October 2012 Archives

"Así es la vida": This is the life.
 
I scribbled the phrase down in my notebook, thinking about how so very accurate it was to my life.  I was living the life, the Sevillano life, for a semester of my studies in the Center on International Educational Exchange's Liberal Arts program. 

My name is Suzanne Zakaria, but this semester I am "Susana."  I am an International Politics and Spanish double major, and study abroad was on my must-do list even before I set foot on Penn State's campus.  Now, being here in Seville, I can hardly believe all of the amazing opportunities in front of me.  Europe is at my feet, and my calendar is filled with prospective travel (Paris, Amsterdam, Rome!).  New foods, new clothes, and a new lifestyle surround me.  Here, I am immersed in a culture that I previously had no ties with, other than language.

My most rewarding experience so far has been my participation with the University of Seville choir.  I had been on the fence about joining.  The safety net of my American-catered program would be lifted, and it would be up to me and only me to make friends with my Spanish peers.  That aspect aside, this world used a set of vocabulary that I had never even heard before.  How would I know if I skipped a beat?  Or what measure to reference (the word for measure, by the way, is compaz)?

After a fairly painless audition, I sat down in the contralto section with a ridiculous grin on my face.  To my surprise, starting conversations was a breeze.  Reading the music made me realize that even though I was far from native Spanish speaker status, music was a universal language that we all understood.

Rehearsal ended, and the choir insisted I join them for tapas and drinks.   Just like that I had gone from knowing nobody to chatting with 20 different people about music, America, and my life in general.  They would burst into song at random points (in perfect harmony, of course), and I couldn't help but be amazed at how similar the dynamic was with that of my musical friends at home.
 
Being abroad brings its challenges.  Communication, namely, as it always requires concentration.  Homesickness, of course.  But it's these kinds of victories that make the challenges disappear.  Time is flying by, and before I know it, the end of semester concert will have passed.  If I had not auditioned and had let my doubts govern my decisions, I would never have met an amazing group of Spaniards.
 
If anyone has any questions about Spain or study abroad, please send me an email at sxz5046@psu.edu!   Until later, Penn State, hasta luego.

During my internship, I learned that my biggest project would be to plan and coordinate a Summer IMAX cultivation event in early July.  After experiencing a perfectly planned event during my first week on the job, I felt a lot of pressure to get everything prepared and executed successfully.  I am incredibly grateful that I was given the opportunity to take on this project because it allowed me to use the skills that I have learned at Penn State as an English major. I spent a lot of time writing the event invitation and communicating with other departments at the museum, and I even drafted a short speech for the President and CEO of The Franklin Institute to deliver on the night of the event!  Although this cultivation event was on a much smaller scale than the initial event that I assisted with in May, I learned that I have all of the skills needed to put together a successful cultivation event.  I felt very proud of myself on that evening, and I also realized that I could certainly see myself pursuing a career that would allow me to work collaboratively to create productive cultivation events. 



TFI's Grants and Communications Coordinator offered me the chance to condense and write a grant proposal in late July.  She treated me like a professional and allowed me to take on the project without much supervision, which I truly appreciated because I knew she trusted that I would get the job done in a timely manner.  The task was a lot more challenging than I initially thought it would be; the language used in a grant proposal is very formal and respectful, and it took me a few tries to get this down.  After multiple drafts and much editing, I mailed the proposal to its destination and crossed my fingers for the best outcome. 



Like many interns in a variety of workplaces, I was assigned to work on organizational projects throughout the summer, such as filing, stuffing mail, and putting together packets and spreadsheets.  Surprisingly, these experiences were some of the most worthwhile for me because I discovered the inner workings of an office and everything that needs to be done on a daily basis.  I never looked down upon these seemingly mundane projects because I knew that every assignment would help me learn more. 

One of the most beneficial aspects of interning with the Development team at The Franklin Institute was sitting in on meetings and taking notes.  This may sound boring to some, but I absorbed so much valuable information from all of the team members.  I even took notes on the types of language that was used by my supervisors in different meetings, whether it was an informal and relaxed gathering or a serious talk about important, confidential information.  I am blessed that I got to observe such professional individuals that offered a bounty of experience and expertise in the field.



