What are Open Educational Resources?

Open Educational Resources are free educational resources that include textbooks, readings, and other materials used for learning. Open Educational Resources typically are licensed under a special license like a Creative Commons license, which tells the user how they can use the content beyond just accessing it for free. Users may be allowed to remix, revise, reuse, retain and redistribute (with attribution back to the original creator) depending on the license.����

Open educational resources (OER) are any resources available at little or no cost that can be used for teaching, learning, or research:

• textbooks
• course readings
• simulations
• games
• syllabi
• quizzes
• learning applications
• assessment tools
• any other material that can be used for educational purposes

Low-cost materials��

Low-cost materials are defined as those priced under $50. These may be provided directly by your faculty and uploaded into your course for easy access, or they may be listed through the campus bookstore as additional required materials. In either case, they are designed to ensure you have the resources needed to successfully complete your course while keeping expenses manageable.��

What is the difference between Open Educational Resources and Library Content?

Both Open Educational Resources and Library Content are free for you to access. The cool thing about Open Educational Resources is that in addition to being free for you to access, and depending on the license it has, your instructor may choose to customize an OER for your class (for example, by swapping in local examples to an OER reading).  ����

What counts as Library Content?��

The LaChance Library purchases annual database subscriptions, books, and other learning materials so that you have access to copyrighted content for free, behind paywalls.����

How you access library content:��

• In classes that use library content, your instructor may link to or upload library materials to Blackboard.����

• Search the catalog for books and items in our

• Search Everything in the digital collections from our

• Search the digital collection in a specific

• Use your �ڰ������� Photo ID to borrow materials, your ID doubles as your library card.��

• ��Off-campus, you can access content in our digital collections by logging in.

��

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As of 2025, Massachusetts has the����in the nation. Of course, teaching is more than just a career for some. Many individuals have a vocation toward teaching and find it fulfilling and meaningful. Whether you’re curious or answering a calling, it’s worth fully understanding what you need to study to become a teacher.

Your journey toward becoming a licensed teacher will include a combination of completing education and training programs, earning degrees, passing exams, gaining classroom experience and fulfilling state requirements. For many, the first step is building a strong foundation at a community college.

What Degrees Do You Need to Be a Teacher?

To become a licensed teacher in Massachusetts, you’ll typically need a bachelor’s degree. The journey often begins with an����to explore subjects and build skills before university.

Associate Degree

While some Early Childhood Education teaching positions may be accessible with an associate degree alone, an associate degree for aspiring teachers usually aims to prepare them to transfer into a bachelor’s program. The many��benefits of earning an associate degree��at a community college include:

1. Paying lower tuition fees, which reduces your overall education costs.
2. Exploring different subjects before committing to a specialized bachelor’s program.
3. Building a strong academic foundation and developing essential skills.
4. Unlocking transfer pathways for a seamless transition to a four-year university.
5. Receiving more personalized support in smaller classes.

Bachelor’s Degree

In Massachusetts, as in most states in the United States, a bachelor’s degree or higher is typically required to become a licensed teacher. While there are some alternative routes, transferring credits from your associate degree into a four-year bachelor’s program is a well-established pathway to becoming a teacher.

Many community colleges have transfer agreements with public and private four-year schools, allowing students to transfer seamlessly and complete their bachelor’s degrees. The Mount has��transfer agreements��with��Fitchburg State University, MCLA, Salem State University, Westfield State University, UMass Boston, Rivier University, and Southern New Hampshire University��that allow students to develop complete, valuable groundwork in community college before transferring to a university.

While any major is acceptable for elementary education, an aspiring secondary education teacher must have a degree or significant coursework in the subject they plan to teach. For example, a biology teacher must have completed a biology major or a large amount of coursework in the subject.

What Undergraduate Programs Are Best for Teachers?

While some students go straight from school to get a bachelor’s degree, many find a strategic advantage in starting their higher education journey at a community college. Beginning higher education in a community college can give aspiring teachers the chance to explore their options, build a solid base and save money before committing to a four-year program. By carefully selecting an associate degree, you can set yourself up for success in your future teaching career.

Various Associate Degrees

When it comes to what you have to study to become a teacher, there are many exciting options that you can choose from based on your interests. Aspiring teachers can choose from standard associate degree options, such as:

• Associate of Arts (AA):��This degree provides a broad foundation in the liberal arts, covering subjects like English, math, science, social sciences and humanities. It’s an excellent choice for students who want to explore different areas before specializing.
• Associate of Science (AS):��This degree is similar to the AA but emphasizes science and mathematics more. It is a good option for students interested in teaching STEM subjects.
• Associate of Applied Science (AAS):��This degree is tailored for students seeking immediate entry into a specific trade or career upon graduation. Majors often include fields like automotive technology, accounting or computer information systems.

