For more information, visit graduate degree and certificate programs on trauma and resilience in the MA in Education program and this hub for upcoming professional development, training and courses at 91短视频’s Center for Justice and Peacebuilding.

Webinars on racial justice and social justice

The , 听a program of 91短视频鈥檚 Center for Justice and Peacebuilding, offers a webinar series each fall and spring semester. Past webinars are available on the website, including a听, and on criminal justice reform, racial justice and the intersection of these efforts.

Also visit听CJP听and听Eastern Mennonite Seminary听to view course offerings on racial and social justice.

Navigating Ministry During COVID-19

This series of six online forum discussions provides resources to pastors, but all are welcome to attend. Visit emu.edu/seminary/forum-series

• June 10, 3 p.m. Ethical Issues of Medical Care, facilitated by Donald Tyson and Catherine Lee.
• June 24, 3 p.m. Biblical Resources for Despair and Hope, facilitated by Nancy Heisey, Andrea Saner and Matthew Bucher.

Trauma and Resilience in Healthcare Settings

Visit emu.edu/lancaster/continuing-ed/

• June 9, 12 p.m. Trauma-informed Strategies for Healthcare Providers: During and After COVID-19, presented by Janelle Bitikofer.

Trauma and Resilience for Parents & Educators

Elaine Zook Barge presents the following webinars. Visit emu.edu/lancaster/continuing-ed/

• June 23, 12 p.m. Helping Parents Respond to the Impact, focusing on the impact of the waves (overwhelm) and wounds (trauma) on the body, brain and behavior and some tools to release trauma energy, re-integrate the brain and self-regulation.
• August 11, 12 p.m. Helping Parents Prepare for Whatever is Ahead, This webinar will focus on resilience and the window of tolerance and resources for widening it.

Educators: see also the June 23-24 Restorative Justice in Education Conference, now online

• June 23-24, 8:30 a.m. – 6 p.m.
• $100 per participant
• Theme: 鈥淵outh-Led Restorative Justice鈥�
• Input from experts in the field of restorative justice as it pertains to education. Sessions will be offered for newcomers to the field as well as those with experience in RJE. Keynote speaker is Dr. Anita Wadhwa, with Ram Bhagat, Martha Brown, Joe Brummer, Kathy Evans, Laura Feichtinger McGrath, Bob Garrity, Kevin Gilbert, April Howard, Emily Imgram, Deb Lokrantz, Judy Mullet, Dwanna Nicole, Sal Romero, and David Shenk.
• For more information, visit emu.edu/maed/rje-conference

A new endowment in support of psychology majors at 91短视频 honors three exemplary emeritus professors. Kim Gingerich Brenneman 鈥�85, Galen Lehman 鈥�73, and Judy Mullet 鈥�73 have 101 years of service between them at 91短视频.

The endowment honors the transformative impact of their teaching, scholarship and advising on hundreds of 91短视频 students, but also supports the continued studies of new generations of students.

鈥淚t is an honor to have my name on the psychology endowment, especially with two other brilliant psychology faculty whom I know have made huge differences in the lives of 91短视频 students,鈥� said Brenneman. 

This scholarship is the first of its kind for psychology majors at 91短视频. Full-time psychology students in their first year at 91短视频 will qualify as recipients, and students of African, Hispanic, Asian and Native American descent will be given priority.

Dennis Showalter 鈥�73, who graduated alongside Lehman and Mullet, saw an opportunity to create it.

鈥淚 decided that a psychology scholarship was definitely needed,鈥� Showalter says. 鈥淥ur EMC 45th reunion was coming up, so I reached out to the 10 psychology majors from the class of 1973, to see if they would partner with me in securing the scholarship.鈥� 

Lehman and Mullet joined Showalter and Gretchen Maust 鈥�73, administrative assistant for the Visual and Communication Arts Department, to help establish the endowment. They then invited Brenneman, who was eager to join the team. But the coalition still needed to name the scholarship.

Each professor was 鈥渢oo humble to want it to be named after him or herself, so we named it after all of them,鈥� says Showalter. 

They鈥檙e seeking $10,000 in financial support through 91短视频鈥檚 new crowdfunding platform, which has recently helped fund the Matt Garber Endowed Scholarship and MJ Sharp Peace & Justice Endowed Scholarship, both in honor of young alumni who have passed away.

鈥淓ndowments such as these affirm, energize and invite students to more deeply commit to a community of explorers and travelers in one of the newest disciplines in higher education,鈥� says Mullet. 鈥淎s a faculty member in the department I sought to live what we explored together both in and out of classrooms. The richness of one-to-one conversations were 鈥榟oly moments鈥� that I cherish to this day. I’m honored to support ongoing 鈥榟oly moments鈥� at 91短视频 through this scholarship.鈥�

Legacies live on through students and colleagues

All three former faculty have left indelible marks on the program through their tenure. Maust is proud of how far the department has come since she was a student.

鈥淚 am delighted to see our current psych majors challenged to explore all sorts of career options. I鈥檓 most excited about the new art therapy concentration which prepares our grads for advanced degrees in art therapy and the collaboration between our undergrad psych program and the graduate Master in Counseling program,鈥� Maust says.

Lehman, having joined the faculty in 1973, brought some of the earliest improvements to the program, including Apple II computers, and renovating the formerly dirt-floor Suter Science Center basement into instructional and collaboration space.

Mullet, in addition to teaching psychology, also directed the Honors program, taught undergraduate and graduate courses in education, and co-founded and co-led Student Kairos Place, a week-long gathering of 91短视频 undergraduate writers. 

She had a reputation as an excellent listener and mentor with deep compassion for her students.

鈥淛udy Mullet is one of the kindest, and without a doubt the most affirming, persons I have ever known,鈥� said Joshua Kanagy 鈥�13, a mental health counselor at Morrison Child and Family Services in Portland, Oregon. 鈥淛udy has a remarkable knack for recognizing and encouraging her students鈥� talents, and she was instrumental in my own decision to become a counselor. I am a gentler, more vulnerable, and more hopeful human being because of her.鈥�

Brenneman, respected for her academic rigor, also led many cross-cultural trips to India over the years. And she was skilled at putting her colleagues and students at ease. 

鈥淗er ability to always treat me with the highest respect for both who I am and the emotions that tag along with me has had an impact that will last throughout my entire life,鈥� said Emily Suttles 鈥�16. 鈥淚 have met many people who are good listeners, but she definitely tops the list, and I continue to strive to be that same type of listener for other people.鈥�

Ultimately, Brenneman hopes to provide 鈥渁 bit of financial relief鈥� for tomorrow鈥檚 psychology students. 鈥淚 hope it also shows that we are committed to encouraging the next generation of psychologists academically as well as financially.鈥�

Mullet, who retires this year, earned her bachelor鈥檚 degree in psychology from 91短视频 in 1973, a master鈥檚 in education degree in school psychology from James Madison University, and a PhD in special education from Kent State University.

In addition to teaching psychology and teacher education at 91短视频, she directed the Honors program, and co-founded and co-led Student Kairos Place, a gathering of 91短视频 undergraduate writers.

Her prepared commencement remarks:

惭尘尘尘鈥�

Mmmm鈥� I am deeply honored to be here with you: graduates, families, friends, faculty, staff, administrators, well-wishers and those here in spirit.

Now it鈥檚 your turn, graduates. Raise your hand if this describes you: I have finished or will be finishing my degree or certificate program in one or two years at 91短视频. Three years? Four to five years? Thirty two years? That鈥檚 me! Yes, I鈥檓 鈥済raduating鈥� not last, but at last, with your 2019 class. Now doesn鈥檛 that make you feel gifted?!!! Feel free to mmmm whenever you feel like it.

Today, I represent the past. You as graduates are the present. Let鈥檚 look now to the future: Raise your hand if you are eight, nine or 10 years old? There鈥檚 an empty seat on the platform here 鈥� would one of you like to sit in it until I鈥檓 done speaking? Come on down!

Graduates and esteemed guests, please welcome the year 2060 president of 91短视频. To the future president: Meet your current president, Susan Schultz Huxman. Look at this crowd. Nice view, huh? Please enjoy your 10 minutes of fame 鈥� it will pass quickly. I look forward to seeing more of you in the future.

I believe a worthy education is bidirectional and happens in conversation across generations. No one gets here alone or without the support of others. For example, someone transported that chair from storage, placed it in a spot that someone else had already mowed, and wiped it down. Let鈥檚 move even farther back in time with your chair: Before this moment, someone shipped it, painted it, supervised the factories making and assembling the chair, and mined the raw materials that were forged by time and weather. The chair 鈥� from my perspective 鈥� exists through the spark of the divine presence among us. 听

Enough about your chair. We could turn next to your graduation hat, or even the pillow you slept on last night, and chart a similar trail. And think of persons in your past who continue to influence you. The ancestor effect was identified in a series of three studies that asked students who were about to take a test to imagine their grandparents or 15th century ancestors 鈥� you had them or you wouldn鈥檛 be here 鈥� whispering encouragement into their ears. Those listening to the past did better on the test than those who just imagined a friend whispering encouragement. And would you be here without the discovery of antibiotics or vaccines? Or, whose actions contribute to the quality of the air you breathe, the life-giving vegetation around you, or that precious bottle of clean water under your seat? Can you see how endless this exploration could be? 听

I haven鈥檛 even touched on what 肠辞耻濒诲鈥檝别 happened today and 诲颈诲苍鈥檛. You could be suffering from food poisoning from a meal last night, or a rainstorm could have blown down this tent, or bed bugs are already in your suitcase鈥� I hear a different kind of mmmm, after that thought.

In the end, we have done very little compared to what others have done for us. Faith writer Diana Butler Bass says, 鈥淲e don鈥檛 achieve, we receive.鈥� What? 鈥淲e don鈥檛 achieve, we receive.鈥� Isn鈥檛 this ceremony a celebration of your achievements? Yes, and much more. But imagine what you have received in order to be here today. Hold that thought.

Now let鈥檚 transition ever so awkwardly to another question for you: What three-word sentence has been heard by almost everyone here, and in 141 other countries, too? Anyone?

