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

A study led by Qiujie 鈥淎ngie鈥� Zheng, associate professor of business analytics in the 91爆料鈥檚 Maine Business School, found that consumers are willing to pay an average of $3.42 more for a lobster roll made with lobster harvested using ropeless fishing technology when presented with information on animal welfare.

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

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

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

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

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

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

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

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

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

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

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

鈥淲e are providing a base for the community to assess the overall economic feasibility,” Zheng said. 鈥淚鈥檓 always trying to learn from fishermen and the fishing community because they make their living from a very complicated natural system, and they know it so well.鈥�

Findings from the study were published in the journal .听

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

鈥淎t 91爆料, we are intentionally building a coordinated system of support and opportunity that reaches students early and continues throughout their academic journey,鈥� said Scott Marzilli, senior associate provost for student success and innovation. 鈥淭his work is not about isolated initiatives, but about creating a consistent, high-impact experience that prepares students for success in their studies and their careers from day one.鈥�

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

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

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

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

Maeve Littlefield, a sophomore majoring in biology, didn鈥檛 always imagine a career for herself in STEM. She didn鈥檛 develop a passion for the scientific process until late in her high school career.

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

鈥淪ometimes we get caught up in seeing statistics about the environment and human impact,鈥� Littlefield said. 鈥淏ut we also forget that adaptation and evolution make really resilient communities and populations, and that it鈥檚 not hopeless. It makes you want to fight more for these things that are important 鈥� that if we do lose them, they aren鈥檛 coming back.鈥� 

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

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

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

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

鈥淪tudents struggling in certain courses isn鈥檛 new. What is new is that now because of the generosity of the Harold Alfond Foundation, we鈥檝e been able to implement a number of interventions to address the issue,鈥� said Gateways coordinator Mark Brewer, also professor and chair of 91爆料鈥檚 Department of Political Science. 

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

鈥淚鈥檝e seen an incredible amount of energy and enthusiasm from faculty across the colleges and at Machias in designing interventions to improve student success,鈥� Brewer said. 

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

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

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

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

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

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

For many, these opportunities are transformative.  

Pathways connected student Nathaniel Walker to an internship as a marketing and communications assistant at 91爆料鈥檚 Advanced Manufacturing Center. This summer, he will intern with the company Intuit.

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

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

鈥淧athways to Careers doesn鈥檛 just prepare students,鈥� she said, 鈥渋t actively connects them to opportunities where they are seen and considered.鈥�

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

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

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

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

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

Undergraduate category award winners

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

Graduate category award winner

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

Student Innovation and Commercialization Awards

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

Additional awards

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

The team designed the app so event organizers can instantly notify student users when they have leftovers available by sharing posts with pictures, locations, event end times and potential allergens or dietary restrictions. 

鈥淲e’re taking out two birds with one stone here, trying to reduce some food waste and trying to give students just a little something for a bit more reliable nutrition on campus that’s free and accessible,鈥� said Moody-Broen, a computer science major and English minor, and his colleagues. 

The project was one of more than 350 on display during the 91爆料 Student Symposium for Research and Creative Activity on April 17. From lobster shell styrofoam and a shark fossil study to an autonomous model race car and a community loom, the event demonstrated the hard work and ingenuity of undergraduate and graduate students from both 91爆料 and its regional campus, the 91爆料 at Machias. 

The symposium reflects 91爆料鈥檚 commitment being a learner-centered R1 that offers hands-on, real-world research learning opportunities, where undergraduate students work directly with faculty and industry partners to tackle challenges facing Maine communities.

Participating in the symposium not only allows students to showcase their work, but also develop skills in poster design, presentation, communication and networking, all of which will serve them in future careers and advanced degree programs. For Moody-Broen, the event served as an opportunity to test how he presents his work and gain more exposure to his field.

鈥淚 think it’s great to be interacting with other researchers and other products and seeing what that looks like in an early professional, late graduate setting,鈥� he said. 鈥淚t’s good to be able to get your work out there for the first time.鈥�

Over 200 judges from 91爆料 and the community perused the posters and interviewed the students about their work. Among them was David Barrett, lecturer in accounting for the Maine Business School, who returned for a second year to support the students and enjoy their 鈥渞eally neat research.鈥�

鈥淲hat I’m looking for is that the presenter knows what they’re talking about and can communicate it effectively,鈥� he said during the event. 鈥淕etting students more practice and getting them more comfortable with talking about something with someone they’ve never met is a massively important skill for students to have as they go out of that comfort zone.鈥� 

Several rows down, Mya Griffith, a master鈥檚 student studying aquaculture and aquatic resources, presented her project to a judge, detailing her group鈥檚 ongoing investigation into the bioaccumulation of a group of toxic chemicals known as PFAS in seafood. Her team plans to integrate monitoring, predictive modeling and intervention for seafood food systems. 

For Griffith, participating in the symposium helps her refine her communication skills and network, both of which will help her toward pursuing a Ph.D. and career in sustainable agriculture. She also cares that people hear more about the issues she researches. 

