Artificial Intelligence

��Ƶ invests in campus-wide AI initiative to support student success

msk23@calvin.edu — Thu, 10 Sep 2026 12:30:15 +0000

��Ƶ invests in campus-wide AI initiative to support student success msk23@calvin.edu Thu, 09/10/2026 - 08:30

As AI adoption accelerates across campuses, ��Ƶ is taking a decisive step forward — equipping its entire campus community with access to BoodleBox, a collaborative AI platform designed for responsible teaching, learning, and working. This initiative strengthens ��Ƶ’s position at the forefront of educational innovation and enables the transparent, ethical use of AI across every corner of campus.

Higher education is at an inflection point as artificial intelligence reshapes the professional landscape. ��Ƶ is meeting that moment head-on — providing students and faculty with the tools, skills, and experiences essential for success in the classroom and beyond.

This initiative will not only enhance current learning outcomes but also establish a foundation for lifelong learning through:

AI-Powered Learning Innovation: Faculty can integrate AI tools into curriculum design to enhance teaching and create more personalized learning pathways, from adapting course materials to developing specialized bots that meet diverse student needs.
Responsible Student-AI Collaboration: Students gain access to industry-leading AI models (including GPT, Claude, Gemini, Perplexity, and more), empowering them to develop essential AI literacy skills and to responsibly evaluate AI-generated outputs.
Transparent Assessment Frameworks: In some cases, students can cite and share AI-assisted work, allowing professors to evaluate both process and product, from individual AI interactions to group projects, while maintaining academic integrity and fostering skill development.

"Artificial intelligence is rapidly transforming the way we learn, work, and solve problems. At ��Ƶ, we believe our responsibility is not simply to react to that change, but to help shape it in ways that align with our mission and values,” stated Brian Paige, vice president of technology and chief information officer at ��Ƶ.  “We're creating opportunities for innovation, critical thinking, and ethical engagement with technology. To support these efforts, we’re providing every student and faculty member access to leading AI tools through BoodleBox. This approach ensures our graduates leave ��Ƶ not only AI-literate, but prepared to lead and serve in an increasingly AI-driven world."

To power this initiative, ��Ƶ has partnered with BoodleBox, a collaborative AI workspace purpose-built for higher education — giving students and faculty secure, affordable access to today's leading AI models.

France Hoang, CEO and Founder of BoodleBox: “Educational institutions are the cornerstone of innovation and learning, and it’s crucial that we provide them with tools to prepare students for an AI-enabled future. Through this partnership with ��Ƶ, we’re not just offering technology – we’re creating an equitable framework that ensures every student has access to AI and can develop the practical skills that employers increasingly demand.”

Thursday, September 10, 2026 - 12:00

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��Ƶ takes a bold step forward in educational innovation, providing every student and faculty member with the tools, skills, and experiences needed to thrive in an AI-driven world.

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John Zimmerman

Student research gives voice to how students are really thinking about AI

msk23@calvin.edu — Wed, 22 Jul 2026 15:12:58 +0000

Student research gives voice to how students are really thinking about AI msk23@calvin.edu Wed, 07/22/2026 - 11:12

When conversations about artificial intelligence happen on college campuses, they often center on what technology companies, researchers, or faculty think. But what are students saying?

That question became the focus of a summer research project by ��Ƶ senior David Lafe, a digital communication major, working alongside communication professor Katie Good. Together, they analyzed dozens of student-written opinion pieces and editorials to better understand how students across the Midwest are wrestling with one of the most transformative technologies of their generation.

Presented at the McGregor Fellow Summer Research symposium, the project, The Student Voice on AI: A Survey of Christian College Student Publications in a Time of Technological Emergence, explored not whether artificial intelligence is good or bad, but how students are making sense of it as it rapidly reshapes education and society.

“Everyone has heard what experts have to say about AI,” said Lafe during his presentation. “But have we considered what students themselves are saying about it and how they feel about it?”

Looking beyond the headlines

Rather than surveying students directly, Lafe and Good examined the places where students were already expressing their thoughts: the opinion sections of campus newspapers.

Using AI-assisted searches followed by extensive manual verification, the researchers identified 88 student-authored editorials and opinion pieces from 27 Christian colleges and universities across Michigan, Indiana, Illinois, Ohio, and Wisconsin.

Each publication was read, coded, and analyzed using qualitative thematic analysis, allowing recurring ideas, concerns, and hopes to emerge naturally from the students’ own words.

“The opinions students express today are especially valuable because AI is still emerging in educational settings,” said Good. “We're witnessing students actively negotiating what this technology means before its use becomes fully normalized.”

Wrestling with opportunity and uncertainty

One of the clearest findings was that students have not reached a consensus on AI.

Among the publications analyzed, over half leaned against AI or expressed significant concern about the technology. Less than a third took a more optimistic view. Fewer than 10% of the publications used explicitly Christian theological language to make their case about AI, and of those, the majority expressed concern about it.

Instead of finding simple support or opposition, the researchers discovered thoughtful debates over how AI should and should not be used.

One recurring theme centered on human agency versus AI dependency.

Students who supported AI generally viewed it as a powerful tool when used ethically and responsibly. They argued that students should learn to use AI well rather than avoid it altogether.

Others worried that the technology's convenience could gradually replace critical thinking, writing, and genuine learning. Many expressed concern about academic dishonesty and becoming overly dependent on AI for tasks students should learn to perform themselves.

“The debate wasn't simply about the technology,” Lafe explained. “It was about how humans choose to use it.”

What makes us uniquely human?

A second major theme examined whether AI might eventually replace uniquely human abilities.

Across majors, from philosophy to computer science, students questioned what skills will continue to distinguish people in an AI-driven future.

Many expressed concern that artificial intelligence is moving beyond automating routine work into creative fields such as writing, music, photography, and visual art.

Yet even students who worried about AI's growing capabilities often concluded that human judgment, ethical reasoning, compassion, creativity, and relationships remain qualities machines cannot fully replicate.

Some students framed those beliefs through a distinctly Christian lens, arguing that technology should always be used in ways that honor God and preserve human dignity.

Others admitted they were still wrestling with the implications, revealing both hope and anxiety about the future.

Building the scholarly conversation

During the presentation's question-and-answer session, audience members explored whether student perspectives might differ in other parts of the country, how opinions varied by academic major, and how Christian theology shapes conversations about AI.

Lafe acknowledged that the project represents only a starting point.

“We're just getting the ball rolling,” he said, noting that expanding the research to additional regions and institutions could reveal new perspectives as AI adoption continues to accelerate.

Research with lasting impact

The project will contribute to a presentation at ��Ƶ's Wisdom in the Age of AI conference in Fall 2026 and will also serve as the foundation for a peer-reviewed journal submission in critical information and technology studies.

Good says the research demonstrates the importance of listening carefully to the people who will inherit an AI-shaped world.

Much of the conversation around artificial intelligence focuses on its impact on students. This research shifts the conversation, asking an equally important question: How do students themselves believe AI is reshaping education, society, and their own futures?

In an era when artificial intelligence is changing almost daily, Lafe believes one conclusion is already clear.

“The opinions and values of students matter now more than ever,” he said. “They're preparing to enter an AI-saturated future, and they're actively trying to understand what kind of future they want to help create.”

About McGregor Research Fellows Program

For more than 25 years, ��Ƶ's McGregor Summer Research Fellowship has paired exceptional students with faculty mentors to tackle meaningful questions in the arts, humanities, and social sciences. Established in 1999 through a grant from the Detroit-based McGregor Fund and now sustained by the generosity of private donors, the program gives students the opportunity to conduct original research while working alongside expert faculty.

This summer's fellows explored a wide range of topics, everything from using artificial intelligence to teach early Christian studies to the influence of John Milton on C.S. Lewis, to the role of student voices in emerging technologies Topics related to economic development, architecture, philosophy, and sociology were also explored. Their work culminated in presentations to faculty and staff, showcasing the depth of scholarship and curiosity that define the McGregor Fellowship experience.

Wednesday, July 22, 2026 - 12:00

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Faculty scholarship at ��Ƶ: A year of research, innovation, and global impact

arg26@calvin.edu — Wed, 10 Jun 2026 12:49:43 +0000

Faculty scholarship at ��Ƶ: A year of research, innovation, and global impact arg26@calvin.edu Wed, 06/10/2026 - 08:49

What does it look like to learn from faculty who are actively shaping their fields?

At ��Ƶ, professors aren’t just teaching—they’re researching, publishing, presenting, and contributing to conversations happening across the globe. From local communities to international conferences, our faculty are bringing expertise, curiosity, and faith-informed perspective into the wider world.

What follows reflects a majority of faculty scholarship from the '25-'26 academic year. Faculty are listed alphabetically, highlighting the breadth of work happening across disciplines.

Dr. Eric Araújo

Associate Professor of Computer Science

Can the tools we use to model cities and crowds also help us understand faith communities?

That question increasingly drives Dr. Eric Araújo’s work.

This year, Araújo turned his expertise in agent-based modeling and complex network analysis toward the dynamics of Christian and religious communities — examining questions such as how polarization forms within churches and how the behaviours and convictions of faith communities spread and change over time. The direction is now supported by a ��Ƶ Research Fellowship and a fellowship from ��Ƶ's Nagel Institute for the Study of World Christianity, and reflected in recent presentations including "Cognitive Modeling of Church Polarization" and "A Framework for Modeling Christian Communities with Agent-Based Models." A complementary strand of the work applies artificial intelligence and large language models to early Christian texts to recover and better understand the lives and roles of women in the early church.

