91±¬ÁĎ researchers captured what may be the first recorded evidence of nesting birds aggressively driving away deer, revealing an unexpected defense strategy against a little-recognized nest predator. Their findings suggest woodcock can respond to deer in multiple ways, challenging the assumption that these large herbivores pose little threat to nesting birds.

Woodcock typically rely on their cryptic feathers, which act as camouflage, to avoid nest predators. They also deploy a “broken wing” display to lure predators away from their eggs or chicks. 

In six instances during April 2024, however, five nesting woodcock in West Virginia chirped, postured, charged and even flew into approaching deer, 91±¬ÁĎ researchers found. The deer either walked away or fled the area in response. 

“While we only recorded a handful of instances, documenting these behaviors got us thinking more deeply about how birds could respond to deer as nest predators,” said Kylie Brunette, lead researcher on the investigation and 91±¬ÁĎ Ph.D. student in wildlife ecology. “That small birds are willing to aggressively defend their nests against something as large as a deer, using different strategies based on the situation, opens a lot of interesting questions about how these unexpected interactions affect wildlife communities.” 

Researchers deployed the cameras that captured the footage in 2024 and 2025 as part of the Eastern Woodcock Migration Research Cooperative research project. Of the 73 instances in which deer approached a nest, only six — including two involving the same woodcock — resulted in hens actively defending their nests. In the remaining cases, the woodcock did not respond to deer.

“Woodcock incubate their eggs for three weeks which is long for smaller birds. The longer a hen sits, the more dedicated she becomes to defending that nest,” said Amber Roth, associate professor of forest wildlife management at 91±¬ÁĎ and collaborator on the investigation. “This study shows that there is more than one way a hen can successfully protect her nest from potential predators like deer. Some hens relied entirely on remaining motionless and their cryptic plumage to hide from the approaching deer while others decided to be more assertive in their response.”  

Throughout the study, deer were detected at 68% of nests, but only interacted with nests a fraction of the time. None ate eggs from the nests under surveillance, according to the researchers. 

“Deer populations are sometimes considered over-abundant in many parts of the eastern United States, raising concerns about impacts to other species,” said Erik Blomberg, professor of wildlife population ecology who also worked on the investigation. “This research illustrates that nesting woodcock are resilient, and can use a variety of behaviors to defend their nests in systems where deer are abundant.”

Researchers published their findings in the  

The Eastern Woodcock Migration Research Cooperative is an international study co-founded by Blomberg and Roth in 2017 to help conserve a species beloved by hunters, birders and nature lovers. 

Collaboration among dozens of government agencies, nonprofits and universities has generated a dataset with nearly 700 individual woodcock tracked by GPS as they migrated through 32 states and seven Canadian provinces. It has also given graduate students like Brunette real-word research experience and opportunities to publish their findings as they advance through their academic and professional careers. 

The research was conducted through a collaboration with the West Virginia Department of Natural Resources, and was supported by the Maine Agricultural and Forest Experiment Station. 

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

The fellowships were developed to increase undergraduate student involvement in faculty-supervised research and creative activity. Winners receive $3,000 to put toward their research projects over the summer months.

The 2026 CUGR Summer Undergraduate Fellowship Recipients are:

• Abigail Bergmark, microbiology, for a project titled “Cyclic-di-GMP Effects on Candida albicans in the Presence of Fluconazole.” Bergmark will be advised by Robert Wheeler.
• Amelia Bradford, anthropology, for a project titled “Who’s Who In Biddeford, ME: The Life of 20th Century Textile Mill Workers as Told Through the Company Newspaper.” Bradford will be advised by Susan Pinette.Ěý
• Rachel Harrington, marine science, for a project titled “PFAS Contamination and Temperature Effects on American Lobster.” Harrington will be advised by Amalia Harrington.
• Alyssa Hinderer, marine science, for a project titled “Predicting PFAS Deposition In Maine Estuaries.” The award for Hinderer, who will be advised by Margaret Estapa, was funded by Maine Sea Grant.Ěý
• Emily Leszczewski, marine science, for a project titled “Effects of 41% Glyphosate Exposure On Behavior, Molting, And Stress Response Of Postlarval American Lobsters (Homarus americanus).” Leszczewski will be advised by Amalia Harrington.
• Tyler Lilya, marine science, for a project titled “A Novel Multi-Trophic Bio-Filter Apparatus To Remove Point Source, Anthropogenic Eutrophication From Waste Treatment Outflows.” Lilya will be advised by Timothy Bowden.
• Willow McConochie, botany, for a project titled “Assessing the Emotional Responses of Hikers to Hand Drawn Versus Generative AI Imagery of a High Alpine Species.” McConochie will be advised by Jacquelyn Gill.
• Declan Mercer, engineering physics, for a project titled “Fueling The Magnetic Machine: Applications Of Superparamagnetic Functionalization.” Mercer will be advised by Ioan-Augustin Chioar.
• Mackenzie Michaud, wildlife ecology, for a project titled “Nesting Ecology of Maine Wood Turtles.” Michaud will be advised by Matthew Chatfield.
• Emma Morrison, biochemistry, for a project titled “Antibacterial Agent Cetylpyridinium Chloride (CPC) Ironically Inhibits Immune Cell Function: Mechanisms of Action on Signaling and Cytokines.” The award for Morrison, who will be advised by Julie Gosse, was funded by the 91±¬ÁĎ Institute of Medicine.Ěý
• Lindsey Pellett, child development and family relationships, for a project titled “Parental ACE Scores and Family Dynamics: A Qualitative Study.” Pellett will be advised by Daniel Puhlman.
• Wyatt Perron, philosophy, for a project titled “Posing In Bondage: A Phenomenological Investigation of The Male Loneliness Epidemic.” Perron advised by Derek Michaud.
• Jayde Temby, child development and family relations, for a project titled “A Qualitative Analysis of Family Relations with Children with ASD.” Temby will be advised by Puhlman.

The 2026 MSGC Summer Undergraduate Award Recipients are:

• Berra Algul, engineering physics, for a project titled “Polar Magneto-Optic Kerr Effect Microscopy.” Algul advised by Nicholas Bingham.
• Keith Falkner, physics for a project titled “Inverse Magnetic Origami: Exploring Collective Magnetic Behavior By Unfolding Platonic Solids.” Falkner will be advised by Chioar.
• Eloise Fontaine, physics, for a project titled “Measuring Exchange Bias in Hysteresis Loops.” Fontaine will be advised by Bingham.
• Drake Grove, biomedical engineering, for a project titled “Improving CNF Processing Through Press-Assisted Dewatering.” Grove will be advised by Caitlin Howell.
• Mino Iobs, physics, for a project titled “Growth, Characterization, and Quantum Analysis of Weyl Semimetal Mn2Sn Thin Films.” Iobs will be advised by Bingham.
• Mackenzie Jones, physics, for a project titled “Creating Fe3O4 Films for Quantum Sensing & Astronomy Applications.” Jones will be advised by Bingham.
• Gavin Libby, engineering physics, for a project titled “Solar Thermal Reactor Prototype Sensor Update.” Libby will be advised by Justin Lapp.
• Benjamin Morgan, mechanical engineering, for a project titled “Education for K-8 in Manufacturing Engineering.” Morgan will be advised by Philip King.
• Alexander Thayer, physics, for a project titled “Investigating Electronic Band Structure of Cr-doped WSe2 via Vertical Magnetoelectrical Transport.” Thayer will be advised by Dinh Loc Duong.

