We made it. Now, we try to close it out with some late-night wins. Our staff has its eyes on two games in the late set, including one of the biggest games of the day in No. As always, use the table below to navigate to any pick. Click the team logos for one of the matchups below to navigate to a specific pick discussed in this article. By BJ Cunningham. Yes, the Ohio State offense looks unstoppable right now, and yes, it did just hang 54 points on Indiana.
The Nittany Lions have one of the best secondaries in the country, allowing only 4. The front seven has also been pretty stout against the run, as Penn State is only allowing only 3. The Penn State offense is a different story. It looks like Sean Clifford will be under center on Saturday night, but the Nittany Lions have all sorts of problems.
If Clifford and Penn State are going to have any success offensively in this game, it has to come through the air. The problem is the Penn State passing attack has been really bad this season, as Clifford only has a English 15S is an intensive, rhetorically based experience in reading and writing that will prepare you both to understand the communications that surround you and to succeed in your own communication efforts.
Even if the term rhetoric isn't familiar to you, you bring good deal of rhetorical skill to this class; you already know how to gauge the way you perceive and produce language according to the speaker, the intended audience, and the purpose. The goal of English 15S, then, is to help you build on what you already know how to do as you become a more confident reader and writer. In other words, we hope you'll come to write with skill, conviction, sophistication, and grace-if not immediately then soon.
English 30H is an intensive, rhetorically based experience in reading and writing that will prepare you both to understand the communications that surround you and to succeed in your own communication efforts. The goal of English 30, then, is to help you build on what you already know how to do as you become a more confident reader and writer. As an honors section, ENGL 30H is enriched by more rigorous requirements longer papers, additional research component where the student is required to cite and engage critical sources and conversations.
English 30T is an intensive, rhetorically based experience in reading and writing that will prepare you both to understand the communications that surround you and to succeed in your own communication efforts.
The goal of English 30T, then, is to help you build on what you already know how to do as you become a more confident reader and writer.
As an honors section, ENGL 30T is enriched by more rigorous requirements longer papers, additional research component where the student is required to cite and engage critical sources and conversations.
If you enjoy writing to express yourself creatively - you will be at home in this course. You will also be at home here if you are an avid reader of fiction, poetry, and nonfiction, but have never tried your hand at writing it.
In ENGL 50 you will explore the genres of nonfiction, fiction, and poetry by reading published essays, short stories, and poems and by writing personal essays, sketches, scenes, and poems. We'll discuss the relationship between the genres and also discuss what makes each a distinct art form.
You'll hand in regular writing assignments in addition to completing longer writing projects. You'll share some of your creative work to discuss in class. This course provides students with an introduction to, and extensive practice in, creative writing in the three genres of fiction, nonfiction, and poetry. The course includes instruction in principles of composition in each genre, as well as techniques of literary composition that cross and interlink those genres.
If you enjoy writing to express yourself creatively--you will be at home in this course. In English 50H you will explore the genres of nonfiction, fiction, and poetry by reading published essays, short stories, and poems and by writing personal essays, sketches, scenes, and poems. This is an honors course. Students will develop an understanding of the learning tools and resources available to them, including the opportunity to develop relationships with faculty and other students who share their academic interests.
Each section of 83S will require active class participation from all students and a minimum of three substantial written assignments. Each of these written assignments will take one of the following forms: essay, essay exam, or a semester long reading journal. The course fulfills a General Education humanities requirement or a bachelor of arts humanities requirement. Australian and New Zealand cultural and social perspectives, with emphasis on the historical development of intellectual, aesthetic, and humanistic values.
Students are expected to learn fundamental skills of close textual analysis in the context of the study of a variety of works by authors from Australia and New Zealand. Studying a range of novels, poems, plays, and works of non-fiction, students will discuss the development of Australian and New Zealander literatures in historical context and gain understanding of the historical development of societal values in nations other than the U.
The course aspires to relate geography and history to emerging social and cultural developments as the state and status of the two countries changed during the nineteenth and twentieth centuries, and to track their increasing separation from the "Mother Country"; i.
Great Britain as they developed a sense of themselves as different and separate from European societies. The process was neither comfortable nor easy, nor steadily progressive, but the record of it is an often fascinating story of human endeavor and struggle, very frequently against great odds and disappointments, which in turn affected the development of national character if such a thing can be said to exist.
