2014-2015 Public Service Course Catalog Introduction
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2014-2015 Public Service Course Catalog Introduction Recognizing that active civic engagement builds strong, healthy communities and responsible citizens, Tulane University’s Center for Public Service merges academic inquiry with sustained civic engagement. The Center is a forum for students, faculty, and community partners to work together to address urgent and long-term social challenges and opportunities. Our approach to learning prepares Tulane University students to participate more fully in today's complex society in intellectually rigorous ways. The Center for Public Service supports a university curriculum and research agenda by uniting academics and action, classroom and communities, and helping students, faculty, and community partners to transform civic life. The Center for Public Service administers the public service requirement of the undergraduate core curriculum. The guiding principle of the Center includes the belief that public service, rooted in an academic context, contributes to the development of student civic engagement. The undergraduate public service graduation requirement is grounded in a sustained sequence of learning articulated by the Center's mission. Instituting a cumulative and reflective graduation requirement makes explicit the ideal that education uniting public service and scholarship can be a transformative experience. To complete the Public Service graduation requirements, students must: Successfully complete one service learning course at the 1000-, 2000-, or 3000-level before their fifth semester on campus. No sooner than their sophomore year, and once the first tier is completed, participate in one of the following Center for Public Service-approved programs (at the 3000-level or above): o Service learning course o Academic service learning internship o Faculty-sponsored public service research project o Public service honors thesis project o Public service-based international study abroad program o Capstone experience with public service component Updated July 24, 2016 Page 1 Service-Learning Course Listing On average, Tulane University offers 150 courses each semester that fulfill the graduation requirement. This listing represents service-learning courses offered since 2007. As service placements, faculty, and courses change from semester to semester, this catalog provides students a historical listing of service components for past service-learning courses. It does not ensure that the course will be designated with service learning each semester it is offered, nor does it ensure that the service placement will be the same. It is intended to provide students insight about possible service placements. Courses are divided by school and listed alphabetically by department. The page number indicated refers to the page containing more detailed course information within that department, and may be selected to jump to that section. School of Architecture Course Number Course Title Instructor APFC 4320 APFC 6400 APFC 6860 DSGN 2100 DSGN 4100/4200 PRST 6720 RBST 3010 RBST 3400/6400 UrbanBuild Global Architectural Brigades Guardians of the Flame Design Studio Advanced Studio Elective Preservation Technology The City I Design Urbanism Byron Mouton Emilie Taylor Scott Ruff Various Various Heather Knight Carol Reese Grover Mouton A.B. Freeman School of Business Course Number Course Title Instructor FINE 4890 LGST 3890 MCOM 3010 MCOM 3100 MGMT 4160 MGMT 4180 TIDB 1010 TIDE 1010 Cases in Financial Management Legal/Ethical/Regulatory Business Management Communication Social Media Leadership Management of Technology and Innovation More Than Business Business Leadership Robin Desman Sanda Groome Kelly Grant/ Ashley Nelson Ashley Nelson Christopher McCusker Michael Wilson Various Various School of Liberal Arts African and African Diaspora Studies Course Number Course Title ADST 1550 New Orleans Hip Hop I Hip Hop, HIV/AIDS, and African & African Diaspora ADST 3300 Studies ADST 4180 African Cinema ADST 4830 Black Women’s Health in the Age of Hip Hop & Updated July 24, 2016 Instructor Nghana Lewis Nghana Lewis Frank Ukadike Nghana Lewis Page 2 ADST 4840 ADST 6050 ADST 6090 HIV/AIDS Performance & African & African Diaspora Studies From Sojourner to Sister Souljah: Social Movement and Black Feminist Thought in America Criminal Justice and ADST Nghana Lewis Nghana Lewis Nghana Lewis American Studies Course Number Course Title AMST 5010 Interview as Cultural Conversation Instructor Nicholas Spitzer Anthropology Course Number ANTH 3096/6096 ANTH 3520 ANTH 3770 ANTH 4950/4960 Course Title Interview as Cultural Conversation Diaspora Yoruba Global Vietnam Carson Mounds Archaeology Field School Instructor Nicholas Spitzer Olanike-Ola Orie Allison Truitt Jayur Mehta Art Course Number ARHS 3170 ARHS 3190 ARHS 4560 ARHS 6070 ARST 2380 ARST 3020 ARST 3020 ARST 3650 Course Title Greek Art & Archaeology Pompeii: Life in a Roman Town Art History Internship Artist as a Global Traveler Printmaking: Screen Print Sequential Art and Visual Narrative Sign Painting and Typography Mural Painting/Drawing Instructor Jane Carter Susann S. Lusnia Thomasine Bartlett Florencia Bazzano-Nelson Teresa Cole Aaron Collier Adam Mysock Adam Mysock, Ronna Harris Asian Studies Course Number ASTC 1010 ASTC 1020 ASTC 3050 Course Title Beginning Chinese I Beginning Chinese II Advanced Chinese I Instructor Chiung Tsai Chiung Tsai Huimin Xie Classics Course Number CLAS 3090 CLAS 3170 CLAS 3190 CLAS 3810 Course Title Law and Society in Ancient Rome Greek Art & Archaeology Pompeii: Life in a Roman Town Families in Ancient Greece and Rome Instructor Dennis Kehoe Jane Carter Susann S. Lusnia Lisa George Communication Course Number COMM 1000 COMM 2500 COMM 2700 COMM 2810 COMM 3140 Course Title Communication Studies Film and Society Visual Communication Media and Criminal Justice Cross-Cultural Communication Instructor Vicki Mayer Betsy Weiss Mary Blue Betsy Weiss Vicki Mayer Updated July 24, 2016 Page 3 COMM 3160 COMM 3260 COMM 3280 COMM 3650 COMM 3810 COMM 3811 COMM 3820 COMM 3824 COMM 4180 COMM 4770 COMM 4810 COMM 4820/4821 COMM 4820/6820 Economics Course Number ECON 3320 ECON 3330 English Course Number ENLS 3010 ENLS 3620 ENLS 3620 ENLS 3650 ENLS 4030 ENLS 4060 ENLS 4850 ENLS 4860 ENLS 4860 Technology Analysis Media Analysis Media Histories Feminist Documentation and New Media Global Communication and Policy Digital Media Production for Non-Profits Digital Storytelling Communication & Leadership Groups & Organizations African Cinema Theories of Consumption and Production The Interview: Cultural Conversation as Cultural Conservation Vicki Mayer Vicki Mayer Vicki Mayer Betsy Weiss Vivian Norris Mary Blue Mary Blue Media Literacy/ Media Education Beretta Smith-Shomade Creative Labor Vicki Mayer Course Title Urban Economics Environment and Natural Resources Instructor Keith Finlay Jason Pearcy / Jay Shimshack Course Title Archives and Outreach Place-Based Storytelling in New Orleans Workshop in Creative Writing: Journalism Aristotle in New Orleans Literary New Orleans The Teaching of Writing Makers and Motivations: Culture & Organizing in New Orleans Building Community through the Arts Food and Culture Instructor Michael Kuczynski Luisa Dantas Michael Luke Ryan McBride T.R. Johnson T.R. Johnson Bart Reilly Frank Ukadike Vicki Mayer Nicholas Spitzer Catherine Michna Barbara Haley Supriya Nair Environmental Studies Course Number Course Title EVST 1010 Introduction to Environmental Studies EVST 4010 Environmental and Social Justice in New Orleans Instructor Jayur Mehta Christopher Oliver French and Italian Course Number FREN 1010 FREN 1020 FREN 2030 FREN 3150 Instructor Various Various Various Various Course Title Elementary French I Elementary French II Intermediate French Advanced French Grammar & Composition Updated July 24, 2016 Page 4 FREN 3170 FREN 3891 FREN 4050 FREN 4110 FREN 4160 ITAL 3250 ITAL 4560/4570 French Media and Oral Performance Racial Injustice and Multicultural CommunityBuilding in post-2005 Paris and New Orleans Teaching French Field Research on French in Louisiana Translation Theory and Practice Italian Language and Culture Italian Internship Toby Wikstrom Teresa Villa-Ignacio Alexandra Reuber Thomas Klingler Annette Sojic Michael Syrimis Michael Syrimis Gender & Sexuality Studies Course Number Course Title GESS 2900 Introduction to Gender and Sexuality Studies GESS 4500 Music Culture and Gender GESS 3500 Identity, Difference, and Inequality GESS 4930 Black Feminist Thought Instructor Various Susann Tucker Various Jennifer Lightweis-Goff Germanic & Slavic Studies Course Number Course Title GERM 2030 Intermediate German I GERM 3050 Advanced Grammar and Composition Instructor Various Various History Course Number HISA 3190 HISB 4970 HISB 6970 HISE 2170 HISE 2330 HISE 3311 HISE 4350 HISU 2610/6610 HISU 2620 HISU 3690 Instructor Susann S. Lusnia Elisabeth McMahon Elisabeth McMahon George Bernstein George Bernstein Linda Pollock George Bernstein Randy Sparks Randy Sparks Laura Adderley HISU 3700 HISU 3913 HISU 3940 HISU 3940 HISU 3990 HISU 6560 HISU 6930 HISU 6932 Course Title Pompeii: Life in a Roman Town Archiving Africa Gulf South in Africa 19th Century Europe Modern Britain History of Gardens, Parks, and Green Spaces Britain in Decline? The Old South The New South, 1865-Present African American History to 1865 African American History from Emancipation to Present History of Reproductive Health U.S. Immigration History Living History New Orleans Slavery & Local Public History Rise and Fall of the Plantation South U.S. Migration and Labor New Orleans Hidden History International Development Course Number Course Title IDEV 1010 Introduction to Development IDEV 3200 Approaches to Sustainable Development Updated July 24, 2016 Laura Adderley Karissa Haugeberg Jana Lipman Laura Kelley Laura Adderley Randy Sparks Jana Lipman Laura Kelley Instructor Anna Monhartova Anna Monhartova Page 5 IDEV 3300/4950 IDEV 4900 Jewish Studies Course Number JWST 1250 JWST 2200 JWST 3210 JWST 4420 JWST 4810 Social Entrepreneur & Development Organizational Leadership Anna Monhartova Various Course Title Building Jewish Communities American Jewish History American Jewish History Advanced Topics in Jewish Historiography Jewish Youth and Cultural Change Instructor Brian Horowitz Michael Cohen Michael Cohen Brian Horowitz Michael Cohen Latin American Studies Course Number Course Title LAST 1010 Introduction to Latin America I LAST 1020 Introduction to Latin American Studies II Race, Gender, and Sexuality in Brazilian LAST 3000 Ethnography Brazucas: Ethnography of the Brazilian Immigrant LAST 3950 in the United States LAST 4951 Food, Immigration, and Culture Social Justice, Human Rights, and Civic LAST 4966 Engagement in the Americas LAST 4966 Service, Citizenship & Education in the Americas Linguistics Course Number Instructor Various Various Annie Gibson Annie Gibson Sarah Fouts James Huck James Huck Course Title Language Revitalization: the case of Tunica, Louisiana’s sleeping language Second Language Acquisition Brain and Language Instructor Management Course Number SLAM 3060 Course Title Philanthropy and Social Change Instructor Michele Adams Music Course Number APMS 2170/2183 APMS 2183 APMS 2210/2213 MUSC 1900 Course Title Marching Band Orchestra Voice New Orleans Music Instructor Barry Spanier Maxim Samarov Amy Pfrimmer Matt Sakakeeny Philosophy Course Number PHIL 1010 PHIL 1030 PHIL 1210 PHIL 2930 Course Title Intro to Philosophy Ethics Elementary Symbolic Logic Gender and Philosophy Instructor Shawn Loht Shawn Loht Nancy Lawrence Nancy Lawrence LING 3000 LING 3700 LING 4110 Updated July 24, 2016 Judith Maxwell Amy George-Hirons Harry Howard Page 6 PHIL 3500 PHIL 3930 PHIL 6933 Buddhism Environmental Ethics Topics in Aesthetics / Moral Psychology Hans Gruenig Keith Silvermann Alison Denham Political Economy Course Number Course Title PECN 6030 Legal Ethics Instructor Alison Denham Political Science Course Number POLA 3010 POLA 3220 POLA 4010 POLA 4010 POLA 4011 POLA 4011 POLA 4800 POLC 4310 POLC 4520 POLI 2500 POLI 4030 POLI 4600 POLI 6530 POLS 1010 POLS 3010 POLS 6950 POLT 2700 Instructor Michael Sherman Thomas Langston Brian Brox Melissa Harris-Perry Christina Kiel Jennifer Lay Thomas Langston Mary Love Martin Mendoza Martin Mendoza Alla Rosca Casey Mary Love Geoffrey Dancy Various Mary Love Sally Kenney Gary Remer POLT 3780 Course Title Big Easy Politics American Presidency Policy Research Shop Politics of Environmental Justice Interest Groups Politics of Education Policy Science, Technology, and Public Policy Mexican Politics & Government Comparative State Building Intro to International Relations Comparative Foreign Policy Latin American International Relations International Human Rights Introduction to Politics Politics of Immigration Law & Politics of Domestic Violence Political Thought in the West Introduction to Feminist Theory: Perspectives and Controversies Social Innovation/Social Entrepreneurship Course Number Course Title Introduction to Social Innovation and Social SISE 2010 Entrepreneurship Sociology Course Number SOCI 1050 SOCI 1300 SOCI 2100 SOCI 6010 SOCI 6330 Course Title Introduction to Education and Society Criminology Introduction to Education and Society Race, Crime, and Control Sociology of Education Spanish and Portuguese Course Number Course Title PORT 3280 Advanced Portuguese Through Brazilian Cinema SPAN 1010 Elements of Spanish I SPAN 1020 Elements of Spanish II Updated July 24, 2016 Menaka Philips Instructor Various Instructor Stephanie Arnett Stephen Ostertag Stephanie Arnett Stephen Ostertag Carl Bankston Instructor Annie Gibson Various Various Page 7 SPAN 1120 SPAN 2030 SPAN 2040 SPAN 3040 SPAN 3040 SPAN 3150 SPAN 3300 SPAN 4120 SPAN 4520 SPAN 4170 SPAN 6010 SPAN 6060 Intensive Introduction to Spanish Intermediate Spanish Spanish Conversation and Composition Grammar and Writing in Spanish Grammar and Writing in Spanish Introduction to Latino Studies Spanish for the Health Sciences Social Problems in Latin American Literature Fortunata y Jacinta: Social Class and Culture in 19th Century Spain Contemporary Spanish Cinema Methods of Teaching Spanish & Portuguese Hispanic Bilingualism Various Various Linnette Reed Various Carolina Caballero Isabel Caballero Various Maureen Shea Kathleen Davis Tatjana Pavlovic Amy George-Hirons Harry Howard Theater and Dance Course Number Course Title DANC 3330 Pedagogy DANC 4900 Building Community through the Arts THEA 3701 Shakespeare on the Road Instructor Alice Pascal Escher Barbara Hayley Chaney Tullos Urban Studies Course Number URST 2010 Instructor Carol Reese Course Title The City I School of Medicine Course Number WLPH 2950 Course Title EMT Basic Instructor Randy Williams School of Public Health and Tropical Medicine Course Number Course Title SPHU 1010 Epidemics, Revolutions and Responses SPHU 3300 SPHU 3810 Sustainable Nutrition Intentional Change Instructor Mark Del Corso, Lorelei DickeyCropley Lorelei Cropley Peter Scharf School of Science and Engineering Biomedical Engineering Course Number Course Title BMEN 2310 Product and Experimental Design BMEN 4031/4040 BMEN Team Design Project I & II Instructor Annette Oertling Lars Gilbertson Cell and Molecular Biology Course Number Course Title Instructor Updated July 24, 2016 Page 8 CELL 1010 CELL 3210 CELL 4340 General Biology Cellular Physiology Neurobiology of Disease Chemical and Biomolecular Engineering Course Number Course Title CENG 3020 Chemical Engineering and the Community CENG 4920 Chemistry and Engineering in the Community Chemistry Course Number Course Title CHEM 1080 Chemistry Outreach CHEM 3920 Chemistry and Engineering in the Community Meenakshi Vijayaraghavan James Cronin James Cronin Instructor John Prindle Hank Ashbaugh/ Scott Grayson Instructor Janarthanan Jayawickramarajah Hank Ashbaugh/ Scott Grayson Computational Science Course Number Course Title COSC 3000 C++ Programing for Science & Engineering Instructor Michelle Sanchez Earth and Environmental Sciences Course Number Course Title EENS 1300 Earth as a Living Planet EENS 3550 Shark Paleobiology EENS 3720 Infrastructure of Sustainable Urban Environments EENS 3730 Pathways to Urban Sustainability EENS 6060 Tectonic Geomorphology EENS 6360 Environmental Geochemistry Instructor Jeffrey Sigler Jeffrey Agnew Jeffrey Sigler Jeffery Sigler Nancye Dawers Karen Johannesson Ecology and Evolutionary Biology Course Number Course Title EBIO 2040 Conservation Biology EBIO 2330 Natural History of Louisiana Natural Resource Conservation in Theory and EBIO 2600 Practice EBIO 3290/6290 Behavioral Ecology EBIO 3550/6550 Shark Paleobiology EBIO 3580 Urban Ecology EBIO 3690 Experimental Animal Behavior EBIO 4300 Biology of Amphibians and Reptiles EBIO 4260 Biodiversity Environment Informatics Neuroscience Course Number NSCI 3300 NSCI 4110/6110 NSCI 4130/6130 NSCI 4340 NSCI 4513 Course Title Brain and Behavior Brain and Language Applied Neuroscience: Sport Related Brain Injury Neurobiology of Disease Music and Brain Updated July 24, 2016 Instructor Thomas Sherry Donata Henry Hank Bart Jordan Karubian Jeffrey Agnew Caroline Taylor Jordan Karubian Corinne Zawacki Hank Bart Instructor Various Harry Howard Jenifer Juengling James Cronin Paul Colombo Page 9 NSCI 4530/6530 NSCI 6000 NSCI 6550 NSCI 6910 Psychopharmacology Neuroscience Methods Behavioral Endocrinology Neuroscience Capstone Seminar: Applications of Neuroscience Gary Dohanich Beth Wee Beth Wee Beth Wee Physics and Engineering Physics Course Number Course Title ENGP 4320 Team Design Project PHYS 1310 General Physics I PHYS 1320 General Physics II PHYS 2910 Introduction to Physics Pedagogy Instructor Norman Horwitz James MacLaren James MacLaren Khazhgery Shakov Psychology Course Number PSYC 3200 PSYC 3250 PSYC 3300 PSYC 3310 PSYC 3390 PSYC 3430 PSYC 4070 PSYC 4513 Instructor Sarah Fouts Gail Swan Various Michael Cunningham Michael Cunningham Laurie O'Brien Gary Dohanich Paul Colombo PSYC 4800 PSYC 6610 Course Title Educational Psychology Early Childhood Psychology Brain and Behavior Introduction to African American Psychology Adolescent Psychology Introduction to Social Psychology Psychopharmacology Music and Brain NOLA Youth: Resilience & Vulnerability in Tomorrow’s Leaders Culture, Social Identity, and Intergroup Relations Science and Engineering Course Number Course Title SCEN 1010 Communicating Science SCEN 1020 Communicating Science SCEN 3020 Leadership in Lego Robotics Michael Cunningham Laurie O’Brien Instructor Cedric Walker Annette Oertling Annette Oertling School of Social Work Course Number SOWK 3000 SOWK 3900 Course Title Instructor Leadership and Civic Engagement Julianna Padgett Social Justice and the Media: Unpacking the Matrix of Race, Class, and Gender and Sexuality Rebecca Chaisson, Judy Lewis Orientation Privilege Newcomb Tulane College Honors Colloquia Course Number Course Title COLQ 3040 Hollywood South Updated July 24, 2016 Instructor Vicki Mayer Page 10 COLQ 3040 The Legacies of Katrina Newcomb Scholars Program Course Number Course Title College Culture and the History of Higher INTU 1000 Education INTU 3000 Women Leading Change ROTC Course Number NAVS 4010 Course Title Ship Systems II Teacher Certification Program Course Number Course Title EDLA 2000 Education in a Diverse Society EDLA 3160 Children and Adolescent Literature EDUC 3000 Emergent Literacy Methods for Teaching English as a Second EDUC 3210 Language EDUC 3220 Structure of the English Language for Teaching EDUC 3230 Language and Culture in the Classroom EDUC 3240 EDUC 3500 Curriculum Design in the Multicultural Classroom Methods (I) Early Childhood Education Methods of Reading Instructions: Secondary Reading Early Childhood Education Reading Practicum Methods of Teaching Math and Science Methods (I) for Secondary Education Secondary Methods II of Teaching: Social Studies Secondary Methods II of Teaching: Science Secondary Methods II of Teaching: English Secondary Methods II of Teaching: Mathematics Secondary Methods II of Teaching: Foreign Language EDUC 3800 EDUC 3810 EDUC 3900/3910 EDUC 5010 EDUC 5090 EDUC 5100 EDUC 5110 EDUC 5120 EDUC 5130 Tulane Interdisciplinary Experience Seminars (TIDES) Course Number Course Title TIDB 1110 More Than Business TIDE 1010 Business Leadership TIDE 1003 Happiness and Human Flourishing TIDE 1040 Our Religious Experiences TIDE 1070 Museums in NOLA Who Dat, Fan Up, and Geaux: Sports and New TIDE 1090 Orleans TIDE 1110 No Child Left Behind TIDE 1250 Visual Arts in New Orleans TIDE 1260 Environmental Literacy Updated July 24, 2016 Guarav Desai Instructor Charlotte Maheu/ Molly Travis Sally Kenney Instructor Paul Kane Instructor Carol Whelan Margie Dermody Margie Dermody Robert Connor/Jody Garcia/Emily Gaddis Robert Connor Robert Conner/Jody Garcia/Emily Gaddis Robert Connor Jean Pinney Margie Dermody Margie Dermody Nancy Adams Deb Fordham Various Linda McKee Deb Fordham Linda McKee Linda McKee Instructor Various Various Hans Gruenig Brian Horowitz Holly Flora Adam Beebe Ana Lopez Laura Richens Liz Davey Page 11 TIDE 1265 Indian Tribes Down the Bayou TIDE 1370 A Running Conversation TIDE 1395 TIDE 1480 TIDE 1500 TIDE 1520 Catholic in New Orleans Greening the Media Irish in New Orleans Medieval New Orleans Flora and Fauna of Louisiana: Landscape and Identity Formation in the South Women and Literature in New Orleans Citizenship & Healthy Communities Digital Storytelling/Narratives of NOLA Non-Profit Organizations and Katrina Recovery Loot, Plunder, & Pillage: Ethics in Archaeology and the Art Market Architecture and Disaster Women and Literature in New Orleans TIDE 1620 TIDE 1730 TIDE 1740 TIDE 1760 TIDE 1810 TIDE 1830 TIDE 1960 TIDE 2220 Laura Kelley Samuel Landry /Thomas Langston Jimmy Huck Vicki Mayer Laura Kelley Mike Kuczynski Agnieszka Nance Bea Calvert Christopher Lane Mike Griffin Dennis Kehoe Susann Lusnia Carey Clouse Bea Calvert Public Service Internship Program Internships are one of the ways students gain skills needed to perform successfully in today's competitive, professional environments. Today, employers are looking for experienced personnel. The Tulane Center for Public Service Internship Program provides students with a competitive advantage by offering them the opportunity to build upon their skills and abilities through intensive community-based work. Program entrance requirements: Open to upperclassmen (juniors and seniors) Must have already completed the first tier of the public service graduation requirement Have a major and/or minor in a participating department Possess a minimum 3.0 GPA Secure an unpaid internship with one of our community partners Complete 60 to 70 hours of service over the course of the semester Attend a weekly internship seminar Participating Academic Departments: African Diaspora Studies Anthropology Architecture Art Business Cell and Molecular Biology (CMB) Communication Economics Earth & Environmental Sciences EBIO Updated July 24, 2016 Engineering English Env. Studies French Gender Studies History International Dev. Italian Jewish Studies LAST Linguistics Music Neuroscience Philosophy Political Economy Political Science Psychology Public Health Sociology Spanish Page 12 Internship course may vary from semester to semester. Please check with your departmental advisor to ensure you are registering for the right course number. Updated July 24, 2016 Page 13 Public Service International Programs Australia This program is sponsored by the Department of Psychology and the Center for Public Service. Program typically runs from mid-to-late May to mid-June. Intergroup Relations & Culture: Carrie Wyland/Laurie Perspectives from New Orleans to Australia O’Brien This program will provide students with an increased understanding of culture in the context of the New Orleans community and the international community of Sydney, Australia. A main goal is to provide students with a grounding in cultural issues as well as prepare them for active civic participation in this domain. Students worked with various community centers in the Sydney metropolitan area. PSYC 4450 Costa Rica This program is sponsored by the Stone Center for Latin American Studies’ and the Center for Public Service. Program typically runs from mid-to-late May to mid-June. Students will have the opportunity to explore as a group the cultural and business practices of a region where they would be unlikely to do their junior year study abroad. ISIB 1010 Introduction to Globalization Mary Love This course examines the historical, economic, political, and technological causes of and processes associated with globalization. Using Costa Rica as their primary case study, this course allows students: to explore the economic outcomes of globalization as they relate to global poverty, inequality, labor standards, and environmental protection; to examine globalization’s effects on national sovereignty and the global spread of democracy; to explore the simultaneous processes of cultural hybridization and cultural convergence as a result of globalization; and to understand the reasons why some have chosen to resist the process of globalization, either through social movements and other forms of political engagement. Students will work in teams of 3-4 to research, write, and produce audio podcasts on a topic relating to globalization in the Costa Rican context. Ecuador This program is sponsored by the Department of Ecology and Evolutionary Biology and the Center for Public Service. Program typically runs in August. EBIO 4660 Tropical Biology and Conservation Jordan Karubian Students travel to the Andes Mountains of Ecuador for a 2-week intensive field course where they learn firsthand how to conduct field research and implement conservation activities in tropical environments. Students will design and implement their own research project related to tropical ecology, within a context of community engagement: based on active collaboration and interaction with local residents in a variety of contexts. India–Compassion in Action This program is sponsored by the School of Social Work and the