Tim’s unlikely journey from rural Readfield, Maine, to 91±ŹÁÏ to Los Angeles provides a backdrop for his latest gig: speaker for the 2026 undergraduate commencement ceremonies at his alma mater.

In this episode of “The Maine Question” podcast, host Ron Lisnet and Allen Adams, communications specialist and marketing coordinator for the College of Liberal Arts and Sciences, speak with Tim about his journey, the business of show business, memories of his days in Orono and much more.

Listen to the podcast on , , , , or “The Maine Question” website. 

What topics would you like to learn more about? What questions do you have for 91±ŹÁÏ experts? Email them to mainequestion@maine.edu.

These questions serve as the inspiration behind the latest book from Caroline Bicks, professor of English at the 91±ŹÁÏ, which delves into the creative methodology of 91±ŹÁÏ’s most famous literary alumnus, Stephen King, by leveraging unprecedented access to his archives.

“Monsters in the Archives: My Year of Fear with Stephen King” is an exploration of King’s process through an examination of five of his earliest works: “Carrie,” “Salem’s Lot,” “The Shining,” “Pet Sematary” and “Night Shift.” The public launch party for “Monsters in the Archives” will take place at 6:30 p.m. today  at Orono Brewing Company and will feature a conversation between Bicks and Justin Soderberg.

Through close readings of early drafts and comparisons to the final products, Bicks shows us how editorial choices and changes, whether large or small, can impact the flashlight-illuminated pages under the bedcovers that we ultimately experience.

But the book is also a story about Bicks’s own relationship with King’s work, from her discovery of the author’s work at a local library as a teenager through her 2017 appointment as the inaugural Stephen E. King Chair in Literature at 91±ŹÁÏ and the writing of this book. The result is a blend of the personal and professional that is simultaneously scholarly and eminently readable.

Four years into her time at 91±ŹÁÏ, she received an unexpected phone call from King.

“I was pretty flabbergasted; it turned out he just thought it was time we meet,” said Bicks. “I invited him to come talk to the students on campus about ‘Lisey’s Story’ and ‘On Writing,’ and he said yes, and it was just this magical first meeting I had with him. Seeing how passionate he was about talking to the students, how much he wanted to come back, and how much pleasure he took from it. It was really just a lovely way to meet him.”

Bicks was a longtime fan of King’s work, having read it since discovering and falling in love with it in the Castine Public Library when she was 12 years old (coming to the author’s work perhaps a touch early, as so many of us do). And while the old adage might say “never meet your heroes,” Bicks had the opposite experience. In fact, his generosity and kindness were a big reason why, when her year-long sabbatical approached, she reached out about this project.

“I felt comfortable enough to ask him and Tabitha,” she said. “I knew that they had just collected his manuscripts, a lot of them for the first time, and put them in a climate-controlled space attached to their home in Bangor, but that they hadn’t opened it up yet to people. I thought, ‘Well, this is opportunity knocking.’ An amazing opportunity if they say yes.”

It’s worth noting that Bicks wasn’t certain what this book was going to be when she made the ask. In essence, she had an idea to write about the books that scared her the most as a teenager and to try and understand how he crafted them.

“How did he craft these moments that are so iconic, that have stuck in the heads of so many people?,” Bicks said. “Fifty years after the fact, I can still talk to people my age who vividly remember Danny Glick at the window in ‘Salem’s Lot.’ And not just because of the movie. They actually remember the phrases that he wrote.

The question surrounding how he wrote these memorable moments was the seed that would eventually grow into “Monsters in the Archives.” Bicks narrowed her focus to the five aforementioned King works, the ones that hit her hardest and scared her the most when she first read them as a teenager.

“As a scholar, you’re taught not to bring your personal feelings into your work,” she said. “And I see the value in that to a point. But at the same time, I study gender and Shakespeare because I care about issues of gender. I really felt liberated to go in and say, ‘I’m just going to look at these because they’re the ones that scared me the most.’ I’m going to go revisit these stories. I’m going to reread them. I’m going to look at them with the eyes of a literature scholar.

“I’m bringing that view that I have that I didn’t have when I was a teenager,” she continued. “But I’m not going to lose my childhood reactions to it. I don’t want to lose what makes these such compelling stories, which is that they connect to our deepest fears. And everyone reacts differently. Everyone has a different story that scared them the most. At the same time, certain ones have staying power because they connect to issues we all face and fears we all have.

When Bicks finally ventured into the archives, the materials, particularly those that had yet to be examined, were “beyond my wildest dreams,” she said. 

What followed was months of research, with Bicks making the trip to visit the archives for at least a couple of eight-hour days per week, focusing on one of the five works at a time. 

Among the many joys Bicks derived from the process was the discovery of just how many different versions of these stories existed. Just as one example, there were three complete versions of “Pet Sematary,” all of which she worked her way through. Bicks — a self-professed slow reader — took something like three weeks to work her way through those three versions of “Pet Sematary.” After that? Right back into it.

“My days were filled with close reading, just going through these different versions,” she said. “First off, I just have to read and take notes and see what’s what. You can’t take photographs, so a lot of notes.”

One such change in “Pet Sematary” really captured Bicks’s imagination, as a slight alteration turned a good line into an iconic one, among the most memorable in the book.

“‘Dead is better,’ which is almost the hallmark of that book,” said Bicks. “It started as ‘Death is better.’ ‘Death is better’ is so different from ‘Dead is better.’  It still gives me chills. It is so much better and it’s one little change, right?

“And you can see why it became ‘Dead is better.’ It echoes, right? I was so pleased to find out that he still considers that the line that is the one that sticks with him the most from that novel,” she said.

Not every deep dive played out in the same way, however. For some, like “Night Shift,” the process involved following the collection’s various short stories through their publication histories. King was a working writer, selling stories to whatever outlets would take them, including a number of men’s magazines, which were once quite prolific publishers of short fiction. For others, like “Carrie,” Bicks would see a first draft that was significantly different from the book as it would ultimately be published.

But while some aspects of the editorial process varied somewhat from book to book, Bicks would discover that the writing process itself stayed largely the same. That included some surprising discoveries about the physical act of writing and the logistical and financial realities of such, including learning that King made a conscious effort to use as much of each sheet of paper as possible.

“He’s fitting it in as few pieces of paper as he can, because he had to,” she said. “I don’t think people today fully understand that. Paper costs money; he had to consider the materials needed in the creation of a book. The act itself had financial issues tied to it. You couldn’t just store it on a computer or in the cloud.”

That physical necessity also meant that there would occasionally be issues. Pages could get misplaced or ruined. There are a couple of incidents recounted in the book that feel genuinely harrowing, particularly to a fan of King’s work, tales of one book’s ending or another entire draft lost due to circumstance. The analog nature of it all is easy to forget until we’re confronted with the idea that a beloved horror classic might have simply disappeared because a briefcase got left in a cab or on a plane.

This book couldn’t have happened without the approval of the Kings. Bicks considers herself fortunate to have been given the opportunity — she’s the first scholar to be granted this kind of long-term ongoing access to the archive, something that simply would not have been possible without trust and transparency.

“I think he and Tabitha understood what I was trying to do,” she said. “I said to them, ‘I’m not interested in exposing your family secrets or psychoanalyzing deep, dark things.’ I’m coming at this as a literary scholar and as a fan. I really just wanted to look at these five works. I was very clear about my parameters. I wasn’t going in there to just paw through boxes.”

The end result of this lengthy literary odyssey is a very special book. It’s a work of thoughtful and compelling scholarship that is also reflective of one person’s personal journey with a beloved author. It is bibliographic and biographical all in one. “I’d like to think I did him proud,” said Bicks. “I know he likes the book. He read it and he said it’s ‘like a breath of fresh air,’ so that makes me feel really good. Like I got it right.”

Contact: Allen Adams, allen.adams@maine.edu

Mark Bolduc ’84 and his daughter Natalie Bolduc Nicols ’17, ’22G have gone on many outdoor adventures together, but in the spring of 2025, they embarked on their longest and most challenging journey to date: a thru-hike of the famous Appalachian Trail (AT). 

A continuous footpath that measures about 2,200 miles long, the AT offers an arduous journey as it follows the Appalachian Mountain Range from Springer Mountain in Georgia to Mount Katahdin in Maine. On average, the trek takes five to seven months to complete — for those who get that far. 

“With thru-hiking together, if you’re not compatible, it’s not going to work,” Mark Bolduc said. “If you aren’t the same speed, same attitude, same goals 
 So to be able to do it with my daughter is just tremendous, just a once-in-a-lifetime opportunity.”

Of the hundreds of hikers who set out to hike the entire trail each spring, only about a quarter of them make it to the end. Illness and injury cause many to stop early, while other challenges such as lack of funding and plummeting morale take others off the trail. 

“It’s a really big commitment,” Natalie Nicols said. “But sometimes in life you just have to commit to things and not look back.”

The two had toyed with the idea of hiking the AT for years. In the winter of 2024, the stars aligned. Natalie Nicols, who earned her degree in nursing, was between jobs in healthcare, and Mark Bolduc, president of The Fitch Company engineering firm, could plan ahead to take time off of work. Perhaps most importantly, both were in good physical health for the long-distance trek.

“I was totally on board with it,” said Kim Archambault Bolduc ’84, wife of Mark Bolduc and mother of Natalie Nicols. “It’s something they’d been talking about for years. They’re both very determined, and they love the outdoors.”

“Life goes by,” Natalie Nicols said. “You can always talk about things, but sometimes you have to just send it.”

Going the distance

Mark and Kim Bolduc of Dixfield met at 91±ŹÁÏ in 1983, and both graduated the following year. All three of their children are also 91±ŹÁÏ graduates.

The family has always done outdoor activities together like camping, skiing and hiking, but when it comes to endurance outdoor sports, Mark Bolduc and Natalie Nicols take things to the next level. Together, they ran the 2014 Sugarloaf Marathon and did so well that they qualified for the prestigious Boston Marathon, which they ran in 2015. 

