Mission Statement
Tulane’s purpose is to create, communicate and conserve knowledge in order to enrich the capacity of individuals, organizations, and communities to think, to learn, and to act and lead with integrity and wisdom.
Tulane pursues this mission by cultivating an environment that focuses on learning and the generation of new knowledge; by expecting and rewarding teaching and research of extraordinarily high quality and impact; and by fostering community-building initiatives as well as scientific, cultural and social understanding that integrate with and strengthen learning and research. This mission is pursued in the context of the unique qualities of our location in New Orleans and our continual aspiration to be a truly distinctive international university.
History
Tulane University, one of the foremost independent national research universities in the country, is ranked among the top quartile of the nation’s most highly selective universities. With ten schools and colleges that range from the liberal arts and sciences through a full spectrum of professional schools, Tulane gives its students a breadth of choice equaled by few other independent universities in the country. Tulane University’s ten academic divisions enroll approximately 8,000 undergraduates and about 5,000 graduate and professional students. The schools of Architecture, Business, Liberal Arts, Public Health and Tropical Medicine, and Science and Engineering offer both undergraduate and graduate programs. Other divisions include the schools of Law, Medicine, Social Work and Professional Advancement.
Tulane traces it origins back to the founding of the Medical College of Louisiana, the Deep South’s first medical school, in 1834. Classes started the next year when 11 students and seven faculty members met in a rented hall; students paid for instruction by the lecture. Born of the desperate need for competent medical care in this region and of the founders’ dedication to study and treat “the peculiar diseases which prevail in this part of the Union,” the college quickly earned recognition. Soon the medical college merged with the public University of Louisiana in New Orleans, adding a law department and a “collegiate” department that became Tulane College. The university continued building a national reputation. J.L. Riddell, professor of chemistry, built the first successful binocular microscope in 1852. The medical department faculty fought for improved public health and sanitation, and, in 1857, Christian Roselius, an early graduate of the collegiate and law departments, was appointed chief justice of the Louisiana Supreme Court.
The Civil War forced the university to close. After the war, the university reopened in financial trouble. Total assets, excluding buildings, totaled $4,570.39 in 1866. In the early 1880s, merchant and philanthropist Paul Tulane provided a permanent solution by donating more than $1 million “for the promotion and encouragement of intellectual, moral, and industrial education.” Tulane had made his fortune in New Orleans before returning to his native Princeton, New Jersey; his gift expressed his appreciation to the city.
The 17-member board authorized to administer the Tulane Educational Fund decided to revitalize the struggling University of Louisiana instead of founding a new institution. Paul Tulane concurred, and in 1884, the Louisiana Legislature gave the University of Louisiana to the Administrators of the Tulane Educational Fund. Tulane University of Louisiana, a private, non-sectarian institution, was born. As a result of its new strength, the university was able to create the Department of Philosophy and Science, which later became the Graduate School, and initiate courses in architecture and engineering.
In 1886, Josephine Louise Newcomb founded Newcomb College as a memorial to her daughter, Harriott Sophie. Newcomb College was the first degree-granting women’s college in the nation to be established as a coordinate division of a men’s university. It became the model for other coordinate women’s colleges, including Barnard and Radcliffe. Newcomb’s founding is linked with the World’s Industrial and Cotton Exposition, which opened in Audubon Park in 1884. Several artisans who came to the New Orleans Exposition to exhibit their own work and see the works of others stayed to establish the arts program, which was at the heart of Newcomb’s early curriculum. By the early 1900s, Newcomb pottery had won a bronze medal at the Paris Exposition, its fame had spread across the nation and young women were engaged in the unusual task of earning an independent living.
In 1894, Tulane moved to its present campus on St. Charles Avenue, five miles by streetcar from its former site in downtown New Orleans. At about the same time, the Richardson Memorial Building was built on Canal Street to house the medical school. Some medical classes were moved to the uptown campus, but clinical teaching remained downtown. The medical school was split between campuses until a major reorganization in the 1960s. For a quarter of a century, Newcomb College was located on Washington Avenue in the Garden District. In 1918 it, too, moved uptown to join other divisions of the university. Around the turn of the century, Tulane’s curriculum grew as several new professional schools were established, including the Deep South’s first schools of architecture, business, and social work. City officials frequently consulted the College of Technology, which became the School of Engineering, on construction techniques and soil conditions. Engineering alumnus A. Baldwin Wood designed the famous Wood screw pump that helps drain New Orleans in times of torrential rains and flooding. The first student yearbook, Jambalaya, and the first Tulanian, the alumni magazine, were published. The Alumni Association was founded with 800 members, and significant contributions to the university financed new buildings, library holdings and research facilities. The Middle American Research Institute, founded in 1924, became a pioneer in Central American archaeology and anthropology, excavating and restoring the Mayan village of Dzibilchaltun in the Yucatan.
