Alumni profiles – 91�� News

Dori Leadbetter: Leading adult learners like herself to new horizons

Fri, 29 Aug 2025 16:38:06 +0000

For much of her life, Dori Leadbetter didn’t think of herself as “college material.” She dropped out of high school, had two kids by age 20 and earned her GED during her second pregnancy.

By age 39, as a recent divorcee with three children, Leadbetter discovered the (MEOC), a federally funded TRIO program housed in the 91�� College of Education and Human Development. Nationwide, Educational Opportunity Centers like MEOC provide free services to adults, such as career counseling and financial aid assistance and help with applying to college or vocational education programs. The centers are designed to serve individuals from low income and first generation college backgrounds.

“The free services the center provides are extremely important to students like me, who didn’t have family members to help them through the college process,” said Leadbetter, who grew up in Oxford and attended schools in the Oxford Hills School District. “Navigating the educational aspect is stressful enough on its own, so having a mentor to assist with things like applying for admission or financial aid is instrumental to reaching your goals.”

With MEOC’s help, Leadbetter applied for and was accepted to the 91�� at Augusta (UMA) in 2011. She participated in MEOC and UMA’s TRIO programs, earned a Human Resource Certificate in 2015 and a bachelor’s degree in business with a management concentration in May 2016. She was named to the Dean’s List multiple semesters and received a Rising Scholar Award from UMA. After graduating, she attended the Maine NEW Leadership Institute through the 91��’s Margaret Chase Smith Policy Center. Since then, she has taken graduate courses through the University of Southern Maine, earning a graduate certificate in leadership and organizational studies.

Leadbetter now works as an advisor for MEOC, guiding others like herself toward college success.

“I love my job and feel fortunate that I now get to ‘pay it forward’ and help others on their educational journeys. As a former TRIO participant, I understand the value and importance these services provide for students,” Leadbetter said. “I wake up every workday excited to meet with and help my participants, and I treasure the relationships I have developed over the years with participants, students and community partners.”

The following Q&A has been edited for length and clarity.

How did the Maine Educational Opportunity Center prepare you for college?

My co-worker Christy Le was my MEOC advisor and helped me with my first FAFSA as well as my UMA and Central Maine Community College applications. Christy also talked with me about scholarships and stressed how important scholarships were to help stretch my financial aid and to ensure I achieved all my educational goals.

What was the most interesting, engaging or helpful part of your MEOC experience?

Having a mentor and someone to reach out to with all of my questions regarding the college process was the most valuable to me. I am the first in my family to attend college, and I had none of the knowledge or skills I needed when I started at UMA in 2011.

Did you work closely with any mentors or staff members who made your experience in the program better? If so, who were they and how did they do that?

Christy Le was my MEOC advisor and Anthony Staffiere was my UMA TRIO advisor. They were both instrumental to my success in college. Without their continued support, I would have given up and not finished college or earned a degree.

What’s the most memorable moment from your MEOC experience?

What stands out in my mind the most is after completing my first FAFSA with Christy Le’s help, I learned that I qualified for federal financial aid and could actually pay for and attend college. I was very low-income and didn’t have a good understanding of how financial aid works. Before that, I thought paying for and attending college would never be an option for me.

How long have you worked for MEOC?

I have worked for MEOC for five years (April 2020-present). Before working for MEOC I was a financial aid counselor at UMA. While I was a student at UMA, I had a work-study job proctoring exams and working as a peer mentor. During grad school at USM, I had a graduate assistantship as a conduct officer in the Dean of Student’s Office.

How do you approach mentoring young people who participate in MEOC?

During the first meeting with a new MEOC participant, I ask a lot of goal-orientated questions so I have an understanding of their education and career goals. I am quick to respond to student outreach, because I know how difficult it can be to ask for help. Because our participants can go to any school, I am an unbiased “listening” ear when students need to vent, and I feel that I am their “cheerleader” encouraging them along their educational path.

How do you see MEOC participants grow during their time in the program?

I’m grateful that I get to see and aid MEOC participants as they grow, evolve and feel empowered and learn educational process skills like how to navigate the FAFSA, scholarship and financial aid paperwork and college applications. I feel lucky that I get to continue to work with MEOC participants from the beginning of their journey until they achieve their goals and earn their degrees.

What difference has MEOC made in your life?

I know for certain I would not be where I am today without participating in TRIO programs. I would have given up at the first bump in the road, and I feel privileged to have had TRIO advisors to reach out to for help whenever needed. My TRIO advisors mentored me by connecting me to valuable school resources and helping me find the funding to pay for school. I had a lot of help while I was working on my undergrad degree and the MEOC and UMA TRIO programs guided me to the help that I received for which I am extremely grateful!

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

Dustin Hill: The long hike to a dream career

Mon, 07 Jul 2025 18:18:01 +0000

Between high school and his graduation from the 91�� in May, Dustin Hill has changed directions a few times — and led a few different lives by some measures. He has two degrees, two children, a wife and veteran status.

“If you could go back and talk to 16/17 year old Dustin, you would never suspect that I was going to end up in the university and enjoying it as much as I am,” Hill said.

He dropped out of Mt. Ararat High School in Topsham, Maine, his sophomore year and started working at Grimmel Industries’ scrap yard. A year after his projected graduation, he earned his GED. Years later, he joined the U.S. Navy and served four years as an electrician aboard the USS Dwight D. Eisenhower (CVN 69), on which the population of his aircraft carrier was larger than his hometown.

Between the Navy and applying to 91��, he worked at Bath Iron Works and earned an associate’s degree in precision machining from Central Maine Community College. He went into the mechanical engineering field with the goal of returning to school and earning a more specialized engineering degree.

“In my second semester, I met a fellow veteran in my physics class who was like, ‘I’m doing this forestry thing, and I don’t really like it, and I think I’m going to do engineering,’” Hill said. “And I was like, ‘Forestry? What’s that? That sounds kind of cool.’ And we just swapped.”

Hill graduated in May with a bachelor’s in forestry and aspirations to become a licensed forester and work as a consultant. Foresters are required to have six years of experience — a combination of education and work — before they are eligible to take a licensing test.

What he calls “stewards of the forest,” Hill said licensed foresters are responsible for maintaining the health of forest ecosystems and being mindful of future generations.

“How do we preserve this so it is better in 50 years, or the same?” Hill said.

He and his wife own a 54 acre lot in Harmony where he led a tour in March of fellow undergraduate forestry students from 91�� and high schoolers from Tri County Tech Center in Dexter to talk about his own management practices. His camp has a two story cabin, trails and a long, unpaved driveway. He, his friends and family, use the property for leisure, hiking, hunting and fishing.

As a consulting forester, Hill would help landowners make decisions on how best to utilize their property depending on their vision. Some would want hunting grounds, while others may want to harvest timber or tap sugar maples.

“Forestry goes back to my roots,” Hill said. “My dad and I used to do a lot outdoors. We still go outdoors and hike and just enjoy nature and go hunting and fishing and whatever else.”

Because of his service in the military, Hill said he was able to attend a university without taking out an excessive amount of loans. Until his senior year at 91��, the GI Bill covered most of his tuition. He used a combination of federal loans and grants to help pay for his final two semesters, alongside freelance carpentry work and revenue from a rental property.

Federal tuition assistance, particularly due to his veteran status, kept financials from straining his family life. He didn’t have to work a part time job in addition to his studies, and his wife was able to stay at home with their son, who’s one year old, and Hill’s nine-year-old daughter.

Despite the extent of life experiences he had compared to other students, Hill said he never wanted to impose those on his classmates, because he values what he has learned from making his own decisions.

Former classmate and forestry student Trenton Ellis said he never felt the age gap with Hill, who was separated from his peers by more than a decade. They were all in the classroom to learn, and Hill was consistently someone Ellis said he could turn to for questions and answers.

“When I work with Dustin, I’m working with a friend,” Ellis said. “It has definitely made class more enjoyable.”

Contact: Ashley Yates; ashley.depew@maine.edu

Rusty Brown: Upward Bound alum gives back to transformative program

Thu, 03 Jul 2025 17:21:13 +0000

In the early 1990s as a student at Belfast Area High School, Rusty Brown (’98, ’01G) admits that he was “floundering” somewhat on his educational journey. At a particularly low moment, coming off a three day out-of-school suspension, a guidance counselor suggested that he might be a good candidate for Upward Bound (UB).

Established by the Economic Opportunity Act of 1964 and later the Higher Education Act of 1965, UB is part of a cluster of federally funded U.S. college readiness and outreach programs, known as TRIO programs, which are designed to identify and provide services for students from economically disadvantaged backgrounds. UB is aimed specifically at students who will be the first in their immediate family to attend college.

Following the recommendation from his guidance counselor, Brown applied for and was accepted to the program, offered through the 91��, and participated in his first classic Upward Bound summer program in 1992.

“After that first amazing summer experience, I went from floundering to being on the Honor Roll for the rest of high school,” Brown said. “I participated enthusiastically in every UB event and summer program until I graduated [high school] in 1994.”

Brown, now the director of 91��’s UB programs, entered the university as a history major, eventually graduating with a bachelor’s degree in secondary education in 1998 and a master’s in counselor education in 2001.

Without UB, he says he would have been “severely underprepared in every basic skill set imperative for all college students’ success.” He credits the program with teaching him prioritization and time management skills and helping him develop the confidence to approach instructors with questions during class and office hours.

“Upward Bound taught me financial literacy skills and how to navigate the complexities of applying for and receiving federal student aid, how to actively seek scholarships to help supplement my college costs and to reduce my overall college debt,” said Brown. “My college success is because of the blood, sweat and tears I put into my time at the 91��, however UB prepared me to focus those energies and efforts to be successful.”

In college, Brown worked as a summer staff member and later a graduate assistant with 91��’s UB program. From 2001-12, he was the UB program coordinator and returned as the academic coordinator from 2018-23. Since 2023, he has served as the director of Upward Bound and Upward Bound Math-Science at 91��. All told, he has worked for the program for 23 years.

