W10 International Teaching. This course is for students who want to explore the possibility of international teaching and consider what it means to be a foreigner involved in the education system of a developing country. Students will live in the capital city of Honduras, Tegucigalpa, and work in two different bilingual Christian schools which serve contrasting groups of students. Some of the time will be spent living in the homes of Honduran families. There will also be several trips to visit other Honduran schools and to visit historic and cultural sights in Honduras. Students will learn about poverty and development work and the strong connection between development and education. They will reflect on what it means to be a foreigner involved in the education system of another country and gain some understanding of the history and culture of Honduras. Evaluation will be based on journals, participation and a test on the readings and lectures. Prerequisites: Permission of the instructors. Ability to speak Spanish is not required. This course application requires two recommendations. Fee: $2,600. J. Rooks. Off campus.
W11 Ethipoia: Community of Hope. This interdisciplinary course travels to Addis Ababa, Ethiopia. This third world city of 6 million people is on a plateau 6,000 feet above sea level. Students from any discipline are encouraged to join us as we explore Ethiopian. We’ll immerse ourselves in the Ethiopian culture, including exposure to economics, health care, religion, and educational systems. We will also visit and be housed within a mission compound and become familiar with the efforts of Serving in Missions (SIM) in both urban and outpost (bush) locations in Ethiopia. Opportunities exist for exploration and involvement in education, social work, nursing, development, international studies, and medical missions. Optimally, students will experience both the urban and rural sites and be able to compare/ contrast these sub-cultures. The reality of HIV-AIDS in Africa and current treatments and services available in Ethiopia will be discussed. Visits will be made to various hospitals, orphanages and clinics dealing with the impacts of HIV/AIDS. Team discussions, guest speakers, and informal lectures sharing ideas for hope, community, and faith in the face of poverty and disease will take place. Ethiopia has many beautiful natural attractions with abundant African wildlife. Field trips may include mountain resorts, national parks, orphanages and international relief offices. Students should be prepared to be personally challenged as the complex realities of Ethiopia are explored. Pretrip preparations will include meetings in the fall and advance readings. Evaluation will be based on directed reflective journaling, student presentations during our travels, and participation in team discussions and events. Students will gain an understanding of the scope of HIV-AIDS in Ethiopia, along with current treatments and services taking place. Students will examine roles of service professionals, both national and international, making a difference for the people of Ethiopia. Students will be able to identify ways to encourage hope, community, and faith in Addis Ababa, Ethiopia. Fee: $3,469. Dr. Tibebe , M. Vander Wal. Off campus.
W12 The Warm Heart of Africa. Malawi, located in south central Africa, is known as the “warm heart of Africa” because despite its poverty, it is a place of hope and hospitality. During this journey to Malawi and bordering Mozambique, students will be introduced to its people, culture, faith, and landscape while serving within the community. The primary academic and service focus will be the health issues of this region, including mortality rates, food and nutrition, and disease prevention. Students will study and learn how health intersects with economic, political, and cultural realities, developing a fuller understanding of health and wholeness in south central Africa. This physically active course will include opportunities to learn and experience daily movement and leisure patterns of the culture and work with local agencies to promote health, play, dance, and other physical activity for wellness. Assessments will include reflective journal writing, developing travelogue portfolio centered on the intersection between the course content and the travel experience, and developing the physical skills needed for leading physical activity. The dates for this course are January 3-20. Fee: $3,915. B. Bolt, J. Walton. Off campus.
W13 Costa Rica Outward Bound. This 19-day cross-cultural wilderness adventure features two primary phases. The first phase consists of a nine day backpacking descent from high elevation cloud forest to low elevation tropical rainforest. During this trek, students will master backcountry living and travel skills, gain introductory knowledge of the diverse ecological systems, and enjoy cultural and Spanish immersion experiences through multiple home stays with Costa Rican Families. Following the trek, students will trade backpacks for whitewater boats. Over the next eight days, participants will engage whitewater rafting skills, hard shell kayak instruction, and a Whitewater Rescue Technician course. The course will conclude with a day of surf instruction and exploration of magnificent natural beauty of the Manuel Antonio National Park along the Pacific coast. Along with gaining wilderness and whitewater travel skills, students will develop cross-cultural awareness as they interact on a daily level with remote Costa Rican communities and Outward Bound instructors. This course will fulfill the CCE core requirement. The dates for this course are January 4-23. Fee: $3,270. R. Walter Rooks and Glen Remelts. Off campus.
