Dr. Wendy Kaaki, New Mexico State University, U.S.
Leadership Spotlight
Professor Waqar Ahmad, President of Nazarbayev University, Kazakhstan
Regional Focus
Indigenous Students of a Mexican Rural Normal School, Dr. Ana Arán
Academic Perspectives Research and Teaching in the Humanities
Dr. Suchismitta Dutta, University of Tampa, U.S.
Student Voice
Shahd Elbassiouni, University of Birmingham Dubai, UAE
Mohammed Almazrouei, Orange Coast Community College, U.S.
Dr. Stavros Christopoulos, Sorbonne University Abu Dhabi
Editorial
A Note from the Editor in Chief
Laura Vasquez Bass
Leadership Spotlight
From Humble Beginnings to Global Impact: Professor Waqar Ahmad’s Vision for the Future of Nazarbayev University
Professor Waqar Ahmad
Student Voice
Digital Safety and Self-Discovery: On Pursuing Cyber Security Advocacy at the University of Birmingham Dubai
Shahd Islam Elbassiouni, Computer Science Major, University of Birmingham Dubai, United Arab Emirates (UAE)
Special Topics
International Experiences of Adaptation, Communication, and Development: The Experiences of United Arab Emirates Students in the United States
Dr. Wendy Kaaki, New Mexico State University, U.S.
Regional Focus
Indigenous Students of a Mexican Rural Normal School: An Affirmative Action Policy Balance
Dr. Ana Arán, Rural Normal School Ricardo Flores Magón, Mexico
Student Voice
To Make a Meaningful Contribution to My Country: A Reflection on Studying Abroad in the U.S.
Mohammed Mohammed Almazrouei, Orange Coast Community College—University of California, Irvine, U.S.
Bridging Borders, Bridging Disciplines: On Research and Teaching in the Humanities
Dr. Suchismitta Dutta, Assistant Teaching Professor, English and Writing, University of Tampa, U.S
The Emerging Necessity for Quantum Literacy: How Quantum Computing will Revolutionize our Technological Landscape
Dr. Stavros Christopoulos, Sorbonne University Abu Dhabi
Welcome to UniNewsletter
Globalized education models are the new normal, fueling exciting international collaborations
A Note from the Editor in Chief
It is evident to everyone in the higher education sector that globalized education models are the new normal, fueling some truly exciting international collaborations in recent months. As I write this welcome note in late October 2024, there have been several noteworthy developments in the last few days alone. The Third Annual Forum for Open Research in the MENA region (FORM), held in Doha, Qatar, took place this month. This partnership underscores a collective dedication in the MENA region towards enhancing accessibility and inclusivity in academic research, with the aim of cultivating sustainable development in the Arab world. As part of their “Going Global Partnerships Program,” the British council held an education forum focused on enhancing collaborations between UK and Romanian institutions. The initiative aims to foster international academic exchanges, joint degrees and research projects, specifically addressing climate sustainability, medical research and artificial intelligence. Additionally, last month during the 2024 Annual National Historically Black Colleges and Universities (HBCUs) Week Conference in Philadelphia, United States (U.S.) hosted by the U.S. Department of State’s International Visitor Leadership Program (IVLP), a collaboration was facilitated between African Universities and HBCUs. The gathering, which was attended by higher education faculty, administrators and governmental officials from 11 different African countries, emphasized long-term academic and cultural partnerships between African universities and HBCUs to promote shared resources and practices.
Laura Vasquez Bass
I share these examples to emphasize the promise for groundbreaking educational innovations when global institutions unite across borders in the name of mutual progress. More so, these examples and the many more like them, crystalize the importance of the goals of UniNewsletter—to serve as a platform where these kinds of magnetic connections between diverse global education collectives can meet, inspiring new generative partnerships of tomorrow. Subsequently, this issue of UniNewsletter assembles a broad range of voices in higher education from the U.S., the United Arab Emirates (UAE), Mexico, Kazakhstan and more, each of whom discuss topics of both intrigue and gravity to our educational community.
Our cover story, which lends its title to this issue, comes from the Trends article of Dr. Stavros Christopoulos, Associate Professor of Physics at Sorbonne University Abu Dhabi. Delving into the transformative potential of quantum computing, Dr. Christopoulos traces its origins to the famed physicist Richard Feynman’s visionary ideas, exploring its reliance on quantum phenomena like superposition and entanglement. He argues for the importance of achieving “quantum literacy” through education, emphasizing how programs like Sorbonne University Abu Dhabi's new Physics curriculum is preparing students to lead in this rapidly advancing field.
Opening the issue in our Special Topics section is Dr. Wendy Kaaki, who offers us a panoramic perspective on the experiences of students from the UAE studying abroad in the U.S. She covers domestic considerations for adaptation, such as housing and different customs surrounding communication and personal space, as well as professional development. Dr. Kaaki characterizes the U.S. university system as nuturing of the qualities necessary to grow an entrepreneurial mindset, which is beneficial exposure for UAE students hoping to launch business careers when they return home from their studies.
Our Leadership Spotlight for this issue is the esteemed Professor Waqar Ahmad, President of Nazarbayev University (NU), Kazakhstan. In this interview, Professor Waqar Ahmad discusses his unconventional journey into an academic career and his leadership philosophy at NU. He emphasizes NU’s focus on world-class research, fostering diversity and enhancing student experience while driving innovation in critical areas like renewable energy and AI. As Professor Waqar relates, NU’s efforts aim to position the institution as a leader in education and regional development.
This issue’s Regional Focus is provided to us by Dr. Ana Arán. Her article highlights the critical role of Rural Normal Schools in addressing inequities in higher education for Indigenous students. She discusses affirmative action policies and culturally inclusive initiatives at Rural Normal School Ricardo Flores Magón (ENRRFM), showing how they support Indigenous
students in preserving their languages and traditions while preparing them for impactful careers in education. Despite significant progress, Dr. Arán concludes the need for ongoing efforts to promote inclusivity and equity remains vital.
