Pillars at Taylor University Koinonia

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Pillars at Taylor University Pillars at Taylor University

Koinonia Association of Christians in Student Development

Fall 2007

Koinonia Koinonia

Jolene Cassellius

Shannon Schans

Brian Powell

Glen Kinoshita

Michael Santarosa

See next page for additional authors

Follow this and additional works at: https://pillars.taylor.edu/acsd_koinonia

Part of the Educational Assessment, Evaluation, and Research Commons, Educational Leadership

Commons, Higher Education Commons, Higher Education Administration Commons, and the Teacher

Education and Professional Development Commons

Recommended Citation Recommended Citation Cassellius, Jolene; Schans, Shannon; Powell, Brian; Kinoshita, Glen; Santarosa, Michael; Harding, Carol; Giffin, Ryan K.; and Brown, Jesse, "Koinonia" (2007). Koinonia. 81. https://pillars.taylor.edu/acsd_koinonia/81

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Authors Authors Jolene Cassellius, Shannon Schans, Brian Powell, Glen Kinoshita, Michael Santarosa, Carol Harding, Ryan K. Giffin, and Jesse Brown

This book is available at Pillars at Taylor University: https://pillars.taylor.edu/acsd_koinonia/81

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Fall 2007

Association for Christians in Student Development

The Short Account of a Monkey and a Fish Family and Balance Philanthropy in the Residence Halls

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What would it look like for ACSD as anorganization and you, as a member ofACSD, to be more involved with ACPAand NASPA at a national or regionallevel? If you have thoughts on this,please email me at [email protected]. The ACSD ExecutiveCommittee would like to include yourvoice in this ongoing dialogue.

Before closing, I’d like to thank twogroups of folks—Northwestern Collegefor planning and implementing a verysuccessful 2007 ACSD conference,and the Cedarville University staff forthe work they have done and will do tohost us in 2008. One more thing,please pray for the ACSD ExecutiveCommittee as we conduct the busi-ness of the organization and thinkstrategically about the future of ACSD.Committee members for this year are:

PresidentBarry Loy, Gordon College

Vice PresidentPam Jones, Belhaven College

SecretaryEdee Schulze, Wheaton College

Membership ChairMary Ann Searle, Palm BeachAtlantic University

TreasurerPaul Blezien, William JessupCollege

Koinonia EditorSteve Austin, Taylor University

May God Bless your work to furtherHis Kingdom.

Barry LoyACSD PresidentDean of StudentsGordon College, Wenham, MA

The President’s Corner

Barry Loy

Idon’t know if you’ve noticed but thelarger student affairs profession isnoticing Christians. Over the summer,

three articles have appeared in ACPApublications (About Campus andJournal of College StudentDevelopment) pertaining to Christianityand student development. One article,written by Tricia Seifert, explained howChristian privilege in American HigherEducation works against inclusivity.Christy Moran from Kansas Stateexplored the identity development ofevangelical Christians at a public uni-versity and Ebben and Magolda, usinga campus evangelical group as anexample and primary resource, devel-oped transferable lessons to help stu-dents engage in the learning process.It’s evident from these recent examplesand others that Christianity is part ofthe broader conversation in studentdevelopment. Given the mission ofACSD, what should be our role in thisconversation? Do we have a responsi-bility to be at the table more often thanwe are? We have had good success inmeeting a need for Christian fellowshipby sponsoring receptions at ACPA andNASPA national conferences, but isthis enough? Can we or should wepartner with other, more inclusive stu-dent affairs organizations such asACPA or does our exclusive doctrinalstatement and our particularity—ourbelief that Jesus Christ is the only wayto God—discourage us from takingpart in the broader conversation? Wedo have much in common with thecore values of the larger national orga-nizations—an interest in spirituality,social justice, intercultural competenceand care for students, to name a few.

IN THIS ISSUE

SPOTLIGHT FEATURE

4 Thinking Globally in a Local Contextby Jolene Cassellius

6 Family and BalanceBy Shannon Schans

8 Cultivating Philanthropy in the Co-Curriculum: An Alternative to theNarcissism of the iGenerationBy Brian Powell

10 The Big Picture Photo Gallery

INTERVIEW

12 The Ministry of Reconciliation: A Conversation with Brenda Salter McNeilBy Glen Kinoshita

THINKING THEOLOGICALLY

16 Thought About Thinking Lately?How About Thinking Christianly?By Michael Santarosa

BOOK REVIEW

18 Hush: Moving From Silence toHealing After Childhood SexualAbuseReviewed by Dr. Carol Harding

19 I’m the Teacher, You’re the Student:A Semester in the UniversityClassroomReviewed by Ryan K. Giffin

20 Reconciliation Blues: A BlackEvangelical’s Inside View of WhiteChristianityReviewed by Jesse Brown

FEATURES

3 The President’s Corner

21 Editor’s Desk

14 Regional Updates

3

Joining the Conversation

SPOTLIGHT FEATURE

4

ThinkingGlobally in aLocal Context By Jolene Cassellius

The short account of a monkey anda fish, as told by Duane Elmer inhis book Cross-Cultural

Connections, represents the urgency ofpreparing our students to serve effective-ly in a globalized world. In the story, amonkey is stranded by a typhoon on asmall island. As he sits in a protectedspot, he sees a fish swimming againstthe current. Being a kind monkey, hedecides to help the struggling fish.Climbing into a tree that tilts precariouslyover the water, the monkey, at consider-able risk to himself, reaches out andsnatches the fish from the raging waters.He hurries back to his shelter and gentlyplaces the fish on the dry ground. Atfirst, the fish flaps wildly, but eventually itsettles into a peaceful rest. The monkeywatches with satisfaction, content inknowing that he has helped a fellowcreature in need.

Unfortunately, as reflected by themonkey in the story, well-intentionedactions when guided by ignorance canbe disastrous. This is especially true insettings where cultural expectationsand perspectives collide. For years, Ihave prepared students to serve cross-culturally on short-term assignments.The need, however, is increasing forevery student desiring to lead andserve effectively in the world today tounderstand and practice healthy cross-cultural relations consistently. Nolonger is our sole responsibility to helpstudents avoid mistakes reflective ofthose made by the monkey when theyfind themselves elsewhere. This coun-

try is a mosaic of cultures. Populationestimates predict that the U.S., themost multi-cultural nation in the historyof the world, will continue to becomemore diverse in the upcoming years.By 2020, when most of our current stu-dents will be serving in the fields forwhich they are currently preparing, theUS Census Bureau projects that 61.3%of the U.S. population will be white,non-hispanic and by 2050, when ourcurrent students are veterans andleaders in their fields , that number ispredicted to be 50.1%, meaning thatwhites will no longer be a majority pop-ulation in this country. With a decreas-ing percentage of the white populationcomes an increasing opportunity forthe emergence of thoughts, styles,customs, and world views differentfrom those that have been upheld by adominant white culture in the past.

Individuals who will effectivelyserve and lead in the upcomingdecades will need a different set oftools to navigate the changing culturaland social landscape. An openness torespecting and embracing differentperspectives and creating room forvarying needs and values will prove acrucial requirement for those striving toachieve collaboration, progress andsuccess. The need for future leaders tolearn, adapt and accept is reminiscentof the cultural learning curve experi-enced by short-term teams traveling tosites where their paradigms must beset aside to achieve success. I amreminded of construction teams that

would come to help my parents when Iwas growing up as a missionary kid inLatin America. Most of them came fromthe upper Midwest, where an amplelumber supply in the northern statesdictated construction styles. In north-eastern Mexico, however, local cementplants lent to widespread constructionwith cement block. Suddenly, tools andequipment that the Midwestern con-struction workers were accustomed tousing were not available or effective.Carpentry skills had to be replaced bymasonry skills. If they could not learnto use new equipment, work with differ-ent materials and appreciate the struc-tural needs of a warmer climate, theirtrip would be a waste of time. Theyhad to be able to accept, appreciateand adapt to needs, resources andmethods different than their own toeffectively contribute in that context.

While multi-cultural education onour campuses is an obvious need inour changing world, I believe we areresponsible to take the education ofour students in becoming global lead-ers beyond the classroom, pro-grammed events and short-term mis-sions or study abroad programs. Wehave to be practitioners as well aseducators, using new tools, learningdifferent perspectives and appreciatingnew methods ourselves and thencoaching students in doing the same.Often in higher education, we do anamazing job of providing educationalopportunities that support this goal.Every student is required to take a

5

SPOTLIGHT FEATUREglobal perspectives class, we havevibrant inter-cultural studies depart-ments or multi-cultural programs andwe provide ample opportunities for stu-dents to serve and learn in diverse set-tings. However, I would argue thateven in the most basic interactions westill struggle to integrate an apprecia-tion and acceptance of true diversity,in methods and mindset, into oureveryday practice. We do not thinkglobally, as individuals or institutions,moving beyond our own basic culturalframeworks. A few practical examplescan illustrate this.