This work builds on his broader research using computational methods to study how behaviors, opinions, and sentiments move through societies — from complex-network analysis of the relationship between urban structure and street crime, to agent-based models of student dynamics in the classroom. Together, his scholarship reflects the growing role of computational approaches in addressing societal, educational, and now spiritual questions — bringing together data, systems thinking, faith, and human experience.

Dr. Ken Arnold

Associate Professor of Computer Science

What does it look like to write—and think—alongside artificial intelligence?

That question is central to Dr. Ken Arnold’s recent work.

Over the past year, Arnold contributed to research presentations at NAACL 2025’s Workshop on Intelligent and Interactive Writing Assistants, exploring how human–AI collaboration can enhance writing. His work examines how AI tools can be designed to promote intentionality, reflection, and substantive revision in the writing process.

In addition, Arnold has engaged broader questions around technology and purpose through his writing on the role of generative AI in serving others—highlighting how emerging tools can be used in ways that are both practical and ethically grounded.

Together, these contributions highlight the continued impact of ��Ƶ faculty in shaping how AI can be integrated into learning and communication in thoughtful, human-centered ways.

Dr. Eric Arnoys

Professor Chemistry and Biochemistry

Dr. Eric Arnoys’ recent work reflects a strong commitment to advancing research in cell biology while engaging students in hands-on learning.

Over the past year, his lab has focused on understanding how protein interactions regulate the glucose transporter GLUT1 at the cell surface. This work explores how these interactions influence cellular function and nutrient transport.

Students play an active role in the research process, gaining experience in experimental design, lab techniques, and scientific communication.

Together, these contributions highlight the continued impact of ��Ƶ faculty in advancing scientific discovery while providing students with meaningful research experiences.

Dr. David Benson

Professor Chemistry and Biochemistry

How do we meet growing demand for critical materials like cobalt without relying on more mining?

Dr. David Benson’s recent work explores that question through research focused on sustainable cobalt recycling. His lab is developing methods to selectively extract and purify cobalt from lithium battery waste, using techniques like ion-exchange chromatography to separate it from similar metals such as nickel and manganese.

This work brings together concepts from across chemistry, including inorganic, organic, analytical, and biochemistry, while exploring more sustainable approaches to materials use.

Students involved in the project gain hands-on experience in a wide range of techniques—from synthesis and separation methods to computational modeling and data analysis—allowing them to explore different pathways within scientific research.

Together, these contributions highlight the continued impact of ��Ƶ faculty in advancing solutions to real-world challenges while equipping students with meaningful, hands-on research experience.

Jerry Bergsma

Professor of Education and Kinesiology

Dr. Jerry Bergsma’s recent work explores what it means to be an effective team member and leader.

Through a presentation in Waco, his work examined the characteristics and challenges of the ideal team player, offering insight into how individuals can contribute meaningfully within teams.

Dr. Mark Bjelland

Professor, Department Chair of Geology, Geography, and Environment

Dr. Mark Bjelland’s recent work reflects a thoughtful engagement with questions of housing, community, and Christian responsibility in today’s social landscape.

Over the past year, Bjelland contributed to public and academic conversations through presentations exploring the role of hospitality in an age of exclusion—examining how issues like zoning and land use shape communities and access. His work brings together geography, public policy, and faith-based perspectives to address real-world challenges.

In addition, Bjelland’s writing in Christianity Today engages these themes for a broader audience, exploring how local policy decisions can reflect deeper commitments to justice, care, and neighborliness.

Together, these contributions highlight the continued impact of ��Ƶ faculty in connecting scholarship with lived experience—bringing thoughtful insight to conversations about community, belonging, and the common good.

Dr. Erica Boldenow

Associate Professor of Biology

How do environmental factors shape human health at the cellular level?

Dr. Erica Boldenow’s recent work reflects a strong commitment to advancing research in human health and disease at the cellular and molecular level.

Over the past year, Boldenow contributed to collaborative research examining how environmental toxicants affect immune response and pregnancy outcomes. Her work, published in the Journal of Immunotoxicology, explores how specific chemical exposures can influence cellular processes and broader health outcomes.

In addition, Boldenow presented research on how these toxicants impact immune responses in human fetal membranes and cellular models, contributing to ongoing scientific conversations around maternal and fetal health.

Together, these contributions highlight the continued impact of ��Ƶ faculty in advancing biomedical research that deepens our understanding of health, disease, and the factors that shape human well-being.

Dr. Elizabeth Byma

Associate Professor of Nursing

How do we prepare nursing students to respond effectively to patient needs?

That question is central to Dr. Elizabeth Byma’s recent work.

Through a published integrative review in Pain Management Nursing, Byma examines how simulation-based education can enhance student learning and improve approaches to pain management in clinical practice.

Her work reflects the continued role of ��Ƶ faculty in advancing healthcare education through research and innovation.

Dr. Roger DeKock

Professor Emeritus Chemistry and Biochemistry

How do we better understand the fundamental building blocks of atoms—and rethink the models scientists rely on?

Dr. Roger DeKock’s recent work explores that question through a collaborative project at the intersection of chemistry and computer science. His research focuses on developing a web-based resource, C.A.L.V.I.N., to explore and compare different approaches to modeling atomic orbitals, including emerging concepts like virial orbital energies.

This work brings together insights from quantum and inorganic chemistry with computational tools, aiming to deepen understanding of atomic structure and expand how these models are used in the field.

Together, these contributions highlight the continued impact of ��Ƶ faculty in advancing foundational scientific research and contributing to the evolving conversation within their discipline.

Dr. Stacy DeRuiter

Associate Professor of Mathematics and Statistics

How can data help us better understand and respond to complex environmental and biological systems?

Dr. Stacy DeRuiter’s recent work explores that question through research at the intersection of statistics, ecology, and animal behavior. Her recent publications examine topics such as whale behavior in response to sonar, diving patterns across species, and broader physiological patterns in mammals.

In addition to her research, DeRuiter has contributed to international academic conversations through invited presentations in Brazil and South Korea, as well as conference presentations and workshops focused on statistical methods and inclusive practices in STEM.

Together, these contributions highlight the continued impact of ��Ƶ faculty in advancing data-driven research while engaging global scientific and academic communities.

Dr. Rebecca Konyndyk DeYoung

Professor of Philosophy

Dr. Rebecca Konyndyk DeYoung’s recent work engages a timely question: how do we live well together in a culture shaped by anger?

Through a recent presentation, DeYoung explored how communities can navigate conflict with wisdom, cultivate virtue, and remain rooted in practices that sustain meaningful relationships—bringing philosophical insight to one of today’s most pressing cultural challenges.

Dr. Gayle Ermer

Professor, Department Chair of Engineering

How do engineering programs prepare students for both depth of knowledge and breadth of application?

That question is central to Dr. Gayle Ermer’s recent work.

Dr. Gayle Ermer’s recent work explores that question through research on engineering education and interdisciplinary learning. Her award-winning paper examining general engineering programs was recognized with the Multidisciplinary Division Best Paper Award at the 2025 ASEE Annual Conference.

In addition, Ermer contributed to ongoing conversations around faith and engineering through a presentation at the ACMS/CES conference, co-presented with Derek Schuurman, focused on building resources to support the formation of Christian engineers.

Together, these contributions highlight the continued impact of ��Ƶ faculty in advancing both innovative teaching and thoughtful integration of faith and engineering practice.

Dr. Herb Fynewever

Professor of Chemistry and Biochemistry

Dr. Herb Fynewever’s recent work reflects a thoughtful engagement with the role of artificial intelligence in teaching and learning.

Over the past year, his research has focused on how AI is shaping approaches to education in General Chemistry, exploring a range of strategies from limiting its use to thoughtfully integrating it into the classroom.

Students play an active role in this work, engaging with current research on AI in science education while reinforcing their own content knowledge and learning about teaching practices.

Together, these contributions highlight the continued impact of ��Ƶ faculty in advancing educational innovation while equipping students to engage thoughtfully with emerging technologies.

Katie Good

Associate Professor of Communication

How do we help students think wisely about technology in a fragmented, always-connected world?

That question is central to Dr. Katie Good’s recent work.

This year, Good’s scholarship explored the role of digital disconnection in media literacy, with research published in the Journal of Media Literacy Education. Her work also engages broader cultural questions around screens, storytelling, and attention, reflected in both academic presentations and public writing.

Recognized with the 2025 Emerging Public Intellectual Award, her work continues to shape conversations around how we teach, learn, and live well in a digital age.

Dr. Tyler Greenway

Associate Professor of Psychology

What does it mean to flourish in a world shaped by technology, psychology, and faith?

Dr. Tyler Greenway’s recent work is centered on that question.

This year, Greenway’s scholarship included multiple presentations addressing topics such as virtue formation, religious belief, and the role of emerging technologies like AI and virtual reality in shaping human experience. His research explores how digital environments influence gratitude, awe, and broader psychological outcomes.

His published work also reflects this interdisciplinary focus, including research in the International Journal of Applied Positive Psychology and Frontiers in Psychology examining human flourishing across both real and digital contexts.

His contributions highlight the kind of forward-thinking scholarship ��Ƶ faculty are bringing to conversations about technology, formation, and the future of human well-being.

Dr. Kathi Groenendyk

Professor and Director of Master of Arts in Media and Strategic Communication

What happens when emerging technologies like virtual reality reshape how students learn and practice communication?

That question is central to Dr. Kathi Groenendyk’s recent work.

