This was neither the end of the semester we anticipated nor the graduation we expected, but it is the semester we have completed and the graduation we celebrate, said Dean David Brubaker this past weekend to a virtual celebration for graduates from the Center for Justice and Peacebuilding.

Those words encapsulate the whirlwind experience of the last nine weeks, as our semester was completely disrupted by the Covid-19 pandemic.

This was not the semester we anticipated, but it was the semester we completed.

And what choice did we have but to persevere, adapt, be flexible and patient, flatten one curve as we were being slung faster on an accompanying learning curve of what exactly to do with ourselves, our bodies and minds in this strange new world.

The following collection of photos and text is a snapshot of the semester, collected in real time and revisited now, for those of you who are more peripheral to 91短视频. It might help to give a sense of how faculty, staff and students responded in and out of classroom — in true 91短视频 fashion, with resilience, empathy and commitment.

Here we go (online)!

Some of the first on campus to sense an impending switch were employees in Information Systems. They began thinking about remote learning during 91短视频’s spring break the first week in March, and in anticipation, beefed up their HelpZone articles on a variety of relevant topics.

By March 12, when 91短视频 announced a move to online learning, IS had reviewed and increased capacity of all systems and equipment (including webcams, laptops and Chromebooks) necessary for online teaching and campus operations. Needless to say, they were busy.

Two graphs from Jenni Piper, director of User Services, tell the story:

First Helpdesk Tickets. The green line shows last year’s demand and the blue line this year’s.

And second, the number of daily Zoom meetings hosted through the campus account, beginning in early March.

After hosting a training for faculty March 13 and the shift to online the classes the next week, IS handled 64 tickets on March 16, something of a watermark that shows when faculty and staff began to engage with the reality of a move to remote work.

Pedagogues thinking positively

91短视频 10 days into the online shift, I asked a few professors how things were going. Some of their answers are included below. I was particularly struck by the positive perspective of veteran educator Carolyn Stauffer, professor of applied social sciences:

In reality, what we鈥檙e experiencing now is the presence of hybrid education. We鈥檝e had the chance to meet in-person for the first part of the semester and now I get to know each participant’s online presence as well. It鈥檚 wonderful to be able to build on the assets of both sides of that equation!

Solo field trips

Professor Doug Graber Neufeld‘s “Natural History of the Shenandoah Valley” course syllabus was packed full of fantastic field trips to local natural wonders and lab experiences (like taxidermy practice below).

With his students scattered in mid-March, the field trips turned into independent explorations, such as Katelyn Dean‘s below. Here she holds morel mushrooms she and her dad found in the George Washington National Forest, just one find shared during class time.

鈥淚t鈥檚 the highlight of my day to hear students who daily recount the joy they find in now recognizing the animals, plants and rocks around them,” Neufeld said. “In such unusual times, experiencing the beauty and complexity of the natural world together has been a unique source of hope for us.鈥� Read more about this class.

Conversations continue

In Professor Marti Eads’ class “Ways of War and Peace,” students met virtually with Reverend Masayuki Sawa, the pastor of a Reformed (Calvinist) congregation in Japan.聽He spoke of his perception of contemporary Japanese attitudes toward World War II and Japanese perceptions of the US and our own military actions, then and now, among other topics.

The class was slated to visit the Holocaust Museum in Washington D.C. Instead, guest speaker Gillian Steinberg, an educator at the Salanter Akiba Riverdale Academy in the Bronx, and her students from the Modern Orthodox Jewish tradition met online with 91短视频 students.

This conversation and the de-brief afterwards held richness and nuance, Eads said, with several classmates opening up about their own religious experiences, choices and identities. Recognizing the common humanity, despite labels — “just the idea of all of us sitting together talking and all of us from different groups” was a moving experience, said one of her students. []

Creating community with virtual high fives

Engineering professor Esther Tian (pictured above at top right) continued teaching synchronous classes, preferring the structure and the presence of students. “It is also good for students to see each other and talk to each other before class as they would in a classroom.

We do high fives, thumb-ups (and downs) during class, we find out new features of Zoom and use them right away. It has been fun. I also found that one-on-one and small group Zoom sessions were working really well in answering students’ questions as well as advising..”

