The has awarded a multi-year grant totaling $30,000 to the 91ɬ�� Women in Trades program. The investment will provide $15,000 in 2026 and another $15,000 in 2027, helping expand pre-apprenticeship training and workforce development opportunities for women entering skilled trades careers. The ESS Foundation is an ESS Companies (ESSC) employee-owner-led, 501(c)(3) nonprofit organization committed to promote the construction industry, provide career opportunities, and benefit community development projects.

The Women in Trades program prepares students for apprenticeship opportunities through hands-on training, industry exposure, and career readiness experiences in trade fields and heavy highway construction. Created to help women enter trade careers, the program removes barriers to participation by providing support services such as childcare, PPE, stipends, etc.

The program currently serves local Douglass High School students, with 91ɬ�� providing transportation to ensure accessibility and participation. Strong enrollment demand continues to drive program growth, making investments like this critical to expanding opportunities.

“As a matching partner for our FHWA Highway Construction Training Program grant, this investment directly strengthens our ability to provide hands-on training, industry connections, and workforce pathways that lead to sustainable, high-demand careers for our students,” said Dr. Scott Taylor of 91ɬ��. “The ESS Foundation’s commitment to workforce development is making a meaningful impact not only on our students, but on the future of the construction industry itself.”

The program is designed to equip participants with the technical skills, industry knowledge, and professional connections needed to succeed in the workforce.

“Supporting this effort alongside 91ɬ�� to prepare women for careers in the trades is crucial to meeting the daily demand for highly skilled workers,” said Ed Scavone, ESS Foundation Board Member. “A thriving economy is impossible without well-trained people ready and willing to jump into every type of job.”

The grant reflects the ESS Foundation’s ongoing commitment to workforce development initiatives that help build the next generation of construction professionals.

“It’s an honor to present this grant and support the incredible work happening at 91ɬ��,” said Tim Paulson, ESS Foundation President. “The Women in Trades program changes lives by creating pathways into meaningful, well-paying careers in the construction trades.”

The partnership highlights a shared commitment to increasing workforce participation and expanding career opportunities within the construction industry.

“This partnership reflects what the ESS Foundation is all about, creating opportunities, helping grow the construction workforce, and opening more doors for women in the skilled trades,” said Angie Regan, ESS Foundation Board Member.

As demand for skilled workers continues to rise across the construction industry, partnerships like this help strengthen the workforce pipeline.The ESS Foundation supports programs that prepare future industry leaders and build a stronger construction workforce.

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As Principal of Frederick Douglass High School in Columbia Public Schools, Neville has spent more than 15 years helping students navigate challenges, discover opportunities and prepare for life beyond graduation. Now entering her second year as a trustee, she brings that experience in education, community leadership and student advocacy to the Stephens Board of Trustees. 

“I see education as a step in a process, not an end goal,” Neville said. “We’re not the end.” 

Bringing a Local Voice to Stephens  

Neville’s commitment to education is reflected in her own academic journey. She earned bachelor’s degrees in economics and marketing, a master’s degree in curriculum and instruction, an educational specialist degree in educational administration and a doctorate in curriculum and instruction, all from the University of Missouri. Today, she brings that combination of academic expertise and practical leadership experience to her work in Columbia Public Schools and on the 91ɬ�� Board of Trustees. 

Throughout her career, Neville has been recognized as an NAACP Outstanding Educator, a Rotary International Paul Harris Fellow and the recipient of the 2022 ATHENA International Leadership Award. 

Neville said much of her motivation comes from her three children, whom she describes as her ‘why’ — a source of inspiration throughout her career in education and community leadership. 

As one of the few board members who live and work in Columbia, Neville offers a unique perspective on the needs of local students and the community Stephens serves.  

Her first year on the board was spent learning the culture and history of Stephens. Moving into her second year, Neville hopes to contribute even more through her community connections and experience in education. 

“At the board level, I want to continue to ask different questions from different perspectives,” said Neville. “A lot of the board members no longer live in Columbia, so I have a different vantage point for that.”  

As a high school principal, Neville also understands what many students are looking for as they consider higher education options.  

“I think there are a lot of students, especially post-COVID, that need a smaller learning environment that, in addition to the academic piece, provides multiple spaces to develop leadership,” said Neville. “When I look at Stephens, I know that it’s a place that can provide those opportunities.” 

Neville believes more students across Missouri should know about Stephens and the opportunities it offers.  

