|
A. Motivation: Benefits of Using these Guidelines
1. You will reach students that traditional ministries might
miss.
2. You will have an opportunity to lead students and faculty to
Christ.
3. Classroom Lecturing equips, encourages, motivates and
strengthens Christian students and faculty
with boldness, love
and information.
4. Classroom Lecturing is an excellent seed-sowing strategy.
5. It helps clear up confusion about the validity of the
Christian faith.
6. Potentially, you can expose hundreds to the gospel.
B. Directions: Use of Rusty in Classroom Lecturing
If you plan to use Rusty to lecture in classrooms, please read
this section.
Note that it is important to use the term "Classroom
Lecturing" rather than "Classroom Evangelism." We
do seek to sensitively present Christ in the classes and want to
be completely open with professors about the fact that we talk
about Christian beliefs. However, the term "Classroom
Evangelism" may give outsiders the impression that we are
holding revival services in class (we are not) and scare them
off. The presentations are academically relevant and
appropriately presented. The term "Classroom Lecturing"
helps to convey that concept.
Here is a plan for effectively using Rusty in classrooms.
It would be wise to have a Classroom Coordinator in charge of all
classroom activities.
This plan was developed for lining up large numbers of classes
for many speakers over an entire week. (It has been used
successfully in Classroom Lecture Training weeks involving lots
of Christian leaders at one time.) If Rusty will only be with you
for a short time, you can scale down the magnitude of the effort
in lining up classes. Or, better yet, you may wish to involve
local Christian workers and students (especially those trained in
Classroom Lecture Training) in speaking in classes, too!
Countdown:
|
When to Do |
What to Do
|
|
As soon as you get
this manual |
1.
Pray
a.
Proverbs 21:1 says, "The king's heart is like channels of water in
the hands of the Lord. He turns it where He wishes." God can and will use
even non‑Christian professors to open doors for the gospel. Trust Him to do
the impossible!
b.
Get others to pray: students, Christian workers, volunteers, local
churches, other Christian groups.
c.
In one year in Atlanta, a team of speakers spoke to 3,000
students in 150 classes on six campuses. One of the keys to this
success was the fact that 1,0 people on the Atlanta prayer chain were
praying regularly for the classroom outreach.
d.
We cannot overemphasize the importance of solid prayer support!
1)
Satan will try to interfere.
2)
Before one trip to the University of Texas, a student strike erupted
and make it next to impossible to line up classes.
3)
Before a trip to North Carolina State University, opponents of the
gospel put anti‑Christian stories in the school paper.
4)
At East Texas State University, the administration discouraged
professors from having speakers in their classes.
e.
Battles like these are won on our knees!
|
|
Two Months
|
2.
Prepare to Line Up Classes
a. Train Christian workers (ministry staff) and students to line up
classes.
1)
Try to involve all staff and students in lining up meetings –
including those from other Christian groups. This will increase team unity
with other groups; help impart vision; help increase boldness.
2)
Have a large meeting for vision, motivation and training.
a)
Use "How to Line Up Classroom Meetings" handouts, Classroom
Scheduling Cards and Rusty's secular resume and classroom topic list. Be
discreet with the "How to Line Up Classes" handouts as they contain family
jargon and could cause trouble if they fell into the wrong hands.
b)
Demonstrate how to talk to a professor or lecturer, then have them
practice on each other in one-on-one role-play.
c)
Give resumes and topic lists to students.
d)
Have them contact their own professors and other professors they know
– from previous terms, etc. You may wish to use a speaking engagement form
(a copy of which appears at the end of this section). Have students fill
this out and return it to you. This can help you go after the larger classes
first as well as effectively manage the contacting of professors.
e)
Do not limit yourself to only these professors. Branch out! Get a
catalogue, make lists and go door to door. Seek advice from Christian
faculty and administrators.
f)
Check to avoid contacting profs twice. Note, too, that sometimes one
professor can teach in several departments (English, humanities, philosophy,
etc.). Be sure to "edit" your lists as needed.
g)
Make specific assignments to staff and students and specific times
for them to report back.
h)
Have them keep records of all the professors they contact and turn in
to you for future reference.
i)
Realize that often it is the topic rather than the speaker's
credentials that convince a professor to have us in. However, the fact that
Rusty has traveled widely as a university speaker and that he is a writer is
a definite plus.
