Landyn Hyde of Caribou, Maine is the 2026 Outstanding Student in Child Development and Family Relations (Early Childhood Education concentration) in the 91爆料 College of Education and Human Development. During her time at 91爆料, Hyde joined CHAARG, as well as the Dance and Hip Hop clubs.

Parent(s):

Stacey and Christopher Leger, and Sheldon Hyde.

Why did you choose to come to 91爆料?

I chose to attend the 91爆料 after visiting my brother on campus, where he graduated in 2023. Of all the campuses I toured, it stood out to me as the most beautiful. After applying, I was awarded a scholarship that made it nearly impossible to pass up the opportunity, so I accepted the offer and came here that fall of 2023!

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

My professor for CHF 304 (100-hour field experience) and CHF 424 (student teaching), Susan Ward, made my final year in the program especially meaningful. She provided our small seminar of 10 students with countless opportunities to connect with current educators and access resources that have and will support us as we come to the completion of our program. I am incredibly grateful for the opportunity to have been guided by Sue in both of these courses, and I hope future students are just as fortunate as I was.

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

Coming to 91爆料 has allowed me to explore different clubs and organizations that I otherwise would not have had the chance to be a part of. I joined both the Dance and Hip Hop clubs, as well as CHAARG, an all-women鈥檚 workout group, which helped me build strong connections, stay active, and become more involved in the campus community.

Favorite 91爆料 memory:

I have two memories that stand out to me as being my favorite from the time I鈥檝e spent at the 91爆料. The first one was from the Research Learning Experience I attended during my freshman year. I joined my professor, Dr. Melissa Ladenheim, and 16 other students on a trip to Hurricane Island, where we studied science and leadership. We got to explore the small island together and worked hard to build a strong community with each other. My second favorite memory comes from this semester. We got to see The Driver Era perform at the Cross Insurance Center in Bangor, which was such an exciting and unforgettable experience that I got to share with my closest friends!

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

I am excited to begin my journey beyond college and into teaching. As I have continued to strengthen my teaching skills, I look forward to applying them in a school that aligns with my educational philosophy. With that being said, I am still open to different locations and am excited to see where this next chapter takes me!

Special thank you message:

Thank you to Mom, Chris, Dad, Bree and Alex, for your support through my educational journey. A lot has happened in the past three years that I would not have been able to navigate without your unconditional love. I also want to thank both of my mentor teachers, as they taught me everything I need to know about working in K-3 classrooms. It won鈥檛 be an easy transition into my own classroom, but I could not have asked for better mentors to prepare me for it!

Cayleigh Fleming of Centerville, Massachusetts is the 2026 Outstanding Student in Child Development and Family Relations (Individual and Family Studies concentration) in the 91爆料 College of Education and Human Development. During her time at 91爆料, Fleming was a member of Pi Beta Phi and played club volleyball.

Parent(s):

Alyson and John Fleming.

Why did you choose to come to 91爆料?

I chose to come to 91爆料 because I am from Cape Cod and lived by the beach my whole life. I loved the Maine atmosphere听and the mountains.听

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

A mentor and professor I have collaborated with is Dr. Sandra Caron. She has helped me find internships and also led me in the right direction. She has allowed me to grow not only in an educational way but also in a personal way. I am forever grateful for her and the impact she has had on me.听

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

I was able to explore independence while being here at 91爆料. I was pushed outside of my comfort limits. Being far away from home I was forced to create a new routine and independent style of living. This allowed me to get involved, be outgoing, and create a new community of friends. I have been a part of the Women’s Club Volleyball team and Pi Beta Phi. Without this community I wouldn’t听be the person I am today at 91爆料. This school has also provided me with so many opportunities听from working at a psychiatric hospital听in the pediatric unit to an Internship at a child advocacy center, observing forensic interviews with children who have experience听with abuse. These opportunities听have provided me with amazing experiences.

