The 91���� and 91���� at Machias have announced Dean’s List honors for the spring 2026 semester, which included more than 315 students from the College of Education and Human Development.
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The students who earned Dean’s List recognition from the college hail from every corner of Maine, as well as 18 other states and three countries other than the U.S.
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To be eligible for the full-time Dean’s 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’s 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.
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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.

Brianna (Bri) Harriman of Augusta, Maine is the 2026 Outstanding Student in Kinesiology and Physical Education (Outdoor Leadership concentration) in the 91���� College of Education and Human Development. A Black Bear student athlete with the track and field team, Harriman was a two-time 91���� Scholar-Athlete, a two-time Presidential Scholar-Athlete and made the America East Conference Commissioner’s Honor Roll three times. She was a seven-time recipient of both Dean’s List and 91���� Presidential Scholar honors. In addition, Harriman worked as a peer mentor for fellow student athletes and at Maine Bound Adventure Center on campus during her time at 91����.

Parent(s):

Bethany and Shawn Cyr.

Why did you choose to come to 91����?

I originally chose 91���� for its Communication Sciences and Disorders program. However, when I realized speech pathology was not the��right��path for me, the students and faculty in the School of Kinesiology Physical Education and Athletic Training made me feel welcomed, challenged and excited to learn. They gave me confidence that I would be well-prepared for a career I am��deeply��passionate about.

Have you collaborated with a mentor, professor or role model who made your time at 91���� better, and if so, who are they and how have they impacted your time at 91����?

Yes! Dr. Lauren Jacobs has been a shining light and a steady source of support throughout my time in the Outdoor Leadership program. She leads with remarkable confidence and efficiency and has challenged me to grow into those qualities myself. Her mentorship has had a lasting impact on both my academic and personal development.

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

Beyond academics, 91���� has helped me find a wonderful community built on lasting friendships and meaningful connections. I have been able to deepen my love for the outdoors and find a true sense of belonging, especially through working at Maine Bound Adventure Center.

Favorite 91���� memory:

It’s hard to choose just one! One that stands out is a big snow day during my freshman year, when I went sledding at night with people I barely knew. We sledded, climbed a small “ice cliff face” and I ended up meeting one of my best friends that night — without ever seeing his��face. Another favorite memory was presenting a “Finding Nemo”��gift to my client at the end of our final session in Adapted Physical Education, a moment that was both joyful and deeply meaningful.

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

I plan to stay in Orono this��summer, continuing to work at the Maine Bound Adventure Center, and then travel abroad in the fall. Afterward, I hope to apply to graduate or Ph.D. programs in exercise physiology.

Special thank you message:

I would like to extend a special thank you to my parents, Bethany and Shawn, as well as the rest of my family, my friends and my professors — with a special shoutout to Dr. Lauren Jacobs. Your collective support means everything to me, and I am deeply grateful for all you have done.

Jeremy Miller of Old Town, Maine is the 2026 Outstanding Student in Kinesiology and Physical Education (Health and Physical Education concentration) in the 91���� College of Education and Human Development. Miller was awarded Outstanding Future Professional in Health and Physical Education by the Maine Association for Health, Physical Education, Recreation and Dance (MAHPERD) in November 2025.

Parent(s):

Ron and Laurie Miller.

Why did you choose to come to 91����?

It has always been a dream of mine to attend a Division I school, so once I found where I believed my passions were meant to lead me, I chose 91���� to help me develop the skills needed to be successful.

Have you collaborated with a mentor, professor or role model who made your time at 91���� better, and if so, who are they and how have they impacted your time at 91����?

When I think about mentors and truly outstanding individuals who strive to better their students, I immediately think of the kinesiology program as a whole. I have had such a wonderful experience in this program. That being said, there is one individual I especially think of when I think of a mentor, and that is Jennifer McNulty. She has impacted not only the way I view teaching, but also how I treat others. I have never seen someone with so much genuine care for others. It was truly amazing to learn from her — both how to teach and how to build high self-efficacy in others. Not only that, but she has been a huge source of encouragement to me in so many ways, whether it’s checking in to see how I’m doing, seeking me out to offer advice, or providing resources so that I can be successful. She is exactly what this field needs more of. So if you are seeing this, thank you.

