But for Donovan and dozens of other Maine high school students, the event represented more than a rocket launch competition. It gave students hands-on engineering experience and exposed them to career opportunities in Maineā€™s growing STEM workforce.

For Donovan, the experience also reinforced his decision to attend 91±¬ĮĻ next year, where he plans to study mechanical engineering technology. He said participating in the program gave him a firsthand look at the universityā€™s engineering opportunities and campus community.

ā€œ91±¬ĮĻ is really competitive with every engineering program in the country, and itā€™s right in my backyard,ā€ said Donovan, a Presque Isle High School senior.

Students from Presque Isle, Hermon and Richmond high schools traveled to campus as part of the Black Bear Launch3D program, which connects Maine students with advanced engineering experiences. The program also helps build a pipeline of future workers for the stateā€™s aerospace and defense industries, which currently support nearly 19,000 jobs in Maine, including around 9,600 direct jobs and another 9,300 supply-chain jobs, according to the Aerospace Industries Association.

Through the program, participants learn  how to design, simulate, prototype and test air-powered rockets using 3D printing and computer-aided design software. 91±¬ĮĻ faculty work with teachers to provide training, equipment and curriculum support aimed at expanding STEM opportunities in Maine schools.

Ahmed Aboelezz, a 91±¬ĮĻ assistant professor of mechanical engineering who founded and designed Black Bear Launch3D, said programs like this help students see engineering as an accessible career. Aboelezz initiated the program in partnership with the Maine Space Grant Consortium (MSGC) and the Perloff Foundation to upgrade 3D printing outreach into a full-cycle engineering experience.

ā€œI wanted to move beyond just printing a model,ā€ Aboelezz said. ā€œBy bringing teachers to campus first to learn flight simulation and design, we created a way for students to experience the full engineering processā€”design, simulate, produce, and test. When they see the results of their decisions play out in real time at the competition, they start to see themselves as true engineers.ā€

In addition to building rockets, students learned about design iteration, troubleshooting, prototyping and manufacturing technologies that are increasingly used across modern industries. Teachers in the program have said the experience gave students opportunities to apply classroom concepts in collaborative and creative ways.

ā€œDespite some clear conventions and limitations to the rocket design, the students have shown impressive creativity and innovation in their designs,ā€ said Nicholas Stahl, a teacher at Hermon High School. ā€œThis has been doubly impressive considering most have little to no experience with physics, aerodynamics or the use of software like TinkerCAD to create physical prototypes.ā€

For Richmond High School junior Owen Tribbet, 16, the  engineering process, mathematical calculations and computer aided design employed in making the rockets for Fridayā€™s competition will prepare him for a future career in mechanical engineering. 

ā€œJust the experience. Having the knowledge of how some of it works,ā€ he said. 

The Black Bear Launch3D program is offered by Maine College of Engineering and Computing in partnership with the Maine Space Grant consortium.

Story by William Bickford, graduate student writer. 

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

When Timothy Simons arrived at the 91±¬ĮĻ, he was homesick, uncertain about his future and struggling to find his place on campus.

Everything changed after he auditioned for a student theater production and met professor Sandra Hardy, who encouraged him to pursue acting.

Twenty-five years later, Simons returned to Orono as the keynote speaker for 91±¬ĮĻā€™s 224th undergraduate commencement ceremonies, delivering a speech that mixed humor, self-reflection and encouragement while urging graduates to recognize that success does not follow a single timeline.

ā€œI was an aimless student,ā€ said Simons, a 2001 91±¬ĮĻ graduate from Readfield, Maine. ā€œWhen I came to 91±¬ĮĻ, I had truly no idea what I should do with myself day-to-day, much less what I wanted to do with my life.ā€

91±¬ĮĻ held three commencement ceremonies in Orono and Machias, where speakers emphasized resilience, courage, innovation and community. In Orono, 1,495 students received degrees during undergraduate ceremonies May 9, while over 900 graduate students were recognized May 8. The 91±¬ĮĻ at Machias honored 54 graduates May 10.

Simons, known for his role as Jonah Ryan on HBOā€™s ā€œVeepā€ and more recently for his Critics Choice Awards-nominated role in Netflixā€™s ā€œNobody Wants This,ā€ addressed graduates inside the newly renovated Harold Alfond Sports Arena.

ā€œMy timeline here was what we now call nontraditional,ā€ Simons said. ā€œBut my time at this school is the reason that Iā€™ve managed to do anything in my life.ā€

Throughout his remarks, Simons reflected on the professors, classmates and experiences that shaped him during his five years at 91±¬ĮĻ. He credited Hardy with teaching students how to persevere through failure and rejection while continuing to grow.

ā€œShe prepared us for the inevitable onslaught of rejection we would receive but at the same time taught us the skills to build ourselves up again,ā€ Simons said.

Simons also encouraged graduates to take risks even when they feel uncertain about the future.

ā€œBravery isnā€™t not being afraid,ā€ Simons said. ā€œBravery is being afraid and doing it anyway.ā€

The undergraduate ceremonies also celebrated the universityā€™s recent growth and achievements, including the reaffirmation of 91±¬ĮĻā€™s Carnegie R1 research status, major campus construction projects and student-led initiatives.

91±¬ĮĻ President Joan Ferrini-Mundy encouraged graduates to remain open to new opportunities after leaving campus.

ā€œI want to assure you that it is OK to be uncertain about your future,ā€ Ferrini-Mundy said. ā€œDonā€™t let that uncertainty stop you from taking risks and reaching out in new directions.ā€

Ferrini-Mundy also highlighted several undergraduate students whose research addressed issues impacting Maine and beyond, including PFAS and food insecurity.

ā€œThe future can be more just, more equitable, more innovative, more safe and more compassionate with intention,ā€ Ferrini-Mundy said. ā€œIt becomes better only when people like you ā€” people who care, people who worked hard here at 91±¬ĮĻ to learn and grow and have knowledge and capability, people who can see both problems and possibilities. When you choose to act, you are capable of making those changes.ā€

Valedictorian Ruth Griffith encouraged graduates to reflect on the values that will guide them after college.

ā€œSo I think each of us here today needs to ask two additional questions,ā€ Griffith said. ā€œFirst: What are my core values? And second: How will I embody them?ā€

Griffith, who graduated with a degree in economics and minors in mathematics and international affairs, urged classmates to prioritize values over ambition.

ā€œBecause I truly believe that if we lead with our values rather than just our ambitions, we will find ourselves happier,ā€ she said. ā€œOur picture of success will shift.ā€

Co-salutatorian Isabelle Irani told graduates uncertainty should be embraced rather than feared.

ā€œWhat if not knowing what weā€™re doing isnā€™t a weakness?ā€ Irani said. ā€œWhat if itā€™s actually the reason weā€™re capable of more than we think?ā€

Co-salutatorian Andrii Obertas reflected on the perseverance shared by graduates and encouraged classmates to support one another moving forward.

ā€œIt is a simple reality of life that no single person can change the world alone,ā€ Obertas said. ā€œOnly united can we make a difference. And only through empathy can we build a better future.ā€

Student Government President Keegan Tripp told his fellow graduates to stay bold enough to act.

ā€œSpeak when it would be easier to stay quiet,ā€ he said. ā€œBuild when it would be easier to walk away. Show love and appreciation to the family and friends who got you here.ā€

The university also recognized Mohamad Musavi, senior associate dean and professor in the Maine College of Engineering and Computing, as the 2026 Distinguished Maine Professor.

ā€œSuccess does not happen by accident,ā€ Musavi said. ā€œIt requires passion, hard work and resilience.ā€

The university also recognized Carol Dana, upon whom the 91±¬ĮĻ System Board of Trustees conferred an honorary Doctor of Humane Letters degree for decades of work preserving and revitalizing the Penobscot language and culture.

Graduate ceremony focuses on innovation, resilience

During the graduate commencement ceremony, speakers focused on research, innovation and the impact graduates will have beyond the university.

Graduate School Dean Scott Delcourt encouraged graduates to remain adaptable in a rapidly changing workforce.

ā€œWhen asked about the greatest skills that companies were looking for in their new hires, the overwhelming response was the ability to think critically,ā€ Delcourt said.

Ferrini-Mundy praised graduate students for balancing academics with careers, caregiving and leadership responsibilities while advancing research and innovation.

ā€œYou stepped into entrepreneurship and innovation. You stepped into the unknown,ā€ Ferrini-Mundy said. ā€œAnd you just kept going!ā€

Graduate Student Government President Sudati Shrestha reflected on her journey from Nepal to the commencement stage while honoring her late father.

ā€œThe 91±¬ĮĻ gave me that opportunity, and today, as I stand here, I realize that this moment is more than just a personal achievement,ā€ Shrestha said. ā€œIt is the fulfillment of a dream.ā€

Graduate commencement speakers Amber Boutiette and Patrick Breeding reflected on building Marin Skincare from lobster research connected to 91±¬ĮĻā€™s Lobster Institute into a nationally distributed skincare company rooted in Maine innovation and sustainability.

ā€œYou are on the cusp of a huge life change, the beginning of an entirely new story, and itā€™s time to think big,ā€ Boutiette told graduates.

Breeding encouraged graduates to remain curious and open to unexpected opportunities.

ā€œWhen you lead with curiosity, suddenly, you start to make your own luck,ā€ Breeding said.

