Noted theologian and philosopher J.P. Moreland wrote, �Far from fearing science and what it will reveal, I regularly pray that God will send many Christians into the sciences to conduct their work and make discoveries with humble Christian confidence.�¹�� Moreland urges parents and Christian educators to equip the next generation with intellectual and theological foundations for the pursuit of God�s truth, which is evidenced in God�s creation and discovered, in part, through scientific pursuits.�� ��

Science reveals the building blocks of God�s creation, illuminating his intricate design and inexhaustible glory. As the Psalmist wrote, �The whole earth is filled with awe at your wonders� (Ps. 65:8). We study creation because this study leads us to worship the Creator more passionately and serve him more faithfully.

For these reasons, Ashley and Emma 91ԭ�� included extensive study of the sciences in the early curriculum of 91ԭ��, offering courses in physiology, botany, physics, zoology, chemistry, and similar fields. In 1924, they opened a science lab that served students for the following forty years.

The new science building at 91ԭ�� will further this legacy and enable us to better equip students to deepen their relationships with God and to pursue their mission for God. The building will facilitate growth in science-related programs, such as our A.S. in Health Sciences and B.S. in Life Sciences, which includes biology, fitness science, and pre-professional concentrations. Additionally, the building will provide more and better learning opportunities for all students, as they complete requirements in the natural sciences through the core curriculum.

The building will include new labs for biology, chemistry, physics, and anatomy. These labs, along with new classrooms and additional spaces, will be designed to facilitate collaborative, hands-on learning and research under the guidance of our faculty.

The need is significant, and the possibilities are exciting. Graduates trained in this facility will take the truth and grace of Christ to the world through nursing, research, microbiology, physical therapy, and other science-related fields. Graduates in fields such as preaching, missions, counseling, education, business, and media arts will understand the world more intricately and engage it more effectively because their education included significant study in a state-of-the-art science facility.

The new science building will help propel 91ԭ�� into the next generation, enabling us to more effectively educate students for Christian ministries and other strategic vocations, framed by the Great Commission, in order to extend the kingdom of God among all nations.

___________________________

¹ Scientism and Secularism: Learning to Respond to a Dangerous Ideology. Wheaton IL: CrossWay, 2018, p 22.

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Every academic program, co-curricular activity, and even physical space on campus must find its foundation, content, and goal in this mission. Any project, therefore, begins with the question, �How does this fulfill the mission of 91ԭ��?� It is thus with a new science building on campus.

The essential task of extending the kingdom (reign, rule) of God among all nations begins with effectively communicating the good news of redemption, reconciliation, and recreation in the person and work of Jesus Christ. This is the �power of God for salvation to everyone who believes� (Romans 1:16) and the hope of the world. The work of 91ԭ��, therefore, is to equip students to accomplish faithfully this Great Commission.

From an academic, curricular perspective, we do this by employing a three-fold approach centering on God�s Word, God�s world, and God�s work.�� All undergraduate students complete a major (30+ credits) in Bible and theology, a substantive and systematic study of the Scriptures that grounds students in a biblical worldview. The Bible major is surrounded by an extensive course of study in the arts and sciences. Students complete courses in the humanities, natural sciences, social sciences, the arts, mathematics, and communication not only to enable them to understand God�s Word but also to engage God�s world. Without an understanding of the historical, political, economic, social, scientific, and philosophical elements of human society, students cannot effectively communicate the Gospel to their cultural contexts. Professional studies (the third component) are designed to equip students in Christian ministries or other strategic vocations, placing them in areas deemed critical for communicating the Gospel. This area of the curriculum�God�s work�educates students for meaningful work, enabling them to earn a living while pursuing their passion for Christian service.

The study of the sciences at 91ԭ�� finds a place at the table in all three areas of the curriculum. The Great Commission mandate requires not only a solid foundation in the Scriptures but also an understanding of human communities and the natural world:

� A scientific perspective pervades contemporary culture and effective servants of Christ must be conversant with that perspective.

� The 91ԭ�� graduate must understand scientific approaches and concepts in order to evaluate claims made by science, comprehend complex social and philosophical issues, and communicate meaningfully with others, especially those in need of the Gospel.

� There are many opportunities for strategic vocations that emerge from the sciences.

