Calvin College is a Christian liberal arts college in the Reformed tradition. It has an enrollment of about four
thousand students and offers majors in the traditional academic disciplines as well as degree programs in
accounting, education, engineering, fine arts, nursing, recreation, and social work. It is located about thirty
miles east of Lake Michigan, in Grand Rapids, which is a metropolitan area of over a half-million people.
Several airlines and major expressways conveniently serve it.
Interim Term
Calvin is on a 4-1-4 curriculum, under which students take only one course during the three-week
January term, commonly called Interim. Most Interim classes meet mornings or afternoons, but those
involving laboratories and in-service experiences may require full-day participation. Because of the informal
and intensive nature of Interim, most courses have enrollment limits. To meet requirements for a Calvin
degree, students must complete at least three Interim courses. Transfer students must complete one Interim
course for each year in residence. Students may not take more than two Interim courses in a single
department.
Courses numbered 10 through 59 are open to all students and have no prerequisites. Courses
numbered 60 and higher have prerequisites. Also, courses numbered 40 through 49 and 80 through 89 may
meet major or other program requirements; courses numbered 50 through 59 and 90 through 99 meet core
requirements. Courses that meet off campus normally require special application in advance of registration.
Courses designated as meeting core requirements such as IDIS W50 (Developing a Christian Mind), are
graded with letter grades, as are non-Interim courses (e.g., SOWK 381). All others are graded honors (H),
satisfactory (S), or unsatisfactory (U). Interim courses receive three hours of credit unless otherwise
indicated.
The Interim Exchange Program
Qualified students from other 4-1-4 colleges may attend Calvin during the Interim without paying
tuition if those schools permit Calvin students to attend their Interims on a similar basis. Calvin has exchange
arrangements with several schools, a few of which have slight variations in the exchange policy. Generally,
exchange students pay the room and board fee of the host college. Each school determines its own fee.
Students coming to Calvin are expected to live in college housing and to pay a fee of $520, which includes
twenty-one meals per week. Limited exceptions can be made for those living with Grand Rapids area
relatives. There is a $25 nonrefundable application fee, a $25 refundable property deposit, and a $25
registration fee that is refunded if the course request cannot be honored. Application for an Interim exchange
must be made through the appropriate administrator at each school. At Calvin, Ellen Monsma serves as the
administrator. Catalogs of the cooperating schools and the appropriate application forms are available from
her (616-526-6382, Hiemenga Hall). Calvin students participating in Interim exchanges ordinarily must be
sophomores, juniors, or seniors; must have a cumulative grade point average of at least 2.0; and must be in
good academic and social standing.
Auditors and Visitors
The auditing policy is stated in the college catalog. Because of the unique nature of the Interim,
instructor permission must first be obtained before auditing an Interim course. Members of the community
who are not enrolled as students in any college are invited to register as visitors in Interim classes if the
instructor gives permission. Formal admission to the college is not required, but each visitor must register
with the Registrar’s Office before attending class. The fee for each course visited is $55, which includes
campus-parking privileges. This invitation to visitors also extends to off-campus Interim courses. Professors
1
leading off-campus courses give first priority to student enrollment; if space is available visitors may register
for the course and pay the costs associated with the off-campus Interim plus an additional administrative fee
of $275.
Rebates for Students Leaving Campus for Interim
On-campus students taking a Calvin off-campus Interim course may be eligible for a room-andboard rebate. Partial credit is available for students gone for a portion of the Interim. Because of contractual
obligations, students must call the Housing Office (616-526-6120) for further information.
The January Series
The January Series of Calvin College is a month-long lecture/cultural enrichment series given each year
during Interim. It is the premiere series of its kind in the United States. The Series has been awarded the
prestigious Silver Bowl Award for “The Best College and University Lecture Series in the USA” three times
and the award has since been retired. Presentations during the past few years were transmitted live over the
World Wide Web allowing listeners to tune in all over the world. Many of the presentations are archived and
can be accessed at www.calvin.edu/january. The award winning Series takes place for fifteen consecutive
weekdays during the month of January in the Fine Arts Center Auditorium from 12:30 p.m. to 1:30 p.m., and
is offered as a free gift to the students, staff and faculty of Calvin College as well as to all of West Michigan.
Each presenter is widely recognized as a credible and articulate authority in his or her field of expertise.
Presenters scheduled for the 2005 Series include: Vsevolod A. Marinov, Alan Wolfe, Kathleen De Boer, Paul
Farmer, Eugene Rivers, Brian Greene, The Ivory Consort, Frederica Mathewes-Green, Barbara Omolade,
Jon Meacham, Tom Ackerman, Peter Steinfels, Frank Deford, Howard French and Fleming Rutledge.
2
INTERIM 2006
(Unless otherwise indicated, all courses are 3.0 semester hours.)
NUMBER
IDIS 150 01
IDIS 150 02
IDIS 150 03
TITLE
The Problem of Illiteracy
Sport Ethics: Is Cheating Okay?
C.S. Lewis: A Liberating Christian Mind
IDIS 150 04
IDIS 150 05
IDIS 150 06
IDIS 150 07
IDIS 150 08
C.S. Lewis and the Post Modern World
Music in Christian Life
Global Climate Change
Resource Use and Sustainability
Environmental Sustainability, Land Use and
World Hunger
Welcoming People with (dis)Abilities
Luck, Chance, Statistics
Environmental Fiction and Movies
Infinity and the Christian Mind
A Christian Perspective on Power and Influence
In Organization
Playing Shakespeare’s Language
Rethinking Common Grace in an Age of Empire
Music, Manipulation, and the Mind of God
War and Peace
Reading Genesis in the Context of Science
Having Faith in the Theatre
Science Fiction Stories
Models as Mediators
Human Nature: Psychological and Religious
Perspective
Human Nature: Psychological and Religious
Perspective
Developing a Conservative Mind
The Church in the 21st Century
Gender and Performance in American Culture
Worldviews and the Natural Environment.
Worldviews and the Natural Environment.
Worldviews and the Natural Environment.
Total War: A History of World War II
in Europe
Culture Clashes in the American Southwest
Art Illustrates God’s Word
A Christian Response to Racism
UFO’s, Psychics, and Pseudoscience
Who Cares What Truth Is?
Suffering and the Problem of Evil
The American Scene
Dissecting Democracy: Rule by the People meets
the Christian Mind
Two Christian Writers You Won’t Find
IDIS 150 09
IDIS 150 10
IDIS 150 11
IDIS 150 12
IDIS 150 13
IDIS 150 14
IDIS 150 15
IDIS 150 16
IDIS 150 17
IDIS 150 18
IDIS 150 19
IDIS 150 20
IDIS 150 21
IDIS 150 22
IDIS 150 23
IDIS 150 24
IDIS 150 26
IDIS 150 27
IDIS 150 28
IDIS 150 29
IDIS 150 30
IDIS 150 31
IDIS 150 32
IDIS 150 33
IDIS 150 34
IDIS 150 35
IDIS 150 36
IDIS 150 37
IDIS 150 38
IDIS 150 39
IDIS 150 40
3
INSTRUCTOR
J. Rooks
J. Timmer, Jr.
A. Ribeiro
P. Ribeiro
D. Harlow
C. Stapert
L. Molnar
D. Van Baak
D. Dornbos, Jr.
TIME
2:00-5:00
8:30-noon
2:00-5:00
8:30-noon
2:00-5:00
2:00-5:00
8:30-noon
8:30-noon
T. Hoeksema
R. Pruim
H. Aay
T. Scofield
S. Jackson
2:00-5:00
2:00-5:00
8:30-noon
8:30-noon
2:00-5:00
M. Page
J. Smith
D. Fuentes
M. Lundberg
J. Schneider
S. Sandberg
S. VanderLeest
W.D. Laverell
P. Moes
2:00-5:00
8:30-noon
2:00-5:00
2:00-5:00
8:30-noon
8:30-noon
8:30-noon
8:30-noon
8:30-noon
S. daSilva
8:30-noon
W. Stevenson, Jr.
R.S. Greenway
L. Naranjo-Huebl
K. Piers.
R. DeKock.
G. Bakker
F. Roberts
8:30-noon
2:00-5:00
2:00-5:00
8:30-noon
8:30-noon
2:00-5:00
2:00-5:00
R. Sjoerdsma
D. Wright
M. Loyd-Paige
J. Frens
B. Heyink
D. Bud
B. Baugus
M. Roberts
8:30-noon
2:00-5:00
2:00-5:00
2:00-5:00
8:30-noon
8:30-noon
2:00-5:00
8:30-noon
H. C. Messer
2:00-5:00
IDIS 150 41
IDIS 150 42
IDIS 150 43
IDIS W10
IDIS W11
IDIS W12
IDIS W13
IDIS W14
IDIS W15
IDIS W16
IDIS W18
IDIS W19
IDIS W21
IDIS W22
IDIS W23
IDIS W24
IDIS W25
IDIS W28
IDIS W29
IDIS W30
IDIS W31
IDIS W32
IDIS W35
IDIS W36
IDIS W37
IDIS W38
IDIS W40
IDIS W60
In Christian Bookstores
Worldviews and the Natural Environment
Dramatic Families: Dreams, Dysfunctions,
and Occasional Solutions
Reading Banned Books: Better to Discern
Than Burn
Pre-Renaissance Culture in Italy.
L. Haarsma
D. Urban
8:30-noon
8:30-noon
B. Ingraffia
2:00-5:00
K. Bratt
M. Williams
Daily Life and Culture in Japan.
L. Herzberg
NOTE: This course meets May 22-June 10, 2006.
A Voice in the Wilderness: Balancing Urban
D. De Graaf
Growth, Outdoor Recreation, and
M. Mulder
Environmental Responsibility.
Costa Rica Rainforest Outward
G. Remelts
Bound Adventure
R. Walter-Rooks
C. deGroot
Finding Shalom in Uganda.
M. Fackler
G. Monsma
Galapagos and Amazonia: Evolution’s
C. Blankespoor
Diamonds or Ecuador’s Disney Islands?
S. Vander Linde
Northern Ireland: Conflict and Reconciliation. G. Gunst Heffner
K. Heffner
Tibet: Looking for the Land of Snows.
K. Selles.
Jamaica: Hope for Development.
L. Schwander
T. Vanden Berg
An Inside Look at The January Series.
R. Honderd.
Theory and Practice of Quilting.
R. Groenhout.
Jazz in New York.
G. Pauley.
Repertory Theatre in Canada.
D. Leugs
NOTE: Dates for this Interim course are May 25-June 12, 2006.
Death and the Meaning of Life.
K. Clark.
Spiritual Care for Beginning
J. Baker
Health Professionals.
Knitting: Creativity, Community,
D. Vander Pol
and Social Support.
C. Van Dyke
Adventure Therapy: An Experiential
M. Bowers
Approach to Facilitation.
D. Vermilye.
Dancing Across the Elementary Curriculum.
E. Van’t Hof.
Management of Not-For-Profit Organizations. A. Mpesha
R. Slager
Humans, Zombies, and Consciousness.
S. Matheson
K. Corcoran
Christian Discipleship: The Works of
W. Joosse
John Ortberg.
Religions and Cultures of the Pacific.
W Stob.
Visual Culture in Hawaii
F. Speyers
Quantum Mechanics, Anti-Realism, and
M. Walhout
The Science Wars
S. Wykstra
Business & Engineering for the International
R. De Jong
4
Off campus
Off campus
Off Campus
Off campus
Off campus
Off campus
Off campus
Off campus
Off campus.
9:00-11:00 &
12:30-1:30
2:00-5:00
Off Campus
Off Campus
2:00-5:00
8:30-noon
2:00-5:00
8:30-noon
8:30-noon
8:30-noon
2:00-5:00
8:30-noon
Off campus
Off campus
8:30-noon
Off campus
IDIS W61
IDIS W62
IDIS W63
IDIS W80
IDIS W81
Market.
Independent Study at L’Abri Fellowship,
Switzerland
The Real World: History and Theory of
Documentary Images.
The Science and Practical Applications
of Fluorescence.
Teaching Science in Elementary School.
N. Nielsen
L. Hardy
Off campus
E. Van Arragon.
8:30-noon
M. Muyskens.
8:30-noon
K. Bergwerff.
8:30-noon
2:00-5:00 (TTH)
Off campus
IDIS 306
ART W10
ART W61
ART W62
Argentina: Language, Landscape, Legacy.
D. Zandstra.
NOTE: This course meets May 22–June 20, 2006
Into to Medieval Studies: Mary in the Middle Ages K. Saupe
The Art and Act of Bathing.
C. Hanson.
Interaction of Color.
K. Dane.
The Mixed-Media Artist Book.
A. Greidanus Probes.
ART W81
Intaglio Printmaking.
A. Wolpa.
ASI 310
ASI 346
ASI 350
ASI 427
Biology in Winter (four semester hours).
Winter Stream Ecology (four semester hours).
Environmental Ethics (four semester hours).
Ecology of the Indian Tropics
(four semester hours).
CSI: Calvin College.
Staff
Staff
Staff
Staff
BIOL W10
BIOL W11
BIOL W60
BIOL W61
BIOL W62
BIOL W80
BIOL 394
BUS W10
BUS W80
BUS W81
CHEM W60
CAS W40
CAS W41
CAS W42
CAS W43
CAS W60
CAS W80
CAS W81
International Health
Pathophysiology.
Exploring Medical Missions – Ecuador.
Electro Microscopy Techniques
Biological Diversity Mechanisms &
Human Responsibility.
Perspectives in Biotechnology.
Volunteerism & Volunteer Management:
The Invisible Workforce.
Globalization: The New World Economy?
Globalization and Culture: The Impact on U.S.
and European Business Practice.
Scanning Probe Microscopy for Nanoscience
and Nanotechnology.
English by Rail.
NOTE: This course meets May 22-June 20, 2006.
If You Liked Clueless, You’ll Love Emma:
Film Adaptations of Jane Austen’s Novels.
Digital Cinematography.
Organizational Communication.
Broadcast Journalism Taught By
Broadcast Journalists
*Note Dates: January 9 – January 20
Gender, Sexuality, and Rock and Roll.
Chaplin and Hitchcock.
5
8:30-noon
2:00-5:00
8:30-noon
10:30-noon &
2:00-5:00
8:30-noon &
2:00-5:00
Off campus
Off campus
Off campus
Off campus
D. DeHeer
A. Hoogewerf
K. Jacobsen.
R. Nyhof.
P. Tigchelaar
J. Tatum
R. Stearley
D. Warners
D. Koetje
S. Camp
8:30-noon
J. Tiemstra.
R. Medema,
E. Van Der Heide
K. Sinniah.
2:00-5:00
Off campus
P. Goetz
J. Vander Woude
K. Groenendyk
Off campus
D. Garcia
L. Welker
S. Vriesman
W. Vriesman
7:00-10:00
2:00-5:00
9:00-noon &
1:00-3:30
C. Smit
C. Plantinga
8:30-noon
2:00-5:00
8:30-noon
Off campus
8:00-5:00
8:30-noon &
2:00-5:00 (W)
8:30-noon
8:30-noon
2:00-5:00
2:00-5:00
CAS W82
CAS W83
CAS 101
Advanced Film Directing Workshop.
R. Swartzwelder
American Films of the 1960s and ‘70s.
W. Romanowski
Oral Rhetoric (core).
Q. Schultze
*In addition students must attend a few January Series Lectures.
CS W80
Computer Network Defense.
E. Fife
EDUC 344
Early Childhood Education: Field Experience. Y. Van Ee
ENGL W10
The Inklings: C. S. Lewis & Friends
L. Klatt
ENGL W40
J.R.R Tolkien’s Middle Earth.
C. Engbers
ENGL W41
Writing Books for Children.
D. Hettinga
ENGL W42
Frederick Buechner: An Introduction.
W.D. Brown
ENGL W43
Rhetoric and the Civil Rights Movement.
E. Vander Lei
ENGL W45
Finding God in the Movies: Exploring
R. Anker
Film and Religion.
ENGL W46
New England Saints.
G. Fondse
G. Schmidt
ENGL 262
Business Writing
S. LeMahieu Dunn
ENGL 339
English Grammar.
W. Vande Kopple
J. Vanden Bosch
ENGR W80
Advanced Computer Architecture with VHDL. R. Brouwer
ENGR W81
Finite-Element Analysis.
R. Tubergen
L. Van Poolen
ENGR W82
Stormwater Management.
R. Hoeksema
ENGR W83
Advanced Topics in Chemical Engineering
J. Van Antwerp
Design
J. VanAntwerp
ENGR W84
Introduction to Power Systems
P. Ribeiro
FREN W60/80 Martinique: Language and Culture
G. Fetzer.
in the French Antilles.
FREN 112
Multisensory Structured French II (core).
I. Konyndyk.
FREN 122
Intermediate French (core).
L. Mathews.
GEOL W10
GEOL W50
GERM W80
GERM 122
Geology of the National Parks
Big Sky Geology: Montana Field Experience
NOTE: This course meets May 23-June 6, 2006.
German Interim Abroad.
Intermediate German
R. Spoelhof
G. VanKooten
R. Stearley
M. Buteyn
P. Dykstra-Pruim
GREE 101R
Review Greek (noncredit).
G. McIntosh
PE-W11
PE-W12
Teaching and Coaching in Mexico.
Coaching Young Athletes.
PE-W13
PE-W14
Applied Sport Psychology.
Women’s Health
PE-W40
PE-W60
PER 131A
PER 131B
PER 135A
Sport Nutrition.
Aerobic Exercise Leadership.
Badminton I (one semester hour).
Badminton I (one semester hour).
Volleyball I (one semester hour).
J. Pettinga
J. Bergsma
K. Gall
N. Van Noord
D. Bakker
A. Warners
J. Walton
M. Klooster.
B. Bolt
J. Kim.
N. Meyer.
6
2:00-5:00
2:00-5:00
2:00-5:00
2:00-5:00
Off campus
2:00-5:00
8:30-noon
8:30-noon
8:30-noon
8:30-noon
2:00-5:00
Off campus
2:00-5:00
8:30-noon
2:00-5:00
8:30-noon
8:30-noon
8:30-noon
8:30-noon
Off campus
9:00-noon &
2:00-3:00
8:30-noon &
1:45-3:15
2:00-5:00
Off campus
Off campus
8:30-noon &
3:15-4:15
11:00-12:00 &
2:00-3:00
Off campus
8:30-noon
2:00-5:00
8:30-noon
8:30-noon
2:00-5:00
2:00-3:00
10:30-11:30
1:30-3:00 (MWF)
PER 137A
PER 140A
PER 155A
PER 158A
PER 165A
PER 173A
PER 176A
PER 177A
PER 177B
PER 181A
PER 186A
Bowling (one semester hour).
Swim I (one semester hour).
Ballet I (one semester hour).
Social Dance (one semester hour).
Ballet II (one semester hour).
Basketball (one semester hour).
Ice Skating (one semester hour).
Downhill Skiing (one semester hour).
Downhill Skiing (one semester hour).
Badminton II (one semester hour).
Gymnastics (one semester hour).
