Excellence:听It’s听黑料科 the Pursuit, Not Perfection

By Kyra Binney ’26

Dorah听Burnell & The Pasteur Pre-Medic Society

The 1926-1927 academic catalog is the first to show pre-medical as a possible major鈥攄escribed as a 鈥渃omposite major鈥濃�攁t Houghton College & Seminary. This coincides with the hiring of Professor听Dorah听Burnell, who came to Houghton 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鈥檚 chemistry department while fulfilling countless other roles on campus.

Along with colleagues in the Science听Department, Professor Burnell helped students听established听The Pasteur Pre-Medic Society.听In its inaugural appearance in the Boulder in 1928, the society described its aim as听鈥溾�o 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.鈥� The inaugural group boasted 27 members听and by the 1950s, the club was one of the largest and most active on Houghton鈥檚 campus.

Today known as the听Pre-Health Professions Club, the group听remains听one of Houghton鈥檚 largest and most active clubs. Their aim, similarly, is听鈥溾�o serve as an information resource and generate opportunities for fellowship, career exploration and volunteer service for students interested in health-related fields.鈥�

In the dedication of the 1954 Boulder, students听observed听of Professor Burnell that听鈥淸h]er influence was there鈥� Lights were shining out from the meticulously kept chemistry lab until the early morning hours. On the desk were carefully graded papers鈥攁round the room was all the valuable equipment she had听procured. From this lab alumni went forth to succeed鈥� her听influence听was there.鈥�

Professor Burnell鈥檚听influence听remains鈥攊n Houghton鈥檚 chemistry labs, in the Pre-Health Professions Club, in the听lives of service led by so many of听our alumni.听Professor Burnell鈥檚 influence听has听played 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. Houghton would say,听鈥渇ix up the world for Christ.鈥�

By Dr. Jenna (Hill 鈥�15) Smith

I began my Houghton journey in 2011 as a biology major with a chemistry minor. I completed the first听year听Science听Honors program, and听was听very involved听in the听Pre-health听Professionals 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 the听challenging听curriculum that was coming听in听graduate school.

I applied to veterinary听school听my senior year and was accepted to Cornell University College of Veterinary Medicine. The听course听load was intense in depth and breadth, but听I felt I听had a solid foundation from Houghton. I graduated from Cornell in 2019 and started working at Perry Veterinary Clinic听in Perry, New York,听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 throughout听Western New听York. I even go to calls at the Houghton Equestrian center鈥攖alk听about coming full circle!

Live It Out

By Dr. Laura (Jarvis 鈥�06)听Lintner听

When I arrived at Houghton,听biology was my听field of听choice, but I had little direction beyond that. I certainly听didn鈥檛听imagine working as an Associate Professor,听with my days full of not just patient care, but听teaching听medical students,听residents听and fellows. I听didn鈥檛听imagine that听I鈥檇听go to Kenya,听building friendships听and听schools, and providing healthcare for their runners. I听didn鈥檛听imagine that it would be possible to have a career as well as be a wife,听mother听and friend.

Deep friendships, strong听mentors听and meaningful solitude mark my time at Houghton.听The girls of听Hazlett听34, now lifelong friends,听held an MCAT party for me. They dressed up like cats and performed a hilarious, yet strangely encouraging, original poem. I听don’t听think I听would鈥檝e听made it without them. Looking back听on听the classroom, I was blessed to learn from some of the most vibrant professors. Dr.听Aaron听Sullivan taught me about patience and simplicity. Dr.听Larry听Christensen opened each organic chemistry class with a pithy saying or a short story, bringing joy to learning.听Professor听Sunshine听Leonard听鈥�01听always reminded us that our worth was not in our grades. Dr.听Cathy听Freytag generously welcomed me into her life as a friend. It was also during these听four听years that I found a听鈥渇renemy鈥澨齣n distance running. During the volleyball off-season,听I鈥檇听spend countless hours听running听the shoulders of听Route 19听or dizzying laps around the听old suspended听track. Usually听I听ran听by myself, with听only听my 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 literal听Western New York听blizzards.

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 my听family听medicine residency, sports medicine听seemed听a natural fit. My dad鈥檚 career was in professional sports (not to mention my mom,听Linda (Clow 鈥�76) Jarvis, and听brother,听Landry Jarvis 鈥�10,听were both Houghton athletes), so my childhood was full of practices, games, and injuries. Plus, my osteopathic education set听a strong foundation听for musculoskeletal medicine.

By Dr. Jamie Potter

When students听walks听through 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 might听need听and that shadowing someone in the profession is听a good idea鈥攁nd听may even听be听required. They know excellent grades, top scores on entrance exams, and stellar letters of recommendation are necessary.听However, they usually don鈥檛 know听why听they want to take听the听particular path听they鈥檝e 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鈥檝e 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 鈥渨hy medicine is for me.鈥�

Not a single student听will walk the听same path. Each one must develop听an听individual plan听alongside their advisors, and then they must听allow for adjustments as they听learn and grow in their own experiences and abilities. Conversations听with my students听are often long,听and sometimes hard,听as they realize their own limitations,听discover听their real interests, and听explore听their unique skills. They start to听find听their听own personal vocational path, and they听begin听to听think听deeply听about their听why.

