Why did you choose to come to 91±¬ĮĻ?

After a long search for the right university, safety was the most important factor for me. Maine is known for being one of the safest states, which made me feel comfortable studying far from home. In addition, the cost of living here is more affordable compared to many other states.

Describe any research, internships, or scholarly pursuits in which you have participated. How have they prepared you for future opportunities in your chosen field?

Through my coursework, I explored many topics related to child development and family relationships. These experiences helped me better understand how families and environments influence childrenā€™s growth and development, and they prepared me to support children and families in my future career. 

In my field-based capstone experience at the 91±¬ĮĻ Childrenā€™s Center, I was part of a cohort of student observers in a structured, supervised environment examining developmental principles of young children with a variety of learning and behavioral needs. Observations were conducted both through a one-way observation room using audio headsets to ensure minimal disruption to the natural classroom environment and through direct in-class engagement with children. This dual approach allowed for both unobtrusive and immersive observation of child behavior in real time.

We maintained systematic observational records documenting childrenā€™s behaviors and interactions. Each observer was assigned a focal child for in-depth observation and analysis. These assessments were then reviewed by our professor, who provided feedback to ensure accuracy and consistency in our observations and developmental interpretations.

Have there been other students who supported and inspired you or exposed you to something new?

My fellow students created a supportive environment, and learning with people from different cultures helped me see new perspectives and grow both academically and personally.

Have you collaborated with a mentor, professor, or role model who made your time at 91±¬ĮĻ better?

My professors were very supportive and encouraging. I would especially like to thank Ian Cameron, Daniel Puhlman, Margo Brown, Ashlee DeTour and Julie DellaMattera. Their guidance helped me gain confidence in my abilities and motivated me to keep working toward my goals.

What has coming to 91±¬ĮĻ enabled you to explore beyond academics?

Coming to 91±¬ĮĻ allowed me to experience new cultures, build friendships with people from around the world and grow as a person. It helped me become more independent and confident.

What experiences shaped how you see the world?

Studying with students from many different backgrounds helped me understand different perspectives and appreciate the importance of diversity and collaboration.

What was the biggest challenge you faced?

One of the biggest challenges for me was the language. Even when international students study English for many years, it can still be difficult to understand everything in conversations and lectures. However, this challenge helped me improve and become more confident over time.

Describe 91±¬ĮĻ in one word and explain.

Transformative. 

My time at 91±¬ĮĻ challenged me academically and personally and helped me grow and discover my potential.

What are your plans after you graduate?

After graduation, I plan to return to Saudi Arabia and continue the path I started here. I hope to apply the knowledge and experiences I gained at 91±¬ĮĻ to support children and families in my community.

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

Why did you choose to come to 91±¬ĮĻ?

While I initially looked out of state, I chose 91±¬ĮĻ because of its strong engineering program and affordability. This choice has allowed me to thrive academically while staying close to the outdoor landscapes that I love, like Acadia and Sugarloaf. It has been the best environment for both my personal and professional growth.

Describe any research, internships or scholarly pursuits in which you have participated. How have they prepared you for future opportunities in your chosen field?

Through internships at GEI Consultants and TRC Companies, I gained hands-on experience in water resources and environmental engineering. My research using MATLAB to project king tides and sea level rise in Bar Harbor has prepared me to work towards promoting coastal resilience. Serving as a Maine learning assistant and grader further solidified my technical foundation and leadership skills.

Have there been other students who supported and inspired you or exposed you to something new? 

My roommates have supported me greatly, and my friends in civil engineering have been extremely helpful and fun. My friends Allison, Emily, Caroline, Oliver and Mason have always been there for me and inspired me to grow as a person. I have so much love for so many people I have met in Orono, and although I canā€™t list them all here, I am grateful to all of them. 

Have you collaborated with a mentor, professor or role model who made your time at 91±¬ĮĻ better, and if so, how?

Tiago Bilo has mentored me through my research on projecting king tides and sea level rise in Bar Harbor and has helped me through the graduate school application process. Jean MacRae has guided me through serving as a Maine Learning Assistant for her ā€œFundamentals of Engineeringā€ course and has provided helpful assistance with internship applications and career guidance. 

What has coming to 91±¬ĮĻ enabled you to explore beyond academics?

I have had the chance to ski most weekends in winter, explore Acadia in all four seasons, have lots of fun game nights, play a lot of trivia, eat a lot of Thai food and enjoy the 91±¬ĮĻ gym. 

What experiences have you had at 91±¬ĮĻ that really highlight the ingenuity of Mainers?

For my capstone project, I am helping redesign a client’s resourceful, DIY gravity-fed water system for a salmon rearing facility in Aroostook County. Working on a system that operates entirely without electricity requires us to think creatively and embrace the same “outside the box” mindset our client used to build it. This project perfectly highlights the practical ingenuity and self-reliance that define the Maine spirit. 

Did you have an experience at 91±¬ĮĻ that shaped or changed how you see the world?

My time at 91±¬ĮĻ has shaped who I am as a person. I have met new people, experienced new things, gone to new places and deeply explored my hobbies. All of this has changed how I see the world. 

Describe 91±¬ĮĻ in one word and explain. 

Inspiring.

91±¬ĮĻ has constantly challenged me to think differently, explore new interests and pick up new hobbies. I truly believe that your environment shapes who you are, and this community has inspired me to grow on many fronts. Iā€™ve been supported to pursue interests I may never have discovered otherwise and have gotten more out of 91±¬ĮĻ than I could have imagined.

Whatā€™s on the horizon? What are your plans for after you graduate?

ā€‹ā€‹I plan to hike, camp and travel as much as I can this summer and head to the UK in the fall for graduate studies in marine science. After graduate school, I hope to work to promote the environmental resilience of coastlines and other ecosystems, wherever that may take me.

Story by William Bickford, graduate student writer

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

Why did you choose to come to 91±¬ĮĻ?

Like many nontraditional students, I pursued higher education while balancing leadership roles, community service and family commitments. The 91±¬ĮĻā€™s Bachelor of University Studies (BUS) program provided the flexibility, academic rigor and individualized guidance I needed to integrate my professional experience with a structured academic pathway. The BUS program is especially powerful for working professionals, caregivers and community leaders who may not see a traditional path forward in higher education. 

Describe any research, internships or scholarly pursuits in which you have participated. How have they prepared you for future opportunities in your chosen field?

Throughout my career and academic journey, I have demonstrated leadership by building and guiding diverse teams, fostering growth and navigating complex operational challenges. The BUS program enhanced my ability to connect theory to practice by bridging organizational leadership, sustainability, operations and strategic development. Academically, I approached each course with discipline and curiosity, viewing every assignment as an opportunity to deepen my understanding and refine my professional impact. The programā€™s interdisciplinary structure encouraged me to think holistically and to apply learning immediately within real-world contexts.

Have you participated in any extracurricular or public service activities?Ģż

Service has always been central to my life. I currently serve as an active member with Rotary International, along with other professional associations. In addition, I volunteer with The Salvation Army and Ronald McDonald House Charities. I believe leadership is inseparable from service. My academic work has strengthened my ability to contribute meaningfully to these organizations through strategic planning, collaboration and thoughtful decision-making.

Have you collaborated with a mentor, professor or role model who made your time at 91±¬ĮĻ better, and if so, how?

The support of exceptional faculty and my wonderful advisor Barbara Howard, along with the caliber of coursework, allowed me to participate in a degree that aligned directly with my leadership, operations and growth-focused career objectives. 

What has coming to 91±¬ĮĻ enabled you to explore beyond academics?

Earning this degree has strengthened my resolve to continue growing intellectually and professionally while contributing meaningfully to my community. I am profoundly grateful to the faculty, my advisor and the 91±¬ĮĻ for creating a program that empowers students to design an education that is both purposeful and transformative.

Whatā€™s on the horizon? What are your plans for after you graduate?Ģż

I am committed to advocating for the BUS program and the opportunities it provides. I would welcome the opportunity to serve as an ambassador by speaking with prospective students, participating in alumni panels, mentoring nontraditional learners and engaging with community organizations to raise awareness about the programā€™s flexibility and academic excellence. I hope to share my experience as proof that it is possible to pursue rigorous academic achievement while honoring professional and family commitments. My hope is that others will see what is possible through the BUS program and take the step to begin, or continue, their own educational journey.

Story by Mello Vancil, news intern

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

Why did you choose to come to 91±¬ĮĻ? 

I chose to study at 91±¬ĮĻ because it was close to home, and I received a significant amount of financial aid to attend. 91±¬ĮĻ also has an excellent Spanish and education program, and I already knew two of the Spanish professors.

Describe any research, internships or scholarly pursuits in which you have participated. How have they prepared you for future opportunities in your chosen field? 

I am currently at Bangor High School for my student teaching internship, where I am teaching Spanish at all grade levels (9-12).  Since I am planning on becoming a high school Spanish teacher after I graduate, this student teaching experience is preparing me for what I will be doing next year and many years to come.