W14 Pubs, Clubs, & Alternative Worship. Unlike the U.S., alternative worship movements in the U.K. have grown out of the dance club subculture, which is why the use of DJs in some worship services is common there. While overall church attendance in the UK is abysmally low, emergent and alternative worship experiences are booming. This course will explore in film these peculiarly “postmodern” expressions of the Christian faith in the UK. It offers students the opportunity to critically engage these movements through readings, discussions, meetings w/key church leaders (including the Archbishop of Canterbury), participation in emergent and alternative worship services and the student production of a documentary film as well as the production of three short worship films. The course will be led by professor Corcoran (Philosophy) and local film-maker Kurt Wilson (Compass Outreach Media). Experience in film and communication is NOT assumed or expected. Fee: $2,400. K. Corcoran, K. Wilson. Off campus.
W15 Ecuador: Galapagos Islands. As “living laboratories of evolution” both the Galapagos Islands and the Amazon rainforest are two of the most unique and fascinating places on earth. Having an equatorial climate, these two ‘jewels’ are also quickly becoming trendy vacation spots, generating local economies that are heavily reliant on the ecotourism industry. Participants in this course will investigate the biology of the local flora and fauna of these areas, and also study the economic and environmental issues and tradeoffs that are necessary to maintain these areas. Particular attention will be given to the application of Reformed Christian principles of biological and economic stewardship as tools for assessing the current and future status of these important natural areas. Students travel to Ecuador to spend eight days on the Galapagos archipelago and six days living within the Amazon jungle. Daily excursions include hiking, canoeing, and snorkeling. Evaluation is based on a daily journal, daily readings, active participation in course activities, and an exam. Monthly meetings to prepare for the trip begin during the fall semester. This course will fulfill the CCE core requirement. The dates for this course are January 2-23. Fee: $4,477. C. Blankespoor, S. Vander Linde. Off campus.
W16 Transforming Cambodia. The goal of this class is to identify and experience the root causes of abject poverty in Cambodia. Issues to be engaged include food production capacity, land use trends, availability of adequate water or reasonable quality, availability of education and human health. We plan to engage a variety of non-governmental organizations involved in supporting the holistic transformation of communities; CRWRC village projects enabling people to produce greater quantities of healthier food, water filtration and pumping methods, orphanages, Kindergarten classes, a hospital, and several evangelical churches, and the launch of a new Christian university (AIU). Students will contribute service-learning hours in these venues. Additionally, we will engage the cultural underpinnings of the current situation in Cambodia. A visit of the Angkor Wat temples will lay a ancient historical foundation of Cambodian culture, followed by the Killing Fields and Tuol Sleng prison to assess the recent impact of the Khmer Rouge. Students will gain a clear understanding of what current living conditions are in Cambodia, how they have come to be as they are, what the impediments to change are, what can and is being done to make a positive and sustainable change to the average Cambodian citizen, or in other words, how to be agents of redemption in a deeply troubled society. This class is a cooperative learning adventure with Calvin College and Handong Global University (South Korea). Student evaluation will be based on participation with local culture, group discussion, individual journaling, and in a final report describing key features of their learning experience. Fee: $3,100. D. Dornbos Jr., L. De Rooy. Off campus.
