Jordanian alumna comes back to campus as visiting scholar 

When Dr. Buthina Alobidyeen, G’09, traveled from Jordan to the United States for graduate school, she knew she would need a welcoming environment to ease the inevitable culture shock.

Alobidyeen found that perfect place at Bridgewater State, a school that helped her grow and thrive.

“When I came here and started talking with people, I realized they are so nice and friendly,” said Alobidyeen, who earned a master’s degree in business administration. “I had a great experience. ... Bridgewater has a strong academic program and diverse campus.”

Fifteen years after graduation, Alobidyeen is thrilled to be back at ���鵺��̳ as a visiting international scholar for the College of Graduate Studies. Now a professor at Jordan’s Tafila Technical University and a scholar of human resource management, Alobidyeen is continuing her research on women's roles in leadership, academia and business.

She is also attending workshops and conferences and fostering connections between ���鵺��̳ and Jordanian universities. She spoke about Jordanian youth and women with Bridgewater students studying the Middle East.

“It’s great to be back,” she said. “You have plenty of opportunities. You can learn a lot here.”

Alobidyeen pursued many of those opportunities as a Bridgewater student. She worked as a graduate assistant in the graduate studies office and taught Arabic language courses. She even served as student commencement speaker, delivering a speech reflecting on Bridgewater’s welcoming atmosphere that she said defies stereotypes about America.

While Jordanian education is rooted in exams, Alobidyeen often completed group assignments at Bridgewater that introduced her to new ways of learning and teaching.

“I improved my skills in critical thinking, problem solving and effective communication,” she said. “All of those things I learned from here.”

Alobidyeen said she left Bridgewater prepared to study in the UK, where she earned a doctorate from the University of South Whales. She went on to hold numerous positions at Tafila Technical University, including director of international projects and relations.

After finishing her time as a ���鵺��̳ visiting scholar in January, Alobidyeen plans to bring an even stronger international perspective back to Tafila.

“I like teaching and the opportunity to engage with diverse perspectives and contribute to lifelong learning,” she said. “It is really rewarding to work in higher education.”

Do you have a ���鵺��̳ story you'd like to share? Email stories@bridgew.edu.

When I came here and started talking with people, I realized they are so nice and friendly. I had a great experience. ... Bridgewater has a strong academic program and diverse campus.

Accessibility advocate strives to earn more college degrees

Alina Poklad, G’24, uses a wheelchair to navigate the world, but she has never let that prevent her from satisfying her thirst for knowledge.

Once forced to take middle and high school classes from home because her school wasn’t accessible to wheelchair users, Alina is now on the verge of earning her third master’s degree – and first from an American university.

“Because I had to struggle for many things, it made me understand that you need to be more educated,” said Alina, who is pursuing a degree in computer science at ���鵺��̳.

Alina has spinal muscular atrophy, a genetic disorder that causes her muscles to weaken. She grew up in Estonia as the country gained independence from the Soviet Union; at the time, her homeland had no accessibility standards. While Estonia has since made great strides, Alina graduated high school one year before her school became accessible.

After earning undergraduate and graduate degrees in information technology (to jumpstart her career) and cultural studies (fulfilling a personal passion), Alina sought to study abroad. Her brother lives in Massachusetts, and Bridgewater stood out as the ideal school.

“It’s not only the computer science classes, it’s getting the opportunity to work and use your knowledge,” Alina said of what she appreciates about ���鵺��̳. “It’s also so multicultural. ... I think it’s exciting because you understand the world better.”

Alina juggles work as a graduate assistant on ���鵺��̳’s intranet platform with learning new programming skills in class and completing yet another degree – a PhD. in cultural studies with a focus on disability studies from Tallinn University in Estonia.

In collaboration with Student Accessibility Services, she presented her research on disability representation in the media and the importance of studying disability culture and history. She’s also shared her Estonian culture with ���鵺��̳ and participated in events such as the Lunar New Year’s celebration.

It’s a busy schedule, but one Alina is adept at managing.

“Alina has a strong work ethic and easily adapts to the use of a wide variety of technical platforms,” said her ���鵺��̳ supervisor, Jack Welch, '16, G'18, the administrator for the BridgeNet intranet platform. “Together, we have been successful creating advanced applications embedded in BridgeNet.”

Alina, who came to Bridgewater with experience working with databases, expanded her skills by helping develop new features such as a virtual front counter for the Registrar’s Office. She’s also exploring ways to positively make use of artificial intelligence.