In order to听discover their true passion for the vocation of medicine,听my听students听must move beyond the basics of grades,听transcripts,听aptitudes,听and idealized visions of medicine to听find their passion and听their听reason for pursuing this听journey.

By Amanda (Shine 鈥�05) Zambrano

Students鈥� paths into Houghton鈥檚 pre-med track might听look听somewhat听similar, but siblings听Dr.听Jonathan Figueroa 鈥�13听and听Dr.听Alyssa Figueroa 鈥�14听discovered that the paths听beyond Houghton听are as unique and varied as the students themselves.

Jonathan听came听to Houghton in the fall of 2009听thanks to a听desire听to study at听a Christian liberal arts听college听known for its听strong听pre-med program听and听a little guidance from听fellow Timothy Christian School (Piscataway, NJ)听alumnus听Tyler Haggerty 鈥�08. Although Jonathan听didn鈥檛听initially plan to play听collegiate听soccer, a campus visit introduced him to听the coach at the time,听Dr.听Matthew听Webb,听and a team of great young men鈥攕olidifying Jonathan鈥檚听decision听to attend Houghton听and听pursue a biology degree on the pre-med track.

Alyssa, like Jonathan, grew up with aspirations听of becoming听a physician. Although Houghton听wasn鈥檛听initially at the top of her list, she loved the small class sizes and intimate feel of campus. During a听campus听visit for a winter indoor soccer听tournament, Alyssa met听Coach听David Lewis and a few incoming teammates.听The opportunity to study in the Balkans with Houghton鈥檚 East Meets West honors program was the final selling point.听A year after her brother, Alyssa also听enrolled at Houghton听as a biology major on the pre-med track.

The Figueroa siblings were attracted by听the way听Houghton faculty听individualized the pre-health professions track. According to Dr. Jamie Potter,听Interim Dean of Natural Sciences and Mathematics,听Professor of Biology and Director of Pre-Health Professions, faculty help students identify what they love most about听health professions and听then听align those passions with听their academic and co-curricular experiences to put each student on the best possible path.

Both Jonathan and Alyssa听benefitted听from guidance and advising from Dr. Potter, along with insights from beloved Professor Emeritus of Biology Dr. Jim Wolfe, former biology professors听Dr. Matthew Pelletier听and Dr. Aaron Sullivan,听and听campus physician听Dr. David Brubaker 鈥�90. Alyssa had听visions of听internal听medicine听or pediatrics听while Jonathan听initially considered a career in听international medicine.

鈥淚 liked having professors who really took the time to get to know me,鈥� shared Jonathan. 鈥淭hey wanted me to perform well, but they also challenged me. Nothing was听given,听I had to work for it.鈥澨�

Alyssa听reflected on听the well-known challenges presented by听Dr. Karen Torraca鈥檚 鈥�93听infamous organic chemistry course鈥攁ffectionately (or not) known by generations of Houghton students as 鈥淥-Chem.鈥�

鈥淚 had听a听conversation with Dr. Wolfe as well as Dr. Potter, wondering if I should keep pursuing medicine, if听it听was听going to be possible for me,鈥� said Alyssa.听鈥淭hey were mentors who assured me I was capable, that everyone听struggles听and it听wasn鈥檛听meant to be easy.听That听close mentorship was important to me.鈥澨�

Jonathan鈥檚听international听interests resulted in a minor in public health, which included a study abroad opportunity听in Ecuador听with former intercultural studies professor听Dr. Ndunge听Kiiti听鈥�88. Dr.听Kiiti听inspired Jonathan to see health beyond a medical and pharmaceutical viewpoint,听helping him听discover how to听integrate听his faith with his work鈥攁 formative learning experience he carries into his work today.

Alyssa explored options in both osteopathic and allopathic medicine, and in her听advising with听Dr. Potter discovered that osteopathic medicine听was the right approach to her career aspirations.听Alyssa听found听Lake Erie College of Osteopathic Medicine (LECOM), in Erie, Pennsylvania,听to be the right听option听for her to pursue听medical school.

Jonathan was intent on听pursuit of听allopathic medicine.听After Houghton, Jonathan attended St. George University School of Medicine (Grenada),听motivated by St. George鈥檚 placement rate at his residence hospital of choice鈥擭ew York Presbyterian Brooklyn Methodist Hospital. After听three years听in听residency, Jonathan听did 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 outpatient听clinical setting. Alyssa听did听her residency听in internal medicine at Jefferson Health Northeast in Philadelphia. When her husband听Lucas, a member of the US Air Force, was stationed for active duty in Tucson, Arizona, she听took on the role of听internal medicine hospitalist at Northwest Healthcare鈥擳ucson. She recently was听also听appointed听Associate Director for the Internal Medicine Residency听at the hospital.

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

By Amanda (Shine 鈥�05) Zambrano

Lifelong learning is a thread running through the fabric of 1986 graduate Dr. Tim Coetzee鈥檚 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 鈥�77) Donaldson. He was interested in a career as a physician, and Kathleen shared Houghton鈥檚 outstanding pre-med reputation with him. As a missionary kid and pastor鈥檚 kid, Tim discovered the financial aid Houghton offered made it an affordable choice for his family. But it was more than just pre-med and scholarships that brought Tim to Houghton. The direct influence of a Houghton alumna was a driving factor in Tim鈥檚 choice.

