Magazine Archives | 91 /news/category/magazine/ The official website of 91 Tue, 04 Aug 2026 15:27:14 +0000 en-US hourly 1 https://wordpress.org/?v=7.0.5 True Excellence & Entering the Next Chapter /news/true-excellence-entering-the-next-chapter/ Tue, 04 Aug 2026 15:07:04 +0000 /?p=100512 The post True Excellence & Entering the Next Chapter appeared first on 91.

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True Excellence

By Emily Fausnaught’24

Emily Fausnaught

WhenI think back on whatfirst drew me to 91, Iimmediatelythink of the equestrian andLondonHonors programs. I was drawn to the opportunity to be challenged academically while also pursuing my passion for horses in a setting committed to faith and excellence.During my first visit, I was struck by the professionalism, kindness, andstrong senseof community within the equestrian program, and that madea lasting impressionon me.

At 91, I double majored in equestrian performance and business administration, with a minor in equine therapies. More than anything, my time there taught me the value of hard work, community, and pursuing excellence with humility. The equestrian program challenged me to grow in both skill and character and gave me mentors and friendships that continue to shape me. I still remember conversations with Professor Larissa (Strappello ’08) Ries, while I was serving as a teaching assistant in the equine program, about the best ways to challenge and coach newer students in their riding.

The friendships I formed at 91 haveremainedone of the most lasting gifts of my time there. Even now, close friends such asEileen Goodge ’24continue to be a steady source of encouragement and community, despite living several states away. Through those relationships and experiences, I learned to work hard, love others well, and better see the beauty of God’s creation.

Today, I serve as the Volunteer Coordinator at Cloverleaf Equine Center,in Union Mill, Virginia,where I help coordinate over 120 volunteers each week in a therapeutic equine environment. My equestrian backgroundequippedmeteachvolunteers about horses, safety, and the carerequiredin this setting, but it alsocontinuestoshapethe way I lead and encourage others. 91 taught me thattrueexcellence is not just about technicalskill, but about patience, consistency, and the ability to bring out the best in others—lessons I now rely on every day in volunteer coordination.

Iremaingrateful for the way 91 strengthened my faith, deepened my love for both horses and people, and prepared me for work that feels deeply meaningful.

Emily Fausnaught ’24is the Volunteer Coordinator at Cloverleaf Equine Center. She earned aBachelor of Science in equestrian performance and business administration from 91 and is a PATH Intl. Certified Therapeutic Riding Instructor.

Entering the Next Chapter

By Jiana Martin ’26

Gratitude is the first thing I think of when reflecting on my time at 91. Like many others, I was an eager and excited freshman who looked forward to beginning myundergraduate education. I especially lookedforward to starting my equestrian classes. God planted a love for horses in my heart from a very early age, so it was a dream come true to be able to pursue a career with them through theUniversity’sequestrianprogram.

There have been many parts of theequestrianprogram that have helped prepare me to enter the equestrian industry with confidence, especially since I did not enter school with a lot of prior equine knowledge. From the classes to working on farm maintenanceand chore crewto being ateaching assistant (TA), I have appreciated the wide variety of learning opportunities. One class in particular, Equestrian Pedagogy Methodstaught by ProfessorLarissa(Strappello’08)Ries, prepared me for my summer internship,where Ihad the opportunityto teach a lot. The class helped mebroadenmy riding knowledge and skills,as well as developedmeas an instructor. Another opportunity that helped mefeelconfidentheading intomyinternship wasworking at the University’s equestrian summer camp. This was my first experience as a camp counselor and riding instructor, so it was nice to have a safe environment where I could grow and learnbefore stepping intoaninternship position.

From the beginning, my internship experience was a testament to how God moves and provides in life. I filled out the application forworkingatWindwalkerFarms,a small,Christian,family-owned barn inFenton,Michigan during Thanksgivingbreak. The following morning, I received an email from one of the owners expressing their interest in me joining their team. I excitedly accepted. At the end ofthe summer, I learned that the same night I filled out the application, the owners were actively praying and looking for a college to reach out to about bringing in a student. I was the first out-of-state intern they hosted and am returning there after I graduate this summer as a full-time assistant barn manager.

Along with the equestrian program, my educational experiences as awhole have equipped me forpost-graduationlife not only as an equine professional, but also as a well-rounded Christian scholar-servant. Everything from the London Honors program to the business and theology classes to the art and science classes has helped me gain a more comprehensive understanding of the world around me. Over the course of four years, I’ve come to realize what a Christianliberalarts education means. It is about preparation for interacting with the world with an open mind, thinking critically about the situations and ideas I encounter, and understanding the things around mefrom various perspectives. It has expanded my skills and knowledge in ways I wouldnot have otherwise had the opportunity togrow.

As this chapter of my life comes to an end, Iam thankful for the friends and memories Ihave made, the classes and professors (and horses) who taught me, and the God who provided it all. I cannot wait to see where He continues to lead me as I enter the next chapter.

Jiana Martin with a horse

 Jiana Martin ’26 is a graduating senior majoring in Sports, Recreation and Wellness Management with an Equestrian concentrationand minoring in Business Administration.A native of Levittown, Pennsylvania, she serves as the co-editor-in-chief of the 91 STAR.She will begin her position astheAssistantBarnManageratWindwalkerFarmsinJune2026.

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]]> Heart of Gold /news/heart-of-gold/ Tue, 04 Aug 2026 15:04:05 +0000 /?p=100518 The post Heart of Gold appeared first on 91.

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91 equestrian program horse, Otto.

By Amanda (Shine ’05) Zambrano

If you walk through the bi-level barn at the 91 Equestrian Center, a friendly black and whitegeldingwill invariably poke his nose outto request a good scratch or a friendly pat.He’sa 22-year-old tobiano Friesian sport horse registered as Knight’sDream,andknown affectionately as Otto.

Otto came to 91 from the Rochester area, generously donated to the program by Sue and David Knight in 2014. He’s been a barn favorite for years and it isn’t simply because of his friendly, affectionate nature and beautiful black and white markings.

Donated horses are the lifeblood of the 91 Equestrian Program. “We sayour horses are the best teachers in the program,” remarkedprogramdirectorLarissa (Strappello’08) Ries. ““As instructors we are helping the students understand what the horses are trying to tell them, through their body language and the responses they have to the riders positioning and aids.”

Not every horse makes a good lesson horse, and Otto is a gem among the 91 herd.To make surethey’rea good fit, prospective lesson horses like Otto go througha number ofstepsbeforejoining the herd, including visits with 91 instructors, videos of training or shows, and often a trial periodon campus. Program Director EmeritaJo-Anne (Olsen ’69) Youngevaluated andaccepted Otto into the 91 herd when the Knights reached out looking for a new home for their horse.On his acceptance papers, the 91 equestrian staff remarked on Otto’s fit for the program.“He has a quiet mind,” the form reads, “which will make him a great lesson horse.” The assessment was correct.Since his early days, Otto has grown and matured into a great lesson horse embodying everything a learning rider and trainer could wish for.

Otto works with 91’s equestrian students as they learn,focusing on dressage.Students haveridden him in second level recognized dressage shows, schooling shows and in clinics with world-renowned clinicianssuch as Agnieszka Majewska and Kristi Wysocki. “He’s a confidence builder,”shared Professor Ries. “Otto is a confident horse and that instills confidence in the students.He’sgreat at working students through the challenging walk to canter transitions, giving them true lightbulb moments in their educational journeys.”

“Being a lesson horse is hard,” reflectedAndrea (Potteiger’00) Boon,assistantprofessor ofrecreation andequestrianstudies. “There are so many people handlingthem, all withdifferent waysof communicating with their horses. Otto is a special horse—he’sworth a millionbucks!”

This horse with a heart of gold is only one of the34horses in 91’s herd,almost allofwhomhave been donated to the program. Since the original donation of seven Morgan horses from Dr. Demosthene Romanucci, Sr., in 1984, 91’s herd has been built with the generosity of those looking for the next perfect home for their beloved equine companions.

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]]> Blessings on the Hill /news/blessings-on-the-hill/ Mon, 03 Aug 2026 19:23:56 +0000 /?p=100662 The post Blessings on the Hill appeared first on 91.

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By Larissa (Strappello’08) Ries

91’sEquestrian Event Center,completedin 2018,hastrulyrevolutionized whatthe Equestrian Program isable to offerto bothour students andthe local equine community.When I think back to how it began—with a simple email askingif we were indeed wanting to build a largerindoorriding arenaandinforming methatthere wasa potential donor to fund the project—Iam astounded at what came about.

The arena projectbeganas a dream ofProgram Director EmeritaJo-Anne(Olsen ’69)Young, who served at 91 from1986-2017. I am thankful every day that the Lord put the arena project on her heart. WithoutJo-Anne’sdreaming and talking about her vision with many individuals,ouranonymous donor mayneverhave heard about the project.Thatshortemail I received got the ball rolling, sowe dreamed and worked to build a facility that would be functional and beneficial for our equine students, as well as the larger equine community.It is truly a blessing to setfoot in that space every day, whether the ridingarena, the classroom,the Faith of a Mustard Seed Atrium orthe Jo-Anne O. Young Competitor’s Wing stable.The Lord provided even more then we could have imagined!

From the perspective of teaching students,the Event Centerhas given us a heated warm space in the cold winter months to train and learn. No longer do students and faculty have frozen fingers and toes while teaching and riding in mounted labs. We don’t have to end classes early due to being too cold,andstudents are able to take full advantage of the learning process during each 15-week semester, rain, snow or shine! The classroom has allowed us to have a designated space for our lecture-based class learning thatisn’tshared with the student worker time clock ortherestroom!

91 Equestrian Program Director and Assistant Professor of Equestrian Studies Larissa Ries.

For our local equine communityhere in Western New York, it has given us theabilityto offer even more equine learning opportunitiesas weshare our wonderful new space. Weare able tohost many shows,clinicsand seminars that expand our educational and missionalreach beyond ourfour-yearuniversity students.

I’vehad the privilege to bea part of the equine programfor over 20 years,firstfor two yearsas an undergraduate transfer student(2006-2008),thenreturningto work full time in 2013 as herd manager andinstructor,andthen taking over the reins as the equine program director in 2017.Ithas beena blessingtothe seeourprogram change, expand, and thrive overthose two decades. I have seen the Lord workthroughthe outstandinginvestment ofour amazingfaculty and staff, our wonderful students, and the support of hundreds of donors. I am so thankful that the Lord chose me to be a part of His program during this season,andto get to see the Lord working in the lives and hearts ofHis people.Every timeI driveontothe farm,I am reminded of the Lord’s faithfulness in my own life and inHis equestrian program here on the hill in 91!