Center for Public Service and typically runs the month of June. The primary purpose of the Tulane Center for Public Service (CPS) “Compassion in Action” Program is for students to have the opportunity to engage with Tibetan refugees and local Indian people in and around Dharamsala, India. PSYC 3400 Updated July 24, 2016 Social Activism: Theory and Practice in India Michael Smith Page 14 This course will provide students with a more in-depth understanding of the theory and practice of community social service work with Tibetan refugees and disadvantaged local Indian communities in Dharamsala, India. The course will provide context for the trip and opportunities to process the experience through additional axes of study, including exploration of issues related to experiential group education and cultural exposure to Indian and Tibetan peoples in Himachal Pradesh State in northern India. Students worked as Mutual Learning Partners in Dharamsala, India. The Center for Public Service also works with the Stone Center for Latin American Studies, the School of Public Health and Tropical Medicine, and the Center for Global Education on other public service international programs. Public Service Independent Study Public service independent studies are educational experiences based upon a collaborative partnership between the university and the community. Semester-long volunteer assignments will not be approved for public service credit. In their independent study program, students must apply academic knowledge and critical thinking skills to meet genuine community needs. For example, community-based research projects are excellent candidates for public service credit. Students will be expected to provide their community partner with tangible evidence of work that benefits their partner organization. To receive public service credit: Public service independent studies must first be approved by the student's academic department and must include faculty supervision. Students should check with their academic or faculty advisor to learn more about the departmental independent study approval process. Once the student has received departmental approval to complete an independent study, the student must contact the Center for Public Service to petition for public service credit. Students must complete the Public Service Independent Study Petition form. All petitions will be reviewed by the CPS Petitions Committee. If approved, these petitions will be forwarded to Newcomb-Tulane College. This process may take several weeks, and does not need to be completed before the beginning of classes. Service-Learning Course Descriptions School of Architecture APFC 4320/DSGN 4100 UrbanBuild Byron Mouton Each student will record and document revisions and developments of a project through the careful maintenance of a set of documents. Beginning with the documents submitted to the city for permitting, revisions will be continually catalogued and eventually prepared for presentation upon the conclusion of construction. Students designed a house that could potentially be built in the New Orleans area and then defended their design. A panel picked the winning design and the students helped build the selected house for a resident of New Orleans. APFC 6400 Global Architectural Brigades Emilie Taylor Students will gain an understanding of the role of sustainable development and learn how to improve the quality of life in under-resourced communities, particularly in Honduras. Students will have a chance to work in a multi-year team transferring lessons from local rebuilding efforts towards design projects in developing countries. Students will learn about construction methods and cultural issues in developing nations as well as Updated July 24, 2016 Page 15 the role architects can play as socially responsible professionals. Students produced a design proposal for a community health center in rural Honduras that will serve the needs of over 5,000 people. APFC 6860 Guardians Institute Scott Ruff The objectives of the course are to provide Guardians Institute with a usable pavilion structure in the Spring of 2011 semester. This structure will be used to facilitate the Institute’s literacy program as well as many other community service events, including the fundraising for the construction of a new community center/museum. Students will learn community design interaction skills and design/build skills. Students designed and constructed a pavilion for the Guardian’s Institute DSGN 2100 Design Studio Various This course concentrates on developed architectural form and design methodologies through processes of analysis, synthesis, and transformation. Students will work on the conceptual frameworks for their designs, with emphasis on issues of environmental context, urban design, and cultural and technological systems and their impact on architectural form. Second semester will emphasize the relationship of design to cultural precedents, site conditions, programs, and material tectonics through the study of housing. Students were challenged to design and build projects that met specified criteria. DSGN 4100/4200 Advanced Studio Elective Various This course offers a range of topics and projects which explore a variety of architectural issues and areas of research. Students choose elective studios that suit their interests, needs, and goals in order to focus their studies while gaining experience within a broader cultural and disciplinary field. This concentration develops areas of expertise beneficial to future professional growth. Students met with non-profit community partners, assessed community needs, designed small scale projects and master plans that addressed those community needs, and built portions of the resulting design project. PRST 6720 Preservation Technology Heather Knight This course will introduce students to the fundamentals of preservation technology and conservation standards, philosophy and ethics using the Pitot House Museum and other historic structures as a laboratory for practice. The lectures will focus on basic tenets of preservation technology, philosophy, conservation, and stewardship. The correlation of these tenets to the historic built environment will be magnified by field sessions at the Pitot House and additional field trips. This class partnered with Louisiana Landmarks Society and the Pitot House Museum. The Louisiana Landmarks Society is a local non-profit dedicated to educating the community about the importance of preserving historic neighborhoods, sites, and landmarks. RBST 3010 The City I Carol Reese The course studies the historic development of municipal services in early twentieth-century cities, particularly in U.S. cities in the period that some historians have termed the City Scientific. The impact of Jim Crow laws and de facto segregation on U.S. cities is a prominent topic in this course. Students worked with the NOLA Department of Sanitation to observe and participate in the operations of a key municipal department. Students worked with Longue Vue House and Garden’s outreach activities in the Pontchartrain Park and Gentilly Woods neighborhoods (Pontilly) of New Orleans. RBST 3400/6400 Updated July 24, 2016 Design Urbanism Grover Mouton Page 16 Through the use of seminal writings on urban design ideology presented by architects and historians in the 20th century such as Bacon, Lynch, Koolhaas, and Gandelsonas, students will be challenged to consider these significant foundations in order to apply a broader awareness of urbanism to their own architectural design process. Concurrently, methodologies of research and analysis that employ both conceptual and intuitive systems of investigation will be exercised as a critical means of observing, documenting, and communicating about the city and the architecture that contributes to its form. Students designed with real-world constraints for the purpose of furthering the recovery of a devastated community. Students presented the City of Mandeville with a range of changes and additions for the municipal arts plan. Updated July 24, 2016 Page 17 A.B. Freeman School of Business FINE 4890 Cases In Financial Management Robin Desman This course is intended for students who wish to learn and analyze the concepts, theories, and applications of modern corporate finance. The course builds on the topics of FINE 3010 and covers a wide range of topics related to corporate finance. Specific topics include in-depth analyses of firms’ financing choices and their impact on value, advanced capital budgeting, agency costs, dividend policy, stock splits and repurchases, institutional and legal aspects of corporate restructuring, mergers and acquisitions, corporate risk-management basics, and financial distress. The course will also cover stock option characteristics, valuation, and applications. Business school students, majoring in finance, completed extensive research and built lesson plans to teach core elements of financial literacy to high school students. LGST 3890 Legal/Ethical/Regulatory Business Sanda Groome This course examines ethical and legal issues that affect business decision-making. The course covers ethical decision making, including the concepts of professionalism, integrity-based management, compliance-based management, and corporate social responsibility. The course then focuses on the ethical and legal issues associated with the legal system, the litigation process, alternative dispute resolution techniques, business torts based on negligence, intent and strict liability, including fraud, product liability, misrepresentations, and misleading advertising, contracts, consumer protection issues, business crimes, bankruptcy, labor and employment law, laws surrounding equal opportunity, and property law, including patents, copyrights, trade secrets, trade names, and trademarks. Students partnered with a local organization, Court Watch NOLA. Through this partnership, students became familiar with courtroom procedure and acquired research, investigation, and analytical skills through courtroom observation and data collection. MCOM 3010 Management Communication Kelly Grant/ Ashley Nelson Emphasizing a problem-solution approach, this course teaches students to produce professional written documents and oral presentations; to analyze various communication purposes, strategies, and audiences; and to work effectively in teams. Students taught the Junior Achievement curriculum in local schools. This experience exposed the students to the communication challenges of an audience and gave them an opportunity to practice and enhance their presentation skills. MCOM 3100 Social Media Ashley Nelson The course builds on all of the communication skills learned in MCOM 3010; however, the new mediums explored are all social media-related. Topics covered include social networks, key online communities, impact of social media technologies on business communication and other traditional and niche media. In teams, students are connected to local non-profits and work on their social media plan. Aside from working on their projects, students also learn how to manage a “client’s” expectations and deliver what is agreed upon based on goals and objectives. MGMT 4160 Leadership Christopher McCusker The purpose of this course is three-fold. First, students will develop a general understanding of leadership theories and an understanding of their own leadership traits. Second, students will use theories to help analyze real-world cases involving both successful and unsuccessful examples of leadership. Finally, students will practice their own leadership skills as they lead their teams in a variety of exercises and projects. Each student in the course led a one-day service learning project, assembled a team (of at least 2 others) and Updated July 24, 2016 Page 18 motivated that team to carry out the vision for their project. MGMT 4180 Management of Technology and Innovation Michael Wilson Technology, innovation, and entrepreneurship are among the most frequently used terms in today’s business environment. We are bombarded by products and technologies that are changing the ways we live and work, but how do we analyze the processes that bring them to market? What exactly is technology? What forces shape its evolution? What roles do strategic alliances, standards, and intellectual property play in forecasting? How should we create product development teams? How should we create organizations that foster innovation? What is the role of creativity in the development of new technologies? Students completed an Eco Challenge Project utilizing the latest technologies to develop a plan to have the metropolitan New Orleans area run on totally renewable energy. The public service added to their knowledge and experience seeing firsthand the needs of the community and what the challenges are to transform the city to a sustainable area. TIDB 1010 More Than Business Various This course introduces students to the business world by critically examining the art of management. The course focuses on the question: why do people work together and how? The course objective is to introduce students to basic business concepts and to develop a plan for their field of study. Students participated in various service learning activities. TIDB 1110 Business Leadership Various Our economic system and our society need leaders, but how are those leaders formed? Our youngest leaders matured in the glow of computer screens; our oldest matured in the shadow of the Depression and World War II. This class will examine how era and values shaped leaders from these two disparate groups, affectionately labeled geeks and geezers. Students participated in various service learning activities. School of Liberal Arts African and African Diaspora Studies ADST 1550 New Orleans Hip Hop I Nghana Lewis This course surveys major locations, musical influences, and aesthetic elements of New Orleans hip hop culture, with special emphasis on Bounce and the defining features of local spoken word. Students worked with Hip Hop 4 Hope to develop a benefit concert and fund-raiser for local not-for-profits. They were guided through the organization, implementation, and evaluation of this public event that brought together key personalities and figures within New Orleans hip hop to highlight both the educational and entertainment value of the culture. Hip Hop, HIV/AIDS, and African & African Diaspora Nghana Lewis Studies This course is an exploration of some of the central themes of African Diaspora Studies through the study of selected issues arising out of the African Diasporic moral, cultural, political, and religious experience. Students educated adolescents on HIV/AIDS, modes of transmission, and prevention. ADST 3300 ADST 4820 African Cinema Frank Ukadike This course will provide a critical and interdisciplinary look at the development of African cinema from its Updated July 24, 2016 Page 19 inception in the 1960s to the present. Students were involved in dynamic engagements of African cultures, social experiences, and world views through screening of African films in select local high schools. ADST 4830 Black Women’s Health in the Age of Hip Hop & HIV/AIDS Nghana Lewis This course deepens students’ understanding of core tensions, issues, and themes in African & African Diaspora Studies and provides a framework for students to apply this understanding to the completion of a communitybased service-learning project. Students educated young women at the MLK Charter School for Science & Technology on HIV/AIDS. ADST 4840 Performance & African & African Diaspora Studies Nghana Lewis This course is an exploration of some of the central themes of African Diaspora Studies through the study of selected issues arising out of the African Diasporic moral, cultural, political, and religious experience. Students collaborated with adolescents at the MLK Charter School for Science & Technology to organize and host an Open Mic Night at Tulane. From Sojourner to Sister Souljah: Social Movement and Nghana Lewis Black Feminist Thought in America This course surveys major thought and development in black feminism to understand its application to political, social, and economic issues relevant to black women’s lives. Students organized 10 Saturday morning workshops which pertained to black feminism in America. ADST 6050 ADST 6090 Criminal Justice and ADST Nghana Lewis This course surveys the history of the U.S. criminal justice system, with emphasis on the characteristics, problems, and dynamics of race, gender, age, and class in theoretical approaches to criminal procedure and criminal justice reform. Special consideration will be given to landmark criminal justice cases arising out of the state of Louisiana, including Duncan v. Louisiana (1968), Kyles v. Whitley (1995), and Kennedy v. Louisiana (2008). Students worked with Orleans Public Defenders Office to gain insight into pre-trial proceedings by aiding defense counsel in completing interviews with clients and contacting clients’ family members to discuss bond. American Studies AMST 5010 Interview as Cultural Conversation Nicholas Spitzer Students will gain a historical and ethnographic understanding of the emergence, impact, and meaning of the interview as a performance event and dialogic form of communication based in conversation, learn to conduct pre-interview research, and conduct a cultural and historically useful interview as well as to record, transcribe, and cite it. Students will be able to write and speak critically about the role and value of intercultural communication in building public discourse. Students worked with Sweet Home New Orleans, Hogan Jazz Archive, and American Routes. Anthropology ANTH 3096/6096 Interview as Cultural Conversation Nicholas Spitzer Students will gain a historical and ethnographic understanding of the emergence, impact, and meaning of the interview as a performance event and dialogic form of communication based in conversation, learn to conduct pre-interview research, and conduct a cultural and historically useful interview as well as to record, transcribe, and cite it. Students will be able to write and speak critically about the role and value of intercultural communication in building public discourse. Updated July 24, 2016 Page 20 Students worked with Sweet Home New Orleans, Hogan Jazz Archive, and American Routes. ANTH 3520 Diaspora Yoruba Olankie-Ola Orie Yoruba Archival Records at the AMISTAD Research Center: Moving beyond descriptions of generic African experiences, this public service learning experience will allow students to trace the experiences of one cultural group—Yoruba—throughout the cycle of the abolitionist movements in the 19th and 20th centuries. Amistad holds original materials dating to 1859 that reference the social and cultural importance of America’s ethnic and racial history and the Yoruba African diaspora. These records include papers, photographs, art and other important documents. The goal of the Diaspora Yoruba public service course is to help organize, select, catalogue, and process Yoruba materials asone of Amistad's special collections. Learning about Diaspora Yoruba through archival collection provides a hands-on approach to studying the subject matter. Responsibilities of students: -Researching Yoruba collections. -Cataloging • inventorying and describing of materials • creating database records • creating collection guides and other basic finding aids • planning and/or preparing for a related library exhibit The contributions of the proposed Yoruba Archival Collection include not only research and the creation of new knowledge on Yoruba Diaspora, but also their usefulness for teaching and learning about this cultural and linguistic group in the United States. The students will prepare an exhibit of the material for an instructional public outreach at AMISTAD. These Diaspora Yoruba collections are unique because they will extend beyond paper to other formats of cultural significance, for example: poetry, proverbs, and photographs. The Yoruba Archival Collection will serve scholars, students, and the general public who access Amistad’s materials—collections and holdings that make the Center a unique research and cultural experience. ANTH 3770 Global Vietnam Allison Truitt This course examines how Vietnamese-American identities are constructed and performed. The course is divided into three sections. In the first section, “Diaspora and Transnationalism,” we will examine how the two theoretical concepts may be illuminated through fiction, memoir, and autobiography. The second section, “Reconstructing Identities,” provides students with a broad overview of Vietnamese nationalism in the 20th century and the subsequent dispersal of peoples after 1975. The third section, “Public Memory and Cultural Politics,” considers how collective identities are represented. Students will have the opportunity to learn about Vietnamese-American experiences in New Orleans and ongoing projects related to social justice and civic engagement. Students assisted Vietnamese community development corporations with various tasks, including fund-raising events, assessments, and other on-going projects. ANTH 4950/4960 Carson Mounds Archaeology Field School Jayur Mehta The service learning component of Anthropology 4950 and 4960 allows students to relate archaeology to modern cultural anthropology. In the field school, students will learn basic archaeological field and lab methods with the goal of learning how prehistoric Mississippi Indians lived in an active floodplain environment. In the service component, students will work with community partners (the Mighty Quapaws and Delta Arts Youth Program) to beautify the urban river-scape of the Sunflower River in Clarksdale, Mississippi. Students will learn from experienced scientists how rivers actually work (stream flow, levee formation, channel migration, etc.) and how they affect and are affected by human societies of past and present. Much as river-based flooding affects life in New Orleans, it also affects the modern communities of Clarksdale, Mississippi, as well as the prehistoric peoples of the region. The river-based service component of this course will allow students to contextualize how important rivers are to local communities, as well as to the economy of this nation. The service component of this course will also require collaboration with a local youth program (Delta Arts). The students will participate in a demonstration field day at the archaeological site and they will be asked to demonstrate and teach archaeological lessons they have learned in the field to our local community partners, Delta Arts and Updated July 24, 2016 Page 21 Mighty Quapaws. In this demonstration program, Tulane students will have the opportunity to talk with local youths about their individual histories and relate prehistoric settlement in Mississippi to modern cityscapes and nucleated city life. Art ARHS 3170 Greek Art & Archaeology Jane Carter This course will introduce major monuments and artifacts of ancient Greece from the Dark Age through the Hellenistic period. Many of the buildings and objects that the students will study in this course are works of art. Students will consider them from the perspective of art history. All elements of material culture both reflect and shape the beliefs and attitudes of their cultural context; thus, students will also consider the historical and social context in which these buildings and objects were created and experienced. The students explored the interface between material culture and its social context either at the Louisiana State Museum or as a tutor at the Sophie B. Wright secondary school. ARHS 3190 Pompeii: Life in a Roman Town Susann S. Lusnia In this course, students will explore the Roman culture through the study of the town destroyed by Mt. Vesuvius in 79 C.E. The focus is on the society, politics, religion, domestic life, entertainment, economy, and art of Pompeii and the surrounding region in the early imperial period. Students helped Longue Vue House and Gardens develop a landscape manual/database. Students also conducted a "Quality of Life" survey in the 7th Ward. ARHS 4560 Art History Internship Thomasine Bartlett This class is designed to stimulate students to examine the role of the arts in the community while experiencing hands-on activities in the arts fields. Students will consider issues concerning the responsibility of the arts professional (either studio artist or arts management/ administration) to the public, and the answerability of the professional to the community at large. Students worked with established local artists and in museums, galleries, auction houses, and other more experimental art venues. ARHS 6070 Artist as a Global Traveler Florencia Bazzano-Nelson This course examines case studies of artists whose practices have been linked to the nation of world travel since medieval times to the present. It studies how the perspective of itinerant artists was shaped and challenged by Eurocentric/ethnocentric expectations–their own and those of others–and what this meant for the process of capitalist expansion. The service learning component gives students the opportunity to work more closely with artists and curators whose art or exhibitions have traveled to New Orleans. Students acted as curatorial/ education assistants, supporting the curatorial and education staff of local art galleries or museums in preparing exhibitions of artists who are traveling to the city to show their work. ARST 2380 Printmaking: Screen Print Teresa Cole This class will focus on a detailed exploration of the art of screen printing, starting with simple paper stencil techniques through more complex photo based emulsions. You will be exposed to historical and contemporary examples of the medium and produce works that explore a variety of ideas. Student will plan, design, and execute a public screen print project for a community organization or a public school. ARST 3020 Sequential Art and Visual Narrative Aaron Collier The course has two primary objectives: first, to