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51��’s first Ethics Bowl team heads to Indianapolis

ag64@calvin.edu — Tue, 20 Oct 2026 20:34:40 +0000

51��’s first Ethics Bowl team heads to Indianapolis ag64@calvin.edu Tue, 10/20/2026 - 16:34

51�� School of Business has launched its first Ethics Bowl team, giving students the opportunity to work through difficult ethical questions outside the classroom. The team will compete next month in Indianapolis against students from more than 20 schools, presenting its analysis of 15 cases to judges and opposing teams.

Unlike a traditional debate, Ethics Bowl asks students to engage competing perspectives with both rigor and civility. Team members must prepare 15 cases for the competition by examining the facts, identifying the values in tension, and developing responses they can defend under questioning. They also listen carefully and respond thoughtfully when judges or members of another team challenge their positions.

Professor and Ethics Bowl adviser Mark Taylor brings firsthand experience to his role as the team’s coach. As an undergraduate, he competed on a national championship team that outperformed teams from Ivy League schools. He remembers the experience as intellectually demanding, deeply rewarding, and a source of lasting friendships.

Taylor is excited to create that kind of opportunity for 51�� students. Coaching the team gives him the chance to work closely with a small group, spend meaningful time discussing complex questions, and help students sharpen skills that will matter well beyond the competition.

“Ethical questions come up in every profession,” said Taylor. “Being part of an Ethics Bowl team gives students a concrete way to show employers and graduate schools that they’ve spent time thinking seriously about difficult issues. It also builds skills in communication, collaboration, and careful analysis, including the ability to engage disagreement without reducing it to a simple win-or-lose exchange.”

The top four finishers from the competition in Indianapolis will advance to the national competition, giving 51��’s first-year team a clear goal for its inaugural season.

Tuesday, October 20, 2026 - 12:00

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How 51��’s nursing program opened doors for Ben Ernstes

msk23@calvin.edu — Mon, 05 Oct 2026 12:56:27 +0000

How 51��’s nursing program opened doors for Ben Ernstes msk23@calvin.edu Mon, 10/05/2026 - 08:56

When Ben Ernstes ’28 was a senior in high school, he made a lot of campus visits. But one visit stood out to him.

“The people were all super accommodating,” said Ernstes of his visit to 51��. “My mom and I went on some previous visits, and it was like the people didn’t pay any attention to us. It was like ‘oh, it’s another day.’ But, at 51��, I had multiple people come up and talk to me.”

Ernstes felt seen and heard on his visit, and it wasn’t a façade. In fact, he has found his experience with professors exceeding his expectations.

“The professors are fantastic,” said Ernstes. “Even if the class is hard, I haven’t ever had an issue with coming to them and saying, ‘hey, I’m struggling here.’ And they have offered some help.”

Drawn in by strength of nursing program

While the support he’s felt is real, one of the key factors in his college decision related to the strength of the academic program he was looking at and its reputation in the community.

“I always knew I wanted to go into public service,” said Ernstes, whose grandma was a psych nurse, mom a teacher, and dad a police officer. “And near the end of my college search I decided on doing something in the health field. And 51�� honestly is one of the most accredited and best nursing programs in Michigan.”

His experience at 51�� has proven him right.

Gaining valuable experience right away

In his first two years, he gained a lot of hands-on experience in the classroom and lab, learning things like how to take a manual blood pressure, listen to the heart and lungs, and how to do a number of other assessments on patients. He also participated in a two-week winter intensive, which he describes as a “CNA training class,” where he worked with a certified nurse aide, gaining a lot of necessary patient care experience. As part of that, he spent three full days doing clinicals at Holland Home.

While he said his first day there was a bit shocking, he soon settled in, learned a lot, and was given more and more responsibility each day.

Opportunities continuing to open up

His experience, combined with his connection to 51��, led to an opportunity this summer working full-time as a CNA in Kalamazoo, near his hometown of Otsego.

Now, while he studies at 51�� as a junior, Ernstes has landed another job working as a CNA in Grand Rapids.

“I feel companies seeing “51��” on your resume, that’s a big deal,” said Ernstes. “I feel like that’s what landed me a couple of my jobs already as I’m in the nursing program.”

