IDIS W11 Indonesian Intersections: Business, Education and Culture. This course will teach students about the intersections between the world of business and the work of developing Christian schools in Indonesian society. Students will learn about formal and informal business practices and the unique and often powerful role business offers in a developing country, particularly through educational opportunities. Travel will provide rich opportunities to meet with leaders in business, religion, and education. A key learning objective for this course is to provide students with the necessary knowledge to function effectively in the business and educational environments that differ from those with which the student is familiar. To accomplish this, students will learn about the history, culture, and economy of this emerging global power. The course includes readings in the history (dating back prior to 1200 A.D.) and culture of Indonesia as well as current economic conditions. As we travel across Java, Bali, and Sulawesi by plane, boat, bike, and automobile, we will explore the extensive flora and fauna of Indonesian Islands and the arts that are unique to Indonesian culture. Another objective is to learn about the impact of religion in peoples’ lives. We will visit mosques, Christian churches, Hindu temples and plan to have engagement with Indonesians at the Christian University, Universitas Pelita Harapan (UPH) and two Christian K-12 school systems in and around Jakarta and Monado. Students will be assessed on a reflective journal, participation in group discussions, and an integrative response. Preference will be given to students majoring in education, business, economics, accounting or international development studies. This course will fulfill the CCE requirement. Course Dates: January 3 – 24. Fee: $4,475. E. Van Der Heide, D. Buursma. Off campus.
IDIS W12 Taos Art & Literature . The literature and art of the American southwest are inextricably tied to the history, culture, and landscape of the area. 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), santeros/as, 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 3-23. Fee: $ 2200. L. Naranjo-Huebl. Off campus.
IDIS W13 Grand Canyon Outdoor Educator. The Grand Canyon Outdoor Educator course is a community based learning experience held in the Southwestern United States. This three week course is designed for students interested in developing wilderness leadership and advanced skills in expeditionary backpacking, backcountry medicine, and rock climbing site management. The course begins in Joshua Tree National Park (CA) with a six day American Mountain Guide Association (AMGA) climbing site manager course (SPI). The second phase will take place in Flagstaff, Arizona where students will complete a nine day Wilderness First Responder (WFR) certification through the Wilderness Medical Institute of the National Outdoor Leadership School (NOLS). In the third phase, students will complete a six day backpacking route in the Grand Canyon, developing proficiencies in backcountry living and travel, risk management in the wilderness context, outdoor instructional planning and delivery techniques, and group leadership strategies. Additional course topics will include; wilderness trip outfitting and rationing, expedition planning and logistics management, environmental stewardship, Leave No Trace (LNT) backcountry ethics, and facilitation of group dynamics and development. Evaluation is based on exams and participation. Course dates: January 4 -23. Fee: $2755. K. Heys, R. Rooks. Off campus.
IDIS W14 Peace, Pubs & Pluralism . Ours is a world of difference, a veritable alphabet soup of differing identities: religious, political, and otherwise. 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 begins in Belfast, Northern Ireland, and ends in London, England, both settings well known for harsh antagonisms. Students will explore how Christians committed to peace, justice and reconciliation are addressing religious difference and diversity in these international cities. London is a cosmopolitan city called home by Jews, Christians, Muslims, Sikhs, Buddhists, Hindus, and secular atheists alike. And “the Troubles” which plagued Belfast, Northern Ireland 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 (if available) 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 inter-religious dialogue, observation of various sorts of worship practices, 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 3 -21. Fee: $3156. K. Corcoran. Off campus.
IDIS W15 L'Abri Switzerland. 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; English is the language of instruction. 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 a CCE optional course. Course dates: January 3-23. Fee: $2500. L. Hardy. Off campus.
IDIS W16 Wildfire: A Natural and 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 human and ecological 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, D. Warners. 8:30 a.m. to noon.
