Have you ever thought about owning your own business? Or starting your own accounting firm? Millions of businesses and thousands of accountants have chosen QuickBooks accounting software because it is powerful and intuitive. Students in this course use QuickBooks to record business transactions, track inventory, bill out jobs, and generate customized accounting reports. QuickBooks gives students an in-depth understanding of sales, purchases, inventory, and payroll in a small business. Grading based on completion of daily QuickBooks assignments in the computer lab, an interview of a small business owner, and a cumulative final exam. Can fulfill an entrepreneurship minor requirement. Prerequisite: ACCT 204. D. Cook 8:30 a.m. to noon.
ART W40 Artist Book Making – Mixed-Media Exploration. This course introduces the design, production, and publication of mixed-media artist books, concentrating on the book as aesthetic object embedded with content. Physical and conceptual elements of the artist book unfold through time and space. Book design problem solving includes organizing conceptual, visual, physical, kinetic, and chronological transitions. Students will engage in developing content, three-dimensional form, integration of image and text, and harmonizing these elements in the execution of visually engaging artist books. The study of hand-made books from Medieval illustrated manuscripts to contemporary book art introduces students to traditional as well as innovative materials and processes including binding techniques. Students will investigate high and low technologies of reproducing imagery for the purpose of execution and publication. Bookmaking will occur individually and collaboratively. The class will produce one of a kind artist books and a limited-edition publication. This course provides interdisciplinary investigation and enables building of professional portfolios. A. Greidanus. 2:00 p.m. to 5:00 p.m.
BIOL W60 Pathophysiology. Pathophysiology is the study of how the body’s normal function is changed when disease strikes. This course presents aspects of many human diseases, including the biochemical or cellular causes of the disease, structural and functional changes resulting from it, and the prognosis related to it. 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 graded on the basis of tests, a research paper, and a class presentation. Prerequisite: Biology 206 or 331. E. Boldenow. 8:30 a.m. to noon.
COMM W40 Laboratory Theatre “Shorts”! This theatre production course will study the process of producing one act plays that illustrate the 2020 Calvin Arts theme of “Create, Unite, Renew: Dwelling” specifically exploring themes of Home and Hope. Through readings and discussion, students will study the Pulitzer Prize winning play, The Kentucky Cycle by Robert Schenkkan , as well as 6 other one act plays, and select readings. Assignments will include completing play analyses for each of the assigned plays as well as serving in a production role for an evening of one-acts (“the shorts”) and writing a reflection paper on the process. Students in the course will have the opportunity to serve in various production roles: including director, stage manager, designer and performer. Therefore, the course will serve as an advanced directing course for those selected to direct plays or advanced production design. Students who wish to direct must apply for this role in the fall semester. Advanced students will be able to create portfolio worthy projects as part of the process of the course. However, the majority of the students will not need prior experience to serve as stage managers, production prep and running crews, publicity crews and/or actors. Auditions for the one-acts open to the entire Calvin Community and will take place late in the fall semester. Students will be required to complete their work during the first week of the spring semester. Performance Dates: February 6, 7, 8, 2020 at 7:30 p.m. D. Freeberg. 2:00 p.m. to 5:00 p.m.
CS W40 Making a Website with Wordpress.
In this course students will work in small teams to create a website with
Wordpress. Students will learn about several aspects of creating,
maintaining, and administering a website, including requirements gathering,
functional specification, user-friendly design, content management,
advertising, assessment, iterative improvement, search engine optimization,
and presenting a final project. We will also discuss related legal and
ethical issues from a reformed Christian perspective. H. Plantinga. 8:30
a.m. to noon.
ECON W10 Norms and Gender Discrimination and Exclusion. This Course will explore, analyze various forms of gender discrimination and exclusion in less developed countries (LDCs), especially in collectivist LDCs, with reference to the Arab World. Such discriminating practices are rooted in inherited norms (beliefs, traditions, taboos, customs, and myths, etc.). Gender Discriminating norms continue to play significant roles in marginalizing/discriminating against women by limiting their capabilities, participation, and effective representations in many spheres of life. The course utilizes both the new institutional economic analysis and the capability approach. The course materials will be closely related to my book, "Norms and Gender Discrimination in the Arab World" (Palgrave Macmillan, October 2015), in addition to other references and reports from human rights' organizations. The instruction style for this short interim course will include regular lectures, students’ led discussions, watching video clips, movies, and students’ project presentations. A. Abadeer. 2:00 p.m. to 5:00 p.m.
ENGR W80 Mechatronics. Mechatronics is a growing field of engineering where a multidisciplinary team of engineers addresses a physical problem through the use of mechanical systems which are linked with control systems which often have electric or electronic systems. Mechatronics has been called a replacement word for electro-mechanical engineering. In this course, students will be provided a task for a robot to perform, and have 3 weeks to design and build a robot which can accomplish the task. Generally, successful completion of the task will require mobility, and manipulation of external objects under autonomous and user control. The task to be completed will be defined by First Robotics and is new every year. The specifics of the task will be unknown to the faculty and students at the start of the course. This course will require participation on the first Saturday after the course has started. R. Tubergen. 2:00 p.m. to 5:00 p.m.