“My time as an Upward Bound student set the stage for my personal and professional success,” Brown said. “The lessons I learned then, and still carry with me today, have guided my work as a professional, and I can wholeheartedly say UB was, and continues to be, the inspiration that leads me to do good work in my part of the world. It has been my privilege and pleasure to call myself a UB alum and UB staff, and I am eternally grateful to have had these guiding experiences in my life.”

The following Q&A has been edited for clarity and length.

What was the most interesting, engaging or helpful part of your Upward Bound experience?

During my summer programs we had three amazing history/civics teachers who held “mock trials” at the end of every week of instruction. The students would be divided into two different groups: the “prosecution” and “defense” counsel for historical figures that coincided with our learning material. I absolutely could not have enjoyed anything more than one week “defending” Robespierre and the next week “prosecuting” Sarah Good as we studied the Salem Witch trials. It was not just the thrill of debating (which I truly enjoyed) but the skill set required to suspend your own personal beliefs and values (I did not believe that what happened to Sarah Good was right and/or just, for example) in order to examine an issue from all perspectives to develop a broader understanding of any topic. These history classes sparked a previously unknown academic fervor in me.

Did you work closely with any mentors or Upward Bound staff members who made your experience in the program better? If so, who were they and how did they do that?

Becky Colannino, the retired UB director at 91��, was the UB counselor who would visit my school and whom I would have the vast majority of my individual academic sessions. I remember Becky using the phrase “talented underachiever” in some of our meetings to describe the potential she saw in me as a scholar. These were the exact words I needed to hear. In a compassionate way, she let me know that I was creating the biggest barrier to my success and that if I was willing to walk a different path I could create more opportunities for myself. Becky also validated the tough times I was going through in high school being raised by a single mom who did the best she could with what she had but who struggled with both mental health and alcohol addiction. The validation of these experiences were always coupled with holding me accountable for my academic performance. She let me know that success was within my grasp if I was willing to work hard to overcome the challenges of “the life I was given” and lay the foundation for “the life I was willing to work for.” Becky helped me believe in myself and with every new learning experience Upward Bound put in front of me, I was more ready and willing to accept new challenges!

What’s the most memorable moment from your Upward Bound experience?

There are many, many great memories from my time in Upward Bound, but if I was to choose one that stands out it would be a group trip to Boston during the summer between graduating high school and starting at 91��. That summer is called the “Bridge” summer for students who choose to participate. I had never been further than Conway, New Hampshire where my great aunt lived, and I remember so vividly driving over the Tobin Bridge and seeing Boston for the first time. It was magical seeing this city of possibilities in front of me and the hope it inspired (and a little anxiety too) was thrilling. We toured Newbury College, ate at a German restaurant, went on the Liberty Walk and saw the science museum and the aquarium. My family could never afford a trip like that, and I felt like that one weekend in July of 1994 I saw more of the world than any time in my previous 17 years. I keep a picture from that weekend handy and am still in touch with the other UB students in that picture. What a pleasure it has been to follow their stories and to see their success!

As a former Upward Bound participant yourself, what fulfilment do you get from working with Upward Bound students today?

It is a privilege to work with these talented students who are willing and wanting to go out of their way to make a difference in their own lives! Our program is voluntary, so every one of our participants has made the choice to seek additional support to be successful in preparing for, applying to, and enrolling in a college educational path of their choosing.

How do you approach mentoring young people who participate in Upward Bound?

I’ve heard it said that “patience is a virtue,” and this is the foundation of the approach I employ when working with high school students. Just about all of the academic and pre college skill building that Upward Bound engages in with our students is very new to them, and so it is important to show them patience as you help them start to “help themselves.” We are introducing them to the possibility that they can go to college if they choose, which is often a foreign world to them and their families. There can be a lot of anxiety about being the first in your family to go to college, so patiently helping students prepare for the differences they will encounter when they go to college is important as well. Collegiate success happens both in the classroom and outside of it. We do our best to make sure they are as prepared as possible to do well with their academic work but also have as much skill in knowing how to advocate for themselves with vital college departments, such as financial aid, the business office and more.

Is there anything else you think people should know about Upward Bound?

We have the privilege of working with some of our students for the entirety of their high school career, so that gives us a lot of time to develop trust-based relationships. Upward Bound programs also assist our partner schools by providing individualized, pre college guidance to our participants — increasing their capacity to help all of their students by lessening their workload.

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

Samantha Poll: 91�� graduate receives national recognition for STEM teaching

Fri, 21 Jun 2024 18:42:15 +0000

Samantha Poll grew up in Winterport, the same tight-knit, central Maine town where she’s now a teacher.

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

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 “big idea” classroom project. The program is specifically designed for middle school science teachers and comes with a $2,000 award to support the applicants’ proposals.

When she graduated from the 91��’s College of Education and Human Development in 2015, she earned degrees in elementary and secondary education with a minor in French. During her time at 91��, she fell in love with science teaching and discovered the Maine Center for Research in STEM Education (RiSE Center) and its program.

“I became a teaching partner at the RiSE Center when I was still a student,” Poll said. “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.”

Since graduating, Poll has continued her involvement with the Maine STEM Partnership at the RiSE Center, sharing resources and knowledge with other science educators throughout the state. She also returned to 91�� to complete a Master of Education and an education specialist 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�� is a big one,” she said. “There’s amazing things happening and a great school right up the road.”

Read a longer profile of Poll on the 91�� College of Education and Human Development website.

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

Delaney Colson: Recent 91�� grad hits homerun with Baseball Hall of Fame internship

Wed, 13 Dec 2023 20:24:32 +0000

As a lifelong baseball fan, Delaney Colson landed her dream internship at the National Baseball Hall of Fame in Cooperstown, New York last summer after earning her undergraduate degree in history and secondary education from the 91��.

“It was really the perfect intersection between both of my majors, combining teaching and education with history and my love of baseball,” says Colson, who is from Rutland, Massachusetts and grew up cheering for the Boston Red Sox.

She was one of just 19 interns out of more than 500 applicants to be selected for the Hall’s summer 2023 , which provides opportunities for college students and recent graduates to work in various positions at the museum. Her internship was in the education department, where she helped coordinate in-person and virtual field trips, created exhibits and programs for general museum visitors, and developed free lesson plans for classroom teachers.

“I helped create or update lessons for all grade levels on topics like science, economics, labor history, geography and multicultural diversity, pretty much any subject you could think of, we were able to tie it to baseball, which was really cool to see,” Colson says.

One of the highlights of the summer was assisting with the Hall’s annual induction ceremony in July, where Colson says it was all-hands-on-deck as the museum welcomed Class of 2023 inductees .

Colson also learned how to handle artifacts and wrote articles for the Hall’s website. She penned one article about the bat that hall of fame Red Sox slugger and current New England Sports Network (NESN) broadcaster used when he hit his 301st home run. She wrote another piece about , the first Black player for the Red Sox, the last team in Major League Baseball to integrate.

By the end of the summer, she had also developed museum tours of her own, including one celebrating the 50th anniversary of Roberto Clemente’s induction into the Hall.

“I wasn’t just sitting in an office all day. I was able to gain a lot of experience creating tour scripts and speaking to members of the public,” she says.

Colson says she feels like she lucked out with a lot of her professors at 91��, both in history and education. For example, during her senior year, she took a course on American immigration with professor of history Anne Knowles, during which she researched the immigration of baseball players to the United States from the Dominican Republic for her final paper.

“Professor Knowles was incredibly supportive and connected me to some materials and researchers that helped me when I was writing that paper,” she says.

In the College of Education and Human Development, Colson says she learned a great deal from her student teaching seminar supervisor, Connie Ronco, as well as her mentor teacher at Old Town High School, Michael May.

“I can’t say enough nice things about them,” she says. “They were always encouraging me to try new things in the classroom. Sometimes I would bring up an idea, and they might suggest some changes. But usually they would say: ‘If you think you can do it, give it a shot.’”

Outside of the classroom, Colson was a member of the marching band and pep band all four years in Orono. She was a member of Kappa Kappa Psi (KKPsi), the honorary fraternity for band members, and served as president of the 91�� chapter her senior year.

“That introduced me to an incredible group of people, some of whom became my closest friends,” says Colson. “And I really think running for president and serving in that role gave me the confidence to apply for the internship and push myself to ask for extra projects when I was at the Hall of Fame.”

Now that she’s graduated, Colson continues to pursue her passion for baseball. Since 2021, she has worked as an ambassador for the minor league Worcester Red Sox, the Triple-A affiliate of the Boston Red Sox. She helps arrange public appearances for the team mascot, gives tours of the team’s stadium, and writes for the team’s website.

She also recently accepted a job as a paraprofessional at middle school in her hometown.

“I’m so grateful for the amazing, supportive community at 91��, and I know that no matter what comes next, I’ll be able to handle it thanks to the friends and mentors I met during my time there,” Colson says.

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

Taylor Britt and Sarah Zacahariason: JET-ting off to teach in Japan

Fri, 23 Jun 2023 20:24:39 +0000

91�� alumni Taylor Britt and Sarah Zachariason were selected for the , a prestigious teaching exchange program managed by the government of Japan.

Since 1987, JET has welcomed to Japan more than 35,000 Americans and more than 70,000 participants from around the world. JET participants sign a one-year contract, with the option of renewing for up to five years. Benefits include paid airfare to and from Japan, enrollment in Japan’s national health insurance, a minimum of 10 days paid vacation and an annual starting salary of $30,000.

Britt majored in international affairs with a concentration in culture conflict and globalization and a minor in education, and graduated in spring 2023. He spent a semester at Hirosaki University in Japan during his sophomore year — his yearlong program was cut short due to the COVID-19 pandemic — and learned Japanese during college with hopes of returning to the country.

Zachariason graduated with a bachelor’s degree in social work in 2022. During her time at 91��, she competed with the 91�� Women’s Swimming and Diving Team and worked as a social work intern in the critical care unit, intensive care unit and emergency department at Eastern Maine Medical Center, now known as Northern Light Health.