In more recent years, they both raced in the 2023 Big Brad 50K Ultra Trail Race at Bradbury Mountain State Park in Pownal. They also completed the 2024 Northwoods Gravel Grind, a 70-mile bike race on logging roads northwest of Rangeley. And they participated in the 2024 Uphill Will SkiMo event, a 24-hour uphill ski event during which the two hiked over 22,000 vertical feet together in a blizzard. (Natalie Nicols tied for first for the women, and they came in ninth place overall.)

“Basically they’re the same person,” said CĂ©line Bolduc Weeks ’20, ’22G, who is Natalie Nicols’ sister and Mark Bolduc’s daughter. “Me and my brother call our sister ‘Mini Mark.’ They’re similar in so many ways. When one of them wants to do something, the other one has to do it.”

In February 2025, while preparing for their Appalachian Trail trek, the two participated in Last Skier Standing, an unusual endurance event held annually at Black Mountain of Maine in Rumford. Participants hike up the mountain on skis, then ski down, once per hour — until they decide to quit. The last skier standing wins. 

Mark Bolduc completed 18 laps, then tapped out to address an electrolyte imbalance. Natalie Nicols completed 38 laps, winning the women’s event.  

“I really enjoy having something to train for, and then just getting to the event and seeing how much we can push ourselves physically and mentally,” Natalie Nicols said. “It makes me feel so good. It’s like a drug, honestly.”

“I’ve created a monster,” Mark Bolduc said. 

Prepping for the long journey

After deciding to hike the Appalachian Trail, the duo had over a year to plan and prepare. 

“It was something to really look forward to and we felt really prepared going in — though a little anxious,” Natalie Nicols said. “[My dad] had never really backpacked before, and I’d only done a total of three one-night backpacking trips in Maine.”

Backpacking involves carrying the gear you need to survive in the backcountry for multiple days and nights. Usually that includes a tent, cookstove, sleeping bag, water purifier, food, extra clothing and other necessities. For tips, they listened to podcasts about long-distance hiking, and they tested out their camping equipment by tenting in their backyard.

“We slept horribly,” Mark Bolduc said, chuckling. “The next week, Natalie ordered us zero degree, zipper quilts, and we got sleeping bag liners.”

When the father-daughter team arrived in Georgia to start their hike on February 28, 2025, they visited the visitor center at Amicalola Falls State Park to register as thru-hikers. They also took a lesson on how to safely hang their food in a tree so it wouldn’t be eaten by bears at night. 

“We were complete novices,” Mark Bolduc said. “We went from zero backpacking experience and within two weeks, we had it pretty much figured out.”

Snow, snakes, and aches

Though the father-daughter team was physically fit and well prepared, the AT tested them from the beginning. About a week into their trek, they ran into a blizzard at about 5,000 feet above sea level and had to hunker down for the night.

“I’m like, ‘OK, this is real,’” Natalie Nicols said. “We were very happy to have our zero-degree sleeping bags 
 Setting up the tent, my hands were very cold and I was almost in a state of shock.”

Inside their tent, they shared a warm meal (thanks to their tiny backpacking stove) and tried to sleep as snow accumulated outside. In the morning, they laced up frozen boots and continued onward. 

“The sun came up, and it was gorgeous,” Natalie Nicols said. “When the sun hit our faces, it felt like a little heater. We finally felt warm.” 

The two quickly adapted to life on the trail. While they didn’t run into any trouble with bears, they constantly kept an eye out for venomous snakes and disease-carrying ticks.

Though they experienced the typical aches and pains that come with hiking every day, they were lucky to avoid any major injuries or illness. Natalie Nicols, with her education in healthcare, constantly monitored their health, and the two prioritized good nutrition and hygiene. Every few days, they’d leave the trail and travel into town to do laundry, eat fresh food, shower and sleep in a real bed.

“We definitely depended on each other,” Mark Bolduc said. “We both had a ‘no quit’ mentality. Quitting wasn’t an option.”

They also depended on their family back home. Each night, they’d video chat with various family members, telling stories from the trail and getting updates about the “real world.” Natalie Nicols wrote in a blog daily, and Mark Bolduc planned the days ahead.

Crossing state lines

The AT travels through 14 states as it traces the spine of the Appalachians. Some highlights along the way include the Great Smoky Mountains in North Carolina and Tennessee, Shenandoah National Park in Virginia, and the White Mountains of New Hampshire.

“We loved the whole trail, but obviously we had our favorite sections,” Mark Bolduc said. “We absolutely loved Georgia. Every mountain had these beautiful campsites.”

The two moved fast, hiking about 20 miles a day. By starting early in the season, they aimed to stay ahead of “the bubble,” a large cluster of hikers that naturally forms on the AT each season. While this group offers companionship and camaraderie, it also means crowded campsites and hiker hostels. 

In 2025, more than 3,600 hikers registered to thru-hike the AT. The father-daughter team managed to stay ahead of most of them.

“We were so far ahead of the bubble that it was quiet on the trail,” Mark Bolduc said. “We went full days sometimes without seeing any hikers. We didn’t mind.”

Of the hikers they did meet, they quickly formed friendships. They also connected with “trail angels,” locals who help thru-hikers by offering food, rides into town and places to sleep. 

“We met so many people that we’re still in touch with,” Mark Bolduc said. “There are people who’ve already stayed with us in Rangeley since [finishing the trail].”

Long-distance hikers usually adopt trail names. On the AT, Natalie Nicols became “Glam Girl,” a name bestowed on her by a Georgia local in response to her well-manicured nails. Mark Bolduc became “Hunger Pains,” a nod to his greatest challenge on the trail: consuming enough calories. Due to his fast metabolism and their constant hiking, he sometimes had to eat up to 6,000 calories a day.

The two stuck together, never hiking separately. This gave them ample opportunities to chat and laugh — and on rare occasions, argue.

“We’d go off on some really funny conversations,” Natalie Nicols said. “It’d just be us, talking in the middle of the woods.”

If they needed a break from each other, they’d simply pop in headphones and listen to music or podcasts. Doing this would help them break up the monotony of hiking day in and day out.

“The trail taught me to be a little more resilient and roll with the punches,” Natalie Nicols said. “I’m a very type A kind of person, so if something doesn’t go my way, I get antsy. The AT taught me to simmer down a little and everything will be OK.”

“It also teaches you that the human body is incredible,” Mark Bolduc said. “Every night when we were done hiking, we were sore 
 Then we’d get up the next day, put on our packs, and hike 20 miles, and it was fine.”

Walking homeÌę

Once the two reached Maine, they were back in familiar territory. But they had one last major challenge: Maine’s 100-Mile Wilderness, the longest span of the AT that doesn’t cross any paved roads or pass through any towns. In mid-June, it was brutally hot and buggy.

“I was the most miserable I’d been on the whole trail,” Natalie Nicols said. “Mosquitoes, blackflies and horseflies — I was just covered.” 

They were joined by Natalie’s husband, Ryan Nicols ’18, who had provided off-trail support throughout their journey.

“When the going gets tough, (Natalie) has always been one to bear down and just keep chugging along and get it done, and I think that mentality carried her through on the Appalachian Trail hike,” said Ryan Nicols. “Mark’s the same way. They’re both very strong-willed.”

Joined by a small group of family and friends, the father-daughter team finished the AT atop Katahdin, Maine’s tallest mountain, on June 26. It took them 119 days — or about four months. 

“It was just one of the most special moments of my life,” Natalie Nicols said. “We started and finished together, side by side. I wouldn’t have been able to do that alone, and I’m OK with admitting it. I wouldn’t want to. I just always felt safe with my dad there.”

The AT taught them to cherish the small things in life — things like shelter, good food and the company of family and friends. And while the journey was certainly a physical challenge, it was their grit and optimism that carried them to the end.

“I’d say it’s 80 percent mental,” Natalie Nicols said. “We really did have positive vibes, and we were so motivated to get it done, to walk home.”

By Aislinn Sarnacki ’10

Contact: Marcus Wolf, 207.581.3721; marcus.wolf@maine.edu

Ron Lisnet and Julie Arnold Lisnet’s now 43-year love affair with each other, and the 91±ŹÁÏ, did not begin with a thunderbolt from heaven back in 1982, when they met inside the Cyrus Pavilion Theatre. In fact, it started with a snide comment. 

“I was sitting there with a friend, being a snotty senior,” Julie said, remembering the day she first laid eyes on her future husband, “and Ron walks in, and I said, ‘Who is that geek?’” 

They were both there auditioning for a play. Ron was also in the middle of a fraternity beard-growing contest. It wasn’t going well. 

“Yeah, I was not winning,” Ron ’83 said. 

“There was a little patch here and a little patch there,” Julie ’82, ’85G, said. 

But Julie’s original assessment changed after Ron shaved and applied his stage makeup for the show, in which he played a fishnet shirt-wearing brothel owner. 

“I thought he had beautiful eyes,” Julie said, “I thought, ‘he’s actually a very handsome guy.’” 

A few months and dates later, they were inseparable. The two married July 14, 1984. 

“I think we’re the only Bear Pair to have met inside the Cyrus Pavilion Theatre,” Julie said. Bear Pairs are what 91±ŹÁÏ calls alumni couples, many of whom met as students on campus. 

And Ron and Julie are more than just a Bear Pair. Ron started working at the university 33 years ago, in 1993. Julie began teaching in the School for Performing Arts in 2002. Their daughter, Natalie Lisnet ’21, also works at 91±ŹÁÏ at the Center for Innovation in Teaching and Learning. 

“Between us and our daughter, we have four [91±ŹÁÏ] degrees and a teaching certificate,” Julie said. “I don’t think we could get much more involved.” 

The whole family reunited inside the Cyrus Pavilion Theatre in January when Natalie directed both her parents in a production of “Pride and Prejudice” produced by the Ten Bucks Theatre Company, which Julie co-founded 25 years ago. 

