Tulane Freshman Academic Planning Guide 2009-2010

2009 FRESHMAN

ACADEMIC PLANNING

GUIDE

FALL 2009 ACADEMIC CALENDAR AUGUST 24 (M) 28 (F)

CLASSES BEGIN Last Day to Confirm Registration

SEPTEMBER 4 (F) 4 (F) 7 (M) 11 (F) 18 (F) 25 (F) 25 (F) 25 (F) 28 (M)*

Last Day to Register/Add GRAD BS - AUG 28 (F) Last Day for 100% Refund LABOR DAY HOLIDAY Last Day for 75% Refund Last Day for 50% Refund Last Day to Drop without Record LS - SEP 4 (F) Last Day to Change Grading Rules for Audit Last Day for 25% Refund YOM KIPPUR / HOLIDAY*

OCTOBER 14 (W) 15-18 (TH-SUN) 19 (M) 26 (M) 26 (M)

Mid Term Grades Due for Undergraduate Freshmen FALL BREAK CLASSES RESUME Last Day to Drop Last Day to Change Grading Rules other than Audit

EXCEPTIONS TO BASIC CALENDAR GRAD BS - AUG 19 (W); SW - SEPT 1 (T) GRAD BS - AUG 21 (F)

LS & GRAD BS will hold classes on OCT 15 & 16 LS - SEP 18 (F) LS - OCT 30 (F)

NOVEMBER 9 (M) 25 (W) 30 (M)

PRIORITY Registration for Spring ‘10 Begins LS - NOV 23 (M) THANKSGIVING HOLIDAY BEGINS CLASSES RESUME

DECEMBER 4 (F) 5-6 (SAT-SUN) 7-15 (M-T) 11 (F)

LAST DAY OF CLASS Study Period EXAM PERIOD SOCIAL WORK COMMENCEMENT

LS - DEC 3 (Th); SW-DEC 11 (F) LS - DEC 4-6 (F-SUN) GRAD BS - DEC 7-14 (M-M); LS - DEC 7-18 (M-F)

* In the Jewish tradition, the day lasts from sunset to the following nightfall. Thus Yom Kippur officially begins at sunset on the preceding evening (Sun, Sep 27) and ends at nightfall on the day of observance. Monday day classes will not be held.

NOTES: +Exams may be scheduled on Saturday and Sunday.

ACADEMIC ADVISING CENTER Dear Tulane University student, On behalf of the Academic Advising Center, welcome to Tulane University!

The Academic Advising Center is one of the most important resources available to you at the university. Our team of academic advisors is here to help you plan your undergraduate career and make informed choices about your education along the way.

One of the most important tasks you will need to accomplish as a new student is course selection and registration for your first semester at Tulane. That process will begin this summer, and the academic advisors will guide you every step of the way.

As you know, you have been assigned an academic advisor to answer whatever questions come up as you plan for the fall semester. This person will be an invaluable resource over the next few months, and we urge you to take advantage of his or her assistance and expertise.

Below are five short steps to assist you with academic planning and registration. You will also want to visit the Academic Advising Center’s website for important information. Go to www.advising.tulane.edu and click on “New Students 2009-2010.”

Step 1: Review the Freshman Academic Planning Guide 2009-2010, which will help you with academic planning; it includes information about AP, IB, and transfer credit.

Step 2: Familiarize yourself with the Newcomb-Tulane Core Curriculum. Please refer to the Undergraduate Core Curriculum Guide.

Step 3: Refer to the links for English 101, TIDES, and Foreign Language Placement, which are all important pieces in academic planning.

Step 4: Review the sample schedules for the various schools and programs in the Freshman Academic Planning Guide 2009-2010.

Step 5: Make a list of proposed courses for fall that can be discussed with an academic advisor.

Finally, at the center of this guide, you will find a “Registration Worksheet.” Please take the time to complete this worksheet prior to your advising session so you will be ready to take an active role in planning your undergraduate education.

Again, welcome to Tulane University!

Sincerely,

The Academic Advising Team

211 Stanley Thomas Hall New Orleans, LA 70118-5698 T 504.865.5798 F 504.865.5799 advising@tulane.edu

TABLE OF CONTENTS CORE REQUIREMENTS AND EXAMS First-Year writing, foreign language, and quantitative reasoning Cellular and molecular biology exemption Dance auditions

HONORS PROGRAM ADVANCED PLACEMENT

P2-5 P2-5 P5 P5 P5 P6–7

INTERNATIONAL BACCALAUREATE

P8

TRANSFER CREDIT POLICY

P9

PRE-PROFESSIONAL REQUIREMENTS PROFESSIONAL SCHOOLS AND PROGRAMS Course selections for specific major programs School of Architecture A.B. Freeman School of Business Bachelor of Science Engineering School of Public Health and Tropical Medicine

ADDITIONAL SAMPLE FIRST-YEAR SCHEDULES REGISTRATION INSTRUCTIONS

P 10 P 10-11 P 10-11 P 10 P 10 P 11 P 11 P 12 P 13 – 14

SERVICES FOR STUDENTS WITH DISABILITIES

P 15

THE NEWCOMB-TULANE COLLEGE AND SCHOOL-SPECIFIC CORE GRID

P 16

UNDERGRADUATE CORE CURRICULUM

P 17-31

ENGLISH 101 COURSE DESCRIPTIONS

P 32-37

Table of Contents | 1

CORE REQUIREMENTS AND EXAMS FIRST-YEAR WRITING REQUIREMENT Newcomb-Tulane College requires that you complete the First-Year Writing requirement by enrolling in English 101 during your first-year unless you qualify for AP or IB credit.

Advanced Placement/International Baccalaureate: If you have earned a score of 4 or 5 on either English AP Examination (Language or Literature) or a score of 5 or higher on the English IB higher level exam, you will receive four credits (English 101). English 101 is the only required English course. Students with credit for ENGL 101 are eligible to take any English course at the 200 – 300 level.

NOTE: In order to limit class sizes to 15-17 students, one half of the incoming class will take ENGL 101 in the fall; the other half of the class will take it in the spring.

If you have taken a writing course for which you intend to request transfer credit, please consult your Academic Advisor at the Academic Advising Center (504.865.5798).

To see the list of First-Year Writing Courses, choose “Schedules of Classes” from the Registrar’s homepage.

While all of the sections are structured the same way, the topics on which you will read and write vary.

Descriptions are on the English Department’s website.

Core Requirements and Exams | 2

FOREIGN LANGUAGE REQUIREMENT Languages available to complete the requirement are: ARABIC CHINESE FRENCH

GERMAN GREEK HEBREW

ITALIAN JAPANESE LATIN

PORTUGUESE RUSSIAN SPANISH

VIETNAMESE

The foreign language requirement for undergraduates whose initial enrollment at Tulane is FALL 2006 OR LATER is part of the core curriculum which includes the completion of at least one foreign language class at Tulane and demonstrated competency at the 102/112 level in that language. The Schools of Liberal Arts and Public Health and Tropical Medicine require competency at the 203 level. The foreign language department in which you choose to study will determine your placement level on the basis of the online placement information questionnaire, your high school performance, and the results, if any, of the foreign language achievement tests which you may have taken.

Note: Engineering students are exempt from this requirement.

Foreign Language Testing If you have a qualifying score on a language test (SAT II 640 or higher, AP 4 or 5, Higher Level IB 5 or above), you have demonstrated competency beyond the 203 level and will be placed in an upper-level course.

If you wish to register for a foreign language that you have not previously studied, complete and submit the online form, indicating the language you have selected. You will then be placed in a beginning course in the foreign language you have chosen.

If you are fluent in a language not offered for proficiency at Tulane and wish to fulfill your requirement in that language, you must complete and submit the online form. The Language Learning Center will then contact you with further information.

International students who are native or fluent speakers of a language other than English and who are admitted to Tulane from countries where English is not the first language or their primary language of instruction will be exempt from the foreign language requirement.

2009-2010 ONLINE PLACEMENT ALL students who wish to enroll in a foreign language course must complete and submit the online placement form in order to receive an official departmental placement. This includes students in programs that do not have a core language requirement and students who have already completed their requirement and wish to study another language.

The online placement form is available for the 2009-2010 academic year for all continuing and incoming students who have a valid Tulane User ID and password. You can find the login page for the form at the following secure site: http://languageplacement.tulane.edu You must provide your Tulane User ID (the part of your Tulane e-mail address before the @) and password to access the online form. If you do not know your Tulane User ID, contact the Technology Services Help Desk at 504.862.8888.

Once you have completed and submitted the form, your placement will be determined, and you will receive notification via your Tulane e-mail address. Please allow at least five days for the placement notification to be sent.

Note: Students who do not have Internet access or who have disabilities that prevent use of the Internet may contact the Language Learning Center office at 504.862.8888 for assistance with the online process.

Core Requirements and Exams | 3

QUANTITATIVE REASONING REQUIREMENT Advanced Placement or International Baccalaureate credit in mathematics: If you have earned a score of 4 or higher on the AB or statistics exam or a 5 or higher on the IB higher level exam, you will receive credit for MATH 121 or MATH 111.

Bachelor of Arts (B.A.), Bachelor of Fine Arts (B.F.A.), or Master of Architecture (M. ARCH) degrees require one of the mathematics courses offered at Tulane or Elementary Symbolic Logic (Philosophy 121).

Bachelor of Science (B.S.) degree requires two mathematics courses at the 121 level or higher. PHIL 121, MATH 111 or MATH 114 do not satisfy the requirement. The combination of MATH 115 and 116 is equivalent to MATH 121 and counts as one of the two courses.

Bachelor of Science in Management (B.S.M.) degree requires two mathematics courses MATH 115 or 121 and MATH 114. Business majors who complete MATH 115 do not need to continue in MATH 116.

Bachelor of Science in Public Health (B.S.P.H.) degree requires two mathematics courses. The combination of MATH 115 and 116 is equivalent to MATH 121 and counts as one course. Students may take MATH 111 or 123 for the second mathematics course.

QUANTITATIVE REASONING COURSE INFORMATION MATH 111: Probability and Statistics - This course satisfies the Quantitative Reasoning requirement for the B.A., B.F.A., or M.ARCH degrees and counts towards the requirement for the B.S.P.H. MATH 114: Statistics for Business - Students planning to enter the Business School can take this course after completing INFO 101. MATH 114 may not be applied toward the Quantitative Reasoning requirement for the B.S. or the B.S.P.H. degrees (credit may not be earned for both MATH 111 and 114).

