As fall 2026’s first full week of classes wrap up, Retrievers across campus—newly minted and returning—are finding their place. In addition to learning to navigate to the right classroom, they are bringing their unique strengths and voices to this ever evolving community. 

This year’s incoming class of over 2,000 Retrievers boasts a median GPA of 4.0. Among them is Rodney Oglesby, an aspiring musician and a Gates Scholar. Oglesby was one of 750 students awarded this high honor among a pool of over 61,000 applicants nationwide. 

“We are thrilled to welcome another impressive entering undergraduate class, with a 15 percent increase in enrollment from Baltimore City, and, overall, students representing 42 countries,” says Dale Bittinger, M.P.P. ’16, assistant vice provost for strategic undergraduate engagement, partnerships, and pathways. “They are academically talented and engaged and we look forward to all they have to offer to our campus community.” 

Joining Oglesby is Saad Bin Waqas, a new student who traveled nearly 7,000 miles from his home in Pakistan to address the UMBC community at this year’s Fall Opening Meeting. At just 16, this Sondheim Scholar and geography and environmental studies major is looking forward to planting some roots after growing up in a military family. 

“After moving from place to place for much of my life, I am really excited to have a new place I can call home,” shared Waqas. 

A place to flourish

Junior Sabirah Burt is joining UMBC as a transfer student from Howard Community College. Her aspirations to ultimately become a physician’s assistant are shaped by her own experience grappling with a medical condition. If you had asked Burt a few months ago to describe herself, she’d say “ticking time bomb.” In June 2025, she was rushed to the hospital for an agonizing headache. Medical professionals eventually discovered she had an active brain bleed and underwent emergency surgery. 

“I believe graduating with a public health degree from here will allow me to flourish when continuing my education and applying to graduate school in the future,” she said. “After going through my tough experiences last year, it’s made me even more passionate to pursue medicine, now more than ever before, and help those lying in hospitals wondering if it will be their last day.” 

Strengthening connections—early

Some new Retrievers got a jump start to the year and arrived on campus over the summer to dive into work-integrated learning (WIL)—an educational approach that prepares students for a rewarding career after college by pairing what they are learning in the classroom with hands-on, authentic work experiences. In July, more than 100 incoming first-year and transfer students spent a night on campus, connected with an instructor and teaching assistant, and spent a day participating in service on site at five different community partner locations. 

WIL students will participate in service with the same sites throughout their full first year at UMBC, deepening engagement and strengthening connection to their peers and faculty as well as to the campus and community.

“I believe a program like this is an excellent cohort building model. I was able to have individual conversations with all of them, learning what they cared about going into their unique UMBC journeys,” says Emily Passera, the senior program coordinator for community-engaged learning through The Shriver Center at UMBC, who led a group of students to Patterson Park in east Baltimore and will teach the same students in a first-year experience course called UNIV 101. 

A community for all 

With a full lineup of events, this year’s Welcome, Retrievers efforts ensured that students started to find their place from the minute they stepped onto campus. Student volunteers (“Haul Stars”) were on hand to keep things moving as they helped new students with their belongings and offered directions. 

Students weren’t the only ones getting in on the fun. Retriever Fest gave families the opportunity to meet with campus partners and learn more about everything UMBC has to offer—while enjoying refreshments and picking up some swag. Jake Diaz, inaugural assistant vice president and dean of students in the Division of Student Affairs, had a ball welcoming new students. 

Throughout the weekend, students continued to enjoy Retriever 101 events, like First Night, an Student Events-Board-sponsored takeover of The Commons with inflatables, prizes, games, and plenty of other activities that cemented the first night as one students will remember for years to come. 

Events like the Taste of UMBC, Your Story Belongs Here, and the annual New Retriever Photo bonded students and filled their camera rolls. The first weekend concluded with Convocation, the official opening of the fall semester. President Valerie Sheares Ashby addressed the new students, reassuring them that UMBC is where they’re meant to be. 

“…I want to make sure you hear this from me: You belong here. You have come to an institution that wants you here and believes that you can be successful here, even if you are not yet completely sure of that yourself.” 

Eight UMBC students are spending part of their summer meeting business leaders, visiting Maryland companies, and getting a closer look at careers that connect the state to the rest of the world.

They were selected for the World Trade Center Institute’s (WTCI) 2026 Albrecht Fellowship, a two-week professional development program hosted in Baltimore City and focused on international business and global affairs. This year, the UMBC group set a record.

Daniel Khoshkepazi, senior manager of fellowships at the World Trade Center Institute, called the eight students “a record for a single university from any given cohort in the past.” WTCI typically limits participation to five or six students from one institution, he says. But UMBC students ranked so highly during what he described as the program’s most competitive application cycle to date that “their exceptional performance earned them a place in the cohort.”

For the students participating, the two weeks are a chance to test assumptions about their careers, see what they have studied at UMBC in practice, and, in some cases, discover work they had never considered.

Trying something different

Matthew O’Donnell applied for the fellowship the day after hearing WTCI CEO Eddie Resende speak at UMBC. O’Donnell, a senior global studies major and political science minor, had been thinking about how he spent his first few years of college and wanted to push himself to try something different. Resende’s description of the fellowship and its focus on global trade and business caught his attention.

“I began to realize I need to step out of my comfort zone more,” O’Donnell says. “I felt that I spent my first semesters too close to the norm, and I wanted to try a new experience to see how it would go.”

Gouri Gupta, a junior, initially had a different reaction when she heard about the opportunity. A global studies and political science double major on the pre-law track, Gupta initially brushed off the fellowship. Marketing, global supply chains, logistics, and other business-oriented topics did not seem particularly relevant to her plans to pursue human rights law or federal law enforcement.

