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Queer country: LGBTQ+ musicians are outside the spotlight as Grand Ole Opry turns 100

Tanya Olson, associate professor of English, UMBC.

A headshot of a college professor with short brown hair Grand Ole Opry

On March 15, 1974, the Grand Ole Opry country music radio show closed its run at the Ryman Auditorium in Nashville, Tennessee, with Johnny and June Carter Cash leading the song “Will the Circle Be Unbroken.” After that final show, a six-foot circle of wood was cut from the Ryman stage and moved to the new Grand Ole Opry House.

The next night, Roy Acuff opened the first show at the new venue. A video of Acuff singing in the 1940s played before the screen lifted to reveal Acuff himself, singing live in the same spot. The message was clear: Though the stage had changed, the story continued. The circle had not been broken.

The Opry began on WSM on Nov. 28, 1925, and is celebrating its centennial with a series of concerts and tributes under the name Opry 100. On March 19, 2025, Reba McEntire stepped onto the iconic circle on the Grand Ole Opry stage and kicked off NBC’s Opry 100 celebration with a verse of “Sweet Dreams.”

The final song of the night was “Will the Circle Be Unbroken,” performed by country legends like Bill Anderson and Jeannie Seely alongside newcomers like Lainey Wilson and Post Malone. It was a moment meant to celebrate 100 years of country music tradition and connection with a stage full of voices harmonizing across generations. A circle, unbroken.

But that night in March, one group of country performers was missing. Not a single openly gay, lesbian or bisexual artist appeared onstage during the anniversary celebration. In a moment designed to honor the full sweep of the genre’s past and future, a long line of country musicians was left standing outside the spotlight once again. Wilma Burgess’ sexuality was common knowledge in music industry circles in the 1960s and ‘70s.

A slowly opening circle

Country music has never been without queer voices, but it regularly refuses to acknowledge them.

From 1962 to 1982, Wilma Burgess had 15 songs on Billboard’s Hot Country chart and two Grammy Award nominations. She recorded with legendary producer Owen Bradley and had Top 10 hits like “Misty Blue.” Despite this success, Burgess never played the Opry. Though Burgess was never publicly out, her sexuality was common knowledge in recording circles. In the 1980s, she left music and opened The Hitching Post, Nashville’s first lesbian bar. Like so many queer country artists, Burgess had to build her legacy outside the circle.

In the 1980s and 90s, k.d. lang and Sid Spencer expanded the presence of queer artists in country music. Lang won two Grammys and performed at the Opry, but she was labeled “cowpunk” and left the genre before coming out in 1992. Spencer released albums and toured widely within the gay rodeo circuit, but he was never recognized by mainstream country before his 1996 death from AIDS-related complications.

The 2000s offered small openings. Mary Gauthier became the first openly queer artist to perform on the Opry stage in 2005. Chely Wright had a No. 1 country single before coming out in 2010, but didn’t return to the Opry until 2019. Ty Herndon charted 17 singles before coming out in 2014. He wouldn’t appear at the Opry again until 2023.

These artists established themselves first and came out later, at great professional cost. The Opry hosts 5–6 shows a week, featuring 6–8 artists each night. In that context, a nine-year absence isn’t just a scheduling gap. In addition, the Grand Ole Opry currently has 76 members, a special designation indicating a level of success in country music. None of them identify as LGBTQ+.

Today, there are signs of change. Lily Rose, who has been openly queer since the beginning of her career, receives radio play, has songs on the charts and tours widely. But she remains the exception, not the rule. Other openly LGBTQ+ artists like Paisley Fields, Mya Byrne and Amythyst Kiah are recording, performing and building loyal audiences, but they are still rarely featured on country radio or invited onto the Opry stage. The circle may be widening, but for many queer artists, it’s still just out of reach.

The importance of the circle

In country music, visibility isn’t just symbolic. If you’re not on the radio, you don’t chart. If you don’t chart, you don’t tour. Without that platform, you can’t build a legacy.

Country radio and the Opry stage serve as gatekeepers of who counts. In 2015, a radio consultant infamously compared women artists to “tomatoes in the salad,” stating a few were fine, but they shouldn’t dominate. That same logic has long applied to queer artists; they can be tolerated at the edges but are rarely treated as essential.

Genre labeling becomes another barrier. Brandi Carlile and Brandy Clark both openly identify as lesbians and have been embraced by country audiences and critics alike, but they are routinely categorized as Americana artists. That rebranding often functions as a fence that keeps artists close enough to celebrate, but far enough to exclude. https://www.youtube.com/embed/p-eE6k1SNW8?wmode=transparent&start=0 Gina Venier is one of today’s many openly gay country artists.

Reimagining the country music circle

The Opry’s centennial celebrations are scheduled to continue through the end of 2025 with a concert at London’s Royal Albert Hall and a final anniversary show in Nashville on Nov. 28. Perhaps openly queer artists will take the stage at those events. If they do, it won’t just be symbolic; it will be a long overdue acknowledgment of artists who have always been here, even if they weren’t always seen.

Country music’s strength lies in how it braids together American traditions: gospel and blues, Black and white, rural and urban, old and new. It’s not a genre built on purity, but one that relies on the mix. That mix is what makes country music American – and what makes it endure.

If the circle on the Opry stage is meant to stand for country music itself, then I hope it will be like the music: honest and able to grow. If “Will the Circle Be Unbroken” is more of a promise than just a closing number, the future of country music depends on who’s allowed in the circle to sing it next.

This article is republished from The Conversation under a Creative Commons license. Read the original article and see more than 250 UMBC articles available in The Conversation.

This Gathering Is Magic

Tabletop and roleplaying games have emerged from the musty cabinet of kids’ amusements as a creative method of bonding for UMBC alumni and students. Dungeons & Dragons, Magic: The Gathering, Root, Catan, Pandemic—there’s a game for every interest. And games, players said, are a low-stress, high-pay-off way of meeting people and staying connected in a difficult, digital world.

By Susan Thornton Hobby

an illustration of two dice in rolling motion

Ryan Jose remembers starting at UMBC in the fall of 2013 as a commuting first-year student, flailing around like every other newbie, trying to make friends.

“I hardly knew anyone and was desperately looking for the people I could possibly vibe with,” Jose remembered. “I was able to make some connections at orientation, including some that are still good friends today. But it almost felt like survival. Like if I didn’t find my group fast, 
I’d be alone for my whole time at UMBC.

“And yet, after all that fuss, I remember just walking into the game room, asking to join a group that was setting up a game of Monopoly, and naturally making friends that turned out to be friends for life! With Monopoly. No one even likes Monopoly.”

These four Monopoly friends—Jose, Jonelle McKenzie, psychology, Jerry Quijote, mathematics, and Takreem Zulfiqar, American studies—scattered across the country after their 2017 graduation. But they still meet online to play games every month. And it all started in the commuter lounge in 2013, where the crew sometimes commandeered all the tables and chairs and pulled 30 people into a game (anything but Monopoly). But the core four of them were always studying together, then taking a break to play.

“‘We really made the most of that space,’ is the kind way to put it,” Jose said. “But that’s what I love, that it facilitated a community. We would still likely be good friends without games, and we quickly were just hanging out to hang out. But games made it easier to open conversations, to just have a break from all the stress that classes brought, and to just be in the same space and learn about each other.”

Move Forward One Space: Get to Know Your Friends Quickly

After graduation, the Monopoly crew moved to different parts of the country—Zulfiqar is married and working for a job training nonprofit in Boston; McKenzie is in behavioral health and lives in Louisiana; Quijote is in procurement in Baltimore; and Jose teaches at Anne Arundel Community College. Once they weren’t all hanging out in the commuter lounge any more, they had a hard time getting together, but kept in touch. Then the pandemic hit. 

“We missed our friends,” Zulfiqar said. “So we set up a few game nights online, and that resparked our interest. Now we play once a month minimum, and also play one on one or two or three of us. Jerry was playing Magic: The Gathering with my husband this morning.”

Quijote even devised a Dungeons & Dragons campaign based around an evil professor trying to take over UMBC and the band of 
time-traveling superheroes who try to stop her. “The whole campaign was reminiscing about what we did as undergraduates,” Quijote said. 
“The UMBC library was the headquarters for the professor.”

Games, they all said, help you learn about people in a way that other social interactions don’t. “What I love about board games is that they open up a space to connect and that they show off aspects of people that aren’t normally visible,” Jose said. 

“You learn when you play together,” McKenzie said. “You watch how they react, how they interact with people, you see bonds 
between people.” The bond between the four of them is so strong they’re all going on a cruise together this year to celebrate their 30th birthdays. 

“We’re all so different,” McKenzie said. “I brag on this friend group because we are so diverse, different religious backgrounds, different ethnicities. But we can always find a point of connection.”

Illustration featuring a group of people climbing up a building, and an overlay of 2 game pieces
Move Forward Two Spaces: A Haven in the World's Storm

Tonight, outside this room: federal job slashing, wildfires, midterms. 
Tonight, inside this room: Five people teaming up to fight chupacabras and banshees; alumni, undergraduates, and grad students collecting and trading peanut-sized blocks representing cardamom and turmeric; three friends all sucking on Dum-Dum lollipops as they scheme as woodland animals. 

With the state of the real world, no wonder folks are retreating to games as a way to build friends and community. 

“It’s been a stressful day,” club president Josh Bowman told the UMBC Tabletop Gaming Club from the podium at 7 p.m. on the Thursday before spring break. “I’m glad you are all here to spend time with one another. It’s important in times like this.”

After a few announcements, Bowman, a junior in graphic design,  called, “Game on!” The players—in Pikachu hoodies, graphic tees, jeweled barrettes, flannel shirts—turned toward each other and their shared quests contained on foldable cardboard squares. 

The club, which meets Tuesdays and Thursdays in a huge Interdisciplinary Life Sciences Building classroom, is a haven for members. Some eat their dinner salads or sushi while they roll dice, others raucously greet 
late-comers by name, and potential players lurk behind tables, learning the rules of games, many of which have instruction books as thick as a thumb. This Thursday, more than 50 people gathered to play games such as Horrified, Century Spice Road, Kites, and Root. The camaraderie is evident in gentle (or less-than-gentle) ribbing over a small victory, a sudden groan when a ranger usurps the rabbit’s forest haven, and a genuine cheer when 
a monster is defeated. 