MATH 115: Long Calculus I / 116 Long Calculus II - The sequence 115-116 is a year-long course that covers the material of MATH 121 with time spent reviewing background. MATH 115 satisfies the Quantitative Reasoning requirement for the B.A. and the B.F.A. degrees. A student who completes the year-long sequence MATH 115 and 116 can continue his/her math studies with MATH 122.

MATH 121: Calculus I - This course or the equivalent MATH 115 and 116 is required for all B.S. degrees and the B.S.P.H. degree.

MATH 121H: Honors Calculus I - When offered, treats the material of Calculus I in greater depth, with more interesting and difficult problems. Students who have earned A’s in high school calculus would be eligible to enroll in Honors Calculus I, if they are in the Honors Program.

MATH 122: Calculus II - Only for students who have taken MATH 121 at Tulane or have transfer credit from another college. Students with AP or IB credit should take MATH 131.

MATH 123: Statistics for Scientists - Provides a practical overview of the statistical methods and models most likely to be encountered by scientists and practical research applications. MATH 121 (or MATH 115 and 116) is the prerequisite for MATH 123.

MATH 131: Consolidated Calculus – Recommended for students who have had a good calculus course in high school, including those who have earned Advanced Placement or International Baccalaureate credit for MATH 121.

Those who have not received credit for MATH 121 will be given credit for both MATH 121 and 131, provided they earn the grade of B- or better in MATH 131. The course includes a review of material from Calculus I and then goes on to

Core Requirements and Exams | 4

complete the material of Calculus II. This course can be used to satisfy the requirement in Quantitative Reasoning and also in partial fulfillment of the 6-8 hour B.S. requirement in Quantitative Reasoning. It is a satisfactory prerequisite for all courses listing Calculus I and II as a prerequisite.

MATH 131H: Consolidated Calculus Honors - Treats the material of MATH 131 in greater depth, with more interesting and difficult problems. Students who have earned A’s in high school calculus would be eligible to enroll in Honors Calculus 131, if they are in the Honors Program. MATH 131 and MATH 131H are offered only in the fall semester each year.

For more information, please go to the Math Department’s website at http://math.tulane.edu or call 504.865.5727.

BIOLOGY (CELL AND MOLECULAR) Students intending to major in Cell and Molecular Biology are eligible to seek exemption from Cell 101 with no credit awarded. Students who demonstrate profi¬ciency may enroll in Cell 205. Call John Drwiega at the Cell & Molecular Biology department, 504.865.5546 to arrange to take the exam. www.tulane.edu/~cellmol.

NEWCOMB DANCE COMPANY AUDITIONS Ballet barre, ballet, modern and jazz phrases in center; Point shoes not necessary.

For Information call Alice Pascal Escher at 504.314.7743.

NOTE: Auditions are not necessary to take a dance class.

HONORS PROGRAM Students who have been accepted as members of the Tulane Honors Program are strongly advised to take one Honors course each semester, and are required to take at least one during their first year at Tulane. Members should have received a written invitation. Your acceptance of Tulane’s admission offer confirms your participation in the Honors Program.

For a listing of Honors courses, go to the Registrar’s homepage, select “Schedules of Classes,”“Newcomb-Tulane College” and then “Honors Courses.”

For more information about the Honors Program, please visit their website at http://honors.tulane.edu and for additional questions or concerns, please contact the Honors Program.

Dr. Thomas Luongo Honors Program Director 105 Herbert Hall, Tulane University New Orleans, LA 70118 Phone: 504.865.5517 Email: tluongo@tulane.edu

Core Requirements and Exams | 5

ADVANCED PLACEMENT NOTE: Students are not permitted to retake courses for which they will receive AP credit. Advanced Placement and/or credit awards are given to students who have participated in the College Board AP Program and who have scored 4 or higher in subject area tests. When you request your scores, remember to request them for every test you took while in high school. You can request them at 609.771.7300 or 888.225.5427 or apexams@info.collegeboard.org. A complete table of AP credit and placement for each subject area follows. If you have not received your AP test results before registration begins, register for classes and then adjust your courses, if necessary, when you receive your scores.

If you have questions, call your Academic Advisor at 504.865.5798 to discuss your options. Our office usually receives test results the second week of July. No more than four credits of English or a foreign language will be awarded to any student, even if the student has a qualifying score in both Language and Literature tests.

Students interested in pursuing careers in the health field should consult the pre-professional advisor about their AP/IB credit.

SUBJECT

AP SCORE

TULANE COURSE CREDIT GRANTED

ART-HISTORY

5 4 4 or 5

6 credit hours (ARHS 101 and 102) 3 credit hours (ARHS 101)

ART-STUDIO Drawing or 2D Design 3D Design BIOLOGY

CHEMISTRY CHINESE Language and Culture COMPUTER SCIENCE A ECONOMICS Microeconomics ECONOMICS Macroeconomics ENGLISH Language or Literature ENVIRONMENTAL SCIENCE FRENCH Language or Literature GERMAN LANGUAGE

4 5 4 4 or 5

3 credit hours (ARST 105) 3 credit hours (ARST 149) 7 or 8 credit hours (EBIO 101/111 and CELL 101 or CELL 103/106) 4 credit hours (CELL 103/106) 8 credit hours (107/117 and 108/118) 4 credit hours (CHEM 107/117) 4 credit hours (ASTC 203)

4 or 5 4 or 5

4 credit hours (CPST 220) 3 credit hours (ECON 101)

4 or 5

3 credit hours (ECON 102)

4 or 5

4 credit hours (ENGL 101)

4 or 5 4 or 5

3 credit hours (EBIO 104) (Same as EVST 104) 4 credit hours (FREN 203)

4 or 5

4 credit hours (GERM 203)

5

Advanced Placement | 6

SUBJECT

AP SCORE

TULANE COURSE CREDIT GRANTED

HISTORY European HISTORY United States ITALIAN Language and Culture JAPANESE Language and Culture LATIN Literature or Virgil

4 or 5

3 credit hours (HISE 122)

4 or 5

3 credit hours (HISU 142)

4 or 5

4 credit hours (ITAL 203)

4 or 5

4 credit hours (ASTJ 203)

4 or 5

MATHEMATICS Calculus AB MATHEMATICS Calculus BC MATHEMATICS Statistics MUSIC Theory PHYSICS B Algebra and Trigonometry

4 or 5

4 credit hours (LATN 203) Note: If both exams are passed with scores of 4 and above 7 credit hours (LATN 203 and LATN 307) 4 credit hours (MATH 121)

4 or 5

8 credit hours (MATH 121 and 122)

4 or 5

3 credit hours (MATH 111)

4 or 5

3 credit hours (MUSC 100)

4 or 5

PHYSICS C Mechanics PHYSICS C Electricity and Magnetism POLITICAL SCIENCE U.S. Govt.

POLITICAL SCIENCE Comparative Govt.

PSYCHOLOGY SPANISH Language or Literature

4 or 5

8 credit hours (PHYS 121 and 122) Note: Credit will not be awarded for Phys 121 and 131, or 122 and 132 4 credit hours (PHYS 131)

4 or 5

4 credit hours (PHYS 132)

4 or 5

3 credit hours (POLA 210)

4 or 5

3 credit hours (POLC 230)

4 or 5 4 or 5

3 credit hours (PSYC 100) 4 credit hours (SPAN 203)

Advanced Placement | 7

INTERNATIONAL BACCALAUREATE Students who have scored 5 or higher on the higher level examinations should call the Academic Advising Center at 504.865.5798 about credit or advanced placement in these subjects. Credits are awarded for scores of 5 or higher on the HIGHER LEVEL IB TESTS only.

Students interested in pursuing careers in the health ďŹ eld should consult the pre-professional advisor about their AP/IB credit.

SUBJECT

IB SCORE

TULANE COURSE CREDIT GRANTED

BIOLOGY

ENGLISH A1

5 or 6 7 5 6 or higher 5 or higher

4 credit hours (CELL 103/106) 7 credit hours (EBIO 101/111 and CELL 101) 4 credit hours (CHEM 107/117) 8 credit hours (CHEM 107/117 and CHEM 108/118) 4 credit hours (ENGL 101)

ECONOMICS

5 or higher

6 credit hours (ECON 101 and ECON 102)

FILM

5 or higher

3 credit hours (COMM 115)

FRENCH A2

5 or higher

3 credit hours (FREN 321)

FRENCH B

5 or higher

4 credit hours (FREN 203)

GEOGRAPHY

5 or higher

3 credit hours (GEOL 206)

HISTORY, EUROPEAN

5 or higher

3 credit hours (HISE 122)

HISTORY, UNITED STATES

5 or higher

3 credit hours (HISU 142)

MATHEMATICS

5 or higher

4 credit hours (MATH 121)

MUSIC

5 or higher

3 credit hours (MUSC 100)

PHILOSOPHY

5 or higher

3 credit hours (PHIL 101)

PHYSICS

5 or higher

8 credit hours (PHYS 121 and PHYS 122)

PSYCHOLOGY

5 or higher

3 credit hours (PSYC 100)

SPANISH A1

5 or higher

3 credit hours (SPAN 327)

SPANISH A2

5 or higher

4 credit hours (SPAN 203)

SPANISH B

5 or higher

4 credit hours (SPAN 203)

THEATRE

5 or higher

3 credit hours (THEA 102)

CHEMISTRY

International Baccalaureate | 8

TRANSFER CREDIT POLICY If you took college courses while you were enrolled in high school, you need to know that Newcomb-Tulane College does not give transfer credit for courses that were sponsored by a college or university but taught at high schools, by high school teachers, or in classes composed primarily of high school students, even if a college transcript is issued for these courses. In order for college credits to be considered for transfer to Tulane, the courses must meet all of the following requirements: 1.

2.

3.

4.

The course was listed in official catalog of the college or university from which you earned credit.

The course was composed primarily of degree-seeking college students.

The course was taught by faculty of that college/university on that institution’s campus.

You earned a grade of C or higher in the course.

If you have received college credit for courses taken before High School graduation, you must submit the Transfer Credit Eligibility Form and the Transfer Eligibility Form Supplement with your transcript and course descriptions.

These forms will be available online at advising.tulane.edu.

