W10 Adventure in the Waters of Panama. In this wilderness adventure course, students challenge themselves physically, emotionally, and spiritually as they develop new outdoor skills and live very intentionally together in a variety of rustic settings, focusing on the ideas of simplicity and contentment. Students will develop a deeper awareness of self, more rewarding relationships with God and others, and a greater appreciation of God's world as reflected in the indigenous people, cultures, and environment of this remote and extraordinary locale. This 23 day wilderness adventure features sailing, scuba diving, sea kayaking, surfing, and white-water rafting surrounding the island of Bocas del Toro on the southwest coast of Panama. Students also interact with the Afro-Caribbean and Guaimi Indian people through local church worship services and other intercultural activities. Students will study and experience the spiritual discipline of simplicity, and contrast it to our typical lives; experience extended solitude and reflection as a means of personal and spiritual growth; earn certification in SCUBA (NAUI), white-water rescue, and sailing; be challenged to learn to surf, raft, and wakeboard; and experience God through His creation and the diversity of His people. Evaluation is based on class participation, an oral presentation, reflective daily journaling, and a final paper. This course fulfills the CCE core requirement. Course dates: January 3 -23. Fee $3200. J. Britton. D. Vander Griend, J. Witte. Off campus.
W11 Be Fit for Life: Bike Australia. This course introduces students to concepts of basic fitness and nutrition that promote lifetime wellness from a Christian perspective. The basic components of good nutrition are studied along with the special nutrition demands associated with exercise performance. A special emphasis is placed upon the chemical and biochemical nature of nutrition and exercise. Students also study the efficacy of some of the current nutritional ‘fads.’ Promoting lifetime fitness with cycling is particularly attractive because the equipment is relatively inexpensive and this form of exercise is low impact. Biking in Australia also gives students an opportunity to gain insights into and appreciation for another culture. Students compare the exercise and nutritional attitudes and habits of two cultures, and determine if there is any correlation with incidences of diseases such as cardiovascular disease. Students attend several evening classes during the fall semester and spend several hours researching a topic that they will present to the class during the bike tour in Australia. They also participate in a nutritional intake study and analysis, and participate in several tests that can be used to evaluate fitness. Student evaluations are based upon: class participation, a daily journal, quizzes, projects, and nutritional analysis. This course will fulfill the CCE requirement. Course dates: January 3-28. Fee: $4750. R. Blankespoor, L. Louters, N. Meyer. Off campus.
W12 Grand Canyon Outdoor Educator. This community based learning experience held in the Southwestern United States is designed for students interested in developing wilderness leadership skills and advanced skills in expeditionary backpacking, backcountry first aid, and rock climbing. The course begins at Cochise Stronghold near Tucson, Arizona and will begin with a 5 day American Mountain Guide Association climbing site manager course (SPI). The second phase takes place in Flagstaff, Arizona with a 10 day Wilderness First Responder certification course through the Wilderness Medical Institute of the National Outdoor Leadership School (NOLS). The third phase of the course will be a 6 day backpacking trip in the Grand Canyon. Here, students will gain skills in backcountry living and travel, outdoor education, and group leadership. During this phase, students will cover the Wilderness Education Association (WEA) backcountry curriculum. Over the period of three weeks in the Southwest, students will also be exposed to the following topics related to outdoor education and leadership; group dynamics and development, expedition planning, models of facilitation, group management and supervision, land management agencies, Leave No Trace, regional natural history, and environmental ethics and stewardship. Evaluation is based on exams and participation. Course dates: January 3-23. Fee: $2395. A. Bailey, R. Rooks. Off campus.
W13 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 with families in the capital city of Honduras, Tegucigalpa, and work in the International School and the Kingdom School, two different bilingual Christian schools which serve contrasting populations. The group will make a several visits to visit other Honduran schools and to the development community in Nueva Suyapa. As well there will be weekend excursions to historic and cultural sites such as the Ruins of Copan, Lago de Yajoa, and the waterfalls at Pulaphanzak. This course may fulfill an elective in the International Development Studies major or minor. This course will fulfill the CCE requirement. Course dates: January 5-25. Fee: $2370. J. Simonson, P. Villalta. Off campus.
W14 Peace, Pubs and Pluralism: Diffusing Religious Tensions in a Postmodern World. Ours is a world of difference, a veritable alphabet soup of differing identities: religious, political, etc. The discrete letters of this soup bump against one another in ways unimagined even a generation ago. And this makes our world ripe for dangerous religious and political antagonisms. This interim takes students to London, England and Belfast, Northern Ireland, settings well known for harsh antagonisms. Students will explore how Christians committed to peace, justice and reconciliation are addressing religious difference and diversity. London is a cosmopolitan city called home by Jews, Christians, Muslims, Sikhs, Buddhists, Hindus, and secular atheists, just to name a few. And “the Troubles” which plagued Belfast in the last half of the 1900’s are, sadly, legendary. Students will visit both cities, meet with religious leaders of various faith communities, including the Archbishop of Canterbury, and explore some of the theoretical and practical ways in which followers of the Prince of Peace are incarnating seeds of peace and justice in divisive contexts. Written or video journals, participation in service learning projects and liturgies, and daily discussion of reading materials form the basis of the course grade for the interim. This course will fulfill the CCE requirement. Course dates: January 6 - 22. Fee: $2841. K. Corcoran. Off campus.
