Students will engage in self-assessment and exploration surrounding their major and career goals to concretely identify avenues to achieve career-related goals such as major declaration, securing internships, and exploring different career paths. The course may only be taken once for credit.

Students will learn the importance of developing their personal brand, establishing a professional network, and applying current career knowledge to achieve career-related goals such as applying for graduate school, securing a job after graduation, and preparing for a successful post-graduation transition.

Using four phases of career development, students will explore the importance of developing a professional identity and concretely identify avenues to achieve career related goals such as major declaration, securing internships, and preparing for a successful transition from college post-graduation. Course may be repeated 2 times for credit.

Students will be introduced to the history and cultural folkways of New Orleans through the study of historic figures, cemetery architecture, monument construction and funerary symbolism reflected in stone and iron. Why are above-ground tombs more prevalent in New Orleans? What are the different tomb types and their architectural styles? Why do families in Louisiana visit cemeteries on All Saints Day? What symbolism does funerary art in stone and iron reveal? This TIDES course will provide several informative field sessions to local cemeteries combined with class lectures.

What can scientific research tell us about practices and perspectives that lead to a happier life? What can psychology do to help ordinary people to thrive and flourish? Which practices lead to greater fulfillment and life satisfaction? Positive psychology engages such questions by utilizing scientific research methods to identify practices which lead to greater happiness and human flourishing -- a life rich in purpose, relationships, and enjoyment. Positive psychologists maintain that (1) flourishing requires more than curing pathology; (2) flourishing requires tapping human strengths and positive capacities; and (3) scientific research methods can help us to identify and refine strategies for flourishing. This course will provide a theoretical and practical introduction to applied positive psychology. Topics will include positive emotions, hedonic misprediction and adaptation, character strengths (and their application in academia), purpose, gratitude, kindness, meditation, nurturing social relationships, and more. Students will learn about the foundational theories and research of positive psychology and will also engage in experiential homework in which they will apply strategies for enhancing their own health and happiness and for positively impacting their relationships and communities. This course will also expose students to local wellness resources at Tulane and New Orleans and will offer opportunities to explore a variety of life enhancing practices through homework assignments and a few group activities such as attending a yoga class (exercise), a meditation class (mindfulness), and a field trip to the French Quarter exploring New Orleans architecture and history on a walking tour (engagement) and enjoying some local cuisine (savoring).

Are leaders born or bred? How do leaders and their leadership styles impact change? How does one develop the courage and wisdom to lead and promote change effectively? This TIDES class provides an opportunity to examine the nature of leadership, its impact on the change process, and the underlying dynamics of power, politics, and conflict. Over the course of the academic year, this course focuses on developing an interdisciplinary understanding of the theories and practices of organizational and community leadership. As a TIDES member, you will actively study the theories that emerge from a variety of fields and reflect on their practical, political, and ethical assumptions as well as on their implications in a variety of settings. Through readings, classroom discussions, interviews with local leaders, and a group initiative, you will gain a greater appreciation for the issues that affect leaders and the components of successful leadership.

The war with Ukraine has brought Russia’s relationship with its former imperial realm (as well as its own internal minorities) into sharp focus, prompting the scholarly community to examine our prior biases and prejudices. Russia’s aggression has intensified calls for a decolonization of our thinking, writing, and teaching about the former Soviet space. Scholars of Ukraine, the Baltics, the Caucasus, and Central Asia, among many others, have called to reappraise prior historiography’s Russo-centrism and the often-neglected implications of Soviet nationality policies; the lingering Russian/Soviet imperial legacy. This course will introduce students to the multiplicity of perspectives and experiences of the ex-Soviet nationalities and Russia’s ethnic minority groups. A variety of readings, film screenings, musical videos, and guest lectures will be part of the class. No knowledge of Russian is needed or required.

How can architecture define a place? How do buildings support social constructs and cultural patterns? How do spatial relationships, proportions, and forms shape how we move through and experience places? How do the lines, curves, textures, and colors of walls, roofs, railings and other built elements impact our senses, emotions, and memories? All of these questions will be explored as students learn about the particular built environment that makes New Orleans so unmistakably New Orleans. Students will be encouraged to think critically about built environment and to communicate their ideas effectively through writing, visuals, and speech.

Health in college is so much more than avoiding pizza every night and occasionally going to the gym. Health is multifaceted and is pivotal to your ability to thrive during the next four years. This course will examine the most relevant health topics for college students from a public health perspective, integrating theories and practices relevant to your life. In addition, this course seeks to cultivate leadership skills as an element of being healthy and successful in college.

Cultivate your Inner Changemaker is devoted to exploring the skills, strategies, and ideas of effective social change advocates in the 21st century. Students will be learning about some of the essential skills of effective changemakers, including leadership, optimism, resilience, risk-taking, luck, relationship building, conflict resolution, creativity, and innovation. Throughout the course, students will practice these skills, both in class and through assignments.

While many have enjoyed J.R.R. Tolkien’s The Lord of the Rings as an epic novel, few readers are aware of the fundamentally linguistic and anthropological nature of Tolkien’s writing. As Oxford Professor of Anglo-Saxon, Tolkien was intimately familiar with the Germanic languages, their history, and their epic literatures. Because of his background, he went far beyond the invention of a few strange-sounding names for the characters and places of his world, instead developing a detailed proto-language (Common Eldarin) and following its development into two distinct but related Elvish tongues, Quenya and Sindarin. He also invented Khuzdul (Dwarvish), the Black Speech, Adûnaic (Númenórean) and Sôval Phârë (The Common Speech). Importantly, he assumed a role of translator of The Lord of the Rings, employing English archaisms and dialects to reflect the varying speech styles of his characters, their relative social status, and their complex interrelationships. Old English, Old Norse, and Gothic were all employed to accurately reflect the degree of kinship characters, places and languages had to the ‘Common Speech’. In this course, we study the role of language in The Lord of the Rings, applying concepts and perspectives from linguistic anthropology to shed light on Tolkien’s methods and purpose as the ‘translator’ of Middle-earth. Students are introduced to Tolkien's invented languages (and their real-world inspirations) and two of his invented alphabets. An appreciation of the linguistic foundations of Middle-earth greatly increases one's understanding of Tolkien’s achievement, and provides insights into one linguist’s view of the intricate and interdependent relationships of language, culture, and society.

This one-credit course is designed for those interested in social innovation and social entrepreneurship. In addition to exploring design thinking, social and emotional learning, and health and wellness, students will explore the innovative initiatives currently shaping the landscape of education in New Orleans.

This 1-credit course will utilize a variety of cases which highlight a real-life example of a challenge in leadership. Fields covered will include business, politics, non-profit work, and social movements - all highlighting decision making in New Orleans following Hurricane Katrina. In most class periods, you will be asked to “inhabit” the case and take up the dilemma of its protagonist. I may assign class members roles to prepare and play in the class discussion spontaneously or in advance. None of the cases have right answers, although we may have an epilogue that tells what actually happened (the historical outcome). You are asked to wrestle with the problem as if it were your own and bring your experience and classroom learning from Tulane University and elsewhere to bear on the questions. The Harvard Business School originated and developed the phenomenon of the teaching case to simulate business experience in novices, to create a concrete vehicle for applying abstract theories to real-world situations, and to engender engaged classroom discussion while fostering critical thinking skills as students were forced to wrestle with actual business dilemmas that had no easy answer. It is no accident that professional schools were drawn to case teaching—Law, for obvious reasons—but also schools of public affairs and public health whose missions are to utilize the best thinking of the disciplines to prepare students for careers as practitioners. Cases marry learning about real world policy and organizational problems with critical thinking, abstract reasoning, and theorizing valued in all academic disciplines. In particular, this course will offer you a chance to get to know New Orleans as a resilient city with monumental challenges left to tackle.

This course is an exploration of crime and the criminal justice system in New Orleans. With New Orleans as its case, this course will examine why people commit and the conditions that foster crime, policing, the courts, jail/prison, and local movements and organizations seeking to create different criminal justice institutions and practices. It will examine the criminal justice system critically, considering questions of race, class and power as these structure how the CJ system operates as a whole. It will examine the New Orleans police department, the District Attorney and Orleans Public Defenders, the Sheriff and city jail, and advocacy groups such as the Orleans Prison Reform Movement. It will involve field trips to some of these locations, or representatives from the New Orleans CJ system visiting class or for online discussion should physical meetings be hindered.

Focusing on selections from the seminal work “The Death and Life of Great American Cities” by Jane Jacobs, we will explore and discuss its relevance to the city of New Orleans. We will also look directly at what is currently happening in the city of New Orleans via field studies, guest presentations and movies. Selected neighborhoods of New Orleans will be explored as vehicles for looking at the social, political, and economic life of cities. By focusing on particular and local examples we will, in effect, also address urban issues that are both more general and global. You will be invited to learn ‘how to see’ (observe) the many aspects of the city, be introduced to tools for the analysis of city form and city behavior, and be asked to draw conclusions from what you read for this class as well as your experiences.

From sex education for middle and high schoolers to nutrition assistance for impoverished new parents, the phrase “reproductive politics” encompasses far more than debates over abortion and contraception. This one-credit first-year course explores American studies scholar Laura Briggs’ claim that “all politics [are] reproductive politics,” with a particular focus on the political and legal realities of reproductive life in the city of New Orleans.

This course examines the construction of race, gender, and orientation in several popular cultural ideological mediums. We will examine the construction and representation of race and gender in the superhero genre. We will discuss the intersection between the ideas of gaze and perspective. We will examine the representation of race and gender in the superhero cinematic genre. We will examine the intersections and relationships between race, gender, and economic class. We will theorize the economic impact of race and gender in the superhero film genre. We will consider the construction of the idea of the exceptional as it relates to the representation of race and gender in the superhero film genre. We will also include consideration of race, gender and orientation in a larger and more broad television audience.

Over the several years, widespread concern about the effects of social media on democracy has led to an explosion in research from different disciplines and corners of academia. In the class, students will look at issues like information and disinformation, online hate speech and free speech, political advertising and messaging, and personal privacy rights and assess both sides of the topic for good or bad engagement.

This course will introduce students to social science academic studies and critically engaged scholarship that explore how men's and women's shifting social roles around sex, gender, and sexuality binaries intimately shape young people's sense of self in emerging adulthood. College, particularly a residential college experience, can be very destabilizing as gendered constructions of young adulthood, typically rooted in the media and popular culture, shape how young men and women explore their identities and sexualities within the context of campus cultures. These cultures are not inevitable or natural,but their impacts are very real and reverberate through young people's lives. Some examples include:the pressure to fit into normative binary identities and organizations, strict gendered appearance standards, hooking up, drinking, partying, and having fun, picking a college major and a career path, starting and ending friendships and romantic relationships, and learning what it means to belong the social category "man" or "woman" in our contemporary world. By exposing the often-invisible web of culture, hegemony, and power that shape our feelings, our identities, our opportunities, and our constraints,we can better locate ourselves within their impacts and to forge more conscientious and engaged relationships with ourselves, with our environment,and with others.

The Music and Culture of New Orleans introduces the newcomer to New Orleans to the diversity of culture in the city and region. The 11-week course explores the music, literature, art, dance, architecture, and food that are unique to Southern Louisiana so that during your student years here you can fully enjoy them. This TIDES course includes general lectures by experts in the various aspects of the culture of New Orleans. Interspersed and alternating are small sections where these experts converse directly with the freshmen, helping each individual explore the city. Students are directed to the most important music venues in the city, as well as to the best Creole and Cajun restaurants. In addition to the class meetings, each student is expected to join in at least two field trips to witness the culture first hand.

The course looks at the main beliefs and ideologies prevalent in our culture. Ideas like the entrepreneurial self, celebrity, pleasure-seeking, economic man, techno-optimism,God, nation, race, and family. These ideas are constantly hammered into us by the media,our friends, family and institutions, motivational speakers, business gurus, films, but also in the actions we take in our everyday lives and even more deeply in the experience of who we are.We will look at the origin of these ideas, their often-adverse societal effects and why they sometimes make us feel dis-empowered,anxious, and depressed. The course thus attempts to do two things at the same time.First teach students to critically think about their society and culture, and second help them achieve more personal freedom and well-being.

Jazz is often called "America's Classical Music." It is the only global art form invented by Americans, as created and developed by African-Americans in New Orleans. Jazz began life as "emancipation music," according to clarinetist Sidney Bechet. This class will draw a straight line from the New Orleans jazz of Bechet and Louis Armstrong to the contemporary brass-band funk of Rebirth,Trombone Shorty, and the Soul Rebels.

Taylor Your Tulane is a 1-credit TIDES course that applies human-centered design (design thinking) mindsets and tools to support first-year students in designing a fulfilling college experience. Students in this course will build an understanding of how they can be designers in their own lives and prototype different “investments” in the college experience by building a diversified college portfolio that includes their education, and relationships and experiences on campus and in New Orleans. Topics include the purpose of college, major selection, educational way finding, and interest exploration outside of the classroom, all applied through an introduction to Design Thinking (the course is offered through the Taylor Center for Social Innovation and Design Thinking). This seminar class incorporates small group discussion, in-class activities, field exercises, personal reflection, and individual coaching.

This course explores the geography of New Orleans and coastal Louisiana, with a focus on forces that created and threaten the river delta on which the city sits. The course examines the levee system, climate change, sea level rise, industrial impacts to coastal wetlands, along with measures to promote a resilient city in the face of environmental and other threats. The course will also explore these issues in the context of social equity and environmental justice. Students will hear from a coastal specialist, learn about the city’s resiliency efforts, visit areas of the city that experienced the most devastation following hurricane Katrina, and tour a levee adjacent to a cypress swamp.

Yoga is a practice that offers many tools for living skillfully. This class will arm first year students with tools to help ground, calm, and focus them. The best part is that these lessons come from sweating, moving, going upside down, chanting, breathing, talking, listening, and having fun. The Sanskrit work Kula means a community, and we will create a Kula in our class, as well as connect with the New Orleans yoga community. This course is for anyone who loves yoga, or is just interested in learning more about it.

The goal of this course is to introduce students to the various ways that the pursuit of knowledge is carried out within and across scholarly disciplines. Grounded in an interdisciplinary exploration of sexuality, knowledge production, and education, students will learn about the purpose and processes of academic research; examine various forms of academic research to appreciate the similarities and differences in questions and methods of scholarship; and study the organization of knowledge and the role of the scholarly communities. In so doing, students will analyze research across disciplines relating to human sexuality, as well as the effects and implications of research on policy and practice related sexuality education. This course meets once a week through the entire semester.

Gen Chem, Bio, Orgo, Physics, the MCAT:every premed student knows the prerequisites for medical school. But becoming a good doctor takes much more than lab time and formulas. It requires critical thinking,teamwork, communication skills, resilience,adaptability, emotional intelligence, cultural competence, a capacity for improvement, a desire to serve others, and a strong moral compass. In this course, you will examine the human-centered skills necessary to become the good doctors our world needs. Through readings, guest lectures, reflections, and collaborative projects, you will evaluate your personal strengths and weaknesses, identify helpful role models and resources, and discover the ways you can develop these essential skills at Tulane and beyond.

