Pacific Union Recorder - April 2018 - Part 1 - Pgs 1-71

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Where Our Treasure Is

Adventist Education in the Pacific Union Directory of Secondary Schools begins on page 64

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Recorder What’s inside PACIFIC UNION

Publisher Ray Tetz Editor Alberto Valenzuela Interim Managing Editor Delwin Finch Design/Layout Stephanie Leal • Alberto Valenzuela Printing Pacific Press Publishing Association www.pacificpress.com The Recorder is a monthly publication reaching approximately 76,000 Seventh-day Adventist homes in Arizona, California, Hawaii, Nevada, and Utah.

Our mission is to inform, educate, and inspire our readers to action in all areas of ministry.

EDITORIAL CORRESPONDENTS Adventist Health 916-781-4756 Jenni Glass • glassjl@ah.org Arizona 480-991-6777 Phil Draper • phildraper@azconference.org Central California 559-347-3000 Cindy Chamberlin • cchamberlin@cccsda.org Hawaii 808-595-7591 Miki Akeo-Nelson • mnelson@hawaiisda.com

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Journey to Excellence: Adventist Education in the Pacific Union Educating for Eternity We Would See Jesus Crosswalk for Life: An Interview with Berit von Pohle Our Schools Are Unique The Extra Mile: Our Teachers Make the Difference Skills that Empower A Commitment to Our Children A Measure of Success Young Disciples For of Such is the Kingdom of God Holbrook Higher Education With a Higher Purpose La Sierra University Pacific Union College Loma Linda University Southeastern California Conference Southern California Conference Nevada-Utah Conference Central California Conference Northern California Conference Arizona Conference Hawaii Conference Adventist Health School Directory Community & Marketplace

La Sierra University 951-785-2000 Darla Tucker • dmartint@lasierra.edu Loma Linda 909-651-5925 Ansel Oliver • anoliver@llu.edu Nevada-Utah 775-322-6929 Faith Hoyt • fhoyt@nevadautah.org Northern California 925-685-4300 Stephanie Leal • sleal@nccsda.com Pacific Union College 707-965-6202 Larissa Church • pr@puc.edu Southeastern California 951-509-2200 Enno Müller • communications@seccsda.org Southern California 818-546-8400 Lauren Armstrong • LArmstrong@sccsda.org Postal Regs: The Pacific Union Recorder (ISSN 0744-6381), Volume 118, Number 4, is the official journal of the Pacific Union Conference of Seventh-day Adventists, and is published monthly. Editorial office is at 2686 Townsgate Rd., Westlake Village, CA 91361: 805-497-9457. Periodical postage paid at Thousand Oaks, CA, and additional mailing offices.

Subscription rate: No charge to Pacific Union Adventist church members; $16 per year in U.S.; $20 foreign (U.S. funds); single copy, $2. POSTMASTER: Send address changes to: Circulation Department, Pacific Union Recorder, Box 5005, Westlake Village, CA 91359. Info@adventistfaith.com.

Recorder PAC I F I C U N I O N

About this issue The Publishers are grateful to the small army of writers, photographers, editors, designers, and educators who have collectively developed the contents of this special Education issue of the Pacific Union Recorder: Berit von Pohle, Ray Tetz, Alberto Valenzuela, Miki Akeo-Nelson, Lauren Armstrong, Beverly Benson, Ted Benson, Kevin Bowen, Ken Bullington, Sali Butler, Mishelle Castiglioni, Cindy Chamberlin, Harold Crook, Karen DB Photography, Becky De Oliveira, Cheryl Dickerson, Phil Draper, Don Dudley, Sam Delaware, Nichola Dok, Delwin Finch, Diana Fish, Carlos Gervasio, Colleen Gonzalez, Ricardo Graham,

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Where Our Treasure Is

Adventist Education in the Pacific Union Directory of Secondary Schools begins on page 64

Martha Havens, Faith Hoyt, Connie Jeffery, Bill Keresoma, Stephanie Leal, Teryl Loeffler, Julie Lorenz, Gus Martin, Enno Müller, Bradford Newton, Celeste Perino-Walker, RosAnne Tetz, Darla Martin Tucker, Jennifer Tyner, Eileen White, and Julie Yamada.

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Journey to Adventist Education Excellence in the Pacific Union W

hen Sidney Brownsberger opened the first Adventist academy in the West with just 28 students from the age of five on up, even the most optimistic would hardly have expected this small beginning to grow into a school system comprising 12,000 children attending 150 schools in seven states.

Healdsburg Academy (later College) began just 10 years after the first Adventist school was started in Battle Creek, Mich. For a religious movement that looked forward expectantly to the soon coming of Jesus, the investment in such a long-term program such as education might seem surprising.

But early Adventist leaders very soon saw the vital importance of investing in what they called “proper education.” They recognized that they needed to pass on

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their faith in the context of what was happening in society—to help their children find a place in this world as they prepared for the next: “The aim of true education is the elevation of the mind, with a view to helping and enabling the student to ever have in view the accomplishment of the bettering of others,” said Pastor J.O. Corliss at the first commencement service for the San Francisco church school. “Its object is to lead us to be lights in the world, guiding others to qualify themselves to enter the realms of bliss at last. True education does not omit anything that is necessary to the welfare and happiness of the student.

While worldly education aims to make of the student a good citizen of the world, true education, Christian education, seeks to fit students not only to be useful

citizens in this life, but also to prepare them for citizenship in the world to come” (Pacific Union Recorder, Sept. 26, 1901).

Believing in educating the various elements that make up who we are, this philosophy of education made sure to teach mental, social, physical, as well as spiritual matters. The result? A much sought-after education that went beyond the boundaries of the Adventist church, appreciated by many who wanted the best for their children. While some of the initial attempts to develop an Adventist school system failed— often due to the issue of paying teachers a viable salary—the program that developed in the West managed to meet and exceed all the demands placed on it. The establishment of three colleges of higher education that are now Loma Linda University, La Sierra

University, and Pacific Union College show both the commitment given and the success achieved by generations of Adventists. Add to that the immeasurable impact of academies and church schools, and the goal of those early Adventists has been fulfilled—the provision of opportunity for the true development of the individual Christian.

To paraphrase the apostle Paul in Philippians 3:12-14, “Not that we have already achieved our goal, or are perfect, but we press toward the mark.” The emphasis is one of “education for excellence” in all fields—whether it’s academics, or professions, or spirituality. The object of true education is neatly described in these words: “To restore in the human family the image of their Maker, to bring them back to the perfection in which they were created,

to promote the development of body, mind, and soul, that the divine purpose in their creation might be realized—this was to be the work of redemption. This is the object of education, the great object of life” (Ellen White, To Be Like Jesus, p. 25).

So what of the future? The fundamental bases are solid—and that won’t change, for it’s rooted in faith. But the application of such principles will adapt to the changing circumstances of our modern world, for children are failed if they are not prepared for tomorrow’s society and job market. It will take much creativity and talent to make all this happen. Yes, there are challenges of resources and personnel, of infrastructure and administration. It would be wonderful to see more children taking advantage of an Adventist education that prepares them for life. If “it takes a village

to raise a child,” then the school is a vital part of that process. We need a broader perspective, a larger view: “Our ideas of education take too narrow and too low a range.

There is need of a broader scope, a higher aim. True education means more than the pursual of a certain course of study. It means more than a preparation for the life that now is. It has to do with the whole being, and with the whole period of existence possible to man. It is the harmonious development of the physical, the mental, and the spiritual powers.

It prepares the student for the joy of service in this world and for the higher joy of wider service in the world to come” (Ellen White, Education, p. 13).

May this be true of education here in the West, as we follow the divine plan, finding answers to life’s many questions. n A P R I L 2018

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Educating for Eternity

By Ricardo Graham

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have an enduring appreciation for Seventh-day Adventist education. Let me explain why.

First of all, I am a Seventh-day Adventist today because of three pivotal, life-changing years I spent in Adventist schools in Detroit, Mich.

I spent grades seven, eight, and nine at the Davison, Berean, and F. L. Peterson (now Peterson-Warren) schools in Detroit, and those years marked me as a Seventh-day Adventist for life.

I grew up in a nominally Christian home. My parents, both raised as Protestant Christians, were non-church attending folks in my younger years. However, my late maternal grandmother,

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Mrs. Pauline Taylor, a devout Christian of another denomination, requested that my parents enroll me in an Adventist school.

My parents, concerned about the state of the public schools, consented. And my future was set.

The caring, professional teachers in the aforementioned schools were interested in me personally. They cared for me from the first day I attended, not just in general terms but from a spiritual perspective. Certainly there are caring Christian teachers in public schools; however, they are prohibited from openly promoting Christianity.

My fellow students accepted

me from day one; it was almost like I was their long-lost brother.

I have lifelong friends from those days spent in Seventh-day Adventist elementary and secondary schools.

I joined the Seventh-day Adventist Church and was baptized into the faith at age 14 by Elder Calvin Rock at the City Temple church in Detroit, and I have never regretted it.

My wife, Audrey, attended Golden Gate Academy from first through twelfth grades. As parents, we never considered sending our children anywhere but to an Adventist school—and we never doubted our choice.

Our children, Jessica and Jona-

than, spent their elementary and secondary school years at Stockton and Lodi Adventist schools in California.

Here in the Pacific Union Conference territory, our educators provide a rigorous academic curriculum. Students in Adventist schools learn about the plan of salvation and God’s love for them.

They learn that they are each called to serve in a distinctive manner—and their coursework helps them discover their gifts and their vital role as members of the body of Christ.

They learn about the mission of the church—the underpinnings of our faith, values, and beliefs— and often have the opportunity to live out the mission in short-term mission trips in the United States and around the world.

They learn to make decisions—as Audrey, our kids, and I learned—by responding to the Holy Spirit and the convictions of conscience. And they are invited to make the commitments that will shape their lives as they grow and mature.

Our schools are not perfect; nothing in this world is. However, I do believe that life-changing experiences are facilitated there every day by caring Christian men and women. It was that way for me, and it continues to be so.

The hymn Now I Belong to Jesus contains these words: “Not for the years of time alone, but for eternity.” I am now a candidate for heaven and eternity—and this is the goal our teachers have for all of the students in Seventh-day Adventist educational institutions. n

I salute the teachers who, as caring and competent professionals, stand before our children on a daily basis.

I commend the board members who untiringly give of their time to see that the schools not only stay open but also function well as educational links to heaven. And I extol the parents who unselfishly sacrifice to pay the fees to send their precious children to Seventh-day Adventist schools. They are all part of a system that is used by God to prepare His lambs for eternity.

Ricardo Graham, Pacific Union Conference president

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We Would See How Adventist teachers bring modern educational methods and ancient commitments together for every student

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he Bible doesn’t say much about the little group that came to Philip and asked to see Jesus (John 12:20). It just tells us that they were “certain Greeks” who had come to worship at the festival. Who do you think this group of Greeks might have been, seeking out a little-known rural Teacher in the midst of a religious festival? Do you suppose they might have been teachers themselves?

The story brings to mind another Passover festival, earlier in the life of Jesus (Luke 2:41-52).

At age 12, it was Jesus Himself who sought out a group of teachers, who then gathered around Him and were busy having a Bible class when His parents finally found Him. Perhaps one of the reasons this story is in the Scripture is because it helps us understand the exact moment when Jesus knew that His ministry would unfold through His work as a teacher. He knew at age 12 what His profession would be.

Ask teachers how they made that same decision, and there is no unanimity in their answers.

Some will cite the influence of a single teacher who saw early promise and fanned the flame that would burst into a decision to become a teacher. Some will speak fondly of a family member whose life was so exemplary that they felt compelled to follow a

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JESUS

familiar pathway. Or perhaps it was a certainty that was always there, from the earliest formal learning experiences, that this was the world they wanted to be a part of—a world of discovery and discussion and mastery and interaction.

But while teachers may come from every possible background and circumstance, and while they may have discovered their own role in Adventist education through a variety of means, they are agreed on what is most important for their students to receive from being enrolled in an Adventist school: The best academic education possible. A clear understanding that God loves them and has a plan for their lives. The opportunity to learn to be independent thinkers, with the personal tools to make good decisions about their own lives.

“We want our students to become real people, with the integrity and moral strength to face any life situation. And to know that they are loved and valued,” wrote one teacher when asked this question. “I want students in our schools to be able to have choices about what they do in the future and not be limited because they weren’t prepared—academically or emotionally. I believe strongly that education gives young people two things: it gives them roots and it gives them wings,” wrote another.

Responding to the needs of each child, so that they may develop and grow into the people that God has created and called them to be—well, that is the job description every teacher takes on. This is the mission. It is the calling. And it is the focus.

The tension between academic excellence and spiritual development is perceived as a strength in Adventist education.

The distinctive opportunities that this dual focus creates are fully explored in every discipline. The professional workforce of teachers throughout our school system utilizes the best in effective teaching methods with each student in every subject—always enthused by the personal and corporate commitment to the teaching and call of Jesus.

Within the classroom the learning experience is shaped by

finding the most effective ways that individuals acquire and make sense of what they are learning, with all of the things that might filter or change what is learned— like language, gender, socioeconomic status, culture, ability/disability, religious experience, and personal interests—all carefully in view to create optimum environments for learning. This approach is customized—differentiated, in educator’s lingo— for each student through different avenues to learning that are the most appropriate for how a student best learns.