We are privileged to feature two students from the UAE in this issue’s Student Voice section, their diverging paths proving instructive reading for UAE students considering the prospect of studying abroad. First, we hear from Shahd Elbassiouni, a Computer Science major who chose to embark on her studies at the University of Birmingham Dubai. From developing a women’s safety app to becoming a student ambassador, Shahd Elbassiouni’s journey showcases her commitment to cyber security and community impact. She relays that her university experience has sharpened her leadership and technical expertise, fueling her mission to educate youth on staying safe in an evolving digital landscape. Meanwhile, Mohammed Almazrouei chose to pursue his studies in the U.S., aiming to attend the University of California, Irvine. He details the unexpected ways that he was required to adapt to life in the U.S., but ultimately concluding that his journey thus far has fostered entrepreneurial ambition and resilience. As a prospective Business Education major, he reflects on how his multilingualism and expanded knowledge of different cultures will aid him in the future when he returns to the UAE to contribute to its rapidly changing business landscape.
Before closing the issue with our Trends article, we are delighted to feature the inspiring journey of Dr. Suchismitta Dutta, Assistant Teaching Professor of English and Writing at the University of Tampa, U.S. in our Academic Perspectives section. Dr. Dutta’s academic trajectory is one that bridges disciplines and redefines the humanities’ role in addressing social challenges. From pursuing English literature in India to interdisciplinary doctoral and post-doctoral research in the U.S., this scholar’s work exemplifies education’s transformative power and its potential to drive equity and innovation.
As ever, we truly hope you enjoy reading this issue of UniNewsletter as much as we have enjoyed working with each of these talented individuals. Please use their insightful words as inspiration to ask questions, connect and find opportunities for collaborations.
International Experiences of Adaptation, Communication, and Development
The Experiences of United Arab Emirates Students in the United States
Dr. Wendy Kaaki
New Mexico State University, U.S.
When students come to study in the United States (U.S.) from the United Arab Emirates (UAE) they will be exposed to unique experiences that will profoundly shape their perspectives and personal development. These experiences involve academic achievements, cultural adaptation, unique social interactions and the development of an entrepreneurial mindset. Students from the UAE will need to adapt to living in the USA. Some struggles include managing where they will live, like with a host family or sharing a home with roommates, learning how people
speak or what they mean, following rules of personal space and applying their cultural heritage to engage in entrepreneurial pursuits. This article will examine the fundamental expectations of UAE students studying in the U.S., focusing on their interactions with host families, getting along with their peers, adapting to cultural norms and the importance of entrepreneurship in their personal growth.
Housing
A significant part of the living abroad experience for UAE
The U.S. school system is recognized for its focus on invention, creativity and critical thinkingattributes essential for entrepreneurship
Research has shown that international students that live with host families experience stronger cultural immersion than those living independently or with roommates from the same culture
students begins at home or in their new living environment. Many students choose to reside with host families, because living with a host family is an opportunity to learn about American culture, and it allows them to practice speaking with native English speakers. Host families should offer a supportive environment for UAE students to practice English and acquire an understanding of American traditions, while also receiving the support needed to adapt. Research has shown that international students that live with host families experience stronger cultural immersion than those living independently or with roommates from the same culture. Living in family-type setting helps build trust and safety to connect with those from the different culture and this allows students when they are guided by their host families.
However, living with host families may provide difficulties for students from the UAE. Family dynamics in the U.S. may significantly con-
trast with those in the UAE, where collectivist cultural values are dominant in family relationships and closeness with parents is very common. Conversely, American families demonstrate a heightened level of individualism, prioritizing personal freedom and autonomy-independence. Parents are the highest priority and hugely valued in Muslim culture. Mohammed Mohammed Alamazrouie is an exchange student studying Business Entrepreneurship in the U.S., and this issue’s Student Spotlight feature. He stated, “Study abroad was difficult for the first weeks. I was not used to the environment here because everyone does things independently and depends on themselves. They also do not judge what you are wearing or how you look, even if you are wearing PJs. This changed my behaviors here; now and I no longer judge or care about what people wear. I also do not care about what people think about me and my confidence in myself is stronger.”
Additionally, living with roommates or sharing a unit or rental gives UAE students more chances to learn about the culture and day-to-day life in the U.S. Sharing housing requires that roommates have clear communication, mutual respect for personal boundaries and space and all learn to value their differences. UAE students are accustomed to a shared lifestyle with close family connections, whereas Americans are used to privacy and set boundaries. This may result in initial misconceptions among roommates, especially around communal areas, noise levels and social engagements.
Effective communication is essential for navigating these discrepancies. Initiating discussions regarding expectations and boundaries at the outset can avert potential issues and cultivate positive relationships between UAE students and their American housemates. Through engaging in cross-cultural interactions students acquire essential abilities in
negotiation and compromise, vital for both personal relationships and professional environments.
Communication and Personal Space
Cultural differences between the UAE and the U.S. are especially evident in communication styles and attitudes about personal space. In the UAE, communication is generally more indirect, prioritizing respect and conflict avoidance. Conversely, American communication tends to be more straightforward and assertive. Researchers from Miami University, U.S. concluded that this disparity may result in misunderstandings in both academic and social contexts, as UAE students may view American directness as brusque or excessively pushy, whereas American counterparts might regard UAE students as elusive or ambiguous.
Perceptions of personal space vary between the two cultures. In the UAE, personal space is
typically more flexible, where there is more tolerance for closeness, particularly among family and friends. In the United States, personal space is appreciated, and physical distance during interactions is more common. This disparity may initially induce discomfort for UAE students, especially in social contexts where Americans may appear distant or uncaring. As students gain familiarity with these cultural nuances, they learn to negotiate the disparities and better understand how much to approach or not approach someone.
Adapting
For many UAE students, getting used to the American lifestyle means that their way of thinking will also require some changing or adjusting. The diversity and openness in the U.S. conflicts with the traditional and conservative traditions of the UAE. For example, socializing with women and engaging in open activities with them is not the norm for men in the UAE. Also, public affection, like kissing is not encouraged. As outlined, in the U.S., pupils experience a more casual communication style that prioritizes directness and assertiveness. This poses challenges for UAE students, who may originate from a context that emphasizes indirect communication and the preservation of societal harmony. In addition, Emirati students often do not have as many responsibilities back home, as many families in the UAE have domestic helpers, chefs and often live-in nannies. The luxuries there are not afforded to most of the working class in the U.S. There is a steep learning curve for new students, who must develop basic skills of living like shopping, cooking, tidying the home, communicating in the newly acquired language, time management, discipline and following basic rules and even local laws. Understanding the value of spending and living on a budget is a major take-away for students from the UAE.
