Christian Academy in Japan

Fall 2023

let's grow

TOGETHERMessage from

Head of School
C H R O N I C L E
EditorMarie Wahl
Sub-editor

What do you want to be when you grow up?
Do you remember being asked this question when you were a child?
How did you answer? Looking back, does the answer you gave bear
any relation to the path your life took?
How would you feel if someone asked you that same question today?

testimony of our alumni that they were well-prepared fortheir next steps after CAJ and that they are grateful for all
they learned in the classroom.
However, a CAJ education goes further. It also addresses a
better way to approach that old question of what we want“to be”: “Who am I, and what is the purpose of my life?”
Ephesians 2:10 helps us remember that knowing who we arecomes before knowing what we should do. Paul writes, “For

INSIDE THIS ISSUE
4 | Deep Hope
8 | The CAJ Library
10 | Art at CAJ
14 | Parallel Educational Services
16 | Staff Alumni & Parents of Alumni
22 | Alumni Updates

we are God’s handiwork, created in Christ Jesus to do goodworks, which God prepared in advance for us to do.”Growing in our knowledge and understanding of our identity in Christ comes first; there is nothing more

Jared Johnson

All of us find it easy to recognize that children need to grow up andimportant than grasping this. Knowing Christ, as well as who we are in Christ, will then make it clearer

that their future is yet to be realized. It is certainly easy for those of

to us what we should do with our lives, whether in terms of our occupation or whatever else we do.

Photo Editor

us who work in a school every day to see this! Of

Understanding who we are and what our God-given

course, we expect the students to grow physicallypurpose is also reminds us that our education does

over the years, from smaller kindergarteners to taller

not stop once we graduate or have “become” a certain

seniors, and in the context of their education, wejob. We always need to be growing.

Nate Rudd
Photo Contributors
Nate Rudd
Ximena Cisneros
Christine Iijima
Linnea McGlothlin
Graphic Design
Juliana Barker
Christian Academy in Japan
1-2-14 Shinkawa-cho
Higashi Kurume-shi
Tokyo, Japan 203-0013+81–42–471–0022
www.caj.ac.jp

expect them to grow in skills and knowledge fromelementary to high school. This is an importantreason that CAJ exists as, along with parents andothers, we teach students what they need to know
to succeed in their adult lives. But there’s more.

Our teachers and staff are committed to continually
growing because they understand the weight of the
responsibility they carry toward the students. They are
dedicated to growing in their professional capacities,
as well as growing in their own knowledge of God

The question, “What do you want to be when you

and the purpose He has for them. We may be further

grow up?” has an unspoken assumption intended

down the path of life than our students, and perhaps

by those who ask it; the answer is expected to be amore mature, but we are pressing on, knowing thatparticular job or career. This is part of what makes it

more is yet to come.

a hard question for many children to answer. They
know enough to understand that they don’t know
enough about themselves, working, or the world tobe able to give an honest answer. Their hesitation
to give a clear response is often to their credit.

Our students are young enough to be continually
growing, most obviously growing physically and in theiracademic knowledge. But there is more to us than ourbodies and minds; our hearts and souls need to be
growing too, and as a school community, we need to

But if we look more closely at the question, we

encourage this kind of growth. A CAJ education takes

realize that there is a second assumption at work;

into account the whole student and guides each one

what we do for our job is the equivalent of who weto consider the most important questions of life fromare and who we want “to be.” We are our occupation.

the perspective of the author of life.

This is not helpful, and while it may be common
in our daily lives to refer to ourselves firstly by ourjobs or roles, we must know that we are defined byother, more important criteria.
At CAJ, we have a dedicated group of teachers andI don’t think any of us are too old to be asked thequestion, “What do you want to be when you growup?” My answer, and I hope the answer for all at CAJ,
young and old alike, would be: still growing in Christand in His purposes for my life.

staff who are committed to helping our students
grow in what they need to know to become
successful both in university or college and in theworking world beyond that. It is clear from theDavid Mawhinney | Head of School3

GROWING PERSONALLY
4

deep
hope
REBECCA NELSON | First Grade Teacher

It’s the name of our subject, but what does it

growth I desire for my students — first in theirmean? Once they know that it is about living withown classroom, and then throughout the school

people and building relationships, the lessons oncommunity.

self-identity, family, school communities, local
communities, and global communities make a lot
more sense. An essential aspect of my personal
Deep Hope is that my students will “flourish intheir identity by learning in community.”