heighten the student’s ability to discipline the hand to describe Updated July 24, 2016 Page 22 what the eye beholds through similar techniques, devices, and tools gleaned in Beginning Drawing 105. Second, the course should further the student in utilizing these elements in visually conveying both his/her specific concerns, as well as those of a community partner. Visual narrative implies the process of storytelling through imagery: the student will utilize drawing fundamentals towards such an end, in dialogue and relationship with the story “teller.” Students will learn the "story" of an individual, a group of people, an object, or a traditional practice and develop images and text that convey this story alongside the partner. After multiple exchanges and reviews of the information, a publishable document will be manifest (book, zine, or web-based document are likely candidates). The partner would then be able to employ or publish this visual narrative in a manner they deem fit. ARST 3020 Sign Painting and Typography Adam Mysock Addressing the practical, perceptual, and technical challenges of text and letter-based drawings and paintings, this course will explore the role of handmade signage and typography in the character and consciousness of the New Orleans community. Through rigorous public engagement, studio practice, and study of the history of manual sign painting and lettering, this course will offer a unique opportunity for students to investigate artistic creation within a collaborative environment, develop the skills necessary for meaningful public engagement, and build a comprehension of the logistics of text and letter-based creative projects. For spring 2014, the young sign painters enrolled in the course will look specifically toward the topic of Public Health and the unique communication challenges associated with that field. They'll collaborate with local, professional sign painters and School of Public Health students to determine the most efficient means of conveying medical information to New Orleans populations served by Tulane’s clinic system. ARST 3650 Mural Painting/Drawing Adam Mysock, Ronna Harris Addressing the practical, perceptual, and technical challenges of large-scale drawing and painting, this course will explore the role of public murals in the redevelopment of the New Orleans community. Through rigorous public engagement, studio practice, and study of the history of mural making, this course will offer a unique opportunity for students to investigate artistic creation within a collaborative environment, develop the skills necessary for meaningful public engagement, and build a comprehension of the logistics of large-scale creative projects. Students conceived and completed a public mural at Banneker Elementary School. Asian Studies ASTC 1010 Beginning Chinese I Chiung Tsai This course is designed for students to acquire a knowledge of the fundamentals of the Chinese language to be demonstrated in four areas of basic language skills: oral and listening comprehension, speaking, writing (Chinese characters), and some reading ability. Students helped native Chinese speakers improve their overall English proficiency. ASTC 1020 Beginning Chinese II Chiung Tsai This course is a continuation of the objectives presented in Beginning Chinese I. Attention is given to practical and topics-oriented conversational skills, moods of speech, and complex levels of syntax. Students helped native Chinese speakers improve their overall English proficiency. ASTC 3050 Advanced Chinese I Huimin Xie This course is a completion of the first two years of Chinese instruction, or equivalent, plus permission of Updated July 24, 2016 Page 23 instructor. First semester advanced instruction in the Chinese language, including conversation, reading, and writing. Student worked at Delgado Community College's ESL program. Classics CLAS 3090 Law and Society in Ancient Rome Dennis Kehoe This course investigates the social and cultural values of the Roman world by studying Roman private law. The course also examines the development of Roman courts in the empire and the influence of Roman law on modern legal systems. Students worked with the Family Justice Center, the Pro Bono Project, and the Tulane Domestic Violence Clinic, assisting with family law cases. CLAS 3170 Greek Art & Archaeology Jane Carter This course will introduce major monuments and artifacts of ancient Greece from the Dark Age through the Hellenistic period. Many of the buildings and objects that the students will study in this course are works of art. Students will consider them from the perspective of art history. All elements of material culture both reflect and shape the beliefs and attitudes of their cultural context; thus, students will also consider the historical and social context in which these buildings and objects were created and experienced. The students explored the interface between material culture and its social context either at the Louisiana State Museum or as a tutor at the Sophie B. Wright secondary school. CLAS 3190 Pompeii: Life in a Roman Town Susann S. Lusnia In this course, students will explore the Roman culture through the study of the town destroyed by Mt. Vesuvius in 79 C.E. The focus is on the society, politics, religion, domestic life, entertainment, economy, and art of Pompeii and the surrounding region in the early imperial period. Students helped Longue Vue House and Gardens develop a landscape manual/database. Students also conducted a "Quality of Life" survey in the 7th Ward. CLAS 3810 Families in Ancient Greece and Rome Lisa George This course examines aspects of the family in ancient Greece and Rome in the context of the ancient Mediterranean world. What did the ancient Greeks and Romans think about the family and members of the household? What did the concept of the "family" connote to them? How do ancient ideas about the family relate to us today? Students conducted interviews with nursing home residents to compile family histories that can then be shared with the residents and their families. Students interviewed residents and then create visual histories that can be displayed. Communication COMM 1000 Communication Studies Vicki Mayer This class introduces students to the theoretical underpinnings of the Department of Communication. The course explores communication through its tri-part focus on relationships and identities (individuals), texts, and industries and structures (contexts). The course introduces key concepts and keywords for continuing in the major. COMM 2500 Film and Society Betsy Weiss This class investigates various social issues that emerge from an examination of films produced in the United States, Europe, and the developing world. Students will consider societal forces such as class, race, gender, Updated July 24, 2016 Page 24 youth, family, prejudice, education, and homelessness. The cinematic depiction of these factors as well as the connection between cinematic language, syntax, structure, and a film’s ultimate meaning or message are explored. Students completed an organization-wide analysis of internal communication and witnessed how it influences the function of the business. COMM 2700 Visual Communication Mary Blue This course examines the history and theory of visual communication and its application in a variety of cultural contexts. Topics include the transition from print to visual media, the development of visual literacy and the role of emerging technology. Students will complete applied projects using photography, video and electronic media, digital imaging, and web-based visual technology. Students assisted a member of the community or a community organization in the creation of a digital story. COMM 2810 Media and Criminal Justice Betsy Weiss This course examines the portrayal of criminal justice in film, television, literature and mass media. In addition, these media are used to illustrate perspectives relevant to criminal justice. Television, film, newspaper, and electronic/internet media intersects with crime and the criminal justice system in a number of important ways. The point of this course is to examine how the media represents, distorts, and/or filters crime and justice issues. Also, the media is used as a mechanism to explore issues (e.g., political ideology, corrections policy, causes of crime) that are central to the study of crime. Important topics such as the media’s impact on moral panics, and portrayal of female offenders will also be explored. Students selecting the service learning option will work with female offenders merging back into the community by providing help with reading and other life skills. COMM 3140 Cross-Cultural Communication Vicki Mayer This course is a critical examination of communication in intercultural, interethnic, and international contexts. Students will study an overview of models and approaches designed to explain cultural differences in communication, with emphasis on the dimensions of symbolization, acculturation, prejudice, stereotyping, and ideology. Conceptual frameworks will be applied and tested within a range of cultural populations as defined by race, ethnicity, gender, physical disability, sexuality, socio-economic class, and geographic location. Students worked at the New Orleans Video Access Center. COMM 3160 Technology Analysis Vicki Mayer The objective of this course is to learn how to analyze technologies that we encounter through a combination of materialist approaches and their application. This course will historicize and contextualize the socio-political and economic influences of technology on our everyday lives. We will focus our study on media technologies as material culture by looking their production and role in the political economy, as well as their dissemination and uses by institutions and their various publics. Students will be working on two service learning projects that are web-based. The first, called Technotrash.org, is an open access site to crowdsource histories of people’s attachments to technology and the environmental impacts of those goods. The second site is called GlobalCitizen.org, which uses the model of a game and points in order to create social changes to end worldwide poverty. COMM 3260 Media Analysis Vicki Mayer Students work to achieve a critical understanding of media industries and structures through the following goals: 1. To learn key terms and theories surrounding mass communication and media industries in their historical context; 2. To engage in a variety of research methods to answer key questions about the role and impacts of media industries in contemporary society; 3. To apply the theories and methods to a communityUpdated July 24, 2016 Page 25 based case study. As part of the course, students complete community-based research assignments focused on the history of newspapers in New Orleans. Results will be posted to Media NOLA’s website. In addition, students will analyze the Times-Picayune content before and after its shift from daily to 3 days a week service as part of a larger research analysis on the newspaper’s impact. COMM 3280 Media Histories Vicki Mayer This course looks at media histories, with a focus on the different kinds of stories told about media, its contents, and contexts. The course explores historical trends, the nature of histiography (the study of history) and some fundamentals of historical research. Students created histories of New Orleans media for the KnowLA website of the Louisiana Endowment for the Humanities. COMM 3650 Feminist Documentation and New Media Betsy Weiss A service-learning, praxis-oriented course in which students develop analytical and reflective skills by critiquing and creating feminist documentation in various media. Study of history and theory of feminist documentary filmmaking and new media will be complemented with learning production and post-production skills. Weekly volunteer work will be done with an organization serving women and girls in New Orleans. Students worked with the Guardians of the Flame Institute and learned about Mardi Gras Indian tradition, particularly from a woman's perspective. Students also worked with the youth-education component of the organization, where they assisted with events and created educational videos. COMM 3810 Global Communication and Policy Vivian Norris The focus will be on international guests/filmmakers coming to the New Orleans Film Festival, as well as both the content of these films and the financing/policies behind the production and distribution of such films. The important role film festivals play will also be emphasized. Students will volunteer at the New Orleans Film Festival. COMM 3811 Digital Media Production for Non-Profits Mary Blue The goal of the service learning portion and the course in general is for students to be able to answer the following course questions: What does it mean to be media literate? What is the necessity of media literacy? What tools/skills make you media literate? Why media education? What purpose does/can it serve? Who benefits? Who loses? How do you go about it? What are the goals as a teacher and as a learner of media literacy? Students forged relationships with elementary school students through both correspondence and engagement in the classroom space. Students also used their media knowledge to conduct a media literacy workshop for a non-profit youth group. COMM 3820 Digital Storytelling Mary Blue Students will acquire an understanding of the ways in which effective communication to a specific audience is best achieved using traditional media, new media, and the physical world, and analyze, synthesize, and evaluate communication situations and/or problems. Students completed digital media projects and presentations which were used by the 7th Ward Neighborhood Center. COMM 3824 Updated July 24, 2016 Communication & Leadership Groups & Organizations Bart Reilly Page 26 This course focuses on participating in the process of organizing. Whatever students’ career goals, the knowledge they will gain from this class will help them make sense of how communication and leadership are central to the organization experience. Platform course for the Public Service Fellows program. COMM 4180 African Cinema Frank Ukadike This course will provide a critical and interdisciplinary look at the development of African cinema from its inception in the 1960s to the present. Students were involved in dynamic engagements of African cultures, social experiences, and world views through screening of African films in select local high schools. COMM 4770 Theories of Consumption and Production Vicki Mayer This course analyzes theoretical constructions of media audiences and media producers historically and in contemporary contexts. Liberal, Marxist, and feminist paradigms will be explored along with a variety of research methods used in audience and producer studies. Students were trained by community media producers and completed projects on minority youth filmmaking, workforce development, and citizen journalism. The Interview: Cultural Conversation as Cultural Nicholas Spitzer Conservation Students will gain a historical and ethnographic understanding of the emergence, impact, and meaning of the interview as a performance event and dialogic form of communication based in conversation, learn to conduct pre-interview research, and conduct a cultural and historically useful interview as well as to record, transcribe, and cite it. Students will be able to write and speak critically about the role and value of intercultural communication in building public discourse. Students worked with Sweet Home New Orleans, Hogan Jazz Archive, and American Routes. COMM 4810 COMM 4820 The Public Intellectual 2.0 Vicki Mayer This seminar is about knowledge-based "Leadership" – what used to be called “the public intellectual.” We will examine how public intellectuals have been defined and studied, and in particular how public intellectuals operate in a digital age of information. In the first half of the semester, students will be spent testing and innovating tactics for publicizing MediaNOLA, a service organization dedicated to the cultural preservation and public access to cultural history. In the second half of the semester, students will be planning a teach-in event on the social issue of personal debt, including credit card debt, payday loans, and student loan debt. We will be working on that project in conjunction with other classes and local organizers for strikedebt.org. COMM 4820/ 4821 Media Literacy/ Media Education Beretta Smith-Shomade The goal of this two-semester course is to introduce students to the study of media literacy, media education, and basic media pedagogy. Students forged relationships with elementary school students through both correspondence and engagement in the classroom space. Students also used their media knowledge to conduct a media literacy workshop for a non-profit youth group. COMM 4820/6820 Creative Labor Vicki Mayer This course assumes an interest in theoretical and methodological questions related to communication studies. Updated July 24, 2016 Page 27 To deepen our responses to these questions, however, this course is engaged in community-based research in order to answer the following questions: 1. What is creative labor and its relationship to political economy? 2. Who are creative workers and what are their experiences of work? 3. How is creative work similar or different to other forms of work and employment? Students engaged in collecting community data and oral testimonies through interpersonal interactions. The results of the data gathering project were donated to the Creative Alliance of New Orleans (CANO) and used to assess the scope of the creative labor market in New Orleans. The results of our oral testimonies are posted to MediaNOLA, an online archive of cultural production in New Orleans. These will give online user a sense of what it is like to live and work in the new creative economy in New Orleans. Economics ECON 3320 Urban Economics Keith Finlay This course will review the determinants of the location, size, growth, and form of urban areas. Students will study the major issues of contemporary urban life: physical deterioration, growth of ghettos, congestion, pollution, transportation, and land use. Students measured and documented an aspect of New Orleans economic redevelopment after Hurricane Katrina. ECON 3330 Environment and Natural Resources Jason Pearcy / Jay Shimshack This course serves as an introduction to the economic theory of how and why people make decisions that have consequences for the natural environment and the availability of renewable and nonrenewable natural resources. Analysis will include valuation of pollution damages and controls, the use of environmental valuations to determine optimal rates of extraction and utilization of natural resources. The course will apply analytical results to current environmental and natural resources issues. Students designed contingent valuation surveys to assess the local communities’ willingness to pay for environmental amenities and programs. English ENLS 3010 Archives and Outreach Michael Kuczynski Archival study is thought of, by scholars and non-scholars alike, as an esoteric (and therefore "closed") academic field. The purpose of this class is to flip that understanding of the archive by emphasizing the deeply communal, public origins of archival collections, especially those assembled here at Tulane, and the need to introduce the general public to archives as a means of realizing and enlivening their use--that is, preventing them from becoming mere repositories of neglected or entirely forgotten rare materials. Students introduce local high school students to a program called the Book as Gateway--an introduction to the History of the Book for grade 9-12 students that emphasizes books as a technology; to several campus-based archives; and work with the h.s. students on an archive portfolio, documenting their progress over the term. ENLS 3620 Place-Based Storytelling in New Orleans Luisa Dantas This course examines basic concepts, principles and techniques of storytelling grounded in place and its application as a tool for fostering dialogue and communication across diverse communities, with a specific focus on New Orleans. Students will learn to analyze and construct narratives that incorporate and/or redefine the concept of place, using various media and platforms, including written, video, audio and online texts. Tulane students enrolled in this course assist middle and high school students at a partner institution in scripting, producing and editing their own “place-based” multi-media story projects about their New Orleans communities. Updated July 24, 2016 Page 28 ENLS 3620 Workshop in Creative Writing: Journalism Michael Luke Using journalism as the medium, students will work collaboratively with high school students from New Orleans Charter Science and Mathematics High School to produce a bi-annual magazine that will be published at the end of the semester. The students from both schools will create the magazine in a newsroom lab at Science High School. The students from Science High School and Tulane will publish jointly in the magazine, each working on semester-long projects to produce narrative-driven non-fiction pieces, full-length profiles, large Q&As, and possibly some opinion work. The students from both schools will assist one another to complete their stories, as the work will be done in a collegial milieu, instead of a tutor-pupil relationship. In addition to a traditional printed publication, the magazine will have an online presence, with students publishing digital content and using social media. In concert with reading journalism on issues that are critical in New Orleans, students will get out of the classroom and engage the people of New Orleans through extensive reporting and research. Through their reportage, students will experience these communities firsthand, and their subsequent writing will illuminate issues these communities are facing. In addition to the civic engagement element, the Tulane students and Science High students will gain real-world experience by working as reporters, editors, publishers to learn the current skills to work in the journalism field. ENLS 3650 Aristotle in New Orleans Ryan McBride This is a classical rhetoric course grounded in the thought of Aristotle and Quintilian. It is an attempt not only to think about rhetoric and the good life, but to practice them. Students coached debate teams in four New Orleans middle schools where over 95% of the students qualify for free lunch. Those debate teams are the foundation of a new, thriving, citywide league. Students read Aristotle’s Topics, Rhetoric, Nicomachean Ethics, Quintilian’s Institutio Oratoria, a few Platonic dialogues, and letters from Cicero and Seneca. ENLS 4010 New Orleans and the Early Modern Caribbean Adam McKeown This is an archives-based class on the literature and cultural history of New Orleans and the Caribbean during the Early Modern Period (1492 to 1800). While New Orleans was not settled until the last third of this period, the course is predicated on the idea that its settlement is an extension of the Atlantic colonial project and may be productively viewed in the context of European colonial activities in North America and, particularly, in the Caribbean. The goal of the class is both to advance students’ knowledge of early modern New Orleans and the Caribbean and to develop students’ understanding the role of the archives in preserving and disseminating the documents and objects through which early modernity can be known at all. Students work with the Historic New Orleans Collection, which makes available historical archives on New Orleans, and also offers extensive education programs designed to “teach the teachers” of Louisiana about the history of the region and ways to incorporate the history into their curricula. ENLS 4030 Literary New Orleans T.R. Johnson Students learn a detailed understanding of the way remote historical forces (the rise of the creole in the 18th century, the rise of the slave-market in the 19th century) shape the major literary artifacts associated with New Orleans. The service-learning students in this course will spend twenty hours over the course of the semester interviewing people who live near The New Orleans Healing Center on St. Claude Avenue in the Ninth Ward of New Orleans. On the basis of these interviews, the students will write profiles of their interviewees that will be published as a regular column called "Heroes and Histories of the Saint Claude Corridor" in the newsletter and website of The New Orleans Healing Center. This project will help affirm and stabilize the mission of The New Orleans Healing Center to connect with, respect, and keep visible the communities "indigenous" to the area and who are increasingly at risk of being pushed out Updated July 24, 2016 Page 29 by gentrification. ENLS 4060 The Teaching of Writing T.R. Johnson This course prepares students to become teachers of writing by introducing them to fundamental theories and practices in the discipline of rhetoric and composition. Students learned the fundamental theories and practices of writing instruction and then applied, tested, and extended this knowledge by tutoring at Green Charter School. Makers and Motivations: Culture & Organizing in New Catherine Michna Orleans This course will map and analyze the politics and practice of public engagement in the arts within the creolized, African-diasporic infused landscape of New Orleans and surrounding communities in the Gulf South. A unique feature of this seminar will be that Tulane students will partner on a weekly basis for discussions and collaborative writing workshops with 15 high school students in the Students at the Center (SAC) and Bard Early College programs at McMain Secondary School. The final product for the course will consist of a class book and a series of short videos that historicize and compare the "methods and motivations" of community-engaged