ENGR W81 Mobile Robotic Systems. Mobile robotic systems are becoming more commonplace and are now handling some of the most dangerous tasks, allowing humans to stay at a safe distance. In this course, students will learn about the historical development of mobile robotic systems, including some ethical issues surrounding such systems. Students will also analyze and design the electrical, mechanical, and control aspects of robotic systems. The final project will involve the construction and implementation of a mobile robotic system. Through this hands-on experience, students will learn about the mechanical structures needed to build the system, the motors and gears to drive the system, the sensors to guide the system, the wireless modules to communicate with the system, and the control algorithms and hardware to manage the system. Students will be evaluated on in-class discussions, lab write-ups, design project presentations, design project reports, demonstration, and their participation in the team design projects. Prerequisites: C Language Programming or equivalent, Engineering 307 & 311, and Metal Shop Training. Preference given to senior-standing ECE engineering students. M. Michmerhuizen. 8:30 a.m. to noon.
ENGR W82 Advanced Chemical Engineering Special Topics. This course addresses essential advanced topics for design. Topics build on the foundational concepts from several earlier chemical engineering courses. The course includes advanced topics from separations, heat transfer, and non-elementary kinetics. An introduction to mathematical modeling for advanced 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. This course fulfills the Engineering special topics requirement. J. VanAntwerp & J. VanAntwerp. 8:30 a.m. to noon.
ENGR W83 Storm Water Management. Civil and Environmental Engineers today are frequently faced with the problem of managing impacts of storm water within both urban and rural environments. Management involves addressing issues of both storm water quantity and quality. The first objective of this course is to introduce the basic principles, computational methods, and treatment approaches used to manage storm water quantity and quality. The second objective is to introduce students to issues of professional practice through site design projects. Guest speakers and case study reviews are also used to emphasize basic principles and management techniques. Course evaluation is based on problem assignments and design projects. Prerequisite: Engineering 320 and 306 or permission of instructor. W. Porter. 8:30 a.m. to noon.
ENGR W84 Sustainable Energy Systems. Renewable and sustainable energy systems are providing increasingly large fractions of the energy mix worldwide. In this course, students consider fundamental engineering principles, economic factors, and Energy Return On Investment (EROI) for a wide variety of renewable and sustainable energy technologies. Special focus is given to performance and design of wind and solar systems, and data from demonstration systems at Calvin College are analyzed extensively. Software packages that aid renewable energy system design are introduced. Daily assignments and several design projects are required. Prerequisite: Engineering 333 or permission of the instructor. F. Haan. 8:30 a.m. to noon.
ENGL W11 Shouts and Whispers: The Intersections of Faith and Writing. This class invites you into a conversation about how faith and literature overlap, sometimes comfortably and sometimes uneasily—whether in the “shouts” of writers such as Flannery O’Connor or in the “whispers” of authors such as Frederick Buechner. It also invites you to think about what it means to be a faithful writer and a faithful reader today by investigating the writers who’ll be attending the 2020 Festival of Faith and Writing. And you’ll think about the larger project of the Festival itself—what it takes to balance many voices hospitably. J. Holberg 2:00 p.m. to 5:00 p.m.
ENGL W41 Anna Karenina. An intensive reading of Leo Tolstoy’s masterpiece. Students take turns leading daily discussion of the readings, and the instructor offers supplemental presentations on historical and biographical contexts, literary theory and criticism, and modern film adaptations of the novel. Students are evaluated on regular participation, quizzes, and brief writing assignments. The course fulfills an elective for Literature majors. C. Engbers. 8:30 a.m. to noon.
ENGL W42 Editors and Editing. This course introduces students to professional editing and to the full publishing process from acquisition to marketing. Students are introduced to different kinds of editors and their roles, various editing genres, and stages in the publication process. Students practice a variety of editing skills (including copy editing and layout) and complete an individual or group project. The class visits local publishing houses to meet and learn from editors about their areas of specialization. Evaluation based on daily in-class work, small assignments, and a substantial group or individual project. K. Merz. M-Th, 6:00 p.m. to 9:00 p.m., Friday 2:00 p.m. to 5:00 p.m.
ENGL 374 English Grammar. A study of traditional grammar, focusing on its history, its system, its applications, its competitors, and its place in the classroom; special emphasis will be given to the system and terminology of this grammar. Student work will be evaluated by means of daily assignments, in-class projects, and a final exam. K. Johnson & E. VanderLei. 8:30 a.m. to noon.
ENST W40 The Changing Great Lakes. The Changing Great Lakes (3). This course will review the geography and geology of the North American Great Lakes region; the ecology and biota of its waters; native terrestrial biomes; aboriginal human inhabitants; European settlement; the history of commerce during the past 400 years with particular attention to natural resource exploitation, including fur trading, logging, mining, and fisheries; and recent threats caused by shoreline and canal engineering, pollution and introduced non-native species. Grading will be accomplished through 2 exams (55-60%), map exercises (20-25%), field trip participation (6%), and daily discussion on readings (14%). The course will consistently rely on good background in high-school biology and chemistry; a college course in biology and/or geology would be helpful. R. Stearley. 2:00 p.m. to 5:00 p.m.
ENTR W40 Entrepreneurship Finance. This course examines processes by which startups and small businesses finance their entrepreneurial ventures. Students learn how startups can identify and obtain financing to develop, test, and grow their ventures. Students also examine the process for acquiring an existing company. Students learn methods for valuing an opportunity and different types of debt, equity and hybrid financing, such as venture capital, loans, and bootstrapping, including the rationale and benefits for each. The course employs different methods of learning including lectures, readings, cases, discussions, and several guest speakers. Fulfills a 3-credit hour requirement for the minor in Entrepreneurship. P. Snyder. 8:30 a.m. to noon.
