Hi Hounds! In this week’s interview, we are featuring Isabelle Boyd ’25 and her internship experience at the Central Massachusetts Collaborative (CMC), a therapeutic day school. Isabelle worked closely with a clinical team to support students with emotional and behavioral challenges. In her role, Isabelle taught social and emotional learning (SEL) lessons, helped manage student behaviors, and guided students through social challenges which made a lasting impact on their lives. Isabelle’s experiences also extend beyond the classroom– She volunteered in a 5th-grade IEP classroom and gained valuable hands-on experience in education. Isabelle’s entrepreneurial spirit also led her to co-found her own small business, Kelly’s Kloset, a clothing business that began during the pandemic to provide affordable clothing to the community and has since grown into a local success. Through these diverse roles, Isabelle has developed key leadership skills, especially as Vice President for Academic Affairs with the Student Government Association (SGA), where she has advocated for students including leading efforts to reduce textbook costs. Read more to hear Isabelle share how her internships, volunteer work, and leadership roles have shaped her goals, provided valuable lessons, and driven her commitment to creating positive change.
Could you give a brief overview of the company that you intern with, as well as what your
position is?
During my 2024 spring semester, I interned at Central Massachusetts Collaborative (CMC), a
therapeutic day school, for 100 hours. I worked closely with the clinical team to support students
with emotional and behavioral challenges. I assisted in managing behaviors and taught social and
emotional learning (SEL) lessons, which focused on helping students recognize and manage their
emotions, build relationships, and make positive decisions. In addition to teaching lessons on
topics like emotional regulation and empathy, I sat in the classroom with students, providing
support during class and guiding them through social challenges as they came up. I used
activities like role-playing and group discussions to help students practice these skills in real
situations.
Could you describe a typical day as an intern? What are your day-to-day tasks and
responsibilities?
A typical day as an intern at CMC would start with sitting in on the morning staff meeting,
where we would discuss the plan of action for the day and review any specific needs or
challenges for the students. After that, I would greet students as they arrived, helping them settle
into their day. I stayed in the classroom throughout the day, assisting with behaviors and
supporting students during lessons. When it was time for their social and emotional learning
(SEL) block, I would teach a lesson on topics like emotional regulation or empathy. In between
lessons, I helped with lunch and recess procedures, making sure students were safe and following
routines. I also provided one-on-one support during homework time, helping kids understand
concepts and complete assignments.
Were you involved in any major projects or accomplishments as an intern?
During my internship, I had the opportunity to be involved in several meaningful projects and
accomplishments. One of the most impactful experiences was helping re-evaluate an
Individualized Education Plan (IEP). During this, I contributed to discussions about the student’s
progress and specific strategies to support their needs based on observation. I also made
breakthroughs with students by helping them manage their behaviors, providing consistent
support, and guiding them through using coping skills like deep breathing or self-reflection.
Seeing students apply these skills in real-life situations and watching their growth firsthand was
incredibly rewarding. It was fulfilling to witness their progress, whether it was in the classroom,
during social interactions, or in moments of stress when they were able to manage their emotions
more effectively.
What are your career goals? How will this internship help you reach those goals?
My ultimate career goal is to become a school social worker and eventually earn my License in
Clinical Social Work (LCSW). I’m working toward this as I near the completion of my
undergraduate degree in psychology with a focus in mental health and clinical counseling and
minors in both education and sociology. My CMC internship played a major role in helping me
move closer to that goal, as it confirmed my passion for working in schools, especially with
elementary-aged children. I’ve been inspired by the students’ openness, creativity, and unique
perspectives. It’s incredibly rewarding to help them understand and manage their emotions. Since
emotions can be challenging for younger students to understand, I’m passionate about helping
them navigate this process and develop stronger emotional skills.
Why did you apply to this internship? What aspects of the position/company interested
you?
I applied to this internship because I was struggling to decide if I wanted to work in a hospital
setting or a school setting, and I wanted to gain hands-on experience to help me make that
decision. What drew me to the position at CMC was the opportunity to work in a school
environment with a supportive and experienced clinical team. I was excited by the abundance of
clinical staff available to collaborate with, and I appreciated how the work felt purposeful, with
meaningful interventions that truly made a difference in the students’ lives. This experience
helped me realize how much I enjoy working in a school setting and reinforced my desire to
pursue that path.
How did you enjoy your time in the Summer Scholar Program, and what are some of the
most valuable things you learned from the experience?
I was deeply honored to have been selected to participate in the Summer Scholars Program as a
psychology research intern this past summer. From a competitive pool of applicants, I had the
privilege of working with Professor Lionello Denolf on a project examining the factors that
influence academic cheating. From June to August, I conducted a systematic review and
exploratory analysis, reading and sorting 10,000 articles from the D’Alzon Library database. A
key highlight of the experience was developing a research poster, which I presented at both the
BABAT conference at the DCU Center and the Fall Undergraduate Symposium. These
opportunities allowed me to engage with other researchers and students in the field. This
experience gave me invaluable exposure to the psychology research process that I still utilize in
my studies currently. I am profoundly grateful for the opportunity and the skills I gained from the
program which I will apply to my future career.
What inspired you to start your own business? What have you learned from this
experience?
