Clare Stansberry of Bowdoinham, Maine is the 2026 Outstanding Graduate Student in Curriculum, Assessment and Instruction in the 91爆料 College of Education and Human Development. Stansberry is teacher at the Maine Coast Waldorf School, where she has taught since 2021. Prior to that she taught at a Waldorf school in Idaho. A self-described teaching nerd, who loves learning about how people make sense of the world, outside of the classroom Stansberry enjoys hiking, running and playing all sorts of games. She is earning her Master of Education (M.Ed.) degree in CAI with a concentration in High Leverage Practices to Support Inclusion.

Why did you choose 91爆料 for graduate school?

I chose 91爆料 because I knew other educators who had done 91爆料 programs and had positive experiences. I also wanted to do my graduate programs in the state where I live.

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 have had only positive experiences in my classes. As a full-time remote student, I’m impressed at how the teachers build communities of learners when we can’t be in person!

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

Graduate school is really about digging into something you are interested in more deeply. I’ve become a better teacher by engaging in deeper learning and thinking about teaching as a practice.

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

I’m still teaching! This is my 10th year in education and I’m lucky to get to keep doing the work that I love. I’m teaching 7th grade for the first time next year, so I’m curious about what that will bring.

Hunter Towne of Freeport, Maine is the 2026 Outstanding Student in Elementary Education in the 91爆料 College of Education and Human Development. Towne is in the Child Development concentration in the Elementary Education major. She is also in the Honors College, and completed her Honors Thesis, 鈥淪upporting ELL Students and Families in Public Libraries as Observed in Cumberland County, Maine.鈥� As an undergraduate, Towne worked as a peer success coach. She plans to continue her education at 91爆料 in the fall, starting a master鈥檚 program in Curriculum, Assessment and Instruction with a concentration in Library and Media Studies.

Parent(s):

Derek and Sheila Towne.

Why did you choose to come to 91爆料?

In all honesty, 91爆料 was my very last choice of schools. As an in-state student, I was desperate to escape after high school. My parents convinced me to apply and tour, and I fell in love. I met Faith Erhardt and Dominick Varney from the College of Education and Human Development Advising Center on Accepted Students Day, and felt such a connection and unwavering support in that moment that I knew I had to stay. It was easily the best choice I鈥檝e ever made. I鈥檝e grown through my time at 91爆料 more than I ever thought possible.

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鈥檝e been lucky enough to have more incredible mentors and professors than I can count. Dr. Julie DellaMattera taught my first Honors course, and I eventually took education coursework with her and she became my Honors Thesis advisor. I鈥檝e appreciated her advice and guidance so, so much, especially as someone who has known me since my very first day on campus. Faith and Dominick have been so incredibly supportive, both as academic advisors and otherwise. Julie Ireland has genuinely gotten me through the past year, and I鈥檝e learned so much taking part in her student teaching seminar. Finally, I have had the opportunity to be mentored by Erin Adams, a third grade teacher at George B. Weatherbee School in Hampden, Maine, during the course of both my 100-hour field placement and my student teaching semester. It is with her knowledge and support that I have been able explore what it means to be an educator on a deeper level, and build skills that will assist me both in the classroom and beyond.

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

Beyond academics, 91爆料 has allowed me to expand my interests and grow as a leader. My experience in the Honors College allowed me to conduct research and analyze information in new ways, while my employment as a peer success coach in the Office of Student Academic Success over several years truly transformed my mindset of how students are supported in higher education. Having the opportunity to work side by side with my incredibly knowledgeable employers 鈥� Mary Beth Willitt, Karen Koneff and Stefan McLure 鈥� and mentor first-year students one-on-one has taught me so much about how students learn. On the social side, I have met the most amazing people over the past four years. People who have loved me, supported me, and pushed me out of my comfort zone. I鈥檓 so grateful every day that 91爆料 brought us together.

Favorite 91爆料 memory:

Late night library dates, laying out on the mall when the sun finally comes out, and 2 a.m. OHOP pizza runs with my friends!