I鈥檒l tell you, but first you must imagine me as a big blue furry animal. Listen closely: 鈥淢e want cookie.鈥� Yes, sadly, Cookie Monster鈥檚 words from Sesame Street have been heard round the world. Yet worries about the obesity crisis and society鈥檚 failure to sacrifice now to save the future prompted Sesame Street creators to make changes. In 2013 another phrase was added: 鈥淢e want cookie, but me wait.鈥� 听

That worry 鈥� that people are detrimentally failing to delay gratification 鈥� spawned oodles of self-help books exploring the two 鈥淕鈥檚鈥� of grit and growth to improve self-control through effort, mental toughness, visualizing goals, creating bucket lists and vision boards.

But along with grit and growth, there鈥檚 a third 鈥淕.鈥�

David DeSteno, research psychology professor at Northeastern University, notes that most strategies designed to teach self-control are primarily cognitive-based. He agrees that such strategies can produce worthy results, but he provides empirical evidence for another route for valuing and contributing to the future 鈥� a route that focuses on the relationship between self and other for social living. He researches that third 鈥淕鈥�: Gratitude. This gratitude is a 鈥渟tate of quiet power,鈥� the 鈥渕oral memory鈥� of humanity, and it moves us to action: to help others, to make healthy decisions, to persist in tough situations. 听

In her 2018 book on gratitude, Diana Butler Bass speaks to transformational gratitude that comes only through a relationship with God and creation. This deep gratitude is not cheap gratitude, not prosperity gratitude, not quid pro quo or obligatory gratitude. Instead, it鈥檚 a gratitude that is both personal and public, one that actively resists evil. It鈥檚 recognizing that we don鈥檛 achieve; we receive 鈥� and we pass it on. It鈥檚 an ethic, a state of being, and a trait. Cicero called gratitude the parent of all other virtues.

Certainly gratitude begins with manners, but it grows with practice and awareness to where we truly realize, with Bass, that 鈥渁ll gifts exist before we give them.鈥� Gratitude itself is a gift, if we choose to receive it. Einstein tells us, 鈥淵ou have two choices in life: You can live life as if there are no miracles, or you can live life as if everything is a miracle.鈥� Your choice: Will you close your eyes to the gifts around you, or will you choose what you may have heard in Sunday School, 鈥淚n everything give thanks鈥� (1 Thessalonians 5:18).

In the final period of my Interpersonal Relationships class, I show one slide that asks students to read and follow these instructions: 鈥淵ou have 3 minutes. Go find wisdom. Bring it back to class.鈥� I get quizzical looks, and someone invariably asks for clarification, but I give none 鈥� and in just three minutes they come back with wisdom. They will bring an idea from a book or pamphlet, words from a conversation they heard in the hallway, a metaphor or even a person. And now that wisdom is theirs 鈥� to pass on. Wisdom is around us all the time. 鈥淎ll gifts exit before we give them.鈥� Mmmm.

We belong to something larger, bigger than we can imagine, and this 鈥渃onsciousness of source鈥� inspires grateful living. So now we鈥檝e circled back to what you鈥檝e heard from 91短视频 from the get-go and even last night in baccalaureate 鈥� Micah 6:8: 鈥淚 have told you what is good. Do justice, love mercy, walk humbly with God.鈥� I say, there can be no justice or kindness without gratitude. And gratitude is the only route to humility that I know.

Micah 6:8 calls us to be both fierce and gentle, bold and vulnerable, merciful and accountable, to forgive and be forgiven, to take on Capitol Hill and to live in the gutter, to stand on a soap box and to fall to our knees 鈥� but always with the knowledge of where we come from and who we come from and to whom we are going.

Gratitude is the only soul-worthy response to the endless gifts given to us. We receive the chair, our ancestors, antibiotics, the water bottle under our chairs, the non-poisoned food, and every gift we enjoy today. Words aren鈥檛 enough. An mmmm is needed.

When our family moved to Harrisonburg in 1986, we visited a number of churches. The one we still attend, through thick and thin, is the one that taught me to mmmm. When someone announced their engagement or new birth, an mmmm would ripple through the crowd. The same mmmm, but with a different tone, could be heard when someone shared a trial or loss. I called it 鈥渙ur mmmm church.鈥� 听Wordless sounds, humming, come from the heart and are there when words fail, when gratitude is among us 鈥� and when it seems far away.

A now a final glimpse of gratitude that I can only imagine: In the Boston Market there鈥檚 a monument engraved with the story about a child living in the shadow of death in a concentration camp. As she walked to her assigned work early one morning, as she ventured through the mist, she noticed a single raspberry peeking out from behind a rock. She tenderly plucked it, wrapped it gently in a leaf, and put it tenderly into her pocket. She guarded that raspberry all day, and in the evening she tiredly but eagerly returned to greet her only friend. With shining eyes she reached into her pocket, took out the raspberry and gave it to her friend. And her friend 鈥� the only one who survived that camp 鈥� later wrote, 鈥淚magine a world where the only thing you have is a raspberry, and you give it to a friend.鈥�

鈥淚magine a world.鈥�

Mmmmm.

鈥淚n my travels to meet alums and seek support for the college, Judy鈥檚 name comes up again and again as one of the most impactful faculty in their lives,鈥� said President Susan Schultz Huxman. 鈥淔or 32 years, Professor Mullet has engaged, challenged and inspired 91短视频 students in psychology courses, the MA in Education program, the honors program and many advising, mentoring and writing spaces 鈥� formal and informal.鈥�

Mullet, who retires this year, earned her bachelor鈥檚 degree in psychology from 91短视频 in 1973, a master鈥檚 in education degree in school psychology from James Madison University, and a PhD in special education from Kent State University.

In addition to teaching psychology and teacher education at 91短视频, she directed the Honors program, and co-founded and co-led Student Kairos Place, a week-long gathering of 91短视频 undergraduate writers.

She has facilitated workshops on multiple topics across the United States, was a consultant to school districts on a variety of topics, and co-authored The Little Book of Restorative Discipline for Schools: Teaching Responsibility; Creating Caring Environments (Good Books, 2005) with Lorraine Stutzman-Amstutz. Her recent works have appeared in Children & Schools and Adult Learning, and her works on children鈥檚 peace literature and inclusive worship have been published by agencies of Mennonite Church USA.

She is a member of Lindale Mennonite Church, where she has been a worship leader, has taught Sunday school since 1993, and is currently an elder.

鈥淚n this her last year before retirement, we are blessed to be her 鈥榮tudents鈥� of sorts as she addresses the graduating class of 2019,鈥� Huxman said. 鈥淕iven her dynamic storytelling abilities, I know we are in for a treat.鈥�

But don鈥檛 take just Huxman鈥檚 word for it; following are comments from Mullet鈥檚 former students:

• 鈥淪itting in Dr. Mullet鈥檚 classes and in conversations with her outside of class, I began the lifelong process of developing, refining, scrapping, examining and redefining my philosophies of education,鈥� said Jennifer Stutzman Brda 鈥�04, who is now a behavior facilitator in the Special School District in St. Louis, Missouri. 鈥淛udy鈥檚 influence in my career is impossible to quantify; her words, ideas, and ideals have found their way into conversations with administrators, colleagues, student teachers, and my own students. Most importantly, she always made space for me to believe that what I do IS the most important job in the world, which is what makes a great teacher truly great.鈥�
• 鈥淛udy Mullet is one of the kindest, and without doubt the most affirming, persons I have ever known,鈥� said Joshua Kanagy 鈥�13, a mental health counselor at Morrison Child and Family Services in Portland, Oregon. 鈥淚 was honored by her mentorship throughout my college career, and her impact on my personal and professional life has been profound. Judy has a remarkable knack for recognizing and encouraging her students鈥� talents, and she was instrumental in my own decision to become a counselor. I am a gentler, more vulnerable, and more hopeful human being because of her.鈥�
• 鈥淛udy Mullet was famous for her high-quality, authentic teaching long before I began working on my master鈥檚 degree at 91短视频 Lancaster,鈥� said Wynne Kinder MA 鈥�16,听mindfulness teacher, adjunct instructor at 91短视频 Lancaster, and author of听Peace Work听(Spring House, 2017) and听CALM: Mindfulness for Kids听(Penguin Random House DK, 2019).听鈥淚 was a teacher in Lancaster, Pennsylvania, and remember hearing others speak so highly of the course they had taken during the summer 鈥� a profound professional experience that inspired them to integrate peace into their classrooms and also into the chaotic moments of their own lives. … Judy鈥檚 approach and genuine modeling of the practices encouraged true connection between students, as so many of us are still friends so many years later. She epitomizes Parker Palmer鈥檚 sentiment, 鈥榃e Teach Who We Are.鈥� … I deeply honor Judy Mullet鈥檚 impact on all she touched with love and peace.鈥�
• 鈥淚 met Judy as a student in her social psychology class,鈥� said Elisabeth Wilder 鈥�17, who works with Mennonite Central Committee in Cochabamba, Bolivia. 鈥淢y advisor was adamant that I take her class, even though it was full and wasn鈥檛 required for me to graduate. Within several class periods, it became clear why my supervisor had advocated for me to take Judy鈥檚 class, as her lessons were not only dynamic and engaging, but she clearly had a passion for helping her students grow as students and people. As her student I couldn鈥檛 get enough of Judy鈥檚 wisdom, and sought her out as a mentor and friend. Judy is hands down one of the kindest and most brilliant people I know. She embodies Christ鈥檚 love in ways that are so profound and beautiful, yet so simple. Everyone who knows Judy can鈥檛 help but become their best, truest version of themselves due to her gentle encouragement, thoughtful questions, and cunning intellect. I will always cherish the moments Judy spent with me in her office telling me about a book she read or actively listening to what I was thinking about at the time. Judy is a stunning example of someone who has honed her gifts to build peace where ever she stands.鈥�

For more information on 91短视频 commencement, please visit emu.edu/commencement.

What has been your post-91短视频 studies and/or career path?

