Student association helps graduate students feel connected

Graduate students are busy: many balance school, work, family and other obligations. Such hectic schedules can mean creating connections on campus can be difficult.

That’s where �����ؿ���Ƶ State University’s Graduate Professional Student Association (GPSA) steps in.

“As a graduate student myself I know how important it is to have a safe space to voice your concerns, to have someone advocate for your needs. That is what the GPSA is about,” said GPSA Vice President and biology major Angelie Castor, G’25.

The GPSA was formed in 2007 by a group of graduate students. It was and remains the only club on campus open strictly to members of the graduate community.

When international student and mental health counseling major Harshita Tewani, G’26, arrived on campus in 2023, she initially struggled, but with support from the GPSA, she was able to find her footing.

“I started going to events and felt this kindness and warmth, I felt genuine support that wasn’t just academically focused,” Harshita said.

GSPA impacted her so much, she ran and was recently elected club president.

“I felt so cared for, one of my goals became that if given the chance I wanted to give back, that was my intention and I’m grateful to be able to serve,” Harshita said.

Assistant Director of Graduate Student Services Ally McVickar advises the group and said participation has increased significantly in recent years, proving that grad students are hungry for the support.

“GPSA is like having an ear to the ground, and we rely on them heavily. That peer-to-peer support is invaluable,” McVickar said. “The GPSA is there for students to share their issues and ideas. No idea will be met with a no; if a student has an idea, we try to explore if it’s possible.”

Which is how the graduate lounge came to be, after hearing students’ concerns about not having a place to sit, charge their phones and relax while on campus, the GPSA was able to create a graduate lounge in room 118 of Hart Hall.

“It’s a beautiful lounge. It’s a space dedicated for grad students to socialize, study, and relax or to just come grab some free candy,” Harshita said. “It’s really a great space.”

GPSA hosts other events both online and in person throughout the year that include a resume workshop, an interview workshop and tax workshop. Every year the group offers the opportunity for grad students to get free professional headshots that they can use to update their LinkedIn profiles.

“We also host a day in the spring, closer to graduation, where students have the opportunity to come have their photo taken with President Fred Clark on the steps of Boyden,” Angelie said.

Harshita said, GPSA is also family friendly. The group hosted an off-campus event last year at a local farm, where students could bring their families.

All graduate students are automatically part of GPSA once enrolled, and encouraged to attend a meeting, come to an event or follow the club on Instagram at , where updates are posted.

“We all need a community on campus, we all need a family and sometimes as a grad student you haven’t found your community, so come to event,” Angelie said, “We are always excited to meet new grad students and chat about programs, what you’re doing, anything!”

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We all need a community on campus, we all need a family and sometimes as a grad student you haven’t found your community, so come to event. We are always excited to meet new grad students and chat about programs, what you’re doing, anything!

MPA graduate earns top municipal post in Easton

As the town administrator for Easton, Connor Read, G’16, oversees a municipal entity serving more than 25,000 residents. He leads a team that tackles a plethora of duties, from repairing streets to providing public health and safety services.

It’s a challenging yet rewarding job for which he felt prepared after earning a master’s degree in public administration at BSU.

“I don’t think I would have been ready to take on the role of town administrator had I not had that graduate-level education,” he said. “It helped position me to be ready for the next level of my career.”

Read has worked in Easton for most of his career, starting in 2012 as the citizen business advocate. In that role, he helped people navigate municipal permitting. His mentor encouraged him to pursue graduate school and BSU was a perfect fit.

“�����ؿ���Ƶ’s program was really attractive because it has national accreditation,” he said. “It was very close by. It was a program that was accessible, credible and affordable.”

Read appreciated how evening classes met the needs of working professionals. Faculty taught relevant theories while discussing how students could apply them in their careers. His classmates brought an array of professional experiences to class discussions.

The program’s focus on communication and group work became essential as he assumed increasing responsibility in Easton.

“Just being the technician who can make sense of something is not enough,” he said. “You need to be able to effectively communicate.”

While a graduate student, Read received a promotion to assistant town administrator. In 2017, he was named town administrator, becoming one of the youngest municipal chief executives in Massachusetts.

One of his former professors, Dr. Deniz Leuenberger, is not surprised to see Read’s success.