Originally constructed in 1908, the Pavilion Theatre used to be a livestock judging arena. Julie said she remembers it housing sheep when she first lived on campus. At the end of the 1970s, it was converted into a theater. 

“When the theater department acquired it, I spent some time ripping out sheep mangers and shoveling lots of sheep poop,” Julie said. Now, both she and Ron are getting involved in the fundraising effort for another refurbishment. 

Growing up in Milbridge, Maine, Julie always knew she wanted to study theater. She applied to both the 91±ŹÁÏ and the University of Southern Maine and chose the one closest to home. After earning her bachelor’s degree in Orono in 1982, she continued on and earned a Master of Arts in Theatre in 1985. She now teaches in the same department. 

“I teach fundamentals of acting,” Julie said. “Occasionally, I teach a survey of dramatic literature, which means we read a lot of plays and talk about them. This year, for the first time, I’m also teaching in the Honors College. I’ve basically taken my acting class and turned it into a class focused on acting for Shakespeare.” 

Over the years, in addition to working at 91±ŹÁÏ, Julie has put her acting and directing talents to work at the Penobscot Theatre, Maine Theatre, Theatre of the Enchanted Forest, The Assembled Players, Marsh Island Stage, Maine Shakespeare Festival, Northern Lights Theatre, The Grand in Ellsworth and True North Theatre. 

In fall 2023 Julie directed “Crimes of the Heart” for Penobscot Theatre’s 50th season opener. In 2025, she directed “Matinicus: A Lighthouse Play” for the same company. The play told the story of real-life Mainer Abigail Burgess’ heroic exploits keeping her father’s lighthouse burning on a desolate rock, miles out to sea. 

In 1995, Julie appeared in a two-part network television miniseries based on a Stephen King short story called “The Langoliers.” She played the part of Aunt Vicki, who gets erased by a mysterious force. 

“Only her fillings and her glasses were found on the airplane when everybody that fell asleep disappeared, I think.” Julie said, struggling to remember the details. “My mother was very excited about it. I had 17 speaking lines, though that was cut down to just two in the final edit. My mother was very upset.” 

Ron was also in the film, sort of. “They had me put on this airline captain’s hat and drive around in the background,” he said. “We get a residual check for it every once in a while, for DVD rentals in Thailand, or something.” 

After growing up in Connecticut, Ron arrived at 91±ŹÁÏ to study forestry. He only auditioned for the play where he met Julie because a professor invited him. After graduating in 1983, Ron went to work for Bangor’s ABC television affiliate, WVII, where he eventually became sports director. After nine years, Ron brought his media production skills to the university. He’s now manager of visual media, overseeing all aspects of visual media for 91±ŹÁÏ, including photography and video production, as well as the university’s photo and video database and archives.

Ron has also been the play-by-play voice of 91±ŹÁÏ Men’s Basketball broadcasts for more than 30 years. He hosts the university’s “The Maine Question” podcasts, which he created in 2019, as well. The podcast explores how 91±ŹÁÏ students and researchers make sense of, and learn about, the world around them. Recent topics include “Can Zebrafish improve human health?” and “What is the future for manufacturing in Maine?” 

In 2025, the podcast won the Council for Advancement and Support of Education’s Circle of Excellence bronze level award, with judges saying, “With its punchy, distinctive title, this zero-budget podcast has impressive engagement metrics and demonstrates how thoughtful, location-based audio storytelling can translate complex academic work into accessible content that connects with local and national audiences alike.” 

In addition to all their work at 91±ŹÁÏ, Ron and Julie have always found time to perform in plays together. 

“We’ve probably played husband and wife 15 or 20 times,” Ron said. “I’ve lost count of how many times we’ve been in shows together.” 

Though they can’t remember the exact number, each agrees it’s in the dozens. For the past quarter century, the pair has appeared in an outdoor Shakespeare show put on by the Ten Bucks Theatre Company at Indian Trail Park in Brewer every summer. In 2010 Ten Bucks added Fort Knox in Prospect as a second regular Shakespeare venue. 

“Just about every anniversary we’ve had has usually been standing out in the field, getting bitten by bugs, rehearsing a show,” Ron said. 

One of their favorite shows they’ve performed together was the bickering couple in “Who’s Afraid of Virginia Woolf.” They said it was fun because they’d never speak that way to each other in real life. 

“I got to say, ‘You make me puke,’” Julie said. 

“That was a good one,” Ron said. 

Now, more than 40 years have passed since the couple first met at the Cyrus Pavilion Theatre. Julie no longer thinks Ron is a geek and his now-gray beard has come in nicely — and they have no plans to leave the theater life behind. 

“It’s enervating,” she said. “Theater is energizing. It goes through a cycle. You get to the week before opening — we call it hell week — and you don’t think you’re going to get through it. Then you get to the play, and it’s just magic. It’s like getting high without drugs.” 

Ron sometimes thinks about it in sports terms. 

“The similarities are quite striking. There’s a team chemistry kind of thing in both endeavors,” he said. “There’s nothing quite as cool as when you’re telling a good story, and it’s being told well, and either the place bursts into laughter or you can hear a pin drop. It’s a very inviting, alluring, intoxicating kind of feeling.” 

Julie said she can’t even imagine her life without Ron or theater, both at 91±ŹÁÏ and off campus. 

“I’ve never made a ton of money but it’s made me outrageously happy,” she said. 

Story by Troy R. Bennett 

Contact: Marcus Wolf, 207.581.3721; marcus.wolf@maine.edu

This story originally appeared in the, published twice yearly by the 91±ŹÁÏ Alumni Association.

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. 

Established by the Economic Opportunity Act of 1964 and later the Higher Education Act of 1965, Upward Bound 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. Upward Bound 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±ŹÁÏ, 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 Upward Bound event and summer program until I graduated (high school) in 1994.” 

Brown, now the director of 91±ŹÁÏ’s Upward Bound 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 Upward Bound, 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±ŹÁÏ, however Upward Bound 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±ŹÁÏ’s Upward Bound program. From 2001-12, he was the Upward Bound 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±ŹÁÏ. 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 Upward Bound 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 an Upward Bound alum and Upward Bound staff, and I am eternally grateful to have had these guiding experiences in my life.”

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 ’89, ’92G, the retired Upward Bound director at 91±ŹÁÏ, was the Upward Bound counselor who would visit my school and with 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±ŹÁÏ. 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 Freedom Trail 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 Upward Bound 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 fulfillment 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. 

By Casey Kelly ’19G, ’25 CGS

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

“I was very all over the place and scattered,” said Ernst, who’s from Marblehead, Massachusetts.

Her family worked with teachers and school personnel to secure an Individualized Education Program (IEP), a legal document that outlines specialized instruction, supports and services for public school students who need special education. 

“Just having that extra support helped set me up for success in the future,” she said. “It really helped with notetaking and making sure I knew what I was supposed to do for homework. By the time I was in high school, I didn’t need the IEP anymore. Looking back on it now I can see the progress that I made in such a short amount of time.”

In December, Ernst graduated from the 91±ŹÁÏ with a bachelor’s degree in elementary education and a concentration in special education.  

After receiving her degree, the College of Education and Human Development recommended to the Maine Department of Education that she be dual-certified in General Elementary (grades K-6) and as a Teacher of Students with Disabilities (grades K-8). Since graduating, she has been working at Asa Adams Elementary School in Orono as an educational technician and is planning to apply for full-time teaching positions in the area starting this fall.

Previously, the only option to become a certified special educator through 91±ŹÁÏ was to complete a Master of Education (M.Ed.) in special education. 

“I’m so glad 91±ŹÁÏ is opening up more opportunities for its students to work in special education,” Ernst said. “It’s a very special job, and working with these students is just awesome.” 

Providing more first-hand experiences for students

The College of Education and Human Development in partnership with three local school districts — Regional School Unit (RSU) 34 (Old Town, Alton and Bradley), RSU 26 (Orono) and the Hermon School Department — received a $20,000 grant last year allowing the university to pilot the four-year pathway to special education certification, which Ernst was the first student to complete. 

Funding for the pilot came from the at the University of Florida, which helps states and educator preparation programs enhance high-quality instruction for teachers and school leaders.  

A portion of the college’s share of the grant is helping pay for the work of staff and faculty to place students like Ernst in special education classrooms for their required field experiences. After completing the first half of her final semester as a student teacher in a general education kindergarten classroom at the Dedham School, Ernst spent the second half of her student teaching in a K-3 special education classroom at Asa Adams.

“In the general ed classroom, you’re lesson planning for a group of 20 students who are all mostly going to be doing the same thing,” said Ernst. “In special education, you have a wide range of students with different needs. I was in a life skills classroom, so we had students on the autism spectrum and students on the behavioral spectrum that needed very personalized instruction and one-on-one support.” 

Ernst was also able to attend IEP meetings, where parents or other caregivers meet with school personnel to discuss their students’ progress and ongoing needs.

“Having first-hand experiences in a variety of educational settings is a vital part of our teacher education programs, and it’s essential we offer placements that are relevant to and align with students’ career goals,” said Julie Ireland, field experience coordinator with the 91±ŹÁÏ College of Education and Human Development.

Ireland, along with Director of Field Placements and Teacher Preparation Erin Staine, worked with the three partner districts to identify appropriate special education placements for 91±ŹÁÏ student teachers.

Boosting the K-12 workforce

The college’s share of the CEEDAR Center grant also supported a series of asynchronous online professional development modules developed by faculty members in special education. The modules, which are being rolled out this spring, will be completed by undergraduate students in the special education concentration as part of their training as student teachers. They will also be offered to practicing teachers and other educators, initially in the three partner districts and eventually to personnel at other schools and districts.

Each online module takes about an hour-and-a-half to two hours to complete. Topics include “Explicit Instruction,” developed by associate professor Sara Flanagan; “Mathematics Language and Communication,” developed by assistant professor Joo Young Lee; “Creating Digital Accessible Educational Materials,” developed by lecturer of special education Krystle Merry; and “Supporting Multilingual Learners,” developed by assistant professor Melissa Cuba.