artists and culture makers in New Orleans. Students take workshops in anti-racist dialogue building and oral history interviewing. They then apply what they learned from the workshops to mentoring work grounded in equitable partnerships and democratic dialogue with McMain students in the following activities: one-on-one writing tutoring; sustained team mentorship of McMain students in the work to design, draft, and revise the class book; and scholarly research tutoring. ENLS 4850 ENLS 4860 Building Community through the Arts Barbara Haley This course is a sustained study of topics such as nationality, popular culture, cultural institutions, and postmodernism. Students worked in teams with students from Xavier University, with local artists on Home, New Orleans: a multi-disciplinary, art and community development project grounded in the 7th Ward, Central City, and Lakeview. ENLS 4860 Food and Culture Supriya Nair In this course, students will engage with the local community through public service and learn more about its food cultures. Students worked with partners Hollygrove Market and Farm and New Orleans Food and Farm Network on activities related to culinary tradition, geography of food (or food pathways), gardening, growing and eating local. Environmental Studies EVST 1010 Introduction to Environmental Studies Jayur Mehta Utilizing both humanist and scientific perspectives, this course provides a study on the various types of interactions that exist and have existed between humans and their environment. The course will focus on environmental issues both locally and regionally relevant, as well as on topics of global concern, such as pollution and global warming. This course will engage students in problem solving scenarios using established case studies and encourages a diversity of voices and opinions through debate and interdisciplinary readings. Students have assisted various agencies in documenting environmental issues, such as erosion and invasive species, that are affecting local areas. Updated July 24, 2016 Page 30 EVST 4010 Environmental and Social Justice in Greater New Orleans Christopher Oliver students will develop knowledge of the theoretical and conceptual frameworks for analyzing issues of environmental and social justice in the US through an intensive, four-week course involving a combination of classroom instruction, guest speakers/practitioner demonstrations, applied field instruction, and professional development activities. Students will work in a team-based professional field setting at a local site with a university-partnered organization and as part of on-going ‘real-world’ project. French and Italian FREN 1010 Elementary French I Various This course serves as an introduction to the five skills of language acquisition: reading, writing, listening, speaking, and cultural understanding. Students worked with Lycee Francais de la Nouvelle-Orleans, assisting teachers in their French-speaking classrooms. FREN 1020 Elementary French II Various This class is a continuation of the objectives presented in French I and the five skills of language acquisition: reading, writing, listening, speaking, and cultural understanding. Students worked with Lycee Francais de la Nouvelle-Orleans, assisting teachers in their French-speaking classrooms. FREN 2030 Intermediate French Various This course studies French language with emphasis on reading, conversation, and composition. Students worked with Lycee Francais de la Nouvelle-Orleans, assisting teachers in their French-speaking classrooms. FREN 3150 Advanced French Grammar & Composition Various French 203 may be taken concurrently. This course serves as a thorough and comprehensive review of French grammar, including principles and distinctions not usually covered in lower and intermediate courses. Mastery of principles will be reinforced through oral and written class drill, frequent testing, and directed composition. Students assisted teachers in a new French immersion school, Lycee Francais de la Nouvelle-Orleans, during recess, lunch, and possibly also during class periods. They helped to monitor the children and provided other assistance to the teachers as necessary. FREN 3170 French Media and Oral Performance Toby Wikstrom Course objectives: 1. Introduce students to the French media landscape and to French and Francophone current events 2. Teach students critical terms and concepts relating to French media 3. Train students to analyze critically the form and content of French media 4. Improve students’ proficiency in French oral expression and listening comprehension 5. Teach students to make their own French-language radio interview in which they put to creative use the critical insights they will have gained from analyzing the form and content of media. Students will create radio segments in French that will be broadcast on the Alliance Française’s monthly French/English radio program Radio NOLA. FREN 3891 Racial Injustice and Multicultural Community-Building in Teresa Villa-Ignacio post-2005 Paris and New Orleans This course examines the activities of multicultural residents of New Orleans and Paris in the aftermath of Updated July 24, 2016 Page 31 Hurricane Katrina and the period of civil unrest in France in 2005, respectively. We will explore relationships between critical analysis and everyday practices of community organization and activism. The course partnered with VAYLA, the Vietnamese-American Young Leaders Association of New Orleans. Students participated in one-on-one tutoring sessions with VAYLA youth (high school students), as well as additional service-learning experiences in conjunction with VAYLA, including field trips and a reflection workshop. FREN 4050 Teaching French Alexandra Reuber This seminar and practicum course provides opportunities for Teaching Assistants (TAs) and advanced undergraduates to acquire skills in teaching methodologies and strategies specific to teaching French. Students provided assistance in lesson planning, teaching, grading, tutoring, and mentoring at their chosen location of service. FREN 4110 Field Research on French in Louisiana Thomas Klingler This course is designed to familiarize students with the rich cultural and linguistic heritage of francophone Louisiana while introducing them to the techniques of linguistic fieldwork and of transcribing and analyzing linguistic data. During four weekends of the semester, the class traveled to French-speaking regions of the state to interview speakers of Louisiana French and Louisiana Creole. In partnership with the NUNU Art and Culture Collective in the town of Arnaudville, a DVD of our audio and video recordings was produced that serves as documentation of the endangered speech varieties that characterize the town and surrounding region. FREN 4160 Translation Theory and Practice Annette Sojic This course will provide students with the tools to translate a variety of types of texts (mostly literary, but also legal, journalistic, commercial, etc.) and to introduce them to translation theory as it relates to the problem of translating cultural difference and to the issues of originality, authorship, and the ownership of the text. Students will translate from French to English as well as from English to French. Students translated the rich francophone archives available in the Louisiana Research collection and the Louisiana State Museum. ITAL 3250 Italian Language and Culture Michael Syrimis The course aims at improving the speaking and writing ability of students while familiarizing them with the development of Italian culture and history from the Middle Ages to the 21st century. Students will discuss historical events and answer questions using the grammar and idioms learned in the grammar review. Writing assignments are based on the historical and cultural component of the course. Students conducted research and prepared a detailed project on Italian culture to present at New Orleans schools in the context of relevant courses that the schools may offer, such as history, western civilization, religion, or art history. ITAL 4560/4570 Italian Internship Michael Syrimis This course assists the American Italian Renaissance Foundation and Museum to catalogue and make available its rich collection of Italian-language primary materials on Italian migration to the New Orleans area. The students catalogued items in the museum's collection. Gender & Sexuality Studies GESS 2900 Introduction to Gender and Sexuality Studies Various This course is an interdisciplinary introduction to gender and sexuality studies. Its primary focus is critical perspectives on the social construction of gender and sexuality, inequalities on the basis of gender and Updated July 24, 2016 Page 32 sexuality, activism around issues of gender and sexuality, and how gender and sexuality shape and are shaped by other systems of inequality such as race, ethnicity, class, religion, nation, region, and age. Students worked as tutors at Sophie B. Wright with For the Children. Students also observed gender relations amongst students and staff, provided companionship for residents at St. Margaret’s, and assisted staff in planning special activities. GESS 3500 Identity, Difference, and Inequality Various This course is an interdisciplinary exploration of how gender and sexuality are implicated in, mediate, or are mediated by the social and cultural construction of racial and ethnic identities and cultures, the formation of economic structures and class cultures, and race, ethnic, and class inequalities. Students conducted an oral history survey and created an archive that documented the history of a New Orleans performance community. Students also collaborated with performers to determine what content would constitute a useful archive for understanding their performance cultures. GESS 4930 Black Feminist Thought Jennifer Lightweis-Goff Designed to explore the innovations and interventions of Black feminists in both the academy and activism, this course examines the creation of Black women’s intellectual traditions. In the interests of scope, the course extends this conversation from slavery to the present, but in the interests of focus, it primarily explores the African-American tradition. Students visit St. Gabriel’s Womens Prison to film incarcerated women reading to their children as part of the Read to Me, Mommy program. Germanic & Slavic Studies GERM 2030 Intermediate German I Various In this course, students will continue to develop proficiency in language skills (listening, reading, speaking, and writing) at the intermediate level. The course will further introduce students to contemporary German culture. Students surveyed New Orleans public and private schools to determine which schools offered German, developed a presentation, or mentored students studying German at local high schools. GERM 3050 Advanced Grammar and Composition Various This course combines language acquisition with content-based instruction for varying topics. The course aims at reinforcing and expanding students’ proficiency primarily in writing. In this endeavor, the course offers a thorough and comprehensive review of German grammar at the advanced level, including principles and distinctions not usually covered in lower and intermediate courses. Students helped prepare for the annual Oktoberfest, and developed cultural history of German-speaking immigrants History HISA 3190 Pompeii: Life in a Roman Town Susann S. Lusnia This course is a survey of Roman culture through the study of the town destroyed by Mt. Vesuvius in 79 C.E. The focus is on the society, politics, religion, domestic life, entertainment, economy, and art of Pompeii and the surrounding region in the early imperial period. Students helped Longue Vue House and Gardens develop a landscape manual/database. Students also conducted a "Quality of Life" survey in the 7th Ward. HISB 4970 Archiving Africa Elisabeth McMahon This is an advanced course in historical methods that uses a service-learning component to enhance student Updated July 24, 2016 Page 33 understanding of historical materials, archives, and how these connect with the larger community. In this course, students will focus in particular on materials related to African history found in New Orleans archives, allowing students to develop an understanding of the historical links between the local community and the continent of Africa. Students produced a detailed guide and bibliography of Africa-related collections in the Amistad Research Center (ARC) archives. HISB 6970 Gulf South in Africa Elisabeth McMahon This course will explore the 20th century history and links between people living in the Gulf South and the African continent. The history of Africans brought to the Gulf South as slaves in the 17th-19th centuries is well documented. However, little work has been done on the modern relationship between the two regions. This class will work to build a community archive of knowledge about 20th century links. Students conducted oral history interviews, transcribed the interviews, confirmed the oral histories with informants, processed the transcriptions for the collection at Amistad, and created a detailed guide and index to the oral histories. HISE 2170 19th Century Europe George Bernstein This course is a survey of 19th Century Europe. Our course will partner with VAYLA, the Vietnamese-American Young Leaders Association of New Orleans. Each student will complete 20 hours of mandatory service-learning through weekly one-on-one tutoring sessions with VAYLA youth (high school students) on Wednesdays from 3:30-5:30pm; the class will travel to and from VAYLA together on Wednesday afternoons. The course integrates additional service-learning experiences in conjunction with VAYLA, including field trips and a reflection workshop. As their public service, students tutor AP US history, AP world history (since roughly 1600), or AP modern European history at an open enrollment New Orleans public school. HISE 2330 Modern Britain George Bernstein This course is a survey of British history since 1760. The objective of the course is typical of a history survey course: to introduce students to the subject, to historical issues and debates, to thinking and writing like historians, including the use of primary sources as evidence in history. Students tutor AP high school students, mainly focused on history, teaching the same objectives of history as learned in class. Students focus on links between teachers and learners of history, and the act of teaching as a learning experience. HISE 3311 History of Gardens, Parks, and Green Spaces Linda Pollock This course examines the creation of gardens, parks and public green space in Europe and the Americas from 1500 to the present day. We will study not just the historical evolution, technology or art form of gardens and parks but also what they mean to people. Students will perform service at City Park. This will enable them to understand about park maintenance, usage and development. Through the class readings and the mandatory service, students will be able to reflect on the significance of the role played by parks in the community, and what could be done to enhance this. HISE 4350 Britain in Decline? George Bernstein This course is a history of Britain since the Second World War, with a focus on issues on if Britain did or did not decline. Central to this debate are the following "evidences" of decline: loss of relative power (i.e., rise of US & USSR), loss of empire, rise of welfare state and the supposed undermining of independent initiative. Updated July 24, 2016 Page 34 Students will work at the WWII Museum, and discuss the impact of the war on any of these three issues in their research paper. Alternatively, students can work with a public service partner involved with providing services to the people of New Orleans, and write their research paper on some subject of race, poverty, welfare provision, or urban redevelopment in Britain that gives them some basis for comparison between Britain and the US in dealing with this issue and debates over welfare provision. HISU 3913 History of Reproductive Health Karissa Haugeberg This course will explore the history of reproductive health in the United States from the seventeenth century to the present. Students will read scholarly books and articles, memoirs, and films about Americans’ encounters with gynecology, midwifery and obstetrics, birth control devices, abortion, and reproductive technologies. Additionally, students will have opportunities to engage with guest lecturers who study reproductive health issues in the United States and around the world. Students partner with the New Orleans Abortion Fund (NOAF) [or with an anti-abortion group, if desired] researching the current state of reproductive health in Louisiana. Students will have opportunities to conduct oral histories, to identify locations where women receive reproductive health care, and to analyze federal, state, and local policies that shape Louisianans’ access to reproductive health care. At the end of the semester, students will donate materials to the Newcomb Archives. HISU 2610/6610 The Old South Randy Sparks Economic, cultural and political history of the South from the settlement of Jamestown through the Civil War. Emphasis is on those factors that made the South a unique section of the nation. Students work at various historical institutions (museums, archives, digital archives, etc.) in different capacities with the goal of learning more about the South’s history and how that history is shaped, preserved, and presented through a focus on New Orleans. HISU 2620 The New South, 1855-Present Randy Sparks An examination of the economic, political, cultural, and intellectual forces that have shaped the American South since the Civil War. Central themes include the rise of sharecropping and tenancy, the struggle for civil rights, the emergence of two-party politics, and the metamorphosis of popular values and social norms triggered by the events of the 1960s. The course will explore the paradox of continued self-conscious regional identity in the face of constant internal change. Students work at various historical institutions (museums, archives, digital archives, etc.) in different capacities with the goal of learning more about the South’s history and how that history is shaped, preserved, and presented through a focus on New Orleans. HISU 3690 African American History to 1865 Laura Adderley This class surveys the history of people of African descent in the United States from the 17th century to the end of the Civil War. The course will explore the development of a distinct African-American experience within the context of colonial North America and the early United States. Emphasis will be placed on understanding the origins and nature of slavery not simply as a system of forced labor, but as a system of unique cultural relationships. Students worked with historical documents--at Amistad Research Center and Destrehan Plantation-- assisting professional staff in review, description, and cataloguing. HISU 3700 African American History from Emancipation to Present Laura Adderley This course surveys the history of people of African descent in the United States from the end of the Civil War until the late twentieth century. A central theme of the course will be the varying ways in which AfricanUpdated July 24, 2016 Page 35 Americans sought, both successfully and unsuccessfully, to achieve political, social, and economic freedom in the wake of emancipation. Students worked in documentary collections at the Associated for Retarded Children (ARC), which allowed them to engage with primary source materials. HISU 3940 U.S. Immigration History Jana Lipman Students will gain a solid foundation in mid-19th and 20th century immigration history and grapple with the following themes: immigrant community formation, the interplay between immigration and American labor, the changing immigration law, the intersection of immigration and U.S. racial formations, and the prominence of immigrant narratives in American culture. Students partnered with the Loyola Immigration Law Clinic. These students attended an orientation workshop and then traveled to the Tensas detention center where they worked with law students to provide a “Know Your Rights” workshop for detainees. HISU 3940 Living History Laura Kelley The objective of this course is to introduce students to the Native American influence in shaping Louisiana history. Specifically, students will have the opportunity to learn about the history of Native Americans in southeastern Louisiana and work with tribal members on a historic documentation project. Students researched, recorded, and thereby preserved, the culture, history, and traditions of the tribes of the New Orleans area with a focus on the Pointe-au-Chien Indian Tribe. HISU 3990 New Orleans Slavery & Local Public History Laura Adderley This course will explore the history and public memory of slavery and the slave trade in New Orleans, southern Louisiana, and the wider Gulf South region, including parts of Alabama and Mississippi, as well as some locations further afield related to the domestic slave trade from the upper South to states in the Deep South/Gulf South region. Students worked with local public history agencies either on slavery research related to their sites or on the development of materials for their public display. HISU 6560 Rise and Fall of the Plantation South Randy Sparks This reading and research seminar will explore the rise of the southern plantation as an agricultural, social, cultural and economic unit. We will begin with the colonial period and end with the decline of the plantation system during the 20th Century. We will explore the origin of the plantation system in the early modern Atlantic World, its rise in the southern part of North America, and its role in shaping the economic, social, cultural, and political life of the region. We will explore the variations in the plantation system governed by the production of the region’s staple crops: tobacco, rice, cotton and sugar. We will analyze the effects of the Civil War and the abolition of slavery on the system, and its persistence is some areas well into the 20th Century. Students will write a major research paper based on their research at Evergreen, and present an oral presentation on their work there. They will also complete a “Community Experience Portfolio” that will give an overview of the experiences and insights they have gained working in their CBO. HISU 6930 U.S. Migration and Labor Jana Lipman This course is an advanced seminar on the relationships between labor, capital, and migrant populations to (and within) the United States in the twentieth century. Students worked with agencies that allowed them to have direct experiences with workers, immigrants, and advocacy, conducting research, surveying clients/constituents, and assisting in direct services with Restaurant Opportunities Center, Loyola Law Clinic, and Puentes. Updated July 24, 2016 Page 36 HISU 6932/3930 New Orleans Hidden History Laura Kelley The objective of this course is to introduce students to the immigrant influence in shaping New Orleans history. Specifically, students will have the opportunity to learn about the history of St. Alphonsus Parish neighborhood which encompasses the Irish Channel among other neighborhoods and to work with members from the St. Alphonsus Art and Cultural Center on a historic documentation project. Students engaged in oral history projects and archival research. International Development IDEV 1010 Introduction to Development Anna Monhartova This course is designed to give students a broad-based understanding of the international issues and the goals and methods of international development since World War II. Students provided quality assistance to at-risk children in public elementary schools. IDEV 3200 Approaches to Sustainable Development Anna Monhartova This course is designed to examine the impact of macroeconomic policy and political structure on environment, gender, communications, modernization and cultural change, basic needs, democratization, and appropriate technologies. Students provided academic support and aided with character development/life skills for children in local elementary schools or worked on a project with the community partner. IDEV 3300/4950 Social Entrepreneur & Development Anna Monhartova First, this course will study the theoretical foundations that help us understand strategies and approaches that lead to sustainable solutions. Second, it will analyze social entrepreneurs and development practitioners who contribute more effectively to the Millennium Development Goals of poverty reduction and human development. The service-learning component of this class collaborated with A’s & Aces, which works with several public schools (e.g., ARISE Academy, Arthur Ashe Charter, Edward Hynes Charter, Lafayette Academy, and Milestone SABIS Academy). IDEV 4900 Organizational Leadership Various This course is an elective course which is designed to give students the opportunity to develop the leadership and management skills necessary for International Development policy and field work. Students assisted a non-profit organization to complete a project that served at-risk children in public elementary schools and middle schools. Jewish Studies JWST 1250 Building Jewish Communities Brian Horowitz This course explores how certain non-religious features, such as shared culture, language, custom, dress, and education played an integral part in the definition of Jews and Judaism from their inception and examines the role played by these features in the constitution of variant secular forms of Judaism and secular Jewish orientations in the modern period. Students volunteered at agencies that support the local Jewish community. JWST 2200 Modern Jewish History Michael Cohen In this class, students will complete an analysis and interpretation of Judaism in modern times. The meanings of religiosity and secularity are explored through analysis of