Eventually, that became part of the appeal. Gupta decided there could be value in pursuing an experience that did not neatly match the future she had planned for herself. A few hours before the application closed, she started filling it out. She hit submit just seconds before midnight.

The experience introduced Gupta to industries she had rarely considered. Through site visits, she got a closer look at the systems behind everyday products, from olive oil and power saws to athletic wear. She also began connecting concepts from the classroom with areas such as supply chain management and logistics. For Gupta, the fellowship helped clear up some of the “fuzziness” surrounding careers and industries she had previously known primarily as a consumer.

Seeing coursework in action

That sense of discovery is showing up in the classroom connections students are making, too.

During a fellowship panel on global business and supply chains, O’Donnell found himself fascinated by a field he had known little about. He stayed after the session to talk with several panelists about their work. As he explores new fields through the fellowship, he is also seeing connections to topics he has discussed in his global studies courses at UMBC, including global trade, artificial intelligence, international boundaries, and negotiation.

Bibi Qudsia Tolwak, a senior global studies major and public humanities minor, has studied national and international organizations in her UMBC courses. Through the fellowship, she had the chance to visit organizations and businesses and talk directly with professionals about their work.

Originally from Afghanistan, Tolwak is interested in global affairs, humanitarian work, refugee issues, and advocacy. But one of the things that has stood out to her during the fellowship has less to do with any particular industry.

The professionals the students heard from have taken very different routes to their current roles. Some started as interns. Some applied multiple times before an opportunity came through. Others changed directions or faced challenges such as building careers while speaking English as a second language.

“It reminded me that careers do not always happen all at once,” Tolwak says. “Sometimes you just have to say yes to an opportunity and keep moving forward.”

The message resonated with Gupta, too. During a visit to McCormick’s plant and global headquarters in Hunt Valley, Maryland, a panelist shared a message about how the steps toward one career goal may not be the same ones that lead to the next. Gupta says it put into words one of the biggest lessons she is taking from the fellowship: Growth requires being willing to learn and adapt.

Eight Retrievers, one cohort

The size of UMBC’s group has added another dimension to the experience. “It has been great meeting other Retrievers from different majors and backgrounds and learning from their experiences,” Tolwak says. “It also makes me proud to see so many UMBC students represented in the fellowship.”

O’Donnell appreciates that the students bring different interests and strengths to the group. “One thing I love is that nobody feels like they’re overshadowing one another,” he says. “We each have our interests and strengths, and no matter if it’s a group setting or an individual one, we always contribute in a way that aids both ourselves and the group.”

Their paths to the fellowship began months earlier. In April, UMBC’s Global Studies Program hosted Global Career Conversations with Resende, an event focused on international careers. Felipe Filomeno, director of the Global Studies Program, and Christine Routzahn, director of the Career Center, worked together to promote the fellowship and encourage students to apply.

After the UMBC students were selected, the university worked to make sure cost would not prevent any of them from participating. The Division of Student Affairs provided support through a combination of the Career Center’s intern and service funds and divisional resources, allowing all eight students to participate.

Making room for what comes next

As the fellowship continues, the students are not necessarily finding one answer about what comes next. Instead, they are becoming more comfortable with the possibility that their careers may take unexpected turns.

O’Donnell is interested in international relations and more recently, community engagement and local government as well. The fellowship has given him more possibilities to consider rather than one definitive answer.

“The Albrecht Fellowship has certainly given me more to think on, and that’s really what I wanted from this opportunity,” he says.

Tolwak is also still exploring where her interests will lead after UMBC. “I have learned that successful careers are not always straightforward,” Tolwak says. “You do not have to have everything figured out at the beginning; you just have to be willing to learn, keep trying, and say yes to opportunities that can help you grow.”

Gupta is considering law school and careers in human rights or federal law enforcement. The fellowship is also changing how she thinks about entering spaces where she may be younger or less experienced than the people around her.

“If there is one important lesson that the fellowship taught me, it’s that we—as students and professionals—can own our space,” Gupta says.

She hopes to carry that confidence into a field where she wants to make a difference: Gupta specifically wants to increase the representation of South Asian women in federal law enforcement. “I want to change that, and the Albrecht Fellowship has solidified the notion that I can change it.”

One of the newest friendly faces recently spotted on campus is Jacob “Jake” Diaz, inaugural assistant vice president and dean of students in the Division of Student Affairs. Jake joined the UMBC community in May, bringing more than two decades of experience advancing student success, community well-being, and inclusive campus environments at public and private universities across the country. Diaz earned a Bachelor of Arts in English literature from the University of California, Santa Barbara, and both his Master of Education and Doctor of Education degrees from the University of Vermont. He is committed to developing a culture of care at UMBC, where students are part of a community filled with resources to help them thrive. He’s also excited to do this work with campus partners. How does he practice self care? What does he love about barbecuing? Read on!

Q: What is the dean of students’ role and what does it encompass? 

A: As the dean of students I get to be a part of a team of educators who help students connect the dots of their experience at UMBC. Ultimately, my wish for every student is that they experience all that UMBC offers because it is quite a special place. My office is here to ensure students have the resources to feel supported, included, and empowered throughout their journey here.

Q: What do you love most about working with students? 

A: I love to meet them as they begin their academic pursuits and to witness their growth into the human beings they are intended to be. 

Q: What has excited you the most so far about being at UMBC?

A: I love that UMBC strives to center students each day. It makes me happy to work alongside colleagues who have a deep passion for supporting students. They inspire me to be better each day.

