< Previous10 FOCUS WINTER 2022 RESEARCH HAS BEEN A CORE COMPONENT OF MY UNDERGRADUATE EXPERIENCE. I am a senior undergraduate student in the Department of Biology, and I have been working with Dr. Lyons for about three years. My project focuses on an enzyme called carboxypeptidase A1 (CPA1). Utilizing experimental techniques, I have been examining the necessity of the CPA1 prodomain, one part of this enzyme, for its stability and functionality. Although research into a singular enzyme may seem niche, the ability of a protein to function enzymatically is highly reliant on its ability to fold properly. As seen in diseases such as Alzheimer’s and Parkinson’s, misfolded proteins have tremendous implications within organisms. This project has taught me a great deal within the realm of molecular biology, such as the governing principles of protein folding and enzymatic function. In addition, research has taught me a great deal of patience. Research demands tenacity. As scientists, we form hypotheses and expect our results to either corroborate or contradict these hypotheses. Before starting my project, I had a vague understanding of the experiments I had to perform and still expected a linear pro- gression from questions to answers, from hypotheses to results. The reality was that many procedures had to be repeated, either due to insufficient output or inconclusive results. The necessity to go back, re-evaluate and perform procedures again has improved my techniques and critical analysis. I believe that the perseverance learned while tackling a research project ultimately enables growth. In essence, research has been an immensely valuable portion of my studies in biology and has enhanced my undergraduate experience. LOOKING BACK ON MY UNDERGRADUATE RESEARCH, I HAVE HAD MANY EXPERIENCES, whether they be good ones or learning ones. At first, I thought that doing research would be a breeze and that I would have nothing to worry about, but this was not the case. My research first started out sifting through large amounts of bioinformatic data. There was a certain level of detail that I needed to maintain while looking at my computer screen and running through the data. An example of this was when I needed to recognize that two genes were the same but had two different names within the bioinformatic library. Currently, I’m doing research in the lab which is a whole different experience altogether. From staring at a computer screen to getting my hands dirty meant that there was a difference in detail that I needed to pay attention to. Working on a computer screen meant that I needed to pay attention to quantitative data which I learned quickly, but working in the lab required detailed attention to qualitative characteristics which is a skill that I am still learning. Undertaking research means that you have to give it the same level of attention like it’s your own child. It means that you have to be okay with no output even after the numerous hours of input. It means that you have to pick yourself up even after making mistakes. I realized that re- search requires a certain level of resiliency after failing multiple times. I have zero regrets from doing research because it taught me scientific techniques and life lessons that I value wholeheartedly. Masy Domecillo Daniel Fajardo Daniel Fajardo caring for his cell cultures in the biosafety cabinet Masy Domecillo developing a “western blot” in the darkroomResearchAndrews University ANNUAL REPORT 11 WALTHER EICHRODT ONCE APTLY wrote, “The man who knows only one religion knows none. The man who knows the religion of the Old Testament knows many” (Walther Eichrodt, “Theology of the Old Testament,” 1:25). For biblical studies, this means that not only the Hebrew and Aramaic Scriptures of the Jewish Bible and the Greek Scriptures of the New Testament must be studied but also the literature of the Babylonians, Assyrians, Egyptians, Greeks and Romans. In a sense, the interlocutors of biblical literature are the non- biblical literature of biblical times and places. And so, it is essential to have access to well- prepared primary sources. But it is equally important to study the reception history of biblical literature. In this way, one can see how biblical texts were understood and how biblical laws were applied in concrete, everyday life. With the findings in the Qumran caves in 1947, another critical source has been added, especially for research on reception history. Writings Dead Sea Scrolls and Linguistic Research by Oliver Glanz12 FOCUS WINTER 2022 from the intertestamental period, containing copies of Old Testament texts, commentaries on biblical texts, and rules of conduct for religious communities, were suddenly accessible. This opened up a new approach to the interpretation of Old Testament texts. With the improved data situation in the last century, it has come true what Eichrodt stated so well. Our under- standing of Old Testament laws, the creation account, the biblical image of man, the image of God, eschatology and—not trivial at all—our understand- ing of biblical love poems has improved and provided new clarities that were not possible before to such an extent. But not only the