Senior Collin Longenecker, visible below Tian in the photo above and also at right, was an embedded tutor with a first-year engineering course. Though initially he wasn鈥檛 sure how Zoom sessions would work, he adapted well: 鈥淭he students pop in and out and they can share their screen with me. It is almost like I am in the engineering lab looking over their shoulder trying to help them troubleshoot the problem. I have been helping a few students that I had not helped before we went to online school which is cool.”

Read more about 91短视频 tutors at work during online classes.

The power of community to enhance learning was the top tip in a blog post titled ” by Dean (and chem prof) Tara Kishbaugh for fellow organic chemistry teachers using the same texbook. “Community Matters,” she began. Use the relationships that have already been built to help students continue asking questions and learning in small peer groups. And she reminded readers, you can still greet each student individually when they enter your Zoom classroom.

Tech fails/wins: ‘chipmunky’-ness and new relationships

Professor Mark Sawin teaches U.S. History 103, from World War I to the present, with a focus on “power and paradox.” Sawin tried to do a synchronous class on Zoom and “it rather hilariously and spectularly failed,” he reported.

“So, since then, I’ve been pre-recording all my lectures on Panopto so students can watch them asynchronously, and with that program, you can adjust my speed. At 1.5 speed, I start to get rather chipmunky… at .5 speed I sound like the television show ‘Drunk History.’ I’m not sure if that amuses students, but it certainly amuses me.”

With the lectures available at any time, he began using normal class time as an open forum where students could drop in and ask questions.

“I’ve had some wonderful 1-on-1 conversations with students that I would never have had in our normal class setting. In this sense, our ‘social distancing’ has actually provided some closeness that wasn’t there before, and for that I’m grateful,” Sawin said. “I’ve also been pleased and touched by the grace that students have extended to us as we struggle to move our classes online. And I believe we, too, are showing that grace, focusing on the learning objectives and the big important ideas, and allowing a lot of latitude when it comes to the many wifi issues, isolation stresses, and general quarantine chaos we’re all learning to live with.”

Grace and connection

That grace is something education professor Paul Yoder has also experienced. Students in his classes are pre-service teachers and as a pedagogical specialist himself, the shift to online classes provided ample room for discussions around topics related to the digital classroom.

He wrote: “The key word in my planning for weekly class sessions via Zoom has been connection. We have taken time for each of the 18 students to rate how they are doing on a scale of 1-10 and then share with the group. Last week I sent individual emails as a follow up to the few students who placed themselves on the low end of the scale. I have also been excited to hear from some of my advisees who have shared their affirmations of how professors are providing flexibility as needed.  Particularly as we recognize that not all of us have the same level of internet access, I know that living into an ethic of care is essential.”

Nancy Heisey, seminary dean, also used check-ins with her classes, which often included adult students who juggled many responsibiliities, including pastors working in ministry settings.

“We take time every period to share ‘how it鈥檚 going’ and encourage one another. Some students are struggling with a household where everyone is working on line in a crowded space鈥攕pouse tele-working, children trying to do homework, and seminary student worrying about class work and how to get a video service up for their congregation鈥檚 Sunday service.

“I鈥檝e been amazed, though, at the depth of engagement鈥攖his morning, my New Testament students each did a creative rendering of a parable of Jesus. They were funny, sobering, and encouraging!”

Hearing some of those needs led seminary professor Sarah Bixler to host an April 1 online gathering that drew 32 pastors, including 22 alumni, from four denominations and eight states. This has led to a free online series for pastors. Check it out here.

A wider global market for CJP

Innovation happened quickly during the Center for Justice and Peacebuilding鈥檚 facilitation class, co-taught by Professor Catherine Barnes and Amy Knorr. Students usually practice skills they鈥檝e learned in person by helping clients with a planned discussion, strategic visioning or group dialogue. With face-to-face options limited and practice still required, students moved online.

Above, one group produced an online strategic planning for Shenandoah Green, a local environmental group, including a circle process, a historical reflection using a digital timeline that folks could fill in, and a card sort, a way of getting ideas out into the open and then grouping them together. “Board members at Shenandoah Green were delighted,” said Knorr, who helps coordinate practice settings for CJP students.

In the midst of the pandemic, CJP also hosted several online gatherings for alumni to connect and share resources.

And significantly, center staff moved quickly to adapt the Summer Peacebuilding Institute to online classes, expedite a new hybrid graduate degree program in transformational leadership, and prepare upcoming semester classes for online delivery.

The massive disruption and accompanying move towards online learning and programs have created new opportunities, said Executive Director Jayne Docherty, especially in a previously untapped market of prospective participants who could not have afforded to travel or would not have been issued a visa in the current environment.

