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Registration: Interim

Interim 2010

Interdisciplinary (IDIS)

W10 Business & Engineering in China. China’s emerging economy has a large impact on today’s world, especially in business and engineering. During this interim students will spend three weeks in China meeting with business and engineering professionals who are part of this reshaping of the global economy. The course will include the major cultural and economic centers of China such as Beijing, Shanghai, Nanjing and Hangzhou. Students will engage with business and engineering professionals at approximately fifteen companies. In addition many important historic and cultural sites will be explored, including the Great Wall and the Forbidden City. Evaluation is based on a journal and a reflective essay. Open to sophomore, junior and seniors of any major. Preference will be given to students majoring in the business department or engineering department. This course fulfills the CCE core requirement. Course dates: January 6-26. Course Fee:  $3800. C. Jen , L.Van DrunenOff campus.

W12 Galapagos: Evolution’s Diamonds or Ecuador’s DisneyIslands.  As “living laboratories of evolution” the Galapagos Islands are one of the most unique and fascinating places on earth. Having an equatorial climate, these ‘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 both the terrestrial and underwater worlds of the Galapagos Islands, 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 this important natural area. Students will spend the first 3 days of interim on-campus attending lectures, then travel to Ecuador where we will spend eight days on the Galapagos archipelago and six days in mainland Ecuador. Daily excursions include hiking, boating, and snorkeling. Evaluation is based on a daily journal, active participation in course activities, and an exam.  This course will fulfill the CCE requirement.  Course dates:  January 6-26.  Fee: $3897. C. Blankespoor, S. Vander LindeOff campus.

W14 Partnering to Improve Health in Rural India.  Working among the rural poor and marginalized by partnering with Indian village communities and expanding upon local knowledge and resources, this course provides practical application of the principles of community-based primary health care in a developing country. It helps students learn how to effectively meet the immediate and long term health needs of the rural poor, especially women. Students learn how a community-based primary health care (CBPHC) approach to health and development enables and empowers people and communities to take health in their own hands. They learn basic causes of problems and share values leading to greater humanity by showing concern for the rights and dignity of others with equity and justice. Sustainable community-based health and development will be discussed as students learn about the multi-tier approach to community health that is practiced in the Comprehensive Rural Health Project  (CRHP) villages with community health workers providing the majority of primary health care and health education at the grassroots level. More complicated medical problems requiring in-patient treatment are referred to the government hospitals and public health clinics. Students participate in classroom sessions aimed at practical application of concepts, take part in  field visits, discussion sessions with village health workers and community members, and work in clinics and hospitals. Topics addressed include the principles of community-based health and development and understanding primary health care and its implementation. The course also includes sessions on leadership and personal development. Students are personally challenged by issues of justice, compassion and faith as they interact with Indian people in a rural setting. Evaluation will be based on reflective journals and participation. This course may fulfill an elective in the International Development Studies major.  Course dates: January 5-26. Fee: $2725. C. Feenstra. Off campus.

W15 River and Rainforest:  Costa Rica Cross Cultural and Wilderness Skills Intensive.  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 back country 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 two days 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 instructors.  This course will fulfill the CCE requirement. Course Dates: January 4-23.  Fee: $3500.  R. Walter-RooksOff campus.

W18 Chinese Medicine and Chinese Culture. Traditional Chinese medicine (TCM) with its practice in acupuncture and herbal remedies is becoming more and more popular in western societies including the US and Europe. With a holistic approach, TCM focuses more on improving the body’s natural ways of healing rather than combating germs directly. Therefore it is very effective in dealing with chronic conditions such as migraine, asthma, and infertility. It has also been used to complement the use of western medicine (for example alleviating the side effects of Chemotherapy). Unlike most of the folk medicine around the world, TCM has a complete theory behind its diagnosis and treatments, and of course a 3000 years of history. In this course the students learn the theory and practice of TCM and observe patient treatments in local clinics. We will also discuss Chinese History and Chinese Culture in this class, as Chinese medicine is based on a wider cultural background of the Chinese people. Through field trips to Chinese restaurants, stores, churches and Chicago Chinatown, students will have first-hand experience of Chinese culture . The course consists of lectures, discussions, exercises, independent projects and field trips. This course will fulfill the CCE core requirement. Fee: $250 to cover field trips and invited speaker fees. A. Shen. 2:00 p.m. to 5:00 p.m.

W20 L'Abri Fellowship. 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.  Course dates:  January 6-26.  Fee: $2300.  L. Hardy. Off campus.

W22 An Inside Look at the January Series. The Award-winning January Series brings some of the world’s greatest authorities in their respective fields to Calvin to speak on a range of topics. Participants in this course encounter a diversity of issues and perspectives by attending the January Series programs. Students enjoy additional opportunities to interact with the speakers by watching live interviews with several presenters and spending part of each morning in personal conversation with the speakers. In response to the values and ideas they encounter with each speaker, students are challenged to clarify and articulate their own worldviews. Course requirements include attendance at all January Series events, a short reflection paper on each presentation, and a research paper on one of the Series speakers or topics.  R. Honderd, K. Saupe.  8:30 a.m. to 11:45 a.m. and 12:30 p.m. to 1:30 p.m.