If you plan to take courses this summer, please consult your Academic Advisor at the Academic Advising Center to be sure the courses are transferrable. Courses taken at 2-year colleges after you were admitted to Tulane will not transfer. In most cases, we need only a transcript and course descriptions in order to evaluate college courses taken after you graduated from high school. Please send the requested materials as soon as possible to the Academic Advising Center.

When we have received the following: 1) Official Sealed Transcript (not a grade report or a transcript “issued to student only”) 2) Course Descriptions (from the summer brochures or online college catalogs which correspond to the courses on your transcripts) 3) Transfer Credit Eligibility Form and Supplement AND When your courses have been approved as equivalent to Tulane course work, we will adjust your Newcomb-Tulane transcript to reflect the academic credit awarded to you in transfer.

Grades are not transferred with the credits.

Transfer Credit Policy | 9

PRE-PROFESSIONAL REQUIREMENTS PRE-MED Requirements: Two semesters of General Chemistry with lab (CHEM 107/117 and CHEM 108/118), and two semesters of Organic Chemistry with lab (CHEM 241/243 and CHEM 242/244); two semesters of Physics with lab; two semesters of Biology with lab, two semesters of Mathematics and English. Students are advised to begin CHEM 107/117 in the fall semester.

PRE-LAW Requirements: No required courses, but recommended courses are: PHIL 103 (Ethics); PHIL 106 (Critical Thinking); courses that develop writing and communication skills.

You can find more pre-med and pre-law advice at advising.tulane.edu/pre-professional. All pre-professional students should contact our pre-professional advisor during the first two weeks of classes.

PROFESSIONAL SCHOOLS AND PROGRAMS SCHOOL OF ARCHITECTURE The School of Architecture offers a five year accredited professional degree program resulting in a Master of Architecture degree. The School prepares students for positions of leadership in their communities and in the design professions.

Below is a typical schedule for a first-year architecture major: FALL SEMESTER • DSGN 110 • AVSM 110 • ENGL 101 • AHST 111 • University Elective:

SPRING SEMESTER 4 credits 2 credits 4 credits 3 credits 3-4 credits

• DSGN 120 • ADSM 110 • ATCS 110 • University Elective:

4 credits 2 credits 3 credits 3 credits

Cultural Knowledge

Cultural Knowledge or Foreign Language

• University Elective:

• TIDES

Cultural Knowledge or Scientific Inquiry or Foreign Language

1 credit

3-4 credits

A.B. FREEMAN SCHOOL OF BUSINESS The Freeman School offers the following majors in the Bachelor of Science in Management program (BSM): accounting, consumer behavior/marketing, finance, legal studies in business, and management. BSM students can also earn a minor in any business major while other Newcomb-Tulane students may only earn a minor in general business.

Below is a typical schedule for a first-year business major: FALL SEMESTER • ENGL 101 • TIDB 101 or 102 and TIDB 189 • MATH 115 or 121 • Foreign Language • INFO 101 • ECON 101 or 103 or PSYC 100 • CDMA 101

SPRING SEMESTER 4 credits 1.5 credits 3-4 credits 4 credits 3 credits 3-4 credits .5 credits

• MATH 114 • TIDB 111* and TIDB 189 • ECON 101 or 103 or ECON 102 or 104 or PSYC 100 • Foreign Language or Physical Science with lab • Elective course(s)

4 credits 2.5 credits 3-4 credits 4 credits 3-6 credits

* includes public service hours

Professional Schools And Programs | 10

BACHELOR OF SCIENCE ENGINEERING The required first-year engineering curriculum consists of two semesters of calculus, two of calculus-based Physics and two of General Chemistry. There is also one semester of First-Year Writing and one semester with a Cultural Knowledge elective.

Below is the standard Engineering curriculum for a first-year engineering major: FALL SEMESTER

SPRING SEMESTER

• CHEM 107, 117 • PHYS 131 • MATH 121 • ENGL 101 • TIDES 145 (strongly suggested)

3+1 credits 4 credits 4 credits 4 credits 1 credit

• CHEM 108,118 • PHYS 132 • MATH 122 • ENGP 141 (not for Chemical Engineering) • Cultural Knowledge Elective*

3+1 credits 4 credits 4 credits 3 credits 3 credits

TOTAL

17 credits

TOTAL

18 credits * Pre-med engineering students need two English courses

NOTE: Students must complete the first Public Service requirement by the end of their second year. Engineering students are urged to take SCEN 101/189 their freshman or sophomore years to fulfill their first Public Service requirement.

SCHOOL OF PUBLIC HEALTH AND TROPICAL MEDICINE The Tulane Bachelor of Science in Public Health (B.S.P.H.) integrates the disciplines of Public Health with studies in the liberal arts and sciences. The program is flexible to provide the student with a breadth of engagement in the liberal arts disciplines and depth in the selected public health discipline. In addition to general/undecided public health studies, three majors are available including Environmental Health Sciences, Global and Community Health, and Health Informatics.

The B.S.P.H. degree consists of a minimum of forty credits in core public health coursework and nine credits of public health major courses, a minimum of forty credits in the liberal arts and sciences, and thirty-six credits of major elective and/or open electives, depending on area of major. Depending on the student’s background and experience, schedules can be tailored to meet individual needs.

Below is a typical schedule for a first-year public health major:

FALL SEMESTER • SPHU 101 • ENGL 101 (fall or spring) • Foreign Language • MATH or Scientific Inquiry • TIDES course of your choice

SPRING SEMESTER 3 credits 4 credits 4 credits 3-4 credits 1 credit

• SPHU 102 • Foreign Language if needed • MATH or Scientific Inquiry • Cultural Knowledge Elective • Elective course: Cultural Knowledge Elective

Professional Schools And Programs | 11

3 credits 4 credits 4 credits 3-4 credits 3 credits

ADDITIONAL SAMPLE SCHEDULES OF PROGRAMS THAT ARE MORE FLEXIBLE: B.A. (Bachelor of Arts), ANY MAJOR • • • • • •

English 101 (Fall or Spring) Foreign Language Math course or Philosophy 121 Probable/possible major course TIDE of your choice Elective course

B.S. (Bachelor of Science), ANY MAJOR* • • • • • •

English 101 (Fall or Spring) Foreign Language Math 121 or 131 Probable/possible major course TIDE of your choice Elective course

B.F.A. (Bachelor of Fine Arts), ART • • • • • •

English 101 (Fall or Spring) Foreign Language Art Studio 105 Art Studio 113, 117, 125, 135, 137, or 149 Elective Course TIDE of your choice

B.F.A. (Bachelor of Fine Arts), THEATRE • • • • • •

English 101 (Fall or Spring) Foreign Language Theatre 105 Math or Social Science course Theatre 201 or elective course TIDE of your choice

*Other than engineering

B.F.A. (Bachelor of Fine Arts), DANCE* • • • • • •

English 101 (Fall or Spring) Foreign Language DANC 105 Dance technique class (ballet or modern) Additional technique class or elective TIDE of your choice

*Admission to program by audition only, contact department

B.F.A. (Bachelor of Fine Arts), MUSIC • • • • • •

English 101 (Fall or Spring) Foreign Language Music 151*/Applied Music 109* Applied Music 217* or elective course Applied Music 221* TIDE of your choice

*Contact department for registration clearance

Additional Sample First-Year Schedules | 12

REGISTRATION INSTRUCTIONS FIRST TIME REGISTRATION INSTRUCTIONS Pre-Registration Preparation: We strongly recommend that you discuss your academic plan and course selection with your assigned Academic Advisor. Students participating in June orientations may do this when you are on campus. Students not attending June orientations may contact advisors as soon as you have questions and contact information.

General Recommendations on Course Selection: You should register for 16-19 credits.

The minimum number of credits required for a Newcomb-Tulane degree is 120 (may be more for individual schools), so to complete that requirement in four years you must take an average of fifteen credits each semester. Architecture students need to enroll in 15-19 credits each semester to complete the degree in five years.

As you select courses, keep in mind that you will NOT be permitted to drop a course during the semester if that will result in a course load of fewer than twelve credits.

Be sure that you know your Foreign Language Placement. You may register for only the level in which you have been assigned. If you have a question about the placement, call the Language Learning Center at 504.865.5879. If you have not submitted your placement information online, do so now http://languageplacement.tulane.edu. You must have placement for any language you take, even if you have never studied it before.

In addition to courses that are of interest to you and will help you explore a major, you may want to select courses that satisfy core curriculum requirements, which are explained in the Curriculum Guide section. Usually first-year students begin with introductory courses (100-200 level).

To review Fall courses online: From the Registrar’s homepage, select “Schedules of Classes.” Then select “Term: Fall 2009” and click on the appropriate school.

For course descriptions: From Fall Schedule page, click on the highlighted course prefix and number (for example ECON 101) to see the course description. Also, click on the more information link for additional details.

You may find the “My Planner” feature on the Schedules of Classes website extremely helpful in the selection and scheduling of your courses. When you see a course that you are interested in taking, simply click on the green circle with the plus sign to the left of the course name and section. This will add each course that you are thinking of taking to a calendar grid so that you are able to easily construct a schedule without any time conflicts.

Tulane offers many course choices every semester. Although you may not get your first choice in course selection, you will get a full schedule of courses that will count towards your degree. Courses that you may not be able to take during the first semester will most likely be available during the spring semester.

Registration Instructions | 13

REGISTRATION STEP BY STEP INSTRUCTIONS Register for courses using Tulane Online University Records (TOUR) after you have planned a schedule and used the online Schedules of Classes Planner to ensure the sections for which you will register are open and there are no time conflicts.

From the Registrar’s homepage, select Registrar and then select TOUR. Log in to TOUR with your 9 digit Student ID. This is usually your social security number without dashes. Your PIN is provided by the Registrar (mailed separately) and is also available from your Academic Advisor.

Click the “Register” button on the TOUR home page to open the Registration page.

Click the drop-down arrow in the “Register for” field and select “Fall, 2009”.

Click the “Register” button to open the Registration for 2009 Fall page.

Type a Course ID number in the “Add/Drop” field.

• The Course ID number is the prefix (e.g. ENGL), course number (e.g. 101), and section number (e.g. 01).

• For example, type ENGL10101 (no spaces or dashes) to register for the first section of ENGL 101 First-Year Writing Click the “Add” button to add the course to your schedule.

• TOUR will report in red when the course is successfully added to your schedule, and it will appear in a list near the bottom of your browser window (you may need to scroll down to see it).

