October 2017

PULSE

O c t o b e r 6 , 2 0 1 7 • I s s u e 2 • Vo l u m e 5 • t h e s a u p u l s e . c o m

THE

8 11

Professor receives scholarship to teach overseas Students practice foreign policy in Model Arab League

16-17

Fall art show: Photorealism

22-23

Playing sports in a new country

facebook.com/thesaupulse twitter.com/thesaupulse

BEYOND BORDERS

Between immigration debates (page 3) and visiting different countries (pages 12-13), students and faculty are expanding their intercultural knowledge PHOTO BY Kayla Williamson

PREVIEW

TAB LE OF

CONTENTS

ROTC ON THE RISE PAGE 4

ENROLLMENT TRENDS AND FUTURE PLANS

PHOTO FROM SAU Flickr

DIVERSITY TASK FORCE

makes changes to the handbook and more

PAGES 6-7

EDWARDS, XBOX & SOUTH KOREA

PAGE 5

KONO TAKES SLAS IN NEW DIRECTION PAGE 9

PAGE 8

MODELING DIPLOMACY PAGE 11

HOW DACA AFFECTS STUDENTS

PROFESSORS AROUND THE WORLD

ABROAD IN JAPAN PAGE 14

Where they traveled this summer PAGES 12-13

PAGE 10

STREET ART: Bringing cars to life PAGES 16-17

FLATLINE PAGE 18

EXPANDING THE LANGUAGE OF MUSIC PAGE 20

ARTIST REVIEW: NAVELLE HICE PAGE 19

PHOTO PROVIDED BY Randy Lewis

BALANCING SCHOOL AND SPORTS PAGE 21

SPORTS: THE GREATEST COMMON DENOMINATOR PHOTO BY Andri Hill

2

thesaupulse.com • October 6, 2017

PAGES 22-23

The ethical implications of repealing DACA

P

The Pulse | Editorial Board

eople of varying ages, nationalities and genders stood side by side in front of the town hall in Adrian, Mich. Their differences did not matter. This was about what they had in common. They protested President Trump’s decision to abolish Obama’s executive order assisting the children of undocumented immigrants. Cars honked, drowning out the slurs and insults of others.

In early September, President Donald Trump gave Congress six months to replace the Deferred Action for Childhood Arrival (DACA) and Deferred Action for Parental Accountability (DAPA) acts before they are halted. These acts grant amnesty and citizenship papers for children who came to the United States between the years 2003 and 2007.

While the laws of this country need to be respected, there are times when these laws hinder our connection to each other as kingdom citizens of the world and not of a country.

The process of becoming a US citizen involves several paperwork backlogs and over $5,725 for applications and lawyers. Currently, the US minimum wage would net $12,029.66 a year after federal taxes if the worker has a 40hour work week. That does not include rent, food, school, transportation and other basic needs.

Mindi Grieser-Cromwell, the co-director of New Neighbors, a program that helps prepare refugees and immigrants for the citizenship test, said the citizenship test requires a level of English and cultural understanding that takes many years to attain.

“I’m not sure it’s a bad idea to have high expectations, but from my observation, we are expecting something from new citizens that our own homegrown Americans would fail,” Cromwell said.

Our country’s history of Jim Crow laws, internment camps and even gerrymandering has proven that immoral laws can be implemented into our society, so a law’s existence does not establish its morality. Frankly, Congress needs to step up to solve the problem.

Then again, this is about more than politics. God’s attitude toward the immigrant and marginalized is the same in both the Old Testament and New Testament.

Leviticus 19:33-34 says, “When a foreigner resides in your land, do not mistreat them. The foreigner residing among you must be treated as your native-born. Love them as

EDITORIAL

Natural Law vs. Natural Order: yourself, for you were foreigners in Egypt. I am the Lord your God.” Jesus also spoke concerning his true followers in Matthew 25:31-46, saying “Truly I say for you, as you did it to (served) one of the least of these my brothers, you did it to me.”

If God’s judgment on this topic is consistent between the Testaments – that the alien and marginalized are to be treated as loved – Christians should do everything they can to live out His will.

Immigrants and those who are born into unfavorable conditions are no less human or worthy of love and support than a person who was born a native citizen of a country. The arbitrary nature of birthplace should not afford some people more opportunities in life than others.

We have a divine charge to care for the marginalized and the least of these.

At some point, we need to decide if we should prioritize our role as citizens of the United States or citizens of the Kingdom of God.

Have a response? Send us a Letter to the Editor, and we’ll print it in the next issue!

Email us at thesaupulse@arbor.edu.

The Pulse Staff 2017-2018 Editor-in-Chief Kayla Williamson

Design Editor Andri Hill

Associate Editor Elise Emmert

Designers Rebecca Conley Alexis Hall Emily Norton W. Cody Pitts Emily Spencer

News Editor Nathan Salsbury Features Editors Celeste Fendt A&E Editor Liz Pence Sports Editor Alex Anhalt Video Team Manager Brianna Buller Sales Manager Kaelyn Hale Photography Editor Kaci Bedgood

Photographers Alexis Hall Libby Koziarski Staff Writers Collin Caroland Heather Clark Makana Geppert Olivia Landis Luke Richardson Hannah Shimanek Emily Spencer Editorial Board Collin Caroland Elise Emmert

Liz Pence Nathan Salsbury Hannah Shimanek Kayla Williamson Online Writers Grace Archer Crisilee DeBacker Caralyn Geyer Kayla Kilgore Video Team Makana Geppert John Kroll Ryan Sisk Ethan Sox Sales Representatives Kelsey Brannon Caytie Sprague Sasha Wilson Marketing Coordinators Aaliyah Winters Kaleigh Bone Vincent Nowak

October 6, 2017 • thesaupulse.com

3

News

The New Batch:

Luke Richardson | Staff Writer

ROTC program quadruples in size

L

ast year, the Spring Arbor Reserve Officer Training Corp (ROTC) saw the enrollment of only two students, Level 200 Cadets Lisa Emmert and Nathaniel Stout. However, this year Stout and Emmert were joined by six additional Freshman 100 Cadets, bringing the program’s total enrollment up to eight.