Machias ceremony emphasizes community, perseverance

During the Machias ceremony, speakers encouraged graduates to embrace uncertainty, persevere through challenges and remain grounded in community and compassion.

Ferrini-Mundy encouraged graduates to move forward with confidence and to remain connected to the values and community they developed at 91±¬ĮĻ Machias.

ā€œAs you move forward, you will encounter both opportunity and uncertainty,ā€ she said. ā€œIn those moments, I encourage you to draw on what you have built here: a strong sense of purpose, respect for others, and a readiness to engage thoughtfully with the world around you.ā€

Valedictorian Rachel Dā€™Alessandro encouraged classmates to embrace change and reject perfectionism.

ā€œDonā€™t strive for perfection; strive to be a better you,ā€ Dā€™Alessandro said.

The university conferred an honorary Doctor of Humane Letters degree upon Susan Mingo, who reflected on returning to college after initially dropping out.

ā€œYour path does not need to be perfect to be powerful,ā€ said Mingo, president of Washington County Community College.

Ivy Orator Regina McNamara de la Vega encouraged graduates to continue learning and remain optimistic through difficult moments.

ā€œNever let the clouds deter you from reaching the sunlight and earning what you want in life,ā€ McNamara said.

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

The field of medicine is constantly evolving to optimize care and patient outcomes. Technology growth and the rise of artificial intelligence (AI) have changed what it means to be a doctor and a patient, even in the recent decade. To contend with this, researchers at the 91±¬ĮĻ are helping medical education adapt to a changing world of medicine. 

Electrical and Computer Engineering Ph.D. candidate Kevin Real MD is part of this movement, working to shape the way students understand medical issues and develop innovative solutions. After earning his bachelorā€™s degree in biomedical engineering and completing medical school, Real put his medical career on hold to further pursue a passion in education and technology. 

Over the past year, Real has focussed his research on an innovative approach to eye disease in premature infants, utilizing both his engineering and medical backgrounds. He partnered with ophthalmologists in Portland, Oregon to help them advance their curriculum and way of understanding eye models. 

ā€œI used my ECE experience to ultimately help the surgeons look at 2D images and transpose them to 3D images, specifically for looking at disease progression. The question is, how can we do this better, how do you make these models more precise? That was my mission this year,ā€ explained Real. 

He specifically looked at a disease process called retinopathy prematurity, the leading cause of childhood blindness in the United States, according to the . The disease impacts infants born prematurely who received supplemental oxygen. This can impact the eyeā€™s ability to develop normally because abnormal blood vessels can grow inside the retina and lead to retinal detachment. Surgeons are able to fix retinal detachment, but rely on a two-dimensional view of the retina. Real is hoping to bring more precision to this process by making two-dimensional view into three-dimensional models. 

It was important to Real to not limit this research to the lab or a hospital and engage students in the research process. He took this concept of two to three-dimensional image transposition and further explored the idea with a Maine high school senior, helping them use simple geometric principles to develop a 3D model of an infantā€™s eye. The student was then able to present their work at a conference for the Association for Research in Vision and Ophthalmology and gained real-world research experience. 

Realā€™s passion for student engagement extends beyond his direct research. He helped high school students from John Bapst Memorial High School participate in ophthalmology research on glaucoma progression, eventually leading to publication of their work in the Proceedings of the European Academy of Sciences and Arts (). Realā€™s motivation for working with students comes from his time teaching a high school science class here in Maine, and they still inspire his research methodology today. 

ā€œOne thing that I like about high school students is that they come up with the craziest ideas, and sometimes they work. We tend to get stuck in our ways about the best way for research to be conducted, but students come up with ideas we might never have heard of,ā€ remarked Real. 

His passion for education extends into his work with National Science Foundation Maine-SMART project, working to revitalize education efforts in the state. Real helped develop new educational modules that have been distributed across the state to diversify STEM education for local students. Last year, he helped develop new educational modules on the uses of cellulose nano fiber (CNF) that are now in use throughout the state. He also created modules and curriculum on CNF that were used by the Maine Mobile BIOLAB, a traveling laboratory that provides hands-on STEM education to students in Maine. 

ā€œI really understand that education is what I love, and my mission today is incorporating AI, neural networks and technology into education at every level, not just medical school,ā€ said Real. 

Looking ahead, Real will be starting his residency this fall with the John Peter Smith Family Medicine Residency program in Fort Worth, Texas, but hopes to return to Maine in the future. He is part of a coalition that aims to establish Maineā€™s first medical school for MDs, and would love to be a part of the process down the line in his career. With an MD and Ph.D., Realā€™s end goal is to eventually become a dean of a medical school, bridging his experiences with medicine and education, and helping med students adapt to changing technology and practices.Ģż

Realā€™s mission and reasoning behind his journey is a goal to never stop learning and innovating in his field, and teaching those along the way. 

ā€œThe whole point is not only that I hope to pass the torch, but I hope that the torch surpasses me,ā€ said Real. 

Real would like to thank his advisor, Giovanna Guidoboni, 91±¬ĮĻā€™s interim vice president for research and dean of the Maine College of Engineering and Computing, for her support in his endeavors. 

By Heather Johnson, graduate assistant

Contact: Daniel Timmermann, daniel.timmermann@maine.edu

The symposium awards undergraduate and graduate students who displayed outstanding research, presentation and creative ability. Award winners were selected through judging across academic categories, all receiving a medal and a $500 cash prize. There were also several special awards, including the Student Innovation and Commercialization Awards, given to students and faculty. 

Over 350 projects from researchers at 91±¬ĮĻ and its regional campus, the 91±¬ĮĻ at Machias, were submitted to the annual event, co-hosted by CUGR, Student Government and the Graduate Student Government. 

Undergraduate category award winners

• Allied Health: Alyson Shook and Hannah Maker, for their project titled ā€œStrengthening EMS Retention in Maine: A Path to Improved Patient Outcomes.ā€ They were advised by Sarah Hanscome.
• Arts: William Fortier, Oliver Rodi and Mikey Arbelo, for their project titled ā€œThe Creativity of Mapping.ā€ They were advised by Andy Mauery.
• Biomedical Sciences: Hayden Kittell, Diana Goode and Moria Weese-Myers, for their project titled ā€œMHCII Expression in Differential Doses of Chemotherapy Treatment on Mice.ā€ They were advised by William Otto.
• Business: Brady Merritt, for the project titled ā€œCan Large Language Models Pass the CFA Exam.ā€ Merrit was advised by Sebastian Lobe.
• Education: Carly Philbrook, for her project titled ā€œComparison of High School Mathematics Textbooks Analyzing Higher Order Thinking Skills in New England.ā€ Philbrook was advised by Kamal Chawla.
• Engineering and Information Sciences: Elsa Perez Abella and Ahmed Kandil, for their project titled ā€œSurface Flow Visualization Enhancement Using AI.ā€ They were advised by Ahmed Aboelezz.
• Engineering and Information Sciences: Wyatt Fessler, Cadence Kluck, Isabelle Irani and Marc Zoorob, for their project titled ā€œA Tissue-integrating, Resealable Hemodialysis Port for Reducing Complications Associated with Repetitive Vascular Access.ā€ They were advised by David Neivandt.
• Interdisciplinary Research: Richard Viveiros, for the project titled ā€œSublethal PFAS Exposure During Larval Stages of Culex: Consequences for Development, Survivorship, and Tissue Bioacculation of PFOA, PFBA, and PFBS.ā€ Viveiros was advised by Allison Gardner.
• Interdisciplinary Research: Luke Connolly, for the project titled ā€œNano-Pattern Fabrication Using Electron Beam Lithography.ā€ Connolly was advised by Dinh Loc Duong.
• Natural Sciences: Josie Aprea, Brendan Dahl, Emma Perry and Ian Bricknell, for their project titled ā€œpH vs. Predator.ā€ Bricknell also served as advisor for the project.
• Physical and Mathematical Sciences: Avery Richard, Ziyad ur Rehman, Henry Carfagno and Nuri Emanetoglu, for their project titled ā€œFabrication and Characterization of Indenofluorene-based Organic Single Crystal Field-effect Transistors.ā€ They were advised by Dinh Loc Duong.
• Social Sciences and Humanities: Maya Aylesworth, for the project titled ā€œRobert Johnson, the Crossroad Mythos, and the Lasting Effects of a Legend.ā€ Aylesworth was advised by Jennifer Moxley.