The tension between academic excellence and spiritual development is perceived as a strength in Adventist education. The distinctive opportunities that this dual focus creates are fully explored in every discipline.

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Teachers are able to use differentiation as a dynamic tool for proactively adjusting teaching and learning methods to accommodate each child’s learning needs and preferences to achieve maximum growth as a learner.

And for the Adventist teachers in schools in the Pacific Union Conference, differentiated instruction is a spiritual imperative.

God created each child in His image—and each and every child is unique. Responding to the needs of each child, so that they may develop and grow into the people that God has created and called them to be—well, that is the job description every teacher takes on. This is the mission. It is the calling. And it is the focus.

The task facing educators as they unlock the door to their classroom or lab or studio or gym each morning is to meet each student one-on-one where they are, and to be available to be used by God to help students develop as far as they can grow.

And that includes growing, as Christ grew, “in wisdom and stature and in favor with God and man” (Luke 2:52).

This is why the women and men in our faculty have chosen to be teachers. It is a response to what they believe about each child, that each one, as Ellen White so aptly phrased it, is “created in the image of God, is endowed with a power akin to that of the Creator— individuality, power to think and to do” (Education, p. 17).

These convictions—of their own calling, and the sacred nature of their task—are at the heart of how our teachers approach their work and the operation of our schools. Individually and collectively, the faculty in our

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schools mirror that little group who approached Philip with the request, “We would see Jesus.” It is their prayer that Jesus would be known to each teacher and staff member as they prepare for their daily work. It is their prayer that Jesus would be found in every discipline, every lesson plan, every presentation and experiment and demonstration.

That Jesus would be apparent throughout the time that young people are students in our

schools, and continue to be present in memory and in the communities that such times create.

And it is their prayer that we will each truly see Jesus in the lives of the girls and boys who are learning their numbers and their alphabet—and ultimately in the young women and young men whose mastery of their academic studies is matched perfectly by their becoming the people that God has wonderfully created them to be. n

Crosswalk for

LIFE

An interview with Berit von Pohle

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see Adventist education as a crosswalk,” says Berit von Pohle, Director of Education for the Pacific Union. “On a street crosswalk we carry infants, hold toddlers by the hand, or supervise older children, crossing with them. Eventually, having given enough instruction and practice on how to cross a street, we let them do it on their own.”

This apt metaphor for Adventist education illustrates the way in which teachers aim to provide context in all areas of life so that as children grow they are able to deal with the challenges they face.

“In our schools we provide a safe environment for learning, an umbrella under which everything happens,” von Pohle continues.

Remember that Jesus asked a lot of questions! So we need to provoke good questions and help students discover answers in a safe environment. Our teaching methods have moved towards project-based learning in which various disciplines can be taught together, including the spiritual component. We see the teacher as facilitator of this process.

Therefore, faith is not seen as an individual element; rather, it is the theme to which all subjects relate. The objective is to provide a context of faith for everything the students do.

This doesn’t mean accepting an inferior education, as she is quick to point out. “Our school programs are academically sound as we provide a context for life, preparing for a world we are ‘in’ but not ‘of.’” She references the words of Ellen White: “The more closely connected man is with the Source of all knowledge and wisdom, the more he can be advantaged intellectually as well as spiritually through his relation to God” (Fundamentals of Christian Education, p. 243). Von Pohle’s dissertation study revealed that parents rated academics as the number one factor in choosing an Adventist school. Religion was taken as a “given.”

What of teaching methodologies? “The fastest way to stop learning is to give answers,” she says with a smile. “True education invites questions as the best way of learning.” Curiosity is a tool to be used to discover and understand both the physical world we live in and the spiritual

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world. “Giving an exam in which students merely repeat what was taught isn’t as good as asking, ‘What questions were raised in your mind?’” von Pohle explains. “Remember that Jesus asked a lot of questions! So we need to provoke good questions and help students discover answers in a safe environment.

Our teaching methods have moved towards project-based learning in which various disciplines can be taught together, including the spiritual component.

We see the teacher as facilitator of this process.”

Spirituality for Life The development of spirituality is a wider question for the whole Adventist community, she observes. “This is a context for life, one that includes all skills.

We emphasize a spirituality for life, whatever the job or profession. It doesn’t matter what you end up doing as a career, you want to be able to carry your spirituality with you and live it wherever you are. We want to make sure this focal point is relevant and effective as you go out from the school system into the wider world.”

Illustrating this point, she references the “Stand for Jesus” program, which involves sport teams in community service experiences. “It may be a basketball tournament” she says, “but the way we play it is important. It impacts how we develop who we are as people.”

In this context, she offers teachers a simple objective: “At our schools we want children to meet Jesus in an atmosphere of excellence. Our response to our Lord is everything we have to give”

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The Challenges So what of the challenges ahead? One major challenge, says von Pohle, is the expansion of the school program for children younger than kindergarten age. In order to help disadvantaged children, the state of California has worked for universal pre-school and for what is now termed transitional kindergarten.

“This is where society is headed,” she notes, “and we need to offer the same programs as introductions to our school system. Otherwise we’ll lose them.

We can’t pretend it doesn’t affect what we’re doing.”

Heading up what is the largest North American Division school system in terms of student numbers, von Pohle doesn’t underestimate the challenge. “One third of all senior academies in the Division are in the Pacific Union,” she says.

“Our K through12 system is now moving towards birth through 12.

Thirty percent of our students are non-Adventist, which makes our school system one of the biggest mission fields—some 12,000 children in 150 schools in seven states. It’s a real responsibility!”

Back to the Crosswalk But back to the crosswalk image. Yes, it’s a great way to illustrate the developmental objective of true education—the training given in dealing with the significant challenges of life, challenges that could be very dangerous without the right education.

The Pacific Union Conference Education team: Don Dudley– Superintendent, Southeastern Calif.; Gus Martin–Superintendent, Arizona; Bill Keresoma–Superintendent, Northern Calif.; Ken Bullington– Superintendent, Central Calif.; Teryl Loeffler–Associate Director of Education for Secondary, Pacific Union; Miki Nelson–Superintendent, Hawaii; Eileen White–Superintendent, Nevada-Utah; Berit von Pohle– Director of Education, Pacific Union; Julie Yamada–Associate Director of Education for Early Childhood, Pacific Union; Martha Havens–Associate Director of Education for Elementary, Pacific Union; Harold Crook– Superintendent, Southern Calif.

But there’s more. The crosswalk is also the cross walk: walking with Jesus, coming to know Him, making Him our closest friend. As Ellen White comments, “Let the cross of Christ be made the science of all education, the center of all teaching and all study. Let it be brought into the daily experience in practical life” (Ministry of Healing, p.460).

It is Jesus Himself who invites us to this cross walk, asking each of us to take up our cross daily and follow Him (Luke 9:23).

Adventist Education seeks to provide a crosswalk for life. n

Our Schools Are Unique

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rom their inception, our schools were intended to be more than simply a delivery method for first-rate education. They were intended to model and teach our unique Seventh-day Adventist worldview and to produce students who were committed to follow Christ’s principles as they graduated to life in the challenging and hurting world outside the classroom walls. “Adventists have embraced the philosophy that education should be redemptive in nature, for the purpose of restoring human beings to the

image of God, our Creator. Mental, physical, social, and spiritual health, intellectual growth, and service to humanity form a core of values that are essential aspects of the Adventist education philosophy.”

It’s only natural then to ask ourselves, some 150 years after starting this journey, “How are we doing? Are we meeting the goals and standards we set out for ourselves when the first Seventh-day Adventist school opened its doors?”

In many exciting ways the answer is, “Yes!”

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Visionary Excellence A cornerstone of Seventh-day Adventist education is giving students sound and practical knowledge of the Bible. To this end, a new Bible curriculum has been developed that promises to revolutionize the way Bible and other subjects are taught.

“We’re very excited about the Elementary Encounter curriculum,” says Martha Havens, Associate Director of Elementary Education at the Pacific Union Conference. “It teaches the Bible in a way that is very relationship-oriented, very grace-oriented. It is not just theory and facts from the Bible but teaches children to connect with God. “It was written by Lanelle Cobbin, a writer and pastor’s wife from Australia. It is different from the previous curriculum in that it promotes extensive discussion and hands-on activities very relevant to student’s lives, while encouraging the student to develop a personal understanding of God’s character and learn about His amazing love for us through the application and personalizing of Bible stories. In addition, it employs pedagogically sound strategies that the teacher will carry over into other subjects.”

Training for the revolutionary new curriculum is so important that every elementary and secondary teacher in the U.S. will attend a two-day inservice to learn how to teach it.

Teachers who have attended are describing the experience as akin to a spiritual retreat. The in-services are being paid for by the North American Division and the Unions. Webinars and online courses are being planned, which will get new teachers up to speed with the program.

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Core Care When the state governors decided to write Common Core, a set of standards that would remain the same from state to state so that a child moving from one state to another could expect to be learning the same curriculum, our schools were ahead of the curve.

Seventh-day Adventist schools had already created a set of standards that not only were used across our nation but were more comprehensive than the Common Core, since they also reflected our unique Adventist worldview.

Currently, our teachers are undertaking to write documents that provide support in the delivery of standards to the classroom teachers, particularly those in multi-grade schools, which comprise more than 60 percent of our school system. Math has already been completed and now the revision of Language Arts is in progress.

To further address the distinct needs facing teachers of multigrade classrooms, the NAD is organizing all the existing materials for an NAD multi-grade curriculum microsite.

“Multi-grade classrooms,” says Havens, “are the classroom of the Seventh-day Adventist system.

Big schools are not the prototype; rather, it is the small schools.

Those teachers have unique needs and must be supported. All the resources available to assist them will be gathered together in this one Web site. Here they can find standards for all the subjects, unique resources created for the multi-grade teachers, professional development, administrative and planning ideas, and much more.”

Bringing it Home When we ask whether Adven-

tist education makes a difference, we can’t underestimate the longrange effect it has on students.

Annie, who only had the opportunity to attend a Seventh-day Adventist academy for one year, still remembers it as her best year of school. “Even though I was only there for a single year due to financial reasons, it made a huge impression on me. The teachers and students were like family. I’m still in touch with many of them today. I wasn’t even an Adventist when I attended, but later I was baptized and ended up working in ministry. The influence of that year is incalculable.”

It is this sense of bonding, this

caring for each other as family, that distinguishes Seventh-day Adventist schools. When northern California was engulfed in flames last year, students from Rio Lindo Academy were evacuated. Some couldn’t go home, and they were taken in by families from Ukiah, a nearby town. When the local hospital needed help in their daycare for the children of hospital staff working overtime to cover the tragedy, the students volunteered in the daycare.

Soon Rio Lindo’s principal, Douglas Schmidt, began receiving emails from students asking, “What can we do to help when we get back?” In response, the staff

of Rio Lindo organized opportunities for them to pack food for people who had lost their homes in the fire and sort clothes that had been donated. “The kids were amazing,” he says. “I’ve been very pleased with their vision to reach out and help people.”

When Redwood Adventist Academy lost its buildings in the fire, Rio Lindo students asked if the Redwood students could come to their academy.

“Before a decision was made we had an assembly. I told them, ‘This is going to impact you guys,’” Schmidt says. “‘This is not my decision; this is our decision. I think if we want to do this, you should

have a vote in it.’ Everybody raised their hand and I said, ‘I’m going to take a picture of this because I want the Redwood students to know you were all behind this as well.’” The only complaint so far?

The Redwood kids have their own teachers and classrooms on the Rio Lindo campus and the Rio Lindo students wish they could see them more often.

Seventh-day Adventist schools can be proud of the students they are producing, the Christians they are shaping, and the quality education they are providing.

From here they can only continue to excel and exceed expectations until we all graduate to eternity. n

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The Extra Mile

OUR TEACHERS MAKE THE DIFFERENCE Our teachers see their work more as a mission in life and less as a job or career.

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eachers in the Seventh-day Adventist school system are more than simply educators. They are also ministers, Christian examples, and guardians of Seventh-day Adventist principles and ideals. Ellen White says, “The teachers in our schools have a heavy responsibility to bear. They must be in words and character what they wish their students to become—men and women that fear God and work righteousness. If they are

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acquainted with the way themselves, they can train the youth to walk in it. They will not only educate them in the sciences, but will train them to have moral independence, to work for Jesus, and to take up burdens in His cause” (Counsels to Parent, Teachers, and Students, p. 47).

Passionate Journey Each December, San Gabriel Academy in San Gabriel, Calif., puts on an interactive event for

the community called The Journey to Bethlehem. The labor-intensive event showcases how teachers go the extra mile and demonstrates the qualities that make them uniquely Seventh-day Adventist teachers. While everyone is involved in some way, this annual outreach program would not be possible without the tireless, selfless dedication of San Gabriel’s teachers.

San Gabriel Academy began The Journey to Bethlehem

in 2007. Approximately 5,000 people visit the campus for this three-evening event. The schoolwide production involves an incredible amount of planning and work. It consists of 13 scenes, which depict moments from the Bible narrative beginning in the Garden of Eden and ending with John the Baptist foretelling Christ’s ministry. At the center of the Journey is the manger, where the baby Jesus is worshiped. The scenes are created with $80,000 worth of props loaned at no cost and are staggered along a pathway lit with 50,000 lights. The live animal scene is a favorite.

