Autism Goes To College
Autism Goes To College
EP54: Quincy on Being an RA, Dorm Life, and Supporting Autistic Students After Navigating Freshman Year Himself
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As an aspiring filmmaker and journalism major, Quincy chose SUNY New Paltz for its strong academic options, lively college-town atmosphere, and food scene. He found all of that there, and as he wraps up a busy four years, Quincy reflects on his academic path, a mentorship program he joined first as a mentee and later as a mentor, launching his own podcast, writing for campus publications, and bringing his perspective and experience to dorm life as a resident assistant.
For many autistic and neurodivergent college students, dorm life and having a roommate can be especially challenging, particularly in the first weeks and months of school. Quincy shares how he supports students as they settle in, including helping them find the language to navigate roommates, communication, and shared living. As more college students across the country identify as neurodiverse, many campuses still do not train resident assistants in how to best support autistic students. Drawing on his lived experience, Quincy discusses his senior capstone project, which explores how colleges can better support students on the autism spectrum.
Do not take classes because you think you should take the classes. Economics and computer science. I took because I thought that it could help me in the professional world. And if it gives you an existential crisis about your identity as a scholar, and then that bleeds through to your other courses, including the ones you're actually passionate about, just drop it. Do not feel ashamed for dropping a class.
SPEAKER_05It takes work.
SPEAKER_00Join clubs, find groups, find your people, find ways to fit in, see a peer mentor, see somebody who can help you get involved on campus.
SPEAKER_03There were a lot of black children on the spectrum who were also deaf. She's not the first one.
SPEAKER_02I researched all of the majors and I eliminated the ones that sounded not interesting to me. So then I changed it to chemical engineering to work with chemistry. Then I took an environmental science class and I'm like, I think environmental issues are really important, and I'm really passionate about state sustainability and stuff. So then I changed it to finally environmental engineering.
SPEAKER_07Especially in a college town like Don't DoorDash. Like, just go out and get the food. That's good exercise.
SPEAKER_06Hey everyone! Thanks for joining us on this episode of Autism Goes to College, the podcast for students on the spectrum and for everyone who supports us. Navigating college is always a challenge. So here are the hacks, insights, and great ideas you've been looking for to make college work for you. We're a small group of self-advocates. We're all in college or recently graduated, and you can do this too.
SPEAKER_08Hey, thanks for listening to our podcast, Autism Goes to College. I'm Quincy Simmons, I'm a senior, and I'm ready to graduate from SUNY New Pals. I'm 22 new years old and I'm a multimedia storyteller and artist, majoring in journalism with minors in film and video and black studies. I'm an aspiring filmmaker, poet, and podcast host, and I've interviewed a range of people, including experts, to explore neurodivergence with my guests. I've been a resident advisor in the dorms of SUNY New Pauls for three years, and I've been active in several organizations, and we'll talk about that. I did consider a few colleges, you know, choices among SUNY systems, CUNY systems, and HBCUs. And that was just two months to go until graduation. We'll talk about my college experience, some hacks, and just in general, about me. So I'm here with Catherine O'Rion, the host of Autism Goes to College, and I'm going to hand it over to her.
SPEAKER_04Hey everyone. I am so stoked to bring you this conversation with Quincy. And before we dive in, I wanted to say you are also a master of the podcasting medium. You have uh published several episodes of your podcast Unmasked, which I love the name. I listened to your first Unmasking Neurodiversity episode. Your first guest is your mother. It's just like a beautifully intimate look into the mosaic diversity of neurodiversity. But uh, how did you get started and get inspired to make that podcast?