The literatures reflect some of the attitudes and qualities that emerged as the two societies were coming into being and forging their own unique identities.
Formal courses given infrequently to explore, in depth, a comparatively narrow subject which may be topical or of special interest. An examination of English sounds, words, and syntax using traditional, structural, and transformational grammar. In ENGL students will study a wide variety of forms of literature poetry, novel, short story, drama, graphic novels from different time periods and cultures to gain a better understanding of how literature explores human values and issues.
Throughout the course, students might use the texts to ask such questions as: of what value is a play, a novel, a poem, or a short story? Is literature worthwhile for its ability to tell a good story or for its questions that do not lend themselves to easy answers?
Can literature improve our lives, individually and collectively? The course may also take advantage of literary events occurring on campus each semester--such as poetry readings, dramatic performances, even films relating to the course to enrich the experience both of literature and of campus life. Fred Lewis Pattee's career at Penn State marks the beginning of a heyday for the study of American literature.
By the s, prominent American critic Granville Hicks hailed what he dubbed "the great tradition of American literature" as a series of key themes in American writing, including folk traditions, politics, business, labor, social critique, fugitives, and flight. Since Hicks's time, literary scholars have contested the very notion of any "great tradition," because so many different authors have always participated in the American literary scene.
This course examines American literature by looking at the dynamic and varied literary productions that, across time, have comprised the American literary canon, even as it calls into question the notion of whether America ever had a single literary canon, whether historically or in the present day.
Students will learn how access to educational institutions, to writing equipment, and to printed and graphic materials all influenced who might become an author, and who, a reader. They will also learn how changing political and cultural institutions influenced writers' literary production and literary achievements. With text selection at the instructors' discretion, students will study poetry, fiction, non-fiction, oratory, and drama, and they will examine many of the most enduring themes in American literature: religion; moral and ethical ideals; the lure of mobility, especially upward mobility or absence of it ; gender dynamics; enslavement, abolitionism, and emancipation; race and ethnicity; the lure and social complications of the American West; American pragmatism; love and loss; hope and despair.
Students will be asked to take up such questions as the following: Who has had a voice in American literary history? Why are some writers more frequently studied than others? Who determined what should be considered "great" literature inside the academy? In what ways does the study of American literary history uphold American values of freedom and freedom of expression?
Who had access to publication, when, and under what circumstances? How does the publishing marketplace influence readers' choices regarding "great" American literature? How do educational institutions influence readers' choices? The course aims to provide a foundation for further study of American literature by equipping students with an understanding of the American literary past and its complex relationship to American culture and to American educational, political, and marketing institutions.
Instructors might examine one or two key themes in the tradition, or they might ask students to learn about sweeping literary movements across time. Study of the English Bible as a literary and cultural document. The purpose of this course is to acquaint students with the literature of the Bible.
Throughout this course, students will examine the language, thought, images, and structures of the book that has arguably proved the central text of Western literature.
Students will also actively explore the ways in which the Bible has shaped the literature of English-speaking cultures. Students will read substantial portions of the Old and New Testaments, learning to read critically and to interpret the Bible as they would any other literary text. They will also learn about the historical construction of the Bible and contemplate the competing versions of existing Biblical texts.
Students will be asked to complete at least three writing assignments. Cross-listed with: JST The course synthesizes a broad scope of materials from areas such as literature, movies, television, sports, amusement parks, music, media, and advertising. While selected topics for readings, lectures, and discussion vary from class to class, all courses focus on a critical examination of a variety of popular and folk cultures in order to produce an enriched understanding of America, its past, its diverse cultures, its evolving values and traditions, and its inhabitants.
To meet this goal, popular and folk cultures will be examined from a variety of perspectives, including race, gender, and class. AMST may be taken by students pursuing the American Studies major; for them, the course provides preparation for more advanced courses in American folklore, American literature, and American cultural history.
Non-American Studies students may use this course to fulfill the general education requirement GH. Students will receive the US designation for this course, and it meets the Bachelor of Arts degree requirements. Cross-listed with: AMST The Lynd Ward Prize is awarded annually to the best graphic novel, fiction or non-fiction, published in the previous calendar year by a living U.
The course provides background for the history of the graphic novel in the United States, with a focus on Lynd Ward's woodcut novels from the s. Students also study the winning book, attend the award ceremony and public talk from the creator s , and meet with the creator s to discuss their work. This is a one-credit course with limited meetings. This course familiarizes students with the range of professional possibilities offered by the English major. An introduction to the literature that has been written by Pennsylvania authors from the colonial era through the present day.