j)
Be sure to line up Rusty to speak only on the topics that are
on his current topic list. The Classroom Lecture Course Index, included in
this section, will give you an idea of which lectures go well in which
classes.
k)
In addition to the material in the "How to Line Up Classrooms"
handout, realize that some professors resist out of prejudice. You might
appeal to their concern to present all sides of an issue in an objective
format. You might appeal on the grounds that the university has
traditionally embraced a free exchange of information. Some students have
challenged professors to bring it to the vote of the class (do this only
if the professor resists ‑‑ don't start off with that suggestion).
l)
If a professor wants a speaker, have staff and students fill out a
"Classroom Scheduling Card" and return it to the coordinator. Staff and
students should give professor the coordinator's phone number and tell them
that the coordinator will contact them by a specific date to confirm
speaking engagement. They should tell the professor that, because many
others are also out talking to professors, the engagement must be tentative
until confirmed by the coordinator. However, we will do our best to make it
definite as soon as possible.
|
|
Five Weeks
|
3.
Line up classes.
-
You may want to do this even earlier, at
the end of one term (for the next) or right at the start of the term. You
should usually allow a minimum of five class weeks (i.e., weeks during
which classes are in session) to line up classes. Thus, if Rusty is
scheduled near the start of a term, be sure to begin contacting profs in
the previous term.
-
Remember that the first week of classes
(drop‑add week) and the last week (preparation for finals) are usually
difficult times to catch professors in their offices. If you start late,
it can be difficult to get the classes you need. Go after large, liberal
arts classes (English, philosophy, history, sociology, psychology, etc.).
Often freshman classes and ROTC are good to try.
-
We suggest pairing the staff and students
up and scheduling 2‑3 days to do nothing but line up classes. Do this at
the start of the time given to contracting profs. This will help get
things going right away and let you gauge the receptiveness of the profs
so you can determine how much time you will need to devote to contacting
profs during the remaining weeks. You may want to assign whole academic
departments to different staff and assign them to contact each professor
in the department. On some campuses, professors in a given department have
offices that are scattered throughout different floors or buildings. You
may find it most convenient in these cases to assign floors or office
building to staff (instead of departments).
1.)
Personal visits are usually much more effective than attempts to line
up classes over the phone. In person, the professor can see the warmth and
positive feeling you convey, can look over any letters of recommendation and
topic list, etc. Be sure not to bill Rusty as an "expert" but rather as one
who will relate Christian perspectives on academic issues.
-
Talk to lots of professors.
God has some open hearts out there. Keep
moving through as many departments as you can. In some informal research
in the USA, about 50 percent of the profs we have approached have told us
they would use a Christian speaker if the time and topic were right.
However, Rusty's topics and times might not be the right ones for some of
the professors you contact. Thus, you may need to contact more professors
than you would have anticipated if you had used the 50 percent estimate.
-
Rusty's maximum is three total speaking
engagements per day. Thus, for example, if he is scheduled to speak at a
campus‑wide meeting on a particular day, the maximum would be 2 classes on
that day.
-
He prefers no classes before 9:00 a.m.,
especially when he has spoken the previous night. However, he is willing
to flex. Consult him in advance.
-
Try to have all the classes lined up two
weeks before Rusty comes. Call each professor at this time to confirm all
the details on the "Classroom Scheduling Card." Tell the professor you
will have Rusty call him/her when he gets to town. Thank him/her.
|
4. Special Note on Public Relations
a. Be aware of the potential problem of our opponents
making a big issue of our
classroom lecturing and frightening
professors away. Although in the US the First
Amendment to the Constitution
guarantees the right to do what we are doing,
not all professors realize this. Thus
(as has happened before), the possibility
always exists of a few vocal
opponents intimidating professors and influencing
them to close their doors.
b. For this reason, if you start getting
serious opposition from administrators or
faculty, be sure to meet personally
with them to assure them of the value of our
lecture series. If the heat
continues, it might be best to back down.
c. You know your own situation. The thing we want to guard
against is irate profs on
one campus kicking up a lot of dust,
creating an issue in the media and bringing
national attention to a court case
that would close doors all over your nation.