CANCELED W17 Taos Art & Literary Expedition. The literature and art of the American southwest are inextricably tied to the history, culture, and landscape of the area, and its writers and artists come from three primary ethnic groups: Native Americans, Mexican Americans, and Anglo Americans. Students will learn of the richness and diversity of the art in these converging traditions in Taos, New Mexico, and the surrounding area by visiting the places that form the basis of the literature and art developed here. Writers/ storytellers include Joy Harjo, Robert Mirabal, Leslie Silko, Willa Cather, Rudolfo Anaya, and Ana Castillo, among others. Students will also visit artists, studios, galleries, and sites to experience both traditional and contemporary art and artifacts. Artists include ceramists (e.g., Maria Martinez), painters (e.g., Georgia O’Keeffe), and contemporary regional artists. Students will be evaluated on the short papers, journal/sketchbooks, and brief presentations. Students who would like to learn more about the art and literature of the American southwest are welcome. This Interim will meet from January 3 - 23, with 17 days in and around Taos, New Mexico. Fee: $1,990. L. Naranjo-Huebl, G. Fondse. Off Campus.
W18 Knitting: History, Culture and Science. This course engages students on academic and experiential levels with the practice of knitting as a craft, art, meditative and relaxation technique, a component of religious devotion, a community-building ritual, and most of all an activity that has been shaped by and has contributed to form our conception of gender. While knitting has historically been identified as a feminine craft, the younger generations of knitters have included men as well as women. This has changed some of dynamics of knitting communities, as well as the nature and style of the projects undertaken. To explore these issues, the class will study the history of knitting, its practice in different cultures, its use as a basis for politically subversive activities, its representation in classic and contemporary literary works, and even the scientific principles that underlie knitting and that have more recently become central to cutting-edge scholarship and experimentation in knitting. All of these topics will be considered in light of gendered conceptions of who the knitter is and how the practice is situated in relation to other fields of expertise, such as domestic activities, manual labor, artistic production, medical practices, and scientific planning. Readings, guest speakers, outings as well as the actual practice of knitting is designed to explore and illuminate these questions. Evaluation is based on participation in daily class activities and at least one community knitting group, the completion of a knitting sampler, a research-based group presentation on one of the themes of the course, three or four short response papers, and contributions to a group knitting project such as a prayer shawl. Students will purchase materials for at least one project of their own choice, depending on their knitting skills and experience. There are no prerequisites for this course, and students do not need to know how to knit to enroll. Materials fee: $20. S. Goi, D. VanderPol. 2:00 p.m. to 5:00 p.m.
W19 War and Violence: Context, Cause, and Cure. Why do some conflicts escalate into deadly violence, while others are resolved peacefully? How can Christians address the causes of war and violence and become effective peacemakers? What circumstances tend to inflame or reduce levels of hostility? This course explores these questions from the perspective of social philosophy and Christian ethics. The course will begin by examining Christian teachings regarding the justification of war, with special emphasis on the report that was approved by the 2006 Synod of the Christian Reformed Church, against the background of theological and philosophical theories concerning just and unjust war. Next the course will examine the remarkable story of a war that seemed inevitable but never happened: the end of the apartheid regime in South Africa. Student teams will then present case studies of other situations of protracted conflict such as where deadly violence either occurred or was averted, such as the fall of Communism, the war in Iraq, genocide in Rwanda, and the Israeli-Palestinian conflict. The course will end with a discussion of what factors are most important in resolving conflict and bringing reconciliation. Assessment will be based on a reading journal, group presentations, and written assignments. Optional CCE credit can be arranged. D. Hoekema. 8:30 a.m. to noon.
W20 Business and Engineering. In Today’s global economy, business practices, engineering design, product development, and product marketing must take the international market into account. This course introduces the student to the nuances of business practices and product development in the international market, focusing on business and R&D in Europe. Students will learn how the languages, history, culture, economics, regulations, and politics of Europe shape the business and design process through tours of businesses, engineering research facilities (both industrial and academic), manufacturing facilities, as well as discussion sessions with leading business executives and research engineers in Europe. Locals will include Amsterdam, Rotterdam, Brugge, Brussels, Paris, Trier, Koblenz, Munich, Nurnberg, Leipzig, Berlin, and Bremen. Additional religious and cultural locals will include visits to The Begijnhof, The Hague, Leuven, Versailles, Notre Dame Cathedral, Reims, Heidelberg, Dachau, Neuschwanstein, Prague, St. Vitus Cathedral, and Wittenberg. Students will keep a daily journal as well as write a paper regarding the cultural aspects of the interim. This course will fulfill the CCE core requirement. Fee: $3,950. F. Bauer, E. Broekhuizen, N. Nielsen, W. Wentzheimer. Off-campus.