W15 Reformation in Scotland & London. The Scottish Enlightenment (1745 to 1790) was a time of astonishing innovation when the Scots ruled the intellectual world in philosophy, economics, science, and literature. It was preceded by the Protestant Reformation in the United Kingdom (1560-1650), which led to the creation of the Westminster Confession and to the founding of Presbyterianism. These two great historical eras, separated by a century, are linked in important ways, historically and intellectually. Students visit the sites where all of these events occurred, interacting with the intellectual and religious figures whose work so profoundly influenced the Western world: philosophers Frances Hutcheson, David Hume, and Thomas Reid; poets Robert Burns and Sir Walter Scott; scientists Joseph Black and James Watt; economist Adam Smith; the reformer John Knox; the Westminster Divines; and the Scottish Covenanters. In London, students study the Westminster Assembly in a visit to Westminster Abbey, while touring museums and cathedrals and attending worship services. After traveling to Edinburgh by train, students interact with Enlightenment intellectuals while visiting sites of Scottish Reformation history. Lectures given by Enlightenment and Reformation scholars are held at the University of Edinburgh and local sites. Walking tours of Reformation Edinburgh and of Enlightenment Edinburgh emphasize architecture and history. Students tour Edinburgh Castle, take a ghost walk, and visit the Highlands. Students tour the John Knox House and Museum and live within two blocks of that site. The main goal of the course is for students to understand the relationship between the Reformation in Great Britain and the Scottish Enlightenment, how both were influenced by Reformed Christian thought, and how both affect us today. Students will keep an academic journal and will bring to life one Reformation or Enlightenment event or figure in a class presentation. This course will fulfill the CCE requirement. Course dates: January 6-24. Fee: $3100. S. Matheson. Off campus.
W16 Taos Art & Literature. 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, and Rudolfo Anaya, 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. By studying the art and literature of the subcultures of the southwest, students will learn of the contributions they have made and make to U.S. culture. Students will witness how the inspiring landscape of the southwest influences artistic expression and how this art expresses and conveys faith and hope in a complex and fallen world. Students’ interaction with the people and artists of the Taos area will enrich their understanding and enhance their appreciation for the people and gifts of these subcultures. Evaluation will be based on short papers, journal/sketchbooks, brief presentations, and their contribution to community activities and engagement. This course will fulfill the CCE requirement. Course dates: January 5-25. Fee: $ 2200. L. Naranjo-Huebl. Off campus.
W17 The Adventure Travel Race. Adventure travel involves intentionally going beyond one's geographical comfort zone and seeking out experiences that are unfamiliar and potentially life-changing. These experiences usually take the form of physical and mental challenges, and often bring significant personal-experience and faith-journey rewards to those who rise to meet such challenges. Once dominated by sports such as downhill skiing and scuba diving, adventure travel has expanded to include activities such as wildlife watching, adventure racing, bungee jumping, rock climbing, whitewater rafting, and mountain biking. It is one of the largest and fastest growing segments of the travel industry in the USA. Students will experience this type of traveling by visiting five US cities (Chicago, Denver, Seattle, LA, Phoenix) and competing in an adventure race modeled after the reality TV show, The Amazing Race. When not competing, students will learn about the origins of adventure travel, the people who are drawn to it, and the resource management and stewardship issues surrounding it. We also consider what can be done to help ensure sustainability of cultural and natural resources on which adventure travel and tourism depend. Students will also be challenged to further develop life skills such as teamwork, healthy competition, and conflict-resolution. Students will learn to understand the nature of adventure travel and adventure tourism, discuss the risk elements of adventure activities, and understand approaches and techniques involved in planning, managing, implementing and monitoring effective tourism and recreational activities and development Evaluation is based on a daily journal, active participation in course activities, and a written examination. Course dates: January 5-25. Fee: $1800. C. Blankespoor, A. Warners. Off campus.
W18 Byzantine & Ottoman Turkey. Few places in the world today match the complexities and ambiguities, or embody the confluence of ancient and modern, secular and sacred, European and Asian, Christian and Muslim, of Turkey. This is the land that preserved and advanced the legacy of the Graeco-Roman world for almost 1000 years in the Byzantine commonwealth, and where the fundamental creeds of Christendom were debated, composed, and ultimately confessed as orthodoxy. Under Turkish rule it also became an important site for the development of the modern Islamic tradition. Today, Turkey is a model of a predominantly Muslim state ruled according to secular democratic institutions. This course explores the rich history of Turkey, challenging popular misconceptions of historic Muslim-Christian relations and deepening understanding of the transition from Greek to Turkish rule in the fourteenth and fifteenth centuries. In addition to ample time spent studying the Ottoman conquest of Istanbul/Constantinople, the course also examines lesser known locations such as Ankara/Ancyra, Iznik/Nicaea, Behramkale/Assos, and the “seven churches” of western Anatolia, including Selçuk/Ephesus. Particular attention is paid to areas where Muslim and Christian sacred space is in close proximity. Period readings include both selections from well-known late antique and medieval classics such as Procopius’s Secret History and the Travels of Ibn Battuta, and some significant but virtually unknown works such as Saint Gregory Palamas’s “Letter to the Thessalonians” and the records of Ottoman court proceedings. Before departure students read two books and write a take-home test; while traveling students visit historic sites, listen to evening lectures, participate in structured discussions, and keep a journal; on return students write an integrative paper. Course dates: January 2-25. Fee: $3534. D. Howard. Off campus.
W19 Sustainability in New Zealand. New Zealand is known as a global model in the area of sustainability and planning. This course will explore the environmental context of New Zealand, the policy framework that governs sustainability, and the sustainability philosophy of New Zealand both in theory but also as it is lived out in the Bay of Plenty region of the county. We will explore how knowledge of ecological systems, globalization, political economy, and social justice come together in pursuit of development that is community-minded, economically and ecologically sustainable. In particular, we look at the social, economic, political and physical factors which support, or have the potential to support, the development of healthy communities. We will compare/contrast how differing worldviews, including a Christian worldview lead to different assumptions about normative development. A special emphasis is put on the role of the Maori, the indigenous peoples of New Zealand, in defining and developing the country’s philosophy of sustainability that incorporates economic, social, cultural and environmental aspects. Students will spend one week in an intensive class on Calvin’s campus, May 23-27, 2011 to introduce them to background information on the country of New Zealand, the history of the concept of sustainability, the Resource Management Act (RMA), and the business environment in New Zealand. The following 14 days will be spent in an immersion experience in the Bay of Plenty region of New Zealand (northeast part of the North Island). This experience will include the following themes: sustainable practices in the business sector; sustainable systems measuring performance; sustainability networks in businesses, government and communities; marketing sustainability, and sustainable communities. The students will spend time at a number of venues—from Zespri International (kiwi fruit production) to sustainable tourism sites, to an experience of cross-cultural engagement with a local Maori community.This course is taught in collaboration with GVSU, Aquinas College, and Davenport College. Students from all these campuses may participate in the course. A final one credit is to be completed during the fall of 2011 in a joint project developed and carried out by the students, but arising out of their experience exploring sustainability in New Zealand. Students may also arrange to extend their time in New Zealand and participate in either an internship or additional travel. This course will fulfill the CCE requirement. Course dates: May 28-June 12. Fee: $4233. J. Curry, G. Heffner. Off campus.
