Meet Maxwell Amoh-Mayes, a junior biological sciences major and Meyerhoff Scholar who is minoring in public health and on the pre-med/Ph.D. track. Maxwell has truly found his people at UMBC, from the work he does in HIV research, to volunteering at Shock Trauma, and spending time with his friends in the African Student Association (and beyond). We’re excited you’ve shared your story with us, Maxwell—take it away!

Q: What’s one essential thing you’d like people to know about you?

A: I’m a junior majoring in biological sciences with a minor in public health, on the pre-M.D./Ph.D. track. I come from Ghanaian immigrant parents who instilled in me a deep sense of culture, which inspires much of the work I do on campus. I’m passionate about uplifting underrepresented groups in STEM and take pride in mentoring students, especially those exploring the sciences or navigating the pre-med path. I enjoy showcasing cultural expression and creating spaces where identity and excellence thrive together. I currently conduct HIV research in Dr. Michael Summers’ lab and do clinical volunteering in the Shock Trauma Center at the University of Maryland Medical Center, both of which have deepened my dedication to research and patient-centered care.

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: At UMBC, you’re never just a face in the crowd—you’re a thread in a tightly woven net that catches you when you fall and lifts you higher when you rise. That net is made up of tutoring centers, SI PASS sessions, counseling services, various student orgs, and leadership opportunities—each strand designed to hold you up, stretch with you, and pull you forward. The support here isn’t just available—it finds you, grows with you, and walks beside you, woven into every part of your journey.

Q: Are you a part of any scholars programs?

A: Yes, I am currently part of the Meyerhoff Scholars Program at UMBC, and it has completely shaped my college experience for the better. The community within the program is incredibly strong and supportive—I honestly don’t think I would have made as many like-minded, goal-oriented peers in just my first year had I attended another college for a full four years. From the start, Meyerhoff creates a space where driven students in STEM can uplift and push one another, forming bonds that go beyond the classroom.

What I appreciate most is how we all support each other through the challenges of rigorous coursework and personal growth, constantly holding each other accountable and encouraging one another to stay focused on our long-term goals. On top of that, the advising and mentorship from faculty, Mrs. Mitsue Wiggs, Mrs. Holly Willoughby, and Mr. Keith Harmon is unmatched. They provide consistent guidance on academics, research, and career development, making sure we’re not just surviving but thriving. The program doesn’t just offer opportunity—it offers a true family, one that motivates me daily to stay grounded in my purpose and push forward with confidence.

Q: Tell us about someone in the community who has inspired you or supported you, and how they did it.

A: There are many individuals who have supported and inspired me throughout my time at UMBC, but three in particular have played a pivotal role in shaping who I am today.

Mr. Keith Harmon, the director of the Meyerhoff Scholars Program, has been a consistent source of guidance and strength. His leadership and commitment to student success especially for those from underrepresented backgrounds has taught me the value of community, excellence, and perseverance. His belief in my potential has motivated me to push forward, even during the most challenging moments.

Dr. Michael Summers, my principal investigator and research mentor, has played a key role in developing my scientific mindset. Conducting HIV research in his lab has sharpened my technical and analytical skills while fueling my passion for biomedical discovery. His mentorship has shown me what it means to pursue research with both curiosity and integrity.

Dr. Hua Lu has deeply inspired my approach to mentorship. Through an NSF-funded summer program, I worked alongside her to guide high school students from underrepresented communities through the fundamentals of research. That experience reminded me of the power of mentorship and how transformative it can be to create space for young students to see themselves in science.

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

A: What I love most about being part of the Meyerhoff Scholars Program is the genuine sense of community, support, and shared purpose. It’s more than just an academic program—it’s a family that fosters excellence, resilience, and the pursuit of higher goals, especially for students from underrepresented backgrounds in STEM.