PER 198A
HIST W10
HIST 294
HIST 375
MATH W80
MATH W81
MATH W82
MATH 160
Scuba (one semester hour).
Puritanism in History and Memory
Research Methods in History
(two semester hours).
Social Studies Methods
Elliptic Curves.
Curricular Materials for K–8 School Mathematics.
Exploring Advanced Euclidean Geometry.
Elementary Functions and Calculus (core).
MUSC W10
MUSC W40
MUSC W60
An Introduction to Wagner’s Ring.
Music Theory Fundamentals.
Performing English Music.
NURS W60
NURS W61
NURS W62
PHIL W10
Nursing in New Mexico.
Christian Nursing in the Dominican Republic.
Belize: A Nursing Experience.
Peaceable Kingdom: Transforming our
Relationships with Animals.
Facing East: Learning from the Orthodox
Tradition.
Moral Expectation in Film.
Biophysics.
A New Day? East European Transitions
Social Psychology in Film.
Aging: Mind over Matter.
Interpersonal Relationships.
Psychopathology in Film.
Helping Skills.
Knowing Yourself: The Psychology of
Self-Understanding.
Anti-Semitism and the Holocaust.
Birth, Sex, and Death in the Biblical World.
Learning to Pray Like Jesus.
Communication and Learning in the
Natural Sciences.
Post-Apartheid Challenges in South Africa.
PHIL W11
PHIL W12
PHYS W10
POLS W10
PSYC W40
PSYC W41
PSYC W42
PSYC W80
PSYC W81
PSYC W82
REL W40
REL W42
REL W43
SCES 214
SOC W40
7
M. Klooster.
D. Gelderloos.
J. Genson.
B. Bolt
J. Genson.
M. Christner.
N. Meyer.
D. Gelderloos.
D. Gelderloos.
J. Kim.
M. Klooster
C. Shilton.
G. Kimball.
W. Van Arragon
F. vanLiere
R. Schoone-Jongen
J. Ferdinands.
J. Koop.
G. Venema.
G. Klassen
10:30-noon(MWF)
10:30-11:30
11:30-3:00(MTW)
10:30-noon(MWF)
1:00-3:15 (THF)
10:30-11:30
10:30-noon(MWTH)
2:00-3:45(MWTH)
6:00-8:30 (TTH)
11:30-12:30
1:30 3:00
(MWTHF)
6:55-10:00 (MWTH)
2:00-4:00
8:30-noon
2:00-5:00
2:00-5:00
8:30-noon
8:30-noon &
2:00-5:00
8:30-noon
2:00-5:00
Off campus
H. Slenk.
J. Varineau.
B. Kuykendahl
R. Nordling,
D. Reimer.
M. Vander Wal.
C. Feenstra.
R. Boss Potts.
M. Halteman
Off campus
Off campus
Off campus
2:00-5:00
T. Cuneo.
8:30-noon
G. Mellema.
P. Harper.
R. Vanderhill
M. Bolt.
B. Vermeer.
A. Shoemaker.
R.S. Stehouwer.
J. De Boe.
J. Brink
G. Weaver
K. Pomykala.
R. Whitekettle.
D. Crump.
J. Jadrich
8:30-noon
2:00-5:00
2:00-5:00
2:00-5:00
2:00-5:00
2:00-5:00
8:30-noon
8:30-noon
2:00-5:00
J. Apol
Off campus
2:00-5:00
8:30-noon
8:30-noon
8:30-noon
SOC W42
SOWK 381A
SOWK 381B
SPAN W80
SPAN W81
SPAN 122
SPAN 356
SPAN 358
M. Baker
Forensics and the Crime Scene.
C. Buquet.
Integrative Studies Seminar (four semester hours). C. Brandsen
Integrative Studies Seminar (four semester hours). C. Brandsen
Interim in the Yucatán.
M. Bierling
Spanish Grammar through Translation.
C. Slagter.
Intermediate Spanish (core).
E. Miller
J. Polonowski
L. Rodriguez
Foreign-Language Education in the
M. Pyper.
Elementary School.
Aiding in the Foreign-Language Classroom.
M. Rodriguez.
2:00-5:00
8:30-noon(MWF)
8:30-noon(TTHF)
Off campus
8:30-noon
9:00-noon &
1:40-2:40
8:30-noon
8:30-noon &
1:40-2:40
INTERDISCIPLINARY: DEVELOPING A CHRISTIAN MIND
Developing a Christian Mind (DCM) is a first-year core course that introduces students to the central
intellectual project of Calvin College, the development of a Christian worldview, and a faith-based
engagement with culture. All DCM sections include common readings and plenary lectures, which sketch out
the broad contours. Each section then works out the implications of a Christian frame of reference in relation
to an issue of contemporary relevance. Student evaluation is based on classroom participation, quizzes on the
readings and lectures, writing assignments or presentations, and a final exam.
150 01 DCM: The Problem of Illiteracy. This course explores questions related to the problem of illiteracy
in the United States and why “the rate of reading failure for African-American, Hispanic, limited-English
speakers, and poor children ranges from 60–70 percent.” Students examine the findings from recent scientific
studies that have provided a new basis for understanding how literacy develops. Students also consider how
certain understandings of teaching and learning contribute to patterns of education that perpetuate the
problem of illiteracy and to the unjust treatment of certain groups in society in the form of systematic
schooling practices that fail to address the needs of the learners. In addition to the readings and discussions,
students spend time tutoring children in local schools and hear from teachers working in these schools. J.
Rooks. 2:00 p.m. to 5:00 p.m.
150 02 DCM: Sport Ethics: Who Me? Cheat? The complex and rapidly changing sport environment
imposes new demands on sport participants and organizations. The increased pressure to address ethical
issues is one of these new demands. While there are no simple prescriptions for dealing with ethical issues,
the purpose of this course is to show how both sport participants and organizations can more effectively
address these ethical dilemmas. The course examines and applies current understandings, concepts, models,
and techniques that help manage ethical dilemmas in sport, as well as show how a Reformed worldview can
help Christian sport participants discern responsibility in this area. J. Timmer. 8:30 a.m. to noon.
150 03 DCM: C.S. Lewis: A Liberating Christian Mind. This course will explore the extra-ordinary life
and influential writings of one of the most exact and penetrating Christian minds of recent times, Clive
Staples Lewis. C.S. Lewis (1898-1963) is perhaps the most widely read Christian intellectual of the
twentieth century. The course concentrates on his integration of reason, imagination and faith. Students will
be encouraged to freely investigate and find out how Lewis, honestly, painstakingly and faithfully, attempted
to see, and apply to his life and writings, human life and history as held in God’s hands. Samples of Lewis’s
works related to literary criticism, theology, philosophy, poetry, autobiography, and children’s stories will be
8
read and freely debated in a Socratic approach format. Also audio recordings of Lewis’s own lectures and
videos about Lewis’s life will be presented and discussed. A. Ribeiro, P. Ribeiro. 2:00 p.m. to 5:00 p.m.
150 04 DCM: C.S. Lewis and the Post Modern World. C.S. Lewis was the greatest champion of the
Christian faith in the twentieth century. His writings, both fiction and nonfiction, continue to instruct,
entertain, and challenge. This course engages Lewis through three of his classic works: Mere Christianity,
The Screwtape Letters, and The Great Divorce. As a collateral text, students read select chapters of Lewis
Agonistes: How C.S. Lewis Can Train Us to Wrestle With the Modern and Postmodern World, by Louis
Markos. A documentary film and the movie “Shadowlands” complement the readings, as does a field-trip to
the Marion E. Wade Center at Wheaton College, which numbers among its resources a museum and research
center devoted to Lewis. The goal of the course is not only to understand Lewis’s journey from atheism to
Christianity but to consider how his thought can contribute to the formation of a Christian perspective on
such issues as ethical relativism, scientific naturalism, atheistic evolutionism, new-age paganism and literary
deconstructionism. D. Harlow. 8:30 a.m. to noon.
150 05 DCM: Music in Christian Life. We live in a culture in which music of all kinds is readily available.
This gives us unprecedented opportunities; it also presents us with a bewildering array of choices. Does it
matter what choices we make or how we use the opportunities? Does it matter what music we listen to,
make, study, or promote? What does it mean that “music is a gift of God”? Or, as some claim, that some
music is “from the devil”? Does music have power? If so, what sort of power? Does it communicate
anything? Does it have meaning? Can terms like good and bad be applied to music? Or beautiful or ugly?
What, if anything, do the Christian doctrines of Creation, Fall, and Redemption have to do with music? The
class will wrestle with these and similar questions with the help of readings and extensive listening to a wide
variety of music. C. Stapert. 2:00 p.m. to 5:00 p.m.
150 06 DCM: Global Climate Change. Global climate change is a widely discussed topic today: in the
media, among politicians, among scientists. Yet the various summaries offered often seem mutually
exclusive. Has man ruined the environment beyond repair? Or is it simply not possible for humans to have a
significant impact at all? In this course students practice reasoning skills needed to sift through competing
claims, and to define which issues, if any, are pressing. Students also consider moral questions raised by
scientific results, such as stewardship of a common earth or justice when the actions of one group affect the
environment of another. Finally, students consider how environmental policies must balance environmental,
moral, and economic factors. L. Molnar. 2:00 p.m. to 5:00 p.m.
150 07 DCM: Resource Use and Sustainability. Throughout history humans have found and used natural
resources from their environments. Civilizations have risen and fallen through resource discovery and
depletion. Today’s technological civilization depends more than ever on resources, and economic growth
seems to depend on ever-faster use of resources. Students examine resource use from various perspectives,
and address questions of resource exhaustion, resource recycling and renewability, and sustainability. In
particular, students seek to understand various Christian perspectives on the ethical use of resources and
various Christian outlooks on the question of sustainability and the future. Everyone uses resources; it is the
goal of this course that its alumni become thoughtful users of resources. D. Van Baak. 8:30 a.m. to noon.
150 08 DCM: Environmental Sustainability, Land Use, and World Hunger. In this course, students will
relate world hunger issues with land use and environmental sustainability. Students examine root causes of
world hunger issues, relating current issues with biblical concepts of Christian stewardship and justice at
personal and corporate levels. Students examine how Reformed Christians can engage nature, considering
biotechnology, agriculture, and urban development. Students consider how they might be agents of renewal
within global society, how local decisions impact global distribution and availability of daily bread. D.
Dornbos, Jr. 8:30 a.m. to noon.
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150 09 DCM: Welcoming People with (dis)Abilities. This course examines assumptions and common
misperceptions connected with disability and especially meanings that reside in the mind of the observer
rather than inherently in conditions labeled as physical, cognitive or emotional impairment. Facilitating
inclusion of persons with disability labels into the life arenas of work, worship, recreation, education, and
community living is a primary goal of the course, as is understanding the themes of powerlessness,
interdependence, and hospitality to stranger as they affect each of our lives. In addition to readings,
discussion, and written reflection, students will interact with people who live with disability and critique
depictions of disability in popular media. T. Hoeksema. 2:00 p.m. to 5:00 p.m.
150 10 DCM: Luck, Chance, Statistics. Public opinion polls both reflect and shape public opinion, but
how are they conducted and what do they really mean? What position should one take regarding lotteries
and casinos? What is a false positive, and how does that affect my health care choices? This course equips
students with the reasoning skills necessary to interpret and evaluate many of the statistical arguments that
are common in contemporary speech. Discussions focus on how probability and statistics can be used to
seek truth and pursue justice, but also how they can be used to deceive and manipulate. Particular attention
is paid to public opinion polls and other surveys of human subjects. Advantages and disadvantages of
putting our trust in numbers and the role of probability as a part of creation are also considered. No previous
statistical training is required, but a willingness to learn the necessary mathematical material is assumed.
This course focuses on a conceptual understanding of probability and statistics and on the issues surrounding
their pervasiveness in our culture, rather than on the technical skills required to be a practitioner of statistics.
R. Pruim. 2:00 p.m. to 5:00 p.m.
150 11 DCM: Environmental Fiction in Movies. Environmental issues are found in short stories, novels,
children’s fiction, science fiction movies and feature films. With a Christian understanding of God,
humanity and the natural world in the foreground, this course studies some significant and interesting works
of environmental fiction and environmental cinema. Of particular interest are their assessments of the causes
and solutions to the world’s environmental challenges, their environmental ethic, their views of
person/nature, society/nature relationships, and their descriptions of environmental utopias and dystopias.
H. Aay. 8:30 a.m. to noon.
150 12 DCM: Infinity and the Christian Mind. A.W. Moore has well said that infinity “must raise
questions of the most fundamental kind about the world, about us, and about our place in the world.” It is a
concept that has intrigued not only mathematicians, philosophers, and theologians, but also musicians and
artists. This course focuses on the development of the concept of infinity in mathematics and philosophy,
beginning with the Greeks (Plato, Aristotle) and medieval philosophers (Aquinas, Nicholas of Cusa).
Students consider how the discovery of Calculus (Newton, Leibniz, Berkeley), the introduction of rigor
leading to transfinite set theory (Cantor, Bolzano, Gutberlet), and the reactions to the paradoxes involved
(Brouwer, Hilbert, Wittgenstein, Dooyewerd) have further developed the notion of infinity. The interplay
among mathematics, philosophy, and theology is particularly important as students reflect on the significance
of infinity, not only in relationship to intellectual history, but also in relationship to our lives of faith. T.
Scofield. 8:30 a.m. to noon.
150 13 DCM: A Christian Perspective on Power and Influence in Organizations. Organizations exist
within an increasingly changing, complex, and competitive environment where order seems nonexistent.
Formal means of influence seem incapable of keeping up with radical advance in communication,
transportation, and technology. In addition, matrix structures, pluralism and postmodernism have created an
environment where rules for order are often replaced by power and politics. The political manager of the
organizations seems best equipped to add value and survive. How does one manage in such an ambiguous
and complex context? Should a Christian engage in the process of building power in order to influence
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others informally or politically? In this course we will study concepts related to power and influence, as well
as specific examples of individuals (in corporate, non-profit and public service roles) recognized as using
power to get others to do things they otherwise would not do. S. Jackson. 2:00 p.m. to 5:00 p.m.
150 14 DCM: Playing Shakespeare’s Language. Theatre, and acting specifically, has traditionally been
viewed with suspicion by Church fathers such as Augustine, and also by subsequent Reformed thinkers. On
the other hand, the theatre has embodied some of the greatest of God’s gifts to human art and culture, of
which the work of Shakespeare is a most obvious example. This course seeks to explore ways in which these
two seemingly antagonistic realities can be reconciled, and it will do so practically through the experience of
Shakespeare’s language in performance. Through performative work on sonnets, scenes, and monologues,
students will discover how his language works and how it articulates some of the most profound truths
concerning fundamental matters of faith life, and death. Students do not have to have any experience in
acting to take this course. M. Page. 2:00 p.m. to 5:00 p.m.
150 15 DCM: Rethinking Common Grace in an Age of Empire. The notion of “common grace” is a
central component of the Reformed tradition’s affirmation that “the whole world belongs to God.” Rejecting
the dualism of other Christian traditions, common grace underwrites the value of every sphere of creational
life, including all of the institutions that we find ourselves a part of: education, recreation, political life, and
the world of commerce and economic distribution. All of these spheres, despite the fallenness of the world,
remain “good” aspects of creation to be affirmed by Christians. But there is another side to the story. While
common grace is an important theme in the Reformed tradition, the notion of “antitheses” is equally
important, though little discussed of late. An antithetical stance asserts that while the structure of each
sphere is a creational good, the direction of such spheres can be terribly misdirected. As such, Christians
seeking to be agents of redemption should distance themselves from given configurations of these
institutions. (Often the notion of common grace is employed to baptize not only the structure of given
institutions, but also the direction of such institutions.) This course will intentionally seek to revive the
notion of antithesis, suggesting that such a stance is particularly important in an age of “empire.” J. K.A.
Smith. 8:30 a.m. to noon.
150 16 DCM: Music, Manipulation, and the Mind of God. This course will examine music’s power to
persuade in light of the Christian’s call to spiritual freedom and service. A primary object of study will be
film music. Students need to be willing to evaluate both aspects of music and some of the primary means
and manners by which people in our society engage with it. D. Fuentes. 2:00 p.m. to 5:00 p.m.
150 17 DCM: War and Peace. Christian faith claims to be faith in the “Prince of Peace” who
commands his disciples to “turn the other cheek.” In light of this, what stance should the Christian
take regarding war? From a Christian point of view, is a just war possible? This course examines
the relationship between Christian ethics and war. Topics include: the relevant biblical material, the
development of just war theory, Christian pacifism, Christian realism, and war in the contemporary
world. M. Lundberg. 2:00 p.m. to 5:00 p.m.
150 18 DCM: Reading Genesis in the Context of Science. In this course students explore and reflect on the
problem that modern evolutionary science creates for the traditional Christian doctrine of creation, especially
at the points where that doctrine is shaped by the origin story of Genesis. Students read and discuss the
problem as described analytically in texts and then look at diverse theories that Christian scholars have
offered for reading Genesis in response to it. Readings include origin stories in translation from the Ancient
Near East, for which students develop keys to interpreting such cosmogonies successfully. Students also
explore similarities and differences between these stories and the account of creation in Genesis. Course
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objectives are to become informed on this textual problem, to understand the debates over how to engage it,
and to appreciate the plausibility of differing approaches to the problem. J. Schneider. 8:30 a.m. to noon.
150 19 DCM: Having Faith in the Theatre. This course explores theatre as a cultural art form through
which we see and learn about ourselves as Christians in this world. The theatre, as an imitative art form, is a
unique window through which we might observe human behavior and human culture, in all of its fallenness
and all of its grace. Through watching plays, reading plays, and discussing them in class, we will explore
topics ranging from the mystery of human existence to the importance of laughter and comedy. Readings
and viewings will be drawn form the scope of theatre history, including ancient plays such as Anitgone and
Oedipus as well as the most contemporary works form the New York and London stage. S. Sandberg. 8:30
a.m. to noon.
150 20 DCM: Science Fiction Stories. The way we work, play and worship as individuals, families, and
communities has been radically altered by science and technology. This course uses science fiction stories
and films as the basis of discussion to explore what it means to be human and Christian in a technological
age. Using thought provoking classic and modern science fiction literature, the effects of technology on
individuals and society are examined. The course also explores current topics such as artificial intelligence,
cloning, space stations, and virtual reality. S. VanderLeest. 8:30 a.m. to noon.
150 21 DCM: Models as Mediators. Students study and discuss the many and varied ways in which
models function in natural and social science, particularly in the field of Economics with some attention paid
to the field of Physics. A framework is offered for understanding how models can act as mediators with
special attention paid to autonomous mediators. On a parallel track students study the mediation of Christ
with the goal of understanding how general revelation might mirror or illuminate special revelation. The
major objective of this course is for students to understand the role of models in modern culture and how that
relates to the nature and work to their Savior. W.D. Laverell. 8:30 a.m. to noon.