Q: What are your plans to connect and support undergraduate and graduate students and the campus? 

A: My initial goals are to raise awareness about what the dean of students’ portfolio of services and programs is and to ensure that students know we are here for them. 

Q: What is the importance of campus partnerships in your work? 

A: I often think about how any shred of success I have in my role is dependent upon being in a high quality relationship with my colleagues. A dean of students cannot carry out their work in isolation so I would say that campus partnerships is number one for me. 

Q: How do we support students in challenging times? 

A: Being with a student when they are experiencing life’s challenges is a sacred moment. It is up to us to accompany them, provide resources such as our Retriever CARE team, and be really open to listening to their needs so that we can provide the right type of support to  help them stay on track academically and socially. As dean of students, I am proud to connect UMBC students with comprehensive support services designed to promote holistic well-being. Whether in mental health support and basic needs to academic accommodations and inclusive community spaces, our campus offers a robust network of resources dedicated to helping every student thrive.

Q: As a leader, how important is self care to you and how do you practice it? 

A: Self care is a topic I would love to talk with students about. It is a daily aspiration for me. My family is a source of support and I love to laugh, watch movies, walk outside and try new things. I plan to take a class to learn how to play pool! I am curious to know what students do for their own self-care. 

Q: What do you like to do outside of work? 

A: In my life outside of work I love fishing and BBQing. It’s fun to create new flavors of food on the grill. It’s also a relaxing process. Spending time with my daughter and wife is especially restorative for me. 

Annie Byrd ’04, emergency health services, M.P.S. ’23, community leadership, began her staff career at UMBC as an executive administrative assistant and she is now the Career Center’s assistant director for employer relations. She attributes her growth as a leader to UMBC’s supportive environment that encouraged members to make an impact in their communities. Annie says that the community leadership program helped her connect the dots between her undergraduate degree in emergency health services, her experience as a doula—a trained professional who provides emotional, physical, and informational support during pregnancy, birth, and the postpartum period—and her passion for maternal health equity and social justice. She then integrated these values into systems-level change, co-founding the Doula Alliance of Maryland.

Q: What’s one essential thing you’d want another Retriever to know about you?

A: I’ve been part of the UMBC community for over 20 years—as an undergraduate, graduate student, and a staff member. I love building connections, supporting students, and finding creative solutions that help people succeed.

Q: Tell us about someone in the UMBC community who has inspired you.

A: Yvette Mozie-Ross [’88, currently vice provost for enrollment management and planning] saw potential in me before I saw it in myself. As my first supervisor at UMBC, she encouraged me to continue my education and pursue new opportunities. Her mentorship helped shape my journey from executive administrative assistant to assistant director.

Q: Tell us about what you love about your academic program or an organization you’re involved in at UMBC.

A: What I loved most about the M.P.S. in Community Leadership was learning alongside people committed to creating change. The program challenged me to think strategically, and it directly inspired my work co-founding the Doula Alliance of Maryland to advance equitable maternal health. 

Q: What’s the one thing you’d want someone who hasn’t joined the UMBC community to know about the support you find here?

A: What makes UMBC special is that everyone belongs here. It’s an inclusive community that values curiosity, encourages ambitious ideas, and provides the support to help you grow personally, academically, and professionally.

Q: What part of your job do you enjoy the most and why?

A: Student interactions are what I enjoy most. I love helping students discover opportunities, build confidence, and recognize the skills they already have. It’s rewarding to know that even one conversation can have a lasting impact on their career journey.

Q: What brought you to UMBC?

A: I came to UMBC as an undergraduate and a student-athlete, and I’ve come back as a staff member because I experienced firsthand how transformative this community can be. UMBC has shaped my life. I met my husband, built lifelong friendships, and found a career where I can help students create their own UMBC stories.

Q: At UMBC, how have you found support for birth work advocacy? 

A: The community leadership program faculty and staff helped me turn my passion for birth work into systems-level change. Research shows that doula support is associated with better maternal health outcomes, yet many families—particularly those who have been historically marginalized—face significant barriers to accessing this care. Seeing both the impact of doulas and the inequities in access inspired me to co-found the Doula Alliance of Maryland to expand access and advance maternal health equity. Also, my Career Center colleagues have continued to support that mission, reminding me that UMBC values both professional growth and community impact.

Q: What would you tell someone who is considering a career at UMBC?

A: UMBC is a place where your ideas and potential are valued. It provides opportunities to grow your career while connecting your work to a larger purpose. My own journey from student to staff member shows how UMBC supports people who want to make a difference.

Each plant, whether a small wild buttercup or a massive oak tree, starts out as seed—packed with potential to grow well beyond its original size. By this logic, The Garden’s new Little Seed Library—co-sponsored by Retriever Essentials and the Office of Sustainability and installed by Facilities Management—is seeded with infinite potential. 

Based on the now-familiar concept of Little Free Libraries that spread access to the love of reading, the Little Seed Library, down the sidewalk from UMBC Police, is set up for people to donate seeds (perhaps harvested from the adjacent garden) and those who want to put their green thumb to the test can take what they need to get started.

The idea stemmed from conversations Michael Berardi, assistant director of Retriever Essentials, was having with folks on campus about tangible ways to grow interest in the community garden while wanting to grow awareness of where our food actually comes from. “We want to help campus engage with our food in a more deep and meaningful way,” says Berardi ’19, M.P.S. ’25, who was also a co-founder of the campus-adjacent coffee shop, OCA Mocha. 