In my senior year at 91短视频, I applied to graduate programs to study architecture. (Although I had never even taken an architectural design course, I had ended up with all the necessary prerequisites.) I got accepted, but was burnt out and almost completely broke, so after graduation I set out with a buddy on a crazy cross-country road trip with no job lined up and less than $500 bucks to my name (God bless my parents). Somehow, while sitting at a rest stop in Montrose, Colorado, I snagged a marketing and communications position with MennoMedia (the publishing agency of Mennonite Church USA) and could thus afford groceries, rent and student loan payments for a little while. I deferred admission, spent a year learning new professional skills, regaining my academic curiosity and saving a little cash. In 2012, I enrolled at Iowa State University鈥檚 Master of Architecture program and moved halfway across the country to Ames, Iowa, hoping I鈥檇 enjoy a profession in which I had never even taken a class.

Three years, two internships, and many late nights later, I left Ames with my diploma in hand and all my earthly possessions in my car, and moved back east. During my final year at ISU, I had taught an undergraduate design studio which I thoroughly enjoyed, so when a temporary teaching position in 91短视频鈥檚 art department became available, I applied and was (again, somehow) offered the role.

The following year, I found a position as an architectural designer with Stantec, a large design and engineering firm with a small office in Charlottesville, Virginia, that focuses on educational design for K-12 clients. I love designing civic buildings like schools, engaging with communities to design spaces that improve learning, inspire wonder and provide opportunities for everyone, regardless of privilege. On the side, I occasionally teach and work on several side gigs in photography and design, while also studying for my licensure exams.

How did your undergraduate academic studies and professors prepare and inspire you for your graduate studies and/or current work?

The real-truth answer is this: I found that aside from professors鈥� expertise in their fields and research, or their own complicated lives 鈥� 91短视频 professors cared. They cared about the world beyond themselves, about the least of these, about me as a whole person 鈥� not just a number on a class list, but as someone with potential 鈥� and their expertise and guidance helped transform this relatively unskilled farm kid into a creative professional making sense of a world desperately in need of beautiful things.

I vividly remember a conversation in the art building during my senior year, when two professors I deeply admired (who still teach there) started talking to me as if I was their peer. I was shocked, but then realized the magnitude of the gift they had given me 鈥� that I might be someone whose ideas were worth something, unrefined as they may have been. They went to bat for me, sharing wisdom and offering recommendation letters and eventually, teaching strategies when I had the unique privilege to return as a colleague.

And I started believing that as co-creators with God, we have voices to contribute in our own corners of the world, voices and hands that offer hope and beauty in spaces that can be so dim. Graduate school and my eventual architectural career would help refine those ideas, but I credit my professors at 91短视频 for that initial reckoning, that what we do with our careers, our ideas, and our lives matters deeply, and that my design work is moving toward God鈥檚 shalom rather than just working for the one percent.

91短视频 helped instill in me how to be a bridge between disciplines, how to search out the unexplored gray areas, how to synthesize and integrate in the gaps to uncover the unexpected and unforeseen.

How did your extra-curricular activities prepare you?

All the stuff outside of class always felt just as important in making me feel fully human when the stress of schoolwork could be overwhelming. Staying active with intramural sports kept me sane, and getting involved with the Student Government Association (SGA) all four years helped forge new leadership, communication and networking skills (including how to lead a meeting well) that I still lean on today.

What about your experience at 91短视频 has made you distinctive when applying to graduate school or jobs?

I have always been a bit of a Swiss-army knife, as my academic curiosity never quite fit neatly into the box of a single academic program. Because I did not initially declare a major before finally setting on photography, art and communications, 91短视频 allowed me to take tons of diverse classes that helped in unforeseen ways (I still credit 鈥淧oetry Writing鈥� and 鈥淓conomics 1鈥� as two of the most influential classes I have ever taken) while also developing those intangible qualities that made all the difference for me. I learned to explore writing, crafting stories and arguments alongside research and theory. I painted a mural in an airport. I researched eco-machines. I spent an earth-shaking semester on cross-cultural in South Africa and Lesotho. I drew (a lot). I was a residence hall leader. I was in a musical. I interned with the marketing department. I had breakfast with the university president. I had professors who became mentors. I helped craft my first strategic plan. I took photographs. And I found that all those little things added up to be big things 鈥� that the unknowably broad, complex and nebulous world of design was looking for students like me who had not just learned skills, but had cultivated curiosity, bridged disciplines, sought wisdom, wanted to see the world differently, and had the audacity to think they could imagine and create a world that did not yet exist. Apparently, that鈥檚 what designers do.

What attracted you to 91短视频?

91短视频 wasn鈥檛 my first choice, but it was very familiar 鈥� my three older sisters are graduates 鈥� and it felt very comfortable and welcoming for a kid who did not know what he ultimately wanted to study. I had sneakily thoughtful admissions counselors and professors who reached out after I visited, and I fell in love with the Honors program, which made it more financially feasible, though I was intensely intimidated at how smart my soon-to-be friends were. 91短视频 felt like a place to make a go of it, and that was confirmed the moment I landed on campus 鈥� I knew it was where I was supposed to be all along.

What are some favorite memories of your time here?

Haha, oh boy. Late night procrastination trips to IHOP. Spring break trips to New Orleans to build houses. Thinking cereal was an appropriate dinner 鈥渄essert.鈥� Dumpster diving on Friday nights. Taking intramural floor hockey WAY too seriously. Saturday brunch at the caf. When the first-ever SGA strategic plan inspired other administrative departments to craft their own. Drawing classes with charcoal and taxidermied birds. Living off the grid in the Lesotho mountains, taking bucket baths and seeing more stars than you can imagine. Taking communion from Desmond Tutu. Speaking proudly of my work during my senior art show. Not speaking for three days for an experimental social project. Food fights with housemates in our first off-campus apartment. Jumping up and down in an empty computer lab at my first grad school acceptance letter. Deep conversations with friends who would become like brothers and sisters.

If you could talk to your college-age self, what would you say about what it means to be part of the 91短视频 community?

For me, the enduring and surprising legacy of 91短视频 is the people it cultivated and the worldview that those people shaped in me of seeking justice, loving mercy, and walking humbly with God. But to college Michael, I would repeat perhaps the best piece of advice I鈥檝e ever received, in a small and cozy office chat with incomparably wise Professor Judy Mullet as I was considering what I was to do after graduation: Follow what shimmers.

And, I would add, Follow what shimmers, when it鈥檚 easy and when it鈥檚 hard, when you are unsure of where to go next, when life falls apart, when God seems far away. Look at what is dull in the world beyond 91短视频, and make it shimmer.

Faculty, staff and fellow students nominated the recipients, who were cited for their 鈥渟ignificant and verifiable impact鈥� on the university and on student life; for their contributions to developing the institution鈥檚 positive image; for substantial contributions to the Harrisonburg/Rockingham County area and beyond; for their high academic and social standing; and their embodiment of 91短视频鈥檚 shared values of Christian discipleship, community, service and peacebuilding.

Emily Clatterbuck: presented by Paul J. Yoder, PhD, assistant professor of teacher education听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听

Emily Clatterbuck has confidently declared that 鈥淭eachers are leaders,鈥� contending that 鈥淭eachers work to create positive change through their leadership. They set examples for their students and colleagues, and they help one another: students and colleagues. Teachers teach because they have been called to lead.鈥� In her sense of conviction鈥攁nd more importantly through her actions in both classrooms here on 91短视频鈥檚 campus and in local public schools鈥擡mily Clatterbuck exemplifies the 91短视频 Teacher Education mission of 鈥渢eaching boldly in a changing world through an ethic of care and critical reflection.鈥�

Emily has put her commitment to the 91短视频 community and the teaching profession into practice through many leadership and service engagements. As the secretary and then president of the Student Education Association, Emily planned a book drive and canned food drive aimed at giving back to the local community. She contributed to the professional development of current education students through planning a panel for first-year teachers. Emily also contributed to the life of the university through organizing childcare during 91短视频 Homecoming and planning a Language & Literature Department chapel with professors Kirsten Beachy and Carol Snell-Feikema.

Emily has helped to communicate 91短视频鈥檚 mission to those beyond the campus community. She contributed to recruiting local prospective education students through her work in Admissions and volunteered her time to assist in the Education Department during Scholarship Day. Emily has also intentionally sought opportunities to extend her learnings from her cross-cultural semester in Guatemala and Colombia through utilizing her Spanish fluency in the classroom and attending events that support local immigrant communities.

A native of Rockingham County, Emily has continued to invest in the local community. She volunteers with fundraising events at the Grottoes Volunteer Fire Department. Emily also seeks opportunities to work with children such as reading to young people at Second Home Childcare and doing crafts with participants of Ridgeway Mennonite Church鈥檚 Kids Club.

Finally, Emily has excelled in the classroom. She is an engaged and conscientious student. More importantly, however, is the balance Emily strikes, being quick to speak up in class, yet making room for multiple voices during class discussion. Emily is the recipient of the Carroll Yoder Award for Teaching Excellence in recognition of her academic excellence in both literary studies and education courses. Emily was also one of five Teachers of Promise awardees. We applaud Emily for all she has achieved already and for answering the call to be a teacher who authentically cares for students of all backgrounds and thus leads by example.

听Drew Diaz: presented by Maria Esther Showalter, MA, multicultural student advisor

We are living in times when people seek power or a position of leadership to benefit themselves. However, a few leaders shine even brighter because their leadership style is so different. In 1970, Robert K. Greenleaf published his first essay, entitled “The Servant As Leader,” which introduced the term “servant leadership.” Of his philosophy, Robert Greenleaf wrote, “The servant-leader is servant first… Becoming a servant-leader begins with the natural feeling that one wants to serve, to serve first.鈥�

Drew Diaz has impacted our campus with his gentleness and genuine care and service for others. A popular saying describes Drew very well, 鈥淎ctions speak louder than words.鈥� His ability to listen empathetically is unique and a gift to those who surround him. His professors say that he is great at building community in his classes, encouraging and willing to work hard, helping others is part of who he is. Drew makes people special simply by listening to them and walking with them. He accepts people for who they are. His friends and classmates think highly of Drew and feel comfortable around him because he treats people with respect and he is always ready to lend a hand at all times. From the very first time that Drew joined the Latino Student Alliance, he was ready to roll up his sleeves and do any kind of work. He always asked, 鈥淗ow can I help?鈥� It is evident that he enjoys serving people and gladly goes the extra mile. One of my favorite memories about Drew was when his peers nominated him to lead the new student orientation mixer. He said it was out of his comfort zone and he had never done anything like that before. He did an incredible job and a natural leader was born before our eyes.