Finally, the people at The Franklin Institute truly made my experience all the more fulfilling and positive. A contagious optimism exists on the fourth floor, home to the Development Department at TFI.  Everyone openly shares their goals and achievements and encourages their peers to accomplish even more than they had originally set out to do.  Apart from simply being co-workers, the TFI Development Team members are loyal friends working for the same results.  One of the most memorable moments of my summer took place at a department celebration when the campaign goal was achieved.  It was easy to see the genuine joy and appreciation that each team member felt toward one another in accomplishing this tremendous goal.  I hope that someday I can also play a role in making big strides for an organization that I believe in.



I have learned more than I could have ever imagined this summer at The Franklin Institute. The people that make up the Development Department ultimately made my experience an unforgettable one.  I would also be remiss not to thank my Penn State liberal arts education for providing me with the skills and strong work ethic needed to be a successful asset in this role.  Never again will I underestimate the value of my English major.  I am still unsure of where exactly it will take me once I throw my graduation cap high in the air, but I now feel confident after this internship experience that it could lead me toward very gratifying work. 

So, the regular period to drop or add a course from your schedule has expired, and now you're realizing that a course you are taking just isn't for you.  You may wonder what your options are and how they may affect you. 

You do have an option, and it's called a "late drop." 

When you enroll at Penn State, you receive 16 late drop credits over your tenure as a student.  It is important that you use those credits wisely because you cannot receive more.    The period to use your late drop credits this semester began September 1 and will end November 16. 
 
Before using your late drop credits, you might consider the following:

1.  What is your reason for considering the drop?  
If your reason is that you are having a difficult time with the course material, determine (using a degree audit in eLion) if this course is required for your major.  If so, dropping may not be a good option since you'll be required to take this course again.  However, if you will likely receive a failing grade or a lower grade than you want or need to meet a requirement, you may decide to late drop the class.

If you have a heavy course load but foresee an upcoming semester where a particularly difficult class can be paired with some less rigorous options, late dropping may be for you.

Many other reasons exist that may cause you to consider late dropping a course: financial difficulty, personal/home obligations that are time-consuming and require you to have a lower credit load, realizing the course is not a requirement for you and this semester is more demanding than anticipated, etc.  Any of these reasons should be weighed in light of the pros and cons discussed in this post and in consultation with an academic adviser.  

2.  How many late-drop credits do you have remaining?
If you are nearing the end of your 16 credits, look to the future.  How many semesters do you have left?  Will you need those remaining credits at another point that may be more critical?

3.  Will late dropping this course reduce your credit load below 12 credits?
If so, you will no longer be a full-time student, which may impact your financial aid and/or your health insurance coverage.  In this case, do not late-drop the course until speaking with the Office of Student Aid (814-865-6301) and checking with your health insurance carrier.

4. Is this course a prerequisite for future courses you'll need or desire to take?
If so, late-dropping this course could jeopardize your progress toward graduation and may not be right for you.


After reading this post, you might be thinking, "I guess late dropping is not right for me.  What do I do now?"  Consider talking to your professor for feedback and recommendations on how you can improve in the class.  Consider attending a tutoring session with Penn State Learning, and visit your adviser to discuss options.  You should also visit your adviser if reading this post did not clarify whether using late drop credits is a good idea in your case.
  
Now you might be asking, "How exactly do I late-drop a course?"  Late dropping a course is actually a very simple process.  Log into your eLion account, and complete the Late Course Drop application prior to the deadline on November 16, 2012.  You can also complete a Registration Drop/Add Form so that the drop can be processed by an adviser, the department offering the course, or the Registrar's Office.   Please keep in mind that you will be charged a $6 processing fee for every course that you late drop.

Be sure to contact your adviser for additional advice, feedback, and answers related to late-dropping a course.

Hello, everyone! My name is Grace Schmidt, and I will be following in former "Art Actually" blogger Paige Cooperstein's footsteps this semester as the new arts blogger. I am excited to explore and blog about the wide range of artsy-related events offered here at Penn State, from musical theatre shows to poetry readings.

Last week, the Center for the Performing Arts presented the Actors from the London Stage performance of The Merchant of Venice, a William Shakespeare play that centers around a merchant, Antonio, who signs a bond agreeing to allow the lender to cut off a pound of his flesh if he fails to repay his debt. A host of other subplots--such as the courtship of Portia, who can only marry after her suitors solve an elaborate puzzle her father created, and the rebellion of Jessica, a Jewish daughter who runs away to marry a Christian--intertwine and create a breadth of characters.