The two-hour prescribed burn at 91±¬ÁĎ’s Dwight B. Demeritt University Forest was designed to reduce leaf litter and understory vegetation that can hinder red oak regeneration. Prescribed fire is also increasingly used across the country to reduce wildfire risk by removing accumulated fuels such as dead trees, branches and other forest debris.

Working as volunteer firefighters, Quinn and Wiltz, both pursuing master’s degrees in forest resources, cleared debris around the perimeter before igniting the fire, exposing soil that would stop flames from spreading past the designated burn area. With drip torches in hand, they joined Maine Forest Service firefighters in setting the prescribed fire. During the burn, they doused wayward flames to prevent them from spreading to the rest of the forest.   

Quinn and Wiltz earned their firefighter certifications through their undergraduate studies at 91±¬ÁĎ and the University of Vermont, respectively. Their participation was made possible when Rose Abramoff, assistant professor in 91±¬ÁĎ’s School of Forest Resources, connected them with the Maine Forest Service.

“What was nice about being a part of the holding crew is you get to pop in wherever you’re needed,” said Wiltz, who hopes to become a forester for a government agency. “A lot of state forestry employers are getting firefighters certified and sending them out west to fight fires. Getting this experience now is really wonderful to have moving forward.” 

Beyond providing hands-on firefighting experience, the burn also created a living laboratory for student researchers studying how fire affects Northeastern forests. The project supported research led by master’s student Cameron Chin, who is investigating how fire influences plant communities and soil health in temperate woodlands.

With less experience with wildfires than other parts of the U.S., the Northeast lacks research on how wild and prescribed fires affect its temperate forests, Abramoff said. She added that the region’s forests are generally less adapted to wildfire than woodlands in other parts of the country. 

“We expect the risk of wildfires to increase as the risk of droughts increase,” she said. “Tree pests encroaching on the Northeast — emerald ash borer, hemlock woolly adelgid, browntail moth, spruce budworm — create dead wood that could burn.”Ěý

Preparing for the future of Northeast forestry

Chin is spearheading research into how fire affects the various plant species and soil properties in the temperate forests that dominate the Northeast. 

Days after that burn in the Demeritt Forest, Chin returned to the site with Quinn, Wiltz and Ph.D. student Colby Bosley-Smith. The group collected soil samples, inventoried plant species and analyzed burn severity to better understand how fire influences forest recovery.

As more forestland managers explore prescribed fire to reduce wildfire risk, improve forest resilience and promote ecologically valuable tree species, Chin is dedicating part of her research to understanding the benefits and tradeoffs of this practice in the region. 

More research is needed to determine what plants regenerate after a prescribed burn and whether they alter the chemistry of the soil, particularly its carbon levels, Chin said. 

Trees and other plant life rely on carbon to thrive in many ways. For example, Chin said carbon feeds microorganisms that liberate previously inaccessible nutrients from soil molecules that promote root growth. 

“Fire is one of those disturbances that can have an immediate effect on soil and soil nutrients,” Chin said. “Forestry as an industry has grown more interested in soil carbon.”

Researchers will revisit the plots to monitor forest regeneration over time. Chin is measuring soil carbon dioxide emissions on a weekly basis through the end of November. 

Through research, students apply concepts from statistics, chemistry and physics to real-world forest management challenges, Abramoff said. 

“We teach students how to observe what’s around them in quantifiable ways and make inferences based on that, and that’s useful in every industry,” she said.  

For Quinn, who graduated from 91±¬ÁĎ with a bachelor’s degree this spring, helping Chin with her research and serving as a volunteer firefighter during the burn allowed him to expand his professional network and opened an opportunity to conduct his own research on prescribed burns in southern Maine. After earning a master’s degree, Quinn hopes to work in conservation. 

“Having these experiences is really helpful for me in my job pursuits,” he said.  

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

Just outside the doors of Stearns Junior-Senior High School in Millinocket, Maine, students and staff have access to world-class outdoor recreation opportunities: paddling, mountain biking, skiing and, of course, hiking in nearby Baxter State Park.

For Stearns English teacher Anna Loome, the region’s natural resources serve as a classroom where she provides outdoor instruction to middle and high school students. The classes cover the fundamentals of wilderness preparedness and safety, including navigation, trail building and maintenance and outdoor cooking, as well as the skills needed to take part in outdoor activities for all seasons. Loome has even led students on overnight trips to Haskell Hut in Katahdin Woods and Waters National Monument.

“We have a mix of students who have done a lot of things already, and students who have never done any of it. So we try to offer something for everyone,” Loome said. “My goal is to help kids get access to the skills they need to participate in a lot of the amazing recreational activities we have right in our backyard.” 

While some schools like Stearns have offered outdoor programming for decades, others struggle to provide such learning opportunities. That’s why a new study led by 91±¬ÁĎ researchers and published in identifies strategies to make it easier for schools to make outdoor education part of their school curricula and culture.

“There’s a lot of research that shows decreased behavioral issues, better self-regulation, increased motor-skill development, improved social skills. Some research suggests that it can help with chronic absenteeism,” said Lauren Jacobs, the study’s lead author and senior lecturer of outdoor leadership at 91±¬ÁĎ. “What our study allows is to identify some real-world solutions to common barriers or problems that could help other schools achieve the desired outcome of providing more opportunities to get kids outside.”

Maine, like other states, is working to make outdoor education a greater part of the public school experience for all children across the state.

The study builds on research Jacobs conducted for her doctoral dissertation at 91±¬ÁĎ. For that project, she examined nine PreK-12 rural schools in Maine during the 2021-22 school year to better understand what factors facilitated or hindered outdoor learning and activities.

Lessons from a successful model

The new study examined a rural Maine school that stood out for the breadth of its outdoor learning opportunities. Through interviews with teachers, administrators, parents and community partners, Jacobs identified several factors that helped make outdoor education successful, including strong community support, collaboration among staff, dedicated outdoor learning spaces and a school culture that valued learning outside the classroom.

Jacobs interviewed members of the school community and observed students during the school day. The COVID-19 pandemic was also cited as a facilitator because it encouraged teachers and students to spend more time outdoors, where the virus was less likely to spread.

Overall, Jacobs said the study revealed a strong culture of outdoor learning.

“This is a school where the outdoors is part of the physical education curriculum at all grade levels, and where there are specific outdoor education classes at upper-levels,” she said. “It’s incorporated into the general education classroom, teachers receive professional development, and community members, especially parents, support outdoor learning.” 

Although it was not one of the schools included in Jacobs’ research, Loome said she recognizes many of the same characteristics at Stearns. For instance, her school has dedicated outdoor learning spaces, and she has been able to take professional development classes with Jacobs to better align her curriculum with state and national learning standards. 