Have there been other students who supported and inspired you or exposed you to something new? 

I have had a lot of support throughout my time at 91±¬ĮĻ but mainly through my family and friends. They have encouraged me to not give up despite things being difficult and overwhelming at times.

Have you collaborated with a mentor, professor or role model who made your time at 91±¬ĮĻ better, and if so, how? 

Right now, I have a mentor teacher at Bangor High School, Evan Marshall, who is showing me how to teach Spanish in a more communicative way, something I had never been exposed to previously, and I am learning a lot from him.  All of my professors at 91±¬ĮĻ have been incredibly supportive these past three years, always willing to help and answer my questions. I would specifically like to thank Maria Sandweiss, principal lecturer of Spanish, who taught many of my 300-level Spanish classes, and Faith Erhardt, assistant dean for undergraduate student success in the College of Education and Human Development, for their support and encouragement. 

What has coming to 91±¬ĮĻ enabled you to explore beyond academics? 

I have four young kids at home, and between them and school, I stay pretty busy. I donā€™t have time to explore anything else unless my kids come along for the ride.

Did you have an experience at 91±¬ĮĻ that shaped or changed how you see the world?

I am in a different season of life than most students who attend 91±¬ĮĻ. I lived in Peru for almost six years before college, and my experiences there and my experiences as a mom have been what really shaped who I am as a person. 91±¬ĮĻ has been great, and I have learned a lot of Spanish and strategies for how to teach it, which have shaped who I am and would like to become professionally.

Describe 91±¬ĮĻ in one word and explain. 

Supportive. 

I became a single mom during my sophomore year, and despite the challenges I faced with that, I always felt supported by everyone here, students and professors alike. It was nice to have support from people who saw me every day, who didnā€™t really know my whole story but supported me all the same. It was encouraging.

Whatā€™s on the horizon? What are your plans for after you graduate? 

My plan is to become a high school Spanish teacher somewhere in the Bangor area, but as of right now, I donā€™t know where that will be just yet. I am taking things one day at a time, but I am excited to finish this semester, be done with school and enjoy the summer with my kids.

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

Why did you choose to come to 91±¬ĮĻ?

I really admired the faculty interactions and courses taken during my time with 91±¬ĮĻā€™s ExplorEC program in high school. Although I never toured 91±¬ĮĻā€™s campus beforehand, I attended the Maine All-State Music Festival conference in my senior year, where I fell in love with the campus atmosphere. 

Describe any research, internships or scholarly pursuits in which you have participated. How have they prepared you for future opportunities in your chosen field?

Iā€™ve interned at the 91±¬ĮĻ Writing Center, developed a creative project as a McGillicuddy Humanities Center Undergraduate Fellow, explored museum practice and research as a McGillicuddy Zillman Art Museum Research Curatorial Fellow and learned editorial management as one of the co-editor-in-chiefs for Spire: The Maine Journal of Conservation and Sustainability. Each of these opportunities has expanded not only my knowledge of literary and art history career paths but has provided me with a range of skills, from interpersonal communication to grant writing, which are applicable to so many other opportunities.

Have there been other students who supported and inspired you or exposed you to something new? 

The small cohort communities I found in my creative writing and art courses provided collaborative feedback and immense project inspiration, which has influenced the kind of interdisciplinary explorations Iā€™ve taken part in. There is always joy in sharing the art process with other students. I have also been inspired to pursue new skills, whether it be painting or cooking techniques, from my close friend and roommate, Sarina. 

Have you collaborated with a mentor, professor or role model who made your time at 91±¬ĮĻ better, and if so, how?

Dr. Justin Wolff has truly gone above and beyond, not only by advising my Honors thesis but also by helping with editing my papers for presentation and supporting me in my post-graduation goals. Likewise, Dr. Hollie Adams was a wonderful mentor throughout my McGillicuddy Fellowship, encouraging me to intersect my creative exploration with my research interests. I could name so many other passionate, knowledgeable professors who listened, inspired and supported me throughout my time here. Thank you!

What has coming to 91±¬ĮĻ enabled you to explore beyond academics?

While still related to academic courses, my time learning various art mediums and processes has enabled me to explore so many different interests I wouldnā€™t have had the space, time or resources to explore otherwise. For instance, in ART 180 Iā€™ve recently learned that I love the film photography process, an interest I hope to continue beyond graduation. Similarly, being a part of creative writing cohorts and the Storied Club has often inspired me to work on my writing projects beyond the bounds of a classroom or assignment.

What experiences have you had at 91±¬ĮĻ that really highlight the ingenuity of Mainers?

As a Writing Center tutor and editor for on-campus journals, I have had the privilege of witnessing creativity, effort and determination through interactions with cross-disciplinary writers, artists and researchers. While Iā€™ve seen their innovative final works, Iā€™m always incredibly humbled by how passionate our students are to put in the time and effort to pursue what interests them and what positively impacts our greater community. 

Did you have an experience at 91±¬ĮĻ that shaped or changed how you see the world?

In Spring 2023, I attended the 91±¬ĮĻ Singers tour to Italy. While not necessarily an experience at 91±¬ĮĻā€™s campus, I truly felt like my effort, time and passions could lead to opportunities beyond the bounds of my expectations. I also learned that while traveling to new places can be intimidating, you can always find reassurance and encouragement from the community and the connections you make.

Describe 91±¬ĮĻ in one word and explain. 

Connection. 

My time at 91±¬ĮĻ would not have been nearly as impactful or positive without wonderful friends, caring faculty and the cross-disciplinary explorations that are widely embraced. 

Whatā€™s on the horizon? What are your plans for after you graduate? 

I hope to pursue a post-baccalaureate internship related to literature or the arts, and I aim to apply to graduate programs in art history this fall. My ultimate goal is to pursue a PhD in contemporary art history to become a college professor. 

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

Why did you choose to come to 91±¬ĮĻ?

I chose 91±¬ĮĻ because of the outstanding School of Marine Sciences and the research experiences available, along with the opportunity to play field hockey at the Division I level within an incredible athletic community. 

Describe any research, internships or scholarly pursuits in which you have participated. How have they prepared you for future opportunities in your chosen field?

I participated in a three-week research program in Cancun, Mexico, where I examined the impact of coral disease on coral species in Xpu-Ha Bay and completed a capstone project comparing ocean temperatures in the Gulf of Maine to heart rate metrics of the mussel species Mytilus edulis. I interned for PricewaterhouseCoopers Canada for two summers in the internal and technology strategy groups. I have been a member of the 91±¬ĮĻ Field Hockey team since 2022 and was a captain in 2025. These experiences have improved my understanding of sustainability and corporate strategy, while helping me develop leadership, teamwork, research and time management skills and preparing me for the future.

Have there been other students who supported and inspired you or exposed you to something new? 

My teammates have always been supportive of me and inspired me throughout my time at 91±¬ĮĻ, exposing me to many different aspects of life at the university, as we are all part of different programs.

Have you collaborated with a mentor, professor or role model who made your time at 91±¬ĮĻ better, and if so, how?

Professors William Ellis and Paul Rawson have significantly enhanced my experience at 91±¬ĮĻ throughout my undergraduate degree. I worked with Dr. Rawson on my capstone project, and his guidance and commitment to his students really accelerated my learning. Dr. Ellis is my academic adviser and has been an excellent role model in the marine science department throughout my four years.

What has coming to 91±¬ĮĻ enabled you to explore beyond academics?

Beyond academics, I have learned so much about teamwork and commitment through my four years of Division I field hockey. The opportunity to study in Maine has also allowed me to live in a completely different part of the world and gain life experience away from home.

What experiences have you had at 91±¬ĮĻ that really highlight the ingenuity of Mainers?

I was struck by how the marine science program at 91±¬ĮĻ is so connected to the stateā€™s environment and industries. Many of my marine science classes focused on investigating problems in local communities, rather than solely broader issues. This emphasis on local industry highlights the cohesion and ingenuity within the state.

Describe 91±¬ĮĻ in one word and explain. 

Supportive. 

Throughout my experience at 91±¬ĮĻ, every professor, coach and adviser I have come across has been invested in the success of their students. The support system within the athletic community is strong, as is the support within the College of Earth, Life, and Health Sciences. I feel as though I have built a close-knit network within the university.

Whatā€™s on the horizon? What are your plans for after you graduate? 

After graduation, I plan to complete a Master of Science in Global Strategy and Sustainability at the University of Edinburgh, where I will continue to play field hockey for a year. Afterward, I plan to pursue a career in environmental, social and governance (ESG) and sustainability.

Story by Alexa Rose Perocillo, news intern

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

Why did you choose to come to 91±¬ĮĻ?