A group of students is planning amajor multi-cultural, campus-wideevent. It soon becomes evident that theevent preparation process is not goingas smoothly as some desired. Detailsare not getting solidified, timelines arenot being observed, and tasks arebeing overlooked. Though the studentsare passionate, excited and visibly pro-moting the event, staff members have toconstantly encourage and coach thestudents to plan thoroughly. Whenquestions arise from faculty or adminis-trators regarding event specifics, thereare not satisfactory answers. In the end,the event comes off as a success.Relationships are developed, a sense ofcommunity was conveyed and atten-dees had fun. It was not, however, with-out some mishaps, frustrations and mis-understandings in the process. Schoolofficials waited as the event did notstart on time, guests were not readywhen the photographer came to takepictures and some felt a lack of wel-come by the absence of key personnelat the event. The problem? We areexcellent at teaching about time-orient-ed versus event-oriented cultures, ortask-driven versus relationship-drivenvalue systems, but sometimes even theteachers do not know how to react andfacilitate when the two collide. The stu-dent group that was planning the eventand their guests were largely from rela-tionship-driven cultural backgrounds.The staff and administrators who wereinvolved or affected by the event werelargely from task-driven cultural back-grounds. So, how does a task-driven

staff advisor not see a relationship—dri-ven student’s lack of attention to detail assomething from which they must be res-cued, like the struggling fish? How dotask—driven event planners learn to seethe success of unfinished tasks that gaveway to relationships or connections?

Another area in which we fail tomaximize and recognize the beautyand benefits of diversity is in the class-room. As the professor of one of ourfreshmen classes, I receive over 400papers a year. I remember one paperthat I read that made absolutely nosense to me. I could not find the thesisor a logical, linear train of thought atall. In accordance with the assignmentguidelines, I gave the student a poorgrade. Later, I realized that this studentwas from a cultural background thattends to be more intuitive than logical. I recognized that my expectation for

the assignment was not compatiblewith that student’s prior educationalexperience. How do I help create aneducational system that allows for cul-tural differences, while still maintainingstandards of excellence and reliablemeans of assessment? How can Iadjust my perspectives and also helpstudents appreciate and embrace dif-ferent patterns of thought?

Reflecting back on my own under-graduate career, I remember having aprofessor who had recently arrived inthe United States. I would leave hisclass every day extremely frustrated.As a student in the Western education-al system, I was trained to look for out-lines, patterns and logical information. I would sit in class for a whole periodand have nothing that seemed of signif-icance in my notes. I found it difficult to

study for the tests and understand theassignments. No one had taught methe beauty of learning to appreciate adifferent style of thought. One that wascircular, narrative, fluid. How can wemaximize the diversity that exists onour campuses and the potential forlearning and growth that it provides?

We, like our students, often resem-ble the kind-hearted monkey.Unfortunately, in spite of our best inten-tions we are often unaware of our igno-rance and personal cultural predisposi-tions when it comes to interacting on adaily basis with one another and ourstudents. Yet, we do have a responsi-bility to educate ourselves and prac-tice using new tools and consideringnew perspectives. We cannot leaveunderstanding and appreciation ofdiversity solely in the hands of ourmulti-cultural program directors or

inter-cultural studies professors. It must be something that all professionalsin higher education embrace. Only thencan we be truly effective in coaching ourstudents to ask why the fish is in thewater, appreciate the beauty of his gillsthat allow him to breathe underwaterwhere the monkey cannot, and findways for them both to enjoy the islandand surrounding sea together.

Jolene Cassellius grew up as a third cul-ture kid, the daughter of missionaries toLatin America. She has served as theDean of Community Life at North CentralUniversity in Minneapolis, MN for thepast three years and oversees co-curric-ular programs including spring breakshort-term missions and multi-culturalstudent organizations.

Unfortunately, in spite of our best intentions we are

often unaware of our ignorance and personal cultural

predispositions when it comes to interacting on a daily

basis with one another and our students.

SPOTLIGHT FEATURE

6

Sitting in my lovely little office withmy state-of-the-art computer andbeautiful window, I have been, at

times, overwhelmed with guilt. Notbecause I knew that I had student phonecalls to return, not because I had areport due to my assistant dean that Ihad yet to start, not even because I toldmy husband that I would take care ofdinner that night but had not had time toshop. Sitting in my chair, looking out overa beautiful campus filled with bright andenthusiastic students, I felt in the pits ofmy gut an inner conflict that not even thegreatest of women have been able tofully conquer—what brought on thesepangs was nothing more than a photo oftwo young children. These were not justany children; they were mine. Each daythey stared back at me with big widegummy grins that daily sent me to guilt-land where I served as reigning queen. Iwould think to myself out loud “how am Isupposed to do this?” The “this” I wasreferring to is a job that I love. Currently, Iwork as the Coordinator of the First YearExperience and Residence Director for afreshman dorm at a small Christian col-lege in Illinois. Each day brings with itnew excitement and challenge—it is thekind of work that I dreamed about doingas a kid. Up until two years ago, I wouldhave struggled to find one thing that Idid not enjoy about my work. Today I juststruggle. The juxtaposition came in therealization that while I adored my girlsand my husband, I knew that I would bea better contributor at home by being acontributor in a work setting as well.Even though I am confident in this deci-sion, I now deal with the ever presentguilt of being a working mom. I carry itwith me like a Prada bag. It’s big andbright and provokes a lot of attention.

In an effort to ease my guilty con-science I did some asking, some soul-searching and some research. In doingso I came up with a list of things that,when implemented, have helped me toturn my big Prada nightmare into alovely, manageable little clutch.

The first jewel to fall from my crowndid so because of the introduction of pri-orities. When I first entered higher edu-

Family and BalanceBy Shannon Schans

7

SPOTLIGHT FEATUREcation, I was not married, not a memberof a church or of a community. It waseasy for me to put everything that I wasinto my work. While there is a time andplace for that kind of effort, I know, too,that there should be priorities in place forthe long-term cohesion of your work andyour life. For me, the ability to set priori-ties acts as a guide; I can literally hold inmy hand a numbered list of what isimportant to me and why. In the franticacademic calendar of higher educationand in the countless sea of other peo-ple’s crises, I can always come back tomy numbered piece of paper. As onedear friend relayed, sometimes the sim-plest things can free you from thebiggest burdens.

Having my priorities set allowed meto then initiate appropriate boundaries.Another jewel gone as my load contin-ued to lighten. When I encourageboundaries to the students with whom I have relationships I sometimes get afurrowed brow followed by a slumpedshoulder—I think because people oftenconfuse boundaries with confrontation.In my experience this could not be fur-ther from the truth. In fact, in buildingrelationships, whether work-related orpersonal, I have found that when Imake a clear statement of what myintentions are, what I expect from peo-ple and, in turn, what they can expectfrom me, conflict can be avoided alltogether. In short, while at one point inmy career it would have been appro-priate for me to invite students to hangout in my RD apartment until midnight,now I make it clear that while I wantstudents to feel at home, they are, infact, not at home. There is no confu-sion that students must treat me andmy family as such, not like their room-mate with cable. Boundaries are a bigissue for me particularly as an RD.Somehow the misconception beganthat being a residence director impliesthat it is my job to stay up late and playcards in the lobby, to befriend eachstudent, to attend every event on cam-pus. This behavior, to me, shows stu-dents the inability to create appropriateboundaries and certainly does not

allow for a balanced life. Do not get mewrong. I understand that there is a timeand a place for each of the thingsmentioned above, but one distinctionmust be made. I believe that it is myjob to invite students into my life, not tobuild my life around students.

Even with my priorities in line andboundaries clearly laid out, there were

times that I felt like I was failing inevery aspect of my life. That peskycrown seems permanently affixed tomy blond little head. From kids andwork to friends and church, I did nothave enough time to reflect on any oneaspect of my life long enough to recog-nize where the successes lay. This ledme to map out specific goals andobjectives that related to all aspects ofmy life. Each priority was given anattainable and measurable goal. Forexample, I wanted to bring my childrento the zoo this summer. It is nothingclose to complicated, but once Iassigned it as a goal, I could then rec-ognize that once I did make the trip, Iaccomplished something that wasimportant to me. This goal was attain-able and measurable and allowed meto recognize a success. As an RD, cre-ating measurable goals for the upcom-ing year serves as a method to deter-mine progress on work that is oftenintangible. When so much of my day issimple relationship building, withoutgoals, it often felt to me as if I hadaccomplished nothing. Knowing thatwas not true, I needed to put in writingwhere relationship building fit into whatI envisioned as success. By making itpart of my year’s goals and objectives,I was able to feel good about spendingthat time with students and know thatby doing so, I was attaining a goal.