FIN W40 Personal Finance. All of us have been forced to make decisions that impact our future economic wellbeing. What is the best type of loan to finance college? How much college debt is too much?Can I afford to study abroad next semester? How will I pay for a car to get to my job? Are there any issues in signing that lease agreement for my off-campus house? Personal finance is a specialized area of study focusing on individual and household financial decisions: How much should I save? How much should I spend? How much should I give? Do I need life and health insurance when I get out of college--what type would be best for me? How much do I need to save for retirement and when should I start? How do I decide what to invest in? How do I negotiate a job offer I receive—what benefits should I be expecting? Financial planning is a process of setting financial goals and organizing assets and making decisions to achieve these goals, in an environment of risk. This class considers financial goals for Christians and provides information and techniques to help students be good stewards of what God entrusts to them. Topics covered include: financial planning tools, goal setting and budgeting, tax planning, cash management, consumption and lifestyle choices, credit strategies, charitable giving, automobile and housing decisions, insurance needs, concepts of investing, estate planning and retirement planning. Class sessions include lectures, presentations by various professionals in these disciplines, video, and group exercises and discussion. Students are evaluated on the basis of regular attendance and participation, regular quizzes from text and other reading material, a short paper and related presentation on a book of their choosing and a final exam. D. Pruis. 8:30 a.m. to noon.
FREN 112 Multisensory Structured French II. The second course in a three-course sequence of language study designed to meet the 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. The course is open to students who are continuing from FREN 111 and expect to complete through the FREN 113 level. A. Haveman. 2:00 p.m. to 5:00 p.m.
FREN 132 Intermediate French I. French 132 is an accelerated course designed for students who have completed French 131, or for those seeking an intensive refresher. It seeks to develop student proficiency in listening, speaking, reading, and writing through a variety of activities, both in class and out and to serve as a bridge to French 202. V. DeVries. 8:30 a.m. to noon.
HIST 293 Public History.
Public history’ refers to historical work done outside of schools,
colleges, and universities, especially work in institutions such as
museums, archives, preservation offices, and cultural resource agencies. It
also includes historical work in business, consulting, and the legal
profession. This course surveys the major topics and helps students develop
skills used in public history through readings, discussion, guest
presentations, field trips, and projects. For example, students will learn
about the history of public history, employment opportunities for public
historians, and public historical issues, and they will reflect on their
own career possibilities in this field. This is a regular (graded) course,
not pass/fail. Fee $100. K. van Liere. 8:30 a.m. to noon.
IDIS 103 Oral Rhetoric for Engineers. A study of the principles of oral rhetoric, with emphasis on developing student competency in preparing and delivering effective speeches. The emphasis is on basic speech design for engineers communicating their creation and refinement of ideas to peers, managers, subordinates, venture capitalists, and to the public at large. This course will be offered at an accelerated pace during the interim term. Pre-requisite: Enrollment in the engineering program. M. Okenka. Section A: 8:30 a.m. to noon. Section B: 2:00 p.m. to 5:00 p.m.
IDIS 240 Introduction to Archaeology. A classroom introduction to archaeology with emphasis on archaeological theory, field work methods, artifact processing, data interpretation, and site conservation. The course is designed to introduce students to the theoretical concepts of archaeology, participation in field work, and the critical reading of archaeological reports in both the old world and new world archaeology. It serves as a prerequisite for Interdisciplinary 340. D. Rohl. 8:30 a.m. to noon.
IDIS 375 Introductory Seminar in Secondary Social Studies Pedagogy. This seminar applies an active, student-centered learning approach in order to introduce students to the methods and practices of teaching the humanities and social sciences, including economics, geography, government, history, and psychology at the middle and high school level. The course prepares students for student teaching by providing practical instruction in curricular standards, unit planning, lesson planning, teaching resources, classroom methods, and assessment instruments, and exploring these in light of Christian understandings of human nature and pedagogy. This course should normally be taken the Fall or Interim term before student teaching, as offered. Prerequisites: EDUC 302-303 or permission of the instructor. S. Staggs. 8:30 a.m. to noon.
IDIS W25 Supporting Zebras in our Community. Zebras are often used to represent the rare disease community because doctors are told: “when you hear hoofbeats, think horses, not zebras”, encouraging them to focus on common diagnoses. However, there are 7000+ rare diseases, meaning that approximately 1 in 10 people have a rare disease. Who in your community is affected by a rare disease? In this class, we will consider the challenges experienced by those in the rare disease community and seek to identify and understand areas of unmet need. Using a multidisciplinary approach to identify opportunities to support the rare disease community in West Michigan, students from all disciplinary backgrounds will come together to tackle this complex problem. Students in this class will have the opportunity to dialogue with individuals with rare diseases, medical professionals, scientists, and members of advocacy organizations. Student teams will select a project, based on their unique skills and abilities, that will address the driving question: How do we support zebras in our community? Examples of projects include: development of a policy statement, working with a family to write their rare disease story, preparation of a poster that explains the molecular biology of a rare disease, development of curriculum materials to teach kids about rare diseases, or a photography collection that captures the spirit of rare disease patients. Additionally, students will assist in the planning of the 2020 Rare Disease Day Symposium to be held at Calvin on February 29th. Course fee: $20. R. Baker & A. Wilstermann. 8:30 a.m. to noon.