data situation has improved. With the developments in computer-aided data analysis, research methods have also advanced signifi- cantly in the last 10–20 years. It is now possible to ask important questions that could not be asked before because there were no methods to answer them. To give just one example, when Moses says “I and your people” ( ךֶָמַעְו יִנֲא ) in Exodus 33:16, it is a phrase that is grammat- ically wholly unexpected. In fact, it is a grammatical rarity. In Hebrew, the personal pronoun and the pronominal suffix must be congruent (e.g., “I and my people,” “you and your people,” “she and her mother,” etc.). Moses, however, resorts to a grammatically oblique for- mulation to make it clear to God that the people of Israel are precisely not Moses’ people, as God asserted in Exodus 32:7. Moses uses all the possibilities of the Hebrew language in Exodus 32–33 and even goes beyond that into the use of grammatical impossibilities to convince God that he has an obligation to his people and must therefore accompany his people all the way to Canaan—even after the great disappointment caused by the worship of the golden calf. The fact that the phrase “I and your people” is a grammatical rarity could only be discovered with the help of modern data analysis tools. Today, a computer with appropriate programs and a well- constructed database can be tasked to find all phrases in which there is an in- congruence between personal pronoun and pronominal suffix. Thus, a dis- tributive analysis is possible. For such research methods, however, one needs not only computers and programs but detailed analyzed databases, which con- tain not only morphological information but also syntax and text-grammatical information. In 2018, Willem van Peursen, PhD (Free University of Amsterdam), Robert Rezetko, PhD (University of Copenha- gen), and I launched the international project “Creating Annotated Corpora of Classical Hebrew Texts” (CACCHT). The research project aims to linguis- tically analyze all Qumran scrolls and fragments found and digitally pub- lished to date (Abegg data). Our project received a $100,000 fund to carry out our research. With the help of modern algorithms, we analyze the phrase and sentence structures of all Qumran texts with the aid of postdoctoral and PhD students. This research contributes to an entirely new way of discussing the dating of biblical texts in purely linguis- tic terms. What linguistic developments have taken place between Pentateuch Hebrew and Qumran Hebrew? Is the Pentateuch as old as many Christians and Jews believe? The CACCHT project now also allows additional analysis on developments in the history of religions. How, where, when and why did the religious concept of holiness evolve from buildings (holy temple) and places (holy mountain) toward an indi- vidualized understanding of holiness by understanding one’s own body as a sacred place and a sacred building? A strong eschatological understand- ing has also developed in Qumran. What phrases and formulations from the Old Testament became central to this expression? And what about the belief in an afterlife and the “mortal soul”? All these questions can now be asked with new and modern linguistic methods. At the end of this year (2022), we will bring our fourth and last research year of this project to a close. Already today, any researcher can work with our data. They are public and freely available on github. With a little Python code, you can search the entire Qumran writings. A simple example illustrates how a query is carried out. Let’s say you read the phrase, “Cursed be anyone who does not confirm the words of this law by doing them” (ESV) in Deuteronomy 27:26 and you want to know if the Qumran writings use the phrase “to confirm words” ( רָבָד + תֵא + םוק ) in non-biblical writings as well. You start by writing a query: Five results can be found:ךֶָמַעְו יִנֲא This research contributes to an entirely new way of discussing the dating of biblical texts in purely linguistic terms. What linguistic developments have taken place between Pentateuch Hebrew and Qumran Hebrew? Is the Pentateuch as old as many Christians and Jews believe? Andrews University ANNUAL REPORT 13Research All the documents listed are versions of the so-called Damascus Document (CD, 4Q266, 4Q270, 4Q271). It is also called the Book of the Covenant because, in this document, rules of life are determined with which the religious com- munity of the Essenes wants to live a new covenant with God. Faithfulness to God and strict adherence to the Sabbath are essential themes. Typical bib- lical covenant language is used. However, our found wording is not part of a biblical citation. But the Damascus scrolls and fragments integrate standard Deuteronomistic wording into its general language usage, much like Ellen White uses biblical phrases even when she is not quoting the Bible. Would you like to see the photocopy of the document you found? This is now also possible! All scrolls and fragments are linked to the Leon Levy Dead Sea Scrolls Library. The Israel Antiquity Authority, with the help of Google, has made all photocopies and x-rays of the Qumran material avail- able to the public. In