The final word of advice that this

former queen of guilt-land can offer isthis; find support. For me, supportcame in the form of colleagues andfriends who were able to offer advice,guidance and an outside perspective.In reading about this topic throughoutthe last weeks, it was more than dis-heartening to discover the number ofwomen in higher education who face

this same struggle. Many institutionshave begun to offer their female facultyand staff support groups where theycan go for direction, advice and tipsfor success. More times than not itseemed that simply having a communi-ty of people with shared experiencewas enough to sustain and encouragewomen through the balancing act thatis being a working mother.

Now, looking at my girls’ photo withthose same gummy grins does notbring the gut wrenching guilt that itonce did. I can appreciate that Godhas called me to serve the students atmy institution and to be a great motherand wife. This partnership does notcome without struggle, but little worthhaving does. The moral of my story isthat by being intentional about how youlive each day can make everyone ofthem better.

Shannon Schans works at TrinityChristian College in Palos Heights, Illinoisas the Coordinator of the First YearExperience and as a Residence Directorfor a freshman dorm. She lives with herhusband, Matt, and two daughters,Sophie and Ellee. Shannon graduatedfrom Trinity with an undergraduatedegree in business and economics andfrom Geneva College with a Master’sdegree in Higher Education.

I believe it is my job to invite students into my life,

not to build my life around students.

lence which profanes money by goingdirectly against the law of money, anact for which money is not made. Thisact is giving” (Jacques Ellul as cited inGuinness, 2001, p. 109).

Philanthropy comes from the Greekword philanthropia, which means loving[phil] mankind [anthropos]. In order tomove closer to this concept, we mustreturn to neighborliness (Schultze, 2005).We should seek to understand the needsof the local community beyond the wallsof our campuses, outside of “the bub-ble,” and we should be intentionally culti-vating the habit of giving as a lifestyle,not simply a sporadic activity throughouttheir college years. To be good givers,we must be apprentices to good givers(Volf, 2005).

“We react to the dire images of far-offplaces served up by the media, all thewhile overlooking needs right beneathour noses” (Guinness, 2001, p. 203).

All of us—as family members,church attendees and educators—have contributed, or failed to providean alternative, to the self-centerednessgenerally present in the iGeneration,and it will require a concerted effort tomodel for them the crucial nature ofcommunity. Student development pro-fessionals have the unique opportunityto foster interdependent and holisticthought (Daloz, 1996). Left alone to ourown devices we are easily distractedby our preoccupations, leaving us par-alyzed from responding to God’s call tocare for our neighbor (Mahan, 2002).

lenge the thinking about our posses-sions, others and ourselves.

“A charity which knows only how togive money, is not yet Christian love. Youwill be free of guilt only when you also giveyour time, your energy, and your resource-fulness…” (Kuyper, 1991, p. 62-63)

This new paradigm of philanthropyrequires a transformation of our atti-tudes toward our own possessions(Guinness, 2001; Schultze, 2005; Volf,2005). It is true that the call of compas-sion is not satisfied by simply writing acheck; however, reports do show thatthe richer U.S. Christians become, theless we give in proportion to ourincomes (Sider, 2005). Together withour students, we must examine themeaning of money and begin to makethe more difficult sacrifices of our time,

talents and treasure so that givingbecomes a way of life fashioned afterGod’s generosity (Guinness, 2001; Volf,2005). We must help our students tounderstand that we ought to givebecause we have been given to.

“There is only one act par excel-

There is a revolution stirring in thewings of the Academy and theresidence halls of colleges and

universities across this country. It istaking place on campuses where stu-dent development professionals arebeginning to boldly and earnestly askthe questions of how should our stu-dents view money, giving and caring,and in what ways the co-curriculumcan and should address these topics.

While many individuals still struggleto define and label the current collegegeneration, cheating and plagiarismcontinue to rise, church attendancehas sharply declined among this gen-eration, and they increasingly distrustauthority and tradition. They have beenreferred to as the Millennials oriGeneration, and they are generally

more narcissistic than previous genera-tions at the same age, resulting inincreasing expectations and a sense ofentitlement (Twenge, 2006). It is essen-tial for student development profes-sionals to not only understand theheart of this generation but to chal-

“We react to the dire images of far-offplaces served up by the media, all thewhile overlooking needs right beneathour noses” (Guinness, 2001, p. 203).

SPOTLIGHT FEATURE

Cultivating Philanthropy in the Co-Curriculum:An Alternative to the Narcissism of the iGenerationBy Brian Powell

8

The fruits of answering this call areplentiful. Involvement in service in col-lege has been associated withimproved academic development, lifeskill development, leadership develop-ment, civic responsibility and overallcollege retention (Astin, 1998). Thetime is now for student developmentprofessionals to educate themselvesand their students on the meaning ofmoney, our obligation to our neighbors,and examine our preoccupationsthrough mentoring, programming andhonest reflection and discussion. Willyou join this quiet revolution?

Bibliography

Astin, A.W. & Sax, L.J. (1998). How undergraduatesare affected by service participation. Journal ofCollege Student Development, 39(3), 251-263.

Daloz, L.A., C.H. Keen, J.P. Keen & S.D. Parks(1996). Common fire: Leading lives of commitmentin a complex world. Boston: Beacon Press.

Guinness, O. (2001). Doing well and doing good:Money, giving, and caring in a free society.Colorado Springs: Navpress Publishing Group.

Kuyper, A. (1991). The problem of poverty. GrandRapids: Baker Publishing Group.

9

“For nothing can so make a man animitator of Christ as caring for hisneighbor” (St. John Chrysostom ascited in Guinness, 2001).

How do we even begin to integratethe concept of philanthropy into the co-curriculum? We would do well to heedthe words of Mother Theresa who said,“I don’t do any great thing; I do smallthings with great love.” Building orstrengthening an ethic of service startswith small actions before spreadingacross campus:

n Educate your own staff on philanthropy (see bibliography for several resources)

n Assess your institution’s strengthsand weaknesses of integrating thisconcept into the co-curriculum

n Partner with other campusdepartments or community organizations to accomplish multiple objectives

n Foster a sense of vocation

n Develop a mentoring environment

n Provide periodic opportunities forreflection, challenge and renewalthat reorient students’ lives

n Create opportunities for construc-tive engagements with otherswho are different, especiallythose within the local community

n Integrate global and local serviceinitiatives

n Incorporate philanthropy and service into leadership develop-ment programs

n Serve as a resource for faculty as they seek to integrate theseconcepts into classes

n Aim for regularity because students need to practice now in order to develop the right habitfor the future

n Dream big and ask locals for help in identifying communityneeds

Mahan, B.J. (2002). Forgetting ourselves on pur-pose: Vocation and the ethics of ambition. New YorkCity: Jossey-Bass.

Schultze, Q.J. (2005). Here I am: Now what on earthshould I be doing? Grand Rapids: Baker Books.

Sider, R.J. (2005). The scandal of the evangelicalconscience: Why are Christians living just like therest of the world? Grand Rapids: Baker PublishingGroup.

Sirico, R.A. (1995). Reforming our attitudes.Religion & Liberty, 5(5), 15.

Twenge, J.M. (2006). Generation me: Why today’syoung Americans are more confident, assertive,entitled - and more miserable than ever before. NewYork City: Free Press.

Volf, M. (2005). Free of charge: Giving and forgiv-ing in a culture stripped of grace. Grand Rapids:Zondervan.

Brian Powell is a development officer inthe Office of Institutional Advancement atGrove City College in Grove City, Pa.Brian earned a Bachelor of Arts inCommunication at Grove City Collegeand a Master of Arts in Higher Educationat Geneva College.

SPOTLIGHT FEATURE

The Ministry of Reconciliation: A Conversation with Brenda Salter McNeil

By Glen Kinoshita

Across the country today, the min-istry of Dr. Brenda Salter McNeilis touching lives and significantly

challenging Christian institutions. Anordained minister and passionate com-municator, Brenda has been travelingthe nation speaking about racial recon-ciliation to a wide variety of audiences.Her ministry background includes serv-ing as the Regional Coordinator ofMulti-ethnic Training with InterVarsityChristian Fellowship, being the founderof Overflow Ministries Inc, and current-ly the President of Salter McNeil andAssociates, a reconciliation trainingand consulting company based inChicago. Brenda is the co-author ofThe Heart of Racial Justice: How SoulChange Leads to Social Change(InterVarsity Press, 2004). She graduat-ed with a Bachelor of Arts degree fromRutgers University, a Masters ofDivinity from Fuller TheologicalSeminary and a Doctor of Ministry fromEastern Baptist Theological Seminary,now Palmer Theological Seminary. Inthis interview, Brenda shares herinsights and vision for globalizationand Biblical reconciliation.

