Spring 2015 · Vol. 44 No. 1 · pp. 120–132 

Faculty Publications 2014

Vic Froese


  • Baker, Mark D. Gálatas. Comentario Biblico Iberoamericano. Buenos Aires: Ediciones Kairos, 2014. [FPBS]
  • Chin, Shin-hee. Mother Tongue and Motherhood. Hillsboro, KS: Carson Center for Global Education, 2014. [TC]
  • Doerksen, Paul, ed. Toward an Anabaptist Political Theology: Law, Order, and Civil Society, by A. James Reimer. Eugene, OR: Wipf and Stock, 2014. [CMU]
  • Dunn, Larry A. Discovering Forgiveness: Pathways through Injury, Apology, and Healing. Telford, PA: Cascadia, 2014. [FPU]
  • Kyle, Richard. God’s Watchman: John Knox’s Faith and Vocation. Eugene, OR: Pickwick, 2014. [TC]
  • Lane, Julie M., and Quentin P. Kinnison. Welcoming Children with Special Needs: Empowering Christian Special Education with Purpose, Policies, and Procedures. Bloomington, IN: WestBow, 2014. [FPU]
  • Leon, Gina Ponce De. Twenty-First Century Latin American Narrative and Postmodern Feminism. Newcastle upon Tyne, UK: Cambridge Scholars, 2014. [FPU]
  • *Miller, Douglas B., and R. Mark Shipp. An Akkadian Handbook. 2d ed. Winona Lake, IN: Eisenbrauns, 2014. [TC]
  • Sorensen, Sue. The Collar: Reading Christian Ministry in Fiction, Television, and Film. Eugene, OR: Cascade, 2014. [CMU] {121}
  • Terman, Max R. Hiram’s Hope: The Return of Isaiah. TESA, 2014. [TC]
  • Wiebe, Katie Funk. A Strong Frailty: Aganeta Janzen Block, Heroine of the Faith in the Former Soviet Union. Hillsboro, KS: Center for Mennonite Brethren Studies, 2014. [TC]


  • Funk-Unrau, Neil. “The Canadian Apology to Indigenous Residential School Survivors: A Case Study of Renegotiation of Social Relations.” In On the Uses and Abuses of Political Apologies. Ed. Mihaela Mihai and Matthias Thaler, 138–53. New York: Palgrave MacMillan, 2014. [CMU]
  • Geddert, Tim. “When is the End Not ‘The End’? Examining the Puzzle of Mark 13.” In Reich Gottes – Veränderung – Zukunft: Theologie des Reiches Gottes im Horizont der Eschatologie. Ed. Arthur Rempel, 83–103. Berlin: epubli GmbH, 2014. [FPBS]
  • Gerbrandt, Gerald. “Academic Freedom From a Christian University Perspective: A Personal Reflection.” In Academic Freedom in Conflict. The Struggles Over Free Speech in the University. Ed. James L. Turk, 172–84. Toronto: James Lorimer, 2014. [CMU]
  • Miller, Douglas B. “Should We Take Time for War? Moral Indeterminacy in Qohelet’s Poem.” In Struggles for Shalom: Peace and Violence Across the Testaments. Ed. Laura L. Brenneman and Brad D. Schantz, 88–102. Telford, PA: Cascadia, 2014. [TC]
  • Penner, Carey G. “A Contextual Action Theory Perspective on Self-Efficacy in Individual Counseling.” In Counseling and Action: Toward Life-Enhancing Work, Relationships, and Identity. Ed. Richard A. Young, José F. Domene, and Ladislav Valach, 271–84. New York: Springer, 2015. [CBC]
  • Penner, Deborah R. “Mother and Maker.” In Mother Tongue and Motherhood. Shin-hee Chin. Hillsboro, KS: Carson Center for Global Education, 2014. [TC] {122}
  • Short, Sharon Warkentin. “The End of the Story: Why and How to Teach Children About the Second Coming of Christ.” In Exploring and Engaging Spirituality for Today’s Children: A Holistic Approach. Ed. La Verne Tolbert, 181–92. Eugene, OR: Wipf & Stock, 2014. [TC]
  • Smith, Peter. “Improvising the Practice of Nonresistance as Creative Mimesis.” In René Girard and Creative Reconciliation. Ed. Vernon Neufeld Redekop and Thomas Ryba, 149–62. Lanham, MD: Lexington Books, 2014. [FPU]
  • Zerbe, Gordon. “ ‘Be(a)ware of the Dogs, Evildoers and Butchery’: Text and Theory in the Discourse on Peace and Violence in Paul.” In Struggles for Shalom: Peace and Violence across the Testaments. Ed. Laura Brenneman and Brad D. Schantz, 228–41. Eugene, OR: Wipf & Stock, 2014. [CMU]