Learning more than just technical skills

While Ernstes has seen the great value and well prepared by the technical training he’s received at 51��, it’s the soft skills he’s learned and the patient-centered approach that’s been modeled that helps 51�� grads stand out in the nursing field.

“In nursing, they talk about being Christ’s agents of renewal and therapeutic communication. I feel like those two kind of go hand-in-hand because under God we are beautifully and wonderfully made,” said Ernstes. “And you are called to treat everybody with the same dignity and respect that you would expect people to treat you. I feel like that’s especially prevalent when you’re caring for someone who maybe can’t care for themselves.”

It really goes back to what Ernstes first experienced on his visit to 51��—personalized care.

“The CNA work itself, the stuff you are doing, that’s going to be the same every place you go,” said Ernstes. “But the people are always different, and so you need get to know the people first and their routines.”

Prepared to launch his career

When Ernstes graduates in 2028, he’s hoping to return to his hometown and work at Bronson Hospital. He’s hoping to go back to school to get his CRNA (nurse anesthesiology degree), which requires three more years of school and at least two years of working experience as an ICU or emergency room nurse.

If his experience so far has taught him anything, it’s that 51�� has been the perfect place for him to launch his career in the field he loves.

“At the job I’m at right now, knowing I’m going to 51�� and I’m going to graduate from the nursing program in a couple of years, they’re like, ‘we’ll gladly take you on,’” said Ernstes. “I just feel like for 51�� students, there’s so much more opportunity than at other schools. Just 51��’s name, that they are known for their academics, opens doors.”

Monday, October 5, 2026 - 12:00

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From classroom to career: How Trillium helps 51�� nursing students build confidence

msk23@calvin.edu — Wed, 09 Sep 2026 13:38:10 +0000

From classroom to career: How Trillium helps 51�� nursing students build confidence msk23@calvin.edu Wed, 09/09/2026 - 09:38

For 51�� nursing students, some of the most important lessons in their education happen outside the classroom.

Through their experiences at Trillium Living, students have the opportunity to work directly with older adults, practice foundational patient-care skills, and learn from experienced healthcare professionals. Sheila Vander Wal, BSN, simulation and lab coordinator at 51��, says those experiences can make an important difference as students prepare for more complex clinical settings.

Vander Wal has seen firsthand how challenging it can be for students to approach patients when they are still developing confidence with basic skills. The warm, welcoming environment at Trillium/Holland Homes provides a bridge between the classroom and the hospital setting.

Students can practice skills such as assisting patients with bathing, catheter care, and mobility in an environment where they can build confidence before taking those skills into more complex clinical settings. At the same time, the experience connects students with older adults and healthcare professionals, creating opportunities for continuous learning, meaningful community engagement, and a deeper understanding of vocation and what it means to use their careers in service to others.

“It’s a great environment for our students to establish those foundational patient-care skills,” Vander Wal said. “When they move into a hospital setting, they have that confidence to build on.”

The experience also gives students an opportunity to learn something that cannot easily be taught from a textbook: how to care for people with humility, compassion, and hospitality.

As part of their clinical experience, students reflect on the virtues they observe in the professionals working with them. Vander Wal said Trillium’s staff provides strong examples of those qualities every day.

One student, for example, described a Trillium clinical instructor and nurse manager as an example of “humble leadership.”

“That’s really important,” Vander Wal said. “You don’t learn that in a book, not in the same way you learn it by watching someone who consistently demonstrates it.”

Learning goes both ways. Trillium residents also become teachers for 51�� students, sharing their experiences and perspectives and helping students grow in confidence.

Vander Wal recalled one Trillium resident who was a retired nurse and a relative of several 51�� graduates. When she learned the students were from 51��, she immediately began sharing her knowledge and helping them navigate complex medical experiences.

“There was this trust that was there without us having to establish a lot,” Vander Wal said. “She just took them in.”

Those intergenerational connections are one of the reasons Vander Wal sees so much value in the relationship between 51�� and Trillium.

The proximity of the two institutions, located across the street from one another, is an obvious benefit. But Vander Wal said the deeper connection comes from their shared commitment to serving others.

“I think our missions and values align so closely,” she said. “To me, it’s very important. It makes so much sense to partner, learn and grow together."