Glen Kinoshita: Tell us a littleabout your background.

Brenda Salter McNeil: I am origi-nally from Trenton, New Jersey, born ina working class family. My parents hadthe expectation that my siblings and Iwould get a good education anduphold high moral values. We wereraised to be honest and to love ourfamily. We grew up in an urban envi-ronment with cultural and ethnic diver-sity around us though my primarysocial circles consisted of AfricanAmericans. Though going to churchwas a part of my upbringing, it wasn’tuntil I went off to college that I came to

a personal faith in Jesus. I was a nine-teen-year old sophomore at RutgersUniversity where a friend of mine wholived in the same dorm that I did,shared her faith with me. It was therethat Jesus became more than justsomeone I acknowledged on Sundaymorning; He became someone I livedfor on a continual basis.

GK: You are known for speaking onracial reconciliation. Was there a turn-ing point in your life where youembraced reconciliation as a value andministry calling?

BSM: Being that Rutgers Universityis a very large campus, almost everyknown campus ministry was activethere. These campus ministries werepredominately white. The interestingthing is, rather than get involved in oneof these campus ministries, I started toattend a small Bible study that met onFriday nights in another student’s dormroom. Those of us who met regularlyevery Friday night were almost exclu-sively African American. One of thevalues we shared was a strong com-mitment to evangelism. As a result ofthis, the Bible study grew to be thelargest ministry on campus during mytime in college. We were not trying tostart a movement or a separate min-istry. This was just our alternative topartying on Friday nights. Why did agroup of African American students dothis? Couldn’t we find a ministry oncampus that we could fit into? I didn’task these questions then, I was just ayoung college student trying to growand remain steadfast in the Lord. Fastforward ten years later. While complet-ing my Masters of Divinity at FullerTheological Seminary, I also served asan intern with the chaplain atOccidental College in Eagle Rock,

California. While there were 200 stu-dents participating in the chapel pro-gram there at Occidental College, only2 were students of color. This scenariobrought me back to my days atRutgers University. I wondered, arethere students of color meeting some-where in a dorm room having a Biblestudy, just trying to remain steadfast inthe Lord and yet not participating inthe campus chapel program? I askedmyself, “Where are those students likeme on this campus who love God butare not coming to chapel? Why can’tthese groups come together? Whatcan we do to bridge this gap so wecan grow from one another?” Here isthe turning point where I came toembrace the calling to the ministry ofreconciliation.

GK: You have been traveling to andspeaking at a variety of Christian col-leges/universities lately. What have youbeen seeing and hearing?

BSM: As I visit Christian collegesnationwide, there are several thingsI’ve noticed. One is that there are agrowing number of students who comefrom a background of what I call “emo-tional brokenness.” More students arecoming from families that are strug-gling to stay together, where their par-ents are divorced, or who have a back-ground of being abused. This is notlimited to any one ethnicity. There are agreater number of students bearingemotional brokenness to the degreethat it is disturbing. The reason I bringthis up in relation to diversity is whenpeople feel safe and secure, they havemore of a capacity to care for others. Ithas been said that one of the reasonswhy Dr. Martin Luther King was suc-cessful in motivating people to the civilrights movement was because it cameat a time when the country was eco-nomically stable and, hence, peoplewere openhearted to the underprivi-leged. We are living in a time wherestudents are experiencing more andmore diversity, multi-ethnicity and glob-alization. With this comes the necessityto be more understanding and com-passionate. I believe students do havea desire to embrace others. The

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INTERVIEWcapacity to be compassionate, howev-er, is being limited by the personalpain they are experiencing. These tworealities are beginning to collide witheach other. Hence, when studentscome together, they have conflict overwho is in more pain. Many have beensocialized to believe that multi-ethnicityis a core value, but we also are in con-flict with who has been hurt the most.Students are lacking the emotionalcapacity to engage more and it hascreated a complexity for those of us inChristian education. We have to recog-nize the pain of the populations weserve as we challenge students tomove into multi-ethnicity.

GK: What are some of the biggest bar-riers to Christians becoming reconciled?

BSM: In addition to the emotionalbrokenness previously mentioned, stu-dents have seen a lot of talk and littleaction. We have to move beyond thetalk of racial reconciliation as an idealand move to the practicality of how todo it. Students today need to seeauthenticity. They have seen too manypoliticians or leaders from their par-ents’ generation and fore parents gen-eration be less than honest. They arenot going to listen to us unless theysee authenticity. They don’t want tohear of reconciliation as a theoreticalconcept; they want to move beyondtheory into significant action. In addi-tion, I see major trends colliding. Alongwith a greater degree of globalizationthere are more people competing forresources. This causes tensionsbetween different ethnic groups. Forinstance, the increase of immigrantscreates the notion that more people arecoming into the U.S. to take resourcesthat are already limited. The perceptionis by embracing the immigrant popula-tion, the result is there will not beenough for my household. This leadsus to a spirit of fear. Well-meaning andsincere Christians can do very meanthings to others when they are afraid. I used to think racism stemmed fromhate; I am now beginning to feel it iscoming out of fear. The Bible says thatGod has not given us the spirit of fear,but of love, power and a sound mind.

GK: Your book addresses spiritualwarfare as a major issue in the ministryof reconciliation. Could you speak someas to how principalities and powers arealso barriers?

BSM: In our western worldview weoften don’t believe in supernatural real-ities; we believe in what we can touch,quantify and control. Paul says wedon’t wrestle with flesh and blood.Underneath the issues we deal with,there are spirits. As I mentioned previ-ously, it is my belief that the spirit offear is one we wrestle with. The spirit ofmammon is another. The spirit of mam-mon is when people are controlled bygreed and money. In our book, TheHeart of Racial Justice, RickRichardson and I write that the spirit ofmammon is when people will do any-thing to make a buck includingoppressing people and turning theminto means of profit and gain. Anexample is when we know certainthings are killing people but we willcontinue to let it happen because it willmake money for us. This does not justmean selling drugs on the street, it alsorefers to what Madison Avenue orHollywood sells that is destructive.These are the things that make ourjobs very difficult because we are try-ing to produce Christians of moraluprightness in a society that goescounter to that.

As I mentioned in the previousquestion, we have people dealing withglobal issues but perceive that ourresources are slim. I think this is open-ing us up to the influence of principali-ties and powers that capitalize on ourfears that there won’t be enough. As aresult, we hoard our resources and aregreedy. With the spirit of greed andmammon come destructive practicessuch as ethnic cleansing. Ultimately, itis all spiritual warfare.

GK: Where do we go from here?Can you offer some practical steps?

BSM: We have two models how wego about this: one is the older model orthe civil rights model which basicallyasserts “how guilty can I make whitepeople feel so that they will restore jus-tice to me the way I deserve.” It is true

that people of color have beenwronged in this country and havenever been healed from the scars ofinjustice. The civil rights model hashad its day and was rooted in a truththat must be heard. However, it is amodel that is not getting the sameattention. Guilt has not been effectivein motivating people into doing right.They are not listening to those who sayyou were wrong and, thus, you need todo justice.

I am starting to believe that we needto show people that globalization is areality that cannot be denied. Asopposed to the civil rights model, I amnow beginning to speak about a globalmodel. The world around us is chang-ing. Corporate America has alreadydeclared that any company that doesnot take seriously the demographicshifts taking place will be irrelevant inthis world. I am concerned for theChurch. It is in our best interest to be apeople that understand the ministry ofreconciliation if we are going to stayviable as Christian institutions. If it istrue that the white population inAmerica is shrinking and this is the pri-mary pool from which we draw asChristian colleges, as time goes by weare going to be limited. We have notcultivated trust in diverse communities.This global model is about understand-ing the context in which we live and tak-ing it seriously so that the church cancontinue to be a viable institution. Weneed to produce graduates that can berelevant to a world around them.

Our goal with Salter McNeil andAssociates is to help Christian organi-zations gain clarity and take practicalsteps in engaging a reconciliationprocess that is horizontal. In otherwords, a process that seeks to recon-cile people to one another. We havedone a good job with the verticalprocess in being reconciled to Godand giving practical steps on how todo that. I think the church has beenlimited on having practical steps onhow to reconcile people horizontally sothat we are able to preach the wholetruth of the cross that we have beenreconciled to God and to one another

through Jesus Christ. Salter McNeiland Associates has developed a four-stage model of the reconciliationprocess. Those stages are realization,identification, preparation and activa-tion. First, we need to realize what ishappening in our institutions, what ishappening in our own personal lives,and what is happening in our worldaround us. We have to come to an

awakening of what the problem really is and our participation in it. Secondly,when we come to that realization, weneed to identify with those people in our past that we saw as foreigners andstrangers. We have got to see that wehave more in common as opposed todifferences. Our identifying with otherswho are different will empower us morethan if we were to stay in our mono-cul-tural enclaves. Our differences are sig-nificant and I believe that God createdour differences. There is richness thatour differences bring. However, there ismuch beyond our differences that con-nect us with one another. When we con-nect in those places, we empower eachother in ways in which we can prepareto take action. Preparation is where youbegin to go public with the things youare ready to take seriously. We cannotcontinue to be dependent on a fewdedicated people who carry the work ofreconciliation. When these peopleleave, the momentum declines. Weneed to prepare to sustain momentum.Once we formulate what our sustainableplan will be, we then need to activatethat plan. We have to decide the strate-gic steps to begin living our plan. Ibelieve these four steps will help moveinstitutions like Christian colleges for-ward in the ministry of reconciliation.