W20 An Abbey of Our Own . M ost Calvin students will become leaders in their churches, and will do so with no particular preparation. Even those becoming ministers will have little preparation for the organizational leadership duties they will bear. Yet often the available training grows out of a managerial culture that is not well disposed toward discernment of the Spirit or the distinctives of non-profit organizations. Christian Abbeys offer a useful model. They are centers of worship and hospitality, service and learning; they practically serve the common good while pursuing Christian discipleship; they train their members in spiritual leadership that rests on discernment while also maintaining a culture of disciplined, effective work. This course seeks to offer a similar standard of practical preparation and experience in the leadership of congregations, all in the context of engaging traditional Christian practices geared toward discernment and community. Evaluation will be based on readings, discussions, practical projects, team-building exercises and journaling. K. Schaefer. 8:30 a.m. to noon.
W21 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. Hondered, K. Saupe. 8:30 a.m. to noon & 12:15 p.m. to 1:30 p.m.
W22 Crime & Detective Fiction. This course involves close study of crime and detective fiction—mostly by American and British authors, though also by writers from Scandinavia. The course focuses on reading novels and short stories, but students also watch and analyze film and television adaptations. Learning objectives include an understanding of the history and development of the genre; an understanding of how crime 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 understanding and skills are evaluated by a reading and viewing journal, an exam, a book review, and class participation. G. Pauley. 8:30 a.m. to noon.
W23 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 by creating improvisational studies and designing movement games. Students visit elementary classrooms, meet teachers, discuss the 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.
W24 Elementary, My Dear Watson. This most famous of Sherlock Holmes's lines 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 we track Holmes through some of the murkier stretches of Victorian society. Along the way students explore Doyle's life and times, examine the social context of Holmes's adventures, trace selected themes of the times through the stories, and discover why Doyle disliked Holmes so intensely he tried to kill him off. Students read a significant portion of the Holmes stories and novels, read some early Holmes apocrypha, listen to old radio productions, watch old TV shows, and see some of the classic Holmes movies. (Modern imitations, most of which are unspeakably abominable, will not be read. Ever.) In addition, class members are expected to participate in all class activities and to make on class presentation. Assessment will be based on the presentation and on daily submission of a reading journal and a topical journal. D. Ratzsch. 2:00 p.m. to 5:00 p.m.
W25 Embracing the Gifts of the Spirit. The Holy Spirit, the 3rd person of the Triune God is very much alive and at work in the church and world today. This course explores the work and movement of the Spirit in individuals, groups, churches(including the CRC), countries and globally. This course enriches students’ knowledge and experience of the Spirit in their lives. This course explores the history of the charismatic movements including the Third Wave using a combination of books, articles, reports with visits to charismatic churches or prayer meetings. Classroom learning includes lectures, student presentations and class discussions. There is a review of the Biblical foundations for the Third Wave Report that the CRC Synod of 2009 recently approved to be sent out to CRC congregations for study along with the book “Signs and Wonders: A Reformed Look at the Spirit’s Ongoing Work” by John Algera (a CRC pastor). There is a review of all of the gifts of the Spirit in the Bible, with a more thorough review of the gifts that are often called charismatic. There is a consideration of what it might sometimes mean to “walk in the Spirit’ or to live a “life in the Spirit” within the context of a Reformed Christian and historical church viewpoints as it lived out today. This course’s learning and experience encourages the deepening of each student’s personal relationship with God and the Holy Spirit, in their daily Christian walk, in listening and responding to the Spirit’s promptings, and in reaching out and touching others’ lives with God’s love, power and grace for the benefit of the church Body. Students research, write and do a presentation about an aspect of the movement of the Spirit today, and also write several personal reflective essays. C. Jen. 8:30 a.m. to noon.
W26 LifeHacking: Practicing Smart Living. The term "lifehacking" means finding ways to help you get things done in smarter, unusual, or more efficient ways, whether that means using technology better, or, going back to basics. The studentwill learn, practice, test, evaluate, and present various self-chosen and assigned lifehacking techniques, including keeping your Inbox count at 0, memorizing faster, buying food cheaper,taking better notes, taking better pictures, keeping your computer clean, learning how to do small talk better, how to save money better, organize your dorm room more efficiently, etc. Lifehacking techniques will be investigated and evaluated from a biblical, Reformed perspective. Students will be evaluated on the thoroughness of their investigation of a lifehacking technique, level of class participation, their 2 in-depth presentations (advertised and open to the public), and regular comments posted on the lifehacker.com web site. C. Essenburg, V. Norman. 2:00 p.m. to 5:00 p.m.
W27 Personal Finance. All of us have been forced to make decisions that impact our future economic well-being. What is the best type of loan to finance college? Can I afford to study abroad next semester? How will I pay for a car to get to my job? Personal finance is a specialized area of study focusing on individual and household financial decisions: How much should I save? How much should I spend? Do I need life and health insurance when I get out of college? What type would be best for me? Financial planning is a process of setting financial goals and organizing assets and making decisions to achieve these goals, in an environment of risk. This class will consider financial goals for Christians and will provide information and techniques to help students be good caretakers of what God entrusts to them. Topics covered will include: financial planning tools, goal setting and budgeting, tax planning, cash management, consumption and credit strategies, automobile and housing decisions, insurance needs, concepts of investing, and retirement planning. Class sessions will include lectures, presentations by finance professionals, video, and group discussion. Students will be evaluated on the basis of quizzes from test material, short paper presentations, and a final exam. R. De Vries, E. Van Der Heide. 8:30 a.m. to noon.