W21 French Film. This course introduces French Cinema from the 1940s to the present. Films chosen for the course cover a variety of genres (comedy, drama, thriller, musical) and include classic films by well-known directors (Renoir, Truffaut, Godard, and Varda) as well as recent productions from France and other French-speaking countries and regions (Belgium, North and West Africa, Quebec). The main goal of the course is to study the development of French Cinema and its presentation of francophone society. Evaluation is based on class participation and two reaction papers. Knowledge of French is an asset but not required as all films have subtitles. O. Selles. 2:00 p.m. to 5:00 p.m.
W23 Re-imagining Disablity. This course challenges students to understand physical and mental disabilities via the lenses of art, history, and theology. Through readings and discussions, students explore the history of disability paying particular attention to the role of the church in that history. In addition, the course examines artistic representation of people with disabilities in film, photography, and literature. Students are continually reminded of the cultural and political significance of this historical and aesthetic analysis. In the end, students come away with a complex conception of what it means to live with a different body and/or mind. There are no prerequisites for this course: instructors encourage students from a wide variety of interests and majors to enroll. Students’ work is evaluated with short, critical essays and a final exam. T. Hoeksema, C. Smit. 8:30 a.m. to noon.
W24 Biophysics. Biophysics is a growing discipline in which the tools and accomplishments of physics are used to examine and elucidate the behavior of biological systems. This particular course is a smorgasbord of different topics in biophysics. Scaling laws are used to help explain why ants can easily lift many times their own weight, but human beings strain at loads that are a mere fraction of their own weight. Fluid flow is used in examining why the wingbeat frequency of flying animals generally increases as the size of the animal decreases. Random walks and diffusion are examined and their impact on cell size is discussed. An additional feature is that no calculators are used and that part of the course is devoted to developing the art of estimation. In addition to the above items, there is also a section devoted to the construction of simple biophysical simulations using Mathematica, though no previous experience is required. Students will complete homework assignments, tests, and work on simulations in the class. The course is designed to be accessible to any student with at least a semester of algebra based college physics or a year of algebra based high school physics. P. Harper. 2:00 p.m. to 5:00 p.m.
W25 Silent Spring & Stolen Future. The slogan of the post World War II “chemical boom” was “better living through chemistry,” and indeed these chemicals brought many benefits in industry, agriculture, and public health. However, in 1962 Rachel Carson’s book Silent Spring challenged the public’s optimism regarding chemicals by revealing many environmental and health effects of pollution. While many chemicals were restricted during the 1970-80s, the publication of Our Stolen Future in 1996 revealed the ability of some chemicals to disrupt hormonal systems at very low doses in wildlife and humans. Today our society uses 60-80,000 chemicals, with 1-2000 new chemicals introduced every year. Legacy pollutants still contaminant some ecosystems, concern is emerging about newer chemicals, and old debates have been revived about whether DDT should be used to control malaria. This course explores issues related to the sustainable use of chemicals in both developed and developing countries. Scientific and policy issues are examined within the context of Christian environmental perspectives. The primary texts are written for the general public, making this course is accessible to students majoring in biology, chemistry, environmental science, engineering, political science, and international development. No prior coursework in biology or chemistry is required. Student evaluation is based on written reports, presentations, and participation. K. Grasman. 2:00 p.m. to 5:00 p.m.