Tim started his Houghton听journey,听as听have听many alumni, on the Highlander Wilderness Adventure under the leadership of听Doris 鈥淢abel鈥� Nielsen 鈥�71. During Highlander, he read Francis Schaeffer鈥檚听The Mark of a Christian, and it was a defining moment. 鈥淔orty听years later,鈥� said Tim, 鈥淚 still remember the impact of that book.听It鈥檚听a bit of an organizing principle for me today. There are so many things we could be distinguished by, but the idea that听鈥榯hey鈥檒l know you by your love for each other鈥櫶齣s something that infuses the work I do today.鈥�

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, Houghton biology professor and director of pre-med at the time, Dr. Donald Munro. Tim鈥檚 love of biology and desire to move away from clinical medical practice landed him in Houghton鈥檚 biology labs conducting research. Like Houghton students today in the Shannon Summer Research Institute and in independent research studies, Tim was pursuing his study of biology in a distinctly Houghton way鈥攄oing science in a lab rather than simply listening to a lecture.

鈥淚t was great, because at Houghton I was pretty much learning by doing,鈥� said Tim. 鈥淭he uniqueness of Houghton was that I was doing a lot of research on my own, figuring things out for myself through trial and error. It听wasn鈥檛听an opportunity I would have had at larger institutions.鈥�
Tim completed two independent research projects and a senior honors project during his time at Houghton. He听also听found his passion听at Houghton,听in听Dr. Charles Detwiler鈥檚 鈥�72听classroom 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鈥攑articularly听that now-famous molecule mRNA.

Tim鈥檚 work in molecular biology put him on a path that led through research labs with funding听provided by听the National Multiple Sclerosis Society, to offices where he managed projects and started up the for-profit research arm听FastForward听LLC. He found himself on another learning curve, which required him to rely on the soft skills he picked up at Houghton鈥攑articularly听effective听communication.
鈥淒r. Munro instilled the importance of communication,鈥� remarked Tim. 鈥淚听learned听that clarity in communication, both听in how you write and in how you speak,听is important. But because the ideas in science often require visuals, I also learned about the importance of visuals that have clarity and impact.鈥�

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鈥檚 work makes in the lives of people living with multiple sclerosis.

And it听isn鈥檛听just听the听communication skills听honed at Houghton听that Tim听relies听on. 鈥淭he commitment to people is something I continue to carry with me.听I look back on the people part of my time at Houghton, 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.鈥�

Dear Friends,

One of the greatest blessings of serving Houghton as President is getting to know our students. They inspire me daily and remind me of why Houghton鈥檚 mission is so vitally听important,听today听and tomorrow.

As students come to Houghton,听they听are 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. For听some, their understanding of how the Lord wants to use them is evolving.听For others, they are confident of vocational callings in ordained ministry, as teachers or听as听musicians.听Among the group of students who come to Houghton听typically听having recognized听early academic giftedness and ability are those preparing for careers in the health sciences.

Pre-health students听represent听a healthy听portion听of the Houghton student body. While their beds and clothes are in their residence hall rooms, many of them听spending听most of their waking听hours听(and some of their sleeping听hours!)听in the Paine Center for Science. As they matriculate,听more and more听of their coursework is taken in Paine, but outside of class, you听are听likely to find small groups of students in laboratories, faculty offices,听and听dedicated study spaces as well as improvised ones.

Houghton 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 Houghton graduates who have gone on to听have听long and impactful听careers as medical doctors,听nurses听and medical missionaries.听Houghton continues to provide outstanding preparation for students who pursue nursing, D.O.听and听M.D degrees.

But additionally,听with robust partnerships with professional and graduate programs,听Houghton is preparing students for vocations in veterinary science, physical therapy, pharmacy, occupational therapy, nutrition and dietetics, dentistry, and athletic training.听As the Lord continues to call young people to vocations in the health sciences, Houghton 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 Houghton鈥檚 rich history in听the health听sciences. 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鈥檚 service,

Wayne D.听Lewis,听Jr.
President

Athletics Holds Induction for 2025 Hall of Honor Class

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

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

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

The 黑料科 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 Houghton courses might be a foreign one to some of us. At Houghton鈥檚 founding, however, in 1883, there were no collegiate courses at all. Houghton Seminary鈥檚 purpose was not college degrees, but rather accessible, affordable, Christ-centered education. Students as young as 11 enrolled at Houghton, and the first accredited college diplomas weren鈥檛 awarded until 1925. The high school division remained, however, and eventually became Houghton Academy.听

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 鈥�70-80 scholars鈥� 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. 鈥淪ister Mary DePew to take oversight of the lady students and to give them weekly lectures,鈥� wrote Willard Houghton in his ledger. James S. Luckey, who enrolled in the second of the three terms of that first year, later wrote, 鈥淓quipment, 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鈥� (The Houghton 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 Houghton, the Seminary added 鈥渁 complete course in drawing, crayoning and oil painting.鈥� Luther Grange started a commercial and business course in 1885 for 鈥測oung men and ladies too, if they desire;鈥� 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. 鈥渃ollege equivalent work,鈥� and in 1901 John Willett of Levant, New York, completed that course, the first graduate of the Advanced Department.