Andrew Eisenhardt ’21 was one of the people talking to Berardi. He remembers: “We were hiking in the woods of Patapsco State Park brainstorming some ideas for Retriever Essentials. I had recently seen a YouTube video where a community put up seed libraries and people could go to get new seeds and donate their excess. I figured it could be cool to have something like that at UMBC.” Eisenhardt, who already graduated with a double major in geography and environmental systems and media and communication studies and is currently pursuing another bachelor’s in computer engineering, started working in The Garden during his first time at UMBC when he needed a break from doing homework and wanted to see what opportunities were on-campus to get outside and work with nature. “The Little Seed Library serves as a great starting point for community members to participate in and learn about this work,” he says. “Just get a seed, throw it in some soil and see what happens! Worst case scenario, your seed never germinates. Either way you’ll learn something about plants and you might even make some friends along the way who are trying to grow a better future.”

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Jessica Graziano, who has been tending a plot in The Garden for several years, only foresees fruitful outcomes for the Little Seed Library. Eventually, in addition to seeds and instructions for planting, Graziano would like to see folks donate gardening tools and horticultural resources. Graziano, the current president of The Garden club, says her favorite thing to grow is perennials. “My current favorite is False Indigo, which I’ve had growing in my plot at The Garden for about two and a half years,” she shares. Recently recognized with a UMBC Community Impact award at SGA’s 2025 – 2026 CelebratingOrgs event, The Garden is lush with promise. 

Nicole Wolf, UMBC’s sustainability coordinator, says that the Office of Sustainability has some nutrient rich ideas coming up in connection with the other organizations that help support The Garden. But in the meantime, “access to free seeds and gardening space removes the barrier of not knowing where to start, or even having to leave campus if they choose to use the community plots,” says Wolf. “We will continue to foster this culture by hosting regular ‘seed save collection’ events on our campus to keep the library stocked while teaching attendees about native plants and how to harvest ethically as we go.” 

Manav Narendra’s story has been shaped by constant motion. A math and computer science double major, who graduated from UMBC this spring, Narendra grew up moving frequently between India and the United States, adapting to new schools, cultures, and environments every few years. Raised by a single mother who was always striving to create a better life for them, Narendra grew accustomed to change—but also to the challenges that come with it.

Coming to UMBC marked a turning point. Narendra sought out a smaller, close-knit academic environment where he could build community, form lasting friendships, and explore what it means to belong somewhere. In this Office Hour, President Valerie Sheares Ashby—who has also been at UMBC for four years—and Narendra reflect on growing rooted to a place and what effect those lasting connections can have.

UMBC Magazine: Manav, tell us about your background and what brought you to UMBC. 

Manav Narendra: I’m originally from India, and I’ve spent about half my life there and half in the U.S. Growing up, I moved a lot because my mom would switch jobs for better opportunities. By my senior year of high school, we had just moved to Maryland. I applied to a vast array of colleges, but I ultimately chose UMBC because I wanted a smaller, more personal environment where I wouldn’t feel lost.

And here, I’ve met people in so many different ways—through classes, the Honors College, tutoring, tennis, even the Career Fair. It’s been really meaningful.

President Valerie Sheares Ashby: You wanted a place where you could feel seen—that is powerful. And these smaller communities within UMBC can really shape your experience.

UMBC Magazine: How did moving so often affect your ability to build relationships?

Narendra: It was difficult. I became more introverted over time because you don’t really get the chance to build lasting friendships when you’re always leaving. I just didn’t realize how much I was missing in terms of long-term connections until I got here. Nevertheless, I’m forever grateful to have met so many incredible people from such beautifully different walks of life—they’ve all shaped who I am today.

President Sheares Ashby: I understand that. I am an introvert, too, and I think those kinds of experiences can really shape how you connect with people. It is not always easy to keep starting over. When I moved to Baltimore, I did not know anyone here, but from experience, I knew what I needed to put in place in order to feel like I am grounded and rooted in community. I learned how to do that when I was your age. In college and in graduate school, I started to ask myself: “What is it that I need to feel grounded?” And then I would go get it—I do not wait for it to happen.

UMBC Magazine: How has UMBC shaped your conception of community?

Narendra: I’ve made friendships that have lasted all four years, which still surprises me. I’ll see someone on campus and think, “Wow, I’ve known you for so long.”

President Sheares Ashby: That is such a special realization. I always tell students that those relationships are one of the most important parts of college. You learn so much in the classroom, but those connections—those are what stay with you.

UMBC Magazine: What does “home” mean to you now, after having moved so much?

Narendra: Growing up, home was my mom. Wherever she was, that’s where home was. She was the only constant in my life. I was diagnosed with cancer when I was 13, and my mom and I went through it together. I dealt with the physical pain, but she carried the brunt of the emotional and mental burden. She quit her job to take care of me. I couldn’t have done it without her. Now, I feel like I have another home here. I have a place where I belong, where I feel valued. It’s comforting to be in one place and not have everything constantly changing.

UMBC Magazine: How did that experience influence your future goals?

Narendra: It’s made me want to give back. I’m looking at various roles, ranging from data and actuarial science to software and astrophysics—seeing where I can best utilize my skills to make a difference: something that helps people and advances our collective understanding of the world. I feel like I’ve been given a second chance at life, and I want to use it well.

President Sheares Ashby: Often, our experiences guide us toward that sense of purpose. There is this idea of finding where your talents meet the greatest need—that is where meaningful work happens.

At UMBC, entrepreneurship transcends a traditional business education: It empowers scientists, artists, and technologists to transform their expertise into real-world impact. Through business accelerators, ambassador programs, interdisciplinary courses, and other innovation pathways, the university offers many avenues for ideas to flourish.