While these broader options are perfectly suitable, community college students may also have the choice to specialise in associate degrees focused on education. For example, �ڰ������� offers����focused on��Early Childhood Education,��Elementary Education��and Secondary Education. The Mount has a��Secondary Education Degree Pathway agreement��with Fitchburg State, with the following programs included:

• Biology
• Chemistry
• English
• General science
• History
• Mathematics

While these more degrees include multiple subjects, they allow prospective teachers who know which subject they want to focus on to develop skills in their desired field before enrolling in a bachelor’s program.

Additional Helpful Courses and Experiences for Aspiring Teachers

Your degree coursework will provide essential pedagogical knowledge. Supplementing your studies with courses like psychology and philosophy, and with practical experiences like tutoring, can build your knowledge and skills. These areas offer unique perspectives and practical experience to enrich your understanding of students and the learning process.

Psychology

Future teachers can benefit from taking����to learn about human behavior and development. Courses that can support a teaching career include those focused on topics such as:

• Human growth and development
• Group dynamics
• Child development
• Children with special needs
• Trauma and resilience in children

Philosophy

Enrolling in����can expand your mind and help you develop critical thinking skills. Philosophy encourages students to question assumptions, analyze arguments and promote ethical reasoning. Philosophy helps students learn how to think and can help teachers understand their students.

Tuturing

While you’re studying to become a teacher, consider tutoring other students. Tutoring is an effective way to build practical teaching skills

What Certifications Should a Teacher Have?

Once you have earned your degree or degrees, becoming a certified teacher will require a couple of additional steps.

Licensure

Some of the things you’ll have to do to become a teacher will depend on where you live. For those residing in MA, you’ll have to pass the����(MTEL), which evaluates content knowledge in the subject you plan to teach. There are����for teachers in different positions and points in their careers:

• Temporary
• Provisional
• Initial
• Professional

Additional Requirements

There will be specific requirements for different roles. Here are some examples of requirements you will likely need to meet:

• Passing a criminal background check
• Gaining student teaching experience

Start Your Teaching Journey at �ڰ�������

Now that you have an idea of what to study to become a teacher, you can start planning your path to the classroom. Whether you’re straight out of high school or restarting your education after gaining some life experience, we’re open to students from all walks of life. Mount Wachusett Community College was founded in 1963 and offers quality education and assistance from our Career Services Center, which offers a wide range of tools and resources to assist students in their job search.

�ڰ������� is proud to be affordable, convenient and student-focused. Once you’ve completed your associate degree with �ڰ�������, you can use��our transfer services��to help you transition and earn your bachelor’s degree. We look forward to hearing from you and hope you will��request more information��if you have any questions.

If you’re a transfer student or ready to take the first step in your teaching journey,��fill out an application��today!

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If you consider yourself a history buff or just love learning about the world around you, becoming a historian is an exciting career option to consider. Historians have a unique role that lets them live with one foot in the past and the other in the present, ultimately helping guide society as it learns and evolves.

Let’s review what you have to study to become a historian and what type of experience you need to excel in the field.

What Exactly Does a Historian Do?

To understand what you need to study to become a historian, it helps to break down what these professionals do and where they’re employed. “Historian” is a broad term referring to someone who has studied history and uses their expertise to research, assess or interpret how and why events of the past took place. It’s more than memorizing dates and names of public figures — historians bridge the gap between history and the present day through teaching, advising or analysis.

You’ll find them in a variety of professional roles, such as the following:

• Teacher or professor
• Living history interpreter
• Politician or government official
• Writer or journalist
• Archaeologist
• Anthropologist
• Librarian or archivist
• Museum educator
• Analyst or consultant

What Degree Do You Need to Be a Historian?

Most historians have a master’s degree or Ph.D., and many hold additional degrees in other subjects based on their concentration. While a bachelor’s degree in history is certainly helpful, earning an advanced degree in the subject can be beneficial if you choose your courses well and get plenty of hands-on experience along the way. A bachelor’s degree in political science, humanities or social sciences may also be helpful.

What to Study as an Undergraduate Student

History is an enormous, multifaceted subject, which is why historians typically specialize in a specific subject, era, geographic region, culture or demographic. It’s one of the few professions that is truly customizable — you can combine almost any topic with history to design a path that fits your interests. For example, here are some topics you might specialize in:

• Art
• Law
• Political science
• Anthropology
• Information sciences
• Economics
• Medicine
• Sociology
• Architecture
• Military
• Literary classics

While you don’t have to know your concentration before enrolling in an undergraduate program, it’s a good idea to use that time to explore your options. Take as many history courses and related electives as you can, and note which ones you do and don’t enjoy. Try to think beyond the lecture or class structure when assessing your interests. What homework assignments were your favorite? Which eras, movements, or public figures stuck with you long after class ended?

Because you’ll likely pursue an advanced degree, it also helps to begin your undergraduate career at a community college. This lets you build your educational foundation at a lower cost��before finishing your degree��at a four-year school. Mount Wachusett Community College’s����or��History and Political Science program��are great places to start if you’re eager to explore other cultures, worldviews, and United States or global history.