  • Bovee, S., R. Roller, and Brett *Andrews. “More Bricks, Less Straw: Navigating the Changing Higher Education Landscape.” Proceedings of the Annual Conference of the Christian Business Faculty Association. Nashville, TN: CBFA, 2014. [TC]
  • Brown, Lauren, Ashtyn Stephens, and Andrew T. *Sensenig. “Object Permanence Demonstrated by a Double Yellow Headed Amazon Parrot Amazona oratrix and an African Grey Parrot Psittacus erithacus.” Transactions of the Kansas Academy of Science 117, nos. 3, 4 (2014): 232–36. doi:10.1660/062.117.0308 [TC]
  • *Brubacher, John L., Ana P. Vieira, and Phillip A. Newmark. “Preparation of the Planarian Schmidtea mediterranea for High-resolution Histology and Transmission Electron Microscopy.” Nature Protocols 9, no. 3 (2014): 661–73. [CMU]
  • Charbonneau, Bruno, and Jonathan *Sears. “Faire la guerre pour un Mali démocratique: l’intervention militaire française et la gestion des possibilités politiques contestées.” Revue canadienne de science politique 47, no. 3 (2014): 597–619. doi:10.1017/S0008423914000924 [CMU] {123}
  • Charbonneau, Bruno, and Jonathan *Sears. “Fighting for Liberal Peace in Mali? The Limits of International Military Intervention.” Journal of Intervention and Statebuilding 8, no. 2/3 (2014): 192–213. doi:10.1080/17502977.2014.930221 [CMU]
  • Derksen, John. “Voice, Leadership, and Influence among Spiritualist and Anabaptist Women in Strasbourg, 1525–1570.” Mennonite Quarterly Review 88, no. 4 (2014): 423–50. [CMU]
  • Doerksen, Paul. “The Politics of Moral Patience.” Political Theology 15, no. 5 (2014): 454–67. [CMU]
  • ———. “Yoder’s Foundational, Functional, and Reductionist Jesus” (review essay of The Heterodox Yoder, by Paul Martens). Syndicate: A New Forum for Theology 1, no. 1 (May/June 2014): 81–86. Posted June 12, 2014. [CMU]
  • Dyck, Andrew. “Praying for God’s Blessings: Our Starting Point in God’s Mission.” InTouch (Fall 2014): 3–5. [MBBSC]
  • ———. “Sowing Seeds or Tossing Nutshells?—Speaking of Jesus.” Mennonite Brethren Herald, October 2013, 14–16 (addenda at and Also published in MB Chinese Herald, July 2014, 18–20. Republished (condensed) in the EMMC Recorder, May/June 2014, 4–5 and The Messenger, June 2014, 9–11. [MBBSC]
  • Dyck, Paul. “Approaching the Table: Invitation and the Structure of The Temple.” George Herbert Journal 35 (Fall 2011/Spring 2012): 45–54. [CMU]
  • Esau, Ken. “What Time Is It? Interpreting Genesis 1–3.” Direction 43 (Spring 2014): 4–19. [CBC]
  • Fenlason, Aaron C. “Beauty,” “Belief,” “Hope,” and “Prophets.” In Lexham Theological Wordbook. Ed. Douglas Mangum, et al. Lexham Bible Reference Series. Bellingham, WA: Lexham, 2014. [TC] {124}
  • ———. “House of the Forest of Lebanon,” “Oxyrhynchus,” and “Waters of Merom.” The Lexham Bible Dictionary. Ed. John D. Barry, et al. Bellingham, WA: Lexham, 2014. [TC]
  • Geddert, Tim. “Schroffer Schluss, Neuer Anfang: über das Geheimnissvolle Ende des Markusevangeliums.” Faszination Bibel, December 2014, 32–35. [FPU]
  • ———. “Worin Besteht Gottes Gerechtigkeit?” Mennonitisches Jahrbuch, 2014, 44–47. [FPU]
  • Gilbert, Pierre. “The Church and Social Justice: Plumbers and Engineers Needed.” The Messenger, January 2014, 6–7. [MBBSC]
  • ———. “The Missional Relevance of Genesis 1–3.” Direction 43 (Spring 2014): 49–64. [MBBSC]
  • ———. “Project Redemption.” Christian Leader, December 2013 / January 2014, 14–16. [MBBSC]
  • Guenther, Titus. “Mennonite Colonies and Colonialism in Latin America.” Intersections: MCC Theory & Practice Quarterly 2 (Winter 2014): 13–15. [CMU]
  • Heidebrecht, Doug. “Being the Church: A Mennonite Brethren Vision of the Family of God.” Mennonite Brethren Herald, June 2014, 16–18. Also printed in Christian Leader, July/August 2014, 13–14. [TC]
  • ———. “Toward a Mennonite Brethren Peace Theology: Reading the Bible through an Anabaptist Lens.” Direction 43 (Fall 2014): 228–42. [TC]
  • Hoey, R., F. McCracken, Matt *Gehrett, and R. Snoeyink. “Evaluating the Impact of the Administrator and Administrative Structure of Online Programs at Nonprofit Private Colleges.” Online Journal of Distance Learning Administration 17, no. 3 (2014). [FPU] {125}
  • Huebner, Chris. “The Apocalyptic Body of Christ? Reflections on Yoder and Apocalyptic Theology by Way of David Foster Wallace.” Pro Ecclesia 23, no. 2 (2014): 125–31. [CMU]