IDIS W28 Leadership and Emotional Resilience. This course explores the role of emotional health in the life of an effective Christian leader. Based on the fields of positive psychology, neuroscience, neuropsychology, leadership studies, economics, and sociology, students learn the nuts and bolts of psychological well-being as a prerequisite for effective leadership. A variety of practical exercises provide students with the opportunity for personal growth, self-awareness, providing resources for living "the good life"-a life full of purpose and meaning. This course was designed for first year Perkins Fellows but is open to non-Perkins fellows as well. 8:30 a.m. to noon. C. Edmondson.
IDIS W29 Preparing for the Semester in Britain. This course is open only for students enrolled in the 2020 Semester in Britain program. It will introduce historical and cultural contexts that will prepare students for living in York, studying at York St John University, and making the most of regional and international excursions. Students will learn about major periods and events in English history, become familiar with the grammar of British culture, discuss practical details with alums of the York program, and conduct research on specific topics. Students will read, write short daily responses, complete a group project, take a final examination, and build community identity with their classmates. S. Felch. 2:00 p.m. to 5:00 p.m.
IDIS W31 Doing Justice in the City, One Kitchen at a Time. Using Grand Rapids as example, the course combines the academic study of doing justice in central or inner cities with learning practical skills of stabilizing and improving stressed neighborhoods. On the one hand, the students will learn about the causes and history of deteriorating housing in stressed neighborhoods of concentrated poverty; on the other, students will learn practical skills of maintaining and improving houses, including building and installing kitchen cabinets. The students will study, by means of readings, videos, discussion, and writing, the history of redlining, home financing, and zoning practices to understand why certain areas of the city of Grand Rapids have deteriorating housing stock while other areas of the metropolitan area do not. Students will also examine the role of justice, as developed by Nicholas Wolterstorff, in responding to and participating in restoration in stressed neighborhoods. In the process, students will learn the difference between charity and justice, and be led to understand that issues of justice are involved in maintaining and improving stressed housing in the city of Grand Rapids. At the same time, the students will learn the practical skills of building and installing kitchen cabinets as one concrete and practical way of doing justice today in the city. The class will partner with Home Repair Services, an organization dedicated to strengthening vulnerable Kent County homeowners through improving their housing, with a vision of building strong communities. Part of the course will be spent on campus in academic study, and the rest of the course will take place at Home Repair Services, engaging the practical skills of cabinetry building and installation, at their Hall St and Division location. The culminating project will be, as a class, to build a set of cabinets and install them for a selected client of HRS, and reflect on that experience in the context of the what was learned about housing in Grand Rapids. C. Joldersma. 8:30 a.m. to noon.
IDIS W32 The Beatles and The Sixties: Music and More. In this course, students get an overview of the career of perhaps the most important artists in 20th century popular music. They study the Beatles in both their musical and historical settings as well as other important music and culture of the era. The course includes an analysis of the Beatles recordings and films, videos, and concert recordings. Readings include recent books and articles that give context to their music and their careers. There is an emphasis on understanding the music in the context of the career path of the artist, other music of the time, and other things going on in the world that both influenced and were influenced by their art. Christian engagement with the music of the Beatles and the culture of the sixties is an important part of the discussions. Evaluation will be based on student presentations of other music released in the decade, a personal essay on an album by a member of Beatles after the band broke up, and reading responses for each of the assigned readings and listenings. R. Keeley. 8:30 a.m. to noon.
IDIS W33 Chinese Medicine and Chinese Culture. Half of this course focuses on Traditional Chinese medicine (TCM) and the other half focuses on Chinese culture. TCM with its practice in acupuncture and herbal remedies is becoming more and more recognized and popular in western societies including the US and Europe. With a holistic approach, TCM focuses more on improving the body’s natural ways of healing rather than combating germs directly. Therefore it is very effective in dealing with chronic conditions such as migraine, asthma, depression and infertility. It has also been used to complement the use of western medicine (for example alleviating the side effects of Chemotherapy). Knowledge about and familiarity with TCM has increasing values for future healthcare professionals. In this course the students learn the theory and practice of TCM. Students will also learn about Chinese history, philosophy and culture in this class. As China becomes more and more influential on the global stage, understanding of Chinese values and culture is increasingly important. Through instructions by native Chinese instructors, as well as field trips to Chinese restaurant, stores, church and Chicago Chinatown, students will have first-hand experience of Chinese culture. The course consists of lectures, discussions, presentations, independent projects and field trips. An all-day field trip on Jan 18 2020 is required. This course will fulfill the CCE core requirement. No prerequisites. Fee: $200 to cover field trips, class materials and guest speaker fees. A. Shen. 2:00 p.m. to 5:00 p.m.
IDIS W36 Women’s Health. This course focuses on personal decision making in all dimensions of women’s health. We investigate, discuss, and share women’s health concerns ranging from cancer to sexuality. We focus on the unique physiology and anatomy of women, as well as on health care use and advocacy. Community experts, women’s health videos, and women sharing their personal life stories add to our learning experience. Students are expected to complete assigned readings, make a class presentation, conduct a health interview, attend relevant January Series Lectures, and write reaction papers on each of the speakers. Course fee: $20. D. Bakker & K. Berends. 8:30 a.m. to noon.
