This issue of The Journal of Adventist Education (JAE) covers a variety of topics. In her editorial titled What Makes the Difference?, Faith-Ann McGarrell asserts that, as Adventist educators, we are called to reflect Christ, point others to Jesus, and trust in divine power. Additional articles include:
Mentoring: An Essential for Novice Teachers by Kathleen Forbis, Anneris Coria-Navia, Jimmy Kijai, and Larry D. Burton
The findings of this small study “indicated that novice Adventist teachers who feel supported and have high self-efficacy are more likely to remain committed to the teaching profession. Several models were observed in [North American Division] K-12 schools: micro-mentoring, macro-mentoring, and informal support. Currently, inconsistent levels of support exist for novice teachers across the [North American Division] structure, and accountability at the school or conference level is needed. More research needs to be conducted to examine methods that work well in the Adventist school environment. Conferences and principals must find ways to improve support for novice Adventist teachers.”
Faith by Design: Creating and Implementing a Spiritual Master Plan by Richard A. Sabuin and John Wesley Taylor V
In addition to focusing on quality academic programs, “it is now the time for Adventist schools to also be intentional in developing the faith of the entire learning community—students, administrators, teachers, and support staff.” This article describes four crucial phases of successful spiritual-life programs. Included is a spiritual master plan checklist.
Strategies to Maximize Academic Integrity in Online Education by Ray McAllister and Glynis Bradfield
In the “context of increased online education and potentially greater risks of academic dishonesty, this article focuses on strategies to maximize academic integrity applicable to online Christian education today. While the authors write from the context of Adventist online higher education, most of the strategies for teaching, learning, and assessment explored in this article are relevant to secondary and tertiary levels of education in both in-person and online settings.”
Invigorating Seventh-day Adventist Science Education With Chemical Knowledge of God’s Creation by Ryan T. Hayes and D. David Nowack
“Seventh-day Adventist education must be on the forefront of taking scientific information and partnering it with the creation story. We, as Adventist scientists and teachers, must learn how to define and defend intelligently designed systems to show they are beyond the reach of chance and time while logically pointing to the benevolent and wise Creator revealed in Scripture. Many of us are collaborating as individuals or through the Faith and Science Council of the General Conference to do just that. Excellent work in geology, archaeology, paleontology, chemistry, math, physics, and biology is being performed that scientifically supports the concept of a Creator.”
How the “Blueprint” for Agriculture in Adventist Education Can Be Relevant in the 21st Century by Katherine Koudele
“Seventh-day Adventists have established a worldwide, robust, and wholistic educational system following the principles (also known as the ‘blueprint’) expressed by church co-founder and visionary Ellen G. White. To remain relevant in the 21st century, updates and modifications need to be made to the applications of the agricultural portion of the “blueprint” to maintain the timeless principles found in it.”
Promoting Nutrition Education in Seventh-day Adventist Schools by Shondell DeVelde
“Seventh-day Adventist schools were established to foster wholistic development in learners. Effective school-based nutrition education is essential to this development. Nutrition education in Adventist schools should teach students how to care for their bodies by practicing healthful eating and other appropriate dietary behaviors. In addition, it should help them understand how God sustains life.”
Engineering Your Future: A Collection of Engineering Resources by Melodie Ann Reed William
“Engineers solve problems and improve people’s ability to function effectively and efficiently. With the expansion of technology, engineers must adapt to better understand the human side of technology. Everyone can benefit from these skills. Currently, K-8 schools in the North American Division (NAD) must meet learning standards for engineering; however, we need standards for 9-12 schools to prepare students for college or pursue technical careers. Most teachers haven’t been trained in engineering, so this is a big task. Finding resources to teach engineering can seem overwhelming. Here are some suggestions to help you get started.”
Author
CIRCLE Editor
The Curriculum and Instruction Resource Center Linking Educators (CIRCLE) helps Seventh-day Adventist educators locate the ever-expanding array of resources for the ministry of teaching. Visit CIRCLE.adventistlearningcommunity.com to find and share Adventist educational resources anytime, anywhere.