鈥淓ven though I don’t have results, I want to bring awareness to it,鈥� she said, 鈥渃ollaboration with the community is super important. And just raising awareness and making sure that people understand that these things are occurring in the environment and that they do affect us as humans, is super important.鈥�

91爆料鈥檚 Center for Undergraduate Research has hosted a student symposium since 2008. At their first symposium, only 98 projects were presented. Now there are more than seven times that. The growth has been made possible by students, staff, faculty and community members investing their time and effort into the research experience. It is also aided by generosity of community sponsors who help cover the costs of the event itself. 

鈥淎s you go around today, I encourage you to ask our students what is their 鈥榳hy?鈥� and what they love about research. Please support them through the journey that actually never stops,鈥� said Giovanna Guidoboni, interim vice president for research and dean of the Maine College of Engineering and Computing, during her remarks at the symposium. 鈥淭oday is an opportunity to engage, connect and learn, be curious, ask questions and embrace the unexpected connections that emerge from conversations across the community.鈥� 

Jordan Potter, a senior majoring in biomedical engineering, stood alongside his partners and their poster ready to answer questions about their project, 鈥淪mart Scrubs: Enhanced Scrubs for Medical Personnel.鈥� The group was designing moisture-resistant scrubs to protect healthcare workers from contaminants and prevent microbe colonization microbes through the application of water-resistant and microbiostatic coatings.

鈥淲hat I want to do directly after I graduate is go to graduate school,鈥� Potter said, adding that participating in the symposium helps me prepare for grad school because of the aspect of getting to present to people.I get to meet new people and tell them what we’ve been working on.鈥�

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

Hamidah Aldarwish

College of Education and Human Development

Bachelor of Science in Child Development and Family Relations

Hamidah Aldarwish of Dammam, Saudi Arabia, is the Outstanding Graduating International Student for the College of Education and Human Development. Aldarwish arrived in Maine in 2019 with her family 鈥� her husband, Jafar, and their three girls who are now ages 11 to 15. Aldarwish completed her capstone internship at 91爆料鈥檚 Children鈥檚 Center with a focus on the application of observational and developmental principles in early childhood settings, particularly related to children with diverse developmental needs, including autism spectrum disorder and attention deficit hyperactivity disorder. After graduation, Aldarwish plans to return to Saudi Arabia to work with families and children. 

A full profile of Aldarwish is online. 

Ella Boxall

Maine College of Engineering and Computing

Bachelor of Science in Civil Engineering with Minors in Sustainability and Mathematics and a Concentration in Water Resources

Ella Boxall of Kennebunkport, Maine, is the Outstanding Graduating Student in the Maine College of Engineering and Computing. She has completed internships with GEI Consultants and TRC Companies, conducted research using MATLAB to project sea level rise and king tides in Bar Harbor and served as a learning assistant and grader. Her capstone project focuses on redesigning a gravity-fed water system for a salmon rearing facility in Aroostook County, highlighting creative, low-energy engineering solutions. She plans to pursue graduate studies in marine science in the United Kingdom and build a career promoting coastal and environmental resilience.

A full profile of Boxall is available online. 

Dianne Brindisi

Division of Lifelong Learning

Bachelor of University Studies, Leadership Studies Track

Dianne Brindisi of Cape Neddick, Maine, is the Outstanding Graduating Student in the Division of Lifelong Learning at the 91爆料. Service has always been central to Brindisi鈥檚 life. From supporting families in need and mentoring young leaders to contributing to professional associations that advance women and industry standards, Brindisi believes leadership is inseparable from service. Looking ahead, she is committed to educating the public about the university studies program and sharing her positive experience and welcomes the opportunity to serve as a program ambassador. 

A full profile of Brindisi is online. 

Kate Evans

College of Education and Human Development

Bachelor of Science in Secondary Education with a Second Major in Spanish

Kate Evans of Bangor, Maine, is the Outstanding Graduating Student for the College of Education and Human Development. A single mom of four young children, whom she has homeschooled while working toward her degree, Evans earned a 4.00 GPA while pursuing double majors in secondary education and Spanish. She received the Roger Hill Humanities Scholarship and the College of Liberal Arts and Sciences Outstanding Junior Award. Evans is an active member of her church community, where she often volunteers her time for service and educational programs. After graduating she plans to stay in the Bangor region and teach Spanish at a local high school.

A full profile of Evans is online. 

Chantelle Flores

College of Liberal Arts and Sciences | Honors College

Bachelor of Arts in English with a Minor in Creative Writing

Bachelor of Arts in Art History with a Minor in Classical Studies

Chantelle Flores of Oakland, Maine, is the Outstanding Graduating Student for the College of Liberal Arts and Sciences. She was a McGillicuddy Humanities Center (MHC) Undergraduate Fellow, as well as a Zillman Art Museum Research Curatorial Fellow through the center. Flores interned at the 91爆料 Writing Center and served as co-editor-in-chief of Spire magazine. After graduation, she plans to pursue an internship related to literature or the arts and apply for graduate programs for art history, with the ultimate goal of acquiring a Ph.D. in contemporary art history and becoming a professor.

A full profile of Flores is online. 

