And Michelle Kearney
Professor of Literacy, 91爆料

The following article was first , an independent nonprofit news organization that shares faculty expert analysis with a global audience.

Reading allows children to live in a vibrant world, surrounded by fairies, elves and talking animals, transporting them to places where the impossible becomes real. But reading for pleasure also helps children and broadens how they view, interpret and . It gives them a form of expression that fuels their imagination and empathy for themselves and others.

But the percentage of children who read for fun is declining.

Just 37% of 9-year-olds and 14% of 13-year-olds almost every day in 2025, according to the National Assessment of Educational Progress. By middle school, just 1 in 7 kids say they read for pleasure each day.

The U.S. Department of Education鈥檚 National Center for Education Statistics has in kids and teens who read for fun, finding that in 2023, 14% of 13-year-olds read for fun each day, down from 27% who said they did so in 2012.

Slightly younger kids tend to read for pleasure a bit more. Approximately 39% of 9-year-olds said they read for fun in 2022, down from 53% of 9-year-olds who said they did so in 2012, according to the Department of Education.

This trend is showing up alongside another concern: , especially among teenagers. It鈥檚 tempting to treat those as separate problems. But as scholars of literacy, we don鈥檛 think they are.

Reading for fun isn鈥檛 just about fun

Outside of schoolwork, a child can read anywhere from as or more for the most voracious readers.

This gap can why some children鈥檚 vocabularies grow so much faster than others.

Kids absorb words from context, over and over, across thousands of pages. One of us, for example, has a son named Andrew, who, at the age of 2, once absorbed and correctly used the word 鈥渧iaduct,鈥� without anyone defining it for him, after he encountered it in a book about trains.

Older kids and teenagers who describe themselves as committed readers tend to have since they were young, kept books around as their interests changed and made reading together a genuine priority.

A well-selected book, in particular, has the ability to enhance a child鈥檚 reading pleasure and reading ability, allowing them to with fresh insight.

Research shows a connection between teenagers who read for pleasure as young children: They tend to score higher on , memory and speech development.

Reading for pleasure can also help build vocabulary and reading fluency while .

Reading to develop empathy

There are other benefits to reading that won鈥檛 show up on a reading assessment.

We believe that reading is empathy operating in its simplest form: imagining your way into and understanding the ripple effects of their actions.

Reading for pleasure, especially the kind that starts on a parent鈥檚 or caregiver鈥檚 lap, is one of the earliest and most reliable places kids get repeated practice doing that complex work.

Reading with a caregiver often progresses into children reading on their own, whether with a flashlight in bed or in the middle of the day on the couch.

When children become immersed in a book series on their own, in particular, it can help them develop connections with characters they grow to know, love or scorn. They inhabit a character who isn鈥檛 them. They sit with an idea long enough to understand why someone acts the way they do.

Feeling emotionally invested in a character鈥檚 decisions can also influence how young readers and treat people with civility and kindness in real life.

This skill doesn鈥檛 arrive automatically with age. It is built through practice, and recreational reading in childhood is the main training ground for it.

Implications for school and home

Within the past 10 years, many schools have invested in , with a renewed emphasis in to improve students鈥� reading proficiency.

This shift has been an important and necessary step in helping students develop the foundational skills they need to become successful readers. At the same time, some classrooms and reading simply for enjoyment.

In 2024, literacy researcher recalled whether a classroom reading activity had made him a better reader. The child responded, 鈥淣o, because it鈥檚 fun.鈥�

Already, that young student senses that fun and learning have been filed into separate categories at school. This highlights the real cost of letting effective instruction and engaging instruction drift apart, as though a teacher must choose between them.

This doesn鈥檛 mean abandoning structured reading instruction, which matters enormously for students who are learning to decode written language by connecting sounds and symbols. It means reading a book that a child actually chose, rereading an old favorite, and allotting time for a teacher to read aloud purely because it brings joy to the class.

This effort extends outside of a classroom. When children live in homes where they see books around, where their parents and siblings read together, and where their caregivers also read for fun, they are likely to see reading as enjoyable and .

People who enjoyed reading as children are more likely to .

We each read to our children from when they were young and watched as they grew and developed their own love of books, ranging from the 鈥溾�� comic series to the 鈥溾�� and 鈥溾�� series.

Another one of us, Dee, has a daughter named Addie who remains an avid reader in her early 20s. She is currently reading the 鈥溾�� fantasy series, among others.

And Andrew, the 2-year-old who once learned the word 鈥渧iaduct鈥� from a book, is still an avid reader. At 18, his shelves are now filled with manga and comic books, including a special section for 鈥�.鈥� His choice of genre and formats has evolved over the years, but his joy of getting lost in a story has not.

That鈥檚 the version of reading we鈥檇 like more kids to fall in love with 鈥� before school, however well meaning, might convince them that fun and learning have to live in different places.

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

The following article was , an independent nonprofit news organization that shares faculty expert analysis with a global audience.

As the 250th anniversary of American independence approaches, many people in the U.S. are deeply concerned about the country鈥檚 future.

by Elon University found that 69% of respondents 鈥渂elieve the signers of the Declaration of Independence would feel more disappointment than pride about modern American democracy.鈥� Confidence in public institutions is , and the most recent indicates that just a quarter of 18- to 29-year-olds 鈥渇eel hopeful about the future of America.鈥�

Many are also afraid. For the 10th consecutive year, Americans reported corrupt government officials to be their single greatest fear, according to the , ranking above financial collapse or a loved one becoming seriously ill.

鈥淎mericans have come to see threats as not just the possibility of attack by a foreign adversary. The potential for political violence at home is part of it, along with polarization, corruption and a sense of cultural dysfunction,鈥� pollster Kristen Soltis Anderson wrote . 鈥淎mericans increasingly view the survival of the country as being at stake.鈥�

How are people in the U.S. to make sense of these trends? As Americans celebrate the country鈥檚 250th anniversary, how faithful is the U.S. today to its founding principles? I鈥檓 a political philosophy scholar who studies constitutional government. In my view, an especially helpful approach to answering such questions is to revisit the towering but neglected influence of the French philosopher Montesquieu on the founding of this country.

Montesquieu and the American founding

Charles Louis de Secondat, baron de Montesquieu, was an 18th-century philosopher and aristocrat whose book 鈥溾�� caused a sensation when published in 1748. His ideas shaped the American founders. At , .

On the separation of powers, Montesquieu was, in , 鈥渢he oracle who is always consulted and cited.鈥� Of all authors cited in political writings published by Americans between 1760 and 1805, . that 鈥淎merican republican ideologues could recite the central points of Montesquieu鈥檚 doctrine as if it had been a catechism,鈥� according to historian Forrest McDonald.

Montesquieu was especially celebrated for his account of how and why political power needs to be separated into branches. But behind this now familiar idea was another that is less remembered: Montesquieu鈥檚 theory of liberty inspired the founders鈥� own understandings of this core concept of American politics.

A theory of liberty

In 鈥淭he Spirit of the Laws,鈥� political liberty as a 鈥渢ranquility of mind arising from the opinion each person has of his safety.鈥� To be free is to believe that one is secure. But to believe as much, 鈥渋t is requisite the government be so constituted as one man need not be afraid of another.鈥�

Liberty cannot be a matter of 鈥渄oing what one wants,鈥� . What if what one person wants threatens others? Then one person鈥檚 freedom to act limits everyone else鈥檚. No one can feel secure unless everyone lives under laws that regulate what each may do. Montesquieu understood liberty in terms of this confidence or 鈥渢ranquility鈥� because it amounts to being free from the arbitrary will of others.

When Montesquieu stresses freedom from fear of other citizens, he doesn鈥檛 just mean private individuals. He especially means those acting in a public capacity, like 鈥渕agistrates鈥� or 鈥渞ulers.鈥� If public officials鈥� behavior doesn鈥檛 conform to predictable norms set by law, if agents of the government can summarily arrest people, seize their property or revoke their citizenship 鈥� say, by them without due process 鈥� it becomes impossible to feel secure.

Even if such actions aren鈥檛 directed against me or those like me, such lawlessness is still threatening because it鈥檚 unpredictable. I might support the government鈥檚 moves against other groups in the moment, but what鈥檚 to stop the government from suddenly turning on me when the political winds change?

To prevent public officials from simply doing what they want, Montesquieu famously called for the into branches headed by different citizens.

But, he explains, it is not enough that people live under free institutions. They must also believe those institutions to be in the service of their freedom. Liberty, then, is as much a matter of opinion as of fact.

