In the Classroom

Website: http://jae.adventist.org THE JO U RN AL OF February/March 2013

In the Classroom

PLUS The Fourth Adventist School Research Dimension in Resources Internet Writing Adventist Education Pages 12, 17 Safety Page 32 Page 4 Page 26 The Journal of CONTENTS ADVENTIST EDUCATION EDITOR Beverly J. Robinson-Rumble ASSOCIATE EDITOR (INTERNATIONAL EDITION) Luis A. Schulz SENIOR CONSULTANTS John Wesley Taylor V, Lisa M. Beardsley-Hardy, Benjamin Schoun, Ella Smith Simmons CONSULTANTS GENERAL CONFERENCE Mike Mile Lekic, Hudson E. Kibuuka, Luis A. Schulz 4 26 39 44 EAST-CENTRAL AFRICA Andrew Mutero FEBRUARY/MARCH 2013 • VOLUME 75, NO. 3 EURO-ASIA Vladimir Tkachuk INTER-AMERICA Gamaliel Flórez INTER-EUROPEAN 4 Service: The Fourth Dimension in Adventist Education Barna Magyarosi NORTH AMERICA By John Wesley Taylor V Larry Blackmer NORTHERN ASIA-PACIFIC Chek Yat Phoon 12 An Introduction to Adventist Resources SOUTH AMERICA By Tony Zbaraschuk Edgard Luz SOUTH PACIFIC Ken Weslake SOUTHERN AFRICA-INDIAN OCEAN 17 A Quick Guide to Adventist Resources on the Internet Ellah Kamwendo By Benjamin Baker SOUTHERN ASIA Nageshwara Rao SOUTHERN ASIA-PACIFIC 20 Student to Teacher Transition: First Days of School Lawrence L. Domingo TRANS-EUROPEAN Experience Daniel Duda By Michelle Kucelj Bacchiocchi WEST-CENTRAL AFRICA Chiemela Ikonne COPY EDITOR Randy Hall 26 School Internet Safety: More Than “Block It to Stop It” ART DIRECTION/GRAPHIC DESIGN By Annette Melgosa and Rudy Scott Harry Knox ADVISORY BOARD John Wesley Taylor V, chair; Lisa M. Beardsley-Hardy, Larry Blackmer, Erline Burgess, Hamlet Canosa, Keith Hallam; Hudson E. 32 Research Writing: Vital Instruction for All Students Kibuuka, Linda Mei Lin Koh, Mike Mile Lekic, Michael Ryan, Luis A. Schulz, Carole Smith, Tim Soper, Evelyn M. Sullivan, By Tracy Arnett Charles H. Tidwell Jr., David Trim

39 Using Humor in the Classroom By Linda L. Ivy

THE JOURNAL OF ADVENTIST EDUCATION publishes ar- 44 The Bible and Science: A New Free Illustrated ticles concerned with a variety of topics pertinent to Ad- ventist education. Opinions expressed by our writers do Resource for Teachers and Students not necessarily represent the views of the staff or the official position of the Department of Education of the General By Ariel A. Roth Conference of Seventh-day Adventists. THE JOURNAL OF ADVENTIST EDUCATION (ISSN 0021- 8480) is published bimonthly, October through May, plus a single summer issue for June, July, August, and September by the Department of Education, General Conference of Sev- All of the articles in this issue have been peer reviewed. enth-day Adventists, 12501 Old Columbia Pike, Silver Spring, MD 20904-6600, U.S.A. TELEPHONE: (301) 680-5075; FAX: (301) 622-9627; E-mail: rum bleb@ gc.ad ventist.org. Yearly Photo and art credits: Cover and article title designs by Harry Knox; cover photos, pp. 6 (top), 20, 26, 32, 39, subscription price: U.S.$18.25. Add $3.00 for postage outside the U.S. Single copy: U.S.$3.75. Periodical postage paid photos.com; figures on pp. 4-7, courtesy of the author; p. 8 (clockwise from top left): courtesy of Rick Young, Union Col- at Silver Spring, Maryland, and additional mailing office. lege; Universidad de Montemorelos; courtesy of Jeremy Hall, Indiana Academy; Marlene Alvarez; courtesy of Bernardo Please send all changes of address to 3200 West Fourth Sámano, Calexico Mission School; photos on pp. 12-15, 22, 23, 35, 36, 45, 46, courtesy of the respective authors; car- Street, Buchanan, MI 49107, U.S.A., including both old and toons on pp. 40-42, reproduced by permission of Randy Glasbergen, cartoonist. new address. Address all editorial and advertising correspon- dence to the Editor. Copyright 2013 General Conference of SDA. POSTMASTER: Send address changes to THE JOUR- The Journal of Adventist Education®, Adventist®, and Seventh-day Adventist® are the registered trademarks of the General NAL OF ADVENTIST EDUCATION, 3200 We st Fourth Street, Conference Corporation of Seventh-day Adventists®. Buchanan, MI 49107, U.S.A.

2 The Journal of Adventist Education • February/March 2013 http://jae.adventist.org GUEST EDITORIAL

David Trim

THE SEVENTH-DAY ADVENTIST CHURCH’S SESQUICENTENARY

ne hundred and fifty years ago, Seventh-day an excellent opportunity for teachers to discuss Adventist Adventists united for mission. On May 20 history with their students. Starting in April 2013 and run- and 21, 1863, 20 delegates from across the ning through the end of May 2014, the Adventist Review Onorthern United States, representing each and Adventist World will be publishing regular historical American state with Adventist congregations, met in Bat- features, which will provide good starting points for class- tle Creek, Mich igan. They founded the “General Confer- room discussions. But the 150th anniversary is also an ex- ence of Seventh-day Adventists”––an organized denom- cellent opportunity to assign projects that will develop stu- ination focused on mission and on proclaiming the good dents’ research skills, and at the same time, acquaint them news of a God who created us, lived among us, died for with the wonderfully rich history of Adventism. For these us, was raised to life, ministers in the heavenly sanctuary projects, students will need to access more detailed re- for us, and redeems us. sources. Teachers may want to develop a special course or 2013 is thus the sesquicentenary of the Seventh-day unit on Adventist history. They, too, will want more re- Adventist Church. For Ad - sources. Libraries will need to ventists, however, a 150th an- provide support for courses niversary is not a time for and student research projects. parties or celebration––the Accordingly, in this issue, founders of the General Con- there are two articles on Ad- ference would have undoubt- ventist history to help teach- edly been deeply disappointed ers, school and college librar - to know that their descen- ians, and students. Tony dants are still on earth in Zbaraschuk’s “An Introduc- 2013. Yet while there may tion to Adventist Resources” seem little reason for jubila- (p. 12), which is largely bibli- tion in this jubilee, there are unquestionably grounds for ographical in focus, deals with identifying books for an thanksgiving as we reflect on the way God has led this “Adventist studies” collection; complete bibliographic in- remnant church. In 1863, there were about 3,000 Sev- formation on the books will be available online at the JOUR- enth-day Adventists, almost all of them in the northeast NAL’S Website and will be periodically updated. Benjamin United States, with a few in Canada and only a handful Baker’s “A Quick Guide to Adventi st Resources on the In- outside North America. Today, the denomination has a ternet” (p. 17) reveals the extraordinary wealth of both pri- worldwide membership of more than 17 million. Our mary and secondary sources now available online. More holistic message has enhanced the lives of many millions resources, focusing on the 150th anniversary in particular, of people, while our prophetic message points to a better can be found at http://www.adventist.org/150. world to come when Christ returns to redeem those who are faithful to Him. Thus, we have good reason to commemorate our David Trim, Ph.D., is Director, Office of Archives, Statistics, 150th anniversary: to reflect on “the way the Lord has led and Research, General Conference of Seventh-day Adventists us, and His teaching in our past history” (Life Sketches of in Silver Spring, Maryland. He previously taught at Newbold Ellen G. White, p. 196); and to renew our commitment to College for 10 years and held the Walter C. Utt Chair of His- mission. tory at Pacific Union College for two years. Dr. Trim is a Fel- Between now and May 2014, the Seventh-day Adventist low of the Royal Historical Society and a member of the Ad- Church will be marking its sesquicentenary. This provides visory Board for THE JOURNAL OF ADVENTIST EDUCATION.

http://jae.adventist.org The Journal of Adventist Education • February/March 2013 3 SERVICE The Fourth Dimension in Adventist Education

n 1903, Ellen White wrote: “Our come.”2 This indicates that there is an ideas of education take too narrow added element that is vital for life and and too low a range. There is need learning—one that incorporates time of a broader scope, a higher aim. and space, integrates the social arena, True education . . . has to do with and emphasizes service (see Figure 2).3 Ithe whole being, and with the whole This fourth element is the social di- period of existence possible to man. It mension, in which servi ce is a key com- is the harmonious development of the ponent. Jesus, for example, “grew in wis- physical, the mental, and the spiritual dom and stature, and in favor with God powers.”1 and man” (Luke 2:52, NIV 1984).4 Later, Based in part on this statement, Sev- in His ministry, Christ “went through- enth-day Adventist educators have de- out Galilee, teaching in their syna- veloped a model comprised of these Figure 1. gogues, preaching the good news of the three elements—physical, mental, and The Harmonious-Development Model kingdom, and healing every disease and spiritual development, often depicted sickness among the people” (Matthew as an equilateral triangle (see Figure 1). 4:23, NIV 1984). Here again, we find To varying degrees, Adventist educa- crucial to true education? four facets: teaching, preaching the tion systems have endeavored to imple- The very next sentence in the 1903 gospel, healing, and associating with ment this balanced, whole-person per- passage holds the answer. “[True educa- others—in essence, the cognitive, spiri- spective. Could it be, though, that there tion] prepares the student for the joy of tual, physical, and social dimensions. might be a fourth dimension that is service in this world and for the higher Jesus’ life and ministry are our joy of wider service in the world to

BY JOHN WESLEY TAYLOR V

4 The Journal of Adventist Education • February/March 2013 http://jae.adventist.org . . . By this all men will know that you feet, performing the work of a servant are my disciples: If you love one an- (John 13:4-17).9 The supreme act of other’” (John 13:34, 35, NKJV). To il- service, however, took place on Calvary, lustrate His definition of service, Christ where Jesus gave all that He had to save told the story of a traveler on the road humanity (John 3:16). In Jesus’ own to Jericho (Luke 10:29-37), which high- words, “‘The Son of Man dide not com lighted three basic philosophies of life: to be served, but to serve, and to give 1. The philosophy of the thieves, “I’ll his life as a ransom for many’” (Mark take what you have.” 10:45, NKJV). 2. The philosophy of the priest and Levite, “I’ll keep what I have.” The Place of Service Learning 3. The Samaritan’s orientation was How should we incorporate the outward-looking, other-focused: “I’ll fourth dimension in Adventist educa- share what I have.” The Samaritan, tion? What is the best way to foster the Figure 2. Jesus said, was the one who truly un- principle of service in all our instruc- The Four-Dimensional Model derstood the concept of service and ex- tional settings? One approach that has emplified it in his life. 7 proved effective is service learning. Vol- In addition to passages that empha- unteerism also provides important model, and Adventist education has an size the concept of service (see Figure 4), service opportu nities in many educa- important role to play in producing the Bible also provides tangible exam- tional institutions,10 but service learn- Christians whose lives illustrate this in- ples of what constitutes selfless service. ing has proved more challenging to im- tegration of faith, learning, and practice. In the Old Testament, for instance, we plement. Thus, the remainder of this find the case of Abraham, who refused a article will focus on this area. A Biblical Foundation reward for having rescued the inhabi- Service learning is a form of experi- The responsibility to serve God and tants of Sodom (Genesis 14:22-24); the ential education where students apply humankind is clearly taught in the widow of Zarephath, who shared her what they are learning to community Bible. Paul wrote: “Through love, serve limited provisions with Elijah (1 Kings problems, seeking to strengthen the one another” (Galatians 5:13, NKJV). 17:12-15); Elisha, who left behind a life community as well as to acquire a This statement depicts service as a way of comfort to serve an elderly prophet (2 deeper understanding for themselves.11 of life. In the eloquent words of 1 Kings 2:1-6); and Esther, who risked her It is a credit-be aring, course-, pro- Corinthians 13, Paul insists that love own safety to save the lives of others (Es- gram-, or discipline-based experience must be the motive of service5: “If I ther 4:16). Similarly, in the New Testa- that combines community service with give all I possess to the poor and sur- ment, we read of a widow who placed all academic instruction and personal de- render my body to the flames, but have she had in the temple treasury (Luke velopment.12 In essence, service learn- not love, I gain nothing” (vs. 2, NIV 21:4); a young boy who shared his lunch ing is a flexible pedagogy that (1) is or- 1984). Love, however, must have an ob- (John 6:8-11); Barnabas, who sold his ganized around clear learning goals, (2) ject and must produce tangible results. possessions to support the early church offers service activities that address real In summarizing the law of God, Christ (Acts 4:36-37); and a group of women community needs, and (3) provides stated that it involved two cardinal who followed Jesus and cared for His students with opportunities for critical principles: “‘“[L]ove the Lord your well-being and that of the disciples reflection (see Figure 3). God with all your heart, with all your (Mark 15:40, 41). soul, and with all your mind,”’” and The greatest example of service, “‘“[L]ove your neighbor as yourself”’” however, comes from the life and (Matthew 22:37-39, NKJV). Love re- teachings of Jesus.8 On one occasion, sults in service, oriented first and fore- the mother of James and John asked most to God. Joshua, for example, di- Jesus to give her sons eminent posi- rected the Israelites to “serve Him [the tions in His kingdom. Jesus’ response LORD your God] with all your heart” clarified that the highest position is (Joshua 22:5, NKJV).6 Similarly, Paul held by one who serves. “‘[W]hoever admonished the Christian believers to wants to be gre at among you must be “keep your spiritual fervor, serving the your servant, and whoever wants to be Lord” (Romans 12:11, NIV). first must be your slave’” (Matthew Love for God also leads directly to 20:26, 27, NIV 1984). serving others, particularly to those in Jesus also taught by example. In the need. Christ instructed His disciples, upper room, He washed His disciples’ Figure 3. “‘A new commandment I give you: Underlying Elements of Service Learning Love one another, as I have loved you.

http://jae.adventist.org The Journal of Adventist Education • February/March 2013 5 Service learning thus in- limitations of sinful human- corporates focused and en- ity, it is in service that our hanced academic study, greatest joy and our highest purposeful and relevant education will be found.”23 practical experience, and meaningful and valued civic Implementing Service engagement (see Figure 4). Learning This enables service learn- How does one go about ing to add a layer beyond integrating service learning volunteerism and commu- into the educational experi- nity service, which tend to ence? To implement service focus on the recipient learning requires four key and/or a social cause, often components: (1) a commu- with no direct connection nity that affords opportuni- to meaningful learning out- ties for service and learning; comes. It also sets servi ce (2) a teacher who identifies learning apart from intern- community needs, super- 19 ships and field experiences, Figure 4. Intersecting Components in Service Learning vises student efforts, and which focus mainly on ben- connects service experiences efits to the learner, particu- and teaching objectives larly in terms of career expectations. parents joining them in these endeav- through reflection; (3) students who Rather than being peripheral or sup- ors. “Let [the students] organize into provide a service and learn both content plemental, service learning is inte- bands for Christian service, and the co- and application; and (4) a supportive24 grated into the core curriculum and operation will prove an assistance and school administration. Ideally, the com- closely connected to course content.13 an encouragement. Parents and teach- munity, or an agency in the community, ers, by taking an interest in the work of would also be a partner and not merely Ellen White on Service and the young people, will be able to give a recipient in the service-learning en- Learning them the benefit of their own larger ex- deavor, as this can help the school to Ellen White urged that service be perience, and can help them to make identify community needs and perhaps considered an essential element in- Ad their efforts effective for good.”20 coordinate projects. In larger educa- ventist education: “The true object of In sum, Ellen White emphasized tional institutions, there may also be education is to fit men and women for that service was a matter of priority. To designated service-learning staff, who service.”14 She believed that young peo- parents she wrote, “We are under sa- help link faculty, students, and commu- ple especially should be intentionally cred covenant with God to rear our nity within a service-learning paradigm. prepared for service: “Children . . . children for His service. To surround The service-learning process in- should be trained to help in various them with such influences as shall lead volves five main stages: investigation, lines of unselfish service.”15 “Young them to choose a life of service, and to preparation, action, reflection, and cel- men and women should be educated give them the training needed, is our ebration (see Figure 5).25 First, we—as for service in the cause of God.”16 first duty.”21 She reminded teachers, educators, and ideally in collaboration This preparation was to be inte- “The true teach er . . . cannot be content with our students, as feasible—investi- grated into the educational experience: with imparting to them only technical gate community priorities. This helps “Students . . . are not to look forward to knowledge, with making them merely ensure that service-learning projects a time, after the school term closes, clever accountants, skillful artisans, align with community concerns and when they will do some large work for successful tradesmen. It is his ambition engage community members as part- God, but should study how, during to inspire them with principles of ners. As a result of this research, we de- their student life, to yoke up with truth, obedience, honor, integrity, and velop goals for the project, both in Christ in unselfish service for others.”17 purity—principles that will make them terms of learning and service. Personal These service experiences are to take a positive force for the stability and up- growth goals, including relational and place both within the school and lifting of society. He desires them, spiritual developm ent, can also be throughout the broader community.18 above all else, to learn life’s gre at lesson identified. The activities in this phase Ellen White envisioned, for exam- of unselfish service.”22 help students to develop communica- ple, that younger students would serve Service is, in fact, a theme that links tion skills and research techniques, collaboratively, with their teachers and the school on earth with that of heaven. such as gathering and interpreting in- “In our life here, earthly, sin-restricted formation, and to prioritize among although it is, the greatest joy and the ternatives. highest education are in service. And in the future state, untrammeled by the