Early in my journey, I was fortunate to be mentored by Noah Cruz [’24, biological sciences and psychology], a UMBC alum whose support and encouragement made a lasting impact on me. The way he guided me—patiently, intentionally, and with genuine care—inspired me to do the same for others. His mentoring style showed me how powerful it is to have someone who believes in you and walks alongside you through the challenges.

That inspiration led me to become a mentor to five students in the program. Helping them navigate research, academics, and campus life has been one of the most meaningful parts of my college experience. I see parts of myself in them, and it reminds me why mentorship matters.

Being in Meyerhoff has taught me the value of lifting as you climb. I’ve grown academically and professionally, but more importantly, I’ve grown into someone who can support others just as I was supported. Helping others build confidence and find their voice in STEM has been one of the most fulfilling aspects of my journey.

Q: What brought you to UMBC in the first place?

A: My reason for UMBC is threefold: diversity, STEM programs offered, and closeness to home. Four of my cousins — Nana Kwame Owusu-Boaitey M19, Kwadwo Owusu-Boaitey M22, Kwame Owusu-Boaitey M26, and Yaw Owusu-Boaitey M29 — attended UMBC and I had the chance to visit with them on campus. One of the first things I noticed was how diverse the campus was while walking around. The school feels like a melting pot of various ethnic groups and made me feel very welcomed. Given the opportunity, UMBC would be a place where I can also use my background to enrich diversity at the school.

UMBC offers minorities interested in the STEM fields the opportunity to develop their skills. Four of my cousins were part of the Meyerhoff program, and the program is still aiding them to pursue their Ph.D.s and medical school. The success stories of my cousins relating to UMBC programs inspired me to follow in their footsteps, if given the opportunity.

UMBC is close to home making it attractive to me. Having a good support system and being close to home helps me balance academic work and social/family life. The school gives me the social interactions needed to balance academic life, but it is also equally important to have the support system of the family.

Q: Since you’ve been a part of the UMBC community, how have you found support?

A: During difficult times, my roommate Nathan Dayie and Kwesi Halm, both Meyerhoff Scholars and Ghanaian like myself, have been my pillars of strength. They have the same cultural heritage and career ambitions, and we understand each other. Through late-night conversations regarding our dreams, academic responsibility towards each other, or just being there when times were tough, they’ve been instrumental in my life.

Additionally, my study group of Antuan Palmer, Ryan Addai, and Emmanuel Omole has been my friends since the first year. We are all pre-med and share the commitment with one another that has given us a bond as close as it gets. We study, we motivate, and we celebrate together. That continuity and support have not just served academically but also emotionally as we work together to meet the same long-term goals.

Together, this network has grounded me, kept me focused, and reminded me that I’m not in this alone. It’s made all the difference in staying true to my WHY.

Q: What clubs, teams, or organizations are you a part of? What do you love about them?

A: I’m an active member of the African Student Association (ASA), and it’s one of the communities on campus that I feel most connected to. What I love about ASA is how it brings together students from across the African and Black diaspora to celebrate our cultures, share our stories, and create a space where we feel seen, heard, and valued.

I’ve had the opportunity to be at the forefront of many of our events. I ran for Mr. ASA during our annual pageant, which gave me the chance to represent not just myself, but my Ghanaian heritage with pride. I was also the groom in our mock traditional wedding—a vibrant, high-energy event where I performed Azonto and showcased a variety of traditional dances from different African cultures. It was more than entertainment—it was a powerful display of unity, rhythm, and cultural pride.

One of my favorite projects was organizing a cultural photoshoot for Ghanaian students on campus in honor of Ghana’s Independence Day. We dressed in beautiful traditional attire, from kente to smock, and used the shoot to highlight the elegance and diversity of Ghanaian fashion. It was a way to not only celebrate our heritage but also educate and engage others in the richness of our traditions.

Being part of ASA has helped me grow as a leader, collaborator, and cultural ambassador—while having a lot of fun along the way.

Q: What do you enjoy most about being a student leader?