91±¬ĮĻ occupies a sweet spot for colleges; it is large enough to offer countless opportunities yet small enough to feel like a close-knit community. I was drawn to the balance of strong academics, meaningful opportunities to get involved and a supportive environment that allows students to build lasting connections.

Describe any research, internships or scholarly pursuits in which you have participated. How have they prepared you for future opportunities in your chosen field?

I have completed two tax internships with BerryDunn and held several positions on campus, including as a First-Year Experience Intern and Students in Transition Intern at the Maine Business School and an undergraduate assistant in the Office of Institutional Research and Assessment, where I analyze the effectiveness of student success initiatives. These roles have strengthened my professional skill set, including effective communication, adaptability, critical thinking and the ability to apply feedback constructively. Together, these experiences have prepared me to approach problems analytically and to collaborate effectively in a professional setting.

Have there been other students who supported and inspired you or exposed you to something new? 

I have been fortunate to be surrounded by driven and supportive peers throughout my time at 91±¬ĮĻ. Many of the students I’ve worked with at the Maine Business School have challenged me to step outside my comfort zone, take on leadership roles and pursue opportunities I might not have otherwise considered. The culture of ambition and support pushed me to grow both personally and professionally.

Have you collaborated with a mentor, professor or role model who made your time at 91±¬ĮĻ better, and if so, how?

I have had the opportunity to work with many strong women at the 91±¬ĮĻ, many of whom I view as mentors. Julia Van Steenberghe, Associate Dean Patti Miles and Associate Provost Deb Allen are all brilliant leaders who bring great value to the spaces they serve. It has been such a privilege to work alongside them and learn from their leadership styles. 

What has coming to 91±¬ĮĻ enabled you to explore beyond academics?

Coming to 91±¬ĮĻ has allowed me to become deeply involved in student success initiatives, particularly within the Maine Business School. Through these experiences, I’ve developed a passion for supporting other students, improving programs and contributing to a more inclusive and effective learning environment.

What experiences have you had at 91±¬ĮĻ that really highlight the ingenuity of Mainers?

Growing up in Maine and attending 91±¬ĮĻ, I’ve seen how people here approach challenges with a practical, solutions-oriented mindset. There’s a willingness to adapt, think creatively and make things work, even with limited resources.

Did you have an experience at 91±¬ĮĻ that shaped or changed how you see the world?

Through my work in institutional research and student success, I’ve gained a deeper understanding of the diverse challenges students face. This experience has broadened my perspective and reinforced the importance of creating systems that support all students in achieving their goals.

Describe 91±¬ĮĻ in one word and explain.

Opportunity. 

There are so many different places to get involved on campus. There truly is a community for everyone, as long as you’re willing to take the initiative to find it. 

Whatā€™s on the horizon? What are your plans for after you graduate? 

I will be joining BerryDunn full-time as a tax specialist this July, where I’m excited to begin my professional career.

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

Why did you choose to come to 91±¬ĮĻ?

 I chose to come to 91±¬ĮĻ for the research opportunities and sense of community

Describe any research, internships or scholarly pursuits in which you have participated. How have they prepared you for future opportunities in your chosen field?

I have been involved as an undergraduate research assistant in the Maginnis Lab on campus since freshman year, where I have researched signaling mechanisms in JC and BK polyomavirus. I have also been part of the Phage Genomics RLE. I did a summer internship at Dahl-Chase Pathology Services last summer, and I work part-time as a medical assistant at Penobscot Valley Dermatology. The research experiences have developed my science communication, problem solving and lab procedure skills, to name a few. The internship and work as a medical assistant have given me valuable clinical experience, highlighted the realities and inner workings of healthcare and given me the opportunity to learn about a vast range of different diseases.

Have there been other students who supported and inspired you or exposed you to something new? 

There have been so many students who have supported me and made my success possible. Notably, my partner Maddie Stockman has always been there for me. A previous student in the Maginnis Lab, Aiden Pike set a very high standard both professionally and personally, and I often reach out to him for career advice. Other people include Connor Aylesworth and Keegan Tripp.

Have you collaborated with a mentor, professor or role model who made your time at 91±¬ĮĻ better, and if so, how?

Yes, yes, yes. I have been under the wonderful advising of Dr. Melissa Maginnis for the last four years, and I can’t sing her praises loud enough. She has been my mentor in the lab, helping me gain research experience, apply to grants and internships and develop experiments. She has also helped me throughout my academic career, guiding me in both classes and the medical school application process. Dr. Maginnis is a huge positive influence in my personal life, supporting me in all of my endeavors and goals.

What has coming to 91±¬ĮĻ enabled you to explore beyond academics?

Coming to 91±¬ĮĻ has allowed me to explore the outdoors. I have enjoyed backpacking trips with friends, many weekends hiking up in Baxter or down in Acadia, fly fishing in nearby bodies of water and countless hours running and biking on all of the trails near campus. I feel like I try to do a little bit of everything that 91±¬ĮĻ has to offer, but I am definitely drawn to the outdoors.

Have you received any scholarships that supported you on your journey?

I have been generously supported by the Worthington Scholarship, the Chet Jordan Leadership Scholarship and other various scholarships, in addition to commitments from 91±¬ĮĻ.

What experiences have you had at 91±¬ĮĻ that really highlight the ingenuity of Mainers?

Maine Day Meal Packout highlights the ingenuity of Mainers and 91±¬ĮĻ students. The initiative started about a decade ago, when students recognized that many communities in our state have high levels of food insecurity. Wanting to do something to address this issue, students fundraised to purchase ingredients to create shelf-stable, nutrient dense meals through a program called End Hunger New England. These meals are packed by student and community volunteers during Maine Day of Service, then distributed around the state. Fast forward about a decade and the project has funded over 800,000 meals for Mainers in need. Students stepping up to address a need truly demonstrates the ingenuity of Mainers.

Did you have an experience at 91±¬ĮĻ that shaped or changed how you see the world?

My experience as the outreach coordinator with Maine Day Meal Packout has helped shape how I see the world. Being involved with the project has shown me that it takes an army to accomplish something ā€” we have a large leadership team working almost year-round to make the project happen ā€” but all it takes is one person to spark something. Being involved with the project for multiple years has allowed me to watch as people join and share their passion and ideas for food insecurity and to understand that tangible action and change happen because of one individual’s spark and passion.

Describe 91±¬ĮĻ in one word and explain. 

Hearty. 

ā€” For a number of reasons. First, a large reason why I chose the 91±¬ĮĻ was the cheerful and vibrant culture. No where else did it seem like people were so happy to attend a school. You’ll be hard pressed to find another university with a student population that is as wholesome, as robust and as incredible as 91±¬ĮĻ. Second, I think you have to be a little hearty to survive the long winters here; six months is a long time under the snow! Third, our hockey fans are loud and proud.

Whatā€™s on the horizon? What are your plans for after you graduate?

After I graduate, I will be starting at Tufts University School of Medicine Maine Track in July, where I will earn my MD with the intention to come back to Maine and practice as a PCP in a rural area.

Contact: Ashley Yates, ashley.yates@maine.edu

Why did you choose to come to 91±¬ĮĻ?

I chose 91±¬ĮĻ because it felt like home. On my different visits, the coaches, staff, professors and employees were all so nice and caring; I wanted to be part of something like that.

Describe any research, internships or scholarly pursuits in which you have participated. How have they prepared you for future opportunities in your chosen field?

Last semester, I had the chance to be part of ā€œIntroduction to Topics in Managementā€ (MGT 290), a class where we worked with Aroma Joeā€™s. Three groups of six received different prompts, and we had to research to come up with three suggestions for real-life issues. It was rewarding to research and propose solutions for tangible business challenges.

Have there been other students who supported and inspired you or exposed you to something new?Ģż

In my time at 91±¬ĮĻ, I was fortunate enough to have two mentors. Anne Simon, a former basketball player, was my mentor in my first semester. We both came from different countries and had different first languages. She helped me adapt to college. Aidan Cadogan was my teammate in my first year. He helped me navigate my first year of college football and still helps me to this day. He also introduced me to the Student-Athlete Advisory Committee. Their support inspired me to become a mentor myself, ensuring the next generation of students feels as welcome as I did.

Have you collaborated with a mentor, professor or role model who made your time at 91±¬ĮĻ better?

The entire 91±¬ĮĻ Athleticā€™s staff and business school faculty had a significant impact on my time at 91±¬ĮĻ. They always took the time to help and guide me in the right direction. Samantha Wheeler is one of the Athleticā€™s staff who helped me during my time here. She helped me adapt to college and made sure I stayed on the right track throughout my degree. I am grateful for her continuous support.

What has coming to 91±¬ĮĻ enabled you to explore beyond academics?

I am part of different clubs and organizations. These helped me make new friends, get out of my comfort zone and gain experience in different fields.

What experiences have you had at 91±¬ĮĻ that really highlight the ingenuity of Mainers?

