School of Science and Engineering

MAILING ADDRESS

School of Science and Engineering
201 Lindy Boggs Center
Tulane University New Orleans, LA 70118

Telephone Numbers

Phone: (504) 865-5764
Fax: (504) 862-8747

Nicholas J. Altiero
Ph.D., University of Michigan
Dean

Gary L. McPherson
Ph.D., University of Illinois
Senior Associate Dean

Carol Burdsal
Ph.D., Duke University
Associate Dean for Undergraduate Programs

Sandra P. Parker
M.B.A., Tulane University
Assistant Dean for Finance and Personnel

MISSION STATEMENT

The mission of the Tulane University School of Science and Engineering is to provide an environment that is student-focused, research-intensive, entrepreneurial, and responsive to the needs of the community.

INTRODUCTION

The School of Science and Engineering consists of six divisions:

PROGRAMS OF STUDY

The School of Science and Engineering offers three degrees at the undergraduate level, the Bachelor of Science in Engineering (B.S.E.), the Bachelor of Science (B.S.) and the Bachelor of Arts (B.A.); and two graduate degrees, the Masters of Science (M.S.) and the Doctor of Philosophy (Ph.D.). Students seeking a degree from the School of Science and Engineering must have a primary major offered by the school. Students may major or minor in a second program in addition to the primary major; however, special programs such as teacher certification and ROTC are not major or minor programs and are undertaken in addition to a major program.

To qualify for graduation, a student must satisfy the requirements of the core curriculum, of the school specific core and of the major program and meet the residency and quality of work requirements of the Newcomb-Tulane College.

DEGREES

The School of Science and Engineering offers the Bachelor of Science in Engineering (B.S.E.) degree in the following programs:

Biomedical Engineering
Chemical Engineering

The School of Science and Engineering offers the Bachelor of Science (B.S.) degree in the following programs:

Biological Chemistry
Cell and Molecular Biology
Chemistry
Ecology and Evolutionary Biology
Engineering Physics
Environmental Biology
Environmental Science
Geology
Mathematics
Neuroscience
Physics
Psychology

The school offers the Bachelor of Arts degree (B.A.) in Psychology and Early Childhood Development.

The School also offers the Master of Science (M.S.) degree in the following programs:

Biomedical Engineering
Cell and Molecular Biology
Chemical and Biomolecular Engineering
Chemistry
Earth and Environmental Science
Ecology and Evolutionary Biology
Environmental Science
Mathematics
Neuroscience
Physics
Psychology
Statistics

and the Doctor of Philosophy (Ph.D.) degree in the following programs:

Biology
Biomedical Engineering
Chemical and Biomolecular Engineering
Chemistry
Earth and Environmental Science
Mathematics
Neuroscience
Physics
Psychology

The Ph.D. program in biology has tracks in cell and molecular biology and ecology and evolutionary biology.

SCHOOL SPECIFIC CORE CURRICULUM

Students seeking the B.A. should complete all the degree requirements as described in the School of Liberal Arts section.

Students seeking a B.S. should satisfy all core requirements as outlined in the Newcomb-Tulane College the section “Core Curriculum and Courses of Study” and meet the school-specific and major requirements in this section.

Students seeking a B.S.E. should satisfy all core requirements except that of Foreign Language as outlined in the Newcomb-Tulane College the section “Core Curriculum and Courses of Study” and meet the school-specific and major requirements in this section.

Mathematics and Science

Candidates for the B.S. and B.S.E. degrees in the School of Science and Engineering must take a minimum of 32 credits of science and mathematics selected from at least two different disciplines: cell and molecular biology, chemistry, ecology and evolutionary biology, earth and environmental sciences, mathematics, neuroscience, physics and psychology. At least one of these courses must include a laboratory.

A minimum of six credits of mathematics is required. Any two Mathematics courses numbered 121 and above may be used to satisfy this requirement. However the combination of MATH 115 and MATH 116 may count as one course toward this requirement. Students may satisfy all, or part, of the requirement with the appropriate AP scores (s). A score of 4 or 5 on the Advanced Placement AB exam or a score of 3 on the BC exam earns credit for MATH 121. A score of 4 or 5 on the BC exam earns credit for MATH 121 and 122.

Departments may recommend, or require, particular mathematics or science courses for their majors, and students are advised to consult the major department's listing in this catalog.

Candidates for the B.A. degree (Psychology and Early Childhood Education) follow the School of Liberal Arts Core.

Writing Intensive Requirement

Students may satisfy this requirement by taking one course designated as “writing-intensive” in the course schedule or, with the approval of the instructor and the Committee on Undergraduate Academic Requirements of the School of Science and Engineering, by taking a course that does not carry the “writing-intensive” designation but that fits the criteria of the requirement. Completion of the first-year writing competency requirement is a prerequisite to enrollment in a writing intensive course.

Additional Requirements for Engineering Majors

Students majoring in biomedical engineering, chemical engineering and engineering physics must take an additional six credits (for a total of 18 credits) of humanities, fine arts and social sciences.

Major Component

A student enrolled in the School of Science and Engineering must select a major offered by the school no later than the beginning of a student’s fourth semester of college study.

SPECIAL PROGRAMS

Self-Designed Majors

A student with a 3.000 cumulative grade-point average may construct a major program by grouping courses from different academic departments. Such self-designed majors must include at least 10 courses, more than half of which must be at the 300 level or above; no more than two courses below the 300 level may be taken in any one department. A student wishing approval of a self-designed major must prepare a proposal including the title of the major, courses, rationale, and appropriate departmental approval. This proposal must be submitted for review to the associate dean of the School of Science and Engineering before the end of the student’s sixth semester. As these proposals often require revision and resubmission, they should be submitted earlier than this deadline.

Second Majors and Minors

Students in the School of Science and Engineering may elect to complete a second major. They must complete all courses for each major and a total of at least 18 different courses in the two majors. Students declaring a second major must submit their programs of study to the associate dean of the School of Science and Engineering for approval. At least half of the coursework required for majors must be completed at Tulane University, and students must have a grade-point average of at least 2.000 in all coursework applied to the major. Students who satisfy the requirements for two majors in the School of Science and Engineering will receive one bachelor’s degree, and their transcript will reflect that a double major has been completed. Second majors from an outside division are subject to the conditions set by requirements for that major as designated by the home division or department.

Science and engineering students may also pursue one or two minors. The minor is intended to give structure to the study of a secondary field of interest chosen by the student. Students must complete at least 24 credits in their major that do not overlap with the minor. Students who elect to complete the requirements for a minor must earn a grade-point average of at least 2.000 in courses counting toward that minor. No courses counting toward the student’s first minor will count toward the student’s second minor.

Individual departments may have additional restrictions on major-minor overlap. Students should consult the department listings for additional information.