Furthermore, students may require adaptation to the pace of life in the U.S. Life in the UAE is frequently fast-paced, particularly in the case of cafes and late-night outings. Conversely, in the U.S. people usually go to sleep early because they begin work early in the morning. Students in major cities like New York or Los Angeles may encounter a sense of familiarity, but those in smaller towns or rural regions may feel that difference. Comprehending these regional disparities is essential for UAE students as they get used to their surroundings.
Lastly, acclimating to American customs entails understanding festivals, rituals and social practices. Holidays like Thanksgiving and the Fourth of July may be unusual to students from the UAE, although involvement in these festivities provides a significant opportunity to connect with local culture. Practices like tipping at restaurants, greeting strangers with a smile, or engaging in small talk during casual encounters may initially seem unfamiliar but become essential components of daily life as students adapt.
Entrepreneurial Mindset and Personal Development
A significant part of studying in the U.S. for UAE students is the ability to cultivate an entrepreneurial attitude. The U.S. school system is recognized for its focus on invention, creativity and critical thinking—attributes essential for entrepreneurship. Students in the UAE, especially those pursuing careers in business or technology, are situated in an atmosphere that fosters experimentation and incentivizes initiative.
A 2020 research study indicates that numerous UAE students in the U.S. are motivated by
Dr. Wendy Kaaki
New Mexico State University, U.S.
the entrepreneurial culture they experience, which differs from the more hierarchical and risk-averse corporate practices typically observed in the UAE. In the U.S., students are urged to engage in innovative thinking, undertake calculated risks and follow their passions, all of which are essential elements of entrepreneurial achievement. This mentality exposure enables UAE students to return to their homeland with novel insights, aligning with the nation’s growing appreciation for entrepreneurship as integral to its ambition for economic diversification and innovation.
The entrepreneurial attitude promotes personal development. Through engagement with diverse concepts, collaboration with peers from various cultural backgrounds and direct confrontation of problems, students cultivate resilience and adaptability. These attributes are crucial for maneuvering through the ambiguities of academic pursuits and prospective career undertakings.
Conclusion
The experiences of UAE students studying in the U.S. differs on a case-by-case basis, but it certainly involves the development of communication skills and personal skills. Whether a student lives in homestay or with a roommate, each student experiences changes and adaptations that will be beneficial for their personal growth. U.S. culture does not resemble the lifestyles of Muslims or their families, where mothers, fathers and family or tribe are the center of their lives. Becoming a future entrepreneur involves
By engaging with the challenges and opportunities of cross-cultural encounters, UAE students will acquire essential skills that equip them for success in an increasingly connected world “ “
transforming and understanding other viewpoints, which can enhance the educational journey. By engaging with the challenges and opportunities of cross-cultural encounters, UAE students will acquire essential skills that equip them for success in an increasingly connected world. The integration of their lived experiences, together with exposure to many cultural norms, cultivates a comprehensive understanding that aids students in their academic pursuits and future careers when they go back home and share their knowledge and experiences with others. Thus they are emerging as global leaders capable of transforming the business landscape.
WORLD CL ASS EDUCATION IN THE UAE
Globally recognised French degrees accredited by the UAE
5
3k
• 25 undergraduate and postgraduate programmes
• Programmes taught in French and English
41st
• International student exchange programme
• Multidisciplinary research led institution
• Excellence scholarships
• Diverse student population of 60+ nationalities
• In Abu Dhabi, named safest city in the world
SCHOOL OF ARTS & HUMANITIES
1st Humanities Education University Forbes Awards 2019
1st Communications School in France Le Figaro Etudiant 2024
SCHOOL OF DATA, SCIENCE & ENGINEERING
4th Shanghai Ranking for Mathematics Shanghai Ranking for Physics 17th
SCHOOL OF L AW, ECONOMICS & BUSINESS
1st Université Paris Cité holds France stop ranking for publication impact Leiden Rankings
19 th Internationally THE Young University Rankings
From Humble Beginnings to Global Impact:
Professor Waqar Ahmad’s Vision for the Future of Nazarbayev University
Professor Waqar, it is our immense pleasure to interview you for our Leadership Spotlight section in this issue of UniNewsletter. Please begin by outlining your professional and research background for our readers, including your path to your current position of President of Nazarbayev University (NU).
Thank you for this privilege.
I’m an accidental academic and university leader. Having left school at 16 in the U.K., I worked in catering, insurance, warehouses and grocery stores for nine years before completing my BA while simultaneously working full time in a restaurant in Scotland. I joined the University of Bradford as a doctoral student in 1986. My publications during the doctorate impressed my supervisors and fortunately, therefore, I was offered a research-led assistant professorship. Four years later, I was appointed an associate professor in University of York's remarkable Social Policy Research Unit (SPRU), directed by the late Professor Sally Baldwin. In 1998, I was appointed to a research professorship at the University of Leeds, where I led the multidisciplinary Center for Research in Primary Care.
Before joining the Executive of Middlesex University, I worked as the Chief Social Scientist at the Office of the Deputy Prime Minister. During these years, I also served on the boards and committees of research councils, the Higher Education Funding Council England, National Health Service R&D, the Joseph Rowntree Foundation and others.
Professor Waqar Ahmad
Nazarbayev University
After Middlesex, I was Chancellor (President) of Abu Dhabi University (ADU) for just under six years; I’m proud of what faculty, students and staff collectively achieved at ADU.
I retired from ADU, to take up visiting professorships at the London School of Economics and the University of York. Then came the opportunity to lead NU. It is a university with amazing potential. I couldn’t resist the temptation and feel lucky to be trusted with the task of elevating NU to the world stage for research, teaching, knowledge exchange and student life. We have the people and resources to do exactly that and we will do it as a community.
I also owe gratitude to individuals like Professor Mark Baker and the late Professor Sally Baldwin, who appointed me based on potential. They taught me the importance of identifying and nurturing talent.
With your extensive background in academic leadership across diverse institutions, such as ADU, as you mentioned, how have your past experiences influenced your goals and strategies for NU?
There are great similarities between ADU and NU. NU is the age ADU was when I joined ADU. Like ADU, NU is an ambitious, precocious institution, which has achieved much in its short life. NU has enjoyed generous funding from the state, attracts outstanding students, has built research infrastructure that matches research-intensive institutions in the US and UK, is deeply committed to supporting the development of Kazakhstan and the region and is world-leading in student life. We have world class faculty from over 60 countries, which gives us enviable opportunities for collaboration. We are a founding member of the Asian Universities Alliance, a group of 15 regional powerhouses in research and teaching.
