Pete Fitzpatrick ’96 completed his paramedic training in a speeding ambulance in West Baltimore over 30 years ago. It wasn’t the career he had envisioned, but after a friend gave him a textbook for an elective Emergency Medical Technician class, he switched his major to emergency and disaster health systems. “I kind of fell in love with it. As a kid, I never saw it as a profession for me,” says Fitzpatrick. “There are no firefighters or paramedics in my family.”

His ability to communicate clearly and calmly under pressure, foresee medical or technical issues, and notice the tiniest details led him to return to school for nursing. He first worked in an adult neuroscience unit at Johns Hopkins Hospital before returning to ambulance and helicopter transport, including pediatric transport. 

Fitzpatrick has spent the last 12 years at the Children’s National Hospital in Washington, D.C. As a transport team shift coordinator, he meets the needs and addresses the challenges of flight crews, medics, receiving hospitals, and families before, during, and after helicopter or ambulance transport. “I remember my surprise the first time somebody referred to me as a pediatric nurse,” says Fitzpatrick. “I guess I am.”

Addressing the opioid crisis

In light of Fitzpatrick’s background and relevant training, in May 2025, he was appointed as one of 12 members on Maryland’s Opioid Restitution Fund Advisory Council. Established in 2022, the council makes recommendations for the allocation of financial settlements from prescription opioid-related lawsuits to help fund programs and initiatives that address the opioid crisis. Fitzpatrick, who is married to Kim Fitzpatrick and father of Sam, Mikey, and Danny, a first-year chemical and environmental engineering student, serves as the council member representing those who have lost a family member to an opioid overdose.

“It’s really a sad story. My oldest child, Sam, died of a fentanyl overdose in May of 2020. He was 22,” says Fitzpatrick. Fentanyl is a highly addictive synthetic opioid used in hospitals to treat severe and chronic pain from cancer and surgery. The Maryland Department of Health reported that between September 2024 and August 2025, there were 631 opioid-related deaths in Baltimore City and County combined, 575 of which were fentanyl-related deaths.

“I tell my colleagues, in emergency pediatric transport, we deal with children in sometimes very tragic circumstances,” says Fitzpatrick. “I say to them, ‘When you lose a child in transport, there’s only one thing you can do—you have to go and try to save the next one.'” 

Broadening access to life-saving treatment

Coming from an emergency medical services (EMS) system approach, Fitzpatrick hopes the opioid crisis will be solved through similar measures. “The 1973 EMS Systems Act came about because of the rise in deaths due to a lack of emergency care,” he says. “The act created grants and programs to fund EMS training, equipment, and infrastructure.” UMBC established its emergency health services (EHS) baccalaureate program in 1980 to develop highly skilled emergency healthcare leaders, managers, and providers. In 1984, UMBC launched the first EHS graduate program in the U.S., and it remains a national leader in EMS education. Both programs are now part of UMBC’s emergency and disaster health systems department.

Broadening access to life-saving treatment for opioid use disorder is always on Fitzpatrick’s mind. Having access to good healthcare, a supportive family, education, and intervention resources helps, but he notes that not all families have that. For example, there were times when Sam was in crisis, and the family needed access to the police department. 

“Baltimore County has a great crisis response,” Fitzpatrick says, “but what if we had not felt comfortable accessing the police department when we needed that help?” He now serves on the Police Accountability Board for Baltimore County to help strengthen the relationship between police and the community and fundraises for the American Society for Addiction Medicine.

“Sam had a lot of things going for him, and it still didn’t work. That’s sad. There’s only one thing I can do at this point,” says Fitzpatrick, “and that’s to try to make a difference.”

Learn more about UMBC’s Department of Emergency and Disaster Health Systems.

Meet Sara Krauss, director of Sherman School Partnerships in the George and Betsy Sherman Center. Before coming to UMBC in 2021, Sara served in the Baltimore City Public Schools as a classroom teacher, math lead, and an Assistant Principal. She is a National Board Certified Teacher (NBCT) and also an adjunct professor for teacher preparation programs. Sara is an advocate for educational equity, has a love for developing budding and experienced educators, and aspires to convert everyone she meets into a lover of math. Take it away, Sara!

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

A: Prior to UMBC, I was an educator and school administrator in Baltimore City Public Schools. I LOVE teaching, I LOVE the energy of a school building and interacting daily with families. However, after 15 years, I was ready to stretch myself in new ways and ready to make a greater impact.

Coming to UMBC and the Sherman Center, I was able to do all the things I loved in one job. I am an adjunct professor, I work in schools by providing academic programs in areas that I love (math and early childhood), and I support new teachers. Through my position, I have found my home living in the K-12 and higher education world, supporting communities and helping to bridge connections with UMBC and the Baltimore community.

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

A: My team at the Sherman Center has supported my why since day one. It’s so special to work among colleagues who have similar whys, but bring different experiences. I feel like we are accepting of each other every day, while we also push each other to be better and encourage each other to think about new ways of approaching the work.