Kelly’s Kloset was inspired by my sister in 2020, who wanted to sell affordable clothing during
the financial challenges of the pandemic. Unable to sell in person due to social distancing, she
started selling clothes on her personal Facebook page, beginning with her items and then
expanding to family and friends. Soon after, people from the community began reaching out,
wanting to donate clothes and contribute to the buisness. Realizing she couldn’t manage
everything on her own, she brought me and other family members on board. What started with
12 followers grew to 12,000, and the Kelly’s Kloset Facebook page became a local success. Our
mission has always focused on community outreach; organizing back-to-school drives,
Christmas toy donations, and Thanksgiving baskets, while keeping clothing affordable, with
most items priced under $10. Last year, we launched a website to manage the growing number of
orders, which now average 200 per week. While I’ve gained valuable business skills, the most
important lesson has been how building connections with people has strengthened my sense of
purpose and impact. Managing inventory and assisting with customer service has shown me
firsthand how much we can help individuals, whether it’s a single mom, a college student, or
someone facing tough financial circumstances. Being a part of their stories has been the most
rewarding part of this experience and what has allowed me to learn the most.
What inspired you to become involved in SGA?
During my freshman year, I was inspired by the impactful initiatives that SGA organized, which
motivated me to contribute to the community and make a difference. From that point I joined and
became a class officer and senator. These roles allowed me to engage more deeply with student
concerns and advocacy, leading to my position as Academic Committee Chair. Along the way, I
had the opportunity to take part in initiatives like the ice-skating rink and the Pierre’s Pub, both
of which aimed to enhance campus life and build a stronger sense of community. Now, as the
Vice President for Academic Affairs (VPAA) on the Executive Board, I’ve been able to shape
policies and initiatives that directly support the academic success and well-being of our students.
This journey has not only fostered my own growth and leadership but also deepened my sense of
belonging, purpose, and connection to the campus community.
In your role as the Vice President for Academic Affairs for the Student Government
Association, what initiatives or changes are you most proud of working on, and how do you
ensure student voices are heard in the academic decision-making process?
One of the initiatives I’m most proud of is my current work with Provost Guerra to reduce
upfront textbook costs. This initiative was born out of feedback I received from students who
expressed how the high cost of textbooks often prevented them from even purchasing them.
Some students, especially those who are first-generation or facing financial challenges, simply
can’t afford these costs. After hearing these concerns, I took action by conducting surveys to
gather data and then began working on proposals aimed at addressing the issue. My approach is
deeply student-centric, and I take great pride in advocating for changes that can make a tangible
difference in students’ academic experiences. As a first-generation student myself, I understand
how difficult it can be to access these necessary resources, and it’s motivating to be able to fight
for a solution that will directly benefit others facing similar struggles.
What do you consider the most rewarding aspect of your volunteer work, and how do you
see this experience influencing your career in education or community development?
The most rewarding aspect of my volunteer work has been the opportunity to contribute to and
connect positively with the community. Last semester, I had the privilege of volunteering in a
5th-grade IEP classroom at Major Edwards Elementary School, which was an incredibly
impactful experience. It allowed me to establish a deep connection to the community while also
gaining invaluable hands-on experience in education. Working directly with students in that
setting helped me understand the importance of tailored educational approaches and reinforced
my passion for fostering inclusive learning environments. This experience has significantly
influenced my perspective on education and community development, helping me understand the
importance of support systems in fostering growth and well-being. It has reinforced my
commitment to school social work, deepening my drive to create lasting, positive change in the
lives of students and the broader community.
What are your key takeaways from your experiences? What skills did you gain?
One of the key takeaways from my experiences has been the importance of continuous learning
and staying curious. Growing up, my grandpa always told me, “You learn something new every
day,” and I’ve carried that life lesson with me into every experience; whether it’s internships,
jobs, volunteer work, or being involved in clubs. I’ve come to realize how powerful knowledge
is, especially when it comes from learning from others. The power of perspective is often
underestimated; everyone has a story to share, and I believe it’s crucial to listen. Through these
experiences, I’ve gained the ability to approach situations with empathy and understanding,
learning to be patient and take the time to better understand people and their unique stories. It’s
made me more open-minded and has strengthened my ability to connect with others on a deeper
level.
If you could share one lesson you’ve learned from your time at Assumption, what would it
be, and how has it impacted your approach to leadership and personal development?
One of the most impactful lessons I’ve learned at Assumption is the importance of stepping
outside your comfort zone and embracing new opportunities. When I first arrived, I was reserved
and not involved in any clubs or organizations. But as I became more comfortable, I pushed
myself to get involved in a variety of groups, including Residential Life, becoming a student
worker at the D’Alzon Library, Student Government, Academic Stewards, Orientation, and
Hound Sound. Each of these experiences offered valuable lessons that contributed to my
personal growth. Through Residential Life and as a student worker, I developed key career skills,
while Student Government gave me a platform to advocate for others and use my voice.
Academic Stewards helped me develop a deeper understanding of the importance of education,
and Orientation taught me the power of being authentic in building meaningful connections.
Hound Sound allowed me to pursue my passion for music and art. These experiences have
shaped my approach to leadership, teaching me that the best leaders encourage others to step into
spaces that inspire and challenge them. I’ve learned that leadership is about creating
opportunities for others to grow, and I’ll carry this mindset forward, inspiring those around me to
engage in what makes them feel whole and fulfilled
If you are interested in being featured on Highlighting Hounds or know of any students who would be a strong candidate, please email us at careerdevelopment@assumption.edu!