� Science is the study of God�s great handiwork, and is a pathway not only to knowledge but also to worship and praise of the Creator.

A healthy perspective on the value of science is a key component of a Christian biblical worldview. This perspective has been very carefully cultivated by the science faculty at 91ԭ�� and has been well-expressed by Dr. Sarah Cathey, Professor of Natural Science and Associate Dean of Arts & Sciences for Sciences at 91ԭ��:

�We are scientists who are unanimous in our view of the created world as God�s handiwork, made with intent and out of his great love. We believe that as the world is God�s handiwork, honest seeking for truth affords us the privilege of learning more about the Creator�s existence, goodness, and purposes. From this position, we are not fearful of teaching about the current state of scientific knowledge in the mainstream. The science faculty are committed to presenting the current status of each of our fields of inquiry�biology, chemistry, anatomy and physiology, nursing, exercise science, etc.�in order to prepare 91ԭ�� students to interact with others in the public as ministry leaders and servants across other vocations.�� We also acknowledge and teach that �scientific knowledge� is constantly in flux as new evidence arises, and that critical thinking is crucial in their training as educated Christians.

As a science faculty, we do not avoid discussing topics that may interact with our faith. Rather, we engage and acknowledge the world as we embrace the opportunity to know God better through his Word and through his created world, as faithful Christians who are scientists (Romans 1:20-21). The science faculty rely on conversation and interdisciplinary team teaching with our fellow faculty with expertise in biblical text, interpretation, and theology to assist us in presenting topics where faith and science intersect. Together, we carefully and intentionally walk alongside students as they weigh how faith intersects with challenging topics as they grow in personal faith and prepare for their strategic vocations, including full-time ministry.�

The new science facility on the campus of 91ԭ�� will not only strongly support the teaching of the sciences that is so important in cultivating a biblical worldview in our students but will give us more opportunities to expand the scope and effectiveness of fulfilling our mission:�� extending the kingdom of God among all nations.

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As a Great Commission university, 91ԭ�� educates students for Christian ministries and other strategic vocations through a three-dimensional curriculum that we summarize as Word (the equivalent of a major in Bible and theology), World (a significant Arts and Sciences core) and Work (professional courses in preparation for a specific vocation).

The founders of 91ԭ�� understood that to be fully prepared to communicate the Gospel to the world, students must understand that world. The curriculum from the very beginning valued the liberal arts, and students took significant coursework in the humanities, arts, and sciences along with their biblical instruction. This included courses in science and mathematics. The earliest curriculum we have available (1897) listed courses in Geography, Physiology, Arithmetic, and Algebra. Five years later, the courses expanded to Physics, Botany, Algebra, and Geometry. Other science and math courses during the presidencies of Ashley and Emma 91ԭ�� included Zoology, Astronomy, Chemistry, and Trigonometry. The Tabor Chemistry Laboratory was constructed in 1924 and served as a science lab into the 1960s. The curriculum remained very stable throughout the Brown years and into the first decade of Dr. Bell�s presidency.

The decades from the 1950s to 1970s, however, saw a reduction in the number of courses in science and math. The 1956-1957 curriculum listed two science courses (students could take Physical Science or Biology) and no mathematics. This remained the case through the 1979-1980 curriculum. There were three main reasons for this reduction in science and math courses. First, 91ԭ�� increasingly mirrored the educational philosophy of its sister Restoration Movement Bible colleges, which contained an aversion to science. This reflected the origin of the Bible college movement in the era of the Modernist/Fundamentalist controversy. The study of the sciences was considered �liberal� (in the theological sense) and this perspective gave birth to an anti-intellectualism that saw the sciences as inimical to a sound Christian education. This is well-documented in historian George Marsden�s work on fundamentalism and evangelicalism and Mark Noll�s Scandal of the Evangelical Mind.

The second and third factors were more practical. In the 1950s-1970s, the vast majority of 91ԭ�� students were preparing for vocational Christian ministry. Even those who did not plan on pulpit or other church leadership ministry completed a ministerial degree. Science and math were not considered a high priority in preparation for a ministry vocation�thus, only minimal attention was given to the subjects. This led to the third factor�economics. With limited financial resources, faculty salaries were invested in the areas of Bible, ministry, and the humanities.