鈥淚n the face of the pandemic, many people are waking up to the fact that our societies have become more unequal and unjust and that we are teetering on the edge of violent confrontations between social subgroups. Some of those people are saying, 鈥楾his can鈥檛 continue. This is just wrong. What can I do? I want to be part of the solution.鈥� By moving our programs online quickly, we have helped channel their energy and impulse to help others in ways that prevent violence and address injustices.”

’12 hours ahead of our students’

As daily reports arrived into faculty in-boxes about the closure of practicum and internship placements to students, the nursing department focused on making sure their seniors could graduate on time and join the fight against covid-19.

For one cohort, that meant three 12-hour shifts at a local hospital. For others, they logged clinical hours (and their supervising professor also took calls) at a special covid-19 public health hotline.

“The faculty were meeting hour to hour, staying 12 hours ahead of the students as we were making decisions,” said Professor Melody Cash.

Eventually, a waiver allowed faculty to substitute simulation hours for live clinicals and all 16 seniors finished out the semester in good standing, ready to join the workforce.

It’s the small things…

Marci Frederick (above), director of Sadie Hartzler Library, and Professor Kevin Seidel dressed in academic regalia in honor of their senior seminar students for their last Zoom class meeting.

Congratulations, 91短视频 family, on the end of the semester we did not anticipate.

We celebrate.

鈥淰oices of Conscience: Peace Witness in the Great War鈥� will be open at the Sadie聽Hartzler Library听诲耻谤颈苍驳 regular library hours Oct. 1 – Nov. 17.

The exhibit 鈥渓ifts up the prophetic insights and the personal courage of World War I peace protesters, and suggests parallels to the culture of war and violence in our world today,鈥� according to聽the in North Newton, Kansas.聽. Motivated by a variety of reasons both religious and secular, resisters of U.S. involvement faced humiliation, imprisonment and violence.

鈥淭he Great War sucked a generation of life out of Europe, and called into question the West鈥檚 self-perception as enlightened and progressive,鈥� library director Marci Frederick said. 鈥淢any of today鈥檚 issues 鈥� massive human displacement, race-based nationalism, the economic costs of war, and colonialism 鈥� first came into focus during the first World War. Among those issues was the question of how Christians would respond to government commands to kill, including the killing of other Christians. This exhibit confronts us with that question, too.鈥�

Developed by the Kauffman Museum in North Newton, Kansas, the exhibit is on a seven-states tour. Its 10 themes are presented with text and quotes, large-scale graphics and photomurals surrounding a recreation of an Alcatraz prison cell where conscientious objectors were punished.

A related display showcases materials from 91短视频鈥檚 Archives, including papers and photos from eight conscientious objectors relating to their conscription, time spent in military camps, work during the war, and their discharge. Included Virginia Mennonite Conference Archives materials highlight the trial of Rhine Benner and L. J. Heatwole, charged under the Espionage Act of 1917 after telling congregants not to buy U.S. bonds and War Savings Stamps.

Related lectures

Thursday, Oct. 4, Martin Chapel, 7 p.m.: Phil Kniss, senior pastor at Park View Mennonite Church in Harrisonburg, will tell the story of his grandfather Lloy Kniss, who was drafted and ordered to train at Camp Greenleaf in Georgia, in a talk titled 鈥淟loy Kniss and Mennonite conscientious objection to World War I.鈥�

Wednesday, Oct. 17, MainStage Theater, 4 p.m.: Duane Stoltzfus, professor of communication at Goshen College and author of Pacifists in Chains: The persecution of Hutterites during the Great War (Johns Hopkins, 2013), will present 鈥淥n the Front Lines of Conscience: An Account of Four Hutterites Imprisoned at Alcatraz鈥� during a university colloquium.

[CANCELLED] Tuesday, Nov. 6, Martin Chapel, 7 p.m.: 91短视频 President Susan Schultz Huxman will draw on her dissertation research as she speaks on 鈥淎merican Mennonites, the WWI Experience, and a 鈥楾hird Way鈥� Rhetorical Crucible.鈥�

[CANCELLED] Thursday, Nov. 15, Martin Chapel, 7 p.m.: Anne Yoder, archivist at Swarthmore College鈥檚 Peace Collection, will present 鈥淓xpanding the Narrative: WWI conscientious objectors in their own words.鈥�

鈥淧eople often hear only the experiences of COs who were from the Historic Peace Churches, and they are usually filtered through the perspective of an historian,鈥� Yoder said 鈥� whereas learning through primary documents can bring to light additional complexities in their varied experiences.

