In Adventist education, whole-person growth allows students to encounter Christ, engage with life’s big questions, and build a biblical foundation for making daily choices with eternal impact. Students are able to develop a personal relationship with Jesus, wrestle with tough issues, and discover biblical truths through critical thinking and meaningful discussions. Adventist education is redemptive, nurturing the mind, body, and spirit in every aspect of learning and interaction. Ultimately, our mission is to guide children toward the kingdom of God. In this, the Recorder’s eighth special education issue, we include three articles by Dr. Aimee Saesim Leukert, a professor at La Sierra University—two of them taken from her book, Thriving: 31 Stories on the Impact of Adventist Education. In addition, the importance of higher education is highlighted, along with Pacific Union College and La Sierra University. This education issue is significant because it is Dr. Berit von Pohle’s last year as vice president for education at the Pacific Union Conference.
Recorder
What’s inside
4 Only 180 Days
9 For Such a Time as This
12 The Adventist Education Village
15 Begin With the End in Mind 20 The Power of a Teacher’s Influence
23 The Bricklayers
26 Leading From the Mountain: Ralph Trecartin Shares His Vision for Pacific Union College
30 A Place at the Table: Christon Arthur Shares His Vision for La Sierra University
34 Arizona Conference
36 Central California Conference
38 Hawaii Conference
40 Holbrook Indian School
La Sierra University
Loma Linda University Health 45 Pacific Union College
Nevada-Utah Conference
Northern California Conference
Southeastern California Conference
Southern California Conference 54 Pacific Union Conference Schools
82 Sunset Calendar
The Recorder is a monthly publication reaching approximately 76,000 Seventh-day Adventist homes in Arizona, California, Hawaii, Nevada, and Utah. Our mission is to inform, educate, and inspire our readers to action in all areas of ministry.
Publisher Ray Tetz
Editor Alberto Valenzuela
Assistant Editor Connie Jeffery
Design/Layout
Stephanie Leal • Alberto Valenzuela
Printing Pacific Press Publishing Association www.pacificpress.com
Adventist Health 916-742-0429
Kim Strobel strobeka@ah.org
Arizona 480-991-6777 ext 139 Jeff Rogers jrogers@azconference.org
Central California 559-347-3031
Justin Kim Communication@cccsda.org
Hawaii 808-595-7591 Miguel Manzo communicationsdept@hawaiisda.com
Holbrook Indian School 928-524-6845 x143 Kimberly Cruz kcruz@hissda.org
La Sierra University 951-785-2000 Darla Tucker dmartint@lasierra.edu
Loma Linda 909-651-5925 Ansel Oliver anoliver@llu.edu
Southern California 818-546-8400 Lauren Lacson Llacson@sccsda.org
Editorial Correspondents
Postal Regs: The Pacific Union Recorder (ISSN 0744-6381), Volume 125, Number 4, is the official journal of the Pacific Union Conference of Seventh-day Adventists and is published monthly. Subscription rate: No charge to Pacific Union Adventist church members; $16 per year in U.S.; $20 foreign (U.S. funds); single copy, $2. POSTMASTER: Send address changes to: Circulation Department, Pacific Union Recorder, Box 5005, Westlake Village, CA 91359. Info@adventistfaith.com.
Mrs. Helen Willhelm, longtime business education teacher at Rio Lindo Adventist Academy.
Fresno Union Academy band mascot and her older brother.
Jesus made His incredibly significant impact on the twelve disciples in just three years! The older I get, the more three years seems like the blink of an eye. Three years was a very short span of time to teach His important lessons.
Every school year, teachers have only 180 days to teach their lessons and make an impact on their students.
I was raised in the rhythm and the tempo of the school year. My dad was an Adventist teacher. During the three years before I started school, we lived directly behind the academy where he worked. There were two bus routes that provided transportation to the students at the school, and he and my mother each drove one of the routes. That meant my dad also drove the bus on various school excursions, including trips with the music groups, and our family would travel along. My older brother was in the band. The music teacher invited me to sing “Jesus Loves Me” in my native Danish as part of the music performances. I still remember it, so you know it meant a lot to me to be included.
I also remember the kindness of Miss Watschke, a longtime teacher at Fresno Union Academy. It was a special treat when I was allowed to sit in her studio as she gave private music lessons. I learned a great deal while I sat quietly watching—mostly about
180 Days
By Berit von Pohle
Miss Watschke’s love for her students and her dedication to helping them love music.
The year I was in third grade, the class didn’t even have our teacher for the full 180 days! The enrollment at La Sierra Elementary had outgrown the facility, and two classrooms met in the basement of the church just up the street. And when school started, there was still a hunt to find teachers for those classrooms. The location of our classroom and the delay in finding
a teacher would have been enough to make that year memorable. But then it got even better: Mrs. Trubey arrived to be our teacher. She wasn’t a lot taller than we were, but she made a huge impact. She achieved the perfect balance of pushing us to do our best and making sure we knew we were loved. As I look back from today’s vantage point, I realize it must have been a challenging year for her. The academy maintenance crew came every Friday afternoon to collect the desks and store them, and they brought them back every Sunday afternoon. But we students were learning and loving every minute of it.
In the spring of that school year, our class put on a program for our parents to share with them what we’d learned about California history. There were
skits and readings and songs. For some reason, Mrs. Trubey asked me to conduct one of the songs. I don’t know why—I certainly was no musical prodigy. Maybe she saw the profound enjoyment music gave me. She was one of several teachers who found a way to engage this student in the love of learning and leadership.
I was fortunate to have Mrs. Willhelm in my life for all four years of academy. When I was a ninth-grader, a set of circumstances led to the opportunity to take Office Practice in addition to Typing. Because of this, I was in class
That gift of Adventist education set me on a path to use that span of 180 days for 46 years to plant seeds and nurture the growth of hundreds of students.
with Mrs. Willhelm twice a day. She already knew who I was though a connection with a member of her extended family, and she had decided to keep a close eye on my growth and development while I attended Rio Lindo Academy. When I was asked to work in the principal’s office, she gave me the extra guidance she thought I needed at times—like, when something I produced wasn’t quite as representative as she thought it should have been.
More importantly, Mrs. Willhelm nurtured the skills that came naturally to me, and as I finished my junior year, we both realized I had taken every class she taught. She asked me what I wanted to do when I grew up. By this time, an interest in teaching was not “cool,” so she helped me explore other options. We found something that
was a good possibility, and Mrs. Willhelm created a class for me to take as a senior that would prepare me for that career.
Things changed that year. Ultimately, when I left academy, it was with the goal to be a teacher—in fact, a business education teacher like Mrs. Willhelm. In just four years, with guidance from this committed Adventist teacher, I’d seen the potential I had to make a difference in the world.
These are just a few of the teachers who used their limited time to change my life. A story could be shared about every teacher I encountered in elementary school, academy, college, and graduate school. What a gift I’ve been given to be educated by Seventh-day Adventist teachers in Seventh-day Adventist schools.
That gift has been
compounded by my interactions with Adventist teachers who were my colleagues. We learned from each other, prayed together, and laughed a lot.
That gift of Adventist education set me on a path to use that span of 180 days for 46 years to plant seeds and nurture the growth of hundreds of students. I could tell story after story of watching the progress of a student, of pointing them in the right direction, of seeing them experience professional success as an adult, of praying with students, and of witnessing them choose to follow Jesus.
Each year, educators use their limited time, their 180 allotted days, to prepare students for the next phase of their life—the next grade, the next
educational level, a vocation, a career. And then we celebrate as those students make a difference in their world.
Luke 11:1 tells us, “One time Jesus was praying in a place. When he finished, one of his followers said to him, ‘…Lord please teach us how to pray, too’” (ICB). Think of how often you have recited the Lord’s Prayer with other believers. Think of how many people—over centuries, around the whole world— remember that lesson, know it by heart!
Jesus came to teach. Maybe education is really just another word for discipleship.
Berit von Pohle is vice president for education of the Pacific Union Conference.
For Such a Time as This
By Aimee Leukert
To Adventists living in the 21st century, it may seem that Christian education has been central to their church from its inception. That, however, is far from the truth. Formal education, in fact, was the last major institutional development within the denomination. The establishment of a rigorous publishing program in 1849, a centralized church organization in 1863, and a health-care outreach in 1866 had all preceded it. By way of contrast, the Adventist Church established its first school in 1872 (28 years after the Millerite disappointment) and did not have a widespread elementary system until nearly 1900.
The first time Take 6 performed at Carnegie Hall, Alvin Chea was pushed up to the front to speak on behalf of the group. He wasn’t flustered, nor did he fumble with his words. Instead, he stood tall under the famed domed ceiling and gazed out confidently at the expectant crowd.
“Everything I’d done in my life had prepared me for this moment. It was as if I’d already seen this all before,” Alvin reflected.
Alvin attended San Francisco Junior Academy (SFJA) from second to ninth grade, and it was there that his academic and spiritual foundation was laid. “The very fiber of who I am was formed from my educational background in Adventist education.” He spoke first about the rich cultural heritage at SFJA—“It was practically like the United Nations there!”—that shaped his own worldview and perspective on culture, race, and faith. To share meals and play at recess and do homework with people from all backgrounds and colors, he observed, was incredibly impactful to him as a young boy.
And all those students and teachers came together as a family, Alvin recounted. “We leaned on each other—on our friends and their parents, on our churches. We were part of a larger community that was holding
us up.” Those relationships became a key part of his growth and maturity. During his academy and college years, there were plenty of opportunities for Alvin to make poor choices or stray from his path. “But I had three churches praying for me!” Alvin threw up his hands. “I didn’t want to go back and tell all of them that I’d messed up! I knew I was there because of the tears and love and support of so many people. I wasn’t off floating somewhere by myself; I was connected to a community, and I had a responsibility to that community.”
The community extended into his local church family but also to the greater network of the Seventh-day Adventist Church. I was amazed by the number of producers, entertainers, and artists that Alvin listed off in the professional music industry who belong to our church. “We call each other ‘Sevens,’” Alvin revealed. “There is definitely a legacy that comes not only from our culture and race but also from our spiritual and educational culture that’s tied into Adventism.”
Alvin blossomed in the safe and loving environment of SFJA, Mountain View Academy, and Monterey Bay Academy. He named a number of teachers—Mrs. Page, Mr. Ferguson, Mrs. Sample— who pushed and cajoled, prodded and encouraged all through his education. “They inspired me, they
protected me, they prayed over me.” Beyond math and science and reading, they taught Alvin and the other students profound life lessons that have stayed with him to this day—about parenting, about loss, about pursuing excellence. “The safe haven that those teachers created provided a place for us to fall on our faces—and then get back up. We developed confidence and found our voices in that space.”
The schools, he conceded, didn’t have fancy buildings or all the bells and whistles. “In fact,” he chortled at the memory, “we all learned how to type in this shack. We literally called it The Typing Shack. All we had were these old-school, manual typewriters—you know…” he mimed tapping on keys and snapping the carriage back. “But that didn’t stop the teacher. We all came out of that school typing like fiends.”
SFJA also held oratorical contests. Mrs. Page, the eighth-grade teacher, drilled them on the art of elocution. “She’d holler, ‘Knock off those umms!’ or ‘Don’t speak in that monotone!’ or ‘Project to the back of the hall!’” He learned when to pause for effect and when to walk away from the podium to make a strong point. “That exposure,” Alvin stressed, “was priceless.”
The members of Take 6, the renowned acapella
sextet for which Alvin sings bass, began singing together at Oakwood College as just one of the many vocal ensembles on campus. With two voices more than the traditional quartet, the group was able to weave incredibly intricate harmonies that they have since become famous for. During Alvin’s sophomore year, they decided to give it a shot professionally and put on a showcase at a local bookstore in Nashville, Tennessee. They invited a number of Christian labels to attend and were sorely disappointed when not one showed up. Unbeknownst to them, however, there were scouts from MCA, RCA, and Warner Bros in the crowd—and 48 hours later, they’d signed their first contract. “We thought we were aiming pretty high, but God had even bigger plans for us.”
