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31
Jul

Weimar University Welcomes Outstanding New Educators

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FOR IMMEDIATE RELEASE

Weimar University Announces Distinguished New Faculty Appointments

Weimar, CA – July 29, 2025 – Weimar University is pleased to announce the addition of several highly qualified and mission-aligned individuals to its faculty across various departments, reinforcing its commitment to a Christ-centered educational experience. These new faculty members will significantly contribute to the university’s mission while fostering an environment where students thrive both academically and spiritually.

Frederick Rudolphus Oberholster will serve as the Chair of the Christian Education Department. Dr. Oberholster brings over 30 years of cross-cultural experience in Adventist education across five different cultures. He holds a Ph.D. in Educational Administration with a cognate in Curriculum and Instruction, and an M.A. in Educational Administration, both from the Adventist International Institute of Advanced Studies (AIIAS) in the Philippines. His extensive administrative career includes serving as Vice President for Academic Administration at Middle East University and AIIAS, as well as various principal and director roles in academies and K-12 schools. Dr. Oberholster is recognized for his ability to integrate faith and learning, a skill he has honed throughout his diverse teaching and administrative roles. He is passionate about influencing others to seek a deeper knowledge of God and promoting transformed thinking.

Tania Pintos has accepted the position of Elementary School Administrator. Tania is a dedicated educator with a Bachelor’s degree in Education from UNASP. Her experience includes serving as an Elementary School Teacher and a Pedagogical Coordinator, as well as homeschooling her two children for 11 years. Beyond her formal teaching roles, Tania has been deeply involved in church ministries for over 24 years, including Adventurers, Pathfinders, VBS, and outreach efforts. She is driven by a passion for evangelism, motivating students to learn, and sharing the unselfish love of Jesus. She is also passionate about practical outdoor study programs utilizing nature and gardening for young people.

Aireen F. Navales joins Weimar University as an Elementary School Teacher. An innovative Christian educator, Aireen brings over a decade of experience in developing and leading Christ-centered, character-building programs for children, youth, and families. She has served as the President, Co-founder, and Lead Educator at SuperChamps Life Mission Center Inc., where she designed programs fostering academic excellence, life skills, emotional wellness, family healing, spiritual growth, and servant leadership. Aireen holds a Bachelor of Science in Psychology from New Era University and has completed units towards a Master of Arts in Education with a focus on Special Education. Her background also includes work as a Certified Health Coach and Chief Values Educator and Health Advocate, aligning with Weimar’s emphasis on physical and spiritual well-being. She is passionate about guiding young minds closer to Christ and nurturing future leaders.

Marcio Candido is appointed as our new Music Department Chair. An acclaimed violinist and violist, Marcio brings a high level of artistic excellence and a deep commitment to integrating faith and music education. He earned his Doctor of Musical Arts (DMA) in Violin Performance from Boston University in 2017, where his dissertation focused on the violin literature of Leopoldo Miguéz. His extensive academic background also includes a Master of Music in Violin Performance and a Graduate Performance Diploma from Longy School of Music of Bard College, and a Bachelor of Music from the Federal University of the State of Rio de Janeiro. Marcio’s impressive list of accolades includes winning the COLorchestra Competition (2024), the Progressive Musicians Carnegie Hall Auditions (2022), and multiple First Prizes in international music competitions. He has broad experience teaching at various institutions, including Boston University, Southern University, and the Thayer Performing Arts Center, and has engaged in music ministry and educational outreach in countries like Brazil and Jamaica. He is passionate about mentoring young musicians to use their talents for God’s glory and integrating sacred music into campus worship.