This year, Groenendyk’s research explored the use of virtual reality role-playing to develop communication skills, earning both a Top Paper Award and the Top SPARK Award from the National Communication Association. Her work highlights the power of experiential learning to create meaningful, hands-on educational experiences.

Her contributions reflect the continued role of ��Ƶ faculty in advancing innovative, technology-enhanced approaches to teaching and learning.

Dr. Marjorie Gunnoe

Professor of Psychology

Dr. Marjorie Gunnoe’s recent scholarship reflects sustained engagement in the study of child development, faith formation, and contemporary research debates.

Over the past year, Gunnoe contributed to published work exploring both developmental psychology and the religious and spiritual formation of children, including a chapter in Sacrum Testamentum: A Theology of the Child. Her research also engages ongoing academic conversations, with a co-authored article in the Journal of the Canadian Academy of Child and Adolescent Psychiatry examining and responding to current empirical claims related to child development.

Together, her work highlights the continued impact of ��Ƶ faculty in advancing thoughtful, research-based perspectives on how children grow, develop, and are formed—both psychologically and spiritually.

Dr. Sam Ha

Theological Librarian | Curator of The H. Henry Meeter Center

Dr. Sam Ha’s recent work reflects a thoughtful engagement with theology, vocation, and formation in both academic and global contexts.

Over the past year, Ha contributed to a range of presentations and publications exploring themes such as discernment, prayer, and the integration of faith in academic and professional life. His work includes presentations in Seoul and Grand Rapids, as well as a lecture examining how Reformed theology shapes the reading of Scripture today.

In addition, Ha contributed a chapter to Purpose and Joy: Pursuing a Meaningful Career in Christian Higher Education (Abilene Christian University Press, 2026), exploring how individuals flourish in cross-cultural academic settings. His work also addresses how faith communities can thoughtfully engage emerging questions, including the role of technology in formation and student development.

Together, these contributions highlight the continued impact of ��Ƶ faculty in equipping students and communities to pursue lives of purpose, discernment, and faithful engagement.

Dr. Frederick Haan

Professor of Engineering

What does it look like to approach engineering as an act of stewardship?

For Dr. Frederick Haan, that question is central to his work.

This year, Haan’s scholarship included multiple presentations in Jakarta exploring engineering, technology, and innovation through the lens of faith—emphasizing stewardship, design for shalom, and the broader calling of technical work within God’s creation.

Alongside this, his research contributions included presentations in Trondheim on high-performance computing and scientific questions related to tornado dynamics, reflecting continued engagement in advanced engineering research.

His work highlights the distinctive contribution of ��Ƶ faculty in bringing together technical expertise and faith-driven purpose in both teaching and scholarship.

Dr. Matt Halteman

Professor of Philosophy

What does it look like for philosophy to move beyond the classroom and into everyday life?

Dr. Matthew Halteman’s recent work offers one compelling answer.

This year, Halteman’s scholarship reached wide audiences through more than 20 presentations and ongoing podcast work, engaging topics such as ethics, justice, and advocacy through the lens of his book Hungry Beautiful Animals. His work continues to spark conversation around the intersection of faith, culture, and moral responsibility.

With newly released translations of his book in Korean and Portuguese, his work is now reaching readers across multiple global contexts.

His contributions reflect the growing role of ��Ƶ faculty in shaping public discourse—bringing thoughtful, accessible philosophy into conversations that matter.

Dr. Rachel Hammond

Professor and Director of Master of Business Administration

How is artificial intelligence transforming the way organizations connect with people?

That question is central to Dr. Rachel Hammond’s recent work.

This year, Hammond co-edited AI in Marketing (Routledge, 2025), a volume exploring how AI is reshaping marketing practice—from strategy and analytics to customer experience. Her work brings together research and insights that help bridge the gap between theory and real-world application.

Her contributions reflect the continued role of ��Ƶ faculty in engaging emerging technologies with both depth and practical insight.

Dr. Bernardo Hargous

Assistant Professor for the School of Business

How do we responsibly integrate AI into real-world systems—from classrooms to global supply chains?

That question is central to Dr. Bernardo Hargous’ recent work.

This year, Hargous contributed to both applied innovation and academic scholarship through his leadership in developing AI training initiatives for educators, as well as his role in reviewing research on machine learning and optimization in complex systems.

His work reflects a commitment to advancing not only new technologies, but also the practices and frameworks needed to use them effectively and responsibly.

Dr. Matthew Heun

Professor and Director, Sustainability Designation for Engineering

How do energy systems and economic systems actually interact—and what does that mean for the future?

Dr. Matthew Heun’s recent work explores that question through research at the intersection of energy, economics, and sustainability. His recent publications examine topics such as energy use, technological change, and the economic effects of energy efficiency, contributing to ongoing conversations in the field.

In addition to his research, Heun has engaged both academic and public audiences through presentations and invited lectures, exploring themes such as energy literacy and data-informed solutions to complex challenges.

Together, these contributions highlight the continued impact of ��Ƶ faculty in advancing research that connects energy, economics, and real-world decision-making.

Dr. Kristine Johnson

Professor of English | University Rhetoric Director

Dr. Kristine Johnson’s recent work reflects a strong commitment to scholarly excellence and continued impact in her field.

This past year, Johnson was recognized with ��Ƶ’s Excellence in Scholarship Award for mid-career faculty—an honor that highlights her contributions to research, writing, and academic engagement.

Her work represents the continued impact of ��Ƶ faculty in advancing thoughtful scholarship and contributing to meaningful conversations within their disciplines.

Dr. Lew Klatt

Professor of English

Dr. Lew Klatt’s recent work brings together poetry, faith, and the practice of creative vocation.

As co-editor of Playing with Fire (Baylor University Press, 2026), Klatt helped shape a collection exploring how Christian poets think about their work, calling, and craft. He also contributed to the volume as a writer.

His work reflects the continued role of ��Ƶ faculty in engaging creativity as a meaningful expression of faith and cultural contribution.

Dr. Brian Kreisman

Professor, Department Chair Speech Pathology and Audiology

How do we support well-being and inclusion in healthcare—especially across the lifespan?

That question is central to Dr. Brian Kreisman’s recent work.

This year, Kreisman’s scholarship included collaborative research on aging, hearing, and quality of life, as well as work focused on strengthening diversity, equity, and inclusion within clinical education and practice.

Through both research and professional engagement, his work reflects the importance of addressing healthcare challenges not only at the individual level, but also across systems and communities.

Dr. Tracy Kuperus

Professor of Politics and Economics

What role can faith communities play in strengthening democracy and civic life?

Dr. Tracy Kuperus' recent work explores that question through research focused on religion, civil society, and nation-building in Kenya. Through conference presentations and collaborative scholarship, her work examines how religious and parachurch organizations contribute to democratic accountability, community engagement, and institutional development.

In addition, Kuperus helped lead a pedagogy workshop focused on teaching and learning about democracy, contributing to broader conversations about civic education both in the United States and globally.

Together, these contributions highlight the continued impact of ��Ƶ faculty in engaging important questions at the intersection of faith, democracy, and public life.

Dr. Won Lee

Department Chair Religion | Director, Asian Studies Program

How is the Bible interpreted and lived out in different cultural contexts today?

For Dr. Won Lee, that question is central to his recent work.

This year, Lee’s scholarship included a sabbatical focused on contemporary interpretations of scripture in Korea, alongside multiple academic presentations in Seoul. His work explores biblical theology, the structure of the Pentateuch, and the emerging vision for a uniquely Korean approach to biblical interpretation.

He also contributed to Oxford Bibliographies, providing a scholarly resource on the figure of Balaam.

His work reflects a global perspective on biblical studies—one that considers not only the text itself, but how it is received, interpreted, and lived out across cultures.

Dr. Matt Lundberg

Director, de Vries Institute for Global Faculty Development; Professor of Religion

How do stories shape the way we think about theology and leadership?

That question is at the heart of Dr. Matt Lundberg’s recent work.

Over the past year, Lundberg contributed to international scholarly conversations through a presentation in Germany examining how narrative structure can shape theological development and innovation. His work explores how stories—how they’re formed, told, and revised—play a role in shaping theological understanding.

In addition, Lundberg contributed to a published volume on leadership, with a chapter examining the tension between role models and idealized figures—bringing theological and interdisciplinary insight to questions of influence and formation.

Together, these contributions highlight the continued impact of ��Ƶ faculty in bringing theological reflection into conversation with leadership, storytelling, and the challenges of contemporary faith communities.

Dr. Elisha Marr

Associate Professor, Director of Gender Studies of Sociology and Social Work

How do cultural expectations shape the ways people form families?

Dr. Elisha Marr’s recent work explores that question through research on adoption and pronatalism in the United States. Her work examines how social expectations around motherhood influence the decisions and experiences of women pursuing adoption across a range of relationship types and life circumstances.

By analyzing demographic patterns and lived realities, her research offers insight into how factors like partnership, education, and identity intersect with the desire to become a parent.

Together, these contributions highlight the continued impact of ��Ƶ faculty in advancing research that engages complex social questions and deepens understanding of contemporary life.

Dr. Larry Molnar

Professor of Physics and Astronomy and Observatory Director

Dr. Larry Molnar’s recent work reflects continued engagement in advancing astronomical research and scientific discovery.

Over the past year, Molnar presented at the 247th Meeting of the American Astronomical Society, sharing work on modeling the structure of contact binary stars. His research contributes to a deeper understanding of stellar systems and the dynamics that shape them.