Drew has been consistently committed and responsible to his studies while being an active member of the Latino Student Alliance. He was always dedicated and faithful to the many events organized throughout the year. He was also a support for the Multicultural and International Student Services. Drew volunteered with On the Road Collaborative that empowers young people at Skyline Middle School. He also volunteered with Medical Ministry International in Honduras. This experience made a huge impact in his life. He actively tried to incorporate these experiences within his daily interactions at 91短视频.

Drew, we want to thank you for servant heart and your willingness to help at all times. We know that you will continue caring for others. Just as Maya Angelou once said, 鈥淚鈥檝e learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.鈥�

Harrison Horst: presented by Jenni Holsinger, PhD, associate professor of sociology

There’s a theme that underlies Harrison’s extensive involvement across 91短视频鈥檚 campus. It is important to understand this theme if you want to understand the connection between solar panels and saxophones.听What many people recognize about Harrison, including those who nominated him for this award, is his collaborative energy and his attention to building community.

Read more about Harrison Horst’s many involvements at 91短视频.

Indeed, Harrison is motivated by a radical vision for a more nuanced form of community.听His understanding of community is not limited to some narrow, superficial conceptualization.听I suggest that Harrison has added three dimensions to the idea of community that are desperately needed.

First, Harrison exemplifies a broad sense of community that is inclusive of all life around us.听Harrison鈥檚 community includes the natural environment that connects all of our lives. We see this in his dedication to Earthkeepers, the first student club he joined upon arriving at 91短视频 from Pennsylvania.听His advocacy for the environment remained strong through his four years at 91短视频. It included a research position with the new Center for Sustainable Climate Solutions, and culminated in the form of a well-received podcast entitled “Shifting Climates” which he developed, in partnership, for his capstone project in the honors program.

Second, Harrison understands community-building to be key in solving our social and environmental problems.听An example of this is the work he was involved in connecting low-income homeowners in Harrisonburg with free energy auditing service.听He has served his local urban community by volunteering with groups like Renew Rocktown and Harrisonburg Renaissance, and he has served local communities elsewhere by leading service trips over school breaks.

Lastly, Harrison demonstrates the power and responsibility that comes from being an individual who is part of a larger institution.听Harrison has given tirelessly for four years from the gifts he has been given and as a multi-talented individual he has many gifts.听As a skilled musician he helped to revitalize the 91短视频 jazz band. As an expert wordsmith he served as staff and editor for 91短视频鈥檚 newspaper.听Even his strong academic skills he looked to share through formal and informal tutoring for his peers.

Harrison has been an inspiration to me.听Not only does he exhibit an extraordinary sociological imagination but he has shown that students can leave a legacy.听He has asked 91短视频 to challenge itself.听And he has provided a model for us to follow.听Harrison has made the most out of every moment here, even up to the last week of his senior year by way of his second semester-long cross cultural trip.听And I suspect he will continue to be involved in the student solar project even after he walks across the stage.

Harrison, we honor you today with the Cords of Distinction and we encourage you to continue building communities. You will be missed in the capacities you have served here but I trust that you will continue to influence our lives in new ways.听Blessings as you 鈥渓eap forward in faith of a greater plan.鈥�

Maleke Jones: Presented by Kirby Dean, MS, head men鈥檚 basketball coach

Maleke Jones represents everything that administration, faculty, staff and alumni want to define 91短视频 graduates. Of all the young men I鈥檝e had the opportunity to work with at 91短视频 over the last 15 years, in none have I witnessed so much growth as I have seen in Maleke 鈥� in the classroom, on the basketball floor, concerning social issues, and in all facets of life. Four years ago I encountered a teenager in Charles Town, West Virginia, who had unlimited potential but was blind to the great things he was capable of accomplishing. Today a mature man stands before me who has found himself while here at 91短视频 and yet still has only scratched the surface of the positive influence he can have on this world moving forward.

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The thing that separates Maleke from his peers is the sacrifices he has been willing to make to find success here at 91短视频. Few have been privy to these sacrifices as I. I often wonder how many student athletes would be willing to work through school breaks for facilities management, including spring break as well as all summer long, instead of going home and hanging with friends or heading to the beach, in order to be able to afford school?听 I鈥檓 often curious as to how many student athletes would go through the re-habilitation of tearing every ligament in their ankle and return as ?

I鈥檇 love to know how many student athletes had to go through an appeals process just to get admitted to a college and yet carry a high GPA during their senior year at that same college. We live in an environment of statistics, probabilities, and projections; I wonder what the probability of Maleke Jones graduating from 91短视频 was back when he committed to 91短视频 in the spring of 2014?听 I鈥檇 say the probability was less than 5 percent and yet here we stand today to celebrate his graduation, present him with Cords of Distinction, and relish all the positive things he has brought to the 91短视频 community.

Maleke鈥檚 list of involvements is stellar: Whether working with Campus Activity Council or the Black Student Union, doing volunteer work with the Special Olympics or Unified Games, speaking his faith at Aletheia Church, playing basketball or singing his rhymes of racial equality and social justice, Maleke always seems to be involved in activities that benefit others in some way. The measure of a great basketball player is the ability to make those around him more successful, I鈥檇 say Maleke does this on the basketball floor as well as in life. It has been an honor to recruit Maleke, coach Maleke, and present him with his Cords of Distinction.听 Thank you Maleke, and I can鈥檛 wait to see all the great things you are going to do with the rest of your life!

Keyri Lopez-Godoy: Presented by Ron Schultz, MEd, instructor in teacher education, PK-6 program coordinator

There was something notably special about Keyri from the moment she arrived at 91短视频 three short years ago. Her inquisitive nature, passion for life, gracious and humble spirit, and her care and concern for others are qualities that have endeared her to many at 91短视频 and the local community. The scope of Keyri鈥檚 influence is evidenced in the comments of those across campus who nominated her for this special recognition, ranging from peers to professors and staff personnel from various departments. The adjectives used to describe Keyri included: conscientious, caring, dedicated, sincere, compassionate, brave, articulate and inspiring!

Read more about Keyri’s journey to 91短视频 and her calling to teach.

Keyri views service as a calling, and as a way to pass on the blessings that she has received from many others. She says,

I am an instrument of God (who has the opportunity) to make a difference in somebody else鈥檚 life, even if it is just with a smile. When I am in service I enter into relationship, I walk the path with others, I enter into an endless world of possibilities and the chance to spread the most powerful tool any human has: love.

Her motivation to serve is also rooted in the modeling of her family, beginning with the influence of her grandparents during those early childhood years in El Salvador, and the determination, work ethic and unwavering faith as exemplified by her parents during the process of relocating to the United States when Keyri was in third grade. Throughout her educational journey, many teachers, mentors and peers have inspired her to set high expectations and give her best effort in everything she does. Those early experiences of learning English as a second language have also served as a motivation to teach young students during such an influential time in their lives.

After just her first semester at 91短视频, Keyri accepted the role of ministry assistant as an opportunity to encourage others in their faith journey. During the last two years, she has served as a community advisor while also filling the role of secretary for the Student Government Association for a semester. Other on-campus involvements have included participation in 91短视频鈥檚 Rotaract Club, the Latino Student Alliance Club, and as a conversation partner for international students in the Intensive English Program.

Keyri鈥檚 acts of service have extended beyond campus through her involvement in other local initiatives and organizations. She engaged with the Alterna Community in Georgia during a Y-Serve trip; she has used her bilingual skills to translate documents for local schools; and she has helped to inspire local high school students who have the opportunity to become first-generation college students. Perhaps one of the more courageous forms of service in the last year has been her advocacy work in raising social awareness to immigration and Differed Action for Childhood Arrivals (DACA)-related issues. She helped to coordinate events on and off campus by sharing her own story, including an 91短视频 chapel service, Q&A sessions, and a march in downtown Harrisonburg in an effort to gain support for those impacted by DACA legislation and the Dream Act.

Service has clearly characterized Keyri鈥檚 contributions to the 91短视频 community; and although current legislation makes the future somewhat uncertain, Keyri鈥檚 faith and compassion for others will continue to motivate her efforts wherever she goes. Thank you, Keyri, for the many ways you have blessed our community at 91短视频.

Michaela Mast: Presented by Judy Mullet, PhD, professor of psychology

Imagine a world where

• we only invest financially in corporations that support climate and social justice;
• education prioritizes relationships as the flag ship for living;
• it鈥檚 an everyday matter to grow and market food for the local community;
• there are ample tutors, counselors, community advisors, kids club leaders and mentors for everyone to feel valued and supported;
• we welcome visitors beyond nation borders and learn each other鈥檚 languages and share perspectives not possible with in-groups;
• we run the hills just for sake of running;
• where we raise our voices in three-part harmony to connect hearts, minds and souls;
• And finally, imagine a world where Jesus shines so brightly as 鈥渓ove in practice.鈥�

Michaela writes, 鈥淟ove in practice transforms a contentious, destructive world into a reconciled world 鈥� and a Mennonite church into light for community, reconciliation and the way of Jesus.鈥�

We can imagine such a world because of someone like Michaela who lives into this vision as if the second coming is already here. Integrity. Grace. Humility. Kindness. Wisdom. And a holy spirit of connection.

At 91短视频, she lived the seven dreams painted above as both advocate and mediator. She camped out with Divest91短视频 to encourage investments in renewable energy companies, worked in campus gardens and coordinated the distribution of garden produce. She joined the leadership team of the Coalition for Climate Justice, walked with kindred spirits in the historical Women鈥檚 March in D.C., and shared vigils for Standing Rock.