5. Additional Classroom Preparation
a. Sign up Christian students to observe classes. Every available
seat in every class should have a staff or
Christian student in it to observe.
(Be sure to get the professor’s advance permission for guests.) This
is key for staff and students' vision
and motivation! If the lecture series goes by and your students did
not get to observe classes, you will
have missed a golden opportunity to motivate them.
b. When Rusty arrives, give him the Classroom Scheduling
cards for his classes (keep photocopies for
your records). Provide him with a
campus map and someone to guide him to and from the
appropriate classrooms.
c. During the classes, be sure someone has blank 3 x 5 index
cards (you provide the cards) and will
distribute and collect
them at Rusty's cue.
d. Be sensitive in distributing flyers for the evening
lectures either before or after class. The best
procedure may be to have
Christians in the class pass out the flyers.
6. Follow-up
a. Objectives
1. To provide personal contact with
the professor and interested students after the class so as to be
able to minister to them.
2. To establish positive public relations with the professors and
students.
3. Below is a plan for classroom
follow-up. Note that student follow-up should be channeled through
the Follow-up Coordinator
while you should see that the professors are followed up.
b. Follow-up of Students:
1. There are some slight differences
in following up students from classrooms as opposed to those
from evening
lectures since the classroom lectures are less personal. The Follow-up
Coordinator
has special
instructions regarding how follow-up workers should be sensitive to this. Be
sure the
cards from
the classes are bundled and labeled appropriately as classroom cards (class,
day, time,
professor,
speaker, attendance, etc.) so the Follow-up Coordinator will know how to process
them.
c. How to Follow up the Professor
1. See that s/he is sent a letter of thanks within a week.
2. Have someone go by to speak with the professor to discuss the
presentation and thank him/her
again.
You might:
a. Ask his/her advice on how to improve the lecture.
b. Show
him/her the comment cards. We suggest you photocopy the cards with names and
black
out the names) Show him/her both the positive and negative comments. It
will help him/her to
see how positive most of the comments (usually) are and s/he will
appreciate your honesty in
showing the negative comments. (You may need to photocopy all the cards so the
Follow-up
Coordinator can receive them as soon as
possible.)
c. Don’t
leave the cards or copies of them with the professor, lest a student from the
class see
them, not
realize that the names have been obscured, and feel violated.
d. If she/he
is warm, ask about having someone speak in other classes of his or hers in the
same
class next term.
e. Often this
follow-up interaction can be extremely profitable. One professor had some
misgivings
after the class but, when these were cleared up on a follow-up appointment, she
opened her
classes each semester
to a Christian speaker!
f. If there is an opportunity, share the gospel with him/her.
g. If s/he is especially warm, you might ask him to write a
letter of recommendation. You might say:
1) "Dr. , I wondered if I might ask a favor. As we talk to other professors, it
often helps if they
can see that what we are doing has been well received elsewhere. In light of
this, I wondered
if you might be willing to write a brief letter of recommendation?" If s/he
agrees, you can say,
"Perhaps, if you feel it appropriate, a suitable format would be a letter of
thanks from you to
Rusty ... Departmental letterhead and your
title would help it to communicate."
2) Be sure to send the letter to Rusty. Make copies for future use on your
campus before you
send it. If the professor sends it directly to Rusty, tell Rusty if you want a
copy, and he will get
one to you.
* * *
Note: The “Classroom Request Form” can
help you decide the best classes to seek. You can use it to
gather
valuable information from Christian students and then
refine your approach to seek the larger or more strategic classes
first.
Rusty Wright Classroom Speaking Request Form
Rusty Wright, an international lecturer and author who has spoken
on six continents, will be here speaking at special lectures and
in several classrooms during the week of
In each classroom, Rusty will speak 35 minutes with a 15-minute
question-and-answer period. The types of classes that would be
most appropriate to his lectures are sociology, psychology,
history, English, philosophy, literature and religion..
Perhaps you are enrolled in a course in which you would like
Rusty to speak. Maybe you would like him to speak in a course you
have taken in the past or in another course with which you are
familiar. If so, please complete the form below and give it to
the Classroom Coordinator. A tentative schedule will be
determined before asking permission from your professor. Do not
contact the professor until the Coordinator gives you the
go-ahead.