Together, these contributions highlight the continued impact of ��Ƶ faculty in advancing scientific knowledge—engaging specialized research questions while contributing to broader conversations within the scientific community.

Dr. Mark Mulder

Professor, Director of Urban Studies for Sociology and Social Work

How do beliefs about poverty shape the way people respond to it?

Dr. Mark Mulder’s recent work explores that question through his book American Christians and Poverty Myths, which examines how different Christian communities understand the causes of poverty. His research challenges common assumptions that poverty is primarily the result of individual behavior, highlighting instead the role of broader structural factors.

By combining data with historical and cultural analysis, his work offers insight into how both evangelical and progressive Christians approach issues of poverty and justice—and how those approaches can be reexamined and strengthened.

Together, these contributions highlight the continued impact of ��Ƶ faculty in engaging complex social issues and contributing to meaningful conversations about justice, policy, and the common good.

Dr. Beth Oommen

Undergraduate Program Director, Professor of Speech Pathology and Audiology

How do we prepare healthcare professionals to serve patients well—across disciplines, cultures, and contexts?

That question is central to Dr. Beth Oommen’s recent work. Over the past year, Oommen contributed to multiple research publications examining how to strengthen diversity, equity, and inclusion within speech pathology and audiology programs, as well as how interprofessional training can enhance collaboration among healthcare students across disciplines. Her work also explores the role of religious, spiritual, and cultural factors in shaping patient experiences and health outcomes.

In addition, Oommen contributed to professional dialogue through a presentation focused on recruitment, retention, and capacity-building within communication science and disorders programs.

Together, these contributions highlight the continued impact of ��Ƶ faculty in advancing research and practice that supports both effective healthcare delivery and more inclusive, collaborative learning environments.

Dr. Garth Pauley

Professor of Communication

Dr. Garth Pauley’s recent work brings communication expertise into national conversation.

Through a published letter in The New York Times, Pauley engages questions of leadership and public discourse—contributing scholarly perspective to widely shared conversations.

Dr. Jill Risner

Associate Professor for the School of Business

Dr. Jill Risner’s recent work reflects thoughtful engagement with leadership and its role in shaping organizations and communities.

Over the past year, Risner contributed to public scholarship through a published book review in the Reformed Journal, examining themes of leadership, influence, and wisdom in contemporary contexts.

Through this work, she contributes to ongoing conversations about what it means to lead well—bringing critical reflection to questions of character, decision-making, and responsibility.

Dr. Derek Schuurman

Professor, Department Chair Computer Science

Dr. Derek Schuurman’s recent work reflects a sustained commitment to exploring the intersection of technology, faith, and education.

Over the past year, Schuurman has contributed extensively to both academic and public conversations, with more than 30 presentations addressing topics such as artificial intelligence, the biblical story, grief, and the future of Christian education. His work continues to engage how emerging technologies shape human experience and formation.

In addition to these presentations, Schuurman has authored numerous articles and essays, including recent publications examining virtue in the context of artificial intelligence and the possibilities for Christian higher education in a changing world.

Together, these contributions highlight the continued impact of ��Ƶ faculty in engaging rapidly evolving technological questions with both theological depth and practical insight—helping shape how communities think about innovation, faith, and the future.

Dr. Otto Selles

Professor, World Languages

Dr. Otto Selles’ recent work reflects a unique integration of scholarship, creativity, and public engagement.

Over the past year, Selles’ sabbatical research focused on eighteenth-century French Protestantism, while his creative work spanned multiple mediums—including photography, poetry, and visual art. His photography has been featured in several exhibitions in West Michigan, and his work was included in the 40th Annual Lowell Arts Competition.

In addition, Selles published a poetry collection, Matins (Pandora Press, 2025), and participated in readings tied to its release, with one of his poems translated into French and published in an international literary journal. He also contributed to community-based art events and exhibitions, sharing his work with audiences both locally and internationally.

Together, these contributions highlight the breadth of ��Ƶ faculty scholarship—where academic research and creative expression come together to engage both intellectual and cultural life.

Dr. Suraj Sharma

Assistant Professor for the School of Business

How do we understand human behavior—across cultures, across technologies, and in an increasingly complex world?

That question sits at the heart of Dr. Suraj Sharma’s recent work.

This year, Sharma’s scholarship included multiple presentations and publications spanning negotiation, cross-cultural dynamics, and artificial intelligence. His work has been featured at leading international conferences, including ACL 2025, where he co-authored research on AI systems designed to better capture human opinions at scale.

At the same time, his research continues to engage deeper questions around faith, ethics, and cultural intelligence—bringing together insights from business, psychology, and technology.

His work reflects the kind of interdisciplinary, forward-looking scholarship ��Ƶ faculty are contributing to conversations shaping today’s global landscape.

Dr. Kumar Sinniah

Professor and Department Chair for Chemistry and Biochemistry

How can scientific research move from the classroom into the lab, the community, and even global health settings?

Dr. Kumar Sinniah’s recent work explores that question through three distinct student-engaged research projects spanning nutrition, nanoscience, and molecular biochemistry.

One project focuses on culinary medicine and student behavior, where students are developing tools to assess how a college-level culinary medicine course may shape nutritional knowledge, cooking confidence, and dietary habits over time. This work connects scientific inquiry with everyday health decisions and student wellness.

A second project examines bismuth nanoparticles, with students synthesizing and characterizing these materials to better understand their stability and possible applications in areas like antimicrobial treatment and water purification. This research combines microscopy, spectroscopy, and materials science in a hands-on lab setting.

A third project continues the lab’s long-running work on insulin and G-quadruplex DNA, exploring how these molecules interact and what that reveals about structure, function, and biochemical behavior. Students engage advanced analytical tools to investigate these interactions at both the molecular and single-molecule level.

Together, these contributions highlight the continued impact of ��Ƶ faculty in advancing interdisciplinary scientific research while giving students meaningful opportunities to participate in discovery across multiple fields.

Sam Smartt

Associate Professor of Communication

How do we help students think critically about the stories they encounter in media?

That question is central to Sam Smartt’s recent work.

Through a presentation at Notre Dame’s Beyond Our Screens Symposium, Smartt explored how documentary storytelling can deepen student engagement with disability representation—highlighting the power of media literacy to shape understanding and perspective.

His work reflects the continued role of ��Ƶ faculty in preparing students to navigate and interpret the media landscape with insight and care.

Dr. Amanda Smith

Assistant Professor of Chemistry and Biochemistry

Dr. Amanda Smith’s recent work reflects a strong commitment to interdisciplinary research and student engagement in the sciences.

Over the past year, her lab has focused on designing novel LYTACs, a promising type of molecule that could help treat diseases like cancer by targeting harmful proteins for degradation rather than simply inhibiting them. This research combines organic chemistry and biological testing to explore new treatment strategies.

Students play an active role in the project, gaining hands-on experience in synthesis, compound analysis, and the scientific literature surrounding protein degradation and disease treatment. As the work develops, students also have the opportunity to engage biological applications through cancer cell culture testing.

Together, these contributions highlight the continued impact of ��Ƶ faculty in advancing innovative scientific research while providing students with meaningful, interdisciplinary research experience.

Dr. David Smith

Professor of Education | Director, Kuyers Institute for Christian Teaching and Learning | Coordinator, De Vries Institute for Global Faculty Development

What does it mean to educate not just for knowledge, but for joy, wonder, and formation?

That question is central to Dr. David Smith’s recent work.

This year, Smith’s scholarship included a sabbatical project exploring the educational vision of Comenius and its relevance for Christian learning today. His work emphasizes the deep connection between intellectual development and spiritual formation.

He also contributed to international academic conversations in Paris, examining how concepts like the imago Dei inform the relationship between piety and learning.

His work reflects the continued influence of ��Ƶ faculty in reimagining education as a formative practice—one that shapes both understanding and the life of faith.

Dr. James K.A. Smith

Professor of Philosophy

What shapes the way we believe, live, and participate in culture?

That question sits at the heart of Dr. James K.A. Smith’s recent work.

This year, Smith’s scholarship included a wide range of essays and presentations engaging topics such as capitalism, secular culture, and the enduring influence of Augustinian thought. Through both academic publications and public writing, his work continues to explore how habits, practices, and cultural forces shape our lives.

With presentations delivered across multiple venues, Smith’s work connects philosophical and theological insight to the everyday questions people are asking about faith, culture, and meaning.

In addition, Smith was recognized with ��Ƶ’s Faith-Animated Scholarship Award, highlighting the way his work thoughtfully integrates faith and academic inquiry.

His contributions reflect the continued role of ��Ƶ faculty in shaping thoughtful, accessible conversations at the intersection of faith and public life.

Dr. Debra Snyder & Dr. Dongye Song

School of Business

Dr. Debra Snyder and Dr. Dongye Song’s shared research reflects a thoughtful engagement with the intersection of business, ethics, and faith-informed leadership.

Over the past year, their collaborative work has explored how personal beliefs shape organizational behavior, including a published article examining the relationship between CEO religiosity and corporate misconduct. Their research brings together insights from business, ethics, and theology to better understand how leadership values influence decision-making within organizations.

In addition, Snyder and Song contributed to academic dialogue through a conference presentation examining the relationship between faith and corporate tax practices, extending their work into applied questions of business ethics.

Together, these contributions highlight the continued impact of ��Ƶ faculty in advancing research that connects leadership, ethics, and real-world business practices.