The tyranny of opinion

Montesquieu shows in 鈥淭he Spirit of the Laws鈥� how the fundamental laws of a country can permit a free way of life even as the country鈥檚 cultural norms prevent it. A country might have a free constitution while its citizens believe they hold moral obligations inconsistent with it.

For example, today, Americans might believe that the demands of racial equity or of evangelical Christianity are so pressing that in ignoring the legislature or the judiciary to serve them.

鈥淚n these instances,鈥� , 鈥渢he Constitution will be free by right and not in fact.鈥� The people 鈥� or some of them 鈥� will experience the law as a hindrance to what they believe they ought or ought not to do.

In such cases, there arises a tyranny 鈥渙f opinion.鈥� The laws that would otherwise free people from fear of one another and of the government instead inspire a fear all their own. The laws might prevent what some people believe is morally right, or command 鈥� in the name of protecting others鈥� rights or the common good 鈥� what others regard as unjust or unholy.

That misalignment between constitutional law and cultural norms makes people feel insecure. It makes the Constitution seem opposed to their will and sense of duty. It can then seem appealing for a leader to promise, in the name of freedom, to ignore the law.

A bracing reminder

In recent years, figures across the political spectrum have called for radical constitutional change 鈥� or for ignoring the Constitution outright. There are calls not only or , but also .

From Montesquieu鈥檚 perspective, polarization worsens this appetite for disregarding constitutional norms. Each party champions a cultural agenda from which . Whenever either party is in office, even when it respects constitutional law, its rule can feel to the other side much like the tyranny of opinion Montesquieu describes. The other side鈥檚 policies can seem to violate deeply held values, whether it鈥檚 from competing in girls sports or immigrants residing in the U.S. illegally.

According to Montesquieu, liberty depends on the kind of civic culture the U.S. seems at risk of losing. No institutions, however well designed, can preserve liberty if citizens believe their preferred cultural norms are so obligatory that political power is needed to enforce them, opposition be damned.

A culture more tolerant of moral disagreements and less quick to reach for political power to force others to accept what they find morally wrong would help ease the toward the government and one another. Until then, Americans will continue drifting away from the liberty that the U.S. was founded to secure.

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

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

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

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

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

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

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

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

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

Researchers published their findings in the  

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

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

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

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

Perley, a microbiology and molecular and biomedical sciences major, is among 454 students selected nationwide for her exceptional potential as a biomedical researcher. She is the eighth 91爆料 student to earn the award since 2019 and one of two recipients from Maine this year.

Administered by the Barry Goldwater Scholarship and Excellence in Education Foundation, the scholarship provides awards of up to $7,500 annually to juniors and seniors planning research careers in mathematics, the natural sciences and engineering.

Perley鈥檚 work focuses on infectious disease, virology and cancer. She studies the opportunistic fungal pathogen Candida albicans in the Wheeler Lab while exploring broader research interests involving cancer-causing and sexually transmitted viruses, as well as challenges in female reproductive health.

This summer, Perley is conducting research in the laboratory of Dr. Elizabeth Johnson at Cornell University as a Howard Hughes Medical Institute Cech Fellow. Last year, she studied at McMaster University in Hamilton, Ontario, as a Killam Fellow, an experience she said broadened both her academic and personal perspectives.

After graduating from 91爆料, Perley plans to pursue a doctoral degree and become a university professor, combining research with teaching the next generation of scientists.

鈥淎utumn has a natural curiosity and thirst for knowledge,鈥� said Robert Wheeler, professor of molecular and biomedical sciences and Perley鈥檚 Maine Top Scholar mentor. 鈥淪he matches this with focused benchwork, winning grants, earning Killam and Cech Fellowships, the Goldwater Scholarship and publishing her first paper. She is, simply put, unstoppable.鈥�

Perley credited the 91爆料 Office of Major Scholarships with helping her pursue nationally competitive awards, including the Fulbright Canada Killam Fellowship, the Cech Fellowship and the Goldwater Scholarship. She first connected with the office through a one-credit course during her first year that introduced students to scholarship opportunities and the application process.

鈥淚 found the people at OMS to be very welcoming, and their advice was invaluable,鈥� Perley said. 鈥淓ach time I鈥檓 interested in starting a new application, I reach out to them. Who would turn down free advice?鈥�

Throughout the application process, Perley said she learned the importance of trusting her instincts as both a writer and researcher while remaining open to feedback from mentors and advisers.

鈥淏y far the most challenging part of applying for scholarships is keeping up my morale and self-confidence as I go,鈥� she said. 鈥淏ut I remind myself that I am a good fit for what I鈥檓 applying for, and that the people in OMS and my mentors wouldn’t help me if they didn鈥檛 believe in me.鈥�

Perley said her applications were strongest because she reflected honestly on her experiences, acknowledged her mistakes and connected her scientific interests to her personal life and long-term goals.

鈥淚 always thought that people who received scholarships were clearly more intelligent than I was,鈥� Perley said. 鈥淓vidently, this isn鈥檛 true. The people who receive these experiences are just normal people who try to get them.鈥�

She encourages future applicants to recognize their accomplishments and pursue opportunities, even when they doubt themselves.

Melody Neely, professor of chemistry and biochemistry, a former Goldwater Scholar and 91爆料鈥檚 representative for the scholarship, said Perley exemplifies the qualities the award recognizes.

鈥淎s a first-generation college student, Autumn has fearlessly pursued numerous research and academic opportunities while giving back to her community in so many ways,鈥� Neely said. 鈥淭his scholarship will continue to help her open doors to her future goals.鈥�

The Goldwater Scholarship will provide financial support for Perley鈥檚 senior year at 91爆料 as she prepares for graduate school and a career in biomedical research and higher education.

Interested in the Goldwater Scholarship? 91爆料 students can contact Nives Dal Bo-Wheeler at nives.dalbowheeler@maine.edu or the 91爆料 Office of Major Scholarships for guidance through the application process. The campus deadline is November 2026 and the national deadline is January 2027.

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

In the past year, middle schoolers from the Belfast area have explored the Bixby Chocolate Factory in Rockland, toured the Ecology Learning Center in Unity and volunteered at the local soup kitchen.

These experiences have been offered for free through the NorthStar 4-H Youth Mentoring program, managed by 91爆料 Cooperative Extension. In rural communities that often struggle to offer co-curricular and youth development opportunities, NorthStar provides field trips and after-school activities that help students discover their passions, build relationships and explore future possibilities.

鈥淚 enjoy being able to experience things I normally wouldn鈥檛 be able to,鈥� said Sage, a NorthStar participant. 鈥淚t鈥檚 also helped me to build a community.鈥�

Following years of success in Oxford County, NorthStar 4-H expanded to Waldo County in 2024 thanks to a grant from the National Institute of Food and Agriculture. Staff developed programming based at Tanglewood 4-H Learning Center to serve Regional School Unit (RSU) 71, which includes the towns of Belfast, Belmont, Morrill, Searsmont and Swanville.

Since launching in Waldo County, students have reported increased confidence, a stronger sense of belonging and expanded worldviews. According to statewide data from the Rural Youth Institute, which includes NorthStar, 70% of participants have reported increased learning and school engagement, while 88% of eighth graders believe they will continue their education after high school.

鈥淲e鈥檙e providing opportunities that connect them to new experiences locally, across the state and even beyond, to broaden their perspectives,鈥� said Jessica Decke, director of Extension鈥檚 4-H Learning Center at Tanglewood.

How NorthStar works

Youth-adult mentorship has been central to 4-H for more than 100 years. In the NorthStar model, participants help shape programming based on their interests.

鈥淎 lot of kids have things they are really excited about, but don鈥檛 necessarily see the connections to where it can take them,鈥� said Decke. 鈥淭he program helps youth make those discoveries along the way. It鈥檚 a game changer for kids to have trusted adult mentors who see them for who they are, and foster those genuine interests and abilities.鈥�

Students are identified with guidance from school counselors, principals and social workers. Participants join in sixth grade and remain part of a cohort supported by trained volunteer mentors through high school and beyond.

鈥淭he model is set up so we will follow them through high school graduation,鈥� said Mel Torres, NorthStar 4-H program coordinator in Waldo County. 鈥淚t鈥檚 a long-term, immersive program. A fundamental tenet of 4-H is youth-directed learning, where kids decide their own pathway.鈥�

Students meet with mentors weekly and join a monthly afterschool club aimed at increasing community engagement and learning more about available resources. Group activities, facilitated by staff and mentors, give participants the opportunity to dive into topics that interest them.