They’ve sung together now for 38 years (“Covid managed to stop us for six months—that’s the longest I’ve been apart from these guys in my entire life!”) and have toured 65 countries together. Take 6 is the most awarded acapella group in musical history, with 10 Grammy Awards, 10 Dove Awards, 2 NAACP Image Awards, and more to their name. They have sung alongside Stevie Wonder, Bebe and Cece Winans, Whitney Houston, Manhattan Transfer, Ray Charles, and scores of other well-known names. Alvin walked
me into his family room to see the beautifully framed pictures of Take 6 posing with each of the five presidents for whom they have performed.
In addition to still singing with the group, Alvin does voiceover work and studio sessions in Los Angeles. I could not stop laughing as he rattled off commercial after commercial in that silky smooth, deep bass. His work is quite varied, but chances are, if you have small children (“The snack that smiles back—Goldfish”) or have eaten at Chili’s (“Baby back, baby back ribs”) or have purchased a Hyundai (Tucson 2023), you’ve heard Alvin. He also sings for film and television soundtracks, as well as voicing an array of podcasts, documentaries, audio books, and magazines.
Decades after those oratorical drills in Mrs. Page’s classroom, he stood in Carnegie Hall to speak. It was the culmination of years of education, of preparation, of Scripture reading and special music and closing prayers. “All of that training—it goes someplace, you know? It sinks in. So when you’re called upon, when you’re called up front, you just do it.”
“But truly,” Alvin insisted. “Everything that I have been blessed to do in my life, I can look back on Adventist education and say that it all originated from there.”
Education Village
By Aimee Leukert
Confession: Both Adbni and I cried during our conversation about Adventist education.
She was on a break from work, sitting in her scrubs in an empty consult room, and as she tried to describe to me the impact of Adventist education on her life, she waved her hands around the room and over herself and said with tears in her eyes, “This is the hill I will die on. Everything I am today is because of Adventist education. Everything.” And that’s when I wept, too.
Here in front of me was this beautiful, polished, articulate, and accomplished young woman who’d made it her life work to give back to the community with her medical skills and knowledge acquired from years of education—and she could not stop talking about the teachers who gave her rides to school,
who came to her graduation, who went to church with her, who were role models in her life and showed her how she could succeed.
Adbni was the first person in her family to graduate from high school. Teenage sweethearts and newly married, her parents immigrated from Mexico and settled in California. Armed with a sixthgrade education, a fumbling grasp of English, and dreams of a different life for their children, they put down roots in the Tujunga community and started working. “And they never stopped. Sometimes they worked three different jobs so that they could provide for my brother and me.” Adventist education should’ve been out of the question for the Palafox family, but they trusted that God would provide. “It was like the story in the Bible about the woman
and her oil. Elijah told her to keep pouring it out, keep using it—and somehow, there was always oil.” Adbni shook her head as she recounted the times where her parents weren’t going to make the tuition payments for the month and somehow, something—whether through an anonymous donor or a church member’s help or a scholarship—came in for their account.
While at Newbury Park Adventist Academy, Adbni had the opportunity to visit various Adventist colleges through school-led trips. A practice that most academies across the country enjoy, teachers took the senior class to Walla Walla University, Pacific Union College, and La Sierra University.
“That was the expectation in academy. Everyone talked about college like it was the norm. It wasn’t a matter of if you were going to go—the question was where are you going?” While other parents may have helped their children with college applications and campus tours, as a first-generation prospective college student, Adbni relied solely on the guidance of her teachers and community. She had significant
fears of being able to afford college, but her high school principal and teachers constantly reassured her that the degree that she earned would pay for itself in the long run.
And so Adbni dove into her nursing classes at PUC and, just a few short years later, obtained her Registered Nurse licensure. Loma Linda University Medical Center (LLUMC) hired her immediately and promised to sponsor her through her Bachelor of Science in Nursing (BSN). Adbni began working in the surgical oncology ward while studying hard in between shifts. After three years, she transferred to the Emergency Department, quickly moving her way up to become team lead. While there, she also trained to become a mobile intensive care nurse (MICN), an invitation-only position offered to the department’s top-performing nurses. It was a highpressure role that required quick thinking as MICNs were responsible for managing ambulance traffic for the entire Inland Empire in Southern California. All ambulances connected to the main call center, and Adbni would direct them to the appropriate hospital,
based on which had the most resources, which had open beds, etc.
After she finished her BSN in 2014, LLUMC sponsored her through a second degree—a Doctorate of Nursing Practice (DNP). Again, Adbni worked while taking classes, often showing up for her shifts bleary-eyed from a late-night study session. “My bosses were so kind; they’d say, ‘Adbni, we’re OK for a bit, go take a nap, go change, go freshen up.’ They really helped me through those tough years.” She graduated in 2019 and, through a series of divine connections and conversations, was hired by Advent Health to work as a family nurse practitioner in Hanford, California.
“Adventist education is really a lifestyle, not just a school, not just a religion we practice on the weekends,” Adbni stressed. “All the concepts and values—they’re all intertwined.” She listed off the ways in which compassion, service, and grace were continually modeled and communicated in her school. “It’s through Bible classes and devotionals and chapels, yes—but it’s also repeated over and over in what our teachers told us, in what we were surrounded by in school.”
Her teachers, Adbni remarked, not only taught them about Jesus and about living for Him, but they also conveyed that through their actions. Her fourthgrade teacher often picked her up to take her to school because she knew that transportation was difficult for Adbni’s family. Other teachers took time to tutor her and her brother in the summer, making sure that they were caught up and ready for the new academic year. She recalled that her teachers always encouraged her to be better, to do better, to never be stagnant. She knew they wanted her to succeed. “My younger brother passed the bar exam recently and his eighth-grade principal saw his post on Facebook and commented, ‘We’re so proud of you—congratulations!’ His eighth-grade principal!”
This, she marveled, was their village, their community that saw them through from childhood through adulthood. “And those school loans—I did pay them, just like my teachers said I would. Every penny that has gone into my Adventist education has paid off in dividends.”
Adbni Palafox currently works as a nurse practitioner for Skin Perfect Medical, a private office in Lancaster, California.
“Adventist education is really a lifestyle, not just a school, not just a religion we practice on the weekends.”
LBegin With the End in Mind
By Aimee Leukert
ike many new parents, my husband and I were overwhelmed when we brought our baby girl home from the hospital. Equally daunting, however, was the sheer magnitude of information available to help us navigate this new stage in our lives. But as we sifted through parenting blogs, wellintentioned advice, and recommended books, there was one sage statement that resonated deeply with me and that I have clung to since those early years: Begin with the end in mind.
In the context of parenting, it serves as an encouragement to see the bigger picture, play the long game, and decide on those things that matter most to you. What habits do you want to nurture in your child? What values do you wish to impart? If you want your future teenager to recognize healthy screen limits, what does that mean you should be doing now with your toddler?
Begin with the end in mind.
Teachers know all about the long game in Adventist education. They understand that their job is more than teaching the subject content or preparing students to graduate or be ready to enter the workforce. Teachers in Adventist schools seek to educate for eternity.
Begin with the end in mind.
On the next pages, you will find snapshots of six educators—some at the end of their career, reflecting on the path that they chose; others at the beginning, trying to keep afloat while finding their way. But despite the decades of experience separating them, despite the different environments—high school, elementary, small town, big city—these teachers are bound together by a common thread. They have chosen Adventist education because of the ministry that was placed on their hearts: to share the love of Jesus with the children in their classrooms. Because in the end, that is all that matters.
Begin with the end in mind.
Doug Herrmann began his career while he was still a senior at Pacific Union College. Not yet finished with his student teaching at Lodi Academy, Doug was hired at Fortuna Junior Academy, filling a position that had been vacated suddenly. Two years later, while down in Southern California to complete his MA at La Sierra University, Doug reluctantly decided to interview at Loma Linda Academy (LLA). By his retirement in 2021, Doug had spent 33 out of 41 years of service at LLA.
“I always wanted to teach Bible,” Doug recalled. While others suggested that he become a pastor, Doug was adamant. “I was very clear that I wanted to be in a classroom.” His sole focus, in all his years of education, was to create a space where students could grow spiritually.
Alongside former junior high principal Gordon Day and recently retired pastor Doug Mace, Doug carefully curated and developed the annual Southeastern California Conference Bible Camp into the mountaintop experience that it is today—a legacy that continues to impact hundreds of junior and senior academy students every single year. “Caring for students, making sure they had the opportunity to know Jesus—that was it,” he emphasized. “That was my purpose.”
Kathy Mathews joked that perhaps because she did not have the opportunity to attend an Adventist school until her junior year, she has spent her career making up for that lost time. Thirty-nine years later, she’s certainly met that goal and then some! In fact, she has the auspicious distinction of now having taught the third generation in a family. “I had a child in my class last year whose mother and grandmother I taught!”
The preponderance of Kathy’s career has been in the lower grades. “At that young age, kids are eager to come to school, eager to learn, and it just makes my job that much more fun.” She particularly loves the Bible Encounter series, a recent adoption that is now used throughout the NAD. “It goes beyond simply reciting Bible stories and really unpacks God’s character and how to develop a relationship with him. My students love it.”
As she faces retirement this spring from Central Valley Christian Academy, Kathy reflects on her career with great joy and satisfaction. Teaching in an Adventist school has allowed her the freedom to use her creative talents to the fullest— supplementing and adapting units with games and strategies and alternative approaches. “I do plan to come back and volunteer—because once a teacher, always a teacher, right?”
Amanda Barnes is currently in her first year of teaching at Hawaiian Mission Academy Ka Lama Iki, where she teaches language arts, history, and technology to the upper grades. While Amanda had initially thought she wanted to teach at the high school level, her passion shifted to middle school when she fell in love with that age group while student teaching. “There is just so much growth
at this stage, so much brain development and awareness!” she enthused.
A recipient of the Growing Young Scholars scholarship (an award given to students within the Pacific Union who have indicated a desire to become either a pastor or an educator), Amanda has wanted to be a teacher for as long as she can remember. She bubbled over as she described her classroom and her daily interactions with her students. “I am just so grateful to be in Adventist education,” Amanda exclaimed. She loves having a front row seat to seeing things click for her students, especially when it comes to their burgeoning relationship with Christ. “We just had a conversation in class recently that stemmed from a devotional I’d read to them. They began talking about the ways in which Jesus’ love is so all-encompassing, and I could see the profound connections they were making. It’s truly a gift just to be able to be a part of it all.”
Winston Morgan is retiring after six years as principal at Orangewood Academy, but 41 years total—with stints at Emerald Christian Academy, San Diego Academy, Murrieta Springs Adventist Christian School, La Sierra Academy, and San Fernando Academy. He also served as camp director at Pine Springs Ranch for nine years. “Why Adventist education?” Winston paused thoughtfully at my question. “Kids go through all sorts of things.
They come to you with their questions, with their problems. And if I can’t share the love of Jesus with them, if I can’t point them to the Bible, if I can’t tell them how He can help them—there is just this huge, gaping hole.” He went on to talk about the camaraderie that exists when there is a shared spiritual connection. “I see it all the time at Pathfinder camporees, Bible camps, choir festivals, and outdoor school. There is a bond between believers who have similar worldviews, a similar spiritual foundation.”
As Winston reflected on his journey, he noted his desire to follow God’s calling, even when the path seemed impossible. “My life has certainly not been without trials,” Winston mused. “But every struggle has led to something better.”
And in that “something better” has been the opportunity to draw kids closer to Jesus.
Andres Ruiz is in his third year of teaching and coaching at Mountain View Academy. Without pause or hesitation, Andres shared that he chose
“I am preaching and sharing Jesus with my students five days a week— sometimes even more because I often see them at church! I might be the only glimmer of Jesus that these kids are going to have—and I can’t waste that.”
to teach in an Adventist school because of the impact that Adventist education had on him and his relationship with God. “The influence my teachers had on me, the way in which they guided and mentored me—I knew I wanted to do the same thing for the next generation,” he said confidently. As head of the athletics department, Andres uses every opportunity he can to connect physical activity with spiritual concepts. “I’m always asking—what spiritual insights can I help the kids learn from that lesson? How might this help them in their walk with God?”