“We really wanted to use our portion of the funding to make sure our students enter the field as prepared as possible, but also to make professional learning more accessible to our district partners,” said 91±ŹÁÏ professor of literacy education William Dee Nichols, who is co-principal investigator of the grant along with associate professor of special education Sarah Howorth. 

In addition to the online modules, the College of Education and Human Development arranged for students like Ernst to take undergraduate special education coursework virtually through other institutions within the 91±ŹÁÏ System, including 91±ŹÁÏ’s regional campus, the 91±ŹÁÏ at Machias; the 91±ŹÁÏ at Presque Isle and the 91±ŹÁÏ at Augusta. 

Nichols said the goal is to make the pilot program permanent so more students who want to become special educators can do so with a bachelor’s degree rather than continuing into a master’s program. Doing so is contingent on the continued availability of field placements in special education classrooms. Nichols added that any four-year pathway will not replace the master’s in special education, which is one of the largest master’s degree programs at 91±ŹÁÏ. 

“It’s really meant as a supplement to the master’s program, which will still offer a pathway for educators who are not certified special educators and want to become certified. The master’s degree can also be a way for those who are already certified to develop additional skills and leadership, or to earn their master’s on their way to doctorate or other terminal degree,” Nichols said.

Maine, like many other states, faces , including special education teachers. As a largely rural state with an aging population, many districts face additional challenges recruiting and retaining certified educators. 

Kimm Kenniston, director of special education for RSU 34, said anything that increases the pool of qualified special education teachers is a positive for the field.

“RSU 34 is thrilled to collaborate with the 91±ŹÁÏ to bring this pilot certification program to our district,” said Kenniston. “This partnership allows us to build a workforce of adaptable educators who are trained in the high-leverage practices necessary to support all students, ensuring that our schools remain places of equity, growth and excellence.” 

Staying in Maine to Teach

As an educational technician, Ernst has been providing one-on-one support to a student in the same special education classroom where she did her student teaching last fall. She says the people she’s met through 91±ŹÁÏ and her field placements influenced her decision to plant roots in the state.

“I found my community in Maine and I really want to stay here,” she said.

For other students who are pursuing teaching careers, Ernst said she would encourage them to give special education a try.

“You hear a lot of, ‘Well, the kids you’re working with aren’t easy,’” she said. “But if you think about it, there’s always some aspect of learning that’s hard or difficult, even for kids without an IEP. And even in a general education classroom, you’re going to have special education students, because of how integrated they are. So knowing how to work with them is really important. I’d just say if you’re thinking about it, you should try it.”

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

“It’s not exactly what we learned,” Patrick Breeding said. “It’s that we learned how to learn — how to go out and seek new information, take it in and understand it.”

For Amber Boutiette, that growth continues long after graduation.

“You have no idea where you’re going to go or how much you’re going to grow,” she said. “It’s such a beautiful, scary and exciting part of life.”

Boutiette and Breeding both earned bachelor’s and master’s degrees in biomedical engineering from the 91±ŹÁÏ in 2017 and 2019.

They went on to found Marin Skincare, a company born from research they conducted as students while at 91±ŹÁÏ with Lobster Institute faculty members on Marine Glycoproteins, a natural byproduct of lobster processing used in skincare to help repair the skin barrier.

Since launching its first product in 2020, Marin has grown into a national brand, expanding its product line and forming retail partnerships with companies including L.L.Bean and Sea Bags.

Boutiette and Breeding will share their story as speakers at the 91±ŹÁÏ Graduate School commencement ceremony on May 8. The ceremony will begin at 4 p.m. in Alfond Arena and will recognize students who earned doctoral, master’s and education specialist degrees, as well as certificates of advanced study.

“Amber and Patrick exemplify the creative and entrepreneurial spirit that define the 91±ŹÁÏ,” President Joan Ferrini-Mundy said. “Their journey from graduate research to building a nationally recognized company is a powerful example of what our amazing students can achieve.”

Marin’s roots trace back to their time at 91±ŹÁÏ, where they developed the skills that continue to shape how they approach problems and opportunities.

“Through our program, we learned how to think first with principles,” Breeding said. “We learned to see everything from the bottom up, not the top down, and understand how all the parts work together.”

Boutiette echoed that perspective, saying their 91±ŹÁÏ education taught them to break down complex challenges and apply knowledge across disciplines.

“It really shapes how we approach problems in the real world,” she said. “We’re both very grateful for that.”

Their path to entrepreneurship was not linear. As students, they explored multiple ventures and immersed themselves in 91±ŹÁÏ’s startup ecosystem, supported by mentors and programs that encouraged innovation and experimentation.

That mindset continues to guide how they define success and what they hope to share with graduates.

“Curiosity is the most important thing,” Breeding said. “There’s value in stepping back and asking, ‘Who do I want to be? What do I want to do?’”

Boutiette encourages graduates to trust both their training and themselves.

“Use the skills you’ve learned, but also follow your heart,” she said. “Start sharpening your intuition and use it to make decisions.”

As they return to campus as commencement speakers, both said the moment is still difficult to fully process.

“We never would have thought this would happen,” Breeding said. “It’s crazy to go back, see where it all began and recognize who we’ve become.”

“It’s always a gift to go back to where it all started,” Boutiette said, “and reflect on how far you’ve come.”

Complete details about 91±ŹÁÏ’s 2026 commencement ceremonies are available on the 91±ŹÁÏ Commencement website.

Contact: David Nordman, david.nordman@maine.edu

91±ŹÁÏ student Maeve Littlefield has always been creative, and developed a passion for the scientific process late in high school. A sophomore majoring in biology, she found a class at 91±ŹÁÏ that combined her passion for science with her sense of creativity.

During the fall 2025 semester, she enrolled in a Research Learning Experience (RLE) that immersed her in the creative side of science communication and encouraged her to take risks by experimenting with new ways to understand and communicate research and science.

RLEs allow students to participate in real-world research, problem-solving and other hands-on learning early in their college careers, reflecting 91±ŹÁÏ’s commitment as a learner-centered R1 university and laying a stronger educational foundation and pathway to a meaningful career. 91±ŹÁÏ is a leader among the nation’s flagship institutions in offering these high-impact opportunities to all incoming students. 

They are funded as part of the 91±ŹÁÏ System’s Student Success and Retention initiative, which is made possible by a $320 million investment from the Harold Alfond Foundation and matching contributions known as UMS TRANSFORMS. 

Students in the fall course, “Creative Expression of Science” showcased prints, paintings, drawings, creative writing, digital storytelling and other pieces designed to improve how people engage with scientific concepts. Their projects encouraged each of them to use experimentation as a method of creativity and communication. 

Littlefield’s final portfolio included several artworks that used a block printing technique to represent the positive impressions humans leave on the environment.

“Sometimes we get caught up in seeing statistics about the environment and human impact,” Littlefield said. “But we also forget that adaptation and evolution make really resilient communities and populations, and that it’s not hopeless. It makes you want to fight more for these things that are important — that if we do lose them, they aren’t coming back.” 

Learning from local artists

The course featured guest lectures from local artists who showcased their creative processes and demonstrated how forms of communication can connect science and research with audiences on a personal level. Having built successful careers at the intersection of art and science, the speakers offered insight into their professional journeys and provided guidance to help students envision and pursue their own pathways to careers.

The first guest speaker, , did a block printing workshop during her visit and spoke about how to create environmentally conscious art. One of the co-instructors of the course, Holly White, said most students ended up doing at least one block print for their own projects.

“Her approach to making art that is place-based through an environmental lens really resonated with students,” said White, who is also a Ph.D. student at 91±ŹÁÏ. She co-instructed the course with Bridie McGreavy, associate professor of environmental communication. 

Other guest speakers included a children’s book author who narrates scientific themes digestible for youth; an ecologist and writer who encouraged students to reimagine scientific representations and consider the context beyond the data; and an interdisciplinary Ph.D. student at 91±ŹÁÏ who creates digital media to honor Wabanaki knowledge and cultures.

“I hope students left with the idea that science communication can be fun, creative and accessible and that you don’t need to be a professional artist to turn scientific ideas into art,” White said. “A goal of the class was to help students take risks, try new modes of expression and treat experimentation as a valuable part of the process.”

Littlefield said all the guest speakers spoke toward the power of perspective, which in turn informed her own work. “I was able to connect that with science and how we talk about how important diversity is,” Littlefield said. “Each species, each part of this ecosystem, is important and has its own role.”

Her piece titled “Underneath and All Around” shows a scuba diver engulfed in darkness except for an illuminated line of sight filled with different aquatic animals. The idea started from an experience one of the guest speakers shared. 

Drawing on success stories

’25G, a photographer and videographer who works with underwater drones, talked to the class about how to use visual communication in research and storytelling. As a former graduate research assistant for the Maine-eDNA project, she shaped, traced and explored communication and collaborative opportunities for the initiative’s coastal ecosystem monitoring research using underwater drones and virtual reality. 

She collaborated with other 91±ŹÁÏ graduate students to study how these technologies benefited the outreach for Maine-eDNA by engaging with researchers and K-12 students. Their work suggested that providing a new perspective can help people connect with and understand the environment in a new way.

By working directly with professionals like Smith-Mayo, students in “Creative Expression of Science” saw firsthand how exploring new forms of expression and applying creative thinking can address challenges facing Maine’s communities and beyond, such as the need to better understand and communicate changes in the Gulf of Maine.

Guest speaker ’15, ’18G combines data, landscapes and ecosystems to communicate the ways in which the Earth is changing. Her work integrates data into artistic backdrops, such as a line chart overlain on a mountain, and was even featured on the cover of Time Magazine’s July 2020 special issue “One Last Chance.”

Pelto, an Honors College graduate, studied studio art and Earth and climate sciences at 91±ŹÁÏ as an undergraduate, then stayed for the master’s program in Earth and climate sciences.

Her journey from an interdisciplinary student to a full time artist and small business owner followed a niche path and stands as a testament to the vastness of science communication. While the students’ own journeys would likely look different from hers, Pelto talked to them about the tangible aspects, like income and networking.