In this course, students will learn the basic principles of beekeeping and work in groups to design and construct beehives for honeybees and other pollinators. These designs will be released as open access designs for anyone to use. Course discussions will cover the basics of pollination and ecological hive management, hive designs around the world according to community needs and local plenty vs material scarcity, hive designs tailored to specific pollinators, and principles of open access and inclusive design. We will work in Tulane’s MakerSpace.

From the influence of the religious right to the impact of gay marriage on the social fabric, religion is moving front and center in our culture. But so is food. Religion and food are often thought as distinct, separate. But in fact religion, cuisine, sexual orientation, the media, and way of life issues strongly impact politics. In this class we will discuss the relationships of these factors on present-day consciousness. This will be a student-centered class, so come ready to share your thoughts.

This seminar explores LGBTQ+ life in New Orleans from an interdisciplinary perspective. It focuses on the LGBTQ+ history of the city, narratives of personal experiences, cultural representations and expressions, and current research on discrimination and on social and health programs.

The US sports industry is a highly gendered social institution with a long history of reproducing gender inequality. This course invites students to reconsider sports and the idea of athleticism through the lens of intersectional feminism. Over twelve weeks, we will look at sports from several different angles: as proof that gender is a social construct, and that men and women are more alike than different; as an important site where cultural understandings of masculinity and femininity are constantly being redefined; as a source of case studies for examining social problems like sexual violence and the wage gap; and as a medium for exploring our campus, our health and well-being, and the city of New Orleans.

This course introduces you to college study and research through emulation of the Renaissance genius Leonardo da Vinci (1452-1519). To coincide with the 500th anniversary of his death, you will be invited to keep notebooks just like he did. We will examine Leonardo’s artworks as a way to investigate Renaissance ideas of nature, its transformative potential, and the natural and built environment. Each week you will you be tasked with a theme to explore that relates to one of his fields of interest. After viewing his drawings and writings (in English!), you too will investigate subjects that interested Leonardo and his peers—such as botany, anatomy, machine design, and flight—and learn to articulate in your notebooks your own insights and approaches to studying these topics. You’ll have ample opportunity to get to know New Orleans through prompts that invite you to study in New Orleans like Leonardo might have done: you’ll be invited to visit the New Orleans Museum of Art, the Pharmacy Museum, and Audubon Park. Weekly discussions will discuss the artist’s approaches and your own. For your notebooks, you will not be assessed on artistic merit, but rather for the depth of your engagement with the assignment.

New Orleans is a city celebrated for its vibrant and diverse cultural heritage, and inextricably intertwined with its 300-year history is the concept of "Creole." This course offers an interdisciplinary journey into the multilayered world of Creole politics, culture, and artistic expression in the Crescent City, exploring the complexities of Creole identity, its rich culinary traditions, distinctive architecture, aspects of Creole languages, and the importance of Creole music. Readings, discussions, guest speakers, and field trips will encourage students to gain a deeper appreciation of the city’s Creole heritage and foster critical thinking about historical events and their impacts on the city’s different social and ethnic groups.

This course empowers students to ethically harness ChatGPT, an AI-driven conversational agent, to supercharge their skills in research, creativity, writing, time management, critical thinking, and career exploration. By blending human ingenuity with AI-sourced information and efficiency, students will become early adopters of AI technology and responsible AI citizens.

This seminar is meant to develop students’ critical thinking skills by revisiting and challenging commonly accepted American cultural myths, such as the myths of justice, of education and empowerment, of progress on the tech frontier, of individual opportunity, of gender, and of race. Students will acquire the methods to read written texts, analyze visual documents, and write critically through discussions around thought-provoking issues.

This seminar will introduce students to various aspects of German culture in New Orleans. We will explore how German immigrants helped shape the cultural, social, and political structure of the Crescent City.Today, New Orleans is primarily known for its French and Spanish influence, but in the years before the American Civil War, the German population of New Orleans made up the largest German colony south of the Mason-Dixon line.German settlers dominated the local beer industry, supplied New Orleans with food harvested in the outlying parishes, and were an integral part of the local cultural scene. With the advent of World War I, Anti-German sentiment in Louisiana grew, and by the end of the war all expression of German culture was prohibited by law. Gradually, the German language disappeared,and German traditions were forgotten. However, if we dig a little deeper, we will find ample evidence of a once vibrant German culture, remnants of which survive to the present day.Students will have the opportunity to enjoy traditional German food, go on field trips to German sites,and meet with people from the German community.A variety of readings (excerpts from books and short articles), documentaries, as well as guest lectures will be part of the class. Knowledge of German is not required.

The course is a global examination of human adaptations, resilience, technologies, and indigenous/traditional culture responses to climate change challenges. We will learn about climate science, climate change challenges, and societal and community responses to these challenges.

This course will engage in a critical and historical exploration and analysis of the horror genre in film. In due course we will discuss the origins of horror as a film genre; the definitive characteristics of horror, both formally and narratively; horror’s intersections with major critical and social themes and issues; the monster as the definitive characteristic of horror films; and the various ways in which the monster is imagined.

This seminar explores American college culture from an intercultural perspective. Students will acquire the tools to cope not only with the specificities of American college culture and expectations, but also with issues related to interpersonal relations and the diversity of identities and cultures in the US.

For the inhabitants of the ancient world, magic and witchcraft were part of everyday life. In modern-era New Orleans, magical practitioners have also found a home and a place in the local culture. This course will explore magical literature, rituals, and beliefs in two ways: first as they existed in ancient Near Eastern civilizations (such as Mesopotamia and biblical Israel), and how these beliefs continue into modern America (especially locally in NOLA). Students will learn the skills necessary to succeed at a rigorous university (such as close reading, academic writing, and class participation) while exploring topics such as demonology, illness, prayer, exorcism,and witchcraft.

This course will take you through a journey that explores how the culture of Ancient Greece has been incorporated and displayed in New Orleans. Working as a group, we will discover how Ancient Greek culture has permeated the fabric of the city, from architectural choices to Mardi Gras krewes. Through this unusual and engaging journey, we will build a new appreciation for the composite world that is New Orleans, where ancient and modern blends, and where different cultures, including ancient ones, become a distinctive identity. All the while learning the skills necessary for a successful college experience.

This 1-credit course fulfills the First-Year Seminar requirement as a Tulane Interdisciplinary Experience Seminar (TIDES). In this course we will discuss how to deconstruct standard comic format, read and discuss five different comic theories, look at 19(+) different comic structures to create a final project.

This dynamic course offers students a comprehensive introduction to the world of Traditional Martial Arts with a focus on Taekwondo, Krav Maga, Boxing, and general fitness. Designed to accommodate all levels of experience, from beginners to seasoned practitioners, the course provides an in-depth exploration of each discipline's historical roots, philosophical underpinnings, and cultural significance. Students will learn the foundational movements of traditional martial arts. Instruction will emphasize the artistry of martial forms, the tactics of sportive engagement, and the practicalities of self-defense, all while improving overall physical fitness. Classes are conducted in a safe, non-contact setting to ensure a learning environment that is both challenging and supportive. Through collaborative assignments, students will engage in group activities that encourage peer learning and teamwork, fostering an environment of mutual respect and camaraderie. The curriculum is designed to challenge students' perceptions and encourage growth in both martial arts proficiency and personal development. Through written and oral assignments, students will reflect on their experiences and articulate their understanding of the material covered. As an added value to this course, students who fulfill the requirements will have the opportunity to be awarded international rank recognition by a global traditional martial arts association. This distinction not only celebrates the skills acquired but also connects students to the larger martial arts community worldwide.

Open only to Altman Scholars, this TIDES experience plays an important role in the 4-year curriculum of the Altman Program in International Studies and Business. The students that make up each Altman “cohort” will take one class together each semester that they are on campus during their studies. Altman TIDES will kick off these courses during the Fall of their Freshman year. With an eye towards producing exceptional global citizens, Altman TIDES introduces students to the rich cultural fabric of New Orleans by examining past and present contributions made by peoples of different ethnicity and race. The cultures of French, Spanish, Italian, Creole, African, Latino, Jewish and Vietnamese residents, both past and present, have shaped New Orleans into the vibrant city that it is today. Specifically, we will discuss each group’s impact on New Orleans’ history, culture, economy and business and the challenges each faced in the process of social and cultural integration. Along the way, students will be exposed to some of the finest food representative of each group that makes New Orleans one of the greatest cities in the world – and an interesting place to directly study international influences at a local level. For Altman Scholars Only.

Welcome! As a member of the Tulane community, you are part of a diverse and developed scientific community. In this course we’ll work on developing ways of learning and basic scientific skills that will aid you if you are interested in getting research experience and help you in succeeding in your coursework. This course is designed to teach you new thinking and learning skills, and to apply those skills to develop and run an iterative hypothesis-driven experiment. You will experience the collaborative nature of science by working in groups and receiving feedback on your work from your peers.

The transition to university life can present challenges, as you juggle less structure, more demands, new roles, and increased pressures. The purpose of this TIDES course is to help you develop social and emotional skills; benefitting you in academic and work contexts, interpersonal relationships, and overall well-being. Explore the tranquil side of New Orleans and discover your best self through mindfulness and self awareness activities.This course is designed to help students develop strengths and assets that promote their social and emotional well-being as they transition to a higher education setting in New Orleans. Such settings typically present students with less structure, more demands, new roles, and increased pressures which may contribute to struggles with stress and adjustment difficulties. The purpose of this course is to help students develop social and emotional skills; benefiting them in academic and work contexts, interpersonal relationships, and overall well-being. Students will explore tranquil locations throughout the city of New Orleans. Along the way, they will be introduced to social and emotional competencies that can help promote their personal and interpersonal awareness and competence which will help students navigate new and challenging academic, social, and emotional terrain. These competencies include: self-awareness; self-management; social awareness; relationship skills; and responsible decision making.

Using readings, discussions, interactive group interviews and field trips, students will learn about different career pathways to engaging others in improving mental health. Students will meet different professionals in the city, hear about their paths, learn about their theoretical orientation, and reflect on the experiences they will pursue while at Tulane relevant to this career choice.

This 1-credit Tides course introduces you to research through a historical and experiential engagement with the myriad forms and aspects of one of the oldest and most ubiquitous communication and information technologies: the book. Rather than consume books for their content (text), in this course, our concern will be with the whole book (from cover to binding, to page design and marks left on margins) as a material object. From scroll to codex, to e-book, and from manuscript tradition to print, we will learn the books’ anatomy and how to read and interpret those physical features as evidence. In the process, students will gain a deeper appreciation for the book as an object as they explore the book form alongside its text. Each week we will explore the history of book making processes including letterpress printing, book binding, papermaking, and various 20th c printing and duplicating technologies. We will learn about appreciating books as objects through lectures, discussions, and hands on experiments with bookmaking. The class will culminate with each student creating their own book object. In addition, we will enjoy visits with local printers and book makers and virtual visits from book artists and book historians. The course is ideal for students considering majors in art history, art, English, history, archeology, media studies, science, or any subject that requires reading or using books.

This course explores the development of the modern United States presidential campaign, with an emphasis on mass media. Considering the development of new communications technologies, how has the presidential campaign changed over the last six decades? How has it remained the same? The class will consider the creation of narrative across radio, television and social media outlets.Various forms of mass communication, including radio, television, and social media networks, will be considered as channels for political campaign development. The development of emerging technologies and media landscapes will be contextualized.

This course is inspired by current events, including the rise of alt-right, populist, and authoritarian parties and governments across the globe. Its aim is to use the tools of media analysis and social and literary theory in order to deepen our understanding of where and how these movements arose, how neo-fascism appeals to voters in different places and contexts, and, crucially, how leaders have harnessed popular sentiments to their own end. Readings and discussions are based on contemporary media as well as classical historical sources.Important themes in the course will include roots and causes of fascism, fascism as imperialism and racism, fascist attitudes toward gender and class, theories of totalitarianism, the psychology of fascism.

This TIDES course explores the Pluto-Charon system, the public’s perception of Pluto, its history, and its science. Students will learn about the search for ‘Planet 9’, the discovery of Pluto and objects beyond, as well as the recent exploration of the Pluto-Charon system and Ultima Thule by the NASA New Horizon’s mission. In addition, students will explore and discuss the elusive questions: What is a planet? Is Pluto a planet? The course will include one field trip to Gretna Observatory one evening during the semester. This course is 1 credit hour.

Get to know New Orleans through an exploration of its museums, from art museums to contemporary galleries to house museums and beyond. Students will seek to understand how museums in New Orleans serve diverse communities in the city. To understand museum practice more generally, we will also explore past and current methods in museum curation and education, ethical issues museums face, and how museums respond in times of war and natural disasters. Ideal for students considering majors in art history or history.

This course explores running as an activity of the embodied imagination--through reading, discussion, and running. When we run, our minds work with and against the body’s limitations. Those limitations can be viewed as obstacles to be overcome, but also as constructive forms of resistance that give meaning to our activities. To run a certain distance at a certain pace gives shape to the activity just like paragraphs shape prose or form and meter shapes poetry. Running can also be a way of exploring difference and resisting social constraints; it can also be used an expression of those constraints. Class meetings will alternate between discussions of texts—fiction and non-fiction—that explore the relationship between the physical activity of running and human imagination and identity, and clinics and practice sessions on various aspects of running as a physical activity for health and competition. We will occasionally run together, at whatever pace suits the members of the class. Students in this class should be interested in running and willing to run. But being a fast or accomplished runner is not a requirement!

Museums and galleries can inspire awe with the objects and materials they put on display. From the histories of their making, through their preservation over time, objects in museum collections tell stories and reflect larger legacies of movements and change. It is the role of museum staff to extrapolate themes and concepts from their collections, collating information and different interpretations which are recorded in museum databases. Databases allows museums to document objects, but what more can their data do? Can data help museums reevaluate the significance of their objects and collections as a whole? Does the data alone tell a story? And does it come with its own limitations and biases? In this TIDES course, students will have the opportunity to investigate the benefits, challenges, and constraints of managing museum’s collection data. Following a brief grounding in the history of museum collections from both an art historical and a collections management perspective, students will progress through weekly conversations and site visits that illuminate the practicalities, perks, and pitfalls that can emerge at the intersections of historical materials and data analysis. Alongside these components, students in this course will gain “hands on” access to a selection of objects from the Newcomb Art Museum (NAM) as they work to research and draft thematic object checklists as a capstone to our course that can potentially be published as a resource for others on campus.

Art is a conversation that takes place over time and space. It is a response to events past and present, and an invitation to discuss how we shape our future. Art creates community, but it also reflects the communities it is created out of. This course will provide an understanding of New Orleans through the lens of Visual and Performing Arts. The course will introduce students to the rich cultural heritage of New Orleans while gaining insight to how history, environment, politics, socioeconomic conditions, and diversity has shaped life in the city, and how the art of the city responds to help define its culture. Through numerous artists, artworks, cultural traditions, and temporary exhibitions, students will learn how art can provide a reflection on where we’ve been, alternatives to where we are, and opportunities for ways forward as a city or a community.

You already know that New Orleans is famous for its food, but how much do you know about its Asian American foodways? The seminar employs food and foodways as an analytical framework to explore issues of identity, migration, imperialism, race, gender, and sexuality. Through a diverse range of texts including short stories, films, documentaries, menus, cookbooks, and blogs, we will consider what food reveals about cultures, relations, and identity in Asian diasporas with a focus on locales and traditions in New Orleans. Along the way, you will have the opportunity to reflect on your own relationship to food as a first-year student at Tulane University.