Kaija Perry also joins as a Music Faculty member, serving both the University and the Academy. Kaija is an accomplished music composer and conductor with a strong passion for music ministry within the Adventist church. She recently completed her Doctorate of Musical Arts (DMA) in Composition from Boston University, with her dissertation being a 45-minute symphonic and choral oratorio based on Ellen G. White’s The Great Controversy. Kaija also holds a Master of Music with Composition focus from Andrews University and a Bachelor in Interdisciplinary Music Studies (Film Orchestration) from Berklee College of Music. Her honors include the Blythe Owen Composition Award (2020) and induction into the Pi Kappa Lambda Honor Society (2025). She brings in a wealth of instruments that she owns and also plays including the xylophone, glockenspiel, Zildjian gong, suspended and crash cymbals, concert snare, wind chimes, hand chimes, auxiliary percussion as well as cello, double bass, trumpet, flute, and violin.  Her experience spans teaching private composition lessons, serving as a resident composer for the Owasso Christmas Symphony, and guest conducting various choirs and orchestras. She is dedicated to inspiring a new generation of musicians to dedicate their talents to God and foster music unique to the Adventist message.

Walter Lawrence Penniman II is joining as a Nursing Faculty member. Dr. Penniman is a highly experienced nursing professional and educator, holding a Doctor of Nursing Practice (DNP) from Loma Linda University, along with a Master of Public Health and a Bachelor of Science in Nursing. He has extensive professional experience as a nursing professor and lead faculty, specializing in mental health nursing curriculum development and instruction. His notable achievements include prior roles as Dean of Academic Affairs at Chamberlain University, serving as a BRN (Board of Registered Nursing) Content Expert, and being a Professional Expert in Mental Health Outreach. Dr. Penniman also brings broader educational leadership experience, having served as a Principal and Assistant Principal within Palmdale School District. An active Seventh-day Adventist, he is driven by his desire to integrate nursing practice with a Christian lifestyle and to equip students with the importance of prayer in healthcare.

Adam Schilt will serve as interim Principal of Weimar Academy. Adam brings 13 years of experience in Secondary Education, having served as Principal and Executive Director at multiple Montessori and International private schools. In these roles, he was responsible for policy development, launching new programs, strategic planning, compliance oversight, as well as faculty mentorship and student success. At Weimar Academy, he will bring a depth of insight, enthusiasm, and Christ-centered leadership. Among the exciting initiatives he is introducing is a ramped up dual credit program for qualified academy juniors and seniors to strengthen college readiness as well as decreasing years needed in college to complete a degree. He also brings a renewed focus on true education as laid out in the book Education by Ellen White.

John Landis has accepted the position of Science Teacher at Weimar Academy. He holds a B.A. in Religious Studies with a minor in Chemistry from Southern Adventist University.  Since 2022, he has taught Bible and Science at Battle Creek Academy, covering subjects such as Biology, Chemistry, Health, and ACT Prep. He is known for earning strong positive student feedback in science courses and for leading student evangelistic series. His background also includes serving as a Youth Pastor. With a personal mission to spread joy through service, John mentors students toward true subject mastery, spiritual growth, and a lifestyle inspired by the NEWSTART® principles and Ellen G. White’s writings.

Imani Charles will serve as an English Teacher at Weimar Academy. She completed her Bachelor of Science in Christian Education at Ouachita Hills College, where she gained valuable experience through work-study roles in copywriting, tutoring, piano instruction, and office administration. A strong advocate of work/study programs, Imani thrives in the classroom environment and finds joy in building meaningful relationships with her students. She regularly leads youth Bible study groups and brings a vibrant spiritual presence to her teaching. Called to education from a young age, Imani is passionate about helping students discover truth, grow in their faith, and develop a love for learning. She values collaboration and brings an energetic, Christ-centered approach to her role at Weimar Academy.

“We are incredibly excited to welcome this exemplary group of individuals to the Weimar University faculty,” said Dr. Neil Nedley, President of Weimar University. “Each received glowing references from former supervisors who praised their collaborative spirit and passion for teaching and ministry. Their exceptional talent, unwavering commitment to Christian education, and holistic approach to life perfectly reflect Weimar’s values. We believe their presence will deeply enrich our students’ experience and strengthen our mission to equip individuals for service in this crucial time in earth’s history.”