6 The Journal of Adventist Education • February/March 2013 http://jae.adventist.org The second stage is to prepare. Dur- steps. The activities in this phase help Here is what some K-12 teachers are ing this phase, we organize the activity students develop skills in analysis, doing: by communicating goals, building problem solving, integrating informa- • “I have had students make cards partnerships, identifying budgets and tion, and reaching conclusions. for the elderly in church, in connection timelines, clarifying roles, and distrib- In the final stage, we celebrate, invit- with Bible class and worship. They then uting tasks. Most importantly, we en- ing program participants, partners, take the card to church and give it to an sure that students have the necessary and the community at large to recognize elderly person to encourage him or her understanding, skills, and attitudes26 to and affirm the program’s learning and and show that they care.” effectively carry out the project. In this impact. This dem onstration and recog- • “We linked P.E. [Physical Educa- stage, we also attend to a variety of lo- nition of results—the telling of the tion] to a walk-a-thon to raise money gistical matters, such as obtaining sup- story—may find expression through po- to help pay someone’s medical bill.” plies, arranging for transportation, and etry, music, drawing, and drama; it may • “During writing class, we wrote addressing safety and liability concerns. involve bulletin boards, Websites, social letters to soldiers in Iraq. On another Finally, we develop strategies and media sites, articles in the student and occasion, we wrote thank-you notes to rubrics for evaluating the service- alumni publications, community news our school volunteers.” learning activity, and decide how to re- reports, and multimedia shows. It may • “At Thanksgiving time, we had a flect upon and celebrate the can drive to replenish the outcomes, making sure to church’s food pantry for the gather needed evidence needy. At the time, we were during and after the proj- discussing economics in our ect. While this stage can be class.” time-consuming, it is vital, • “When we were study- as careful preparation is es- ing Social Studies and the senti al to a successful, on- importance of preserving going service-learning proj- natural resources, the stu- ect. Furthermore, the dents helped the community activities that take place in by cleaning up the neighbor- this phase help students to hood and by collecting recy- develop planning, negotiat- clables. They also extended ing, and networking skills. this to their English class and In the third stage, we act, wrote newspaper articles actually implementing the about pollution or recy- service-learning activity. cling.” During this phase, it is im- • “When studying verte- portant to create a support- brates in science class, stu- ive environment, promote Figure 5. Stages in the Service-Learning Process dents volunteered at a local dialogue, provide supervi- animal shelter, working with sion, and ensure students’ animals that were aban- safety. We also make sure that the partic- culminate in a special event to recognize doned or abused. They then wrote arti- ipants document their experience while and express appreciation for the efforts cles or went on the media to make ap- it is taking place, as this will provide the and effect of those involved, perhaps peals for homes for these animals. In a basis for reflective analysis and celebra- through tangible symbols, certificates, sense, they became ‘animal activists’ to tion. In addition to enhancing disci- and plaques. Overall, the activities of stop the abuse of God’s creatures.” pline-specific learning and deepening a this phase serve to develop communica- • “Students used their fine-arts skills commitment to service, students in the tion skills, to broaden awareness in the as part of our service-learning pro- action stage develop skills needed for community, to set the stage for futu re gram. The drama team and Puppet leadership, teamwork, and project man- action, and to validate the expertise of Ministry brought various plays to chil- agement. participants for training other young dren at community centers, other The fourth phase is a time to reflect, people in service-learning activities. schools, or the less fortunate in nursing an opportu nity to explore the meaning homes or hospitals.”28 of the experience.27 This can be done Examples of Service Learning A number of service-learning mod- individually and as a group. Reflection Service learning can be effectively els have been successfully implemented can include journaling, debriefing, and integrated into the K-12 curriculum, as in higher education. In some institu- group discussions, as well as dialogue well as higher education programs. tions, for example, all students com- with experts and community members. plete certain service-learning require- It can summarize findings, connect ments, such as service-oriented back to original goals, and identify next

http://jae.adventist.org The Journal of Adventist Education • February/March 2013 7 1

1. International Rescue and Relief students from Union College in Lincoln, Ne- braska, provided medical clinics for Miskito Indian villages in Nicaragua during their three-month stay in 2012. 2. Carlos Reyes, a computer-sciences student at Montemorelos University in Mexico, participates in community service on the university’s Day of Kindness and Compassion. 3. Students from Greater New York Academy (New York City) and their sponsor clean up a beach in south Brooklyn after Hurricane Sandy. 4. Juniors and seniors at Calexico Mission School in Calexico, California, take turns each month picking up trash along two miles of Highway 11. 5. A student at Indiana Academy in Cicero, Indiana, volunteers to assist the Birthright Pod, which makes blankets, teddy bears, and other items for women with unplanned pregnancies.

8 The Journal of Adventist Education • February/March 2013 http://jae.adventist.org coursework, field activities, and reflections.29 Programs of study may also in- Figure 6. Beneﬁts of Service Learning34 clude required service-learning courses as part of the student’s major or minor, For Students or the general education curriculum. • Enriches personal growth Sometimes, an extended service-learn- • Advances intellectual development and academic learning ing field experience serves as a capstone • Ignites an awareness of societal issues for a department/school’s degree requirements. At the course level, here is • Develops social responsibility and civic engagement a sample of what teachers have been • Develops a habit of critical reflection doing:30 • Fosters teamwork • Young Adult Literature: Students • Integrates theory with practice partner with a student in the local • Enhances career development school district and read and discuss • Promotes service-minded professionals young adult literature. • Human Anatomy: Students serve at local independent living, assisted- For Teachers living, and adult daycare centers and • Enables teaching outcomes to become more process-oriented observe/analyze the impact of aging. • Enhances student understanding • Chemistry: Students assess and an- • Provides authentic assessment opportunities alyze lead content in the paint of older • Creates new areas of research and scholarship homes; students lead hands-on science projects at middle and high sch ools. • Generates opportunities for professional recognition • The Exceptional Child: Students spend time working with children in For Educational Institutions the local school district special-educa- • Supports the mission of the institution tion program. • Enriches and enlivens teaching and learning • Christianity and Media: Students • Builds partnerships with the community divide into groups based on technical and non-technical skills to create a • Extends campus resources to the community video documentary of residents at a • Reinforces the value of the “scholarship of engagement” local health-care facility, which is then • Provides opportunities for institutional recognition given as a gift to the residents’ families. • Business: Students develop busi- For the Community ness plans for projects to benefit low- • Introduces innovative programs to address community needs income communities. • Vocal Pedagogy: Students offer free • Contributes the energy and enthusiasm of young people to meet community needs voice lessons to a student from the • Fosters an ethic of service and civic participation throughout the community public high school, after which they or- • Creates potential for additional partnerships and collaboration ganize an end-of-semester recital for their students. sults. In a sample of “undecided” fresh- ing skills, critical thinking skills Results of Service Learning men, 41 percent of those engaged in • Leaders hip: Leadership activities, The results of service learning are service learning during college indi- self-rated leadership ability, interper- significant (Figure 6). In a longitudinal cated on a follow-up survey that they sonal skills study of college undergraduates, for ex- now planned to pursue a service-re- • Values: Commitment to activism, ample, 82 percent reported that the lated career, compared to only 18 per- promoting racial understanding service experience enhanced their un- cent of those who did not participate in • Self-efficacy derstanding of the academic material.31 service.33 Additionally, finding a calling • Choice of service career Furthermore, service-learning partici- or work that is personally satisfying • Plans to participate in service after pants were better able to apply class was more likely to be achieved by stu- college36 learning to real-world situations.32 dents who engaged in service-learning Perhaps the results of service learn- There were also positive career re- experiences.35 ing are most clearly reflected in the Overall, participation in service words of the students themselves:37 learning showed positive effects on • “Through reflecting on my service eleven outcome measures: • Academic performance: GPA, writ-

http://jae.adventist.org The Journal of Adventist Education • February/March 2013 9 experiences, I gained intense awareness tongue, but in deed and in truth” (1 7. Martin Luther King, Jr., noted that there is of myself, the privilege I experience, John 3:18, NKJV). Throughout Ad- a difference in terms of the question asked. “The and the profound injustice lurking in ventist education, let’s break through first question that the priest asked, the first question the Levite asked was: ‘If I stop to help this our world.” the confines of a 3D world and enter man, what will happen to me?’ The good Samari- • “Service has taught me courage, the fourth dimension! i tan reversed the question: ‘If I do not stop to help compassion, love, appreciation, team- this man, what will happen to him?’” (“I’ve Been work, humility. I have seen hardship to the Mountaintop” speech: The King Center: and pain and the power that a simple For additional reading, consult the http://www.thekingcenter.org/archive/docu ment/ive-been-mountaintop-1). Accessed Janu- act of kindness holds. And I have been list of Websites online at this address: ary 9, 2013. forever changed by the people I have http://circle.adventist.org/files/jae/en/ 8. Ellen White notes, “Constantly He went met, worked with, and served.” jae20137503490.pdf. about doing good. . . . His life was one of un- • “College is not just about the expe- selfish service” (Testimonies for the Church riences that shape you, but also the way [Mountain View, Calif.: Pacific Press Publ. Assn., 1948], vol. 9, p. 31); and “With Him love was life, you are able to shape others while you John Wesley and life was service”(Education , p. 80). are here. . . . Service has given me the Taylor V, Ed.D., 9. “Jesus, the served of all, came to be the ser- unique and invaluable opportunity to Ph.D., is Associate vant of all . . . . And those who would partake of engage in my community, burst the Director of Educa- His divine attributes, and share with Him the joy university bubble, and truly make a dif- tion at the General of seeing souls redeemed, must follow His example of unselfish ministry. All this was compre- ference.” Conference of Sev- hended in the words of Jesus, ‘I have given you an • “Service has made me a better per- enth-day Advent - example’” (The Desire of Ages [Mountain View, son. I am more willing to see other sides ists. He may be con- Calif.: Pacific Press Publ. Assn., 1940], p. 651). of a story, more aware of the great diver- tacted at [email protected]. 10. In essence, both volunteerism and service sity in the world, and more willing to do learning are of value and should optimally com- plement each other on the campus. An academic more for people outside of my immedi- club, for example, could engage in community- ate community of friends and family.” NOTES AND REFERENCES service activities that are connected in some form • “I find that I enjoy living life most 1. Ellen G. White, Education (Mountain View, to the discipline, thus combining features of both Calif.: Pacific Press Publ. Assn., 1903), p. 13. volunteerism and service learning. when I feel that I am living not just for 2. In a similar vein, Ellen White wrote: “What myself but for other people as well.” 11. Adapted from Janet Eyler and Dwight is the essential education for this time? Education Giles, Where’s the Learning in Service-Le arning? • “Service is not just something I do, means much more than many suppose. True ed- (San Francisco: Jossey-Bass, 1999). it is now a part of who I am.” ucation embraces physical, mental, and moral 12. Adapted from Purdue University North Ellen White highlights the results of training, in order that all the powers shall be Central Center for Service Learning and Leader- 38 fitted for the best development, to do service for ship: http://www.pnc.edu/csll/service_ learning. service. She notes that service shapes God and to work for the uplifti ng of humanity” character, develops talent, and provides html. Accessed January 9, 2013. (Fundamentals of Christian Education [Nashville, 13. The Journal of Adventist Education dedi- 39 purpose in life. She observes that it Tenn.: Southern Publ. Assn., 1923], p. 387). cated a special issue (April/May 2009) to the role deters temptation and offers enduring 3. The concept of the enveloping nature of of service, and especially service learning, in Ad- happiness.40 Most significantly, partici- service is embraced by Ellen White: “The powers ventist education. The articles in this issue may of the whole being are to be engaged in unselfish be accessed online by selecting Volume 71, Issue pation in service deepens one’s rela- service. Every talent is to be employed” (Evange- tionship with Christ and prepares one 4, at http://jae.adventist.org/jae.php?index= lism [Washington, D.C.: Review and Herald Publ. issue&language=en. 41 for heaven. Assn., 1946], p. 646). “Imbued with the love of 14. See Ellen G. White, Counsels to Parents, Christ, yo u are to be constrained to perform acts Teachers, and Students (Mountain View, Calif.: of unselfish service until such acts become your Forward Thinking Pacific Press Publ. Assn., 1913), pages 389 and life practice” (Counsels on Health [Mountain 493; and ______, Testimony Treasures What can be done to equip and em- View, Calif.: Pacific Press Publ. Assn., 1951], p. power students for a life of service? (Mountain View, Calif.: Pacific Press Publ. Assn., 633). In essence, human beings are gifted for 1949), volume 2, page 414. First, recognize and confirm in your service. 15. See ______, The Adventist Home own life that service is an essential di- 4. Scripture quotations credited to NIV are (Nashville, Tenn.: Southern Publishing Assn., mension of the Christian experience. from The Holy Bible, New International Version. 1952), page 486; and ______, Counsels on Copyright © 1973, 1978, 1984, 2011 by Biblica, Sabbath School Work (Washington, D.C.: Review Sensitize those around you to the bibli- Inc. Used by permission. All ri ghts reserved cal foundation and value of service, and Herald Publ. Assn., 1938), page 129: “Chil- worldwide. Texts credited to NKJV are from the dren should be educated in such a way that they particularly within the educational set- New King James Version. Copyright © 1979, may perform unselfish acts which heaven will re- ting. Seek innovative and effective av- 1980, 1982, Thomas Nelson, Inc., Publishers. All joice to see. When the dew of youth is upon enues of integrating meaningful service rights reserved. them, children should be trained how to do serv- 5. Ellen White highlights this concept. “The ice for Christ.” with the academic program. Finally, af- law of love calls for the devotion of body, mind, firm that service is not just a segment 16. See Revi ew and Herald (March 24, 1891); and soul to the service of God and our fellow men” and Ellen G. White, The Ministry of Healing of life, but a way of life. (Education, p. 16); and “Love and loyalty to Christ (Mountain View, Calif.: Pacific Press Publ. Assn., “Let us not love in word or in are the spring of all true service” (ibid., p. 268). 1909), page 395: “The children and youth, with 6. See also 1 Samuel 12:24 and 1 Chronicles 28:9.

10 The Journal of Adventist Education • February/March 2013 http://jae.adventist.org their fresh talent, energy, and courage, their quick and classism. Preventing the reinforcement of Students, op. cit. Furthermore, in a comparison susceptibilities, are loved of God. . . . They are to negative attitudes requires careful introduction of service learning and community service not obtain an education that will help them to stand of the project, as well as debriefing and reflection linked to academic learning goals, the effect of by the side of Christ in unselfish service.” after the service project is completed. service learning was stronger for both writing 17. See Counsels to Parents, Teachers, and Stu- 28. Contributed by Sherril Davis, Keren Tac- skills and college GPA. Additionally, students dents, page 547. The statement adds, “Wherever cone, and Karen Taylor. The statement has been who completed service as part of a course exhib- possible, students should, during the school year, minimally edited for style and space constraints. ited the most dramatic shifts in career choice, as engage in city mission work. They should do Global Youth Service Day, which takes place each compared to students who engaged in commu- missionary work in the surrounding towns and year, typically in the month of April, is an oppor- nity service disconnected from their coursework. villages. They can form themselves into bands to tunity to participate in an international network 37. Amy Finnegan, Laura Chicoine, Prerna do Christian help work.” dedicated to youth service (Website: http://gysd. Raj, Luz Silverio, Nick Garzon, and Mallorie 18. “Cooperation should be the spirit of the org). Accessed January 9, 2013. Hulse, students at Washington University in St. schoolroom, the law of its life. . . . Let the older 29. Coursework may include general-educa- Louis: http://communityservice.wustl.edu/ assist the younger, the strong the weak; and, so tion requirements, such as a Biblical Foundations about/Pages/Voices-on-Service .aspx. Accessed far as possible, let each be called upon to do of Service or Philosophy of Service Learning January 9, 2013. something in which he excels. This will encour- course, a service fieldwork course, and/or a speci- 38. “To everyone who offers himself to the age self-respect and a desire to be useful” (Educa- fied number of credits in courses that carry a Lord for service, withholding nothing, is given tion, p. 285). “The Great Teacher cooperates with “Service Learning” designation. Another ap- power for the attainment of measureless results” all the efforts made to relieve suffering humanity. proach requires a certain number of hours of (The Ministry of Healing, p. 160). Teach the students to make a practical applica- service-learning activities each year the student 39. “Above any other agency, service for tion of the lessons they have received. As they is in residence, with periodic reports and/or Christ’s sake in the little things of everyday expe- witness human woe and the deep poverty of reflections (e.g., for each 10 hours of service rience has power to mold the character and to di- those they are trying to help, they will be stirred completed, a two-page reflection paper must be rect the life into lines of unselfish ministry. To with compassion. . . . We must now see what can submitted, along with corresponding documen- awaken this spirit, to encourage and rightly to be done to educate the students in practical mis- tation). direct it, is the parents’ and the teacher’s work. sionary work” (______, Welfare Ministry 30. Genie Black, “Incorporating Service No more important work could be committed to [Washington, D.C.: Review and Herald Publ. Learning Into the Business Curriculum,” Journal them. The spirit of ministry is the spirit of Assn., 1952], p. 106). of Business Administration Online 1:2 (Fall 2002). heaven, and with every effort to develop and en- 19. Adapted from Whitworth University, Available at http://www.atu.edu/business/jbao / courage it angels will cooperate” (ibid., p. 401). Center for Service-Learning and Community En- Fall2002/genie.pdf; Susan Patt and John Raz- “It is by unselfish service that we improve and in- gagement: http://www.whitworth.edu/Acade zouk, Faculty Guide to Service-Learning: A Guide crease our talent” (Ellen G. White, Mind, Charac- mic/Programs/ServiceLearning/Faculty.htm. Ac- for Planning and Implementing a Service-Learning ter, and Personality [Na shville, Tenn.: Southern cessed January 9, 2013. Course at La Sierra Un iversity (September 2008). Publ. Assn., 1977], vol. 2, p. 431); “Character is 20. See Education, page 269. Teams are some- Lee University Service-Learning Website: http:// not the result of accident; it is not due to special times referred to as SALT (Service and Learning heri.ucla.edu/pdfs/hslas/hslas.pdf; Rachel L. favors or endowments of Providence. A noble Teams). Vaughn, Sarena Seifer, and Tanis Mihalynuk, character is the result of self-discipline, . . . the 21. See The Adventist Home, page 484. “Community-Campus Partnerships for Health” surrender of self for the service of love to God 22. See Education, pages 29 and 30. Also, “It is (May 2004): http://www.servicelearning.org/in and man” (Education, p. 57). See also Counsels to not enough to fill the minds of the youth with stant_info/fact_sheets/he_facts/chem_he. Web- Parents, Teachers, and Students, page 545; and Ed- lessons of deep importance; they must learn to sites in this endnote accessed January 9, 2013. ucation, page 264. impart what they have received. . . . God bestows 31. Alexander Astin, Lori Vogelgesang, Elaine 40. “It is to fortify the youth against the His gifts upon us that we may minister to others Ikeda, and Jennifer Yee, How Service Learning Af- temptations of the enemy that we have estab- and thus become like Him. . . . In unselfish serv- fects Students (Los Angeles: University of Califor- lished schools where they may be qualified for ice for the blessing of others he [the student] is nia, Higher Education Research Institute, 2000), usefulness in this life and for the service of God meeting the high ideal of Christian education” p. 56. throughout eternity” (Counsels to Parents, Teach- (Counsels to Parents, Teachers, and Students, p. 32. Jayne Brownell and Lynn Swaner, “High- ers, and Students, p. 495); “Seize upon every op- 545). Impact Practices: Applying the Learning Out- portunity for contributing to the happiness of 23. See Education, p. 309. comes Literature to the Development of Success- those around you. Remember that true joy can be 24. This support includes selling service ful Campus Programs,” Peer Review 11:2 (Spring found only in unselfish service” (The Ministry of learning to the entire staff and student body as a 2009):26-30. The positive impact of service Healing, p. 362); “It is in unselfish ministry that core educational component that is vital to the learning is further presented in the excellent true happiness is found” (Testimonies for the institution’s mission, and providing practical, lo- article by Gary Hopkins, Larry Ulery, Duane Church, vol. 7, p. 50). gistical, and moral support, along with help with McBride, Ella Simmons, Donn P. Gaede, and 41. “By encouraging a spirit of unselfish serv- problem solving. Heather Joy Knight, “Service Learning and Com- ice in the home, parents are drawing their chil- 25. A more detailed explanation of these munity Service: An Essential Part of True Educa- dren closer to Christ, who is the embodiment of stages, developed by the Search Institute and the tion,” The Journal of Adventist Education 71:4 unselfishness” (Ellen G. White, Child Guidance Interfaith Youth Core, can be found at the “In- (April/May 2009):20-25: http://circle.adventist. [Nashville, Tenn.: Southern Publ. Assn., 1954], p. spired to Serve” Website: http://www.inspired org //files/jae/en/jae200971042006.pdf. 352); “Unselfishness underlies all true develop- toserve.org. Accessed January 9, 2013. 33. Astin, et al., How Service Learning Affects ment. Through unselfish service we receive the 26. It is mission-critical to deal early on with Students, op. cit., p. 22. highest culture of every faculty. More and more students’ attitudes toward those they are going to 35. John Sikula and Andrew Sikula Sr., “Spiri- fully do we become partakers of the divine na- serve, and to help sensitize them to other cultures tuality and Service Learning,” New Directions for ture. We are fitted for heaven, for we receive as well as similarities and differences between Teaching and Learning 104 (Winter 2005):75-81. heaven into our hearts” (Education, p. 16). themselves and others. 36. Astin, et al., How Service Learning Affects 42. Adapted from Purdue University North 27. It may be necessary, as well, to deal with Central Center for Service Learning and Leader- students whose prejudices and/or preconceptions ship: http://www.pnc.edu/csll/service_learning. may have been reinforced by their interactions html. Accessed January 9, 2013. with “the other,” particularly in terms of racism

http://jae.adventist.org The Journal of Adventist Education • February/March 2013 11 An Introduction to Adventist Resources

n an expanding church with more than a million students a quick skim through a recent handbook, missing out on a great and new educational institutions opening every year, it is deal of detail and context. all too easy to focus on the past few years and lose track of This article is intended to guide JOURNAL OF ADVENTIST ED- where the Seventh-day Adventist Church has been and UCATION readers through the labyrinth of sources and materials how it got to where it is today. Therefore, most denomi- available. It provides a solid introductory list of books and Inational schools and colleges offer classes on Adventist history. Websites on Seventh-day Adventism, drawn from the writer’s But those who teach the topic, or just want to research the experience of 15 years as an Adventist special-collections librar- church’s past and present, can find the volume of material over- ian. It includes both a reading list for those interested in the whelming. Major Adventist history collections, such as those whole of Seventh-day Adventism and an acquisition list for li- in the General Conference archives and various Adventist uni- brarians building a basic collection to support the teaching and versities, include tens of thousands of volumes. The teacher as- study of Adventist thought and history. signed to create a syllabus for a new class, the student writing I have included works that I have found useful over the a paper or a dissertation, or the administrator or scholar trying years: ones I regularly checked out to students or recommended to understand how his or her church functions and why it acts to researchers, or (in some cases) often replaced because bor- and believes as it does, can quickly get lost—or worse, settle for rowers failed to return them. I have also been guided by the fre-