Since then, research in many disciplines has flowered through the establishment of research centers including the Murphy Institute of Political Economy, Newcomb Research Center, the Roger Thayer Stone Center for Latin American Studies, the Center for Bioenvironmental Research, the Brain Institute, the Tulane Museum of Natural History, and the Amistad Research Center— curator of one of the largest collections in the world of primary source material on American ethnic groups, especially African-Americans.
As early as the 1890s, Tulane offered free lectures and classes to the New Orleans community. This commitment to community service was reaffirmed in 1942 with the founding of University College, now the School of Professional Advancement, which offers educational opportunities for working adults.
After World War II, Tulane’s Graduate School and the professional programs continued to grow. The university was elected to the Association of American Universities, a select group of over 60 universities with “pre-eminent programs of graduate and professional education and scholarly research.”
In the fall of 2005, following the devastation of Hurricane Katrina, Tulane University was confronted with unprecedented and existential challenges. The administration and the Board of Tulane University were faced with redefining and renewing the university for the future. President Scott Cowen called the resulting plan “the most significant reinvention of a university in the United States in over a century.”
The plan had at its center:
- a focus on an exceptional undergraduate program that is campus- and student-centric and a dedication to the holistic development of students.
- a core that is surrounded and strengthened by superb graduate, professional, and research programs that build on the university’s historical strengths and distinctive characteristics.
In July 2014, Michael Fitts became the 15th president of Tulane, bringing with him a strong emphasis on heightening cross-disciplinary education and research.
Under President Fitts’ leadership, Tulane’s national ranking and reputation have improved dramatically; each year’s incoming classes have broken records in terms of their academic achievements and diversity; the university’s annual operating cash deficit of $15-20 million has been eliminated and the university has enjoyed record fundraising years.
President Fitts believes students and higher education institutions can set themselves apart in a fast-changing world and ever-shifting economy through the combining of different fields and skills. In his first year at Tulane, he launched task forces to lead the university in deepening its unique strengths for interdisciplinary collaboration. He sees powerful advantages in the university’s manageable size, its wide selection of professional schools, the unified undergraduate college, and multiple cross-disciplinary projects already in place. He aims to create the most engaged undergraduate experience in the country through this rethinking of academic options, residential living, extracurricular activities, and more. In graduate education and research, he will foster intellectual cross-pollination that can produce solutions to some of the world’s most fundamental problems.
This focus also extends to Tulane’s physical campuses. President Fitts has initiated a campus master planning process with a 21st century vision of spaces redesigned to promote connections. That includes drawing people together from different parts of campus and linking different functions of the university, such as residence halls with dining hubs and academic venues.
The many major building projects under Fitts include the more than $35 million Goldring/Woldenberg Business Complex; the transformation of Mussafer Hall into the central location for services dedicated to student success; the building of new residence halls; and construction of The Commons, a three-story, $55 million, 77,000-square-foot marvel that houses a new dining hall, multipurpose meeting spaces and a permanent home for the Newcomb College Institute.
Another avenue for making connections is public service, an area where Tulane is a leader in higher education. President Fitts lauds the pursuit of community work for its power to show students how theory connects with practice. It gives them real-world experience with the concepts they study in class. His vision for the university includes enhancing the ties between public service and academics.
Accreditation
Tulane University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award baccalaureate, masters, doctorate, and professional degrees. Questions about the accreditation of Tulane University may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097, by calling (404) 679-4500, or by using information available on SACSCOC's website (www.sacscoc.org).