In football, we have the chance to be followed by many people. Every chance I have to talk to a fan after a game or during a community service event, I am always amazed by the resilience and the kindness of Mainers. We are lucky to be supported by so many great people.

Did you have an experience at 91±¬ĮĻ that shaped or changed how you see the world?

The first time I stepped into an NCAA Division I football game, one of my dreams came true. It made me realize that if you really want something, you work hard, and you believe in yourself, anything is possible.

Describe 91±¬ĮĻ in one word and explain.Ģż

Meaningful.

My time at 91±¬ĮĻ has been shaped by many memories, lessons and life-changing events. All of these have made me who I am today. I am grateful for all these meaningful things that happened.

Whatā€™s on the horizon? What are your plans for after you graduate?Ģż

I look forward to starting my masterā€™s next fall at 91±¬ĮĻ, where I hope to further my leadership and represent the Black Bear community on and off the field.

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

Why did you choose to come to 91±¬ĮĻ?

91±¬ĮĻ has a great engineering program, small classes and, more importantly, great people with whom I was able to form relationships of a lifetime. 

Have there been other students who supported and inspired you or exposed you to something new?

Being involved in clubs and holding leadership positions in them, such as the Black Bear Robotics Club, Model UN and South Asian Association of Maine, has helped me meet new people with diverse backgrounds and similar interests. Each club meeting was an experience that inspired and exposed me to things I never knew about.   

Have you collaborated with a mentor, professor or role model who made your time at 91±¬ĮĻ better, and if so, how?

Assistant professor Vikas Dhiman has been my mentor for robotics since day one at 91±¬ĮĻ. I started working in his lab as a first-year student with no knowledge but the passion to learn and do something exceptional in the field of robotics. Through his mentorship, I was able to work on multiple projects, improve as a roboticist and get into prestigious graduate programs within the field. 

What has coming to 91±¬ĮĻ enabled you to explore beyond academics?

The whole culture behind clubs and having the ability to pursue anything with like minded individuals and to get funded to do it through 91±¬ĮĻ Student Government is something that I loved about 91±¬ĮĻ that helped enhance my experience tenfold. 

What experiences have you had at 91±¬ĮĻ that really highlight the ingenuity of Mainers?

Participating in winter sports like skiing, going to 91±¬ĮĻ’s hockey games and going on hikes with friends to the most random places are some of the instances that really bring out the ingenuity of Mainers. 

Did you have an experience at 91±¬ĮĻ that shaped or changed how you see the world?

Going to World Model United Nations conferences hosted by Harvard through the Model UN club at 91±¬ĮĻ changed my worldview at large. I was able to go to places like Taiwan, the Philippines and Peru for the conference, meet amazing people from around the world and debate on topics that matter globally in a diplomatic setting. Just meeting people from these places helped expand my horizons and gave me the much needed push to believe in myself and strive to achieve what many perceive to be impossible. 

Describe 91±¬ĮĻ in one word and explain.Ģż

Underrated. 

As someone raised from outside the United States, Maine was not a name that was mentioned as often as say New York City or Washington D.C. Discovering 91±¬ĮĻ through my college search was one of the best things that has happened to me. The quality of education and the amount of exposure one gets as a 91±¬ĮĻ student is up there with the top universities in the nation, and it usually does not get the spotlight it deserves, overall. 

Whatā€™s on the horizon? What are your plans for after you graduate?Ģż

I was accepted to some of the top masters programs for robotics in the U.S. including the University of Pennsylvania, Carnegie Mellon University, Georgia Tech, University of Michigan and Northeastern University. I have decided to pursue my graduate studies at Carnegie Mellon University at their prestigious Robotics Institute. I am really excited and can’t wait to start the next chapter of my life in Pittsburgh!

Story by Rowan MacDonald, news intern

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

Even that decision set her apart from most of her peers in Derry, New Hampshire, where she grew up. While many of her classmates stuck close to home for college, Scaggs says she wanted a different experience.

ā€œI was looking for more independence and 91±¬ĮĻ was far enough from home that I could have that, but still go home for a weekend or for the holidays,ā€ said Scaggs. ā€œIt was the perfect decision for me. I loved 91±¬ĮĻ from the moment I set foot on campus. I never looked at another school and I never looked back.ā€

Although she originally came to study nursing, Scaggs changed her major to elementary education after meeting other students in the 91±¬ĮĻ College of Education and Human Development, and hearing about why they wanted to become teachers. Having had a positive experience in school herself, she wants to one day provide that for others.

ā€œIā€™ve always loved working with children and seeing the light in their eyes. In high school and middle school, I had some opportunities to work with kids in elementary school, so thatā€™s what pulled me toward teaching and education,ā€ she said. 

Familiar campus was a big draw

Nick Ritchie grew up in Belfast, Maine, and took a different route to college. In high school, he was a track and field athlete, often competing in meets at 91±¬ĮĻ a little more than an hour from his hometown.

ā€œGoing to college close to home and being so familiar with the campus was a big draw for me. Iā€™m also a huge skier and thereā€™s a really good community of skiers who Iā€™ve met at 91±¬ĮĻ,ā€ said Ritchie, who is majoring in kinesiology and physical education with a concentration in health and physical education.

During his first two years on campus, Ritchie was a member of the track team, competing in the pole vault. He says heā€™s interested in working with kids as a teacher and a coach, something the kinesiology and physical education program at 91±¬ĮĻ is helping him to prepare for.

ā€œI wanted a career where I could continue to be active physically, and I feel like I can do that as a gym teacher while sharing opportunities and providing students with guidance about how they can be active and create lifelong healthy habits for themselves,ā€ he said.

Pinning and Recognition Ceremony

Ritchie and Scaggs are among nearly 70 91±¬ĮĻ teacher education students who have been invited to the College of Education and Human Developmentā€™s third annual Pinning and Recognition Ceremony on Friday, Jan. 30. The event was established to celebrate the collegeā€™s new teacher candidates ā€” students who have reached the point in their academic career when they are able to start taking upper-level courses and have shown a commitment to becoming a teacher.

Like many states, Maine faces challenges with recruiting and retaining people to work in K-12 schools, contributing to a statewide of qualified educators. The 91±¬ĮĻ System graduates the most in the state, and the flagship campus in Orono has the largest and most comprehensive educator preparation program serving Maineā€™s K-12 schools.

ā€œOur public universities are the backbone of the teacher-preparation pipeline in Maine. Without them, our schools would be in even more of a bind when it comes to finding qualified educators. Kudos to 91±¬ĮĻ for creating an event to honor preservice teachers who have chosen such an important field, and congratulations to all of this yearā€™s teacher candidates,ā€ said Mike Muir, a longtime Maine educator, who is currently principal of Maranacook Community Middle School and this yearā€™s recipient of the College of Education and Human Developmentā€™s Robert A. Cobb Award for Extraordinary Service.

From coursework to the classroom

To earn teacher candidacy, 91±¬ĮĻ students must maintain a B or higher grade point average in their core lower-level courses. They also produce a portfolio that includes a field experience report reflecting on at least five full days, or about 30 hours, that they spend observing a K-12 classroom or another educational setting related to their major. Itā€™s one of several opportunities that 91±¬ĮĻ education majors have to work directly with K-12 teachers and students during their program of study.

Scaggs did her 30-hour field placement at Old Town Elementary School, while Ritchie did his at  Oceanside High School in Rockland. Both have also participated in teaching experiences through their other coursework and as substitute teachers in local schools. Ritchie was able to parlay his observation placement into substitute teaching opportunities in Rockland. Meanwhile, Scaggs participated in RuSTIC, the Rural Substitute Teaching and Innovation Corps, part of the 91±¬ĮĻ-led Rural Thrive professional development program for educators at different points in their careers. 

ā€œGetting first-hand experience is something I didnā€™t realize would happen before student teaching, but itā€™s really important to be exposed to those situations early,ā€ said Scaggs. ā€œTo be able to observe and take in what your mentor teacher is doing, and not really have any pressure on you to lead a lesson or manage classroom behaviors or any of that, itā€™s been so helpful and I have learned so much.ā€ 

Receiving teacher licensure in Maine

Ritchie said he was nervous before his observation, but the experience taught him how teachers handle the uncertainty and stress that come along with managing a classroom full of students. 

ā€œWhen you first go into it, you think it needs to go a certain way. But the more you are in a school setting, the more you gain confidence and see how you can just go with the flow and make quick decisions that benefit your lesson or what youā€™re trying to teach,ā€ Ritchie said.

Scaggs and Ritchie will be completing their final student teaching placements in the fall of 2026, after which they will graduate and be automatically recommended for initial teacher licensure from the State of Maine.

The College of Education and Human Development Pinning and Recognition Ceremony is being held Friday, Jan. 30 from 4-5:30 p.m. at Wells Conference Center.