This course combines practical skill building, active learning, and engagement activities to support local communities around issues of environmental and urban justice, climate challenges, and sustainable futures for New Orleans and the surrounding Gulf Coast. While examining the fields of data literacy and interpretation, artificial intelligence (AI) and algorithmic bias, and the ethical considerations about how data is collected, interpreted, and used for policy decision making and community engagement (data justice fields). The substantive emphasis of the course will be on the use of data for advocacy and support of communities involving urban justice (e.g., inequality, policing, carceral rights, poverty, housing, etc.), environmental justice, (e.g., polluted neighborhoods, indoor and outdoor air pollution, water and soil pollution, etc.), all in an effort to move New Orleans and surrounding communities from their climate challenges to just sustainable futures. The course will also explore community empowerment through the instruction of techniques of data advocacy, citizen science, political activism, etc.

The seminar will introduce students to the imperial legacy context of Russia’s aggression against its neighbors that culminated in an all-out invasion of Ukraine attempted in February 2022 and now transformed into the largest-scale war on Europe since WWII. -The mainstream media discourse about the motives for the ongoing atrocities evolves between the (Kremlin’s) narrative about NATO’s expansion, ethnic rights for self-determination, and the war as a tool to perpetuate the usurpation of power by Putin’s “elite” in Russia and its neighbors. This discourse overlooks the role of failure to fully admit and qualify the crimes that the Soviet Union (and the Russian Empire before it) committed against the people that inhabited the lands it captured and controlled during its reign. There were several attempts to rectify the imperial legacy and to atone for them. Yet all of them eventually failed. One manifestation of the latest failure is the obstruction of access to swaths of state archives even at peaks of the brief democratization of Russia during the 1990s. The implications of that failure are profound. They yield fertile grounds for distorted beliefs about “historical justice” across the world and facilitate the effectiveness of a fascist-style propaganda in nowadays Russia.

This seminar will introduce students to the state of American politics and society surrounding the presidency of Donald Trump. It is not designed to be solely a look at his election in 2016 and his administration; instead, it is a broad exploration of the factors that lead to his election and the resulting “state of the union.” Through readings and discussion of current events, we will explore the history of our current state of public opinion, issues regarding polarization, race relations, and gender dynamics, and the prospects for forming a “united” country in the midst of a divisive era.

Haiti is inexorably tied to New Orleans through historic and contemporary through lines beginning with the only successful rebellion by enslaved people in the Americans that eventually led to independence of Haiti and to this small island nation becoming the first free Black country in the entire world in 1804. As a result of the defeat of the French army in St. Domingue, Napoleon yielded the French territory to the U.S. government in the form of the Louisiana Purchase. Throughout the late 1700’s and early 1800’s, the revolution’s impact was felt throughout the U.S. South and by 1809, 10,000 Haitians arrived in New Orleans, doubling the population. There are parallels between New Orleans and Haiti in the areas of architecture, cuisine, cultural celebrations, and music that emerge to even the casual observer. Even though a majority of Haitian settlers from the early 20th century in the New Orleans Ninth Ward area were displaced by events surrounding Hurricane Katrina, immigrant communities of Haitians, particularly on the West Bank of New Orleans have grown due to the contemporary political and natural disasters within the island country. This first-year seminar course will examine the fascinating history and contemporary landscape of the connective tissue between Haiti and New Orleans through a range of readings, reflections, class discussions, as well as through experiential elements including field trips.

This 1-credit course fulfills the First-Year Seminar requirement as a Tulane Interdisciplinary Experience Seminar (TIDES). In this course we will discuss the history, culture, misconceptions, pop allure, rituals and rites of Voodoo (Vodou) in New Orleans.

Health is influenced by factors beyond one's genetics. The social determinants of health - where we are born, raised, work, and play - contribute to our overall health. Inequities in these determinants lead to inequities in health. In this TIDES course we will look at New Orleans through the lens of social determinants of health and the health care institutions that have served the people in this community. We will explore the history of New Orleans to understand the social, economic, and racial disparities that impact our residents' health and wellbeing today. Finally, we will look to the future and see what's on the agenda for improving the health of New Orleanians.

Activist Archivst, noun. Meaning 1: An archivist who strives to document the underdocumented aspects of society and to support political and social causes through that work. Meaning 2: An archivist who seeks to move the archives profession, archives workplaces, and society in general toward social justice Howard Zinn coined the term “activist archivist” in his seminal 1970 address to the Society of American Archivists, in which he challenged cultural heritage professionals to disrupt the status quo and confront social injustices through their work. This class introduces students to the fundamentals of archives and cultural heritage information management, with special attention to the role record-keeping plays in both reifying and dismantling systems of power and how activism can take the form of memory work. Students will develop knowledge of major theories and practices of cultural heritage information management by interacting with primary source materials during visits to the various and eclectic archives of Tulane University and New Orleans. They will apply a critical, investigative lens with consideration for how collective and individual memory is produced and preserved, and whose stories get told. Students will also engage with alternative, activist forms of memory-keeping, including zines, oral histories, craftwork, tarot and oracle decks, and other art forms, through class visits with local memory workers and field trips to explore New Orleans memory work that blurs the lines of art/archives/activism. The class will culminate with a group project: the creation of a zine, a scrapbook, or a documentary product of your group’s own design, as a tangible record of your semester experience. This class is ideal for students interested in anthropology, history, studio art, or those considering future work in Public History or the GLAM (galleries, libraries, archives, museums) sector.

In this course, students will explore engineering projects local to the New Orleans area. From the St. Louis Cathedral to the Superdome, the Crescent City Connection to the Causeway, the Lapeyre Shrimp Peeler to Mardi Gras Megafloats, Oil & Gas to Wind & Solar Energy, NASA Rockets to Nerves-On-A-Chip, New Orleans has a wide array of engineering interests. These projects, advancements, and industries will be introduced and put into perspective with discussions of their technology, histories, economic impacts, and cultural influence. The topics will be brought to life by local guest speakers and trips to one or more of the following: NASA Michoud, Mardi Gras World, the Superdome, and the French Quarter.

Those interested in and pursuing STEM fields have often felt like they were exempt from the conversation on society. They have often been excluded from discussions regarding the ethical implications of the progress that they pay a key role in. In this class, we will use various lenses to view the technical advancements in big data, science and engineering, including those that you may be working on in the coming four years. We will examine the global, societal, economic, and environmental implications of subjects such as ethics of big data, AI, social media, digital media, large scale engineering projects, scientific research , medicine and big pharma, and more, focusing on examples found in the NOLA area. The topics will be brought to life by local guest speakers from local organizations such as Glass Half Full or Green Light NOLA as well as trips to one or more of the following: NASA Michoud, Mardi Gras World, the Superdome, and a Flood Abatement Pumping Station.

The course will focus on exploring questions on leadership from non-theoretical lens by emphasizing manifestations of leadership in different forms of art (poetry, fiction, painting, sculpture, film, etc.). Using the medium of art, the students will be able to access and distill their own observations about leadership throughout time, which we will then compare to contemporary theories from the fields of organizational psychology and leadership studies.

New Orleans is a city rich in history, culture, and spirits. Some of that history and culture has been responsible for events associated with hauntings and other paranormal/supernatural occurrences (and vice versa). Using the haunted history of the city as a touchstone or lens, we will explore the non-paranormal history and cultural make-up of New Orleans from before its founding to modern times.

Founded in 1718, the city of New Orleans has a long and rich history with sports. From the rise of social class-driven sports such as rowing and billiards to the New Orleans Saints’ heroic revival of the city post-Hurricane Katrina, sports has been as integral to the area as food, music, and Mardi Gras. Sports have made an enduring impact on the social world in which we all live. It is a taken for granted aspect of our everyday lives – whether that entails watching “Sportscenter” or noticing that every single major newspaper contains a “Sports” section that is as long if not longer than any other section. Yet there is more to sport than just what we see on a daily basis. In this course, we will explore general sports-related topics and examine actual case studies related to New Orleans’ sports scene. More than simply ‘talking sports,’ students will study issues from political, economic and social viewpoints and also gain an understanding of the rich sports heritage found here in New Orleans. Readings and discussions, field trips, and guest speakers will aid students to understand both historical accounts and modern-day subjects associated with sports such as governmental involvement, public financing, and community development. Students will participate in a mandatory service learning component with TBD. Their after-school programs promote development in boys and girls through activities that build character, cultivate new skills, and create a sense of belonging – in this case a place where kids can express themselves, play together and get fit. By participating in activities with NFL Youth Education Town students will deepen their understanding of the political, economic, and social ramifications of sports on a local level by making correlations to sports and its impacts on the city’s youth, infrastructure, civic pride, crime reduction efforts, poverty eradication, and other areas, and gain an awareness of their role as a citizen in the city of New Orleans.

“-Borja, where are you from? -I am Spanish -Oh great, which country?” (question that your professor has been asked many a time). What is being Spanish? There is a misconception in the US about what this word means. Spanish refers to a person born and raised in Spain, so, what is Spain? Spain is a predominantly white country situated in the south of Europe who has enjoyed an ethnic, racial, gender, and religious diversity since very early in history. Therefore, the aim of this course is to study the representation of ethnic, racial, gender, and religious minorities through Spanish cinema in the late 20th century and the early 21st century. Despite advances in integration in the last twenty years, the underlying racism, xenophobia, homophobia, and transphobia from certain sectors of society is still palpable in different areas of this society. We will address questions of diversity, inclusion, discrimination and (lack of) opportunity. In the last section of this class, we will also examine the representation of Spanish people in US American cinema, sometimes taking them as exotic or even having white Spanish actors playing roles from people in Latin America. By the end of the course, students will have a space to compare the situation in Spain with their own country and seeing the parallels in diversity and discrimination between the two countries, probably, reaching the conclusion, that the situation is not that different. Similarly, we will also delve into the idea that a Spanish person automatically becomes a minority in the US imaginary due to their Hispanic origins and the fact they speak Spanish.

For over a hundred years, cinema has played a key role in shaping your social imaginaries and in creating types and stereotypes. Different national cinemas have their own lists of typical characters that speak eloquently of the economic, political, and cultural structures of their societies. Mainstream American cinema, arguably, exceeds the constraints of a national cinema and has become your conscience of the global subject, but it still formulates ideas and builds subjectivities that are deeply ingrained in your American imagination. Among these constructions is the portrayal of 'Latin America' and, more specifically, 'Latin Americans.' In this course, you will explore, analyze, and question the constructions devised by mainstream Hollywood films around Latin America and its characters. From studio recreations of South American cities in classic films (Gilda, Charles Vidor, 1946) or the US-Mexico border (Touch of Evil, Orson Welles, 1958) to solemn reflections on colonial history (The Mission, Roland Joffé, 1986) to enchanted versions of Mexican traditions (Coco, Disney-Pixar, 2017), American cinema has consistently imagined Latin America. In discussing six films and key critical readings, you will identify, describe, and critique this process. You will also reflect on its connections to current debates in the US.

This course examines the racial history of Brazil and how it compares and contrasts with other regions in the Americas. Students will engage in weekly discussions about topics in Afro-Brazilian popular culture and will analyze the political resistance inherent in so many of these art forms. In addition to readings and films depicting the Afro-Brazilian experience, students will be collaborating with a local organization as part of their tier one service commitment. Our partner - Capoeira New Orleans - creates educational programming for New Orleans residents to practice and learn more about the Afro-Brazilian martial art capoeira.

This course offers an introduction to the foundations of empathy and the role it plays in relationships and addressing conflict. Topics covered will include the primacy of empathy in addressing conflict, community building, active listening, and techniques to hold conversations among people in conflict or that disagree with each other. Students will gain an understanding of the role that inclusion and equity play in developing empathy and will learn, through personal reflection, guest lecture, and in-person experience, the skills and techniques necessary to manifest empathy in their own lives, relationships, and conflicts as well as various resources within the Tulane and Greater New Orleans community available for support when they run into problems within these areas.

This course examines issues of Latin American race, class, gender, nationality and global belonging through dance cultures. Students will learn how chosen dances, songs and rhythms are conveyors of cultural tenets, regional variations, and national trends.Since culture is made visible to us through its representations, students will learn to read and analyze Latin America through ethnographic texts about performance. Over the semester, students will learn through both theory and practice the techniques and philosophies of dance in selected Latin American performance circles. We will analyze Latin American festivals, stage/commercial performance and everyday cultural performance. As part of student training in ethnographic participant observation, students will also learn the basic steps of these studied dances and contextualize their work within the cultures of Latin American dance communities in New Orleans. In doing so, students will learn to think critically about the relation between text, ethnography and the body by paying attention to the demands that performance places on us as participants, spectators, scholars and commentators where we may be/act, see/hear, feel/sense, and think/evaluate within a world different from our own and understand its implications in governance, policy, and practice.No dance experience required!!!

"Drugs in Music and Literature: Morocco, Spain, and New Orleans" explores the historical and contemporary significance of cannabis as a countercultural and political resistance symbol, particularly within the realm of music, across diverse regions. Students analyze the cultural, social, and political contexts surrounding cannabis use, considering race, religious practices, and the influence of Islam and Sufi rituals. The seminar delves into the evolution and transculturation of musical genres such as Flamenco, Rock & Roll, Sufi- Trance Rock, and Jazz, examining how these genres have been shaped by the intersection of cannabis culture, race, hippie values, and religious traditions. Assessment is based on class participation, written assignments, and a final presentation or creative project, fostering critical thinking and interdisciplinary perspectives. This seminar aligns with the TIDES' goals of promoting active learning, intellectual challenges, and social co-curricular activities, providing students with a transformative interdisciplinary learning experience.

In a global connected world where what happens on the other side of the planet is live streamed in real time, the experience of being a person living today can feel overwhelming. It can be argued that this is the worst time in human history. Is the world worse today than at any other time? What does our knowledge of memory and perception contribute to the understanding of the contemporary global context? In Billy Joel’s song, “We Didn’t Start the Fire” over 100 cultural, social, political, and economic events which took place between 1948 and 1989 are highlighted. A recent remake by Fall Out Boy updates Joel’s song using events since 1989. The suggestion in these songs is that human history has been plagued with catastrophes and heralded with triumphs. In this course, students will identify the historical references in both songs comparing them to our current context. Students will study the scientific literature on memory and how memories impact people’s current view of the state of our world. The course will culminate in students creating a survey to learn more about how people perceive the historical and current world contexts, and how these ideas interact with each other. Survey results will be analyzed to share findings and develop conclusions. Throughout the course, students will have the opportunity to shape their own learning experience and development of critical thinking skills by contributing to each class session content, course materials, questions to discuss, and practicing research skills. This co-creation of the course between the professor and students is uniquely suited to the TIDES program and supports its objectives and outcomes.

Diplomacy is defined as “the profession, activity, or skill of managing international relations, typically by a country's representatives abroad.” This course will consider our role as members of a global society, and as guardians of a complex solid Earth-oceans-atmospheres system, and introduce concepts of circular economy, nature-based solutions, climate mitigation and adaptation, as well as the alphabet soup of global organizations, and U.S. diplomacy.

