According to the most recent , Maine students鈥� scores on standardized tests have declined over the past three decades, and fourth- and eighth-grade students in the state now score below the national average in reading.

The four-course certificate responds to this trend, helping teachers deepen their knowledge of how the youngest learners from birth through grade 3 learn to read, comprehend and engage with a wide range of texts. It is designed especially for teachers working with students who are struggling to develop those skills.听

The certificate can be completed as a standalone sequence or as part of master鈥檚 or doctoral degree in the 91福利 College of Education and Human Development. 

In addition to the certificate, the college鈥檚 Master of Education (M.Ed.) in Literacy Education degree program has been redesigned to be offered entirely online, making it more accessible to educators in Maine and beyond.  

The College of Education and Human Development is also adding a new early childhood education licensure pathway to its Master of Arts in Teaching (M.A.T.) degree programs.

91福利 offers both an accelerated (4+1) and a traditional M.A.T., both designed for students who hold a bachelor鈥檚 degree in a field other than education. Students who choose the early childhood specialization are eligible for initial teacher licensure as an early childhood classroom teacher in Maine (Pre-K-3).

For more information, email coehd@maine.edu. 

Cavanaugh, a 2013 graduate of the University of Maine, now primarily teaches students with special needs from prekindergarten to third grade at Calais Elementary School. When he decided to make the switch from the general elementary classroom, he needed to take coursework to become certified in special education. 

As he explored his options for additional coursework, Cavanaugh, who previously earned his master鈥檚 degree, decided to pursue a Ph.D. in education with a specialization in special education at the 91福利 College of Education and Human Development while teaching full time.

That commitment to improving opportunities for students with disabilities recently took Cavanaugh beyond his Calais classroom and 91福利 coursework to Washington, D.C. This summer, he was one of six educators nationwide selected for an inaugural scholarship from the Council for Exceptional Children to attend the Special Education Legislative Summit, held July 19-22.

The summit brought together more than 300 special education leaders from across the country for policy briefings, strategy sessions and meetings with lawmakers and legislative staff. 

For Cavanaugh, the experience offered an opportunity to bring the perspective of a rural Maine special educator into national conversations about supporting students with disabilities, while building on the research and advocacy skills he is developing through 91福利鈥檚 Ph.D. program. 

His advisor, 91福利 associate professor of special education Sarah Howorth, encouraged him to apply for the scholarship.

鈥淚n rural Maine, you really need to be prepared to do a little bit of everything based on the needs of individual students who qualify for special education services,鈥� Cavanaugh said.

Cavanaugh said he found that 91福利鈥檚 doctoral program offered the right blend of research-based tools, practical knowledge and skills for creating inclusive educational opportunities for all students.听

鈥淲hat I鈥檓 learning in my classes has direct application to help my students. I鈥檓 a very data-minded person, so I鈥檝e been able to learn how to dig into data and apply it with my students in the classroom,鈥� he said.

For example, in a research paper he wrote for one of his classes, Cavanaugh explored how schools, parents and other caregivers make decisions around the placement of students with special needs in general education classrooms with their peers versus self-contained classrooms.

At Calais Elementary School, Cavanaugh said he integrates his students into general education classrooms as much as possible, although he added that doing so can be challenging in small towns with limited resources. 

鈥淭hose decisions are sometimes hard to make in small-town Maine, because of a lack of resources. But that shouldn鈥檛 be the limiting factor, it should be about what鈥檚 best for the student. So using data and research to better inform those decisions is something that I鈥檓 interested in exploring more in my courses and bringing back to my work with students,鈥� he said.

At the summit, Cavanaugh also had the opportunity to compare the challenges facing rural Maine schools with those confronting special educators elsewhere in the country.

鈥淚t was really interesting to talk and share experiences with special educators from other states,鈥� Cavanaugh said. 鈥淎 special education teacher in Las Vegas doesn鈥檛 have the same challenges that we have in Calais, Maine. But they still have limited resources. So just talking about some of the issues we鈥檙e all facing, what鈥檚 different and what鈥檚 the same, and hearing about possible solutions that focus on taking care of our students.鈥�

This fall will mark Cavanaugh鈥檚 second year in the Ph.D. program. Although he is still a few years away from beginning his dissertation and has not yet decided on a research topic, he has already thought about publishing some of the research he鈥檚 conducted in his classes. 

Ultimately, he said the Ph.D. program and his experience at the Special Education Legislative Summit have reinforced his passion for working with and supporting the students in his classes. They鈥檝e also helped him realize the power of his own voice in shaping the future of special education in Maine and beyond.

鈥淓ven at the younger grades, we teach our students to think about what stories they want to tell, and how to use the reading and writing skills that they are learning to talk about how things are affecting them,鈥� he said. 鈥淚鈥檇 never really engaged with the world of advocacy before the summit. But it was a good lesson on how I can use my story as a rural teacher and the research skills I鈥檓 learning at 91福利 to share information with the people who have the power to shape the policies that can make a difference in the lives of our students.鈥�

Contact: Casey Kelly, casey.kelly@maine.edu

Turning that idea into a working digital tool, however, can require programming experience that many educators do not have.

鈥淭eachers have lots of great ideas for the technology they and their students could use in the classroom,鈥� said Justin Dimmel, associate dean for academics and student engagement in the University of Maine College of Education and Human Development. 鈥淏ut teachers are very busy. They don鈥檛 usually have the time, capacity or expertise to build their own tools.鈥�

Dimmel is leading a 91福利 team exploring whether artificial intelligence can help remove those barriers while keeping educators in control of the creative process.

The U.S. National Science Foundation selected the team鈥檚 project, The Forge, for a planning award through FINDERS FOUNDRY, a national initiative focused on challenges in K-12 education. 

The 91福利 team will bring together educators, researchers, technologists, parents and students to explore a teacher-centered environment for creating interactive learning materials with AI-assisted coding tools.

Putting teachers first

The Forge is not a finished platform being introduced into Maine schools.

The team will first study what teachers need, how AI could support learning and how schools can address concerns including student privacy, data security, inaccurate information, bias and appropriate classroom use.

Those questions matter to parents and teachers alike: Who decides how AI is used in the classroom? How will student information be protected? And can the technology support learning without replacing a teacher鈥檚 judgment and creativity?

The team includes co-principal investigators Zihan Wu of the Maine College of Engineering and Computing and Kamal Chawla of the College of Education and Human Development. Five teachers from different Maine schools and two parents also will participate, with students expected to contribute as teachers develop and test early ideas.

The project grew from a challenge submitted by a Maine teacher who wanted educators and students to have a greater role in creating educational content. 

Teachers often imagine games, demonstrations and other interactive experiences that could benefit their students, Dimmel said, but many ideas are never developed because the process is technically demanding and time-consuming.

The researchers describe that unrealized potential as an 鈥渋nnovation reserve鈥� within schools. The Forge will explore whether AI-assisted design 鈥� a practice commonly referred to as 鈥渧ibe coding鈥� 鈥� can help educators tap into it.

From classroom idea to working tool

A chemistry teacher, for example, might want to create an interactive demonstration. Another educator might want to produce a video for a flipped classroom or build a digital learning game app. AI-assisted coding tools could make it easier for teachers without programming experience to turn those concepts into working prototypes.

The goal is not to replace teachers, and the proposed environment would differ from a generic chatbot, automated lesson-plan generator or learning management system. Instead of beginning with an empty prompt box, educators could receive guidance, workflows and specialized tools for different classroom projects.

The details have not yet been determined. Dimmel said the planning process will allow educators and families to help shape the project rather than have researchers build a product based only on their own assumptions.

鈥淲e want to try to put teachers鈥� creativity at the center of what we鈥檙e going to design,鈥� Dimmel said. 鈥淲e see this as an accelerator or an incubator, not a replacement.鈥�

While much of the public conversation about generative AI has focused on what the technology might automate, The Forge asks how it could expand what teachers and students are able to create.

鈥淲e鈥檙e trying to think about putting teachers and students in the roles of being content creators, rather than consumers,鈥� Dimmel said.

Working directly with the technology also could help teachers and students understand what it can do, where it can fall short and how it can be used responsibly.

Testing what teachers need

During a concentrated design process in September and October, participating teachers will use existing AI-assisted coding tools to build early versions of their instructional ideas. Researchers will study the obstacles they encounter and what support could make the process more accessible.

