By definition, TIDES is an interdisciplinary experience, driven by intellectual curiosity, active learning, and experiential education. Discover the exciting topics of this year’s TIDES below. Each class also has an accompanying peer mentor. Meet yours.
TIDES courses marked with an asterisk (*) are Service Learning courses. Students in these courses must also register for the corresponding Service Learning component.
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.
Heather Knight, Adjunct Assistant Professor, Newcomb-Tulane College | BIO
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).
Hans Gruenig, Visiting Assistant Professor, Philosophy | BIO
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.
**This course includes a service learning component**
Dusty Porter, Vice President of Student Affairs | BIO
The seminar will introduce students to various aspects of Russian culture, history and life, including food, music and visual arts. In an informal and relaxed atmosphere, students will get a “taste” of a little bit of everything that Russia is famous for: from icon paintings to onion domes; from the times of Ivan the Terrible to Putin’s Russia. A variety of readings (mostly short articles), film screenings, musical videos, and guest lectures will be part of the class. No knowledge of Russian is needed or required.
Lidia Zhigunova, Professor of Practice, Russian | BIO
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.
Laura Blokker, Adjunct Assistant Professor and Assistant Director of Preservation Studies | BIO
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.
Rebecca Otten, Assistant Director, Student Programming, Taylor Center | BIO
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.
Marc Zender, Assistant Professor, Anthropology | BIO
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.
Shannon Blady, Professor of Practice and Director, Teacher Preparation and Certification Program | BIO
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.
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. 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.
Anna Mahoney, Administrative Assistant Professor, Newcomb College Institute | BIO
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.
Marilyn Feldmeier, Adjunct Faculty, Architecture | BIO
This fun and active TIDES class gives students the opportunity to engage in hands-on learning in Design Thinking and to see examples of architecture and design that create space to encourage positive public impact. Taught by a Design Thinking instructor from the Taylor Center for Social Innovation & Design Thinking, the class will take students on site visits and encourage practical application in the field of design thinking and prototyping. People in many fields such as business, international development and education are learning how design can be used to bring about positive change.
Allison Schiller, SISE Instructor | BIO
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.
Joan Jensen, Professor of Practice, Music | BIO
James Markway, Director of Applied Music | BIO
Jessica Podewell, Professor of Practice, Theatre and Dance | BIO
Beverly Trask, Associate Professor, Theatre and Dance | BIO
This course explores the geography of New Orleans and coastal Louisiana, with a focus on forces that threaten the landscape and measures to promote resiliency. Students will hear from a coastal specialist, learn about the city’s resiliency efforts, and tour sustainability initiatives in the 9th Ward—the area of the city that experienced the most devastation following hurricane Katrina.
Corinne Van Dalen, Clinical Instructor, Environmental Law Clinic | BIO
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.
Michaela Cannon, Senior Professor of Practice | BIO
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.
Brian Horowitz, Sizeler Family Professor, Jewish Studies | BIO
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**
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.
Holly Flora, Associate Professor, Art | BIO
"In this city, we celebrate anything and everything." This quote, made famous by Irma Thomas, aptly describes the rich culture and identity of the city of New Orleans. Through this course, students will examine how social identities are interwoven into the fabric of New Orleans and reflect on their own social identities. Students will connect with the city of New Orleans while experiencing and reflecting on cultures, situations, and ideas that are different from their own. A field trip in the Crescent City and topics including Hurricane Katrina, Mardi Gras, festivals, and jazz funerals will allow students to foster a deeper connection with the city of New Orleans and a better understanding of both their own social identities and the many identities that are woven into the fabric of New Orleans. Campus resources to support students throughout their first year will also be explored through this course.
Brad Romig, Director, New Student & Leadership Programs | BIO
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.
**This course includes a service learning component**
Marc Bady, Assistant Director for Residence Life, First-Year Experience | BIO
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.
Ngawang Legshe, Adjunct Faculty, Social Work | BIO
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.
Brittany Kennedy, Senior Professor of Practice, Spanish and Portuguese | BIO
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.
Lisa Molix, Associate Professor, Psychology | BIO
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).
Jerry Shakov, Senior Professor of Practice, Physics and Engineering Physics | BIO
What do you think of when you hear “Latin America”? What does it mean to be “Latin American”? This class aims to touch on these questions by exploring and expanding your perceptions about the region and its peoples. Using representations of popular culture this class will delve into the cultural stereotypes and expressions of the region established within historical, societal, and political frameworks. Drawing on literature, film, music, art, and performance this class will examine diverse aspects of culture, society and identity in the region known as “Latin America.” At the end of the course, students should be able to identify what and where is Latin America, who are Latin Americans, how Latin America has influenced local New Orleans community life and culture, and why knowing about Latin America is important.
