Matthew Wilfong, assistant professor of Environmental Studies, has been selected as a 2026 RIVER scholar through the River-based ImmersiVe Education & Research (RIVER) Instructor & Curriculum Professional Development Program.
The RIVER program is part of the larger NSF-RIVER Field Studies Network, an initiative funded by a National Science Foundation Research Coordination Network and Undergraduate Biology Education grant. The network seeks to connect rivers, people, and science through immersive field education experiences. As a RIVER scholar, Wilfong will participate in a national cohort of educators working to advance field-based learning. The program’s primary objectives include building instructor capacity to design safe and effective field studies, developing open-source interdisciplinary curriculum, and fostering equity and inclusion in STEM-focused river research and education. “This recognition highlights Professor Wilfong’s commitment to innovative teaching and experiential learning,” said Dr. Barry Muchnick, Chair of the Department of Environmental Studies. “His work exemplifies the kind of engaged scholarship that prepares students to address complex environmental challenges.”
Wilfong’s selection reflects his dedication to integrating hands-on field experiences into environmental studies education and expanding access to meaningful scientific learning opportunities. “I hope to utilize the knowledge, insights, and practical skills I’ll gain through this program to bring new ideas back to St. Mary’s,” said Wilfong. “I am excited to explore how we can create more diverse, effective, and experiential field opportunities for students through the Environmental Studies curriculum, both locally in St. Mary’s County and across the broader Mid-Atlantic region. I am especially interested in redesigning my Ecology of Fly Fishing course as an intensive summer experience with expanded fieldwork and hands-on learning in ecohydrology through fly fishing.”
Through his participation, Wilfong will contribute to the development of collaborative, student-centered learning models that strengthen both scientific understanding and community engagement.