In this Q&A, the two 91�� alumni explain what drew them to the JET program, the things they are most looking forward to about living in Japan and the mentors at 91�� that guided them along the way.

Taylor Britt

How did you find out about the JET program?
Taylor Britt: I found out about the JET program in middle school through watching YouTube videos.

Sarah Zachariason: I tried to study abroad quite a few times during my time at school. COVID ended up canceling every program I got into. My study abroad adviser recommended looking into programs like JET, and since then I’ve been pretty stuck on doing JET!

Why were you drawn to the JET program, and why did you think it was a good fit for you?
TB: I always wanted to live in Japan. It’s a beautiful country full of amazing food, culture, sights to see, kind people and a rich history. The JET program is a good fit for me because I am a highly independent and responsible person with a strong understanding of the Japanese language and culture. I am also very confident about navigating both urban and rural Japan. I enjoy working with students and can be a strong cultural ambassador for both America and Japan.

SZ: I love traveling, especially being able to immerse myself in a culture unfamiliar to what I know. It gives so much opportunity to learn about the world and grow as a person. JET is able to not only provide an opportunity to travel, but also allow me to try out a new field of work. I love the idea of teaching the younger generation and hope I can learn a lot from this experience.

How did you feel about being accepted into the program?
TB: Being accepted into the program was a huge relief. The JET program is highly competitive to get into and is a sought after opportunity worldwide. I had been dreaming, and preparing for my acceptance since middle school.

SZ: This is actually my second year applying to the program. It was a bit of a shock when I got the email that I was shortlisted. I was unbelievably excited for all the opportunities ahead of me.

Why Japan? What about living and working in that country appealed to you?
TB: Japan is one of the safest countries in the world. In addition to this, the Japanese people have one of the longest life expectancies in the world. This is because they value exercise and high quality food that tastes amazing. Japan has the most Michelin star restaurants in the world, and the food is highly affordable. Health care in Japan is practically free and there is a strong sense of community throughout the country with a strong emphasis on the family household.

SZ: Japan has a beautiful culture filled with deep rooted values of respect and harmony. I am also interested in living in a society that functions more from a community-based culture. I think that perspective could help me in the future as a social worker.

Sarah Zachariason

What are you most excited about for the next year teaching through the JET program?
TB: I am most excited to start this new chapter in my life. Every aspect of my life for the next five years is currently a mystery: where will I be living? What school will I be teaching at? What car will I be driving? What bank will I open an account with? What grocery stores will I be shopping at? What is the commute like in my city? What people will I meet? All these factors are currently unknown and will not be discovered until I am in Japan with my suitcases ready to start a new life.

SZ: I am excited to explore the entire county and find some good hiking trails. I also cannot wait to enjoy all the different types of food!

Is there any particular 91�� mentor, initiative, program or set of resources that helped you succeed?
TB: John Mascetta, my academic adviser, was the greatest help during my time at the 91��. He was always available to take my calls, answer my questions and explain the inner workings of the university. John has vast knowledge of both the student and faculty requirements at 91�� and should be valued and appreciated at the university. We kept in touch all five years and I will continue to keep in touch while I’m in Japan.

SZ: My field seminar professor, Kelly Jaksa, was an amazing role model for me. Working in a hospital was definitely a challenge at times. She was always there to help me work through the emotional difficulties that social work can bring. Being a part of the swim and dive team provided a built-in support system. I had a whole team of friends and coaches that always had my back to support me.

What advice do you have for incoming students to help them get off to the best start academically?
TB: Professors will most likely only talk about assignments, tests and exams once. This means you need to stay on top of these assignments and know that all because the teacher isn’t reminding you of crucial due dates does not mean they are irrelevant. This goes for your fellow students, some students may give a false reassurance that there’s no homework, it’s important to be independent and on time. It’s also important to keep an open line of communication with your professors.

SZ: My biggest advice for incoming students is to actively search out activities. These activities can include sports, jobs, clubs and volunteer programs. It’s important to find a community that works for who you are.

Describe 91�� in one word and explain.
TB: Outlet. As in, 91�� is an outlet for you to do or become whoever you want. Whether you want to use the school as an outlet to party or an outlet to better yourself and create the future you want.

SZ: Home. 91�� became my home away from home. The community that I built for myself made my experience better than I could ever imagine. I am so thankful for all of the people I met while studying at 91��.

Students and alumni interested in applying for the JET Program can contact the Office of Major Scholarships at nives.dalbowheeler@maine.edu for application support.

Contact: Sam Schipani, samantha.schipani@maine.edu

Sabrina Murray: Working toward diversity, equity and inclusion in higher ed

Mon, 15 May 2023 13:30:57 +0000

Sabrina Murray is used to getting questions about her race and adoption. Murray, who is Chinese, was adopted by white parents, making her a transracial adoptee (TRA).

“Strangers will often ask me questions about my birth family and why I was adopted,” she says. “Because I am a Chinese adoptee, I also get questions about my race and sense of belonging in a white family and my understanding of Chinese culture.”

Murray grew up near Tacoma, Washington and went to Lewis & Clark College, a small, private, liberal arts college in Portland, Oregon, where she studied sociology and anthropology. It was at Lewis & Clark that Murray started to get interested in working in higher education. She was inspired by her mentor at the college’s Office of Inclusion and Multicultural Engagement (IME), where she worked as a peer education coordinator.

“I was originally involved with IME as a mentee in a mentorship program for first-year students of color or first-generation students,” Murray says. “Then, as peer education coordinator I helped organize events for students on campus, did some public speaking and networking with faculty and students. It gave me a real sense of community and taught me so many skills.”

After earning her bachelor’s degree in 2021, Murray came to the 91�� to pursue a master’s in student development in higher education. She wanted to explore ways to support diversity and inclusion on college campuses, and 91��’s program offered a welcoming and supportive atmosphere to do just that.

“I like that it is a smaller program, where you can get to know the other students and your professors really well. It’s been a very caring and collaborative experience,” says Murray, who just earned her M.Ed.

Another attractive aspect of the program was the required internship, which is designed to give early-career higher education professionals hands-on experience and networking opportunities. Murray did her internship at Central Maine Community College in Auburn, where she worked on diversity, equity and inclusion initiatives.

“It was so rewarding, shaping their DEI efforts and building a sense of belonging for all students and members of the college community,” she says.

During her time at 91��, Murray also worked in Residence Life as an assistant community coordinator, as an intern in the Office for Diversity and Inclusion, with Academic Support Services for Student-Athletes, and in the Office of Community Standards, Rights and Responsibilities. She was a co-recipient of the student development in higher education program’s 2023 Social Justice in Higher Education Award.

Before she graduated, Murray also was able to publish her first academic work, a chapter titled “Evolution of a Transracial Adoptee” in an e-book “Transracial Adoptee and Multiracial Perspectives: Navigating Higher Education Spaces as our Authentic Selves” published by the of NASPA, the National Association of Student Personnel Administrators. The chapter explores Murray’s own TRA identity development and ways to better support TRA college students.

“There’s been a lot written for and about biracial or multiracial identity, and that’s great. What I’m hoping to see is more representation of TRA in academia, whether that means more TRA student affairs professionals or more TRA identity development models in textbooks,” Murray says.

Murray is headed back to the Pacific Northwest to work at Reed College as a program coordinator in the Office of Student Engagement. She says she is excited that Reed is working to become an antiracist institution and that all members of the college’s student life leadership team are people of color. She says Maine will always hold a special place in her heart as she continues her career and life journeys.

“The past two years in grad school helped develop my sense of personal and professional identity,” she says. “I will always remember 91�� as a place of growth and with gratitude.”

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

‘Teaching is my calling’: Heather Anderson, 91�� alumna and Aroostook County Teacher of the Year

Thu, 19 Jan 2023 17:13:12 +0000

Things have come full circle for Heather Anderson.

In the 8th grade, she decided she wanted to become a teacher. Now, almost 30 years later, she’s in her second full year as an 8th grade English language arts and social studies teacher at Caribou Community School.

“When I was in the 8th grade, I was part of a leadership program that paired middle school students with community service projects. My project involved working in a local kindergarten classroom,” says Anderson. “I loved working with the students so much that in high school I continued to volunteer. I knew this is what I wanted to do with my life.”

She also jumped at other opportunities to work with younger children, such as volunteering with Big Brothers, Big Sisters.

“Teaching is my calling,” she says. “Once I decided I wanted to be a teacher, I never really doubted it and I’ve followed my dream ever since.”

When it came time to go to college, Anderson knew she wanted to major in education. Having grown up in Jay in western Maine, she could have stayed close to home and attended the 91�� at Farmington. But she opted to attend the flagship 91�� in Orono instead.

“I wanted to learn about and experience more than just how to be a teacher,” she says. “At 18 years old, I knew that I needed to grow into being who I was going to be. 91�� was the perfect distance from home and it was big enough that it gave me an opportunity to discover who I was and who I could grow to be.”

Anderson graduated from 91�� in May 1999 with a bachelor’s degree in elementary education and a concentration in psychology. In July of that year, she was hired to teach kindergarten at the K–6 Connor Consolidated School in the unorganized territory of Connor, just north of Caribou.

“Steve Anderson, the principal at Connor, talked to the administration at the Bangor schools where I was a student teacher,” she recalls. “Mr. Anderson asked me to come up to tour the school and offered me the job right on the spot.”

“Connor was seeking a kindergarten teacher as well as a music teacher, and there were zero applicants for the music position” she adds. “I played piano and even though I wasn’t a music teacher, this gave me the edge I needed. So during my first few years, I taught kindergarten in the mornings and then I would team teach with the other teachers to provide music instruction. I learned so much through this experience.”

Anderson was at Connor Consolidated School for 21 years, teaching everything from kindergarten through 4th grade and eventually becoming the school’s teaching principal for five years.

Then the COVID-19 pandemic hit.

“I was a relatively new teaching principal during the pandemic and it provided an opportunity for me to reflect on where I was at professionally,” Anderson says. “I looked at what I was doing and realized I was spending less and less time with kids and more time with paperwork. And I thought to myself, ‘This isn’t really why I got into education.’ At heart, I am a teacher.”