IDIS W17 A Real Pain of a Class. This course introduces students to the human pain experience as a sensory and emotional experience that is influenced by one’s social history and cultural expectations as well as individual differences in physiological, developmental, and psychological makeup. The student will compare and contrast the values, beliefs, and issues regarding pain as found in the Bible and other forms of literature as well as ancient and modern philosophical texts. The student will demonstrate understanding of pain mechanisms and pain management strategies at both the central and peripheral nervous system level. Finally, the student will identify patient, health care provider, and health care system characteristics that influence the human experience of pain, treatment of pain, as well as pain-related research. Students will be evaluated through class participation, exams, and assigned activities. E. Byma. 8:30 a.m. to noon.
IDIS W18 Bridge, A Card Game for Life. Bridge is arguably one of the best games ever, combining unmasterably complex strategy (like chess) with teamwork, analysis, and a very small dose of quantifiable luck, all with just 52 cards. Students who study this surprisingly challenging yet social game through this course learn to play the game, including the bidding and scoring. They become well-versed in common bidding conventions (not unlike learning a new language) and ultimately adapt their own as partnerships. They learn the etiquette and variations associated with tournament play. Ultimately, members of the class play at the official Grand Rapids Bridge Club and possibly begin to earn Masterpoints. To begin to master the game, students train their problem solving, decision making, and partnership building skills. More importantly, students develop an appreciation for a mentally invigorating game that they will enjoy for the rest of their communal lives. Students will also get a chance to join the nearly 700,000 member World Bridge Federation. For evaluation, class members compete against each other in informal tournaments as well as take several written tests that promote problem solving and informational learning. D. Vander Griend. 8:30 a.m. to noon.
IDIS W19 Cultural Norms and Discrimination. In many less developed countries (LDCs), certain inherited beliefs, traditions, taboos, customs, and myths continue to play significant roles in marginalizing the poor, minority groups, and women by limiting their capabilities, participation, and effective representation in many spheres of life. Accepting, ignoring, or failing to challenge these discriminating informal institutions can diminish or nullify the effectiveness of proposed interventions, despite the positive intentions of such interventions. This course utilizes the new institutional economic analysis (NIEA) which opens up a genuinely interdisciplinary discussion involving political science, religion, sociology, and psychology, as well as economics. The course utilizes the NIEA of formal and informal institutions that embody societal reward and penalty systems that play crucial roles in spreading or eradicating the practice of modern-day slavery in many countries. The course uses case studies from different LDCs to highlight the specific factors and dynamics that create such fallen institutions as modern-day slavery, female genital mutilation, domestic violence, discriminating personal status laws, dowry and dowry burning, and “honor killing.” The course also proposes solutions and intervention schemes from a Christian perspective to redeem the victims and end these and other practices that violate human rights. In the end, solutions should empower the victims to attain greater capabilities, representation, and participation in various spheres of life in LDCs. Students learn the inter-disciplined analysis in NIEA; the significant role of cultures and informal norms in determining the formal institutions and the governance structures of transactions; how informal norms marginalize and discriminate against women and other groups of minority/ethnic population; proposed interventions based on understanding the causes of such discrimination; and Christian perspectives on the causes of such problems and also on proposed solutions/interventions. Students are evaluated on attendance, class participation, journals, quizzes, presentations, a course project and a final exam. A. Abadeer. 2:00 p.m. to 5:00 p.m.
IDIS W20 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 their curriculum and, in pairs, design a movement-based lesson. Students teach their lessons to local elementary students. Students are evaluated upon the following requirements: a test upon readings, writing assignments, peer-teaching activities, lesson-planning and in-classroom teaching. No previous dance experience required. This course is recommended to Elementary Education students for fulfilling their dance component. E. Van't Hof. 8:30 a.m. to noon.