University Administration
Michael A. Fitts
President of the University
J.D., Yale University
Robin Forman
Sr. Vice President for Academic Affairs and Provost
Ph.D., Harvard University
Patrick Norton
Sr. Vice President and Chief Operating Officer
M.A., Columbia University
Academic Affairs
Michael Cunningham
Associate Provost, Graduate and Postdoctoral Studies
Ph.D., Emory University
Laila Hlass
Associate Provost for International Affairs
J.D., Columbia Law School
M.A. Krousel-Wood
Associate Provost, Health Sciences
M.D., Louisiana State University
Mimi Schippers
Associate Provost for Faculty Affairs
Ph.D., University of Wisconsin-Madison
Anneliese Singh
Associate Provost, Faculty Development and Diversity/Chief Diversity Officer
Ph.D., Georgia State University
Newcomb-Tulane College
Mollye Demosthenidy
Dean
J.D., Tulane University
Kelly Grant
Senior Associate Dean, Retention & Strategic Initiatives
M.A., University of New Orleans
School of Architecture
Iñaki Alday
Dean
M.Arch., Polytechnic University of Catalonia, Barcelona
Scott Bernhard
Associate Dean, Academics
M.Arch., Rice University
Richard Campanella
Associate Dean, Research
M.S., Louisiana State University
A.B. Freeman School of Business
Paulo Goes
Dean
Ph.D., University of Rochester
Xianjun Geng
Senior Associate Dean, Academic Programs
Ph.D., University of Texas at Austin
Sheri Tice
Senior Associate Dean for Faculty and Research
Ph.D., Michigan State University
School of Law
Sally Richardson
Interim Dean
J.D., Louisiana State University
Stacy Seicshnaydre
Vice Dean for Academic Affairs
J.D., Tulane University
School of Liberal Arts
Brian Edwards
Dean
Ph.D., Yale University
Holly Flora
Associate Dean, Faculty Affairs
Ph.D., Institute of Fine Arts, New York University
Katherine Jack
Associate Dean, Research and Graduate Programs
Ph.D., University of Alberta
Vicki Mayer
Associate Dean, Academic Initiatives and Curriculum
Ph.D., University of California, San Diego
School of Medicine
Lee Hamm
Senior Vice President and Dean
M.D., University of Alabama at Birmingham
Patrice "Patrick" Delafontaine
Executive Dean
M.D., University of Geneva
Brenda Douglas
Dean, Program of Nursing
Ph.D., Northeastern University
School of Professional Advancement
Ilianna H. Kwaske
Interim Dean
Ph.D., Illinois Institute of Technology
William Rials
Interim Associate Dean, Academic Affairs
Ph.D., Jackson State University
School of Public Health and Tropical Medicine
Thomas LaVeist
Dean and Weatherhead Presidential Chair in Health Equity
Ph.D., University of Michigan
Christine Arcari
Senior Associate Dean, Academic Affairs
Ph.D., Johns Hopkins Bloomberg School of Public Health
David Chae
Associate Dean for Research
Sc.D., Harvard University School of Public Health
Patricia Kissinger
Associate Dean for Faculty Affairs and Development
Ph.D., Tulane University
School of Science and Engineering
Kimberly Foster
Dean
Ph.D., Cornell University
Marie Dahleh
Associate Dean, Strategic Innovation and Program Development
Ph.D., Princeton University
Janarthanan Jayawickramarajah
Associate Dean for Research, Faculty Affairs and Ph.D. Studies
Ph.D., The University of Texas at Austin
Beth Wee
Associate Dean, Undergraduate Programs
Ph.D., Michigan State University
School of Social Work
Patrick Bordnick
Dean
Ph.D., University of Georgia
Libraries and Academic Information Resources
Lindsay Cronk
Dean
M.L.I.S., Valdosta State University
Student Affairs
J. Davidson Porter
Vice President for Student Affairs
Ph.D., University of Maryland
Carolyn Barber-Pierre
Assistant Vice President, Intercultural Life
M.A., Bowling Green State University
Laura Osteen
Assistant Vice President, Campus Life
Ph.D., University of Maryland
Erica Woodley
Associate Vice President and Dean of Students, Student Resources and Support Services
M.S., Oklahoma State University
Enrollment Management
Shawn Abbott
Vice President for Enrollment Management and Dean of Admission
Ed.D., Columbia University
Rebecca Ancira
Associate Vice President for Enrollment Management and Chief of Staff
B.A., University of New Orleans
Michael T. Goodman
Associate Vice President for University Financial Aid
B.A., Tulane University
Colette P. Raphel
Associate Vice President for Enrollment Management and University Registrar
B.A., Tulane University
Leila Labens
Assistant Vice President of Admission
M.B.A., Tulane University
Academic Policies
Address Changes
It is the responsibility of the student to keep the university notified of changes in local or permanent address. Many important notices are sent to students and parents via US mail and it is therefore import to maintain accurate mailing addresses. These notices may include: communications from individual schools within the university or Information Technology, bills (if requested via mail), and notices concerning academic action. It is therefore essential that any change in address be updated using the "Update Addresses and Phones" option found under Student Services on Gibson Online.