our CACCHT project, we collaborate with the Leon Levy Library and have linked all the materials to their official Dead Sea Scroll Library. All you have to do is click on the provided hyperlink, and you can view the actual document. The following image shows line 5 of column 16 of the CD document (our first search result): Our research team is already work- ing diligently on a research proposal to continue research on Qumran texts after 2022. And so, at the beginning of this year, we were able to hire a new PhD stu- dent for the CACCHT project at Andrews University. She will be, to my knowledge, the first African American PhD student to work as a programmer and theologian on such a project. We look forward to working with our now expanded team toward our ultimate goal—providing deeper insight into the treasured truths of the Old Testament. 14 FOCUS WINTER 2022 EMERGENCY FIRST RESPONDERS (i.e., law enforcement, firefighters, emergency medical services (EMS) and 911 dispatchers) are exposed daily to various community-based traumatic events that may make them more susceptible to developing traumatic stress reactions. In order to help reduce the impact of such trauma-provoking incidents among these professionals, a cross-section of their peers are trained to provide Critical Incident Stress Management (CISM), psychological first aid and other crisis intervention services. Unfortunately, these CISM- trained first responders are not only susceptible to the adverse reactions to the critical incidents they respond to as part of their primary profession but are also at risk of developing vicarious or secondary traumatization from providing crisis intervention services. Recently, the research team of Harvey Burnett, Justine Jaeger and Kristen Witzel, from the Andrews Uni- versity School of Social & Behavioral Sciences, investigated how spiritual well-being may be an important pro- active resilience component to help CISM-trained first responders reduce their vulnerability to developing post- traumatic and secondary traumatic reactions. This study was also import- ant in adding knowledge to the trauma field since spiritual wellness literature among this population is very sparse. Utilizing a mixed-methods design, the researchers collected data from 107 CISM-trained police officers (55), firefighters (17), EMS (18) and 911 dispatchers (17) who were members of the International Critical Incident Stress Foundation and from the Michigan Crisis Response Association. The par- ticipants completed questionnaires on their demographics, resilience, spiritual well-being, frequency of spiritual prac- tices, purpose in life, self-acceptance, personal relationships with others, and the level of social disruption due to COVID-19 through an online plat- form. They also wrote extensively to the following question: “Please describe, how do you maintain your spiritual wellness? Feel free to write in as much detail as possible.” Demographically, the majority of par- ticipants were white, female, married, college graduates and Protestant. The average age was 46. Participants also had an average of 20 years of experience in their profession and eight years of providing CISM services. Approximately 99 percent of participants were con- sidered essential workers during the coronavirus pandemic. A major finding of the study was based on transcendental phenomeno- logical analysis of the responses to the spiritual wellness question. Justine Jaeger, Master of Science in Community & International Development graduate student, was able to extract 82 signifi- cant statements from the 107 verbatim responses, thereby formulating the meanings into clusters which result- ed in six themes. The first theme was prayer (e.g., “I reach out in prayer to God”). Prayer was also found as the most common spiritual wellness routine used among all CISM-trained first respond- ers. The next theme was attending religious services (e.g., “going to church as often as possible”). A third theme was participating in religious study groups (e.g., “I attend a Bible study group several times”). The fourth theme was exercise/fitness (e.g., “exercise”). A fifth theme that emerged was outdoor activities (e.g., “hiking, camping, and canoeing”). The final theme was spend- ing time in nature (e.g., “getting out in nature”). The study concluded that spiritual wellness is a key proactive resilience component that is vital in building immunity among CISM-trained first responders against the negative effects of trauma response work. The study was recently published in “Cri- sis, Stress, and Human Resilience: An International Journal.” Understanding Spiritual Well-Being Among Critical Incident Stress Management-Trained First Responders by Harvey Burnett Justine Jaeger & Harvey Burnett Kristen WitzelContributors: Christon Arthur, Bill Wolfer, Jean Cadet, Padma Uppala, Kimberly Pichot, Karin Thompson, Brad Hinman, Alina Baltazar AcademicsAndrews University ANNUAL REPORT 15 ACADEMICS NEW PROGRAMS Business management consultant Gary Hamel asserts that the future of higher education belongs to the universities that can imagine their future and not to those that attempt to predict it. At Andrews University, the