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

Next year, I will be beginning my master鈥檚 degree here at the 91爆料 in the Curriculum, Assessment and Instruction program with a concentration in Library and Media Studies. I will also be working as a graduate assistant in the College of Education and Human Development鈥檚 Advising Center. I鈥檓 looking forward to remaining a Black Bear for at least two more years!

Special thank you message:

To Mom and Dad, thank you for answering the phone every time I call (even if it鈥檚 five times a day). Your unwavering love and support pushes me to be the best person I can be. To Porter, thank you for being the best little brother, and always making things seem less scary than they are. To my student teaching kiddos, you are the reason I do what I do. Thank you for teaching me more about what it means to be a good teacher than classes or research ever could.

Tracy Cowan of Brewer, Maine is the 2025 Outstanding Graduate Student in Curriculum, Assessment and Instruction (CAI) in the 91爆料 College of Education and Human Development. Cowan is currently an English/Language Arts teacher at Reeds Brook Middle School in Hampden. She earned her Master of Education (M.Ed.) in CAI with a concentration in technology integration.

Why did you choose 91爆料 for graduate school?

I earned one of my undergraduate degrees from the 91爆料 in 2009, and it has such a great reputation for education programs. Many of my colleagues have earned master’s degrees from 91爆料 and have also had great experiences. Because of my positive past experiences and familiarity with 91爆料, I was looking forward to being a student again.

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?

One of my favorite professors was Mia Morrison. I took a few of her educational technology classes, and I loved how she created assessments and activities that were readily applicable within our own classrooms. She really took the time to provide truly authentic learning opportunities, and I use a lot of them in my own classroom.

What has 91爆料 enabled you to explore beyond academics?

When I started looking into graduate school, I wasn’t entirely sure what I wanted to study. 91爆料 has allowed me to look beyond classroom teaching and see what other opportunities are available to me, from instructional coaching to curriculum and professional development roles. Before, I couldn’t picture myself anywhere but the classroom. While I still love working directly with students, I am able to see the possibility of branching out and becoming a leader within my district.

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

If you are working full-time, figure out a time management system that works for you. Break up the big projects into smaller tasks and give yourself deadlines to get them done. Above all, communicate with your professors 鈥� ask the questions, get the clarification, and advocate for what you need. It will make all the difference to your experience.

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

I currently teach 7th and 8th grade English/language arts and writing in Hampden. I really love my job, because I have incredible students, colleagues and administrators. As of right now, I have no desire to leave the classroom, but I am open to other professional opportunities. I’m also toying with the idea of getting my doctorate or working toward my National Board Certification, but I may take a little breather before I take on either of those.

Special thank you message:

I couldn’t have gotten through this program without the support of my family. My husband, Brian, encouraged me and kept me grounded when I got overwhelmed or discouraged. My mother-in-law, Candy, shared her own experiences and gave me guidance along the way. And my daughter, Piper, reminded me of the importance of balance and kept me laughing.

Whenever she talks about teachers using artificial intelligence, 91爆料 associate professor of special education Sarah Howorth likes to remind whoever she鈥檚 talking to that educators have always used technology to support student learning.

鈥淧robably the most relatable example for most people is the use of calculators in math class,鈥� Howorth says. 鈥淲e鈥檝e also had computers in schools for a couple of decades now. So throughout history, educators have adapted to the latest emerging technologies.鈥�

While much of the public discussion around AI in education has focused on the potential negatives, such as cheating, information bias and concerns over technology replacing the human element of teaching and learning, Howorth and colleagues across the country are exploring some of the ways the technology can be used to help teachers and their students. The latest issue of the , which Howorth guest edited, features research on AI鈥檚 potential as a game-changing tool for educators, learners and families.