W23 Better Cooking with Chemistry. Fundamental cooking techniques will be examined to improve understanding and reliable food preparation. This course will emphasize ingredient measurement, order of addition, and temperature control in food preparation. Flours, eggs,and fats will be discussed from a cooking perspective, but also from a health and affordability perspective. Students will prepare basic recipes not only to understand the principles presented, but also to understand how pre-existing recipes can be improved. In addition to learning and cooking, students will practice hospitality in serving each other. This course assumes no prior knowledge of chemistry or biochemistry. Students will use kitchen and laboratory equipment for cooking. Hospitality will be provided to the community through practicing learned cooking techniques at local outreach organizations.  A detailed analysis of each laboratory group’s product will be discussed with an eye towards improving technique through a scientific rationale. Student evaluation will be based on short quizzes, lab participation, cooking notebook, and an independent cooking project.  Fee: $50. D. Benson, C. Tatko.  2:00 p.m. to 5:00 p.m.

W24 Dancing 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 content by creating improvisational activities and playing movement games. Students visit elementary classrooms, meet teachers, discuss curriculum, and custom-design movement lessons. In pairs, students teach their lessons to elementary children in a local school. Students are expected to complete and are evaluated upon the following requirements: a test upon readings, writing assignments, peer-teaching activities, creative game design, lesson-planning, and in-classroom teaching. No previous dance experience required.  E. Van't Hof.  8:30 a.m. to noon.

W25 Experiencing God's Beauty.  In his Confessions, Augustine cried out to God, “Late have I loved you, Beauty so ancient and so new, late have I loved you!”  It seemed natural to Augustine and to many thinkers since Augustine to understand God as Beauty Itself, the source of everything beautiful.  This class is devoted to sharing that experience of God’s beauty, using the resources of the natural world, of visual art, music, poetry, film and stories.  The class will also explore what follows from experiences of God’s beauty in terms of how we decide what is beautiful, how we experience other forms of beauty, and how we think about the great themes of the Christian life.  There will be several field trips to area museums and cultural sites, such as Meijer Gardens, the Grand Rapids Art Museum, and some local churches.  The course will require regular attendance, daily reading and/or viewing and/or listening assignments, active participation in class discussion, and the submission of a brief response paper.  L. Smit.  2:00 p.m. to 5:00 p.m.

W26 Global Health.  Health is a common human experience and a fundamental human right. Health problems, issues and concerns transcend national boundaries and must be addressed through cooperative action. This study of global health includes biological, social and environmental contributors to health and disease in populations around the world. Students will learn about characteristics, risk factors and effects of infectious and non-infectious disease, about world health inequalities, the role of nutrition and environmental factors on health, international health priorities and health payment systems in various countries. The health status of people in even distant parts of the world affects our own health and we affect theirs. As citizens of God’s world Christians must be educated and informed in order to take action for their own health and the health of others.  Students will develop their own Christian response to global health issues. Evaluation will be through small group discussions, presentations, a short paper and personal reflection. Sophomore standing required.  A. Ayoola.  8:30 a.m. to noon.

W27 Introduction to Storytelling.  This course offers an introduction to traditionally oral stories and the art of storytelling.  Participants learn about the qualities of oral narratives as these contrast with written literature.  Although the class depends on textual collections to survey the main genres of cultural oral expressions, students will tell and listen to each other story tell, riddle, share fables, tell tall tales, and share folktales.  Participants consider the significance of Jesus’ use of storytelling to teach.  What may have been lost in the shift from the message told and heard, to a message received in text?  Throughout the course, participants will consider storytelling as a spiritual activity of Koinonia, community building.  The realization that Christians are called to be tellers of the Story, supplies urgency for growing abilities to listen, tell and make meaning with storytelling.  Other emphases include the social-cultural root of stories as well as issues of voice and appropriation; the relationships of teller and listener as these elaborate narrative words into present relationships; storytelling as the development of a learning community; and storytelling as verbal art.  Students develop abilities to tell a story.  They develop understandings through experience and readings about the significant qualities of oral communication as it affects meaning-making, relationships and applications that can be made.  Students discover themselves as persons with a story to tell.  Students realize the vitality of oral language to language development and the teaching of reading; the role of storytelling in personal and community identity formation.  Evaluation is based on student’s participation as listeners and contributors in a developing oral narrative community; they submit a comprehensive written research project about a social/cultural body of narratives or a common oral narrative theme to they have researched; students develop and offer a storytelling performance.  J. Kuyvenhoven.  2:00 p.m. to 5:00 p.m.

W28 Language Acquisition and Dialect.  Sociolinguistic variation is not really "free", but rather governed in very systematic ways by both social and linguistic factors. This course is an overview of research in first and second language acquisition with particular focus on the acquisition of dialect. Some of the questions that we will focus on during the course are: when and how are dialectal forms acquired in childhood?,  how are dialectal forms maintained during schooling? And how well do adult second language learners acquire dialectal features of the L2 during study abroad? These questions will be examined drawing from a variety of methodologies including psycholinguistics, neuroimaging and computational modeling. This course will examine acquisition of varieties of English and Spanish (e.g. African American English, Northern and Southern Working-class English, Caribbean Spanish, US Spanish). The course will be taught in English.  K. Miller.  8:30 a.m. to noon.