Stearns also has a variety of community partners. Juniors and seniors can do the at the Northern Penobscot Tech Region 3 center in Lincoln, which offers preparation for the Registered Maine Guide Exam. There’s a gear library in Millinocket where anyone from the community can borrow equipment to help them explore the outdoors. The nonprofit Friends of Katahdin Woods and Waters has a that Loome said has been a valuable collaborator, connecting the school with gear and learning opportunities.

Overcoming barriers

The study also identified some factors that may impede outdoor opportunities for schools. Although time management was viewed as a facilitator, time was also seen as a barrier, especially when it came to issues like professional development for teachers, documenting student outcomes and upholding curriculum standards. Other obstacles included making sure students and staff were prepared with the proper gear, as well as weather conditions. 

“One of the things we found through the interviews was that the positive outlier school did things to address these challenges,” Jacobs said. “For example, to address issues of time and time management, they schedule PE (physical education) classes back-to-back with science classes so kids have the opportunity to be outside for both while spending less time transitioning. 

“Another thing they did was create safe spaces for teachers to bring students outside. The school has a dedicated outdoor classroom space that includes woods, timber frame structures, a garden, an orchard and a barn,” she said. “A lot of community groups are willing to collaborate with schools to make these types of spaces available.”

For other teachers who are interested in incorporating outdoor education into their schools, Loome offers this piece of advice: You’re not going to be the best at every activity and that’s OK. 

“I’m not the best mountain biker in the world. In fact, some of my students are probably better than me, but I think it’s a really good way to model how to learn something new and push yourself out of your comfort zone,” Loome said. 

Jacobs reached a similar conclusion in analyzing the positive outlier school.

“One of the surprising revelations from the interviews with teachers was when we asked them if they liked outdoor education because they were outdoorsy themselves. A lot of them laughed at the question, because they said they weren’t that into the outdoors, but they did it because they saw the benefits for students,” said Jacobs. “I think that’s a very powerful insight.” 

Jacobs recommends that schools interested in expanding outdoor programming focus on making time for activities during the school day, aligning outdoor learning with standards across the curriculum, creating outdoor opportunities that are relevant to their students and the communities they serve, and keeping the sustainability of any efforts in mind.

“There’s a lot of planning involved to make these programs successful, but the long-term rewards for kids and rural communities is worth the investment,” Jacobs said.

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

91±¬ÁĎ researchers have published new findings about how muscles form, why certain muscle diseases develop and why symptoms may not appear until years after muscle degeneration begins.

The study, published in , focuses on a protein called Mylpf that is essential for the development of fast-twitch muscle fibers, which propel rapid, powerful movements like sprinting and lifting heavy weights. When Mylpf does not form correctly, muscles completely lose their ability to contract.Ěý

“Mylpf is sort of the linchpin that makes the whole muscle fiber work,” said Jared Talbot, the project’s principal investigator and an associate professor of developmental biology at 91±¬ÁĎ. 

Using zebrafish as a model organism, the team measured how Mylpf protein levels corresponded to muscle development, revealing a surprisingly sensitive relationship between protein levels and muscle health.

When Mylpf function was eliminated, fast-twitch muscles failed to build the structures they needed to contract or generate force. Crucially, the severity of this defect tracked closely with how much protein was present: animals with moderately reduced Mylpf had moderately impaired muscles, while those with none had no functional fast-twitch muscle at all. By testing many combinations of gene doses in a single study, the team was able to model the protein’s effects with unusual mathematical rigor.

The researchers also found that a human version of the Mylpf gene could fully restore normal muscle development in mutant fish, suggesting the protein plays a similar fundamental role across bony vertebrates, including humans. 

“That finding tells us this isn’t just a zebrafish story. Most of what we know about ourselves are insights drawn from other creatures,” Talbot said. “This study helps us learn the rules of how the muscle builds itself. Once you know those rules, it is far easier to develop drug treatments that could help people with muscle disorders.”

The team then tested a version of the gene linked to Distal Arthrogryposis, a congenital disorder characterized by joint contractures and muscle weakness. Unlike the normal human gene, this disease-associated version could not restore muscle development in the zebrafish model. People with Distal Arthrogryposis typically carry only one defective copy of the gene; the other copy is normal, yet they still develop the disease. Together, these findings suggest that even a partial reduction in Mylpf function is enough to hinder muscle formation and cause the disorder.

One of the study’s most significant findings concerns how the body compensates for muscle loss, and what that may mean for understanding delayed disease onset. When fast-twitch muscles failed to form properly, slow-twitch muscles — normally a minor player in zebrafish movement — grew larger and became more active. This allowed the mutant fish to travel just as far as their healthy relatives in some tests. 

The researchers believe this compensatory mechanism may help explain why patients with diseases like muscular dystrophy can appear healthy for years, even as muscle degeneration is already underway. When one muscle system compensates for another, the damage may go unnoticed until the reserve is exhausted.

The study was supported, in part, by 91±¬ÁĎ’s first Center for Biomedical Research Excellence grant. This significant award from the National Institutes of Health (NIH) is designed to build institutional capacity for biomedical research. The COBRE program is central to 91±¬ÁĎ’s broader push to build its biomedical research enterprise, including a recent investment in an expanded zebrafish lab where researchers investigate fundamental questions in developmental biology and muscle disease.

Another NIH award, an R15, helped provide hands-on experience for three graduate and 11 undergraduate students, all of whom earned authorship on the paper. For many of the undergraduates, it represented their first experience contributing to peer-reviewed science.

“A lot of people listed were owners of the project at some point. Each of these students made a unique contribution, and I’m proud of everyone involved,” Talbot said. 

Contact: Erin Miller, erin.miller@maine.edu

Throughout the spring, mechanical engineering students at the 91±¬ÁĎ laid the groundwork for a multi-year effort to create a future entry for the competition. They designed the key initial components for a self-navigating surface vessel, including propulsion, hull design and onboard systems. 

In recent years, boat and shipbuilders nationwide have been developing autonomous and semi-autonomous systems to integrate in their fleets. By participating in challenges like RoboBoat, 91±¬ÁĎ students are preparing careers in this evolving industry that is expected to add thousands of jobs, .

“This capstone project did an excellent job at connecting in-class lessons to real-world applications,” said Clark Condon, who served as a manufacturing lead and team representative. “We practiced real methods of manufacturing, assembly, team management and testing. Issues arose, and as a team, we had to come up with a solution together. It was a great experience to tie together all aspects of an engineering project.”

The team split into groups that were tasked with designing each key component. They approached the project as an open-ended engineering problem, requiring them to balance performance, efficiency and integration with the work of other teams.

The group who worked on propulsion focused on developing a system capable of powering and maneuvering a competition-ready vessel while accounting for the added weight of batteries and autonomous technology. Students on the hull team worked in parallel, focusing on designing and manufacturing the physical structure of the vessel to support those systems.

“Our assigned task was to produce a hull design that could have the navigation and propulsion equipment seamlessly integrated when it comes time to compete in the RoboBoat competition,” said Joseph Genco, who led manufacturing efforts.