  • Kinnison, Quentin P. “Celebrating Our Parents, Mourning Our Losses.” The Christian Leader, May 2014, 15–16. [FPU]
  • ———. “The Pastor as Expert and the Challenge of Being a Saltwater Fish in a Freshwater Tank.” Journal of Religious Leadership 13, no. 1 (March 1, 2014): 1–30. [FPU]
  • Klassen, Randy. “Teaching Genesis to Young Adults.” Direction 43 (Spring 2014): 99–104. [BC]
  • Koop, Karl. “Anabaptist and Mennonite Identity: Permeable Boundaries and Expanding Definitions.” Religion Compass 8, no. 6 (2014): 199–207. [CMU]
  • ———. “On the Dangers of Greed and Excess: Mennonites in the Dutch Golden Age.” Vision: A Journal for Church and Theology 15, no. 1 (Spring 2014): 54–63. [CMU]
  • ———. “And the Word Became Flesh and Lived Among Us.” The Community Well 8 (November/December 2014): 5–6. Also published in The Messenger, 14 December 2014, 6–8, and in The Recorder, November-December 2014, 4–5. [CMU]
  • ———. “Is it time to dismantle the ‘Anabaptist’ Moniker?” The Blazer [CMU], Fall 2014, 5–6. [CMU]
  • *Lane, Julie M., and David R. Jones. “Special Education Professional Development in Christian Schools.” Journal of the Christian Institute on Disability 3, no. 2 (Fall/Winter 2014): 45–68. [FPU]
  • Lenz, Darin. “ ‘A Peculiar Charm’: The Story of George Müller of Bristol in Mid-Nineteenth Century America.” In Culture, Spirituality, and the Brethren, 277–90. BAHN, 2014. [FPU]
  • Matties, Gordon. “Thinking & Doing: The Lesson of Blue and Green.” The Blazer [CMU], Spring 2014, 3–4. [CMU] {126}
  • Nagler, Michael, and Karen *Ridd. “Humour but Not Humiliation: Finding the Sweet Spot in Nonviolent Conflict Resolution.” OpenDemocracy. Published May 7, 2014. [CMU]
  • Neufeld, Justin. “The Face of Christ in the Face of Nature: A Conversation with Jean Vanier, Socrates, James Cone, and Charles Darwin.” Direction 43 (Spring 2014): 76–98. [CMU]
  • Neufeldt, Reina, and Neil *Funk-Unrau. “Teaching Peace Studies: An Introduction.” Conrad Grebel Review 32, no. 2 (2014): 116–19. [CMU]
  • *Patel, Kirit, D. Guenther, K. Wiebe, and R. Seburn. “Promoting Food Security and Livelihoods for Urban Poor through the Informal Sector: A Case Study of Street Food Vendors in Madurai, Tamil Nadu, India.” Food Security 6, no. 6 (2014): 861–78. [CMU]
  • Ridd, Karen. “Guatemalan Workers at Lunafil Win 410-day Occupation Despite Violence. PBI accompanies. 1987–1988.” Global Nonviolent Action Database. Published June 11, 2014. [CMU]
  • ———. “Towards a Pedagogy of Radical Love.” Conrad Grebel Review 32, no. 2 (Spring 2014): 177–91. [CMU]
  • Schellenberg, Ryan S. “Does Paul Call Adam a ‘Type’ of Christ? An Exegetical Note on Romans 5,14.” Zeitschrift für die Neutestamentliche Wissenschaft und die Kunde der Älteren Kirche 105, no. 1 (January 2014): 54–63. [FPU]
  • Sorensen, Sue. “ ‘He Thinks He’s Failed’: Representations of Christian Clergy in English Canadian Fiction.” Studies in Religion / Sciences religieuses 43, no. 4 (2014): 553–74. [CMU]
  • Spinelli, Michael. “You are Not Your Clothes.” Christian Leader, February/March 2014, 10–11. [TC] {127}
  • Viddal, Candice. “Reflections on Genesis and Physics.” Direction 43 (Spring 2014): 65–75. [CMU]
  • Vilariño-Güell, Carles, Alex Rajput, Bruce L. *Guenther, et al. “DNAJC13 Mutations in Parkinson Disease.”  Human Molecular Genetics 23, no. 7 (April 2014): 1794–1801. doi:10.1093/hmg/ddt570 [MBBSC]
  • Vogel, Bradley, arr. Holy, Holy, Holy. Medina, NY: Imagine Music, 2014. [TC]
  • ———, arr. I’ll Fly Away. Medina, NY: Imagine Music, 2014. [TC]
  • White, Randy. “Facing the Urban Sunrise: Educating for Transformation.” New Urban World Journal, no. 4 (May 2014): 29–44. [FPU]
  • Wiebe, Katie Funk. “Every Business has a Story.” The Marketplace, September/October 2014, 18–20. [TC]
  • ———. “Looking Back from the Mountaintop.” Purpose, July 2014, 4–5. [TC]
  • ———. “Nothing New under the Sun—or in the Church Press?” Mennonite World Review, 29 September 2014, 10. [TC]
  • Wollf, Randy. “Leaders and Their Use of Power in Facilitating Organizational Change.” Journal of Applied Christian Leadership 8 (Spring 2014): 76–87. [MBBSC]
  • Zerbe, Gordon. “Justice and the True Polis: A Response to T. Jennings, Outlaw Justice: The Messianic Politics of Paul.” Syndicate: A New Forum for Theology 1, no. 1 (May/June 2014): 104­–12. Posted June 25, 2014. [CMU] {128}