“What makes me love what I do is that it gets to be a little bit more broad,” Pelto said. “I love painting and creating the art, but I also love that I get to share it with people, like through class visits.”

Pelto accompanied a group of 91±ŹÁÏ students to Iceland in the summer of 2025 as part of the Sea-to-Sky Experience, which she’ll be joining again in 2026. She led them in art classes and created her own work inspired by the journey as students participated in research and learning across the Nordic country. 

Her personal connections to her work bonds her to it, and she strives to represent a variety of places in a way that will emotionally resonate with others like they have with her. 

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

This story originally appeared in the , published twice yearly by the 91±ŹÁÏ Alumni Association.

The distance to Orono from Ewa Kleczyk’s native Poland is just under 4,000 miles, but her journey is perhaps more properly measured in experiences, accolades and giving back to her many communities.

Kleczyk, who first arrived in Maine in the late 1990s as an exchange student at Belfast Area High School, enrolled at the 91±ŹÁÏ, where she earned a bachelor’s degree in economics in 2001 and a master’s in resource economics and policy in 2003. She continued her education at the Virginia Polytechnic Institute, where she earned another master’s in 2005, followed by a Ph.D. She has since parlayed these degrees and her experiences into becoming a healthcare analytics executive and author.

Currently the founder of Kleczyk Con­sulting LLC and a strategic advisor in healthcare artificial intelligence (AI), analytics and platforms, she works to leverage real-world data and AI to improve patient outcomes, optimize research and advance digital transformation within the healthcare industry. Kleczyk is also a sought-after speaker and author of the 2025 book “Empowered Leadership: Breaking Barriers, Building Impact and Leaving Legacy.”

Among her many accolades are a 2023 Presidential Lifetime Achievement Award, the Pharmaceutical Marketing Sciences Association Lifetime Achievement Award and the 2016 91±ŹÁÏ Alumni Association’s Spirit of Maine Achievement Award. She was also included in The Healthcare Technology Report as among the top 50 women in the industry in 2024.

For Kleczyk, this extraordinary arc of achi­evement and service can perhaps claim Orono as the academic origin and spark for what was to come, but the foundation resides in far more distant lands.

Raised in Poland during the Cold War, Kleczyk’s upbringing was forged not only by the monumental political events of the era, but by parents who “placed a strong emphasis on education, resilience and self-reliance — values that were essential rather than aspirational at the time,” she said. 

“My mother worked in the healthcare in­du­s­try, which exposed me early to the realities of patient care and the importance of functioning health systems,” Kleczyk said. Her father, a quality engineer with his own firm, taught her “precision, accountability, and the discipline of systems thinking.”

“Studying math was non-negotiable in our household,” she said. 

Early on, she was shaped by a fascination with how systems operate — scientific, social and institutional ones. Over time, this evolved into a focus on healthcare and data-driven decision making, she said. 

“Rather than a single ‘ah-ha’ moment, it was a series of realizations that rigorous data, when applied responsibly, can 
 improve human lives,” she said. 

Making Connections at 91±ŹÁÏ and Beyond

While in Orono, Kleczyk fell into the academic embrace of mentors, including Mario Teisl ’90G, Gary Hunt, Adrienne Kearney and others, who shaped how she approached academic problems while also considering real-world implications. 

“Their mentorship reinforced the importance of interdisciplinary thinking and ethical leadership — principles that continue to guide my work today,” she said.

On campus, she embraced student life, skating at Alfond Arena, meeting friends at the Bear’s Den, attending the Oronoka International Dance Party and participating in Culturefest. 

“It was an incredible opportunity to connect with so many students and celebrate their diverse talents,” she said. “And it gave me a whole new appreciation for student life and leadership at 91±ŹÁÏ.”

Kleczyk’s experience at 91±ŹÁÏ extended beyond the campus and was enriched when she was introduced to Stacey Smith Guerin ’81 and her family. Guerin was a homeschooling mother looking to expand her children’s understanding of different cultures. She contacted the International Student Association at 91±ŹÁÏ, and they connected her with Kleczyk. The Guerins “became my family in Maine,” Kleczyk said. 

“They provided not only warmth and stability, but a true sense of home,” she said. “To this day, Stacey calls me her ‘Polish daughter,’ a reflection of the lasting personal bonds.”

“In the many years that I have been friends with Ewa, we have grown and expanded our horizons with both of us embracing our passion for leadership and community service,” said Guerin, a state senator from Penobscot County since 2018. “Her grasp of analytics and incredible work ethic have propelled her into national leadership in her field,” Guerin noted. “Her leadership and community service have been noted by others, culminating in her earning more awards than I can count.”

These principles have been key in Kleczyk’s success.

A Commitment to Community Service

But if analytics are her profession, com­munity service is perhaps her passion. Kleczyk is deeply committed to mentoring new generations of women in STEM fields. She also remains tied to her personal causes in Maine.

Kleczyk and her husband, James “JR” Strout, serve on the Community Cancer Council for the Northern Light Health Network, and co-founded the Kleczyk-Strout Foundation, a non-profit dedicated to helping others by supporting healthcare, education, housing and other issues. Additionally, she serves as the chair of the College Advisory Board for 91±ŹÁÏ’s College of Earth, Life, and Health Sciences. If that weren’t enough, she also has been a guest lecturer at the School of Economics. 

“These lectures allow me to share my experience in data-driven decision-making, AI in healthcare, and strategic leadership with students preparing for careers in business and technology,” she said.

Sheree Tilson, Strout’s aunt who has known Kleczyk for some 16 years — glows with pride about her friend’s dedication to the community, healthcare causes, and dogged work ethic.

“Ewa has a very strong work ethic,” Tillson said. “She is driven, committed, and loyal to the organization she works for.”

“Her career journey has not been easy,” she added. “Polish was her first language, so she had to learn English in addition to a very different life in the states.”

“Her education and career journey has required her to be resilient, committed to her goal, very driven to succeed, willing to be open to feedback, and able to overcome setbacks,” she said.

As much as any other experience, Kleczyk’s tenure in Orono helped to complete the path from young immigrant to student to worldwide healthcare research and analytics leader.

“My 91±ŹÁÏ experience laid the foundation for how I lead today: with curiosity, accountability, and respect for interdisciplinary collaboration,” she said. “It was a place where independent thinking was encouraged 
. Curiosity was welcomed, and ambition could coexist naturally with humility.”

Story by By John Ripley ’90

Contact: Marcus Wolf, 207.581.3721; marcus.wolf@maine.edu 

Simons, a 2001 91±ŹÁÏ graduate and native of Readfield, Maine, will return to Orono on May 9 as the university’s 2026 undergraduate commencement speaker.

“We’re excited to welcome Timothy back to campus,” said 91±ŹÁÏ President Joan Ferrini-Mundy. “His story is a wonderful reminder of how discovering a passion at 91±ŹÁÏ can shape a lifetime. Our graduates will see in his journey how curiosity, creativity and community can open pathways to meaningful careers.”

For Simons, the invitation carries personal meaning.

“91±ŹÁÏ is where I found theater,” he said. “I wasn’t an actor in high school.”

As a student in Orono, Simons discovered both the Division of Theatre & Dance and a creative community that helped shape his career. He said working with the late theater professor Sandra Hardy played a pivotal role in his development as an actor.

“That’s where my love of theater and acting first started,” Simons said. “I can kind of connect every dot of where I am now to being at 91±ŹÁÏ and stumbling across the theater department there.”

Simons studied theater at 91±ŹÁÏ before building a career in television and film. He is best known for his role as Jonah Ryan on HBO’s political satire “Veep,” which ran for seven seasons and won multiple Emmy Awards.

More recently, Simons received a Critics Choice Award nomination for best supporting actor in a comedy series for his role as Sasha in the Netflix series “Nobody Wants This.”

Simons has remained connected to the university and helped establish the Sandra E. Hardy Theatre Scholarship Fund, which honors his former professor and supports theater students.

“Everyone has a certain special connection with their first acting teacher,” Simons said of Hardy.

Simons’ return to campus also highlights the impact of 91±ŹÁÏ’s arts programs, which have helped launch many graduates into careers in theater, television and film.

“The 91±ŹÁÏ has a long tradition of students discovering their voice here and going on to succeed creatively and professionally,” said Philip Edelman, director of the 91±ŹÁÏ School of Performing Arts. “Mr. Simons is a shining example of that tradition and it’s especially meaningful to see him return to Orono to speak to our graduates at commencement.”

Looking back on his time in Orono, Simons said he appreciated the mix of a large public university and a close-knit campus community.

“I liked that it was a state school — a big flagship school — that also still felt pretty small,” he said. “By the time I left there, I felt like I knew most of the people on campus.”

Being surrounded by students with a wide range of interests also shaped his perspective.

“They always say that as actors you have to know a little about a lot of stuff,” Simons said. “Having access to people whose interests were completely opposite of mine was always really fun.”

Some of his strongest memories of campus life have little to do with theater.

“It was always that first day when it would get up to about 45 degrees and everybody was walking around in shorts — the first day of spring,” he said. “Everybody was in a good mood. People would skip class and hang out on the mall because finally we were out from under the boot of winter.”

91±ŹÁÏ will hold two undergraduate commencement ceremonies inside Alfond Arena on Saturday, May 9. A morning ceremony at 9:30 a.m. will include graduates from the College of Earth, Life and Health Sciences, the Maine Business School and the Division of Lifelong Learning.

An afternoon ceremony at 2:30 p.m. will celebrate graduates from the College of Education and Human Development, the College of Liberal Arts and Sciences and the Maine College of Engineering and Computing.

The Graduate School commencement, recognizing master’s, education specialists and doctoral candidates, will be held at 4 p.m. on Friday, May 8, also at Alfond Arena. The speakers for that ceremony will be announced at a later date.

Complete details about 91±ŹÁÏ’s 2026 commencement ceremonies are available on the 91±ŹÁÏ Commencement website.

