WLPH 2950
|
EMT Basic
|
Randy Williams
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The EMT Basic course is a Louisiana Bureau of EMS sanctioned course. Students who pass the course will be eligible to sit for the NREMT cognitive and psychomotor exams.
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Students will complete 24 hours of prehospital EMS field internship at East Jefferson Hospital EMS. The students will participate in pre-hospital patient care and transport to appropriate hospital.
| School of Public Health and Tropical Medicine
SPHU 1010
|
Epidemics, Revolutions, and Responses
|
Mark Del Corso
|
Students will be introduced to the concepts and practice of public health in the U.S. and internationally by tracing its historical evolution. Classic public health problems and their resolution will be discussed in the context of the broad contemporary social environment. The course will introduce current public health practice, including the structure and function of public health organizations in the U.S. and abroad. Students will learn by reading a wide range of classic and modern texts and participating in case studies relevant to the topic.
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Students tutored at FTC-Banneker and researched healthy living books to add to the collection. At Green Project, students researched the environmental health effects of paint dumping. They observed how public health issues are portrayed at the community level.
|
SPHU 3810
|
Intentional Change
|
Peter Scharf
|
This seminar will apply broad political, leadership and value perspectives to the problem of achieving change related to healthcare institutions and outcomes.
|
Students were matched with public health leaders and shadowed them during meetings, forums, etc. The students also supported the leaders in making presentations, conducting research, etc.
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SPHU 3300
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Sustainable Nutrition
|
Lorelei Cropley
|
Students will assist the community partner in their nutrition/food-focused programs by either assisting and/or instructing community cooking classes, school-based cooking and nutrition classes, community gardening, food distribution, and/or school-based gardening projects.
| School of Science and Engineering Biomedical Engineering
BMEN 2310
|
Product and Experimental Design
|
Annette Oertling
|
The objective of this course is to introduce students to the design process as they are starting their engineering studies. Through team projects geared toward translating bench research into product development, students will be challenged to begin thinking critically and applying physical fundamentals to complex systems. Weekly lectures will highlight phases of the design process, including problem identification, conceptual design, and early prototyping.
|
Students aided adolescents in local middle schools and high schools in developing a topic and conducting research for their individual science fair projects.
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BMEN 4040
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BMEN Team Design Project II
|
Dave Rice
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In this course, students will learn techniques and gain experience in the solution of constrained and open-ended design problems. Lecture topics include all aspects of the design process, including goal setting, idea generation, prototyping, fabrication, and product and evaluation. Also included are technical presentation, project planning, and management. Included as needed are other topics such as standards, fastening and joining, motors and control, esthetics and finish. Each team will design and construct a device or system to assist an individual with a disability. These designs are presented in a public show during the second semester.
|
Students designed and constructed devices to support patients with physical disabilities.
| Cell and Molecular Biology
CELL 1010
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General Biology
|
Meenakshi Vijayaraghavan
|
In this course, students will study phenomenology and fundamental concepts that apply to all living systems. Major topics include: cell biology, physiology, genetics, and development.
|
Students entered relevant data into the LUMCON website, which allowed researchers world-wide to access the new information.
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CELL 3210
|
Cellular Physiology
|
James Cronin
|
A survey of vertebrate anatomy and physiology emphasizing the cellular and molecular basis of organ function. This course emphasizes modern experimental approaches for exploring physiological functions of a variety of organ systems.
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Students were placed in medical settings to witness the application of physiology to relevant medical issues. Students then wrote a reflection on their experience.