“Connor was and is a value-driven individual,” said Leuenberger, who is now chief of staff and vice president for planning and strategy at BSU. “One of the things I really remember about his time in my classroom was how respectful he was of others. He had that level of maturity early.”

Read also excels at interpreting complex information, a skill that is essential to being a town administrator, Leuenberger said.

Read lives in Easton and enjoys seeing the positive effects of town government on display throughout his community. One of his proudest accomplishments, he said, was being part of a team that oversaw construction of a new elementary school.

He traces his interest in public service back to middle school, when he struggled academically after losing his father to cancer.

“If it weren’t for the history teachers, guidance counselors and school resource officers who went above and beyond to pull me back from the brink, I wouldn’t be here,” he said. “On a very personal level, I know how important public servants are.”

A �����ؿ���Ƶ education, he said, helps him ensure local government continues to make such a profound difference.

“I’ve been a proud product of public education, and �����ؿ���Ƶ was a big part of that,” Read said. “It has enabled me to do my job well and serve the community well.”

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

I don’t think I would have been ready to take on the role of town administrator had I not had that graduate-level education. It helped position me to be ready for the next level of my career.

Counselor education majors well prepared to help others

As she embarks on a career as a mental health counselor, Kristen Gloss knows that an exam no longer stands in the way of her longstanding desire to make a difference in the lives of others.

Equipped with knowledge and skills from BSU’s counselor education program, Kristen recently passed a critical test that is a requirement to become licensed in Massachusetts.

“The program gives us such a strong foundation in understanding important aspects of counseling,” said Kristen, who is poised to earn a master’s degree in mental health counseling in December. “It’s given me a lot of skills but also taught me how to find the answers when I don’t know something.”

In fact, Kristen is one of more than a dozen recent BSU students to pass the National Clinical Mental Health Counseling Exam. �����ؿ���Ƶ students achieved a perfect 100-percent passing rate during the spring semester, a record of success that continued into the fall. The nationwide pass rate last spring was only 77 percent.

Because BSU’s program is accredited, students can complete the test before earning their degrees – removing an important weight from their shoulders.

“They’re able to take it before graduating, and they’re also wildly successful on it,” said Dr. Nikki Freeburg, a professor of counselor education and the department’s chairperson.

The exam presents written vignettes that simulate interactions with clients. Students must rely on their classroom and fieldwork experience to answer questions about how to handle the situations.

Freeburg credits students’ success to their hard work, a strong group of faculty, and a focus on matching students with the best fieldwork sites to gain real-world experience. The department’s fieldwork coordinator, Dr. Amanda Barudin-Carreiro, excels at reviewing locations for quality and meeting students’ individual needs.

“She helps students find a good fit for their professional goals,” Freeburg said. “We go above and beyond the call of duty to make sure students are thriving in these sites.”

Students also hone their skills on campus in the department’s lab. The facility includes rooms for students to practice mock group and one-on-one therapy sessions that their peers and faculty observe over video from a control room.  This setup allows students to receive immediate feedback.

Sessions can even be recorded, enabling students to watch themselves and notice things they would have missed in the moment such as the length of pauses in a conversation, said Theresa Dillon, another December graduate who recently passed the exam.

“It’s helpful to have not only your professors but your peers reflect on what you’re doing,” Theresa said.

Theresa and Kristen are both pursuing career changes, having previously worked as a librarian and journalist, respectively.

They are drawn to counseling because of an innate desire to help others and appreciate the supportive atmosphere at BSU.

“Everyone is working toward the same goal of helping people,” Kristen said. “It’s been such a wonderful experience.”

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

The program gives us such a strong foundation in understanding important aspects of counseling. It’s given me a lot of skills but also taught me how to find the answers when I don’t know something.

Megan Kenealy’s and Ari Barrett’s graduate school theses explore topics close to their hearts. And the two art students are spreading messages of hope and love far beyond the confines of campus.

Megan and Ari, who are completing master’s degrees in teaching art at �����ؿ���Ƶ State, are exhibiting their artwork at The Ignition Space in downtown Fall River. Ari’s work focuses on climate change, while Megan’s concerns the realities of being a surrogate.

“I love the fact that not only are we showing our work to the �����ؿ���Ƶ community, but anyone who walks in off the street,” said Megan, who teaches at Abington High School and earned her undergraduate art degree from �����ؿ���Ƶ in 2006. “It’s providing that connection between Fall River and BSU.”