GK:The ministry of reconciliation isa long and hard road. Many have quitalong the way. How do you stayfocused? What keeps you going?

BSM: Reconciliation is hard work,

very hard work. I do get tired. In themidst of doing this work, we constantlyhear of people who have been hurt,institutions that have failed and inci-dents of racial injustice, over and overand over again. You can’t keep hearingthis and it not begin to damage yourspirit. There is a tendency for thosewho do this work to hold onto or con-tain all the burdens we hear from oth-

ers. There seems to be a need for ascapegoat, someone who contains theburdens of others so they can go free.I believe those who do the work of rec-onciliation have to find a way to nottake the pain on themselves. We arenot big enough to hold it. Only Christcan hold or contain the sins of others.What keeps me going? First and fore-most, I spend time in the presence ofGod. He lifts that pain and burden. Thepresence of God cleanses and renewsme. Secondly, I am motivated by thevision of the Kingdom of God.Revelation 7:9 states that around thethrone of God stands all nations, tribes,peoples, and tongues. I believe this iswhat the Kingdom looks like and tohave anything short of this is missingthe Kingdom. I believe the ultimategoal of the people of God is to be apeople made up of every language,nation, and ethnic group. Thirdly, Ibelieve in this generation of collegestudents. I believe if this generationever got passionate they could changethe world. If they caught the vision ofthe Kingdom they could make choicesthat could have lifelong effects.

To contact or learn more about the min-istry of Dr. Brenda Salter McNeil, go towww.saltermcneilandassociates.org.

Glen Kinoshita serves as the Director ofMulti-Ethnic Programs at Biola Universitylocated in La Mirada, California.

North Central RegionRegion V

ACSD Regional Student LeadershipConference

The North Central region is planning its annu-al ACSD Regional Student LeadershipConference, which will be held on November3rd at Bethel University. This one-day confer-ence, which draws more than 300 studentleaders from about five campuses, is intendedfor any student leader or professional staffperson serving within the area of studentdevelopment. Special emphasis is given toleadership issues in residence life, studentgovernment, multicultural programs and stu-dent activities. The day will include a time ofworship, workshops, round table discussionson student issues as well as group discus-sions with students in similar roles across thedifferent campuses. Workshops are presentedby professional staff and student leaders frommost of the regional schools in attendance.

Annual Get-A-Job! Workshop

Save the Date! The annual Get-A-Job!Workshop will be held on January 24, from5:30 to 8:30 p.m. Location is TBA. This work-shop is provided for students who are inter-ested in pursuing professional positions instudent affairs after graduation. Writing aresume, preparing for an interview, jobsearching, and graduate school programs aresome of the topics addressed. Student Lifestaff from the regional schools will be avail-able to talk with students about their ownjourneys into student life positions. In addi-tion to the workshop, a scholarship to attendthe National ACSD conference will be award-ed to a graduating senior pursuing a positionin student life (applications will be availablein January).

INTERVIEW

I believe if this generation ever got passionate they could change the world.

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West Region - Region IX

2008 Christian College Leadership Conference (CCLC)

The West Region has begun planning for the 2008 Christian CollegeLeadership Conference (CCLC). California Baptist University has been cho-sen as this year’s host for the conference that will take place on Saturday,April 12, 2008. The CCLC is an annual one-day conference for new studentleaders among the West Region. The traditional track will focus on 1st yearleaders with position-based roundtable discussions and workshops led bystaff members from participating institutions. The Leadership Track, analternate track for returning student leaders, will narrow the focus to lead-ing other leaders and defining personal leadership styles. For further infor-mation regarding participation, please contact Heather Hubbert ([email protected]).

Introducing our New Regional Directors:JESSE BROWNLake Regional Director (Region IV)

Jesse Brown is the Assistant Dean of Students atHuntington University where he has served sincethe fall of 1999. Jesse is married to Hope and theyhave four kids: Grace (5), Isaac (5), Eden (2) andCana (1). Jesse grew up in Akron, Ohio and attend-ed Valley Forge Christian College in Phoenixville,PA from 1993-97. After Valley Forge, Jesse contin-ued at Eastern University from 1998-99. Jesse is a serious ClevelandIndians fan and is re-energized by gardening and reading about civil rightshistory, diversity and Christianity.

PAUL BRADLEYNorth Central Regional Director (Region V)

Paul Bradley serves as the North Central RegionalDirector for ACSD. Paul grew up in Massachusettsand Guam (as a missionary kid) and then attendedLeTourneau University, TX, where he majored inBiblical Studies. Upon graduation in 1990, hebecame a Resident Director at LeTourneau for one year, and thenCoordinator of Residence Life for three years. In 1994, Paul moved toNorthwestern College, MN, where he currently serves as Associate Dean ofStudent Development. His greatest passions are to shepherd college stu-dents to a place of experiencing freedom in Christ, and to assist them indeveloping a Christian worldview and eternal perspective.

CONNIE SJOBERGSouth Central Regional Director (Region VII)

Connie has 16 years of experience in workingin student services. She has an extensivebackground in student development includingstudent leadership development, internationalstudent services, student conduct/grievanceprocess, programming activities, counseling and student services poli-cy. Connie has widespread experience in institutional research andassessment, academic program review and institutional accreditationby the Higher Learning Commission. She has also taught for OralRoberts University and Southern Nazarene University. She has a doc-torate of philosophy in Applied Behavioral Studies from OklahomaState University.

ANDREA IDENorthwest Regional Director (Region VIII)

Andrea is an alum of Vanguard University, SanJose State University and, most recently SeattleUniversity, having completed an MA in StudentDevelopment Administration in July 2007. Andreagrew up as a missionary kid in the MarshallIslands and the Philippines, where she began her residential living experi-ence at Faith Academy. Since then, she has lived in residence halls for 16years, including serving for three years as a dorm parent at Rift ValleyAcademy in Kenya as well as serving as an RD at both Anderson University(IN) and Northwest University. She currently works at Seattle PacificUniversity as the Campus Program Coordinator, working specifically withNew Student Orientation and the Student Activities board. Her favorite pasttime is spending time with her husband and enjoying their new daughter,Ailsa Lynnae, born July 4, 2007.

HEATHER HUBBERT (WELLS)West Regional Director (Region IX)

Heather Hubbert is the Director of CampusActivities at California Baptist University inRiverside, CA. She graduated with a BA inHistory/Political Science from VanguardUniversity and received her M.Ed. in CollegeStudent Affairs at Azusa Pacific University. She has just completedhere 8th year in Student Affairs, and absolutely loves the opportunityto walk with students through their college experience. She and herhusband Daron are the proud parents of their miniature beagle, Bubba.In her spare time, Heather can be found shopping or hanging out atthe local Coffee Bean & Tea Leaf.

REGIONAL UPDATES

THINKING THEOLOGICALLY

As Christian student developmentprofessionals, our task is to thinkChristianly and help our students

do the same. But what does thatmean? “Christianly” isn’t really a wordso some might argue that proper think-ing should be described as thinkingcritically, imaginatively or deeply. Assuch, we may suppose thinking is aworthwhile endeavor, a risky venture ora combination of both that someChristians do better than others to theirgain or peril. But what does it reallymean to think Christianly?. SurelyChristians who think well think aboutthe Bible and the Church and how theycan be better Christians, and thosewho don’t think well are caught up withneedless worry or triviali-ties. However, if that is whatit means to think Christianly,we are limiting our thoughtsabout so-called non-reli-gious concerns, or at leastapproaching these topicswith a critical posture andcaution. Perhaps we areworried that thinking toodeeply on these matters will lead usaway from a trust in the Bible, assum-ing that we inevitably begin to trust ourown intellect and rely less and less onGod, his Word, or His Church. In thatcase, thinking is a great danger to beavoided. Thinking Christianly for usmight not really be thinking at all, butrather simply trusting in the simplicityof the gospel and not letting our mindsget cluttered with needless details.