W26 Alice in Wonderland: A Mimodrama (Mime + Movement + Drama). Participants in this course will create, perform and work behind the scenes on a stage production of the classic children’s favorite; a story full of random and whimsical characters—all less adult than the 10-year old main character. This unique production promises to be a romp through the imagination using a delightful combination of physical theatre, mime, and puppetry. This course, a continuation of the Fall CAS 395; Laboratory Theatre class, is open to all those interested in this exciting form of performance. The production will be cast by audition with other class members selected by interview. The class meets 8:30am to 5:00pm with some evening and weekend work, including the break between interim and Spring semester. Public performances are Jan. 31-Feb. 2, and Feb. 7-9 in the Lab Theatre. T. Farley, D. Leugs. 8:00 a.m. to 5:00 p.m.
W27 Film Noir and American Culture. An interdisciplinary analysis of film noir, a “style” or “historical genre” of film that emerged during World War II and flourished in the postwar era. This course begins with an examination of representative films from the classic noir period (1941-1953), approaching them through close analytic and interpretive readings which we will discuss together in class. We will also explore the legacy of film noir to see how filmmakers have amended and adapted aspects of style and subject matter in different periods in American history. Identified as “neo-noir,” films like Chinatown (1974), Body Heat (1981), and L.A. Confidential (1997) reflect historical and cultural changes in the American society and raise questions about remakes, nostalgia, and pastiche in the contemporary cinema. J. Bratt, W. Romanowski. 2:00 p.m. to 5:00 p.m.
CANCELED W28 Sports in Film and Fiction. Sport is embedded in our culture. For this reason filmmakers and novelists often tell stories about and through sport. This course will investigate sport films and novels, identifying and evaluating common themes and myths, and making comparisons to real sport experiences. Students and professors will collaborate to select films to be reviewed and develop a template for sport film analysis. Students will complete a series of film reviews based on this template, and a tournament format will be used to critique and debate sport films. Imagine Rocky vs. Raging Bull, or SeaBiscuit vs. Miracle to determine the greatest sport movie of all time. A book club format will guide small group discussions, written reports, and presentations of sport novels and poetry, with special emphasis on developing a discerning Christian perspective on the American sport culture. J. Timmer. 8:30 a.m. to noon.
W29 An Inside Look at the January Series. The January Series is an award-winning program that brings some of the world’s greatest authorities in their respective fields to Calvin College. Students will have personal interaction with the presenters during the morning class and be challenged to identify the worldview of the presenter as well as clarify and articulate their own personal worldview in response. Students will also attend all January Series programs, submit a reflection paper on each presentation and present a research paper on one of the speakers. R. Honderd. 8:45 p.m. to noon and 12:30 p.m. to 1:30 p.m.
W30 Dancing Across the Elementary Curriculum. This course explores the use of creative movement as a tool for teaching elementary curriculum. Students “move” through elementary math, Bible, social studies, science, and language arts material by creating improvisational studies and playing movement games. They visit elementary classrooms, meet teachers, discuss their curriculum, and custom-design movement lessons. In pairs, students teach their lessons to elementary children in a local school. Students are evaluated on in-class creative movement, discussion, reading and writing assignments, final lesson plans, and classroom teaching. No previous dance experience needed. E. Van't Hof. 8:30 a.m. to noon.
W31 Adventure Therapy. A workshop setting during which the student will engage in an experiential process that covers the theoretical perspectives, foundations and philosophy of Experiential or Adventure Learning and see how to use them in a variety of group settings, e.g., At-risk-youth programs, community school programs, corporate clients, church leadership, youth groups and more. Students will be challenged to reflect on their class experiences as these concepts are presented. A challenge course and other activities will be used to develop facilitation skills. The atmosphere will be fun, energetic and inviting. Participants will leave with a toolbox of skills that can be used in a variety of settings. Lab fee $50. D. Vermilye. 8:30 a.m. to noon.