鈥淭he genie is already out of the bottle in terms of AI in schools,鈥� Howorth said. 鈥淪o the questions then become: How can we use AI to enrich learning for all students? And how can we use it to support teachers?鈥�

The special issue of the journal is part of a project led by Howorth titled 鈥淟eading the Way: AI in Special Education Teacher Education,鈥� which launched last year. It鈥檚 supported by a $9,000 grant from the (CEC), the largest professional organization focused on improving the educational success of youth with disabilities, as well as special gifts and talents. The project also includes a free based on the articles in the special issue. Howorth is featured in a to the series, which was produced by the Center for Innovation, Design and Digital Learning (CIDDL) at the University of Kansas.

For students with special needs, Howorth said AI can be beneficial. For example, a student with Attention Deficit Hyperactivity Disorder might be able to reduce their cognitive load by using an AI note taker to summarize classroom presentations and create action items for homework assignments. Generative AI can be used to level a text to a student鈥檚 reading ability, making assignments more inclusive, or to create social stories that teach students with autism about norms and how to communicate with others.

鈥淎I is great for creating educational materials that appeal to students鈥� interests,鈥� Howorth says. 鈥淚f I鈥檓 a teacher and I have a student who鈥檚 really into horses, I can use AI to create stories and images of horses that I can incorporate into my lessons in ways that are more engaging for them. Students can also use AI tools to express their creativity and knowledge.鈥�

At the same time, Howorth says it鈥檚 important for teachers to recognize when and how to use AI. She says a good rule of thumb for how to incorporate AI into instruction is to design assignments that can鈥檛 be completed with the technology alone. In other words, students should be able to show how and why they used AI to do the assignment. She notes that no technology can supplant the knowledge and skill of professional educators.

鈥淲e still need teachers to be teachers,鈥� she says. 鈥淎 skilled and compassionate human being is needed for effective instruction.鈥�

91爆料 senior lecturer of education Tammy Mills has also been working through some of the complexities around AI with both undergraduate teacher education students and graduate students who are already working in schools. For example, she asks her students to prompt ChatGPT to produce things like lesson plans and assessments for student learning.  

鈥淔or the most part,鈥� she said, 鈥渢hey鈥檙e not happy with the results, because they know best practices for instruction and assessment. They look at what ChatGPT comes up with and they can do it better.鈥�

Like Howorth, Mills said she thinks AI will transform education. But she says it needs to be employed safely and ethically. She said she considers herself a co-learner along with her students as they figure out best practices together. 

鈥淵ou have to recognize that whatever you put into AI is going to be reflected in what you get out of it,鈥� said Mills. 鈥淲e talk about privacy and making sure you鈥檙e not putting personal information about students into any AI tools. We also talk about making sure we鈥檙e being culturally sensitive and aware of the biases inherent in AI, so that when we use it we鈥檙e able to get something that represents the demographics of the learners.鈥�

鈥淚f anything,鈥� she adds, 鈥渋t makes human knowledge and skill more important than ever. Teachers know their students鈥� strengths, preferences, needs and interests, and can use this information to support kids with a variety of technological and pedagogical tools.鈥�

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

Samantha Poll grew up in Winterport, the same tight-knit, central Maine town where she鈥檚 now a teacher. That gives her a unique perspective on the impact educators can have on their students鈥� lives. 

 “I knew that I wanted to teach in this area,” says Poll, an eighth grade science teacher at Samuel L. Wagner Middle School. “I know the families and I know how it feels to be sitting at one of those desks. It鈥檚 very important to me to show kids that they can stick around, and that there are opportunities here locally.”

In college, Poll transferred from the 91爆料 at Farmington to the flagship 91爆料 in part to be closer to where she wanted to end up teaching (Winterport is about a 40-minute drive from the 91爆料 campus in Orono). 

She originally wanted to be a French teacher, so when she graduated from the College of Education and Human Development in 2015 she earned degrees in both elementary and secondary education, along with a French minor. However, during her time at 91爆料 she also fell in love with science teaching and discovered the Maine Center for Research in STEM Education (RiSE Center) and its program, a statewide initiative promoting evidence-based science, technology, engineering and mathematics learning experiences for students from pre-kindergarten through high school and beyond. 

