Since fall 2021, UMBC’s Interdisciplinary Consortium for Applied Research in the Environment (ICARE) has supported master’s students pursuing environmental science research related to Baltimore and the surrounding area. Students in the program have studied everything from “forever chemical” contamination in local waterways to educational outreach using horseshoe crabs to stormwater management. Trainees have looked at urban bat populations, community members’ knowledge of zero-waste practices, and oyster aquaculture. Program alumni have accepted roles with the U.S. Forest Service, National Oceanic and Atmospheric Administration, The National Academies of Sciences, Baltimore Tree Trust, and more. 

To increase the relevance and benefit of students’ projects, members of community partner organizations co-advise students on their research. Co-advisors have come from organizations like Baltimore Green Space, Maryland’s Department of Natural Resources, and the South Baltimore Community Land Trust. ICARE began with a handful of faculty members from all three colleges at UMBC who wanted to collaborate more closely. Over time, it grew into an NSF-funded training program that today includes more than 100 people and 36 organizations.   

Earlier this month, the ICARE program celebrated its impact with “ICARE Day,” including a research poster session and luncheon with keynote address. 

“You’re combining the skills, knowledge, and perspectives you gained here in ICARE with your already strong commitment to environmental justice to make the world better for people and the ecosystems we live in,” said Tamra Mendelson, professor of biological sciences and ICARE program director, of program alumni, while members of the current cohort are “flexing those skills, nurturing your passions, and finding your way toward meaningful and consequential work in the environmental sector.”

Those opportunities are plentiful today, according to keynote speaker Fernando Miralles-Wilhelm, president of the University of Maryland Center for Environmental Science. 

“What’s happening now is that individuals realize that every single thing we do—every single economic activity we engage in, from the food you eat, to the clothing you wear, to how we power our cities—everything hinges on the environment and natural resources,” he said. “It’s not just about having a nice landscape—the environment impacts economic bottom lines.”

Current trainees, set to graduate in the next few months, are pursuing a diverse set of projects. For example, Isabella Molatore has been studying the presence of invasive fish species in Baltimore Harbor through a combination of angler interviews and DNA testing of harbor water samples. Donovin Smith is exploring novel methods to detect heavy metals in the air and using the data to measure how proximity to railways, incinerators, and other factors affects air pollution. And Will Kaselow has compared the roles and effects of different entities that influence environmental education, such as nonprofits, various levels of government, and local institutions like schools and community centers.    

Despite undeniable environmental challenges, Miralles-Wilhelm ended the event on a hopeful note. 

“If you look at the news, you get bombarded by so much negative stuff. You may end up believing that the world is becoming a worse place. However, I counter that by saying that since World War II, every single human development indicator and every single environmental and development indicator around the world has gotten better,” Miralles-Wilhelm said. “We’ve spent quite a bit of effort—scientists, policymakers, and investors—to try to make a better world, and it is working. It may not be working at the pace that you want it to work, it may not be improving everywhere at the same time, but it’s also undeniable that we have gotten better.”

ICARE trainees and alumni, armed with skills from technical laboratory techniques to community organizing, are now poised to contribute to and accelerate that positive trend.   

Darcie Adams ’23, political science and gender, women’s, and sexuality studies, came to UMBC unsure of what he wanted to study—but through involvement in student organizations and a passion for restorative practices, he found his calling. Graduating this May with a master’s degree in community leadership, Darcie reflects on the mentors, communities, and values that shaped his journey.

Q: Can you tell me a little bit about what brought you to UMBC?

A: UMBC’s Community Leadership MPS program was a perfect fit for me because it offered a blend of theory and practical application. It’s a program where you can dig into complex problems and think critically, but also be part of a community that really pushes you to apply your learning in real-world contexts. I felt like it was a place where I could really grow and develop, both personally and professionally.

Q: How did your graduate coursework intersect with your advocacy and co-curricular work?

A: My graduate program has an introductory and capstone community partner project, and I also chose to do an independent study with a community-partner aspect to it. All of my community work in restorative practices has been with on-campus partners, including my master’s capstone project with Vice President of Institutional Equity Tanyka Barber.

This has allowed me to focus on a community-led dialogue method I’m really passionate about, and I’ve been able to use restorative practices in both my work and advocacy, in tandem with deepening my skills and knowledge. It’s not often you get to learn something and do it simultaneously, and the combination of both was incredibly impactful—it gave me a deeper understanding of the work and how to do it effectively.

Q: How has your understanding of leadership evolved during your time at UMBC?

A: I’ve come to realize that leadership is less about position and more about influence and the ability to connect with people. I’ve learned that effective leadership is about listening, being present, and creating spaces where others feel empowered to share their thoughts and ideas. Leadership is about collaboration and helping others see their potential, not just pushing your own agenda forward.

Q: You’ve worn so many hats on campus—if you had to describe the through-line or core mission of your time at UMBC, what would it be?

