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Spring 2025 · Vol. 54 No. 1 · pp. 153–158 

Faculty Publications 2024

Douglas B. Miller

Books

  • Nickel, Jesse P. A Revolutionary Jesus: Violence and Peacemaking in the Kingdom of God. Minneapolis, MN: Fortress, 2024. [CBC]
  • Sawatsky, Alexander. Anarchist Perspectives for Social Work: Disrupting Oppressive Systems. New York: Oxford University Press, 2024. [CMU]
  • Sorensen, Sue. Acutely Life: Poems. Winnipeg, MB: At Bay, 2024. [CMU]

Chapters

  • Baker, Mark D. “Introduction to Galatians” (and context notes). In Anabaptist Community Bible, 1414–15. Harrisonburg, VA: MennoMedia, 2025. [FPU]
  • Brensinger, Terry L. “Introduction to Judges” (and context notes). In Anabaptist Community Bible, 272–73. Harrisonburg, VA: MennoMedia, 2025. [FPU]
  • Epp-Tiessen, Daniel. “Introduction to Obadiah” (and context notes). In Anabaptist Community Bible, 1106–7. Harrisonburg, VA: MennoMedia, 2025. [CMU]
  • Geddert, Timothy J. “Introduction to Mark” (and context notes). In Anabaptist Community Bible, 1220–21. Harrisonburg, VA: MennoMedia, 2025. [FPU]
  • Gilbert, Pierre. “Introduction to Micah” (and context notes). In Anabaptist Community Bible, 1116–17. Harrisonburg, VA: MennoMedia, 2025. [CMU]
  • Howard, Melanie A. “Introduction to 1 & 2 Corinthians” (and context notes). In Anabaptist Community Bible, 1387–88. Harrisonburg, VA: MennoMedia, 2025. [FPU]
  • Jost, Lynn. “Introduction to 1 & 2 Kings” (and context notes). In Anabaptist Community Bible, 383–84. Harrisonburg, VA: MennoMedia, 2025. [FPU] p. 154
  • Klassen-Wiebe, Sheila. “Introduction to James” (and context notes). In Anabaptist Community Bible, 1484–85. Harrisonburg, VA: MennoMedia, 2025. [CMU]
  • Magallanes-Tsang, Sophia. “Introduction to Proverbs.” In Anabaptist Community Bible, 743–44. Harrisonburg, VA: MennoMedia, 2025. [FPU]
  • Matties, Gordon. “Introduction to Joshua” (and context notes for Joshua and Amos). In Anabaptist Community Bible, 241–42. Harrisonburg, VA: MennoMedia, 2025. [CMU]
  • Miller, Douglas B. “Introduction to Ecclesiastes” (and context notes). In Anabaptist Community Bible, 782–83. Harrisonburg, VA: MennoMedia, 2025. [TC]
  • ———. “Introduction to Jonah” (and context notes). In Anabaptist Community Bible, 1110–11. Harrisonburg, VA: MennoMedia, 2025. [TC]
  • Nickel, Jesse P. “Introduction to Jude” (and context notes). In Anabaptist Community Bible, 1509–10. Harrisonburg, VA: MennoMedia, 2025. [CBC]