Dimmel said the work also could show that existing general-purpose AI platforms are sufficient if educators receive appropriate training. The team is not assuming that a separate platform will necessarily be the best answer.

For Dimmel, success would not depend solely on whether the work leads to a new platform. Participating teachers could become a core group of educators prepared to help their schools and students approach AI with greater knowledge, creativity and confidence.

鈥淲e inspire teachers to consider themselves and their own creative agency,鈥� Dimmel said.

Expanding who gets to create

Dimmel compared AI-assisted coding to the printing press, which lowered barriers to producing and sharing information. Until recently, creating an application or interactive digital resource often required significant programming knowledge, time and other resources. AI tools could make that type of creation more accessible to people who have ideas but do not consider themselves software developers.

鈥淲e want to make sure that teachers are participating in that, that they have the skills, experience and knowledge that they feel like their agency is valued, and they can see a way to get their ideas out into the world,鈥� Dimmel said.

Contact: Casey Kelly, casey.kelly@maine.edu

“I knew from a very early age that I wanted to be a teacher,” she said.

That goal became a reality this spring when Tupper graduated from the University of Maine College of Education and Human Development with a bachelor鈥檚 degree in secondary education with a concentration in social studies and a minor in history. 

This fall, she’ll begin her first teaching job as a seventh- and eighth-grade social studies teacher at Medway Middle School. There, she’ll help students better understand the world around them while building on the strengths of their own communities. 

“I want to teach younger kids about our world, and I think social studies is a great way to do that,” said Tupper.

She credits her preparation at 91福利 with helping her feel ready for the classroom. 91福利 is building a system of robust, rural-focused programs that support small towns and rural schools across the state. It also leads a network of like-minded advocates and organizations throughout the larger region as the New England hub for the national nonprofit .

鈥淚n Maine, almost every school is rural, and that means there is a lot of multigrade teaching. Teaching rural means scaffolding content to relate to their life and their experiences for multiple grades,鈥� Tupper said.

One of the most meaningful parts of her time at 91福利 came through the Rural THRIVE project, which gave her opportunities to experience the realities of teaching in rural schools while building relationships with fellow educators. Launched with a $3.3 million federal investment awarded to the University of Maine System and led by the College of Education and Human Development, Rural THRIVE provides ongoing professional development, mentorship and other evidence-based support to rural teachers at different stages of their careers. Its goal is to improve resilience and retention among rural educators and school leaders, as well as boost Pre-K-12 student outcomes.

As a 91福利 student, Tupper took part in the project鈥檚 Rural Substitute Teaching and Innovation Corps (RuSTIC), which connects undergraduate students with rural schools in need of substitute teachers. Members of the Rural THRIVE team support RuSTIC students by assisting with their substitute teaching applications, preparing them for what to expect before they enter the classroom and debriefing with them afterward. Partner districts benefit because the program expands their pool of substitute teachers. Participating students also are more likely to return to substitute in the district when additional coverage is needed.

Through RuSTIC, Tupper served as a substitute teacher in Medway for a day while an experienced teacher attended a Rural THRIVE professional development retreat. When a full-time teaching position became available in the district, the connections and relationships she formed as a RuSTIC substitute helped her secure the job she鈥檒l begin this fall.

“It’s good exposure for the student teachers, but also for the teachers to be able to get culturally relevant professional development,” she said.

Beyond the RuSTIC experience, Rural THRIVE reinforced something Tupper hopes to carry throughout her career: the importance of community. As she prepares for her first year of teaching, Rural THRIVE continues to support her journey. She attended the recent 91福利 Summer Educators Institute, joining more than 100 fellow educators to learn and grow through inspiring keynote speakers, workshops and educator-led team projects focused on improving aspects of their school community. 

“I felt very connected,” Tupper said. “It just reinforces that I am in exactly the space I want to be.”

A longer version of this story originally appeared on the Rural Schools Collaborative as part of its initiative. It is shared here with permission.

Contact: Casey Kelly, casey.kelly@maine.edu 

Categories: News releases; student focus; education; student life;

And Michelle Kearney
Professor of Literacy, University of Maine

The following article was first , an independent nonprofit news organization that shares faculty expert analysis with a global audience.

Reading allows children to live in a vibrant world, surrounded by fairies, elves and talking animals, transporting them to places where the impossible becomes real. But reading for pleasure also helps children and broadens how they view, interpret and . It gives them a form of expression that fuels their imagination and empathy for themselves and others.

But the percentage of children who read for fun is declining.

Just 37% of 9-year-olds and 14% of 13-year-olds almost every day in 2025, according to the National Assessment of Educational Progress. By middle school, just 1 in 7 kids say they read for pleasure each day.

The U.S. Department of Education鈥檚 National Center for Education Statistics has in kids and teens who read for fun, finding that in 2023, 14% of 13-year-olds read for fun each day, down from 27% who said they did so in 2012.

Slightly younger kids tend to read for pleasure a bit more. Approximately 39% of 9-year-olds said they read for fun in 2022, down from 53% of 9-year-olds who said they did so in 2012, according to the Department of Education.

This trend is showing up alongside another concern: , especially among teenagers. It鈥檚 tempting to treat those as separate problems. But as scholars of literacy, we don鈥檛 think they are.

Reading for fun isn鈥檛 just about fun

Outside of schoolwork, a child can read anywhere from as or more for the most voracious readers.

This gap can why some children鈥檚 vocabularies grow so much faster than others.

Kids absorb words from context, over and over, across thousands of pages. One of us, for example, has a son named Andrew, who, at the age of 2, once absorbed and correctly used the word 鈥渧iaduct,鈥� without anyone defining it for him, after he encountered it in a book about trains.

Older kids and teenagers who describe themselves as committed readers tend to have since they were young, kept books around as their interests changed and made reading together a genuine priority.

A well-selected book, in particular, has the ability to enhance a child鈥檚 reading pleasure and reading ability, allowing them to with fresh insight.

Research shows a connection between teenagers who read for pleasure as young children: They tend to score higher on , memory and speech development.

Reading for pleasure can also help build vocabulary and reading fluency while .

Reading to develop empathy

There are other benefits to reading that won鈥檛 show up on a reading assessment.

We believe that reading is empathy operating in its simplest form: imagining your way into and understanding the ripple effects of their actions.

Reading for pleasure, especially the kind that starts on a parent鈥檚 or caregiver鈥檚 lap, is one of the earliest and most reliable places kids get repeated practice doing that complex work.

Reading with a caregiver often progresses into children reading on their own, whether with a flashlight in bed or in the middle of the day on the couch.

When children become immersed in a book series on their own, in particular, it can help them develop connections with characters they grow to know, love or scorn. They inhabit a character who isn鈥檛 them. They sit with an idea long enough to understand why someone acts the way they do.

Feeling emotionally invested in a character鈥檚 decisions can also influence how young readers and treat people with civility and kindness in real life.

This skill doesn鈥檛 arrive automatically with age. It is built through practice, and recreational reading in childhood is the main training ground for it.

Implications for school and home

Within the past 10 years, many schools have invested in , with a renewed emphasis in to improve students鈥� reading proficiency.

This shift has been an important and necessary step in helping students develop the foundational skills they need to become successful readers. At the same time, some classrooms and reading simply for enjoyment.

In 2024, literacy researcher recalled whether a classroom reading activity had made him a better reader. The child responded, 鈥淣o, because it鈥檚 fun.鈥�

Already, that young student senses that fun and learning have been filed into separate categories at school. This highlights the real cost of letting effective instruction and engaging instruction drift apart, as though a teacher must choose between them.

This doesn鈥檛 mean abandoning structured reading instruction, which matters enormously for students who are learning to decode written language by connecting sounds and symbols. It means reading a book that a child actually chose, rereading an old favorite, and allotting time for a teacher to read aloud purely because it brings joy to the class.

This effort extends outside of a classroom. When children live in homes where they see books around, where their parents and siblings read together, and where their caregivers also read for fun, they are likely to see reading as enjoyable and .

People who enjoyed reading as children are more likely to .

We each read to our children from when they were young and watched as they grew and developed their own love of books, ranging from the 鈥溾�� comic series to the 鈥溾�� and 鈥溾�� series.