IDIS W37 Theology of Narnia. Many Christians first encounter C. S. Lewis as children through reading his Chronicles of Narnia, but there is much in these books that children miss. Reading the books again as adults allows for a deeper exploration of Lewis’ use of the Christian tradition, especially the medieval tradition that was his scholarly specialization. Students in this class are expected to read all seven of the Chronicles as well as some secondary readings. The class considers the theological and philosophical assumptions – sometimes explicit, sometimes hidden – that form the basis of Lewis’ work. Students are evaluated based on class participation and in-class writing. L. Smit. 8:30 a.m. to noon.
IDIS W38 Wood and Steel. An introductory course in woodworking, using hand tools and traditional methods. In this studio workshop course, students will learn to understand wood varieties, the renovation and maintenance of hand tools, and seasoned-wood traditional design, layout, wood dimensioning, jointing, and finishing. The basic pedagogy is a series of collaborative projects that successively build knowledge of woods, tools, methods, and design. We will visit a local wood studio and a local wood source, experience the creation of artistic three-dimensional objects, and connect with the wisdom of traditional methods and materials. We will also emphasize sourcing materials and conducting the work sustainably. Along the way we will become familiar with reliable online sources of instruction and tools; there will also be several readings from classic works on traditional woodcraft and the role of “leisure” activities in, as Augustine might say, a well-ordered set of desires and aims. Students will be evaluated in this pass/fail course on the basis of their engagement with the subject and their active participation in the group’s life and work. No prior experience is assumed. Traditional, hand-powered woodworking is the best way to learn what wood and tools can and cannot do. It is safer, quieter, and greener than modern machined woodworking. It is also less expensive! Brief description of materials fee: $75 for glues, finishes, sandpapers, brushes, protective gloves, ear and eye protection, wood for our common projects, and a set of 15 tools that remain yours after the course. Add about $20 for wood for your personal advanced projects in the last half of the course; add about $40 more if you wish to purchase a vintage plane rather than borrowing the instructor’s. No required textbook purchases. K. Schaefer 8:30 a.m. to noon.
IDIS W41 Entrepreneurship and the Arts. Many students in the creative arts hope their craft will become more than a hobby after graduation. Often, however, these students struggle to see how they might use their artistic skills in concrete ways to sustain a fulfilling career. This course provides participants with tools to help them apply entrepreneurial models to their interests in the creative arts. Students with an interest in visual arts, architecture, poetry and creative writing, music, dance, theater, film, digital media production, and design explore their own passions and how they can be translated to successful careers. Junior and seniors members of Artist Collaborative cohorts are encouraged to consider this course. Throughout the course students engage with local creative arts institutions and talk with individuals who have successfully followed their calling into the arts. Topics that are covered include: steps to finding employment in the arts, funding sources for the arts, the legal organization of arts institutions, business plans and their key elements, a brief introduction to budgets and taxes, how to discern vocation in the arts, how to determine the value of a graduate degree in the arts, what it takes to be an entrepreneur in the arts, and the economic impact of the arts on society. The course involves field trips to local arts organizations. Through course activities and discussions, students formulate and articulate an understanding of how their unique skill set can be used to further God’s kingdom, both as a sustainable personal vocation and a contribution to the common good. S. Smartt. 2:00 p.m. to 5:00 p.m.
IDIS W43 Inside the January Series. The Award-winning January Series brings world-class authorities in their fields to Calvin to speak on a range of topics. Participants in this course encounter a diversity of issues and perspectives by attending the January Series programs. Students enjoy additional opportunities to interact with the speakers during our morning class sessions. In response to the values and ideas they encounter with each speaker, students are challenged to clarify and articulate their own worldviews and to find ways to put their values into action. Course requirements include attendance at all January Series events, a short reflection paper on each presentation, an oral presentation on one of the presenters or topics, and a research paper on one of the Series speakers or topics. K. Saupe. 8:30 a.m. to noon.
IDIS W45 The Body is Not an Apology.
We devote a staggering amount of time, energy, and money to improving our
bodies. Yet, the harder we try, the less satisfied we tend to be with not
just our bodies but ourselves. This class will use Sonya Renee Taylor’s
book The Body is Not an Apology: the Power of Radical Self-Love as the
central interlocutor in an effort to understand both why this is, and what
we can do to change it. Following Taylor, we’ll ask ourselves where our
self-loathing comes from, and we’ll look to a variety of places for viable
alternatives. So, for instance, we’ll be challenging negative assumptions
about disabled, non-white, fat, and female bodies, and we’ll be focusing
particularly on non-standard forms of gender expression: gender queer,
gender fluid, non-binary, etc. We’ll be engaging and critiquing various
approaches to positive transformation, including Queer Eye and Ru Paul’s
Drag Race. We’ll be asking about the role Christianity and Christians
currently play in these approaches, and we’ll be dreaming about what role
they could play. The debates over health and ideal embodiment go far beyond
thinking about what our bodies are supposed to look like—at the heart of
these debates is the question of what our bodies (and, as a natural
extension, we ourselves) are good for. This course is designed for any
student interested in thinking carefully and deeply about the ways in which
our attitudes towards our own and others’ bodies are shaped in relation to
culture, and in exploring practical ways to transform rather that culture.
The success of this course depends in a variety of ways on student
participation. Students will be required to read assigned texts, to
research and present other relevant articles/texts, and to participate
regularly in class discussions. Each student will be required to write six
separate journal entries (responding to assigned course readings), and to
complete a final project (the nature of which is largely up to the student,
but which must contain a written component that links the project to major
course themes). C. VanDyke. 2:00 p.m. to 5:00 p.m.