With a rueful smile, Andres noted the long hours and intense schedule that he maintains, sometimes working 20 days straight because of school events and sports tournaments. “We are asked to wear a lot of hats, and it can be exhausting,” he admitted. “But it’s my ministry. If I can live my life in a way that will positively impact students and help them see Jesus—then it will all have been worth it.”
“Every single day in my class, my students and I pray that we are all choosing Jesus as our Savior,” shared Sara Willard, first- and second-grade teacher at Summit Christian Academy. After 27 years of teaching, Sara is planning to retire this
spring. The legacy of Sara’s career can be boiled down to one word: relationships. Every year, she invites each of her students and their families to her home for dinner. She asks the child beforehand what their favorite dish is—including dessert—and prepares that for their special evening!
“After the family has been in my house and shared a meal with me—we now have a relationship, an understanding that we’re on the same side. It eases any hard conversations we might have in the future about discipline or grades because they know I have the student’s best interests at heart.”
For the whole of her career, Sara has seen her job as a mission. “I am preaching and sharing Jesus with my students five days a week—sometimes even more because I often see them at church!”
That, she noted, was the profound value of Adventist education—surrounding kids with the opportunity to be grounded in Christ’s love. “I might be the only glimmer of Jesus that these kids are going to have—and I can’t waste that.”
Begin with the end in mind.
The Power of a Teacher’s Influence
By José Marín
Teaching is about leading by influence. Rabbi, leader, and scholar Jonathan Sacks, in his book Lessons on Leadership, emphasizes the profound role of teachers when he writes, “In the last month of his life, Moses ceased to be the liberator, the miracle-worker, and the redeemer, and became instead Moshe Rabbenu, ‘Moses, our teacher.’”1
Moses was ending his career as a teacher leader. As a teacher, Moses gave the people of Israel their “why"—a vision for the future. Sacks powerfully asserts, “When leaders become educators, they change lives.”2 Few statements could better describe the life of teacher leader Dr. Berit von Pohle.
There is a story I have shared with a few, but it is worth retelling in light of the remarkable impact an educator had upon me, forever changing the course of my life. It happened in September of 1987 when I was a senior at San Diego Academy.
Before this point, like many young people who are looking for direction in life and trying to find answers to their why, I found myself with no dreams or purpose. I was dealing with an identity crisis. My freshman year in high school was a real struggle—so much so that I flunked ninth grade—but after that, I decided to give it another try. I did somewhat better and, fortunately, this time I passed.
But then, toward the end of tenth grade, I concluded that school was not for me and decided to drop out of high school. However, by some miracle, I managed to complete my sophomore and junior years. In the summer of 1987, as I prepared to enter my senior year, a pastor encouraged me to consider attending one of our Adventist schools. Up to that point, all my education had been in the public school system, but I took a leap of faith and enrolled as a senior at San Diego Academy.
There I met the school counselor, an educator named Berit von Pohle. As she reviewed my high school transcripts, she candidly informed me that graduating that year would be extremely difficult due to my previous academic struggles. I felt a wave of discouragement, but then she did something remarkable—she opened a door to a new vision for my future.
She assured me that, while graduating on time would be a challenge, a small possibility still existed. With her guidance, she laid out a clear roadmap and told me that if I committed to the hard work ahead, graduation could become a reality. Inspired by her belief in me, I resolved to do everything in my power to succeed and trust God for the rest.
Dr. von Pohle took a personal interest in me, meeting with me regularly to monitor my progress toward completing my high school requirements. She constantly encouraged me, offering both guidance and prayers as the months passed and graduation drew closer.
During spring break, I was given the unexpected opportunity to go on a school mission trip to Mexico—fully funded by an anonymous donor. It
was during this trip that I felt God’s calling on my life more clearly than ever before: a call to serve in ministry and become a minister of the gospel.
When I returned, I shared this new breakthrough in my life with Dr. von Pohle. True to her character, she encouraged me to stay committed and to continue pursuing my calling. Through her instruction, guidance, and unwavering support, she helped me persevere. God used Dr. von Pohle’s influence in a powerful way—not only to help me graduate from San Diego Academy in the summer of 1988 but also to set me on the path of a lifetime of service to God through His church.
Twenty years later, in Scottsdale, Arizona, I had the privilege of reconnecting with Dr. von Pohle during a Board of Education meeting. I asked if she remembered me from the class of 1988 at San
Diego Academy. After sharing a bit of my story, she did. But more importantly, I had the chance to tell her how her influence through Adventist education changed the direction of my life.
What I learned: One of the most critical roles of an educator is to help students see possibilities and opportunities, even when they feel surrounded by challenges and impossibilities. Berit made an indelible difference in my life that school year of 19871988, which God used to open a door into my life calling of full-time service in ministry for my Lord Jesus. “One life, said the sages, is like a universe. Therefore, if you change a life you begin to change the universe in the only way we can: one person at a time, one day at a time, one act at a time.”3
influencing me in the right direction to a world of possibilities for the glory of God! I thank God for the gift of educators who, day in and day out, influence and guide young people to love and serve God in this world and in the world to come.
Sacks asserts, “Teachers are the unacknowledged builders of the future, and if a leader seeks to make lasting change, he or she must follow in the footsteps of Moses and become an educator.”4
My deepest thanks to Berit von Pohle as she embarks on retirement—for believing in me and for
1Jonathan Sacks, Lessons in Leadership: A Weekly Reading of the Jewish Bible (Jerusalem, Israel: Koren Publishers Jerusalem LTD, 2015), p. 264. 2Sacks, Lessons in Leadership, p. 264.
3Sacks, Lessons in Leadership, p. 263.
4Sacks, Lessons in Leadership, p. 264.
Jose Marin is the executive secretary of the Northern California Conference.
The Bricklayers
By Alberto Valenzuela
The Romans revolutionized construction through their extensive use of bricks, shaping the architectural landscape of the empire. Initially inspired by Greek and Etruscan practices, Roman brickmaking evolved into a highly organized and standardized industry. By the first century B.C., fired clay bricks had become a staple, prized for their durability, uniformity, and ease of transport.
Roman bricks were typically longer and thinner than modern ones, often stamped with the mark of the legion or workshop that produced them. This not only ensured quality control but also helped organize large-scale projects across the empire. Bricks facilitated rapid construction, allowing for the creation of sprawling cities, aqueducts, bathhouses, and fortifications.
One of the most iconic examples of the use of Roman brick is the Baths of Caracalla in Rome, where brick walls formed the backbone of massive vaulted structures. The widespread use of bricks contributed to the longevity of Roman architecture, with many of their brick buildings still standing today, a testament to the ingenuity and engineering prowess of Roman civilization.
My experience with Adventist education began when I got to college, and the rest of my life has been based on the bricks that were provided by my professors. I doubt they would call themselves bricklayers, but three professors in particular made a deep impression on me to such a degree that I’ve been thankful to them all these years. They were the bricklayers that built the platform of my professional as well as personal development.
I arrived at Montemorelos University in the fall of 1974, and one of the classes I took introduced me to Dr. Alva. A much-admired Peruvian teacher, researcher, and academic manager, Alcides Justiniano Alva Portilla was also an educational administrator in Peru, Argentina, and Chile. He was director of departments in the Inca Union Mission (Peru, Bolivia), in the Austral Union Conference (Argentina, Chile, Paraguay, and Uruguay), and in the South American Division.
Alcides Justiniano Alva Portilla
On day one, I was introduced to Ellen White’s book Education. That was the textbook for this Philosophy of Education class, a requirement for a minor in education. Dr. Alva took us chapter by chapter, with applications beyond what Ellen White had written.
His class was a profound exploration of the relationship between faith, learning, and society, shedding light on the Bible as not only a spiritual guide but also a blueprint for wholistic personal and social development. White's emphasis on the interconnectedness of moral, intellectual, and physical education reflects a sociological perspective on human growth and the betterment of communities.
His approach framed the Bible as more than a theological text; it became a manual for fostering ethical leadership, justice, and societal reform. Providing pedagogical sources from both Latin American and European sociologists, he moved us to cultivate compassion, engage in critical thinking, and address societal inequities—aligning closely with sociological ideals of collective responsibility and social progress.
I didn’t know it at that time, but in that and other classes I took from him, Dr. Alva provided the bricks that became the foundation of how I associate the writings of Ellen White with those of philosophers, theologians, and historians. I came to understand through his classes that her writings were connected to the thinking of scholars in several fields—though she never considered herself to be one.
Years later, Jonathan Butler and Jack Provonsha reinforced that appreciation of Ellen White’s books in the light of not only her contemporaries but also of more current scholarship. I have learned to appreciate her writings in a new perspective,
based on the bricks that those professors have provided me.
In the winter of 1978, I enrolled at what is now Southern Adventist University. I took classes from several professors that guided my understanding of biblical principles to a deeper level—I was still a rather new convert. Frank Holbrook’s professorial style and depth of knowledge moved me to emulate him. His classes were renowned for their comprehensive exploration of key biblical doctrines, such as the sanctuary. With his strong command of Hebrew and Greek, he demonstrated a deep and thorough understanding of biblical truths. We students consistently found his teaching invaluable, gaining rich insights into Scripture that firmly anchored us in Seventh-day Adventist beliefs.
I learned in his classes that to study the Bible there was nothing better than the Bible itself. In a study of Romans, he would reveal a connection with Old Testament passages as well as other New Testament texts. Since I had become an Adventist after receiving prooftext Bible studies, the idea of considering whole passages to reinforce our doctrines was a revelation. I learned to study the Bible and prepare my sermons not by picking a bit here and a bit there but by employing an in-depth consideration of what the Bible writers had written.
Dr. Holbrook provided me with bricks that have helped me consider the Bible as a more coherent whole. Because of this foundation, I learned to study each book by its content, checking with related
Adventist education provided me with bricks to build bridges in my life through those men of God.
Frank Holbrook
topics from other books but within the framework of a specific book or passage.
I have always been an avid reader. My taste in reading material goes from the mundane (John Kennedy Toole, Gabriel García Márquez) to the scholarly (Baruch Halpern, Amy-Jill Levine) and a great number of biographies. In 1983, Paul Landa at Loma Linda University taught me the importance of reading in an intentional and structured way. For several months, we met every week, just him and me, and considered a book that he had assigned me the previous week. At first, I was at a bit of a loss and wasn’t sure I understood what I was supposed to do. With his European accent and my Spanish accent, there was perhaps a bit of miscommunication. So the good Dr. Landa decided to call my wife to explain to her what my task was supposed to be, and that call made all the difference in my approach to my weekly assignments.
One-on-one we dissected, considered, evaluated, and summarized each one of the books. Under his tutelage I learned to read as if I was doing research for a paper. I catalogued what I was reading and placed mental cards for review.
I read Karol Józef Wojtyła (John Paul II), Martin Luther, John Calvin, Huldrych Zwingli, as well as some contemporary theologians and historians. At the end of every two-hour session in his office, he would get up from his chair, turn to his bookcase, and hand me another book.
Even today, I do the same exercises in my mind while reading, whether it is Richard Elliott Friedman, Robert Harris, or Ronald Numbers. I do the same whether reading the Sabbath School lesson or the Los Angeles Times. Dr. Landa provided me with the bricks to enjoy my reading even more.
I’m indebted to these three men for building in me
an even deeper sense of what it is to be not only a Christian but a human. They provided me the bricks for the following 40 plus years of my life. I’m very thankful for finding them in my journey and for having them as my professors.
