Ph.D. student Adeline Hegde is helping this endeavor with support from the NSF EPSCoR Maine-SMART program and her adviser, Professor of Anthropology and Chief of Native American Programs, Dr. Darren Ranco. After completing her master’s degree in sustainability solutions at Arizona State University, Hegde arrived at 91¸ŁŔű this summer to further her studies in anthropology and environmental policy while contributing to research on Indigenous sovereignty and resilience, decolonial frameworks, and Indigenous science and knowledge systems.

At the core of Hegde’s work is the integration of Indigenous Knowledge into Western science and the elevation of Indigenous Knowledge systems. Hegde is involved with programs that followed the Wabanaki Youth in Science (WaYS) program such as the Indigenous Science Faculty Development Program, which is designed to help faculty, particularly non-Indigenous faculty, meaningfully incorporate Indigenous Knowledge into undergraduate science classrooms. Local knowledge sharers, community members and participating faculty come together to share their experiences and place-based knowledge relevant to their respective communities.

This summer, Hegde participated in a gathering that brought together faculty from the program’s first cohort with its newest participants, known as the Bumblebee Cohort. The gathering allowed participants to share insights on educational techniques and their experiences incorporating Indigenous Knowledge into their classrooms while strengthening relationships among faculty. Those relationships can allow faculty to turn to one another as resources as they continue this work.

The gathering provided opportunities for hands-on, place-based learning. Participants learned about ash trees and their ecological and cultural significance, including how threats to ash can affect much more than the surrounding ecosystem. Knowledge sharers connected the trees to cultural practices and ways of knowing, while participants took part in activities such as basket making and ash pounding. The faculty went on hikes where they learned about practices such as harvesting cultural significant plants for traditional craft making. These experiences demonstrated how ecological knowledge can be connected to culture, place and relationships within the environment.

“As I continue my education and work at 91¸ŁŔű, I hope to serve as someone who can strengthen these networks we’re building, inviting insightful and enlightening conversations for all faculty who want to incorporate more Indigenous Knowledge into their curricula,” Hegde said. “We hope that eventually, Indigenous Knowledge will be a core facet of the hard science courses that undergraduates in the 91¸ŁŔű System take, as a standard of education for seamless implementation into traditionally Western curricula.”

In the classroom, incorporating Indigenous Knowledge can mean looking at concepts commonly taught through Western science from a different perspective.

“For example, an Indigenous concept is returning fish bones and shells to the original water source after harvesting the food inside,” Hegde said. “The Indigenous lens sees the concept of reciprocity and returning resources back to their source, but it is also a really crucial component of the hydrological cycle. The calcium from those bones and shells helps the health of other living organisms and the water as a whole. We do a lot of reframing to rethink these scientific processes to be more inclusive of other thought processes.”

That reframing is part of the work Hegde and Ranco are helping facilitate, giving faculty opportunities to learn from local perspectives and place-based knowledge while considering new ways of approaching their own fields of study.

As Hegde continues her Ph.D. and work with CITL and the Indigenous Science Faculty Development Program, she hopes to explore new ways to strengthen these networks and support Indigenous knowledge, sovereignty and resilience in Maine.

Story by Heather Johnson, EPSCoR Graduate Assistant

At the University of Maine, Professor of Anthropology Darren Ranco is at the forefront of this effort, working to embed Indigenous Knowledge in pedagogy and research. A citizen of the Penobscot Nation, this approach lies at the center of Ranco’s work with both the NSF EPSCoR Maine-FOREST and Maine-SMART. Serving as a primary investigator for themes on both EPSCoR grants, Ranco has the unique position to help mobilize Indigenous Knowledge across the university system, the state of Maine and education as a whole. 

With Maine-FOREST, Ranco’s work focuses on climate resilience and improving Indigenous access to traditional places. 

“We work with conservation and land partners to create a new mapping interface for Indigenous harvesters to be able to locate places that they have been locked out of because of conservation and other private property concerns, so creating frameworks of access helps reinvigorate Indigenous land care,” said Ranco. 

Through Maine-SMART, Ranco’s research is changing how research faculty and universities understand ecological knowledge and can incorporate Indigenous knowledge and science paradigms into the way they teach. To accomplish this, two cohorts of six 91¸ŁŔű faculty members across different disciplines have undergone training to change the way they teach core environmental science concepts, to better reflect Indigenous thought processes such as land stewardship and management. 