W29 Management of Innovation. The management of innovation is one of the most important yet difficult tasks facing organizations today. To form a competitive advantage and become sustainable, firms increasingly require managers and technical experts to work together to innovate in ways that create value for customers. Firms innovate by seeing opportunity in new combinations of ideas, resources, partners, and customers that lead to new market space. Managers and experts must choose a combination of these and develop and implement a model of organizing in order to seize the opportunity. The course addresses issues on how to develop and identify the right opportunity and how to organize for innovation and sustainable success. In this course, students examine organizational and strategic issues involved in managing technologies and innovation processes. The course emphasizes professional employees, creativity, project teams, leadership, interdepartmental relations, technological evolution, R&D strategies, and commercialization of ideas and technologies. The course weaves biblical themes such as creation mandate and stewardship throughout. Students engage the topic through classic and cutting-edge texts on managing innovation, lectures, and discussions. Students use cases to grapple with the complex and ambiguous situations that people face when managing innovation.  P. Snyder, W. Wentheimer.  8:30 a.m. to noon.

W30 Medical Terminology.  This course fulfills the prerequisite for pre-physical therapy and pre-occupational therapy graduate programs. The course will include basic medical word structure, organization of the body, word parts (roots, suffixes, prefixes), medical specialties, and case reports.  Student evaluation will be based on chapter quizzes and a comprehensive final exam.  N. Meyer.  8:30 a.m. to noon.

W31 Murder 101: Mystery & Detective Fiction.  This course involves close study of mystery and detective fiction—mostly by American and British authors, though also by writers from Scandinavia and Latin America.  The course focuses on reading novels and short stories, but students also watch and analyze a few film adaptations.  Learning objectives include an understanding of the history and development of the genre; an understanding of how mystery and detective stories address cultural attitudes about crime and punishment, social problems, and human nature; and an ability to engage in a close reading of literary and cinematic texts.  Student learning is evaluated by a reading journal, quizzes, a group presentation, and a short essay. G. Pauley.  8:30 a.m. to noon.

W32 Race, Class, Gender and Migration in the US. This course will examine the dynamics of race, class, gender and migration in the United States.   Particular emphasis will be on how systems of oppression such as race, class and gender interact with migration and migration processes.  Students will examine the ways that North American race, class, and gender relations affect newly arriving immigrants and their access to participation in community.  The experiences of migrants and their communities and how they understand their social location within the larger boundaries of North American race, class and gender relations will be central to the course.  Particular emphasis will also be placed on issues of race, class, gender and migration in the urban setting. Students will participate in a research project that will include interviewing individuals in the Grand Rapids area and how they understand their positions in these larger structures. G. Gunst Heffner, L. Schwander.  2:00 p.m. to 5:00 p.m.

W33 The Human Voice. This course will investigate the intricacies of the human voice including the structure and function of the larynx, optimal vocal use, care, and performance, organic and behavioral voice disorders, voice evaluation and therapy, and individualized voice analyses.  Students will be able to describe the anatomy, physiology, and science related to normal and disordered human vocal production. Explain the basic principles and methods related to optimal care and use of the human voice. Differentiate between organic and behavioral voice disorders. Describe the appropriate procedures for identification, evaluation, and treatment of voice disorders.  Illustrate procedures and techniques for optimum vocal performance across time.  Analyze and evaluate their own voice, including vocal habits, care of their voice, and its application to professional voice use when indicated. Student evaluation will be assessed through quizzes, exams, and participation in lab and enrichment activities.  B. Macauley.  8:30 a.m. to noon.

W34 Theology & the Arts. This course examines the expression of theological themes in select musical works and films. Compositions studied include works by Haydn (The Creation), Bach (St. John Passion, St. Matthew Passion, Cantata 106), and Mozart (Requiem). Films analyzed include Babette’s Feast, The Mission, The Seventh Seal, and Amadeus. Where possible, the relevant libretto or screenplay is read prior to listening to or viewing the work in question. Prerequisites: interest in theology, the arts, and their intersection; readiness to listen carefully and watch discerningly; and willingness to engage in discussion. Students will: acquire a knowledge of select theological themes, become acquainted with certain sacred compositions (and their composers), enhance their listening skills, become acquainted with certain films (and their directors), advance their skills in film analysis, exercise their skills in discussion and oral presentation. Students will be required to do readings, keep a journal, write a paper, engage in discussion, and participate in a final exam. R. Plantinga. 2:00 p.m. to 5:00 p.m.

CANCELED W35 Global Crisis?  Global climate change, water scarcity, mineral depletion, pollution, habitat loss, species extinction and human population growth. Deeply interrelated, these topics already strain national political discourse and will impose difficult moral choices on our society.  They are topics usually presented in the media with alarming overtones.  Are doomsayers too pessimistic?  Will technology and economic growth save us?  What is an appropriate Christian response?  By way of assigned readings and student research, the basis of the warnings will be examined and personal and societal responses explored with presentations and class discussion.  Possible solutions and necessary adjustments will be part of a critical analysis.  Each participant will explore one part of this topical web and produce a final, integrative paper. Specific case studies are encouraged.  The instructor will serve as a guide, discussion facilitator and filter, not as an expert in all these complex topics.  S. Steenwyk.  2:00 p.m. to 5:00 p.m.

CANCELED W36 Tolkien’s The Lord of the Rings.  Part of the power of J.R.R. Tolkien’s epic story The Lord of the Rings is the fully developed mythological world of Middle Earth in which it is set.  Its development began long before The Lord of the Rings was written, and was an intentional vehicle through which Tolkien could work out complex ideas about creation and art, evil and suffering, death, stewardship, service, friendship, and hope.  Evidence of the power of the (nonallegorical) story is the degree to which readers find it an insightful commentary on current issues of faith, politics, and more.  Students in this course read The Lord of the Rings  in its entirety, as well as portions of The Simarillion. Occasional lectures illuminate the biographical and literary contexts for Tolkien's work. Most class time, however, is devoted to discussion of the daily readings, with the themes and applications that arise from them. In the final week, portions of the Peter Jackson film adaptations are viewed, accompanied by discussion of how the themes from the book are treated. Students are evaluated on participation, a reading journal and a final project. The work load for this course is heavy: reading assignments typically exceed 100 pages per day. Students registered for the course should read The Hobbit  over the break and expect an extensive quiz on the first day.  L. Molnar. 2:00 p.m. to 5:00 p.m.