Collaboration across groups played a key role throughout the process. Students coordinated with peers working on hull and autonomy systems to ensure compatibility, even though each group focused on a different aspect of the vessel. 

“Learning how to work in tandem with others was an extremely important thing for me to learn, especially teamwork in slightly larger groups,” Simmons said. “Going forward, it’s going to be amazing to have this basis of teamwork and expressive skills to lean on when faced with the larger real-world problems I’ll see in the workforce.”

The project also introduced challenges that extended beyond design work, particularly during testing and manufacturing phases. Students encountered real-world issues that required quick adjustments and problem-solving.

“No matter how much research and analysis into something you do, something is unfortunately bound to go wrong or break eventually,” Simmons said. “We had several components fail during testing, such as the driveshaft couplers coming loose, and after that was fixed, the propellers were then blown into little pieces. At first, we were lost as to what to do, but we sat down as a team after each failure and brainstormed fixes.”

Beyond technical knowledge, students emphasized the value of enhancing their project planning, problem solving and technical communication skills — all of which will carry into their careers after graduation.

As the first groups to take on the RoboBoat capstone at 91±¬ÁĎ, students said their work provides a foundation for future teams to build on, with the long-term goal of fielding a competitive entry.

“This project will be reflected upon throughout our professional careers,” Condon said. “It provided excellent first instances of many tangible skills. We were honored to pioneer the beginning of this project here at 91±¬ÁĎ, and we hope to see it excel in the future.”

Story by William Bickford, graduate student writer

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

The project came about in part from Towne’s love of libraries, working in classrooms and her own experience growing up in Freeport, Maine. During her first year at 91±¬ÁĎ, Hunter spent a week in a Portland classroom and was working with a student who did not speak English and struggled socially in the classroom. 

“I got to work with him very closely over the course of that week,” said Towne. “With some pushing, he had formed some relationships with his peers, learned how to write his name and read a couple of sentences. He was so happy to connect with his peers. I still think about it to this day.”

Working with her advisor, associate professor of early childhood development and education Julie DellaMattera, Towne refined the project and made it the focus of her Honors College thesis. She started by researching libraries and how surroundings impact children’s development. Then throughout the summer before her senior year, she drove and took boats to 35 libraries, almost everyone in Cumberland County. Towne entered each library as if it was her first time. 

“I wanted to immerse myself in the experience, and see if I could walk into a space without communicating with anyone or reading signs, seeing if there was any sort of way I could navigate myself to resources that would help me,” said Towne. “I can walk in as an English speaker and find the language section in five seconds, right? I can read the signs, but a non-English speaker would have a very difficult time with that.”

The study also looked for programming for young English learners, other resources libraries provided, such as WiFi routers, and the physical space. A library might have good books for a child learning English, but if it is on the top shelf, the child might not be able to find it. Taking into account the level of funding different libraries had access to also helped Towne better understand how limited resources were being allocated.

The results were both encouraging and at times underwhelming. Some libraries were really able to provide great resources for young English language learners, even if one would expect less demand for it in the area. Some had limited resources for younger patrons but had great resources for adults.

At the library in South Portland, Towne observed them doing a lot with a little. “South Portland had a very small language support section, but it was incredible,” she said. “They had something like 50 languages represented with at least five books for everyone. It was so cool to see where they didn’t have a lot of funding, but were able to really make it work.”

After completing her Honors thesis, Towne shared the results of her study with Fogler Library. She hopes that this project helps drive more support to schools and libraries that support young students learning English. 

“I hope people understand not only the need to support all learners in every area, working in a public school right now, but also the value of public libraries,” said Towne. “I want to make sure people understand the need to keep up with the changing world, because the guidelines that worked 20 years ago may not work now, and may not be able to support the community as they should.”

Starting in the fall, Towne will begin a master’s program at 91±¬ÁĎ in curriculum, assessment and instruction with a concentration in library and media studies. She said she’s excited to be a Black Bear for at least two more years and to continue exploring her interest in libraries. 

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

These microorganisms, particularly the plant-like phytoplankton, have been producing about 50% of the world’s oxygen, and feed numerous species — oysters, crustaceans, seabirds and whales — that support marine ecosystems and economies worldwide. Greater plankton biodiversity is often associated with healthier and more resilient marine ecosystems.   

That’s why Boss, professor of oceanography, spent 50 days from January to March  investigating biodiversity in the Ross Sea bordering Antarctica. Aboard the Perseverance, a 131-foot-long aluminum schooner serving as a floating research platform, Boss sailed 7,200 miles between Antarctica, Australia and New Zealand. He and his colleagues deployed buoys with sensors to collect ocean and atmospheric data and harvest water samples as the boat wove past floating sea ice through high winds. 

“With this data, my colleagues and I plan to develop a biodiversity algorithm that will link satellite observables with ocean biodiversity parameters assessed with genomic techniques,” Boss said. “Such data is critical to design and evaluate ecosystem models with, as well as assess the state of the ocean health.” 

The total fuel consumption of the Perseverance during the 50 days voyage was about 20 tons, similar to that of a standard research vessel of the academic fleet in a single day. That’s because the ship utilized sails along most of its journey in the Southern Ocean.

Boss collaborated with scientists from NASA, the European Space Agency and the Centre national de la recherche scientifique on his project and others throughout the voyage. Citizen scientists were also recruited to assist with the research. 

Phytoplankton contain chlorophyll, which influences the color of ocean surface water. Different phytoplankton communities affect ocean color in different ways. Satellites can measure light reflecting off the ocean’s surface, allowing researchers to study ocean color remotely. Boss and his colleagues tested whether that information could be used to identify the types of species residing in various areas of the Ross Sea and Southern Ocean. 

Some of the sensors used during the expedition measured light emanating from the ocean as influenced by phytoplankton communities as well as the optical properties of the water via instruments through which ocean water flows. The data from those instruments, as well as water samples that underwent genetic analysis in the onboard labs, were provided to NASA for comparison with satellite imagery collected during the expedition and for use to develop new space-based algorithms. 

“Satellite observations are the only that can span the full planet in a matter of a few days,” Boss said. “Any link we can make between them and the state of the ecosystem, the better we can understand the living ocean on relevant time and space scales.”

Read more about the expedition on . 

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

The panel follows the journal’s release of . It will will feature leaders in healthcare, economic development and agriculture who contributed to the publication, including: 

• Rhiannon Hampson, vice president for economic development and the Gulf of Maine Research Institute.
• Shelley Megquier, director of policy and research for Maine Farmland Trust.
• Dora Anne Mills, chief health improvement officer at MaineHealth.
• Tora Johnson, director of the Sunrise County Economic Council’s Sustainable Prosperity Initiative.
• David Vail, professor of economics emeritus at Bowdoin College
• Ann Acheson, former research associate at Margaret Chase Smith Policy Center.

Housed at 91±¬ÁĎ’s Margaret Chase Smith Policy Center, the Maine Policy Review is the leading peer-reviewed journal focusing on policy analysis and research in the state. It’s published twice per year by the center and Margaret Chase Smith Foundation. 