Another one of us, Dee, has a daughter named Addie who remains an avid reader in her early 20s. She is currently reading the 鈥溾�� fantasy series, among others.

And Andrew, the 2-year-old who once learned the word 鈥渧iaduct鈥� from a book, is still an avid reader. At 18, his shelves are now filled with manga and comic books, including a special section for 鈥�.鈥� His choice of genre and formats has evolved over the years, but his joy of getting lost in a story has not.

That鈥檚 the version of reading we鈥檇 like more kids to fall in love with 鈥� before school, however well meaning, might convince them that fun and learning have to live in different places.

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

The fellowships were developed to increase undergraduate student involvement in faculty-supervised research and creative activity. Winners receive $3,000 to put toward their research projects over the summer months.

The 2026 CUGR Summer Undergraduate Fellowship Recipients are:

• Abigail Bergmark, microbiology, for a project titled 鈥淐yclic-di-GMP Effects on Candida albicans in the Presence of Fluconazole.鈥� Bergmark will be advised by Robert Wheeler.
• Amelia Bradford, anthropology, for a project titled 鈥淲ho鈥檚 Who In Biddeford, ME: The Life of 20th Century Textile Mill Workers as Told Through the Company Newspaper.鈥� Bradford will be advised by Susan Pinette.听
• Rachel Harrington, marine science, for a project titled 鈥淧FAS Contamination and Temperature Effects on American Lobster.鈥� Harrington will be advised by Amalia Harrington.
• Alyssa Hinderer, marine science, for a project titled 鈥淧redicting PFAS Deposition In Maine Estuaries.鈥� The award for Hinderer, who will be advised by Margaret Estapa, was funded by Maine Sea Grant.听
• Emily Leszczewski, marine science, for a project titled 鈥淓ffects of 41% Glyphosate Exposure On Behavior, Molting, And Stress Response Of Postlarval American Lobsters (Homarus americanus).鈥� Leszczewski will be advised by Amalia Harrington.
• Tyler Lilya, marine science, for a project titled 鈥淎 Novel Multi-Trophic Bio-Filter Apparatus To Remove Point Source, Anthropogenic Eutrophication From Waste Treatment Outflows.鈥� Lilya will be advised by Timothy Bowden.
• Willow McConochie, botany, for a project titled 鈥淎ssessing the Emotional Responses of Hikers to Hand Drawn Versus Generative AI Imagery of a High Alpine Species.鈥� McConochie will be advised by Jacquelyn Gill.
• Declan Mercer, engineering physics, for a project titled 鈥淔ueling The Magnetic Machine: Applications Of Superparamagnetic Functionalization.鈥� Mercer will be advised by Ioan-Augustin Chioar.
• Mackenzie Michaud, wildlife ecology, for a project titled 鈥淣esting Ecology of Maine Wood Turtles.鈥� Michaud will be advised by Matthew Chatfield.
• Emma Morrison, biochemistry, for a project titled 鈥淎ntibacterial Agent Cetylpyridinium Chloride (CPC) Ironically Inhibits Immune Cell Function: Mechanisms of Action on Signaling and Cytokines.鈥� The award for Morrison, who will be advised by Julie Gosse, was funded by the 91福利 Institute of Medicine.听
• Lindsey Pellett, child development and family relationships, for a project titled 鈥淧arental ACE Scores and Family Dynamics: A Qualitative Study.鈥� Pellett will be advised by Daniel Puhlman.
• Wyatt Perron, philosophy, for a project titled 鈥淧osing In Bondage: A Phenomenological Investigation of The Male Loneliness Epidemic.鈥� Perron advised by Derek Michaud.
• Jayde Temby, child development and family relations, for a project titled 鈥淎 Qualitative Analysis of Family Relations with Children with ASD.鈥� Temby will be advised by Puhlman.

The 2026 MSGC Summer Undergraduate Award Recipients are:

• Berra Algul, engineering physics, for a project titled 鈥淧olar Magneto-Optic Kerr Effect Microscopy.鈥� Algul advised by Nicholas Bingham.
• Keith Falkner, physics for a project titled 鈥淚nverse Magnetic Origami: Exploring Collective Magnetic Behavior By Unfolding Platonic Solids.鈥� Falkner will be advised by Chioar.
• Eloise Fontaine, physics, for a project titled 鈥淢easuring Exchange Bias in Hysteresis Loops.鈥� Fontaine will be advised by Bingham.
• Drake Grove, biomedical engineering, for a project titled 鈥淚mproving CNF Processing Through Press-Assisted Dewatering.鈥� Grove will be advised by Caitlin Howell.
• Mino Iobs, physics, for a project titled 鈥淕rowth, Characterization, and Quantum Analysis of Weyl Semimetal Mn2Sn Thin Films.鈥� Iobs will be advised by Bingham.
• Mackenzie Jones, physics, for a project titled 鈥淐reating Fe3O4 Films for Quantum Sensing & Astronomy Applications.鈥� Jones will be advised by Bingham.
• Gavin Libby, engineering physics, for a project titled 鈥淪olar Thermal Reactor Prototype Sensor Update.鈥� Libby will be advised by Justin Lapp.
• Benjamin Morgan, mechanical engineering, for a project titled 鈥淓ducation for K-8 in Manufacturing Engineering.鈥� Morgan will be advised by Philip King.
• Alexander Thayer, physics, for a project titled 鈥淚nvestigating Electronic Band Structure of Cr-doped WSe2 via Vertical Magnetoelectrical Transport.鈥� Thayer will be advised by Dinh Loc Duong.

To be eligible for the full-time Dean鈥檚 List, a student must have completed 12 or more calculable credits in the semester and have earned a 3.50 or higher semester GPA. Students who have part-time status during both the fall and spring semesters of a given academic year are eligible for the part-time Dean鈥檚 List in the spring. They must have completed 12 or more calculable credits over both terms and earned a combined GPA of 3.50 or higher.

Please note that some students have requested their information not be released; therefore, their names are not included.

Contact: Office of Student Records, umrecord@maine.edu

Just outside the doors of Stearns Junior-Senior High School in Millinocket, Maine, students and staff have access to world-class outdoor recreation opportunities: paddling, mountain biking, skiing and, of course, hiking in nearby Baxter State Park.

For Stearns English teacher Anna Loome, the region鈥檚 natural resources serve as a classroom where she provides outdoor instruction to middle and high school students. The classes cover the fundamentals of wilderness preparedness and safety, including navigation, trail building and maintenance and outdoor cooking, as well as the skills needed to take part in outdoor activities for all seasons. Loome has even led students on overnight trips to Haskell Hut in Katahdin Woods and Waters National Monument.

鈥淲e have a mix of students who have done a lot of things already, and students who have never done any of it. So we try to offer something for everyone,鈥� Loome said. 鈥淢y goal is to help kids get access to the skills they need to participate in a lot of the amazing recreational activities we have right in our backyard.鈥� 

While some schools like Stearns have offered outdoor programming for decades, others struggle to provide such learning opportunities. That鈥檚 why a new study led by University of Maine researchers and published in identifies strategies to make it easier for schools to make outdoor education part of their school curricula and culture.

鈥淭here鈥檚 a lot of research that shows decreased behavioral issues, better self-regulation, increased motor-skill development, improved social skills. Some research suggests that it can help with chronic absenteeism,鈥� said Lauren Jacobs, the study鈥檚 lead author and senior lecturer of outdoor leadership at 91福利. 鈥淲hat our study allows is to identify some real-world solutions to common barriers or problems that could help other schools achieve the desired outcome of providing more opportunities to get kids outside.鈥�

Maine, like other states, is working to make outdoor education a greater part of the public school experience for all children across the state.

The study builds on research Jacobs conducted for her doctoral dissertation at 91福利. For that project, she examined nine PreK-12 rural schools in Maine during the 2021-22 school year to better understand what factors facilitated or hindered outdoor learning and activities.

Lessons from a successful model

The new study examined a rural Maine school that stood out for the breadth of its outdoor learning opportunities. Through interviews with teachers, administrators, parents and community partners, Jacobs identified several factors that helped make outdoor education successful, including strong community support, collaboration among staff, dedicated outdoor learning spaces and a school culture that valued learning outside the classroom.