Dr. Peter Snyder

Professor for the School of Business

Dr. Peter Snyder’s recent work reflects a thoughtful engagement with the intersection of artificial intelligence, cultural understanding, and faith-informed scholarship.

Over the past year, Snyder contributed to a collaborative research project exploring how emerging AI technologies can support the development of Christian cultural intelligence. This work, presented at the Christian Business Faculty Association Conference, examines how digital tools can shape formation and foster deeper understanding across cultures.

In addition to his research contributions, Snyder serves as Business, Economics, and Professions Editor for the Christian Scholar’s Review, supporting and advancing scholarly dialogue across disciplines.

Dr. Jason Stansbury

Professor for the School of Business

How do organizations operate—and how should they be shaped by ethical and theological commitments?

That question is at the center of Dr. Jason Stansbury’s recent work.

This year, Stansbury’s scholarship explored themes such as virtue, nonprofit governance, and the legal frameworks that guide organizational behavior. His work includes research published in the International Journal of Applied Positive Psychology and contributions to academic conversations on business law and ethics, including a symposium presentation at New York University.

Alongside his research, Stansbury serves as co-editor of the Journal of Religion and Business Ethics, helping to advance scholarship at the intersection of faith and economic life.

His work reflects the continued role of ��Ƶ faculty in shaping conversations around responsible leadership, ethical organizations, and the integration of faith and business.

Dr. Ralph Stearley

Professor Emeritus, De Vries Senior Contributing Scholar of Geology, Geography, and Environment

What does it look like to explore science and faith together in meaningful ways?

For Dr. Ralph Stearley, that question shapes his work.

This year, Stearley engaged a wide range of audiences through presentations on geology, deep time, and the historical relationship between science and Christianity. His work included lectures at Andrews University, the Dice Mineralogical Museum, and a multi-session series tracing centuries of interaction between scientific discovery and Christian belief.

He also led a ��Ƶ alumni tour through the Pacific Northwest, blending scientific exploration with community and shared learning as part of the university’s 150th anniversary.

His work reflects the continued impact of ��Ƶ faculty in making complex scientific ideas accessible, engaging, and thoughtfully connected to broader questions of faith and understanding.

Together, these contributions highlight the continued impact of ��Ƶ faculty in engaging complex questions at the intersection of technology, ethics, and faith—both through research and through leadership in the academic community.

Dr. Mark Taylor

De Vries Institute Postdoctoral Fellow in Normative Business Ethics | School of Business

How do we help students think critically—and ethically—in an age shaped by artificial intelligence?

That question sits at the center of Dr. Mark Taylor’s recent work.

This year, Taylor’s scholarship explored the role of writing as a formative practice, as well as broader questions of ethics, emotional labor, and moral autonomy. His work includes a published article in the International Journal of Christianity & Education and presentations addressing both business ethics and AI in the classroom.

His contributions reflect the growing role of ��Ƶ faculty in shaping conversations around how we learn, think, and make decisions in a rapidly evolving technological landscape.

Dr. Chad Tatko

Associate Professor Chemistry and Biochemistry

How do small chemical changes reshape the structure and behavior of proteins?

Dr. Chad Tatko’s recent work explores that question by studying a specific post-translational modification between amino acids that alters both the structure and reactivity of proteins. By comparing peptides with and without this modification, his lab investigates how these changes affect protein behavior at a fundamental level.

Students are deeply involved in this work, gaining hands-on experience with techniques like peptide synthesis, NMR spectroscopy, and advanced chemical analysis.

Together, these contributions highlight the continued impact of ��Ƶ faculty in advancing biochemical research while equipping students with meaningful, lab-based research experience.

Dr. Dwight TenHuisen

Professor of Spanish

Dr. Dwight TenHuisen’s recent work reflects a thoughtful engagement with historical texts and the translation and interpretation of ideas across contexts.

Over the past year, TenHuisen contributed to international scholarly conversations through presentations in Vienna exploring the work of Alciato, including how his ideas have been translated and applied across time and geographic settings.

Together, these contributions highlight the continued impact of ��Ƶ faculty in advancing research that connects history, language, and interpretation—engaging global academic communities.

Dr. Kevin Timpe

Professor, Department Chair Philosophy

What does it mean to build communities that are truly inclusive?

That question is central to Dr. Kevin Timpe’s recent work.

This year, Timpe’s scholarship explored the intersection of disability, ethics, and philosophy through both publication and public engagement. His work includes research on disability across historical and theological contexts, as well as presentations addressing topics such as healthcare ethics and the formation of inclusive communities.

Through both academic writing and national presentations, his work reflects the continued role of ��Ƶ faculty in advancing thoughtful conversations about care, community, and human dignity.

Dr. Renard Tubergen

Associate Professor of Engineering

Dr. Renard Tubergen’s recent work reflects a commitment to practical innovation and environmental responsibility within engineering.

Over the past year, Tubergen was awarded a patent for a temperature-controlled exhaust stream water filter designed for coffee roasters—an innovation that addresses environmental impact within industrial processes.

This work highlights the continued impact of ��Ƶ faculty in developing solutions that bring together technical expertise, sustainability, and real-world application.

Dr. Jennifer VanAntwerp

Professor of Engineering

Dr. Jennifer VanAntwerp’s recent work reflects a strong commitment to advancing research in STEM education and student belonging.

Over the past year, she co-led a workshop at the ACMS/CES conference focused on fostering hospitality and belonging in STEM classrooms. This work is part of her broader scholarship exploring how student experience, classroom culture, and workforce outcomes intersect in STEM fields.

Together, these contributions highlight the continued impact of ��Ƶ faculty in shaping more inclusive and supportive approaches to STEM education.

Katherine Swart Van Hof

Collection Development Librarian

Katherine Swart Van Hof’s recent work reflects thoughtful engagement with research practices and information literacy.

Over the past year, Van Hof contributed to scholarly conversation through a published review in Against the Grain, examining strategies for effective research in an increasingly complex information landscape.

Through this work, she contributes to ongoing dialogue about how students and scholars navigate, evaluate, and use information with care and insight.

Dr. Douglas Vander Griend

Professor of Chemistry and Biochemistry | Director of the Clean Water Institute

How do scientists study complex molecular systems—and apply that understanding to real-world challenges?

Dr. Douglas Vander Griend’s recent work explores that question through two distinct areas of research engaging both laboratory and field-based learning.

One project focuses on nanomolecular systems, where students use mathematical modeling and spectroscopic data to better understand how molecules interact in complex chemical environments. This work explores systems ranging from peptides to synthetic ligands, helping uncover how molecular structures function as coordinated ensembles.

A second project shifts to public health work in Guatemala, where students travel to the cloud forest region to assess community health needs. Through surveys and water testing, they investigate issues such as infectious disease, nutrition, and access to clean drinking water.

Across both projects, students are deeply involved in the research process, gaining experience in both analytical methods and real-world application.

Together, these contributions highlight the continued impact of ��Ƶ faculty in advancing scientific research while providing students with meaningful, hands-on learning experiences—both in the lab and beyond.

Dr. Frans van Liere

Professor of Historical Studies | Director of Classical & Medieval Studies Program

Dr. Frans van Liere’s recent scholarship reflects sustained depth and leadership in the study of medieval theology and biblical interpretation.

Over the past year, van Liere contributed to multiple scholarly conversations through conference presentations in South Bend and Grand Rapids, alongside several published works examining medieval biblical texts and their interpretation. His research includes contributions to an Oxford University Press volume on The Reception of Philo of Alexandria, as well as a published review in Studies in Medieval and Renaissance Teaching.

In addition, van Liere served as editor of a forthcoming Brill volume, Shared Scripture—Divided Faiths, which explores the long and complex history of Jewish–Christian engagement with the Hebrew Bible. His own contribution to the volume examines themes of Christian ambivalence across centuries of interpretation.

Together, these contributions highlight the continued impact of ��Ƶ faculty in producing rigorous, historically grounded scholarship that deepens our understanding of scripture, tradition, and the life of faith.

Dr. Brad Veldkamp

Professor of Chemistry and Biochemistry, Brummel Chair in Organic Chemistry

How do you design materials that are safer, more efficient, and responsive to real-world use?

Dr. Brad Veldkamp’s recent work explores that question through two distinct lines of research in polymer chemistry and materials science.

One project focuses on developing new, low-waste methods for creating methacrylate monomers, key components used in applications like 3D printing, medical devices, and advanced coatings. This work aims to replace traditional chemical processes with more sustainable and efficient alternatives.

A second project explores switchable materials—substances that change their properties in response to inputs like light, temperature, or electric fields. Students are actively involved in synthesizing these materials and building dynamic systems with applications in everyday technologies.

Across both projects, students play an active role in the research process, gaining hands-on experience in developing, testing, and applying new materials.

Together, these contributions highlight the continued impact of ��Ƶ faculty in advancing applied scientific research while equipping students with meaningful, hands-on research experience.

Dr. Ken Visser

Professor of Aerospace Engineering

How do engineering innovations move from concept to real-world application?

Dr. Ken Visser’s recent work explores that question through research and scholarship in aerospace engineering and renewable energy systems. His recent publication examines the development and commercialization of small ducted wind turbines, contributing to ongoing conversations around distributed energy solutions.

In addition, Visser has engaged academic and professional audiences through conference presentations exploring the role of engineering in creating meaningful impact. His work also extends to student collaboration, with research presented at a regional aerospace engineering conference examining aerodynamic performance in aircraft design.

Together, these contributions highlight the continued impact of ��Ƶ faculty in advancing engineering research while connecting innovation, sustainability, and student learning.