Out of the blue one day, Anderson ran into her son’s favorite teacher from Caribou Community School, Kim Barnes, who told her about an 8th grade opening at the middle school.

“That was a sign,” says Anderson, who applied for the position and got it, starting her new job in the fall of 2021.

Less than a year later, she was nominated for 2022 Aroostook County Teacher of Year by Barnes, who herself was the 2019 Aroostook County Teacher of the Year.

Anderson was also a finalist for 2023 Maine Teacher of the Year, a title that eventually went to Casco Bay High School’s Matt Bernstein. Still, she’s using her year of service as County Teacher of the Year to advocate for students and her fellow teachers, especially surrounding mental health and well-being in schools.

“I’ve seen a fair amount of trauma in my students over the years and I’ve seen the impact it has on learning and teaching. My concern for my students’ mental health has increased since COVID,” says Anderson. “I’ve been able to meet with stakeholders, legislators and people at the Maine Department of Education who have the power to help address it.”

In her own classroom, Anderson has incorporated social-emotional learning into her regular curriculum.

“We do a unit on resilience. Every 8th grader learns the attributes of resilience. For example, how do we persevere or develop flexibility in our thinking?” she says. “So, when we’re reading novels or stories, our students are able to recognize those traits and think about how they can apply them to their own lives.”

Her classes also are working on community service projects, like the one that inspired her to become a teacher. The goal, she hopes, is to spark a similar sense of purpose and passion in her students.

“Again, full circle. I really feel like I’ve come full circle in so many ways,” she says.

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

Emily Albee: 2022 Penobscot County Teacher of the Year found a passion for education and social justice at 91��

Fri, 18 Nov 2022 13:53:26 +0000

Emily Albee (’06, ’09G, ’12G) says her high school students are often surprised to learn that she wasn’t entirely prepared for college when she started attending the 91��.

The Hampden Academy social studies teacher is a self-described military brat who lived in Colorado, Hawaii and Maryland growing up. But both her parents were from Maine and they decided to move home around the time Albee graduated from high school.

“I wasn’t sure what I was going to do, but my parents basically threatened me if I didn’t go to college, and I am grateful they did because I spent 10 years at 91��,” Albee recalls with a laugh. “I had some cousins who had gone there, and it seemed like a good fit when I visited. But I really had no idea what I was doing at first. I learned how to learn at 91��.”

Albee was an elementary education and history double major. She joined Delta Zeta sorority, where she took part in leadership and community service opportunities. As a sophomore in 2003, she helped organize an on-campus talk by Francis Bok, a Dinka tribesman and former slave from South Sudan. Albee says the experience was transformative for her.

“I realized I have a passion for social justice,” she says. “After that, a group of us worked through the Office of Student Life to start a Human Rights Awareness Week.”

91�� is also where Albee discovered a love of travel, which has brought her to destinations across the globe, including New Zealand, Cuba, China, Peru, Guatemala, Ireland and several countries in Europe.

When she finished her student teaching and graduated with a bachelor’s degree in December 2006, Albee stayed at 91�� and rolled right into a graduate program. She got a job as a research assistant working in the Office of Research and Sponsored Programs and Industrial Cooperation. She was assigned to a grant managed by professor of electrical and computer engineering Bruce Segee.

“The project aimed to bring supercomputing technology for dynamic Earth modeling into middle school classrooms,” she says. “I helped develop a curriculum for 7th and 8th graders, presented research findings at national conferences, and helped submit grants to various state and federal sponsors.”

In May 2009, she earned her Master of Education with concentration in middle-level social studies. By this time, she was looking for a full-time teaching job, but there were virtually none to be found due to the fallout from the 2008 financial crisis. Albee ended up taking a 25 percent position as 7th grade social studies teacher at Reeds Brook Middle School in Hampden. She continued to work on the NSF grant with Segee and took a job as an education outreach assistant at 91��’s Foster Center for Student Innovation.

Not finished with college, she enrolled in two more graduate programs: A Certificate of Advanced Study (C.A.S.) at the College of Education and Human Development and an innovation engineering graduate certificate through the Foster Center.

“I was working and going to classes at 91�� in the mornings, then teaching in the afternoons,” she says. “I did that for a year, and then got an additional 50 percent teaching position and eventually worked my way into a full-time job.”

Albee split time between Reeds Brook and neighboring Hampden Academy for a year and started working just at the high school in 2011. She received a full-time teaching position there in 2015.

All these experiences helped foster Albee’s interest and active involvement in local and state education associations.

“The benefit of going to 91�� is that you have access to all these incredible people,” Albee says. “People like Jake Ward, Mike Hastings, and Bruce Segee. Phyllis Brazee, Barb Blazej, Ed Brazee and O.J. Logue in the College of Education and Human Development, Renee Kelly at the Foster Center, Nathan Godfried, Elizabeth McKillen and Stephen Miller in the History department. These are all dear mentors and friends.”

In May, Albee was named the 2022 Penobscot County Teacher of the Year. She also was a finalist for 2023 Maine Teacher of the Year, which ultimately went to Matt Bernstein, a high school teacher in Portland. But she says the experience has allowed her to reflect on her teaching and given her an opportunity to get more involved in education policy issues that interest her.

“It’s a year of service from when you are named county teacher of the year, and it has definitely filled my cup coming out of a few years of teaching during the pandemic,” she says. “I’m willing to shout from the rooftop to shed light on the importance of education in Maine, and advocate for policies that I believe in like free school breakfast and lunch, and making sure the state continues to meet its obligation to pay 55 percent of the cost of K–12 schools.”

Ultimately, Albee says the way she plans to keep contributing is by having conversations.

“We all want our kids to have successful academic and social-emotional learning experiences,” she says. “If there’s one thing I learned at 91��, it’s that talking to people about these issues — at the local, state and national level — and using your personal and professional network to solve problems can make a huge difference.”

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

For some 91�� students and alumni, Black Bear Marching Band is a family affair

Thu, 13 Oct 2022 19:15:37 +0000

The Pride of Maine Black Bear Marching Band’s Alumni Band is a 91�� Homecoming tradition that brings together current musicians with alumni for a few rousing numbers before the big game. The Alumni Band brings together more than just old friends, though — sometimes, it brings together families.

Jeff and Sylvia Ferrell of Bucksport, class of ’93 and ’92, respectively, met in the Black Bear Marching Band, where Jeff played the tuba and Sylvia played the clarinet. Their daughter, Hannah, is now a senior studying music education.

Even before Hannah started at 91��, she and her sibling attended Homecoming with her parents. When she was small, she would carry a banner in the front row of the Alumni Band, but as she grew older, she started playing alongside her parents.

Hannah remembers those experiences fondly — and now that she’s a student, she gets even more out of them. Aside from getting to play with her parents, Hannah says that Alumni Band is a great networking opportunity, particularly for aspiring music professionals like her.

“It was just a cool experience to get and go meet people, play my instrument and read something different. It was cool to get a different environment to play in,” Hannah Ferrell says. “The band gets really excited to play with alumni and there are quite a few parents of band members. It’s always fun when your parents are rather outgoing and so are their friends.”

Jeff and Sylvia have attended Homecoming and played in Alumni Band almost every year since graduating, but they say those moments have been even more special now that Hannah is a student at 91��.

“The last four years with Hannah up at school have been so much fun. We watch everything that she’s doing and we’ve been able to relive the entire process through her again,” Jeff Ferrell says.

David Walker, class of ’94, and his son, Andrew, who is currently a sophomore at 91��, have had many crossovers in the 91�� experiences beyond their time in the Black Bear Marching Band, too. David, who lives in Gardiner and has taught music at Gardiner High School since he graduated from 91��, received a degree in music education, which is the same degree that Andrew is currently pursuing.

“He’s very talented in many areas of music and 91�� has so many different opportunities for him to foster that love and that interest. It’s been cool to stand back as a parent and watch him go through some of the same experiences that I went through many years ago,” David Walker says. “Thirty years ago, if you told me that’s what I’d be experiencing, I wouldn’t have believed you, but to be able to see and experience it now has been pretty special.”

Andrew remembers David bringing him to Alumni Band performances at past Homecomings and credits it with some of his earliest exposure to how great music can be, particularly when he was able to play himself.

“Having the experience to play in that bigger ensemble when I was just a middle schooler was a really cool experience,” Andrew Walker says. “If I wanted to pursue music as a profession I knew I wanted to do it at 91��.”

Of course, they are not following exactly the same path: David plays trumpet and Andrew plays trombone. Plus, David says, the ensemble is a bit bigger, and the uniforms have been updated in the decades since he was a student.

“What’s the same is the still the enthusiasm that the band members seem to have for the marching band and the experience their energy at the games how they bring energy bring life to the games I think is the same even though their ensemble is bigger than ours used to be I think we brought just as much energy and excitement to the games,” David Walker says.

This year will be freshman Mikaela Spooner’s first time actually playing her tenor saxophone in the Alumni Band, along with her parents, Laurie and David Spooner, class of ’96 and ’94, respectively, who now live in New Sweden. Laurie and David met in marching band — they said that with intense rehearsal schedules and bonding opportunities, it’s no wonder that so many marriages come out of the marching band — and Mikaela’s godparents are also Black Band Marching Band alumni.

Mikaela says that even more than the music itself, her parents’ stories about the Black Bear Marching Band made her want to join.

“I grew up listening to my parents talk about it. It was a big deciding factor in the choice to go to 91��,” Mikaela says. “I hope that I can look back on it as fondly as my parents do. I’ve found that most of the friends I’ve made so far have been in band with me.”

Many of the Spooners’ stories included director and conductor Chris White, who started at the university in 1992 and also directs the 91�� Symphonic Band and Screamin’ Black Bears Pep Band. David Spooner admits that there was some adjustment when White first joined the marching band, which used to be more run by students and less structured, but ultimately the players grew to love him and continue to have a relationship with him today. David Spooner says that some of his best memories involve traveling and playing with White as he directed the pep band at the 91�� hockey team’s first national championship win in Milwaukee.