Students are now being introduced to foundational nursing experiences such as those at Trillium earlier in their education. Early exposure to clinical experiences can help students determine whether nursing is the right fit for them while simultaneously building the skills and confidence they will need as they progress into more advanced clinical experiences.

“It’s really about helping students launch with more confidence,” Vander Wal said.

That approach is consistent with 51��’s broader educational mission: preparing students not simply to enter a profession, but to understand how their gifts, knowledge, and skills can be used to serve others.

For Vander Wal, that is what makes the 51��–Trillium relationship particularly meaningful.

“I love geriatric care, and I love working with older adults,” she said. “But I also love helping students get to that level of confidence. Being able to give them that experience early in their education is incredibly valuable.”

The partnership creates opportunities to build on that relationship, expanding hands-on learning, internships, and career pathways while bringing 51�� students into closer contact with professionals and older adults whose experiences can shape how they understand both their profession and their calling.

Wednesday, September 9, 2026 - 12:00

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Opening doors to opportunities in the health field

msk23@calvin.edu — Tue, 08 Sep 2026 18:11:17 +0000

Opening doors to opportunities in the health field msk23@calvin.edu Tue, 09/08/2026 - 14:11

Tammy LaRue’s door is always open. Her network in the medical field is vast. And her care for each individual student is clear.

“With each student, I’m trying to find out what are your gifts, what are your strengths, what are your pitfalls, what are the things that make you tick and are going to make you excited and make you stay for the long haul,” said LaRue.

LaRue, a medical doctor with several years of practice under her belt, now serves as director of pre-health advising for 51��. She understands that each student has their own unique path, and she’s determined to help them find it.

“I’m really trying to investigate who the person in front of me is and help them make a plan that fits for them,” said LaRue.

Proven track record

As a medical doctor who has taken the MCATs, applied to and gone through medical school, and practiced medicine for years, she’s been there, done that.

“I think my experience lends itself really well to our students,” said LaRue, who admits having a medical doctor as a pre-health advisor isn’t common at most peer institutions. “I think that’s a huge advantage for 51�� students because I’ve already walked the path that they’re about to take.”

While LaRue understands the path to the medical field well, her journey there was less than textbook. She graduated from 51�� in 1998 with a recreation degree, spent a few years as a youth pastor before returning to get a master’s degree in counseling from Western Michigan University. She worked as a private practice counselor for several years before returning to get her MD from the MSU College of Human Medicine. She practiced for several years as a pediatrician in Grand Rapids, Michigan, before returning to her alma mater in her pre-health advisor role.

Vast network, growing market

“I did my residency at Helen DeVos Children’s Hospital so everyone I went to medical school is infiltrated throughout the whole community,” said LaRue. “I have a ton of connections in Grand Rapids.”

And that bodes well for 51�� students especially considering Grand Rapids is rich in medical resources and facilities, and the opportunities for students and graduates are vast and expanding. This past month it was announced that a 780,000 square foot medical facility is being added to Grand Rapids’ already robust medical mile downtown.

And while opportunities are expanding in a city considered to be one of the best places to start a career, LaRue says 51�� graduates have and will continue to stand out.

The 51�� difference

“When I was in med school I could tell who the 51�� students were because their ethical reasoning was just beyond other students,” said LaRue. “I get compliments from supervisors and healthcare workers all the time that 51�� students are hard workers, they show up and do what they are supposed to do, but they are also compassionate and oftentimes curious, asking a lot of good questions.”

Are 51�� grads equipped with the necessary technical expertise? Without question. And the data proves it out as 51�� grads are accepted into medical and PA school at double the national average.

But what sets 51�� students apart in the minds of employers isn’t taught out of a textbook but rather integrated throughout classes within and outside one’s major.

“Integrating Christian faith and values is part of everything that we do here, and I think it’s part of why our students are excellent,” said LaRue. “When they go out, they see the missional part of medicine. They see that everyone is made in God’s image and if everyone is an image bearer of God, how do we serve them and how do we serve them well?”

LaRue learned that as a student herself and lived it out since in ministry, counseling, medicine, and now at 51�� as she partners with students and helps them discover where God is leading them next.