The program functions as a minor with a contract and non-contract option.

Non-contract students gain college credit for their ROTC classes, but do not receive scholarship money or a rank in the armed forces. Those who choose to contract have all college expenses paid and receive a commission in the armed forces allowing them to enter not as privates but as Second Lieutenants.

“It depends on what students want to get out of the program,” Emmert said.

“If you want to have leadership skills, do the minor. If you feel a call to serve your c o u n t r y, don’t wait.”

Classes for the ROTC program operate outside of Spring Arbor University in conjunction with Eastern Michigan University’s program.

Captain Anderson of the Eastern department teaches the class while

If you feel a call to serve your country, don’t wait.

Lisa Emmert, Level 200 Cadet Emmert acts as his liaison. When Eastern has a break, the group meets in the on-campus headquarters.

Participants learn how to use a map and compass and pack a rucksack. Cadets learn wilderness survival in levels 100 and 200, while levels 300 and 400 focus on teaching those skills to the lower levels.

“Once you’ve mastered the skills themselves, you are given

the chance to finally become a leader yourself, a skill valuable in any combat situation,” Emmert said.

But why should a student join the armed forces?

“I joined because I was previously enlisted in the National Guard and wanted to move into a new field of the army,” 300 Cadet Stout said. “Going into the officer route was one of the best decisions I’ve made. I have gained valuable leadership skills in a unique setting that has not only helped form my perspective of the Army, but also my schoolwork and life in general. In order to succeed in this program, cadets must be disciplined and motivated to accomplish things that seem to be difficult.”

For more information regarding the ROTC program, visit the on-campus headquarters next to the Cross Cultural Office or contact Lisa Emmert at Lisa.

Emmert@arbor.edu.

PHOTO BY Libby Koziarski

4

thesaupulse.com • October 6, 2017

Heather Clark | Staff Writer

T

he on-campus freshman class is down by 36 students this year compared to tlast year. According to Vice President of Enrollment, Marketing & Communications Jon Bahr, this is a difference of around 7-8 percent.

The total on-campus population has decreased by 65 students, but these numbers do not make up the entire school population. Three populations complete Spring Arbor University’s (SAU) total enrollment: the traditional main campus, global “sites” and online.

The main campus population makes up about a third of the total enrollment, so while there may be fewer on-campus students, the global sites and online students balance the budget.

“Overall between the three we’re on pace to meet budget for the year to be solid. To be stable,” Bahr said.

Since global and online classes start at different times, their numbers are not final. But this year’s current numbers were not surprising to the school.

Forecasting for the upcoming academic year starts early in the recruitment cycle. Heavy recruiting starts in September and goes through November. After reviewing different metrics and indicators in the fall, by spring the school is able to predict the next incoming class.

Last spring, the school knew enrollment this fall would be lower than where they had hoped, Bahr said. But global and online recruitment made up for it.

SAU compares student population data with other schools in the Council for Christian Colleges & Universities (CCCU) and North American Coalition for Christian Admissions Professionals

Kayla Williamson | Editor-in-Chief

“ ”

It’s never where you want it to be. There are always more students out there.

Jon Bahr, VP of Enrollment, Marketing & Communications

representatives have personal connections to SAU, as alumni or with a similar education background. They are able to share personal stories and experiences with prospective students, like the COL program and crosscultural trips. “[Our message] has to start with the belief that what we do here is fundamentally different from what you can experience at another school,” Bahr said. “If we can’t make that clear to students then we’re in the muddy waters with every other Christian institution.”

Even though admissions and marketing have new angles, Bahr said there is still more to do.

“I’m an enrollment guy. It’s never enough,” he said. “It’s never where you want it to be. There are always more students out there.”

(NACCAP). Over the past three to four years, the overall enrollment trends for private schools similar to SAU are on a slow decline. “[It’s] not enough to make people panic, but no one wants to be in that Petoskey direction,” Bahr said.

This year will be Bahr’s Gaylord first full year in charge of admissions, marketing and Traverse City communications (M&C) and all the strategy that goes into communicating with potential students. Since he started in December, he missed the main recruiting season in the fall.

Over the summer he and the M&C team revamped Lansing the promotional booklets Flint for more consistency Grand Rapids with SAU’s brand. All Jackson of the admissions

News

Incoming freshman class sees downward trend, global and online make up the difference

Spring Arbor University’s

Global Sites

Kalamazoo

MetroDetroit

Battle Spring Arbor Creek Metro-Toledo

October 6, 2017 • thesaupulse.com

5

News

SAU implements new diversity planning Heather Clark | Staff Writer

D

iversity and respect for culture were fresh on the minds of Spring Arbor University (SAU) students this past academic year, and there were many conversations and calls for change.

The SAU administration responded by notifying students that they were already in the process of creating a diversity plan. They had assembled a task force at the beginning of the academic year to build a plan to help find and correct issues on campus.

According to Kim Hayworth, Vice President of Student Success, that plan was completed in June.

“The task force highlighted areas we wanted to improve, and they’ve put together working groups to address those priorities,” Hayworth said.

There are three main working groups: Training and Professional Growth

Support Services and Advising

6

Diversity Planning Groups

Curriculum, Faculty and Teaching

Training and Professional Growth; Support Services and Advising; and Curriculum, Faculty and We are an institution that Teaching. does not tolerate racial or The task force also ethnic misconduct but rather created a priority supports and affirms human group for marketing and promotion. A diversity.

Diversity and Inclusion Eric Beda, Advisory Council was Director of OIR created and will oversee and control the entire diversity plan, Hayworth said.

The task force is already hard at work. They have appointed Kevin Brown as a special assistant to President Ellis for diversity and inclusion, made subheading in the community standards amendments to the student handbook that addressed racism became a full policies and prompted some changes section, and the language of campus for COL 100 faculty and student leader discrimination policies was clarified.

Policies were also expanded to more training. define responses to The handbook changes have specifically discrimination, the avenues for reporting expanded campus policies on racism, discrimination and harassment. Now, they it and consequences for students who violated policies. are more clearly outlined and noticeable.

