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Two Internationally Known Business Leaders to Join Bushnell University's Inventive New Office of Executive-in-Residence (Photo) - 07/18/24

EUGENE, Ore. - Next month, Bushnell University will kick off its new Office of Executive-in-Residence (EIR) with two seasoned executives in international business, financial services, and leadership. The format is structured to give executives with time constraints an opportunity to share their experiences with students, staff, faculty, and the general community.  

The program honors executives who have made substantial contributions to their fields. An Executive Director will oversee the office, and an Executive-in-Residence will provide focused engagement over a shorter period. In alignment with the University’s mission of wisdom, faith, and service, the EIR will illustrate to students, faculty, and the community ways of fulfilling one's calling in today’s workplace.  

“We see the EIR Office as one-of-a-kind, where executives will have many different opportunities to engage and share their knowledge,” said Dr. Latrissa Lee Neiworth, Dean of the College of Professional Studies, which will oversee the new office. The executives will be involved in the Bushnell community in many ways, which may include providing guest-lecturer appearances, teaching a course, helping develop new curriculum, delivering an auditorium presentation for the community, helping engage local business leaders as student mentors, or holding office hours with individuals or small groups of students. This flexibility of engagement will help differentiate Bushnell’s EIR Office, according to Neiworth.  

Larry Coburn, an experienced leader who combines faith and business, will serve as Executive Director. His business career includes nearly 30 years with sportswear giant NIKE, Inc., followed by over 15 years as an independent consultant. Coburn draws on his wide-ranging experiences in accounting, sales operations, IT, product development, and Lean Manufacturing to help clients improve processes. He has also lived and worked internationally, including extended time in Taiwan, the Philippines, Vietnam, and Sri Lanka. The highlight of his career was serving as Global Director of NOS (NIKE’s Lean Manufacturing Initiative), establishing and leading a global Lean Manufacturing learning center in Vietnam from 2003-2008. He holds an M.S. in Ministry from Pepperdine University. 

The office's first Executive-in-Residence for 2024-2025 will be John Iglesias, a seasoned financial industry leader who has left an indelible mark on the organizations he has led. His visionary and strategic thinking has produced significant growth and success in several organizations, including the Northwest Community Credit Union, Salal Credit Union, and Washington State Employees' Credit Union. As past President & CEO of Northwest Community Credit Union, Iglesias was responsible for overall operations, strategic direction, growth, and mergers and acquisitions strategy. Among his accomplishments, he created a new credit union service organization, Northwest Innovation Services, to provide innovative solutions to members’ issues, created an international business division, and developed a Korean-focused banking and affluent member services division. Last year, he shared expertise and best practices with the Korean National Association of Federal Credit Unions (NACUFOK). Prior to his roles in the credit unions, Iglesias worked at Bank of America for 10 years. 

Born and raised in Guam, Iglesias previously served in the US Navy, where he traveled extensively and worked with Japanese and Korean military leaders for more than 20 years, serving as an intelligence officer. He is recognized for his commitment to driving growth and success through strategic thinking and servant leadership. He holds an MBA in Finance and Marketing from Saint Martin’s University and is pursuing a Ph.D. in Leadership Studies there as well.  

Bushnell University’s Office of Executive in Residence will open in August 2024, with its activities coinciding with the beginning of Fall Term.

Photo by Bushnell University
Photo by Bushnell University
More Than a Job Board: The Purposeful Graduate Model of Career Development at Bushnell University (Photo) - 07/03/24

In 2023, potential college students and their parents alike are asking institutions, and themselves, a very important question: “Is higher education worth it?” Students and their parents want to know that they will see a return on their investment, measured by one crucial metric: a better life for the graduate. But what is a “better life? How exactly does one attain that “better life?” And how do we quantify and qualify what a “better life” is from person to person?

Here at Bushnell University, we believe that the definition of a “better life” is as unique as each student who sets foot on our campus. During their time at Bushnell, our goal is to coach students in cultivating a deeper understanding of what they value, who they were designed to be, and where they find meaning in the world of work.