Gehrett, Matt. “Investigating the Use of Mobile Technology for Classroom Instruction: A Case Study of Two K–12 Christian Schools.” Doctor of Education (Ed. D.). George Fox University, Newberg, Oregon. Submitted 2014. Advisor: Scot Headley. Current position: Executive Director of Online and Continuing Education, Fresno Pacific University, Fresno, California.

Abstract: How useful is the Technological Pedagogical Content Knowledge (TPACK) model in analyzing and explaining teacher effectiveness in the use of technological tools for teaching and learning? One way a researcher can answer this question is to apply the TPACK model to specific cases such as the Christian school environment. As a result, the purpose of this case study was to explore the connections between the use of mobile computing technology, system wide factors that promote successful implementation, and a teacher’s technological pedagogical content knowledge (TPACK) on classroom instruction in two K-12 Christian schools in the Central Valley of California. Specifically, profiles of each school were developed utilizing online surveys, classroom observations, review of technology planning documents, personal interviews with the administration, and focus groups of the school staff. Using the data derived from these various sources; a greater understanding was developed regarding the use of mobile computing technology for classroom instruction, system wide factors that promote successful implementation, and changes in the teaching practice of teachers. Implications and ideas for future research were shared regarding the use of mobile technology for K-12 classroom instruction.