The current students love and respect White, too. Mikaela says she laughs every time she hears White start a story that her parents have told her a million times before. Andrew says that White has also been inspirational for his future career aspirations in music education.

“He’s very passionate about what he does. He’s a relationship that I would like to have later in life, whether working on a piece with my students or looking for advice on what to do. Seeing him interact with both the alumni and current student population, it’s really cool to see how he works,” says Andrew.

White says that conducting the children of players he taught in his earliest years at 91�� is an “honor.”

“Each year when the marching band gets together for the first time, I tell students to look around the room and I tell them, ‘Your best friends for your college years are likely sitting in this room right now. Maybe even your life partner is here right now.’ These families certainly show that there is truth behind that statement,” White says. “To know that during my time as director of the program, people continue to see the value and want their kids to be a part of it is humbling. It is great to know that the support for the marching band spans generations and it is my hope that that continues long after I am the caretaker of the program.”

These Black Bear Marching Band legacy families are all excited for the Alumni Band at this weekend’s Homecoming. The alumni will get together and practice early in the morning to prepare a few songs to perform themselves before joining in with the current marching band for a song or two – one of which, of course, will include the “Stein Song.”

David Spooner says that for the parents playing alongside their kids — whether for the first time or the fourth — the overwhelming feeling is, fittingly, one of pride.

“We’re proud of the band, but we’ve never been more proud than we are this year.”

Contact: Sam Schipani, samantha.schipani@maine.edu

Andrew Schanck: Alumnus continues his 91�� work in cutting-edge bridge technology

Wed, 13 Jul 2022 16:49:50 +0000

Andrew Schanck from Pittsfield, Maine received his bachelor’s and master’s degrees, and his Ph.D in civil engineering from the 91��. He says he chose 91�� because of its renowned engineering program and stayed to pursue research as a graduate student in bridge engineering and advanced numerical modeling.

He started working at 91��’s world-class Advanced Structures and Composites Center as an undergraduate in 2013. Today, he is working full time as a research engineer at the center.

“A global challenge that we face daily is the need for a qualified workforce to support the industries we’re literally creating. What makes Dr. Schanck invaluable is the fact that he is working to not only shape the future of infrastructure to be more efficient, economical and sustainable; but pioneering the next generation workforce needed to continue this work. It’s been a great pleasure to watch him grow as a student and I am excited for the lab, the State of Maine and the future of sustainable, durable infrastructure that he’s staying on to continue this important work,” Habib Dagher, founding Executive Director of the Advanced Structures and Composites Center.

The work that Schanck is involved in uses the 91�� developed G-Beam bridge technology which is environmentally conscious and low maintenance during a longer life cycle expectancy and requires faster and less disruptive installations. His team is currently working with the next generation of G-Beam technology, the double t girder. This new design allows for the replacement and design of bridges with a shorter clearance and simplifies the manufacturing process. The first installation of the double t girder G-Beam is planned for the fall of 2022 in Hampden, Maine.

“Andrew has been instrumental to the success of several projects, in particular the bridge field load testing for the MaineDOT and subsequent development of computationally efficient, advanced nonlinear analysis methods for assessing bridge capacity … . Andrew has also been critical to the success of the ASCC-developed FRP composite GBeam bridge girder, leading successful field load tests of newly installed bridges and conducting experimental and computational research to further advance the design and efficiency of this system,” says Bill Davids, professor of civil and environmental engineering.

The Advanced Structures and Composites Center and its green energy and materials mission spans numerous disciplines, industries and for the Schancks; it’s a family affair. Schancks brother, Aaron Schanck is a 2022 graduate of the 91��. Aaron earned his bachelor’s degree in computer science and has been instrumental on the ASCC communications team during his four years as a student. Aaron will continue at the center as a communications specialist supporting the Transportation Infrastructure Durability Center.

Can you think of a specific experience at 91�� that has led you to where you are today?
As an undergraduate student, I worked as a research assistant at the ASCC, involved in a variety of interesting projects. One summer, I was given the opportunity to assist in a series of bridge live-load tests out in the field. I was hooked. I enjoyed it so much that I volunteered to help the next summer as well. The summer after that, I was a first-year grad student and ran the bridge tests myself based on the experience I had gained.

Why did you decide to take your current job at the ASCC?
I decided to take this position because it allowed me to continue working with cutting-edge bridge technology, leading the charge and having a positive effect on the industry.

Describe the work you are doing at the Advanced Structures and Composites Center.
Although a small portion of my work is on proprietary projects, the majority of my work deals with development, numerical modeling and testing bridge structures using the 91��-developed G-beam composite bridge girder system.

How did 91�� prepare you for the work you are doing now?
Without the training and experience I recieved at 91��, I could not do my job. I know of no other program that provides both bridge engineering and composite mechanics courses, and certainly none where that knowledge can be put to work in a full-scale structural testing lab or in the field.

What is your long-term vision for the work you are doing?
My long-term vision is to continue working on development of composite bridge technology, as well as numerical modeling, both in general and specifically in bridge rehabilitation and capacity rating. In short, I want to be the guy people go to for anything bridge or finite element-method related.

Contact: Hope Carroll, hope.carroll@maine.edu

Jord Thomas: MaineMBA at any age

Tue, 07 Jun 2022 20:02:59 +0000

Why would a 57-year-old who lives in Escondido, California decide to earn his MBA from the 91��?

A sense of community, history and flexibility.

Jord Thomas had hit a wall promotion-wise at his job. He works as a production operations supervisor at a recovery firm serving major banks and vehicle manufacturers. He earned his bachelor’s degree in business administration and information systems from San Diego State University in 2003 and started thinking about earning his MBA. But life got in the way. He continued to learn through workshops and seminars, even teaching himself to program in C#.

“Work became more challenging,” says Thomas. “So I started thinking about my options.

“On one of my visits to Maine to visit my father, I scouted out the 91�� campus for possible degree programs for my daughter, Megan,” says Thomas, who was born in New York City and is an enrolled member of the Penobscot Nation.

By the time he was ready to enroll in an MBA program in 2019, the online MaineMBA was waiting for him.

“The program’s reputation and rankings, and knowing the 91�� is just minutes away from my tribe on Indian Island, factored into my decision to enroll.”

Read the full story about Thomas on the Maine Business School website.

Tahoe Quarterly profiles artist and 91�� alum

Wed, 23 Feb 2022 14:43:23 +0000

Jesse Melanson, who studied new media at the 91��, was profiled in Tahoe Quarterly for his bold and striking murals in cities across the country.

Ryan Moore: A career in banking

Wed, 08 Dec 2021 18:50:08 +0000

Ryan Moore graduated from the Maine Business School in 2005 with a major in Marketing. He is currently finishing his Ph.D. in marketing with the University of the Cumberlands in Williamsburg, Kentucky. A native of Millinocket, Maine, Ryan is clearly the king of multitasking.

“My undergraduate education gave me two things: my curiosity about marketing and the skills needed to balance work, school and personal time.”

Read Moore’s story online.

Contact: Melanie Brooks, melanie.brooks@maine.edu

David Patrick: Working toward a more equitable community in Maine

Tue, 30 Nov 2021 20:09:43 +0000

David Patrick, MBS Class of 2016, is working toward a more equitable community in Maine. He is the co-founder of Racial Equity & Justice (REJ), a nonprofit and firm that provides consulting services and educational support based in Bangor.

Read Patrick’s story online.

Contact: Melanie Brooks, melanie.brooks@maine.edu

Kelsey Stoyanova: Two-time 91�� alum and current graduate student named 2022 Maine Teacher of the Year

Fri, 05 Nov 2021 19:59:40 +0000

Kelsey Stoyanova remembers when it hit her that she’d been named 2022 Maine Teacher of Year. It was when she was entering the gym at Hampden’s Reeds Brook Middle School for an assembly where the big announcement was taking place. As the eighth-grade band played the opening chords of “Eye of the Tiger” by Survivor, Stoyanova walked into the assembly, raised her hands in the air, and took a moment to celebrate.

“I knew it could happen, but that’s when I realized that it really did happen,” says Stoyanova, an eighth-grade English teacher at Reeds Brook.

Typically, the Maine Teacher of the Year announcement is supposed to be a surprise. But before the assembly, Stoyanova says there were a few hints that something was up. The first hint was the assembly itself. Since COVID-19, Reeds Brook — like schools everywhere — has avoided most in-person gatherings. So, when her students started coming up to her to ask if she’d won, she had her suspicions.

“They were like, ‘In the gym, there’s balloons and banners and programs on the chairs.’ That’s when I first thought something was happening,” she says.

The assembly itself was kind of a blur. Stoyanova says it was special to have her family there for the announcement, including her husband and three-year-old son, as well as her parents and grandparents. Her high school speech teacher, former state Rep. Tori Kornfield, who had urged her to become a teacher, was there as well. Then came the speeches from her students.

“They were just so phenomenal, it was an amazing day,” she says.

Stoyanova was named 2021 Penobscot County Teacher of the Year in May. Later she was named a semi-finalist and ultimately a finalist for Maine Teacher of the Year. The assembly announcing her as the winner took place on Oct. 13, about three weeks after she and other finalists had their interviews with the selection committee in Augusta.

Long before any of that, however, Stoyanova was an aspiring veterinarian, growing up in Bangor and graduating from Bangor High School before entering the 91�� as a pre-vet major with designs on working with large animals. But after just a semester she remembered a talk she’d had during her junior year of high school with Kornfield, who told her that with her ability to listen and relate to people, she would be an outstanding teacher.

“Mrs. K, Tori, is 110% the reason I am a teacher right now. She put the bug in my ear, and I made the switch to secondary education. It was the best decision I’ve ever made,” says Stoyanova. “I really do feel like I was born to do this job.”

As an undergrad, Stoyanova did her student teaching at Reeds Brook before graduating in 2014 and getting a full-time job at the school. A few years later, when she was in just her second year of teaching, she decided to return to 91�� for a master’s degree in literacy education.