“Gaming opens up a free space for being yourself,” said Vance Wild, a sophomore studying psychology, just before his turn at the Century Spice Road table. “I come almost every week.” 

“Join in,” players encourage, as more people arrive from late classes or dinner, and chairs are added to tables and the room grows louder and more crowded. 

“Us officers do try very hard to ensure that we are able to offer everyone in our club a safe space to relax and ‘nerd out’ with other people who are also looking for a bit of an escape,” said the club’s ambassador, Andrew Kozikowski, a senior studying computer science and philosophy. “Games are great because they offer a way to put your mind to a task without needing to be stressful.”

“Do you want to play a relaxed game just to blow off some homework? Great, play a quick card game. Do you want to focus and think and really strategize to win against some other players? Play a deck builder, or a strategy game like Catan. Do you just want to escape reality for an afternoon and beat up some monsters to save a town? Play D&D or any of the other tabletop role-playing games we have.”

For about an hour, a group of six has been setting up their game on two tables at the back of the room. They’re arranging batteries of miniature red, blue, purple, black, yellow and green spaceships, carriers, cruisers, and space docks, arraying cards and fitting together the playing board covered with glowing planets and stars. A red-head with thick glasses is knitting while she listens to the elaborate rules of Twilight Imperium, a strategic game of galactic domination, from a guy in a burgundy hoodie. 

“It’s a quick two-hour explanation,” hoodie guy began, and they all laugh. It’s 9:30 p.m. and they’re just getting started. 

“I’m in,” a girl with blue hair yells. “I just have to do laundry tomorrow, I have zero clean clothes.”

“I have to work at 2 a.m., graveyard shift,” says the knitter. “We might be done by then.”

All the players look supremely happy about that timetable.

Move Forward Three Spaces: Practice for Life

Tabletop gaming offers both connection and a creativity boost for Anya Grace Hart ’22, visual arts. Hart serves as dungeon master for one of UMBC’s a capella groups, the Mama’s Boys. She started playing Dungeons & Dragons 
in 2021, and now steers the game for eight or so Mama’s Boys players. 

“We started a little adventure, and I find great joy in running these games,” she said. “It feeds my creativity. You have a vast array of characters, and you put a scenario in front of these characters and you are collaboratively building something creative. And it helps build friendships. I think seeing these fantastical characters offers a glimpse into the players’ minds.”

She has expanded to play D&D games with other groups, too. “Two of my best friends in the world” play D&D online on Discord servers, Hart said. She’s never met them in person.

Gaming transcends campaigns and turns around the board, allowing practice for social skills, problem-solving, and creativity. Players learn vital lessons about working together, allowing others to be the main characters of the story, and creating a world in which despite challenges, the quest continues. 

“There’s an intrinsic empathy in playing games, there’s lots 
 of self-discovery.” - Anya Grace Hart ʼ22

Games may even help the players’ mental health. A 2024 National Institutes of Health study on “the Efficacy of the Tabletop Roleplaying Game Dungeons & Dragons for Improving Mental Health and Self-Concepts” determined, “Participants demonstrated significant decreases in depression, stress, and anxiety and significant increases in self-esteem and self-efficacy over the study period.” The researchers concluded that D&D may have the potential as a “wellbeing intervention or prevention program.”  

As well, scientists have studied the capacity of role-playing games to increase empathy. A 2015 study in the American Journal of Clinical Hypnosis concluded, “fantasy role-players report experiencing higher levels of empathic involvement with others.”

“Role-playing makes you think about other players,” said Hart, who developed her first character, an orange gecko named Artie, for an animation project. “You learn more about others and it can change who you are as a person. There’s an intrinsic empathy in playing games, there’s lots of self-discovery.”

“With tabletop gaming, you can be vulnerable, you’re acting as ‘not you,’ but your emotions are behind your actions. It’s easier to work through things in games with the lens of fantasy and lore behind it.” - Darcie Adams ʼ23

Darcie Adams ’23, political science and gender, women, and sexuality studies, M.P.P. ’25, absolutely agrees. While an undergraduate, he started playing a tabletop role-playing game (TTRPG) online with a group of four others at UMBC’s LGBTQ club four years ago, at the pandemic’s peak. They’re still playing the same game, about three hours a week, still online. 

“This has honestly been the only thing that’s been consistent in the last four years,” said Adams, who is currently getting a master’s degree in community leadership at UMBC. His group of gamer friends, he said, “get my experiences.”

They play a “homebrew game that borrows from Monsters of the Week,” Adams said. “The core theme is trans Gothic, finding your identity through monstrosity.” 

This game, Adams said, has allowed him to address themes that are difficult to take to a therapist. “With tabletop gaming, you can be vulnerable, you’re acting as ‘not you,’ but your emotions are behind your actions. It’s easier to work through things in games with the lens of fantasy and lore behind it.” 

Gaming, Adams said, puts decisions in front of you in a safe space, not the “cold unfeeling world. In real life, no one gives you a situation and asks you, ‘how do you react?’ You’re just expected to react. The framing in a game gives you time and opportunity to think and reconsider. And it’s a cooperative game, it forces you to consider other people at the table.”

Move Forward Four Spaces: Play for Life
a 20 sided magic the gathering dice featuring numbers 8, 2, 20, and 14

That Monopoly game that started in 2013 with the four commuters? They never finished it. In fact, they feel like if they finished the game that started their friendship, they’d jinx their bond. So none of them ever play Monopoly.

But they play everything else, and pull in other friends and partners. Quijote and his partner have two whole Ikea shelves full of board games. McKenzie’s friends in Louisiana know that she’ll bring the games to parties, and Zulfiqar made friends in her new home city of Boston by joining board game groups. 

“As a quieter type of person, it’s also nice to be able to express myself through gameplay and through reacting to others,” Jose said. 

“Little did we know 12 years later, we’d be attending each other’s weddings, planning group vacations, and still having game nights even from different cities across the country every month,” Zulfiqar said. “We never did finish that game of Monopoly, but we did start a whole new game of life, together.”

Illustrations by Hugo Pablo Moreno, featuring a group of people on a journey through a mountainous landscape

Where bright ideas come to life

Sometimes the ideas come so quickly, you have to jot them down on a napkin before you forget. Maybe you share that napkin with a couple of friends and brainstorm it a bit more before realizing—hey!—you’re on to something kind of cool here. If only you had the tools to build it. 

Look no further than UMBC’s own campus, pocketed with hubs of creative innovation. Whether you want to 3D print a robot arm, edit your personal podcast, or design costuming for a UMBC theatre production, Retriever makerspaces and research labs provide tools and training so students can bring their ideas to life.

By Catalina Sofia Dansberger Duque and Catherine Meyers

Building a community of builders

On the ground floor of the Albin O. Kuhn Library and Gallery, just past the checkout desk, what was once a quiet reading room has been transformed. Tools, including laser cutters, 3D scanners and printers, computer workstations, soldering irons, and pliers, line the walls. A large table in the center offers visitors space to plan and work on projects. 

Retrievers from all around campus come to the newly opened Alan and Wendy Wilson Innovation Lab to create—making fidget toys, figurines, model planes, hydroponics equipment, custom vacuum-cleaner parts, and more. They also come to collaborate. On a recent Friday afternoon, the lab buzzes with students chatting and troubleshooting manufacturing challenges. 

“It’s definitely the community that attracts me,” says Jack Spence, a senior information systems major who has come to the lab nearly every weekday since it opened in the fall of 2024. “Everyone really helps each other, and it’s nice to hear different perspectives.” 

Alan & Wendy Wilson Innovation Lab, featuring students working on hands-on projects
Lukas Anderson (left) and Fox Zhang work in the Innovation Lab on a Friday afternoon.

Spence has made geared clock replicas and large mechanical gauntlets inspired by the anime series Arcane. He’s currently working on a giant hammer and an artificial-intelligence-powered robot that can converse with a human. Before the lab opened, he was making things in his dorm room, he says, but it’s much better to have a communal space. “It’s so empowering—you can come in and build whatever you want and follow your passions.”

Lukas Anderson, a first-year computer science major, learned about the lab from a Google search for makerspaces and drops by about once a week. He has come to the lab to fix electronics and to make custom enclosures and adapters for a variety of projects. “The most exciting part is learning and then having that knowledge immediately applied to something tangible,” he says. Plus, it’s a lot cheaper to make things than to buy them, he adds. “You can make a custom phone case in about two hours for about 60 cents,” he says. 

Man wears large gold and navy gauntlet on his right arm and hand.
A pair of hands works on electronic equipment. Wires, power cables and a white, plastic enclosure sit on the table nearby.

Left: Jack Spence demos the large 3D-printed gauntlet he made in the Innovation Lab. Right: Spence works on the wiring for an AI-enabled robot in the Innovation Lab.

Jake Vann, the library IT specialist who co-manages the lab with fellow staff member Jason Conti, says the space has a vibrant DIY vibe. A core group of students regularly use the lab while others come for particular projects or drop by out of curiosity. Staff and faculty are also welcome, and Vann encourages everyone to check it out: “Even if you are feeling intimidated, there are people who will help you.”

Now that the lab is smoothly up and running, Vann and Conti are investigating ways to expand the community and offer new learning opportunities. They are looking into acquiring new equipment, such as sewing machines or vinyl cutters, hosting workshops and seminars, and hiring student workers to help manage the lab. 

“Seeing such amazing and talented people in the lab each day is an inspiration,” Vann says. “We like to tell students: This is your space.”

— Catherine Meyers

Custom costumes

It is three weeks until opening night for spring UMBC’s production of John Proctor is the Villain by American playwright, Kimberly Belflower. At the costume shop, Lilli Malone, student costume director, weaves through the six cutting tables and greets two of their mentors: Margaret Caster, assistant costume shop manager, and Becca Janney, visiting lecturer of costume technology and design. Malone pulls a loosely stitched dark brown and white muslin dress from a clothing rack packed with costumes, each labeled by students with a manila tag noting its stage of production. They lay the mock-up on a cutting table next to a full-color digital rendering Malone designed of the costume for the character Ivy Watkins—one of nine high school English students reading The Crucible, a play about the Salem witch trials, while grappling with their identity, relationships, rumors, and secrets in 2018.