BY TONY ZBARASCHUK

12 The Journal of Adventist Education • February/March 2013 http://jae.adventist.org quency of reprints, by consultation with other Adventist faculty treasure back issues of the Yearbook and the online Seventh-day and librarians, and by the use and opinion of scholars in the Adventist Obituary Index. field. The list has been reviewed by several experts in the field, including the director of the General Conference Office of Ellen G. White Archives, Statistics, and Research. The complete works of the church’s co-founder are available Librarians have an 80-20 rule—20 percent of the sources in in many languages at the White Estate Web site (http://egwwrit any collection do 80 percent of the work.* Since this is a recur- ings.org/). The two major biographies are Arthur L. White, sive relationship, this means that a collection 1/25 the size of a Ellen G. White (6 vol., R&H, 1981) and Ron Numbers’ Prophet- n ntroduction to major library (4 percent, or 20 percent of 20 percent) can do ess of Health (3rd ed., Eerdmans, 2008), the latter focusing on A I almost two-thirds of the work (64 percent, or 80 percent of 80 her role in health reform. Although regarded as controversial percent). Librarians supporting classes in Adventist history when it first came out, this book still must be regarded as in- should take note. dispensable. It will be immediately obvious to specialists in every field Other useful books for understanding Ellen White’s think- that their own area has been sadly shortchanged. Due to space ing and contributions include D. A. Delafield’s Ellen G. White limitations, I have ruthlessly omitted articles, dissertations, and in Europe (R&H, 1975) and Herbert Douglass, Messenger of the a great number of books about one particular topic, or country, Lord (Pacific Press [henceforth PPPA], 1998). Gilbert Valen- or institution in favor of those that cover Adventism as a whole. tine’s The Struggle for the Prophetic Heritage (Institute Press, I have completely neglected the specialized (and fascinating) 2006) and The Prophet and the Presidents (PPPA, 2011) are field of Adventist hymnology. I have also restricted myself to valuable recent studies of Ellen White’s leadership and influ- works in English. This list does not provide a complete library, ence on the church. but rather an introduction to a century and a half of Adventist Walter Rea’s The White Lie (M & R Publications, 1982) is thought and practice throughout the world, as well as books controversial and overwrought but needs to be read to under- about Adventism. At the end are suggestions for those wishing stand the crisis in Adventist understandings of Ellen White in to explore further. the 1970s and 1980s. D. M. Canright’s Seventh-day Adventism Renounced (Revell, 1889) is probably the most important early General Reference Works criticism of Ellen White and Adventism, which continues to in- The Seventh-day Adventist Encyclopedia (2 vols., Review & fluence outside views of Adventism even today. Herald [henceforth R&H], 1996) is a basic, necessary resource, listing most of the church’s ideas, institutions, and people. It 1844 and the Millerite Movement does not include peop le living as of its publication date, how- There is a large body of literature on the Millerite movement ever. You will also want to obtain Gary Land’s Historical Dic- and the Great Disappointment. George Knight’s William Miller tionary of Seventh-day Adventism (Scarecrow, 2005; reprinted and the Rise of Adventism (PPPA, 2010) is the best history. Also as The A to Z of the Seventh-day Adventists in 2009) for its ex- valuable are David K. Rowe’s God’s Strange Work: William cellent bibliography and more recent articles. The Church Man- Miller and the End of the World (Eerdmans, 2008) and the essays ual, the Seventh-day Adventist Minister’s Handbook, the Annual in Ronald L. Numbers and Jonathan M. Butler (eds.), The Dis- Statistical Report, and the Seventh-day Adventist Yearbook will appointed (Indiana University Press, 1987). Much useful back- be useful for current church operation and contacts. Older ground is provided by Jerome Clark’s 1844 (3 vol., Southern volumes of all these, valuable for historical data, are available Publishing Association [henceforth SPA], 1968) and Edwin online at http://www.adventistarchives.org. Genealogists will Gaustad’s The Rise of Adventism (Harper & Row, 1974). F. D.

http://jae.adventist.org The Journal of Adventist Education • February/March 2013 13 Nichol’s The Midnight Cry (R&H, 1944) is somewhat dated but 1997). The essays in those three vary significantly in quality, still useful. but Floyd Greenleaf’s A Land of Hope (Casa Publicadora Indispensable primary sources are Sylvester Bliss’ Memoirs Brasileira, 2011) is authoritative for South America. There is of William Miller (reprinted by Andrews University Press, unfortunately as yet no general history of Adventism in Africa, 2005), and Miller’s own Evidence From Scripture and History of but Stefan Höschele’s Christian Remnant – African Folk Church: the Second Coming of Christ About the Year 1843 (reprinted by Seventh-day Adventism in Tanzania, 1903-1980 (Brill, 2007) is Leaves-of-Autumn Books, 1988). Many important documents a work of deep scholarship with considerable implications be- are reprinted in George Knight’s 1844 and the Rise of Sabbatar- yond just Tanzania or the African continent. For American Ad- ian Adventism (R&H, 1994). Isaac Wellcome’s History of the Sec- ventism, long the center of the church and still influential, Gary ond Advent Message and Mission, Doctrine and People (1868, Land’s Adventism in America (Andrews University Press, 1998); reprinted by Andrews University Press, 2008) is an inside his- and Malcolm Bull and Keith Lockhart’s Seeking a Sanctuary tory of the Millerite movement from outside what became the (2nd ed., Indiana University Press, 2007) are both valuable. Adventist Church, and very valuable. There are too many good books on Adventism in individual countries to list, but the Seventh-day Adventist Encyclopedia has Adventist History an article for each country with an Adventist presence, and Ciro George Knight’s A Brief History of Seventh-day Adventists Sepulveda’s On the Margins of Empires (Oakwood College Press, (R&H, 1999) and Mervyn Maxwell ’s Tell It to the World (PPPA, 2007) is an interesting presentation about Adventism in devel- 1976) are good introductions, but should be backed up by oping countri es. Richard W. Schwarz and Floyd Greenleaf’s Light Bearers (PPPA, George Knight’s Organizing to Beat the Devil (R&H, 2001) revised and updated, 2000). The earliest comprehensive histo- provides a useful guide to the origin and purposes of the present ries of Seventh-day Adventism are still worth reading. J. N. structure of the Seventh-day Adventist denomination. P. Gerard Loughborough’s The Great Second Advent Movement (reprinted Damsteegt’s Foundations of the Seventh-day Adventist Message by Adventist Pioneer Library, 1992) and Rise and Progress of the and Mission (Eerdmans, 1977) and Barry Oliver’s SDA Organi- Seventh-day Adventists (reprinted by Leaves-of-Autumn Books, zational Structure: Past, Present, and Future (Andrews University 1988) contain much that is available nowhere else, as do W. A. Press, 1989) are essential follow -ups on the same topic. Spicer’s Pioneer Days of the Advent Movement (R&H, 1941) and A. W. Spalding’s Origin and History of Seventh-day Adventists Systematic Adventist Theology (4 vol., R&H, 1961). A.V. Olson’s Thirteen Crisis Years, 1888- A great deal of Adventist theology is topical, and it can be 1901 (R&H, 1981) covers the theological and organizational difficult to get a sense of the movement as a whole. George crises, and the resulting major transformations in Adventist Knight’s A Search for Identity (R&H, 2000) gives a useful sketch thought and structure at the end of the 19th century. of how Adventist beliefs developed. More detail can be seen in For global Adventism, start with George Knight’s edition of Knight’s collection Earliest Seventh-day Adventist Periodicals Historical Sketches of Foreign Missions (1886, reprinted by An- (Andrews University Press, 2005) and James White and Uriah drews University Press, 2005), then continue with three collec- Smith’s The Biblical Institute (1878, reprinted by TEACH Serv- tions of essays: Noel Clapman (ed.), Seventh-day Adventists in ices, 2005), along with Bible Readings for the Home Circle (R&H, the South Pacific (Signs Publishing Co., 1985); Gil Fernandez 1917), one of the most-frequently reprinted books in the his- (ed.), Light Dawns Over Asia (AIIAS, 1990); and Hugh Dunton, tory of the denomination. Daniel Heinz, and Ronald Strasdowsky (eds.), Heirs of the Ref- Later systematic presentations include the proceedings of ormation: Seventh-day Adventists in Europe (Stanborough Press, the 1953 Bible conference, Our Firm Foundation (2 vol., R&H,

14 The Journal of Adventist Education • February/March 2013 http://jae.adventist.org 1953), the Seventh-day Adventist Bible Commentary (7 vol., 1972), and The Man Who Is God (R&H, 1977) should be read R&H, 1976), Richard Rice’s The Reign of God (Andrews Uni- along with Eric Claude Webster’s Crosscurrents in Adventist versity Press, 1997), the Handbook of Seventh-day Adventist Christology (Andrews University Press, 1992), J. R. Zurcher’s Theology (R&H, 2000), and Seventh-day Adventists Believe Touched With Our Feelings (R&H, 1999) and Woodrow W. (Ministerial Association, 2005). Whidden II, Jerry Moon, and John W. Reeve’s The Trinity For relations with evangelicals, see the revised annotated (R&H, 2002) for more recent looks at a topic that has often edition of Seventh-day Adventists Answer Questions on Doctrine been a matter of agonized debate among Adventists. Also see (Andrews University Pre ss, 2003), which corrects a number of Geoffrey Paxton’s The Shaking of Adventism (Zenith, 1977) and misrepresentations in the 1957 edition. Reinder Bruinsma’s Jack Provonsha’s You Can Go Home Again (R&H, 1982). Seventh-day Adventist Attitudes Toward Roman Catholicism, Important works on Adventism, the state, and civil disobe- 1844-1965 (Andrews University Press, 2004) provides a good dience are A. T. Jones’ The Two Republics (PPPA, 1892), F. M. summary of this subject. Jonquil Hole and Børge Schantz’s The Wilcox’s Seventh-day Adventists in Time of War (R&H, 1936), Three Angels and the Crescent (SDA Global Centre for Islamic Douglas Morgan’s Adventism and the American Republic (Uni- Studies, 1993) is very useful for information about Adventist- versity of Tennessee Press, 2001) and the documents reprinted Muslim rel ations. in Morgan’s The Peacemaking Remnant (Adventist Peace Fel- lowship, 2005). Topical Theology Michael Pearson’s Millennial Dreams and Moral Dilemmas The standard Adventist work on biblical prophecy for many (Cambridge University Press, 1990) is a good historical intro- years, and still in print, is Uriah Smith’s The Prophecies of Daniel duction to Adventist ethics and the realm of practical theology. and Revelation (R&H, 1944; but compare with a pre-1944 edi- Alas, there are far too many books on individual topics of the tion in some areas). Leroy Edwin Froom’s comprehensive The Christian life (prayer, marriage, stewardship, and other topics) Prophetic Faith of Our Fathers (4 vols., R&H, 1946-1954, espe- to list here. cially volume 4) covers the history of Adventist prophetic in- Leroy Edwin Froom’s The Conditionalist Faith of Our Fathers terpretation. You will also want Roy Allan Anderson’s Unfolding (2 vol., R&H, 1965) is still the best overall presentation of Ad- the Revelation (PPPA, 1974), Desmond Ford’s Daniel (SPA, ventist views on conditional immortality. 1978), and Mervyn Maxwell’s God Cares (2 vol., PPPA, 1981) Alden Thompson’s Inspiration (R&H, 1991) and Samuel Ko- for a sampling of more recent Adventist approaches. ranteng-Pipim’s Receiving the Word (Berean Books, 1996) rep- Three important books on the Sabbath: J. N. Andrews’ His- resent two poles of Adventist thought about inspiration. One tory of the Sabbath and First Day of the Week (R&H, 1912), should also look at Sakae Kubo and Walter Specht, So Many Samuele Bacchiochi’s From Sabbath to Sunday (Pontifical Gre- Versions? (Zondervan, 1983) for a related topic. gorian University, 1977), and Sigve Tonstad’s The Lost Meaning Important sociological studies include Roger L. Dudley’s of the Seventh Day (Andrews University Press, 2009). Most Why Our Teenagers Leave the Church (R&H, 2000) and Barry other Adventist books just re-package information from the Gane’s Youth Ministry and the Transmission of Beliefs and Values first two. (Signs, 1997), along with the Valuegenesis reports, notably On the topics of God and salvation, classic Adventist pre- Roger Dudley’s Valuegenesis: Faith in the Balance (La Sierra sentations include A. G. Daniells’ Christ Our Righteousness University Press, 1992) and V. Bailey Gillespie’s Valuegenesis: (Ministerial Association, 1941), M. L. Andreasen’s The Sanctu- Ten Years Later (Hancock Center, 2004). ary Service (R&H, 1969), and E. J. Waggoner’s The Glad Tidings Nancy Vyhmeister’s Women in Ministry (Andrews Univer- (PPPA, 1978). Edward Heppenstall’s Our High Priest (R&H, sity Press, 1998) and V. Norskov Olsen’s Myth and Truth About

http://jae.adventist.org The Journal of Adventist Education • February/March 2013 15 Church, Priesthood, and Ordination (Loma Linda University General Conference presidents, and Ava Covington’s They Also Press, 1990) are both good introductions to a more recent topic Served (R&H, 1940) on major women of the Adventist Church. of debate. There has been little scholarship on Adventism’s offshoots Going Deeper since Lowell Tarling’s hard-to-find The Edges of Seventh-day Many sources are available for those interested in learning Adventism (Galilee, 1981). One key recent work is Kenneth more, and particularly for those who wish to study Adventism Newport’s The Branch Davidians of Waco (Oxford University in their local area. The Center for Adventist History at An- Press, 2006). drews University (http://www.andrews.edu/library/car/) and the General Conference archives (http://www.adventist ar Education chives.or g) are the church’s premier collections of historical Floyd Greenleaf’s In Passion for the World (PPPA, 2005) is material, backed up by major holdings at Avondale in Aus- the best overall history of Adventist education. Maurice Hod- tralia, Loma Linda University in California, and Friedensau gen’s School Bells & Gospel Trumpets (Adventist Heritage Pub- University and Newbold College in Europe. Consult your lications, 1978) collects important primary documents from nearest Adventist college or university for more help—most early Adventist education. Merlin Neff’s For God and C.M.E. have good library collections and experienced librarians. The (PPPA, 1964), Ira Gish’s Madison, God’s Beautiful Farm: The E. White Estate has branch offices and research centers around A. Sutherland Story (PPPA, 1979), and Gilbert Valentine’s W.W. the world (a full list can be found at http://www.white Prescott (R&H, 2005) cover major Adventist educators and their estate.org/ about/ estate. asp# branchoffices), which have a good contributions. deal of material useful to the inquirer into Adventist history, Emmett K. Vande Vere’s The Wisdom Seekers (SPA, 1972) and particularly Ellen White. and Windows (SPA, 1975) are older but still offer valuable in- Major Adventist magazines include the Review and Her - sight into the development of Adventist education. ald/Adventist Review, Youth’s Instructor, Signs of the Times, Min- By far the best (albeit controversial) history of Adventist istry, Message, and The Journal of Adventist Education, but there thought on geology and evolution is Ronald Numbers’ The Cre- are many, many more. These contain an immense amount of ationists (Harvard University Press, 2006). material on all sorts of issues, and are particularly valuable for a sense of Adventist life and thought at the time of publication. Health and Medicine I have tried, where possible, to list recent or in-print editions The two top introductions to Adventist medical history are of books, but unfortunately, some very relevant books are no Richard Schaefer’s Legacy (Legacy, 2005) on Loma Linda Uni- longer in print. Copies can sometimes be obtained from online versity, and Richard Schwarz’s John Harvey Kellogg, M.D. book vendors such as amazon .com, abebooks.com, ebay.com, (R&H, 2006) on the early reformer and 19th-century Adventist and others. TEACH Services (http://www.teachservices.com) medicine. D. E. Robinson’s The Story of Our Health Message reprints classic Adventist books from time to time. If all else (SPA, 1965) is older but still valuable, as is Warren Johns and fails, try Google or other Web search engines. Many older works Richard Utt’s The Vision Bold (R&H, 1977). are available on the Internet (see the accompanying article by Benjamin Baker). Important Adventists A complete bibliography of the listed books will be posted James White’s Life Incidents (Andrews University Press, online at the THE JOURNAL OF ADVENTIST EDUCATION Website: 2003) and The Autobiography of Elder Joseph Bates (SPA, 1970) http://circle.adventist.org/files/jae/en/jae201375035005.pdf. We deserve careful study, as do the best recent biographies of these hope to add to this list over the coming years as new classics two founders of Adventism, Gerald Wheeler’s James White are recognized, as well as to broaden the resources beyond the (R&H, 2003) and George Knight’s Joseph Bates (R&H, 2004). space available in this article. i Knight’s From 1888 to Apostasy (R&H, 1987) covers the life and influence of A. T. Jones. On J. N. Andrews, see the essays in Harry Leonard (ed.), J. N. Andrews: The Man and the Mission Tony Zbaraschuk served as Special Collec- (Andrews University Press, 1985). Robert Edwards’ H.M.S. tions Librarian at La Sierra University in Richards (R&H, 1998) is a serviceable biography of Adventism’s Riverside, California, from 1996 to 2012, foremost evangelist. where he was responsible for one of the Douglas Morgan’s Lewis C. Sheafe: Apostle to Black America larger Adventi st history collections. He has (R&H, 2010) reopens a neglected chapter of Adventist history, been a moderator of the sdanet mailing list and should be read together with Ronald D. Graybill’s Mission since the late 1990s. to Black America (PPPA, 1971) on Edson White; Louis Reynolds’ We Have Tomorrow (R&H, 1984), an overall history of black Adventism; and Clifford Jones’ James K. Humphrey and the Sabbath-Day Adventists (University Press of Missis- * Richard L. Trueswell, “Some Behavioral Patterns of Library Users: The 80/20 Rule,” Wilson Library Bulletin 43:5 (January 1969):458-461. This still sippi, 2007). holds true for a wide range of users and topics; see, for example, Gail Herrera, Two useful collections of short biographies are Daniel and “Google Scholar Users and User Behaviors: An Exploratory Study,” College & Grace Ochs’ The Past and the Presidents (SPA, 1974) on the Research Libraries 72:4 (July 2011):316-330.