SPEAKER_08So the mask we wear came from a class project. It was originally a class project of mine from my professor uh Nora Tujori. Um she was a professor for um the spring of 2025 semester, and she wanted us to do a project um derivative of her podcast, rep, a story about the stories we tell, which is a great podcast in itself. I recommend listening to it, highly recommend. Um, so she was like, you know, you could do the podcast or writing or, you know, video or journaling, whatnot, whatever medium you want. And I chose to do podcasts because at the time I was taking a podcasting class and I'd uh dibbled and dabbled in, you know, audio production. So I was like, let me do a podcast, right? Um, or like an episode or snippet. Um, so in time I had people listen to it, you know, for this, you know, project. Mind you, this is a class project at the time. And people were like, hey, why don't you make this into a series? And I was like, really? Like, you know, I don't know if I could keep up, you know, obviously, like if you're a content creator, you know, you have to keep some type of momentum or like stamina going when you're producing content. And every you know, month or so, like I drop episodes. I feel like that's definitely like, guess for me, rhythm, like for me, just as a college student, as an RA, also working two jobs. It definitely did provide that balance. I was like, bet, you know, I'm I'll get started with this show. I'll, you know, I'll talk about it. And I tried to write down, you know, a few ideas of what I could do for episodes and the rest is history.
SPEAKER_04You mentioned in the opening that you considered a variety of schools, the state universities of New York, City Universities of New York, HBCUs, so historically black colleges and universities. How did you land at SUNY New Paltz, where you're now about to graduate?
SPEAKER_08So I had a lot of people, a lot of peers, mentors who went to New Paul and have benefited from it, you know, in journalism, psychology, teaching in various different fields. Um, at the time when I went to go select colleges, you know, COVID was still, you know, prevalent, you know, so I wanted to stay close to home. I'm only an hour and thirty from, you know, New Paul, so that's not, you know, bad commute. And then, you know, seeing the environment around New Pauls too. Like I'm a big foodie, you know, they had a lot of good eateries, you know, a blend of like, you know, like just different restaurants, different cultures, and you know, it's really artsy and a hippie-ish town. And, you know, I I really like that vibe to it. So yeah.
SPEAKER_04Yeah, it sounds like a fun college town. Um, and in terms of programming and neurodiversity, did accommodations and that kind of uh neurodivergent community factor into what you were looking for in a college? Like, did you have an IEP that you wanted to kind of carry over support from in high school? Just talk a little bit about that.
SPEAKER_08Sure. I mean, at first it was I didn't take account to that, like my accommodations or whatnot. Um, New Pauls does have the Disability Resource Center, which does, you know, support and affirm neurodivergent students and students with learning disabilities. So I mean, I was definitely glad to have that system there when I wanted to, you know, say if I need extra time for a test or an exam or a separate testing location, you know, I was able to go with the DRC. But, you know, initially I was really just looking to do, you know, stuff within, you know, journalism and like film. So I really didn't look at that at first. Yeah.
SPEAKER_04So like not a part of the college search per se.
SPEAKER_08Yeah, no, no.
SPEAKER_04Got it. Okay. Um, and so when college started, did you move straight onto campus? Like you moved out at home, or how'd that go?
SPEAKER_08So I did move on to campus, you know, like I said, like definitely it's definitely, you know, commuting is just whoa crazy, you know. You know, even if you take a train or whatnot, drive, like, so I definitely did stay on campus, kind of get, you know, immersed in campus life to build, you know, social skills just to get to know my peers and you know, like as I said, campus life.
SPEAKER_04Yeah. What about roommates? Did you have roommates?
SPEAKER_08I did my uh my freshman year. Yes, I did. It was definitely, you know, a challenge, obviously. I feel like for any, you know, freshman, you know, any, you know, one going to clo college, you know, it's definitely like roommates, you know, are an issue, you know, just like setting those ground rules and stuff like that.
SPEAKER_04Yeah, there's just a lot of brand new stuff that you have to contend with when you're moving out of out of a family home and in with peers your own age in a big building. Um, so I know now that you are an RA, how did you go from living in the dorms to being kind of a dorm guru for other students?
SPEAKER_08So I I looked at spring semester when I came back from freshman year. I looked at the RA position and I wanted to, you know, I looked at it as something like to help me professionally develop, to help me, you know, be a leader and a role model on campus, echoing um I was in different programs. Um, one the scholarship mentorship program, which, you know, I had a mentor and I wanted to be a mentor on campus. So I threw my hat in the ring. I I wanted to apply to be an RA and I really enjoyed it. I mean, I went through the process, you know, interviews, group process day, all that stuff. And yeah, I'm here now.