“I use the app Procreate to draw the costumes on an iPad. The designs are printed out and posted in the shop for me to use as a reference,” says Malone, a theatre production and history major. “We choose plays a year in advance. While I wait for the play to be cast, I sketch costumes based on the script, costumes we own, and research of the period. Once the play is cast, my renderings are adapted for the actors’ bodies.” 

Lilli Malone, left, discusses costume details with lead actress Katie Hetzer, right.
Lilli Malone, left, discusses costume details with lead actress Katie Hetzer, right. (Melissa Penley Cormier, M.F.A. ’17/UMBC)

Students from any major can participate in the process or work on their own projects after completing the introductory costume construction course and annual boundary training, which teaches designers how to create and respect boundaries. To develop costume-making skills, students cut mini patterns of current costume renderings for small portable mannequins. It’s a space where they’re encouraged to make big mistakes on a small scale. Students experiment with various fabrics, draping techniques, color schemes, and other materials while receiving feedback as they develop complex costumes that reflect both the designer’s vision and the character’s personality.

Across the room, Taylor Holmes is sewing a pair of pants with Sabrina the Teenage Witch’s help—one of 10 sewing machines the students nicknamed. The geography and environmental science junior is at home in the costume shop. She steps away from Endora—another machine—to fix a type of rope scarf on her mini-mannequin costume of one of the three witches in the play based on a sketch by MJ Hromek ’20, theatre. Holmes began developing her needle and thread skills in high school. She plans on making it a proper business after she graduates.

A college student in a costume shop shows a costume sketch to another person. There are papers and sewing supplies all around
Taylor Holmes checks her miniature version against Hromek’s costume sketch for one of three witches in the play. (Melissa Penley Cormier, M.F.A. ’17/UMBC)

In addition, she plans to map weather for the National Oceanic and Atmospheric Administration. “I like to make my own things,” says Holmes, “and the feeling I get from doing something with my hands and mind.”

Malone enjoys the stark contrast between the students’ and the witches’ costumes. Malone’s vision for Watkins’s costume included a dress with a heart-shaped neckline and a button in the front, which was difficult to find online, in thrift stores, or in storage like the other costumes. When this happens, the team builds the costume instead. This requires an assembly line of sorts as students and faculty work together over the year to take measurements of the actors, purchase patterns if needed, cut the patterns on muslin, loosely sew the edges, and complete the final costumes. Today Katie Hetzer, who plays Watkins, is trying on the mock-up in a small private room where Malone and Caster use safety pins and heat-erase markers to draw where the garment needs to be taken in or cut. 

three woman stand on a stage made to look like a high school English classroom. Katie Hetzer, right, in the final costume in the show. Photo by Kiirstn Pagan ’11.
Katie Hetzer, right, in a dress, wearing one of three final costumes for her character. Photo by Kiirstn Pagan ’11.

“This is a unique experience because some of my closest friends, like Lilli, are in the cast, it is my fourth and last UMBC play, and the first time a costume has been designed for me,” says Hetzer, an early childhood psychology senior. After the fitting, they look over a Pinterest board to review lipstick shades and hairstyles. “I’ve never doubted that Lilli was going to do it right,” says Hetzer. “Throughout the process, if I said I don’t like how something works, they fix it, and I appreciate that. It is a lot about trust.” 

– Catalina Sofia Dansberger Duque

Tools to put a wider world at hand

A 3D printer sitting in the Designing Participatory Futures (DARE) Lab at UMBC has made all sorts of objects, including figurines, toothpaste squeezers, 3D maps of campus, and more. It’s that versatility that makes the equipment attractive to the research efforts of Mei-Lian Vader ’22, mechanical engineering, who is now a Ph.D. student in human-centered computing.

Vader is working with Blind Industries and Services of Maryland (BISM), a local nonprofit, to develop a curriculum to teach blind and low-vision individuals how to use 3D printers.

The project grew out of research Vader conducted with Associate Professor Ravi Kuber, information systems, showing that blind small business owners, as well as blind workers in garment manufacturing, prefer simple tactile tools to help them do their work over more complicated electronic assistive devices.

Mei-Lian Vader shows the 3D printed needle threader she designed.
Mei-Lian Vader shows the 3D printed needle threader she printed in the lab.

“For example, if a worker is looking for an item on a shelf, they have electronic devices that can scan a barcode and read out the label. But the technology can break, gets out of date, or it sometimes just doesn’t work. And we found people preferred a simpler solution, like a 3D sticker to label items,” Vader says.

The DARE lab supports  a program run by the Maryland Department of Disabilities to 3D print such tactile tools—such as tools that can add braille labels to paper currency—for individuals who request them. But Vader says offering blind individuals training to design and print their own items should ultimately be more effective and empowering. 

A woman sits at a table. She looks at the computer displaying a 3D design file.
Mei-Lian Vader looks at the software design files for 3D printing a needle threader.

Anica Zlotescu, the manager of training and accessibility at BISM, says having a 3D printer will speed up how quickly the organization can design, make, and improve tactile tools to serve the blind community. She says working with Vader has been a joy: “She brings passion and enthusiasm, asks great questions, and wants to be a part of finding solutions.”

Reaching toward ambitious goals

Meanwhile, a floor down from the DARE lab in the Information Technology and Engineering Building, Caly Ferguson, a junior mechanical engineering major, is working in the Vinjamuri Lab of the Department of Computer Science and Electrical Engineering, headed by Associate Professor Ramana Vinjamuri, on a different type of assistive technology: a prosthetic arm and hand. 

Ferguson says, like many kids, he was impressed with the futuristic tech in movies like Batman and Ironman and also loved building with LEGOs and other toys. In high school, as he thought more seriously about his plans for the future, he was inspired by his own birth defect, in which he lost four fingers from his hands, to work toward a career developing biomedical devices such as prosthetics. 

With guidance from his advisors in the Meyerhoff Scholars Program and Vinjamuri Lab, he fleshed out an ambitious goal of developing and building a full prosthetic forearm and hand by the end of his undergraduate study.

Starting in the spring of his first year, he began work on machine-learning software that could interpret electrical signals from the nerves in the arm and translate them into desired movements of a prosthetic hand.

“I’m not a computer scientist, so it was a steep learning curve understanding how to code and understanding the foundations of AI,” he says. 

Ferguson has written software to move a mechanical hand based on electrical signals from nerves in the arm.
Ferguson has written software to move a mechanical hand based on electrical signals from nerves in the arm.

Ferguson is currently testing and improving the code and hopes soon to start designing and building the mechanical parts of the prosthetic from scratch, using a 3D printer. 

A man sits next to table with computers, electronic wiring and a robotic hand.
Caly Ferguson sits in the lab where he works on developing a mechanical hand that uses machine learning to interpret signals from the brain.

The project, which Ferguson has mainly self-directed, has been a great learning experience, he says. When he has questions or gets stuck, his lab mates and faculty mentors offer ready advice. Ultimately, Ferguson wants to work on developing cost-effective biomedical devices.

“A lot of the technology that’s really advanced, maybe there’s only one, and it’s sitting in a lab somewhere,” he says. “I’d like to find ways to bring down costs and take devices to market so more people can benefit from them.”

— Catherine Meyers

A Digital Creative Sandbox

Inspiration has an all-access pass at UMBC’s Albin O. Kuhn Library and Gallery Digital Media Lab (DML). Whether you need a hyper-quiet room to record, film a magical setting, or transcribe your novel, the DML’s whisper room, green screen wall, and transcription foot pedal will get the job done. Need to do some tweaking? Level up with the lab’s audio, image, and video editing software. “The lab supports all types of audio/video projects and anyone on campus, no matter their major, can borrow equipment and use it for anything—coursework, vacations, or a podcast with friends,” says lab supervisor Nett Smith ’10, modern languages, linguistics, and intercultural communication. “Our biggest value is that there’s no gatekeeping of our services; if you have a campus card, you can borrow our equipment.”

Governments continue losing efforts to gain backdoor access to secure communications

Written by Richard Forno, principal lecturer in computer science and electrical engineering, UMBC

Reports that prominent American national security officials used a freely available encrypted messaging app, coupled with the rise of authoritarian policies around the world, have led to a surge in interest in encrypted apps like Signal and WhatsApp. These apps prevent anyone, including the government and the app companies themselves, from reading messages they intercept.

The spotlight on encrypted apps is also a reminder of the complex debate pitting government interests against individual liberties. Governments desire to monitor everyday communications for law enforcement, national security and sometimes darker purposes. On the other hand, citizens and businesses claim the right to enjoy private digital discussions in today’s online world.

The positions governments take often are framed as a “war on encryption” by technology policy experts and civil liberties advocates. As a cybersecurity researcher, I’ve followed the debate for nearly 30 years and remain convinced that this is not a fight that governments can easily win.

Understanding the ‘golden key’

Traditionally, strong encryption capabilities were considered military technologies crucial to national security and not available to the public. However, in 1991, computer scientist Phil Zimmermann released a new type of encryption software called Pretty Good Privacy (PGP). It was free, open-source software available on the internet that anyone could download. PGP allowed people to exchange email and files securely, accessible only to those with the shared decryption key, in ways similar to highly secured government systems.

Following an investigation into Zimmermann, the U.S. government came to realize that technology develops faster than law and began to explore remedies. It also began to understand that once something is placed on the internet, neither laws nor policy can control its global availability.

Fearing that terrorists or criminals might use such technology to plan attacks, arrange financing or recruit members, the Clinton administration advocated a system called the Clipper Chip, based on a concept of key escrow. The idea was to give a trusted third party access to the encryption system and the government could use that access when it demonstrated a law enforcement or national security need.

End-to-end encryption and backdoor access explained.

Clipper was based on the idea of a “golden key,” namely, a way for those with good intentions – intelligence services, police – to access encrypted data, while keeping people with bad intentions – criminals, terrorists – out.

