Can you tell us about your journey and what inspired you to pursue a career in mental health counseling?

Like many in this field, my journey wasn’t exactly a straight line—it was more like one of those scenic route road trips where you take a few unexpected detours but end up exactly where you’re meant to be.

I started out as a behavior analyst in a public elementary school, working closely with students who needed extra support with emotional and behavioral regulation. That experience opened my eyes to how early mental health struggles can begin and how powerful the right interventions can be.

Later, I transitioned into a role in local law enforcement, supporting a jail diversion program aimed at improving mental health access and helping train officers to respond compassionately to individuals in crisis. That’s when I really began to see the deep ties between trauma, mental health, and addiction—not just in the people being arrested, but in the officers and first responders too.

Those experiences led me to pursue a doctorate focusing on the intersections of trauma, learning, and well-being. Eventually, I found my way to higher education, where I realized how rewarding it is to work with students figuring out who they are and how to thrive. Every day is different, and every conversation is a chance to help someone move forward. That’s what keeps me going.

What does a typical day look like for you in your role as the Senior Mental Health Counselor?

The only thing predictable about my day is how unpredictable it is! I could be in back-to-back one-on-one counseling sessions, then shift into running a wellness program, hosting a book club, or responding to a student crisis. Somewhere in between, I’m usually reheating my coffee for the third time before noon.

It’s a mix of direct support, programming, and making sure resources—from harm reduction tools to drop-in workshops—are available and accessible. No two days are the same, and that’s part of what makes the job so dynamic.

What are some common mental health challenges students face, and how do you help them navigate those struggles?

The big three are stress, anxiety, and depression. But we also see a lot of burnout, loneliness, academic pressure, and uncertainty about the future.

I help students break things down into manageable steps. We focus on strategies that fit their lifestyle—not just “try meditation” or “drink green tea,” but actual, personalized coping tools. And more than anything, I remind them they’re not alone. That piece—feeling understood and supported—is often the most powerful part of the process.

How does the college’s counseling approach differ from traditional therapy?

Our office at ��ɫӰ�� is solution-focused and short-term, which means we help students work through immediate needs with practical strategies they can apply now. But we also bridge the gap to longer-term or specialized services if needed.

We know not every student wants traditional one-on-one therapy, so we offer alternatives—like peer support, therapy dog events, wellness workshops, even book clubs. We try to embed mental health into everyday life, making it approachable and normalized. You might find us in classrooms, tabling in the student center, or simply being present at campus events.

What are some of the most effective coping tools you recommend to students?

It depends on the person, but grounding exercises, movement (walks, stretching, dance breaks—whatever feels good), and realistic expectations are key. Hydration is surprisingly underrated—sometimes students feel off because they’re running on caffeine and haven’t had water in two days!

Sleep is another big one—����’s probably the most powerful academic enhancer no one talks about. But above all, connection is huge. Feeling part of a community can help students manage stress and feel less alone in their struggles.

How do you create a safe, non-judgmental space for students to open up?

By being real. Students can tell when someone’s just going through the motions. I use humor when appropriate, meet them where they are, and make sure they know there’s no “wrong” way to talk about what they’re feeling.

Our space is designed to be welcoming—comfy seating, stress balls, fidget toys, and yes, snacks. I remind students that therapy isn’t about being “fixed”—����’s about figuring things out together.

How has the conversation around mental health on campus evolved?

It’s changed a lot. When I started, people were hesitant to even talk about mental health. Now, students are speaking up, advocating for themselves, and expecting colleges to take their well-being seriously.

There’s still stigma, of course, but we’re moving toward a culture that sees mental health as essential—not optional. It’s no longer just about crisis intervention; ����’s about prevention, education, and building community-based support systems.

How can students know when ����’s time to seek counseling?

If you’re wondering whether to talk to someone, that’s probably a good sign to check in. Counseling isn’t just for when things are falling apart—����’s for burnout, stress, or even self-reflection when things feel “okay” but off.

Students can visit Student Services to make an appointment or use online options like BetterMynd to get started.

What support is available for students who can’t access counseling right away?

We offer drop-in workshops, peer support, a book club, and other informal ways to connect. We also address a wide range of issues—grief, disordered eating, trauma, addiction, executive functioning, identity stress, and more.

And sometimes wellness isn’t about therapy—����’s about petting a therapy dog, going to a support group, or simply knowing you’re not alone.

What’s the biggest misconception about mental health counseling in a college setting?

That ����’s only for people in crisis. In reality, counseling is just as much about prevention, resilience, and building skills to navigate life.

Think of it like training for a marathon—you don’t wait for race day to start. You prepare. Same goes for mental health. Early support helps students feel stronger and more capable in the long run.

How do you collaborate with others on campus to promote student well-being?

Collaboration is everything. We partner with faculty on classroom strategies, work with student life on events, and coordinate with other departments to embed mental health into all areas of student life. It’s not just our office’s responsibility—����’s a community-wide effort.

What advice would you give to students who feel hesitant to seek help?

Just try one thing. One conversation, one event. No pressure, no long-term commitment. Show up, see how it feels, and go from there.

What does self-care look like for you personally?

Self-care isn’t just bubble baths—����’s what helps me feel grounded and recharged. For me, that’s live music (30+ concerts a year!), reading, time with people who make me laugh, and boundaries. Sometimes ����’s just sitting quietly with a Stanley full of water before the next meeting.

Where do you see the future of mental health services in higher ed going?

Toward integration. Mental health won’t be something you “go to”—it’ll be part of everything from orientation to graduation. Support will be built into the student experience.