Behavior Norms
Listed below are generally accepted guidelines for student behavior in classrooms, laboratories, and studios. Instructors and schools may impose other expectations.
- Computers are to be used for class-related purposes only; instructors will specify when computers may not be used.
- Students and instructors will turn off all cell phones and electronic devices at the beginning of each class; these items will remain off for the duration of the class.
- Students and instructors are required to observe copyright laws.
- Students are responsible for checking their Tulane e-mail accounts daily when classes are in session.
- Instructors expect students to be punctual when arriving for classes and presentations; they also expect uninterrupted attendance for the duration of the class.
- Students submitting work late can expect, at the instructor's discretion, to have the work refused or to receive a grade penalty.
- Videotaping or recording a class requires the instructor's approval in advance.
Code of Student Conduct
All students are bound by the Code of Student Conduct that is administered by the Office of Student Affairs. The full text is available here.
Course Retake
Courses Repeatable for Credit
Some Tulane University courses (e.g., special topics or variable-credit directed study courses) are explicitly designated as “repeatable for credit” in the University Catalog; they can be taken more than once for credit toward graduation. Depending on the course or the student’s academic program, there may be limits on the allowable number of repeats and/or total credits applicable to degree completion.
Courses Not Designated as “Repeatable for Credit”
Most Tulane University courses are not designated as “repeatable for credit.” The following policy applies to all such courses that are nonetheless repeated for any reason:
- Repeated courses receive credit toward the degree only once. For example, a student who takes the same 3-credit course twice receives 3, not 6, credits toward the total required for completion of his/her degree program.
- Courses deemed to be “equivalent” in the University Catalog (those courses whose content have been determined by the academic departments to be substantially similar), may earn credit towards degree only once, regardless of the subject prefix and/or course number.
- It is the responsibility of the individual student to avoid duplication in whole or in part of the content of any course counting toward the degree. Such duplication may result in the withdrawal of credit. Student should always consult an advisor before registering to repeat a course.
Grades for Courses Not Repeatable for Credit
Students may repeat courses in which they have earned a grade of D+ or lower. No more than one course may be repeated in any semester. For each repeated course, only the second grade, whether higher or lower than the initial grade, will be used to calculate the student’s GPA. The initial grade will not count as credit hours attempted or earned, and therefore is not calculated in the GPA, but it will remain visible on the student’s transcript.
Exceptions to Repeat Course Policy
Exceptions to the above policies may be authorized by the Deans of the College and Schools on an individual basis. Furthermore, the College and Schools are authorized to enact additional repeat policies considered to be more restrictive than the above University policy. Such additional policies must be published in the “Academic Policies” section of the University Catalog for the College or School.
Credit-Hour
Program Integrity Rules issued by the U.S. Department of Education require institutions to establish a definition of "credit hour." This applies to all degree programs (including credit for full and part-time undergraduate, graduate, professional, post-baccalaureate, and online programs):
- The assignment of credit-hours to a course occurs through a formal review process conducted at the appropriate levels of faculty governance.
- For courses in lecture format, one credit-hour represents the subject content that can be delivered in one academic hour (50 min) of contact time each week for the full duration of one academic semester, typically fifteen weeks long. For undergraduate courses, one credit-hour also includes associated work that can be completed by a typical student in 1-2 hours of effort outside the classroom. For graduate and professional courses taught in lecture format, 2-3 hours of outside work is expected for each academic hour of contact time as well.
- For courses taught in other than lecture format (e.g., seminars, laboratories, independent study, clinical work, research, online courses, etc.), one credit-hour represents an amount of content and/or student effort that in aggregate is no less than that described in (2) above.
While Tulane's standard definition of a credit hour applies across the University, in some cases the definition may vary to meet specific accrediting body requirements.
