After the tools are put away and the room empties, he logs into his coursework, working toward a milestone decades in the making.

At 65, Rinkle is one class away — Psychology of Sustainability — from earning his bachelor’s degree from the University of Maine, 47 years after he first began his college journey.

“I always meant to finish,” he said. “It just took me a while to get back.”

Rinkle is among a growing number of adult learners returning through the Finish Strong program, which helps students complete degrees years after they first enrolled. The program offers flexible pathways, including online and on-campus options, allowing students to build on previously earned credits and finish degrees on their own terms.

Finish Strong is currently serving 274 active students, with an average age of 36 and an average academic pause of six years. Since its inception, 81 adult learners have graduated, and dozens more are within one semester of completing their degrees, including Rinkle.

Rinkle’s path back to college has spanned decades, states and careers.

Born in Chicago, he moved to Florida at age 10 and graduated in 1979 from Seminole High School, where he ranked sixth in a class of nearly 800 students. He was so shy at the time that he did not attend his own graduation.

During his final two years, he worked close to 40 hours a week at a plant nursery, a job that quickly became a full-time career. There, his boss began teaching him hands-on technical skills, including electrical wiring, installing breaker panels, pumps and timers, and wiring greenhouses for lights and fans.

After enrolling at St. Petersburg Junior College to study engineering, he left midway through his second semester to continue working in the nursery industry, where his responsibilities — and skills — were rapidly expanding.

That early job also exposed him to plumbing and fabrication work. He helped run water lines across the nursery, install water wells and, after purchasing a welder, taught himself how to weld, building carts and trailers from scratch.

He spent nearly 30 years in the nursery business before deciding the work was not sustainable long term. Encouraged by his wife, Elizabeth, — whom he met through a setup at a Christmas tree lot — he returned to college, enrolling at Pasco-Hernando State College and later transferring to the University of South Florida’s electrical engineering program. When the couple moved to Maine, his education paused again.

In Maine, Rinkle worked at Stinson Seafood, the country’s last sardine processing plant, until it closed. After the shutdown, he briefly returned to classes at the University of Maine at Machias with support from federal Trade Act assistance. 

However, new opportunities soon pulled him back into the workforce. He first joined a lobster processing operation and later spent more than four years at Wyman’s as a production and inventory manager, where harvest seasons required 12-hour days, seven days a week.

Eventually, he found a more stable path in education. 91���� nine years ago, he was hired to help restart the industrial arts program at Narraguagus Junior-Senior High School, where Elizabeth also teaches.

“I love to fix things,” he said.

That mindset, shaped by years of hands-on problem-solving and technical work, mirrors the kind of thinking that first drew him to math.

Earlier this year, Rinkle stepped in to teach math for six weeks while a teacher was out. The experience confirmed what he had long considered.

“I loved it,” he said. “The administration was pleased with my job and so were many of the students.”

But to teach math full time, Rinkle needed to complete his bachelor’s degree. Knowing it would open the door to future opportunities, he decided it was time to finish what he started.

Through Finish Strong and 91����’s Bachelor of University Studies program, he completes coursework while working full time, fitting assignments into weekends, planning periods and evenings after school.

Nearly five decades after he first stepped into a college classroom, Rinkle is finally on the verge of finishing. Not just for himself, but for the future he’s still building.

In the same classroom where he teaches students how to wire circuits and solve problems with their hands, he is now preparing to teach them something else: math.

With one course remaining, that next chapter is within reach.

Back at the end of each school day, after the noise of the shop fades and the tools are put away, Rinkle logs on and gets a little closer.

Categories: News releases; top spot; Commencement 2026; 

Contact: David Nordman, david.nordman@maine.edu

“At 91����, we are intentionally building a coordinated system of support and opportunity that reaches students early and continues throughout their academic journey,” said Scott Marzilli, senior associate provost for student success and innovation. “This work is not about isolated initiatives, but about creating a consistent, high-impact experience that prepares students for success in their studies and their careers from day one.”

The student experience is being transformed from beginning to end at 91���� through the Student Success and Retention Initiative, a hallmark of UMS TRANSFORMS. Thanks to the historic investment from the Harold Alfond Foundation, over half of all first-year students at 91���� engage in research and inquiry-based creative work early in their college careers. 

As a result, more students have been able to succeed in challenging, core courses, and build essential skills that support participation in high-impact internships along the way.

The initiative is organized around three interconnected efforts: Research Learning Experiences (RLEs), Gateways to Success (Gateways) and Pathways to Careers (Pathways). Together, they ensure that students are engaged early in their college careers, have the academic support they need to succeed and are connected to opportunities that prepare them to enter the workforce after graduation.

RLEs were first piloted at 91���� and 91���� Machias in fall 2021 with more than 30 course sections enrolling 250 students. Following the pilot, courses expanded across Maine’s public universities, and participation increased by 800%. In 2025, 2,374 students enrolled in 207 sections across 103 unique courses systemwide. More than 5,500 students have benefited. 

Maeve Littlefield, a sophomore majoring in biology, didn’t always imagine a career for herself in STEM. She didn’t develop a passion for the scientific process until late in her high school career.

Last fall, she enrolled in “Creative Expression of Science,” a Research Learning Experience (RLE) that combined creativity and science by exploring new ways to understand and communicate research and science. In examining prints, paintings, drawings and examples of digital storytelling, she began to see ways in which she could combine her creativity and interest in science to promote a broader understanding of changes in our natural world.

“Sometimes we get caught up in seeing statistics about the environment and human impact,” Littlefield said. “But we also forget that adaptation and evolution make really resilient communities and populations, and that it’s not hopeless. It makes you want to fight more for these things that are important — that if we do lose them, they aren’t coming back.” 

Experiences like Littlefield’s are foundational to the initiative’s broader effort to engage students in meaningful, hands-on learning early in their academic careers. They are designed to build skills and confidence, and to promote a sense of belonging through creative learning opportunities and research.

Following the success of the RLEs, Maine’s public universities began offering Advanced RLEs (ARLEs). They provide students who have completed one semester with more in-depth knowledge and experience, enhancing their critical thinking and building specialized skills.  

Recent ARLEs have tasked students with identifying methods to treat human polyomavirus-induced diseases, pitching business strategies to Maine businesses such as Aroma Joe’s and Bath Iron Works, and conducting group research on tidal marshes, forests, seaweed and historical artifacts along the Schoodic Peninsula. 

While RLEs are designed to engage and empower, Gateways to Success aims to eliminate barriers to ongoing success for students in entry-level courses by implementing strategies such as mentorship, early alerts and curriculum updates. 

“Students struggling in certain courses isn’t new. What is new is that now because of the generosity of the Harold Alfond Foundation, we’ve been able to implement a number of interventions to address the issue,” said Gateways coordinator Mark Brewer, also professor and chair of 91����’s Department of Political Science. 

Since Gateways’ launch, the vast majority of students who were enrolled in historically challenging “gateway” courses have participated in pilot interventions to support their course experience. The program is currently in the third year of studying impacts from the pilot process to select and expand the strongest interventions. 

“I’ve seen an incredible amount of energy and enthusiasm from faculty across the colleges and at Machias in designing interventions to improve student success,” Brewer said. 

In the Maine Business School, a Gateways coordinator sent students notices about exams and other assignments, connected them with tutoring and review sessions, coached them on time management and facilitated weekly tutoring and academic support sessions. These efforts correlated with a 7% improvement in course success for MBS students.  

The College of Education and Human Development launched similar interventions through its Academic Support and Advising Program. By fall 2025, 92% of Gateway course enrollments led to successful course completion, compared to an average of just 79% from fall 2018-2022. 