Q: What do you love most about working in the Sherman Center?

A: My colleagues in the Sherman Center are stellar. As a team, we get to elevate students, families, and communities in the greater Baltimore area. I love building relationships with other people and organizations and finding ways to make connections to help strengthen the greater Baltimore ecosystem.

Last year, I had the opportunity to travel to Bulgaria for the International Step by Step Association (ISSA) conference, focused on improving early childhood education and development. I presented on “Why Universities Matter in Communities.” That experience was amazing to share the incredible work that UMBC is doing.

Pictured right: Krauss standing by a digital display announcing her presentation at the 2024 ISSA Conference in Bulgaria, “Why Universities Matter in Communities.”

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

A: UMBC is one of the most diverse places I have ever worked, and what I love specifically about UMBC is that they encourage diversity, new ideas, and making new connections in everything they do.

Learn more about the George and Betsy Sherman Center

Established by a visionary gift to UMBC from George and Betsy Sherman, the George and Betsy Sherman Center is committed to excellent urban schools that transform lives in the communities they serve.

We believe that in every community, public schools have an extraordinary and unique capacity to offer opportunity and change lives. Within each school, committed teachers are the most important factor in whether the transformational power of education becomes real for students and families. Surrounding each school, community and family partners are essential for children to thrive, particularly in a child’s formative early years.

What we do:

• Support excellent teaching with an emphasis on STEM and Early Childhood;
• Build deep and transformative educational partnerships with schools and communities;
• Expand community and school capacity to provide strong early childhood experiences;
• Support pathways connecting students in partner communities with educational opportunities at UMBC;
• Apply engaged research to guide and assess our work.

Learn more about the George and Betsy Sherman Center.

* * * * *

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 Corey Carter ’08, M.A.T. ’10, an award-winning educator, lifelong learner, and the director of the Sherman Scholars Program in the George and Betsy Sherman Center. He takes pride in meeting student needs through servant leadership and holistic mentorship that centers on the needs of scholars as developing teachers. Corey’s goals include diversifying the teaching profession, particularly increasing the representation of highly-skilled Black male educators. Outside of his work supporting culturally responsive educators, Corey loves exploring his interests in hip hop, technology, and science. Take it away, Corey! 

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

A: My family was coming home one day, and my dad stopped the car to introduce us all to the new neighbor. When I told LaMont Toliver that I was a high school junior and wanted to major in biology, he told me all about the Meyerhoff Scholars Program at UMBC. I knew I had to apply and was excited about the chance to continue exploring my passion for science amongst so many other brilliant young people. During selection weekend, my parents shared the table with another couple whose daughter was also applying to the program. That night, I met my future wife and best friend, Brittney Carter ’07, psychology.

Pictured right: Corey and Brittney Carter attending the wedding of one of their college friends. The couple has been married for 15 years and have three kids.

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

A: The support at UMBC has significance for me because it was also a place of consequential challenges. My academic and pre-professional identity was formed, broken down, and reformed over the years as I learned more of my truths. When I first began to accept that I might have a different career calling than a Ph.D. in biology research, it wasn’t without signs. The support I received from mentors, advisors, and tutoring centers helped me get out of the shame and disillusionment. Connecting again with the community in different aspects of my identity (Gospel choir, Meyerhoff Scholars, Sherman Scholars) was the key to me reclaiming my story and writing the next chapters of my life.

Q: Who, in particular, has supported you throughout your journey?

It’s hard to name just one person. I’m fortunate to have known the late Mr. Toliver, as he was my bridge to UMBC and then to the Sherman Scholars Program, which led to my current career. Mr Toliver’s influence on Rehana Shafi, who would serve as a mentor and support for me through teacher preparation, was an anchoring force of courageous truth and unwavering belief in potential. More recently, I’ve stayed connected to Mr. Toliver’s legacy through another pillar, cut from the same cloth, Sunji Jangha, M.P.P ’18, Ph.D. ’25.

Q: What do you love most about the Sherman Scholars program?

A: I’ve been involved with the Sherman Program since 2007. I love that we stand for centering students as whole people, that we live the values of social justice through education, and that we do this work with joy, love, and passion.

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

A: I love seeing our Sherman Scholars in the classroom and talking with them about teaching. Connecting with brilliant, passionate educators is so fulfilling because I am always stretched by the conversations. In this job, I’ve continued to grow intellectually, spiritually, and emotionally. I’m grateful for the tears, the laughter, and the righteous anger—it’s all so valuable to me.

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

A: UMBC is a special place. If you align with the mission and values, I have no doubt there is good work and community for you here!

Learn more about the George and Betsy Sherman Center

Established by a visionary gift to UMBC from George and Betsy Sherman, the George and Betsy Sherman Center is committed to excellent urban schools that transform lives in the communities they serve.