Dr. Jolene Vos-Camy

Professor World Languages

What can early modern literature teach us about freedom, expression, and cultural resistance?

That question is at the heart of Dr. Jolene Vos-Camy’s recent work.

This year, Vos-Camy’s scholarship focused on the writings of Charlotte Rose de Caumont de La Force, with presentations in both the U.S. and Europe examining themes of subversion, authorship, and intellectual freedom in 17th-century France. Her work also reached broader audiences through a public presentation at Detroit’s Night of Ideas.

Her contributions reflect the continued role of ��Ƶ faculty in illuminating how literature helps us better understand both past and present cultural questions.

Dr. John Walcott

Master of Education Program Director

Dr. John Walcott’s recent work reflects a thoughtful engagement with education, equity, and the role of storytelling in shaping learning.

Over the past year, Walcott contributed to multiple academic and public conversations through presentations exploring how narrative can deepen understanding within education, including work on using storytelling to teach social foundations. His scholarship also engages broader questions of equity and policy, examining how educational systems can support more just and flourishing communities in the face of shifting policy landscapes.

In addition, Walcott has explored the relationship between democracy and education, reflecting on the implications for Christian teaching and learning in today’s context.

Together, these contributions highlight the continued impact of ��Ƶ faculty in bringing thoughtful, values-driven perspectives to conversations about education, community, and the common good.

Dr. Dave Warners

Professor of Biology

Dr. Dave Warners’ recent work reflects a strong commitment to student-centered scholarship and collaborative research.

This past year, Warners was recognized with ��Ƶ’s Excellence in Student-Faculty Research Award, highlighting his dedication to engaging students in meaningful research experiences.

His work reflects the continued impact of ��Ƶ faculty in not only advancing knowledge, but also investing in students as active participants in the process.

Dr. Laura Westrate

Associate Professor of Chemistry and Biochemistry

How do cells transport and organize the proteins that keep them functioning?

Dr. Laura Westrate’s recent work explores that question through research focused on the endoplasmic reticulum, a critical structure in maintaining cellular health. Over the past year, her lab has investigated how proteins move within this system and how cellular structure shapes that process.

Students play an active role in this work, engaging in all stages of the research process—from developing questions and designing experiments to analyzing data.

Together, these contributions highlight the continued impact of ��Ƶ faculty in advancing scientific discovery while equipping students with meaningful, hands-on research experience.

Dr. Richard Whitekettle

Professor of Religion

Dr. Richard Whitekettle’s recent scholarship explores how biblical imagery shapes our understanding of human identity and experience.

Through a published article in Biblica, his work examines themes of darkness and creation in Psalm 139, offering fresh insight into how these texts were understood in ancient Israel.

Dr. Julie Yonker

Professor of Psychology

What does it take to care for others well—especially in moments of vulnerability, uncertainty, and strain?

This question is at the heart of Dr. Julie Yonker’s recent work.

Through multiple presentations across the U.S., Yonker’s scholarship explores the role of empathy, faith, and brain science in shaping the experience of informal caregivers. Her work also draws on insights from Henri Nouwen to better understand how spiritual formation can support those who care for others.

Her contributions reflect the continued role of ��Ƶ faculty in bringing together psychology, theology, and healthcare to support human well-being in deeply practical ways.

Dr. Gail Zandee

Associate Professor & Community Partnership Coordinator of Nursing

How can we expand access to meaningful mental health support?

That question is central to Dr. Gail Zandee’s recent work.

Through collaborative research on online support groups for women experiencing depression and anxiety, Zandee’s work highlights the potential of virtual spaces to provide connection, education, and care—especially for those who may face barriers to traditional support.

Her contributions reflect the continued role of ��Ƶ faculty in advancing healthcare practices that are both innovative and deeply responsive to real-world needs.

Dr. Jane Zwart

Professor of English | Co-director of the ��Ƶ Center for Faith & Writing

Dr. Jane Zwart’s recent work reflects a thoughtful and creative engagement with poetry, faith, and the complexities of human experience.

Over the past year, Zwart published her debut poetry collection, Oddest and Oldest and Saddest and Best, a work that explores the connections between the everyday and the profound. Her writing weaves together themes of loss, grief, faith, and wonder, offering a nuanced and compassionate reflection on what it means to live and believe.

Together, these contributions highlight the continued impact of ��Ƶ faculty in bringing creative expression into conversation with questions of meaning, beauty, and the life of faith.

Thursday, June 11, 2026 - 12:00

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Thinking deeply in the age of AI: A ��Ƶ faculty conversation

arg26@calvin.edu — Tue, 02 Jun 2026 20:01:44 +0000

Thinking deeply in the age of AI: A ��Ƶ faculty conversation arg26@calvin.edu Tue, 06/02/2026 - 16:01

As artificial intelligence reshapes classrooms, workplaces, and daily life, ��Ƶ faculty are helping students ask deeper questions: What does it mean to be human? What practices form wisdom? And how might Christians respond faithfully to a powerful new technology? Ahead of ��Ƶ’s Wisdom in the Age of AI conference in October 2026, the Q&A below draws from a live faculty conversation after a showing of the documentary The AI Doc: Or How I Became an Apocaloptimist on education, community, responsibility, and hope.

How would you explain the difference between thinking deeply and knowing a lot?

Katie Good: I’m thinking a lot more about the struggle of learning and cognition. Something that’s been observed about AI is that it’s holding up this mirror to our humanity, and it’s clarifying things for us. It’s prompting us to see and value things about our humanity—not just our cognition and our intelligence, but what’s larger than that about being human.

From a faculty perspective, we’re coming to value things like the struggle of writing. It’s no longer about handing in a product because, guess what, an AI can hand in a great essay for you. So instead, how do we shape the classroom to be a place of struggle where we struggle together to discover our voice, to discover a new idea, to put voices from scholarship, literature, and film into dialogue with each other? That’s the kind of challenge I’m embracing. I’m finding it really fruitful. I’m finding students want to do that. In some ways, I’m an apocalyptimist, I suppose, because I do see a silver lining. I didn’t expect to. Even a year ago, I was feeling more gloomy about what AI was doing to education, which is my corner of work. But now I’m finding new opportunities to reframe things in a way that’s energizing, and it feels like a space of discovery.

Philip Johnson: Pedagogically, in terms of the science of teaching, there’s an element to this where I tell my students to use AI for certain things, but I also tell them specifically what not to use it on. I want them to struggle on some of these things. I don’t want them to just regurgitate an answer. And the irony is that a classical education—with some application, but also theory from multiple disciplines—is actually maybe counter to how an AI works. I think that’s extremely important.

The other thing I would say was missing, in my opinion, from the film was the element of our mission statement around being Christ’s agents of renewal. That is so important. I find that when I go back to that, I actually become far more optimistic. If we’re equipping our students to live out that part of the mission, that’s something AI cannot do. AI is not sentient. And that, I think, is far more important and relevant in a world where AI is becoming increasingly dominant.

Derek Schuurman: Thinking deeply is only one part of our mission statement. It’s also about acting justly and living wholeheartedly. To reduce humanity to just thinking things—to brains on a stick—is a very reductionistic view of what humanity is. That’s part of why I appreciated the ways the film gestured toward life as being more than cognition. Part of Christian education, and part of what we do at ��Ƶ, is not just teaching people how to think, but forming whole persons.

But it’s also important that we know how to think, which is why we need to make sure we don’t completely offload our cognitive abilities to a machine. A lot of tech insiders talk about making life frictionless through apps and automation. But in some ways, an education is an exercise in friction-maxing—being able to do things on our own so that we can develop the muscles we need in order to think deeply without offloading that work to a machine. Developing both knowledge and virtue requires practice.

What gives you hope as AI continues to change the world around us?

Johnson: My hope doesn’t come from anything we saw on the screen in this movie. My hope comes from the truth that we study and an event that happened a couple of thousand years ago.

More in the day-to-day, my hope also comes from my students—seeing how they are growing and developing and embracing both sides of this argument and thinking critically about it. I have three kids who are 10, 12, and 14, and I get hope from seeing how they and their friends grow and engage inside and outside of the world of technology. So I have hope because of that too.

But at the end of the day, my hope comes from what we celebrate on Friday and Sunday. I think it’s fitting this conversation happened during Holy Week, because that’s where the ultimate hope comes from.

Good: I would echo Philip. I’m finding hope and consolation in these turbulent times in my faith, in my students, and in my kids. And in the movie, in the babies. That was such a key ingredient. The filmmaker, who in some ways stands in for all of us, begins from a place of not knowing what AI is. Then we learn about it, experience fear, hear hopeful narratives, consider the possibilities, and maybe land somewhere in the middle. But the question of new life is essential to the film.

To echo the theme of Holy Week, new life is also central to the spiritual journey we are on. That’s where I draw my hope too. It’s such a privilege and blessing to work with students every day because we see in them the promise of the future—the new ideas, the energy, and their optimism. We also renew our responsibility to care for the earth and care for each other every day we meet students in the classroom. We are handing over skills, and in some ways handing society over to them, while also placing our trust in them to steward what comes next. I feel profound hope when I interact with students every day.

Schuurman: There’s a contemporary testimony in the Christian Reformed tradition titled Our World Belongs to God. It opens by stating “As followers of Jesus Christ, living in this world—which some seek to control, and others view with despair—we declare with joy and trust: Our world belongs to God!.” That’s where I ultimately place my hope. At the same time, God has also given us responsibility, and there can be consequences if we make poor decisions, so we need to remember that, too.