SPEAKER_04Yeah. And did you feel like the issues that you had adjustment-wise that first year helped you when you became an RA? Like how did you negotiate that and how did it help you kind of solve stuff for other people, I guess?
SPEAKER_08It definitely did improve my communication skills and like, you know, conflict resolution skills and mediation skills, you know, as RAs were definitely trained in that and you know, how people respond, react to, you know, conflicts or whatnot, and how we, you know, as you know, the mediators handle and the peacekeepers handle that conflict, you know, with room within roommates with different scenarios. So I would say that it helps improve my communication skills.
SPEAKER_04Totally. Are there particular challenges that you see neurodivergent students or even specifically autistic students having in the dorms uh in your experience as an RA?
SPEAKER_08I would definitely say communicating and like advocating, and I know that it that's definitely hard, even for for me, like even you know, raising your hand in class or like you know, speaking up, and that is that definitely is like hard to do because you know, like maybe some one may not feel psychologically safe to do so, or it's just different like factors into account, you know, that like that you know, reaction from you know your roommate or that you know person you're you know talking to, which is you never know what may come about. At least that's what I've seen in my experience so far.
SPEAKER_04Yeah, I also have seen some very real fear about people reacting poorly. Uh, and by people I mean not the autistic people, the other people. Are there skills that you've seen that can help with that? Um now that you're trying to help mediate some of those conflicts.
SPEAKER_08Yeah, I mean, I feel that like using like I statements, you know, just like just generally, like, you know, not like targeting and antagonizing one another. I know one of my fellow colleagues is doing in service, and an in-service is just like professional development workshops to help RAs or whatnot. So, I mean, he's doing one of like communication and like, you know, of how to talk and, you know, with conflicts and stuff like that, just helping people understand. And I would say that just understanding where like meeting each other where where you're at, whether you're a neurodivergent or neurotypical, just to meet each other where you're at, like just to understand each other, hear each other out.
SPEAKER_04Yeah. Um, I think presumption of good intentions and kind of nonviolent communication centered on I statements are really helpful, both in college and in relationships, you know, beyond the dorms. How has your neurodivergence been an asset in your work as an RA or as a student journalist?
SPEAKER_08I feel like it's allowed me to tap into different communities, understand the commonality in stories, right? I look at it as a strength, you know. I look at it as something that's always been a part of me, and I'm proud of it.
SPEAKER_04Yeah. So you're a journalism major, you've also got two minors. So certainly you have plenty to work on. Um, how did you make your way into journalism? Uh, was that something you applied to college knowing you wanted to study?
SPEAKER_08So originally I wanted to go into college studying computer science, but you know, math wasn't mathing. Um, you know, I really wasn't, you know, the best like math student or like physics, but you know, I've always had a strong sense and passion for writing. I've always loved to write poetry, you know, short stories, stuff like that. So I wanted to do journalism and film and video because I love like telling stories to like, you know, visually. And you know, I feel like film is a very powerful medium, you know, that makes people laugh, you know, that makes people think, you know, it's just a very powerful medium.
SPEAKER_04Yeah. It moves people and it changes the culture in my experience.
SPEAKER_08Exactly. Yeah. So I took that into account and I was like, hey, I want to enroll in here and use those like my you know, my creative and artistic skills.
SPEAKER_04Yeah, absolutely. What have some of your favorite courses been? Um, either in journalism or uh, you know, outside in your minors.
SPEAKER_08Sure. I mean, I would say um Rap and Spoken Word, digital storytelling, audio production, TV studio production, uh, media ethics. Yeah, and then kind of what I'm doing now, my uh capstone seminar, you know, tying all my skills together, you know, and making a big project. So yeah.
SPEAKER_04Yeah. And with major and double minors, how do you balance the academic demands? That's a lot. Do you have any tips for students considering studying a lot at once?