Kushani Mendis and her labmates have developed novel nanomaterials that could transform biomedical technology. She wants to translate their discoveries into a business opportunity, but initially, wasn’t sure what steps to take. So, early in her chemistry Ph.D. with Zeev Rosenzweig, professor of chemistry and biochemistry, Mendis told him that she wanted to become an entrepreneur—and he jumped at the chance to creatively support her with internal and external resources.

UMBC has no formal business school. Yet it may be one of the best places in the country to learn entrepreneurial thinking—precisely because the best ideas so often come from those with technical expertise rather than MBAs. Also, many UMBC entrepreneurs are motivated by a desire to drive positive social change rather than profit, which is supported by courses on “socialpreneurship.” Overall, the university’s model rests on a simple but powerful dual thesis: 1) Disciplinary excellence paired with an entrepreneurial mindset produces graduates who create real-world impact, and 2) entrepreneurship is for everyone. 

Employers repeatedly say they need graduates who excel in communication, creative problem-solving, collaboration, and constructive conflict navigation. Traits like resilience and empathy are in high demand—after all, finding effective solutions often requires understanding problems from another’s perspective. UMBC’s courses and programs deliberately train these skills, which can enhance the success of entrepreneurs—and every UMBC graduate.

The results speak for themselves. Students are winning state and national funding, launching ventures, gaining versatile life skills, and contributing to Maryland’s innovation economy. This spring, two UMBC student teams—iBraid and StrikeSense—each received $50,000 Pava LePere Innovation Awards. Others have advanced through the university’s Summer Launchpad accelerator and secured funding totaling more than $300,000 in the past three years.

An entrepreneurial environment

The roots of UMBC’s entrepreneurship emphasis trace back to 2000, with the founding of the Alex. Brown Center for Entrepreneurship and Innovation. Initially led by Vivian Armour and supported by Constellation Energy Group and the Bearman Foundation, the center took off in 2006 the Kauffman Foundation awarded funds to a small cohort of universities including UMBC, as well as Brown, Carnegie Mellon, Arizona State, and Purdue, to further their entrepreneurship efforts. Armour invited Gib Mason ’95, economics, a serial entrepreneur who had been guest lecturing at UMBC, to help steward UMBC’s $2 million Kauffman award.

“Kauffman’s research had shown that it wasn’t the business school students bringing entrepreneurial ideas to the marketplace,” Mason recalls. “It was the engineers and the tech guys and gals.” The foundation’s premise was that exposing disciplinary experts to entrepreneurial environments could help them develop and commercialize new ideas, he explains.

That initiative led to the creation of UMBC’s minor in Entrepreneurship and Innovation. The 18-credit program combines two core entrepreneurship courses with 12 credits from designated courses across UMBC’s three colleges, where faculty have infused entrepreneurial principles into existing major curricula. Today, more than 70 courses in biology, public health, information systems, art, and engineering count toward the minor, making it broadly accessible. 

The center turned 25 this academic year. Kevin Fulmer, its first full-time director and a lifelong entrepreneur, has spent the past five years expanding its reach and visibility. “Before there were any full-time staff, awareness of the center was fairly minimal,” he says. Under his leadership, Introduction to Entrepreneurship—which fills up quickly every semester—was approved as a General Education Program course. The center also launched a student ambassador program, and now six students promote events, support programming, and serve as peer mentors. Faculty can apply for funding to embed entrepreneurial thinking in their courses, and designated faculty fellows from each college are designing discipline-specific tracks within the minor. “We’re trying to make it as accessible for as many students as possible,” Fulmer explains.

A separate master’s in Entrepreneurship, Innovation, and Leadership—developed by Mason and offered through UMBC’s Division of Professional Studies—has served working professionals since 2019 and draws on the same philosophy of practical application. Meanwhile, the center’s summer Launchpad accelerator has supported more than 20 student ventures since 2022; participants receive an $8,000 stipend to dedicate 10-weeks to full-time customer discovery and problem validation. iBraid and StrikeSense, the Maryland award winners, emerged from the accelerator’s pipeline. Additional opportunities include the fall Idea and Innovation Challenge (with a popular social-impact category) and the spring Cangialosi Business Innovation Competition for more developed concepts. 

All of this exists without a traditional business school. Instead, UMBC has built an ecosystem that meets students where they are—inside their technical and creative majors—and provides the tools to translate discovery into impact. “Entrepreneurship is for everyone,” the Alex. Brown Center’s website proclaims, regardless of major or career aspirations.

Not-so-risky business

Entrepreneurship at UMBC emphasizes mindset over venture creation alone. “It’s really just about solving problems and using an entrepreneurial mindset to do that,” Fulmer stresses.

Studies suggest that only 30 to 50 percent of graduates nationally are employed in roles directly related to their specific field of study, Fulmer notes. “You may have all the technical skills in the world, but not get these life skills from your major,” he adds. UMBC’s approach prepares students for diverse careers—launching startups, innovating inside a corporation, teaching, or pursuing research—by developing empathy and resilience and building creative problem-solving and communication skills.

Mason challenges the stereotype that entrepreneurs are reckless risk takers. “Most entrepreneurs are constantly making informed decisions to mitigate risks,” he says. He draws from childhood summers working on his grandfather’s Kansas farm, where he earned money from “his” acres of wheat—until one year a tornado destroyed the crop. The experience taught him that “there’s a lot that you can control and a lot that you can’t.” True entrepreneurs, he says, take calculated risks and then work diligently to reduce them.