Internships for Academic Credit

Some departments offer internships for academic credit as part of the major. An internship combines a relevant academic component with experiential learning. The academic component may, for example, consist of a term paper, a number of short papers, or discussions of a number of books. Internships ordinarily are open only to those students completing a major in the department that will award the credit. Students participating in internships register for Internship Studies (course numbers 456, 457) within the appropriate department after having made initial arrangements with a professor who will sponsor the internship. Registration is completed in the academic department sponsoring the internship.

A student may not take a salaried position outside the university while earning credit for an internship, except where such an arrangement is required by the cooperating organization for insurance purposes. If a student must take a salaried position for this reason, a letter to this effect from the cooperating organization must be filed with the chair of the sponsoring department prior to the end of the add period.

Only one internship may be completed each semester. Students may earn a maximum of six credits for internships. The sponsoring professor will assign a grade for the internship at the close of the semester after evaluating its academic and experiential aspects. Internships offered through Science and Engineering departments are open only to juniors and seniors in good standing.

An alternative internship experience is offered to students through Newcomb-Tulane College. This internship was created to accommodate students seeking internships with organizations which require that interns earn credit for their experience. INTR 199 carries one credit, which will apply toward the degree but will not apply toward any core curriculum, major, or minor requirement. Only one credit of INTR 199 may be applied toward the degree. INTR 199 must be taken on a satisfactory/unsatisfactory (S/U) basis. Students who have completed fewer than 30 credits may not register for this course. Students desiring to register for INTR 199 must receive approval for the Associate Dean of the Newcomb-Tulane College before registering for the course.

GRADUATE DEGREE PROGRAMS

Students at Tulane University may pursue a Master of Science (M.S.) or Doctor of Philosophy (Ph.D.) program in the School of Science and Engineering of Tulane University. The M.S. degree is awarded with a minimum of 24 credit hours plus a thesis. With approval, a student may also elect to pursue a non-thesis M.S. that requires a minimum of 30 credit hours. The Ph.D. degree is awarded with a minimum of 48 credit hours plus a dissertation. The 4+1 Bachelor’s Master’s program allows students in the School of Science and Engineering to complete the requirements for both the bachelor’s and master’s degree in five years. Some summer research work may be required for the timely completion of the program.

All graduate students must demonstrate competence in teaching as part of the requirements for a graduate degree. This requirement must be fulfilled regardless of whether or not the student receives financial support from the university. The form of teaching experience can vary with the individual, and may consist of teaching, recitation sections, teaching laboratory courses, grading papers, presentation of seminars, etc.

If candidates for an advanced degree at other universities wish to receive graduate credit for courses to be taken at Tulane, they should secure approval from authorities in the home institution. The student should then apply for admission as a special graduate student (non-degree) in the School of Science and Engineering. An individual who does not desire to pursue a degree at the present time also may apply for admission as a special student, but if the student decides at a later date to work toward a graduate degree in the School of Science and Engineering, no more than 12 credits taken on a non-degree or provisional basis may be applied toward the degree.

ADMISSIONS

Applicants holding the equivalent of a bachelor’s degree in mathematics, science or engineering or a related field from recognized institutions may be admitted to the graduate program of the School of Science and Engineering if their academic records and personal attributes indicated ability to pursue advanced study successfully. Students must present to the appropriate department satisfactory evidence of adequate preparation for the subjects in which they seek to specialize. Ordinarily, only students whose undergraduate average is B or above are admitted. Students required to make up undergraduate course deficiencies before being admitted to the graduate program of the School of Science and Engineering may be asked to enroll in an undergraduate program as special students. Graduate credit is not awarded for courses taken to make up deficiencies. A master’s degree is not a prerequisite for study for the doctorate, but a student may be required to qualify for the master’s degree while working toward the doctorate.

FINANCIAL AID AND SCHOLARSHIPS

The School of Science and Engineering awards financial support for graduate students primarily on the basis of academic merit. For full-time students, financial assistance is available in the form of teaching assistantships, research assistantships, fellowships as well as partial and full tuition scholarships.

ACADEMIC REGULATIONS

Registration Requirement

To maintain full time status all graduate students must enroll for a minimum of 9 credit hours in the Fall Semester and a minimum of 9 credit hours in the Spring Semester. Ph.D. and M.S. with thesis students must enroll for a minimum of 3 credit hours of “Masters Research” or 3 credits of “Dissertation Research” during the Summer Semester.

Ph.D. and M.S. with thesis students who have completed all of their required course work must maintain continuous enrollment and enroll for 3 credit hours of “Master’s Research” or 3 credit hours of “Dissertation Research,” whichever is applicable, each semester until all degree requirements are complete.

Course Credits

Graduate work is measured in terms of credits. A credit represents a measurement of academic progress in terms of work undertaken and satisfactorily completed and is not specifically related to an hour concept for class lecture or recitation. For purposes of evaluating graduate transfer credit, in most cases a credit is equal to a semester hour.

Grades and Grade Points

The same grading system is used throughout Tulane University. A course in which a grade of C+ or less is earned cannot be counted toward a graduate degree in the School of Science and Engineering.

Conferring of Degrees

A student who has completed all of the requirements for a degree will have that degree conferred at the annual spring commencement, in May. Degrees are also conferred at the close of the fall semester in December and at the close of Summer School, in mid August.

Transfer Credit

In general, up to 12 transfer credits may be accepted toward a master’s degree, and up to 24 transfer credits may be accepted toward the doctorate. Only grades of B or better will be considered for transfer credit. The courses must be graduate courses, which were taken while the student was classified as a graduate student and after all requirements for the bachelor’s degree have been met. The appropriate department and the Associate Dean for Graduate Programs and Research must approve credit for graduate work done at other institutions. The decision concerning the acceptance of all transfer credit to the record of a graduate student will not be made until after the student has completed at least one semester of successful study in the School of Science and Engineering. Students ordinarily must complete the requirements for the doctorate within seven years from the original date of registration. Only in unusual cases, and with the approval of the department chair and Associate Dean for Graduate Programs and Research will credit be approved for courses taken more than six years before the date of the general or preliminary examination.

Credit for 600-level courses taken by a senior undergraduate beyond the credits needed for an undergraduate degree at Tulane University and passed with a grade of B or better may be transferred to a graduate degree program in the School of Science and Engineering on the recommendation of the department Chair and with the approval of the Associate Dean for Graduate Programs and Research. Normally, no more than 12 credits should be earned before admission to a graduate program. These credits may not be counted toward requirements for the bachelor’s degree.

Transfer between Programs

To transfer from one graduate program to another offered by the School of Science and Engineering, a student must submit an application for admission to the new program. Transferring students must fulfill any obligations they have incurred in the first program prior to receiving their degrees from the second programs.