For the Nurture/Nature exhibit, Ari highlighted the American bullfrog, a species that scientists think can thrive amid climate change. Meanwhile, Megan takes visitors on her personal journey as a surrogate by weaving together artifacts and more traditional artwork. 

“This enriches the art and culture in Fall River,” said Cate Becker, site assistant for the Fall River Arts and Culture Coalition, which runs The Ignition Space. “Also, it’s amazing to let people see the eclectic exhibit that this is. This show is so unique.”

Megan, who served as a surrogate for a family member who is in a same-sex relationship, incorporated hair and medical documents alongside art made with graphite and frozen breast milk.

“I hope (visitors) realize there’s a lot of different types of family,” Megan said. “I hope they can see the love that this journey was for all of us. I hope they see the hard work that goes into it and the relationship between all of us.”

Studying at BSU and working on the thesis helped her embrace the use of unconventional materials in her art. Now Megan said she is more confident encouraging Abington students to use their creativity in class and long after they graduate.

Ari, who teaches at King Philip Regional Middle School in Norfolk and once considered becoming a wildlife biologist, made a series of ceramic sculptures of frogs in aquatic, desert and swampy environments to show that life will continue even in the face of climate change. She aims to inspire those who feel it is too late to save Earth.

“I just get so overwhelmed thinking about all the negative outcomes for my future children and grandchildren,” she said, wondering whether they will share the Earth with elephants, polar bears and other animals she loved as a kid. “I’m hoping people think it isn’t all doom and gloom.”

Megan and Ari discussed their thesis work with their students, some of whom may even visit the exhibition.

The two educators met in a ceramics class at BSU and went on to take every course they could together.

“Meagan has taught me so much,” Ari said. “It’s been such a happy coincidence getting to know her.”

Nurture/Nature will be on display through Jan. 6 at The Ignition Space, 341 S. Main St., Fall River. 

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

I love the fact that not only are we showing our work to the �����ؿ���Ƶ community, but anyone who walks in off the street. It’s providing that connection between Fall River and BSU.

Rachel Cullity, ’21, G’23, helps safeguard the financial systems and taxpayer money that power a plethora of Massachusetts government services. 

It’s a critical job – and one she may have never found if not for the mentoring of a �����ؿ���Ƶ State cybersecurity instructor. 

“I definitely wouldn’t have been where I am today if it wasn’t for �����ؿ���Ƶ,” said Cullity, a compliance officer with the state Office of the Comptroller. “I met a lot of people and learned a lot of leadership skills, and then I also had support of my professors like Dave Marion.”&�Բ�����;

Cullity began her full-time position in June, soon after earning a master’s degree in criminal justice with a certificate in cybersecurity and cyber-criminology. She protects state financial systems from fraud and cybersecurity attacks and helps agencies follow relevant laws. 

“I wanted to have a really important job that gives back to taxpayers,” said Cullity, who also studied criminal justice as an undergraduate at BSU. “I wanted to play an important role in the commonwealth.”&�Բ�����;

Cullity’s experience in the comptroller’s office began as a summer intern while in graduate school at BSU. She helped develop a campaign raising awareness about suspicious emails that was subsequently implemented. For Cybersecurity Awareness Month this October, Cullity is continuing to build cybersecurity awareness among state employees.

Marion, who met Cullity in his introductory cybersecurity course, encouraged her to apply for the internship. She credits it with helping her see a way to use her academic knowledge in the workforce.  

Cybersecurity internships provide intensive, first-hand work experience in a way that classroom instruction can’t fulfill, said Marion, who also serves as BSU’s director of information security. 

“We can do a lot with simulating the technical stuff,” he said. “What’s more difficult to simulate is relationships and understanding how relationships work in an organization.”&�Բ�����;

While at BSU, Cullity also served as president of the Graduate Professional Student Association and criminal justice honor society. Now she is the director of young professionals for the AGA Boston chapter, an organization for workers and students involved in government financial management.

Her commitment to giving back stands out, Marion said. 

“Her leadership and willingness to help others really sets her apart,” he said. “The way Rachel does it is in a very collegial, very supportive, very collaborative way.”&�Բ�����;

Cullity credits Marion’s course with planting the seed that the burgeoning field might hold a viable opportunity for her. 