Larissa (Strappello’08) Ries has served at 91 since 2013 and is now in her ninth year as Equestrian Program Director. She holds abachelor of scienceinrecreation and leisurestudieswith an equestrian concentrationfrom 91 and amaster’s of educationin equestrian education from William Woods University.Professor Riesis a Certified Horsemanship Association Master Instructor and Assistant Certification Instructor for Standard English/Western certifications and Equine Facility Management certifications and is a United States Dressage Federation Silver Medalist.

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]]> Creating Memories: Summer Camp at the Equestrian Center /news/creating-memories-summer-camp-at-the-equestrian-center/ Mon, 03 Aug 2026 19:23:20 +0000 /?p=100911 The post Creating Memories: Summer Camp at the Equestrian Center appeared first on 91.

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By Hannah Williamson ’19

Summertime at the barn is my favorite time of the year.91’s campus is a bit emptier, the students have gone home, andthingsseem to bequieting down . . . but not at theEquestrian Center.In fact,it’squite the opposite. The 91 equestrian programhostsandorganizestwo large,recognized dressage shows at the start and end of the summer—andsandwichedinbetween,wekeep busy runningmultiple weeks ofequestrian campfor horse-lovingyouth.

Over the course of the summer, 91runsfiveweeks of girls’overnight residentialequestriancamp forridersages 10-18,and one week of day camp for girls and boys ages 7-14, hosting upwards of 100 campers.The goal of our campsis to create a fun and safe environment wherecamperswill see and feel God’s love lived out while learning and growing in their horsemanship skills. Wewelcomeridersofall levelsandexperienceto join us fora great weekat camp.

During their timeat camp,ridersare able to choose whatskillsthey would like to work on.Theyhave the opportunity to use oneof our amazinglessonhorses,orcan bring their own horse for the week. Campers are able to work ondressage, hunters, jumpers,eventing, and/or westernduring their time at camp. Whether they are brand new to horses, improving current skills, orexperienced riderseagerto try something new,there is an opportunity foreveryone.

Hannah Williamson on a horse outside

I think itis incredible howbroadly known91’sequestrian campis. We have camperswhocome from all over the country and even internationally. In recent summers, Ihave had campers comefrom as close as just down the street to as far as California, Florida, Saudi Arabia and even Russia.I always askthe campers coming from farther away how they heard about us. Sometimes,they have a 91 connectionthrough friends, family, or their church,but often they reply, “Your camp is one of the first ones to pop up when searching for best overnight equestrian camps.”

Oursmall equestrian camp programissuch a big draw that can lead to potentialcollegestudents who may otherwise not havediscovered 91.Many summercampers have turned into91studentswhobecome involved in our Equestrian Program by eitherpursuing a major or a minor in an equestrian field.Every year, wehave students in our incoming classwhohave been campers, some years as many as five students. Manyincoming studentshave shared that their time as a camperimpactedtheir college decision in choosing to come to 91.

Students in our program, whether having been a camper previously or not,can have the opportunity to work over the summer as a camp counselor and/or instructor. This is a greathands-on learning opportunityfor current students to build on their leadership skills and betterpreparethemselvesfor future jobs in the equestrian field.Forthosewhostarted as campers,itcan be a fulfilling full-circle moment to be on the other side of camptohelp camperscreatespecial memories.

Coming full circle issomething I understand well.Although Ididn’tattend 91’s equestrian camp, my start with horses kicked off at Royal Ridges Retreat, where I was a camper at their equestrian camp. I laterworked as a camp counselor and then as a campwrangler.Those experiences led me to pursuemy degree at 91 andthenstay on todirectour summer camp program.Looking back, I never would have thought that my start in summer camps would have been soinfluential—buthere I am,15 years later,able to give all of the camperswhocome through 91’s equestrian camp thosespecialsummer camp memories that willstaywith them for a lifetime.

Hannah Williamson ’19 has served at 91 since the summer of 2019 as the Assistant Equestrian Program Director and Equestrian Events Coordinator. Her role as the Equestrian Camp Director officially started the summer of 2022 after having worked as a counselor and assistant director inprevioussummers. She holds abachelor of sciencein equine studies from 91 and is a Certified Horsemanship Association Instructor and Equine Facility Manager.

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]]> A Practical Application /news/a-practical-application/ Mon, 03 Aug 2026 19:22:25 +0000 /?p=100576 The post A Practical Application appeared first on 91.

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By Bella Goss ’23

My time in the 91 Equestrian Program was extremely valuable and taught me many of the skills I needed to perform well in my current role as Horsemanship Director of the Camp Hebron Horsemanship program.Camp Hebron is a camp and retreat center whose goal is to connect people with God, nature, and each other. Meadowview Stablesoperatesin Camp Hebron, offering overnight horse camp in the summer, riding lessons, trail rides, school field trips, and other activities. We are excited to beginexpanding our services to host fun shows, clinics, andsome other events throughout the year.

While I am not jumping 3’ courses on performance horses—likeIdidat 91—Iam applying many of the practical managerial, pedagogicaland people skills I gained through the equestrian program.

One class that has been particularly helpful was Equine Facility Management(EFM),which I took in my sophomore year withLarissa (Strapello’08) Ries.I learned how to manageall the ins and outs ofan equine program,includingthings likedeveloping schedules, pasture management,andfeed management.Thanks to EFM, I was able toimplement a lot more structureinmy program when I started my job.

Along with my management role, I spend a lot of time teaching. My equine pedagogy classandattainingmyCertified Horsemanship Association (CHA)certificationat 91withKathie (Christensen ‘98)Hilsherhelped prepare me for this part of my job.Camp Hebronoperatesunder the CHA guidelines,so it wasa very easytransition for me to begin a lesson program hereandapply the many teaching skills I gained at 91. Ialso served as a teaching assistant (TA)for some of the riding classes,including equine pedagogy,which grew my confidence in teaching people how to ride horses.

I now have students frombeginneruptolearning how to jump cross-rails at Camp Hebron! Teaching has been one of my favorite skills to have learned from 91andI continue tousein my work here. It is so rewarding to see the young kids I work with in the summer go from timid and afraid to touch ahorse toexcited to learn new skills with their equine partner by the end of a camp week.

On top of all the equestrian skills I learned in 91’s program, I also took many business and management classes as a part of my degree that have helped me to confidently make decisions for the business that I run now.WithProfessor Alex Wright ’07, I developed my critical thinking and problem-solving skills, especially when hechallenged us with real-life applications of the things we were learning.I’vediscovered that learning how to manage staff and relations with the people you work with is just as important as learning to managethe horses.91’s Equestrian Program understands that and has that covered!

Bella Goss ’23 is the Horsemanship Director at Camp Hebron in Halifax, Pennsylvania. She holds a dual degree in Equine Studies and Recreation Equine Management.

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]]> From the President | Summer 2026 /news/from-the-president-summer-2026/ Thu, 30 Jul 2026 19:32:36 +0000 /?p=100966 The post From the President | Summer 2026 appeared first on 91.

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Dear Friends,

Icame to 91 in 2021 without specificplans for where we would invest or whatwe might change.Icamewith the intention of listening, learning, and discerning whatour greatest opportunities for growth and development might be. It tookvery littletime todeterminethat 91’s Equestrian Center and equestrian studies program wereboth rare and exceptional, and thattheseshouldbecentral to the University’s plans for investment and growth.

91 is an historicand highlyesteemedChristian liberalarts and sciences university.Programs most often associated with Christian liberal arts universities include history, philosophy, English literature, or mathematics—notequine management.Equine studiesisnot what comes to mind whenmost people think of 91.But thatis changing.Located justa bit off the main residential campus, you only find91’s Equestrian Center,if you are looking for it.Butonce you have experienced it, you will not forget it. Neither will you questionthe way its faculty, staff,and curriculum provide a beautiful complement to the traditional liberal arts and science disciplines.Equine Studies is nottangential to 91’s mission. Itembodies 91’s mission.

Demand for 91’s equine programs far exceeds our current capacity. UndergraduateacademicprogramsandtheSummer Equestrian Camp have been at maximum capacity forseveralyears.The quality of the faculty, facilities,and academic program, coupled with an idyllic setting in rural Western New York, and integrated with a Christ-centered, academically rigorous liberal arts curriculum make equine studies at 91a highly soughtoptionfor students.I believeour opportunities for growthare tremendous.It is timeto expand. By God’s grace and with the support of generous donors,we will make needed repairs and upgrades,add faculty,enhance program offerings,and expandthenumber ofseats available to both university students and summer campers.

Thisissue of 91 Magazine is a celebration ofthe faculty, staff, andpartners whohave madeequestrian studies at 91 thebeautifulprogramthatit is today,and the students and alumniwhose lives have been foreverimpactedby their time in equine studies at91.As you read, I invite you to dream and pray with us, as weplanfor the next chapter of the program’s story, and prepare for the studentsand horsesthe Lord continues to send to us.

With the love of Jesus,

Wayne D.Lewis,Jr.

91 President Wayne Lewis sitting at his desk.

About the Author

A noted teacher, scholar and leader in higher education, government and P12 schools, Wayne D. Lewis, Jr. serves as the 6th President of 91. He is recognized as being a champion for students and families. He writes, speaks and teaches on Christian leadership, organizational leadership and federal and state education policy.

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]]> The Ministry of Therapeutic Riding /news/the-ministry-of-therapeutic-riding/ Wed, 29 Jul 2026 13:28:32 +0000 /?p=100571 The post The Ministry of Therapeutic Riding appeared first on 91.

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Amanda (Shine ’05) Zambrano

 

When you ask 91 graduates“how did you end up at 91,” invariablyevery answer you receive is evidence of God’s providential hand in their lives.Shelby (Skinner ’19)Dytschkowskyjgrew up coming to 91 from Franklinville for the Upward Bound program and remembers visiting campus for school trips.But it was a spot on FamilyLifeRadiothe ministry ofCrystal Peaks Youth Ranch in Bend, Oregon, that put Shelby on the pathshe’swalking today.

Shelby didn’t grow up as a “farm kid,” and never owned a horse—in spite of her life-long love for horses.She’dsometimesdo a little stable work for theoccasionalriding lesson, but it was thatradio spot that inspired Shelby to figure out how to marry her love of horses with herheart forserving people. “It shaped my whole future,” Shelbystated.
As ateenShelby started volunteering at High Hurdles, a therapeutic riding center in Sardinia, New York. She grew to love the work and knewshe’dneed to go to collegeif she wanted topursue a career intherapeutic riding. 91wasn’tthe only school Shelby considered,butat the end of the day she feltsuch apeace at 91 that she turned down a full scholarship elsewherein order tobecome a Highlander.