W28 Spiritual Strength Training. Do you want to build your spiritual strength and be strong in the Lord? Do you want to deepen your relationship with God through the power of the Holy Spirit? This course is designed for students who desire to have a dynamic, intimate relationship with Jesus, and who long to cooperate with the Holy Spirit in all aspects of life. The third person of the Trinity is often the least known, yet it is He who makes Jesus Christ known to us. Special emphasis is placed on teaching students about the Holy Spirit to understand how one may be transformed and empowered to live as Christ leads, rather than charting one’s own course and asking God to bless it.Course topics include: historical overview of the church’s understanding about the Holy Spirit; waves of renewal within the 20th century; theological and historical reasons why many traditions have resisted emphasis on the Holy Spirit; what the Bible teaches about the divine personhood, and inward and outward works of the Holy Spirit; how to receive guidance from, cooperate with, and be empowered by the Holy Spirit; how to discern and develop one’s gifts from the Holy Spirit; and what the Bible teaches about the healing ministry of Jesus, as it relates to spiritual, inner, relational and physical healing. Students are regularly provided with opportunities for the practical application of theoretical topics via the incorporation of in-class exercises; opportunities to pray with classmates, as well as to receive personal prayers offered by community volunteers; field trips to witness the practical application of presented material; and participation in a local 2 1/2-day spiritual retreat (1/20-22), sponsored by the Presbyterian Reformed Ministries International Dunamis Project. Students are evaluated by written tests, critical reviews of assigned books, research assignments, in-class participation, group presentations and reflection papers. J. Kraak, N. Van Noord. 2:00 p.m. to 5:00 p.m.
W29 Sports in Film & 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 The Blindside vs. Raging Bull, or Invictus 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. B. Bolt, J. Timmer. 8:30 a.m. to noon.
W30 Theory & Practice of Quilting. An introduction to the theory and practice of quilting. The course examines the most important forms of quilting in the American context, such as whole cloth quilts, pieced quilts and the significance of various patterns, album quilts, appliqué, slave quilts, and Amish quilting. The course examines the historical context of this unique art form, and the role that quilting played in social settings, such as the Westward expansion and in slave communities. In particular, the course focuses on the way that various faith communities used quilting as a location for creating meaning, the significance of simplicity in Amish quilting, and the importance of aesthetic creation in human life. The course will also introduce students to basic techniques in quilting: design, piecing, machine quilting and binding. Students will design and complete a lap quilt in a traditional log-cabin or nine patch design, using scrap fabrics. The course requires regular journal reflections on the practice of quilting in American History as well as the completion of the student’s own quilt. In addition to the text book, students will need access to a sewing machine (which will be brought to class on a regular basis), and basic sewing supplies: scissors or rotary cutter and mat, fabrics, thread, batting, etc. The machines should be in good working condition and the students should be familiar with the mechanics of their machine. S. Clevenger. 2:00 p.m. to 5:00 p.m.
W31 WILDFIRE: A Natural & Cultural History. Grass and forest fires are widely viewed today as threatening intrusions into natural and domesticated landscapes. Yet for millennia fire has played a major role in shaping Earth’s natural communities. This course traces the ecology and cultural applications of fire through three historical periods dominated successively by 1) naturally occurring fire, 2) fire use by native human populations, and 3) fire control under European-style land settlement. The course will examine adaptations of organisms to fire, ways in which fire structures biological communities in different biomes, and how human use of fire may have shaped the signature natural landscapes of North America and other continents. The place of fire and fire policy in the sustainable stewardship of public lands like national parks and wilderness areas will be studied. The use of fire in managing and restoring ecosystems will also be explored. The course will include lectures, laboratory exercises, videos and at least one field trip. Evaluation will be based on an individual project and a final test. One college biology course is recommended. R. Van Dragt. 8:30 a.m. to noon.
W32 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 is CCE optional. Course dates: January 6-26. Fee: $2500. L. Hardy. Off campus.
W33 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.
W40 Dutch Landscapes. Few countries exist where human activities have exerted a greater influence in the shaping of the land than the Netherlands. With daily field excursions and detailed topographic maps, students study this country’s richly varied and historically layered cultural landscapes. Land reclamation, water management, and environmental preservation technologies used over many centuries are each an important part of understanding the complex interrelationships between society, technology and land. Additionally, students have opportunities for direct engagement with people from this country. We stay in a group accommodation facility about 10 miles north of Amsterdam. The primary mode of instruction is field excursion to locations throughout the country. These daily trips are guided by briefings the night before, interpretation en route, presentation made by local experts, topographic maps, and study sheet assignments. Additionally, each student spends part of the first weekend with a Dutch family. This course may fulfill an elective in the Geography and Environmental Studies majors and may fulfill the Engineering International Designation. This course will fulfill the CCE requirement. Course dates: January 3 -29. Fee: $3300. H. Aay, B. Hoeksema. Off campus.
W42 Harness the Wind: Learn to Sail. (4 semester hours) For thousands of years people have taken to the water in boats propelled by wind and sails. Whether for business or pleasure, sailors have had to learn the skills needed to meet the challenges of sailing. In this course students learn to sail on 24 - 26 foot sailboats specifically designed for sailing instruction, using the facilities of Eckerd College on Boca Ciega Bay in St. Petersburg, FL. Students progress from beginning to advanced levels of sailing skill and are introduced to a lifetime activity that can be enjoyed at various levels. During onboard instruction students explore the ways in which wind, water, sails and hulls interact to efficiently send a boat on its way. Leadership development, team building, cooperative learning, and an introduction to sailboat racing are integral to the sailing experience. In addition to extensive on-the-water instruction, evaluation is based on classroom presentations, readings, projects and discussions on techniques and physics of sailing, sailboat design, navigation, meteorology and history. Excursions to observe marine environments and wildlife are included in the course. No boating experience is required. Students must have the physical ability to operate a sailboat and pass a 150 yard swimming test. This course may fulfill an elective in the Recreation major. Course dates: January 3-22. Fee: $2825. J. Ubels, S. Vander Linde. Off campus.