That’s why when working toward her Doctor of Education (Ed.D.) at the 91±¬ÁĎ, Woodard, now assistant principal of Old Town Elementary School, focused on tackling a key issue for her dissertation: the in-the-moment decisions teachers make during literacy instruction and how those decisions can lead to better outcomes for students.   

“As I got into an administrative role, I wondered why teachers were making the decisions they were making and about all of the new literacy programs that are available for schools,” said Woodard. “I wanted to be able to answer some of those questions through research, and get a better understanding of what our teachers are doing in the classroom.”  

Woodard is one of 10 full-time professional educators who just graduated with their Ed.D. degrees. Many of them were already leaders in their schools and communities. Now, using what they learned through their courses and dissertation research, they are able to make even greater contributions while advancing in their careers. 

For Woodard, that means continuing to mentor teachers in a new role that she’ll be stepping into next school year as principal of Marcia Buker Elementary School in Richmond. Eventually, she hopes the doctorate will allow her to teach literacy at a college or university, helping shape the next generation of reading and writing teachers in Maine. 

“I’m so glad 91±¬ÁĎ has the opportunities it has,” Woodard said. “Living in Orono, it was a natural choice for me to get my doctorate here, but I don’t believe I would have found a better opportunity elsewhere.”

Statewide impact, local relevance

Based in schools and districts spanning two states, including five counties in Maine, the members of this year’s Ed.D. cohort currently serve in positions such as superintendent, assistant superintendent, principal, assistant principal, special education director, instructional coach and classroom teacher. They not only spent the past four years taking classes together, but also supported each other through dissertation research and writing.

An innovative, 100% live and online executive doctoral degree, the Ed.D. program uses a cohort model that brings working professionals together to share knowledge and develop the research skills needed to critically engage with educational practices and better support the students, families and communities they serve. Each member of the cohort chooses a problem-of-practice related to their professional work to investigate for their dissertation.

Nicole Hatch is one of three 2026 Ed.D. graduates who work at Rockland-based RSU 13, a rural district serving five communities in midcoast Maine. Having grown up in the midcoast, Hatch, who is an assistant principal at Oceanside High School in Rockland, was eager to explore the dual roles that teachers in rural schools fulfill as professional educators and regular members of the communities that they serve.

“It was a narrative inquiry using emotional intelligence as a tool to navigate issues of rurality, the overlaps between teachers and students, and school leaders and students, and the dual-relationships and power dynamics that exist in small communities,” said Hatch, who has a background in school-based and clinical counseling. “The study was a great reminder of the influential roles and power we educators have in our communities, and how we can be mindful of that and maintain positive relationships with our students and their families who don’t have a choice of where they go to school or who their school leaders are.”

Hatch said she plans to stay in her position at Oceanside for now while pursuing principal certification and continuing to serve students throughout the midcoast both as an educator and as community member.

Heather Mitchell, another recent Ed.D. graduate, has held various building administrator roles at schools in RSU 29, the district for Houlton in Aroostook County. She’s currently administrator and teacher at Summit Academy, the district’s alternative education school. 

For her dissertation, Mitchell originally set out to do a comparative study of parent expectations for alternative education versus general education. That morphed into a project that explored parent-voice in administrative decision-making, through which she found that caregivers — regardless of whether their child was in an alternative or a traditional classroom — wanted a model. A framework that’s already employed by several schools in Maine, the model provides targeted academic, behavioral and social-emotional services and interventions to meet the needs of students.

“I believe the next step is to work with teachers and hopefully organizations beyond the school and the district to make sure that kids are getting all the support they need no matter what type of classroom they’re learning in,” Mitchell said. 

The Ed.D. will allow Mitchell to take on additional roles and responsibilities, including becoming a district-level administrator, she said.

A belief in each other

Each Ed.D. in educational leadership cohort at 91±¬ÁĎ collectively chooses a name for itself. The name chosen by the group that just graduated was the Credo Cohort. The word “Credo” derives from the Latin word for “I believe” and means “an idea or set of beliefs that guides the actions of a person or group.”

“It helped tremendously to go through this process together,” said Woodard. “We met almost every week, developed critical friendships and partnerships within the cohort. We had people we were able to reach out to in times of need.”

“I can’t imagine going through a learning experience like this without that type of support,” said Hatch. “I can look outside and name other things, but it was really that we leaned on each other, and these friendships and relationships within the group. These educators are 100% my role models.”

This year’s group of Ed.D. graduates is among the largest doctoral cohorts from a single program to graduate from 91±¬ÁĎ in recent years. In addition to each other, members of the cohort say they leaned on associate professor of educational leadership Esther Enright, who served as chair for all of their dissertation committees, as well as other 91±¬ÁĎ educational leadership faculty members, including Catharine Biddle, Lindsey Kaiser, Maria Frankland and Paul Austin.

“I’m incredibly proud of this group and the perseverance they showed in getting to graduation,” said Enright. “Completing a doctorate is a massive undertaking by itself, and all of them did it while balancing their professional duties, including all of the challenges facing educators today, serving as role models and leaders in their communities, raising families, and so much more.”

The other members of the Credo Cohort include Janet Corcoran, Benjamin Greenlaw, Briana Haynes-Morrill, Janet Hicks, Steffany Tribou, Amy Sullivan and Sue Sydnor. 

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

U.S. consumers are willing to pay more for lobster harvested using ropeless fishing technology designed to reduce whale entanglement risks, according to new 91±¬ÁĎ research.

A study led by Qiujie “Angie” Zheng, associate professor of business analytics in the 91±¬ÁĎ’s Maine Business School, found that consumers are willing to pay an average of $3.42 more for a lobster roll made with lobster harvested using ropeless fishing technology when presented with information on animal welfare.

The research explored how consumers might respond if conditions necessitate ropeless technology to be adopted more broadly in the future. Zheng said the findings are not intended to suggest Maine’s lobster industry should change its current practices.

Maine’s lobster industry has implemented whale-protection measures for decades, including weak links, sinking lines and reduced vertical line requirements aimed at lowering entanglement risks. The fishery supplies roughly 90% of the nation’s lobster and remains one of Maine’s most recognizable economic and cultural drivers.

The North Atlantic right whale is one of the world’s most endangered large whale species, with an estimated population of 356 whales and fewer than 100 reproductive-age females.

Traditional lobster gear uses vertical lines connecting traps to surface buoys, which regulators and researchers have sought to modify in order to reduce entanglement risks for large whales. Federal regulators and environmental groups have debated the extent to which Maine lobster gear contributes to right whale deaths, though the industry has faced increasing pressure to reduce potential risks.

While existing protections are already in place within Maine’s fishery, Zheng said consumers may also play a role in bearing the cost of whale conservation through their purchasing decisions.

“Right whale conservation is a collective effort. In addition to the fishermen, regulators and scientists, consumers play a role, so we hope this research helps understand consumer preferences and evaluations,” Zheng said. “These findings do not suggest that Maine’s lobster industry needs to change its current practices. Rather, they provide insight into how consumers might respond if ropeless technology were adopted.”