• If there is a time conflict, TOUR will NOT add the course and will report so in red.

• If the section is full, TOUR will NOT add the course and will report so in red.

NOTE: some closed sections allow you to add yourself to a wait list.

Click “EXIT” when you have completed adding courses to your schedule.

After you have completed your registration for fall, you may want to make changes to your schedule. You will have until September 4 to change your class schedule using TOUR.

Registration Instructions | 14

SERVICES FOR STUDENTS WITH DISABILITIES Newcomb-Tulane recognizes that a growing number of people with disabilities have joined the University community in recent years as students, faculty, and staff. The University welcomes these individuals, and seeks to support their particular needs and rights, and to ensure that they have an equal opportunity to participate in the University community.

The University’s diverse student population includes well-qualified students with documented disabilities who may require learning, sight, hearing, manual, speech, or mobility accommodations to ensure fair access to educational and residential resources. These students are intelligent and capable, and have met the same rigorous standards for admission as other students. To provide students with disabilities every educational opportunity to demonstrate their talents and intellect on a level playing field with their peers without disabilities, the University makes available reasonable accommodations in accordance with Section 504 of the federal Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. The University’s Office of Disability Services (ODS) serves as the central campus resource for Tulane students with documented disabilities or with disability concerns. ODS is a part of the Educational Resources and Counseling office and is located on the first floor of the Science and Engineering Complex.

ODS can be contacted by telephone 504.865.8433 or in person, between 8:30 a.m. and 5:00 p.m., Monday through Friday, and also can be found on the Web at erc.tulane.edu/disability. ODS works in partnership with students, faculty, and staff to develop successful strategies for maximizing students’ academic achievement and participation in extracurricular activities and programs.

Students with disabilities must register with ODS as soon as possible and follow all ODS procedures for requesting accommodations. Because current clinical documentation is required before ODS can consider any requests for reasonable accommodation, newly matriculating students who have documented disabilities should contact ODS and submit all necessary forms and documentation at least one month before arriving on campus if possible.

Students should be aware that they are responsible for making requests for reasonable accommodations and for submitting all necessary documentation in support of those requests. ODS can help students articulate their needs, engage with students in an interactive discussion about possible accommodations, and can assist students in communicating any approved accommodations to instructors or staff. Students remain ultimately responsible for complying with ODS and University procedures and for ensuring that the University is aware of the need for accommodations in the first place.

Any student with specific questions about ODS procedures and policies should contact the manager of ODS, at 504.865.8433.

Services For Students With Disabilities | 15

A Guide to the Newcomb-Tulane College and School-Specific Requirements A Guide to the Newcomb-Tulane College and School-Specific Requirements A. B. Freeman

Architecture

Engineering

Liberal Arts1

Public Health

Sciences

(degree programs)

TIDES

TIDB 101 or 102 TIDES TIDB 111

TIDES

TIDES

TIDES

TIDES

First-Year Writing

ENGL 101 or equivalent

ENGL 101 or equivalent

ENGL 101 or equivalent

ENGL 101 or equivalent

ENGL 101 or equivalent

ENGL 101 or equivalent

101

101

101

101

102 or 112

102 or 112

203

203

Humanities/ Fine Arts

Humanities

Humanities/ Fine Arts

Humanities/ Fine Arts

Humanities/ Fine Arts

Fine Arts

Social Science

Humanities/ Fine Arts

Humanities/ Fine Arts

Humanities/ Fine Arts

Foreign Language2

Cultural Knowledge

(Includes Perspectives Inside the European Tradition, and either Perspectives Outside the European Tradition or Comparative Cultures/ International Perspectives)

None

102 or 112

102 or 112

Humanities/ Fine Arts

Humanities/ Fine Arts

Humanities/ Fine Arts

Humanities/ Fine Arts

Social Science Social Science Social Science (1st discipline) Social Science Social Science (ECONA101) Guide to the Newcomb-Tulane College and School-Specific Requirements Hum./Fine Art/ Social Science Social Sci. (2nd discipline) Social Science Social Science Social Science Hum./Fine Art/ Engineering (ECON 102) Social Science Public Health Liberal Arts Architecture A. B. Freeman Social Sci. (degree programs)

Quantitative Reasoning

Scientific Inquiry

MATH, or PHIL 121

MATH 121

MATH 115 or equiv.

Lab Science

Lab Science

Lab Science

MATH 114

MATH 122

MATH, or PHIL 121

Lab Science

101

102 or 112

Social Science

Social Science Sciences

Consult Major

MATH 121 or equiv.

Consult Major

MATH 122 or 123

Lab Science

Lab Science

Science

Science

Science (2nd discipline)

Science (PSYC 100)

ATCS Elective

Science

100-300 level

100-300 level

100-300 level

100-300 level

100-300 level

100-300 level

300 level or above

Consult Major

Consult Major

300 level or above

300 level or above

300 level or above

Professional Communications

None

None

None

None

SPHU 430

None

Writing Intensive

MCOM 301

Consult Major

Consult Major

Consult Major

Consult Major

Consult Major

Capstone

MGMT 490

Research/Studio Thesis

Consult Major

Consult Major

Consult Major

Consult Major

Public Service

Science/Math

1

Students earning a B.S. in the Liberal Arts must complete two semesters of Math. Individual departments may require specific courses to fulfill this requirement. Students earning a B.F.A. in the Liberal Arts may omit one Social Science and one Science/Math elective from the core curriculum.

2 Students take at least one foreign language course at Tulane. Students begin their language coursework at the placement level determined by the Language Learning Center, and from that point reach the highest competency level indicated for each school/program. International students who are native or fluent speakers of a language other than English and who are admitted to Tulane from countries where English is not the first language or their primary language of instruction will be exempt from the foreign language requirement.

THE NEWCOMB-TULANE COLLEGE AND SCHOOL-SPECIFIC CORE GRID | 16

UNDERGRADUATE CORE CURRICULUM 2009-2010 NEWCOMB-TULANE COLLEGE Newcomb-Tulane College has administrative oversight for the full-time undergraduate experience and the common core curriculum. Newcomb-Tulane College comprises all undergraduate programs at the university, including those in architecture, business, liberal arts, public health and tropical medicine, and science and engineering. All prospective undergraduate students apply to Newcomb-Tulane College for admission. A student may designate a school upon admission. Students must designate a major in a school no later than the beginning of a student’s fourth semester.

After the selection of a major, the student continues to be a Newcomb-Tulane College student as well as a student in the chosen school, in which the major resides. Ultimately, students simultaneously will be in Newcomb-Tulane College and a school. For example, a student who majors in psychology is in the School of Science and Engineering and in Newcomb-Tulane College.

Core Curriculum Designed to provide a common academic experience for undergraduates across all schools of the university, the core curriculum ensures the attainment of basic competencies in writing, foreign language, scientific inquiry, cultural knowledge, and interdisciplinary scholarship. Schools may add other degree requirements, and students are urged to consider these additional requirements when planning their schedules prior to entering a school. Some distinctive elements of this core curriculum are: 1) the prominent role of public service, reflecting the value Tulane places upon developing a life-long commitment to public service and citizenship; 2) the required TIDES course, Tulane’s signature interdisciplinary first-year seminar series; and 3) a capstone experience through which students apply the knowledge gained in their major fields of study. The core curriculum: • is committed to breadth, requiring coursework in all areas of knowledge • offers all students an integrative, themed first- year seminar experience (TIDES) • is committed to developing ethical leadership skills and a commitment to public service • assures the achievement of competencies in the following areas: Writing (4 credits) – Effective writing is central to learning and communication. It is a highly useful skill, and it is also a way of learning and knowing. The first-year writing experience helps students to develop the intellectual, organizational, and expository skills appropriate to university study. Writing competence can be demonstrated by: • An Advanced Placement score of 4 or better, or a score of 5 or better on the higher-level International Baccalaureate English exam, or • Successful completion of English 101.

NOTE: Writing competence must be completed by the close of the first year of study at Tulane University.

Foreign Language (4-8 credits)* – The study of foreign languages is an integral part of an undergraduate education, and knowledge of foreign languages is essential for having a broader perspective of our increasingly globalized world.

All students must take at least one foreign language course at Tulane University and demonstrate competency in that language at the 102/112 level.** The competency criterion may be achieved by:

*Candidates for the Bachelor of Science in Engineering (BSE) degree are exempt from this requirement. Refer to the individual school requirements for more information. The School of Liberal Arts and the School of Public Health require an additional semester of foreign language beyond the College’s core requirement. **Students entering Tulane University as transfer students may apply an approved foreign language course at the appropriate level from their previous institution to this requirement.

Undergraduate Core Curriculum | 17

• An Advanced Placement score of 4 or better, or • An SAT II Subject Test score of 640 or above, or • A passing score on a Tulane-administered test, or • A passing grade in a language course at the 102 or 112 level or higher.

NOTE: All courses completed in order to fulfill the foreign language requirement must be taken in the same language.

All students must receive placement in any language they attempt at Tulane in order to receive credit for a foreign language course.

Scientific Inquiry (9-12 credits), comprising: Quantitative Reasoning (3-4 credits) Competency may be attained by: • An Advanced Placement score of 4 or better on the Calculus AB or BC exam, or • Successful completion of one course in Mathematics (excluding MATH 119; excluding MATH 114 and MATH 115 without 116 for BS and BSE students; excluding MATH 111 for BS, BSE, and BSM students), or • Successful completion of Symbolic Logic (PHIL 121) for BA, BFA, and MARCH students only.

Physical, Life and Behavioral Sciences (6-8 credits) Competency may be attained by: • An Advanced Placement score of 4 or better on an AP science exam or 5 or better on a higher-level IB science exam, or • Successful completion of two courses selected from: architectural technological systems, astronomy, biology, chemistry, earth and environmental sciences, neuroscience, physics, psychology, or in public health (only SPHU 102 or SPHU 202).

NOTE: One of the science courses must be selected from a list of courses with an approved laboratory component.

Cultural Knowledge (12 credits), comprising any six credits of Humanities and Fine Arts and any six credits of Social Sciences.

• Courses from which these credits can be earned are offered regularly by the Schools of Architecture, Liberal Arts, and Public Health and Tropical Medicine.