Do you know how to pronounce New Orleans the right way? Do you make groceries or wrench your dishes in the zink? You’ll learn to talk like an insider in this class that looks at the history, development, and current diversity of New Orleans English! We’ll start by taking an overview of the New Orleans (and by extension Louisiana’s) linguistic history, starting with the indigenous people who occupied the place called Bulbancha at the time of European arrival. We’ll then examine the arrival of Europeans and Africans: the languages they brought with them and the new one(s) they created here. You’ll get hands-on experience collecting and analyzing linguistic data as you explore modern New Orleans, talking to locals, attending festivals and participating in the exciting culture this city has to offer. By the end of the semester, you’ll be able to say what it really means to sound New Orleans!

Management is the coordination and administration of tasks to achieve a goal. The functions of management are planning, organizing, leading, and controlling. In the Art of Management, we will review and discuss these four functions using text, case studies, and simulations. We will explore companies that are run well and those who messed up along the way. Learning from the mess ups has the best growth opportunities.

Welcome! As a member of the Tulane community, you are also now a part of the larger New Orleans community. In a city with such rich history, there is a vast divide of health and wellness options among the diverse cultural groups. Whether we are talking about access to nutritionally complete foods or more esoteric resources, such as mindfulness training, there is a long-standing disparity in our community. This course is designed to introduce students to overall health and wellness needs and availability among various communities in and around New Orleans.

This class introduces different mindfulness techniques, application of mindfulness practices in understanding destructive emotions and cultivating positive emotions. Mindfulness techniques cover intentional cultivation of non-judgmental, non-reactive, present-moment awareness, bare attention and concentration. Concentration and mindfulness exercises will be practically studied and evaluated. Students will enhance their experience of awareness, clarity, and empathy. Students will also learn coping skills for emotional regulation, distress tolerance, depression, anxiety, stress, and insomnia. Students will be required to participate in daily mindfulness practices: self-awareness, identification of destructive emotions, logical and mindful responses, and compassionate living. The course will critically analyze mindfulness-based research articles and introduce to how to integrate different mindfulness techniques in research applications. Information will be based on recent scientific research and ancient Tibetan contemplative practices.

There will be two primary goals in this course. The first will involve introducing students to New Orleans’s history, culture, and literature. The second will entail an interdisciplinary introduction to a wide array of influences with the effort of showing how New Orleans’s turbulent history of changing possession, immigration, and migration have contributed to a “performance” of various versions of “New Orleansness.” The course will focus specifically on the presence of French, Spanish, African, and a brief overview of the various immigrant communities in the city’s history and the various ways in which these groups have performed their own version of New Orleans for the city itself, the United States, and the world. In addition, the students will use the maps found in Unfathomable City: A New Orleans Atlas to look at how maps are constructions of authenticity.

The central conceit of this course is that all participants build characters for, and participate in, a Dungeons and Dragons (styled) adventure that is based around collaborative storytelling, problem solving, the building and development of critical analytic skills, and the discovery of identity. This course will employ the city of New Orleans – and the Tulane Campus – as the “world” in which these new adventures discover themselves. The students will begin this course by building “character sheets” based on who and what they are (Identity location markers) and what they bring to the adventure. This part of the class will encourage students to articulate their own strengths and – areas of themselves upon which they are working. We will partner with The Office of Multicultural Affairs to engage these students in a discussion of identification (self-identification and how we identify others). The students will be sent on an adventure during which they will have to learn to use the resources available to them in the Tulane University Library System. The students will be asked to go through Audubon Park (and Audubon Zoo) to find creatures and treasures. The students will be asked to go to the French Quarter and have specific foods that are specific to New Orleans Culture and listen to music that was created here in New Orleans. The students will be asked to take pictures and sample sounds as “proof” that they have completed their quests. The students will be asked to “scribe” and reflect upon their adventures. The students are going to be asked to consider the relationship between “game” and “real-life” when we talk to local New Orleans Health and wellness programs (CrescentCare). This course will be rooted in the concepts of discovery, and gaming, and responsibility for choosing one’s own adventure. We will also read at least on “fantasy” novel and discuss the nature of the narrative itself. We will discuss how the idea of women and female characters function in the book. We’ll talk about how the book depicts the idea of the protagonists, as well as, the “traditional” trope of male as default in much of fantasy fiction – and what that means. We will discuss how the novel utilizes and incorporates the concept of “race.”

In 2016, Tulane University President Mike Fitts established the Race Commission composed of students, staff, faculty, and board members to address issues related to campus diversity. Join this TIDES course as an early step in becoming a student leader committed to this and other diversity initiatives at Tulane. You will learn about the array of programs offered by the Office of Multicultural Affairs. Activities will include academic and social events that bring together TIDES students and members of various student organizations involved in promoting intercultural exchange and understanding. We invite you to become a part of this group of change-makers.

Congratulations - you’re officially a Tulane student! As part of the Green Wave, you’ll be living both on the St. Charles campus and in a city whose future is as exciting and complicated as its past. In, “In” or “Of” New Orleans, students will have multiple opportunities to blur the lines between Tulane University and New Orleans, Louisiana while considering their own social identities as a member of these two communities. Through readings, guest speakers, as well as explorations of current events, festivals, and cuisine, this course will make clear what it means to be “in” AND “of” New Orleans.

This course will introduce students to the modern approaches chemical engineers employ to solve real-world problems. Topics will emphasize engineering design and innovation. Students will learn through relevant readings, discussions, and guest lectures from leaders in the field. Fieldtrips to the NASA Michoud, Assembly Facility, Aquarium of the Americans, a local brewery, and the Tulane Maker Space will expose students to real-world applications.

Art (in its broadest sense, including visual arts, literature, and various types of performance) is meeting science all around us. These interactions go well beyond the use of science as raw material by artists. The advancements in science lead to dramatic changes in our perception of the world clearly reflected in artists’ creations. Just as religious and mythological sources had influenced art before and during the Renaissance, artists are now being moved by the need to capture the complexities and mysteries of the physical universe. In many ways, science and art are profoundly similar. The best of each rises up from the depths of human creativity, in both the arts and science there’s the need for inspiration and hard work, the willingness to experiment and be brave, and the conviction that you are searching for or creating work that says something meaningful about the world or nature. In this course, we will discuss the mutual influence of arts and science (particularly physics) using examples from different art forms and historic periods. The course includes trips to New Orleans Museum of Arts and Laser Interferometer Gravitational Wave Observatory (LIGO-Livingston).

What is an archive, and how do we make them?From the selfies we take or the ticket stubs we treasure to the cultural institutions we visit, we are surrounded by different means of documenting our past and present for the future. This TIDES course investigates the concept of the archive through a wide array of archival networks available from personal, local, and even global perspectives. Following a brief grounding in the history of collecting artifacts/art as a means to fashion the self or formulate an identity, we will focus on how subsequent archival spaces are created –from the intimate to the expansive, from the tangible to the ephemeral/digital –and the issues at stake when developing the narrative that an archive relays. We will question the voices both resonant and silent in archival practice through guided reading and discussion as well as through visiting speakers and corresponding visits to local institutions to make connections across campus and across the city of New Orleans. Students will be encouraged to consider their own voice in this documentary process as they develop their own personal archive in a capstone project woven through the course.

This course covers the challenges facing women pursuing degrees and careers in STEM. Many of these challenges are institutionalized barriers that still exist, creating a system in which it is harder for women to thrive in comparison with their male peers. Other minority groups in STEM face many of the same challenges as women, and the additional and different barriers for other underrepresented groups will also be discussed. The course will cover strategies for success in STEM and becoming an ally and advocate for other traditionally marginalized groups in STEM. One credit hour.

In this course, we will come to a better understanding of the articulation of public space in its relationship to history and memory. We will first discuss a number of paradigmatic cases in the battle for the public expression of national, regional, or group trauma in the form of monuments, memorials, or sites of commemoration: the Holocaust memorial in Berlin, the Vietnam memorial in DC, the “Parque de la memoria” in Buenos Aires, and the alternative ways of remembering the totalitarian period in Indonesia. Next, we will focus on these negotiations in the recent history of New Orleans: the marks of Katrina in the city today, the ways New Orleans chooses to remember it, and the controversy about the removal of confederate monuments in the city.

Over the course of the next year students will develop an understanding of why young adults engage in high-risk health behaviors. During the first semester attention will focus on the social processes thought to underlie young adults' uptake of behavior patterns which expose them to unnecessary health risks. Among the wide range of high risk behaviors to be covered over the course of the year will be drinking, drugging, smoking, eating, speeding, unsafe sex, and other risky choices. Participants will develop an understanding of how one's family, friends and peers come to shape high-risk health behavior patterns. New Orleans provides an excellent vantage point from which to scientifically explore a culture in which exhibiting high risk health behavior patterns is almost normative. Students will work up epidemiological comparisons between their hometowns and New Orleans based on a wide range of available Internet databases. Students do no direct observations or participation in any high-risk behavior patterns as part of the course.

The TIDES course Sports Medicine, The Team Approach is a one credit course. This course will explore current topics of sports medicine and how the topics influence practice within the field. Through the guidance of a team physician, students will gain perspective on how sports medicine professionals care for athletes of all ages, with an additional emphasis on collegiate athletes. Students will learn through relevant readings, discussions, and guest lectures fromleaders in the field. Fieldtrips to the Professional Athlete Care Team Clinic, Tulane Institute of Sports Medicine, Tulane Athletic Facilities, and an inside look into a sports game will expose students to the interactions of healthcare professionals involved in the continuum of care for athletes.

This TIDES class was put together by a team of university art professionals with the intention of introducing students to the breadth of the visual arts scene in contemporary New Orleans. The course includes field trips to and visits from artists, curators, critics, collectors, private gallery owners, and public museum professionals, offering a behind-the-scenes look at the vibrant cultural life of the city. Ideally students will come away from the class with an appreciation of the richness of the visual arts in New Orleans, the ability to discuss and write about the visual arts, and some insights into the nuts-and-bolts activities of the individuals and institutions the define the visual arts in New Orleans.

This course explores the connections between gender and literary expression with a focus on medieval women writers from late antiquity to the fifteenth century. We will examine the social, cultural, and literary patterns linking the lives of medieval women writers with their works. Medieval women writers tend to express different attitudes and concerns than those associated with medieval European literature and culture, nevertheless, their attitudes and concerns parallel ideologies expressed by modern women writers. The course aims to introduce medieval women writers by juxtaposing their medieval texts with modern texts written by contemporary women that express similar themes in a more contemporary setting. Some of these themes are art and freedom, importance of community building miracles, prophecies, and body politics. We will discuss the ways these themes have changed from medieval times to the present and the ways in which women continue to face similar struggles. The medieval women writers include:Marie de France, Hildegard of Bingen, and Catherine of Siena; the modern women include the visionary girls in Garabandal and Ana Castillo. Ana Castillo, in particular uses the stories of medieval women writers and rewrites them for a contemporary US Latina audience.

Explore New Orleans through sampling its literature while developing your creative writing skills. We will read selections from various genres of New Orleans literature as well as works about the craft of writing, and spend time inside and outside of class on our own creative writing pursuits. We’ll discuss where writers lived and wrote in the French Quarter, attend readings together, and learn about the craft of writing from New Orleans authors. These activities, along with hearing each other’s pieces read aloud, will help us discover how literature can illuminate a city. Discover the literary imagination of New Orleans, and begin to experience your time at Tulane as “a little piece of eternity dropped into your hands” (Tennessee Williams).

Want to explore the wilds of Louisiana outside of New Orleans? Try some alligator meat, shrimp caught fresh from the sea or, in general, explore another side of Louisiana's rich cultural heritage- then this class is for you! The far-reaching impact of Native American Tribes of the lower Mississippi Valley on shaping Louisiana history is among the least explored subjects among the otherwise well-documented rich history of Louisiana. Recent and ongoing research shows that without the “Petit Nations’”, as some of the Tribes were called, the history of this region would have been quite different. This course offers students the rare opportunity to participate in on-going, important research that entails working directly with Tribal members. In addition, students will have the opportunity to take a trip conducted by Tribal members down the bayous as they give a tour of their ancestral lands as well as explore other areas of Louisiana outside of New Orleans while also tasting some of the food native to Louisiana. An experience not to be missed!

“A Helluva Hullabaloo: Learning How to #BeExcellent at Tulane” introduces students to developing life skills that will be useful not only in college, but also will help prepare them for the “real-world.” The broad-reaching goal of this TIDES course is to offer students the opportunity to gain valuable skills and lessons that can be used to succeed during their career at Tulane.

Ever wondered about the distinction between arts and crafts, why crafting is popular, or how many beads are in a Mardi Gras Indian costume? Whether you do crafts, buy them, use needle and thread, hammer and nails, or scissors and glue, you are involved in crafting. We’ll learn about crafting as a hobby and a profession and look at local craft culture in New Orleans. We’ll explore assorted craft practices and communities, through creative workshops, guest speakers, and fieldtrips to local craft centers or markets. No experience necessary – but if you’ve ever wanted to learn a craft, this is your opportunity!

This TIDES course we will address the question, "What constitutes the heart and soul of New Orleans?" The most common answers are, great restaurants, Mardi Gras, Jazz Fest, French Quarter Festival, Voodoo, Ghosts, the Blue Dog, and of course, the Saints. Throughout the semester, we will study and discuss the city's cultural fabric from a folkloric, historical, artistic, literary, and cinematographic point of view. Students will assess the different facets and components that build our great city and contribute to its unique culture through the analysis of assigned text and film material, the participation in class discussions, team presentations, and field trips, as well as in the format of a reflective final paper.

This course uses a sports lens to introduce Tulane students to what character traits have made sports figures, coaches, teams, and organizations successful as well as aided in turning sports from recreational fun to a multi-billion-dollar global industry juggernaut. This class will introduce students to several different valuable life skills and lessons to aid them in them in their academic endeavors and professional journey. The goal of this class is to see what transferable skills those in the world of sports use in their respective venues to help them become success stories and pass those qualities along to you to aid you in achieving success in life during and after Tulane.

This course will explore how various societies, past and present, have been organized. From small tribal societies that practice communism to large industrial societies that foment capitalism, the mechanisms by which society is organized are intentional and deliberate. Anthropological, sociological, political, economic, and historical perspectives will be considered throughout the course. Special attention will be given to how inequality manifests itself within societies. This course will require students to select the societies we will study and to actively participate in researching these societies. The course will culminate in student groups designing a society according to goals and outcomes they set by applying the knowledge they have gained over the course of the semester.

This course investigates practices in New Orleans art that interrogate dominant systems of representation. It examines how artists in New Orleans rely on and devise strategies that confront, appropriate, subvert, and queer the meanings, aims, and experiences of conventional art practices. These may include shifts in the content of a work and its audience to methods by which it is produces, its formal properties, and its reception. The focus of the class will include analyses of practices of documentation, re-appropriation, abstraction, mining the archive, and camp (among others). Directly connected to questions of marginalization of certain artistic voice and art practices are—of course—inquiries into whether attempts to dislodge and reconfigure dominant systems results merely in the consumption of those works and their integration into larger system or whether they have the potential to destabilize those systems. The class will include a number of talks by New Orleans artists, visits to New Orleans museums and other art spaces.