鈥淢any of our students don鈥檛 really gravitate toward sports or clubs. They haven鈥檛 really clicked with anything yet,鈥� Torres said. 鈥淭he NorthStar program gives them opportunities to find what inspires them.鈥�

For example, seventh graders from Troy Howard Middle School raised money for a day trip to Portland, where they chose to visit Urban Air Trampoline and Adventure Park. Along the way, they volunteered at Furniture Friends in Westbrook, cleaning furniture for donation through Habitat for Humanity.

鈥淚 really enjoyed getting to go to the soup kitchen,鈥� said Ophelia, part of the first-year Tanglewood cohort. 鈥淚t was cool to see how they ran it and to help the people in the community that needed it.鈥�

Origins in western Maine

Staff at Extension鈥檚 4-H Learning Center in Bryant Pond launched the NorthStar program at Telstar Middle and High School in Bethel in 2017. The program is based on the 4-H Youth Development Model and received start-up funding from the Rural Youth Institute.

鈥淏ecause that program was successful, the Rural Youth Institute was looking to expand a mentorship model to more communities across Maine,鈥� said Decke.

Training from the institute emphasized the idea that relationships, not programs, change lives, a principle that continues to guide NorthStar.

鈥淭he partnership with the school district is really important,鈥� said Ryder Scott, executive director of Extension鈥檚 4-H Learning Centers. 鈥淥ur staff have earned the trust of the local teachers and school district administrators and are treated as members of the guidance department. NorthStar is supported by the school districts it serves because they know the program is working and can help fill in the gaps that many rural schools experience due to budget and staffing challenges.鈥�

The New Balance Foundation became a major supporter of the program in Oxford County. In addition to grants, sponsors such as Norway Savings Bank have adopted cohorts, contributing $20,000 annually to support groups of 12 to 14 students.

鈥淲e want to open the window of what life can hold and eventually provide experiences like the Washington, D.C. trips taken by seniors in the Oxford County NorthStar program,鈥� Decke said.

Making a difference

The NorthStar program has the potential to make a significant impact on rural communities across the state. Over 60% of Maine鈥檚 population resides in rural areas.

鈥淓xtension has offices and staff in all 16 counties of Maine. So we started to ask ourselves what it could look like to have access to this type of programming for kids across the state,鈥� said Scott. 鈥淧rogram growth has been deliberate as we build a staffing model and partnerships with local and statewide organizations.鈥�

Expanding the program would require additional staff, volunteers and sustained funding from partners such as private foundations, banks and businesses.

鈥淲e鈥檙e in conversations constantly with them about this broader vision to implement NorthStar statewide and they鈥檙e very keen on that,鈥� said Scott.

Extension leaders hope NorthStar鈥檚 continued growth will ensure more rural Maine youth have access to mentorship, meaningful experiences and pathways to future opportunities.

Anyone interested in becoming a volunteer mentor or supporting the NorthStar program may contact 91爆料 Extension 4-H Learning Centers at either Bryant Pond, extension.bryantpond@maine.edu, or Tanglewood, extension.tanglewood4h@maine.edu.

This work is supported by the Mentoring At Risk and Rural Youth Program, project award no. 2024-48790-43821, from the U.S. Department of Agriculture鈥檚 National Institute of Food and Agriculture.

Story by Clarisa Diaz

Contact: Melissa Arndt, melissa.arndt@maine.edu

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

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

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

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

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

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

鈥淲e expect the risk of wildfires to increase as the risk of droughts increase,鈥� she said. 鈥淭ree pests encroaching on the Northeast 鈥� emerald ash borer, hemlock woolly adelgid, browntail moth, spruce budworm 鈥� create dead wood that could burn.鈥澨�

Preparing for the future of Northeast forestry

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

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

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

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

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

鈥淔ire is one of those disturbances that can have an immediate effect on soil and soil nutrients,鈥� Chin said. 鈥淔orestry as an industry has grown more interested in soil carbon.鈥�

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

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

鈥淲e teach students how to observe what鈥檚 around them in quantifiable ways and make inferences based on that, and that鈥檚 useful in every industry,鈥� she said.  

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

鈥淗aving these experiences is really helpful for me in my job pursuits,鈥� he said.  

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

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

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

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

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

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

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

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

Lessons from a successful model

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

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

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

鈥淭his is a school where the outdoors is part of the physical education curriculum at all grade levels, and where there are specific outdoor education classes at upper-levels,鈥� she said. 鈥淚t鈥檚 incorporated into the general education classroom, teachers receive professional development, and community members, especially parents, support outdoor learning.鈥� 

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

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

Overcoming barriers

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

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

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

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

鈥淚鈥檓 not the best mountain biker in the world. In fact, some of my students are probably better than me, but I think it鈥檚 a really good way to model how to learn something new and push yourself out of your comfort zone,鈥� Loome said. 

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

鈥淥ne of the surprising revelations from the interviews with teachers was when we asked them if they liked outdoor education because they were outdoorsy themselves. A lot of them laughed at the question, because they said they weren鈥檛 that into the outdoors, but they did it because they saw the benefits for students,鈥� said Jacobs. 鈥淚 think that鈥檚 a very powerful insight.鈥� 

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

鈥淭here鈥檚 a lot of planning involved to make these programs successful, but the long-term rewards for kids and rural communities is worth the investment,鈥� Jacobs said.

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

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

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

鈥淢ylpf is sort of the linchpin that makes the whole muscle fiber work,鈥� said Jared Talbot, the project鈥檚 principal investigator and an associate professor of developmental biology at 91爆料. 

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

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

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

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

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

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

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

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

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

鈥淎 lot of people listed were owners of the project at some point. Each of these students made a unique contribution, and I鈥檓 proud of everyone involved,鈥� Talbot said. 

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

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

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

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

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

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

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

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

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

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

鈥淣o matter how much research and analysis into something you do, something is unfortunately bound to go wrong or break eventually,鈥� Simmons said. 鈥淲e had several components fail during testing, such as the driveshaft couplers coming loose, and after that was fixed, the propellers were then blown into little pieces. At first, we were lost as to what to do, but we sat down as a team after each failure and brainstormed fixes.鈥�

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

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

鈥淭his project will be reflected upon throughout our professional careers,鈥� Condon said. 鈥淚t provided excellent first instances of many tangible skills. We were honored to pioneer the beginning of this project here at 91爆料, and we hope to see it excel in the future.鈥�

Story by William Bickford, graduate student writer

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

The 91爆料 System (UMS) Board of Trustees recently approved a Doctor of Philosophy (Ph.D.) in Nursing program and a Doctor of Nursing Practice (DNP) program with a concentration in Family Nursing Practice.

The programs are expected to begin enrolling students in 2027.

The Ph.D. program will be the first research-focused doctoral nursing degree in northern New England, while the DNP will transition the existing family nurse practitioner track to a doctoral degree aligned with evolving national standards for advanced practice nursing.

Startup funding for the programs is being provided through a one-time , chair of the Senate Appropriations Committee.

鈥淭hese efforts position the 91爆料 to lead the future of healthcare education and research in Maine,鈥� President Joan Ferrini-Mundy said. 鈥淲e are grateful to Senator Collins for her leadership in securing this federal funding, which will expand nursing education, bring healthcare disciplines together and open new pathways that build the statewide healthcare workforce Maine needs.鈥�

Letters of support for the Ph.D. and DNP programs were submitted by The Jackson Laboratory, Lunder Learning Partnerships of Maine, MaineHealth, Northern Light Health, Penobscot Community Health Care and St. Joseph Hospital.

鈥淭o meet Maine鈥檚 current and growing demand for nurses, particularly in rural and underserved communities, we must expand enrollment in undergraduate nursing programs across the 91爆料 System,鈥� said Gabriel Paquette, executive vice president for academic affairs and provost. 鈥淭hat expansion requires more faculty members with Ph.D. credentials. At the same time, healthcare systems need more doctoral-level advanced practice nurses and clinical leaders. These programs will address both needs.鈥�

Designed for working professionals across Maine, the doctoral programs include coursework in nursing science, advanced statistics, qualitative and quantitative research methods, grant writing and dissertation research. 