We believe that in every community, public schools have an extraordinary and unique capacity to offer opportunity and change lives. Within each school, committed teachers are the most important factor in whether the transformational power of education becomes real for students and families. Surrounding each school, community and family partners are essential for children to thrive, particularly in a child’s formative early years.

What we do:

• Support excellent teaching with an emphasis on STEM and Early Childhood;
• Build deep and transformative educational partnerships with schools and communities;
• Expand community and school capacity to provide strong early childhood experiences;
• Support pathways connecting students in partner communities with educational opportunities at UMBC;
• Apply engaged research to guide and assess our work.

Learn more about the George and Betsy Sherman Center.

When Shaniah Reece ’23, information systems, now a Ph.D. student in computer science at Emory University, was navigating her academic journey at UMBC, there were times she felt like giving up. One evening, around 10 p.m. at night, she was exhausted and considering not submitting an important application. But then Michael Hunt, director of the McNair Scholars Program, with which she was affiliated, gave her a call.

“He said, ‘There are two hours left, and I haven’t seen any indication that you’ve submitted it,’” Reece relates. “I could hear his family and the TV in the background—he was off the clock, at home—but he still made that call. That moment was so impactful because he thought about me, believed in me, and pushed me in a moment when I was too weak to push myself.”

It’s just one example of the many times that Hunt ’06, applied mathematics, Ph.D. ’25, language, literacy, and culture, has shown up for students in just the ways they need. Since 2019, Hunt has directed the federally funded UMBC McNair program with a goal of empowering students from underrepresented segments of society to earn research-based doctoral degrees. Not only does he support the 30 students who enter the full program each year—he’s worked hard to extend opportunities to affiliated students, through a program now called the Retriever Graduate Preparation Network, and to spread the supportive culture of the McNair program across the university as a whole. 

On October 29, Hunt’s contributions will be recognized when he receives the 2025 Outstanding Staff award from UMBC’s Alumni Association Board of Directors. 

Showing up for students

What makes Hunt such an effective mentor? For one thing, he asks students what they need and makes their voices and experiences a central part of his relationship with them. He strives to support them holistically, including emotional, cultural, and academic support. He wants the mentor-mentee relationship to be reciprocal, to honor the value of the mentee’s contributions, and to extend into a wider network of community support. 

The approach, called holistic critical mentoring, has been central to the McNair Scholar’s Program under Hunt’s leadership. Hunt even wrote his Ph.D. dissertation on the subject and his interviews of former McNair scholars showed how much they valued the mentoring philosophy.

“I am one of the many UMBC students whose trajectory was forever changed by Dr. Hunt’s mentorship,” says Ting Huang ’21, psychology, the program coordinator for UMBC McNair Scholars Program and a former scholar herself. “I didn’t know my path until I stumbled onto McNair as an undergraduate. Through the program, I conducted research virtually for the first time during the height of the COVID-19 pandemic. Despite the remote nature of those years, I had never felt more connected to a community. That sense of belonging was cultivated by Dr. Hunt and his team, showing how intentional leadership can overcome even the most isolating circumstances.”

Building community

Hunt says the experience of reaching out to current and former McNair program participants to request their help supplying information for his dissertation research was ultimately very gratifying. He wondered how many would respond, given their busy schedules, but a large number were eager to engage.

“I was genuinely surprised, I didn’t expect that number of responses. But then my mentor pointed out: That’s what happens when you build relationships,” Hunt says.

Hunt says the continued support of program alumni makes him feel like he is making a difference. He’s happy that former participants, some as far away as California, regularly offer to serve as volunteer mentors for current students.

This summer, Hunt had the opportunity to sit in on the dissertation defense of one of the first students to go through the McNair Scholars Program under his watch.

“It’s wonderful to see these alums thriving,” Hunt says. “We are building community. And while we stood on the shoulders of giants, we’re making sure to also be the shoulders that others can stand on next.”

Mark your calendars for the 2025 Alumni Awards on Wednesday, October 29, at 6 p.m., and consider joining the UMBC community at the Chesapeake Employers Insurance Arena to celebrate Michael Hunt and the many remarkable individuals receiving awards. The event will be livestreamed for those unable to join in person. You can learn more at alumni.umbc.edu/alumniawards.

During International Education Week, join Center for Global Engagement staff for training and knowledge sharing in these global topics: 

Passport to Possibility: Demystifying Study Abroad

Monday, Nov 17 - 12PM - Virtual

Discover how UMBC students can take their learning global. This myth-busting brown bag session will clarify the study abroad process, highlight key resources, and explore how faculty and staff can get involved in supporting global learning.

RSVP HERE

Getting Involved in International Student Recruitment

Tuesday, Nov 18 - 12PM - UC 310

Join the International Student Recruitment team to learn about existing projects to connect with prospective international students around the world and how your program or department can connect with our team to support outreach to prospective undergraduate, masters, or doctoral international students.