As well-rounded as any student can be, Michaela leads from any chair. She at the ODAC cross-country championship meet in her first cross-country season. She sang in Emulate, served as an Honors Council member, senior class officer, Intensive English Program tutor and Summer Peacebuilding Institute assistant.听 In her backyard she welcomed children as a camp counselor, helped start a Kid鈥檚 Club at Park View Mennonite Church, and led Friendship Camps that extended that yard into Romania. Rich in mind and soul, she remains a stellar scholar, earning the G.R. Lehman Award for Outstanding Research in Psychology, and a poster session entry at the Virginia Association for Psychological Science.

Next year she embarks on a journey that she describes as 鈥渢he apex of my education, bringing together many areas of thought while also elucidating the connection between the Anabaptist tradition I identify with, my belief in holistic, radical love, and a topic that has threaded its way through my time here.鈥� This , sponsored jointly by 91短视频, Goshen College and Mennonite Central Committee鈥檚 Center for Sustainable Climate Solutions, will send Michaela across the U.S. in co-creating climate change literacy podcasts for youth.

We can only imagine where 鈥渓ove in practice鈥� will lead her in the future. May the dream continue, for the sake of our shared future.

Katrina Poplett: Presented by Jonathan Swartz, MA, MDiv., director of residence life, student accountability and restorative justice

鈥淲e have to change ourselves in order to change the world,鈥� said author, activist, philosopher, and feminist Grace Lee Boggs. Interpreting this quote further, Adrienne Maree Brown writes that 鈥渢his doesn鈥檛 mean to get lost in the self, but rather to see our own lives and work and relationships as a front line, a first place we can practice justice, liberation and alignment with each other and the planet.鈥� This work of changing ourselves is the work of learning. It is the work of paying attention, of being awake to our lives and the lives of those around us. It is also the work of action. It is the work of taking risks in order to build trust, create change, support relationships, and show up for each other.

Katrina Poplett鈥檚 four years as an undergraduate student at 91短视频 have been packed full of showing up. From her engagements as a community advisor in her sophomore year, to various involvements in Team Accord, the Weathervane, Divest 91短视频, Peace Fellowship, RJ Steering Committee, Take Back the Night, Committee on Diversity and Inclusion, and peer restorative justice facilitation; Katrina has made and continues to make an indelible mark on the 91短视频 campus and beyond. Interviewing restorative justice scholar and activist Fania Davis during chapel at the end of the ACE Festival seemed to be a fitting capstone to Katrina鈥檚 nearly endless (undergraduate) engagement with the 91短视频 campus.

Katrina鈥檚 resilience came through in new ways in this past year as she spent most of the year managing the aftereffects of a broken leg. She experienced what it was like to receive the care and concern that she has so often given to others.

Not only has Katrina impacted the 91短视频 campus, she has also offered her gifts to the Harrisonburg community as a co-facilitator of restorative conferences and circles in conjunction with the Fairfield Center and the Harrisonburg Restorative Justice Coalition. Katrina is Shalom Mennonite Congregation鈥檚 representative to the local Faith in Action Initiative, and she has worked with Gemeinschaft Home as a restorative justice educator. In her 鈥渄own time鈥� during the summers in Minnesota, Katrina has worked as a case coordinator for Restorative Justice Community Action and been involved in social action with Black Lives Matter and Standing Up for Racial Justice.

Katrina, you have left an enduring legacy at 91短视频. Your impact has spread from 91短视频 to Harrisonburg and even to Minnesota. You have also learned that changing the world is hard work 鈥� perhaps impossible work 鈥� but it is work that cannot be done alone. I am grateful that I have had the opportunity to witness your years here. Keep showing up.

Caleb Schrock-Hurst: Presented by Brian Martin Burkholder, MDiv, campus pastor and director of campus ministries

Caleb Schrock-Hurst: hard-working, involved, active and vibrant, present, a blessing. These are descriptors used by faculty and students who nominated Caleb for the Cords of Distinction. Indeed, with only two years on campus, Caleb has made a substantial contribution to the life of the 91短视频 campus and broader community after having done the same at Hesston College for the first two years of his college experience.

Among other things, Caleb has been engaged as a pastoral assistant, chapel planner, musician and speaker for chapel, preacher for the Seminary School for Leadership Training and Park View Mennonite Church, staff writer and copy editor for the Weathervane, a member of Peace Fellowship, youth sponsor at his church, participant in the Ministry Inquiry Program, and a Student Government Association senator and co-president. One person noted that 鈥渉e does a good job of furthering 91短视频鈥檚 core values of peacemaking, community involvement, discussion and sustainability.鈥�

When asked, 鈥淲hy do you choose to do service or volunteer work?鈥� Caleb responds, 鈥淯nderstanding my talents as not only talents but as products of racial and economic privilege has always driven me to participate in as many and as wide a variety of events as possible to support whatever community I am a part of at a given time. I鈥檝e been able to do this through various church and school communities through music, academic and athletic ability, and whatever else needs to be done. Nothing exists without a dedicated community, and members willing to sacrifice their own time and effort for the good of the whole is what creates and sustains that community. I love making the most of whatever opportunities come my way.鈥�

And plenty has come his way. The good news is that Caleb pays attention and responds to needs. When it seemed prudent to energize the 91短视频 campus community around engaging dynamics and timely opportunities, Caleb was instrumental in implementing the Podcast Like No Other. He lined up interviews with faculty, staff and students, served as the interviewer and recorder, and posted the podcasts. In short, he got the job done. He also responded favorably to offering a farewell reception for beloved faculty who were finishing their teaching at 91短视频. He helped host spaces for students to engage the challenges around budget reductions and a changing academic schedule.听 He demonstrated care and concern enough to bring people together. He also stepped in to complete the spring semester series of Friday Announcements at the close of Friday chapels.

As a gifted and skilled writer, Caleb also contributes to community engagement and well-being through this medium. I expect we will hear more from him through the years as he offers perspectives and insights in the form of blogposts, articles, commentary and editorials. Surely he will keep us connected, thinking, and engaged in ways that benefit all and for this we are grateful.

Brittany Williams: Presented by Joohyun Lee, PhD, assistant professor of recreational leadership

听鈥淎s each has received a gift, use it to serve one another, as good stewards of God鈥檚 varied grace鈥� 鈥� 1 Peter 4:10.

God says we all live to serve, that by helping others we fulfill our own mission. Ever since she started her studies at 91短视频, Brittany Williams has participated in a broad swath of organizations, clubs and volunteer activities. She relished every opportunity she could find to work with people and to help others. She reveled in the joy that comes with feeling that she makes a difference in their lives. In every one of her altruistic endeavors, she obtained a sense of fulfillment, happiness and a surge of energy. Serving others became her mission and passion. She exemplifies the core attributes of a servant leader.

Brittany was one of the most outstanding students I have encountered in my first year at 91短视频. In my course, she always sat in the front row and engaged intensely with the lecture materials. However, her serious academic pursuit is not what captured my attention. It was her willingness to help others. When classmates were struggling in a problem set that required a budget calculation, she immediately volunteered to guide and assist them. When I needed a student research assistant to help with data collection and coding of my research, she stepped up and pitched in. Throughout all these activities, and whenever serving others, she was consistently passionate and pleasant. Overall, she was the most dedicated and involved student I have known.

Brittany has been engaged in leadership roles with numerous organizations on campus. She was a vital member of Black Student Union and organized a variety of social activities. She was a pastoral assistant for Campus Ministries and did a lot of behind-the-scenes work to prepare for various campus ministries event. She also made a significant contribution as . She walked with the team in a strong and supportive leadership role, providing a steadfast, calming and mature presence during transitional periods. She greatly assisted the new interim head coach in communicating key information to team members while serving as a role model in focusing on academic and athletic pursuits. She was also elected as the President of the Fellowship of Christian Athletes. In addition to taking leadership roles in many capacities on campus, Brittany also served on an array of important committees. She was a member of the student planning committee for President Huxman鈥檚 inauguration. She served a student member of the track and field/cross country head coach search committee. She also served on the planning committee for 91短视频鈥檚 first Academic and Creative Excellence festival guest speaker. She was always thoroughly engaged, demonstrated active listening, and creatively contributing to the activities with which she was involved.

Brittany also volunteered with a plethora of local community organizations, including the Virginia Mennonite Retirement Center, Harrisonburg International Festival Research, Community Mennonite Church Food Pantry, Martin Luther King Community Service Events, and Sister Care-Mennonite Women USA.

If I may quote Brittany鈥檚 comments about her desire to serve others, she says,

God has given us all different gifts and interests. When I serve others, I do it because it is a passion. I genuinely enjoy working with people and experiencing the feeling when completing a task. As I continue to do service with others, I learn more about myself, my community, and other people around me. It allows me to have an insight for the environment I am working. Service for me isn鈥檛 just about going in and making changes for others, but also learning to live a better lifestyle for myself.

Brittany, you have been a blessing to all of us. You have inspired us with your faith, your action, your service, your leadership and your compassion. Thank you for walking with us and I wish you great successes in the next chapter of your life.

Elizabeth Kate Witmer: Presented by Kathleen Roth, MS, director of the Intensive English Program

I first met Elizabeth Witmer听in early August 2015.听We met at Red Robin Restaurant in Carlisle, Pennsylvania, for an interview for a work-study position in the Intensive English Program (IEP) that would begin in the fall of Elizabeth鈥檚 freshman year at 91短视频.听I was impressed with Elizabeth鈥檚 humility and her obvious joy in life.听This was the beginning of a four-year involvement for Elizabeth at the IEP.听Over these years we鈥檝e learned that Elizabeth, along with the humility and joy that she takes into her relationships and involvements, has a keen intellect, dedication to detail, a passion for justice, and the commitment to do things RIGHT.

In her time at 91短视频, Elizabeth has used her passion, personality and skills to be active in a number of involvements.听In the summer 2017, Elizabeth took part in the Ministry Inquiry Program to help her determine if her call to service might involve the pastorate. During this time, she worked at a community-organizing project that helped to hone her interest in working to alleviate injustice and suffering in the world.