Students dressed in elaborate costumes play the part of various Bible characters and stand completely still as each tour group, led by guides (students and area pastors), comes into view.

“Every single teacher has a special job,” says Bonnie Iversen, event developer and coordinator and Director of Advancement at San Gabriel Academy. “And it’s not because it’s in their job description. Our teachers don’t get paid any more than if they were to just come, teach, and go home. But that’s not the mentality here. We help each other. We’re all in this together.

“Sometimes, during the week leading up to the event, we’re out on the field setting up until midnight. Teachers even come in on the last day of their Thanksgiving vacation to begin construction.

They aren’t required to do that.

The list of my colleagues who help me make it happen is inspiring.”

Top One Percent Teacher At Simi Valley Adventist School, each teacher has pledged to be a top one percent teacher. “It’s figurative,” principal

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Stephen Stokes explains.

“There’s no real gauge. It’s more a way of imagining that if there were a group of 100 teachers, you envision yourself as the best of that group.”

Teachers are given five professional development days a year to find avenues to improve their teaching skills. “We’re there for the teachers,” says Stokes, “so the impetus is on the teacher to become the best they can be. We want them to reflect on the question, if you were up for an award, would you win it?”

In addition to his position as principal, Stokes teaches sixth, seventh, and eighth grade. “I put pressure on myself to be as high quality a teacher as I possibly can,” he says. “Not just a good teacher, but the best. And I let the teachers tell me what they need to be their best as well. It must be an intrinsic thing that they desire. Every year they should be trying to get better.

I ask them to consider what area of their teaching could be improved and how we can help them become better.

“I continually ask myself what

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would make me a better teacher for my students. What field could I get better at, implementing new techniques and new ways of being? You must be willing to recreate yourself into whatever it takes to be considered a great teacher.

It’s that goal, that continual push.

Our parents know that our teachers are constantly working to that end. They see them after school working with students, willingly, no pressure. I think it resonates with people when they know you’re trying to get better on a day-to-day basis.

“Our teachers are trained well from the base up. They see teaching as more a mission in life and less as a job or career. When you add to that mission-mindedness opportunities for professional development and give a teacher a chance to really become great, the combination is what separates our teachers from the crowd.”

Mission-mindedness It was this mission-mindedness that inspired the staff of Rio Lindo Academy last year during the devastating fires in northern California. When the campus of

nearby Redwood Academy was destroyed in the fire, plans were made for the elementary school to move into the Santa Rosa church. There was a lot of work and cleaning up to do. Rio Lindo Academy teachers and staff volunteered to help. “A number of Rio Lindo Academy staff went down to help them in that process, which I thought was really cool,” says Douglas Schmidt, principal of Rio Lindo Academy.

“What I think makes our teachers special,” says Gus Martin, Arizona Conference Superintendent of Education, “is their excitement and their ability to see beyond the challenges. They have a commitment to high standards, and they aren’t afraid of embracing the Seventh-day Adventist mindset and sticking by our principles and ideals.”

Our teachers make a difference because they are committed to Christ, Christian service, and quality education. They strive for excellence in education and compassion in Christian service, and that is why they make a difference, student after student, opportunity after opportunity. n

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conic educational philosopher John Dewey wrote, “Education is not preparation for life; education is life itself.” While we may nod along in easy agreement with this precept and those like it— “Young people aren’t the future of the church, they are the church”— most of us recognize that we are simultaneously living in the present and preparing for the future all the time. This is true for adults no matter what stage of life they are in, and it is certainly true for children. Kids in Adventist schools are experiencing life, but they are also always preparing mentally, emotionally, and physically for the next steps: high school, college, career, family.

Society is changing at a pace that can feel exhilarating and disorienting at the same time.

Heraclitus observed that “Nothing endures but change.” While Adventists would like counter this with the assertion that God also endures, most of us would concede the point generally. We live in a world that requires new skills, attitudes, and adaptations almost continually. Education—both public and private—has been scrambling over recent decades to find ways to make sure students are adequately prepared for the challenges of an uncertain future, one in which many of the technologies we now rely on will be rendered obsolete. What should children be taught? How early should STEM subjects be introduced?

Mel Wade, technology director at Sacramento Adventist Academy, answers these questions unequivocally. “Kids need to be taught coding at every level,” he says. “Starting in kindergarten.” And not just coding either. Wade, who has degrees in elementary education

— Skills that —

EMPOWER

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and curriculum instruction is a strong advocate for science, technology, engineering, and math, particularly in elementary schools where these are often set aside in favor of literacy-related pursuits. Many elementarylevel teachers are language arts specialists, and while literacy is obviously a crucial element in the classroom, it is important that teachers also incorporate handson science activities. “I’ve always had a passion for technology,” Wade says. “I want to make it fun for kids—energetic, exciting! I’ve always been crazy enough to jump in and figure things out as I go. The kids and I learn from mistakes and figure out what to do next.”

The Adventist Robotics League, of which Sacramento Academy is a member, partners with FIRST (For Inspiration and Recognition of Science and Technology), an organization founded in 1989 by Dean Kamen, inventor of the Segway and the LUKE arm and a strong advocate for STEM. Every student at Sacramento Academy in grades 1 to 8 does robotics, and it is an elective in high school with a small team of about 14 kids. “We want to keep the team small at this level,” Wade says. “It’s a tremendous amount of work.”

The work is paying off. While many Adventist schools are struggling to maintain viability, Sacramento Academy has increased its enrollment by about 30 students each year over the past two years.

There are many reasons for this increase, but the emphasis on robotics has been a contributing factor. “Adventist schools have this philosophy that our unique mission is Christian education, but we need to be competitive academically too,” Wade says.

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“The public school system takes STEM very seriously. My goal is for any student graduating with an interest in tech or engineering to be comfortable and well-prepared to enter a college program and an eventual career in these fields.”

One third of the schools in the Pacific Union Conference are involved with robotics, taking advantage of matching grants from the Union to help cover the cost. This intentional preparation for the future is paying off at Sacramento Academy. Its team, Capitals Engineering, just won the Rockwell Collins Innovate Award at the Northern California FIRST Tech Challenge Championship.

This award recognizes ingenuity, inventiveness, and out-of-the-box thinking. Wade is quick to note that robotics involves far more than technical skill. “It’s not about the robot. The robot is just a learning tool. Kids learn about all kinds of things—marketing, promotion, teamwork. And their achievements are celebrated just like those of student athletes in many contexts.

The difference is that they can realistically go on to use these skills in their careers.” Robert Gouveia, a senior and CEO of the Capitals Engineering team, agrees: “I have refined so many valuable skills such as leadership, team building, contacting and presenting to real world business, and effective communication. The dynamics provided through this program allow for these skills to easily develop.”

What future are we preparing kids to enter? Eternity, yes. But also a future of opportunities to engage in the messiness of creative problem solving and to make a real difference in the mission fields of corporate America where change is perhaps the only guarantee. n

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A Commitment to

OUR CHILDREN

T

ed Benson, treasurer of the Pacific Union Conference, grew up in a family of five children; every one of them attended Adventist schools. “We didn’t have a lot of money,” he recalls, “but our parents were determined that we would have a Christian education. This was made possible through a tremendous amount of help from the church as well as individual members. I’m very grateful that I received that start in life.”

Benson would like to see all children experience the same benefits he and his siblings did. His commitment to Adventist education—along with that of the other Union leaders—is unshakeable and goes far beyond verbal affirmation. The financial support the Union provides to its 120 K-12 schools with an enrollment of more than 11,000 students, along with its two institutions of higher learning (La Sierra University and Pacific Union College with a combined enrollment of about 5,600) is evidence of the high priority the church administration places on school funding. It spends about 37% of its annual budget to help students take advantage of the well-documented benefits of Adventist education. Education is the Union’s largest financial commitment, with about $8 million a year going to higher education and $4.5 million to K-12 schools.

It is no secret that many Adventist schools have struggled financially in recent years. While there are a variety of factors involved, Benson points to changing demographics among church members as a primary challenge. “Fewer of our members are earning the kinds of salaries that make paying for private education possible,” he says. “Many families want to send their children, but they honestly cannot afford the tuition.” Stephen Mayer, Pacific Union Conference undertreasurer, also notes changing societal norms. “People say, ‘When I was in school, I’d go to class in the morning and work in the afternoon. Why can’t we just do that again?’ In fact, child labor laws have made that model largely impossible. Kids can’t work enough hours to raise the money they need for tuition.” The cost of higher education has increased everywhere, forcing many young people to take on large debt loads. Scholarships from the Union not only help children attend Adventist schools but the Union also provides our teachers free continuing education and pays for advanced degrees. Our pastors also receive assistance with graduate degrees. Applications for scholarships are submitted through local conferences.

The expectation that struggling families without the means to raise additional money will be able to finance their children’s

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education without scholarship assistance is unrealistic. Church leadership at all levels—from local churches to conferences to unions—are working to find ways to make Adventist education more affordable. “One way we’re doing this is through our endowment fund,” Mayer says.

The fund, set up in 1998, raises money through specific gift donations and from proceeds from the Union church and school loan program. A portion of the money is set aside to build a net asset base and is used specifically for scholarships. During the five-year period ending in 2016, the fund provided nearly $2.4 million and

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helped more than 3,600 students.

The fact that money is available may not be as well known as it should be. “We need to contact every potential student,” Mayer says. “We have discounts, matching grants, and a certain amount of on-campus work that students can do to offset costs. There is a lot more we could do to effectively communicate that attending an Adventist school may not be as far out of reach as some people think it is. Most Adventist schools will find a way to make enrollment possible. I’ve seen business managers and principals calling everyone they can to make Adventist education a reality for

anyone who really wants it.”

Adventist education is a distinctive element of the mission of the Seventh-day Adventist Church. “Some people argue that their kids get the ‘same’ education in the public schools for free,” Benson says. “I disagree. Not only do our test scores reveal the difference our schools make, but the small class sizes and spiritual education are invaluable. Educating our kids has to be our first priority.” And while there is often “sticker shock” for families at the cost of tuition, it is important to remember that church subsidies and private donations have kept costs lower than at most other

private schools. “On the high end, other private Christian schools can be more than four times as expensive as Adventist schools,” Mayer points out. Considered from this point of view, Adventist schools are a bargain.

True as this may be, however, it doesn’t necessarily solve the ongoing problem of raising money to fund schools. This challenge, while certainly daunting, doesn’t deter church leadership

in the least. “Adventist education is a commitment to our future. We have to make sure our kids are educated—not just in academics, but in the Lord and in spirit, mind, and body,” offers Mayer.

Money can be a touchy subject, but it is a necessary component of mission. “About 25-30% of members give a true 10% tithe regularly,” Benson points out. “Simply having everyone returning a faithful tithe would make a huge difference.” n

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A MEASURE OF SUCCESS Success is so much more than achieving a certain SAT score, grade point average (GPA), degree from a prestigious institution, or coveted position.

M

ost people who have money, prestige, position, and power tend to argue for a broader definition of success that includes happiness, service to others, or self-actualization.

Warren Buffett, one of the world’s richest people, says, “I measure success by how many people love me.” While it can be difficult to define success precisely—there Success is what we want for every are as many ways person who makes their way through to be successful as there are people the Adventist education system. on earth—we tend to know it when we see it.

And success is what we want for every person who makes their way through the Adventist educa-

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tion system.

Graduates of Adventist schools have a high rate of success regardless of the measure used. They achieve high SAT scores and GPAs. They attend the best colleges and universities in the nation. They find purpose and calling through their unique set of God-given talents. They overcome obstacles, managing to triumph over race, poverty, and gender, to become the people God created them to be. Adventist schools are not incidental to this success. A committed belief in the value of each individual is built into the ethos that drives our schools to invest wholly in each student as if they were the only person in the room. Kameron Knab, Iki Taimi, and Shelly Miller are each examples of very different kinds of success. Each of these extraordinary people got their start in Adventist schools in the Pacific Union Conference.

Kameron Knab graduated from Escondido Adventist Academy (EAA) and went on to Princeton University where he majored in economics and game theory.

He is currently a consultant at Deloitte in the pubic sector business where he works on implementing a number of health reform projects, including improving primary care in the Navy and reducing avoidable hospitalizations from

I wanted to make a positive impact in the world.

—Kameron Knab

nursing homes. “I wanted to make a positive impact in the world,” Kameron says. This desire was reinforced at the academy, which strengthened his commitment to public service. “Teachers, families, and fellow students were encouraged to love our neighbors and act out that love to improve our communities.” He particularly notes the importance of the year he served as president of the school’s student assembly and participated in a student

from my fellow students to improve their schools, helping their student bodies become more connected, inclusive, and supported.”

Iki Taimi, a graduate of Monterey Bay Academy and La Sierra University, is lead pastor of Gardena Genesis Community Church in Gardena, Calif., as well as the chair of 1House, the senior youth and young adult ministry for the Southern California Conference.

He is a popular speaker at events all over the world. Iki practically

Adventist education is about success—helping each person become an integral part of making the world a better place for here and for eternity. leadership event at Pine Springs Ranch where participants shared ideas and discussed challenges.