“He told me that I could do it,” she said. “I just had to stay focused.”

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

I definitely wouldn’t have been where I am today if it wasn’t for �����ؿ���Ƶ. I met a lot of people and learned a lot of leadership skills, and then I also had support of my professors like Dave Marion.

First-ever graduate student study abroad class a success 

As she walked the streets of Lisbon, Portugal, this summer, there were moments when Jennifer Mederios, G’24, felt a sense of disbelief: It was hard to accept she was so many miles from home. 

 “As we get older, we don’t have as many opportunities, but the learning you get from going abroad is very different than learning in a classroom,” said Jennifer, who is working toward her master’s degree in social work.

Jennifer, and 17 other �����ؿ���Ƶ State University graduate students from across all disciplines, made the journey to Portugal as part of a graduate-level course called Leadership and Wellness. It is the first-ever graduate-only study abroad program BSU has offered.    

The trip was partially funded by the David B. Jenkins Graduate Research Initiative Endowed Fund.    

Jennifer also received a social justice award to help partially fund her expenses from The Home for Little Wanderers, where she works as a program director. 

During their time in Portugal, students visited organizations to learn more about the country’s social services and mental health offerings, and how they compare to those in the United States.   

They also soaked in the local culture, cuisine, museums, and even spontaneously snuck in a Harry Styles concert.   

“There was such a sense of belonging with our group,” Jennifer said. “I think there is a different maturity for graduate students, the energy isn’t so much about being in another country, but about learning together. It was just a great experience.” 

The program is the brainchild of Dr. Lisa Boehm, dean of graduate studies, and Assistant Director of Graduate Studies Dr. Ally McVickar.    

“We’ve been brainstorming unique ways to build community with graduate students who have very busy schedules and spend limited time on campus,” McVickar said. “Last fall we reached out to Study Abroad and found out that an all-graduate student course hadn’t been done before, we had to try.”  

In creating the program, Boehm said, they wanted the students to develop connections around the world, global knowledge, and an intercultural skillset.   

“All three are crucially important in today’s world,” she said. “Often students from less affluent backgrounds cannot compete with this type of global fluency on the job market when they go up against graduates who may have had the resources to support ample international travel opportunities.”&�Բ�����; 

What they also found in creating the course is BSU graduate students are hungry for study abroad opportunities. After sending out a student survey to gauge the interest level, more than 100 responses arrived within the first 48 hours.  

Inspired, Boehm and McVickar worked with staffers from the Minnock Institute, Study Abroad, the Educational Leadership Department and others to pull it all together.   

Once the program became available for applications the response was overwhelmingly positive, so much so, a waitlist had to be created.   

“We weren’t sure how many students were going to sign up, but I think it shows there is a desire for graduate study abroad opportunities,” said graduate studies Associate Director Katie-Ann Mason, who accompanied the group on the trip as a chaperone. “It was a hugely successful, engaging trip. Not just from an academic standpoint, but culturally as well. Some students have even shared it was life-changing, a once-in-a-lifetime experience.”  

Jennifer would agree, the trip was indeed impactful.   

“This experience has truly inspired me to not be afraid to try new things,” she said. “I hope BSU is able to offer more opportunities like this in the future.”&�Բ�����; 

According to Boehm, the goal is to create similar programs that cover a variety of topics and appeal to a wide range of students.   

“We plan to offer this opportunity, or one like it, every other year. We hope that students can plan for adding this experience to their curriculum,” she said.   

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

As we get older, we don’t have as many opportunities, but the learning you get from going abroad is very different than learning in a classroom.

Sam Alloy, G’22, knows what it means to persist.

Once told he shouldn’t be an elementary teacher because he has autism, Sam never gave up. He eventually found a community of professors at �����ؿ���Ƶ State University who offered unwavering support and believed in him.

“I have gotten through everything that stood in the way. It’s been a very long road,” Sam said, adding: “Stubbornness is a virtue.”

Sam was one of 490 graduates celebrated at the College of Graduate Studies’ Class of 2022 commencement. With Gillette Stadium towering above them, the newest BSU alumni reflected on the challenges they faced: adapting to remote learning during COVID-19; juggling classes, work and raising families; and living in a deeply divided world coping with war and economic challenges.

