All posts by Owen Devlin, Correspondent

Features

Tutoring Center makes a difference for students

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Northern Essex Community College offers a variety of one-on-one support services that students can take advantage of while on campus, including the Tutoring Center. Students can utilize this resource if they are seeking help on a particular assignment from a professional tutor. Students can also connect with a tutor if they are looking to receive feedback on a completed assignment, too.
According to NECC Tutoring Center academic coordinator Jennifer Levesque, the purpose of the Tutoring Center is to equip students with the necessary skills to help them become more confident and successful in their classes.
As academic coordinator of the Tutoring Center, Levesque is responsible for a number of different tasks, including supervising and scheduling tutors to work with students. Additionally, Leveque is responsible for offering assistance in any situation that may arise if necessary.
The staff in the Tutoring Center can assist students if they are having difficulty in subjects like math, science, chemistry and statistics. Tutors can also assist students with any kind of writing assignment regardless of the course it is for.
According to Levesque, when the college transitioned to a remote learning format, it was challenging for tutors to conduct meetings over Zoom because they had to adapt to new technology. Although this was quite a process, tutors eventually became comfortable with it, and were more than happy to connect with students over Zoom to offer their assistance.
“There was a little time to adjust to everything, but the students and tutors adjusted very well. The tutors were willing to help students in any way they could. Many of the tutors connected with students over Zoom for check-ins to see how they were doing, and to see if there was anything they could help them with,” said Levesque.
Currently, tutors are continuing to meet with students remotely, but have started to resume in-person sessions on the Lawrence and Haverhill campuses, too.
Levesque says that she greatly enjoys working in the Tutoring Center. “I love seeing students realize that they can do well in their classes. There is a transformation that happens at the beginning of the semester where students say things like: “I can’t write” or “I can’t do math.” Once they begin working with a tutor, they are much more confident in their ability to do these skills by the end of the semester,” said Levesque.
Levesque goes on to explain that she has had many great experiences in her time working at NECC. “I really liked having the ability to implement appointments on Navigate because it helped students and staff get connected better,” said Levesque. “Another highlight was being part of the Leadership Academy through professional development, which has given me the opportunity to learn more about myself and do a better job overall.”
In addition to the services offered by the Tutoring Center, students have unlimited access to a resource through the Blackboard application offered by the college, known as Thinking Storm. Thinking Storm provides students with the opportunity to collaborate with tutors if they have questions about a particular assignment when off campus.
 
 
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What the Respiratory Care Club at NECC is all about

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At Northern Essex Community College, students can become involved on campus through a number of different clubs and organizations like the Respiratory Care Club. In the club, students studying respiratory care have the opportunity to discuss health-related conditions, and can take advantage of different volunteer opportunities allowing them to give back to the community.  
The club was initially started by the coordinator of NECC’s respiratory care department Jennifer Jackson-Stevens, and has been running for a number of years now.  
According to club advisor and faculty member in NECC’s respiratory care department Alana Doherty-Crook, the purpose of the club is to inform individuals about the potential health implications of conditions connected to the respiratory system.
Currently, due to the ongoing COVID-19 pandemic, the club is not meeting in-person, but Doherty-Crook is looking forward to resuming in-person meetings soon.  
During virtual club meetings, Doherty-Crook reviews the agenda with students, and they discuss which community events they would like to participate in. As a group, they talk about different ways to continue fundraising the club, too.
Students in the club have completed a number of different projects in an effort to spread awareness about respiratory-related health conditions throughout campus. “One of the projects we’ve had in past semesters is that students have completed poster boards so that other students can understand the health risks of certain conditions, such as smoking,” Doherty-Crook said. “I like to incorporate what we do on campus into the community so that people can understand the background of respiratory care.“   
In the past, students have also attended different community events in Haverhill, Mass. There, they have set up a table so those who are interested can walk over to learn more about the potential health impacts of respiratory-related conditions. Students have volunteered at the Emmaus House in Haverhill to help those in need, too.  
Doherty-Crook says that she enjoys her work at the college, but also enjoys being part of the club for a number of reasons. “I love engaging with my students and seeing them be successful in whatever they decide to do, whether it is academic or professional,“ Doherty-Crook said. “When you have a job you love, it doesn’t feel like you are going to work.” 
Doherty-Crook also says it is important to recognize the hard work that students have done during their time in the respiratory care program. “At the end of their second year, students are represented with repertory pins to show that we are proud of them for their hard work,” said Doherty-Crook.
The club will resume in-person meetings come January 2022 in the spring semester. The first in-person meeting is set for Jan. 28 at 10 a.m. in LC301 (El-Hefni Technology Center) on the Lawrence campus.
 
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Staff profile: Pam LaBella – assistive technology specialist at Northern Essex Community College

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Haverhill resident Pam LaBella has always been passionate about helping people throughout her career, and understands the importance of providing support to people so they can succeed in their future endeavors.  