Kameron says, “It was inspiring to see the passion and commitment

explodes with positivity at the chance to affirm all the things Adventist education provided him. As a child, he was an illegal immigrant, his family having come

to the United States from Tonga; attending Adventist schools was not something his parents could afford. “People of all kinds worked hard to help me progress,” Iki says. “White people, black people, Polynesians, Asians, and Hispanics. Conservatives and liberals, poor people and well-to-do people alike. They all invested in me and my family. They saw me as a person who could wholly contribute to the community, even when I didn’t see that in myself.” Iki has just applied for his Ph.D. at Fuller Theological Seminary.

Shelly Miller is a graduate of Loma Linda Academy and attended La Sierra University for two years before transferring to Harvey Mudd College in Claremont, Calif., where she earned a degree in engineering before going on to complete a master’s degree and a Ph.D. at the University of California at Berkeley.

As a woman in a field long dominated by men, Shelly recognizes that she fills a distinct role. Her teachers at Loma Linda Academy were instrumental in encouraging her toward her natural aptitudes for science and math. She recalls her pre-calculus teacher saying,” You should study mathematics!”

Her chemistry teacher also encouraged her after she became the first person to score 100% on one of his labs. “Those labs were fantastic,” Shelly recalls. “He’d give us a compound and we’d have to run a series of tests to figure out what it was. It was very hands-on and exciting.” Shelly feels a special responsibility to encourage other women and especially young girls to pursue STEM careers.

Adventist education is about success—helping each person become an integral part of making the world a better place for here and for eternity. n

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Young

DISCIPLES O

ne of the most profound rhetorical questions in the Bible is put to the disciples and a crowd of listeners by Jesus.

Mark 8:36 (TLB) quotes Him as asking, “How does a man benefit if he gains the whole world and loses his soul in the process?”

It’s a question worth considering every day. What are our greatest priorities? How are these demonstrated through the actions we take, the choices we make, and the activities we pursue?

Adventist schools are commit-

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ted to the development of mind, to help create lifelong disciples of body, and spirit. One could make Jesus. A great many committed inthe case that this model is that of dividuals work behind the scenes the three-legged stool—that each to make this happen. element is equally important— Larry Unterseher serves as and this might be true. But it is How does a man benefit if he gains the certainly true that whole world and loses his soul in the nothing we accomprocess?— Mark 8:36 plish in this life is worth anything if we leave it without coming into a small schools pastor in the Northdeep and saving relationship with ern California Conference. Small Jesus Christ. Adventist schools schools are defined as those with take seriously their responsibility fewer than three teachers. There

are 18 of these schools in the territory, with about 300 students in kindergarten through eighth grade. Perhaps the greatest challenge these schools face is the potential for students and teachers to feel isolated. Unterseher is adamant in his support of small school teachers, who he claims are “the real heroes” who “provide these kids with as good an education as they’d get anywhere.”

While Unterseher will never admit it, he is something of a hero himself. The schools he serves are scattered across an enormous territory from the Oregon border all the way down to Manteca, east of San Francisco. He spends as much time visiting them as possible, and the work he does is incredibly varied. He conducts morning worship. He teaches classes, bringing artifacts such as an antique butter churn and taking the kids to the kitchen to make butter. On their birthdays, each child receives a two-dollar bill and a reminder that they are special to Jesus.

His partnership with a forensic crime lab that deals with plants and animals has become a big part of the way he engages kids.

He brings specific items, such as endangered species, to the schools and talks about stewardship, about God’s creation. “We had a leopard skin coat a while ago,” Unterseher says. “We used that to talk about how the leopard will lie down with the baby goat” (Isaiah 11:6). Kids from different schools come together for fun days each spring. This year, they plan to make balloon cars out of trash. “This is the joy of youth ministry,” Unterseher says. “You try things and see what happens.”

Kim Matthews, principal of Valley Adventist Christian School (VACS) in Moreno Valley, Calif.,

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observes that children are eager to learn about God. “Our biggest challenge is time,” she says. “We love sharing personal testimonies, but we also have to get through our work. Our daily prayer is that God continues to move the students’ hearts.” Worship styles at VACS vary between different classrooms, but the emphasis is always on what it truly means to be a follower of Christ. While developmental levels are considered in determining appropriate discussion material, teachers do not shy away from serious topics.

“Most of our students are dealing with very difficult challenges at home,” Matthews says. “Worship gives them the chance to discuss their understanding of the Word of God in a loving, nurturing environment.” Service is a critical component of developing disciples for Christ. Students have opportunities to go into the community and

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share the love of God with others, visiting senior centers and preschools several times each year.

What difference does any of this make? Is there any way to tell what impact the gospel is having on students’ lives? According to Kim Matthews, there certainly is.

“One of our students came to us because he was being bullied at the local public school. When he first heard Mrs. Height (teacher for grades 2–4) talk about God, he thought God was a dog because of His characteristics (always there, right by your side, loving, loyal, etc.). This student began Bible studies and was baptized two years ago when he was in the fifth grade. His sister, following his example, was baptized in February 2018, along with six of her classmates and friends.”

Perhaps the most important role of Adventist schools in preparing students for eternity

comes through the modeling of Christian discipleship demonstrated by the teachers and staff. “I just want the kids to understand grace,” Unterseher says. “I want them to know that God loves them no matter what.” n

For of Such is

THE KINGDOM OF GOD

Early childhood education is a most amazing opportunity for evangelism—joyful, noisy, slightly messy, and very busy evangelism.

And the opportunities are both accessible and immeasurable.

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n the Pacific Union Conference there are 32 Early Childhood Education and Care (ECEC) programs.

The ECECs provide early learning and care for children in the age range of 3 months to 5 years.

There is a lot going on in each ECEC classroom.

The children experience age appropriate activities in math, science, and language. In exploration stations they are exposed to dramatic play, art supplies, and educational toys such as blocks and puzzles. And everywhere there is the chance to learn to share, communicate, and work together with others. If you were to visit one of these classrooms, you could see civilization in action. Civilize is a verb.

When sharing with new families about the philosophy of the ECEC program and that the beliefs and values are based on the Bible some new families are not sure what that means. The ECEC programs share that the children participate in worship each day and that includes stories about Jesus and other people in the Bible as well as singing songs of praise about Jesus. They also share that teachers pray with the children throughout day to Jesus. The ECECs share in all they do from the beginning that they are Christian schools.

The vast majority of the families who enroll their children in the early childhood programs in the Pacific Union are not Seventh-day Adventists. They know very little about our faith and our beliefs. Of the 1,196 children enrolled in ECEC programs this school year, 939 are non-SDA.

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As the children learn about Jesus and His love for them, they go home and share this with their families and others that they know. They sing the songs they have learned. They start asking to pray at mealtimes or before bed.

There’s more. Every day these children interact with their teachers. They admire them and want to be like them. Their teachers share their love of Jesus not only in what they say but in what they do. The children know their teachers love them.

The early education and care of young children is the beginning of a continual growth process.

As Ellen White wrote, “Too much importance cannot be placed upon the early training of children. The lessons learned, the habits formed, during the years of infancy and childhood, have more to do with the formation of the character and the direction of the life than have all the instruction and training of after years” (Ministry of Healing, p. 380).

Each early childhood center is

organized by a sponsoring entity, such as a Seventh-day Adventist church or school, and operated through the local conference Office of Education. All ECEC programs in the Pacific Union Conference are licensed by their local state Community Care Licensing agency.

The teachers in the programs are trained in early childhood

they have the support of their local conference office, church, and school. When they all work together, everyone wins.

When an ECEC program director and the principal of an SDA school work together, you will see the non-SDA families become more receptive to the idea of their children continuing their education in the SDA elementary school.

This gives the child and the family more The vast majority of the families time to grow closer who enroll their children in the early childhood programs in the Pacific Union to Jesus.

When ECEC diare not Seventh-day Adventists. rectors work together with the local SDA education and offer high quality pastor and church, the non-SDA learning and care for the young families can become more recepchildren in their classrooms. The tive to attending church and being directors of these programs enbaptized. This is evangelism. sure quality by providing profesThe Adventist philosophy sional development and encourof balanced education seeks to aging their staff to continue to meet a child’s spiritual, physical, learn and grow professionally. intellectual, social, and emotional The directors are involved with development needs. This focus community outreach as well as affirms the value of each child and their on-site administrator dufamily, with the full intention of ties. The programs succeed when bringing them closer to Christ. n

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A Seventh-day Adventist Boarding School Serving Native American Youth Since 1946

Restoration HIS Object of Education Terry Benedict instructs Tosh. (Josef Kissinger)

“To restore in man the image of his Maker, to bring him back to the perfection in which he was created, to promote the development of body, mind, and soul, that the divine purpose in His creation might be realized.…This is the object of education, the great object of life.” E.G. White, Education, p. 15.

He was only in the third grade when he first came to

Holbrook Indian School (HIS). He was introduced to drugs and alcohol at the age of seven. Being accidentally locked out of the house at night and sleeping under the porch with the dogs to stay warm, although frightening, seemed normal to Adrian. It was all he knew.

When his mother left him at HIS he cried himself to sleep for weeks. Then a transformation began to take place. Adrian couldn’t read when he came to HIS, but a teacher gave him the desire to learn and soon he caught up with his reading level. He was baptized and has since recruited other members of his family to attend Holbrook. He graduates from HIS this year and plans to go to college.

Holbrook Indian School is a first- through twelfth-grade Christian boarding school for Native American youth.

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Navajo Nation, HIS serves indigenous youth from many tribes: Navajo, Hopi, Apache, Supai, Lakota, Pima, Crow, and Micmac, to name just a few.

Our students come to Holbrook for various reasons.

Some are seeking a Christian education; others have nowhere else to go. Many of our students are dealing with unimaginable trauma. HIS has been providing a safe place for Native youth to live, learn, and grow in Christ for more than 70 years.

Operated by the Pacific Union Conference of the Seventh-day Adventist church, HIS also manages Chinle Adventist Elementary School (CAES), a firstthrough eighth-grade day school located in Chinle, Arizona, Navajo Nation. CAES is about two hours from HIS. More than 80 percent of funding comes from individuals who have a desire to support Native American ministries and Christian education.

Each year more than 100 children and youth enroll at HIS or CAES. Most are not from Christian homes—and some are against Christianity. One student was told by her mother, “You can go to that Christian school, but do not listen to them. They will tell you anything to get you to become like them.”

Body

Native youth experience a much higher incidence of diabetes and obesity than the US national average. To help curb this epidemic, students participate in agriculture classes. By growing and preparing produce on HIS Farm, students may develop healthier eating habits.

To help further promote good health principles, HIS students can also participate in horsemanship, mountain biking, and rock climbing programs.

These challenging activities are more than just great exercise—they also help students overcome their fears, build trust, and experience the satisfaction of accomplishing goals.

Mya harvests carrots at HIS Farm. (Mr. Hunt)

The goal of HIS is to minister to the whole child: body, mind, and soul. “We are not only seeking to educate our students,” says principal Pedro Ojeda, “but more importantly to restore in our students the image of their Maker. We strive to promote a ministry of healing and restoration of our Native youth.”

Mind

When children and youth have experienced emotional trauma, it is difficult for them to concentrate on their studies.

To help students, emotionally and spiritually as well as academically, HIS staff developed a Christian-based counseling program.

Along with individual counseling, students can participate in groups dealing with issues of grieving and loss or problems with substance abuse. They can also receive mentoring for developing life skills.

To meet the students’ needs, HIS has a licensed clinical counselor and masters level counselor on staff.

Soul

Spiritual beliefs permeate the social and cultural life of most Native tribes so deeply that they are often inseparable from community life as a whole. Religious ceremonies are often seen as an extension of daily life. Changing one’s religion is equivalent to changing one’s tribe.

This creates a challenge when introducing students to Christianity.

At HIS we create opportunities for students to encounter Jesus. Whether during evening devotions, Friday vesper programs, Sabbath school, church, Bible classes, or Bible studies, HIS staff are always seeking opportunities to share with HIS students their own personal experiences with our loving Savior.

Science experiment. (Rusty McKee)

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Higher Education With a

HIGHER PURPOSE 36

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ne of the true highlights of each year is the time I spend at La Sierra University Divinity School and Pacific Union College participating in the interview process of the senior ministerial students,” says Dr. Bradford Newton, Executive Secretary and Ministerial Director for the Pacific Union Conference.

“The Pacific Union has made, and continues to make, a significant,

ton and the other local conference leaders as they converse with these soon-to-graduate ministerial students, you would be immediately impressed with their profound sense of calling.

These young adults, their hearts warmed by the Holy Spirit, are working prayerfully and deliberately towards a life of service to the Master.

Why is a formal educational experience important for The commitment to education in the Pacific these young people? The Union Conference is not confined exclusively answer is firmly to a college or university campus. As Seventhrooted in the day Adventists we are a lifelong learning eternally importcommunity of faith. ant mission that God has laid ongoing commitment to the edupon us to proclaim—the Three ucational preparation of women Angels’ Messages of Revelation and men for the ministry of the 14:6-12. We are sending these gospel in the Seventh-day Advenyoung ministers of Christ into an tist Church.” increasingly complex world that If you could join Elder Newchallenges the truths of Scripture

and sees little relevance for the gospel. The outstanding educational preparation they receive is equipping them to have “meat in due season” for the people hungering and thirsting for God. None other than Ellen White herself advocates for a thoroughly prepared minister: “They should not take upon themselves the responsibility of teaching the truth unless they are qualified for the work. Before engaging in, or devoting themselves to, the work they should become Bible students. If they have not an education so that they can speak in public with acceptance, and do justice to the truth, and honor the Lord whom they profess to serve, they should wait till they are fitted for the position” (Testimonies for the Church, vol. 2, p. 556).