IDIS W21 Eating Lower on the Food Chain. Is your diet harming you? Is it harming the planet? In this course students explore the spiritual, moral, social, environmental, and health issues that lead many to eat “lower on the food chain.” They learn the health and environmental risks of the Western diet with its highly-processed foods shipped from thousands of miles away and then learn how to prepare, cook, and enjoy local whole food alternatives. They learn the principles and practices of gardening and food processing, and then try their hand at growing and preserving food through canning, dehydration, pickling, and other practices. Through readings, class discussions, field trips, “food labs,” and other hands-on activities, students explore and reflect on the food security, sustainability, and lifestyle implications of eating in a more sustainable manner. Students will be assessed by participation, reading quizzes, and journaling. Fee: $100. D. Koetje. 8:30 a.m. to noon.
IDIS W22 January Series. The Award-winning January Series brings some of the world’s greatest authorities in their 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 and to find ways to put their values into action. Evaluation will be based on 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. K. Saupe. 8:30 a.m. to noon and 12:15 p.m. to 1:30 p.m.
IDIS W23 The Psychology and Practice of Stock Market Investing. This course will examine not only how people can invest in the stock market, but also the psychology involved in this process. Why is it that losses are felt two and a half times more strongly than equivalent gains? Why did investment guru Warren Buffet say, "Be fearful when others are greedy, and be greedy when others are fearful"? Why did Buffett also say, "Give me LESS than a million dollars and I can make a 50% return in the market"? Does fundamental analysis work? Does technical analysis work? If a median income worker set aside 10% each year for retirement and understood the market enough to do just 1 percentage point better than the average market return, he or she would collect over a million dollars extra. Students will understand the basics of fundamental analysis, technical analysis, and what are statistically proven predictors of successful stocks and what are not. They will also learn the psychology of decision-making errors due to uncertain information and/or emotional biases. Evaluation will be on the basis of quizzes, analysis of select stocks, and small group participation. A previous course in statistics would be helpful, but not required. A. Shoemaker. 2:00 p.m. to 5:00 p.m.
IDIS W24 The Art(s) of Game Design. Game Design remains an intensely *interdisciplinary* subject, and this has the potential to become one of its greatest strengths. However, in cultural terms, game design has largely remained stuck in an immature state for well over a quarter-century, drawing together a wide variety of media elements – images, audio, music, video, animation, narrative, dialogue, theatricality, and interactivity – while stubbornly resisting being reshaped by the more mature artistic discourses and design practices associated with these media. This is because, for far too long now, game design has continued to be dominated by technologists. It’s time for a revolution, where artists and designers finally begin to reshape the way we think about, discuss, create, and experience this remarkable interactive media form we currently call “computer/video games.” In this course, students will work in interdisciplinary teams to create interactive media experiences that, when “played,” present the sort of experiences of narrative and character that we so readily associate with, for example, good cinema but that have remained largely absent from our experience of videogames. At the same time, students will attempt to bring to game and interactive media design the same quality of Reformed Christian critique and reflection that is undertaken in regard to other media forms at Calvin, particularly in regard to current potential relationships between gameplay and the cultivation of Christian character. This course has no prerequisites. Students from all majors are welcome. Any student with a basic level of experience with creative work in any medium, digital or otherwise, has something valuable to offer to this undertaking. Students will be evaluated based on in-class discussions, brief written responses to reading and viewing the work of others, hands-on exercises introducing technologies, and contributions to team work. Through this course each student will acquire a deeper understanding of game design, an understanding of new technological and artistic skills and concepts, and a broader conception of the societal and cultural possibilities for this media form. J. Nyhoff. 8:30 a.m. to noon.
IDIS W25 The Beatles & the Sixties: Music & More. In this course the students get an overview of the career of perhaps the most important artists in 20th century popular music. They study the Beatles in both their musical and historical settings as well as other important music and culture of the era. The course includes an analysis of the Beatles recordings and films, videos, and concert recordings. Readings include recent books and articles that give context to their music and their careers. There is an emphasis on understanding the music in the context of the career path of the artist, other music of the time, and other things going on in the world that both influenced and were influenced by their art. Christian engagement with the music of the Beatles and the culture of the sixties is an important part of the discussions. Evaluation will be based on a presentation on one year from the decade focusing on events and cultural issues, a personal essay or piece of art on the Beatles albums, and a short presentation on some other music released in this decade. R. Keeley. 8:30 a.m. to noon.