“All students benefit from being exposed to Indigenous Knowledge in science frameworks, in a respectful, ethical manner,” said Ranco. 

This program additionally helps empower Indigenous youth to seek out environmental and STEM careers, another research area that Ranco explores. He previously helped create the (WaYS) Program in 2012, which originally focused on integrating Indigenous knowledge into Western science curriculum for middle and high schoolers. 

“We found that this program created a lot of interest for Indigenous students entering the university system and they were excited to pursue environmental fields, but would then switch out often due to the way introductory classes were taught and the values reflected in those classes,” said Ranco. 

Ranco’s current programming with Maine-SMART works to shift the pedagogy in these courses while also creating frameworks of mentoring and support for students. 

“The real output and shift has been seen with the retention of Indigenous people in the life sciences, more degrees being awarded, and an increase of indigenous graduate students,” explained Ranco. “This has a significant impact on the University’s relationship with Indigenous communities and the projects we engage in, but it’s not just me anymore. It’s all of these students who are engaging in community-based research that’s supporting Indigenous sovereignty and also mobilizing Indigenous knowledge in a way that is ethical and framed up in the right way.”

For Ranco, his position with both EPSCoR grants reflects the core mission of a research university, engaging in community-led research while transforming educational systems to better support future researchers. 

“The promise of a research university is that students are being taught by the people creating new knowledge,” he said. “The research informs the pedagogy, and the pedagogy prepares the next generation to continue advancing that research.” 

By strengthening both research and education, Ranco’s work through Maine EPSCoR is helping create a more inclusive scientific community while demonstrating the value of Indigenous Knowledge as an essential component of environmental research, education and long-term stewardship. 

By Heather Johnson, EPSCoR graduate student

At the University of Maine, postdoc researcher Maurelio Cabo Jr. is strengthening this effort by bringing with him a global perspective. Originally from the Philippines, where he finished his Bachelor’s degree in Applied Science, Cabo worked in the powder coating industry in Saudi Arabia for six years, studied for his master’s degree in Smart Manufacturing Engineering in South Korea, and earned his Ph.D. in Nanoscience at The University of North Carolina at Greensboro- Joint School of Nanoscience and Nanoengineering. 

Working with 91¸ŁŔű’s Forest Bioproducts Research Institute (FBRI) and Process Development Center (PDC), Cabo is focused on creating new applications for nancellulose, a versatile and small form of CNF, across different disciplines and product applications. 

By developing ways nanocellulose can be functionalized for new products in different industries, Cabo hopes to create sustainable products with unique and impactful capabilities. His previous research focused on using bacteria as a producer of nanocellulose, creating anti-microbial wound dressings that help navigate antimicrobial resistance that emerges from overuse of antibiotics, in addition to being sustainable. 

At 91¸ŁŔű’s Product Development Center, Cabo hopes to utilize nanocellulose in alignment with the center’s mission to reduce plastic use while continuing to push the limits of bio-based materials and what they can accomplish. 

“I hope to utilize my background in flexible biomaterials, antimicrobial-resistant nanomaterials, and carbon-based research to create new composite systems out of nanocellulose at the PDC that solve energy, environmental, and biomedical problems while reducing the use of plastic,” said Cabo. 

His experience in industry also brings a unique perspective to this work, integrating his time as a quality control chemist in Saudi Arabia. 

“My background in Saudi Arabia focused on creating and testing coatings for substrate products and gaining knowledge of quality management,” explained Cabo, “which is an additional focus of the PDC here in Maine.”

Cabo hopes to use his broad professional experiences and expertise to help increase Maine’s biomaterials and manufacturing capacity, creating new products in a sustainable and functional manner. 

“My goal is to help develop new products that can be manufactured in a low-cost way that supports local economies through workforce development and future employment opportunities,” said Cabo. 

In addition to his research, Cabo is passionate about mentoring the next generation of researchers. With almost 20 publications, 11 of which were first-authored, in the last 6 years, Cabo hopes to use his experiences to help students gain their first publications during their time at the university, giving them valuable opportunities early in their careers. 