By Amanda (Shine ’05) Zambrano

Ask anyone who has taken courses on campus at 黑料科: a hallmark of the Houghton 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 Houghton feature applying to students who aren鈥檛 on campus. Faculty members at Houghton, however, approach online education鈥攊ncluding Early College courses鈥攚ith the same intentionality and academic integrity they bring to their physical classrooms.

One of the ways Houghton provides access to Early College courses is through dual enrollment arrangements with our partner schools. Houghton鈥檚 partner school network comprises more than 40 private Christian schools, some as close as Houghton 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 Houghton 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 Houghton鈥檚 academic department to ensure appropriate academic content and rigor, and students who complete their classes earn college credits for those classes.

Alumna Lori Miranda 鈥�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 Houghton鈥檚 approved dual enrollment instructors, who teaches College Literary Studies for seniors at Northstar Academy. Lori holds a BA in Writing from 黑料科 and an MA in Missions and Intercultural Studies from Wheaton College Graduate School. She鈥檚 been a teacher at Northstar Academy since 2016. Prior to her work at Northstar, Lori taught high school English at Webster Christian School.

By Amanda (Shine ’05) Zambrano

Ryan Kullander 鈥�27 began his Houghton 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 黑料科鈥檚 Early College program, it struck a chord.

Ryan has always had an interest in Christian education, which attracted him to Houghton鈥檚 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.

鈥淥nline can feel a little distant at times,鈥� remarked Ryan, who has experience with online classes from other institutions. 鈥淏ut 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.鈥�

Ryan, an elementary education major with a focus in humanities and a minor in Bible, began his Houghton Early College experience with introductory-level classes, Biblical Literature with Rev. Dr. Ron Duttweiler 鈥�85 and Intro to Sociology with Professor Suzanne (Brenneman 鈥�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鈥檛 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.

鈥淚 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,鈥� noted Ryan.

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.鈥疉P 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, 黑料科 has been a place to find a rigorous Christ-centered education. Houghton 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 Houghton Online, I have been excited to see Houghton 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 Houghton.

Three of my own four children are current Houghton 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 Houghton. Taking courses taught by Houghton 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.鈥疶his 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鈥攖o graduate early, add a second major, or complete distinct minors鈥攁llowing them to customize their Houghton experience to better prepare themselves not only for graduate school, but also for their careers as scholar-servants in a changing world.

Tammy (Joubert 鈥�01) Dunmire serves as 黑料科鈥檚 Director of Houghton Online. She lives in Painted Post, New York, with her husband Steve Dunmire 鈥�01 and children Hannah 鈥�26, Jonathan 鈥�28, Matthew 鈥�28 and Joshua.听

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鈥檚 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鈥� 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 Houghton in 2021, there were very few things I insisted should be part of the institution鈥檚 path forward. One of those areas was expanding high school students鈥� access to high quality Christian coursework through 黑料科. Serving high school students was not new for Houghton, but beginning in 2021, we worked to expand their access through the establishment of Houghton鈥檚 Early College, the expansion of courses available to high schoolers, and the establishment of Houghton鈥檚 Partner Schools program. Today, with nearly 50 partner schools, domestic and international, Houghton serves more high school students through dual enrollment and Early College coursework than ever before, with growing numbers of those students matriculating to Houghton 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 Houghton 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 Houghton Magazine, our response has been an unequivocal yes.

Yours in Christ鈥檚 Service,

Wayne D. Lewis, Jr.

Athletics Welcomes Five New Head Coaches

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

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

鈥淲e 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,鈥� said Director of Athletics Matthew Webb. 鈥淭he new track and field coach is part of a strategic initiative with potential for both enrollment growth and competitive gains.鈥� 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.鈥�

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 .

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By Chuck Massey

I had the good fortune of arriving to teach at the Houghton College at the beginning of the fall semester, 1976, at the same time Dan Chamberlain arrived to begin his long tenure as president. After a year of teaching in the education department, I served for three and a half years as dean of students and seven years as dean at the branch campus in West Seneca. Over the next 26 and a half years I spent time teaching, developing special projects and programs in adult education, distance education and service education, with a special focus on race, culture and gender issues and inequities evident in urban centers such as Buffalo, New York. During the 30 years I was at Houghton under Dan鈥檚 leadership, he served as a mentor who guided and prodded and pushed me; he allowed me to pursue my interests when he could reconcile those with larger interests of the college. He introduced me to new people and new ideas and challenged me to state my views and defend my positions even when they were unpopular.

Dan believed strongly in the place of 鈥渄ialogue鈥� at Houghton鈥攊n faculty meetings, in classrooms, residences, the dining hall and, on occasion, even in chapel. In 1980, with Dan鈥檚 encouragement and financial assistance from The Wesleyan Church Department of Educational Institutions, I edited a booklet titled 鈥淭he Christian College and Community Standards: Beginning Dialogue in Search of Understanding.鈥� 鈥淒ialogue鈥� as used here requires a profound love for the world and its inhabitants and an attitude of humility and respect. This booklet was distributed at all five Wesleyan institutions. Dan knew meaningful dialogue needed to extend beyond our statement of community standards and as such, he was willing to summon an outsider to visit campus and challenge our thinking. One of his friends who visited campus during Dan鈥檚 second year as president challenged my worldview while expanding the campus dialogue exponentially.