Humanities Arabic Architectural Urban Studies Chinese Classical Studies Communication English French German Greek Haitian Hebrew Italian Japanese Jewish Studies Latin Literature Philosophy Portuguese

Russian Spanish Vietnamese Fine Arts Architectural Digital Media Architectural History/Theory Architectural Visual Media Art History Art Studio Dance Music Theatre Social Sciences Anthropology Economics Gender and Sexuality Studies History

International Development Latin American Studies Political Economy Political Science Public Health (SPHU 101 and SPHU 201 only) Sociology Sciences and Mathematics Astronomy Cell and Molecular Biology Chemistry Earth and Environmental Sciences Ecology and Evolutionary Biology Mathematics Neuroscience Physics Psychology

Undergraduate Core Curriculum | 18

• Of the 12 credits mentioned above, one course must be chosen from a list of courses in Perspectives in the European Tradition and one course must be chosen from a list of courses in Perspectives Outside the European Tradition or Comparative Cultures and International Perspectives.

Public Service – The Center for Public Service administers the public service requirement of the undergraduate core curriculum. The guiding principle of the center includes the belief that public service, rooted in an academic context while growing into other areas of service, contributes to the development of student civic engagement.

The undergraduate public service graduation requirement is grounded in a sustained sequence of learning articulated by the center’s mission. Instituting a cumulative and reflective graduation requirement makes explicit the ideal that education uniting public service and scholarship can be a transformative experience.

To complete the public service graduation requirement, students, throughout their undergraduate experience, will: 1. Successfully complete one service-learning course at the 100-, 200-, or 300- level by the close of their fourth semester at Tulane.

2. During their junior or senior year (after four semesters of coursework), participate in one of the following Center for Public Service-approved programs (at the 300-level or above): • Service-learning course • Academic service-learning internship • Faculty-sponsored public service research project/independent study • Public-service honors thesis project • Public service-based study abroad program • Capstone experience with public service component Understanding Interdisciplinary Scholarship (1 hour, TIDES seminar) Every first-year student will participate in a TIDES (Tulane InterDisciplinary Experience Seminar).

Capstone Experience (3+ hours) – Every Tulane senior must complete a capstone experience related to the student’s major. The capstone experience allows a student to demonstrate the capacity to bring information, skills and ideas acquired from the major to bear on one significant project. Capstone experiences will be designed by each of the schools and by individual departments/ interdisciplinary programs within the schools.

Perspectives in the European Tradition The following courses have been approved to meet the Perspectives in the European Tradition requirement.

Anthropology (Social Science) ANTH 385 The Four Field Model ANTH 427 Roots of Western Civilization ANTH 625 Man in the Pleistocene Architecture ( Fine Arts) AHST 310 History of Architecture: Ancient-Medieval Architecture AHST 311 AHST 450

History of Architecture: Renaissance-Baroque Architecture Northern Romanticism in Art and Architecture

Art (Fine Arts) ARHS 101 ARHS 102

Art Survey I: Prehistory through the Middle Ages Art Survey II: Renaissance to the Present

Undergraduate Core Curriculum | 19

REGISTRATION WORKSHEET PERSONAL INFORMATION Please print clearly

Full Name: ____________________________________________________________________ Name you prefer to be called: _____________________ SID#: __________________________ FOREIGN LANGUAGE What language(s) did you study in high school? __________________ Years of study?_______ Do you plan to study a NEW language in college? If so, what language? ___________________ Languages offered at Tulane University: Arabic, Chinese, French, German, Greek, Haitian Creole*, Hebrew, Italian, Japanese, Latin, Portuguese, Russian, Spanish, Swahili*, Vietnamese *Does not count toward the foreign language proficiency requirement.

ALL students who wish to enroll in a foreign language course must complete and submit the online placement form in order to receive an official departmental placement: http://languageplacement.tulane.edu COLLEGE CREDIT List any AP or Higher Level IB tests you have taken. If you do not know your scores, please estimate.

TEST

SCORE

TEST

SCORE

List any college courses completed while in high school.

COURSE NUMBER

COURSE TITLE

WHERE TAKEN

Below are all undergraduate majors offered at Tulane University Please put a check next to any areas of study of interest to you. Please put a question mark next to any A.B. Freeman School of Business

School of Architecture Architecture, M. Arch

School of Liberal Arts Fine Arts

School of Liberal Arts Humanities

School of Liberal Social Sciences

Art History, B.A.

Classical Studies, B.A.

Anthropolog

Consumer Behavior Marke�ng, B.S.M.

Art Studio, B.A.

Cogni�ve Studies, B.A.

Anthropolog

Finance, B.S.M.

Art Studio, B.F.A.

Communica�on, B.A.

Economics, B

Legal Studies in Business, B.S.M

Dance, B.A.

English, B.A.

Economics, B

Management, B.S.M.

Dance, B.F.A.

French, B.A.

History, B.A.

Jazz Studies, B.A.

German, B.A.

Interna�ona Developmen

Music, B.A.

Greek, B.A.

Linguis�cs, B

Musical Composi�on, B.F.A.

Italian, B.A.

Linguis�cs, B

Musical Performance, B.F.A.

Italian Studies, B.A.

Poli�cal Eco

Musical Theatre, B.F.A.

Jewish Studies, B.A.

Poli�cal Scie

Theatre, B.A.

Literature, B.A.

Sociology, B

Theatre, B.F.A.

Philosophy, B.A.

Accoun�ng, B.S.M.

Portuguese, B.A. Religious Studies, B.A. Russian Language and Literature, B.A. Spanish, B.A. *Coordinate major ** Coordinate Major with a B.S. in Psychology

MAJOR INFORMATION

1

2

Where would you place yourself on this spectrum of major decision?

EXPLORATORY

3

4

5

6

7

TENATIVELY DECIDED

PROFESSIONAL GOALS

Possible career goals: __________________________________________________________________________________________________

CHECK ANY THAT APPLY ___ ___ ___ ___ ___ ___

I consider myself “Pre-Law” I consider myself “Pre-Health” (includes Allied Health Programs, Dentistry, Medicine, Nursing, Optometry, Podiatry, and Veterinar I plan to pursue another professional degree (MBA, MLS, MSW, etc.)

I plan to pursue an advanced degree in graduate school (MA, MS, PhD, etc.)

I plan to pursue an internship during college I plan to pursue a career immediately after graduation

y areas of study you are curious about. (You may check as many area as you would like.)

l Arts

School of Liberal Arts Interdisciplinary Studies

School of Public Health and Tropical Medicine

School of Science and Engineering

gy, B.S.

African and African Diaspora Studies, B.A.

Environmental Health Sciences, B.S.P.H.

Biological Chemistry, B.S.

gy, B.A.

American Studies, B.A.

Global and Community Health, B.S.P.H.

Biomedical Engineering, B.S.E.

B.S.

Digital Media Produc�on*

Health Informa�cs, B.S.P.H.

Cell and Molecular Biology, B.S.

B.A.

Environmental Studies, B.A.

Chemical and Biomolecular Engineering, B.S.E.

.

Film Studies, B.A.

Chemistry, B.S.

al nt*

La�n American Studies, B.A.

Ecology and Evolu�onary Biology, B.S.

B.S.

Medieval and Early Modern Studies, B.A.

Engineering Physics, B.S.

B.A.

Gender and Sexuality Studies, B.A.

Environmental Biology, B.S.

onomy, B.A.

Environmental Science, B.S.

ence, B.A.

Geology, B.S.

B.A.

Mathema�cs, B.S. Neuroscience, B.S. Physics, B.S. Psychology, B.S. Psychology and Early Childhood Educa�on**

8

9

10 DECIDED

____________________

ry Medicine)

NOTES ABOUT POSSIBLE MAJORS AND MINORS__________________________________

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

For Office Use Only: Advisor 186: ____________________________________________

Name: ________________________________________________________ PROPOSED SCHEDULE Most undergraduate degrees oered at Tulane are 120 hours; however, some are more. The Business degree, for example, is 122 hours and the Architecture degree is 170 hours. Accordingly, students take 15-19 hours a semester depending on the degree program.

SEMESTER: Fall 2009 COURSE NUMBER (ENGL 101, PHIL 101, ETC.)

# OF CREDITS

CLASS 1

CLASS 2

CLASS 3

CLASS 4

CLASS 5

CLASS 6 (optional)

TOTAL NUMBER OF CREDITS

________

ALTERNATE 1 ALTERNATE 2 ALTERNATE 3

Academic Advisor seen at Summer Orientation: ______________________________

ARHS 312/CLAS 312 ARHS 316/CLAS 316/HISA 316 ARHS 317/CLAS 317 ARHS 318/CLAS 318 ARHS 319/CLAS 319, HISA 319 ARHS 320 ARHS 321 ARHS 323/SPAN 423 ARHS 331 ARHS 332 ARHS 333 ARHS 342 ARHS 343 ARHS 344 ARHS 351 ARHS 354 ARHS 356 ARHS 360 ARHS 602 ARHS 619/CLAS 619 ARHS 620/CLAS 620 ARHS 624 ARHS 625 ARHS 635 ARHS 653 ARHS 656 ARHS 661 ARHS 663 ARHS 665

Etruscans and Early Rome The Aegean Bronze Age Greek Art and Archaeology Roman Art and Archaeology Pompeii: Roman Society and Culture in Microcosm Early Christian and Byzantine Art Art and Experience in the Middle Ages Visual Culture in Golden Age Spain Art of the Early Renaissance in Italy 16th-Century Italian Art Italian Renaissance Architecture Baroque Art Northern Baroque Art Italian Baroque Art Romanticism and Realism Impressionism and Post-Impressionism Twentieth-Century Art Art in America, 1492 to the Civil War Art and Belief in the Western Tradition Seminar in Aegean and Greek Archaeology Seminar in Roman Art and Archaeology The Use of Antiquity in the Middle Ages Word and Image in Early Italian Painting Seminar in Michelangelo Degas Manet Visuality, Representation and the Body Revising the 1960s Postmodern Formations: Art Since 1980

Classical Studies (Humanities) CLAS 100/HISA 100 CLAS 101/HISA 101 CLAS 104 CLAS 201/PHIL 201 CLAS 210/JWST 210 CLAS 211/PHIL 211 CLAS 220 CLAS 302/HISA 302 CLAS 303/HISA 303 CLAS 307/PHIL 320 CLAS 309/HISA 304 CLAS 310/HISA 310 CLAS 311/HISA 311 CLAS 312/ARHS 312 CLAS 314/JWST 314 CLAS 315/JWST 315 CLAS 316/ARHS 316/HISA 316 CLAS 317/ARHS 317 CLAS 318/ARHS 318 CLAS 319/ARHS 319/HISA 319 CLAS 320/HISA 318 CLAS 322 CLAS 324 /JWST 324