CANCELED W37 Business Golf.  Billions of dollars and thousands of hours are spent by corporate America on business golf every year. In this context, business golf can be a powerful tool for building relationships and developing business contacts. The student will demonstrate beginning golf skill and knowledge (basic skills, rules, and etiquette) along with an understanding of the fundamentals of business golf and successful networking.  The course begins on campus with initial instruction in golf and business golf principles. Business topics addressed include: marketing, business development, event management, ethics, and networking. Students will evaluate and process the ethical/philosophical issues (ie. elitism, stewardship of time and resources) associated with golf and its function in the business world. The course culminates in Florida (Jan. 18-25) with on-course golf instruction and practice along with on-course experience and interaction with business professionals on and off the golf course culminating with a one-day golf event. Students will participate and be responsible for the planning and management of the golf event. Student evaluation will be based on performance (beginning golf skill and business presentation), knowledge of golf rules, strategy and etiquette, and knowledge of selected business topics. On-course golf assessment, a business plan presentation to business professionals, managing the golf event, reflection paper, and a final exam will be used for evaluation. Course dates: Jan. 6-26. Fee: $1865. J. Bergsma, P. HoltropOff campus.

CANCELED W38 How to Change the World. This is a course on the ethics of citizenship. There will be a special focus on the place of religious convictions and religious actions in modern pluralist democracy. The course consists of two parts. In part 1, students will read and discuss contemporary work on the ethics of public deliberation—to what extent should religious citizens offer their religious reasons in public debate in a pluralist democracy? Readings will be drawn from Robert Audi, Nick Wolterstorff, John Rawls, Jurgen Habermas and others. In part 2, students will pursue an individual project. Each project will contribute to the public political discussion of some issue in keeping with the most defensible set of norms as established in the first part. In other words, students will engage in public political participation as part of this course. Students will learn to develop a critical understanding of the obligations of citizenship in public political deliberation, develop a critical understanding of the challenges that religious institutions and democratic institutions pose for one another in modern pluralist democracy and learn how to contribute to public political deliberation on important issues. Student evaluation will be based on a set of reading assignments, the individual project, and a final exam. M. Jensen. 8:30 a.m. to noon.

W41 Building Communities in Kenya. The founders of independent African nations sought to balance individual initiative and communal care in a way that would inspire both West and East. How can local governments, churches, and nonprofits work together toward this ideal? Challenged by poverty, disease, ineffective government, and inadequate infrastructure, why do some communities founder while others thrive? In this new Interim course, developed in collaboration with Christian Reformed World Relief Committee, students will learn how specific development and relief initiatives build stronger communities. The course will include visits and volunteer opportunities at rural community organizations including schools, medical clinics, AIDS hospices, and small-business projects, each locally directed but assisted by CRWRC field staff. On-campus introductory classes, readings on post-colonial political theory and modern African history, and fiction set in east and central Africa will provide a basis for student reflection on issues of justice, human rights, health care, and community development as they affect residents of rural Kenya. The instructor will coordinate on-campus classes and daily review and discussion sessions in Kenya; CRWRC staff will arrange activities in the communities visited. The result will be a deeper understanding of the challenges that face impoverished rural communities, the resources available to address them, and the initiatives and institutions that best utilize local strengths in service of long-term goals. Students will also be prepared to lead discussions in church and community groups after their return on the strengths and challenges facing rural communities in Africa; a plan for such presentations at a church or community group will be submitted by each student. A weekend visit to a game reserve will be included. Basis for evaluation: active participation; a journal of daily observations and responses to questions posed by the instructor. Dates: Jan. 6-7 on campus, Jan. 8-26 off campus. Cost (tentative): $2950, including required immunizations. D. Hoekema. Off campus.

NOTE: Security concerns described in the US State Department advisory for Kenya are being closely monitored by the instructor and by the college’s Travel Safety Committee, and final approval for this course will be given in November if it is determined that the areas to be visited are safe and stable.

W42 Business, Engineering & Religion in the Context of European Culture.  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 students to the 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, economies, regulations, and policies of Europe shape the business and design process through tours of businesses, engineering research facilities, manufacturing facilities, as well as discussion sessions with leading business executives and research engineers in Europe.  A second theme of the course reviews the history of the reformation with visits to Wittenberg, Heidelberg, and more.  Locations will include Amsterdam, Brugge, Paris, Trier, Munich, Nurnberg, Prague, Berlin, Leipzig and Bremen.  Additional religious and culture locations will include visits to the Begijnhof, The Hague, Versailles, Notre Dame Cathedral, Reims, Dachau, Neuschwanstein, and St. Vitas Cathedral.  Evaluation will be based on a daily journal, class participation, and a paper regarding the cultural aspects of the course.  This course may fulfill the Engineering Department's International Designation program. This course will fulfill the CCE requirement.  Course dates: January 8-28.  Fee: $3,950.  G. Ermer, N. NielsenOff campus.