Another line I talk about with my students comes from Creation Regained, where Al Wolters writes that there is nothing in creation that is either the villain or the savior. Looking at AI as either a savior or a villain misses the point of the larger biblical story, in which the ultimate problem is sin and the only Savior is Jesus Christ. Working within that biblical story is where we find the problem, the remedy, along with our calling and responsibility. That is where my ultimate hope lies.

What might faithful action look like for Christians seeking to be agents of renewal in an AI-shaped world?

Schuurman: I do think there is a place for regulation. As I mentioned, if we make poor decisions with powerful technologies, there can be large consequences. I’m part of a group called AI&Faith, which is an interfaith group of Muslims, Jews, Christians and others working together to find common cause and bring our voice to the public square for the common good. As individuals, we can also lobby people in positions of influence and discern carefully about the AI products we choose to use.

I think the European Union has offered a helpful initial model for regulation. It distinguishes between lower-risk AI that needs less oversight, moderate-risk AI that should be tested before broad release, and high-risk uses that should not be permitted at all. We already regulate cars, food, and medicine. It’a prudent and responsible to put guardrails and legislation in place around AI, especially when companies are often driven by profit incentives that can send us in places we do not want to go.

Johnson: I’d answer at both a micro level and a macro level. At the micro level, I challenge my students to think about how we build community, because community is one of the biggest things at risk with the increasing prevalence of technology. In many ways, technology is both deeply empowering for connection and deeply isolating. That tension is something worth exploring seriously, especially at the college-student level.

At the macro level, my concern is less about the AI tools everyone here knows about and more about how these can manifest as geopolitical threats. If those geopolitical pressures continue to exist, then profit motives alone will not determine what happens. The harder question is how to motivate people and nations to work toward a common-good approach. This movie has me curious whether there are ways to re-incentivize market dynamics to tap into those structures without letting everything become purely profit-driven. Regulation matters, but it will often lag behind. That’s why I think the broader challenge is how to move everyone toward a more responsible vision of the common good, preferably through some market mechanism.

Good: I want to take something from both of those perspectives. I agree on regulation, I agree on the essential role of community, and I agree that we’re still grappling with the challenge of social media. In fact, I saw profound parallels between this film and The Social Dilemma. Both documentaries point to risky technologies that are also clearly valuable enough to prompt mass global adoption. That makes this a problem at scale.

Both films also end with an appeal for viewers to get involved. I appreciate that, but I also feel some fatigue and concern because our systems of change move slowly. We have seen some people-driven movements, including state-level school policies on cell phone use, but in general the legislative system lags far behind Silicon Valley. What I take from this documentary is a renewed sense of urgency around accelerating these conversations while recognizing that we are already living in a fragmented information environment. That fragmentation makes it harder to galvanize public support, and it is one of the central challenges we still need to face.

What would you say to students trying to live faithfully in light of AI?

Schuurman: A week or two ago, I had my students take part in a technology fast. These are computer science students who are immersed in screens much of the time. One of the countermeasures we can retrieve in an age when technology is becoming more powerful and more ubiquitous is the ancient disciplines of the Christian faith: Sabbath, devotions, prayer, and service to others. These practices re-center our hearts and help equip us to face the challenges of our context, especially in this age of AI.

Johnson: Reiterating some earlier comments, I would say all of that, but within a community. Technology may be one of the most empowering forces for connection, but also one of the most isolating realities many students face. So I would encourage students to think about these questions within community. And I love the question, “Where does your hope come from?” because that is the ultimate issue when we’re talking about disruptive things like this. It all comes back to where your hope lies.

Good: Maybe what concerns me most about AI in the everyday sense—in how students are using it—is not so much the academic side. It’s the companionship aspect. I would encourage students to resist the allure of an AI companion or friend. I love the phrase “imperfect human counsel,” which Matthew Milliner of Wheaton College uses in a recent essay. Instead of turning to the slick counsel AI can give—whether as a spiritual director or a friend—we should turn toward the imperfect human counsel of the people God has placed in our lives.

Taken together, the conversation offers a distinctly ��Ƶ response to artificial intelligence—one that neither panics nor romanticizes, but instead asks how education, Christian practice, community, and public responsibility can form people of wisdom. As the university looks ahead to the Wisdom in the Age of AI Conference in October 2026, these reflections point to the kind of thoughtful, faithful leadership ��Ƶ professors are bringing to one of the defining questions of this moment.

Tuesday, June 2, 2026 - 12:00

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Keeping Learning Human

spt6@calvin.edu — Sun, 12 Apr 2026 17:51:41 +0000

Keeping Learning Human spt6@calvin.edu Sun, 04/12/2026 - 13:51

Across ��Ƶ, faculty and staff are confronting the rise of artificial intelligence with a mix of pragmatism and conviction, asking what this technology means for teaching and learning. These campus leaders describe a moment that demands discernment, clarity, and a renewed commitment to the practices that form thoughtful, ethical, and adaptable graduates.

"The fundamental technologies of AI are a gift of God that we must cultivate with his wisdom." – Ken Arnold, associate professor of computer science

Stewarding AI Through a Reformed Framework

Derek Schuurman, professor and department chair of computer science

The remarkable advances in AI have generated a range of predictions—from a coming Utopia to dire warnings of human extinction. As Reformed Christians, we recognize that AI represents part of the latent possibilities in God’s good creation, but a possibility that can be misdirected by sin. While many researchers focus on what AI can do, we need to begin to discern what we ought to do with AI. As Christians, we are called to exercise freedom and responsibility to direct AI in ways that answer God’s call to love our neighbor and to care for the earth and its creatures.

��Ƶ engineers and computer science students have been taught to use a set of design norms that are derived from Reformed Christian philosophy and can be used to guide responsible engineering and inform AI design decisions. These include considerations like justice, cultural appropriateness, social norms, aesthetics, care, trust, and stewardship. These norms help direct technology, like AI, in ways that can bring shalom nearer.

One of my dreams is to establish a Center for Faith and Technology at ��Ƶ to enable the university to present a public, credible, and Christian voice on AI and other new emerging technology issues. Such a center could serve the church and Christian education but also speak into the shaping of public policy with a voice that is both biblical and relevant. I think ��Ƶ has both the technical as well as the theological and philosophical depth to provide a clear, moral voice amid the ongoing disruptions as AI continues to unfold.

Recovering the Human Dimension of Learning

Katie Day Good, associate professor of communication

AI has complicated college life, but it has also prompted faculty and students to reflect more deeply on the value of a college education. AI can churn out information and imagery in a sophisticated, humanlike manner, but it cannot think, feel, or empathize. Those capacities emerge in a human community and particularly a Christian, liberal arts community like ��Ƶ.

This perspective comes not only from faculty but from students. In the past year, I’ve been heartened by the number of student-authored op-eds in the Chimes, blog posts, and AI guidance documents that urge a discerning, cautious, and faithful approach to AI. They suggest that students want more than practical skills in AI use; they also want the cultural, historical, theological, and domain knowledge to live and work wisely in a world of sophisticated technology.

Paradoxically, equipping students for wisdom in the AI age requires giving them some reprieve from the digital platforms and devices that have come to dominate daily life. While using AI remains essential in some classes and computers should always be available for students with accommodations, it is also important for students to have the space and time to think, speak, write, and relate to others without AI’s assistance.

For this reason, many of my classes are intentionally low-tech. I place greater importance on oral rhetoric, presentations, and discussions than I did in the past. Students complete most writing in-class, by hand, and sometimes over multiple sessions. Far from feeling like a step backward toward antiquated methods, this move has felt instead like a step forward toward reaffirming students’ authentic voice

A 'Brain-First, AI-Second' Approach

Philip Johnson, associate professor of business

Within the School of Business (CUSB), we’ve adopted a “brain-first, AI-second” approach to ensure that technology supports—not replaces—human learning. Like most people, students naturally gravitate toward efficient answers, so we hold honest conversations with them about when AI is helpful and when it undermines learning. Sometimes the guidance is as simple as, “Don’t use AI on this assignment because you need to learn XX and YY, and AI will prevent that.” Defining purpose is essential.

At the same time, we also create AI-powered agents in some courses to help students study, negotiate, or receive faster feedback. These tools are used heavily across CUSB and, when applied thoughtfully, enhance the learning process.

I believe the kind of learning we cultivate at ��Ƶ—learning that embraces ambiguity, wrestles with uncertainty, and forms whole persons—is increasingly essential in an AI-saturated world. Our mission to equip graduates as Christ’s agents of renewal is not only relevant but urgently needed.

The ethical questions surrounding AI are real. AI can displace or dehumanize work, and we must resist that even as we acknowledge the need for efficiency. AI also consumes significant power and resources, raising environmental concerns that must be weighed alongside its benefits. These tensions require thoughtful, principled engagement.

The theological foundation that shapes my teaching—that we are image-bearers of God called to be like God in relation to others—remains unchanged. What has changed is the context in which we apply this. One of the best parts of my work is wrestling with questions alongside colleagues who bring deep expertise and good-faith engagement.

A Sophisticated Tool for Learning

Emily Bosscher, peer support coordinator and academic counselor

Like so many other aspects of education, ethics plays a crucial role in the use of AI. The more we talk about AI as a tool and help students understand the value of using it appropriately, perhaps the better we can be about resisting the temptation to let it “do our work for us.”

