- PhD, Emory University
- MDiv, The Southern Baptist Theological Seminary
- BA, Baylor University
- Board Certified Chaplain, Association of Professional Chaplains (BCC)
- Certified Supervisor, Association for Clinical Pastoral Education (ACPE)
PHILOSOPHY OF TEACHING
When I was ordained to the Christian ministry, I was charged to serve as chaplain and as a teacher. I take seriously–and rejoice in–this dual sense of calling, and I feel blessed to interact with BST students as a seminary teacher, as a clinical pastoral supervisor, and as a colleague and co-learner in ministry with people in crisis.
I envision the primary task of pastoral care as the nurturing and sustaining of hope. The capacity for hope is crucial for human thriving, and so I seek to help students understand how they can encourage people to connect with their sense of hope, or even “bear hope” for others while they regain their strength in stressful situations.
Like any art, pastoral care requires that we bring our full humanity into our work. Obviously, this means practicing the skills of caring for individuals, families and groups. Yet, it also means cultivating an awareness of ourselves: our gifts and abilities as well as our limitations, motivations, assumptions and convictions. Only by exploring our self-awareness and enhancing our pastoral skills can we mature into resilient “earthen vessels” who can convey God’s love to a hurting world. I find that our students are eager to grow into compassionate and competent ministers; and, like a good seedbed should (“seminary” comes from Latin word for “seed”), BST yields rich soil for that learning to take root and blossom.
- Spiritual care in Asian American and Pacific Islander populations
- Dynamics of aging and religious faith
- Implications of Buddhist-Christian interreligious dialogue for pastoral caregiving
- Spiritual assessment based on the capacity for hoping/hopefulness
- Heuristics, particularly as those affect pastoral caregiving decisions
- Cultural competence and humility in spiritual caregiving as well as in the allied health professions(medicine, nursing, etc.)
- Dynamics of trauma and healing illustrated in the Pauline epistles
TEACHING INTERESTS AND COURSES TAUGHT
- Introduction to Congregational Care (spring semester) – a core course for M.Div. students, surveying key topics in the discipline of pastoral care and counseling
- Introduction to Healthcare Chaplaincy (January term) – an elective course for people interested in careers as hospital or hospicechaplains, as well as students who plan to enroll in Clinical Pastoral Education training
- Ministry and Mental Health (alternating summers) – an elective course about commonly diagnosed mental illnesses and spiritual care responses
- Pastoral Care in Anger and Conflict (alternating summers) – an elective course for religious leaders who seek to assist congregants in conflictual situations
- Clinical Pastoral Education, offered at UCSF Medical Center and UCSF Benioff Children’s Hospital
“Baptists,” in Religion: A Clinical Guide for Nurses,edited by Elizabeth Johnston Taylor. New York: Springer Publishing Company, 2012.
“Tending to Trees of Life… and Hope” [ACPE Theory Paper of the Year], Journal of Supervision and Training in Ministry,vol. 26 (2006).
“Exploring the Pastoral Dynamics of Mixed-Race Persons,” Pastoral Psychology,vol. 52, no. 3 (March 2004).
“Compassion among Aging Nisei Japanese Americans,” in Revealing the Sacred in Asian and Pacific America, edited by Jane Naomi Iwamura and Paul Spickard. New York and London: Routledge, 2003.
“Biblical Themes for Pastoral Care Revisited: An Asian American Re-reading of a Classic Pastoral Care Text,” Semeia, 90/91 (2002), and in revised form in Pastoral Psychology, vol. 54, no. 4 (March 2006).
Member of the GTU consortial faculty since 2003
HOBBIES AND INTERESTS
- Films and film music
- Art and drawing – I once worked as a commercial illustrator
- Baseball – my wife and I are avid SF Giants fans
- Woodworking, although I’m not skilled
- Cooking and enjoying good food