Zoe Furber

College of Earth, Life, and Health Sciences

Bachelor of Science in Marine Science with a Second Major in Biology with a Concentration in Marine Biology

Zoe Furber of Vancouver, British Columbia, is the Outstanding Graduating International Student for the College of Earth, Life, and Health Sciences. She has been a member of the 91爆料 Field Hockey team since 2022 and was appointed captain in 2025. During her time at 91爆料, she completed a capstone project comparing ocean temperatures in the Gulf of Maine to heart rate metrics of blue mussels. These experiences prepared her for a career in environmental, social and governance (ESG) and sustainability. Furber plans to complete a Master of Science in Global Strategy and Sustainability at the University of Edinburgh, where she will play field hockey for an additional year.

A full profile of Furber is online. 

Ruth Griffith

College of Earth, Life, and Health Sciences | Honors College

Bachelor of Science in Economics with Minors in Mathematics and International Affairs

Ruth Griffith of Parkman, Maine, is the Outstanding Graduating Student for the Honors College and the 2026 91爆料 valedictorian. She is majoring in economics with minors in mathematics and international affairs. Through her honors thesis, Griffith developed a method to analyze sub-county economic trends using regional data, helping illuminate how policies impact local communities across Maine. Drawing on her background in regional economics, she adapted tools used for markets to understand disparities. Beyond academics, she has led service initiatives such as the Maine Day Meal Packout, coordinating efforts that provide tens of thousands of meals statewide. She will launch her career at TD Bank in New York City after graduation and plans to one day pursue a Master of Business Administration.

A full profile of Griffith is online.

Sarah Johnson

Maine Business School

Bachelor of Science in Business Administration in Accounting with a Second Major in Business Information Systems and Security Management

Sarah Johnson of Clifton, Maine, is the Outstanding Graduating Student for the Maine Business School. Johnson has completed multiple internships with both the Maine Business School and BerryDunn, an accounting and consulting services firm. She has also worked as an undergraduate assistant for 91爆料鈥檚 Office of Institutional Research and Assessment. These roles strengthened her professional skill set, including effective communication, adaptability, critical thinking and the ability to apply feedback constructively. They also prepared her to approach problems analytically and to collaborate effectively in a professional setting. Following graduation, she will launch her career at BerryDunn as a tax specialist.  

A full profile of Johnson is online. 

Jasper Makowski

College of Earth, Life, and Health Sciences | Honors College

Bachelor of Science in Microbiology

Jasper Makowski of Dover-Foxcroft, Maine, is the Outstanding Graduating Student in the College of Earth, Life, and Health Sciences. He secured internships and part-time work with two medical facilities and 91爆料鈥檚 Maginnis Lab. Working closely with associate professor of microbiology Melissa Maginnis, he researched signaling mechanisms in viruses and learned about a range of diseases. Makowski is a student organizer for the Maine Day Meal Packout. Outside of academics, he retreats to the Maine outdoors and enjoys a variety of activities, from backpacking to fly fishing. After he graduates, he is pursuing a medical degree with plans to return to rural Maine as a primary care provider. 

A full profile of Makowski is online. 

Andrii Obertas

College of Liberal Arts and Sciences

Bachelor of Science in Physics

Bachelor of Science in Mathematics

Andrii Obertas of Lutsk, Ukraine, is the 2026 Outstanding Graduating International Student for the College of Liberal Arts and Sciences and the 2026 91爆料 co-salutatorian. Pursuing dual degrees in physics and mathematics, Obertas has distinguished himself through academic excellence and perseverance. He has conducted original research in both physics and mathematics, while also engaging in outreach efforts that bring science education to communities across Maine. His experience at 91爆料 has been shaped by a strong sense of community and opportunity, which he credits with providing hope for his future. After graduation, Obertas plans to pursue a master鈥檚 degree in mathematics through the accelerated 4+1 program.

A full profile of Obertas is online.

Samuel Tremblay

Maine Business School

Bachelor of Science in Business Administration in Management

Samuel Tremblay of Quebec City is the Outstanding Graduating International Student for the Maine Business School. Tremblay is a tutor, mentor, Maine Business School ambassador and president of the 91爆料 chapter of the Beta Gamma Sigma honor society. He is also a kicker for the 91爆料 Football Team, through which he became a finalist for the Fred Mitchell Award, and a representative for the Student-Athlete Advisory Committee. He served as a captain on Canada’s Junior National Team at the International Federation of American Football鈥檚 World Junior Championship. After graduation, he plans to stay at 91爆料 and pursue a master’s degree while continuing to play football.听听

A full profile of Tremblay is online. 

Karun Varghese

Maine College of Engineering and Computing | Honors College

Bachelor of Science in Computer Engineering with a Minor in Robotics

Karun Varghese of Dubai, United Arab Emirates, is the Outstanding Graduating International Student in the Maine College of Engineering and Computing and the Honors College. Varghese assumed research roles in the Computer Vision and Autonomous Robotics Lab, the High Altitude Ballooning Lab and the Advanced Structures and Composites Center. Outside of academics, he participated in the Black Bear Robotics Club, the South Asian Association of Maine and Model United Nations. Through Model UN, he traveled internationally to Taiwan, the Philippines and Peru. After graduation, he will pursue graduate studies at Carnegie Mellon University鈥檚 Robotics Institute.

A full profile of Varghese is online. 

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

Why did you choose to come to 91爆料?

91爆料 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爆料. 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爆料 better, and if so, how?

I have had the opportunity to work with many strong women at the 91爆料, 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爆料 enabled you to explore beyond academics?