For the course “Algebra for College Mathematics,” faculty updated the course to support students who would not historically qualify for it. Their efforts paid off, with 62% of students earning a C grade or higher. 

In fall 2025, over 5,000 students across UMS were supported by one or more of 24 Gateways-funded projects, including 67% of Gateways-eligible students at 91����.

As students progress through their academic journeys at 91����, Pathways to Careers bridges classroom experiences and real-world opportunities, making it easier for students to gain relevant experience and prepare to enter the workforce. High-impact practices such as early-stage career exploration, pre-internship training, networking support and mentorship are the cornerstone of gold-standard internship programs.

Internships are a hallmark of the 91���� experience, and graduates report high rates of participation. For the Class of 2025, 62% reported participating in at least one internship, totaling over 477,000 hours of experience. Furthermore, preliminary data from the first year of tracking graduates who participated in RLEs reveals that students who enrolled in them were more likely to complete an internship than students who did not participate.

For many, these opportunities are transformative.  

Pathways connected student Nathaniel Walker to an internship as a marketing and communications assistant at 91����’s Advanced Manufacturing Center. This summer, he will intern with the company Intuit.

“A year ago, I was unsure how to even find a job and honestly felt pretty overwhelmed and lost, but the Pathways to Careers coordinator went above and beyond to help me find a role,” Walker said. “That chance has opened the doors for completely new opportunities and directions for me to pursue, and I am beyond grateful.”

Student Holly Zschetzsche said Pathways’ networking support allowed her to secure an engineering internship with manufacturer Corning. 

“Pathways to Careers doesn’t just prepare students,” she said, “it actively connects them to opportunities where they are seen and considered.”

Systemwide, 51% of students surveyed in 2025 report undertaking at least one internship, resulting in 695,000 hours of workforce participation.

Taken together, Research Learning Experiences, Gateways to Success and Pathways to Careers reflect the university’s commitment to ensuring that every student is engaged in their academic studies and community from the start, and that they receive the support and opportunities they need to succeed at 91���� and beyond.

Contact: Marcus Wolf, 207.581.3721; marcus.wolf@maine.edu

At MCEC, the initiative has accelerated progress in advising, curriculum design, artificial intelligence education, statewide partnerships and K-12 outreach. The work aligns engineering and computing education with Maine’s workforce needs while building clearer pathways from classrooms to careers.

Collaboration across UMS TRANSFORMS pillars — including the Maine Center, Student Success and Retention and 91���� Athletics — has supported expanded programming, shared resources and coordinated statewide engagement. Together, these efforts show how UMS TRANSFORMS investments are improving student success, program growth and workforce alignment.

“Across Maine, we know the demand for talent, innovation and opportunity is continuing to grow,” said Joan Ferrini-Mundy, president of 91���� and the University of Maine at Machias. “We’re able to meet that need through strategic investments supported by UMS TRANSFORMS that are creating new opportunities in engineering and computing.”

Student success and retention improve

A redesigned advising model has contributed to MCEC’s highest retention rate in more than a decade. The model integrates academic guidance, community support and career preparation into a system that supports students from enrollment through graduation. By treating advising as an ongoing experience rather than a single service, MCEC has created a more consistent structure to help students navigate academics, belonging and career readiness.

Curriculum redesign is also producing gains. A first-year biomedical engineering course, updated through a UMS TRANSFORMS seed grant, introduced hands-on learning earlier. Students engaged in:

• Cell culture.
• Biomaterials testing.
• Microscopy.
• Data analysis.
• Experimental design.

The results are clear:

• Students report stronger confidence in their abilities.
• A 25% improvement in communication and critical thinking skills.
• A 3% increase in semester-to-semester retention.

These outcomes reflect a shift toward learner-centered instruction supporting academic achievement and long-term success. Another indicator of this is a 16% increase in year two retention in pre-engineering.

MCEC is also building long-term capacity through a faculty development initiative that supports doctoral students as they teach and mentor, strengthening the pipeline of future educators and reinforcing a culture of student-centered learning.

Expansion of AI and future-focused research-inspired programs

MCEC has expanded its academic portfolio to meet demand in emerging fields, particularly artificial intelligence and technology-driven industries. New offerings include:

• A bachelor’s degree in computer science and business.
• An online Engineering Applications of Artificial Intelligence certificate for undergraduate and graduate learners.
• Programs in ocean engineering and maritime digitalization tied to Maine’s growing blue economy.

These programs connect students to areas such as digital twins, cyber-physical systems and next-generation infrastructure, helping ensure graduates are prepared for modern industry.

In partnership with Student Success and Retention, AI-powered course chatbots provide students with course-specific academic support, increasing access to assistance outside classroom hours.

“Engineering and computing education must evolve as quickly as the world we live in,” said Giovanna Guidoboni, dean of the Maine College of Engineering and Computing. “Our goal is not simply to add programs, but to build partnerships and sustainable systems of opportunity that connect students, research and industry in ways that benefit our students and Maine.”

Investments in Research Learning Experiences (RLEs) and classroom modernization have expanded opportunities for undergraduate students to participate in hands-on learning while gaining familiarity with the research process.

Statewide pathways and partnerships grow

UMS TRANSFORMS has expanded MCEC’s reach across Maine through multicampus programs and partnerships that are creating more flexible educational pathways. Over the past three years, MCEC has developed:

• Accelerated pathways from bachelor’s to master’s degrees in mechanical and electrical engineering between the University of Southern Maine (USM) and 91����.
• A pre-engineering program at 91���� and 91���� Machias.
• Expanded computing collaborations across all campuses of the University of Maine System.
• The CharisMATHic Research Learning Experience, connecting students across disciplines through shared coursework and experiences at 91���� and USM.

Efforts to reduce barriers for community college students have also advanced. Articulation agreements with Southern Maine Community College have been formalized, and pre-engineering pathways provide clear routes into four-year programs.

MCEC’s presence at the Maine Center has strengthened these connections. As a hub for interdisciplinary graduate education and collaboration across business, law, policy and engineering, the Maine Center is creating opportunities for students to engage with industry partners, alumni and employers while expanding access for learners in southern Maine.

K-12 outreach expands statewide pipeline

Efforts to build Maine’s workforce are reaching students earlier through a K-12 outreach strategy. Over the past three years, MCEC has engaged more than 1,600 students through:

• 99 STEM Exploration Day field trips.
• 15 summer camps.
• Additional on-campus, hybrid and in-school programs.

These initiatives have reached 15 of Maine’s 16 counties, expanding access to engineering and computing education across the state.

Teacher professional development programs, international VEX Robotics competitions and hands-on training opportunities have extended that impact. Educators are gaining tools in robotics, coding and advanced materials and bringing those experiences back to classrooms across Maine, strengthening the STEM pipeline.

Collaboration with 91���� Athletics has also supported the design of facilities capable of hosting large-scale K-12 STEM events, competitions and community programming and the creation of a sports technology minor in partnership with the Maine Business School.

Facilities and infrastructure support growth

UMS TRANSFORMS has supported infrastructure investments, including:

• Dedicated student success spaces.
• New interdisciplinary laboratories and classroom spaces.
• Plans to modernize legacy buildings to support research and education.

In fall 2026, 91���� is scheduled to open the GEM building, a facility designed to integrate research, teaching and industry collaboration. The space will support convergent manufacturing and provide students with opportunities to engage in applied learning environments that reflect industry settings.

UMS TRANSFORMS has also boosted MCEC’s reputation as a learner-centered elite program ranking among the top 100 graduate engineering schools by U.S. News & World Report, reflecting strong growth across several programs. With the UMS TRANSFORMS investment, electrical and computer engineering enrollment has risen 40%. That includes a particularly significant expansion in the Ph.D. program, which increased from five to 32 students — a more than 500% gain. Mechanical engineering enrollment grew by 19%, while surveying engineering technology saw a 63% increase in enrollment. The surveying program has also earned national distinction, receiving annual awards from the National Council of Examiners for Engineering and Surveying every year since the honor was established in 2016.