Articles

  • Baker, Mark D. “A Honduran Mayor’s Experience of Ellul’s Political Illusion.” The Ellul Forum 72 (Fall 2023): 3–13. [FPU]
  • Clements, Chris D. “Disclosing God’s World: Calling, Discipleship, and Curation.” Direction 53 (Fall 2024): 168–78. [CBC]
  • DenHartog, Corinne. “A Qualitative Exploration into How Teachers Understand and Practice Forgiveness.” Education Sciences 14:9 (2024): 923, https://doi.org/10.3390/educsci14090923 [FPU]
  • Dick, Christopher M. “New Heaven, New Earth: The Christian Socialist Vision of J. G. Ewert.” Mennonite Life 78 (2024), https://ml.bethelks.edu/2024/07/08/new-heaven-new-earth-the-christian-socialist-vision-of-j-g-ewert/ [TC]
  • Dick, Paul. “The Place of Worship in the Christian University or, the Christian University as a Place of Worship.” Direction 53 (Spring 2024): 5–10. [CMU]
  • Doerksen, Paul. “Extravagant Hope, Urgent Patience: The Uncontrollability of Renewal.” Direction 53 (Spring 2024): 24–38. [CMU]
  • Duerksen, Darren. “Can Christians Borrow from Other Religions? The Christian Uses of Seders, Yoga, Meditation and Other Practices.” Pacific Journal 19 (2024): 9–18. [FPU] p. 155
  • Dyck, Andrew. “Welcoming Hope (Romans 15:4-13).” Direction 53 (Spring 2024): 79–87. [CMU]
  • Dyck, Paul. “The Providential Rose: Herbert’s Full Cosmos and Fellowship of Creatures.” Connotations 33 (2024), 259–84, https://doi.org/10.25623/conn033-dyck-1 [CMU]
  • Esau, Ken. “Why Church?” Direction 53 (Fall 2024): 127–40. [CBC]
  • Froese, Brian. “Indispensable Dispensationalism: A Book Review Essay.” Direction 53 (Spring 2024): 88–98. [CMU]
  • Gilbert, Pierre. “The Literary Purpose of the ‘Eve and the Serpent’ Narrative in Genesis 3:1-7.” Direction 53 (Spring 2024): 65–78. [CMU]
  • Huebner, Chris K. “From Raisins to Reason: Mennonites, Spinoza, and the Question of Religion.” Direction 53 (Spring 2024): 39–50. [CMU]
  • Janzen, Rod. “Embarrassed by the Relatives: Mennonites and Ethnicity.” Pacific Journal 19 (2024): 19–30. [FPU]
  • Johnson, Sarah Kathleen, Katie Graber, and Anneli Loepp Thiessen. “Singing and Praying with Indigenous Christians.” Canadian Mennonite 27:19 (2023), https://canadianmennonite.org/singing-and-praying-indigenous-christians/ [CMU]
  • Loepp Thiessen, Anneli. “ ‘Reckless Love’: Sexual Violence, Gendered Interpretations, and Intimate and Aggressive Language in Contemporary Worship Music.” Journal of Feminist Studies in Religion 40:2 (2024): 5–22. [CMU]
  • Loepp Thiessen, Anneli, and Katie Graber. “Engaging All Ages in Worship.” Leader Magazine Spring 2024, In Worship column. [CMU]
  • Loepp Thiessen, Anneli, and Katie Graber. “What is Mennonite Worship?” Leader Magazine Fall 2024, In Worship column. [CMU]
  • Rempel, Ruth. “Transformative Education: Reflections on Teaching Development History.” Direction 53 (Spring 2024): 11–23. [CMU]
  • Roberts, Laura Schmidt. “The Workings of Tradition.” Vision: A Journal for Church and Theology 25 (Spring 2024): 63–69. [FPU]
  • Saleh, Nicholas, J. Delva, S. R. Ramirez, K. M. Kapheim, and T. Chouvenc. “Reproductive Inefficiency and Increased Behavioral Variation Are Associated with Large Group Size in the Orchid Bee, Euglossa Dilemma.” Insectes Sociaux 71 (2024): 211–19. [FPU]
  • Sawatsky, Alexander. “Anarchism and Social Work.” Critical Social Work. 25:1 (2024), DOI: 10.22329/csw.v25i1.8548. [CMU]
  • Sears, Jonathan M. “What Do We Pray for When We Pray for Peace?” Direction 53 (Spring 2024): 99–100. [CMU] p. 156
  • Sensenig, Andrew, and Magdalena Wenger. “Using Rubrics with Peer Review to Improve Undergraduate Science Writing.” Journal of College Science Teaching (2024): 1–13. [FPU]
  • Sorensen, Sue. “Is Zadie Smith All Right? Puzzling over The Fraud.” Macrina Magazine (2 December 2023), https://www.macrinamagazine.com/posts/is-zadie-smith-all-right-puzzling-over-the-fraud. [CMU]
  • Stoesz, Conrad, Jason Hildebrand, and Greg Bak. “Creating Open-Source Software for the Mennonite Archival Information Database.” Archivaria 98 (Fall 2024), 42-67. [CMU]
  • Viddal, Candice Harder. “Ambiguity and Uncertainty in Physics.” Direction 53 (Spring 2024): 51–64. [CMU]

Music

  • Sorensen, Sue. “Tangled Peace Birds” and “And One for Bob.” Poems. The Malahat Review 225 (Winter 2023): 84–87. [CMU]
  • Teichler, R. Christopher. Welcome Home. San Diego, CA: Neil A Kjos Music Company, 2024. [TC]
  • Tice, Adam M. L., and Anneli Loepp Thiessen, eds. Come. Walk with Us! Songs of Justice for All Ages. Illustrated by Haeon Grace Kang. Chicago, IL: GIA, 2024. [CMU]