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CELL 3210
|
Cellular Physiology
|
James Cronin
|
A survey of vertebrate anatomy and physiology emphasizing the cellular and molecular basis of organ function. This course emphasizes modern experimental approaches for exploring physiological functions of a variety of organ systems.
|
Students were placed in medical settings to witness the application of physiology to relevant medical issues. Students then wrote a reflection on their experience.
|
CELL 4340
|
Neurobiology of Disease
|
James Cronin
|
This is an advanced course on the higher neural functions of the nervous system and neurological diseases resulting from disruption of these functions. An emphasis is placed on the physiology of the nervous system and neural dysfunction caused by inherited and acquired diseases. Topics range from motor control and neuromuscular diseases to high cognitive function and dementia.
|
Students worked in three clinical settings (Project Lazarus, St. Margaret’s Daughters Home, National Multiple Sclerosis Society) that allowed them to see real-world applications of the neurophysiology principles discussed in class, pathologies of the nervous system, and the state of contemporary therapeutic interventions.
| Chemical and Biomolecular Engineering
CENG 3020
|
Chemical Engineering and the Community
|
John Prindle
|
This course satisfies the university’s public-service requirement. Topics include public outreach, application of engineering principles to community issues, and educating the community on scientific and engineering issues.
|
Students assisted the New Orleans section of the American Institute of Chemical Engineering in offering one-day workshops on a topic of interest to practicing chemical engineers in the area.
|
CENG 4920
|
Chemistry and Engineering in the Community
|
Hank Ashbaugh/ Scott Grayson
|
The purpose of this course is to have senior-level Tulane students teach the “scientific method” to local high school students and demonstrate the use of evidence-based inquiry in everyday questions.
|
Students prepared a demonstration on uses of the scientific method for high school students at New Orleans School of Science and Mathematics to enhance their classroom discussion.
| Chemistry
CHEM 1080
|
Chemistry Outreach
|
Janarthanan Jayawickramarajah
|
In this course, students will study the chemistry of solutions, equilibrium, thermodynamics, electrochemistry, kinetics.
|
Students worked on “Chem Demo” and presented chemical experiments to students in local schools.
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CHEM 3920
|
Chemistry and Engineering in the Community
|
Hank Ashbaugh/ Scott Grayson
|
The purpose of this course is to have senior-level Tulane students teach the “scientific method” to local high school students and demonstrate the use of evidence-based inquiry in everyday questions.
|
Students prepared a demonstration on uses of the scientific method for high school students at New Orleans School of Science and Mathematics to enhance their classroom discussion.
| Computational Science
COSC 3000
|
C++ Programing for Science & Engineering
|
Michelle Sanchez
|
Students mentored a middle-school robotics team using FIRST Lego League (FLL) as a platform. FLL provides motivation in STEM fields (Science, Technology, Engineering, and Math) by requiring middle-school students to design and build a Lego robot and prepare a 5 minute research presentation on the theme of the challenge.
| Earth and Environmental Sciences
EENS 1300
|
Earth as a Living Planet
|
Jeffrey Sigler
|
This course serves as an introduction to the interaction of earth systems and man, anthropogenic impacts of population growth and economic development, renewable and non-renewable resources, air, water and soil pollution and mitigation, ecosystems and biological diversity, and environmental problem-solving using the scientific method. Students develop a holistic understanding of environmental science using class discussions and laboratories to reinforce basic scientific principles
|
Students worked with Green Light New Orleans (GLNO). GLNO relies on volunteers and enables low-income households to improve energy efficiency and reduce costs and carbon emissions by switching from incandescent light bulbs to compact fluorescent lights (CFLs).
|
EENS 3550
|
Shark Paleobiology
|
Jeffrey Agnew
|
This course examines the processes and patterns of shark speciation, diversification, macroevolution, and extinction within the framework of developing a problem-based learning activity using shark teeth for a K-12 classroom. Particular emphasis is placed on the systematics and functional morphology of shark teeth.