To achieve this, we have developed an approach to career development for our students that we call the Purposeful Graduate Model. It consists of five stages: Purpose, Participate, Prepare, Plan, and Pursue. Each stage incorporates specific activities and events designed to cultivate a better understanding of vocation and calling for our students. From a structured class to athletic participation to a formal internship, these diverse opportunities allow students to explore and identify who God uniquely designed them to be.


The foundation to becoming a purposeful graduate is understanding individual purpose or passion as it relates to life and career. The Purpose stage is the foundation of character and calling. It is continuous and ongoing, as students ask “the big questions” about who they are, who they want to become, and the contributions they want to make in the world.

One of the key elements of the Purpose stage is participation in First Year Seminar (FYS) classes, where students have an opportunity to complete the Clifton StrengthsFinder assessment. This assessment provides students with their top five “Strengths” to consider as they transition out of high school and begin their collegiate experience.


Often associated with the first year of college, the theme of the Participate stage is engage and explore. Bushnell highly encourages students to try new things, step out of their comfort zone, and get involved in athletics, campus activities, and leadership opportunities. By participating in these ways, students can “test drive” or “try on” skills and abilities that help them connect with their calling and enhance their career development.

One crucial aspect of Participate is self-exploration, or learning how one is uniquely wired and designed. In addition to the StrengthsFinder, the Career Development Office at Bushnell offers a variety of assessments to facilitate the self-exploration process. By taking an assessment and discussing the results with a career development professional, students can identify majors and career options that best align with their unique combination of strengths, preferences, skills, interests, and values. Such alignment is linked to increased job satisfaction, motivation, and productivity. Even if students already have a sense of what God is calling them to do, a career conversation with the career development staff can help them develop a strong plan for fulfilling it.


The major components of the Prepare stage are research and reflection. In this stage, we advise students to gather information about potential career pathways by accessing online resources and interacting with professionals in the industries that interest them. Reflecting on the information they gather leads them to make an informed decision about their major and career goals. Reflection questions associated with the Prepare stage include: What can I do with this major? What are my career options? What do I need to be successful in this career? How do I know if it will be a good fit?

The world of work is full of possibilities. By researching various majors and occupations, students can select one that best fits them. Occupational information helps them know what to expect in relation to educational requirements, job stability, day-to-day functions, and salary and wages. Students may also find it beneficial to have a career conversation at this stage, as well. Career coaching sessions are available to all current students at Bushnell, regardless of major or location (online or residential).


In the Plan stage, students decide and develop. Typically, students in this stage decide what direction they want to go with their major and begin to explore internship possibilities. In addition, they may determine whether to pursue graduate school or full-time employment post-graduation. Throughout this stage, students develop a resume and cover letter and begin to build interviewing and networking skills in order to secure an internship.

Internships are a hallmark of Bushnell’s curriculum. Every bachelor’s degree in the traditional undergraduate program includes a field experience component or an internship. Internships are designed to prepare students for a career in their chosen field by integrating academic coursework with practical application. It is also an opportunity for students to acquire knowledge, refine skills and abilities, obtain valuable work experience, and expand their professional network. The University partners with companies and organizations in the local community to provide quality internship experiences that equip our students to be competitive in their chosen field.


In the Pursue stage, students execute and evaluate the plans they have developed through the previous stage. Often this stage includes completing an internship experience, applying to graduate schools, and/or launching a job search. Bushnell students have access to Handshake, an online job search platform that connects them with hundreds of internships and job opportunities – locally, nationally, and internationally.

For some, graduate school is a natural next step to achieving career aspirations. The career development office offers resources and assistance in identifying programs of study, preparing for tests, writing essays, and practicing for interviews. If an advanced degree is part of a student’s career development, we want to help him or her get there successfully

Success in securing employment involves customized and targeted materials that showcase a person’s accomplishments. One size does not fit all when it comes to resumes and cover letters. Career specialists provide students with job search tips and strategies for how to present their qualifications effectively and confidently – online, on paper, and in person. Students may also choose to connect with potential employers through signature events like networking nights, career fairs, and Mock Interview Day.