Digital tools are growing too—online therapy, wellness apps, virtual groups—all ways to make help more accessible. My goal is to keep pushing for innovation, inclusivity, and student-centered care. As a former student here, this work is personal. I want every student to know they belong and have what they need to thrive.

Last one—how do students respond to the therapy dogs?

They love them. Boone and Lola are basically the most popular therapists on campus—no paperwork, no waitlist, just tail wags and support. I’ve had students say, “I didn’t think I needed this, but wow.” It’s amazing what a few minutes with a dog can do.

Want to learn more about campus mental health resources? Visit the Office of Counseling and Wellness or check out their events calendar. Whether you need a moment to breathe, someone to talk to, or just a therapy dog cuddle, support is closer than you think.

The post More Than Just a Couch: An Interview with a College Mental Health Counselor appeared first on Mount Wachusett Community College.

At ��ɫӰ��, we are fortunate to have Hailey Walker, a passionate advocate for disability services, on our team. With years of experience and an immensely personal connection to her work, Hailey—who herself has a disability—understands firsthand the importance of accessibility and the value of advocacy. In this interview, we explore Hailey’s inspiring journey and her philosophy on supporting students with disabilities in higher education.

A Personal Journey: From Cochlear Implants to a Career in Disability Support

Hailey’s story is one of perseverance, advocacy, and a deep desire to make a difference. Born profoundly deaf, Hailey became the first child in Rhode Island to receive a cochlear implant, as well as one of the first to undergo this surgery at Boston Children’s Hospital. As a young student, she watched her parents tirelessly advocate for the best education and accommodations, which inspired her to ensure that others had access to the same support.

“Growing up, I saw how hard my parents worked to get me the education I deserved,” Hailey shares. “Their dedication inspired me to pursue this career path, and I realized I wanted to advocate for others who faced similar challenges in higher education.”

Since 2017, Hailey has supported students with disabilities at multiple institutions, including WPI, Springfield College, and Quinsigamond Community College. Now, she’s thrilled to be part of the ��ɫӰ�� community, where she continues her work in Disability Support Services, making a meaningful impact on students’ academic journeys.

College disability services are there to help students with disabilities access their education and campus activities. This can include accommodations, such as working with students to determine reasonable arrangements, such as extra time on exams or note-takers. Support is another example like providing protection from discrimination and ensuring students can learn and achieve their goals. As well as coordination, like working with instructors and other campus departments to provide services.

A Personalized Approach: Tailoring Support for Every Student

One of Hailey’s core beliefs is that every student’s journey is unique. She takes an individualized approach to support, engaging in a collaborative process to understand each student’s specific needs. Through her partnership with students, Hailey ensures that the appropriate academic accommodations are put in place.

“I work closely with students to figure out what will work best for them,” Hailey explains. “I believe they are the experts on their own experiences, and together, we create a plan that supports their success.”

In addition to working with students, Hailey emphasizes the importance of cultural humility. “Disability experiences intersect with cultural backgrounds, and ����’s crucial to approach every conversation with sensitivity and respect for their lived experiences.”

Building an Inclusive Environment: More Than Just Accommodations

For Hailey, inclusivity in education isn’t just about providing accommodations—����’s about fostering a culture where accessibility is prioritized from the start. She believes that through collaboration and proactive design, institutions can create an inclusive environment that benefits all students, not just those with disabilities.

“Universal Design for Learning (UDL) is key,” Hailey says. “It allows us to provide multiple means of engagement, representation, and expression to support all learners. The goal is to eliminate barriers before they arise, allowing all students to fully engage with their education.”

Hailey’s ultimate dream is to reach a point where accommodations are no longer needed, because the educational experience itself would be inherently accessible and inclusive for everyone.

Advocacy in Action: Empowering Students and Building Community

Advocacy is central to Hailey’s work, and she practices it on both an individual and institutional level. At the student level, Hailey uses motivational interviewing to help students develop self-advocacy skills and take an active role in managing their accommodations. Motivational interviewing is a counseling approach where a therapist helps a person identify their own reasons and motivations to make a positive change in their life, by actively listening and encouraging them to explore their own thoughts and feelings about the change, rather than directly telling them what to do; it’s about empowering the individual to find their own drive to change.

“I want students to feel empowered to advocate for themselves and use the resources available to them,” Hailey says.

On a broader scale, Hailey advocates for accessibility initiatives across campus, training faculty and staff on Disability Support Services, and ensuring that events and activities are accessible for all students. One of her goals is to reopen the Delta Alpha Pi (DAPi) Honor Society, which recognizes the achievements of students with disabilities while promoting advocacy and disability awareness.

“For me, advocacy isn’t just about accommodations,” Hailey explains. “It’s about creating a culture where accessibility and inclusion are integrated into everything we do.”

Celebrating Student Success: Hailey’s Most Rewarding Moments

One of the most rewarding aspects of Hailey’s work is seeing the tangible impact she has on students’ lives. Whether ����’s helping a student overcome an academic challenge or attending their graduation ceremony, Hailey finds joy in every milestone.

“Every victory, no matter how small, is meaningful,” she says. “Whether ����’s completing an assignment or walking across the graduation stage, seeing students gain confidence and self-advocacy is incredibly fulfilling.”

One standout moment for Hailey occurred when she created a tactile WAIS-IV assessment for a student with a visual impairment. “The look on the student’s face when they realized they could independently administer the assessment was priceless,” Hailey recalls. “It reaffirmed why I do this work and why accessibility is so important.”