“I am proud of what we have accomplished in just three years,” Guidoboni said. “Through UMS TRANSFORMS and the continued investment of the Harold Alfond Foundation, the University of Maine and the University of Maine System are positioned to be global leaders attracting and retaining top talent in Maine. We will continue to think bigger, think more broadly and use these resources to catalyze meaningful change.” 

Contact: Taylor Ward, taylor.ward@maine.edu

Tim’s unlikely journey from rural Readfield, Maine, to 91���� to Los Angeles provides a backdrop for his latest gig: speaker for the 2026 undergraduate commencement ceremonies at his alma mater.

In this episode of “The Maine Question” podcast, host Ron Lisnet and Allen Adams, communications specialist and marketing coordinator for the College of Liberal Arts and Sciences, speak with Tim about his journey, the business of show business, memories of his days in Orono and much more.

Listen to the podcast on , , , , or “The Maine Question” website. 

What topics would you like to learn more about? What questions do you have for 91���� experts? Email them to mainequestion@maine.edu.

The academy announced Tuesday the election of 120 members and 25 international members, bringing its total membership to 2,705 active members and 557 international members.

Steneck spent more than four decades at 91����, where he helped shape marine research and policy through studies of kelp forests, lobster fisheries and coral reefs. He retired in 2023 as a professor of oceanography, marine biology and marine policy.

“Dr. Steneck’s election to the National Academy of Sciences is a well-deserved honor,” University of Maine President Joan Ferrini-Mundy said. “His research has advanced our understanding of coastal ecosystems and helped shape marine science and policy, while his mentorship has inspired generations of students to pursue meaningful work in the field. We are proud and grateful that his distinguished career has been here at the University of Maine.”

A marine ecologist, Steneck has focused on the structure and function of coastal ecosystems, particularly in the Gulf of Maine and the Caribbean. His research examines food webs, dominant species and ecological processes in benthic marine environments, often through in situ observation using scuba diving, underwater video systems and remotely operated vehicles.

For more than 40 years, his work in Maine has explored kelp forest ecosystems and the relationships among lobsters, sea urchins and fish stocks. His research also spans the Caribbean and tropical Pacific, where long-term studies of coral reefs have informed strategies to improve reef resilience.

Steneck joined 91���� in 1982 and was among the first marine ecologists to collaborate directly with lobstermen, integrating scientific research with industry knowledge. His work contributed to new approaches to studying and managing Maine’s lobster fishery and broader coastal ecosystems.

In addition to his research, Steneck emphasized hands-on learning, involving students in all aspects of scientific work, from proposal writing to data collection and publication.

“I have always been passionate about getting students into the field for experiential learning,” he said.

In 1993, Steneck developed a proposal for Semester by the Sea at 91����’s Darling Marine Center, an undergraduate program that continues today. He later expanded those opportunities globally, teaching a graduate coral reef course that, beginning in 2003, brought students to Bonaire in the Caribbean for two decades to monitor reef health.

“The student projects became a valued part of the island’s coral reef monitoring program,” he said.

Many of Steneck’s former students have gone on to leadership roles in marine science, conservation and policy. That list includes Carl Wilson, commissioner of the Maine Department of Marine Resources, who started as an intern on Steneck’s lobster project and went on to earn his degree from 91����’s School of Marine Sciences.

“I’ve had a bevy of terrific students, and their careers are what I’m most proud of,” Steneck said. “Seeing them go on to make meaningful contributions in science, conservation and policy is one of the most rewarding parts of the work.”

Founded in 1863, the National Academy of Sciences recognizes achievement in science and provides independent advice to the U.S. government.

Steneck’s election follows other recent honors, including his 2025 induction into the American Academy of Arts and Sciences, further recognizing his impact on marine science and conservation.

Contact: Marcus Wolf, 207.581.3721; marcus.wolf@maine.edu 

When phages infect and reproduce inside bacteria, the consequences can be dire. Phages that infect bacteria can contribute to their drug-resistance and ability to cause disease. A new study led by University of Maine researchers aims to find out why. 

A deeper understanding of phages’ ability to influence bacteria could allow for more targeted medical treatment of often drug-resistant diseases. Despite these viruses being the most abundant biological entity on earth, many people do not know what they are, and fewer are studying them. 

Research led by Sally Molloy, 91���� associate professor of genomics, is seeking to change that. Thanks to a recently awarded National Institutes of Health (NIH) R15 grant, Molloy’s  research team will continue to investigate phages’ abilities to promote drug resistance in bacteria. It will also help her expand the hands-on experiences she offers to get undergraduate students involved in potentially life-saving science. 

According to World Health Organization’s , “In 2023, approximately one in six laboratory-confirmed bacterial infections worldwide were caused by bacteria resistant to antibiotics.”

Phages specifically target bacteria. They have two abilities. The first is acting as a parasite within bacteria. They infect the bacteria, reproduce and when their progeny are released, kill the bacteria cells. The second ability phages have is more interesting. 

“They live latently, quietly, maybe borderline symbiotically with the bacterium by integrating their viral genome into the bacterial genome,” said Molloy. 

When the phage integrates its genome into the host bacteria, the cell does not die. Instead, it enhances the bacterial cell’s survival skills, by providing resistance to infection by other phages and sometimes by providing resistance to antibiotics.

Molloy’s research looks at the genes phages bring into bacteria. Specifically, she’s studying how they contribute to increased drug resistance. The bacteria Molloy and her team study are part of a group of Gram positive bacteria that include important pathogens, including Mycobacterium tuberculosis, which kills more people worldwide than any other infectious agent, and M.  abscessus, one of the most drug-resistant pathogens.

These diseases can be closer to home than some may think. M. abscessus-chelonae is a non-tuberculosis mycobacteria that causes pulmonary and soft-tissue infections and can be multi-drug or totally drug resistant. It causes pulmonary and soft-tissue infections in the elderly, immunocompromised and in patients with chronic lung diseases such as cystic fibrosis. 

Scientists have found some success treating the drug resistant disease with phage therapy, which uses injected phages to target and kill bacteria causing disease. Molloy’s research into how phages influence drug-resistance in bacteria may provide opportunities for other researchers to improve treatment of mycobacterial disease using both drug and phage treatments. 

Molloy first came to 91���� as a graduate student and has remained through her Ph.D. and postdoctoral research. Within the Department of Molecular and Biomedical Sciences and the Honors College, Molloy integrates teaching with her research to engage undergraduate and graduate students in active learning. With a recently awarded NIH R15 grant, Molloy is training undergraduates as part of her research into phages.

For the students in Molloy’s lab, partaking in this research can be especially important. 

“If you’re doing research that’s going to make a difference with this real world problem, how you learn and what you learn completely changes,” said Molloy. “You’re applying your knowledge to a real problem that you care about and maybe the whole community cares about.” 

This work has the potential to save lives, not just through treating disease, but by training the next generation of doctors, scientists and researchers in the field of microbiology. 

“We’re training them for the work force and to be ready to be contributors for whatever problems they’re going to be working on,” said Molloy. 

With the support of the NIH R15 grant, Molloy will be able to continue to bring more undergraduate students like Vejune Griciute and Edib Redzematovic into her lab, where they continue to work on understanding phages and their contribution to bacteria drug resistance. 

“It’s more motivating to learn things when you feel like you’re making important contributions to something that really matters, not only to you but to a community,” she said.