It has been said that behind every great man there is a great woman. When speaking of Joyce Chamberlain, however, it鈥檚 clear that she was never 鈥渂ehind鈥� anyone. Houghton Magazine recently had the privilege of speaking with Cherie Brown, wife of long-time Houghton music professor Bruce Brown and close friend of Joyce Chamberlain, to get just a small glimpse of the woman who faithfully served alongside her husband Dr. Daniel Chamberlain.

According to Cherie, Joyce 鈥渕ade things happen among people.鈥� She had a gift for drawing people together, whether that be over a game of canasta, through Anna Houghton Daughters Literary Club or in hosting employees and students. Joyce, while down-to-earth and no-nonsense, dearly loved to have fun. Many Houghton student has fond memories of Mr. and Mrs. Chamberlain鈥檚 vocal performances during Homecoming, particularly the Broadway favorite 鈥淎nything You Can Do, I Can Do Better鈥� from Annie Get Your Gun.

Joyce, in particular, lived out a special aspect of Houghton that is still observed today by those who visit campus: the welcoming atmosphere. 鈥淓veryone is so friendly,鈥� a visitor will say. 鈥淭he hospitality is remarkable.鈥� Joyce was the quintessential hostess, bringing together groups of people who might otherwise not regularly cross paths: faculty and staff, community and college, couples and singles. Her gift of relating to anyone served her well. She worked hard to break down stereotypes, welcoming people in with good food and good fellowship, and the Houghton community still strives to emulate this quality today.

In 1998, Joyce was presented with the 10th Annual Houghton College President鈥檚 Advisory Council on Excellence Award. She was recognized for her hospitality, from baking cookies for the annual graduating seniors鈥� tea to flipping pancakes for employee Christmas gatherings. Her service at Houghton Wesleyan Church as an undershepherd ministering to those living on Centerville Road and on the missions committee were both noted. Even her membership on an employee intramural team 鈥� The She-Boppers 鈥� was mentioned.

Kevin Knowlton 鈥�79, then representing the President鈥檚 Advisory Council and today a member of the Board of Trustees, said in the award citation, 鈥淲e applaud your service, your spirit, your commitment to Christ and his kingdom, your love for your husband and children and grandchildren. We offer this award, both in recognition of your many accomplishments and in hopes that others will be inspired to follow your lead in service to the college and to Jesus Christ, our Lord.鈥� In 2005, Joyce was again recognized for these wonderful qualities when she received the Alumna of the Year award, in spite of not being a Houghton graduate.

Alongside Dr. Chamberlain, Joyce raised seven children. They then set about sharing their hearts and homes with international students, going so far as to informally adopt them into their family. Today, Joyce鈥檚 life is full of beloved family members: in addition to her children and their spouses, she has 25 grandchildren and 25 great-grandchildren (and counting!). After many years enjoying a robust social life in Brooksville, Florida, she now lives near family in Ocean Springs, Mississippi.

鈥淛oyce was the best friend I could have ever had,鈥� remarks Cherie. 鈥淪he was a wonderful role model, an exemplary Christian, and a supportive wife.鈥� Anyone who knows Joyce would no doubt share these sentiments. A beloved member of the Houghton community, Joyce鈥檚 legacy of hospitality and winsomeness remains a hallmark of the institution we know and love today.

In his inaugural address in 1976, President Daniel Chamberlain enumerated some of the primary tasks of Christian higher education. As a part of that list, he included this statement: 鈥淭here must be time for physical activity so essential to sound emotional and physical health.鈥� Houghton Magazine recently had the opportunity to speak with two of Houghton鈥檚 most successful coaches, E. Doug Burke and H. 鈥淪kip鈥� Lord 鈥�80 as they shared some of their memories of Dr. Chamberlain and the ways this particular task of Christian higher education was accomplished under his presidency.

Coach Burke, a National Association of Intercollegiate Athletics (NAIA) Hall of Fame Coach and former men鈥檚 soccer coach and athletics director who helped launch Houghton鈥檚 intercollegiate athletic program, reflected that Dr. Chamberlain鈥檚 statement in his inaugural address wasn鈥檛 just a nice collection of words. 鈥淗e followed through,鈥� remarked Burke. 鈥淗e was supportive of athletic programs, teams and athletes.鈥�

Coach Lord, National Christian College Athletic Association Hall of Fame member, former women鈥檚 basketball and volleyball coach and athletic director and now National Director for Athletics Engagement serving in the Houghton Office of Advancement, noted that Dr. Chamberlain didn鈥檛 just support others in their pursuit of physical activity. Dr. Chamberlain modeled commitment to physical wellbeing, living out an active lifestyle throughout his thirty years of presidency.

Those who knew Dr. Chamberlain recognized him as an avid competitor. He could routinely be found in the racquetball courts in the Nielsen Physical Education Center鈥攁 building he helped see from conception to opening in January of 1980. Dr. Chamberlain would compete against anyone鈥攆riends, faculty, colleagues, board members, students鈥攁nd when he was on the court the competition was fierce.

