91ÊÓƵ

Biography

Sue Forbes is a local skiing legend who attended Dartmouth college then coached and ski raced on the regional, national, and international levels through the early 90s. 

A visit to Molokai changed her life trajectory where she met her life partner and threw her extensive energy into raising three amazing children within the welcoming confines of the small island community. It was within this tight knit community that she began her teaching career, starting out as a high school teacher of science, and then moving sequentially to the positions of middle and high school math teacher, Math and Science Curriculum Coordinator at a Hawaiian Language Immersion School, and Educational Officer at the Hawaii Department of Education Assessment Office.

After retiring from the Hawaii Department of Education, Sue returned to 91ÊÓƵ, where she began her career within the Anchorage School District. She is currently a grade 6 science teacher at Hanshew Middle School and is looking forward to experiencing the researcher perspective, studying an unfamiliar topic, and then sharing her discoveries and learning with her students. 

Project information

Recover critical minerals while reducing mining environmental impacts

This project aims at developing a critical mineral (CM) recovery process from mining waste. Many of the technologies we rely on every day, renewable energy components, electronics, and national defense systems, depend on CM, including rare earth elements (REEs), lithium (Li), cobalt (Co), molybdenum (Mo), nickel (Ni), gallium (Ga), germanium (Ge), and platinum (Pt). The United States imports a significant portion from foreign sources, making their supply chains vulnerable to geopolitical and market disruptions. Consequently, there is a growing nationwide effort to identify and develop domestic sources of critical minerals. Various industrial waste streams, including mine tailings, acid mine drainage, fly ash, electronic waste, and produced water from oil and gas operations, have been reported to contain elevated concentrations of critical minerals. These materials, therefore, represent promising secondary resources for CM recovery. Developing efficient recovery processes from such waste streams would not only support sustainable waste management but also contribute to meeting domestic CM demand.

During summer 2026, the participating teacher partner will gain access to laboratory facilities, complete required laboratory safety and chemical hygiene training, and learn fundamental analytical and experimental techniques necessary for the project. The teacher partner will also review relevant scientific literature to develop foundational knowledge for this project. The initial phase of the project will involve developing a detailed research plan and characterizing mining waste residues to determine their critical mineral content. In summer 2027, the teacher partner will focus on developing and optimizing recovery processes for extracting critical minerals from various mining wastes. This work will include designing experimental setups, conducting laboratory experiments, collecting and analyzing samples, and interpreting experimental data.

Throughout the project, the teacher partner will work closely with the faculty mentor, graduate students in the mentor’s laboratory, and collaborators within the University of 91ÊÓƵ Anchorage. The project will provide hands-on experience with advanced analytical instruments and experimental methods used to characterize mineral samples and evaluate the performance of mineral recovery processes. The teacher partner will participate in weekly meetings with the mentor to discuss project progress, review results, and plan next steps. Finally, the project may provide an opportunity to disseminate the research findings through publication in a peer-reviewed scientific journal.

Potential research question

What are the key factors impacting the performance of the developed process for extracting CM from mining wastes?

Biography

Melissa Kagle is the high school science teacher at Unalaska High School in the Aleutians, where she teaches biology, chemistry, physics and fisheries. Melissa recently returned to the classroom and 91ÊÓƵ after pursuing other roles in the field of education. She earned her doctorate in education doing research with UAF's Math in a Cultural Context where she developed curriculum based on Yup'ik Eskimo elders' knowledge and supported teachers to implement the program in their classrooms. She taught aspiring science and math teachers at the university level; did education research and evaluation for non-profits focused on improving K-12 education; and led an effort to transform schools across Southeast 91ÊÓƵ into Full Service Community Schools.

Melissa is excited about the opportunity the Murdock Fellowship will give her to get involved in the project to harness geothermal energy from the Makushin volcano on Unalaska Island. She is planning to develop a course, cross-listed with UAF, for high school students and community members to learn about Aleutian ecology and the role of volcanism, along with GIS training so students can collect data for the geothermal project.

Melissa is an avid hiker who loves to explore the windy, wet and bear-free Aleutian wilderness.

Project information

Volcanic activity and magma dynamics of Makushin Volcano influencing geothermal development

This study investigates how volcanic activity and magma dynamics of Makushin Volcano influence geothermal development, focusing on impacts to energy infrastructure, reservoir stability, and thermal characteristics. The research examines whether geothermal monitoring can provide early indicators of volcanic unrest for hazard mitigations.