In order to share more about the concept of
the Deep Hope at CAJ, I interviewed several
colleagues. Vincent Howard, AP English Literatureteacher, similarly said: “Our storyline in AP Lit is aninvitation to Get to know the family. I share the

The term “Deep Hope” refers to a statement createdfollowing idea with my seniors: ‘All themes andby a teacher that summarizes their desires for thecharacters and stories that you encounter in liter-

students they teach. Of course, anyone can create

ature belong to one big interlocking family,’ saysa Deep Hope for themselves, and I encourage you

Northrop Frye.”

to discover your own Deep Hope.

Vincent invites his students to share their stories

At CAJ, the concept of Deep Hope is one of theby writing them in daily notebooks or compilingobjectives taught in our biblical integration

them into polished pieces of writing. Most

program called Teaching for Transformation (TFT).

importantly, he invites his seniors to recognize

Another theme that teachers create for their class- the Christian story as the foundation of all otherroom that brings the class together is referred
to as the classroom’s “storyline.”

stories, including themes such as finding a lost

This commu- identity, the return from exile, and overcoming ournity building has a great impact on the areas ofalienation once and for all.

So Christ himself gave the apostles, the prophets, the evangelists, thepastors and teachers, to equip his people for works of service, so thatthe body of Christ may be built up until we all reach unity in the faithand in the knowledge of the Son of God and become mature, attaining
to the whole measure of the fullness of Christ.

IT

Ephesians 4:11-13

is with a heart full of thanks

Most essential to my growth has beenthat I walk into school eachthe influence of my past teachers andmorning knowing that God has broughtcolleagues in my teaching journey. Withme back to CAJ to build relationships
with the students, my colleagues, andthe community now as a teacher! I feelthat God has prepared me for the work ofservice that is teaching through my time
as a student at CAJ, my university experience in Canada, and working in botha theme of “Growing” at CAJ this year, myhope is that the reflections I’ve madeand the teachers who have shared theirexperiences in this article will encourage
you to grow in your own communities thisyear, wherever that may be.

Canada and Japan for my first five years

One of the first lessons I teach my students

in the teaching field.

centers around the term “social studies.”5

In the younger grades, a common theme in the classrooms is exploring God’s world and being Creationenjoyers together. The Kindergarten classroom hasa “Wonderstruck” bulletin board where students
display artwork of something they’ve drawn innature, such as the clouds they’ve observed fromthe cafeteria balcony or the many shades of greenof the bushes and trees around the plaza.
Kindergarten teacher Christine Iijima has taught
TFT concepts to her colleagues this year, and as aresult, TFT tends to come to her mind frequently as
she teaches in the classroom. She can express her
wonder and amazement of God’s creation in a waythat the students are able to join in with her.
Vincent, who works with Christine in teaching TFT
this year, added, “I think TFT invites us to sincerely
consider that every part of the classroom experience — from our words to the way we plan lessons,to the way we design curriculum — sends students
a message.”
In fourth grade, teachers Roel Maraya and Shyni
Paul have planned their storyline together anddisplayed it visually across the classroom. They invite
students to add to the many bulletin boards in theclassroom, including the "Cross-Curricular Growth,""Look at Our Community," "Prayer Wall," and "GratefulWall." Their classroom takes community growth to
the next level as students put up pictures of themselves being active in the community. They hope forthe fruit of the Spirit to grow in their students’ lives
as they relate to the people around them.
I am humbled by the many ways my coworkers
are encouraging community growth in their classrooms and amongst colleagues. It is also inspiring tobrainstorm how we can build up the body of Christ.
I think the best part about community is that we
can mature together with those God has placed in
our lives.
If you’ve ever enjoyed a rejuvenating time withfriends, family, or coworkers where you have theopportunity to share your worries, frustrations, andjoys with each other, you know that going throughlife is not meant to be a solo journey. We learn andgrow alongside each other, supporting one anotheralong the way. Are you ready to grow this year?
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We began by weeding (this is the actual