SPEAKER_08I I would definitely say, like, you know, find your, you know, your groove. So building a regimen, building a schedule. And I know sometimes that may be hard for neurodivergent individuals, even myself as well. Like, you know, just like finding, okay, what do I do first? What's the the the most level, least level of importance, like what to do? And like my brain just sometimes gets scattered brain, especially now with as a senior, like, you know, finding like what to do and what to prioritize. And yeah.
SPEAKER_04Yeah. I always did use the um the four-part prioritization matrix based on importance and sooneness of the deadline. And you focus on the stuff that's both both important and then do very soon. So your capstone project, you mentioned that you're working on one right now and it's tying a lot of things together. Um, can you tell us a little bit more about what your capstone project is, how it's um, you know, involving neurodivergent students? I'm just curious here.
SPEAKER_08Sure. So it's funny enough that like, you know, that I'm on the podcast. So I am working on an article that talks about like the increase, at least for New York State, of neurodivergent students in a higher education. Like what is being, you know, the the factors um in place that are, you know, encouraging this, but also to what improvements higher education can make to be more, you know, level the playing field for neurodivergent students, you know, whether in you know accommodation, services, um, you know, more maybe more mental health um, you know, prioritizations, so just different things.
SPEAKER_04Yes. Yes, absolutely. How do we rise to meet this growing uh group of students? And so what do you hope could change at SUNY as a result of a capstone project like this? Like what sort of changes on campus are you hoping to inspire by telling these stories?
SPEAKER_08Yeah, I'm looking at within the New York State things, but like I also want to look at other schools outside of New York State to see what models and stuff that we can adapt or, you know, maybe replicate or whatnot. Um, I guess I'm hoping to that this can serve as an inspiration for students who are neurodivergent to like who want a role in higher education, because you know, back let's say in the 2000s, really it, you know, the neurodivergence has been historically uh misrepresented and underrepresented. You know, now like that's like definitely changed. I mean, it's really being more understood, you know, a reduced stigma um in some in some cases and spaces. But I mean, I wanted this article to serve as an inspiration.
SPEAKER_04Yeah, absolutely. Because I I will say, you know, back in the 2000s when I enrolled as a as a first-year college student in 2008, it was very much like people with disabilities are the subjects of our project to improve humanity, but they're not really present on campus in any meaningful way. Like we are not them, they are not us. Um obviously, in hindsight, that was really misguided, um, but it it was indicative of the story that was being told at the time. Um, I do wonder if there are formal training programs or in services around neurodiversity and disability, either for RAs or on campus in general, that you've encountered.
SPEAKER_08So, I mean, I know um in my research and doing this capstone that supporting diverse learners, this is a new workshop by the DRC that is um helping the campus community better, you know, um understand neurodivergence as well as how to help our fellow neurodivergent students on campus, you know, with several things.
SPEAKER_04So that's great. Um, because you know, I did some activity like that around LGBTQ and trans inclusion on campus. And it's good to hear that similar efforts are being made around neurodivergence. You're also very active on campus, uh, including the Scholars Mentorship Program. Uh, you were mentored and now you are mentoring. Um so just talk to us about the role that mentorship has played for you as a student.
SPEAKER_08I mean, I would say that for me, it's allowed me to give back to students, but uh as well as to build relationships, to to see like, okay, like, you know, the similarities, like the mentees that I was uh tasked with, they, you know, have the same majors, me, journalism, digital media, so right up my alley. And I was able to foster connection with them.
SPEAKER_04Yeah. No, I also uh was in a mentorship program here for my PhD. Um, I had a mentor that was in the field of education, and um, you know, it really helped that structured social support early on really helped. Um I I wish that I had had the capacity to become a mentor like you, actually. Um you also are publishing your writing. I hear that you write everything from nonfiction to poetry, um, and uh you also write um critical reviews on campus. How did you get involved with all of your very diverse achievements?