IDIS W26 Theology of Narnia. What do we gain from thinking about the possibility of other worlds, worlds not accessible through technological means, through our own cleverness or work, but worlds that we can only reach through a gift or a call, worlds that aren't about us, where we're marginalized guests? The great Christian apologist and scholar C. S. Lewis believed that this sort of story - which is common in folklore and myth as well as in contemporary books and movies - is driven by a desire for something other, something fundamentally unlike ourselves, a desire that is an important part of human nature. We long for connection with something that's not known, not human, or if it's human it's human in a new way. It was in part to address his own desire for such connection that Lewis wrote the well-loved Chronicles of Narnia. Although the books are presented as children's stories, there is much in them that children miss. Reading the books again as adults allows for a deeper experience of this other world and a deeper exploration of Lewis' ideas, methods, and use of the Christian tradition, especially the medieval tradition that was his scholarly specialization. The class considers the theological, philosophical, and aesthetic assumptions that drive these stories and the ideas - sometimes explicit, sometimes hidden - that Lewis introduces. Students in this class are expected to read all seven of the Chronicles as well as some brief secondary sources, to come to class prepared for discussion and analysis, and to complete in-class writing assignments for each of the seven novels, exploring ways in which the story under consideration that day interacts with a passage from Lewis' non-fiction writing and/or with one of his ancient or medieval sources. Students are evaluated based on class participation and in-class writing. L. Smit. 2:00 p.m. to 5:00 p.m.
IDIS W27 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 will 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; opportunities to dialogue with, and receive personal prayer from spiritual trainers; and participation in a local 2 1/2-day spiritual retreat (1/20/13-1/22/13), sponsored by the Presbyterian Reformed Ministries International Dunamis Project. Students are evaluated by written tests, critical reviews of assigned books, group research project and presentation, and reflection papers. J. Kraak, N. Van Noord. 2:00 p.m. to 5:00 p.m.
IDIS W40 Harness the Wind: Learn to Sail. 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 26-30 foot sailboats 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, the course includes 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. You will also receive PER 140 credit. Course dates: January 2-19. Fee: $2780. J. Ubels. Off campus.
IDIS W41 China, 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 ascertain 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 discover 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. Preference given to students majoring in the business or engineering departments. This course may fulfill the Engineering department international designation. This course will fulfill the CCE requirement. Course dates: January 3 - 23. Fee: $3800. A. Si , L.Van Drunen. Off campus.
IDIS W42 Leadership in Africa. This course focuses on how leaders in East Africa (Kenya, specifically) develop business, provide health care, organize media and government, respond to crises, and conduct worship. Students hear lectures on Kenyan history, politics, and culture from leading African scholars, then travel to rural development sites to see leadership in action. Students see wild animals in the Masai Mara, Africa’s greatest game reserve. Students walk the streets of Nairobi and the dirt paths of the Kibera slum. Students worship with African Christians under roofs, trees, and sun. We make friends among the Maasai, Kikuyu, and other tribal groups. We learn to be smart travelers in Africa, with a modest ability at Swahili. Students will have the capacity to meet, befriend, conduct discussions, and assess leadership in the developing world. They will understand historical, cultural, and religious influences in East Africa. Evaluation will be based on daily de-briefings and team discussions, student journals and occasional de-briefings and discussion with African leaders. This course may fulfill an elective in the CAS and IDS majors. This course will fulfill the CCE requirement. Course dates: January 3-23. Fee: $4500. B. Arendt, B. Crow, M. Fackler, C. Jen. Off campus.