“Stephens is an underappreciated jewel,” said Neville. 

She believes the college should continue expanding its reach across Missouri.  

“I want those students to see themselves here,” said Neville.  

As a Columbia resident, Neville also hopes Stephens continues creating opportunities to engage with the broader community through partnerships and events that welcome residents to campus. 

Building Opportunities for Students through Community Partnerships 

Building partnerships has been a cornerstone of Neville’s career.  

When she arrived at Douglass High School, she quickly recognized that many students had tremendous potential but lacked access to resources and opportunities.  

“Our kids are very talented, but they are under-resourced,” said Neville.  

That realization led to the development of partnerships with colleges, nonprofit organizations and local businesses to help students access scholarships, internships, mentorship and career exploration opportunities.  

Among those partnerships is Douglass’ connection to 91ɬ��’s workforce development program. Through the college’s construction initiative, students have gained hands-on experience and pathways into careers after graduation.  

Neville said former participants in the construction workforce program are now securing jobs in the industry after graduation.  

“We’re not just here to build students,” said Neville. “We’re really here to help build competent adults.”  

Leadership that Opens Doors 

Throughout her career, Neville has become a strong advocate for leadership development and representation.  

She believes students thrive when they feel known, valued and connected to a community.  

“People need to know their name. We need to know our community,” said Neville.  

That belief is one reason she feels strongly about Stephens’ mission and its ability to help students develop confidence and leadership skills.  

“This is a place where we can develop women in leadership,” said Neville. 

As a Black woman in education leadership, Neville understands the importance of representation and hopes students leave Stephens knowing they belong in spaces where they may not always see themselves reflected.  

She recalled a moment early in her career when someone assumed her male assistant principal was the school’s leader.  

Experiences like that reinforced a lesson she hopes students carry with them throughout their lives: Effective leadership comes in many forms. 

“There is this need to actually understand that leadership can look different and be impactful and effective,” said Neville.  

Looking Ahead 

This summer, Neville will begin a new role as Columbia Public Schools’ , where she will work to expand support systems for students across the district.  

The position is a natural extension of the work she has spent her career doing — helping students find opportunities, build confidence and see themselves as future leaders. 

It is also the message she hopes students carry with them long after they leave Stephens. 

“My hope is that they are always emboldened to realize that they are more than enough,” Neville said. “The table needs you, especially if the table does not reflect you.”

The post Meet Dr. Eryca Neville: Educator, Advocate and Member of the 91ɬ�� Board of Trustees appeared first on 91ɬ��.

Directed by Lear deBessonet, the acclaimed production began its journey at New York City Center in 2024 before transferring to Broadway, where it earned 11 Tony nominations this season. Ragtime — featuring a score by Stephen Flaherty and Lynn Ahrens and a book by Terrence McNally, based on E.L. Doctorow’s landmark novel — interweaves the stories of three families chasing the American Dream at the dawn of the 20th century.

Crenshaw joined the Broadway company in 2025, adding Ragtime to an impressive list of stage credits that reflects more than a decade of work on Broadway, Off-Broadway, and on tour.

Stage Credits

• Ragtime (Broadway, 2025) — Ensemble
• Shucked (Original Broadway Production, 2023) — Ensemble; Understudy for Lulu and Storyteller 1
• Road Show (Encores! Off-Center Revival, 2019) — Ensemble
• Don’t Bother Me, I Can’t Cope (Encores! Off-Center, 2018) — Performer
• Waitress (First National Tour, 2017) — Nurse Norma, Ensemble, Becky (Understudy)
• Groundhog Day (Original Broadway Production, 2017) — Doris, Ensemble
• Amazing Grace (Original Broadway Production, 2015) — Ensemble
• Amazing Grace (World Premiere, Chicago, 2014) — Ensemble

From the world premiere of Amazing Grace in Chicago to a Tony-winning revival on Broadway, Crenshaw’s career exemplifies the artistry, resilience, and excellence that 91ɬ�� theatre alums bring to stages across the country.

The Stephens community joins in congratulating Rheaume and the entire Ragtime company on this remarkable achievement.

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After spending the first half of the program learning accents and dialects, vocal pedagogy and movement for actors, Conservatory students are now preparing to enter the second phase of the intensive program – which will focus on acting for the camera, monologue work and acting through song.  

The six-week summer program is designed to provide concentrated training in specialized areas of performance while helping students build the professional habits and technical skills required in today’s entertainment industry. 

