Rochester Psychology Internship Consortium

Rochester Psychology Internship Consortium at RIT represents a cooperative endeavor between RIT’s College of Health Science and Technology and clinical placement sites within Rochester Regional Health, Hillside Children’s Center, Coordinated Care Services Inc (CCSI), Rochester Psychological Assessment & Testing (RPAT), Ontario County Mental Health (OCMH), and University of Rochester Medical Center (URMC) Strong Recovery. Rochester Institute of Technology’s College of Health Science and Technology functions as a hub for the internship faculty, didactic training, and administrative processes.

This internship year is first and foremost a supervised, intensive, experiential learning opportunity focused on the delivery of psychological services. The program embraces a scientist-practitioner model in which theory and evidence routinely inform professional practice and each intern has protected time to pursue a scholarly activity that can center on research, program evaluation, clinical care, or education. The training is competency-based. Each intern will have a year-long primary placement at one of the clinical sites. While in their primary clinical settings, interns provide supervised behavioral health intervention and assessment services to individuals from diverse backgrounds. Intervention may include individual, group, and/or family therapy, and may be provided for children, adolescents and/or adults, depending on the primary clinical placement. Psychological assessment is also provided at each placement site, and interns are expected to administer, interpret, and provide written synthesis of psychological test batteries. Therapy clients, number of assessments, consultation work, and research vary depending on the specific site. Interns across clinical sites have the opportunity to gain experience working with and consulting across a variety of disciplines as a major component of their training program, as each primary placement involves collaboration across various systems of care. Experiences may involve collaboration and consultation with various agencies and/or providers within multiple care disciplines and settings.

Our training and education program is dedicated to developing the next generation of leaders in the field using innovative and advanced technologies (e.g, Telehealth and Technology Assisted Interactive Tools for Clients), which is a core mission and trademark of RIT. All interns are provided with didactic and experiential training in the use of telehealth and interactive therapeutic technologies. Specifically, all interns are provided with the opportunity to engage in both in-person and telehealth treatment with homeless clients.

All interns are expected to conduct research at the internship sites through at least one ongoing scholar project, the focus of which is determined collaboratively between the primary supervisors and the intern. For more information on possible research areas please visit: Favtech | RIT

A priority is placed on professional development, including assistance to doctoral fellows in securing opportunities after internship such as post-doctoral fellowships and employment. Our clinical sites have an interest in hiring the next generation of leaders.

For additional details regarding internship program, please consult the Priority Behavioral Health Internship Handbook.

Check out these possible opportunities available during your internship
Rochester Institute of Technology Intersections:
The RIT Podcast Ep. 29: The Benefits of Telehealth!

Internship Program competencies are as follows:
Competency 1: Interns will achieve an intermediate to advanced level of competence in Evidence-Based Intervention
Competency 2: Interns will achieve an intermediate to advanced level of competence in Evidence-Based Assessment
Competency 3: Interns will achieve an intermediate to advanced level of competence in Ethical and Legal Standards
Competency 4: Interns will achieve an intermediate to advanced level of competence in Cultural and Individual Diversity
Competency 5: Interns will achieve an intermediate to advanced level of competence in Research
Competency 6: Interns will achieve an intermediate to advanced level of competence in Professional Values, Attitudes, and Behaviors
Competency 7: Interns will achieve an intermediate to advanced level of competence in Interprofessional and Interdisciplinary Consultation
Competency 8: Interns will achieve an intermediate to advanced level of competence in Supervision
Competency 9: Interns will achieve an intermediate to advanced level of competence in Communication and Interpersonal Skills
Competency 10: Interns will achieve an intermediate to advanced level of competence in Telehealth and Interactive Therapeutic Technologies
Competency 11: Interns will achieve an intermediate to advanced level of competence in Clinical Leadership and Career Development within Ambulatory Behavioral Health Settings

APPIC: Our program is a member of APPIC.

APA: Our program is APA accredited.

Questions related to the program’s accreditation status should be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation
American Psychological Association
750 1st Street, NE, Washington, DC 20002
Phone: 202-336-5979
Email: apaaccred@apa.org
APPIC Membership Status

The internship begins on July 1^st, concludes on June 30th of each academic year, and provides 2000 hours of training. Interns in this program are referred to as "psychology interns." Interns will complete the internship program over 12 months on a full-time (40 hours/week) basis. Interns are matched to one of the following clinical tracks; Coordinated Care Services Inc (CCSI), Hillside Children’s Center, Rochester Addiction-Forensic Clinical Research at Strong Recovery, Rochester Neuroscience, Pain, and Spinal Care, Rochester Regional Health (RRH) Outpatient Behavioral Health (Adult), Rochester Regional Health (RRH) Outpatient Behavioral Health (Child/Adolescent), Rochester Regional Health (RRH) Integrated Care, Rochester Regional Health (RRH) Neuropsychology at the Neuroscience Institute, Rochester Psychological Assessment & Testing (RPAT), or Ontario County Mental Health (OCMH).