W32 Elementary, My Dear Watson. "Elementary, My Dear Watson." There is a serious oddity concerning this most famous of Sherlock Holmes's lines: it occurs nowhere in any of Conan Doyle's Sherlock Holmes stories. So where does it come from? In this course students pursue this and other mysteries as with Watson students track Holmes through some of the murkier stretches of human society. Along the way students explore Doyle's life and times, look at the social context of Holmes's adventures, trace selected themes of the times through the stories, and try to discover why Doyle disliked Holmes so intensely. Students read most of the Holmes stories and novels, and some of the early Holmes apocrypha, listen to old radio productions, watch some old TV shows, and see some of the classic Holmes movies. (Students will not read such abominable modern imitations as The Seven Percent Solution.) In addition to the above, class members are expected to participate in all class activities and to make one class presentation. Assessment will be based on the presentation and on daily submission of a reading journal and a topical journal. D. Ratszch. 2:00 p.m. to 5:00 p.m.
CANCELED W35 Jazz in New York. The course enhances students’ understanding and appreciation of jazz as one of America’s significant contributions to world music and American culture. As live performance is central to the art of jazz, our one-week trip to the jazz capital of the world is an integral part of the course. The course is suitable for novice and seasoned jazz listeners. Students develop an understanding of the basic rhythmic, harmonic, melodic, and formal conventions of jazz. Students also come to understand the history of jazz; especially its stylistic evolution, key figures and their music, significant events, and its cultural influence. Student learning is evaluated by two exams, a listening journal, and a short critical essay. Off-campus instruction focuses on interviews with musicians and critical reflection on jazz performances. The dates for this course are January 3-23. Fee: $1,188. G. Pauley. Off campus.
W40 Guatemala's Historic Paradox. This on-site course explores how the paradox of Guatemala’s cultural wealth and economic poverty has arisen historically and how it manifests itself today. Students will visit Mayan ruins, modern indigenous communities, colonial-era towns, sites of Cold War atrocities, contemporary development projects, sites of natural/environmental interest and religious sites - shrines and churches ranging from Mayan to Roman Catholic and Pentecostal. Students will read assigned texts prior to departure and en route to be used for reflection on their experiences in an academic journal written during the trip. For students willing to do additional specified reading and writing assignments, elective credit may be possible in International Development Studies, Art History, or Archeology. This course will fulfill the CCE core requirement. The dates for this course are January 2-24. Fee: $2,399. D. Miller. Off campus.
W41 Italy: Ancient and Medieval. The primary academic objective of this course is to gain an understanding of the classical context in which western Christianity developed and flourished. Participants visit many sites in Italy, with special emphasis on the urban centers of classical, medieval and Renaissance culture. On-site lectures address topics in Roman and early Christian history, religion, philosophy, literature, art, and architecture. The itinerary includes Rome and its environs, Naples, Herculaneum, Pompeii, Sorrento, Capri, Paestum, Salerno, Monte Cassino, Tivoli, Assisi, Perugia, Florence, Pisa, and Siena. Participants write a take-home test on required readings (available in October), prepare an oral report for delivery at an assigned site, keep a detailed journal, and write a comprehensive essay on one of the major topics covered by the course. Optional cross-cultural engagement credit is available for those who meet additional requirements. Prior course work in classical languages or culture is not required. This course may fulfill an elective requirement in the Classics major. The dates for this course are January 3-22. Fee: $3,685. K. Bratt, D. Noe . Off campus.
W42 Social Entrepreneurs in Romania. Students will participate in the work of the New Horizons Foundation in Lupeni, Romania, exploring connections between Adventure Education, Service-Learning, community organizing, and Eastern Orthodoxy. Students will participate in a variety of experiential learning activities, travel to Bucharest, and other regions of Romania, and learn about the realities of post-communist Eastern Europe, Romania’s entry into the European Union, and what the work of social entrepreneurs looks and feels like. A primary goal of the course will be to put flesh to the idea that a Calvin education can be put to use in socially entrepreneurial ways around the globe, and at home, wherever home may be. The group will have the option of a day of down-hill skiing at the resort area of Straja, accessible by chairlift from downtown Lupeni. Teaching will occur in close contact with Romanian staff and volunteers in addition to local academic advisors to the program, and extensive contact with Dana and Brandi Bates, founders of the program, and Janelle Vandergrift and Daniel Heffner, interns and 2006 Calvin alumni. Fee: $2,750. J. Bouman. Off campus.