My goal is to build on the University’s successes and make NU world-class in research, teaching and student experience, catalyzing improvements in higher education and innovation. We aim to enhance our research, interdisciplinary programs and partnerships while elevating student experience. While we currently rank 501-600 in Times Higher Education rankings, I’m confident of significant improvements that reflect the exceptional strength of the institution.
In recent years, NU has invested in research programs focusing on areas like
renewable energy and biotechnology. What specific innovations or projects from these areas are you particularly excited about, and what impact do you envision for Kazakhstan and the wider region?
We are a relatively small institution with around 7500 students and around 530 faculty (excluding research-only staff), so we are selective in our research foci. Our undergraduates are given the opportunity to participate in research projects; around a quarter of our published research is with student co-authors. We have a growing number of postgraduate students, and in addition to the traditional doctorates (a growing cohort), we are introducing professional doctorates in key areas such as education, business and public policy.
Our research is focused on carefully selected themes, critical to the development of the region—intelligent systems and human-machine interface; energy, sustainability and environment; advanced materials and emerging technologies; social transformation and human capital development; health and
wellbeing; and mining and geosciences. We support innovations, start-ups and developments of national significance. For example, with the support of Kazakhstan government, our Institute of Smart Systems and Artificial Intelligence (ISSAI) is developing a Kazakh language LLM, ready to be launched in December. We have internationally significant research groups working on renewable energy, especially batteries and novel solar cells. Medical robotics is supporting paralyzed patients with mobility. We are a key partner and contributor in Kazakhstan’s drive towards digitalization and automation. Our Life Sciences Center is engaged in drug discovery as well as fundamental research. And we have one of the largest concentrations of researchers in the interdisciplinary field of Eurasian studies. These are some, among many examples I can cite.
NU is renowned for placing a strong emphasis on STEM fields, with research centers dedicated to robotics, energy and artificial intelligence. What role do you believe technical education will play in the global future, and how does NU support this vision?
“Then came the opportunity to lead NU. It is a university with amazing potential. I couldn’t resist the temptation and feel lucky to be trusted with the task of elevating NU”
With over 120 vibrant clubs and societies and 5000 students living on campus, student life at Nazarbayev University is world class
We don’t only enjoy a reputation for STEM. We have the best business school in the region and our school of public policy is making a strong contribution in developing leaders in public services. In addition, alumni from our school of education are now to be seen in leadership positions in higher education in Kazakhstan, including four appointed as rectors, and our research in Eurasian studies is attracting global attention. Our students, irrespective of the major, take mathematics and English in their first year, so all of them are literate and numerate at a high level. They gain problem solving and transferable skills, irrespective of the major, which makes them highly adaptable. This is important as solutions to challenges that we will face will increasingly require talents from a range of disciplines to work together. Having said that, we are responsive to national and regional needs, so we are launching a model undergraduate medical degree to assist with efforts to modernize the healthcare system, new undergraduate programs in digital sciences and artificial intelligence and programs in diplomacy and in Eurasian studies.
How does NU support diversity in fields where certain demographics, particularly women, are underrepresented? Are there any notable initiatives aimed at promoting women in STEM disciplines?
We have roughly equal numbers of women and men students overall, including in STEM subjects. I’m proud that women have such strong representation in STEM at the University, at higher rates than you’ll find in the UK and North America. Entry to the University is competitive, equating roughly to the standards expected of students entering mid-ranking Russel Group institutions in the UK. This can exclude applicants from the regions where school performance may not be great. We therefore take students with potential into year zero. Our experience is that they can then perform on par with students who enter NU with impressive school qualifications. We will be investing in faculty and staff development. To ensure that NU is the leader in equality and diversity, we have created a dedicated unit in this area.
Thank you very sincerely for taking the time to answer our questions, Professor Waqar. Lastly, looking ahead to the future, are there any forthcoming projects or initiatives at NU that you are particularly eager to see take shape? And
how do these align with NU’s ambition to be a leader in international higher education?
The key focus is to build on our successes and realize the great potential that NU possesses. We will be investing to further strengthen the quality of our teaching, enhance faculty development and also develop joint degrees with selective, outstanding universities.
We are committed to making student experience among the best globally. Our student government is outstanding, led by the remarkable Student Government President, Ayana Batyrbayeva, and will be organizing regional events to show case their work, including
The Student Government, under President Ayana Batyrbayeva, works with the University leadership to sustain a vibrant student life on campus
undergraduate research competitions and the continuation of the student-led annual conference on academic integrity. We are in the middle of a major drive to secure additional institutional (QAA), school (AACSB) and subject accreditations (ABET for seven programs). Over 98 percent of our graduates are in jobs or further study. We will be strengthening employability and career development support for our alumni.
With an institutional field-weighted citation impact of 1.94, our research is internationally competitive. We are working to ensure uniformity of excellence across all areas of our research portfolio, and we will strengthen research collaborations across the world. Our new engagement strategy will have a sharp focus on knowledge exchange and support to our stakeholder communities, and we are now also starting a campaign to attract international students to our campus.
I want to take a moment in closing to pay tribute to our esteemed Provost, Professor Ilesanmi Adesida, for our success over the past eight years. As he retires from his role, we are committed to finding someone of the appropriate stature to replace him.
Finally, while we cherish our institutional autonomy enshrined in a specific university law, we will continue to reflect the country’s and the region’s needs in our taught programs, research and knowledge exchange. Through our graduates, research and knowledge exchange, NU will remain an engine for national development.
“ I’m proud that women have such strong representation in STEM at the University, at higher rates than you’ll find in the UK and North America “
Provost Ilesanmi Adesida, retiring in December, developed internationally competitive research infrastructure at NU and attracted outstanding faculty to the University. NU has appointed Odgers Berndston to search for Prof. Adesida's replacement
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Dr. Ana Arán
Rural Normal School Ricardo Flores Magón, Mexico
Indigenous Students of a Mexican Rural Normal School: An Affirmative Action Policy Balance
According to Maider Elortegui, Rural Normal Schools were created after the Mexican Revolution under the influence of political ideas aimed at eradicating poverty through education. In fact, they were the first higher education institutions of this type established in Latin America. From the beginning, they functioned as boarding schools to reduce the inequity faced by the most vulnerable populations, as these
institutions provide students with meals, school supplies, uniforms, welfare services and tutoring scholarships.