The tactile WAIS-IV is a test that helps measure how well someone thinks and solves problems. Normally, people use pictures or written questions, but for those who can’t see well, this test uses things you can touch instead. So, it’s a way of checking someone’s intellect, using their sense of touch instead of sight.

Maintaining Balance: Self-Care in a Demanding Role

Working in a field that can be emotionally and mentally demanding, Hailey emphasizes the importance of maintaining work-life balance. She recharges by spending time outdoors, taking walks during lunch breaks, and soaking in fresh air.

“I try to take care of myself so I can be effective in my role,” Hailey says. “Spending time outside or exploring the art galleries on campus helps me unwind and recharge for the work ahead.”

Hailey is also passionate about the arts and often encourages students to share their own creative work. “I love seeing the creative expressions of students,” she adds. “It’s a great way to build connections outside of the office.”

Collaborating Across Services: Supporting The Whole Student

In her role, Hailey works closely with other campus departments to ensure that students receive holistic support. In particular, she collaborates with mental health counseling services to provide comprehensive care for students with both mental health and disability needs.

“Collaboration is key,” Hailey says. “We work together to ensure that students have the accommodations they need while also addressing their mental health challenges. The goal is to create an environment where students can thrive both academically and personally.”

Looking Ahead: Hailey’s Vision for Accessibility and Inclusion

As Hailey continues her work at ��ɫӰ��, she remains focused on making a lasting impact. She envisions a future where accessibility and inclusion are fully integrated into every aspect of education, from course design to campus initiatives.

“I hope that one day we won’t need accommodations because the system itself will be accessible to all,” Hailey concludes. “Until then, I will keep advocating for every student and working to create a community where everyone has the opportunity to succeed.”

How to Get Connected with Disability Support Services

Step 1: Provide Documentation

• To begin the process, students must submit professional documentation of their disability. This documentation helps determine appropriate accommodations. Such as an IEP, or 504 plan ect.
• Important: College differs from high school. Unlike in K-12 settings, students must voluntarily disclose their disability and provide documentation to receive accommodations.
• Need help requesting documentation? We have a Documentation Request Letter that students can give to their healthcare provider to guide them in writing appropriate documentation.

Step 2: Schedule an Intake Appointment

• Once documentation is ready, students should schedule an intake appointment with Disability Services. Visit Room H120 on the Gardner Campus to get started or give us a call.

Step 3: Request Accommodations Each Semester

• Accommodations are not automatically renewed—students must request them at the start of each semester for each course.

How to Submit Documentation

Students can provide documentation in one of the following ways:

• Healthcare Provider Letter – A signed letter from a medical professional that includes:
• Diagnosis & treatment
• How the condition impacts learning
• Recommended accommodations
• Recent High School Documentation – An IEP, Evaluation, or 504 Plan (must be less than three years old).

Submission Options:

• Fax: 978-630-9540
• Email: Send as a PDF attachment to studentservices@mwcc.mass.edu
• In-Person: Drop off at Student Services, Room H128 (Gardner Campus)

For more information, visit ��ɫӰ�� Disability Services.

The post Meet Hailey Walker: Advocate for Disability Support Services and Higher Education Accessibility appeared first on Mount Wachusett Community College.

At the Mount, we are committed to providing the support necessary to ensure that every student has an equal opportunity to succeed. This guide will walk you through the services offered, how to access them, and tips for making the most of your college experience at ��ɫӰ��.

Understanding the Disability Services Office

The Disability Services Office at ��ɫӰ�� is dedicated to creating an inclusive and accessible learning environment. They offer a range of services to support students with disabilities, including:

Academic Accommodations: Tailored adjustments to coursework and classroom settings, such as extended time on tests, note-taking assistance, and alternative formats for course materials.

Assistive Technology: Access to specialized software and devices designed to aid learning, such as screen readers, speech-to-text programs, and ergonomic equipment.

Advising and Counseling (Coaching): Personalized support to help navigate academic challenges, career planning, and personal development.

Advocacy and Awareness: Programs and workshops to educate the campus community about disability issues and promote a culture of inclusivity.

Steps to Accessing Services

Voluntary Self-disclosure: College students advocate for themselves, meaning they must let the college know that they have specific needs – learning disabilities, visual or hearing challenges, and/or physical disabilities. This is the first step to accessing support services.

Documentation: Provide current documentation of your disability from a qualified professional. This helps determine appropriate accommodations. Copies of Individual Education Plans (IEPs) or 504 Accommodation Plans from high school are an example.

Intake Meeting: Schedule an intake meeting with Disabilities Services. During this meeting, you’ll discuss your needs, the accommodation available, and how to implement them.

Accommodation Plan: Work with Disabilities Services to create a customized accommodation plan. This plan will outline the specific support you’ll receive and how it will be applied in your courses.

Ongoing Support: Stay in touch throughout your time at ��ɫӰ��. Accommodation can be adjusted as needed and provide continued support.

Making the Most of Disability Services

Be Proactive: Reach out as early as possible, ideally before classes begin. Early planning can help ensure that accommodations are in place from the start.

Communicate with Instructors: It’s important to communicate with your instructors about your needs. Building a good rapport can enhance your learning experience.

Utilize Campus Resources: ��ɫӰ�� offers various resources, such as tutoring centers, career services, and student clubs. These can complement and enrich your college life.

Stay Engaged: Participate in workshops and events hosted by the Disabilities Services. These can provide valuable information, build community, and offer additional skills and strategies for success.

What’s Next?