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

This sense of caring for others and�� what it looks like. 1 Corinthians 13:1-2 “If I speak with the tongues of men and of angels, but do not have love, I have become a noisy gong or a clanging cymbal. And if I have the gift of prophecy, and know all mysteries and all knowledge; and if I have all faith, so as to remove mountains, but do not have love, I am nothing.” We have a saying in the teaching world and it flows very well in this verse and it is�� “A student won’t care how much you know until they know how much you care”.�� Look, we can have all this knowledge and all the cool gadgets and tools but if the people around us don’t know how much we care and love them why would they listen. So I will be going into whatever setting with kindness and love being the diving factors.

Favorite 91���� memory:

One very impactful memory from 91���� was when I was nominated for the MAHPERD Outstanding Future Professional award at the MAHPERD conference. It was such an amazing opportunity — I was able to bring my whole family and share a truly special experience together. It meant a lot to me and served as a huge encouragement. It was especially meaningful to have my wife and son there to celebrate with me and share in that moment.

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

I’m so excited because I feel that I have been well trained and am ready for whatever comes next. That being said, I am going to seek what the Lord has for my life, and I want to serve where He calls me to be and to do what He asks of me.

Special thank you message:

I have had an enormous amount of support throughout my years at 91����, so I would like to thank my wife, Alejandra Miller; my son, Aaron Miller; my parents, Ron and Laurie Miller; and my brother, Ben Miller. Last but not least, I would like to thank the three teachers who have been a tremendous source of encouragement and guidance throughout this process: Jennifer McNulty, Shannan Fotter, and Jesse Kaye-Schiess. Sincerely, thank you all.

Helen Shearer of Hampden, Maine is the 2026 Outstanding Student in Kinesiology and Physical Education (Exercise Science concentration) in the 91���� College of Education and Human Development. A student athlete on the Black Bears track and field team, Shearer double majored in KPE and French, while also pursuing a minor in pre-medical studies. She was named to the 2025 America East Outdoor Track & Field All-Academic Team and was awarded the conference’s top Women’s Cross Country Scholar Athlete for fall 2025. She set the 91���� record in the 3,000-meter steeplechase while finishing in the top 20 at the NCAA Division I Outdoor Track & Field East Regional in May 2025.

Parent(s):

Warren and Rianneke Shearer.

Why did you choose to come to 91����?

I transferred to 91���� as a second-year student to be closer to home for medical reasons. While transferring was not originally my choice, I soon found myself at home at 91����. With the support of my academic advisors and professors Jesse Kaye-Schiess, Katherine Slott, and Frederic Rondeau I was able to pursue my two different academic passions: Kinesiology and French. From studying abroad in France to completing a shadowing internship at Eastern Maine Medical Center last summer, 91���� has given the opportunity to grow in various intellectual areas. Another reason I chose to transfer to 91���� was the cross-country and track and field team. After taking a year off running competitively, I was able to come back and train and compete at the Division I level with the support of my coach, teammates, and athletic training staff.

Have you collaborated with a mentor, professor or role model who made your time at 91���� better, and if so, who are they and how have they impacted your time at 91����?

There have been numerous people who have mentored me over the past couple of years. Jesse Kaye-Schiess helped me transfer smoothly to 91���� and has continuously supported me in my academic pursuits throughout my three years at 91����. During my first year at 91����, Mary Heathcote, a representative for the Navigators, mentored and encouraged me, helping ground me in my faith during a challenging time. Jen McNulty��also helped me find a placement for my internship that fit my interests and she continued to check up on me throughout the summer.

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

Coming back to Maine has been like coming back to my roots. I enjoyed exploring more of the surrounding area from different hikes to small stores and restaurants or just revisiting some of my favorite spots in the area. Also, with the support from the Office of International Programs I was able to spend an amazing semester in Pau, France, developing in my French language skills, making new friends, traveling and learning about another culture. C’était une expérience inoubliable!��

Favorite 91���� memory:

My favorite 91���� memory is when my cross-country team won our conference championship last fall for the first time in program history. I’m so proud of our team and what we accomplished together.