Dr. Alva gave me a better comprehension of Ellen White's writings and trained me in the contextual study of the Bible, laying a strong foundation in my life, much like carefully placed bricks in a well-built structure. White’s emphasis on education, faith, and character development has deepened my spiritual perspective, allowing me to approach Scripture not just as a collection of texts but as a cohesive narrative with profound personal and societal relevance.
Dr. Holbrook taught me to study the Bible within its historical and cultural context. By learning this method, I’ve gained richer insights into its messages, avoiding surface-level interpretations and discovering layers of meaning that apply to modern life. This practice has enhanced my critical thinking and strengthened my faith, making it more resilient and rooted.
And last, but not least, from Dr. Landa I learned to apply a methodical approach to reading—whether it be the Bible or other literature. That instilled discipline and fostered a love for continuous learning. Each book I read adds another brick, contributing to a more complete, thoughtful, and grounded perspective. Altogether, these practices have not only enriched my intellectual growth but also shaped my character, guiding me toward a more purposeful and fulfilling life.
Adventist education provided me with bricks to build bridges in my life through those men of God. Unlike the Roman structures, my life will not leave marks that will last for centuries, but in my short lifespan, those bricks have made a big difference and will be forever embedded in the eternity that is my mind. These professors have molded my life, and I’m forever thankful to them.
Alberto Valenzuela is associate director of communication and community engagement of the Pacific Union Conference and the Recorder editor.
Paul Landa
Leading From the Mountain: Ralph Trecartin Shares His Vision for Pacific Union College
By Ray Tetz
President Ralph Trecartin of Pacific Union College (PUC) is quick to put you at ease when you talk with him. His approachable demeanor and deep commitment to the college’s mission make him an engaging and thoughtful leader. There’s an easy warmth to his conversation, and it’s clear he isn’t one to hide behind formality.
When I asked about his own presidential journey, he laughed and said, “Call me Ralph,” explaining that titles are secondary to the real work of education. “Sometimes I put Ph.D. after my name, sometimes M.B.A., but it really doesn’t matter. It depends on the audience.” His focus is firmly on the students, the faculty, and the broader mission of Pacific Union College.
Trecartin is notably proud of his time in the classroom. His path to academic leadership was not a straight line—he began as a theology major at Atlantic Union College, interned as a pastor, then pivoted to business and finance, eventually earning his Ph.D. in the field. But
through it all, teaching has remained at the core of his identity.
“I started off as a terrible professor,” he admitted with a wry smile. “But if you love students and care about them, it makes it easier to grow.” His time in the classroom—“about 20 years,” he estimated— was where he developed a deep understanding of what makes a college experience transformative.
He admits to receiving an “Outstanding Services to Students” award one year and winning the “Professor of the Year” award during another term— with such sincerity and honesty that it is easy to see why his students respected and cared about him. “That’s a little bit of bragging,” he said, “but I really cared about students.”
Reticent to talk about himself, he was eager to talk about Pacific Union College and jumped right into why he loves being a part of its mission and community.
He quickly identified three defining features of the PUC experience: unique location, academic engagement, and the centrality of faith.
“We are fortunate to live in the most amazing location with such a beautiful campus,” he said, describing PUC’s mountain setting. “We share a gorgeous place on top of the mountain with redwoods, a vast kaleidoscope of colors, flowers all
year long, blue skies, sunshine. We have 1,900 acres of forest and fields. We have 36 miles of trails—so you can walk in safety and seclusion or you can have the most electrifying experience, going airborne on your mountain bike if you want adventure.”
But it’s not only the setting. Trecartin emphasized the academic culture, highlighting PUC’s faculty engagement. “I've never seen a place where faculty are more engaged with students as far as bringing them experiential learning and engagement.”
He is also unwavering in his belief that PUC’s faith-based foundation is one of its greatest strengths. “We are a Seventh-day Adventist institution. We care deeply about our faith. We want everyone to feel welcome and encouraged, and yet we want them to have the beauty of what we have in our Seventh-day Adventist faith experience.” He sees the Sabbath as a huge plus: “Compared to a secular university, our Sabbath is just amazing. We take time to rest and spend time with our friends and our families, to rejuvenate our minds, and then go forward full in vigor."
Dr. Trecartin was not shy in asserting that growing as an institution is the key to growing the enrollment. “In the last five years, we’ve been up four times. This year, we hit 1,000 students—up 70 from last year.” Given the challenges facing small
colleges, that’s no small feat.
He envisions expanding PUC’s footprint in technology. “We have a data science program. We have conservation technology. We used to have a computer science degree, which we don’t have at the moment, but I would like to rebuild.”
A hallmark of Dr. Trecartin’s vision is making PUC the most experiential Seventh-day Adventist college.
“We want a good dose of real life, with real-world hands-on learning. And we have that built into so many programs already; we just want to take it to the next step.”
PUC’s highly regarded nursing program is a prime example of this philosophy. “I think we have the best nursing program in the country, but I’m biased,” he said with a grin. “We have a pass rate averaging 96%, but last year we had two cohorts where 100% of students had a first-time pass rate on the NCLEX.”
A college education isn’t just about academics—
it’s about transformation. “You will be welcomed into a lively and supportive community that is committed to your growth and success. We can promise you a great faith experience, if you want to participate. We can promise you an amazing academic experience.”
When asked about the traditional “finding a spouse” conversation, Dr. Trecartin chuckled.
“The parents want them to find a spouse, and the students—well, the students want to find a friend network. I would argue you can find both.”
Dr. Trecartin believes alumni are crucial to PUC’s future and is working to strengthen those ties. “We need to bring them in to help us more. I have this dream that on our website, we will have dozens of alumni profiles who have made a promise to come once a year and do a guest lecture, mentor students, and help us find internships.”
Trecartin’s vision for the future is decidedly practical. He understands that growth and
sustainability require a clear sense of mission and strategy. “Our administration, faculty, and the entire academic community are seeking for PUC to be a distinctly Seventh-day Adventist institution, fully accredited with relevant career opportunities, sustainable, and financially viable.”
Trecartin is cognizant of an ever-changing environment for institutions like PUC. “The academic landscape is changing, and students are seeking different avenues to get an education—online classes, in-person classes, or some combination of the two— PUC students included.”
As our conversation wrapped up, I asked him what PUC promises its students. His response was immediate: “We can promise you a great community—safe, secure, where you belong, where you're known, where
you're loved.”
Dr. Trecartin’s passion for education is unmistakable. “I'm most inspired when I see these amazing students. That's what makes it all worthwhile.”
Ray Tetz is the director of communication and community engagement for the Pacific Union Conference and the publisher of the Recorder
A Place at the Table: Christon Arthur Shares His Vision for La Sierra University
By Ray Tetz
Grenada!” Dr. Christon Arthur exclaimed with the unmistakable cadence of his home country—a pronunciation that signaled both pride and identity. Born and raised on the small Caribbean island of
Grenada, Arthur carries with him the lessons of his upbringing—lessons of faith, hospitality, and an unwavering belief in the power of education.
“My mother set the tone for us. Each week after church she would say, ‘Before you can have your meal, place an extra plate at the table in case a stranger passes by.’” Even as he resisted this notion, it was shaping his leadership philosophy.
“At a young age, I would pray, ‘Lord, just for this Sunday, let there be no stranger.’ Yet, without fail, a stranger would come.”
This childhood ritual, rooted in generosity and inclusion, now defines his approach as president of La Sierra University. “The most important things in life are not about what you've accomplished, where you are, what you're doing; it's who else you have invited to do that with you.”
Arthur’s journey from Grenada to the helm
of an academic institution is, at its core, about invitation—first as a recipient, then as a leader extending that same invitation to others. His mother was a devout Catholic. Her faith was a strong example for young Christon. He attended church every Sunday and participated in morning worship at home. But like many young people, after high school he began questioning his religious upbringing. “My mom’s religion was no longer relevant to me. I had too many questions.”
In this period of spiritual searching, he found himself attending church with Adventist friends, at first out of friendship but later with genuine interest. In 1984, at age 22 he became a Seventhday Adventist—a decision that would change the trajectory of his life.
Arthur credits an engaged and caring pastor. “You need to go to college,” his pastor insisted. Arthur laughed at him—he had no plans for higher education, but the pastor
was persistent. “He went and got the application himself, came to me and said, ‘Let's fill it out.’” The pastor submitted the application on his behalf and secured recommendations without Arthur’s awareness. When Arthur received his acceptance letter, it was a complete surprise. “It tells you how unprepared I was. School started in September. I went in January.”
From that moment, his academic path unfolded rapidly. He attended Caribbean Union College in Trinidad, graduating with a theology degree in 1989. By 2000, he had earned a Ph.D. in educational administration from Andrews University. His career took him to Tennessee State University, where he spent a decade as a professor and associate dean before returning to Andrews as dean of research and graduate studies. In 2024, he accepted the presidency of La Sierra University.
Arthur brought a compelling idea with him to his new role—that higher education must be a
place of belonging. “The real work of belonging is to ensure that people feel seen, noticed, and valued. Our great opportunity is to create a campus where everyone—regardless of background—feels like they have a place at the table.”
La Sierra’s student body reflects the changing face of higher education. Currently, more than half are Hispanic. Nearly 20% are the first in their family to attend college. This presents both an opportunity and a responsibility. “For many of our students, their starting block is different. Some come in at plus 10, others at negative 50. The role of education is to meet them where they are and help them reach their potential.”
Only 32% of current students at La Sierra University live on campus, while the majority commute. Many students have strong family ties and responsibilities—circumstances that Arthur understands from his own life. “They’re not just going home for the weekend; they’re going home because their grandmother needs them, because their family relies on them.”
Arthur believes the university must embrace this reality as an opportunity to serve and help their students thrive. “We have to think about belonging differently. How do we help students feel at home here, while also respecting the commitments they have elsewhere?”
Arthur is committed to ensuring that La Sierra is a nurturing academic home, so he makes his presence known. “I show up. I go where they are. I want them to know that this is their home, too.” From joining in beach outings to attending student barbecues in a T-shirt and shorts, he is intentional about breaking down barriers between administration and students. “Sustaining presence is key. I tell them, ‘This event is happening, and I want to see you there.’”
The president sees this as something important that an education earned at La Sierra University
provides. “We add value and social mobility in ways that most others can't.” The university’s ranking for social mobility—one of the highest in the nation— demonstrates this impact.
One of the biggest challenges is financial accessibility, and he is quick to seek to address the fear of financing an education. “Virtually no one pays the full stated tuition price. Every student receives some form of aid.” Between grants, institutional scholarships, and church-sponsored support, La Sierra works to remove financial barriers for its students. Its total potential scholarship amount ranges between $15,000 and $19,000.
It is not only the president but the Adventist believer who speaks of the investment in students as an investment in the church’s future.
“The trajectory of my life changed because of one decision: to become a Seventh-day Adventist.” He believes the church underestimates the role it plays in shaping lives through education. “I don’t think our church realizes the social, educational, and economic vitality it provides to families.”
Arthur hopes for a future where every Seventh-day Adventist church in the Pacific Union has at least one student attending La Sierra or Pacific Union College. “Higher education should not be seen as something for the privileged few. It should be understood as a ministry of the church.”
For Arthur, leadership is focused on creating an environment in which students will grow in all aspects of their lives, and he invites every member of the academic community to share in this mission. “Who else is at the table because of you?” That question, first instilled in him by his mother, now drives his vision for La Sierra University.
In his voice there were traces of the pastoral guidance that helped him on his own journey toward success as Dr. Arthur expressed his personal commitment to a school that continues to be a place where students—regardless of where they start— find their way forward. “We shall invest in La Sierra. Not just financially, but in its people, its mission, and its future.”
In the end, Christon Arthur remembers what shaped his own life, and seeks ways to open similar opportunities for young people today: “Education changed my life. My only goal is to make sure it changes others, too.”
School Remodels and Upgrades STEM Lab After Flooding
Shelle Blake, Thunderbird Christian Elementary (TCE) treasurer, was not expecting the sight that met her eyes when she opened the front office door just a few weeks before school started in August 2024. Standing water throughout the office and gushing water from under the sink in the office kitchenette shocked her and Principal Chandra Young. The water flowed throughout the main office and under the walls into the adjoining classrooms for grades 3 to 8.