1. Your Name:
2. Phone number:
3. University:
4. Name of Course:
5. Academic Division:
6. Course Number:
7. Room Number:
8. Name of Professor:
9. Time and Days of Week Course Meets:
10. Length of each class period.:
11. Number of Students in Class:
12. Does the professor know you are a Christian?
13. How many other Christians do you know in the class?
14. What position, if any, has the professor indicated in
relation to Christianity?
15. Any other helpful comments:
Classroom Lecture-Course Index
by Rusty Wright
Several Campus Crusade staff have asked that I prepare a
lecture-course index to give them an idea of which of my lectures
are best suited for which types of courses. The purpose would be
to give staff and students a better idea of how to approach
professors. The following is a suggested list of possible
combinations. Please do not feel limited by this, but feel free
to use your own imagination and trust God to show the professors
how various subjects will relate to their courses. This list is
not intended to be shown to professors because: 1) It contains
family jargon, and 2) 1 do not want professors to feel limited in
their choice of topics. (Once a psychology professor had me speak
on the N. T. Documents; another time a French professor wanted to
hear about the Resurrection!)
I. Humanities
|
English |
The Uniqueness of the Bible
Are the New Testament Documents Reliable?
Was Jesus God?
(Note: A possible approach with the professor might be:
Christianity has obviously had a great impact on American
literature [or European literature, Western Civilization,
American History, etc.]. This topic (or other evidence talks)
deals with the issue of its credibility.)
The Resurrection of Jesus Christ—Fact or Fiction?
Old Testament Prophecy Fulfilled in the New Testament
The Difference Between Christianity and Religion
A Christian Perspective on Love, Sex and Marriage
A Biblical View of Human Nature
Basic Misconceptions of Christianity
|
| Journalism, Speech, and Drama |
Persuasive Speech
Nearly all of Rusty’s topics. (Some journalism
professors have had speakers present a lecture then had students
write an article on the presentation. Speech professors have had
Christians present speeches, and then had the students evaluate
the speech.) |
| Philosophy |
The Uniqueness of the Bible
Are the N. T. Documents Reliable?
Was Jesus God?
The Resurrection
Old Testament Prophecy
The Theology of the Born Again Movement
The Difference between Christianity & Religion
A Christian Perspective on Racism
A Biblical Perspective on Love, Sex and Marriage
A Biblical View of Human Nature
Above Beyond Freedom and Dignity
Atheism – A Realistic Option?
Basic Misconceptions of Christianity
Is There Life After Death?
Miracles and Science |
| Religion |
Virtually any topic on my topic list could relate to
some type of religion course. |
II. Social Sciences
|
Anthropology |
Anthropology The Uniqueness of the Bible
Are the N. T. Documents Reliable?
Was Jesus God?
The Resurrection
Old Testament Prophecy
The Difference between Christianity and Religion
A Christian Perspective on Racism
The Born Again Movement as a Modern Phenomenon
A Biblical Perspective on Love, Sex and Marriage
A Biblical View of Human Nature
Above Beyond Freedom and Dignity
Atheism: A Realistic Option?
Basic Misconceptions of Christianity
Is There Life After Death?
Miracles and Science |
| History |
The Uniqueness of the Bible
Are the N. T. Documents Reliable?
Was Jesus God?
The Resurrection
Old Testament Prophecy
The Difference between Christianity and Religion
A Christian Perspective on Racism
The Born Again Movement as a Modern Phenomenon
The Psychological Influence of Poverty on the Individual
A Biblical View of Human Nature
Above Beyond Freedom and Dignity
Atheism: A Realistic Option?
Basic Misconceptions of Christianity |
| Political Science |
A Christian Perspective on
Racism
The Born Again Movement as a Modern Phenomenon
The Psychological Influence of Poverty
A Biblical View of Human Nature
Above Beyond Freedom and Dignity
Basic Misconceptions of Christianity
The Resurrection |
| Psychology & Education |
Are the N. T. Documents Reliable?
Was Jesus God?
The Resurrection (To show that our faith has a valid object and
Christianity is not a psychological crutch)
The Difference between Christianity and Religion
A Christian Perspective on Racism
The Born Again Movement as a Modern Phenomenon
The Psychological Influence of Poverty
A Biblical Perspective on Love, Sex and Marriage
A Biblical View of Human Nature
A Biblical Therapy for Anxiety
Above Beyond Freedom and Dignity
Atheism: A Realistic Option?