“As a second-year teacher, you’re still learning the ropes, you’re still figuring things out. But I was comfortable going into it, because I knew I’d be supported by the same people who already supported me in my undergrad,” she says.

As part of her master’s, Stoyanova participated in the Maine Writing Project, a summer professional development and leadership institute for writers and writing teachers that is part of the National Writing Project. She went through the program with her best friend, Brooke Libby, whom she had met as an undergrad, and who now teaches at Messalonskee Middle School. Through the program she also got to know other teachers from around the state who have become trusted confidants and colleagues.

“The third-grade teacher from Hermon or the seventh-grade teacher from Winslow, who’s now teaching at Maranacook High School. We had everyone from college professors down to kindergarten teachers in our group,” she says. “We all came together as teachers, and we left as confident writers. The relationships we formed are some of the strongest in my life today, and I credit 91�� for that.”

Stoyanova is currently pursuing yet another degree from 91��. She’s part of the Maine Educational Leadership Academy cohort, a group of teachers from around the state who are working toward their educational specialist (Ed.S.) degrees. She and Reeds Brook social studies teacher Jason Kash, another fellow 91�� alum, are part of the cohort together. The university, she says, does a great job of encouraging students to pursue individual goals, but with a collective goal in mind.

“We get to be part of a wonderful community of educational leaders in Maine,” she says. “To be part of that small, trusted group and to have that community feel, that’s what brought me back a third time.”

Already active on social media, where she posts on and under the handle @mainelymiddle, Stoyanova says she looks forward to having an even bigger platform from which to champion education-related causes as Maine Teacher of the Year. One of her priorities will be promoting culturally responsive teaching, which recognizes the importance of understanding and incorporating students’ cultural backgrounds and references in all aspects of their learning. As part of that, she is interested in advocating for programs and practices that allow students’ and teachers’ voices to be heard. Finally, as an English teacher, she’s a proponent of independent reading programs that encourage kids to read books that reflect diverse cultures and lifestyles, and to do so in a way that is relevant to their interests.

“Having this platform is going to be all about sharing stories,” Stoyanova says. “Whether we’re talking about what’s happening in classrooms, or in our students lives, I’m excited to be seen and heard by people who otherwise wouldn’t get to see and hear from teachers or educators.”

Why 91��?
For me, it’s about home. I’m a very family-oriented person. I was the first person in my family to graduate from a four-year college and being close to home was very important. Then coming back for my master’s and now my Ed.S., it’s so easy, because I already kept up with all my professors. It just feels like family and like coming home.

Have you worked closely with a mentor, professor or role model who made your 91�� experience better, and if so, who and how?
I’ll give you three names. The first is Rich Kent (professor emeritus of literacy). He taught me during my undergrad and was my adviser during my master’s program. I see the impact he’s made on his students’ lives and the impact they’ve made on his life. That’s a big part of what we try to do as teachers is have those reciprocal relationships with our students.

Second is Joanie Speyer, who was our field experience supervisor when we were in the trenches, student teaching. She was absolutely pivotal during my undergrad. I was always an organized person, but Joanie taught me to be even more organized. She also taught me how to advocate for myself and for my students, as well as how to be reflective in my teaching.

Finally, Ian Mette (associate professor of educational leadership), who has been an incredible support to me in my educational leadership journey. He’s always there to offer me resources and support and conversation. His educational philosophy that as teachers we’re meant to be facilitators not directors, really meshes with my own. He’s also very much in tune with the needs of educators. He has such great empathy for us, and I really appreciate that about him.

Have you had an experience at 91�� — either academically or socially — that changed or shaped the way you see the world?
That would definitely be the Maine Writing Project. It was such an amazing experience both personally and professionally, because not only was I able to take away skills or activities that I could use in my classroom, but confidence in myself as a writer. The end result is you get published in the “Maine Writes” journal, and that’s a big deal. To be able to have confidence in myself as a writer made it so I could come back to my students and say: “This is what it means to be part of a community that cares.” You also get opportunities for leadership, to grow as you go through the program — you start as a fellow, you end as a mentor. So, the Maine Writing Project really places value on the people who are part of it.

What’s the most interesting, engaging or helpful class you’ve taken at 91��?
There’s been so many — three different degrees worth. But definitely the Maine Writing Project classes. Also, during my master’s, one class that I took with Rich Kent was a seminar in poetry. It was an experience I’ll never forget. We built a community of people who wanted to immerse themselves in the reading, writing and facilitation of poetry. It was a short, summer course, in July, and I just remember we sat at this roundtable and we each were responsible for bringing a poet and their poetry to discuss with the class. We also modeled different types of poetry. It was just a really rejuvenating, cathartic experience.

What difference has 91�� made in your life?
When it comes down to it, 91�� has encouraged me to develop my skills to be the best me that I can be. It’s allowed me to determine what those skills are, and then supported me in that journey, whether it’s personally as a student and a writer, professionally as a teacher and educational leader, and socially it’s given me opportunities to connect with some of my closest friends and trusted colleagues.

What is your most memorable 91�� moment?
The Write Here, Write Now conference in 2018 where I presented is probably my most memorable moment. I got to share something that I was really proud of with other people, but I also got to see what other people were passionate about and take things away from that. I got to see the pride that everyone felt on that day.

Describe 91�� in one word.
I’m going to give you two words because I’m an overachiever: Opportunity and community.

Contact: Casey Kelly, 581.3751; casey.kelly@maine.edu

Gay Anne McDonald: Special educator making a difference in the lives of students statewide

Thu, 09 Sep 2021 15:57:50 +0000

If there’s a constant theme from Gay Anne McDonald’s career as an educator, it’s that none of her moves were planned. Instead, each new position came from a desire to meet the needs of students — particularly students with special needs.

McDonald (’92, ’08G) grew up in Lincoln, Maine and graduated from Mattanawcook Academy, before attending the 91��, where she earned a degree in elementary education in 1992.

After college, she returned to Lincoln, where she taught kindergarten, second grade and third grade in her hometown school district, Regional School Unit 67.

“The thing I love about education is that every day is an opportunity to make a difference in a student’s life. You may not even realize it until later, but every interaction can have a positive impact,” says McDonald. “Everyone has had a teacher who made a difference for them.”

As a general educator, McDonald says she tended to gravitate to children with special needs. When her school had an opening for a special education teacher that it was having a hard time filling, she mentioned to the special education director that she was interested in taking it on. The director supported her, and she was granted conditional certification to teach special education.

“They saw something in me, that I was connecting with students with disabilities,” McDonald says.

To become fully certified, she returned to 91�� in 2005 for a master’s degree in special education. Today, 91��’s graduate program in special education is entirely online. But at the time it was all in-person, so McDonald would drive from Lincoln to Orono in the evenings for night classes.

“I really enjoyed the collegial aspect of it,” she says. “The content of the coursework was great, particularly the classes on challenging behaviors. But the professors also encouraged discussion between the students in the program about how the content could be applied to our schools.”

After earning her master’s, McDonald continued as a special education teacher for a few more years until the special education director job in RSU 67 opened up. Again, the position was open for a while before she expressed an interest and co-workers encouraged her to go for it.

“I just remember thinking it would be nice to be at the district level and work with all the families across the community and the schools and maybe make a bigger impact,” she says.

McDonald says one of the most rewarding parts of being a special education director was working with former students from her time as both a general classroom teacher and a special education teacher.

“Students that I had in kindergarten, second and third grade were sitting in on their IEP (Individualized Education Plan) meetings as juniors and seniors in high school, talking about their goals and aspirations,” McDonald says.

After about a decade as special education director, McDonald’s career pivoted once again earlier this year when she became executive director of MADSEC, Maine Administrators of Services for Children with Disabilities. The nonprofit professional and advocacy organization acts as a resource for Maine schools and agencies that serve children with disabilities and represents special education within the state. Although she is new to the role, McDonald sees it as a natural evolution of what she was doing on the local level in Lincoln.

“It just felt like a great opportunity to support special education administrators statewide, recruit more staff and retain the staff that schools already have,” McDonald says. “Education is not an easy profession to begin with, so the more we can support teachers — and special education teachers specifically — the more we can make sure we are meeting the needs of students.”

With two degrees from 91��, McDonald says the university has played an important role in preparing her to lead MADSEC, even if it’s a position she never imagined herself in when she embarked on her career in education back in 1992.

“Going into the master’s program, my goal was to learn strategies, interventions and instructional methods to support students with learning disabilities, which I definitely got from the courses and instructors,” she says.

“At the same time, when I was a general education teacher, I never thought I’d one day be a special education teacher or a school administrator,” McDonald says. “It’s just the path I’ve taken and I’m happy that I have the opportunity to make a difference in so many lives.”

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

Carole Goldberg: A career in education, response services

Fri, 18 Jun 2021 16:01:53 +0000

Carole Goldberg (‘66) grew up in Windham, Maine, and was most interested in playing softball, basketball and other sports. Fortunately, she had a coach, Marguerite L. “Peg” Ayer (B.S., ‘54; M.Ed. ‘61), who had graduated from the 91�� and encouraged Goldberg to enroll.

After graduating from 91��, Goldberg traveled the world, first as a teacher and later as a successful retail manager. She also had a distinguished 25-year career at Yale University. She was founding director of the SHARE (Sexual Harassment and Assault Response and Education) Center at Yale and served as assistant clinical professor of psychiatry at the Yale School of Medicine.

Read Goldberg’s story online.

Hoang Anh Le: Senior tax associate and travel blogger

Tue, 01 Jun 2021 19:38:47 +0000

Hoang Anh “Christine” Le graduated from the 91�� with a degree in accounting in 2017. Le, an Honors College student, was named the Outstanding International Student in the Maine Business School and received the Academic Achievement in Accounting Award the year of her graduation. At 91�� she held a position in Student Government, served as a resident assistant, was a member of All Maine Women, and was an instructor assistant in accounting. Today, Le lives in the San Francisco Bay area and works as a senior tax associate at KPMG. She also publishes a . A Q&A with Le is on the MBS website.