Favorite 91爆料 memory:

My favorite memory at 91爆料 would be traveling with the club volleyball team to tournaments, as well as all of the philanthropy events I have been a part of with Pi Phi.

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

Moving forward I have been accepted into the graduate program at Bridgewater听State University for a master鈥檚 degree in Social Work. I have also accepted a position back home as a Therapeutic Mentor at Justice Resource Institute.

Special thank you message:

I want to thank my parents and grandparents, especially my grandfather for helping me with schoolwork the past four years of college. Without their support I wouldn’t have听been able to get my degree to pursue my dreams. I also want to thank all of my close friends for always being there for me and being the best support system while so far away from home. Lastly, I want to thank my professors, especially Dr. Sandra Caron for providing听me with a long lasting education and mentorship. The College of Education and Human Development has provided me with not only an education but a connection that will last a lifetime.听

Kailey Kaestner of Middleton, Massachusetts is the 2026 Outstanding Student in Child Development and Family Relations (Individual and Family Studies concentration) in the 91爆料 College of Education and Human Development. During her time at 91爆料, Kaestner worked as a peer mentor. In addition to her major, Kaestner graduates with a minor in Psychology.

Parent(s):

Lori and Michael Kaestner.

Why did you choose to come to 91爆料?

I chose to come to 91爆料 because I grew up visiting Maine every summer with my family and I knew I wanted to stay in a place that felt like home to me. 91爆料 was also one of the few schools that offered the exact program I was interested in, so it felt like the perfect fit for me to pursue my specific interests and accomplish all of my academic goals!

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

During my time at 91爆料, I was lucky enough to work alongside Lynn Atherley, one of the amazing student success instructors on campus. When I worked as a peer mentor my junior and senior year, Lynn provided me with the guidance and encouragement I needed to grow both personally and professionally. She helped me develop my leadership and communication skills, making me gain more confidence in my ability to support and connect with others. I will forever be grateful for all of the skills she has taught me that I will be carrying with me throughout my career!

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

Coming to 91爆料 has allowed me to grow in ways far beyond the classroom. Through my involvement as a peer mentor, I’ve had the opportunity to build meaningful relationships, develop leadership skills, and support others during their own transitions, which has been incredibly rewarding. I have also had the opportunity to explore my interests in working with children and mental health through hands-on experiences, helping me better understand the kind of impact I want to make in the future.

Favorite 91爆料 memory:

My favorite 91爆料 memory was Homecoming weekend and going to the hockey games with my mom when she would come up to visit!

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

After graduation, I will be moving back home and starting graduate school this fall to become a licensed mental health clinician! I also hope to be working full-time during those two years to gain some more professional experience.

Special thank you message:

Thank you to all of the faculty I have worked with at 91爆料. I am so lucky to have had such encouraging advisors and mentors throughout my entire undergraduate career! To my family, thank you for supporting me in every way possible. Whether it’s making the four-hour drive up to Orono for a weekend or cheering me on from back home, I wouldn’t have been able to get this far without your love and support. To my friends, thank you for never failing to put a smile on my face whenever I was struggling. I appreciate you all more than you know!

Orlina Boteva of Shumen, Bulgaria and Orono, Maine is the 2026 Outstanding Graduate Student in Higher Education in the 91爆料 College of Education and Human Development. Boteva, director of the 91爆料 Office of International Programs, completed her Ph.D. in Education with a concentration in Higher Education. She spent her junior year of college as an exchange student at 91爆料 and returned to complete a Master of Arts in History and Master of Education in Higher Education.

Why did you choose 91爆料 for graduate school?