Graduate category award winner

• Allied Health: Katherine Brewer, for the project titled ā€œTelehealth and Prenatal Care Utilization in Rural Communities: Addressing Access, Satisfaction, and Health Outcomes.ā€ Brewer was advised by Kathryn Robinson.
• Arts: Celena Powell, for the project titled ā€œAt the Threshold: Domestic Space as a Site of Contemporary Resistance.ā€ Powell was advised by Susan Smith.
• Biomedical Sciences: Chloe Bossow, Lydia McCarthy and Melody Neely, for the project titled ā€œInteractions Between Group B Streptococcus and Candida albicans Are Influenced by Environmental Stress.ā€ Neely also served as the advisor for the project.
• Education: Kayla McLagan, Kate Ruskin, Alison Jolley, Karen Pelletreau and Edgelynn Venuti, for their project titled ā€œTo What Extent Does a Weekend-long Field Course Influence Studentsā€™ Sense of Belonging? A Focus on Influential Course Elements.ā€ They were advised by Kate Ruskin.
• Engineering and Information Sciences: Mahbuba Daizy, Yu Zhang, Douglas Bousfield, Jinwu Wang and David Neivandt, for their project titled ā€œComparison of Stabilization Systems for Soybean Wax Emulsions to Produce Sustainable Water-resistant Paper Based Packaging: Surfactant vs. Pickering.ā€ Neivandt also served as the advisor for the project.
• Interdisciplinary Research: Zainab Jafri, for the project titled ā€œReimagining the Waste Disposal Landscape – Industrial Symbiosis in Maine.ā€ Jafri was advised by Reed Miller.
• Natural Sciences: Nabanita Das, Islam Hafez, Colleen Walker, Douglas Bousfield and Mehdi Tajvidi, for their project titled ā€œFactors Influencing the Effectiveness of Cellulose Nanfibril Coatings on Molded Fiber Substrates.ā€ Tajvidi also served as the advisor for the project.
• Physical and Mathematical Sciences: Hettikankanamge Kalani Samarasekara, for the project titled ā€œPaving the Way for Novel Drug Delivery Systems: Peptoid Nanoparticles.ā€ Samarasekara was advised by Alessia Battigelli.
• Social Sciences and Humanities: Catherine Segada, Chyanne Yoder, William Breneman and Gianna DeJoy, for their project titled ā€œReuseME: Investigating Waste Reduction and Cost Benefits in Coastal Communities Through a Pilot Reusable Food Packaging Program.ā€ They were advised by Cynthia Isenhour.
• Social Sciences and Humanities: Cynthia Cushing, Catherine Taylor, Rachel Coleman, MaryLou Ciolfi, Jennifer Crittenden, Len Kaye and Sarah Currie, for their project titled ā€œBuilding a Workforce Readiness Model for Older Adults: Partner Insights From AmeriCorps Seniors Workforce Development Program.ā€ Crittenden also served as advisor for the project. 

Student Innovation and Commercialization Awards

• First Place: Nabanita Das.
• Second Place: Amir Baharvand.
• Third Place: Noro John.

Additional awards

• Dean of Graduate School Undergraduate Mentoring Award: Joshua Hamilton.
• Dean of the Graduate School Faculty Mentor Award: Christine Beitl
• Bruce and Joanne Fournier Award: Gregory Simms, Mikayla Reynolds, Isabelle Irani and David Neivandt.
• Provostā€™s Innovative and Creative Teaching Award: Jillian Fedarick.
• Susan J. Hunter Undergraduate Award: Madelynn DeBest.
• Susan J. Hunter Graduate Award: Mya Griffith. 

According to the , more than 3,000 Maine children experience brain injuries each year, and an estimated 20% ā€” or 600 children ā€” experience more severe trauma. Yet only about 130 receive formal school-based support for these injuries and often they often do not get the care needed to thrive.Ģż

Jessica Riccardi, an assistant professor of communication sciences and disorders, leads the Brain Injury, Education, and Rehabilitation (BEaR) Lab at 91±¬ĮĻ. The team advances research as they support children with acquired brain injuries by working directly with them, their families and their practitioners to improve long-term outcomes for these children. Examples of support the lab provides includes professional development for schools and community organizations, consultation with educational teams on students with brain injury, and referring families to national, state and local resources for childhood brain injury. 

The teamā€™s work is especially important in Maine, which does not have a pediatric rehabilitation hospital. The stateā€™s only pediatric intensive care center is in Portland, limiting the availability of care options to children elsewhere in the state. Riccardi said the transition from hospital to school after traumatic brain injuries is often difficult for children, and Mainers feel the problem more intensely due to limited access to medical services for kids, particularly in rural communities. The direct work the lab does is important to improving detection and connecting children to resources.

In addition to improving long-term outcomes for children with brain injuries, Riccardiā€™s lab also offers graduate and undergraduate students research and hands-on experiences with clinical populations. 

One of these students is Elise DeRosby, a communication sciences and disorders major from Hampden, Maine. DeRosby has been working with Riccardi for nearly two years in research that complements her interests, including working face-to-face with people.

In collaboration with 91±¬ĮĻā€™s Virtual Environment and Multimodal Interaction (VEMI) Lab, DeRosby recently helped run a project that uses virtual reality equipment to assess cognitive communication in kids with brain injuries. Cognitive communication is when cognitive skills, such as memory, attention, planning and organization, influence your communication abilities. 

ā€œThink about it in a school setting,ā€ Riccardi said. ā€œIf they have a hard time maintaining attention, theyā€™re going to do poorly on a test, not because they donā€™t know the content, but because they didnā€™t pay attention in the first place.ā€ 

To examine the cognitive communication of these kids, researchers put them in a virtual classroom where they had to make decisions in a simulated egg-drop science experiment. 

ā€œThey have to choose a design for which model of egg carrier,ā€ said DeRosby. ā€œThey have to go through the process of picking a design, then instructions will tell them to collect materials and they have to assemble the design, then get the egg, put it in the design and drop it off bleachers in a school gym.ā€

Using this virtual reality scenario, researchers can collect data on a childā€™s decision-making, attention and processing, all of which are components of cognitive communication. While much more data collection is necessary for this project to be useful, Riccardi and DeRosby hope that their research will help in developing resources for clinicians, particularly speech-language pathologists, to serve kids with brain injuries.

DeRosbyā€™s research experiences in the BEaR Lab and 91±¬ĮĻ more broadly have helped her understand what she wants to pursue in life. After originally pursuing molecular and cellular biology, DeRosby shifted to speech pathology to work more face-to-face with other people. 

With funding from 91±¬ĮĻā€™s Center for Undergraduate Research, she was able to do that in the BEaR lab, studying art therapy for adults with brain injuries. Working with participants, learning about their injuries and experience and helping develop tools to help them was moving. 

ā€œI think it is an eye-opening experience to get to interact with people. You donā€™t get that in the classroom,ā€ said DeRosby. 

While the labā€™s research is contributing to understanding childhood brain injuries, it is also helping to develop the next generation of researchers and professionals who will be working with the communities that need it most. 

ā€œOur clients often say that the person who took a moment to understand their challenges was the person who really changed their recovery,ā€ said Riccardi. Through her lab, Riccardi hopes the students in her lab can be ā€œthat person.ā€  Raising empathy and understanding for those with brain injuries is an important first step towards success in these individualsā€™ lives. 

ā€œTaking the time to understand other peopleā€™s perspectives and where they come from,ā€ DeRosby said, ā€œany human can learn that, and it will make us all better.ā€ 

If you are interested in learning more about the work Riccardiā€™s research team is doing, you can visit the BEaR Lab website, or contact Riccardi at jessica.riccardi@maine.edu. 

By Emma Beauregard, research media intern

Contact: Daniel Timmermann, daniel.timmerman@maine.edu

The cohort is implementing ReuseME, a pilot program in partnership with the coastal towns of Bar Harbor, Bath and South Portland. Participating eateries include Cafe This Way and Coffee Matter/Motherā€™s Kitchen in Bar Harbor, Solo Pane in Bath, and Second Rodeo Coffee and Verbena in South Portland.

By testing the viability of reusable takeout packaging in participating restaurants, students are at the forefront of developing a model that reduces waste, prevents plastic pollution and saves local businesses and municipalities money on the purchase and disposal of single-use food and beverage packaging.

Throughout this project, 91±¬ĮĻ student researchers are working directly with these businesses to track results and analyze usage patterns to refine the returnable model.

ā€œThe driver for this project has been a focus on wanting to maintain and protect Maineā€™s coastal environment because itā€™s a very important part of the stateā€™s culture,ā€ said Ryan Kennedy, a 91±¬ĮĻ senior in the Department of Anthropology.

Kennedy, an undergraduate research assistant on the project, has been involved since the initial baseline surveys last June. They noted that the team met with restaurant owners to discuss their establishmentsā€™ capabilities and customer habits.

ā€œI want to help bring cost savings to the frontline because that drives most business decisions,ā€ Kennedy said. ā€œOn the commercial side, choosing between the wallet and the planet can be difficult. With the cost of everything going up, people want to know if a change will save them money. By providing hard data to businesses and a simple message to its customers, we can show that sustainable swaps donā€™t have to be a complicated transition.ā€

These five local eateries now offer diners the option of having their food and/or beverage packaged in returnable stainless steel containers. Customers can check out these containers by signing up for a free account in the Recirclable app. After enjoying their takeout meals, customers can return the containers to any of the participating establishments.

ā€œI think weā€™re starting to see people realize how easy it is to make more sustainable swaps,ā€ Kennedy said. 

In just a little over a month since the Reuse Maine pilot project launched, more than 100 customers across the state have borrowed nearly 500 reusable containers. 

Other student researchers involved in the project include Chyanne Yoder, Catherine Segada, Gianna DeJoy, William Brenneman and Alejandro Snell. They are joined by project advisor Cindy Isenhour, a professor in the Department of Anthropology and the Climate Change Institute.

As part of an extensive, interdisciplinary effort to mitigate marine pollution, the project is funded by the National Oceanic and Atmospheric Administration (NOAA), Maine Sea Grant and the Maine Department of Environmental Protection. The support allows the team to tackle environmental challenges while providing student researchers with the resources needed to develop scalable, real-world solutions.