Jacobs interviewed members of the school community and observed students during the school day. The COVID-19 pandemic was also cited as a facilitator because it encouraged teachers and students to spend more time outdoors, where the virus was less likely to spread.

Overall, Jacobs said the study revealed a strong culture of outdoor learning.

鈥淭his is a school where the outdoors is part of the physical education curriculum at all grade levels, and where there are specific outdoor education classes at upper-levels,鈥� she said. 鈥淚t鈥檚 incorporated into the general education classroom, teachers receive professional development, and community members, especially parents, support outdoor learning.鈥� 

Although it was not one of the schools included in Jacobs鈥� research, Loome said she recognizes many of the same characteristics at Stearns. For instance, her school has dedicated outdoor learning spaces, and she has been able to take professional development classes with Jacobs to better align her curriculum with state and national learning standards. 

Stearns also has a variety of community partners. Juniors and seniors can do the at the Northern Penobscot Tech Region 3 center in Lincoln, which offers preparation for the Registered Maine Guide Exam. There鈥檚 a gear library in Millinocket where anyone from the community can borrow equipment to help them explore the outdoors. The nonprofit Friends of Katahdin Woods and Waters has a that Loome said has been a valuable collaborator, connecting the school with gear and learning opportunities.

Overcoming barriers

The study also identified some factors that may impede outdoor opportunities for schools. Although time management was viewed as a facilitator, time was also seen as a barrier, especially when it came to issues like professional development for teachers, documenting student outcomes and upholding curriculum standards. Other obstacles included making sure students and staff were prepared with the proper gear, as well as weather conditions. 

鈥淥ne of the things we found through the interviews was that the positive outlier school did things to address these challenges,鈥� Jacobs said. 鈥淔or example, to address issues of time and time management, they schedule PE (physical education) classes back-to-back with science classes so kids have the opportunity to be outside for both while spending less time transitioning. 

鈥淎nother thing they did was create safe spaces for teachers to bring students outside. The school has a dedicated outdoor classroom space that includes woods, timber frame structures, a garden, an orchard and a barn,鈥� she said. 鈥淎 lot of community groups are willing to collaborate with schools to make these types of spaces available.鈥�

For other teachers who are interested in incorporating outdoor education into their schools, Loome offers this piece of advice: You鈥檙e not going to be the best at every activity and that鈥檚 OK. 

鈥淚鈥檓 not the best mountain biker in the world. In fact, some of my students are probably better than me, but I think it鈥檚 a really good way to model how to learn something new and push yourself out of your comfort zone,鈥� Loome said. 

Jacobs reached a similar conclusion in analyzing the positive outlier school.

鈥淥ne of the surprising revelations from the interviews with teachers was when we asked them if they liked outdoor education because they were outdoorsy themselves. A lot of them laughed at the question, because they said they weren鈥檛 that into the outdoors, but they did it because they saw the benefits for students,鈥� said Jacobs. 鈥淚 think that鈥檚 a very powerful insight.鈥� 

Jacobs recommends that schools interested in expanding outdoor programming focus on making time for activities during the school day, aligning outdoor learning with standards across the curriculum, creating outdoor opportunities that are relevant to their students and the communities they serve, and keeping the sustainability of any efforts in mind.

鈥淭here鈥檚 a lot of planning involved to make these programs successful, but the long-term rewards for kids and rural communities is worth the investment,鈥� Jacobs said.

Contact: Casey Kelly, casey.kelly@maine.edu.

Libraries play an important role in many communities, not only providing books and other materials to patrons, but also social services that help bring people together. Fascinated by libraries and learning, Hunter Towne, who graduated from the University of Maine in May with a bachelor鈥檚 degree in elementary education, investigated how libraries in Maine鈥檚 Cumberland County were supporting the needs of young English language learners. 

The project came about in part from Towne’s love of libraries, working in classrooms and her own experience growing up in Freeport, Maine. During her first year at 91福利, Hunter spent a week in a Portland classroom and was working with a student who did not speak English and struggled socially in the classroom. 

鈥淚 got to work with him very closely over the course of that week,鈥� said Towne. 鈥淲ith some pushing, he had formed some relationships with his peers, learned how to write his name and read a couple of sentences. He was so happy to connect with his peers. I still think about it to this day.鈥�

Working with her advisor, associate professor of early childhood development and education Julie DellaMattera, Towne refined the project and made it the focus of her Honors College thesis. She started by researching libraries and how surroundings impact children鈥檚 development. Then throughout the summer before her senior year, she drove and took boats to 35 libraries, almost everyone in Cumberland County. Towne entered each library as if it was her first time. 

鈥淚 wanted to immerse myself in the experience, and see if I could walk into a space without communicating with anyone or reading signs, seeing if there was any sort of way I could navigate myself to resources that would help me,鈥� said Towne. 鈥淚 can walk in as an English speaker and find the language section in five seconds, right? I can read the signs, but a non-English speaker would have a very difficult time with that.鈥�

The study also looked for programming for young English learners, other resources libraries provided, such as WiFi routers, and the physical space. A library might have good books for a child learning English, but if it is on the top shelf, the child might not be able to find it. Taking into account the level of funding different libraries had access to also helped Towne better understand how limited resources were being allocated.

The results were both encouraging and at times underwhelming. Some libraries were really able to provide great resources for young English language learners, even if one would expect less demand for it in the area. Some had limited resources for younger patrons but had great resources for adults.

At the library in South Portland, Towne observed them doing a lot with a little. 鈥淪outh Portland had a very small language support section, but it was incredible,鈥� she said. 鈥淭hey had something like 50 languages represented with at least five books for everyone. It was so cool to see where they didn鈥檛 have a lot of funding, but were able to really make it work.鈥�

After completing her Honors thesis, Towne shared the results of her study with Fogler Library. She hopes that this project helps drive more support to schools and libraries that support young students learning English. 

鈥淚 hope people understand not only the need to support all learners in every area, working in a public school right now, but also the value of public libraries,鈥� said Towne. 鈥淚 want to make sure people understand the need to keep up with the changing world, because the guidelines that worked 20 years ago may not work now, and may not be able to support the community as they should.鈥�

Starting in the fall, Towne will begin a master’s program at 91福利 in curriculum, assessment and instruction with a concentration in library and media studies. She said she鈥檚 excited to be a Black Bear for at least two more years and to continue exploring her interest in libraries. 

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

Michael Brzezowski, a technology teacher and integrator at Pemetic Elementary School in Southwest Harbor, was named Hancock County Teacher of the Year. Brzezowski earned his master鈥檚 degree in secondary science education from the 91福利 College of Education and Human Development.

Marcy Soucy was named Penobscot County Teacher of the Year. A fourth and fifth grade teacher at Fairmount Elementary School in Bangor, Soucy earned her bachelor鈥檚 degree in elementary education from 91福利.

Allison Mundee, a pre-kindergarten teacher at Harold B. Emery Jr. Memorial School in Limington, was named York County Teacher of the Year. Mundee earned her early childhood education certification from 91福利.

In all, nine of the 16 Maine County Teachers of the Year have degrees or earned their certification from Maine’s public universities.

County Teachers of the Year serve as ambassadors for schools, students and the teaching profession for the next year. They are nominated by members of their community and selected by a panel of other teachers, principals and business leaders based on their service in education and dedication to their students.

The field of 16 will be narrowed to a smaller group of semifinalists, who will put together a professional portfolio, part of the National Teacher of the Year selection process. Finalists will be chosen following a review of the portfolios and presentations to an expert panel, and the Maine Teacher of the Year will be named in the fall.

More information about the 2026 Maine County Teachers of the Year is on the and websites.

That’s why when working toward her Doctor of Education (Ed.D.) at the University of Maine, Woodard, now assistant principal of Old Town Elementary School, focused on tackling a key issue for her dissertation: the in-the-moment decisions teachers make during literacy instruction and how those decisions can lead to better outcomes for students.   

鈥淎s I got into an administrative role, I wondered why teachers were making the decisions they were making and about all of the new literacy programs that are available for schools,鈥� said Woodard. 鈥淚 wanted to be able to answer some of those questions through research, and get a better understanding of what our teachers are doing in the classroom.鈥�  

Woodard is one of 10 full-time professional educators who just graduated with their Ed.D. degrees. Many of them were already leaders in their schools and communities. Now, using what they learned through their courses and dissertation research, they are able to make even greater contributions while advancing in their careers. 