“The fire of adversity has been very hot indeed,” President Frederick W. Clark Jr., ’83, told graduates in his address. “Because of that adversity, you, my friends, are emerging stronger than before.”

Times like these provide the best opportunities to challenge oneself, just as the members of the Class of 2022 did, said student speaker Em Sandman, ’19, G’22.

“Tenacious people do not wait around, they find a way to make things happen, and best believe, they get it done,” said Sandman, who earned a master’s degree in criminal justice. “Tonight, we graduate with a complementary degree in tenacity.”

Massachusetts Higher Education Commissioner Carlos Santiago, who received an honorary Doctor of Public Service, drew parallels to his college experience in the 1970s. Then, as now, war and rising gas prices dominated the headlines. But today’s graduates also faced a pandemic.

“I am more optimistic because I look at the graduates and what you have gone through to earn your academic credentials,” Santiago said. “I know that you will bring about a better future than perhaps any of us did.”

Catherine Harvey, ’19, G’22, who studied social work in graduate school, is already making a difference as a crisis clinical coordinator at Aspire Health Alliance, a job that fulfills her longtime career goals.

“I’ve had a passion for mental health and service and just helping people,” she said.

Sandman said the class is ready to make their mark on a world where she hopes equity overcomes oppression and hate.

“We’ve done hard things and we stay ready to conquer even harder ones,” she said, adding: “Our potential is too powerful to conserve.”

Tenacious people do not wait around, they find a way to make things happen, and best believe, they get it done. Tonight, we graduate with a complementary degree in tenacity.

When Lesly Freed, G’22, last crossed a commencement stage, Richard Nixon was president, “American Pie” and “Lean on Me” were among the songs that topped the Billboard charts, and a gallon of gas cost just 36 cents.

Fifty years after her undergraduate graduation, Lesly will again proudly wear a cap and gown, a testament to the fact that it is never too late to further one’s education.

“I always want to be a lifelong learner,” said Lesly, who is earning a master’s degree in teaching English to speakers of other languages (TESOL) at �����ؿ���Ƶ State University. “I always want to set another goal for myself.”

Lesly, who received an undergraduate degree in sociology from Boston University, has held music, office support, writing and education positions. Living in the multicultural community of Randolph, Lesly became interested in serving its diverse populace. She has worked in K-12 and adult education for the past decade, primarily teaching English as a second language.

Much of her TESOL knowledge was gained informally on the job, however, Lesly craved a degree in the field.

“The program at �����ؿ���Ƶ was terrific,” said Lesly, who appreciated interactions with her classmates and professors. “They helped me explore questions I didn’t even know I had. … I loved every minute of it.”

Through BSU courses, she expanded her knowledge of lesson structure and planning, strategies for teaching a second language, and the history of language.

“She was a pleasure to work with, a lovely person,” said Dr. Yulia Stakhnevich, a TESOL professor. “She was very smart and very generous with her time to help other students review their work. That’s very valuable when students can have a community of learners.”

Lesly, who aspires to work with college students or advanced English learners, encourages others to return to school.

“I just think it’s wonderful for the soul,” she said. “Maybe you’ll find another passion to work on. Try to experience as much as you possibly can. Keep your eyes, ears and mind open.”

When she crosses the commencement stage on June 24, Don McLean’s music probably won’t be blaring from the Gillette Stadium speakers. But Lesly will have the support of 14 wildly cheering family members and friends, including her college roommates from 50 years ago.

“I’m delighted,” she said. “I’m thrilled.”

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

I always want to be a lifelong learner, I always want to set another goal for myself.

The children’s animated television program PJ Masks likely isn’t on the binge-watching lists of many �����ؿ���Ƶ State University graduate students. But Nikki Maloney, ’16, G’22, has a good reason for immersing herself in the show’s world of superheroes.

For Nikki, an adapted physical education teacher for the West �����ؿ���Ƶ Public Schools, it’s about connecting with and inspiring the special education students she serves.

“I was trying to find a way to engage my students,” said Nikki, who is pursuing a graduate degree in adapted physical education. “I started (in West �����ؿ���Ƶ) last year during the middle of the pandemic where half of the school kids were remote learning. It was really difficult for me to get to know my students.”