ā€œI think the hard data and transparency between the businesses, their customers and our team is whatā€™s really driving the success and the happiness with this project,ā€ Kennedy said. ā€œIt helps people feel like theyā€™re making a difference without having to go out of their way. Itā€™s just a part of their routine when they pick up a coffee or grab lunch.ā€

Story by Alexa Rose Perocillo, news intern

Contact: Marcus Wolf, marcus.wolf@maine.edu; Cindy Isenhour, cynthia.isenhour@maine.edu

This yearā€™s recipients are:

• Mehdi Tajvidi, Presidential Research and Creative Achievement Award.
• Darren Ranco, Presidential Public Engagement Achievement Award.
• Jay Wason, Presidential Outstanding Teaching Award.
• Melissa Ladenheim, Black Bear Award for Extraordinary Impact.
• William Davids, Presidential Innovation Award.

ā€œThese awards recognize the very best of the 91±¬ĮĻ,ā€ said President Joan Ferrini-Mundy. ā€œEach of these individuals demonstrates a deep commitment to excellence, innovation and service. Their work strengthens our university, advances knowledge and makes a meaningful difference for the people of Maine and beyond.ā€

Mehdi Tajvidi

Presidential Research and Creative Achievement Award

Mehdi Tajvidi, professor of renewable nanomaterials in the School of Forest Resources and Advanced Structures and Composites Center, is recognized for internationally distinguished research and scholarship. The award honors faculty whose work contributes knowledge to issues of local, national and global significance.

Since joining 91±¬ĮĻ in 2013, Tajvidi has focused on the production, characterization and performance of renewable nanomaterials and their composites. His research centers on cellulose nanomaterials for applications including coatings, packaging and building products, spanning work from foundational science to industrial trials.

ā€œMehdiā€™s work reflects research leadership that brings global visibility to 91±¬ĮĻ while delivering real value to our state,ā€ Ferrini-Mundy said. ā€œHis focus on sustainable innovation is helping address important challenges in materials and manufacturing.ā€

Tajvidiā€™s lab has developed bio-based alternatives to synthetic materials, including technologies to replace formaldehyde-based resins in building products and PFAS in molded fiber packaging, as well as foam products used in packaging. He has also launched a line of research in mycelium-based biocomposites, using fungal materials to produce low-density insulation and packaging products.

His work supports collaborations with Maine-based and national companies and contributes to new product development in the forest products industry. He also mentors graduate students, postdoctoral researchers and undergraduates who have gone on to careers in academia, industry and national laboratories.

Darren Ranco

Presidential Public Engagement Achievement Award

Darren Ranco, professor of anthropology, faculty fellow in the Senator George J. Mitchell Center for Sustainability Solutions, and chair of Native American Programs, is recognized for public engagement that applies academic expertise to enhance the public good.

Since returning to Maine in 2009, Ranco, a Penobscot Nation citizen who grew up in Orono, has worked with Wabanaki Tribal Nations on environmental and cultural issues. His work includes leadership on responses to the emerald ash borer, an invasive species that threatens ash trees used in traditional basket making. His efforts contributed to agreements among tribal nations, the state and federal agencies.

ā€œDarrenā€™s work reflects a deep commitment to partnership and to connecting the universityā€™s expertise with community needs,ā€ Ferrini-Mundy said. ā€œHe builds relationships that lead to meaningful, lasting impact.ā€

He has also supported tribal climate resilience and land return efforts, working with communities to develop priorities, establish baselines and create plans to address environmental change. 

Ranco has contributed to strengthening relationships between the university and tribal communities, including efforts to support collaboration and culturally informed research practices.

His public engagement includes educational initiatives supporting the development of Wabanaki studies curriculum, public talks, working with legislators to support environmentally and culturally sound legislation, and participation in projects that address community needs.

Jay Wason

Presidential Outstanding Teaching Award

Jay Wason, associate professor of forest ecosystem physiology in the School of Forest Resources, is recognized for advancing student learning through teaching and mentorship.

Since joining 91±¬ĮĻ in 2018, Wason has taught undergraduate and graduate courses in forest biology, plant structure and function, and research methods. His teaching emphasizes scientific thinking and applying knowledge to new problems.

ā€œJayā€™s teaching reflects a commitment to student learning that both challenges and supports students,ā€ Ferrini-Mundy said. ā€œHe helps students build confidence and apply their knowledge in meaningful ways.ā€

His courses incorporate hands-on laboratory work, group activities and opportunities for students to design experiments and analyze data. These approaches support active learning and encourage students to engage directly with course material.

Student evaluations consistently highlight his preparation, clarity and enthusiasm, as well as his ability to help students understand complex topics.

In addition to teaching, Wason mentors undergraduate and graduate students and contributes to instructional development within his department.

Melissa Ladenheim

Black Bear Award for Extraordinary Impact

Melissa Ladenheim, associate dean of the Honors College, is recognized for exceeding expectations and making an extraordinary impact through service and leadership.

She coordinates the Maine Day Meal Packout, a campus-wide initiative that provides meals to food-insecure communities across the state. A central part of Maine Day Week of Service, the effort engages approximately 400 to 500 volunteers each year. Since its early years in the 2010s, the initiative will surpass 800,000 meals packed and distributed with the culmination of this yearā€™s event.

ā€œMelissaā€™s leadership shows how service can bring people together while creating opportunities for students to lead,ā€ Ferrini-Mundy said. ā€œHer work inspires a strong culture of engagement on campus and beyond.ā€

The Maine Day Meal Packout is student-driven, with a leadership team playing key roles in fundraising, logistics and partnerships, while Ladenheim oversees and coordinates the initiative. Through that work, students gain experience in leadership, project management and community engagement while contributing to a statewide effort to address food insecurity.

Ladenheim is also involved in the Servant Heart Research Collaborative, which develops educational initiatives addressing social and learning challenges in Sierra Leone, Liberia, Haiti and Uganda. Through this work, she helped create and build the National Education Test Tool, an online platform that prepares students in Sierra Leone for national exams, as well as the Attachment Theory Workshop, a caregiver training program focused on fostering healthy attachments in children who have experienced trauma.

Her work reflects a sustained commitment to service and student development, with impact across campus, throughout Maine and internationally.

Bill Davids

Presidential Innovation Award

Bill Davids, Bodwell University Distinguished Professor and chair of civil and environmental engineering, is recognized for translating research into technologies with economic and societal impact.

Over nearly three decades at 91±¬ĮĻ, Davids has focused on engineering research that supports innovation and real-world application. He is a co-inventor of the CT Girder, a fiber-reinforced polymer bridge beam that is significantly lighter than steel and resistant to corrosion. The technology has been used in bridge construction projects in Maine, Rhode Island and Florida.

ā€œBillā€™s work demonstrates how research at 91±¬ĮĻ can translate into practical solutions that strengthen infrastructure and support economic development,ā€ Ferrini-Mundy said. ā€œHe connects innovation with real-world impact.ā€

He has also contributed to the development of the Continuous Forming Machine, a manufacturing technology for fiber-reinforced thermoplastic materials. This work has supported the creation of a startup company that is generating revenue, attracting investment and building a manufacturing facility in Maine.

His research has also contributed to improved methods for evaluating and maintaining bridges, helping extend the service life of infrastructure and reduce the need for repair and replacement.

Through collaboration with students and industry partners, Davidsā€™ work has produced practical outcomes that advance engineering practice and support infrastructure solutions.

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

Those meals will be assembled during the Maine Day Meal Packout (MDMP) on Wednesday, April 29, from 9 a.m.-1 p.m. in the New Balance Field House. 

ā€œHundreds of volunteers ā€” spanning individual students and faculty, community partners, sports teams and entire classes ā€” show up to work together and accomplish an incredible amount of work,ā€ said Valleli, an ecology and environmental sciences major who serves as the MDMP marketing and communications chair. ā€œWhat the Maine Day Meal Packout initiative does communicate is that countless people ā€” from the hundreds of individual volunteers packing each meal to the devoted student leaders or the philanthropic backers of the event ā€” are willing to show up and make a difference together.ā€

Led by the members of the MDMP student leadership team, which includes Valleli, the initiative is on track to exceed last yearā€™s goal of assembling and distributing over 50,000 meals in just a few hours. By the end of the event, the MDMP will mark the 800,000th meal packed at 91±¬ĮĻ since the initiative launched.

The project originated in 2017 as the ā€œHungry 100K,ā€ after students were challenged to surpass Harvard as the top meal-packing university in New England. Spearheaded by Melissa Ladenheim, associate dean of the Honors College, the initiative rebranded as the Maine Day Meal Packout in 2018. Since then, it has maintained a consistent impact, even continuing through the challenges of the COVID-19 pandemic and campus cancellations.

ā€œThe Maine Day Meal Packout is a truly extraordinary, transformative event that brings the campus together in service of a key element of 91±¬ĮĻā€™s land-grant mission: to have a positive impact on the broader community of which we are a part,ā€ said Honors College Dean Ellen Weinauer. ā€œThanks to the remarkable and enduring effort on the part of student leaders and their mentors, the Maine Day Meal Packout has justifiably become one of the 91±¬ĮĻ initiatives of which we can be most proud.ā€

In addition to bake sales, the student leadership team fundraised for the event through soliciting individual donations, garnering support from philanthropic organizations, participating in broader initiatives like the Maine Credit Union Leagueā€™s Campaign for Ending Hunger and securing grants such as the Alton ā€™38 and Adelaide Hamm Campus Activity Fund.