“You can’t overestimate the importance of mock interviews. I have heard from employers around the area that the students who have regularly participated in the interviews have been outstanding when the real interview happens. These experiences give you the chance to understand the rhythm and flow of questions and how to best represent yourself.”

  – Christy Silverthorne, M.A., Assistant Professor of Marketing

At Bushnell, the answer to the question that students and their parents are asking is a resounding YES. Higher education is worth it. A thoughtful educational experience prepares students for the world of professional employment, intentionally moving them through each stage of a healthy career development journey towards becoming a Purposeful Graduate.

85% of Bushnell graduates work in their field of study or attend graduate school within six months of receiving their diploma.

About Bushnell University

Founded in 1895 Bushnell University helps students discover and answer God’s call on their lives. Devoted to offering a Christ-centered environment, Bushnell encourages students to grow in wisdom, informed by faith, and leading to lives of service. Accredited by the Northwest Commission on Colleges and Universities, the University was founded by pastor-educator Eugene C. Sanderson and pioneer businessman and church leader James A. Bushnell.

Bushnell is the largest private university in Eugene’s vibrant university district. The University offers bachelor’s and master’s degrees for undergraduate and graduate studies through course formats on campus, online, and hybrid formats. More information about the University is available at www.bushnell.edu.

Photo by Bushnell University
Photo by Bushnell University
Higher Education Innovator to lead Bushnell University's New College of Professional Studies (Photo) - 07/02/24

EUGENE, Ore. – Beginning in the 2024-2025 academic year, Bushnell University is launching a new, innovative College of Professional Studies, which houses some of its most popular degree offerings. The new College will be headed up by one of Bushnell’s own – Dr. Latrissa Lee Neiworth, who brings a multidisciplinary background in education, leadership, technology, and business and was most recently the university’s Dean of the School of Business, Leadership, and Technology, as well as Professor of Leadership and Business. 

Dr. Neiworth brings a unique blend of business savvy and educational experience to this new role. In addition to starting and operating five successful businesses over her career, she has also earned a Doctor of Education in Organizational Leadership from Pepperdine University’s Graduate School of Education and Psychology and a master's degree in education, with an emphasis on Teaching and Curriculum, from Fresno Pacific University’s School of Education. 

As a long-time innovator in higher education, Dr. Neiworth was honored in 2021 as one of the top 100 Visionaries in Education in the U.S. at the Global Forum for Education & Learning. In the two years she has been a dean at Bushnell University, Dr. Neiworth has led a turnaround in the Business School that included doubling the enrollment of its accounting program and increasing the size of its Computer Science admissions, adding two accelerated dual degree offerings, creating the beginnings of a micro-degree pathway for its MBA, and spearheading several new undergraduate degrees, among other efforts. 

“We are fortunate to have Dr. Neiworth’s energy, enthusiasm, and expertise in higher education innovation and her willingness to head up this new operation,” said Vice President of Academic Affairs, Dr. Reed Mueller. “Her ability to help drive collaboration and evidence-based improvements will provide our new College of Professional Studies and the students it serves a competitive edge -- by delivering unique offerings based on data, improving student experiences and outcomes.”

The College of Professional Studies will house the School of Education and the School of Business, Leadership, and Technology, which provides additional opportunities for teamwork, collaboration, and effectiveness. The schools will continue to operate autonomously under their professional accreditation bodies but will share administrative efficiencies and governance while building alliances and furthering partnerships and ingenuity. 

“Both schools have popular programs and have been recognized for being solid providers of quality offerings,” said Dean Neiworth. “We are blessed that both schools also have talented and experienced faculty members. It will be exciting to see how these two schools can help each other solve some of the challenges facing higher education today.”