Although the Doctor of Nursing Practice and Doctor of Philosophy in Nursing programs serve different purposes 鈥� the DNP prepares advanced clinical and healthcare leaders, while the Ph.D. prepares nurse scientists and researchers 鈥� both are intended to strengthen the state鈥檚 pipeline of nurse educators, advanced practice nurses and healthcare researchers. 

According to labor market data, Maine employed more than 1,600 nurse practitioners in 2024, with demand projected to continue growing over the next decade.

鈥淭hese programs create new opportunities for nurses to pursue doctoral education without leaving Maine, while also expanding access for nurses in neighboring states such as New Hampshire and Vermont, where doctoral nursing education options remain limited,鈥� said Dr. Kathryn Robinson, associate director and associate professor at the 91爆料 School of Nursing.

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

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

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

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

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

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

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

At the library in South Portland, Towne observed them doing a lot with a little. 鈥淪outh Portland had a very small language support section, but it was incredible,鈥� she said. 鈥淭hey had something like 50 languages represented with at least five books for everyone. It was so cool to see where they didn鈥檛 have a lot of funding, but were able to really make it work.鈥�

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

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

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

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

She was diving across a basketball court.

Atherley had traveled to the Cumberland County Civic Center during LaBonte鈥檚 senior year at York High School to evaluate the future Black Bear athlete. What stood out wasn鈥檛 her speed or finesse. It was the grit.

鈥淪he was always in the middle of a play,鈥� Atherley recalled. 鈥淪he was willing to do the dirty work 鈥� diving on the floor, fighting for rebounds, doing whatever it took for her team to win. You could see her competitiveness and leadership immediately.鈥�

That same mentality would later define LaBonte鈥檚 career far beyond the soccer field.

Today, the 2016 91爆料 graduate is the founder of Sweet Addison鈥檚, a fast-growing gourmet dessert company specializing in gourmet gluten-free and dairy-free baked goods shipped nationwide. The company鈥檚 cookies and desserts have quickly gained traction online and through wholesale partnerships, fueled by LaBonte鈥檚 mission to create treats that feel indulgent while still being made with ingredients she feels good about eating. 

What began as recipe testing in a 700-square-foot Dallas apartment has become a multi-seven-figure business with six employees and products sold in dozens of coffee shops, hotels and specialty stores across the country.

But long before LaBonte was scaling a national food brand, she was a shy freshman walk-on from York trying to prove she belonged at 91爆料.

鈥淚 had just turned 18. I was homesick. I was timid. I felt so far outside my comfort zone,鈥� LaBonte said. 鈥淔ast forward four years, and I was so much more confident and outgoing. The 91爆料 transformed me.鈥�

LaBonte grew up in a family deeply connected to 91爆料. Her father, Richard LaBonte, played football for the Black Bears in the early 1980s. Her mother, Robin, also attended 91爆料, where the two met as students. Her younger sister, Delaney, later played soccer for the Black Bears, and her brother, Trevor, played baseball at Maine during a postgraduate season after transferring from the University of Maryland. 

鈥淲e are obsessed with the 91爆料,鈥� LaBonte said with a laugh.

At 91爆料, LaBonte majored in mathematics, minored in business administration and earned an Honors College degree. All while competing for the women鈥檚 soccer team. 

But her path onto the field was anything but guaranteed.

Atherley recruited LaBonte as a walk-on after seeing her athleticism and determination translate from basketball to soccer. He remembered her as disciplined, analytical and intensely competitive from the start.

鈥淪he was very clear about who she was,鈥� Atherley said. 鈥淪he was regimented, organized and always looking to solve problems. You could already see the traits that would later make her successful in business.鈥�

During her first two seasons, LaBonte fought for playing time on a highly successful Black Bear team. Then came a turning point.

Early in one season, 91爆料 scheduled an exhibition against Harvard, giving Atherley an opportunity to play athletes who had not seen much game action.

鈥淲e started her against Harvard and she was arguably the best player on the field,鈥� he said. 鈥淔rom that moment forward, she never looked back.鈥�

LaBonte eventually earned a scholarship and became a mainstay in Maine鈥檚 lineup, starting 16 games in 2013 and all 18 games in 2014 while helping anchor one of the America East Conference鈥檚 top defenses.

鈥淪he wasn鈥檛 the fastest player on the field,鈥� Atherley said. 鈥淏ut if you rolled a ball between her and someone else and said, 鈥楪o win it,鈥� she鈥檇 win the race every time.鈥�

That relentless mentality followed LaBonte after graduation.

After earning her degree in 2016, she returned home to York and began working in finance and data analysis, believing she would build a traditional career in business. But the work left her unfulfilled.

At the same time, she began dealing with health issues and eventually adopted a gluten-free lifestyle.

鈥淚 couldn鈥檛 find desserts that tasted indulgent but were still made with quality ingredients,鈥� LaBonte said. 鈥淚t always felt like you had to choose between healthy and delicious.鈥�

She began experimenting in the kitchen, drawing on years spent baking with her mother and grandmother. Around the same time, she launched an Instagram account called Organically Addison, where she shared gluten-free recipes, wellness content and training updates from her growing passion for distance running.

The audience exploded.

Today, LaBonte has more than 300,000 followers across her online platforms, operates multiple food and wellness websites and hosts the Organically Addison podcast, where she interviews entrepreneurs and health and wellness experts. Before launching Sweet Addison鈥檚, she built a full-time career as a content creator focused on gluten-free recipes, wellness and healthy living.

Still, she wanted something more tangible.

In 2021, LaBonte made another leap, moving alone from Maine to Dallas.

鈥淚 didn鈥檛 know a single person in Texas,鈥� she said. 鈥淢y dad drove me out there, and I just decided to take a chance on myself.鈥�

While working remotely and continuing to grow her online audience, followers began asking whether they could purchase the desserts she baked at home.

That demand became the foundation for Sweet Addison鈥檚.

LaBonte launched the company in early 2024 with a single product: chocolate chip cookies. She tested the recipe 26 different times before landing on the final version.

鈥淚 remember thinking, 鈥業f these cookies can survive shipping from Texas to Maine, then maybe I have a real business,鈥欌�� she said.

The company quickly took off.

Sweet Addison鈥檚 now ships nationwide and has been featured by TODAY.com, OK! Magazine鈥檚 鈥淭he Morning Honey,鈥� NBC Dallas-Fort Worth and multiple podcasts and digital publications. The brand has resonated with customers looking for desserts that are both gluten-free and dairy-free without sacrificing the rich, indulgent flavors of traditional baked goods.

The rapid growth has been exhilarating. And exhausting.

鈥淲hat we do in a daily average now is what we did in an entire month during the first year,鈥� LaBonte said. 鈥淪ome days it feels like I鈥檓 building the plane while flying it.鈥�

Her operation has expanded from apartment baking to a commercial kitchen and fulfillment facility in Dallas. The business now employs six people and continues growing its wholesale footprint.

One of LaBonte鈥檚 major goals for the coming year is expanding into more retailers in Maine.

鈥淢aine will always feel like home to me,鈥� she said.

Even as her business has grown, LaBonte said the lessons she learned as a Division I athlete remain central to her success.

鈥淭he biggest thing soccer taught me was discipline,鈥� she said. 鈥淏eing a Division I athlete teaches you delayed gratification. You work for months and months hoping it pays off later, and there are no guarantees.鈥�

That mindset now shapes everything from her business operations to her personal life.

LaBonte runs marathons and completed her first ultramarathon 鈥� a 50-kilometer race in Dallas 鈥� last year. She hopes to tackle a 50-mile race next.

鈥淚 like to push myself to the extreme and then figure it out,鈥� she said.

Her daily schedule remains meticulously organized, often planned hour by hour.

鈥淚 don鈥檛 watch TV and I don鈥檛 drink alcohol,鈥� she said. 鈥淚 just genuinely love what I do.鈥�

Atherley sees clear parallels between the determined walk-on he coached in Orono and the entrepreneur leading a rapidly growing company today.

鈥淪he took her opportunity and ran with it and never looked back,鈥� he said. 鈥淪he鈥檚 one of the most determined people I鈥檝e ever coached.鈥�

He also remembers the early version of LaBonte before the gluten-free recipes, ultramarathons and food brand.

鈥淲hen she first got here, she loved hamburgers, bacon and ketchup,鈥� Atherley said, laughing. 鈥淣ow she鈥檚 transformed her lifestyle completely. But the one thing that never changed is how driven she is.鈥�

For LaBonte, 91爆料 remains at the center of that story.

