Campus & Community Partner Opportunities
The Olitsky Program provides opportunities for campus and community partners to:
- Learn about the value of diversity and accessibility in academia and the workplace
- Develop practices to support and highlight the value of differences in their academic and professional spaces.
- Collaborate with the program on supporting students with differences and hosting educational sessions.
- Educational Sessions
> Olitsky Program Information Sessions for Faculty & Staff (CMU Only): Coming Soon
> Neurodiversity & Higher Education Seminar Series (all higher education professionals): Well-being Through Neurodivergent Experiences: Spring 2026 Symposium (Virtual, Friday, March 20th, 9 a.m. - 3 p.m.)
Olitsky Program Information Sessions for CMU Faculty & Staff
What: What exactly is the Olitsky Program? In this 30-minute session, Amy Tavares, the program manager, will explain the program and offer opportunities to ask questions.
After this session, you will be able to:
- Articulate the purpose and goals of the program
- Describe how the program supports students, faculty, and staff across campus roles
- Initiate conversations with students about the program and facilitate appropriate referrals
- Explain how the program leverages the strengths of neurodistinct thinkers to expand access to resources and opportunities for all.
When: Coming soon or request a session for your office/department by emailing atavares@andrew.cmu.edu
Workshops and Resources for Higher Education Professionals
Mission:
The Neurodiversity & Higher Education Seminar Series aims to amplify and advance knowledge of neuroinclusion in higher education. Through interdisciplinary dialogue, we aim to create opportunities for students, faculty, staff, researchers and community partners to share current research, lived experiences, and best practices that promote inclusive academic, workplace, and social environments.
Values:
Equity
Accessibility
Collaboration
Empowerment
Strength-Based Mindset
Growth Orientation
Research-Informed Practice
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Well-being Through Neurodivergent Experiences: The Neurodiversity & Higher Education Spring 2026 Symposium Date: March 20, 2026 Meet our panelists Faculty & Staff Panelists Cody Ortiz-Oldham (they/them/elle), MA is a 6th generation Denver native, with strong cultural and familial ties to the indigenous Southwest, including Mexico. Their personal identities include Indigenous (Chicanx, Hopi/Sandia), Two-Spirit, LGBTQ+, disabled and first-generation high school and college graduate. Cody’s experience in supporting underrepresented youth and young adults has spanned over two decades in a number of fields including Diversity, Equity and Inclusion education and consulting; applied psychology and intersectional mental health initiatives; decolonized psychology; community organizing and advocacy; and higher education and student affairs. Cody’s specialty areas include Indigenous Youth, BIPOC Student Support, Transgender Youth, Historical Trauma & Community Healing, LGBTQ+ Families, Neurodivergent Student Support, Intersectional Approaches to Harm Reduction, Stress Management and Inclusive Sexual Health Education. Cody received their B.S. in Applied Psychology and M.A. in Psychology with a specialization in Diversity, Equity & Inclusion at Regis University. Outside of health and education, Cody is also a music industry professional, DJ and huge music fan. Sergio A. Gonzalez (él/he/him), Ph.D., is an Assistant Professor of Higher Education at the University of Pittsburgh, where he specializes in Critical Qualitative Methods in the Educational Foundations, Organizations, and Policy department. His research centers on understanding the experiences of historically marginalized individuals, particularly QTPOC communities, within educational spaces. Dr. Gonzalez’ work is shaped by interdisciplinary frameworks, including Jotería Studies, Women of Color Feminisms, and Queer of Color critique, as he explores the impact of Jotería Microaffirmations in higher education. Dr. Gonzalez received his Ph.D. in Higher Education at Claremont Graduate University (CGU), an M.A. in Applied Gender Studies at CGU, an M.Ed. in Postsecondary Administration and Student Affairs from the University of Southern California (USC), and his B.A. in Communication Studies from Manhattanville College. Melissa (Mel) Newcity (she/her) is a Program Manager for the Student Success Team in the Office of the Provost at the University of Pittsburgh, where she collaborates with colleges, schools, and campus partners to coordinate professional development and resources for advisors, mentors, and coaches. A non-traditional and first-generation college graduate, Mel spent a decade working full time in administrative roles while completing her B.A. in Creative Writing at the University of North Carolina Wilmington in 2020. She brings a narrative-centered