Interns spend 4 days a week with their clinical track and 1 day a week at Rochester Institute of Technology’s main campus for additional supervision, didactics, clinical discussions, and scholar activities.

The training curriculum has been designed in accordance with the internship program’s required competencies. Each competency is met through both experiential and didactic training. While in their primary clinical settings, interns provide supervised behavioral health intervention and/or assessment services to individuals from diverse backgrounds. Intervention may include individual, group, and/or family therapy, and may be provided for children, adolescents and/or adults, depending on the primary clinical placement. Psychological assessment also is provided at each placement site, and interns are expected to administer, interpret, and provide written synthesis of psychological test batteries. Therapy clients, number of assessments, consultation work, and research vary depending on the specific site.

Interns across clinical sites have the opportunity to gain experience working with and consulting across a variety of disciplines as a major component of their training program, as each track involves collaboration across various systems of care. Experiences may involve collaboration and consultation with various agencies and/or providers within multiple care disciplines and settings.

All interns are provided with didactic and experiential training in the use of telehealth and interactive therapeutic technologies, as these skills are critical for providers in highly underserved areas and are core to the mission of the Rochester Institute of Technology. 

Interns are provided with regular supervision, which focuses on clinical skills development as well as addressing such issues as ethics, diversity, and professionalism. Interns are also provided with training in the effective provision of supervision and are given opportunities to practice these skills through the provision of supervision to undergraduate students who provide support to the interns’ scholar projects. All training goal areas are additionally supported through the provision of relevant didactics provided by content experts. 

All Interns are expected to conduct research at the internship sites through at least one ongoing “scholar project”, the focus of which is determined collaboratively between the primary supervisors and the intern.

Interns are matched to one of the following clinical tracks; Coordinated Care Services Inc (CCSI), Hillside Children’s Center, Rochester Addition-Forensic Clinical Research at Strong Recovery, Rochester Regional Health (RRH) Outpatient Behavioral Health (Adult), Rochester Regional Health (RRH) Outpatient Behavioral Health (Child/Adolescent), Rochester Regional Health (RRH) Integrated Care, Rochester Regional Health (RRH) Neuropsychology at the Neuroscience Institute, Rochester Psychological Assessment & Testing (RPAT), or Ontario County Mental Health (OCMH). 

Interns will receive training in the following evidence-based practices: cognitive behavioral therapy (CBT), dialectical behavioral therapy (DBT), trauma-informed care, motivational interviewing (MI) and motivational enhancement therapy (MET) for addiction, relapse prevention, and integrated substance abuse and domestic violence (SADV) therapy. Training occurs through site-specific clinical trainings that occur at the beginning of the internship year, ongoing supervision by clinical supervisors, and a resource library for use by all trainees and staff.

Interns attend a weekly seminar series/didactics with clinical experts within the community. Interns will be able to observe and/or listen to presentations on diverse topics pertaining to current research on evidence based psychotherapy, assessment, consultation, trauma-informed practice, addiction research, ethics, professionalism, multiculturalism and diversity, interactive technologies, and telehealth as well as additional topics.

All Interns are expected to conduct research at the internship sites through at least one ongoing “scholar project”, the focus of which is determined collaboratively between the primary supervisors and the intern. Interns are encouraged to focus their scholar project on substance use research and/or interactive technology. Interns are expected to develop rationale for their projects (i.e., a literature or evidence base), prepare a protocol for their projects (including submission to RIT IRB, if necessary), complete analyses of data related to their projects. Each internship site will orient interns to the amount of hours allocated to their scholar project.

Interns present their scholar project to their cohort, faculty, and community leaders at the end of internship. Interns also present their scholarly work at RIT’s Graduate Education Week and Showcase. Scholar projects can be:

• Independent projects unique to interns’ interests and career goals
• Unique approaches to existing work and projects at RIT clinical sites
• Reviews of intersections of digital and mechanical approaches to mental health

Scholar projects cannot be:

• The same project as intern dissertations

In addition to presentations, interns are encouraged to attend and submit to presentations at internal, regional, national, and international conferences. Interns are also encouraged to submit their scholarly work to publication. Should interns choose to submit their work to conferences or publications, there is support available to assist with this process.