IDIS W43 Interim in Greece. This course is a tour of the major sites of Greece, with special emphasis on the urban centers of classical and early Christian civilization. On-site experts introduce the class to topics of Greek history, religion, philosophy, literature and art; evening lectures by the professors cover special topics on the relationship between classical and early Christian culture. The primary academic objective is to develop a first-hand understanding of the classical context within which the earliest Christian churches were established. Other goals include developing an understanding of the Orthodox tradition in Christianity and some familiarity with contemporary Greek culture. The itinerary includes Athens, Thessaloniki, Philippi, Berea, Pella, Delphi, Olympia, Nauplion, Mycenae, Epidaurus, and Corinth. Participants write a take-home test on required readings (list available in October), deliver an oral report on a site they choose, maintain a detailed journal of daily site visits and lectures, and write a final essay on one major topic of the course. This course may fulfill an elective in the Classical Studies, Classical Languages, Greek, and Latin majors. Prior course work in classical languages or culture is not required. Optional CCE credit is available. Course dates: January 3-23. Fee: $4384. K. Bratt, D. Noe. Off-campus.
IDIS W44 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. They will tour businesses, engineering research facilities, manufacturing facilities, as well as enjoy 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, Strasbourg, Munich, Nurnberg, Prague, Leipzig, Berlin, and Bremen. Additional religious and cultural locations will include visits to the Begijnhof, The Hague, Versailles, Notre Dame Cathedral, Reims, Dachau, Neuschwanstein, St. Vitas Cathedral, and more. 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 qualifies towards the Engineering Department’s International Designation program. This course will fulfill the CCE requirement. Course dates: January 4-26. Fee: $4495. G. Byker, L. DeRooy, N. Nielsen. Off campus.
IDIS W45 Exploring Japan (MAY). This course gives students an opportunity to experience daily life in Japan by living with Japanese families in two areas of the Japanese islands. Major historical and religious sites in the ancient capitals of Kyoto and Nara are explored as well as picturesque Hirado Island, where Christianity was first introduced in Japan. Students also visit schools, churches, stores, and homes in order to understand how the Japanese live. Course activities include lectures, discussions, interviews, meetings, tours, two homestays, and attendance at cultural and social events. Student learning objectives are to gain openness to different cultures and perspectives, to reflect on their own culture and faith, and to enhance languages skills through meaningful contacts with Japanese people aided by the instructor. Evaluation is based on increased understanding of life in Japan and growth in personal awareness as shown in a journal and a brief essay. Students will be asked to reflect on the differences as well as the similarities between Japan’s predominantly non-Christian society and their own predominantly Christian society. Students enrolled in this course are required to exhibit basic Japanese language skills in and knowledge of communication with Japanese people. This course may fulfill an elective in the Japanese and Asian Studies majors and the Japanese Study Group Minor. This course will fulfill the CCE requirement. Course dates: May 26-June 13. Fee: $4,400. K. Deguchi Schau. Off campus.
IDIS W46 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. It also may fulfill the Engineering International Designation. The course will fulfill the CCE requirement. Course dates: January 2 - 26. Fee: $3320. H. Aay, R. Hoeksema. Off campus.
IDIS W47 Development in Jamaica. 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 3-23. Fee: $2900. L. Schwander, T. Vanden Berg, R. Venema. Off campus.
IDIS W48 Learning, Poverty, and Schooling. Participants in this course will develop an understanding of the challenges of urban education with a particular emphasis on the effects of poverty on learning. Several schools that serve students in the urban environment will be explored. Participants will experience schools in Grand Rapids, Chicago, and Milwaukee. Particular emphasis will be given to the Cross Trainers Academy, a Christian school in Milwaukee, Wisconsin whose origins are in providing schooling to students who are homeless. Participants will engage in multiple experiences designed to explore aspects of educating students who live the urban schooling experience. Participants will learn from educators who coordinate programs for and who teach students in urban schools with a number of students who live at or below the poverty line. Participants will, investigate challenges associated with living in large urban settings, including urban migration, decay, and revitalization. They will visit schools that educate students in an urban setting, comparing program strengths and challenges. They will aide in classrooms of the Cross Trainers Academy during a two week stay in Milwaukee and also tour museums and landmarks that describe the schooling of students living in urban communities, including the immigrant experience. Evaluation will be based on daily engagement as evidenced by the preparation of journal responses associated with their experience, contributions to discussion groups and an integrative project. This course may fulfill an elective in the urban studies minor. This course will fulfill the CCE requirement. Prerequisites: EDUC 102 SOC 151, or permission of instructor. Course dates: January 3-23. Fee: $1100. P. Stegink. Off campus.