Navigating college with a disability can be challenging, but with the right support, you will thrive. Disability Services at ��ɫӰ�� is dedicated to ensuring that all students have the tools and resources they need to succeed. By taking advantage of these services and advocating for your needs, you can create a rewarding and enriching college experience. We are here to support you every step of the way—don’t hesitate to reach out and make the most of your time at Mount Wachusett Community College.

The post Navigating Disability Services at Mount Wachusett Community College: A Guide for Students appeared first on Mount Wachusett Community College.

Walking around Leominster or Gardner you may have noticed something new – refrigerators! We have added them to public areas in Leominster and Gardner and have added new refrigerators and freezers to both food pantries!

Adding the new refrigerators and freezers to both our Leominster and Gardner food pantries helps to diversify and increase the availability of perishable, fresh, and frozen foods for our students.�� Items like cheese, yogurt, plant and meat-based protein, and eggs will be added to our inventory.

Consistent with our continued commitment to address food access for our students, we are utilizing funding from our Hunger Free Campus grant to provide a variety of prepared meals and food options in public areas across these two campuses to reduce the stigma of accessing food, increase the visibility of our food options, and to encourage students to connect with our food pantry.

Our ��ɫӰ�� “Food for Thought” Food Pantry helps hundreds of students – both credit and non-credit.�� As a college campus pantry, we are limited in what we can do to support the food and basic needs of our students, so we also partner with local community agencies to make sure students are connected to as many resources as possible.

These “Community Fridges” are an exciting new addition to our campuses and highlight our commitment to help students address basic needs.�� Modeled after similar campus and community programs, the “Community Fridge” initiative is a simple, yet powerful idea to help address food insecurity with our students. ��Our ��ɫӰ�� program started today.�� We plan to stock the fridges with prepared meals from our Green Street Café (bringing meal options to our Leominster Campus), fresh produce from , items from the , and items donated from our very own ��ɫӰ�� Greenhouse.

Items in the Community Fridges are available to our students at no cost.�� We encourage students to take advantage of these options and to cultivate an awareness of our goal to impact as many students as possible.�� We want students to take what they need while leaving what they can so that as many students as possible can be served.�� A recent survey of ��ɫӰ�� students revealed that over 26% of our students are food insecure.�� ��This is another step forward in being ready to serve our students.

As with any new initiative, we expect that there will be questions and lessons to be learned.�� We are open and ready for both.��Feel free to contact our Basic Needs Specialist Terry Young, or one of our incredible student employees and interns who go above and beyond to make sure that every student matters with questions.

The new community fridges are located at:

• Gardner Science Wing 1^st floor
• Gardner Science Wing 2^nd floor
• Gardner Student Center near Corner Bites (Coming Soon!)
• Leominster Second Floor Student Center

The post NEW Community Fridges for Our Students appeared first on Mount Wachusett Community College.

Designed to support woman-identifying students already enrolled in a Massachusetts Public Higher Education Institution, scholarships will be available to help an individual complete their degree.

“This new program seeks to provide funding for women students, who may not be able to access scholarship and grant funding typically available to more traditional students, to continue their education and path to economic success,” said MCSW State Commissioner Denella Clark, Chair of the new Scholarship Committee, stated in the

The MCSW will award 5 individuals with a scholarship of $5000 each for the 2024-2025 academic year. Applicants must complete the online application and submit supporting materials no later than March 1, 2024. Applicants must currently be enrolled in an accredited degree or certificate program in Massachusetts and have completed at least one year towards their degree. The funds from this scholarship will go towards tuition, fees, books and related supplies or equipment for study.�� All funds awarded are provided by the MCSW Trust Fund.

The post New Scholarship Opportunity from the Mass. Commission on the Status of Women appeared first on Mount Wachusett Community College.

What type of college is ��ɫӰ��?

As a small community college, ��ɫӰ�� offers small class sizes and personalized attention from faculty and staff.�� Mount Professors know their students’ names and care about their success. Our student services are readily available whether your student needs academic support, transfer or career counseling, or job placement assistance. In addition to degree and certificate programs, we offer over 35 clubs and organizations to participate in.

What is the process for a student to enroll at ��ɫӰ��?

��ɫӰ��’s friendly staff will help make the process of applying and enrolling as simple as possible. View our How to Apply page.

My student is still in high school and would like to take college classes. What are the options?

Through the dual enrollment program, high school students can complete their junior or senior year of high school and their first year of college simultaneously at ��ɫӰ��. Students must meet established guidelines of ��ɫӰ�� and their participating high school. Students enrolled in the dual enrollment program are not allowed to participate in classes beginning after 6PM without permission from the sending high school and the student’s parent or guardian.

Will we be able to afford ��ɫӰ��?

��ɫӰ�� is one of the best values in higher education. Students who start at ��ɫӰ�� often save thousands of dollars over those who attend private colleges and universities. The courses students take toward an associate degree at ��ɫӰ�� parallel the courses taken during the first two years at most four-year colleges and universities. ��ɫӰ��’s career-focused programs are equally as economical, and high quality, as other private two-year career programs.�� More than 70% of our students pay less than $1,000 per year out of pocket to attend the Mount.��

What if my student doesn’t know what major to choose?

Many students aren’t sure of their academic and career goals. ��ɫӰ�� is a perfect place to start. At significantly less cost, students can explore different subjects, change their major, and decide what path is best for them. Personalized academic and transfer counseling services can help students decide.

My student has an IEP/504 plan now. What will happen in college? Will they just be on their own now?