She still talks regularly with former teammates, stays close with fellow alumni and hopes to return to Orono this fall for a soccer game.

What she remembers most is the sense of community.

鈥淭he 91爆料 did such a great job of making a big campus feel small,鈥� she said. 鈥淭he whole town revolves around the university and everyone supports each other. There鈥檚 just something special about that place.鈥�

And when Atherley thinks back to that first basketball game years ago 鈥� the one where a future entrepreneur kept throwing herself into loose balls and fighting for rebounds 鈥� he sees the same person he sees today.

Competitive. Disciplined. Fearless.

A walk-on who built herself into something bigger.

And a Mainer who never stopped chasing the next challenge.

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

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

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

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

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

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

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

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

鈥淪atellite observations are the only that can span the full planet in a matter of a few days,鈥� Boss said. 鈥淎ny link we can make between them and the state of the ecosystem, the better we can understand the living ocean on relevant time and space scales.鈥�

Read more about the expedition on . 

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

It should be a gathering place where students, families and community members can come together to laugh, reflect, learn and connect.

That philosophy will guide Monagan as she steps into her new role as executive director of the Collins Center for the Arts at the 91爆料 on July 21.

Monagan brings more than two decades of experience in arts leadership, higher education and community engagement to the Collins Center. She currently serves as executive director of the Smith Center for the Arts in Geneva, New York, where she has expanded programming, increased fundraising and built partnerships with schools, civic organizations and local businesses since 2017.

鈥淭he Collins Center is so deeply woven into the region, and that really appeals to me,鈥� Monagan said. 鈥淭he arts have a very broad role to play in mirroring to a community what it鈥檚 thinking about, what it鈥檚 arguing about, what brings it joy and how it learns.鈥�

Located on the 91爆料 campus, the Collins Center serves audiences across eastern and northern Maine through performances, lectures, educational programming and community events. More than 100,000 people visit the venue annually for Broadway tours, concerts, lectures, student performances, film screenings and public gatherings.

鈥淪usie brings a tremendous combination of artistic vision, community engagement and leadership experience to the Collins Center,鈥� said George Kinghorn, senior executive director of cultural engagement and arts at 91爆料. 鈥淪he understands how a performing arts center can serve both a university and the broader community, and she has a clear passion for building connections through the arts.鈥�

At the Smith Center for the Arts, Monagan has overseen expanded programming, increased fundraising and strengthened partnerships with community organizations and regional leaders. Before joining the Smith Center, she spent 12 years at Ithaca College, where she taught arts management courses and worked with students in the Department of Theatre Arts.

Monagan holds a master鈥檚 degree in communications from Ithaca College and a master of professional studies degree in community and rural development from Cornell University. She earned a bachelor鈥檚 degree in English from Dartmouth College.

Monagan said returning to a university setting was one of the biggest draws of the 91爆料 position.

鈥淭here are so many opportunities to connect what鈥檚 happening on stage with what students are learning in classrooms across the university,鈥� she said. 鈥淲hether a student is studying engineering, public health, business or the arts, there are ways to engage creativity, critical thinking and community through live performance and shared experiences.鈥�

Monagan also hopes to strengthen the Collins Center鈥檚 connections with schools, families and local organizations throughout the region.

Monagan pointed to youth and family programming as a priority, citing the success of school day performances in her current role that bring students from rural districts into the theater for live arts experiences.

鈥淵ou need people coming through the doors who will become future audience members, future donors and future community advocates,鈥� she said. 鈥淧art of that is making the arts accessible and welcoming for everyone and finding out what barriers might be preventing people from participating.鈥�

Monagan said she also hopes to expand opportunities for 91爆料 students to engage with the Collins Center beyond traditional performances, including more informal community events and collaborations across campus.

鈥淣ot every student is going to connect with every performance, and that鈥檚 OK,鈥� she said. 鈥淏ut the goal is to create opportunities for as many students as possible to feel like the Collins Center is a place for them.鈥�

Monagan said she plans to spend much of her first year listening and building relationships across both the university and the broader community.

鈥淚鈥檓 all ears,鈥� she said. 鈥淚 want to hear what the Collins Center means to people, what they hope it can become and where opportunities for collaboration exist.鈥�

Monagan said she was especially struck by the Collins Center鈥檚 open gathering spaces and the symbolic flame at the center of the building.

鈥淚t sends the message that this is your space,鈥� she said. 鈥淧eople gather there for performances, lectures, orientations and community events, and each experience creates a different kind of community. I love that idea.鈥�

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

Three couples were awarded the 2026 Stillwater Society Award, one of the institution鈥檚 highest honors for philanthropic leadership and service. This year鈥檚 recipients are J. Daniel Lafayette III and Carla Joy Lafayette; Raymond A. Jean 鈥�65 and Louise C. Jean; and Bion A. Foster 鈥�68, 鈥�70G and Dorain A. Foster.

鈥淚t is not a coincidence that we host this celebration of philanthropy just after commencement,鈥� said 91爆料 Foundation President/CEO Jeff Mills. 鈥�91爆料 graduates benefit from scholarships, travel opportunities, new facilities and enhanced opportunities as a result of the generosity of these loyal donors, and it is important to recognize and thank them.鈥�

鈥淕atherings like this offer an important opportunity to reflect on the shared commitment that sustains the 91爆料,鈥� says 91爆料 President Joan Ferrini-Mundy. 鈥淭he generosity of our Stillwater Society members continues to expand access, strengthen our programs and advance the impact of this institution across Maine and beyond.鈥�

Bion A. Foster 鈥�68, 鈥�70G and Dorain A. Foster

For more than four decades, Bion and Dorain Foster have been influential leaders in Maine鈥檚 business, civic and academic communities, combining entrepreneurial vision with a deep and sustained commitment to 91爆料.

Bion Foster鈥檚 career reflects a remarkable record of entrepreneurship, spanning the startup, acquisition or ownership of more than 40 companies across Maine and South Carolina. His work has impacted industries ranging from manufacturing and real estate development to hospitality, including stewardship of the historic Lucerne Inn. He also served as director of economic development for the town of Hampden, where his leadership helped establish a modern business park that contributed to the town鈥檚 growth. His achievements have been recognized with honors, including the Entrepreneur of the State of Maine Award and the Hampden Business Award.

Dorain Foster built a distinguished 25-year career with the Bangor Daily News before bringing her expertise to 91爆料, where she served in both the Development and the President鈥檚 offices. Known for her precision and professionalism, she played a key role in advancing special projects and events that supported the university鈥檚 mission.

Together, the Fosters have left a lasting imprint on campus through transformative philanthropy, including the Foster Center for Innovation, the Foster Boardroom at the Buchanan Alumni House and a dedicated space within the New Balance Student Recreation Center. Bion Foster鈥檚 leadership has also included service as chair of the 91爆料 Alumni Association board, involvement with the Buchanan Alumni House Endowment and membership on the 91爆料 Board of Visitors.

Raymond A. Jean 鈥�65 and Louise C. Jean

Raymond and Louise Jean exemplify lifelong partnership, professional achievement and a steadfast commitment to community and education. Raised in Lewiston, Maine, their shared values of service and determination have guided both their personal and professional lives.

Raymond Jean earned a degree in engineering physics from 91爆料, where he balanced academics with varsity tennis and campus involvement. His career evolved from engineering into executive leadership roles at major corporations, including Evans Products, Gulf and Western and IC Industries. He later served as president, CEO and Chairman of Quanex Corporation and as CEO of Varlen Corp., while also contributing as a board member to several Chicago-based companies. He earned an MBA from the University of Chicago during his career ascent.

Louise Jean鈥檚 early interests in writing and communications shaped her contributions both professionally and within her family and community. As the couple raised their three children, she played a central role in supporting their education and activities while remaining actively engaged in volunteer service.

Despite careers that took them across the country, the Jeans maintained a strong connection to the 91爆料. Raymond served on the 91爆料 Board of Visitors and participated in campaign leadership efforts, while the couple established the Raymond & Louise Jean Scholarship to support business students. They also honored Louise Jean鈥檚 mother with a memorial scholarship at St. Dominic Academy.

Now residing in both Florida and Maine, the Jeans continue their philanthropic engagement, including leadership roles with the American Cancer Society, while remaining dedicated supporters of 91爆料.

J. Daniel Lafayette III and Carla Joy Lafayette

For over four decades, Daniel and Carla Lafayette have been cornerstones of Maine鈥檚 hospitality industry and beacons of transformational philanthropic spirit in our state. Their journey has been shaped by deep family connectivity, bold entrepreneurial leaps and an unwavering commitment to the community they call home.