“I became a teaching partner at the RiSE Center when I was still a student,” Poll says. “Most of the other teaching partners were experienced educators, but they embraced me and I started working with the curriculum that I still use in my classroom. The RiSE Center is the reason I鈥檓 the teacher I am today.”

For Poll, as a Mainer and a science educator, some of the most exciting opportunities for her students to learn involve renewable energy. She teaches lessons where they build their own small-scale wind energy projects, engaging their curiosity, passion, knowledge and skills around all aspects of STEM.

“Careers in STEM were talked about as being the future when I was in my students鈥� shoes, but with all of the jobs in renewables now, they鈥檙e here,” Poll says.

Recently, she was one of nine teachers selected to participate in the , a professional development opportunity providing advanced training, network building and support for a 鈥渂ig idea鈥� classroom project. The program is specifically designed for middle school science teachers and comes with a $2,000 award to support the applicants’ proposals. Poll鈥檚 鈥渂ig idea鈥� involved expanding her renewable energy curriculum so it includes small-scale solar and hydroelectric in addition to wind.

“I鈥檝e always wanted to do something with solar panels, but it鈥檚 just been too expensive. Now I have the funding for all the materials and lessons to be able to do it,” she says.

In late May, she traveled to Bowling Green, Kentucky for an intensive, weeklong professional development class hosted by the Gatton Academy of Mathematics and Science at Western Kentucky University. The academy runs the STEM Scholars Program in partnership with the National Stem Cell Foundation. When she applied for the program, Poll says she just proposed the solar project. But during her week at WKU, Gatton Academy staff encouraged her to incorporate hydro as well. She also got to meet and learn alongside the eight other middle school teachers who were selected for the program from a national pool of applicants.

“It鈥檚 been such an amazing experience getting to know them and learning about their projects. There鈥檚 nothing quite like getting a group of like-minded teachers together,” Poll says, adding that they keep in touch with group emails and texts.

Next March, Poll and her fellow STEM scholars will meet again in Philadelphia for the National Conference on Science Education hosted by the . There they will have an opportunity to present about their classroom projects.

91爆料 continues to play an important role in Poll鈥檚 life and career. She鈥檚 still involved with the Maine STEM Partnership at the RiSE Center, sharing resources and knowledge with other science educators throughout the state. And since earning her bachelor鈥檚 degree, she has returned to 91爆料 to complete both a Master of Education and an Education Specialist (Ed.S.) degree in curriculum, assessment and instruction through the College of Education and Human Development. 

“When I talk to my students about opportunities in this area, 91爆料 is a big one,” she says. “There鈥檚 amazing things happening and a great school right up the road.”

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

What difference has 91爆料 made in your life and in helping you reach your goals?

When entering the Curriculum, Assessment and Instruction (CA&I) program at 91爆料 my main goal was to continue my work to better myself as an elementary educator. This program helped me dive deeper into many topics and ideas that can be directly applied to improving my instructional practices. The 91爆料Online option made it so easy for me to continue my education while working full time in my first grade classroom!

Have you worked closely with a professor or mentor who made your 91爆料 experience better? If so, tell us about them.

I have two! This first is Courtney Angelosante. I took her courses focused on Response To Intervention for Behavior (RTIB)/Positive Behaviorial Interventions and Supports (PBIS) and I learned so much. Her teaching really helped shape my understanding of how to better help my students and how to analyze behavioral data. The second is Elizabeth Hufnagel. We worked closely together during my last two semesters of graduate school and she helped me plan and implement an action research project. That experience was not only enjoyable and helped me learn so much about the research process, but Beth was incredibly supportive of me along the way.

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

For other educators entering the CA&I program, I would say identify what your passions are in the classroom and teaching profession, and along your graduate-school journey consider how your learning can link with your passions! This made the learning so much more meaningful and fun for me through my own journey!