IDIS W49 African American Art. This course surveys the history of African American art. We will cover four main historical periods: Slavery/Reconstruction; The Harlem Renaissance; the Evolution of a Modern Black Aesthetic in the 1960s and 70s; and Contemporary Concerns. Beginning with the arrival of Africans in the Americas through the trans-Atlantic Slave Trade and continuing to the present, we will examine the intersection of folk and fine art traditions, continuities from Africa, appropriations of new materials, techniques, and forms, and the influence of events like the Great Migration and the Civil Rights Movement. Above all we will engage the role of the visual arts in constructing a vital, although by no means homogenous, cultural and political voice and identity. As African American theorist bell hooks states “art constitutes one of the rare locations where acts of transcendence can take place and have a wide-ranging transformative impact.” Featured artists will include Aaron Douglas, James VanderZee, Augusta Savage, Faith Ringgold, Romare Bearden, AfriCobra, Betye Saar, Martin Puryear, Fred Wilson, Lorna Simpson, Renee Green, Kara Walker, Carrie Mae Weems, and Kerry James Marshall. Activities will include guest speakers, field trips, film screenings, and the viewing and analysis of many, many images. Assignments will include a blog with daily entries/reading responses, and a final paper/presentation on one artist. This course may fulfill an elective for Art and Art History majors and minors. Fee: $15. E. Van Arragon. 8:30 a.m. to noon.
IDIS W50 Film Noir and American Culture. An interdisciplinary analysis of film noir, a “style” or “historical genre” of film that emerged during World War II and flourished in the postwar era. This course begins with an examination of representative films from the classic noir period (1941-1953), approaching them through close analytic and interpretive readings which we will discuss together in class. 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. By the end of the course students will be able to (1) converse knowledgeably about the markers of noir visual and aural composition, (2) recognize the recurrent plot and character types attending the style, (3) define the eras of the style’s development, (4) articulate how film noir at these various stages reflected conditions and moods in contemporaneous American society, and (5) analyze films/television series on their own as to how they do or do not qualify as noir artifacts. More broadly, students will be able to apply methods of interweaving historical context and cultural product to other artistic creations in other eras of the American past. Students will be assessed by their quality of analysis on three papers treating different dimensions of noir and a daily journal in which they respond to the reading, viewing, and discussion of the day. This course may fulfill an elective in the Film Studies Major. J. Bratt, W. Romanowski. 2:00 p.m. to 5:00 p.m.
IDIS W51 Gender Representation in American Film. This course examines gender representations in four major American film genres--melodrama, romantic comedy, the Western, and the action film, in light of the most compelling theories of gender from gender studies, film studies, and beyond. This class, which involves lectures, screenings, readings, and discussions, has the following objectives. First, it will familiarize students with the difference between biological sex and gender roles together with the central ideas and issues that arise from recent theories of gender/sex/sexuality. Second, it will apply such theories of gender to representations of male and female roles in four central Hollywood film genres. The melodrama and romantic comedy are usually thought to be feminine, while the Western and action film genres are typically marked masculine. Since genres evolve in cycles. Students will learn how even within specific genres the representation of women and men can be quite diverse and surprising. We will also explore how gender roles can be quite different depending on historical context and individual films. Methods of evaluation will include a daily journal, a formal paper, a student presentation, and a final exam. Readings will include film theory and criticism that addresses issues of gender and may include such works as Kathleen Rowe’s The Unruly Woman and Laura Mulvey’s Visual Pleasure in the Narrative Cinema. Films to be screened may include All About Eve, Johnny Guitar, Moonstruck, Pretty Woman, Stella Dallas, and Brokeback Mountain. This course may fulfill an elective in the Film and Media Studies majors. S. Goi, C. Plantinga. 2:00 p.m. to 5:00 p.m.