GROWING IN COMMUNITY

term for it among librarians). We removed

8

items that weren’t serving our community

theCAJ
library
JAMIE LATH | Library Coordinator

anymore. Like weeding a garden whichallows the plants to thrive, weeding thelibrary allowed the other books to stand out.
This weeding led to more room. That
added room led to a reorganization. Now,
the space has grown and transformed into
something new. For instance, the former
elementary library space is a new collaboration space rich with educational possibilities like teaching digital literacy in ourelementary library classes.
We saw the biggest growth when we added
new furniture this year, as that brought
many students back into the library. For awhile, students weren’t allowed to spendlong periods of time in the library becauseof COVID. Then, as we transitioned thespace, we realized there wasn’t enoughroom for them. Now, students come in to
study by themselves or in groups, read on
bean bags, collaborate for group work, andeven take an occasional nap.
The pruning that occurred in the previous
years brought much fruit and growth to thelibrary, bringing the CAJ community into thelibrary and toward each other. Sometimes
we have elementary, middle, and highschool students all sitting together on beanbags. We also see parents reading with theirown children while others listen in.
So what’s keeping you from visiting thelibrary? If you are in Japan, please stop
by. Alumni, parents of alumni, and previous staff members are still a part of our

For something to grow, it needs to be nurtured. It needs sunlight, water, air, nutri-community. It’s through you that we areable to have the growth that we have had

ents, and a little love. Nurturing growth in the library has been our goal these past few years.

in the fertile soil you left us to work with.

In the fall of 2020, I started working in the library at CAJ. We can all remember those days ofmasks, sanitizing, and everyone running straight home. It felt like a time when growth couldn’t
be happening. Looking back, those dormant times actually led to important growth. We usedthat season to look deeply at the library and see what our community needed.

library and become a part of that com-

If you aren’t in Japan, visit your own local
munity. Foster your own growth and thegrowth of those around you through supporting a library; you'll meet a lot of great
people there!
9GROWING PROFESSIONALLY
10

ART

at
CAJ

JARED JOHNSON | Physical Education Teacher

Teachers at CAJ are constantly “I thought it was a good solution to stusearching for ways to make their dents working at their own pace, reviewcurriculum more engaging and ing, and helping students who are absent,”
effective for all students.
Nash recalled. “It’s really convenient when

Nash Bridges, elementary and middle
school art teacher, has taught at CAJ since

students are absent, because they don’t
miss anything.”

the 2017-18 school year. In the past four

When CAJ’s classes went to distance learn-

years, Nash has broken new ground in theing in March 2020, Nash was extremely

The improvement was profound enoughthe art department at CAJ in different ways.

that she ended up writing her final paper for

She plans to build a QR code library of her

her Master’s program on the effectiveness offlipped videos, and she also hopes to create

helping EAL students learn English via theflipped videos specifically for students andflipped classroom method.

their parents to watch as they practice art

Nash, who teaches all of CAJ’s elementary

techniques together.

and middle school students, has also used

Nash is also working with art department

her flipped classroom to offer more choice-head Erin Hughes to create more opportu-

based art projects, especially with her mid-nities for highlighting the talents of CAJ’s art

dle school students. She is still in the process

students..

of creating more videos for those projects.

