TLCs help to run experiential learning events linked to the different core seminars. They also work with professors to develop experiential-learning based assignments; they work with students as they create projects in response to these assignments.
You can find on this page information about the events themselves and about how to teach for them (whether you are a Macaulay instructor or an instructor at a different school looking for ideas for how to create and implement similar events at your school). You can also find examples of projects that TLCs helped design and support, with narratives about their process.
TLC-run experiential learning events
STEAM (Science, Technology, Engineering, Arts, and Math) Festival combines the Seminar 3 poster conference with exhibitions of student work in Seminar 1. In the designated poster areas, students from Seminar 3 will present their posters and offer attendees brief descriptions of their scientific research. In the designated arts areas, students from Seminar 1 will display projects they have been working on during the semester.
Each year, Macaulay partners with a park in NYC to conduct a 24-hour species survey. Macaulay students participate in the BioBlitz in the Fall of their sophomore year, as part of their Seminar 3 course, and then use the data to complete class projects.
SPACE introduces students to skills in social science, and lets them get some hands-on experience. SPACE explores Society, People, Architecture, Culture, and Environment through these skills. At the event, all students have a brief introductory session, and then break up into small groups to focus on one of five skills: mapping, interviewing, exploring history, field note techniques, and critical observation. TLCs will facilitate workshops on these skills, and take the small groups for some guided practice in the Lincoln Center area.
This conference comes out of the last of the four required Macaulay seminar courses, which considers how public policy shapes urban development. In the seminar, students analyze the ongoing interplay of social, economic, and political forces that shape the physical form and social dynamics of New York City. Throughout the semester, students engage in a team research project to be presented at this cross-campus conference.
TLC-designed/supported experiential learning projects
“I worked closely with Professor Drabik to create the prompt, steps, and ultimately design of the Sight and Sound NYC ePortfolio website. We had many iterations of this project and it only became more successful as we continued it. Using the habits of description and reflection developed over a semester of attending performances, visiting museums, and researching art alone, students made interpretative analyses of photographs, brought to life with musical sound and stunning visuals thanks to the unique technology that students learned to use and modify to their liking on the ePortfolio system.”
“I was particularly proud–and amazed–by these two entries in 2017.”