No way! Disabilities services are there to support students through college, just as they were supported in high school. The difference? They are adults now, and need to advocate for themselves. Each semester the student must connect with the disabilities service department to review their learning plan and progress. ��ɫӰ�� has various types of assistance available to support qualified students with disabilities. Appropriate documentation of a disability is required. Available support services include, but are not limited to, reserved parking, elevator privileges, note takers, scribes, extended time exams/alternative testing, tutorial services, readers, study skills, taped lectures, computer-assisted instruction, consultation with faculty addressing individual issues, assistance in obtaining auxiliary aids, and adaptive computer technology.

My student plans to pursue a bachelor’s degree. What programs are available for students who want to transfer?

��ɫӰ�� students transfer seamlessly to many public and private colleges and universities every year. They often save thousands of dollars by starting at ��ɫӰ��. Also, if students meet certain qualifications, they will be guaranteed admission and/or thirty-three percent off tuition at participating Massachusetts public colleges and universities. ��ɫӰ�� has transfer agreements with many colleges and universities.

My student wants to start a career after graduating, how can they do that with ��ɫӰ��?

Students aiming to enter the workforce after graduation can enroll in one of ��ɫӰ��’s career programs, which in many cases, can be completed in as little as two years. Talk with a career counselor to learn what kind of degree and certificate options are available.

Is ��ɫӰ�� a safe environment for students?

��ɫӰ�� is one of the safest places you can be. Our Campus Police Officers are dedicated to maintaining a safe learning environment and offer crime prevention programs and services such as safety escorts. For detailed information on security at ��ɫӰ��, you can view the college’s annual security report (PDF) at the ��ɫӰ�� Campus Police page.

What if my student needs a tutor or extra help with a class?

Staff in the Learning Success Center can help! Writing and math tutoring is available on a drop-in basis. Tutoring in other subjects is arranged by appointment. Services include a writing center, online writing lab, math lab, and individual and group tutoring sessions. All services are provided free of charge to ��ɫӰ�� students. The center is located in the LaChance Library on the first floor. For more information, access the Library and Academic Support Center website.

What are ��ɫӰ��’s payment policies?

Paying for college is a big responsibility. Payment of all charges is due in full by the due date specified on the student’s bill. Students whose accounts have not been paid in full, or otherwise cleared through commitments by other sources will be subject to cancellation of class enrollment. Students will not be allowed to re-enroll without proper payment. Payment is accepted via cash or credit card; waivers, scholarships, and financial aid; through third party payments (such as through an employer); and through an affordable monthly payment plan. For more information and payment resources, go to the Student Account page.

Is financial aid available?

Most students attending ��ɫӰ�� benefit from some form of financial aid. Most financial aid is need-based and begins with the student applying through the federal financial aid form. Once the results of the FASFA are received by the ��ɫӰ�� financial aid office, each student’s application is reviewed and their awards are made. Students may be eligible for grants, loan, or work-related aid. Timing is everything, and with financial aid, earlier is always better. Students should adhere to all published deadlines to receive their optimal financial aid awards. For more information go to the Student Financial Services department.

Are scholarships available?

Scholarships are another form of financial aid which includes a review of the student’s academic, personal and financial information. Depending upon the scholarship, students may need to document volunteer and community service activities and write a personal statement describing their reason for enrollment at the college or other related information. Scholarships are awarded to eligible students in January and in April for use during the following term. Ask for a scholarship brochure from the admissions or financial aid office, or access the information through our academic catalog.

My student is covered by my health insurance. Do we need to purchase a college health insurance plan?

Health insurance is required by state law for all students registering for nine or more credits. To ensure that students have proper health insurance, the college provides students with the Community College Health Insurance Plan. Students will see a fee for this on their tuition and fees bill. If you have comparable health insurance through another carrier, students may waive the charge. This must be done no later than the first day of classes or your name will be submitted to the insurance company. Once submitted there will be no waiver or refund of the fee. Please note: free care does not constitute comparable coverage. For more information, go to the Student Accounts page.

Can I access my student’s grades?

The Family Educational Rights and Privacy Act of 1974 (FERPA) affords students certain rights with respect to their education records. The college cannot legally release information to anyone except for the student, including but not limited to grades, attendance records, and payment information. The only information that can be released, with the student’s permission, is “directory” information, which may include the student’s first and last name and middle initial, the city and state of the student’s billing address; the student’s declared programs of study; the student’s enrollment status (full or part time); and degree or certificate earned and academic honors.

Where can I access an academic calendar?

The college’s academic calendar can be accessed using this link.

What is the college’s class attendance policy?

Success in college is often related to class participation and attendance. Students are expected to attend ALL scheduled class meetings. If a student is unable to attend a class, it is the student’s responsibility to communicate with the instructor and makeup work that was missed as a result of his/her absence. Absence does not constitute an excuse for academic work due. Excessive absence is defined by each faculty member and included in the course syllabus. If a student is excessively absent, he or she may be withdrawn or receive a failing grade for the course.��ɫӰ�� supports the individual attendance policy as stated in every course syllabus. In the case of emergency or illness that will cause a student to miss three or more consecutive sessions, the student should notify his or her specific instructors. If a student expects to be absent for an extended period due to illness, accident, etc., he/she should notify the student services office (students need not call for an absence of one day).

Is there computer access on-campus?

Open-access computers are located in the library for academic and educational use. Computers are also available in the Academic Support Center and in labs on the second and third floors. Students can do research, homework, and prepare for presentations using these electronic resources. Wireless access is available to students wishing to access the college’s network capabilities; you can get more information on this service and sign up through the Information Services department, email helpdesk@mwcc.mass.edu.

Will my student have access to the fitness center at ��ɫӰ��?