RSVP HERE 

F-1, J-1, and H1-B Crash Course

Thursday, Nov 20 - 12PM - UC 310

This session will provide staff and faculty with a basic understanding of the F-1, J-1, and H-1B visa categories. We will cover the key characteristics of each visa type, focusing on employment options available to international students and scholars. This will be a fast-paced and high level discussion. Our Office of International Students and Scholars team is always available for questions about more nuanced cases upon request.

RSVP HERE 

Global Grant Application and Fellowship Support

Thursday, Nov 20 - 12 PM - UC 204

RSVP HERE 

Intercultural Connection Games

Friday, Nov 21 - 12PM- UC 204

“There’s a little engineer in all of us. Because the truth is you’re iterating all the time. You’re failing, but you’re learning from those awesome failures.” 

Jamie Gurganus ’04, M.S. ’11, Ph.D. ’20, mechanical engineering, doesn’t believe engineers need to be geniuses; she also doesn’t believe failure means it’s the end of the road—so much so that her winding and impressive career over the last twenty years has been a product of taking chances, accepting the small failures, and still marching onwards. 

As an undergraduate, Gurganus pursued an opportunity to teach STEM subjects in local middle schools. The experience sparked her interest in engineering education. Her desire to help everyone see that they, too, could become an engineer has driven her professional life ever since. Students praise her for lifting them up when they felt discouraged and always encouraging them to aim high.

Gurganus’ tireless advocacy for students and continual innovation in teaching will be recognized on October 29, when she will receive the 2025 Outstanding Faculty Award from UMBC’s Alumni Association Board of Directors. 

Building confidence

Gurganus says that as a college student, she never expected to end up where she is today: “I didn’t think I’d ever be faculty or get a Ph.D.”

But when she got a National Science Foundation-funded fellowship in 2002 from the Teaching Enhancement Partnership Program at UMBC’s Shriver Center, she found herself enjoying the STEM classes she was teaching at local schools, especially connecting with students who may have assumed their options in life were limited.

“Many of these students came from precarious situations and weren’t thinking about going to college, much less having a STEM career,” Gurganus remembers of the Title I schools, which means they had high percentages of children from low-income families.

Gurganus taught as part of the partnership program for almost three years, and then proceeded to earn a graduate fellowship both through NSF and later NASA, which in turn cultivated a real passion for teaching and research. 

Gurganus also became a substitute teacher for the Anne Arundel County public school system, focusing on teaching mathematics. “My goals were fostering engineering awareness in these kids and showing them they, too, could do this—and showing them the real-life applications of it all.”

Breaking down the basics of math and engineering got the kids excited. As they got excited, they became more engaged, and as they became more engaged, their grades began to improve significantly. It might not have been the only reason for the successful outcome, but Gurganus believes being a young college student played a hand in it all. The breadth of knowledge and sense of authority was always present but packaged in a way that the students weren’t familiar with.

While in graduate school at UMBC, Gurganus also helped lead professional development for Project Lead The Way, a national nonprofit organization that provides STEM education programs for PreK-12 students, and Engineering is Elementary, which provides engineering teaching materials. In 2012, she became an instructor in mechanical engineering and assistant director of engineering education initiatives in the College of Engineering and Information Technology at UMBC, transitioning to a faculty role in 2014.

Over the years, Guganus’ skills, passions, and love for her students have improved UMBC’s course offerings, reputation, and quality of education. Currently, Gurganus is the associate director for STEMed Research, director for the Center for the Integration for Research, Teaching and Learning in the Graduate School and an assistant teaching professor in the engineering and computing education program. She also serves as a faculty fellow in entrepreneurship for the Alex. Brown Center For Entrepreneurship and Innovation, has mentored around 150 engineering teams under the senior capstone design course (including teaming up with Steve McAlpine to guide the kinetic sculpture team this year), and is an honorary faculty coach for UMBC’s softball team. 

Reaching across borders, she has also built international partnerships in Brazil, Portugal, Africa, Australia, the United Kingdom, and Germany, and collaborates widely on STEM education initiatives.

Embracing the journey

If her professional progression comes across as linear and like it unfolded at breakneck speed, Gurganus is here to assure you it did not.

“It’s been an interesting journey,” she says. “I stopped trying to plan my future and just accept (and expect!) the unexpected. I just take it on and see what happens.”

She’s never strayed from that principle, letting the journey—and the experiences it’s unveiled—guide her to new milestones. One of those milestones has been the nurturing of a strong undergraduate teaching fellows network on campus. Remembering her own experiences as a student and then seeing much of the same insecurity in the local middle school students from years ago, Gurganus struck out to find students who could guide other students by relating to the stresses of failure they might feel. 

“I had this mission to foster a community of individuals who never thought of themselves as being ‘smart enough’ to teach others in their own technical field,” Gurganus says. If this sounds familiar, that’s because it’s how Gurganus expresses she felt as a student herself.