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and M.Div.) and the Pacific Union College Department of Theology (B.A.) at work in local churches, teaching Bible in our academies, and serving in leadership roles in our conferences. One of the values that these ministers maintain from both their undergraduate and graduate studies is the importance of being a lifelong learner. For them, academic degrees are not the end but rather serve as ladders that aid their climb to greater excellence in serving their Lord. They continue to heed the words from Mrs. White: “The times demand an intelligent, educated ministry, not novices” (Testimonies for the Church, vol. 5, p.

528).

One of the many benefits of having two Pacific Union sponsored institutions for ministerial training is that the growth opportunities never need end.

The same dedicated faculty that provide inspirational instruction in Bible, theology, pastoral practices, and mission effectiveness are also enthusiastic partners in collaborating in the many continuing education opportunities that our pastors and church leaders avail themselves of throughout their careers.

Where do these higher education programs fit in the overall plan for children and youth in our Union? Dr. Newton observes, “The ministerial training of young women and men is really a capstone experience for them.

Completing their Seventh-day Adventist elementary and academy educational experience provides the solid spiritual and academic preparation for their next steps in

following the leading of Jesus in their lives.”

This is why the Pacific Union Conference designates over $7 million annually to support our two institutions of higher education. Of course, not every young adult chooses to enter the gospel ministry. In fact, most do not.

But that misses the real purpose of having hundreds of educated graduates from these schools entering the culture and workforce every year. Their Adventist worldview and spiritual experience on these campuses fits them to live meaningful lives as Christ’s disciples. By word and deed they serve as a beacon for Truth.

It may have been many years since you walked away from the graduation dais with diploma in hand and entered the larger world. What reception will you give these young graduates from our schools when they arrive one Sabbath morning in your congregation? Most likely they will be checking out whether your church is a safe place for them

to continue to explore what it means to be a disciple of Christ in this challenging age. Make them feel welcome. Learn their names and call them by name when they come back. Invite them to your house for lunch. Have patience when they question things or offer new ideas.

The commitment to education in the Pacific Union Conference is not confined exclusively to a college or university campus. As Seventh-day Adventists we are a lifelong learning community of faith. Our walk with God and expansion of knowledge of His creation and Word are a never-ending exploration. The linkage of school and church continues well past the K-20 experience.

Why not commit yourself today to join (or rejoin) that historic Adventist commitment of exploring truth for our time?

Keep an eye out for those college graduates and new ministers who are enthusiastically waiting for someone just like you to join in the journey. n

What reception will you give these young graduates from our schools when they arrive one Sabbath morning in your congregation?

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HOW TO

AFFORD COLLEGE AND

IMPACT THE WORLD

By Darla Martin Tucker

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Those considering a college education grapple with a myriad of concerns including the costs of tuition and the ability to reach desired goals.

La Sierra University understands this and pulls out all the stops to financially assist and support its students in a variety of ways while inspiring them to make the world a better place.

In 1985, 17-year-old Bobby Bhasker-Rao, one year after returning from missions work in India with his family, enrolled at La Sierra University in Riverside, Calif. The school, established in 1922, was then the Riverside campus of Loma Linda University and in previous decades functioned as La Sierra College.

LA SIERRA UNIVERSITY CHANGE YOUR WORLD

lasierra.edu

HOW TO AFFORD COLLEGE

MAXIMIZING FINANCIAL AID > Fill out the FAFSA at www.fafsa.gov between October 1 and March 2.

La Sierra’s code: 001215 > Visit lasierra.edu/afford to find out about national and local scholarships.

> If applicable, complete the California Dream Act application. www.caldreamact.org

Photos: Patrice Gaspard-Nelson

> From California? Submit a Cal Grant application. calgrants.org

Bhasker-Rao aimed to study biochemistry and pre-medicine with the goal of entering medical school. His sisters Salina and Sabrina, close in age to Bobby, also enrolled at the La Sierra campus to respectively study business and communications.

In order to cover tuition costs, the siblings worked closely with La Sierra’s Student Financial Services Assistant Director Audrey Gaspard to find various resources to help them achieve their educational goals. In the end, institutional, federal and state resources were secured to cover much of their college tuition.

“Anytime a [financial resource] was available, she would help us,” Bobby Bhasker-Rao said. “It was good to have that sort of help to get through college.”

JUNIORS Take the PSAT in October Take the Act and/or SAT in the spring

HIGH SCHOOL SOPHOMORES & JUNIORS SHOULD…

> take a solid college preparatory curriculum > get involved in activities, and volunteer opportunities > consult a high school counselor on college choice > attend college financial aid workshops lasierrapucworkshops.com > visit college campuses lasierra.edu/visit Download grade-specific college preparation checklists at lasierra.edu/checklists

“It is truly gratifying to be able to help a student find the needed funds to pay for college expenses,” Gaspard said. “It is fulfilling to know that you are able to make a difference in someone’s life and help that person achieve his or her dreams.” More than 90 percent of La Sierra’s students pay for tuition through free financial aid from institutional, state, and federal sources.

Top funding opportunities include four-year renewable scholarships, Seventh-day Adventist Membership awards, the Literature Evangelist Earnings Match program, and the La Sierra/North American Division 100% Free Tuition Partnership.

Bobby Bhasker-Rao and his sisters were born in India and arrived in the United States as children when their parents emigrated to the U.S. to study at Andrews University in Berrien Springs, Mich. Their father, Nalli BhaskerRao, an ordained Seventh-day Adventist pastor, earned a Master of Divinity degree. When Bobby was around age 13, his parents took the family back to India where his father served as conference president for the State of Andra Pradesh. Over the course of three years, his parents engaged in missions work developing schools and orphanages in India before returning the family to the U.S. “It was an amazing experience because I saw my parents help people and bring about significant change,” Bhasker-Rao said. “They kind of built that in us. I got interested in a career where I was helping people. The satisfaction you get from that is just incredible.” His father is now retired and his mother, Sheela Bhasker-Rao, is a retired nurse.

Bhasker-Rao graduated from La Sierra in 1989, the year before La Sierra’s official designation and identity as a university. He studied medicine at Loma Linda University School of Medicine and completed his residency at Brookdale University Hospital & Medical Center in New York City. He furthered his education through a Minimally Invasive Surgery Fellowship at the University of California, Davis Medical Center where he trained with top surgeons and functioned as a clinical instructor of surgery. Currently he is a noted bariatric surgeon based in Rancho Mirage with offices in Rancho Cucamonga, Beverly Hills, and Orange County. He recalls the character of his La Sierra alma mater.

“La Sierra felt like home. The professors, the teachers, were very nurturing,” he said. “Overall it was such a comfortable environment.”

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AND IMPACT THE WORLD La Sierra’s foundational spiritual values expressed through institutional and individual actions also made an impact on the young student. “Chapel was very important. Several classes would start off with prayer. It kept us focused and strengthened our beliefs,” Bhasker-Rao said. “It felt like the Holy Spirit was guiding you through the educational experience.”

The difference between Adventist Christian education and education at more secular institutions became strikingly apparent when he entered surgical training. “It was very, very different,” said Bhasker-Rao. Adventist education “gave us a strong background, principles and a foundation to withstand a society we’d never been exposed to.”

During his fellowship training at UC Davis, Bhasker-Rao was exposed to several complex surgical procedures that included bariatric surgery which is designed for severely overweight individuals for the purposes of inducing weight loss. After recognizing that these procedures resulted in significant health benefits to patients in addition to the weight loss, he decided that this was where he could make the biggest difference in people’s lives, by helping them achieve healthier and longer lives.

Bhasker-Rao’s practice, which has treated about 4,000 patients, offers an extensive post-surgery follow-up program that includes diet counseling with a registered dietician, nutrient monitoring, support groups and exercise classes. He also leads two bariatric surgery informative seminars a month at the Annenberg Center for Health Sciences, Eisenhower Medical Center, where he functions as medical director of the Bariatric Surgical Program. Notably, he is one Dr. Bhasker-Rao with the da Vinci Surgical System of only 50 bariatric surgeons in the nation to offer robotic bariatric surgery with the da Vinci Surgical System and has achieved a level of expertise that allows him to train other surgeons in the use of robotic surgery. His accomplishments and superior patient outcomes in bariatric surgery have resulted in his inclusion in the New York Times’ “Top Surgeons in the Nation” listing each year from 2013 to 2018.

Bobby Bhasker-Rao’s experience at La Sierra University is not unique.

While students at La Sierra, aided by a variety of financial resources, pursue careers in health and computer sciences, education, religion and archaeology, business, criminal justice, the arts and humanities, the university’s faculty and staff strive to ensure their students’ lives and souls will be marked in ways that will make them stand out in the workplace and elsewhere. They will do this through their own example, personal interest in their students, through their dedication to serving others, and by encouraging their students toward a deeper connection with God.

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2400 % 90

+

STUDENTS THRIVING IN A SPIRITUAL ENVIRONMENT

MORE THAN

Bariatric surgery often results in the cessation of obesity-linked illnesses such as diabetes, hypertension, sleep apnea, cardiovascular disease and other ailments. These are known as comorbidities to the primary disease of morbid obesity.

OF STUDENTS RECEIVE FINANCIAL AID THAT DOES NOT HAVE TO BE REPAID

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MAJORS, MINORS, AND PRE-PROFESSIONAL PROGRAMS

For further information about La Sierra University’s academic programs, including direct admissions to LLU Nursing, admissions requirements and financing options, please visit

admissions.lasierra.edu

LA SIERRA UNIVERSITY CHANGE YOUR WORLD

lasierra.edu

Pacific Union College

SPARKing Kids’ Scientific Interest

By Becky St. Clair

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ast school year, Pacific Union College English and pre-med major Laurel Kwon and fellow honors student Jeff Richards worked together on a project. They visited Foothills Elementary School near campus and demonstrated some chemistry experiments.

“The kids loved it!” Laurel recalls.

“So, I got to thinking, why not make this a regular thing to get kids excited about seeing what we were going to do next?”

That summer, Laurel shared her idea with John Jung, a biology major.

He liked the idea, and at that moment SPARK was born.

SPARK, or Science Presentations And Research for Kids, is a program that connects PUC students with local elementary, middle, and high school students under the umbrella of science. The idea is to send small groups of PUC students into schools to give age-appropriate demonstrations of various aspects of science. SPARK is supported and sponsored by Dr. Aimee Wyrick, chair of the department of biology, and Dr.

Students establish local school visit program Kent Davis, chair of the department of chemistry, who help the students coordinate with local schools and oversee the demonstrations.

“We want to create opportunities for children to not only learn about science but also learn to love it,” Laurel explains. “If they can start learning about science now, then they’ll be more open to make it part of their lives.”

The first official project for SPARK was a presentation for the seventh and eighth grade class at Howell Mountain Elementary School in Angwin during fall quarter.

“That age is generally ‘too cool’ to be excited about stuff like this,” Laurel admits, “but they were super receptive.

It went so well we were asked to come back and present to the entire school.”

The group brought in live animals, talked about their biology, and let the kids hold and pet them. For the older grades, the group conducted an experiment with termites.

“The idea was you draw a line with a pen and the ink gives off a scent that mimics pheromones and the

termites will follow the scent,” explains Laurel. “However, we realized partway through these were the wrong kind of termites for that experiment, so they weren’t interested in the line at all!”

Despite the experiment’s unexpected outcome, the PUC students were still able to use the situation as a teachable moment. “We talked about scientific method and how even though the experiment didn’t go as planned, you can learn from what doesn’t work, too,” says Laurel.

Since its inception, SPARK has involved nine PUC students at two different schools for multiple presentations. The group has intentionally stayed small as they get established, but the goal is to eventually have a permanent SPARK program that continues even after Laurel and John graduate and leave PUC. “The best way for people to make a difference is through their local community,” says Laurel. “What better way to do that than to help future generations?”

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Located in the gorgeous, world-famous Napa Valley, just 75 miles north of San Francisco, PUC is a vibrant and Christ-centered Seventh-day Adventist community of faith and learning where you will discover and prepare for your calling. For over 130 years, PUC has produced creative, socially responsible graduates who are ready to represent Christ in a vast and changing world.

Academically Outstanding PUC offers more than 70 different degrees and programs in an environment where your spiritual walk is just as important as your academic journey. · PUC’s largest academic programs are nursing, biology, business administration, communication, and visual arts · Seniors consistently score well above the national average in Major Field Tests (MFTs), with rankings at or above the 97th percentile for the departments of mathematics and psychology

Spiritually Authentic At PUC, you will be surrounded by mentors and friends with daily opportunities to praise, pray, and learn together. · Several times a quarter, faculty welcome students into their homes for special pre-vespers with food and activities · This year, PUC students will go to Fiji, Nicaragua, and the Amazon for week-long mission trips

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Global Development Studies Taken in conjunction with another major, this exciting new program encourages students to think critically about complex world issues while considering social, economic, political, and environmental factors, within a faith perspective. Theory is integrated with real world experience, as students are immersed in diverse cultures and build relationships around the world, transcending the typical classroom setting.