The School of Education includes a bachelor's degree in Teacher Education, graduate degrees in Education, Teaching and School Counseling, and Certificates in ESOL, Physical Education, Reading Intervention, School Counseling, and Special Education. It also offers pathways to special endorsements.

The School of Business, Leadership & Technology includes undergraduate degrees in accounting, business administration, digital marketing, digital media and graphic design, computer science/software engineering, and related business concentrations: general business, international business, sports and recreation management, digital marketing, and management and leadership. It also offers master's degrees in leadership, Sports Management, and the MBA with concentrations in leadership and management, non-profit leadership, finance, and finance with CPA Review for up-and-coming accountants. 

The new College kicks off its operations effective July 1, 2024.

About Bushnell University

Founded in 1895 Bushnell University helps students discover and answer God’s call on their lives. Devoted to offering a Christ-centered environment, Bushnell encourages students to grow in wisdom, informed by faith, and leading to lives of service. Accredited by the Northwest Commission on Colleges and Universities, the University was founded by pastor-educator Eugene C. Sanderson and pioneer businessman and church leader James A. Bushnell.

Bushnell is the largest private university in Eugene’s vibrant university district. The University offers bachelor’s and master’s degrees for undergraduate and graduate studies through course formats on campus, online, and hybrid formats. More information about the University is available at www.bushnell.edu.

Accounting Graduates Achieve 100 Percent Employment Rate (Photo) - 06/27/24

EUGENE, Ore. – Bushnell University is excited to announce that all graduating accounting students in the class of 2024 secured full–time employment in accounting prior to graduation. This achievement highlights not only the university's commitment to academic excellence but also the high demand for the skills and expertise cultivated in the accounting program. 

"We are immensely proud of all our graduating accounting students and their remarkable achievement of 100% full-time employment offers," shared Shelly Hartzell, associate professor of accounting at Bushnell and a certified public accountant (CPA) and certified management accountant (CMA), who holds a Master of Science in Management and Organizational Leadership (M.S.M.). “Their dedication, hard work, and perseverance have truly paid off, and I couldn't be prouder of their accomplishments."   

Among the success stories are two exceptional graduates, Alex Petshow and Lindsey Estes, whose post-graduation plans exemplify the caliber of talent emerging from Bushnell University's accounting program. 

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Professor Shelly Hartzell with accounting student Alex Petshow at the Oregon Society of CPA's (OSCPA) 2024 Circle of Excellence celebration

Alex Petshow (pictured above), an outstanding student with a stellar academic record, accepted a position with Geffen Mesher & Co. in Portland, Ore., a leading accounting and consulting firm. His dedication to mastering accounting principles and commitment to excellence have positioned him as an asset to Geffen Mesher & Co., where he will undoubtedly contribute to the firm's continued success. 

When asked about how Bushnell and the accounting program prepared him, Petshow explained that “the program at Bushnell has prepared me for employment by providing real-world examples and problems that can be solved in an understandable manner. Two internships and a continued focus on applying accounting concepts helped set me apart in the job market.” 

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Accounting student Lindsey Estes being inducted into the Sigma Beta Delta Honor Society

Lindsey Estes (pictured above), another remarkable graduate, has secured a coveted position at MAZARS International in New York. Estes's strong analytical skills, coupled with her in-depth knowledge of accounting practices, make her a valuable addition to MAZARS International, a global leader in audit, tax, and advisory services. 

Reflecting on her journey, Lindsey Estes shared insights into her experience: "I am incredibly grateful for the education and support I received at Bushnell University. Professor Shelly Hartzell has been an incredible help since I entered the accounting department later in my academic career. Through her classes, Shelly goes above and beyond, meticulously preparing Excel files to simulate workplace scenarios and teaching us how to solve real-world problems. What sets her apart is her dedication to providing practical insights; she doesn't just teach us to solve homework problems, but she also explains the 'why' behind the concepts using real-world examples. This approach has deepened my understanding and prepared me well for the challenges and opportunities ahead in my career at MAZARS International." 