Curriculum Effective Date
New programs and changes to curriculum (majors, minors, or degree requirements) must be effective in fall terms and be published in that academic year’s university catalog. This policy includes changes to CIP codes, which do not appear in the university catalog, but should also only be changed effective in a Fall term. Changes approved after the catalog for that academic year is published, cannot be effective until the following academic year. The academic year is defined as the fall, spring, and summer term in that order. Students must be allowed to complete the program using any set of requirements as published in the catalog in effect at the time of their matriculation into that program. The dean of the student’s degree granting school or the dean that oversees a second major/minor can settle student disputes around the use of old vs. new requirements. The ultimate authority on any exceptions or exemptions for a given major, minor, or degree requirement is the dean responsible for said major, minor, or degree.
Degree Revocation
The University reserves the right to revoke any degrees granted. A degree awarded may be revoked by the Provost if the University becomes aware that the degree should not have been granted. Examples of such findings may include a degree that was obtained by violating the Code of Student Conduct or by deception, misrepresentation, falsification of records, academic misconduct, research misconduct, or if the work submitted in fulfillment of -- and indispensable to -- the requirements for such degree is determined to fail to meet the academic standards that were in effect at the time the degree was awarded. In the event of a revocation of a degree, the degree will be removed from the student’s transcript, and the student will be asked to return the diploma. The Provost receives all recommendations for revocation of degrees and after consideration and review, will effectuate through the University Registrar’s Office those they determine to be warranted.
Discipline
For all academic activities and disruptive behavior, the authority for control and discipline rests with the dean of Newcomb-Tulane College and the deans of the undergraduate schools. In all other areas, the vice president of student affairs is responsible for formulating appropriate procedures and regulations concerning student behavior and for the judicial consideration of violations. Students should refer to the Code of Student Conduct for a full description.
Dual Enrollment
Tulane may award up to fifteen credits for dual enrollment high school courses (those courses appearing on both the high school transcript and the transcript of the college/university) as long as the course(s) meets all other requirements for pre-matriculation:
- The courses were offered by a regionally accredited college or university;
- The courses were listed in the official catalog of the college or university from which the credit was earned;
- Course was composed primarily of degree-seeking college students;
- The courses were taught by college or university faculty;
- A grade of C or better was earned in each course.
Please note that some credits may be denied for applicability to a professional school’s major/minor degree requirements due to accreditation standards.
In order to process transfer credit approval requests for all college courses taken prior to enrolling in Tulane University:
- A Transfer Credit Approval Form from his or her Newcomb-Tulane College advisor. The advisor will verify the student's eligibility to earn transfer credit and the accreditation of the school at which the student wishes to study.
- An official transcript issued to Tulane University (not a grade report or transcript issued to the student)
- Course descriptions from the college catalogs or brochures that correspond to the courses on the transcript, and other documentation (syllabi, etc.) that the academic department requires for review.
- Following submission of these items to Newcomb-Tulane College's academic advisor, the courses will be evaluated, and if found to be equivalent to Tulane University coursework, the student's Tulane transcript will be adjusted to reflect the academic credit awarded in transfer. Individual course equivalency for dual high school/associate degree courses will be determined by Tulane departments and programs. Courses evaluated for transfer must be evaluated based on course content and suitability for the discipline. All courses are subject to approval, and in some cases, courses may not be approved for credit. Grades are not transferred with the credits.
Expected Behavior at Tulane University
Tulane University expects and requires behavior compatible with its high standards of scholarship. By accepting admission to the university, a student accepts its regulations (i.e., Tulane University: Code of Student Conduct, Newcomb-Tulane College Students: Code of Academic Conduct, Graduate Students: Unified Code of Graduate Student Academic Conduct) and acknowledges the right of the university to take disciplinary action, including suspension or expulsion, for conduct judged unsatisfactory or disruptive.
The integrity of Tulane University is based on the absolute honesty of the entire community in all academic endeavors. As part of the community, students have certain responsibilities regarding all independent work that forms the basis for the evaluation of their academic achievement. Students are expected to be familiar with these responsibilities at all times.
The scholarly community of the university depends on the willingness of both instructors and students to uphold the Code of Academic Conduct. When a violation of the Code of Academic Conduct is suspected, it is the duty of every member of the academic community who has evidence to take action following the procedures outlined in the appropriate Code of Academic Conduct. Students should under no circumstances tolerate any form of academic dishonesty.