CANCELED W43 Leadership in Africa: Development, Church, and Civil Society in Kenya. This interim will focus on understanding how leaders in East Africa develop businesses, provide health care, organize media and government, and conduct worship. We will enjoy lectures on Kenyan history and politics from leading African scholars and travel to rural development sites to see leadership in action. We will come to understand leadership in city and country, and the leadership/partnership role Americans may play in the kingdom of God in East Africa. Students will be required to read background materials before departure, report on them, and journal daily throughout the trip. Students will be evaluated on the basis of their participation in the activities of the course, their journals, and their reports. This course may fulfill an elective requirement in the CAS major. This course will fulfill the CCE core requirement. The dates for this course are January 3-25. Fee: $3,651. B. Crow, M. Fackler, G. Monsma. Off campus.
W44 The Globalization of Christianity. Christianity has become the first truly global religion and its characteristics have been transformed. This course examines how this globalization of Christianity has taken place and who the key actors have been. It looks at global Christian reality today: who the Christians are now, what their social composition is, where they are located and what sorts of Christianity they practice. We then ask what these changes represent for Christianity today, especially in the areas of politics, missions and diasporas. 'Christian politics' today must refer as much to Lagos and Santiago as to London and Chicago. Christian missions are being transformed by a flood of missionaries from the global 'South'. And transnational migration is bringing huge Christian diasporas from the 'South' to Europe and North America. Students will be expected to become aware of the reality of Christianity as a global religion and to understand the processes which have led to the global spread of Christianity. To connect the global spread of Christianity to current processes of globalization. To become more aware of the presence of global Christianity within North America. To provide elements for thinking globally about the mission of the church and its public presence. To give historical and sociological perspectives for Christian reflection in a globalizing world. To appreciate the responsibility of a global community which transcends all the major divides of the world. Evaluation is through class participation and a seminar presentation. This course may fulfill an elective requirement in the Sociology major. P. Freston. 8:30 a.m. to noon.
W60 Applications of Fluorescence. Fluorescence is a very important and practical phenomenon in science and every-day use. The success of the Human Genome Project was due in part to the use of fluorescence for automated gene sequencing. Fluorescent materials have high visibility. Green fluorescent protein (GFP) has allowed the detection of gene expression in living organisms. Fluorescence has wide application in science and every day life. This course will give you a better understanding of what fluorescence is and how it is used. What kinds of substances are fluorescent, what colors do they emit, and how can they be used in practical applications? We will do hands-on activities studying a variety of aspects of fluorescence, with some class discussion and visits to local research labs that use fluorescence. Participants will get experience using a variety of scientific instrumentation, and they will also complete a fluorescence project of their own choosing. Students in science and engineering fields are encouraged to take this course. Student work will be evaluated based on lab and classroom participation, lab notebook/journal, project report and presentation. Prerequisite: Chemistry 103 or one college science major course or permission of instructor. M. Muyskens. 8:30 a.m. to noon.
W61 Independent Study at Swiss L’Abri. L’Abri Fellowship is a Christian study center situated in the French-speaking portion of the Swiss Alps. Founded in the 1950s by the Presbyterian missionary couple, Francis and Edith Schaeffer, it has become known as a place where people with questions about the Christian faith can go for instruction and counsel. Instruction is based on the tutorial system. Typically, students spend half the day in study, the other half working in the community. Up to five Calvin students may spend the month of January at L’Abri in independent study for interim course credit. Students determine the course of their study with their tutors on site. Evaluation for the course is based on a daily journal of readings notes and reflections. This course will fulfill the CCE core requirement. Fee: $2,000. Off campus.