As I sat in the audience prior to the show, I wondered how five actors would be able to put on the entire show, which includes twenty vastly different characters. It didn't take long for me to become extremely impressed by how quickly the actors were able to transform into entirely different personas without even leaving the stage or substantially changing their costumes or props. They repeatedly demonstrated their ability to adapt, swiftly taking on the often diverging motivations, resentments, and back stories of the various characters they portrayed.

For example, one actor took on the roles of both Jessica and Nerissa and switched back and forth between them, differentiating the two by wearing a piece of cloth as a shawl when playing Nerissa and then wrapping it around her head when performing Jessica's parts.

In some instances, the actors even played several different characters in one scene, which I think added a lot to the humor of the show. As I learned in my sophomore Shakespeare class, The Merchant of Venice is one of Shakespeare's more controversial plays because it grapples with issues of prejudice and the concepts of justice and mercy. There has traditionally been debate over whether it is a comedy, and it is often labeled as a tragic comedy due to its heavy themes and dramatic scenes. Ultimately, the switching back and forth between characters in a single scene, such as when the one actor transformed from doomed Antonio into the clown figure Lancelot, added substantially to the comedy of the performance.

The stamina, energy, and talent that the actors brought to their unconventional portrayal of the play (without elaborate sets, costumes, crew, or even a director) amazed me. The Actors from the London Stage are made up of five British artists who travel to perform at different universities, seeking to make Shakespearean plays more accessible to modern day audiences, according to the program. In my view, they were definitely successful.

Photo Credit: Peter Ringenberg

Since I finished my internship with VOICES of September 11th and moved back to campus, I reflect often on my time spent there and what I learned this past summer. Working with an organization that caters to a victim population is difficult because talking about certain aspects of that population can be touchy. I learned about, wrote about, and spoke about death on a daily basis. Because this topic was touched on so frequently within the organization, typical conversations focused on very personal details concerning a family member or loved one's last moments. It taught me that though tragedy may occur at any moment, life does move on and the world does not stop because of one individual's personal struggles. In doing research about the intimate details of September 11th, I encountered stories about phone calls from the airplanes seconds before they struck the towers, finding remains or personal tokens among the Ground Zero rubble, and survivors who had to leave their friends and colleagues behind as they escaped the collapse. These details sometimes made me pause in my work and take a deep breath because it was such heavy material. Though I have ultimately decided not to pursue a path in social work or psychology, I learned a lot about trauma and what happens to individuals who experience it.

My time with VOICES, though only three months, will not be soon forgotten. I learned how to work in a small, nonprofit setting as opposed to a corporate office, and I decided I liked that atmosphere a lot. I enjoyed tasks that I could take my own direction with, while also incorporating guidance and insight from a supervisor and peer research assistant. It was just enough independence. Also, after working with VOICES, I feel more up to date on our nation's history. I was only ten years old when September 11th occurred, so I never got the chance to learn intimate details about what actually happened that day. I also did not know much information about other events we studied - such as the Oklahoma City bombing of 1995 or the Virginia Tech and Northern Illinois shootings - and thus learned a great deal about surrounding issues involved. The research project I worked on felt a lot like school, which was a comfortable and familiar setting for me, and in working with such a great staff, the entire experience was well-rounded and very educational.

Though I do not foresee myself working with an organization that caters to victims of trauma, I now regard September 11th and its many, extensive consequences in a new light. That day will forever hold a different meaning for me than in the past, as I now feel that I understand just a small but important portion of what happened to affected family members and friends of those in the Twin Towers, the Pentagon, or the planes. I hope that with my experience, I can continue to feel grateful for the life I have lived - as it has been fortunate - and that I can continue to recognize that others may experience seemingly impossible obstacles due to a tragedy and that we must reach out and help those people as fellow citizens and neighbors.

Throughout the year, Liberal Arts Undergraduate Studies (LAUS) sends out an email newswire that includes information, announcements, and updates pertaining to the College of the Liberal Arts.  In an effort to provide the most relevant, timely, and accessible content, we want to know what you think of the Liberal Arts newswire.

Please take a few minutes to share your thoughts and feedback about the weekly newswire in this quick survey:

https://www.surveymonkey.com/s/BNCCW97 

We appreciate your help and look forward to hearing from you!

Hello!  My name is Drew McGehrin.  I am currently a senior in the Schreyer Honors College double majoring in Religious Studies and History with a minor in Middle Eastern Studies.  This summer, I received summer enrichment funding from the College of the Liberal Arts Career Enrichment Network to conduct research towards my senior honors thesis.  In this blog post (and the next one), I will chronicle the few days I spent doing the research.