W43 Leadership in Africa: Development, Church, Education, Health, and Civil Society in Kenya. This course focuses on how leaders in East Africa develop businesses, provide health care, organize media and government, respond to crises, and conduct worship. Students hear lectures on Kenyan history and politics from leading African scholars and travel to rural development sites to see leadership in action. Students examine leadership in city and country, with an eye to the leadership/partnership role Americans may have in East Africa. We see wild animals in the Maasai Mara, Africa’s great game reserve. We live with a Maasai village on a hilltop in the west. We walk the city of Nairobi and visit the Kibera slum. Students will have the capacity to meet, befriend, conduct discussions, and assess leadership in the developing world. Understand historical, cultural, and religious influences in East Africa. Assessment of a student’s fit for living in a foreign setting and participating creatively in international development. Evaluation will be based on daily de-briefings and team discussions, student journals and occasional de-briefings and discussion with African leaders following a tour, a day’s activities, or a service event. This course may fulfill an elective in the CAS and IDS majors. Course dates: January 6-26. Fee: $4300. B. Arendt, B. Crow, M. Fackler. Off campus.
W44 Pagans and Christians: The Intersection of Classical Culture and Early Christianity in Ancient Greece. This course is a three-week experience of the major ancient sites of Greece, with special emphasis on the urban centers of classical and early Christian civilization. On-site introductions from local, professional guides will address topics of Greek history, religion, philosophy, literature and art. These will be supplemented by evening lectures by the professors covering such topics as “The Ancient Greek Hero” and “The Influence of Pagan Religions on Christianity”. The primary academic objective is to develop a first-hand understanding of the classical context within which the earliest Christian churches were established. The itinerary includes Athens, Eleusis, Corinth, Mycenae, Epidaurus, Olympia, Delphi, Meteora, Thermopylae, and Crete. Evaluation is based on a take-home test on required readings (list available in October), an oral report for delivery on-site, a detailed journal, and a comprehensive essay on one major topic. This course may fulfill an elective in the Classical Studies, Classical Languages, Greek and Latin majors. Optional CCE credit will be available for students who complete specific requirements. Course dates: January 5-25. Fee: $3900. D. Noe, J. Winkle. Off campus.
W45 Theatre Old & New in London. Spend your Interim in Great Britain! Experience some of the finest professional theatre produced in the English-speaking world, including theatre experiences that incorporate new technologies, while living in the midst of English history and culture in Stratford-Upon-Avon and London. This course, an intensive primer in theatre style and criticism, seeks to expose students to a wide variety of theatrical forms, from the ancient classics to the latest, digitally enhanced performance work. The course will also provide students with specific information relevant to theatrical production style, expose students to a wide range of performance types in a relatively short period of time, sharpen appreciation and critical awareness and immerse students in a unique cultural experience. During the twenty days abroad, students will develop critical sensibilities as they attend nightly performances and daily classroom discussions. Guest speakers, workshops and thoughtful written reflections in a daily trip journal will enhance student learning. The group will also tour a number of theatres including Shakespeare’s Globe and the Royal National Theatre in London and the Royal Shakespeare Theatre in Stratford. Students will be evaluated on the basis of their participation in class discussions, the presentation of oral critiques, demonstrated development of critical skills and completion of the daily trip journal. This course may fulfill an elective in the Theatre major. This course also offers the option of satisfying the Cross-Cultural Engagement (CCE) core requirement. Course dates: January 5-25. Fee: $ 3,700. D. Leugs. Off campus.
W46 Seeds of Hope: Tropical Agriculture & International Development . Agriculture continues to be a mainstay of the Global South’s economy with some estimates suggesting that half of all developing world families earn their living from agriculture. Beginning to understand the people and circumstances of the developing world, then, involves a basic introduction to agriculture. This course introduces students to the challenges of and promising developments within small farming households in the Global South. The course begins with an overview of agricultural economic activity in the Global South as well as the macro issues impacting farmers (e.g. genetically modified foods, food security, climate change, the Global North’s agricultural protectionism). After examining the global agricultural context, we will hear from speakers that introduce us to some of the unique agricultural issues that face farmers in the different regions of the Global South. Finally, during the last week, the class will travel to Fort Meyers, Florida to visit ECHO (Educational Concerns for Hunger Organization) where we will get some hands-on experience in proven agricultural practices that meet the needs of small-scale, impoverished farmers from specialists in the field of tropical agriculture. Evaluation will be based on journals, an in-class presentation, and a take-home exam. This course may fulfill an elective in the International Development Studies major or minor. Course dates: January 5-24. Fee: $1200. T. Kuperus. Off campus.
W47 The Jamaican Journey. Jamaica with its vibrant multi-national urban centers, attractive tourist destinations and impoverished rural countryside, will provide the backdrop for examining issues facing developing countries in an increasingly globalized economy. The interim will expose students to Jamaican culture and history, including the African diaspora, Jamaica's colonial experience, and Jamaica's contemporary identity. Through readings, engaging guest lecturers, and classroom discussions students will examine the social and economic problems facing Jamaicans today - including urbanization, political unrest, gangs, tourism, migration, and the influence of the United States in Jamaican affairs. Students will travel extensively through both the interior and coast of Jamaica meeting with community development workers, viewing development projects as well as factories and plantations all the while assessing the impact of these organizations on development. Field trips to museums, historical sites, Parliament, soccer games, and tourist locations will also be used to examine the various political, social, economic and international trends that have shaped the island and impacted its potential for successful development. At the end of the interim students will have gained insights into the challenges of development as well as sensitivity to issues facing Jamaicans in the context of globalization. Evaluation will be based on participation, written journal entries, and a final reflective paper. This course may fulfill an elective for IDS and Sociology majors as well as African Diaspora minors. This course will fulfill the CCE requirement. Course dates: January 6-25. Fee: $2,890. L. Schwander, T. Vanden Berg. Off campus.
W48 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, economics, 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 cultural 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 research paper, a daily journal, class participation, and a paper regarding the cultural aspects of the course. This course may fulfill the Engineering Interantional designation. This course will fulfill the CCE requirement. Course dates: January 7-29. Fee: $4,295. R. Brouwer, M. Kuyers, N. Nielsen. Off campus.
W49 Film Noir & American Culture. This course is 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. Exploration of the legacy of film noir affords opportunity to see how filmmakers have amended and adapted aspects of its 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. This course may fulfill an elective in the Film Studies major and can also be taken for elective credit in the History major by prior arrangement with the instructors. J. Bratt, B. Romanowski. 2:00 p.m. to 5:00 p.m.