General Policies
Tulane University is an Affirmative Action/Equal Employment Opportunity institution. Consequently, its policy of nondiscrimination includes recruitment, employment, admission, retention, and promotion of the most qualified students, faculty, and staff regardless of an individual's race, sex, color, religion, marital/ethnic origin, citizenship, marital status, sexual orientation, handicap, or veteran status. Tulane University does not discriminate in its provision of services and benefits or in its treatment of students, patients, and employees. Inquiries regarding this policy may be referred to the Office of Human Resources & Institutional Equity.
Tulane University is committed to a policy of compliance with Federal laws and regulations concerning nondiscrimination on the basis of race, sex, color, national/ethnic origin, religion, age, handicap, or veteran status in educational or institutional programs and activities. Title VI and Title VII of the Civil Rights Act of 1964, Title IX of the Educational Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and the other similar legislation prohibit such discrimination.
Tulane University has implemented grievance procedures for faculty, staff, and students concerning cases of alleged discrimination, including those of alleged sexual harassment. It is the policy of the University that harassment on the basis of sex among employees constitutes an impermissible employment practice, which is subject to disciplinary action and shall not be tolerated. Complaints or confidential inquiries may be referred to the Office of Human Resources & Institutional Equity.
Sexual harassment involving students and university personnel or among students is equally impermissible and shall not be tolerated. The University is committed to providing an environment to study free of discrimination and sexual harassment.
Reporting the Complaint: It is not necessary to first confront the harasser prior to instituting a complaint under this policy. However, it is appropriate to promptly report a complaint so that a full and complete investigation is possible. Any person designated to receive complaints from students, employees, or faculty must notify the Office of Human Resources & Institutional Equity within twenty-four (24) hours of receiving a harassment complaint.
Complaints by students: A student who believes she or he has been harassed or is being harassed may report the alleged harassing behavior to any of the following individuals or agencies:
- Dean of the Newcomb-Tulane College, Dean of the school, or Dean of Students (or person designated by same) with which complaining student is affiliated.
- Vice President for Student Affairs (or person designated by same), 504-314-2188
- Associate Dean for Admissions and Student Affairs, Tulane University School of Medicine, 504-988-3710
- Office of Human Resources & Institutional Equity, 504-865-6727 or 504-247-1760
- Tulane University Department of Public Safety, 504-865-5381
- Tulane University Health Sciences Center Security Services, 504-988-5531
- Contact the Office of Human Resources & Institutional Equity for additional information about Tulane University's Equal Opportunity and Harassment Policies. 1555 Poydras St., Suite 964; 504-865-6727.
Tulane University complies with the provision of the Family Education Rights and Privacy Act of 1974 (FERPA), which was enacted to protect the privacy of education records, to establish the right of students to inspect and review their education records, and to provide guidelines for the correction of inaccurate or misleading data. Students have the right to file complaints with the U.S. Department of Education Family Policy Compliance Office concerning alleged failures by the institution to comply with the Act. Information concerning the rights and protection under the Act, the types and locations of education records maintained, and the procedure to be used by the institution for compliance with the provisions of the Act can be obtained from the following offices: Vice President for Student Affairs/Dean of Student Services and Registrar's Office. Tulane University's FERPA policy may be found here. Grievances or confidential inquiries concerning the Act may be referred to the Office of Human Resources & Institutional Equity.
It is the policy and practice of Tulane University to comply with the Americans with Disabilities Act and all state and local requirements regarding individuals with disabilities. Under these laws, no qualified individual with a disability shall be denied access to, or participation in, services, programs, and activities of Tulane University. Accommodations are provided to those with documented disabilities through the Goldman Center for Student Accessibility. This office can be reached at (504) 862-8433.
Grade Change
A student who believes that a final grade was assigned incorrectly may request a final grade change. Final grades can be changed only in exceptional circumstances and only with the approval of the instructor, the chair of the department, and the dean or dean’s designee of the college/school who offered the course. Grade changes are not allowed once a degree to which that grade applies, has been awarded.
Military Benefits
Veterans and Family Members
Tulane University is fully approved to offer instruction to students attending college under the provisions of the United States Code, Title 38, and Chapter 30, 31, 32, 33, 35, 1606, and 1607.