Research Support

The RIT internship program includes multiple opportunities for scholarly support, which are incorporated into the curriculum. Interns will be assisted with their scholar projects by onsite supervisors and may attend research supervision meetings. Orientation to digital technology and mental health (e.g., eHealth) and supportive staff at RIT occurs throughout didactics, as seminars taught by specialists in engineering, computer science, and other disciplines who work in multidisciplinary digital mental health projects. Interns are supported in their interest to work or consult with any of these professionals. 

View the 2022 Virtual Presentations
Graduate Show Case | RIT

2020 Winner in the Substance Abuse poster presentation category:
Examining Perceptions of Therapeutic Alliance and Treatment Outcomes in a Sample of Substance Using Offenders of IPV
https://vimeo.com/471535602

2020 Winner in the Psychology, Relationships, and Mental Health II poster presentation category:
Psychosocial consequences of COVID-19 among college students
https://vimeo.com/471097048

Interns may work with RIT faculty on substance use and violence research as well as research focusing on incorporating advancements in technology within clinical care. Intern may be involved in grant funded clinical research focused on the development of efficacious treatments for addiction, trauma, and violence including psychotherapy treatment trials. Interns have the opportunity to attend research seminars, meetings, and writing scholarly projects with faculty associated with addiction-focused NIH-funded or foundation funded research located within CHST’s School of Behavioral Health. Visit our website Forensic, Addiction and Violence Research with Interactive Technologies.

Local, National and International Research and Scholarship

• Telepsychology Resources Growing in Upstate New York
• An Innovative Approach to Helping the Homeless
• RIT Program Expands Access to Treatment for Homeless in Upstate New York
• RIT professor works to end domestic violence
• Psychologist revolutionizing addiction, aggression treatments
• Work with Economic and Social Research Council Seminar Series
• RIT Featured Faculty Scholarship
• Economic and Social Research Council Seminar Series speaker profile
• Economic and Social Research Council Seminar Series agenda
• Work by Assistant Professor Cory Crane
• Research in the College of Health Sciences and Technology (page 17)
• CT News Junkie: Study Recommends New Approach to Treating Family Violence Cases
• Report: Addressing Family Violence in Connecticut: Strategies, Tactics and Policies
• Study Briefing: Addressing Family Violence in Connecticut: Strategies, Tactics and Policies

All interns receive at least 4 hours of supervision per week.  Interns are provided two hours of individual supervision by a licensed psychologist who oversees the interns’ clinical work at their clinical sites. All interns participate in 1 hour of group supervision from RIT and 1 hour of additional group or individual supervision through their specific track or research.

RIT

Hillside

Rochester Regional Health

CCSI

University of Rochester Medical Center (URMC) Strong Recovery

Rochester Psychological Assessment & Testing (RPAT)

Ontario County Mental Health (OCMH)

Additional Training Faculty

Interns receive 2 hours of didactic training each week. Didactic training is incorporated to further support interns’ continued growth and development. Didactic training includes training provided by RIT faculty, consortium supervisors, and experts and professionals from the community. Didactic training focuses on the training program competencies and includes topics such as; multiculturalism and diversity; professionalism; evidence-based therapy; assessment and report writing; trauma-informed care; self-care and vicarious trauma; substance use prevention, intervention, recovery, and research; forensic psychology; consultation; program evaluation; ethics; interactive technology; additional special topics.

Sample Didactic Calendar

Stipends are provided in the amount of $31,352.  Interns are eligible to enroll in student health coverage. Interns will be provided with office space, computers, and access to RIT’s IT and administrative support.

Students interested in applying for the internship program should submit an online application through the APPIC website (www.appic.org). 

Application due date: December 1^st

A complete application consists of the following materials, which are all part of the online AAPI:

1. Completed Online AAPI  
2. Cover letter 
3. Current Curriculum Vitae
4. Three Standardized Reference Forms, two of which must be from persons who have directly supervised your clinical work. Please submit no more than three letters
5. Official transcripts of all graduate coursework
6. Supplementary materials: One full integrated assessment report (please redact appropriately) 
   *All samples must be de-identified, removing all identifying client information. Breaches of confidentiality within submitted samples will disqualify your application for further consideration and your program’s Director of Clinical Training will be notified.