W50 Malick & Morris: Two Philosophical Filmmakers . This course is a study of the life and films of two of America’s most remarkable active filmmakers, Terrence Malick and Errol Morris. Both filmmakers are accomplished stylists, and the peculiarities and characteristics of their art will be a major topic of the class. But in the realm of theme and content, they share an intense interest in philosophy, and both have
graduate-level training in philosophy. This class will explore the means by which films can examine philosophical topics, and in particular the philosophical issues dealt with in the films of these two filmmakers. Students will explore the relationship between fiction films and philosophy, and will become thoroughly familiar with the work of two brilliant film artists. Malick and Morris also have strong dissimilarities, both in filmmaking style and in outlook. Morris is a documentary filmmaker interested in the “mindscapes” of his subjects, the stories people tell themselves to give their lives shape and direction. While Morris is something of a cynic and misanthrope, Terrence Malick is an orthodox Christian, exploring in his fictional narratives issues of good and evil, the relationship of humans to the natural world and to a transcendent realm. Examining the work of these two filmmakers together will provide students with a dramatic demonstration of the possibilities of the film medium. Films will be screened during class time and assigned for screening outside of class. Students will be required to write two short papers, give two presentations on films and/or readings, and to participate fully in class discussion. There will also be take-home examination. This course may fulfill an elective in the Film Studies major. C. Plantinga. 2:00 p.m. to 5:00 p.m.
W51 The Politics of Development in Africa. The need for economic growth and political stability are nowhere more urgently needed than in Africa. Yet African development has been elusive, and there is little agreement among scholars as to why this is the case. This course explores issues associated with the questions of economic growth and political stability beginning with the seemingly simple questions of What is Africa? What is development? We will explore topics such as the impact on Africa of natural resource extraction, World Bank development projects, and neoliberal reforms. This course may fulfill an elective in the African & African Diaspora Studies minor. M. Ntarangwi. 8:30 a.m. to noon.
W52 The Wednesday Wars: On Stage! The final outcome of this course will be a staged adaptation of this Newbery Award-winning novel, by Calvin English Professor Gary Schmidt, as a workshop youth theatre production performed the last week of January and first week of February, 2011, as part of the CAS Department’s theatre season. Students in this course will build creative writing and performance skills while bringing this newly-adapted work to the Calvin stage. Those interested in creative writing and adaptation of literature, those with interest in film, theatre and multi-media production, and those interested in live performance will be well-served by this course. The cast for the workshop production will be chosen by audition in mid-November, and all students in this course will be an integral part of the development workshop and production of the adapted play, whether assigned as creative writers focused on dramaturgical research, as members of the technical crew involved in the creation of the physical world, or in acting on the stage. As a final project for the course, students will work in groups to adapt a short narrative fiction (a story or poem) of their choice to the stage. This project will include a series of exercises and rehearsals throughout the interim and will build to a final script, which will be staged for an invited audience near the end of the interim. Evaluation of student work will be based on the final project and involvement in the workshop production, performed for school groups during interim break, January 27-29 and for the public the first weekend of Spring semester, February 3-5, 2011. All students in this course must be willing to commit to these two weekends for the performance of the play. This course may fulfill an elective in the Theatre major. K. Kelly. 2:00 p.m. to 5:00 p.m. & 6:00 p.m. to 9:00 p.m.
W53 Guatemala, Closer than you Think. With its Spanish colonial heritage, indigenous cultures, and exotic landscapes, Guatemala is a “foreign country” to most North Americans but the U.S. and Guatemala have many connections. More than a million Guatemalans live in the U.S. and many Guatemalan products appear in U.S. supermarkets. Guatemala is also a conduit for illegal drugs that enter the U.S. and criminal gangs with branches in both countries facilitate that trade. The histories of the two nations are also intertwined, most tragically through a C.I.A. sponsored coup in 1954 which began a cycle of military repression and guerrilla resistance in Guatemala that lasted for 30 years. This course will explore both the uniqueness of Guatemala and its connections to the U.S. Attention will be given to Guatemala’s urban youth gangs but the class will also explore the country’s history from its pre-Columbian roots to the recent restoration of civilian-led democratic rule. Students will visit scenic and historical sites and meet people from all sectors of society including indigenous people, gang members, development workers, and Christian missionaries. Students will read several academic texts prior to departure, keep a journal of their experiences, and present an oral report on site. They will be evaluated on the quality of their written work and their participation in group activities. This course may fulfill an elective in the History major or minor, International Development Studies major or minor and Latin American Studies minor. Students desiring CCE credit will also write a final essay combining insights gained from secondary sources and first-hand observations. Fee: $2,710. D. Miller. Off Campus.
W60 Border Health - New Mexico . This course will expose students to some of the unique health care situations in cross-cultural border settings in the southwest USA. Learning experiences will occur in a small community hospital and in Indian Health Service Clinics and other community settings. Students will spend the majority of the course involved in work or observation in community health settings. Students will visit and assist in health promotion projects. Students will participate in informal lectures, observational visits and reflective discussions. Preparation for the class includes an orientation session prior to travel as well as preparatory readings. Evaluation is based on the pre-trip meetings, journal, presentations, and participation in course activities. Various excursions and activities to enhance learning about Native American and Hispanic culture will be planned. Prerequisite: Junior or senior standing. This course will fulfill the CCE requirement. Course dates: January 6-26. Fee: $1940. D. Slager. Off campus.
W61 China: Culture, Medicine & Bioethics. The human body, medicine, nature and the environment. As China has sought to modernize over the last half century, some of its traditions and practices have persisted, while others have become westernized. During this interim, students will spend 2½ weeks in China studying Chinese history, culture, philosophy, and religion, with an emphasis on their foundations for traditional Chinese medicine and modern medicine, and issues they raise in medical and environmental ethics. In Beijing, students will visit the Great Wall, the Forbidden City, Temple of Heaven, Summer Palace, Tiananmen Square, Beijing Zoo, and museums of science and technology. In Shaghai, the class will participate in a short course on traditional Chinese medicine (TCM) at a local medical school and its affiliated hospitals, and visit additional venues in Shanghai, Hangzhou, Suzhou, and the neighboring countryside. Students are evaluated on the mastery of course content, participation in discussions, and personal reflections in journals and a post-course paper. Prerequisite: completion of the Living World core or permission of the instructors. This course may fulfill an elective in the International Development Studies major or minor. This course will fulfill the CCE requirement. Course dates: January 5-25. Fee: $3900. H. Bouma, A. Shen. Off campus.