W43 Ethiopia: Communities of Hope. This interdisciplinary course travels to Ethiopia.   Its beautiful physical landscape includes the Rift Valley, mountain ranges, plains and the headwaters of the Blue Nile.   Although Ethiopia boasts a surprisingly rich history and culture informed by two thousand years of Christianity, it is also challenged by severe poverty, minimal infrastructure and the AIDS epidemic.  In the capital city of Addis Ababa, students celebrate Ethiopian Christmas with host families.  Visits to orphanages and clinics highlight the reality of HIV-AIDS in Africa as well as current treatments and health services.  In a 5-day trip to the southern region, students have first-hand exposure to Ethiopian culture, including a home stay in a rural community and a game safari.  A second overland trip crosses a variety of geographical and cultural terrains in northern Ethiopia.  The trip includes the historical attractions of Gondar, Axum and Lalibela.  Students are personally challenged as the complex realities of Ethiopia are explored.  Briefings occur at the US Embassy and a variety of successful health and development projects as well as both Coptic and evangelical churches.  Students will have opportunities for interactions with Ethiopian educators, social workers, nurses, pastors, and development workers as well as with foreign missionaries.  Students from all disciplines are encouraged to join. Student learning objectives:  appreciate the scope and implications of HIV-AIDS in Africa; understand how geography, history and religion shape Ethiopian culture; enjoy first-hand encounters with inspiring Christian leaders and development workers; gain skill and experience for living and working in a variety of cultural settings different from our own; and strengthen their understanding of the complexities and challenges of development efforts In Ethiopia.   Pre-trip preparations include meetings in the fall and advance readings.  Evaluation is based on student presentations before travelling, a test en route to Ethiopia, and directed journaling while in Ethiopia. This course may fulfill an elective in the African & African Diaspora Studies minor and the International Development Studies major. This course will fulfill the CCE requirement. Course dates: January 4-25.  Fee:  $3750.  J. Bascom, M. VanderWal.  Off campus.

W44 Exploring Japan. (MAY) This 17-day trip around Japan will include most of the famous historical sites in Japan, including Kyoto, Nara,Hiroshima, and Hirado (where Christianity and Dutch trade first came into Japan).  Daily life will be examined in large cities such as Fukuoka as well as in smaller towns like Hikone. Students will have the chance to do home stays with Japanese families in two different locations around Japan, including Hikone and Hirado. This will afford them the chance to learn much about daily life in this island nation. This trip also gives students the opportunity to improve their Japanese language skills, given the large amount of time devoted to home stays and close interaction with Japanese people. This course may fulfill an elective in the Japanese Language and Asian Studies majors and in the Asian Studies and Japanese Study Group minors. This course will fulfill the CCE requirement. One year of Japanese language preferred, although not required.  The homestays are with Japanese families in which one member at least speaks some English.  But the trips’s value is enhanced for the students with Japanese language and culture background, and they are the principal audience for this course.  Course dates:  May 24 to June 10.  Fee: $3975.  L. HerzbergOff campus.

W45 Italy: Ancient & Medieval.  The primary academic objective of this trip 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, literature, art, and architecture. The itinerary includes Rome and its environs, Naples, Pompeii, Herculaneum, Sorrento, Amalfi, Palestrina, Perugia, Assisi, Ravenna, Bologna, Florence, Tivoli, and Ostia. Participants write a take-home test on background 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. This course may fulfill an elective in the Classics major and minor. Optional CCE credit is available for those who meet additional requirements. Course dates: January 5-23. Fee: $3,825. K. Bratt, Y. Kim Off campus.

W46 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 care.  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 (BGU).  Students will contribute service-learning hours in these venues.  Additionally, we will engage the historic and cultural underpinnings of the current situation in Cambodia.  A visit of the Angkor Wat temples will lay an 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. This course may fulfill an elective in the International Development Studies major and minor.  It also qualifies towards the requirements of the Engineering Department's International Designation program. This course will fulfill the CCE requirement.  Course dates: January 5-25.  Fee: $3515.  D. Dornbos Jr. and L. De Rooy, H. Kim (Handong Global University), S. Lee (Handong International Law School). Off campus.

W47 Who Owns the West? An Introduction to Federal Land and Resource Management. (MAY) The federal government owns almost one third of the total land area of the United States, making it the single largest and most important land owner in the nation. Decisions about federal land and resources are fundamentally political decisions, and political conflicts over these lands have become increasingly contentious. Federal land policy and management raise fundamental questions about conservation and environmental protection. What constitutes wise use of these public treasures? What “public” or “publics” should be served? What standards should we use to determine land health and quality? Course participants will examine existing answers to these questions and works with others in the West to identify new answers for the 21st century.  The class will travel to Oregon from May 24 to June 16, spending time in the high desert of eastern Oregon, the Klamath River Basin, the Cascade Mountains, and the Oregon coast. Students will learn how federal land agencies carry out their responsibilities to balance land and resource use with environmental protection and how these decisions impact the people and the landscape of the American West. In particular, they will learn how federal agencies make management decisions and how they as citizens can participate in the process. Students will be evaluated on the basis of their engagement with a wide range of guests—ranchers, federal employees, ecologists, etc.—their notes, and two short reflection papers. This course may fulfill an elective in the Geography and Environmental Science majors as well as the Environmental Studies minor.  Course dates:  May 24-June 16.  Fee: $2313.  J. Skillen. Off campus.