Clipper Chip devices never gained traction outside the U.S. government, in part because its encryption algorithm was classified and couldn’t be publicly peer-reviewed. However, in the years since, governments around the world have continued to embrace the golden key concept as they grapple with the constant stream of technology developments reshaping how people access and share information.

Following Edward Snowden’s disclosures about global surveillance of digital communications in 2013, Google and Apple took steps to make it virtually impossible for anyone but an authorized user to access data on a smartphone. Even a court order was ineffective, much to the chagrin of law enforcement. In Apple’s case, the company’s approach to privacy and security was tested in 2016 when the company refused to build a mechanism to help the FBI break into an encrypted iPhone owned by a suspect in the San Bernardino terrorist attack.

At its core, encryption is, fundamentally, very complicated math. And while the golden key concept continues to hold allure for governments, it is mathematically difficult to achieve with an acceptable degree of trust. And even if it was viable, implementing it in practice makes the internet less safe. Security experts agree that any backdoor access, even if hidden or controlled by a trusted entity, is vulnerable to hacking.

Competing justifications and tech realities

Governments around the world continue to wrestle with the proliferation of strong encryption in messaging tools, social media and virtual private networks.

For example, rather than embrace a technical golden key, a recent proposal in France would have provided the government the ability to add a hidden “ghost” participant to any encrypted chat for surveillance purposes. However, legislators removed this from the final proposal after civil liberties and cybersecurity experts warned that such an approach would undermine basic cybersecurity practices and trust in secure systems.

In 2025, the U.K. government secretly ordered Apple to add a backdoor to its encryption services worldwide. Rather than comply, Apple removed the ability for its iPhone and iCloud customers in the U.K. to use its Advanced Data Protection encryption features. In this case, Apple chose to defend its users’ security in the face of government mandates, which ironically now means that users in the U.K. may be less secure.

Apple pulled its advanced encryption service from the U.K. market rather than grant the U.K. government backdoor access.

In the United States, provisions removed from the 2020 EARN IT bill would have forced companies to scan online messages and photos to guard against child exploitation by creating a golden-key-type hidden backdoor. Opponents viewed this as a stealth way of bypassing end-to-end encryption. The bill did not advance to a full vote when it was last reintroduced in the 2023-2024 legislative session.

Opposing scanning for child sexual abuse material is a controversial concern when encryption is involved: Although Apple received significant public backlash over its plans to scan user devices for such material in ways that users claimed violated Apple’s privacy stance, victims of child abuse have sued the company for not better protecting children.

Even privacy-centric Switzerland and the European Union are exploring ways of dealing with digital surveillance and privacy in an encrypted world.

The laws of math and physics, not politics

Governments usually claim that weakening encryption is necessary to fight crime and protect the nation – and there is a valid concern there. However, when that argument fails to win the day, they often turn to claiming to need backdoors to protect children from exploitation.

From a cybersecurity perspective, it is nearly impossible to create a backdoor to a communications product that is only accessible for certain purposes or under certain conditions. If a passageway exists, it’s only a matter of time before it is exploited for nefarious purposes. In other words, creating what is essentially a software vulnerability to help the good guys will inevitably end up helping the bad guys, too.

Often overlooked in this debate is that if encryption is weakened to improve surveillance for governmental purposes, it will drive criminals and terrorists further underground. Using different or homegrown technologies, they will still be able to exchange information in ways that governments can’t readily access. But everyone else’s digital security will be needlessly diminished.

This lack of online privacy and security is especially dangerous for journalists, activists, domestic violence survivors and other at-risk communities around the world.

Encryption obeys the laws of math and physics, not politics. Once invented, it can’t be un-invented, even if it frustrates governments. Along those lines, if governments are struggling with strong encryption now, how will they contend with a world when everyone is using significantly more complex techniques like quantum cryptography?

Governments remain in an unenviable position regarding strong encryption. Ironically, one of the countermeasures the government recommended in response to China’s hacking of global telephone systems in the Salt Typhoon attacks was to use strong encryption in messaging apps such as Signal or iMessage.

Reconciling that with their ongoing quest to weaken or restrict strong encryption for their own surveillance interests will be a difficult challenge to overcome.

This article is republished from The Conversation under a Creative Commons license. Read the original article and see more than 250 UMBC articles available in The Conversation.

Meet a Retriever—Mariam Yaldram ’20, alumni board member, special educator, & author

Meet Mariam Yaldram ’20, history, a graduate from UMBC at the Universities at Shady Grove with a passion for education, disability justice, and global citizenship. She is a special education 8th-grade English Language Arts (ELA) teacher, and a Teach for America corps member. She also serves on the UMBC Alumni Association Board of Directors and Fulbrighters with Disabilities. Outside of work, she loves writing, collecting antiques, and exploring different cultures. And in 2025, she published her debut novel, “Tear in Your Hand,” inspired by her lived experiences as a young immigrant, survivor, and advocate navigating pain, identity, and healing. Take it away, Mariam! 

Q: What is your WHY? What brought you to UMBC?

A: I chose UMBC Shady Grove because I had transferred from Montgomery College, where I concentrated in history. Being located in Montgomery County, it felt like a natural transition for me. As a caregiver with many responsibilities, the Shady Grove campus offered the flexibility I needed to balance my academic journey with my personal commitments.

It provided an environment where I could continue to pursue my passion for history while being close to home, allowing me to stay involved in my family’s needs. The campus also offered leadership opportunities, such as serving as the president of the History Student Association and co-founding the UMBC History Journal at Shady Grove. These opportunities gave me the chance to grow both academically and professionally.

Ultimately, choosing UMBC at Shady Grove allowed me to pursue my education and career goals without compromising my family responsibilities—making it a perfect fit for where I was in my life.

Q: What’s one thing you’d want someone to know about the UMBC community?

A: One thing I’d want someone who hasn’t yet joined the UMBC community to know is that you will always find support here—whether academically, professionally, or personally. The faculty, staff, and student organizations truly care about your growth and success. My professors challenged and mentored me, helping me develop critical thinking and leadership skills, while my advisors provided guidance in student engagement, networking, and advocacy.

“
Whether you’re a student or an alum, UMBC is a place where you’ll find a welcoming, diverse, and empowering community that encourages you to grow and make an impact.

Mariam Yaldram ’20

history

Q: Who has inspired you or supported you?

A: Andrew Nolan, UMBC history program director at UMBC-Shady Grove, Melissa Blair, lecturer and public history minor coordinator, and Chelsea Moyer, assistant vice provost at UMBC-Shady Grove, have all played crucial roles in inspiring and supporting me throughout my educational journey. Their collective support has shaped my academic and professional path, reinforcing my passion for education, advocacy, and leadership.

Mariam Yaldram ‘20 during UMBC Spirit Week 2020, showing her UMBC pride from home.

My history professors, Dr. Nolan and Dr. Blair, helped me develop strong critical thinking skills in historical analysis, research, and writing. Their mentorship also encouraged me to take on leadership opportunities, such as serving as the president of the History Student Association and co-founding the first-ever student-led UMBC History Journal at Shady Grove.

Moyer, my leadership advisor, was instrumental in my growth as a student leader. Through UMBC Peer Advisory, I gained valuable leadership development experience by assisting with orientations, preview nights, outreach, and student engagement. Her guidance helped me build confidence in networking and creating meaningful connections within the UMBC community. 

Q: How has the UMBC community helped you grow beyond the classroom?

A: Beyond the classroom, UMBC provided me with invaluable opportunities and resources, including being a Returning Women Scholar, serving on the Shady Grove Campus Student Council, and working as a UMBC Shady Grove Blogger. These roles allowed me to amplify student voices, advocate for my peers, and share my educational journey, all while balancing my responsibilities as a caregiver.

With UMBC’s supportive network and mentorship, I was also able to secure a Fulbright English Teaching Assistantship (ETA)—a transformative experience that reinforced my passion for education and global citizenship. Now, as a special education 8th-grade ELA teacher and Teach for America corps member, I see how these experiences shaped my ability to lead, teach, and advocate for equity in education. 

Photo Left: Mariam during UMBC Spirit Week 2020, showing her UMBC pride from home.

Q: How have you stayed connected with the UMBC community?

A: Even after graduation, the UMBC Chapter of Young Alumni (CYA) and the UMBC Alumni Association Board of Directors have continued to offer a strong support system, allowing me to stay connected, share my journey through panels and networking events, and support UMBC alumni—especially those from Shady Grove, whose voices I am passionate about uplifting. My involvement with these groups has been an incredible opportunity for leadership, advocacy, and community engagement. These organizations have allowed me to stay connected with UMBC while supporting fellow alumni

“
The people and opportunities at UMBC didn’t just support me—they empowered me to grow, push boundaries, and create meaningful change. That’s what makes UMBC so special!

Mariam Yaldram ’20

history

Through CYA, I have had the chance to participate in networking events, mentorship opportunities, and outreach initiatives that foster connections among recent graduates. Being on the Alumni Association Board of Directors has further strengthened my advocacy skills, as I’ve worked to highlight the achievements and needs of Shady Grove alumni. One of the most meaningful aspects has been sharing my educational journey on panels, where I can inspire current and future Retrievers by discussing my path from student leadership to becoming a special education teacher and Teach for America corps member.

UMBC has been instrumental in my personal and professional growth, from providing leadership roles in student organizations to helping me secure a Fulbright ETA. These experiences have shaped my ability to lead, advocate, and build meaningful connections—all while giving back to the UMBC community that has given me so much.

Mariam Yaldram in Taiwan with her students during her Fulbright English Teaching Assistantship (ETA).
Mariam Yaldram in Taiwan with her students during her Fulbright English Teaching Assistantship.

For anyone considering a partnership with UMBC, I’d say it’s a great investment in a dynamic, diverse, and innovative community. UMBC fosters meaningful connections, leadership opportunities, and global impact, making it an incredible place to collaborate, support, and grow together.

Mariam and her UMBC-Shady Grove history class visiting the Montgomery County Historical Society.
Mariam and her UMBC-Shady Grove history class visiting the Montgomery County Historical Society.