Required Withdrawal, Probation and Exclusion

A student may be required to withdraw from any course or from the university, temporarily or permanently, for any of the following reasons:

A minimum grade point average of 3.00 (B) must be maintained by all students to remain in good standing in any graduate degree program. Students whose grade-point average falls below 3.00 will be considered for a probationary semester in consultation with the chair of the appropriate department. Students who receive a grade below B- or two grades of B- will also be considered for probation in consultation with the chair of the appropriate department. The terms of the probation are determined by the department chair, in consultation with the Dean or designate. Students who fail to meet the terms of their probation in two consecutive semesters will be required to withdraw from the program.

Students are subject to exclusion in consultation with the appropriate department if they receive two grades below B- in a given semester. To grades of B- are considered equivalent to one grade below B-. If a student becomes subject to exclusion during the semester in which other graduation requirements are met, the student will be excluded and will not receive the degree. Courses with grades below B- may not be used to meet degree requirements. It is the department’s responsibility to report to the Dean any student not making reasonable progress toward the degree.

The School of Science and Engineering and the University reserve the right to deny admission to any applicant or to forbid any student’s continued enrollment without assignment of reason; to change any of its rules, courses, regulations, and charges without notice, and to make such changes applicable to students already registered as well as to new students.

AWARDS

Alpha Eta Mu Beta Award

This award, given by the biomedical engineering honor society, is presented to a junior for outstanding performance as a student in the biomedical engineering curriculum.

AICHE Awards

Several awards are offered. Two are scholastic awards, one offered by the New Orleans Section to the senior in chemical -engineering with the highest scholastic average, and one by the National Society to the junior in chemical engineering who made the highest average in the freshman and sophomore years. The annual chapter award is for outstanding participation in chapter activities, particularly participation in the student paper presentation. The student chapter award is for outstanding services to the profession.

American Chemical Society Prizes were established in 1930 by the Louisiana section of the American Chemical Society and are awarded for excellence in chemistry.

American Institute of Chemists Award

Established to honor seniors in chemistry, chemical engineering, or biochemistry. Given in recognition of potential advancement of the chemical professions on the basis of a student’s demonstrated record of leadership, ability, character, and scholastic achievement.

Biomedical Engineering Society Scholarship Award

Awarded to the graduating senior with the highest scholastic average in biomedical engineering.

Glendy Burke Medals were established in 1848 (oratory) and 1879 (mathematics) by Glendy Burke. They are awarded for excellence in the fields of speech and mathematics.

Fred R. Cagle Memorial Prize was established in 1981 in memory of the former chairman of the Department of Zoology. It is awarded for excellence in biology.

Chairman’s Award is given to a graduating senior who is outstanding in geology or earth science.

Arnold Gerall Award in Neuroscience.

Merck Index Awards are awarded for excellence in Chemistry.

New Orleans Geological Society Memorial Foundation Scholarships are awarded annually to the outstanding freshman, sophomore, junior, and senior geology or earth science majors, upon recommendation of the faculty of the Department of Earth and Environmental Science.

Nissim Nathan Cohen Memorial Award

Awarded to a graduating senior in biomedical engineering. Selected by fellow students for contributions to the class, to the School of Engineering, and to the profession of biomedical engineering.

National Society of Black Engineers

There are two awards. One is awarded to the Outstanding Executive Board member and the other is to the graduating senior with the highest grade point average.

Randall K. Nichols Award

Awarded to a chemical engineering junior who has special talents worthy of recognition and encouragement.

ROTC Awards encompass many prizes and honors, including the President’s Cup, for ROTC work.

Sigma Gamma Epsilon Prize, established in memory of W. A. Tarr by the national geology honor society, is awarded for scholarship and service in the Department of Earth and Environmental Sciencne.

R. A. Steinmayer Award was established in 1957 by the Tulane geological alumni in honor of R. A. Steinmayer, emeritus professor of geology, for the outstanding graduating student in Earth and Environmental Science.

Tri Beta/Erik G. Ellgaard Memorial Award for the outstanding thesis in Cell and Molecular Biology.

Omega Chi Epsilon Award

This award, presented by the chemical engineering honor society, is given to the member of the student chapter who best exemplifies the ideals of Omega Chi Epsilon.

James Marshall Robert Leadership Award

Established in 1957 by the Society of Tulane Engineers and named in honor of Dean Emeritus Robert. Additional gifts from alumni and friends after Dean Robert’s death in 1964 have made possible the award of a medal and cash to a senior in engineering in recognition of scholarship, collegiate activities, and leadership.

Stuart S. Bamforth Prize for Excellence in Environmental Studies.

Leon H. Scherck Memorial Award

The oldest award presented by the School of Engineering was established in 1922 by the late Mrs. Albert H. Scherck of New Orleans in memory of her brother, Leon H. Scherck, class of 1894, for excellence in engineering. Awarded to a member of the senior class in an engineering program.

Francis M. Taylor Award

Established in 1971 by chemical engineering alumni to honor Professor Emeritus Taylor. Awarded to a senior in chemical engineering for outstanding citizenship, professional attitudes, and accomplishments.

Harold E. Vokes Award was established in 1992 by the faculty of the Department of Geology in honor of Harold E. Vokes, professor emeritus of geology, for the outstanding graduating senior in Earth and Environmental Studies.

Daniel H. Vliet Award

Established in 1989 to honor Dr. Daniel H. Vliet who served on the faculty of Electrical Engineering for 37 years, including four years as head of the department, before his retirement in 1986. The award goes to a sophomore in an engineering program who has demonstrated superior performance in freshman physics.

Chemistry

Office: 2015 Percival Stern Hall
Phone: (504) 865-5573
Fax: (504) 865-5596
Website: http://www.tulane.edu/~biolchem/
Program Administrators
Larry D. Byers, Chemistry (Co-Director), byers@tulane.edu
David A. Mullin, Cell and Molecular Biology (Co-Director), damullin@tulane.edu
Faculty
Alex Burin, Ph.D. Moscow Inst. of Physics and Engineering (Chemistry)
Larry Byers, Ph.D., Princeton University (Chemistry)
Yi Ping Chen, Ph.D., Univ. of Iowa (Cell & Molecular Biology)
Peter Cserjesi, Ph.D., McGill, Montreal (Cell & Molecular Biology)
Harry Ensley, Ph.D., Harvard University (Chemistry)
W.T. Godbey, Ph.D., Rice University (Chemical & Biomolecular Engineering)
Scott Grayson, Ph.D., U.C. Berkeley (Chemistry)
Fiona Inglis, Ph.D., University of Glasglow (Cell & Molecular Biology)
David Mullin, Ph.D., Univ. of Texas, Austin (Cell & Molecular Biology)
Kim O’Connor, Ph.D., Cal Tech (Chemical and Biomolecular Engineering)
Wayne Reed, Ph.D., Clarkson University (Physics)
Igor Rubtsov, Ph.D., Inst. for Chemical Physics, Moscow (Chemistry)
Laura Schrader, Ph.D.,Tulane University,(Cell & Molecular Biology)
Bret Smith, Ph.D., Univ. of Tennessee (Cell & Molecular Biology)