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Students developed and taught a learning cycle model activity that used fossil shark teeth to satisfy one or more of Louisiana’s K-12 science content and common core standards.
|
EENS 3720
|
Infrastructure of Sustainable Urban Environments
|
Jeffrey Sigler
|
Selected elements of the urban physical infrastructure serve as starting points to illustrate concepts from underlying science fields. The central question is “What makes a sustainable city work?” Specifically, the course introduces and reinforces key concepts from physics, chemistry, microbiology and environmental science. The course is divided into four segments, each including a field trip to a site in the New Orleans area that will provide opportunities for experimental learning and first-hand observation of relevant physical phenomena.
|
Students install CFL lightbulbs in residential homes in N.O. Risks include private property and no set site for students as they are moving throughout neighborhood through the day.
|
EENS 3730
|
Pathways to Urban Sustainability
|
Jeffrey Sigler
|
In this course, students will use New Orleans as a template for addressing problems related to energy usage, energy efficiency, carbon emissions, land degradation and, above all, food resources. Ecological and carbon footprints are emphasized. We will explore how our increasingly urbanized societies can provide more sustainable forms of transportation, food production and energy while creating a cleaner, greener environment in the face of a warming planet.
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Students will work with a community partner, Green Light New Orleans (GLNO). GLNO is a non-profit organization devoted to energy efficiency and community sustainability in New Orleans.
|
EENS 6060
|
Tectonic Geomorphology
|
Nancye Dawers
|
In this course, students will study the interplay between tectonic processes and the development and modification of landforms, from scale of earthquake ruptures to mountain building. The course will also include an overview of techniques for analyzing tectonic and geomorphic data, and an introduction to geochronology and thermochronology. Lecture and seminar format; mandatory field trip; optional service learning component.
|
Teams of three students developed two teaching modules on the associated hazards of earthquakes for middle-school aged children. These lessons focused on Haiti and the Baton Rouge fault zone.
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EENS 6360
|
Environmental Geochemistry
|
Karen Johannesson
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Quantitative examination of the fundamental processes that control the chemistry of natural waters. Topics will include equilibrium thermodynamics, kinetics, oxidation-reduction reactions, solution and surface complexation (adsorption), chemical weathering and biogeochemical cycling of chemical elements in the environment.
|
Students assisted the communities of the Lower 9th Ward and Holy Cross to renew and restore the cypress swamp section of the bayou.
| Ecology and Evolutionary Biology
EBIO 2040
|
Conservation Biology
|
Thomas Sherry
|
Students will investigate biological diversity and its persistence, threats, human value, conservation efforts, and biological bases. Specific topics include extinction, global change, population viability, habitat loss and degradation, ecosystem management, restoration, agricultural ecosystems, economic and legal considerations, and the human population.
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Students assisted Gulf Restoration Network and Alliance for Affordable Energy with wetland projects and environmental education campaigns.
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EBIO 2210
|
Insect Biology
|
Sunshine Van Bael
|
This course is an introduction to the evolution, ecology and conservation of insects. The course will focus heavily on interactions between humans and insects, both historically and in modern times. A goal of the course is that you will develop the foundation and tools you need to continue learning about the importance of insects, their impacts on human society and/or other environmental issues of importance to you.
|
Students will provide and reflect on a community service of GPS mapping, monitoring and educating the public on an important invasive species (Fire ants).
|
EBIO 2330
|
Natural History of Louisiana
|
Donata Henry
|
This course surveys terrestrial and aquatic ecosystems of southern Louisiana. Lectures cover the ecology of regional plant and animal communities, with special emphasis on environmental issues such as invasive species, hurricane disturbance, conservation, and management. The geology, geography, history, and culture that contribute to the formation and maintenance of each ecosystem will also be examined, from barrier islands to upland forests.
|
Students participated in the restoration of two to three threatened ecosystems in Louisiana, giving them first-hand experience of the communities and concepts discussed in the course.
|
EBIO 2600
|
Natural Resource Conservation in Theory and Practice
|
Hank Bart
|
This course examines the theory and practice of natural resource preservation in the United States and the agencies and organizations involved in this endeavor.
|
Students worked in groups on conservation projects with various organizations such as The Nature Conservancy, Department of Fish & Wildlife, Gulf Restoration Network, Bayou Rebirth, Serve Green, City Park.