Coach Burke talked at length about President Chamberlain鈥檚 commitment to intercollegiate athletics and to student athletes. He wanted teams to be competitive and he wanted them to go on to postseason competition. In the days when Houghton competed in the NAIA and NCCAA, there funding wasn鈥檛 available to send students to post-season competition, but Dr. Chamberlain was always on the front lines of finding the resources to help teams get to tournaments. In 2012, Dr. Chamberlain was named to Houghton鈥檚 Athletics Hall of Honor for his support of the program.

Dr. Chamberlain鈥檚 commitment to physical activity wasn鈥檛 limited to intercollegiate play. In addition to his consistent appearances on the racquetball court, he was known to occasionally show up on an intramural athletics team鈥攊ncluding All The President鈥檚 Men volleyball team in 1977-1978, led by Bob Kratzat 鈥�80.* He was supportive of efforts to ensure physical activity remained part of Houghton鈥檚 core curriculum, prioritizing wellness and exposure to lifelong sports for all students. Dr. Chamberlain鈥檚 support of physical wellness even expanded to the community with the creation of a senior fitness class.

When the opportunity arose to invest in Houghton鈥檚 trails and build the ropes course, Dan saw the benefits. He supported Doris 鈥淢abel鈥� Nielsen 鈥�71 as she worked to build Houghton鈥檚 outdoor recreation program, including Highlander Wilderness Adventure, STEP and other predecessors to what Houghton knows today as EPIC Adventures.

Throughout President Chamberlain鈥檚 30 years of service at Houghton, his verbal support of athletics and wellness aligned with his actions. The word that arose repeatedly in conversation with Coaches Burke and Lord was supportive. Dr. Chamberlain was the quintessential 鈥淗ighlander Superfan.鈥� More than that, he lived a life that exemplified what it meant to care well for the physical body and he invited others to join him.

*Thanks to Bob Kratzat for sharing this great tidbit on the 黑料科 Facebook page in the tribute post to Dr. Chamberlain on June 3.听

By Shirley A. Mullen, President Emerita

Dr. Shirley A. Mullen, a graduate of the 黑料科 Class of 1976, served as Houghton鈥檚 5th president from 2006-2021.

Dr. Daniel Chamberlain took office as Houghton鈥檚 fourth president in 1976 just as the entire country and the Houghton community were ready for a fresh start. America had just celebrated its bicentennial. It was ready to put behind the memories of Watergate, Viet Nam, and the unrest of the 1960鈥檚. Houghton too, was ready to move on from its own version of that turbulent decade.

This was the Golden Age of Christian Higher Education. In 1976, the Council of Christian Colleges and Universities was founded with its headquarters in Washington, D.C., bringing visibility and organizational focus to the growing national movement of evangelical educational institutions across the country. George Gallop of The Gallop Poll declared 1976 鈥淭he Year of the Evangelical.鈥� There were plenty of students to go around, facilitating cooperation and collaboration among the Christian colleges in the form of student exchanges and overseas programs. There was anticipation of even greater partnership in the form of faculty exchanges and perhaps even the founding of a Christian University. Finally, in these early days of Title IX (1972) and a separate Department of Education (founded in 1979), government regulation was at a minimum.

Houghton was poised to benefit from these circumstances. As the oldest fully accredited institution of Christian higher education in New York State, and an early member of the Christian College Consortium, out of which the CCCU had been born, Houghton was already well known for its high-quality liberal arts curriculum with a stellar reputation in choral music and the sciences, especially pre-medical training. The new science building, along with the growing partnership between the inventor-entrepreneur Wilson Greatbatch and the Houghton chemistry faculty as they sought to perfect the pace-maker enhanced Houghton鈥檚 status even further as a center of excellence and innovation.

The following excerpts were taken from an address entitled The Purpose of Chapel written and given by Dr. Daniel Chamberlain on October 4, 1977. It is the earliest chapel address in the Houghton Archives from President Chamberlain鈥檚 tenure, given at the request of the Chapel Committee.

鈥淚 would observe that Chapel is not what makes a college Christian. We have chapel because we are a Christian college, but we must be very sensitive to the danger that chapel becomes the holy water that we sprinkle or pour or in which we are immersed 鈥� as your form may prefer 鈥� that sanctifies what would otherwise be a secular institution. The academic and spiritual in short are not to be viewed as Siamese twins. The moment we adopt that point of view someone will vote for their surgical removal. Rather, the intellectual and spiritual mission of Houghton must permeate all that we do. Heart and brains are essential to the life and health of the body. It is possible to separate Siamese twins and both live. But divide the heart from the brain and you will surely destroy both. Thus, chapel becomes the occasion and the activity for our corporate correlation of faith and learning. We hereby serve notice that our faith is a vital part of all we do. We will not regulate our Christianity to our catalog and to our ceremonies. It will be a regular and integral part of our lives together鈥�

鈥淐hapel provides opportunities for corporate worship. Now, I would hope that in our corporate worship together we learn that good worship has vitality, certainly, and that means it is alive, but that it also has variety鈥� we will have grown corporately as we recognize that each of these is a valid way of expressing and experiencing worship and that all of these forms can have integrity.