Contact: Melanie Brooks, melanie.brooks@maine.edu

Colby Johns: Alumna and 91�� science diving assistant earns instructor certification

Mon, 08 Mar 2021 21:18:07 +0000

Colby Johns, a 91�� alumna who has been working as a 91�� scientific diving assistant since 2017, has successfully completed the Professional Association of Diving Instructors (PADI) instructor certification.

91��’s Scientific Diving program provides support and training to scientists and students in using diving as a research tool. It is based in Walpole along the Damariscotta River at 91��’s Darling Marine Center.

Johns, who is from Woodstock Connecticut, received a bachelor’s degree in marine science from 91�� in 2016.

What was your path to getting your dive instructor certification?
I was planning my classes for Semester By the Sea, the 91�� residential program in marine sciences at the DMC, and saw scientific diving was one of the classes offered. In learning that I needed to have my basic scuba certification first, I quickly signed up for the basic course offered every spring at 91�� and was able to take scientific diving during the summer, combining it with an internship and capstone project with professor Rick Wahle and his students. I spent the whole summer at the DMC. That fall, while participating in Semester By the Sea I was able to secure a divemaster internship offered by the 91�� Scientific Diving Program. I completed my Divemaster certification the following spring.

A year later, I had graduated and moved on to a desk job that soon made me realize that sitting behind a desk was not for me. I applied for a scientific diving assistant position and have been a dive assistant since 2017.

In October 2020, I attended the PADI Instructor Development Course and took the instructor exam. It took two weeks of extremely long nights studying and preparing, minimal sleep, and a trip to Pennsylvania for the exam.

It was all worth it. I never thought getting my instructor certification would be so difficult, but during the process I realized how fortunate I was to obtain the amount of training I did with Christopher Rigaud, 91��’s diving operations manager.

How do you currently use your dive skills?
Since obtaining my divemaster certification, I have been honing my skills as a dive leader to prepare for becoming a certified instructor. I use what I learned in both my basic scuba course and scientific diving course to teach students in Orono and in Walpole, and have grown through each experience.

I also use my diving abilities to support marine research. I have worked with professor Damian Brady’s research group, deploying coastal oceanographic buoys that provide information for aquaculture site selection and other scientific questions. Whenever a Darling Marine Center-based research group needs a diver, I am always happy to offer my skills.

How do you hope to use your instructor certification in the future?
With this certification I hope to help broaden the opportunities we can offer at the 91��. Having other instructors on staff will allow 91�� to offer more dive classes throughout the year. Working with Chris it offers me the opportunity to learn more about my teaching methods as I work with diverse student groups.

What has been your best dive experience so far?
My diving has been mostly limited to Maine waters, but I have also dove in the tanks at the Georgia Aquarium and recently, at Dutch Springs in Pennsylvania for my certification. My dives in Vancouver during the 2019 AAUS Symposium, stand out to me the most. We dove every day for a week. I learned a lot because this was the first real time I was diving without students or my supervisor, Chris. There were no specific objectives, or other divers I was responsible for. It was just us in the water, exploring and living in the moment.

The underwater environment brings such peace, a grounding calm, especially in these chaotic times. Of course having a great drysuit to keep me warm and dry certainly helps too.

What dive location is at the top of your dream list?
I have so many places yet to visit, but the coolest one I keep seeing and reading about is the Iceland Silfra Fissure. It is the only place in the world where you can dive between two continents — and touch them. However, I also hear that diving under Antarctic ice is pretty awesome too.

What has been the best part about working with the Scientific Diving program?
The best part is that I am able to learn new ways to help grow and contribute to the program. We often teach students from outside of the 91�� System. These students may be from a different college or university, or individuals who are working professionals interested in gaining new skills. I love adjusting as we help meet each student’s goals and overcome their challenges. Diving is not your typical classroom, that’s for sure. Our students help make this class what it is — a fun, and invigorating learning experience for all.

What would you tell someone who is interested in doing their first dive, or transitioning from an open water certification to scientific diving?
If someone was interested in scuba diving, I would encourage them to complete a discover scuba course. These programs provide a taste of what scuba diving is like and if it is something you want to explore. If it is something that you enjoy, then taking a basic certification course would be the next step. Once you have your basic certification, you can begin specializing with a course like scientific diving.

For those transitioning from open water diving to scientific diving, it is important to know scientific diving is not like your open water class. It is task loaded and detail oriented. It is a college credit-bearing course, so don’t let the “diving” part fool you. It is academically rigorous. The scientific diving course prepares you to apply diving skills to your career, so if you’re passionate about diving and ready to take the next step, then I encourage you to take this class.

How has diving impacted your career?
Initially, when I began my marine sciences degree at 91��, I did not see diving as part of my career. When this opportunity did cross my path, I knew it could only help me. Never did I think I would be where I am today though.

I thought I would obtain my basic scuba certification so that I could get my scientific certification to help with my career, and that would be it. Now here I am with my Open Water Scuba Instructor Certification. In conjunction with my bachelor’s degree in marine science, I am a more valuable asset, and I look forward to giving others the opportunity to take a similar path as mine or simply bring awareness to a life working underwater that they may not have known was possible otherwise.

Diving has become a huge part of who I am and what I have accomplished. I owe a lot of success to the support and extra push to advance my diving to both Elisabeth Maxwell who went through the instructor course with me and Chris Rigaud, who continues to be a great mentor at every step.

Contact: Matthew Norwood, matthew.norwood@maine.edu

Elisabeth Maxwell: Alumna earns instructor certification while working with Scientific Diving Program

Mon, 08 Mar 2021 20:53:42 +0000

Elisabeth Maxwell, a 91�� alumna, a research associate at 91��’s Darling Marine Center and an assistant in the Scientific Diving program, has successfully completed the Professional Association of Diving Instructors (PADI) instructor certification.

91��’s Scientific Diving Program provides support and training to scientists and students in using diving as a research tool. It is based in Walpole along the Damariscotta River at the Darling Marine Center.

Maxwell, who lives in Newcastle, received dual master’s degrees in marine biology and marine policy from 91�� in 2017.

What was your path to getting your dive instructor certification?
In 2011, I earned my Open Water Certification and the following year, I traveled to Mozambique and participated in a research project diving with manta rays.

In summer 2016, I was a student in the 91�� Scientific Diving course, where I earned my advanced open water, rescue diver and AAUS Scientific Diver certifications. I enjoyed the program so much that I applied to be a divemaster intern in 2017. It was during this internship that I fell in love with teaching others about diving and knew I wanted to become an instructor.

Participating in an instructor course is a big financial, time and energy commitment, so it took awhile before the right opportunity came along. Instructor courses are rare in Maine, so when a local shop was hosting a course in Portland, I couldn’t pass it up. I was especially excited because I was able to take the course alongside Colby Johns, whom I’ve worked with in the 91�� program since 2017 and who has become a close friend.

I believe that the experience and training I received through the 91�� Scientific Diving Program was crucial for me being prepared to succeed in the instructor development course. I look forward to the many ways I can continue to develop as a diver and instructor, and I look forward to continuing my own training while also serving the diving community and leading others.

How do you currently use your dive skills?
I am fortunate to work in a position as a research associate at 91�� where I get to participate in scientific diving on a regular basis. Professor Damian Brady is based at 91��’s Darling Marine Center. He and his students have several projects that require scientific diving skills for deploying or servicing instruments, collecting specimens or conducting surveys. Scientific diving skills allow our research group more flexibility in how we approach research questions.

How do you hope to use your instructor certification in the future?
I’m looking forward to helping others develop their diving career. I have been very fortunate to have had wonderful instructors and mentors who were supportive and encouraging. My greatest hope is that I can encourage someone else to persevere through the challenges inherent in diving.

What has been your best dive experience so far?
I’ve been fortunate to have many memorable dives in Maine, Mozambique and British Columbia. In 2013, while in Mozambique, I was at a site called Giant’s Castle. It was a beautifully calm day with great visibility. Several minutes into the dive, I saw my first bowmouth guitar shark, an elusive species that I had been looking for all summer. I was so happy, I almost couldn’t believe it when a few minutes later, we ran into a smalleye stingray, one of the largest and rarest kinds to see in the wild.

To have two encounters with rare species in the same dive was spectacular, but when I looked up at the other divers in my group, they were all staring past me and eagerly taking photos. I looked down and there was a large pod of dolphins swimming past us. There also were two humpback whales swimming underneath our fins. I reactively pulled my knees up because they felt so close that I might have touched them. Back on shore, our colleagues might not have believed that we had such an amazing dive, but we had the photos to prove it.

What dive location is at the top of your dream list?
I dream of diving in what is known as the Coral Triangle. This area just north of Australia includes the Philippines, Indonesia, Malaysia and Papua New Guinea. This region has some of the highest diversity in the world. It would be a beautiful place to dive, but there are also interesting research opportunities to look at human impacts on the marine ecosystem in the region.

What has been the best part about working with the Scientific Diving program?
One of the things that I appreciate most about the 91�� program is the emphasis on proficiency. It is reflected in the way the courses are designed and the mentalities of the dive leaders. Christopher Rigaud, the 91�� diving operations manager, has shown a commitment to providing the best training possible for each diver who comes through the program.

What would you tell someone who is interested in doing their first dive, or transitioning from an open water certification to scientific diving?
Go at your own pace. It doesn’t matter if you earn your open water and science certifications all in the same year or if it takes you five years. Each person has their own path so don’t feel pressured to follow someone else’s progression.

Scientific diving can be very challenging, both physically and mentally, but there is a purpose behind every skill. You should approach every dive as “practice” to master good skills and proper technique.

How has diving impacted your career?
When I first earned my open water certification, I expected to occasionally use diving as a hobby and more rarely as a research tool. But things changed when I participated in the scientific diving course at 91�� where I discovered a deep passion for scientific diving and realized that I wanted to make it a core part of my career. I love pairing diving with science because it gives every dive purpose. I’ve also been amazed by the scientific diving community, there is a clear focus on proficiency, safety and producing quality science, it is exciting to be a part of.