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EBIO 3290/6290
|
Behavioral Ecology
|
Jordan Karubian
|
This course addresses the ecological and evolutionary causes and consequences of animal behavior, using both proximate and ultimate approaches. Topics include sociality, mating systems, sexual selection, animal movement, signals, behavior and conservation, and cognition.
|
Students worked with the Gulf Restoration Network to create outreach materials on the focal species including but not limited to fliers, handouts, and web-based material and disseminated information.
|
EBIO 3550/6550
|
Shark Paleobiology
|
Jeffrey Agnew
|
In this course students will learn how basic ecological principles can be applied to the study of urban ecosystems and the effects of cities and urbanization on regional and global environments. Through a combination of lectures, readings and discussions, site visits and service learning, this course will provide an overview of interactions, at multiple scales, between the built environment and the natural environment with particular focus on New Orleans and the Gulf Coast region.
|
Students developed and taught a learning cycle model activity that used fossil shark teeth to satisfy one or more of Louisiana’s K-12 science content and common core standards.
|
EBIO 3580
|
Urban Ecology
|
Caroline Taylor
|
Urban Ecology is the study of cities, including human inhabitants, as functioning ecosystems, supporting a complex web of life. In this course students will learn how basic ecological principles can be applied to the study of urban ecosystems and the effects of cities and urbanization on regional and global environments. Through a combination of lectures, readings and discussions, site visits and service learning, this course will provide an overview of interactions, at multiple scales, between the built environment and the natural environment with particular focus on New Orleans and the Gulf Coast region.
|
Students worked on different aspects of the ecological restoration of Couturie Forest.
|
EBIO 3690
|
Experimental Animal Behavior
|
Jordan Karubian
|
This course provides students the opportunity to design, implement, and write-up an independent research project related to animal behavior. Research will be conducted on live animals at the Audubon Zoo or Audubon Park. The course will emphasize general principles of literature review and synthesis; experimental design; the collection, organization and analysis of data; and written and oral presentation of results.
The course consists of 3 hours of laboratory per week (at the park or zoo) and 2 hours of seminar per week (on campus). This course fulfills the Newcomb-Tulane college intensive writing requirement. The course also provides an optional service learning component, with the related goals of (1) assisting curators at Audubon Zoo and/or Audubon Park with management of animal populations; (2), raising public awareness about the behavioral ecology and conservation of fauna in New Orleans and the Gulf Region; and (3) enhancing student understanding of behavioral ecology via experiential learning opportunities provided by the service learning.
|
EBIO 4300
|
Biology of Amphibians and Reptiles
|
Corinne Zawacki
|
This course will provide an introduction to herpetology, the study of reptiles and amphibians. Topics covered will include the evolutionary history, systematics, physiology, ecology, life history, behavior and conservation of amphibians and reptiles.
|
Students worked with the education and outreach arm of the Audubon Nature Institute to contribute to educating local students and community members about amphibians and reptiles, their biology, and some of the conservation threats they face locally and globally.
|
EBIO 4260
|
Biodiversity Environment Informatics
|
Hank Bart
|
This upper-level course explores theory and practice in biodiversity informatics, an emerging field of cyber-enabled discovery and innovation. Topics to be discussed include natural history collection databases and networks, data mining, morphological databases and ontology, digital libraries, phyloinformatics, cybertaxonomy, Georeferencing methods and algorithms, GIS and predictive niche modeling.
|
Students worked with area non-profits using the technologies taught in the course.
| Neuroscience
NSCI 3300
|
Brain and Behavior
|
Various
|
This course covers the function and structure of the nervous system and the role of brain activity in the regulation of behavior. This course provides Neuroscience majors with a first exposure to the biological bases of behavior.
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Students worked with nurses, physicians, and therapists on the spine and brain injury floods at Touro Infirmary or assisted therapists with speech and physical therapy at Saint Margaret’s Daughters Home.