鈥淚t is important to me that we tell the whole story,鈥� she said. 鈥淭hen everyone is recognized who took a stand for the cause of conscience, and, hopefully, young people today are encouraged to realize that they, too, have a right to conscientious objection 鈥� whether for religious or other reasons 鈥� and a responsibility to be speaking out against, or thinking at least about the evils of war.鈥�

Sadie A. Hartzler Library Director Marci Frederick combed carefully through the reports of previous directors to find the following chronological gems.

From 1917-1954, scant information is available, she notes. The first library director reports cover 1954-55 and go until 2004. Quotations come from those reports.

A few non-chronological tidbits, to start:

• A representative from聽Jeopardy!聽once called to talk about Amish furniture.
• All of the Historical Library librarians have been left-handed.
• Over the years, the library has loaned items to the Office of the President of the United States, the Central Intelligence Agency, the Supreme Court, and the library at Disney鈥檚 Animal Kingdom, among many other libraries on all continents except Antarctica. The Library of Congress once offered to send a car to 91短视频 to pick up a rare book.
• Library staffers enjoy a convivial working relationship. In 2016, for Lois Bowman鈥檚 80th birthday, library staff did the scramble over Bear Fence Mountain in Shenandoah National Park. This is just one of many summer outings over the years, including a tour of the Library of Congress.
• Creating 鈥済oodie plates鈥� for student workers at Christmas is also an enjoyable tradition.
• Pranks in the library have a long and witty tradition. Sometime between 1996-98, pranksters placed a small vehicle (perhaps a trailer) without its wheels in front of the library鈥檚 main doors. A few weeks later, just before graduation, a Volkswagen Beetle appeared on the first landing of the main outside staircase. Library staff enlarged a bar code and pasted it on the car鈥檚 windshield.

October 10, 1925

The library鈥檚 first recorded accession for its book collection is Virgil鈥檚聽Aeneid, with notes by Thomas Chase, published by Eldredge & Brother, Philadelphia, probably in 1885. Fifteen of the first 25 items added are Greek or Latin texts. (Librarian Sadie Hartzler also taught Latin.) The other ten are in English literature.

• First theological book received (accession #32): J. W. Beer鈥檚聽The Jewish Passover and the Lord鈥檚 Supper听(1811);
• First science book (accession #37): R. P. Williams鈥櫬�Introduction to Chemical Science (1873)
• First education/psychology book (accession #74): Edward Brooks鈥櫬�Mental Science and Methods of Mental Culture, Designed for the Use of Normal Schools, Academies, and Private Students Preparing to be Teachers听(1881).

1925-1950s?

Prior to approximately 1938, books with suspect theology were marked with notations specifying the nature of their problems. 聽Inside the front cover of James D. Dana鈥檚聽Manual of Geology Treating of the Principles of the Science with Special Reference to American Geological History聽(4th ed., 1894) we find this: 鈥淐aution! The author accepts the Theory of Evolution and presents false opinions as scientific truths. 聽Read Gen. 1:131 [sic].鈥�

Well into the 1950s, some fiction books had certain words blacked out, and materials with questionable content (like聽尝颈蹿别听magazine) were kept at the librarian鈥檚 desk. The library did not house the most problematic books, however; the Heresy Library was kept in the Dean鈥檚 Office. While these practices violate current professional library codes of ethics, it is surprising that the institution collected these problematic materials at all. Their collection suggests some effort to engage with the ideas they held, however questionable they were deemed to be.

1954-55

In June 1955, the total book collection was 19,933.

1955-56

Filmstrips and 8mm/16mm films begin to be acquired about this time. A microfilm machine was purchased.

1961-62

Keeping up with current research is recognized as important. Abstracting literature (Biological abstracts), indexes and review journals are added to meet Southern Association requirements. These types of literature provide greater access for faculty and students to the most recent research literature.

1962?

An audio-visual department (later 鈥淟earning Resources鈥�) is formed within the library to provide film screening and sound amplification operators, and production services for graphics, audio, photography, and television. This department provides about half of the library student jobs (45 at its height in 1982-83). 聽The longtime department head, Milo Stahl, leaves in 1984. 聽Martin King takes over until his position is moved to Information Systems in 2009.