Q: Tell us more about your current job. What do you like most about it?

A: I’m a special education 8th-grade ELA teacher at Ingenuity Prep and a Teach for America corps member. What I enjoy most about my work is helping students find their voice through reading, writing, and critical thinking. Seeing my students grow academically and gain confidence in their abilities is incredibly rewarding. I also love creating an inclusive and supportive classroom environment, where students with diverse learning needs feel empowered to succeed. My role allows me to advocate for educational equity and disability justice, ensuring that all students have access to meaningful learning experiences. Every day, I get to make a difference in their lives, and that’s what makes my job so fulfilling!

Q: What inspired you to write a novel?

A: Tear in Your Hand was inspired by my lived experiences as a young immigrant, survivor, and advocate navigating pain, identity, and healing. While the story is fictional and rooted in supernatural elements, it channels the emotional truths of grief, trauma, and finding belonging. I wrote this novel for young people like Juniper—those who have felt voiceless, lost, or outcast, and who are searching for strength in their most vulnerable moments. It’s a tribute to those still learning how to love themselves and others in a world that often misunderstands them.

At its heart, Tear in Your Hand is a thrilling coming-of-age story with a supernatural twist. It follows Juniper, a teen girl coping with the death of her brother and the pain of an abusive household. As she settles into a new town and meets Alex, a boy with secret powers, their connection grows into something deep and transformative. But when a dangerous war against people like Alex begins, Juniper is forced to confront her fears, her past, and her convictions. Will she fight for love and justice—or fall into despair? It’s a journey of heartbreak, resistance, and hope.

This book would be of interest to any alumni who appreciate character-driven fiction with emotional depth. They will find Tear in Your Hand both engaging and impactful. The story tackles mental health, trauma, and social justice through a fantasy lens—bridging the real with the imagined in a way that speaks to universal themes of resilience and identity. As a fellow alumna, I’m proud to share a work that not only entertains but invites readers to reflect on the power of empathy, courage, and standing up for what’s right—even when it hurts.

Pictured right: Yaldram holding her debut novel, Tear in Your Hand.

Yaldram holding her deut novel, "Tear in Your Hand."

* * * * *

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.

Evan McRae ’25 paired his computer science degree with a music focused-individualized studies major and followed his family’s Retriever legacy

Before Evan McRae came to UMBC, Tess McRae—his sister—was a student here. So was Evan and Tess’s mother—Sharon McRae. You might say being a legacy Retriever was a family tradition. With Evan graduating this spring with majors in both computer science and individualized studies, we thought to ask Tess, now the assistant director for connective learning with the Center for Democracy and Civic Life, to take on this Q&A with her younger brother. Evan shares how an early exposure to UMBC’s Game Developers Club before attending UMBC eventually led to an executive board position and the creation of numerous games and great memories with other programmers and musicians. After graduation, Evan will be working at UMBC’s Imaging Research Center as a software engineer.

Q: How did you decide to come to UMBC?

A: UMBC is where our mom went and also where you went, and I wanted to continue that family legacy. I also knew that it was a really great institution especially for computer science. I remember our family going to campus for Homecoming when I was in high school at Hammond, and I saw a banner in The Commons for the UMBC Game Developers Club. I have always wanted to be a game developer; seeing that banner, I knew that there was a pretty good foundation for my passion at UMBC, and I wanted to join the club.

A group of seven people smiling in a casual indoor venue with a stage and festoon lights.
McRae (second from left) and his fellow members of the Game Developers Club pose for a photo. Photo courtesy of McRae.

Q: In high school you discovered a passion for composing and producing music. How have you been able to expand on that passion at UMBC both technically and artistically?

A: While I was in high school I thought, “Music is something fun I do on the side, but not what I’m going to go to college for.” I was a computer science and math double major going into UMBC. When I decided to drop my math major by my second year, I told my Honors College advisor, Julie Oakes, that I was interested in music but didn’t have time to finish a music major within the next two years. She suggested I try individualized study (INDS) and see if there was a way to integrate my music passion with game development.

I ended up talking to professor Steven McAlpine from the INDS department and found a great bond with him; he shares a lot of my interests in game design and music. He has helped open a lot of doors for me, and I’m really grateful to the INDS program for that. I’ve been able to take music theory and composition courses, use UMBC’s studio facilities, and learn how to produce with industry standard software like Logic Pro. My music professors Greg Kalember, Linda Dusman, and Joseph Siu have mentored and fiercely advocated for me as an INDS major. It’s been incredible to not be a music major but still feel like I belong in those rooms.

Q: What are some of the most meaningful experiences you’ve had during your time at UMBC?

A: I’m taking a class this semester called Capstone Games Group Project taught by Marc Olano, the director of UMBC’s game development track and advisor for the Game Developers Club. The class combines artists and programmers who pitch game ideas at the start and work together on only a handful of those games for the rest of the semester. I pitched a puzzle platformer game called King Scribble that I’ve been wanting to make since first grade. My classmates and professor liked the idea, and to my surprise, it got picked as one of four games the class will develop in full. I still don’t think I’ve fully internalized how cool it is to actually be making this game.

Students in a classroom working on laptops with a video game projected on a screen.
McRae (standing at podium) plays a submission to the Game Jamathon, hosted by hackUMBC and UMBC Game Developers Club. Photo courtesy of McRae.

I’ve also been working on a game called Daylight (available to play on Windows only, the password is: dog) since 2022 through the Game Developers Club. I feel like I’ve really grown as a developer and musician from it, and I’ve met some really cool and talented people through it. For my INDS capstone I’m improving and expanding upon Daylight’s soundtrack, which I’ve been working on for years now. It likely won’t be finished this semester or even next year, but I’m so privileged and grateful to have played such a big part in it.

I also have found a lot of meaning in my internship at UMBC’s Imaging Research Center (IRC). I got a position there thanks to Professor McAlpine, who had previously mentored Tristan King ’21, a former IRC technical specialist, when he was an INDS student. Tristan ended up being my supervisor for my first year there. I’m making virtual reality data visualization concept mapping software using Unreal Engine and solving complex, cutting-edge interface design problems. It’s really challenging my professional coding skills and helping me to grow exponentially as a game developer. I appreciate that I’ve had the opportunity on campus to enrich my learning like that. It’s been so cool to work with this transdisciplinary team and develop something that I think will have a good impact on the world.

Q: How have the ideas of inter/transdisciplinarity enhanced your UMBC experience?

A: What drew me to game development was working among disciplines. I love the idea of being a programmer and musician working with artists, writers, and playtesters to make a very human, cohesive experience: a love letter to players. Finding myself in INDS and at the IRC legitimized this way of thinking for me. I’ve really found myself at home in environments where I can collaborate with people from different backgrounds who are bringing all their skills and influences to the table. I value that process in everything I make and do at UMBC.

Being part of the Honors College also helped broaden my personal horizons as a student. I’ve been able to take a lot of cool courses outside of my disciplines like Mathematics of the Universe with Manil Suri and Sounds Like Social Justice with Earl Brooks, who have also been pretty big inspirations for me when it comes to the interdisciplinarity of technical fields and the ways I can actually make an impact toward issues I care about.

Q: What has being a student leader in the UMBC Game Developers Club been like for you?

Man taking a selfie outdoors on a sunny day with trees and a grassy field in the background.

A: It actually wasn’t something I knew I wanted to do in the first place until my friend encouraged me to run for vice president during a special election. I think it’s been the happiest accident in my life. I’ve been able to help make UMBC a proper home for students of all disciplines interested in game development, whether it’s for a hobby or a future career. Playing a pivotal role in creating and maintaining that space has been absolutely awesome. (Check out another Game Developers Club creation, Phantom Feline—I was a programmer and musician on this game that can be played in-browser as well as on Windows, Mac, and Linux.) The Game Developers Club has established alumni and mentors in the industry who give talks and network with our students. To be able to stand on that 20-year legacy and be lifted by it is a really special thing.

Written by Tess McRae ’22, Assistant Director for Connective Learning, Center for Democracy and Civic Life

Read more Commencement 2025 stories.

Deporting international students risks making the US a less attractive destination, putting its economic engine at risk

Written by David L. Di Maria, vice provost for Global Engagement, UMBC

In early April 2025, the Trump administration terminated the immigration statuses of thousands of international students listed in a government database, meaning they no longer had legal permission to be in the country. Some students self-deported instead of facing deportation.

The U.S. Department of Homeland Security recently announced that it would reverse the terminations after courts across the country determined they did not have merit.

These moves come as the White House seeks to enhance vetting and screening of all foreign nationals.

The State Department in March announced plans to use artificial intelligence to review international students’ social media accounts.

As an administrator and scholar who specializes in international higher education, I know that international students in the United States have long been subjected to a high level of vetting, screening and monitoring.

Inserting additional bureaucracy into current processes could make the U.S. a less attractive study destination. I believe this would ultimately hamper the Trump administration’s ability to achieve its “America First” priorities related to the economy, science and technology, and national security.

International students in the US

A black and white able showing data about international graduate students' field of study, total number of graduate students, and percent of international students in 2023

The U.S. has long been the global leader in attracting international students. But competition for these students is increasing as other countries, such as Germany and South Korea, enact strategies for attracting international education.

The U.S. hosts 16% of all students studying outside of their home country, down from 22% in 2014 and 28% in 2001, according to the Institute of International Education. Of the more than 1 million international students who were present in the U.S. during the 2023-2024 academic year, 54% came from just two countries, China and India.

Most international students pursue graduate degrees in STEM fields – science, technology, engineering and mathematics. And, according to the National Science Foundation, international students make up a significant portion of enrollment at the master’s and doctoral levels.

How international students are screened

International students in the U.S. are already subjected to intense screening and continuous monitoring. These measures include:

• Vetting the student’s school. Before they can apply for a visa, international students must be admitted to a school authorized by the Department of Homeland Security to enroll people on student visas.

• Vetting at the embassy. As part of the visa application process, international students are subjected to national security reviews carried out by various intelligence and law enforcement agencies. In some cases, such as when a U.S. consular officer in their home country decides that more information is required from external sources to determine visa eligibility, additional screenings occur. That is done through a process known as administrative processing.