Full-time ��ɫӰ�� students (12 credits or more) have access to at a discounted rate. The center features state-of-the-art equipment in a clean and friendly environment. The center is staffed with professional and certified personnel trained to assist your student in their recreational and fitness activities.

Is public transportation available?

The following transportation possibilities are available: Gardner Intra-City Busses; MART Fitchburg/Leominster Busses; MBTA Commuter Rail Service to Fitchburg only; Northern Tier and Vermont Transit Bus Lines. Further information on each is available in the student services office, room 141 or by calling MART at 978-345-7711.

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If you identify as a student who is also raising a family, while taking college courses, then this Career Panel discussion is for you! Our panelists recognize the opportunities and obstacles of a student-parent; come and hear their career path stories.

Register here:

Meet Our Student-Parent Panelists

Michel Cocuzza

Michel Cocuzza (she/her/hers) started her educational journey in the fall of 2015 after an almost 20-year hiatus from school. At that time she had 2 children ages 2.5 and 5, both in need of childcare in order for her to pursue her goals. Fortunately, Mount Wachusett Community College was one of only 2 colleges in Massachusetts that had the government-funded program CCAMPIS (Child Care Access Means Parents in School). Without this support and resource, Michel would not have been able to attend school. She was also involved with the Trio program at ��ɫӰ��. After receiving her Associate’s degree in December 2017 in Business with an Accounting concentration, she utilized the MassTransfer agreement between ��ɫӰ�� and FSU. She was able to transfer all of her credit into FSU and received a reduction in tuition by transferring with a GPA above 3.2. At Fitchburg State University Michel graduated in May 2019, Magna Cum Laude with a Bachelor’s degree in Business with a concentration in Accounting and a minor in International Studies. Michel is a current scholar at Salem State University in the HESA (Higher Education in Student Affairs) program. After graduating from FSU, Michel started her career path in accounting two days after graduation. She worked for a local non-profit organization as an accountant for nearly a year when she realized how much she missed the community and students on the ��ɫӰ�� campus. Her current role is a frontline staff member, Clerk III in the ACT (Advising, Career, and Transfer) office. This has brought her to the decision to pursue her current graduate program in Higher Education. Her aspirations are to become an Academic Advisor and Student Affairs Professional.

Curtis Lopes

Curtis Lopes graduated with an Associate’s Degree in Human Services from Mount Wachusett Community College in 2009, and has continued his education with Elms College towards his Bachelor’s Degree in Psychology.

Curtis is currently a Senior Program Director at the Robert F. Kennedy Children’s Actions Corps in Lancaster, a residential treatment center serving at risk youth, where he has been employed for the last 21 years. Prior to RFK, Curtis spent several years working for MOC as the Men’s Coordinator of Health Services. He has extensive experience in crisis intervention, mental health, case management, and working with adolescent populations.

While pursuing his education, and working full-time, Curtis was a single father with full custody of his son. Today, Curtis is not only a proud father, but also a proud grandfather of three grandchildren.

Michelle Lopez

Michelle Lopez is self-employed working under the umbrella of Coldwell Banker Residential Brokerage in Leominster, licensed Massachusetts Realtor for the past 11 years. Michelle has won many awards for being a top producer and recently ranked number 76 State-wide, which is a huge accomplishment because they have over 3000 agents in MA alone. She earned an Associate’s Degree in Business Administration at ��ɫӰ�� and is currently pursuing the 3+1 program with the Mount and St. Josephs College in Maine for a Bachelor’s Degree in Business. Michelle currently lives in Fitchburg, and has 4 kids ages 26, 21, 18 and 6; three of them still live with her. Prior to COVID-19, she was very involved with the community, including the chambers and other networking groups. Because of the current situation in which we are living, Michelle had to stop going to school to be home with her 6 year old who just started kindergarten….the struggles of being a single mom. Once her bachelor’s is complete, she would like to go to school for nursing. She always wanted to work in the medical field as a nurse or doctor.

Sadiya Clark

Sadiya Clark began her educational journey at Mount Wachusett Community College (��ɫӰ��) as a dual-enrollment student in spring 2013. Sadiya’s goal from the start was to become a Nurse, but as life happens, her journey took some twists and turns. In the spring of 2014, Sadiya discovered she was pregnant. She knew that raising a child, while attending classes, would not be easy. With support from the baby’s father, and their families, she remained in her studies and graduated from High School in 2014.

In the fall of 2014 Sadiya was able to become part of CCAMPIS (Child Care Access Means Parents in School), a federal program that helps pay a subsidized amount of the students child care costs, and supports the student through their education. Sadiya also became part of the Rx Trio program.

In December 2016, Sadiya graduated from the PN (Practical Nurse) program, and transitioned straight into the RN (Registered Nursing) program spring 2017. She completed the RN program in 2018. She did not stop there; she transferred to Fitchburg State University to obtain her BSN (Bachelors of Science in Nursing), and is currently working towards her Master’s in Nursing Forensic at the university.

Sadiya is a mother to three children; a daughter and son, she had while attending classes at ��ɫӰ��, and a stepson, her new husbands’ son she gained this past year! She is a nurse in the Emergency Room at Lowell General and works part-time at the maximum-security prison in Shirley, MA. Sadiya and her family bought a house in Gardner MA, where they now reside. After Sadiya has earned her Master’s she plans to go for her CRNA (Certified Registered Nurse Anesthetist), which will mean more school!