Remarkably Affordable Together, we can make a private, Christian college education affordable! Our team of financial counselors can work with you to create the perfect aid package that works for your family.

Stay Connected See what’s happening on campus daily by following PUC on social media! You can also sign up to receive our monthly newsletter at puc.edu/newsletter.

· PUC awards more than $40 million in financial aid each year · The average student financial award is $25,138

@PUCNow

Endless Opportunities

@PUCNow

PUC students live an active lifestyle. From staying physically fit to getting involved in any number of social activities, there’s never a dull moment on campus. · PUC owns over 30 miles of hiking and biking trails · The Student Association plans over 50 exciting events throughout the year, including banquets, movie nights, and outings to San Francisco

pacificunioncollege puc.edu/admissionsblog

New Campus Impact Scholarship This $1,000 renewable scholarship is offered to students actively serving in a variety of positions on campus, including participation in several music ensembles, as well as leadership and coordinators for campus ministry praise teams, connect outreach, and working in the department of marketing as a photographer or videographer. Renewed based upon satisfying requirements. (Limit one award per student.)

One Angwin Avenue Angwin, CA 94508 (800) 862-7080 * puc.edu A P R I L 2018

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Loma Linda University Health

6 Ways to Deal with the Dark Night of the Soul

By Jon Paulien

H

istory is filled with instances where God’s people felt the dark night of the soul, which refers to spiritual depression that feels like a shroud of darkness—or night. Even those with immense faith, like David, Jeremiah, and Elijah, suffered from spiritual depression (Psalm 51, Jeremiah 20, 1 Kings 19). This night is no ordinary bout of depression; it is a sadness that is linked to a crisis of faith.

The truth is, despite living faithful Christian lives, believers still have issues with depression, failure, and anxiety.

The life of a Christian is not a constant high, nor is it free of illness—physical or mental.

Reading through the New Testament, the theme of tension between what Christ has done and what He is going to do is consistent. This tension displays itself when believers look forward to a glorious future but are still saddled with their past.

While this all seems grim, God provides us with tools that can help boost our mood and encourage our faith.

Spend time alone with God and with Scripture. Allow yourself time for processing. This can begin a unique

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Managing depression in one’s spiritual life and more personal understanding of Scripture. The Bible comforts us in Psalm 91:1 by reminding us that whoever sits in God’s presence will find rest in His shadow.

Deal with the negative. It’s easy to ignore the root of the feelings or to put off dealing with them altogether; the more difficult thing to do is to tackle the feelings head-on while taking care of yourself. Don’t be afraid to soak up the experience of suffering and seek meaning in it.

Find someone who understands.

Find a high-level mentor who can offer wise counsel or an accountability partner who has walked through the same tribulations and survived them. A guide who has gone through the dark night of the soul can help show you the right direction and steer you away from mistakes they previously made.

Build a support group. While a mentor is essential, surrounding yourself with a church family or a Bible study group can have an enormous impact. Making and having friends that share the same beliefs and values helps you navigate the feelings that cause confusion and harm.

Write down things you’re

thankful for. Gratitude exercises can have tangible benefits. These include lower stress levels, a new perspective on what is truly valued, and clarity on the good things in life.

Seek professional advice.

Understand that faith and fear can be experienced together. Be open to professional help. Without a carefully planned strategy to deal with mental illness, prayer alone is not always enough. Counseling and psychological or medical treatments can allow you to be your healthiest self and live the life God intended for you.

Don’t underestimate the power of these small steps. With these effective and varied coping strategies, coupled with compassionate support, the heaviness can get lighter, and even if it does not ease right away, it can be a stepping-stone to a deeper walk with the God who embraced the cross.

Jon Paulien, PhD, MDiv, is dean of the Loma Linda University School of Religion.

See him address this subject further in a Facebook Live segment at lluh.org/fb-livedepression.

For additional articles on wellness and Loma Linda University Health news, visit news.llu.edu.

Loma Linda University Health

Loma Linda University Health Performs Southern California’s First Vercise Implant to Treat Parkinson’s Disease By Genesis Gonzalez

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new, innovative deep brain stimulation (DBS) system, called Vercise, was successfully implanted in an 81-year-old patient with Parkinson’s disease at Loma Linda University Health, the first such procedure in Southern California and the fourth in the nation to utilize the DBS device to treat Parkinson’s.

Loma Linda University Health neurologist Khashayar Dashtipour, MD, PhD, and neurosurgeon Miguel Lopez-Gonzalez, MD, performed the groundbreaking implant of the Vercise device in January.

The procedure involves the implant of a thin wire—called a lead—into the patient’s targeted brain region. In this particular case, the patient received electrodes on each side of the brain. Electrical stimulation is delivered via the lead, which helps control abnormal brain activity that causes tremors, stiffness, or slow movement.

“This device opens more doors for Parkinson’s patients in need of deep brain stimulation,” Lopez-Gonzalez said. “With time, we will be able to monitor the device’s progress and hopefully determine if this is more beneficial.”

In December 2017, the FDA approved Boston Scientific’s Vercise device, the third approved device in the United States for performing DBS. Patients who experience dystonia, or abnormal movement, suffer from

consistent tremors, and have been prescribed various medications are considered prime candidates for the Vercise implant.

According to the Parkinson’s Foundation, the neurodegenerative disorder affects approximately 1 million people in the U.S. and 10 million worldwide. The disease is a progressive movement disorder that primarily affects the dopamine-

producing neurons in a specific area of the brain. Over time, the disease causes tremors, slowness of movement, limb rigidity, and balance difficulties.

The implant is currently covered by insurance. Loma Linda University Health Department of Neurology is accepting patients at this time.

For more information, visit lluh.org/ movement1 or call 909-558-2880.

Loma Linda University Health is the first in Southern California to perform a Vercise implant to treat Parkinson’s disease. Khashayar Dashtipour, MD, PhD, left, and Miguel Lopez-Gonzalez, MD, FACS, performed the procedure at Loma Linda University Medical Center in January.

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Eye hath not seen, nor ear heard, neither have entered into the heart of man, the things which God hath prepared for them that love him. — 1 Corinthians 2:9

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To promote the development of body, mind, and soul, that the divine purpose in his creation might be realized—this was to be the work of redemption.

—Ellen G. White, Education, pp. 15-16

2018 AAPPRRIILL 2018

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Southeastern California Conference

Curriculum Coaching

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By Suzanne Ocsai

Expands Across Conference

alk into Desert Adventist Academy in Palm Desert, Calif., where Jan Leigh, curriculum coach and resource instructor, works, and one might see robots racing up and down the hallways.

This is one of the signs that a curriculum coach is hard at work in Southeastern California Conference.

It means that not only are students at Adventist schools being encouraged to delve early into STEM-related fields (science, technology, engineering, and math) but also that coaches and teachers have been collaborating to improve student learning and success.

One of the teachers at Leigh’s school knew she wanted a robotics club for her students, but she did not know how to get started. So she and Leigh sat down together and mapped it out.

“Teachers have these great ideas, but they don’t always have the time,” Leigh said.

That is where Leigh and other coaches come in. They are able to take the ideas and goals teachers have for their classes and students and use their time, resources, and energy together with the teachers to bring those dreams to life.

Leigh and the teacher were able not only to start the robotics club for the students but also to find a robotics coach and form a team that is gearing up to begin competing next year.

As part of SECC’s four strategic initiatives, the conference placed a high priority on cultivating the

JAN LEIGH

AIME GARNICA CUEVAS

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best schools for its students. In order to work toward that goal, the conference decided to look into providing curriculum coaches to teachers in its school system.

California public school districts have been hiring curriculum coaches for their schools in recent years, as school officials recognize that having coaches helps decrease feelings of isolation many teachers feel in the classroom.

Within the past two years the conference has done the same, reaping the benefits for both the teachers and their students.

Before implementing the coaching program, SECC’s Office of Education gathered information from and visited Beltsville Adventist School in Maryland. At the time, Beltsville had been employing a curriculum coach for five years.

The officials from the conference were able to see the progress the school had made during that time. They

(Left) Edward Williamson teaches how to test different minerals and discover their characteristics during a science lab experiment with fifth graders at Orangewood Academy.

(Above) Students at Desert Adventist Academy figure out their project during robotics class.

Southeastern California Conference (Right) First graders celebrate finishing their first unit of the new writing program at Orangewood Academy.

(Far Right) OA first graders enjoy cookies and punch during their class party. The students finished their first writing program unit, where they became authors and published their own book.

decided this was a program they wanted in their own schools.

“One of the things that was decided was to try this model of curriculum coaching, which provides ongoing professional development and support for teachers,” said Amy Cornwall, director of curriculum coaching. “Teachers have more and more piled on them without increased resources or more time. So the conference was looking for a way to provide teachers with more support so they can do what they need to do.”

Five curriculum coaches are working with schools in SECC. Cornwall heads up the program and was the first coach hired by the conference for the 2016-2017 school year. That first year she worked solely at Mesa Grande Academy in Calimesa, Calif.

“The teachers at Mesa Grande have been amazing,” Cornwall said. “They embraced the concept and have run with it.”

Since then, the program has expanded to reach the needs of more schools in the conference.

Some coaches are based in one school and are primarily curriculum coaches. Others, like Leigh, serve as both curriculum coach and resource instructor, while Rachel Romero serves multiple schools as the small schools curriculum coach. Deborah Curbelo and Aime Garnica Cuevas serve as both vice principals (Redlands Adventist Academy and Orangewood Academy in Garden Grove, respectively) and curriculum coaches.

While no two days are the same for

AIME GARNICA CUEVAS

any of the coaches, there are elements that are the same for everyone.

Coaches observe in the classroom, meet with teachers, and ask how they can assist the teacher in finding resources, team teaching, or leading a class.

The coaches emphasize that they are not there to evaluate the teachers but rather to help in whatever way they can.

“The pieces of curriculum coaching are building that collaborative relationship, trying out new things in the classroom, supporting the teachers by modeling, and supporting them with information,” Leigh said. “It’s very team oriented.”

The program is still in its infancy,

AIME GARNICA CUEVAS

and as the educators who visited Beltsville learned, seeing a definitive impact could take up to five years.

However, the tangible results have already begun to show themselves, especially for the teachers.

“I know that schools in the conference have always supported professional development,” Cuevas said, “but I think this is taking it one step further and taking that professional development from a group or school-wide workshop to one-on-one and helping the teachers with their individual needs.”

RACHEL ROMERO

(Above) Cherline Hunter talks about a book to her transitional kindergarten and kindergarten reading class at Murrieta Springs Adventist Christian Academy in Murrieta. They have just started a new reading program.

(Right) Carley Holm’s fourth- through eighth-grade class at Victor Valley SDA School in Victorville listens to Holm during their new reading program, “Reading Units of Study.”

RACHEL ROMERO

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Southern California Conference

Church and School Partnership a Model

By Pamela C. Forbes

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for Growth in Simi Valley

n February 2 and 3, Larry Blackmer, the vice president for Education for the North American Division (NAD), visited Simi Valley Adventist School (SVAS). According to Blackmer, the reason for his visit was because of the very strong relationship between SVAS and Simi Valley church.

“The school and church have united in a partnership that has helped both the school and the church in many ways,” Blackmer noted, “including baptisms of more than just students— it has truly become a church school.”

SVAS shares a vision where all Adventist elementary schools become the school of choice, not only for their constituency churches but also for their local communities. Stephen Stokes, SVAS principal, said, “If we can reimagine our elementary schools for the 21st century and become the best schools in our communities, we can support academy attendance and eventually stop the decline of enrollment in both the academies and our higher educational institutions.” Stokes’s immediate goal is to build a large “maker space”—a

Students, faculty, and parents fellowship over a potluck meal.

hands-on, project-style learning environment incorporating science, technology, engineering, art, and math (STEAM)—as their calling card for the local community. Stokes’s over-arching purpose is to make SVAS the community’s school of choice and thus develop a model for other Adventist elementary schools across the NAD. SVAS is well on the way to accomplishing just that.

Enrollment has increased from 18 students to 50 in three years. They are projecting up to 65 for next

year. The local community has become involved and supports the school in many ways. One recent community donation included loads of dirt for the rebuilding of the school’s habitat grounds. Parents, both Adventist and non-Adventist, are involved with multiple projects at the school. “The buy-in is great and the excitement contagious,” Stokes said.

“Projects and the school’s enrollment continue to grow. Dr. Blackmer’s visit was an encouragement to the school to continue to persevere even in these days of decline. SVAS will be a beacon to the NAD.”

PHOTOS PROVIDED BY SIMONE BUTTLER

(Left) Students perform an encore of Handel’s Messiah for Young Voices during a morning program on the second day of Blackmer’s visit. (Above) From left to right: Pamela Forbes, SCC associate superintendent; Stephen Stokes, SVAS principal; Larry Blackmer, NAD vice president for Education; and Harold Crook, SCC superintendent of Education, are pictured here after touring the school on the first day of Blackmer’s visit.

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Southern California Conference

Saniku East West Language School: Mission First

By Winston Dennis, Jr.