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

I am currently applying and interviewing for collegiate coaching positions. I hope to coach at the Division I level. I am considering pursuing a master’s or another higher education degree during my time coaching.

Special thank you message:

I would like to thank all my professors in both the Kinesiology and French departments for their guidance in my academic pursuits and my coaches, teammates, and athletic training staff for giving me an exceptional DI experience. Also, I would like to thank my Discover Church family for supporting and encouraging me in many ways. Finally, I would like to give a special thank you to my parents and the rest of my family for loving and challenging me. You are such a blessing in my life!

Victoria (Vicky) Tinghitella of Luján, Buenos Aires, Argentina is the 2026 Outstanding Graduate Student in Kinesiology and Physical Education in the 91���� College of Education and Human Development. A graduate transfer from Kent State University, Tinghitella played field hockey for the Maine Black Bears. At Kent State, she helped lead her team to Mid-American Conference regular season championships in 2021 and 2022, and was a three-time All-MAC Academic Honors winner. She also served as team captain during the 2023 season. She graduates from 91���� with a Master of Education degree and hopes to coach and work with athletes in the future.

Why did you choose 91���� for graduate school?

I chose 91���� because it allowed me to continue both my academic and��athletic careers. I knew��I wanted to pursue my master’s in Kinesiology and Physical Education,��but it was also really important to me to play my final season of field hockey. 91���� allowed me to do both at a high level.

Have you collaborated with a mentor, professor, or role model who made your time at 91���� better, and if so, who are they and how have they impacted your time at 91����?

I’ve been really fortunate to have people at 91���� who have made a lasting impact on my experience. Dr. Jennifer McNulty has been more than just a mentor to me. She’s someone who has consistently supported me, challenged me, and helped me grow both academically and professionally. She’s also created an environment where I feel supported every day, truly making Lengyel Hall feel like a second home.��
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My former field hockey coach Michelle Simpson has also been a huge influence on my journey. She’s someone I truly look up to, not just for her knowledge of the game, but for the way she leads and cares about her athletes. She’s shaped the kind of coach and person I hope to be in the future.��
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Also, a special thank you to Diane Legrande, the administrative specialist for the Kinesiology, Physical Education and Athletic Training programs, who is such a constant source of support for all of us graduate assistants, and to Jesse Kaye-Schiess. Seeing them every morning would instantly make my day brighter. I’m also grateful to Dr. Robert Lehnhard, from whom I’ve learned so much, and all the��KPEAT staff who helped make Lengyel Hall a special place.��

What has 91���� enabled you to explore beyond academics?

91���� has allowed me to compete in the field hockey team and to explore my passion for coaching and teaching in��a real-world setting. Beyond that, it’s also where I’ve built really meaningful friendships and relationships that have made this experience��even more special and unforgettable.����

What advice do you have for incoming graduate students to help them get off to the best start academically?��

Show up with intention and be where your feet are. Celebrate the small wins, enjoy the little things, stay curious, and let each day carry you a little further than the last.��

What’s on the horizon? What are your plans after you graduate?

After graduating, I hope to continue working in athletics, ideally coaching field hockey. Long-term, I want to keep developing as a coach and educator and make a positive impact on the athletes I work with.

Special thank you message:

I want to say thank you to my teammates, who have supported me through the highs and lows. And last but not least, a heartfelt thank you to my family. I wouldn’t be where I am today without their constant support and encouragement, even from miles away.��

Alysen Rieth of Lake Havasu City, Arizona is the 2026 Outstanding Master of Science in Athletic Training Student in the 91���� College of Education and Human Development. A pitcher on the Black Bears softball team, Rieth was a team captain as a senior. She is completing the accelerated MSAT program, which allows students to earn their bachelor’s degree in kinesiology and physical education and master’s in athletic training in just five years. Rieth is completing the program early after earning her bachelor’s degree in two years. After graduation, she plans to pursue a Doctor of Physical Therapy degree at Loma Linda University.