Biological Chemistry

Cell and Molecular Biology

Office: 2000 Percival Stern Hall
Phone: (504) 865-5546
Fax: (504) 865-6785

Chemistry

Office: 2015 Percival Stern Hall
Phone: (504) 865-5573
Fax: (504) 865-5596
Website: http://www.tulane.edu/~biolchem/

Program Administrators

Larry D. Byers, Chemistry (Co-Director), byers@tulane.edu

David A. Mullin, Cell and Molecular Biology (Co-Director), damullin@tulane.edu

Alex Burin, Ph.D. Moscow Inst. of Physics and Engineering (Chemistry)
Larry Byers, Ph.D. Princeton University (Chemistry)
Yi Ping Chen, Ph.D.
Univ. of Iowa (Cell & Molecular Biology)
Peter Cserjesi, Ph.D. McGill, Montreal (Cell & Molecular Biology)
Harry Ensley, Ph.D. Harvard University (Chemistry)
W.T. Godbey, Ph.D. Rice University (Chemical & Biomolecular Engineering)
Scott Grayson, Ph.D. U.C. Berkeley (Chemistry)
Fiona Inglis, Ph.D. University of Glasglow (Cell & Molecular Biology)
David Mullin, Ph.D. Univ. of Texas, Austin (Cell & Molecular Biology)
Kim O’Connor, Ph.D. Cal Tech (Chemical and Biomolecular Engineering)
Wayne Reed, Ph.D. Clarkson University (Physics)
Igor Rubtsov, Ph.D. Inst. for Chemical Physics, Moscow (Chemistry)
Laura Schrader, Ph.D. Tulane University,(Cell & Molecular Biology)
Bret Smith, Ph.D. Univ. of Tennessee (Cell & Molecular Biology)

Programs Offered

Biological Chemistry Courses

Biomedical Engineering

Office: Suite 500, Lindy Claiborne Boggs Center
Phone: 504-865-5897
Fax: 504-862-8779
E-mail: bmen-info@tulane.edu
Web: http://www.bmen.tulane.edu
Professors
Nicholas J. Altiero, Professor and Dean; Ph.D., The University of Michigan at Ann Arbor.
Donald P. Gaver, Alden J. “Doc” Laborde Professor and Department Chair, Director of Graduate Studies; Ph.D., Northwestern University.
Cedric F. Walker P.E., Professor and Director, Freshman Programs; Ph.D., Duke University.
Associate Professors
Ronald C. Anderson, Associate Professor; Ph.D., Tulane University.
Damir B. Khismatullin, Associate Professor; Ph.D., Bashkir State University.
David A. Rice P.E., Associate Professor and Director of Undergraduate Studies; Ph.D., Purdue University.
Assistant Professors
Yuefeng Han, Assistant Professor; Ph.D. The City College of New York.
Michael J. Moore, Assistant Professor, Ph.D. Mayo Clinic College of Medicine.
Walter Lee Murfee, Assistant Professor; Ph.D. University of Virginia.
Senior Professor of Practice
Michael Dancisak; Ph.D., Kinesiology, University of Minnesota
Professors of the Practice
San Hla Aung; Ph.D., Civil Engineering, Tulane University.
Annette B. Oertling P.E.; Ph.D., Mechanical Engineering, Tulane University.
Professors Emeriti
Paul L. Nunez, Professor; Ph.D., University of California at San Diego.
William C. Van Buskirk P.E., Professor and Chair Emeritus of Biomedical Engineering, Dean Emeritus of Engineering; Ph.D., Stanford University.

Biomedical Engineering is the application of engineering techniques and principles to problems and processes of biology or medicine. Such a broad class of study needs to be narrowed in order to achieve adequate depth, and the emphasis chosen by our faculty is—first and foremost—to provide students with the opportunity to acquire a rigorous engineering education. This basis then serves as a springboard to concentrated study of biomechanics, biomaterials, bioelectronics, bioelectricity, biotransport and cell and tissue engineering during the remaining undergraduate years.

Tulane’s Department of Biomedical Engineering was founded in 1977, and therefore is a relatively mature department in a new field—a field in which the potential for making meaningful contributions is unlimited. Our backgrounds are diverse and our undergraduate and graduate teaching programs are extensive. All faculty members are actively engaged in research sponsored by federal, state or private organizations, and we believe that this enhances our teaching abilities by keeping each of us in the forefront of knowledge in our sub-specialties.

Creativity, Research, Design: Characteristics of Tulane’s Undergraduate Program

Hallmarks of our undergraduate curriculum are the research and design experiences that are coordinated through the two semester sequences in ‘Research and Professional Practice’ and ‘Team Design’ so that every biomedical engineering student participates in an individual research project as well as a team-design project.

Distinctive Features of Tulane’s Undergraduate Curriculum:

Departmental Mission

Our mission is to inspire and work with students as we develop and apply engineering methods to confront health-science challenges.

Departmental Vision

The Department of Biomedical Engineering is committed to being a global leader in biomedical engineering scholarship. Our faculty, staff, and students are all important parts of the team that provide distinctive opportunities for creative solutions to biomedical engineering research and design problems. We aim for: excellence in undergraduate and graduate education, meaningful and innovative research, and service dedicated to advancing the field of biomedical engineering.

Undergraduate Program Objectives

Our undergraduate program provides students with the breadth required for participation in the interdisciplinary field of biomedical engineering and the depth required by engineers to advance the practice in our discipline. Our objective is to prepare graduates who are able to successfully pursue:

Facilities

The Department of Biomedical Engineering is located in the Lindy Claiborne Boggs Center and includes more than 16,000 square feet of biomedical engineering office, laboratory, and classroom space. Major items of research equipment include:

Computers: Biomedical Engineering Server: Apple Xserver; Various workstations: PCs and Macintosh computers in research laboratories and the departmental computer/laboratory.

Imaging and Image Analysis: Epiflourescence microsopy suite, PC and Macintosh with frame grabbers, scanners, etc.

Physiology Laboratory: A physiology laboratory is equipped to perform numerous physiology experiments and demonstrations.

Solid Mechanics: Digitally controlled MTS axial/torsional universal testing system, console-mounted and portable strain gauge conditioners, ultrasonic testing apparatus.

Fluid Mechanics: TSI PIV flow visualization apparatus, Brookfield cone-plate viscometer, Cahn surface tension balance, Electronetics pulsating bubble surfactometer, computational fluid dynamics software.

Experimental and Computational Tissue Engineering: Universal Cartilage Testing Device, High Resolution Imaging System, ultrasound indentation probe, biosafety cabinets, centrifuges, microscopes, incubators, microplate washer and reader, and FTIR.