16 The Journal of Adventist Education • February/March 2013 http://jae.adventist.org A Quick Guide to Adventist Resources

on the Internet

eachers seeking digital material on Seventh-day Ad- complete books. Documents, available in PDF format, are ventist resources, whether for an entire course, spe- arranged in a logical and intuitive way. cific class periods, lectures, or devotionals, need easy- Adventist Yearbook (http://www.adventistyearbook.org/ to-navigate, informative Websites that not only default.aspx?) and Adventist Statistics (http://www.adventist provide facts and resources, but also novel ap- statistics.org/) offer every Seventh-day Adventist Yearbook and Tproaches. The following sites will not only help you bring the Annual Statistical Report ever produced. A rich resource of sta- past to life in meaningful and compelling ways, but will also tistics, membership and financial figures, names, dates, insti- assist you in presenting the Adventist faith in a fascinating and tutions, addresses, Websites, and maps. multifaceted way to students. Adventist Directory (http://www.adventistdirectory.org/) enables you to locate any Adventist church, school, hospital, Seventh-day Adventist Oﬃce of Archives, Statistics, bookstore, or conference office. Searches can be done by city and Research or state, zip or area code, and radius. http://www.adventistarchives.org/ http://www.youtube.com/user/SDAArchives Adventist Archives (http://www.adventistarchives.org/) fea- A YouTube channel featuring the popular “This Week in Ad- tures approximately two million pages of free, downloadable ventist History” segment in both its entire ty and trimmed clips materials on everything Adventist, including hundreds of pho- by subject. Hundreds of short, exciting videos that resurrect the tos, maps, charts, Sabbath school quarterlies, periodicals, and Adventist past.

BY BENJAMIN BAKER

http://jae.adventist.org The Journal of Adventist Education • February/March 2013 17 https://twitter.com/GCArchives Tweets by church archivists provide daily doses of Seventh- every issue of the only periodical solely devoted to Adventist his- day Adventist history and interesting factoids. Perfect for con- tory, Adventist Heritage, as well as hundreds of photographs and temporary students active on Twitter. interesting artifacts from yesteryear (http:// archives. llu.edu/cdm/ landingpage/collection/advhert). Ellen G. White Estate, Inc. http://www.whiteestate.org/; http://egwwritings.org/ Major Adventist Journals Writings of church cofounder Ellen G. White in a searchable Adventist Review (http://www. adventistreview.org/); Min- database available in numerous languages; answers to fre- istry (http://www.ministrymagazine.org); The Journal of Ad- quently asked questions; brief and useful introductions to Ellen ventist Education (http://jae.adventist.org); Signs of the Times White, Adventist pioneers, and their world; a kids’ section; a (http://www.signstimes.com/); Liberty (http://www.liberty television program; hundreds of photographs; and an app. magazine.org/); and Message (http://www.messagemagazine. org/). Center for Adventist Research (CAR) at The Websites for most of these journals include archives with Andrews University a searchable database for ease in locating articles and authors. http://www.andrews.edu/library/car/index.html The Seventh-day Adventist Periodical Index (http://www. Nelson Memorial Library, Paciﬁc Union College andrews.edu/library/car/sdapiindex.html) features a search en- http://library.puc.edu/adventist/sda_resources.shtml gine for articles published by Adventist periodicals. (Most of Primarily directs to other sites, although Gary Shearer’s bib- the tens of thousands of articles in this database can be read liographies will be an extremely helpful resource for those and downloaded on the previously mentioned Advent ist Ar chives searching for books, articles, and dissertations on a partic- site.) ular area of Adventist history and general history (http:// The Seventh-day Adventist Obituary Index (http://www. library.puc.edu/heritage/bib-index.shtml). These written works andrews.edu/library/car/sdapiobits.html) contains life dates of can orient you quickly, as well as make you aware of what is individuals and obituary sources. available in the area. Photograph Database (http://www.andrews.edu/library/ car/photosearch.htm l) of thousands of quality images. Oakwood University http://www.oakwood.edu/goldmine Loma Linda University Dozens of documents on Seventh-day Adventist history, LLU’s Digital Archive (http://archives.llu.edu/cdm/) includes with an emphasis on the black experience. Also features many

18 The Journal of Adventist Education • February/March 2013 http://jae.adventist.org Adventist Pioneer Library useful pedagogical aids such as self-help manuals; collections http://www.aplib.org/ of short biographies; leadership, health, and devotional mate- Short but informative videos (http://www.aplib.org/? rials; and uplifting music. page_id=618) and concise written biographies (http://www. aplib. org/ ?page_id=12) on Millerite and Adventist pioneers. Adventist Heritage Ministry http://www.adventistheritage.org/ Seventh-day Adventist Church Oﬃcial Site Photographs of original Adventist buildings and locales, as http://news.adventist.org/ well as a well-equipped store with Adventist history resources. In addition to breaking news, includes archives of news Visitors to the site can schedule visits and tours to these historic broadcasts, photos, stories, and spotlights on the Adventist past, spots, as well as to Adventist-owned sites, including the Advent- including the weekly “This Week in Adventist History” segment ist Historic Village in Battle Creek, Michigan. on the ANN video site. Information can now be retrieved not only from books, Newbold College/British Union Conference but also laptops, PCs, Macs, apps, mp3s, mp4s, CDs, pod- Historical Archive casts, blogs, and tweets. These resources are accessible wher- http://www.adventisthistory.org.uk/documents.php ever there is a computer (or a Smart phone or iPad) and an A rich resource on Adventism in the United Kingdom and Internet connection. Access the vast treasure trove of rich Ireland, replete with photographs, complete books and jour- knowledge available to be rei nvigorated and to enrich your nals, and useful links to news stories, talks, interviews, and teaching. i dozens of similar Adventist sites.

Center for Ethnic Adventist History Studies http://blacksdahistory.org/ Benjamin Baker, Ph.D., is an Assistant Information and materials on black Seventh-day Adventism, Archivist at the General Conference of Sev- including 250 Web pages of resources, downloadable docu- enth-day Adventists in Silver Spring, Mary- ments and books, videos, timelines, statistics, rare photographs, land. and an extensive obituary section. Monthly features such as quotes, book of the month, video of the month, and essays. A complementary YouTube channel is also available (http:// www. youtube.com/user/Blacksdahistory).

http://jae.adventist.org The Journal of Adventist Education • February/March 2013 19 First Days of School Experience

1990s graduate of Andrews myself a teacher. How do I handle the through secondary level all search for University’s Teaching, transition? Others who graduated with effective teacher candidates3 with a Learning, and Curriculum me probably had the same question, good working knowledge of core sub- (TLC) program recently re- and eventually some quit teaching be- jects, pedagogical skills, and the ability turned to the university to cause of lack of support and under- to shift comfortably into a teaching Atake a course on classroom manage- standing of what it takes to move from role. Too often, teacher candidates and ment. After years of teaching experi- being a student at the college to be- beginning teachers do not achieve ence, was there anything new she could coming a teacher in a school. Somehow these expectations. In the United learn in this area? The teacher took I managed, but this opportunity to take States, 40 to 50 percent of new teachers “The First Days of School Experience,” the new course in classroom manage- leave the profession in the first few a course not taught when she was a ment brought fresh perspectives to me. years, according to surveys by the U.S. student. What I appreciated most from the class Department of Education.4 Was the course helpful? Here’s her was the worships, classroom manage- Teacher-preparation programs have testimony: “When I started teaching ment lectures, and practice-oriented as their goal to equip candidates with fourth grade, the biggest challenge was ideas and experience.”1 the knowledge and skills to perform up how to prepare for the beginning of the This teacher’s story is not uncom- to expectations as well as to make the year. I remember sitting at my desk and mon. Transitioning from student to commitment to education as a lifetime saying to myself, ‘Where do I begin?’ teacher requires more than learning career. Research suggests that teacher- One day I was a student, and then sud- educational theories, memorizing chil- preparation programs need to regularly denly with a degree in my hand, I find dren’s developmental stages, and pick- evaluate their performance and imple- ing apart complex concepts.2 Public ment necessary changes to better serve and parochial schools from elementary

BY MICHELLE KUCELJ BACCHIOCCHI

20 The Journal of Adventist Education • February/March 2013 http://jae.adventist.org these candidates.5 The First Days of experienced classroom mentors. The Discussions by pairs and small groups School Experience class at Andrews field experience allowed the teacher - are well managed to facilitate learning as University in Berrien Springs, Michi- can didates to observe and to partici- well, and clear expectations are commu- gan, helps teacher candidates success- pate in preparing a classroom for the nicated using a variety of strategies and fully transition into their new role. beginning of the school term. The First activi ties. The planners choose experi- The following is a brief history of the Days Experience helped students un- ences that are faith-based, hands-on, course developed at Andrews Univer- derstand that no instruction can occur and practical. sity in Berrien Springs, Michigan, and without a management plan in place10 • Combining positive classroom its plans for the future. and provided an overview of how to management with research-based apply classroom management. In addi- strategies promotes student coopera- Historical Background: First Days tion, the course stressedt that the firs tion and teamwork. Teacher candidates of School Experience minutes of the first day are crucial and with better management skills spend In 1984, the Panel of Preparati on of set the tone for the whole school year.11 less time disciplining and more time Beginning Teachers listed classroom From the beginning, a core group of instructing, which translates into more management as one of the primary Andrews’s professors have taught the learning time for students.13 skills needed for new teachers, in addi- First Days of School Experience con- tion to content knowledge and an un- tent, and the course has included vari- Classroom Management Findings derstanding of students’ overall back- ous activities as well as expectations for From the 1990s on, studies have grounds. Many teacher candidates the attendees: shown that classroom management is a from educational programs, although • Desirable behaviors and strategies significant factor in student learning.14 well equipped with educational theory, are demonstrated from the moment Classroom management is defined as lack behavior-management skills. Re- teaching candidates enter the classroom. various plans, approaches, and proce- search has shown that integrating man- Establishing routines and procedures dures used in a classroom to promote agement skills and strategies as part of creates a well-organized environment.12 a positive learning climate. Effective teacher-preparation programs fosters The professors greet part i cipants at the management leads to increased student readiness and helps ensure greater suc- door, project board work on the screen, engagement in academic tasks, while cess for teacher candidates.6 With this conduct daily devotionals, and present decreasing misbehavior.15 understanding, Andrews University’s the topic for the morning or afternoon. First Days Director of Student Teach- ing, Dr. Richard Orrison, researched various management styles found in “Positive Classroom Management” by About the Course Fred Jones.7 The university’s education professors attended Fred Jones work- shops, participated in role plays , re- The First Days of School Experience, which started in viewed current research, and developed 1996, is a three-week intensive session sponsored by the a new course in the teacher-education School of Education’s Teaching, Learning, and Curriculum program that focused on management Department at Andrews University in Berrien Springs, and effective transition into a class- Michigan. Prior to student teaching, teacher candidates at- 8 room. The main topics were what tend this course, which focuses on classroom manage- Jones calls the four legs of management, instructional strategies, interview preparation, and ment: limit setting, responsibility train- classroom field experience. The course is coordinated and ing, omission training, and the back-up Richard Orrison, taught by a core group of three to four professors who are system.9 Alongside these four main First Director assisted by graduate students each August. First Days themes, job preparation, humor in the classroom, evaluation, and testing were combines practical learning in and outside the classroom. included in the course. Each year, between 20 and 40 teacher candidates enroll in The First Days of School Experience the course. Students are matched with a teacher in the started as a six-week summer intensive field and learn firsthand the procedures and planning infor all seniors who were to student volved in getting a classroom ready to welcome students teach the following year. It included for the first day of school. The course is a keystone experi- lectures, hands-on application, and ence for teacher candidates in the Andrews education pro- practical methods inside the classroom, Barbara Reid, gram that provides academic and practical strategies as well as 50 hours of field experience Current Director which will help ensure the teacher candidates’ future suc- in local schools. If schedules permitted, cess in their chosen field. Andrews’s education professors part- nered student-teaching candidate s with

http://jae.adventist.org The Journal of Adventist Education • February/March 2013 21 In order for teachers to effectively manage students, they need to understand the factors involved in making decisions. These include one’s personal background as well as belief system regarding goal achievement. Personal reflection helps educators develop an indi- vidualized approach to effective and responsible management. Gradually, they gain a better personal understanding of the experiences that shape children’s behavior. The ability to recognize student differences can enhance the teacher’s ability to manage curriculum and to create a positive climate for learning. Many teacher candidates at a variety of institutions express discontent about their preparation programs. Their most common concern relates to behavior A quadrad group engages in relationship building. management.16 Many teachers in training perceive themselves as ill-equipped to manage students effectively or to deal difference for the studen ts they teach— pected at specific times such as class with behavior issues.17 New teachers and to encourage teachers to remain in transitions. Jones also includes the con- often sense a disconnect between the the profession.21 Exit surveys of student cept of setting limits by establishing pro- theory and strategies learned in their ed- teachers who participated in the class cedures and rules in the classroom that ucation programs and the reality of the during the past four years indicate that help the teacher to develop a positive at- classroom.18 Some studies suggest the the First Days of School Experience is a titude and consistent self-control.23 need for classroom-management meth- valued opportunity in the education In the First Days Program, candidates ods to be interwoven throughout the program. The National Council for learn and practice simple and effective teacher-preparation program.19 Other Accreditation of Teacher Education strategies that can be implemented con- studies suggest these programs deal with (NCATE) Board of Examiners in 2011 sistently and in varied situations such as the teaching of classroom-managem ent found that the First Days of School expe- the use of body language, being busi- strategies, methods, and intervention rience was a venue that added to the ness-like, working the crowd, using separate from content and instructional knowledge base for teaching, particularly proximity to stop disruption, walking strategies.20 Concerns and research find- in the area of classroom management.22 around the classroom to observe student ings such as these have provided the in- behavior, and teaching from any loca- centive for continuing to improve the Shaping Content tion except seated behind the desk. The First Days Experience course through The classroom-management strate- use of silence, attentive listening, and greater emphasis on effective and diverse gies that form the main focus of the appropriate response are both an art and classroom-management strategies. First Days of School Experience include a science, and are an important part of the following: an overview of various classroom management.24 A teacher can- The First Days of School approaches to management—from a didate majoring in Spanish and biology Experience Today personal-needs perspective of Maslow to described the exercises taught in class as A review of the literature findings on the human-development approach of “a practical and safe environment to classroom managem ent and the con- Erikson, the social-factor perspective of practice my emerging skills in classroom cerns of the beginning teacher indicate Elkind, and current brain research that management and instruction.”25 Some that the First Days of School Experience helps participants understand children’s auxiliary topics include spiritual con- and other such courses are just as rele- cognitive development. Identifying fac- tent, humor, inner-city strategies, and vant today as they were two decades ago. tors that influence childhood behavior the job interview. In fact, with the mainstreaming and in- assists in shaping realistic expectations At the beginning of the three-week clusion of diverse students, the teaching of students taking the course. Fred session, teacher candidates are organ- of behavior management is even more Jones’s Positive Classroom Management ized into small groups called quad - essential in order to equip teacher candi- techniques suggest intentional planning rads—each consisting of diverse indi- dates with the skills to make a positive regarding classroom climate and struc- viduals (gender, ethnicity, and aca- ture, and building responsibility, which helps children understand what is ex-

22 The Journal of Adventist Education • February/March 2013 http://jae.adventist.org demic level)26 because heterogeneous humor help to create and maintain bal- to all candidates. A music director who groupings are believed to foster enthu- ance for both teacher and student. has taught for nine years in the Benton siasm and cooperative interaction.27 Humor is integrated into the First Days Harbor, Michigan, district shares her The activities allow students to share classroom management content be- unique insights into the lives of her stu- strengths and a variety of strategies, en- cause it can promote a good attitude, dents as well as some best practices in hancing the group dynamics as well as motivate learning, and aid in classroom the classroom. Urban educational posi- providing more opportunity for stu- management.32 When used appropri- tions are often available, but frequently dent responses. Reflecting on the expe- ately, humor can de-escalate awkward difficult to fill. Exposing the teacher can- rience, one teacher candidate said, “It situations and help encourage small- didates to a seasoned edu cator’s perspec- was fun to collaborate and work to- and whole-group cohesion.33 A science tive gives them reason to consider such gether while learning about effective, teacher candidate noted , “Learning stimulating employment openings in the practical classroom management.”28 how to use humor in the classroom as a future. Teacher candidates often have hectic teaching tool was one method that I schedules and harried lives. So the first found to be beneficial by creating a Preparing for Job Interviews official business of the course day is welcoming classroom environment and Applying for their first job often in- spending time in reflection. The devo- allowing children to reach into their timidates teacher candidates, so the tional reading for the course comes previous knowledge connecting humor First Days Experience includes polish- from a digest-sized book, The Prayer of with a relevant topic at hand.”34 A guest ing a cover letter and résumé, compil- Jesus by Hanegraaff.29 In small groups, speaker discusses the topic with the ing personal information for a direc- the students unpack and divide the First Days students, giving real-life ex- tory that is sent to local public and reading. One professor leads out in this amples as well as an overview of the parochial school administrators, re- spiritually reflective time, and then en- types of humor to use and to avoid. hearsing good interview protocol, and gages the class in dialogue using a pre- Students are encouraged to ask ques- gaining discernment about the inter- scribed question that the groups must tions and voice potential concerns. view process from the perspective of an discuss or post on butcher paper or In addition to the presenter on administrator. posters. The small-group time leads humor in classroom management, a The principal of a local public school into a brief whole-class conversation guest teacher from an inner-city middle tells the First Days participants that the that enables participants to gain insight school discusses approaches for teaching do’s and don’ts of getting a teaching po- from diverse viewpoints. a diverse urban population, a new addi- sition are the same as those for inter- This contemplative devotion time tion to the course. Learning how to in- viewing for any job: Obtain and carefully has been extended to 15 minutes each struct and manage at-risk students and prepare the required documents; wear morning, based on input from previ- those from lower socioeconomic levels professional attire; arrive on time; be ous graduates who asked for more time means dealing with some unique chal- cheerful in your responses; and don’t to meaningfully unpack material and lenges, which can give deeper awareness forget to send a thank-you note. Mock thoughts while allowing the modeling of a balanced Christian lifestyle and teaching in the style of the Master Teacher. From the first to the last day, teachers and students connect to the Source of true education. Most go into education as a mission: We at the TLC teacher-preparation program, and specifically in First Days, seek to equip teacher candidates with the skills to journey toward that mission.30 This is one way that an effective teacher- preparation program can integrate spiritual elements in order to “send forth . . . individuals who possess breadth of mind, clearness of thought, and the courage of their convictions,” who are “thinkers and not mere reflec- tors of other people’s thought.”31