Why did you choose 91���� for graduate school?

I chose 91���� for graduate school because it gave me the unique opportunity to continue playing softball while pursuing my degree in athletic training. Being able to balance my passion for athletics with my academic and clinical development was extremely important to me. 91���� provided a supportive environment where I could grow both as an athlete and as a future healthcare professional.

Have you collaborated with a mentor, professor, or role model who made your time at 91���� better, and if so, who are they and how have they impacted your time at 91����?

I have been fortunate to work with many professors and mentors throughout my time at 91����, all of whom have played a significant role in my development. I would like to give a special thank you to Dr. Alicia Lacy, Dr. Christopher Nightingale and Dr. Shannon Wright for their collaboration, guidance, and support throughout my program. Their dedication to teaching and mentorship has helped shape my clinical skills and confidence as an athletic trainer. I would also like to thank Paul Culina from the 91���� men’s ice hockey program for his mentorship and the impact he has had on my clinical experience.

What advice do you have for incoming graduate students to help them get off to the best start academically?

Take advantage of every opportunity, both in the classroom and in your clinical experiences. Build strong relationships with your professors and preceptors, ask questions, and don’t be afraid to step outside of your comfort zone. Be outgoing and take initiative — ask to practice and perform skills whenever you have the opportunity, as that is one of the best ways to build confidence and improve clinically. Staying organized and managing your time effectively will also make a big difference in balancing academics, clinicals and personal life.

What has 91���� enabled you to explore beyond academics?

91���� has allowed me to explore my passion for athletics while also developing professionally in a clinical setting. Through my experiences, I have gained hands-on skills, built relationships with athletes and staff, and learned how to apply evidence-based practice in real-world situations. Beyond that, I have been able to build meaningful relationships with alumni, fellow softball players, and other athletes, creating friendships and connections that I will carry with me for the rest of my life. It has also helped me grow personally by improving my communication, time management, and confidence.

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

I am excited to continue my education and further develop my skills in order to provide high-quality care to future patients in the DPT program at Loma Linda University.

Special thank you message:

I would like to give a special thank you to all of my professors, especially Dr. Lacy, Dr. Nightingale and Dr. Wright, for their guidance, collaboration and support throughout my time in the program. I am also incredibly grateful to Paul Culina and the men’s ice hockey staff for the mentorship and clinical experiences that helped shape me into the clinician I am today. To my teammates, fellow students, and the athletes I have had the opportunity to work with — thank you for the friendships, memories and support that have made this experience so meaningful. Lastly, I want to thank my family and friends for their constant encouragement and belief in me. I would not be where I am today without all of you.

Nearly 320 students in the 91���� College of Education and Human Development earned Dean’s List honors in the fall 2025 semester, 91���� News announced. The students from the college who made the Dean’s List come from every corner of Maine, as well as 18 other states and three countries outside the U.S.

To be eligible for the full-time Dean’s 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’s 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.

View the names of Dean’s List students below.

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

Nearly 70 students from the 91���� College of Education and Human Development who achieved teacher candidacy in the past year were celebrated at the college’s third annual Pinning and Recognition Ceremony on Friday.

“We started this tradition with a simple goal in mind: To recognize our students who have reached a key milestone in their professional development,” said Justin Dimmel, associate dean for academics and student engagement. “Teachers transform the lives of their students, and have a positive impact on their schools, organizations and communities every single day. As the largest educator preparation and training program in the state, the College of Education and Human Development is the standard bearer for producing high-caliber teachers, ready to step into classrooms as soon as they graduate.”

To become teacher candidates, 91���� education students complete a series of five foundational courses that explore teaching as a profession and provide training in several core skills needed to become highly-effective educators. They also take part in field placements in schools and other educational settings, including five full days (about 30 hours) of classroom observation, and produce a portfolio that includes reflections on those experiences. 