About Weimar University

Weimar University is a religious educational and health institution committed to a holistic approach to the gospel that embraces the whole person mentally, physically, emotionally, socially, and spiritually. Guided by biblical principles and the prophetic writings of Ellen G. White, the university affirms the fundamental beliefs of the Seventh-day Adventist Church.

Media Contact:

Weimar University Media Relations
[email protected]
(530) 637-4111

Lifespan Development (3 Credits)

From conception to old age, this course explores focuses on the biological, psychological, and social developmental issues and milestones for each stage of the lifespan, paying particular attention to the aspects of context, culture, and environmental issues. Topics include, but are not limited to: parenting style (child guidance), social contexts, social stress, poverty, low educational attainment, abuse and neglect, gender and family issues salient to relationships, separation, nontraditional and blended families and inadequate housing and how these affect development. Issues of aging and long-term care are included.

Moral Identity and Faith as a Counselor (3 Credits)

This course explores the formation of the student therapist’s identity as a counselor within the framework of Christianity and how this plays out in a secular world of counseling. This course presents philosophical and ethical perspectives integral to the understanding of the contemporary psychologies. Students learn how to analyze the ethical bias of psychotherapeutic psychologies, identify their underlying philosophical assumptions, and develop an appreciation for the moral components in individual, marital, and family identity formation. Also included will be a workshop to enhance spiritual development.

Christian Counseling and Psychotherapy: Basic Theories and Skills (3 Credits)

This course develops an understanding of the major theoretical orientations used by current practitioners, focusing on systemic approaches. Theories provide a coherent framework for understanding how people change. This course will highlight the Biblical understanding of how change takes place. This course covers the concepts and techniques associated with the primary theories of counseling psychology: psychodynamic, existential-humanistic, cognitive-behavioral, and post-modern; in contrast with wholistic counseling techniques. Also included are the evidence-based treatments, limitations, and outcome research associated with each concept. The course also highlights cultural and spiritual diversity as it applies to the therapeutic process and awareness of the self, interpersonal issues, and spiritual values as they impact the use of theoretical frameworks. This course also introduces the student to basic skill in attending behavior, clinical interviewing and clinical intervention. Finally, this foundational course clarifies key issues in human nature and prepares the student for developing a worldview that is consistent with their theological and spiritual orientation.

Advanced Counseling Theory (3 Credits)

This course will examine several individuals, and family approaches for counseling. The development of specific behavioral, cognitive, humanistic/experiential, psychodynamic and systemic frameworks will be deconstructed. Student will distinguish Christian approach of addressing individual and family concerns. Students will be involved in experiential activities designed to relate the observation, demonstration and practice to research-based explanations. In this course, we will consider how each approach is used in clinical, school, and marriage and family counseling applications. Training in the use of the therapeutic relationship will be a focus for understanding and intervening with clients.

Group Processes in Counseling (3 Credits)

This course introduces students to the theory and practice of group counseling with children, adults, families, and couples. The course focuses on basic group counseling theory including therapeutic group factors, stages of group development, and principles of commonly accepted and research-based group interventions. The course will cover different types of groups, such as support, psycho-educational, and process groups; the tasks, skills, and qualities of effective group leaders; roles of group members; and legal and ethical issues pertaining to groups, group leaders; roles of group members; and legal and ethical issues pertaining to groups. Importance is placed on responsibilities and skills and cultural considerations. Emphasis on small and large group processes and involvement in experiential activities is designed to relate the clinical process to theoretical explanations. Throughout, there is an emphasis on group work within community mental health settings.

Child and Adolescent Counseling (3 Credits)

This course provides an understanding of the broad range of childhood and adolescent problems and maladjustment behaviors. A variety of psychotherapeutic modalities are presented, providing the student with an opportunity to develop knowledge of basic child and adolescent therapy skills, assessments, and treatment strategies. The impact of the development aspects, family dynamics, social environments, and multicultural issues are addressed. In addition, legal and ethical issues and the role of hospitalization are considered.