Many UMBC students are drawn to “socialpreneurship”—ventures that solve societal problems rather than chase profit. “Students today seem especially geared toward trying to do things for social impact,” Mason says. The center’s social-impact track in competitions reflects this, and courses like Creative Problem Solving and The Socialpreneur have led to tangible outcomes, such as OCA Mocha, a coffee shop connecting UMBC with the Baltimore community.

Braiding the future 

Velma Funebe, a public health major, embodies this orientation. Her venture, iBraid, uses augmented reality to help users part and braid their own hair—transforming protective styling that can become a multi-day ordeal into a more manageable process. Inspired by braiding her own hair since age 11 and running a professional braiding business since ninth grade, Funebe validated demand via TikTok and conversations. “I realized it was a major problem because so many people struggled with it,” she says. “I couldn’t find any solutions out there.”

As an Entrepreneurship Ambassador, she now supports programming and events like 1 Million Cups, another Kauffman Foundation initiative where entrepreneurs pitch ideas and get feedback. The Baltimore edition meets at OCA Mocha twice monthly. “The scariest part is when the idea is not just in your brain, but other people hear it,” Funebe says. “But I think it’s a great space to get feedback and say, ‘Okay, I can live through an application rejection.’” 

Funebe’s faith helps anchor her while she balances classes, leadership in the Public Health Council of Majors, weekend braiding appointments, and venture development. iBraid has gained strong traction: a second-place finish in UMBC’s Idea and Innovation Challenge, the Pava LaPere Innovation Award, a waitlist approaching 4,000, and more than 10,000 TikTok followers. Beta testing is underway, supported in part by two UMBC data science graduate fellows through the Maryland New Venture program at bwtech@UMBC, a business incubator adjacent to campus. iBraid’s momentum continued to build at Maryland New Venture Pitch Night ’26, where Funebe took third place and received the Audience Choice Visionary Award. 

“The Alex. Brown Center has played an essential role in helping me to grow my confidence,” she says. To others considering giving entrepreneurship a try, she says, “Don’t be afraid to fail—at least you get a result out of failing, and can learn a lot from it.”

Striking while it’s hot

Abhinav Patel, Charles Nerad, and Aidan Fleischer, co-founders of StrikeSense, channeled frustration with their Taekwondo training into innovation. In competition, expensive electronic wearables detect hits and record scores, but most athletes lack access to that equipment in practice. “I had the idea for a sparring vest with a health bar like something from a video game,” Nerad says. 

The team developed an affordable sensor attachment that turns any existing sparring vest into a smart vest capable of detecting and scoring hits, with a gamified “health bar” interface. After placing second in the 2025 Cangialosi Business Innovation Competition, they joined the summer Launchpad program. 

“All of the support we have gotten from UMBC has been instrumental, and we wouldn’t be where we are today without it.” Patel notes. Mentors like Donald Miner ’06, Ph.D. 2010, computer science; and Chris Ewing, an “entrepreneur in residence” at bwtech@UMBC, and especially Fulmer provided guidance: “Without him, we would not have had the encouragement to continue, the accountability to work hard, and the guidance to grow,” Nerad adds. 

They are now refining software and preparing a pilot program with local dojos. “There is no better time to take a chance on an idea than right now,” Nerad advises. “You are surrounded by thousands of brilliant minds at UMBC, and have access to dedicated mentors who genuinely want you to succeed.”

And Kushani Mendis is now thriving at the intersection of research and entrepreneurship. She’s participated in the Center for Sustainable Nanotechnology, represented UMBC in the regional 3-Minute Thesis competition, and completed training at Brookhaven National Lab through UMBC’s Chemistry and Biology Interface program. To younger scientists, she says: “Being a scientist does not have to mean being confined in a lab. You are a human who has a lot of potential that you can give out to the community.”

As Fulmer puts it, “We’ve always been really great at UMBC at training students’ analytical, left-brain development—but our entrepreneurship programs are promoting right-brain skills as well, which are just as important.”

Extending the ecosystem

Faculty, alumni, and the broader community benefit, too. bwtech@UMBC offers state-of-the-art labs and work spaces, educational programming, mentorship, and industry connections. Many alumni and community members have built businesses there that contribute jobs and innovative products and services to the regional economy.

In addition, the Entrepreneurial Skills Training program for faculty in the College of Natural and Mathematical Sciences helps principal investigators apply strategic, startup-style thinking to manage their multi-million-dollar research labs. “They’re running a business, whether they like it or not,” says Mason, who originally designed the program that’s now run by Fulmer. “They’re hiring people, buying resources, creating stuff.” 

Finally, the new Entrepreneurial Learning Lab (ELL) pairs faculty with trained students to evaluate research for commercialization potential—without requiring faculty to become full-time CEOs. The inaugural cohort drew strong interest: 23 faculty applied for 10 spots alongside 54 student applications. “We’re not trying to change what faculty do in terms of research and teaching,” Fulmer explains, “but while they’re doing that, think about potential impact.”

This diverse array of entry points—from minors and master’s programs to accelerators, competitions, and faculty-student collaborations—deliberately creates an inclusive entrepreneurial ecosystem. Ideas from any discipline or career stage have room to grow.

The bigger picture

UMBC’s entrepreneurial ecosystem does more than launch student ventures; it strengthens Maryland’s innovation economy, particularly in biotech, health tech, and advanced materials. The university’s strengths in these areas—coupled with proximity to federal labs and funding—creates what Fulmer calls a “target-rich environment.” Many Launchpad teams naturally transition into bwtech@UMBC’s incubation programs, forming a clear pathway from classroom concept to scalable company.