When I decided to return and complete my doctoral degree, I looked at quite a few different programs in international higher education in the United States, including at institutions in Vermont, Massachusetts and California. After carefully reviewing the curriculum, program length, faculty expertise, and research profiles of each program, I chose to enroll at 91爆料. As a university employee, I was grateful to have access to the Employee Tuition Waiver Program, but that was not my primary reason for choosing 91爆料.
听
I selected the Ph.D. in Higher Education at 91爆料 because of the depth of the curriculum and the strength of the faculty. After more than 15 years working in international higher education, I wanted to deepen my knowledge while also contributing new research to the field. I was especially excited to work with Dr. Leah Hakkola, whose research on discourse theory and college recruitment closely connected to my own interests.
听
I was eager to return to academic literature and explore some of the questions I had encountered throughout my professional work, particularly around international higher education, college admissions, international student enrollment, and how institutions understand and support international students. The doctoral program gave me the opportunity to think critically about those issues and develop new strategies for addressing them.

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

I first got to know Dr. Elizabeth Allan during my master鈥檚 program in Student Development in Higher Education, and I was excited to continue learning from Dr. Allan, and also work with the other faculty in the department 鈥� Dr. Leah Hakkola and Dr. Kathleen Gillon 鈥� during my doctoral studies. I especially appreciated working with Dr. Hakkola, who is my advisor. Her guidance throughout the program, and especially during my dissertation research, was invaluable. The faculty were incredibly supportive, but they also challenged me in every class to read deeply, think critically, and become a stronger writer. I could see real progress from semester to semester in my ability to work through dense theoretical material, synthesize ideas across multiple sources, and write more persuasively and clearly.
听
I also valued the strong cohort experience in the Ph.D. program. I built meaningful friendships with classmates and felt genuinely supported by both my peers and faculty. In addition, I am very grateful to my colleagues in the Office of International Programs for their encouragement throughout my doctoral journey. Their support made a tremendous difference, and I hope my own experience has inspired others around me to continue learning and growing intellectually.

What has 91爆料 enabled you to explore beyond academics?

As a full-time professional with two young children and a very busy life, I deeply appreciated the flexibility of the program. Some classes were in person, while others were hybrid or remote, which made it possible for me to continue progressing academically while managing professional and family responsibilities.
听
The doctoral classes in Higher Education emphasized for me how much I value live discussion, classroom dialogue, and building relationships with peers and faculty. Another meaningful experience was taking quantitative research methods with Dr. Craig Mason, as online asynchronous courses, which gave me a strong appreciation for well-designed online learning.
听
The program also allowed me to connect with colleagues across campus in new ways. Working alongside other professionals who were also pursuing doctoral study created opportunities for collaboration and deeper understanding across institutional units and across the state of Maine. It reminded me that learning extends far beyond the classroom and that intellectual growth often happens through shared experience and community.

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

Do not be afraid to challenge yourself and grow. At the beginning of the program, I was very unsure whether I could successfully manage full-time work, family responsibilities, and doctoral coursework. I felt rusty in my first semester and questioned whether I could keep up. The 91爆料 Writing Center was a great resource in the first few class assignments, and the Fogler Library staff were amazing in helping me navigate academic publications and databases.
听
What I learned is that analytical reading and academic writing are skills that develop over time. They require practice, patience and persistence. I often tell my own children now that learning is like learning to play a musical instrument or playing a sport, it grows through repetition and effort.
听
My graduate studies also helped me better understand the experience of the students I advise professionally. I gained a stronger appreciation for how rigorous and overwhelming graduate study at the doctoral level can feel, especially for students balancing multiple responsibilities. That perspective has made me a better advisor and leader because I can more fully recognize both the challenges and the accomplishments of graduate students. My advice is to trust the process, ask for support when you need it, and keep going even when it feels difficult.

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

I hope to remain at the 91爆料 and continue growing professionally while contributing to the institution and community that have shaped so much of my life and career. As Director of the Office of International Programs, I work with an extraordinary team and an incredibly strong international community. Supporting international students and scholars, and study abroad students has been the focus of my professional life for nearly two decades. I care deeply about helping students succeed individually, while also advocating for their needs institutionally, locally, at the state level, and nationally. Completing my Ph.D. strengthens my ability to contribute to that work with greater knowledge, stronger research skills, and a deeper understanding of the U.S. higher education system and international educational systems. I hope to continue serving students and advancing international education in meaningful ways for many years to come.