ENGL Pennsylvania Literature 3 GH;US The purpose of this course is to introduce students to the variety of literature that has been written and published by Pennsylvania authors from the colonial era through the present day. This course explores how the literature written in Pennsylvania relates to historical developments within the Commonwealth, and to literary, cultural, and historical developments across the United States and throughout the world. Toward that end, the course provides a chronological survey of developments in the literature of Pennsylvania through readings from the work of Pennsylvania authors whose work illuminates developments in literary history and exemplifies important aspects of Pennsylvania history and culture.
This course will familiarize students with expressions of love in Western arts and literature. Students will analyze the artistic, philosophical and literary representations of courtship, friendship, homoeroticism, sexuality, marriage, adultery, and familial bonds and explore how the preceding phenomena are inflected by gender roles, race and miscegenation, and class and religious differences. We will also trace the way particular narratives about love have been adapted by different artistic media.
Love is a universal human experience and its study transcends disciplinary boundaries. It is a linchpin of human existence, uniting and enriching nearly any subject worthy of serious study.
This class studies how art, literature, film, and other media can help us to gain a perspective on one of the most horrific events in human history, the Holocaust: the genocidal murder of more than six million men, women, and children mostly Jewish under the Nazi regime during World War II. We will also examine the theoretical questions involved in any attempt to capture what appears to be beyond our comprehension, in terms of moral outrage and the sheer scale, inhumanity, and bureaucratic efficiency.
To this end we will study literary works, such as Primo Levi's Survival in Auschwitz, films such as Steven Spielberg's Schindler's List, Roman Polanski's The Pianist, and Roberto Benigni's Life is Beautiful, as well as photographs, poems, artworks, installations, museum architecture, the design of monuments and other artifacts. We will also examine questions of memorialization Holocaust museums and memorials , national guilt, survivor's guilt, stigmatization, and the ethics of historical representation.
Students will practice close reading Shakespeare's language while also learning how his plays reflect upon the social and theatrical conventions of the historical period in which they were written and performed.
Approaches taken to the plays will vary from class to class, but may include a chronological introduction to the development of Shakespeare's plays, a consideration of a principal Shakespearean theme or themes through a number of plays from across Shakespeare's career, a consideration of Shakespeare's protagonists through a number of plays from across Shakespeare's career, or a consideration of a number of Shakespeare's plays in historical context.
The class will attend to issues such as gender, social class, politics, sexuality, and race, and students will learn how Renaissance perspectives on these issues differed from their own. In order to analyze how Shakespeare's plays continue to be adapted and transformed, the class may also involve the study of modern stage and film performances of Shakespeare. Time allotted for the discussion of each play will vary, but students should expect to read, on average, one play every weeks.
This class will prepare students for advanced courses in early modern literatures as well as other academic courses that engage in the verbal and written analysis of complex written texts.
Since these texts are primarily examples of popular culture-pervasive, selfreplicating, commercialized artifacts of the contemporary scene-they are familiar to the general student outside the classroom. Too often, however, students have not seen such texts subjected to the same kind of critical readings more elite cultural forms e. The purpose of the course is fulfilled if such students come away from it with a sharpened awareness of the role that pupular texts play in their daily lives and the means to discuss and explain their influence-in short, to read their culture more crirically.
This course will provide an introduction to Jewish American literature through a historical survey of the tradition's key texts, figures, and themes. The course will focus on the defining aspects of the literature and on what the literature "thinks" about Jewish American culture and identity.
But rather than assuming a unity to Jewish-American culture, this course will use Jewish literature to seek ways of articulating and representing both the points of cohesion and the points of divergence that characterize Jewish life in America.
The United States has absorbed large numbers of Jewish immigrants hailing from many parts of the world, holding many different ideas about Jewish practice, and affiliating themselves with many different political, social, and cultural traditions. Moreover, Jews have settled and made homes in a wide variety of American communities. This course aims to explore Jewish American culture's marked diversity by offering a literary window onto the major fault-lines running through Jewish American culture: lines demarcated by gender, by political affiliation, by geography, by pre-immigration community by religious practice, by attitude toward world Jewry, by national allegiance, and by minhag or custom , to name just a few.