“The changes provide a more explicit “When we talked with students they directive for students on SAU’s position,” felt that what we had in the handbook was not as clear as it could be,” said Eric Beda, Director of the Office of Intercultural Relations (OIR). “We are Hayworth said. an institution that does not tolerate She said the changes clarify the racial or ethnic misconduct but rather university’s vision for community and supports and affirms human diversity.”

SAU’s response to racism. The

thesaupulse.com • October 6, 2017

News Beda also said the university is working harder to highlight the role of Intercultural Advisors and the OIR on campus. Part of this initiative involved having a workshop intercultural and interpersonal competency with Dr. Larry Mercer during a faculty and staff retreat in August.

Mercer is an expert on interpersonal competency and intercultural relations, and the training allowed staff to learn more about areas they may not have experienced and to approach student diversity in a more understanding way.

“The training offered an opportunity for all employees to learn the tenets of diversity and inclusion from a Christian worldview,” Beda said. “Dr. Mercer shared that all of us wear lenses that are shaded by our background, experiences and culture.”

“It was a time for us to hear from an expert and share experiences and lessons we’ve learned. It increased awareness and sensitivity,” Hayworth said.

Faculty were also retrained in how to perform the privilege walk for use during freshman orientation and COL 100.

Beda addressed students specifically about the issues of race and diversity during a session in Welcome Week.

The changes to the COL program thus far have been subtle.

Mark Edwards, who is on the president’s diversity task force and is a COL 100 professor, said he was almost unaware of any large modifications.

“We were encouraged by the directors to do the ‘Privilege Walk’ with our students, but no other instructions or assignments were added because of diversity,” Edwards said.

While some changes may still be in early stages, Hayworth said she is optimistic about future possibilities.

With the focus groups working to address issues that were seen as significant, she hopes the university can begin to move forward.

“Our session on cultural competency really sparked some great conversations,” Hayworth said. “We want to build on that.”

Beda’s training with the freshmen during Welcome Week also gave him the chance to introduce the OIR as a resource for freshmen.

By promoting Intercultural Advisors and OIR sponsored events throughout the year, Beda said he hopes to impact the students and introduce them to cultural competency.

October 6, 2017 • thesaupulse.com

7

News 8

edward to educate in Eastern Asia

Hannah Shimanek | Staff Writer

A

nnyeonghaseyo” is the way Koreans greet one another and something Mark Edwards, associate professor of history, will have to get used to saying. This February, Edwards, along with his wife and nine-yearold son, will be moving to South Korea for four months while Edwards teaches at the Han Kuk University of Foreign Studies.

In the summer of 2016, Edwards applied for a Fulbright scholarship from a US State Department Program that seeks to create cultural exchange and understanding among different countries. The grant application process consisted of a five-page narrative of why the applicant want to go and what makes them qualified. Edwards explained he wanted his family to have a cross-cultural living experience together.

Thanks to his past cross-cultural experiences and recommendations from people within Fulbright, he was given the grant.

Edwards chose South Korea strategically as it was one of the least competitive programs to get into. Many historians apply and seek to study and teach in European countries for the prestige, but he was not interested in that aspect.

South Korea also worked best for his family, because it seemed to be a manageable diversity experience. While Europe is a westernized society, Edwards was attracted to South Korea because while it has westernized aspects, he believes he and his family will be able to experience authentic local culture as well.

“If we want a total American day we can drive into the city and get McDonalds and see a movie in English,

but if we want to immerse ourselves in Korean culture we can get that too,” Edwards said. “It’s a manageable cultural immersion.”

While Edwards is there he will be teaching at the University, but does not yet know the details about what he will be teaching or how much. If he had his pick, he would want to talk on American Foreign Policy. He also knows he will be holding public lectures that are put on

by Fulbright or the University.

Edwards said he is excited to hear Korean perspectives on the United States and international affairs. Because Korean University classes do not usually include class discussion, he is hoping the students will be open to honest conversation without simply saying what they think he wants to hear.

With excitement comes concern, but not for the reasons one might think.

PHOTO PROVIDED BY Mark Edwards

thesaupulse.com • October 6, 2017

Instead of worrying about North Korea and its recent nuclear attention, Edwards is stumped as to how to ship his son’s Xbox to his new home for the semester.

His other worry is housing. Living in a big city means downsizing on space, and currently the only option available to his family of three is an apartment roughly the size of two office cubicles.

He is hoping to find at least a onebedroom apartment, to create some privacy and space for his family.

Edwards is hoping this experience will allow him to bring ideas and information back that he can apply to his teaching at Spring Arbor. He is hoping a new cultural perspective will add fresh elements to his classroom.

This cross-cultural study will not only be influential to him and his family, but potentially the students of Spring Arbor as well.

Makana Geppert | Staff Writer

T

his year, Brian Kono will be serving as Assistant Chaplain, teaching as Associate Professor of Youth Ministries at Spring Arbor Univeristy (SAU), transitioning into the role of University Chaplain and overseeing the Spiritual Life Advisors (SLA). Yet somehow he still has time to revise the SLA system.

In past years, one SLA has been chosen for each floor, village or K-house, and that person was in charge of leading Bible studies and guiding spiritual growth for students in his or her residence during the course of the year. This year, Kono proposed a new strategy. Now, the SLAs are a group of volunteers who are in charge of advancing spiritual life for the campus as a whole. Students who want to become an SLA now go through an application process, and SLAs moved in a week earlier than other students this year for training.

Sarah Buttgen, a senior and firsttime SLA, said she was excited to grow spiritually through this experience while helping her floor and other girls on campus do the same. Buttgen also said she hoped it would help give her more opportunities to introduce more people to Project Lot, a ministry she is involved in on campus.

Buttgen approves of the new application process since she felt the SLAs this year seem “very passionate about expanding spiritual life on campus and improving it” and that they have “a drive to leave campus better than they found it.”