This course addresses the impact of monuments, historical and archaeological sites, and cultural heritage management on local communities and the ethical and political dimensions of ongoing conservation, museum, and research projects. Recent protests over cultural heritage sites in places like Mexico, Turkey, and Jerusalem, the dramatic destruction of monuments at the hands of ISIS in Syria, and our own domestic debates about the Confederate monuments that dot many American cities have shown the potential for monuments to be at the center of complex political, ethnic, and religious controversies or to even become a sites of conflict and violence. The course will explore the use and abuse of material culture as a means of underpinning modern claims of nation and statehood and cultural superiority. At the same time, debates over monuments and historical sites provide a unique opportunity to give a voice to groups that fall outside of traditional historical sources, and it can provide a powerful means of opening dialogue about the past. Throughout the course, we will discuss the roles and responsibilities of governments, international organizations, museums, auction houses and galleries, private collectors, and tourism in the exploitation, preservation, and presentation of monuments and material culture. Students will put the historical perspectives of the course into practice by a series of field trips to public and private museums and historical sites in and around New Orleans, and they will address how our own contemporary debates might be informed by wider attention to historical and global issues of cultural heritage management.

This 1-credit TIDES course introduces students to college study, discussion, and research through the topic of art, public space, and community in New Orleans. We will look at histories of placemaking, the role of monuments in public space, and art that has emerged out of engagement with local communities. In the course Art, Place, & Community in New Orleans, students will learn about historical and contemporary New Orleans through its art in public spaces, historical monuments and community-based art. We will think about the history of art in public spaces of New Orleans, grapple with debates about the legacy of historical monuments; and ask how art plays a role in the history and future of New Orleans, as a geographical place and as a constellation of communities. This TIDES Course is ideal for students considering majors or minors in art history, history, or urban studies.

@InstaNola: Curating Your Digital Self is a one credit TIDES course that looks at our relationship to social media, both real and projected, set to a New Orleans backdrop. The term “curation” has migrated from the physical world of art to the digital domain as we increasingly apply it in the context of our online activities. The images, songs, stories, locations, and people we interact with online shape the way we want the world to view us. But what happens if our digital self and physical self don’t align? We will look at our own relationships to social media, hear from local social media influencers, and visit some of New Orleans’ most ‘grammed spots all towards the question: How do we see the world, and how do we want others to see us?

For much of the twentieth century an enormous, iron sign spanned Canal Street celebrating New Orleans as the “Gateway to the Americas.” In recent years politicians have labored to swing this gate shut, imploring America to build a wall instead. Yet this open gate has made New Orleans the unique culture it is today. This TIDE approaches current immigration debates from a local perspective, examining New Orleans and Tulane University as vibrant sites of intercultural intellectual, economic and social collaboration and exchange with Latin America and more specifically, Central America. Readings and activities will complicate the rhetoric of “invasion”—which reduces immigration to one-way street—by acknowledging the multidirectional movement of people, goods, ideas and cultures to and from New Orleans and Tulane across the twentieth and twenty-first centuries. Toward this, we will examing policy, literature, art, film and food as they are affected by and effect the formation of culture and identity. You, as a student, are part of this and we will engage your American origins as well, toward developing an empathetic understanding of the immigrant experience and the responsibilities of citizenship. Finally, we will explore how students can be more involved in struggles for social justice and human rights at Tulane and beyond: A) Discussing the skills and experience needed for careers in advocacy, activism, social work, education, immigration law, public health and other professions related to the Latinx community that your education here can provide; and B) Examining opportunities for volunteer work, service learning and internships with organizations that serve New Orleans’ Latinx and immigrant communities while you are here. Toward these objectives, we will engages many voices across the New Orleans and Tulane communities, inviting activists, artists, and professionals into the classroom and venturing out of the classroom to experience people, places and life in New Orleans beyond our campus.

This one-credit course synthesizes theatre acting techniques and yoga to help students cultivate more presence and connection in their daily lives. The focus will be on calming the nervous system, developing adaptability, and learning to accurately read behavior and emotions in oneself and others.

We will explore how the legend of New Orleans was created and reinforced by popular representation in theatre and film works from the 19th century through today. Students will investigate various signifiers of New Orleans through time, watching their rise (and sometimes fall) through performance pieces. We will explore home-grown myth-making as well as visions provided by outsiders, and also get out into the city itself, seeing what truth might lie within the narrative reductions of New Orleans that occupied audiences for the last two centuries.

Since the industrial era, analog, digital, and medical products have been produced with the claim that certain technologies make women’s lives easier. This course examines the role that FEMtech plays in women’s lives and the role that product design plays in shaping discourse around women’s relationship with technology. Students will also explore the recent rise of the FEMtech app technology, a projected $120 billion-dollar industry. Students will have the opportunity to learn about the technology and start-up industries from technology leaders in New Orleans. Students will use feminist technology design strategies to design and pitch a FEMtech product.

From Indiana Jones to Lara Croft to the guy in the “Ancient Aliens” meme, archaeologists are standard in pop-culture. But what do they actually do? In this course, we will explore the practice of archaeology through the lens of the “greatest free show on earth:” Mardi Gras in New Orleans. Archaeology is the study of humans through our material culture, the stuff we leave behind, and Mardi Gras brings plenty of stuff for us to examine. Working together each week, the class will complete readings, field trips, and hands-on projects, learning how to investigate Mardi Gras as an archaeological phenomenon. By the end of the semester, you will know more about New Orleans and its central tradition, and I promise, you will never look at a strand of beads the same way again.

A student adopts and inhabits a new city, becoming native. Keep a journal of New Orleans. Write it down! Take moments, ideas to reflect the experience among peers living in the Crescent City. Write letters, poems, and lyrics, discussed during workshops in class and on excursions in the city. Become thoughtful...listen, read, write, converse through language. A journal may recollect moments in tranquility (Wordsworth) or may take the form of day-to-day experience (Bosworth). During particular classes the student will be asked to write while on a streetcar, in Audubon Park, and on the levee by the Mississippi river. Students will keep a journal, participate in a writer’s workshop, give a class presentation, and write a research paper. Participation is a must. There are no examinations.

The interdisciplinary course will examine three main political problems in Europe today; the environmental crisis, social inequality and migration from the Middle East. Prof. Ofengenden will begin with examining the ways of life and accepted thinking that these three problems undermine and challenge including consumerism, individualism, traditionalism, economic rationality, developmentalism, growth, globalization and nationalism. Prof. Ofengenden will survey the history of early challenges to accepted thinking including the challenges to exploitation and privatization of land argued by the thinkers of the Enlightenment (e.g. Rousseau) as well as early critics of industrialism. Prof. Ofengenden will use both literature and thought to show illuminate these critics. Prof. Ofengenden will then move to 20th and 21th European contributions to environmental thought and economic inequality as well as political movement and artistic expressions of both of these trends. These will include Martin Heidegger, Theodore Adorno, Arne Naess, Serge Moscovici, Bruno Latour, Thomas Piketty, Jacques Rancière, David Harvey. Finally this part of the course will look at two contemporary political protest movements the Yellow Vests in France and Extinction rebellion in the UK. It will look into how these movement were formed and the way they have transformed in the discourse around income inequality and environmental crisis in France and the UK. The second part of the course lead Prof. Nicosia by will look at the issue of immigration to Europe. After a first survey on the immigration phenomenon starting from the year 2010 through, course will pass to analyze social and political tensions caused by anxiety and phobias towards the Other, and the way it reshapes geographical spaces and cultural patterns of the hosting countries, with particular attention to the notions of borders (in the cities and the neighborhoods), citizenry (what and how to define a citizen at the margin), new ethics’ parameters (e.g. religion, welfare etc...), and ultimately the ideas of nation, nationality and nationalism. The second part of the course will be dedicated on the voices of the migrants and their representation through the new artistic phenomena related to migration in the Mediterranean countries (Italy, Greece), with particular attention to literature, video, (photography, video installations), cinema, as well as music creations.

This course is designed for those interested in exploring the immensely diverse arts scene in New Orleans. The purpose of the course is to introduce students to a variety of art forms. The course includes amazing field trips as well as guest artists in the classroom. Through readings, classroom discussions, meetings with local artists, reflective writing, and creating your own art project, you will gain a great appreciation for the arts scene in the great city of New Orleans! How does one give voice to creativity? Join us to find out!

The syllabus of this course has been programmed from a sociological approach to sport, so that the students can gain an overall view of Spanish culture, of the Spanish way of life, throughout the analysis of geographical, historical, cultural and literary factors in the make-up of the nation in the present-day, and in its diverse manifestations. Additionally, it will examine various aspects of the relationship between sport and Spanish society. The importance of sports goes beyond its obvious political significance. Indeed, sociologists and anthropologists have recently studied the interaction between sports and social and cultural dimensions. Nowadays, there is no doubt about the integrative and unifying strength which sports exhibit. It is a phenomenon that carries out an enormous social impact, interests the majority of the population and is practiced by a large part of the population. The course begins with a consideration of general theoretical questions on the idiosyncrasy of every culture by comparing U.S. and Spanish cultural trends and stereotypes. After that, it will examine the different cultures within Spain: Castilian, Catalan, Basque and Galician; focusing mainly on language, nationality, and political implications. Following the midterm, we will focus on the analysis of specific sports such as soccer, traditional sports of Spain, basque pelota, the controversial bullfighting and all their different social and political implications.

Compelling storytelling lies at the heart of success across fields. From a business person pitching a new product to a research scientist vying for a competitive grant, the ability to tell a captivating story gives you an advantage. Storytelling skills serve you when interviewing for internships or jobs, networking, or even just making new friends in college. Whether your ultimate goal is a TED Talk with a million views or just a kickass toast at your best friend’s wedding one day, this class will give you concrete tools to improve your public speaking and storytelling skills. In this experiential class, we will create a supportive environment where you will discover your personal communication style and how to leverage your strengths to gain more confidence in your ability to tell a great story.

Many students have been drawn to Tulane for its heavily touted commitment to community, but what does this mean and look like in actuality and from the perspective of the New Orleans community? This course introduces students to concepts around community engagement at an individual level and at Tulane, the components of ethical service, the dynamics of entering a community that may be new to you, and an introduction to a specific community within New Orleans via service with a partner organization that will engage with the course throughout the semester.

This seminar examines the historical and contemporary relationships between race, gender, class, and sexuality and modern surveillance practices. Students will be introduced to the interdisciplinary theories of surveillance and data studies such as discipline, control, capitalism, privacy, and counter-surveillance. Students will examine and discuss materials related to enslavement, policing and prisons, reality television, workplace surveillance, domestic violence, reproductive rights, (social) media, travel, big data, and machine learning. Seminar discussions will include cases where patriarchal power and racialized systems were used to promote perceptions of security, fear, exposure, and control. As praxis, students will design and produce a data project that uses strategies such as data collection, management, analysis, and/or visualization. All data skills will be taught in this course and all technical skill-levels are welcome.

This course introduces students to an unfamiliar part of New Orleans’ history that is as defining to the city’s character as her more familiar Spanish and French past: Irish New Orleans. For many different reasons, Irish immigrants were drawn to Antebellum New Orleans, and they came to this city by the tens of thousands. Contrary to still prevailing prejudice, the newly arriving Irish immediately set about creating their own communities,several of which we will explore in this course.Strong familial ties denoted these neighborhoods as did their Catholic faith and the extraordinarily beautiful churches these immigrants built to serve their spiritual needs.Life was not easy in New Orleans: frequent epidemics killed people by the tens of thousands. However, the Irish immigrants successfully carved out lives for themselves that gave the city a permanent Irish flavor which, to this day, is still defined by Irish customs and traditions and inseparable from the colorful, multi-faceted spirit of New Orleans.

This course explores youth activism from the “angry decades” (60s &70s) to “age of rage” (present) and emphasizes South Louisiana as a hub for youth activism. From Ruby Bridges’ and the “McDonough Three’s” roles in the integration of New Orleans schools in 1960 to Louisiana youth playing critical roles in the current push for climate justice, youth activists illuminate themselves as political actors who seek to create an equitable world. Beyond discussions of Louisiana youth, this course invites students to learn about the ways student activists from colleges all over the United States emerged as change agents and shifted the state of higher education. With the influx of youth activists and social movements comes the development of distinct fields of inquiry through which scholars analyze youth activists’ experiences and motivations. As the course centers youth voices, we will analyze speeches and written work (e.g., statements, petitions, credos) of activists and place their ideas in conversation with youth and movement studies scholarship, popular texts, and media about the ways youth insert themselves in social justice efforts. While investigating the ways students participate in and construct movements, we will also examine how they influence policy change. As we learn, we will consider our roles in resistance work on local, national, and global levels and how putting our knowledge into practice can help create the world(s) we imagine.

Over the course of the academic semester, this course focuses on developing an interdisciplinary understanding of the theories and practices of emotional intelligence as it applies to your transition and success as a first-year student at Tulane. As a TIDES member, you will actively study the theories that emerge from a variety of fields and reflect on their practical, social, and ethical assumptions as well as on their implications in a variety of settings. Through readings, classroom discussions, and episodes of Apple TV’s Ted Lasso, you will gain a greater appreciation for the issues that affect all of us as human beings in relationship with each other. This course is designed around the three central themes of emotionally intelligent leadership: self, others, context. Each theme will be addressed individually but the course will also examine the interdependence between the three. Course sessions will be dynamic and include a variety of experiential learning, group participation, guest speakers, and activities designed to stimulate thinking and build our capacity and efficacy for affecting change in our own lives and within our community.

New Orleans sits at the edge of the continent on layers of alluvial clays and sand, on a delta barely 5000 years old. The low elevation and shifting nature of the ground has influenced the growth and construction of the city, and provided a resource of clay for building and ceramic art. This class will explore the ground under our feet, examining the makeup of the geology of our city, the river that formed it and some of the ways geography and geology has influenced the growth and character of its neighborhoods. As climate change magnifies the forces that shaped the delta, the natural processes of flooding, erosion and subsidence are accelerating with serious consequences for the New Orleans and South Louisiana. Our environmental exploration will take us out to find and dig local clay, prospecting at the Studio in the Woods and the Carrolton river bank at the “Fly”, experiencing the land in a direct way. The clay we dig will be refined in the ceramics studio and used it to make vessels and other botanical forms inspired by the historic enterprise of Newcomb Pottery. Founded within the Newcomb Art Department in 1896, the Newcomb Pottery enterprise utilized local clays and employed talented women graduates from the Art department, developing unique and beautifully crafted forms that emphasized designs drawn from indigenous plants. Special tours of the Newcomb Art Museum’s collection of the historic pottery will provide models for our own works, made from the clays we dig and fired in the modern kilns of the Newcomb Art Department.

In Henry VI, Shakespeare wrote, “The first thing we do, let’s kill all the lawyers;” however, “all the lawyers” have avoided being killed since that line was written. Why? From the largest corporate mergers to simple adoptions, and from public policy to the enactment of criminal laws, the need for lawyers is increasing because the law is a central part of our daily lives and the bedrock of a free society. Although the press might occasionally indicate otherwise, lawyers are members of a profession and they get respect, but is being a lawyer really like the popular portrayals on television shows such as Law and Order or in a John Grisham novel? This class will help you explore how one becomes a lawyer and what it is like to be a lawyer.