Rural Normal School Ricardo Flores Magón (ENRRFM) is located in the municipality of Saucillo, in the state of Chihuahua, in northern Mexico. Founded in 1931, it offers a bachelor’s degree in elementary education and preschool education for low-income
young women. Currently, the school has an enrollment of approximately 400 students, most of whom are from the states of Chihuahua and Durango.
In the 2017-2018 school year, the school implemented an affirmative action policy reserving 15 spaces for Indigenous students to pursue a bachelor’s degree in elementary education. The following year, the number of reserved spaces increased to 20, which has been maintained to this day. The main purpose of this initiative is to enable these women, upon graduation, to work as bilingual teachers in indigenous contexts and contribute to the preservation of their native languages.
Affirmative Action Policies
As stated by Flor Marina Bermúdez-Urbina, these actions aim to create conditions for access and retention for segments of the population excluded from formal and higher education. The disadvantages faced by this population are the result of their socioeconomic context, as well as historical discriminatory practices. According to Marion Lloyd, one of the goals of affirmative action policies is to increase access to higher education for marginalized or vulnerable populations. These practices function as compensatory measures that aim to level, reinforce and complement students’ diverse conditions for accessing educational systems.
Indigenous Students at ENRRFM
Most Indigenous candidates applying for the entrance exam at ENRRFM belong to the Tarahumara and North Tepehuán Indigenous groups, both from the state of Chihuahua, where this higher education institution is located. There is also a significant number of young women from the South Tepehuan native group, hailing from the nearby state of Durango. In the last couple of years, students from various northern states in Mexico have enrolled, including those from the Mayo indigenous group in Sonora, as well as from the south: Tlapaneco and Nahuatl from Guerrero, and Zapoteco and Mixteco from the state of Oaxaca. This information is presented in the following map.
“ In the 2017-2018 school year, the school implemented an affirmative action policy reserving 15 spaces for Indigenous students to pursue a bachelor’s degree in elementary education “
“
One of the goals of affirmative action policies is to increase access to higher education for marginalized or vulnerable populations. These practices function as compensatory measures that aim to level, reinforce and complement students’ diverse conditions for accessing educational systems
“
Indigenous Students Experience at ENRRFM
The five Axes of rural normal Schools
Tatiana Coll, an academic who specializes in the history and evolution of Rural Normal Schools, notes that these types of higher education institutions operate around five axes: production, academic, sports, cultural and political. The Mexican Ministry of Education oversees the academic area; the production aspect involves training rural teachers in farming and agriculture, while the cultural dimension includes workshops such as folklore dance and music clubs. The sports component features various teams and the organization of interscholastic competitions. Finally, the political axis is managed by the Mexican Federation of Socialist Farmer Students of Mexico, and each Normal School has a Political and Ideological Guidance Committee.
Indigenous students actively participate in these axes, with notable involvement in cultural groups and sports such as basketball, volleyball, soccer and softball.
They are also part of the cheerleading squad and the marching band. Additionally, they serve as class representatives and play important roles on the student council.
Showcasing their traditions and preserving their native language
Indigenous students at ENRRFM engage in activities that promote cultural diversity through various actions and strategies. This initiative has two main objectives: to raise awareness among teachers and students about the cultural richness of the customs and traditions of native groups and to reinforce Indigenous students’ sense of identity and connection to their communities of origin.
An example of these activities occurs on Feb. 21 when the school celebrates International Mother Language Day, and on Aug. 9 for the International Day of the World’s Indigenous Peoples. On these occasions, special guests from various indigenous groups showcase their cultural heritage and worldview through diverse artistic expressions, including singing, dancing and literature. Students also
participate in these celebrations: they have developed an interactive dictionary with commonly used phrases in their native languages, performed traditional dances and shared how they celebrate significant festivities in their communities.
Final thoughts
Historically, access and retention in higher education for indigenous youth have been limited: however, progress has been made over the last decades. Universities play a crucial role, and affirmative policy actions have the potential to help reduce social and educational disparities among the most vulnerable populations. In particular, Rural Normal Schools bear significant responsibility in this area due to their commitment to providing education for rural and Indigenous communities, as well as by implementing affirmative action policies like those established at ENRRFM.
Given the above, the need to ensure access to higher education is paramount, along with the necessity to design and implement various strategies and actions that effectively support
students from cultural minorities in their pursuit of their studies and successful graduation. The work conducted at ENRRFM has demonstrated significant advancements towards creating an inclusive higher education institution. However, there is still much progress to be made, and efforts that need to be strengthened to continue the goal of reducing inequities in this context.
“Universities play a crucial role, and affirmative policy actions have the potential to help reduce social and educational disparities among the most vulnerable populations”
Digital Safety and Self-Discovery:
On Pursuing Cyber Security Advocacy at the University of Birmingham Dubai
Shahd Islam Elbassiouni, Computer Science Major, University of
Birmingham Dubai, United Arab Emirates (UAE)
In a class full of students, all with eager minds of their own, I continued answering each of the questions they threw at me. One after another, I was reminded of how far I had come in my own academic journey. My name is Shahd Elbassiouni and I am a Computer Science student at the University of Birmingham Dubai. My interest in this subject started growing once I reached Grade 7. After being tasked with creating a website for school using simple HTML code, my smile grew watching the code unfold into a webpage of pictures, colors and designs and from that point on I knew I had a future in this field.
My interest in Computer Science grew as a result of a simple Google search. One day, I noticed the word “safety” generated over 2,590,000,000 search results. I came to the realization that in addition to my already established interest in Computer Science, I was also intrigued by how—if we think of cyber security, for example—the field encapsulates the theme of safety, which from childhood onwards is omnipresent throughout our lives. As a result, the area of cyber security began to resonate with my personal and academic ambitions.
In high school, I was massively influenced by one of my teachers whose work gave momentum to my diligence in exploring cyber security. As a teacher he was not only kind and patient, but also specialized in practicing ethical hacking to create a safe digital environment for youth as they explore the internet. By gathering information on those who threatened the safety of youth and working with the police, he both played an inspiring role in protecting future generations and also helped to build my passion for cyber security. Following this experience, I was lucky to succeed in several achievements—one of which included developing a women’s safety app. My
“ “
goal was to build an environment where women and youth could instantly share their location with family and safety authorities, in the case of encountering any potential harm to their person. My platform also ensured safety to users if they shared their experiences with figures in power, thus creating a safer space for people to speak up.