150 22 DCM: Human Nature: Psychological and Religious Perspectives. Does the Bible or religion
have anything to say to Psychological Science? This course suggests that psychological issues have been
contemplated throughout history. Issues such as mind and body, emotional disorders, child development,
and social interactions have been addressed by many religious traditions. Students will review some of the
basic topics of current psychological science. Each area will be followed by an exploration of what peopleparticularly as found in the Bible- have historically understood about these issues. Discussions will focus on
the contrasts and similarities between each perspective. Considerable weight will be given to appropriate
ways to understand biblical passages, theological interpretations and modern psychological theories.
Discussions will also focus on ways to develop a coherent approach to resolve apparent conflicts or to benefit
from each perspective. P. Moes. 8:30 a.m. to noon.
150 23 DCM: Human Nature: Psychological and Religious Perspectives. Does the Bible or religion
have anything to say to Psychological Science? This course suggests that psychological issues have been
contemplated throughout history. Issues such as mind and body, emotional disorders, child development,
and social interactions have been addressed by many religious traditions. Students will review some of the
basic topics of current psychological science. Each area will be followed by an exploration of what peopleparticularly as found in the Bible- have historically understood about these issues. Discussions will focus on
the contrasts and similarities between each perspective. Considerable weight will be given to appropriate
ways to understand biblical passages, theological interpretations and modern psychological theories.
Discussions will also focus on ways to develop a coherent approach to resolve apparent conflicts or to benefit
from each perspective. S. da Silva. 8:30 a.m. to noon.
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150 24 DCM: Developing a Conservative Mind. What does it mean to be a conservative? How should
Christians think about political and social conservatism? Is a conservative by definition narrow-minded or
illiberal? What is the proper role of tradition in conservative—and Christian—thinking? Is the Republican
Party the conservative party? Does the Christian faith require one to be conservative? Can one be
conservative without being a Christian? The 50th anniversary of the first publication of Russell Kirk’s
remarkable exploration of this subject, The Conservative Mind—a book that is credited with both igniting
and continuing to fuel modern American conservatism—presents a fine opportunity to address these
questions. This course asks students to see conservatism through the eyes of perhaps its preeminent
spokesman, and then to grapple with what is seen. The class includes a one day visit to the Russell Kirk
library and homestead in Mecosta, Michigan where students tour the Kirk home and have a private lunch
with Russell Kirk’s widow, Mrs. Annette Kirk. W. Stevenson, Jr. 8:30 a.m. to noon.
150 26 DCM: The Church in the 21st Century. Few institutions have undergone more change in the past
twenty-five years than the local Christian church. Changes in worship style, music, the visual arts, and the
role of lay leadership are just a few of the elements that have driven these changes. These shifts have
challenged many Christians to reexamine the question: What is the role of the local church in the Kingdom
of God? As we enter the 21st century, society is becoming more pluralistic, more secular, and more
materialistic. Local churches must be ready to respond and speak clearly to these and other issues. This
course will challenge students to think about their individual roles within the local church, and to think
carefully about the nature and mission of the local church within a broad Kingdom context. S. Greenway.
2:00 p.m. to 5:00 p.m.
150 27 DCM: Gender and Performance in American Culture. What does it mean to be “feminine” or
“masculine,” to act like a man or a woman? Is gender God-ordained or culturally constructed? Is it natural
or is it performance? Why was it once against the law for women or men to cross-dress? Why do we
frequently laugh at comic representations of men dressing as women but are rarely affected when women
dress as men? This course examines how American culture and the church have historically viewed the
concept of gender and how we as Christians might form a response. Discussion will be focused around
historical and theoretical writings, popular cultural representations of gender, and what was arguably
nineteenth-century America’s most popular work of fiction: The Hidden Hand, by E.D.E.N. Southworth.
This Christian writer sets in motion a plot that humorously questions our conceptions of gender and provides
ample opportunity to examine how we might form Christian perspectives on the issue. L. Naranjo-Huebl.
2:00 p.m. to 5:00 p.m.
150 28 DCM: Worldviews and the Natural Environment. Environmental issues generate much debate in
the public media, among policy-makers and on a personal level. What shapes our view of the natural
environment and how do these views affect our response to environmental issues? The course examines how
different worldviews play out in human interaction with the created world. In particular students study
modernist, post-modern, and some explicitly Christian worldviews with respect to our relationship to the
natural world. This course seeks to cultivate a mature Christian response to the environmental issues,
drawing on Biblical themes of creation, fallenness, and redemption and their implications for environmental
action, as well as develop a mode of being in this world that is consistently inspired by a Christian worldview
and a Christian mind. K. Piers. 8:30 a.m. to noon.
150 29 DCM: Worldviews and the Natural Environment. Environmental issues generate much debate in
the public media, among policy-makers and on a personal level. What shapes our view of the natural
environment and how do these views affect our response to environmental issues? The course examines how
different worldviews play out in human interaction with the created world. In particular students study
modernist, post-modern, and some explicitly Christian worldviews with respect to our relationship to the
natural world. This course seeks to cultivate a mature Christian response to the environmental issues,
13
drawing on Biblical themes of creation, fallenness, and redemption and their implications for environmental
action, as well as develop a mode of being in this world that is consistently inspired by a Christian worldview
and a Christian mind. R. DeKock. 8:30 a.m. to noon.
150 30 DCM: Worldviews and the Natural Environment. Environmental issues generate much debate in
the public media, among policy-makers and on a personal level. What shapes our view of the natural
environment and how do these views affect our response to environmental issues? The course examines how
different worldviews play out in human interaction with the created world. In particular students study
modernist, post-modern, and some explicitly Christian worldviews with respect to our relationship to the
natural world. This course seeks to cultivate a mature Christian response to the environmental issues,
drawing on Biblical themes of creation, fallenness, and redemption and their implications for environmental
action, as well as develop a mode of being in this world that is consistently inspired by a Christian worldview
and a Christian mind. G. Bakker. 2:00 p.m. to 5:00 p.m.
150 31 DCM: Total War: A History of World War II in Europe. World War II is one of the most
significant and influential realities of the twentieth century. The goal of this course is to familiarize students
with the world-historical significance of the war and to evaluate it from a Christian perspective. The course
consists of three parts. The first part addresses the necessary background information for understanding the
outbreak of World War II. In this section considerable attention is given to the analysis of the Nazi
worldview and its origins. Also in this section of the course the Marxist worldview is given attention since in
a way World War II was a battle between Marxist Russia and Nazi Germany. The next section addresses the
major phases of the war. A major component of this section is an analysis of the connection between
worldviews and decisions regarding the Holocaust, military policies, and the like. The third section of the
course focuses on some of the consequences of the war, including the Cold War and the creation of the state
of Israel. In the latter case, the worldview of Zionism is explored as the main factor that led to the creation of
Israel. A very significant aspect of this course consists of viewing videos and movies that tell the story of
World War II from a variety of perspectives. F. Roberts. 2:00 p.m. to 5:00 p.m.
150 32 DCM: Culture Clashes in the American Southwest. Many southwest Native American young
adults are taking renewed interest in their native culture, particularly the religious aspects. Some of the
associated customs and practices clash with modern (or post-modern) American culture. Some conflict
dramatically with Christian worldviews while others may hold compatible perspectives. This course
examines these cultures and how they have blended or clashed with Western culture and religion. Students,
working in groups, select and study one particular southwest native group by focusing on the distinctive
aspects of that culture and completing a project that synthesizes what they have learned. General introductory
content is delivered by lecture, primary and secondary readings, and video. R. Sjoerdsma. 8:30 a.m. to noon.
150 33 DCM: Art Illustrates God’s Word. While in their exodus, Israeli artisans were filled with God’s
Spirit and instructed to complete the blessed task of giving aesthetic value to the Tabernacle, Ark of the
Covenant, priestly robes, vessels and utensils. Since that honored appointment, artists have been challenged
to employ the arts for God’s glory and allegory. Students in this course parallel this artistic journey through
readings and lectures and in their writings. Working as artists, students discuss and plan projects considering
the materials at hand, become familiar with the struggle Christian artists have bringing meaning to their
works, and are challenged with how artist wrestle with material’s limitations and how they rejoice in the
fruits of their labor. Students add color, shape, direction and form to each lesson by sharing ideas orally and
visually. Fee: $75. D. Wright. 2:00 p.m. to 5:00 p.m.
150 34 DCM: A Christian Response to Racism. Why are we still talking about racism in 2006? Haven’t
we legislated the problem away? Isn’t it just ancient history? While most Christians would agree that racism
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is a sin; few understand its continued presence or scope of impact in the United States. And just when think
we “really can all just get along,” there is a major news story with charges of racism in the headlines.
Racism, by any definition, is a form of oppression that affects all people. Racism is a reminder that life on
earth is not the way it was meant to be and is a reflection of the injustice that plagues our world. As
Christians we are to respond to injustice and work for justice in our society. In this course students study the
complex social reality of racism, investigate responses to racism from Christian institutions and leaders, and
develop their own plan of response. This course includes films, lectures, journals, discussions, and student
presentations. M. Loyd-Paige. 2:00 p.m. to 5:00 p.m.
150 35 DCM: UFO’s, Psychics, and Pseudoscience. Millions of people believe in alien abductions,
psychic readings, and other forms of pseudoscience--beliefs that sound scientific but have no scientific
evidence. While pseudosciences may make for interesting entertainment, a deeply held belief in a
pseudoscience can waste or misdirect money and other resources. God has blessed humankind with
scientific discernment, and, as part of the Cultural Mandate, Christians are called to use this discernment to
discover His truth. Students in this class study various pseudosciences ranging from urban legends to
Holocaust deniers to UFOs. Students examine the failings of each pseudoscience, the harm they cause, why
they fool so many people, and how they fit into a Reformed worldview. J. Frens. 2:00 p.m. to 5:00 p.m.
150 36 DCM: Who Cares What Truth Is? What is Truth? "Truth" is a basic human concept, but
postmodernity has made some powerful challenges against naive ideas of what it means for something to be
true. It has implications for religion, morality, politics, art, and every human endeavor. While some see
postmodernity as a great corrective for the Church, others see postmodernity as incompatible with
Christianity. Students in this course look at what parts of postmodern thought agree with and conflict with
historical Christianity, with a focus on postmodernity's dismissal of absolute truth. The class also covers
some of the intellectual and practical impacts of postmodernity from a personal to the global level. B.
Heyink. 8:30 am to noon.
150 37 DCM: Suffering and the Problem of Evil. What can we say about natural disasters like
tsunamis, droughts or earthquakes? Is God in control of his creation? If God is good, why do bad
things happen to good people? Every worldview must confront the issues of suffering, the
existence of evil, and death. This course examines Reformed Christian perspectives on these
difficult topics, finding similarities and differences with other worldviews. The unique role of
Christ brings particular perspective to questions such as: Is it possible to fulfill Christ’s calling
without suffering? Are suicide and euthanasia deadly sins? How should Christians respond to
persecution? The class includes small-group discussion, analysis of case studies, and films. D. Bud.
8:30 a.m. to noon.
150 38 DCM: The American Scene. Life is lived in the context of landscape: both natural and
humanly constructed. Each generation alters the landscape it receives, sometimes creating conflict
between its own rights and its responsibilities to other communities and to past and future
generations. Topics of conflict and creativity over landscape use include: environmental
stewardship, resource exploitation, urban and rural land-use, suburban sprawl, transportation
systems, and the development of "healthy communities" and "cool cities." This course examines
the American landscape from distinctively Christian and Reformed perspectives, using themes like
creation, sin, and redemption to aid in interpreting the American scene. Students reflect on the
place of the Christian individual and the Christian community as contributors to the American
scene, and explore the idea of a distinctively Christian contribution to this inheritance. B. Baugus.
8:30-noon.
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150 39 DCM: Dissecting Democracy: Rule by the People meets the Christian Mind. For much
of history, “democracy” has been a political four-letter word; some ancient Greeks considered it to
be only slightly better than outright dictatorship. So how did it go from failure to global sensation?
Students in this class will develop a better understanding of democracy’s rise to prominence,
wrestle with the best way to unpack the simplistic phrase “rule by the people,” and explore the role
that democracy can play in our contemporary political world. Framing our entire discussion will be
the question of how a Christian Mind makes sense of democracy, its potential, and its place in the
political order. M. Roberts. 8:30-noon.
150 40 DCM: Two Christian Writers You Won’t Find in Christian Bookstores. Even though
Flannery O’Conner and Walker Percy are considered two of the most important and gifted Christian
authors of the 20th century, their works are rarely found on the shelves of Christian bookstores.
O’Connor once said of her native South that while it might not be Christ-centered it is certainly
Christ-haunted. Much the same can be said for the people who populate O’Connor’s and Percy’s
works. Many of O’Connor’s characters are truly grotesque, and more than a few of Percy’s folks
have been known to cuss profusely. The world as these writers describe it is a long way from a
Thomas Kinkade painting.
The central fact of life for both O’Connor and Percy is our redemption in Christ, and yet the stories
they tell don’t always jibe with what we usually think of as “Christian fiction.” This curious
disconnect provides the opportunity to consider what Christian writing (and reading) should be
about: Are there aspects of human experience or language that Christian writers and readers should
avoid? Must all novels by Christian be happy or uplifting, with fairy tale endings? In order to be
good and worthwhile, must a Christian story contain the plan of salvation?
Though dissimilar in terms of style, O’Connor and Percy share the gifts of being great storytellers
and insightful essayists. Encountering and wrestling with their ideas helps us to become more adept
at thoughtfully critiquing our culture and ourselves – all with a view toward, as Percy often
remarked, “attacking the fake in the name of the real.” H. Collin Messer. 2:00 p.m. to 5:00 p.m.
150 41 DCM: Worldviews and the Natural Environment. Environmental issues generate much debate in
the public media, among policy-makers and on a personal level. What shapes our view of the natural
environment and how do these views affect our response to environmental issues? The course examines how
different worldviews play out in human interaction with the created world. In particular students study
modernist, post-modern, and some explicitly Christian worldviews with respect to our relationship to the
natural world. This course seeks to cultivate a mature Christian response to the environmental issues,
drawing on Biblical themes of creation, fallenness, and redemption and their implications for environmental
action, as well as develop a mode of being in this world that is consistently inspired by a Christian worldview
and a Christian mind. L. Haarsma. 8:30 a.m. to noon.
150 42 DCM: Dramatic Families: Dreams, Dysfunctions, and Occasional Solutions. This DCM section
will study a number of plays featuring families suffering from maladies such as death, abandonment, and
betrayal; these same families have members who each have their own dreams and aspirations. We will ask
questions such as these: What has brought about these problematic situations? How do characters’ dreams
seek to rise above the dysfunction? How are they the cause of it? How is hope present in (or absent) the
different families? Students in this section will study Sophocles’ Antigone, Shakespeare’s King Lear and
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The Tempest, Arthur Miller’s Death of a Salesman, Tennessee Williams’ The Glass Menagerie, Lorraine
Hansberry’s A Raisin in the Sun. Videos of these plays will be shown in their entirety in the afternoon, not in
the morning class sessions. D. Urban. 8:30 a.m. to noon.
150 43 DCM: Reading Banned Books: Better to Discern Than Burn. Students study the
motivations, especially religious, for the censorship of literature. The course includes an analysis of
two works, published roughly 100 years apart, that have been the subject of censorship, The
Adventures of Huckleberry Finn and The Color Purple, both having been censored for issues related
to race and religion. A third work, The Handmaid’s Tale, portrays the negative effects of
religiously-motivated censorship. After developing a philosophical and religious analysis of
censorship, students reach their own conclusions about the need to censor literature in contemporary
American education and culture. B. Ingraffia. 2:00 p.m. to 5:00 p.m.
INTERDISCIPLINARY
W10 Pre-Renaissance Culture in Italy. The primary academic objective is to gain a firsthand
understanding of the classical Roman context in which Western Christianity developed and flourished.
Participants visit major sites of Italy, with special emphasis on the urban centers of classical and medieval
(Christian) civilization. On-site lectures address topics in Roman and early Christian history, religion,
philosophy, literature, art, and architecture. The itinerary includes Rome (and its environs), Naples,
Herculaneum, Pompeii, Sorrento, Capri, Paestum, Ostia, Siena, Florence, Pisa, Genoa, and Milan.
Participants write a take-home test on required readings (available in October), prepare an oral report for
delivery at an assigned site, keep a detailed journal, and write a comprehensive essay on one major topic
covered by the course. Prior course work in classical languages or culture is not required. Fee: approximately
$3400. K. Bratt, M. Williams. Off campus.
W11 Daily Life and Culture in Japan. This course gives students an opportunity to experience daily life
in Japan by living with Japanese families in various 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, three home stays, and attendance at cultural and social events. Emphasis is on meaningful
contact with Japanese people and enhancement of language skills aided by the instructor. Evaluation is based
on increased understanding of life in Japan and growth in personal awareness as shown in a journal that the
students will keep during the trip and turn in the last day. In this journal 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. This course will meet the Cross Cultural Engagement (CCE) core
requirement. NOTE: Dates for this Interim course are May 22-June 10, 2006. Fee: $2900. L. Herzberg. Off
campus.
W12 A Voice in the Wilderness: Balancing Urban Growth, Outdoor Recreation, and Environmental
Responsibility. This course provides students with an opportunity to explore the environmental health of
South Florida, one of the United States fastest growing areas, as well as examine the future of the region in
the midst of increased demands for urban development and outdoor recreation. Special emphasis is placed on
developing an outdoor ethic within a Christian worldview. Students also learn and practice a variety of
outdoor skills—cooking, canoeing, kayaking, and snorkeling—as they paddle parts of the wilderness canoe
trail in Everglades National Park; snorkel in parts of the Florida Keys; and explore the relationship between
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urban and rural areas in and around Miami. Evaluation is based on participation in pre-trip meetings,
readings, a daily journal, and a final reflection paper. Fee: $1250. D. De Graaf, M. Mulder. Off campus.
W13 Costa Rica Rainforest Outward Bound Adventure. This 20-day adventure features backpacking
into the Costa Rica rainforest to participate in the exploration of remote villages and caves, rock climbing
and rappelling, white-water kayaking, and discovering the magnificent natural beauty of the Manuel Antonio
National Park. Students will develop cross-cultural awareness and interpersonal communication skills and
will also participate in a one day service project for the Outward Bound organization or for the Costa Rican
Young Life organization. Evaluation is based on a daily journals and a final paper. This course will meet the
Cross Cultural Engagement (CCE) core requirement. Fee: $3000. G. Remelts, R. Walter-Rooks, C. de Groot.
Off campus.
W14 Finding Shalom in Uganda. Uganda has experienced warfare frequently, both before and after
independence. For the last two decades, the northern districts of Uganda have been spoiled by a renegade
warrior named Joseph Kony and his pointless and brutal battalion called the Lord’s Resistance Army. It is
only one of the regional wars that disrupt life and development in Africa. What can the church and
community do to win and keep peace and to develop their society in just ways? Calvin students and
professors will observe, learn about, and discuss the peace and justice-building mission of government, press,
NGO’s, and churches in Uganda. Students will be required to read background materials before departure
and journal throughout the trip. This course will fulfill the Cross Cultural Engagement core requirement, and
may also serve as an elective in the Third World Development Studies minor. With special permission (and
additional work) it may serve as an elective in the Departments of Communications Arts and Sciences and
Economics and Business. Fee: $3300. M. Fackler, G. Monsma. Off campus.