This course will introduce students to research, theories, and practices central to the field of applied positive psychology and the emerging subfield of positive leadership for the purposes of (a) increasing personal and interpersonal well-being and (b) developing positive leadership skills which can be applied within university, business, organizational, civic, and government spheres. Positive psychology is a relatively new field which asks questions such as: What can scientific research tell us about practices and perspectives that lead to a happier life? What can psychology do to help ordinary people to thrive and flourish? Which practices lead to greater well-being, fulfillment, and life satisfaction? Positive psychology engages such questions by utilizing scientific research methods to identify practices which lead to greater well-being (including positive emotions, engagement, relationships, meaning, and accomplishment). Positive psychologists maintain that (1) flourishing requires more than curing pathology; (2) flourishing requires tapping human strengths and positive capacities; and (3) scientific research methods can help us to identify and refine strategies for flourishing. Topics in positive psychology include positive emotions, hedonic misprediction and adaptation, character strengths, purpose, gratitude, kindness, meditation, nurturing social relationships, exercise, and more. Positive leadership studies focus on evidence-based approaches to successful leadership and draw on research at the intersection of positive psychology, leadership studies and organizational studies. Topics in positive leadership studies include approaches to well-being, strengths, leadership styles, problem solving (appreciative inquiry vs. pathologizing inquiry), meaning, intrinsic vs. extrinsic value, effective communication, and cultivating and maintaining positive relationships. This course will provide students with a theoretical and practical introduction to applied positive psychology with a focus on positive leadership. Students will engage in experiential homework in which they will apply strategies for enhancing their own well-being -- and for positively impacting their own leadership initiatives. This course will also expose students to local wellness resources at Tulane and will include a walking tour of the French Quarter exploring New Orleans architecture, history, culture, and cuisine.

This course will explore the authority of commissioners as well as the rights and responsibilities of athletes and others in professional sports leagues and college sports. Students will explore disciplinary measures relating to on and off-field misconduct, performance enhancing and recreational drug use, and speech, as well as the impact of sports gambling, discrimination, and other issues with an emphasis on current events. Students will learn about the source and scope of a commissioner’s power, player rights when faced with disciplinary action, league collective bargaining agreement rules, and the types of punishments available. Students will be asked to think critically about the scope of a commissioner’s power in specific cases, to consider desired outcomes from multiple perspectives, and to discuss the propriety of various rules governing player, coach, owner, and fan conduct. Students will gain a basic understanding of the application of law to professional and college sports industries. Students will also learn the essential tenets of negotiation applied in a sports setting and engage in a mock negotiation.

As the concept of local foodways becomes entrenched in the growing “foodie” culture of the United States, local food and local dishes become an ever more important marker of place. Whether justified or not, Creole and Cajun food and, of course, the ubiquitous Cocktail, are perceived by many as synonymous with New Orleans. In this course, we will explore the myths and realities of these three key concepts as they apply to food and drink in New Orleans.

Storytelling through data visualization can dramatically enhance our ability to think about the meaning within data. The connection between vision and cognition is powerful. In this course we will explore the fundamentals of discovering and presenting the story that lies within the data that we wish to tell. We will do this in the context of health care and public health in the United States. Along the way we will explore some common data sets about health care and public health, and we will learn to recognize the strengths and shortcomings of current data visualizations we see in academic settings and the mainstream and social media.

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.

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.

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.

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.

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.

The United Nations designated this decade (2021-2030) as the Decade of Ocean Science for Sustainable Development to highlight the needs and mechanisms to reverse the decline in ocean health. This course will focus on the most pressing issues that intersect ocean health, human health, and local/global economics. We will explore, discuss, and debate the science and policies behind what led us to our current situation and what can possibly be done as the international community moves forward.

The Italian Culture in New Orleans" will focus on different facets and components of the Italians in the Crescent city. Special consideration will be given to the discussion of the following topics: New Orleans and the culture of the Italian emigrants, traditions, cuisine, music, fiction and movie rendering of the Italian emigration.

The class is about visual pleasure and aesthetic beauty. What makes a picture or painting beautiful? We will examine this question through several disciplines including philosophy, art history and experiential artistic practice. We will consult short readings of the classics answer to this question (e.g. Plato, Kant, Schiller, Delacroix, Hegel, Marx, Heidegger, Freud, Vygotsky, Foucault, Gombrich, Susanne Langer, John Berger, Elaine Scarry, Boris Groys, Clement Greenberg, Laura Malvie) At the same time we will also look at several distinct periods and ask what was beauty at these specific times. I have chosen four such times. The first period is the Northern Renaissance (e.g. Van Eyck, Bosch, Dürer, Bruegel) the second the Baroque (e.g. Velázquez, Rembrandt), the third the impressionists (e.g. Manet, Degas, Cassatt, Monet, Renoir, Toulouse-Lautrec) the expressionists (Franz Marc, Ernst Ludwig Kirchner) and fourth 20th century art photography. We will examine various concerns that we have with the beautiful. For example, the concern that the love of beauty is at best an evasion from the problems of social reality, at worst a way of legitimizing the status of the rich and powerful. That it is merely a marker of social class (e.g. Bourdieu). That beauty is frivolous, decadent, distracting, and unserious. That there is nothing to describe or to share or give account to this most subjective experience. We will attempt to answer this question by looking to both the experience as well as production of beauty as a kind of temporary emancipation from a life-world experience, a lifeworld that is limited by material conditions and social factors. We will also look at beauty as a transformative decentering of the self. We will examine deeply Kant’s idea that true beauty is the free play of imagination and understanding in the mind of the audience and therefore can include any theme of topic.

This course is a critical survey of cinematic works by and about women, with examples drawn from different modes of cinematic expression (mainstream fiction films as well as alternative film and video [including documentaries, experimental, & narrative]) and from different historical periods (from the 1930s to the present). The course deploys feminist approaches to film criticism and applies these approaches to cinematic representations of women. Films illustrating particular genres, as well as feminist and ''women's'' films, are discussed and critiqued. We will consider the role of film in our understandings of sex, gender, and sexuality, as well as race, class, and disability. Through discussions and writing, we will work to discern relevant social, political, ideological, and aesthetic concepts in the media we examine. We will look at contemporary Hollywood and independent cinema, US and some international films by both established and emerging filmmakers. Corequisite(s): TIDE 1898.

Black vs. White. Citizen vs. Immigrant. Transgender vs. Cisgender. Christian vs. Muslim. Gay vs. Straight. The list goes on. In recent years, the United States has become increasingly polarized. The most interesting and exciting aspects of human diversity are set against one another, in rigid opposing binaries. Through interactive workshops, cultural trips, discussions of texts and films, writing reflections, and guest speakers, this seminar will serve as an incubator for students from diverse backgrounds to develop their understanding of the complexities of cultures, identities, and power dynamics. We will simultaneously explore everyday practices for world building beyond "Us. Vs. Them."

From non-profit organizations to government, from social movements to Mardi Gras, from restaurants to boardrooms, women have led New Orleans. Using an intersectional feminist lens, this course will explore how the personal, the organizational, and the institutional intersect to shape how women practice leadership. Students will be introduced to theories and research that address gender and leadership while focusing on historical and contemporary examples of women practicing leadership in New Orleans. The course will begin with a brief introduction to a sociological perspective on gender and intersectionality - foundational concepts of the course - and move into discussions of how and why women lead, as well as barriers they encounter to leadership. Guest speakers, field trips, and writing assignments will ask students to think broadly, but also analytically, about what leadership means, as well as about how identities and institutions shape the experience of leadership.

Health in college is so much more than avoiding pizza every night and occasionally going to the gym. Health is multifaceted and is pivotal to your ability to thrive during the next four years. This course will examine the most relevant health topics for college students from a public health perspective, integrating theories and practices relevant to your life. In addition, this course seeks to cultivate leadership skills as an element of being healthy and successful in college.

Cultivate your Inner Changemaker is devoted to exploring the skills, strategies, and ideas of effective social change advocates in the 21st century. Students will be learning about some of the essential skills of effective changemakers, including leadership, optimism, resilience, risk-taking, luck, relationship building, conflict resolution, creativity, and innovation. Throughout the course, students will practice these skills, both in class and through assignments.

In this course we will delve into the rich tapestry of New Orleans' cultural geography and its profound multicultural existence. Students will explore the historical roots and global influences that have shaped the city's unique identity. Through engaging lectures, seminar discussions, and experiential learning, students will develop a nuanced understanding of the city's multicultural history and its ongoing impact on contemporary society. Students will gain an appreciation for the global influences in New Orleans' music, cuisine, environment, and traditions while addressing social justice issues rooted in the city's unique history. The course aims to foster cultural competence, inclusivity, global awareness, civic engagement, and leadership skills, providing students with the tools to navigate an increasingly interconnected world.

This 1-credit course will utilize a variety of cases which highlight a real-life example of a challenge in leadership. Fields covered will include business, politics, non-profit work, and social movements - all highlighting decision making in New Orleans following Hurricane Katrina. In most class periods, you will be asked to “inhabit” the case and take up the dilemma of its protagonist. I may assign class members roles to prepare and play in the class discussion spontaneously or in advance. None of the cases have right answers, although we may have an epilogue that tells what actually happened (the historical outcome). You are asked to wrestle with the problem as if it were your own and bring your experience and classroom learning from Tulane University and elsewhere to bear on the questions. The Harvard Business School originated and developed the phenomenon of the teaching case to simulate business experience in novices, to create a concrete vehicle for applying abstract theories to real-world situations, and to engender engaged classroom discussion while fostering critical thinking skills as students were forced to wrestle with actual business dilemmas that had no easy answer. It is no accident that professional schools were drawn to case teaching—Law, for obvious reasons—but also schools of public affairs and public health whose missions are to utilize the best thinking of the disciplines to prepare students for careers as practitioners. Cases marry learning about real world policy and organizational problems with critical thinking, abstract reasoning, and theorizing valued in all academic disciplines. In particular, this course will offer you a chance to get to know New Orleans as a resilient city with monumental challenges left to tackle.

Founded in 1718, the city of New Orleans has a long and rich history with sports. From the rise of social class-driven sports such as rowing and billiards to the New Orleans Saints’ heroic revival of the city post-Hurricane Katrina, sports has been as integral to the area as food, music, and Mardi Gras. Sports have made an enduring impact on the social world in which we all live. It is a taken for granted aspect of our everyday lives – whether that entails watching “Sportscenter” or noticing that every single major newspaper contains a “Sports” section that is as long if not longer than any other section. Yet there is more to sport than just what we see on a daily basis. In this course, we will explore general sports-related topics and examine actual case studies related to New Orleans’ sports scene. More than simply ‘talking sports,’ students will study issues from political, economic and social viewpoints and also gain an understanding of the rich sports heritage found here in New Orleans. Readings and discussions, field trips, and guest speakers will aid students to understand both historical accounts and modern-day subjects associated with sports such as governmental involvement, public financing, and community development. Students will participate in a mandatory service learning component with TBD. Their after-school programs promote development in boys and girls through activities that build character, cultivate new skills, and create a sense of belonging – in this case a place where kids can express themselves, play together and get fit. By participating in activities with NFL Youth Education Town students will deepen their understanding of the political, economic, and social ramifications of sports on a local level by making correlations to sports and its impacts on the city’s youth, infrastructure, civic pride, crime reduction efforts, poverty eradication, and other areas, and gain an awareness of their role as a citizen in the city of New Orleans.

There will be two primary goals in this course. The first will involve introducing students to New Orleans’s history, culture, and literature. The second will entail an interdisciplinary introduction to a wide array of influences with the effort of showing how New Orleans’s turbulent history of changing possession, immigration, and migration have contributed to a “performance” of various versions of “New Orleansness.” The course will focus specifically on the presence of French, Spanish, African, and a brief overview of the various immigrant communities in the city’s history and the various ways in which these groups have performed their own version of New Orleans for the city itself, the United States, and the world. In addition, the students will use the maps found in Unfathomable City: A New Orleans Atlas to look at how maps are constructions of authenticity.

This course will introduce students to the modern approaches chemical engineers employ to solve real world problems. Topics will emphasize engineering design and innovation. Students will learn through relevant readings, discussions, and guest lectures from leaders in the field. We will also take two field trips to introduce students to the roles of engineering in New Orleans.

This course covers the challenges facing women pursuing degrees and careers in STEM. Many of these challenges are institutionalized barriers that still exist, creating a system in which it is harder for women to thrive in comparison with their male peers. Other minority groups in STEM face many of the same challenges as women, and the additional and different barriers for other underrepresented groups will also be discussed. The course will cover strategies for success in STEM and becoming an ally and advocate for other traditionally marginalized groups in STEM.

Want to explore the wilds of Louisiana outside of New Orleans? Try some alligator meat, shrimp caught fresh from the sea or, in general, explore another side of Louisiana's rich cultural heritage- then this class is for you! The far-reaching impact of Native American Tribes of the lower Mississippi Valley on shaping Louisiana history is among the least explored subjects among the otherwise well-documented rich history of Louisiana. Recent and ongoing research shows that without the “Petit Nations’”, as some of the Tribes were called, the history of this region would have been quite different. This course offers students the rare opportunity to participate in on-going, important research that entails working directly with Tribal members. In addition, students will have the opportunity to take a trip conducted by Tribal members down the bayous as they give a tour of their ancestral lands as well as explore other areas of Louisiana outside of New Orleans while also tasting some of the food native to Louisiana. An experience not to be missed!

This course uses a sports lens to introduce Tulane students to what character traits have made sports figures, coaches, teams, and organizations successful as well as aided in turning sports from recreational fun to a multi-billion-dollar global industry juggernaut. This class will introduce students to several different valuable life skills and lessons to aid them in them in their academic endeavors and professional journey. The goal of this class is to see what transferable skills those in the world of sports use in their respective venues to help them become success stories and pass those qualities along to you to aid you in achieving success in life during and after Tulane.

Since the industrial era, analog, digital, and medical products have been produced with the claim that certain technologies make women’s lives easier. This course examines the role that FEMtech plays in women’s lives and the role that product design plays in shaping discourse around women’s relationship with technology. Students will also explore the recent rise of the FEMtech app technology, a projected $120 billion-dollar industry. Students will have the opportunity to learn about the technology and start-up industries from technology leaders in New Orleans. Students will use feminist technology design strategies to design and pitch a FEMtech product.

In this course, students will be given a behind the scenes look at the entrepreneurial ecosystem in New Orleans –the lessons learned from Hurricane Katrina recovery efforts and what needs to happen to have a vibrant startup community that is equitable, accessible, and collaborative.From local entrepreneurs to community partners to support organizations to investors and more, this course will bring together some of the most important stakeholders in the New Orleans entrepreneurial ecosystem. We will also leverage our data from the Greater New Orleans Startup Report, hearing from our very own Lepage Center to present an in-depth overview of the current state of the early stage business economy in New Orleans.

This one-credit course complements the experience of students living in the 1963 Collective Residential Learning Community (RLC) by providing them with an equity oriented interpretative framework grounded in Black thought, experience, and history. The modular survey course was designed for first-year students interested in exploring Black history, culture, and knowledge across the African diaspora. Through this first year seminar, students will develop an appreciation and understanding of the contributions of Black people in a globalized context.

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 examines the origin and evolution of Louisiana’s ecosystems. Students will learn about living and prehistoric plants and animals and their physical surroundings while exploring Louisiana’s coastal marshes, bottomland hardwood forests, longleaf pine savannahs, and tallgrass prairies. Course includes multiple field trips.