"During the hiring process, I believe my extensive experience in the field has been a key differentiator. I've been fortunate to have diverse internships covering various aspects of accounting, from bookkeeping to taxes. In interviews, I emphasized my eagerness to grow within each organization, showcasing my strong work ethic and commitment to continuous improvement. Balancing my responsibilities as a college athlete while joining the accounting program late has taught me invaluable time management and stress management skills, which have proved invaluable in navigating the demands of both academics and athletics." 

Reflecting on the career prospects of these two outstanding graduates, Hartzell comments that "the success of Alex Petshow and Lindsey Estes not only reflects their dedication and hard work but also underscores the quality of education provided by our Accounting program. It is a testament to the preparation and real-world relevance embedded in our curriculum. I’m confident that they will continue to uphold the values of Bushnell and will continue to make a meaningful contribution in the professional world." 

The university's accounting program, known for its rigorous curriculum and hands-on learning experiences, continues to produce graduates who are well-equipped to excel in the competitive field of accounting. The success of these students also highlights Bushnell University's commitment to fostering career-ready professionals and contributing to the workforce needs of the accounting industry. 

For more information about Bushnell University's accounting program and its outstanding graduates, please contact Shelly Hartzell at shartzell@bushnell.edu

Bushnell University Alumna Honored (Photo) - 06/27/24

EUGENE, Ore. – Sherry Reeder ’17, M.Ed. ’19, a special education teacher at Molalla River Middle School in Molalla, Oregon, has been named one of four winners of the 2024 OnPoint Prize for Excellence in Education Educator of the Year award. This prestigious recognition honors outstanding educators in Oregon and Southwest Washington who inspire students and make significant contributions to their schools and communities. 

Reeder, who graduated from Bushnell University in 2017 with a degree in teacher education and in 2019 with a Master of Education in special education, has always had a passion for teaching. Her commitment to her students and innovative teaching methods have set her apart as a leader in education. 

Reflecting on her journey, Reeder shared that her dream of becoming a teacher started when she was just ten years old. This dream has shaped her career and teaching philosophy, which she encapsulated in the motto she developed during her college years: "involve, influence, inspire." 

Reeder believes in the potential of every student and emphasizes the importance of giving students a voice in their education. "Involving students in their academics by giving them a voice and a chance to be heard moves mountains and supports students in overcoming barriers," she said. This belief was vividly demonstrated in a recent lesson she conducted on weight and balance, inspired by her aunt, a Senior Master Sergeant in the United States Air Force. Reeder’s lesson included a presentation by her aunt, hands-on activities, and collaborative projects that made learning relevant and engaging for her students. The lesson was particularly impactful in a rural community where many students have military aspirations or connections.  

Reeder’s approach involves teaching practical skills and allowing students to apply their knowledge creatively. This not only engages students of all backgrounds and abilities but also inspires them to see themselves in future career roles. "As a special educator who believes students can accomplish all things with correct supports, students need to be able to see themselves in the content," she emphasized. 

Beyond her classroom, Reeder is deeply involved in initiatives that enhance school culture and student engagement. Following feedback from the Youth Truth survey of students’ experiences that highlighted a need for better teacher-student relationships and increased respect, Reeder led focus groups to gather more insights from students. The feedback emphasized the need for personal connections and additional support from teachers. In response, Reeder and her colleagues have implemented several changes, such as personalized greetings during attendance, more interactive class assignments, and "brain breaks" to help students manage their stress. 

One of Reeder’s notable projects is promoting accessible electives for dually identified students, those who qualify for English Learner (EL) services and Special Education (SPED) service, ensuring they have equal opportunities to explore various subjects and discover their interests. This initiative has already positively impacted several students, boosting their confidence and academic performance. 