Might I suggest that somethingentirely different is meant by the termthinking Christianly? Yes, thinkingChristianly is thinking critically, imagi-natively, and deeply, but try consider-ing thinking Christianly as an alterna-tive to thinking secularly. In his book,The Christian Mind: How Should aChristian Think?, Harry Blamires con-tends that Christians have so thor-oughly adopted secular assumptionsthat they have abdicated intellectualauthority to non-believers and, in theprocess, undermined our ability toeffectively be the Church. Blamiressuggests that we can think Christianlyor secularly about any topic. ConsiderHoly Communion. To think secularly

about Communion is to decidebetween wine or grape juice, Welch’sor Ocean Spray, bread or crackers,distribution of the elements at the frontof the sanctuary or in the pews.However, to think Christianly aboutCommunion is to recognize the bodyand blood of our Lord Jesus Christ,broken and shed for us. Or, considerour ministers. Do we think secularlyabout them as orators, entertainers,bureaucrats, administrators, etc. or do

we think Christainly about them asfathers and mothers in the faith literallyrepresenting Jesus Christ to us? Orhow about something outside thechurch? Consider gasoline. Secularlywe know that gas makes our cars andlawn mowers work and that, whenburned, puts off emissions; Christianly,however, we recognize it as a fossilfuel given by God for the well-being ofthe world to be used responsibly as asource of energy. Would thinking aboutgasoline Christianly change our cur-rent use or the way we vote? Howabout freedom? To think secularlyabout freedom is to define it as theabsolute autonomy of the individual.Christianly, however, freedom is slav-

ery to Christ or liberty to do as weought rather than merely as we want.Does this Christian understanding offreedom inform your discussions withstudents regarding their rights andresponsibilities?

See what I’m getting at? There’s adistinct difference between thinkingChristianly and thinking secularly, andthe action or behavior that grows out ofeach will be also be distinctly different.To think Christianly is to see all things

Thought About Thinking Lately?

How About ThinkingChristianly?By Michael Santarosa

There’s a distinct difference between thinking Christianly

and thinking secularly, and the action or behavior that

grows out of each will also be distinctly different.

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THINKING THEOLOGICALLYIf his statements were true when

published in 1963, how much moretrue are they today? If you remainskeptical, consider our largely absentvoice at the annual NASPA and ACPAconventions. Might we have a respon-sibility to bring the truth of the gospelto the student development issues dis-cussed there? Are you ready to win-somely and persuasively presentChristian alternatives to the problemsour colleagues are trying to solvelargely from a limited, secular perspec-tive? Do we love God and our neigh-bors enough to risk our comfort andhonestly share our insights born ofthinking Christianly?

Consider a few of the content areasthat are typical at student affairs con-ferences: human sexuality, moraldevelopment, identity development,and spirituality—all areas whereChristian perspectives are sorely need-ed. Many student affairs professionalsrecognize that students are not devel-oping in healthy ways and are at a lossto know how to help them despiteextensive research and valuable theo-ries. What might it mean for us todevelop our capacity for thoroughlyChristian language that our studentaffairs colleagues could understandand theories they could perhapsembrace? For example, a few yearsago I attended an ACPA workshopwhere a presenter insisted that studentsdetermine morals that are “right forthemselves” only to go to another work-shop where the presenter lamented thegrowing misconduct she was dealingwith on her campus. I doubt manyattendees noticed the incongruitybetween telling students they are theirown authority and the incredulity experi-enced when these same students areconfronted with misconduct charges.Could we develop a model of moraldevelopment that builds on the goodinsights of Lawrence Kohlberg andKaren Kitchener, and yet powerfullydemonstrates the truth that humanbeings are image bearers of theirCreator, desperately fallen and distortedby sin, and yet loved by a holy God?

from an eternal perspective and seehow all things relate to God’s creationand redemption in Christ. To think secu-larly is to limit our thinking merely to thisworld and all things natural forgettingthat God exists and that he hasrevealed himself and his ways generallyin Creation and specifically in Scripture.Therefore, thinking Christianly includesnature and natural things, but goesbeyond and finds its orientation in thesupernatural. God exists as do Heaven,Hell, angels, demons, principalities, andpowers and these realities shouldcause us to interpret and speak of theworld differently than those that sup-pose only nature and material thingsexist. At the same time, thinkingChristianly about life cannot neglectGod’s good creation and hope to glorifyGod only by practicing spiritual disci-plines and waiting for the afterlife.Proper Christian thinking is neither allnatural nor all supernatural.

But what of Blamires charge thatChristians have forgotten how to thinkChristianly? Could this be true ofChristian student development profes-sionals? He prophetically states:

We twentieth century Christianshave chosen the way of compromise.We withdraw our Christian conscious-ness from the fields of public, commer-cial, and social life. When we enterthese fields we are compelled toaccept, for the purposes of discussion,the secular frame of reference estab-lished there. We have no alternative—except that of silence. We have to usethe only language spoken in theseareas. Our own Christian language isno longer understanded [sic] of thepeople there. Moreover, we ourselveshave so long ceased to use it exceptfor discussion of the moral, the liturgi-cal, or the spiritual, that it is rusty andout of date. We have no Christianvocabulary to match the complexitiesof contemporary political, social, andindustrial life. How should we have? Alanguage is nurtured on usage, not onsilence, however high-principled. Andwe have long since ceased to bringChristian judgment to bear upon thesecular public world. (27)

At the same ACPA conference Iattended a workshop entitled “TheLearning and Unlearning ofHeterosexism”. Ironically, one of thepresenter’s goals was to “deconstructhetero-normativity as the basis for soci-ety.” While much of the presenter’s logicwas impeccable, the glaringly undeni-able fact is that sexual hetero-normativi-ty IS the basis for society. I left theworkshop thinking I was the only onewho knew that it takes men and womenreproducing to have any society at all.While I raised some good questions, forthe most part I was silent just asBlamires would have predicted.However, I’ve come to realize, as J.Budziszewski powerfully argues in hisbook, What We Can’t Not Know, that thepresenter and everyone in attendanceknew the truth as well and yet were will-ing to go to great lengths to suppressthis knowledge. Budziszewski reintro-duces Christians to the concept of nat-ural law, simply the norms or moralsGod has written on every human heartand that every reasoning human, atsome level, knows.

The concept of natural law, devel-oped over centuries by believers think-ing Christianly, is a treasure the Churchwould do well to re-embrace. AsChristian student development profes-sionals, we have something distinctlydifferent and urgently needed to offerour students, our colleagues, and ourworld. As we develop our ability tothink Christianly, taking every thoughtcaptive and making it obedient toChrist, we will find ways to better fulfillour unique calling.

Michael Santarosa serves as the Directorof Conference Services at IndianaWesleyan Univesity located in Marion,Indiana.

References and further reading:

Blamires, Harry. (2005). The Christian mind: How should a Christian think?. Vancouver: Regent College Publishing.

Budziszewski, J. (2003). What we can’t not know: A guide. Dallas: Spence Publishing.

Nicole Braddock Bromley, in her bookHush, educates her readers about theoverwhelming affects of sexual childhoodabuse on the mind, body and spirit. Shedraws on her personal experience ofnearly a decade of sexual abuse from herstepfather as well as the reflections ofmany victims she has interacted with per-sonally. Nicole skillfully weaves scripturethroughout the text, outlining steps tohealing, so readers cannot miss theimportance of exposing Satan’s lies andclaiming God’s promises.

Right from the beginning, Nicole devel-ops a rapport with the reader by writingwith passion in clear, direct language. Sheoffers her personal testimony of faith inJesus Christ and sage advice to both thevictim and those who want to help them.The book’s layout and the logical progres-sion of material are easy to follow andeffectively communicate the message ofhope and the steps necessary for healingof abuse victims.

Nicole asserts that the first and mostimportant step toward healing is to breakthe silence; the victim needs to tell some-one they trust their experience of abuse.They then need to realize it is not theirfault, to forgive those who hurt them andto use their experiences to make a posi-tive difference in the lives of others.Trusted, compassionate adults are neededat each stage of the healing process toaffirm the victim and help them perse-vere through the process.