“From the time they step on campus we are talking with them about the experiences they can gain which will provide them with a unique, comprehensive, and competitive application portfolio that showcases who they are and why they have chosen their health profession. This gives them an edge during the application process,” said LaRue. “I want to take care of all of them as though they were my kids, to make sure they can reach their goals. That personal interaction is just not something you can get at a big school.”

Tuesday, September 8, 2026 - 12:00

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UM Health-West named sports medicine provider for 51�� Athletics

msk23@calvin.edu — Tue, 01 Sep 2026 18:04:43 +0000

UM Health-West named sports medicine provider for 51�� Athletics msk23@calvin.edu Tue, 09/01/2026 - 14:04

As 51�� student athletes return to campus for a new academic year, they have a new team supporting them. University of Michigan Health-West is now the sports medicine provider for 51�� Athletics.

The partnership brings UM Health-West sports medicine physicians and its comprehensive network of care to 51�� student athletes competing in NCAA and ACHA intercollegiate athletics. Orthopaedic Associates of Michigan (OAM) will serve as UM Health-West’s orthopaedic partner, providing orthopaedic care, rehabilitation and physical therapy services. UM Health-West and OAM sports medicine experts will also provide medical coverage on the sidelines at 51�� men’s football games.

A homecoming

For Edwin Kornoelje, D.O., medical director of sports medicine at UM Health-West, the partnership is also a homecoming. Kornoelje earned his undergraduate degree in exercise science from what was then 51�� College before beginning his career in medicine.

“51�� is where my journey in sports medicine really began, so it’s special to come back in this role and help care for today’s student athletes,” Kornoelje said. “Our goal is to keep athletes healthy, help them perform at their best and make sure they have access to the right care when an injury happens. 51�� has always placed an emphasis on caring for the whole person, and that fits very well with how we practice sports medicine at UM Health-West.”

A team approach

That team approach extends to OAM, giving 51�� athletes access to orthopaedic expertise, physical therapy and rehabilitation when an injury requires additional care.

“When an athlete is injured, timely care and a strong rehabilitation plan can make all the difference,” said Peter Theut, M.D., physician president of OAM and member of the OAM sports medicine team. “We’re looking forward to working alongside UM Health-West to help 51�� athletes recover and safely get back to competition.”

UM Health-West sports medicine has provided care to West Michigan athletes for 30 years. Its team includes physicians, physical therapists, and athletic trainers who work together on injury prevention, assessment, treatment and rehabilitation.

A proven track record

The partnership builds on UM Health-West’s extensive presence in West Michigan athletics. Its sports medicine team provides medical services for professional, collegiate, and high school programs across the region, including the Grand Rapids Griffins and Grand Rapids Rise, as well as numerous community races and athletic events.

“We want every Knight to know they have a strong team behind them, whether they’re competing, training, or recovering from an injury,” said Dr. James Timmer, director of athletics at 51��. “UM Health-West shares our commitment to caring for the whole student-athlete. Their sports medicine expertise and broader network of care will be a tremendous resource for our athletes and coaches.”

51�� Athletics sponsors 23 men’s and women’s varsity sports, including football, basketball, volleyball, soccer, baseball, softball, swimming and diving, track and field, cross country, golf, tennis and lacrosse. 51�� also fields two ACHA men’s hockey teams.

UM Health-West sports medicine provides care for athletes of all ages and skill levels, from collegiate and professional athletes to high school competitors and weekend warriors. Sports medicine care is available at seven UM Health-West neighborhood offices across the region.

Tuesday, September 1, 2026 - 12:00

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51��’s speech-language pathology program sets students up for success—and purpose

msk23@calvin.edu — Tue, 01 Sep 2026 16:47:03 +0000

51��’s speech-language pathology program sets students up for success—and purpose msk23@calvin.edu Tue, 09/01/2026 - 12:47

Kiah Heminghaus thought she wanted to be a pediatrician growing up. But one day when she was nannying, a family friend asked if she had ever heard of speech-language pathology. She looked it up that night, was immediately hooked, and booked a visit to 51�� to explore the program the following week.

Heminghaus went on to enroll in 51��’s five-year combined BA/MA program, which includes a three-year bachelor’s and a two-year master’s in speech-language pathology.