Reeder also actively connects her students with the broader community. As the assistant coach for the middle school’s Unified Basketball team, she fosters inclusion and teamwork by bringing together students with and without intellectual disabilities. These efforts have not only built a sense of community within the school but also challenged stereotypes and celebrated diversity. 

Her role extends to organizing award nights that recognize student achievements across various domains, ensuring that every student feels valued and celebrated. Reeder’s dedication to fostering a supportive and inclusive school environment has made a lasting impact on her students and colleagues. 

Reeder’s recognition as an OnPoint Educator of the Year is evidence of her answering God’s call and her dedication to her students and innovative approach to teaching. Her work embodies the principles of involvement, influence, and inspiration, making her a deserving recipient of this prestigious award. Moreover, Reeder exemplifies Bushnell University's core theme of exercising faithful stewardship. She demonstrates respect for the resources entrusted to her and utilizes them in ways that honor God and enhance educational and institutional effectiveness. Through her stewardship, Reeder ensures that the impact of her work is both sustainable and meaningful, bringing honor to the One who has entrusted these gifts to her. 

Attached Media Files: _Reeder.jpg
Bushnell's Thriving Culture for Women in STEM: Female Faculty Members Lead the Way - 06/24/24

It’s a common story in higher education that women are underrepresented in the fields of science, technology, engineering, and math (commonly referred to as STEM).

The story is true. In 2023, women made up 28% of the STEM workforce worldwide, and just 24% of the STEM workforce in the United States. That’s up significantly from 8% in 1970, yet the gap remains.

Common explanations for this include a lack of female role models in STEM fields, particularly female STEM faculty at a university level, lack of knowledge for female students about what their career options are, and a lack of encouragement or confidence to pursue a STEM field. This is the story, and, in most places, an accurate one.

Women at Bushnell just have a different story.

“I’ve always liked science best,” says junior biology major Annika Poet. “I like having an answer, I like having things that make sense and have specific things to learn. I would probably be in the sciences no matter what.” Poet enjoyed science in high school, and she felt affirmed by her teachers and family to pursue science at the college level. She wants to be a veterinarian, and her gender never factored in this decision.

“I don’t think that female students today see a barrier between themselves and a STEM field or career, regardless of gender,” says Tammy Bovee, M.S., assistant professor of exercise science. Bovee herself never felt any discouragement or discrimination as a woman in STEM. This input is evidence of a changing mindset among recent generations. As students like Poet progress, they will migrate into STEM fields and continue to close the gap.

Bushnell is proud to draw so many women interested in pursuing careers in the sciences, as well as the professors who show them the way. Bushnell is also committed to practicing the kinds of methods that have been shown to rewrite the prevailing narrative.

The Role Model Factor

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Professor Dr. Heike McNeil with student Annika Poet

Studies have shown that for female STEM students, having a female role model has a positive and significant effect on a female student’s enjoyment of the subject, her expectation of success in the subject, and her further aspirations in STEM.

In 2023, only 28% of STEM professors and associate professors in the United States are women (despite women receiving 40% of STEM Ph.D.’s in the last decade). At Bushnell, however, over 50% of STEM faculty are female. This means that female STEM students get to see other women teaching and practicing successful STEM careers, from math to psychology.

Exercise science graduate Emily Moon ’19 cites chemistry professor Heike McNeil, Ph.D. as a significant role model during her time at Bushnell. “Heike was a huge encourager to me to learn and pursue so much more,” Moon recalls. “She had gotten her doctorate and had such high expectations of us. I was going to put in all the effort I could so I could be like her.” This confidence bolstered Moon as she pursued (and recently graduated from) a Doctor of Physical Therapy program at University of Southern California (USC), one of the top DPT schools in the country.

The Mentorship Factor

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Professor Dr. Connie Wilmarth

One common culprit hindering the pipeline of female students pursuing STEM careers is a lack of awareness about the available options. Popular career paths such as engineering, accounting, or medicine may seem most obvious, but what about food science, 3D printing engineering, or zoology? If no one ever tells students about these unique options, they may never have the opportunity to explore all that STEM has to offer.

