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Professor Giacalone As I have developed it, the LC program serves three functions in my courses. First, it gives the student an out-of-class experience where he/she gets viewpoints from professionals, alumni, and faculty from within and beyond the University. Two, by attending these events, students get to develop their listening skills which most educators agree is a critical success factor. Three, and related to the above, I require the student to prepare a brief summary of the event in the range of 500-750 words. This helps improve writing skills and supports the University’s “Writing Across the Curriculum” initiative. The combination of listening and writing provides a double dose of skill development. This writing component is required to earn the five points of extra-credit that is available. 1)

Do you have any advice/ideas for your fellow (new) LC Professors?

Answer: Work hard on getting a good participation rate. Although I awarded extra-credit for attendance AND a brief written report, the attendance rarely exceeded 20% of the class. Maybe the written report was a deterrent but I thought the report was an important part of the learning experience. I never penalized students for not achieving the expected attendance at two events. I offered a “carrot” but did not use the “stick.” Maybe some form of “stick” would work. 2)

Do you think your events have contributed to your students' learning? How? Answer: I do believe that those students who attended the sessions learned something. First, they learned content that either enforced or supplemented material that was covered in their program. Second, they got to work on their listening and writing skills. Unfortunately, not enough students took advantage of these opportunities. Too many of our students are unwilling to extend themselves.


Which was your favorite event and why? Answer: My favorite event was the Henry George Lecture featuring Professor James Galbraith. Galbraith is a world-class expert from the University of Texas-Austin. He was an excellent speaker. We filled the venue, 307 DAC, which had 81 seats.

Dr. Ferdinandi: 1. Do you have any advice/ ideas for your fellow (new) LC professors? I would give options to my students to gauge their feedback and reactions. I also allow my students to give suggestions on where our next trip or event could be. If they’re able to articulate and give a valid reason for their suggestion, then I would consider it and it might be the next place we go to!

2. Do you think your events have contributed to your students’ learning? How? I believe learning should not be just be focused on academics. These events help these students learn to evolve in a social and emotional level along with being a good a student. These social events help my students connect to other students outside of the classroom and create life long bonds. Also, I take my students to lesser-known areas of New York City like Long Island. I remember taking my class to the Long Island Beaches and there was one student from Oregon who couldn’t believe he was still in New York City. The only landscape he knew of New York City was concrete, buildings, and JFK airport. He saw a different side of the city he never thought existed. 3. What was your favorite event and why? I would have to say Central Park. Everyone has been there but they never know what they’re looking at. Everybody passes by Bethesda Fountain and Bow Bridge but did you know Bethesda Fountain was the first fountain commissioned to a woman or the Bow Bridge is THE most filmed bridge beating the Golden Gate Bridge? Every time my students would say, “I never knew that!”

Dr. Forman Think like the students – needs of students are similar Walking tours, galleries – see I’m a real person Always good feedback European painting – largest collection at MET Thematic tours of galleries – HIS personal favorite

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