While the teaching fellows program was started nearly 20 years ago as a tool for undergraduate students to assist faculty, and more importantly their peers, in classes, Gurganus has expanded the program in an organic way. 

“These students just became friends and bonded over their common interests or maybe their similar experiences in undergrad,” she says. 

“The teaching fellow program laid a foundation for growth and confidence-building in the formative stages of my career,” says De’Shaunna Scott ’19, computer engineering, who is now a principal RF integration engineer at Northrop Grumman. “I quickly felt overwhelmed and out of my element, but Dr. Gurganus was the guiding light I could always turn to. There were times, I would just show up after work and sit in Prof’s office unloading all the stresses I endured. Without fail and without question, Prof listened to every one of those complaints and provided words of advice that I still use to this day.”

“Prof G profoundly shaped my life and inspired me to become faculty,” adds Shannon Clancy ’19, mechanical engineering, who is now an assistant professor of engineering at Elizabethtown College. “As her teaching fellow and research assistant, I experienced mentorship rooted in care, unwavering support, and high expectations—even during my most uncertain moments. The teaching fellow program was the catalyst to get my Ph.D. I wanted to teach undergraduate students and build a community in my own way like Prof had.”

The fellows’ connection with each other, as well as the students they teach, has fueled the community’s growth. Gurganus begins naming fellows who are thriving post-UMBC, having gone on to receive master’s degrees, Ph.D.s, research fellowships, and more. It’s an obvious point of pride for her as she recalls the impact of all the work being a two-way street—for both her and the students.

“To teach is to engineer,” she adds. “You try it, you make it better, you bring your own spark, to keep improving with purpose and heart.”

By Nikoletta Gjoni ’09

Mark your calendars for the 2025 Alumni Awards on Wednesday, October 29, at 6 p.m., and consider joining the UMBC community at the Chesapeake Employers Insurance Arena to celebrate Jamie Gurganus and the many remarkable individuals receiving awards. The event will be livestreamed for those unable to join in person. You can learn more at alumni.umbc.edu/alumniawards.

In the crisp autumn air, Jackie King laces up her running shoes, her white cane—affectionately named Amigo—tucked nearby. The UMBC alumna is training for the New York City Marathon. The effort underscores a life shaped by triumphs and relationships, rather than her gradual loss of sight.

After years of misdiagnosis, in 2017, King finally learned she had retinitis pigmentosa, a genetic condition causing progressive vision loss. Today, King is legally blind—and yet she radiates resilience and positivity. “I have chosen this,” she says firmly. “I could choose to be like, ‘Oh man, this sucks,’ every day, all day. But I’ve chosen not to.”

In her early 20s, King built a graphic design business in Baltimore, mixing paints and hand-lettering signs when she could still see clearly. But by age 30, dark flecks were regularly drifting across her field of vision, making night driving and dim spaces like movie theaters challenging. 

As her vision faltered, a recurring dream of a college campus spurred her to enroll at Western Maryland College (now McDaniel College) as an art history major, but she shifted to psychology after a professor’s nudge. “I fell in love,” she recalls. “Studying behaviors and people—it seemed so natural.” King arrived at UMBC in 2002 as a Ph.D. student in human services psychology.

The vision to see others’ potential

King’s dissertation evaluated Baltimore’s Sisters Circle mentoring program for middle and high school girls, revealing that unstructured, long-term relationships boosted self-esteem and academic drive—and the benefits often extended to mentees’ families. Earning her Ph.D. in 2009, King joined UMBC as assistant director of the Minority Access to Research Careers (MARC) program, and today she is the associate director of the Undergraduate Research Training Initiative for Student Enhancement (U-RISE), which replaced MARC. In that role, she applies her research, guiding hundreds of students through graduate school applications and academic and personal challenges.

“I often see so much more in them than they see in themselves,” King says. “Seeing their potential is my gift—and then I get to let them in on the secret.” Sharing her own struggles with students builds trust, modeling that seeking help is a strength. 

Phyllis Robinson, U-RISE director and a professor of biological sciences, praises King as “the linchpin that makes the program run smoothly.” Robinson supports King’s pursuits on and off the road, admiring her “compassionate and caring approach” amid her vision challenges.

Adapting hasn’t been easy for King, though. She hasn’t driven in a decade, and reading text on paper is now impossible. Adopting the cane 18 months ago, she admits, was “the hardest hurdle.” Yet she reframes her loss: “I would not be as compassionate or empathetic without this journey. It could have been otherwise—but the fact that it isn’t? I’m making the best of it.”