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NSCI 4110/6110
|
Brain and Language
|
Harry Howard
|
In this course, students will learn how the brain is organized and how it produces and comprehends language. Students will also understand linguistic disorders attendant on brain damage. There is an optional service learning component in which students can work with a speech therapist at a local health-care provider.
|
Students observed classes/students in order to develop learning aids.
|
NSCI 4130/6130
|
Applied Neuroscience: Sport Related Brain Injury
|
Jenifer Juengling
|
Tulane students will provide education on sport concussion prevention to interscholastic athletes in Orleans Parish Public School System to support the brain health of the adolescents. Further, Tulane students will provide baseline testing to the student athletes to guide clinical management of the athlete in the event he/she suffers a concussion. Rationale of Service Project: This course will provide students with a conceptual and practical appreciation of contemporary neuroscience techniques that are utilized for the assessment and rehabilitation of athletes that suffer sport related concussion(s), including both strengths and limitations. The course will provide an innovative and engaging environment within the community for supervised exploration of specific components of sport concussion management including education/prevention and baseline testing to members of Orleans Parish.
|
NSCI 4340
|
Neurobiology of Disease
|
James Cronin
|
This is an advanced course on the higher neural functions of the nervous system and neurological diseases resulting from disruption of these functions. An emphasis is placed on the physiology of the nervous system and neural dysfunction caused by inherited and acquired diseases. Topics range from motor control and neuromuscular diseases to high cognitive function and dementia.
|
Students worked in three clinical settings (Project Lazarus, St. Margaret’s Daughters Home, National Multiple Sclerosis Society) that allowed them to see real-world applications of the neurophysiology principles discussed in class, pathologies of the nervous system, and the state of contemporary therapeutic interventions.
|
NSCI 4513
|
Music and Brain
|
Paul Colombo
|
After successful completion of the course, students should understand the primary research findings on music education, mentoring, and performance on brain and cognitive development. They should be able to generate novel, testable hypotheses regarding the content of the course, and have a basic knowledge of the methods available to assess both behavioral and neural plasticity.
|
Students will provide music-based mentoring, where they will work with children on either academic or music tutoring
|
NSCI 4530/6530
|
Psychopharmacology
|
Gary Dohanich
|
This course serves as an introduction to the effects of psychoactive agents on the nervous system. Lectures emphasize the mechanisms by which drugs regulate neurotransmitter systems to alter psychological and physical states.
|
Students co-facilitated counseling groups, assisted with psycho-social assessments under supervision, called clients to bring them back into group counseling, created educational pieces to present to groups, and assisted counselors with paperwork related to their counseling.
|
NSCI 6000
|
Neuroscience Methods
|
Beth Wee
|
In this course, students will learn about the operations of the community partner site and issues of confidentiality related to working with patients/residents of the community partner site, learn about clinical methods used by the community partners and understand when and why the techniques are used, and gain a greater contextualization for the students’ work in the community.
|
Students worked with patients who lack a healthy, functioning nervous system.
|
NSCI 6550
|
Behavioral Endocrinology
|
Beth Wee
|
In this course, students will learn about the operations of the community partner site and issues of confidentiality related to working with patients/residents of the community partner site, assist the community partner with care for patient/residents who have conditions associated with endocrine disruption or disease conditions, learn about clinical methods used by the community partners and understand when and why the techniques are used, and gain a greater contextualization for the students’ work in the community.
|
Students worked with patients suffering from endocrine disorders or diseases or behavioral problems related to hormones.
|
NSCI 6910
|
Neuroscience Capstone Seminar: Applications of Neuroscience
|
Beth Wee
|
This course is designed for senior neuroscience majors to be a culminating experience in which students utilize and apply their skills and knowledge developed over the course of their major.
|
(1) Learn about the operations of the community partner site and issues of confidentiality related to working with patients/residents of the community partner site (2) Assist the community partner with care for patient who have conditions associated with nervous system damage or disease (3) Gain a greater contextualization for the student's work in the community
| Physics and Engineering Physics
ENGP 4320
|
Team Design Project
|
Norman Horwitz
|
Design project taken in the fourth year of study with student teams.
