The Business Italian Style project, in collaboration with the Inserra Chair at Montclair State University, presented a group of undergraduate students in Italian with a unique opportunity to explore the world of design and the role of Made in Italy in New York.

1. An Interdisciplinary
Student-Centered Learning Project
Enza Antenos and Teresa Fiore (Italian Program, Department of Spanish and Italian)

2. Fall semester 2014 project: Published article on university main webpage (February 2015)

3. Why study Italian? Why in NY/NJ?
Italy: G8 country and economic
leader
New York: most Italian city
outside of Italy
New Jersey: very Italian state

4. 1. Teaching towards professional application of BA: Classroom
experience + professional world via the Made in Italy
(third most known brand worldwide, after Coca-Cola and Visa)
“For me Made in Italy stands for quality, creativity, artisanship,
style and innovation” (student Pederiali)
1. Promotion of the study of Italian language and culture at MSU
via project spearheaded/supported by Inserra Chair in Italian
and Italian Studies, created in 2010 to broaden the vision and
scope of the Italian Program.
Goals

5. Genesis Initial idea: Asking professionals about
role of Italian language and culture in their
work
Maurita Cardone, deputy editor of La Voce
di New York (online newspaper for Italian
and Italian-American news and culture),
acted as liaison with Made in Italy in NY-
NJ.
Concrete idea: Preparing, conducting,
producing and editing interviews with
prominent Italian entrepreneurs and
creators in the design, fashion, art and
food worlds.

6. Hands-on learning?!

7. Implementation of idea: Containers
1. Business Italian class (Antenos) : 18 students (FA14) in contact with La Voce via Cardone.
2. Coop Ed (Fiore): Student majoring in TV production and minoring in Italian supervised by
Giuseppe Malpasso, a filmmaker from Art Motion Picture (NJ) for the shooting + recent graduate
from the School of Communication and Media.

8. This course is designed to develop students' communicative skills and prepare them to work in the Italian
business world. It will also introduce them to numerous Italian entities and Italian-American companies in the tri-
state area.
Cecilia Alemani,
Director High Line Art

9. Perceptions of Skills

10. Working alone, many students remain in the dark. Learning Communities are high impact activities

11. Methodology Eighteen students, both Italian majors or minors, at
various points (and proficiency levels) of their
academic career
Students were divided into groups according to,
interest (surveyed in advance), proficiency level
(distributed to balance skills of members) and
gender. Each student selected a role in their group,
with distinct responsibilities.
Materials developed to meet goals of 5Cs:
Communication, Cultures, Comparisons,
Connections, and Communities
The three phases learning process was applied:
pre-interview prep; while interviewing negotiation of
meaning; post-interview interpretation and
production. The culmination was the writing of article
and creation of video.Tiziano Zorzan, Fashion Designer

12. Learning
Community
Learning community: two professors and journalist (different work pace and
dynamics, similar objectives, shared interests).
“Working on
shared projects
can enrich
students’
experiences and
open them to
more critical
ways of thinking
and more
creative forms of
problem-
solving”
(Blessinger)

13. “Learning to work as part of a team was as important to the students, as having the opportunity to interact with
professionals” (Fiore/Antenos)

14. SampleActivities Market Research in the sector
Italy’s role
Italy’s presence in the U.S.
Job opportunities
Preparation of Infographic
Research on Specific Companies
Italian History
International Presence
American Presence
Social Media Presence
Corporate headquarters (for planning a
business trip)

15. Eight business people and creators active in various Italocentric sectors in NY-
NJ:
Design
Gaetano Pesce (Designer and Architect)
Federico Materazzi (Executive VP, Americas Poltrona Frau Group)
Art
Cecilia Alemani (Director, High Line Art)
Laura Mattioli, (Founder, CIMA, Center for Italian Modern Art)
Fashion
Alberto Milani (CEO, Buccellati Americas)
Tiziano Zorzan (Fashion designer)
Food
Melissa M. Daka (Chef and Owner of the Sicilian restaurant Eolo)
Sabbia Auriti (COO, The N Beverage Group and Gruppo Fooding)
Sectors&Personalities

16. Interview questions, storyboards, and article drafts were shared on a private Wordpress
blog. Community extended beyond immediate group.
Melissa Daka,
Eolo restaurant,
NYC

17. OutcomesFour subtitled video interviews
and related articles in Italian and
English published in the daily La
Voce di New York: over 40,000
views.
Pedagogical importance of final
projects with a real impact
1. Students connect university
and real world
2. Immediacy of delivery mode
and wide online dissemination
Visibility to Italian businesses now
aware of university activities
Alberto Milani (CEO, Buccellati Jewelry,
Madison Ave.)

19. “I entered this project with only the knowledge of the Italian language. I didn’t know anything about Italian or
American business, interviewing, film editing or journalism. I feel like this project and class has allowed me to get
my foot in the door,” says Agresta. “I don’t know where it will lead me in the future, but I feel that it’s definitely a
start of something big.”
Students at CIMA, Center for Italian Modern Art, NYC

20. Relevanceoncampus 1. Strategic goals at MSU
A. An innovative real-world learning experience through co-curricular
activities
B. Dynamic approach to learning a language in the region via off campus
partnerships and new modes of instruction
2. Promotion in and outside the program (strong magnet for students
from different disciplines).
Federico Materazzi
Poltrona Frau, Soho

21. Futuresteps
New Coop Eds
(internships): Food
distributor in NJ and
restaurant
Presentations
Italian Trade
Commission (Italian
Consulate branch)
June 2: Italian
Republic Day
St. Peter’s Prep
School, Jersey City

22. Bring your
comments,
ideas,
feedback to
the table!