Zheng collaborated with Kanae Tokunaga from the Gulf of Maine Research Institute and Rodolfo Nayga and Wei Yang from Texas A&M University to explore consumer preferences and demand perspective of ropeless technology, as well as marketing and communication strategies surrounding the gear.

Researchers tested how information about whale conservation, animal welfare and Maine’s lobster industry shaped consumer willingness to pay more for lobster harvested using ropeless technology. Messaging focused on whale welfare and entanglement impacts proved most effective at increasing support for ropeless technology, with consumers willing to pay more.

However, this was further varied by consumers’ attitudes toward the environment and animal welfare, as well as their prior knowledge of right whale entanglement and ropeless technology, Zheng said.

“The results provide a baseline for considering different perspectives. With four treatments, including the control, we can see how different types of information influence consumer perspectives,” she said.

Zheng said she hopes the research will contribute valuable insights to Maine’s seafood sector about how consumers respond to different marketing approaches and sustainability messaging as environmental concerns increasingly influence food purchasing behaviors.

“We are providing a base for the community to assess the overall economic feasibility,” Zheng said. “I’m always trying to learn from fishermen and the fishing community because they make their living from a very complicated natural system, and they know it so well.”

Findings from the study were published in the journal .Ěý

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

When Timothy Simons arrived at the 91±¬ÁĎ, 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±¬ÁĎ’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.

“I was an aimless student,” said Simons, a 2001 91±¬ÁĎ graduate from Readfield, Maine. “When I came to 91±¬ÁĎ, I had truly no idea what I should do with myself day-to-day, much less what I wanted to do with my life.”

91±¬ÁĎ 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±¬ÁĎ at Machias honored 54 graduates May 10.

Simons, known for his role as Jonah Ryan on HBO’s “Veep” and more recently for his Critics Choice Awards-nominated role in Netflix’s “Nobody Wants This,” addressed graduates inside the newly renovated Harold Alfond Sports Arena.

“My timeline here was what we now call nontraditional,” Simons said. “But my time at this school is the reason that I’ve managed to do anything in my life.”

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

“She 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,” Simons said.

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

“Bravery isn’t not being afraid,” Simons said. “Bravery is being afraid and doing it anyway.”

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

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

“I want to assure you that it is OK to be uncertain about your future,” Ferrini-Mundy said. “Don’t let that uncertainty stop you from taking risks and reaching out in new directions.”

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

“The future can be more just, more equitable, more innovative, more safe and more compassionate with intention,” Ferrini-Mundy said. “It becomes better only when people like you — people who care, people who worked hard here at 91±¬ÁĎ 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.”

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

“So I think each of us here today needs to ask two additional questions,” Griffith said. “First: What are my core values? And second: How will I embody them?”

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

“Because I truly believe that if we lead with our values rather than just our ambitions, we will find ourselves happier,” she said. “Our picture of success will shift.”

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

“What if not knowing what we’re doing isn’t a weakness?” Irani said. “What if it’s actually the reason we’re capable of more than we think?”

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

“It is a simple reality of life that no single person can change the world alone,” Obertas said. “Only united can we make a difference. And only through empathy can we build a better future.”

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

“Speak when it would be easier to stay quiet,” he said. “Build when it would be easier to walk away. Show love and appreciation to the family and friends who got you here.”

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.

“Success does not happen by accident,” Musavi said. “It requires passion, hard work and resilience.”

The university also recognized Carol Dana, upon whom the 91±¬ÁĎ 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.

“When asked about the greatest skills that companies were looking for in their new hires, the overwhelming response was the ability to think critically,” Delcourt said.

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

“You stepped into entrepreneurship and innovation. You stepped into the unknown,” Ferrini-Mundy said. “And you just kept going!”

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

“The 91±¬ÁĎ gave me that opportunity, and today, as I stand here, I realize that this moment is more than just a personal achievement,” Shrestha said. “It is the fulfillment of a dream.”

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

“You are on the cusp of a huge life change, the beginning of an entirely new story, and it’s time to think big,” Boutiette told graduates.

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

“When you lead with curiosity, suddenly, you start to make your own luck,” 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±¬ÁĎ Machias.

“As you move forward, you will encounter both opportunity and uncertainty,” she said. “In 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.”

Valedictorian Rachel D’Alessandro encouraged classmates to embrace change and reject perfectionism.

“Don’t strive for perfection; strive to be a better you,” D’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.

“Your path does not need to be perfect to be powerful,” 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.

“Never let the clouds deter you from reaching the sunlight and earning what you want in life,” 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±¬ÁĎ 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 bachelor’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. 

“I 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,” 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 eye’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 infant’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. 

Real’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 (). Real’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. 

“One 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,” 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. 

“I 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,” 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 Maine’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., Real’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.Ěý

Real’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. 

“The whole point is not only that I hope to pass the torch, but I hope that the torch surpasses me,” said Real. 

Real would like to thank his advisor, Giovanna Guidoboni, 91±¬ÁĎ’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 Foster Center for Innovation is hosting the event to highlight research innovations from the eighth cohort of the 91±¬ÁĎ’s MIRTA accelerator program. MIRTA, coordinated by 91±¬ÁĎ’s Foster Center for Innovation, assists teams from research institutions throughout the state in advancing lab discoveries into public and commercial use.

Projects from the 2026 cohort span sustainable materials, agricultural biotechnology, and AI safety. 

Registration is available through . General admission for Demo Day is $25, but 91±¬ÁĎ faculty, staff, and students can attend for free using the code 91±¬ÁĎStaff/Faculty or 91±¬ÁĎStudents.

At Demo Day, the current MIRTA teams will pitch commercialization plans shaped through market research, intellectual property analysis and business model development during the 16-week program. 

Commercialization plans vary depending on the type of invention a team brings to MIRTA, and the result could be starting a new company or licensing to an existing one. Guiding them throughout the process are business incubation staff from the Foster Center and expert advisors from industry. The teams are eligible to receive up to $25,000 each to help develop commercialization implementation plans.

Twelve start-up ventures have been formed from 36 teams that have taken part in our first seven MIRTA cohorts. They have collectively raised more than $14.3 million in external funding and prototype sales to support ongoing commercialization.

MIRTA is made possible by support from the 91±¬ÁĎ System Research Reinvestment Fund. The fund is a pool of competitive internal grants allocated to advance research projects along the path from discovery to becoming commercial products with public benefit. All projects are tied to Maine businesses or industries critical to the future of the state.

Researchers at the 91±¬ÁĎ are researching new ways to study and monitor the parasites that plague Maine’s moose in order to best help and manage the population. 

91±¬ÁĎ third-year Alden Falardeau of Saco, Maine, is leading the team in testing new methods of monitoring for parasites in moose. Advised by associate professor of animal health Pauline Kamath, Falardeau is focusing on lungworm (Dictyocaulus spp.) and gastrointestinal parasites. Lungworms weaken a moose’s immune system and hamper its ability to fight off external stressors like winter ticks. Gastrointestinal parasites also can weaken moose, making them more susceptible to other parasites, some of which  may cause emaciation. 