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

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

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

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

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

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

Perspective of places, sciences she studies

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

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

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

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

Connecting fieldwork with cultural heritage

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

It wasnā€™t until she came to 91±¬ĮĻ and gained research experiences outdoors that she started using art to communicate what she was learning about in the environment. One of her first pieces that combined science and art was a large watercolor painting depicting workers in long rows of vegetable fields, held up by two large hands. 

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

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

Talked to growers about management and more

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

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

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

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

ā€œArtwork has always been a special way to convey the natural world, and it is grounding to see that art is still such a powerful communication tool,ā€ Calderwood said.

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

As a result of his efforts, Nachamie of North Andover, Massachusetts received the 2025 , identifying his potential as a leader in environmental stewardship. He was and is the first recipient from 91±¬ĮĻ in over 15 years.

ā€œI am incredibly grateful to have been awarded the Udall Scholarship,ā€ said Nachamie, who received support for his application from the Office of Major Scholarships and by professor Darren Ranco,  the faculty representative at 91±¬ĮĻ for the scholarship. ā€œWeā€™re at a pivotal moment in history where our actions on environmental issues matter more than ever.ā€

Nachamie, a 91±¬ĮĻ Honors College student majoring in ecology and environmental sciences, has been involved in research targeted at improving public health and the environment throughout his college career. 

During his first year at 91±¬ĮĻ, Nachamie worked on a study to reduce food waste in K-12 schools conducted by the Senator George J. Mitchell Center for Sustainability Solutions in collaboration with the Maine Department of Education, Maine Department of Environmental Protection and Governorā€™s Office of Policy Innovation and the Future. After implementing several measures, such as including school community fridges and educational programming, the four school districts that participated in the study were able to reduce their food waste by 20%. 

In 2024, Nachamie drafted a policy review of PFAS legislation in Maine and the U.S. It details ways other states and local governments can mitigate peopleā€™s exposure to these toxic chemicals, which can lead to immune system disorders, thyroid hormone disruption, cancer and other adverse health outcomes. He worked on the review with associate professor of sustainable agriculture Rachel Schattman. 

ā€œI have been lucky to have the mentorship of Rachel Schattman from the School of Food and Agriculture to support me in my research about PFAS compounds in Maine and throughout the United States,ā€ he said. ā€œDr. Schattmanā€™s feedback on my policy review showed me what I was capable of from a research perspective.ā€ 

Nachamie previously worked as a research technician collecting data that supported wild blueberry research at 91±¬ĮĻā€™s Agroecology Lab overseen by Schattman. He has also worked as a forest technician for the Cooperative Forestry Research Unit and the University Forests, through which he learned about low impact forestry practices.

Outside of school and research, Nachamie serves as president of the Permaculture and  Gardening Club at 91±¬ĮĻ and as a resident steward at the Terrell House Permaculture Living & Learning Center. He hosts workshops and events focused on gardening, food preservation and other topics.

ā€œ91±¬ĮĻ has an extremely supportive and cooperative academic atmosphere,ā€ Nachamie said. ā€œStudents are excited to help each other out, form study groups and work together to succeed in their classes. The academic atmosphere is rigorous but not competitive, and Iā€™ve found that professors are always willing to help accommodate student situations and concerns.ā€

When he graduates, Nachamie plans to work in environmental education and advocacy with nonprofit organizations in Maine and Alaska. After a few years, he hopes to return to school and obtain his Juris Doctor and Masters of Law in Environmental Law.

91±¬ĮĻ undergraduate students interested in applying during the 2026 cycle of the Udall Scholarship must do so through the Office of Major Scholarships by Feb. 6 to meet the national deadline of March 4. Those interested in applying can reach Nives Dalbo-Wheeler at the Office of Major Scholarships by emailing nives.dalbowheeler@maine.edu, or Ranco, chair of 91±¬ĮĻā€™s Native American Programs, by emailing darren.ranco@maine.edu.

The Udall Foundation awards scholarships, fellowships and internships for study in fields related to the environment and to Indigenous communities in fields related to health care and tribal public policy. It also provides funding to the Udall Center for Studies in Public Policy and to the Native Nations Institute to conduct environmental policy research, research on American Indian and Alaska Native health care issues and tribal public policy issues and training. Additionally, it offers assessment, mediation, training and other related services through the John S. McCain III National Center for Environmental Conflict Resolution. 

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

As part of her Honors College thesis, deBest is writing and illustrating ā€œA Field Guide to Intertidal Species of Maine. She aims to create a scientifically accurate and visually engaging resource that documents key intertidal organisms in the Gulf of Maine, including crustaceans, mollusks, algae and echinoderms such as sea stars and sea urchins.

ā€œI want to make marine life approachable and inspiring. Visual storytelling helps people connect to the ecosystems around them,ā€ said deBest, whoā€™s studying ecology and environmental sciences with a concentration in marine ecology. 

The field guide will serve as both a scientific reference and an educational tool and will be available in digital and print format.

A passion for animal conservation 

During summer 2024, deBest completed an animal care internship at the Potawatomi Zoo in South Bend, Indiana ā€” the stateā€™s oldest zoo. There, she gained hands-on experience in professional animal care, behavioral observation and conservation focused management. Working alongside experienced zookeepers, she helped prepare meals for animals with specialized diets and clean and maintain animal enclosures. She also monitored animal behavior and welfare for various species, including poison dart frogs, snow leopards, giraffes and red pandas; and trained and fed river otters, zebras, diana monkeys and sand cats, among other animals.

ā€œThe internship deepened my respect for the complexity of caring for such diverse species. It reinforced my passion for combining animal care with scientific research and conservation outreach,ā€ deBest said.

The following summer, deBest joined Florida Atlantic Universityā€™s Harbor Branch Oceanographic Institute, where she assisted in research using bioacoustics to study the foraging behaviors of shell-crushing predators. The experience expanded her technical skills in data collection and analysis while connecting her fieldwork to broader ecological questions about predator-prey interactions in marine systems.

DeBest said Amalia Harrington, assistant professor of marine biology and a member of her honors thesis committee, has supported and inspired her throughout this interdisciplinary project.

Outside of her academic pursuits, deBest has found her rhythm in the 91±¬ĮĻ community, whether playing trumpet on Brass Night or cheering at hockey games ā€” moments that helped make Orono feel like her ā€œ home away from home.ā€ She also enjoys exploring Maineā€™s outdoors, particularly Acadia National Park and the coastlines that continue to inspire her artistic and scientific work.

She is the recipient of the highest tier of 91±¬ĮĻā€™s merit scholarships, which recognizes excellence prior to enrolling, and the Visual and Performing Arts (VAPA) scholarship, which recognizes students who contribute creatively to the arts while pursuing academic excellence.

As deBest prepares to graduate, she said she is still exploring what comes next. Though she is certain of one thing: her future will involve working with animals, whether through research, conservation or care.

Story by Corey Nicholas, student news writer

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

While pursuing his bachelorā€™s, masterā€™s and doctoral degrees, Juybari, a San Diego native, worked for Faster Logic LLC, a small defense-focused research and development company in his hometown, providing web and engineering support. Two semesters into his Ph.D. program in 2021, Juybari paused his studies for five months to serve as the companyā€™s acting CEO after its founder, Raymond Moberly, unexpectedly passed away. Juybari led the company through a government audit and handled operations and personnel.

ā€œStepping into that role was unexpected, but it was important to me to support the work Raymond had built over seven years,ā€ Juybari said. ā€œIt was a demanding time, and I learned a great deal about leadership, people and how research moves from concept to real-world development. After working through circumstances beyond my control, the company ultimately dissolved. Once things settled, I returned to 91±¬ĮĻ to continue my Ph.D., which had always been my long-term plan.ā€

After completing his undergraduate economics and interdisciplinary studies degree at San Diego State University, he sought to expand his technical knowledge and research capabilities, which ultimately led him to pursue graduate study at 91±¬ĮĻ. Once he completed the math degree, Juybari immediately began his Ph.D. in electrical and computer engineering. 

ā€œWhen you have a good background in math, it makes learning AI much easier,ā€ Juybari said. ā€œYou start to realize AI is a bunch of matrix multiplications. Without that strong foundation, it can look like magic.ā€

While working at the CompuMAINE Lab on coding and AI research, he learned how this technology could help save lives through improved AI for cancer diagnosis and reduce healthcare disparities. 

ā€œI originally wanted to study economics, but it was math that brought me here,ā€ Juybari said. ā€œAs I got deeper into research, I realized how many people die from cancer, sometimes simply because they were missed due to healthcare disparities. That really stuck with me.ā€

Juybariā€™s Ph.D. research focuses on AI for medical imaging and cancer detection. He developed the Context-Guided Segmentation Network (CGS-Net), a model that combines detailed tissue features with broader contextual regions to improve the identification of cancerous tissue in microscopic images of biopsied tissue.