“Just having time to really focus and buckle down on a few specific concepts is really elevating them for us,” said Rebecca Lambert, a rising second-year acting student. “It feels crazy to say that just these first two weeks has already made such a big difference.” 

Building Skills Beyond the Classroom 

While conservatory students spend the academic year immersed in coursework focused on acting, singing and dance, SPAI offers an opportunity to dive deeper into subjects that often receive less dedicated attention during a busy semester. 

“You get to study some of the little things that you’re not able to get in the main classes,” said Ethan Riley, a first-year musical theater student. “Our main conservatory classes are dance, acting and singing, but this gives us the chance to focus on things like accents, stage movement and how the voice works.” 

The intensive format allows students to dedicate several hours each day to a single subject, creating space for both instruction and practical application. 

For Lambert, that concentrated approach has accelerated learning and provided a stronger understanding of how specific techniques can support future performances. 

“A lot of this is stuff that’s teaching us how to teach ourselves in the future,” she said. “Being able to learn all of this now and then bring it into our classes and productions next year is really valuable.” 

Learning From Industry Professionals 

A defining feature of the program is the opportunity for students to work directly with faculty members who continue to build careers in the performing arts industry. 

One of those instructors is Paula Vanlandingham, who teaches accents and dialects during the first half of SPAI. In addition to her work at Stephens, Vanlandingham has spent 15 years coaching dialects for film, television, stage productions and video games, with credits spanning major networks, streaming platforms and productions within the Star Wars and Indiana Jones franchises. 

Vanlandingham said the summer format allows students to tackle material that might otherwise be spread across an entire semester. 

“This is a way to cram a lot of content into a short period of time,” she said. “We get to do what would normally be lecture and lab all in one session, giving students plenty of time to practice and apply what they’re learning.” 

Students say learning from faculty with extensive professional experience provides valuable insight into the realities of the industry. 

“The best part is learning from people who have both worked in the industry professionally and have taken the time to come here and teach you,” Lambert said. 

Preparing for a Changing Industry 

Faculty members say those specialized skills are becoming increasingly important as expectations within the entertainment industry continue to evolve. 

According to Vanlandingham, performers are now expected to arrive at auditions with a wider range of technical skills already in place. 

“They really kind of need you to hit the ground running,” she said. “They’re preparing you for professional paid work at a professional level.” 

The immersive nature of SPAI mirrors the pace and discipline students can expect after graduation, helping them develop habits that extend beyond the classroom. 

Riley said balancing the intensive coursework alongside work and personal responsibilities has already strengthened his approach to time management and professional preparation. 

“It’s really gotten me into this work ethic that I really love,” he said. “It’s helping prepare us for what it’s going to be like working every day as a performer.” 

As students transition into the second half of the program, they will begin exploring acting for the camera, acting through song and monologue work: experiences designed to broaden their understanding of performance across multiple mediums. 

A Community That Grows Together 

Beyond the coursework, students and faculty alike point to the conservatory’s close-knit environment as one of its greatest strengths. 

Vanlandingham described the program as a small, repertory-style community where students receive individualized attention while building relationships with peers and faculty. 

For Riley, that sense of connection has become an important part of the experience. 

“We spend so much time together,” he said. “I can truly say that this is probably my family. Nobody is a stranger here.” 

As SPAI enters its second half, students will continue building on the skills developed during the first three weeks, carrying new techniques, professional insights and collaborative experiences into the upcoming academic year, and eventually, into their careers beyond Stephens. 

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91ɬ�� President Dr. Shannon B. Lundeen is the latest guest on , a leading podcast advancing best practices in higher education produced by .

The newly released episode offers a wide-ranging and deeply personal conversation about what it truly takes to build a college experience where students feel seen, challenged, and prepared for the world beyond graduation.

In the episode, Dr. Lundeen traces her unconventional path — from selling vacuums door-to-door after earning a degree in philosophy and women’s studies to leading one of the nation’s most historic women’s colleges. Along the way, she shares the formative experiences that continue to shape her approach to education and leadership today.

What Listeners Will Hear

The conversation explores some of the most pressing questions in higher education today, including:

• Why colleges must move beyond “comfort” and focus on cultivating true belonging
• How residential campuses can profoundly shape student development
• What institutions often get wrong about student-centered education
• Why authentic relationships matter more than programming
• The realities of financial sustainability in modern higher ed
• 91ɬ��’s distinctive programs in equestrian studies, theatre, and women’s workforce development
• How colleges can prepare students for an AI-driven workforce while cultivating deeply human skills

Dr. Lundeen also opens up about leadership and integrity, the mentors who shaped her, movement as a form of self-care, and what gives her hope about the future of higher education.