Other Helpful Subjects to Study

There’s more to being a successful historian than learning the past. Studying the following subjects through electives or a dual major could be very beneficial:

• Communication:��A good historian knows how to communicate effectively in both written and verbal formats. A secondary degree in English or communication would be helpful, especially if you plan to pursue a public-facing role. At the very least, consider taking a public speaking or writing elective to help you build those skills.
• Language:��Learning another language opens you up to countless possibilities professionally and academically, especially if you’re interested in global or ancient history. A linguistics degree may also be worth exploring if you’re interested in the idea of how language and history intertwine.
• Statistics:��Many historians go on to become consultants or analysts for businesses, nonprofits or government offices. A statistics elective or minor will teach you how to work with quantitative data to better understand historical patterns and make more informed assessments as a professional.
• Geography:��Geography and history go hand in hand — plan to take at least one course if you want a better grasp of how people and places shape and relate to each other.
• Sociology:��Sociology is the study of society and human relationships, which can equip historians with the context and information to better understand people groups, cultures and the way communities change over time.

Certain advanced degrees also pair well with history, such as library and information sciences or law, and are good to consider once you’ve completed your undergraduate studies.

How to Prepare for Becoming a Historian

There are several actions you can take beyond your coursework to prepare for a career in history.

1. Get Some Field Experience

Hands-on experience is crucial when pursuing a career as a historian. While you’re in college, take advantage of any internships, practicums or field work opportunities that come your way, even if they’re not in your specific area of interest. You should also consider volunteering or getting a part-time position at a museum, historical society or similar. When the time comes to start your master’s degree, a graduate assistantship position can help you gain experience as you go.

You can also start familiarizing yourself with places like local archives to get experience dealing with primary sources and artifacts.

2. Work With a Mentor

Many college students and young professionals benefit from working with a mentor, whether that’s an academic advisor at school or an active professional in the field. Experienced historians can help you decide what you might like to specialize in, provide practical tips for landing a good job and offer valuable perspective about the state of the industry.

3. Expand Your Knowledge and Skill Set

Consider taking classes outside of college to learn new skills or develop existing ones. For example, obtaining a certification in another language or enrolling in an archaeology or preservation workshop can bolster your resume and teach you things you can’t learn in lectures. Grant writing courses are also valuable in this profession.

4. Network With Others

Joining a professional organization, such as the����or��, is one of the best ways to stay up to date on industry trends and network with peers and other professionals. You can also attend conferences and seminars to learn more about specific interests or develop skills beyond the classroom. These types of events let you connect with potential employers and organizations and expand your reach.

Let �ڰ������� Be Your Stepping Stone to a Career in History

Becoming a historian is a worthwhile and exciting pursuit, but it also requires a lot of time spent in the classroom. Earning a bachelor’s, master’s and potentially a doctorate degree is a costly investment. Planning early and starting strong at a community college is an excellent way to minimize future debt without sacrificing the quality of your education. Mount Wachusett Community College lets you explore your academic interests and start taking core courses without the hefty price tag.

Many of our students transfer to a four-year school after their time at �ڰ�������, armed with a jump-start on their bachelor’s degree that puts them ahead of the curve. Students also benefit from our Career Services Center, which is here to help you plan your professional path.

Request more information today, or��schedule a campus tour��to see why �ڰ������� is right for you.

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Emergency medical technicians (EMTs)��and paramedics are first responders trained to treat patients in an emergency and transport them to a hospital, but is an EMT the same as a paramedic?

Emergency��medical services��(EMS)��is the system that provides emergency medical care through a��coordinated response.��EMTs and paramedics both provide emergency medical services. When they arrive at an emergency, their roles seem similar. Some of their duties overlap — however, their training and the scope of care they perform differ.

If you are considering further studying to become an EMT or paramedic, this article will help you understand��the differences between EMTs and paramedics.��Read on��to compare��the two.

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Quick Links

• The Differences Between EMTs and Paramedics
• What is an EMT?
• How Do You Become an EMT?
• What is a Paramedic?
• How Do You Become a Paramedic?
• Roles and Responsibilities of EMTs vs. Paramedics
• Salary and Job Outlook for EMTs and Paramedics
• Frequently Asked Questions
• Train to Become an EMT or Paramedic at �ڰ�������

The Differences Between EMTs and Paramedics

The difference between EMTs and paramedics lies in the amount and complexity of their education and training, and the level of care they provide. These differences include:

• Entry requirements
• Education required
• Certification options
• Recertification options
• Roles and responsibilities
• Average annual salaries

What is an EMT?

An EMT, or emergency medical technician, is a health care professional and member of the EMS. They provide immediate and basic emergency medical care to critically ill or injured patients. Massachusetts has��,��making them the most common EMS providers in the state.

In an emergency, 911 sends EMTs��to a scene��to��work alongside the police and firefighters. EMTs examine a patient’s��condition, stabilize them��and transport them to the hospital in an ambulance. While in transit, EMTs are responsible for monitoring the patient��and providing care until they reach the hospital. They also inform the hospital of the patient’s injuries or illness.

How Do You Become an EMT?