W48 Monarchy: Hollywood v. Political Realities. Monarchy, possibly the oldest, and still a major political system in the world today, has traditionally been sported as the stuff of fairy tales and Hollywood fantasies. This course seeks to uncover the political institution behind these images by challenging film versions of monarchs. Students critique films such as The Queen and The Last Emperor portraying monarchs from European and Asian countries, and they read short biographies, view documentaries, and investigate the political effects of monarchs in particular contexts. Students discuss the historical evolution of monarchy, its association with Judaism and Christianity, the significance of an anointed as opposed to constitutional sovereign, the importance of monarchs in church and state relations, and the role of monarchs in the Reformation and the modern world. Attention focuses on why, in an age of liberalism, some nations (such as the United States) rejected monarchies, while other countries retain them. At the end of this course students should be able: (1) to exhibit comprehension of monarchy as a form of governance throughout history and knowledge about specific monarchs and monarchies discussed; (2) to discern the institutional relationship between Christianity and monarchy; (3) to demonstrate understanding of monarchy as a modern political system and how it functions in the government of nations discussed; (4) to critique film portrayals of particular monarchs and political events that shaped their rule. Student evaluation is based on regular attendance and participation in class discussion, daily journals analyzing films and classroom discussions, short quizzes, and a research paper based on a supplied list of films that compares a monarch’s portrayal with the historical reality. This course may fulfill an elective in the Political Science major. K. Casey. 2:00 p.m. to 5:00 p.m.

CANCELED W49 Gender & Science.  This course will take a two-fold approach to understanding the ever-changing roles of women in science by considering the biographies of women scientists and the questions posed by feminist theory regarding the way in which scientific inquiries are conducted. As we investigate the role of women in science from the 1500’s forward, a greater understanding of the sources that contribute to the current situation will be gained. In addition, we will consider how the questions we ask influence the observed results. By drawing on first hand accounts and relevant literature, students will be encourage to challenge the current status quo and put forth constructive approaches for its improvement. This course will not require any prior scientific knowledge and should be accessible to students from a variety of disciplines. Students will be evaluated on the basis of participation in discussions, group presentations, several short essays, and journal reflections. This course may fulfill an elective in the Gender Studies minor.  C. Anderson. 8:30 a.m. to noon.

CANCELED W51 Modern-Day Slavery & Gender Discrimination in Less Developed Countries.  Certain inherited beliefs, traditions, taboos, customs, and myths continue to play significant roles in marginalizing the poor, e.g., minority groups, and women, in terms of limiting their capabilities, participation, and effective representation in many spheres of life in many less developed countries (LDCs). Accepting, ignoring, or failing to challenge these discriminating informal institutions can diminish or nullify the effectiveness of proposed interventions, despite the well intentions of such interventions. The course utilizes the new institutional economic analysis that opens up a genuinely interdisciplinary discussion, involving political science, religion, sociology, and psychology, as well as economics. Formal and informal institutions play crucial roles in spreading (or eradicating) the practice of modern-day slavery, based on the societal reward and penalty systems that accompany such institutions. This interdisciplinary approach should attract students interested in economics, gender studies, history, international development studies, and political science. The course uses case studies from different LDCs to highlight the specific factors and dynamics such fallen institutions, such as modern-day slavery, Dowry, female genital mutilation, domestic violence, discriminating personal status laws, Dowry burning, and honor killing. The course also proposes solutions and intervention schemes to redeem the victims and end these practices of human rights violations, covers a Christian perspective, and analyzes the foundations for proper interventions to improve the capabilities, representation, and participation of these victims as agents of renewal in the different spheres of life in LDCs. Students will be evaluated based on attendance, class participation, journals, quizzes, presentations, and a course project. This course may fulfill an elective in the Gender Studies minor.  A. Abadeer. 8:30 a.m. to noon.

W52 The Cries of Wolves.  The final outcome of this course will be a production of the play, The Cries of Wolves.  This will be part of the CAS Department’s official 2009-2010 theatre season. The play concerns the culture and present situation of the Chechens in their ongoing struggle to be independent from the Russian Federation, and takes as its starting point the Moscow Theatre hostage crisis of October 2002. The play seeks to explore moral and ethical questions raised by extreme actions like hostage-taking, and their relation to indigenous culture and religious belief. Prerequisites: none, but casting will be by audition and selection of other members will be by interview.  Students will gain experience of the process of mounting a fill-scale theatrical production. They will understand the realities of a political situation and culture that is radically different from those of the U.S. and gain insight into the relationship between these realities and particular religious faith, in this case Muslim, and to find out what we as Christians can learn from this exposure.  Student evaluation for those in the cast will be based on assessment by the two instructors of the quality of the performance work and the process leading up to it, largely through dialogue during the course of the work. Student evaluation for everybody else will be based on assessment of the degree of commitment to the project. For all: a journal recording the process and discussions of issues raised during it, to be assessed on the degree of detail and insight evidenced therein.  This course may fulfill an elective in the Theatre major.  M. Page.  8:30 a.m. to 5:00 p.m.

W60 Fluorescence and  Applications.  Fluorescence is a very important and practical phenomenon in science and every-day use. Fluorescent materials have high visibility.  The success of the Human Genome Project was due in part to the use of fluorescence for automated gene sequencing.  Green fluorescent protein (GFP) has allowed the detection of gene expression in living organisms, and its discovery and application was recognized with the 2008 Nobel Prize.  Fluorescence has applications in chemistry, biology, geology, physics, medicine, engineering and technology.  This course will give students 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?  Our primary activity in the course will be hands-on activities investigating 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: CHEM 103, one college science major course or permission of instructor.  M. Muyskens.  2:00 p.m. to 5:00 p.m.