Special thank you message:

I am deeply grateful to my family for their constant love and support throughout this journey. Balancing doctoral study, full-time work, and family life would not have been possible without their encouragement and patience.听
听
I am also thankful to the entire team in the Office of International Programs and the Intensive English Institute, and my supervisor Dr. Scott Marzilli, for cheering me on through every milestone and celebrating each step along the way.
听
Most of all, I hope my children have seen that learning is truly a lifelong pursuit. I hope they carry forward that same curiosity, resilience, and love of learning in their own lives.

Nearly 320 students in the 91爆料 College of Education and Human Development earned Dean鈥檚 List honors in the fall 2025 semester, 91爆料 News announced. The students from the college who made the Dean鈥檚 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.

View the names of Dean鈥檚 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爆料 College of Education and Human Development who achieved teacher candidacy in the past year were celebrated at the college鈥檚 third annual Pinning and Recognition Ceremony on Friday.

鈥淲e started this tradition with a simple goal in mind: To recognize our students who have reached a key milestone in their professional development,鈥� said Justin Dimmel, associate dean for academics and student engagement. 鈥淭eachers 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.鈥�

To become teacher candidates, 91爆料 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鈥檚 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 鈥� 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爆料 and its regional campus the 91爆料 at Machias, as well as vice chancellor for research and innovation for the 91爆料 System, and Mike Muir, principal of Maranacook Community Middle School in Readfield, Maine.

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

鈥淵our degree is going to unlock doors, unlock opportunities, just as my 91爆料 degree opened doors and opportunities for me,鈥� said Muir. 鈥淲hether 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.鈥�

This year鈥檚 ceremony included a new tradition, as four current student teachers spoke to the teacher candidates. The student teachers 鈥� 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 鈥� 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爆料 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 鈥� one for each month 鈥� that demonstrate the college鈥檚 impact in Maine and beyond.

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

More than 80 future educators were honored at the 91爆料 College of Education and Human Development鈥檚 second annual Pinning and Recognition Ceremony.
听
To become teacher candidates, 91爆料 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鈥檚 one of several opportunities the university鈥檚 education majors have to work directly with PreK-12 teachers and students during their program of study.

February: 91爆料 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.
听
鈥淚t鈥檚 important to understand when concussions and other injuries are happening and who they are happening to, otherwise we鈥檙e putting athletes at risk,鈥� said Shannon Wright, an assistant professor of athletic training at the 91爆料.
听
In an article published in , Wright explored how athletic trainers can help treat and prevent concussions in women鈥檚 rugby players based on some of the latest data available.听

March: Seeking to improve services for students with autism, 91爆料 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爆料鈥檚 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.听
听
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爆料 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鈥檚 in student development in higher education at 91爆料, while working as a graduate assistant in COEHD鈥檚 Advising Center.

May: 91爆料 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爆料 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.听
听
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爆料鈥檚 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爆料, , the University of Washington and an award-winning journalist.听
听
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.
听
鈥淭he hazing deaths database is invaluable as it illuminates the horrendous consequences of hazing for so many individuals, families, and communities,鈥� said 91爆料 professor Elizabeth Allan, who leads the Hazing Prevention Research Lab in the 91爆料 College of Education and Human Development and is the founder of the research organization .

July: 91爆料 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爆料 College of Education and Human Development and lead author of the research article.
听
鈥淐ouples 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,鈥� Puhlman said. 鈥淚n a situation like that, AI鈥檚 ability to be interpretive and suggest therapeutic interventions or treatment measures could be a very powerful tool.鈥�
听
鈥淐hallenges and opportunities in using interpretable AI to develop relationship interventions鈥� 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爆料 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 .
听
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鈥檚 first free, comprehensive database of college hazing incidents. The database previously featured data from nine states.
听
鈥淟aunching the database with all 50 states is an incredible milestone in the effort to promote transparency and accountability for hazing,鈥� said Elizabeth Allan, professor of higher education at 91爆料.