IDIS W52 Music and Politics. This course explores the complex relationship between music and politics: how governments, institutions and special interests groups have influenced the kinds of music made (or not made) in a given context, the variety of ways music has been used to meet political objectives, and the many different ways music has been understood to carry political meaning. The course will introduce case studies drawn from the twentieth century onwards to illuminate these various relationships, including worker’s music from the North American labor movement (1920s and 30s), music in Nazi Germany and the Holocaust, Soviet music during the Cold War, the urban folk revival in North America, music during and after Apartheid in South Africa, censorship and regulation of popular music in the US (especially the Parents Music Resource Council), and uses for music by American soldiers in the Global War on Terror. These diverse political contexts for music will highlight the extent to which music is implicated in questions of power and justice, and used as a political tool or weapon by political collectives of many places, eras, and ideologies. Evaluation will be based on journals, quizzes, class discussions, a group presentation, and a final reflective essay. This course may fulfill an elective in the music major or minor. B. Wolters-Fredlund. 8:30 a.m. to noon.
IDIS W53 NGOs and Grassroots Organizations. From Grand Rapids to the Global South, non-governmental organizations (NGOs) have exploded in numbers over the last thirty years, and are often regarded as being especially instrumental in alleviating poverty and enhancing development in the Global South. In the 1990s, the international development community shifted its support from large-scale international financial institution (IFIs) affiliated projects to NGO-supported development projects. At the same time, the United States has seen increasing shifts towards reliance on NGOs over the public social welfare net, and an emphasis on cooperation between the private and public sector. This course will examine what is behind these shifts and whether NGOs, as key civil society actors, “do development better.” This course will also examine a more recent development interest, that is, the role that indigenous, grassroots organizations play in development. As the optimism surrounding NGOs has faded, attention has shifted to more locally-grown movements. Is local always better? This course will cover the academic literature regarding these debates as well as study specific NGOs and grassroots organizations, both faith-based and secular, involved in development both globally and locally. Through agency excursions, readings, films, guest speakers, and classroom discussions, students will discern the complexity of the NGO and grassroots sector of development as well as the many opportunities and challenges they pose for development. Evaluation will be based on participation, quizzes, a presentation and paper, and a final exam. This course may fulfill an elective in the International Development Studies major and minor. J. Kuilema, T. Kuperus. 8:30 a.m. to noon.
IDIS W54 Pre-Law Immersion: Legal Principles and Practice. This course offers students an opportunity to learn directly from legal practitioners about the many different kinds of law-related work they perform and to observe them during the various field experiences. Students participate in class lectures, classroom seminars, and field observations led by legal professionals who will describe the work they are doing and explain how their work integrates into the legal process. Students will be introduced to basic legal terms and theories as well as basic skills in legal research, thinking, and writing. Students must participate in all lectures, seminars, and field observations and will be required to write a paper about a legal subject discussed during the course or in the news, integrating legal principles and practice learned during the course. Not open to first-year students. This course may fulfill an elective in the political science major. A. Vogelzang, J. Westra. 2:00 p.m. to 5:00 p.m.
IDIS W60 Galapagos-Amazonia. As “living laboratories of evolution” both the Galapagos Islands and the Amazon rainforest are two of the most unique and fascinating places on earth. Having an equatorial climate, these two ‘jewels’ are also quickly becoming trendy vacation spots, generating local economies that are heavily reliant on the ecotourism industry. Participants in this course will investigate the biology of the local flora and fauna of these areas, and also study the economic and environmental issues and tradeoffs that are necessary to maintain these areas. Particular attention will be given to the application of Reformed Christian principles of biological and economic stewardship as tools for assessing the current and future status of these important natural areas. Students travel to Ecuador to spend seven days on the Galapagos archipelago and six days living within the Amazon jungle. Daily excursions include hiking, canoeing, and snorkeling. Evaluation is based on a daily journal, active participation in course activities, and an exam. This course will fulfill the CCE requirement. Prerequisites: one biology course (high school or college) and permission of the instructors. Course dates: January 3-23. Fee: $4985. C. Blankespoor, D. Dornbos. Off campus.