For Woodard, that means continuing to mentor teachers in a new role that she鈥檒l be stepping into next school year as principal of Marcia Buker Elementary School in Richmond. Eventually, she hopes the doctorate will allow her to teach literacy at a college or university, helping shape the next generation of reading and writing teachers in Maine. 

鈥淚鈥檓 so glad 91福利 has the opportunities it has,鈥� Woodard said. 鈥淟iving in Orono, it was a natural choice for me to get my doctorate here, but I don鈥檛 believe I would have found a better opportunity elsewhere.鈥�

Statewide impact, local relevance

Based in schools and districts spanning two states, including five counties in Maine, the members of this year鈥檚 Ed.D. cohort currently serve in positions such as superintendent, assistant superintendent, principal, assistant principal, special education director, instructional coach and classroom teacher. They not only spent the past four years taking classes together, but also supported each other through dissertation research and writing.

An innovative, 100% live and online executive doctoral degree, the Ed.D. program uses a cohort model that brings working professionals together to share knowledge and develop the research skills needed to critically engage with educational practices and better support the students, families and communities they serve. Each member of the cohort chooses a problem-of-practice related to their professional work to investigate for their dissertation.

Nicole Hatch is one of three 2026 Ed.D. graduates who work at Rockland-based RSU 13, a rural district serving five communities in midcoast Maine. Having grown up in the midcoast, Hatch, who is an assistant principal at Oceanside High School in Rockland, was eager to explore the dual roles that teachers in rural schools fulfill as professional educators and regular members of the communities that they serve.

鈥淚t was a narrative inquiry using emotional intelligence as a tool to navigate issues of rurality, the overlaps between teachers and students, and school leaders and students, and the dual-relationships and power dynamics that exist in small communities,鈥� said Hatch, who has a background in school-based and clinical counseling. 鈥淭he study was a great reminder of the influential roles and power we educators have in our communities, and how we can be mindful of that and maintain positive relationships with our students and their families who don鈥檛 have a choice of where they go to school or who their school leaders are.鈥�

Hatch said she plans to stay in her position at Oceanside for now while pursuing principal certification and continuing to serve students throughout the midcoast both as an educator and as community member.

Heather Mitchell, another recent Ed.D. graduate, has held various building administrator roles at schools in RSU 29, the district for Houlton in Aroostook County. She鈥檚 currently administrator and teacher at Summit Academy, the district鈥檚 alternative education school. 

For her dissertation, Mitchell originally set out to do a comparative study of parent expectations for alternative education versus general education. That morphed into a project that explored parent-voice in administrative decision-making, through which she found that caregivers 鈥� regardless of whether their child was in an alternative or a traditional classroom 鈥� wanted a model. A framework that鈥檚 already employed by several schools in Maine, the model provides targeted academic, behavioral and social-emotional services and interventions to meet the needs of students.

鈥淚 believe the next step is to work with teachers and hopefully organizations beyond the school and the district to make sure that kids are getting all the support they need no matter what type of classroom they鈥檙e learning in,鈥� Mitchell said. 

The Ed.D. will allow Mitchell to take on additional roles and responsibilities, including becoming a district-level administrator, she said.

A belief in each other

Each Ed.D. in educational leadership cohort at 91福利 collectively chooses a name for itself. The name chosen by the group that just graduated was the Credo Cohort. The word 鈥淐redo鈥� derives from the Latin word for 鈥淚 believe鈥� and means 鈥渁n idea or set of beliefs that guides the actions of a person or group.鈥�

鈥淚t helped tremendously to go through this process together,鈥� said Woodard. 鈥淲e met almost every week, developed critical friendships and partnerships within the cohort. We had people we were able to reach out to in times of need.鈥�

鈥淚 can鈥檛 imagine going through a learning experience like this without that type of support,鈥� said Hatch. 鈥淚 can look outside and name other things, but it was really that we leaned on each other, and these friendships and relationships within the group. These educators are 100% my role models.鈥�

This year鈥檚 group of Ed.D. graduates is among the largest doctoral cohorts from a single program to graduate from 91福利 in recent years. In addition to each other, members of the cohort say they leaned on associate professor of educational leadership Esther Enright, who served as chair for all of their dissertation committees, as well as other 91福利 educational leadership faculty members, including Catharine Biddle, Lindsey Kaiser, Maria Frankland and Paul Austin.

鈥淚鈥檓 incredibly proud of this group and the perseverance they showed in getting to graduation,鈥� said Enright. 鈥淐ompleting a doctorate is a massive undertaking by itself, and all of them did it while balancing their professional duties, including all of the challenges facing educators today, serving as role models and leaders in their communities, raising families, and so much more.鈥�

The other members of the Credo Cohort include Janet Corcoran, Benjamin Greenlaw, Briana Haynes-Morrill, Janet Hicks, Steffany Tribou, Amy Sullivan and Sue Sydnor. 

Contact: Casey Kelly, casey.kelly@maine.edu

鈥淎t 91福利, we are intentionally building a coordinated system of support and opportunity that reaches students early and continues throughout their academic journey,鈥� said Scott Marzilli, senior associate provost for student success and innovation. 鈥淭his 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.鈥�

The student experience is being transformed from beginning to end at 91福利 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福利 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福利 and 91福利 Machias in fall 2021 with more than 30 course sections enrolling 250 students. Following the pilot, courses expanded across Maine鈥檚 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鈥檛 always imagine a career for herself in STEM. She didn鈥檛 develop a passion for the scientific process until late in her high school career.

Last fall, she enrolled in 鈥淐reative Expression of Science,鈥� 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.

鈥淪ometimes we get caught up in seeing statistics about the environment and human impact,鈥� Littlefield said. 鈥淏ut we also forget that adaptation and evolution make really resilient communities and populations, and that it鈥檚 not hopeless. It makes you want to fight more for these things that are important 鈥� that if we do lose them, they aren鈥檛 coming back.鈥� 

Experiences like Littlefield鈥檚 are foundational to the initiative鈥檚 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鈥檚 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鈥檚 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. 

鈥淪tudents struggling in certain courses isn鈥檛 new. What is new is that now because of the generosity of the Harold Alfond Foundation, we鈥檝e been able to implement a number of interventions to address the issue,鈥� said Gateways coordinator Mark Brewer, also professor and chair of 91福利鈥檚 Department of Political Science. 

Since Gateways鈥� 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. 

鈥淚鈥檝e seen an incredible amount of energy and enthusiasm from faculty across the colleges and at Machias in designing interventions to improve student success,鈥� 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 鈥淎lgebra for College Mathematics,鈥� 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福利.

As students progress through their academic journeys at 91福利, 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福利 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福利鈥檚 Advanced Manufacturing Center. This summer, he will intern with the company Intuit.

鈥淎 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,鈥� Walker said. 鈥淭hat chance has opened the doors for completely new opportunities and directions for me to pursue, and I am beyond grateful.鈥�

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

鈥淧athways to Careers doesn鈥檛 just prepare students,鈥� she said, 鈥渋t actively connects them to opportunities where they are seen and considered.鈥�

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鈥檚 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福利 and beyond.