All application materials must be received by the APPIC deadline in order to be considered. Applicants who are invited to interview will be notified by email. Interviews will be scheduled in January/February and will occur either in person or via videoconference. Phone interviews will be provided in cases where videoconference is not an option.

The program bases its selection process on the entire application package noted above; however, applicants who have met the following qualifications prior to beginning internship are considered preferred:

1. Preferred. Minimum of 400 intervention hours (experience with CBT, MET, DBT, Trauma-Focused Interventions)
2. Preferred. Minimum of 200 assessment hours (experience administering cognitive, neuropsychological, personality measures with experience in integrative Report Writing)
3. Preferred. Dissertation proposal defended or data collected/ date set.
4. Interest in Telehealth and Interactive Technologies
5. Some experience or special interest in working with diverse populations

In addition to the above consortium-wide preferences, RIT will consider specific aspects of the applicant’s experience, interests, and training goals in determining an applicant’s potential “fit” with individual clinical training sites. Applicants are encouraged to carefully review the descriptions of the training sites and to highlight areas of perceived fit within their cover letters.

In general, the internship program prefers that interns have completed intervention hours that include experience with CBT, MET, DBT, and/or Trauma Focused interventions. In terms of assessment experience, the program looks for experience administering such measures as the WISC, WAIS, WMS, MMPI, and the PAI as well as experience with integrated report writing.

Each site also has its own preferences for practicum experiences which are as follows:

• CCSI looks for applicants who have research experience and proficiency in conducting clinical research and consultation.
• Hillside prefers applicants who have practicum experience with children and adolescents and youth exposed to trauma.
• RIT Priority Clinic prefers applicants with outpatient practicum experiences.
• Rochester Regional Health (RRH) Outpatient Behavioral Health (Adult) Track also prefers applicants with prior outpatient practicum experiences.
• Rochester Regional Health (RRH) Outpatient Behavioral Health (Child/Adolescent) Track seeks applicants with outpatient and/or school-based therapy experience.
• Rochester Regional Health (RRH) Neuropsychology at the Neuroscience Institute Track requires applicants have previous practicum experience in neuropsychology.

All interns who match must successfully pass a background check conducted by RIT, as well as obtain a TB test, before beginning employment. Clinical sites may require site specific clearances, background checks, and/or drug testing. All interns are required to abide by COVID-19 policies set by RIT and their specific training sites, which currently includes COVID-19 vaccination and compliance with required personal protective equipment. Applicants are advised that the internship requires regular travel between training sites, and thus Interns must have consistent access to reliable transportation.

This internship site agrees to abide by the APPIC policy that no person at this training facility will solicit, accept, or use any ranking-related information from any intern applicant.

Questions regarding the selection process may be directed to the Internship Training Director, Dr. Cassandra Berbary at cmbihst@rit.edu.

For additional information regarding the internship program, please see the internship handbook.

With regard to intern behavior and performance during the training year, the general expectations of RIT’s internship program are that the intern will:

• Adhere to the APA Ethical Principles of Psychologists and Code of Conduct
• Operate within the bounds of the laws and regulations of the New York state
• Adhere to the policies and procedures of Rochester Institute of Technology
• Adhere to the policies and procedures of intern’s assigned tracks

Formal evaluations are completed 3 times a year, during the year and serve as a review of progress on training goals and core competencies. To progress in the program and to successfully complete the program, Interns must demonstrate minimum levels of achievement across all required elements. Evaluations are conducted using a standard rating form, which includes comment spaces where supervisors include specific written feedback regarding the Interns’ performance and progress. Supervisors will review these evaluations with the Interns and provide an opportunity for discussion if the Intern has questions or concerns about the feedback. Copies of all evaluations are found in the internship handbook linked on this website.

A minimum level of achievement at the 1^st and 2^nd evaluation time points are defined as a rating of “3” (Intermediate Competence) for each element. The rating scale for each evaluation is a 5-point Likert scale. If an Intern receives a score less than 3 on any element, or if supervisors have reason to be concerned about the Intern’s performance or progress, the program’s Due Process procedures will be initiated. The Due Process guidelines can be found in the internship handbook. A minimum level of achievement at the 3rd evaluation time point (end of the training year) is defined as a rating of “4” (Proficient Competence) for each element. Meeting the minimum level of achievement at the end of the year includes having; 1) the ability to independently function in a broad range of clinical and professional activities; 2) the ability to generalize skills and knowledge to new situations; 3) the ability to self-assess when to seek additional training, supervision or consultation.