Joshua Underwood, a senior and second-time SLA, said the role is

now more integrated into the SAU community. According to Underwood, some students were hesitant about becoming SLAs because the position is

“

If it’s paid, it just becomes another job. [The SLAs’] hearts are really in this.

Joshua Underwood, SLA, senior

”

not paid. However, he said he is glad things are the way they are.

“If it’s paid, it just becomes another job,” Underwood said.

Underwood also said the staff is really motivated for the cause. “Their hearts are really in this.”

Although doing away with the oneSLA-per-floor system spreads the SLAs thin, it provides the opportunity for developing leaders under the SLAs who will continue to disciple others.

Underwood said the program will ideally see an overall improvement in SAU spiritual life.

Kono said although the annual Spiritual Life Retreat, the SLA program’s biggest event, is over, he is working with the SLAs to create worship nights and Bible studies outside of what is already provided on campus. Kono’s goal for the SLA program is to see the SLAs lead the campus in connecting with others, and he hopes to see a revival happen on campus.

News

Kono redesigns SLA program to encompass entire campus

PHOTO PROVIDED BY Brian Kono

October 6, 2017 • thesaupulse.com

9

Features

What Happens Now? Is SAU Affected by the DACA Repeal?

Nathan Salisbury News Editor On Sept. 5, the Trump administration announced the Deferred Action for Childhood Arrivals (DACA) would be repealed. Congress was then given six months to decide what to do with the nearly 800,000 affected. The DACA program was implemented as an executive order during Barack Obama’s time as president after the Development, Relief, and Education for Alien Minors (DREAM) Act failed to pass in Congress.

Some larger universities have said that they cannot use state funds for DACA students. Others are allowed to charge in-state tuition versus a full-freight format for an out-of-state student. Some of the more highly selective colleges and universities have even more financial means and are able to give more institutional scholarships to international students.

“There are so many different options based on how states have decided to use their public funding,” Kevin Brown, Assistant Vice President for Enrollment at Spring Arbor University (SAU), said.

“California is doing something different than Massachusetts which is doing something different than Michigan.”

Although schools throughout the nation do have students who are part of the DACA program, SAU does not. Brown said after the government made the announcement,

10

he met with the International Student Recruiter and the Director of Financial Aid to discuss what might need to be done. However, because there are not currently any SAU students directly affected by the DACA decision, there is not a specific protocol in place should the program not be replaced and the government start to deport people.

Due to their status as “illegal immigrants,” DACA students cannot receive federal aid to pay for school, so they must rely on state and institutional

only aid from the institutions and whatever other scholarships the student may be given, such as the $1000 that international students are provided with.

The government’s decision to repeal DACA does not mean people will be immediately affected. Congress still has time to work out a new plan for DACA’s replacement. Until March 5, there may not be a definitive answer, but it seems that SAU is prepared to help the potentially affected students should they decide to attend.

FROM college.usatoday.com

aid. However, each state has different protocols in place. In Michigan, there are no state provisions for DACA or DREAM Act students. This leaves

thesaupulse.com • October 6, 2017

Crossing Political and Cultural Bridges

Features

Model Arab League: Celeste Fendt | Features Editor Leadership, healthy competition and resume experience are just a few of the benefits Model Arab League (MAL) has to offer Spring Arbor University (SAU) students. Whether taken as an independent study or just as a participant without the credit hours, MAL provides an opportunity to learn more about global participation and foreign relations.

The purpose of the group is to foster a better understanding of the 22 states in the Arab League and how they interact with other countries. MAL is part of the National Council on U.S.Arab Relations (NCUSAR), a nonprofit organization that focuses on the relationship between the United States and the Arab League.

Every high school or college in Michigan that participates in MAL is assigned a different country to role play each school year. This year, SAU’s appointed country is Jordan. Students will be required to learn about Jordan and the other countries in the region in order to participate in the competition this February.

In addition to researching Jordan and its government as a whole, each student is also assigned to a committee

“

All the kinds of skills that employers are looking for, you’re getting a chance to do in a different setting at MAL Dr.Mark Edwards, Leader of MAL

”

that deals with a more specific issue, like Palestinian affairs or joint defense.

Each committee has an agenda to work through at the competition, so students will gather with representatives from other schools to pass some kind of resolution regarding their issue. Any

resolutions passed by MAL members are later reviewed by an actual Arab League member.

Dr. Mark Edwards, the leader of the group, recommends the competition to all students.

“Students who have competed in the Model Arab League have told me it’s one of the most valuable things they’ve done at SAU,” Edwards said.

Although the principles taught in MAL are most applicable to political science and global studies majors, participation is open to all students regardless of their major or year.

Training for the competition does not begin until January, but Edwards uses the fall as a time for members to get to know each other and learn the details of the competition.

“All the kinds of skills that employers are looking for, you’re getting a chance to do in a different setting at MAL,” Edwards said.

For more information on how to get involved, contact Dr. Edwards at mark. edwards@arbor.edu.

PROVIDED BY Katie Shotts PROVIDED BY Shay Grigsby PROVIDED BY Shay Grigsby

October 6, 2017 • thesaupulse.com

11

O

in 64 Days:

ver the summer, several Spring Arbor University (SAU) professors traveled abroad to reconnect with old acquaintances, enhance their knowledge of foreign cultures and prepare for future cross-cultural trips for students.

Here are a few of their stories.

Russia and Kyrgyzstan

a

la

Guate

m

Tears welled in her dark brown eyes as she recalled reuniting with the friends she had not seen in over 30 years.

“I was so pleased, so surprised by the fact that they were so happy to host me,” Inna Molitoris, lecturer for the Gainey School of Business, said.

Molitoris was born in Kyrgyzstan and grew up in Ukraine. But when the Soviet Union collapsed in 1991, her family was forced to immigrate to Russia. This summer, after receiving a grant from

the International Initiatives Committee of Spring Arbor University (SAU), she spent three weeks returning to the countries where she was raised.