The list of projects, activities and commitments that Elizabeth has been involved with while a student is long and totally consistent with her desire to be a faithful follower of Christ.听At IEP, her dedication to the students led her to become a conversation partner and a student tutor in addition to her work hours.听Her work has exposed her to the plights of the immigrant and refugee students and the cultural adjustments of the international students, so that she has become an advocate for these students and become universally appreciated by them.

Elizabeth鈥檚 involvements haven鈥檛 been limited to the classroom or the international student areas of university life. She has also been a member and co-president of the Coalition for Climate Justice which has helped her to be aware of the environmental perils we face and the opportunities we have to be activists in its protection. She has been a member and co-president of the Third Culture Kid Student Fellowship where she has been involved in dialogue and program development. Elizabeth has been a member of the Peace Fellowship through which she has been active in campus/community events such as protests, vigils, workshops, and conferences that have included the Mennonite Central Committee United Nations and Intercollegiate Peace Fellowship.

Other involvements have included the International Student Organization, Take Back the Night, DACA Dialogue Committee, Latino Student Association, Social Work is People, Mennonite Central Committee East Coast Board as the student representative from 91短视频, Asamblea de Derechos Civiles, Patchwork Pantry, New Bridges Immigrant Resource Center, and the nursing home and prison worship team. These many involvements are rounded out and motivated by her faith and her ongoing relationship with her family and home congregation and have helped her to stay grounded and kept her desire to be like Christ foremost in her thinking.

Elizabeth says, 鈥淚 want to work at root causes of issues, and travel the world my passions include immigration, women鈥檚 rights, creation care, and prison abolition. One day I may run for public office, although I see myself as more of a grassroots organizer.鈥� With Elizabeth鈥檚 passions, Spanish fluency, skills, and energy, she is well placed to make an impact for good wherever she will find herself in the future.

Sharp was on a U.N. mission when he was kidnapped March 12, 2017. He was collecting information about the use of child soldiers and massacres of unarmed civilians. The group also sought dialogue– as Sharp had in his previous position as Eastern Congo Coordinator for Mennonite Central Committee– with stakeholders to promote peaceful solutions to country鈥檚 long conflict. The information would help the UN Group of Experts on the Congo advise the U.N. Security Council.

91短视频 will honor Sharp, his commitment to peacemaking and his life of service with a special recognition during the 2017 . at a Homecoming Celebration Saturday, Oct. 14, at 11 a.m. in Lehman Auditorium and the Sunday, Oct. 15, worship service at 10:30 a.m., also in Lehman Auditorium.

鈥淢.J. was remembered for his sharp wit, keen mind, restless spirit, tenacious belief in nonviolent means for resolving conflict, and for following Jesus in being fully with the people with whom he was living or visiting,鈥� said Brian Martin Burkholder, 91短视频 campus pastor. Burkholder attended Sharp鈥檚 memorial service in Hesston, Kansas, in mid-April and facilitated the campus service during Commencement weekend.

鈥淗e knew his work held danger,鈥� said Burkholder. 鈥滺e was willing to take risks because he was convinced that working toward facilitating the resolution of conflict would build capacity for peace in the midst of violence. In short, he embodied peacemaking as a faith informed ethic and a way of life both personally and professionally.鈥�

The recognition will memorialize an 91短视频 alumnus who fully answered a call, said his former professor Judy Mullet, a person 鈥渨hose life invites us to do the same, to step into complexity with full acknowledgement of the risks, but also with faith and with every resource at hand in the moment.鈥�

At the April ceremony, Mullet shared the last email she received from Sharp. 鈥淚 want to work in crisis zones,鈥� he told her. 鈥淢y experiences in Iraq, Afghanistan and Israel/Palestine over the last couple of years have made it clear to me that this is where I need to be.鈥� He planned to work on a doctorate so that he could teach 鈥渁fter the need to work in war zones subsides.鈥�

She noted the tension in his life 鈥� and in all of our lives 鈥� 鈥渂etween where you want to be and where you need to be,鈥� between a calling and the risks of that calling.

After graduating with a degree in history and a minor in German, Sharp worked for three years with the Military Counseling Network in Germany. He then earned an MA in peace studies and conflict resolution at Philipps-Universit盲t Marburg in Germany. From 2012 to 2015, he worked for MCC in the Congo, and became a contract employee as an Armed Group Expert for the UN later that year.

His home in North America was in Albuquerque, New Mexico. He is survived by parents John and Michele Sharp, and two sisters.

The听Michael J. 鈥淢.J.鈥� Sharp Peace and Justice Endowed Scholarship has been established to support students from Africa in graduate studies in conflict transformation at 91短视频鈥檚 Center for Justice and Peacebuilding. To contribute in M.J.鈥檚 memory, visit听/giving/endow/mjsharp

听

His interest in and support of restorative justice in education (RJE) brought him, for the second consecutive year, to 91短视频鈥檚 Restorative Justice in Education Academy in late June.

This time, though, instead of just learning principles and theory, Trinh drew from his prior year鈥檚 experience conducting independent research to contribute to a culminating panel among teachers and administrators.

Trinh was one of five students to attend the academy along with approximately 90 teachers, administrators, and other educational staff from five states including Colorado, Maryland, New York, Virginia and West Virginia.

The goal of the second annual academy, hosted by the and programs at 91短视频, was to provide the educational community with principles and practices to create just and equitable learning environments that foster healthy relationships and transform conflict.

The conference included skill- and knowledge-building sessions as well as reflective sessions. An evening showing of the film and panel conversation addressed the effects on young learners of 鈥渢oxic stress鈥� caused by childhood abuse and neglect.

鈥淲e build time into this academy for reflection on a teacher鈥檚 current practice and school culture, and how restorative justice might be implemented in that environment,鈥� said Professor .

, known as RJ for short, presents an alternative philosophy of justice that addresses the needs of multiple stakeholders, draws from indigenous and faith-based approaches, and challenges structural and interpersonal forms of harm. It鈥檚 used in a variety of settings, such as prisons and the justice system. RJ in education, which is also called RJE, has been in school districts to lower suspension rates and to create accountability and community in the schooling environment.

RJE principles and practices are much more than a response to harm, said Evans. They also nurture 鈥渞elational, interconnected school cultures.鈥�

That takes building community through cultivating respect, cultural awareness and responsiveness, and active listening, said 91短视频 instructor in his session about restorative discipline.

Those themes of community resurfaced again in the academy鈥檚 final afternoon session, where Trinh and other panelists agreed that restorative justice can bring together parents, teachers and students.

Laura Feichtinger-McGrath, an English as a Second Language coordinator for Harrisonburg City Public Schools, said, 鈥淲e鈥檙e going to have less discipline issues as our students go through a community that cares about and honors them.鈥�

Lea Murray, a science teacher at Kate Collins Middle School in Waynesboro, Va., said that teaching more restoratively led her to shift the focus of discipline from punishment to transformation, which has resulted in 鈥渁mazing strides鈥� in the sense of community in her classroom.

Additional panelists included:

• Jelisa Coltrane Wolfe, executive director of student services, Staunton (Va.) City Schools;
• Michelle Edwards, behavioral specialist, Spotswood Elementary School, Harrisonburg (Va.) City Public Schools;
• Erich Sneller, chemistry teacher, Harrisonburg High School, Harrisonburg City Public Schools.

First-time attender and veteran teacher Jeanie Dixon, of Roanoke City Public Schools, heard that community message loud and clear. Students鈥� voices must be empowered, she said: 鈥淭hey鈥檙e stakeholders, and we want them to want to be in school.鈥�

Including the voices of administrators, teachers and students in a panel is an important part of the academy, Evans says. 鈥淩JE is all about relationships. To hear first-hand experiences helps both new and experienced RJE practitioners build their own relationship with the concepts and the students they hope to impact.鈥�

Trinh, the high school student who shared his experiences with RJE on the panel, affirmed this importance of learning through relationships. His voice was that of an empowered and invested stakeholder. 鈥淚 learn more from personal stories than I do from a book or article I read,鈥� he said. 鈥淚鈥檝e noticed how important it is to get to know people. It鈥檚 all about experiences.鈥�

A pioneer in the field of restorative justice, 91短视频 was the first in the country to offer housed within a graduate education program, as well as the first to offer a certificate.

The will be Monday and Tuesday, June 26-28. For more information, see below.

The Lancaster event is Thursday, July 6. For more information, click here.

More on the Harrisonburg RJE Academy

Presenters at the June 26-27 academy in Harrisonburg include faculty in 91短视频鈥檚 MA in restorative justice in education program, as well as school teachers and administrators who will share their insights on developing RJE cultures in school settings.

The event begins Monday at 8:30 a.m. and ends at 4 p.m. with an optional film showing of Resilience and panel discussion at 7 p.m. Tuesday鈥檚 format begins at 8:30 a.m. and ends at 3:30 p.m.

, created by the producers of Paper Tiger and The Big Picture: Rethinking Dyslexia, is an award-winning documentary that explores new research into how Adverse Childhood Experiences (known as ACE) can be linked to destructive behavior and medical diseases. 鈥淭he child may not remember, but the body does,鈥� says one researcher.

The keynote address will be offered by Dr. , assistant professor of restorative justice and peacebuilding, has teaching experience ranging across all levels 鈥� from the elementary school, middle and high school classroom to graduate students 鈥� and with several special populations of learners, including special needs and adjudicated youth; first-generation, low-income students; and those with low literacy skills.

Prior to coming to 91短视频, she worked in the District of Columbia Public Schools, most recently with an administrative team in an elementary school implementing 鈥淩esponse to Intervention,鈥� a student-centered multi-level program to maximize student achievement, increase literacy skills and reduce behavioral problems. She also taught special education and English, and coordinated after-school programs at H.D. Woodson Senior High School.