academic leadership team is imagining our academic future. We are asking three prevailing questions: Using data from market research, employment trends and alignment to mission, the academic leadership team has engaged in that strategic imagining exercise. This exercise resulted in the identification and development of new academic programs that place the University in good stead. What academic community do we want to be? What suite of academic programs do we imagine in that future? What steps will we take to realize that future?16 FOCUS WINTER 2022 Bachelor of Science in Cybersecurity CYBERSECURITY PROFESSIONALS ARE IN HIGH demand. There is an unprecedented need in the workforce for highly trained professionals who protect individuals and organizations from data theft and corruption, cyberattacks and other threats. To meet this need, Andrews University has established a new Bachelor of Science in cybersecurity in the Department of Computing. The program was developed with recommendations from security professionals and cybersecurity experts in both industry and higher education. Cybersecurity pro- vides a new opportunity for our students to serve their community and our church. Our graduates are prepared to navigate this ever-changing environment with profes- sional certifications as part of the program. The career horizon is vast. Current sources indicate there are between 1 million and 3.5 million positions unfilled, and that number will continue to grow until the number of graduates catches up with the demand. Given that nearly 80 percent of all STEM career opportunities are in computing, this new growth industry will likely make that number even higher. We are excited to offer cybersecurity as a degree choice starting in fall 2022. Andrews University admin- istration support allowed the Department of Computing to pursue our vision of offering a Christ-centered, cutting-edge education. Their support has been a powerful force for the growth of our programs as well as the spiritual develop- ment and academic success of our students. Contact Bill Wolfer, chair, Department of Computing, at wolferb@andrews.edu or 269-471-6879 for addi- tional information. APPROXIMATELY 75 MILLION AMERICANS MAKE up the baby boomer generation. According to a study published in the Journal of the American Medical Association, baby boomers are more likely to experience higher rates of chronic diseases than previous generations. These trends demand increased healthcare services and necessitate additional healthcare managers and administrators to oversee this growing demand. To help meet these needs, Andrews University is starting a Master of Healthcare Administration (MHA) program in fall 2022 in the School of Population Health, Nutrition & Wellness. The program will train students as health managers, administrators and leaders who can work in private and public health- care settings, including hospitals, physicians’ offices, government, outpatient care centers, nursing care facilities, home healthcare services and non- governmental agencies. It is fully online and designed for individuals with experience in healthcare to be- come leaders in healthcare administration; for other professionals to shift to healthcare administration and management; or for recent undergraduate students to pursue a career in healthcare administration. The pro- gram consists of 40 semester credits and 2–5 credits of 700 hours of practicum. It can be completed in two years or less by full-time students and a maximum limit of six years for part-time students. Contact Padma Uppala, chair, School of Population Health, Nutrition & Wellness, at padma@andrews.edu or 269-471-3370 or Jean Cadet, associate professor/ MHA program director, at cadetj@andrews.edu or 269-471-3095 for additional information. Master of Healthcare Administration THE LONG-AWAITED DOCTORATE IN BUSINESS administration offered by the School of Business Administration (SBA) is a four-year PhD program that will be launched this fall. It offers business professionals and researchers the opportunity to broaden their cognitive ability in order to better adapt to our constantly changing society as they serve the church and society locally and globally. The SBA has been under an intensive strategic planning review where, in collaboration with students, faculty and staff, they wrote a new philosophy statement: “We are an engaged, values-based community of learners preparing students to transform their workplace.” A significant outcome and change resulting from this review process is creating a PhD program that features a cross-disciplinary study of the major areas of business, highlights the phi- losophy of Adventist education, and includes an intensive research component to develop thought leaders among our business professionals. “A new milestone has been reached for the Sev- enth-day Adventist business schools in North America. As we launch the PhD in business administration at Andrews University, we are excited to cross boundaries and create more collaborative opportunities among our campuses as we invite faculty from our sister universities to join us in teaching and mentoring the PhD candidates. It is through