• Vetting upon arrival. When they arrive in the U.S., international students are again screened by a U.S. Customs and Border Protection officer. If the officer is unable to verify any information, the student is sent to secondary inspection, a secure interview area where the student waits while officers complete additional assessment. The student is then either admitted to the U.S. or forced to depart the country.

• Ongoing monitoring while in the U.S. If permitted to enter the country, students must enroll full time, earn good grades and notify their school within 10 days of substantive changes to their circumstances.

Examples include a change to their address, academic major or financial sponsor. And school officials are required to report this information to the Student and Exchange Visitor Program, part of U.S. Immigration and Customs Enforcement’s National Security Investigations Division.

Students participating in temporary, postgraduation training programs must continue to comply with reporting requirements. And certain STEM graduates, and their employers, are subject to additional requirements. They include certification of training plans, annual evaluations and site visits.

Most international students prefer to study in the U.S., recent research shows. But they are willing to change their preferences as other countries introduce friendlier visa policies, such as more flexible post-study work opportunities and lower visa costs.

Given the current level of screening and monitoring already imposed on international students in the U.S., it is unclear how additional measures would add value.

Critical to an America First agenda

President Donald Trump’s “America First” agenda aims to grow the U.S. economy.

It also intends to maintain U.S. leadership in science and technology and enhance national security.

Trump administration officials have underlined the importance of recruiting top global talent. And Trump has said that international students who graduate from U.S. colleges should be awarded a green card with their degree.

During the 2023-2024 academic year, international students contributed US$43.8 billion to the U.S. economy through tuition and living expenses, which supported an estimated 378,175 U.S. jobs.

Their contributions don’t end following graduation, according to the National Bureau of Economic Research. Many go on to launch successful startups at a rate that is eight to nine times higher than their domestic peers. In fact, 25% of billion-dollar companies in the U.S. were founded by a former international student.

Such companies include Eventbrite, Grammarly, Moderna, OpenAI, Robinhood and SpaceX.

International students also help the U.S. maintain global leadership in STEM.

Consider that 45% of STEM workers in the U.S. holding a doctoral degree were born outside the U.S.

A 2024 report cautions that the U.S. is failing to develop domestic STEM talent at all levels of the education system. Just 3.2% of U.S. high school graduates are estimated to enter the STEM workforce.

Moreover, the country’s ability to attract and retain international STEM talent is decreasing due to immigration restrictions and increased global competition.

Finally, international students are critical to establishing global networks and promoting soft power diplomacy. This is evidenced by the U.S. having graduated more world leaders than any other nation.

Further restricting the ability of international students to study in the U.S. will ultimately redirect talent to other countries, allies and adversaries alike.

This article is republished from The Conversation under a Creative Commons license. Read the original article and see more than 250 UMBC articles available in The Conversation.

Popular AIs head-to-head: OpenAI beats DeepSeek on sentence-level reasoning

Written by Manas Gaur, assistant professor in computer science and electrical engineering, UMBC

ChatGPT and other AI chatbots based on large language models are known to occasionally make things up, including scientific and legal citations. It turns out that measuring how accurate an AI model’s citations are is a good way of assessing the model’s reasoning abilities.

An AI model “reasons” by breaking down a query into steps and working through them in order. Think of how you learned to solve math word problems in school.

Ideally, to generate citations an AI model would understand the key concepts in a document, generate a ranked list of relevant papers to cite, and provide convincing reasoning for how each suggested paper supports the corresponding text. It would highlight specific connections between the text and the cited research, clarifying why each source matters.

The question is, can today’s models be trusted to make these connections and provide clear reasoning that justifies their source choices? The answer goes beyond citation accuracy to address how useful and accurate large language models are for any information retrieval purpose.

I’m a computer scientist. My colleagues − researchers from the AI Institute at the University of South Carolina, Ohio State University and University of Maryland Baltimore County − and I have developed the Reasons benchmark to test how well large language models can automatically generate research citations and provide understandable reasoning.

We used the benchmark to compare the performance of two popular AI reasoning models, DeepSeek’s R1 and OpenAI’s o1. Though DeepSeek made headlines with its stunning efficiency and cost-effectiveness, the Chinese upstart has a way to go to match OpenAI’s reasoning performance.

Sentence specific

The accuracy of citations has a lot to do with whether the AI model is reasoning about information at the sentence level rather than paragraph or document level. Paragraph-level and document-level citations can be thought of as throwing a large chunk of information into a large language model and asking it to provide many citations.

In this process, the large language model overgeneralizes and misinterprets individual sentences. The user ends up with citations that explain the whole paragraph or document, not the relatively fine-grained information in the sentence.

Further, reasoning suffers when you ask the large language model to read through an entire document. These models mostly rely on memorizing patterns that they typically are better at finding at the beginning and end of longer texts than in the middle. This makes it difficult for them to fully understand all the important information throughout a long document.

Large language models get confused because paragraphs and documents hold a lot of information, which affects citation generation and the reasoning process. Consequently, reasoning from large language models over paragraphs and documents becomes more like summarizing or paraphrasing.

The Reasons benchmark addresses this weakness by examining large language models’ citation generation and reasoning.

How DeepSeek R1 and OpenAI o1 compare generally on logic problems.

Testing citations and reasoning

Following the release of DeepSeek R1 in January 2025, we wanted to examine its accuracy in generating citations and its quality of reasoning and compare it with OpenAI’s o1 model. We created a paragraph that had sentences from different sources, gave the models individual sentences from this paragraph, and asked for citations and reasoning.

To start our test, we developed a small test bed of about 4,100 research articles around four key topics that are related to human brains and computer science: neurons and cognition, human-computer interaction, databases and artificial intelligence. We evaluated the models using two measures: F-1 score, which measures how accurate the provided citation is, and hallucination rate, which measures how sound the model’s reasoning is − that is, how often it produces an inaccurate or misleading response.

Our testing revealed significant performance differences between OpenAI o1 and DeepSeek R1 across different scientific domains. OpenAI’s o1 did well connecting information between different subjects, such as understanding how research on neurons and cognition connects to human-computer interaction and then to concepts in artificial intelligence, while remaining accurate. Its performance metrics consistently outpaced DeepSeek R1’s across all evaluation categories, especially in reducing hallucinations and successfully completing assigned tasks.

OpenAI o1 was better at combining ideas semantically, whereas R1 focused on making sure it generated a response for every attribution task, which in turn increased hallucination during reasoning. OpenAI o1 had a hallucination rate of approximately 35% compared with DeepSeek R1’s rate of nearly 85% in the attribution-based reasoning task.

In terms of accuracy and linguistic competence, OpenAI o1 scored about 0.65 on the F-1 test, which means it was right about 65% of the time when answering questions. It also scored about 0.70 on the BLEU test, which measures how well a language model writes in natural language. These are pretty good scores.

DeepSeek R1 scored lower, with about 0.35 on the F-1 test, meaning it was right about 35% of the time. However, its BLEU score was only about 0.2, which means its writing wasn’t as natural-sounding as OpenAI’s o1. This shows that o1 was better at presenting that information in clear, natural language.

OpenAI holds the advantage

On other benchmarks, DeepSeek R1 performs on par with OpenAI o1 on math, coding and scientific reasoning tasks. But the substantial difference on our benchmark suggests that o1 provides more reliable information, while R1 struggles with factual consistency.

Though we included other models in our comprehensive testing, the performance gap between o1 and R1 specifically highlights the current competitive landscape in AI development, with OpenAI’s offering maintaining a significant advantage in reasoning and knowledge integration capabilities.

These results suggest that OpenAI still has a leg up when it comes to source attribution and reasoning, possibly due to the nature and volume of the data it was trained on. The company recently announced its deep research tool, which can create reports with citations, ask follow-up questions and provide reasoning for the generated response.

The jury is still out on the tool’s value for researchers, but the caveat remains for everyone: Double-check all citations an AI gives you.

This article is republished from The Conversation under a Creative Commons license. Read the original article and see more than 250 UMBC articles available in The Conversation.

From pulpits to protest, the surprising history of the phrase ‘pride and prejudice’

Written by Margie Burns, assistant teaching professor of English, UMBC

Most readers hear “pride and prejudice” and immediately think of Jane Austen’s most famous novel, that salty-sweet confection of romance and irony with a fairy-tale ending.

Few people, however, know the history of the phrase “pride and prejudice,” which I explore in my new book, “Jane Austen, Abolitionist: The Loaded History of the Phrase ‘Pride and Prejudice.’”

Like most Austen fans and scholars, I had read and loved her novels for years without learning much about the history of the title, which Austen chose after scrapping the original one, “First Impressions.”

By the 20th century, “pride and prejudice” became solely associated with Austen’s 1813 novel.

The phrase, which has religious origins, appeared in hundreds of works before Austen was born. From Britain it traveled to America, and from religious tomes it expanded to secular works. It even became a hallmark of abolitionist writing.

Fighting words for religious factions

While 2025 marks Austen’s 250th birthday, the phrase “pride and prejudice” first appeared more than 400 years ago, in religious writings by English Protestants. As the daughter, sister, cousin and granddaughter of Church of England ministers, Austen was certainly aware of the tradition.

If ministers wanted to reproach their parishioners or their opponents, they attributed criticism of their sermons to “pride and prejudice” – as coming from people too arrogant and narrow-minded to entertain their words in good faith.

While the usage began in the Church of England, other denominations, even radical ones, soon adopted it: “Pride and prejudice” appears in the writings of Nonconformists, Anabaptists, Quakers, Dissenters and other representatives of “Schism, Faction and Sedition,” as one anonymous writer called them.

One early takeaway is that, amid fervent religious conflicts, various denominations similarly used “pride and prejudice” as a criticism.

The unnamed minister himself complained that, owing to “the Pride and Prejudice of mens Spirits, the prevailing Interests of some Factions and Parties, the greatest part of the Nation are miserably wanting in their Duty.”

At the same time, the phrase could be invoked to support religious toleration and in pleas for inclusiveness.