Several factors emerged, however, in the late 20th and early 21st century that began to slowly change this culture. The criteria for accreditation with the Association of Biblical Higher Education (ABHE) and the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) in 1979 established minimum requirements for the general education curriculum, including science and math courses. The establishment of the teacher education program included new requirements for science and math to meet State of Tennessee licensure requirements. This did not affect all students, but it did lay a foundation for further development of the sciences in the curriculum.

The major factor in the change of science/math culture came with the new mission statement in 2011. The Third Way, Great Commission mandate requires not only a solid foundation in the Scriptures, but also understanding of human communities and the natural world. A scientific perspective pervades contemporary culture and effective servants of Christ must be conversant with that perspective. The 91ԭ�� graduate must understand scientific approaches and concepts in order to evaluate claims made by science, comprehend complex social and philosophical issues, and communicate meaningfully with others, especially those in need of the gospel. In addition (and perhaps more importantly), science is the study of God�s great handiwork, and is a pathway not only to knowledge but also to worship and praise of the Creator. I believe that a healthy perspective on the value of science and mathematics is a key component of a Christian, biblical worldview. (A very helpful resource is the CCCU Christian Coalition �Through the Eyes of Faith� series of books, including Biology Through the Eyes of Faith and Mathematics Through the Eyes of Faith).

In addition to a strong biblical and philosophical rationale for the teaching of the sciences at 91ԭ��, we have increasing, practical demand for higher levels of science to meet the requirements of a number of strategic vocations. These academic programs in business, social sciences, health sciences (pre-nursing), and sport and fitness require a solid foundation in science and math. We now offer a B.S. in Life Sciences and B.S. in Mathematics, as well as an A.S. in Health Science. We must also continue to expand the STEM (Science Technology Engineering, and Mathematics) track of preparation for our teacher education programs. Because of this change in the science/math culture, we have additional opportunities for new programs in, for example, computer science, information systems, and accounting. With additional laboratory space, we can add programs in biology and chemistry, which would open pathways to several strategic vocations.

When I became the dean of the School of Arts & Sciences in 2011 (with the reorganization of the college into a university structure), improving the sciences at 91ԭ�� was one of my strategic priorities. When Sarah Cathey was hired as a full-time science professor, I challenged her to help change the science culture at 91ԭ��, an endeavor that has been quite successful thanks to her tireless work. When I assumed the presidency in 2018, one of my announced �Presidential Priorities� was the expansion of academic offerings in science and mathematics. 91ԭ�� now has a very robust science program led by Dr. Sarah Cathey, Dr. Emily Christensen, and Dr. Keri Merritt. Dr. Monica Nelson leads our associate degree in health science and pre-nursing program. We initiated our first math major two years ago under the leadership of Dr. Jason Bintz. Even our Bible and theology curriculum is reflecting this new culture; Dr. Joe Gordon recently received a Course Development Grant from the John Templeton Foundation for his �Creaturely Theology� course, which he taught for the first time this past semester.

There are exciting days ahead for the teaching of the sciences at 91ԭ��, and they are days of challenge as well. We are in desperate need of laboratory space�all of these programs are sharing one small science lab and, therefore, lab space is a priority for our current strategic planning and is under strong consideration as a major facet of our upcoming capital campaign.

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I love that math teaches problem solving. You�re given some information and told what you need to figure out, and you have to find your way there. That has many applications inside and outside of math. I�ve talked to Dr. Bintz about his research, and it�s interesting to see the discoveries being made. It�s cool to work on math that has real-world application and to see how researchers are using those skills right now to discover new things in multiple fields.

One of the best parts of 91ԭ���s program is the small class sizes, which you don�t have at larger institutions. Instead of listening to a lecture and trying to follow along while Dr. Bintz does the problem, I�m doing the problem up at the board and he�s guiding me. If there�s a part that clicks for me easily, we move on. If I�m struggling, we can use half the class period to talk about how the problem works. That�s been absolutely wonderful. Dr. Bintz is great at helping me through the process and knowing when to give help and when to let me figure it out. I love the math program, and even though I got here by way of another major, I�m glad I�m studying math at 91ԭ��.