Coming to 91爆料 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爆料 that really highlight the ingenuity of Mainers?

Growing up in Maine and attending 91爆料, 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爆料 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爆料 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. 

What鈥檚 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爆料?

I chose 91爆料 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 鈥淚ntroduction to Topics in Management鈥� (MGT 290), a class where we worked with Aroma Joe鈥檚. 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?听

In my time at 91爆料, 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爆料 better?

The entire 91爆料 Athletic鈥檚 staff and business school faculty had a significant impact on my time at 91爆料. They always took the time to help and guide me in the right direction. Samantha Wheeler is one of the Athletic鈥檚 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爆料 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爆料 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爆料 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爆料 in one word and explain.听

Meaningful.

My time at 91爆料 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.

What鈥檚 on the horizon? What are your plans for after you graduate?听

I look forward to starting my master鈥檚 next fall at 91爆料, 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 

At the 91爆料, that trend is evident across disciplines tied to growing sectors of the U.S. economy, including engineering, health care and biomedical sciences, business, natural resources and environmental sciences, agriculture and food systems, communication sciences and disorders, and biotechnology.

University data highlight several indicators of that demand:

• Mechanical engineering enrollment has increased by more than 30% over the past decade, with a 95% student satisfaction rate.
• The wildlife, fisheries and conservation biology program reports that 95% of graduates are employed or enrolled in graduate school, with 82% working in natural resource fields.
• The Maine Business School, which will enroll 330 first-year students, filled nearly half of those seats before April and reports a 94% positive outcome rate.
• In animal and veterinary sciences, about 20% of graduates continue to veterinary or medical school.
• Health-related fields tied to several majors are projected to see continued job growth over the next decade.

Mechanical engineering

91爆料鈥檚 mechanical engineering program, now the university鈥檚 largest major, has expanded in response to national demand for engineers in industries including manufacturing, technology and transportation.

Enrollment has increased by more than 30% over the past decade. Graduates are recruited by employers such as Bath Iron Works, Pratt & Whitney, Northrop Grumman, Texas Instruments, GE and NASA鈥檚 Goddard Space Flight Center.

The curriculum progresses from foundational coursework in math and physics to advanced engineering applications, with an emphasis on analysis, design and problem-solving. Experiential learning is integrated throughout, with students participating in internships, co-ops and a yearlong senior capstone design sequence focused on design, prototyping and testing.

Students may pursue concentrations such as aerospace engineering, along with minors or certificates in robotics, artificial intelligence and smart manufacturing. The program reports a 95% positive student sentiment rate.

Wildlife, fisheries and conservation biology

The wildlife, fisheries and conservation biology program has more than doubled in enrollment over the past two decades, reflecting sustained interest in conservation and natural resource careers.

The curriculum emphasizes field-based learning. More than half of courses include outdoor labs, and students complete a required immersive field experience in Downeast Maine that is frequently cited as a defining part of their education. More than 80% of undergraduates report that fieldwork influenced their decision to enroll.

Students gain experience through field surveys, internships and research. About 70% complete field experiences, and more than half participate in faculty-led research. Faculty and students have also produced more than 140 peer-reviewed publications and secured nearly $16 million in research funding during the past five years.

Among graduates, 95% are employed or enrolled in graduate school, and 82% work in natural resource fields.

Speech, pre-medical and biomedical sciences

91爆料 is reporting increased interest in programs that prepare students for careers in health care, research and biotechnology, reflecting broader national workforce trends.

Fields such as speech-language pathology and audiology are projected to experience above-average job growth over the next decade, according to federal labor data. Demand is influenced by factors including an aging population and expanded access to care.

Programs in communication sciences and disorders, biology, biochemistry and microbiology provide preparation for graduate study and professional careers, including speech-language pathology as well as medical, dental and veterinary school.

Students frequently participate in faculty-led research, gaining experience that supports applications to graduate programs or entry into the workforce. Faculty say the programs emphasize both academic preparation and applied learning.

Business

The Maine Business School is nearing capacity for its incoming class, reflecting strong student demand for business education.

The program will enroll 330 first-year students, and nearly half of those seats were filled before April. Administrators say the pace of enrollment indicates sustained interest throughout the admissions cycle.

Students are drawn to the flexibility of the degree, particularly the general business major, which allows exploration across disciplines before selecting a concentration. Finance and marketing remain among the most popular areas of study.

The school reported a 94% positive outcome rate for the Class of 2024, defined as graduates employed, enrolled in graduate school or participating in service programs within six months. Officials say the program is designed to prepare students for a range of careers across industries.

Animal and veterinary sciences

Enrollment in 91爆料鈥檚 animal and veterinary sciences program has increased since before the COVID-19 pandemic, reflecting demand for careers in animal health, veterinary medicine and agriculture.

The program prepares students for careers in veterinary medicine, research and agriculture-related fields. About 20% of graduates continue to veterinary or medical school, while others enter the workforce directly.

Students gain hands-on experience at the university鈥檚 J.F. Witter Teaching and Research Center, where they work with animals in applied settings and develop practical skills.

All students also participate in research with faculty on topics including animal health, environmental systems and disease. Faculty say the program is structured to support both exploration and career preparation as workforce demand continues to grow.