As 91¸ŁŔű continues expanding its leadership in forest-based biomaterials, Cabo’s combination of international research experience, industry knowledge and commitment to student mentorship will help strengthen the university’s efforts to develop sustainable technologies with real-world impact.

Story by Heather Johnson, Graduate Assistant

Contact: Daniel Timmermann, daniel.timmerman@maine.edu  

Kennedy Rubert-Nason, an associate professor of chemistry at the University of Maine at Fort Kent, is testing a new technology for carbon sequestration: a novel form of biochar made from the byproducts of cellulosic biodiesel production. Traditional biochar is a type of charcoal that can be added to soil to increase aeration, water and nutrient retention, and carbon content. The new product can also increase soil carbon, water and nutrient retention, although it is more acidic and its texture is similar to sphagnum peat moss. Cellulosic biodiesel research is incredibly important to reducing the carbon footprint of industries like long-haul trucking. Biodiesel production yields waste products and some manufacturers are finding a new way to utilize that waste in creating biochar.

If this new biochar can perform these tasks well it could offer a new avenue for sustainability while making use of waste products. Parts of Maine’s forest industry have invested in biomass boilers that help generate energy and biochar from what is otherwise waste in their sawmills. Rubert-Nason’s team received biochar materials from the Clean Maine Carbon and Forest Biofuels Research Institute. They also received donated spruce seedlings for the work. 

Rubert-Nason and his team of undergraduate students are testing whether soil amendment with traditional biochar and the new type of biochar can increase retention of carbon in soil and drought resilience in saplings of four tree species: balsam poplars, norway and white spruces, and sugar maples. These tree species represent common broadleaved and coniferous trees in Maine’s forests, several of which are commercially important.  The tree saplings are being  monitored while growing under water-limited and unlimited conditions to explore how biochar impacts the soil respiration and growth of trees experiencing chronic low level drought. Recognizing the important relationship between soil microbiome and tree health, Rubert-Nason’s team is concurrently exploring how these different experimental treatments impact the abundance and types of bacteria found in soil. This work is particularly relevant because much of Maine is experiencing drought conditions–a problem that is likely to get worse under forecast climate change scenarios ().Ěý

Rubert-Nason’s team is supported by the National Science Foundation EPSCoR Maine-FOREST and Maine-SMART projects, and the Maine Economic Improvement Fund. If this new biochar effectively increases soil carbon storage and water retention, it could become a simple way for corporations to offset their emissions and earn carbon credits. More work is needed to optimize the logistics for application of biochar in forests at scale, which is currently receiving the attention of engineers. Further improvements in biochar technology and distribution networks will continue to push the sustainability of the forestry industry and help strengthen Maine’s forests.

Story by Nathan Deveney, Research Media Intern

Contact: Daniel Timmermann, daniel.timmerman@maine.edu  

Anne Heberger Marino serves as the Associate Director of Portland Gateway and Maine EPSCoR. Her work is dedicated to the science of team science, leadership development in higher education, and multistakeholder capacity-building—ensuring that diverse teams have the tools to move beyond silos and work constructively toward ambitious shared goals.

Q: How did you become involved in your positions? 

Prior to my time with 91¸ŁŔű, I served as a Senior Program Director for the National Academies of Sciences, Engineering, and Medicine where I led a 15-year, $40 million initiative to foster interdisciplinary research and leadership across academia, government, foundations, non-profits and industry. I started my own team effectiveness consultancy during the pandemic and joined the 91¸ŁŔű Portland Gateway in 2022. I was drawn in by the opportunity to partner with leaders across the state on issues that matter to Maine, and beyond.  It was a natural fit to work with Director Pips Veazey who emphasizes the power ofdeveloping research networks, because of our shared expertise in team science and commitment to building research collaboration capacity.

Q: What are the main aspects of your work and responsibilities? 

My work focuses on the “social infrastructure” of research and collaboration and getting better at working together. It crosses topics and sectors, which I find exciting. On the Maine EPSCoR side, we work with teams like the NSF E-CORE Maine-SMART (Strengthening Maine’s Research Ecosystem and Pathways Through Strategic Capacity Building) to assess and improve team effectiveness. Specific evidence-based instruments and frameworks give us tools to build an intentional team culture, identify what’s working, and adapt to change. I spend a lot of time listening and making connections between people to expand our network and leverage the strengths we have in the project. The vision of the 91¸ŁŔű Portland Gateway is to establish a place where collective problem-solving drives research and education to create a just, prosperous, and sustainable world. We facilitate workshops on areas of strategic importance like the blue economy, aquaculture research, the role of AI in Maine’s forestry industry, and many others. We also host an interdisciplinary graduate class every fall on complex problem-solving which brings me into contact with students from many disciplines. 