IDIS W60 Clinical Experience in Healthcare. This course is a combination of field experience in clinical healthcare settings and morning classroom-based discussion groups. Students in this course will participate in healthcare related activities in a clinical setting to gain patient care experience in medically underserved areas. Students will spend 12 days (3.5 hours per day) at an area clinical healthcare setting working alongside of healthcare professionals and patients. Morning and afternoon placements are available. 2 mornings will be classroom discussion of patient scenarios and 1 day will be spent shadowing/direct observation of a healthcare professional. This course is by application only. Applications are available in the Biology Office and will be accepted until placements are filled (final cut-off date of November 15). Students will be required to be up to date on immunizations inclusive of the annual influenza vaccine and TB skin test due to clinical site placements (contact with patients). T. Crumb. 8:30 a.m. to noon.
KIN W10 15 For 15: The Wild World of Sports. This course will critically examine 15 different topics and issues related to sport in today’s world and will mirrored “ESPN’s 30 for 30 series” but with an exploration through a faith-based lens. These topics will include issues and conflicts that are happening in and around sport today. Some examples of these topics are “E Sports- Aggression and Sexual Violence,” “Gambling and Sports,” “The Sport Spectator—the Decline in Attendance,” “ESPN—Is it Good for Sport?,” “Calvin Athletics—Future Direction and Challenges,” “Sport and Social Media—The Positives and Negatives,” “Coaches—What is Motivation and What is Crossing the Line?,” “Officiating: Perspective from the Coach and the Official,” and “NCAA—The Good, Bad and Ugly.” The class will examine psych-sociological issues in sport and sports culture including race, social economic class, gender, and religion. Students will review videos including “ESPN’s 30 for 30” and the documentaries Outside the Lines, and E60 to name a few. Students will talk with guest speakers to initiate discussion and dialogue among professors and peers. Class activities include writing blog entries in reaction to the topics, videos and speakers, and responding to classmates’ blog entries. Students will also work in groups to create a written and oral presentation on one of the 15 topics. A. Warners. 8:30 a.m. to noon.
MATH 100 Mathematics in the Contemporary World. An introduction to the nature and variety of mathematics results and methods, mathematical models and their applications, and to the interaction between mathematics and culture. Not open to mathematics and natural science majors. Fulfills the mathematics core requirement. J. Turner. 2:00 p.m. to 5:00 p.m.
MATH 170 Elementary Functions and Calculus II. A continuation of MATH 169. Topics include derivatives, applications of derivatives, and integrals. Historical and philosophical aspects of calculus are integrated with the development of the mathematical ideas, providing a sense of the context in which calculus was developed. Prerequisite: MATH 169. Fulfills the mathematics core requirement. J. Ferdinands. 8:30 a.m. to 5:00 p.m.
MATH W81 Mathemagic: Advanced Problem Solving. If you would like to be able to solve difficult mathematical problems quickly, this course is for you. You will learn how to use interesting mathematics to solve various kinds of problems speedily, often without pencil or paper! This course fulfills the interim course requirement for the mathematics major. Prerequisite: Mathematics 255 or permission of instructor. C. Moseley. 2:00 p.m. to 5:00 p.m.
MATH W82 Interactive Data Visualization with D3. From the New York Times to FiveThirtyEight.com to the Calvin Chimes, data visualizations are now abundant across the internet. But what makes a data visualization good and compelling and how does one create them? Learn to design and create your own data visualizations using R and d3.js, the java script library that supports many of the cool interactive graphics you see online. This course satisfies the Interim requirement for the Mathematics major. Prerequisites: CS 104, 106, or 108; Stat 145, 241, 243, 341, or 343; or permission of the instructor. R. Pruim. 8:30 a.m. to noon.
PHIL W10 I Long, Therefore I Am. From the time of Descartes forward, rationality, cognition, reason—i.e., thinking—has been thought to be at the center of human nature, the center of what it means to be human—we are uniquely, essentially and most fundamentally thinking things. One way of understanding this interim course is as a sustained reflection on an alternative to the Cartesian and Enlightenment view of what is at the center of human nature. On this alternative view, we human beings are first and foremost—not thinking things—, but desiring, yearning, craving, longing, hungering beings. Put another way, if the Cartesian and Enlightenment view of human existence has it that at the center of being human are head and mind, this course explores the idea that at the center of human existence is heart and gut. This alternative view is not a new revelation or idea, but an ancient one reaching as far back as Saint Augustine in the 4th Century, who said at the beginning of his Confessions, “You have made us for yourself, Oh God, and our hearts are restless until they rest in you.” Our hearts are restless. They’re agitated. They ache. They yearn. They long. It is this feature of human existence that we will explore in this course through film, fiction and non-fiction. Ultimately, we will want to consider the idea, again present in the quote from Augustine, that this restlessness is not a result of sin and the fall, but is instead part of our created nature: we are made to yearn, to long, to desire. And since this is part of our created nature, our heart’s deepest longings and yearnings have their ultimate aim or end in God. In a way, therefore, one task of a follower of Christ involves the realigning or re-aiming of our longings, our yearning for connection, wholeness, intimacy, and meaning. K. Corcoran 8:30 a.m. to noon.