The school community quickly rallied together to address the immediate challenges, relocating students to temporary learning spaces in the Sabbath School wing of the Scottsdale-Thunderbird church and organizing clean-up efforts. Thanks to the support of parents, local churches, and community partners, a complete remodel was finished in time for students to renter their classrooms at the start of the second semester.
The remodel not only included a new office
layout and new cabinetry throughout the office and classrooms but also allowed for the completion of the STEM lab, which was already being designed before the flood. In the former school library, students now have a dedicated space to participate in STEM labs focused on nursing, dentistry, culinary arts, video production, computer graphics and game development, robotics, and digital manufacturing.
As Thunderbird Christian Elementary moves forward, this project is a testament to resilience, innovation, and a commitment to providing students with the best possible education. Through faith and determination, TCE is turning adversity into an opportunity for growth and excellence.
By Jeff Rogers
LEFT: Office Manager Zak Adams is proud of the new layout of the school office. RIGHT: Principal Chandra Young (left) and lower-grade teacher Teresa Greene (right) in Young’s newly remodeled office.
The nursing station is one of the key components of the upgraded STEM lab.
TCE converted the former library into an upgraded STEM Lab.
Thunderbird Adventist Academy Launches Solar Project
Thunderbird Adventist Academy (TAA) is taking a significant step toward sustainability and financial stewardship by launching a new solar energy project. The project was begun in 2024 but faced significant challenges as a national steel shortage prevented work from being completed on the original timeline. As the project nears completion, the prominent structures being assembled across the campus will provide much-needed shade during the hot weather months and the energy needed to supply power to the buildings across the campus.
Arizona is one of the sunniest states in the United States, boasting more than 300 days of sunshine annually. This means solar panels can consistently generate solar power year round in a region with the longest peak sunlight hours. One of the main reasons for a school like Thunderbird Adventist Academy to go solar is to save money. With the drought conditions in the Southwest and
Covered parking lots are a significant benefit during the summer when temperatures can top 110 degrees for weeks.
situations like the potential for Lake Powell to go to dead pool status, the likelihood of electrical costs increasing exponentially in the coming years is an excellent reason for schools to invest in a solar energy project.
Projections from the school administration and the solar company that installed the equipment show that the school’s monthly electric bill will be reduced to virtually nothing. The materials and installation costs were purchased through a special loan from the Pacific Union earmarked to help institutions develop solar projects. The monthly savings of being “off the grid” will more than pay for monthly loan repayments.
In addition to financial and environmental benefits, the solar project can potentially serve as an educational tool for students. Academic plans to integrate lessons on renewable energy, sustainability, and technology into science and STEM courses can give students firsthand insight into the growing field of green energy.
The project is not without its drawbacks. While the shade structures provide significant areas of relief from the sun for cars and students, they also significantly change the campus landscape. Combined with the large multi-use industrial building that was built in Thunderbird Commerce Park on the other side of the campus's northern wall, the scenery is dramatically changed for alumni who walk back on campus.
The project is part of TAA’s broader vision to modernize its campus while staying true to its mission of Adventist Christian education. As Thunderbird Adventist Academy looks toward a brighter, more sustainable future, this solar project is a testament to the school’s innovation, stewardship, and commitment to excellence.
By Jeff Rogers
School Curriculum and Spiritual Growth: Serving God by Serving Others
For many years, the Central California Conference (CCC) Education Department has placed emphasis on its schools implementing a school-wide Spiritual Action Plan on their campuses. The past two school years, however, saw the formal implementation of the Spiritual Action Plan as a part of the curriculum requirements for accreditation of all CCC schools, as voted by the Board of Education. The rationale behind this comes from a desire to acknowledge that the spiritual components of Adventist schools are the heart and soul of all else that happens at the school, in its community, and beyond.
The CCC Education Department’s official theme for the 2024-25 school year is “Serving God by Serving Others,” stemming from Romans 12:7—“If your gift is serving others, serve them well. If you are a
teacher, teach well” (NLT). This theme and key text have been the basis for spiritual growth for students and teachers alike as they’ve developed their schools’ Spiritual Action Plans this year.
Several schools began the school year by having student retreats that focused on connecting with and listening to the Lord and His guidance, as well as Weeks of Prayer to help nurture the ministry mindset.
Some CCC schools choose to connect with their local constituents by visiting churches, partaking in a myriad of ways ranging from offering calls and prayers,
CCC academy students sort canned goods and copies of Steps to Christ to be distributed to Ceres community members.
to special music presented by school choir groups, to entirely student-led church services and evangelistic series that provide these young people the opportunity to attest to the ways their school environments help them get to know Christ as their personal best friend and savior.
Out of 19 schools in Central, 14 are participating in the North American Division’s Pentecost 2025 program, which aims to invite the Holy Spirit into communities across the continent through locally hosted evangelistic meetings. These schools even receive up to $5,000 in funding assistance to produce these community outreach events.
Another channel through which these young people are able to reach communities other than their own is via the Friendship Games Sports Ministry Program. This program not only enables them to connect with peers from other schools but also allows them opportunities to visit churches across the CCC and share testimonies about the ways they experience Christ’s love through Friendship Games and to collaborate in backyard projects like school-organized canned food drives—each box with a complimentary copy of Steps to Christ—or to work with outside large-scale community organizations that directly benefit local individuals in need.
The mission work of the students of CCC does not stop there, though. Nor does it stop on the North American continent! Organized by the CCC Education Department, the spring of 2025 will see a group of nearly 70 high school students from CCC schools (four senior academies and one junior academy) head to Lipa Adventist Academy in the Philippines, where these young people will engage with the community in Lipa through service acts ranging from construction to providing dental care to putting on afterschool Vacation
10
Bible School programs for the children.
What a marvelous blessing it is to enable young people to connect with God’s people across the globe!
The core of these school Spiritual Action Plans lies in the sentiment of Jesus Christ in John 21:16, that to love Him is to love and care for His people. Only through serving others can we, as His people and His schools, truly flourish.
These action plans exist as living documents, regularly revisited and modified based on the needs of the community and the desired spiritual growth outcomes. To read more about the Central California Conference’s schools and their Spiritual Action Plans, visit www.educate.cccadventist.org/ spiritual-action-plans
By Ken Bullington and Mallory Schramm
Sierra View Junior Academy students in grades 7 to
kick off the 2024 school year with an outdoor retreat to the mountains.
CCC academy students collect food for distribution in the Santa Cruz area.
Students Participate in Service Days
On Nov. 22, Hawaiian Mission Academy proudly partnered with several organizations across Oahu to host its annual Service Days, a beloved tradition that enables students to step out of their regular classroom routines and engage in meaningful service projects within the community. This initiative goes beyond academic learning, fostering not only a sense of social responsibility but also promoting personal growth, teamwork, and connections that extend far beyond the school grounds. At the heart of Service Days is Hawaiian Mission Academy's National Honor Society (NHS), a group of students committed to upholding the values of scholarship, service, leadership, and character. These students take on an active leadership role by carefully selecting partner organizations and determining how best to serve each one. Their dedication and planning are essential in ensuring that Service Days have a
At Hawaiian Mission Academy, service is not just an activity; it’s a core value.
lasting impact on both the students and the community.
This year, our Service Days involved partnerships with a diverse range of organizations, including Little Friends Pre-School, Hanauma Bay Nature Preserve, Sustainable Coastlines Beach Cleanup, Ronald McDonald House Foundation, Queen Emma’s Summer Palace, Kaneohe Plaza, Hale Nani Rehab & Nursing Center, and the Hawaiian Humane Society. Each partnership provided students with a unique and enriching opportunity to contribute to the community in a meaningful way.
The activities varied greatly, offering something for everyone. Students brought smiles and joy to preschoolers by singing and engaging in creative activities. Others connected with senior citizens at nursing homes, offering companionship and support.
At Hanauma Bay and through Sustainable Coastlines, students focused on environmental stewardship, helping to clean beaches and restore natural habitats. Some worked with the Ronald McDonald House Foundation to support families in need, while others assisted with preparations for holiday events and fundraisers. Each experience allowed students to learn the importance of service in different contexts, from uplifting individuals to preserving the environment.
At Hawaiian Mission Academy, service is not just an activity; it’s a core value. Through initiatives like Service Days, we aim to cultivate a lifelong heart for service in our students. These experiences teach invaluable lessons in empathy, responsibility, and the power of community, shaping them into compassionate leaders who are ready to make a difference in the world.
Hawaiian Mission Academy remains deeply committed to its mission of inspiring students to serve and lead with purpose.
By Joahna Jao
A Seventh-day Adventist Boarding Academy Serving Native American Youth Since 1946
Three Angels Through the Day
“In a knowledge of God all true knowledge and real development have their source” (Ellen G. White, Education, p. 14).
Students miss out on much of the beauty of academic subjects such as reading and science when those subjects are taught entirely separately from an understanding of God. This is why I strive to incorporate spiritual themes into my instruction of academic subjects as well as into Bible class. For instance, my students are currently going through a language arts program that also teaches about the three angels' messages.
Our school was given a $500 gift card to purchase Three Angels for Kids curriculum materials. I have a small group of students who are using the third- and fourth-grade program. For this study, students are reading a book called Beth and the Trio of Angels.
Through this unit, students learn literary skills such as visualization, questioning, and predicting. They are also introduced to the three angels’ messages.
I have another group of students who are using the fifth- and sixth-grade program. Students in this group read essays that correspond to different sections of the three angels’ messages. For example, when learning about the phrase “Fear God and give glory to Him, for the hour of His judgment has come” (Revelation 14:7, NKJV), students read an essay on judging horse shows. They then found the main idea and supporting details of the essay. After doing this, they read a different essay on God’s judgment. Finally, they compared and contrasted the judging of horses and God’s judgment. The students who are in the higher-level writing class with Ms. Sebastian will also learn how to write compare/contrast essays.
As I have been planning and teaching this unit, I have had time to reflect on the way many of the other topics I teach in Bible class and throughout the day tie into the three angels’
LEFT: Anita reads about a Russian rescue. RIGHT: Delilah learns about the Paradise fire.
messages, even if I am not directly teaching about the three angels.
For instance, recently in Bible class, our essential question was, “Who does God love? Are there people God does not love?”
We started class by reviewing the Ten Commandments. I asked the students if there are any commandments they believe they should not have to follow. We discussed each concern and came to a conclusion as a class that all commandments are rooted in God’s love and are essential. The commandments are also tied to the first and second angels’ messages.
I then reviewed the essential question with students, “Who does God love?” Some students brought up that they don’t believe God loves Satan because he doesn’t listen to God. I asked students to think about God’s reaction to what Satan did. We made a chart that listed proofs that showed God loved Satan on one side and proofs God did not love him on the other. The students were only able to come up with things that God did showing he loved Satan, and they came to the conclusion that God does love Satan even if Satan does not love Him in return. We then reviewed what will eventually happen to sin and why that is essential and still in harmony with God’s love. These principles of love and God’s character are tied to the third angel’s message. Even though this lesson is not officially a three angels lesson, it still relates to the three angels’ messages.
Holbrook Indian School (HIS) is a first- through twelfth-grade boarding academy operated by the Pacific Union Conference of the Seventh-day Adventist Church. HIS also manages a firstthrough eighth-grade day school on the Navajo reservation in Chinle, Arizona. Eighty-seven percent of funding comes from individuals who have a desire to support Native American ministries and Christian education. Your generosity makes a difference in the lives of our students, their families, and the communities they serve. Thank you for your support.
government. As part of this unit, students examined the concept of laws and what makes good laws. We discussed the government's role in forming laws and why we should obey them. I asked students if they believed it was always the right thing to follow laws. We then discussed the concept of God’s law vs. man’s law. These concepts relate to the second and third angels’ messages.