Ancient Near East and Greece The Rise of Rome Mythology Ancient Philosophy Introduction to the Hebrew Bible Classics of Political Philosophy I Ancient Christianity The High Roman Empire Early Medieval and Byzantine Civilization Plato Law and Society in Ancient Rome Select Topics in Greek History Select Topics in Roman History Etruscans and Early Rome Select Readings in the Hebrew Bible Second Temple Judaisms The Aegean Bronze Age Greek Art and Archaeology Roman Art and Archaeology Pompeii: Roman Society and Culture in Microcosm Greek Religion New Testament: An Historical Introduction The Historical Jesus

Undergraduate Core Curriculum | 20

CLAS 325 CLAS 329 CLAS 331/HISA 308 CLAS 351 CLAS 408/HISA 408 CLAS H409/HISA H410 CLAS 600/HISA 600 CLAS 608/HISA 608 CLAS 411/JWST 411 CLAS 425/JWST 425 CLAS 430

Paul the Apostle Gnosticism and Early Egyptian Christianity Ancient Greek Tyranny and Democracy The Ancient Novel Seminar in Ancient Society and Economy Colloquium and Field Work in Ancient and Medieval Mediterranean Civilization Seminar in Select Topics in Greek History Seminar in Ancient Society and Economy Rabbinic Judaism The Dead Sea Scrolls The Literature of Early Christianity

Communication (Humanities) COMM 225 Public Address COMM 425 Rhetorical Theory Dance (Fine Arts) DANC 471

Dance History: Primitive through the 19th Century

English (Humanities) ENLS 201 ENLS 202 ENLS 411

Introduction to British Literature I Introduction to British Literature II Middle English Literature

French (Humanities) FREN 301 FREN 302 FREN 306 FREN 311 FREN 321 FREN 325 FREN 333 FREN 401 FREN 422/FREN 622 FREN 423/FREN 623 FREN 424/FREN 624 FREN 432/FREN 632 FREN 434/FREN 634 FREN 441/FREN 641 FREN 442/FREN 642 FREN 452/FREN 652 FREN 462 FREN 472 FREN 474 FREN 595 FREN 621 FREN 631 FREN 651 FREN 661 FREN 662 FREN 663 FREN 664 FREN 665 FREN 672

Topics in French Cultural Studies French Feminisms Self-Love, Sympathy, and Civil Service in Early Modern France French Cinema Introduction to Literary Analysis French Society and Institutions French Literature in Translation The French Short Story Medieval French Literature Late Medieval French Literature Women in the Middle Ages Renaissance Literature Parchment, Print and PCs: A History of the Book and Its Forms 17th-Century French Literature 17th-Century Drama 18th-Century Literature Novel of the 19th Century 20th-Century French Literature 20th-Century Drama enior Seminar History of the French Language Renaissance Poetry and Drama Topics in 18th-Century Literature 19th-Century Prose I 19th-Century Prose II 19th-Century Poetry 19th-Cenutry Drama Romanticism 20th-Century French Literature

Undergraduate Core Curriculum | 21

German (Humanities) GERM 325 GERM 326 GERM 353 GERM 356 GERM 366 GERM 367 GERM 373

German Language and Culture I German Language and Culture II Rehearsing the Revolution in Germany The Devil’s Pact in Literature, Film, and Music Love, Death, and Sexuality from the Middle Ages to the Baroque Grimm Reckonings: The Development of the German Fairy Tale Nazi Cinema and Nazis in Cinema

History (Social Science) Ancient, Medieval HISA 100/CLAS 100 HISA 101/CLAS 101 HISA 102 HISA 103 HISA 302/CLAS 302 HISA 303/CLAS 303 HISA 304/CLAS 309 HISA 308/CLAS 331 HISA 310/CLAS 310 HISA 311/CLAS 311 HISA 312 HISA 315 HISA 318/CLAS 320 HISA 319/ARHS 319/CLAS 319 HISA 330 HISA 331 HISA 335 HISA 408/CLAS 408 HISA H410/CLAS H409 HISA 600/CLAS 600 HISA 605/HISE 605 HISA 608,/CLAS 608 HISA 625

Ancient Near East and Greece The Rise of Rome The Barbarian West Medieval Europe, 1150-1450 The High Roman Empire Early Medieval Civilization: Constantine to the Crusades Law and Society in Ancient Rome Ancient Greek Tyranny and Democracy Select Topics in Greek History Topics in Roman History The Crusades 1095-1291 The Age of the Vikings Greek Religion Pompeii: Roman Society and Culture in Microcosm Italy and Spain in the Age of the Renaissance Medieval England Society and Culture in Medieval Italy 1000- 1400 Seminar in Ancient Society and Economy Colloquium and Field Work in Ancient and Medieval Mediterranean Civilizations Seminar in Select Topics in Greek History The Italian Renaissance Seminar in Ancient Society and Economy Medieval Religious Culture

Modern Europe HISE 121 HISE 122 HISE 326 HISE 327 HISE 328 HISE 332 HISE 341 HISE 342 HISE 631 HISE 642/JWST 642

Europe and Wider World: From the Renaissance to 1789 Emergence of Contemporary World Since 1789 History of European thought 1789-1917 Literature and Society in Russia, 1800-1917 Literature and Society in Russia, 1917-1991 Early Modern England Spain, 1369-1716 The Age of Reformation France Since 1815 Readings in the Holocaust

Italian (Humanities) ITAL 300 ITAL 325

Survey of Italian Literature Italian Culture and Language

Italian Studies (Interdisciplinary) ITST 201, ITST 202 Introduction to Italian Studies I ITST 203, ITST 204 Introduction to Italian Studies II

Undergraduate Core Curriculum | 22

Jewish Studies (Humanities) JWST 101 JWST 111 JWST 125 JWST 201 JWST 210/CLAS 210 JWST 220 JWST 312 JWST 314/CLAS 314 JWST 315/CLAS 315 JWST 324/CLAS 324 JWST 334/HISU 334 JWST 344 JWST 352 JWST 353 JWST 354 JWST 359/PHIL 359 JWST 375/RUSS 375 JWST 411/CLAS 411 JWST 415 JWST 425/CLAS 425 JWST 435 JWST 642/HISE 642

Introduction to Jewish Civilization Introduction to Judaism Introduction to Religious and Secular Judaism Introduction to Judaism Introduction to the Hebrew Bible – Old Testament Modern Jewish History Modern Hebrew Literature and the Bible Readings in Hebrew Bible Second Temple Judaisms The Historical Jesus Early American Jewish History Representing the Holocaust: Literary and Filmic Descriptions The Golden age of Spanish Jewry II: Christian Spain Jewish Life and Thought in the High Middle Ages Jewish Life and Thought from Renaissance to the Age of Reason Greek Philosophy Jewish Identity in Modern Literature Rabbinic Judaism Women, Judaism, and Jewish Culture The Dead Sea Scrolls Rashi, Halevi, Maimonides: Rabbinical Luminaries of the Middle Ages Readings in the Holocaust

Literature (Humanities) LITR 201

Global Texts and Traditions I

Medieval and Early Modern Studies (Interdisciplinary) MDST 200 Introduction to Medieval Studies Music (Fine Arts) MUSC 106 MUSC 141 MUSC 142 MUSC 165

Survey of European Art Music History of European Art Music to 1800 History of European Art Music Since 1800 History of Western Art Music

Philosophy (Humanities) PHIL 201/CLAS 201 PHIL 202 PHIL 211/CLAS 211 PHIL 212 PHIL 219 PHIL 301 PHIL 302 PHIL 303 PHIL 310 PHIL 320/CLAS 307 PHIL 324 PHIL 325 PHIL 359/JWST 359 PHIL 615 PHIL 625 PHIL 629 PHIL 629 PHIL 634 PHIL 676

History of Ancient Philosophy History of Modern Philosophy Classics of Political Philosophy I Classics of Political Philosophy II Philosophy and History of the Natural Sciences Philosophy and Religion The Bible and Philosophy Philosophy of Art 19th-Century European Philosophy Plato Medieval Philosophy Descartes and the 17th Century Greek Philosophy and Jewish Thought Freedom and the Self Locke’s Moral and Political Philosophy Kant’s Ethics Hegel Heidegger Mill’s Utilitarian Liberalism

Undergraduate Core Curriculum | 23

Political Economy (Social Science) PECN 302 Political Economy: An Historical Overview PECN 401 Constitutionalism: Ancient Athens to Present Political Science (Social Science) POLC 330 European Governments POLC 430 The Political and Economic Development of Western Europe POLT 270 Political Thought in the West POLT 378 Feminist Political Theory POLT 381 Rhetoric and Politics POLT 382 Contemporary Political Ideas POLT 461 The Bible as Political Theory POLT 471 Greek Foundations of Western Political Thought POLT 477 Transition to Modernity Russian (Humanities) RUSS 345 RUSS 375/JWST 375

Tolstoy and Dostoevsky Jewish Identity in Modern Literature

Sociology (Social Science) SOCI 322 SOCI 631

Social Theory The Urban Experience

Spanish (Humanities) SPAN 324 SPAN 423/ARHS 323 SPAN 452

Introduction to Spanish Culture Visual Culture in Golden Age Spain Spanish Cultural Studies

Theatre (Fine Arts) THEA 101 THEA 471 THEA 472

Plays and Playwrights History of Theatre I History of Theatre II

Perspectives Outside the European Tradition The following courses have been approved to meet the Perspectives Outside the European Tradition requirement.