W62 Hawaiian Farms & Food. How do you feed a million people – not to mention boat loads of tourists – in an archipelago that is 2500 miles from everywhere else? This course explores how global and local food systems have intersected in Hawaii over the past two centuries and how present concerns involve sustainability and diversification. Our two-week stay in Hawaii includes trips to farms (including producers of tropical fruits, coffee, and cacao), aquaculture ponds, ranches, processing facilities, farmers’ markets, and agricultural research labs. We also visit cultural sites that feature prominently in historic cultural and agricultural interests of the state – from the Polynesians who first settled in Hawaii to the sugar companies that featured prominently in the overthrow of the Hawaiian monarchy and drive to U.S. statehood. We taste and explore the roots of Hawaii’s unique cuisine. This and intentional interactions with native Hawaiians and peoples of diverse ethnic groups who came to Hawaii to work in the plantations earn students cross-cultural engagement (CCE) credit. The course includes daily reflective and interpretive discussions, culminating with each student writing a reflective paper on their experience. Prerequisite: Students must have completed their Living World and Societal Structures core requirements. This course will fulfill the CCE requirement. Course dates: January 5-25. Fee: $3000. D. Koetje. Off campus.
W63 Partnering to Improve Health in Rural India. In this course 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, particularly in a developing country. Sustainable community-based health and development are discussed as students learn about the multi-tier approach to community health that is practiced in the Comprehensive Rural Health Project Project (CRHP) villages with village health workers providing the majority of primary health care and health education at the grassroots level. The objective of CRHP is to work with poor and marginalized people and enable them to achieve an acceptable level of health through the primary health care approach. Through this approach people are enabled to improve their health and lives in a holistic sense. The emphasis is on building capacity, empowering people and working towards achieving equity and integration of all health services. The overall success of this project has prompted CRHP to focus increasing attention on its role as a model project for both government and non-government organizations throughout the world. The model is used by the World Health Organization. Students have classroom sessions aimed at practical application of concepts and take part in field visits and discussion sessions with village health workers and members of farmers clubs, adolescent girls clubs and the mobile health team. 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 is based on reflective journals, a presentation and participation. Prerequisite: Junior class standing. This course may fulfill an elective in the International Development Studies major or minor. This course will fulfill the CCE requirement. Course dates: January 3 - 25. Fee: $2832. C. Feenstra. Off campus.
W64 Evolution, the Bible & Christian Theology. Modern science has amassed overwhelming evidence that all creatures on earth, humans included, are related by common descent and have evolved from earlier life forms. This course explores key doctrines of the Christian faith from the perspective of evolution. The first week of the course will be devoted to an overview of the main lines of evidence supporting evolution and to contextual study of Genesis 1–3. The next two weeks will be devoted to the following theological issues in evolutionary perspective: divine action, the problem of evil, human uniqueness and the image of God, neuroscience and the soul, original sin, ethics, and salvation. The questions we will ask are: How is God active in a creation where random genetic mutation and natural selection are operative? How can God’s creation be called “good” when predation, suffering, and death are not only intrinsic to but necessary for life on earth? In what ways are human beings unique among God’s creatures and bearers of the divine image, and what is the nature of their “soulishness”? Are Adam and Eve historical persons or strictly literary-theological figures? How are we to understand the fall and original sin in the context of evolution? Do evolutionary explanations of ethical behavior rule out morality having a basis in God’s will? How may we appreciate God’s redemptive work in Christ while taking evolution into account? Students will have readings every day, do daily journaling on the readings, participate in class discussions, watch video documentaries, hear from quest speakers, and prepare a short integrative essay. Prerequisite: one course in either Bible, theology, or science. D. Harlow. 2:00 p.m. to 5:00 p.m.
W65 Flash Animations, Apps & Games. During the past decade, Adobe Flash became the leading multimedia technology for creating webpage animations and interactivity. However, in recent years, Flash has also become one of the leading technologies for interactive presentations of digital multimedia objects such as photos, audio, and video – e.g., as the software platform for YouTube – and an increasingly popular platform for the creation of more narrative forms of digital animation. In addition, the newest versions of Flash released by Adobe have positioned it increasingly as a platform for the rapid creation of simple 2D games, “apps,” and other forms of small software creations distributed via the web or by mobile devices. In this course, students will be introduced to the newest version of Adobe Flash, moving from the design of multimedia, animated, and interactive software experiences via Flash’s graphical user interface and “timeline” to the programming of additionalfunctionality with Flash’s built-in “ActionScript” language. Students will work individually and in teams. Created work will be exhibited in class, via the web, and via mobile devices. Students will also undertake critical consideration of the inherent concepts, dynamics, and social issues surrounding the new increasingly ubiquitous forms of “digital culture” represented by such online and mobile “apps” and games. Prerequisite: IDIS 110 or equivalent or permission of the instructor. J. Nyhoff. 8:30 a.m. to noon.
W66/MATH W82 Mathematical/Scientific Programming . This course offers students an opportunity to hone their programming skills in the context of interesting mathematical and scientific problems using the python and sage programming languages. Lectures and laboratory exercises introduce students to important aspects of programming in these contexts including accuracy of numerical calculations, visualization tools, object-oriented design and programming, Monte Carlo simulation, methods of numerical integration and differentiation, and using mathematical structures in sage. Student evaluation is based on laboratory exercises, programming projects, program documentation, and final presentations. Projects may be done individually or in groups. This course satisfies the interim course requirement for Mathematics
majors. Prerequisites: CS 106 or 108, Math 171 or 132, and Math 256 (Math students only). R. Pruim. 2:00 p.m. to 5:00 p.m.