Basic Misconceptions of Christianity
Is There Life After Death?
Miracles and Science |
| Sociology |
The Uniqueness of the Bible
Are the N. T. Documents Reliable
Was Jesus God?
The Resurrection (Talks on evidence deal with the factual basis
of the Christian movement, Jesus movement, etc.)
Theology of the Born Again Movement
The Difference between Christianity and Religion
A Christian Perspective on Racism
The Born Again Movement as a Modern Phenomenon
The Psychological Influence on Poverty
A Biblical Perspective on Love, Sex and Marriage
A Biblical View of Human Nature
Above Beyond Freedom and Dignity
Basic Misconceptions of Christianity
|
III. Physical Sciences, Mathematics, Engineering
| Science |
The Resurrection
Was Jesus God?
A Biblical Perspective on Love, Sex and Marriage (especially for
Biology classes)
Above Beyond Freedom and Dignity
A Biblical View of Human Nature
Atheism: A Realistic Option?
Basic Misconceptions of Christianity
Miracles and Science |
| Mathematics |
Old Testament Prophecies (The probability of Jesus
fulfilling the Messianic Prophecies) |
| Engineering |
The Resurrection
The Psychological Influences of Poverty
Above Beyond Freedom and Dignity
Miracles and Science
Characteristics of a Leader |
IV. Business (Including Economics, Management)
| Business |
A Christian Perspective on Racism
The Psychological Influence of Poverty
A Biblical View of Human Nature
Above Beyond Freedom and Dignity
Characteristics of a Leader |
V. Miscellaneous
| Health |
A Christian Perspective on Racism
Physical Education The Psychological Influences of Poverty
and Recreation A Biblical Perspective on Love, Sex and Marriage
(Dealing with mental health) A Biblical Therapy for Anxiety
|
| Home Economics |
Same as Above |
| Medicine, Nursing, Pharmacy, Dentistry, etc. |
The Resurrection
A Christian Perspective on Racism
The Psychological Influences of Poverty
A Biblical Perspective on Love, Sex and Marriage
A Biblical View of Human Nature
A Biblical Therapy for Anxiety
Above Beyond Freedom and Dignity
Basic Misconceptions of Christianity
Is There Life After Death?
Miracles and Science
Characteristics of a Leader |
| Law |
The Uniqueness of the Bible
Are the N. T. Documents Reliable?
Was Jesus God?
The Resurrection
The Difference between Christianity and Religion
A Christian Perspective on Racism
The Psychological Influence on Poverty
A Biblical View of Human Nature
Basic Misconceptions of Christianity
Characteristics of a Leader
Persuasive Speech |
| Military Science (ROTC) |
A Christian Perspective on Racism
The Psychological Influence of Poverty
A Biblical View of Love, Sex and Marriage
A Biblical View of Human Nature
A Biblical Therapy for Anxiety
Above Beyond Freedom and Dignity
Is There Life After Death?
Miracles and Science
Characteristics of a Leader
Persuasive Speech |
How To Line Up Classroom Meetings
I. Objectives
A. To attract students and faculty to Christ through speaking in
classrooms
B. To present biblical perspectives of academic subjects in the
university classroom.
C. To build Christian faculty and students and equip them to
effectively represent Christ and biblical
positions in the academic community.
D. To help fulfill the Great Commission.
II. How to Line Up the Meetings
A. Pray
1. Pray for God to open the
professor's heart. "The king's heart is like channels of water in the hand
of the Lord;
He turns it wherever He wishes" (Proverbs 21:1).
2. Pray for boldness. "Have I not
commanded you? Be strong and courageous! Do not tremble or be
dismayed, for the Lord your
God is with you wherever you go" (Joshua 1:9).
3. Get others praying. "The effective prayer of a righteous
man can accomplish much" (James 5:16).
B. Drop in to see the professor (often most successful approach).
1. Secure lists of professors and
their offices and drop in to speak with those you find in. Professors
are used to students
waiting in the halls to see them, so you won't look out of place.
2. Consult course schedules,
catalogues, and lists on departmental bulletin boards and from
department
offices for names and
offices of professors.