1962-63

Interlibrary loan traffic (received and lent) comprises 81 items, all books and dissertations.

1966-67

The library purchases聽The New York Times聽(NYT) on microfilm. Microfilm will play an increasing role in both providing access to new materials (like the NYT) and in preserving other materials (like print journals) in a more compact format.

1969-71

Design, fundraising and building of the new building. The 鈥渂ig move鈥� of the collection took place on June 30, 1971 from 8:30 a.m. to 4:40 p.m.

1972-73

It was reported that the library staff donated time to cover the library in the evenings and on weekends.

Food machines appeared in the building.

Art gallery space was allocated in what had been designed as a third floor lounge, against the library鈥檚 wishes. The library continues to (more willingly) host gallery space today, now on the main floor.

Staff concerns, as noted in the library director鈥檚 report:

• Materials taken out and not returned, or returned late, or taken without being checked out;
• Noise: 鈥渢oo much visiting and talking too loudly;鈥�
• 鈥淢oving about and misusing library furniture;鈥�
• 鈥渓ack of opportunity for formal orientation and instruction.鈥�

The library did little teaching until the mid-1980s.

1973-74

James O. Lehman was named director; former director Margaret Shenk remained on staff as technical services librarian until her retirement in 1984.

The Historical Library was already full, so walls were torn out to expand its footprint on the third floor.

1974-75

In May 1975, the library accessioned its 75,000th volume.

1975-76

The library becomes the first major user of computer technology when it joins the OCLC cooperative via SOLINET.

1976-77

The first specialized OCLC computer terminal is installed, enabling book cataloging that is shared nationally, interlibrary loan identification and ordering (two years later), and the production of catalog cards.

鈥淚t is quite possible that several pranks by students were indications that they were reminding us of the relative ease of getting into the library during off hours.鈥� Pranks have continued to the present day. One time students set a library table with breakfast cereal boxes, bowls and spoons to represent the Serials (journals and magazines) collection. Sometime between 1996-98 pranksters placed a small vehicle (perhaps a trailer) without its wheels in front of the library鈥檚 main doors. A few weeks later, just before graduation, a Volkswagen Beetle appeared on the first landing of the main outside staircase. Library staff enlarged a bar code and pasted it on the car鈥檚 windshield.

The Curriculum Library included 290 Flannelgraphs.

1979-80

Interlibrary loan traffic begins to increase with the possibility of ordering from a large electronic catalog (OCLC) covering hundreds of libraries.

Library book collections top 100,000 volumes.

1982-83

The Education Department was housed in the library while the Administration Building was being vacated for renovation.

Classes are held in the library for the first time.

鈥淥ver half of the [75] students [surveyed] viewed the library as a social center.鈥� 聽Numerous couples report courting in the library.

1984-85

When James Madison University installed its first online catalog, James O. Lehman commented, 鈥淗ow soon do we go to this new approach? 聽It is probably wise not to jump too quickly, although sometime in the next decade it may be necessary to plan for it.鈥� Full implementation of the library homepage and web catalog took place in 1995-96.

鈥淭he EMC/S Library has not yet received pressure for access to a number of data bases, but it is quite conceivable that in the next decade we will need to consider those options.鈥�

The first electronic security system was installed in the summer of 1985, despite concerns that it reflected a 鈥渓ack of trust鈥� of library users.

1985-86

The building was officially named after Sadie A. Hartzler, the first librarian. The Historical Library acquired over 100 items concerning Dutch artist Jan Luyken, who is most famous for producing copperplate engravings for the second edition (1685) of Tieleman van Braght鈥檚聽Het bloedig tooneel of martelaersspiegel,聽better known as聽The martyrs鈥� mirror.

1986-87

Audrey Shenk arrives to work with acquisitions. CD-ROMs are mentioned. Videotapes are added around this time.

1987-88

The Historical Library expands again. Two Apple IIe computers are added for word processing. Fire sensors and alarms are installed. This is the last year that filmstrips and slides are purchased.

The library participates in first-year orientation beginning in 1987.

1988-89

Access via phone line is provided to Knowledge Index, a collection of 75 databases from DIALOG.

1989-90

A Menno Simons conference is held in March 1990.

In 1989-90, a student attempting to hide in the building was caught twice by new Technical Services Librarian Jennifer Ulrich, which was a good thing for him, because he would have been locked in all weekend.