several Jewish responses to modernity: religious Updated July 24, 2016 Page 37 reform, Jewish socialism, political and cultural Zionism, assimilationism. Integration of these diverse responses produces a coherent picture of how a religion is transformed through interaction with modern culture. Students analyzed the balance of Jews within a Jewish community with their lives as citizens of larger societies. Students interacted with retirees at the Woldenberg Village, tutored students at Lafayette Charter, and facilitated recruitment efforts for Gift of Life. JWST 3210 American Jewish History Michael Cohen The course examines the nature of religion in modern and contemporary times, using Judaism in America as an example. How did the American Jewish community come into being? What is American about it? What is Judaic, that is, carrying forward aspects of classical Judaism? What is the meaning of the ethnic, social, and cultural traits emergent in contemporary Jewish life? Answers to these questions provide a picture of the character of American Judaism and of the complexities of contemporary religious life. Students analyzed the balance of Jews within a Jewish community with their lives as citizens of larger societies. Students interacted with retirees at the Woldenberg Village, tutored students at Lafayette charter, and facilitated recruitment efforts for Gift of Life. JWST 4420 Advanced Topics in Jewish Historiography Brian Horowitz In this course, students will study the work of one path-breaking Jewish intellectual, studying both his/her oeuvre and intellectual context. Of particular importance is the relationship of the intellectual’s work as part of a dialogue with the works of Jewish and non-Jewish contemporaries. Among the subjects are Heinrich Graetz, Simon Dubnov, Israel Zinberg, Jacob Katz, and Salo Baron. Students assisted a Jewish institution in the city by providing logistical support at organizational and community meetings, completing library and internet searches, compiling oral histories, and producing outreach materials such as brochures, press releases, and newsletters. JWST 4810 Jewish Youth and Cultural Change Michael Cohen This course will cover special offerings in Jewish history, religious thought, and literature. Students volunteered at agencies that support the local Jewish community, particularly the youth. Latin American Studies LAST 1010 Introduction to Latin America I Various The course probes the social and cultural institutions and production of modern Latin America through the concepts of Encounter, Identity, Nation, and Welfare. Readings, lectures, discussions, and media presentations are integral components of the course. The objective of the course is to introduce students to the region, institutions, and cultural production of Latin America. Students will become familiar with the physical, political, and cultural boundaries of the region and then examine modern Latin America through the use of case studies, primary source materials, discussion, and current research. Students engaged with the local Latino community by working with the Hispanic Apostolate and Delgado Community College (ESL Programs), Urban League College Track, Puentes New Orleans (Latino Civic Engagement Activities), and For the Children at Sophie B. Wright. LAST 1020 Introduction to Latin American Studies II Various The course probes the social and cultural institutions and production of modern Latin America through the concepts of Creativity, Exchange, Land, and Peoples. Readings, lectures, discussions, and media presentations are integral components of the course. The objective of the course is to introduce students to the region, institutions, and cultural production of Latin America. Students will become familiar with the physical, political, and cultural boundaries of the region and then examine modern Latin America through the use of case studies, Updated July 24, 2016 Page 38 primary source materials, discussion, and current research. Students engaged in ESL teaching and tutoring, literacy tutoring in local public schools, or Latino leadership and activism activities through local non-profits. LAST 3000 Race, Gender and Sexuality in Brazilian Ethnography Annie Gibson This course will explore gender, race, and sexuality in Brazil through ethnography, theoretical texts, and film. This course has three primary goals: examining theories of gender, race, and sexuality (U.S., European, Latin American, etc.), exploring ethnographic representations of gender, race, and sexuality in Brazil and, lastly, exploring the outcomes associated with how these analytics are socially constructed and understood. Students worked in small groups to research, write, and produce a radio program on a topic that has relevance both to the course and to the local community. This radio program was broadcasted on WTUL on the Community Gumbo program. Brazucas: Enthonology of Brazilian Immigrants in the United Annie Gibson States This course will explore the social issues that affect Brazilian immigrants in the United States. During the semester we will theorize immigration as both a social and policy issue in U.S. culture as well as analyze Brazilians’ immigration and adaptation to life in the U.S. Students worked with LatiNOLA and other community-based organizations in development projects geared to reaching Brazilian Immigrant audiences. Examples of such work included: creating flyers and information about social and health services that is catered to Brazilian audiences, working with ESL classes that are Brazilianbased, helping local Brazilian samba schools with costume design, and conducting research for LatiNOLA on the Brazilians living in NOLA. LAST 3950 LAST 4951 Food, Immigration, and Culture Sarah Fouts Course goals for the service learning oral history project with the Southern Food and Beverage Museum are twofold. First, we will learn technologies and methodologies for keeping records of the past through oral history and ethnography. Second, we will learn skills of analysis and production of oral histories for digital formatting. Objectives to reach these goals include: learning different kinds of field methodology in collecting data on foodways; understanding and discussing the positionality of the researcher in the field; collecting data (oral history and ethnographic field notes); identifying key actors and core themes from data collected; editing and transcribing data to submit in the archives for the Latin American Library and SoFAB Library. Partnering with the Southern Food and Beverage Museum, students will conduct oral history interviews with local chefs, cooks, food establishment owners that represent the immigrant class of the Crescent City. Social Justice, Human Rights, and Civic Engagement in the James Huck Americas One objective of the course is to engage the scholarly literature on the concepts of “Social Justice,” “Human Rights,” and “Civic Engagement” and to critique how scholars have related these concepts to each other in theory and in practice. Another objective is to develop constructive civic participation that transforms power structures mitigating against justice and human rights in a context characterized by counterproductive social conflict and long-standing social and cultural antagonisms. A third objective is to study and debate social justice in specific case study contexts that have particular relevance across and between the countries of the Western Hemisphere. And a fourth objective is to have students engage in community service locally in New Orleans where the ideas of social justice and fundamental human rights form the core motivation for action. Public Services Fellows platform course LAST 4966 Updated July 24, 2016 Page 39 LAST 4966 Service, Citizenship & Education in the Americas James Huck One objective of the course is to engage the scholarly literature on the concepts of “Service,” “Citizenship,” and “Educational Pedagogy” and to critique how scholars have related these concepts to each other in theory and in practice. Another objective is to develop constructive civic participation that views education as a vehicle for community service. A third objective is to study and debate the concepts of service, citizenship, and education in specific case study contexts that have particular relevance across and between the countries of the Western Hemisphere. A fourth objective is to have students engage in community service locally in New Orleans. Public Services Fellows platform course Linguistics Language Revitalization: The Case of Tunica, Louisiana’s Judith Maxwell Sleeping Language Through this course, students will (a) arrive at a definition of language endangerment and language death; (b) determine symptoms, both cultural and in terms of language structures, that are indicative of language shift and/or death; (c) determine which measures influence language sustainability and revitalization (e) become familiar with the laws, national and international, that govern language rights; (f) learn about and be able to implement effective methods of second language teaching; (g) gain FSI level two competence in spoken Tunica; (h) assist the Tunica nation in their revitalization efforts through serving as teachers aids for the Tunica Language Summer Camp. Students will assist a Tunica elder or educator from 8 a.m. to 4:30 p.m. during the Tunica Language Summer Camp in Marksville (one week), teaching the language and engaging in cultural activities with Tunica children LING 3000 LING 3700 Second Language Acquisition Amy George-Hirons This course is intended to familiarize students with the field of Second Language Acquisition, including a history of the field’s origins, discussion of recent theories of second language acquisition and an overview of approaches to research methodology in this field. Students will work closely with an English as a Second Language class and reflect critically on the language acquisition process of the ESL students with whom they will be working. The Service Learning experience will allow Tulane students to see the theories that they study in class in action and will turn theory in to practice. LING 4110 Brain and Language Harry Howard The goal of this course is to learn how the brain is organized to produce and comprehend language and to understand linguistic disorders attendant on brain damage. There is an optional service learning component in which students can work with a speech therapist at a local health-care provider. Students observed classes/students in order to develop learning aids. Management SLAM 3060 Philanthropy and Social Change Michele Adams The overall goal of this course is to educate students in the process of socially responsible philanthropy through a social justice lens. Being a socially responsible philanthropist requires the ability to think strategically in a way that incorporates a thorough understanding of community needs and cultural contexts, as well as working as part of a team to understand (1) how to identify and research grantee agencies, (2) how to balance agency needs with foundation and donor interests, (3) how to encourage and develop relationships with agency representatives and community partners, and (4) how to develop a socially effective philanthropic strategy for investing the foundation’s money. Students will “become” (for a semester) members of the board of directors of a fictional foundation that has the opportunity to analyze community issues related to children and families, to evaluate nonprofit agencies that Updated July 24, 2016 Page 40 have strategies for addressing these issues, and to devise investment strategies to most effectively distribute foundation dollars. Music APMS 2170/2180 Marching Band Barry Spanier This course offers students the opportunity to rehearse and perform music and marching in a collegiate marching band. Objectives are to combine high-level musical and visual performance to create interesting and entertaining presentations suitable for parades, concerts and other venues. Spring semester focuses on Mardi Gras parade performances, technique improvement, and special events for the University and community. Students worked with local school and community band organizations through tutoring. APMS 2180 Orchestra Maxim Samarov This course aims to improve and develop large ensemble playing skills and general musicianship skills. Students coached community string players either individually or in sectionals settings. APMS 2210/2213 Voice Amy Pfrimmer One 50-minute private lesson per week (2 credits). Students assigned to guitar, piano or voice class meet for two 50-minute classes each week (2 credits); all beginners must start with a class. Students with musical aptitude worked one-on-one with community partner participants on musical proficiency. Other students assisted in other areas, such as academic tutoring. MUSC 1900 New Orleans Music Matt Sakakeeny This course is intended as an introductory survey of New Orleans music, including jazz, brass band, Mardi Gras Indian, rhythm and blues, funk, and hip-hop, through an intensive exposure to existing research, field trips, and occasional visits from local researchers and musicians. Musical socialization – the role of young people in extending the city’s musical traditions – will be a running theme throughout the course and will connect the course materials to the optional service learning project. Students gained firsthand knowledge of musical socialization - the role of young people in extending the city’s musical traditions - by interacting with students and instructors at the Roots of Music afterschool music program for middle-school children. Philosophy PHIL 1010 Introduction to Philosophy Shawn Loht The service-learning option for the course will place students into public service that benefits the New Orleans community. Both of our partners are non-profit organizations which rely heavily on volunteer help and grassroots marketing. Their missions include promoting the health and wellness of the community, particularly demographic sectors of the New Orleans community that are lacking in needed infrastructure. Completion of the twenty (20) service hours in conjunction with the required coursework will help students reflect on realworld application of issues in social and political philosophy such as justice and the human good. A portion of students’ course grade will be assessed on their ability to synthesize their service experience into the topics of our course, via reflective essays/journals and an informal class talk. Hollygrove Market: Holly Grove is equally a store, an urban farm, and a marketplace for local and regional farmers to sell their product. Holly Grove is a leader in New Orleans for the local foods movement. Service work for Holly Grove may consist of packing merchandise in the store, prep work and clean-up at opening or closing, or assistance at community education programs. NOLA Trash Mob: modelled in the style of a “flash mob”, NOLA Trash Mob is a collective of volunteers who converge once a week to do garbage pickup at neglected sites in New Orleans. The service work students Updated July 24, 2016 Page 41 complete for this organization will consist of garbage collection and neighborhood cleanup. The course objectives will be reinforced by the service work with these partners by virtue of having students reflect on the various social goods the organizations foster. Insofar as the course focuses significantly on the philosophy of social and communal human life, students will be directed to use their service work as a way to reflect on political and social structures all citizens need and use. PHIL 1030 Ethics Shawn Loht Read, interpret, and critique seminal texts in Western philosophy, with particular emphasis on the concepts of virtue, duty, individual vs. public goods, human nature and the good life. The service component of the course will provide a foil for considering the philosophical concepts studied in the course and their significance for contemporary life. Through their service work, students will assist a social organization whose mission promotes quality of life for the populace of New Orleans. PHIL 1210 Elementary Symbolic Logic Nancy Lawrence This class introduces one to formal techniques for evaluating arguments. These are the principles that underlie all sound reasoning. Students train middle school debate teams, and act as judges for a city-wide middle school debate program that is run by Tulane students. The students’ ability to learn and judge formal debates will be particularly useful in helping them learn translation from English to formulas, which, in turn, will help them to become skilled at using formal systems and proof techniques. Additionally, judging the debate format will help students to master the skill of identifying both valid and invalid arguments, which is one of the core concepts of the course. PHIL 2930 Gender and Philosophy Nancy Lawrence Students will gain a much deeper, first-person understanding of the ways in which gender oppression manifests itself, and the ways in which gender oppression can be intertwined with, and even inadvertently promoted by, other types of oppression, i.e., racial oppression, heterosexism, etc. Students will be required to apply and to reflect upon some of the theories of oppression we are studying via their participation in a local organization’s efforts to address the topics covered in the course. Organizations vary each semester. PHIL 3500 Buddhism Hans Gruenig This course examines the metaphysical, epistemological, religious, and psychological dimensions of Buddhism, while also tracing its development from India into Southeast Asia, China, Japan, and the West. Students worked to improve the lives of members of a suffering and/or underserved population. PHIL 393x Environmental Ethics Keith Silvermann The course will engage students toward a general understanding of ethics and of the means and goals of its exercise relative to issues of the environment. It will, moreover, involve students in environmental field activities wherein they actively exercise these understandings. Students will work to grow in the necessary knowledge and skill sets to responsibly and effectively participate in the care and shepherding of the environment and its various members, animate and inanimate alike. Students researched and compiled a database of commercially viable species in the Gulf of Mexico and each of the five Gulf states, as well as information on all species of ecological importance to them. PHIL 393x/6930 Moral Psychology Alison Denham A better understanding of the causal genesis of our moral determinations is intrinsically valuable. However, Updated July 24, 2016 Page 42 moral psychology also has practical significance, for that understanding can enable us to make better choices in social policy (e.g., in education, social services and criminal law) and to better adjudicate the ethical conflicts that mark our relations with other communities and cultures as well as conflicts between different factions within our own community. Students mentor in various one-to-one mentoring programs for at-risk youth as a way to explore the issues discussed in class. PHIL 6933 Topics in Aesthetics Alison Denham This course addresses traditional debates in the philosophy of art concerning meaning and value, but locates these in the challenging context of contemporary art forms that have come to prominence in the past 100 years, including but not restricted to installation and performance art, conceptual art, and poly-tonal and atonal music. Students offered support services to the Ogden Museum of Southern Art and the Contemporary Arts Center. Students helped with the planning, organizing, and publicizing revolving exhibitions and assisted with the planning and implementation of arts education programs. Political Economy PECN 6030 Legal Ethics Alison Denham The course addresses the ethical standing of the legal advocate's practices within the adversary system, in both civil and criminal contexts. The focal question will be: “When, if ever, and how, if at all, does the system of adversarial advocacy legitimate the transgression of legitimate moral requirements?”(Put differently: Do lawyers possess a special license to lie and cheat in the fulfillment of their professional duties? If so, what is the proper scope of this license?) Students partnered with a local organization, Court Watch NOLA, where they were given a case proceeding to watch in court on an assigned day. At the conclusion of the proceeding, students completed a data sheet recording what happened and their general impressions about the proceedings. Political Science POLA 3010 Big Easy Politics Michael Sherman The objective of this course is for students to examine the level of government with the greatest impact on the daily lives of Americans – local government. Specifically, we will focus on the politics, functions, and governmental structure of the City of New Orleans. Working through the City agency charged with fighting blight, the New Orleans Redevelopment Authority, students aid the City in eliminating blighted lots. Students will be given a portfolio of vacant lots, and working with a City employee, determine which strategy is most appropriate to get each lot back into commerce. POLA 3220 American Presidency Thomas Langston The objective of this class is to introduce students to the systematic study of presidential power and responsibilities. We will examine how the institution of the presidency came to be the office that it is, and how it fits into the broader system of American and world politics. Students worked with the New Orleans Health Department to promote a temporary, president-funded, postKatrina health insurance program (GNOCHC) that supports uninsured people who are not eligible for Medicaid. Students learned in a highly practical way about the “street-level” consequences of presidential politics and policy making. POLA 4010 Policy Research Shop Students will create a policy brief . Updated July 24, 2016 Brian Brox Page 43 Students will be matched with an office in City Hall wherein they will continue to conduct projects identified by the agency or office. In addition, they will work specifically on obtaining information necessary for their policy brief. POLA 4010 Politics of Environmental Justice Melissa Harris-Perry This course will explore the intersection of social justice and environmental stewardship, with particular attention to issues of environmental justice. Students will learn the history of environmental justice and its relationship to the larger environmental movement. Students will also explore the political and ethical issues underpinning environmental justice work and develop the ability to reason about issues of environmental justice. Students will undertake an expansive needs study of food availability in New Orleans. The students will act as the primary researchers for this project, conducting research and completing a needs assessment report with policy recommendations. The raw data and final report produced by the students will be shared with our community partner to be used in crafting further recommendations to city and state officials. POLA 4011 Interest Groups Christina Kiel This course examines how organized interests form and are maintained, and the multiple functions of organized interests throughout the U.S. political system. Students will act as consultants to a small, membership-based, advocacy-oriented organization (e.g. Puentes New Orleans), developing a membership development plan and fundraising strategies. POLA 4011 Politics of Education Policy Jennifer Lay This course examines: the relationship of the federal, state and local governments in the creation and implementation of policy in local schools; the roles of agencies and organizations which have historically influenced educational policy; the current education policy controversies; the values and ideologies that permeate discussion of education and school reform. Students will work in groups to conduct research and write briefs for the Cowen Institute for Public Education Initiatives. POLA 4800 Science, Technology, and Public Policy Thomas Langston This course examines the intersection of public policy and invention. In particular, we will explore public policy responses in the United States to new technologies and new scientific truth claims. Public Service Activity: Students will help meet general volunteer needs of Hope Lodge (guest assistance/relations, planning guest activities for the Hope Lodge, front desk assistance), but the main project will be for students to create an informational booklet that contains various online resources (especially financial aid). The booklet will be created through students’ own research, but also through opinions from the guests’ and families’ feedback on the most helpful resources. The booklet will also contain a write up on how current public policy and technology affects what cancer treatment is available or approved by FDA or not. POLC 4310 Mexican Politics & Government Mary Love Students will gain a deeper understanding of Mexican government and political processes. They will better understand the nature of U.S.