For a generation that has mastered the life-hack (and in many good ways!), this is a place where a hack should not be about having AI give the answers, but figuring out how to use it to hack effective and efficient learning (and I believe this is possible).

In the tutoring center, we use AI to review concepts, simplify difficult ideas, or offer study skill support. For all its capabilities, ChatGPT is not going to be present with students during a test, so it is still crucial that students learn how to apply processes and formulas for themselves.

Writing Should Be Hard

Kristine Johnson, professor of English, university rhetoric director

When I became the Rhetoric Center director, my then third grader thought the center needed a motto. He wrote “writing is hard but fun” on the whiteboard, and we never erased it. The second part of the sentence may feel debatable, but the first part is true: writing is hard. Because writing is hard, it is a way of learning. Through the very act of writing, we discover new ideas, and we understand our ideas in new ways.

Generative AI allows writers to skip over the hard process straight to a final product. I argue that there is value in learning to write the hard way, and this value is at the heart of a liberal arts education. One goal of our core curriculum is that students will “communicate effectively using rhetorical strategies.” Using rhetorical strategies means asking these kinds of questions: is my argument interesting? Are my ideas in the best order to make my point? Am I considering the culture of my audience? Another core goal is for students to “critically evaluate sources using current information literacy skills.” We want students to use information responsibly, and we want them to value truth.

In the liberal arts curriculum, it is appropriate and beneficial for students to learn without generative AI as a primary tool. Learning the hard way helps students develop a flexible approach to communication, to grow in curiosity, reflection, and empathy. These students will know how to adapt AI-generated text, how to fact-check, and, critically, they will know that they must do these things to be ethical, effective communicators.

Preparing Students for Christian Vocation

Courtney Banks-Tatum, director of the Career Center

At the Career Center, we help students understand their work not merely as economic survival, but as participation in God’s redemptive work. This theological grounding equips graduates to approach their careers with humility, courage, and a commitment to the common good—qualities that matter deeply in workplaces facing ethical, social, and technological disruption.

When used well, AI can enhance the student experience as a tool for informed decision-making. It helps students navigate job uncertainty by providing timely labor-market insights and exploratory tools that connect academic interests with emerging opportunities. It can also assist with résumé feedback and interview preparation. Yet AI cannot replace the human work of mentoring students as they discern calling, values, and direction. Its proper role is to complement—not substitute for—relationship and responsibility.

In a labor market where technical skills evolve rapidly and can quickly become outdated, liberal arts learning cultivates durable capacities: critical thinking, clear communication, ethical judgment, and the ability to engage complexity with wisdom. Employers consistently note these strengths in ��Ƶ graduates.

The most employable graduates are not trained for a single role but equipped for lifelong learning—combining transferable skills with vocational discernment rooted in a Christian understanding of calling.

The Real Question is not Technological, but Human

Craig Mattson, Arthur DeKruyter Chair in Faith and Communication

When ChatGPT burst on the scene back in the early 2020s, I kept hoping that somehow we would get beyond it. Maybe it’s all hype, I thought. Or maybe it’s going to be great, and we’ll all become massively productive.

But what I really wanted to know was, how do we get beyond this exhausting toggle of naïve optimism and deep anxiety?

You can’t put the question into a chatbot. Well, you can, but only if you want an infographic or a plastically perfect op-ed. Besides, I’ve come to think of “how do we get beyond this” as the wrong question. In an age when large language models manage to be uncannily personable and scarily efficient, the more important question is Wendell Berry’s: “What are humans for?”

Answering that question doesn’t enable us to escape our technological moment. But it does make us aware of what is larger than the moment.

I’m writing this in a coffee shop. Across from me, a couple is holding hands. At another table, a sixty-something man sits with a slant of sun falling across his face as he listens to his conversation partner. That handclasp and that listening presence are simple realities so much larger than any concept our most powerful language model could use to describe them.

For Christians, getting to what’s beyond our technological moment entails attention to the Incarnation. There, we find God’s determination to go beyond self-interestedness to share in suffering, grief, joy, and uncertainty. However AI enables or disables our species, I hope we can keep finding ways to move in that same way—beyond the self into generosity and care for one another.

Interested in learning more about this topic? You're invited!

Wisdom in the Age of AI Conference
Thursday, Oct. 8 - Saturday, Oct. 10, 2026
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Join top Christian thinkers, practitioners, and the broader public to explore how faith can shape the responsible development and use of AI, while advancing human flourishing and contributing to shalom.

Sunday, April 5, 2026 - 12:00

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The Rise of Artificial Intelligence in the Classroom and Beyond

admin — Fri, 28 Jun 2024 05:47:30 +0000

The Rise of Artificial Intelligence in the Classroom and Beyond admin Fri, 06/28/2024 - 01:47

GENERATIVE ARTIFICIAL INTELLIGENCE

AI has been around since the 1950s and is here to stay. That’s why ��Ƶ’s faculty and staff are devoted to learning and understanding the latest iterations of this technology.

Of all the budding AI tools, professors and students alike attest that Generative Pretrained Technology (ChatGPT) is probably the most widely discussed new AI platform to hit the market in the last year. It generates original language within seconds, writing things such as narratives and poems with minimal human input.

Public reactions to this widely-accessible form of AI are mixed, with some lauding it and others predicting the end of education (and even the human race) as we know it. But Paige takes a more measured approach.“Once we shift our thinking and remove the curtain of fear surrounding [new developments in] AI, we realize that many forms of previous technology have allowed us to do a lot of good in faster, more meaningful ways.”

Airplanes are one example of this. When they were invented, they allowed missionaries and aid workers to get humanitarian assistance, along with God’s word, into the hands and hearts of remote populations much quicker.

Paige insists ChatGPT is a tool that could allow humans to communicate in groundbreaking ways. “We could ask it to write a new hymn or even a prayer for us, using it as a sort of prayer aid—and it would! Of course, we know it can’t pray for us. Prayer is an intimate act. ChatGPT can simply offer faith-filled people a tool they can use to deepen their relationship with God.”

ETHICAL USE

The challenge of equipping students to be Christ’s agents of renewal in all facets of life, from the classroom to the marketplace to interfacing with the latest technology, is something ��Ƶ professors take seriously. As access to information becomes quicker than ever through the development of AI, our world is entering uncharted moral territory, prompting ��Ƶ faculty and staff to ask how these resources can best be stewarded

That’s why a workshop was held this spring. Faculty and staff were challenged at the forum to think collectively about AI and its implications, asking: What is AI? What are its impacts? How will we respond?

ChatGPT, for example, provides users with a unique quandary—the decision to be honest or deceitful. Users can either copy text generated from a chatbot and pass it off as their own words, or they can practice integrity by using the resource as a research assistant rather than as a writing tool.

As image bearers of a creator God, the act of creating, from writing to visual art, is part of what makes us human. “There’s something about the challenge of laboring to produce one’s own work that forms minds and hearts. When we give that up to a machine, we are giving up something that’s uniquely part of the human experience,” Paige reflected.

A WAY FORWARD

Dr. Derek Schuurman, computer science professor at ��Ƶ, sees the surge of artificial intelligence as an opportunity for discernment to shape the future landscape of technology.

Schuurman expects AI to have a highly disruptive effect on jobs for his students in the near future. Consequently, he is committed to preparing them for the world ahead by defining both the limitations and possibilities of AI. Throughout the computer science curriculum, Schuurman and his colleagues strive to equip students with the tools they need to develop and influence technology in a way that is both skillful and ultimately glorifies God.

Not unlike the philosophers of old, Schuurman often brings his students back to an essential question: What does it mean to be human? He believes understanding the dimensions of this simple, yet weighty question is critical to help students clarify the essential roles of humans and machines.

The growth and potential of decision-making automation have created global unease. Schuurman cites concerns about bias and injustice with AI decision making, along with declining trust amid artificially generated images, text, and “deepfakes.” According to Schuurman, the potential threats of AI requires experts—and budding experts—to discern not only what AI can do, but what we ought to do with AI.

“Christian wisdom,” explains Schuurman, “can inform and guide decisions about the direction of technology. AI is part of the possibilities in creation that we are called to uncover. As a part of creation, AI can, in principle, be directed in God-honoring ways despite the possibility for sinful distortions. It is our job as faculty to equip students to discern responsible and obedient ways to unfold these new technologies. Our hope is that our students and alumni can use their influence to code for shalom,” Schuurman noted.

CENTERING FACULTY-STUDENT RELATIONSHIPS

As faculty equip students with the right skills to face an ever-changing job market, the challenges in the classroom remain. “Faculty members, both practically and philosophically, are trying to discern how much of this changes our pedagogy or teaching techniques,” Paige says.

Despite the gains in technology, for example, current software unfortunately doesn’t allow a professor to fully gauge whether or not a student has utilized ChatGPT to write a paper. Instead, Paige reflects, its availability challenges professors to know their students well.

“Our faculty are really good at this. They know their students. They have built relationships with them. And, if you know your students, you know their voice, you see their heart, and you recognize the work of their hands,” Paige says.

Additionally, the lessons in character development posed by AI allow students to come face-to-face with the moral and spiritual implications of their decisions, requiring them to check the intentions of their hearts.

The hard work of understanding this great new frontier has just begun, but ��Ƶ is poised to speak into the conversation as faculty and staff lean into these technological advancements while shaping hearts and minds for Christ. Paige concluded, “For nearly 150 years, ��Ƶ has historically led the way in a host of fields. We will continue to serve as trailblazers in this area as the technology unfolds.”

Tuesday, August 15, 2023 - 12:00

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