Biomaterials: EG&G PAR computerized electrochemical and polarographic measurement systems, metallographic specimen preparation equipment, Azur Environmental toxicity analyzer.

Electronics: Full suite of GPIB connected test equipment to support development of PIC and Basic Stamp microcontrollers. LabVIEW is used for algorithm and control loop development and prototyping of implant, telemedicine, and monitoring applications.

Pulmonary Function: Spirometers, flow and pressure instrumentation, data acquisition, acoustic measurement systems.

Undergraduate laboratories are available for experiments associated with required courses in quantitative physiology (BMEN 313/316), and bioelectronics (BMEN 273). These labs are also used in elective courses in biomechanics (BMEN 330), biomaterials (BMEN 323), and cell and tissue engineering (BMEN 340). A computer laboratory/classroom equipped with a SMARTboard and projector and 12 PCs, a printer and scanner are also available for undergraduates, particularly those taking BMEN 382 (required) and BMEN 361 (elective).

Curriculum

The undergraduate program in biomedical engineering is built upon a rigorous engineering science foundation that is, in turn, based upon a broad curriculum of natural sciences, mathematics, electives in humanities and social sciences, and design. Although students are encouraged to concentrate their professional electives in a subfield of interest in biomedical engineering (e.g., biomechanics, bioelectronics, bioelectricity, biomaterials, or tissue engineering) or biomedical sciences (for premed students), there are no formal “tracks” within the sequence. The undergraduate curriculum is designed primarily to prepare our undergraduates for advanced study. More than two-thirds of our graduates continue on to graduate or professional training after graduation from Tulane. We believe that this curriculum also prepares our students to enter directly into the workforce. We have a philosophy of ‘rigorous breadth’ in biomedical engineering which can best be characterized by the undergraduate curriculum described below.

Tulane University BMENUndergraduate Curriculum

The Biomedical Engineering curriculum is continuously evolving with the field. Below, we provide the curriculum for the Class of 2012. Up-to-date curricula for each class can be found at http://www.bmen.tulane.edu

Tulane Core Requirements

The BMEN curriculum satisfies the Tulane University curriculum requirements of:

Department of Biomedical Engineering Requirements

Professional Electives

The four professional electives listed in the BMEN curriculum include at least one BMEN 600-level course, taken as a follow-up to a Junior-year “domain” class. The other professional elective courses may be any courses that meet the student's professional goals. Up to two ROTC courses may be used to meet this requirement.

Premedical students may use the professional electives in the junior year to take organic chemistry; however, many premedical students prefer to take organic chemistry during the summer. Some medical schools require a second English course, and this can be one of the humanities electives. Most medical schools also require an additional semester of biology with laboratory, and this is also considered as a professional elective.

Research and Design Experiences

Hallmarks of our curriculum are the research and design experiences that are coordinated through the two semester sequences in Professional Practice and Design (490, 491) and Team Design (403, 404). Every student participates in an individual research project as well as a team design project.

The team design projects, which recently have been supported by the National Science Foundation and the Joe W. and Dorothy Dorsett Brown Foundation, are tailored to the needs of individuals with disabilities who are referred to the department by several community agencies. The team designs are evaluated for safety and then presented and judged in a public design competition. The team design experience of working for an extended period with a handicapped client—while having the opportunity to apply engineering foundations and real-world design and construction skills to assist the client—has been extremely rewarding for our students. Participation in the team design experience satisfies the Tulane University upper-division public service requirement.

Each student also participates in an individual year-long research project generally with a biomedical engineering faculty member or with faculty in departments of the Tulane or LSU medical schools. The list of research projects covers an impressive range of activities. The students thus have substantial research experience -- while still undergraduates -- that includes writing a comprehensive thesis describing the research performed and an oral presentation of the work to the faculty and fellow students during the annual Undergraduate Research Day Conference. Participation in the individual research project satisfies the Tulane University capstone experience requirement.

Programs Offered

Biomedical Engineering Courses

Cell and Molecular Biology

Office: 2000 Percival Stern Hall
Phone: (504) 865-5546
Fax: (504) 865-6785
Website: http://cell.tulane.edu
Professors
Ken Muneoka, Ph.D., California, Irvine
Jeffrey Tasker, Ph.D., Bordeaux, France
Leonard B. Thien, Ph.D., California, Los Angeles
Associate Professors
Carol Burdsal, Ph.D., Duke
Peter Cserjesi, Ph.D., McGill, Canada
David A. Mullin, Ph.D., Texas, Austin (Chair)
Assistant Professors
Fiona Inglis, Ph.D., Glasgow
Laura Schrader, Ph.D., Tulane

The curriculum offered by the cell and molecular biology department is designed for students interested in biological principles that operate at the level of cells and molecules, and the application of genetic and molecular techniques to solve problems in medicine and biotechnology.

Programs Offered

Cell and Molecular Biology Courses

Chemical and Biomolecular Engineering

Offices: Lindy Claiborne Boggs Center, Suite 300
Phone: 504-865-5772
Professors
Daniel De Kee, Ph.D., University of Montreal.
Vijay T. John, Department Chair, D.Eng.Sc., Columbia University.
Victor John Law, P.E., Ph.D., Tulane University.
Brian S. Mitchell, Ph.D., University of Wisconsin, Madison.
Kim C. O’Connor, Ph.D., California Institute of Technology.
Kyriakos D. Papadopoulos, D.Eng.Sc., Columbia University.
Lawrence R. Pratt, Ph.D., University of Illinois
Assistant Professors
Henry S. Ashbaugh, Ph.D., University of Delaware.
W. T. Godbey, Ph.D., Rice University.
Noshir S. Pesika, Ph.D., The Johns Hopkins University.
Professor of Practice
John C. Prindle, Jr., Ph.D., P.E., University of Wisconsin, Madison.
Professor Emeritus
Richard D. Gonzalez, Ph.D., (Professor Emeritus) The Johns Hopkins University.
Adjunct Professor
Yunfeng Lu, Ph.D., University of New Mexico.

Departmental Mission

The mission of the Department is to provide the highest quality program to educate students in the principles and applications of chemical and biomolecular engineering. The excellence of the program is ensured by the high regard for teaching, strong research activities and solid industrial ties. The program educates students to take leadership roles in industry, academia and government.

Program Educational Objectives

The objectives of Tulane’s chemical engineering undergraduate program are to provide our students with the engineering science education and problem-solving skills:

  1. to be rapidly and fully successful in industry, graduate school, or professional school
  2. to successfully pursue their desired career path.
  3. to be contributing and fulfilled professionals in their careers.

Minors and Second Majors

A Chemical Engineering student may also elect to pursue a major or minor in another division of the university. Anyone who is interested should contact the appropriate department chair and work out a program of courses. This should be approved by the department chair and forwarded to the engineering dean’s office. When all requirements are met, the transcript will reflect that a major or minor has been completed.