W62 Spirituality & Religion in the Helping Professions. This course is designed to provide students (in social work, sociology, psychology, nursing, criminal justice, and ministry) with a broad knowledge of the role of spirituality and religion as relates to the helping professions. The course addresses the history of spirituality and religion in professional helping, current initiatives related to the role of faith in addressing contemporary social problems, and a variety of definitions and frameworks of spirituality and religion identified in the professional literature. Course content addresses spiritually sensitive practice models associated with a variety of different client populations/problems (i.e., persons with severe and persistent mental illness, end-of-life care, adolescents, addictions) along with learning spiritual and religious assessment strategies, interventions (i.e., forgiveness, prayer, meditation), and the importance and role of spiritual and religious ritual in key transitional life passages. Students are helped to understand the place of faith in faith-based human service programs and organizations, the impact of faith of congregational sponsored community ministry, and the effects of spirituality on health and coping. In addition, the role of faith in professional helping related to several differing faith traditions (i.e., Islam, Hinduism/Buddhism, Seventh-day Adventist, Mormonism, Native Peoples, and Judaism) is presented by guest speakers from these traditions. Students also attend a worship service of a different faith tradition. The course stresses the importance of the helper’s awareness of their own spirituality. (Recommended junior/senior status and career goal in a helping profession). B. Hugen. 2:00 p.m. to 5:00 p.m.
W80 Chinese Characters: Their Origins and Meaning. This course analyzes the entire Chinese writing system by studying the 100 most important “radicals” and the top 40 “phonetics” that are the principal building blocks of the Chinese and Japanese written languages. The etymology and resulting meanings of over 1000 characters are learned systematically. Much is also learned about the history and culture of China through the pictographs. Students read “Chinese Characters”, which is a translation of the 1800-year-old “Shuowen, the famous Chinese classic of etymology. The fundamentals of calligraphy with a brush are also introduced. Extensive daily quizzes on the origins and current meanings of the 1000 most commonly used characters plus a final exam, along with attendance and class participation, provide the basis for evaluation. This course may fulfill an elective requirement in the Asian Studies Major, Asian Studies Minor, Chinese Group Studies Minor, and the Japanese Group Studies Minor. Prerequisite: a minimum of one semester of Chinese or Japanese language study, or its equivalent. Prerequisite will be waived for students from Korea. L. Herzberg. 2:00 p.m. to 5:00 p.m.
242 Global Eco-Sustainablility. An introductory study of earth systems with emphasis on computer modeling as a way to provide insight into societal issues related to global sustainability. Examples of global issues pertinent to human society include climate change, the ozone hole, the carbon cycle, biodiversity, spread of epidemics, water resources, etc. A primary purpose of the course is to introduce "systems thinking", and to show the web of connections between systems. Hence students will be able to comprehend at a deeper level the connections between molecular substances such as chlorofluorocarbons and ozone hole depletion, as well as how government policy affects the economy, and the relationship of population and energy use to various ecological issues. One of the ways to deepen understanding of these connections is through computer modeling. Computer applications such as STELLA will be employed, making use of a graphical user interface to build the necessary computer models. Assessment will be based upon quizzes on readings, class participation, computer modeling, and depth of understanding exhibited in a final written and oral project report. Not open to first year students. Prerequisites: Four years of high school mathematics or one college level mathematics or physics course. R. DeKock, K. Piers. 2:00 p.m. to 5:00 p.m.
306 Intro to Medieval Studies: A History of the Book . This course will explore the history and various aspects of books and book production in the Middle Ages, both in their material and intellectual context. It will explore issues of medieval literacy, the history of books collections and libraries (including a visit to a medieval manuscript collection), as well as provide some hand-on experience of medieval book production, in the making of paper, the cutting of pens, writing the text, and bookbinding. Although it is primarily intended as a capstone course for those students who have selected a minor in medieval studies, it will also be of interest to anyone with an interest in the Middle Ages. No prerequisites. F. van Liere. 8:30 a.m. to noon.