Albert Rolon

Albert Rolon is a Registered Nurse who works at Spectrum Health Systems’ Outpatient Methadone Clinic in Worcester since June 2014 and just started at UMASS Memorial on a per diem basis.�� Albert holds an LPN Certificate, earned in 2008, and a General Studies Associate’s Degree in May 2009; both from ��ɫӰ��.�� He earned an Associate’s degree in Science Nursing from Excelsior College in June 2019.�� He also earned a Bachelor of Science in Nursing in January 2021, and is pursuing a Master of Science in Nursing from Western Governors University.�� He has three children: a daughter who is 23, a son aged 20, and a 59 weeks old daughter.�� Albert’s hobbies include spending time with family, playing, and coaching bowling.

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Tips and Tricks

Graduation! Seems like ����’s just right around the corner. It’s��a busy time for those who are graduating this spring. Whether you are applying to a four-year��college��or preparing yourself for a��career��in your field, it��can seem overwhelming. Luckily, we have a few��tips that can help you with your future endeavors.��

Developing A Resume��

Developing a��resume is important��for life after college because������’s��what employers��expect��when you are seeking a job. A��resume is��also a key document that is used in the hiring��process for hiring managers that��communicates��to them��information about your��background and��qualifications��for��the job you are��interested in.����

��Here are some steps��for��creating a professional resume:��

• Choose��the��right��resume��format����
  • Chronological: places the professional history section first. This is useful if you��have��a��professional work history.������
  • Functional: emphasizes the skills section. This is useful��if you’re switching work industries.��
  • Combination: recognizes professional work experience. This is useful when��your��skills and��history are equally as important��
• Include��your��name��and��contact��information.��Be sure to make this prominent and include any additional links that may be��relevant��to your job search. E.g., links to a portfolio, blog, LinkedIn profile, etc.��
• Add��a summary or objective.��This explains your career goals and is good for those who have limited professional experience. It’s also there to describe��work experiences and skills that are relevant to the position you are applying to.��
• List��your��soft��and��hard��skills.��Consider what skills make you perfect for the job. Consider both hard (technical) and soft (interpersonal) you can use when changing jobs or industry��
• List��your��professional��history��with��keywords��from the job description in your��history bullets.��
• Include��an��education��section
  Tip:��If you haven’t graduated yet, you can��add��relevant course work, leadership positions, and your GPA (if higher than a 3.5)��
• Consider��adding��additional��options.��If there is space on your resume, consider making this an achievement or��interests��section,��especially��if you have little work or educational experience.��
• Format��your��resume.��Is your font size consistent? Did you check your spelling? Are your margins evenly spread out?��
• Tailor��for��each��position.��For each job, adjust some of the keywords in the skills section to what the employer needs. Also, change��what you emphasize in your professional history as well.��
• Proof Read!��Employers are looking for your attention to��detail. Be��sure your resume has��been proofread.��
  Tip: Read each word slowly out loud, you’d be surprised how much your brain auto-corrects your mistakes.����

��There are a number of free resources online to help you develop your resume, a quick search will lead you to many different sites.��

The Cover Letter��

A cover letter should be unique to each position you are applying��to and should accompany��your resume every time,��whether or not it��is requested. Oh,��and by the way, it should definitely use standard letter format!��

��Your cover letter should introduce you and clearly focus on your qualifications for the position. It should provide convincing and relevant evidence to persuade the hiring manager of your qualifications. Your cover letter should consistently address your��audience’s��knowledge level and concerns about your qualifications as well as address the specific needs of the employer. Finally, your letter should include a conclusion that strengthens your qualifications, thanks to the hiring manager, and provides a method of contacting you.��

Professional References

Many employers require professional references. They��generally��require��current or past co-workers and/or��direct supervisors.��Contact��anyone you want to use as a professional reference��ahead��of time��to get their approval��and ensure that they��will��be expecting a call or email from the hiring manager.��Plan on��having��three to five��people who can provide positive information about you in a professional capacity.��You may also ask them to provide a��recommendation��on��your��LinkedIn��profile.����

��Tip: Always��contact your references��ahead of time��so they have advance notice they may be called or emailed from a potential��employer.��

Develop Your Public Profile��

The first thing potential employers may do is check out your presence online.����is��often��the first place they will look.��LinkedIn is a social networking site used by both employers and individuals in order to network, apply for jobs, and much more.��Think of it as Facebook for professionals.��Another online resource is��. Founded in 2013, Handshake is an online networking portal connecting students and recent graduates with employers looking for new talent.��Stay tuned for more information on Handshake as ��ɫӰ����gets��closer to launching it this spring.��

LinkedIn allows employers to view your profile, qualifications, skills,��work��experience. Additionally, LinkedIn allows you to network and see who you might know at a company you��are��interested��in, and enable you to learn more about the hiring process before you even apply. LinkedIn also��allows for people you have worked with in the past to leave personal recommendations on your profile, another great bonus that hiring managers will see. You should treat your LinkedIn profile as your digital resume, making sure keywords in your personal summary and your objectives as well as within your work history descriptions. This can be similar, if not, the same as your summary on your resume. Employers will often do keyword searches on LinkedIn in order to find and recruit the talent they are looking for.����

Tip: Keeping your resume and��professional social profiles��up to date will help you next time you might need it!��

Check Your Privacy

Let’s talk about your personal brand. If you have other personal social media accounts��–��,��, etc.��–��you may want to take some time to comb through and check your privacy settings. Why?��Employers tend to do background checks and take a look at your social media profiles to see if you are qualified for the job. So,��unless you are ok with your future employer seeing all of your personal pictures and information, it may be time to do a personal brand audit.��

We Are Here��To��Help��

We realize preparing��for life after graduation may be stressful, but we have resources for you! ��ɫӰ�� offers you tools and services in order to help you with your job search, these include:��

• Assistance��With��Job Search��
• Job Search Tools��
• Salary Negotiations��
• Additional Resume Tips��
• How to dress for success��
• Interview Tips��

For more��information��about our services, visit ��ɫӰ��’s��Career��Services��at the Office of Advising, Career & Transfer��or to schedule an appointment for a one-on-one session, email��Career Services��or call��978-630-9325��

��

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What is the Difference?