The steps you must take will vary by state due to the different legal requirements, though the general steps will be similar. You can receive��two types of EMT training in Massachusetts��— EMT-Basic and Advanced EMT.

EMT-Basic��training programs��involve lectures, demonstrations and practical��applications��of the skills necessary in emergencies. Topics covered during instruction include common medical emergencies, childbirth, working with children, environmental crises and extrication from motor vehicles. Following training, candidates sit for exams from��the����(OEMS)��and the����(NREMT).

Here are the EMT-Basic requirements:

1. Most programs require that applicants be at least 18 years old.
2. Complete your basic educational requirements��—��a high school or��general educational development (GED)��diploma.
3. Complete a cardiopulmonary resuscitation (CPR)��certification����or the American Red Cross.
4. Enroll in��a state-approved EMT educational program��and��complete approximately 150 hours of training.
5. Obtain the National Registry Emergency Medical Technician (NREMT) certification��by passing the psychomotor and cognitive exams.
6. Once��you have your��NREMT��certification, you’ll need a Massachusetts certification to work as an EMT in the��Commonwealth.

To become an advanced EMT, you must complete all the above requirements in addition to Advanced EMT training. Advanced EMTs provide the same care as basic trained EMTs. However, they can additionally administer some medications and fluids. They��are��also��more qualified��to operate more advanced medical equipment in the ambulance.

The Advanced EMT course consists of:

1. Instructional learning that follows the��.
2. Clinical rotations participation and field internships.

Once certified, EMTs can work for private ambulance services, governments, police departments, fire departments or hospitals. They��will work under a medical director or physician.

What is a Paramedic?

A paramedic is a highly trained health care professional who specializes in emergency medical care outside hospital settings. The care they provide is��on par��with that you’ll receive in��an emergency room.��However, they’ll mainly work in ambulances and other mobile units.

Paramedics undergo more training than EMTs, which prepares them to treat acute illnesses and injuries.��They have the complex knowledge and skills to perform patient care with advanced equipment. Paramedics provide advanced life support using equipment such as defibrillators, administer medications and perform lifesaving procedures like tracheotomy.

The training for paramedics is much more robust. Through this extensive training, they learn physiology, cardiology, medical procedures and medications.

How Do You Become a Paramedic?

To become a paramedic, you’ll follow a similar path to becoming an EMT. However, a��paramedic is the highest level of��an��EMT.��So, aspiring paramedics must��first need training to become��an��EMT and then do more advanced training to qualify as a paramedic.

The��Paramedic Technology Program��at��Mount Wachusett Community College (�ڰ�������)��is a hands-on curriculum��with��additional certifications such as advanced cardiac life support, emergency pediatric care, neonatal resuscitation and more.

Here are the steps that you can take to become a professional paramedic:

1. Complete EMT-Basic and Advanced EMT certifications.
2. Enroll in��a state-approved paramedic technology program that consists of at least 1,200 hours. �ڰ������� is����for the National Association of Emergency Medical Technicians��Certification Courses and offers an 18-month program.
3. Pass the����upon completion of the��paramedic technology program.
4. Obtaining��a license��in your state��after your certification.

Paramedics can work in ambulance services once they have completed training and certification. In this setting, they work alongside EMTs. They can also work for air ambulances and fire services.

Request More Information

Roles and Responsibilities of EMTs vs. Paramedics

EMTs and paramedics share several job duties, such as:

• Responding to 911 emergency calls
• Driving the ambulance
• Providing first aid
• Providing basic life support
• Transferring patients to the hospital’s emergency department
• Informing hospital��staff��about the patient’s��state
• Creating and keeping patient records
• Keeping inventory of supplies

In addition to the above, paramedics are responsible for the following duties:

• Leading the team in the field
• Administering medication via intravenous (IV) or infusion
• Stitching wounds
• Providing advanced airway management
• Applying pacemakers
• Reading electrocardiograms (ECGs or EKGs)
• Providing advanced cardiac life support
• Delivering babies in the event of an emergency

Salary and Job Outlook for EMTs and Paramedics

According to the U.S. Bureau of Labor Statistics (BLS), the job outlook for EMTs and paramedics is����between 2023 and 2033. That would equate to over 19,000 job openings annually for 10 years.

Each profession’s pay can vary based on different factors like location, work setting and experience. Of course, the main factor at play is the profession itself, with paramedics earning more than EMTs.

According to the BLS, EMTs earned a����in May 2024. EMTs can potentially increase their pay by completing Advanced EMT training. Another way to improve your pay potential as an EMT is to work in different locations, like outpatient care centers and private general medical and surgical hospitals.

BLS data shows paramedics earned a����in May 2024. This is a significant hike in salary potential compared to EMTs. The same data shows paramedics can earn more in local government, excluding education and hospitals, and physicians’ offices.

Frequently Asked Questions

Got any lingering questions on your mind? Please reference these EMT and paramedic FAQs.

Can an EMT Become a Paramedic?

An EMT can become a paramedic by completing additional training, an accredited paramedic program and passing the NREMT certification exam. You’ll also need to acquire applicable state licensure.