The importance of phages cannot be underestimated. 

“They impact our lives every single day,” said Molloy. “We’re exposed to them everywhere.” With Molloy and her team of students, research is paving the way towards using the innate ability of phages as a treatment rather than a disease.

By Emma Beauregard, research media intern

Contact: Erin Miller, erin.miller@maine.edu 

The symposium awards undergraduate and graduate students who displayed outstanding research, presentation and creative ability. Award winners were selected through judging across academic categories, all receiving a medal and a $500 cash prize. There were also several special awards, including the Student Innovation and Commercialization Awards, given to students and faculty. 

Over 350 projects from researchers at 91���� and its regional campus, the University of Maine at Machias, were submitted to the annual event, co-hosted by CUGR, Student Government and the Graduate Student Government. 

Undergraduate category award winners

• Allied Health: Alyson Shook and Hannah Maker, for their project titled “Strengthening EMS Retention in Maine: A Path to Improved Patient Outcomes.” They were advised by Sarah Hanscome.
• Arts: William Fortier, Oliver Rodi and Mikey Arbelo, for their project titled “The Creativity of Mapping.” They were advised by Andy Mauery.
• Biomedical Sciences: Hayden Kittell, Diana Goode and Moria Weese-Myers, for their project titled “MHCII Expression in Differential Doses of Chemotherapy Treatment on Mice.” They were advised by William Otto.
• Business: Brady Merritt, for the project titled “Can Large Language Models Pass the CFA Exam.” Merrit was advised by Sebastian Lobe.
• Education: Carly Philbrook, for her project titled “Comparison of High School Mathematics Textbooks Analyzing Higher Order Thinking Skills in New England.” Philbrook was advised by Kamal Chawla.
• Engineering and Information Sciences: Elsa Perez Abella and Ahmed Kandil, for their project titled “Surface Flow Visualization Enhancement Using AI.” They were advised by Ahmed Aboelezz.
• Engineering and Information Sciences: Wyatt Fessler, Cadence Kluck, Isabelle Irani and Marc Zoorob, for their project titled “A Tissue-integrating, Resealable Hemodialysis Port for Reducing Complications Associated with Repetitive Vascular Access.” They were advised by David Neivandt.
• Interdisciplinary Research: Richard Viveiros, for the project titled “Sublethal PFAS Exposure During Larval Stages of Culex: Consequences for Development, Survivorship, and Tissue Bioacculation of PFOA, PFBA, and PFBS.” Viveiros was advised by Allison Gardner.
• Interdisciplinary Research: Luke Connolly, for the project titled “Nano-Pattern Fabrication Using Electron Beam Lithography.” Connolly was advised by Dinh Loc Duong.
• Natural Sciences: Josie Aprea, Brendan Dahl, Emma Perry and Ian Bricknell, for their project titled “pH vs. Predator.” Bricknell also served as advisor for the project.
• Physical and Mathematical Sciences: Avery Richard, Ziyad ur Rehman, Henry Carfagno and Nuri Emanetoglu, for their project titled “Fabrication and Characterization of Indenofluorene-based Organic Single Crystal Field-effect Transistors.” They were advised by Dinh Loc Duong.
• Social Sciences and Humanities: Maya Aylesworth, for the project titled “Robert Johnson, the Crossroad Mythos, and the Lasting Effects of a Legend.” Aylesworth was advised by Jennifer Moxley.

Graduate category award winner

• Allied Health: Katherine Brewer, for the project titled “Telehealth and Prenatal Care Utilization in Rural Communities: Addressing Access, Satisfaction, and Health Outcomes.” Brewer was advised by Kathryn Robinson.
• Arts: Celena Powell, for the project titled “At the Threshold: Domestic Space as a Site of Contemporary Resistance.” Powell was advised by Susan Smith.
• Biomedical Sciences: Chloe Bossow, Lydia McCarthy and Melody Neely, for the project titled “Interactions Between Group B Streptococcus and Candida albicans Are Influenced by Environmental Stress.” Neely also served as the advisor for the project.
• Education: Kayla McLagan, Kate Ruskin, Alison Jolley, Karen Pelletreau and Edgelynn Venuti, for their project titled “To What Extent Does a Weekend-long Field Course Influence Students’ Sense of Belonging? A Focus on Influential Course Elements.” They were advised by Kate Ruskin.
• Engineering and Information Sciences: Mahbuba Daizy, Yu Zhang, Douglas Bousfield, Jinwu Wang and David Neivandt, for their project titled “Comparison of Stabilization Systems for Soybean Wax Emulsions to Produce Sustainable Water-resistant Paper Based Packaging: Surfactant vs. Pickering.” Neivandt also served as the advisor for the project.
• Interdisciplinary Research: Zainab Jafri, for the project titled “Reimagining the Waste Disposal Landscape – Industrial Symbiosis in Maine.” Jafri was advised by Reed Miller.
• Natural Sciences: Nabanita Das, Islam Hafez, Colleen Walker, Douglas Bousfield and Mehdi Tajvidi, for their project titled “Factors Influencing the Effectiveness of Cellulose Nanfibril Coatings on Molded Fiber Substrates.” Tajvidi also served as the advisor for the project.
• Physical and Mathematical Sciences: Hettikankanamge Kalani Samarasekara, for the project titled “Paving the Way for Novel Drug Delivery Systems: Peptoid Nanoparticles.” Samarasekara was advised by Alessia Battigelli.
• Social Sciences and Humanities: Catherine Segada, Chyanne Yoder, William Breneman and Gianna DeJoy, for their project titled “ReuseME: Investigating Waste Reduction and Cost Benefits in Coastal Communities Through a Pilot Reusable Food Packaging Program.” They were advised by Cynthia Isenhour.
• Social Sciences and Humanities: Cynthia Cushing, Catherine Taylor, Rachel Coleman, MaryLou Ciolfi, Jennifer Crittenden, Len Kaye and Sarah Currie, for their project titled “Building a Workforce Readiness Model for Older Adults: Partner Insights From AmeriCorps Seniors Workforce Development Program.” Crittenden also served as advisor for the project. 

Student Innovation and Commercialization Awards

• First Place: Nabanita Das.
• Second Place: Amir Baharvand.
• Third Place: Noro John.

Additional awards

• Dean of Graduate School Undergraduate Mentoring Award: Joshua Hamilton.
• Dean of the Graduate School Faculty Mentor Award: Christine Beitl
• Bruce and Joanne Fournier Award: Gregory Simms, Mikayla Reynolds, Isabelle Irani and David Neivandt.
• Provost’s Innovative and Creative Teaching Award: Jillian Fedarick.
• Susan J. Hunter Undergraduate Award: Madelynn DeBest.
• Susan J. Hunter Graduate Award: Mya Griffith. 

The project team, made up of four senior biomedical engineering students, is developing an athletic shoe replacement indicator that measures structural changes in the footwear over time. Running shoes can lose cushioning and support after repeated loading cycles, even when visible wear is minimal. As the shoes’ midsoles degrade, impact forces transmitted to the body can increase, raising the risk of overuse injuries.

Replacing shoes too late is a common but overlooked problem among runners. Current methods for determining when to replace shoes, however, typically rely on mileage estimates or waiting for discomfort to occur.

“That solution is unreliable,” said 91���� senior Paul Rudman, “If a shoe is replaced too late, the damage and wear might have already occurred. However, replacing before needed is costly, and the average person can not afford it.”

The team’s indicator would instead collect data related to activity and force changes within the show, translating that information into a clear indicator for users. 

By indicating when a shoe has been structurally compromised, the device aims to help runners make informed decisions that balance cost and health considerations. It is designed to integrate seamlessly with existing shoe constructions.