After learning about students’ favorite heroes, Nikki made activity books based on those characters’ worlds. Students eagerly completed challenges cleverly designed to improve their gross motor skills (defined as tasks that involve large muscles in the upper body, as well as whole-body movements). A student needing to work on balance, for example, crossed a balance beam to help a favorite character escape a predicament.

“They got to take over a little more,” Nikki said. “It was more self-directed.”

This out-of-the-box thinking is a great way to relate to students, said Dr. Matthew Patey, an assistant professor of health and kinesiology.

“Sometimes that’s all you need,” said Patey, who specializes in adaptive physical education and is advising Nikki on her thesis. “It’s a brilliant strategy on Nikki’s end to incorporate things kids like and get that fun factor.”

Nikki excels at connecting classroom lessons to her job and has the right attitude for a successful career, Patey said.

“This whole area is clearly Nikki's passion,” he said.

Serving students with disabilities runs in the Maloney family. Nikki’s mother, Maura, ’17, has worked in special education classrooms as a paraprofessional, and, more recently, teacher. And Nikki befriended students with disabilities while growing up in Foxboro.

As an undergraduate, she appreciated a course with Dr. J. Edward Carter that covered the developing of individualized education programs and working with parents.

“We had such great conversations because it was a small class,” recalled Nikki, who majored in special education and psychology. “It was a safe environment to ask questions.”&�Բ�����;

Now in the adapted physical education program, she praised Patey for highlighting how physical education lessons transfer to other classes.

Nikki sees that on the job as her students apply the confidence they gain in physical education to other courses and interactions with their peers. They grow and flourish, just as she did at BSU.

“I learned so much in terms of being an educator and how to create an inclusive environment for my students,” she said.  

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

I learned so much in terms of being an educator and how to create an inclusive environment for my students.

At her previous university, Hind Al Jurf, ’20, G’22, focused her time and energy on passing exams. Now, as part of an increasingly diverse graduate student body at �����ؿ���Ƶ State University, she’s also mastering the very skills she knows prospective employers will demand.

“I’m not the same person I was when I entered the university,” said Hind, who came to BSU as an undergraduate transfer student and is working on a Master of Business Administration degree. “The amount of opportunities and activities and assignments you can do really helped me learn.”

As the region diversifies, BSU has seen the number of its graduate students of color increase 71 percent between fall of 2016 and fall of 2020. As of 2020, there were 248 such students enrolled, comprising 15 percent of the graduate student body.

The growth partly reflects a focus on encouraging �����ؿ���Ƶ undergraduates to continue their studies with an advanced degree. Early admission allows some undergraduates to take courses that count simultaneously for master’s and bachelor’s degrees.

College administrators also focus on hiring more faculty of color. Meanwhile, agreements with schools and employers such as the University of Cabo Verde; Dean College; and the human service organization, Justice Resource Institute, encourage their students and workers to further their education.

“We’re all working to make sure our students in graduate programs reflect the population in Southeastern Massachusetts,” said Paul Cincotta, graduate admissions director. “Having a diverse population in any graduate program really leads to a more enriching education for all students because of the perspectives everybody brings.”

Kemi Taiwo, G’23, appreciates interacting with classmates and professors in the public administration program.

“You can take whatever it is you have been talking about in class and put it into your personal life,” Kemi said.

Kemi, who took classes online from her native Nigeria for much of the pandemic, remained committed to her education even during Zoom meetings at midnight Nigerian time.

Now studying on campus, she also works in the Academic Achievement Center, building the confidence of students whose first language is not English.

Being a BSU graduate student, in turn, helped Kemi come out of her shell.

“It’s exposing me to America,” she said.

Hind, whose undergraduate math professors recommended the MBA program, appreciated the realistic simulations in Dr. Stanley Ross’ strategic management class.

“We do case studies and write reports and discuss it as if it’s a real company,” she said. “It’s a challenge, but I like it.”

Both students praised the broad applicability of their graduate work.

“It helps very much,” Hind said of the MBA degree. “You’re a generalist. You can work in a bank, do accounting, or have a management role. It opens up options to do everything.”

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

We’re all working to make sure our students in graduate programs reflect the population in Southeastern Massachusetts. Having a diverse population in any graduate program really leads to a more enriching education for all students because of the perspectives everybody brings.