Additionally, Interns are expected to complete 2000 hours of training during the internship year. Meeting the hours requirement and obtaining minimum levels of achievement on evaluations demonstrates that the Intern has progressed satisfactorily through and completed the internship program. Evaluations will be maintained by the Training Director and will be accessible to the Intern for future review if requested. Feedback to the Interns’ home doctoral program is provided at the 2^nd evaluation time point and at the culmination of the internship year. Doctoral programs are contacted within one month following the end of the internship year and informed that the Intern has successfully completed the program.

If successful completion of the program comes into question at any point during the internship year, or if an Intern enters into the formal review step of the due process procedures due to a grievance by a supervisor or an inadequate rating on an evaluation, the home doctoral program will also be contacted. This contact is intended to ensure that the home doctoral program is kept engaged in order to support an intern who may be having difficulties during the internship year. The home doctoral program is notified of any further action that may be taken by the internship program as a result of the due process procedures, up to and including termination from the Program. See the Due Process procedures outlined in the internship handbook for more information about the process of and conditions for termination.

According to federal funding regulations, HRSA funded intern applicants are subject to additional eligibility criteria per Funding Opportunity Announcement (NOFO), HRSA­19­002. Intern applicants for the HRSA funded positions must be in an APA accredited program, a citizen of the United States, a non-citizen national of the United States, or a foreign national who possesses a visa permitting permanent residence in the United States. Individuals on a temporary or student visa are not eligible for HRSA funded internship slots. Applicants will be required to verify their compliance with this citizen/visa status prior to award of any federal funding.

Training Clinical Psychology Interns to use Evidence-Based Care Models and Tele-Behavioral Health Technology to Treat OUD and SUD in Monroe County

The internship proposes to increase the number of doctoral psychology interns trained to provide culturally-competent, interdisciplinary behavioral health and substance use services for the highly underserved communities of Monroe County in upstate New York. Monroe County is a rural area facing considerable behavioral health workforce challenges. The internship program is a key resource in the area both for providing behavioral healthcare to underserved citizens as well as providing high-quality interdisciplinary training. 
 
The program aims to improve the doctoral psychology internship program’s capacity to train psychology interns in behavioral health and substance use prevention and treatment. Specifically, funding will be used to train 21 additional interns during the grant period, with 7 internship slots added in each grant year. Grant funding will allow for enhancement of the current interdisciplinary training in Opioid Use Disorder (OUD) and other Substance Use Disorder (SUD), as well as the increased provision of training in tele-behavioral health. The specific, measurable objectives associated with the proposed project are as follows: 1) Between September 2019 and August 2022, add a total of 21 intern training positions with a focus on OUD/SUD services for underserved populations; 2) Between September 2019 and August 2022, the program’s existing integrated care training curriculum will be enhanced through the addition of new annual training activities and rotations; 3) By August 2022, the program will have improved its training of psychology interns in OUD/SUD through faculty development; 4) By August 2022, the local healthcare workforce will be expanded and enhanced through the retention of at least 60% of trainees. All project activities have been developed with an emphasis on training interns to provide culturally competent care for vulnerable, diverse, and underserved populations

This program is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under D40HP33360 and Graduate Psychology Education Programs as part of an award (Training Clinical Psychology Interns to use Evidence-Based Care Models and Tele-Behavioral Health Technology to Treat OUD and SUD in Monroe County) totaling $1,341,194 with 0%  non-governmental sources. The information provided on this website is that of the internship program and director and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.

Expanding Evidence-Based Mental Health and Integration of Care Models among Children and Adolescents in Upstate New York via an Accredited Doctoral Psychology Internship Training Program

The internship aims to increase training opportunities and the number of doctoral psychology interns trained to provide culturally-competent, interdisciplinary behavioral health services for children, adolescents, and transitional youth in highly underserved communities of Monroe County in upstate New York. Monroe County is facing considerable behavioral health workforce challenges. The internship program is a key resource in the area both for providing behavioral healthcare to underserved citizens as well as providing high-quality interdisciplinary training.