W15 Galapagos and Amazonia: Evolution’s Diamonds or Ecuador’s Disney Islands? As “living
laboratories of evolution” 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 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 is given to
the application of Reformed Christian principles of biological and economic stewardship as tools for
assessing the current and future status of these important natural areas. Students travel to Ecuador to spend
eight days on the Galapagos archipelago and six days living in 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. Monthly meetings to prepare for the trip begin during the fall semester. Prerequisites:
one biology course (high school or college) and permission of the instructors. This course will meet the
Cross Cultural Engagement (CCE) core requirement. Fee: $4080. C. Blankespoor, S. Vander Linde. Off
campus.
W16 Northern Ireland: Conflict and Reconciliation. International conflict and terrorism plaque many
regions of the world. Reconciliation and peace building is difficult and fragile. This course examines the
religious roots of he conflict in Northern Ireland particularly during the past half century as well as the
reconciliation that has occurred in the last decade. The theological differences and the political, social and
economic factors which led to the Protestant-Catholic conflict will be explored. What lessons can be learned
from the Northern Ireland experience? How did the reconciliation movement unfold in Northern Ireland and
what role has the Christian community played? Particular attention is given to the contribution of art and the
role popular music has played in fostering reconciliation and forgiveness. Students hear lectures, see
documentaries and feature films, listen to popular music and interact with Irish Christian leaders. The course
will be centered at Queens College in Belfast with excursions to Dublin and Ballycastle. Students are
expected to attend an orientation session in the fall and complete preliminary reading before the class begins.
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Students are evaluated on the basis of active participation, preparation of readings, daily journal reflections,
and a final portfolio. Fee: $2200. G. Gunst Heffner, K. Heffner. Off campus.
W18 Tibet: Looking for the Land of Snows. Westerners have long been fascinated with Tibet, the Land
of Snows. With the “Free Tibet Movement” as cause celebre, the Dalai Lama as international superstar, and
Tibetan spirituality as the latest glamour religion, today’s Western fascination with Tibet borders on fantasy.
Where do Western dreams of Tibet end and the real Tibet begin? This Interim will search for the Land of
Snows through its history, religious tradition, relationship with China, and image in the West. Through
readings, lectures, documentaries, movies, guest speakers, and visits to sites of historical and religious
interest, students come to appreciate the complexity of Tibet and its place in the world. After spending four
days in Beijing, students will fly to Chengdu and then fly to Lhasa. In Tibet, students spend twelve days
visiting religious and historical sites, travel to several cities outside Lhasa, and visit a rural village. Students
will return to North America via Hong Kong. Evaluation is based on participation, written journal entries,
and a final reflective paper. Fee: $3250. K. Selles. Off campus.
W19 Jamaica: Hope for Development. 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
examine the social and economic problems facing Jamaicans today including political unrest, gangs, tourism,
migration, and the influence of the United States in Jamaican affairs. Students will travel through the interior
and the coast of Jamaica meeting with community development workers, viewing development projects, and
assessing goals as well as effectiveness of projects. Field trips to museums, plantations, historical sites, and
tourist locations will also be used to examine various political, social, economic, and international trends that
have shaped the island and impacted its potential for successful development. This course can be taken to
fulfill a requirement in the African Diaspora minor. Evaluation is based on participation in the program in
Jamaica and in the pre-trip meetings, written journal entries, and a final reflective paper. This course will
meet the Cross Cultural Engagement (CCE) core requirement. Fee: $2641. L. Schwander, T. Vanden Berg.
Off campus.
W21 An Inside Look at The January Series. The January Series—an award-winning program—seeks to
open the mind to ideas that influence us for the rest of our lives. The series challenges students to become
responsible Christian citizens by being exposed to people who are leaders in their fields. Students attend and
journal all January Series lectures, research the background and philosophy of one of the series participants,
write a five to seven page report, and present a verbal report to the rest of the class. Students also meet with
as many of the series participants as possible to ask specific questions raised during their research.
Evaluation is based on the research paper, class attendance (plus January Series attendance), and class
presentation. R. Honderd. 9:00 a.m. to 11:00 a.m. and 12:30 p.m. to 1:30 p.m.
W22 Theory and Practice of Quilting. An introduction to the theory and practice of quilting. This 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 design, using scrap fabrics. The course
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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 like scissors or rotary cutter and mat,
fabrics, thread, batting, etc. R. Groenhout. 2:00 p.m. to 5:00 p.m.
W23 Jazz in New York. This course will involve two weeks of on-campus study of jazz history and styles
and one week exploring the vibrant jazz scene in New York City. The course will be listening-intensive and
will accommodate the interests of both novice and seasoned jazz fans. The goal of the course is to enhance
students’ understanding and appreciation of jazz as one of America’s significant contributions to world
music. As live performance is central to the art of jazz, our trip to the jazz capital of the world is an integral
part of the course. On-campus instruction will focus on reading and listening to recordings, with students’
understanding being evaluated by an essay and an exam. Off-campus instruction focuses on lectures and
listening to live performances, with students’ understanding being evaluated by a listening journal. Fee:
$1110. G. Pauley.
W24 Repertory Theatre in Canada. This interdisciplinary course is an experience-based study in theatre
appreciation at the Stratford and Shaw Festivals in Ontario, Canada. The goals of the course are to supply
general, liberal arts students with specific information regarding styles of production, to critical skills.
During the fifteen days in Canada, students will develop an appreciation for the art and the craft of theatre as
they attend up to 17 theatrical performances, read and research the plays, present oral reports, attend daily
classroom sessions and keep a daily trip journal. The group will tour both the Stratford Festival and Shaw
Festival backstage facilities and will be treated to guest speakers from both theatre companies. Students will
be valuated on the basis of their oral reports, the demonstrated development of critical skills and on their trip
journal. NOTE: Dates for this Interim course are May 25-June 12, 2006. Fee: $1755. D. Leugs. Off campus.
W25 Death and the Meaning of Life. Albert Camus wrote, “There is but one truly philosophical problem,
and that is suicide. Judging whether life is or is not worth living amounts to answering the fundamental
question of philosophy.” This course examines the one truly philosophical problem of the meaning of life.
Answers to the question “Is life worth living?” are given first by 20th century existentialists, Jean-Paul Sartre
and Albert Camus who contend that life must be lived without the consolations of the eternal. Students also
consider responses to this question from religious and Christian perspectives. The course explores the topic
through novels, short stories, film, and music. Student evaluation is based on a journal, group presentation,
and reading quizzes. K. Clark. 2:00 p.m. to 5:00 p.m.
W28 Spiritual Care for Beginning Health Professionals. This course provides students with the
opportunity to explore the history and practical application of spiritual care in the context of health care
settings. Students develop basic competency in assessing spiritual health and spiritual needs in persons
interacting with health care providers. Students are able to distinguish both the distinctiveness of body, mind,
and spirit and their interrelatedness in human beings. Basic spiritual care interventions by the caregiver and
for the caregiver are explored through discussion, case studies, and journals. Evaluation is based on
individual projects presented to the class as well as completion of journal assignments. J. Baker. 8:30 a.m. to
noon.
W29 Knitting: Creativity, Community, and Social Support. Although industrialization has made it
possible to produce textiles quickly and inexpensively, there are a growing number of people in our society
who pursue handcrafts such as knitting, preferring to make clothes and decorative items themselves, rather
than purchase them ready-made. What motivates contemporary people to embrace handcrafts that are no
longer necessary in a practical sense? This class explores the role and function of handcrafts in a variety of
contexts: the building of community and delivery of social support, especially among women; leisure; mental
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health and creativity; and the gendered nature of knitting. In addition, the class includes practical instruction
in the craft of knitting and time spent with local older adults, knitting together. Students need not know how
to knit in order to enroll in the class. Evaluation is based on class participation, several short reflection
papers, and one research-based group or individual project or paper. Fee: Students are expected to purchase
materials for at least one significant project, the cost of which varies depending on the student’s ambitions.
Fee:$10 D. Vander Pol and C. Van Dyke. 2:00 p.m. to 5:00 p.m.
W30 Adventure Therapy: An Experiential Approach to Facilitation. This experiential course develops
the theoretical, philosophical, and practical foundations of facilitating adventure therapy activities in a
variety of group settings such as at-risk-youth programs, community school programs, corporate clients,
church leadership, and youth groups. Students will be challenged to reflect on their class experiences as
these concepts are presented. A challenge course and other activities are used to develop facilitation and
communication skills. Each student is expected to facilitate activities and write a research paper relating
experiential learning and adventure therapy to his or her discipline. Evaluation is based on attendance,
participation, facilitation, and a research paper. Fee: $25 for training center use. M. Bowers, D. Vermilye.
8:30 a.m. to noon.
W31 Dancing Across the Elementary Curriculum. This course explores the use of creative movement as
a tool for teaching elementary curriculum. Students move through math, Bible, social studies, science, and
language arts material by creating improvisational studies and playing movement games. Students visit
elementary classrooms, meet teachers, discuss curriculum, and custom-design movement lessons. Students
teach their lessons in pairs to elementary children in a local school. Students are evaluated on in-class
creative movement, discussion, reading and writing assignments, final lesson plans, and classroom teaching.
No previous dance experience is required. E. Van’t Hof. 8:30 a.m. to noon.
W32 Management of Not-For-Profit Organizations. This course is designed to help students become
aware of local community needs and the role of Christians and Christian organizations in responding to these
needs. This course will also examine management practices of Christian organizations including program
development, leadership development, and fund raising. Students will have an opportunity to interact with
experienced volunteer and professional administrators from various Christian organizations, who will come
to share their views on the importance of developing community programs, and the need for Christians to be
actively involved in this enterprise, and the important management challenges facing Church organizations
today. Students will be evaluated based on readings, class participation, written reports and quizzes. A.
Mpesha and R. Slager. 8:30 a.m. to noon.
W35 Humans, Zombies, and Consciousness. The course explores issues in the philosophy and biology of
consciousness – the feeling of what it’s like to experience something. What a student tastes a lemon there is
specific neural activity correlated with his or her experience. Can there exist a being (a “zombie”) whose
brain is in the exact physical state as a lemon-tasting student’s brain, without enjoying any experiment at all?
What, in fact, does neuroscience know about conscious experience and the brain? Does conscious
experience represent an unsolvable problem, a true mystery? What is the relationship between consciousness
and personhood? Can a robot have a conscious experience? These questions are tackled from a Reformed
Christian perspective in this introductory tour of cognitive neuroscience. The field is strongly
interdisciplinary, and so the course is led by an interdisciplinary team, and students from all backgrounds are
welcome. This course considers ideas from varied sources: writings by neurologist Olive Sacks,
neuroscientist V.S. Ramachandran, and philosophers David Chambers and John Searle; modern films and
episodes of Star Trek; and in-class neural experiments (with classmates as subjects). Evaluation will be
based or reflective writing, a position paper, and a scholarly presentation. NOTE: Students who have
previously take “DCM: The Brain, the Mind, and the Mystery of Consciousness” (Matheson) or “Minds,
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Brains, and Persons” (Corcoran) may not register for this course without instructor permission. S. Matheson
and K. Corcoran. 2:00 p.m. to 5:00 p.m.
W36 Christian Discipleship: The Works of John Ortberg. This course covers the works of John Ortberg,
an exceptionally gifted and helpful writer on Christian discipleship. The Life You’ve Always Wanted
addresses spiritual disciplines (slowing, celebration) that can help one become more God-centered.
Everybody’s Normal Till You Get to Know Them focuses on the challenges (authenticity, forgiveness) of
relating Christianity to others. The primary goal of the course is stronger Christian commitments and greater
awareness of contravening personal and cultural dynamics. Students are expected to prepare for and engage
in class discussions about those issues and challenges and do daily reaction papers. W. Joosse. 8:30 a.m. to
noon.
W37 Religions and Cultures of the Pacific. Hawaii is a place of immensely rich religious and cultural
diversity. This course, taught on the island of Oahu, examines firsthand the religions and cultures of the
Pacific Basin. Buddhism and Shinto are present as major religions, while ancient Hawaiian religions are
experiencing resurgence. Mormonism is significantly represented at the Brigham Young University satellite
campus at Laie. Hawaii’s predominantly non-Caucasian society contains many major ethnic communities:
Japanese, Chinese, Korean, Samoan, Filipino, Polynesian, and Native Hawaiian. Students learn about these
people by visiting archaeological sites and by studying their religions, arts and crafts, history, folkways, and
unique cultural contributions. Teaching is done on location by expert lecturers and by the instructor. Students
must do assigned readings before departure, keep a daily journal, write an essay on a major religion or
culture, and take a final test. Prerequisites: recommendation from faculty member or pastor and permission
of the instructor. Fee: $3214. W. Stob. Off campus.
W38 Visual Culture in Hawaii. Created from volcanic lava, the Hawaiian Islands are rich in myth and
folklore. This Interim course is taught on Oahu, Kaui, Maui, and Hawaii. Students are exposed to the
underlying suppositions of ancient Hawaiian myths, legends, and folklore. Participants are shown how to
observe, record, and comment on Hawaiian landscape and culture using digital imagery as a basis for their
visual narratives. Students are immersed in the principles and practices of ancient storytelling such as
dramatic structure, voice, and pacing and collaboratively construct visual narratives on their view of life,
faith, and social conditions as they encounter them on the islands. Evaluation is based on a journal and visual
presentation or paper. Fee: $3600. F. Speyers. Off campus.
W40 Quantum Mechanics, Anit-Realism, and the Science Wars. This course investigates how
developments in 20th century quantum physics have, both for physicists and philosophers, raised in
a new way the question dividing realists from anti-realists: does science (or any other exercise of human
reason) get us progressively closer to knowing “truth” about reality? After a review of some basic aspects of
quantum theory, we will first study the 1935 “EPR” debate between “realist” Albert Einstein and “antirealist” Niels Bohr, and the recent sequel to this debate in the breakthrough work by Irish theoretical
physicist John Bell, and the French experimentalist Alain Aspect, seeming to support Bohr’s anti-realism.
We will then turn to arguments that this limited quantum “anti-realism” supports (or fail to support) broader
forms of “anti-realism” that have gained currency both within philosophy, and within the broader academy
and popular culture. Here attention will be given to anti-realism both in its philosophical forms ((Putnam,
Dummett, etc.) and in its broader cultural manifestations (Rorty, Sokal and “the Science Wars,” etc.), and to
how Christian thinkers themselves disagree in their evaluations of anti-realist and post-modernist
orientations. While all students are welcome, it is designed with serious upper-level students in physics and
in philosophy especially in mind. (Background in physics and/or philosophy will be helpful but is not
required.) Qualified majors in physics or in philosophy may, with permission of the instructors, apply to take
the course for a grade, so as to count as a capstone course for physics majors or as an elective for philosophy
majors. Students electing to take the course for such graded credit will do additional research, writing, and/or
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small group work, so as to make the course commensurate with the regular semester course. Students taking
the course for Honors, Satisfactory, or Unsatisfactory will be graded on regular short papers, presentations,
quizzes, and a take-home exam. M. Walhout, S. Wykstra. 8:30 a.m. to noon.
W60 Business and Engineering for the International Market. This course introduces the student to the
nuances of business practices and product development in the international market, focusing on business,
research, and development in Europe. Students learn how the languages, history, culture, economics,
regulations, and politics of Europe shape the business and design process through tours of businesses,
engineering-research facilities (industrial and academic), and manufacturing facilities as well as discussion
sessions with leading business executives and research engineers in Europe. Locales include Amsterdam,
Rotterdam, Delft, Brugge, Brussels, Paris, Koblenz, Offenbach, Zurich, Munich, Nürnberg, Leipzig, Berlin,
Bremen, and Koln. Additional religious and cultural locales include The Begijnhof, The Hague, Louvain,
Versailles, Notre Dame Cathedral, Reims, Heidelberg, Dachau, Neuschwanstein, Prague, St. Vitus Cathedral,
Wittenberg, Magdeberg, and Koln Cathedral. Students keep a daily journal and complete study assignments
that focus attention on key issues related to the day’s tour. This course will meet the Cross Cultural
Engagement (CCE) core requirement. Prerequisite: Business 160 or Engineering 101. Fee: $3750. R. De
Jong, N. Nielsen. Off campus.
W61 Independent Study at L’Abri Fellowship, Switzerland. For Interim-course credit, five Calvin
students engage in independent study during the month of January 2006 with a tutor at L’Abri Fellowship, a
Reformed Christian study center located in the Swiss alpine village of Huemoz. Evaluation is based on a
daily journal. Information and applications may be obtained from Professor Hardy, Philosophy Department.
Prerequisite: Philosophy 153. Fee: $1995. L. Hardy. Off campus.
W62 The Real World: History and Theory of Documentary Images. From the prevalence of
documentary images at recent international art exhibitions to the popularity of reality TV, still and moving
images based on the notion of the real have gained new relevance in the arts and visual culture of the late 20th
century and early 21st century. What does documentary mean, and what does the popularity of documentary
tell us about our society? This class examines documentary still and moving images from a historical
perspective, including documentary art photography, news photography, television, and film. The course is
intended to raise questions surrounding the implications of documentary imagery by placing the history of
these images within the context of theories of looking and representation. Class sessions involve lectures,
close analysis of images, screenings, and discussion. Evaluation is based on weekly position papers based on
readings, a presentation, and a final exam. Prerequisite: Art History 102 or History 152. E. Van Arragon.
8:30 a.m. to noon.
W63 The Science and Practical Applications of Fluorescence. Fluorescence, a very important and
practical phenomenon, has wide application in science and everyday use. The success of the Human Genome
Project was due in part to the use of fluorescence for automated gene sequencing. This course gives a better
understanding of what fluorescence is and how it is used. What kinds of substances are fluorescent, and what
kinds of molecular structure do they have? What colors do they emit, and how can they be used for practical
devices? Students spend most of the course in the lab studying a variety of aspects of fluorescence with some
lecture, and visits to local industry and research labs that use fluorescence. Participants receive experience
using a variety of scientific instrumentation and also complete a fluorescence project of their own choosing.
Students in science and engineering fields are encouraged to take this course to become better informed
about techniques using fluorescence. Evaluation is based on lab and classroom participation, a lab
notebook/journal, and a project report and presentation. Prerequisite: Chemistry 103 or permission of
instructor. M. Muyskens. 8:30 a.m. to noon.
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W80 Teaching Science in Elementary School. This course features science activities, unit development,
and teaching methods appropriate for elementary and middle school classrooms, which will be put to use
when students visit local science classrooms to teach hands-on science lessons. Students explore the
relationship of natural science and Christianity and its application to classroom teaching. This course is
appropriate for science minors and majors but is open to all interested students. Written assignments, a
midterm and final exam, class participation, and quality of preparation and presentation of lessons are the
basis for evaluation. The class meets mornings and Tuesday and Thursday afternoons in order to schedule
visits to local elementary and middle school classrooms. Prerequisite: Education 301/303. K. Bergwerff.
8:30 a.m. to noon and 2:00 p.m. to 5:00 p.m. (TTH).