A: One of the most meaningful roles I’ve taken on is being a research mentor for high school students over the summer. I worked closely with students who were just starting to explore STEM and research, helping them understand not just the technical side of the work, but also how to think critically, ask questions, and gain confidence in their abilities.

What I enjoy most about it is seeing their growth—watching a student who was once hesitant about speaking up in a lab meeting become the one confidently presenting their findings at the end of the program. It’s rewarding to be part of that transformation and to know I’m helping shape future scientists. Being a mentor also pushes me to be a better communicator and leader, and it reminds me why I love science in the first place: It’s about curiosity, discovery, and sharing knowledge with others.

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Header photo courtesy of Eric Nkrumah ’28.

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UMBC’s greatest strength is its people. When people meet Retrievers and hear about the passion they bring, the relationships they create, the ways they support each other, and the commitment they have to inclusive excellence, they truly get a sense of our community. That’s what “Meet a Retriever” is all about.

Learn more about how UMBC can help you achieve your goals.

One of the things that makes UMBC great is how wonderful our alumni, students, faculty, and staff are. Because of these amazing people, UMBC often finds itself “in the news,” so each week, we’ll be sharing with you a round-up of the most newsworthy achievements from our community.

• Maurice Berger, CADVC, Discusses “Revolution of the Eye” on WYPR
• Linda Dusman, Music, and Eric Smallwood, Visual Arts, Discuss Their Octava App with The Baltimore Sun
• Bill LaCourse, College of Natural and Mathematical Sciences, Describes STEM Retention Efforts in eCampus News
• Jaan Kononov ’16, Men’s Tennis, Ranked No. 7 in Final ITA Atlantic Rankings
• Stanley Jackson Named Assistant Director of Office of Sponsored Programs

Read more at UMBC Insights!

For the second year in a row, UMBC has been awarded an E2 Energy to Educate grant from Constellation. E2 Energy to Educate grants support learning-focused, team-oriented projects that yield specific results, reach at least 100 students, and align with one of three energy knowledge and innovation focus areas:

• Energy science: the science required to create new energy solutions
• Energy technology: how energy technology is making it to market
• Energy education: the interface of information technology and energy technology

Dr. Nimrayla Roy, Assistant Professor of Information Systems, leads the UMBC project team. A group of 200 information systems students are engaging in a project where wireless smart plugs are monitoring and compiling data on the power consumption of small to medium load appliances. The data will then be analyzed by the students who will build a web-based portal for visualizing detailed historic and real-time energy consumption. Ultimately, these systems will make energy consumption visible and actionable. The students will also investigate motivational practices to convince individual consumers to reduce their energy footprints.

UMBC thanks Constellation for their continued support!

We are proud of our alums and their constant achievements. Recently, three of UMBC’s alumni, in particular, have made it in the news and we thought you should know!

Lafayette Gilchrist ’92, Africana Studies, recently released his new solo album, titled The View From Here, which was featured on NPR’s “Fresh Air.”

“For someone who came to piano rather late, at 17, Gilchrist has dug deep into its history… Despite his old-timey tremolos and thundering bass figures, he doesn’t really sound like the old masters; something different is going on in his timing and pile-driving left hand.”

Read more of NPR’s review of The View From Here.

Valerie Hawkins ’82, Africana Studies, received the K-12 Promotion of Education Award at the 2013 Women of Color Stem Conference. Hawkins, a teacher in the Baltimore County Public School System, has been involved in Project Lead the Way/Gateway to Technology, which offers students hands-on experiences in the STEM fields.

“One of the many goals of the Women of Color STEM Conference is to provide employers with a unique opportunity to recognize those women within their ranks who are already successful, thus sending a clear message that there is room for many others who choose to follow.” Read more.

Dr. Kaye Whitehead, ’09, language, literacy, and culture, was the keynote speaker at UMBC’s first Language, Literacy and Culture graduate student conference, called “Rethinking Intellectual Activism.” Her speech was titled, In Search of Your Magis: Taking a Moment to ReThink, ReEvaluate, and ReDiscover Intellectual Activism. Whitehead is currently an assistant professor in the Department of Communication at Loyola University, Maryland. Read more about the event here.