But first, a few surrounding details.

The topic of my thesis may help in describing this whole experience!  I am writing on the 1985 Supreme Court decision, Wallace v. Jaffree, and the religious, racial, and political impact it made on its time and on the future.   One of the major figures in the decision, and a key player in my paper, is Governor George Wallace of Alabama--the Wallace of Wallace v. Jaffree.  The Governor's papers are housed in the Alabama Department of Archives in Montgomery, where I spent my time conducting the research.

The first day of my research was a huge success.  I can confidently say that "Southern Hospitality" is much more than just a cliché.  The people there were extremely helpful and engaging and really made the first day memorable.

Well that, and the hot, sticky, Alabama weather.
 
After registering with the Alabama Department of Archives, I requested the specific boxes that I decided to work on that day, those that I previously chose to view before my trip down.
 
Before I go into the detail of my research, I do want to pass along the most important piece of information my thesis advisor gave to me before I left: Go into the archive with a plan.  Know what you are looking for, and use this as a foundation for your plan of attack.  Keeping this in the back of my head as I began my research kept me grounded, especially as I opened my first box.

The first box released a musty, stagnant smell, leading me to believe I was the first to view these in a very long time.  At first glance, I was extremely overwhelmed.  Papers upon folders upon newspaper clippings were all strewn about with no sense of order.
 
It seemed as though I was in for a very long day.  Very quickly, however, I began to separate what I needed from any extraneous documents.  If you take on a project like this, you will probably know what I mean by getting into a groove with the research.  After this first box, I began to fall into my groove and really began a focused route of attack through my documents.

Towards the end of the day, I had my first breakthrough.  Almost by chance, I stumbled upon information telling me that the original and copied legal filings for Wallace v. Jaffree, and the cases that led up to the ruling, all were housed in the archive.
 
This box was a gold mine in itself.
 
My strictly planned out research on George Wallace's stances on segregation led me to this almost unrelated box of pivotal information.  This instance really shows that no matter how much you plan, you may still get the best information by simply stumbling through almost unrelated documents.
 
So be flexible!

Be sure to check back for my next post that will have some final thoughts (and some cultural notes) on my summer research experience!

Six months ago I found myself sitting on the couch in my cozy Beaver Avenue apartment, frustrated, bewildered and stressed about a recurring conversation that I had with my parents during Christmas break.  The brief chat always started with Mom or Dad asking, "Have you applied for any internships yet?"  I feel confident that this conversation occurs in many households once a child reaches their junior year of college and becomes an adult. Although my response to my parents' nagging was always a quick and forceful "yes," I did not feel as self-assured about my internship search as I appeared.   

The process was daunting, and as an English major, I did not see the clearly defined career path before me that students in other fields seem to have.  Education majors student teach, pre-medical students intern at hospitals, and journalism majors write for any publication that they can get their hands on.  What does an English major do to prepare for life after graduation?

After reading description after description of position requirements and responsibilities, I started to doubt my choice to major in English.  While browsing position openings online, I frequently found myself asking, "Am I qualified for this?" Naturally, I felt self-conscious and disappointed that my major appeared to be in such low demand in the 'real world.'

Once I realized that internships specifically seeking English majors would be few and far between, I developed a new approach to my search.  I took to writing, as most English majors tend to do, and I composed a list of my best skills: writing, comprehensive reading, and effective communication.  I decided to skim a few position descriptions again only to discover that my skills were actually wanted in great abundance.  With a big grin on my face and a new outlook on all that I have to offer, I wrote many cover letters and filled out a multitude of applications.

In April I was offered a summer internship with The Franklin Institute Development Team.  I eagerly accepted the position but felt that I would stand out as an unqualified liberal arts student come summer.  After all, I did not know much about development, and I had no previous experience in the field.  My courses at Penn State almost always consisted of reading literature, analyzing through discussion, and then writing about my findings.  I felt absolutely certain that my experiences would not help me connect well in the world of development. However, as I began spending more time with different members of the Institute's Development team, I quickly realized that perhaps I had found a future career route to venture down after my time at Penn State was complete.

When I started in May, The Franklin Institute was nearing the final stretch of a monumental campaign to raise funds for a building expansion and the refurbishment of a few exhibits, including the Benjamin Franklin National Memorial.  Therefore, this was an exciting time to begin my internship.  The opportunities that I was given throughout the summer allowed me to learn and feel like a part of something much bigger during such a special era for the museum.  It was impressed upon me early on that every meeting and cultivation event mattered greatly.