A: My time here has been about building community and creating spaces where people feel heard, valued, and supported. A lot of the work I’ve done, from advocacy to restorative practices, has been about making sure that people can come together in a way that’s authentic and supportive of one another.

Q: What have been some of the most meaningful relationships or moments during your time at UMBC?

A: I’ve always been drawn to spaces where people are passionate about their work, and I’ve had the privilege of building relationships with people who truly care about making a difference in the world. I’ve really benefited from the mentorship of Matt Hoffman, who has been my supervisor in the Gathering Space for Spiritual Well-Being for the last two years. I’ve learned so much from him about what empathetic leadership and radical love looks like.

He’s empowered me to be an active creator and leader in our space and across UMBC, and he will forever be my role model for how to create inclusive spaces. There’s been too many great moments to count, but I know that I, and many others, value the warmth and depth he brings to all of his relationships.

Q: What advice would you give others considering your master’s program?

A: This program is fantastic for people who are already doing community work and want to skill up. The hands-on nature of the program and how embedded it is in the Baltimore community means it offers real-world skills in real time. This program adds theory and historical context to the focus on learning by doing in a way that will help you mold yourself into a well-rounded community practitioner by the time you’re finished. If that sounds like something you could benefit from, you should take a look at community leadership!

Q: Your work was published in the UMBC Review—can you reflect on what that experience meant to you both academically and personally?

A: Having my work published in the UMBC Review was an incredibly rewarding experience, especially because I spent most of my first year as a graduate student editing it for publication! The article turned into something that went beyond what I initially anticipated, and to have it published has been a highlight of both my undergraduate and graduate experiences at UMBC. It’s been fun and wild to have students approach me and tell me they’ve talked about my article in class, and I’m glad it’s been something people have been able to connect with.

Q: What’s one UMBC space you’ll always remember fondly?

A: I’ve spent a lot of time in our cultural affinity centers—The Mosaic; The Pride Center; The Gathering Space; and the Women’s, Gender, and Equity Center—and participated in their initiatives and events. Through these spaces I’ve met so many friends in the last six years and have found more support for my advocacy work and passion projects than I could ever name.

Q: What would your dream role in higher education look like?

A: One where I’m able to work with students and staff to create more inclusive and restorative campus environments. I would love to work in a leadership position where I could help bridge the gap between different communities on campus and foster a culture of care and support. It’s about finding ways to incorporate restorative practices into all aspects of campus life—whether that’s through conflict resolution, mentorship, or simply creating a safe space for students to grow and thrive.

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: The support here at UMBC is real and it’s transformative. It’s not just about academic resources, but about the people who truly care about your growth—whether that’s faculty, staff, or peers. The UMBC community is dedicated to seeing you succeed, not just as a student but as a person, and that makes all the difference. There’s a commitment to inclusion, belonging, and helping each other out.

Read more Commencement 2025 stories.

A big congratulation to our new Wisdom Weaver Board Members:

While Lexi Kay ’25, psychology, may have a flair for the dramatics when she’s acting, she’s taking her talents offstage and implementing them into what will become her life’s work as a therapist. She has dual passions in psychology and theatre, so finding a master’s program that allows her to combine both seems like a dream come true. Just weeks after graduating, this Universities at Shady Grove (USG) student will begin coursework at Lesley University in Cambridge, Massachusetts, to pursue a master’s in clinical health, specializing in drama therapy. 

Q: What exactly is drama therapy and how is it utilized within your field? 

A: There are several different aspects to it, and the one I’m most interested in is called psychodrama. The idea behind psychodrama (when acting in a group setting) is that there’s an individual who is the focus of that session. The drama therapist would work with that individual to have them come up with a specific time period in their lives that they want to focus on and then decide whatever the big event is for them to work through in the therapeutic space. 

Using members of the group, the therapist would assign roles—for this example, let’s say it’s a family event. Someone would stand in as their mom, someone would stand in as their dad, and they would stand in as themselves. They’d give each person a line that describes their character in this situation. They’d play out the scene and then the drama therapist would ask if there’s anything they’d want to change or add. Once they were satisfied, they’d have them step out of the scene and watch it from the outside. It’s another way to use words that can be extremely beneficial and healing. 

Q: How did you even know that this ultra-focused area of study existed? 

A: I always knew I wanted to go into clinical mental health counseling for graduate school, but when I discovered drama therapy and realized it was a career where I combine two things I really love, I knew I’d found the right fit. There are only six accredited programs in the United States, so that really narrowed down my search. The program at Lesley University is a low-residency program, which allows me to take classes online throughout the year from Maryland and then go to Cambridge for a week each summer to do intensives. This will also allow me to do my clinicals and eventually get licensed in Maryland. 

Q: As a non-traditional student, your path has been a little different than your peers. Did that worry you when you started at USG? 