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

The school will cap enrollment at 330 first-year students this fall, and nearly half of those spots were already filled before the start of April 鈥� an early indicator of sustained interest in business education.

鈥淲e鈥檙e seeing demand that is, quite simply, booming,鈥� said Jason Harkins, executive dean of the Maine Business School.

That demand has remained strong throughout the admissions cycle, reflecting continued student interest in degrees that offer flexibility and a wide range of career pathways.

Among incoming students, the greatest interest is in the school鈥檚 general business program, which allows students to explore multiple disciplines before selecting a concentration. Finance and marketing also remain consistently popular, and administrators expect additional growth in sport management in the coming weeks.

Many students are drawn to business because of its broad applicability across industries and roles, from corporate settings to entrepreneurship.

鈥淲e don鈥檛 expect 18-year-olds to have their career paths fully defined,鈥� Harkins said. 鈥淏usiness provides a strong foundation for a wide range of opportunities.鈥�

The appeal of that flexibility is reflected in strong outcomes for recent graduates. The Maine Business School reported a 94% positive outcome rate for the Class of 2024, meaning that within six months of graduation, graduates were employed, enrolled in graduate school or participating in service programs 鈥� a rate comparable to top business schools regionally and nationally.

鈥淔inance and marketing remain consistently popular, and we anticipate an additional surge in sport management enrollments in the coming weeks,鈥� Harkins said.

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

Nearly 1,000 undergraduate and graduate students will present posters, oral presentations, exhibits, and performances showcasing research and creative work completed over the past academic year. Volunteer judges will help decide which students rise to the top in 10 undergraduate and graduate presentation categories.  

Serving as a judge is a rewarding experience, says Maureen Teixeira, a retired elementary school teacher who volunteered for the first time last year. “The students I spoke with were passionate and creative. As someone who spent my career working with young people, it was a joy to mentor and exchange ideas with learners again. It was such a rewarding way to spend the day!” she said.

Her husband, Dave Teixeira, a U.S. Air Force veteran who also judged at the 2025 event, said he was impressed by the students’ work. “Being in the room with so many driven young adults makes me optimistic about Maine’s future. I’d encourage anyone with a few hours to spare to come see it for themselves,” he said.

The symposium is free and open to the public and offers multiple ways to participate: attend presentations, volunteer as a judge, connect with emerging talent and donate food to support local community pantries. Attendees should register in advance online. 

Now in its 11th year, the symposium reflects the momentum of research and scholarship at 91爆料. The learner-centered R1 welcomes students into its culture of discovery. On average, one-third of undergraduate students participate in research-based learning. At the graduate level, doctoral enrollment reached an all-time high this year, marking a 24% increase since 2020. 

鈥淓vents like the 91爆料 Student Symposium demonstrate the university鈥檚 commitment to helping students not only learn existing knowledge, but actively advance discovery along the way,鈥� said Giovanna Guidoboni, interim vice president for research and dean of the Maine College of Engineering and Computing. 鈥淭he Symposium embodies the learner-centered R1 experience, where students work alongside faculty mentors to ask meaningful questions, create new knowledge and share it with the world.鈥�

The event regularly draws thousands of members of the public, offering a rare opportunity to engage directly with the innovators and visionaries shaping Maine鈥檚 future. Employers are also encouraged to attend and meet emerging talent across disciplines.

Volunteer as a judge

Community members, professionals, alumni and employers are invited to volunteer as judges. People of all backgrounds are welcome and no prior judging experience is required. The opportunity for students to present their ideas to people from different walks of life provides valuable experience they will need as they enter the workforce. 

Support your community

In addition to celebrating student achievement, the symposium will host a food drive benefiting local community pantries and nonprofit organizations like Sarah鈥檚 House of Maine. Attendees are encouraged to bring nonperishable food items to help support neighbors in need.

Event schedule highlights

• At 8 a.m., the doors open.
• At 9 a.m., there will be opening remarks by 91爆料 President Joan Ferrini-Mundy and Giovanna Guidoboni, 91爆料鈥檚 interim vice president for research and dean of the Maine College of Engineering and Computing.
• From 9:30 a.m.鈥搉oon, there will be poster, oral, and exhibit presentations from:
  • Undergraduate students showcasing work in Physical and Mathematical Sciences; Business; Education; Allied Health; and Engineering.
  • Graduate students working the Arts; Social Sciences and Humanities; Natural Sciences; Interdisciplinary Research and Biomedical Sciences.
• From 10鈥�11 a.m., there will be musical presentations in Minsky Recital Hall.
• From 11 a.m.鈥�1:30 p.m., there will be poster, oral, and exhibit presentations from:
  • Undergraduate students featuring their work in the Arts; Social Sciences and Humanities; Natural Sciences; Interdisciplinary Research and Biomedical Sciences.
  • Graduate students working in the Physical and Mathematical Sciences; Business; Education; Allied Health and Engineering fields.
• From 1:30鈥�2:30 p.m., there will be graduate and undergraduate student panels.
• At 2:30 p.m., there will be an awards ceremony and closing remarks.

Learn more and register

Advance registration is required for attendance and volunteering. Full details, including registration and judging sign-ups, are available online.