Contact: Marcus Wolf, 207.581.3721; marcus.wolf@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福利 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 鈥淪trengthening EMS Retention in Maine: A Path to Improved Patient Outcomes.鈥� They were advised by Sarah Hanscome.
• Arts: William Fortier, Oliver Rodi and Mikey Arbelo, for their project titled 鈥淭he Creativity of Mapping.鈥� They were advised by Andy Mauery.
• Biomedical Sciences: Hayden Kittell, Diana Goode and Moria Weese-Myers, for their project titled 鈥淢HCII Expression in Differential Doses of Chemotherapy Treatment on Mice.鈥� They were advised by William Otto.
• Business: Brady Merritt, for the project titled 鈥淐an Large Language Models Pass the CFA Exam.鈥� Merrit was advised by Sebastian Lobe.
• Education: Carly Philbrook, for her project titled 鈥淐omparison of High School Mathematics Textbooks Analyzing Higher Order Thinking Skills in New England.鈥� Philbrook was advised by Kamal Chawla.
• Engineering and Information Sciences: Elsa Perez Abella and Ahmed Kandil, for their project titled 鈥淪urface Flow Visualization Enhancement Using AI.鈥� They were advised by Ahmed Aboelezz.
• Engineering and Information Sciences: Wyatt Fessler, Cadence Kluck, Isabelle Irani and Marc Zoorob, for their project titled 鈥淎 Tissue-integrating, Resealable Hemodialysis Port for Reducing Complications Associated with Repetitive Vascular Access.鈥� They were advised by David Neivandt.
• Interdisciplinary Research: Richard Viveiros, for the project titled 鈥淪ublethal PFAS Exposure During Larval Stages of Culex: Consequences for Development, Survivorship, and Tissue Bioacculation of PFOA, PFBA, and PFBS.鈥� Viveiros was advised by Allison Gardner.
• Interdisciplinary Research: Luke Connolly, for the project titled 鈥淣ano-Pattern Fabrication Using Electron Beam Lithography.鈥� Connolly was advised by Dinh Loc Duong.
• Natural Sciences: Josie Aprea, Brendan Dahl, Emma Perry and Ian Bricknell, for their project titled 鈥減H vs. Predator.鈥� 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 鈥淔abrication and Characterization of Indenofluorene-based Organic Single Crystal Field-effect Transistors.鈥� They were advised by Dinh Loc Duong.
• Social Sciences and Humanities: Maya Aylesworth, for the project titled 鈥淩obert Johnson, the Crossroad Mythos, and the Lasting Effects of a Legend.鈥� Aylesworth was advised by Jennifer Moxley.

Graduate category award winner

• Allied Health: Katherine Brewer, for the project titled 鈥淭elehealth and Prenatal Care Utilization in Rural Communities: Addressing Access, Satisfaction, and Health Outcomes.鈥� Brewer was advised by Kathryn Robinson.
• Arts: Celena Powell, for the project titled 鈥淎t the Threshold: Domestic Space as a Site of Contemporary Resistance.鈥� Powell was advised by Susan Smith.
• Biomedical Sciences: Chloe Bossow, Lydia McCarthy and Melody Neely, for the project titled 鈥淚nteractions Between Group B Streptococcus and Candida albicans Are Influenced by Environmental Stress.鈥� 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 鈥淭o What Extent Does a Weekend-long Field Course Influence Students鈥� Sense of Belonging? A Focus on Influential Course Elements.鈥� 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 鈥淐omparison of Stabilization Systems for Soybean Wax Emulsions to Produce Sustainable Water-resistant Paper Based Packaging: Surfactant vs. Pickering.鈥� Neivandt also served as the advisor for the project.
• Interdisciplinary Research: Zainab Jafri, for the project titled 鈥淩eimagining the Waste Disposal Landscape – Industrial Symbiosis in Maine.鈥� Jafri was advised by Reed Miller.
• Natural Sciences: Nabanita Das, Islam Hafez, Colleen Walker, Douglas Bousfield and Mehdi Tajvidi, for their project titled 鈥淔actors Influencing the Effectiveness of Cellulose Nanfibril Coatings on Molded Fiber Substrates.鈥� Tajvidi also served as the advisor for the project.
• Physical and Mathematical Sciences: Hettikankanamge Kalani Samarasekara, for the project titled 鈥淧aving the Way for Novel Drug Delivery Systems: Peptoid Nanoparticles.鈥� Samarasekara was advised by Alessia Battigelli.
• Social Sciences and Humanities: Catherine Segada, Chyanne Yoder, William Breneman and Gianna DeJoy, for their project titled 鈥淩euseME: Investigating Waste Reduction and Cost Benefits in Coastal Communities Through a Pilot Reusable Food Packaging Program.鈥� 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 鈥淏uilding a Workforce Readiness Model for Older Adults: Partner Insights From AmeriCorps Seniors Workforce Development Program.鈥� 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鈥檚 Innovative and Creative Teaching Award: Jillian Fedarick.
• Susan J. Hunter Undergraduate Award: Madelynn DeBest.
• Susan J. Hunter Graduate Award: Mya Griffith. 

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

鈥淭hese promotions highlight the excellence of 91福利鈥檚 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,鈥� says Gabriel Paquette, Executive Vice President for Academic Affairs and Provost at 91福利.

鈥淓ach promotion and tenure decision reflects both individual excellence and the strength of our academic community,鈥� said 91福利 President Joan Ferrini-Mundy. 鈥淎s 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.鈥�

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 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. 

鈥淲e’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,鈥� 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福利 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福利 and its regional campus, the University of Maine at Machias. 

The symposium reflects 91福利鈥檚 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.

鈥淚 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,鈥� he said. 鈥淚t’s good to be able to get your work out there for the first time.鈥�

Over 200 judges from 91福利 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 鈥渞eally neat research.鈥�

鈥淲hat I’m looking for is that the presenter knows what they’re talking about and can communicate it effectively,鈥� he said during the event. 鈥淕etting 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.鈥� 

Several rows down, Mya Griffith, a master鈥檚 student studying aquaculture and aquatic resources, presented her project to a judge, detailing her group鈥檚 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. 

鈥淓ven though I don’t have results, I want to bring awareness to it,鈥� she said, 鈥渃ollaboration 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.鈥�

91福利鈥檚 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. 

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

Jordan Potter, a senior majoring in biomedical engineering, stood alongside his partners and their poster ready to answer questions about their project, 鈥淪mart Scrubs: Enhanced Scrubs for Medical Personnel.鈥� 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.

鈥淲hat I want to do directly after I graduate is go to graduate school,鈥� 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.鈥�

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

Standing at a table lined with maroon shirts and other gifts and a standup banner showcasing facts about her department and a logo of its mascot 鈥� an eagle 鈥� Chan was among many representatives from nearly 40 districts statewide vying for 91福利 talent during the College of Education and Human Development鈥檚 annual Education Career Fair on April 16 in the Wells Conference Center. 

Schools in Maine, like in many other states, are experiencing in a variety of areas, and are also seeking candidates for educational technician and substitute teacher roles. Education , and the College of Education and Human Development is the largest and most comprehensive teacher preparation and education program in the state.听

Chan said 91福利 preservice teachers鈥� professionalism and preparation for classroom vacancies they seek to fill make them attractive candidates for school districts like hers. 

鈥淭hey dress, speak, and introduce themselves professionally,鈥� she said, adding the career fair is 鈥渁 really valuable event to be a part of, not just for the students, but for the districts.鈥�

Graduates of 91福利鈥檚 state and nationally accredited teacher preparation programs are automatically recommended for initial teacher certification in several shortage areas, including general elementary, mathematics (middle and secondary levels) and . Students in these programs complete a variety of hands-on field experiences and observations in K-12 classrooms and other educational settings.听

Experience working as pre-service teachers in Maine classrooms is a key reason why Chelly Schildroth, the curriculum director at Regional School Unit (RSU) 24 in Sullivan, was working to recruit 91福利 students for her district at the career fair. 

鈥淚 think a lot of students who attend 91福利 understand the types of schools that we have in Maine,鈥� she said. 鈥淭hey aren鈥檛 big city schools, they are rural and a lot of kids who go to 91福利 are excited to work at smaller schools.鈥� 

The College of Education and Human Development offers several programs that lead to teacher certification in Maine, including the undergraduate majors in elementary and secondary education, the early childhood education concentration in the child development and family relations major, and the health and physical education concentration in kinesiology and physical education.  

Sophia Ouellette, an elementary education major who attended the fair, said the field experiences she had while studying at 91福利 prepared her to have a classroom of her own after graduation. During her final semester, Ouellette completed her required 15-week student teaching internship in a first-grade classroom at Leroy H. Smith School in Winterport, Maine.

鈥淚 also did my 100-hour practicum at the same school in the same classroom last semester,鈥� said Ouellette. 鈥淚t鈥檚 honestly given me the best knowledge and the best experience I could have asked for as I鈥檓 graduating.鈥�

Ouellette, who is from Scarborough, Maine, said she plans to return to southern Maine after she graduates to teach in an early elementary classroom near where she grew up.

鈥淭hat鈥檚 the ideal situation, but I鈥檓 open to new opportunities and very excited to see where 91福利 will take me,鈥� she said.