Bible and language arts are not the only subjects where three angels themes are taught. In fifthand sixth-grade science, we are finishing a unit on evolutionism and creation. Students started a performance assessment in which they will research and present what evolutionist scientists believe about the origin of a specific species and why they believe that. They will then explain to the class how a creationist scientist would interpret the same data and why. This project ties into the first angel’s message. Social studies is another subject where many ties to the three angels' messages are often included. We recently just finished a unit on the United States
Even when we are not in Bible class, biblical principles are sprinkled throughout the school day. This includes principles that are tied to the messages of the three angels.
Having a curriculum that emphasizes spiritual themes throughout the school day, and not just in a Bible or Sabbath School class, is something that sets Holbrook Indian School and other Seventh-day Adventist schools apart. Adventist education is not just about providing students with a Bible class. It is about immersing students in Christ-centered instruction in all subject areas throughout the school day.
By Grace Babcock
LEFT: Ms. Babcock explains the reading assignment. MIDDLE: Saphira writes about leaving danger on time. RIGHT: Students work on writing about what they learned.
Simple Practices to Care for Your Mental Health
When you think about health, you probably think about eating your vegetables, exercising, and getting enough sleep. But how often do you think about mental health care?
Here are a few simple practices that can help you reduce stress, boost your mental health, and find more joy in every day.
Learn how to love yourself. Avoid criticizing yourself. Give yourself compassion. Create space in your day for the hobbies or projects you enjoy—anything that increases your overall sense of relaxation and joy. Prioritize taking time off, both by taking breaks throughout each workday and by using your well-earned vacation time. Take care of your body. Research shows a strong connection between physical and mental health. Be sure to take care of the basics of balanced nutrition and plenty of fresh water, exercise, and sleep.
Engage in life-giving relationships. Whether it’s with family or friends, regularly connecting with people you love is crucial. Also be intentional about making time to connect with others in your neighborhood, at work, or in your church.
Practice gratitude and giving. Volunteer your time or energy to help someone else. This can be as simple as dropping off a hot meal for an elderly neighbor or simply sharing your time. Research also shows that adopting an attitude
Manage stress with healthy coping techniques. Exercising, getting outside, playing with a pet, and journaling are all healthy coping tools for lowering stress.
Get help when you need it. Asking for help is a sign of strength. Having someone who can listen and offer solutions and an objective point of view can be beneficial. Many forms of mental health treatment can also be highly effective, including talk therapy and medication.
Set realistic goals and boundaries. Working to improve yourself can be healthy, but it’s also important to be realistic and kind to yourself. In the same way, setting boundaries in our relationships, especially the challenging ones, is a positive way to improve self-esteem and mental health.
Practice forgiveness. Let go of resentment toward others—and toward yourself. Forgiveness leads to better psychological wellbeing, healthier relationships, and decreased anxiety and stress.
Practice Sabbath and calming your brain. We live in a society that tends to be busy all the time. For many, this go, go, go culture significantly increases anxiety. Really slow down and enjoy Sabbath. Intentionally pause multiple times each day to pray and connect with God. Breathe deeply and rest, knowing you are deeply loved.
Weniger Awards Honor Former La Sierra President, Pastor, Film Prof
For their significant contributions to Seventhday Adventist higher education, pastoral leadership, and media ministry, two former and one current member of the La Sierra University community received recognition on Feb. 15 from Adventism’s premier awarding body.
The Charles Elliott Weniger Society for Excellence, during its annual meeting at the Loma Linda University church, presented Weniger medallions to four individuals for their impact within their fields, their communities, and the Adventist denomination. Three hold significant ties to La Sierra University: Randal Wisbey, former La Sierra University president from 2007 to 2019; Chris Oberg, former lead pastor of the La Sierra University church and current chief executive officer of Path of Life Ministries in Riverside; and Stewart Harty, current co-chair of La Sierra’s Film and Television Production Department and director of the Loma Linda University church media department. Additionally, La Sierra student and student association president Nyla Provost was selected as the La Sierra University recipient of the $1,500 Weniger Fellows Scholarship.
Awardees on Feb. 15 gave brief acceptance talks and opened windows into their career experiences and perspectives. Oberg also gave the evening’s Emmerson Address.
Wisbey, who served as president of three Adventist institutions between 1998 and 2019, reflected on the role of Adventist higher education within the denomination and the world.
“I've consistently been reminded that one of the most important ways in which we can faithfully serve the best interest in our church involves the integration of Adventist thinking
Recipients of the 2025 Charles E. Weniger Awards, left to right, Carl Wilkens, Chris Oberg, Stew Harty, and Randal Wisbey.
into a vast array of intellectual disciplines,” he said.
Noted Harty in providing insights into his work, “If I didn't have the incredible pastoral colleagues who share such incredible insights, if there wasn't the incredible content, I'm not sure I'd be standing here. I feel any achievement is a collaboration. I think it's also a composite. I think of the composite of all the people who have invested in me and trusted in me.”
Oberg, in delivering the evening’s homily, titled “Simple, Not Easy,” drew upon the biblical stories of Jairus’s ill, near-death 12-year-old daughter—who eventually died while waiting for Jesus’ arrival—and the woman with the 12-year chronic issue of blood whom Jesus immediately healed on his way to Jairus’ house.
“I learned in 20-plus years of pastoral work that it's easier to talk about Jesus than talk about what Jesus talked about,” she said. “It's easier to pray to Jesus, sing to Jesus, talk about Jesus, than to care for what Jesus cared for. In our tradition, we are strong on acts of charity, but we are shy on acts of justice.”
“To right social wrongs and to shape solutions for struggles,” Oberg said, “this is what Jesus asks us to care for. He asks us to do what is simple, not easy."
By Darla Martin Tucker
Can Nutrition Prevent Brain Tumors?
A Neuro-oncologist Addresses Common Misconceptions
Brain tumors are a serious and often unpredictable medical condition, leaving many to wonder if prevention is possible. While society tends to think that lifestyle choices are a leading cause of cancers and tumors, Maninder Kaur, M.D., a neurology specialist at Loma Linda University Health, says that the exact causes of primary malignant brain tumors remain largely unknown.
“There are some genetic syndromes that are familial, but those are rare, and many still remain to be explored,” Kaur explained. “But a lot of times, it’s the luck of the draw because we often don’t know what causes brain tumors.”
As for environmental factors, beyond high levels of radiation exposure from places such as nuclear plants or chemicals from warfare, there is no direct scientific evidence linking lifestyle habits—such as cellphone and microwave usage—to the growth of brain tumors that we know of thus far via clinical studies.
While there are no known definitive ways to prevent brain tumors, researchers continue to explore the role of nutrition in managing and potentially reducing the risk of brain tumors.
Kaur says that inflammation caused by poor diet and toxins from smoking, alcohol, and drugs can harm the body’s ability to fight illness by increasing inflammation, depriving the body of necessary antioxidants, and further taxing the immune system. A healthy diet, while not a prevention of brain tumors, can help support the body’s natural defenses.
Nutrition’s impact on brain health
Though there is no guaranteed way to prevent a brain tumor, Kaur says maintaining a healthy diet can reduce overall risks and potentially slow the progression of brain tumors. Two diets that Kaur recommends are the Ketogenic and Mediterranean diets.
The Ketogenic (keto) Diet may help with brain tumors. Ongoing studies are looking at the benefit of the keto diet, specifically how it can alter the body's metabolism to deprive cancer cells of their primary fuel source—glucose. The keto diet is a high-fat, lowcarbohydrate diet that shifts the body’s metabolism
from using glucose as its primary energy source to burning fat for fuel, producing ketones in the process.
By drastically reducing carb intake and increasing fat consumption, the diet forces the body into a state called ketosis, where it relies on ketones for energy instead of sugar.
The Mediterranean Diet, which became popularized in the 1990s, emphasizes foods that are rich in antioxidants, healthy fats, fruits, and vegetables. Kaur recommends this diet because of its anti-inflammatory properties, which may help protect brain cells from oxidative stress and damage.
Additionally, Kaur notes that research suggests that a high-fiber, plant-based diet could have benefits for brain tumor patients, particularly by supporting overall health and potentially reducing cancer risk. Anti-inflammatory foods, such as berries, green tea, and omega-3-rich foods like salmon, can help reduce inflammation caused by the tumor or its treatment.
In addition to incorporating a nutrient-rich diet, Kaur says to avoid processed foods, red meat, and unhealthy fats to help reduce inflammation in the body.
For more information on the brain, visit our website at lluh.org/neurology.
By Alyssa Hunt
See the latest news and Health & Wellness stories from Loma Linda University Health at news.llu.edu.
PUC’s Nursing Department Strengthens Program by Purchasing an Anatomage Table
The nursing department at Pacific Union College is thrilled to have new equipment that will help shape and strengthen students’ education experience.
Using Song-Brown funds—grant money funded by the California Department of Health Care Access and Information, supporting nursing schools and workforce expansion in California—PUC's nursing department was able to purchase an anatomy table that students can start using in the new year.
This state-of-the-art technology is the most advanced human-based medical education system, offering digitized human cadavers and medical tools. Currently, 80 colleges, universities, and medical programs across California utilize the table. For PUC, the anatomage table will better prepare pre-nursing students to take required prerequisite courses like biology, chemistry, microbiology, anatomy, and physiology.
“We felt this table and the resource of having five human cadavers would be beneficial not just in pre-nursing but also as the students progress into nursing,” said PUC Dean of Nursing and Emergency Management Kimberly Dunker. “For the visual learners, this is an opportunity to utilize case study learning and understand and critically think about a medical problem but also visualize this problem in the body. It is a great way to incorporate teaching and learning for all types of learners.”
In addition to this technology, the School of Sciences
utilizes gross anatomy cadavers in their hands-on lab environment, creating an experiential learning tool for those who are interested in advanced anatomy learning.
Dunker shared that students and faculty are ready to use the anatomage table, and the School of Sciences is excited to collaborate on teaching strategies with colleagues. Students will first use the anatomage table in anatomy, pathophysiology and medical-surgical, foundations of nursing, and critical care nursing. The School of Sciences will then utilize it for advanced anatomy and histology classes.
With this new technology, PUC nursing students have a tremendous opportunity to grow their learning in the classroom with enhanced strategies while engaging with advanced technology.
By Ally Romanes
May 14: Pacific Union College
Constituency Meeting
The quadrennial Pacific Union College Constituency Session will occur on Wednesday, May 14, 2025 from 1:00 p.m. to 5:00 p.m. in the Fireside Room at Pacific Union College. Members should have received an emailed notice regarding this session.
Empowered by the Spirit: A Transformative Prayer Experience
On Jan. 2, 2025, the Nevada-Utah Conference (NUC) embarked on a powerful spiritual journey—a season of prayer and fasting that united leaders, churches, and members in a shared mission: seeking a fresh outpouring of the Holy Spirit.
Ten days of focused prayer
The first ten days were dedicated to intentional intercession, covering conference leaders, congregations, and the communities they serve. This sacred time of spiritual renewal allowed believers to seek God’s guidance and power for the year ahead.
The period culminated in a prayer rally held on Zoom, in which over 200 participants joined in worship, testimonies, and collective supplication.
Under the leadership of NUC President Carlos Camacho, Executive Secretary Chanda Nunez-Henry, and Prayer Coordinator Peter Neri, attendees experienced a Spirit-filled gathering that deepened their faith and sense of unity.
Regional Ministry
Director Oneil Madden encourages members in the Salt Lake City, Utah, area to pray for the Holy Spirit.
Empowered for service: 30 days of prayer and fasting
Following the initial ten days, regional churches and members pressed forward into an additional 30 days of prayer and fasting under the theme “Empowered for Service.” This extended time of consecration further strengthened the conference’s dependence on God, and the impact was undeniable.
Throughout the 40-day period, testimonies of miracles, healing, provision, and divine intervention emerged. At least 10 notable miracles were reported, including individuals receiving longawaited organ transplants, successful surgeries, and restored families. Children were lifted up in prayer, and leaders found renewed wisdom and courage to shepherd their communities.