|
Students worked at Pellegrin, Tulane Medical Center, Veterans Administration Clinic, or NASA Stennis Space Center, where they were assigned a problem and challenged to fabricate a solution.
|
PHYS 1310
|
General Physics I
|
James MacLaren
|
The problem of too few science, technology, and engineering graduates entering the workforce impacts negatively the US economy and global competitiveness. The problem can be traced back to students not becoming excited about science from an early age. The recent hire from Google of Megan Smith to be the nation’s chief technology officer highlights this. Ms. Smith has stated in a recent NPR interview that it was the impact of science fairs during school that fueled her interest in science and technology.
|
Our project will be to develop science projects and support science and technology clubs in local schools. Our goal is to excite school students and let them see pipelines into college and beyond.
|
PHYS 1320
|
General Physics II
|
James MacLaren
|
The problem of too few science, technology, and engineering graduates entering the workforce impacts negatively the US economy and global competitiveness. The problem can be traced back to students not becoming excited about science from an early age. The recent hire from Google of Megan Smith to be the nation’s chief technology officer highlights this. Ms. Smith has stated in a recent NPR interview that it was the impact of science fairs during school that fueled her interest in science and technology.
|
Our project will be to develop science projects and support science and technology clubs in local schools. Our goal is to excite school students and let them see pipelines into college and beyond.
|
PHYS 2910
|
Introduction to Physics Pedagogy
|
Khazhgery Shakov
|
This course serves as an introduction to the theory and practice of teaching physics courses through workshops, observations, and assisting teachers at local schools with lectures and/or classroom demonstrations.
|
Students worked at Lusher Elementary School where they offered demonstrations for the students and assisted science teachers in their classrooms.
| Psychology
PSYC 3200
|
Educational Psychology
|
Lisa Szechter
|
This course is intended to provide students with a general introduction to educational psychology – that is, the application of psychological principles to educational settings. Course content and assignments are designed to cover research, theory, and practical applications related to educational psychology as well as related disciplines, including cognitive and developmental psychology. Overall, this course has three objectives: 1) You learn to think developmentally about teaching and learning; 2) You learn to think contextually about teaching and learning; and 3) You learn to think “like a scientist” about teaching & learning– that is, guided by theory and strong observational skills, developing & testing hypotheses.
|
Students served as tutors at the Sophie B. Wright Middle School through For the Children.
|
PSYC 3250
|
Early Childhood Psychology
|
Sarah Gray
|
In this course, students will complete an investigation of educational programs for young children and/or parents of young children based on cognitive developmental theory, learning theory, and others. Curriculum development and the evaluation of program effectiveness will be discussed.
|
Students will be a part of a program evaluation partnership between Tulane University and Kingsley House, wherein we are helping them to evaluate the impacts of their child care
|
PSYC 3300
|
Brain and Behavior
|
Various
|
In this course, lectures cover the function and structure of the nervous system and the role of brain activity in the regulation of behavior. This course provides Neuroscience majors with a first exposure to the biological bases of behavior.
|
Students either worked with nurses, physicians, and therapists on the spine and brain injury floods at Touro Infirmary or assisted therapists with speech and physical therapy at Saint Margaret’s Daughters Home.
|
PSYC 3310
|
Introduction to African American Psychology
|
Michael Cunningham
|
This course serves as a study of a wide range of topics relating to general psychology and also African Americans specifically. Topics include personality, education, psychological assessment, racism, psychology in communities, and research.
|
Students designed and implemented a Traveling Health Fair entitled: Let’s Get It Started! The fair aimed to energize and inspire students, as they apply what they learn about African American psychology in the age of Hip Hop and HIV/AIDS to the design, organization, and implementation of a community-based project that fosters the health and wellbeing of K12 students throughout New Orleans.