Is Being a Paramedic Harder Than Being an EMT?

Paramedics are responsible for more advanced emergency medical care duties than EMTs.��Paramedics must undergo more complex training and build an advanced skill set. They’re also responsible for a wider set of responsibilities.

What Pays More, an EMT or a Paramedic?

EMT and paramedic training and certification differ — paramedics are authorized to perform more advanced medical procedures than EMTs, and so they tend to earn more than EMTs in the U.S. However, average salaries vary based on location, work setting and experience.

What Are the State Requirements for EMT and Paramedic Certification in Massachusetts?

To become an EMT or paramedic in Massachusetts, you must complete the NREMT certification at the corresponding level. These levels include EMT-Basic, Advanced EMT or Paramedic. After completion, you must apply for state certification through the OEMS. Both professions must also obtain a CPR certification.

Train to Become an EMT or Paramedic at �ڰ�������

EMTs and��paramedics��play an essential role in health care. They are the first to respond to a scene and help patients needing urgent medical attention. Whether you are starting training to become an EMT or seeking advanced training to become a paramedic, our programs will help you to advance your��skill set.

Our��EMS and EMT training program��will introduce you to the fundamentals of life-threatening emergencies and injuries.��Our��Paramedic Technology program��is a more intense, fast-paced program that equips you to make critical health care decisions under pressure.

If you��want to pursue��a rewarding career in emergency medical services, take the first step today and��learn more about our programs!

Apply Now

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Julian Anderson, originally of Hanson, started his �ڰ������� with a selfie. This would normally not be anything to shout about, but Julian posted a selfie in the parking lot of the school every day, 283 times over the course of two years. He became affectionately known as “Parking Lot Selfie Guy” to �ڰ������� campus app users.

Between selfies, Anderson earned high honors and was a member of the Commonwealth Honors Program. He also earned the Media Arts and Technology Audio Engineering Curriculum Award.

Anderson credits the supportiveness of the staff and faculty at �ڰ������� for his success.

“I am deeply grateful for the experiences, connections, and support I received during my time here. From the very beginning, at the New Student Welcome, I felt the warmth and dedication of this institution. The event, filled with free food, music, and helpful staff, set the tone for what would become a transformative journey,” Anderson states. “Mount Wachusett is a place where every day feels like a celebration of student success, thanks to the unwavering commitment of its staff to go above and beyond for their students.”

Anderson quickly found that the staff at Mount Wachusett embodied the spirit of community, always ready to assist students, even beyond their official roles, “Whether it was finding free pizza or offering advice, their dedication made every challenge feel surmountable.”

The friendships and bonds Anderson formed with fellow students were invaluable. Sharing his journey with others who were just as nervous and inexperienced created a sense of belonging and mutual support that made the college experience truly special.

Anderson calls graduating from Mount Wachusett Community College a testament to hard work, perseverance, and the strength of community.

“The college’s emphasis on fostering connections, addressing fears, and providing unwavering support made the goal of completing college not just achievable but deeply rewarding,” he shared.

Anderson plans to put his Associate Degree in Media Arts and Technology to work, he is actively seeking a role as an audio engineer. Here at �ڰ�������, we will miss seeing Parking Lot Selfie Guy every morning on our campus app feed.

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Sara Leopaldi is a passionate advocate, leader, and changemaker whose commitment to service has left a profound impact on the Mount Wachusett Community College (�ڰ�������) campus and the wider region it serves. As the 2025 recipient of the prestigious Service Above Self Award, Sara has distinguished herself through her unwavering dedication to supporting student parents, expanding access to early childhood education, and fostering inclusive, supportive environments for families navigating higher education.

By a personal connection to Autism, she pursued a degree in Early Childhood Education for Exceptional Children while simultaneously leading �ڰ�������’s Child Watch program and serving as a Newman Civic Fellow. Whether presenting at national conferences or organizing community-centered workshops, Sara’s leadership exemplifies the power of empathy, service, and a deep-rooted belief in creating lasting change.

First off, congratulations on receiving the Newman Fellowship! What was that like for you?

Receiving the Newman fellowship and taking part in the workshops and opportunities provided was a life-changing experience in my education and my personal growth.

How did you find out you got it, and what went through your head when you did?

I was told by Ann Reynolds that I�� was receiving the Newman Fellowship and when I attended the service learning award ceremony I was awarded this Newman Fellowship but had no idea what this was or the extent it would impact my life.

My head could not wrap my head around the fact I was being given this prestigious opportunity for the work I have done for the community. I have never been the student with honors or the student getting an award so this was a whole new experience and feeling for me. I truly did not believe I deserved this Newman fellowship at first. I thought to myself they have the wrong person for this and why would they choose me? I haven’t even done that much.

What was it like going to the ceremony?

Being awarded the Newman Fellowship was a truly unforgettable experience. From the ceremony at �ڰ������� to attending every workshop offered by Campus Compact and the fellowship, to finally participating in the Newman Convening in Chicago—it was a journey of growth and discovery.