Story by Rowan MacDonald, news intern

Contact: Casey Kelly, casey.kelly@maine.edu听

Butterfield joined the campus community in 1984 and worked here for 32 years until retiring in 2016 as professor emeritus of education and special education. During his tenure, he authored or co-authored 62 articles and 30 abstracts, and his research teams have presented 37 papers at national and international conferences. 

A passionate advocate for people with disabilities, Butterfield leveraged his research and membership on the Governor’s Council on Physical Fitness, Sports, & Wellness to influence public policy, such as authoring Maine’s teaching endorsement in Adapted Physical Education. He also established the National Youth Sports Program in Maine, bringing high-quality sports instruction, education, health services and nutrition to low-income families and underserved communities.

鈥淒r. Butterfield made profound and lasting contributions to the University of Maine, and students, schools and communities across the state. My work regularly provides me an opportunity to learn about his impactful and enduring legacy and the difference his work continues to make each and every day.鈥� said College of Education and Human Development Dean Ezekiel Kimball.

Butterfield was a 33-year member of the Maine Association for Health, Physical Education, Recreation, and Dance (Maine AHPERD), where he served as president and journal editor-in-chief. Over the years, the organization awarded him its Honor Award for Distinguished Leadership and Worthy of Highest Praise Award, and Alliance Honor Award. He also earned the 

SHAPE America Eastern District Association Merit Award for Physical Education, and the   All-Maine Women’s Honor Society Distinguished Mentor Award.

鈥淚 was fortunate enough to know and be mentored by Steve for almost 30 years. His impact on physical education in the State of Maine cannot be measured,鈥� said Christopher Nightingale, 91福利 associate professor of physical education and athletic training. 鈥淗e was a gifted researcher, an incredibly thoughtful teacher and a mentor to generations of students and faculty alike. Dr. B will be missed by us all.鈥滺is obituary is available . In lieu of flowers, donations may be made to the at the University of Maine Foundation.

Hamidah Aldarwish

College of Education and Human Development

Bachelor of Science in Child Development and Family Relations

Hamidah Aldarwish of Dammam, Saudi Arabia, is the Outstanding Graduating International Student for the College of Education and Human Development. Aldarwish arrived in Maine in 2019 with her family 鈥� her husband, Jafar, and their three girls who are now ages 11 to 15. Aldarwish completed her capstone internship at 91福利鈥檚 Children鈥檚 Center with a focus on the application of observational and developmental principles in early childhood settings, particularly related to children with diverse developmental needs, including autism spectrum disorder and attention deficit hyperactivity disorder. After graduation, Aldarwish plans to return to Saudi Arabia to work with families and children. 

A full profile of Aldarwish is online. 

Ella Boxall

Maine College of Engineering and Computing

Bachelor of Science in Civil Engineering with Minors in Sustainability and Mathematics and a Concentration in Water Resources

Ella Boxall of Kennebunkport, Maine, is the Outstanding Graduating Student in the Maine College of Engineering and Computing. She has completed internships with GEI Consultants and TRC Companies, conducted research using MATLAB to project sea level rise and king tides in Bar Harbor and served as a learning assistant and grader. Her capstone project focuses on redesigning a gravity-fed water system for a salmon rearing facility in Aroostook County, highlighting creative, low-energy engineering solutions. She plans to pursue graduate studies in marine science in the United Kingdom and build a career promoting coastal and environmental resilience.

A full profile of Boxall is available online. 

Dianne Brindisi

Division of Lifelong Learning

Bachelor of University Studies, Leadership Studies Track

Dianne Brindisi of Cape Neddick, Maine, is the Outstanding Graduating Student in the Division of Lifelong Learning at the University of Maine. Service has always been central to Brindisi鈥檚 life. From supporting families in need and mentoring young leaders to contributing to professional associations that advance women and industry standards, Brindisi believes leadership is inseparable from service. Looking ahead, she is committed to educating the public about the university studies program and sharing her positive experience and welcomes the opportunity to serve as a program ambassador. 

A full profile of Brindisi is online. 

Kate Evans

College of Education and Human Development

Bachelor of Science in Secondary Education with a Second Major in Spanish

Kate Evans of Bangor, Maine, is the Outstanding Graduating Student for the College of Education and Human Development. A single mom of four young children, whom she has homeschooled while working toward her degree, Evans earned a 4.00 GPA while pursuing double majors in secondary education and Spanish. She received the Roger Hill Humanities Scholarship and the College of Liberal Arts and Sciences Outstanding Junior Award. Evans is an active member of her church community, where she often volunteers her time for service and educational programs. After graduating she plans to stay in the Bangor region and teach Spanish at a local high school.

A full profile of Evans is online. 

Chantelle Flores

College of Liberal Arts and Sciences | Honors College

Bachelor of Arts in English with a Minor in Creative Writing

Bachelor of Arts in Art History with a Minor in Classical Studies

Chantelle Flores of Oakland, Maine, is the Outstanding Graduating Student for the College of Liberal Arts and Sciences. She was a McGillicuddy Humanities Center (MHC) Undergraduate Fellow, as well as a Zillman Art Museum Research Curatorial Fellow through the center. Flores interned at the 91福利 Writing Center and served as co-editor-in-chief of Spire magazine. After graduation, she plans to pursue an internship related to literature or the arts and apply for graduate programs for art history, with the ultimate goal of acquiring a Ph.D. in contemporary art history and becoming a professor.

A full profile of Flores is online. 

Zoe Furber

College of Earth, Life, and Health Sciences

Bachelor of Science in Marine Science with a Second Major in Biology with a Concentration in Marine Biology

Zoe Furber of Vancouver, British Columbia, is the Outstanding Graduating International Student for the College of Earth, Life, and Health Sciences. She has been a member of the 91福利 Field Hockey team since 2022 and was appointed captain in 2025. During her time at 91福利, she completed a capstone project comparing ocean temperatures in the Gulf of Maine to heart rate metrics of blue mussels. These experiences prepared her for a career in environmental, social and governance (ESG) and sustainability. Furber plans to complete a Master of Science in Global Strategy and Sustainability at the University of Edinburgh, where she will play field hockey for an additional year.

A full profile of Furber is online. 

Ruth Griffith

College of Earth, Life, and Health Sciences | Honors College

Bachelor of Science in Economics with Minors in Mathematics and International Affairs

Ruth Griffith of Parkman, Maine, is the Outstanding Graduating Student for the Honors College and the 2026 91福利 valedictorian. She is majoring in economics with minors in mathematics and international affairs. Through her honors thesis, Griffith developed a method to analyze sub-county economic trends using regional data, helping illuminate how policies impact local communities across Maine. Drawing on her background in regional economics, she adapted tools used for markets to understand disparities. Beyond academics, she has led service initiatives such as the Maine Day Meal Packout, coordinating efforts that provide tens of thousands of meals statewide. She will launch her career at TD Bank in New York City after graduation and plans to one day pursue a Master of Business Administration.

A full profile of Griffith is online.

Sarah Johnson

Maine Business School

Bachelor of Science in Business Administration in Accounting with a Second Major in Business Information Systems and Security Management

Sarah Johnson of Clifton, Maine, is the Outstanding Graduating Student for the Maine Business School. Johnson has completed multiple internships with both the Maine Business School and BerryDunn, an accounting and consulting services firm. She has also worked as an undergraduate assistant for 91福利鈥檚 Office of Institutional Research and Assessment. These roles strengthened her professional skill set, including effective communication, adaptability, critical thinking and the ability to apply feedback constructively. They also prepared her to approach problems analytically and to collaborate effectively in a professional setting. Following graduation, she will launch her career at BerryDunn as a tax specialist.  

A full profile of Johnson is online. 

Jasper Makowski

College of Earth, Life, and Health Sciences | Honors College

Bachelor of Science in Microbiology

Jasper Makowski of Dover-Foxcroft, Maine, is the Outstanding Graduating Student in the College of Earth, Life, and Health Sciences. He secured internships and part-time work with two medical facilities and 91福利鈥檚 Maginnis Lab. Working closely with associate professor of microbiology Melissa Maginnis, he researched signaling mechanisms in viruses and learned about a range of diseases. Makowski is a student organizer for the Maine Day Meal Packout. Outside of academics, he retreats to the Maine outdoors and enjoys a variety of activities, from backpacking to fly fishing. After he graduates, he is pursuing a medical degree with plans to return to rural Maine as a primary care provider. 

A full profile of Makowski is online. 