SPEAKER_08So I joined the Fahari Libertad, which is a literary magazine on our campus that chronicles the stories of underrepresented and marginalized students. And we we base our magazine on a uh theme. So some themes like on the body, or on like, you know, um like uh hidden truths, you know, stuff like that. So I wanted to, you know, I wanted to kind of pour my work into that, like talking about different like, you know, music albums and reviews, um, food reviews and stuff like that, trying to give variety to my work, but also too, and like the other work not associated with Fahari, just like my poetry, just some articles that I've done, you know, from from classes, you know, in my free time and stuff like that.
SPEAKER_04Yeah, absolutely. So just representing sort of the multiplicity of of what you value and what what interests you and what you want to give to the world. Um and you also are working, I believe, not one but two jobs.
SPEAKER_08Yeah, so on on campus, um I I work um I'm an SRA, so um I sit office hours and I also work at the gym where I'm you know a front desk worker and like I also work in the curves, you know, of the gym where like you know, we have the different weight rooms and cardio rooms and stuff like that.
SPEAKER_04I mean, I I mean this with complete sincerity. Is there anything you don't do? Like, are there things that you had to be like, I don't have time for this? Or because it it really feels like you've done so much. Like I wow.
SPEAKER_08Yeah, yeah. I mean, right now, like I really have been really focused on a lot of independent projects, you know, like my podcast. Um, I'm trying to do a men's circle with some friends, you know, for the end of the semester. Um, so I'm just trying to focus my energy towards independent projects where I've had to drop a few clubs or whatnot, and you know, just really focus my energy on, you know, trying to finish out senior year strong.
SPEAKER_04So um I'm assuming graduation is very soon, sometime this spring. College dates vary. But what are you looking forward to? Are you career hunting, thinking about grad school? Um, you know, what's next?
SPEAKER_08For me, I'm definitely I definitely am thinking about grad school. I'm thinking about like maybe, you know, taking a breather, taking, thinking about maybe working.
SPEAKER_04Highly recommend time off in between. It's a great way to get perspective.
SPEAKER_08Yeah, because and I know a lot of people say, oh, well, you should just go straight into it. And that works for some people. I know like some people say go do it when you go right back in. Because I guess like for some it is hard, like, okay, I took this break off and uh now I gotta go back to school. But for me, I feel like I'm the type of person, like, I'll lock in. Like I know I want to do something, I'll do it. And really, you know, really getting more into filmmaking. At least that's what I want to do coming out of, you know, post-graduation, post-college, at least, or post- undergrad, um, working on, you know, some, you know, filmmaking, some shorts or whatnot.
SPEAKER_04Yeah. Do you want to land in New York City? It sounds like with your arts and culture interests, that would probably be a really cool spot.
SPEAKER_08I mean, it would. I mean, I'm I'm close to it. I mean, you know, at least, you know, I'm from Westchester, so that's really not far from you know, the city.
SPEAKER_04Awesome. Do you know what types of graduate programs? Are you thinking like fine arts programs? In in cinema or something different, uh, like a like a journalism?
SPEAKER_08So, I mean, I definitely do want to keep that writing with me. I have like just a lot of like different things I want to I want to do and accomplish, but I definitely do want to keep that writing with me. I feel like for now, I like as we were saying before, film you know is a powerful medium. It shifts cultures, it's it's it's commentary. Like we saw, you know, the Oscars, you know, like you know, the different movies, centers, one bad after another, um, Marty Supreme Hamnet, like, you know, all these different films, they have, you know, culture, they have culture and meaning behind them, you know, and I really want to focus and devote my energy towards, you know, maybe an MFA and like film or like digital cinematography, like something within like the film video production world.
SPEAKER_04Yeah. Tell stories that change things for people, I think is a really noble and beautiful goal. Do you have advice for other students? I mean, autistic or non-autistic, I guess, because I think anybody can use a little friendly wisdom.
SPEAKER_08Whatever, whatever, you know, you're going through or whatnot, don't let your situation or your current status, don't let it define you. That's one piece of you know, advice I have. I also, you know, go for whatever.