3. Often department secretaries will
give you a list of professors to contact about a "classroom lecture
series."
4. Go first to professors who teach
courses most related to our topics, but don't limit yourself to them.
Sometimes professors
pick topics they want to hear, even if they don't relate to their courses.
C. Possibly make an appointment to meet with the professor.
1. This works best for hard-to-reach
professors. Students contacting their own professors can use
this too. Don't
limit yourself to this approach however, since the drop-in method usually
results in
more
contacts.
2. Here is what you might say over the phone:
"Dr. ___________ This is _____________. I am in your _____
class (if applicable). I am active with a student Christian
movement called _________ and am meeting with a number of
professors this week to explain what we're doing and to discuss a
short program that we're making available to different classes. I
wondered if I could meet with you for 15-20 minutes today or
tomorrow to talk about this."
3. If you make an appointment, be on time!
D. What to say when meeting with the professor.
1. Be courteous and respectful.
2. Establish rapport, asking questions about his/her field,
background, etc.
3. You might say this:
"Professor (name), as I mentioned, I am active with (name of
organization). Let me tell you about our movement."
(Briefly, in about a minute, explain about your movement.)
"I became involved as a freshman and . . ." (if
possible, take about a minute to tactfully share your personal
story).
"Let me describe the program I am speaking of. One thing
we've been doing recently in lecturing in classrooms or subjects
that relate to the course material and the Christian faith. We've
found that quite often students and professors are interested in
hearing a biblical view of an academic subject. This letter gives
an example of how we've been received." (Show letter of
recommendation and mention other local professors who let you
speak.)
"We don't offer a religious meeting (no hymn books or
collections!) but simply present Christian perspectives of
various issues. Here at (campus) we have several speakers and I
wanted to show you this list of their topics and ask if you felt
your students would be interested in hearing some of them."
(As s/he reads topics) "We usually speak for 30-35 minutes
and open for questions. I thought that ________ or ___________
might be appropriate topics for your courses. Does this sound
like something you would be interested in?"
Note: Suggest a couple of topics but let him choose. Sometimes
professors let us in for the most unusual reasons!)
4. Further considerations.
a. The biggest selling points seem to be friendliness,
interesting topics, and letters of recommendation.
b. Have resumes available but don't
worry if speakers lack extensive academic credentials. Often our
best credential is experience
in working with students. Play the cards you have.
E. How to deal with questions the professor might have.
1. Less time: Stress the very real
difficulty of developing a topic significantly and at the same time
include a
question and answer time. “I would very much like to have one of these
speakers in the
class, but
they have indicated
that they need a minimum of 30 minutes to do an adequate job.”
2. Church-state argument.
a. Does not apply at a private or religious institution.
b. Explain
that the speaker will not be conducting a worship service but rather giving
students the
opportunity to consider an academic viewpoint to which they might not otherwise
have been
exposed.
c. One
possible response is, "If I open my class to you, I will have to open it to
every group." This
would be true if we were "taking over" the class rather than "relating" to it.
We're offering a
speaker who could relate directly to some aspect of the course content on
which there are a
variety of viewpoints. We want to help the professor accomplish his
objectives! “Every
professor has to be selective about the course material they present and
cannot cover all
aspects of a course in one term. We are simply offering guest lectures
which many other
professors have found useful and asking if you feel this might help you
accomplish your course
objectives.”
3. Do the speakers represent a particular denomination?
a. Explain
that the lecture program is non-denominational in nature and does not represent
any
particular church group.
4. Has the program been approved?
a. If
applicable, mention administrators, faculty, student leaders, groups, etc. who
approve of or
have endorsed
the program.
5. Can the speaker alter the
presentation of his topic to give it a slant that would incorporate the
material we are presently
studying?
a. Don't commit a speaker to this without consulting him first.
III. How to Schedule the Meetings
A. If the professor agrees to have a speaker, secure the
following information and log it on a “Classroom
Scheduling Card.”
1. Class day, time, course subject, lecture topic, starting and
ending time of class.
2. Professor's name, phone number (home and office) for
reconfirmation.
3. Classroom location (building and room number).
4. Special instructions or comments (i.e., full or partial class
period, etc.)
5. Ask if we can bring a few guests to sit in and observe.
Determine how many.