This course is a critical survey of cinematic works by and about women, with examples drawn from different modes of cinematic expression (mainstream fiction films as well as alternative film and video [including documentaries, experimental, & narrative]) and from different historical periods (from the 1930s to the present). The course deploys feminist approaches to film criticism and applies these approaches to cinematic representations of women. Films illustrating particular genres, as well as feminist and ''women's'' films, are discussed and critiqued. We will consider the role of film in our understandings of sex, gender, and sexuality, as well as race, class, and disability. Through discussions and writing, we will work to discern relevant social, political, ideological, and aesthetic concepts in the media we examine. We will look at contemporary Hollywood and independent cinema, US and some international films by both established and emerging filmmakers.

Black vs. White. Citizen vs. Immigrant. Transgender vs. Cisgender. Christian vs. Muslim. Gay vs. Straight. The list goes on. In recent years, the United States has become increasingly polarized. The most interesting and exciting aspects of human diversity are set against one another, in rigid opposing binaries. Through interactive workshops, cultural trips, discussions of texts and films, writing reflections, and guest speakers, this seminar will serve as an incubator for students from diverse backgrounds to develop their understanding of the complexities of cultures, identities, and power dynamics. We will simultaneously explore everyday practices for world building beyond "Us. Vs. Them."

From non-profit organizations to government, from social movements to Mardi Gras, from restaurants to boardrooms, women have led New Orleans. Using an intersectional feminist lens, this course will explore how the personal, the organizational, and the institutional intersect to shape how women practice leadership. Students will be introduced to theories and research that address gender and leadership while focusing on historical and contemporary examples of women practicing leadership in New Orleans. The course will begin with a brief introduction to a sociological perspective on gender and intersectionality - foundational concepts of the course - and move into discussions of how and why women lead, as well as barriers they encounter to leadership. Guest speakers, field trips, and writing assignments will ask students to think broadly, but also analytically, about what leadership means, as well as about how identities and institutions shape the experience of leadership.

DATA 1010 aims to provide students with an overview to what data is, how it is used correctly and incorrectly, how it is found, stored, and managed, and how it can be used as a basis for decision making and analysis. The overall goal of this course is to increase data literacy, such that students are more confidently able to work with the increasing amounts of data in their lives, jobs, and academic careers. This course is aimed towards students in all schools and fields and has no prerequisites.

Transfer Coursework

This course provides an overview of the statistical tools most commonly used to analyze quantitative data. Topics include describing data, statistical inference, statistical significance, hypothesis testing, and regression analyses. The course focuses on understanding how to use appropriate analytical techniques and interpret the results of statistical analyses for variables with different levels of measurement. For each topic area, the methodology, including the underlying theory, assumptions, and mechanics of how each analytical tool works, is discussed, along with the appropriate interpretation of results. Concepts are presented in the context of real-world examples using publicly available data sets. The course will also introduce students to statistical software. Students of all skill levels are welcome, including those with limited or no statistical, mathematical, or programming backgrounds. All data analysis skills will be taught in class.

Students will examine different creative and analytical theories and techniques for understanding and developing data visualizations, including maps, graphs, charts, and interactive tools such as dashboards. Students will access and clean data for visualizing potential, analyze data visualizations for bias and persuasive intent, and create data visualizations to communicate findings and tell engaging stories for diverse audiences. Students will also consider the societal role that data visualizations play in validating knowledge while exploring ethical concerns and critiques around communicating arguments visually. As practice, students will storyboard, create, peer review, and justify design choices when using a variety of open-source data visualizations. Students of all skill levels are welcome, and all data visualization skills will be taught in class.

This course provides an overview of the tools most commonly used to analyze data from textual or qualitative sources such as written or digital text, interviews, focus groups, and opened-ended survey questions. Both manual (i.e., by hand) and software analytic approaches will be explored. For each type of analysis, the underlying theory, assumptions, and mechanics of how each analytical tool works, are discussed, along with appropriate interpretation of results. The course is designed for students from any major with real-world examples drawn from the humanities, social and behavioral sciences, business, and government. Students of all skill levels are welcome, including those with limited or no statistical, mathematical, or programming backgrounds. All analysis skills will be taught in class.

The introduction of widely available and accessible generative Artificial Intelligence tools, such as ChatGPT, democratizes expertise, unlocks knowledge, and bestows impressive abilities. This hands-on course provides students with practical experience employing generative AI to perform real-world tasks. By the end of the course, students will be able to effectively collect accurate historical and real-time information, generate high-quality text and media, transform content between formats, analyze data to derive insights and deploy generative AI to tackle private and professional challenges.

Special Topics in Data Literacy. Course may be repeated up to unlimited credit hours.

Transfer Coursework

This course provides an intensive introduction to data collection, wrangling, and summarization using the R programming language. Students will learn the fundamental skills required to collect, re-shape, transform, manipulate, analytically explore, summarize, and visualize data. Students will learn how data must be organized and formatted in order to perform effective data analysis or be inputted into a machine learning algorithm. Further, students will learn how to produce data-driven dynamic web applications. The time students allocate to learn these data-related skills will allow them to create data sets that promote more efficient, reproducible, and understandable data science products. The course is designed for students from any major with real-world examples drawn from a variety of domains. Students of all skill levels are welcome, including those with limited or no statistical, mathematical, or programming backgrounds. All necessary skills will be taught in class.

This course will examine how knowledge production processes relate to designing and communicating data and science research across various digital mediums. Students will develop their expertise in epistemology theories and practices relating to data research. This course will also cover ethical considerations when developing and promoting research using data. They will also examine how political and social issues such as race, gender, sexuality, and disability often affect how data stories are told and interpreted and the treatment of researchers online. This interdisciplinary course will engage a variety of fields, including data science, technology studies, and digital scholarship. Students will learn to use digital tools to convey science communication products. All technical skills will be taught in the course.

Geographic information systems (GIS) involve creating, storing, retrieving, analyzing, and visualizing spatial data. This course examines the global impact on social, political, economic, and environmental dynamics when using geographic information systems (GIS), global positioning systems (GPS), and other geospatial technologies in daily life. Readings and discussions will focus on global affairs, such as critical cartography, GIS integration with social theories, implications for crime, urban planning, scientific research, health, environmental justice, feminist perspectives, and the intersection of economic development with environmental shifts. This course will also introduce students to foundational concepts and skills in working with spatial data, including finding and creating data, spatial analysis, and GIS-based map production. Specific global affairs topics will be analyzed using ESRIs ArcGIS. Students will gather GIS data, analyze global affairs topics using GIS, and produce their own data projects.

Special Topics in Data Literacy. Course may be repeated up to unlimited credit hours.

Transfer Coursework

This seminar uses social frameworks to examine historical and contemporary questions around ethics, privacy, and governance. Students will be introduced to concepts relating to critical data studies, such as algorithm bias, machine learning, data colonialism, and critical code studies. Students will examine data in the context of medicine, privacy, capitalism, violence, moral responsibility, biometrics, governance, and labor practices. Readings and seminar discussions will involve identifying data problems and discussing solutions for creating responsible and beneficial data practices for their society. Students will storyboard, write, revise, and present a data ethics paper where they apply ethical reasoning to data issues. All technical skills will be taught in this course.

This course provides an overview of the tools most commonly used to collect, analyze, and visualize network data. For each type of analysis, the underlying theory, assumptions, and mechanics of how each analytical tool works, are discussed, along with appropriate interpretation and visualization of the results. The course is designed for students from any major with real-world examples drawn from the social and behavioral sciences, economics and finance, biology, history, anthropology, social media, public health, and government. Students of all skill levels are welcome, including those with limited or no statistical, mathematical, or programming backgrounds. All analysis skills will be taught in class. However, it is highly recommended, but not required, that students complete DATA 2020 or an equivalent course in statistics and/or data analysis, preferably one that utilized the statistical computing programs R and RStudio, prior to enrollment.

This course prepares students to subsequently master their college writing requirements. In addition to developing an advanced understanding of English syntax, morphology, and semantics, students explore the process of composing, revising, and editing in English and the expectations of academic writing to different audience expectations in Global Perspectives.

This course prepares students to master public speaking and interpersonal dynamics with a focus on Race and Inclusion in the USA. In addition to developing an advanced understanding of English phonology, semantics, and pragmatics, students focus on the communication strategies hat make presentations and interpersonal interactions memorable and smooth.

Transfer Coursework at the 1000 level.

In this six-week course, students will develop an advanced understanding of English syntax, semantics and mechanics. They will engage with both spoken and written academic documents that engage expert knowledge in a scholarly manner. Additionally, students will understand the rhetoric necessary for intellectual inquiry and independent research in both academic and professional environments, and they will incorporate these skills into their current university courses. The course includes an optional service-learning component. The service learning will enhance students understanding and development of citizenship skills within the context of their local, national, and global communities.

This course is designed to develop students with little teaching and working experience with the academic and practical skills needed to teach and work abroad, especially English in a foreign language environment. Students are encouraged but not required to also enroll in EAPP 3520: Living and Working Abroad in order to complete the two-course series.

This 3-credit course is designed to give students a practical working knowledge of the linguistics of English and intercultural skills needed to live and work abroad, especially when teaching English as a foreign language. Students are encouraged but not required to also enroll in EAPP 3510: Teaching and Working Abroad in order to complete the two-course series.

'Global English in Business' focusses on enhancing communicative and cultural competency skills as they apply to the use of World Englishes in business contexts. It is designed to explore one of the World Englishes’ variations used in Business as a profession and social practice. The course seeks to analyze the interdiscursive texts of professionals in the business world to understand how language builds new relationships that are unique within their own spaces. Precisely, we examine varied samples of global business literature and theories written in World Englishes to critically evaluate how English as a professional communicative language vary in different business cultures around the world. Lastly, learners in this course are tasked with interrogating the role of World Englishes and how it generally applies to multiple business cultures around the globe. Language skills addressed in this course include business communicative competency, writing and speaking fluency in World Englishes, and business vocabulary development skills. This course is open to students who are interested in studying, working or interning in a business-related environment abroad. The course has a service-learning component that fulfills both tier I and II Tulane service-learning requirement. The course is open to all undergraduate students.

This course examines the social and political history of higher education with special emphasis on the transformation of women and the college landscape from the early 20th century to present day. Using historical and literary frameworks to generate and address and answer questions about college women today, this course will provide Newcomb Scholars with the opportunity to examine the social and political culture of various decades and its influence on college culture, women's colleges, women in college, and narratives about college life.

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.

The Harvard Business School originated and developed the phenomenon of the teaching case to simulate business experience in novices, to create a concrete vehicle for applying abstract theories to real world situations, and to engender engaged classroom discussion while fostering critical thinking skills as students were forced to wrestle with actual business dilemmas that had no easy answer. Cases marry learning about real world policy and organizational problems with critical thinking, abstract reasoning, and theorizing valued in all academic disciplines. The objective of this course is to engage students in drawing leadership lessons from the real-world dilemmas of women leading organizations to bring about social change. The course will also teach how to write and evaluate the usefulness of cases; each student will write a case linked to her field of study which engages the concepts of gender and leadership. The course teaches critical thinking and problem solving through immersion in the stories of women leaders. The course outcomes are an enhanced appreciation of the dilemmas that are encountered by women leading change; the ability to evaluate and compose case studies at the intersection of leadership and gender; and the demonstration of strategic thinking and problem-solving skill.

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 through the lens of feminist and antiracist commitments. 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.

This 3 credit course builds student capacity to conceptualize, design and articulate community engaged research projects. Along with research design, the course trains students to think and communicate across disciplines via readings, assignments and workshops. Over the course of the semester, students will develop research questions and methodological approaches to produce an ethical, independent research proposal to investigate a problem or question related to rainforest conservation. In addition, students will learn to provide feedback and constructive criticism to the work of their peers and engage with critical perspectives on issues that arise in community engaged conservation. The expectation is that students will go on to implement the research projects that they develop in the context of this course. This course fulfills the Newcomb-Tulane College intensive writing requirement and provides an optional service-learning component.

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 her field and find a place for her 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.

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.

"Heritage and Values," is a survey course designed to introduce students to the United States Air and Space Forces and provides an overview of the basic characteristics, missions, and organization of the Air and Space Forces. Leadership Laboratory is mandatory for AFROTC cadets and complements this course by providing cadets with Leadership experiences.

This lab is a dynamic and integrated grouping of leadership developmental activities designed to meet the needs and expectations of prospective Department of the Air Force second lieutenants and complement the AFROTC academic program. It is a student planned, organized, and executed practicum conducted under the supervision of the Detachment Commander and Operations Flight Commander.

This is a survey course designed to introduce students to the United States Air and Space Forces and provides an overview of the basic characteristics, missions, and organization of the Air and Space Forces. Leadership Laboratory is mandatory for AFROTC cadets and complements this course by providing cadets with Leadership experiences.

This lab is a dynamic and integrated grouping of leadership developmental activities designed to meet the needs and expectations of prospective Department of the Air Force second lieutenants and complement the AFROTC academic program. It is a student planned, organized, and executed practicum conducted under the supervision of the Detachment Commander and Operations Flight Commander.

Course may be repeated up to unlimited credit hours.

Transfer Coursework at the 1000 level. Departmental approval may be required.

"Team and Leadership Fundamentals" provides a fundamental understanding of both leadership and team building. The lessons and course flow are designed to prepare students for field training and leadership positions in the detachment. Leadership Laboratory is mandatory for AFROTC cadets and complements this course by providing cadets with Leadership experiences.

This lab is a dynamic and integrated grouping of leadership developmental activities designed to meet the needs and expectations of prospective Department of the Air Force second lieutenants and complement the AFROTC academic program. It is a student planned, organized, and executed practicum conducted under the supervision of the Detachment Commander and Operations Flight Commander.

This course provides a fundamental understanding of both leadership and team building. The lessons and course flow are designed to prepare students for field training and leadership positions in the detachment. Leadership Laboratory is mandatory for AFROTC cadets and complements this course by providing cadets with Leadership experiences.

This lab is a dynamic and integrated grouping of leadership developmental activities designed to meet the needs and expectations of prospective Department of the Air Force second lieutenants and complement the AFROTC academic program. It is a student planned, organized, and executed practicum conducted under the supervision of the Detachment Commander and Operations Flight Commander.

Course may be repeated up to unlimited credit hours.

Transfer Coursework at the 2000 level. Department approval may be required.

This course utilizes student’s field training experience to take a more in-depth look at leadership. Special emphasis is placed on enhancing communication skills, and why that is important as a leader. Students have an opportunity to try out these leadership and management techniques in a supervised environment as juniors and seniors. Leadership Laboratory is mandatory for AFROTC cadets and complements this course by providing cadets with Leadership experiences.

This lab is a dynamic and integrated grouping of leadership developmental activities designed to meet the needs and expectations of prospective Department of the Air Force second lieutenants and complement the AFROTC academic program. It is a student planned, organized, and executed practicum conducted under the supervision of the Detachment Commander and Operations Flight Commander.

utilizes student’s field training experience to take a more in-depth look at leadership. Special emphasis is placed on enhancing communication skills, and why that is important as a leader. Students have an opportunity to try out these leadership and management techniques in a supervised environment as juniors and seniors. Leadership Laboratory is mandatory for AFROTC cadets and complements this course by providing cadets with Leadership experiences.

