Ecuador
This program is sponsored by the Department of Ecology and Evolutionary Biology and the Center for Public Service. Program typically runs in August.
EBIO 4660
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Tropical Biology and Conservation
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Jordan Karubian
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Students travel to the Andes Mountains of Ecuador for a 2-week intensive field course where they learn first-hand how to conduct field research and implement conservation activities in tropical environments.
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Students will design and implement their own research project related to tropical ecology, within a context of community engagement: based on active collaboration and interaction with local residents in a variety of contexts.
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India–Compassion in Action
This program is sponsored by the School of Social Work and the Center for Public Service and typically runs the month of June. The primary purpose of the Tulane Center for Public Service (CPS) “Compassion in Action” Program is for students to have the opportunity to engage with Tibetan refugees and local Indian people in and around Dharamsala, India.
PSYC 3400
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Social Activism: Theory and Practice in India
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Michael Smith
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This course will provide students with a more in-depth understanding of the theory and practice of community social service work with Tibetan refugees and disadvantaged local Indian communities in Dharamsala, India. The course will provide context for the trip and opportunities to process the experience through additional axes of study, including exploration of issues related to experiential group education and cultural exposure to Indian and Tibetan peoples in Himachal Pradesh State in northern India.
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Students worked as Mutual Learning Partners in Dharamsala, India.
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The Center for Public Service also works with the Stone Center for Latin American Studies, the School of Public Health and Tropical Medicine, and the Center for Global Education on other public service international programs.
Public Service Independent Study
Public service independent studies are educational experiences based upon a collaborative partnership between the university and the community. Semester-long volunteer assignments will not be approved for public service credit. In their independent study program, students must apply academic knowledge and critical thinking skills to meet genuine community needs. For example, community-based research projects are excellent candidates for public service credit. Students will be expected to provide their community partner with tangible evidence of work that benefits their partner organization.
To receive public service credit:
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Public service independent studies must first be approved by the student's academic department and must include faculty supervision. Students should check with their academic or faculty advisor to learn more about the departmental independent study approval process.
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Once the student has received departmental approval to complete an independent study, the student must contact the Center for Public Service to petition for public service credit. Students must complete the Public Service Independent Study Petition form.
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All petitions will be reviewed by the CPS Petitions Committee. If approved, these petitions will be forwarded to Newcomb-Tulane College. This process may take several weeks, and does not need to be completed before the beginning of classes.
Service-Learning Course Descriptions School of Architecture
APFC 4320/DSGN 4100
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UrbanBuild
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Byron Mouton
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Each student will record and document revisions and developments of a project through the careful maintenance of a set of documents. Beginning with the documents submitted to the city for permitting, revisions will be continually catalogued and eventually prepared for presentation upon the conclusion of construction.
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Students designed a house that could potentially be built in the New Orleans area and then defended their design. A panel picked the winning design and the students helped build the selected house for a resident of New Orleans.
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APFC 6400
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Global Architectural Brigades
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Emilie Taylor
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Students will gain an understanding of the role of sustainable development and learn how to improve the quality of life in under-resourced communities, particularly in Honduras. Students will have a chance to work in a multi-year team transferring lessons from local rebuilding efforts towards design projects in developing countries. Students will learn about construction methods and cultural issues in developing nations as well as the role architects can play as socially responsible professionals.
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Students produced a design proposal for a community health center in rural Honduras that will serve the needs of over 5,000 people.
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APFC 6860
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Guardians Institute
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Scott Ruff
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The objectives of the course are to provide Guardians Institute with a usable pavilion structure in the Spring of 2011 semester. This structure will be used to facilitate the Institute’s literacy program as well as many other community service events, including the fundraising for the construction of a new community center/museum. Students will learn community design interaction skills and design/build skills.
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Students designed and constructed a pavilion for the Guardian’s Institute
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DSGN 2100
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Design Studio
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Various
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This course concentrates on developed architectural form and design methodologies through processes of analysis, synthesis, and transformation. Students will work on the conceptual frameworks for their designs, with emphasis on issues of environmental context, urban design, and cultural and technological systems and their impact on architectural form. Second semester will emphasize the relationship of design to cultural precedents, site conditions, programs, and material tectonics through the study of housing.
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Students were challenged to design and build projects that met specified criteria.
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DSGN 4100/4200
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Advanced Studio Elective
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Various
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This course offers a range of topics and projects which explore a variety of architectural issues and areas of research. Students choose elective studios that suit their interests, needs, and goals in order to focus their studies while gaining experience within a broader cultural and disciplinary field. This concentration develops areas of expertise beneficial to future professional growth.
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Students met with non-profit community partners, assessed community needs, designed small scale projects and master plans that addressed those community needs, and built portions of the resulting design project.
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PRST 6720
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Preservation Technology
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Heather Knight
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This course will introduce students to the fundamentals of preservation technology and conservation standards, philosophy and ethics using the Pitot House Museum and other historic structures as a laboratory for practice. The lectures will focus on basic tenets of preservation technology, philosophy, conservation, and stewardship. The correlation of these tenets to the historic built environment will be magnified by field sessions at the Pitot House and additional field trips.
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This class partnered with Louisiana Landmarks Society and the Pitot House Museum. The Louisiana Landmarks Society is a local non-profit dedicated to educating the community about the importance of preserving historic neighborhoods, sites, and landmarks.
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RBST 3010
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The City I
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Carol Reese
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The course studies the historic development of municipal services in early twentieth-century cities, particularly in U.S. cities in the period that some historians have termed the City Scientific. The impact of Jim Crow laws and de facto segregation on U.S. cities is a prominent topic in this course.
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Students worked with the NOLA Department of Sanitation to observe and participate in the operations of a key municipal department. Students worked with Longue Vue House and Garden’s outreach activities in the Pontchartrain Park and Gentilly Woods neighborhoods (Pontilly) of New Orleans.
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RBST 3400/6400
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Design Urbanism
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Grover Mouton
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Through the use of seminal writings on urban design ideology presented by architects and historians in the 20th century such as Bacon, Lynch, Koolhaas, and Gandelsonas, students will be challenged to consider these significant foundations in order to apply a broader awareness of urbanism to their own architectural design process. Concurrently, methodologies of research and analysis that employ both conceptual and intuitive systems of investigation will be exercised as a critical means of observing, documenting, and communicating about the city and the architecture that contributes to its form.
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Students designed with real-world constraints for the purpose of furthering the recovery of a devastated community. Students presented the City of Mandeville with a range of changes and additions for the municipal arts plan.
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