A Conversation Worth Hearing

Described by the Beyond the Quad team as “one of our most honest, thoughtful, and inspiring conversations yet,” the episode offers a candid look at the values and vision guiding 91ɬ�� forward.

Listen now to the full episode of Beyond the Quadcast featuring Dr. Shannon B. Lundeen.

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In this role, Parsons will serve as the College’s chief steward of data, analytics, and evidence-based decision-making, and as the institution’s primary campus coordinator for Higher Learning Commission (HLC) accreditation. Reporting to the Vice President for Academic Affairs, she will lead institutional research, accreditation coordination, and data-informed strategic planning efforts across the College, while also serving as the academic liaison for Stephens’ online course offerings and providing coordination and oversight for study away programs.

Parsons brings extensive experience in higher education assessment, student success initiatives, academic support, and cross-functional collaboration. Most recently, she served at the University of Missouri School of Medicine, where she supported medical student success, remediation, assessment, and institutional initiatives related to academic outcomes and student support systems. Throughout her career, her work has focused on using data thoughtfully to strengthen institutional effectiveness while supporting students, faculty, and staff.

Parsons earned her PhD in Medical Science from the University of Calgary and her Bachelor of Science from Pennsylvania State University. Having previously served at Stephens earlier in her career, she returns with deep affection for the College’s mission and a renewed commitment to collaborative, student-centered leadership.

“Coming back to Stephens feels both exciting and really meaningful to me,” Parsons said. “It played such an important role in my professional growth, so I’m grateful for the chance to return in a role where I can support students, faculty, and staff in a broader way. I’m especially looking forward to reconnecting with colleagues, building new partnerships, and finding ways to strengthen the systems that help our students succeed.”

91ɬ�� President Shannon B. Lundeen, PhD, shared her enthusiasm for Parsons’ return:

“Sound institutional decisions begin with accurate, trustworthy data, and Trish brings exactly the kind of expertise, curiosity, and integrity we need to strengthen that foundation at Stephens. Having previously served here, she already understands our culture, our mission, and what makes this community special. Her data-oriented mindset, paired with a rare ability to see the big picture while never losing sight of the individual student, faculty member, or staff colleague behind the numbers, will be incredibly valued at Stephens. We are fortunate to welcome her back.”

Outside of work, Parsons enjoys spending time with her husband and son, cheering him on at baseball, soccer, and basketball games, golfing with her family, and running the trails around Columbia.

We look forward to the ways Parsons’ leadership will strengthen Stephens’ culture of evidence-based decision-making and support student success across the College.

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While she ultimately chose a different professional path, the relationships she built and lessons she learned at Stephens gave her the foundation to pursue her creative ambitions. 

“My class was very tight-knit, and we’re still in touch to this day,” said Kocak. “Those relationships remain important to me. Stephens was an early lesson in taking myself seriously as an artist and trusting my creative instincts, even when I didn’t get the outcomes I wanted.” 

Although it took several years for Kocak to officially pivot from acting to writing, she said exploring disciplines outside her major helped plant the seed for a future in storytelling. 

“I was incredibly committed to acting during my time at Stephens, but I took a few directing and playwriting classes that gave me an early inkling that I might eventually want to explore other modes of storytelling,” said Kocak. 

Following Creativity Wherever It Leads 

At age 27, Kocak wrote her first essay while trying to move on from a breakup. The cathartic experience sparked a dream of writing a memoir that took years to realize. 

“It took me 15 years to hone my craft and gain the wisdom that makes Girl Gone Wild a story I’m really proud of,” said Kocak. 

Kocak’s path was anything but linear. She said following her curiosity and exploring different creative mediums ultimately led her to where she is today. 

“I wound up having a multi-hyphenate career, which feels very natural to me because I’m deeply curious and hate feeling boxed in,” said Kocak. “Each medium offers its own benefits. Journalism gave me an outlet to explore topics through reporting. Podcasting gave me an outlet for deep conversations and opportunities to connect with people I admire. Comedy gave me space to explore my more outlandish ideas and indulge my inner performer. Memoir allowed me to unpack and make sense of my past.” 