-Mexican relations, and the main issues in the bilateral relationship. Students will research a topic that is relevant to both Mexican politics and the local New Orleans community. Students worked with the Stone Center Latin American Radio Initiative to produce radio programs on a topic that had relevance both to Mexican politics and to the local community. Updated July 24, 2016 Page 44 POLC 4520 Comparative State Building Martin Mendoza This course will explore the nature of state authority and the processes by which different types of states emerged at different moments in world history and in different regions of the world, as well as how the nature of states has evolved over time. Students assist the Loyola Law Clinic's efforts to educate undocumented illegal immigrants detained in Louisiana through the Know Your Rights campaign. POLI 2500 Intro to International Relations Martin Mendoza This course offers an introductory analysis of basic factors influencing international politics, organization and law. Students support the core activity of Puentes New Orleans, a local community development organization focused on the Latino population. Students’ work ranged from office work helping coordinate community meetings and training sessions to a more hands-on participation in these meetings and activities. POLI 4030 Comparative Foreign Policy Alla Rosca The primary purpose of this course is to engage students in a lively debate about comparative foreign policy. Why do states act different during historical periods of time? Does the foreign policy decision-making process depend on internal factors, on the political system and on the form of government, on political leaders and interest groups? Students will seek to answer these questions through an interdisciplinary approach towards formation and change in foreign policy through the lens of comparative foreign policy analysis. Students actively participated in planning and organizing activities with The New Orleans Citizen Diplomacy Council and World Affairs Council of New Orleans. Students arranged a variety of meetings for the delegations from abroad, planned and organized round table discussions, and provided tours of New Orleans. POLI 4600 Latin American International Relations Casey Mary Love This course deals with relations among Latin American nations as well as those with the United States, Europe, Japan, and multinational institutions. This class will cover international issues such as trade, security, human rights, immigration, and environmental politics as they relate to Latin America. Students produced radio programs on contemporary issues in U.S.-Latin American relations in conjunction with the Stone Center Latin American Radio Initiative. POLI 6530 Human Rights at Home Geoffrey Dancy This class will serve both as a comprehensive introduction to the history and theory of international human rights, and as an in-depth examination of how human rights law and social movement activism is incorporated into local practice in and around the New Orleans area. By analyzing human rights theory through service learning, students will gain a practical understanding of the benefits and challenges of appealing to universal human rights norms in the conduct of political campaigns for change. POLS 1010 Introduction to Politics Various This course serves as an introduction to the principles and practice of political life in a variety of domestic and international contexts. Students assisted the Gulf Restoration Network (GRN) in finding outlets for data dispersal regarding coastal restoration issues. Students focused on different geographic areas of the country and learned how these areas Updated July 24, 2016 Page 45 rely on the Gulf Coast region. POLS 3010 Politics of Immigration Mary Love In this course, students will utilize a variety of learning methods to explore why immigration is such a controversial issue, the major push and pull factors contributing to immigration into the United States, and the outcomes of various policy responses. This course will focus primarily on immigration from Latin America to the United States. Students tutored ESL to mostly Mexican and Central American immigrants through the Delgado Community College program. POLS 6950 Law & Politics of Domestic Violence Sally Kenney This course allows students to explore current thinking about domestic violence and its impact on adult participants, children, and families. Emphasis is placed on understanding theories about what causes domestic violence and effective intervention strategies for assessing and eliminating violence in families. Topics include sociocultural, intrapersonal, and interpersonal explanations for domestic violence; the co-occurrence of domestic violence and child abuse; and strategies for effective intervention with batterers, victims, and children. Students monitored domestic violence cases for the Tulane University Law School Clinic on Violence Against Women, in cooperation with the emerging non-profit organization CourtWatch, a partner of the Louisiana Chapter of the National Organization for Women. Students contributed their observations to the larger movement to monitor judges and courts in domestic violence cases, made recommendations, and developed policy based on what they observed. POLT 2700 Political Thought in the West Gary Remer The objective this course is to bridge the gap between theory and practice by focusing on issues of social justice in the Bible vis-à-vis secular, mainstream political theory. To bridge the gap between theory and practice, students will consider why the goal of social justice is important in both the Bible and secular political theory, whether the activities intended to promote social justice differ in each, and if and/or how the theory and practice of social justice vary between the Hebrew Bible and New Testament. Students will participate in ameliorating poverty in the Greater New Orleans area by working together with organizations whose work for justice is rooted in and nourished by the prophetic values of the Hebrew Bible and the vision of social ethics delineated in the New Testament. These organizations tentatively include, but are not limited to, Avodah: The Jewish Service Corps, Catholic Charities Archdiocese of New Orleans, and the New Orleans Mission Introduction to Feminist Theory: Perspectives and Menaka Philips Controversies The core objectives of this course are to: (1) familiarize students with key theories and debates within feminist scholarship; (2) apply the theoretical knowledge attained to enhance service in the community; (3) synthesize theoretical and practical knowledge to think critically about the diversity of experiences surrounding gender identity, and about ways of improving/enhancing individual’s lives through service in the community. Students partner with Eden House to apply the theoretical perspectives discussed in class to real-world experiences. Students will gain awareness not only of organizational approaches to issues of gender politics, but will themselves contribute to addressing those issues through their work in the organization. POLT 3780 Social Innovation/Social Entrepreneurship SISE 2010 Introduction to Social Innovation and Social Updated July 24, 2016 Various Page 46 Entrepreneurship The class introduces students to the concepts, strategies, and approaches to social change, and addresses necessary skills required of social entrepreneurs and others working to make change in communities around the world. Further, we look at cases of social entrepreneurs, innovators, and visionaries who are coming up with novel methods to address a variety of social issues utilizing different organizational forms, operating in different national and local contexts. Each student will work with a pre-selected community partner for a minimum of twenty (20) hours. The four 2010 sections sections work with three different partners: GrowDat (two sections), As and Aces (one section), and Playworks (one section). Each of these organizations provides students with real world examples of social entrepreneurs and provides direct experience. Sociology SOCI 1050 Introduction to Education and Society Stephanie Arnett This course is an introduction to sociological research, concepts, and theories about education. In the course, the purpose and function of education for the individual and society are critically considered, and a substantial amount of time is spent discussing the links between education and inequality. Students will gain an appreciation of the role of schools as powerful determinants of the opportunities that individuals experience in modern societies. Students were matched with students and/or teachers at the Sojourner Truth Academy. Students established one-on-one mentoring relationships with students, worked in coordination with teachers in classrooms, and/or developed specialized after-school programs. SOCI 1300 Criminology Stephen Ostertag This course emphasizes the public’s perception of the crime problem and various sociological measures of amounts and trends of criminal behavior in society and causal and non-causal theories of criminality. The sociological implications of various selected offenses will also be explored. Students worked along-side the New Orleans Public Defender and observed the differences in resources afforded indigent defendants and others. Students recorded what they witnessed and learned from the Public Defender. This information was recorded in journals and used in a larger paper project on inequality and the criminal justice system. SOCI 2100 Introduction to Education and Society Stephanie Arnett This course is designed to provide an introduction to sociological research, concepts, and theories about education. In the course, students will critically consider the functions of education for the individual and society and will spend a considerable amount of time discussing the links between education and inequality. Students worked at Sojourner Truth Academy. SOCI 6010 Race, Crime, and Control Stephen Ostertag Course time will be spent learning about the social construction of race, the creation of urban racial ghettos, and the role of law enforcement and law making in the control of people of color. Students will work along side members of the Justice and Accountability Center of Louisiana on former prisoner reentry, recidivism and record expungement. Students will work on a number of projects, including social media outreach, research for advocating for removal of reentry barriers that will be used in Baton Rouge to argue for changes in policies, and the coordination of local organizations to work together toward smoother reentry processes. SOCI 6330 Updated July 24, 2016 Sociology of Education Carl Bankston Page 47 In this course, students will examine the social functions of educational institutions, the role of education in the American social and economic structure, and major controversies and debates concerning educational policy as social policy. Students served as reading buddies in the reading room at Lafayette Academy. Spanish and Portuguese PORT 3280 Advanced Portuguese Through Brazilian Cinema Annie Gibson The objectives of this course are: -To increase students’ historical and cultural knowledge of Brazil and the Portuguese-speaking world. -To further develop student's proficiency in listening, speaking, reading, and writing in Portuguese through the use of film and the creation of podcasts. -To give students the opportunity to interact directly with Brazilians outside of the classroom. -To educate the public on topics related to Brazil and the Brazilian community in New Orleans. Students interviewed Brazilian community members and created podcasts for radio broadcast through the Enlaces program. SPAN 1010 Elements of Spanish I Various The overall goal of this course is for students to develop proficiency in the four language skills (listening, reading, speaking, and writing) essential to communicative language learning. The course uses a task-based approach which provides the learner with opportunities to use the language interactively. Students served as tutors for the Hispanic Apostolate’s English as a Second Language program. SPAN 1020 Elements of Spanish II Various The overall goal of this course is developing proficiency in the four language skills (listening, reading, speaking, and writing) essential to communicative language learning. The course uses a task-based approach which provides the learner with opportunities to use the language interactively. Students worked with Benjamin Franklin Elementary schools Spanish classes and ESL program. SPAN 1120 Intensive Introduction to Spanish Various The overall goal of this course is for students to develop proficiency in the four language skills (listening, reading, speaking, and writing) essential to communicative language learning. The course uses a task-based approach which provides the learner with opportunities to use the language interactively. Students served as tutors for the Hispanic Apostolate’s English as a Second Language program. SPAN 2030 Intermediate Spanish Various The overall goal of this course is for students to develop proficiency in the four language skills (listening, reading, speaking, and writing) essential to communicative language learning. The course uses a task-based approach which provides the learner with opportunities to use the language interactively. Students served as tutors for the Hispanic Apostolate’s English as a Second Language program. SPAN 2040 Spanish Conversation and Composition Linnette Reed This course is designed to help students develop oral proficiency in Spanish through the study and analysis of recorded, visual, and written texts, as well as a variety of pair and group activities. Special emphasis is placed on pronunciation, vocabulary acquisition, and a review of Spanish grammar and syntax. Students served as tutors for the Hispanic Apostolate’s English as a Second Language program. SPAN 3040 Updated July 24, 2016 Grammar and Writing in Spanish Various Page 48 In this course, students will complete analysis and practice in the written language. This course fulfills the college intensive-writing requirement for Spanish major speakers. Students worked as teacher's aids in either an ESL course or elementary Spanish courses at Benjamin Franklin Elementary school. SPAN 3040 Grammar and Writing in Spanish Carolina Caballero This section of 3040 is specifically designed for heritage speakers of Spanish. Students will develop both enhanced writing and speaking skills in Spanish over the course of the semester as they work through the finer points of Spanish grammar and learn to communicate at an Intermediate-High or Advanced-Low level according to the ACTFL scale. Students will be working with the local organization Puentes in the Escalera program sponsored by National Council de la Raza to promotes economic mobility for Latino youth by increasing educational attainment, career planning, and access to information about advanced careers. SPAN 3150 Introduction to Latino Studies Isabel Caballero This course serves as an introduction to the cultures of Latino and Hispanic communities in the United States and the Caribbean from the early 20th century to the present, with special emphasis on the contemporary period. A critical analysis of written texts, visual arts, and cinema will guide the students in the investigation of past and current polemics of Latino history, social movements, and cultural heterogeneity. Students were partnered with a Latino non-profit community agency working directly with the Latino/Hispanic population and helping to meet community needs. SPAN 3300 Spanish for the Health Sciences Various This course introduces students to Spanish for the health sciences. Spanish majors and minors interested in the health professions are encouraged to enroll, along with pre-medical and public health majors and minors. Students worked as volunteers in local medical facilities such as Covenant House adult and pediatric clinics, Pillsbury Clinic, TU Clinic at Cohen H.S., Ochsner and Children’s Hospitals. SPAN 4120 Social Problems in Latin American Literature Maureen Shea In this course, students will discuss the chief problems of Latin American society as reflected in poetry, short fiction, essay, and theatre. Discussions will include works concerning the Mexican revolution; the social status of women, Indians, and blacks; the life of urban and rural working classes; tyranny and political repression. Students worked with the Hispanic Apostolate, where they interviewed current staff members about the history of the organization and Latino community in New Orleans and compiled a written history of the agency for PR and fund-raising purposes. SPAN 4170 Contemporary Spanish Cinema Tatjana Pavlovic This class examines the construction and deconstruction of political, economic and social myths in Spain through works of most important contemporary Spanish film directors. Students will create sophisticated educational resources for Spanish cinema courses and a Spanish Film Club geared primarily towards elementary school students (first and second grade). Fortunata y Jacinta: Social Class and Culture in 19th Century Kathleen Davis Spain Spanish cultural studies apply interdisciplinary approaches to the study of popular and mass cultural forms. This course allows students to explore the role of culture in nation formation, the organization of leisure time SPAN 4520 Updated July 24, 2016 Page 49 through the culture industry, culture as a site of power, concepts of high and low culture, and how various cultural systems cut across boundaries of class, race, religion, and gender. Students volunteered at local women's shelters such as Crescent House and Metropolitan Center for Women and Children. Students created activities for clients, worked with case workers, and tutored children. SPAN 6010 Methods of Teaching Spanish & Portuguese Amy George-Hirons This course is a general survey of applied linguistics, teaching and testing methodology, and language laboratory use. Students created Spanish lesson plans and taught medical Spanish to students at the New Orleans Job Corps. SPAN 6060 Hispanic Bilingualism Harry Howard This course aims to teach students about the sociology of language from specific cases of language content and bilingualism in the Spanish-speaking world. Student will learn about Spanish in many varied social settings, as well as about first and second language acquisition; language maintenance, shift, and death; code switching; speech production and processing; and bilingual education and language policy. Students served as tutors for the English as a Second Language program, specializing in conversation. Theater and Dance DANC 3330 Pedagogy Alice Pascal Escher Course objectives are: to know and understand the National Dance Standards (NDS); to incorporate NDS vocabulary and principals in teaching; to observe and analyze dance teaching as a means to synthesize information for modeling; to demonstrate the ability to structure a dance class and create lesson plans for different populations and settings; to analyze and self-reflect as a means to improve teaching and learning; to demonstrate the communications skills necessary to be an effective teacher. Students will have the opportunity to assist Dana Brewer, dance teacher at Lusher Charter School, in working with classes K-5 or the after school dance troupe depending on the students' schedules. DANC 4900 Building Community through the Arts Barbara Hayley This course will be taught in coordination with courses offered at Xavier University and Dillard Universities. The course examines the theory and practice of community-based arts, civic engagement in higher education, and the relationship between art and community development. Students worked in teams with students from Xavier University, with local artists on Home, New Orleans: a multi-disciplinary, art and community development project grounded in the 7th Ward, Central City, and Lakeview. THEA 3701 Shakespeare on the Road Chaney Tullos Students in this course will create, rehearse, and perform a piece of theatre that demonstrates Shakespeare’s style and modern-day relevance. This piece will tour to middle and high schools in the New Orleans area. Students engaged the community by setting up, performing, and discussing the work with the audiences. Urban Studies URST 2010 The City I Carol Reese The course studies the historic development of municipal services in early twentieth-century cities, particularly in U.S. cities in the period that some historians have termed the City Scientific. The impact of Jim Crow laws and de facto segregation on U.S. cities is a prominent topic. Students worked with the NOLA Department of Sanitation to observe and participate in the operations of a key municipal department. Students worked with Longue Vue House and Garden’s outreach activities in the Updated July 24, 2016 Page 50 Pontchartrain Park and Gentilly Woods neighborhoods (Pontilly) of New Orleans. School of Medicine WLPH 2950 EMT Basic Randy Williams The EMT Basic course is a Louisiana Bureau of EMS sanctioned course. Students who pass the course will be eligible to sit for the NREMT cognitive and psychomotor exams. Students will complete 24 hours of prehospital EMS field internship at East Jefferson Hospital EMS. The students will participate in pre-hospital patient care and transport to appropriate hospital. School of Public Health and Tropical Medicine SPHU 1010 Epidemics, Revolutions, and Responses Mark Del Corso Students will be introduced to the concepts and practice of public health in the U.S. and internationally by tracing its historical evolution. Classic public health problems and their resolution will be discussed in the context of the broad contemporary social environment. The course will introduce current public health practice, including the structure and function of public health organizations in the U.S. and abroad. Students will learn by reading a wide range of classic and modern texts and participating in case studies relevant to the topic. Students tutored at FTC-Banneker and researched healthy living books to add to the collection. At Green Project, students researched the environmental health effects of paint dumping. They observed how public health issues are portrayed at the community level. SPHU 3810 Intentional Change Peter Scharf This seminar will apply broad political, leadership and value perspectives to the problem of achieving change related to healthcare institutions and outcomes. Students were matched with public health leaders and shadowed them during meetings, forums, etc. The students also supported the leaders in making presentations, conducting research, etc. SPHU 3300 Sustainable Nutrition Lorelei Cropley Students will assist the community partner in their nutrition/food-focused programs by either assisting and/or instructing community cooking classes, school-based cooking and nutrition classes, community gardening, food distribution, and/or school-based gardening projects. School of Science and Engineering Biomedical Engineering BMEN 2310 Product and Experimental Design Annette Oertling The objective of this course is to introduce students to the design process as they are starting their engineering studies. Through team projects geared toward translating bench research into product development, students will be challenged to begin thinking critically and applying physical fundamentals to complex systems. Weekly lectures will highlight phases of the design process, including problem identification, conceptual design, and early prototyping. Students aided adolescents in local middle schools and high schools in developing a topic and conducting research for their individual science fair projects. BMEN 4040 BMEN Team Design Project II Dave Rice In this course, students will learn techniques and gain experience in the solution of constrained and openended design problems. Lecture topics include all aspects of the design process, including goal setting, idea Updated July 24, 2016 Page 51 generation, prototyping, fabrication, and product and evaluation. Also included are technical presentation, project planning, and management. Included as needed are other topics such as standards, fastening and joining, motors and control, esthetics and finish. Each team will design and construct a device or system to assist an individual with a disability. These designs are presented in a public show during the second semester. Students designed and constructed devices to support patients with physical disabilities. Cell and Molecular Biology Meenakshi Vijayaraghavan In this course, students will study phenomenology and fundamental concepts that apply to all living systems. Major topics include: cell biology, physiology, genetics, and development. Students entered relevant data into the LUMCON website, which allowed researchers world-wide to access the new information. CELL 1010 General Biology CELL 3210 Cellular Physiology James Cronin A survey of vertebrate anatomy and physiology emphasizing the cellular and molecular basis of organ function. This course emphasizes modern experimental approaches for exploring physiological functions of a variety of organ systems. Students were placed in medical settings to witness the application of physiology to relevant medical issues. Students then wrote a reflection on their experience. CELL 3210 Cellular Physiology James Cronin A survey of vertebrate anatomy and physiology emphasizing the cellular and molecular basis of organ function. This course emphasizes modern experimental approaches for exploring physiological functions of a variety of organ systems. Students were placed in medical settings to witness the application of physiology to relevant medical issues. Students then wrote a reflection on their experience. CELL 4340 Neurobiology of Disease James Cronin This is an advanced course on the higher neural functions of the nervous system and neurological diseases resulting from disruption of these functions. An emphasis is placed on the physiology of the nervous system and neural dysfunction caused by inherited and acquired diseases. Topics range from motor control and neuromuscular diseases to high cognitive function and dementia. Students worked in three clinical settings (Project Lazarus, St. Margaret’s Daughters Home, National Multiple Sclerosis Society) that allowed them to see real-world applications of the neurophysiology principles discussed in class, pathologies of the nervous system, and the state of contemporary therapeutic interventions. Chemical and Biomolecular Engineering CENG 3020 Chemical Engineering and the Community John Prindle This course satisfies the university’s public-service requirement. Topics include public outreach, application of engineering principles to community issues, and educating the community on