Janzen, Jeanne. “Instructor Empathy and Student Retention in Online Learning Environments.” Doctor of Education (Ed. D.), Instructional Technology & Distance Education. Nova Southeastern University, Fort Lauderdale, Florida. Submitted 2014. Advisor: Shirley Walrod. Current position: Associate Professor of Curriculum and Teaching, Fresno Pacific University, Fresno, California.

Abstract: This applied dissertation was designed to investigate the potential relationship between instructor empathy and retention of students. The central research question framing the study was, Is there an association between an instructor’s level of empathy and student retention in online learning environments? A correlational {129} research design was employed to examine the dependent variable of retention as it related to instructor empathy. An empathy score was obtained for each instructor using the Interpersonal Reactivity Index, a validated instrument designed specifically to measure the construct of empathy. Retention was examined with respect to instructor gender and number of years taught.

The sample was drawn using a survey research approach from online faculty at 4 faith-based institutions on the west coast of the United States, all “intentionally Christian institutions of higher education.” These institutions represented a population of convenience, providing ease of access to the researcher and collegial “buy-in” from the respective administrations.

Statistical analysis indicated a relationship existed between the level of instructor empathy and online graduate student retention. Positive correlational analyses between the dependent variable of retention and the Interpersonal Reactivity Index subscales of Empathic Concern and Perspective Taking were strongly indicated regardless of gender or number of years taught. Regression analyses also indicated that the instructor scores for the Interpersonal Reactivity Index subscales of Empathic Concern and Perspective Taking were strong predictors of student online retention. These results would be most useful to online instructors, designers of online curriculum, educational leaders, university admissions personnel, and university offices responsible for student retention. Each of these positions could be informed by the predictive factors related to the construct of empathy as identified in this study.

Keith, Lisa Clark. “A Phenomenological Study of Women and Mental Illness: Stigma and Disclosure in the Workplace.” Doctor of Psychology (Psy. D.), Organizational Development. Alliant International University, Fresno, California. Submitted 2014. Advisor: Lynne Valek. Current position: Assistant Professor of Special Education, Fresno Pacific University, Fresno, California.

Abstract: Although many autobiographical books have been written about living with a mental illness, little previous research directly addressed the mental health consumer’s experience in coming out at work about having a mental illness. This is a phenomenological study that looked at the experiences of five women who had mental illness and disclosed this in their workplaces.

The essence of the experiences of the five mental health {130} consumers who came out about their mental illness at work was similar. There was a process of fear, disclosure, shame, acceptance, and finally relief over time. Secrecy surrounding a person with a mental illness and her self-identity was exacerbated by internalized stigma and fear before disclosure, and information management became paramount for nondisclosing mental health consumers.

For the women, disclosing information in the workplace about mental illness was a difficult decision, one that caused them to feel stigmatized and led to discrimination. The stigma that surrounded their mental illness was a barrier to their quality of life; for example, affecting intrapersonal and interpersonal relationships and how they maintained full-time, meaningful employment. The attempt to conceal mental illness in the workplace caused strain and emotional stress for most individuals.

During the episode of disclosure, the study participants experienced the fear of being discredited, which in turn created a work atmosphere of distrust and suspicion. Once they came out to one person and were subsequently outed again to others by the initial person, they felt shame and embarrassment. However, coming out of the closet about having a mental illness also allowed many of them to find relief in the honesty and self-acceptance surrounding their identity as a mental health consumer. Completing research of this nature in a collaborative fashion empowered those whom the researcher sought to understand. Organizations that knowingly or unknowingly employ persons with mental illness need to become aware of issues around employees disclosing mental illness in the workplace.

Loewen, David A. “The Relationship of Motivational Values of Math and Reading Teachers to Student Test Score Gains.” Doctor of Philosophy, Curriculum and Instruction. Kansas State University, Manhattan, Kansas. Submitted 2013. Advisor: Michael Perl. Current position: Assistant Professor of Education/Coordinator of Secondary Education/Licensure Officer, Tabor College, Hillsboro, Kansas.