In the months following the fellowship announcement, I immersed myself in leadership development workshops, gaining insight into what it truly means to be an intentional community leader. These workshops covered topics such as public policy, trauma-informed care, Civic Engagement, and how to create positive change within communities. I learned so much—not just from the content, but also by connecting with students from across the country, all engaged in different types of civic work on their campuses.

One of the most impactful parts of the experience was the opportunity to build relationships and collaborate with these future community leaders through Zoom workshops. The highlight was attending the Newman Convening in Chicago, a three-day event packed with sessions focused on civic engagement and community leadership. When I first arrived at the convening, I honestly felt out of place. I didn’t fully understand what civic engagement was, and I was surrounded by students who had already made such profound impacts on their campuses and in their communities.

But everything shifted on that first day. I found myself in a session about creating change on campus, listening to others share their journeys. At that moment, I began to see why I was chosen for this honor. I realized just how much I had already done for my own campus and community. The other Newman Fellows, who I had been nervous to meet, quickly became friends and collaborators—people I continue to work with today. The friendships, knowledge, and skills I gained through this experience have shaped me into a stronger community leader and a better human being, committed to creating positive change not just on campus, but in the wider community.

This opportunity also profoundly boosted my confidence and self-esteem. As someone who has struggled with self-doubt, it was humbling to be surrounded by such accomplished scholars—people who reminded me that I do deserve to be here, and that I am making a meaningful difference in the lives of children and families in my community.

What advice would you give to someone thinking about applying for the Newman Fellowship? Anything you learned during the process that could help someone else?

The advice I would give is this: Don’t just accept the Newman Fellowship and consider it done—fully engage with everything it offers. Take part in as many workshops as you can, and if at all possible, attend the Newman Convening.

I also highly recommend applying for the mini-grant to help create even more positive change on your campus. Truly participating in the fellowship—not just accepting the title—can be a life-changing experience. It opens the door to incredible opportunities for personal growth, leadership development, and meaningful connections with others who are deeply passionate about civic engagement.

Being a Newman Fellow is a distinguished honor and should be taken seriously. Don’t let this opportunity for growth and networking pass you by—it’s something you don’t want to look back on with regret.

Let’s talk about student-parent support—how’s that going? Do you have a sense of how many student parents are using the service right now? Is there still room for more folks to join in?

This semester, we have served over 50 parents and more than 100 children. However, we currently have many student parents on a waitlist due to limited room space. Our current room can only accommodate a maximum of eight children, which creates significant challenges for our service program’s infrastructure on campus. As a result, we are unable to serve every student parent or assist every family in need because of these limitations.

What are the hours like for student-parent support services? And are there any plans to expand—maybe even bring them to the Leominster campus?

Our hours are based on student-parent schedules, but we are typically open from 8:00 AM until at least 4:00 PM. While we would love to expand our services, doing so requires additional funding and resources, which we currently lack. Expanding to the Leominster campus is part of our plan, but we need to ensure we have a bigger room and ample resources on the Gardner campus first.

Do you have a favorite memory or moment from your time working on these student support initiatives? Something that made you smile, or maybe reminded you why you do the work you do.

Every single day I come to work, I’m reminded of why I do this—it’s for the children and their families. Not everyone has a “village” to help them raise a family while earning a degree. As a student parent myself, I’ve made it my mission to ensure these children and families have access to all the resources and support they need, both on and off campus. Many memories are etched into my mind, from children learning to walk and talk, to helping families apply for housing, to guiding parents on how to play and engage with their children through specific challenges.

However, the memory I hold most dearly is one I will never forget: giving a young boy the opportunity to watch his mom walk across the stage at graduation. It was just the two of them—no extended family or friends to support them. We became their village. When his mom’s name was called, and she walked across that stage, this seven-year-old was bursting with pride, cheering his mom on. She was incredibly grateful, and that moment was something that child will carry with him for the rest of his life.

What kind of impact do you hope programs like the Newman Fellowship or student-parent support have on the community here? Big or small—what kind of changes would be a win in your eyes?

I hope the impact of the Newman Fellowship encourages more fellows to actively engage in shaping and improving our community, regardless of the challenges posed by the political climate. Regarding student-parent support, I hope these parents gain more recognition for their unique contributions. Data shows that student parents often have higher GPAs and retention rates compared to traditional students—provided they have access to the right resources and support for success.

Programs like the child watch service are creating greater accessibility for an undervalued and often overlooked population, making a meaningful difference in their lives. One change that could significantly improve our service would be acquiring a larger room with the proper equipment to better care for these children and families on campus.

What’s next for you? Any upcoming projects or goals you’re excited about—personally or within the college?

“What’s next for me?” is a question I keep asking myself. While I don’t have a full answer yet, I do know that I will be transferring to Framingham State University to pursue my bachelor’s degree in Early Childhood Education through a community-based program and minoring in American Sign Language.

I will continue my work at �ڰ������� for now, but I’m uncertain where my journey will lead in the future. One thing I do know for sure is that I will continue working with children and families, supporting their well-being and success as they grow and thrive.