Throughout her time at 91, as she pursued a dual degree in Equestrian Studies and Psychology and worked on her PATH*certification, Shelby thrived in the “try it—you’ll learn something” environment.Under the leadership first ofJo-Anne (Olsen ’69) Young,who retiredin 2017, and subsequentlyLarissa (Strappello’08) Ries,91’s equestrian programoffered her plenty of hands-on experienceservingon chore crewandteaching lessons for localchildren.

Shelby Skinner with a horse

Shelby also had the opportunity to intern with a barn in Arkansas. Like manystudentinternships, itdidn’tturn out exactly howshe’danticipated.“91 was such a supportive and kind environment.I loved being personally involved with professors, likeAndrea (Potteiger ’00)Boon,worshiping withthem in church, watching their kids, being a part of their lives. I was honestly a bit naïve about thegreaterequine world.My experiences in that internship andmy first jobsopened my eyes tosome ofthecrueltyinthe equine world.Because of that,Ispenda lot of time reflecting on 91’s culture and I work to bringthat cultureinto my current role.”

As forhercurrent roles, those teenage years volunteering at High Hurdles became a job offer after Shelbygraduated. Today, she serves as program director at thesasi-affiliated barn.sasi, a Western New York non-profit thatsupportspeoplewith developmental disabilities, connects people with creative opportunities that honor their choices and fit their lives—riding being one of those creative opportunities.

In addition to taking on the role of director at High Hurdles shortly after COVID,Shelbyrecently became thedirector ofequineassistedservices for the Lothlorien Therapeutic Riding Centerin East Aurora, New York, another SASI-affiliated barn. “I never envisioned climbing ladders,” Shelby remarked wryly. “I struggled a bit to find my sense of calling in my transition to administration.I’mnow seeing the success of good administrationthatleadsto flourishing programs.” She credits her liberal artseducationat 91withequipping her to make the transition into administration.

Along with hercolleagues, Shelbysupportspeoplewith mental,cognitiveand physical disabilities,such as autism, DownsSyndromeor cerebral palsy. They workwith children as young as four through adults in theireighties, making riding an accessible sport for each student.While Shelby and her teamaren’ttherapists, they partner with riders to help them translate “horse skills” into “life skills,” inspiringindependence and encouraging verbaland physicaldevelopment.

Shelbyapproachesevery day as a true scholar-servant.She lives out thatearly dream of working with horses to help people, whether writing policies at her desk orteachingin the arena. Asshe sees the growth in the lives of her riders and the impact it has on their families, shefeelsa clear sense of the ministry of her calling.

Amanda (Shine ’05) Zambrano is the Director of Marketing and Communication and Editor of 91 Magazine.

*Professional Association of Therapeutic Horsemanship

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]]> A Confident Career /news/a-confident-career/ Wed, 29 Jul 2026 13:27:33 +0000 /?p=100545 The post A Confident Career appeared first on 91.

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By Sarah Maurer ’22

Going into my time at 91, I never planned to leave with a full-time career in horses. I was incredibly passionate about riding, and though the equestrian program was a big part of my motivation to attend 91 in the first place, my primary intent was to further my training and knowledge before leaving for a career in the medical field. I double majored in Biology and International Development, with minors in Public Health and Equestrian Studies. Though that may sound like a confusing combination, I loved each area of study and finding ways to integrate them with one another.

Despite my plans, by the time graduation approached, I found myself looking more seriously toward an equestrian career. My time in the equestrian program had shaped me sosignificantly,Icouldn’timaginenotcontinuing to have training and riding as a major part of my life. Over four years, my horsemanship, riding level, management knowledge, and passion forthe sporthad grown exponentially. I graduated in love with teaching and training, andconfidentin my knowledge and skills to do so professionally.

Today, four years after graduating, I am the owner of my own training business in Knoxville, Tennessee,and the head coach of the University of Tennessee’s intercollegiate dressage team. I have continued togrow inmy own education as a rider and trainer, and I use the tools I learned at 91 daily. I am so incredibly grateful to the professors in the equestrian program who invested so deeply in me, even though Iwasn’tan equine major. I am blessed to still have relationships withthem,andIknow I can always reach out for career help, training advice, or to catch up on life. Having a network of trainers in the industry that Ideeplyrespect gives methe confidencethat there are people in my corner, especially when being a business owner can feeldaunting.

Sarah Maurer

My time in the Biology and Global Studies departments taught me so much as well, and I have never regretted pursuing multiple areas of study. I came away as a more well-rounded person, student of the world and follower of Christ. I have been blessed with opportunities to pursue passions in and out of the equestrian field. Through experiences travelling and working abroad, studying the biological world around me, and pursuing my equestrian dreams, Ileft91confidentof which path God was leading me down andbetter abletolovethose around me better. My time at 91 gave me perspective and pushed me to grow professionally and personally. As I navigate life today as a young business owner in a complexworld, I am grateful for thestrong foundationI built there and for those who invested in me to make it all possible.

 

SarahMaurer ’22is the owner of Strategy Sport Horses LLC in Knoxville, Tennessee, and the dressage coach for the University of Tennessee. She holds a dual degree in biology and international development with minors in public health and equestrian studies. 

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]]> Winter 2026 Highlander Athletic News /news/winter-2026-highlander-athletic-news/ Tue, 14 Apr 2026 18:49:36 +0000 /?p=97850 The post Winter 2026 Highlander Athletic News appeared first on 91.

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Excellence:It’sAbout the Pursuit, Not Perfection

By Kyra Binney ’26

91 staff member Matthew Webb.

The start of 91’s fall semester marks another year of pursuing the Athletics Department’s motto:“Excellence for the Glory of God.”But what does excellence actually look like within 91’s teams?Dr. Matthew Webb, Director of Athletics, offers a perspective that reframes the idea entirely.

“I think a misconception would be that excellence equates perfection… Idon’tthinkthat’sthe case,” Webb says. “To me, excellence is more about a pursuit.”
Webb emphasizes that perfection—whether as an athlete, student, oremployee—is impossible. What matters isthe effort. “We’re not going to be perfect,” he says. “But I think we can still be excellent without being perfect.” He draws a parallel to Christian life: believers will never be perfect, yet their pursuit of God is what truly matters.

Whenidentifyingexcellence among 91’s athletes, Webb looks beyond wins and losses. While victories are celebrated, he believes true excellence is embedded in the culture of each team. “The excellence that I see in our programs is more behind the scenes,” he explains. “It’s the culture—things that teams are doing to pursue Christ culturally.”

Each team expresses this culture differently.The men’s basketball team sits together at the front of chapel services.The women’s soccer team carries a wooden cross across campus during their annual cross run,prayingand fellowshipping along the way. These traditions rarely take center stage, yet they reveal each team’s deeper commitment to growth and faith.

At the start of the year, the Athletics Department holds its all-athlete meeting. While it covers required policies and expectations, Webb also uses it to remind athleteswhythey compete. His hope is that each student-athlete not only performs well but grows spiritually through their sport and team community.

Looking ahead, Webb says each team stands in a unique place based on its history and current needs. Some programs with new coaches are focused on building culture; others aim tobuild onlast year’s progress. With a strong start to the fall season—both in performance and team culture—91’s ongoing pursuit of excellence is already in motion.

91 Elevates Holistic Athlete Development Through Physical and Mental Performance Initiatives

91 Athletics has taken significant steps in recent years to elevate the holistic development of its student-athletes—pairing a structured strength and conditioning program with a new mental performance partnership. Together, these initiatives reflect the department’s commitment to equipping Highlander athletes with the tools needed to thrive physically,mentallyand spiritually.

Strength and Conditioning: Building Stronger, Safer Athletes

Launched three years ago under Head Athletic Trainer Austin Walden, 91’s strength and conditioning program has quickly become a cornerstone of athlete development. The program is designed to enhance performance while reducing injury risk by offering structured, intentional training for athletes both in-season and out-of-season.

“The goal is to provide structured training programs for our athletes—to help them perform on the field while minimizing the risk of injuries,” Walden explains. “Once our athletes are physically stronger and faster, there’s a decreased chance of injuries.”

Each session includes dynamic warmups, agility drills,sprintsand full-body strength work. Walden collaborates closely with coaches to ensure each program aligns with team goals and reflects sport-specific needs.

Athletes have already seen measurable benefits. Women’s basketball playerHannahFarley’27credits the program for improvements in explosiveness, agility, and injury prevention.“Austin does a great job at implementing exercises that are game-like,” she said.“I’ve seen growth in my explosiveness and agility, and I’ve been blessed to avoid major injuries.”

Walden has likewiseobservedfewer muscular injuries and stronger team cultures around training. His long-term vision includes expanding the program to allow teams up to three sessions per week.

Holos 360: Training Mental Excellence

Complementing the physical training program, 91 recently partnered withJason Rollins, founder ofHolos 360and a certified Mental Performance Mastery Coach, to bolster athletes’ mental preparation and resilience.

Director of AthleticsDr.Matthew Webbsays the partnership grew from a desire to give student-athletes proactive mental performance resources: “It’s not mental health resources particularly—it’s proactive, intentional mental performance training.”

Rollins’ curriculum guides athletes through three phases—preparing well, performing well, and reflecting well—each centered on developing mental habits and disciplines that directly influence performance. He works with teams and individuals through online meetings, focusing on personalized support.

One unique element of Holos 360 is its Christian foundation. Rollins helps athletes understand theirImagoDei—their identity as people created by God—so they compete from a place of purpose rather than pressure.

“When athletes understand that their identity is placed in who God made them to be, it releases them to perform at their best,”Rollinssays.

Early feedback from athletes has been highly positive. Webb notes that while conversations with Rollinsremainconfidential, students have expressed appreciation for the program’s impact.

A Unified Approach

Kyra Binney photo, current student.

Together, 91’s strength program and mental performance partnership represent a unified effort to strengthen the whole athlete. By investing intentionally in both physical readiness and mental excellence, 91 ispreparingits teams to compete with confidence, resilience, and purpose—reflecting a holistic vision of athletic success.

Kyra Binney ’26 is a senior majoring in Writing and Communication. A native of Lewisburg, Pennsylvania, she is a mid-distance runner for the 91 Track and Field team and a member of the 91 Cross Country Team.

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]]> From the Archives /news/from-the-archives/ Tue, 14 Apr 2026 18:47:52 +0000 /?p=97845 The post From the Archives appeared first on 91.