“I learned so much from Jack,” she said. “It’s a 180-degree turn in my career. It’s very new and useful for me.”

After graduation, Alina hopes to stay in the U.S., where she no doubt has the academic skills and cultural experiences will help her overcome any obstacle standing in her way.

“I gained knowledge and experience, but I can also say it’s made my mind broader,” she said.

Do you have a ���鵺��̳ story you'd like to share? Email stories@bridgew.edu.

“It’s not only the computer science classes, it’s getting the opportunity to work and use your knowledge. It’s also so multicultural. ... I think it’s exciting because you understand the world better.”

When Russian soldiers invaded their homeland, aspiring teachers Diana Nelin, Sofia Loboda and Alona Potapova had to flee their eastern Ukraine college campus to safety. 

Now they are spending a semester as Bridgewater State international students. But, with the war entering its third year, their thoughts are never far from home. 

“Many people died, and we don’t have enough teachers,” Diana, who is studying math, said of the importance of her career goal. “I’m planning to help my country.”

They are the second group of students to spend a semester at ���鵺��̳ thanks to a new partnership with Sumy State Pedagogical University. In addition to taking classes, the students participate in events supporting Ukraine and share their culture with Bridgewater students. Some even met American lawmakers. 

“During the stay of our students at your prestigious university, they not only received a quality education but also felt undoubted care and attention from you,” Sumy State Rector Yurii Liannoi wrote in a letter of thanks to ���鵺��̳ President Frederick W. Clark Jr., ’83. “Your well-organized teaching, highly professional lectures, and the efforts of your teachers leave a vivid impression in the hearts of our students.” 

Liannoi praised the Minnock Institute for Global Engagement and the ���鵺��̳ group Educators United for Ukraine for, “taking care of their comfort and safety.” 

Educators United for Ukraine is comprised of faculty and administrators working to bring Ukrainian students to study at ���鵺��̳ and, hopefully, use what they learn to rebuild their home country after the war. 

“It’s helpful and unusual to see just a group of people who are so interested (in supporting Ukrainian students) even though they are that far away from you,” said Alona, who is also studying math. 

Alona, Diana and Sofia are fully embracing the ���鵺��̳ experience, including hands-on lessons that they said makes learning much more interesting. They’re even taking classes outside of their majors in yoga and archery.   

As they consider careers teaching in Ukraine or neighboring Poland, the students hope to incorporate the ���鵺��̳ teaching style into their future classrooms. 

Outside of class, they enjoy playing Bingo, attending basketball games, and interacting with therapy dogs. In the residence halls, they introduce their American roommates to Ukrainian music and talk about differences in food and dating culture.  

“It’s important to meet new people from other cultures, get something new from their culture, and share your own,” said Sofia, who is studying computer science. 

Added Alona: “You need to see other countries and not just experience them from home on the television. You need to see it for yourself.” 

Do you have a ���鵺��̳ story you'd like to share? Email stories@bridgew.edu.

Many people died, and we don’t have enough teachers. I’m planning to help my country.

Last spring, students enrolled in Dr. Xiangrong Liu’s Service Operations Management course at ���鵺��̳ collaborated with German students studying at Heilbronn University of Applied Science to discuss sustainability practices and solutions.  

Over six weeks, ���鵺��̳ students met virtually with Heilbronn’s Professor Dr.-Ing. Annett Grossmann and her students to compare the similarities and differences between each school’s dining services, specifically how sustainability practices are incorporated into dining hall operations.  

“It was really beneficial to see how places around the world do things differently and what their sustainability practices are,” said Isabelle Darcy, ’25, one of the ���鵺��̳ students in Dr. Liu’s class.  

One thing that struck Darcy was that at Heilbronn, the lights are turned off during the day in all the dining halls to save energy.  

“They rely on the skylights and natural light during day hours which I thought was cool,” she said. “If we were to add skylights in our dining halls, that’s one way we could make a positive change.”  

Students also examined the materials used for dinnerware, the food output, different types of packaging used, and the types of food on the menu.  

���鵺��̳ students learned that in Germany no plastic is used. Instead, all plates and silverware are made of material that can be washed and used again.  

The German menu is more geared toward vegetables than what diners typically find in the United States. In some studies, a vegetarian menu has been shown to slow climate change and its effects on the environment, just as raising livestock creates greenhouse gases.  