Computer Science encapsulates the theme of safety, which from childhood onwards is omnipresent throughout our lives
In the months following this project, I researched digital security and wrote a research paper of my own discussing methods of preventing ransomware via the use of blockchain. My paper caught the attention of the Head of the Computer Science department, who suggested I enter it for an anonymous online cyber security research study. I was hesitant, and eventually I decided that the paper needed additional research I hadn’t gathered and overall improvement to satisfy my inner drive to make my desired impact. I concluded, however, that I would use this experience as a starting point and source of motivation to believe in my aspirations and abilities moving forward. Thus, I began my search for the university where I would carry out my studies in Computer Science, and found the University of Birmingham Dubai to be the most promising option.
Among the several universities that offered me acceptances, the University of Birmingham Dubai stood out with its ranking as one of the top 10 universities in the UK, 80th in the QS World University Rankings 2025 and a member of the Russel group. The method of
staying in Dubai offered the opportunity of remaining with family, while still experiencing many cultures and learning about different nationalities as a result of the university’s diverse demographics. Moreover, the growing cyber security field in the UAE would present new opportunities to compliment the developing technologies of the country, and in turn, the University encourages the values and implementation of current and future cyber security practices. Not only is this encouragement reflected in the academic aspects of the university, but it is also highlighted in the workshops and seminars involving Dubai police to increase awareness of this growing department.
into building a women’s basketball team and community. My leadership skills and event coordination were challenged as I had to build a team and environment that would be supportive to all throughout practices, tournaments and university life. The coordination necessary to schedule practices that would cater to a majority of members’ timetables, as well as staying fair to the time everyone was investing into the basketball club, allowed me to refine my skills in planning and time management. The university also provided me with the opportunity to become a student ambassador, which involved representing the university and being a welcoming
Birmingham Dubai stood out with its ranking as one of the top 10 universities in the UK, 80th in the QS World University Rankings 2025 and a member of the Russel group “ “
ronment, and accentuating my fast, critical thinking abilities to provide instant solutions to proposed problems.
Now, in my last year, I’ve become interested in exploring other fields by becoming the co-chair of the Association for Computing Machinery (ACM) Marketing team. Here, I work to promote university events and future opportunities for students to take part in—the same way I did at the start of my university journey. Excelling as co-chair has involved teaching myself valuable skills in analyzing social media trends and data to assess, for example, the optimal time to post videos and
experience and use the skills I have learned in my university experience to achieve my goals, and better my community. The opportunities I have been provided by the University of Birmingham Dubai have made me more mindful of the discipline and work ethic it takes to achieve a set goal, such as educating youth on the importance of safety on the internet. By passing on the knowledge I have gained in the field of cyber security to the youth, I have also passed on a tool through which they can learn about how to best protect themselves from the scariest parts of the digital world.
to gain more experience and use the skills I have learned in my university experience to achieve my goals, and better my community”
To Make a Meaningful Contribution to My Country:
A Reflection on Studying Abroad in the U.S.
Orange Coast Community College-University of California, Irvine, U.S.
Mohammed Mohammed Almazrouei
Studying in the United States (U.S.) has transformed my understanding of the world in ways I had not anticipated. Living in a new country, adjusting to its ways and balancing academics and life independently have challenged me to grow and become self-reliant. Having the opportunity to live on my own has offered me a glimpse into the responsibilities and realities of managing a home and pursuing my aspirations. This journey has not only deepened my independence but has also helped me gain valuable insights into the role I hope to fulfill in my home country, Abu Dhabi, United Arab Emirates (UAE) as I carry forward the legacy of my father, a respected and successful businessman in the auto sales industry. My studies in the U.S. are creating a solid skills foundation that I believe will benefit the UAE when I return, as I will bring back new perspectives, skills and approaches in business and entrepreneurship.
Currently, I am studying at Orange Coast Community College with plans to transfer to University of California, Irvine. The educational experience thus far has been enlightening, but more importantly, I have had the privilege of connecting with people who have become instrumental in my growth. My mentor, Dr. Wendy Kaaki (featured in this issue’s Special Topics section), whom I consider a life-long friend and guide, has been a significant source of inspiration. Her willingness to share her knowledge in business and entrepreneurship has had a profound impact on my journey. She encourages
me not only to excel academically but also to explore and realize my entrepreneurial ambitions. Through her support, I have learned that building connections with the right mentors and people is as critical as acquiring technical knowledge. She has guided me on essential skills like networking, business planning and marketing strategy.
Being multilingual is not only a practical skill that enhances communication but also a bridge that connects me with different cultures and viewpoints
I am grateful for the Khotwa Scholarship Program that has enabled me to study in the U.S. and immerse myself in the rich diversity here, encountering people from various backgrounds and learning about new ideas and perspectives. These experiences have led me to broaden my linguistic abilities; I now speak Turkish and Spanish fluently, in addition to my native Arabic and English. Being multilingual is not only a practical skill that enhances communication but also a bridge that connects me with different cultures and viewpoints. In business, this ability to communicate across languages is invaluable, as it allows me to connect with partners, clients and stakeholders globally, fostering trust and understanding. As I aim to create and market my own brand internationally, these linguistic skills will allow me to engage with diverse audiences and expand my reach beyond borders.
Beyond language, my education in the U.S. has also enriched me with soft skills that
will be pivotal in contributing to the business landscape in the UAE. Effective communication is one of these vital skills. Whether presenting ideas in class, working on group projects or networking, I have learned the importance of conveying ideas clearly and persuasively. This skill is crucial in the UAE’s dynamic business environment, where clarity and diplomacy are key in both domestic and international business dealings. I am excited to bring this skill back home and apply it in various contexts, from team leadership to negotiations.
Additionally, the opportunity to engage in teamwork and collaborative projects has fostered my leadership abilities. Learning to guide a team, delegate responsi-
bilities and support others to achieve common goals has been enlightening. Good leadership, I have come to understand, is less about command and more about empathy, active listening and fostering a supportive environment. Bringing this style of leadership back to the UAE, where businesses are increasingly adopting collaborative and innovative approaches, will allow me to contribute effectively to the evolving corporate culture. These skills in communication and leadership, coupled with the ability to work cross-culturally, align with the UAE’s aspirations of becoming a global business hub, which values open-minded and skilled leaders who can connect with diverse teams.