Jimmy Huck, Administrative Assistant Professor, Center for Latin American Studies | BIO
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.
Reginald Parquet, Clinical Assistant Professor, Social Work | BIO
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.
Laura Richens, Carroll Gallery Curator, Newcomb Art Department | BIO
In this course, students will explore a wide range of literature written in and about New Orleans, “the last frontier of Bohemia,” according to Mark Twain. Readings of literary works associated with the city will form the basis of group discussions about how literature can illuminate a sense of place, along with other themes such as race, gender, and existentialism.
Works covered will range from the late 19th century stories of George Washington Cable to the 20th century works of Walker Percy, Tennessee Williams, and John Kennedy Toole. We will also read some of the most recent literature published by contemporary New Orleans authors. Students will keep weekly journals, in which they will compose either (1) a literary analysis of the reading assignment, (2) an autobiographical response to it in essay form, or (3) a related piece of creative writing. They will also write one short paper analyzing a local literary work of their own choosing. A field trip to the French Quarter to visit literary sites, and guest lectures by local authors will provide students with first-hand knowledge of the city and the literary imagination inspired by it. This course will help students to begin experiencing their new city as, “a little piece of eternity dropped into your hands” (Tennessee Williams).
Lyle Colombo, Adjunct Lecturer, Newcomb-Tulane College | BIO
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!
Penny Wyatt, Director, Parent Programs and External Relations | BIO
Voices questioning the value of a college education and proclaiming that American higher education is in crisis have been getting louder amid ever-increasing tuition, common mission creep, and an arms race for resources and prestige that works against efforts to make college more accessible and inclusive. Organized around Tulane President Emeritus Scott Cowen’s new book, Winnebagos on Wednesdays: How Visionary Leadership Can Transform Higher Education, this course will explore the most puzzling conundrums facing the higher education sector and how the right leadership and mission can provide solutions. Students will learn what works and what doesn't in higher education and examine cases of remarkable leaders (and those who failed). A discussion-based format with guest speakers and personal accounts by Dr. Cowen will help students gain a comprehensive understanding of our country’s diverse higher education landscape—whose top colleges and universities are still the envy of the world—and the power of leadership.
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.
Alexandra Reuber, Senior Professor of Practice, French | BIO
Since Hurricane Katrina and the Great Recession of 2008-09, the Big Easy has made a big comeback. This economic growth has been fueled in part by a booming real estate economy driven by substantial investment from both the public and private sectors. Many of the projects under construction today will dramatically affect the future landscape of New Orleans and also provide lessons in revitalization for cities across the U.S. and globally. Co-Taught by instructors from the Master of Sustainable Real Estate Development and undergraduate Real Estate Minor programs, this 1 credit, interdisciplinary TIDES course will introduce students to the ways in which real estate development is shaping the future of New Orleans. Students will hear from industry leaders, including local real estate developers, bankers, community advocates, and politicians, and will visit a number of impactful and innovative development projects around the City.
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 includes a service learning component**
Interested in working with children and adolescents? Want to learn more about K-12 education in New Orleans? This TIDES course provides opportunities to meet and discuss career choices with local educators and experts from a variety of other fields that impact the lives of children and adolescents in New Orleans. Note that this course does not provide service learning credit, although it may alert you to some other opportunities that do provide service learning.
Running may have begun as an evolutionary adaptation (Saber Tooth Tigers were fast), but what is the point of running today? This TIDES course, conducted on the run, explores running from a variety of perspectives. In each class session, instructors and students will cover three to eight miles at a conversational pace. Guest speakers/runners will join the class occasionally, to share their expertise and experience on a variety of aspects of running—from physiological adaptations and the mythical (or not) “runner’s high,” to the philosophy and history of running. Students will learn about the local off-campus running community and be required to volunteer at local races. All classes will start off campus, in locations such as Audubon Park, City Park (end of the streetcar line), and the French Quarter (end of the streetcar line in the other direction). So, lace up and run to this TIDES.
In the interest of full disclosure, this class frequently runs (ha) longer than 90 min, mostly because we have to take buses and streetcars to get to interesting neighborhoods. We will not always take that long, but it's important that you not have classes or other obligations scheduled too close after the run. Ideally nothing before 7:30 pm. Bear in mind also that the runs get longer as the semester goes (starting at 3 mi and getting to 8 or so) and sometimes in hot weather. It's a physically demanding experience, and learning about endurance is part of the course.