As prayers ascended on behalf of the conference, communities, and the world, the reality of James 5:16 became evident: “The effectual fervent prayer of a righteous man availeth much” (KJV). God’s presence was tangible, and His answers were clear.
A Spirit-led conclusion
The 40-day journey concluded on Feb. 10, with NUC President Carlos Camacho delivering a final charge to the participants. His message reaffirmed the calling of believers to be vessels of God’s power and instruments of His will.
This season of prayer did not mark an end—it ignited a deeper longing for God’s presence. As the Nevada-Utah Conference moves forward, it does so with renewed strength, empowered by the Holy Spirit, and a steadfast commitment to serving with unwavering faith.
May this spirit of prayer, faith, and service continue to shape the conference’s mission, advancing Christ’s work in communities throughout Nevada and Utah. To God be the glory!
By Oneil Madden
ABOVE: Children give their sermon notes to their new pastor. RIGHT: Conference administrators Carlos Camacho, NUC president, and Chanda Nunes-Henry, NUC executive secretary, show their support as Pastor Melody Darrow begins her journey at Wasatch Hills church.
A New Chapter: Pastor Melody Darrow Installed at Wasatch Hills Church
The Wasatch Hills church in Salt Lake City welcomed a new season of leadership with the installation of Pastor Melody Darrow. Having served in the Nevada-Utah Conference for over a decade, primarily in Southern Nevada, Melody is well known for her jovial spirit, deep love for young people, and passion for community service.
As she addressed the congregation, she shared about her family, her experiences in ministry, and how God’s goodness has guided her every step of the way.
For the Wasatch Hills church, this transition is an exciting opportunity to grow under new leadership.
“We've been looking for a pastor for a while, and I think we’ve got a good one,” shared Bill Hansen, reflecting the congregation’s enthusiasm.
While change always comes with adjustment, members expressed excitement about what Pastor Melody will bring to the church. “It’s something new, but it’s exciting, and we can’t wait for what God will do in our communities under her leadership,” said Edie Jakovac.
After the service, Bob Patton summed it up best when asked about what he thinks their new pastor will bring to the congregation: “The closeness she will bring as a family.”
With a pastor passionate about people, service, and discipleship, the church embraces this new beginning with excitement, looking forward to working together to bring the gospel to their community.
By Neat Randriamialison
LEFT: Pastor Melody Darrow preaches with passion, sharing her journey in ministry and God’s faithfulness in leading her to Wasatch Hills. RIGHT: A moment of joy as a church member listens, reflecting the excitement and anticipation for this new chapter at Wasatch Hills.
Back From the Ashes
For over a century, Foothills Elementary was not just a school—it was a place where friendships were formed, lessons were learned, and generations grew up together. Nestled in the quiet beauty of Deer Park, California, it had stood the test of time. Then came the Glass Fire in 2020. The flames did not just take buildings—they threatened to erase history. The loss was not just physical for families, teachers, and alumni. It was personal. But this community wasn't one to give up.
Standing in the newly rebuilt auditorium during the grand reopening, Ron Bunch, a third-generation alumnus, took in the moment. The room around him was more than just walls and floors; it resulted from countless hours of planning, designing, and hard work. “I was honored to envision this space and see it come to life,” he said, emotion thick in his voice. “God has truly been involved here.”
Tony Aston, speaking on behalf of the Napa County Fire Department, has seen his fair share of devastation, but this
day was different. This event was about resilience. He stated, “Foothills Elementary is more than a school; it is a landmark, and we are proud that it will continue to inspire students for generations to come.”
Beside him, Curtis Church, the school board chair, nodded in agreement. He knew firsthand the dedication it had taken to get to this day. He remarked, “God sent Principal Wendy Henry here for such a time as this,” acknowledging the leadership that had carried the school forward.
As the ceremony concluded, Northern California Conference President Marc Woodson said, “The strength of character developed here at this school will shape lives beyond the classroom.”
By Ken Miller
NCC Expands Effort to End Homelessness
Northern California Conference is making strides to address homelessness, aiming to establish 15 Ending Homelessness Task Forces by 2027. These task forces are regional teams of church members, pastors, and people dedicated to addressing homelessness.
Recently, two new task forces were launched in Contra Costa and Mendocino counties. Joelle Chinnock, Ending Homelessness Initiative Coordinator, shared, “We are pleased to announce these new groups and are close to launching a fourth in the Marin-Sonoma area. This progress reflects a growing commitment to addressing homelessness in at least one population group—chronic homeless individuals, veterans, adults with children, or youth—in every county where the Adventist Church
is present, ensuring homelessness is rare, brief, and nonrecurring.”
Task force members will join their respective county’s Continuum of Care—agencies that collaborate to address homelessness issues. Josie Asencio, pastor of the Antioch church and leader of the Contra Costa County task force, said, “I have been attending area Continuum of Care meetings to prepare for our task force’s first official planning session. I am so impressed that many in our area are motivated for this mission.”
Chinnock concluded, “I am encouraged by these new task force volunteers. Each new team moves the NCC Ending Homelessness Initiative closer to its goal.”
By Ken Miller
Young Leaders Shine at NCC Bible Conference
Over 300 Northern California Conference (NCC) freshmen and sophomores and 50 junior and senior leaders gathered at Leoni Meadows on the weekend of Feb. 9 for an unforgettable experience of faith, friendship, and mentorship. This annual Bible Conference is not just another retreat—it is a chance for young people to grow closer to God while forming meaningful connections with their peers.
One of the most inspiring aspects of the weekend was the leadership of the older students. These leaders did not just participate—they stepped up as mentors, guiding small groups through team-building activities, deep discussions, and Bible studies. For many, this was their first time leading in such a way, and the impact was profound.
“This was the best weekend of my life!” one student leader said, reflecting on the joy of connecting with younger students and watching their faith grow. Several others joined that sentiment by sharing, “We have never felt so close to God, and the Holy Spirit was guiding the meetings."
Garrison Chaffee, youth pastor of the Pacific Union College
church, expressed his excitement about the event: “I am thrilled to see our students stepping into leadership and mentoring their younger peers. It is amazing to watch them share their faith and create a space where everyone feels valued and supported.”
He continued, “The weekend would not have been possible without the support of the NCC Youth Department, along with many youth pastors, teachers, and parents who poured their time and energy into making it a success. These adult and student leaders embody the hope and future of our church. It is a reminder that our future is secured by God’s grace, power, and love.”
By Ken Miller
Bible Camp Inspires Authentic Worship
The annual Junior/Senior Bible Conference, hosted by the SECC Office of Education, brought together upperclassmen from academies across the Southeastern California Conference (SECC) and Southern California Conference (SCC) for a weekend of spiritual renewal, fellowship, and inspiration. Held at the newly renovated Pine Springs Ranch from Jan. 29 to Feb. 1, 2025, the event encouraged students to deepen their relationship with God while connecting with peers from other schools.
This year’s theme, “Rhythm,” emphasized the importance of intentionally including God in daily life. Keynote speaker Mike Rhynus from the Loma Linda University School of Religion, a former attendee of the conference himself, delivered powerful messages that resonated with students, challenging them to integrate their faith into everyday routines.
Beyond the main sessions, the heart of the conference was found in family group sessions led by student leaders. These small groups, made up of students from different schools, fostered deeper discussions on Scripture while also building lasting
friendships through team activities. Ethan Gaines, a senior at Redlands Adventist Academy, shared, “The community that I created with people that I don’t normally see was amazing. Being able to worship with these people made our connections much more personal.”
A praise band composed of students from various schools led heartfelt worship, creating an atmosphere so powerful it was contagious. Nicholas Borchik, high school history teacher at Mesa Grande Academy, reflected on the impact the worship had. “Our intention for the event was to create a space for authentic corporate worship. Many of my students walked away saying that they want to take their worship experience into other spaces.” As the students return to their campuses, they carry with them the challenge to embrace Christ as an essential part of their lives, shaping their purpose, choices, and relationships.
Another meaningful element was the Prayer Oasis, a space designed by student prayer warriors, where attendees could engage in a unique, multi-sensory prayer experience. Youth pastors played a vital role as mentors for student leaders, while Bible teachers and chaperones helped facilitate team-building activities. Faculty and chaplains emphasized that the lessons learned should extend beyond the event, continuing to inspire students throughout the year.
The Junior/Senior Bible Conference remains a cornerstone of Adventist education in SECC, nurturing faith-filled leaders. Organizers look forward to expanding opportunities for students to engage even more deeply, ensuring that each year builds upon the last in fostering spiritual growth and community.
By Oscar Olivarría
The worship team prays before leading.
Pastor Mike Rhynus preaches to the students.
Students Explore Orthopedic Surgery with Hands-On Lab Experience
Redlands Adventist Academy (RAA) students recently explored orthopedic surgery through an immersive lab led by alumnus Corey Fuller, an orthopedist. Eager to give back, Fuller instructed Anatomy and Physiology students through procedures such as fracture repairs, bone structure analysis, and surgical techniques.
The session allowed students to work with surgical tools, reinforcing their classroom knowledge with real-world application. Student Sydney Van Zant appreciated the hands-on approach, stating, “It helped me better understand fractures and what factors go into repairing them.” She emphasized the importance of precise screw placement, adding, “We had to be precise and make sure not to drill or cover any parts of the growth plate on the femur.”
Faith Hayton found the experience engaging. “It was more helpful for me to do something hands-on and make connections about what we’ve learned in class,”
she said, describing the process of aligning bones using plates and screws. Grace Hayton also found the lab inspiring, sharing, “It made the medical field seem less scary and more interesting than I thought it would be.”
Other students walked away with a greater appreciation for surgical work. Caroline Keough remarked, “The fact that the bone felt real was especially interesting. It gave me a deeper understanding of how surgeons work.” Maidah Khan saw new career possibilities, saying, “After the lab, I started thinking about possibly going into surgery, and it rekindled my passion for cardiology.”
Carter Leichty was surprised by the similarities between surgical tools and everyday hardware. “I didn't know that the equipment they use is very close to hardware tools like drills and screws,” he observed. Keathy Sanchez valued the practical knowledge, stating, “It may also be helpful to know what happens in a surgical procedure if a friend breaks a bone.”
The orthopedic surgery lab provided students with an invaluable learning experience, bridging academic study with hands-on medical practice. Dr. Fuller’s dedication to educating RAA students ensures that young minds are equipped with knowledge that extends beyond the classroom, inspiring potential future careers in healthcare.
By Kay Bracker
Fuller assists students hands-on.
Anatomy and Physiology students practice using a bone drill.
“We’re
a ministry family,” Ortega says.
Daniel Ortega Brings His Passion for Youth Ministry to Southern California Conference
Youth ministry has always been part of the DNA of Daniel Ortega’s ministry. As a young person, Ortega found his passion for ministry when his local church empowered him to get involved. “I was a very shy kid,” he shared, “but through the process of them empowering me and giving me opportunities to serve, I just got excited about ministry.”
Ortega was an active lay member and even served as the president of the Dallas Youth Federation, but he didn’t plan on full-time ministry. He had always wanted to be an architect. On a mission trip to Mexico in college, sitting in the audience listening to a friend give the message, he thought, “Man, I’d like to do that someday, but I would never dare because, you know, that’s just not me.” He would go on to work as an architecture designer for seven years.
served as a pastor for eight years in Oklahoma and three years in Indiana, two years of which he was also a principal. He then returned to Oklahoma to serve as youth director and communication director before moving to Oregon to serve as the family and children’s ministry director.
Now, Ortega is excited to join the Southern California Conference as youth ministries director. His ministry hinges on three things: leading young people to Christ, discipling them to be like Christ, and empowering them to serve for Christ. He looks forward to collaborating with local church leaders to provide meaningful programming for youth throughout the conference.