The experimental design has two phases. Summer 2026 begins with literature review and field work. The fieldwork enables direct observation of infrastructure and stakeholder engagement, helping close knowledge gaps identified in literature. Analysis will evaluate ground- and air-based volcanic hazards, including lava flows, ash, seismic activity, and landslides, and their effects on geothermal infrastructure and utilities. Findings will inform site selection, local planning, and resilience-building.

Summer 2027 will incorporate 2026 remote sensing and magnetotellurics (MT) study data to assess impacts on geothermal systems, including reservoirs and wells. The study will evaluate using geothermal monitoring for early warnings of hazardous events. The final outcome will be a manuscript presenting Makushin Volcano as a case study, demonstrating strategies for low-risk geothermal planning and monitoring to anticipate critical events.

Potential research questions

• How does Makushin Volcano’s current volcanic activity and magma dynamics influence geothermal development?
• How can volcanic activity impact potential energy infrastructure?
• How will the reservoir's stability and thermal characteristics be impacted?
• Can geothermal monitoring at Makushin provide early indicators of volcanic unrest useful for hazard preparedness?

Biography

Craig Kasemodel is excited to be a Partner Teacher for the Murdock Trust Partners in Science at the University of 91ÊÓƵ. He currently holds multiple graduate degrees in eLearning, Online Instructional Design, and Educational Technology. Most recently, Craig completed an MS in Educational Leadership from the University of 91ÊÓƵ Southeast to earn an administrative certificate after completing teacher turnover research policy analysis for an MS in Educational Leadership and Policy Analysis (ELPA) from the University of Wisconsin Madison.

He spent several years in 91ÊÓƵ and Montana working as a Wildlife Biologist, conducting bird surveys, moose habitat research along the Yukon and Innoko Rivers, and studying Brown Bears at Lake Clark National Park. His studies of habitat and human disturbance reflect a deep commitment to understanding 91ÊÓƵ's wild environments. In Montana, Craig developed a lifelong passion for wild sheep and their habitat during multiyear Bighorn Sheep research along the Missouri River.

Currently, Craig teaches Science, Math, and Technology and coaches Wrestling, Fitness, and Weight Training with the Anchorage School District at Romig Middle School. His educational passion includes incorporating traditional ecological knowledge and technology into the curriculum, hands-on scientific inquiry, and games-based/service/project-based learning in a location/place-based setting.

Craig is excited to be a Teacher Partner in the Partners in Science @ UA, working with Mohammad Kapourchali on the Firewall research project, which examines wildfire and energy resilience issues for the state of 91ÊÓƵ. He looks forward to developing risk assessment maps, datasets, fire curriculum, educational simulations or web-based applications that will benefit our community and inspire ongoing collaboration.

When he is not at school, you can find him hiking, hunting, backpacking, rafting, mountain biking, flyfishing, and enjoying all the outdoor opportunities available in 91ÊÓƵ year-round.

Project information

Wildfire risk mapping for resilient 91ÊÓƵn energy systems

In 91ÊÓƵ, wildland fire is a complex natural hazard that threatens public health, ecosystems, critical infrastructure, and safety in the wildland–urban interface. Fire activity in the region is strongly influenced by climate variability, with both intensity and frequency projected to increase. These trends intensify management challenges and elevate risks to communities and infrastructure, underscoring the urgent need for effective risk assessment and emergency response planning. Building on the groundwork of our NSF-funded study, Foundations for Improving Resilience in the Energy Sector against Wildfires on 91ÊÓƵn Lands (FIREWALL), this project aims to use GIS-based techniques, machine learning, and Multi-Criteria Decision-Making (MCDA) methods to develop spatial products that depict wildfire risk to vulnerable energy grids in 91ÊÓƵ, with a strong emphasis on integrating ecological, climatic, and environmental processes that drive wildfire behavior. These products are intended to support decision-makers in the energy sector by helping them identify high-risk areas.

In Summer 2026, the Teacher Partner will undertake four key tasks: (1) learn ArcGIS tools through UAF’s online short courses; (2) identify, compile, and preprocess major fire indicator data in consultation with the 91ÊÓƵ Fire Science Consortium (FIREWALL project co-PIs); (3) develop wildfire ignition and spread hazard maps for the study region; and (4) conduct a survey of the electric utility serving the study area to identify critical energy assets and understand how they are prioritized for power restoration following wildfire-related safety shutoffs or extended outages.