“Good leadership, I have come to understand, is less about command and more about empathy, active listening and fostering a supportive environment”
Studying in the U.S. has also nurtured my entrepreneurial spirit, providing me with both the practical knowledge and the confidence needed to pursue my ambitions. With my mentor’s guidance, I am taking the first steps toward establishing my own brand and marketing it internationally. This project is not only a learning experience but a dream that I am turning into reality. By studying in the U.S., I have been exposed to advanced marketing techniques, digital tools and innovative business models that I plan to incorporate when I return to the UAE. I believe that building a successful business back home will contribute to the UAE’s economic diversity, supporting its vision of innovation-driven growth beyond oil-based revenues.
Finally, this journey has taught me resilience and adaptability. Living in a new country, away from family and familiar comforts, has taught me to face challenges head-on and to find solutions rather than be discouraged. This adaptability is an invaluable asset that will serve me well as I navigate the complexities of running a business in the UAE. I am confident that the personal and professional growth I have achieved during my studies will help me make a meaningful contribution to my country, whether by introducing new business strategies or fostering a collaborative and innovative corporate culture.
In conclusion, studying in the U.S. has equipped me with an array of skills and experiences that I
am eager to bring back to the UAE. From the independence and self-reliance I have gained, to the communication, leadership and entrepreneurial skills I am honing, each experience has shaped me into a more capable, versatile individual. When I return to my home country, I will carry with me the values and skills to make a difference, both in my own career and within the UAE’s evolving business landscape. I am committed to building on my father’s legacy and contributing to my country’s future by fostering growth, innovation and international connections.
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Bridging Borders, Bridging Disciplines: On Research and Teaching in the Humanities
Dr. Suchismitta Dutta, Assistant Teaching Professor, English and Writing, University of Tampa, U.S.
My academic journey thus far has been a compelling story of interdisciplinary exploration and a commitment to addressing critical social issues. Gaining a traditional, theory-based Bachelors and Masters degree education in English literature and language in India, my home country, the decision to then pursue my PhD in the United States (U.S.) in 2015 was nothing short of transformative. I undertook my doctoral studies in English at the University of Miami, Florida, which opened doors to an interdisciplinary academic landscape that initially felt unfamiliar in comparison to my earlier educational experiences.
At the University of Miami (UM), I was introduced to fields such as digital humanities, media studies and rhetoric and composition, which significantly expanded my academic horizons. Over time, I developed a strong interest in the fields of Critical Cultural Studies and Writing Across the Curriculum (WAC), all of which informed the dissertation project I would later develop on intersections of representation and multimodal literacies. This work laid the foundation for the book project that I’m currently developing, “Transcultural Mobilities and Narratives of School Space in Contemporary U.S. Immigrant Literature.” In my monograph, I examine post-9/11 Arab, Black and Latinx literary narratives to challenge the institutionalization of diversity in academic
I was able to lead my students in collaborating with a local community partner to address real-world challenges, enabling them to see the broader impact of their academic work “ “
spaces and its impact on education. My research delves into the complexities of race, racism and multiculturalism within U.S. academic institutions. I focus on 9/11 and its fallout because it was such a pivotal moment in U.S. history that reshaped both American and global perspectives. My work emphasizes the importance of fostering “cultural mobility,” which means to create inclusive educational spaces that empower communities of color and support racial equity.
Deepening the rich academic foundation laid by my PhD studies at UM, I was thrilled to begin my postdoctoral work and experience a new city at Georgia Tech (GT) in Atlanta. There, my work further developed an interdisciplinary edge extending beyond the traditional boundaries of the humanities by serving as a faculty partner in the Public Interest Technology (PIT) for First-Year Engineers Project. PIT, as defined by the New America Foundation, focuses on “the study and application of technology expertise to advance the public interest/generate public benefits/promote the public good.” My specific role involved integrating community engagement into writing and communication courses for engineering students. I worked with the Serve-Learn-Sustain (SLS) initiative, which is a multidisciplinary program aimed at fostering sustainable communities. Through this effort, I was able to lead my students in collaborating with a local community partner to address real-world challenges, enabling them to see the broader impact of their academic work.
One of the standout contributions from my time at GT was the honors writing course I designed, called “Writing Sustainability/Writing Sustainably.” This course, which was situated at the intersection of writing studies and environmental and social justice education, encouraged students to explore sustainability through lenses like environmental racism, gentrification and sustainable education. It was fundamental to my teaching practice to push for a deeper model of engagement, urging my students to build reciprocal relationships with their community part-
“When I reflect on my teaching philosophy, I can clearly draw parallels between my students’ initial apprehensions in writing courses and my own challenges as an international graduate student navigating a new academic system”
Dr. Suchismitta Dutta, Assistant Teaching Professor, English and Writing, University of Tampa, U.S.
ner. I designed assignments that incorporated inquiry-based projects, multimodal presentations and critical analyses, in order to foster essential skills for navigating complex societal issues. When I reflect on my teaching philosophy, I can clearly draw parallels between my students’ initial apprehensions in writing courses and my own challenges as an international graduate student navigating a new academic system. My approach tries to demystify writing and research, consciously empowering students to engage with these disciplines critically and creatively.
As life would have it, my academic path has circled back to Florida where I currently serve as an Assistant Teaching Professor at the University of Tampa (UT). Here, I teach writing studies and literature of course, with the interdisciplinary approach that is becoming somewhat of a hallmark of my work. I also mentor an undergraduate research assistant in a groundbreaking Medical Humanities project titled “Investigating the Long-Term Physiological Effects of Trauma on the Brain through Refugee Literature.” The project is funded by the competitive Undergraduate Research & Inquiry (URI) grant and integrates empirical data and literary analysis to explore how healthcare systems can become more accessible to minority communities grappling with trauma-induced mental health challenges.
In closing, my work truly exemplifies the transformative potential of interdisciplinary research. My academic journey—from traditional English literature studies to cutting-edge, cross-disciplinary initiatives—demonstrates my belief in the limitless possibilities of the humanities. Whether through analyzing immigrant narratives, mentoring students on sustainability projects or bridging the gap between literature and medicine, I strive to define myself as a researcher, scholar and teacher as one who pushes boundaries and inspires others to do the same. I remain committed to fostering critical inquiry and collaboration across disciplines, enriching not only academic discourse but also addressing pressing social issues all the while reaffirming the enduring relevance of the humanities in today’s world.