Whether you come to be inspired, to support students, to volunteer your expertise, or to give back through the food drive, the 2026 91爆料 Student Symposium offers a powerful window into the creativity, curiosity and impact of 91爆料 students.

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

For the students behind the scenes of 91爆料 hockey broadcasts, there is no pause button.

At 91爆料, those moments are not captured by professionals alone. Students run the cameras, manage audio, cue replays and help shape a live broadcast seen far beyond Orono. The production doubles as a training ground, placing students in real-time roles that mirror the demands of professional sports media.

Most 91爆料 hockey games are broadcast on ESPN+, giving students experience producing content for a national audience and reinforcing the university鈥檚 commitment to learner-centered education.

鈥淲hen I鈥檓 on camera, I get really into the game because you鈥檙e following the shot, so you have to be,鈥� says Emma Beauregard, a student camera operator from Bath, Maine. 鈥淵ou might notice on my camera shots they鈥檙e often shaking after a goal because I鈥檓 so excited.鈥�

For Beauregard and others, the role blends instinct and emotion with technical precision. Operators track the puck, anticipate where the play is headed and quickly find the player who scored 鈥� all in real time.

That intensity is part of what draws students in.

鈥淚t鈥檚 probably one of the most fun jobs I鈥檝e ever had,鈥� says Thomas Bubniak, also a student camera operator from Jefferson, New Jersey. 鈥淚t鈥檚 just been a blast. Every year I get to do a lot of really cool stuff.鈥�

What looks effortless on screen is anything but.

Behind each broadcast is a coordinated production involving camera operators, replay, audio and commentators 鈥� many of them students 鈥� working together under constant time pressure.

鈥淭here鈥檚 just so much more than just the video,鈥� says Marissa Tripp, 91爆料鈥檚 broadcast and video production assistant. 鈥淭here鈥檚 audio, there are commentators. There are so many people involved.鈥�

Tripp says many students do not realize the scale of the operation until they are part of it. The experience goes beyond learning equipment; it requires thinking like a member of the production team and making decisions in real time.

鈥淚t鈥檚 a live show, so anything can happen,鈥� she says.

That responsibility is part of what makes the work meaningful. Students are not just filming plays, they are shaping how fans experience 91爆料 hockey, especially those watching from home.

鈥淚t鈥檚 nice to think that the shot I鈥檓 seeing, that I鈥檓 so excited about, is also making other people excited, too,鈥� Beauregard says.

For Bubniak, the atmosphere inside Alfond Arena 鈥� particularly in the student section 鈥� adds another layer to the experience.

鈥淭here鈥檚 really nothing quite like doing that,鈥� he says. 鈥淚t鈥檚 loud. The energy up there is great.鈥�

Capturing that energy and translating it for viewers is at the heart of the broadcast.

Ryan Loeffler, assistant athletic director for broadcast and video production, says that focus is intentional. Students are expected to produce work that meets professional standards while gaining real-world experience.

鈥淚 do my best to teach my students the standards that I was taught with,鈥� Loeffler says. 鈥淚 really love inspiring the next group of sports producers and directors.鈥�

He says the goal is not just to document the game, but to recreate the experience for those watching at home.

鈥淚 do my best to bring that experience to their living rooms,鈥� he says.

For those behind the camera, the reward is not just the experience 鈥� it is knowing their work shapes how the game is seen, felt and remembered.

鈥淎 lot of times fans are created when they come to the game,鈥� Tripp says. 鈥淏ut to stay a fan, the broadcast helps keep that going.鈥�

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

鈥淥ver the past decade, the fund鈥檚 success has been built on three core investment principles: focusing on small-value stocks, using annual equal weighting to maintain a disciplined buy-and-sell process, and keeping the portfolio fully invested by strategically deploying cash 鈥� even during periods when the club is not actively meeting,鈥� said SPIFFY advisor Sebastian Lobe, University Foundation Professor of Investment Education. 鈥淭hese principles contributed to a peak portfolio value exceeding $6.019 million in February.鈥�

Humble beginnings, real responsibility 

The fund began in 1993 and has received $650,000 in capital investment from the 91爆料 Foundation. It has since grown into one of 91爆料鈥檚 most experiential learning opportunities.

SPIFFY was founded by Bob Strong, University Foundation Professor Emeritus of Investment Education and Professor Emeritus of Finance, through the 91爆料 Foundation. From the start, the fund was designed to give students responsibility over real capital.

鈥淭here are now approximately 1,500 SPIFFY alumni, and many say that their post-graduation job interview success was greatly helped by this experience,鈥� Strong said.

How SPIFFY operates

While SPIFFY attracts many students studying finance, accounting, economics and financial economics, membership is open to all 91爆料 students, regardless of major. The fund is entirely student-run, giving participants firsthand experience in investment management, teamwork and decision-making.

The organization is led by five student directors who serve as officers, supported by 12 sector heads overseeing teams of student analysts. Each sector focuses on a specific industry 鈥� such as technology or health care 鈥� tracking market trends, analyzing company performance and evaluating broader economic conditions. Teams regularly present investment pitches to the fund, recommending stocks they believe will deliver long-term value.