partnership that this program will be successful,” states Lucile Sabas, chair of the SBA PhD committee. Contact Lucille Sabas at sabas@andrews.edu or 269-471-6965 for additional information. Doctor of Philosophy in Business Administration Andrews University ANNUAL REPORT 17Academics Bachelor of Music in Music Composition AUDIENCES ARE LISTENING TO NEW MUSIC AT Andrews University as more campus concerts feature compositions by students, faculty and alumni. The annual composition recital is becoming more varied and substantial as students enroll in composition lessons, enhancing their skills as professional musicians-in-training. Students are also finding opportunities for performances: the Andrews University Symphony Orchestra alone has premiered three new student works over the past two years. Under the guidance of Max Keller, assistant professor of music, music majors are developing essential, marketable skills as they learn about composing for concert performances, worship services, soundtracks to movies and documentaries, and other contexts. Composing new music for specific purposes has a long history, but it’s a practice too often overlooked in training undergraduate musicians. With the help of technology, composing opens many new possibilities for students who wish to major in music at Andrews University. Currently, it is possible to pursue a BA in music with an emphasis in composition, but the Depart- ment of Music plans to enhance this essential step for music-making in its offerings. A Bachelor of Music in music composition was approved by the Andrews Board of Trustees in the fall, and with National Association of Schools of Music (NASM) approval now in process, the program may begin later in 2022. Contact Karin Thompson, chair, Department of Music, at music@andrews.edu or 269-471-3555 for additional information. Master of Arts in Clinical Mental Health Counseling (Hybrid) THE CLINICAL MENTAL HEALTH COUNSELING (CMHC) Program, accredited by the Council for the Accreditation of Counseling and Related Educational Programs, is the largest program in the Department of Graduate Psychology & Counseling. The CMHC program is a two-year, 60-credit Master of Arts degree. The program includes a practicum where students see clients from the community, either virtually or in person, in the Andrews Community Counseling Center as well as an internship, typically off campus, which spans two semesters. Once students complete the program they are eligible to apply as a Limited Licensed Professional Counselor in the State of Michigan and begin seeing clients in clinical settings or in private practice under supervision by a fully licensed professional counselor. We are a Christ-centered, Seventh-day Adventist program which serves students from all over the world and from multiple faith worldviews. In March 2020 we abruptly pivoted due to COVID-19 and went to a fully online program. Since then we now deliver learning in a hybrid format where many students can attend class in person and access class remotely when their health status or weather dictates. Some classes are taught fully online, some are taught fully in person, and some take on various combinations of these formats. Brad Hinman, LPC, LMFT, AASECT Certified Sex Therapist, is the program coordinator. Contact Monica Cervantes, administrative assistant, at cervantes@andrews.edu or 269-471-3473 for more information. Master of Social Work (Online) IF YOU WANT TO MAKE A DIFFERENCE IN SOCIETY, then a Master of Social Work is for you. Since the pan- demic, university students are increasingly interested in online education options. The Andrews University online MSW program is designed for busy professionals, those with family responsibilities, or those unable to move to the area. The online MSW program will be 100 percent online, no travel needed. Half of class time will be live and the other half will be self-paced. Live classroom instruction will be Tuesday and Thursday evenings from 7–9 p.m. Eastern time. There will be a discount on tuition for the online program. We are a faith-based, trauma-informed program offering focus areas in trauma, clinical/counseling, and human services management. The program is com- pleted at a slower pace so will take two years for those with a BSW (this program begins fall of 2023) and three years for those without a BSW (this program begins fall of 2022). In addition, dual degrees in Master of Public Health and Master in Business Administration, which will shorten both programs, are available online. Internships can be arranged to be online or wherever you live. Work- place internships may also be approved. Applications are being accepted now. Contact Alina Baltazar, MSW program director, at baltazar@andrews. edu or 269-471-6877 for additional information. World Changers Made Here.18 FOCUS WINTER 2022 Tell us a bit about your “growing up” years. I was born on the island of Jamaica and spent the first nine years of my life there. I come from a traveling family of educators and by the time I had graduated high school, my family and I had lived in three dif- ferent countries. My three siblings and I became professionals at being the “new kids” wherever