W81 Argentina: Language, Landscape, Legacy. This four week course is designed to offer multiple
perspectives on Argentina. Students and professors spend 23 days in and around Buenos Aires with
excursions to Córdoba and Misiones (Iguazú Falls). While many of the experiences are common to all
participants, students may choose to focus on one of three areas: history, language, or missions; and some
readings and programming will be restricted to individual areas. All areas seek an increased understanding
of the worldview and existential challenges of Latin Americans as exemplified in Argentine culture. Students
visit points of cultural interest such as musical events, tango shows, natural and historical landmarks,
museums, art exhibits, and churches. Speakers include well-known theologians, historians, social activists,
and churchmen. Student evaluation is based on a journal, a presentation, and a final essay. Students desiring
language credit read and write in Spanish and live with Argentine families. With advisor approval this course
may count as an elective for history or Spanish majors. Pre requisite: Spanish 202 or its equivalent. NOTE:
dates for the Interim course are May 22–June 20, 2006. Fee: $3383. D. Zandstra. Off campus.
IDIS 306 Introduction to Medieval Studies (3). I, offered biennially. A classroom introduction to
the skills that are specific to the interdisciplinary method of studying the Middle Ages, structured
around a theme such as, for instance, "The Bible in the Middle Ages", or "The cult of the Virgin
Mary". This course is mandatory for those students who have selected a minor in medieval studies,
but it is open to anyone with an interest in the Middle Ages.
Interim 2006 Theme: Mary in the Middle Ages. Mary, Mother of Jesus, figures so prominently in medieval
literature, art, music, and faith practices that we can hardly understand or appreciate the culture of the Middle
Ages without recognizing her importance. This course therefore provides an introduction to many facets of
medieval studies-history, theology, politics, the arts, and everyday life-through the exploration of literary and
artistic representation of Mary as virgin, mother, queen, and exemplary Christian. Although it is primarily
intended for students who have selected a minor in medieval studies, it is open to anyone with an interest in
the Middle Ages. Evaluation is based on a journal, quizzes, and a project/paper. K. Saupe. 8:30 a.m. to
noon.
ART
W10 The Art and Act of Bathing. Because bathing is so closely tied to the body, we often think of
bathing as being entirely ‘natural’. And yet, in fact, bathing practices are always heavily endowed with
social customs and meanings. The importance of the sacrament of baptism is just one of the more obvious
examples. Because of both its close connection to with the body and social conventions, the subject of the
bath has been a common theme in art. This course aims to explore this wealth of cultural production from
religious images of Christ’s baptism to more private, secular scenes of solitary bathers (itself a distinctly
modern notion). We shall examine various traditions from that of the ancient Greeks and Romans to the
persistence of communal bathing in Japan. The medical implications of bathing (hygiene) and the
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difficulties of defining cleanliness will also be important themes. In addition to considering works by
painters such as Piero della Francesca, Rubens, Ingres, Degas, and Cassatt, we will examine how the subject
of bathing as related to ethnicity has been treated in recent files including Halfaouine: Boy of the Terraces
(Tunisia, 1995) and Shower (China, 1999). C. Hanson. 2:00 p.m. to 5:00 p.m.
W61 Interaction of Color. This course will explore the interaction of color through various color theory
exercises of Josef Albers. Using color aid paper and paint, students will work through versions of Albers’
projects that explore the relativity and highly changeable nature of color. Projects will include exercises such
as making the same color look like two very different colors, making two very different colors look the same,
and other variations on color relativity. Color temperature and color value will be studies in depth. Goals of
this course are to develop an understanding of the function of color in art and design, sharpen the ability to
perceive color relationships, realize the extremely relative nature of color, and strengthen skills of color use
and application. Students will be evaluated on studio projects and journaling. Prerequisite: ART-153. Fee:
$100. K. Dane. 8:30 a.m. to noon.
W62 The Mixed-Media Artist Book. This course introduces the artistry of bookmaking, concentrating on
the book as aesthetic object. Physical and conceptual elements of the artist book unfold through time and
space. Aesthetic problem solving therefore involves organizing conceptual, visual, physical, kinetic, and
chronological transitions to unify the whole. Students engage in conceptualizing content, visual narrative,
three-dimensional construction, integration of image and text as visual phenomena, and harmonizing these
elements in the execution of visually effective artist books. Students investigate both high and low
technologies of reproducing imagery for the purpose of distributing limited edition artist books. Bookmaking
occurs individually and collaboratively. The majority of class time is spent in studio activity generating a
minimum of six artist books. Teaching methodology include studio work, illustrated lectures,
demonstrations, guest presenters, readings, critiques, and a field trip to the Art Institute of Chicago and
Chicago area galleries as well as local artists’ studios. Evaluation is based on successful completion of
visually effective artist books emphasizing form and content, completion of related studio projects, class
participation, and a journal documenting process, ideation, visualization, and reflections. Prerequisite: Art
Studio 250. Fee: $125. A. Greidanus Probes. 10:30 a.m. to noon and 2:00 p.m. to 5:00 p.m.
W81 Intaglio Printmaking. This course focuses on different approaches to making intaglio prints, such as
drypoint, etching, and aquatint. Students also discuss the historical aspects of printmaking and the
conceptual implications of the multiple. Production includes monochromatic and multicolor printing, and
students all participate in a print exchange, in order to develop and understanding of intaglio techniques.
Students are evaluated on a portfolio of prints and related drawings. Prerequisites: ARTS-250 and ART-153.
Fee: $175. A. Wolpa. 8:30 a.m. to noon and 2:00 p.m. to 5:00 p.m.
IDIS-W62 The Real World: History and Theory of Documentary Images. E. Van Arragon.
AU SABLE INSTITUTE OF ENVIRONMENTAL STUDIES
Students intending to enroll in Au Sable Institute must contact David Warners, Au Sable advisor (DeVries
Hall 125), for application forms.
ASI 310 Biology in Winter (four semester hours). Students in this course study the biology and
environment of Northern Michigan plants and animals in winter through lecture, films, and field experience.
Prerequisite: one course in biology. Fee: TBA. Staff. Off campus.
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ASI 346 Winter Stream Ecology (four semester hours). This course—in geological, physical, and chemical
features of streams in winter—focuses on ecological interactions and applications to the stewardship of
streams and watershed. Prerequisite: one year of biology. Fee: TBA. Staff. Off campus.
ASI 350 Environmental Ethics (four semester hours). In this course contemporary problems of
environmental stewardship are investigated, including the use of renewable and nonrenewable natural
resources, pollution, appropriate land use and development, Third World concerns, and preservation of wild
nature. These problems are set in a historical perspective of humankind's relationship to the nature
environments, especially as this relationship is viewed in light of Christian thought and doctrine. Current
attempts to develop a theology of nature and principles of Christian stewardship are considered. Fee: TBA.
Staff. Off campus.
ASI 427 Ecology of the Indian Tropics (four semester hours). In this course, which is taught in
Tiruchirapalli, India, the tropical ecology of south India is studied with an introduction and comparative
analysis of coastal ecosystems, the plains, and montane tropical ecosystems of the Lesser Ghats, including
altitudinal zonation. Topics include tropical ecosystem structure and dynamics, past and present human
interaction with the landscape, and autecology of selected plant and animal species. Students originating
from North America begin orientation in Chicago at the Field Museum of Natural History and an Indian
cultural district. Prerequisite: at least one ecology course or permission of the Au Sable representative. This
course will meet the Cross Cultural Engagement (CCE) core requirement. Fee: TBA. Staff. Off campus.
BIOLOGY
W10 CSI: Calvin College. This course examines the science of personal identification especially the
biological and technological bases for identification of people with emphasis on techniques used in
medicolegal investigations. Discussions focus on the nature of individual-specific markers that are present in
blood, saliva, semen, and hair. Laboratory exercises acquaint students with techniques used in crime
laboratories for examining biological specimens and procedures for DNA analyses. The course includes
outside speakers, lectures, laboratory exercises, and tours. Evaluation is based on two tests and a paper. D.
DeHeer, A. Hoogewerf. 8:30 a.m. to noon.
W11 International Health. International health is the study of the many factors that contribute to health
and disease worldwide. This course explores biological, environmental, and social aspects of health in
Africa, Asia, and Latin America. Topics include infectious diseases (with a special focus on HIV/AIDS,
tuberculosis, and malaria), nutrition, health and the environment (water, land use, biodiversity, etc.), and a
discussion of the broader economic, political, and cultural factors that impact health. Learn how to stay
healthy when living or traveling abroad and how to advocate for the health of people around the world.
Evaluation is based on short writing assignments, a presentation, and an examination. K. Jacobsen. 8:30
a.m. to noon.
W60 Pathophysiology. Pathophysiology is the study of altered normal body function leading to a state of
disease. This course presents the etiology, pathology, and prognosis of many human diseases. The structural
and functional changes brought about by diseases of the cardiovascular, gastrointestinal, hormonal, muscular,
neural, renal, reproductive, and respiratory systems are covered using the classic organ system approach and
case studies. Students are evaluated on the basis of tests, a research paper, and a class presentation.
Prerequisite: Biology 206, 242, or 331. R. Nyhof.
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W61 Exploring Medical Missions – Ecuador. Residents of the United States experience one of the most
sophisticated healthcare systems in the world while most of the world struggles with considerably less. This
course exposes students to some of the unique healthcare problems in a Third World country and permits
students to be a part of the solution. Students are exposed to medical missions and are spiritually challenged
to consider the option of medical missions. The course is taught with the cooperation of Dr. Bradley Quist, a
Calvin graduate and physician with HCJB World Radio Missions, stationed at the Hospital Vozandes Oriente
in Shell, Ecuador. While in Ecuador the course focuses on three areas: 1) medicine as practiced in hospitals
and clinics in a large city (Quito), 2) medicine in an intermediate provincial center (Shell), and 3) medicine
in remote areas in the jungles of the Amazon basin. Students are paired with American and national
physicians and healthcare workers. Formal lectures, informal discussions, and onsite experiences constitute
the bulk of the Interim. The course meets several times in the fall prior to the Interim session. Student
evaluation is based on a required journal, a paper, and class participation. Knowledge of Spanish is helpful.
Preference is given to students in a health-science program. This course will fulfill the Cross Cultural
Engagement core requirement. Prerequisites: satisfactory completion of Biology 141 or its equivalent and
permission of the instructor. Fee: $2655. P. Tigchelaar. Off campus.
W62 Electron Microscopy Techniques. This hands-on laboratory course introduces students to electron
microscopy. Students concentrate on fixation, embedding, and ultramicrotome techniques for the preparation
of specimens suitable to transmission electron microscopy. Students learn the proper use of both the
Transmission Electron Microscope, darkroom techniques essential to photoelectron micrography, and the
interpretation and analysis of electron micrographs. Course work includes a series of brief lectures,
considerable hands-on experience, and an ultrastructure research project. Prerequisites: Biology 141,
Chemistry 103 or 115, and permission of the instructor. J. Tatum. 8:00 a.m. to 5:00 p.m.
W80 Biological Diversity Mechanisms & Human Responsibility. The earth is a dynamic system that has
been changing since its inception. A major goal of this course is to help students understand how change
occurs in living organisms by examining the basic principles of evolutionary biology. Topics include the age
of the earth, population genetics, hybridization, speciation, and island biogeography. A second goal is to
encourage students—from a Christian and scientific perspective—to critically assess the controversies that
have accompanied the concept of biological evolution over time. Criticisms both from outside and within the
scientific community are evaluated. A third goal is to consider the rich historical context of biological
change, including more recent human-induced global changes in light of our stewardship responsibilities.
This letter-graded course is taught with lectures, labs, discussions, and group work. Evaluation is based on
two exams, a variety of assignments, and a group project. This course satisfies a 300-level biology credit.
Prerequisites: Biology 141, 242, and 243 or permission of the instructor. R. Stearley, D. Warners. 8:30 a.m.
to noon and 2:00 p.m. to 5:00 p.m. (W).
394 Perspectives in Biotechnology. Within a Reformed Christian framework, this course explores historical
and philosophical perspectives pertaining to the science and practice of biotechnology. Students delve into
the underlying assumptions of current biotechnology research as well as its social and ethical implications.
Students survey governmental regulations affecting laboratory safety, biohazards, containment of
genetically-modified organisms, and patenting. Lectures and group discussions facilitate critical analyses of
recent research articles and other scholarly literature, culminating in each student writing a position paper
that critiques a current issue in biotechnology. Prerequisite: senior status in the biotechnology program or
permission of instructor. Note: This is a required course in the biotechnology program that also fulfills
Integrative Studies core requirement. D. Koetje. 8:30 a.m. to noon.
IDIS-W15 Galapagos and Amazonia: Evolution’s Diamonds or Ecuador’s Disney Islands? C.
Blankespoor, S. Vander Linde.
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IDIS-W35 Humans, Zombies, and Consciousness. K. Corcoran and S. Matheson.
CHEMISTRY AND BIOCHEMISTRY
W60 Scanning Probe Microscopy for Nanoscience and Nanotechnology. Scanning Probe Microscopes
are a class of tools that enable the nanoscale world to be imaged, measured, and manipulated. The most
prominent member of the SPM family, the Atomic Force Microscope (AFM) will be used to investigate the
surfaces of various materials from the disciplines of biology, chemistry, engineering, and geology. The AFM
will be used to discuss the common capabilities and problems associated with the various AFM data
acquisition modes, and provide hands-on experience in using the instrument. A major portion of the course
will consist of an independent project using the instrument. Students will have a choice of a project related
to their own discipline. Since time-sharing is critical to the success of the project, students will be required
to sing-up for instrument time outside of class hours. Students who participate in this course will have a firm
understanding of the functional principles of the AFM and the challenges involved in interpreting,
quantifying, and improving the quality of the data. Evaluation of the course will be bvased on the
independent project, a class presentation of a journal article relating to the subject matter, and a final paper.
Students of sophomore or higher standing in any of the sciences and engineering fields are welcome to enroll
in this course. K. Sinniah. 2:00 p.m. to 5:00 p.m.
IDIS-W63 The Science and Practical Applications of Fluorescence. M. Muyskens.
CLASSICS
IDIS-W10 Interim in Italy. K. Bratt, M. Williams.
COMMUNICATION ARTS AND SCIENCES
W40 English by Rail. Students will explore the dialects of the English Language within a historical context.
While in Great Britain, students will travel by rail through different regions, collecting samples of English
and Irish dialects and visiting important linguistic sites. In London, students will collect dialect samples from
different ethnic and socioeconomic communities. Outside London, students will explore rural dialects at
small town markets and visit sites significant to the history of the English language. From London, we will
travel to Aberystwyth, Wales to explore the Welsh influence on English. From Wales, we travel by ferry to
Dublin, Ireland to study more Celtic influences on English. We then return to Wales and finish our rail
journey in Edinburgh, Scotland. Students will analyze the dialects of Scotland and the borderlands between
England and Scotland. By collecting samples from each of these regions, students will better understand the
history of English as it is spoken in Great Britain and Ireland as well as in the United States. Students will be
evaluated on the quality of their presentations, transcriptions and discussions. This course will meet the Cross
Cultural Engagement (CCE) core requirement. NOTE: Dates for this Interim course are May 21-June 8,
2006. Fee: $3075. P. Goetz, J. Vander Woude. Off campus.
W41 If You Liked Clueless, You’ll Love Emma: Film Adaptations of Jane Austen’s Novels. Since
1995, seven adaptations of Jane Austen’s novels have appeared in theaters and on television. These range
from the Emma-inspired Clueless to the somber Persuasion to the bold Mansfield Park. These films provide
a case study in understanding the role of and controversy surrounding film adaptations. Are adaptations true
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to the novel and author? What does it mean to be “true” to the novel and its author? Should the novel and its
corresponding film even be compared? This class examines some of the most prominent adaptations of
Austen’s works, the public response to these films, and the theoretical issues regarding film adaptations of
novels. The goal of this course is to broadly understand the relationship between film and novel by looking at
the Jane Austen films as a case study. In addition to watching several films, students read the corresponding
novels, the filmmakers’ comments about the movies and novels, and some scholarly criticism of these films.
Students are evaluated on participation in class, three quizzes, and a final analysis paper of a film adaptation.
K. Groenendyk. 2:00 p.m. to 5:00 p.m.
W42 Digital Cinematography. This class covers the basics elements of digital cinematography for field
narrative production. Through the viewing and analysis of specific case studies as well as practical work and
sequenced assignments students will explore the following areas of cinematography: Visualization,
Composition, Lighting and camera movement. Students will be required to film and edit a scene using most
of the technical proficiency developed during the class, this includes among others: Story boarding, Interior
and exterior lighting, Dolly and Steady Cam operation. Prerequisite: CAS 190. D. Garcia. 7:00 p.m. to
10:00 p.m.
W43 Organizational Communication. This course is designed to expose students to a variety of
organizational communication theories. The overall goal of the course is to give students a vocabulary and a
general set of expectations that will allow them to interpret organizational communication in a more
objective and analytical manner than you would have before taking the course. The course addresses
communication patterns in a wide variety of organizations. After taking this course, students will be able to
identify and confidently discuss major issues regarding communication in an organizational setting, apply
research and theory to practical organizational settings, demonstrate and understanding of organizational
communication theories, and identify, analyze, and critique technological communication within an
organization. Evaluation will be base on reading quizzes, activities, two tests, and an oral presentation. L.
Welker. 2:00 p.m. to 5:00 p.m.
W60 Broadcast Journalism Taught By Broadcast Journalists. This intensive, hands-on class meets from
January 10-21. In the first week, Wayne Vriesman (retired General Manager of WGN Radio,
Chicago part of the Tribune Broadcasting Co., formerly TV News producer/writer. Board Chairman of the
National Association of Broadcasters, Radio Television News Directors Association and the Illinois
Broadcasters Association) will teach the basics of the broadcast business including news, programming,
promotion, engineering and sales. In the second week, Steve Vriesman (chief news editor at KCNC TV,
Denver, Emmy award winner in editing, and active member of the National Press Photographers Association,
twenty years experience in developing TV newscasts and documentaries) will teach the technical side
broadcast news, including photography editing, and reporting. Also included will be instruction on how to
put together a professional resume tape for broadcast job applications. Prerequisites: CAS 190 or consent of
Instructor Wayne Vriesman (waynetbc@aol.com). S. Vriesman, W. Vriesman. 9:00 a.m. to noon and 1:00
p.m. to 3:30 p.m. Meets January 9 – January 20.
W80 Gender, Sexuality, and Rock and Roll. This course has been designed to help students explore the
ways in which gender and sexuality have been represented throughout the history of rock and roll. Students
will read critical essays on the topic, will be asked to become critical listeners of rock songs, and will be
asked to present their own conclusions in oral and written presentations. Artists focused on include Elvis
Presley, the Beatles, Janis Joplin, Bob Dylan, Bruce Springstein, and Madonna. Prerequisite: CAS 140, 230,
or 238 or by professor’s approval. C. Smit. 8:30 a.m. to noon.