**This course includes a service learning component**
Samuel Landry, Professor of Biochemistry, Medicine | BIO
Silver Screen Shakespeare offers an introduction to Shakespeare’s life and works through film. Utilizing class viewings, discussion, and outside readings, students will gain familiarity with Shakespearean dramaturgy and history, as well as be introduced to theatrical production concepts. Students will also take a field trip to see a local theatre production here in New Orleans. No prior knowledge of Shakespeare, theatre, or film production is required.
Victor Holtcamp, Assistant Professor, Theatre and Dance | BIO
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.
Beau Boudreaux, Lecturer, School of Professional Advancement | BIO
With the technologies now available for rapid-prototyping, from 3d-printers and CNC cutters to the Arduino electronics systems, it is now possible for everyday people to design and build (almost) anything that can be imagined. These low-cost, fast solutions have a new world of “makers” who produce their own custom designs ranging from light-up clothing and costumes to complicated machinery and sculptures. This course will introduce students to these technologies and show them how to take their best (or silliest) ideas and turn them into an actual, physical reality through the use of modern tools and basic computer modeling.
Timothy Schuler, Senior Professor of Practice, Physics and Engineering | BIO
This course will explore the authority of commissioners in the major professional sports leagues to discipline players, owners, coaches, and others for conduct deemed injurious to the interests of the league or the sport. Students will explore the origin and evolution of the office of the commissioner, tracing the development of the position from Judge Kenesaw Mountain Landis to Bud Selig, Paul Tagliabue, and David Stern. Students will focus on and discuss actions taken by commissioners in specific cases involving gambling, performance enhancing and recreational drug use, brawling during games, mistreating game officials and opposing players, and other types of misconduct both on and off the playing field. Students will be asked to think critically about the scope of the commissioner’s power to act in these situations and the propriety of the actions taken by the commissioner. The course will also analyze the commissioner’s regulatory authority to take action “in the best interests of the game,” and will look at notable cases where this authority was challenged by players and owners.
Gabe Feldman, Associate Provost, NCAA Compliance and Director, Sports Law Program | BIO
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.
Amy George, Senior Professor of Practice, Spanish and Portuguese | BIO
Mardi Gras floats, blues songs, Romeo-catchers, Falstaff brewery . . . . In this course we will explore the traces of Shakespeare in New Orleans through reading and performing. Building on a local performance of a Shakespeare play, this course seeks to use Shakespeare as a way for students to get to know one another and some of their surrounds. Students will view a play, meet people involved in the production, view film clips, act, read, write, and get to know one another, the campus and its surrounds while examining one of Shakespeare’s plays. Activities include attending the performance of a Shakespeare, watching the film Zombie Hamlet (set in Louisiana), and beguiling ourselves into learning something while having a good time.
Scott Oldenburg, Associate Professor, English | BIO
In this course, we will come to a better understanding of the role that non-profit organizations play in combating the effects of poverty in the US. We will focus primarily on New Orleans, and examine the contributions of non- profits to such efforts as building houses, providing health care, and supporting education. We will also examine the interactions of non-profits and state and local governments. Although we will be considering the broad role that non-profits and community engagement play in the US, we will focus on New Orleans' long-term recovery from hurricane Katrina as well as on the roles that non-profits play in New Orleans outside the context of recovering from Katrina.
**This course includes a service learning component**
Dennis Kehoe, Professor, Classical Studies | BIO
Successful fight scenes have always played a role in many theater, film and dance performances. Through this course Tulane students will have the opportunity to be exposed to martial-art techniques that can be used for staging combat. They will practice drills, read selected passages and watch film clips that will aid them to stage small fight performance along with their classmates by the end of the semester.
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.
Roberto Nicosa, Professor of Practice, Italian | BIO
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.
Jeff Agnew, Professor of Practice, Earth and Environmental Sciences | BIO
To many it comes as a surprise that Salsa music was born in New York, but its emphasis on the rhythm of the music, its introduction of electronic instruments and other musical genres fundamentally changed the Cuban Son and Mambo on which it was based. In addition, early salsa was a product of the late 1960’s and 1970’s revolutionary politics and many of classic salsa from this period has complex and interesting critiques of Latin America and the United States. Salsa’s introduction into an international media market was not the first: the Mambo and Cha cha cha’s entry into American culture is portrayed in films like “Dirty Dancing,” and it has been integrated into international ball room dance, like in the Japanese film “Shall We Dance.”
¡Salsa! is comprised of two main approaches to understanding this complex and exciting musical genre. First students read critical texts about the evolution of the genre, some of its many polemics, and the themes that its songs express. The methodology of this course will focus on historical and cultural studies readings discussions, class presentations and short writing assignments. These are designed so that students will gain an understanding of the evolution of the respective genres and of the complexity of the themes that they address.