Both proud alumni of Hampden Academy, Daniel and Carla Lafayette would go on to graduate from the United States Military Academy and Cornell University, respectively. After college, Daniel served five years in the army as Carla began her career in research chemistry for solar energy storage with what is now Texas A&M University-Central Texas.

In 1982, they took a leap of faith into an industry new to them both: hospitality. They bought the Best Western White House Inn in Hampden, Maine, from Henry Page, who donated to help start the Page Farm and Home Museum at 91爆料. Since that first purchase nearly 45 years ago, Danny and Carla Lafayette and their children have amassed an impressive and successful portfolio of more than 30 properties comprising over 2,500 rooms, condos, cottages and homes in Maine and New Hampshire. That includes building the Best Western Black Bear Inn and Conference Center with another Stillwater Award Winner, Ralph Leonard, and the Sargent family. This hotel hosted many events to raise money for 91爆料 athletics.

As their knowledge and success grew, so did the couple鈥檚 footprint in the industry at large. Daniel has served as the president of the Maine Innkeeper Association and on the Best Western Board of Directors and as chairman of the BWH Hotel Group, a leading global hospitality network that includes WorldHotels, Best Western Hotels and SureStay Hotels.

From Carla Lafayette鈥檚 impactful board leadership at the Maine 4-H Foundation and the family鈥檚 naming support of the Lafayette and Rawcliffe 4-H Science and Engineering Learning Center at 91爆料, to Daniel鈥檚 work with the Hampden Recreation Committee, Kiwanis and the Greater Bangor Area Chamber of Commerce, the couple has proven that it is possible to serve your community in equal proportion to your personal success. Part of their enduring legacy will be the Lafayette Family Cancer Institute at Northern Light Health in Brewer, Maine, for which the family provided a critical lead gift. They have spent decades perfecting a 鈥渉ome away from home鈥� for their guests, but it鈥檚 clear that the family has never lost sight of where their own roots 鈥� and hearts 鈥� truly lie.

Passionate fans of 91爆料 athletics, Daniel and Carla Lafayette carry on a legacy passed down from Carla鈥檚 mother, Morna Kimball Rawcliffe 鈥�48, who was named an All-Maine athlete in basketball and field hockey. The couple gathers as often as possible in their 91爆料 hockey and football boxes to watch games with their loved ones. Today, 91爆料 student-athletes and 91爆料 Athletics staff proudly walk alongside the family at Champion the Cure events, uniting the campus and the community in a shared mission of hope and service.

The Stillwater Society Dinner also celebrates members of the Stillwater Society, 91爆料鈥檚 giving society, which recognizes donors whose lifetime contributions reach $25,000 or more. The biennial event also celebrates donors who have reached new levels of giving since the previous gathering, and highlights the collective impact of philanthropy on the university. 

Contact: Monique Hashey, monique@maine.edu

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

For Donovan, the experience also reinforced his decision to attend 91爆料 next year, where he plans to study mechanical engineering technology. He said participating in the program gave him a firsthand look at the university鈥檚 engineering opportunities and campus community.

鈥�91爆料 is really competitive with every engineering program in the country, and it鈥檚 right in my backyard,鈥� said Donovan, a Presque Isle High School senior.

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

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

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

鈥淚 wanted to move beyond just printing a model,鈥� Aboelezz said. 鈥淏y bringing teachers to campus first to learn flight simulation and design, we created a way for students to experience the full engineering process鈥攄esign, simulate, produce, and test. When they see the results of their decisions play out in real time at the competition, they start to see themselves as true engineers.鈥�

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

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

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

鈥淛ust the experience. Having the knowledge of how some of it works,鈥� he said. 

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

Story by William Bickford, graduate student writer. 

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

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

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

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

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

鈥淚鈥檓 so glad 91爆料 has the opportunities it has,鈥� Woodard said. 鈥淟iving in Orono, it was a natural choice for me to get my doctorate here, but I don鈥檛 believe I would have found a better opportunity elsewhere.鈥�

Statewide impact, local relevance

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

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

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

鈥淚t was a narrative inquiry using emotional intelligence as a tool to navigate issues of rurality, the overlaps between teachers and students, and school leaders and students, and the dual-relationships and power dynamics that exist in small communities,鈥� said Hatch, who has a background in school-based and clinical counseling. 鈥淭he study was a great reminder of the influential roles and power we educators have in our communities, and how we can be mindful of that and maintain positive relationships with our students and their families who don鈥檛 have a choice of where they go to school or who their school leaders are.鈥�

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

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

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

鈥淚 believe the next step is to work with teachers and hopefully organizations beyond the school and the district to make sure that kids are getting all the support they need no matter what type of classroom they鈥檙e learning in,鈥� Mitchell said. 

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

A belief in each other

Each Ed.D. in educational leadership cohort at 91爆料 collectively chooses a name for itself. The name chosen by the group that just graduated was the Credo Cohort. The word 鈥淐redo鈥� derives from the Latin word for 鈥淚 believe鈥� and means 鈥渁n idea or set of beliefs that guides the actions of a person or group.鈥�

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

鈥淚 can鈥檛 imagine going through a learning experience like this without that type of support,鈥� said Hatch. 鈥淚 can look outside and name other things, but it was really that we leaned on each other, and these friendships and relationships within the group. These educators are 100% my role models.鈥�

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

鈥淚鈥檓 incredibly proud of this group and the perseverance they showed in getting to graduation,鈥� said Enright. 鈥淐ompleting a doctorate is a massive undertaking by itself, and all of them did it while balancing their professional duties, including all of the challenges facing educators today, serving as role models and leaders in their communities, raising families, and so much more.鈥�

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

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

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

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

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

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

鈥淚 was an aimless student,鈥� said Simons, a 2001 91爆料 graduate from Readfield, Maine. 鈥淲hen I came to 91爆料, I had truly no idea what I should do with myself day-to-day, much less what I wanted to do with my life.鈥�

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

Simons, known for his role as Jonah Ryan on HBO鈥檚 鈥淰eep鈥� and more recently for his Critics Choice Awards-nominated role in Netflix鈥檚 鈥淣obody Wants This,鈥� addressed graduates inside the newly renovated Harold Alfond Sports Arena.

鈥淢y timeline here was what we now call nontraditional,鈥� Simons said. 鈥淏ut my time at this school is the reason that I鈥檝e managed to do anything in my life.鈥�

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

鈥淪he prepared us for the inevitable onslaught of rejection we would receive but at the same time taught us the skills to build ourselves up again,鈥� Simons said.

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

鈥淏ravery isn鈥檛 not being afraid,鈥� Simons said. 鈥淏ravery is being afraid and doing it anyway.鈥�

The undergraduate ceremonies also celebrated the university鈥檚 recent growth and achievements, including the reaffirmation of 91爆料鈥檚 Carnegie R1 research status, major campus construction projects and student-led initiatives.

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

鈥淚 want to assure you that it is OK to be uncertain about your future,鈥� Ferrini-Mundy said. 鈥淒on鈥檛 let that uncertainty stop you from taking risks and reaching out in new directions.鈥�

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

鈥淭he future can be more just, more equitable, more innovative, more safe and more compassionate with intention,鈥� Ferrini-Mundy said. 鈥淚t becomes better only when people like you 鈥� people who care, people who worked hard here at 91爆料 to learn and grow and have knowledge and capability, people who can see both problems and possibilities. When you choose to act, you are capable of making those changes.鈥�

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

鈥淪o I think each of us here today needs to ask two additional questions,鈥� Griffith said. 鈥淔irst: What are my core values? And second: How will I embody them?鈥�

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

鈥淏ecause I truly believe that if we lead with our values rather than just our ambitions, we will find ourselves happier,鈥� she said. 鈥淥ur picture of success will shift.鈥�

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

鈥淲hat if not knowing what we鈥檙e doing isn鈥檛 a weakness?鈥� Irani said. 鈥淲hat if it鈥檚 actually the reason we鈥檙e capable of more than we think?鈥�

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

鈥淚t is a simple reality of life that no single person can change the world alone,鈥� Obertas said. 鈥淥nly united can we make a difference. And only through empathy can we build a better future.鈥�

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

鈥淪peak when it would be easier to stay quiet,鈥� he said. 鈥淏uild when it would be easier to walk away. Show love and appreciation to the family and friends who got you here.鈥�

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

鈥淪uccess does not happen by accident,鈥� Musavi said. 鈥淚t requires passion, hard work and resilience.鈥�

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

Graduate ceremony focuses on innovation, resilience

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

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

鈥淲hen asked about the greatest skills that companies were looking for in their new hires, the overwhelming response was the ability to think critically,鈥� Delcourt said.