The Kyrgyz, Russian and Ukrainian cultures changed significantly after the fall of the Soviet Union. From diversity to new technologies, Molitoris was curious to see how these countries have evolved in the nearly 30 years since the collapse. She came up with two goals to guide her research: to explore the local business culture and see if it could be productive for American people to develop relationships there and to explore how Christians in Kyrgyzstan are perceived by Muslims.

“I found that [in Kyrgyzstan] there is a very welcoming culture,” Molitoris said.

“I spoke to Christians about how they feel in this country and they said ‘wonderful.’”

Looking back on the Soviet Union’s

12

thesaupulse.com • October 6, 2017

Cu b

Features

Around the W

a

Professors travel ove anti-religious campaigns in the 1920s-40s, this reflects a significant change.

Molitoris attended a three-day international conference in Bishkek, Kyrgyzstan’s capital, that addressed some of these issues regarding globalization.

One of her favorite memories from the trip was realizing that her college roommate was a key speaker at the conference.

Cuba Randy Lewis, Professor of Finance, traveled to Cuba this summer along with two other SAU faculty and 18 students.

Lewis will be the faculty leader for the Cuba cross-cultural trip beginning in January of 2019. Professors Paul Nemecek and Terry Darling mentored Lewis during the trip in order to train him for the new position.

Cuba is a communist country that was closed to travel from the United States from January 1961 until July 2015. Despite this, Lewis said the group always felt safe there and the people were friendly

Celeste Fendt | Features Editor

er the summer to grow in cultural diversity and hospitable. During their three-week trip, they stayed in homes with families designated by the government.

During their stay, the cross-cultural group traveled to five different cities, including Havana, Cuba’s capital. They visited museums, beaches and the United States Embassy and got a first-hand experience of what the culture there is like.

“The nature was just gorgeous there,” Lewis said. “There were a lot of beautiful flowers and beaches.”

He recommends the trip to students of any major, since the country’s openness to U.S. travel provides what might be a shortlived window. A knowledge of the Spanish language is not necessary to participate.

“It’s a fantastic trip… and it could be a once-in-a-lifetime opportunity,” Lewis said.

Guatemala

R

recently updated their requirements for the preparation of world language teachers, Bowen also brought details of new policies. The staff at Cambio needed to be informed of these changes before the next group of students arrived to study there.

Bowen said that the Guatemala trip is a must for Spanish majors and minors at SAU, because studying abroad provides students with an “intensive immersion” that cannot be replicated anyplace where the native language is not Spanish.

While in Guatemala, students also have the chance to volunteer at local elementary schools and clinics in the area. Similarly to the Cuba trip and other cross-culturals, students stay in the homes of host families while in country. “[This trip] will open students’ eyes and hearts to the Latin cultures and the Latin people,” Bowen said. “It’s a wonderful experience.”

sia & K s y u

stan gy r

SAU’s Guatemala cross cultural and semester abroad programs

take place at what is known as “Cambio,” an SAU location where students take the classes required for their trips. Professor Kim Bowen visited the Cambio site this summer for a few different reasons.

On his first trip to Guatemala, Bowen’s goal was to learn about the program and how students are taught there. His second trip focused on establishing relationships with the Spanish instructors working there.

This year, on his third visit, Bowen went to train the instructors and interact with them through workshops.

Spanish majors and minors are required to take certain classes abroad, so the staff received updated syllabi for each of the courses offered. They also worked with Bowen on different workshops regarding teaching.

Because the Michigan Department of Education (MDE)

Features

World

October 6, 2017 • thesaupulse.com

13

Features

Spending a Semester in Japan Collin Caroland | Staff Writer

W

hen outreach ministry intern Joey Dearduff goes to bed on Friday night, Jenna Harrison, a junior global studies major, will be eating lunch on Saturday.

While one is in Japan and the other is back home in Spring Arbor, they both took advantage of the semester abroad experience to Japan offered by Spring Arbor University (SAU.) This program allows students to immerse themselves in the Japanese culture for three months rather than the three weeks of most trips offered during J-term or May term. This trip counts for the student’s cross-cultural experience credit required for graduation. In their time in the country, students take a regular course-load, Harrison said.

“I’m taking about seven credits of language each semester,” she said. “I’m staying for the whole school year, so I have to be careful about the courses I take.”

Harrison is currently taking a full credit load overseas, and all of the credits will count toward her degree back here at SAU. Students who participate at Tokyo Christian University need to

14

carefully plan their course load, as it is structured according to a trimester schedule instead of the SAU semester schedule. Some students do not want to worry about grades when travelling abroad, so they take the minimum credits allowed.

“I could have taken online courses when I was there, but I had already taken them back [at SAU]” Dearduff said. “I just didn’t worry about it. I just went for a couple of months to experience Japan and ended up getting credit for it.”

Some students, like Harrison, choose the Japan trip to fulfill the semester abroad requirement for global studies

thesaupulse.com • October 6, 2017

majors. For others the semester trip can be an ideal situation for anyone who wants to immerse him or herself in the culture and language.

SAU does not want financial issues to dissuade students from participating in this opportunity, which is why CrossCultural Connections offers information workshops on scholarships and other aid for traveling abroad. Any student interested in going abroad can stop by the office to get more information.

PHOTOS BY Joey Dearduff

Don’t have enough time to catch up on the latest gif? Need a place to find all your SAU news in one place?

Subscribe to

The Pacemaker The Pulse’s weekly e-newsletter.

http://eepurl.com/c1A3Ib

October 6, 2017 • thesaupulse.com

15

God, Painting and Cars: A&E

How Andrew Verhoeckx brings them all together for the SAU fall art show Elise Emmert | Associate Editor

I

t was a black 1970 Cuda with an orange engine that sparked Andrew Verhoeckx’s love of cars.

At first, this love of automobiles manifested in an interest in fixing up old cars. Verhoeckx documented the process by taking pictures of the car parts in before-and-after shots. In the process of fixing up cars, he began to notice how similar automobiles were to humans and how their engine is like a human heart.

He also saw his belief in the way God works in peoples’ lives reflected in

PHOTOS BY Andri Hill

16

his passion for restoring cars that were once beautiful but was now broken.