ā€œMaine is a small and tight-knit community, so when Iā€™m presenting to fellow Mainers, everyone Iā€™m speaking to has seen the impact of hunger,ā€ said Ruth Griffith, a senior majoring in economics and the 2026 Valedictorian. Griffith serves as the MDMP fundraising chair and overall student coordinator. ā€œWhen speaking with corporate donors who may not realize the scope of the Maine Day Meal Packout, I focus on the scale of their contribution. For example, I discuss how a $1,000 donation could feed 2,500 people, and how that goes a long way toward feeding hungry Mainers.ā€

Most participating food pantries pick up the meals at 91±¬ĮĻ, but students have delivered them to those that cannot come to campus to ensure people gain-access to much needed sustenance. Pantry operators sometimes join other volunteers in packing meals during the event. 

ā€œThe pickup and distribution of the meals is definitely the hardest part because some of our partners have a three-hour commute each way,ā€ said Jasper Makowski, a senior majoring in microbiology who works directly with the food pantry recipients. ā€œTaking the time to get to Orono is a huge challenge, especially for some of the mom-and-pop operations. Luckily, we have a great number of supporters who are willing to drive and deliver to some of these rural locations, but a significant challenge every year is making sure we can actually get the meals to the food bank.ā€

Students drive the success of the MDMP, gaining leadership skills through a committee system covering fundraising, outreach, partnerships, communications and logistics. For student leaders like Makowski, Griffith and Valleli, the event offers a tangible way to support fellow Mainers while developing professional expertise in project management.

ā€œThe Maine Day Meal Packout is a ā€˜win-win-winā€™ā€”itā€™s a win for our students, itā€™s a win for the campus and itā€™s a win for the community,ā€ said Ladenheim. ā€œI am incredibly grateful for this yearā€™s student leadership team. This group has been the most cohesive, collaborative and effective team I have ever worked with.ā€

Story by Alexa Rose Perocillo, news intern

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

Nearly 300 high school students from 11 different Maine high schools are expected to visit the flagship campus in Orono for the event. They will take part in an informational resource fair, student life interactive presentations, student panels featuring Early College alumni, and specialized campus tours tailored to studentsā€™ academic interests. 

91±¬ĮĻ Early College allows high school students to take courses through the flagship for credit and tuition-free through a partnership between the 91±¬ĮĻ System and the Maine Department of Education. Doing so helps them develop confidence and study skills, and see postsecondary education as a place where they belong and will succeed. The result of these 91±¬ĮĻ Early College opportunities is increased high school and postsecondary degree attainment and lower debt.

ā€œDiscovery Day is an exciting opportunity for high school students to experience the 91±¬ĮĻ firsthand and see what makes our campus so distinctive,ā€ said 91±¬ĮĻ Associate Dean of Online and Continuing Education Patricia Libby. ā€œAt 91±¬ĮĻ, students dive into a one-of-a-kind, discovery-driven education that begins with hands-on learning from day one in an immersive environment. As Maineā€™s learner-centered R1 research university, we are a hub for innovation ā€” from advanced manufacturing and the blue economy to the health and life sciences and beyond. As a Space Grant and Sea Grant institution, and home to NCAA Division I athletics, 91±¬ĮĻ offers students the chance to explore their interests and imagine whatā€™s possible at Maineā€™s flagship university.ā€

The inaugural Early College Discovery Day was made possible by generous funding from the Alton ā€™38 and Adelaide Hamm Campus Activity Fund, with additional support from the 91±¬ĮĻ Division of Lifelong Learning and the Maine College of Engineering and Computing.

For more information, contact 91±¬ĮĻ Early College Program Coordinator Allison Drinkwater, at 207-581-8024 or um.earlycollege@maine.edu, or visit umaine.edu/earlycollege

ā€œRachel and Kalli are exceptional students who have achieved great things not only in the classroom, but across campus and our community,ā€ said 91±¬ĮĻ Machias Dean Megan Walsh. 

Dā€™Alessandro works as a phlebotomist, and plans to enter a medical lab technician program. Immersing herself in health sciences during her undergraduate career, she attended a week-long course at the Mount Desert Island Biological Laboratory in Bar Harbor, Maine, during spring break in 2025.

ā€œI plan to use my experience and the degrees I am receiving at 91±¬ĮĻ Machias to continue and further my career in the medical field,ā€ Dā€™Alessandro said. 

With a passion for the outdoors, Dā€™Alessandro worked for Project SHARE, an organization dedicated to Atlantic Salmon conservation, in the summer of 2023 and 2025. She participated in several Outing Club events, including a hike at Tunk Mountain, a canoe paddle at Six Mile Lake and a ski trip at Big Rock Mountain, where she learned how to snowboard.

ā€œI also enjoyed regular events on campus like intramurals, bingo, paint and sips, terrarium building and all kinds of other events,ā€ she said. 

Deeply connected to her hometown, Sternberg, who also pursued a concentration in elementary education and a minor in creative writing, recently completed her student teaching at Rose M. Gaffney Elementary School in Machias. Sternberg worked under Caitlyn Roy, who was her own teacher in fifth grade. While studying at 91±¬ĮĻ Machias, she earned her Wilderness First Responder license during one of her courses. 

ā€œI hope to give back to my Washington County community by teaching locally!ā€ Sternberg said. ā€œEventually, I plan to pursue a master’s degree in the educational space and perhaps earn a graduate Certificate in Outdoor Education and Leadership.ā€ 

She volunteers with Jobs for Maine Graduates (JMG), the only non profit organization in Maine that offers support for students as they transition from middle school to high school, through high school graduation and onto post-secondary education. By partnering with Maineā€™s middle and high schools, community colleges and the 91±¬ĮĻ System, JMG promotes degree attainment and pathways to careers.

Sternberg is also the student representative for the 91±¬ĮĻ Machias Curriculum Committee, which is responsible for developing recommendations to add, drop or restructure academic programs and individual courses. 

Recently, she met with the Maine Department of Education to discuss 91±¬ĮĻ Machiasā€™ Rural Education program. 

ā€œI enjoy being a student ambassador and  talking to prospective students about the program!ā€ she said.  

Contact: Jacqueline Leonard, jacqueline.leonard@maine.edu 

Standing at a table lined with maroon shirts and other gifts and a standup banner showcasing facts about her department and a logo of its mascot ā€” an eagle ā€” Chan was among many representatives from nearly 40 districts statewide vying for 91±¬ĮĻ talent during the College of Education and Human Developmentā€™s annual Education Career Fair on April 16 in the Wells Conference Center. 

Schools in Maine, like in many other states, are experiencing in a variety of areas, and are also seeking candidates for educational technician and substitute teacher roles. Education , and the College of Education and Human Development is the largest and most comprehensive teacher preparation and education program in the state.Ģż

Chan said 91±¬ĮĻ preservice teachersā€™ professionalism and preparation for classroom vacancies they seek to fill make them attractive candidates for school districts like hers. 

ā€œThey dress, speak, and introduce themselves professionally,ā€ she said, adding the career fair is ā€œa really valuable event to be a part of, not just for the students, but for the districts.ā€

Graduates of 91±¬ĮĻā€™s state and nationally accredited teacher preparation programs are automatically recommended for initial teacher certification in several shortage areas, including general elementary, mathematics (middle and secondary levels) and . Students in these programs complete a variety of hands-on field experiences and observations in K-12 classrooms and other educational settings.Ģż

Experience working as pre-service teachers in Maine classrooms is a key reason why Chelly Schildroth, the curriculum director at Regional School Unit (RSU) 24 in Sullivan, was working to recruit 91±¬ĮĻ students for her district at the career fair. 

ā€œI think a lot of students who attend 91±¬ĮĻ understand the types of schools that we have in Maine,ā€ she said. ā€œThey arenā€™t big city schools, they are rural and a lot of kids who go to 91±¬ĮĻ are excited to work at smaller schools.ā€ 

The College of Education and Human Development offers several programs that lead to teacher certification in Maine, including the undergraduate majors in elementary and secondary education, the early childhood education concentration in the child development and family relations major, and the health and physical education concentration in kinesiology and physical education.  

Sophia Ouellette, an elementary education major who attended the fair, said the field experiences she had while studying at 91±¬ĮĻ prepared her to have a classroom of her own after graduation. During her final semester, Ouellette completed her required 15-week student teaching internship in a first-grade classroom at Leroy H. Smith School in Winterport, Maine.

ā€œI also did my 100-hour practicum at the same school in the same classroom last semester,ā€ said Ouellette. ā€œItā€™s honestly given me the best knowledge and the best experience I could have asked for as Iā€™m graduating.ā€

Ouellette, who is from Scarborough, Maine, said she plans to return to southern Maine after she graduates to teach in an early elementary classroom near where she grew up.

ā€œThatā€™s the ideal situation, but Iā€™m open to new opportunities and very excited to see where 91±¬ĮĻ will take me,ā€ she said.

Story by Rowan MacDonald, news intern

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

These small, vibrant fish, often associated with rocky habitats, are native to the Gulf of Maine. They are known to eat young lobster in the benthic stage, as well as small clams and snails.

Increasingly, the Maine Department of Marine Resources and commercial lobstermen are finding cunner caught in their traps. Staudinger said the lobstermen have shared photos of cunner with lobster eggs in their mouths and are concerned itā€™s impacting the fishery. 