Although the steps sound simple, Nicolehelps us understand the complexity ofthe dynamics surrounding childhood sex-ual abuse and that each step is importantin moving from silence to healing. Forexample, the power and control exertedby an abuser can lead to feelings of fear,shame and isolation on the part of the

victim and keep her from break-ing the silence. This fear, shameand isolation can lead victims todisguise their true feelings anddisguise themselves. Nicole’s per-sonal experience helps us imag-ine how we would respond and helps vic-tims understand that their reactions arenormal. She then exposes commonunhealthy coping mechanisms. She writesof one victim,“What once helped her sur-vive an abusive childhood now hinderedher in her relationships.” (p. 129)

Nicole shares many other memorablethoughts in her book which will be help-ful for all of our students, not just victimsof sexual abuse, such as:

“True freedom is found in being who youreally are, who God made you to be.” (p. 97)

“I have found that living with my fearsbrings me more hurt and chaos than fac-ing them and trusting the Lord to helpme overcome them.” (p. 154)

“If others are trying to control your life, ifthey aren’t listening to you, if they are push-ing you beyond your boundaries, if theyaren’t building you up or loving you the wayGod would want—get out!” (p. 136)

“The details [of your abuse] are impor-tant for your healing process, not for thelistener.” (p. 48)

“If the first person you tell doesn’tbelieve you, tell someone else.” (p. 50)

A study quoted in the book stated thatone in every three girls and one in everysix boys are sexually abused by the timethey are 18. We must pay attention tothese numbers and realize that we arenot exempt on the Christian College cam-pus. Victims, our students, need help inthis process. They cannot do it alone.Students, counselors, deans, chaplains,

faculty and admin-istrators can benefitfrom reading thisbook to be aware ofthis often silentissue and learn

more about recognizing students whomay be suffering the effects of abuse. Thebook offers specific ideas about the car-ing and compassionate response neededto help our students gain the healing thatis possible.

I’m glad we have already booked Nicolefor a return visit to Moody’s campus thisfall. Nicole is an engaging person who isvery versatile and adaptable to the needsof a college campus. On her first visit toMoody she spoke in chapel, met one-on-one with students, conducted a sessionfor our Student Development staff andoffered a Q and A session in the eveningfor students. Her ability to answer ques-tions, give trustworthy advice and meetindividual needs was quite impressive.

This book, Hush, and Nicole’s ministry,OneVOICE enterprises, offer support,encouragement and hope to the victimsof childhood sexual abuse and those whowant to help them. If given the opportu-nity, I believe God will impact countlessnumbers of students and staff on ourcampuses through them.

For more information, visitwww.OneVOICEenterprises.com.

Dr. Carol Harding serves as theAssociate Dean for Residence Life atMoody Bible Institute located in Chicago,Illinois.

BOOK REVIEWSBook Review

Hush: Moving from Silence to Healing After Childhood Sexual Abuseby Nicole Braddock Bromley

Reviewed by Dr. Carol Harding

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Student Development educators seeking tobuild bridges with faculty will be well servedby the much needed glance into the teach-ing and learning dynamics afforded by oneprofessor's semester-long classroom experi-ence in I'm the Teacher,You're the Student: ASemester in the University Classroom.Writtenby Dr. Patrick Allitt, Professor of U.S. History atEmory University, this book is a reflectivenarrative on Allitt’s spring semester journeywith an undergraduate introductory U.S.History class entitled “The Making of ModernAmerica: 1877-2000.”

Befitting the style of a historian, Allitt pro-ceeded chronologically through his workfrom course preparation and the firstWednesday of class in January on throughthe course final in May, ending with theassigning of final grades, commencementand preparation for summer.The appendixto the book appropriately included thecourse syllabus, instructional handouts andan answer section for the course’s finalexamination. Sprinkled throughout the bookwere the professor’s many thoughts onclearly defined teacher-student roles (fromwhere the book derived its title), educationalphilosophy, classroom management, theassigning of grades, changes in students andteaching over time, plagiarism, compensa-tion and the inner-workings of the under-graduate academic experience in general.

The author clarified his motivation for writ-ing: “It’s strange, isn’t it, that of the tens ofthousands of books produced by academicsin recent years, hardly any have been aboutour actual work? As far as I know, therearen’t any about the daily life of a historyprofessor” (Preface). Veiled behind virtuallyevery university professor’s expertise in hisor her field, along with the research, writingand service expectations placed on mostfaculty, is the first love of many college edu-cators: the classroom. I’m the Teacher,You’rethe Student is, as the title implies, aboutteaching and learning. Allitt addressed lec-

ture preparation, book selection, dialoguecreation and navigation, parental anddepartmental expectations, faculty apprecia-tion, grade negotiation, and professorialexcursions. Commentary on the actual con-tent of the day’s lecture does come up—thebook is full of U.S. history—but only to givebroader context for Allitt’s purpose of expos-ing his observations of professor and stu-dent life.The writer’s pleasures, frustrations,annoyances, and joys in regard to his voca-tion were laced throughout the text.

Of interest to Allitt’s colleagues in the pro-fessorate will be the sheer honesty and vul-nerability with which he expounded on hislife’s work. I imagine that many of theauthor’s observations of issues such as gradeinflation, student underachievement, stu-dent disengagement and sense of entitle-ment, the perceived thanklessness of thejob, along with the administrative, depart-mental and parental pressures thrust on fac-ulty will not be a news flash to any academ-ic. Likewise, it will be easy for teachers to res-onate with Allitt’s recurring mantra,“It’s agreat life being a professor”, as they readabout the perks and pleasures they haveexperienced in ways similar to the writer.What will be potentially fresh and new willbe the validation and agreement faculty willfind in Allitt’s writing. Professors, I assume,have been aware of the very things Allittexposed in their own classroom experiencesall along; finally one of their own hasstepped up to express their sentiments!

Students encountering I’m the Teacher willappreciate a professor’s perspective on theeducational process. How many studentshave given thought to what life beyond thelecture must be like for the lecturer? Allittrevealed his colleague’s secrets.There arereasons why some students receive an A—when they should have received a D.There isintentional philosophy behind the assigningof so much reading and calling on studentsdirectly by name during class discussions.


I’m the Teacher, You’re the Student:A Semester in the University Classroomby Patrick Allitt

Reviewed by Ryan K. Giffin

Students who have desired deeper friend-ships with their professors are given a glimpseinto why, in the professor’s mind, that simplyis not a good idea.

Other voices in the higher education worldsuch as parents, trustees, alumni and studentaffairs professionals will benefit from thisbook for many of the aforementioned rea-sons.The potential for misunderstanding andmystery concerning the teacher’s life andwork is seemingly endless. Allitt threw lighton why professors do some of the things thatthey do, why some think of the things theythink, why they say some of the things theysay and educate in some of the ways theyeducate.The book will provide necessaryinsight into the dynamics of the classroomexperience and teaching life for virtuallyeveryone involved in higher education.

I found it delightfully ironic that a bookabout a semester in the university classroomwould not only document the experienceitself, but would also mirror the rhythms of aspring semester in its writing style andmethod in many ways.The book began withvery little prelude or orientation; after a briefwelcome Allitt jumped right into the semes-ter. He proceeded to tell his story by date; hiscommentary on the first few days of classwere long, introductory and engaging, provid-ing more than enough of a hook to keep thereader coming back. Some readers, like somestudents, will come back because they wantto; others because they know they should.Chapter 5 was the “Spring Break”of I’m theTeacher, where Allitt broke away from thepotential monotony and routine of his mem-oir by taking a literary road trip from histhoughts about his history class to discussanother part of his job: teaching abroad atOxford during the summer months. Chaptersix picked right back up with class sessionnumber nine. Days nine through forty-onecomprised the “meat”of the book with only afew breaks from the schedule for Allitt to givehis account of office hours, counseling stu-dents on their writing, and grading. Beforethe reader realized it, the book ended. Therewas very little closure to it.

If I were granted professor privilege in assign-ing Dr. Allitt a grade for accomplishing hisintended purpose in writing this book, Iwould have no choice but to assign him an A.The writer did what the writer intended to do:give the reader the professor’s perspective ofa semester in the university classroom. He didnot deviate in his writing from the awareness-


Reconciliation Blues: A Black Evangelical’s Inside View ofWhite Christianityby Edward Gilbreath

Reviewed by Jesse Brown

Do we still need racial reconciliation? This is the question that Edward Gilbreath isseeking to answer in his book, Reconciliation Blues: A Black Evangelical’s Inside View ofWhite Christianity. Gilbreath’s blueful tune describes an insider’s view of an African-American Evangelical male on what he regrettably calls “white Christianity”. Gilbreathavoids writing another book that cries racism behind every institutional policy andoffers guidance to better understand the distance that we still need to travel forauthentic reconciliation.

The blues seem to be an appropriate description of our experiences in racial reconcili-ation. We have made tremendous strides toward reconciliation but we still have far togo. We have had many discussions, attended many workshops, got chills listening toBrenda Salter McNeil speak, sensitized our language and watched countless movieswith racialized themes. We have analyzed our skin color and observed the blessingsand baggage that it brings . So how can we still be singing the blues in spite of ourbetter understanding of one another? Gilbreath gently reminds us that “our experi-ences tell us that things are not all good. In our everyday existence, just when we’vemanaged to get it off of our minds, we sometimes trip over the remaining rubble ofour racialized world. ”

Do we still need racial reconciliation? Yes, and Reconciliation Blues reminds us thatracism is the same as other individual and corporate struggles: we make incrementalprogress over time with God’s help. While offering practical suggestions and insiderstories of frustration and hope, Gilbreath offers a vision of true, perfect reconciliationthrough another musical metaphor: the Heavenly worshippers in Revelation 7:9-10:

After this I looked and there before me was a great multitude that no one could count,from every nation, tribe, people and language, standing before the throne and in front ofthe Lamb. They were wearing white robes and were holding palm branches in theirhands. And they cried out in a loud voice: "Salvation belongs to our God, who sits on thethrone, and to the Lamb.