Using Humor Seeing the funny side of situations First Days Class members dress for mock interviews and success. and defusing tense moments with

http://jae.adventist.org The Journal of Adventist Education • February/March 2013 23 interviews with local K-12 public and with children. In the past, each teacher since its inception is technology—both private school administrators have been candidate had to figure out how to its use in communicating with partici- incorporated into the First Days pro- work these into his or her schedule, or pants and its inclusion in the course gram. Each quadrad meets with an as- the activity might be organized sepa- curriculum. All communications and signed administrator, and two of the rately by the university education club. reading material are sent digitally to group members volunteer to be inter- More recently, Andrews’s Teaching, teacher candidates weeks prior to the viewed. Excitement surrounds this event Learning, and Curriculum Department start of the class. Digital communica- as the teacher candidates come dressed coordinates with the university’s aquat- tion (through e-mail and the univer- to impress as well as to interact with in- ics director to teach CPR during sched- sity’s Moodle Website) ensures ease of fluential individuals in education. One of uled class time several mornings—a delivery, decreased cost, energy savings, the elementary teach er candidates re- convenient, cost-effective, and benefi- and the ability to send to alternative called this occasion as a “highlight . . . . cial collaboration. During breaks, the addresses when teacher candidates are the review of our résumé and asking us local Berrien Regional Education Serv- traveling or out of the country. This questions used in interviews [was] help- ice Agency (RESA) representative fin- solves the problem of candidates losing ful . . . . and demonstrated [that] our gerprints the teacher candidates. These documents or not receiving them, as professors are concerned with preparing services alleviate stress for our students happened in the past. The syllabus, us for all situations that we will en- and are an efficient use of time. daily and assignment schedules, ru - counter on our way to becoming excep- During the three-week intensive brics, forms, and more are all posted at tional educators.”35 These strategies help First Days experience, 35 hours of field the Website. Lectures, reflections, pho- shape teacher candidates’ understanding experience are required, during which tos, and drop boxes for assignments are of the importance of structu re and plan- candidates acquire firsthand knowledge uploaded, decreasing the need of ning. of how to prepare a classroom for the printed materials while ensuring timely opening day of school. The total num- communication. Daily schedules Organizing Structure ber of hours devoted to this area is posted on the campus Website lessen Over time, the First Days of School fewer than in years past, making it eas- the need to print individual copies. A Experience has been modified from a ier to fit in all of the desired topics. single quadrad binder contains the six- to a three-week summer intensive. Andrews University’s director of stu- dates for scheduled assignments and Currently, the primary focus is teaching dent teaching, Barbara Reid, matches exams, making it a handy resource for and modeling classroom-management teacher candidates with mentors, and students or for professors to consult strategies. The testing-and-evaluation fieldwork begins the morning of day when discussing upcoming or checking portion once combined with the pro- one of the second week. To make the deadlines. gram has been removed and is now a program work, flexibility and creative Because First Days planners recog- stand-alone class. The course is cur- scheduling are required. However, be- nize the value of integrating technol- rently divided into weekly sections em- cause fewer hours are required, the ogy in schools, a technology and med ia phasizing particular grade-level strate- schedule is now more convenient for expert is invited to discuss some of the gies. The first week deals with secondary the mentor teachers. digital tools, databases, and Websites level, the second week with middle Some of the practical skills partici- that are useful in the classroom. Cer- school, and the last week with lower ele- pants learn in the field include: creating tain programs and Websites of special mentary levels, thus ensuring that all seating charts, developing online grade interest, such as gaming, simulations, teacher candidates learn strategies that books, designing bulletin boards, at- and social media, are demonstrated are appropriate to the grades they will tending faculty meetings, preparing text- and modeled. Each quadrad selects be teaching and to their degree special- books and resources, as well as arrang- from a prescribed list of topics relating ization. One graduating teacher candi- ing and cleaning classrooms. A teacher to social media, creates a handout sum- date praised the “wonderful comple- candidate observed that, “Paying atten- marizing its findings, and makes a ver- ment of coopera tive learning activities, tion to details before one starts to teach bal presentation to the class. Under- practical information, physical move- will make learning a more pleasant ex- standing the potential benefits of ment, and well-sequenced topics.”36 perience for the students.”37 Preparing a technology and creating avenues to in- classroom and being ready for students tegrate it across content areas help Practical Skills and Qualiﬁcations to start school is an essential task for motivate teacher candidate learning. The First Days Experience combines teachers; candidates benefit from im- field work with in-class learning and mersion in this authentic representation Future Opportunity activities. Cardiopulmonary Resuscita- of their future reality. Beginning teachers require purpose- tion (CPR) and background checks ful guidance, direction, and learning (including fingerprinting) are state re- Technology Communication experiences from a variety of perspec- quirements of all individuals working Beneﬁts tives. Theories and constructs of child A major component of the First development, psychology, and instruc- Days experience that has been added

24 The Journal of Adventist Education • February/March 2013 http://jae.adventist.org tional pedagogy are foundational to 3. Carl A. Grant and Maureen Gillette, “A A Case Study of Success,” Teaching and Teacher pedagogy. However, these are insuffi- Candid Talk to Teacher Educators About Effec- Education 17:8 (2001):897-911. cient to prepare candidates to teach di- tively Preparing Teachers Who Can Teach Every- 18. Maria A. Flores and Christopher Day, one’s Children,” Journal of Teacher Education 57:3 “Contexts Which Shape and Reshape New Teach- verse learners. The goal of First Days is (May/June 2006):292-299. ers’ Identities: A Multi-Perspective Study,” Teach- to prepare teacher candidates to create 4. U.S. Department of Education, National Cen- ing and Teacher Education 22:2 (February 2006) : effective instruction that integrates ter for Education Statistics, Schools, and Staf fing 219-232. classroom-management skills and cur- Survey (SASS), “Public School Teacher Data File,” 19. Jane McCarthy and Joe Benally, “Class- riculum. Current research findings, 1993-1994; Teacher Follow-up Survey (TFS), “Cur- room Management in a Navajo Middle School,” rent and Former Teacher Data Files,” 1994-1995. Theory Into Practice 42:4 (2003):296-304. technology integration, and the com- 5. Michael W. Metzler and Bonnie Blanken- 20. Mark Robertson, “Why Novice Teachers petitive nature of employment require ship, “Taking the Next Step: Connecting Teacher Leave,” Principal Leadership 6:8 (2006):33. the planners to conduct ongoi ng re- Education, Research on Teaching, and Pro- 21. McCarthy and Benally, “Classroom Man- evaluation of the First Days of School gramme Assessment,” Teaching and Teacher Edu- agement in a Navajo Middle School,” op. cit. Experience. Course improvement and cation 24:4 (May 2008):1098-1111. 22. See NCATE Board of Examiners Report, 6. David C. Berliner, “The Development of Ex- “Continuing Accreditation Visit to Andrews Uni- growth are necessary to ensure the rele- pertise in Pedagogy.” Charles W. Hunt Memorial versity, November 13-16, 2011,” pages 9 and 20. vance of the program. Lecture presented in New Orleans, February 1988. 23. Abraham Maslow, an American psycholo- One potential future direction is to 7. Fred Jones, Positive Classroom Management gist, developed the hierarchy of needs theory of open the First Days program to experi- (New York: McGraw-Hill, 1987). motivation and personality (1908-1970). The enced teachers who are returning to 8. Richard T. Orrison and Rhoda C. Som- psychologist Erik Erikson developed an eight- mers, “Preparing for the Beginning: The ‘First stage psychosocial theory of human development campus for graduate study, and tailoring Days of School Experience,’” The Journal of Ad- (1950-1964). David Elkind, a child psychologist, it to their specific needs. Given the high ventist Education 62:1 (October/November wrote the well-known book, The Hurried Child: rate of teacher attrition, a course sup- 1999):25-29. Growing Up Too Fast Too Soon (1981), and con- porting educators with varying amounts 9. According to Jones, limit setting involves ducted research on “Egocentrism in Adolescence” of experience could potentially prevent controlling and prompting students back to work (1967). Fred Jones, a clinical psychologist, devel- in order to save instructional time; responsibility oped a positive theory of classroom manage- disillusionment and burnout and thus training involves strategies to gain student cooper- ment—Classroom Discipline and Positive Class- not only help to ensure transition from ation; omission training involves an individual in- room Instruction (1987) were his first two books; student to teacher, but also long-term centive system for the chronic behavior problems; his most recent work is Tools for Teaching (2000). satisfaction and effectiveness for more- and the backup system involves chronic behavior 24. Robert J. Marzano, The Art and Science of experienced educators. The planners are that involves traditional punishments. See Fred Teaching: A Comprehensive Framework for Effec- Jones, Tools for Teaching (Santa Cruz, Calif.: tive Instruction (Alexandria, Va.: Association for currently evaluating whether this is a Fredric H. Jones and Associates, 2000). Supervision and Curriculum Development, July feasible expansion of the First Days of 10. Ibid. 2007). School coursework. i 11. Harry Wong and Rosemary Wong, The 25. Rachel Ballast, “First Days Feedback,” e- First Days of School: How to Be an Effective mail message to author, December 5, 2011. Teacher (Mountain View, Calif.: 2009). 26. Kathryn R. Wentzel, Handbook of Class- 12. Ron J. Nelson, Ron Martella, and Benita room Management: Research, Practice and Con- Michelle Kucelj Galand, “The Effects of Teaching School Expecta- temporary Issues, Carol Evertson and Carolyn Bacchiocchi, tions and Establishing a Consistent Consequence Weinstein, eds. (Mahwah, N.J.: Lawrence Erl- A.S.C.P., M.A.T., is on Formal Office Disciplinary Actions,” Journal of baum Associates, 2006). an Assistant Profe s- Emotional and Behavioral Disorders 6:3 (1998): 27. Thomas Good and Jere E. Brophy, Looking sor in the Teaching, 153. in Classrooms (New York: Longman, 2003). 13. Thomas Good and Douglas Grouws, 28. Leah Rodriquez, “First Days Feedback,” e- Learning, and Cur- “Teaching Effects: a Process-Product Study in mail message to author, December 9, 2011. riculum Depart- Fourth-Grade Mathematics Classroom s,” Journal 29. Hank Hanegra aff, The Prayer of Jesus ment of the School of Teacher Education 28 (May 1977):49-54. (Nashville, Tenn.: Thomas Nelson, 2001). of Education at Andrews University in 14. Margaret C. Wang, Geneva Haertel, and 30. Bradley Sheppard, interview by author, Berrien Springs, Michigan. Her responsi- Herbert J. Walberg, “Toward a Knowledge Base June 8, 2010. for School Learning,” Review of Educational Re- 31. Ellen G. White, True Education (Nampa, bilities include supervising teacher can- search 63:3 (Fall 1993):249-294; Mark Shinn, G. Idaho: Pacific Press Publ. Assn., 2000), p. 12. didates and teaching education classes, Stoner, and H. Walker, eds. Interventions for Aca- 32. Jim Flowers, “The Value of Humor in including the First Days of School Expe- demic and Behavior Problems: Preventive and Re- Technology Education,” The Technology Teacher rience. She is currently working on a medial Approaches (Silver Spring, Md.: American 60:8 (May/June 2001):10-14; Randy L. Garner, doctorate in Education Psychology. Educational Research As sociation, 2002). “Humor in Pedagogy: How Ha-Ha Can Lead to 15. Jere Brophy, “Educating Teachers About Aha!” College Teaching 54:1 (2006):177-180; Stu- Managing Classrooms and Students,” Teaching art V. Hellman, “Humor in the Classroom: Stu’s and Teacher Education 4:1 (1988):1-18. Seven Simple Steps to Success,” College Teaching 16. Carol A. McCormack, “Investigating the 55:1 (Winter 2007):37-39. NOTES AND REFERENCES Impact of an Internship on the Classroom Man- 33. Fred Jones, Tools for Teaching, op. cit. 1. Ellen Sirigar, “First Day’s Feedback,” e-mail agement Beliefs of Preservice Teachers,” The Pro- 34. Bettina Weston, “First Days Feedback,” e- message to author, December 13, 2011. fessional Educator 23:2 (2001):11-22. mail message to author, December 7, 2011. 2. Fred A. J. Korthagen, “Situated Learning 17. Edward Hebert and Terry Worthy, “Does 35. Cheri Notice, “First Days Feedback,” e- Theory and the Pedagogy of Teacher Education: the First Year of Teaching Have to Be a Bad One? mail message to author, December 12, 2011. Towards an Integrative View of Teacher Behavior 36. Ray Kirk, “First Days Feedback,” e-mail and Teacher Learning,” Teaching and Teacher Ed- message to author, December 27, 2011. ucation 26:1 (2010):98-106. 37. Bettina Weston, op. cit. http://jae.adventist.org The Journal of Adventist Education • February/March 2013 25 SCHOOL INTERNET SAFETY

very day, media touches children How prevalent are risky behaviors among for good or for evil. Cell phones, children? According to Dowell, Burgess, and computers, and other devices More Than Cavanaugh, most studies about risky Internet bring everything on the Internet behaviors have focused on high school stu- (information, shopping, videos, dents.3 In order to gather data on a younger Egames, politics, social networking, commu- “Block It group, their 2009 study involved more than nication from diverse organizations, and 400 children averaging 12 years of age who even predators) into a child’s intimate were enrolled in two schools (one public, one world—his pocket, her bedroom, and your to Stop It” private) in middle- to upper-middle-class classroom. More than half of children and neighborhoods in the northeastern United the majority of teens in the developed world regularly access States. The researchers found that, as with studies of teens, “the the Internet (2010 studies put the figures at 91 percent of teens majority of youth do not engage in risky Internet behaviors.”4 in European Union countries, 95 percent in the United States However, even in an advantaged group such as these children, and Japan and 99.5 percent in South Korea).1 Widespread ac- where one might assume parents or teachers monitor In ternet cess to cell phones and Internet cafés worldwide allows many use, a significant minority of children reported engaging in children/teens in the developing world to log onto the Internet. risky behaviors: Young people’s social networking online2 creates a variety of • 31 percent of boys and 27 percent of girls had posted per- risks, such as grooming/stalking by pedophiles and loss of con- sonal information online.5 trol over personal information. These and other Internet safety • 40+ percent of students reported exposure to inappropri- risks are defined in Chart 1. ate images.6 To better understand when and how children and teens en- • Nearly 30 percent reported posting rude comments.7 counter these risks, it is helpful to examine their actual Internet While direct comparison is impossible due to the different use. For example, when young people visit social networking ages surveyed, according to Burrow-Sanchez, a 2005 study in sites such as Facebook, gaming sites, or chat rooms, they inter- the United Kingdom by Livingstone and Bober, which gathered act with “friends,” including people they have never met. Chart information on 1,511 children between the ages of 9 and 18, 2 provides a list of other typical Internet activities along with reported that 30 percent of participants had met a person on- their associated risks. line, 46 percent had shared personal information with someone

BY ANNETTE MELGOSA AND RUDY SCOTT

26 The Journal of Adventist Education • February/March 2013 http://jae.adventist.org Chart 1. Most Common Internet Safety Risks

Addiction: Excessive time spent on social networking or Identity Theft: Occurs through phishing (e-mails that gaming, which leads users to neglect normal life and rela- trick people into revealing sensitive or personal informa- tionships. tion), downloads from dangerous Websites, or secret installation of software that captures keystrokes. Cyberbullying: Includes behaviors normally identified as bullying, such as threats and harassment, and publishing Illegal or Inappropriate Cyber-Activity: Downloading pi- untrue or unflattering comments, facts, or photos about rated music, photos, or videos, plagiarism, and hardcore other people.* activities like gambling, and child and adult pornography. Grooming/Stalking by Pedophiles or Criminals: Con- Loss of Control Over Personal Photos/Information: tacts by perverts and criminals online can lead to meetings Once posted online, personal data, photos/video (some- that result in abduction, exploitation, or death. times in a compromising situation) are difficult to retract. Hacking and Viruses: Malicious software (known as mal- Loss of Reputation: Posting information about personal ware) is used to steal information (see Identity Theft), interfere behavior/activities can cause long-term damage to reputa- with computer functions, or to gain unauthorized access to tion as well as other negative consequences. data. Malware includes spyware (spying on the computer system in the background), adware (advertising that appears without the user’s permission), viruses, worms, and Trojans (mal- * See Susan M. Taylor, “Cyberbullying Penetrates the Walls of the ware designed to damage computer systems). This can lead Traditional Classroom,” The Journal of Advent ist Education 73:2 (Decem- to data loss, monetary loss, and/or identity theft. ber 2010/January 2011):37-41.

Chart 2. Online Behavior of Children and Teens

Online Behavior Description Commonly Associated Risks

Sharing Posting photographs, videos, files, and per- Cyberbullying, grooming or stalking by sonal information pedophiles/criminals, hacking and viruses, identity theft, inappropriate or dangerous ideologies/Websites, loss of control over personal photos/information, damage to reputation.

Online Gaming/Gambling Playing games hosted by educational or .com Addiction, grooming or stalking by pedo - sites (.com’s use games to sell products), in- philes/ criminals, inappropriate or dangerous cluding sites frequented by adults. ideologies/Websites.

Web Browsing Searching for homework information, entertain- Hacking and viruses; identity theft; illegal or ment, or personal interest. inappropriate cyber-activity; accessing illegal content (photos, text, videos, progaganda, dangerous ideologies, gambling, pornography); inappropriate use of bandwidth (the data channel capacity and speed available for accessing or sharing data), in order to stream movies, etc.