“God sees us as we have always been from the beginning, and he wants to restore us,” Verhoeckx said, just like he restores cars back to their original state.

Verhoeckx’s artistic experience does not end with automobiles. He received his Bachelor of Fine Arts degree in printmaking from the University of Windsor in Ontario, Canada in 2001 and his Master of Fine Arts degree in painting from the Cranbrook Academy of Arts in Michigan in 2004.

Eventually, Verhoeckx combined his love of photographing and working on cars with his painting experience to work in photorealism. Photorealism is the process of creating artwork based on photographs in an attempt to make the finished piece look as realistic as possible. Verhoeckx takes all of the photographs he uses in his artwork himself, though not all of the photos he uses were taken with the intention of being painted. Some are from his early work in restoring cars.

The style movement began in the 1960s, and many pioneering artists used automobiles as their subjects.

“When you see my work, you’ll see some of the heritage of using car engines in photorealism,” Verhoeckx said.

One of his biggest challenges in photorealistic painting was working on a commissioned piece that was 17 by 5 feet. It took over three months to finish, even when he started painting for 20hour sessions near to the deadline.

The Ganton Art Gallery at Spring Arbor University (SAU) is currently

thesaupulse.com • October 6, 2017

housing some of Verhoeckx’s paintings from his Street Spirit series, which feature car parts, and his East of Eden series, which features nature and urban scenes. This is the first professional show of the 2017 fall semester.

When students and community members go to see the paintings, they can look for a few things in Verhoeckx’s work. Associate Professor of Art Brian Shaw recommends focusing on both composition and color.

Composition is the way the painting is put together. This includes the placement of different elements, colors, size and other indicators of photorealistic paintings, like Verhoeckx’s attention to the depth of field. Taking advantage of this design aspect means some elements will be left out of focus while others will be painted with sharp, clear lines.

In photorealism, looking at color means getting up close to the paintings to see which colors blend and work together to make an image look real from both afar and up close. Verhoeckx mixes the paints to get the shades he wants for his pieces.

“Nothing is pure color for me, so it’s exciting to blend the paint,” Verhoeckx said.

Developing his skill as a photorealistic painter has taken Verhoeckx many hours of practice. Still, he said he loves the challenge of photorealism, and he started working with it because he wanted to pursue something he enjoyed. But through all the hard work, Verhoeckx has kept one thing central: “I always rely on one thing in my work, or in my life, and that’s God.”

A&E

“

When you see my work, you’ll see some of the heritage of using car engines in photorealism.

Andrew Verhoeckx, Artist

”

Verhoeckx’s artwork display opened in the Ganton Art Gallery on September 17 and will remain until October 22.

October 6, 2017 • thesaupulse.com

17

A&E

He speaks for the oak tree: The Lorax’s visit to campus Elise Emmert | Associate Editor

L

eaves aren’t the only things falling down right now on Spring Arbor University’s (SAU) campus.

Trees have been disappearing left and right, leaving nothing but sad stumps in their places. But SAU is in no need of a Once-ler to enlighten us on the dangers of deforestation – we have been graced by the presence of the Lorax himself.

It was not long after the first tree fell that the little orange man with more mustache than body popped up from the stump with his pleading look and hands outstretched as if to say, “Really?” He began calling out his message to anyone who passed by.

“I thought this was Spring ARBOR!” he hmphed. “How can you call yourself an arbor if you’re cutting down the trees?”

18

Many students passed by him without a second thought, too busy looking down at their phones. One student who listened for a moment was heard remarking to a friend, “It’s a good thing he can’t see how much paper we’re using to print our assignments.”

Filled with concern at the state of our ambivalence toward the loss of our trees, the Lorax took measures into his own hands in an attempt to win our attention. If students were not going to listen to him because they were focused on their phones, he would have to eliminating students them. What better way, he thought, than to make sure we couldn’t charge them?

“If your technology is out, you have no choice but to pay attention to the world around you,” he said. “I had to do something to make everyone see how they’re hurting the earth.”

So, the Lorax cut power to campus.

Students woke up to phones at half

thesaupulse.com • October 6, 2017

battery and rooms without air conditioning. The clock tower’s time was incorrect. Chaos ran among us.

But the Lorax believed his intentions were noble.

The power outage certainly got the campus’ attention. Now that he had it, the Lorax set his sights on something bigger: the oak tree.

Wary of chainsaw-happy landscapers, the Lorax began mustering up an army of squirrels and nostalgic alumni to rally around the protection of the mighty oak tree.

No students had the heart to tell him the oak tree is in little danger of being cut down, and many continued to ignore his impassioned speeches.

After the removal of the tree stumps, the Lorax’s last physical tie to campus, he lifted himself by the seat of his pants and floated up into the sky. It is impossible to say if he will ever come back, or if he decided to simply abandon the campus forever to its apathy toward deforestation.

A&E

Hopeman: The Lord’s Up to Somethin’ - An Interview with Navelle Hice Liz Pence | A&E Editor

I

t took a leap of faith for Navelle Hice, an up-and-coming rapper, to move from his small hometown of Chester, Pennsylvania, to Atlanta, Georgia. But before this leap of faith came a fifth grade music assignment.

The project sparked a lifelong passion for performance and music, something that Hice credits to his music teacher.

“He continued to encourage me to write songs,” Hice said.

This teacher later had Hice perform at the high school. He has never looked back since.

Later, Hice began performing at talent shows and showcases around his area. It was around this time that Hice said God called him to leave Chester to pursue this passion – an action that required a leap of faith. Hice made the move, trusting that God was going to provide a way.

Hice moved to Atlanta, Ga., which he said impacted his spiritual life.

Growing up in the church, Hice found that he did not take his walk seriously. It was not until he moved away from his family that he was challenged to make his faith his own.

The Hopeman – a moniker given to him by fans, after a freestyle he did over the beat to Drake and Future’s

“Jumpman” inspired by a desire to sing something positive to the kids he saw – recently released an album called “Hopeman 2: Make America Hope Again.”

“God gave me a vision before everything. Before I had the music, I had the title,” Hice said of the album.

