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.
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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.
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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.

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.

Julie Eubanks of Brewer, Maine is the 2025 Outstanding Graduate Student in the Student Development in Higher Education program in the 91爆料 College of Education and Human Development. Julie currently works as Assistant Director of Academic and Student Support Services in the 91爆料 College of Earth, Life and Health Sciences鈥� Academic Support Center. She is earning her Master of Education (M.Ed.) degree.

Why did you choose 91爆料 for graduate school?

I was drawn to 91爆料鈥檚 graduate program for a few reasons. As a university employee, I was excited to take advantage of the employee tuition waiver program, which allows staff to take classes tuition-free 鈥� a wonderful opportunity for both professional and personal growth.

I chose the Student Development in Higher Education program because, after working on campus for 10 years I realized how much I enjoyed supporting and connecting with college students.

This experience sparked a desire to learn more about the students I work with every day 鈥� to better understand their needs, experiences and the broader contexts that shape their time in college. I was particularly excited to explore student development theory and scholarship, and to examine how college environments can both support and hinder student success 鈥� especially within the framework of larger systemic challenges.

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?

So many people have made a significant impact on my experience in the graduate program. I should note that I started this program almost 30 years after receiving my undergraduate degree, so starting a graduate program was a real change for me. My advisor, Dr. Elizabeth Allan, has been incredibly supportive and has worked with me to make the program fit within the context of both my professional responsibilities and my family life. Dr. Kathleen Gillon and Dr. Leah Hakkola have been a wonderful source of encouragement, too!

I鈥檓 especially grateful to my colleagues at the College of Earth, Life, and Health Sciences Academic Support Center and my supervisor, Dr. Susan Sullivan, Associate Dean for Instruction. They鈥檝e all shown up for me in countless ways.

What has 91爆料 enabled you to explore beyond academics?

As someone who works full-time, my experience might look different from other graduate students. However, the higher education program has been a wonderful complement to the work I do on campus supporting students either in the college, or collaborating with colleagues on campus in a variety of student success initiatives. I鈥檝e been introduced to a fantastic community of caring professionals 鈥� faculty and staff 鈥� some of whom have participated in the program. This really is an awesome community.

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

This might sound simple, but do a few hours of reading and writing every day and break things out into manageable chunks! Looking back, I also wish I had approached my note-taking and organization a little differently. I鈥檓 very paper-oriented, and I write everything down, which helps me process information. But when it came time to synthesize literature for capstone or reflect on earlier readings during my internship class, it was hard to track things down. Digitizing my notes, and using a citation management system would have saved me a lot of time!

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

I plan to continue my work in the College of Earth, Life, and Health Sciences Academic Support Center, where I鈥檝e found meaningful opportunities to support students. I鈥檝e enjoyed collaborating with colleagues in the 91爆料 Division of Student Life 鈥� particularly during my internship at the Career Center 鈥� and I鈥檓 excited to continue building those connections. This degree has helped broaden my perspective and skill set, and I love that it positions me to explore a range of roles in higher education moving forward.

Special Thank you Message

I鈥檓 incredibly lucky to have had the support of so many dear friends and family members, especially during the moments when I felt overwhelmed and considered stepping away from graduate school. But the biggest thanks go to my husband, Nelson. Over the past four years, he has taken on so much 鈥� carpools, dinners, housework, dog duties, etc. and I鈥檓 so grateful for his constant support.

I also want to thank my daughter, Lily. As she prepares to start her own college journey, it鈥檚 been really meaningful to navigate our educational paths side by side. The timing has brought both challenges and joy, and I鈥檓 so proud of her.

Editor’s note: President Joe Biden signed the Stop Campus Hazing Act into law on Dec. 24.

The U.S. Senate last week passed the Stop Campus Hazing Act, a bipartisan bill aimed at preventing hazing on college campuses nationwide. The legislation previously passed the House of Representatives, and has been sent to President Joe Biden for his signature.听

The act requires colleges and universities to implement comprehensive hazing prevention programs and to publicly report incidents in their annual campus security reports, known as Clery Reports. It increases transparency for students and parents by requiring institutions to disclose their hazing prevention policies and any organizations found in violation of these policies.

91爆料 Professor of Higher Education Elizabeth Allan, founder of the research group StopHazing, served as a consultant to the members of Congress and their staff who crafted the Stop Campus Hazing Act.

鈥淭his research-backed hazing prevention legislation will shift societal norms and structures that contribute to hazing, provide the public with more reliable information about hazing incidents, and support colleges and universities in preventing hazing,鈥� said Allan. 鈥淚t will also empower students to make informed decisions about their involvement in campus organizations. Clery statistics and transparency reports will help students and families make more informed decisions.鈥�

The passing of the Stop Campus Hazing Act by Congress follows the publication of a recent study from Allan and StopHazing postdoctoral fellow for research and evaluation David Kerschner, a 2021 graduate of 91爆料鈥檚 Ph.D. program in higher education, which confirms the effectiveness of unique tool for mitigating hazing. 

According to that study, college students who viewed a short documentary as part of a hazing prevention training gained a better understanding of hazing behaviors and displayed an increased willingness and ability to intervene in situations where hazing occurs.

is a 17-minute video produced by the nonprofit Clery Center, featuring an interview with Allan, as well as information from the landmark 2008 that Allan led with former 91爆料 colleague Mary Madden. Several former 91爆料 students were interviewed for the video about their experiences with hazing and how to create positive group behaviors.

For the study, Allan and Kerschner held training sessions with more than 300 students at three U.S. universities. All of the participants were either members of a leadership development program, resident advisors or club sport athletes. At each campus, one group of students watched 鈥淲e Don鈥檛 Haze,鈥� another group watched the video and participated in a facilitated follow-up discussion, and a third group viewed a general leadership development video. 

The students who only watched 鈥淲e Don鈥檛 Haze鈥� and those who viewed the video and engaged in the follow-up discussion significantly shifted their perceptions of hazing and indicated they were more likely to intervene and help others who are experiencing or have experienced hazing, compared to those in the third group.

鈥淚t鈥檚 pretty promising that we found the video by itself, as well as the video and discussion together, were effective at increasing awareness of hazing and the likelihood of bystanders intervening,鈥� Kerschner said. 鈥淭he video and the StopHazing discussion guide that we used in the trainings are available for free from the Clery Center and on StopHazing鈥檚 website. So these resources have the potential to reach a range of institutions where they鈥檙e at, while having a real impact with different groups of students.鈥�

The study adds to a growing body of research that shows the effectiveness of bystander intervention and public health approaches to hazing prevention. Allan says while trainings like the one used in the study are a great, cost-effective strategy, they work best within a comprehensive approach. 

鈥淚t鈥檚 just one piece. Schools also need data and transparency, so they can design evidence-based strategies, and so students know where, when and how often hazing occurs on their campuses,鈥� Allan said. 鈥淯ltimately, all stakeholders need to be involved in a comprehensive approach because our research shows that hazing isn鈥檛 just limited to certain groups. It impacts a variety of clubs and organizations, so prevention is really about shifting the broader culture of the institution.鈥�

The study was published in the . 

Allan recently announced plans to do another national survey of college students鈥� experiences with and perceptions of hazing, updating the 2008 National Study of College Student Hazing. 

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