6. Explain our use of comment cards.
"Usually we bring along some 3 x 5 index cards to ask the
students to evaluate our lecture. Often we find that some would
like to know more about the spiritual issues discussed so we ask
them to leave their name and number if they want additional
information."
Don't approach this by asking him/her to do a special favor and
let us use cards; this may raise doubts. Simply tell him/her,
"It's our custom and we wanted to make sure it sounds
okay." S/he will tell you if he objects; few do.
7. Ask how many students are in his class, so we know how many
cards to bring.
B. Set up an appointment for the speaker to meet briefly with
the professor before the class period. (If
possible, schedule this meeting at least a few
hours before the class, if not the day before.)
C. Ask the professor if s/he would like speakers for his/her
other classes and, if possible, schedule them,
too.
D. Inform the speaker of the details. Plan to go with him to
the pre-class- room appointment and to the
classroom meetings. (Note: if
speaking is in conjunction with a "Christian Awareness Week" or other
large program, give this information to the
coordinator rather than the speaker.)
Classroom Scheduling Card
Please Print in Ink:
Day: _____ Class Time (From/To): _____/_____ Class Bldg. &
Room: _____________
Course Title: ______________________________ Academic Dept:
________________
Arranged by: ______________________________ Telephone:
____________________
Prof. Name and Title: ________________________ Office Location:
_______________
Prof. Office Phone: _______________________ Home Phone:
____________________
Prof. Office Hours: ________________ Lecture Topic Chosen:
___________________
Guests OK? ____ How Many? _____ Cards Explained? ____ # Students
in Class _____
Special Instructions: |
Classroom Scheduling Card
Please Print in Ink:
Day: _____ Class Time (From/To): _____/_____ Class Bldg. &
Room: _____________
Course Title: ______________________________ Academic Dept:
________________
Arranged by: ______________________________ Telephone:
____________________
Prof. Name and Title: ________________________ Office Location:
_______________
Prof. Office Phone: _______________________ Home Phone:
____________________
Prof. Office Hours: ________________ Lecture Topic Chosen:
___________________
Guests OK? ____ How Many? _____ Cards Explained? ____ # Students
in Class _____
Special Instructions: |
Classroom Scheduling Card
Please Print in Ink:
Day: _____ Class Time (From/To): _____/_____ Class Bldg. &
Room: _____________
Course Title: ______________________________ Academic Dept:
________________
Arranged by: ______________________________ Telephone:
____________________
Prof. Name and Title: ________________________ Office Location:
_______________
Prof. Office Phone: _______________________ Home Phone:
____________________
Prof. Office Hours: ________________ Lecture Topic Chosen:
___________________
Guests OK? ____ How Many? _____ Cards Explained? ____ # Students
in Class _____
Special Instructions: |
Classroom Scheduling Card
Please Print in Ink:
Day: _____ Class Time (From/To): _____/_____ Class Bldg. &
Room: _____________
Course Title: ______________________________ Academic Dept:
________________
Arranged by: ______________________________ Telephone:
____________________
Prof. Name and Title: ________________________ Office Location:
_______________
Prof. Office Phone: _______________________ Home Phone:
____________________
Prof. Office Hours: ________________ Lecture Topic Chosen:
___________________
Guests OK? ____ How Many? _____ Cards Explained? ____ # Students
in Class _____
Special Instructions: |
Some Classroom Comments from Students
"I think that the topic is very interesting and your
knowledge of it is very good. You are a very positive speaker.
The speech will provide a great deal of food for thought. It was
well presented."
"I enjoyed the lecture even though I can't agree with some
of the beliefs. I appreciate the way the information was
presented without pushing...."
"Different strokes for different folks."
"Well presented and documented...."
"I enjoyed your comments, although I am not clear in my mind
at this time exactly what my religious belief is. However, I am
definitely headed to the library today to find out exactly who
this man of Nazareth really is. So many people have told me what
they think – I want to establish what I think."
"Speech was excellent ... enjoyed points – well proven.
I am the one who asked all the questions – I am the Jewish
cynic ... appreciate your openness."
"I feel that the lecture was helpful in my academic learning
as well as my personal life. It was an educational way to bring
Christianity in a classroom. I appreciate the approach."
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