“The indicator will simply make key measurements of a person’s activity and force changes in the shoe to reliably indicate the most financially and healthily time to replace your shoe,” Rudman said.

Rudman focuses on modeling and materials design while also contributing to electrical component development. The other students involved in the project include Shawn Collins, who leads controller programming and testing; Mason Chase, who specializes in medical and design considerations; and Sreyas Sajen, who manages computations and force interaction analysis.

They are designing the replacement shoe indicator for their senior capstone project, which emphasizes applying interdisciplinary knowledge toward solving real world problems. Rudman and his colleagues are applying their past coursework in biomechanics, materials science and electronics curricula toward developing a product with clear market relevance.

“We learn to find existing problems and use the knowledge that we already possess to create a solution,” Rudman said.

The athletics shoe replacement indicator project highlights how undergraduate research at 91���� can translate injury prevention research into practical technology aimed at supporting healthier movement for runners at all levels.

Story by William Bickford, graduate student writer

Contact: Taylor Ward, taylor.ward@maine.edu 

The award recognizes individuals whose work has significantly advanced scientific and engineering knowledge within the renewable materials sector. Division Technical Awards, presented by TAPPI, honor outstanding accomplishments or contributions that advance industry technology in a given field.

Tajvidi received the award on April 28 at the TAPPICon conference in Columbus, Ohio.

He holds appointments in 91����’s School of Forest Resources, the Advanced Structures and Composites Center and the Forest Bioproducts Research Institute. His research focuses on alternatives to petroleum-based products, particularly within forest-based industries.

“At the time, I 3D printed face shields because health care workers were having an issue with PPE (personal protective equipment),” Goodell said. “That really started it for me. Making things from my computer come to real life is pretty awesome.”

Upon arriving at the University of Maine, Goodell was searching for a space where he could continue his hobby while meeting friends when he found the 3D Printing Club. Now as a junior, he serves as the club’s vice president with an assortment of skills gained from his tenure. 

Every Wednesday during the fall and spring semesters, the club meets in the Ferland Engineering Education and Design Center to design and produce figurines based on movie characters, toy cars and boats, mechanical hands, bowls, vases and more. 91���� a dozen members create digital designs and use industrial printers to make items ranging from fingernail-sized pieces to models as large as 17-cubic feet.

Students in the club work on individual and group projects, maintain equipment and teach new members how to use the printers. As a result, it serves as a collaborative space for learning, problem-solving and teamwork.

Goodell, who has been involved with the club since his first year, said the experience has helped him develop impressive skills he applies beyond the classroom. For example, he recently designed and printed a custom case to mount a Starlink device on top of his car, allowing him to access internet service in remote areas of northern Maine.

“Without a 3D printer, I wouldn’t have been able to make that case,” Goodell said. “I wouldn’t have Wi-Fi in the middle of nowhere.”

Club President Jack Bernado, a junior who’s studying mechanical engineering, said the experience has strengthened both his leadership and organizational skills. 

“It has made me better at leading a team and being part of a team,” Bernado said. “It has helped me be more organized with all the different prints being submitted, as well as all the people to reach out to.”

Club members are currently planning a pinewood derby race with cars made of 3D printed parts for the fall 2026 semester. 

“We’ll have our own track, and it’ll be a fun race,” Goodell said. “I’m looking forward to seeing what people make.”

The club includes mostly mechanical and electrical engineering students, along with some computer science majors, but Goodell and Bernardo say it is open to anyone interested and willing to show up and learn.

The group meets at 5 p.m. on Wednesdays in Room 337 of the Ferland Engineering Education and Design Center. Students interested in joining the club can contact Bernado at jack.bernado@maine.edu or Goodell at timothy.goodell@maine.edu.

Story by Rowan MacDonald, news intern.

Contact: Marcus Wolf, 207.581.3721; marcus.wolf@maine.edu 

According to the , more than 3,000 Maine children experience brain injuries each year, and an estimated 20% — or 600 children — experience more severe trauma. Yet only about 130 receive formal school-based support for these injuries and often they often do not get the care needed to thrive.��

Jessica Riccardi, an assistant professor of communication sciences and disorders, leads the Brain Injury, Education, and Rehabilitation (BEaR) Lab at 91����. The team advances research as they support children with acquired brain injuries by working directly with them, their families and their practitioners to improve long-term outcomes for these children. Examples of support the lab provides includes professional development for schools and community organizations, consultation with educational teams on students with brain injury, and referring families to national, state and local resources for childhood brain injury. 

The team’s work is especially important in Maine, which does not have a pediatric rehabilitation hospital. The state’s only pediatric intensive care center is in Portland, limiting the availability of care options to children elsewhere in the state. Riccardi said the transition from hospital to school after traumatic brain injuries is often difficult for children, and Mainers feel the problem more intensely due to limited access to medical services for kids, particularly in rural communities. The direct work the lab does is important to improving detection and connecting children to resources.

In addition to improving long-term outcomes for children with brain injuries, Riccardi’s lab also offers graduate and undergraduate students research and hands-on experiences with clinical populations. 

One of these students is Elise DeRosby, a communication sciences and disorders major from Hampden, Maine. DeRosby has been working with Riccardi for nearly two years in research that complements her interests, including working face-to-face with people.

In collaboration with 91����’s Virtual Environment and Multimodal Interaction (VEMI) Lab, DeRosby recently helped run a project that uses virtual reality equipment to assess cognitive communication in kids with brain injuries. Cognitive communication is when cognitive skills, such as memory, attention, planning and organization, influence your communication abilities. 

“Think about it in a school setting,” Riccardi said. “If they have a hard time maintaining attention, they’re going to do poorly on a test, not because they don’t know the content, but because they didn’t pay attention in the first place.” 

To examine the cognitive communication of these kids, researchers put them in a virtual classroom where they had to make decisions in a simulated egg-drop science experiment. 

“They have to choose a design for which model of egg carrier,” said DeRosby. “They have to go through the process of picking a design, then instructions will tell them to collect materials and they have to assemble the design, then get the egg, put it in the design and drop it off bleachers in a school gym.”

Using this virtual reality scenario, researchers can collect data on a child’s decision-making, attention and processing, all of which are components of cognitive communication. While much more data collection is necessary for this project to be useful, Riccardi and DeRosby hope that their research will help in developing resources for clinicians, particularly speech-language pathologists, to serve kids with brain injuries.

DeRosby’s research experiences in the BEaR Lab and 91���� more broadly have helped her understand what she wants to pursue in life. After originally pursuing molecular and cellular biology, DeRosby shifted to speech pathology to work more face-to-face with other people. 

With funding from 91����’s Center for Undergraduate Research, she was able to do that in the BEaR lab, studying art therapy for adults with brain injuries. Working with participants, learning about their injuries and experience and helping develop tools to help them was moving. 

“I think it is an eye-opening experience to get to interact with people. You don’t get that in the classroom,” said DeRosby. 

While the lab’s research is contributing to understanding childhood brain injuries, it is also helping to develop the next generation of researchers and professionals who will be working with the communities that need it most. 

“Our clients often say that the person who took a moment to understand their challenges was the person who really changed their recovery,” said Riccardi. Through her lab, Riccardi hopes the students in her lab can be “that person.”  Raising empathy and understanding for those with brain injuries is an important first step towards success in these individuals’ lives. 

“Taking the time to understand other people’s perspectives and where they come from,” DeRosby said, “any human can learn that, and it will make us all better.” 

If you are interested in learning more about the work Riccardi’s research team is doing, you can visit the BEaR Lab website, or contact Riccardi at jessica.riccardi@maine.edu. 

By Emma Beauregard, research media intern

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

Guests should park in Hilltop, CCA, Belgrade and Steam Plant lots, with ADA parking available near the arena. 