The class therefore provides an opportunity to consider the constitution, origin, and development of Jewish American's identity and social formations by looking at how that identity and those social formations exist and what they "do" in literature written by and about Jews in America. Materials will consist predominantly of primary texts, including prose fiction and nonfiction, poetry, drama, and film. Course methodology will emphasize the close reading of these texts.
Most obviously, the course will offer students of Jewish literature, world literature, and American literature an opportunity for contextualization. It enables students in Jewish Studies to study the rich literature of American Jews, and it adds to courses covering Jewish American history, religion, and culture. The course offers students in English a valuable, sustained introduction to an important U.
ENGL will constitute a wide ranging study of modernist American literature, and may include novels, short stories, poems, plays, and non-fictional prose, written roughly between the turn of the 19th century and the end of the Second World War. This class will prepare students for advanced courses in modernist literatures as well as other academic courses that engage in the verbal and written analysis of complex written texts. The course may be used as English Major elective credit or as credit towards the English Minor.
Non-English majors may use this course to fulfill a general education, U. ENGL serves as a survey of and introduction to strands of American comedy and satire from its eighteenth- and nineteenth-century roots through its many directions in the twentieth century.
Students will read works from multiple literary genres-poetry, novel, short story, drama, and essay, for instance. The course will help students to understand how both formal and contextual considerations shape American comedy through the centuries. Authors under consideration will vary from class to class, but selected texts will represent many variations of comedy embodied in American literature and present across an evolving media landscape.
ENGL can also be used as a requirement for the English major and minor. English considers literature from diverse backgrounds for example, Latinato, African-American, Asian-American, Native-American, Jewish, Muslim, working-class, lesbian, gay, or women's literature, or any other configuration that expresses an alternative literary heritage to traditionally canonized texts.
Course content will subsequently vary. This course considers the contemporary graphic novel also known as graphic fiction, comics, or sequential narrative as a literary medium that joins image and text. Course texts engage issues such as contemporary identity, alienation, ethnicity, sexuality and history personal, family, and national.
United States. Contact Information Sales: Service: Mon - Fri: a. ET Sat: 9 a. Insurance Plans dropdown button for link header. Resources dropdown button for link header. Right Choice. Service dropdown button for link header. About Us dropdown button for link header. Our Company Contact Us Careers. All rights reserved. Terms of Use Introduction The following terms and conditions apply to colonialpenn. What caregivers can provide: Lots of opportunities for children to see their own written name.
Books with predictable or repeating text to make connecting oral and written words easier. Recognizing the uses of writing What children are doing: Threes and fours are becoming more aware of the ways that writing can be used to communicate. What caregivers can provide: Writing materials accessible to children throughout the day and throughout the room. Create a writing center. Keep it organized and well-stocked.
Recognizing the uses of reading What children are doing: Preschoolers become aware of many different reasons for reading. What caregivers can provide: Different types of books that serve different purposes.
Print-based props for pretend play, block play, and outdoor play. Come out for a fun night of performances! The Homecoming Ice Cream Social is an event all students, alumni, and members of the Penn State community are welcome to attend.
Berkey Creamery ice cream will be served along with music, Alumni Blue Band performances, and a cash-only Homecoming merchandise sale! The Ice Cream Social helps welcome alumni back home for the weekend while boosting Penn State pride leading up to the Homecoming Parade! We are requiring registration for the event. The link can be found below.
Registration is free and we will accept walk-up registrations. At Homecoming, we celebrate our legacy and share our Penn State pride with all those who were, are, and will be a part of the Penn State community.
We would love to be able to showcase student organizations, alumni, community groups, and our VIPS and their role in the Penn State community. Groups can register for the Homecoming parade at this link on the Homecoming website.
The Penn State Homecoming Tailgate Competition is held right before the Homecoming football game and is open to any member of the Penn State Community, including students and alumni. On the day of, judges help score all tailgates and reward winners with spirited prizes. Click below for more information!
The show consists of donated plant material that will be up for sale. Included in the plant material will be native trees, shrubs, mums, succulents, and houseplants. We will also have apple cider, apples, and pumpkins available for purchase.
Please contact Emily Betler at efb psu. Kyle Martin: athertonscd lionambassadors. Also, since it is homecoming weekend and lots of families and children will be here, there will be a kids hour that is designated from 7pm-8pm on Saturday, October 23rd for families with children ages 10 and under. Site designed and maintained by Homecoming Technology Committee.