Kocak’s work has appeared in The New York Times, The Washington Post, and the Los Angeles Times. She has also written for Amazon’s Emmy-winning animated series Danger & Eggs,&�Բ�����;����ٴڱ�����’�� Know It All and several successful podcasts. 

Finding Her Voice Through Memoir 

Although Kocak spent years writing for various audiences and platforms, Girl Gone Wild presented a different challenge: telling her own story. 

Through a collection of personal essays, Girl Gone Wild chronicles Kocak’s journey from a small-town upbringing to Hollywood, exploring ambition, identity and the challenges of pursuing creative dreams. 

“I learned so much throughout the process, both creatively and personally,” said Kocak. “The most rewarding aspect was realizing that I had essentially written my way out of the shame I carried around some of the ‘mistakes’ I’d made in my younger years. Writing the book gave me a renewed sense of compassion and appreciation for my younger self.” 

“You have to live beyond the event to gain perspective on what the story is really about,” said Kocak. 

Kocak said Girl Gone Wild is the type of memoir she would have benefited from reading during her own college years, and she hopes current Stephens students and alumnae will find elements of their own experiences reflected in its pages. 

“It explores that messy, uncertain period of becoming—trying to figure out who you are, what you want and how to survive while chasing big dreams,” said Kocak. “I have critiques about how things went down, but no regrets. Returning as an author reminded me how foundational those college years were in shaping both the person and storyteller I eventually became.” 

Advice for Stephens Students 

Kocak encourages students to diversify their skills, remain strategic and stay persistent. 

“Blind ambition is ugly. Make sure you truly develop your craft and learn enough about your industry to be strategic about how you spend your time and energy,” said Kocak. “There are no shortcuts. Careers are built slowly, through persistence and sustained effort.” 

Kocak also emphasized the importance of building genuine relationships. “It is one of the most valuable things you can cultivate,” she said. “Community matters far more than people realize.” 

Financial stability is another lesson she encourages young creatives to prioritize. 

“Get a reliable job with some flexibility that doesn’t require too much brain space,” said Kocak. “It’s hard to be creative when you’re constantly stressed about money. Waiting tables can be good. A side hustle, like being a makeup artist or photographer, can be even better. For about a decade, I worked as an apartment manager, which meant I didn’t have to worry about rent while I pursued various creative projects. That stability became an essential foundation for my creative life.” 

A Full-Circle Return 

Stephens introduced Kocak to one of her closest friends, fellow Stephens alumna and actor Danielle Doyen. Doyen was one of the reasons Kocak returned to Columbia, Missouri, in �Ǵ� Girl Gone Wild at Skylark Bookshop. 

“Danielle is actually a character in the book, and she was also part of my later revision process,” said Kocak. “So it was both fun and fitting to do the event with her. Coming back to Columbia with this book really did feel full-circle.” 

The post From Columbia to Hollywood: Alum Courtney Kocak’s Creative Journey Comes Full Circle appeared first on 91ɬ��.

This collaboration reflects a commitment to empowering young women through education, mentorship, and holistic student support designed to help them thrive both academically and personally. 

At the heart of this partnership is a shared belief that every young woman deserves access to opportunity, guidance, and resources that help her to confidently pursue her future. Through this initiative, 91ɬ�� and GSEM are investing in the next generation of leaders by creating meaningful pathways to higher education while fostering belonging, persistence, and degree attainment for Girl Scouts participating in the AdvanceHER Leadership Program. 

The partnership provides comprehensive support for eligible GSEM students enrolling at 91ɬ��. Benefits include no application fee, dedicated admissions support, FAFSA and financial aid assistance, personalized campus visit opportunities, academic advising, and ongoing student success resources. 

91ɬ�� will offer two scholarship opportunities exclusively for GSEM students. Eligible students may receive either a renewable $2,500 scholarship or compete for one of two renewable $5,000 Leadership Scholarships recognizing exceptional academic achievement and leadership potential. These scholarships may also be stacked with merit-based aid. 

This partnership also extends opportunities to GSEM staff members pursuing undergraduate enrollment, reinforcing both organizations’ mutual commitment to leadership development and educational access at every level. 

“We are not simply creating scholarship opportunities — we are building transformational pathways that empower girls to lead boldly, pursue higher education with confidence, and shape the future of their communities and beyond,” said Dr. Natissia Small, CEO of Girl Scouts of Eastern Missouri. “As the seventh higher education partnership within our AdvanceHER Leadership Program, this collaboration with 91ɬ�� represents the continued expansion of a powerful movement dedicated to access, leadership, and lifelong success for girls across eastern Missouri. Together, we are investing in the next generation of changemakers and ensuring they have the support, opportunity, and network to thrive at every stage of their journey.” 