Abstract: This exploratory correlational study seeks to answer the question of whether a relationship exists between student average test score gains on state exams and teachers’ rating of values on the Schwartz Values Survey. Eighty-seven randomly selected Kansas of math and/or reading teachers, grades four through eight, participated. Student test score gains were paired with teachers {131} and averaged. The results of these backward stepwise entries of multiple regressions using SPSS software are reported. Significant relationships with large effect sizes are reported for teacher values and student test score gains in reading and math. Models of teacher values are found that account for 32 percent of average student test score gains in reading and for 43 percent of the average student test score gains in mathematics. The significant model of values with greatest adjusted relationship with reading test score gains is described as the Relational Teacher Value Type. The valuing of True Friendship (close supportive friends) and the valuing of Sense of Belonging (feeling that others care about me) proved to be the most powerful indicators of student reading score gains within this type. The significant model of values with the greatest adjusted relationship with mathematics test score gains is described as the Well-Being Teacher Value Type. The valuing of Healthy (not being sick physically or mentally), the valuing of Reciprocation of Favors (avoidance of indebtedness), and Self Respect (belief in one’s own worth) proved to be the most powerful indicators of student mathematics test score gains within this type. The significant value items within each of the above types’ models are discussed regarding possible reasons for their relationships to student test score gains. A value that is found significant for both reading and mathematics teachers in accounting for student test score gains is Moderate (avoiding extremes of feeling or action). Of the teachers in the study that taught mathematics and reading, their students’ mathematics score gains did not correlate in a statistically significant way with their students’ reading score gains, suggesting that a teacher’s ability to teach math has little to do with a teacher’s ability to teach reading.

Pietrocola, Marlene R. “Nurse Executives’ Perceptions of the Barriers and Facilitators Associated with Reaching an 80% Baccalaureate Prepared Nursing Workforce in Rural Kansas.” Doctor of Nursing Practice (DNP), focus on Organizational Leadership. University of Kansas Medical Center, Kansas City, Kansas. Submitted 2014. Advisor: Debra Ford. Current position: Assistant Professor of Nursing, Chair of the Nursing Program, School of Adult and Graduate Studies, Tabor College Wichita, Wichita, Kansas.

Abstract: The Institute of Medicine (IOM) recommends that 80 percent of the Registered Nurses (RN) in the workforce be baccalaureate prepared by the year 2020. This study explored the {132} perceptions of nurse executives in rural Kansas about the barriers and facilitators to reaching an 80 percent baccalaureate prepared nursing workforce. Current educational staff mix and the educational staff mix goal were also explored. Methodology: A qualitative descriptive design was used. Eight critical access hospitals throughout Kansas were purposively sampled. The nurse in the executive leadership position at each facility was interviewed. A questionnaire was used to obtain demographic information about the facility’s current workforce and the nurse executives’ goals for RN educational level. Results: Data were analyzed using a qualitative inductive thematic analysis. Five themes related to barriers to achieving a higher percentage of baccalaureate-prepared nurses emerged: (1) limited finances; (2) life that gets in the way; (3) don’t see the value; (4) nurses are comfortable with where they are; and (5) rural challenge. Facilitators to increase percentages include: (1) increase funding for nurses in rural communities; (2) require mandate for BSN with time limits; (3) educate on the value of the BSN degree; (4) develop mentoring and role modeling programs; and (5) offer a variety of BSN program options. Discussion: It is hoped that the outcomes of this study raise awareness to healthcare employers, educators and policymakers of the need to consider the barriers in rural communities to increase the percentage of BSN nurses. Initiatives that increase the percentage of BSN in urban areas and unintentionally creates barriers in rural communities needs to be further understood.

This bibliography includes publications of faculty, emeriti, and students of schools that sponsor Direction, identified as follows:

  • Bethany College (BC)
  • Canadian Mennonite University (CMU)
  • Columbia Bible College (CBC)
  • Fresno Pacific Biblical Seminary (FPBS)
  • Fresno Pacific University (FPU)
  • Mennonite Brethren Biblical Seminary Canada (MBBSC)
  • Tabor College (TC)

In cases of multiple authorship, the author of interest is marked with an asterisk (*).