Bushnell’s female students and alumni eagerly cite the mentorship they received as one of the most transformative features of their education.

Alumna Brooke Davis ’12 (math/accounting) points to mathematics professor Connie Wilmarth, Ph.D., as a guiding light for her STEM journey at Bushnell. “I started out unsure of what I wanted to do, yet I knew I was a numbers person,” Davis reflects. “But Dr. Wilmarth was wonderful. She helped me understand what options were out there in math and helped me see how big the world was.”

Davis has gone on to build a successful career in public accounting with a focus on agriculture. She says that the mentorship she received from professors such as Wilmarth significantly influenced her career trajectory.

For her part, Wilmarth loves this aspect of what it means to be a professor. “Bushnell encourages meaningful mentorship and interpersonal interactions between students and faculty,” she explains. “That plays out especially well for students who are not sure of their direction when they arrive. No one is ever feeling lost or overlooked here.”

The Confidence Factor

The final ingredient in student success – no matter their identity or major – is having the confidence to pursue their goals.

“I’ve had a great experience so far at Bushnell,” Poet shares. “I can tell my professors are very invested in their different areas. That helps me feel encouraged that if they can understand and get excited about this then I can understand it too.”

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“Heike was a huge encourager to me to learn and pursue so much more. She had gotten her doctorate and had such high expectations of us. I was going to put in all the effort I could so I could be like her.” – Emily Moon ’19, DPT (above)

Moon felt similarly, and has seen the fruit of this encouragement. “I loved my experience with Dr. McNeil. She never settled for less than my best, and she was always pushing us all to excel. This really helped me when I got into graduate school.”

Providing students with this kind of encouragement is a major focus among Bushnell faculty. “For my female students, I want them to have the confidence to compete with any other student that’s out there,” says Bovee. “I think that sometimes men are encouraged more than women, so I want my female students to know that they are just as capable to move beyond their bachelor’s degree into graduate programs and eventually the workforce.”

McNeil, who primarily teaches chemistry, requires that her students do presentations in many of her courses. She admits that it mortifies them at first but helps to build their confidence. “I’m developing their confidence in what they’re doing and their ability to be the expert,” says McNeil. “They think I’m asking them questions just to ask, but I make it clear that I’m curious and I don’t always know the answers. Once they understand that, the more their confidence grows. I remind them that they know the material, and this is typically the best defense against intimidation.”

“It’s not just about STEM”

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“For my female students, I want them to have the confidence to compete with any other student that’s out there.”
– Tammy Bovee, M.S. (above)

None of these strategies are unique, nor even particularly revolutionary. The literature surrounding the topic of women in STEM has routinely declared that to get more women into STEM fields you must provide them with role models and show them what career options are available to them.

However, what makes Bushnell remarkable is that our success in shepherding female students is a natural
by-product of our unique educational model. We provide our students with a holistic education that inspires their whole being.

Bushnell faculty are not focused on “getting women into STEM.” Rather, they are intent on awakening every student to God’s call for their lives. Paradoxically, the marvelous result is that many female students at Bushnell do choose to pursue and stick with science, technology, engineering, or math. They are empowered by our faculty and affirmed in their faith.

“Part of my role is to make sure that anyone who passes through my classroom knows that they can do it,” Wilmarth explains. “I’m so invested in Christian higher education as a holistic and appropriate way to view one’s education; faith is inseparable from learning.”

We continue to create a thriving culture for female students. One in which they are free to grow unfettered as fiercely intelligent, capable, and resilient children of God, willing and able to follow God’s call towards whatever field quickens their heart.

“Bushnell is amazing to me because it’s not just about STEM or any other subject,” Wilmarth celebrates. “It’s a much grander and more beautiful approach to all of life. The students who graduate in STEM are not just STEM people, but they are informed and wise and wish to serve and heal through Jesus Christ.”