For site related inquiries, contact techhomecoming psu. This Captain will know the inner workings of their committee, work closely with their Director to be knowledgeable about all operational aspects of their committee, and be able to readily relay information regarding their committee to other ICLs and all Homecoming Captains.
The ICL will oversee recording meeting minutes, sending reminder emails, acting as an intra-committee liaison, and ordering merchandise. They will attend weekly meetings led by the Internal Development Director. This Captain will work with the Involvement Captains to help to coordinate and promote the Involvement Committee. They will also be expected to attend Fiscal Tracking Focus Groups.
The ICL should be very organized, comfortable with appropriate technologies, and confident in their writing abilities. These Captains will work towards increasing Homecoming involvement with the incoming freshmen. These Captains will promote applications for the committee, review the applications, hold meetings and plan events for them. In addition to the work done with FYIC, these Captains will work to produce new material to get organizations and students involved with Homecoming on campus and present this material at involvement fairs and recruiting activities.
These Captains should be outgoing, creative and passionate about spreading the mission of Homecoming. This Captain will help to coordinate and plan Homecoming athletic events. This Captain will also be responsible for coming up with new and innovative ways of getting student, faculty and alumni involved at athletic events. This Captain should also develop creative opportunities for all Penn State athletes to be involved in Homecoming Events.
This Captain should be able to communicate creative ideas to Public Relations for promoting events and be innovative when producing programming and activities in limited space at athletic venues. This Captain should be prepared to work on multiple projects at once, have strong communication skills and be excited about Penn State Athletics.
In addition, this Captain will oversee coordinating the Blue and White Tailgate Competition by creating a series of small, interactive games to help increase Penn State Tailgate involvement in school pride. This Captain should have great organizational skills and be capable of communicating with many contacts at once. You can contact this Captain at tailgatecomp psu. This Captain will be communicating with various university contacts throughout the year to encourage increased involvement of Penn State faculty in our Homecoming celebration.
This Captain will contact specific academic colleges to engage with faculty, present educational material about Homecoming, and provide unique opportunities to participate in our Homecoming celebration.
The Faculty and Commonwealth Outreach Captain will be responsible for assisting in the planning and promotion of the Homecoming Office Competitions and faculty events. In addition, this Captain will seek new opportunities for Homecoming to interact with commonwealth campuses to spread our tradition and instill pride across the entire commonwealth. This Captain will work closely with the Student Outreach Captain when creating and disseminating promotional material.
This Captain will have creative freedom to produce any new programs or initiatives, with the aim to increase the involvement of faculty and commonwealth campuses. This Captain should a creative, organized thinker and have excellent communication skills. This Captain will be communicating with various student organizations throughout the year to incorporate more students in our Homecoming celebration. This Captain will also oversee contacting academic colleges to encourage the promotion of Homecoming to their students.
In addition, this Captain will organize newsletters and releases to inform students of Homecoming events and spotlight different student organizations.
The Student Outreach Captain will work closely with the Faculty and Commonwealth Outreach Captain when creating and disseminating promotional material. This Captain should have superb communication skills, be creative and organized.
These Captains will work with closely with the University Relations Director, Penn State officials, and student organizations to plan events that promote the values of Homecoming such as the Blue and White Game 5k, the annual Day of Service, and the Past to Present Tour. Their primary responsibilities will include planning locations, bus routes, and activities for Day of Service as well as creating timelines, registration plans, and entertainment for the 5k.
These Captains will also be responsible for other events leading up to and throughout Homecoming Week such as working with SPA for the Homecoming Concert, and coordinating food and blood drives across campus. These Captains should be prepared to assume immediate responsibilities, and should be very passionate about the Penn State community, event planning, and logistics.
The Talent Coordinators are responsible for forming relationships with various performance groups for Homecoming events, including but not limited to bands, artists, dance teams, poetry, and comedy acts. These Captains will be in constant communication with performance groups and ensure that they are prepared to perform at events during Homecoming week but also throughout the year. This Captain should be organized, confident communicating with others, and a good planner. The DJ Captains are responsible for coordinating the music played at all Homecoming events.
This includes internal Homecoming events throughout the year, as well as the music played at Homecoming events. These Captains will collaborate with other members of internal Homecoming to secure music at each specific event, and work with the Talent Coordinators and Events Captains to acquire specific tracks for performers.