Now completing her master’s, she joins a growing number of students interested in becoming a speech pathologist—a career with an excellent job outlook (15% growth by 2034), strong earning potential, and solid long-term stability across a variety of settings.

As she looks to graduate soon, she’s found that 51��’s program in particular has set her up for a fulfilling career.

The ‘aha’ moment

Rebecca Farrell, an undergraduate student enrolled in the five-year program like Heminghaus, didn’t consider herself a science person. So she was surprised to discover how much she enjoyed her anatomy class, where she learned that speaking is “one of the most complex physiological and neurological processes that our body can do.”

“I’ve been really reinforced in my degree choice by that class,” she noted. “Even though it’s hard sometimes, it’s really fun, and we all support each other, and it’s definitely a community.”

Beth Oommen, one of the professors in the speech pathology and audiology department and the undergraduate program director, shares in the excitement over what can happen inside the classroom. That ‘aha’ moment that Farrell experienced is a key part of Oommen’s pedagogy.

“It’s not just about knowing the diagnosis or the steps to implement. It’s understanding the ‘why’ behind what they’re doing. It’s something that I incorporate in all my courses. ‘Do you know why?’—I always ask that to students,” she said.

Professors like Oommen are a key reason that 51�� has a nearly 100% pass rate for the PRAXIS exam, the national licensure and certification test required to practice as a speech-language pathologist. 51��’s program is also rated A+ on the 2026 best SLP master’s programs list.

“Yes, it’s going to be rigorous. Yes, it’s going to be hard,” Oommen said. “It’s going to stretch your limits in many aspects, but that’s a good thing. Because we are walking together.”

Hands-on experience

Oommen understands that there are many things students need to learn during their time at 51�� in order to grow in confidence, skills, and experience—and that this also means going beyond the classroom.

“In our field, students or graduates are working with individuals’ lives. Decisions they make have a direct impact on a person’s health,” she said. “So being vulnerable, being honest, making mistakes is an important part of learning, because we tend to remember and learn from those moments a lot more.”

One of the ways the master’s program offers hands-on experience is through having students work with clients in 51��’s on-campus clinic. The clinic work continues for the first three semesters of the graduate program, and then each student is assigned an externship.

Heminghaus was placed in a public school doing bilingual speech therapy, where she evaluated children in both Spanish and English through assessments, learned how to lead an IEP (individualized education plan) meeting, and educated teachers on incorporating special devices in their classrooms.

“I used to be really worried about being prepared to take on a whole caseload and to be ready upon graduation to go out into the workforce,” she said. “With our externships and classes here at 51��, I feel very prepared for that.”

Preparing to launch

Speech pathology and audiology is a diverse field, with practitioners working in hospitals, schools, offices, residential care facilities, and other settings.

After graduation, Heminghaus plans to be a pediatric speech-language pathologist, either in a school where she can use her Spanish skills or in an inpatient office.

“I am very excited to step into the world as a licensed speech-language pathologist,” she said. “I am excited to help empower kids to be able to communicate.”

Farrell, on the other hand, is particularly drawn to working in prison systems.

“A lot of juveniles and other prisoners have issues with communication and have not been given the resources that they need to be able to beat those battles, and to stand up for themselves in a court of law or in other situations,” she said.

“I definitely feel pulled toward those people, because a lot of times they’re left behind in our system. I feel passionate about wanting to give them a voice.”

“Without speech, we can’t have community,” Farrell added. “And without communication, we can’t educate ourselves. All of that is very interconnected and important.”

Interested in 51��’s Speech-Language Pathology programs? Learn more or reach out to us for more information. You can also explore 51��’s other undergraduate and graduate programs.

Tuesday, September 22, 2026 - 12:00

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How a Hands-On Nutrition Lab Prepares Students for Health Careers and Life

msk23@calvin.edu — Wed, 25 Feb 2026 14:11:18 +0000

How a Hands-On Nutrition Lab Prepares Students for Health Careers and Life msk23@calvin.edu Wed, 02/25/2026 - 09:11

From doctors to physical therapists, nutritionists to chiropractors—healthcare professionals agree that nutrition plays a key role in preventing all kinds of disease.