A healthy mix of challenge and community

Running anchored King. At age 45, she trained on UMBC’s 1.8-mile loop for her first marathon. She ran the Baltimore race with Team in Training, fundraising for the Leukemia & Lymphoma Society. As running alone grew riskier, she was thrilled when Achilles International, a nonprofit that supports athletes with disabilities, launched a Baltimore chapter in April 2024. Now, 15 to 30 athletes—visually impaired, neurodivergent, amputees, stroke survivors, and more—and their volunteer guides gather each Saturday in Patterson Park to train. 

“I came for the challenge; I’ve stayed for the community,” King says. “No one’s judging your pace—6 minutes or 17. There’s a place for you with Achilles.”

After seeing how much the organization has meant to her mom, King’s daughter, Demerise King, is fundraising for Achilles International as she also trains for NYC this fall. “I’ve watched my mom navigate her vision loss for as long as I can remember,” she shares. “She’s given me a gift by illustrating what it looks like to push past obstacles. Knowing that she is safe while running with the Achilles community gives me a sense of peace.”

King’s forthcoming memoir reflects her reluctant embrace of her condition. “I did not want to be here, but I am,” she says. As King tapers for NYC, she takes a spiritual approach to her situation, affirming that “I’m  preparing for what’s been prepared for me.” As her vision dims, she runs with an illuminated heart, lighting the path for hundreds of UMBC students and others along the way.

Learn more about UMBC’s Ph.D. program in human services psychology.

The College of Natural and Mathematical Sciences is home to high-tech scientific instrumentation alongside traditional infrastructure like water pipes and HVAC systems, all of which UMBC researchers and students rely on. That equipment also requires regular maintenance and occasional upgrades, and it’s the often-invisible work of UMBC’s skilled and experienced building managers that keeps things humming. Four CNMS building managers welcomed us into their world, sharing everything from what it takes to succeed in their roles to the hidden gems found in their buildings.

Meet the building managers:

• Erik Crowe, Physics Building
• Dennis Cuddy, Interdisciplinary Life Sciences Building
• Brian Moravec, Meyerhoff Chemistry Building
• Sam Williams, Biological Sciences Building and Schwartz Hall

Erik Crowe
Building Manager, Physics Building

Erik Crowe brought five years of hands-on expertise as a laboratory specialist in the UMBC physics department and prior experience at NASA Goddard Space Flight Center to his current role as physics department building manager, which he assumed in 2019. Today he supports faculty, staff, and students in physics—including the Earth and Space Institute and Quantum Science Institute—overseeing everything from HVAC systems to lab renovations. Crowe thrives on the blend of technical innovation, educational support, and collaborative spirit he gets to practice in his role.

Q: What do you enjoy about your role?

A: I appreciate that every day presents new challenges to problem-solve and support occupants of the Physics Building. My position allows me to leverage my technical background in facilities management and in educating students, staff, and faculty about prototyping and precision machine operations in the machine shop. I also appreciate my collaboration with my colleagues. We have a wonderful staff team in physics, and I couldn’t be successful in my position without their support. The faculty, staff, and students are always finding new ways to push me to expand my skill set.

Q: What brought you to UMBC? 

A: I started my career as a process engineer developing and fabricating cryogenic detectors, devices that use ultra-low temperatures to very sensitively detect particles, for the Cosmology Large Angular Scale Surveyor at NASA Goddard Space Flight Center. I thoroughly enjoyed the work, but working in a cleanroom is grueling, and I was looking for something new. Encouraged by my former college advisor, I applied for the lab specialist position at UMBC and was hired in December 2014. It was the change that I needed. I have grown both professionally and personally over the last decade, hitting career goals and growing my family. 

Q: What are some of your proudest moments?

A: I am particularly proud of collaborating with the structural maintenance department in facilities management (FM) to renovate approximately 40 spaces in the building over the course of a year and a half. These included research labs, office spaces, and our graduate student wing. It is a tremendous amount of work to plan, organize, and facilitate a project of that size, but we were able to do it with minimal interruption and impact to the building occupants.

I am also proud of the ongoing work to improve the HVAC system within the Physics Building. Over the last decade, we’ve gathered data and addressed the underlying issues, so completing the HVAC study last year was a huge milestone for me. We have a lot of work left to do, but we are moving in the right direction every day.

Q: What does it take to be a successful building manager?

A: It takes large doses of patience, persistence, organization, and communication skills to be a successful building manager. You have to prioritize different issues that arise on a daily, weekly, and monthly basis. There are emergencies where a building system might go down or malfunction. In those situations, you have to stay calm, gather data, run through your contact list, formulate a plan, communicate the impact, and follow up to make sure all aspects of an issue are addressed. You also have to be prepared to pivot when things don’t go smoothly. 

I submit work orders every day to keep the building running. There are small maintenance and renovation projects where I meet with the FM shops to discuss our approach, there are large-scale projects that can significantly impact occupants and their academic and research activities, and everything in between. My day is never the same and the requests I receive ebb and flow. 

Q: What are some of your favorite spaces or hidden gems in the building?