Andrii Obertas

College of Liberal Arts and Sciences

Bachelor of Science in Physics

Bachelor of Science in Mathematics

Andrii Obertas of Lutsk, Ukraine, is the 2026 Outstanding Graduating International Student for the College of Liberal Arts and Sciences and the 2026 91福利 co-salutatorian. Pursuing dual degrees in physics and mathematics, Obertas has distinguished himself through academic excellence and perseverance. He has conducted original research in both physics and mathematics, while also engaging in outreach efforts that bring science education to communities across Maine. His experience at 91福利 has been shaped by a strong sense of community and opportunity, which he credits with providing hope for his future. After graduation, Obertas plans to pursue a master鈥檚 degree in mathematics through the accelerated 4+1 program.

A full profile of Obertas is online.

Samuel Tremblay

Maine Business School

Bachelor of Science in Business Administration in Management

Samuel Tremblay of Quebec City is the Outstanding Graduating International Student for the Maine Business School. Tremblay is a tutor, mentor, Maine Business School ambassador and president of the 91福利 chapter of the Beta Gamma Sigma honor society. He is also a kicker for the 91福利 Football Team, through which he became a finalist for the Fred Mitchell Award, and a representative for the Student-Athlete Advisory Committee. He served as a captain on Canada’s Junior National Team at the International Federation of American Football鈥檚 World Junior Championship. After graduation, he plans to stay at 91福利 and pursue a master’s degree while continuing to play football.听听

A full profile of Tremblay is online. 

Karun Varghese

Maine College of Engineering and Computing | Honors College

Bachelor of Science in Computer Engineering with a Minor in Robotics

Karun Varghese of Dubai, United Arab Emirates, is the Outstanding Graduating International Student in the Maine College of Engineering and Computing and the Honors College. Varghese assumed research roles in the Computer Vision and Autonomous Robotics Lab, the High Altitude Ballooning Lab and the Advanced Structures and Composites Center. Outside of academics, he participated in the Black Bear Robotics Club, the South Asian Association of Maine and Model United Nations. Through Model UN, he traveled internationally to Taiwan, the Philippines and Peru. After graduation, he will pursue graduate studies at Carnegie Mellon University鈥檚 Robotics Institute.

A full profile of Varghese is online. 

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

Why did you choose to come to 91福利?

After a long search for the right university, safety was the most important factor for me. Maine is known for being one of the safest states, which made me feel comfortable studying far from home. In addition, the cost of living here is more affordable compared to many other states.

Describe any research, internships, or scholarly pursuits in which you have participated. How have they prepared you for future opportunities in your chosen field?

Through my coursework, I explored many topics related to child development and family relationships. These experiences helped me better understand how families and environments influence children鈥檚 growth and development, and they prepared me to support children and families in my future career. 

In my field-based capstone experience at the 91福利 Children鈥檚 Center, I was part of a cohort of student observers in a structured, supervised environment examining developmental principles of young children with a variety of learning and behavioral needs. Observations were conducted both through a one-way observation room using audio headsets to ensure minimal disruption to the natural classroom environment and through direct in-class engagement with children. This dual approach allowed for both unobtrusive and immersive observation of child behavior in real time.

We maintained systematic observational records documenting children鈥檚 behaviors and interactions. Each observer was assigned a focal child for in-depth observation and analysis. These assessments were then reviewed by our professor, who provided feedback to ensure accuracy and consistency in our observations and developmental interpretations.

Have there been other students who supported and inspired you or exposed you to something new?

My fellow students created a supportive environment, and learning with people from different cultures helped me see new perspectives and grow both academically and personally.

Have you collaborated with a mentor, professor, or role model who made your time at 91福利 better?

My professors were very supportive and encouraging. I would especially like to thank Ian Cameron, Daniel Puhlman, Margo Brown, Ashlee DeTour and Julie DellaMattera. Their guidance helped me gain confidence in my abilities and motivated me to keep working toward my goals.

What has coming to 91福利 enabled you to explore beyond academics?

Coming to 91福利 allowed me to experience new cultures, build friendships with people from around the world and grow as a person. It helped me become more independent and confident.

What experiences shaped how you see the world?

Studying with students from many different backgrounds helped me understand different perspectives and appreciate the importance of diversity and collaboration.

What was the biggest challenge you faced?

One of the biggest challenges for me was the language. Even when international students study English for many years, it can still be difficult to understand everything in conversations and lectures. However, this challenge helped me improve and become more confident over time.

Describe 91福利 in one word and explain.

Transformative. 

My time at 91福利 challenged me academically and personally and helped me grow and discover my potential.

What are your plans after you graduate?

After graduation, I plan to return to Saudi Arabia and continue the path I started here. I hope to apply the knowledge and experiences I gained at 91福利 to support children and families in my community.

Contact: Casey Kelly, casey.kelly@maine.edu

Why did you choose to come to 91福利? 

I chose to study at 91福利 because it was close to home, and I received a significant amount of financial aid to attend. 91福利 also has an excellent Spanish and education program, and I already knew two of the Spanish professors.

Describe any research, internships or scholarly pursuits in which you have participated. How have they prepared you for future opportunities in your chosen field? 

I am currently at Bangor High School for my student teaching internship, where I am teaching Spanish at all grade levels (9-12).  Since I am planning on becoming a high school Spanish teacher after I graduate, this student teaching experience is preparing me for what I will be doing next year and many years to come.

Have there been other students who supported and inspired you or exposed you to something new? 

I have had a lot of support throughout my time at 91福利 but mainly through my family and friends. They have encouraged me to not give up despite things being difficult and overwhelming at times.

Have you collaborated with a mentor, professor or role model who made your time at 91福利 better, and if so, how? 

Right now, I have a mentor teacher at Bangor High School, Evan Marshall, who is showing me how to teach Spanish in a more communicative way, something I had never been exposed to previously, and I am learning a lot from him.  All of my professors at 91福利 have been incredibly supportive these past three years, always willing to help and answer my questions. I would specifically like to thank Maria Sandweiss, principal lecturer of Spanish, who taught many of my 300-level Spanish classes, and Faith Erhardt, assistant dean for undergraduate student success in the College of Education and Human Development, for their support and encouragement. 

What has coming to 91福利 enabled you to explore beyond academics? 

I have four young kids at home, and between them and school, I stay pretty busy. I don鈥檛 have time to explore anything else unless my kids come along for the ride.

Did you have an experience at 91福利 that shaped or changed how you see the world?

I am in a different season of life than most students who attend 91福利. I lived in Peru for almost six years before college, and my experiences there and my experiences as a mom have been what really shaped who I am as a person. 91福利 has been great, and I have learned a lot of Spanish and strategies for how to teach it, which have shaped who I am and would like to become professionally.

Describe 91福利 in one word and explain. 

Supportive. 

I became a single mom during my sophomore year, and despite the challenges I faced with that, I always felt supported by everyone here, students and professors alike. It was nice to have support from people who saw me every day, who didn鈥檛 really know my whole story but supported me all the same. It was encouraging.

What鈥檚 on the horizon? What are your plans for after you graduate? 

My plan is to become a high school Spanish teacher somewhere in the Bangor area, but as of right now, I don鈥檛 know where that will be just yet. I am taking things one day at a time, but I am excited to finish this semester, be done with school and enjoy the summer with my kids.

Contact: Casey Kelly, casey.kelly@maine.edu 

The collaborative, hands-on session 鈥� designed for educators of all career levels, from preservice teachers to those currently in the classroom 鈥� will be held from 9:30 a.m. to 4 p.m. on Saturday, May 16, at the Wells Conference Center on the 91福利 campus.

Participants will have the opportunity to join demonstrations and activities in a 鈥渢ech playground,鈥� exploring the latest tools and best practices for expanding computer science and computational thinking in the classroom. 91福利 President Joan Ferrini-Mundy, an accomplished mathematics educator, is scheduled to deliver welcome remarks.

Funding for the event is provided by PrepareCS, a aimed at building capacity for K-12 computer science education by training teachers and integrating computer science into preservice teacher education programs. 

Attendees will receive a $75 stipend, as well as mileage reimbursement and lunch. A link to register is . 

For more information, contact 91福利 Senior Lecturer of Instructional Technology Mia Morrison, mia.morrison@maine.edu.