51�� faculty have long had ample expertise to teach students about nutrition. Now, they have a physical space that matches that intellectual reputation. A new donor and grant-funded state-of-the-art Nutrition Lab provides 51�� students with a unique opportunity to see how science can shape healthier lives and communities.

“I’m quite excited for our students. This space provides them with yet another opportunity to connect their brains with their hands,” said Adejoke Ayoola, dean for the School of Health. “I’m confident that our students spending time in this state-of-the-art lab will inspire them and open their minds to other areas of nutrition.”

The lab features a full teaching kitchen with convection ovens, induction cooktops, commercial dishwashing, prep stations, blenders, mixers, and dedicated pantry space. And the state-of-the-art projection system will allow students to follow along with live demonstrations. With a flexible design, it can function as both a kitchen and a 36-seat classroom.

Learning by doing

“In the past, nutrition was mostly a class of just knowledge, but now we are able to give students knowledge and skills—they are learning the content through experiential learning,” said Kerrie Berends, professor of kinesiology.

Berends is the first professor to teach in the new lab. She said it’s provided her a blank canvas to redesign a course she’s taught so many times before.

“Student participation and attention have increased from what I’ve experienced in the past. There’s 100% engagement,” said Berends.

“I love the mix of being able to learn more nutritional information from the teachings on Tuesdays and then to visualize what actual good nutrition looks like by putting it into practice with the hands-on lab on Thursdays,” said Sylvie Mulder ’28, a sophomore studying kinesiology on a pre-PT track.

Preparing in industry standard spaces

The Nutrition Lab is just the latest example of 51�� continuing to expand the hands-on learning opportunities for students. Within the past five years, in the School of Health alone, the university has added a cadaver lab, biomechanics and balance lab, exercise bod pod, nursing simulation, and virtual simulation lab to its portfolio.

“We now have industry standard spaces,” said Arlene Hoogewerf, who has a doctorate in nutrition and is dean of natural sciences. “This gives us greater legitimacy and credibility.”

Faculty say the volume of experiential learning opportunities students have on-campus in the School of Health is impressive among its peers and is even comparable to some larger universities.

“When it comes to the major equipment, we have everything anyone else has,” said Berends. “51�� students who go onto grad school say their first semester was review or that they came in with a leg up because they were familiar with certain equipment whereas it was new for some of their peers from other institutions.”

Learning career and life skills

And while students appreciate how the hands-on learning opportunities they’re gaining in the Nutrition Lab will directly impact their future careers, they also see both the short-term and long-term benefits for all of life.

“This is super applicable for college students. We are learning how to make affordable nutritious meals—understanding how to make affordable options that will fuel our bodies and provide us good nutrition,” said Mulder.

“We’re trying to give them knowledge and skills that have both professional and personal application. Who doesn’t need kitchen skills, better nutritional knowledge—what is organic, how to read a nutritional label, how to cook vegetables so they maintain their maximum nutritional value, how certain foods help with blood sugar regulation,” said Berends. “We are trying to expand what their choices will be in the future.

Opening up additional opportunities

And the university isn’t keeping this gift to themselves. This summer, the space will open up a much more robust learning environment for their Summer H.E.A.L.T.H. Camp, which is a weeklong summer camp for young people from mostly medically underserved communities in Grand Rapids to learn more about their own health and health careers.

“We’ve been offering this camp for a decade now and there’s always been a nutrition component as part of it,” said Hoogewerf. “This new space will provide a much better experience and will allow more hands-on learning opportunities for the participants.”

While the Nutrition Lab is housed in the School of Health, leaders are excited to imagine the various ways academic departments from across campus may use the space for teaching and research and the creative opportunities the space will open up for community engagement.

Wednesday, February 25, 2026 - 12:00

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Expanding Access to Speech Therapy Through Innovation and Partnership

lbl3@calvin.edu — Thu, 13 Nov 2025 15:41:30 +0000

Expanding Access to Speech Therapy Through Innovation and Partnership lbl3@calvin.edu Thu, 11/13/2025 - 10:41

Across the country, many schools struggle to provide consistent speech-language therapy for students who need it most. Through innovative partnerships, 51��’s Master of Arts in Speech-Language Pathology program is helping to change that.