Many of the engineering students elect to add a minor in business or a minor or major in mathematics; these are described in the appropriate sections of the catalog. Students contemplating either a minor or major in mathematics should consult with the major advisor in the Department of Mathematics during the spring of the sophomore year.

Chemical Engineering Program

Chemical engineering is the world of plastics and high-strength ceramics, of gasoline, natural gas, and fuel cells, of semiconductors and light emitting diodes, of clean air and water, of pharmaceuticals, drug delivery, and scaffolds for artificial organs. It is a world where engineers tinker with molecules through the foundations of chemistry, biology, physics and mathematics to develop new products and chemical processes that enhance our quality of life. This remarkable connection from the molecular scale to the macroscopic scale where one can touch and see the effects of molecular tinkering on products and processes, is truly the hallmark of chemical engineering. The world of chemical engineering fully embraces forefront areas of nanotechnology, biotechnology, and environmental science. Chemical engineers work in virtually all industrial sectors - in the petroleum and chemical industries, in the consumer products industry, in the biotechnology and pharmaceutical industries, in semiconductor manufacturing and microfabrication, in advanced materials and the polymer industries, in the food and natural products industries, and in environmental technology development. Students with chemical engineering backgrounds also go on to successful careers in medicine, law, business and consulting.

The curriculum is based on the foundations of the chemical and biomolecular sciences. Through fundamental courses in thermodynamics, transport processes, reaction engineering and design, students learn how to work with molecules as simple as methane and as complex as proteins, nucleic acids and lipids, and learn how new products and processes are developed. Biomolecular engineering is an increasingly important component of our curriculum, and our faculty are involved in such wonderful new areas as gene delivery systems, cell and tissue engineering, biomimetic materials, and nanobiotechnology.

The Chemical Engineering Program at Tulane University has a firm basis in classroom fundamentals, coupled with direct practical experience. The following are distinctive aspects of the program.

  1. We have a small student-to-faculty ratio that allows each student to receive individualized attention. The high level of research activity in the department leads to an environment where individualized learning is coupled with the opportunity to participate in research. Every student has the opportunity to obtain a research experience. Many of our faculty conduct collaborative research with faculty at the other science and engineering departments, and at the medical school. This allows the student to participate in forefront research and to understand the relevance of an education in chemical and biomolecular engineering. We strongly encourage undergraduates to participate in research projects, present their research at scientific conferences and to publish their work in journals.
  2. The department implements a unique Practice School Program in the senior year, where students work on industrial projects jointly supervised by professional engineers at world-class chemical companies in the region. Students learn to work in teams, acquire excellent communication skills, and learn how to solve real-life technical problems. And we have recently implemented a Coop program that couples the Practice School Experience with Summer Internships.
  3. We have a flexible curriculum that allows students to co-specialize in the areas of biomolecular engineering, environmental sciences or materials engineering. The Department has also implemented a flexible cooperative work program designed to allow students considering employment after the B.S. degree to gain valuable work experience.
  4. Based on the events unfolding from the aftermath of hurricane Katrina, the chemical engineering program will reflect educational objectives that are distinctive to Tulane University and to New Orleans. In addition to providing a highly rigorous education in chemical engineering, the Department of Chemical and Biomolecular Engineering will work with university guidance to provide students with opportunities to help rebuild the city and community.

Program Educational Objectives

The objectives of Tulane’s chemical engineering undergraduate program are to provide our students with the engineering science education and problem-solving skills:

  1. to be rapidly and fully successful in industry, graduate school, or professional school
  2. to successfully pursue their desired career path.
  3. to be contributing and fulfilled professionals in their careers.

Cooperative Work Program

Students in the Chemical Engineering Program may participate in the department's cooperative work program. This program allows students considering employment after the B.S. degree to gain valuable work experience in the chemical engineering field during their undergraduate career. In the Fall semester of their second year, students are interviewed by employers for three individual work periods (the two summers following the second and third years of study and part-time during the spring semester of the fourth year). To participate, students must commit to work for the same employer during all three sessions. Those who complete all three sessions with satisfactory performance will receive six credits at the conclusion of the fourth year spring semester and do not have to register for Practice School to graduate. Students who stop participating in the program must register for Practice School during the spring semester of their fourth year of study. All exceptions to these guidelines must be decided by the department's undergraduate curriculum committee.

Programs Offered

Chemical and Biomolecular Engineering Courses

Chemistry

Office: 2015 Percival Stern Hall
Phone: (504) 865-5573
Fax: (504) 865-5596
Website: http://chem.tulane.edu
Professors
Larry D. Byers, Ph.D., Princeton
Mark J. Fink, Ph.D., Wisconsin
Michael F. Herman, Ph.D., Chicago
Brent D. Koplitz, Ph.D., Princeton (Chair)
Joel T. Mague, Ph.D., M.I.T.
Gary L. McPherson, Ph.D., Illinois (Senior Associate Dean, School of Science and Engineering)
Russell H. Schmehl, Ph.D., North Carolina
Mark Sulkes, Ph.D., Cornell
Associate Professor
Harry E. Ensley, Ph.D., Harvard
Assistant Professors
Alexander L. Burin, Ph.D., Moscow Institute of Physics and Engineering
Janarthanan Jayawickramarajah, Ph.D., Texas, Austin
James P. Donahue, Ph.D., Harvard
Scott Grayson, Ph.D., California Institute of Technology
Igor V. Rubtsov, Ph.D., Institute of Chemical Physics, Russian Academy of Sciences
Professors of Practice
Heiko Jacobsen, Ph.D., University of Calgary
Carol Zhang, Ph.D., University of South Carolina
Emeritus
William L. Alworth, Ph.D., California, Berkeley

Freshman Programs

Students who take chemistry to satisfy the science requirement of the B.A. curriculum must elect Chemistry 107 and 117. Science majors, engineering students, and students fulfilling medical school requirements should take Chemistry 107/117 and 108/118.

Honors Courses

Students who elect H499 and H500 with the preparation of a senior research thesis may be recommended to the college for the award of degree with departmental honors.