Contact: David Nordman, david.nordman@maine.edu

Along the way, she rediscovered a part of herself that she had nearly forgotten.

“When I was a kid, I loved the ocean. I was always saying to everybody I was going to be a marine biologist when I grew up,” Fish said. “But you’re like five or seven or 10 at the time, and it goes on the back burner.”

At the 91±ŹÁÏ, Fish found a way back to the ocean and the chance to explore the kind of future she once imagined.

The 91±ŹÁÏ campus is about an hour from the coast — an unlikely location for a marine sciences hub. But that distance and region-leading affordability is exactly what gives the program an edge.

As early as the spring semester of their sophomore year, students can live, study and conduct research at the Darling Marine Center in Walpole. Their learning grounds are far removed from busy tourist beaches and urban waterfronts. The center sits on a quiet stretch of the Damariscotta River, where students can see the ocean from their dorms and access research vessels, laboratories and field sites.

These experiences reflect 91±ŹÁÏ’s commitment to learner-centered R1, hands-on, real-world research learning opportunities, where undergraduate students work directly with faculty and industry partners to tackle challenges facing Maine communities.

Maine’s coast may not be the warmest, sandiest or most biodiverse, but it offers something equally valuable: a resilient working waterfront and seasoned blue economy. Students learn to conduct research in demanding conditions — from diving in icy waters to studying marine life adapted to one of the North Atlantic’s most dynamic environments.

That environment was both unfamiliar and transformative for Emily Stricklin. Growing up in the Midwest, Stricklin said her experiences with the ocean were limited to the occasional family vacation. But she embraced the opportunity to step outside her comfort zone.

Stricklin, like Fish, saw her future in a new light when the pandemic hit. She was living in Chicago at the time and pursuing musical theatre. The city’s dense population fueled strict restrictions and indoor isolation.

“I decided that I wanted to work outside for the rest of my life,” Stricklin said. “I wanted to be in nature, where I’m happy, where it’s peaceful, and I wanted to make a difference in working there, not just to be in it, but to help.”

Once she got to 91±ŹÁÏ and started the marine sciences program, associate professor of chemical oceanography Margaret Estapa hired her to be a research assistant. Estapa’s lab is where Stricklin first began tackling microplastic pollution and where she decided to make the switch from marine biology to oceanography. 

Her proximity to the ocean during Semester by the Sea has helped her pursue her own active research in the field. She’s exploring whether spectrophotometry, a study that measures how light interacts with substances, is a reliable method of detecting microplastics in the ocean and whether temperature has an effect on their presence.

“It’s very hands-on and very immersive down here (at the Darling Marine Center), which I really like. You get a lot of experience and build a lot of skills very quickly,” Stricklin said.

Building a coastal community

In addition to research projects and courses, students can participate in group trips and activities planned and led by program coordinators. After spending two semesters in the program, Fish worked as its residential coordinator during the fall 2025 semester after she had graduated that May. She and the students went to an apple orchard, corn maze and botanical garden with holiday lights and spent a day on the open ocean in a sailboat.

But Fish said those activities aren’t what really bond the students together. It’s more about the day to day experiences.

“You’re such a small group, and the way that your day is structured: you eat every meal together; you have all the same classes together. You get really close, really fast,” Fish said.

That makes the outings, the research and the experience as a whole more impactful. 

Wge Ellis has been a part of the School of Marine Sciences for nearly 23 years. Now the associate director of the school, he has helped grow enrollment in Semester by the Sea from about 10 students to over 30 in the fall semesters. 91±ŹÁÏ’s College of Earth, Life, and Health Sciences established the undergraduate marine sciences program in 1996. Just two years later and with support from the college, the Darling Marine Center began building a dormitory and dining facility — Brooke Hall — as a way to bring students to the coast. Semester by the Sea started shortly after that.

“We don’t have the ocean in Orono, but because we don’t, we’ve created something pretty unique, pretty special, for a whole semester,” Ellis said. 

Faculty members don’t worry about what time of day high or low tide is. Class meets for a whole day, and students get unlimited access to a range of coastal ecosystems, from the three miles of hiking trails on campus to an entire river estuary. Coursework spans oceanography, ecology, aquaculture, scientific diving and data analysis, while ongoing research includes exploring fish diets, kelp forests, microplastics, life cycles of scallops and larval lobsters. 

“You will get more hands-on experience and time in the field in one semester than some of these institutions on the coast will give you in four years,” Ellis said.

The School of Marine Sciences offers scholarship funds to help students participate in the program.

Fueling Maine aquaculture

Some of the first 91±ŹÁÏ graduates who studied at the Darling Marine Center as graduate students went on to launch oyster aquaculture businesses along the Damariscotta River in the 1970s. Today, the river produces roughly 80% of Maine’s oysters and supports a thriving aquaculture industry.

Through Semester by the Sea, students are able to work alongside many of these companies while completing their coursework. According to Ellis, the experience often convinces students — many of whom come from out of state — to stay and build careers in Maine’s aquaculture industry.

That was the case for Katie Conklin, a marine sciences student from Connecticut. An aquaculture systems course she took her junior year in Orono helped her land a summer internship with Mook Sea Farm, an oyster hatchery on the Damariscotta River. Conklin continued working with the company as a part-time hatchery assistant during her senior year while participating in Semester by the Sea. After graduating, she will remain with Mook as a full-time hatchery technician.

While living at the Darling Marine Center, her work and proximity to the river estuary has also informed her senior capstone project, which is exploring the impact of nearby oyster hatcheries on wild populations of oysters. She, like all students who take part in the spring semester of the program, will get to witness the coastal ecosystem — and young wild oysters — emerge from winter dormancy. 

Leadership is brainstorming options for summer programs that could integrate internships directly into coursework, strengthening connections between the classroom and the state’s aquaculture industry.

For students like Conklin, Fish and Stricklin, the program offers more than hands-on research experience. It opens pathways to careers along Maine’s coast and the chance for students to pursue their own blue horizons.

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

Hospitals soon became a familiar part of their lives, giving the sisters early exposure to the medical world. Watching doctors and nurses track vitals, administer medicine and comfort patients gave the sisters early insight into patient care — experiences that sparked their own paths toward careers in medicine.

“I learned how to flush a PICC (peripherally inserted central catheter) line at the age of 8,” Albert said. 

Their brother survived his battle with leukemia and later became a biomedical engineer. The sisters share their brother’s interest, and decided to study biomedical engineering at the 91±ŹÁÏ. 

“It feels like I went into medicine because I’m interested in helping other families have that happy outcome,” Varney-Lewis said. 

For Albert, 91±ŹÁÏ became a place to explore research and technical problem-solving, ultimately leading her to complete a master’s degree during the COVID-19 pandemic. She credits that experience with shaping her analytical approach to medicine.

“I was really shy in high school and I was not sure I could spend my days talking to people. So I decided biomedical engineering would be that space where I could still be in the medical industry without feeling overwhelmed,” Albert said. “I thought biomedical engineering would be the perfect middle ground.”

Varney-Lewis followed Albert to 91±ŹÁÏ, trusting her sister’s judgment and path. Engineering challenged her academically, but also taught her how to work under pressure and collaborate in teams, skills she later carried into emergency medicine.

“I’m spoiled in the sense that I am younger and Hannah did it first,” Varney-Lewis said. “She told me I should do it, and I figured if she liked it, I was sure I’d like it too.”

After 91±ŹÁÏ, their careers diverged. Albert transitioned from research into family medicine. She now works as a resident physician at Northern Light Eastern Maine Medical Center in Bangor, balancing hospital and clinic care. Varney-Lewis pursued patient care, earning her emergency medical technician license and working in the emergency department at Central Maine Medical Center in Lewiston before entering medical school at Tufts University.

“Hannah did the research and the academics, and that wasn’t necessarily my thing,” Varney-Lewis said. “I really like being with people and interacting with people. Engineering was so important for me because it’s a team-based sport, and especially for the emergency room, you work in a huge team.”

Though they’ve pursued their careers in places hours away from home, the sisters’ roots continue to shape how they work and care for others.

In Bangor, Albert says she often builds trust with patients through shared experiences of growing up in a small town. Surrounded by family farms, Albert and Varney-Lewis spent much of their childhood outside in Turner, learning how to rely on each other and solve problems without many outside resources.

“All of my patients can relate to something that I enjoy doing,” Albert said. “We can talk about hunting or fishing or hiking, and all of a sudden we have a connection. That connection is super valuable.”

The sisters remain deeply bonded. Varney-Lewis has long looked up to Albert, while Albert has felt a responsibility to lead by example, especially as they followed similar academic paths.

“She’s my mini-me, my copycat, the built-in best friend,” Albert said. “I just want the absolute best for her.”

Story by William Bickford, graduate student writer

Contact: Taylor Ward, taylor.ward@maine.edu

The professor, Connie Carlson, had become more than a teacher.

“She was very important to me as a mentor and became a lifelong dear friend,” Riley said.

At one early commission meeting, Riley watched as Carlson poured coffee for a room filled with distinguished male faculty members.

“I said, ‘Connie, what the heck? You’ve just put yourself in the same role we’re trying to change,’” Riley recalled.

Carlson’s reply stayed with her.

“You don’t want to push people too far.”

It was a lesson in strategy as much as conviction. Change required persistence, but it also required bringing people along. That balance would define Riley’s career, from the Maine State House to Washington, D.C., and now back to her alma mater as chair of the 91±ŹÁÏ System Board of Trustees. Her mantra has always been “raging incrementalism.”

This spring, Riley will receive the Alumni Career Award, the most prestigious honor presented by the 91±ŹÁÏ Alumni Association. The award recognizes a graduate whose life’s work reflects outstanding achievement in professional, business, civic or public service.

Building a voice in health policy

Riley’s life’s work spans decades of leadership in state and national health policy.