Additional guest parking will be available in Dunn Lot and Wells Lot, which must be accessed from Munson Road heading northbound. Shuttle buses will run continuously from these lots to the venue.

Shuttles will drop off at Long Road and Munson Road, a short walk from Alfond Arena, to reduce congestion near the building.

Long Road will be closed from College Avenue to Gym Drive during the events.

Parking will be restricted in some areas, including the west side of College Avenue, to maintain traffic flow and emergency access. Corbett Lot will be reserved for event staff parking only.

The ceremonies are scheduled for Friday, May 8 (graduate) and Saturday, May 9 (undergraduate).

Attendees should allow extra travel time and follow directions from event staff.

Tenure for 17 of the faculty members was approved by the University of Maine System Board of Trustees on March 16.

“These promotions highlight the excellence of 91����’s faculty. Whether in the classroom, in the lab, or the field, their accomplishments are impressive and are a testament to their commitment to student success, discovery, and service to the state. We take great pride in the achievements of these faculty,” says Gabriel Paquette, Executive Vice President for Academic Affairs and Provost at 91����.

“Each promotion and tenure decision reflects both individual excellence and the strength of our academic community,” said 91���� President Joan Ferrini-Mundy. “As a learner-centered R1 university, we advance research that matters while keeping students at the heart of all we do. These faculty exemplify that mission.”

University of Maine

Promoted to Professor

• College of Earth, Life, and Health Sciences
  • Alicia Cruz-Uribe, Petrology and Mineralogy
  • Adam Daigneault, Forest Policy and Economics
  • Shawn Fraver, Forest Ecology
  • Daniel Hayes, Geospatial Analysis and Remote Sensing
  • Anil Kizhakkepurakkal, Forest Operations
  • Melissa Maginnis, Microbiology
  • Caroline Noblet, Economics
  • Aaron Putnam, Earth Sciences
  • Kelley Strout, Nursing
  • Timothy Waring, Social-Ecological Systems of Modeling
• College of Education and Human Development
  • Catharine Biddle, Educational Leadership
• College of Liberal Arts and Sciences
  • Ryan Dippre, English
  • William Gramlich, Chemistry
  • Gregory Zaro, Anthropology and Climate Change
• Maine College of Engineering and Computing
  • Caitlin Howell, Bioengineering
  • Thomas Schwartz, Chemical Engineering

Promoted to Extension Professor

• Cooperative Extension
  • Colt Knight, Extension Livestock Educator

Promoted to Professor with Tenure

• College of Earth, Life, and Health Sciences
  • Lisa Kerr, Fisheries Science

Granted Tenure at Current Rank of Professor

• College of Liberal Arts and Sciences
  • Jonathan Barron, English

Promoted to Associate Professor with Tenure

• College of Earth, Life, and Health Sciences
  • Noah Charney, Conservation Biology
  • Katherine Weatherford Darling, Health Science
  • Philip Fanning, Agricultural Entomology
  • Jonathan Malacarne, Agricultural Economics
  • Jane Puhlman, Communication Sciences and Disorders
  • Jessica Riccardi, Communication Sciences and Disorders
• College of Education and Human Development
  • Melissa Cuba, Special Education
  • Kathleen Gillon, Higher Education
  • Daniel Puhlman, Family Studies
• College of Liberal Arts and Sciences
  • Gilbert Moss, Mathematics
  • Neel Patel, Mathematics
  • Franziska Peterson, Mathematics Education
  • Nimesha Ranasinghe, Spatial Informatics
  • Johanna Richlin, Anthropology
  • Jane Wang, Mathematics

Promoted to Associate Extension Professor with Continuing Contract

• Cooperative Extension
  • Sean Birkel, Climate Services
  • Michael Habte-tsion, Fish Nutrition
  • Glenda Pereira Parente, Animal Science/Dairy Specialist

Promoted to Associate Professor

• College of Earth, Life, and Health Sciences
  • Christina Murphy, USGS Maine Cooperative Fish and Wildlife Research Unit

Promoted to Senior Lecturer with Just-Cause 

• College of Education and Human Development
  • Maria Frankland, Educational Leadership
• College of Liberal Arts and Sciences
  • Matthew Bates, Mathematics

University of Maine at Machias

Promoted to Senior Lecturer with Just-Cause 

• University of Maine at Machias
  • Daniel Ellis, English

Contact: Marcus Wolf, 207.581.3721; marcus.wolf@maine.edu

The cohort is implementing ReuseME, a pilot program in partnership with the coastal towns of Bar Harbor, Bath and South Portland. Participating eateries include Cafe This Way and Coffee Matter/Mother’s Kitchen in Bar Harbor, Solo Pane in Bath, and Second Rodeo Coffee and Verbena in South Portland.

By testing the viability of reusable takeout packaging in participating restaurants, students are at the forefront of developing a model that reduces waste, prevents plastic pollution and saves local businesses and municipalities money on the purchase and disposal of single-use food and beverage packaging.

Throughout this project, 91���� student researchers are working directly with these businesses to track results and analyze usage patterns to refine the returnable model.

“The driver for this project has been a focus on wanting to maintain and protect Maine’s coastal environment because it’s a very important part of the state’s culture,” said Ryan Kennedy, a University of Maine senior in the Department of Anthropology.

Kennedy, an undergraduate research assistant on the project, has been involved since the initial baseline surveys last June. They noted that the team met with restaurant owners to discuss their establishments’ capabilities and customer habits.

“I want to help bring cost savings to the frontline because that drives most business decisions,” Kennedy said. “On the commercial side, choosing between the wallet and the planet can be difficult. With the cost of everything going up, people want to know if a change will save them money. By providing hard data to businesses and a simple message to its customers, we can show that sustainable swaps don’t have to be a complicated transition.”

These five local eateries now offer diners the option of having their food and/or beverage packaged in returnable stainless steel containers. Customers can check out these containers by signing up for a free account in the Recirclable app. After enjoying their takeout meals, customers can return the containers to any of the participating establishments.

“I think we’re starting to see people realize how easy it is to make more sustainable swaps,” Kennedy said. 

In just a little over a month since the Reuse Maine pilot project launched, more than 100 customers across the state have borrowed nearly 500 reusable containers. 

Other student researchers involved in the project include Chyanne Yoder, Catherine Segada, Gianna DeJoy, William Brenneman and Alejandro Snell. They are joined by project advisor Cindy Isenhour, a professor in the Department of Anthropology and the Climate Change Institute.

As part of an extensive, interdisciplinary effort to mitigate marine pollution, the project is funded by the National Oceanic and Atmospheric Administration (NOAA), Maine Sea Grant and the Maine Department of Environmental Protection. The support allows the team to tackle environmental challenges while providing student researchers with the resources needed to develop scalable, real-world solutions.

“I think the hard data and transparency between the businesses, their customers and our team is what’s really driving the success and the happiness with this project,” Kennedy said. “It helps people feel like they’re making a difference without having to go out of their way. It’s just a part of their routine when they pick up a coffee or grab lunch.”

Story by Alexa Rose Perocillo, news intern

Contact: Marcus Wolf, marcus.wolf@maine.edu; Cindy Isenhour, cynthia.isenhour@maine.edu

The team designed the app so event organizers can instantly notify student users when they have leftovers available by sharing posts with pictures, locations, event end times and potential allergens or dietary restrictions. 

“We’re taking out two birds with one stone here, trying to reduce some food waste and trying to give students just a little something for a bit more reliable nutrition on campus that’s free and accessible,” said Moody-Broen, a computer science major and English minor, and his colleagues. 