Jesse Brown is currently the Assistant Dean of Students at Huntington University.

McIntosh, Peggy (1988). White privilege: Unpacking the invisible knapsack. Independent School,Winter90, Vol. 49 Issue 2, p31.

Adelman, Larry (Producer) (2003). Race—The Power of an Illusion [Television series]. New York andWashinton, DC: Public Broadcasting Service.

Harris, Paula and Schaupp, Doug (2004). Being White: Finding Our Place in a Multiethnic World.Downer’s Grove, IL: InterVarsity Press.

Tatum, B. D. (2003) Why are all the black kids sitting together in the cafeteria?. New York, NY: BasicBooks. Gilbreath, 182.

es that have formed in him as a result ofteaching this group and the many that havecome before it. It will become implicitlyapparent to the reader that Allitt raised theissues that are personally near and dear tohim. He talked at length about personal sit-uations encountered with students andother faculty, and these experiences directlyinformed his views on professor-studentfriendships, grading, pedagogy, plagiarism,and student behavior, among other issues.His voice in this context was not the voice ofa scholar, but the voice of a practitioner.

Because the writer’s purpose was to tell thestory from the teacher’s perspective, all otherperspectives are limited at best. Allitt didreflect briefly on his experience as a studentattempting to learn Spanish with the conclu-sion that “being a student is difficult” (65).That is the only time the professor removedhis professor hat at any length. His positions,arguments, and conclusions are logical andreasonable in light of the fact that he is theteacher and not the student, the administra-tor, the trustee, the parent, the alum, themaintenance worker, or the prospective highschool senior. If the non-faculty voices of thecampus community were to address thesame issues raised by Allitt, the professor’sviews would surely meet opposition.

If Allitt’s previously cited observation con-cerning the rarity of writing on the actualprofessing experience is correct, the writer’sefforts must be applauded. StudentDevelopment professionals cannot fully cri-tique the classroom experience of professorsand students without the perspective thatDr. Patrick Allitt has offered. He wrote withclarity and honesty, offering plenty of practi-cal advice to the reader as he told his story.As one who serves as a student develop-ment educator, I found this book to be arefreshingly engaging, entertaining andinsightful account of faculty life—a life thatall of us who serve students and institutionsalongside our classroom colleagues woulddo well to understand.

Ryan Giffin is a Resident Educator atMidAmerica Nazarene University locatedin Olathe, Kansas.

Allitt, P. (2005). I’m the teacher, you’rethe student: A semester in the universityclassroom. Philadelphia, PA: University ofPennsylvania Press.

BOOK REVIEWS

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undivided attention. I had lots of funediting them (some call this an afflic-tion) because of their variety, thought-fulness and ability to speak to whatwe do and who we are as Christiansserving in higher education. Thankyou, writers!

Speaking of writers, and you knewthis was coming, I would like to urgemore of you to submit pieces of allshapes and sizes—features, resourcereviews, interviews and more—forpublication in Koinonia. Our upcom-ing Winter issue will focus on“Leadership”. We all talk aboutChristian or servant leadership at ourinstitutions, but what does that reallymean? How does that definition, then,influence and shape our classes,training, programs and services?Ultimately, how does our working defi-nition of leadership impact our stu-dents? A recent ACSD list serve con-versation asked members to sharewhat books and resources we use toteach leadership and the results werevaried, suggesting that we all do not

share a single view ofChristian leader-ship. In fact, Iwould argue thatthe results werefascinating andhighlight our needto have this longoverdue conversa-tion together. DoJohn Maxwell and

21

Welcome back to another yearof reading Koinonia. Unlike alot going on at our institu-

tions, there are no orientations, train-ing sessions, retreats, all—hall meet-ings, in-service programs or medicalrelease forms that serve as prerequi-sites for participating in Koinonia. Youdon’t even have to look for an outlet,an internet port or dig around in yourbackpack to locate your earbuds. Youjust open up the lastest issue andread. Yes, the simplicity is refreshing.

Hopefully, if you have found thislittle piece stashed away in the backof this Fall issue, it signals that youhave read the articles, interview andreviews up to this point. If not, I musturge you to return to where you left offand continue reading. The piecessubmitted by your friends, colleaguesand fellow ACSD members are wellworth your

Henri Nouwen offer competing orcompatible visions of leadership? Is abook that focuses on Christian disci-pleship a leadership book? What role,if any, do non-Christians have in help-ing us understand Christian leader-ship? Why are most leadershipresources sorely lacking in discussingloneliness, failure and God beingshown strong through our weakness-es—things all-too-familiar to us andour students who serve in leadership?In preparing our students for globalcitizenship, where are the non-Western Christian ideas of leadershipthat we sorely need? I would love toreceive articles that offer up defin-tions of leadership or challenge com-monly held definitions, creativepieces that examine leadership froma variety of contexts within highereducation, reviews of leadershipresources, best practice pieces orwhatever else you think is pertinent tothe conversation. Submission dead-lines for receieving these articles willbe December 3rd.

Let’s review: 4Koinonia is easy—just open issue

and insert head

4Koinonia is good to the last line soread the articles

4Koinonia is waiting for you or yourfriend’s article

Cheers!Steve AustinEditor of Koinonia

FROM THE EDITOR’S (VERY MESSY ) DESK

Now to him who is able to do immeasurably more than all we ask or imagine …Ephesians 3:20 NIV

CEDARVILLE University

www.cedarville.edu/ACSD

KEYNOTE speakers

ACSD 2oo8June 2-52-5

David P. Gushee

University Fellow and Graves Professor of Moral Philosophy at Union University. He is a columnist for Christianity Todayand author or editor of nine books, including the award-winning KingdomEthics.

Chris Williamson

The Lord led Chris to plant a church in 1995 that would be multi-ethnic and community impacting. As a result, Strong Tower Bible Church, www.stbch.org, was born. Pastor Chris’s passion is for STBC to be a reconciling, difference maker in society.

Steve Haas

World Vision’s VP for church relations. Steve is known as a motivator and a visionary with a passion for making things happen.He was one of the driving forces behind the launch of Acting on AIDS, which has chapters at dozens of colleges across the U.S.

Lauren Winner

Author of Girl Meets God and, most recently, Real Sex: The Naked Truth About Chastity.Lauren earned her doctorate in the history of American religion. She teaches at Duke Divinity School and lives in Durham, North Carolina.

ACSD AD 1 v04.indd 1 7/24/07 10:23:24 AM

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www.acsdhome.net

ACSD (Association for Christians in Student Development) member-ship dues are $50 each year. Information on membership may be obtained by contacting Mary Ann Searle, the ACSD Membership Chair, via e-mail at [email protected]. Changes of address may also be sent to the Membership Chair. KOINONIA is the offi cial publication of ACSD. The purpose of this publication is to provide interchange, discussion, and communica-tion among Christian professionals in the fi eld of Student Develop-ment. Solicited and unsolicited manuscripts may be sent to the Editor of Koinonia, Steve Austin, for publication consideration via e-mail at [email protected]. The ideas and opinions expressed in Koinonia are not necessarily the views of the executive offi cers, or the organization of ACSD, and are solely those of the individual authors or book reviewers.

ACSD Executive Committee

Barry LoyDean of StudentsGordon College, Wenham, MA

Brad LauVice President for Student LifeGeorge Fox University, Newberg, OR

Joe GonzalesAssociate Dean of Student ProgramsMoody Bible Institute, Chicago, IL

Paul BlezienVice President for Student DevelopmentDean of StudentsWilliam Jessup University, Rocklin, CA

Edee SchulzeDean of Student LifeWheaton College, Wheaton, IL

Mary Ann SearleVi ce President for Student DevelopmentPalm Beach Atlantic University, West Palm Beach, FL

Steve AustinAssociate Dean of the Center for Student LeadershipTaylor University, Upland, IN

PRESIDENT

PRESIDENTELECT

VICEPRESIDENT

TREASURER

SECRETARY

MEMBERSHIP CHAIR

EDITOR

COVER DESIGN: shaun casbarro LAYOUT DESIGN: Maxim Design Group

Pillars at Taylor University Koinonia

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Transcript of Pillars at Taylor University Koinonia