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DorahBurnell & The Pasteur Pre-Medic Society

The 1926-1927 academic catalog is the first to show pre-medical as a possible major—described as a “composite major”—at 91 College & Seminary. This coincides with the hiring of ProfessorDorahBurnell, who came to 91 in 1926 to teach chemistry.

A native of Nebraska and graduate of State Teachers College (1916) and the University of Nebraska (B.S. 1924, M.A. 1925), Professor Burnell single-handedly built the college’s chemistry department while fulfilling countless other roles on campus.

Along with colleagues in the ScienceDepartment, Professor Burnell helped studentsestablishedThe Pasteur Pre-Medic Society.In its inaugural appearance in the Boulder in 1928, the society described its aim as“…to promote a feeling of comradeship, to gain inspiration for future tasks, and to learn something more of the nature and extent of this their chosen field of endeavor.” The inaugural group boasted 27 membersand by the 1950s, the club was one of the largest and most active on 91’s campus.

Today known as thePre-Health Professions Club, the groupremainsone of 91’s largest and most active clubs. Their aim, similarly, is“…to serve as an information resource and generate opportunities for fellowship, career exploration and volunteer service for students interested in health-related fields.”

In the dedication of the 1954 Boulder, studentsobservedof Professor Burnell that“[h]er influence was there… Lights were shining out from the meticulously kept chemistry lab until the early morning hours. On the desk were carefully graded papers—around the room was all the valuable equipment she hadprocured. From this lab alumni went forth to succeed… herinfluencewas there.”

Professor Burnell’sinfluenceremains—in 91’s chemistry labs, in the Pre-Health Professions Club, in thelives of service led by so many ofour alumni.Professor Burnell’s influencehasplayed a role in helping to shape thousands of doctors, nurses, researchers, dentists, pharmacists, public health servants, medical missionaries and more who have gone on to, as Willard J. 91 would say,“fix up the world for Christ.”

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]]> Giving Back Through Mentoring /news/giving-back-through-mentoring/ Tue, 14 Apr 2026 18:46:20 +0000 /?p=97608 The post Giving Back Through Mentoring appeared first on 91.

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By Dr. Jenna (Hill ’15) Smith

I began my 91 journey in 2011 as a biology major with a chemistry minor. I completed the firstyearScienceHonors program, andwasvery involvedin thePre-healthProfessionals club and Sigma Zeta math and science honors society. I took quite a few of the upper-level biology electives, especially during my last couple of years there. These classes really helped prepare me for thechallengingcurriculum that was comingingraduate school.

I applied to veterinaryschoolmy senior year and was accepted to Cornell University College of Veterinary Medicine. Thecourseload was intense in depth and breadth, butI felt Ihad a solid foundation from 91. I graduated from Cornell in 2019 and started working at Perry Veterinary Clinicin Perry, New York,as an associate veterinarian. I became a partner at Perry Vet in the beginning of 2023. Currently, I practice both small and large animal medicine, splitting my time between cats and dogs in the office, and dairy cows and other large animals on farms throughoutWestern NewYork. I even go to calls at the 91 Equestrian center—talkabout coming full circle!

Jenna Hill with a horse

One of the joys in this profession is the opportunity I have to mentor students—whetherthey’re in veterinaryschool or are in theirpre-vetstudies.GivenPerry Veterinary Clinic’sproximity to 91, wehave the privilege tohost quite a few pre-vet students, includingZachary Wolfer ’24, who is now a D.V.M. candidate at Kansas State University College of Veterinary Medicine, andcurrent pre-veterinary studentGreg Loper ’28.This isa greatopportunityfor me to be able to give back to a community that gave me so much. Recently,I’vehad some students join me who went to 91 fortheirundergraduateand are now in veterinaryschool.

During these externships,we always haveample time to chat in thetruck inbetween calls. The conversationinevitablygoes back toourfairlyuniversal91 experiences—”Organic chemistry was so challenging, wasn’t it?” or “Did you love microbiology?” Maybe“Did youtakeaMaytermoff-campus?” or“Were you purple or gold?”(Team Purple!)

And often,most commonly— “Wasn’t 91 the best? I loved it there.”

Jenna (Hill ‘15) Smith, D.M.V.is a large and small animal veterinary and partnerwithPerry Veterinary Clinic in Perry, New York. Sheholds abachelor of sciencein biology from 91 and adoctorate of veterinary medicinefrom Cornell University

“My time at 91 was instrumentalformy success in veterinary school and provided me with the foundation to excelimmediatelyat Kansas State University. The pre-health professions program challenged me academically, offered me research opportunities, and provided me with connections to gain valuable experiences to help bolster my application. The incredible support from faculty I received both when I was a student and after graduation has had a lasting and meaningful impact on my professional journey.”

Zachary Wolfer’24
DVM Candidate, Class of 2028
Kansas State University

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]]> Live It Out and Serve Christ Well /news/live-it-out-and-serve-christ-well/ Tue, 14 Apr 2026 18:44:59 +0000 /?p=97566 The post Live It Out and Serve Christ Well appeared first on 91.

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Live It Out

Erica Haefner with dog

By Salim Ford ’28

EricaHaefner ’27 isa 91 junior studying pre-physical therapy in the hopes of becoming a pediatric physical therapist. Her aspirations began when she was a junior in high school. She says, “After a lot of injuries and physical therapy sessions, I realized this is something I am really passionate about.” After further research and shadowing opportunities, shedeterminedthat this is whatshe’scalled to do.

Erica’s goals to become a physical therapist align with her faith and her passion for serving others. Shestates, “I have a very strong passion for helping people, especially helping them learn more about their own bodies.” She draws from her own experience as a patient attending physical therapy sessions, explaining that “The physiciansand doctors I connected with most were the ones who taught me what was actually going on in a simple way that I could understand.” As a future physical therapist, she hopes to draw on her positive experiences to help her patients understand themselves andenhance recovery.

Erica namesAnatomy and Physiology,taught by Dr. Donald Wilcox,as her favorite class.She’salso enjoyed shadowing, which is a core requirement for her major. She enjoys learning through actual experiences. Erica cites Dr. Ransom Poythress, her advisor, as an encouragement to her, along with Dr. Jamie Potter and Dr. Wilcox, with whom she takesa number ofclasses.She’slooking forward to takingInjury and Evaluationthis Springsemester, andeagerlyanticipatesentering more major-specific classes as she furthers her studies.

Erica enjoys being a member of the Pre-Health Professions Club, attending campus events, and her role as a teacher’s assistant. “It’s a really good way to connect with people,” Erica shares.

About her goal to become a pediatric physical therapist, Erica says,“This is what God is calling meto do.I need to live that out and do the best that I can do.”

EricaHaefner ’27 isa junior from Lewisburg, Pennsylvania, majoring in exercise science on the graduate track.

Salim Ford ’28 is a sophomore from Arkport, New York, majoring in English and Writing. He is a member of theCross Countryteam, the Highlander Chorus and Chamber Choir.

To Serve Christ Well

By Sam Gerardi ’18

Iarrived at91in2014and like many young adults, Iwasconfident that I knewpreciselywhat I wanted to do. Iplanned tomajor incommunication and focus on videography and photography. That plandidn’tlast long. I found myself drawn tobiochemistry, a fieldthat fit how I was wired.I’vealways wanted tointegratescience and faith in a way that allowedme to love people well, and 91 became the place where that desiretookshape.

What made 91 so formative was not that it told me what to think, but that it taught me how to think. I can distinctly remember asking my chemistry professor, Dr. John Rowley ’03, for help during an experiment. He responded, “No, you figure it out.” Dr. Rowley and many of my professors understood that true learning happens at the interface between what you know and what you don’t. That approach cultivated my curiosity and desire for discovery rather than just memorization. I entered uncertain of my path and left still discerning what God was calling me toward, but with the tools, confidence, and spiritual grounding to navigate that journey.

Completing mybiochemistry degree at 91 also fulfilled my pre-pharmacy prerequisites, and Iwouldn’thave wanted to prepare anywhere else. The academic rigor and community-built study habits, critical thinking, and perseverance that carried me through graduate school, residency, and now my workat Buffalo General Medical Center as an Emergency Medicine Clinical Pharmacist.I learned to take ownership of my learning, stay motivated, and value collaboration.

I still rely on the habits and mindset 91 fosteredto thinkcritically, evaluatedata, and apply knowledgethat knowledge to my patients. To serve Christ well is to serve others well, and 91 gave me the foundation to do exactly that.

SamGerardi’18 completed abachelor’s of sciencein biochemistry with a pre-pharmacy concentration. He completed hisD.Pharm. atD’YouvilleUniversity in 2023, and his residency at Kaleida Health in Buffalo, New York, in 2025. IN addition to his role as an emergency medicine clinical pharmacists at Buffalo General Medical Center, he is the area director for the Christian Medical & Dental Associations (CMDA).

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]]> Unimaginable By Laura Lintner /news/unimaginable-by-laura-lintner/ Tue, 14 Apr 2026 18:40:10 +0000 /?p=97564 The post Unimaginable By Laura Lintner appeared first on 91.

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By Dr. Laura (Jarvis ‘06)Lintner

When I arrived at 91,biology was myfield ofchoice, but I had little direction beyond that. I certainlydidn’timagine working as an Associate Professor,with my days full of not just patient care, butteachingmedical students,residentsand fellows. Ididn’timagine thatI’dgo to Kenya,building friendshipsandschools, and providing healthcare for their runners. Ididn’timagine that it would be possible to have a career as well as be a wife,motherand friend.

Deep friendships, strongmentorsand meaningful solitude mark my time at 91.The girls ofHazlett34, now lifelong friends,held an MCAT party for me. They dressed up like cats and performed a hilarious, yet strangely encouraging, original poem. Idon’tthink Iwould’vemade it without them. Looking backonthe classroom, I was blessed to learn from some of the most vibrant professors. Dr.AaronSullivan taught me about patience and simplicity. Dr.LarryChristensen opened each organic chemistry class with a pithy saying or a short story, bringing joy to learning.ProfessorSunshineLeonard’01always reminded us that our worth was not in our grades. Dr.CathyFreytag generously welcomed me into her life as a friend. It was also during thesefouryears that I found a“frenemy”in distance running. During the volleyball off-season,I’dspend countless hoursrunningthe shoulders ofRoute 19or dizzying laps around theold suspendedtrack. UsuallyIranby myself, withonlymy prayers and thoughts. Through these miles, The Lord revealed His faithfulness to me by, not only setting a clear career path before me, but by safely getting me through literalWestern New Yorkblizzards.