The to study keystone species in the U.S., in honor of the nationā€™s 250th anniversary. Selected projects, including Staudingerā€™s lobster research, are receiving funding, equipment and other support to advance innovative solutions to contemporary conservation challenges.

Lobster and cunner have coexisted for a long time, but this would be a new behavior and new dynamic within the rocky substrate where they reside.

Cunners are unique in that they have tiny teeth throughout their jawline, which helps them capture food from rocky surfaces. They use their teeth to crush shells and other food, making it hard to recover evidence. Because of this, Staudinger said her research team will be studying the contents of cunnersā€™ stomachs using environmental DNA. 

While shifts in community composition, distribution and timing of occurrence are all well known ecological responses to environmental change, Staudinger said researchers have a poor understanding of how these responses affect predator-prey and competitive interactions among species.

ā€œWe don’t know if this behavior has been happening and gone unnoticed or if there is an environmental factor causing it to happen now,ā€ she said. ā€œWe would like to gather evidence to determine how widespread it is happening, and the best way to do that is to work with the fishermen who are on the water every day and see them in their traps.ā€

If fishermen or other stakeholders find cunner with lobster eggs in their mouths, the Staudinger Lab is asking they use the provided QR code to share photos and information or send photos to 508-348-9039 or cunner.maine@gmail.com with the date the fish was captured and its location. More information is available on the labā€™s website.

91±¬ĮĻ News recently spoke with Staudinger about what to expect from this upcoming research.

Do you suspect water temperature, population shifts and predator dynamics could be contributing to whatā€™s happening between lobster and cunner?

These are all testable hypotheses that we’re going to be working through in this project. It’s possible there’s been a shift in timing. It could be a spatial distribution or a temporal shift that is bringing these two species together during certain life phases that they didn’t meet in previously. 

I found old historical papers that show cunner ate a lot of mollusks and other benthic invertebrates. One paper I found suggested that cunner really like to eat mussels, which have been less abundant in recent years. There is the possibility that they are exploring new food sources because others have decreased. They also might just be opportunistic, and that behavior could be leading them to take advantage of something they didn’t before.

Between equipment and personnel, whatā€™s it going to take to find the answers?

We’re working with the Maine Department of Marine Resources to collect bycatch cunner in their ventless trap survey. When we bring those fish back to the lab, weā€™re doing a visual inspection of their guts and mouths, where we find and record all diet items that can be identified, such as broken shells of snails and sometimes small clams.

One fun fact about this fish is that they use their teeth to pluck organisms off vertical, complex surfaces. They also have teeth in the back of their mouths that allow them to crush things. The diet of this fish is very difficult to assess, because it can mash or chew its food with its teeth. Most other fish swallow their prey whole. So we’re using environmental DNA to detect lobster in the cunnerā€™s stomach contents and get a full biodiversity panel of what they’ve been eating.

How might the results of this upcoming study translate to help groups like fishermen make informed management decisions?

We’re not seeing a blanket amount of evidence, so there may be hot spots where this interaction is more likely to occur. One potential result would be to show hot spots where populations of egg-bearing female lobster and cunner are overlapping. That would provide spatial information to fishermen to make informed choices about when and where they fish. There is also the possibility of developing trap modifications to exclude or deter cunner.

We might find out that this is not a widespread occurrence, which could help alleviate concerns. Regardless, understanding a species that we don’t yet have a lot of information about is always going to be advantageous.

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

Dawna Kulakowski teaches first through third grade in Troy, Maine. For her, moments like this are the point.

ā€œI think itā€™s important for kids in these grades to come to the farm and learn about agriculture here at the university, because they have a lot of this out in their own communities, and they might be interested in a career in this area in the future,ā€ Kulakowski said. ā€œI think a lot of these kids like hands-on learning to experience things in the real world.ā€

Public access is central to operations at Witter Farm in Old Town. It welcomes K-12 students, community residents, university groups and professional organizations to meet the animals, learn about the research and contribute to Maineā€™s agricultural industry.

On a cool March day, students from Troy Central School, including those in Kulakowskiā€™s class, traded their desks for a behind-the-scenes look at a working agricultural operation just outside 91±¬ĮĻā€™s campus.

Trotting horses, mooing cows and fresh hay greeted the group as their chatter and laughter filled the barns. The visit connected Maineā€™s traditional classroom education with the stateā€™s agricultural industry ā€” one that relies on a new generation to sustain it.

Guiding them through the barns were 91±¬ĮĻ student workers, who balance coursework with leading tours and completing their daily responsibilities on the farm ā€” an example of the universityā€™s learner-centered approach as an R1 research institution.

Their work gives visiting students a peer-led introduction to agriculture while reinforcing their own hands-on education.

ā€œAs part of the class, students come in during their sophomore year and start working on the farm doing all kinds of things. The highlight, though, is when they are assigned to a pregnant female cow,ā€ said Chelsea Carr, livestock operations manager. ā€œThey get to be here for the birthing as part of their grade, and once the calf arrives, they get to name it as a group.ā€ 

The Witter Center houses multiple operations, including Witter Farm, and serves as a hub for animal sciences and sustainable agriculture. As a primary facility for the Maine Agricultural and Forest Experiment Station, it integrates hands-on undergraduate and graduate education with high-level research.

The farm houses 78 animals and regularly welcomes school groups that engage directly with the animals and learn where their food comes from.

Many students also connect with the farm beyond their visit through the ā€œAdopt a Cowā€ program, a Discover Dairy and New England Dairy joint initiative that features Witter Farm as one of several participating farms across New England.

ā€œEvery farm puts up two calves that get adopted by classrooms. I believe last year we were adopted by 600 classrooms of kindergarteners, and the adopted cows that we have this year are Darling and Doris. Iā€™m sure that most of the tours on my schedule are here to see them,ā€ Carr said.

Through this yearlong virtual initiative, educators can bring the world of farm life into their classrooms. By adopting a calf from a New England dairy farm, students can follow a specific calfā€™s development over the course of the school year. This immersive experience is supported by complimentary educational materials from Discover Dairy, helping students understand dairy farming and how milk reaches their tables.

ā€œWe send updates, photos and videos of our adopted calves to Discovery Dairy, who then shares this information with the participating classrooms that have adopted our calves,ā€ said Patricia Henderson, Witter Farmā€™s superintendent.

Beyond traditional farm work, Witter Farm reflects the modernization of agriculture through its robotic milking barn.

ā€œWe put in the VMS300, a voluntary milking system, about a year ago in March. Itā€™s a robot that milks the cows without people having to do it. The cows can come in whenever they want, and the robot will milk them, clean the teats and collect a whole bunch of data for us,ā€ Henderson said.

The farmā€™s openness is intentional. Leaders say inviting the public in and encouraging questions helps challenge misconceptions about agriculture.

ā€œI think thereā€™s a lot of stigma behind dairy farming, so opening our tours to any and all questions is important for opening farms like this to the public and growing their knowledge of our industry,ā€ said Riley McAllaster, a senior in the animal and veterinary science program with a pre-veterinary concentration.

That effort is tied to a broader concern: fewer people are entering the agricultural workforce.

ā€œI hope these tours spark an interest in agriculture for these kids. With our new technology, like the robot barn, I hope people will understand that this is a modern, informing industry,ā€ Carr said. ā€œI want more people to be aware of the many agricultural jobs beyond working as a farmer, including research roles. Renewable farming is a growing industry, and it is full of jobs that need to be filled, and I hope these kids realize these opportunities early on.ā€

Story by Alexa Rose Perocillo, news intern

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

The collaborative, hands-on session ā€” designed for educators of all career levels, from preservice teachers to those currently in the classroom ā€” will be held from 9:30 a.m. to 4 p.m. on Saturday, May 16, at the Wells Conference Center on the 91±¬ĮĻ campus.

Participants will have the opportunity to join demonstrations and activities in a ā€œtech playground,ā€ exploring the latest tools and best practices for expanding computer science and computational thinking in the classroom. 91±¬ĮĻ President Joan Ferrini-Mundy, an accomplished mathematics educator, is scheduled to deliver welcome remarks.

Funding for the event is provided by PrepareCS, a aimed at building capacity for K-12 computer science education by training teachers and integrating computer science into preservice teacher education programs. 

Attendees will receive a $75 stipend, as well as mileage reimbursement and lunch. A link to register is . 

For more information, contact 91±¬ĮĻ Senior Lecturer of Instructional Technology Mia Morrison, mia.morrison@maine.edu.

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

In the early 1990s as a student at Belfast Area High School, Rusty Brown ā€™98, ā€™01G admits that he was ā€œflounderingā€ 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±¬ĮĻ, and participated in his first classic Upward Bound summer program in 1992. 

ā€œAfter that first amazing summer experience, I went from floundering to being on the honor roll for the rest of high school,ā€ Brown said. ā€œI participated enthusiastically in every Upward Bound event and summer program until I graduated (high school) in 1994.ā€ 

Brown, now the director of 91±¬ĮĻā€™s Upward Bound programs, entered the university as a history major, eventually graduating with a bachelorā€™s degree in secondary education in 1998 and a masterā€™s in counselor education in 2001. 

Without Upward Bound, he says he would have been ā€œseverely underprepared in every basic skill set imperative for all college studentsā€™ success.ā€ 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.