Additionally, 91短视频 faculty members will offer sessions on the following topics:

• Principles and Practices of Restorative Justice in Education, with Professor , who had led 91短视频鈥檚 development of the first graduate program in restorative justice in education. Her research, teaching and scholarship has focused on working with teachers to create just and equitable educational opportunities. She co-authored The Little Book of Restorative Justice in Education (2016). Kathy is a former special education teacher.
• Making Things Right: An Overview of Restorative Discipline, with Bob Garrity is an adjunct faculty member at 91短视频, with a variety of experience as a facilitator, trainer, consultant and mediator in many settings, including schools and universities, as well as agencies, businesses and communities.
• Peacebuilding in Education: What Does It Look Like? with Professor , who teaches psychology and graduate education courses at 91短视频. Widely published on peacebuilding and conflict transformation, she co-authored The Little Book of Restorative Discipline for Schools (205, 2015).

A panel of teachers and administrators, and one student, will also share their experiences:

• Dr. Jelisa Coltrane Wolfe, executive director of student services, Dixon Eudcational Services.
• Michelle Edwards, behavioral specialist, Spotswood Elementary School, Harrisonburg, Va.;
• Erich Sneller, chemistry teacher, Harrisonburg High School;
• Laura Feichtinger-McGrath, ESL coordinator, Harrisonburg High School;
• Lea Murray, science teacher, Kate Collins Middle School, Waynesboro, Va.
• Avery Trinh, student, Wilde Lake High School, Columbia, Md.

This is the second annual RJE Academy at 91短视频. To register, click .

鈥淭he eligibility requirements are rigorous, so numbers moving into the MA program will be small,鈥� says , professor of psychology. 鈥淗owever, for those highly motivated, mature students who know they want to be counselors, this path can expedite their education.鈥�

In the accelerated track, undergraduate coursework is compacted into the first three years, and students then begin the in their fourth year.

鈥淭his program is an important way to bridge psychology and counseling,鈥� says Professor Teresa Haase, who directs the MA in Counseling program. 鈥淚n the past, students from the undergraduate psychology program have been exceptional and well prepared for graduate study. We deeply appreciate the collaboration.鈥�

Rigorous admission requirements

The impetus behind the new program came in part from recent psychology graduate Rachel Bowman, Mullet says. Like many students, Bowman came to 91短视频 with some college credit already in hand and had fulfilled academic requirements to complete her undergraduate degree by her junior year. Mullet worked with听 psychology faculty, Haase and Professor 鈥攚ho leads 91短视频鈥檚 other 鈥攐n program requirements.

Students must have a minimum high school GPA of 3.6 (on a 4.0 scale), maintain a 3.6 GPA in the first semester of classes at 91短视频, receive the recommendation of a psychology advisor by the end of their first year and successfully achieve acceptance into the psychology major by the end of their second year. Students formally apply to the MA in Counseling program during their third year.

鈥淎dmission isn鈥檛 guaranteed for accelerated students, who have to go through the same process as any applicant,鈥� Haase says. 鈥淭he interview process is rigorous, and the application process competitive, so we are not in a position to hold spots. Academic performance is important, but of equal importance is emotional maturity, readiness and fit for the profession.鈥�

The need is apparent: A survey of psychology program alumni who had graduated in the past five years found that 56 percent of respondents had entered a graduate counseling program. Accelerated programs are also a growing trend in higher education, as more students pursue a master鈥檚 degree.

Two students enrolled already

For psychology students Bethany Chupp and Mackenzie Lapp, entering their fourth year at 91短视频, the timing worked out perfectly.

鈥淥ne of my good friends, Rachel Bowman, was consulting on how to make this work,鈥� Chupp says. 鈥淪he was too far in to fit it in, but once it got passed, she said, 鈥榊ou should look into this.鈥� It鈥檚 really convenient that I was in the year that was able to maneuver to fit and do it right away.鈥�

Chupp, a from Canby, Oregon, and winner of the 2016 , was drawn to 91短视频 by its . She entered 91短视频 as a first-year student with the equivalent of two semesters of college credit. Chupp completed her as a sophomore, which allowed her to tailor her third-year classes to meet the accelerated schedule.

鈥淚 don鈥檛 think I would have done a master鈥檚 directly after my undergraduate without this program, especially coming so far from home,鈥� Chupp says. 鈥淏eing able to keep the same friendships and mentors and have that support system seems like a huge benefit.鈥�

Chupp presented her senior project, 鈥淎doption as Trauma: Viewing Adoption Through a Restorative Lens,鈥� at the Virginia Association for Psychological Science this past April. She says she hopes to focus her career on children who experience developmental trauma.

As a groundbreaker in the accelerated MA program, she鈥檚 well on her way.

鈥淚t鈥檚 exciting to think about going to my five-year high school reunion with a master鈥檚 degree,鈥� Chupp says. 鈥淭hat feels like an accomplishment!鈥�

Cleveland, the keynote speaker at 91短视频鈥檚 annual faculty/staff conference, is associate professor of the practice of reconciliation at the Duke University Divinity School and author of (InterVarsity Press, 2013).

A sought-after speaker who was named one of 鈥淔ive online shepherds to follow鈥� by JET magazine, Cleveland remarked that the opportunity to speak at 91短视频 was irresistible.

鈥淎s a reconciliation scholar and practitioner, how could I say no to 91短视频?鈥� she said.

Inclusion, equity can be strengthened

The annual faculty/staff conference brings together approximately 350 members of the campus community at the start of the academic year for fellowship, worship and professional development. The theme of the Aug. 17-18 conference was 鈥淓mbracing Diversity,鈥� with diversity being defined in its various dimensions as race, faith, socio-economic background, gender, sexual orientation, political beliefs, physical abilities and other identities.

The topic was also informed by goals within the 鈥渢o recruit, develop, and retain diverse, effective faculty and staff.鈥�

鈥淭his goal goes to heart of our mission and values as a university,鈥� said Provost , who chaired the planning committee. 鈥淒evelopment of culturally competent educators and members of the campus community goes hand-in-hand with our mission of educating students to serve and lead in a global context. The conference helped us to continue discussion and assessment utilizing both our own significant resources and those provided by outside experts.鈥�

In 2015, 91短视频鈥檚 traditional undergraduate population included a record-high 37 percent of students who are ethnic minorities or come from other countries. That number is up from 36 percent in 2014 and 29 percent in 2013.

鈥淲e have many strengths in this area,鈥� Kniss said, noting the institution鈥檚 history of inclusion of African Americans, the required undergraduate cross-cultural experience, and a high percentage of faculty and staff who have lived and worked in other countries. 鈥淥ur work in global peacebuilding and in restorative justice are a strong foundation to build upon, but we must be proactive in confronting and addressing questions of inequality and equity that challenge us as a community.鈥�

Afternoon sessions included

• Cleveland on 鈥淧ower and Place: Why Some Students Thrive and Others Don鈥檛 on Christian College Campuses鈥�;
• chairs , director of multicultural and international student services, and , ombudsperson, about focus group research conducted in spring 2016;
• Professors and , admissions counselor and graduate student Julian Turner, on 鈥淏lack Lives Matter and White Fragility鈥�;
• Professors and on teaching and advising diverse students with mental health challenges:
• Professors and on building inclusive organizational cultures;

• 91短视频 Lancaster Provost , on Milton Bennett鈥檚 Developmental Model of Intercultural Sensitivity;
• Professor , of James Madison University, on 鈥淒ifference and Civility: Building Resilient Responses to Intolerance.鈥�

鈥楧o the work. Leave your turf. Listen.鈥�

Cleveland began her address as a social psychologist, outlining why humans living in a pluralistic and complex world define themselves so fiercely within a group identity, and then moved into the theological realm. She asked how the privileged and the powerful can step away from that hierarchical space.

Cleveland, the daughter of church planters from California, pointed out that only 11 percent of Americans are raised by two college-educated parents. Acknowledging her own privilege 鈥� raised in a home committed to higher education and daily enrichment and educational experiences, she attended an elite East Coast boarding school and Dartmouth College. This upbringing led her to examine closely Jesus鈥檚 relationship to the oppressed and marginalized in a world that was 鈥渞ife with inequality.鈥�

She asked: 鈥淲hat would it look for me to empty myself of my power and my privilege in a way that Jesus did?鈥�

Using two parables, she pointed out that Jesus did hard and radical work: he shifted attention, changed narratives and transposed power positions so that marginalized peoples moved into positions of power.

鈥淛esus 诲颈诲苍鈥檛 say, 鈥楩igure it out. Jump up to the Trinity,鈥欌�� she said, evoking laughter from the audience. 鈥淒o the work. Be last. Leave your turf. That will look different for every person. How do you leave your turf at 91短视频? How will you, the privileged, move from first to last? 鈥� So many of us have never been last so we don鈥檛 know what that looks like.鈥�

鈥淚t鈥檚 not about the hamburger,鈥� he said, referencing her refrain during the 1960鈥檚 diner sit-ins. 鈥淚t鈥檚 . We鈥檙e not just interested in restorative justice as an alternative to school suspensions and to challenge the school-to-prison pipeline. We are working for more socially just and equitable learning environments for all children and we believe that restorative justice has huge potential to help us get there.鈥�

More than 55 educators from five states, including Mississippi, New Jersey, Pennsylvania, Virginia, Texas and Florida, attended the June 27-28 conference. The range of demographics represent the growing interest in paying attention to educational equity 鈥� from public, private and charter schools serving elementary through secondary grade levels with diverse student populations in urban, suburban and rural areas.

RJE benefits manifold

鈥淥ur goals for this experience were to ask two big questions,鈥� said , director of the at 91短视频 and a former superintendent, principal and teacher. 鈥淲e wanted to discuss how RJE can assist us in addressing the needs of disenfranchised students and students on the fringe, and the challenges of poor attendance, graduation rates, low achievement and discipline concerns. Secondly, we wanted to share how RJE can benefit students, teachers and the overall school culture.鈥�

Professor , lead faculty in 91短视频鈥檚 new (starting fall 2018), was pleased with the diverse group and the conference鈥檚 potential to spread the ethos of restorative justice. [To read more about Kathy Evans and her interview in The Atlantic about restorative justice, click .]