“They definitely had a lot of sustainability practices in place which allowed us to think of what practices can be implemented here to improve our dining halls,” Darcy said.  

This September, some of the German students were able to travel with Dr. Grossman to ���鵺��̳ and see first-hand some of the things discussed during their online meetings.  

During a tour of the East Campus Commons dining facility Kosta Gouziotis was quick to notice a major difference in how food is distributed at Bridgewater compared to back home in Germany.  

“Here, you pay a certain amount and it’s all-you-can-eat. What you don’t eat, you throw out. But in Germany we pay by gram. So, if we don’t eat it, we essentially are wasting not just food, but our own money,” he said. “It’s an incentive to not get too much food.” 

The tour also offered Staci DeSimone, general manager Bridgewater dining services, the opportunity to share some of the ways ���鵺��̳’s dining facilities are implementing sustainability practices, including the addition of waste stations to recycle paper, cardboard, bottles and cans.  

“We are also trying to improve, not just our food services, but how we can make a better tomorrow,” Desimone said.   

Having the German students on campus was exciting and enriched the collaboration experience, Liu said.  

“Working with faculty and students from another country really helps us understand other cultures and the ability to find sustainable solutions together,” she said.  

The collaboration with the two schools was made possible through a Collaborative University Business Experiences (CUBEs) and Collaborative Online International Learning (COIL) in Teaching grant.  

“I think giving our students these types of collaborations not only opens up larger discussions but also helps prepare our students with transferable and employable skills and better prepare students for global careers,” Liu said.  

Do you have a ���鵺��̳ story you'd like to share? Email stories@bridgew.edu

I think giving our students these types of collaborations not only opens up larger discussions but also helps prepare our students with transferable and employable skills and better prepare students for global careers.

Omar Osman, ’23, sees unlimited potential in the cybersecurity field. At ���鵺��̳, the Egyptian student is gaining an ideal mix of classroom work and on-the-job experience.

Omar, who is a computer science major and math minor, works as a student employee in Information Security. His job duties include analyzing emails and data to protect ���鵺��̳ students and employees from virtual attacks.

“It’s one of the top fields in the world right now. Everything is built on technology,” he said. “Having all these experiences before I graduate builds my resume and builds my motivation toward my field.”

Despite being more than 5,000 miles from home, Omar easily adjusted to the Bridgewater campus, which he discovered while visiting a friend in America.

Omar stayed in the United States throughout the pandemic and became heavily involved in all ���鵺��̳ offers. He has served as a tour guide, orientation leader, and resident assistant.

“I feel like this is my second home,” said Omar, whose success convinced his sister to also become a Bear. “When I came here, I didn’t know anyone. Everyone is so friendly and the resources on campus are really beneficial.”

It’s no surprise he has made so many connections across campus. Omar, who completed a cybersecurity mentorship through the Mass Cyber Center, takes advantage of opportunities, said Dave Marion, ’06, G’13, director of information security at ���鵺��̳.

“He brings a really positive attitude to the work,” Marion said. “He’s really digging in and trying to get to the root cause for some of these (security) alerts.”

Omar enjoys the challenge of cybersecurity and appreciates the mentorship he receives from IT staff.

“It’s a pretty cool job,” he said. “It has a lot of thinking and creativity.”

Omar hopes to continue his ���鵺��̳ education through graduate studies in cybersecurity.

“The campus community is a safer place as a result of his efforts,” Marion said.

Do you have a ���鵺��̳ story you'd like to share? Email stories@bridgew.edu.

Cybersecurity "is one of the top fields in the world right now. Everything is built on technology. Having all these experiences before I graduate builds my resume and builds my motivation toward my field.”

Huifang Zhao had a busy semester. On top of being a visiting international scholar at ���鵺��̳, she taught a course on modern Chinese literature. Meanwhile, her husband and child were temporarily stranded stateside due to fears of COVID-19 in the family’s native China.

Throughout it all, the 49-year-old from Huaibei was glad to have someone to talk to. Thanks to Conversation Partners, a three-year-old initiative of the Dr. Edward W. Minnock Institute for Global Engagement, Ms. Zhao had friends to lean on. “Through the program I met very kind people, and they help and support us in our studies,” she said.

Conversation Partners pairs visiting international students and scholars with members of the area community. Local ���鵺��̳ students can also serve as partners. While pairs dominate the program, some trios have formed, as well.