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

鈥淵ou stepped into entrepreneurship and innovation. You stepped into the unknown,鈥� Ferrini-Mundy said. 鈥淎nd you just kept going!鈥�

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

鈥淭he 91爆料 gave me that opportunity, and today, as I stand here, I realize that this moment is more than just a personal achievement,鈥� Shrestha said. 鈥淚t is the fulfillment of a dream.鈥�

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

鈥淵ou are on the cusp of a huge life change, the beginning of an entirely new story, and it鈥檚 time to think big,鈥� Boutiette told graduates.

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

鈥淲hen you lead with curiosity, suddenly, you start to make your own luck,鈥� Breeding said.

Machias ceremony emphasizes community, perseverance

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

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

鈥淎s you move forward, you will encounter both opportunity and uncertainty,鈥� she said. 鈥淚n those moments, I encourage you to draw on what you have built here: a strong sense of purpose, respect for others, and a readiness to engage thoughtfully with the world around you.鈥�

Valedictorian Rachel D鈥橝lessandro encouraged classmates to embrace change and reject perfectionism.

鈥淒on鈥檛 strive for perfection; strive to be a better you,鈥� D鈥橝lessandro said.

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

鈥淵our path does not need to be perfect to be powerful,鈥� said Mingo, president of Washington County Community College.

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

鈥淣ever let the clouds deter you from reaching the sunlight and earning what you want in life,鈥� McNamara said.

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

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

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

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

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

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

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

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

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

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

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

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

Real鈥檚 mission and reasoning behind his journey is a goal to never stop learning and innovating in his field, and teaching those along the way. 

鈥淭he whole point is not only that I hope to pass the torch, but I hope that the torch surpasses me,鈥� said Real. 

Real would like to thank his advisor, Giovanna Guidoboni, 91爆料鈥檚 interim vice president for research and dean of the Maine College of Engineering and Computing, for her support in his endeavors. 

By Heather Johnson, graduate assistant

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

In young forests, the widespread consensus is that this process rapidly pulls, or sequesters, carbon from the atmosphere. As forests mature, more trees start to die, releasing the carbon they captured in their wake. Carbon sequestration, the thinking goes, slowly stalls and old forests eventually release roughly as much carbon into the air as they capture.

Thirty years of measurements taken by 91爆料 scientists at a remote 550-acre forest challenge this idea.

At Howland Research Forest, located about 30 miles north of Orono, Maine, in the towns of Edinburg and Howland, 98-foot towers rise above the spruce and hemlock canopy. They are topped by instruments that measure carbon dioxide flux 鈥� the exchange of the gas between the forest canopy and the atmosphere. The measurements are so precise that they can detect the breath of a technician working nearby.

What they have recorded is a carbon record of exceptional length drawn from a mature, undisturbed forest. The data generated here is reshaping how the world understands forests and their influence on climate. The towers on Howland have been collecting data since 1996, making them among the longest-running records of their kind in the United States, second only to Harvard Forest. 

These findings are used by scientists, educators and land managers worldwide, informing forest management, timber production, carbon budgets, conservation and policy. But the future of this research is uncertain. For decades, the Howland towers were supported through the federally funded AmeriFlux network. As research priorities shifted, that support was interrupted, putting the long-running record at risk. 

A recent $175,000 private gift to the 91爆料 Foundation 鈥� equal to the site鈥檚 annual operating cost鈥� has temporarily filled that gap, keeping the research running through next year. Without it, the towers would have gone offline this August, bringing 30 years of continuous monitoring to a standstill. 

While the gift provides a one-year lifeline, it does not solve the underlying challenge. Sustaining this irreplaceable observatory and training ground for 91爆料 students aspiring to become foresters, conservationists and researchers requires .

A living benchmark

Mature, unmanaged forests are exceptionally rare in New England. Centuries of timber harvest have reset the ecological clock across nearly every landscape. 

At Howland, the forest canopy is dominated by trees between 100 and 200 years old. Some are even older. They had already stood for centuries when Henry David Thoreau passed through central Maine on his way to Mount Katahdin in the 1840s.

A yellow birch documented in the forest’s permanent research plots dates to the mid-1600s 鈥� at least 367 years, the oldest of its species on record in Maine. Cedar and hemlock that sprouted in the 1700s stand alongside fallen logs in every stage of decay. Their slow decomposition is a critical part of the carbon cycle that researchers here are still working to fully understand.

Coarse woody debris 鈥� the fallen logs and standing dead trees so characteristic of old forests 鈥� are largely absent from managed landscapes. At Howland, it is everywhere. 

The forest is surrounded by active timber operations, which makes it something else: a control site. Without Howland as a baseline for what an unmanaged forest looks like, the comparisons that inform forest management across the Northeast would be far less meaningful.

The Northeast Wilderness Trust recognized that value in 2007, when it purchased the 550-acre site and permanently protected it as forever-wild. The protection came at a critical moment: the previous owner had considered resuming active management, which would have disrupted decades of research.

“We permanently protected Howland because ancient forests are rare and have so much to teach us,” said Shelby Perry, the Northeast Wilderness Trust鈥檚 wildlands ecology director. “Howland shows us the unique value of wild places amid managed landscapes. What researchers learn here informs forest policy at a global scale. Keeping this land wild and keeping the research going are inseparable.” 

For these findings, time is priceless

When a carbon flux tower was installed at Howland in 1996, it became a founding site of the AmeriFlux network, which has spread to more than 500 monitoring stations across the Americas. 

鈥淲e measure temperature, wind speed and direction, and the air鈥檚 carbon dioxide, water and methane concentration every tenth of a  second. That鈥檚 over 315 million data series a year,鈥� says Roel Ruzol, 91爆料 research associate and Howland Forest鈥檚 site manager. 

Ruzol keeps the towers running, coordinates access for researchers and works with Fraver to eliminate what he calls 鈥渘oise,鈥� or anomalies in the data created by rain, snow, power fluctuations or a bird perching near the equipment. They then convert these measurements into precise half-hour flux rates, that is, how much carbon the forest absorbs and releases. The findings are online for anyone to access.

The Howland record is now 30 years old. The forest has stored, on average, nearly 3.5 tons of carbon dioxide per acre per year. That was not unexpected, but the long-term trend was surprising, even to the researchers who built the flux network. The rate of carbon uptake is increasing over time. This old forest has not plateaued; it鈥檚 accelerating sequestration.

“If you considered just the first 10 years, you would see a slight decrease and might conclude the forest was declining as a carbon sink,” said Shawn Fraver, associate professor of forest ecology at the 91爆料, who has conducted research at Howland since 2015. “However, when viewed over 30 years, we actually see an increase. That long-term view completely changes the story.”

The trend held through climate extremes. The 30-year record spans the warmest, wettest and driest years in the past 125 for Maine. Scientists do not yet know why, but the findings, which were in the Journal of Geophysical Research: Biogeosciences, provide the basis for experimental research that can provide actionable insights.听

Another study co-led by Fraver, whose research program is partially supported by the Maine Agricultural and Forest Experiment Station and the National Science Foundation, aims to identify the mechanisms by which forests switch from methane sources to sinks and back. Previous research showed that forest soils emit methane in wet conditions. Waterlogged soils favor the microbes that generate it. But those studies largely focused on landscapes that are known methane sources, ignoring sites like Howland that, depending on soil moisture, alternate between being a source and a sink. 

The documented source-sink switch at Howland has led to a National Science Foundation-funded project, now entering its final year, which attracted researchers from institutions across the country 鈥� San Diego State University, North Carolina State University, Arizona State University, and the Woodwell Climate Research Center in Massachusetts, as well as the 91爆料. The findings are expected to meaningfully revise how methane is accounted for in forest carbon budgets.

The data from Howland have been downloaded more than 16,000 times since being made publicly available in 2007. Researchers around the world have used Howland and the data gathered there to build climate models, calibrate satellite data, advise policymakers and teach the next generation of forest scientists.