He released the album with the desire to create something powerful that would have an impact during divisive times.

Though Hice listens to a variety of artists, the impact of some of his hip-hop influences – both secular and Christian titans like Jay-Z, Kendrick Lamar and Lecrae – is evident in what he creates. His lyrics resonate with poetic profundity. His messages of hope and perseverance for a nation divided echoes the prophetic voices of the Old Testament. He uses his medium to inspire listeners to keep their focus on the hope that only comes from God. He wants his music – whether people are listening to it or watching him perform – to leave people feeling hopeful, inspired, encouraged and pursuing the purpose that God has given them.

PHOTO FROM Navelle Hice Facebook Page

October 6, 2017 • thesaupulse.com

19

A&E

Relating to Cultures through Music Emily Spencer | Staff Writer

L

uis Fonsi and Daddy Yankee’s “Despacito – Remix” featuring Justin Bieber took the number one spot in Spotify’s top streamed music of the summer. So far, it has been played over 786 million times.

Several other Spanish-language songs were featured in the global Top Songs of Summer list. All with the original “Despacito,” “Mi Gente,” “Felices los 4” and “Me Rehúso.”

Sophomore Emily Bloss, Director of Intercultural Advisors at Spring Arbor University (SAU), listens to as much music in Spanish as she does in English. Though she only speaks English and Spanish, she said that she also occasionally listens to music in other languages with her friends, one of whom speaks Portuguese and another of whom is from Thailand.

Bloss usually listens to a Spotify playlist called Baila Reggaeton.

Reggaeton, she said, is similar in style to English pop music. The music style originated in Puerto Rico in the late 1990s, and involves rapping and singing, typically in Spanish.

In Bloss’s experience, people usually do not listen to music in other languages because of language and cultural barriers. She admits that she would likely not listen to as much Spanish music if she did not speak the language.

PHOTO FROM Luis Fonsi Facebook Page

Five years ago, Bloss went on a mission trip to Honduras and she has gone back every summer since. She said that music helps her feel connected to the culture even while she’s at home.

According to Bloss, one of the best parts of listening to music in languages other than English is the chance to

share an aspect of experience across language barriers.

“Music is like a gateway into somebody else’s culture and language,” Bloss said.

Bloss said it is possible to hear the history of a group of people in their music. They each have a different story that they are able to convey through music. Like the “Despacito” remix featuring Justin Bieber, Bloss said that some Spanish music features verses in English so that non-Spanish speakers are able to connect with it as well.

The Office of Intercultural Relations (OIR) hopes to hold an International Ball this spring. It will feature music and dancing styles from all over the world, and OIR members intend to wear traditional outfits from the culture with which they identify.

According to Bloss, OIR hopes to break the idea that people cannot listen to another culture’s music because they don’t understand the language.

“Music allows people to create relationships that you never knew you would have,” Bloss said.

P

20

thesaupulse.com • October 6, 2017

Olivia Landis | Staff Writer

C

lass, practice, class, lift, dinner, homework, sleep, repeat. This is the typical day of the student athlete who has at least 12 credit hours for the semester, dedicates 20 hours or more a week to their sport and fits homework, food and sleep somewhere in between. Considering their hectic schedules, it is hard to believe that the athletes at Spring Arbor University (SAU) maintain a higher average GPA than the non-athletes.

What is their secret? Some of the athletes said it comes down to the ways their coaches, professors and teammates help hold them accountable in the classroom. Monika Wynne, a senior on the womens tennis team, said she could not do it without cooperation with her professors.

“They have been so easy to work with,” Wynne said. “They’re understanding and willing to help me get in work ahead of time. Some are even willing to accept late postmatch work.”

Wynne is not the only one who appreciates all the help she can get.

Annica Stotz, a junior on the womens volleyball team, said her professors and adviser have helped her juggle the many responsibilities she holds.

“My professors have helped me by making their expectations clear at the beginning of the semester,” Stotz said.

“Athletics are no excuse to do poorly in a class. Many professors have helped me

by accommodating for missed class time, but I appreciate that they still hold us to a high standard.”

Stotz and Wynne agree that professors at SAU care about athletes and their academics, but instructors are not the only ones working with athletes.

Ashley Timmons, a senior on the womens soccer team, said coaches care, too.

“Coach Crist checks on our grades constantly and if he notices someone slipping or struggling he usually asks us what he can do to help,” Timmons said. “He’ll usually set us up with a teammate or other resources to help us out if we’re struggling.”

Stotz said women’s volleyball coach Betsy Martinez assists her in academics.

“My coach also helps me by having me set academic goals at the beginning of the season,” Stotz said. “Like the volleyball-related goals we set, these goals are very important and represent our team. She encourages us to set our goals realistically high and to challenge ourselves. Our goal as a team isn’t to just work hard on the volleyball court, but to become people who passionately strive for excellence in everything they do.”

But even with all the outside help, it all comes down to how each athlete prioritizes his or her time.

Sports

Balancing Schedules, Sports and School

Zzzz “I try to do the homework during the day and before practice,” Wynne said.

“That way, I’m not too overwhelmed after practice. It’s very easy to start drowning in homework if time management isn’t done right.”

Being a student athlete can be a challenge, but the thing that coaches and professors both keep in mind is that academics always trump athletics.

PHOTO Provided BY Monika Wynne, Ashley Timmons and Annica Stotz

October 6, 2017 • thesaupulse.com

21

Sports

Hometown, Global:

Spring Arbor University’s International Athletes Alex Anhalt | Sports Editor

C

oaching is not an easy job.

Athletes are constantly taking in their surroundings, choosing what moves to make, keeping an eye on the ball and doing their best to cooperate with their teammates, but at least they have a coach to report to. In the heat of the game, coaches are taking in the entire playing field, calculating where to place players who will ultimately be out of their control, watching every movement of players from both teams and reporting to no one but the officials and the scoreboard.

It does not get any easier when your players do not speak English.

Ryan Marken, head coach for men’s baseball, has two Puerto Rican and one Venezuelan athletes on his team.