Downloading Accessing content (photos, videos, music, term Hacking and viruses, identity theft, illegal or papers, presentations) for personal use, to inappropriate cyber-activity, dangerous ide- share, or to manipulate. ologies/Websites, plagiarism.

http://jae.adventist.org The Journal of Adventist Education • February/March 2013 27 they met online, and 8 percent had had face-to-face meetings consequences of inappropri ate online behaviors and (2) teach with someone they met online.8 appropriate Internet behavior. However, many schools take the narrow view that filters are the safety solution to all of their on- Internet Safety in School line problems. Studies show that school personnel often see Today, many schools provide students with Internet access cyber-safety instruction as unnecessary because the school has via a computer lab, computers in classrooms, or a laptop or locked down its computer systems.9 tablet program. Schools must ensure that harmful content is This myopic attitude nearly guarantees that children will fail not readily accessible from school-owned or -operated ma- to learn proper Intern et behaviors and will therefore be at risk chines. A good way to handle this is to hire a network admin- as soon as they log off of the school network. In some regions istrator whose assignment includes keeping harmful content of the world, where cybercafés are widely popular, students out of the school network, usually through the installation of have access to the Internet without filters or supervision. Al- some form of filter. though the ideal would be for parents to monitor their chil- Ideally, a properly configured filter will block all content dren’s Internet use, in homes with multiple computers and that school policy has defined as inappropriate while allowing high-speed Internet, children often have their own laptop com- access to every site that is deemed acceptable. But filtering puters and smart phones, making it easy for them to access the Internet without adult supervision. A better way to approach school Inter- net safety, then, would be for the school to set up a comprehensive Internet safety plan that includes the following: lthough the ideal would be for parents to 1. An Internet safety policy, with clear monitor their children’s Internet use, in rules, a student contract, and clear conse- AA quences for failure to comply (see Section homes with multiple computers and high-speed Inter- I of http://circle.adventist.org/files/jae/en/ jae2013750355514. pdf for more informa- net, children often have their own laptop computers tion); 2. Filters (see Sections II and III of and smart phones, making it easy for them to access the http://circle.adventist.org/files/jae/en/ jae 20 13750355514. pdf) for more information); Internet without adult supervision. 3. A school-wide Internet safety curriculum. Basco10 notes that an inclusive approach to policy development (a committee made technology is not perfect: up of teachers, parents, administrators, and even students) is • Frequency of filtering error. Unfortunately, filters tend to be more likely to succeed, as it encourages buy-in from all groups either under- or over-aggressive—failing to block objectionable affected by the policy. Once a school’s Internet safety and use content (under-filtering) or preventing access to acceptable policy is drafted, it should be voted by the school board and sites (over-filtering). Time or information lost by users due to implemented throughout the institution. over-filtering is a real concern. For example, a science teacher cannot access online science simulations because the school has Internet Safety Education blocked access to “gaming sites” to prevent students from play- The need for Internet safety education has been recognized for ing non-educational games online. a number of years.11 Schools have a responsibility to prepare stu- • Resistance to circumvention. Savvy users may attempt to cir- dents for the world that they will face ; indeed, the world that they cumvent filtering technology, engaging the system administra- are facing. It would seem, then, that understanding how to use the tor in a technological arms race and, not unfrequently, “crack- Internet safely is a necessary skill for 21st-century learners. ing” the system. For the Christian educator, the need to teach about safety While there is insufficient space in this article to discuss the stretches beyond the child’s career goals to include eternal technology solutions available (filters, etc.), if you are a school consequences. Many well-meaning Christian parents and administrator or board member who mu st manage Internet fil- teachers mistakenly believe that strong filters or overbearing tering for your school, you will find the overview posted at this rules and prohibitions will protect the child. But nothing link: http://circle.adventist.org/files/jae/en/ jae2013750355514. could be further from the truth, as this quote from Ellen pdf to be helpful. White shows: “A child may be so trained as to have, like the beast, no will of his own. Even his individuality may be Beyond Blocking/Filtering merged in the one who superintends his training; his will, to Filtering content should be only one aspect of a school’s all intents and purposes, is subject to the will of the teacher. comprehensive Internet education program, which must also Children who are thus educated will ever be deficient in moral include comprehensive policies to (1) protect children from the energy and individual responsibility. They have not been

28 The Journal of Adventist Education • February/March 2013 http://jae.adventist.org Another useful tool is the C3 Frame- Box 1. Examples of Internet Safety Curriculum work (available at http://www.edtech Resources on the World Wide Web policy.org). C3 was developed to help schools and teachers implement Inter- 360 Degree Safe—http://www.360safe.org.uk/ net safety standards in a more compre- Developed for southwest England schools, the program provides resources for schools hensive and logical manner. It organizes to determine how they are doing when it comes to Internet safety. Internet safety into three distinct yet overlapping areas: cybersecurity, cyber- Childnet International—http://www.childnet.com safety, and cyberethics,15 which may be A nonprofit institution with many great resources, including award-winning online proj- summarized as follows: ects related to Internet safety. • Cybersecurity—how to keep com- Tech Parenting Group—http://www.ConnectSafely.org puters safe from malicious software; Internet Keep Safe Coalition—http://www.ikeepsafe.org • Cybersafety—how to safely navi- A nonprofit, international alliance of educators, law-enforcement agents, policy makers, gate online while protecting one’s per- and technology professionals that provides resources for elementary, high school, and sonal information and avoiding online teacher professional development. predators, financial scams, and other threats. Infinite Learning Lab—http://www.learninglab.org • Cyberethics—how to behave re- Free Internet safety resources for educators and students. spectfully and ethically (includes topics National Center for Missing & Exploited Children—http://www.netsmartz.org such as cyberbullying and plagiarism). Free educational materials on the primary or secondary level; includes online games C3 has been combined with major and lesson plans to help integrate Internet safety into a variety of lessons. information and technology literacy standards, such as those from the National Cyber Security Alliance—http://www.staysafeonline.org American Association of School Librar- K-12 resources from around the Web in the areas of cybersecurity, cybersafety, and cy- ians (AASL), the Association for Educa- berethics. tional Communications and Technol- Think You Know—https://www.thinkuknow.co.uk ogy (AECT), and the International Tools for parents and teachers to engage children in conversations about Internet safety. Society for Technology in Education WiredSafety—http://www.wiredsafety.org/ (ISTE) in a C3 Matrix (available at Cybersafety resources to develop critical-thinking skills. http://www.ikeepsafe.org/educators/c3 matrix/). This valuable resource can serve as the basis for a school Internet Safety curriculum. taught to move from reason and principle.”12 In preparing children for a life of service and an eternity How to Teach Cyber Ethics, Safety, and Security with God, we must teach them ethical online behavior (i.e., An interesting study done in Greece found that teachers who avoidance of cyberbullying, pornography, and illegal content were more familiar with the Internet were more aware of the downloads) within the context of their relationship to God and dangers, and those who saw value in using Internet applications others. Defining Internet behavior in this way will teach chil- for educational purposes were more likely to integrate Internet dren to ask themselves whether an action exploits and cheapens safety lessons into their classroom curriculum.16 Thus, it would others and self. Each person can be a conduit of God’s love and seem that if schools wish to teach Internet safety, they should grace, so not only adults but also children can share God’s love begin by providing teachers with the tools to successfully inte- with others. Scripture says, “You were bought at a price”13 and grate technology and Internet safety education in their class- “Those who cleanse themselves . . . will be instruments for spe- rooms. As teachers use technology in their teaching, they will cial purposes, made holy, useful to the Master and prepared to find it easier to develop effective strategies to integrate Internet do any good work.”14 safety into the curriculum. There is much good to be found on the Internet. Thus, as Including Internet safety in the curriculum does not neces- Christian teachers, it is our privilege to introduce students to sarily require adding another class. While Internet safety cur- uplifting, inspiring, educational Internet resources and to teach riculums break down their concepts into learning goals and ob- them to use the Internet responsibly. jectives, in reality, all of these ideas can be taught (indeed, are better taught) when integrated into normal subject lessons. Available Educational Tools Donovan, Bransford, and Pellegrino point out that “knowledge For the school or teacher wishing to implement Internet safety that is taught in a variety of contexts is more likely to support education, a number of initiatives, programs, and educational re- flexible transfer than knowledge that is taught in a single con- sources, as well as sample curriculums, are available online and text.”17 The goal is to help children learn to make wise choices from public schoo l districts. Box 1 includes a number of exam- while engaging with the Internet in everyday, practical ways. ples, some of which include an international perspective. This will help them transfer the safety skills they learn in class

http://jae.adventist.org The Journal of Adventist Education • February/March 2013 29 Chart 3. Examples of Integrated Cybersafety Lessons

Class/Unit Lesson Content Description of Lesson

Art—Appreciation of Art Objects Students visit an art museum online and Discuss copyright/income protection for the artist select a painting, research it online, as a reason why people may not be allowed to and prepare an oral or written report. download photos of artwork from museum Web- sites . Also, teach students to evaluate Internet sources—a museum site is more credible than Wikipedia, for example.

Bible—Biblical Characters, Sin, Students identify and explore the How people hurt others today with words and and Redemption experiences of a biblical character who actions (example: Compare the early Christians’ demonstrated bullying tendencies b ut fear of Saul’s threats with how frightening cyber- overcame them through the grace bullying can feel). of God (i.e., Saul/Paul).

Health—Physical Safety and Students learn that all human beings are How to avoid online solicitation and what to Respect for Others made in God’s image and that they do if the child experiences it; how pornography should respect their bodies and those harms the viewer and the person being of others. exploited.

Social Studies—Learning Using an online forum, students Teach cyber etiquette and respect when About Other Regions/Cultures participate with a class in another communicating online and how to safely share location to compare lifestyles/cultures. information and photos. . . .what to share and what not to share.

to their daily Internet activities. They can do this more effec- Collaboration With Parents tively when the skills are integrated into authentic learning Another way to teach cyberethics and safety is to enlist the tasks rather than taught as a separate technology class that lacks help of parents. Johnson, for example, quotes a 2005 study by real-life context. Chart 3 provides a few examples of how In- Cho and Cheon showing that positive parental interaction ternet safety can be incorporated into the normal curriculum. (such as sharing Web-browsing activities) decreased the nega- Based on a set of Internet safety standards (such as those tive content accessed by their children.18 Since many students mentioned earlier in the articl e), each teacher can assign spe- have access to the Internet at home, parents should be invited cific learning goals and objectives to various lessons across var- to participate in the school’s cyber-education program.19 As ious subject areas. If the teacher has already integrated tech- part of the Home and School program, the school can provide nology into the curriculum, this will make the lessons even a workshop on Internet safety and ethics in the home environ- more meaningful to students because it transforms the assignment, including topics such as: ments into authentic, Internet-based learning events. • Recommended free filters for home use, and how to set For example, if a teacher normally has students write reports them up. based on Internet research, incorporating a lesson on the rights • Suggested ways of managing Internet use at home (keeping of authors and simple citation rules will help students to think computers out of the child’s bedroom, setting time limits; es- about plagiarism at the point where they might naturally (inten- tablishing guidelines and consequences for failure to comply).20 tionally or unintentionally) engage in this behavior. If a teacher • Sharing time online (ways to integrate Internet activities has students contact a faraway class via e-mail or chat as part of into family time).21 a social studies lesson, incorporating rules about proper neti- • Various Internet sites that children might be accessing (so- quette (how to respectfully address others online) would be a nat- cial networks such as Facebook, Twitter, etc., movie or music ural part of the lesson. If students use a blog to express their downloading, online gaming communities, etc.) with a discus- thoughts about various Bible lessons, asking them to read an on- sion of how to teach children to use them safely. line testimony of a teen who has been cyberbullied and then to react to it from the perspective of Matthew 5:7: “‘Blessed are the Recommendations merciful, for they shall obtain mercy’” will help students em- Based on research and experience, we recommend that each pathize with the victim. When teachers incorporate Internet school, at every level: safety into normal learning activities, this enables students to re- 1. Engage stakeholders (parents, school staff and administra- late the concepts to actual Internet behavior. tion, pastors, constituents) in a discussion about Internet safety,

30 The Journal of Adventist Education • February/March 2013 http://jae.adventist.org including the Christian philosophy of teaching and learning, NOTES AND REFERENCES defining cybersafety risks and ethics, and exploring possible ap- 1. Sun Lim, “Internet Safety for Children: A Study of Policy Responses in proaches to ensuring cybersafety at home and school. China, Japan, and South Korea” (Paper presented at the annual meeting of the 2. Based on that discussion and legal and governmental International Communication Association, Suntec City, Singapore, June 21, 2010), p. 5, EBSCO Communication & Mass Media Complete, AN 59226644; mandates and guidelines, the school should establish a school Heidi Seybert, “Internet Use in Households and by Individuals in 2011,” in Eu- Internet-use policy. The policy should include the following el- rostat Statistics in Focus (Luxemburg: European Commission, 2011), No. 66, ements: pp. 2, 3: http://epp.eurostat.ec.eurpa.eu/cache/ITY_OFFPUB/KS-SF-11-066/ a. A safe network with a professional to administer it, along EN/KS-SF-11-066-EN.PDF. Accessed April 24, 2011; Amanda Lenhart, et al., with clear guidelines and consequences for breaking the rules. Teens, Kindness, and Cruelty on Social Networking Sites (Washington, D.C.: Pew Research Center’s Internet and American Life Project, November 9, 2011): (See http://circle.adventist.org/files/jae/en/ jae2013750355514. http://pewinternet.org/Reports/2011/Teens-and-so cial-media/Summary.aspx. pdf for information about filters and for an example of a stu- Accessed May 7, 2012. dent Internet-use contract.) 2. “What Is My Child Doing Online?” (n.d.). https://www.thinkuknow. b. A cybersafety/ethics/security curriculum (including train- co.uk/ parents/Secondary/What-are-they-doing/. Accessed April 23, 2012. ing for teachers on how to integrate technology into their class- 3. Elizabeth B. Dowell, Ann W. Burgess, and Deborah J. Cavanaugh, “Clus- tering of Internet Risk Behaviors in a Middle School Student Population,” Jour- rooms). nal of School Health 79:11 (2009):548. c. A plan for implementing and assessing the policy over 4. Ibid., p. 552. time. 5. Ibid. , p. 549. A comprehensive school Internet policy such as this will not 6. Ibid. only protect children while in the school, but will also prepare 7. Ibid., p. 550. them to be thoughtful, ethical cyber-citizens in this world and 8. Jason J. Burrow-Sanchez, et al., “How School Counselors Can Help Pre- i vent Online Victimization,” Journal of Counseling & Development 89:1 (Winter consecrated citizens of the world to come. 2011):3. 9. Davina Pruitt-Mental, 2008 National Cyberethics, Cybersafety, Cyberse- curity Baseline Study. ETPRO-NCSA—Educational Technology, Policy, Re- Annette Melgosa works as Instruction Li- search, and Outreach-National Cyber Security Alliance (October 2008) , p. 29: brarian at Walla Walla University in College http://www.staysafeonline.org/sites/default/files/resource_documents/Nation alC3BaselineSurvey_11_14_08_Final_w_forwardpercent2B(3).pdf. Accessed Place, Washington. In addition to an M.A. in March 2012; “E-Safety Solution From Internet Dangers to School Children,” Information and Library Studies, she holds Manager: British Journal of Administrative Management 71 (July 2010):11. an M.Ed. in Educational Technology and is 10. Jason Basco, Acceptable Use Policies in a Web 2.0 & Mobile Era: A Guide pursuing doctoral studies in the same field. for School Districts: Participatory Learning Leadership & Policy—A COSN Lead- ership Initiative (Washington, D.C.: Consortium for School Networking, n.d.), p. 3. 11. Stefan C. Dombrowski, Karen L. Gischlar, and Theo Durst, “Safeguard- Rudy Scott owns and operates Pacific Com- ing Young People From Cyber Pornography and Cyber Sexual Predation: A puter Technologies in College Place, Washing- Major Dilemma of the Internet,” Child Abuse Review 16:3 (2007):153-170; ton. He can often be found fixing computers Kevin Butler, “Cybersafety in the Classroom,” District Administration (June at nearby Walla Walla Valley Academy or 2010):53, 54; Frank Gallagher, “Hand in Hand: Media Literacy and Internet Milton-Stateline Adventist School, and has Safety,” Library Media Connection 29:4 (January/February 2011):18. 12. Ellen G. White, Counsels to Parents, Teachers, and Students (Mountain taught K-12 computing classes and an occa- View, Calif.: Pacific Press Publ. Assn., 1943), p. 74. sional educational computer technology 13. 1 Corinthians 6:20, NIV. Unless otherwise indicated, all Bible quotations course for Walla Walla University. in this article are quoted from the New In ternational Version. Scripture quotations credited to NIV are from The Holy Bible, New International Version. Copyright © 1973, 1978, 1984, 2011 by Biblica, Inc. Used by permission. All rights reserved worldwide. Technical Information on 14. 2 Timothy 2:21. Filtering Technologies 15. Davina Pruitt-Mentle, C3 Framework Cyberethics, Cybersafety and Cy- bersecurity: Promoting Responsible Use (Maryland: Educational Technology Pol- As an addendum to this article, a large amount of tech- icy, Research and Outre ach, n.d.), p. 2: http://www.edtechpolicy.org. Accessed August 13, 2012. nical information has been compiled and posted online 16. Panagiotes S. Anastasiades and Elena Vitalaki, “Promoting Internet about filtering technologies, along with examples of Internet Safety in Greek Primary Schools: The Teacher’s Role,” Educational Technology & Society 14:2 (2011):77. acceptable-use policies, technical processes, and a chart 17. John D. Bransford, Ann L. Brown, and Rodney R. Cocking, eds., How listing software vendors and the price range of their prod- People Learn: Brain, Mind, Experience, and School (Washington, D.C.: National Academy Press), p. 236. ucts, which schools can use when making decisions about 18. Genevieve M. Johnson, “Internet Use and Child Development: Valida- how to increase Internet safety for their students and other tion of the Ecological Techno-Subsystem,” Educational Technology & Society 13:1 (2010):182. users. The information can be accessed here: http://circle. 19. Jason J. Burrow-Sanchez, et al., “How School Counselors Can Prevent adventist.org/files/jae/en/ jae2013750355514. pdf. Online Victimization,” op. cit., p. 7. 20. Ibid., pp. 6-8. 21. Ibid.

http://jae.adventist.org The Journal of Adventist Education • February/March 2013 31 RESEARCH Writing

Vital Instruction for All Students

young freshman sat in her fumbled my way through that first re- In this article, we will discuss research first college class, nervously search paper. Having attended Advent- writing. Students need experiences in examining the syllabus that ist schools all my life, I expected to be middle and high school that will provide would lead the students well-prepared for the academic rigors a stable base of knowledge and skill as through the next three of college. But during that experience, I they progress to higher learning. Every Amonths. I can do this, she thought to felt let down and panic-stricken. As a college freshman should know how to herself as she scanned her new respon- consequence, throughout my teaching write well and have had experience with sibilities. Then her heart skipped, and career, I’ve incorporated a great deal of research writing. she sank a little lower in her chair. writi ng instruction into my classroom College graduates today have no There . . . near the bottom . . . a research assignments. guarantee of a job. The College En- paper! She felt terrified, having never Within the academic big three— trance Examination board surveyed written a research paper before. She reading, writing, and arithmetic—writ- more than a hundred major U.S. didn’t even know where to begin! ing is an important component. Essays, corporate employers and reported I was that young freshman. journals, responses, critiques, and papers through the National Commission on It seems like a lifetime ago that I of all genres should be infused in the classroom writing workshop repertoire.