Why 91爆料?

91爆料Online truly made it so easy for me to work my full-time job and continue my education at the same time!

Favorite 91爆料 memory:

Creating and implementing my action research project around emotional regulation with young learners during my last two semesters of graduate school!

Special Thank You message:

Thank you to all of the wonderful professors that I’ve had along the way. Your passion for supporting educators was so clear and appreciated. I also want to thank my school district and colleagues at RSU 87 for allowing me this opportunity to further my education, encouraging me along the way, and for letting me bounce my ideas off of them. Most importantly I’d like to thank my boyfriend, Lance, Mom, and the rest of my friends and family for always showing their love and support for me through the last four years!

What difference has 91爆料 made in your life and in helping you reach your goals?

My coursework as a Curriculum, Assessment and Instruction (CA&I) student at 91爆料 has helped me feel more confident in my teaching. I feel that I can bring my new knowledge back to my district and serve as a leader at my grade level.

Have you had an experience at 91爆料 that has changed or shaped the way you see the world? If so, tell us about it.

My completion of this degree is nearly 30 years in the making. While at times the work seemed daunting, my experience as a graduate student reminded me of the challenges my young students face daily as they learn new skills.

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

Do the work for yourself, not for the grade. Some of the most challenging courses I have taken have also been the most rewarding. You can only get out of it what you put into it.

Why 91爆料?

I love being a 91爆料 student with my daughter, who is a third-year undergrad student. I also love the proximity to my home and the beauty of the campus.

Favorite 91爆料 memory:

My favorite memory will be graduation with my master’s degree in CA&I! I can’t wait to don my regalia, hold my diploma and say, “I finally did it!”

Special Thank You message:

Thank you to all my professors for sharing your knowledge with me. Thank you to my family for allowing the dishes in the sink to build up while I spent my evenings doing homework.

Marwa Hassanien, an alumna and current doctoral student at the 91爆料 College of Education and Human Development, is one of two recipients of the university鈥檚 2024 Maryann Hartman Award this year.

The honor recognizes distinguished women in Maine and their accomplishments in the arts, politics, business, education and community service.

Hassanien, who earned her Master of Education in curriculum, assessment and instruction at 91爆料 in 2019, is vice president of diversity, equity and inclusion (DEI) at Northern Light Health. She is also an adjunct faculty member at Eastern Maine Community College, where she teaches English to international students, and is working toward a doctorate in education with a concentration in literacy at the College of Education and Human Development.

In 2019, she was elected to the Bangor School Committee, which she currently chairs. Her community work also includes serving on the board of directors for the Bangor Region YMCA, Maine Multicultural Center and Good Shepherd Food Bank, as well as volunteering with Literacy Volunteers of Bangor.

At Northern Light, Hassanien helped create an educational training series in DEI to share with the system鈥檚 healthcare network and partner organizations.

鈥淭here is a common misconception that diversity is just about race, which is visible,鈥� says Hassanien, who is Muslim. 鈥淭his misconception needs to be debunked because it makes my work seem unimportant or unnecessary for predominantly white states like Maine.鈥�

The Maryann Hartman Awards will be presented along with inductions into the Maine Women鈥檚 Hall of Fame at an event to be held at Buchanan Alumni House on International Women鈥檚 Day, March 8. More information is available on 91爆料 News, along with a longer profile of Hassanien.

As schools nationwide struggle with staffing shortages, two 91爆料 faculty members are exploring ways to empower and elevate teachers as leaders in their schools and communities.

For the past two years, Rebecca Buchanan and Tammy Mills from the School of Learning and Teaching in 91爆料鈥檚 College of Education and Human Development have facilitated a Teacher Leadership Collaborative, a group of classroom teachers mostly from Maine, who meet regularly to discuss their teaching and the role of teachers in society.

鈥淲e think of the collaborative as a boundary-crossing, semi-formal community of teachers across the career-span, across content areas and grade levels, and across geographic space,鈥� says Buchanan, an associate professor of curriculum, assessment and instruction.