Programs Offered

Chemistry Courses

Earth and Environmental Sciences

Office: 101 Blessey Hall
Phone: (504) 865-5198
Fax: (504) 865-5199
Website: www.tulane.edu/~eens/
Professors
Ronald L. Parsley, Ph.D., Cincinnati
Associate Professors
Nancye H. Dawers, Ph.D., Columbia
George C. Flowers, Ph.D., California, Berkeley
Karen H. Johannesson, Ph.D., Nevada, Reno
Stephen A. Nelson, Ph.D., California, Berkeley (Chair)
Torbjörn Törnqvist, Ph.D., Utrecht
Assistant Professors
Nicole M. Gasparini, Ph.D., MIT
Bradley E. Rosenheim, Ph.D., Miami
Professors of the Practice
Sadredin C. Moosavi, Ph.D., New Hampshire
Gerhard Piringer, Ph.D., Tulane

Programs Offered

Earth and Environmental Sciences Courses

Ecology and Evolutionary Sciences

Office: 310 Dinwiddie Hall
Phone: (504) 865-5191
Fax: (504) 862-8706
Website: www.tulane.edu/~ebio/
Professors
Henry L. Bart, Ph.D., Oklahoma
Steven P. Darwin, Ph.D., Massachusetts, Amherst
Lee A. Dyer, Ph.D., Colorado, Boulder
David C. Heins, Ph.D., Tulane (Chair)
Thomas W. Sherry, Ph.D., California, Los Angeles
Assistant Professors
Michael J. Blum, Ph.D., Duke
Jeffrey Q. Chambers, Ph.D., California, Santa Barbara
Professor of Practice
John H. Caruso, Ph.D., Tulane
Visiting Assistant Professors
Rebecca E. Forkner, Ph.D., Georgia, Athens
J. Michael Guill, Ph.D., Tulane
Emeritus
Stuart S. Bamforth, Ph.D., Pennsylvania
Milton Fingerman, Ph.D., Northwestern

Courses Suitable for Non-Scientists

The department offers a number of courses that are especially appropriate for satisfying the science distribution requirements, including the laboratory course requirement. There are no prerequisites for any of these courses which are listed below. These courses will also count toward major or minor requirements in the department unless otherwise indicated. Details are given below and in the course descriptions that follow.

Prerequisites

The courses Ecology and Evolutionary Biology 101 and 111 and Cell and Molecular Biology 101 are prerequisites for all courses above the 100 level, except where stated otherwise. Any other prerequisites or corequisites are listed in the course descriptions. The student should be aware that some courses are offered only in alternate years or on demand.

Programs Offered

Ecology and Evolutionary Sciences Courses

Engineering Physics

Office: 2001 Percival Stern Hall
Phone: (504) 865-5520
Fax: (504) 862-8702
Website: http://www.physics.tulane.edu/StudentsEngPhysBS.shtml

This interdisciplinary program provides students with a broad science and mathematics background equal to that of Tulane’s traditional physics major, combined with a strong grounding in engineering design and the application of physics principles to practical engineering problems. The curriculum is characterized by a strong emphasis on modern physics and its application to 21st century technology, including new materials, quantum electronics, nanofabrication, and devices. Our students will be well equipped to pursue research and development careers in new and emerging technologies that cut across traditional engineering and science disciplines, to pursue graduate studies in science or engineering, or to enter professional fields including law, management, and medicine. Graduates will have substantial experience with laboratory methods, data analysis, and computation. A centerpiece of the curriculum is the design sequence, consisting of a two-semester Introduction to Design sequence, a summer industry internship, and a two-semester capstone Team Design Project. As an intrinsic part of the curriculum, students develop strong oral and written communication skills, multidisciplinary teamwork skills, experience in public service, and knowledge about the high ethical standards of the engineering profession. The program builds on cross-cutting areas of research strength in the School of Science and Engineering, including: novel 21st century materials; materials for energy; biomolecular materials; macromolecules; “quantum mechanics to devices”; surfaces, interfaces, and nanostructures; and computation.

Programs Offered

Engineering Physics Courses

Engineering Science

Office: School of Science and Engineering 201 Lindy Boggs Center
Phone: (504) 865-5764
Fax: (504) 862-8747

Environmental Science

Office: 302C Dinwiddie Hall
Phone: (504) 865-5198
Fax: (504) 865-5199
Websites: www.tulane.edu/~ebio/ www.tulane.edu/~eens/

Academic Advisor

George C. Flowers, Earth & Environmental Sciences (Director)

Faculty Associates

Henry L. Bart, Ecology and Evolutionary Biology
Jeffrey Chambers, Ecology and Evolutionary Biology
Lee Dyer, Ecology and Evolutionary Biology
George C. Flowers, Earth and Environmental Sciences
Bruce Fleury, Ecology and Evolutionary Biology
Dianne Glave, Environmental Studies
David C. Heins, Ecology and Evolutionary Biology
Duncan Irschick, Ecology and Evolutionary Biology
John McLachlan, Weatherhead Distinguished Professor of Environmental Studies
Gary L. McPherson, Chemistry
Doug Meffert, Center for Bioenvironmental Research
Thomas W. Sherry, Ecology and Evolutionary Biology

Programs Offered

Mathematics

Office: 24 Gibson Hall
Phone: (504) 865-5727
Fax: (504) 865-5063
Website: www.math.tulane.edu/

Professors
Ricardo Cortez, Ph.D., California, Berkeley
John Dauns, Ph.D., Harvard
Lisa J. Fauci, Ph.D., New York
Morris Kalka, Ph.D., New York (Chair)
Slawomir Kwasik, Ph.D., University of Gdansk
Michael W. Mislove, Ph.D., Tennessee
Victor H. Moll, Ph.D., New York
James T. Rogers, Jr., Ph.D., California, Riverside
Steven I. Rosencrans, Ph.D., M.I.T.
Frank J. Tipler, Ph.D., Maryland
Xuefeng Wang, Ph.D., Minnesota
Alexander D. Wentzell, Ph.D., Steklov Mathematical Institute
Associate Professors
Maurice J. Dupré, Ph.D., Pennsylvania
Alexander Kurganov, Ph.D., Tel-Aviv University
John Liukkonen, Ph.D., Columbia
Norbert Riedel, Ph.D., Technical University of Munich
Albert L. Vitter III, Ph.D., Princeton
David D. Yang, Ph.D., S.U.N.Y., Stony Brook
Assistant Professors
Gustavo Didier, Ph.D., North Carolina
Tai Huy Ha, Ph.D., Queen’s University, Ontario
Michelle Lacey, Ph.D., Yale
Emeritus
Frank T. Birtel, Ph.D., Notre Dame (University Professor)
John E. Diem, Ph.D., Purdue
Laszlo Fuchs, Ph.D., University of Budapest
Pierre A. Grillet, Ph.D., Université de Paris

Introductory Courses

The following information is meant to aid students in planning their programs. It is not a substitute for the advice of the faculty advisors who are familiar with the student’s individual situation.

111, 112 Not suitable for students who plan three semesters of calculus. Does not count toward the mathematics major.

115, 116 These courses are intended for students without a strong background in mathematics. The material presented in Calculus 121 is covered in two semesters. This course will prepare the student to continue with the regular calculus sequence. If a student receives credit for 115 or 116, the student may not receive credit for 121.

After finishing 115-116, the student can register for 122. A student may not register for this course after receiving credit for 121. 121, 122 Intended primarily for students with solid backgrounds in high school algebra, trigonometry, and precalculus. These courses are prerequisites for most upper division mathematics courses. If a student has already received credit for 121, the student may not receive credit for 115 or 116. A student may not receive credit for both 122 and 131. 121 is a prerequisite for 122.