“When all Pride and Prejudice, all Interests and Designs, being submitted to the Honour of God, and the Discharge of our Duty,” an anonymous clergyman wrote in 1734, “the Holy Scriptures shall again triumph over the vain Traditions of Men; and Religion no longer take its Denomination from little Sects and Factions.”

From politics to prose

In the 18th century, advances in publishing led to an explosion of secular writing. For the first time, regular people could buy books about history, politics and philosophy. These popular texts spread the phrase “pride and prejudice” to even more distant shores.

One fan was American founding father Thomas Paine.

In his 47-page pamphlet “Common Sense,” Paine argued that kings could not be trusted to protect democracy: “laying aside all national pride and prejudice in favour of modes and forms, the plain truth is, that it is wholly owing to the constitution of the people, and not to the constitution of the government[,] that the crown is not as repressive in England as in Turkey.”

Others included Daniel Defoe, author of “Robinson Crusoe.” In his 1708 essay “Review of the State of the British Nation,” Defoe satirically exhorted the public to vote Tory rather than electing men of sense, to “dispell the Poisons” that “Sloth, Envy, Pride and Prejudice may have contracted, and bring the Blood of the Party into a true circulation.”

After the philosophers, the historians and the political commentators came the novelists. And among the novelists, female writers were especially important. My annotated list in “Jane Austen, Abolitionist” includes more than a dozen female writers using the phrase between 1758 and 1812, the year Austen finished revising “Pride and Prejudice.”

Among them was Frances Burney. Scholars have often attributed Austen’s famous title to Burney, who used the phrase “pride and prejudice” in her novel “Cecilia.”

But Burney was not alone. Female novelists who used the expression before Austen included Charlotte Lennox, sisters Harriet and Sophia Lee, Charlotte Turner Smith, Mrs. Colpoys, Anne Seymour Damer and mother and daughter Susannah and Elizabeth Gunning, who jointly authored their novel “The Heir Apparent.”

An abolitionist rallying cry

As the critique embodied in the phrase progressed beyond religious and partisan conflict, it became increasingly used in the context of ethics and social reform.

My most striking discovery in this research is the long-standing association of the phrase “pride and prejudice” with abolitionism, the movement to eradicate enslavement and the slave trade.

The leaders of transnational antislavery organizations used it at their conventions and in the books and periodicals they published. In 1843, 30 years after the publication of Austen’s “Pride and Prejudice,” British Quaker Thomas Clarkson wrote to the General Antislavery Convention, which was meeting in London.

He exhorted the faithful to repudiate slavery “at once and forever” if there were any among them “whose eyes may be so far blinded, or their consciences so far seared by interest or ignorance, pride or prejudice, as still to sanction or uphold this unjust and sinful system.”

He even used the phrase twice. Acknowledging that some violent abolitionists had aroused reaction, he warned his audience that “this state of feeling arises as much from pride and prejudice on the one hand, as from indiscretion or impropriety on the other.”

At the funeral for abolitionist John Brown, the minister prayed over his body, “Oh, God, cause the oppressed to go free; break any yoke, and prostrate the pride and prejudice that dare to lift themselves up.”

A page of text describing a prayer told at John Brown's funeral. Pride and Prejudice
The prayer uttered at John Brown’s burial. Library of Congress

Use of the phrase did not end with Emancipation or the end of the U.S. Civil War.

In fact, it was one of Frederick Douglass’ favorite phrases. On Oct. 22, 1883, in his “Address at Lincoln Hall,” Douglass excoriated the Supreme Court’s decision rendering the Civil Rights Act of 1875 unconstitutional.

As was typical of Douglass, the speech ranged beyond racial inequities: “Color prejudice is not the only prejudice against which a Republic like ours should guard. The spirit of caste is malignant and dangerous everywhere. There is the prejudice of the rich against the poor, the pride and prejudice of the idle dandy against the hard-handed workingman.”

Austen’s independent women

Early on in “Pride and Prejudice,” the conceited Caroline Bingley snipes that Elizabeth Bennet shows “an abominable sort of conceited independence.” Later, the snobbish Lady Catherine accuses Bennet of being “headstrong.” But near the ending, Mr. Darcy tells Bennet that he loves her for “the liveliness” of her “mind.”

In this respect, Bennet reflects a quality that all of Austen’s heroines possess. While they try to adhere to standards of courtesy and respect, none are guilty of saying only what the leading man wants to hear.

Painted portrait of a seated young woman wearing a blue blouse.
Jane Austen. Stock Montage/Getty Images

Given that Austen chose her title to honor the phrase and its history, it is ironic that her own fame ended up drowning out the abolitionist associations of “pride and prejudice” after the Civil War.

If there is any work of fiction that successfully makes self-sufficiency, independent thinking and open-mindedness look good – and makes sycophants, rigidity and hysterical devotion to rank and status look bad – it is “Pride and Prejudice.”

Yet the lasting popularity of Austen’s novel demonstrates that the ethics contained in the phrase continue to resonate today, even if its context has been lost.

This article is republished from The Conversation under a Creative Commons license. Read the original article and see more than 250 UMBC articles available in The Conversation.

Trump’s executive order to dismantle the Education Department was inspired by the Heritage Foundation’s decades-long disapproval of the agency

Written by Fred L. Pincus, emeritus professor of sociology

President Donald Trump issued an executive order to dismantle the Education Department on March 20, 2025, that calls for closing the U.S. Department of Education.

The president needs congressional approval to shutter the department. The order, however, directs Education Secretary Linda McMahon to “take all necessary steps to facilitate the closure of the Department of Education and return authority over education to the States and local communities while ensuring the effective and uninterrupted delivery of services, programs, and benefits on which Americans rely.”

The executive order reflects many recommendations from the Heritage Foundation’s Project 2025, a conservative political initiative to revamp the federal government. But it’s worth noting that the foundation’s attempt to abolish the Education Department goes back more than 40 years.

The think tank first called for limiting the federal role in education in 1981. That’s when it issued its first Mandate for Leadership, a book offering conservative policy recommendations.

As a sociology professor focused on diversity and social inequality, I’ve followed the Heritage Foundation’s efforts to eliminate the Department of Education since 1981. Although the idea didn’t garner enough support 44 years ago, the current political climate makes conditions more favorable.

Mandate 1981

In its 1981 mandate, the Heritage Foundation struck now-familiar themes.

Its education policy recommendations included closing the Department of Education and “reducing its controls over American education.”

Additionally, the think tank called on lawmakers to repeal the 1965 Elementary and Secondary Education Act, which provides federal funding for disadvantaged students in K-12, so that “the department’s influence on state and local education policy and practice through discretionary grant authority would disappear.”

And the Heritage Foundation called for ending federal support for programs it claimed were designed to “turn elementary- and secondary-school classrooms into vehicles for liberal-left social and political change …”

An office building is seen in Washington, D.C. executive order to dismantle the Education Department
The Heritage Foundation building is seen on July 30, 2024, in Washington, D.C. Andrew Harnik/Getty Images

Education experts disputed these proposed reforms just a few years later.

Four educational task forces, composed mainly of educators, corporate executives and politicians, published reports on education in 1983. All four reports were critical of the more liberal education policies of the 1960s and 1970s – such as an emphasis on student feelings about race, for example, rather than a focus on basic skills.

But they all saw the need for a strong federal role in education.

The four reports blamed the U.S. educational system for losing ground to Japan and Western Europe. And all called for more required courses rather than the “curriculum smorgasbord” that had become the norm in many public schools. They all wanted longer school days, longer school years and better-trained teachers.

Nevertheless, President Ronald Reagan tried unsuccessfully to abolish the Department of Education in 1983.

Project 2025

Jumping ahead more than 40 years, Project 2025 reflects many of the main themes the Heritage Foundation addressed in the 1981 mandate. The first line of Project 2025’s chapter on education states: “Federal education policy should be limited and, ultimately, the federal Department of Education should be eliminated.”

The charges of leftist indoctrination have expanded. Now, conservative advocates are calling to eliminate anything that has to do with diversity, equity and inclusion, or DEI.

Other executive orders that Trump has signed reflect these attitudes.

For example, they call for defending women from “gender ideology extremism” and eliminating “radical” DEI policies.

According to Project 2025, school choice – which gives students the freedom to choose schools that best fit their needs – should be promoted through tuition tax credits and vouchers that provide students with public funds to attend private school. And federal education programs should either be dismantled or moved to other federal departments.

Current political climate

In the 1980s, the Heritage Foundation was seen as part of the New Right, a coalition that opposed issues such as abortion, homosexuality and affirmative action. The GOP’s alliance with conservative evangelical Christians, mobilized by advocacy groups such as Jerry Falwell’s Moral Majority, was picking up steam, but it was still seen as marginal.

By 2025, things have moved significantly to the right.

Conservative Republicans in Congress view the Heritage Foundation as an important voice in educational politics.

The far right is emboldened by Trump after his Cabinet appointments and pardons of Jan. 6 rioters.

And Christian Nationalism – the belief that the United States is defined by Christianity – has grown.

A man in a suit speaks in front of a lecturn. executive order to dismantle the Education Department
Paul Dans, director of the Heritage Foundation’s Project 2025, speaks at the National Conservative Conference in Washington, D.C., on July 10, 2024. Dominic Gwinn/Middle East Images/AFP via Getty Images

Trump’s executive order does not abolish the Education Department. He needs congressional approval to do that.

But he has already weakened it. His administration recently canceled nearly $900 million in contracts at the Institute of Education Sciences, the independent research arm of the Education Department.

Despite public reluctance to eliminate the department – in February, 63% of U.S. residents said they opposed its elimination – it looks like Heritage Foundation influence could cause significant damage, with the additional firing of staff members and the reduced distribution of funds.

McMahon sent a directive to department employees in early March calling the dismantling of their agency a “final mission.”

This article is republished from The Conversation under a Creative Commons license. Read the original article and see more than 250 UMBC articles available in The Conversation.

Meet a Retriever—Harish Reddy Manyam, M.P.S. ’24, data science professional passionate about A.I.