ā€œUpward 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,ā€ said Brown. ā€œMy college success is because of the blood, sweat, and tears I put into my time at the 91±¬ĮĻ, however Upward Bound prepared me to focus those energies and efforts to be successful.ā€ 

In college, Brown worked as a summer staff member and later a graduate assistant with 91±¬ĮĻā€™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±¬ĮĻ. All told, he has worked for the program for 23 years. 

ā€œMy time as an Upward Bound student set the stage for my personal and professional success,ā€ Brown said. ā€œThe 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.ā€

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 ā€œmock trialsā€ at the end of every week of instruction. The students would be divided into two different groups: the ā€œprosecutionā€ and ā€œdefenseā€ counsel for historical figures that coincided with our learning material. I absolutely could not have enjoyed anything more than one week ā€œdefendingā€ Robespierre and the next week ā€œprosecutingā€ 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 ā€™89, ā€™92G, the retired Upward Bound director at 91±¬ĮĻ, 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 ā€œtalented underachieverā€ 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 ā€œthe life I was givenā€ and lay the foundation for ā€œthe life I was willing to work for.ā€ 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!

Whatā€™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±¬ĮĻ. That summer is called the ā€œBridgeā€ 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?

Iā€™ve heard it said that ā€œpatience is a virtue,ā€ 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 ā€œhelp themselves.ā€ 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 ā€” increasing their capacity to help all of their students by lessening their workload. 

By Casey Kelly ā€™19G, ā€™25 CGS

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

ā€œShoreline erosion is depositing sediment into the river, which serves an Atlantic Salmon habitat. Therefore, we would like to prevent Orono from washing away into the river and avoid disrupting their habitat,ā€ said Edwin Nagy, project adviser and a principal lecturer of civil engineering at the 91±¬ĮĻ.

To help address those concerns, five 91±¬ĮĻ engineering students are partnering with the town of Orono to develop proposals to potentially improve parking, increase access to the water and stabilize these paths for many years to come. The collaboration is part of the studentsā€™ senior capstone project and focuses on strengthening stormwater drainage, increasing accessibility and protecting the riverfront park for long-term use.

Their work reflects 91±¬ĮĻā€™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.

Spanning more than 4 acres along North Maine Avenue, Webster Park serves as a hub for outdoor recreation with waterfront access and open green space. Town officials recruited the student team to help generate ideas that balance environmental protection with public access.

The team is prioritizing bioengineered solutions such as native plantings, rain gardens and local materials to mitigate flooding and erosion while maintaining the parkā€™s natural character.

ā€œThese improvements will enhance the visitor experience at Webster Park in Orono, Maine. Visitors can take a quick kayak trip on the Stillwater River and return to picnic areas protected from erosion. Whether itā€™s fishing, swimming or sightseeing, this project aims to polish and protect existing features to make them accessible for everyone,ā€ said Shea Decoteau, a team member and civil and environmental engineering major.

Students have visited the site and have been collecting data and input from town officials. As part of their research, they are conducting a life cycle analysis on certain park areas to measure the environmental impacts of various materials and processes and evaluate how they will withstand Maine winters.

The townā€™s budget and recent remodeling of Brownā€™s Park prompted the students to ask what materials were already available locally.

ā€œThe townā€™s biggest goal is to keep Webster Park looking natural. We have railroad ties and old stone that were salvaged from projects in town and are currently stored at the landfill. These are reusable materials that we can use for this project,ā€ said Megan Hess, environmental services manager for Orono.

During the capstone course each year, teams select from several available projects and are assigned to one of their top three choices before forming teams. Decoteau said she chose the Webster Park project because of its proximity to campus, its multidisciplinary scope and the opportunity to collect real-time data.

The project also presents practical challenges. Decoteau noted that because the group is not a professional engineering firm, they do not have the resources to send out a team of surveyors. Instead, they must address real-world problems using abstract ideas or information currently available to them.

ā€œOur site visit helped us visualize what we were trying to accomplish. Before, it was just abstract, but seeing what was already there and talking to the town representative helped us focus,ā€ Decoteau said.

Depending on the scale of the studentsā€™ proposals, Oronoā€™s Public Works Department may carry out elements of the project. For larger-scale initiatives, the town could consult an engineering firm.

ā€œI think they are going to bring forward some very good ideas of necessary things that should happen. Once those ideas are packaged up and we see what the priorities are for the park, we can present them to the Town Council for budgeting and implementation,ā€ Hess said.

Story by Alexa Rose Perocillo, news intern.

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

Registration is now open for the annual 91±¬ĮĻ Summer Educators Institute, which will be held June 24-26 at Shibles Hall and other locations around the 91±¬ĮĻ campus. Maine educators are also invited to the , which will be June 29-July 2 at various locations on campus. 

The theme of this yearā€™s 91±¬ĮĻ Summer Educators Institute is ā€œThriving Together,ā€ and one of the goals will be for school- or district-based teams to work collaboratively on projects to improve some aspect of their school community. During morning sessions, participants will be able to choose interactive workshops based on their interests ā€” including middle-level, literacy, multilingual education and more ā€” as well as their career level ā€” early-career, mid-career and school/district leadership. In the afternoons, facilitators will be available to assist teams with process, resources and guidance on their projects. 

The instituteā€™s keynote will be delivered by Jayne Downey and Jennifer Luebeck from the (CRRE) at Montana State University. Downey, CRRE director and professor of educational psychology at Montana State, has been an active leader and researcher in rural education for over 25 years. Her research and scholarship are focused on preparing teachers and counselors for rural schools and communities, and improving outcomes for rural students. Luebeck is a Montana State professor of mathematics education and CRRE faculty scholar. She leads the Advancing Support, Preparation and Innovation in Rural Education project and directs MentorMT, a statewide program matching novice rural teachers with experienced educators for individualized career support.

Registration for the institute is $600, but participants in 91±¬ĮĻā€™s Rural Thrive: The Rural Educator Resilience Project, a statewide professional development program for rural Maine teachers at different stages of their careers, will have the registration fee waived. In addition, lodging and travel reimbursement are available for teachers from rural schools or districts. The College of Education and Human Development has a limited number of sponsorships available to cover registration for educators from urban and suburban districts who want to attend the institute. For more information about the Summer Educators Institute, contact conference organizer and Rural Thrive mentor-teacher in residence Gert Nesin, gert.nesin@maine.edu.

The LfPL Symposium is a bi-annual convening of international stakeholders, including teachers, school leaders, policymakers and researchers focused on leadership and professional learning for K-12 education. The unique meeting design allows for deep and extended dialogue among participants who share common challenges, and helps to surface and advance ideas to improve education today and in the future. Faculty and students from the 91±¬ĮĻ College of Education and Human Development have attended previous LfPL conferences in Dublin (2022) and Santiago, Chile (2024), and several are planning to participate in this yearā€™s symposium. 

Rural Thrive is offering a limited number of sponsorships for rural educators to cover the cost of attending the LfPL Symposium, including the $400 registration fee, hotel and mileage reimbursement. For more information, contact LfPL conference organizer and 91±¬ĮĻ professor of education Janet Fairman, janet.fairman@maine.edu.

Now, the 91±¬ĮĻ is helping lead an effort to find answers.

This week, a delegation organized by Maine Sea Grant and 91±¬ĮĻ Cooperative Extension will travel to Hokkaido, Japan, to study advanced sea urchin farming techniques and explore how they could be adapted to strengthen Maineā€™s industry.

Hugh Cowperthwaite of Coastal Enterprises, Inc., who helped coordinate the trip, said the group is eager to learn from Japanā€™s diverse approaches to harvesting and aquaculture.

ā€œWeā€™re excited to learn from the Japanese about the many different forms of their sea urchin fishery. They range from open water wild harvest to bottom leasing, confined structures and submerged cage culture,ā€ Cowperthwaite said. ā€œIt will be fascinating to understand how these practices developed and what we can implement in Maine.ā€

The trip builds on a long history of collaboration between Maine and Japanā€™s marine industries, particularly in scallops, and reflects growing momentum around aquaculture innovation at 91±¬ĮĻ. With renewed interest from industry, researchers and regulators, the effort aims to strengthen both farmed production and the wild harvest.

Maineā€™s sea urchin fishery expanded rapidly in the 1980s and 1990s, when global markets embraced the stateā€™s high-quality roe, known as uni. Since then, declining populations have limited the fishery and underscored the need for new approaches. While urchins can be raised to market size, achieving profitability at scale remains a challenge.

Supported by the National Sea Grant Program, the delegation will spend a week visiting hatcheries, farms, processors and research facilities across Hokkaido, Japanā€™s northernmost main island.

Participants include representatives from across and beyond Maineā€™s marine economy, including the Maine Department of Marine Resources, the 91±¬ĮĻ Center for Cooperative Aquaculture Research, University of Rhode Island and private aquaculture companies.

ā€œAs a fisheries scientist with the Maine Department of Marine Resources, Iā€™m excited to learn from Japanā€™s long experience with sea urchin fisheries and aquaculture,ā€ said Elijah Bates of the Maine Department of Marine Resources. ā€œIā€™m especially interested in what ideas might help support the long-term sustainability of Maineā€™s urchin resource.ā€

For Maine growers, the trip is also an opportunity to bring new ideas back to their operations. Michael Scannell of Saco Bay Sea Farms said he is particularly interested in how Japan integrates seaweed and urchin production.