Today, Mendis’s schedule is packed with interviews of biomedical technology researchers in government, academia, and industry. Her probing questions are helping determine whether her lab’s novel nanomaterials have commercial potential. Rosenzweig’s encouragement and programs like the National Science Foundation Innovation Corps (I-Corps), which trains scientists to translate research into societal impact, have been key. She is thriving, balancing independent laboratory research, teaching and mentoring undergraduates, and her entrepreneurial work; she even occasionally finds time to engage her artistic side.

Whether or not students like Mendis ultimately launch businesses, at UMBC, they gain versatile skills—problem-solving, communication, empathy, and resilience—that will serve them across diverse careers. Here, entrepreneurial thinking is not an elective add-on but foundational preparation for an unpredictable world. 

“UMBC’s model—technical excellence plus mindset training—prepares graduates to innovate anywhere,” Fulmer says, “making the university a powerful driver of Maryland’s future.”

Appropriately, chapter one of UMBC’s inaugural BookFest began at AOK Library Plaza. Hundreds of students gathered at the BookMarkIt to try letterpress printing, stitch pamphlets, create and swap zines, and browse a book arts display and used books.

Lindsay DiCuirci, associate professor of English, envisioned Bookfest ’26 after receiving professional development funds from the Breaking the M.O.L.D. leadership program in the College of Arts, Humanities, and Social Sciences in spring 2025. Her proposal for the funds included hosting a book festival that explored both the creative, maker-based aspects of book history and the importance of advocacy and access. BookFest came to fruition this April when UMBC celebrated writers, readers, makers, and advocates during National Library Week.

“My own research is in early American book history, so I am drawn to all aspects of books across time and place,” DiCuirci says. “Given that we are also facing a major resurgence in book banning and censorship, I wanted to draw particular attention to attacks on libraries and the urgency around protecting our rights to read. Books by and about underrepresented people and experiences are being pulled from shelves across the country at the same time that funding for public schools and libraries is being slashed. I wanted BookFest to amplify this dynamic.”

A communal reading experience

One of the first conversations DiCuirci had about her idea was with Aditya Desai ’09, English, a program officer for Maryland Humanities who runs its Center for the Book and the One Maryland, One Book (OMOB) initiative. The pair decided that BookFest would celebrate OMOB—a communal reading experience for the state—by hosting Lawrence Burney, author of the 2026 OMOB selection, No Sense in Wishing. Burney attended BookFest and discussed his essay collection, growing up in Baltimore, and his deep relationship to music with Chris L. Terry, assistant professor of English.

Burney contended that everyone, no matter their age or life stage, can make valuable contributions to their community. “I think that’s one of the easiest ways any critic can kind of stunt their own growth, so I always make it a point to engage with people younger than me,” he said. As he leaned into writing and sharing his passions, he says he realized, “There is a way to amplify something while also having a challenging conversation about it.” 

Desai also introduced DiCuirci to Maryland State Librarian Morgan Miller, who was instrumental in passing Maryland’s Freedom to Read Act. The pair collaborated on a BookFest panel called “Freedom to Read: Libraries and Our Democracy.” 

Miller then brought John Owen into the mix. Owen is the librarian for the Maryland State Library of the Blind and Print Disabled (LBPD), and throughout BookFest, UMBC raised funds for a nonprofit that supports the LBPD in its mission to make reading and all library services accessible to Marylanders. In partnership with Maryland Humanities, BookFest also served as a collection point for the Maryland Commission on African American History and Culture’s annual book drive. 

Stay tuned for the sequel

Craft and care were front and center throughout the festival. Graphic design senior Sonia Pivovarov brought the first iteration of BookFest to life with eye-catching print and digital advertising materials. The BookMarkIt purveyed BookFest-themed original creations and items from the Hilltop Print Shop, an instructional letterpress printing shop and mobile cart. Special Collections librarian Lindsey Loeper and DiCuirci built the shop with support from a Hrabowski Innovation Grant.

Hoping for a sequel to BookFest? The next iteration is already in the works, DiCuirci says, along with ideas for smaller pop-up events throughout the year to amplify the creative work of UMBC students. 

By Kayla Logue ’27

Kaleb Cave’s story is unique among almost all collegiate swimming and diving athletes: When he started college, he was not a strong swimmer.

He is, however, the youngest person ever to perform a standing double backflip. His athletic prowess had also earned him a spot on the USA Gymnastics national team in the Senior Elite Trampoline and Tumbling division.

So how did this mechanical engineering major and gymnast end up on the swimming and diving team? It started on Instagram: Cave’s account (@lub.lub), where he chronicles his athletic feats, has over 140,000 followers.

Junior computer science major Andy Vines, a member of the diving team, messaged Cave when he saw the tumbler was a fellow Retriever. “My mom always told me to find a way to get involved at UMBC, and I thought this might be it,” Cave says. “After reaching out to head dive coach Jeff Fisher, a few months later, I was on the team and in the water.”

From setback to success

While diving and tumbling have many similarities, the transition was anything but smooth water for Cave. 

“Learning how to dive was more of a mental than a physical battle for me. With my gymnastics background, the flipping and twisting came naturally. However, I struggled —and still struggle—with my approach and entries into the water,” Cave says. “Landing on my head was definitely weird to get used to, especially when I’ve been landing on my feet all my life. My aerial awareness is pretty good, though. As a gymnast, I’m used to doubles and triples, so when I have to dial it down, my body doesn’t quite understand.”

Cave officially joined the UMBC swimming and diving team as a sophomore. He had a solid rookie campaign, qualifying for the finals in both the one- and three-meter board events at the America East Championships. However, less than a month later, his diving journey suffered a big setback.