The Emcee Coordinator Captain will be responsible for acquiring Emcee talent as well as writing scripts throughout the year. This Captain will be conducting Emcee interviews and will work very closely with the Emcees to ensure they are prepared for events and comfortable with their scripts. The Emcee Coordinator will also act as the liaison to other committees throughout the year to assist with performance organization and development.
This Captain should be confident in their script writing abilities and capable of working well with others. As an ICL, this Captain will know the inner workings of the committee, work closely with the Talent Relations Director to be knowledgeable about all operational aspects of their committee, and be able to readily relay information regarding their committee to other ICLs and all Homecoming Captains.
The ICL will record meeting minutes, send reminder emails, act as an intra-committee liaison, facilitate committee bonding, and order merchandise. They will attend biweekly meetings lead by the Internal Development Director. These Captains will work closely with the Emcee Coordinator Captain, in preparing scripts for the Emcees to deliver at these events. These Captains will be working throughout the year to find new and exciting talent, as well as create a timeline and schedule for both events.
These Captains must be organized, well spoken, and confident in their event planning skills. The ICL will be responsible for the organizational aspect of the Technology Committee throughout the year. As an ICL, this Captain will know the inner workings of their committee, work closely with their Director to be knowledgeable about all operational aspects of their committee, and be able to readily relay information regarding their committee to other ICLs and all Homecoming Captains.
The ICL will oversee recording meeting minutes, sending reminder emails, acting as an intra-committee liaison, and maintaining forms on the website. They will attend weekly meetings lead by the Internal Development Director.
The ICL will also serve as the financial management liaison and attend meetings for the respective focus group. They will be responsible for maintaining active development on the Homecoming website. These Captains should be technically-minded, have strong communication skills, and a willingness to learn.
This captain will be responsible for managing elements of the Homecoming website to ensure the reliability of the site. As the Systems Administrator Captain, you will be responsible for performing weekly backups of the website and database, testing and performing updates, and conducting security assessments.
This captain should have a technical mindset, strong communication skills, and a willingness to learn. Experience with Linux or Unix-based systems and information security concepts is useful for this position. This captain will help lead any special project for Homecoming. This captain should have project management skills. This captain is required to have intermediate programming skills — experience with web frameworks such as Django is a plus. Any experience with virtual reality technology is also a plus but not required.
This captain must have effective communication skills. These captains will help develop any special projects for Homecoming. These captains need to have intermediate programming skills. They should be creative and have a background knowledge and experience of web frameworks.
These captains will work on developing a mobile application to meet different requirements for the Homecoming organization. Intermediate programming skills are required, any previous experience building apps is a plus.
These captains must have a general knowledge of developing applications framework and storyboarding. Inter-Committee Liaison 1. This captain will also act as the liaison between Public Relations and Financial Management.
In addition, the Inter Committee Liaison is responsible for writing and managing the Penn State Homecoming Blog along with writing and sending out the monthly newsletter. Applicants should be organized, have strong writing and communication skills, and be team-oriented. Social Media Captain 2. These captains should be interested in ways to broaden the Homecoming appearance in alternative media and should be prepared to work closely with other committees to promote events and share Homecoming news and updates.
Applicants should have a strong background in social media, possess creativity, excellent writing and communication skills, and a strong voice. Media Relations Captains 2. Applicants should have excellent writing, communication, and time management skills. Applicants are encouraged to have a strong background in public relations. Photography Captains 2. The Photography Captains will be in charge of documenting all Homecoming events throughout the year by taking photos.
In addition, they will be responsible for editing and uploading these pictures in a timely manner. These captains will also be responsible for overseeing a the photography and production committee with their fellow production captain.
Applicants should present a portfolio. Graphic Design Captains 3. These captains will also create designs for balloons, flyers, and posters used to promote Homecoming. Applicants should have prior experience using Photoshop, InDesign, Illustrator and have knowledge of graphic design. Majors in graphic design and advertising are encouraged to apply.
Marketing Captain 2. These Captains will work closely with the Public Relations Director and many other positions to create big picture plans. The Marketing Captains will be the main point of contact between the Public Relations committee and the rest of the Homecoming committees to ensure everyone has the information needed to promote all Homecoming events. Applicants should be organized, dedicated, driven, and have marketing experience.
Marketing majors are encouraged to apply.
0コメント