I could do after I graduated. That internship was a turning point for me in deciding that I wanted to pursue graduate studies.”

In addition to his summer research, Ahmani also had the opportunity to present scientific findings at an academic conference in Texas, “a first taste of the academic realm,” he said.

Mentored to Develop Teaching Style

As a doctoral student, Ahmani also works as a teaching assistant with 50 students.

“Being a teaching assistant grew on me. I like the aspect of mentoring and seeing someone overcome a challenge. I’m developing my own teaching style but do draw on what I learned from my Mitchell professors, including Dr. Ramsay, Dr. Lindsay Rush, and Dr. Dan Kresge,” he said.

Learned to Balance Athletics, Academics, and More

Ahmani said his many experiences on the Mitchell campus prepared him well for his current role of student and teacher.

“My public speaking class at Mitchell got me out of my shell. I was a shy person, and the class helped me understand how to speak to other people. Working in the library gave me the opportunity to work one-on-one with patrons and help them with problems, such as equipment issues. As a member of the men’s basketball team, I had to figure out how to balance practice, games, classes, homework, my campus job, and a research assistantship. Figuring out time management and keeping everything on schedule was a challenge that I overcame.”

He added that a highlight of his time at Mitchell was winning two conference championships, with trips to the NCAA tournament, for the men’s basketball team.

Ahmani credits Mitchell with helping him find a way to pursue fully his two passions, science and basketball, strengthening rather than competing against each other.

“I loved the tight-knit community at Mitchell, the friendly people, and the ability to connect so easily with professors. Your advisor walks you through everything, and you can go talk about anything. That personal interaction is so important to help prepare you for the next step in your future.”

A man stands in front of a Louisiana State University sign

Photo Credit: Courtesy of Ahmani Browne

White Coat Ceremony Honors First Cohort of Nursing Students

Oct 13, 2026 | Stories

Sixteen Mitchell College nursing students recently commemorated a milestone in their journey to earning their Bachelor of Science in Nursing: receiving their white coats.

The White Coat Ceremony in a BSN program is a formal rite of passage that marks a student’s transition from general classroom studies into clinical training and hands-on patient care. It signifies a student’s entry into the healthcare community and emphasizes a deep commitment to humanism, empathy, and evidence-based practice.

The recent White Coat Ceremony at Mitchell College is the first for its nursing program, introduced in 2025.

Connecticut Nurses Honor Guard Participates in Ceremony

At the White Coat Ceremony, the student nurses were also honored by the Connecticut Nurses Honor Guard, who welcomed the new class into the nursing community, giving each student a rose. This volunteer coalition of active and retired nurses typically performs ceremonial services at funeral and memorial services, recognizing an individual’s lifelong dedication to the healing arts. Their presence at the White Coat Ceremony served as a powerful bridge between the past and future of the profession, symbolizing a continuum of care and preserving professional heritage and values.

Mitchell’s first cohort of student nurses begins their first clinical placement at Bride Brook Rehabilitation and Nursing Center in Niantic, Conn. Placements at other local partners, including Yale New Haven Lawrence + Memorial Hospital in New London, Conn., Mitchell’s lead clinical partner, will follow over the next six semesters.

Explore Mitchell College Nursing

Learn more about the Mitchell College Nursing Program by visiting Nursing – Mitchell College.

An audience of student nurses, families, and friends cheer at at White Coat Ceremony.

Connecticut Nurses Honor Guard present flowers to student nurses.

Mitchell College student nurses at White Coat Ceremony.

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.”

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