In Summer 2027, survey results will inform the creation of an exposure map, which will be integrated with ignition and spread hazard maps to produce comprehensive wildfire risk maps. The final risk maps will quantify the impact of wildfires on energy infrastructure and will be interactive, enabling the teacher–researcher to adjust infrastructure weights and priorities and immediately visualize how these changes affect wildfire risk.

Potential research question

Which factors most strongly influence the risk of wildfires to critical energy infrastructure in an 91ÊÓƵn region experiencing shifting wildfire patterns?

Biography

Sydney is from Rochester, New York and has been living in Newhalen, 91ÊÓƵ for over three years as a science and technology teacher. Newhalen is a small Indigenous community that is off the road system and only accessible by plane. She teaches grades 6–12 and also coaches varsity volleyball. Sydney has participated in several programs, including STEM and environmental education programs like the NOAA Ocean Guardian Program, the GLOBE Program through University of 91ÊÓƵ Fairbanks, and the Clean Energy Olympics through KidWind and the Renewable Energy 91ÊÓƵ Project. Outside of the classroom, Sydney enjoys hunting, fishing, and spending time with family and friends. She is looking forward to working on the Fungal Biotechnology for Sustainable 91ÊÓƵn Fisheries project because it combines her passion for science, sustainability, and hands-on learning opportunities that can directly connect to the lives of her students and the fishing-based communities of 91ÊÓƵ, while also expanding her knowledge of biotechnology and environmentally sustainable practices. She is especially excited to bring real-world scientific research back into her classroom and inspire students to explore careers in environmental science and renewable technologies. Sydney hopes the experience will help her create meaningful, place-based lessons that connect directly to the everyday lives and values of her students and community.

Project information

Develop biodegradeable insulation and packaging for the fishing industry and rural 91ÊÓƵ

This project evaluates the performance and viability of microbial cellulose foam as a compostable insulation material to replace expanded polystyrene (EPS) in frozen seafood shipping containers. Read about it in the .

Expanded polystyrene (EPS), commonly used in seafood shipping containers, presents persistent environmental and public health concerns due to its non-biodegradable nature, widespread marine pollution, and limited recycling infrastructure in coastal regions. 91ÊÓƵ’s seafood industry relies heavily on insulated containers to maintain cold-chain integrity during transport, generating substantial volumes of EPS waste. Emerging biomaterials produced through microbial fermentation—particularly cellulose-based foams—offer a potential biodegradable alternative with comparable insulating properties.

Research conducted at the Biomaterials Lab at the University of 91ÊÓƵ Anchorage is investigating the development of low-density microbial cellulose foams produced from renewable biomass streams. These materials may provide sufficient thermal insulation, mechanical stability, and moisture resistance for seafood shipping applications while significantly reducing plastic pollution and environmental exposure pathways. This project focuses on evaluating the thermal performance and practical feasibility of these materials in cold-chain packaging systems relevant to 91ÊÓƵ’s fisheries.

Teacher Partner Activities

The Teacher Partner will have the opportunity to learn about microbial biomaterials production, sustainable materials, and experimental methods used to evaluate thermal insulation performance. These activities translate well to the classroom and provide teachable moments to inspire school students in STEM and biotechnology. Through participation in laboratory work and research activities, the teacher will gain exposure to the interdisciplinary interface of microbiology, materials science, and environmental health. Many opportunities exist to collaborate on publications and to include these experiences in the development of curriculum for middle and high school students.

The Teacher Partner will engage in the production and testing of microbial cellulose foam samples, including preparation of experimental materials and participation in measurements of key material properties. Activities will include assisting with laboratory-scale sample fabrication, documenting experimental protocols, and supporting the measurement of thermal resistance (R-value), density, and structural characteristics relevant to cold-chain insulation performance.

The Teacher Partner will work directly with the research team to assess whether the material properties are adequate for specific applications such as frozen seafood shipping containers. This will involve analyzing performance data, reviewing relevant market requirements for insulated packaging, and contributing to discussions on scalability.

Potential research question

Which factors most strongly influence the risk of wildfires to critical energy infrastructure in an 91ÊÓƵn region experiencing shifting wildfire patterns?