The classroom observation is one of several opportunities the university’s education majors have to work directly with PreK-12 teachers and students during their program of study. After achieving teacher candidacy, these students continue to take academically-demanding coursework while engaging in field experiences — all of which helps prepare them for student teaching, and ultimately, to become fully-certified teachers.

Other speakers at the ceremony included Joan Ferrini-Mundy, president of the 91���� and its regional campus the 91���� at Machias, as well as vice chancellor for research and innovation for the 91���� System, and Mike Muir, principal of Maranacook Community Middle School in Readfield, Maine.

Muir, who accepted the college’s Robert A. Cobb Award for Extraordinary Service at the ceremony, earned his Doctor of Education (Ed.D.) from 91����. He spoke of his experiences over four decades working in schools, and encouraged the teacher candidates to embrace the journey to come.

“Your degree is going to unlock doors, unlock opportunities, just as my 91���� degree opened doors and opportunities for me,” said Muir. “Whether your journey is bold or subtle, you will have the potential to make an enormous impact on the lives of your students. No matter which path you choose, think about what kind of adventure you want to have and where you want to leave your mark.”

This year’s ceremony included a new tradition, as four current student teachers spoke to the teacher candidates. The student teachers — Kinesiology and Physical Education (Health and Physical Education) majors Jillian Cote and Samantha Ciardiello, Secondary Education (English) major Sean McGibbon, and Elementary Education (Honors College) major Hunter Towne — congratulated their fellow students on the achievement and offered them words of encouragement and advice as they embark on the next steps in their professional development.

You can read about two of the teacher candidates recognized at the ceremony online.

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

The past year has been a busy one for the 91���� College of Education and Human Development, with numerous stories of innovation, research, service and outreach by our students, faculty and staff.
 
As we look forward to 2026 and another year of accomplishments from our college community, we wanted to highlight stories featured on our website this year that you may have missed.
 
Here are a dozen stories from 2025 — one for each month — that demonstrate the college’s impact in Maine and beyond.

January: 91���� pays homage to future teachers at second annual Pinning and Recognition Ceremony

More than 80 future educators were honored at the 91���� College of Education and Human Development’s second annual Pinning and Recognition Ceremony.
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To become teacher candidates, 91���� education students complete five foundational courses that explore teaching as a profession and provide training in several core skills needed to become highly-effective educators. They also take part in field experiences in schools and other educational settings, including five full days (about 30 hours) of classroom observation, and produce a portfolio that includes reflections on those experiences. It’s one of several opportunities the university’s education majors have to work directly with PreK-12 teachers and students during their program of study.

February: 91���� professor examines athletic trainers’ role in treating and preventing concussions in women’s rugby

As a full-contact sport played with little or no protective equipment, rugby has a reputation for high injury rates, including concussions. When a player gets hurt playing any sport, athletic trainers are often the first medical professionals to respond.
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“It’s important to understand when concussions and other injuries are happening and who they are happening to, otherwise we’re putting athletes at risk,” said Shannon Wright, an assistant professor of athletic training at the 91����.
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In an article published in , Wright explored how athletic trainers can help treat and prevent concussions in women’s rugby players based on some of the latest data available.��

March: Seeking to improve services for students with autism, 91���� Counseling Center taps special education professor’s expertise

Approximately in the United States are on the autism spectrum, and increasing numbers of students with an autism diagnosis are . In 2019, Associate Professor of Special Education Sarah Howorth worked with 91����’s Center for Community Inclusion and Disability Studies and the Maine Division of Vocational Rehabilitation to launch a pilot program called Step Up to College, aimed at providing effective supports for students with autism as they transition from high school to college. People on the spectrum often have challenges related to communication and forming relationships, so the Step Up program incorporated elements of the Program for the Education and Enrichment of Relational Skills, or PEERS, a social skills curriculum for children and young adults with autism developed by the UCLA Semel Institute for Neuroscience and Human Behavior.��
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With the counseling center seeing an increase in neurodivergent clients in recent years, its staff invited Howorth to share her expertise in two half-day training sessions.