123. Intended as an introduction to Statistics for students in the sciences. Does not count toward the mathematics major.

131 Intended for students with prior knowledge of calculus. A score of 3 or higher in the Calculus AP test or permission of the undergraduate coordinator is required for admission. A student may not receive credit for both 122 and 131. Students with no prior AP credit in calculus may gain credit for 121 by getting a B- or better in 131 in addition to credit for 131.

APExamination Credit Granted by the Department

Subject Score Credit/Course Recommended Placement
Calculus AB 5 4 credit hours, (121) 131
Calculus AB 4 4 credit hours, (121) 131
Calculus AB 3 no credit 131
Calculus BC 5 8 credit hours, (121, 122) 221
Calculus BC 4 8 credit hours, (121, 122) 221
Calculus BC 3 4 credit hours (121) 131

Junior Year Abroad

Students planning a major in mathematics and to participate in the Junior Year Abroad (JYA) program are advised to consult a major advisor when planning their sophomore programs. Participants in the JYA Program majoring in mathematics must successfully complete two courses in mathematics at the 300 level or above after returning from abroad.

Honors

The purpose of the Honors Program in mathematics is to provide exceptional students with an opportunity to complete an intensive program in their major area and to receive recognition for that work. This program is recommended for students who wish to do graduate work in mathematics or related sciences. Honors in mathematics requires a 3.5 grade-point average in all courses taken in mathematics and in related courses serving to fulfill major requirements. Honors also requires either (1) an honors project or (2) the completion of two additional upper-level mathematics courses with grades of B or higher. These can be selected from any course numbered 650 or higher or an honors version of a course numbered 300 or higher which has been approved in advance by the Undergraduate Studies Committee. An honors project must be under the supervision of a member of the mathematics faculty and receive prior approval from the student’s major advisor. The student receives six credits for the project, which is carried out over a two semester period. It must include a prospectus, a paper, and an oral presentation. Students wishing to complete an honors program must have their curriculum approved by their major advisor and the Undergraduate Coordinator during their junior year, and must declare their intention to complete an honors program at that time.

Mathematics Placement

Information on placement may be obtained from the Department of Mathematics. Inquiries should be addressed to the Department chair.

Honors Sections

Honors sections in 131 and 221 are offered each year. Generally speaking, these sections treat the same material as the regular sections, but in greater depth. Honors sections of 300-level courses are offered when there is sufficient demand - they are conducted in conjunction with a regular section but require extra work for honors credit. They may also include an additional class meeting each week.

Admission to the honors sections is by invitation, but all interested students are encouraged to direct inquiries to the Department chair.

Programs Offered

Mathematics Courses

Neuroscience

Office: 3039 Percival Stern Hall
Phone: (504) 862-3305 or (504) 314-7548 or (504) 862-3307
Fax: (504) 862-8744
Website: www.tulane.edu/~neurosci/neurosci.html
Email: brain@tulane.edu or bwee@tulane.edu
Program Administrators
Gary Dohanich, Psychology
Jeffrey Tasker, Cell and Molecular Biology
Beth Wee, Neuroscience, Ph.D., Michigan State University
Program Faculty
David Corey, Psychology
Peter Cserjesi, Cell and Molecular Biology
Edward Golob, Psychology
Harry Howard, Linguistics
Fiona Inglis, Cell and Molecular Biology
Laura Schrader, Cell and Molecular Biology
Bret Smith, Cell and Molecular Biology

Programs Offered

Neuroscience Courses

Physics and Astronomy

Office: 2001 Percival Stern Hall
Phone: (504) 865-5520
Fax: (504) 862-8702
Website: www.physics.tulane.edu/

Professors
Ulrike Diebold, Ph.D., Technische Universitaet Wien, Vienna
James M. MacLaren, Ph.D., Imperial College, London (Dean, Newcomb-Tulane College)
James H. McGuire, Ph.D., Northeastern (Murchison-Mallory Professor of Physics) (Chair)
John P. Perdew, Ph.D., Cornell
Robert D. Purrington, Ph.D., Texas A&M
Wayne F. Reed, Ph.D., Clarkson
George T. Rosensteel, Ph.D., Toronto
Frank J. Tipler, Ph.D., Maryland
Associate Professors
Zhiqiang Mao, Ph.D., Univ. of Science & Technology, China
Fred Wietfeldt, Ph.D., California, Berkeley
Assistant Professors
Lev Kaplan, Ph.D., Harvard
Emeritus
David L. Ederer, Ph.D., Cornell

Introductory Courses

The department offers both calculus-based general physics (131 and 132) and non-calculus general physics (121 and 122). Premedical students may elect either 121-122 or 131-132. Physics 131 and 132 are designed primarily for majors in the sciences, mathematics, and engineering.

Courses for Non-Scientists

The department offers a broad range of non-traditional courses that may be used to satisfy the science requirement. These courses are non-mathematical; testing emphasizes verbal techniques (papers, book reports, projects, essays, etc.), rather than quantitative skills. There are no mathematics or other prerequisites for any of these courses.

Programs Offered

Physics and Astronomy Courses

Psychology

Office: 2007 Percival Stern Hall
Phone: (504) 865-5331
Fax: (504) 862-8744
Website: http://psych.tulane.edu

Professors
Gary P. Dohanich, Ph.D., Michigan State (The John Madison Fletcher Professor of Psychology)
Jeffrey J. Lockman, Ph.D., Minnesota
Janet B. Ruscher, Ph.D., Massachusetts, Amherst (Chair)
Associate Professors
Terry E. Christenson, Ph.D., California, Berkeley
Paul J. Colombo, Ph.D., California, Berkeley
Michael Cunningham, Ph.D., Emory
Stacy Overstreet, Ph.D., Tulane
C. Chrisman Wilson, Ph.D., South Carolina
Assistant Professors
David M. Corey, Ph.D.,Tulane
Jill M. Daniel, Ph.D., Tulane
Edward J. Golob, Ph.D.,Dartmouth
Lisa A. Molix, Ph.D., Missouri
Laurie T. O’Brien, Ph.D.,Kansas
Lisa Szechter, Ph.D.,Pennsylvania State
R. Enrique Varela, Ph.D., Kansas
Professors of Practice
Julie A. Alvarez, Ph.D., Emory
Thomas Hebert, Ph.D., Tulane
Carrie Wyland, Ph.D., Dartmouth
Emeritus
Lawrence Dachowski, Ph. D., Illinois
Arnold A. Gerall, Ph.D., Iowa State
Barbara E. Moely, Ph.D., Minnesota
Edgar C. O’Neal, Ph.D., Missouri

Programs Offered

Psychology Courses