|
PSYC 3390
|
Adolescent Psychology
|
Michael Cunningham
|
This course serves as a study of development through the adolescent years. Emphasis is on cognitive, social, physical, moral, sexual, and political development.
|
Students observed adolescent development while tutoring and serving as reading buddies.
|
PSYC 3430
|
Introduction to Social Psychology
|
Laurie O'Brien
|
In this course, students will study the individual in a social context: the nature and measurement of attitudes, social perception, interpersonal and intergroup relations.
|
Students worked with either YMCA Educational Services (YES) or St. Margaret's Elder Home. Students fostered social interaction and personal relationships with the clients at YES and St. Margaret's in order to apply social psychological concepts to the real world.
|
PSYC 4513
|
Music and Brain
|
Paul Colombo
|
After successful completion of the course, students should understand the primary research findings on music education, mentoring, and performance on brain and cognitive development. They should be able to generate novel, testable hypotheses regarding the content of the course, and have a basic knowledge of the methods available to assess both behavioral and neural plasticity.
|
Students will provide music-based mentoring, where they will work with children on either academic or music tutoring
|
PSYC 4070
|
Psychopharmacology
|
Gary Dohanich
|
This course serves as an introduction to the effects of psychoactive agents on the nervous system. Lectures emphasize the mechanisms by which drugs regulate neurotransmitter systems to alter psychological and physical states.
|
Students co-facilitated counseling groups, assisted with psycho-social assessments under supervision, called clients to bring them back into group counseling, created educational pieces to present to groups, and assisted counselors with paperwork related to their counseling.
|
PSYC 4800
|
NOLA Youth: Resilience & Vulnerability in Tomorrow’s Leaders
|
Michael Cunningham
|
Students will gain scientific expertise about many issues regarding integrating social responses with academic pursuits and become familiar with quantitative and qualitative methodologies.
|
Students provided a database of information related to resilience and vulnerability in New Orleans youth.
|
PSYC 6610
|
Culture, Social Identity, and Intergroup Relations
|
Laurie O’Brien
|
Tulane students will mentor New Orleans youth at one of two projects: Upward Bound or For the Children. The Tulane students will help New Orleans youth with their academic studies. The service will allow students an opportunity to see how issues of culture, social identity, and intergroup relations affect their own lives, the lives of New Orleans youth, and their interactions with New Orleans youth. One of the goals of the course will be to identify how issues of culture and social identity can create barriers to effective service-learning and students will seek to identify empirically supported methods to reduce these barriers.
| Science and Engineering
SCEN 1010
|
Communicating Science: Teaching
|
Cedric Walker
|
In this course, Tulane students will learn how to help high school students who’ve fallen behind, both academically and by understanding the origins of their difficulty.
|
Students applied their skills and science knowledge through classroom demonstrations and tutoring. Students worked at the New Orleans Charter High School for Science and Math.
|
SCEN 1020
|
Communicating Science: Robotics
|
Annette Oertling
|
Students will learn about communicating science by mentoring a middle-school FIRST Lego League (FLL) team, typically on-site as an after school program. Tulane students will be introduced to Lego building, simple programming, research methods, and middle school pedagogy (teaching techniques) required for mentoring a team.
|
Students mentored a middle-school robotics team using FIRST Lego League (FLL) as a platform. FLL provides motivation in STEM fields (Science, Technology, Engineering, and Math) by requiring middle-school students to design and build a Lego robot and prepare a 5 minute research presentation on the theme of the challenge.
|
SCEN 3020
|
Leadership in Lego Robotics
|
Annette Oertling
|
Students will learn about leadership techniques using the FIRST Lego League (FLL) middle-school robotics program as a platform.
|
Students worked with middle school partners in support of their FIRST Lego League (FLL) robotics program. FLL provides motivation in STEM fields (Science, Technology, Engineering, and Math) by requiring middle-school students to design and build a Lego robot and prepare a 5 minute research presentation on the theme of the challenge.
|
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