April: Zachary Wentworth, College of Education and Human Development Outstanding Graduating Student

Zachary Wentworth of Calais, Maine, is the 2025 Outstanding Graduating Student in the College of Education and Human Development (COEHD). He graduates with a degree in secondary education (social studies concentration) and a minor in history. A Maine Top Scholar, a Maine Seacoast Mission scholar and a Galen Cole Family Foundation scholar, Wentworth served as president of the 91���� chapter of the Student Maine Education Association for the past two years. He was also an undergraduate resident assistant with Residence Life, working with the communities in Hart Hall in the 2023-24 academic year and in Hancock Hall this year. Wentworth completed his student teaching placement at Orono High School with mentor teacher Shana Goodall, a two-time alumna of COEHD and the 2019 Maine History Teacher of the Year. After graduating, Wentworth plans to pursue a master’s in student development in higher education at 91����, while working as a graduate assistant in COEHD’s Advising Center.

May: 91���� helps state’s rural educators thrive by supporting them at key points in their careers

In Maine, where more than two-thirds of the population is rural, a new program led by the 91���� College of Education and Human Development seeks innovative solutions to these rural education workforce challenges by directly engaging teachers and school leaders, as well as the communities that they serve.��
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Rural Thrive: The Rural Educator Resilience Project launched this school year with a $3.3 million Congressionally Directed Spending award secured in Fiscal Year 2024 by U.S. Sen. Susan Collins, chair of the Senate Appropriations Committee, and U.S. Sen. Angus King. In addition to 91����’s College of Education and Human Development, the project includes educator preparation programs at other public universities across the state, as well Thomas College and Colby College.

June: Database detailing 187 years of hazing deaths now available

At least 333 young people have lost their lives to hazing in the United States since 1838, with 122 recorded just since 2000, according to data in a new database co-developed by the 91����, , the University of Washington and an award-winning journalist.��
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For the first time, hazing deaths data from the past 187 years is available through an that honors the memories of those killed and calls new attention to the consequences of hazing.
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“The hazing deaths database is invaluable as it illuminates the horrendous consequences of hazing for so many individuals, families, and communities,” said 91���� professor Elizabeth Allan, who leads the Hazing Prevention Research Lab in the 91���� College of Education and Human Development and is the founder of the research organization .

July: 91���� researchers examine issues around AI in family therapy

The use of artificial intelligence in therapy is still in its infancy but has potential to provide families and couples with personalized support to strengthen bonds and overcome relationship problems, according to Daniel Puhlman, assistant professor of family studies in the 91���� College of Education and Human Development and lead author of the research article.
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“Couples going through a separation, for example, where you have high emotions and high conflict, just being in the same space can be difficult, if not dangerous,” Puhlman said. “In a situation like that, AI’s ability to be interpretive and suggest therapeutic interventions or treatment measures could be a very powerful tool.”
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“Challenges and opportunities in using interpretable AI to develop relationship interventions” was published in , the academic research journal of the National Council on Family Relations, as part of a special issue on AI in family life.

August: Database from HazingInfo, 91���� makes hazing data available from colleges and universities nationwide

Hazing data from nearly 1,500 college campuses across the United States is now available at .
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This marks the first time that information about college hazing incidents in all 50 states is available in one place for students, families and others to learn about hazing on their campuses. The announcement also marks a major expansion for , the nation’s first free, comprehensive database of college hazing incidents. The database previously featured data from nine states.
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“Launching the database with all 50 states is an incredible milestone in the effort to promote transparency and accountability for hazing,” said Elizabeth Allan, professor of higher education at 91����.

September: 91���� helps local teachers create outdoor learning opportunities

It was a sun-soaked, blue-sky day in late summer, and a group of eight 91���� students were paddling on western Maine’s Bryant Pond in green Old Town canoes.
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They were practicing a classic T-rescue, a maneuver that offers a quick way to get a capsized paddler back into a boat. Working in teams, the students from one canoe dunked themselves into the pond. The students from another canoe then grabbed the overturned boat by the bow and lifted it across their vessel to drain before sliding it back into the water upright and helping their classmates clamber back inside.
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This exercise was part of “Bringing the Classroom Outdoors,” a summer course offered as part of a 91���� Outdoor Leadership and Education Graduate Certificate. Launched in 2023, the certificate equips students with knowledge and skills to lead trips and outdoor education activities for participants of all ages. Most of the students who took the class this year were practicing teachers in Maine seeking to incorporate more outdoor learning experiences into their schools.