From November 10-17, the art department“One student might want to learn to use

hosted a jungle-themed art show in the CAJ

watercolors, while another might want toatrium. Nash said they “took over the atrium

use colored pencils, or acrylic paint,” Nashand made it a jungle” with art ranging fromsaid. “Now they will be able to go and selectstudents kindergarten to 12th grade. “I feel[a video to watch] rather than having to
wait for me to come to their table.”
Moving forward, Nash has
plans to keep growing

like the school already doesa good job recognizing students inmusic and inathletics,”

art department with a “flipped classroom” thankful to have her flipped classroom instrategy that is providing numerous bene- place. Students could use her videos tofits for students from a variety of learning

keep learning about art and practicing

styles, preferences, and language levels.

their skills at home.

In a flipped classroom, the teacher records

In August 2020, CAJ students returned

video explanations and demonstrations ofsubject content. Students will then selecta video to watch while the teacher circulates the classroom to answer questions orclarify concepts. This strategy can enable
teachers to essentially become their own
instructional assistant during class time.
Nash learned about flipped classrooms in
her Master’s degree program, which she
has since finished. She began flipping herclassroom in fall 2019 by creating videos
to show in class to her elementary art
students.

to campus. At that point, Nashthen discovered two more
benefitstoherflippedclassroom — its impact on
English language learners
and its ability to facilitatechoice-based art.
Nash collected data showing thatthe flipped classroom system helped
students learning English as an additional
languagebothunderstandmore

vocabulary and execute various art skills
more effectively.
“I can put the vocabulary in [the videos],

Aside from art class, students could also

students can rewind it, and they can evenaccess these videos on Seesaw, CAJ’s online

slow down my voice if I am talking quickly,”learning platform for elementary students.

Nash said.
11Nash said. “I want to find ways to recognize students who are artistic andmake them more celebrated in our community.”
While Nash has brought new teaching techniques to CAJ’s art department,
she hopes to keep learning along with her students. Many of Nash’ students
are showing interest in digital art, so one of her current tasks is learning tocreate art on an iPad.
Like many teachers at CAJ, Nash acknowledges that students aren’t the only

12

"Let’s learn
together."ones who should be learning at school.
“I don’t want to be that teacher who says, ‘I don’t know how to do that, so
we’re not doing it,’ Nash explained. “If I don’t know how to do something, I’ll
sometimes tell students, ‘let’s learn together.’”13

GROWING TOGETHER
14

They have met practical needs, like offering

are bursting with potential, as we have recently

access to their school library and resources, as

moved from our previous basement location towell as a willingness to have our staff collaborate

an above-ground and light-filled new space inwith CAJ's staff. Parallel has been a huge support

the annex building on the CAJ campus.

system for us."

Ultimately, our Deep Hope in the Parallel

Parallel shares CAJ’s commitment to equip-

Educational Services department is that "we willping students to serve Japan and the world for

be able to come alongside families and school

Christ. As a result, we are actively seeking newleaders." It is our desire to encourage and equipand creative ways in which CAJ can grow as athem to thrive in pursuing and uncovering theirschool of influence across Japan. We feel wepart in God’s story.

PAR ALLELEDUCATIONALSERVICES
JACQUIE WILLSON | Parallel DirectorW

e are pleased to announce the renewing of Parallel Educational

Services, a department of CAJ. Formerly known as SSS (School Support
Services), our purpose is to come alongside families across Japan who are

educating their children in English. We provide consultation, educational resources,
programs, and events for families who are homeschooling full-time, or families whoare sending their children to Japanese school and desire to continue their childrens’
English language development at home.
In addition to assisting families, Parallel is affiliated with seven small Christian schools
throughout Japan. We provide resources and expertise to complement and expand
their programs. Masaki Jason Fukao, the principal of Zoe International School, shares,"Parallel has assisted our school in many ways, such as providing professional development for our staff and setting up opportunities to network with other affiliate schools.
15

WORKING IN COMMUNITY
16

A L U M N I
AND

CAJ
PARENTS OF ALUMNI

STAFF
Out of91 contracted staff members:• 20 are CAJ alumni• 52 h ave or have had children
attend CAJ at one point• 22 h ave children who

graduated from CAJ

MESSAGES FROM CAJ STAFF ALUMNIThe following messages are from former Christian Academy in Japan students, now on
staff. In the 2023-24 school year, 20 of CAJ’s 91 contracted staff members are former CAJ
students. From these staff members, eight of them took some time this fall to share theirstories about why they came back, why they stay, and/or what’s happening in their lives now.