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Katie Rains, a member of the Class of 2025, shared her educational journey with us as she was preparing to graduate in May.
Born into a bustling household as the middle child of seven siblings, Katie initially found comfort in staying under the radar, navigating life quietly amidst the chaos. She admits to avoiding challenges, whether it was mastering times tables or contemplating her future beyond marriage and motherhood, a path she felt predestined to follow.

However, Katie’s story took a decisive turn when she reluctantly found herself pushed into the advisor’s office at �ڰ�������.
College, as she quickly discovered, was about stepping beyond comfort zones—socially, academically, and mentally. Despite her aversion to social exposure and reluctance to seek help, Katie embraced the challenges presented to her, eventually joining the honors program on the recommendation of a mentor. This decision proved transformative, broadening her horizons and instilling in her a newfound passion for learning that she had never envisioned for herself.

“Being here at The Mount has opened a whole new chapter for me that I never thought would even be written,” Katie states. “I have found love and value in learning. I actually want to learn new things, which is something fifteen-year-old me would have found ridiculous.”

At �ڰ�������, Katie found inspiration in her peers, as they each embarked on their own diverse educational journeys. “I have had the pleasure of meeting people of all ages. Some of my favorite classmates have been older adults who have grown up, had kids, had a career, and decided there was more they wanted to learn or a completely different career they want to pursue in their later adulthood.”

Katie’s journey challenged her to redefine success on her own terms, discovering that true fulfillment lies in aligning personal growth with individual happiness. She encourages her fellow classmates to embrace the freedom of choice that lies ahead and emphasizing that life’s richness comes from pushing beyond comfort and embracing personal passions. Katie’s journey exemplifies resilience, growth, and the transformative power of education, inspiring others to carve their own paths towards happiness and success.

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Students in Mount Wachusett Community College’s Early College Fire Science class “Principles of Emergency Services” experienced an extraordinary in-person learning day with a visit from Massachusetts State Police Sergeant Daniel Jones. The session explored the critical roles and responsibilities of the State Police’s Explosive Ordnance Disposal (EOD) unit and their collaboration with the fire service.

Classroom Insights and Hands-On Experiences

Sergeant Jones began with a classroom overview, setting the stage for an engaging exploration into the world of bomb technicians. Students gained firsthand knowledge of the specialized equipment used in EOD operations, followed by an immersive tour that showcased these tools in action.

One of the highlights of the day was the opportunity for students to interact directly with the equipment. They not only observed but also actively participated in demonstrations, including trying on the bomb suit, giving them an appreciation of the weight and mobility the suit provides to bomb technicians in the line of duty.

Students were also introduced to portable x-ray machines and advanced robotic technologies utilized by the State Police EOD team. These demonstrations provided a tangible understanding of the precision and innovation required in handling explosive devices safely and effectively.

Also in attendance was Sergeant Jones’ partner, K-9 Tessa, a 3-year-old German short hair who was rescued from an abusive environment. Tessa has undergone rigorous training to become a TSA-approved explosive detection K-9 and is currently stationed at Logan International.

“We thank Sgt. Jones and Tessa for joining us,” stated Timothy Shea, Adjunct Professor of Fire Science and Deputy Fire Chief at the Devens, MA Fire Department. “Their visit has certainly left a lasting impression on the students and underscored the value of combining classroom learning with real-world applications.”

The �ڰ������� Fire Science Dual Enrollment program offers high school juniors and seniors the ability to explore a career in the fire service and earn college credits while in high school. Summer opportunities are also available; the course “Hazardous Materials Chemistry” is being offered this summer. The course runs online from May 19 through July 21, with an in-person service day on June 14^th at the Devens Fire Department.

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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 �ڰ������� 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—it’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”—it’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; it’s about prevention, education, and building community-based support systems.

How can students know when it’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—it’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—it’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 it’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—it’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—it’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 it’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.

Quick Links

• What Degree Do You Need to Be an Architect?
• What Undergraduate Programs Are Best for Architects?
• Do Architects Need a License?
• What Certificates Do Architects Need?
• Other Helpful Subjects and Courses
• Start Your Architecture Journey at �ڰ�������

If you are interested in a career that blends engineering with creativity, then architecture might be for you. As an architect, you’ll design residential and commercial buildings and other functional yet appealing structures.

This career path has a promising outlook. According to the United States Bureau of Labor Statistics, the number of����between 2023 and 2033 — which is faster than average.

If you’re ready to start your journey, the first step is knowing what to study to become an architect.

What Degree Do You Need to Be an Architect?

To become an architect, you must complete a relevant degree. Let’s discuss what you have to study to become an architect.

1. Associate Degree

Whether you have just finished high school or are considering a career change, an associate degree is a good place to start. This is especially true if you want to save money before transferring to a bachelor’s program. An��Engineering Physics Degree��is one option.

While “architecture” isn’t in the degree’s name, the science, technology, engineering and mathematics (STEM) knowledge you’ll gain contributes to a successful architecture career. And at Mount Wachusett Community College (�ڰ�������), you’ll gain valuable hands-on training and experience.