As the program expanded—adding a distance education cohort alongside the on-campus one—51��’s need for clinical placement sites grew. Recognizing the nationwide shortage of speech therapists, 51�� began forming partnerships with schools to provide virtual speech therapy services to students who might otherwise go without support.

Rehoboth Christian School in New Mexico was the first to join. Located in a rural desert community serving many Native American students, Rehoboth’s assigned speech-language therapist was stretched thin, leaving many students without needed services.

“We’re so thankful for this partnership and the opportunities our students now have to access speech that we didn’t have before,” shared Emily Jeninga, Rehoboth’s student support coordinator.

Graduate clinicians work with students who might not meet strict eligibility criteria but still struggle with communication in ways that impact their learning and relationships. These challenges often extend beyond speech sounds to language, literacy, and social communication.

Graduate students appreciate the opportunity to serve in this way, too. Cynthia Gardenshire, a graduate student clinician from Colorado, said:

“It provides access to services they would not have otherwise. It gives me a sense of accomplishment and outreach to a community in need.”

Today, 51�� partners with schools nationwide, helping hundreds of students make meaningful progress. These partnerships also introduce more families to 51��.

“I was in a virtual call with a prospective student recently,” shared Emily Vedra, director of operations for 51��’s speech pathology program. “It turned out that the student attended a school where 51��’s graduate clinicians serve, which helped foster awareness of 51�� as a great place to go to college.”

With funding challenges continuing in many districts, 51��’s program offers a sustainable and mutually beneficial solution—connecting schools with dedicated clinicians-in-training while giving students essential experience.

Know a school that could benefit from additional speech therapy resources? 51�� is always looking to expand its network of clinical partners. Contact Emily Vedra with questions, emily.vedra@calvin.edu.

Thursday, November 13, 2025 - 12:00

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Laurie Lemmen

Emily Vedra

Related departments and units

Speech Pathology and Audiology

School of Health

From classroom to delivery room: the impact of a 51�� education

msk23@calvin.edu — Wed, 08 Oct 2025 13:12:41 +0000

From classroom to delivery room: the impact of a 51�� education msk23@calvin.edu Wed, 10/08/2025 - 09:12

“I’ve seen it all.”

These are the words Stephanie Flood ‘89 shared with her grandma when she stopped by her house to pick up her son after a long shift in the labor and delivery room. Her grandma’s next words would stick with her for decades: “Stephanie, you will never see it all.”

“I never forgot those words,” said Flood. “I took that with me into every time I met a patient, every drama, every birth, every crisis.”

Those words were spoken to Flood just six months into her career as a labor and delivery room nurse. Now, nearly four decades later, the 51�� alum still hasn’t seen it all, but she’s certainly seen a lot. And she’s now sharing her experiences in a new book: When There are Two Patients in One Body.

“I wrote this book to give voice to nurses, especially those of us in Labor and Delivery, whose work is often overlooked,” said Flood. “Being a delivery nurse is far more than just ‘a great job where you get to cuddle babies.’ It is a vocation that demands resilience, empathy, and an unflinching dedication to supporting patients through life’s pivotal moments.”

Building on a solid foundation

Flood has certainly learned a lot on the job, but it was the preparation prior to heading into the unit four decades earlier that laid a solid foundation for providing 36 years of great care.

“Choosing 51�� was a decision that changed my life,” said Flood. “I think what the liberal arts taught me was to keep thinking, to never stop that. It lit a spark inside of me. It wasn’t until I went to 51�� that I really started to embrace how important learning was and thinking critically.”

Living into a calling

In her book, Flood not only recalls stories of joy and heartbreak from inside the delivery room, but also the ways these moments were profoundly formative. As these stories unfold, readers gain insight into how factors such as healthcare access, race, culture, socioeconomic status, and education profoundly shape each birth experience. Flood has seen this firsthand thousands of times over a nearly four-decade career. And it started with her own personal experience as a patient.

“I went into Labor and Delivery because of my own first birth experience and the nurse at my bedside,” said Flood. “It was a very difficult delivery, and this nurse held my hand and mothered me … and I thought she just changed my world. And I honor her in the book, and she is the reason I went into nursing.”