The University contacts for students planning to use Veterans Administration (VA) benefits should contact their respective Veterans’ Certifying Officials in the following locations:
Newcomb-Tulane College - Undergraduate & Graduate, SoPA - Undergraduate/Graduate, Law, School of Social Work, School of Medicine (non-MD), and School of Business
Office of the University Registrar
110 Gibson Hall
6823 St. Charles Avenue
New Orleans, LA 70118
(504) 865-5231
veterans@tulane.edu
School of Medicine (MD Only)
Office of Admissions and Student Affairs
131 S. Robertson St., Suite 1550
New Orleans, LA 70112
School of Public Health and Tropical Medicine (Grad Only)
Office of Student Affairs and Admissions
1440 Canal St., Suite 2460-8329
New Orleans, LA 70115
An individual planning to attend Tulane University using VA benefits must complete the following procedures:
- Complete all requirements for admission to the University as a degree-seeking student or as a visiting student with an approved formal degree plan from another university.
- Have an evaluation of service schools/experiences completed by the respective Office of Admission to determine any awarding of military credit.
- In coordination with an assigned academic advisor, register for only courses that are required for completion of your selected degree.
- Maintain satisfactory academic progress.
In compliance with the Veterans Benefits and Transition Act of 2018, section 3679(e) of Title 38, United States Code, Tulane University will permit any covered individual to attend or participate in the course of education during the period beginning on the date on which the individual provides to the University a certificate of eligibility for entitlement to educational assistance under Chapter 31 or Chapter 33 (a "certificate of eligibility" can also include a "Statement of Benefits" obtained from the Department of Veterans Affairs' (VA) website - eBenefits, or a VAF 28-1905 form for Chapter 31 authorization purposes) and ending on the earlier of the following dates:
- The date on which payment from VA is made to the University.
- 90 days after the date the University certified tuition and fees following the receipt of the certificate of eligibility.
Tulane University will not impose any penalty, including the assessment of late fees, the denial of access to classes, libraries, or other institutional facilities, or the requirement that a covered individual borrow additional funds, on any covered individual because of the individual's inability to meet his or her financial obligations to the University due to the delayed disbursement funding from VA under Chapter 31 or 33.
As allowed under the Veterans Benefits and Transition Act of 2018, section 3679(e) of Title 38, United States Code, the covered individual will be required to:
- Submit a certificate of eligibility for entitlement to educational assistance no later than the first day of a course of education.
- Submit a request for certification each semester.
- Provide additional information necessary for the proper certification of enrollment by the University (for example, official transcripts from all previously attended institutions).
- Pay any difference between the amount of the student's financial obligation and the amount of the VA education benefit disbursement.
Note: A Covered Individual is any individual who is entitled to educational assistance under Chapter 31, Vocational Rehabilitation and Employment, or Chapter 33, Post-9/11 GI Bill benefits.
Tuition Assistance
Tulane University is approved through the Memorandum of Understanding (MOU) enforced by the Department of Defense (DOD) to facilitate Tuition Assistance (TA) benefits for Service members.
To receive Tuition Assistance benefits:
- Complete all requirements for admission to the University as a degree-seeking student or as a visiting student with an approved formal degree plan from another university.
- Complete admission requirements through the Go Army Ed Portal.
- Have an evaluation of service schools/experiences completed by the respective Office of Admission to determine any awarding of military credit.
- Register for classes through the Go Army Ed Portal to secure available Tuition Assistance benefit.
- Send a copy of the Tuition Assistance Voucher to the appropriate Veteran School Certifying Official to forward to Accounts Receivable.
- Maintain Satisfactory Academic Progress.
Yellow Ribbon Program
The Yellow Ribbon Program is a provision of the Post 9/11 Veterans Educational Assistance Act of 2008.
To be eligible for the Yellow Ribbon Program:
- Complete all requirements for admission to the University as a degree-seeking student or as a visiting student with an approved formal degree plan from another university.
- Eligibility for Chapter 33 Post 9/11 veteran benefits at the 100% rate (as determined by the Department of Veterans Affairs). Chapter 33 Post 9/11 100% rate eligibility must be verified by the DD-214 Member-4 and Certificate of Eligibility (provided by the Department of Veteran Affairs).
Note: According to VA, Active Duty Service members and their spouses are not eligible to participate in the Yellow Ribbon Program.
This program allows Tulane University to voluntarily enter into an agreement with VA to fund tuition expenses that exceed the annual cap for private institutions. The institution can contribute up to 50% of those expenses and VA will match the same amount as the institution.
Conditions are as follows:
- The Yellow Ribbon Grant is applied as a credit to the student’s account, and no cash and/or check payments will be awarded to the student.