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(Far Left) Crossing the finish line is a joyous moment on Japanese Sports Day. (Left) One student participates in the cultural tradition of mochi pounding.

PHOTOS PROVIDED BY CHRIS ISHII

orty-nine years ago, forwardthinking members of the Japanese Seventhday Adventist churches in the Southern California Conference (SCC) began the Saniku East West Language School as a church-sponsored education ministry. Its primary market continues to be children of Japanese business executives whose corporations post them in Southern California for two to five years.

This evangelistic (99 percent of students are non-Christian) educational (the academic curriculum is provided by the Japanese government and supplemented by

Bible classes) afterschool program, with Seventh-day Adventist teachers and principal, became so well known that one year ago the Southern California Conference Education department was assigned direct supervision. Members of the three Japanese churches in the SCC provide the members of the school board.

Several unique mission outreach

activities connect with the parents of the students: a highly popular nature club; mochi pounding, a Japanese cultural tradition; and Japanese Sports Day, with this year’s attendance reaching nearly 500 participants and spectators.

And last, but not least, the alumni of the school continue to share the influence of their Christian education wherever they serve. Indeed, this evangelistic endeavor is 90 percent funded by the participants and so highly valued by the Japanese government that they rate it #1 out of the 300 Japanese Language Schools outside Japan.

Mission-Focused HR Director Iris Chuah Joins SCC

By Connie Jeffery

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PHOTO BY LAUREN ARMSTRONG

ris Chuah cares about the humans in Human Resources. “No entity can operate without people,” Chuah said. “If our mission is to bring people to Christ, it is only appropriate that our institutions have a department that can focus its mission on caring for its employees who are doing God’s work.”

Iris’ work experience spans three decades and two continents. She has worked in Human Resources and other areas in both the United States and Asia, spending seven years in Adventist Health Hong Kong, planning and developing HR strategies to

achieve the mission of the organization, which has 1,100 employees.

Pacific Union College and Andrews University have also benefited from Chuah’s expertise and training.

“As my HR management and leadership positions moved from higher education to health care settings and back to higher education, I was able to analyze, develop, and improve various HR systems, programs, processes, and procedures,” Chuah said. She believes the last 18 years have provided numerous growth opportunities in leadership, from being mentored to mentoring others

in developing practical skills in administration and employee relations.

“The most rewarding part of my work,” she shared, “is knowing my staff and I have made someone’s day brighter or burden lighter, whether we were able to answer their questions or resolve their HR issue or just lend a listening ear when it’s most needed.”

Outside of work, Chuah’s interests range from networking with family and friends to traveling, meeting new people, and enjoying vegan cuisine.

SCC’s mission, Exalting Christ by Serving Others, reminds Iris Chuah that “the purpose for my presence at SCC is to follow Christ, and by serving others I may be obedient to Him and lift up His name.”

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Nevada-Utah Conference

Students at ALCA Take On

By Faith Hoyt

F

or most grade school students, walking around a neighborhood sounds like a great way to escape the classroom, but for students at Abundant Life Christian Academy, the neighborhood became the classroom for a day.

Third- through fifth-grade teacher Samuel Blot regularly seeks out project-based learning opportunities for his class, and earlier this school year he developed a long-term community service project involving STEM skills learned in class. Blot’s class started by visiting different public spaces in their local community and then brainstormed about what type of STEM creations could improve their neighborhood.

“Using the social studies

Project-Based Learning

curriculum, we looked at creating jobs and opportunity in our local neighborhood in order to raise the standard of living in our immediate community,” Blot said. “Using math and practiced engineering skills, we studied how to measure and create an appropriate scale when creating models.”

Blot’s class created models of their inventions, and they learned how to properly research an issue and test their invention to make sure it was practical as well as innovative. They also created abstracts explaining their ideas.

“When a child can pair something they would want to do with something that the world has a need for, that is a successful project-based learning lesson,” said Denice Raphael, principal of ALCA. “It needs to include several subjects and let the child create the bridges between given subjects of traditional learning—and Samuel’s class is doing just that.”

Not only did students share their

projects with their school, they also had the chance to present their ideas to representatives from the Las Vegas City Public Works Department.

“Students constantly ask why they have to learn these things during the course of their education, and project-based learning answers their questions in spades,” Blot said. “It allows the student to begin learning and thinking about the larger community. In an increasingly global world, it’s important to link what they learn in their textbooks to practical applications.

Schools across the Nevada-Utah Conference are using project-based learning to expand students’ purview of how learning can turn into something tangible.

“Many of my students are surprised at the scope of work that they are creating, thinking they did not have the ability,” Blot said. “The big picture intimidates them at first, but in time it becomes a challenge they enjoy.”

(Left) Students at ALCA present the STEM creations they designed to improve their neighborhood. (Below) The third- through fifth-grade class at ALCA pose with representatives from the Las Vegas City Public Works Department, who visited the school to hear students present their community improvement projects.

PHOTOS BY SAMUEL BLOT

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Nevada-Utah Conference

By Faith Hoyt

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PHOTO BY LINDA WALTON

PHOTO BY FAITH HOYT

Adventist Community Services Calls for More Volunteers

hen it comes to disaster response, compassionate people are easy to find. Unfortunately, compassion isn’t enough to grant volunteers access to those in need during a disaster situation.

According to Charlene Sargent, Pacific Union Conference Adventist Community Services director, “If you are not credentialed as an official volunteer through a disaster response organization, you won’t have the privilege to serve.”

As seen last year with the Mandalay Bay shooting in Las Vegas, volunteers were not granted access to pray with the victims unless they had certification in emotional and spiritual care. For Adventist Community Services (ACS) operating across the Nevada-Utah Conference, the lack of sufficiently trained and credentialed volunteers poses a real concern.

“You shouldn’t respond as an individual,” Sargent said. “We need to respond together as a church, and in collaboration with other entities.”

In order to increase the number of ACS volunteers, Sargent is working to provide training and credentialing opportunities throughout the conference. With the help of NevadaUtah Conference ACS Director Jerry Waggoner, training has already taken

place in Reno, Las Vegas, and Salt Lake City.

“We are still getting the new teams started, but so far people are excited about the classes because they are learning things they never knew before,” Waggoner said.

At each training session Sargent conducts, she discusses how the disaster response community operates in the United States. In 1970, seven organizations with a disaster response mission (including ACS), founded what is known today as the National Volunteer Organizations Active in Disaster (VOAD). This nationally recognized coalition now works to coordinate efforts of member organizations with governmental agencies, the private sector, and the public for maximum effectiveness and efficiency. Each organization specializes in an area of disaster response, and for ACS that specialty is donations management.

“Being a leader in donations management gives ACS the opportunity not only to provide relief

(Top) Charlene Sargent discusses the role of ACS in the framework of disaster response organizations at a training event hosted at the end of January in Reno. (Inset) The Seventhday Adventist Church has provided emergency relief during disasters since 1874.

supplies directly to disaster survivors,” Sargent said, “but also to share valuable resources with other organizations and agencies who respond side-by-side with us to relieve suffering and help communities recover from disasters.”

For those interested in joining the ranks of ACS, additional training opportunities are announced through the NUC bi-monthly emails, and also on the Conference Facebook page.

Basic training takes seven hours or less, and the $20 fee covers the training manual, credentialing, and lunch for attendees.

“Jesus tells us in Matthew 24 that we will see an increase in disasters as we near His second coming,” Sargent said. “Come learn how you can help your church serve disaster-affected communities in Christ’s name.”

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Central California Conference

Monterey Bay Academy Math Teacher Wins $25,000 Award for Innovation in Math Teaching

By Amy Prindle

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att Engle, head of the math department at Monterey Bay Academy (MBA), knows that mathematics isn’t often considered a fascinating subject by high school students. That’s why his methods of teaching focus on critical thinking, perception, and problem-solving. This outside-the-box approach likely played a significant role in his winning of the Rosenthal Prize for Innovation in Math Teaching, awarded by the National Museum of Mathematics in New York City, or “MoMath.”

To win this prestigious award, math teachers from all over the country submit essays of a concept, a lesson plan, and a video of the lesson being taught. Of the several hundred submissions, Engle’s geometry lesson, “Bringing Similarity into Light: Experiencing Similarity and Dilations Using Shadows,” won first prize.

This lesson involved a dark classroom, fluorescent tape, and

PHOTO CREDIT: MUSEUM OF MATHEMATICS

directional lighting to create shadows he could manipulate to demonstrate the concepts of ratio, dilation, and proportionality in triangles. Students responded positively, showing that the mere act of taking an idea off a chalkboard and into something familiar, such as a shadow, makes it more engaging Engle knew that to make math interesting, he would have to consider different learning styles and change the way students think about math. “I want students to understand the concepts of math and discover how those concepts can affect the way they think about the world.”

He first got a taste of the impact this kind of teaching can have when he taught 8th grade in Palau while serving as a student missionary. After the school year ended, three of his students told him that they didn’t used to like math, but his style of teaching helped them relate to it and even begin to enjoy it.

Already well into his college career, he changed course to pursue teaching and chose math as a content area—not because he’d always been interested in it, but because he hadn’t. Instead, he

(Left) Matt Engle, middle, math teacher at Monterey Bay Academy, stands between Saul Rosenthal, MoMath board member, trustee, and sponsor of the prize, and Cindy Lawrence, executive director for MoMath.

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called himself a “math convert.” Once he began studying it, teaching it, and furthering his studies on his own time, he began to see math everywhere.

Engle attributes his secret of success to his perpetual pursuit of continued education. He seeks out professional communities, whether local or online, and attends educational events whenever possible. He attended an event in San Jose to promote a movement called the Global Math Project, which focused on bringing enjoyable math instruction to students.

It was here that he met the executive director of the MoMath, who told him about the Rosenthal Prize. MoMath uses this award program to “promote hands-on math teaching” both by rewarding exceptional teachers and by sharing their innovative lesson plans on MoMath’s website to inspire teachers across the country.

“It’s no surprise to us that Engle could win a contest like that,” said Kevin Bowen, Vice Principal for Enrollment Services at MBA. “It just makes sense. He excels at this, and we’re all super proud.”

Jeff Deming, MBA’s principal, accompanied Engle to his award ceremony in New York. “He is always striving to learn, to grow, to adapt, ever since we hired him. Wanting to intentionally impact students has always been a desire for him. It’s not easy to put extra effort into creating new and innovative methods of teaching, but he’s been willing to make time for that.”

Engle’s students are proud of him as well. “He can find the value of math in almost anything,” is a commonly occurring student comment. “He pushes us to think, to explore, and to dream.”

Central California Conference

Chowchilla Adventist School’s Lemonade Stand Ministry Reaches Local Middle Schoolers While Involving Students in Outreach

By Amy Prindle

B

eing a small school in a small agricultural town, Chowchilla Adventist School has to be creative in finding ways to connect with the community.

However, teaching principal Erin Messinger noticed a perfect opportunity for outreach.

While driving to and from work, she noticed that several neighborhood middle schoolers routinely walked by the Carty Center, a church-owned multi-purpose building, on their way home from school.

What better way to connect with these students after school than to offer snacks? Messinger decided to start The Lemonade Stand on the front lawn of the Carty Center, inviting her fifth- through eighthgrade students to join her in this ministry. Every first and third Friday of each month, she and her students set up the stand from 3-4 p.m. They make time beforehand to pray over the snacks and tracts and for the chance to build relationships with Wilson Middle School students that pass by.

The first time they set up The Lemonade Stand, kids definitely noticed and eagerly took some free snacks. Chowchilla students asked them their names and how they were doing that day. The crew remembered one boy in particular who said he didn’t want any snacks, but then the students asked him to look at the selection of GLOW tracts to see if anything interested him.

“I could really use this right now,” the boy said as he picked out his tracts. He even encouraged one of his friends to check them out.

The Lemonade Stand crew has

even been able to provide some nourishment to a few local homeless people. Amanda, an eighth-grader at Chowchilla Adventist School, ended up praying with a homeless lady and then sharing her experience on Facebook.

“I’ve seen students that are normally shy or quiet become resolute on being stronger Christians,” Messinger reported. “Sometimes, if kids don’t take any snacks or tracts as they walk by, our students chase them down and offer them something!”

The Lemonade Stand ministry has continued to grow throughout the school year. Chowchilla students make signs for the Stand and talk about different ways to build relationships with the people in their community.

One afternoon they even organized a community soccer game. The entire effort has proven itself as a lowkey, easily approachable method of

friendship evangelism that has been a hit with the local youth.

To help The Lemonade Stand ministry continue and grow for the long-term, area church members can donate snacks to Chowchilla Adventist School—or stop by on a Friday afternoon to socialize.

Many of the kids who come by are now on a first-name basis with The Lemonade Stand crew. Messinger noted that as these relationships grow, there is more potential to invite students from Wilson Middle School to youth events that could be organized at the Carty Center.

“Ultimately, I hope my students can grow in this ministry and see just how much of a difference they can make through friendship evangelism,” said Messinger. “I see so often how important the youth are to our church, and I want to show them that their voices matter and that they can help lead in ministry even at an early age.”

Chowchilla students offer free snacks and GLOW tracts to kids that pass by on their way home from school.

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Northern California Conference

Adventist Education Thrives in the Northern California Conference

By Julie Lorenz

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ow important is Adventist education? Just ask the parents, pastors, and church members who support the 41 schools in the Northern California Conference.