Inspiring wholehearted living

Now, recently retired from her field, Flood is hoping to inspire more considering the nursing profession to enter into it with their whole hearts, remembering whatever they do unto the least of these, they are doing unto God.

“I always wanted to treat my patients the way I wanted to be treated, as honestly and lovingly as possible. That was important to me and that comes directly from my faith,” said Flood. “Learn how to listen, because if you stop talking long enough to listen you will not believe what you can hear from a patient’s words and actions, their stories and interactions tell you so much.”

Wednesday, October 8, 2025 - 12:00

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Author(s)

Matthew Kucinski

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Nursing

School of Health

Liberal arts education expands opportunities for future doctor

msk23@calvin.edu — Thu, 11 Sep 2025 11:34:48 +0000

Liberal arts education expands opportunities for future doctor msk23@calvin.edu Thu, 09/11/2025 - 07:34

Mike Liang came to 51�� with a clear goal: to prepare to become a doctor.

One year in, his goal hasn’t changed, but he says 51��’s liberal arts education is giving him a broader perspective with direct value-adding benefits to his career path.

“51��’s approach to education is preparing me well. For example, my professors have recommended I step out of my comfort zone, which for me was science,” said Liang. “Both of my pre-med advisors encouraged me to try a communication class because as a doctor I’ll need to not only present evidence but also communicate with my patients well.”

Out of comfort, into opportunity

So Liang took a communication course in which he not only learned valuable skills, but he also wrote and delivered a speech which was nominated by his communication professor, Kathi Groenendyk, for the Norton Speaker’s Prize. Liang’s persuasive speech was on food waste, where he tried to persuade his audience to take tangible actions to reduce the amount of food waste at 51��'s dining hall. While the judging continues, Norton asked Liang for permission to include his speech video in their collection of exemplary presentations.

“Since I’ve been at 51��, this has not happened in an oral rhetoric class,” said Groenendyk. “Most textbook publishers choose examples from much larger institutions. I believe this is a unique honor.”

“I never thought a chemistry student would have his speech included in a textbook. I didn’t see how those things fit together,” said Liang.

Equipped with skills that enhance any career path

What Liang is seeing is how the soft skills he’s learning through his liberal arts education directly applies to his field of study.

This past summer at the end of his internship at the Van Andel Institute in downtown Grand Rapids where he did cancer research, Liang had to give both an oral and poster presentation.

“I was able to use the skills I learned in Comm 101 to clearly outline what I was going to talk about in a way that communicated science in simple language for those who are not as familiar with my field,” said Liang. “I feel trained in how to talk to people well, to present clear and concisely, and that will help me in the future.”

Student preparation impresses industry professionals

The principal investigator for Liang’s research project was impressed both with his presentation and also how well he was prepared coming in.

“I took an accelerated general chemistry class at 51�� my first semester and that gave me a step ahead. And then I took analytical chemistry, which exposed me to a lot of different instruments and experimental methods that were relevant to my research at Van Andel,” said Liang. “51��’s Phage Research program through the biology department taught me valuable lab skills and cultivated my ability to come up with a hypothesis and to design experiments. All of these experiences prepared me well to land the internship.”

So too did Liang’s proximity to his professors.

Surrounded by a community that cares

“I received two recommendation letters for my internship from professors who I took both a lab and lecture with. So, they could speak to both my lab and scientific skills,” said Liang. “I’ve been blown away by how professors care about us and how they are willing to engage in 1-on-1 dialogue with you from everything from faith to science to whatever subject.”

Liang also found the Christ-centered community among his peers and professors to be particularly formative.

“The best thing about my experience so far has been living on the honors floor and the community that is here. I didn’t expect my floor to be this vibrant and this engaged with challenging topics. We have discussions late at night,” said Liang. “And I didn’t expect the professors to be this vibrant, engaging, enthusiastic about what they are teaching.”

“The communities I found at 51�� exceeded my expectations. Being at a Christian college is so important because you have such in depth faith dialogues with your roommates, floormates, and profs,” said Liang. “Students with such busy lives sit down and have meals together and talk about Jesus.”

Thursday, September 11, 2025 - 12:00

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summer research

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Matthew Kucinski

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Pre-Health

School of Health

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