W81 Chaplin and Hitchcock. This course examines the life, working methods, and films of two central
figures in the history of motion pictures, Charles Chaplin and Alfred Hitchcock. Both were considered to be
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cinematic geniuses, but their skills and working methods were worlds apart. Chaplin was primarily a
performer, perhaps the most talented the movies have ever seen; he improvised on the set, developing the
film’s storyline while filming. Alfred Hitchcock was a meticulous planner, most interested in the
development of the screenplay and storyboard. He once compared actors to “cattle,” and sometimes disliked
the actual filming process. The study of these two men together illustrates the diverse ways that excellence
can be achieved in narrative filmmaking. The course will also explore the lives and shaping influences of
these artists. Students will read critical essays and books view and discuss representative films, and respond
to the films in formal and informal papers. Prerequisites: CAS-145, 281, 282, 284, 190, or permission of
instructor. C. Plantinga. 2:00 p.m. to 5:00 p.m.
W82 Advanced Film Directing Workshop. This course focuses on intensive scene work through a variety
of classroom exercises and video productions. With a strong emphasis on acting for film/video, blocking,
camera movement, and creative communication, students direct, operate cameras, and edit a collaborative
setting that reflects the realities of the film industry. Students explore how camera angle, image size, and
actor positioning can impact the effectiveness of a scene and experiment with storyboarding as well as focus
on the differences between acting for stage and acting for camera. In addition students see a wide range of
current short films from the festival circuit. Evaluation is based on quizzes, homework exercises, a final
project, and class participation. There is room for 12 director/production students and 4 acting students.
Prerequisite: CAS 190 for the director/production students or permission of the instructor. There are no
prerequisites for the acting students. R. Swartzwelder. 2:00 p.m. to 5:00 p.m.
W83 American Films of the 1960s and ‘70s. This course is an examination of one of the most creative
periods in American film history. A combination of influences—artistic, technological, sociological,
political, cultural, economic—induced a period of transition in Hollywood in the 1960s and ‘70s. Reflecting
the social, political, and generational conflicts of the time, films during this period explored the Vietnam
War, the sexual revolution, the counterculture, African-American culture, and the women’s movement.
Significant changes were also underway in the film industry, including the influence of the European art
cinema, advances in technology affecting production and exhibition, the end of the Production Code and
institution of the rating system, shifting audience demographics, and the emergence of a new generation of
filmmakers (Martin Scorsese, Francis Ford Coppola, Paul Schrader, George Lucas, and Steven Spielberg
among them). Prerequisite: CAS 251, 281, 282, or permission of instructor. W. Romanowski. 2:00 p.m. to
5:00 p.m.
101 Oral Rhetoric (core). Students in this course examine the principles of oral and visual rhetoric, with an
emphasis on guided practice in the development of effective speeches. The course leads students to
understand the role of rhetoric in society, to think critically about rhetorical situations and practices, and to
gain proficiency in the art of rhetoric. **In addition to attending class students must attend a few January
Series lectures.** Q. Schultze.
IDIS-W14 Finding Shalom in Uganda. M. Fackler, G. Monsma.
IDIS-W16 Jazz in New York. G. Pauley.
IDIS-W24 Reparatory Theater in Canada. D. Leugs.
COMPUTER SCIENCE
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W80 Computer Network Defense. This is a lab-oriented course in which the students will learn about
defending computer networks against the common methods and tools used to harm them, including network
scans, viruses, worms, denial of service attacks, email bombs, and buffer overflow attacks. Students attack
and defend a real, full-featured network unconnected to any other network. Students will learn what
vulnerabilities systems have, attach methods and mechanisms, evidence left by attacks, defense methods and
mechanisms, and how to recover from an attack. They will gain hands-on experience with the tools and
technologies – how and why they work. Ethics and legal implications are also discussed. In each lab,
students exploit a vulnerability, analyze the victim to learn methods of detection and levels of damage,
recover from the attack, and employ suitable countermeasures. Students will write a detailed report on all
aspects of the attack, and evaluation will be based on these. Prerequisites: Junior or senior standing and at
least one off IS-333, CS-332, or CS-386, or permission of the instructor. E. Fife. 2:00 p.m. to 5:00 p.m.
ECONOMICS AND BUSINESS
W10 Volunteerism and Volunteer Management: The Invisible Workforce. This course introduces
students to volunteerism in the United States and the growing field of volunteer management. Through
readings, discussion, case studies and guest speakers, students will examine the tradition of volunteerism,
and volunteer program administration, including recruitment, training, retention and risk management. A
key aspect of the course will be an examination of how volunteering fits into the student’s Christian life and
worldview, work and vocation. Evaluation will be based upon class participation, reflection assignments,
and a final paper or project. S. Camp. 8:30 a.m. to noon.
W80 Globalization: The New World Economy? Many people believe that globalization, the spread of
international trade and investment, is the key to a new economy with low unemployment and inflation and
growing productivity and income. But there are important critics who believe that the global economy leads
to declining labor standards and wages, increased environmental degradation, and dangerous financial
instability. Students in this course will read and report about a variety of economic commentaries on
globalization while learning to discuss articulately the arguments for various positions. Evaluation is based
on oral book reports, participation in class discussions, and a written essay exam. Prerequisite: Economics
222 or permission of the instructor. J. Tiemstra. 2:00 p.m. to 5:00 p.m.
W81 Globalization and Culture: The Impact on U.S. and European Business Practice. The global
aspects of business touch every business person and consumer today. Global events and competition affect
almost all companies who do business even at the local level. In Grand Rapids foreign companies are courted
to establish operations locally and local firms are encouraged to produce and serve international markets. It is
estimated that the number of West Michigan companies with European ties has tripled within the last seven
years. Business practices are adapted accordingly. Managers, who operate within international markets, need
to understand how external factors influence business operations, policies, and procedures to an ever-greater
extent. Culture, politics, legal issues, and economic differences influence the conduct of international
business to a great extent. This course teaches students how the European environment influences business
strategies and decision making by using West Michigan companies as case studies. The class spends three
weeks traveling in Europe, visiting business organizations that operate in the international arena. The class
also visits business schools, the European Commission, and other organizations. Students study the history
and culture of Europe through tours of well-known sites in England, the Netherlands, Belgium, France,
Germany, Austria, and the Czech Republic. Students are assigned readings and write a short paper prior to
the trip, keep a reflective journal, and participate in class discussions while in Europe. This course will meet
the Cross Cultural Engagement (CCE) core requirement. Prerequisites: Business 160 and Economics 222 or
instructor approval. Fee: $3800. R. Medema, E. Van Der Heide. Off campus.
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IDIS-W14 Finding Shalom in Uganda. M. Fackler, G. Monsma.
IDIS-W15 Galapagos and Amazonia: Evolution’s Diamonds or Ecuador’s Disney Islands? C.
Blankespoor, S. Vander Linde.
IDIS-W32 Management of Not-For-Profit Organizations. A.Mpesha and R. Slager.
EDUCATION
344 Early Childhood Education: Field Experience. This course is a field experience in two early
childhood settings that meet state requirements for the endorsement. This course provides for analysis of
teaching methods, materials, and classroom organization as they relate to the early childhood setting.
Prerequisites: Education 236, 337, 339, and Sociology 304. Y. Van Ee. Off campus.
ENGINEERING
W80 Advanced Computer Architecture with VHDL. This course explores advanced computer
architecture techniques including superscalar machines, Very Long Instruction Word (VLIW) scheduling,
Explicitly Parallel Instruction Computing (EPIC) architectures, predicated execution, interrupts in a pipelined
machine, and compiler optimizations for specific hardware platforms. Hardware designs are examined
through the use of VHDL (VHSIC Hardware Description Language). The course examines the VHDL design
methodology and compares the behavioral, dataflow, and structural architecture description styles. Syntax
constructs for describing sequential and concurrent modules are studied in detail. Verification techniques are
also covered. Students design a variety of circuits and modules using sophisticated CAD tools, implement
microprocessor subsystems and microprocessor interface circuits in the lab, and demonstrate their
understanding of VHDL design principles. Evaluation is based on homework assignments, class
participation, lab work, and design projects. Prerequisite: Engineering 325 or permission of the instructor. R.
Brouwer. 2:00 p.m. to 5:00 p.m.
W81 Finite-Element Analysis. The finite-element method is a design and analysis tool widely used in
many areas of engineering. In this course students consider the historical development, the fundamental
principles, and the various applications of this method in the areas of structural mechanics and heat transfer.
Exercises are assigned to orient the student to available general-purpose software. There is an in-depth focus
on several design projects. Evaluation is based on the exercises, design-project reports, and a final
presentation. Prerequisite: Engineering 305 or permission of the instructor. R. Tubergen, L. Van Poolen. 8:30
a.m. to noon.
W82 Stormwater Management. Civil engineers today are frequently faced with the problem of managing
the impact of stormwater within the urban environment. Management involves addressing issues of both
stormwater quantity as well as quality. There are three specific goals for this course. The first goal is to
introduce the basic principles and computational methods associated with stormwater flows, collection,
storage, and treatment. The second goal is to understand basic stormwater management approaches used in
practice today. The third goal is to learn how to use numerical modeling software to solve stormwater
management design problems. Guest speakers, field trips, and case study reviews are also used to emphasize
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basic principles and management techniques. Course evaluation is based on problem assignments and a
design project. Prerequisite: Engineering 320 or permission of instructor. R. Hoeksema. 8:30 a.m. to noon.
W83 Advanced Topics in Chemical Engineering Design. This course addresses essential advanced topics
for design. Topics build on the foundational concepts from several earlier chemical engineering courses. The
course includes advance topics from separations, heat transfer, nonelementary kinetics. An introduction to
mathematical modeling for advance transport is considered. In addition, fundamental concepts of
environmental, health, and safety issues, as well as corrosion and materials of construction, for design are
presented. Evaluation is based on daily homework, a class presentation and a final exam. Prerequisites:
Engineering 330, 331, 335, and senior standing. J. Van Antwerp, J. VanAntwerp. 8:30 a.m. to noon.
W84 Introduction to Power Systems. P. Ribeiro. 8:30 a.m. to noon.
IDIS-W60 Business and Engineering for the International Market. R. De Jong, N. Nielsen
ENGLISH
W10 The Inklings: C. S. Lewis & Friends. In this course, students will read selections from the famous and
not-so-famous works of C. S. Lewis, J. R. R. Tolkien, Charles Williams, and Owen Barfield. These authors
formed the core of the Inklings, a group of Oxford intellectuals in the 1930’s and 40’s who concerned
themselves with myth and mythmaking. Students will study what spawned and sustained their fellowship,
what problems they attempted to solve, and what legacy they left behind. Students also will look at their
attitudes toward Modernism, exemplified by T. S. Eliot, a writer who converted to the Anglican Church
about the same time as Lewis but whose poetry took a far different direction. And students will explore basic
questions about the relationship between faith and the imagination. Evaluation is based on journals, a class
presentation, and a short essay. L. Klatt. 2:00 p.m. to 5:00 p.m.
W40 J.R.R Tolkien’s Middle Earth. Before, during, and after writing The Lord of the Rings, J.R.R
Tolkien was constantly tinkering with the mythological world the he called Middle-earth. Middle –earth is
much more than a fantastic backdrop for epic adventure stories. Its long history illustrates many of Tolkien’s
complex ideas about creation and art, evil and suffering, friendship and hope. Students in this course read
The Lord of the Rings in its entirety, as well as The Simarillion. Occasional lectures illuminate the
biographical and literary contexts for Tolkien’s work, as well as introducing students to recent criticism on
Tolkien and Tolkien’s own scholarly writings. Most class time, however, is devoted to discussion of the
daily readings. Students are evaluated on participation, a reading journal and a final project. The work load
for this course is heavy: reading assignments typically exceed 100 pages per day. Students registered for the
course should read The Hobbit over the break and expect an extensive quiz on the first day. C. Engbers.
8:30 a.m. to noon.
W41 Writing Books for Children. In this workshop students write short books for children in any number
of genres—poetry; realistic, fantastic, or historical fiction; and nonfiction. Students read many examples of
all of these genres as well as a number of essays about writing by established writers for children. Writers
and editors hopefully visit the class as guest speakers. Students are expected to write extensively, to critique
each other’s work, and to make at least one presentation. Students should come with a willingness to take
risks, to accept criticism, and to work hard. Evaluation is based on participation and on the quality of the
work produced. D. Hettinga. 8:30 a.m. to noon.
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W42 Frederick Buechner: An Introduction. Especially since his 1981 Pulitzer Prize nomination, Vermont
novelist Frederick Buechner has come to be regarded as one of the foremost among those contemporary
writers attempting to bring personal faith to bear on their literary work. This Interim course introduces
students to Buechner’s work by focusing on his career as a writer of both fiction and nonfiction. Students
read Buechner’s autobiographical The Sacred Journey, novels such as Godric and the books of the Bebb
series, and excerpts from such works as Wishful Thinking and The Magnificent Defeat. In addition students
look at Buechner’s forays into poetry, the short story, and the essay. The course offers a close look at
Buechner’s extraordinary ability to affirm the possibilities of grace without avoiding the darknesses of the
contemporary landscape. Students also have an opportunity to compare Buechner, the theologian, to
Buechner, the novelist. Daily activities include discussion of readings, viewing video tapes of Buechner’s
comments on his own work, one report on a Buechner work not assigned in class, and quizzes on assigned
readings. Student will also travel to the Buechner archives in Chicago to peruse the material gathered there.
W.D. Brown. 8:30 a.m. to noon.
W43 Rhetoric and the Civil Rights Movement. In this course, students will review events of the civil
rights movement and consider how civil rights leaders like Fannie Lou Hammer, Martin Luther King, Jr.,
Fred Shuttlesworth, and Malcolm X used language to change the hearts and minds of Americans. Students
will analyze civil rights speeches, texts, and video images to expose the powerful effects of African
American rhetoric, religious institutions, and personal religious faith on the arguments about race in
America. Students will participate in two class presentations and write a seminar paper. E. Vander Lei. 8:30
a.m. to noon.
W45 Finding God in the Movies: Exploring Film and Religion. Although Hollywood and film generally
are seen as bastions of gleeful secularism, the last two decades have produced an extraordinary body of film
that is religiously acute and moving. This course looks at the sorts of religious statements these films make
and how they go about making them by concentrating on the interrelation between the two. In terms of drama
of religious experience, the course traces the movement from darkness to light, from despair to hope, and
from tragedy to comedy. Students reflect on the nature of audience response and the legitimacy of oft-drawn
distinctions between religious film and Christian film. The course follows a seminar format as much as
possible. Recent viewing of all films in the course is a requirement and opportunity for that is given each
morning during the Interim. Class sessions are then devoted to lectures, film review, reading analysis, and
discussion. The course examines some 20 films, including The Godfather, The Deer Hunter, Tender Mercies,
the Star Wars trilogy, Contact, The Apostle, American Beauty, and Magnolia. A number of the films in the
course are R-rated and are very dark in their estimation of human life. Students read a variety of essays and
one short book, view required films, regularly lead and participate in class discussions, and write midterm
and final exams. R. Anker. 2:00 p.m. to 5:00 p.m.
W46 New England Saints. In the mid-19th century a group of New England writers created a body of
literature dealing with significant religious, philosophical, and artistic questions. This course deals with these
writers and their questions. It studies Hawthorne and his reaction to the Puritan tradition, the
transcendentalists and their uneasy union of philosophy and literature, and the Romantics and their departure
from the traditions of Emerson. After studying Thoreau, Emerson, Alcott, Fuller, Longfellow, Whittier,
Dickinson, Hawthorne, and the 17th century Bradford, the class travels to Maine and to Concord,
Massachusetts, for onsite discovery, examination, and discussion of these writers. The group remains in New
England for two weeks, visiting Hawthorne's Salem, Bradford's Plymouth, Dickinson's Amherst, Whittier's
Haverill, Lowell, and Boston. Students are evaluated on presentations, discussions, and journals. Fee: $1875.
G. Fondse, G. Schmidt. Off campus.
262 Business Writing. This course introduces students to the kinds of written communication and
oral presentations that are required in business-related fields. Students collect examples of and
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practice composing the types of professional communication that they are likely to craft on the job.
The class is conducted as a workshop; students consult with each other and with the instructor. Each
student submits several projects. The class also includes a presentation (with written, multimedia,
and oral portions), in-class writing exercises, and the use of word-processing and presentation
software. Prerequisite: English 101 with a grade of C+ or above. S. LeMahieu Dunn. 2:00 p.m. to
5:00 p.m.
339 English Grammar. This study of traditional grammar focuses on its history, its system, its
applications, its competitors, and its place in the middle school and high school classroom. Special emphasis
is given to the system and terminology of this grammar. Evaluation is based on daily assignments, in-class
projects, and tests. W. Vande Kopple, J. Vanden Bosch. 8:30 a.m. to noon.
FRENCH
W60 Martinique: Language and Culture in the French Antilles. For students interested in African
Diaspora studies, Caribbean culture, and in improving French language skills, this course offers linguistic
and cultural immersion experience in Martinique. Martinique is located in the Caribbean and provides a case
study of the role of Africa in the formation of the Americas. Students in the program study at the Centre
International de Recherches, d’Échanges, et de Coopération de la Caraïbe et des Amériques, in Fort-deFrance. Lectures, readings In cultural literacy, intensive language training, site visits, group discussions, and
home stays with Martiniquan families form the framework of this study abroad program. Evaluation is based
on participation, completion of guided journal activities, and one reflection essay in English. This course
may be counted towards the minor program in the African and African Diaspora Studies Minor program.
This course will meet the Cross Cultural Engagement (CCE) core requirement. Prerequisites: French 113 or
201 or permission of instructor. Fee: $3400. G. Fetzer. Off campus.
W80 Martinique: Language and Culture in the French Antilles. For students interested in African
Diaspora studies, Caribbean culture, and in improving French language skills, this course offers linguistic
and cultural immersion experience in Martinique. A French overseas department, Martinique is part of the
European union, all the while located in the Caribbean, thereby providing a case study of the role of Africa in
the formation of the Americas. Students in the program study at the Centre International de Recherches,
d’Échanges, et de Coopération de la Caraïbe et des Amériques, in Fort-de-France. Lectures, readings in
cultural literacy, intensive language training, site visits, group discussions, and home stays with Martiniquan
families form the framework of this study abroad program. Evaluation is based on participation, completion
of guided journal activities, and one reflection essay in French. This course may be counted towards the
minor program in the African and African Diaspora Studies Minor program. This course will meet the Cross
Cultural Engagement (CCE) core requirement. Prerequisites: French 215 and permission of instructor.
NOTE: This is the same course as FREN-W60 but has additional language expectations, reading and writing
requirements, and is only for those taking the course for major/minor credit in French. Fee: $3400. G.
Fetzer. Off campus.
FREN-112 Multisensory Structured French II (core). This is the second course in a three-course
sequence of language study designed to meet the special needs of at-risk students. Materials are presented
with an emphasis on understanding the nature of language. General language-learning skills are developed as
specific foreign language goals are met. Evaluation is based on quizzes, tests, writing assignments, oral
interviews, cultural projects and activities, journals, and small group sessions. The course is open to students
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who, on the basis of adequate documentation, are continuing from 111 and expect to complete through the
French 113 level. I. Konyndyk. 9:00 a.m. to noon & 2:00 p.m. to 3:00 p.m.