Within the first week of my internship, I stayed at the museum after-hours to help the department with one of many cultivation events that are held each year.  I must admit that I was intimidated and nervous at first.  After all, my superiors had built lasting relationships with donors in the Greater Philadelphia area and beyond, and the last thing that I wanted to do was make a bad first impression.  I stood at the registration table at the beginning of the evening simply watching in awe at the interactions occurring around me.  It was an "all hands on deck" situation as my direct supervisor likes to say, and every team member strategically and gracefully worked their way around the museum floor to greet and thank the supporters of The Franklin Institute.  By the end of a very successful night, I came to the conclusion that development is not just about soliciting and searching for prospects, it is about cultivating a mutually trusting relationship between an organization and its supporters.  Donors need to believe in what they are supporting, and the Institute's Development Team is a strong advocate for everything that the museum represents and for the good that it does for the City of Philadelphia.

I learned quite a bit during my internship at The Franklin Institute, and I'll share more about the projects I worked on in my next post.

I never thought I would be in a position where I would be supremely disappointed that I had to stop working, but the unthinkable has occurred, and with it comes ten weeks of memories and experience that I will never forget.

My devout readers are by this time well aware of my position, but for those that have come late to the party, I spent my summer as a public relations intern at Octagon.

There is certainly a long list of words that I could use to describe the position and my experience, but chief amongst them are undoubtedly amazing, fast-paced and rewarding.

If there was one thing I learned in the first week that I will carry with me for the rest of my career, it's that the word "routine" does not exist in this industry. Some people say that "every day is different," but in my mind, that's a severe understatement, and I would argue that every ten minutes is different.

Working at a frantic pace, juggling multiple tasks at once, and always being able to think on my feet are things I was forced to master over my ten weeks with Octagon, and they're skills that I know will continue to pay off in the future. Occasionally, the great Tennis interns would also lend a helping hand, and it was great to work both collaboratively and individually on projects.

Although everyday was completely different, there was a semblance of consistency in the types of projects that I completed. Naturally as a PR intern, communications oriented tasks were the most common project I found myself doing, with some miscellaneous work mixed in.

These duties ranged from drafting press releases, to making sales calls for our speakers, to assisting in communication initiatives for athletes who we knew had a big announcement coming. Needless to say, these projects were extremely varied and time consuming, both things that I embraced.

In addition to my traditional tasks, there were also two major projects that I had to complete throughout the summer. The first one was a solo project in which I was tasked with the duty of putting together a PowerPoint presentation for recruitment purposes that highlighted our athletes' accomplishments and awards. This probably took two weeks of all-day work, as it required me to individually look up all 546 current athletes and personalities and assemble a list of their awards, accomplishments, and honors. That said, the hard work was definitely worth it; the end result was fantastic, and it's something I can now add to my portfolio.

The second major project was a company-wide project designed for the interns called "Project X." Luckily, the name is far more mysterious than the objective, which was to formulate a marketing plan for a specific athlete and make a 25 minute presentation to the entire company. My group consisted of three interns in my office, along with one in New York, so we were forced to meet via conference call every week with our teammates and advisors. The project was presented at the very end of the summer, and it went very well.

This truly has been a dream summer for me, and I couldn't have asked for a better experience or company to learn from. This has undoubtedly been one of the best experiences of my life and has only further reaffirmed my intense desire to work in this industry. I learned an incredible amount in my time here, ranging from general concepts like how to balance multiple projects at a time to drafting press releases. The skills I learned I'll take with me throughout my career, and I know they will continue to pay dividends in the future. I had a great relationship with my boss, who was an immense help and is someone I plan on staying in contact with for a long time. The industry contacts I made to go along with simply having Octagon on my resume is truly invaluable, and I could not have asked for a more rewarding and incredible experience.

Thank you to everyone that tuned into the blogging experience, and I hope in some way you got something out of it. Whether it was my charming wit or simply insight into the industry, I hope you enjoyed what you read.

Feel free to email me at stuartyacobian@gmail.com.

Dr. Sophia McClennen, Professor of International Affairs and Comparative Literature, Center for Democratic Deliberation Affiliate Faculty, and author of Colbert's America: Satire and Democracy, appeared as a guest on the Wall Street Journal "Live Lunch Break" on Thursday, October 4, 2012.  Dr. McClennen talked about the power of political comedy and elections as it relates to the Rumble 2012: Stewart vs O'Reilly debate. 