This lab is a dynamic and integrated grouping of leadership developmental activities designed to meet the needs and expectations of prospective Department of the Air Force second lieutenants and complement the AFROTC academic program. It is a student planned, organized, and executed practicum conducted under the supervision of the Detachment Commander and Operations Flight Commander.

This course is designed for college seniors and gives them the foundation to understand their role as military officers and how they are directly tied to our National Security Strategy. It is an overview of the complex social and political issues facing the military profession and requires a measure of sophistication commensurate with the senior college level. Leadership Laboratory is mandatory for AFROTC cadets and complements this course by providing cadets with Leadership experiences.

This lab is a dynamic and integrated grouping of leadership developmental activities designed to meet the needs and expectations of prospective Department of the Air Force second lieutenants and complement the AFROTC academic program. It is a student planned, organized, and executed practicum conducted under the supervision of the Detachment Commander and Operations Flight Commander.

This course is designed for college seniors and gives them the foundation to understand their role as military officers and how they are directly tied to our National Security Strategy. It is an overview of the complex social and political issues facing the military profession and requires a measure of sophistication commensurate with the senior college level. Leadership Laboratory is mandatory for AFROTC cadets and complements this course by providing cadets with Leadership experiences.

This lab is a dynamic and integrated grouping of leadership developmental activities designed to meet the needs and expectations of prospective Department of the Air Force second lieutenants and complement the AFROTC academic program. It is a student planned, organized, and executed practicum conducted under the supervision of the Detachment Commander and Operations Flight Commander.

Course may be repeated up to unlimited credit hours.

Course may be repeated up to unlimited credit hours.

Course may be repeated up to unlimited credit hours.

Transfer coursework at the 5000 level. Departmental approval required.

MILS 1010 introduces you to the personal challenges and competencies that are critical for effective leadership and communication. You will learn how the personal development of life skills such as cultural understanding, goal setting, time management, mental/physical resiliency, and stress management relate to leadership, Officership, and the Army profession. As you become further acquainted with MILS 1010, you will learn the structure of the ROTC Basic Course program consisting of MILS 1010, 1020, 2010, 2020, Fall and Spring Leadership Labs, and Base Camp. The focus is on developing basic knowledge and comprehension of Army leadership dimensions, attributes and core leader competencies while gaining an understanding of the ROTC program, its purpose in the Army, and its advantages for the student.

MILS 1020 overviews leadership fundamentals such as setting direction, problem-solving, listening, presenting briefs, providing feedback, and using effective writing skills. You will explore dimensions of leadership attributes and core leader competencies in the context of practical, hands-on, and interactive exercises. As you become further acquainted with MILS 1020, you will learn the structure of the ROTC Basic Course program consisting of MILS 1010, 1020, 2010, 2020, Fall and Spring Leadership Labs, and Basic Camp. The key objective this semester is to explore (in more detail) the Army's leadership philosophy and learn fundamental military concepts. Emphasis on Army leadership will provide the learner a better understanding of the ROTC program, its purpose in the Army, and its advantages for the student.

Lab. Corequisite(s): MILS 1020.

Transfer Coursework at the 1000 level. Department approval may be required.

MILS 2010 explores the dimensions of creative and innovative tactical leadership strategies and styles by examining team dynamics and two historical leadership theories that form the basis of the Army leadership framework. Aspects of personal motivation and team building are practiced planning, executing and assessing team exercises. While participation in the leadership labs is not mandatory during the MILS II year, significant experience can be gained in a multitude of areas and participation in the labs is highly encouraged. The focus continues to build on developing knowledge of the leadership attributes and core leader competencies through the understanding of Army rank, structure, and duties as well as broadening knowledge of land navigation and squad tactics. Case studies will provide a tangible context for learning the Soldier's Creed and Warrior Ethos.

MILS 2020 examines the challenges of leading teams in the complex operational environment. The course highlights dimensions of terrain analysis, patrolling, and operation orders. Further study of the theoretical basis of the Army Leadership Requirements Model explores the dynamics of adaptive leadership in the context of military operations. MILS 2020 prepares Cadets for MILS 3010. Cadets develop greater self-awareness as they assess their own leadership styles and practice communication and team building skills. Case studies give insight into the importance and practice of teamwork and tactics in real-world scenarios.

Corequisite(s): MILS 2020.

Transfer Coursework at the 2000 level. Department approval may be required.

This course is designed to provide opportunities, apply learned skills, and evaluate progress in preparation for successful completion of LDAC. This course is physically and intellectually demanding. Ultimately, each MILS III Cadet is trained in skills such as map reading, land navigation, combat water survival training, basic rifle marksmanship, troop leading procedures, operations order process, briefing skills, problem solving and small-unit tactics/techniques. Active leadership and leadership application techniques is stressed and evaluated during the course.

This is an academically challenging course where you will study, practice, and apply the fundamentals of Army Leadership, Officership, Army Values and ethics, personal development, and small unit tactics at the team and squad level. At the conclusion of this course, you will be capable of planning, coordinating, navigating, motivating and leading a team or squad in the execution of a tactical mission during a classroom PE, a Leadership Lab, or during a Situational Training Exercise (STX) in a field environment. Successful completion of this course will help prepare you for success at the ROTC Advanced Camp in which you will attend next summer at Ft. Knox, KY. This course includes reading assignments, homework assignments, small group assignments, briefings, case studies, and practical exercises, a mid-term exam, and a final exam. You will receive systematic and specific feedback on your leader attributes values and core leader competencies from your instructor and other ROTC cadre and MILS IV Cadets who will evaluate you using the ROTC Leader Development Program (LDP) model.

Corequisite(s): MILS 3020.

MILS 4010 transitions the focus of student learning from being trained, mentored and evaluated as an MILS III Cadet to learning how to train, mentor and evaluate underclass Cadets. MILS IV Cadets learn the duties and responsibilities of an Army staff officer and apply the Military Decision Making Process, Army Writing Style, and the Army's Training Management and METL Development processes during weekly Training Meetings to plan, execute and assess battalion training events. Cadets learn to safely conduct training by understanding and employing the Composite Risk Management Process. Cadets learn how to use the Comprehensive Soldier Fitness (CSF) program to reduce and manage stress.

MILS 4020 explores the dynamics of leading in the complex situations of current military operations in the full spectrum operations (FSO).  You will examine differences in customs and courtesies, military law, principles of war, and rules of engagement in the face of international terrorism. You also explore aspects of interacting with non-government organizations, civilians on the battlefield, and host nation support. The course places significant emphasis on preparing you for BOLC B, and your first unit of assignment. It uses case studies, scenarios, and What Now, Lieutenant? exercises to prepare you to face the complex ethical and practical demands of leading as a commissioned officer in the United States Army. This semester, you will explore Military Professional Ethics and ethical decision making facing an Officer, gain practical experience in Cadet battalion leadership roles, demonstrate personal skills in operations and communications, evaluate and develop MILS III small unit leaders, and examine issues of force protection in Full Spectrum Operations & prepare for the transition to a career as an Army Officer.

Corequisite(s): MILS 4020.

Course may be repeated up to unlimited credit hours.

Transfer coursework at the 5000 level. Departmental approval required.

Freshman/Fall.  A general introduction to the naval profession and to concepts of sea power. The mission, organization, and warfare components of the U.S. Navy and Marine Corps. Overview of officer and enlisted ranks and rates, training and education, and career patterns. Naval courtesy and customs, military justice, leadership, and nomenclature. Professional competencies required to become a naval officer.

The laboratory time is used to conduct close-order drill and professional education/training. Topics cover general Navy/Marine Corps mission and policies, force protection, operational security, watch standing, physical fitness, nutrition, stress management, and other professional development subjects not normally included in the curriculum of the Naval Science courses. Laboratory periods may also be used on an occasional basis to supplement the Naval Science courses and provide additional time for projects, such as navigation chart work. The Naval Science Laboratory

This course is a study of the U.S. Navy and the influence of sea power on history that incorporates both a historical and political science process to explore the major events, attitudes, personalities, and circumstances that have imbued the U.S. Navy with its proud history and rich tradition. It deals with issues of national imperatives in peacetime, as well as war, varying maritime philosophies that were interpreted into Naval strategies/doctrines, budgetary concerns which shaped force realities, and the pursuit of American diplomatic objectives. It concludes with a discussion of the Navy’s strategic and structural changes at the end of the Cold War and its new focus, mission, and strategy in the post-September 11, 2001 world.

The laboratory time is used to conduct close-order drill and professional education/training. Topics cover general Navy/Marine Corps mission and policies, force protection, operational security, watch standing, physical fitness, nutrition, stress management, and other professional development subjects not normally included in the curriculum of the Naval Science courses. Laboratory periods may also be used on an occasional basis to supplement the Naval Science courses and provide additional time for projects, such as navigation chart work. The Naval Science Laboratory curriculum guide lists the topics for the laboratory periods.

The laboratory time is used to conduct close-order drill and professional education/training. Topics cover general Navy/Marine Corps mission and policies, force protection, operational security, watch standing, physical fitness, nutrition, stress management, and other professional development subjects not normally included in the curriculum of the Naval Science courses. Laboratory periods may also be used on an occasional basis to supplement the Naval Science courses and provide additional time for projects, such as navigation chart work. The Naval Science Laboratory curriculum guide lists the topics for the laboratory periods.

Freshman study abroad credit. Course may be repeated up to unlimited credit hours.

Transfer Coursework at the 1000 level. Department approval may be required.

The course introduces the student to many of the fundamental concepts of leading Sailors and Marines, which shall be expanded upon during the continuum of leadership development throughout NROTC. It develops the elements of leadership vital to the effectiveness of Navy/Marine Corps officers by reviewing the theories and parameters of leadership and management within and outside of the Naval Service and progressing through values development, interpersonal skills, management skills, and application theory. Practical applications are explored through the use of experiential exercises, readings, case studies, and laboratory discussions. Course may be repeated up to unlimited credit hours.

The laboratory time is used to conduct close-order drill and professional education/training. Topics cover general Navy/Marine Corps mission and policies, force protection, operational security, watch standing, physical fitness, nutrition, stress management, and other professional development subjects not normally included in the curriculum of the Naval Science courses. Laboratory periods may also be used on an occasional basis to supplement the Naval Science courses and provide additional time for projects, such as navigation chart work. The Naval Science Laboratory curriculum guide lists the topics for the laboratory periods.

In this course, students learn detailed ship design, hydrodynamic forces, stability, propulsion, electrical theory and distribution, hydraulic theory and ship control, and damage control. The course includes basic concepts of theory/design of steam, gas turbine, diesel, and nuclear propulsion. Case studies on leadership/ethical issues in the engineering arena are also covered.

The laboratory time is used to conduct close-order drill and professional education/training. Topics cover general Navy/Marine Corps mission and policies, force protection, operational security, watch standing, physical fitness, nutrition, stress management, and other professional development subjects not normally included in the curriculum of the Naval Science courses. Laboratory periods may also be used on an occasional basis to supplement the Naval Science courses and provide additional time for projects, such as navigation chart work. The Naval Science Laboratory curriculum guide lists the topics for the laboratory periods.

Sophomore study abroad credit. Course may be repeated up to unlimited credit hours.

This course is an in-depth study of the theory, principles, procedures, and application of plotting, piloting, and electronic navigation, as well as an introduction to maneuvering boards. Students learn piloting techniques, the use of charts, the use of visual and electronic aids, and the theory of operation of both magnetic and gyrocompasses. Students develop practical skills in plotting and electronic navigation. Other topics include tides, currents, effects of wind/weather, voyage planning, and an application and introduction to the international/inland rules of navigation. The course is supplemented with a review/analysis of case studies involving moral/ethical/leadership issues pertaining to the concepts listed above.

The laboratory time is used to conduct close-order drill and professional education/training. Topics cover general Navy/Marine Corps mission and policies, force protection, operational security, watch standing, physical fitness, nutrition, stress management, and other professional development subjects not normally included in the curriculum of the Naval Science courses. Laboratory periods may also be used on an occasional basis to supplement the Naval Science courses and provide additional time for projects, such as navigation chart work. The Naval Science Laboratory curriculum guide lists the topics for the laboratory periods.

This course is a continued study of relative motion, formation tactics, and ship employment. It includes introductions to Naval operations and operations analysis, ship behavior and characteristics in maneuvering, applied aspects of ship handling, afloat communications, Naval command and control, Naval warfare areas, and joint warfare. The course is supplemented with a review/analysis of case studies involving moral/ethical/leadership issues pertaining to the concepts listed above.

The laboratory time is used to conduct close-order drill and professional education/training. Topics cover general Navy/Marine Corps mission and policies, force protection, operational security, watch standing, physical fitness, nutrition, stress management, and other professional development subjects not normally included in the curriculum of the Naval Science courses. Laboratory periods may also be used on an occasional basis to supplement the Naval Science courses and provide additional time for projects, such as navigation chart work. The Naval Science Laboratory curriculum guide lists the topics for the laboratory periods.

In this course, students trace the development of warfare to the present day. It is designed to cover the causes of continuity and change in the means and methods of warfare. It addresses the influence of political, economic, and societal factors on the conduct of war, with significant attention focused on the role of technological innovation in changing the battlefield. Students will explore the contribution of preeminent military theorists and battlefield commanders to our modern understanding of the art and science of war.

The laboratory time is used to conduct close-order drill and professional education/training. Topics cover general Navy/Marine Corps mission and policies, force protection, operational security, watch standing, physical fitness, nutrition, stress management, and other professional development subjects not normally included in the curriculum of the Naval Science courses. Laboratory periods may also be used on an occasional basis to supplement the Naval Science courses and provide additional time for projects, such as navigation chart work. The Naval Science Laboratory curriculum guide lists the topics for the laboratory periods.

Corequisite(s): NAVS 3051.

Corequisite(s): NAVS 3050.

Transfer Coursework at the 3000 level. Department approval may be required.

Junior/Spring.  Theory and employment of weapons systems, including the processes of detection, evaluation, threat analysis, weapon selection, delivery, guidance, and explosives. Fire control systems and major weapons types, including capabilities and limitations. Physical aspects of radar and underwater sound. Facets of command, control, and communications as means of weapons system integration.

Corequisite(s): NAVS 4010.

Senior/Spring.  The interaction of leadership, organizational behavior, and human resource management. Subordinate interviewing and counseling, performance appraisal, military and civilian law, and managerial ethics and values. This capstone course integrates professional competencies to develop understanding of the issues faced by leaders, managers, and naval officers.

Corequisite(s): NAVS 4020.

A historical survey of the development of amphibious doctrine and the conduct of amphibious operations. The evolution of amphibious warfare in the 20th century, especially during World War II. Present-day potential and limitations on amphibious operations, including the concept of rapid deployment force.

Corequisite(s): NAVS 4030.

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.

Independent study.

Transfer coursework at the 4000 level. Departmental approval required.

Semester abroad. Course may be repeated up to unlimited credit hours.

Junior year abroad. Course may be repeated up to unlimited credit hours.

Junior year abroad. Course may be repeated up to unlimited credit hours.

Transfer coursework at the 5000 level. Departmental approval required.