Meet Harish Reddy Manyam, M.P.S. ’24, data science. Harish is a data scientist and AI governance advisor at Marshfield Clinic Health System, where he gets to put his interest in AI/machine learning (ML) in healthcare to work. At UMBC, he co-developed a no-code generative AI chatbot and made strong connections with peers and classmates. As an international student, he found a network of professional support at bwtech, UMBC’s research and technology park. In his free time, Harish loves traveling—he’s visited 25 states so far! Take it away, Harish!

Q: What is your WHY? What brought you to UMBC?

A: I came to UMBC because I wanted an education that went beyond textbooks—something practical, impactful, and connected to real-world problems. As an international student, I applied to several universities, but my final choice was between the University of Arizona and UMBC. 

One major reason I chose UMBC was the Master of Professional Studies (MPS) in Data Science, a program that focuses on hands-on learning rather than just theory. I’ve always believed education should prepare us to solve real-life problems, and UMBC gave me that foundation.

I came here with two big dreams: to become a data scientist and to create something of my own as an entrepreneur. I’m proud to say that I now work as a data scientist and AI governance advisor for Marshfield Clinic Health System (MCHS), a nonprofit healthcare organization, where I use data and AI to improve healthcare outcomes and support underserved communities.

“
Today, I know I made the right decision, and I’m grateful for that.

Harish Reddy Manyam, M.P.S. ’24

Data Science

My time at UMBC also gave me incredible research opportunities. I worked on an independent research project under Ergun Simsek, UMBC data science program director, and together, we published a paper titled “Classification with Electromagnetic Waves” in The Institute of Engineering and Technology (IET), an esteemed engineering journal. This research experience taught me how to approach complex problems and think critically—skills that I now use every day in my job.

Beyond academics, UMBC empowered me to co-build a no-code Gen AI chatbot product with one of my professors, and this experience fueled my entrepreneurial spirit. I am now exploring launching my own startup through bwtech@UMBC, the university’s business incubator.

But more than anything, UMBC gave me a community that supported me both professionally and personally. As an international student, being welcomed, encouraged, and supported was something I never took for granted—UMBC became my second home.

So, my WHY for choosing UMBC was to learn, grow, and create something impactful—and today, because of UMBC, I’m well on my way to making that dream a reality. UMBC gave me not just knowledge, but a community that believed in me and helped me find my purpose.

Q: Where have you found support in the UMBC community?

There are six pillars to my life in the U.S.—people who have inspired and supported me throughout my journey. First is Simsek, who became my role model from the very first speech he gave to our Fall 2022 incoming student batch. His incredible work inspired me, and I was fortunate to work with him on independent research that led to our publication in the IET journal.

Second is Mehmet Sarica, one of my professors. I took two courses under him—Data 601: Introduction to Data Science and Data 602: Introduction to Data Analysis and Machine Learning. He taught me valuable lessons beyond coursework and later recommended me to work as a graduate teaching assistant under his guidance, which was a significant milestone in my career.

As a token of appreciation, we surprised Professor Mehmet Sarica with a cake-cutting celebration at the end of the semester along with all our fellow students.
As a token of appreciation, Harish (standing in the dark blue shirt behind the desk) and his class surprised Data Science Professor Mehmet Sarica with a cake-cutting celebration at the end of the semester.

Third is Abdullah Karassan, another professor and mentor. I took Financial Data Science with him and later collaborated on developing LeverBot, a no-code Generative AI chatbot. I served as the product owner and AI developer for this project, which was a great learning experience in applied AI.

Fourth is the UMBC Career Center, especially Christine Routzahn, the director, who provided immense support in shaping my career path and preparing me for professional opportunities.

Another person who has made a big impact on my journey is Marjie Cota, director of entrepreneurial services at bwtech@UMBC. She encouraged me to think bigger—to believe that I could start my own company. Her guidance opened a new door for me to pursue my entrepreneurial dreams, and today I’m actively exploring launching a startup through bwtech.

Finally, my uncles Raj and Mahesh have been my strongest personal support system since day one in the U.S., helping me settle and navigate life as an international student. I’m also grateful to my friends who stood by me and made my journey memorable. As an international student, having friends who understand you and stand by you is priceless. They made the hardest days easier and the good days even better.

“
Each of these individuals and groups played a crucial role in my academic, professional, and personal life, and I’m forever thankful for their support and inspiration.

Harish Reddy Manyam, M.P.S. ’24

Data Science

Q: What’s your favorite part of being a part of Retriever Nation?

A: My favorite part of Retriever Nation is the strong sense of community and lifelong connections. Even after graduation, I feel supported by professors, mentors, and peers. It’s a network that continues to inspire, uplift, and open doors for personal and professional growth.

Q: What do you love most about the data science program?

A: What I love most about my academic program is how supportive and collaborative everyone is—from professors to classmates. The faculty are always approachable and genuinely invested in students’ success, providing both academic and career guidance. I also love that the program focuses on practical, real-world applications of data science, which helped me gain hands-on experience through research and projects.

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

A: One thing I’d want someone to know is that UMBC truly cares about its students—both academically and personally. Whether it’s professors, the Career Center, or fellow students, there’s always someone ready to guide, support, and help you succeed. You’ll never feel alone in your journey here. It’s a family for me.

What makes UMBC special is that it’s more than a university—it’s a community of people who lift each other up. They believed in me when I was just learning to believe in myself. Their HOW—the way they supported, mentored, and cared—has made all the difference in my life.

Because of UMBC, I’ve grown into a data scientist working in healthcare, a researcher, and an aspiring entrepreneur. And none of this would have been possible without the amazing people who stood beside me. For that, I will forever be grateful.

Q: How have you remained connected with UMBC?

A: As an alum and professional, I value my ongoing partnership with UMBC through research collaborations and mentorship opportunities. UMBC builds meaningful relationships that extend beyond graduation—focused on innovation, real-world problem-solving, and community support. I would tell anyone that partnering with UMBC means working with passionate, talented individuals committed to making a difference. It’s a partnership that fosters growth, creativity, and mutual success.

* * * * *

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.

Meet a Retriever—Cierra K. Reeves found her perfect niche in psychology and aging services 

Cierra K. Reeves knew there was a wide world of careers she could pursue with a psychology degree, but it took some prayer, a conversation with her mother, and a chat with her advisor before she settled on a minor in management in aging services that would define her next steps. Cierra is a non-traditional, online learner who was looking for advice on how to focus her studies. After speaking with James Hamilton, director of academic advising in the College of Arts, Humanities, and Social Sciences, she honed in on the minor from the Erickson School of Aging Studies. She now sees herself working toward opening a facility that uses art therapy for older populations. Tell us all about it, Cierra! 

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

A: My name is Cierra K. Reeves, and I am a woman of God on this beautiful journey called life. I am a psychology major minoring in management of aging services with the goal of opening my own facility geared towards art therapy in the geriatric field. I love all things art, and I love to help others and see others smile. And I feel like what I’m doing now is my calling because I’m able to combine my love for art and helping people. 

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

A: One person in particular that has helped to fuel, inspire, and ease my nervous system in this entire process, has been, Mr. James Hamilton. He is my tried and true advisor. He is so patient, and his career story has helped to motivate me and has kept me pushing along in school when things feel tough. I believe he is most definitely a Godsend! 

He always gives me a motivational nugget to keep going. He’s so calming to my spirit and he’s just so patient. And I feel like I really need that. I look for people like that because in this world we’re always hustling and bustling. Not many really take time with people, but he’s dedicated to his job and serving others in that role. 

“
I feel like what I’m doing now is my calling because I’m able to combine my love for art and helping people. 

Cierra Reeves

psychology major and aging studies minor

My mom has also inspired me to follow my dreams—despite any adversity she always strives for greatness. She always stands in her authentic self and embodies and empowers me to do the same. She’s taught me how to stay physically active and how to better take care of myself now that I am getting older.

Q: Tell us what you’re excited about in your academic area. 

selfie of a woman with a short afro and a cross necklace. she's studying psychology and aging studies.

A: I have had the privilege of growing up with my elders and they have most definitely inspired my love for the geriatric field. My great-grandmother, Dr. Lucy Mason Reeves Jones, was the first African American female podiatrist in Baltimore. I remember growing up with her and how she taught me to make carrot juice and the importance of expanding my mind and vocabulary. And I remember being around my elders and my grandmother—my mom’s mom (Beona Campbell), my favorite grandmother—who was just so, so strong. I mean, so resilient. She taught me about fashion, about thrifting, about keeping God close and just instilling those morals and values in me at a young age. 

I’ve always kept older people close to me. And so when I learned about the management of aging minor and took my first class, I loved it. 

Q: How did you know what you wanted to study? 

A: During the pandemic, I really honed in on what God wanted me to do, and I had a lot of time to reflect and pray upon that. And I was given this answer: psychology. I’ve always been interested in psychology, but I was always nervous to pursue it because I know that it’s really, really difficult. 

But I’ve always loved the challenge. I’ve always been into books. I just love to learn. I love to expand my mind and learn new things. And so this felt like the perfect avenue, especially because when the pandemic was happening, I started to think to myself like, ‘Okay, what could I do to fulfill the purpose that God has for me, but also give back to the community and also make sure that I will be okay for my family monetarily and that I would also feel fulfilled in?’

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: Some teachers and faculty will go above and beyond when it comes to helping you learn. Don’t be afraid to ask for help. Always use your voice, because your voice matters. 

James Hamilton, director of academic advising in CAHSS, has been instrumental in Cierra’s academic trajectory, but he wants to make sure she’s not alone in finding her path. Since 2017 when he started, Hamilton has built out the advising capacities in CAHSS and brought on multiple professional advisors to walk CAHSS students through the first few years of their studies. 

Previously faculty members were responsible for the day-to-day advising needs of most students, but Hamilton recognized the need for dedicated advisors to translate the academic requirements for students in order to promote student success and retention. 

“Our goal has been to offer centralized advising services for students’ first and second year with a professional advisor,” says Hamilton. “Then, for the third and fourth years, they would be with a faculty member where that mentoring role could take place. Because at that point, they already know about their requirements and how to register and how to do all of the nuts and bolts stuff, so they can use their time with faculty member talking about career options, internship opportunities, study abroad, mentoring, and more.” 

*****

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.

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