New reference librarian David Alleman provides instruction for 20 classes. 鈥淚nformation literacy鈥� comes into the lexicon about 1996, and is added to all sections of College Writing.

1990-91

Historical Library head Grace Showalter dies on the day she was to have retired. Lois Bowman, who began working in the library in 1962, takes the position and continues until her retirement in 2014, when Simone Horst begins as special collections librarian.

A large number of filmstrips and slides are withdrawn.

1991-92

The library begins to add records for older materials to its computerized catalog holdings in OCLC.

There are five computers for staff use and seven for public use.

Scholar-in-residence Irvin Horst is honored with a dinner, a festschrift (Menno Simons, a reappraisal: essays in honor of Irvin B. Horst on the 450th anniversary of the Fundamentboek), and a plaque for the Special Collections room.

1992-93

The Historical Library is pressed for space again. The book collection tops 135,000 volumes.

1993-94

鈥淎utomation, networking and getting on the Internet will bring major changes, probably more than most library staffers can imagine.鈥�

1994-95

The 鈥渃ue room,鈥� where films were set up for previewing, is transformed into a training room for computer users.

1995-96

, remaining as university archivist until 2000.

The first two web-based databases,聽Britannica online听补苍诲听Project Muse, are added. Currently the library has over 90 indexes, abstracting services, and full-text journal sources, all searchable via a聽.

1996-97

Boyd Reese serves as library director from 1996-2005.

1998-99

Library book collection tops 150,000 volumes.

2001-02

Nate Yoder begins working as university archivist.

2005-06

First electronic book collections added (11,715 titles).

Jennifer Ulrich serves as interim library director, 2005-07.

Added 鈥淏ooks for fun,鈥� read-and-return popular books which don鈥檛 need to be checked out.

2006-07

Added patio furniture to the grounds in front of the library.

2007-08

Don Smeeton serves as director from 2007-2009. 聽Dawn Nyce starts in the Main Library.

2009-10

贵辞谤尘别谤听聽begins as director and serves until 2015.

Library hosts a 鈥淰irginia Women in History鈥� exhibit honoring Joan Grayson of James Madison University.

2010-11

Stephanie Bush begins as instructional services librarian.

2012-13

Library hosts the traveling exhibit, 鈥淢anifold greatness: the creation and afterlife of the King James Bible.鈥�

Digitization of聽The Weather Vane聽begins. Click here to聽聽and here to view聽.

2014-15

143,426 electronic books are added to bring the total e-book collection to 168,108, almost as large as the print collection of 172,730 items.

聽as special collections librarian.

2015-16

聽as director.

A discovery system, which enables searching all databases at once, is installed.

Interlibrary loan sends out 3,612 items and received 2,393 for a total of 6,005.

2016-17

Library book collection (print and electronic) passes 500,000 items.

The final blessing, offered by Undergraduate Campus Pastor , included a prayer for each attendee, the students from all faiths and backgrounds who would begin arriving on campus that day, and 鈥� in acknowledgement of 鈥� for courage to confront 鈥渟ystems of racism that destroy rather than build the Kingdom of God.鈥�

This year鈥檚 theme聽鈥斅犫�淓xpanding the Legacy, Enlarging the Tent鈥� 鈥� emphasized integrating 91短视频鈥檚 history and traditions with a vision for its second century; the conference also officially launched 91短视频鈥檚 celebrations.

Strong vision

President donned three different types of eyewear during her keynote address to illustrate the 鈥渟pecial kind of seeing we do in Anabaptist Mennonite schools 鈥� more clearly, deeply and widely.鈥� [Listen to the .]

91短视频 is well-poised with 鈥渟trong vision and high purpose鈥� for the future, she said.

Merging perspectives of hindsight and foresight with Anabaptist-inspired insight, she noted 91短视频鈥檚 strong and vibrant historic legacy; a robust, holistic and distinctive education that includes cross-cultural study and faith formation; and a cohesive, faith-filled community of faculty and staff.

鈥淲e have just begun to promote a vibrant future of counter-cultural Mennonite education, one that prepares our students for relevant and in-demand careers and meaningful spiritual lives shaped by the reconciling love of Jesus,鈥� Huxman said.