September: 91爆料 helps local teachers create outdoor learning opportunities

It was a sun-soaked, blue-sky day in late summer, and a group of eight 91爆料 students were paddling on western Maine鈥檚 Bryant Pond in green Old Town canoes.
听
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.
听
This exercise was part of 鈥淏ringing the Classroom Outdoors,鈥� a summer course offered as part of a 91爆料 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爆料 alumni receive top K-12 administrator awards

Two 91爆料 alumni, Gorham School District superintendent Heather Perry (鈥�04G) and Regional School Unit 34 (Alton, Bradley and Old Town) assistant superintendent Jon Doty (鈥�00, 鈥�04G, 鈥�06G, 鈥�18G), were honored by the Maine School Superintendent Association (MSSA) as the state鈥檚 top K-12 administrators for 2026.
听
Perry, who has been Gorham School District鈥檚 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爆料-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鈥檙e doing traditional math.听
听
TriO was designed by a team at 91爆料鈥檚 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 鈥� think paper and pencil or white board and marker 鈥� in two dimensions. TriO allows users to learn and explore them in three dimensions.听

December: 91爆料 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爆料 to address one of the state鈥檚 most persistent challenges: the shortage of highly qualified K-12 teachers in science, technology, engineering and mathematics (STEM).听
听
With the NSF鈥檚 support through its , 91爆料 is now recruiting exemplary educators whose expertise will help transform teacher retention and student achievement across the state.
听
The NSF award totals $5 million over four years, enabling 91爆料 researchers to recruit 10 of the state鈥檚 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.

The two-day event is organized by Professor of Higher Education Elizabeth Allan, a leading expert on hazing and hazing prevention, along with members of the research group that she leads.

Since 2013, StopHazing has facilitated the HPC, a multi-year research-to-practice initiative that helps campuses develop and implement data-informed hazing prevention strategies. More than 40 higher education institutions have participated in the program. The annual summit is an opportunity for representatives from current consortium members to learn together and network to strengthen their shared work and build more sustainable approaches to hazing prevention.

Allan, who also leads the Hazing Prevention Research Lab at 91爆料, is working on an update to the landmark National Study of College Student Hazing, which she originally published in 2008 with former 91爆料 colleague Mary Madden. In addition to working with colleges and universities, Allan has consulted with other organizations where hazing occurs, such as high schools and the U.S. Department of Defense.

This year鈥檚 summit will be attended by student affairs professionals from Arizona State University, Harvard College, Indiana University, Kenyon College, New Mexico State University, Princeton University, Rhodes College, Southern Methodist University, University of Mississippi, University of San Diego, Virginia Commonwealth University, Washington and Lee University, William & Mary and the University of Wisconsin.

Faculty, staff and students from the 91爆料 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鈥檚 largest annual gathering of education researchers and practitioners, and a showcase for groundbreaking, innovative studies in a variety of areas.