“Our children’s education is our top priority.” - Elisa Arellano, parent

ROBERT ROBINSON

positive change in Luis, his parents wants, we don’t hesitate to make any decided to try and keep him there for necessary changes.” another month. They succeeded. From Elisa Arellano was worried about month to month, they didn’t know if “God Himself is the teacher.” – her son. the finances would work out, but they Larry Unterseher, pastor After a year at a public school were able to keep him at Bayside the Larry Unterseher loves his job. kindergarten, Luis was unhappy, and entire school year—and the next.

He serves as the pastor for 18 small his parents were

Luis is now a third schools throughout the conference— concerned. They grader at Bayside, from the Central Valley to the Oregon wanted him to requesting baptismal class border. This is his fourth school year on attend Bayside SDA and attending church with the job, and the kids know him well.

Christian School in his family. His brother, When he arrives on campus, they run up Hayward, but they Diego, is in the school’s to him, give him a high-five, tell him a didn’t think they kindergarten. “Seeing joke, or ask, “What did you bring today?” could afford the the results in our child— “Pastor Larry” tuition. spiritually and a higher is constantly Arellano visited self-esteem—we made looking for new Bayside Teaching the decision to send both ways to connect Principal Robert of our children to Bayside,” with the students Robinson several said Arellano. and spark their times during the Thanks to their parents’

One of Robinson’s interest. One sacrifice, Luis and Diego summer. Robinson aims in the classroom is to focus has been attend Bayside school. tried to encourage “generate a her, sharing stories from his own culture of kindness,” he experience. “This is what I’ve learned,” said. “We want to teach he said. “Where God guides, God that it’s not about you; it’s provides.” all about God.” The day before school started, Luis and Diego are Arellano contacted Robinson. She and learning lessons like her husband had decided that they this, and their parents would enroll Luis at Bayside for first are willing to sacrifice to grade; however, they had money for keep them at Bayside. only one month’s tuition payment.

“Our children’s education Small School Pastor Larry Robinson prayed with Arellano, and is our top priority,” said Unterseher provides spiritual Luis came to school the next day.

Arellano. “If we need to support (and fun) to the 18 small schools of the NCC. A month later, after seeing a adjust our needs and

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Northern California Conference endangered animals. Unterseher has a number of specimens on long-term loan from the U.S. Fish and Wildlife Service Forensics Laboratory in Ashland, Ore. As he shows students a python skin, a walrus tusk, or a taxidermy monkey, he talks about the importance of respecting God’s creation. He also sponsors an annual endangered species coloring contest.

Lately, Unterseher has been introducing the kids to artifacts from pioneer days, such as branding irons and hay scythes.

(As he was being interviewed for this article, he was churning butter for a future activity.) All the students at his schools get a birthday present from him—a $2 bill and a letter reminding them that they are special to God. He also performs more traditional pastoral duties, such as presenting worships and weeks of prayer. He’s available to listen when the kids and teachers want to share what is on

their hearts. What motivates him? “Grace,” he said. “I want them to understand that they are loved and cared about. I want them to understand that they truly are children of God.” Unterseher greatly respects the ministry of the teachers with whom he works. “They all know God is the lead

PHOTOS BY DEBORAH JUDSON

Students from Adventist Christian Elementary School of Red Bluff, along with homeschooled students, present a special program before the annual Praise Him Dinner.

teacher and is in the classroom always,” he said.

“Should any school have the label ‘small’ if God Himself is the teacher?”

“We invite everyone and let God move on their hearts.” – John Serle, church member and volunteer school fundraiser John Serle thought the event was all planned.

On a Sabbath several years ago, Serle was looking forward to the evening’s fundraiser for Adventist Christian Elementary School of Red Bluff. A team of volunteers was planning to sell tickets for dinner, dessert, pictures, and flowers.

That day at church, a woman told Serle that Ellen White had counseled Adventists to use a different approach to fundraising. White advised leaders simply to invite people to give, rather than make elaborate plans to sell items.

“What do I do with this, Lord?” Serle prayed. He spent Sabbath afternoon reading, thinking, and changing his plans.

That evening, everyone at the fundraiser enjoyed a free meal. Then Serle invited people to give from their hearts. By the end of the night, the event had raised almost three times the amount from the previous year.

“Fundraising God’s way really works!” said Deborah Judson, the school’s teaching principal.

Now, the annual fundraising event is called the Praise Him Dinner, celebrating what God has done for the school. This February, after a program in the Red Bluff church featuring the school’s students and homeschooled students, attendees enjoyed a free meal in the gym. In total, the event raised $43,000!

Serle asks people to pledge a small amount each month; this year it was $20 a month. Physicians, children, people on fixed incomes—all pledge what they can. Some make donations right away, and others offer “matching gifts” in order to encourage others to give. “We invite everyone and let God move on their hearts,” said Serle.

The organizers don’t send out reminder letters because they trust that people will remember their pledges. “That night we write down all the names and pledges, but that’s the only time we visit the list,” said Serle. “God has blessed year after year after year.”

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Arizona Conference

Planting the Gospel

by Arnie Suntag

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dventist education is perhaps our most effective evangelistic tool, and a small K-8 school in Bisbee, Ariz., is proving the point.

Cochise SDA Christian School has been making inroads into the community in a way that is turning heads and putting a new face on Adventist education.

ALEXRATHS/ISTOCK/THINKSTOCK

“It all began with the community garden,” says principal Susan Suntag, referring to a local project designed to enhance the quality of life in Bisbee by offering garden plots for neighbors to interact and learn how to grow food.

“Involving our students in the planting and management of those garden plots helped kick off our agriculture program.

More importantly, it gave us the opportunity to showcase our school’s programs and make new

connections in the community.”

As a result of its involvement in the community gardens, students now manage their own garden plots on the school campus, along with a state-of-the-art greenhouse they helped to construct and a worm farm that aids in the production of compost. Students harvest the crops and prepare food in the school’s prep kitchen. “It’s a dirt-to-plate program,” says Suntag. “Students learn not only how to grow the food but also how to prepare it.”

The school’s agriculture program has caught the eye of community leaders who not only want to learn more about the school’s methodologies and education principles but also want to assist in promoting them.

“It’s amazing how just this one aspect Students look on as a visiting biologist displays a live bat.

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of the blueprint can open up so many doors,” says Suntag. “But it goes beyond that. The handson education and projectbased learning is attracting interest from other educators and members of the business community.”

This past year, FreeportMcMoRan, an international mining company, sent field biologists and conservation specialists to conduct a pollinator education program for the students at Cochise SDA School. Among other things, the students had an opportunity to learn about bats as pollinators when one of Freeport’s consultants brought two species of live bats into the classroom to demonstrate their behavior.

Cochise SDA School has also forged a relationship with the Naco Wellness Initiative (NWI), an organization that provides medical and wellness services in Naco, Sonora, Mexico. The school has been providing food and clothing to an orphanage and has participated in helping to clear land so their residents and staff will be able to grow their own food. Cochise SDA

Arizona Conference

(Top Left) Students tend planter boxes in the school gardens. (Top Right) Students assist in construction of the campus greenhouse.

(Left) Students prepare the soil to plant seeds for the school gardens.

(Right) Students work in the worm farm to prepare compost for the gardens.

students who are permitted to cross the border into Mexico have assisted in the effort.

Eighty percent of the school’s enrollment is non-Adventist. “It’s all about outreach,” says Suntag. “It’s one thing to talk about it, but it’s another matter to roll up your sleeves and get involved. That’s what brought us from being an idea on paper to becoming a fixture in the community.

And the benefits haven’t ceased. This is the best opportunity possible to carry the gospel message to what has become an accepting and supportive community.”

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Hawaii Conference

Mission to Moloka`i: HMA Students Encounter `Ohana

By Matt Webster

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tudents from Hawaiian Mission Academy (HMA) recently visited the island of Moloka`i to support the Moloka`i church and help the island’s community. Nicknamed “The Friendly Isle,” Moloka`i is the fifth largest of the eight major islands that make up Hawai`i.

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(Left) Kirsten Antolin cleans out kitchen drawers at Moloka’i church. (Above) HMA students and Moloka’i church members sing to the elderly at Hale Mahaolu.

people of Taiwan, and also asked God to be with them at home as they serve the Hawaiian Islands. “This was one of the most authentic worship experiences I’ve ever been a part of,” exclaimed Antolin.

“You can tell the people here really love God.” Somehow, without the students or staff being aware of it, the congregation that had gathered there that evening collected an offering and presented it to Elmendorf on her way out.

On Sabbath, the students led out in Sabbath school and worshipped with the congregation at Moloka`i church. In the afternoon, students went to the community known as Hale Mahaolu to sing to the elderly.

On Sunday, students and staff were invited by church members to the east side of HMA students, along with Moloka’i church members, pose for a picture in the woods of Pala’au State Park.

the island, known as Halawa. There, students were able to experience God’s creation while hiking to a beautiful waterfall and relaxing on the beach.

Moloka`i had been the least known island to many of the students and staff. They went on this mini mission trip expecting that it would help them understand what their big mission trip to Taiwan might be like. But it turned out to be so much more. You may have heard that `ohana means family. The students of Hawaiian Mission Academy were embraced by `ohana on Moloka`i.

KATRITCH/ISTOCK/THINKSTOCK

Led by mission coordinator Megan Elmendorf, the trip to Moloka`i was made to help prepare students for their big mission trip to Taiwan at the end of March. After a short early Friday morning flight from Honolulu, students headed straight to the Moloka`i church in Kaunakakai to help the church get ready for the Sabbath. Students were assigned to many projects around the church, including washing the jalousie windows, mowing the property, scrubbing the screens, and cleaning the kitchen.

Moloka`i church pastor Abel Pangan helped coordinate the dates of this mini mission trip so students would have the opportunity to serve the island of Moloka`i in the most effective way.

After cleaning up, students participated in an island-wide Friday night program known as “All Church Rally.” This gathering is held once a month, bringing together all of the churches on the island—people of every denomination meet together to worship God. The end of the evening was scheduled for the Moloka`i SDA members, so the HMA students led out in songs. Then two HMA juniors, Dannica Roberts and Kirsten Antolin, shared their testimonies with the crowd of about 150.

Afterward, representatives from all the churches on the island invited the HMA visitors to the front. They laid hands on students and staff to bless their upcoming mission trip to serve the

Adventist Health

Gratitude From the Heart Heart attack survivor

Shawn Willson puts an emphasis on “life after” his health crisis

By Kathryn Stiles

T

he most terrifying day of Shawn Willson’s life arrived as a regular Monday—the mundane beginning of a new workweek. But instead of spending a day at his job as a therapist at a drug and alcohol rehabilitation center, Shawn found himself teetering on the edge of death as a team at Adventist Health Simi Valley (AHSV) worked feverishly to save him.

The heart attack that nearly claimed Shawn’s life took him and his wife, Angela, by surprise. Sure, there had been a strange incident a week earlier that Shawn had chalked up to a panic attack, but it was otherwise business as usual for the busy 44-year-old husband and father. Soon after getting out of bed on the morning of April 20, 2015, however, Shawn felt sharp pains in his chest. By the time he made his way to Angela, he was having trouble breathing.

When the Willsons arrived at AHSV’s Emergency Department, a medical team was waiting for them. An electrocardiogram proved that Shawn was, indeed, having a heart attack.

The team leapt into action, preparing to transport him to the hospital’s newly opened Cardiac Catheterization Laboratory, where a cardiologist would open his blocked artery. But that was just the beginning of Shawn’s harrowing experience.

On the way to the cath lab, Shawn’s heart went into a potentially deadly rhythm. Right there in the hallway, the two nurses who were transporting him started performing chest compressions, shocking his heart with a defibrillator 16 times in the process. The ordeal lasted 52 long minutes. At last, Shawn’s heart dropped back into a normal rhythm,

and the procedure to open his artery was a success.

Shawn and Angela are well aware of what a blessing it was that AHSV had a cath lab available for his care.

“If the cath lab at Adventist Health Simi Valley hadn’t been open, I would have been transported to another hospital outside of Simi Valley,” Shawn said, “and I really believe I would have died en route.”

As he recovered at the hospital, Shawn started thinking about other people in the community who found themselves in his shoes—the fear and anxiety they felt in the days and weeks after a heart attack and the challenging recovery process they had to endure. To help those people—and thank the hospital team who had saved his life— Shawn and Angela founded a heart patient support group that meets every month at AHSV. Now, the Willsons are reaching even more people with a message of heart attack prevention and rapid response to symptoms by lending their story and their voices to a short film titled Life After. Produced by the AHSV Marketing Department, the film debuted at a community heart health event on February 11 and will be available for future screenings. To see the film and to access more resources about heart health, go to adventisthealthsimivalley.org and click on the large LEARN | GIVE | SHARE banner at the top of the page.

Sheri Dungan, RN, served on the team that saved Shawn Willson’s life.

(Middle Right) Event participants learn hands-on CPR at the “Life After” launch event on February 11.

(Bottom Right) Shawn and Angela Willson with members of their support group.

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Pacific Union & Holbrook Indian School

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Arizona Conference

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Central California Conference

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Central California Conference

Ceres, CA

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Central California Conference

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Hawaii Conference

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