POLS W40 Just War, Pacifism, and Christian Witness. This course introduces students to the one of the most difficult questions facing Christians since the earliest days of the church: what should Christians think, and do, about the state’s use of force? Is there a tension between the state’s use of coercion and at times violence to defend its sovereignty and protect its citizens and the Christian call to be peace-makers? Students will learn about the contours of the just war tradition as well as the Christian pacifist alternative through readings, class discussion, guest speakers, and hypothetical exercises that cast students in decision-making positions. Students will consider how Christian faith and practice has informed divergent views on this topic and hone their analytical skills by presenting various viewpoints through written and oral assignments. M. Watson. 2:00 p.m. to 5:00 p.m.
POLS W41 Law: Portrayal, Perception, and Practice. This course offers students an opportunity to learn directly from legal practitioners about various aspects of law and legal practice. Students will participate in class lectures and classroom seminars led by legal professionals, who will use feature films to explore specific aspects of law and to examine popular perceptions and cinematic portrayals thereof in comparison with actual legal practices. Through this process, students will be introduced to basic legal concepts and terms as well as basic skills in writing and analysis. Students will be required to be active participants in class discussion and complete several analytic writing assignments based on topics covered in the course. J. Westra. 8:30 a.m. to noon.
PSYC W40 Fractured Minds: Personal Stories from Neuroscience. This course examines the personal side of neuroscience. What is it like to experience brain injury or have a neurological condition? How does the brain impact our everyday activities? Through stories, readings, documentaries, full-length movies, field trips, and class presentations, students will learn more about how identities, personalities, and interpersonal experiences are shaped by our brain function. Readings and discussion will also focus on how the Christian community should respond to individuals who are not typically developing or who experience brain disruption. There are no prerequisites, but completion of an introductory psychology class is strongly recommended. P. Moes.8:30 a.m. to noon.
PSYC W60 Practicum: Children at Risk. This course is a combination of field experience and classwork. Students will spend 8 mornings in class considering (a) the neurological impacts of early childhood stress on brain development, (b) the social impacts of specific stressors including: poverty, neglect, abuse, orphanage/foster care, divorce, and remarriage and (c) evaluation of prevention programs. Students will spend 7 days (3.5 hours per day) at an area Head Start, a federally funded preschool for low income families. Morning and afternoon Head Start placements are available. This course is by application only. Applications are available in the Psychology Dept and will be accepted until placements are filled through Nov. 15. This course meets the college’s CCE requirement. This course is not open to students who have taken PSYC 208. M. Gunnoe & E. Helder. 8:30 a.m. to noon.
PSYC W62 Psychopathology in Film. From the advent of the motion picture industry, movies have attempted to capture the essence of human affect, behavior, and cognition. This course focuses on the attempts of the movie industry to capture the essence of mental illness. The course is divided into two parts. The first part of the course will trace historical changes in the understanding of mental illness and the perspective on the mentally ill and those who treat them, and in so doing emphasize how movies reflect the Zeitgeist of broader western culture. The second part will focus on various emotional disorders, emphasizing symptoms and perspectives on the development and the treatment of these disorders. Students view a variety of movies and are involved in critiquing them regarding perspective, accuracy, and realism. The goal is to develop critical-thinking skills in viewpoint film portrayals of psychological disorders. Students are evaluated on the basis of a group project and final paper. Prerequisite: Psychology 212 or equivalent. S. Stehouwer. 8:30 to noon.
PSYC W80 Counseling Skills. This course presents fundamental skills and strategies that underlie many psychotherapies. After reviewing theory and research on therapy relationships, the course identifies basic principles of problem management, communication, listening, and helping. A workshop format is used to teach and practice skills. Students develop skills in practice interviews and small group exercises. Students are assessed with direct observation of skill development, behavior ratings, and written assignments. This course is appropriate for students in psychology as well as social work, pastoral counseling, or management fields. Prerequisites: Psychology 151 and Psychology to 212. J. DeBoe. 8:30 a.m. to noon.
REL W41 Elie Wiesel, Prophet of the Holocaust: In Search of God and Humanity. Among the atrocities of the 20th century that aggravate the problem of evil for our times, the holocaust stands out. Among those who write and reflect on what an Auschwitz means for belief in God and humanity, and our future together, Elie Wiesel stands out. Elie Wiesel, the 1986 Nobel laureate, is aptly called the prophet of the holocaust, devoting his life to the remembrance of this horrific event in the attempt to discern and publish its moral lessons. This course traces the life, times, and ethical vision of Wiesel, particularly through his holocaust experience and subsequent quest to sustain faith in God and hope for humanity in its ever-elusive task to build a just and humane society. We journey with Wiesel by aid of documentary and film, but principally through his own writings, which include Night, The Trial of God, The Town Beyond the Wall, Twilight, and selections from his memoirs, All Rivers Run to the Sea (vol. 1), And the Sea is Never Full (vol. 2). Beyond the inspiration afforded by Wiesel’s own life journey, students are expected to deepen their appreciation of the question of theodicy, and of the Jewish theological and ethical resources for persevering in a world with an Auschwitz, a world still dangerously poised. These Jewish resources for living will also be appreciated in their formal similarity to those available in Christian theology, which they therefore help to accentuate, even though they differ in content by one coming of the messiah. Two papers and a take home final help facilitate these major objectives. T. Thompson. 2:00 p.m. to 5:00 p.m.