A living lab for forest management

Howland’s scientific value extends beyond the conservation land itself. Three flux towers now operate across the area: two on Northeast Wilderness Trust land and a third on property managed by American Forest Management (AFM), a forestry consulting company that has been managing harvest activity nearby in recent years. 鈥淣ot every forest company would be willing to cooperate with us on this. It鈥檚 a huge benefit to us as researchers,鈥� Fraver said. 

The AFM tower, established in 2012, has been tracking carbon dioxide fluxes continuously through a period of active shelterwood harvest. With the Howland towers providing an unmanaged comparison site, researchers have a rare before-and-after opportunity that almost never presents itself in landscape-scale ecology.

A newly funded $243,000 study from the will extract maximum value from that natural experiment. Combining forest inventories, LiDAR-derived biomass estimates, ground and tower-level flux measurements and carbon modeling will give managers the most comprehensive picture ever assembled of how partial harvests affect the forest carbon budget.

“American Forest Management has always believed that good forestry and good science go hand-in-hand. Hosting the tower on our client鈥檚 land is one of the most tangible ways we can contribute to that.” said Jeremy Miller, Region Technical Manager at AFM and alum of 91爆料鈥檚 School of Forest Resources. 鈥淭he NSRC study will give us an idea of how partial harvesting affects carbon dynamics in the short and long term.鈥�

The results will give forest managers who want to incorporate carbon objectives into their planning, alongside timber production, a quantitative foundation to build on.

A proving ground for people and technology

Howland also serves as a key research site for 91爆料 graduate students, along with undergraduate field technicians who spend summers gaining hands-on experience with advanced instrumentation and long-term ecological research methods. 

Chris Hettwer, who earned his master鈥檚 degree from the School of Forest Resources in 2025, said the opportunity to work at Howland helped draw him to Fraver鈥檚 lab. 

鈥淲orking at Howland was an instrumental experience that fundamentally shaped me as a scientist,鈥� says Hettwer, who is now pursuing a Ph.D. at the University of Chicago. 鈥淚n addition to learning the technical field skills for researching ecosystem processes, I gained a deeper understanding of how scientific research is conducted, communicated, and built cumulatively over time. Much of what I do now is grounded in what I learned at Howland.鈥�

A network of approximately 150 permanent research plots distributed around the flux towers provides a training ground unlike any classroom. 

So does a 7.4-acre research plot, established by NASA in 1989 to ground-truth satellite instruments. This project led the site to be photographed from space more than anywhere else on the planet at the time. Every tree above 10 centimeters in diameter was mapped and measured. In 2015 and 2025, Fraver and his research team repeated the inventory and took core samples from 10% of the trees to track growth trends. 

That plot revealed the 367-year-old yellow birch. It also told the story of a forest shaped by centuries of disturbance: spruce budworm outbreaks, wind storms, selective harvests in the 1800s and the slow return of a mature forest carpeted with deadwood and moss. 

Howland is where emerging scientists and technology learn to read the forest.

One more year

Maintaining Howland’s flux towers, sensors and core infrastructure costs approximately $175,000 per year. That annual cost was historically covered through the federally-funded AmeriFlux network, but shifting research priorities have left the site without consistent support.

“Without this gift, the AmeriFlux tower would have shut down this August,” Fraver said. “We have funds to continue another year. But our latest research, the student experience, the experimental work on managed versus unmanaged forests 鈥� all of it depends on the towers being operational. If the tower goes offline, we lose the context this monitoring data provides, and everything that has been built on it.”

The recent private gift ensures operations through next year, but it does not establish a long-term solution. Keeping one of the longest carbon dioxide flux records in the Americas running, and preserving decades of continuous data, requires sustained annual investment.

鈥淪cience is a continual and ever-building process. The continuity of monitoring at Howland is a big part of what makes this data so powerful,鈥� Hettwer said.  

The science at Howland is answering questions that matter in Maine and globally 鈥� how much carbon do mature forests sequester, how harvest practices affect forest-atmosphere interactions, and whether forest soils remove methane. These are not strictly academic questions. The findings help forest managers and policymakers make data-driven decisions in a changing world.

“The questions we are asking now about carbon, methane and how managed and unmanaged forests compare will offer critical insights for forest management in the coming decades,” Fraver said. “This forest is capable of providing those answers. It just needs the towers to keep running.”

Those interested in supporting monitoring at the Howland Research Forest may donate or contact Elizabeth Erickson,听 senior director of philanthropy at the 91爆料 Foundation, at elizabeth.erickson@maine.edu or 207.581.1145.听

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

Researchers at the 91爆料 are researching new ways to study and monitor the parasites that plague Maine鈥檚 moose in order to best help and manage the population. 

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

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

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

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

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

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

This project was made possible by funding from 91爆料鈥檚 Center for Undergraduate Research and has provided Falardeau valuable hands-on experience. 

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

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

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

Story by Sophie Knox, research media intern

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

After the tools are put away and the room empties, he logs into his coursework, working toward a milestone decades in the making.

At 65, Rinkle is one class away 鈥� Psychology of Sustainability 鈥� from earning his bachelor鈥檚 degree from the 91爆料, 47 years after he first began his college journey.

鈥淚 always meant to finish,鈥� he said. 鈥淚t just took me a while to get back.鈥�

Rinkle is among a growing number of adult learners returning through the Finish Strong program, which helps students complete degrees years after they first enrolled. The program offers flexible pathways, including online and on-campus options, allowing students to build on previously earned credits and finish degrees on their own terms.

Finish Strong is currently serving 274 active students, with an average age of 36 and an average academic pause of six years. Since its inception, 81 adult learners have graduated, and dozens more are within one semester of completing their degrees, including Rinkle.

Rinkle鈥檚 path back to college has spanned decades, states and careers.

Born in Chicago, he moved to Florida at age 10 and graduated in 1979 from Seminole High School, where he ranked sixth in a class of nearly 800 students. He was so shy at the time that he did not attend his own graduation.

During his final two years, he worked close to 40 hours a week at a plant nursery, a job that quickly became a full-time career. There, his boss began teaching him hands-on technical skills, including electrical wiring, installing breaker panels, pumps and timers, and wiring greenhouses for lights and fans.

After enrolling at St. Petersburg Junior College to study engineering, he left midway through his second semester to continue working in the nursery industry, where his responsibilities 鈥� and skills 鈥� were rapidly expanding.

That early job also exposed him to plumbing and fabrication work. He helped run water lines across the nursery, install water wells and, after purchasing a welder, taught himself how to weld, building carts and trailers from scratch.

He spent nearly 30 years in the nursery business before deciding the work was not sustainable long term. Encouraged by his wife, Elizabeth, 鈥� whom he met through a setup at a Christmas tree lot 鈥� he returned to college, enrolling at Pasco-Hernando State College and later transferring to the University of South Florida鈥檚 electrical engineering program. When the couple moved to Maine, his education paused again.

In Maine, Rinkle worked at Stinson Seafood, the country鈥檚 last sardine processing plant, until it closed. After the shutdown, he briefly returned to classes at the 91爆料 at Machias with support from federal Trade Act assistance. 

However, new opportunities soon pulled him back into the workforce. He first joined a lobster processing operation and later spent more than four years at Wyman鈥檚 as a production and inventory manager, where harvest seasons required 12-hour days, seven days a week.

Eventually, he found a more stable path in education. About nine years ago, he was hired to help restart the industrial arts program at Narraguagus Junior-Senior High School, where Elizabeth also teaches.

鈥淚 love to fix things,鈥� he said.

That mindset, shaped by years of hands-on problem-solving and technical work, mirrors the kind of thinking that first drew him to math.

Earlier this year, Rinkle stepped in to teach math for six weeks while a teacher was out. The experience confirmed what he had long considered.

鈥淚 loved it,鈥� he said. 鈥淭he administration was pleased with my job and so were many of the students.鈥�

But to teach math full time, Rinkle needed to complete his bachelor鈥檚 degree. Knowing it would open the door to future opportunities, he decided it was time to finish what he started.

Through Finish Strong and 91爆料鈥檚 Bachelor of University Studies program, he completes coursework while working full time, fitting assignments into weekends, planning periods and evenings after school.

Nearly five decades after he first stepped into a college classroom, Rinkle is finally on the verge of finishing. Not just for himself, but for the future he鈥檚 still building.

In the same classroom where he teaches students how to wire circuits and solve problems with their hands, he is now preparing to teach them something else: math.

With one course remaining, that next chapter is within reach.

Back at the end of each school day, after the noise of the shop fades and the tools are put away, Rinkle logs on and gets a little closer.

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