- The Yellow Ribbon Grant is used exclusively towards prior or current program charges.
- The Yellow Ribbon Grant is awarded for each period in the program that the student is determined eligible and where the grant is needed.
Name Changes
Students who wish to change their legal name must supply supporting legal documentation and complete the request for name change form with the Office of the Registrar. Staff or faculty members who have a student record must change their legal name with the Office of the Registrar prior to making a name change request with Human Resources.
Overlap Policies
If a student earns more than one degree at Tulane, (simultaneously or sequentially), and the same course(s) is required by both degrees, the student cannot count more than 25% of the total credit hours required for the smaller degree, not to exceed 12 credit hours. This rule also applies to courses across majors and minors. Students may not count the same course(s) toward a minor and a certificate.
Posthumous Degrees
On rare occasions, a student meets an untimely death before their degree is conferred. In such cases, normally within one semester of degree completion, it may be appropriate for this student to be recognized for their work by means of conferring a degree posthumously. In all cases, the awarding of a posthumous degree requires Provost approval.
With the support of the academic unit and the family of the student, a request is initiated by the student’s dean. Students who are in good academic standing and are within a semester of completing their degree requirements may be recommended for a posthumous degree. The college dean will provide a recommendation along with a verification of the student’s academic standing and degree progress. Petitions shall be forwarded to the student’s dean for review and recommendation, then to the Provost for approval. If approved, the Provost will notify the appropriate dean to certify this student’s degree for degree conferral. The student’s dean will inform the Registrar’s Office of the posthumous degree certification award, and the Registrar’s Office will be responsible for the posting of the degree to the student’s record.
Registration Policies and Procedures
All students must register by the last day to add classes each semester. Students register online by accessing Gibson Online, which can be found via the University Registrar's website at www.registrar.tulane.edu. Gibson Online is a gateway to online services such as registration, grades, degree audit, Canvas, and the Schedule of Classes. Registration can also be accessed by logging directly into the Schedule of Classes. Summer and Fall semester course offerings are typically available for review in March, and Spring semester courses are typically available in October. The Schedule of Classes contains live data and reflects course availability at that moment in time. The convenience of registration online coupled with the delivery of tuition bills via email greatly reduces the time each student must spend on campus dealing with administrative details. By registering for classes students assume full financial responsibility and assume the responsibility of informing the university of any changes in address via Gibson Online so that bills may be delivered promptly.
Students are required to confirm their attendance at the beginning of each semester. Each term, enrolled students will be notified via email when confirmation is made available on Gibson Online. In addition, they must consult the official Academic Calendar on the University Registrar's webpage for important registration and refund deadlines. Failure to heed the dates set forth in the official academic calendar could result in academic or financial penalty.
Religious Observation
Both Tulane’s policy of non-discrimination on the basis of religion and our core values of diversity and inclusion require instructors to make reasonable accommodations to help students avoid negative academic consequences when their religious obligations conflict with academic requirements. Every reasonable effort should be made to allow members of the university community to observe their religious holidays without jeopardizing the fulfillment of their academic obligations. It is never acceptable for an instructor to compel a student to choose between religious observance and academic work. Absence from classes or examinations for religious reasons does not relieve students from responsibility for any part of the course work required during the period of absence. It is the obligation of the student to provide faculty within the first two weeks of each semester their intent to observe the holiday so that alternative arrangements convenient to both students and faculty can be made at the earliest opportunity. Students who make such arrangements will not be required to attend classes or take examinations on the designated days, and faculty must provide reasonable opportunities for such students to make up missed work and examinations. Exceptions to the requirement of a make-up examination must be approved in advance by the dean of the school in which the course is offered.
Residency
At least half of the credits required for each degree must be completed at Tulane University.
Transfer Credit Acceptance After Matriculation
- Transfer credit must be from an institution accredited by one of the following institutional accrediting agencies*: Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), Higher Learning Commission (HLC), Middle States Commission on Higher Education (MSCHE); New England Commission on Higher Education (NECHE), Northwest Commission on Colleges and Universities (NWCCU), or the Western Association of Schools and Colleges (WASC).
- Courses evaluated for transfer must be evaluated based on course content and suitability for the discipline.
- Once accepted for transfer, articulations are valid for three years, regardless of when or how often Tulane offers a course.
*Referred to as "regional accreditors" prior to 2020.