Contact: Matthew Norwood, matthew.norwood@maine.edu

Tracey O’Connell: 91�� alumna honored with Maine School Counselor Association Lifetime Achievement Award

Thu, 04 Mar 2021 15:31:42 +0000

In late January, Tracey O’Connell, school counselor at Leonard Middle School in Old Town, started getting emails from her principal about an upcoming Zoom meeting that nobody was allowed to miss. She thought it was going to be a regular staff meeting, nothing terribly exciting.

As it turned out, the Feb. 5 meeting was a virtual schoolwide assembly to announce that O’Connell was the recipient of the first ever Lifetime Achievement Award from the Maine School Counselor Association.

“It was all very hush-hush, so it was a big surprise and I feel very honored,” says O’Connell.

The Lifetime Achievement Award is given to school counselors who have made a positive impact on students and school counseling, and who demonstrate leadership, advocacy and professionalism. O’Connell, who calls herself a humble person, says the honor is not just hers, but a reflection of her hard work for everyone in the Leonard Middle School community.

“I feel a lot of gratitude for all my college learning and support and I think having this award shows that doing a really good job at something you love is important and that school counselors are integral for school communities,” she says.

O’Connell’s journey to becoming a school counselor began in a one-room school in tiny Aurora, Maine (population 70 when she was growing up). She attended the Airline School until eighth grade, then Brewer High School. For college, she initially attended the 91�� at Farmington before transferring to the 91�� where she completed a degree in child development and family relations in 1983.

She worked as a kindergarten teacher and had other jobs before returning to 91�� for graduate school in the early ’90s. She ultimately completed a master’s in counselor education in 1994, and a certificate of advanced studies in 1996.

“I was a nontraditional graduate student. I remember I was pregnant and had a little kid, and we lived in University Park,” O’Connell recalls.

After earning her master’s, O’Connell got her first school counselor job back at the Airline School, where she had grown up. It was one day a week to start, eventually increasing to two. She also got a job working two-and-a-half days a week at the Dedham School.

“I loved it,” she says. “School counseling can sometimes be a job that people worry about, like ‘Who’s going to be teaching my kids about the important stuff that school counselors teach?’ But those communities trusted me, and the schools were wonderful.”

After about six years, O’Connell got a full-time job at Leonard Middle School, closer to where she lives in Orono. She’s been there ever since.

School counselors wear many hats, and that’s just the way O’Connell likes it. She teaches a class once a week, but she’s also there to provide support for students going through everything from the routine challenges of being in middle school to more sensitive matters, such as the death of a parent. She’s the suicide prevention trainer for her school, providing training to staff with other counselors in the district about warning signs and other things to be aware of when it comes to people — particularly young people — in distress. Other roles include, leading the garden club and the Civil Rights team, Operation Breaking Stereotypes adviser, and serving on school councils and committees.

“Being a school counselor is all about building strong relationships, and I really believe in that,” she says.

“I think math and language arts are important too. But every meeting I’m in, I always ask, ‘What’s the social-emotional learning aspect?’ Because if you can’t be emotionally healthy, then it makes it really hard to do the other stuff.”

O’Connell says she feels lucky to live and work so close to 91��. Over the years, her alma mater has been a resource she has turned to frequently.

“Any type of educational support that I need, I know I can call over and ask someone to give a talk or send resources. Black Bear Mentors have come into our school a lot over the years, and we’ve had several student teachers and interns from 91�� as well,” she says. The Food Sciences department has been a yearly participant in the annual wellness fair.

For young people considering a career as a school counselor, O’Connell offers this advice: “Jump right in. Go volunteer, get an internship, do some type of program to get experience.”

“Whenever I get an intern,” O’Connell says, “I know I can get them on board to love middle school. They’ll want to be a middle school counselor.”

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

Walker Thomas: Recent KPE grad is ‘outstanding future professional’

Thu, 14 Jan 2021 16:13:51 +0000

SHAPE America, the Society for Health and Physical Educators, has recognized recent 91�� graduate Walker Thomas of Sidney, Maine as an outstanding future professional.

Thomas, a first-generation college student, earned a bachelor’s degree in kinesiology and physical education with a concentration in teaching and coaching, and health education, in December 2020. He will represent the Eastern District of the United States at this year’s National Convention, to be held virtually in April.

“To be selected out of so many other deserving candidates was a very satisfying moment,” says Thomas. “It felt like all of the classes and years of hard work that I put in during my four years at 91�� had come to fruition.”

SHAPE America’s Eastern District stretches from Maine to Maryland, and Thomas is just the fourth 91�� student in the past four decades to represent the region as an outstanding future professional.

“91�� is a major reason I was selected,” Thomas says. “All of the professors and staff, especially in the School of Kinesiology, Physical Education and Athletic Training, always pushed me and my peers to put forth our best effort.”

Thomas joined the National Guard two years ago and was recently accepted a full-time job with the guard in Maine. He plans to coach youth sports and perhaps become a teacher once his time in the guard has ended.

Why 91��?
Although I grew up in Maine, I always planned on going out of state and exploring the world a little bit. While I was in my college search, I visited 10 different schools in Florida, South Carolina, Wisconsin and Massachusetts. However at each campus I visited, there just seemed to be something missing. My mom talked me into going to see 91��, and I agreed hesitantly. It ended up being the best decision I made in my life up until that point. As soon as I stepped foot on 91��’s campus I knew that this was the place I wanted to spend the next four-plus years of my life. That feeling of something missing wasn’t there when I went to 91��. There was this sense of family, security and community that I fell in love with, and from that day forward I knew I was meant to be a Black Bear.

How would you describe the academic atmosphere at 91��?
Throughout my academics at 91�� I have always felt like I was treated as a human being and more than just a number. The professors truly care about their students’ well-being beyond academics.

Have you worked closely with a mentor, professor or role model who made your 91�� experience better, and if so, who and how?
Lecturer in kinesiology and physical education Jesse Kaye-Schiess has been a mentor, a professor, a supervisor and a friend. Jesse is very enthusiastic about physical education, teaching and being a mentor to all. Through the years if I ever needed to talk about anything, academically or personally, I knew I could book an appointment and have his undivided attention for the duration of the meeting.

Have you had an experience at 91�� — either academically or socially — that changed or shaped the way you see the world?
I’m not sure that I have had one single experience at 91�� that has made me see the world differently, but instead the culmination of a lot of little experiences. For example, I have met some lifelong best friends at 91��. I have developed my own understanding of the world, and have had social experiences that I would have never experienced somewhere else. Finally, I have found my calling in teaching and helping the future generations of our society and world.

Have you participated in any internships or field experience related to your major? Tell us about them and how your experience in the classroom helped prepare you.
I did my semester-long student teaching at Messalonskee High School. It was one the most influential experiences in my undergraduate career. During this experience, I took everything I had been learning for the past three-and-a-half years and put it in action each and everyday for 15 weeks. My coursework at 91�� gave me the knowledge and the confidence I needed to thrive in my placement. I found that I wasn’t searching for information, because I already had the knowledge needed to solve a lot of problems. That to me shows that the work and the preparation that our professors have us do in class has a lot of real-world application and a ton of meaning.

What difference has 91�� made in your life?
91�� has made a huge difference in my life, from academics to personal enlightenment and growth. The list could go on. However, if I could pinpoint the biggest difference 91�� has made in my life it would be giving me the confidence to push the limits that I put on myself.

Describe 91�� in one word.
Family.

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

Alumni profiles – 91���� News

Dori Leadbetter: Leading adult learners like herself to new horizons

Dustin Hill: The long hike to a dream career

Rusty Brown: Upward Bound alum gives back to transformative program

Samantha Poll: 91���� graduate receives national recognition for STEM teaching

Delaney Colson: Recent 91���� grad hits homerun with Baseball Hall of Fame internship

Taylor Britt and Sarah Zacahariason: JET-ting off to teach in Japan

Sabrina Murray: Working toward diversity, equity and inclusion in higher ed

‘Teaching is my calling’: Heather Anderson, 91���� alumna and Aroostook County Teacher of the Year

Emily Albee: 2022 Penobscot County Teacher of the Year found a passion for education and social justice at 91����

For some 91���� students and alumni, Black Bear Marching Band is a family affair

Andrew Schanck: Alumnus continues his 91���� work in cutting-edge bridge technology

Jord Thomas: MaineMBA at any age

Tahoe Quarterly profiles artist and 91���� alum

Ryan Moore: A career in banking

David Patrick: Working toward a more equitable community in Maine

Kelsey Stoyanova: Two-time 91���� alum and current graduate student named 2022 Maine Teacher of the Year

Gay Anne McDonald: Special educator making a difference in the lives of students statewide

Carole Goldberg: A career in education, response services

Hoang Anh Le: Senior tax associate and travel blogger

Colby Johns: Alumna and 91���� science diving assistant earns instructor certification

Elisabeth Maxwell: Alumna earns instructor certification while working with Scientific Diving Program

Tracey O’Connell: 91���� alumna honored with Maine School Counselor Association Lifetime Achievement Award

Walker Thomas: Recent KPE grad is ‘outstanding future professional’

Alumni profiles – 91�� News

Samantha Poll: 91�� graduate receives national recognition for STEM teaching

Delaney Colson: Recent 91�� grad hits homerun with Baseball Hall of Fame internship

‘Teaching is my calling’: Heather Anderson, 91�� alumna and Aroostook County Teacher of the Year

Emily Albee: 2022 Penobscot County Teacher of the Year found a passion for education and social justice at 91��

For some 91�� students and alumni, Black Bear Marching Band is a family affair

Andrew Schanck: Alumnus continues his 91�� work in cutting-edge bridge technology

Tahoe Quarterly profiles artist and 91�� alum

Kelsey Stoyanova: Two-time 91�� alum and current graduate student named 2022 Maine Teacher of the Year

Colby Johns: Alumna and 91�� science diving assistant earns instructor certification

Tracey O’Connell: 91�� alumna honored with Maine School Counselor Association Lifetime Achievement Award