The project was one of more than 350 on display during the 91���� Student Symposium for Research and Creative Activity on April 17. From lobster shell styrofoam and a shark fossil study to an autonomous model race car and a community loom, the event demonstrated the hard work and ingenuity of undergraduate and graduate students from both 91���� and its regional campus, the University of Maine at Machias. 

The symposium reflects 91����’s commitment being a learner-centered R1 that offers hands-on, real-world research learning opportunities, where undergraduate students work directly with faculty and industry partners to tackle challenges facing Maine communities.

Participating in the symposium not only allows students to showcase their work, but also develop skills in poster design, presentation, communication and networking, all of which will serve them in future careers and advanced degree programs. For Moody-Broen, the event served as an opportunity to test how he presents his work and gain more exposure to his field.

“I think it’s great to be interacting with other researchers and other products and seeing what that looks like in an early professional, late graduate setting,” he said. “It’s good to be able to get your work out there for the first time.”

Over 200 judges from 91���� and the community perused the posters and interviewed the students about their work. Among them was David Barrett, lecturer in accounting for the Maine Business School, who returned for a second year to support the students and enjoy their “really neat research.”

“What I’m looking for is that the presenter knows what they’re talking about and can communicate it effectively,” he said during the event. “Getting students more practice and getting them more comfortable with talking about something with someone they’ve never met is a massively important skill for students to have as they go out of that comfort zone.” 

Several rows down, Mya Griffith, a master’s student studying aquaculture and aquatic resources, presented her project to a judge, detailing her group’s ongoing investigation into the bioaccumulation of a group of toxic chemicals known as PFAS in seafood. Her team plans to integrate monitoring, predictive modeling and intervention for seafood food systems. 

For Griffith, participating in the symposium helps her refine her communication skills and network, both of which will help her toward pursuing a Ph.D. and career in sustainable agriculture. She also cares that people hear more about the issues she researches. 

“Even though I don’t have results, I want to bring awareness to it,” she said, “collaboration with the community is super important. And just raising awareness and making sure that people understand that these things are occurring in the environment and that they do affect us as humans, is super important.”

91����’s Center for Undergraduate Research has hosted a student symposium since 2008. At their first symposium, only 98 projects were presented. Now there are more than seven times that. The growth has been made possible by students, staff, faculty and community members investing their time and effort into the research experience. It is also aided by generosity of community sponsors who help cover the costs of the event itself. 

“As you go around today, I encourage you to ask our students what is their ‘why?’ and what they love about research. Please support them through the journey that actually never stops,” said Giovanna Guidoboni, interim vice president for research and dean of the Maine College of Engineering and Computing, during her remarks at the symposium. “Today is an opportunity to engage, connect and learn, be curious, ask questions and embrace the unexpected connections that emerge from conversations across the community.” 

Jordan Potter, a senior majoring in biomedical engineering, stood alongside his partners and their poster ready to answer questions about their project, “Smart Scrubs: Enhanced Scrubs for Medical Personnel.” The group was designing moisture-resistant scrubs to protect healthcare workers from contaminants and prevent microbe colonization microbes through the application of water-resistant and microbiostatic coatings.

“What I want to do directly after I graduate is go to graduate school,” Potter said, adding that participating in the symposium helps me prepare for grad school because of the aspect of getting to present to people.I get to meet new people and tell them what we’ve been working on.”

Contact: Marcus Wolf, 207.581.3721; marcus.wolf@maine.edu��

This year’s recipients are:

• Mehdi Tajvidi, Presidential Research and Creative Achievement Award.
• Darren Ranco, Presidential Public Engagement Achievement Award.
• Jay Wason, Presidential Outstanding Teaching Award.
• Melissa Ladenheim, Black Bear Award for Extraordinary Impact.
• William Davids, Presidential Innovation Award.

“These awards recognize the very best of the University of Maine,” said President Joan Ferrini-Mundy. “Each of these individuals demonstrates a deep commitment to excellence, innovation and service. Their work strengthens our university, advances knowledge and makes a meaningful difference for the people of Maine and beyond.”

Mehdi Tajvidi

Presidential Research and Creative Achievement Award

Mehdi Tajvidi, professor of renewable nanomaterials in the School of Forest Resources and Advanced Structures and Composites Center, is recognized for internationally distinguished research and scholarship. The award honors faculty whose work contributes knowledge to issues of local, national and global significance.

Since joining 91���� in 2013, Tajvidi has focused on the production, characterization and performance of renewable nanomaterials and their composites. His research centers on cellulose nanomaterials for applications including coatings, packaging and building products, spanning work from foundational science to industrial trials.

“Mehdi’s work reflects research leadership that brings global visibility to 91���� while delivering real value to our state,” Ferrini-Mundy said. “His focus on sustainable innovation is helping address important challenges in materials and manufacturing.”

Tajvidi’s lab has developed bio-based alternatives to synthetic materials, including technologies to replace formaldehyde-based resins in building products and PFAS in molded fiber packaging, as well as foam products used in packaging. He has also launched a line of research in mycelium-based biocomposites, using fungal materials to produce low-density insulation and packaging products.

His work supports collaborations with Maine-based and national companies and contributes to new product development in the forest products industry. He also mentors graduate students, postdoctoral researchers and undergraduates who have gone on to careers in academia, industry and national laboratories.

Darren Ranco

Presidential Public Engagement Achievement Award

Darren Ranco, professor of anthropology, faculty fellow in the Senator George J. Mitchell Center for Sustainability Solutions, and chair of Native American Programs, is recognized for public engagement that applies academic expertise to enhance the public good.

Since returning to Maine in 2009, Ranco, a Penobscot Nation citizen who grew up in Orono, has worked with Wabanaki Tribal Nations on environmental and cultural issues. His work includes leadership on responses to the emerald ash borer, an invasive species that threatens ash trees used in traditional basket making. His efforts contributed to agreements among tribal nations, the state and federal agencies.

“Darren’s work reflects a deep commitment to partnership and to connecting the university’s expertise with community needs,” Ferrini-Mundy said. “He builds relationships that lead to meaningful, lasting impact.”

He has also supported tribal climate resilience and land return efforts, working with communities to develop priorities, establish baselines and create plans to address environmental change. 

Ranco has contributed to strengthening relationships between the university and tribal communities, including efforts to support collaboration and culturally informed research practices.

His public engagement includes educational initiatives supporting the development of Wabanaki studies curriculum, public talks, working with legislators to support environmentally and culturally sound legislation, and participation in projects that address community needs.

Jay Wason

Presidential Outstanding Teaching Award

Jay Wason, associate professor of forest ecosystem physiology in the School of Forest Resources, is recognized for advancing student learning through teaching and mentorship.

Since joining 91���� in 2018, Wason has taught undergraduate and graduate courses in forest biology, plant structure and function, and research methods. His teaching emphasizes scientific thinking and applying knowledge to new problems.

“Jay’s teaching reflects a commitment to student learning that both challenges and supports students,” Ferrini-Mundy said. “He helps students build confidence and apply their knowledge in meaningful ways.”

His courses incorporate hands-on laboratory work, group activities and opportunities for students to design experiments and analyze data. These approaches support active learning and encourage students to engage directly with course material.

Student evaluations consistently highlight his preparation, clarity and enthusiasm, as well as his ability to help students understand complex topics.

In addition to teaching, Wason mentors undergraduate and graduate students and contributes to instructional development within his department.

Melissa Ladenheim

Black Bear Award for Extraordinary Impact

Melissa Ladenheim, associate dean of the Honors College, is recognized for exceeding expectations and making an extraordinary impact through service and leadership.