I returned to CAJ as a teacher in 2015, comingback to the same classroom I started in CAJ as a
student! CAJ has always been where I wanted toreturn as an educator because of the wonderfulcommunity. I found my passions and purpose here
while I was a student, and I sincerely desire to help
my students find theirs, too. I long to encourage
students when they are down, celebrate theiraccomplishments with them, teach them to rely
on God daily, and pray for them when they needit the most. I stay because I want to continue togrow as an educator, and because my colleagues
are not just people I see at work, but people whohave become my closest friends. I am incredibly
blessed to be a part of CAJ and hope to give backto the community as much as possible!

ASHLEY (Sakamaki)
NAKAMURA
2nd Grade Teacher| class of 2008 |ZACH SMOKER

Maintenance &Elementary School PE Support| class of 2011 |Since graduating from university,
I have successfully never used mydegrees and have only ever done
construction, maintenance, or othertrades work. I genuinely love working
with my hands, so after doing thistype of work in Canada and the US,
I started to think about how I could
continue the same work in Japan.

I got hired on the maintenanceteam at CAJ in 2019. Never did I
think I would be back at CAJ sosoon — but I love it! It is such a
blessing to be in a work environment where everyone loves the
Lord so much and cares so deeply
for the kids and their education.
17

ERIN HUGHESHigh School Art Teacher &Visual Arts Department Chair| class of 1998 |CALEB CUMMINGS
Athletic Coordinator| class of 2002 |I am now in my eighth year of teachingat CAJ. My husband teaches elementaryand high school PE, my son Asher is in fifth
grade, and my daughter Bella will startkindergarten next year!

JULIE JOHNSON

5th Grade & Elementary Head Teacher| class of 2006 |I have now taught at CAJ for longer than I was a student
at CAJ, since this is my 14th year on staff. It’s been so fun
to teach the children of my CAJ— I have taught
kids from the Carrell family, Millard family, Cummings
family, Hughes family (Erin Paris), and Rudd family(YooRan Kim), to name a few. I love the history that wehave together and the chance to see new generations
grow up here.

I came back to CAJ for what I
thought would be a one year
stint to cover a teacher’s maternity leave. It’s now my 14th year
on staff, and the biggest reason
I have stayed is because of the
support and encouragement I
have received from the administration and colleagues.

18

ALECIA MAY

Technology Support &Data Protection Officer| class of 2005 |I’m now working in a completely different role from where I
started, going from high school English teacher to full-timetech support. Each step in that transition has been a positive
one, and I feel blessed to work in a place where I feel both supported and challenged to grow personally and professionally.

My family and I got to go back to the US for the first time in four years this summer. We landed
in Los Angeles, California, rented a car, and drove, camped, and climbed our way to our old
hometown of Philadelphia over the course of a month. We saw some alumni along the way
such as Daniel Kim (‘02), David Kijima ('05), Cam Boswell ('05), and Seth Walker ('00). It was
awesome catching up and getting a glimpse into their lives now. Also, to my classmates: CAJ
has a real field now. It's awesome. Come visit to frolic, play, roll around, and feel what realartificial grass feels like.

CAJ has been a place of learning andgrowth for me. I became a Christianafter coming to CAJ, and God has
really blessed me with a community that my family needed. My dad
passed away a few weeks after I
entered CAJ as a 7th grade student
in 2008. As a new student in a new

HARUKA AKASHI

Kindergarten Teacher| class of 2014 |community, it was overwhelming,
but God knew exactly where I needed
to be and with whom I needed to be.