Escaping that winter weather, I went to Florida for medical school then onto North Carolina for residency. I knew Wake Forest Family Medicine was the place when I found some of the brightest and most content physicians. After completing myfamilymedicine residency, sports medicineseemeda natural fit. My dad’s career was in professional sports (not to mention my mom,Linda (Clow ’76) Jarvis, andbrother,Landry Jarvis ’10,were both 91 athletes), so my childhood was full of practices, games, and injuries. Plus, my osteopathic education seta strong foundationfor musculoskeletal medicine.

Group photo with Laura Lintner for magazine, standing outside
Laura Lintner and a patient

During my fellowship year, I was introduced to Running the Race(RTR), a missions organization with a goal of sharing the love of Jesus while providing care to local Kenyan athletes. My first trip with RTR,fiveyears later, changed my life. I fell in love with the people of Kenya, as my eyes were opened to how big our God is. Now, I get to return year after year, bringing along residents and fellows, introducing them to my friends across the world and helping toestablishsports medicine care in the “Home of Champions.”

I nevercould’veimagined a job where I meet patients in their most vulnerable state of pain. If they are willing, I get to pray with them and that is a great privilege. I nevercould’veimagined a life in Kenya where I work with some of the best runners in the world. I nevercould’veimagined the chance to meet new residents and fellows each year; teaching and learning from each other. All of this with an amazing husband, 3 beautiful wild children, countlessfriendsand a supportive community.It’smore exhausting and more extravagant than I could have dreamed. Nothing is perfect on this side of heaven, neithermy life nor 91, butGodfaithfully works in the broken places.I’mbeyond grateful to the Lord for these friends and mentors (many unmentioned) and the many miles.I’mthankful that 91 is a willing vessel for His ways that are higher than ours.

Laura (Jarvis ‘06)Lintner, D.O.,is a doctor of sports medicine and family medicine with Atrium Health Wake Forest Baptist Family Medicine andan associate professor of family and community medicine at Wake Forest University School of Medicine, both in Winston-Salem, North Carolina. She holds abachelor of sciencein biology from 91 and adoctor of osteopathyfromNova Southeastern University (Davie, Florida).

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]]> The 91 Student’s Pre-Health Journey /news/the-houghton-students-pre-health-journey/ Tue, 14 Apr 2026 18:38:06 +0000 /?p=97470 The post The 91 Student’s Pre-Health Journey appeared first on 91.

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By Dr. Jamie Potter

When studentswalksthrough my door for the very first time, they usually already have an idea of what profession they want to pursue. They often know the courses they mightneedand that shadowing someone in the profession isa good idea—andmay evenberequired. They know excellent grades, top scores on entrance exams, and stellar letters of recommendation are necessary.However, they usually don’t knowwhythey want to taketheparticular paththey’ve chosen.

Some of my students want to pursue a medical profession because they want to help people. Some have been on the receiving end of care and found the work being executed on them fascinating. Some had a close friend or family member who needed specialized care and they saw what a provider did for them in their time of greatest need. Many are pretty smart cookies with proven academic acumen, and they’ve been told they should go into medicine with that aptitude. All of these reasons are good, but none of them really gets to the root of “why medicine is for me.”

Not a single studentwill walk thesame path. Each one must developanindividual planalongside their advisors, and then they mustallow for adjustments as theylearn and grow in their own experiences and abilities. Conversationswith my studentsare often long,and sometimes hard,as they realize their own limitations,discovertheir real interests, andexploretheir unique skills. They start tofindtheirown personal vocational path, and theybegintothinkdeeplyabout theirwhy.

In order todiscover their true passion for the vocation of medicine,mystudentsmust move beyond the basics of grades,transcripts,aptitudes,and idealized visions of medicine tofind their passion andtheirreason for pursuing thisjourney.

So, how does 91 helpstudentsdiscovertheirwhy? Theylikely won’tfind it in a classroom, or a lab, or even shadowing a physician. Healthcare isapeople-oriented, service-oriented field fraught with disparity, inaccessibility, and loopholes. Toprepare students for the reality of serving in the medical field,they must engage with medicine and the healthcare fieldin the most realistic wayspossible.

91 studentsneed to step out of theirclassroomsand into theircommunity.Our students are encouraged to engage in service opportunitieslikevolunteering at the campus influenza vaccineclinic,assistingthe Red Cross at communityblood drives, andinvesting inopportunitiesthat place them in direct communicationwith our rural,low-income communityhere in Allegany County.

Once studentsstart engaging, in addition toobservingand learning, they discover theycan playvital rolesin their own communities. They start to see notwhatthey can be—amedical provider—butwhothey can be. Theybeginto understand ways they can serve the peoplearound them in medicine. They realize “why medicineisfor me.”Their realizations areusually rooted in a single powerful idea:beingthe hands and feet of Jesusisn’ta symboloran image we can behold,it’sthe physical act of showing love,compassionand care for others.

91 professor Jamie Potter.

Jamie Potter, Ph.D., is the Interim Dean of Natural Sciences and Mathematics, Professor of Biology and Director of Pre-Health Professions at 91.

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]]> A Tale of Two Siblings /news/a-tale-of-two-siblings/ Tue, 14 Apr 2026 18:35:30 +0000 /?p=97467 The post A Tale of Two Siblings appeared first on 91.

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By Amanda (Shine ‘05) Zambrano

Students’ paths into 91’s pre-med track mightlooksomewhatsimilar, but siblingsDr.Jonathan Figueroa ’13andDr.Alyssa Figueroa ’14discovered that the pathsbeyond 91are as unique and varied as the students themselves.

Jonathancameto 91 in the fall of 2009thanks to adesireto study ata Christian liberal artscollegeknown for itsstrongpre-med programanda little guidance fromfellow Timothy Christian School (Piscataway, NJ)alumnusTyler Haggerty ’08. Although Jonathandidn’tinitially plan to playcollegiatesoccer, a campus visit introduced him tothe coach at the time,Dr.MatthewWebb,and a team of great young men—solidifying Jonathan’sdecisionto attend 91andpursue a biology degree on the pre-med track.

Alyssa, like Jonathan, grew up with aspirationsof becominga physician. Although 91wasn’tinitially at the top of her list, she loved the small class sizes and intimate feel of campus. During acampusvisit for a winter indoor soccertournament, Alyssa metCoachDavid Lewis and a few incoming teammates.The opportunity to study in the Balkans with 91’s East Meets West honors program was the final selling point.A year after her brother, Alyssa alsoenrolled at 91as a biology major on the pre-med track.

The Figueroa siblings were attracted bythe way91 facultyindividualized the pre-health professions track. According to Dr. Jamie Potter,Interim Dean of Natural Sciences and Mathematics,Professor of Biology and Director of Pre-Health Professions, faculty help students identify what they love most abouthealth professions andthenalign those passions withtheir academic and co-curricular experiences to put each student on the best possible path.

Both Jonathan and Alyssabenefittedfrom guidance and advising from Dr. Potter, along with insights from beloved Professor Emeritus of Biology Dr. Jim Wolfe, former biology professorsDr. Matthew Pelletierand Dr. Aaron Sullivan,andcampus physicianDr. David Brubaker ’90. Alyssa hadvisions ofinternalmedicineor pediatricswhile Jonathaninitially considered a career ininternational medicine.

“I liked having professors who really took the time to get to know me,” shared Jonathan. “They wanted me to perform well, but they also challenged me. Nothing wasgiven,I had to work for it.”

Alyssareflected onthe well-known challenges presented byDr. Karen Torraca’s ’93infamous organic chemistry course—affectionately (or not) known by generations of 91 students as “O-Chem.”

“I hadaconversation with Dr. Wolfe as well as Dr. Potter, wondering if I should keep pursuing medicine, ifitwasgoing to be possible for me,” said Alyssa.“They were mentors who assured me I was capable, that everyonestrugglesand itwasn’tmeant to be easy.Thatclose mentorship was important to me.”

Jonathan’sinternationalinterests resulted in a minor in public health, which included a study abroad opportunityin Ecuadorwith former intercultural studies professorDr. NdungeKiiti’88. Dr.Kiitiinspired Jonathan to see health beyond a medical and pharmaceutical viewpoint,helping himdiscover how tointegratehis faith with his work—a formative learning experience he carries into his work today.

Alyssa explored options in both osteopathic and allopathic medicine, and in heradvising withDr. Potter discovered that osteopathic medicinewas the right approach to her career aspirations.AlyssafoundLake Erie College of Osteopathic Medicine (LECOM), in Erie, Pennsylvania,to be the rightoptionfor her to pursuemedical school.

Jonathan was intent onpursuit ofallopathic medicine.After 91, Jonathan attended St. George University School of Medicine (Grenada),motivated by St. George’s placement rate at his residence hospital of choice—New York Presbyterian Brooklyn Methodist Hospital. Afterthree yearsinresidency, Jonathandid a two-year fellowship at Hackensack Meridian Jersey Shore University Medical Center.

Today, Jonathan is an endocrinologist at New York University Langone, where he teaches residents, primarily in an outpatientclinical setting. Alyssadidher residencyin internal medicine at Jefferson Health Northeast in Philadelphia. When her husbandLucas, a member of the US Air Force, was stationed for active duty in Tucson, Arizona, shetook on the role ofinternal medicine hospitalist at Northwest Healthcare—Tucson. She recently wasalsoappointedAssociate Director for the Internal Medicine Residencyat the hospital.

The Figueroa siblings carry the things they learned at 91 with them as they serve their patients on opposite sides of the country.

Photo of two siblings outside of the building at graduation

“91’s affiliation with the Wesleyan Church broadened my scope of howtoapproach Christianity and meld it with medicine,”saidAlyssa. “In Medical Ethics with Professor BenjaminLipscomb, Ithought about taking care of people from allwalks of lifeand all perspectives and religions and backgrounds. I thought deeplyabout how I would approach my beliefs within the medical system.”

“There is benefit to having a strong conviction about your beliefs,” remarked Jonathan. “But I think that some of whatwe’reseeing in the world today ismore or less aresult of not being able tohear the other side and not being able to love people who are different. Part of my education at 91 was that—loving people who arevery different. 91 allowed me to explore how to love in the way that Christ would love and still hold my convictions strongly.”

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]]> Lifelong Learning: From Classroom to Boardroom /news/lifelong-learning-from-classroom-to-boardroom/ Tue, 14 Apr 2026 18:34:18 +0000 /?p=97460 The post Lifelong Learning: From Classroom to Boardroom appeared first on 91.