The THRIVE Center is a newly added area to Mount Wachusett Community College that provides support for students. While the Academic Advising, Career, and Transfer office (ACT) also provides students with support, there are a few key differences. In this article, we will break down those differences and help you determine which area to contact.��

The Academic Advising, Career, and Transfer Office

The Academic Advising, Career, and Transfer office provide you with guidance and support when it comes to your academics and future after you graduate from ��ɫӰ��.

The Academic Advising Services Include:

• Keeping you on track with your program requirements
• Helping you navigate college policies and procedures
• Helping you identify college resources and support
• Supporting you in your academic success

The Career Advising team services cover both career planning and placement. They work with you to help prepare you for employment and connect you with job openings.

The Transfer Advising team assists and guides you through your educational planning if your goal is to transfer to a 4-year college or university.

The THRIVE Center

The THRIVE Center is essentially your personal care team at the Mount. If you are facing a challenge in your personal life that is getting in the way of your academic goals the THRIVE Center is the place to seek help. Additionally, the THRIVE team helps you if you are on academic probation or have satisfactory academic progress (SAP) issues.

Additionally, the THRIVE Center works with you and faculty, financial aid and the Dean of Students to identify, and support you with extra help to:

• Keep you on track with your program requirements
• Help you navigate college life
• Help you identify college resources and support
• Support you in your academic success

Essentially, the main difference between the ACT and THRIVE teams is in how many and what kind of challenges you find yourself with. If you have multiple issues, academically and/or personally, contact the THRIVE Center. If you are in need of extra support in your education or advice on your career goals, then the ACT Center is your go-to.

If you or someone you know needs academic support, please reach out– we are always here to help you succeed!

THRIVE Center: (978) 630-9327 | THRIVE@mwcc.mass.edu

Advising: (978) 630-9109�� |�� advisor@mwcc.mass.edu

Career: (978) 630-9325�� | careerservices@mwcc.mass.edu

Transfer: (978) 630-9109�� |�� transferadvisor@mwcc.mass.edu

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Top Tips for Online Learning

Understand how you learn and how that translates into the online environment.

The brain is a super complex organ, but we can demystify its complexity with a few overarching themes about how it works and therefore how you learn.

First, you learn by repeating the same neural pathway over and over again. So, you learn by repetition— ����’s important to actively, daily participate in your classes, even if you don’t necessarily have anything “due.” Read, review, take notes, quiz yourself, and do that again and again. Staying actively engaged as a form of repetition can help solidify the neural connections in your brain that enable you to learn the material.

Second, and connected to the first, you learn by building neural pathways. And you do that by making connections. You deepen your connection to material by asking questions, so reach out to your faculty members often; take advantage of office hours, virtual study groups, and do further research on your own. Find a way to make meaning of the material in a way that connects to your prior knowledge.

Third, your brain is constantly processing billions of bits of information, and you can help make sense of all this by getting and staying organized. Reviewing your syllabus on the first day of class is a great way to start. Mapping out all your due dates and assignments on a calendar or planner is another way. It is also a good idea to schedule time dedicated to online courses as though they were in-person live classes; to block off important due dates for assignments, tests, projects, synchronous events, etc. Check your email daily and communicate with the instructor weekly at a minimum.

Use the support services available to you.

Even though we’re all working remotely, we are still here for you—that includes , health services, disability services, veteran’s services, advising, counseling services and more. We are only a phone call or email away. To figure out what support you could use or how to get in touch with someone specifically, you can check in with the THRIVE Center. In the college environment, asking for help is considered a sign of strength. Please do it!

Third, get a solid understanding of the online tools available to you, starting with iConnect.

Utilizing this resource brings you to several applications you’ll use often – email, Blackboard, Mount 101 (getting started at ��ɫӰ��), and Hoonuit – our collection of on-demand videos. Our help guru Marty the mountain lion is at the bottom of the corner on that page for help. IConnect is also where you can find the link to download Office 365, which is available for free to all students.

We have online classes available that are at your own pace or that have scheduled online meetings. When planning your classes, you should understand what you might prefer better, and what would better work with your schedule. If you plan to take classes with scheduled online meetings, you need at least a microphone, and preferably a camera. Phones can work for this. Also, in a remote environment, it is great to have a computer or Chromebook, not just a phone or tablet. If you need one, please don’t hesitate to reach out.

And last but not least, care for your mental health.

We are all going through mental health struggles as a result of the pandemic. It is a normal response to a very abnormal situation. We can help. Please do not hesitate to reach out, no matter what’s going on. Also, just in general, the importance of consistent self-care such as eating well, moving around a bit and getting a good night’s sleep cannot be understated.

If you are struggling with mental health concerns, you can make an appointment for a phone or video call with a member of our Counseling Services team. Services are confidential and free. Visit our Counseling page for contact details.

About Thrive

The THRIVE Center is a one-stop-shop for student success. It is a space for students to meet for private conversations, group discussions, peer mentoring, and a myriad of other resources.

You can reach the THRIVE Center at THRIVE@mwcc.mass.edu or 978.630.9327. You can also schedule an appointment with us from the Thrive Center page.

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