“ My academic journey—from traditional English literature studies to cutting-edge, cross-disciplinary initiatives—demon— strates my belief in the limitless possibilities of the humanities “
The Emerging Necessity for Quantum Literacy:
How Quantum Computing Will Revolutionize our Technological Landscape
Dr. Stavros Christopoulos Associate Professor of Physics, Department of Sciences and Engineering, Sorbonne University Abu Dhabi
It is in the realm of Physics where technological advancements are usually born. To comprehend the dynamics of any natural system, no matter what its size is, from subatomic particles and nuclear fusion, to lasers, cars and computers, to the vast universe with its countless stars, we rely on Physics for answers. Quite unsurprisingly, Quantum Computing is no exception. This emerging field will very soon bring radical changes in hardware processes and software protocols in order to harness the enormous calculative power of quantum devices. Their impact is expected to shape our technological civilization rendering a ‘quantum literacy’ absolutely necessary for future generations.
But let’s see how it all started. Its inception can be traced back to the 80s, when the renowned physicist Richard Feynman was trying to get access to the subatomic world, where Newtonian Mechanics does not hold, resulting in very exotic phenomena, explained only with the help of Quantum Physics. For several reasons, that the reader might want to look up on their own, nature is quite elusive in these quantum scales, often measuring up to only a few billionths of a meter. Experimental evidence was still quite scarce back then, so Feynman tried to gain insight into this world through simulation. Very soon though, it
became apparent that computers were far from able to produce the calculations of a system, the complexity of which was increasing exponentially with every particle he added. He was brought to a standstill…
Thinking, as per usual, outside of the box, he had a breakthrough: what if he could build a computer based on a system similar to the one he wanted to study? This new device would certainly have the capacity to produce calculations as fast as the system under study, being based on the same principles, those of Quantum Mechanics.
Though technological advancement at the time did not allow for the development of such a device, it could not be more relevant in our time. With numerous startups and billions of dollars of funding currently engaged, the race for a fully operational quantum computer is very soon to yield fruit. And with it, we will have the capacity to shed light into the obscure quantum world, increasing our understanding about nature in an unprecedented manner, but also unlocking a vast number of new applications.
But I am getting ahead of myself. Let’s take things at the beginning. What do we find in the core of a Quantum computer? The answer to
that is effectively any quantum system that can occupy two distinct states, exactly as the binary system of “on” and “off”—closed and open circuit, respectively—found in any conventional computer. In this manner we can use superconductors, trapped ions, quantum dots, photons or even neutral atoms. Any of these systems will do, and will constitute, paraphrasing the well known “bit,” the quantum bit or qubit. For example, a qubit could be two polarization states of a single photon (horizontal and vertical) or the energy state of a trapped atom or ion (low/ground state and high/excited state).
So far things are not entirely different from a conventional computer, but there are three properties dominating a quantum system which we exploit to boost things up: superposition, entanglement and interference. At this point, I call on the reader to be patient and make an effort to open up to these groundbreaking ideas. After all, we can’t observe such phenomena in our everyday life (except from their results)—they are reserved for the quantum realm…
Let’s begin with superposition: while a bit can be either “on” or “off,” a qubit can be host to both states at the same time! In other words, it exists as a linear superposition of both states, with a calculable probability to find it in either one, but only upon measurement. The reader is strongly encouraged to refer to the story of Schrödinger’s Cat for some additional insight and fun!
“ Quantum devices are expected to shape our technological civilization rendering a ‘quantum literacy’ absolutely necessary for future generations “
Superposition is the reason that Feynman needed a vast number of classical bits to study a quantum system in the first place!
Intertwined to superposition is entanglement: when two or more qubits are entangled, there seems to be a relation between them, no matter how far apart they are. To reveal the nature of this relation, we need only measure one of them. At the time of this single measurement all entangled qubits will seize being in superposition and will collapse to one of their predetermined results. Which one? This is exactly what their entanglement was concealing. To understand the power of these two properties, consider the following: 10 entangled qubits have the capacity of containing 210 different results at the same time, while 10 bits contain only 10. I’ll take it even further. The amount of information that is contained in 500 entangled qubits would require a number of classical bits larger than the number of atoms in the known universe…
And finally, interference. In order to produce a result which is not random, as for example the
ip of a coin, we create predetermined operations (algorithms). In this manner we can probe the state of the quantum system in such a way, that it results in boosting up (constructive interference) the probability of the right answer while diminishing that of the wrong ones (destructive interference).
Combining these three properties endows Quantum computers with unparalleled processing and computational abilities, since they are expected to conduct perplex operations simultaneously. Theory predicts that, for speci c processes (such as quantum many-body problems, prime factorization, etc.), a Quantum computer will be extremely e cient, completing them in just a few minutes, whereas a conventional computer would take billions of years!
The emerging eld of quantum computing will require all types of operations to be “reconstructed” on this entirely unique hardware. Quantum Simulation will pave the way to extremely e cient modeling of many-body problems faced in Science (quantum, atomic and molecular systems), Finance (banking and investment models), Medicine (drug design, development of medical instruments), Environment (climate change and weather forecast), and many other sectors. Furthermore, Quantum Information processes are expected to produce profoundly fast processing, storage and transmission of information, while through Quantum Cryptography the new security protocols will be physically impossible to break.
All these emerging elds are indeed based in the deep comprehension of quantum phenomena, a process that needs to begin throughout a student’s undergraduate years. This is the reason that the new Physics program at Sorbonne University Abu Dhabi is combined with a specialization certi cate in Quantum Technologies, delivered, like all its degrees, from Sorbonne University, France.
A nal comment to limit the reader’s imagination. Quantum computers will not replace conventional ones in everyday life, nor will we, any time soon at least, carry them like amobile phone in our pocket. The reason: these devices require extremely low temperatures and absolute isolation from the environment so that the abovementioned, fragile quantum e ects can take place. Nonetheless, one thing is certain: quantum computing will profoundly shape our future, in uencing our lives in ways we are only beginning to imagine…
Dr. Stavros Christopoulos Associate Professor of Physics, Department of Sciences and