W61 Creative Computing.  Thirty years ago, visionaries exploring the radical idea of a “personal computer” did not conceive of a graphical, “user friendly” experience merely in terms of using software programs written by others.  Rather, their goal was also that of making computer programming a much more simple, graphical, and intuitive activity, whereby the use of software created by others could lead readily and enjoyably to the creation of software of one’s own.  Moreover, they conceived of this process as a distinctly creative one, taking place in what was considered and designed to be a genuinely artistic medium. Sadly, the subsequent commercialization of “personal computing” by Apple and Microsoft replaced such notions with one that positioned consumers as tightly constrained, non-programmer “end users.” As a result, for three decades, software programming has remained an overly cryptic, increasingly difficult, and predominantly algebraic process.  Fortunately, remnants of that original vision have been kept alive by digital artists who, in rapidly growing numbers, have begun learning to program.  Driven by an artistic goal of breaking out of the generic, constrained “end user” experience imposed by commercial computing, digital artists have been aided in recent years by the emergence of exciting new programming environments written by and for artists.  These new programming environments such as "Processing"and Flash's "ActionScript," which will be the subject of this course, are not only liberating to digital artists.  Rather, they make it possible for anyone – students in the arts or the sciences – to learn to program in a way that is more visual, creative, personally expressive, and genuinely enjoyable. Students will create numerous pieces of original software that generate works of graphical art, animations, and interactive experiences such as simple games.  These will be exhibited online and/or via such mobile devices as cell phones and PDAs. Prerequisite: IDIS 110 or equivalent. Not open to students who have taken CS 104, 106, or 108 except by permission of the instructor. J. Nyhoff.  8:30 a.m. to noon.

CANCELED W63 Science Wars: Controversies & Consensus.  Throughout history the emergence of new scientific information has often altered worldviews and culture.  However, the acceptance of new data and theories is often a slow, contentious process. Consensus must be reached within the scientific community, and new information must be communicated to and accepted by the general public, government officials, and other leaders. The information age has greatly accelerated both the generation and dissemination of scientific knowledge, changing how the scientific community shares and reviews information and creating opportunities for the rapid spread of reliable and unreliable information and opinions to the public. The objectives of this course are to equip students with skills to evaluate scientific controversies and to communicate about such issues with scientists, government officials, and the public.  A variety of contemporary controversies with important pubic policy and lifestyle implications are examined:  the health risks of toxic chemicals and tobacco, the evaluation of hazardous waste sites, the threat of pandemic influenza, endangered species conservation, and global climate change.  Through these case studies, the processes of scientific investigation, peer-review, determination of causation, and development of consensus are examined.  Implications for translation of scientific information into to public policy by governments and decision-making by courts are discussed.  Scientific controversies of specific interest to the Christian community (e.g., evolution, intelligent design, and young earth creationism) also are explored.  Course activities include readings, class discussions and debates, videos and other media, guest speakers, written projects, and oral reports.  Prerequisite: Living World or Physical World core.  K. Grasman.  2:00 p.m. to 5:00 p.m.

W64 West Michigan Food Systems.  While most of us take for granted an abundance of global foods, concerns about sustainability are on the rise.  This course explores how the tensions between global and local food systems affect food supply chains and consumers in West Michigan, revealing efforts that are necessary for the development and maintenance of safe, sustainable food systems.  Video documentaries and readings introduce us to the complexities and concerns of contemporary food systems – for example, interconnections between food supplies and the political mandate to produce more biofuels – helping us to realize that food choices have scientific, ecological, sociological, economic, and ethical ramifications.  Field trips enable us to explore behind the scenes the work of crucial players in West Michigan’s food systems: researchers, growers, food processors, distributors, and grocers.  As a result of participating in these field trips and group discussions, students write reflective papers on the challenges inherent in contemporary food systems and our responsibilities as caretakers of God’s creation.  Prerequisites: Living World and/or Societal Structures in North America core.   Fee: $120.  D. Koetje, H. Quemada.  8:30 a.m. to noon.

W65 Biophysics.  Biophysics is a growing discipline in which the tools of physics are used to elucidate biological systems.   We’ll investigate a number of topics, including why ants can easily lift many times their own weight, how bees fly, why the cells of an elephant are the same size as those of a chipmunk, and why cats have a higher survival rate when dropped from taller heights. An additional feature of the course is that no calculators are used.  All results will be achieved by approximation and will help students develop estimation skills. The class is highly participatory and the hope is that students will make the art of estimation and the application of physical reasoning to biophysical systems their own, so that they can draw on these skills in the future.   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.  Evaluation is based on homework, tests and labs. Prerequisites:  A semester of college  physics or one year of algebra based physics in high school. P. Harper. 2:00 p.m. to 5:00 p.m.