REL W42 Birth, Sex, and Death in the Biblical World. Why is sexual intercourse "unclean" according to Lev 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 into 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 also used to illuminate the thought world of the Bible. Some of the aspects of the life cycle covered 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 educational process, marriage, raising children, sexual activity and restrictions, celibacy, old age, death, and the afterlife. Students get to 1) study biblical texts as reflections of a particular moment in human culture; 2) look at and interpret various biblical texts for themselves; 3) think about how various biblical texts might apply today. Students write a paper which is based on the material covered in class. R. Whitekettle. 8:30 a.m. to noon.
REL W80 The Book of Revelation. No writing in the Bible has been subject to a wider range of interpretations than the Book of Revelation. Many Protestant evangelicals claim to find in Revelation coded predictions about events that have taken place, or will take place, in the modern world. But many Christian churches, including those in the Reformed tradition, recognize the highly symbolic nature of John’s apocalyptic visions and attempt to discern the book’s message for its first recipients before considering its relevance today. This course begins by using a two-part documentary film on Revelation that devotes significant attention to the variety of ways in which the book has been interpreted through the centuries in Church history. Most class sessions will be devoted to working carefully through the text of Revelation paragraph by paragraph, with a focus on what the book would have meant to Revelation’s first audience: Christians in first-century Roman Asia Minor (modern-day Turkey). Through group and general class discussion, however, attention is also given to the theological challenges raised by Revelation and to its relevance for Christian faith and life today. Students are evaluated based on class participation, daily answers to questions on the readings, a short reflection essay, and a brief oral report on their essay. Prerequisite: one course in Religion. D. Harlow. 2:00 p.m. to noon.
SCES 214 Communication and Learning in the Natural Sciences. This course provides a systematic examination of communication and teaching strategies for teaching natural science at the middle and high school level, 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 promoting class discussion, assessment, lesson development, laboratory safety, student presentations and responses. Evaluation is based on oral presentations, lesson planning, class participation, short quizzes, and two written exams. Prerequisite: At least three courses in natural science. C. Bruxvoort. 8:30 a.m. to noon.
SCES 312 Teaching Science in Elementary School. A consideration of the methods, pedagogies, and strategies associated with teaching science in elementary and middle school. Curricular resources for teaching science, including the use of technology and written materials, are also examined with consideration of the criteria for their evaluation. Additional topics include assessment, benchmarks and standards, and lesson and unit development. The relationship of Christian faith to the teaching of science in the classroom is also examined. Field experiences during normal course hours are included. Students will be assessed on completed homework assignments, two quizzes, a written final, a completed unit plan and lesson plan, and observation of their teaching in a local elementary school. J. Jadrich. 8:30 a.m. to 5:00 p.m.
SOC W41 The Sociology of Faith Formation. This course explores faith formation in emerging adults using sociological methods and perspectives. Through the use of lecture, small group discussions, readings, guest speakers, and film, students will be introduced to empirical research that addresses how various aspects of social life influence faith beliefs, identity, and practices. Topics addressed will include the influence of family life, social networks, race/ethnicity, gender/sexuality, higher education, and scientific knowledge. Students will be asked to reflect upon these empirical studies through a Reformed Christian lens and to think about their implications for the Christian Church. Student learning will be assessed through quizzes, reflections essays, and a class presentation. J. Hill. 2:00 p.m. to 5:00 p.m.
SOWK W40 Palliative and End-of-Life Care in Prisons: Caring for Dying Inmates. As the number of aging and ill inmates increases, prison hospice becomes crucial to prevent people from dying alone, or just waiting for death to come. Each year, more than 4,000 inmates nationwide die inside prisons due to natural causes. In order to care for these inmates in a humane manner, the first prison-run hospice programs were initiated in 1987. Additionally, since 2016, the Michigan Department of Corrections has implemented a hospice and palliative care pilot program at two sites. Through this course, students will learn about the needs, development, and status of prison hospice programs in the U.S. Through lecture, group discussions, and groups projects, students will analyze the impact and challenges of prison hospice programs while exploring ethical and practical implications. Students will understand the important role social workers, public policy, and faith communities play for the palliative and end-of-life care needs of elderly, chronically ill, and terminally ill inmates. Students will be assessed through individual and groups projects and class presentations. J. Han. 2:00 p.m. to 5:00 p.m.
SPAN 122 Intermediate Spanish. A two-course sequence (SPAN 121-122) during the fall semester and January interim designed for students who have had two years of Spanish in high school, but who are not sufficiently prepared for SPAN 201. These students take SPAN 202 in the spring to finish the foreign language core requirement. 8:30 a.m. to noon.
SPAUD 343 Principles of Human Neuroanatomy. This course provides a thorough understanding of nervous system anatomy and physiology as it relates to speech, language, and hearing. Principles of molecular biology, systems theory, neuromuscular control, somatosensory processing and complex cognitive function are included. Select communication disorders are discussed to highlight the effects of breakdowns in nervous system function during speech, language, and hearing processes. E. Oommen & P. Goetz. 8:30 a.m. to noon.
SPAUD 512 Augmentative & Alternative Communication. This course is a study of the augmentative and alternative communication (AAC) assessment and treatment needs of individuals with developmental and acquired disabilities across the age continuum. Students are required to participate in hands-on activities to gain experience with various methods of AAC strategies and devices. B. Kemler & S. McDaniel. 8:30 a.m. to noon.