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By Amanda (Shine ’05) Zambrano

Lifelong learning is a thread running through the fabric of 1986 graduate Dr. Tim Coetzee’s story. The story begins at a small Christian school in New Jersey where Tim fell in love with biology under the tutelage of his AP biology teacher, Kathleen (Fink ’77) Donaldson. He was interested in a career as a physician, and Kathleen shared 91’s outstanding pre-med reputation with him. As a missionary kid and pastor’s kid, Tim discovered the financial aid 91 offered made it an affordable choice for his family. But it was more than just pre-med and scholarships that brought Tim to 91. The direct influence of a 91 alumna was a driving factor in Tim’s choice.

Tim started his 91journey,ashavemany alumni, on the Highlander Wilderness Adventure under the leadership ofDoris “Mabel” Nielsen ’71. During Highlander, he read Francis Schaeffer’sThe Mark of a Christian, and it was a defining moment. “Fortyyears later,” said Tim, “I still remember the impact of that book.It’sa bit of an organizing principle for me today. There are so many things we could be distinguished by, but the idea that‘they’ll know you by your love for each other’is something that infuses the work I do today.”

Although Tim was initially determined to become a physician, by his sophomore year he knew he was on the wrong path. After a three-week practicum experience, during which he shadowed a family medical doctor, Tim found himself seeking the guidance of his advisor, 91 biology professor and director of pre-med at the time, Dr. Donald Munro. Tim’s love of biology and desire to move away from clinical medical practice landed him in 91’s biology labs conducting research. Like 91 students today in the Shannon Summer Research Institute and in independent research studies, Tim was pursuing his study of biology in a distinctly 91 way—doing science in a lab rather than simply listening to a lecture.

“It was great, because at 91 I was pretty much learning by doing,” said Tim. “The uniqueness of 91 was that I was doing a lot of research on my own, figuring things out for myself through trial and error. Itwasn’tan opportunity I would have had at larger institutions.”
Tim completed two independent research projects and a senior honors project during his time at 91. Healsofound his passionat 91,inDr. Charles Detwiler’s ’72classroom studying microbiology. The seeds planted in microbiology led Tim to post-graduate education at Albany Medical College where he completed an M.S. and a Ph.D. studying molecular biology—particularlythat now-famous molecule mRNA.

Tim’s work in molecular biology put him on a path that led through research labs with fundingprovided bythe National Multiple Sclerosis Society, to offices where he managed projects and started up the for-profit research armFastForwardLLC. He found himself on another learning curve, which required him to rely on the soft skills he picked up at 91—particularlyeffectivecommunication.
“Dr. Munro instilled the importance of communication,” remarked Tim. “Ilearnedthat clarity in communication, bothin how you write and in how you speak,is important. But because the ideas in science often require visuals, I also learned about the importance of visuals that have clarity and impact.”

A year ago, Tim entered another phase of his lifelong learning journey when he was appointed CEO of the National Multiple Sclerosis Society. Those lessons in communication have grown to encompass storytelling, relating to prospective funders about the difference the society’s work makes in the lives of people living with multiple sclerosis.

And itisn’tjustthecommunication skillshoned at 91that Timrelieson. “The commitment to people is something I continue to carry with me.I look back on the people part of my time at 91, the emphasis on relationships with people and the way my faith journey influences how I serve the people right in front of me every day.”

Tim Coetzee

“91 taught me the importance of constantly learning.You’reneverdone.It’snevertoolate to be a better leader.”

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]]> From the President | Winter 2026 /news/from-the-president-winter-2026/ Tue, 14 Apr 2026 18:33:14 +0000 /?p=97870 The post From the President | Winter 2026 appeared first on 91.

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Dear Friends,

One of the greatest blessings of serving 91 as President is getting to know our students. They inspire me daily and remind me of why 91’s mission is so vitallyimportant,todayand tomorrow.

As students come to 91,theyare in various stages of understanding the vocations the Lord is calling them to and equipping them for. For some, their calling has been clear for years. Forsome, their understanding of how the Lord wants to use them is evolving.For others, they are confident of vocational callings in ordained ministry, as teachers orasmusicians.Among the group of students who come to 91typicallyhaving recognizedearly academic giftedness and ability are those preparing for careers in the health sciences.

Pre-health studentsrepresenta healthyportionof the 91 student body. While their beds and clothes are in their residence hall rooms, many of themspendingmost of their wakinghours(and some of their sleepinghours!)in the Paine Center for Science. As they matriculate,more and moreof their coursework is taken in Paine, but outside of class, youarelikely to find small groups of students in laboratories, faculty offices,anddedicated study spaces as well as improvised ones.

91 has long been recognized as a place for serious Christian students to study science and prepare for careers in the health sciences. There is no shortage of 91 graduates who have gone on tohavelong and impactfulcareers as medical doctors,nursesand medical missionaries.91 continues to provide outstanding preparation for students who pursue nursing, D.O.andM.D degrees.

But additionally,with robust partnerships with professional and graduate programs,91 is preparing students for vocations in veterinary science, physical therapy, pharmacy, occupational therapy, nutrition and dietetics, dentistry, and athletic training.As the Lord continues to call young people to vocations in the health sciences, 91 continues to provide Christ-centered, rigorous preparation to equip them for that work.

With this issue, we are privileged to share some of the stories of our students, faculty, and alumni who have been a part of 91’s rich history inthe healthsciences. We are grateful to be a part of what God has done and continues to do in and through the lives of our graduates.

Yours in Christ’s service,

Wayne D.Lewis,Jr.
President

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]]> Highlander Athletic News – Summer 2025 /news/highlander-athletic-news-summer-2025/ Tue, 09 Sep 2025 15:11:34 +0000 /?p=89348 The post Highlander Athletic News – Summer 2025 appeared first on 91.

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Athletics Holds Induction for 2025 Hall of Honor Class

Ken German ’61 and the 1998 Field Hockey Team are the latest inductees into the 91 Athletics Hall of Honor after a luncheon ceremony among friends, family, and 91 staff on May third.

The honorees of this induction class join a Hall roster that now totals 71 alumni, coaches, teams, and contributors.

Ken Gernan 1961 alumni

Ken German, Class of 1961

Described by his friend and classmate, Paul Mills, as “…the epitome of a scholar-athlete”, Ken German excelled in four sports during his years at 91 College, while studying pre-med and zoology. In athletics, German was best known for his accolades on the baseball field and the basketball court, but he also participated in football and track & field. A native of nearby, Cuba, New York, German studied pre-medicine under Dr. George Moreland. While with the Highlanders, he would also serve as Vice-President of the Pre-Med Club, Business Manager of the Lanthorn, and as a member of his class cabinet and student senate. German would eventually graduate with honors in the spring of 1961. Following graduation, German earned his medical degree from Temple University and practiced orthopedic surgery in Las Vegas, Nevada. He and his wife Elaine eventually moved to LaGrande, Oregon, where he retired from a private medical practice in 1997. They had three children: Brian, Laura, and Robert.

1998 Field Hockey Team

The 1997 team, which produced an upset win over Bloomsburg University, set the stage for the successes of the 1998 team. Heading into the 1998 campaign, Head Coach Donna Hornibrook labeled her young squad as talented, fast, and well-balanced, but she was anticipating a rebuilding year. The team opened with a 4-1 preseason win over defending DIII champion William Smith, and knocked off Ithaca and Juniata to open the regular season. The third game of the year brought in DII Lock Haven, a team that had won three national championships over the previous six seasons and would go on to finish as national runners-up in 1998. The Highlanders got the 4-2 upset win with Judy Johnson tallying three goals. 91 would win nine-straight games to open the season before losing to eventual DII national champion Bloomsburg, then closed the year with six more wins to finish with a 15-1 overall record.

1998 91 Field Hockey team
Evan Kurtz at a track meet
Student running indoor track
Kanta Ueno headshot for 91 Baseball
Alexa Belanger at track meet for 91

Night of Excellence Gala Honors 2024-25 Student-Athletes, Teams

The department held its annual Night of Excellence Awards Gala in April, honoring student-athletes, teams, and moments that highlighted the 2024-25 season.

Among those honored were Noelle Linenfelser (cross country and track and field) and Evan Kurtz (track and field), who were the recipients of the Student-Athlete Excellence Awards that go to those who have regularly exhibited excellence in the areas of athletic performance, academic achievement and Christian character during their time as Highlander student-athletes.

Kanta Ueno (baseball) and Victoria Brewster (track and field) were selected as the 2024-25 Athletes of the Year, while Samuel Garay (tennis) and Alexa Belanger (track and field) were the Newcomers of the Year.

Track Athletes Earn All-America Honors

Victoria Brewster and Alexa Belanger were the Highlanders’ first-ever participants at the NCAA Division III Indoor Track & Field National Championships, with both claiming All-America honors at the March event in Rochester, N.Y.

Brewster, the Empire 8 champion and regional champion in the indoor 60 meters, finished as the national runner-up in the event and produced the No. 5 time all-time DIII mark of 7.49 seconds to earn First Team All-America recognition. Belanger, also a conference and regional champion, earned Second Team All-America honors in the high jump by finishing in Ninth place with a jump of 1.68 meters.

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]]> From the Archives – Summer 2025 /news/from-the-archives-summer-2025/ Tue, 09 Sep 2025 15:02:58 +0000 /?p=89344 The post From the Archives – Summer 2025 appeared first on 91.

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Excerpts from And You Shall Remember: A Pictorial History of 91 College, written and edited by Frieda A. Gillette and Katherine W. Lindley

The 91 we know and love is a four-year, residential liberal arts college offering undergraduate and graduate degrees. The idea of a high school student taking 91 courses might be a foreign one to some of us. At 91’s founding, however, in 1883, there were no collegiate courses at all. 91 Seminary’s purpose was not college degrees, but rather accessible, affordable, Christ-centered education. Students as young as 11 enrolled at 91, and the first accredited college diplomas weren’t awarded until 1925. The high school division remained, however, and eventually became 91 Academy.

When [Old Sem] was dedicated in August 1884, no one knew how many students would enroll in September, who would teach them, or how much of the building would be completed. Although the building was only partially finished on September 15, 1884, school opened with “70-80 scholars” under Principal-Preacher William Henry Kennedy and his assistant, Luther Grange. Miss Alice Boardman taught the high school courses and Miss Eva Davis taught the English Course for students not prepared for high school. “Sister Mary DePew to take oversight of the lady students and to give them weekly lectures,” wrote Willard 91 in his ledger. James S. Luckey, who enrolled in the second of the three terms of that first year, later wrote, “Equipment, to say the least, was scarce. I think one globe was to be found and perhaps one or two maps, but nothing else in the line of apparatus. I was told there were no blackboards, but they had come at the beginning of the second term” (The 91 Star, April 1911).