W66 Milestones in Science & Religion: Italy & England.  Italy and England present some of the most significant developments in science, religion and culture.  Through on-site visits, this course explores the lives and times of prominent scientists from antiquity through the Scientific Revolution and the Age of Enlightenment, their seminal discoveries as influenced by culture, and their struggles with the Christian faith and the church.  Students begin their journey in Rome with an introduction to the history of western science and the Catholic church.  Visits include the Colosseum, Museum of Medical Arts, and Vatican City.  The class travels to Florence, Pisa and Venice, with particular emphasis upon Galileo Galilei (1564-1642), observing the 400th anniversary of his use of the telescope.  Attention also focuses upon Galen, Leonardo da Vinci, Andreas Vesalius, and their European predecessors and counterparts.  From Venice, the class travels to London, to explore the lives and contributions of Isaac Newton (1642-1727) and Charles Darwin (1809-1882), and their struggles with their faith and the Church of England.  Students celebrate the 200th anniversary of Darwin's birth and 150th anniversary of the publication of "The Origin of Species."  Attention also goes to Francis Bacon, Robert Boyle, John Flamsteed, William Harvey, Robert Hooke, John Hunter, John Snow, Florence Nightingale, and Alexander Fleming.  Visits include homes, museums and historical sites in London, Cambridge, Oxford and Downe.  Students read biographies of Galileo, Newton, and Darwin, and select writings of these individuals and other scientists.  They learn about crucial experiments, clashing interpersonal relationships, and tensions between science/technology/medicine, culture and Christian faith traditions.  Short daily lectures, group discussions and projects focus the issues.  Visits to homes, science and cultural museums, cathedrals and universities enhance their learning.  Evaluation is based on readings, discussions, journals, and an on-site oral presentation. Prerequisites: One course in the Physical World or Living World core, or permission of the instructor.   CCE credit pending.  Course dates: January 5-27.  Fee: $3,900.  H. Bouma III. Off campus.

W80 The Human Experience of War. Much is written about the causes and outcomes of particular wars; about the successes in war of particular polities; about preventing or at least limiting wars; about the composition of the armies who fight them; about the quality of military leadership, and about the geopolitical consequences of particular victories or losses.  But comparatively little attention is paid to the effects that the experience of war has on the people and societies who actually fight them.  What effects does the experience of combat have on the combatants, on their families and fellow citizens, and on the political systems that they represent?  This course will explore some of those effects so as better to understand the human experience of warfare.  Why do people and societies engage in warfare?  Do human beings harbor a deep-seated attraction to organized combat?  Is the experience of combat at all rewarding to combatants?  Is war experienced differently in different historical eras?  Do particular kinds of weaponry or military organizations point to particular impacts on the people and political systems involved?  Do gender or age differences matter in thinking about these questions?  In this course students will consider a number of studies addressing these questions, both scientific and literary, in both film and print.  Assignments will include regular class attendance and participation in discussion, three reflective essays, and a final examination.  This course may fulfill an elective in the Political Science and International Relations major. Prerequisite: Sophomore standing and above.   B. Stevenson, J. Westra. 8:30 a.m. to noon.

306 Introduction to Medieval Studies: Music, Liturgy and Ceremony in the Gothic Era.  This course examines the sources and contexts of music and liturgy during the later Middle Ages. The course will begin with an overview of the structure and content of modern chant books then focus on developments in music and ceremonial during the period in which the gothic churches at Chartres, Notre Dame of Paris, and the Abbey of St. Denis were under construction. Aspects of architecture, artistic themes, and local traditions will be considered in conjunction with surviving manuscript sources from the period. The student who successfully completes this course will demonstrate familiarity with the basic sources of medieval liturgy, the methods used in interdisciplinary study of those sources, and the context for developments in liturgy, music and ceremonial during the period from the late 11th through the 14th centuries. Evaluation will be based on the student’s successfully completing one research paper and a final exam.  T. Steele.  2:00 p.m. to 5:00 p.m.

340 Field Work in Archaeology. Offered in conjunction with field work done by Calvin faculty or quality field schools of other universities. An on-site introduction to archaeological field work designed to expose the student to the methodologies involved in stratigraphic excavation, typological and comparative analysis of artifacts, and the use of non-literary sources in the written analysis of human cultural history.  The Jan 2010 Interim field school involves students in a Documentation Season at Umm el-Jimal, Jordan, a well preserved town from the Roman, Byzantine, Early Islamic and modern eras. Students will participate in digital photographic documentation of structures, planning of both digital and actual site-museum presentation, interview-based recording of modern Umm el-Jimal village culture, architectural analysis and soil sampling, working as part of a team of professional archaeologists from Jordan, Germany and the United States. A lecture series on contextual subjects and lessons in Arabic will round our the week-day routine. Three weekends will be used for travel in Jordan, including a visit to Petra; a post session trip to Jerusalem is optional. Students will be taught/experience some or all of digital documentation; visual communication (virtual and actual display preparation); inter-cultural communication; Satellite-based site mapping; site conservation and preservation; historical architecture; soil analysis; Arabic language and current Middle East history will be experienced and learned  informally. Students will learn by doing under the guidance and supervision of senior team members, who will turn in written evaluations to the course instructor (who is also the field project director.) Grading will be in the conventional rather than Interim system. This course may fulfill an elective in the International Development Studies major. This course will fulfill the CCE requirement. Prerequisites: IDIS 240 or permission of the instructor. Course dates: January 2-24. Fee $2813. Optional post-course (extra cost) travel to Jerusalem, Jan 26-28. B. de VriesOff campus.

375 Methods & Pedagogies for Secondary Social Studies.  This course introduces prospective teachers to important curricular and pedagogical issues related to teaching history and social studies at the middle and high school level. It examines the links between a Christian understanding of human nature, pedagogy, curricular standards, lesson planning and curriculum construction, teaching resources, classroom methods, and assessment instruments. This course is required of all majors and minors in history, political science, geography, social studies, and economics in the secondary education program.  Prerequisite: EDUC 302-303. R. Schoone-Jongen. 8:30 a.m. to noon.