Addictions Counseling and Treatment (3 Credits)

This course covers the prevention, assessment, and treatment of substance abuse/dependence, behavioral addictions, and co-occurring conditions. Theories of etiology, populations at risk, and the role of persons and systems in supporting or compounding abuse/addiction are discussed. The course reviews the cognitive, affective, behavioral, and neurological effects of psychoactive drug use and the impact of addiction on the family system. Best practices for the screening, assessment, and treatment of addictions and co-occurring behaviors are covered as well as community resources for individuals and family members. Additional focus will be placed on developing understanding of Recovery Oriented Care, social and psychological implications of socioeconomic position, and cultural awareness and competencies.

Counseling Diverse Populations (3 Credits)

This course focuses on the intersection and convergence of culture, race, ethnicity, gender, sexuality, disability, socioeconomic status, religion, acculturation, and chronological age and how these inform effective mental health care. The goal is to increase awareness of multiple dimensions of diversity in order to prepare students to work sensitively and effectively with California’s multi-cultural population. Attention also is given to issues of privilege, marginality, and oppression, including sexism, racism, classism, ableism, ageism, and heterosexism. Theoretical perspectives on multicultural counseling will be examined as well as strategies for intervention and advocacy. This course will focus on eliminating biases, prejudices, and processes of intentional and unintentional oppression and discrimination. Throughout, effective strategies for communicating about emotionally charged material is emphasized.

Couples and Family Counseling: Post-Modern (3 Credits)

This course continues the study of the assessment, diagnosis, and treatment of individuals, couples, and families using interactional and brief models. This course provides advanced training in the theories and techniques of modern and post-modern schools of family therapy including Cognitive Behavioral, Behavioral, Solution-Focused, and Narrative Therapy. Also included are the evidence-based treatments, outcome research, and limitations associated with each theory. Specific family issues addressed include: transition to parenthood, parenting young and school-age children, household division of labor, and blended families. Throughout, careful attention is paid to the historical and cultural context in which the theories were developed and the implications for working with diverse populations in recovery-oriented community mental health settings.

Christian Counseling and Psychotherapy: Advanced Techniques (3 Credits)

This course is designed to further develop the psychotherapeutic skills of students prior to their entry into a clinical placement. Students focus on developing proficiency in the core interviewing qualities, deriving goals for a clinical session, and in making contracts with clients for change. Additionally, students are encouraged to begin developing a theoretical and conceptual understanding of cases and trained to work with diverse populations. Students are also encouraged to address issues regarding the integration of their faith with the practice of psychotherapy.

Assessment of Individuals, Couples, and Families (3 Credits)

This course examines the application of psychological instruments to the assessment of individuals, couples, and families. Fundamentals of psychological assessment are reviewed including standardized and non-standardized testing approaches, basic statistical concepts, and moral, ethical and cultural considerations in assessment. The course will also provide an overview of issues related to cognitive assessment, achievement, aptitude, and neuropsychological assessment. Emphasis will also be on clinical, behavioral, and personality assessment.

Knowing God Better Through Career Development: Theories and Techniques (3 Credits)

This course prepares students to address the intersections of career, values, and life roles in the context of career counseling and responding to career and work-related issues

for majority and marginalized groups. Students will gain core knowledge of major career development theories; examine the implications of sociocultural factors on career development, work transitions, and the career counseling process; gain experience with career counseling assessments and resources; and become familiar with current career development literature.

Crisis and Trauma Counseling (3 Credits)

Students will develop a foundation for assessing and treating post-trauma reactions in adults along with an overview of trauma responses in children. We will begin by reviewing the variety of trauma populations followed by in-depth instruction on the mechanism of development major trauma concerns. The assessment and intervention of post-trauma conditions will be identified. Next, we will address clinical interventions including disaster mental health and exposure-based treatment. Finally, we will review issues affecting therapists working with trauma populations and self-care strategies to prevent compassion fatigue.