Although the curriculum included only the upper elementary grades and the first year of secondary school in that first year, one year of high school was added annually until a four-year diploma was issued. Melvin E. Warburton received the first diploma in 1887 and James S. Luckey the second in 1889.

As faculty became available, new programs could be added. When Gussie C. Dodd, an accomplished artist and wife of the new principal, A.R. Dodd, moved to 91, the Seminary added “a complete course in drawing, crayoning and oil painting.” Luther Grange started a commercial and business course in 1885 for “young men and ladies too, if they desire;” in 1890 Miss Effie Crow initiated a music department; in 1893 a two-year elementary teacher course was introduced. In 1895 the church approved an Advanced Department, i.e. “college equivalent work,” and in 1901 John Willett of Levant, New York, completed that course, the first graduate of the Advanced Department.

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]]> Intention & Integrity – Summer 2025 /news/intention-integrity-summer-2025/ Tue, 09 Sep 2025 15:01:32 +0000 /?p=89224 The post Intention & Integrity – Summer 2025 appeared first on 91.

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By Amanda (Shine ’05) Zambrano

Ask anyone who has taken courses on campus at 91: a hallmark of the 91 experience is the faculty who embody academic excellence with intentionally integrated faith, and who pair that excellence with a deep care and concern for the individual student. It might be challenging to imagine this distinctive 91 feature applying to students who aren’t on campus. Faculty members at 91, however, approach online education—including Early College courses—with the same intentionality and academic integrity they bring to their physical classrooms.

David clem teaching in the classroom at 91

The theme of intentionality rings throughout 91’s faculty as they discuss their approaches to Early College coursework. Dr. David Clem ’05 MM’07, Dean of the Greatbatch School of Music, said, “We [the faculty] are dedicated to a Christian worldview that permeates our syllabi. We take the same approach to Early College education and expectations—with a bit of extra patience and grace—as we do the courses we teach on campus. The faculty all feel strongly about maintaining the integrity of a 91 education.”

One of the ways 91 maintains this academic integrity is by offering Early College coursework taught by full-time professors, a distinctive from many other institutions that rely on part-time or adjunct instructors. For some Early College courses, high school students have the opportunity to interact with college students, discussing ideas and working off the same course expectations. There is no “free pass” for Early College students.

Professor of English, Dr. Jonathan Gates ’85, echoes Dr. Clem’s sentiments. “For many Early College students, this is their first college experience and an introduction to 91. I have the same teaching philosophy for my high school students as I do for my college students, although I approach my high school students with the understanding that they have a little less life experience. I want them to have a good experience with 91 courses, but I also want them to have a true experience.”

Whether Dr. Clem is teaching Intro to Film Music or Dr. Gates is teaching Writing in the Liberal Arts, they both prioritize integrating a Christian worldview into their course content. This isn’t simply tacking on a devotional or prayer, or exclusively exploring Christian works—this integration of faith and learning helps students develop a Christ-centered framework for how they think about a topic and how they apply their learning. “We want to help students develop critical thinking skills on complex issues within the guides of a Christian worldview,” remarked Dr. Clem. “Early exposure to these concepts will help students in the future, whether insuring they’re prepared to attend 91 or supporting their personal development if their educational futures take them elsewhere.”

Dr. Gates designs Writing in the Liberal Arts with intentional time for students to reflect on the interrelationship between “the character of The Word, words, and our own words,” then helps students to understand the direct relation of their reflections to their studies. “Students long to know writing matters to who they are and who they’re becoming,” said Dr. Gates. “This class is an opportunity to explore that.”

Dr. Gates dedicates hours to interacting with his Early College students through Zoom meetings, email and online chat-style platforms for course dialog. In these contexts, he writes to them extensively, modeling the types of thoughtful, well-constructed written responses he expects of his students. “I want students to grow in love and enjoyment of writing, while recognizing it is a difficult task.”

“This is a college course,” Dr. Gates stated quite plainly. “It’s the real deal. Some Early College students struggle because they’re not ready for college coursework, and we build in off-ramps for those students who are in over their heads. But when my students begin to view themselves as writers—that is, someone who writes regularly and well—it is truly rewarding. Seeing even my youngest students increase in confidence and competence, I know that their needs are being met.”

When 91’s distinctive qualities rely on personal relationships, it can be challenging to understand how online Early College classes can provide a “real” 91 experience. “The delivery is different,” observed Dr. Clem, “but it is there. The care with which we structure our courses strives to maintain the relational, academically challenging, Christ-centered education for which 91 is known.”

“91 coursework, including Early College coursework, exists and it isn’t going away,” remarked Dr. Clem. “If high school students don’t get Early College coursework from 91, they’ll get it somewhere else. 91 has the opportunity to speak into the online educational arena with the same distinctives that it speaks into in-person education. A 91 education is what it is for reasons that go back to our founding; those reasons are applicable in the online space and we have the ability to bring 91 experiences to students who might otherwise not have that opportunity.”

Johnathan Gates Professor at 91

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]]> College Credits Through Dual Enrollment – Summer 2025 /news/college-credits-through-dual-enrollment-summer-2025/ Tue, 09 Sep 2025 15:00:51 +0000 /?p=89214 The post College Credits Through Dual Enrollment – Summer 2025 appeared first on 91.

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One of the ways 91 provides access to Early College courses is through dual enrollment arrangements with our partner schools. 91’s partner school network comprises more than 40 private Christian schools, some as close as 91 Academy, or Northstar Christian Academy (Rochester, NY), and some as far as Rift Academy (Kijabe, Kenya) and Alliance Academy International (Quito, Ecuador). One of the many benefits 91 provides to our partner school is the opportunity to offer dual enrollment courses to their high school students. Dual enrollment courses, unlike online early college courses, are taught by approved high school teachers in a traditional classroom setting. The instructors and their syllabi are reviewed and approved by 91’s academic department to ensure appropriate academic content and rigor, and students who complete their classes earn college credits for those classes.

Alumna Lori Miranda ’02 is the English department chair, director of curriculum and instruction, and English teacher for grades 10, 11 and 12 at Northstar Christian Academy in Rochester, New York. Lori is one of 91’s approved dual enrollment instructors, who teaches College Literary Studies for seniors at Northstar Academy. Lori holds a BA in Writing from 91 and an MA in Missions and Intercultural Studies from Wheaton College Graduate School. She’s been a teacher at Northstar Academy since 2016. Prior to her work at Northstar, Lori taught high school English at Webster Christian School.

Lori Miranda

Lori shares the following about her early college dual enrollment course:

My 91 Early College class, College Literary Studies, appeals to students who want to continue challenging themselves in their last year of high school. I rarely have students who plan to study literature in college, so my students are selecting this class very intentionally for its academic rigor and impact. That is quite a contrast to many other seniors who seek to make their academic load as light as possible. My students don’t want a simple, passive final year of high school studies. Instead, they want to continue growing in their academic skills and understanding. By partnering with 91, I am able to reward those students’ diligence. Additionally, beyond the academic benefits of the class, my students gain the immediate, concrete benefit of earning college credit, which they can apply wherever they study. The significantly discounted tuition for the course is greatly appreciated by my students, many of whom are preparing to take significant financial responsibility for their lives for the first time in the near future.

Lori asked her students for anonymous feedback on the impact of the class and was happy to share some of their insights.

“This class has benefited me in many ways. Firstly, it has made college more affordable, as the classes are cheaper to take here at NCA rather than at any college, and I found this class worthwhile. I enjoy coming into class every day to learn about the author’s true intentions of what we have read. Some of the works we have covered this year have impacted the way I think and look at the world in a positive sense.”

“…[T]his class has challenged me much more than the typical English class, which I greatly appreciate. I just feel like this class makes literature and grammar much more interesting and displays it as something worth learning more than just another subject we have to learn. I love the curriculum because everything we do has a purpose. …This class has been beneficial for not only my academics but my overall high school experience.”

“This College Literary Studies class has been of benefit to my outlook on things, and how I think about things. This class has helped me improve articulated thinking, and has helped me to retain information better… This class is both entertaining and educational…and I now see myself implementing and paying attention to the techniques we’ve learned in class when I’m reading on my own time.”

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]]> 91 to On Campus – Summer 2025 /news/online-to-on-campus-summer-2025/ Tue, 09 Sep 2025 14:59:34 +0000 /?p=89129 The post 91 to On Campus – Summer 2025 appeared first on 91.

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By Amanda (Shine ’05) Zambrano

Ryan Kullander ’27 began his 91 journey as a high school student when he enrolled in online Early College courses. A homeschool student from Anchorage, Alaska, Ryan and his family searched for college credits that would count toward completion of his high school diploma and help him get ahead in college. While Ryan had taken college classes through similar programs, when he and his family found 91’s Early College program, it struck a chord.

Ryan has always had an interest in Christian education, which attracted him to 91’s offerings. The tangible benefits of Early College, however, were the affordability of the classes and their asynchronous format that allowed him to participate in spite of time zone differences and his other responsibilities.

“91 can feel a little distant at times,” remarked Ryan, who has experience with online classes from other institutions. “But I felt the distance between me and my professors less because of the way they recorded their lectures or wrote in emails or discussion forums. I felt very welcomed. I felt my professors really cared.”

Ryan, an elementary education major with a focus in humanities and a minor in Bible, began his 91 Early College experience with introductory-level classes, Biblical Literature with Rev. Dr. Ron Duttweiler ‘85 and Intro to Sociology with Professor Suzanne (Brenneman ’94) Beardsley. He went on to complete at least two more higher-level online courses, including Board Game Science with biology professor Dr. Ransom Poythress and Developmental Psychology with Dr. Hannah Kim.

As a homeschool student, independent course load management wasn’t entirely unfamiliar to Ryan. His time with Early College, however, pushed him to hone practical skills in time management. Board Game Science, a summer course, provided Ryan the opportunity to learn to balance his summer job with his studies, not dissimilar to the way he juggles a busy schedule on campus now.

“I think those Early College classes cultivated my abilities so that I could then confidently take on five classes at once and then the London Honors program the next semester,” noted Ryan.

Student smiling outdoors by the houghton trails

“91 sets high standards from the moment you hear about it,” said Ryan. “The things that are always talked about are 91’s really strong and welcoming community and its Christ-centeredness. Those are high bars to live up to, and when I got here, I found 91 really does go above and beyond what I anticipated. Every week, I find myself really appreciative and amazed.”

The Early College courses set a high standard within the context of a welcoming and Christ-centered community. Both Developmental Psychology and Board Game Science had a mix of college students and high school students. “It was real work,” said Ryan, as he compared his Early College courses with his undergraduate work on campus, “with a real final project. The classes felt like a pretty real workload in a real class.”