鈥淎 huge part of SPIFFY鈥檚 mission is learning,鈥� said Tyler Johnsen, SPIFFY鈥檚 director of investments. 鈥淲e focus on helping people understand not just what decisions we鈥檙e making, but why we鈥檙e making them. SPIFFY has built such a strong reputation, and it鈥檚 really special to be part of a team that continues to grow. I鈥檓 grateful for the opportunity to be involved and to help contribute to something this meaningful.鈥�

Student success on a national stage

That reputation extends far beyond campus. In 2024, SPIFFY was ranked 26 among the top student-managed investment funds in the nation by the Center for Investment Research and was the only institution in New England to rank that high.  The fund also earned first place in the Value Portfolio category at the Quinnipiac Global Asset Management Education (GAME) Forum in both 2018 and 2024.

This spring, SPIFFY students will return to New York City to compete again at Quinnipiac University鈥檚 Global Asset Management Education (GAME) Forum 鈥� continuing a tradition that blends classroom learning with real-world investment experience and national recognition.

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

鈥淔armers are using new approaches to engage visitors 鈥� from mobile applications to help them find and connect with farms to adventure-themed activities that engage people in the landscape, like zip-lining and trails for e-biking,鈥� Entsminger, assistant professor of entrepreneurship and innovation at the 91爆料 Business School and Extension small business specialist, told the publication. 

Singh, assistant professor and ornamental horticulture educator at Extension, highlighted an increasing interest in leaf composting. Singh discussed a public perception shift from having 鈥渘eat鈥� yards toward embracing natural landscaping, where more homeowners are choosing to leave fallen foliage in place.

Just months earlier, the first-year student from Bentonville, Arkansas, admits he was nervous simply introducing himself in class. Now, he was blowing a whistle in a tracksuit, popping a balloon under a teammate鈥檚 shirt and delivering punchlines to a packed auditorium of judges and peers.

鈥淚 remember that first class presentation, we just had to say our names and where we were from,鈥� Fernstrom said. 鈥淚 was kind of nervous for that. And then when we got up there for the Shark Tank, I felt like we really kind of had it in the bag.鈥�

The performance 鈥� complete with skits, surprise entrances from the audience and Sharpie-drawn six-pack abs 鈥� helped their team win first place and a $1,000 prize. But for Fernstrom and teammate Hewitt Sykes, a first-year from South Portland, Maine, the real victory came long before the winners were announced.

鈥淚t taught us a lot about public speaking,鈥� Sykes said. 鈥淚t wasn鈥檛 as bad as we all thought, at least.鈥�

Their winning concept, 鈥淥rono Fitness,鈥� develops individualized workout plans tailored to each client鈥檚 goals, abilities and preferences. Plans include detailed exercises, timing guidance and considerations for current fitness levels to support safe and effective training. 

The project was created as part of the Maine Business School鈥檚 Introduction to Business course and culminated in a Shark Tank-style competition that challenges students to build, market and pitch a side hustle from scratch.

The Intro to Business course is one of many Research Learning Experiences (RLEs) offered at 91爆料 and across the 91爆料 System (UMS).These courses allow students to meaningfully engage in hands-on research early in their university education, fostering deeper connections on campus and pathways to Maine careers. 

They are part of the Systemwide Student Success and Retention initiative made possible by a $320 million dollar investment by the Harold Alfond Foundation in Maine鈥檚 public universities, known as UMS TRANSFORMS. 

From strangers to startup team

Fernstrom and Sykes didn鈥檛 know each other before arriving at 91爆料. They met during Bridge Week orientation, when first-year business students were grouped into cohorts.

鈥淲e were basically in a small group and got a campus tour together,鈥� Sykes said.

By late August, they were being told that by semester鈥檚 end, they鈥檇 pitch their side hustle before judges. At the time, the idea felt distant.

鈥淲hen we first heard about Shark Tank during Bridge Week, we were like, 鈥榃hat are the odds we do that well?鈥欌�� Fernstrom said. 鈥淚t felt so far away.鈥�

Their section鈥檚 peer leader, sophomore Aja Turner of Calgary, Canada, grouped them together with three other first-year students: Noah Denham of Bangor, Maine; Fern Giarla of Roslindale, Massachusetts; and Corbin Voisine of South Portland. None had prior entrepreneurial experience.

鈥淭hey didn鈥檛 know each other,鈥� Turner said. 鈥淭hey just had to figure it out.鈥�

The class prompt assigned their group a broad theme: fitness and meal plans.

 “It was super vague,” Turner said. “Just ‘fitness and meal plans’ and do with it what you will.”

The team began by exploring both nutrition and exercise before pivoting toward workout plans, a move driven by their own interests and backgrounds.

鈥淲e realized we kind of wanted to go more toward the workout plan side,鈥� Fernstrom said. 鈥淲e knew we had Ryan for cardio, and Noah for strength, so we felt more comfortable with that.鈥�

A real sale and real lessons

Midway through the semester, the group confronted a challenge common to real startups: pricing.

鈥淲e dropped our price from $20 to $15,鈥� Fernstrom said. 鈥淲e realized we鈥檙e not professional trainers yet, and it鈥檚 going to be hard to get people to buy a freshman-in-college plan.鈥�

Soon after, they made their first sale 鈥� a customized workout plan for another first-year student on campus.