scientific and engineering issues. Students assisted the New Orleans section of the American Institute of Chemical Engineering in offering oneday workshops on a topic of interest to practicing chemical engineers in the area. CENG 4920 Updated July 24, 2016 Chemistry and Engineering in the Community Hank Ashbaugh/ Scott Grayson Page 52 The purpose of this course is to have senior-level Tulane students teach the “scientific method” to local high school students and demonstrate the use of evidence-based inquiry in everyday questions. Students prepared a demonstration on uses of the scientific method for high school students at New Orleans School of Science and Mathematics to enhance their classroom discussion. Chemistry Janarthanan Jayawickramarajah In this course, students will study the chemistry of solutions, equilibrium, thermodynamics, electrochemistry, kinetics. Students worked on “Chem Demo” and presented chemical experiments to students in local schools. CHEM 1080 Chemistry Outreach Hank Ashbaugh/ Scott Grayson The purpose of this course is to have senior-level Tulane students teach the “scientific method” to local high school students and demonstrate the use of evidence-based inquiry in everyday questions. Students prepared a demonstration on uses of the scientific method for high school students at New Orleans School of Science and Mathematics to enhance their classroom discussion. CHEM 3920 Chemistry and Engineering in the Community Computational Science COSC 3000 C++ Programing for Science & Engineering Michelle Sanchez Students mentored a middle-school robotics team using FIRST Lego League (FLL) as a platform. FLL provides motivation in STEM fields (Science, Technology, Engineering, and Math) by requiring middle-school students to design and build a Lego robot and prepare a 5 minute research presentation on the theme of the challenge. Earth and Environmental Sciences EENS 1300 Earth as a Living Planet Jeffrey Sigler This course serves as an introduction to the interaction of earth systems and man, anthropogenic impacts of population growth and economic development, renewable and non-renewable resources, air, water and soil pollution and mitigation, ecosystems and biological diversity, and environmental problem-solving using the scientific method. Students develop a holistic understanding of environmental science using class discussions and laboratories to reinforce basic scientific principles Students worked with Green Light New Orleans (GLNO). GLNO relies on volunteers and enables low-income households to improve energy efficiency and reduce costs and carbon emissions by switching from incandescent light bulbs to compact fluorescent lights (CFLs). EENS 3550 Shark Paleobiology Jeffrey Agnew This course examines the processes and patterns of shark speciation, diversification, macroevolution, and extinction within the framework of developing a problem-based learning activity using shark teeth for a K-12 classroom. Particular emphasis is placed on the systematics and functional morphology of shark teeth. Students developed and taught a learning cycle model activity that used fossil shark teeth to satisfy one or more of Louisiana’s K-12 science content and common core standards. EENS 3720 Infrastructure of Sustainable Urban Environments Jeffrey Sigler Selected elements of the urban physical infrastructure serve as starting points to illustrate concepts from underlying science fields. The central question is “What makes a sustainable city work?” Specifically, the course introduces and reinforces key concepts from physics, chemistry, microbiology and environmental science. The course is divided into four segments, each including a field trip to a site in the New Orleans area that will Updated July 24, 2016 Page 53 provide opportunities for experimental learning and first-hand observation of relevant physical phenomena. Students install CFL lightbulbs in residential homes in N.O. Risks include private property and no set site for students as they are moving throughout neighborhood through the day. EENS 3730 Pathways to Urban Sustainability Jeffrey Sigler In this course, students will use New Orleans as a template for addressing problems related to energy usage, energy efficiency, carbon emissions, land degradation and, above all, food resources. Ecological and carbon footprints are emphasized. We will explore how our increasingly urbanized societies can provide more sustainable forms of transportation, food production and energy while creating a cleaner, greener environment in the face of a warming planet. Students will work with a community partner, Green Light New Orleans (GLNO). GLNO is a non-profit organization devoted to energy efficiency and community sustainability in New Orleans. EENS 6060 Tectonic Geomorphology Nancye Dawers In this course, students will study the interplay between tectonic processes and the development and modification of landforms, from scale of earthquake ruptures to mountain building. The course will also include an overview of techniques for analyzing tectonic and geomorphic data, and an introduction to geochronology and thermochronology. Lecture and seminar format; mandatory field trip; optional service learning component. Teams of three students developed two teaching modules on the associated hazards of earthquakes for middle-school aged children. These lessons focused on Haiti and the Baton Rouge fault zone. EENS 6360 Environmental Geochemistry Karen Johannesson Quantitative examination of the fundamental processes that control the chemistry of natural waters. Topics will include equilibrium thermodynamics, kinetics, oxidation-reduction reactions, solution and surface complexation (adsorption), chemical weathering and biogeochemical cycling of chemical elements in the environment. Students assisted the communities of the Lower 9th Ward and Holy Cross to renew and restore the cypress swamp section of the bayou. Ecology and Evolutionary Biology EBIO 2040 Conservation Biology Thomas Sherry Students will investigate biological diversity and its persistence, threats, human value, conservation efforts, and biological bases. Specific topics include extinction, global change, population viability, habitat loss and degradation, ecosystem management, restoration, agricultural ecosystems, economic and legal considerations, and the human population. Students assisted Gulf Restoration Network and Alliance for Affordable Energy with wetland projects and environmental education campaigns. EBIO 2210 Insect Biology Sunshine Van Bael This course is an introduction to the evolution, ecology and conservation of insects. The course will focus heavily on interactions between humans and insects, both historically and in modern times. A goal of the course is that you will develop the foundation and tools you need to continue learning about the importance of insects, their impacts on human society and/or other environmental issues of importance to you. Students will provide and reflect on a community service of GPS mapping, monitoring and educating the public on an important invasive species (Fire ants). Updated July 24, 2016 Page 54 EBIO 2330 Natural History of Louisiana Donata Henry This course surveys terrestrial and aquatic ecosystems of southern Louisiana. Lectures cover the ecology of regional plant and animal communities, with special emphasis on environmental issues such as invasive species, hurricane disturbance, conservation, and management. The geology, geography, history, and culture that contribute to the formation and maintenance of each ecosystem will also be examined, from barrier islands to upland forests. Students participated in the restoration of two to three threatened ecosystems in Louisiana, giving them firsthand experience of the communities and concepts discussed in the course. EBIO 2600 Natural Resource Conservation in Theory and Practice Hank Bart This course examines the theory and practice of natural resource preservation in the United States and the agencies and organizations involved in this endeavor. Students worked in groups on conservation projects with various organizations such as The Nature Conservancy, Department of Fish & Wildlife, Gulf Restoration Network, Bayou Rebirth, Serve Green, City Park. EBIO 3290/6290 Behavioral Ecology Jordan Karubian This course addresses the ecological and evolutionary causes and consequences of animal behavior, using both proximate and ultimate approaches. Topics include sociality, mating systems, sexual selection, animal movement, signals, behavior and conservation, and cognition. Students worked with the Gulf Restoration Network to create outreach materials on the focal species including but not limited to fliers, handouts, and web-based material and disseminated information. EBIO 3550/6550 Shark Paleobiology Jeffrey Agnew In this course students will learn how basic ecological principles can be applied to the study of urban ecosystems and the effects of cities and urbanization on regional and global environments. Through a combination of lectures, readings and discussions, site visits and service learning, this course will provide an overview of interactions, at multiple scales, between the built environment and the natural environment with particular focus on New Orleans and the Gulf Coast region. Students developed and taught a learning cycle model activity that used fossil shark teeth to satisfy one or more of Louisiana’s K-12 science content and common core standards. EBIO 3580 Urban Ecology Caroline Taylor Urban Ecology is the study of cities, including human inhabitants, as functioning ecosystems, supporting a complex web of life. In this course students will learn how basic ecological principles can be applied to the study of urban ecosystems and the effects of cities and urbanization on regional and global environments. Through a combination of lectures, readings and discussions, site visits and service learning, this course will provide an overview of interactions, at multiple scales, between the built environment and the natural environment with particular focus on New Orleans and the Gulf Coast region. Students worked on different aspects of the ecological restoration of Couturie Forest. EBIO 3690 Experimental Animal Behavior Jordan Karubian This course provides students the opportunity to design, implement, and write-up an independent research project related to animal behavior. Research will be conducted on live animals at the Audubon Zoo or Audubon Park. The course will emphasize general principles of literature review and synthesis; experimental design; the collection, organization and analysis of data; and written and oral presentation of results. The course consists of 3 hours of laboratory per week (at the park or zoo) and 2 hours of seminar per week (on campus). This course fulfills the Newcomb-Tulane college intensive writing requirement. The course also Updated July 24, 2016 Page 55 provides an optional service learning component, with the related goals of (1) assisting curators at Audubon Zoo and/or Audubon Park with management of animal populations; (2), raising public awareness about the behavioral ecology and conservation of fauna in New Orleans and the Gulf Region; and (3) enhancing student understanding of behavioral ecology via experiential learning opportunities provided by the service learning. EBIO 4300 Biology of Amphibians and Reptiles Corinne Zawacki This course will provide an introduction to herpetology, the study of reptiles and amphibians. Topics covered will include the evolutionary history, systematics, physiology, ecology, life history, behavior and conservation of amphibians and reptiles. Students worked with the education and outreach arm of the Audubon Nature Institute to contribute to educating local students and community members about amphibians and reptiles, their biology, and some of the conservation threats they face locally and globally. EBIO 4260 Biodiversity Environment Informatics Hank Bart This upper-level course explores theory and practice in biodiversity informatics, an emerging field of cyberenabled discovery and innovation. Topics to be discussed include natural history collection databases and networks, data mining, morphological databases and ontology, digital libraries, phyloinformatics, cybertaxonomy, Georeferencing methods and algorithms, GIS and predictive niche modeling. Students worked with area non-profits using the technologies taught in the course. Neuroscience NSCI 3300 Brain and Behavior Various This course covers the function and structure of the nervous system and the role of brain activity in the regulation of behavior. This course provides Neuroscience majors with a first exposure to the biological bases of behavior. Students worked with nurses, physicians, and therapists on the spine and brain injury floods at Touro Infirmary or assisted therapists with speech and physical therapy at Saint Margaret’s Daughters Home. NSCI 4110/6110 Brain and Language Harry Howard In this course, students will learn how the brain is organized and how it produces and comprehends language. Students will also understand linguistic disorders attendant on brain damage. There is an optional service learning component in which students can work with a speech therapist at a local health-care provider. Students observed classes/students in order to develop learning aids. NSCI 4130/6130 Applied Neuroscience: Sport Related Brain Injury Jenifer Juengling Tulane students will provide education on sport concussion prevention to interscholastic athletes in Orleans Parish Public School System to support the brain health of the adolescents. Further, Tulane students will provide baseline testing to the student athletes to guide clinical management of the athlete in the event he/she suffers a concussion. Rationale of Service Project: This course will provide students with a conceptual and practical appreciation of contemporary neuroscience techniques that are utilized for the assessment and rehabilitation of athletes that suffer sport related concussion(s), including both strengths and limitations. The course will provide an innovative and engaging environment within the community for supervised exploration of specific components of sport concussion management including education/prevention and baseline testing to members of Orleans Parish. NSCI 4340 Neurobiology of Disease James Cronin This is an advanced course on the higher neural functions of the nervous system and neurological diseases Updated July 24, 2016 Page 56 resulting from disruption of these functions. An emphasis is placed on the physiology of the nervous system and neural dysfunction caused by inherited and acquired diseases. Topics range from motor control and neuromuscular diseases to high cognitive function and dementia. Students worked in three clinical settings (Project Lazarus, St. Margaret’s Daughters Home, National Multiple Sclerosis Society) that allowed them to see real-world applications of the neurophysiology principles discussed in class, pathologies of the nervous system, and the state of contemporary therapeutic interventions. NSCI 4513 Music and Brain Paul Colombo After successful completion of the course, students should understand the primary research findings on music education, mentoring, and performance on brain and cognitive development. They should be able to generate novel, testable hypotheses regarding the content of the course, and have a basic knowledge of the methods available to assess both behavioral and neural plasticity. Students will provide music-based mentoring, where they will work with children on either academic or music tutoring NSCI 4530/6530 Psychopharmacology Gary Dohanich This course serves as an introduction to the effects of psychoactive agents on the nervous system. Lectures emphasize the mechanisms by which drugs regulate neurotransmitter systems to alter psychological and physical states. Students co-facilitated counseling groups, assisted with psycho-social assessments under supervision, called clients to bring them back into group counseling, created educational pieces to present to groups, and assisted counselors with paperwork related to their counseling. NSCI 6000 Neuroscience Methods Beth Wee In this course, students will learn about the operations of the community partner site and issues of confidentiality related to working with patients/residents of the community partner site, learn about clinical methods used by the community partners and understand when and why the techniques are used, and gain a greater contextualization for the students’ work in the community. Students worked with patients who lack a healthy, functioning nervous system. NSCI 6550 Behavioral Endocrinology Beth Wee In this course, students will learn about the operations of the community partner site and issues of confidentiality related to working with patients/residents of the community partner site, assist the community partner with care for patient/residents who have conditions associated with endocrine disruption or disease conditions, learn about clinical methods used by the community partners and understand when and why the techniques are used, and gain a greater contextualization for the students’ work in the community. Students worked with patients suffering from endocrine disorders or diseases or behavioral problems related to hormones. Neuroscience Capstone Seminar: Applications of Beth Wee Neuroscience This course is designed for senior neuroscience majors to be a culminating experience in which students utilize and apply their skills and knowledge developed over the course of their major. (1) Learn about the operations of the community partner site and issues of confidentiality related to working with patients/residents of the community partner site (2) Assist the community partner with care for patient who have conditions associated with nervous system damage or disease (3) Gain a greater contextualization NSCI 6910 Updated July 24, 2016 Page 57 for the student's work in the community Physics and Engineering Physics ENGP 4320 Team Design Project Norman Horwitz Design project taken in the fourth year of study with student teams. Students worked at Pellegrin, Tulane Medical Center, Veterans Administration Clinic, or NASA Stennis Space Center, where they were assigned a problem and challenged to fabricate a solution. PHYS 1310 General Physics I James MacLaren The problem of too few science, technology, and engineering graduates entering the workforce impacts negatively the US economy and global competitiveness. The problem can be traced back to students not becoming excited about science from an early age. The recent hire from Google of Megan Smith to be the nation’s chief technology officer highlights this. Ms. Smith has stated in a recent NPR interview that it was the impact of science fairs during school that fueled her interest in science and technology. Our project will be to develop science projects and support science and technology clubs in local schools. Our goal is to excite school students and let them see pipelines into college and beyond. PHYS 1320 General Physics II James MacLaren The problem of too few science, technology, and engineering graduates entering the workforce impacts negatively the US economy and global competitiveness. The problem can be traced back to students not becoming excited about science from an early age. The recent hire from Google of Megan Smith to be the nation’s chief technology officer highlights this. Ms. Smith has stated in a recent NPR interview that it was the impact of science fairs during school that fueled her interest in science and technology. Our project will be to develop science projects and support science and technology clubs in local schools. Our goal is to excite school students and let them see pipelines into college and beyond. PHYS 2910 Introduction to Physics Pedagogy Khazhgery Shakov This course serves as an introduction to the theory and practice of teaching physics courses through workshops, observations, and assisting teachers at local schools with lectures and/or classroom demonstrations. Students worked at Lusher Elementary School where they offered demonstrations for the students and assisted science teachers in their classrooms. Psychology PSYC 3200 Educational Psychology Lisa Szechter This course is intended to provide students with a general introduction to educational psychology – that is, the application of psychological principles to educational settings. Course content and assignments are designed to cover research, theory, and practical applications related to educational psychology as well as related disciplines, including cognitive and developmental psychology. Overall, this course has three objectives: 1) You learn to think developmentally about teaching and learning; 2) You learn to think contextually about teaching and learning; and 3) You learn to think “like a scientist” about teaching & learning– that is, guided by theory and strong observational skills, developing & testing hypotheses. Students served as tutors at the Sophie B. Wright Middle School through For the Children. PSYC 3250 Early Childhood Psychology Sarah Gray In this course, students will complete an investigation of educational programs for young children and/or parents of young children based on cognitive developmental theory, learning theory, and others. Curriculum Updated July 24, 2016 Page 58 development and the evaluation of program effectiveness will be discussed. Students will be a part of a program evaluation partnership between Tulane University and Kingsley House, wherein we are helping them to evaluate the impacts of their child care PSYC 3300 Brain and Behavior Various In this course, lectures cover the function and structure of the nervous system and the role of brain activity in the regulation of behavior. This course provides Neuroscience majors with a first exposure to the biological bases of behavior. Students either worked with nurses, physicians, and therapists on the spine and brain injury floods at Touro Infirmary or assisted therapists with speech and physical therapy at Saint Margaret’s Daughters Home. PSYC 3310 Introduction to African American Psychology Michael Cunningham This course serves as a study of a wide range of topics relating to general psychology and also African Americans specifically. Topics include personality, education, psychological assessment, racism, psychology in communities, and research. Students designed and implemented a Traveling Health Fair entitled: Let’s Get It Started! The fair aimed to energize and inspire students, as they apply what they learn about African American psychology in the age of Hip Hop and HIV/AIDS to the design, organization, and implementation of a community-based project that fosters the health and wellbeing of K12 students throughout New Orleans. PSYC 3390 Adolescent Psychology Michael Cunningham This course serves as a study of development through the adolescent years. Emphasis is on cognitive, social, physical, moral, sexual, and political development. Students observed adolescent development while tutoring and serving as reading buddies. PSYC 3430 Introduction to Social Psychology Laurie O'Brien In this course, students will study the individual in a social context: the nature and measurement of attitudes, social perception, interpersonal and intergroup relations. Students worked with either YMCA Educational Services (YES) or St. Margaret's Elder Home. Students fostered social interaction and personal relationships with the clients at YES and St. Margaret's in order to apply social psychological concepts to the real world. PSYC 4513 Music and Brain Paul Colombo After successful completion of the course, students should understand the primary research findings on music education, mentoring, and performance on brain and cognitive development. They should be able to generate novel, testable hypotheses regarding the content of the course, and have a basic knowledge of the methods available to assess both behavioral and neural plasticity. Students will provide music-based mentoring, where they will work with children on either academic or music tutoring PSYC 4070 Psychopharmacology Gary Dohanich This course serves as an introduction to the effects of psychoactive agents on the nervous system. Lectures emphasize the mechanisms by which drugs regulate neurotransmitter systems to alter psychological and physical states. Students co-facilitated counseling groups, assisted with psycho-social assessments under supervision, called clients to bring them back into group counseling, created educational pieces to present to groups, and assisted Updated July 24, 2016 Page 59 counselors with paperwork related to their counseling. NOLA Youth: Resilience & Vulnerability in Tomorrow’s Michael Cunningham Leaders Students will gain scientific expertise about many issues regarding integrating social responses with academic pursuits and become familiar with quantitative and qualitative methodologies. Students provided a database of information related to resilience and vulnerability in New Orleans youth. PSYC 4800 PSYC 6610 Culture, Social Identity, and Intergroup Relations Laurie O’Brien Tulane students will mentor New Orleans youth at one of two projects: Upward Bound or For the Children. The Tulane students will help New Orleans youth with their academic studies. The service will allow students an opportunity to see how issues of culture, social identity, and intergroup relations affect their own lives, the lives of New Orleans youth, and their interactions with New Orleans youth. One of the goals of the course will be to identify how issues of culture and social identity can create barriers to effective service-learning and students will seek to identify empirically supported methods to reduce these barriers. Science and Engineering SCEN 1010 Communicating Science: Teaching Cedric Walker In this course, Tulane students will learn how to help high school students who’ve fallen behind, both academically and by understanding the origins of their difficulty. Students