Q: What was your role with the NSF Convergence workshop last October?

The National Science Foundation recognized a vital need to bridge theory and practice in complex research centers. I was part of a team of experts from across the country that gathered twelve case studies from convergence research projects and brought those leaders together to share tools, experiences, and lessons learned across a variety of contexts. The Convergence Workshop: Combining Theory and Praxis in Complex Research Centers was the first time these leaders, researchers, and practitioners had an opportunity to share insights and learn from each other. There was a strong sense of camaraderie and shared purpose, even though they were from different states and working on different problems. 

Q: What did the work entail?

Convergence research is about curiosity and continual learning in a specific context. We wanted to explore what was common and different across these twelve teams.  For the case studies, we asked  how you structure these centers from an organizational perspective? What kind of convergence practices are you developing?   How are you training new leaders? What’s working, and what’s been challenging?  We shared the case studies before the workshop so participants could begin “conversations” by commenting on them in  a shared document. Then, over two days, we brought teams together from  multiple states and institutions to share their theories, tools, and resources. There is no step-by-step guide for leaders in higher education navigating the complexities of managing hundreds of people from different disciplines, backgrounds and sectors. That plurality is a strength and also a challenge. The compendium of practices, due out later this year, will serve as a roadmap for others. 

Most of my career has been alongside leaders doing work that’s never been done before. They’re trailblazers. We can’t help but be changed by the work we do.  It’s exciting, and humbling for me to be part of projects that have such wide-ranging positive ripple effects.

His work in Maine exists at the intersection of different industries, working to understand how Maine’s communities interact with one another. In addition to working on the NSF EPSCor Maine-FOREST project, he is also a trainee in the NSF National Research Traineeship: 3D Ecosystem Science program. 

“I’ve gained experience in Maine’s local industries, first on waterfronts and now in forests. It’s important to understand the differences between coastal and forestry-based communities, and how they interact with each other,” said Colbert Stone. 

Colbert Stone, a self-described “convener,” focuses on bringing people and organizations together to best support one another and create meaningful change. Originally from Ohio, Colbert Stone began his academic career at Denison University, earning a bachelor’s degree in Black Studies and Women’s and Gender studies. He joined 91¸ŁŔű’s Anthropology and Environmental Policy Master’s program to merge his past interests with his future career goals in the environmental sector. 

While in Maine, Colbert Stone has been involved with multiple organizations that work to increase environmental stewardship across the state while supporting local communities. As a research assistant with Maine-FOREST, he is currently involved with research on rural communities and youth education. Working with Dr. Lydia Horne and Dr. Sandra De Urioste Stone, he researches rural and tribal communities and how they can educate students for the future. The research team partners with Rural Aspirations Project, a Maine nonprofit that empowers students in rural schools to engage in their communities with place-based projects. 

The goal is to support forest communities by strengthening educational opportunities and student community engagement through the Rural Aspirations Project. He is currently interviewing community partners, teachers and administrators involved with the Rural Aspirations Project and the Maine Forest Collaborative to better understand rural education and environmental stewardship. 

“Their theory of change is that rural schools are one of the only places that rural communities have left to get together as a community and have real outcomes and change. So using the school as an avenue for rural vitality, empowering kids to know that they have a future here in Maine and don’t have to leave to attain their goals. It’s been really nice getting to work with them,” said Colbert Stone. 

Beyond his work as a researcher, Colbert Stone has further contributed to the Rural Aspirations Project through his own connections. As a recipient of a Changemakers Fellowship from the Maine Environmental Education Association, he received funding for a community project of his choice. He directed those funds to support a new school participating in the Maine Forest Collaborative, a program of Rural Aspirations Project. This program allows students to create place-based community projects relating to sustainability and forest management. 

Working with an eighth-grade class at Piscataquis Community Secondary School, he helped expand a project on maple tree awareness. Building on students’ experience with maple tapping, the class is planning a community event to highlight the cultural and historical significance of maple trees, including connections to Wabanaki traditions.