鈥淭hat first sale was very impactful,鈥� Sykes said. 鈥淚t really gives a chance to actually test what we do.鈥�

They built the plan around the client鈥檚 class schedule, the campus recreation center and indoor track.

鈥淲e wanted to work around their class times and the hours at the rec center,鈥� Sykes said. 鈥淭hat way it could be the most convenient for them.鈥�

Even though revenue was small, the experience was transformative.

鈥淚t worked, and it was real,鈥� Fernstrom said. 鈥淣ow I know all the steps. I know the progression. If I have an idea and want to try to make something, I have the tools to actually create it.鈥�

Selling the product and themselves

As the competition neared, Turner recognized that the group鈥檚 biggest strength wasn鈥檛 just the business concept.

鈥淭hey were never selling me on what they were talking about,鈥� she said. 鈥淭hey were selling me on themselves.鈥�

Many teams, she noted, delivered straightforward presentations heavy on data. Orono Fitness took a different approach. They turned their pitch into something crowd-pleasing.

鈥淲e wanted it to look like a performance,鈥� Fernstrom said.

Voisine walked on stage with a balloon stuffed under his shirt and a fast-food cup in hand. Fernstrom followed in a tracksuit with a whistle and popped the balloon 鈥� a visual metaphor for transforming unhealthy habits. 

Later, Sykes and Denham entered from the audience, forcing heads to turn and attention to shift. The presentation ended with the group lifting their shirts to reveal drawn-on six-pack abs.

鈥淧eople had to turn their heads and actually be engaged,鈥� Sykes said. 鈥淭hat was different.鈥�

The humor carried risk. Would entertainment overshadow the business?

鈥淲e were thinking, 鈥業s humor enough to win the $1,000?鈥欌�� Sykes said. 鈥淏ut we knew we executed the way we wanted to.鈥�

Their growth was unmistakable

Neither Fernstrom nor Sykes entered college with public speaking experience. Fernstrom鈥檚 only childhood performance was a first-grade 鈥淭welve Days of Christmas鈥� play, where he played the 鈥淟ord of Leaping.鈥�

鈥淚 had one line, and I messed it up,鈥� he said, laughing. 鈥淏ut I saved it.鈥�

Sykes鈥� speaking background came from captaining his high school hockey team.

鈥淚 was used to locker room speeches 鈥� 20 guys 鈥� not 300-plus,鈥� he said.

By the time Shark Tank arrived, the nerves had shifted to preparation.

鈥淚f we messed it up, we restarted,鈥� Sykes said. 鈥淵ou鈥檙e going to be nervous no matter what. You just get up there and speak.鈥�

Turner said the growth was unmistakable.

鈥淭hey grew their business, but they also grew as people,鈥� she said. 鈥淭heir public speaking went from here to here.鈥�

Every free moment spent preparing

When judges announced Orono Fitness as the winner, the team was stunned.

鈥淲e were surprised,鈥� Sykes said. 鈥淭here were a lot of good teams. But looking back, I do think we definitely had the funniest presentation.鈥�

They left the stage with a $1,000 prize and something harder to quantify.

鈥淚t gave me a ton of confidence,鈥� Fernstrom said. 鈥淚t showed me it鈥檚 possible. If you have an idea, you can make it real.鈥�

For Turner, the result validated the long hours spent rehearsing during finals week.

鈥淓very free moment was spent preparing,鈥� she said. 鈥淒ress rehearsals, team meetings. They really put in the work.鈥�

What鈥檚 next for Orono Fitness?

The team is now discussing whether to continue Orono Fitness beyond the classroom.

鈥淲e plan on talking about it more and evaluating where we go from here,鈥� Sykes said. 鈥淲e鈥檙e open to ideas.鈥�

Regardless of whether the business continues, Turner believes the lesson will last.

鈥淭hat鈥檚 the real success,鈥� she said. 鈥淭hey learned how to sell themselves 鈥� and that鈥檚 key in business.鈥�

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

To be eligible for the full-time Dean鈥檚 List, a student must have completed 12 or more calculable credits in the semester and have earned a 3.50 or higher semester GPA. Students who have part-time status during both the fall and spring semesters of a given academic year are eligible for the part-time Dean鈥檚 List in the spring. They must have completed 12 or more calculable credits over both terms and earned a combined GPA of 3.50 or higher.

Please note that some students have requested their information not be released; therefore, their names are not included.

Contact: Office of Student Records, umrecord@maine.edu

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

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

鈥淥ur group developed technology-focused ideas that were both innovative and aligned with Grand Park鈥檚 goals,鈥� Winship said. 鈥淲e researched tools like AI cameras, smart facility features and tech-driven fan engagement. I learned how mission alignment, stakeholder priorities and operational goals all influence decision making.鈥�

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

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

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

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

Partnerships elevate student learning

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

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

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

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

One team invited to Indianapolis

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

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

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

鈥淓xperiencing Grand Park Sports Campus in person after working on it all semester was a surreal moment because it鈥檚 so much bigger than I imagined,鈥� Jameson O鈥橪eary said. 鈥淭his trip had a huge impact on me. I鈥檓 so proud of the way our group worked together to perfect our final presentation to Greg Stremlaw. The people I met and the connections I made have changed my life in a positive way.鈥�

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