we went. It has allowed us to venture far and wide in our adult years. When you pursued higher education, what did you study and why? In my undergraduate years, I pur- sued a bachelor’s degree in mass communications with a concen- tration in broadcast journalism. In high school, every evening my parents would watch the local news on television from 5–7 p.m. We had two televisions—one in the living room and another in my parents’ bedroom, which we weren’t allowed to watch without permission. So, for two hours each evening, wheth- er we wanted it or not, the news was all there was to watch. I later realized this allowed me to develop an ear for news when I got my first internship in the summer of grade 11 at the local newspaper. The first article I wrote was published on the front page. I was invited back the following summer in my senior year, and when the time came to apply to college and to choose a major, journalism was at the top of the list. A few years later, I developed a desire to pursue a graduate degree. During the decision-making process, I reflected on how I chose my undergraduate major and realized that while I’d possessed the skills and received practical ex- perience, wider career exploration of skills, interests and abilities had been excluded. I wanted to ensure that other students didn’t “fall” into their careers but instead were guided into them. My research of a field that did this led me to Student Affairs, and I pursued a master’s degree in College Student Affairs. It has been the foundation to my career in higher education. What were your professional experiences before coming to Andrews University? What then interested you in Andrews? Prior to Andrews, I served as the program leader for work-based learning at a public college in the Cayman Islands. I worked to pre- pare students for and connect them with opportunities for experiential learning, including training in the Top 10 Employability Skills, participation in internships and cooperative learning experiences, and career advising. I’ve previous- ly served as an online academic advisor and career coach as well as director of student support and career services. Being born into the Adventist church, the knowledge of Andrews University as one of the flagships of Adventist education has always been known to me. I am proud of the work that Andrews and other Adventist institutions world- wide have done toward preparing students for life on this earth as well as heaven. Explain your role with the Career Center. What services does the Career Center offer, and how would you like to interact with students in your work? I serve as the career advisor for the Andrews University Career Center. I will oversee the develop- ment and operation of the Center. The mission of the Career Center Career Center In October, Joydel Trail joined the Andrews University community to lead the important work of career development/ advising on campus. The Career Center, made possible by funding through a Title III Grant, is now open to serve all students. Here Joydel Trail, career advisor, talks about her background, her hopes for her work at Andrews, and the resources available to students at the Career Center.Andrews University ANNUAL REPORT 19 is to provide a centralized ave- nue for students and alumni to engage in career exploration, ac- cess beneficial career resources, and actively participate in expe- riential learning opportunities that promote career develop- ment toward the achievement of career success and personal and spiritual growth. The Center has procured a space and is now open and offering services on the third floor of the James White Library, Suite 306. Ser- vices offered include: • Resume building • Resume reviewing • Mock interviewing • Career fair preparation • Career planning • Professional etiquette skills building • Networking skills building • Job/internship search skills How can faculty, staff, students and alumni assist you in reaching your goals? The Career Center is a University initiative and will partner with key University constituents to ensure fulfillment of its mission. We have convened a Career Coun- cil with the purpose of gaining career support and advice for the Career Center in the delivery of career programs, services, trends and standards of best practice. We seek to have representation from each academic unit on the Council and invite those units that have not yet provided a representative to do so. Addition- ally, one of the goals of the Career Center is to incorporate career development into each student’s matriculation. We encourage stu- dents to take ownership of their career futures by availing them- selves of the services offered by the Career Center throughout their time at Andrews. What do you hope to bring to the student experience at Andrews? In fulfilling the Career Center’s newly established mission, the aim and hope is that students will leave the University having been prepared to meet their career and life goals through the intention- al efforts of the services and personnel afforded them by the Career Center. “I wanted to ensure that other students didn’t ‘fall’ into their careers but instead were guided into them.”Next >