鈥淚鈥檓 thrilled that we have so many people here from different places and sectors who are interested in learning more about restorative justice is a viable option for restoring healthy learning communities,鈥� she said. 鈥淎ttending this conference doesn鈥檛 make anyone an expert, but we hope it will prompt educators to continue their learning. This is about a long-term shift in the way that we do school.鈥�

91短视频 deeply rooted in origins of restorative justice

, known as RJ for short, presents an alternative philosophy of justice that addresses the needs of multiple stakeholders, draws from indigenous and faith-based approaches, and challenges structural and interpersonal forms of harm. It鈥檚 used in a variety of settings, such as prisons and the justice system. RJ in education, which is also called RJE, has been in school districts to lower suspension rates and to create accountability and community in the schooling environment.

The RJE Academy rotated educators through three foundational workshops about RJ principles and practices, such as the circle process, and peacebuilding.

In her session on RJ principles, Evans touched on building healthy communities, meeting needs, viewing conflict as a learning opportunity, and providing accountability.

鈥淚f my rosebush isn鈥檛 growing, I don鈥檛 blame the rosebush,鈥� she said. 鈥淲e have to look at the ecological or environmental model鈥� Students behave in certain ways depending on unmet needs. Can we meet some of those needs using restorative justice?鈥�

The peacebuilding session focused in part on building relationships, or 鈥渢ending, mending and befriending,鈥� as Professor suggested.

Participants also reflected on how their learnings could be applied in their particular setting and heard from educators currently building or creating RJ-oriented models in their particular schools.

鈥淩JE is about a way of approaching life and relationships,鈥� says David Ward, student assistance counselor at Harrisonburg High School. Ward says RJE principles were helpful in adapting anti-bullying curriculum to meet school-specific needs, such as community building and establishing common ground between different student groups.

Other panelists included Aundrea Smiley, a second-grade teacher in Waynesboro City Schools; Allison Eanes, a middle school teacher from Harrisonburg City Schools; , principal at Shelburne Middle School in Staunton; and Jelisa Wolfe, executive director of student services for Staunton City Schools.

A final session offered small-group coaching with session leaders.

Harrisonburg educators implementing RJ

Armstrong and Evans both noted they were especially pleased with presence of the 17 Harrisonburg City Schools educators.

鈥淭his ongoing opportunity to partner with our local school district to raise our levels of knowledge and practice locally is really thrilling,鈥� said Evans, who is also working on a with Jackson Public Schools, an area where she has strong ties. 鈥淲e can really do mutually beneficial work on a local level as partners in moving RJ forward.鈥�

The academy鈥檚 format was created, among other purposes, 鈥渨ith the potential to take to any school district in the nation,鈥� Evans says.

Jonathan Stith, founding member and national coordinator of the and former director of youth organizing at Empower DC, will give the keynote address. An accomplished facilitator and trainer, he has nearly two decades of experience working with youth and community organizations to address social inequities.

Presenters from 91短视频 include , professor of education; Bob Garrity, a mediator and consultant and adjunct faculty member; and , professor of psychology, speaking on 鈥淧eacebuilding Education: What Does It Look Like?鈥�

A panel of several teachers and administrators听who are implementing restorative justice practices in area school systems will also share insights. Panel members include David Ward and Allison Eanes from Harrisonburg City Schools, Jennifer Morris and Jelisa Wolfe from Staunton City Schools, and Aundrea Smiley from Waynesboro City Schools. Participants will have opportunities to meet with RJE Academy faculty in 鈥渉ome group鈥� coaching sessions on the second day.

A viewing of the film 鈥�,鈥� open to the public, will be offered Monday evening as a collaboration between 91短视频, the Fairfield Center and Harrisonburg Public Schools. Drawing on the Adverse Childhood Experiences Study, the 2015 film examines traumatic childhood experiences and how those play out over the course of a year at and around Lincoln Alternative High School in Walla Walla, Washington. It also shows the powerful presence that teachers can have in those situations.

91短视频, which offers a graduate certificate in restorative justice in education, was the first school in the country to offer restorative justice programs within a graduate education program. Attendance for the RJE Academy is limited to the first 140 registrants. Cost is $300. Register here.

In March 2016, the W.K. Kellogg Foundation (WKKF) announced a $61,000 grant that will fund a restorative justice in education pilot project in Jackson Public Schools (JPS), which serves 28,000 students in Mississippi鈥檚 largest city. The 15-month planning grant will involve 91短视频鈥檚 (CJP) and staff and faculty from the MA in Education program, as well as school officials and community leaders in Jackson.

According to Margrit Wallace, executive director of student academic and behavioral support for JPS, the district has been working for years on improving school climate and believes embracing restorative justice practices can further that goal.

鈥淚t fits in the big picture of what we鈥檙e trying to implement,鈥� said Wallace. 鈥淸It has] all the pieces that it would take for us to have a high-functioning learning environment that鈥檚 not only meeting that academic needs of our learners but also meeting the social and emotional needs that they have.鈥�

Partnering with local community experts

Circle processes are an example of one restorative practice that have been successfully used in school settings both as a community-building tool and an alternative method of addressing disciplinary issues. By adopting these sorts of processes, some school districts have been able to drastically reduce suspension rates.

鈥淲e have a great deal of expertise in restorative justice in education,鈥� said assistant professor of education , one of the faculty members involved with the grant. 鈥淲hat we don鈥檛 have a great deal of expertise in is Jackson. What makes sense to me is 鈥� collaboratively building something really beautiful, because we each bring our own sets of knowledge and understanding.鈥�

Evans and , an assistant professor of restorative justice and peacebuilding also involved with the grant, both said that 91短视频鈥檚 priority in the coming months will be surveying existing efforts to improve school climate in Jackson and identifying ways in which 91短视频鈥檚 support could be most beneficial.

鈥淲e鈥檙e not sure yet what will come out of it, but I think that鈥檚 exciting鈥� said Turner.

Evans added that like-minded organizations and programs in the wider community will also be partners in the project.

鈥淲hat too often happens is the school becomes this isolated entity, and we try to fix the problems of the school [while] ignoring the fact that the school lives in the context of that community,鈥� she said. 鈥淭he school needs community partners, and the school impacts the community. They aren鈥檛 separate entities.鈥�

That was one aspect of the grant proposal that caught the attention of the WKKF.

鈥淲e love that they鈥檝e taken the time to really plan,鈥� said Yumeka Rushing, WKKF program officer for Mississippi. 鈥淚 think it鈥檚 really important to take a step back and engage all of the stakeholders.鈥�

“I think the one thing that we really haven鈥檛 done in most school districts is actually say, 鈥榃hat if we focus on building relationships? What if we look at the power of restorative practices 鈥� and when students have a greater sense of belonging, they in turn are more invested in the process of learning, resulting in teachers more excited about and adept at teaching?鈥� says , director of the MA in Education program at 91短视频. 鈥淚 think this is a place that educators in most school districts have not really explored, and I really think we can find some very important answers if we look at RJE.鈥�

Careful planning leads to implementation

Although 91短视频 originally wrote a grant request to fund projects in Jackson, Washington D.C., and its hometown of Harrisonburg, Virginia, the proposal was later scaled back to Jackson.

鈥淭his project is a perfect opportunity to do so in a way that could have major long-term benefit for children throughout the state of Mississippi,鈥� said CJP executive director . 鈥淚n other parts of the country where restorative justice is being used in classrooms, the results are encouraging. Suspensions and expulsions are greatly reduced, academic performance is improved and classroom behaviors are improved.鈥�

91短视频 faculty and staff will visit Jackson at least three times during the course of the planning grant. They are also planning learning trips with school and community leaders from Jackson to Oakland, California, and Miami, Florida, to visit school systems that have been successfully using restorative practices to strengthen community within and around schools.

During the planning grant process, 91短视频 and its partners in Jackson will also develop a subsequent, three-year grant proposal that would include specific restorative justice training and implementation, according to the needs identified in Jackson over the next 15 months.

Armstrong said the implementation phase of the grant may include enrollment of a JPS cohort in the MA in Education program, pursuing either a full master鈥檚 degree with a restorative justice concentration, or a graduate certificate offered to educators who already have a master’s degree.

鈥淚鈥檓 very open going into this process,鈥� said Wallace, of JPS. 鈥淭he beauty of a planning grant is that we can all bring our own hopes for what we want to see happen.鈥�

鈥淲e believe this is not only going to change our district, but our city,鈥� she added.

During the training, attended by about 125 professionals from a variety of fields, Goleman focused on the topics of both Emotional Intelligence and his recent bestseller, Focus: The Hidden Driver of Excellence. The former title spent 18 months on the New York Times best-seller list and was named one of the 25 鈥淢ost Influential Business Management Books鈥� by TIME.

鈥淒r. Goleman discussed the key concepts of emotional intelligence and the reasoning behind why using our social brain helps us to succeed not only personally, but also collectively as a business, a university or in a therapeutic relationship,鈥� said , professional development coordinator for 91短视频鈥檚 . 鈥淕oleman shared about his work with highly respected, publicly traded companies and their application of emotional intelligence and how that informs their work as leaders and cultivates more productivity from and longevity for employees.鈥�

The evening lecture covered concepts of leadership and drew an audience of about 100, primarily mental health and business professionals.

Goleman said he enjoyed his time among the Mennonites and gained a new understanding of what it means to be part of that group. A close friend of the Dalai Lama, Goleman also observed that Mennonites and the Dalai Lama have more in common than he thought due to their shared social ethic and pursuit of the common good for all people.

The day also included five afternoon breakout sessions facilitated by local experts, with the aim of deepening the understanding and application of emotional intelligence in a variety of contexts. Leaders included Sarah Armstrong, director of 91短视频鈥檚 graduate education program; , professor; David Glanzer and Cheree Hammond, both professors in the ; and private practitioner Rowland Shank.

鈥淭his event was a great success,鈥� Koser said, 鈥渂ringing new learning opportunities to our 91短视频 community but also to the Harrisonburg community. The feedback from attendees was very positive.鈥�

Goleman鈥檚 weekend visit was planned and hosted by the and the . The evening event was co-sponsored by 91短视频鈥檚 and several local businesses.