We also have transfer agreements with private and public four-year schools, including Northeastern University and Fitchburg State University, so you can complete your bachelor’s degree after earning your associate degree. We designed our program based on STEM core requirements — so transferring your credits to another higher education institution is easier.

2. Bachelor’s Degree

To begin an architecture career, you will need to complete a five-year Bachelor of Architecture (BArch). A BArch degree involves a mix of classroom and studio experience that will help you understand architecture fundamentals. Depending on where you study, BArch programs can include classes related to:

• Building systems.
• Computer-aided design and drafting (CADD).
• Design communication.
• Electrical and fire safety.
• Lighting and ventilation.
• Project management.

For many states, a BArch degree must be accredited by the��. If you want to know about your state’s requirements, the����provides information on state licensing requirements for architects.

3. Master’s Degree

If it aligns with your career goals, you can also complete a Master of Architecture (MArch). A Master of Architecture program is typically best for students who want to specialize in a particular area or whose undergraduate architecture program is not accredited by the NAAB. However, these individuals can also earn their initial license in����that offer pathways for applicants who do not hold a degree from a NAAB-accredited program.

What Undergraduate Programs Are Best for Architects?

There are a few undergraduate programs you can explore to become an architect, depending on your passions and goals.

1. Architecture

An architecture program, particularly a BArch, is a straightforward path. A BArch focuses on theory and design and the historical and technical aspects of buildings and spaces. If you want to become a licensed architect, this is the most direct route, and it often requires an internship to complete licensure requirements.

2. Architecture Engineering

This program blends architecture with engineering. You’ll typically focus on the technical side, learning how buildings are designed to be structurally sound and sustainable. It’s ideal if you want to be involved in the technical and mechanical systems of buildings while working closely with architects.

3. Civil Engineering

Civil engineering is broader than architecture. This program focuses on the design and construction of infrastructure like roads, bridges and even water systems. If you’re interested in the structural, transportation and environmental side of architecture — or large-scale projects — this could be a good fit. However, it’s more engineering-focused than architecture-focused.

4. Interior Architecture

If you’re more passionate about interior design and creating functional yet aesthetically pleasing spaces, this program may be for you. Interior architecture generally focuses on the design of interior environments, often with an emphasis on architecture. It’s a great option if you’re interested in the human experience within built spaces and want to work on residential and commercial interiors.

5. Construction Management

This program focuses on the management side of building projects, from budgeting and scheduling to delegating and overseeing construction processes. While it’s not design-orientated like architecture, it’s perfect if you want to work on the project management side of the profession.

Do Architects Need a License?

Yes, to become an architect in the U.S., you will need a license. More specifically, you must pass the����offered by the NCARB. The ARE is a multipart exam that tests your architecture knowledge and skills in various divisions.

However, you must first be eligible to take this exam. Graduates who earned a BArch degree from a NAAB-accredited institution must complete a lengthy period of paid internship experience. Most graduates can complete their training by working at an architecture company through the����— previously known as the Internship Development Program (IDP).

The NCARB also offers the��. This accelerated pathway option allows you to complete your ARE experience and exam requirements while earning your BArch degree. Ensure you����according to your state.

Once you’ve completed the ARE, you can apply for your state’s architecture license.

What Certificates Do Architects Need?

Whether you recently received your license or have been a practicing architect for years, you can pursue the NCARB Certificate. This certificate may not be required, but it can add value to your resume and help you stand out from the crowd. There are numerous��, including gaining access to free continuing education courses.

Although the requirements may vary, many states require you to complete some form of continuing education (CE) to keep your license active. You can use����to see your state’s requirements. With the NCARB certificate, you gain free access to����— which cost $25 each for non-certificate holders. You can find other CE opportunities through relevant workshops, conferences, courses and university classes.

Other Helpful Subjects and Courses

A few electives and supplemental subjects can prepare you for a successful architecture career. These subjects include:

• Mathematics: Architecture involves complex calculations to ensure buildings are stable. Architects must also stay within budget with their projects.
• Physics and chemistry: Physics teaches engineering and structural concepts, and chemistry helps you understand building materials and how they interact.
• Technology: Knowledge of software like AutoCAD, Geographic Information Systems (GISs) and Stata is invaluable.
• Art and drawing: You’re also an artist in this profession, and you’ll have to draft plans and ideas. It’s common to have a portfolio of your work.
• Architecture history and humanities: You must understand architecture history and humanities to some extent. This information gives you a perspective on how this profession evolved.

Start Your Architecture Journey at �ڰ�������

Now that you know what to do to become an architect, you can start your journey at The Mount. �ڰ�������’s Engineering Physics Associate Degree offers a quality education at an affordable price. Our program is designed to develop your analytical skills to support a successful career in architecture or any other engineering and physics profession.

After graduating, you can transfer to a four-year institution to further your education — helping you save time and money in the long run. Apply at �ڰ������� now to take the first step toward a rewarding career, or request more information about our programs.

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