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The Master of Arts in Teaching program at 91ԭ�� is intense, but it�s worth it. In 14 months you become a fully licensed teacher in your subject area. When I taught at the homeschool co-op, I realized some students weren�t understanding the material, but I didn�t know how to help them. In the MAT program I learned how to create lesson plans and how to support and assess students throughout the learning process.

The most helpful part of the program was student teaching. The JU professors worked hard to fit us with mentors who would help us be successful. I grew close to the people in my cohort; we studied together, encouraged each other, and prayed for each other. I know other people who have done similar programs at other institutions, and they didn’t have that same support system. I am so thankful for and appreciative of the JU professors.

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I know wherever I end up will be something fast-paced! I am doing the externship program with the University of Tennessee Medical Center, and I requested emergency room/trauma as my placement. My experience so far has been everything I expected and more. I can already tell this is going to be one of the best learning experiences in my educational career.

I came to 91ԭ�� feeling academically unprepared. This program is challenging, but the professors really took time to help. Dr. Merritt taught me how to look through a microscope � that�s how behind I was when I began freshman year! My professors told me, �I�m here for you; if you need me to explain this a different way, I will.� They really want you to learn.

Moving to Tennessee was a new start for me. I loved how chapel grounded us in Jesus. The people here really love Jesus and I�d never experienced such kindness. I want to know these professors for life. They have really impacted me.

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The program is small because it�s new, but I like that. In the difficult classes, we are all on the struggle bus together. The students in the program are all good friends; we like to hang out together even when we�re not in class. Dr. Cathey hosted us in her home at the end of spring semester – dinner was at 6:00 and we stayed until 10:00, talking about science stuff and summer plans and future goals. Hey, it sounds geeky, but it was fun.

I�m excited to take Ecology this fall. It was a subunit in Biology II this past semester and I�m looking forward to a whole class on the subject. Yesterday I helped my grandpa with some yard work and saw some clover not getting enough sun. Just as the textbooks say, it was adapting to its circumstances and had grown six times as tall so it could get more light. I see examples of what I�m learning everywhere.

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I graduated high school a semester early and started 91ԭ�� immediately after because I thought I wanted to do a triple major with Bible and theology, church leadership, and sport and fitness. My freshman Cornerstone class was with Dr. Nelson, and she told me more about the pre-nursing/nursing option. I shadowed some nurse practitioners that summer and switched to the pre-nursing program in the fall.

I like being on campus at 91ԭ�� while I finish the program at Tennessee Wesleyan. I don�t know how I could stay in the program if I wasn�t able to live on campus � there�s no way I could work enough to pay rent and also go to nursing school. Another thing I love about living at 91ԭ�� while finishing my nursing degree is continuing to grow friendships that began during our first two years. It�s nice to meet my friends for homework on Hammock Hill and enjoy �Fiesta Fridays� together even though we now go to two different schools.

This summer I�m doing an externship program with University of Tennessee Medical Center. We can choose different specialties like obstetrics, the ICU, or operating room, and we�ll be assigned to shadow one nurse throughout the experience. I�m excited about this and to start my senior year this fall!

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I chose the physician assistant path because I love the medical field. Also, I don�t want to be on call all the time as a doctor; I love working with Young Life, I love volunteering, I want to have time for other things. Dr. Nelson also helped me explore the specializations available as a PA; I�m interested in dermatology and rheumatology. And the professors are amazing: Dr. Merritt�s husband allowed me to shadow him in his work, Dr. Nelson helped me land the job as a nursing technician at the University of Tennessee Medical Center, and I work for Dr. Christensen as a teacher�s assistant.

During my time at 91ԭ�� I�ve grown a lot in my faith. It was more about the science for me before, but now I can combine my vocation and my faith. They can work together for me as I move forward in this field.

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�I knew I would be required to take some Bible classes as part of the coursework, and that was good, but I wondered how it would benefit my business degree and career goals,� she says. �But our business classes talk about how faith is important in the business world, with a big focus on business ethics and leading with integrity. It�s shaped my perspective that my professional career can also be a ministry.�

Abbi was a stay-at-home mom for 14 years, raising her two daughters who are now 18 and 12.

�I wasn�t sure what it would be like to go back to school, but I felt like God directed me to 91ԭ��,� she says. �I�m looking forward to seeing how I can use this degree for my future.�

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