The teachers and coaches that have encouraged me,
cared for me, and prayed for me had a huge impact on
me. I wanted to come back to CAJ and give back for all
the blessings I received back then. Not only have I beenable to coach at CAJ, but in the years I have been here,
I’ve gotten to work with Mr. Steve Hall and Mrs. Tanya
Hall, who have been a blessing in my life. They are a hugereason why I came back, and why I choose to stay until
God reveals a clear, new path for me.
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MESSAGES FROM CAJ STAFF
ABOUT THEIR CHILDREN ATTENDING CAJ

The following messages are from parents of students who have graduated from Christian
Academy in Japan. A large number of current staff members (22 to be exact) have watched
their children walk across the stage to graduate from CAJ. Let’s hear from six of them on how
CAJ impacted their children and what sets CAJ apart as an educational institution.

CAJ was instrumental in helping our son, Jordan,
graduate. Since he was adopted from Ethiopia at
an older age, he had learning challenges that comewith starting school late and doing all of his learning
in a brand new language. The personal support hereceived in the Learning Resource Center (LRC) madeall the difference to his success. I think parents shouldchoose CAJ if they are interested in a school that recognizes each student's needs and then partners withthat student to ensure they succeed.

RENEE VAN DRUFF

Middle School Principal
mother of jordan (‘19),and current students
nikki (‘25) and nathan (‘28)

ESTHER TSUJI

Elementary Resource Teacher
mother of reiko (‘18)

CAJ education played a critical rolein shaping my daughter, Reiko. She
studied at CAJ from kindergarten
to 12th grade, and since her graduation in 2018, she has continued to be
an instrument for God’s kingdom.
CAJ’s education has impacted herbeliefs, life choices, and priorities.
During the college years, she participated in campus ministry throughlife groups, gospel nights, andvarious activities at a non-Christian

university. She has committed
her time to reaching out toother university students andalso has taught young kids in
Sunday school at church since
her first year of college. After
graduating from the university
with a business management
degree, she found her callingas a teacher and now works ina Christian international school.
I believe that CAJ’s educationequipped her with a strong
desire to seek truth and lead a
purposeful life in Christ.

STEVE WILLSON
Facilities Manager

father of lauren (‘11)
rachael (‘13), and caitlin (‘16)

JEAN HINO

Elementary Principal

mother of mariya (‘06), stephanie (‘08), and jesse (‘11)

I appreciated the staff who invested in my children and the friends they made,who are still an important part of their lives. Knowing the parents of my children's
friends and seeing the positive impact those parents had on my children was an
added benefit to the excellent education they received. The written curriculum isimportant and teachers are always improving their craft, but the unwritten curriculum, positive role models, care, and support are much more important to me. I'm
thankful that all staff, not just teachers, are invested in the students at CAJ.

I have always been extremely gratefulto CAJ for molding my daughters
into selfless young women who havehearts that yearn to serve God. The
CAJ education has taught both mydaughters to integrate their faithin every aspect of their life. Many of
the testimonies and teachings thatthey had heard while at school arebecoming increasingly applicable tothem as they are experiencing theirown challenges out in the real world.
20

My older two daughters have now become teachers, and so much of that was because they
appreciated the relationships they had with the teachers at CAJ, and it compelled them to
go into education themselves. Additionally, my youngest daughter did her senior comprehensives project at CAJ about the unavailability of medical treatment in different parts of
the world, and that impacted her to the point that she decided to become a nurse. With her
nursing degree, she’s even traveled to Mozambique with a medical team to help out there.

SHYNI PAUL

4th Grade Teacher

mother of priscilla (‘15)
and keziah (‘18)

RIE MARTIN
CAJ has played a major part in scaffolding
God's Word in their hearts and demonstrating to them how they can live it out.