“It felt like a win for everybody,” Colbert Stone said. “The students receive the funding directly and gain experience managing a project themselves.”

This work is part of Colbert Stone’s mission to engage with Maine’s vital industries, such as the forest and marine sectors. After graduating this spring, Colbert Stone will become a community engagement associate with the Maine Women’s Lobby, focusing on research coordination and community organizing. 

This interdisciplinary workshop represents an opportunity for researchers and partners in our state to foster connections  and develop proposals suitable for the. 

• Registration is open to Maine-based institutions that are eligible to receive EPSCoR funding.
• Travel and lodging support is available.
• Please bring a two-page research idea to develop.

Agenda at-a-glance:

• June 2, 4:30 to 6:00 pm: Reception
• June 3, 8:30 am to 4:00 pm: Updates, lightning talks, affinity conversations
• June 4, 8:30 am to 3:00 pm: Proposal strategy, writing time, feedback

We are looking forward to hosting you for the US NSF/CISE: New England Regional AI and Quantum Information Science Symposium 2026 in Portland. You will receive additional information about hotel arrangements, travel reimbursement after registration.

REGISTRATION CLOSES MAY 15, 2026

Direct workshop questions to Anne Heberger Marino at anne.marino@maine.edu.

At the forefront of this effort is Bashir Khoda, a professor in the Maine College of Engineering and Computing at 91¸ŁŔű, whose laboratory conducts research on growing algae cells while simultaneously working to train the next generation of STEM researchers through new education initiatives. 

With a background in manufacturing, Khoda and his team developed an innovative method to grow and harvest algae cells with greater efficiency. Microalgae traditionally are grown in a “soup” of cells floating freely in liquid, but Khoda’s technique places the algae cells in small gel beads, forming what he calls a droplet necklace. Encapsulating the cells in these beads creates a more controlled environment and reduces stress on the cells. 

“We are hypothesizing that this stress-free technique can produce at least 50% more volumetric output than the status quo, allowing us to grow more in a smaller space. Since this is a closed system, quality and consistency are extremely important and can be achieved with this technique,” Khoda said.

This work is made possible by a kickstarter grant from the NSF EPSCoR E-RISE RII-funded Maine Algal Research Infrastructure and Accelerator (MARIA) project, led by Bigelow Laboratory for Ocean Sciences to further his research and educational objectives at 91¸ŁŔű. The seed funding is part of a broader effort to advance algae-based solutions and manufacturing to further the blue economy in Maine, positioning the state as a leader in this field. These research projects work to advance the accessibility of algae cultivation while developing innovations that could benefit both human and animal health.  

With support from the kickstarter funding provided by MARIA and Bigelow Laboratory, Khoda’s lab plans to expand their research by scaling the technology for commercial use, training more students in biomanufacturing, and growing laboratory capabilities for further biofabrication and smart manufacturing. 

The field of algae research and development is increasingly used for high-value products in pharmaceuticals, nutraceuticals, and nanomaterials, creating many applications for Khoda’s manufacturing technique. He hopes his methods will help increase the production and output of algae, as part of a broader effort to cultivate sustainable products compared to animal or petroleum-based systems. 

Beyond the biomanufacturing process, Khoda’s lab is part of a broader initiative to expand multidisciplinary work at 91¸ŁŔű and prepare students for the STEM workforce. The educational component of his work focuses on creating more opportunities for research and teaching in smart manufacturing of living systems across science and engineering disciplines. He plans on utilizing this funding to create more interdisciplinary collaboration, experiential learning opportunities, and new courses at 91¸ŁŔű related to biomanufacturing, manufacturing engineering, and digital manufacturing.  

Additionally, Khoda hopes to establish an “Algae Corner” at 91¸ŁŔű as the core of his educational initiative. This space would support hands-on learning, research, and network development in living systems engineering within the Maine College of Engineering and Computing, enhancing workforce development aligned with Maine’s growing bioeconomy. 

With support from the MARIA team, Bigelow Laboratory and new bioengineering facilities in the Ferland Engineering Education and Design Center, Khoda’s research opens new avenues for both biomanufacturing and educating the future STEM workforce.

By Heather Johnson, Graduate Assistant