IDIS W61 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 (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 standing or above. Course dates: January 1 - 23. Fee: $3900. D. Bossenbroek, S. Couzens. Off campus.
IDIS W62 Creating Smartphone Apps. Students who are interested in smart-phone applications are encouraged to enroll in this course where they will learn to create their own apps for phones running Google’s Android operating system. This course is designed for beginning programmers and to support this, Google has created App Inventor – an innovative system that lets people with no prior programming experience build mobile apps. This drag-n-drop system eliminates typing errors, letting students create apps without having to learn arcane programming language syntax. Students will learn about a variety of topics including GPS, video games, cloud services, graphical user interface design, and basic programming concepts. For the course project, students will design and build their own original apps using App Inventor. Students who own Android-based phones will be able to install and run their apps on their phones; others will be able to run their apps using App Inventor’s phone emulator software. In this hands-on course, evaluation will be based primarily on a student’s completion of the course project. Prerequisite: IDIS 110, its equivalent, or permission of the instructor. K. Vander Linden. 8:30 a.m. to noon.
IDIS W63 The Book of Revelation. No writing in the Bible has been subject to a wider range of interpretations than the Book of Revelation. Although Protestant evangelicals tend to understand John’s apocalypse to offer a “blue print” for the end of the world, many churches, including the Reformed tradition, recognize the highly symbolic nature of the book. This course utilizes a documentary film covering the history of how Revelation has been interpreted, from the fifth century to the present, including its prominence in Christian art. The movie “Left Behind,” based on the popular series of novels by that name, also features in the course. Most class sessions are devoted to discussing the text of Revelation in its first-century setting. In each session, significant attention is also given to Revelation’s relevance for engaging aspects of our post–Christian culture. Students are evaluated on the basis of brief journal assignments and a short reflection essay. Prerequisite: one course in Religion. D. Harlow. 2:00 p.m. to 5:00 p.m.
IDIS W80 Fluorescence: Science & Uses. Fluorescence is a very important and practical phenomenon in science and every-day use. 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. 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. Fluorescence has applications in chemistry, biology, geology, physics, medicine, engineering, and technology. The primary course objective is to give you a better understanding of what fluorescence is and how it is used. The course also addresses these key questions: what kinds of substances are fluorescent, what color do they emit, how can they be used in practical applications, and how is fluorescence different from other forms of luminescence, like phosphorescence. Our primary mode of learning 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 will also complete a fluorescence project of their own choosing. Students in any science and engineering field are encouraged to take this course. Student work will be evaluated based on lab and classroom participation, lab electronic-notebook/journal, project report and presentation. This course may fulfill an elective in the Chemistry major and minor. Prerequisite: Chemistry 103 or one college science major course or permission of instructor. M. Muyskens. 2:00 p.m. to 5:00 p.m.
IDIS W81/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 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. Evaluation is based on homework, tests, paper, and labs. 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.
IDIS 103 Oral Rhetoric for Engineers. A study of the principles of oral rhetoric, with emphasis on developing student competency in preparing and delivering effective speech- es . 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 the 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.
IDIS 196 Transcultural Caring for the Health Professions . The major focus of the course will be to increase student understanding and knowledge in the area of transcultural care (culture care), an area of study that is essential in the diverse and global world in the 21st century. Students will examine culture care from a Christian perspective, implementing a variety of theoretical perspectives on culturally congruent care. Students will have the opportunity to directly be involved with several ethnic groups as they examine the life-ways and cultural norms and values of groups in relationship to their health care needs . This course provides valuable information to students who are interested in entering the health care professions. Evaluation will be based on participation, presentations, journals and a final paper. A. Ayoola. 8:30 a.m. to noon.
IDIS 375 Methods and Pedagogies for Secondary School 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. R. Schoone-Jongen. 8:30 a.m. to noon.