W80 Practicing Development. After spending a semester learning how Honduras’ unique history and current reality affect its development, students have the opportunity to put that learning into practice. Each student spends three weeks interning with a development organization working in an area they are interested in such as environment, health, agriculture, micro-credit, women’s rights, education and others. Students are closely supervised by Calvin professors and weekly classes help them process what they are seeing, learning and doing. The courses learning objectives include reflecting critically about how the material learned during the semester is or is not applied in the work of the organization they observe—culture, theories of development, development models etc, observing development practitioners in the field not for a day or two but for several weeks shadowing development workers to see both the exciting but also more mundane aspects of their work, putting into practice at least one of the practical skills which they learned during the development semester—participative evaluation, participative investigation, research methodologies etc. Evaluation will be based on a self-evaluation, an evaluation by the supervisor of their internship, a graded evaluation of their organization and its work and finally a graded review of their project in which they put into practice one of the skills learned during the semester. This course may fulfill an elective in the International Development Studies major or minor. Prerequisite: Participation in Spring Honduras semester. Course dates: April 20 to May 11. Fee: $800. K. VerBeek. Off campus.
W81China Business & Engineering. China’s emerging economy has a large impact on today’s world, especially in business and engineering. During this interim students spend three weeks in China meeting with business and engineering professionals who are part of this reshaping of the global economy. The course includes major cultural and economic centers of China: Beijing, Shanghai, Nanjing and Hangzhou. Students engage with professionals at approximately fifteen companies. In addition many important historic and cultural sites are explored, including the Great Wall and the Forbidden City. Students learn why China has a comparative advantage in many types of manufacturing and how some US firms have responded to that. Students learn what type of engineering is done well in China. Students learn some of the environmental impacts of China’s rapid growth. In addition students learn about the history and culture of China and how this has shaped modern events. Students are challenged to consider what China means for their future careers in business and engineering. Evaluation is based on participation and on a journal and a reflective essay. Open to sophomores, juniors and seniors of any major. Preference is given to students majoring in the business or engineering departments. This course may fulfill the Engineering International designation. This course will fulfill the CCE requirement. Course dates: January 5 - 25. Fee: $3650. A. Si, L.Van Drunen. Off campus.
W82 Critical Approaches to Horror. Black Sabbath, Hieronymus Bosch, The Texas Chainsaw Massacre, Emmanuel Kant, Twilight, Stephen King, and The Holy Bible. What do all these things have in common? Take this class to find out. This course addresses issues of the Gothic in contemporary art and media, paying specific attention to the aesthetics and cultural ramifications of horror, the sublime, and the abject body. Through the exploration of film, literature, music, and visual art, students are encouraged to understand the paradigmatic relationship between pagan and Christian, innocence and corruption, and the living and the dead. Philosophical and critical readings from the fields of cultural studies, media studies, contemporary art, and gender studies are used to explore theological implications of these genres. Students are evaluated through written reading responses, discussions, and one comprehensive, final project (format determined by student and instructor). This course may fulfill an elective in the CAS and Studio Art majors. Prerequisites: PHIL 153, and ART 153 or CAS 140 or 141, or permission of instructor. C. Smit, A. Wolpa. 8:30 a.m. to noon.
W83 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 is the experience of combat like? Is combat experienced differently now than in previous eras? Why do people and societies engage in warfare? Do human beings harbor a deep-seated attraction to organized combat? What effects does combat have on combatants, their loved ones, their societies, and the political systems they represent? Do gender or age differences matter in thinking about these questions? In this course, students will consider scientific, philosophical, and literary studies addressing these questions, in both film and print. Assignments will include regular class attendance and participation, a group research presentation, and a final examination. This course may fulfill an elective in the Political Science and International Relations majors. Prerequisite: Sophomore standing. J. Westra. 8:30 a.m. to noon.
W84 iPhone App Startup. Students who know how to program and students interested in business and entrepreneurship collaborate on development of new iPhone applications and learn how to start a business around their apps. Teams work together to learn product development skills, determinate customer-driven requirements, identify market niches, brainstorm software designs, develop the apps, and test them on simulated and real hardware. The class includes a panel discussion with industry experts regarding the integration of knowledge, marketing research and product development theory. Top performing students in the course will be invited to interview with a start-up iPhone app company. By the end of the course, technical students are able to develop simple iPhone applications and make improvements based on customer feedback. Business students are able to create and evaluate the business case for an app, perform market research, and create a marketing campaign. All students are able to start their own iPhone app business. Course evaluation includes graded software design and code for technical-track students and graded business case reports by business-track students. Evaluation for all students includes instructor and peer evaluation of team-work. This course may fulfill the Engineering senior special topics requirement. Prerequisites: for students in the technical track only, must have taken at least one object-oriented programming course (e.g., C++ or Java). Instructors reserve the right to balance and limit the enrollment to allow sufficient technical and business-track students. S. VanderLeest. 8:30 a.m. to noon.
W85/PHYS W80 Biophysics. Biophysics is a growing discipline in which the tools of physics are used to elucidate biological systems. The course covers a broad spectrum 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 are achieved by estimation, with a focus on learning the art of approximation. The class is highly participatory and the hope is that students will make the application of physical reasoning to biophysical systems their own, so that they can draw on this skill in the future. In addition to the above items, there is also a section devoted to the construction of simple biophysical simulations using the open source software package Sage, though no previous experience is required. Objectives: Be able to apply the laws of physics and physical reasoning to biological systems. Develop the art of estimation. Run computer simulations of biological systems. Evaluation will be based on homework, tests and labs. This course may be used as an elective in the Biology major. Prerequisites: 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.
103 Oral Rhetoric for Engineers. A study of the principles of oral rhetoric, with emphasis on developing student competency in preparing and delivering effective speeches. The emphasis is on basic speech design for engineers communicating their creation and refinement of ideas to peers, managers, subordinates, venture capitalists, and to the public at large. This course will be offered at an accelerated pace during he interim term. Pre-requisite: Enrollment in the engineering program. M. Steelman-Okenka. 8:30 a.m. to noon or 2:00 p.m. to 5:00 p.m.
290 Bridging the Racial Divide. This course is designed for students who want to be engaged in a process of racial and cultural understanding. Through the participation in three anti-racism and racial healing workshops students will: explore the basis of the current racial divide in the United States, examine the construct of their own racial and ethnic identity, and become empowered to talk about race and racism. Student evaluations are based on: class participation, reflective journaling, and a final integrative paper. M. Loyd-Paige. 8:30 a.m. to noon.
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.