Earlier this year, Juybari and his colleagues published their research in the journal (part of the Nature portfolio) in a paper titled ā€œContext-guided Segmentation for Histopathologic Cancer Segmentation.ā€ The paper was featured by the for its innovative approach to improving AI accuracy in medical imaging. The study introduced a novel method in which the model learns how to integrate both local tissue features and broader contextual information, demonstrating how careful model design can enhance predictions in complex histological datasets.

ā€œOne of the biggest challenges Iā€™ve seen in medical AI is the lack of common benchmarks,ā€ Juybari said. ā€œItā€™s kind of like the wild west, where researchers use different datasets, and  medical image datasets are often large and complex.ā€

91±¬ĮĻā€™s mentorship and resources have been central to Juybariā€™s success. His co-advisors, Andre Khalil and Yifeng Zhu, offered both guidance and freedom, allowing Juybari to explore ambitious ideas. The Advanced Research Computing, Security, and Information Management (ARCSIM) group provided the computing power and collaborative environment that enabled his research.

Collaboration has defined his graduate journey. Juybariā€™s partnership with fellow Ph.D. student Josh Hamilton has been a cornerstone of his research and personal life. Theyā€™ve spent long nights tackling complex coding challenges, and have even shared key life moments.

ā€œI couldnā€™t imagine 91±¬ĮĻ without Josh,ā€ Juybari said. ā€œWe work together on a majority of our research. Our strengths and weaknesses complement each other. We laugh a lot, itā€™s fun.ā€

Juybari also met his wife, Simona Mitevska, while living in Stodder Hall in 2019. He was studying mathematics then, and she was pursuing masterā€™s degrees in economics and global policy. Their shared love of numbers and research turned into a lasting relationship. Today, Mitevska works as a senior research analyst in 91±¬ĮĻā€™s Office of Institutional Research and Assessment.

For Juybari, an interdisciplinary background and collaborative mindset are what drive him forward ā€” whether leading a company or developing AI to fight cancer.

ā€œYou canā€™t know it all,ā€ Juybari said. ā€œEven within AI, there are so many different parts to one model. You could be well-versed with one part, have an understanding of another, but not be an expert in everything. You have to work with teams and trust that others will know things you donā€™t. If you try to do everything yourself, then whatā€™s the point of working in a team?ā€

Looking ahead, Juybari remains open to where his path leads next.

ā€œI like to keep an open mind,ā€ Juybari said. ā€œMy interdisciplinary background has taught me to see challenges from different angles. Iā€™m driven more by curiosity and problem-solving than by following a fixed path, and Iā€™m excited to see where that leads next. ā€ 

Story by William Bickford, graduate student writer. 

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

A 91±¬ĮĻ Ph.D. candidate in biomedical engineering, Hamiltonā€™s work focuses on breast and pancreatic cancer by developing novel image analysis techniques to quantify the tissue structure that surrounds tumors, a project he began during his masterā€™s program at 91±¬ĮĻ and has continued into his doctoral research. 

Through his research, Hamilton works to better understand how the tissue around tumors affects cancer growth. He uses computer programming, image analysis and machine learning to study medical images, borrowing ideas from physics to look at patterns on different scales. 

His passion for cancer research first took shape while studying bioengineering, though the decision to tackle cancer stemmed from his personal experience.

ā€œI found bioengineering first, and then realized, due to trauma, I wanted to make sure people didnā€™t have to feel that way because of something that they canā€™t control,ā€ Hamilton said. 

Working with his doctoral advisor, Andre Khalil, on analysis and physics, and with his former masterā€™s degree advisor, Karissa Tilbury, on biology and imaging, Hamilton studies slides of tissue and breast scans to find ways to detect and potentially treat cancers earlier. His early work on examining collagen in pancreatic tumors, inspired by personal loss, set the stage for his future research on early cancer detection.

Hamilton has also participated in developing tools to make breast cancer detection more efficient. Alongside fellow Ph.D. student Jeremy Juybari and others, Hamilton played a role in the development of the Context Guided Segmentation Network (CGS-Net), an AI system that mimics how pathologists study tissue slides to improve the speed and accuracy of breast cancer diagnoses. He describes his research approach as big-picture, complementing the detail-oriented style of Juybari, with whom he has formed a long-standing friendship.

ā€œI think one reason Jeremy and I work so well together is that we approach problems differently,ā€ Hamilton said. ā€œHeā€™s extremely detail-oriented, while Iā€™m more of a big-picture person. He thinks bottom-up, I think top-down, and that balance has made our research and friendship really strong. Heā€™s the last person still here from when I joined the lab, and Iā€™m probably closer to him outside of work than I am at work.ā€

A senior member of the CompuMAINE lab, Hamilton also mentors undergraduate, masterā€™s and fellow Ph.D. students while collaborating closely with Khalil and Tilbury. Outside the lab, Hamilton is deeply involved in teaching and mentoring. He recently took on full lecturer responsibilities for courses in medical image analysis.

ā€œIā€™m teaching Dr. Khalilā€™s medical image analysis courses while heā€™s on sabbatical, so itā€™s just me now,ā€ Hamilton said. ā€œIā€™m not the teacherā€™s assistant or the tutor; Iā€™m the teacher. That was a big milestone for me, and Iā€™ve really enjoyed it. I think you need empathy to be a good teacher, and I love seeing that light bulb moment when someone finally gets a concept.ā€

Hamilton first came to 91±¬ĮĻ as an undergraduate in 2017 because of scholarships, such as the Visual and Performing Arts (VAPA) Scholarship, and programs that allowed him to combine his interests in music and bioengineering. He has stayed for his masterā€™s and Ph.D., drawn to the opportunities of conducting cutting-edge research in a smaller, rural university environment.

Outside of research and teaching, Hamilton maintains an active extracurricular life. A percussionist, he was formerly part of 91±¬ĮĻā€™s pep band. He is also a competitive ā€œSuper Smash Bros. Meleeā€ player, organizing tournaments and managing the state community.

Itā€™s Pancreatic Cancer Awareness Month, and as Hamilton works to develop tools to detect this disease faster, anyone interested in learning more about it and contributing to the fight against it can visit the website. 

Story by William Bickford, graduate student writer.

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

ā€œI like being outside,ā€ Rosenberg said. ā€œI had an adviser in high school who told me about the program (at 91±¬ĮĻ), and it seemed like a good place to learn about being outside and doing things outside, and financial aid was helpful.ā€

Since arriving in the 2023 fall semester, opportunities to collaborate with peers and industry leaders has reinforced what heā€™s learned at 91±¬ĮĻ: that the outdoors can be both a classroom and a catalyst for change. He worked with a nonprofit in Millinocket that revitalizes local communities through summer recreation. The experience, he said, changed how he envisions his future. 

ā€œIt showed me that you can help people make a difference through outdoor recreation. I used to think Iā€™d work for the national parks, but I realized I enjoy helping people more directly,ā€ Rosenberg said. ā€œItā€™s really exciting to help shape how Maine supports outdoor recreation and accessibility.ā€ 

When he came to Orono, Maineā€™s landscapes quickly became part of his identity. Though he had camped and hiked growing up, skiing was new. 

ā€œIā€™d been skiing maybe half a dozen times before college,ā€ he said. ā€œBut when I came here, I started skiing like crazy. I go every weekend in the winter.ā€

Rosenberg joined the Maine Outing Club as a first-year student and now serves as its treasurer. He also helps manage the clubā€™s cabin at Sugarloaf, where he spends many of his weekends. 

ā€œThat cabin was an integral part of me loving skiing so much,ā€ he said. ā€œIt gave me a place to stay and a community that shared my interests.ā€

Through his involvement on campus, Rosenberg also found professional direction. He works at Maine Bound Adventure Center, instructing climbing trips and helping other students discover the outdoors. As a fellow with the Tourism, Hospitality and Outdoor Recreation Institute, he is helping Maine Bound transition its rental program for gear into a library ā€” a model that allows community members to borrow equipment at little or no cost.

ā€œWith a gear library, if you have a library card you can rent things either for a really discounted price or for free,ā€ Rosenberg said. ā€œWe want to make getting outside easier for everyone.ā€

His leadership and initiative earned him a place on the Maine Outdoor Brands Student Advisory Board, a statewide coalition connecting students from outdoor-focused programs across Maine. The board serves as a bridge between emerging recreation professionals and the stateā€™s growing outdoor economy.

For students who might be nervous about trying something new outdoors, Rosenberg offers simple advice: ā€œYou can start at whatever level you want. No oneā€™s born with these skills; everyone learns them. If you want to do these things, you definitely shouldnā€™t be discouraged.ā€

After completing his bachelorā€™s degree in the 2027 spring semester, Rosenberg plans to enter 91±¬ĮĻā€™s 4+1 MBA program and continue building a career in nonprofit outdoor recreation. He hopes to guide and instruct climbing and skiing while supporting programs that expand access to Maineā€™s wilderness.