鈥淐hapel will provide instructions and examples of integrating our faith and our learning. Again, I stress here that chapel cannot, does not profess to, carry this load alone. It must be done consistently in our classes and there we will see many more specific instances of how this integration occurs. But here we can together experience some things that give us a common point of reference and community is maintained and heightened as we have common experiences to share鈥�

鈥淐hapel will provide the opportunity for specific kinds of sharing what God has been doing鈥�. There will be times when we will want to talk about what God is doing corporately, and this makes an excellent opportunity鈥� I would hope that in chapel we are inspired to serve鈥� Chapel provides for us the opportunity to emphasize the importance of relating religious experience to life. We must constantly be reminded of the Christian perspective on our culture and on our ethics. We must constantly and consciously avoid being squeezed into the world鈥檚 mold as we are reminded in Romans. We are bombarded incessantly with secular sources and if we do not work very hard we will not even be aware of the influences 鈥� subtle or not so subtle 鈥� that has upon our values, upon our outlook. We must constantly be reminded that Christ is Lord and chapel is one of those very best ways to remind us of that in our activities and in the words that we hear from this pulpit.鈥�

By Amanda (Shine ’05) Zambrano

In his 1977 inaugural address, Dr. Daniel Chamberlain remarked 鈥淲e must all work harder to make our college an hospitable shelter for the human spirit鈥� Houghton College must become increasingly more than a place of information. It must be a community of acceptance and a place of meaning.鈥� Later in the same address, he remarked, 鈥淚n short, we must strive to make our campus a place of truth, beauty, goodness and wholeness, a place of healing and a place of helping.鈥�

Dr. Chamberlain was signaling to the Houghton community the start of something new. His holistic view of educating the whole person, informed by student development theory that began to emerge in the early 1970s, required that Houghton be far more than 鈥渓ectures, laboratories and libraries.鈥� As a consummate educator, Dr. Chamberlain turned his attention to not only academic rigor, but also to the spiritual and emotional development of Houghton students. He set out to develop scholar-servants.

According to Dr. Robert 鈥淏ob鈥� Danner鈥攁ffectionately known by generations of students as Dean Danner鈥攁lthough Dr. Chamberlain鈥檚 worldview was broad and wide-ranging, he was most passionate about the spiritual growth and development of students. 鈥淗e believed that study and engagement with others facilitated growth in personal faith and commitment,鈥� shared Dean Danner. This type of co-curricular education was not to be seen as somehow secondary or lesser to what happened in the classroom. Rather, this learning was to serve as an equal partner, helping to accomplish President Chamberlain鈥檚 vision for what Christian liberal arts should be.

Dr. Chamberlain put it this way in his 2001 Founder鈥檚 Day speech, entitled Light and the Liberating Arts. 鈥淟iberal arts education focuses on the fundamental skills of life鈥攁nalysis, inquiry, understanding, and expression, as well as on the essential tasks of life which prepare us to use our knowledge and exercise our responsibilities in intelligent, ethical, thoughtful and flexible ways. The first goal of the liberating arts is to free individuals from the shackles of sloth, ignorance and prejudice while cultivating a person鈥檚 character: intelligent citizenship, social responsibility, personal integrity. The liberal arts are those that develop the whole person鈥攕oul, body, mind and spirit鈥攖o serve the wide-ranging needs of society.鈥�

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we must strive to make our campus a place of truth, beauty, goodness and wholeness,

a place of healing and a place of helping

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Dr. Chamberlain was a champion of Houghton鈥檚 Chapel program. Dean Danner reflected that the president鈥檚 thoughts and attitudes regarding chapel grew out of what he saw as a requirement of his own faith and a product of his own study. The formation of the chapel program, which eventually led to the creation of a full-time Dean of the Chapel position, was an outgrowth of the president鈥檚 study, commitment and personal belief.

Of Dr. Chamberlain鈥檚 many marks on Student Life at Houghton, none is perhaps more long-lived and indicative of his heart for students and their families than the new student dedication service. Growing out of the meeting of three friends鈥擠r. Chamberlain, Dr. Danner and Rev. James Spurrier 鈥�74鈥攁 service was envisioned and developed to help facilitate a Christ-centered, meaningful transition to college life for students and their families. Alongside a liturgy developed by poet-in-residence Professor John 鈥淛ack鈥� Leax 鈥�66.

Dr. Chamberlain always shared his story of traveling to the States for college carrying his trombone case and wearing a pair of pants with the seat ripped out. This unifying story was told and retold until it became part of 黑料科 lore. While the story of the holey pants is no longer shared, the structure of the new student dedication service remains much the same.

Community is a hallmark of Houghton that Dr. Chamberlain sought to facilitate on our small, tight-knit campus in rural Western New York. Community is built, not in the classroom, but in all the other spaces on campus: places like Rothenbuhler (South) Hall, the Nielsen Physical Education Center, and the EPIC Adventures Ropes Course. These three facilities, in addition to academic spaces on campus, were constructed during his tenure. This commitment to the whole person extended beyond chapel programs, dinners in the dining hall or robust activities calendars. Dr. Chamberlain鈥檚 commitment to the whole student is built into the fabric of the campus. Today鈥檚 students live and walk in halls dedicated to their well-rounded development as scholar-servants.

