This course examines the social and political history of higher education with special emphasis on gender from the 19th century to present day. Using a historical framework to generate and answer questions about higher education, we will take into consideration the various legislative, political, economic, cultural, and academic influences on the university system to understand the changing role of gender in higher education. We will explore the intersection of gender and academic disciplines in higher education. The course examines gender representation, experiences, and outcomes across different fields, analyzing the societal, institutional, and cultural factors that shape these patterns. Through interdisciplinary perspectives, students will engage with research, case studies, and policy debates related to gender equity in academia.

Students complete a service activity in the community in conjunction with the content of a three-credit co-requisite course. Course may be repeated up to unlimited credit hours.

Case studies are used across disciplines to create a concrete vehicle for applying abstract theories to real world situations, and to build problem solving skills for real world examples of gender and intersectional inequalities in work (formal and informal, academic and non-academic). Cases marry learning about real world policy and organizational problems with critical thinking, abstract reasoning, and theorizing to support students’ capacities for practical problem solving that can be applied to any academic discipline. Each student will write a case linked to their field of study which engages the concepts of gender and work; the developed case study should address the dilemmas that are encountered by those leading change and demonstrate strategic thinking and problem-solving skills that can address gender inequalities in work. Opportunities for publishing developed cases will be made available.

College is an exciting and stressful time for everyone. The increased freedom and independence are both exciting and daunting, leading many students to struggle in new ways or with emotions that seem to have increased in intensity. Conversely, research has shown that individuals who develop and use resilience strategies and emotion regulation skills (such as opposite action, relaxation strategies, mindfulness, and practicing gratitude) as well as build positive routines (for example, good eating and sleep habits, daily exercising, scheduling fun activities) are more likely to be effective in their job roles, involved in strong relationships, physically and mentally healthy, and satisfied with their lives overall.

This course examines practices for designing research communications across a variety of digital mediums. It also examines how gender, often intersecting with race, class, and sexuality, affects the interpretation of research in digital forums and the treatment of researchers online. This interdisciplinary course will engage in a variety of fields including data visualization, digital media practices, technology studies, gender studies, and digital scholarship. Seminar discussions will include examining creative methods for developing digital research projects, ethical considerations when promoting research through digital mediums, and critically analyzing computational methods in research that supports social justice and gender/racial equity. As praxis, students will design, storyboard, create, peer review, revise and present digital research products that include visual, audio, and narrative components. All technical skill-levels are welcome.

In this course, students will read and discuss key texts that outline philosophies and methods of feminist knowledge production. Students will engage with foundational feminist epistemologies, such as standpoint theory, situated knowledges, and intersectionality, to understand the complex relationships between gender, race, class, and other categories that shape the distribution of power both within and outside the academy. They will explore research methods across fields while examining important debates about a researcher’s role and responsibilities to her/his/their subjects and the public. Research ethics regarding data collection, interpretation, and dissemination will be discussed. Quantitative and qualitative approaches will be included. Applying these interdisciplinary theories of knowledge production, students will develop a research proposal. During weekly writing workshops, students will draft, peer-review, and revise portions of a research proposal that address the question, methods, literature review, and significance of that project. Students will also develop an abstract related to this project and submit it to a conference.

This course is designed for students participating in a faculty-mentored research project who have received a grant through NTC and/or other campus entities. The goal of this course is to offer opportunities for students to present the outcomes of their research in a structured forum at the Tulane Idea and Research Symposium.

This course is designed for students participating in a summer internship who have received a grant through NTC and other campus entities. The goal of this course is to offer students opportunities to present the outcomes of their internship in a structured forum at the Tulane Idea and Research Symposium.

Students complete a service activity in the community in conjunction with the content of a three-credit co-requisite course. Course may be repeated up to unlimited credit hours.

Students complete a service activity in the community in conjunction with the content of a three-credit co-requisite course. Course may be repeated up to unlimited credit hours.

This course is designed to provide support and resources from the professor for students in the Newcomb Scholars Program to complete their independent research project. In this course, Newcomb Scholars will incorporate what they have researched and written in the previous seminars, finalize their research question, determine the appropriate research methods, and begin to answer that question in a comprehensive and systematic way that would be recognized by the relevant scholarly community as constituting original and important research. Each Scholar is expected to understand the work that has previously been done in their field and find a place for their research in that body of knowledge. Students will use their skills of analysis, criticism, and synthesis to address or respond to any relevant issues in their fields of study. Each student will present their research project at a campus conference in the Spring semester.

Course may be repeated up to unlimited credit hours.

Internship Course.

Course may be repeated up to unlimited credit hours.

Course may be repeated up to unlimited credit hours.

This course will focus on the Louisiana Legislative Session as a means of understanding the legislative process, civic engagement with that process, and policy and legal concerns that proposed legislation can raise – all within the context of understanding the legal framework surrounding abortion access and reproductive rights. The course will include legal and policy analysis of the most significant U.S. Supreme Court cases involving abortion rights, as well as an overview of the statutory and regulatory landscape applicable to abortion in Louisiana. With that backdrop, the course will then take a hands-on approach to the Louisiana Legislative Session, focusing on proposed bills that will impact reproductive justice. Guest speakers will help students to understand the policy implications – both intended and unintended – related to the proposed bills, as well as other legislation proposed or passed during recent legislative sessions.