BY TRACY ARNETT

32 The Journal of Adventist Education • February/March 2013 http://jae.adventist.org Writing that a candidate’s writing skills • During the rewriting process, stu- tailing formatting expectations, process can determine whether he or she gets a dents are separated into peer groups to examples, source requirements, and due job.1 In fact, the survey results explicitly brainstorm revision strategies. dates. Next, emphasize organization. Re- state that writing skills provide profes- • Students are required to use word- quire each student to purchase a three- sional opportunities. Many employers processing software to produce their ring pocket folder and 100 notecards for hiring for well-paid positions assess paper. the project. writing ability during the hiring • Mini-lessons provide real-life op- When you introduce the assign- process, since these jobs often include portunities for students to perfect their ment, ask the students to follow these ongoing writing responsibilities.2 editing and sentence-writing skills. steps: In reacting to the survey, Bob Ker- • An effective writing project em- • Title the pocket folder “Research rey, president of New School Univer- ploys a series of steps that creates a Paper,” and insert into it both a supply of sity, stated: “This survey confirms our writing-process scaffolding. As writers lined paper and the informational handout. conviction that individual opportunity read to discover, be engaged, and per- • Label the lined pages with these head- in the United States depends critically suade others with their writing, they ings: “Topic Ideas,” “Thesis Statements,” on the ability to present one’s thoughts are immersed in inquiry activities. “Outline,” and “Sources.” Use these pages coherently, cogently, and persuasively • A research project requires a sig- for brainstorming and notes during the on paper.”3 Thus, writing instruction nificant amount of prewriting activity, writing process. deserves—indeed, requires—our con- including reading and organizing. • Keep everything together in one folder, sistent attention as educators. During the implementation of mini- which will prevent loss of materials and Preparation for college begins be- lessons, peer review, reading, and re- frustration. Since you will type your draft fore middle school. The training that search, students come to appreciate the directly into Microsoft Word, no pages will students receive in their early years usefulness of models. be needed for drafting. provides a foundation for teachers to Each of these practices is neatly in- Once the assignment has been given build upon during the formative mid- cluded within a research-paper project. and the materials are organized, it’s dle school years. The College Board Thus, the research paper is the project time to dive in. As noted above, every Advocacy admonishes schools that that must be included in every disci- effective writing class must contain in- “Developing the kinds of thoughtful pline, not just English class. tentional elements. This is especially writers needed in business, and else- true for research papers. The process where in the nation’s life, will require Writing Instruction Overview can be divided into three main phases: educators to understand writing as an As with any big project, there’s work Prewriting, Writing, and Rewriting. activity calling for extended prepara- to be done before the launch date. First, Strategically scheduled mini-lessons tion across subject matters—from focus on information and preparation— throughout these phases will provide kindergarten through coll ege.”4 handing out a packet of information de- the necessary scaffolding to ensure that The National Council of Teachers of students acquire the appropriate skills. English reminds us that “Writing and reading are related.”5 In order to write well, one must read widely. Research writing combines these activities to promote writing growth and to en- Summary of Evidence-Based Practices for Teaching Writing7 hance higher-level comprehension. • Teach strategies for planning, revising, and editing. Evidence-Based Practices A research-writing project provides • Have students write summaries of texts. the perfect environment for using evidence-based practices to teach writing. • Permit students to write collaboratively with peers. Amy Gillespie and Steve Graham from • Set realistic goals for student writing. the Johns Hopkins University School of Education have identified a number of • Allow students to use a word processor. evidence-based writing practices that • Teach sentence-combining skills. can be incorporated into an effective research-writing project.6 • Use the process-writing approach. • Students are led through a detailed writing process of prewriting, writing, • Have students participate in inquiry activities for writing. and rewriting. • Involve students in prewriting activities. • After reading and researching, students summarize the text and synthe- • Provide models of good writing. size the information gleaned.

http://jae.adventist.org The Journal of Adventist Education • February/March 2013 33 Research Paper Requirements through 7 can be altered by reducing information. If the topic is too current, The handout on Day 1 should in- the required number of pages, sources, it may be difficult to find reliable print clude teacher expectations, guidelines, and notecards (all other requirements sources. The teacher should lead the and other requirements. Clear infor- and due dates can be identical to those class in a discussion about how to mation should be given on the course for grades 8 and up). choose a properly sized, arguable, re- formatting style (Modern Language searchable topic. The topic must be Association [MLA], American Psycho- Phase 1: Prewriting able to be argued within 10 pages (or logical Association [APA], Chicago The prewriting tasks for a research less for younger grades). Some popular Manual of Style, etc.). Students should project inclu de the following: selecting topic suggestions could be: the effects understand that in the future, various manageable-sized topics, identifying of television viewing on childhood teachers will have specific (and differ- quality sources, reading for basic obesity, the benefits of recycling, the ent) requiremen ts that must be care- knowledge, compiling notecards, creat- health advantages of vegetarianism, the fully followed. This handout will con- ing an outline, brainstorming a thesis, morality of scientific testing on ani- tain pertinent information (examples and beginning a source list. All of these mals, etc. given below) and guide students steps should be taught through direct Plagiarism. This topic warrants sev- through their paper. instruction, modeling, peer collabora- eral mini-lessons to cover the legal and • 10 pages typed (minimum) tion, explicit examples, and practice. moral issues relating to intentional and • 12-point Times New Roman font Each skill must be taught prior to the unintentional plagiarism. The current • Double-spaced time when it will be needed, based on digital age has created problematic • On each page, a header that in- the submission dates given in the areas concerning the originality of cludes page number and last name of handout. work. It’s easy to cut and paste, and student During the first week of the project, then take credit for someone else’s • In-text citations or superscripts mini-lessons include topic selection, work. Students may think that copying • Works-cited page plus footnotes or reading for information, summarizing word-for-word is the only way to pla- endnotes information, avoiding plagiarism, and giarize. However, according to the Mer- • Minimum of five sources, includ- creating notecards. Several of these riam-Webster Online Dictionary, to ing three print sources (encyclopedias areas deserve more detailed discussion. “plagiarize” means to steal and pass off not allowed) Choosing a topic. This is a critical the ideas or words of another as one’s • Title page (provide sample format) step in the research process. If the topic own; to use another’s production with- • No plagiarism is too large, the student won’t be able to out crediting the source; to commit lit- • No extensions allowed on the due cover it adequ ately. If it is too narrow, erary theft; or to present as new and date he or she won’t be able to find enough original an idea or product derived The requirements for grades 5 from an existing source.8 Teachers must stress the importance of avoiding all types of plagiarism. Students must recognize that even Sample Submission Schedule (Grades 5-12) though they change a few key words from a book or a Website before inserting the information into their essay, if Submissions Date Due they fail to give proper credit to the Research Topic Selected January 11 source, this is still plagiarism. Teachers Research Begins can reduce plagiarism by educating 15 Notecards (fewer for grades 5-7) their cl asses about what constitutes plagiarism, outlining steps for elimi- 2 Thesis Statements Composed January 18 nating plagiarism risks, and requiring 35 Additional Notecards (fewer for grades 5-7) the students to complete at least part of 35 Additional Notecards January 25 their writing in class under supervision.9 This will also help to prevent stu- 15 Final Notecards February 1 dents from submitting papers written Outline by another person or purchased from a Outline February 8 “term papers for hire” organization. 5 Pages of Rough Draft (or half of final paper) Proper source citations are critical, even when the student is summari zing. Complete Rough Draft February 15 Two useful Web sources: http://www. (10-page report plus cover page, outline, and Works Cited) plagiarism .org contains information Final Paper Due February 22 specifically created for teachers and

34 The Journal of Adventist Education • February/March 2013 http://jae.adventist.org Throughout this article, the author’s students depict the process of writing research papers. Above: Kimberly illustrates on the whiteboard the information that should be written on the front of a notecard. Below: Zachary helps Ethan organize his paper.

students; http://turnitin.com provides support for teachers and students (a school license is required). Teachers can upload a piece of writing to be evaluated; the site will compare the writing to thousands of publications and Websites to determine the level of originality. Every writing instructor should thoroughly familiarize himself or herself with the various forms of plagiarism and take steps to prevent and reduce this unethical and illegal behavior.10 Sources. It’s also vital during this stage to teach students how to use sources appropriately. Instruction should include the definition and appropriate use of primary and secondary sources, and ways to identify reliable sources. A mini-lesson could cover how to locate online sources containing reliable information. Students should be wary of .com source s and should evaluate Websites carefully. Show your students

http://jae.adventist.org The Journal of Adventist Education • February/March 2013 35 how to identify the authors and spon- sors of the Websites they use for information. They will discover, for example, that veterinarians are great sources of information concerning animal health, whereas a personal blog by a stay-at- home mom would likely contain less-reliable information on this topic. For a helpful article on this topic, see Lauren Matacio and Bruce Closser’s 2008 JOUR- NAL article entitled “Guiding Students Through the World Wide Web.”11 It’s important to introduce students to the variety of printed resources available as well as to discuss the advantages and disadvantages of each type of source. A mini-lesson can demonstrate for young writers the advantages of solid primary sources. I introduce my students to professional journals as a reliable source of original research, current issues, and recent de- velopments. Thesis Statements. Guidelines for creating a thesis statement, as well as a list of quality thesis statements, can be found online. These can be included in each student’s informational packet, with illustrations of both flimsy and solid thesis statements. Students should be reminded that a research paper is not the same as a biography or an informational summary. They are to develop a thesis statement (such as “The nuclear bombing of Hiroshima and Nidy celebrates the results of her hard work. Nagasaki helped save both American and Japanese lives” or “All defects in society can be linked directly to the de- down on the “Thesis” page of their corner), student’s initials, and card fects within human nature”) and then project notebook, along with their number (top right corner). The card defend it. They are doing persuasive thoughts and facts to include in the re- back: Website address or book title. writing, which requires them to “take a search paper. This trains the students to create a stand” and support it with facts, exam- Writing Notecards. During the first source list for their research paper ples, information, and statements from week of the project, provide your stu- folder by entering bibliographic infor- various authors. dents with instruction and practice in mation on every card they write. Re- Through out the prewriting time, creating notecards. After completing mind your students that organizing students should read as much as possi- the sample card that is included in one’s information is the key to success! ble about their main topic. They need their packet, they should practice by Outlines. During the week before to know what other authors are saying writing additional quotes from their the outlines are due, show the class and to become part of the bigger dis- history or science textbook. how to sort their notecards to create an cussion. Optimally, over several weeks, They should formulate subtopics as outline. Since each card contains a they will locate and read a variety of they read and write their cards, since it subtopic, this makes it easy to sort and opinions and facts. As they read, they will be more challenging to do this as organize the cards. Once sorted by sub- are to formulate a defensible conclu- the number of cards grows larger. topic, the cards provide a physical “list” sion about the topic they have chosen. Specific information should be en- for creating a first outline draft (in As they find ideas, they should jot them tered in set locations on every card. The front of the card: one quotation with page number, subtopic (top left

36 The Journal of Adventist Education • February/March 2013 http://jae.adventist.org their notebook) before students create integrate a strong thesis statement. It’s “Save! Save! Save!” Frustration and a typed final version. The thesis state- important for them to also practice tears come quickly when hours of work ment should be part of the introduc- writing paragraphs that smoothly tran- are lost through a computer crash or a tory paragraph. Encourage the class to sition into and introduce the thesis. lost flash drive. Insist that your stu- write a thorough outline—full sen- Formatting. This is a good opportu- dents save in triplicate: on the hard tences rather than topical outlines. nity to teach students about MLA for- drive and on a flash drive, and then Skimpy outlines provide little support matting. Spend some time with them send the latest draft to their own e-mail during the writing phase. on these requirements during the first account. This process ensures docu- Demonstrate briefly how to select day of the project, and refer back to the ment security at all times. cards based on topic support. Students guidelines frequently. During the writ- This is also an appropriate time to should earmark a couple of quotes to ing phase, show them how to properly make sure your class understands how use in the introduction and conclusion cite source s. Provide several examples, to create a Works Cited page. I have all as well as for each subtopic in the and allow time for practice. One good my students open accounts at http:// paper. They will find it helpful to use a strategy involves having students prac- www.bibme.org, and we spend a class marker or highlighter to color-code the tice writing a paragraph about a his- period practicing with the history or sci- edges of their notecards by topic for tory or science topic that they’re study- ence textbook. This site allows the user quick identification. This will also help ing. They should integrate a quote into to select the formatting style and to them to identify areas in their papers their paragraph and properly cite its download his or her Works Cited page that contain inadequate support. They source. Be sure to provide immediate as a Word document when complete. can then go back to their sources and feedback to ensure proper learning. find more information. Technology. Technology can be Phase 3: Rewriting both a blessing and a curse. It’s impor- Once the class members have com- Phase 2: Writing tant to provide students with plenty of pleted their first draft, it’s imperative The schedule ensures that stu dents support in setting up their files and for their growth in writing that they have completed specific steps prior to folders properly, in order to reduce the edit and revise. Through student- writing a first draft. At this point, they chances of data loss. My class probably teacher conferences and peer coll abora- will have read several books and/or wakes up at night hearing me say: tion, students should learn to combine journal articles, checked a variety of sentences, strengthen their paragraphs, Websites, written 80-100 notecards, and correct any structural errors. drafted an outline, and written their thesis statements. Mini-lessons at the beginning of the writing phase should contain re- s%DUCATIONAL!DMINISTRATION minders about writing strong leads, in- s.!$0ROlLE#OGNITIVE'ENESIS corporating a thesis statement, inte- s#URRICULUM 4EACHINGAND,EARNING grating quotes into the paper, using an s6ALUE'ENESIS3PIRITUAL$EVELOPMENT engaging writing style, staying on s0ROFESSIONAL$EVELOPMENT4RAINING topic, following the outline, inserting s(EALTH3OCIO 0SYCHOLOGICAL proper referencing, and writing strong s)NTEGRATING&AITH,EARNING conclusions. Helpful strategies during s%DUCATORS0ARENTS the writing phase include: allowing s(ISTORICAL3TUDIES ample time for peer recommendations, creating writing samples, allowing time for brainstorming, and student-teacher IS YOUR RESEARCH conferencing. Writing Strong Leads. The first ON ADVENTIST paragraph of the paper either invites EDUCATION the readers in or slams the door on them. Just before students begin the INCLUDED? writing portion of the project, distrib- ute examples of interesting ways to begin a research paper: a shocking comment, a strange reflection, a bold statement or quotation, a rhetorical circle.adventist.org question or intriguing definition, etc. Students will benefit from writing sample opening paragraphs that creatively 600+ Adventist research links at circle.adventist.org/4research

http://jae.adventist.org The Journal of Adventist Education • February/March 2013 37 Spend some mini-lesson time brain- critical that the class view this as an as- project ; in fact, they probably will be storming with your students, on a sisted project. With peer and teacher terrified and frustrated while trying to whiteboard or poster paper, complex assistance, the students will be able to create their first research paper. How- words for which they can substitute make tremendous strides in their writ- ever, as they meet the task head-on more common nouns, verbs, and ad- ing growth and achieve a satisfying with gumption and tenacity with the jectives. Provide time for them to come feeling of accomplishment. help of their teacher and peers, they up with variety, color, and flair to draw Writing instruction has been crucial will grow and achieve success. i from while editing. for my students in middle school and Peer evaluation and conferencing junior academy. My 5th and 6th graders are powerful tools if the class members have been incredibly successful with re- Tracy Arnett, M.A. are accustomed to providing positive, search papers, and the second-year re- (Curriculum and helpful, and specific feed back. Small search writers have demonstrated enor- Instruction), has groups whose members are carefully mous improvement. My research unit been teaching Eng- chosen and monitored by the teacher packet can be downloaded and printed lish in the middle can provide valuable assistance to from CIRCLE (http://circle.adventist . school grades for 11 young writers. org) using the key words: “Teaching years. She currently Here is one strategy for peer review. Students to Write a Research Paper.” teaches grades 6-8 First, assign the class an area on which to Let’s be honest—a project of this at Eastwood Seventh-day Adventist Jun- focus, such as organization or word magnitude requires time and commit- ior Academy in Westerville, Ohio. choice. Then, provide time for the stu- ment from you, the teacher. Many dents to evaluate that specific element in hours are spent in conferences and as- their peer’s writing. Provide a rubric to sessing the finished product. How- NOTES AND REFERENCES use and remind the students to be spe- ever, this time is critical to ensure the 1. College Board Advocacy & Policy Center, National Commission on Writing: http://www. cific, helpful, and kind when giving writ- growth and vital skills that each mem- hostcollegeboard.com/ advocacy/ writing/ ten feedback. Encourage them to check ber of your class will need in subse- publications.html. Accessed September 2012. for clarity, grammatical usage, and voice. quent levels of education. “Your pri- 2. Writing Skills Necessary for Employment, mary task with student writers is to Says Big Business (September 14, 2004): http:// enter their writing process at various press. collegeboard.org/releases/2004/writing- Get Started! skills-nece ssary-employment-says-big-business. Writing a research paper can pro- points, assess strengths and weaknesses, 3. College Board Advocacy, National Commis- vide valuable knowledge, experience, make suggestions for improvement, sion on Writing (September 2012), p. 7: http:// and growth. The teacher is directly in- and monitor progress.”12 www. collegeboard.com/prod_downloads/ volved in this writing project through a Each student in every Adventist K- writingcom/writing-ticket-to-work.pdf. Accessed variety of instructional modalities; it is 12 school deserves to have an edge January 2013. 4. Ibid., p. 20. when entering higher education. They 5. The Writing Study Group of the NCTE Ex- may not be grateful during the writing ecutive Committee, Beliefs About the Teaching of Writing: http://www.ncte.org/positions/state ments/writingbeliefs. 6. Amy Gillespie and Steve Graham, Evidence- Based Practices for Teaching Writing (2011): http:// Valuable Resources education.jhu.edu/PD/newhorizons/Better/arti cles/Winter2011.html. Accessed January 2013. 7. Ibid. http://www.circle.adventist.org Printable Research Unit Packet: “Teaching 8. Dictionary and Thesaurus – Merriam-Web- Students to Write a Research Paper” ster Online: http://merriam-webster.com. Ac- cessed September 2012. 9. What Is Plagiarism? http://www.plagiarism. http://www.plagiarism.org Site with information and resources for org/learning_center/what_is_plagiarism.html. Ac- teachers on the topic of plagiarism cessed Septem ber 2012. 10. Ibid. http://turnitin.com Online grading and originality checker for 11. Lauren Matacio and Bruce Closser, both teachers and students “Guiding Students Through the World Wide Web,” The Journal of Adventist Education 70:4 (April/May 2008):48-51: http://circle.adventist. http://www.bibme.org Online tool for creating the works-cited page org /files/jae/en/jae200870044804.pdf. Accessed March 2013. http://owl.english.purdue.edu/owl Contains MLA, APA, and Chicago formatting 12. Karen Gocsik, Materials for Faculty: style guides Philosophies and Pedagogies: Teaching the Writing Process (December 2007): http://www.dartmouth. edu/writing/materi als/faculty/pedagogies/process. http://educationnorthwest.org/traits Instructional information on the 6 (+1) Traits shtml. Accessed January 2013.