In March 2025, he ruptured his Achilles tendon at a tumbling national team camp. He had surgery five days later and started physical therapy eight weeks post-operation. 

“My physical therapist did an amazing job getting me back to where I need to be, and he is still helping me become stronger,” Cave says. “In the beginning, physical therapy frustrated me—seeing how weak I was and how long it was taking to gain back little bits of strength was taxing on my mental health.”

However, he persisted with rehab and returned to competition in October 2025, just under seven months after the injury—much faster than anyone expected. 

“It felt great,” said Cave. “My return didn’t feel rushed at all, just natural and smooth.”

Two for the team

In January 2026, Cave broke a 14-year-old school record en route to winning the three-meter competition at the Towson Diving Invitational. He qualified for NCAA Zones, the preliminary event for the NCAA Diving Championships, in the one- and three-meter events.

Two weeks later, Cave won bronze in both the one- and three-meter events at the America East Championships, helping lead the men’s swimming and diving team to its 15th title.

Cave’s two medals “contributed to the team winning that title, which means more to me than if I had felt like I didn’t contribute to it. Those were also my first diving-related medals ever, which is special to me,” he adds.

With two full seasons of diving under his belt, Cave feels ready to level up. “Next year, I definitely think I can start pushing the difficulty, now that I’ve cleaned up my form a bit since my very first season.”

Being a student athlete is time-consuming, especially when learning a new sport and alongside a technical major like mechanical engineering, but Cave says UMBC has allowed him to succeed.

“UMBC provides so much support for student-athletes, whether it be a quiet place for us to study or one-on-one tutoring sessions. Teachers are always here to provide help when needed and guide you through the course content.” It seems that Cave has landed on his feet after all. 

By Zachary Seidel ’12, M.S. ’15

At UMBC, restorative practices have grown from a promising idea into a campus-wide movement—one shaped by dedicated staff and reaching far beyond the university itself.

For Jeff Cullen, UMBC’s director of Student Conduct and Community Standards, this work has been years in the making. Now in his 18th year at the university, Cullen has helped guide the evolution of student conduct from a traditional, punitive model toward something more meaningful: a restorative approach that centers accountability, healing, and community.

“Each student I encounter is unique,” Cullen explains. “I enjoy working with them in a restorative way—offering high levels of support while also demanding high levels of accountability.”

Building a proactive framework

UMBC formally began integrating restorative practices in 2015, after adopting training models inspired by the International Institute for Restorative Practices. What started as an alternative way to resolve disputes has since expanded into a proactive framework for building relationships and fostering authentic communication across campus.

Instead of focusing solely on punishment, restorative practices ask deeper questions. Cullen describes a hypothetical situation: a student returns to their residence hall inebriated, damages a bulletin board, and creates a mess in a shared space. In a traditional system, the outcome might center on sanctions. But a restorative approach broadens the lens.

“It’s not just about the student,” Cullen says. “There are custodial staff, residential life staff, and other students who are impacted.”

Through restorative circles, those affected come together—the student, staff members, peers—and engage in guided dialogue. They reflect on what happened, who was harmed, and how to make things right. The result is not only accountability, but also understanding and, often, reintegration into the community.

While the process can feel challenging at first, Cullen notes that participants often leave with a sense of resolution and stronger conflict-resolution skills. Early data and broader research suggest that restorative approaches can reduce repeat offenses, increase satisfaction, and create healthier communities overall.

That impact is not limited to UMBC.

Restorative practices beyond the classroom

Toshiyasu Tsuruhara, an associate professor at Ritsumeikan Asia Pacific University in Japan, traveled across the globe to attend a 2-day restorative practices workshop at UMBC (combining his trip with another training in San Diego). With a background in conflict mediation—including accreditation as a community mediator in the U.K. and experience working with neighbor disputes and in family court—Tsuruhara was already familiar with restorative justice concepts.

But the workshop offered something new.

“I learned how these tools can be applied in real-life situations,” he explains. “I am interested in restorative practices because they offer tools to repair relationships and bring communities toward peace,” Tsuruhara says. “They are not just for education—they can be applied in work, family, and friendships.”

During his time at UMBC, Tsuruhara engaged closely with students and staff, participating in discussions, collaborative exercises, and even creative activities like short dramatic presentations to explore key concepts. What stood out most was not just the theory, but how actively it was practiced.

For Tsuruhara, the experience also highlighted the value of introducing restorative practices early in students’ lives. He observed how these approaches could help students navigate both academic and social challenges, while also preparing them for professional environments.

“They help maintain peaceful relationships with workmates,” he says. “And if conflict happens, they provide tools to resolve it.”

Inspired by what he learned, Tsuruhara plans to continue to integrate restorative practices into his own teaching. In his “Multicultural Cooperation Workshop,” students from diverse national and cultural backgrounds collaborate on long-term group projects—an environment where conflict can naturally arise. Rather than relying solely on mediation training, he sees restorative practices as a more holistic and educational approach.

One small effort turns into campus-wide movement

Back at UMBC, Cullen reflects on how far the initiative has come. What began over a decade ago as a small effort has grown into a campus-wide movement, with hundreds of students, faculty, and staff trained in restorative methods.

“At UMBC, if you have a good idea, you’re encouraged to implement it,” Cullen says. “We had no idea it would grow like this—but here we are.”

Supported by colleagues in Residential Life and Student Affairs leadership, and shaped through years of collaboration, restorative practices at UMBC continue to evolve—impacting not only the campus community, but also educators and practitioners around the world.

Click here for more resources on restorative practices at UMBC