Admissions Coordinator &Administrative Assistantmother of aiyanna (‘14), lina (‘16), and julia (‘16)

My three daughters all graduated from CAJ,
have gone through college, and now they are
working professionals. I’ve heard them say over
and over that CAJ has prepared them very wellfor college and professional life. I just saw myyoungest daughter give a speech at her graduation of her paramedic program this summer.
She was assertive, funny, and concise. When she
was commended for giving a great speech, shesaid her high school prepared her well. Thatis a testament to CAJ's excellent high school
program and hard-working teachers!
21

Alumni Updates

Class of 2003 | zoom reunion
Members of the class of 2003 celebrated witha Zoom reunion earlier this year in honor of 20
years since graduating from CAJ. This event wasorganized by April (Selander) Mack.
first row: Anna Penner, Christa (Ransome) Green,
Angela (Franklin) Rector, Brianna (Kennedy)
Esquivel second row: April (Selander) Mack,
Christina Epley Moreau, Megumi (Mullins) Welch,David Sloan third row: Silas Cole, Laura (Young)
Bobick, Stig Olson, Mary (Trinkle) Bodnar fourthrow: Megan McGinty, Leighton Gill, Lincoln Lau
fifth row: Aaron Shaw
Marian Mine | class of 2007
Marian Mine celebrated her wedding to Keisuke Mine in Tokyo on September 23, 2023. Many CAJ graduatesfrom her family, as well as friends from the 2006 and 2007 classes, were in attendance.

2023 CAJ Reunion
2023 CAJ REUNION
The 2023 CAJ Reunion Planning Committee put on a successful
reunion for the graduating classes of 1959–1998, combined withstaff and other guests in San Diego, California last February. A goodnumber turned out, with 164 student alumni, 7 staff members, and41 guests. The food, fellowship, speakers, accommodations, andscenic surroundings made the reunion an unforgettable event.
Thank you to the 2023 Reunion Committee for keeping us a family
throughout the years.

SPECIAL THANKS to the 2023 CAJ
Reunion Committee for all their hard
work: Tracey Davies Kirk-Johnson('82), Bobby Howe ('70), Ken Nielsen('71), Jennifer Plesman-Jackson ('71),
Rick Seely ('73), Dan Sims ('79), andMargaret Meggie Bower Smith ('73).

left to right: Joshua Mine ('19), Julia Mine ('14), Heather(Thompson) Mine ('78), Marian Mine ('07), Keisuke Mine, Yoshikazu Mine, Selah Izawa, Erika (Mine) Izawa ('10), Takashi Izawa

left to right: Victor Eby ('07), Patrick McGinty('07), Jessica Bauman ('06), Julie Johnson('06), Sarah Turner ('07), Amanda (Justiniano)
Apeland ('07), Irene Nohara ('07), Megumi(Suzuki) Murata ('07), Stephen Yosypiw ('07)

Class of 2013 | reunion
Several members of the class of 2013 met
up on August 5, 2023, at T.Y. Harbor in
Shinagawa, Tokyo, to celebrate a 10-year
reunion from CAJ. Gene Jeong and Miyu
Hayashi organized the reunion.
Rebecca Nelson commented: “It felt sonostalgic to be back together again, and
we enjoyed recounting our high schooldays as well as hearing about all the newthings everyone has been up to. It was as
if no time had passed at all as everyone
had the same energy and enthusiasm
when we all came together!”back row: Steven Connors, Gene Jeong, Christina Deakin, Evan
Meeko, Piyush Vaidya, Nico Timbol, Takaaki Baba, Shogo Miyagi,
Shuhei Tanaka, Jeremy Lau front row: Ria Kitaura-Rachmin,
Rebecca Nelson, Eito Okino, Miyu Hayashi, Azusa Yamamoto,
Arpan Shrestha

We would love to hear from you! Take a few minutes right now — email your update to alumni@caj.ac.jp
22

CAJ Alumni Updates is a forum for updates from alumni, provided as a community service.
The inclusion of any piece of alumni updates is not necessarily an endorsement by CAJ.

EQUIPPINGSTUDENTS TO SERVEJAPANAND THE WORLDFOR CHRIST.

www.caj.ac.jp

Thank you for your ongoing prayers and support making our mission possible.

ACCREDITATION
Western Association of Schools and Colleges since 1976
GOVERNMENT STATUS
Gakko Hojin (School)