applied their skills and science knowledge through classroom demonstrations and tutoring. Students worked at the New Orleans Charter High School for Science and Math. SCEN 1020 Communicating Science: Robotics Annette Oertling Students will learn about communicating science by mentoring a middle-school FIRST Lego League (FLL) team, typically on-site as an after school program. Tulane students will be introduced to Lego building, simple programming, research methods, and middle school pedagogy (teaching techniques) required for mentoring a team. Students mentored a middle-school robotics team using FIRST Lego League (FLL) as a platform. FLL provides motivation in STEM fields (Science, Technology, Engineering, and Math) by requiring middle-school students to design and build a Lego robot and prepare a 5 minute research presentation on the theme of the challenge. SCEN 3020 Leadership in Lego Robotics Annette Oertling Students will learn about leadership techniques using the FIRST Lego League (FLL) middle-school robotics program as a platform. Students worked with middle school partners in support of their FIRST Lego League (FLL) robotics program. FLL provides motivation in STEM fields (Science, Technology, Engineering, and Math) by requiring middle-school students to design and build a Lego robot and prepare a 5 minute research presentation on the theme of the challenge. School of Social Work SOWK 3000 Leadership and Civic Engagement Julianna Padgett In this course, students with previous experience in service learning or community service will have an opportunity to enhance their knowledge of civic engagement and strengthen their leadership skills. Platform Course for Public Service Fellows program SOWK 3900 Updated July 24, 2016 Social Justice and the Media: Unpacking the Matrix of Race, Rebecca Chaisson Page 60 Class, and Gender and Sexual Orientation Privilege Throughout the course, students will employ the Cultural Context Model to develop and enhance critical consciousness in the areas of race, class, gender and sexual orientation. Students developed a multi-media product to raise critical consciousness about the interlocking effects of social location on health, mental health, housing, education and other institutions designed to support families and communities. Newcomb Tulane College Honors Colloquia COLQ 3040 Hollywood South Vicki Mayer In 2011, Hollywood surpassed $1 billion in allocated budgets for film productions in Louisiana. This course investigates debates that have swirled around the roles of governments in stimulating creative economies and the roles of creative industries in governance as well as achieving economic goals. Students create publicly accessible scholarship on Hollywood South for MediaNOLA and complete a mobile phone tour of Hollywood South for New Orleans Historical in partnership with MediaNOLA. COLQ 3040 The Legacies of Katrina Gaurav Desai The task of interviewing individuals who lived through Katrina and helping document oral histories is intrinsically one that will help students learn about the impact of Hurricane Katrina on individual lives. Newcomb Scholars Program Charlotte Maheu/ Molly Travis Students will explore the social and political history of higher education and the various groups of college students who are part of the academic community from the 1950s to present day. Students tutored children in local elementary schools and middle schools and then discussed their experience with their peers. INTU 1000 College Culture and the History of Higher Education INTU 3000 Women Leading Change Sally Kenney This course engages students in considering the real-world dilemmas of women working in organizations to bring about social change. The course will also teach students how to write and evaluate the usefulness of cases; each student will write a case linked to their field of study. The service-learning activities with various organizations enabled Newcomb Scholars to obtain practical experience and provide service to the community. ROTC NAVS 4010 Ship Systems II Paul Kane This course is designed to provide an elementary overview of naval weapons systems. Topics covered will include: radar, sonar, ballistics, fire control, guidance and fuzing. In addition to its technical aspects, this class will contribute to your general professional development as naval officers. Students will advise a local SeaPerch team. SeaPerch is a national program funded by the Office of Naval Research in which physics and robotics students design and test submersible, remotely-operated vehicles Teacher Certification Program EDLA 2000 Education in a Diverse Society Carol Whelan This is an introductory course for those preparing for certification to teach. This course examines the historical, philosophical, sociological, psychological, organizational, and socio-cultural bases of American education and Updated July 24, 2016 Page 61 the political influences as they relate to contemporary issues in education in the United States. It is designed to assist students in determining if they want to pursue teaching as a career and it helps prospective teachers to gain a valid and comprehensive knowledge of what is involved in a teaching career. Emphasis is placed upon reflection, inquiry and personal involvement in planning an effective and successful career in education. Students observed and participated in a variety of educational settings, including urban, suburban, and innercity classrooms and schools. EDLA 3160 Children and Adolescent Literature Margie Dermody This course is designed to give prospective educators an overview of the field of children’s and adolescent literature and will provide candidates with the necessary knowledge and tools to choose appropriate texts which promote multicultural sensitivity, growth in critical thinking skills, and development of literacy skills. Students worked at Lafayette Academy in the reading room as reading buddies. EDUC 3000 Emergent Literacy Margie Dermody This course introduces prospective teachers to children’s speech and language development, recognition and development of readiness skills, the overall scope of emergent literacy issues, and appropriate methodologies for building the communication skills of young children in six core areas: phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing. Students worked at Lafayette Academy in the reading room as reading buddies. Robert Connor/Jody Garcia/Emily Gaddis This course provides a valuable way for the Tulane students to practice the teaching methods they are learning about in the classroom. Students will teach English as a Second Language in a one-on-one setting to Rwandan students at the Kepler University in Kigali, Rwanda. EDUC 3210 Methods for Teaching English as a Second Language EDUC 3220 Structure of the English Language for Teaching Robert Connor This course explores the nuances of morphology, grammar, and semantics in English. Various approaches to the English language are covered, but the emphasis is on the practical implications for effective teaching. Students will teach English as a Second Language in a one-on-one setting to Rwandan students at the Kepler University in Kigali, Rwanda. Robert Connor/Jody Garcia/Emily Gaddis This course provides a valuable way for the Tulane students to practice the teaching methods they are learning about in the classroom. Students will teach English as a Second Language in a one-on-one setting to Rwandan students at the Kepler University in Kigali, Rwanda. EDUC 3230 Language and Culture in the Classroom EDUC 3240 Curriculum Design in the Multicultural Classroom Robert Connor This course focuses on understanding the processes and social factors that influence second language learning in North America (particularly in the United States). In addition, it examines the theoretical, historical, political, legal, and research bases for the education of students from linguistically and culturally diverse populations. Students will teach English as a Second Language in a one-on-one setting to Rwandan students at the Kepler University in Kigali, Rwanda. Updated July 24, 2016 Page 62 EDUC 3500 Methods (I) Early Childhood Education Jean Pinney This course is designed for students pursuing a coordinate major in psychology/early childhood education and will assist prospective teachers in gaining a valid and comprehensive knowledge of what is involved in early childhood education. Emphasis is placed upon reflection, inquiry, and personal involvement in planning an effective and successful career in early childhood, and developing an understanding of how children develop and learn successfully. Current trends, issues, developmental theories, research, and teaching methods related to the education of young children will be explored and applied through fifty hours of field-based experiences. Students worked in classrooms at various schools. EDUC 3800 Methods of Reading Instructions: Secondary Education Margie Dermody This course addresses evidenced-based reading research when studying the effective teaching of reading. Students worked in classrooms at various schools. EDUC 3810 Early Childhood Education Reading Practicum Margie Dermody This course addresses evidenced-based reading research in the area of effective teaching of reading. Students taught and tutored within a K-3 urban school for 40 hour field placement. EDUC 3900/3910 Methods of Teaching Math and Science Nancy Adams This course will prepare prospective teachers to teach science and mathematics in the early childhood (ages three through eight) setting. Theories and methodologies will be explored. Special attention will be given to developmentally appropriate activities, and a great emphasis will be placed on integrating subject matter and utilizing manipulatives. Technology issues will also be covered. Students worked in the mathematics or science department at an elementary school. EDUC 5010 Methods (I) for Secondary Education Deb Fordham This course focuses on prominent methodological issues and the development of core teaching skills. Students will analyze different instructional methods, design comprehensive unit and lesson plans using the Understanding by Design model, develop integrated technology strategies, and develop skills in differentiated instruction. Emphasis is placed on development of skills of self-analysis, reflection, and research-based decision making. Students worked in classrooms at various schools. EDUC 5090 Secondary Methods II of Teaching: Social Studies Various This is a seminar and practicum course providing opportunities for secondary teacher candidates to acquire skills in teaching methodologies and strategies specific to the content area in which they are seeking certification. Topics include organization of subject matter, weekly and unit lesson planning, development of assessments, utilizing information technology for instruction, and working with diverse populations of students. Students worked in the social studies department at a middle school or high school. EDUC 5100 Secondary Methods II of Teaching: Science Linda McKee This is a seminar and practicum course providing opportunities for secondary teacher candidates to acquire skills in teaching methodologies and strategies specific to the content area in which they are seeking certification. Topics include organization of subject matter, weekly and unit lesson planning, development of assessments, utilizing information technology for instruction, and working with diverse populations of students. Students worked in the science department at a middle school or high school. Updated July 24, 2016 Page 63 EDUC 5110 Secondary Methods II of Teaching: English Deb Fordham This is a seminar and practicum course providing opportunities for secondary teacher candidates to acquire skills in teaching methodologies and strategies specific to the content area in which they are seeking certification. Topics include organization of subject matter, weekly and unit lesson planning, development of assessments, utilizing information technology for instruction, and working with diverse populations of students. Students worked in the English department at a middle school or high school. EDUC 5120 Secondary Methods II of Teaching: Mathematics Linda McKee This is a seminar and practicum course providing opportunities for secondary teacher candidates to acquire skills in teaching methodologies and strategies specific to the content area in which they are seeking certification. Topics include organization of subject matter, weekly and unit lesson planning, development of assessments, utilizing information technology for instruction, and working with diverse populations of students. Students worked in the mathematics department at a middle school or high school. EDUC 5130 Secondary Methods II of Teaching: Foreign Language Linda McKee This is a seminar and practicum course providing opportunities for secondary teacher candidates to acquire skills in teaching methodologies and strategies specific to the content area in which they are seeking certification. Topics include organization of subject matter, weekly and unit lesson planning, development of assessments, utilizing information technology for instruction, and working with diverse populations of students. Student worked at Ben Franklin High School in the German department. Tulane Interdisciplinary Experience Seminars (TIDES) TIDB 1010 More Than Business Various This course introduces students to the business world by critically examining the art of management. The course focuses on the question: why do people work together and how? The objective of this class is to introduce students to basic business concepts and develop a plan for their field of study, while having fun in the process. Various Saturday Service Activities TIDB 1110 Business Leadership Various Our economic system and our society need leaders, but how are those leaders formed? Our youngest leaders matured in the glow of computer screens; our oldest matured in the shadow of the Depression and World War II. This class will examine how era and values shaped leaders from these two disparate groups, affectionately labeled geeks and geezers. During the journey, students will discover something more profound – the process through which leaders of any era emerge. Various Saturday Service Activities TIDE 1003 Happiness and Human Flourishing Hans Gruenig Students will combine traditional academic study, public service work, experiential inquiry, and reflective writing exercises to develop an understanding of key concepts in positive psychology. Students tutored through the For The Children program. TIDE 1040 Updated July 24, 2016 Our Religious Experiences Brian Horowitz Page 64 In this course students will examine how the religions of the world are portrayed in the American media. Students will discuss such issues as multiculturalism, political correctness, and religious tolerance and intolerance. Students worked with partnering agencies to promote religious tolerance in the community: Hillel, Trinity Community Church, Catholic Charities. TIDE 1070 Museums in NOLA Holly Flora Students will gain an understanding of the museum culture of New Orleans and how museums create connections within the community. Students worked with NOMA to prepare installations and serve as tour guides. TIDE 1090 Who Dat, Fan Up, and Geaux: Sports and New Orleans Adam Beebe In this course, students will explore general sports-related topics and examine actual case studies related to New Orleans’ sports scene. Students worked with Soccer in the Streets, a local sports program. Students witnessed the political, economic, and social impacts of sports on a community firsthand while also assisting the organization and the program’s participants. TIDE 1110 No Child Left Behind Ana Lopez Students will learn about the public school system in New Orleans – how and why it is consistently ranked as one of the United States’ lowest performing urban districts and what leaders, activists, and the Tulane community is doing to change it. Students completed projects related to the beautification of local schools, such as painting murals and planting trees. TIDE 1250 Visual Arts in New Orleans Laura Richens The students will have a close-up view of visual arts education through the Education Department of the Ogden Museum of Southern Art. One goal of this class is to give students an overview of the visual arts scene in New Orleans, and to see an institution from the inside will give them a telling perspective. Students represented the Ogden Museum at various arts markets around town, such as the Arts Market of New Orleans in Palmer Park, the Freret Street Market, and the Bywater Market. Students also lead hands-on workshops for children on Thursday nights at the Ogden Museum. TIDE 1260 Environmental Literacy Liz Davey This course will explore two major environmental issues that shape the long-term sustainability of New Orleans: global warming and the loss of Louisiana’s coastal wetlands. Students worked with the Gulf Restoration Network, offering movie screenings and presentations to various communities to raise awareness about the plight of the Gulf Coast. TIDE 1265 Indian Tribes Down the Bayou Laura Kelley The objective of this course is to introduce students to the Native American influence in shaping Louisiana history. Students will have the opportunity to learn about the history of Native Americans in southeastern Louisiana and to work with tribal members on a historic documentation project. TIDE 1370 Updated July 24, 2016 A Running Conversation Samuel Landry Page 65 This course, conducted on the run, explores running from a variety of perspectives. In each class session, instructors and students will cover three to seven miles at a conversational pace. Guest speakers/runners will join the class regularly to share their expertise and experience on a variety of aspects of running—from physiological adaptations and the mythical (or not) “runner’s high,” to the philosophy and history of running. Students volunteered at amateur races organized by the New Orleans Track Club (NOTC) and other non-profit organizations. They helped setup and tear-down the race facilities, man the aid stations, and assisted runners and organizers wherever needed. TIDE 1395 Catholic in New Orleans Jimmy Huck At the end of the course, students should be able to identify the major Catholic institutions and actors in the city of New Orleans, some important historical events in New Orleans connected to the Catholic Community (i.e. the Papal visit in 1987, the controversial shuttering of Catholic Parishes and Churches after Hurricane Katrina, the role of the Catholic Church in New Orleans during the Civil Rights era and in the process of desegregation, etc.), Catholic cultural holidays (Day of the Dead/All Saints Day; St. Joseph Day Altars; etc.), the nature and variety of the Greater New Orleans Catholic parochial education system, and the New Orleans Catholic Community’s role in fostering inter-faith dialogue. This course is a mandatory Service-Learning course partnered with the Good Shepherd School of New Orleans and will include helping out at their after-school enrichment program and planning, coordinating, and implementing a Saturday enrichment activity for the Good Shepherd School students at Tulane University. In the process of this Service-Learning assignment, you will get to know the social justice educational mission in the context of one Catholic institution and program, and you will have the chance to learn about the role of the Catholic Church in the complex and controversial educational context of New Orleans. TIDE 1480 Greening the Media Vicki Mayer This course explores the ways that we communicate about the environment. What is good information and what is just spin? Complicated terminologies, political agendas, and market forces sometimes make it hard to answer this question. Students created an environmental newsletter for Bayoukeepers, a grassroots non-profit in Louisiana. TIDE 1500 Irish in New Orleans Laura Kelley The objective of this course is to introduce students to the Irish influence in shaping New Orleans development as well as character. Students completed research in traditional venues such as archives and spent time at local cemeteries taking notes, photographs, and mapping. The students used their gathered information to create a component in the educational program at SOC. TIDE 1520 Medieval New Orleans Mike Kuczynski This course is designed to encourage students to explore ways in which medieval culture and attitudes towards it continue to influence American urban life in the 21st century, particularly in the South and in New Orleans. Students worked with a non-profit early music consort based at Tulane, New Orleans' Musica da Camera, by helping with preliminary work on grant applications by Musica da Camera, assisting with maintenance of Musica da Camera's community-accessible library on Laurel St.; and assisting with organization and public relations efforts for Musica da Camera's scheduled frequent free- public concerts and educational seminars conducted throughout the greater New Orleans community. TIDE 1620 Updated July 24, 2016 Flora and Fauna of Louisiana: Landscape and Identity Formation in the South Agnieszka Nance Page 66 Students will become aware of the value of the native environment of New Orleans and Louisiana and how it has influenced local culture throughout history by studying critical texts, readings, and cultural artifacts pertaining to the region, as well as presentations by local cultural representatives. Students participated in a hands-on project related to the Gulf Restoration Network's Save Our Cypress Campaign (organize a Day of Action event) or assisted with the monthly Parkway Partner’s Urban Tree Project (planting native trees such as oaks, crepe myrtles, hollies, magnolias and red buds). TIDE 1730 Women and Literature in New Orleans Bea Calvert This class will examine women writers’ contributions to literature set in the Crescent City, as well as their contributions to the literary scene. Students will also have the opportunity to meet women writers brought to campus such as the Florie Gale Arons Poet, Marie Howe, and the Zale-Kimmerling Writer-in-Residence, Antoyna Nelson. Students will also explore the places in the French Quarter where women have made an impact on the city via a walking tour, the Great Women of New Orleans. Students served as reading buddies with For the Children at Benjamin Banneker Middle School. TIDE 1740 Citizenship & Healthy Communities Christopher Lane The goal of this course is to expose students to concepts and experiences of citizenship which are new and thought-provoking to them as young adults. This course uses concepts of citizenship and human health as background material for students to reflect upon while completing a service-learning project in a New Orleans neighborhood. Students served as data collectors for LPHI's Healthy Neighborhoods New Orleans program (HNNO). TIDE 1760 Digital Storytelling/ Narratives of NOLA Mike Griffin This course will focus on exposing incoming Tulane students to the larger community of New Orleans and helping them chronicle their exploration of the city through new media narratives. The Tulane students assisted the MediaNOLA project in the collection and organization of material relevant to the history of media sites around the New Orleans area. TIDE 1810 Non-profit Organizations and Katrina Recovery Dennis Kehoe This course will help students better understand the role that non-profit organizations play in combating the effects of poverty in New Orleans. Students will specifically analyze non-profits assistance after Hurricane Katrina by examining their contributions to such efforts as building houses, providing health care, and supporting education. Students worked with Habitat for Humanity on construction projects. Loot, Plunder, & Pillage: Ethics in Archaeology and the Art Susann Lusnia Market In this course, students will explore topics such as the definition of cultural property and how the illicit antiquities trade affects the work of archaeologists. Students will also debate the issues surrounding the repatriation of cultural artifacts. Students worked on projects under the direction of the New Orleans Regional Archaeologist based in the UNO Archaeology Lab. TIDE 1830 TIDE 1960 Architecture and Disaster Carey Clouse This class will look at lessons learned from disaster design around the world, while simultaneously referring back to the context of New Orleans. In order to really understand the impact of post-disaster design at the local level, class sessions will be based around field trips. Every other class will involve a trip to a different part Updated July 24, 2016 Page 67 of the city, and often will include service work or interviews with practitioners and community members on location. Students built design elements on an urban farm in the 7th ward of New Orleans. The New Orleans Food and Farm Network shared their guidance and post-Katrina rebuilding experiences with students. TIDE 2220 Women and Literature in New Orleans Bea Calvert Students will learn to read texts critically through a feminist lens in order to gain perspective on the importance of women writers in the local literary community; develop an understanding of the integral part fiction plays in the art and culture of New Orleans; and be able to reflect on how women writers depict New Orleans and how the depiction shapes the way others view the city and its history. A love of reading can be a contagious and through For the Children’s Reading Buddy program, you will be able to instill the love you have for reading in the hearts and minds of local grade school children at Benjamin Banneker School. The 20 hour commitment to these children will become a collaboration that will empower them to read more and become comfortable with communicating with young adults. Tulane students will also offer tutorial services to the students who are struggling to read. Updated July 24, 2016 Page 68