38 The Journal of Adventist Education • February/March 2013 http://jae.adventist.org in the Classroom

lthough many educators instinctively use humor some of the benefits of the use of humor in the classroom, and while teaching, its impact in the classroom is a rel- to offer some specific ideas and guidelines, as well as some cau- atively recent area of research compared with many tions on the use of humor by teachers. other aspects of education. Humor in the form of jokes, cartoons, funny stories, videos, or photos has General Beneﬁts of Humor Abeen shown to bring about a variety of positive results. The use Many researchers and educators have suggested a wide range of humor has been recommended for virtually every grade level of benefits connected to the use of humor in the classroom: from preschool to university, and for various subjects—includ- • Humor can help create a positive environment that is con- ing language arts, reading, math, statistics, science, and psy- ducive to learning1 because it can help capture and retain stu- chology. It has been examined in a variety of classroom con- dents’ attention in the classroom.2 texts including online courses, classes for gifted children, • It may reduce stress or anxiety.3 Montessori schools, and individual tutoring, as well as more • Humor can improve attitudes, boost morale, and even in- typical classroom settings. The goals of this article are to review crease self-esteem.4

BY LINDA L. IVY http://jae.adventist.org The Journal of Adventist Education • February/March 2013 39 • Humor can enhance or increase student motivation and vation in Proverbs 17:22 that “a cheerful heart is good medi- engagement.5 cine!” • Humor can also promote a sense of acceptance in the classroom that allows students to think in creative and divergent Using Humor With Diﬀerent Ages and Grade Levels ways.6 Preschool • Several researchers have demonstrated that humor is re- Gartrell says that using humor with young children can help lated to increased comprehension and improved understanding them see their teacher as understanding and gracious, and it of course materi als7 and even to higher final exam scores.8 may help ease the tension when behavior problems cause a con- • Humor may help students to discover “universal truths” flict. He also recommends humor for easing preschoolers’ fears or see information in a new and different way.9 in some situations—for example, a thunderstorm outside the • Humor can set up a less-adversarial relationship between classroom may seem less scary if the children are singing funny the teacher and students. songs or laughing at stori es.14

Elementary and Middle School At this level, humor can be used to make points related to specific academic subjects. It has been shown to improve reading and writing skills,15 and can even help develop critical-thinking habits.16 Children can begin to develop their own humor-related skills at a young age— such as making up jokes or games related to the course materials. Be sure to keep in mind the developmental level of the student—children in the concrete oper- ational stage (younger than about age 12) may not understand humor requiring more abstract thinking such as sarcasm or irony.17

High School As with younger children, humor can “It’s called ‘reading.’ It’s how people install new be used at this level to make points re- software into their brains.” lated to course content. These students can also create humor related to the cur- • Students indicate that the use of humor makes teachers riculum, such as drawing cartoons or even filming humorous more likeable.10 videos. Because adolescents often worry that people are watch- Gordon has suggested an additional benefit for teachers: ing or judging them, make sure to use humor in a comfortable, “When teachers are able to transcend their immediate, self-cen- non-threatening manner in which nobody is singled out or tered perspective and to view themselves from the standpoint mocked. of others (perspectives that are often humorous), they are likely to become more humble, honest, open-minded, and patient in College/University their interactions with their students.”11 Professors at the college or university level may see humor as A recent review article summarized much of the literature inimical to learning (often to the dismay of their students).18 In on the topic of humor in education and generally endorsed the one survey, many college students could not name even three use of appropriate, relevant humor in classrooms.12 teachers they regarded as having demonstrated a sense of hu - It should be noted that the Master Teacher also used humor mor.19 In particular, these researchers noted, English teachers are at times to make a point. In many of His stories, Jesus used in- often stereotyped as humorless. By contrast, when surveyed, 96 tentional exaggeration that must have seemed amusing to His percent of students said they would use humor if they were pro- listeners. In Luke 18:25, He asserted that “‘It is easier for a camel fessors. Torok and colleagues suggested: “Instead of hiding be- to go through the eye of a needle than for someone who is rich hind tortoise shell glasses, or worse, a tortoise shell, illustrate that to enter the kingdom of God’” (NIV).13 In Matthew 23:24, He humans with a sense of humor have invaded the ivory tower.”20 scolded the Pharisee s by saying: “‘You blind guides! You strain Research has shown that the use of humor can actually im- out a gnat but swallow a camel.’” Jesus was not actually claiming prove students’ performance, particularly in “dreaded classes,” that the Pharisees were actually eating camels; rather, He was such as college-level statistics.21 Students indicate that humor using hyperbole to get their attention and make a point in a can actually increase their level of attentiveness and help them humorous way. He may even have been considering the obser- learn course material.

40 The Journal of Adventist Education • February/March 2013 http://jae.adventist.org likely laugh, setting a positive tone for the classroom. Ano ther example is this spelling joke: Little Johnny wasn’t a very good speller. One day, during a spelling exam, the teacher Teacher: “If 1 + 1 = 2 and wrote the word new on the blackboard. “Now,” she asked Johnny, “what word 2 + 2 = 4, what is 4 + 4?” would we have if we placed a ‘k’ in the front?” After thinking a few seconds, Johnny Pupil: “That’s not fair! said, “Canoe?”24 In this case, the joke can be used to in- You answer the easy ones troduce the topic of silent letters. The use of relevant humor (humor that makes a point and leave us with the about the topic under discussion) has been shown to be more advantageous to learning hard one!” than the use of random or unrelated humor.25 Teachers can find numerous examples of jokes on a variety of topics on the Internet (see the list of Websites at the end of this article). Some teachers do not feel comfortable or confident telling jokes. If you are among this group, there are plenty of other ways to incorporate humor in the classroom. Lei and colleagues listed many psychological, social, and cognitive benefits from the use of humor in college classrooms. Stories According to these authors, the psychological benefits include Humorous stories are another way to engage students in improved mental and physical health, alleviation of negative the course material. In researching material for my univer- emotions, and enhanced student self-perception. Social bene- sity-level child-development courses, I have found an abun- fits include improved classroom morale, better relationships dance of stories related to children and families in books and between students and professors, reduced tension, and a more relaxed atmosphere. Educational benefits include increased interest, attention, problem-solving, and creativity.22 Humor can take many forms at the college or university level. Students can be encouraged to identify humorous stories, cartoons, photos, videos, or even songs related to the subject matter. In my psychology and child-development courses, students often share funny videos or cartoons that are related to the topics we discuss in the course.

Ways to Use Humor Jokes Tell content-related jokes that can help students understand or relate to concepts presented in class. In some cases, jokes may be used simply to re- “You have to solve this problem by yourself. You can’t call tech support.” lieve stress or to make the teacher seem more approachable. For example, an elementary school math teacher might tell the following joke: on the Internet. In some cases, I’ve shared stories from my Teacher: “If 1 + 1 = 2 and 2 + 2 = 4, what is 4 + 4?” own experience or from people I know. Students may also Pupil: “That’s not fair! You answer the easy ones and leave have stories to share—I have found that many of my students us with the hard one!”23 are eager to tell about their hilarious younger siblings, Although the joke is obviously silly, younger students will cousins, nieces or nephews, or even their own children. Be

http://jae.adventist.org The Journal of Adventist Education • February/March 2013 41 sure to caution students not to tell stories that would cause Use Your Students as Resources embarrassment if the identity of the person was known to In my child development and psychology classes, once my the class! students learn that I am always on the lookout for humor, they often find photos or cartoons and send them to me to use in Cartoons my slides. I also encourage my students to create their own If you use an overhead or PowerPoint projector for your humor. Gadanidis et al. have listed several ideas for introducing class, cartoons can be easily included among your regular lec- humor into middle school math classes, which include having ture slides. Again, the Internet is a fruitful source of cartoons students create their own math-related comics, compose poems on a wide variety of topics (see resource list at the end of this about math, act out skits, or even write advertisements for article). Be sure to check the copyright information for any car- math concepts. For example, these researchers suggest having toons you include in your materials. Many Websites post copy- students create “interviews” with geometric shapes (e.g., As a right information that indicates the cost of the cartoon and circle, “does it bother you that you don’t have any vertices?”).26

Cautions In his article on the benefits of humor in general as well as in the classroom, Gordon warns that while humor can have many beneficial effects, it can also have unin- tended negative consequences.27 A teacher’s jokes or self-deprecating humor can make students feel un- comfortable and perhaps cause them to mistrust the teacher’s abil- ities. Gordon offers this cautionary statement: “[H]umor is really no different than many other interventions and techniques that teachers use (such as pushing their students to work harder or critiquing their ideas), which can have both positive and negative effects. Experience shows “At home I have The History Channel, Discovery Channel, Smithsonian that there is often a fine line be- Channel, Science Channel, Biography Channel, Animal Planet, and PBS. tween the sensible use of humor School is interfering with my education!” and laughter and their overuse or misuse. An expert teacher usually how to order it. For example, Cartoonstock.com allows use of knows when humor is called for and how not to cross this its cartoons by one teacher in a nonprofit school for $12 each. line.”28 Flowers29 has created some guidelines for the use of humor Videos in teaching. For example, do not use inappropriate humor, such Youtube.com is a great resource for funny videos on a vari- as telling offensive jokes or making fun of students. Keep in ety of topics. I have also found several clips from popular situ- mind that different things may be considered offensive by stu- ation comedies that students seem to enjoy. Brief clips from dents from various cultures, so avoid comments that could be many shows are available on the network Websites. Some of the regarded as insensitive to any specific student or ethnic group, shows may include material that certain students might find or to the class in general. Flowers, along with others already offensive, so be sure to screen the clips carefully. mentioned, says that humor that is used to make points about specific course content works better than random or “aimless” Photos humor. Also, as previously mentioned, teachers need to be Funny photos are an excellent way to illustrate many differ- aware of the developmental level of their students to ensure ent types of concepts in the classroom. Some classes, such as that they will understand and appreciate the humor employed. child development or psychology, are quite easy to illustrate Flowers suggests that teachers should be just as willing to laugh with humorous photos—but you may have to work harder to at themselves as to joke about other people. find, for example, funny math photos. Be on the lookout for Finally, be careful not to turn the classroom into a “comedy things to photograph yourself, use photos you already have, or club” where students are not sure whether any of the material search the Internet for appropriate photos. Again, keep in mind can be taken seriously. Lei and colleagues caution that excessive any relevant copyrights that may apply. humor can have damaging consequences such as undermining

42 The Journal of Adventist Education • February/March 2013 http://jae.adventist.org bert W. Roesky and Dietmar Kennepohl, Websites for Educational Humor “Drawing Attention With Chemistry Cartoons,” Journal of Chemical Education 85:10 (October 2008):1355; Michelle Willard, “Humor in the General cartoons: Hands of Seasoned Montessorians,” Montessori Life 18 (2006):50. http://www.cartoonstock.com 6. Gadanidis, et al., “Using Humor to Gain http://www.basicjokes.com/ Mathematical Insights,” op. cit.; Willard, “Humor in the Hands of Seasoned Montesso- rians,” op. cit., p. 52; Avner Ziv, “Facilitat ing Ef- fects of Humor on Creativity,” Journal of Edu- Cartoons for or about teachers and/or education: cational Psychology 68:3 (1976):320. http://www.crazy4teachers.com/ 7. Gadanidis, et al., “Using Humor to Gain Mathematical Insights,” op. cit., p. 249; Min- http://jokes4teachers.com/ shew and Hopper, “Techniques for Using http://www.danscartoons.com/education_cartoons.htm Humor and Fun in the Language Arts Class- room,” op. cit.; Torok, et al., “Is Humor an Ap- http://offthemark.com/search-results/key/classroom/ preciated Teaching Tool?” College Teaching, op. cit. The Math Humor Page: http://www.dctech.com/physics/humor_math.php 8. Avner Ziv, “Teaching and Learning With Humor: Experiment and Replication,” Journal of Experimental Education 57 (1988):5. 9. Gadanidis, et al. “Using Humor to Gain the credibility of the teacher, making students feel self-con- Mathematical Insights,” op. cit.; Minchew and Hopper, “Techniques for Using scious, bored, or frustrated, or a loss of focus on the purpose Humor in the Language Arts Classroom,” op. cit. 10. Dan Gartrell, “A Spoonful of Laughter,” Young Children 61 (July 30 of the instruction. 2006):109; Hellman, “Humor in the Classroom,” op. cit., p. 37; Torok, et al., “Is Humor an Appreciated Teaching Tool?” op. cit., pp. 15, 16. Summary/Conclusion 11. Mordechai Gordon, “Learning to Laugh at Ourselves: Humor, Self- Research suggests that classroom humor, when used ap- Transcendence, and the Cultivation of Moral Virtues,” Educational Theory 60:6 propriately, can produce a variety of benefits. Although teach- (2010):749. ers may sometimes strug gle to get students to take learning 12. John A. Banas, et al., “A Review of Humor in Educational Settings: Four Decades of Research,” Communication Education 60:1 (January 2011):115. seriously, paradoxically the use of appropriate humor en- 13. All Bible texts in this article are quoted from the New International Ver- hance s learning in many types of situations. So, try introduc- sion. Scripture quotations credited to NIV are from The Holy Bible, New Inter- ing some humor—even in small doses. Students will appreci- national Version. Copyright © 1973, 1978, 1984, 2011 by Biblica, Inc. Used by ate the effort, and you will likely find your time in the permission. All rights reserved worldwide. classroom more enjoyable as well! i 14. Gartrell, “A Spoonful of Laughter,” op. cit., p. 109. 15. Molly Ness, “Laughing Through Rereading: Using Joke Books to Build Fluency,” The Reading Teacher 62:8 (May 2009):691. 16. Gadanidis, et al., “Using Humor to Gain Mathematical Insights,” op. cit., p. 246. Linda L. Ivy, Ph.D., is an Associate Professor 17. Banas, “A Review of Humor in Educational Settings,” op. cit., p. 136. of Psychology at Walla Walla University in 18. Simon A. Lei, et al., “Humor on Learning in the College Classroom: College Place, Washington. She is always on Evaluating Benefits and Drawbacks From Instructors’ Perspectives,” Journal of the lookout for things that students find hu- Instructional Psychology 37:4 (2010):326. morous to relate to specific concepts in 19. Minchew and Hopper, “Techniques for Using Humor in the Language Arts Classroom,” op. cit., p. 232. Human Development and Psychology. 20. Torok, et al., “Is Humor an Appreciated Teaching Tool?” op. cit., p. 19. 21. R. L. Garner, “Humor in Pedagogy. How Ha-Ha Can Lead to Aha!” Col- lege Teaching 54:1 (2006):179; Ziv, “Teaching and Learning With Humor,” op. cit., pp. 12, 13. 22. Lei, et al., “Humor on Learning in the College Classroom,” op. cit., p. REFERENCES 328. 1. George Gadanidis, Janette M. Gadanidis, and Alyssa Y. Huang, “Using 23. See http://basicjokes.com/djoke.php?id=3490. Humor to Gain Mathematical Insight,” Mathematics Teaching in the Middle 24. See http://basicjokes.com/djoke.php?id=1684. School 10:5 (December 2004/ January 2005):245. 25. Banas, et al., “A Review of Humor in Educational Settings,” op. cit., pp. 2. Ibid.; Stuart V. Hellman, “Humor in the Classroom: Stu’s Seven Simple 136, 137. Steps to Success,” College Teaching 55:1 (2007):37. 26. Gadanidis, et al., “Using Humor to Gain Mathematical Insights,” op. 3. Ibid. cit., pp. 247-249. 4. Gadanidis, et al., “Using Humor to Gain Mathematical Insights,” op. cit.; 27. Gordon, “Learning to Laugh at Ourselves,” op. cit., p. 748. Sarah E. Torok, et al., “Is Humor an Appreciated Teaching Tool? Perceptions 28. Ibid. of Professors’ Teaching Styles and Use of Humor,” College Teaching 52 29. Jim Flowers, “The Value of Humor in Technology Education,” Technol- (2004):18. ogy Teacher 60 (May/June 2001):11. 5. Sue S. Minchew and Peggy F. Hopper, “Techniques for Using Humor and 30. Lei, et al., “Humor on Learning in the College Classroom,” op. cit., p. Fun in the Language Arts Classroom,” The Clearing House 81:5 (2008):232; Hu- 330.

http://jae.adventist.org The Journal of Adventist Education • February/March 2013 43 A NEW FREE ILLUSTRATED RESOURCE FOR TEACHERS AND STUDENTS

he acrimonious conflict be- The official position of the Seventh- used in support of evolutionary theory. tween advocates of science’s day Adventist Church supports the bib- Its PowerPoint discussions cover com- theory of evolution and lical account: A few thousand years ago monly asked questions such as these: people who believe the bib- God created in six days. The fossil Was Noah’s ark large enough for all the lical account of creation has record is the product of the worldwide animals? Did God create tapeworms Tbeen raging for two centuries. Many Genesis flood. This view contrasts with and predators? More complex topics, wonder which is true. The Bible is the science’s evolutionary model that life such as whether carbon-14 dating is re- world’s most popular and respected evolved spontaneously over billions of liable and why reptiles like dinosaurs book, while science is admired because years. The two models could hardly be dominate in the middle of the fossil it can be highly successful. However, more dissimilar. record, are also considered. the contrasting accounts of human ori- A new resource designed for the Ad- The free resource is available in digi- gins by these two sources can’t both be ventist student and teacher addresses tal form and is readily accessible at right! this conflict. It points to the scientific www.sciencesandscriptures.com. Look data that supports the biblical model, in the Discussions section titled “The while providing alternate interpreta- tions to counter common arguments

BY ARIEL A. ROTH

44 The Journal of Adventist Education • February/March 2013 http://jae.adventist.org http://jae.adventist.org The Journal of Adventist Education • February/March 2013 45 The acrimonious conflict between advocates of science’s theory of evolution and people who believe the biblical account of creation has been raging for two centuries.

Bible and Science.” It can also be ac- 6. The Fine-Tuned Universe: The form, for those preferring that format. cessed through circle.adventist.org and precision of the universe indicates de- They are accessed through the “VIDEO” a number of other Adventist Web re- sign. section of the Webpage. i sources. The PowerPoint format con- 7. The Great Time Questions, Part sists of 17 main discussions with many 1: How old is the universe, the Solar To access the materials, go to subdivisions. Title listings, an index, System, the Earth? www.sciencesandscriptures.com and outlines of each discussion facili- 8. The Great Time Questions, Part tate access to 1,268 slides which are 2: Questions about a recent creation. replete with photos and diagrams. At 9. The Great Time Questions, Part Ariel A. Roth, Ph.D., author of the Power- the end of each discussion is a question 3: Data favoring a recent creation. Point materials described in this article, section focused on comprehension. 10. Fascinating Fossils: Introduction has devoted much of his life studying the Answers to the questions follow. to the fossil record. salient arguments of the intellectual con- 11. Fossils and Creation: The fossil flict about evolution and creation. For 14 Outline of Contents sequence and the Genesis flood. years, he directed the Adventist Church’s 0. Introduction: Index, detailed out- 12. Problems the Fossils Pose for Geoscience Research Institute and edited line of each discussion. Evolution, Part 1: Fossil gaps. its journal Origins for 23 years. The au- 1. A Deep Question: Which Is True, 13. Problems the Fossils Pose for thor of nearly 200 articles and two books, Science or the Bible?: Details of the Evolution, Part 2: More complications. each in 10 or more languages, Dr. Roth conflict. 14. The Astonishing Genesis, Flood has served the states of California, Ore- 2. Where Did Life Come From?: Part 1: Introduction to the Flood. gon, and Arkan sas as consultant, keynote Could life arise all by itself? 15. The Astonishing Genesis Flood, speaker, and witness, informing this ongo- 3. From Complex to More Com- Part 2: Some evidence. ing controversy. plex: Could evolution by survival of 16. The Astonishing Genesis Flood, the fittest create complex organs? Part 3: More evidence. 4. Darwin and the Eye, Part 1: The 17. Is Science in Trouble?: Science, The JOURNAL asked a university biology chair- person, a secondary science teacher, and an ele- distribution of the variety of eyes does materialism, and reality. mentary educator to review Dr. Roth’s Power- not fit an evolutionary pattern. The information in these PowerPoint Point slide s for content, relevance, and usefulness 5. Darwin and the Eye, Part 2: Eyes slides is also available on the same Web- to teachers. All three reviewers gave them positive are too complex to evolve gradually. page in a simpler video format. Fourteen ratings. 28-minute videos cover the material, in the same general order but in simpler

46 The Journal of Adventist Education • February/March 2013 http://jae.adventist.org The JAE Website (http://jae.adventist.org) has a NEW feature that enables you to search by issue the past 35 years’ editions of the magazine (articles are posted one year after publication). For example, you can easily identify all of the school boards articles in the three special issues (December 1999/January 2000, Summer 2004, and Summer 2008) without having to search for the articles one by one. You can also search the site by Author, Title, Key Words, or Abstract.

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