A: The machine shop is my favorite space in the building. Over the last decade, I have built the shop to match the department’s needs. I am proud of the resource it has become and my interactions with students, staff, and faculty to help them develop their technical skills. I am excited about the future of the space, and how we can continue to grow its capabilities and educational programming. It’s a lean facility, but it packs a punch.

Not all of our research activities are performed inside the building. We installed a dedicated research platform on the roof in 2018, which gathers data for atmospheric physics and astrophysics research. But the roof doesn’t just house equipment—it also provides some of the best views on campus of the Baltimore skyline.

Dennis Cuddy
Senior Facilities Manager, Interdisciplinary Life Sciences Building and beyond

Dennis Cuddy, administrator of the Interdisciplinary Life Sciences Building (ILSB) and senior facilities manager in the College of Natural and Mathematical Sciences, is in his 26th year at UMBC and his sixth in his current role. Cuddy’s career exemplifies innovative problem-solving and dedication to UMBC’s scientific ecosystem, from orchestrating the renovation of the Meyerhoff Chemistry Building to managing dozens of classrooms, labs, and core facilities that support hundreds of students and researchers. 

Q: What do you appreciate about your role?

A: UMBC has allowed me to use my strengths in organization, scheduling, and operations while exposing me to skills like web development, event planning, and major construction operations—above and beyond what I could offer when I was hired. Now, I handle building operations across colleges and consult for administrative departments I’ve worked with over the years. It’s fulfilling to be asked your opinion about how things can run better.

Q: What brought you to UMBC?

A: I answered an ad in the Baltimore Sun for a chemist, which listed managerial duties similar to what I was doing at the University of Maryland Greenebaum Comprehensive Cancer Center. I still have the ad somewhere at home.

Q: What are some of your proudest moments? 

A: I oversaw the renovation of the Meyerhoff Chemistry Building from 2002 to 2005. When we needed additional funds to finish the project, I wrote a construction grant to the National Center for Research Resources that was awarded. Being tasked with reporting the research activities going on in the renovated space for 20 years after the fact was the price I paid, but it was worth it. 

Q: What does it take to be a successful building manager?

A: It takes patience, good communication, organization, and being proactive when needed (and knowing when that is). You have to be a representative of the university and a good steward of state-appropriated funds. Helping colleagues when needed is essential, because even buildings with dedicated facility managers often lack backups.

Q: What are some of your favorite spaces or surprising facts about the building?

A: The lobby by the third floor elevators is pretty amazing, with the green roof and double helix staircase to the fourth floor, but I find that sitting in the main lobby, anonymously taking in the beauty of the space and the energy of the students, is the most rewarding. Most people don’t know that the ILSB sits on a redirected creek bed, and even during the driest times, the water table is only eight feet beneath the basement floor. 

Brian Moravec
Building Manager, Meyerhoff Chemistry Building

Brian Moravec honed his skills through two decades in USDA molecular biology labs. For the last six years, he has ensured that research and teaching go smoothly in the Meyerhoff Chemistry Building as its building manager. Moravec coordinates repairs and maintenance, manages inventories, and supervises the department’s glassblower and teaching lab manager—turning potential disruptions into opportunities for safety and efficiency.

Q: What do you enjoy about your role?

A: I like that my responsibilities change from day to day. One day I may spend most of my time in the office completing administrative tasks, and the next day I might respond to an urgent water leak. I also like that my colleagues in the department, college, and facilities management all have the same goal: Keep things running safely and smoothly to serve our community’s education and research needs.

Q: What brought you to UMBC? 

A: I worked in a molecular biology lab at the USDA in Beltsville, Maryland for 20 years. Near the end of that time, I was able to take temporary work as a facility operations specialist at the National Agricultural Library and the National Arboretum. These temporary jobs boosted my interest in the field of building management and operations. When I saw an opening at UMBC in a STEM field, I decided to make a switch.

Q: What are some of your proudest moments?

A: I am proud of the water damage mitigation I helped with during the 2022 Christmas flood. Our building was damaged, but we didn’t lose any scientific equipment because I had prepared some items in advance, just in case we needed to divert water around million-dollar instruments. I am also proud of the safety record in both the teaching and research labs in the building. Our building can be dangerous, with flammable and toxic materials, but the safety training and equipment we provide helps keep what can be a dangerous place very safe.

Q: What is something you want people to know about the building or your role?

A: People should know that sometimes the building smells—it’s old! There are a lot of different chemicals in use, but a strange odor by itself is not dangerous. Also, I consider myself a problem solver. People come to me with all sorts of difficulties and issues. I may not be able to fix them all, but I can almost certainly find someone that can help.

Sam Williams ’99
Building Manager, Biological Sciences Building and Schwartz Hall

Sam Williams ’99, history, has dedicated 24 years to UMBC, serving the last 11 as building manager for the Biological Sciences Building after 13 years as assistant athletics director for facilities and operations. His role spans routine maintenance, crisis response, vendor coordination, budget oversight, and safety compliance.