African and African Diaspora Studies (Interdisciplinary) ADST 320 Issues in African Studies ADST 418/COMM 418 African Cinema Anthropology (Social Science) ANTH 102 ANTH 103 ANTH 203 ANTH 210 ANTH 301 ANTH 305/ANTH 605 ANTH 306/ANTH 606 ANTH 307/ANTH 607 ANTH 308/ANTH 608 ANTH 311 ANTH 315/ANTH 615 ANTH 316 ANTH 319

Cultural Anthropology Languages of the World Anthropology of Men and Women Myth and Life Hunters and Gatherers North American Indians South American Indians Contemporary Chinese Society East Asia Cultures of Sub-Saharan Africa Cognitive Anthropology Peoples of the PaciďŹ c Economic Anthropology

Undergraduate Core Curriculum | 24

ANTH 326/ANTH 626 ANTH 328 ANTH 330 ANTH 332 ANTH 335/ANTH 635 ANTH 337 ANTH 339 ANTH 351/ANTH 651 ANTH 353/ANTH 653 ANTH 354/ANTH 654 ANTH 371/ANTH 671 ANTH 378 ANTH 386 ANTH 413 ANTH 415 ANTH 426 ANTH 441 ANTH 613 ANTH 615 ANTH 634 ANTH 670 ANTH 672 ANTH 680 ANTH 681 ANTH 682 ANTH 683 ANTH 684 ANTH 687

Highland Mexican Prehistory Middle American Indians History of Writing Archaeology of Gender Culture and Religion Locating Southeast Asia Peasants in Pre-industrial Society Race, Ethnicity, and Nationalism Arts of Native North America Indians of the Great Plains Historical Ecology of Amazonia Language Death Religions of Native North America North American Prehistory African Prehistory Archaeology of the U.S. Southwest Olmec and Maya Civilizations Southeastern United States Prehistory Cognitivie Anthropology Medical Anthropology Spoken Nahuatl Spoken Yoruba Spoken Yucatecan Maya Introduction to Maya Hieroglyphs Classical Yucatecan Maya Aztec and Maya Literature Beginning Kaqchikel (Maya) Kaqchikel (Maya) Culture

Architecture (Fine Arts) AHST 330 AHST 453 AHST 632 AHST 691/RBST 691

Islamic Architecture Survey of Russian Art Other Modernisms: The Avant-Garde in the Tropics Latin American Cities

Art (Fine Arts) ARHS 313/CLAS 413/HISA 413 ARHS 353/RUSS 353 ARHS 370 ARHS 371 ARHS 385 ARHS 386 ARHS 387 ARHS 672 ARHS 673

Egypt Under the Pharoahs Survey of Russian Art and Architecture Pre-Columbian Art Colonial Art of Latin America African Art Arts of African Diaspora 20th-Century African-American Art Seminar on Aztec Arts Seminar in Mexican Manuscript Painting

Asian Studies (Interdisciplinary) ASTA 300 Chinese Literature in Translation ASTA 318 Peoples of South Asia ASTA 351 Pre-Modern and Early-Modern Japanese Culture ASTA 352 Modern and Contemporary Japanese Culture ASTA 391 Special Topics: Japanese History ASTA 481, 482 Special Topics: Japanese Literature ASTC 351 Chinese Linguistics

Undergraduate Core Curriculum | 25

Brazilian Studies (Interdisciplinary) BRAZ 201 Introduction to Brazilian Studies BRAZ 481 Topics in Brazilian Studies BRAZ 491, BRAZ 491 Independent Studies BRAZ 695, BRAZ 696 Special Offerings in Brazilian Studies Classical Studies (Humanities) CLAS 413/ARHS 313/HISA 413 Egypt Under the Pharaohs Communication (Humanities) COMM 355 COMM 418/ADST 418 COMM 419/SPAN 419 COMM 455 COMM 461 COMM 462 COMM 464

Third World Cinema African Cinema Introduction to Latin American Film Brazilian TV and Culture National Cinemas in Latin America Women, Development, and Communication in the English-speaking Caribbean Communication and Cultural Identity in the English-speaking Caribbean

Economics (Social Science) ECON 359 ECON 372 ECON 374 ECON 458

Economic Development of Latin America Contemporary Japanese Economy Asian-PaciďŹ c Economic Development Labor and Population in Latin America

English (Humanities) ENLS 430 ENLS 443

African Literature Caribbean Literature

French (Humanities) FREN 304 FREN 305 FREN 307 FREN 480 FREN 484 FREN 686

African and Caribbean Literature Literature in Exile French Around the World Survey of Francophone Literature Philosophy, Francophone Literature, and Politics: Imagination and Institutions Francophone Art, Literature, and Politics

Haitian Creole (Humanities) HACR 112 HACR 113 HACR 281, HACR 282

Intermediate Haitian Creole Haitian Language and Culture I Special Projects

History (Social Science) Ancient, Medieval HISA 413/ARHS 313/CLAS 413

Egypt Under the Pharoahs

Africa HISB 130 HISB 131 HISB 312 HISB 313 HISB 611

Africa to 1880 Africa Since 1880 West Africa Culture and Society Southern Africa Colonialism, Freedom, and the Problem of Difference

Asia HISC 302

History of China, 1600 to the Present

Undergraduate Core Curriculum | 26

HISC 397 HISC 612 HISC 697

Special Topics in Asian History History of Women in China and Japan Special Topics in Asian History

Modern Europe HISE 324 HISE 338

Russian History from the 9th to the Mid-19th Centuries East Central Europe, 1918-Present

Latin America HISL 171 HISL 172 HISL 173 HISL 372

Introduction to Latin American History Introduction to Caribbean History Seminar on Latin America Topics in Modern Latin American and

Caribbean History HISL 374 HISL 378 HISL 380 HISL H420

Caribbean Cultural History Women in Latin American History Caribbean Revolutions History of Voodoo and Other African-Derived

Religions in the Americas HISL 660 HISL 661 HISL 679 HISL 682

Peasants, Rebellion and the State in Latin America Modernity and Its Discontents in Latin America Central America Modern Brazil

Middle East, North Africa HISM 120 HISM 320 HISM 321 HISM 405 HISM 414

Contemporary Middle East History of Islam Modern Middle East Medieval Northwest Africa Islam and Western Mediterranean World, 1000-1900

International Development (Social Science) INDV 101 Introduction to International Development Jewish Studies (Humanities) JWST 350 LAST 101 LAST 102 LAST 313

The Golden Age of Spanish Jewry: Moslem Spain Latin American Studies (Social Science) Introduction to Latin Amer. Studies Cultural Heritage of Latin America Topics in Contemporary Latin American Culture and Society

Literature (Humanities) LITR 202

Global Texts and Traditions

Music (Fine Arts) MUSC 242 MUSC 330 MUSC 331 MUSC 341 MUSC 343 MUSC 344 MUSC 345

World Musics Music Cultures of the World Topics: Music of Latin America Russian Music The Blues in American Life African American Music Music of Latin America

Undergraduate Core Curriculum | 27

Philosophy (Humanities) PHIL 336 PHIL 350

Sacred Symbols Buddhism

Political Science (Social Science) POLC 331 Governments of Central America and the Caribbean POLC 335 Latin American Governments POLC 338 Asian Governments POLC 431 Mexican Politics and Government POLC 432 Government and Politics of Southern Cone POLC 435 Violence, Human Rights, and Transitional Justice in Latin America POLI 461 Africa in International Politics POLT 487 Asian Political Thought Portuguese (Humanities) PORT 313 PORT 333 PORT 623 PORT 644 PORT 653

Readings in Luso-Brazilian Literature Brazilian Literature in Translation Brazilian Literature and the City Brazilian Popular Music Literature of the Lusophone World

Russian (Humanities) RUSS 353/ARHS 353

Survey of Russian Art and Architecture

Sociology (Social Science) SOCI 147 SOCI 249 SOCI 690 SOCI 691 SOCI 693 SOCI 694 SOCI 695 SOCI 696 SOCI 698

Global Social Change Latin American Social Structure The Sociology of Development in Latin America Gender in Latin America Social Movements in Latin America Political Sociology of Latin America Sociology of Migration Urban Latin America Brazilian Society: Beyond Beaches, Bikinis, and Barracas

Spanish (Humanities) SPAN 313 SPAN 412 SPAN 414 SPAN 416 SPAN 418 SPAN 419/COMM 419 SPAN 420 SPAN 609 SPAN 678

Introduction to Latin American Culture Social Problems in Spanish American Literature Introduction to Colonial Letters Africans in Latin America Mexican Cultural Studies Introduction to Latin American Film The Historical Novel of Latin America Indigenous Peoples of the Colonial New World Latin American Cultural Studies

Comparative Cultures and International Perspectives The following list of courses has been approved to meet the Comparative Cultures and International Perspectives requirement.

Anthropology (Social Science) ANTH 201 World Prehistory ANTH 336 Anthropology of Cities

Undergraduate Core Curriculum | 28

ANTH 348 ANTH 352 ANTH 354/ANTH 654 ANTH 371/ANTH 671 ANTH 377 ANTH 426 ANTH 627 ANTH 634 ANTH 687

African Modernities Diaspora Yoruba Indians of the Great Plains Historical Ecology of Amazonia Global Viet Nam Archaeology of the U.S. Southwest Culture and Romantic Love Medical Anthropology Kaqchikel (Maya) Culture

Architecture ( Fine Arts) AHST 110 AHST 440 AHST 463 AHST 630 RBST 440

History of Architecture I – Survey Philosophy of Architecture Sexual Subjectivity and Space Representing Culture and Ethnicity in the Public Square “Tribal” New Orleans

Art (Fine Arts) ARHS 353/RUSS 353 ARHS 376 ARHS 377 ARHS 386 ARHS 662

Survey of Russian Art and Architecture Art in Latin America from 1900-1950 Art in Latin American since 1950 Arts of the African Diaspora Reading Abstract Expressionism

Asian Studies (Interdisciplinary) ASTA 146/SOCI 146 Contemporary Asian American Communities Communication (Humanities) COMM 430 Culture, Dominance and Resistance Environmental Studies (Interdisciplinary) EVST 303 Literature and the Environment EVST 392 Archaeology of Cultural Landscapes French (Humanities) FREN 303 FREN 410/FREN 610 FREN 411/FREN 611 FREN 416

Women Writers of French and Francophone Worlds in Translation French in Louisiana Field Research on French in Louisiana Translation Theory and Practice

History (Social Science) Africa HISB 323

The Atlantic Slave Trade

Asia HISC 612

History of Women in China and Japan

Latin America HISL 371 HISL 675/ HISU 675

Seminar: The Colonial Heritage of Latin America Africans in the Americas: Comparative Social and Cultural History of the African Diaspora

Middle East HISM 322/JWST 322 HISM 414/HISM 614

The Arab-Israeli Conflict Islam and the Western Mediterranean World 1000-1900

Undergraduate Core Curriculum | 29

United States HISU 675/HISL 675

Africans in the Americas: Comparative Social and Cultural History of the African Diaspora