Whether she is helping young students after school with their homework, training career professionals, or helping college students adapt to different types of Assistive Technology, she knows what it takes to help individuals work around their challenges.   

 LaBella, who is originally from Exeter, New Hampshire, started her education at Northern Essex Community College in Haverhill, Mass. She later transferred to Worcester State University in Worcester, Mass. At Worcester State, LaBella studied education, and later graduated with a degree in teaching.  

 After graduating college, LaBella was hired at Lucent Technology (formerly Western Electric) in North Andover, Mass. According to LaBella, employees were required to undergo training sessions based upon their specific job, so they could perform job tasks more effectively. LaBella initially worked in the training department, but was later promoted to training coordinator for a larger department. In this position, LaBella would schedule mandatory training classes the employees were required to attend.  

 In 2002, LaBella was hired by Northern Essex Community College to work in the Center for Accessibility Resources and Services (CARS) Department as an assistive technology specialist, a position that she greatly enjoys.

“There are two things about my position that I enjoy. I love working with students, exposing them to different types of assistive technology software, and explaining how they will benefit from this software. I also like the variety in my position, as I can do many different things outside of Assistive Technology as well.”  She said.

 During this same time, from 2002 to 2013, LaBella worked at Haverhill’s Discovery Program, an after school homework support and enrichment program, which provides academic support to elementary and middle school students.  

 LaBella has also organized and co-hosted multiple accessibility and resource workshops at Northern Essex, including a note taking workshop, and a workshop on using brainstorming software to help students plan and organize their written work.  

 LaBella is also responsible for maintaining several databases that she has created for the Center for Accessibility Resources and Services (CARS) Department. Specifically, LaBella maintains a database that keeps track of the assistive technology devices, as many are loaned out to students. She also uses an alternative textbook database that she created, so that she can track alternative textbook files for students.  

 LaBella further explains that she has had many memorable experiences throughout her career, but one in particular stands out that happened in her current position.

“I recall one experience where I was working with a student to review her Alternative Textbook accommodations. The student started to cry because she was incredibly happy that she could have this accommodation in place that would allow her to easily access course materials, something that was a challenge before.” She said.

Outside of work, LaBella has many hobbies and interests. She enjoys sewing, doing crafts, doing puzzles, baking, and spending time with family. LaBella also enjoys spending time outdoors, where she can often be found hiking on woodland trails in North Conway, N.H.    

Editor’s note: If you or a student you know needs help with accessibility, please contact the Center for Accessibility Resources & Services by calling 978-556-3654 or emailing centerforaccess@necc.mass.edu. 

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News daze: The impact of local news on individuals 

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In a time where the country is being plagued by crucial problems – from the ongoing fight for racial equality to the ups and downs of the COVID-19 pandemic – many people are staying glued to their television screens in anticipation for what is going to happen next.

Many students at Northern Essex Community College have mixed feelings about the ways in which local television news is impacting their emotions as well as their day-to-day routines.

Brendan Maye is not an avid viewer of local news, but he tries to stay updated with local coverage as much as he can. Maye feels that most of the news he hears about is good, but also helpful in updating viewers about what is happening around the world.

“I connect with good stories about COVID-19 because I feel we are finally going in the right direction,” Maye says.

Although Maye is not impacted emotionally by the stories he hears about, he has strategies in place for when he needs to escape sad news coverage.

“I try to think positive thoughts and hope for good things to happen,” Maye explains.

Chelsea Daigle enjoys staying updated with news by reading articles. She has recently tried to incorporate local television news into her daily routine in efforts to stay informed. Daigle primarily focuses on stories regarding vaccine distribution as well as local stories about individuals who are making a difference in their community.

Daigle feels that most local news is very negative but says that capturing negative stories is not always a bad thing.

“To bring attention to people who are struggling is very important. Just maybe someone may read it, want to help out, and do something about it.” she says.

However, at the same time, Daigle argues that being completely immersed in negative news is not a good thing.

“Our brain has a psychological aspect where we instantly hang on to bad moments instead of the positive ones.” She continues, “The most awful part about it is hearing the negative things happening all around the country and waiting for it to happen to our communities.”

To stay optimistic, Daigle says that she spends her free time involved within her community making connections with other individuals and various organizations including schools where she can interact with students, something she greatly enjoys.

“Having a social outlet is very important to take your minds off things,” Daigle concludes.

If you or someone you know in the NECC community is struggling with mental or emotional stressors related to the pandemic, NECC can help.

NECC community members may direct any issues of note to reportconcerns@necc.mass.edu.

If you are a student with a question specifically geared towards academics or student life, contact expectmore@necc.mass.edu.

Students are encouraged to contact our NECC community resources coordinator, Janel D’Agata-Lynch, communityresources@necc.mass.edu to be connected to resources available in our community.