October: 91���� alumni receive top K-12 administrator awards

Two 91���� alumni, Gorham School District superintendent Heather Perry (‘04G) and Regional School Unit 34 (Alton, Bradley and Old Town) assistant superintendent Jon Doty (’00, ‘04G, ‘06G, ‘18G), were honored by the Maine School Superintendent Association (MSSA) as the state’s top K-12 administrators for 2026.
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Perry, who has been Gorham School District’s superintendent for the past 10 years, was named . Doty was named . He has worked in RSU 34 for more than 25 years, serving as curriculum coordinator and coordinator of gifted and talented services before spending the past four years as assistant superintendent.

November: Study describes how K-12 teachers used 91����-developed virtual environment to explore mathematical concepts

TriO allows multiple users to naturally explore directional and spatial reasoning in virtual, three dimensional space, without feeling like they’re doing traditional math.��
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TriO was designed by a team at 91����’s Immersive Mathematics in Rendered Environments (IMRE) Lab with the goal of offering K-12 teachers and students new ways to delve into familiar mathematical concepts. A new study, published in , describes what happened when six high school teachers used the environment to explore geometry and coordinate systems. These ideas are traditionally taught using analog tools — think paper and pencil or white board and marker — in two dimensions. TriO allows users to learn and explore them in three dimensions.��

December: 91���� awarded $5M NSF grant to lead statewide STEM Teacher Corps initiative

A new National Science Foundation (NSF) grant is powering a statewide effort led by the 91���� to address one of the state’s most persistent challenges: the shortage of highly qualified K-12 teachers in science, technology, engineering and mathematics (STEM).��
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With the NSF’s support through its , 91���� is now recruiting exemplary educators whose expertise will help transform teacher retention and student achievement across the state.
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The NSF award totals $5 million over four years, enabling 91���� researchers to recruit 10 of the state’s most accomplished high school STEM teachers and equip them to coach and support their peers. The initiative is designed to strengthen instruction for at least 200 teachers and thousands of Maine students, with a special emphasis on rural districts where educators often work in isolation.

Faculty, staff and students from the 91���� are showcasing their work at the 2025 American Educational Research Association (AERA) annual meeting in Denver this week, April 23-27, as well as during its pre-conference activities. The event is the world’s largest annual gathering of education researchers and practitioners, and a showcase for groundbreaking, innovative studies in a variety of areas.

91���� President Joan Ferrini-Mundy will receive the AERA’s Distinguished Public Service Award for her exceptional contributions to education research and policy. 

Here’s a look at some of the presentations, panels and other events that 91���� faculty members and students will participate in at the conference:

Tuesday, April 22

• Rebecca (Bec) Buchanan, associate professor of curriculum, assessment and instruction is a presenter at a pre-conference mentoring session for the Supervision and Instructional Leadership special interest group.