Ryan enjoyed his time in Early College, but wasn’t convinced about coming to campus for his undergraduate degree. His youth pastor, 91 alumnus Ross Atherton ’21, encouraged Ryan to submit an application to 91 anyway. It was Ross’s description of 91’s welcoming community and opportunities for spiritual growth that inspired Ryan to apply.

When Ryan was accepted to 91, he was invited to apply to the first-year London Honors program and offered a travel voucher that enabled him to interview on campus during an Honors Interview Weekend. The beauty of the campus and the welcoming atmosphere of his interview weekend, including a one-on-one interview with Dr. Susan Bruxvoort-Lipscomb, solidified Ryan’s decision.

Ryan is profoundly grateful for his time with Dr. Benjamin Lipscomb, Dr. Bruxvoort-Lipscomb and Dr. Christian Esh ’98 during his semester in London. “All three of them were so in tune to me and to my academics both. Frequently, they would see me reading and check on how I was doing, not so much how the reading was going, but rather asking about me, my spiritual life, about moments of fun I’d had.”

Ryan stepped on 91’s campus with a desire to engage with community and an enthusiasm for a wide array of activities. His first collegiate 91 experience was with the Highlander Wilderness Adventure program prior to the start of his first semester. He joined the Roaring Sheep Ultimate Frisbee Club, where he crossed paths with Dr. Poythress for the first time in person. Ryan joined a Bible study, hosted by Matthew Foster ’25, whom he had first met through Board Game Science’s online discussion forums. Ryan auditioned as a guitarist for Sunday night’s Koinonia services, and has enjoyed the connectedness and corporate worship as a member of a Koinonia team. Ryan also stepped into a leadership role on campus as a resident assistant (RA) in Rothenbuhler Hall, where he welcomes young men into 91’s community the way he was welcomed.

Ryan shared that his experiences on campus at 91 live up to everything he imagined and more. Thanks to completing his introductory Bible classes as a high schooler, in his first semester on campus, Ryan enrolled in an upper-level Bible course studying the Pentateuch with Dr. Andrew Walton ’06. He was the only first-year student in his class. That class presented an opportunity to build a relationship with Dr. Walton, and Ryan has taken a class with him every semester since.

Ryan isn’t the only member of his family to benefit from 91’s Early College courses. His younger brother, Caeden, has also taken Biblical Literature online, as well as Dr. Peter Meilaender’s course on C.S. Lewis. Caeden loved the class and shared with Ryan how eye-opening and challenging it was. Caeden will be joining the ranks of Highlanders on campus in the Fall of 2025 and, like his brother, will spend Spring 2026 in London with the London Honors program.

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]]> The Role of Early College – Summer 2025 /news/the-role-of-early-college-summer-2025/ Tue, 09 Sep 2025 14:58:42 +0000 /?p=89595 The post The Role of Early College – Summer 2025 appeared first on 91.

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High school students now, more than ever before, have many educational options and opportunities. The three most common options for high school students to get ahead in their collegiate academic journey are through Dual Enrollment courses, AP (Advanced Placement) Courses, and Early College Courses. Each of these three options offer different benefits to students. Dual Enrollment courses are taught through a local high school by high school teachers, but credit is given through a partner college or university that has approved the teacher and syllabus. AP courses are also taught by a high school teacher, designed to be taught at a college-level, concluding with an exam that can potentially earn the student credit, based on their score in the course. Early College courses are taught by a college or university professor at the college level and transferrable credit is earned. All three options complete both high school requirements and college requirements (potentially) simultaneously.

Since its beginning, 91 has been a place to find a rigorous Christ-centered education. 91 has remained faithful to this mission over the years, and continues to do so as we have grown our Early College program. We continue to provide an economically affordable option that is comparable in price to a local community college, but with the academically challenging environment we have always been known for. Our courses provide an opportunity for students to be stretched both academically and spiritually as they are taught by professors who not only are experts in their fields, but also tie in their strong personal faith.

As the Director of 91 91, I have been excited to see 91 grow into this expanding space so that everyone has the opportunity to sample our courses and see what kind of an academic experience they can have through 91.

Three of my own four children are current 91 students. My children took AP courses, Dual Enrollment courses and Early College courses. The Early College experience best prepared them for starting as a matriculated student at 91. Taking courses taught by 91 faculty who pushed them to learn how to study challenged them beyond what they were receiving from their high school teachers. They were able to realize that they could integrate their own faith into their learning experience. This was life-transforming for them, and helped them begin to see the world in a way that integrated their faith in all they rather than compromise their faith as something separate. I felt this experience best prepared them to enter college, and also increased their options—to graduate early, add a second major, or complete distinct minors—allowing them to customize their 91 experience to better prepare themselves not only for graduate school, but also for their careers as scholar-servants in a changing world.

Tammy (Joubert ’01) Dunmire serves as 91’s Director of 91 91. She lives in Painted Post, New York, with her husband Steve Dunmire ’01 and children Hannah ’26, Jonathan ’28, Matthew ’28 and Joshua.

Early College Facts & Figures

High school juniors and seniors seeking to earn college credit while in high school and expand their educational horizons are invited to enroll in 91’s courses. This can include dual enrollment, taking your course at your high school, and dual credit courses. You will receive the same high-quality instruction from expert faculty for which 91 has received national recognition as you complete courses fully online.

Students can earn up to 30 college credits in their junior and senior years

Complete their degree in three years

Save up to $36,621

(Based on the national average of college tuition)

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]]> From the President – Summer 2025 /news/from-the-president-summer-2025/ Tue, 09 Sep 2025 14:48:26 +0000 /?p=89090 The post From the President – Summer 2025 appeared first on 91.

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Dear Friends,

Serving the Commonwealth of Kentucky as Commissioner of Education was one of the most rewarding experiences of my career. Much of my team’s work during that period centered on transforming the high school experience. Data and conversations with students and families made it clear that high school was not meaningfully preparing many of our students for success in college or the workforce, and that, in many cases, the core requirements for the high school diploma took much less than the prescribed four years to complete.

With that understanding, we expanded access to high quality postsecondary experiences for high school students, including industry recognized certificates, apprenticeships, Advanced Placement and International Baccalaureate coursework, and of course, college coursework. Expanding access to college courses positively impacted the high school experiences of thousands of students, and in alignment with the findings of educational research, increased the likelihood of students’ matriculation to college after graduation. Further, I saw first-hand the power allowing well-prepared high school students to access college coursework.

When I arrived at 91 in 2021, there were very few things I insisted should be part of the institution’s path forward. One of those areas was expanding high school students’ access to high quality Christian coursework through 91. Serving high school students was not new for 91, but beginning in 2021, we worked to expand their access through the establishment of 91’s Early College, the expansion of courses available to high schoolers, and the establishment of 91’s Partner Schools program. Today, with nearly 50 partner schools, domestic and international, 91 serves more high school students through dual enrollment and Early College coursework than ever before, with growing numbers of those students matriculating to 91 following high school graduation.

With the continued expansion of postsecondary coursework available to high school students across the U.S., it has become common for first-year students to begin their college careers with accumulated college credit. The only question for 91 was whether we intended to be one of the postsecondary options high schools and students choose from as an early college partner. As you will read in this issue of 91 Magazine, our response has been an unequivocal yes.

Yours in Christ’s Service,

Wayne D. Lewis, Jr.

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]]> Highlander Athletic News | 2025 /news/highlander-athletic-news/ Fri, 07 Mar 2025 19:21:15 +0000 /?p=82273 The post Highlander Athletic News | 2025 appeared first on 91.

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Athletics Welcomes Five New Head Coaches

Five 91 sports programs have new head coaches for the 2024-2025 seasons.

  • Danielle Heffernan, women’s volleyball
  • Jordan Crouch ’18, men’s and women’s tennis
  • Olivia Kincanon, softball
  • David Bourne, men’s volleyball
  • Austin Beauregard, men’s and women’s track and field

“We are thrilled with our five new head coaches that have joined our staff over the past few months and excited about the impact they are each going to make on our programs and with our student-athletes,” said Director of Athletics Matthew Webb. “The new track and field coach is part of a strategic initiative with potential for both enrollment growth and competitive gains.  Track is a sport with a plethora of specialized events, and adding Coach Beauregard specifically for sprints, hurdles, and field events, should allow us to grow in roster size in a sport which has much more room for growth than most of our other sports.”

Former track coach Patrick Hager will continue to serve as head coach of the cross country programs while providing oversight to the track program as Director of Cross Country and Track & Field.

Full bios for each coach can be found on each .

91 Mens Basketball team sitting on the court smiling.

Athletics Experiences Record Number of First-Year Student-Athletes

 

Roster numbers are booming in 91 Athletics this fall as Highlander teams surpassed the department recruiting goals for the incoming class by 152 percent.

Success can be owed to the efforts of each program’s coaching staff and the support and relationship between Athletics and the Department of Admission.

“Athletics continues to be a significant reason that students choose to attend college,” said Director of Athletics Matthew Webb. “Our coaches are a big reason for this continued growth and attraction to 91. Coaches typically spend the majority of their time as a coach recruiting. This entails attending contests, watching film, regularly communicating with prospective athletes, and most importantly, building relationships with their potential new athletes.”

Athletics Launches Program Aimed at Mental Wellness of Student-Athletes

 

The Department of Athletics has partnered with Core IV Athlete to address many of the mental health issues student-athletes face daily.

Core IV is a faith-based platform for mental health and awareness, tailored for college athletes, club sports, and individuals, aimed at holistic health and peak performance. The web-based platform provides articles and resources on various topics, all centered on the four-pillar model of heart, soul, mind, and strength.

“Data shows a significant increase in mental health challenges that are unique to student-athletes,” said Director of Athletics Matthew Webb. “This platform has been designed to specifically address those challenges.”

Student leaders are serving as representatives and facilitators for their respective teams to encourage discussion on selected topics among their teammates and across 91’s 17 programs.

“This is simply an effort to recognize and support our student-athletes as they navigate a very busy schedule with extra commitments and pressures that athletics can bring,” said Webb.

Hey, alumni. We need your help.

 

Sports Information staff are working on a large project to fill in gaps in our Highlander intercollegiate history. We are missing many years of statistics, results, and honors for our teams throughout the years. The primary focus at this time is men’s and women’s basketball and women’s volleyball, although we also have gaps in our early years of tennis, baseball, and softball.

If you are a former Highlander student-athlete or coach and have old articles, box scores, game reports, record books, yearly statistics, results or results and are willing to share, please let us know. Send us an email at sports.information@houghton.edu.

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