She is president emerita of the National Academy for State Health Policy, a nonpartisan nonprofit organization that works with state policymakers to improve health systems and health care policy. She first led the organization from 1988 to 2003, building it into a nationally respected voice for states, and returned in 2014 to guide a financial and organizational turnaround before retiring in 2020.

From 2003 to 2011, Riley served as director of the Governor’s Office of Health Policy and Finance, where she was the principal architect of Dirigo Health Reform and Maine’s liaison to the federal government during deliberations over national health reform. She chaired the governor’s steering committee to develop Maine’s plan to implement the Affordable Care Act.

Over the course of her career, she has held appointed positions under five Maine governors, directed the Office on Aging and Medicaid and served on national bodies including the Medicaid and CHIP Payment and Access Commission and committees of the National Academies of Science, Engineering and Medicine. In 2005, Modern Healthcare named her among the top 25 women in healthcare in the U.S.

When she learned she would receive 91±ŹÁÏ’s top alumni honor, her reaction was characteristically understated.

“Embarrassment,” she said with a laugh. “I don’t like these things. I don’t like the attention.”

Finding her voice at 91±ŹÁÏ

Riley arrived in Orono in the late 1960s, amid student activism and social change. She had once hoped to attend Brown University, but her mother famously threw the catalog in the wastebasket.

“That’s not us,” her mother told her.

A scholarship brought Riley to 91±ŹÁÏ instead. She found a campus alive with ideas.

“It was such an open door,” she said. “An opportunity to explore different classes, different ideas, music, theater and the extraordinary natural wonders and beauty of Maine. It was a comprehensive university that said, ‘Come. Experience what you want.’”

She was deeply engaged, serving as student government president and immersing herself in the issues of the day. The experience gave her confidence and something more enduring.

“It was Maine’s public university,” Riley said. “The taxpayers of Maine helped pay my way. You feel that profoundly. It gives you a real commitment to the state itself.”

After beginning a doctoral program in American studies at Purdue University and teaching freshman composition, Riley returned to Maine for a position at the State House. While working full time, she completed a master’s degree in community development at 91±ŹÁÏ.

A career built on problem solving

Her career path, she said, was less linear than it may appear.

“I’ve never really done a job interview the way people think of it,” she said. “My life has been sort of like Ping Pong. ‘Oh yeah, I’ll do that.’”

Early on, at age 26, she led the effort to abolish mandatory retirement in Maine.

“I had no clue what I was doing,” she said. “But we got it done.”

She went on to create Legal Services for the Elderly, an organization that recently marked its 50th anniversary. She launched the National Academy for State Health Policy in 1987, which continues to thrive. And though Dirigo Health Reform was controversial, she noted that its framework anticipated elements later included in the Affordable Care Act.

“It was an early canary in the coal mine,” she said.

Riley describes her creative talent not as artistic, like that of her siblings, but as problem solving.

“My brother is an artist. My sister was a poet. I have none of those creative skills,” she said. “My creative skill, if I have any, is problem solving.”

There are usually a million ways to solve a problem, Riley added. 

“But solving it requires everybody to agree on a solution,” she said. “I find that fascinating.”

Throughout her career, Riley measures success by durability.

“I’m most proud that the things I led were sustained,” she said. “That they worked. That they helped people.”

Deep roots, lasting impact

As chair of the Board of Trustees, she sees 91±ŹÁÏ’s trajectory through that same lens. She points to the growth of the university’s research enterprise and its designation as an R1 research institution.

She also reflects on how the campus has changed since her student days.

“When I started, I had two female faculty members,” she said. “Look at where we are now.”

She cites the leadership of 91±ŹÁÏ President Joan Ferrini-Mundy as evidence of that progress and of the university’s continued strength.

Riley also speaks about the lasting relationships forged in Orono. Early in her State House career, the reporters covering her work were people she knew from campus. The television reporter had been part of WMEB, 91±ŹÁÏ’s student-run radio station, when Riley was a student.

There was trust, she said. Those connections mattered.

“You create deep roots,” Riley said. “It’s those relationships that really matter.”

For students who hope to build careers of impact and service, her advice is direct.

“Learn broadly. Learn how to think,” she said. “Take something that stretches you: modern poetry, analytics, something outside your comfort zone.”

Then she offers a line she has carried with her for years from a political leader whose views she did not share.

“Margaret Thatcher said politics used to be about doing something. Now it’s about being somebody,” Riley said. “I think that’s the focus. What can you do? Not what you can be?”

Contact: David Nordman, david.nordman@maine.edu

Each year, Forbes offers up their “30 Under 30” lists, compiling names of young professionals who are excelling within their respective fields.

This year, a 91±ŹÁÏ alum joined their ranks.

Morgan Stosic, who earned her Ph.D. in psychology from 91±ŹÁÏ in 2023 — she was also the Outstanding Graduate Student in the College of Liberal Arts of Sciences for that year — was named to the Forbes list in the category.

Stosic works as a research scientist for KBR at NASA’s Johnson Space Center, utilizing behavioral psychology to study and improve human performance in space. She uses facial expressions, body movements and other nonverbal cues to study fatigue, awareness and group dynamics. 

Among other purposes, her work is being applied to the development of next-generation spacesuits, intended to be worn as astronauts explore the Moon’s South Pole in 2027. In essence, Stosic’s work helps others shoot for the stars.

In the following Q&A, Stosic talks about choosing her field of study, her discovery of this particular path, what a day in the life of a NASA behavioral scientist can look like, and more.

How did you decide on pursuing psychology as your field of study?

Initially, like many psychology students, I was attracted to the medical counseling side of psychology due to my general fascination with the brain and human behavior. However, my freshman year of college at Oregon State University, I joined a social psychology research lab to gain some related experience. I learned how to run experiments, do data analytics and even put together poster presentations for conferences. 

What fascinated me most was that there were moments when I would run the final analysis on a series of data we had collected and realize that I was the only person in the world who knew the answer to the question we had asked. There was something so exciting to me about being at the forefront of a discovery; even if the question felt small, being the only one to know the answer felt large! So, I decided to focus my career instead on becoming a psychological scientist.

What attracted you to the 91±ŹÁÏ? And what was your 91±ŹÁÏ academic experience like?

I initially became interested in attending the 91±ŹÁÏ for my graduate studies due to the research portfolio of then-professor Dr. Mollie Ruben, who I believed would be a good match to the kinds of topics I was hoping to study. When I visited 91±ŹÁÏ for my interview, I was impressed with the heart of the community and supportive spirit of the graduate students already enrolled in the program, which matched the values of what I was looking for in a Ph.D. program. 

My graduate experience matched these initial impressions, where I formed close academic relationships with the graduate students and professors in the program and was connected to robust networks of researchers and professionals outside of 91±ŹÁÏ, giving me exposure to diverse experiences of paper writing, data analytics and conference presentations with others in the field.

One doesn’t necessarily hear “behavioral science” and think “NASA.” What led you to follow this particular path?

While at 91±ŹÁÏ, I set the goal of improving my grant writing skills. I saw that the university was accepting applications for the Maine Space Grant Consortium (MSGC) award and decided to apply as a learning exercise, assuming an application from a psychological science student would not be competitive against those from aerospace technology, space science or Earth science. Surprisingly, I was awarded the grant and was matched with Dr. Erin Flynn-Evans of NASA’s Fatigue Countermeasures Laboratory as a mentor. 

I began to realize that psychological science was not only valued within such a highly engineering- and technology-driven organization — it was essential. When I later saw a research psychologist position open in the Behavioral Health and Performance Laboratory at Johnson Space Center, I was inspired to apply and continue exploring the intersection of psychology and space research.

What does a typical day in your work life look like? Does such a thing even exist?

It typically falls into one of four categories; applying to calls for research to address fundamental risks to NASA, developing research protocols to address these challenges, collecting data from test subjects, and analyzing that data. 

More concretely, that means that I may sometimes be working at my computer writing or analyzing data, I may sometimes be at the Neutral Buoyancy Laboratory, one of the world’s largest indoor pools, helping collect data from research subjects in a neutral gravity environment, or I may be meeting with astronauts who are about to take flight, or have recently landed, in order to conduct cognitive performance testing. No two days are ever the same!

What advice would you offer current students — undergraduate and graduate — about maximizing their 91±ŹÁÏ experience?

For undergrads, my biggest piece of advice would be to really pay attention to the things that excite you in your courses and reach out to professors to find out how you can do more of that thing. Even though I wasn’t directly interested in psychology research at the time, one of the best decisions I’ve ever made was joining a research lab as a college freshman to simply get my hands into more psychology. College is the perfect time to spread your net, try new things and really dig deep to find your “spark.” 

For graduate students, my biggest piece of advice would be to put yourself out there for the sake of learning, even if you expect to fail. Apply for grants you have no business applying for, seek out internships you may not feel qualified for, write the paper you don’t think you’re knowledgeable enough to write yet — the experience of learning is worth it on its own, and you never know when you might get that lucky break.

Can you give an example of an “I can’t believe this is my job” moment? Something unexpected or amazing or both?

I have these moments almost every day! One that stands out to me is that I was able to attend a training session for the Artemis II crew on emergency procedures in the event of a crash-landing scenario upon their return to Earth. Being in the presence of the Artemis II crew, who will be the first humans to leave Earth’s orbit in over 50 years and will travel the furthest into deep space that humans have ever been, was surreal. And knowing that the research I help conduct here plays one small role in giving humans the tools and knowledge to make those advances back to the moon, and on to Mars, truly makes me feel like “I can’t believe this is my job.”

Contact: Allen Adams, allen.adams@maine.eduÌę

This semester, that meant working as a consultant for one of the nation’s premier sports destinations and presenting strategic recommendations to industry executives.

Undergraduate sport management students completed an industry-embedded consulting project with the Droplight Grand Park Sports Campus in Westfield, Indiana. Instead of hypothetical assignments, students addressed a real strategic challenge facing a real organization, applying classroom knowledge in a professional setting and gaining exposure to executive-level decision making.