She coordinates the Maine Day Meal Packout, a campus-wide initiative that provides meals to food-insecure communities across the state. A central part of Maine Day Week of Service, the effort engages approximately 400 to 500 volunteers each year. Since its early years in the 2010s, the initiative will surpass 800,000 meals packed and distributed with the culmination of this year’s event.

“Melissa’s leadership shows how service can bring people together while creating opportunities for students to lead,” Ferrini-Mundy said. “Her work inspires a strong culture of engagement on campus and beyond.”

The Maine Day Meal Packout is student-driven, with a leadership team playing key roles in fundraising, logistics and partnerships, while Ladenheim oversees and coordinates the initiative. Through that work, students gain experience in leadership, project management and community engagement while contributing to a statewide effort to address food insecurity.

Ladenheim is also involved in the Servant Heart Research Collaborative, which develops educational initiatives addressing social and learning challenges in Sierra Leone, Liberia, Haiti and Uganda. Through this work, she helped create and build the National Education Test Tool, an online platform that prepares students in Sierra Leone for national exams, as well as the Attachment Theory Workshop, a caregiver training program focused on fostering healthy attachments in children who have experienced trauma.

Her work reflects a sustained commitment to service and student development, with impact across campus, throughout Maine and internationally.

Bill Davids

Presidential Innovation Award

Bill Davids, Bodwell University Distinguished Professor and chair of civil and environmental engineering, is recognized for translating research into technologies with economic and societal impact.

Over nearly three decades at 91����, Davids has focused on engineering research that supports innovation and real-world application. He is a co-inventor of the CT Girder, a fiber-reinforced polymer bridge beam that is significantly lighter than steel and resistant to corrosion. The technology has been used in bridge construction projects in Maine, Rhode Island and Florida.

“Bill’s work demonstrates how research at 91���� can translate into practical solutions that strengthen infrastructure and support economic development,” Ferrini-Mundy said. “He connects innovation with real-world impact.”

He has also contributed to the development of the Continuous Forming Machine, a manufacturing technology for fiber-reinforced thermoplastic materials. This work has supported the creation of a startup company that is generating revenue, attracting investment and building a manufacturing facility in Maine.

His research has also contributed to improved methods for evaluating and maintaining bridges, helping extend the service life of infrastructure and reduce the need for repair and replacement.

Through collaboration with students and industry partners, Davids’ work has produced practical outcomes that advance engineering practice and support infrastructure solutions.

Contact: Marcus Wolf, 207.581.3721; marcus.wolf@maine.edu

Those meals will be assembled during the Maine Day Meal Packout (MDMP) on Wednesday, April 29, from 9 a.m.-1 p.m. in the New Balance Field House. 

“Hundreds of volunteers — spanning individual students and faculty, community partners, sports teams and entire classes — show up to work together and accomplish an incredible amount of work,” said Valleli, an ecology and environmental sciences major who serves as the MDMP marketing and communications chair. “What the Maine Day Meal Packout initiative does communicate is that countless people — from the hundreds of individual volunteers packing each meal to the devoted student leaders or the philanthropic backers of the event — are willing to show up and make a difference together.”

Led by the members of the MDMP student leadership team, which includes Valleli, the initiative is on track to exceed last year’s goal of assembling and distributing over 50,000 meals in just a few hours. By the end of the event, the MDMP will mark the 800,000th meal packed at 91���� since the initiative launched.

The project originated in 2017 as the “Hungry 100K,” after students were challenged to surpass Harvard as the top meal-packing university in New England. Spearheaded by Melissa Ladenheim, associate dean of the Honors College, the initiative rebranded as the Maine Day Meal Packout in 2018. Since then, it has maintained a consistent impact, even continuing through the challenges of the COVID-19 pandemic and campus cancellations.

“The Maine Day Meal Packout is a truly extraordinary, transformative event that brings the campus together in service of a key element of 91����’s land-grant mission: to have a positive impact on the broader community of which we are a part,” said Honors College Dean Ellen Weinauer. “Thanks to the remarkable and enduring effort on the part of student leaders and their mentors, the Maine Day Meal Packout has justifiably become one of the 91���� initiatives of which we can be most proud.”

In addition to bake sales, the student leadership team fundraised for the event through soliciting individual donations, garnering support from philanthropic organizations, participating in broader initiatives like the Maine Credit Union League’s Campaign for Ending Hunger and securing grants such as the Alton ’38 and Adelaide Hamm Campus Activity Fund.

“Maine is a small and tight-knit community, so when I’m presenting to fellow Mainers, everyone I’m speaking to has seen the impact of hunger,” said Ruth Griffith, a senior majoring in economics and the 2026 Valedictorian. Griffith serves as the MDMP fundraising chair and overall student coordinator. “When speaking with corporate donors who may not realize the scope of the Maine Day Meal Packout, I focus on the scale of their contribution. For example, I discuss how a $1,000 donation could feed 2,500 people, and how that goes a long way toward feeding hungry Mainers.”

Most participating food pantries pick up the meals at 91����, but students have delivered them to those that cannot come to campus to ensure people gain-access to much needed sustenance. Pantry operators sometimes join other volunteers in packing meals during the event. 

“The pickup and distribution of the meals is definitely the hardest part because some of our partners have a three-hour commute each way,” said Jasper Makowski, a senior majoring in microbiology who works directly with the food pantry recipients. “Taking the time to get to Orono is a huge challenge, especially for some of the mom-and-pop operations. Luckily, we have a great number of supporters who are willing to drive and deliver to some of these rural locations, but a significant challenge every year is making sure we can actually get the meals to the food bank.”

Students drive the success of the MDMP, gaining leadership skills through a committee system covering fundraising, outreach, partnerships, communications and logistics. For student leaders like Makowski, Griffith and Valleli, the event offers a tangible way to support fellow Mainers while developing professional expertise in project management.

“The Maine Day Meal Packout is a ‘win-win-win’—it’s a win for our students, it’s a win for the campus and it’s a win for the community,” said Ladenheim. “I am incredibly grateful for this year’s student leadership team. This group has been the most cohesive, collaborative and effective team I have ever worked with.”

Story by Alexa Rose Perocillo, news intern

Contact: Marcus Wolf, 207.581.3721; marcus.wolf@maine.edu��

Nearly 300 high school students from 11 different Maine high schools are expected to visit the flagship campus in Orono for the event. They will take part in an informational resource fair, student life interactive presentations, student panels featuring Early College alumni, and specialized campus tours tailored to students’ academic interests. 

91���� Early College allows high school students to take courses through the flagship for credit and tuition-free through a partnership between the University of Maine System and the Maine Department of Education. Doing so helps them develop confidence and study skills, and see postsecondary education as a place where they belong and will succeed. The result of these 91���� Early College opportunities is increased high school and postsecondary degree attainment and lower debt.

“Discovery Day is an exciting opportunity for high school students to experience the University of Maine firsthand and see what makes our campus so distinctive,” said 91���� Associate Dean of Online and Continuing Education Patricia Libby. “At 91����, students dive into a one-of-a-kind, discovery-driven education that begins with hands-on learning from day one in an immersive environment. As Maine’s learner-centered R1 research university, we are a hub for innovation — from advanced manufacturing and the blue economy to the health and life sciences and beyond. As a Space Grant and Sea Grant institution, and home to NCAA Division I athletics, 91���� offers students the chance to explore their interests and imagine what’s possible at Maine’s flagship university.”

The inaugural Early College Discovery Day was made possible by generous funding from the Alton ’38 and Adelaide Hamm Campus Activity Fund, with additional support from the University of Maine Division of Lifelong Learning and the Maine College of Engineering and Computing.

For more information, contact 91���� Early College Program Coordinator Allison Drinkwater, at 207-581-8024 or um.earlycollege@maine.edu, or visit umaine.edu/earlycollege