Story by Corey Nicholas, student news writer

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

At the beginning of the spring 2025 semester, Samuel Seekins was uncertain about what career he wanted to pursue. By the end of the summer, he became a licensed property and casualty agent in Maine at the age of 20. 

Seekins, a senior from Oakland, is double majoring in marketing and management at the 91±¬ĮĻ. The 91±¬ĮĻ Career Fair in February introduced him to United Insurance Agency, which led to his summer internship there between his junior and senior years.  

ā€œOne hundred and forty-eight companies came to campus, and my plan was to secure an internship for the summer. ā€œUnited was working on establishing an internship program when they gave me their contact information and then made me a three month multi-leveled outline,ā€ Seekins said.

He spent his summer working across United’s Bangor, Augusta and Portland offices. In this position, Seekins travelled throughout the state and New Hampshire shadowing business deals. He was also tasked with studying from a 500 page book for his property and casualty license (P&C) test.

The test has 151 questions and just half of national test takers pass on the first try, according to the . Seekins was one of them, and he secured his P&C license. 

ā€œWatching his growth from intern to licensed producer has been a rewarding reflection of our collaborative culture and commitment to innovation. He exemplifies the drive and integrity we value in our team members,ā€ said Patrick Gaetani, executive vice president of United Insurance Agency.  

Seekins now works part-time for United as a commercial line account manager.

ā€œIā€™m so glad I was able to have that experience,ā€ Seekins said. ā€œI was able to take everything that Iā€™ve learned in college and apply it to a real world setting. The Maine Business School really helped me prepare. My professors used real world experiences in their teaching. I was able to take their lessons and apply them outside of the classroom.ā€

At 91±¬ĮĻ, Seekins met managment and marketing lecturer Buffie McCue-Quinn and associate professor of management Billy Obenauer, who he said have helped tremendously in his college success through mentorship and hands-on learning. This semester, Seekins is taking a McCue-Quinnā€™s course titled The Business of Handcrafted Beverages, in which students work with Aroma Joe’s to develop business strategies that address real-world problems. 

ā€œCourses like The Business of Handcrafted Beverages challenge students in unexpected ways. They move beyond textbook learning into rigorous, industry-embedded problem solving,ā€ Quinn said. ā€œSamuel has approached this work with confidence and humility, embracing ambiguity, engaging deeply in industry research, and thinking critically and how to create value for the organization.ā€

The Business of Handcrafted Beverages is an Advanced Research Learning Experience (ARLE) course, one of several that  are part of the UMS TRANSFORMS Student Success and Retention Initiative and supported by a multiyear $320 million grant to the 91±¬ĮĻ System by the Harold Alfond Foundation. They offer students more in-depth knowledge and experience in their fields of interest, enhance their critical thinking and equip them with specialized skills that will better prepare them for their future careers.  

Former adjunct business professor at 91±¬ĮĻ and entrepreneur Lisa Liberatore, owner of Lisaā€™s Legit Burritos in Augusta and Gardiner, has kept contact with Seekins after his introduction to business class and encouraged him in his career. 

ā€œSam stood out from day one as a true leader,ā€ Liberatore said. ā€œThe course focused on experiential learning, where students created and executed real fundraising plans that made a tangible impact, and Sam brought incredible energy and dedication to the project. He puts in the work and does it with heart. He learns quickly and continues to grow as a thoughtful, driven leader.ā€

Seekins credited his personal and academic growth to his time spent at the Maine Business School (MBS). 

ā€œMBS definitely elevated my maturity levels. Iā€™ve been here for three years, so I feel like Iā€™ve seen everything. Freshman year you come in thinking you run the place, so thereā€™s a lot of growing up that needs to happen. But campus is like your buddy that guides you through life with a helping hand,ā€ he said. 

Seekins will be a guest speaker with United Insurance at the MBS Industry Exploration Night on Oct. 22 at the Buchanan Alumni Hall. The event will begin at 4 p.m. and is free for students. is required.

After graduation, Seekins hopes to continue his work with United Insurance at their Augusta office.

Seekins advises students who want to take their learning to the next level to ā€œget out of your comfort zone. No one will do it for you. You donā€™t need to know what you want to do, sometimes it just works out. You just have to put yourself out there.ā€

Story by Mello Vancil, news intern

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

Raised in Orrington, Maine, Harriman has always had an affinity for the outdoors. After graduating from John Bapst Memorial High School in 2022, he chose to attend the 91±¬ĮĻ for its comfortable proximity to home and extensive history program. However, his time in Orono has led him away from the Maine woods and towards the search for lost history. 

As a history major and anthropology minor, Harriman was looking for senior-year field research to round out his resume. He went to his professors for recommendations and they directed him towards , an Italian-based research project whose name in English translates to Excavation, Remote Sensing, Study of Materials and Landscape of the Sette Comuni Plateau.

ā€œAlways go to your professors. Dr. Daniel H. Sandweiss and Dr. Bonnie Newsom gave me incredible options for field work,ā€ Harriman said.

STEMPA aims to bring students and researchers together to conduct and assist with excavations and archaeological surveys carried out in the Veneto-Trentin Highlands in Northern Italy.

In the spring, Harriman signed up for STEMPAā€™s summer dig, a three-week excavation of Bostel di Rotzo, an ancient mountain settlement that dates back to the Second Iron Age. As part of a team of university students and faculty from around the world, Harriman was there to help with archeological analysis. In particular, he was there to perform geophysical surveys. 

ā€œI mostly worked on finding air pockets in the ground, as well as perfectly circular post-holes,ā€ he said. ā€œWhat was interesting was the air pockets didnā€™t align with what archeologists had originally interpreted as their purpose. I worked with them to come up with the idea that poachers in the 1800s might have dug further than we had assumed.ā€

Harriman used the skills taught in Bostel di Rotzo as preparation for his future career. ā€œI know how to perform stratigraphic excavations and archeological context recordings,ā€ he said. ā€œI also learned the basics of my job, like traveling and proper shoveling.ā€

In addition to exploring lost history at an archaeological site, Harriman helped uncover an untold part of a renowned scientistsā€™ story, work that earned him a university honor. In May, Harriman was awarded the Hildegarde B. Perkins fund by the 91±¬ĮĻ History Department for his research paper ā€œThe Multifaceted Legacy of Dian Fossey.ā€

During his research, Harriman struggled to find direct writing by Fossey. His intrigue led him to an online auction that included Fosseyā€™s personal letters dating back to 1972 during her work as a conservationist. Harriman credits this discovery and his subsequent publishing of the letters as his biggest achievement. 

ā€œShane demonstrated that Fossey was a complex figure, who carefully shaped her public image to champion the cause of wildlife conservation while downplaying her tense relationship to local communities in conservation areas,ā€ said Mary Freeman, associate professor of New England history at 91±¬ĮĻ. ā€œShane went above and beyond with his research to find a trove of Fosseyā€™s correspondence that was only available through digitized copies of letters posted to an online auction website.ā€ 

Harriman cited Fossey for his inspiration for hands-on learning, and credited 91±¬ĮĻ for its variety of field-school opportunities. 

ā€œCollege gives lots of opportunities. Iā€™m so grateful thatā€™s something we all get access to at 91±¬ĮĻ,ā€ Harriman said. ā€œI feel as though Iā€™ve been able to learn the importance of othersā€™ beliefs. 91±¬ĮĻ helped give me a glimpse of the genuine importance of differing perspectives.ā€

With graduation approaching in the spring, Harriman plans to apply for his masterā€™s degree and continue his pursuit of lost history. 

Story by Mello Vancil, news intern

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

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

ā€œThe free services the center provides are extremely important to students like me, who didnā€™t have family members to help them through the college process,ā€ said Leadbetter, who grew up in Oxford and attended schools in the Oxford Hills School District. ā€œNavigating the educational aspect is stressful enough on its own, so having a mentor to assist with things like applying for admission or financial aid is instrumental to reaching your goals.ā€

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

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

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

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

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

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

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

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

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

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

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

What stands out in my mind the most is after completing my first FAFSA with Christy Leā€™s help, I learned that I qualified for federal financial aid and could actually pay for and attend college. I was very low-income and didnā€™t have a good understanding of how financial aid works. Before that, I thought paying for and attending college would never be an option for me.

How long have you worked for MEOC? 

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

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

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

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

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

What difference has MEOC made in your life? 

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

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

A junior from Windham, Maine, Dries landed an internship with Orange Bike Brewing Co. through the Innovate for Maine Fellows program. Heā€™s not just learning about the booming non-alcoholic beer industry; heā€™s helping shape it. 

ā€œIā€™m piloting a project with Orange Bike to develop and refine their approach to producing and distributing non-alcoholic beer,ā€ said Dries, a Maine Business School and Honors College student majoring in business information systems and security management. ā€œIā€™m also researching production methods, market trends and the feasibility of launching our product. On the side, Iā€™ve been taking photos for marketing, helping brew beer and planning events!ā€

With a passion for purpose-driven work and a willingness to dive in and figure things out, Dries is proving that small companies can offer big opportunities.