FREN-122 Intermediate French (core). This course is part of the closely integrated 121-122-123
sequence, which fulfills the requirements for foreign-language core. Students attend large group sessions in
the morning and smaller group sessions in the afternoon to acquire skills in speaking, listening to, reading,
and writing French. Daily assignments, quizzes, tests, and a final examination are required. Evaluation is
based on daily assignments and quizzes, small-group participation, student presentations, and a final exam.
Prerequisite: French 121 or equivalent. L. Mathews. 8:30 a.m. to noon & 1:45 p.m. to 3:15 p.m.
GEOLOGY, GEOGRAPHY, AND ENVIRONMENTAL STUDIES
GEOL W10 Geology of the National Parks. This course explores beneath the surface of almost all of the
53 U.S. National Parks. Students consider sets of parks grouped by geologic similarities: volcanoes, glaciers,
canyons, and exotic terrains. For many, parks rock samples and/or maps are used to help understand how
God built these wonders of nature. The course includes lectures, slide images, videos, textbook readings,
laboratory exercises, tests, and a term paper. R. Spoelhof. 2:00 p.m. to 5:00 p.m.
GEOL W50 Big Sky Geology: Montana Field Experience. This course in geology is based in southwest
Montana. Southwest Montana offers superb geology and is within driving distance of outstanding geological
localities including Yellowstone National Park and Craters of the Moon National Monument. This course
emphasizes outdoor, field-based investigation and learning. Students will be introduced to the breadth of
geological study leading to responsible Christian appreciation and stewardship of the Earth, including rocks
and minerals, landforms and surficial processes, geological hazards, and natural resources. Field activities
are an important part of each day and the field experience will complement morning lecture and lab
activities. As a graded course, exams will cover lecture and text, and students will be required to complete
lab assignments, construct a written field log, and choose a special field project. NOTE: dates for the
Interim course are May 22- June 6, 2005. Fee: $1050. G. Van Kooten, R. Stearley. Off Campus.
BIOL-W80 Biological Diversity Mechanisms & Human Responsibility. R. Stearley, D. Warners.
IDIS-W80 Teaching Science in Elementary School. K. Bergwerff.
GERMAN
W80 German Interim Abroad. This course is approximately four weeks long and is conducted throughout
Germany. After a brief tour through northern Germany, the students spend days of study in Husum,
Schleswig-Holstein, Berlin, and in various locations in the former East Germany. Course participants choose
where they will travel independently during the last five days. Activities include three home stays, lectures,
discussions, meetings, interviews, tours, and attendance at cultural and social events. The course grade is
determined by the student’s overall achievement of course goals, which include active participation in course
activities; gains in mastery of the language; increased understanding of various religious, political, and
broadly cultural phenomena of Germany; growth in cross-cultural sensitivity; and submission of interview
protocols and a journal. This course satisfies departmental concentration. This course will meet the Cross
Cultural Engagement (CCE) core requirement. Fee: $2195 and up to $550 for personal and final-week costs.
M. Buteyn.. Off campus.
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122 Intermediate German (core). This course is part of the closely integrated 121-122-123 sequence
involving two semesters and the Interim. It is intended for students who have completed two years of high
school German but who, on the basis of a placement test, are not prepared for 201. The course is also open,
with the permission of the department, to students in teacher education programs who have had no foreign
language in high school. Evaluation is based on tests, quizzes, class participation, and an exam. P. DystraPruim. 8:30 a.m. to noon and 3:15 p.m. to 4:15 p.m.
IDIS-W11 Daily Life and Culture in Japan. L. Herzberg
GREEK
101R Review Greek (noncredit). This review is intended for all students who have completed Greek 101
and plan to continue in Greek 102. The course thoroughly reviews those matters of the Greek language
studied in Greek 101 and aims to ensure that students are as prepared for Greek 102, which begins without a
review, as they were when they concluded Greek 101. No work outside of class is required, although
optional exercises are available. Since the course is noncredit, it is typically taken in addition to the student’s
regular Interim class. Identical sessions in the morning and afternoon prevent any conflict with regular
Interim courses. Prerequisite: Greek 101. G. McIntosh. 11:00 a.m. to noon and 2:00 p.m. to 3:00 p.m.
HEALTH, PHYSICAL EDUCATION, RECREATION, DANCE, AND SPORT
PE-W11 Teaching and Coaching in Mexico. The Mexican environment in and around Merida, Yucatán,
Mexico provides an opportunity for students to teach and coach a variety of sports skills to aspiring young
students (upper elementary and middle school) for three weeks. Students participating in the course live with
local Christian families and conduct clinics in their specialty at local facilities. Students take side excursions
to Mayan ruins and worship centers as well as attend religious and cultural events in and around Merida.
Students are required to prepare teaching and coaching lessons in definite sports areas (volleyball, softball,
baseball, football and basketball) and basic movement skills. Evaluation is based upon satisfactory
preparation and teaching/coaching of their assigned specific sports clinic, active participation in orientation
exercises and cultural visitations, a detailed daily journal, and a final reflective paper on the entire
experience. The local Presbyterian seminary provides Spanish language interpreters to each student so the
ability to speak Spanish is not required for this course. This course will meet the Cross Cultural Engagement
(CCE) core requirement. Fee: $1825. J. Pettinga. Off campus.
PE-W12 Coaching Young Athletes. This course is designed to provide students with knowledge and
practical experiences related to coaching young athletes. If focuses on knowledge, skills, strategies, and
issues in youth sport. This course aims to develop insight and knowledge for a youth sport coach/leader,
primarily in the areas of philosophy, psychology, and pedagogy, and secondarily in physiology and risk
management. This course will study issues involved in coaching the young athlete in an attempt to expose
the complicated demands of coaching and the necessary tools one should possess in order to be successful in
coaching. The overall course goal is to provide students with a working knowledge of skills, strategies, and
issues in youth sport with the intention that many become effective coaches of youth. This course may work
towards the coaching minor. Evaluation is based on papers, tests, and quizzes. J. Bergsma, K. Gall. 8:30
a.m. to noon.
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PE-W13 Applied Sport Psychology. This introductory course examines the ways in which psychological
factors influence one’s sport performance. Research based topics include an examination of attentional
styles, casual attributions, motivational factors, self-talk, self-concept, self-efficacy, performance related
factors, mood states, and somatic and cognitive competitive anxiety. This course also examines an array of
research based psychological principles and skills, which individuals can employ to enhance their motor
performance. Such topics include the use of imagery, cognitive restructuring, thought-stopping techniques,
methods to manage somatic and cognitive anxiety, goal setting, motivational strategies, attentional control
skills, and means to enhance self-concept and self-efficacy. Students are evaluated on participation, a group
or individual research project and presentation, homework assignments, observation reports, and tests. N.
Van Noord. 2:00 p.m. to 5:00 p.m.
PE-W14 Women’s Health. This course focuses on personal decision-making in all dimensions of women’s
health. The class investigates, discusses, and shares women’s health concerns ranging from cancer to
sexuality. It focuses on the unique physiology and anatomy of women as well as on healthcare use and
advocacy. Community experts, women’s health videos, and a field trip to a selected agency add to the
learning experience. Students are expected to make a class presentation, conduct a health interview, attend
relevant January Series lectures, and write two reaction papers on journal articles relevant to women’s health
issues. D. Bakker, A. Warners. 8:30 a.m. to noon.
PE-W40 Sport Nutrition. Proper nutrition is a key ingredient for success in competitive athletic
performance. The goal of the Sport Nutrition course is to investigate the types, amounts, and timing of food
and fluid intake, as well as the fact and fiction surrounding nutritional supplements. Specifically, students
will study the types of foods necessary before and during exercise, as well as the recommended food/nutrient
intake for optimal recovery flowing exercise. Differentiation between eating on practice vs. competition
days will be made, as well as performance eating during all-day events, and when traveling for competition.
Students will learn the basics about analyzing food and training plans for strength, power, and endurance
sports in men and women. The course will also cover the incidence of body dysmorphias (disordered eating,
female athlete triad, Adonis complex), as well as strategies for weight gain. The course will combine a
variety of lecture, guest speakers, computerized diet analysis, and group discussions and diet plans. Each
student will complete a project that entails the development of a booklet of nutritional guidelines for high
school athletes by sport and gender. Evaluation methods include quizzes, a final exam, and a project. If
possible students will pair up to deliver sport-related nutrition information in the Grand Rapids YMCA afterschool programs in the Grand Rapids Public Schools. J. Walton. 8:30 a.m. to noon.
PE-W60 Aerobic Exercise Leadership. This course is designed to be a leadership course for those
students interested in learning how to teach group exercise classes in a variety of settings. Modalities of
group exercise will include kickboxing, step aerobics, high/low impact aerobics, and circuit station workouts.
Topics will include anatomy and physiology, safety, risk rating clients, monitoring exercise intensity, cueing,
transitions, music tempo, choreography, and leadership skills. Students will perform a teaching segment to
their peers. Students will perform a teaching segment to their peers. Students completing this course will be
well prepared for becoming certified through a national certifying organization, such as AFAA or ACE.
Prerequisite: PER 105 or permission from the instructor. M. Klooster. 2:00 p.m. to 5:00 p.m.
PER 131A Badminton I (one semester hour). Staff.
PER 131B Badminton I (one semester hour). J. Kim.
PER 135A Volleyball I (one semester hour). N. Meyer.
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PER 137A Bowling (one semester hour). Fee required. Pick up information in P.E. Office. Class meets off
campus. M. Klooster.
PER 140A Swim I (one semester hour). D. Gelderloos.
PER 155A Ballet I (one semester hour). J. Genson.
PER 165A Ballet II (one semester hour). J. Genson.
PER 173A Basketball (one semester hour). M. Christner.
PER 176A Ice Skating (one semester hour). Fee required. Pick up information in P.E. Office. Class meets
off campus. N. Meyer.
PER 177A Downhill Skiing (one semester hour). Fee required. Pick up information in P.E. Office. Class
meets off campus. D. Gelderloos.
PER 177B Downhill Skiing (one semester hour). Fee required. Pick up information in P.E. Office. Class
meets off campus. D. Gelderloos.
PER 181A Badminton II (one semester hour). J. Kim.
PER 186A Gymnastics (one semester hour). Fee required. Pick up information in P.E. Office. Class meets
off campus. M. Klooster, C. Shilton.
PER 198A Scuba (one semester hour). Elective only, does not fulfill core. Fee required. Pick up
information in P.E. Office. G. Kimball.
IDIS-W12 A Voice in the Wilderness: Balancing Urban Growth, Outdoor Recreation, and
Environmental Responsibility. D. DeGraaf, M. Mulder.
IDIS-W13 Costa Rica Rainforest Outward Bound Adventure. G. Remelts, R. Walter-Rooks.
IDIS-W21 An Inside Look at The January Series. R. Honderd.
IDIS-W30 Adventure Therapy: An Experiential Approach to Facilitation. M. Bowers and D. Vermilye.
IDIS-W31 Dancing Across the Elementary Curriculum. E. Van’t Hof.
HISTORY
W10 Puritanism in History and Memory. “Puritanism,” H. L. Mencken said famously, is “the haunting
fear that someone, somewhere, may be happy.” But were the Puritans really such a bunch of dolorous killjoys? Why have they been remembered so negatively? This course will explore the history and memory of
the seventeenth-century Puritans through their own writings, and through the nineteenth-century tales of
Nathaniel Hawthorne and Arthur Miller’s The Crucible (1953). Topics covered will include: the Puritan
Great Migration; covenant theology and Puritan political thought; gender relations; popular religion and the
Puritan practice of piety; the challenge of Quakerism and religious diversity; Salem witchcraft; the Praying
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Towns and wars with Native Americans; and the roots of the Great Awakening. Students will write a
analytical reading journal and make a class presentation. No prerequisites necessary. W. Van Arragon.
294 Research Methods in History (two semester hours). This course is an introduction to historical
sources, bibliography, and research techniques, by giving particular attention to the different genres of
history writing, the mechanics of professional notation, critical use of print and electronic research databases,
and the development of critical reading skills with respect to historical exposition and argumentation. In this
letter-graded course, evaluation is based on several reports, essays, and a final exam. Prerequisite: one course
in history or permission of the instructor. NOTE: This is a required two-semester hour course in the
history major. F. vanLiere. 2:00 p.m. to 4:00 p.m.
375 Social Studies Methods. 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. Prerequisites: EDUC 302-303 or permission of the
instructor. R. Schoone-Jongen. 8:30 a.m. to noon.
IDIS-W18 Tibet: Looking for the Land of Snows. K. Selles.
MATHEMATICS AND STATISTICS
W80 Elliptic Curves. The subject of elliptic curves is a beautiful example of the interconnectedness of the
different braches of mathematics. This course will use geometry, calculus, number theory and group theory
to study the subject. In addition to the purely mathematical aspects, some applications such as cryptography
will be discussed. There will be a brief discussion of ho Fermat’s Last Theorem, a 300 year old unsolved
problem, was proved using ideas from elliptic curves. There will be daily assignments and a final project.
This course meets the interim course requirement for mathematics majors. Prerequisite: Math 356, or a 300level mathematics course in which proof is emphasized. J. Ferdinands. 2:00 p.m. to 5:00 p.m.
W81 Curricular Materials for K–8 School Mathematics. This course examines and evaluates K–8
mathematics curricula in the context of the NCTM’s Principles and Standards for School Mathematics.
Although the emphasis is on grades 6–8, curricula at all grade levels is examined. Some of the curricula to be
discussed are Everyday Mathematics, Investigations, Math TrailBlazers, Connected Mathematics,
MathScape, MathThematics, and Mathematics in Context. Students are expected to complete assigned
readings, to participate in and lead sample activities and lessons, and to contribute to discussions. Evaluation
is based on in-class participation, presentation of grade-level lessons, several written quizzes, and written
projects. Optional K–8 classroom observations can be arranged for the morning hours. Students should
arrange their schedules so that they can spend some additional hours in the Curriculum Center. Prerequisite:
Mathematics 222. This course may replace Mathematics 110 in the elementary education mathematics minor
for students who have completed four years of high school mathematics and who have received permission
from their mathematics advisor. J. Koop. 2:00 p.m. to 5:00 p.m.
W82 Exploring Advanced Euclidean Geometry. This course explores the results of higher (or advanced)
Euclidean geometry. The geometric results are explored in two ways: using the ancient technique of Euclid
(proof) and the modern tool of dynamic computer software (Geometer’s Sketchpad). Students learn to be
comfortable with both. The two goals of the course are to explore the mathematics itself and to learn an
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appropriate balance between proof and computer exploration. Students in the course produce a notebook that
contains statements and proofs of all the major theorems studied. Each theorem and proof is illustrated with
an appropriate GSP sketch. There are no tests or exams; evaluation of student work is based entirely on the
quality of the notebook. This course satisfies an interim course requirement that is part of the math major.
Prerequisite: At least one 300- level mathematics course in which proof is emphasized. G. Venema. 8:30
a.m. to noon.
MATH-160 Elementary Functions and Calculus (core). This course is a continuation of Mathematics
159. Topics include applications of derivatives, integrals, the fundamental theorem of calculus, and
applications of integrals. Grades are based on problem sets, tests, and a final exam. Prerequisite:
Mathematics 159. G. Klassen. 8:30 a.m. to noon and 2:00 p.m. to 5:00 p.m.
MUSIC
W10 An Introduction to Wagner’s Ring. This course is a basic introduction to the four operas of Richard
Wagner’s The Ring of the Nibelung. The course examines the four plots, and presents and analyzes the
characters and their actions. The chief goal of the course is to explain and illustrate how the story of The Ring
is told through music. Students see all four operas on video and view sections of the operas a second time as
a basis for discussion. Evaluation is based on quizzes on the readings and a final exam on the viewing
assignments and lectures. The ability to read music is not a prerequisite for this course. H. Slenk. 8:30 a.m.
to noon.
W40 Music Theory Fundamentals. This course introduces the student to the rudiments of music theory
including rhythm, scales, key signatures, intervals, melody, chords, and tonality. These rudiments are learned
by extensive drills, both in and out of class, for the purpose of developing an understanding of and facility in
using the fundamental building blocks of tonal music. Drills include singing, playing the keyboard,
analyzing, writing in musical notation, ear training, and computer lab work. Progress is evaluated by daily
recitations, daily written assignments, music-lab practice sessions, quizzes, and a final examination.
Prerequisite: ability to read musical notation in either the treble or bass clef. J. Varineau. 2:00 p.m. to 5:00
p.m.
W60 Performing English Music. A study of English orchestral and chamber music on site. Members of
the Calvin Orchestra will prepare and perform a full-length concert. Their understanding of the music will
be enhanced by visits to the places where the composers lived and worked, performance venues, instrument
makers, instrument auctions, and the like. There will also be guest lectures and conversations with English
composers, string teachers, and conductors as well as reading that contextualize musical life in Britain with
particular emphasis on works performed and places visited. Evaluation will be based on participation, daily
journals, performances and a final essay. Prerequisite: Enrollment in the Calvin Orchestra (Music 171) in the
Fall semester of 2005. Fee: $3900. B. Kuykendahl, R. Nordling, D. Reimer. Off campus.
NURSING
W60 Nursing in New Mexico. This practicum course, offered through Rehoboth-McKinley Christian
Hospital in Gallup, New Mexico, provides students the opportunity to explore a clinical area in which they
provide individualized nursing care for clients. The practice setting allows students to work in a small,
regional hospital with a diverse group of clients, many of whom are Native American. The course foci are
Primary and Secondary Health Protection with the concepts of health, cultural diversity, individualized care,
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and justice receiving special emphasis. Students expand their knowledge through clinical practice, cultural
events, seminar discussions, self-evaluation, and reading. Student evaluation is based on orientation sessions,
clinical performance, seminars, student reflection, and self-evaluation. This course will meet the Cross
Cultural Engagement (CCE) core requirement. Prerequisite: satisfactory completion of at least one semester
of nursing courses. Fee: $1850. M. Vander Wal. Off campus.
W61 Christian Nursing in the Dominican Republic. (formerly of the Nursing in the Philipines) The
Dominican Republic is a beautiful tropical island in the Caribbean Ocean, but the lives of its citizens are not
as beautiful as the scenery. Despite areas where wealthy vacationers spend time on sandy beaches, the
average citizen of the Dominican Republic has a very low income and many health needs. This interim will
provide nursing students with the opportunity to explore the health care system and health needs of the warm
and hospitable, yet needy people of the Dominican Republic. The chance to offer service in both urban and
rural health clinics will provide ample opportunity to interact with both residents and health care
professionals of the island. In addition students will learn about health care in hospitals and schools. The
work of Christian missions and community development will also be explored. Student evaluation is based
on the pre-trip meetings, a required journal, presentations and participation in course activities. Fee: $2588.