For questions or to set up a counseling appointment call 978-556-3730, or email counseling@necc.mass.edu.

 

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Students reflect on end of semester

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As the semester comes to a close and many students are preparing for their final exams or projects, many are feeling overwhelmed with everything they are having to manage, but at the same time, students are also feeling excited because a break is in their near future.

NECC student, Isa Grullon, is currently feeling very overwhelmed having to juggle obligations at college including her final projects between the two courses she is taking, alongside her personal obligations including her job working for Mass General Hospital in Boston. “It’s a very hectic time,” explained Grullon.

Grullon, who started out the semester taking three courses, became very overwhelmed very quickly because of the added pressures of keeping up with extra college work. As a result of this, Gullon made the difficult decision to withdraw from her Introduction to Film Studies course.

Although Grullon expressed her disappointment in making this decision, she explained that is was probably the right thing to do since the additional stress was taken off her plate. According to Grullon, “It was the right thing to do looking back because I would have just been too overwhelmed.”

Although Grullon did not reference any current final projects she is working on, she referenced a PowerPoint presentation she recently completed for her Public Relations course about the Merrimack Valley Gas Disaster. She explained she had a very difficult time getting through this project because of all the emotions that came rushing back after reflecting back upon her experiences in this disaster.

NECC student, Brendan Davies, on the other hand, is feeling the exact opposite. Davies currently feels very good about how he is doing in his courses.

He feels his grades are in a good place, too. “I am relieved the semester is ending,” explained Davies, when reflecting back upon his experiences this semester.

 

 

 

 

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The new normal: How remote learning is impacting students’ well-being

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A year into the coronavirus pandemic many individuals are still facing significant struggles. 
The pandemic has had a huge impact on the way college students learn, forcing them to transition from a traditional in-person learning style to a virtual method of learning through a computer screen with limited interaction.  
This “new normal” is especially difficult for students with disabilities, who rely on outside interactions and structured routines to help with their overall development.  
NECC student, Garrett Henningsen, says that virtual learning comes with positive and negative factors. Henningsen says his routine has remained very structured throughout the pandemic because he is still taking courses. Henningsen explained that he is only taking one course this semester and finds his workload to be less stressful compared to last semester when he was taking three courses and found his workload to be more overwhelming. Even with a manageable workload, he finds it draining to stare at a computer screen all day long. 
Although he can tolerate the virtual learning, he would prefer to be on campus interacting with other students. He is also looking forward to taking advantage of the many amenities on campus including the bookstore and the outdoor running track.  
He is not interacting with friends the same way he often would before the pandemic. The summer before the pandemic he often would meet up with friends to hang out and have fun, something he is looking forward to doing again when it is safe.  
Henningsen struggles with keeping himself motivated throughout the week, often finding it difficult to complete assignments on his computer.  
Despite the many challenges Henningsen is facing, he has a very optimistic outlook about the near future: “We are all going to get through this” and “It will get better soon,” he explains.  
 For Henry Nachamie, this new way of learning has had a negative impact on his mental health in a variety of ways.  
“It’s made me more stressed overall,” he explains.  
For Nachamie, one of the most stressful parts is the lack of overall communication when completing assignments online. In some cases, it can be easier communicating with an instructor about something in person, as opposed to via email where it may be more difficult to ask for clarification.  
Nachamie feels he has limited interaction with classmates while working from a computer screen. However, Nachamie is thankful for the discussion board assignments and Zoom sessions where students and instructors can engage in some conversation.  
In addition, Nachamie expressed that he continuously struggles in terms of keeping himself motivated while working from home because of the many distractions around him. He also feels that using the computer throughout the entire day impacts his productivity, as he often finds himself getting sidetracked by other things on it.  
Despite these challenges, Nachamie offers some great advice for others who may be struggling with the same things, “Make sure to take care of yourself” and “Treat yourself kindly.”  
 
James Keith, says that virtual learning can be stressful at times but also manageable as well. 
Like Henningsen, Keith stated that his routine is very structured because he has meetings twice a week for a work program he participates in, and completes coursework throughout the week for NECC, both virtual of course.  
Like Nachamie and Henningsen, Keith struggles to motivate himself to get assignments done because he is working from home.  
Since Keith is assigned work for both his program and his college course, he can easily become stressed over the amount of work he is responsible for. 
 “Looking ahead at coursework is draining mentally and physically,” he says. 
Although sometimes this can impact his schedule, he is usually able to complete his work while leaving plenty of time for leisure activities like going out with family.  
“Prioritizing your time is very important,” he says. 
Once it became clear the virus was going to be around for some time, he knew the college was going to have to transition to a virtual learning format. Keith was not thrilled about the thought at the time. However, after adjusting to it, he has realized it is not as bad as he first thought.  
He would now be open to a hybrid learning format once the pandemic is over.  
Although he has adjusted well to the “new normal”, he is looking forward to being back on campus and interacting with other students.  
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Profile: Jillian Knox of Northern Essex Community College

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Helping others has always been a cause that Northern Essex Community College Disability Services Specialist, Jillian Knox, has deeply valued from a young age, as well as throughout her career working with special needs students in various situations and settings to help them achieve their goals and overcome obstacles.