Between the three of them, only one player speaks fluent English and translates for his teammates when the English they are learning picking up cannot keep up with Marken’s orders.

The international students on the soccer team may speak English, but Nathan Miller, head coach for men’s soccer, said there are plenty of terminology differences the team still had to adjust to.

Language is not the only problem these players face. In their home countries, Marken said his international players were considered adults at 15.

That means when they come to the States, it can be awkward to adjust to a culture that sees 17- and 18-year-olds

22

as kids. Miller also said several of his Canadian players have mentioned how different it was adjusting to American academics, since many of them came from high schools that were more challenging than traditional American high schools.

There are cultural differences on the field, too. Miller said his international players are used to international competition, while Marken discovered just how much baseball is played in Venezuela and Puerto Rico.

“Our American players typically play about 50 to 70 games every year,” Marken said. “These guys are playing more than 200 games in that same time!”

Marken also thinks they play more confidently than their American teammates.

“I call it moxie, their teammates call it swag,” Marken said with a laugh. “They play with this fire the American guys just love.

I sometimes wish our American players would pick up on some of that intensity.”

Sometimes, that intensity can get too competitive, as the Cougars experience every year when

thesaupulse.com • October 6, 2017

they travel to Florida at the end of the season. Spring Arbor University (SAU) may have more international players than most conference teams, but this trait does not follow the team south.

PHOTOS PROVIDED BY Chris Bauman

“They’ve really taught me patience,” he said. “I’m seeing life through my own lens. I can’t even comprehend the environment some of these guys grew up in.”

Marken agrees. “There’s so much more to baseball and to daily life than what we see at SAU, in the Midwest, even just in the US,” he said. “We don’t have to agree on anything to love on each other, and it’s thanks to our love of baseball.”

No matter what language a player speaks, both coaches see sports as a great equalizer.

“Poor or rich, religious or not, Democrat or Republican, it all goes away on the field,” Marken said. “They care about each other because they’re teammates, not because of their positions in life. Sports is the greatest common denominator.”

Sports

“Some of those teams we play in Florida, half their roster is from another country,” Marken said. “They’re more intense, more competitive. Our American guys just aren’t used to it, but our international players think it’s completely normal.”

Having such a diverse roster can actually cause problems for a team, Miller said.

“Last year in when we were in the Final 16, we were the only team with more than 2 American starters, and we had 9,” Miller said. “The thing is, the other teams were just so split.”

That is why Miller cares more about character than skill level. Lewis Jones, an international student who was chosen as team captain because of his character, is featured on page 24.

“Our competitive advantage is our unity,” Miller said. “Our chemistry trumps the collective skill of these other teams because they aren’t unified.”

At the end of the day, both coaches think healthy diversity on their teams benefits everyone involved.

“The university experiences diversity, and these guys get to be a part of a Christ-centered community like they’ve never seen before,” Marken said.

“I think it’s incredibly healthy for a team to experience this kind of thing as long as there’s a balance,” Miller said. “It’s good for the American guys to see the opportunities they really get here.”

The players are not the only ones learning something new. In fact, Miller thinks he has learned far more from them than he could teach.

“ ”

I call it moxie, their teammates call it swag.

Ryan Marken, Baseball Head Coach

October 6, 2017 • thesaupulse.com

23

Sports

Athelete of the Month: Lewis Jones

Nathan Salsbury | News Editor

would give me a ball and I would never let it go, I would take it everywhere with me. Even when I couldn’t kick it, I would still just carry it around. I just fell in love with it back then and I still love it now.

welcomed, but that has never been the case for me. People ask for stories and just try to get to know you. It doesn’t make a huge difference that I’m international, I don’t think. I feel like everybody else here. That’s just a testament to everybody at the school.

TP: What brought you to SAU?

PHOTO BY Chris Bauman

L

ewis Jones is a long way from Liverpool. This is only Jones’s second year playing for mens soccer at Spring Arbor University (SAU) after transferring from a small junior college in Georgia, and yet the England-born health and exercise science major is already one of the team captains.

The Pulse (TP): How long have you been playing soccer?

Lewis Jones (LJ): I probably started kicking a soccer ball around when I was three or four years old, but I first joined a team when I was five. I actually started playing with an age group a couple years older than me because I was so excited to play.

TP: Why soccer?

LJ: In England, soccer’s the main sport, but it also came from my dad. I was the first child born in my family and my dad loves soccer. When I was little he

24

LJ: I was a sophomore at a junior college in a small town outside of Atlanta. I was working with my coach there trying to find a school that was a good fit for me. I came across Spring Arbor and spoke to Coach Nate [Miller]. When he took the time of describing the culture of the team instead of how good the team is, I just knew that I wanted to be here.

Normally when you’re looking to transfer from a junior college, a lot of coaches are just like, “Oh, my team’s really good,” or, “We’ve got really good players,” but I don’t think Coach ever mentioned that. The way he spoke to me and explained the culture here and how I could fit in, it just really appealed to me as something that would help me grow. I want to become more mature and I didn’t want to push that aside for soccer.

TP: What is it like to be here as an international student?

LJ: There’s not many of us on campus, but it’s really fun. We have lunches and dinners that they put on for us and they let us store stuff here over summer.

I feel welcomed. I hear of cases where international students are pushed aside and not really

thesaupulse.com • October 6, 2017

TP: Are there differences in soccer here versus in England?

LJ: When I was at home and playing, I wasn’t playing at college so there’s different surroundings.

I think the main difference is the terminology we all use. I would say, “I don’t know what you mean by that,” and my teammate would say, “Well, you’ve played for like fifteen years so I think you know what it means.” There’s just some completely different words we both use. In terms of playing, I wouldn’t say it’s too big of a difference because the focus is the same. The style that’s developing in America now as becoming a bigger sport, which means the logic behind soccer here is now similar to that of England.

TP: Is there anything else you appreciate about the soccer team?

LJ: It’s so cliché for teams to say, “Oh, we have such a good family,” but here we have such a great culture on our team. The guys are always around to challenge each other and improve each other, and I don’t think there are many college teams that have this kind of culture.