ā€œItā€™s (the internship) allowed me to see what goes into running an innovative and contemporary business. There are a lot of very unique, very successful businesses in Maine that help shape our economy, and thereā€™s a lot of need for them to be able to adapt and grow as values change,ā€ Dries said. ā€œBeing able to be part of one has shown me how these businesses can thrive and embrace the changing Maine economy, which is something I want to be a part of.ā€ 

Read the full story about Driesā€™ experience at Orange Bike on the Maine Business School website.Ģż

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

Chyanne Yoder, a Ph.D. student at the 91±¬ĮĻ, aims to squash this source of pollution by supporting coastal communitiesā€™ efforts to rethink reliance on disposable take-out food packaging. Not only does reusable packaging reduce waste, but it can also save businesses and municipalities on costs. 

Studying anthropology and environmental policy at 91±¬ĮĻ, Yoder is working with the Marine Debris Project alongside her doctoral adviser, Cindy Isenhour, professor of anthropology and climate change. The project, funded by the National Oceanic and Atmospheric Administrationā€™s Marine Debris Challenge grant through Maine Sea Grant, seeks to protect Maineā€™s ocean ecosystems and coastal communities. 

Through close collaboration with local restaurants, municipal representatives and community partners, Yoder and a team of multidisciplinary researchers with the Marine Debris Project are developing a sustainable model for returnable food containers, which became legal in Maine last year. They are collaborating with three coastal communities ā€” Bath, Bar Harbor and South Portland ā€” that were chosen because of proximity to the coast and variety of tourism-dependent food services.

This summer, the team is gathering data and surveying local businesses to learn more about current practices and costs associated with disposable packaging. They are also meeting with local leaders to help them prepare to switch to reusables starting in September 2025. 

While the pilot programs will last just four months, Yoder hopes they can help establish a permanent path forward for coastal communities to utilize reusable systems and reduce marine debris. 

Read the full story from the 91±¬ĮĻ Research website. 

Story by Jesse Bifulco, 91±¬ĮĻ Research communications intern.

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

ā€œAt a smaller campus set in such a beautiful location, I felt like I was able to take part in most or all of the opportunities provided for students,ā€ Warwick said, adding that 91±¬ĮĻ Machias faculty and staff introduced her to opportunities, and she learned how to step outside of her comfort zone to identify new paths forward.

Originally from Cherokee, Iowa, she graduated high school when she was 17 and relocated to Jonesport with her family. While in high school, she had participated in dual enrollment classes, completing 18 college credits before graduation. Between her dual enrollment classes and competitive tuition rates at 91±¬ĮĻ Machias, Warwick received higher education that was both affordable and valuable.

From 2023-24, Warwick worked as a lab assistant for William Otto, professor of chemistry. In her second semester at 91±¬ĮĻ Machias, Otto encouraged Warwick to participate in the Maine IDeA Network of Biomedical Research Excellence (INBRE) .

ā€œI wasnā€™t sure about doing INBRE and being away from home so long for the first time, but Dr. Otto and Dr. [Sherrie] Sprangers encouraged me, and I ended up loving my time there,ā€ Warwick said. ā€œIt provided me the opportunity to explore more of Maine, make new connections, narrow down my career options and grow as a person.ā€

During her INBRE fellowship, which was located at the 91±¬ĮĻā€™s Orono campus, Warwick said she worked with zebrafish under the guidance of Clarissa Henry, 91±¬ĮĻ professor of biological sciences. There she studied muscular dystrophy and mutations in certain proteins or pathways that can lead to the disease or worsen its symptoms.

ā€œThis program not only allows students to learn technical skills that can increase their employability, but it also helps them increase their skill in making evidence-based decisions and provides platforms for improving written and oral communication skills,ā€ Henry said. 

The summer before the INBRE fellowship, leading into her junior year, Warwick completed an internship with the Maine Department of Marine Resources, where she assisted in mitigating damage to the salmon population by taking samples of salmon and water. It was her first glance into what itā€™s like to work an independent job 40 hours per week. 

ā€œI had the opportunity to become more independent and mature through my time here,ā€ Warwick said. ā€œI was introduced to a number of opportunities by my professors and staff, but I also got to learn how I can provide those same chances for myself.ā€ 

How would you describe the academic atmosphere at 91±¬ĮĻ? 

Devoted. One thing I really appreciate was the smaller campus feel and the caring nature of 91±¬ĮĻ Machiasā€™s professors. Their willingness to answer questions, as well as reach out if they see you struggling and ask you what they can do to help with success. Professors worry more about the success of the student than statistics. I loved that we had different study areas in the Science Building and Torrey Hall, where there were other students to chat and study with. Internship opportunities, campus jobs and tutors were also available to me. 

How have research, internships or scholarly pursuits at 91±¬ĮĻ Machias prepared you for future opportunities in your chosen field?

I had the opportunity to participate in an internship with salmon at the Maine Department of Marine Resources (DMR) in the summer of 2023, where I assisted in mitigating damage to the salmon population by taking samples of the salmon and water. I was also involved in a project share for restoring rivers that had been straightened and widened for the logging industry. I had a lot of fun and it was hard work, but it was a benefit to see more of the marine biology side of science. This was my first independent job, where I drove myself to work four days a week for 10-hour shifts. I was able to meet people that I still talk to today.

In summer 2024, before beginning my senior year, I participated in the program located at 91±¬ĮĻā€™s Orono campus, where we worked with zebrafish under the guidance of Professor Clarissa Henry.Ģż

The lab I worked in was studying muscular dystrophy and how mutations in certain genes can lead to the disease or worsen the symptoms. To be specific, the protein I got to learn about was Dpm3, one of three in the DPM synthase complex. In this complex, Dpm3 is a stabilizing unit for the other two proteins to the ER. These three proteins work together to help in the glycosylation of dystroglycan. Dystroglycan, along with other roles, helps to connect muscle cells to tendons. I am sure you can imagine the issues that occur when one of these proteins has a mutation or fails to function properly! I chose to apply to and accept this internship because it provided me the opportunity to explore more of Maine, make new connections, narrow down my career options and grow as a person. It was an extremely educational experience for me, not only in science but in myself! 

Beyond academics, what extracurricular activities occupied your time?

I really enjoyed participating in intramurals at 91±¬ĮĻ Machias. I also joined a few organizations on campus like science club and outdoor club. I became a sister in the KAK sorority in my senior year, where I made wonderful friends and connections through Greek Life. 

Have you worked closely with a mentor, professor or role model who made your time at 91±¬ĮĻ better, and if so, how?

I gained experience working as a chemistry lab assistant from 2023-24 under the guidance of William Otto for both organic and general chemistry. He has been really helpful and was the professor who mentioned INBRE to me in my second semester at 91±¬ĮĻ Machias. I wasnā€™t sure about doing INBRE and being away from home so long for the first time, but Dr. Otto and Dr. Sprangers encouraged me, and I ended up loving my time there and experiencing campus living for the first time!

Did you have an experience at 91±¬ĮĻ Machias that shaped or changed how you see the world?

I had the opportunity to become more independent and mature through my time here. I was introduced to a number of opportunities by my professors and staff, but I also got to learn how I can provide those same chances for myself. Those happen by getting out to do things outside of my comfort zone, and it has shown me that I can create new paths. 

Describe 91±¬ĮĻ Machias in one word and explain.

Diverse. 

This comes in the form of students, faculty and being part of the 91±¬ĮĻ System all over the state. Machias is a smaller campus but has so many different opportunities. With that being the case and having the campus set in such a beautiful location, I felt like I was able to take part in most or all of the opportunities provided for students.

What is on the horizon now that you have graduated? 

I have my MCATs scheduled, and I am going to take a gap year while I continue to work as a local pharmacy technician. I also have the chance to shadow at local physician offices.

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

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

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

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

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

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

What he calls ā€œstewards of the forest,ā€ Hill said licensed foresters are responsible for maintaining the health of forest ecosystems and being mindful of future generations.

ā€œHow do we preserve this so it is better in 50 years, or the same?ā€ Hill said. 

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

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

ā€œForestry goes back to my roots,ā€ Hill said. ā€œMy dad and I used to do a lot outdoors. We still go outdoors and hike and just enjoy nature and go hunting and fishing and whatever else.ā€

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

Federal tuition assistance, particularly due to his veteran status, kept financials from straining his family life. He didnā€™t have to work a part time job in addition to his studies, and his wife was able to stay at home with their son, whoā€™s one year old, and Hillā€™s nine-year-old daughter. 

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

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

ā€œWhen I work with Dustin, Iā€™m working with a friend,ā€ Ellis said. ā€œIt has definitely made class more enjoyable.ā€

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