Salsa music frequently has a hidden beat that many anglo listeners miss. Students will also be treated to music presentations by award winning Cuban music band AsheSon in an attempt to engage their ears in active listening. Finally, salsa can only be understood through dancing it.
Through four workshops with Cervantes instructor Aurelio and Linda of the Cervantes Organization students will learn the basic steps, some turns, and then will begin putting them together in an introduction to the Cuban Rueda, a circle dance where couples periodically change partners. The goal of these workshops is a bodily immersion into the cultures that they are studying, and to give students an opportunity to discuss their readings with master practitioners.
Javier Olondo, Adjunct Professor in Guitar, Music | BIO
Are you a songwriter, or someone who is interested in songwriting? In this course students will read articles on songwriting by the songwriters themselves, listen to and analyze successful songs, use techniques that the pros use, and collaborate with each other. There will also be guest lectures by professional songwriters and artist. By the end of the course students will have written original songs and have them critiqued by the other students and the Instructor. Musical ability will be welcome, but will not be required.
Mark Carson, Adjunct Professor, Newcomb-Tulane College | BIO
BIOThis 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.
Aidan Smith, Administrative Associate Professor and Director, Newcomb Scholars Program | BIO
How might gender influence the way women see themselves and tell their life stories? In this course, we will analyze works of "life writing" by women in the 20th and 21st centuries: memoirs, personal essays, self-portraits, and other forms of self-representation in literature and visual culture. We will analyze these works through the lens of gender, examining the social and historical contexts that influence how women perceive and represent themselves. In addition to textual self-portrayals, we will view self-portraits on another kind of page: print photography. While studying the visual alongside the verbal, we will discuss such themes as gender and sexuality, family and community, and the cultural standards of beauty and taboo.
Molly Pulda, Administrative Assistant Professor of Women’s Literature, Newcomb College Institute | BIO
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."
Red Tremmel, Administrative Assistant Professor and Director, Office of Gender and Sexuality Studies | BIO
Identity and power are often interwoven with community social issues, but may not be openly apparent to the average individual engaging in community service. This course encourages students to first understand their social identities, then the broad range of social issues in New Orleans, to contribute in a meaningful way to the body of work already being done in the New Orleans community. Students will reflect on their own social identities and connect to local non-profits, community organizers, and a broad survey of current issues in New Orleans. By creating a space for meaningful discussions about community involvement, students will examine how social identities and power affect community engagement in New Orleans. This is also a tier 1 service learning course and students will be required to complete at least 20 hours with the selected community partners. **This course includes a service learning component**
Nicole Caridad Ralston, Program Manager, Center for Public Service | BIO
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.
Clare Daniel, Administrative Assistant Professor of Women’s Leadership, Newcomb College Institute | BIO
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.
Elizabeth Abboud, Professor of Practice, Cell and Molecular Biology | BIO
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.
Students will be introduced to broad historical trends in reproductive politics in the United States as well as to the theoretical frameworks of biopolitics and reproductive justice, which help us make sense of gender, race, class, sexuality, and reproduction in modern society. By interacting with local experts and community organizers, students will gain an understanding of the landscape of reproductive politics within the unique context of New Orleans, a city that is an influential center of reproductive rights/health/justice activism within a state that has some of the most stringent restrictions on women’s reproductive lives. For students who are new to the city, this course will give them much needed knowledge about the reproductive context in which they plan to spend their next four years.
Clare Daniel, Administrative Assistant Professor, Newcomb College Institute | BIO
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. No prerequisites.
Nicole Gasparini, Associate Professor, Earth and Environmental Sciences | BIO
This 1-credit Tides course introduces you to college study and research through emulation of the seminal artist 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: you’ll be invited to visit the New Orleans Museum of Art, the Pharmacy Museum, and Audubon Park. Weekly discussions will concern 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. (See below for a sample notebook prompt.) Ideal for students considering majors in art history, history, or environmental studies.
Leslie Geddes, Assistant Professor, Art History | BIO
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.
Antonio Gómez, Associate Professor, Spanish and Portugese | BIO
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.
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.
Ari Ofengenden, Professor of Practice, Jewish Studies | BIO
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.”
John Proctor, Assistant Professor, Theatre | BIO
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 from
leaders 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.
Gregory Stewart, Tulane Institute of Sports Medicine - Orthopaedics, School of Medicine | BIO
This TIDES course explores the Pluto-Charon planetary system, the public’s perception, its history, and its science. Students will learn about the search for ‘Planet 9’, the discovery of Pluto and the recent exploration of the PlutoCharon system 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; class will be held later in the evening in order to facilitate observing different planetary objects. This course is 1 credit and does not have any pre-requisites.
Jennifer Whitten, Assistant Professor, Earth and Environmental Sciences | BIO