“Our group developed technology-focused ideas that were both innovative and aligned with Grand Park’s goals,” Winship said. “We researched tools like AI cameras, smart facility features and tech-driven fan engagement. I learned how mission alignment, stakeholder priorities and operational goals all influence decision making.”

Students worked in teams of five to six, operating as consulting groups tasked with a central question: How can the campus activate its facilities 365 days a year while encouraging fans and families to stay longer, in ways that support Grand Park’s mission, align with the priorities of the city of Westfield and advance the operating goals of Grand Park Sports and Entertainment?

Over 12 weeks, students conducted research; analyzed comparable national and international sport facilities; evaluated financial and operational constraints; and balanced competing stakeholder interests. Each team developed strategic recommendations to strengthen Grand Park’s position in the sport tourism marketplace.

The course was designed and led by Buffie Quinn, a Maine Business School lecturer in management and marketing, who served as consulting lead and faculty advisor. 

“This type of class is intentionally challenging because that is where the most meaningful learning happens,” Quinn said. “Students learn to recognize when an idea is not working, pivot their approach and persevere through uncertainty. Navigating setbacks and adapting in real time mirrors the realities of the sport industry and helps students build the resilience and problem-solving skills needed for professional roles.”

Partnerships elevate student learning

Greg Stremlaw, president and CEO of Indy Sports & Entertainment and CEO of Grand Park Sports & Entertainment, Maine Business School MBA graduate and member of the Maine Business School Advisory Board, served as the industry partner and project lead on behalf of the Droplight Grand Park Sports Campus, providing executive insight and feedback throughout the semester.

“I have a genuine passion for the 91±ŹÁÏ, and any way I can help give back or create opportunities for students is vital to the continued pathway of excellence that they deserve,” Stremlaw said. “It was an absolute pleasure to work with the Maine Business School and especially the collaboration of professor Quinn and executive dean Jason Harkins, who help exemplify what 91±ŹÁÏ is all about.”

Quinn guided students through the realities of consulting, including ambiguity, time pressure and feedback cycles. Stremlaw shared industry context and executive-level expectations, helping students understand how strategic decisions are evaluated and implemented.

“Partnerships of this caliber elevate student learning in ways that cannot be replicated in a traditional classroom,” Quinn said. “Providing students with access to senior leaders, major sport organizations and real decision-making environments helps them connect theory to practice in powerful and lasting ways.”

One team invited to Indianapolis

The semester concluded with formal presentations during which teams pitched recommendations as emerging sport management consultants. One team was recognized for strategic clarity, feasibility and executive-level thinking. Its proposal emphasized technology, including checkout-free retail systems, to enhance food and beverage operations, demonstrating how digital tools could increase engagement, improve operational efficiency and strengthen Grand Park’s long-term competitiveness.

The winning team — Ian Lillis, Ian Luciano, Jameson O’Leary, Tom O’Leary, John Sutton and Winship — was invited to Indianapolis to present its work and receive feedback from Stremlaw and senior leadership in the Droplight Grand Park Sports Campus executive boardroom.

The visit also included a professional immersion experience organized through Stremlaw’s leadership and industry connections. Students attended an NBA Indiana Pacers game and toured NCAA headquarters, Droplight Grand Park Sports Campus and major sport venues, including the Indianapolis Motor Speedway and Museum, Hinkle Fieldhouse, Victory Field and Lucas Oil Stadium.

“Experiencing Grand Park Sports Campus in person after working on it all semester was a surreal moment because it’s so much bigger than I imagined,” Jameson O’Leary said. “This trip had a huge impact on me. I’m so proud of the way our group worked together to perfect our final presentation to Greg Stremlaw. The people I met and the connections I made have changed my life in a positive way.”

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

A 91±ŹÁÏ alumna and MaineMBA graduate, Leary is traveling to four universities across Europe through the Erasmus Mundus Joint Masters program, where she is pursuing a master’s degree in smart cities and communities. 

Managed by a consortium of European universities, the program focuses on integrating data, internet connectivity, modern energy and digital technologies into urban systems to improve residents’ quality of life. The two-year degree is designed to train the next generation of engineers and scientists who can support this emerging type of urban development worldwide. 

Leary began taking courses for her program at University of Vaasa in Finland, and is continuing her studies at the University of Mons in Belgium, the International Hellenic University in Greece and the University of the Basque Country in Spain.  

“Since starting at 91±ŹÁÏ in 2019, I’ve always wanted to study or work abroad,” Leary said. “Pursuing a specialized education in a topic I’m passionate about in countries that are leading in this field was an opportunity I couldn’t pass up.” 

With guidance and support from 91±ŹÁÏ’s Office of Major Scholarships, Leary applied for a fellowship that would allow her to participate in the program by covering her education, travel costs, insurance, visa support and living expenses. 

“The Office of Major Scholarships’ expertise helped me understand what makes an application stand out and how to strategically align my narrative across all the components,” she said.

As an undergraduate at 91±ŹÁÏ, Leary was also a Maine Top Scholar and leadership coach for the Society of Women Engineers.

Raised in Bristol, Rhode Island, Ramos was familiar with New England’s history but had never spent time in Maine’s wild blueberry barrens. That first season in the field introduced her not only to the ecology of the crop but to the people, labor and traditions tied to one of the state’s iconic foods.

Now preparing to graduate as an Honors College student with a double major in ecology and environmental sciences and studio art, Ramos shaped her education around that experience. As a rising sophomore, she joined the 91±ŹÁÏ Cooperative Extension’s Wild Blueberry Research Team and spent three summers exploring barrens in the midcoast and Downeast regions. 

Working alongside growers and researchers, she learned to observe the landscape closely, recording what she saw through notes, photos and sketches that would later inform her art. 

Her time in the fields quickly influenced her academic direction. What began as environmental research grew into a deeper artistic interest, prompting her to pursue additional studio courses and eventually focus her art on Maine’s wild blueberry heritage. 

“Meeting such passionate professors who believed in me and my work, it really helped me feel confident that I could pursue a degree in art,” Ramos said. “I have a connection to ecosystems, and I think that’s the part that I really see myself continuing to develop as a growing artist.”

Perspective of places, sciences she studies

Through her work, Ramos shares her perspective of the places and sciences she studies. She has focused part of her Honors thesis on the cultural heritage and history of Maine’s lowbush blueberries. 

Her series of watercolor paintings show the vastness of the fields and the people who handrake them each summer. Her colors are earthy and soft, created from natural soil based pigments.

In the future, Ramos may even explore using blueberries and other plants or fruits with natural pigments to create her own watercolors. After earning her degree this winter, she plans to stay in Maine making environmental art that speaks to the importance of conserving natural resources and places that, like people, are entangled in Earth’s larger ecosystems.

“I definitely feel so much love for Maine that I’ve come to really feel like it’s my second home while studying here in college,” said Ramos, who is also an ambassador for the Honors College. “There’s so many different, intersecting factors of the natural landscape and community.”

Connecting fieldwork with cultural heritage

In high school, Ramos said she never connected to science classes like chemistry and physics. She never saw herself as being a lab scientist and had always been drawn to “the humanity side of learning and topics.”

It wasn’t until she came to 91±ŹÁÏ and gained research experiences outdoors that she started using art to communicate what she was learning about in the environment. One of her first pieces that combined science and art was a large watercolor painting depicting workers in long rows of vegetable fields, held up by two large hands. 

She aimed to raise awareness of how these agricultural workers harvest much of America’s food. Ramos continued to thread that theme into her work with Extension’s Wild Blueberry Research Team, led by Extension specialist Lily Calderwood.

“It is incredibly important to share the grit and humanity behind agricultural commodities in a time when people are very disconnected from their food, especially who harvests their food,” Calderwood said. “This industry is culturally and economically important for the state of Maine. Its preservation touches a lot of people who live here year round and those who visit.”

Talked to growers about management and more

With Calderwood’s team, Ramos talked to growers about management practices, economics and ecological obstacles, such as from pests, disease and drought. She said they echoed similar challenges regarding low-profit seasons and labor shortages, as well as unpredictable temperatures and precipitation making field management and yield predictability difficult. 

Despite the challenges they face, Ramos said the growers uphold a strong commitment to and pride for the wild blueberry industry and its cultural significance in Maine.

Along with talking to the growers, Ramos harvested blueberries with local, seasonal and Passamaquoddy and Mi’kmaq tribal hand-rakers in the fields to learn about their perspectives and traditions when it comes to wild blueberries.

Calderwood said Ramos’ paintings reflect aspects of Maine’s wild blueberry industry that research does not — the social aspects of the people who grow them, the fields where they’re grown and the state economy in which blueberries contribute $360 million annually.

“Artwork has always been a special way to convey the natural world, and it is grounding to see that art is still such a powerful communication tool,” Calderwood said.

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

Timothy Simons, a 2001 graduate of the 91±ŹÁÏ, is hoping to hear his name called Sunday, Jan. 4, when the Critics Choice Awards are handed out.

Simons earned a nomination for best supporting actor in a comedy series for his role as Sasha in the

The , which will be held at the Barker Hangar in Santa Monica, California, will air live at 7 p.m. on E! and USA Network.

A native of Readfield, Maine, Simons studied theater at 91±ŹÁÏ and was active in campus productions. He is best known for his breakout role as Jonah Ryan on

Simons has credited his hands-on experience at 91±ŹÁÏ with helping him build a foothold in the industry. In fact, he told that a campus work study job gave him practical skills that helped him find steady work in theater while establishing his acting career.

“One of the great things about 91±ŹÁÏ was that I had a work-study job in the scene shop, and those skills really served me well through a decade of Chicago and L.A.,” Simons said. “I knew carpentry. I could do set load-in. When I first got to L.A., I jumped in on a set load-in at a fellow 91±ŹÁÏ alum’s play. That led to jobs. I could pay the bills by doing things in the theater world, on or off stage.”

Simons continues to give back to 91±ŹÁÏ, helping establish the . He has also worked with the 91±ŹÁÏ Foundation on .

Contact: David Nordman, david.nordman@maine.edu