UMS Transforms is a three-part initiative from the University of Maine System (UMS) to bring transformative change in public higher education in the state, strengthen its economy and workforce and prepare future leaders with the skills needed to solve the most pressing global and local challenges. UMS Transforms works collaboratively across the state system’s seven universities to incorporate life-transformative education through three major initiatives: Pathways to Careers (PTC), Research Learning Experiences (RLE), and Gateways to Success (GTS).

Pathways to Careers

Pathways to Careers is focused on infusing, across the University of Maine System, a more deliberate, visible, and effective set of activities that ensure our UMS-wide commitment to effective career placement.

Research Learning Experiences

Hands-on experiences in the workforce during college can be critical for students to set their career goals and to land their first job after graduation. The value of these experiences can vary widely, however, and without adequate support, high-impact internships may only be available to a small subset of students. Research Learning Experiences (RLEs) allow first- and second-year students to engage in research and hands-on learning at the start of their college careers, setting them up for success and purposeful work throughout their lives.

Gateway to Success

Gateway to Success (GTS) improves student academic success and degree progress in the first and second years by focusing on “Gateway Courses,” which incorporate evidence-based teaching and learning practices to improve student outcomes. These practices include introducing learning assistants into the classroom, training peer tutors, and establishing Supplemental Instruction frameworks. Learning assistants are student mentors trained in evidence-based active learning techniques who facilitate discussion and learner engagement. The learning assistant model not only provides training for in-class undergraduate learning assistants, but also allows for modification of the course pedagogy to increase active learning and metacognition opportunities for students.