Q: What do you enjoy about your role?

A: I appreciate the fact that no day is ever the same. I feel like we have a great department, from the students to the faculty and staff, which makes coming to work a lot easier. 

Q: What are some of your proudest moments? 

A: I’ve been a part of two major events: COVID and the great flood in December of 2022. Both of these events brought their own set of challenges. However, the biggest goal for both was making sure that research continued and building occupants were able to work in a safe environment. I have a lot of memories from both.

Q: What does it take to be a successful building manager?

A: I feel like you need patience and the ability to adapt. Things can change by the minute, so being prepared and prioritizing is an essential skill. I would also say that problem-solving is one of the best skills I’ve learned. Having a good working relationship with building occupants and FM makes my life a lot easier, too.

Rishi Nixon, a senior biological sciences major and member of the Honors College, brings a kaleidoscope of interests and skills to his time at UMBC after transferring from Montgomery College. He’s been a performing storyteller for more than 10 years, originally with his 4-H youth club and now independently. Nixon conducts research on Parkinson’s disease at the University of Maryland School of Medicine and plans to pursue a medical degree after UMBC.  

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

A: Meeting Kendyl Walker, my honors college advisor, on my first day of classes made UMBC feel like home. Especially coming into this new environment after leaving my community college—she met me where I was on day one and continues to make me feel supported every time we meet. 

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

A: My honors college seminar on race, poverty, and gender in Baltimore, taught by Dr. Jodi Kelber-Kaye (“Dr. K.”) opened my eyes to issues facing the city and was one of my most impactful UMBC courses. It helped cut through the ways the city is sometimes talked about in Maryland politics, emphasizing the importance of funding programs that help lift up Baltimore. 

This past summer, I had the opportunity to complete a second seminar with Dr. K: an applied community service experience at a nonprofit organization in the city called Moveable Feast, which helps deliver medically-tailored meals to Baltimore residents experiencing food insecurity.

In August 2025, I engaged with the city for the first time in my capacity as a performing storyteller. I performed at the Irvington Peace Park for an annual summer camp organized by Cynthia Wagner, teaching professor in biological sciences, for youth who live in her West Baltimore community. The peace park—a beautiful space built by community members from clearing a vacant lot—was a magical site for the camp, and the kids were a wonderful audience.

Photo right: Rishi Nixon at the National Storytelling Conference in Georgia with the vice chair and vice chair-elect of the board of the National Storytelling Network.

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

A: Something Dr. K. said once sums it up: “UMBC is a small town.” I see UMBC as a really welcoming place for students who are comfortable leaning on their advisors, mentors, and supporters. It’s very comforting to see faces you recognize each day all over “town.”

Q: What brought you to UMBC? 

A: I came to UMBC because of its excellent reputation for undergraduate teaching and scientific research opportunities, but also to maintain the small-town feeling and one-on-one learning I received at Montgomery College.

Now that I’m here, UMBC’s research reputation has proven true. I’ve conducted research at the University of Maryland School of Medicine (UMSOM) and also in my coursework. At UMSOM, I study a neuron protein called proSAAS that helps unclump misfolded proteins in the brain that are responsible for neuron death in Parkinson’s disease. 

And in my Experimental Biology Lab course, taught by Dr. Tracy Smith, associate teaching professor in biological sciences, I got to participate in ecological research. We visited on-campus sections of the West Branch of Herbert Run to measure the diversity of macroinvertebrates (e.g. fly larvae, water beetles, etc.). We collected them from the stream bed, logged their abundance and the number of types of organisms, and drew a conclusion about the stream’s overall health and pollution levels based on an index of biodiversity levels associated with different degrees of stream health. 

Our calculations determined that the stream is very healthy, which is probably a result of UMBC and the Chesapeake and Atlantic Coastal Bays Trust Fund investing in restoring the streams. In fact, the most abundant species of macroinvertebrate we found (damselfly larvae), are actually sensitive to pollutants, yet they were thriving in campus streams when we surveyed in September 2025.

Q: How has UMBC supported your “why”? 

A: UMBC’s Honors College has been core to supporting my “why.” They have been huge supporters in connecting me with opportunities for research, and their seminars are excellent for deep one-on-one learning in very niche areas (e.g., Dr. K. and Baltimore). It’s hard for me to imagine my UMBC experience without the Honors College. Its staff and programming helped deepen my existing interests, including pursuing service in Baltimore after my coursework on the city and taking a seminar in neuroscience after conducting research in neurobiology.

Q: What would you tell other transfer students about UMBC?

A: I would encourage other transfer students to apply to the Honors College—I think the small class sizes and the one-on-one advising preserve a similar experience at community colleges. I am also very grateful that UMBC is able to provide generous merit scholarships to support transfer students coming from honors programs at Maryland community colleges.