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

Here鈥檚 a look at some of the presentations, panels and other events that 91爆料 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 鈥淕enerating Possibilities Via Critical Reflections and Expansion of Methods.鈥� The paper is titled 鈥淎 Duoethnographic Reflection on Moving Toward a Queer and Socially Responsive Interview Process.鈥澨�
• Catharine Biddle, associate professor of educational leadership, is presenting a paper she co-authored as part of a roundtable session on 鈥淔amily-School Engagement in Diverse Environments.鈥� The paper is titled 鈥淐aregivers in Recovery: Understanding Experiences of Substance-Impacted Caregivers with School-Aged Children in the Context of the Rural School-Community Relationship.鈥�
• Lindsey J. Kaiser, assistant professor of educational leadership,听 is presenting a paper at a roundtable session on 鈥淚nnovative Methods, Measures, and Theories for Educational Policy Research and Evaluation.鈥� Kaiser鈥檚 paper is titled 鈥淏uilding Trust and Disrupting Power Structures: A Racially Diverse Research-Practice Partnership in Pursuit of Justice.鈥�
• 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鈥檚 paper is titled 鈥淢achine Learning-Based Techniques to Handle Missing Data in Meta-Regression.鈥�
• 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鈥檚 presentation is titled 鈥淏eliefs and Instructional Practices Among Faculty in U.S. Bachelor鈥檚 Degree-Gathering Institutions.鈥� Fensie is an adjunct faculty member in the collaborative graduate program in Instructional Technology, which has faculty from the 91爆料 College of Education and Human Development, the 91爆料 at Farmington, and the University of Southern Maine. In addition to 91爆料, she has taught at UMF and the 91爆料 at Augusta.听

Thursday, April 24

• Chawla is presenting a paper he co-authored as part of a roundtable session on 鈥淓lementary Students鈥� Mathematical Cognition: Insights Into Estimation, Relational Reasoning, and Effective Feedback in Mathematics.鈥� The paper Chawla co-wrote is titled 鈥淥ptimizing the 0-100 Number Line Estimation Task: Scale Reduction and its Implications for Elementary Mathematical Cognition.鈥�
• Fensie is presenting a study she co-authored at a structured poster session on 鈥淔rom Research to Application: Learning Engineering as a Process for Learning-Sciences-Informed Educational Design.鈥� Fenie鈥檚 poster is titled 鈥淐onceptualizing Learning Engineering.鈥澨�
• Biddle is chairing the Rural Education special interest group business meeting.听

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 鈥淣avigating College Access and Rural Identities in Higher Education.鈥� Gillon and Franklin鈥檚 paper is titled 鈥溾�楬ow Did I Get Here?鈥� Understanding a Gendered Rurality and Its Role in College Going.鈥澨�

Saturday, April 26

• Kimball is co-author of two papers being presented as part of a symposium on 鈥淐onceptualizing the New Accessibility in Higher Education: Leveraging Disruption for Transformative Opportunity.鈥� The papers are titled 鈥淐onnecting Sense of Belonging with Accessibility鈥� and 鈥淐onnecting Intersectionality to Accessibility.鈥�
• Kaiser is presenting as part of a paper session on 鈥淚ntersections of Justice, Whiteness, and Educational Renewal.鈥� Kaiser鈥檚 paper is titled 鈥� Paradoxes of Racial Affinity Equity Leadership Coaching: Supporting White Principals Leading Toward Racial Justice.鈥�
• Johanna Leslie, assistant director of the 91爆料 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 鈥淣avigating Admissions, Employability, and Financial Support in Higher Education.鈥� Leslie and Ferland鈥檚 paper is titled 鈥淔AFSA Filing Rates: Examining the Negative Impacts of the Problematic 鈥楩AFSA Simplification鈥� Rollout.鈥�
• Buchanan is chairing the Lives of Teachers special interest group business meeting.

Sunday, April 27

• Kaiser is chairing a paper session on 鈥淟eading and Supporting Equity-Oriented Practices in Schools and Districts.鈥�
• 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 鈥淚nnovative Approaches and Methodologies for Enhancing Educational Outcomes for Students with Disabilities.鈥� The paper is titled 鈥淩eading Interventions for Students with Intellectual Disabilities: A Systematic PRISMA Review and Meta-Analysis.鈥澨�
• Andrew Hudacs, assistant professor of 4-H teen leadership and workforce development with 91爆料 Cooperative Extension, is chairing a roundtable session on 鈥淓nhancing Student Achievement: Outcomes and Opportunities in Rural Educational Contexts.鈥