Falardeau, an animal science major, is investigating whether lungworm infections can be detected through DNA analysis of moose lung tissue, while identifying the gastrointestinal parasites present in their fecal pellets. Her team is testing these methods using samples from live captures and hunter harvests. Better detection can improve monitoring and understanding of parasite prevalence among moose. 

For the lungworm, the team extracted DNA from lung tissue samples. Researchers then evaluated them for traces of lungworm using polymerase chain reaction (PCR), which amplifies a unique section of lungworm’s DNA where signs of this parasite can be found.

“If we can verify lung tissue as a sample to detect lungworm, that could help with future research,” said Falardeau. “It can also help get the community more involved in research if we are able to use hunter harvested samples for identifying infections like lungworm.” 

Current research on lungworm in moose relies on visually examining moose lungs or waste, the efficacy of which can be dependent on a range of factors. Genetic data, in contrast, may allow scientists to identify traces of lungworm faster and with greater accuracy. 

Understanding what gastrointestinal parasites they should be looking for will allow for better detection and management in future. “Essentially, we are looking to identify and quantify the parasite eggs and larvae that are present in fecal samples,” said Falardeau. Crucially, this approach is not invasive, which is great for the moose. 

This project was made possible by funding from 91±¬ÁĎ’s Center for Undergraduate Research and has provided Falardeau valuable hands-on experience. 

“I’ve learned so much, from lab techniques to experimental design, and I’ve had the opportunity to be involved in meaningful conservation research,” he said.

This research is rooted in the One Health approach, which recognises that people, animals and the environment are interconnected. It also highlights the importance of monitoring wildlife disease for broader ecological well-being. 

As Maine’s moose remain a vital part of the state’s identity, efforts to better understand parasite impacts are critical to ensuring the long-term health of this iconic species and the ecosystems of which they are a part. 

Story by Sophie Knox, research media intern

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

“At 91±¬ÁĎ, we are intentionally building a coordinated system of support and opportunity that reaches students early and continues throughout their academic journey,” said Scott Marzilli, senior associate provost for student success and innovation. “This work is not about isolated initiatives, but about creating a consistent, high-impact experience that prepares students for success in their studies and their careers from day one.”

The student experience is being transformed from beginning to end at 91±¬ÁĎ through the Student Success and Retention Initiative, a hallmark of UMS TRANSFORMS. Thanks to the historic investment from the Harold Alfond Foundation, over half of all first-year students at 91±¬ÁĎ engage in research and inquiry-based creative work early in their college careers. 

As a result, more students have been able to succeed in challenging, core courses, and build essential skills that support participation in high-impact internships along the way.

The initiative is organized around three interconnected efforts: Research Learning Experiences (RLEs), Gateways to Success (Gateways) and Pathways to Careers (Pathways). Together, they ensure that students are engaged early in their college careers, have the academic support they need to succeed and are connected to opportunities that prepare them to enter the workforce after graduation.

RLEs were first piloted at 91±¬ÁĎ and 91±¬ÁĎ Machias in fall 2021 with more than 30 course sections enrolling 250 students. Following the pilot, courses expanded across Maine’s public universities, and participation increased by 800%. In 2025, 2,374 students enrolled in 207 sections across 103 unique courses systemwide. More than 5,500 students have benefited. 

Maeve Littlefield, a sophomore majoring in biology, didn’t always imagine a career for herself in STEM. She didn’t develop a passion for the scientific process until late in her high school career.

Last fall, she enrolled in “Creative Expression of Science,” a Research Learning Experience (RLE) that combined creativity and science by exploring new ways to understand and communicate research and science. In examining prints, paintings, drawings and examples of digital storytelling, she began to see ways in which she could combine her creativity and interest in science to promote a broader understanding of changes in our natural world.

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

Experiences like Littlefield’s are foundational to the initiative’s broader effort to engage students in meaningful, hands-on learning early in their academic careers. They are designed to build skills and confidence, and to promote a sense of belonging through creative learning opportunities and research.

Following the success of the RLEs, Maine’s public universities began offering Advanced RLEs (ARLEs). They provide students who have completed one semester with more in-depth knowledge and experience, enhancing their critical thinking and building specialized skills.  

Recent ARLEs have tasked students with identifying methods to treat human polyomavirus-induced diseases, pitching business strategies to Maine businesses such as Aroma Joe’s and Bath Iron Works, and conducting group research on tidal marshes, forests, seaweed and historical artifacts along the Schoodic Peninsula. 

While RLEs are designed to engage and empower, Gateways to Success aims to eliminate barriers to ongoing success for students in entry-level courses by implementing strategies such as mentorship, early alerts and curriculum updates. 

“Students struggling in certain courses isn’t new. What is new is that now because of the generosity of the Harold Alfond Foundation, we’ve been able to implement a number of interventions to address the issue,” said Gateways coordinator Mark Brewer, also professor and chair of 91±¬ÁĎ’s Department of Political Science. 

Since Gateways’ launch, the vast majority of students who were enrolled in historically challenging “gateway” courses have participated in pilot interventions to support their course experience. The program is currently in the third year of studying impacts from the pilot process to select and expand the strongest interventions. 

“I’ve seen an incredible amount of energy and enthusiasm from faculty across the colleges and at Machias in designing interventions to improve student success,” Brewer said. 

In the Maine Business School, a Gateways coordinator sent students notices about exams and other assignments, connected them with tutoring and review sessions, coached them on time management and facilitated weekly tutoring and academic support sessions. These efforts correlated with a 7% improvement in course success for MBS students.  

The College of Education and Human Development launched similar interventions through its Academic Support and Advising Program. By fall 2025, 92% of Gateway course enrollments led to successful course completion, compared to an average of just 79% from fall 2018-2022. 

For the course “Algebra for College Mathematics,” faculty updated the course to support students who would not historically qualify for it. Their efforts paid off, with 62% of students earning a C grade or higher. 

In fall 2025, over 5,000 students across UMS were supported by one or more of 24 Gateways-funded projects, including 67% of Gateways-eligible students at 91±¬ÁĎ.

As students progress through their academic journeys at 91±¬ÁĎ, Pathways to Careers bridges classroom experiences and real-world opportunities, making it easier for students to gain relevant experience and prepare to enter the workforce. High-impact practices such as early-stage career exploration, pre-internship training, networking support and mentorship are the cornerstone of gold-standard internship programs.

Internships are a hallmark of the 91±¬ÁĎ experience, and graduates report high rates of participation. For the Class of 2025, 62% reported participating in at least one internship, totaling over 477,000 hours of experience. Furthermore, preliminary data from the first year of tracking graduates who participated in RLEs reveals that students who enrolled in them were more likely to complete an internship than students who did not participate.

For many, these opportunities are transformative.  

Pathways connected student Nathaniel Walker to an internship as a marketing and communications assistant at 91±¬ÁĎ’s Advanced Manufacturing Center. This summer, he will intern with the company Intuit.

“A year ago, I was unsure how to even find a job and honestly felt pretty overwhelmed and lost, but the Pathways to Careers coordinator went above and beyond to help me find a role,” Walker said. “That chance has opened the doors for completely new opportunities and directions for me to pursue, and I am beyond grateful.”