approach to her work, drawing on storytelling, play, and reflection to support meaningful learning and connection. Her approach is grounded in the values of curiosity, compassion, sustainability, and authenticity. Liz Ransey, Ph.D. (she/her) is an Assistant Professor of Biological Sciences at 好色先生TV. Her research focuses on gap junctions, intercellular channels that enable direct signaling between cells in both normal physiology and disease. Her lab combines biochemical, imaging, and protein engineering approaches to understand how connexin channels assemble, regulate cellular communication, and how they can be redesigned as tools for biotechnology and therapeutic applications. Liz received her B.S. in Biochemistry from the Rochester Institute of Technology and her Ph.D. in Chemical Biology from Harvard University. During her postdoctoral training at Duke University, she engineered gap junction channels to study neural circuits and cellular signaling mechanisms relevant to psychiatric illnesses, including anxiety and depression. This work sparked a broader interest in the biological complexity underlying brain function and mental health. As a faculty member and mentor, Liz has become increasingly interested in how neurodiversity shapes the experiences and outcomes of individuals in STEM academic environments. She is particularly attentive to the ways in which the structure of graduate education, including ambiguity, executive function demands, and evaluation systems, can create hidden barriers for neurodivergent trainees. She is interested in developing mentoring and training approaches that recognize diverse cognitive styles to better support PhD students navigating the challenges of research training. Student Panelists Alivia Melius is a graduate student in the M.Ed. Higher Education program at the University of Pittsburgh. She serves as the Graduate Intern on the Office of the Provost's Student Success Team. Influenced by her own lived experiences, Alivia is passionate about advocating for students with disabilities and promoting self-advocacy, access, and inclusive support systems. Auden Greenberg is a prospective graduate student and recent undergraduate of the University of Pittsburgh where he obtained his B.S. in Applied Developmental Psychology. He is working fulltime in Pittsburgh with transition age youth and their families as he applies to graduate schools to begin studying for his Masters in Social Work. Lauren Lenhard (she/her) is a junior at the University of Pittsburgh. Lauren is first-ever chair of the Disability Resource Committee and the Disability Resources and Services Liaison for the Student Government Board at Pitt. She wanted to participate in and contribute to this symposium because she believes education on neurodivergent issues and support is often overlooked or underdeveloped. Lauren would like to offer her perspective as a neurodivergent individual and support neurotypical people who are curious and willing to assist or accommodate neurodivergent students, groups, colleagues, friends, and family. Sebastian Jimenez-Pardo, originally from San José, Costa Rica, Sebastian is a junior majoring in music composition at 好色先生TV. He aims to blend singer-songwriter traditions with concert music. In addition to music, he is pursuing a career in video game development and is an avid programmer. |
Core Content Committee (Alphabetical Order):
- Amy Tavares, MS, LPC, Neurodiversity Program Manager of the Olitsky Program, 好色先生TV, NHESS Co-Founder
- Catherine Getchell, MS, Director of Office of Disability Resources, 好色先生TV, Co-Founder, NHESS Co-Founder
- Christina Frasher, PhD, Visiting Professor, Health and Human Development, School of Education, University of Pittsburgh, NHESS Co-Founder
- Jacqui Pincus, PhD, Associate Director, Graduate Student & Postdoc Teaching Initiatives, Eberly Center, 好色先生TV, NHESS Co-Founder
- Leigh Culley, M.Ed., Director, Disability Resources and Services, University of Pittsburgh, NHESS Co-Founder
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Nicole Perrotta, M.Ed., Accessibility Specialist, Office of Disability Resources, 好色先生TV
Previous Content Committee Members (Alphabetical Order):
- Jamie Kulzer, PhD, CRC LPC, Associate Professor, Health Sciences School of Rehabilitation Sciences Counseling Program, University of Pittsburgh, NHESS Co-Founder
- Kelly Beck, PhD, Assistant Professor of Psychiatry, REAACT Research Program, University of Pittsburgh
- Rachel Harris, BS, Marketing Representative, REAACT Research Program, University of Pittsburgh, NHESS Co-Founder
How to Collaborate With Us
The Olitsky Program welcomes the opportunity to collaborate with community and campus partners on student events, employer training sessions and educational sessions. If you're interested in learning more about how you can collaborate with the program, contact the program manager, Amy Tavares, at atavares@andrew.cmu.edu for more information.