This project will improve the clinical psychology internship program’s capacity to train psychology interns in integrated behavioral health and primary care settings with a focus on the treatment of children, adolescents, and transitional age youth. Specifically, funding will be used to train 32 additional interns during the grant period, with 6 internship slots in year 1, 6 internship slots in year 2, 10 internship slots in year 3, and 10 internship slots in year 4. Grant funding allows for enhancement of integrated care training as well as the increased provision of training in 1) utilizing advancements in technology within integrated treatment; 2) addressing co-occurring disorders (OUD/SUD and mental health) among youth, and 3) prevention and treatment related to violence exposure among youth. The specific, measurable objectives associated with the proposed project are as follows: 1) Between July 2021 and June 2025, add a total of 32 intern training positions with a focus on providing behavioral health services to children, adolescents, and transitional youth in integrated care settings; 2) Between July 2021 and June 2025, the program’s existing integrated care training curriculum will be enhanced through the addition of new annual training activities and rotations; 3) Between July 2021 and June 2025 the program will have improved its training of psychology interns in integrated care through faculty development; 4) By June 2025, the local healthcare workforce will be expanded and enhanced through the retention of at least 50% of trainees. All project activities have been developed with an emphasis on training interns to provide culturally competent care for vulnerable, diverse, and underserved children, adolescents, and transitional age youth. 

This project is supported by the Health Resources and Services Administration (HRSA-21-089) of the U.S. Department of Health and Human Services (HHS) as part of an award totaling $1,510,162 with 0% financed with non-governmental sources. The information provided on this website is that of the internship program and director and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.

Date Program Tables updated: 07/01/2024

Program Disclosures

Internship Program Admissions

Financial and Other Benefit Support for Upcoming Training Year*

*Note: Programs are not required by the Commission on Accreditation to provide all benefits listed in this table.

Initial Post-Internship Positions

(Provide an Aggregated Tally for the Preceding 3 Cohorts)

Note: “PD” = Post-doctoral residency position; “EP” = Employed Position. Each individual represented in this table should be counted only one time.  For former trainees working in more than one setting, select the setting that represents their primary position.

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2019-2020 Cohort
Top left to right: Taylor Dreste, Jacob Wadsworth, Jonathan ‘Tory’ Toole
Bottom left to right: Alesia Allen, Courtney Chappell, Anna Pignatiello, Rupa Kalahasthi

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2020-2021 Cohort
Top left to right: Melissa Morton, Kayla Kleinman, Alexis Liberto, Martha Golubski,
Alessandra Perez, Jenna Steinmiller, Kane Williams, Justin Gardner, John Mansoor
Bottom left to right: Stephanie Rovig, Mary Moussa Rogers, Celeste Sangiorgio

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2021-2022 Cohort
From Left to Right: Tim Baer, Eljada Gjoka, Dustin Haraden, Noora Abdulkerim,
Jaime Blackmon, Constance Rose, Thomas Chacko, Leah Ward, Siena Tugendrajch,
Johnathan Wright, Joanne Raptis, Kayci Hauser

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From Left to Right: Mini Mathai, Kalpana Sundaram, Marielsy Pimentel, Kristy Kelley,
Deon Allen, Qian Li

2022-2023 Cohort
Left to right (front): Pooja Melkote, Alexis Rhames, Taylor Steeves, Taylor Clark, Brittany Pereira
Heather Guercio, Natalie Nordlund
Left to right (back): Ellen Masters, Emily Helminen, Courtney McKinney, Kirstie Pysher,
Jourdan Rodak, Alexey Breuss, Megan Scroger, Ryan Peleaux, Michael Huddleson

2023-2043 Cohort
Left to right (front): Lauren Monthie, Sally Kafelghazal, Jana Elrabaa, Thao Nguyen, Coral Jimenez-Ricaurte,
Lilybeth Valencia, Yasmin Arias, Heather Darby, JorDaSha Atchison, Camela Barker, Kait McElroy
Left to right (back): Frank Robertson, Valerie Sclesa, Sydney Brown, Victoria Pezzino, Danielle Pendarvis,
Kay Darling, Gretchen Landry, Douglas Welsh, Andrew Lambiase, Alex Bonagura
Not pictured: Javier Marthillo, Moriah Splonkowski

2024-2025 Cohort
Left to right (front): Veronica Altamirano, Alexandra Maldonado-Santiago, Michelle Jeon, Maya Hareli,
Eva Tetteyfio, Sarah Carroll, Megan Fok, Sydney Hernandez, Henna Dhingra
Left to right (middle): Casey Ameda, Sam Loomis, Nicholas Semaan, Andrea Gottfried, Taylor Achtyl,
Sabrina Gambino
Left to right (back): Gianna Rinaldi, Megan Zommers, Samantha Maguire, Hasad Freitag, Anna Miles,
Cheyenne Grice

• Mission of Division of Diversity and Inclusion
• Women of Color, Honor, and Ambition
• Men of Color, Honor, and Ambition
• Future Faculty Career Exploration Program