Meeting on campus regularly throughout the school year, the participants share stories, ideas, practical information and, ultimately, friendship. The visitors also get to practice their English skills, while the locals discover much about their partner’s homeland.

“I just wanted to give back and learn from others,” said Jeanne Kling, ’79, from Halifax, whose third Conversation Partner was Ms. Zhao. “I enjoy supporting people who are visiting our country and embracing them to make sure they have a good experience.”

The early spring 2020 semester saw about 20 pairs taking part in the program, said Jennifer Currie, G’17, associate director of International Student and Scholar Services. These students and scholars generally attend ���鵺��̳ for either one or two semesters. Conversation Partners has provided a beneficial experience for all involved, Ms. Currie added. “It’s been great so far,” she said. “The students are really happy, and the partners enjoy it. Everyone gets a lot out of it.”

This proved to be the case during a February get-together in the living room of the Minnock Institute. During a break in the agenda, the partners on hand immediately broke out into animated conversation. Laughter and geniality marked much of the talk.

“I love the interaction with the students and the opportunity to learn about a different culture,” said Shirley Krasinski of Bridgewater, a former faculty member in the Department of Movement Arts, Health Promotion and Leisure Studies who retired in the late 1990s.

She helps her student partner, Cassie Chen of Dongguan, China, an English major, learn about American politics, which is the focus of one of her ���鵺��̳ courses. But there were other benefits, too, Cassie said. “It really helps me with my English, and I have a chance to talk to a native speaker and learn about American culture.”

Any visitor to the February gathering who saw the Conversation Partners in action would agree that the vibe was inclusive and friendly.

Or, as Ms. Zhao aptly put it, “I feel like I’m part of a big family.”

It’s mid-April and, in response to the COVID-19 health crisis, the campus of ���鵺��̳ sits empty with most staff, faculty and students learning and working remotely. However, there is one group of students who remain at the university.

Nisay Heng, ’20, is one. While some international students were able to get back to their native countries, the Cambodian native and dozens of other ���鵺��̳ students were unable to travel home due to pandemic-related travel restrictions, border closures and other obstacles.

“It’s definitely different being one of the few people who are still living on campus, but it’s not as bad as it seems. It does get lonely, but I think everyone is feeling a little bit of that regardless of them being at home or living on campus,” she said.

There are 86 international students in all who were studying and living at ���鵺��̳ this semester when the COVID-19 health crisis struck.

“Hopefully, as things improve globally students will be able to leave at the end of the semester,” said Jennifer Currie, associate director of the International Student and Scholar Services (ISSS).

In the meantime, ISSS, which is run out of the university’s Minnock Institute for Global Engagement, is doing everything possible to provide support for international students still here.

First, students were moved to a safe location where they could practice social distancing. Together with Residence Life and Housing, ISSS helped students pack up and move into Crimson Hall where every student was assigned to his or her own room.

“In the beginning I didn’t like the idea of moving from my original room,” Nisay said. “But I like having a room to myself, it gives me time and space to stay focused and I can work out whenever I want to.”

Once students were securely moved into Crimson, ISSS stayed in constant communication with them, helping them transition to online classes.

On top of providing academic support, ISSS also secured dining services and health/counseling telehealth services. 

“The general response we’ve gotten from our international students is positive,” Currie said. “They do seem happy and understand these things are out of everyone’s control. Sometimes they are sad, but they’re making the most of it.”

Ukraine native Olena Bychkovska, G’20, is another international student who was unable to get home. Unlike the others, she lives off campus and initially faced different challenges.

“As a person without a car, I could not stock up (on supplies) like everyone else, so I was just hoping there was food left the next time I went to the store,” she said.

Despite the setbacks, she said ���鵺��̳’s team of internationally focused administrators has done an amazing job meeting her needs.

“They have been very supportive. I know they worked with other departments at ���鵺��̳ to help the international students that can’t leave the U.S.,” Olena said.

ISSS also continues to support international students who did manage to get home. Together with the Information Technology department, provisions were put in place allowing these students to continue their studies online.

The accommodations are the result of a lot of team work, Currie said.

“The ���鵺��̳ campus really does care about our international students,” she said.

Do you have a ���鵺��̳ story you'd like to share? Email stories@bridgew.edu 

“It’s definitely different being one of the few people who are still living on campus, but it’s not as bad as it seems. It does get lonely, but I think everyone is feeling a little bit of that regardless of them being at home or living on campus."