Research and Evaluation in Counseling (3 Credits)

The goal of this course is to enable students to become informed consumers of psychological research and to use current research knowledge and tools to improve treatment outcomes. Students will explore methods and issues associated with the conduct and use of research concerning phenomena relevant to counseling psychology. The course provides an overview of hypothesis generation, research design, data collection and interpretation, and utilization of research findings in clinical practice, while considering systemic and sociocultural influences. Students will review seminal research findings including research on specific treatments and common factors across treatments that improve therapy outcome. The course also provides students with assessment tools for evaluating mental health programs and the effectiveness of one’s own clinical practice. Emphasis is given to helping students become knowledgeable consumers of research, including the use of research to inform evidence-based practice.

Clinical Neuroscience and Psychopharmacology (3 Credits)

Fulfills the California Board of Behavioral Sciences requirement for surveying the use of pharmacological agents in patient care. This course provides a basic overview of neurobiology in order to understand the biological bases of behavior and the psychopharmacological treatment of mental disorders. The course includes information about commonly prescribed psychiatric medications for children and adults – indications, contraindications, mechanisms of action, side effects, drug-drug interactions, iatrogenics, and variability related to age, gender, ethnicity, and medical condition. Students will learn how to work cooperatively and effectively with clients, family members, and prescribing clinicians. Additionally, controversies related to the medical model and to specific prescribing practices will be explored.

Psychopathology & Diagnostic Processes (3 Credits)

This course examines the major types of psychopathology. It explores techniques of intake interviewing and determining mental status to formulate a differential diagnosis based upon the Diagnostic and Statistical Manual of Mental Disorders. Students will also recognize and understand the controversial history of the development of the DSM. The

course also includes a critical examination of the clinical and experimental literature in psychopathy. Etiologies of cognitive/affective functions and dysfunctions and implications for therapeutic intervention are also addressed.

Human Sexuality and Sex Therapy (3 Credits)

This course will provide students with an understanding of human sexual development with a particular focus upon sexuality counseling from a systems perspective. The goal of this course is to learn about the many facets of human sexuality and the treatment of sexual dysfunctions in a safe and respectful environment. Topics include the physiology, psychology, and sociology of sexuality, including the effects of sexual attitudes and functioning on individuals and families. Gender Identity and LGBTQ and sexual perspectives will be reviewed. Clinical applications, including the treatment of sexual difficulty and dysfunction will also be explored. Students will develop familiarity with the language and terms of sexology and demonstrate an ability to apply this knowledge to clinical situations. Finally, students will explore the above with a framework of Christian compassion and love, exploring how God created sex to be beneficial. A review of AIDS, HIV, and STDs will be given.

Legal, Ethical, and Professional Issues in Counseling (3 Credits)

This course introduces students to the legal, ethical, and moral issues related to the practice of LPCC and MFT in the state of California. This course focuses on contemporary professional law and ethics and moral dilemmas related to counseling practice. Students review statutory, regulatory, and decisional laws related to the scope of therapy practice, including confidentiality, privilege, reporting requirements, family law, and the treatment of minors. Professional codes of ethics (ACA, AAMFT/ CAMFT, and APA) will be reviewed. California law that is relevant to the practice of counseling will be examined including goals and objectives of professional organizations, standards of training, licensure, and the rights and responsibilities of professional counselors. Case examples will be discussed. Consideration is also given to the student practitioner’s values and behaviors, especially in relation to becoming a Christian therapist.

Practicum in Counseling (6, 3 per term)

The purpose of this course is to develop counseling competencies when working with a variety of clients with unique presenting concerns. Specifically, the focus will be on your ability to engage your clients in treatment, establish a working alliance, identify dysfunctional patterns, and use either general strategies or ECBIS strategies to facilitate change. You will work toward the development of a personally acceptable and professionally effective style of establishing and working in helping relationships. We will work toward helping you to examine your behaviors and rationales and to modify for greater effectiveness.

Course Prerequisites:
This is the terminal course for the program and will run concurrently with a weekly seminar that will address issues in counseling practice.