Dissertations

DenHartog, Corinne. “Forgiveness in Education: A Qualitative Analysis of the Forgiveness Experience for Educators.” Doctor of Philosophy (Psychology). Liberty University, Lynchburg, Virginia. Submitted 2023. Advisor: Jichan Jay Kim. Current Position: Clinical Assistant Professor in School Counseling at Fresno Pacific University. Abstract: Forgiveness is as powerful as it is complex. Evaluating how teachers understand and practice forgiveness has potential applications within broader forgiveness theory as well as more practically in discussions of both teacher health related to practicing forgiveness and student learning of forgiveness. The present study sought to gather qualitative insights related to teacher understanding of forgiveness, teacher practice of forgiveness within their jobs, and teacher opinions on forgiveness education. A total of six semi-structured focus group interviews were conducted with groups of two to four public school teachers. Results indicated that there is variety in understanding amongst teachers of what forgiveness is or what it looks like in practice. Also, that teachers recognize that they practice forgiveness regularly in their jobs, with students, administrators, parents of students, and coworkers in a variety of situations. Finally, that teachers feel forgiveness education would be p. 157 beneficial for students, but that another organized curriculum could be overload for most teachers. Recommendations for how forgiveness education could be more effectively enacted were offered and are summarized in the results and discussion. Implications for these results include applications to future forgiveness education pursuits, further contributions to forgiveness theory, and encouragement for teacher training in forgiveness, both for their own health and for consequential student learning.

Hays, Kristen D. “Improving Student Behavior and Academic Achievement Through Social and Emotional Learning Practices.” Doctor of Education. Wichita State University, Wichita, Kansas. Submitted 2024. Advisor: Jason Herron. Current Position: Assistant Professor of Education, Tabor College. Abstract: This research addresses the importance of improving behavior, both in and out of the classroom, and academic achievement in children. This research provides the means for elementary school children to become self-aware of their emotional state leading to improved self-regulation and better academic and behavioral achievement. The participants of the study included students in second and fifth grades, their teachers, and parents. The students attended various districts and schools in Kansas and Oklahoma. The students were taught, and provided with, tools and strategies to help with managing self-control. Using these tools, students were able to recognize when they were becoming dysregulated and were more capable of regulating impulses, emotions, and disruptive behaviors. An improvement in student behavior was evident from the parent and teacher’s perspectives. The results also indicate an improvement in emotional and behavioral response from the student’s personal perspective. In addition to behavioral improvements, an improvement in academic achievement was also observed in reading, language arts, and mathematics. The results of this research could have major implications for the future of social-emotional learning in the classroom. This research indicates that the implementation of social and emotional learning techniques in the general education classroom positively impacts a student’s academic performance and behavior in and out of the classroom. Implementing these practices universally, in all classrooms, could provide the tools children need to grow into adults who can self-regulate and ultimately improve their quality of life.

Saldana, Paul M. “The Influence of Pandemic Financial Relief on Organizational Development and Business Continuity.” Doctor of Education. California Baptist University, Riverside, California. Submitted 2024. p. 158 Advisor: Andrew Alexson. Current Position: Assistant Professor of Business, Fresno Pacific University. Abstract: This study examines the impact of financial assistance, specifically through the Paycheck Protection Program (PPP), on business organizational development and average business lifespan during the pandemic. The study employs an inductive thematic analysis approach to understand the influence of financial assistance on a business’s organizational development and continuity during and after the pandemic. The research provides a basic understanding of the factors influencing business failure under normal economic conditions and business cycles and how the pandemic may have interrupted the normal life cycle. The research is based on the theoretical foundation of Lippitt and Schmidt’s organizational life cycle model. This model outlines three stages: birth, youth, and maturity. Semi-structured interviews were conducted with participants who received PPP funds. Thematic analysis was used to extract codes and themes from the interview transcripts. The data indicated that the provision of financial assistance contributed to the continued success of a business, thereby positively influencing business sustainability and organizational development. The research findings indicate that businesses that received assistance experienced positive impacts. Businesses in the birth and youth stage weathered cash flow challenges, while some businesses in the mature stage found the opportunity to expand. The implications of this study provide insight to businesses for preparing for financial challenges, how government-sponsored programs can be designed to benefit businesses in the most need, and overall programs to support business. Further research is recommended into the long-term effect on business sustainability resulting from pandemic financial assistance and including a larger geographic area of businesses.

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

Canadian Mennonite University (CMU)

Columbia Bible College (CBC)

Fresno Pacific University (FPU)

MB Seminary (a.k.a., Mennonite Brethren Biblical Seminary Canada) (MBS)

Tabor College (TC)

In cases of multiple authors where one author is not from a sponsoring school, the name of the author of interest is set in bold type.

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