It is perhaps this missional phrase 鈥渟cholar-servant鈥� that sums up well Dr. Chamberlain鈥檚 vision of educating the whole person. Scholarship happens in the classroom. Servanthood is developed outside of 鈥渓ectures, labs and libraries.鈥� When we say scholar-servant, it is always with that tiny, seemingly insignificant hyphen in the middle. That hyphen indicates that one term is not to be taken as more important than the other. The two are equal, and intentionally so. Investing in the whole person as Dr. Chamberlain envisioned requires the hyphen. As a one-time English teacher, he would no doubt remind us that the hyphen matters.

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Dear Friends,

With this issue, we pause to celebrate the life of former Houghton president Dr. Daniel R. Chamberlain, one of Houghton鈥檚 most highly respected servant leaders and a quintessential scholar-servant. Dr. Chamberlain passed away on May 31, 2024, in Ocean Springs, Mississippi, at the age of 91. Few people have had a comparable impact on the shaping of 黑料科. As such, it is more than fitting that we dedicate this issue to remembering him and the leadership legacy of Dan and Joyce Chamberlain at Houghton.

President Chamberlain鈥檚 commitments to students, academic excellence, intercollegiate athletics, community, and spiritual development are well-documented and celebrated in this issue of Houghton Magazine and beyond. Even prior to his recent passing, stories were often told of his spirited attendance at Highlander athletics events, his participation in intramural sports and racquetball dominance, his relational approach with students, his thoughtful and skillful leadership which facilitated the remarkable blossoming of the Houghton campus, leading to an expansion of the college鈥檚 programs and offerings domestically and internationally and a growing student enrollment. His leadership successes contributed significantly to the high expectations the Houghton community has for its presidents. What I find even more noteworthy than the endless metrics and indicators of his leadership success at Houghton, are the heartfelt testimonials of who he was, not just as a college president, but as a man.

Dan Chamberlain, the man, clearly served Houghton College as president for 30 years and did so extraordinarily well, but he did and was so much more. I admire his leadership and accomplishments. The institution I serve today as president has been shaped in profound ways by his leadership and the leadership presidents Luckey, Paine, Dayton, and Mullen. But what I respect and appreciate about Dr. Chamberlain, even more than what he produced, is who he was as a husband, father, churchman, friend, humanitarian, and a faithful follower of Jesus Christ.

As we celebrate the life and legacy of Dan Chamberlain, let us never forget how blessed Houghton was to have been served exceptionally well by a skilled leader who not only loved Houghton, but who loved his family, his church, his community, and most of all, who loved God.

May God bless and keep all of you.

Wayne D. Lewis, Jr.

By Michael Blankenship ’10

黑料科 campus physician, Dr. David Brubaker ’90, has been chosen as a Fulbright U.S. Scholar for the 2024-25 academic year. The鈥疐ulbright Scholar Program, administered by the U.S. Department of State, will allow Brubaker to teach at鈥疊windi Community Hospital鈥痠n southwestern Uganda. Brubaker, an assistant professor of biology and the director of Health Services at 黑料科, was drawn to this opportunity to contribute to Bwindi Hospital鈥檚 Christ-centered ministry focused on improving the health and dignity of the Batwa people, who were displaced when their forest home was designated as a protected habitat for mountain gorillas in 1991. The invitation to teach at Bwindi came from Dr. Scott Kellermann, co-founder of the Bwindi Community Hospital, during a visit to Houghton in early 2023. 鈥淗is description of how they are strategically training health care workers to meet medical needs and increase access to care in an underserved area of Uganda was compelling,鈥� said Brubaker. 鈥淚 was excited by his suggestion that, given my 15 years of teaching Anatomy and Physiology and medical background, I could be involved in that work.鈥�

Brubaker will support the鈥疷ganda Nursing School-Bwindi鈥痑nd Uganda College of Health Sciences-Bwindi training programs by teaching Anatomy and Physiology in collaboration with Ugandan faculty. This situation was made possible through the Fulbright award.

鈥淒r. Brubaker鈥檚 selection as a Fulbright U.S. Scholar is a tremendous honor and a testament to his excellence as a scholar and educator,鈥� said David Davies 鈥�01, provost at Houghton. 鈥淗e is a blessing to the 黑料科 community, and I am confident God will use him to bless the people of Uganda in the coming academic year鈥�

Brubaker expressed his enthusiasm for collaborating with Ugandan colleagues, broadening his understanding of tropical medicine and public health, and learning more about the Batwa story. His dedication to education and commitment to addressing healthcare inequities make him an ideal candidate for this prestigious fellowship. 鈥淎ny time I have the privilege of engaging in a cross-cultural context, it opens my eyes to the needs and lives of others, broadening my perspective and opening unexpected doors. It makes my world larger and deepens my understanding of others, and in doing so enriches my life, often in ways not easily articulated or even specifically recognized in the moment,鈥� continued Brubaker. 鈥淢ostly, I feel grateful鈥揻or the honor of being selected, for the chance to share this experience with my family, for supportive and encouraging colleagues both here and in Uganda, for the privilege of collaborating with brothers and sisters in the Lord who are dedicated to seeing and advocating for a people group which has been marginalized over the years, and for the way I can see the Lord鈥檚 hand at work in my life through what has been an unconventional career path to prepare me for this particular work.鈥