Video from McClennen's appearance is available on the WSJ Live website.

Unlike the majority of students who choose education abroad, I chose to plan my studies in Paris during the fall semester of last year. Though I missed out on football season (which very well may be a deciding factor for many of you), there were many surprising positives to both studying abroad in the fall but also being at University Park for the spring. Here is my advice as to why I think studying abroad during the fall semester is the better choice:

1. The application process will be less stressful. By studying abroad in the fall, you will be gathering materials throughout the summer, when you have more free time. Other than the Penn State application, you will have certain application papers due for your program itself, recommendation letters to take care of, perhaps a language competency exam or similar quota to meet, and maybe even application for a passport or visa if you do not have those materials already. For most countries, it can take weeks at a time to even schedule a visa application appointment with the consulate here in the United States. After obtaining an appointment, the list of required documents can sometimes be quite lengthy - some of those documents could require bank statements, housing bills, or other information that may take some time to retrieve. Without the stress of classes or final exams piling up before your departure, you can concentrate on getting everything you need together for your international travel during the summer months. (Plus you'll probably have Mom and Dad around to help!)

2. More funds may be available to support your financial needs. With the fiscal year beginning July 1st, more funds may be available for you to receive for a fall study abroad term. Remember that the amount of funds designated for study abroad students varies each year and varies with each case, so this is not a guarantee. However, being that the fall semester is the first full semester of the fiscal year, the college may have a bit more funding allocated for student enrichment activities. Check with the Career Enrichment Network for more details on these enrichment funds and for the application or stop by the office in 5 Sparks Building during drop-in hours (MWF 2:00pm-5:00pm, TR 11:00am-5:00pm).

3. You have three to four months of summer to find a job (or two) and save up money for your trip. With the open summer months preceding your trip, you are more likely to find a steady job, one that offers sufficient hours that you don't have to work around a class schedule. This way, when it comes time to leave, you don't have to worry that you recently spent all your savings on regular semester expenses (books, groceries, extracurricular activities fees).

4. It is much easier to find housing for your returning spring semester at Penn State. While the majority of students study abroad in the spring, this turns around to be a benefit for those studying abroad in the fall: all those students leaving in January need to find sublets for their apartments. If you are looking for housing in the spring, there will more likely be apartments available for you to take - and those looking to get rid of these sublets will probably be more apt to negotiating prices. Most students studying abroad in the spring just want to get rid of their place and are willing to bring down the price for those interested. A lot of available sublets seem to be posted on Facebook pages by class (i.e. "Penn State Class of 2015" page), so be sure to check those out.

5. Adjusting to American lifestyles will come more naturally with your return to Penn State in the spring. Though some of you will not experience culture shock upon your return to the United States, some of you will find it difficult adjusting back to "normal life", especially "normal school life". I found that by having the spring semester starting only a few weeks after I came back helped me adjust a bit more naturally because I wasn't hanging around my parents' house for long periods of time. You may find this appealing as well - with an organized schedule, old friends, and the familiarity of Penn State's campus awaiting you after your fabulous trip, you may feel welcomed and at home again more quickly.

*Bonus: You come home just in time for Penn State Dance Marathon in February!  Who wants to miss out on helping to raise over $10.6 million dollars FTK? While abroad, you can still stay involved throughout the fall in donating online or sending out THONvelopes from wherever you are in the world.

In the first episode of the Liberal Arts Voices podcast for the 2012-2013 academic year, LAUC president Kasey O'Keefe and vice president Matt Jewitt join co-hosts Dean Long and John Dolan, Director of the College's Office of Digital Media and Pedagogy, to discuss the upcoming year of events and opportunities with the LAUC.

Kasey and Matt begin the podcast by sharing how they got involved with the Liberal Arts Undergraduate Council (LAUC), which is the student government group for students in the College of the Liberal Arts at Penn State.  They both joined as freshmen, and have been actively involved with the organization throughout their college careers.

LAUC meetings take place every other Thursday at 6:00 p.m. in 124 Sparks Building, and all Liberal Arts students are invited to get involved.

Listen to the podcast to learn about LAUC:

Liberal Arts Voices: Episode 40 "LAUC Updates and Opportunities"

Subscribe to Liberal Arts Voices through iTunes.

We encourage all of our listeners to write to us with comments, questions, or suggestions at laus@la.psu.edu. We may even respond to these comments on the next episode of Liberal Arts Voices.