ā€œAs the founder and CEO of Saco Bay Sea Farms, Iā€™m excited for the opportunity to learn from Japanā€™s long history of sea urchin aquaculture and enhancement,ā€ Scannell said. ā€œWeā€™re particularly interested in the seaweed-to-urchin pipeline and how urchins can become a viable emerging crop in Maine. Iā€™m hopeful what we learn in Hokkaido will help inform future research and development here.ā€

Contact: Dana Morse dana.morse@maine.edu

Most scallops can take many days ā€” if not weeks ā€” to reach shore after they are harvested, but dayboat scallops are brought back within 24 hours to be sold, packaged, shipped or frozen. 

Brawn launched Downeast Dayboat in 2011 to share the product she loves with customers nationwide. While the business showed promise, Brawn said her technical savvy didnā€™t match her passion. She searched for business consultants who could help her plan for long-term stability and growth but worried they would be too expensive or prioritize profit over her commitment to supporting Maine seafood.

Then she applied to join the , an organization anchored at the 91±¬ĮĻ that offers free business and technical assistance, scientific research and networking opportunities for seafood businesses nationwide. The goal is to grow community-based seafood systems by supporting businesses committed to the well-being of their coastal communities and marine ecosystems.

ā€œAs someone who wants to promote local seafood, I canā€™t just hire a consultant thatā€™s going to focus on profit,ā€ Brawn said. ā€œThe original impetus for this business was to get fishermen more money, not to make money for myself. While I realize I can only advance my mission if I stay in business, which requires turning a profit, I don’t ever want to lose sight of why I started this all.ā€

Since the Local Catch Network was co-founded in 2011 by Joshua Stoll, 91±¬ĮĻ associate professor of marine policy, it has helped more than 70 community-based seafood businesses like Downeast Dayboat across New England, Florida, Alaska, California and Puerto Rico.

The U.S. Department of Agriculture to the Local Catch Network through a new grant from the Agricultural Marketing Services. This funding allows the organization to continue its services and support more seafood businesses. The networkā€™s growth and capacity have also been fueled by $2 million in Congressionally Directed Spending secured in 2022 by U.S. Sen. Susan Collins, now chair of the Senate Appropriations Committee.

ā€œThese federal funding sources provide the foundational support for our organization to foster a vital and growing network of community-based seafood businesses,ā€ Stoll said. ā€œTogether we are cultivating a shared vision of thriving food systems that contribute to the health, prosperity and sovereignty of the communities and ecosystems that make them possible, as well as connect consumers to the fishing communities that feed them.ā€ 

Brawn enrolled in the Local Catch Networkā€™s Seafood Accelerator & Innovation Lab (SAIL) in 2025, specifically its one-year mentorship program. The mentorship pairs entrepreneurs with fishing business professionals who provide one-on-one guidance and long-term financial planning through biweekly, quarterly and annual reviews. 

The SAIL program connected Brawn with Chris Kantowicz of Skipper Otto, a community supported fishery in British Columbia and strategic partner of the Local Catch Network. Kantowicz dedicated time to get to know Brawnā€™s operations and keeping her focused on financial planning. 

By the end of the mentorship, Brawn decided the best way to advance her mission was to downsize her business to focus on what she does best: direct to consumer sales. She also decided to attend more events to promote her products, rather than focusing on wholesale growth.

ā€œThe SAIL mentor program allowed Chris to spend the time digging into my business, my company and me in order to ask the right questions and make the right recommendations,ā€ Brawn said. “I would not have had the confidence to make this counterintuitive choice to downsize without Chris’s candid, well-informed feedback.”

Now in its third year, the SAIL mentorship program has helped 12 businesses build long-term resilience and explore opportunities for growth. 

The Local Catch Network also offers SAIL Catalyst, a three-month group program that provides participants skills and knowledge to strengthen their businesses and expand their networks. Twice-a-week sessions in the program offer instruction on a broad range of business assets, such as capital access, contracts, partnerships, insurance, employment, taxation and marketing. Now in its fourth year, SAIL Catalyst has benefited 54 businesses and nearly 150 individuals, including owners and staff. 

ā€œBoth of our SAIL programs help small-scale seafood companies boost their business acumen, not only to sustain or grow their operations in a highly competitive market but also to set themselves apart as stewards of sustainable and local food systems that support other small businesses,ā€ said Jessica Gribbon Joyce, program manager of the Local Catch Network. 

Linda Smith, owner of Wasco Fisheries LLC in Oregon, enrolled in SAIL Catalyst to improve her ability to scale, market and distribute seafood within her Native- and woman-owned salmon business while staying true to values rooted in the fishing traditions of the Columbia River. Fishing is an intrinsic part of Smithā€™s identity, family and culture, and Wasco Fisheries allows her to honor her traditions while supporting herself and her family. 

SAIL Catalyst taught Smith how to strengthen marketing, streamline distribution and build wholesale relationships. The program also connected her with other seafood entrepreneurs whose shared experiences and challenges helped her think more broadly about growing her own business. 

Using what she learned from the program, Smith hopes to expand the companyā€™s smoked, canned and fresh salmon offerings; enhance her branding; create stronger customer relationships; and establish more consistent sales channels.

ā€œThis work is deeply personal to me. Fishing connects me to my ancestors, the river and my community. Programs like SAIL help small fishing businesses like mine stay strong, adapt to change and keep these traditions alive while creating real economic opportunities,ā€ Smith said. 

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

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

The distance to Orono from Ewa Kleczykā€™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±¬ĮĻ, where she earned a bachelorā€™s degree in economics in 2001 and a masterā€™s in resource economics and policy in 2003. She continued her education at the Virginia Polytechnic Institute, where she earned another masterā€™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 ConĀ­sulting 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 ā€œEmpowered Leadership: Breaking Barriers, Building Impact and Leaving Legacy.ā€

Among her many accolades are a 2023 Presidential Lifetime Achievement Award, the Pharmaceutical Marketing Sciences Association Lifetime Achievement Award and the 2016 91±¬ĮĻ Alumni Associationā€™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 achiĀ­evement 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, Kleczykā€™s upbringing was forged not only by the monumental political events of the era, but by parents who ā€œplaced a strong emphasis on education, resilience and self-reliance ā€” values that were essential rather than aspirational at the time,ā€ she said. 

ā€œMy mother worked in the healthcare inĀ­duĀ­sĀ­try, which exposed me early to the realities of patient care and the importance of functioning health systems,ā€ Kleczyk said. Her father, a quality engineer with his own firm, taught her ā€œprecision, accountability, and the discipline of systems thinking.ā€

ā€œStudying math was non-negotiable in our household,ā€ she said. 

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

ā€œRather than a single ā€˜ah-haā€™ moment, it was a series of realizations that rigorous data, when applied responsibly, can ā€¦ improve human lives,ā€ she said. 

Making Connections at 91±¬ĮĻ and Beyond

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

ā€œTheir mentorship reinforced the importance of interdisciplinary thinking and ethical leadership ā€” principles that continue to guide my work today,ā€ she said.

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

ā€œIt was an incredible opportunity to connect with so many students and celebrate their diverse talents,ā€ she said. ā€œAnd it gave me a whole new appreciation for student life and leadership at 91±¬ĮĻ.ā€

Kleczykā€™s experience at 91±¬ĮĻ extended beyond the campus and was enriched when she was introduced to Stacey Smith Guerin ā€™81 and her family. Guerin was a homeschooling mother looking to expand her childrenā€™s understanding of different cultures. She contacted the International Student Association at 91±¬ĮĻ, and they connected her with Kleczyk. The Guerins ā€œbecame my family in Maine,ā€ Kleczyk said. 

ā€œThey provided not only warmth and stability, but a true sense of home,ā€ she said. ā€œTo this day, Stacey calls me her ā€˜Polish daughter,ā€™ a reflection of the lasting personal bonds.ā€

ā€œIn 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,ā€ said Guerin, a state senator from Penobscot County since 2018. ā€œHer grasp of analytics and incredible work ethic have propelled her into national leadership in her field,ā€ Guerin noted. ā€œHer leadership and community service have been noted by others, culminating in her earning more awards than I can count.ā€

These principles have been key in Kleczykā€™s success.

A Commitment to Community Service

But if analytics are her profession, comĀ­munity 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 ā€œJRā€ 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±¬ĮĻā€™s College of Earth, Life, and Health Sciences. If that werenā€™t enough, she also has been a guest lecturer at the School of Economics. 

ā€œThese 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,ā€ she said.

Sheree Tilson, Stroutā€™s aunt who has known Kleczyk for some 16 years ā€” glows with pride about her friendā€™s dedication to the community, healthcare causes, and dogged work ethic.

ā€œEwa has a very strong work ethic,ā€ Tillson said. ā€œShe is driven, committed, and loyal to the organization she works for.ā€

ā€œHer career journey has not been easy,ā€ she added. ā€œPolish was her first language, so she had to learn English in addition to a very different life in the states.ā€

ā€œHer 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,ā€ she said.

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

ā€œMy 91±¬ĮĻ experience laid the foundation for how I lead today: with curiosity, accountability, and respect for interdisciplinary collaboration,ā€ she said. ā€œIt was a place where independent thinking was encouraged ā€¦. Curiosity was welcomed, and ambition could coexist naturally with humility.ā€

Story by By John Ripley ā€™90

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