91ɬ�� leadership shared enthusiasm for the partnership and its shared commitment to expanding educational access, leadership development, and holistic support for young women pursuing their futures with confidence and purpose. 

“At 91ɬ��, we’ve spent nearly two centuries proving what’s possible when young women are met with belief, resources, and a community built around their success,” said Dr. Shannon B. Lundeen, 91ɬ�� President. “This partnership with Girl Scouts of Eastern Missouri is a natural extension of that mission — and we see it as just the beginning. As we deepen this collaboration, we look forward to exploring how Stephens can serve Girl Scouts across the region and beyond, connecting girls who are already discovering their potential as leaders with a college ready to help them realize it fully.” 

To qualify for the 91ɬ�� scholarship opportunities, students must: 

• Meet 91ɬ�� admission requirements 
• Enroll full-time and live on campus 
• Complete 30 credit hours annually 
• Maintain a cumulative GPA of 3.0 for scholarship renewal 

Beyond financial support, 91ɬ�� provides student success services, including access to the Student Success Center, individualized academic advising, and ongoing mentorship to help students persist through graduation. 

“We are excited to welcome 91ɬ�� as a partner in the AdvanceHER Leadership Program,” said Dr. Natissia Small, CEO of Girl Scouts of Eastern Missouri. “This partnership represents another important step in expanding opportunities for Girl Scouts to pursue higher education, leadership development, and lifelong success. Together, we are helping girls build confidence, explore their futures, and access the support systems that will empower them to lead in every stage of life.” 

The AdvanceHER Leadership Program is an innovative initiative at Girl Scouts of Eastern Missouri focused on preparing girls for college, career, and life through mentorship, scholarship access, workforce readiness, and leadership development opportunities. Through partnerships like this, GSEM continues to invest in the future of girls across eastern Missouri by creating clear pathways to achievement, belonging, and lifelong success. Learn more at . 

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Four leaders from the department, including the Fire Department’s Chief, Brian Schaeffer, visited campus on Tuesday, May 12th. bearing gifts that honored both Lundeen and the historic connection shared between 91ɬ�� and CFD. 

The group presented Lundeen with a custom plaque featuring her name, the 91ɬ�� presidential seal, and a congratulatory message on becoming the College’s 25th president. CFD leaders also gifted the college a framed historic photograph of 91ɬ��’s 1920s women’s fire brigade.  

Historic Gift Honors the Shared Legacy between Stephens and CFD 

91ɬ�� and the Columbia Fire Department are both longstanding institutions in Columbia, with the college dating back to 1833, and CFD becoming an official department in 1901. During the department’s early years, firefighting in Columbia was largely volunteer-based before transitioning to a paid professional department in the early 20th century.   

Stephens, along with several other women’s schools and colleges during that era, maintained its own student fire brigade. Primarily composed of students, the brigades promoted fire safety, trained with fire equipment and assisted during emergencies. 

The framed photograph gifted to the College features Stephens’ 1920s brigade, comprised of more than 20 women students. Each residence hall on campus had its own captain who represented the hall within the brigade. The image serves as a reminder of the more than 100-year connection between Stephens and CFD. 

Chief Schaeffer said the photograph reflects the deep history shared between the two organizations. 

“Yesterday’s drop-in was a simple moment, but an important one for us,” said Schaeffer. “91ɬ�� has been a steady partner to the Columbia Fire Department.”  

Lundeen said the visit and gifts represented something much deeper than a ceremonial exchange. 

“It was incredibly meaningful,” said Lundeen. “91ɬ�� and the Columbia Fire Department have both been part of the fabric of this community for generations, so this recognition felt less like a ceremonial gesture and more like a reflection of a longstanding relationship grounded in service, trust and shared commitment to Columbia. I was especially touched that they took the time to honor both my presidency and the partnership between our organizations in such a thoughtful and personal way.” 

A Relationship Rooted in Leadership and Community 

The commemorative gifts also reflect ongoing efforts from both institutions to strengthen community partnerships rooted in leadership, service and public safety. While the presentation came a few months after Lundeen’s inauguration, it also marked the completion of her first academic year leading 91ɬ��. 