Knox, a native of Salem, MA, first attended college at the University of New Hampshire where she later obtained her Bachelor’s in Science. Following that, she went to the University of Massachusetts Boston where she obtained her Master’s in Education. “At first, I thought I wanted to work with little ones, but as I thought more about it, I knew I wanted to work with students that had some type of disadvantage whether it be low income, language barriers, or students with disabilities,” Knox stated.

Since graduating from college, Knox has held a number of positions before coming to Northern Essex including working with low income individuals at the University of Massachusetts Boston, working in the Human Resources Department at a large law practice, and working as a school consular with students with various types of learning disabilities like Autism and various psychiatric conditions.

Although Knox enjoyed the school counseling position, she found it very difficult to separate her work life from her personal life. “I found it difficult to take care of myself off the job, and eventually just got burnt out after hearing about many devastating situations,” Knox explained.

Following her departure from the school counseling position, she found work as the MACEI Coordinator at Northern Essex, a program that helps and provides opportunities for students with various types of developmental, learning, and intellectual disabilities.

After filling this role, she later transferred within the department to her current position as Disability Services Specialist, a job she very much enjoys. “It’s a very respectable place to work,” said Knox in describing her office atmosphere in the Learning Accommodations Center. Knox explained that her colleagues are very supportive and respectful of each other’s opinions and ideas. She later explained that she enjoys seeing her students succeed in terms of graduating and moving on in their education, or seeing them overcome any academic barriers they may encounter along the way. “This is the best job I’ve ever had,” she stated.

Knox, who currently resides in Haverhill, MA, is married and has a three-year old daughter, who she enjoys spending time with outside of the office. Knox has many hobbies she enjoys outside of the office as well including gardening, cleaning and organizing her home, interior design, crafting, going for walks, being at the beach in the summertime, reading, camping, attending concerts, but above all enjoys being outside in the springtime, and seeing her plants sprout from the ground.

Additionally, Knox has two siblings that she stays in frequent contact with, especially her sister who lives in New Jersey and has two daughters.

Knox is also a huge music fan. She enjoys listening to anything from Nirvana and Pearl Jam, to Fleetwood Mac and Tom Petty, to anything from the 80’s. She also likes more recent music including anything from the Weeknd and wrapper, Lizzo.

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Learning remotely: The impacts of social media on NECC students at home

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In a time where students and professionals are adjusting to a new environment by working remotely from home, there are many sources of entertainment in the environment meant for distraction, among them the cell phone within reach offering access to social media platforms like Facebook and Instagram encouraging interaction between individuals.

Many students at Northern Essex Northern Essex Community College have different feelings about the ways in which these interactive platforms have impacted their daily routines.

NECC student, Leo Wellock, feels that social media has not affected his ability to stay focused on coursework during the day.

In terms of the amount of time Wellock spends using social media, he explains that on average, he spends about two hours per day using it. However, due to the current circumstances, he has been on it more often using platforms like Instagram and Letter Box, a tool he uses to make lists and map out coursework.

Despite the increase in phone usage, Wellock says his focus rarely drifts away from the task at hand allowing it to be completed at a reasonable time.

Additionally, Wellock says that social media has impacted him emotionally at times, especially when looking at social media postings or checking up on friends.

Also, if Wellock receives a notification on his phone, he experiences an instant urge to check it, especially if someone sends him a message about one of his movie reviews in which case he likes responding to the comment.

He sets aside some advice for those struggling with their time on social media: “Try setting up a schedule and breaking up certain segments of the day and see if that helps.”

NECC student, Brendan Fournier, age 22, feels that social media has not impacted his way of learning during the pandemic. Fournier says that although he uses social media quite often, he can complete assignments on time while limiting distractions.

Fournier does, however, struggle with procrastination. He says that procrastination comes easy to him because virtual learning allows for more time and flexibility.

Furthermore, Fournier is emotionally impacted when using social media at times, too. Besides his classes at the college, Fournier recently aged out of a post graduate program where he would connect with fellow students virtually through different interactive platforms and since his departure last year, Fournier says he is not connecting with students and friends as much as he once did, something that saddens him.

However, he still enjoys using social media platforms like Facebook to keep in touch with his friends from the program and those outside of the program as well. “I use it too often to count,” he says when talking about how his screen time has increased since the start of pandemic.

Fournier offers some advice for those who may be struggling with putting the phone down, “Set goals for yourself,” he says.