C. Feenstra. Off campus.
W62 Belize: A Nursing Experience. In this course students explore health concerns and care strategies for
a culturally, socially, and economically varied nation of seven distinct groups including Creole, Mayan,
Mestizo, Garifuna, and others. Nursing students serve in community clinics, private hospitals, and struggling
government hospitals. Students learn from local herbalists, traditional midwives, and folk healers and take an
excursion to Guatemala for four days to explore the contrast in health care and culture of these two
developing countries. Students will also have the opportunity to live in a Mayan village and learn about
village culture, health needs, and the role of the community health worker and traditional birthing assistant.
This course will meet four times in the fall to enhance preparation for this experience. Clinical experiences,
cultural events, reflective discussion, and informal lectures contribute to the learning in this Interim. The goal
is for students to demonstrate Christian nursing care, understand cultural health care, and adapt nursing skills
to a variety of settings. Student evaluation is based on preparatory readings, a journal, final presentation, and
participation in course activities. This course will meet the Cross Cultural Engagement (CCE) core
requirement. Prerequisites: satisfactory completion of at least one semester of nursing courses and
permission of the instructor. Fee: $2900. R. Boss Potts. Off campus.
IDIS-W28 Spiritual Care for Beginning Health Professionals. J. Baker.
PHILOSOPHY
W10 Peaceable Kingdom: Transforming our Relationships with Animals. Though stewardship of the
animal kingdom is one of the primary responsibilities accorded to human beings in the Christian creation
narrative, the question of how best to respect and to honor the creatures under our care is one that Christians
too often neglect to ask. This omission is especially tragic, given the overwhelming evidence of fallenness in
the social and commercial practices that presently govern our relationships to animals. The purpose of this
course is two-fold: first, to gain insight into the problem through a survey of the philosophical, ethical,
environmental, and socio-economic issues surrounding the treatment of animals and the allocation of natural
and human resources by contemporary agribusiness; and second, to take the initial steps toward becoming
agents of transformation by employing an array of concrete approaches to addressing these problems. In
addition to reading current literature and viewing relevant documentary media, students visit a local
community farming co-op, participate in workshops with representatives from activist organizations, and
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enjoy an advance screening of a major new documentary on factory farming by a New York advocacy group
(Compassionate Consumers). Evaluation is based on journal assignments and workshop participation. M.
Halteman. 2:00 p.m. to 5:00 p.m.
W11 Facing East: Learning from the Orthodox Tradition. What can Christians—Reformed and others—
learn from the theology and practices of the Eastern Orthodox tradition? This is the guiding question of
Facing East. In this class, students explore various facets of the Orthodox tradition. In particular students
focus on three intertwined features of Orthodoxy: its history, theology, and spiritual practices. With regard
to its history, students spend some time investigating the importance of the seven ecumenical councils and
the great schism between East and West. With regard to theology, students explore the Orthodox
understanding of salvation, atonement, and sin. And with regard to Orthodox spirituality, students
investigate the role of monasticism, iconography, the spiritual disciplines, and the divine liturgy. An
excellent way to understand Orthodoxy is to be acquainted with its worship. So, in addition to having guest
speakers, students will take field trips to local churches to investigate iconography and the shape of Orthodox
worship. Evaluation is based on readings, participation and a graded journal. T. Cuneo. 8:30 a.m. to noon.
W12 Moral Expectation in Film. From an early age all people learn that certain types of behavior are
morally expected of them. Morality has its expectations, and it is a high priority that people learn what these
expectations are. It is also a high priority that a knowledge of these expectations is passed on to each new
generation. This course focuses on this rather neglected area of the moral terrain. The phenomenon of moral
expectation is studied in its relationship with more familiar concepts like moral duty, moral responsibility,
and supererogation. It also is examined in the context of the Christian life. A half dozen motion pictures will
be shown illustrating moral expectation. Students are evaluated on a research paper and on several short
written assignments. One previous course in philosophy is recommended but not required. G. Mellema. 8:30
a.m. to noon.
IDIS-W22 Theory and Practice of Quilting. R. Goenhout.
IDIS-W25 Death and the Meaning of Life. K. Clark
IDIS-W29 Knitting: Creativity, Community, and Social Support. D. Vander Pol and C. Van Dyke.
IDIS-W35 Humans, Zombies, and Consciousness. K. Corcoran and S. Matheson.
W61 Independent Study at L’Abri Fellowship, Switzerland. L. Hardy. Off campus.
PHYSICS AND ASTRONOMY
W10 Biophysics. Biophysics is a growing discipline in which the tools and accomplishments of physics are
used to examine and elucidate the behavior of biological systems. This particular course is a smorgasbord of
different topics in biophysics. Scaling laws are used to help explain why ants can easily lift many times their
own weight but human beings strain at loads that are a mere fraction of their own weight. Fluid flow is used
in examining why the wing beat frequency of flying animals generally increases as the size of the animal
decreases. Random walks and diffusion are examined and their impact on cell size is discussed. An
additional feature of the course is that no calculators are used. Student evaluation is based on homework
assignments and tests and work on simulations in class. The course is designed to be accessible to any
student with at least a semester of algebra-based college physics or a year of algebra-based high school
physics. P. Harper. 2:00 p.m. to 5:00 p.m.
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214 Communication and Learning in the Natural Sciences. J. Jadrich.
POLITICAL SCIENCE
W10 A New Day? East European Transitions. East European societies are experiencing large-scale
economic, political, and social changes. They have transitioned from communism to capitalism, from
authoritarianism to democracy, from closed societies to open societies. The integration of Hungary, Poland,
the Czech Republic, Slovakia, and the Baltic states into the European Union in 2004 was seen by many as a
symbol of the success of East European political and economic transitions. However, there are others, who,
pointing to the lingering effects of forty years of Communist rule, are less optimistic about the state of
reforms in the region. What has been the impact of the political and economic transitions in Eastern Europe?
Are we witnessing a new era? Has Communist rule left long-term problems for these countries and
societies? The goal of this course is to investigate these issues and to examine the causes and effects of the
transitions in Eastern Europe, the lingering effects of Communist rule, and the new position of East European
countries in Europe. Along with political science readings, this course incorporates East European literature
and film to develop a deeper understanding of impact these changes have had on East European society and
everyday life. Evaluation is based on class presentations, two papers, and participation in class discussions.
R. Vanderhill. 2:00 p.m. to 5:00 p.m.
PSYCHOLOGY
W40 Social Psychology in Film. This course explores basic social psychological concepts and principles as
revealed in contemporary films. Attention is given to the nature and dynamics of social thought, social
influence, and social relationships. Films portraying the processes of attitude formation and change,
conformity and obedience, prejudice and aggression, and social attraction and conflict are discussed in
relationship to the relevant social psychological theory and research. Students write a series of five brief
papers, relating readings from the psychological literature to the content of films such as Schindler’s List and
The Shawshank Redemption. Evaluation also includes a final group project and paper. This course is not
open to students who have taken or who plan to take Psychology 310. M. Bolt. 2:00 p.m. to 5:00 p.m.
W41 Aging: Mind over Matter. The number of older adults is growing more rapidly than other segments
of the North American population. As this group increases, demand for services and products to meet its
needs also increases. This course provides a general overview of the aging process (physiological,
psychological, and psychosocial). Aging-related disorders are covered along with an overview of assessment
procedures. Case examples are provided. The concept of “parenting your parents” is also addressed in the
context of aging-related changes in the family and interpersonal dynamics. An overview of institutional,
financial, and healthcare resources is provided. Students are given opportunities to experience a sampling of
these programs firsthand. Opportunities for interaction with staff and residents of a facility are offered.
Students are challenged to evaluate their own views of the aged and “ageism” and, in that context, are
challenged to develop an awareness of their own aging process. They are also encouraged to consider their
own level of giftedness for working with the aged in various career capacities. Evaluation is based on tests,
class participation, small-group activities, and written assignments. B. Vermeer. 2:00 p.m. to 5:00 p.m.
W42 Interpersonal Relationships. This course will investigate interpersonal relationships—particularly
one-on-one relationships—by examining their initiation, development, and patterns of interactions. Examples
of questions we will be discussing are : How honest are we with others about who we really are? Why do we
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hesitate to let others know us at a deeper level? How can we most effectively listen to others? How does
one’s self-esteem impact relationship skills? How important are first impressions? Are some approaches to
dating more “Christian” than others? How do we know if we are truly in love? How can we heal broken
relationships? The initiation, breaking, and restoration of relationships are an example of the Creation/Fall/
Redemption theme that will be developed in this course. Evaluation is based on quizzes, journals, and class
participation. A. Shoemaker. 2:00 p.m. to 5:00 p.m.
W80 Psychopathology in Film. From The Three Faces of Eve to The Silence of the Lambs to What About
Bob? through various films in the horror genre, film has attempted to capture the essence of
psychopathological affect, behavior, and cognition. This course traces concepts of psychopathology as
presented in film. The focus is on various psychological disorders, emphasizing symptoms and perspectives
of causation. Students view a variety of films that attempt to exemplify these disorders. The films are
critiqued on accuracy and realism. The goal is to acquaint students with various psychological disorders and
to develop critical-thinking skills in viewing film portrayals of psychological disorders. Students are
evaluated on the basis of a group project and final paper. Prerequisites: Psychology 151 and 212 or
equivalent. R.S. Stehouwer. 8:30 a.m. to noon.
W81 Helping Skills. This course presents fundamental skills and strategies that underlie many
psychotherapies. In reviewing the theory and research on therapy and helping relationships, the course
identifies basic principles of problem management, communication, listening, and helping. A workshop
format is used to teach and practice helping skills. Students develop skills in practice interviews and smallgroup experiences. This course is appropriate for students in psychology as well as social work, pastoral
counseling, or management fields. Student evaluation is based on completion of readings, interviews, and a
presentation. Prerequisite: Psychology 151. J. De Boe. 8:30 a.m. to noon.
W82 Knowing Yourself: The Psychology of Self-Understanding. This course is an introduction to
contemporary theories and research about how people come to know and evaluate themselves and how selfjudgments influence our emotions, actions, and aspirations. How can an individual’s self-esteem be
assessed? What are the limits and distortions of self-understanding? How does one’s self-concept originate
and develop? How do people seek to maintain stable self-conceptions and enhanced heir self-esteem? How
does self-understanding contribute to the disintegration of self? The course includes readings, lectures, class
discussions, films, and personal reflection on one’s own self-concept. Students are required to take two
written tests and to complete a narrative life history that demonstrates their ability to use appropriate
principles and concepts from the course. This course is not open to students who have taken or plan to take
Psychology 311. Prerequisite: Psychology 151. J. Brink, G. Weaver. 2:00 p.m. to 5:00 p.m.
IDIS-W36 Christian Discipleship: The Works of John Ortberg. W. Joosse.
RELIGION
W40 Anti-Semitism and the Holocaust. This course explores the historical, moral, and theological
dimensions of the Nazi Holocaust. Students study the history of anti-Semitism that culminated in Hitler’s
persecution of the Jews, the historical account of the Holocaust itself, and the moral and theological issues
raised by it. Resources used in this class are books on the history of anti-Semitism and the Holocaust, two
writings of Elie Wiesel, and a number of films about the Holocaust and its significance. The course also
includes a four-day field trip to the United States Holocaust Memorial Museum in Washington, D.C.
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Evaluation is based on class discussion, a short written report, and a final exam. Fee: $250 (approximate) for
field trip. K. Pomykala. 2:00 p.m. to 5:00 p.m.
W42 Birth, Sex, and Death in the Biblical World. Why is sexual intercourse unclean according to Leviticus
15:18? If the body is in the grave, where is the person after death? In recent years, anthropologists and other
social scientists have begun to examine more closely the ways in which human cultures conceptualize and
organize the ordinary events of the human life cycle. Biblical scholars, too, have begun to consider these things
by using the Bible, not as a theological textbook, but as a window on the lives of ordinary people in ancient
Israel and the early church. This course looks at various aspects of the human life cycle as they are described or
discussed in the Bible. Material from other ancient Near Eastern cultures is used to illuminate the thought world
of the Bible. Some of the aspects of the life cycle covered in this course are the reasons why people wanted to
have children, theories of conception and fetal development, birth and the postpartum period, the female
reproductive cycle, the structure of marriage, raising children, sexual activity and restrictions, celibacy, old age,
death, and the afterlife. In addition to regular class participation, students write a final paper. R. Whitekettle.
8:30 a.m. to noon.
W43 Learning to Pray Like Jesus. What does the Bible teach about prayer and how does that translate into
real life? This course explores the place of prayer in the Old and New Testaments, including the Jewish roots
of Christian practice, and how the church developed its own monastic tradition through the desert fathers.
Delving into the practical dimensions of the practice of prayer includes a look at the traditional spiritual
disciplines of fasting and meditation. Students also investigate some of the theological questions raised by
prayer: Can God be influenced? Does God change his mind? Does prayer make a difference in the world?
Student evaluation is based on a book review, class participation, and a personal prayer journal. The final
goal of this course is for each student to cultivate a more deeply, personal, theologically informed, and
historically aware life of prayer. D. Crump. 8:30 a.m. to noon.
SCIENCE EDUCATION STUDIES
214 Communication and Learning in the Natural Sciences. This course provides a systematic
examination of communication and teaching strategies for natural science, including oral exposition, visual
imagery, demonstrations, technology, and laboratory activities. Theoretical components include underlying
educational theories, scientific literacy, and the unifying themes and practices in science. Practical
components include methodologies for assessment, lesson and unit development, and laboratory safety, plus
student presentations and response. Prerequisites: at least three courses in natural science. J. Jadrich. 8:30
a.m. to noon.
SOCIOLOGY, SOCIAL WORK, AND CRIMINAL JUSTICE
W40 Post-Apartheid Challenges in South Africa. This course is a unique opportunity to visit a country
that has recently gone through massive, dramatic, largely nonviolent political change wherein political power
transferred from a minority group to the majority group. The primary academic objective is to gain a
firsthand knowledge and understanding of the challenges facing a post-apartheid South Africa. Students
explore changes that have occurred in criminal justice, education, community health, economics, politics,
and religion. This is accomplished through contact with personnel from two or more South African
universities, criminal justice leaders, local politicians, common citizens, and others. These activities also
develop cross-cultural awareness and interpersonal communication skills through interviews and discussions.
Students are evaluated through a daily journal, oral research reports, and class participation. This course will
meet the Cross Cultural Engagement (CCE) core requirement. Fee: $3254. J. Apol, M. Baker. Off campus.
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W42 Forensics and the Crime Scene. This course is a study in the theories and techniques related to the
discovery and preservation of physical evidence as applied to the criminal justice process. Attention focuses
on the legal admissibility of evidence under Michigan law. Students also examine the relationship of science,
religion, and faith as applied to the criminal justice arena. The course is structured around lectures, offcampus local site visits, and a study of an actual criminal investigation, which utilized the scientific process
of forensics. Student evaluation is based on a journal regarding site visits and lectures and a workbook
detailing the investigation process. C. Buquet. 2:00 p.m. to 5:00 p.m.
SOWK 381 Integrative Studies Seminar (four semester hours). This course requires students to integrate
the content of courses in the social work major and the practicum experience. Students draw on core
concepts and principles from the profession and from the Christian faith as they discuss issues associated
with professional role and identity. Prerequisites: Social Work 371, 372, 373, admission to the B.S.W.
program, and satisfactory completion of the practicum admission process. C. Brandsen. 8:30 a.m. to noon.
IDIS-W12 A Voice in the Wilderness: Balancing Urban Growth, Outdoor Recreation, and
Environmental Responsibility. D. DeGraaf, M. Mulder.
IDIS-W19 Jamaica: Hope for Development. L. Schwander, T. Vanden Berg.
SPANISH
W80 Mayans Past and Present in Yucatán. . Students in this course spend three weeks immersed in
Mexican culture in Mérida, Yucatán. Mérida, a moderate-sized city, is the site of two universities and a
center for several mission organizations. Students participating in the course live with families and attend
daily lecture classes, which focus on various aspects of Mexican culture such as Mexican and Mayan history,
the history of Catholicism and Protestantism in Mexico, and the current political context. Students also take
excursions to Mayan ruins and attend religious and cultural events. They keep a detailed journal consisting of
notes from lectures and discussions as well as personal observations on Mexican culture and their
experiences during their stay. Evaluation is based on satisfactory achievement of course goals, including
active participation in course activities, increased understanding of various cultural and religious phenomena
of Mexico in general and the Yucatán in particular, and growth in personal awareness and maturity—all as
measured by journal entries, a language journal, a class presentation, and reflection papers. This course will
meet the Cross Cultural Engagement (CCE) core requirement. Prerequisites: Spanish 201 and permission of
Spanish program advisor. Fee: $1700. M. Bierling. Off campus.
W81 Spanish Grammar through Translation. Translation is an activity that combines the
intellectual with the practical. Using a wide variety of texts and exercises, we will focus on lexical
and grammatical detail in order to produce acceptable translations. Although this course will not
produce professional translators, it will provide Interesting opportunities to use and improve
Spanish language skills. Evaluation is based on daily written translations and a final exam.
Prerequisite: Spanish 301 with a grade of "C" or better. C. Slagter. 8:30 a.m. to noon.
122 Intermediate Spanish (core). This course is the second part of the closely integrated 121-122-203
sequence, which fulfills the requirements for foreign language. Students attend large-group sessions in the
morning and small-group sessions in the afternoon to acquire skills in speaking, listening to, reading, writing
Spanish, and discussing cultural topics. Chapter tests, vocabulary and grammar quizzes, compositions, oral
presentations, and a final exam are required. E. Miller, J. Polonowski, L. Rodriguez.
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356 Foreign-Language Education in the Elementary School. This course focuses on the theory and
practice of foreign-language teaching in the elementary school. Students in this course study the development
of language skills, second-language acquisition, methodologies, curriculum, and programs. The course is
required for K–12 foreign language endorsement and for elementary education Spanish majors and minors. It
must be taken prior to Education 346 (Directed Teaching) and Spanish 359 (Seminar in Student Teaching).
Course work is evaluated by means of reflection papers on readings, classroom observations, and minilessons. M. Pyper. 8:30 a.m. to noon.
358 Aiding in the Foreign-Language Classroom. The goal of this course is to give advanced students of
Spanish the opportunity to experience firsthand the teaching of a foreign language and to develop their oral
skills by leading practice sessions completely in Spanish. In addition, students enrolled in this class are an
essential part of the successful teaching of Spanish 122. Students participating in this seminar assist in the
planning of and aiding in small-group sessions for Spanish 122. Morning activities include meeting with
other aides, observing master teachers, and preparing class plans, materials, and activities. During the
afternoon aides lead their own practice groups and tutor students with problems. A daily journal, an activity
card file, lesson planning, prepared materials and quizzes, and classroom techniques are used to evaluate a
student’s competency in oral and written Spanish and in pedagogical skills. In addition students are evaluated
twice by the students in their small groups, and they are regularly observed by the instructor of Spanish 358.
Prerequisites: Spanish 301 or 302 with a grade of B or better and permission of the instructor. M. Rodriguez.
8:30 a.m. to noon.
IDIS-W81 Argentina: Language, Landscape, Legacy. D. Zandstra.
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