A: I was in my late twenties when I started at Shady Grove, so I definitely had the fear that I was going to be the oldest person in the room. I went to my first class and realized that wasn’t the case. Some of my peers were already parents with children, some were working on their second career—it was a really comfortable mix of types of students. Right away, I felt like I fit in. 

Q: You’ve taken on a number of leadership roles during your time. What does being a leader mean to you? 

A: I see being a leader as being a role model, and I like being a role model to others. Thinking about my future career as a therapist, I’ve been through my own struggles and I want to show people that it can get better and being in these leadership roles was just another way to be a role model in an academic setting. Being involved in things like the Peer Advisory Team (PAT) has forced me to be more extroverted, even when it may not be in my nature. These positions have allowed me to come out of my shell a little bit more and to show myself that I could do it. I think for so long, I was under the impression that, “Oh, I’m not a leader; I’m a follower.” But it’s shown me that I can be one and people respond when that happens. 

Q: As you finish up your academic journey here, what’s the one thing that you’re going to take with you from this experience? 

A: The faculty and staff at UMBC-Shady Grove have been so incredibly helpful. I’ve had similar experiences at other schools, but I’ve never been somewhere that I genuinely felt like every faculty or professor truly cares about the students, regardless of the time they’ve spent with them or the relationship they had. I’ll run into professors that I haven’t seen in a while and they’ll stop to ask how I am and really do remember who I am. That’s been really meaningful to me.

Read more Commencement 2025 stories.

This is the last week to use our green move out collection bins to donate your gently used items to the Retriever ReStore! Once donated, your items are collected and sorted by Office of Sustainability and Retriever Essentials staff so you can shop from them for free at the Essential Space!

Help us keep these items out of the landfill and rehome them with new students:

School Supplies
Small furniture
Desk organization
Decorative items
Pots, pans, and dishes,
mirrors,
Non-perishable food items
+ More!

Bins are located in:

Walker Apartment Clubhouse
Erickson Hall
Harbor Hall
Patapsco East
Susquehanna Hall
Chesapeake Hall
Potomac Hall

Name:Sherin Feno Kumaresan

Pronouns:He/Him

Semester of Internship:Spring 2024 to Present

Major:Engineering Management

Current Class Level:Master's Student

This semester I completed a(n)...:Internship

Internship, Co-op, or Research Site (Company/Organization Name):Maryland Technology Internship Program

Location of the Organization (City, State):Baltimore, Maryland

Title of position:MTIP Intern

Tell us about your internship, co-op, or research opportunity, including your day-to-day responsibilities:

During my internship at the Maryland Technology Internship Program, I gained hands-on experience in data analysis, marketing, and database management. Since the role is very dynamic, there is no set day-to-day activity, allowing me to work on a variety of tasks. 

My responsibilities included creating and posting content on LinkedIn to promote internship positions and provide resources for employers. I also designed intern spotlight and employer spotlight graphics using Canva and published them on the MTIP website using WordPress, as well as on LinkedIn. 

On the data side, I assisted in analyzing data and deriving insights using pivot tables and charts. Additionally, I helped analyze data from previous years to create the annual report and a three-year report. I also contributed to creating intern experiences in Handshake.

Describe the process of obtaining your position. When did you hear of the position and submit your application?

During my first semester, I actively searched for internships and focused on networking with a variety of professionals. Through this process, I connected with someone from the career center, which initially led to an interview for a student assistant position. However, that position was later discontinued. Despite this, the person who interviewed me for the student assistant role referred me for the Maryland Technology Internship Program position. Shortly after, I received an interview call for this role, went through the interview process, and was ultimately offered the position.

What resources did you use to find your current experience?

Career Fairs, Networking events

What have you enjoyed the most about your position and organization?

What I enjoy most about my position is the dynamism of the role and the wide range of opportunities it offers. The flexibility allows me to work on different tasks, keeping each day engaging and insightful. Additionally, this role provides the chance to attend promotional and networking events, where I can represent the organization and connect with brilliant individuals who are making a significant impact on society.

How do you believe you have made an impact through your work?

I believe I have made a meaningful impact on the organization through my work. By actively posting and engaging with content on LinkedIn, I have helped increase the organization's reach and visibility. Additionally, I have contributed to the systematization of processes, such as data collection and analysis, making them more efficient. My support in the day-to-day activities of MTIP has also helped streamline operations and enhance overall productivity.

What advice would you give to another student who is seeking an internship or similar experience?

My advice to any student seeking an internship or similar experience is to always network and engage with people. You never know—someone you have a conversation with could become your next supervisor or colleague. Building connections and having meaningful discussions can open unexpected doors. Taking the initiative to connect with others can significantly increase your chances of finding valuable opportunities.

Please provide a short reflection or quote about what you liked most about your position / earning internship credit / working with the Career Center.

The Career Center feels like my second classroom, where I’ve learned so much and met incredible people who are always kind and willing to help. They’ve been very supportive, answering every question—no matter how small.