Wednesday, April 23

• Interim Dean of the College of Education and Human Development Ezekiel (Zeke) Kimball is co-author of a paper being presented as part of a roundtable session on “Generating Possibilities Via Critical Reflections and Expansion of Methods.” The paper is titled “A Duoethnographic Reflection on Moving Toward a Queer and Socially Responsive Interview Process.”��
• Catharine Biddle, associate professor of educational leadership, is presenting a paper she co-authored as part of a roundtable session on “Family-School Engagement in Diverse Environments.” The paper is titled “Caregivers in Recovery: Understanding Experiences of Substance-Impacted Caregivers with School-Aged Children in the Context of the Rural School-Community Relationship.”
• Lindsey J. Kaiser, assistant professor of educational leadership,�� is presenting a paper at a roundtable session on “Innovative Methods, Measures, and Theories for Educational Policy Research and Evaluation.” Kaiser’s paper is titled “Building Trust and Disrupting Power Structures: A Racially Diverse Research-Practice Partnership in Pursuit of Justice.”
• Kamal Chawla, assistant professor of education and applied quantitative methods, is presenting a paper he co-authored at a roundtable session as part of the Systematic Review and Meta-Analysis special interest group. Chawla’s paper is titled “Machine Learning-Based Techniques to Handle Missing Data in Meta-Regression.”
• Anne Fensie, a recent graduate of the Ph.D. program in higher education, is participating in a virtual poster session as part of the Faculty Teaching, Evaluation, and Development special interest group. Fensie’s presentation is titled “Beliefs and Instructional Practices Among Faculty in U.S. Bachelor’s Degree-Gathering Institutions.” Fensie is an adjunct faculty member in the collaborative graduate program in Instructional Technology, which has faculty from the 91���� College of Education and Human Development, the 91���� at Farmington, and the University of Southern Maine. In addition to 91����, she has taught at UMF and the 91���� at Augusta.��

Thursday, April 24

• Chawla is presenting a paper he co-authored as part of a roundtable session on “Elementary Students’ Mathematical Cognition: Insights Into Estimation, Relational Reasoning, and Effective Feedback in Mathematics.” The paper Chawla co-wrote is titled “Optimizing the 0-100 Number Line Estimation Task: Scale Reduction and its Implications for Elementary Mathematical Cognition.”
• Fensie is presenting a study she co-authored at a structured poster session on “From Research to Application: Learning Engineering as a Process for Learning-Sciences-Informed Educational Design.” Fenie’s poster is titled “Conceptualizing Learning Engineering.”��
• Biddle is chairing the Rural Education special interest group business meeting.��

Friday, April 25

• Kathleen Gillon, assistant professor of higher education, and higher education doctoral student Devin Franklin are presenting a paper at a roundtable session on “Navigating College Access and Rural Identities in Higher Education.” Gillon and Franklin’s paper is titled “‘How Did I Get Here?’ Understanding a Gendered Rurality and Its Role in College Going.”��

Saturday, April 26

• Kimball is co-author of two papers being presented as part of a symposium on “Conceptualizing the New Accessibility in Higher Education: Leveraging Disruption for Transformative Opportunity.” The papers are titled “Connecting Sense of Belonging with Accessibility” and “Connecting Intersectionality to Accessibility.”
• Kaiser is presenting as part of a paper session on “Intersections of Justice, Whiteness, and Educational Renewal.” Kaiser’s paper is titled “ Paradoxes of Racial Affinity Equity Leadership Coaching: Supporting White Principals Leading Toward Racial Justice.”
• Johanna Leslie, assistant director of the 91���� Office of Student Financial Aid, and Simon Ferland, director of data and systems for the Office of Student Financial Aid, are presenting a paper as part of a roundtable session on “Navigating Admissions, Employability, and Financial Support in Higher Education.” Leslie and Ferland’s paper is titled “FAFSA Filing Rates: Examining the Negative Impacts of the Problematic ‘FAFSA Simplification’ Rollout.”
• Buchanan is chairing the Lives of Teachers special interest group business meeting.

Sunday, April 27

• Kaiser is chairing a paper session on “Leading and Supporting Equity-Oriented Practices in Schools and Districts.”
• Sarah Howorth, associate professor of special education, and Joo Young Lee, assistant professor of special education, are presenting a paper they co-authored at a poster session on “Innovative Approaches and Methodologies for Enhancing Educational Outcomes for Students with Disabilities.” The paper is titled “Reading Interventions for Students with Intellectual Disabilities: A Systematic PRISMA Review and Meta-Analysis.”��
• Andrew Hudacs, assistant professor of 4-H teen leadership and workforce development with 91���� Cooperative Extension, is chairing a roundtable session on “Enhancing Student Achievement: Outcomes and Opportunities in Rural Educational Contexts.”