The following year, the mission trip director asked him to speak. “How would he even think about me?” he wondered. But he went forward in faith. “As I look back, I remember probably some of the worst sermons people have ever heard. But when I made the call at the end of the week, 11 people came forward. When I saw that, I said, ‘Wow. God, I know that wasn’t me.’ I saw that that was the Holy Spirit working, and from that point forward, with the combination of my passion to serve the church, I felt like God was saying, ‘I have something else for you.’” Soon after, he earned his degree in theology and
His personal philosophy centers on seeking the Holy Spirit. “I think it’s imperative that as a conference, as church leaders, and as parents, we are praying continually for the Holy Spirit upon our kids and our young people,” he said. “I can do the most amazing program in the world, but if the Holy Spirit is not there, did I really do a great program?”
“I think about people in my life when I was a young person who were a blessing to me and who were patient with me, who loved me, and I just want to reciprocate that,” he reflected. “I want to be able to find opportunities to serve them, encourage them, and inspire them.”
By Lauren Lacson
SCC Welcomes Wayne Dunbar as New Associate Superintendent
After 32 years of experience in Adventist education, Wayne Dunbar comes to Southern California Conference (SCC) as associate superintendent.
Dunbar’s journey into education began unexpectedly. He graduated from Walla Walla University with a degree in business and with plans to work in health care administration. He worked in that field for two years before deciding to get a master’s degree. While in graduate school, he received a call from Deer Lake School in Burnaby, British Columbia, asking if he would take his brother’s place as a substitute teacher. He accepted, and during the next two years, he developed a passion for teaching and discovered a new calling to be an educator. He switched gears and earned his teaching credentials. His first role after subbing was second grade teacher at that very school.
said. “As an Adventist teacher, a Christian educator, your goal is to help them to see Jesus as somebody who loves them and cares about them, and you want to bring them into a relationship with Him.”
While he may not have such a direct impact on students in this new role, they are still the reason why he is here. “It is helping schools and teachers, and thereby helping students,” Dunbar said. “To be a support certainly for principals, with and through their boards, and thereby supporting their teachers and staff so that they can do the job that they’re there to do. If I can help them, that ends up helping the students. It’s an indirect way, but it makes a difference.”
Since that life-changing opportunity, Dunbar’s varied experience has led to a fulfilling career in education, serving in three countries: Canada, United States, and Marshall Islands. He has taught elementary, junior high, and high school, has served as principal more than once, and has more than a decade of experience in higher education. Dunbar comes to SCC from La Sierra University, spending the last four of his 10 years there as the vice president for strategic engagement, enrollment, and marketing.
His new role as associate superintendent was a surprising but welcome change that he embraced, knowing God was leading. “I’m thankful, I’m grateful, and I’m excited,” Dunbar said. “It’s not what I planned on, but it’s what's happened. It’s how God has led. And in most of these cases, I didn’t go out looking for something. Doors opened, and it is hard to say no when God comes knocking.”
When asked what he enjoyed most about teaching, Dunbar reflected on his joy of drawing students closer to Jesus. “It is about impacting a young person and helping them see future possibilities,” Dunbar
Dunbar will be working with six SCC schools. With his background in enrollment and marketing, he also hopes to support the schools in those efforts. “I’m excited to share ideas, tips, and advice that can help them with marketing,” he said. “I know there are challenges at the schools; I know most of them don’t have staff that can focus on this. I’m interested in trying to share and develop with our schools here in SCC.”
“It’s been rewarding,” Dunbar said of his career up to this point. “I feel that I’ve been blessed along the way.”
By Araya Moss
“It
is helping schools and teachers, and thereby helping students. To be a support certainly for principals, with and through their boards, and thereby supporting their teachers and staff so that they can do the job that they’re there to do.”
Journeya to Excellence
SCHOOLS
Adobe Adventist
Christian School
Apache Junction/Mesa
Cochise
Christian School Bisbee
Glenview Adventist Academy
Glendale/Phoenix
Maricopa Village
Christian School Laveen Village
Prescott Adventist
Christian School Prescott
Saguaro Hills Adventist
Christian School Tucson
Thunderbird
Adventist Academy Scottsdale
Thunderbird
Christian Elementary Scottsdale
Verde Valley
Adventist School
Cottonwood
Yuma Adventist
Christian School Yuma
Impacting Lives in Arizona
FOR THE FUTURE
Arizona Adventist Education
A Journey to Excellence
Whether large or small, our Adventist schools in Arizona are impacting the lives of students, parents, teachers, congregations, and communities from north to south, east to west. Students are learning how to be Christian leaders, influencers, and impactors through service, academics, and spiritual leadership. We are raising student leaders…student servers!
ELEMENTARY SCHOOLS & ACADEMIES
Armona Union Academy (K-12) auaweb.com
Bakersfield Adventist Academy (K-12) bakersfieldacademy.org
Central Valley Christian Academy (K-12) cvcaonline.net
Valley View Children’s Center valleyviewchildrenscenter.com
Excellence for Eternity
STARTING STUDENTS ON THE RIGHT PATH FOR LIFE
Northern California Adventist Education
A Journey to Excellence
Adventist Christian Elementary School of Red Bluff (530) 527-1486
Adventist Christian School of Yuba City (530) 673-7645
Bayside SDA Christian School (510) 785-1313
Chico Oaks Adventist School (530) 342-5043
Clearlake SDA Christian School (707) 994-6356
Crescent City SDA School (707) 464-2738
Echo Ridge Christian School (530) 265-2057
El Dorado Adventist School (530) 622-3560
Feather River Adventist School
(530) 533-8848
Foothills Adventist Elementary School (707) 963-3546
Galt Adventist Christian School (209) 745-3577
Hilltop Christian School & Preschool (925) 778-0214 (925) 779-9297
Lodi Academy (209) 368-2781
Lodi SDA Elementary School (209) 368-5341
Middletown Adventist School (707) 987-9147
Napa Christian Campus of Education (707) 255-5233
Orangevale SDA School & Kingdom Kids Christian Preschool (916) 988-4310
Pacific Union College Elementary School (707) 965-2459
Pacific Union College Preparatory School (707) 200-2648
Paradise Adventist Academy (530) 877-6540
Paradise Adventist Elementary School (530) 877-6540
Pine Hills Adventist Academy (530) 885-9447
Pleasant Hill Adventist Academy (925) 934-9261
Redding Adventist Academy (530) 222-1018
Redwood Adventist Academy (707) 545-1697
Rio Lindo Adventist Academy (707) 431-5100
Sacramento Adventist Academy & Preschool (916) 481-2300
Tracy SDA Christian Elementary School (209) 835-6607
Ukiah Junior Academy (707) 462-6350
Vacaville Adventist Christian School (707) 448-2842
Westlake SDA School (707) 263-4607
Yreka Adventist Christian School (530) 842-7071
CENTERS
Adventist Education Simi Valley Preschool
Child Development Center of SFVA
Conejo Adventist Preschool
SBJA Discoveryland Child Care and Infant Center
lruka Yochien
Los Angeles Discoveryland Preschool
Three Angels’ Preschool and Infant Center
K-8 SCHOOLS
Adventist Education Simi Valley
Adventist Union School
Antelope Valley Adventist School
Conejo Adventist Elementary
East Valley Adventist School
Linda Vista Adventist Elementary
Los Angeles Adventist Elementary
Ridgecrest Adventist Elementary
South Bay Christian School
West Covina Hills Adventist School
K-12 SCHOOLS
Glendale Adventist Academy
San Fernando Valley Academy
San Gabriel Academy
Escondido Adventist Academy, a TK through 12th-grade school, provides a welcoming community in a small, nurturing environment.
Offerings include Advanced Placement courses, art, music, community/global missions, and a strong athletics program.
A Seventh-day Adventist Boarding Academy Serving Native American Youth Since 1946 Holbrook Indian School (HIS) is a first- through twelfth-grade Christian boarding school for Native American children and youth. Located in Holbrook, Arizona, just a few miles from the Navajo Nation, HIS serves indigenous youth from many tribes: Navajo, Hopi, Apache, Havasupai, Lakota, Pima, Crow, and Micmac, to name just a few.
PO Box 910 • Holbrook, AZ 86025 2001 McClaws Rd. • Holbrook, AZ 86025 928-524-6845 (Ext. 109) • holbrookindianschool. org
HAPPY CHILDREN Learn Best
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Our curriculum is dynamic and diversified, offering humanities, mathematics, science, language, and the arts. Mastery of the traditional academic disciplines is interwoven with artistic and practical activities to provide a dynamic and engaging educational experience for every student.
Central to our K-12 educational program is a recognition of and a respect for the child’s unfolding Godgiven individuality. Our education values difference and strives to support children in such a way that each child’s unique gifts are utilized and challenges are faced.
Pleasant Hill Adventist Academy
Pleasant Hill Adventist Academy offers a quality, preschool–12, Christ-centered education, preparing students not only for college but for eternity. In the heart of the San Francisco Bay Area, we promote Christian values in and out of the classroom—especially through service to others as modeled by Christ, who inspires, transforms, and serves.
Our WASC-accredited academic program is focused on college readiness, and all high school classes meet the A-G requirements for the University of California and California State University systems, with PHAA graduates attending Stanford, UC Berkeley, Pacific Union College, La Sierra University, and numerous other in- and out-of-state colleges and universities.
934-9261 • office@myphaa.com
796 Grayson Road • Pleasant Hill, CA 94523 www.facebook.com/PleasantHillAdventistAcademy
Vegas Valley Adventist Academy
Our classes are sized to allow one-on-one attention to specific areas of need and to motivate the student to think outside the box when approaching an assignment.
We offer classes ranging from K through 10th grade. The entire academic program is well-rounded and balanced, giving your child a great education.
We honor God by striving for academic excellence, character development, and positive relationships with our community and each other.
6059 W. Oakey Blvd. Las Vegas, Nevada 89146
(702) 871-7208 www.vvaa4u.org info@vvaa4u.org
Next Step Scholarships
Assisting families as they make educational decisions at key progression points in their student’s life
to
• Not limited to members of the Adventist Church
• For full-time enrolled kindergarten or ninth-grade students
• Nominated by the local conference education department
• Regardless of other scholarship funds or tuition assistance
• Based on submission of online essay-based application Application deadline: Varies by conference
$2,500
Pray for the students and
and teachers in our schools
Advertising
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Payment in advance must accompany all classified advertisements or they will not be published. Display ads for known advertisers will be billed.
How
to Submit Advertising
Classified ads must be sent with payment to the Recorder office. Display ads should be arranged with the editor (recorder@adventistfaith.com).
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Information
The Pacific Union Recorder is published 12 times per year with a circulation of approximately 75,000. For more information about advertising, please email to recorder@ adventistfaith.com.
Upcoming Deadlines
These are the advertising deadlines for the Recorder. Your local conference news deadlines will be earlier. May: April 2 • June: May 1
Contributions
The Recorder pages are assigned to the local conferences, colleges, and healthcare institutions, and all content comes through the communication departments in those organizations. If you have a news story/idea, calendar announcement, etc., please contact your local communication department. See the masthead for contact information. Want tips for writing for us? See www.dailywritingtips.com/the-art-of-writing-news.
Recorder Membership
The Pacific Union Recorder is provided as a free service to members of the conferences that are part of the Pacific Union Conference (Arizona, Hawaii, Northern California, Central California, Southern California, Southeastern California, and NevadaUtah). Each conference maintains the list of members, based on the reports from their churches. If you would like to make a change to your subscription (name, address, cancellation), please contact your local conference. The staff of the Recorder does not have access to the circulation lists, other than the paid subscriptions.
April 2025 Sunset Calendar
People’s educational experiences influence their lives in many ways. These experiences provide role models, inspiration, guidance in choosing a career, and relationships that may last a lifetime. And the right type of experience can provide a foundation for a successful adult life.
Seventh-day Adventist educator Aimee Leukert has witnessed the development of her own students into contributing members of society who themselves have become an inspiration to many around them. This book is a collection of stories from people who have built upon the foundation of their Adventist education and have thrived in their fields.