Student Holly Zschetzsche said Pathways’ networking support allowed her to secure an engineering internship with manufacturer Corning. 

“Pathways to Careers doesn’t just prepare students,” she said, “it actively connects them to opportunities where they are seen and considered.”

Systemwide, 51% of students surveyed in 2025 report undertaking at least one internship, resulting in 695,000 hours of workforce participation.

Taken together, Research Learning Experiences, Gateways to Success and Pathways to Careers reflect the university’s commitment to ensuring that every student is engaged in their academic studies and community from the start, and that they receive the support and opportunities they need to succeed at 91±¬ÁĎ and beyond.

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

At MCEC, the initiative has accelerated progress in advising, curriculum design, artificial intelligence education, statewide partnerships and K-12 outreach. The work aligns engineering and computing education with Maine’s workforce needs while building clearer pathways from classrooms to careers.

Collaboration across UMS TRANSFORMS pillars — including the Maine Center, Student Success and Retention and 91±¬ÁĎ Athletics — has supported expanded programming, shared resources and coordinated statewide engagement. Together, these efforts show how UMS TRANSFORMS investments are improving student success, program growth and workforce alignment.

“Across Maine, we know the demand for talent, innovation and opportunity is continuing to grow,” said Joan Ferrini-Mundy, president of 91±¬ÁĎ and the 91±¬ÁĎ at Machias. “We’re able to meet that need through strategic investments supported by UMS TRANSFORMS that are creating new opportunities in engineering and computing.”

Student success and retention improve

A redesigned advising model has contributed to MCEC’s highest retention rate in more than a decade. The model integrates academic guidance, community support and career preparation into a system that supports students from enrollment through graduation. By treating advising as an ongoing experience rather than a single service, MCEC has created a more consistent structure to help students navigate academics, belonging and career readiness.

Curriculum redesign is also producing gains. A first-year biomedical engineering course, updated through a UMS TRANSFORMS seed grant, introduced hands-on learning earlier. Students engaged in:

• Cell culture.
• Biomaterials testing.
• Microscopy.
• Data analysis.
• Experimental design.

The results are clear:

• Students report stronger confidence in their abilities.
• A 25% improvement in communication and critical thinking skills.
• A 3% increase in semester-to-semester retention.

These outcomes reflect a shift toward learner-centered instruction supporting academic achievement and long-term success. Another indicator of this is a 16% increase in year two retention in pre-engineering.

MCEC is also building long-term capacity through a faculty development initiative that supports doctoral students as they teach and mentor, strengthening the pipeline of future educators and reinforcing a culture of student-centered learning.

Expansion of AI and future-focused research-inspired programs

MCEC has expanded its academic portfolio to meet demand in emerging fields, particularly artificial intelligence and technology-driven industries. New offerings include:

• A bachelor’s degree in computer science and business.
• An online Engineering Applications of Artificial Intelligence certificate for undergraduate and graduate learners.
• Programs in ocean engineering and maritime digitalization tied to Maine’s growing blue economy.

These programs connect students to areas such as digital twins, cyber-physical systems and next-generation infrastructure, helping ensure graduates are prepared for modern industry.

In partnership with Student Success and Retention, AI-powered course chatbots provide students with course-specific academic support, increasing access to assistance outside classroom hours.

“Engineering and computing education must evolve as quickly as the world we live in,” said Giovanna Guidoboni, dean of the Maine College of Engineering and Computing. “Our goal is not simply to add programs, but to build partnerships and sustainable systems of opportunity that connect students, research and industry in ways that benefit our students and Maine.”

Investments in Research Learning Experiences (RLEs) and classroom modernization have expanded opportunities for undergraduate students to participate in hands-on learning while gaining familiarity with the research process.

Statewide pathways and partnerships grow

UMS TRANSFORMS has expanded MCEC’s reach across Maine through multicampus programs and partnerships that are creating more flexible educational pathways. Over the past three years, MCEC has developed:

• Accelerated pathways from bachelor’s to master’s degrees in mechanical and electrical engineering between the University of Southern Maine (USM) and 91±¬ÁĎ.
• A pre-engineering program at 91±¬ÁĎ and 91±¬ÁĎ Machias.
• Expanded computing collaborations across all campuses of the 91±¬ÁĎ System.
• The CharisMATHic Research Learning Experience, connecting students across disciplines through shared coursework and experiences at 91±¬ÁĎ and USM.

Efforts to reduce barriers for community college students have also advanced. Articulation agreements with Southern Maine Community College have been formalized, and pre-engineering pathways provide clear routes into four-year programs.

MCEC’s presence at the Maine Center has strengthened these connections. As a hub for interdisciplinary graduate education and collaboration across business, law, policy and engineering, the Maine Center is creating opportunities for students to engage with industry partners, alumni and employers while expanding access for learners in southern Maine.

K-12 outreach expands statewide pipeline

Efforts to build Maine’s workforce are reaching students earlier through a K-12 outreach strategy. Over the past three years, MCEC has engaged more than 1,600 students through:

• 99 STEM Exploration Day field trips.
• 15 summer camps.
• Additional on-campus, hybrid and in-school programs.

These initiatives have reached 15 of Maine’s 16 counties, expanding access to engineering and computing education across the state.

Teacher professional development programs, international VEX Robotics competitions and hands-on training opportunities have extended that impact. Educators are gaining tools in robotics, coding and advanced materials and bringing those experiences back to classrooms across Maine, strengthening the STEM pipeline.

Collaboration with 91±¬ÁĎ Athletics has also supported the design of facilities capable of hosting large-scale K-12 STEM events, competitions and community programming and the creation of a sports technology minor in partnership with the Maine Business School.

Facilities and infrastructure support growth

UMS TRANSFORMS has supported infrastructure investments, including:

• Dedicated student success spaces.
• New interdisciplinary laboratories and classroom spaces.
• Plans to modernize legacy buildings to support research and education.

In fall 2026, 91±¬ÁĎ is scheduled to open the GEM building, a facility designed to integrate research, teaching and industry collaboration. The space will support convergent manufacturing and provide students with opportunities to engage in applied learning environments that reflect industry settings.

UMS TRANSFORMS has also boosted MCEC’s reputation as a learner-centered elite program ranking among the top 100 graduate engineering schools by U.S. News & World Report, reflecting strong growth across several programs. With the UMS TRANSFORMS investment, electrical and computer engineering enrollment has risen 40%. That includes a particularly significant expansion in the Ph.D. program, which increased from five to 32 students — a more than 500% gain. Mechanical engineering enrollment grew by 19%, while surveying engineering technology saw a 63% increase in enrollment. The surveying program has also earned national distinction, receiving annual awards from the National Council of Examiners for Engineering and Surveying every year since the honor was established in 2016.

“I am proud of what we have accomplished in just three years,” Guidoboni said. “Through UMS TRANSFORMS and the continued investment of the Harold Alfond Foundation, the 91±¬ÁĎ and the 91±¬ÁĎ System are positioned to be global leaders attracting and retaining top talent in Maine. We will continue to think bigger, think more broadly and use these resources to catalyze meaningful change.” 

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