The Maryland State Arts Council (MSAC) named its Individual Artist Award Recipients for 2014 and we’re proud to say that two UMBC alumnae were selected: Sandy Lacy ’76, psychology and Heather Moss ’07, English.

“The MSAC’s annual Individual Artist Award (IAA) recognizes the importance of artists and their works of excellence to the cultural vibrancy of Maryland. Each year, awards of $1,000, $3,000 or $6,000 go to Artists from across Maryland who are selected by a blind, out-of-state jury on the basis of artistic merit alone.” Congratulations, Sandy and Heather!

Want to know more about the MSAC and other award recipients? Find out here!

Do you have an achievement of your own to share?

Tell us about it in a class note!

UMBC is pleased to announce today a $2.6 million grant from the Bill & Melinda Gates Foundation to build a national model for ensuring more transfer students earn degrees in science, technology, engineering and math. Anne Arundel Community College, the Community College of Baltimore County, Howard Community College and Montgomery College will work with UMBC on the “STEM Transfer Student Success Initiative.”

Sarah Gantz of the Baltimore Business Journal wrote:

“Transfer students account for about 38 percent of UMBC’s new students in STEM fields and largely come from the initiative’s partner community colleges.

“How they succeed depends quite a lot on the transition and this is one of the really important issues of why a standard bridging model doesn’t work,” said Philip Rous, provost at UMBC.”

The foundation’s grant will allow UMBC and its community college partners to:
Better align their STEM curricula, reducing lost credits and the need for students to retake courses. Improve academic and career advising, heavily utilizing online tools.
Create programs, such as peer mentoring and transfer seminars, to better support students during the transition from a two-year to four-year college. Develop a robust “Transfer STEM Scholar Pathway” that lays out a clear program of study, from community college to university to graduation. Disseminate guiding principles and best practices to the national higher education community.

Alexandra Tilsley of Inside Higher Education wrote:

“Transfer students in STEM fields face the any community college transfer might face: courses that don’t line up, credits that don’t transfer, trouble adjusting to the class size or format, a lack of a community feeling. Those problems, however, are often more acute for STEM students. After all, 500-person lecture classes are more common in science departments, and requirements are often more stringent in those fields, too; an engineering student who takes the wrong class in his first year at community college will likely have a harder time finishing a bachelor of science degree in four years than an English student would have with a bachelor of arts.

“There are all sorts of differences,” said Bill LaCourse, dean of the College of Natural and Mathematical Sciences at UMBC. “And yes, we have students coming from high school, but there are all kinds of first-year programs. Transfer students … come in not knowing exactly what to do because we never gave them the grounding to understand what it takes or what it entails.”

Supported by a three-year grant from the Gates Foundation, this project will not only serve as a national model, but also stands to directly benefit more than 1,000 Maryland students in the next few years and thousands more in years to come.”

In less than ten years, jobs requiring postsecondary education or training will account for more than 60 percent of all new jobs in the United States, and demand for workers in the STEM fields will be particularly acute. Accordingly, Maryland has set a goal of raising the proportion of the state’s adults with college degrees to 55 percent by 2025, with an added emphasis on STEM degrees. The state’s goal mirrors a national one supported through the work of the Bill & Melinda Gates Foundation.

The STEM Transfer Student Success Initiative recognizes that shaping the transfer process to better support students is crucial to meeting the nation’s education goals. The initiative builds on the Gates Foundation’s existing postsecondary work, as well as UMBC’s longstanding commitment to helping students of all backgrounds succeed in the sciences. The university’s highly-successful Meyerhoff Scholars Program, for example, serves as a national model for sending students on to earn Ph.D.’s in the STEM fields.

This post originally appeared in UMBC Insights.