“We wanted President Lundeen to feel supported from day one,” said Schaeffer. “Her inauguration is a meaningful milestone for the campus and for our community, and I’m grateful for the relationship and the shared commitment to leadership, learning and keeping people safe.” 

Lundeen said the historic photograph especially highlighted the generations of connection between Stephens’ students and community service. 

“There is something powerful about being reminded that this relationship stretches back more than a century,” Lundeen said. “The enlarged photograph is not just a piece of history; it is a reminder that Stephens’ students have long been connected to service and civic engagement in this community. It also makes it clear that the CFD has invested in supporting the development of our students and the safety of our campus community for decades. To see that partnership continue to evolve and strengthen today says a great deal about both organizations and our shared investment in a safe and dynamic future for Columbia.” 

Growing Presence on Campus 

Since Lundeen’s inauguration, the growing partnership between 91ɬ�� and the Columbia Fire Department has become increasingly visible across campus events and celebrations. CFD leaders and firefighters have attended several Stephens community events in recent months, including the Student Life Field Day held during Alumni Weekend. 

The department also played a key role during Spring Commencement ceremonies, attending graduation festivities and escorting graduates from historic Stephens Hall to the Missouri Theatre, continuing a tradition that highlights both celebration and community partnership. 

The continued presence of CFD members at campus events reflects a shared commitment to supporting students and strengthening connections between the College and the Columbia community. 

As 91ɬ�� and the Columbia Fire Department continue building on their historic relationship, the framed photograph now serves as both a tribute to the past and a symbol of the partnership’s future. 

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The presentation highlighted both the progress women have made in educational and professional spaces and the barriers that remain. While discussing challenges women continue to face, Lundeen also highlighted the role 91ɬ�� plays in helping combat some of those issues.  

“It was incredibly meaningful,” Lundeen said about being invited to speak at the event. “The League of Women Voters has such a strong history of civic engagement and advocacy, so being invited to speak about women’s education and leadership with a Stephens focus felt especially fitting.” 

The Value of Women-Centered Education 

Lundeen emphasized that a women’s college provides a unique environment where students gain essential leadership experience. At Stephens, every leadership opportunity goes to a woman, preparing them for success after graduation.  

Lundeen discussed the ways women-centered classrooms encourage students to participate more actively in discussions, research and collaboration. She noted that smaller class sizes and supportive peer environments can help students feel more comfortable speaking up and engaging deeply in their education, particularly in areas that may otherwise be a male-dominated field. 

Highlighting the Stephens Experience 

In addition to discussing women’s education broadly, Lundeen shared information about 91ɬ��’s academic structure, experiential learning opportunities and career readiness initiatives. 

She highlighted the College’s block schedule model, explaining how predictable and manageable class schedules can help students balance outside responsibilities such as work, caregiving and parenting while continuing their education. 

Lundeen also spoke about Stephens’ emphasis on experiential learning and career integration beginning during a student’s first year on campus. She explained that hands-on learning opportunities are built directly into the student experience to help prepare graduates for professional success. 

The presentation also touched on Stephens’ future goals and strategic planning efforts, including strengthening the College’s mission, expanding industry partnerships, investing in infrastructure, increasing student belonging and positioning the institution for long-term sustainability and impact. 

Community Engagement and Future Partnerships 

Following the presentation, Lundeen opened the floor for audience questions during a discussion that was also livestreamed online. She reflected on the strong support Stephens continues to receive from the Columbia community and emphasized the importance of maintaining and growing those relationships. 

“I hope attendees left with a renewed understanding that education is still one of the most powerful ways to expand what is possible in a person’s life,” Lundeen said. “I also hope they saw that institutions like Stephens continue to play a critical role in developing confidence, leadership, critical thinking and professional readiness for students today.” 

Sharon Schneeberger said attendees were eager to learn more about the College and its future. 

“I think people were really interested to learn more about what 91ɬ�� is doing right now, and we want to support it, and we want students to remain in our community,” Schneeberger said. 

Schneeberger also emphasized the importance of continuing conversations surrounding women’s education and leadership. 

“It just helps people focus on it and think about it,” Schneeberger said. “We get so involved in our busy lives that we stop to think about what it means, what women’s education really means to our world.” 

She added that she hopes events like this continue to strengthen partnerships between Stephens and The League. 

“Oh sure, we’ve done several things in the past, and we are always willing to work with college-aged students because they are our potential voters,” Schneeberger said. 

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