The group is premised on a teacher leadership framework that Buchanan and Mills helped develop, which among other things emphasizes continuous inquiry, social justice, and an expanded notion of the role teachers play in schools and communities.

鈥淚nquiry is important,鈥� Buchanan says, 鈥渂ecause in many traditional professional development models, an expert will come to a school and say, 鈥楾his is what you have to do to improve your practice.鈥� A lot of our work is based on: How do teachers learn about their practice by interrogating it themselves?鈥�

The social justice piece envisions schools as transformative spaces that create greater equity rather than maintaining the status quo, which ties into the expanded conception of teachers as leaders, Buchanan and Mills say.

But perhaps the most novel part of the framework is the boundary-crossing emphasis. Research on teacher leadership tends to focus on particular schools, districts or grade levels, with veteran teachers seen as mentors to preservice and early-career educators.

鈥淭he collaborative is not as formal or hierarchical,鈥� says Mills. 鈥淪o, we think the conversations can be deeper and broader and more valuable, because our preservice teachers and our veteran teachers are able to learn from each other.鈥�

In 2020, Mills and Buchanan received an internal 91爆料 Faculty Research Fund award to help establish the Teacher Leadership Collaborative. But both are quick to point out that their role is to provide minimal structure and let the teachers drive the discussion and collaboration when the group meets.

Initially, the idea was to have in-person meetings, but they moved online early on because of the COVID-19 pandemic. The meetings have largely stayed virtual to accommodate the busy personal and professional lives of participants. However, there are occasional in-person gatherings. Last year, members of the collaborative presented at the Leadership for Professional Learning Symposium in Dublin, Ireland. The symposium brings together practitioners and scholars for open discussions about a wide range of issues in teaching and education.

Recently, the journal Professional Development in Education published an article co-authored by Buchanan, Mills and six members of the collaborative, all current or former 91爆料 education students. The article features case studies written by each of the teachers, which along with interviews, recordings of the group鈥檚 meetings, and other teacher created artifacts, were analyzed for common themes.

Ethan Mathieu, a 2022 graduate of the secondary education program at 91爆料, writes about the boundary crossing nature of the collaborative in his case study.

鈥淲hile a similar group of teachers within your school or district could be similarly supportive,鈥� Mathieu says, 鈥淚 believe that the unique meeting of educators through the TLC creates opportunities to really expand our thinking about education. When we come from different walks of life, we each have something new to contribute to the conversation.鈥�

One of the most prevalent themes to emerge from the case studies was the idea that teachers develop a 鈥渃raft conscience鈥� that reflects the socially agreed upon norms and values educators develop over time when it comes to their teaching practice. Buchanan and Mills note that often when teachers suffer burnout or consider leaving the profession, it鈥檚 because their craft conscience is in conflict with what they鈥檙e being asked to do in the classroom.

Bailey Edward, a veteran teacher who recently earned an education specialist (Ed.S.) in literacy education at 91爆料, writes about how the collaborative provided a space to examine this dynamic and find her passion for teaching again.

鈥淚 no longer feel voiceless and powerless,鈥� Edward says. 鈥淚 no longer want to quit this profession, and I wouldn鈥檛 have gotten here without the space, support and solidarity of the TLC.鈥�

Buchanan and Mills say one of their goals with the collaborative is to elevate teachers鈥� voices to places like academic journals and international conferences. They hope to accompany another group of teachers to the 2024 Leadership for Professional Learning Symposium next summer in Santiago, Chile.

鈥淭hat鈥檚 been one of the most rewarding aspects of this project,鈥� says Mills. 鈥淧utting them in spaces where they are treated as the knowledgeable professionals that they are, you can see it really inherently changes how they feel about themselves as humans and as educators.鈥�

The article, 鈥淭eacher leadership collaborative: boundary-crossing spaces for teacher empowerment,鈥� is available .

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