While praising 91短视频鈥檚 entrepreneurial spirit, epitomized in pioneering professor emeritus and philanthropist Margaret 鈥淪peedy鈥� Martin Gehman and Alumnus of the Year , Huxman noted new academic offerings: the program, offered collaboratively with Goshen (Indiana) College, as well as the new four-year and a neuroscience minor.

Approximately 380 new and returning employees participated. The fall semester begins Monday, Aug. 28.

聽Many voices

A panel of respondents to Huxman鈥檚 speech included , , and . The final session of storytelling, a much-loved tradition, included , , , and .

Special guest Donald B. Kraybill provided a one-hour preview of his forthcoming Centennial history, 91短视频: One Hundred Years of Counter-Cultural Education (Penn State Press, 2017) to be released at the Oct. 13-15 .

Four breakout sessions highlighted influential programs, themes and concepts:

• 鈥� Professors and traced the history of racial-ethnic diversity at 91短视频, with special attention to current diversity trends and shifting paradigms. They asked, 鈥淗ow could and should paradigms and power structures shift? How can and should our new diversity help us more fully understand and realize the radical nature of our Anabaptist values?鈥� Click here to .

• Drinking in Knowledge at the Source: 91短视频’s Cross Cultural Program 鈥� A panel of five experienced cross-cultural program leaders discussed one of 91短视频鈥檚 most unique academic programs and included , professor and interim cross-cultural program director; , program assistant; , emeritus professor; , cross-cultural leader and adjunct instructor; and professors and .
• Creating a Beloved Community at 91短视频: Organizational Culture as Blessing and Barrier 鈥� Professor discussed culture and sub-culture identities as both assets and liabilities. He invited the group to list both blessings and barriers to 91短视频鈥檚 culture (and multiple sub cultures), noting that you must first understand your own organizational culture before you can聽interpret for聽鈥斅燼nd thus fully integrate聽鈥斅爊ewcomers.
• 鈥淭hy Word is Truth鈥�: Old Song, New Tune 鈥� Professor , associate dean of Eastern Mennonite Seminary, and Professor discussed 鈥渨ord鈥� and 鈥渢ruth鈥� as the biblical writer imagined these words, and engaged with ways that the motto speaks to聽91短视频 at 100 years.

鈥淲e have a great administration and staff doing a lot of great sustainability work, but that doesn’t mean there isn’t room for good ideas for sustainable improvement to sprout, especially from the student body,鈥� Horst said. 鈥淭he mini-grant competition really lives up to the spirit of organic grass-roots growth that we are modeling here. Sometimes, we don’t need a heavy document or big announcement to make our campus more sustainable.鈥�

This year鈥檚 winners admirably fit the bill: an exercise bike that feeds volts back into 91短视频鈥檚 , drip irrigation and hoop house聽 materials in the that contribute to better efficiency and productivity, and a filtered water station to increase use of non-disposable bottles.

Judges looked for projects that are creative, long-term and visible and have strong educational benefit and community collaboration, Horst said. Sustainability Coordinator and Professor Tara joined Horst in judging the six proposals from students, faculty, and staff members.

The sustainable stationary bike project, which was given $250, came about through such collaboration. Hannah Chappell-Dick and Rachel Sturm, representing Student Athletic Advisory Committee, contacted Ben Zook, with Engineers for a Sustainable World, about entering in an application for the sustainability grant.

鈥淭hey needed someone to build the project and we were happy to volunteer,鈥� Zook said, adding that the bike will be built in the fall.

One possible attraction for athletes who ride the bike for conditioning purposes is a display that 鈥渨ill show how much energy you are pumping back into the grid as you pedal,鈥� Zook said. 鈥淭here will also be a comparison meter to show the energy compared to a car, or a horse.鈥�

members were pleased to hear they鈥檇 been awarded a $500 mini-grant that will increase productivity and efficiency of their , said Josh Nyce, garden coordinator. SFI has one garden on drip, but now plans to install a drip system for the remaining two gardens, as well as increase production space in the hoop house.

鈥淭his type of irrigation will make our whole operation more efficient, improve our production and yield, and allow us spend more time on other tasks and projects to hopefully grow SFI,鈥� he said. 鈥淲atering in the hoop house will be so much easier, and will extend our growing season to provide us with fresh vegetables all year long at the SFI produce stand.鈥�

As for the bottle filling station, library director says she sees these 鈥渆verywhere.鈥�

The $250 grant will pay for a spigot on the first-floor water fountain to allow for easier filling of bottles, as well as a filtering station on the main floor.