International Development (Social Science) INDV 101 Introduction to Development INDV 300 Health and Development INDV 320 Approaches to Sustainable Development INDV 400 The Geo-Politics of Global North-Global South Relations INDV 410 Information Technology and International Development INDV 450 Introduction to Geographic Information Systems: Applications for Int’l Development Jewish Studies (Humanities) JWST 322/HISM 322 JWST 344 JWST 352 JWST 359/PHIL 359 JWST 375/RUSS 375 JWST 430

The Arab-Israeli Conflict Representations of the Holocaust The Golden Age of Spanish Jewry II: Christian Spain Greek Philosophy and Jewish Thought Jewish Identity in Modern Literature The Palestinian-Israeli Conflict in Culture and Literature

Latin American Studies (Social Science) LAST 660 Peasants, Rebellion and the State in Latin America LAST 661 Modernity and Its Discontents in Latin America Philosophy (Humanities) PHIL 359/JWST 359

Greek Philosophy and Jewish Thought

Political Science (Social Science) POLC 332 Poverty and Development Russian (Humanities) RUSS 375/JWST 375

Jewish Identity in Modern Literature

Sociology (Social Science) SOCI 146/ASTA 146 SOCI 147 SOCI 615 SOCI 626 SOCI 635 SOCI 641 SOCI 690 SOCI 691 SOCI 694 SOCI 695 SOCI 696 SOCI 698

Contemporary Asian American Communities Global Social Change Gangsters, Gangs and Organized Crime: Constructing and Controlling Public Enemies Gender, Work and Family in Cross-Cultural Perspective Marginality and “Other”: A Sociology of Persecution and State-Making Political Policing: Brazil, Mexico, the United States, and Beyond The Sociology of Development in Latin America Gender in Latin America Political Sociology of Latin America Sociology of Migration Urban Latin America Brazilian Society: Beyond Beaches, Bikinis, and Barracas

Spanish (Humanities) SPAN 414 SPAN 420 SPAN 609 SPAN 611 SPAN 622 SPAN 623 SPAN 678

Introduction to Colonial Letters The Historical Novel of Latin America Indigenous Peoples of the Colonial New World Foundations of Colonial Latin American Literature (1492-1830) Chronicles and Epics of Spanish Conquest El Barroco de Indias Latin American Cultural Studies

Undergraduate Core Curriculum | 30

Women’s Studies (Social Science) WMST 351 Feminist Ideas and Praxis

Courses with Laboratories The following courses have been approved to meet the laboratory course requirement of the sciences and mathematics division of the core curriculum.

Astronomy (Science) ASTR 110

Observational Astronomy

Cell and Molecular Biology (Science) CELL 101 & CELL 211 CELL 103 & CELL 106 CELL 431

General Biology Heredity and Society Cellular Neuroscience Laboratory

Chemistry (Science) CHEM 107 & CHEM 117 CHEM 108 & CHEM 118

General Chemistry I General Chemistry II

Earth and Environmental Science (Science) EENS 111 & EENS 113 EENS 112 & EENS 114 EENS 131

Physical Geology Historical Geology Environmental Science Laboratory

Ecology and Evolutionary Biology (Science) EBIO 101& EBIO 111 EBIO 318 & EBIO 319 EBIO 334 EBIO 431

Diversity of Life Plants and Human Affairs Mammalian Anatomy and Histology Laboratory Plant Systematics

Neuroscience (Science) NSCI 651 & NSCI 652/PSYC 651 & PSYC 652 NSCI 653 & NSCI 654/PSYC 653 & PSYC 654 NSCI 655 & NSCI 656/PSYC 655 & PSYC656 NSCI 657 & NSCI 658/PSYC 657 & PSYC 658

Biological Psychology Psychopharmacology Behavioral Neuroendocrinology Cognitive Neuroscience

Physics (Science) PHYS 101 PHYS 121 PHYS 122 PHYS 131 PHYS 132

Great Ideas in Science Introductory Physics I Introductory Physics II General Physics I General Physics II

Psychology (Science) PSYC 313 PSYC 314 PSYC 369 PSYC 378 PSYC 651 & PSYC 652, NSCI 651 & NSCI 652 PSYC 653 & PSYC 654, NSCI 653 & NSCI 654 PSYC 655 & PSYC 656, NSCI 655 & NSCI 656 PSYC 657& PSYC 658, NSCI 657 & NSCI 658

Experimental Psychology Sensory Process and Perception Experimental Animal Behavior Sensation and Perception Biological Psychology Psychopharmacology Behavioral Neuroendocrinology Cognitive Neuroscience

Undergraduate Core Curriculum | 31

Code of Academic Conduct & Code of Student Conduct All students matriculating through Newcomb-Tulane College are bound by the Code of Academic Conduct and the Code of Student Conduct, administered by Newcomb-Tulane College and the Office of Student Affairs, respectively.

Copies of the codes are available from the Newcomb-Tulane College Dean’s office, the Center for Academic Advising, the Office of Student Affairs, and on-line at http://college.tulane.edu/code.htm and http://studentaffairs.tulane.edu/judicial/ CodeofStudentConduct.pdf, respectively.

Center for Academic Advising The Center for Academic Advising offers a centralized organization to support undergraduates in creating educational plans congruent with their individual objectives. The center serves as a general information clearinghouse for majors and minors and program requirements throughout all undergraduate programs.. For first- and second-year students who have not declared majors, the center serves as a primary point of contact. http://advising.tulane.edu Academic Advising Center Stanley Thomas Hall Tulane University New Orleans, LA 70118 (504) 865-5798 (504) 865-5799 (fax)

Undergraduate Core Curriculum | 32

ENGLISH 101 COURSE DESCRIPTIONS Fall 2009 ENGL 101-01 Writing Madeleine Herlong

MW 8:00-9:50

ENGL 101-02 Staff

MF 8:00-9:50

ENGL 101-03 Writing ENGL 101-14 Writing ENGL 101-19 Writing Todd Kennedy

WF 8:00-9:50AM MF 12:00-1:50PM MW 2:00-3:50PM

Nations and Nationality This class will look at historical and contemporary paradigms for defining and understanding national identity. We will begin the semester by reading an alternative world history told from the point of view of the Basque “nation” (which isn’t a nation), and will proceed to examine literature, film, and popular culture to look at how they interpret national identity. While we are taught from a young age to see, within our own self-identity, a sense of larger group identity, what does it mean to claim to be part of a larger identity with a group of people you have never met? Is national identity innate or a social construct? If it is innate, what about it is so “essential”? If it is a construct, then what does society gain from choosing to adhere to a constructed national identity? Does nationalism work as a positive or destructive force? What about multiple national identities (such as Irish-American, African-American, Korean-American, et al)? This course is fundamentally about writing, so we will seek to answer such questions through a series of papers and revisions, even as we ask how filmic and internet technologies change how we understand both argumentation and identity.

ENGL 101-04 (H) Writing ENGL 101.13 (H) Writing ENGL 101.26 Writing Roz Foy

MW 9:00-10:50 MW 12:00-1:50 MW 2:00-3:50

Relationships: Ancient and Modern English 101 at Tulane is intended to further your understanding of and control over the conventions of public and academic discourse. To this end, you will read assigned works with a critical eye, discuss them, analyze them, and respond to the issues and ideas discussed in thoughtful, well-reasoned essays. The course emphasizes writing analytical and argumentative essays, incorporating research and evidence into your papers, using argumentative strategies, and developing style and tone. Completion of English 101 should therefore prepare students for appropriate writing in a variety of disciplines whether it be science, business, engineering, or traditional liberal arts.

Through readings, film showings, and class discussions, this course will examine how relationships have evolved from the Greeks to the Victorians to the Moderns and to our present society. Readings that draw on ancient literature, modern and contemporary literature and perhaps some film and television will be the impetus for academic/critical writings in an attempt to discover how historical, cultural, and societal beliefs about relationships have shifted and changed (yet ultimately managed to remain the same in many ways) over the centuries. As we move through the course, we will cover the fundamentals of rhetoric, critical and argumentative writing, as well as the basics of reading critically and thinking logically. Assignments will include three researched papers, annotated bibliographies and accompanying preparations, peer response workshops, and in-class discussions and presentations, and ten short writing projects/presentations/ responses.

English 101 Course Descriptions | 33

ENGL 101-05 Writing Michelle Beissel Heath

MF 9:00-10:50

Reading and Writing Childhood This course will help us to develop, improve, and foster our critical reading, critical thinking, and critical writing skills to produce sustained academic and public discourse. Through a variety of assignments – peer reviews, several short papers, and a lengthy research project and paper – we will consider our own roles as writers and will both broaden and fine-tune our writing skills. The texts we will use as launching-pads for our considerations and writing assignments will be both familiar and unfamiliar: the texts of childhood and wonder seen through the often-nostalgic lens of adulthood. Likely texts include Robert Louis Stevenson’s Treasure Island, J.M. Barrie’s Peter and Wendy, Frances Hodgson Burnett’s The Secret Garden, C.S. Lewis’ The Lion, the Witch, and the Wardrobe, Laurence Yep’s Dragonwings, Lois Lowry’s The Giver, J.K. Rowling’s Harry Potter and the Sorcerer’s Stone, Eoin Colfer’s Artemis Fowl, Ingrid Law’s Savvy, and Neil Gaiman’s The Graveyard Book, along with film versions of some of these and of other well-known children’s stories.

ENGL 101-06 Writing ENGL 101-12 Writing ENGL 101-31 Writing

WF 9:00-10:50 WF 11:00-12:50 T 2:00-3:15 R 2:00-4:30

Emad Mirmotahari “Writing” Africa This course acquaints students with important literary texts written throughout the African continent in the last fifty years, and how these texts contribute to ‘rewriting’ historical narratives of Africa. Students will explore the role of African literature in anti-colonial struggles, cultivating national consciousness, capturing the complexity of African cultures and societies, and as an educational instrument for the non-African reader. Among the texts we will read are Joseph Conrad’s Heart of Darkness, Chinua Achebe’s Things Fall Apart, and Camara Laye’s Dark Child, among other works. The principal task of the course is producing scholarly and argumentative papers that are crucial in an academic environment. This is achieved by recognizing the natural relationship between critical (and close) reading and effective writing. Students will learn to persuade and inform their readers by developing, organizing, and executing an argument and by never losing sight of their sources. This involves moving beyond and away from mere observation, generalizations, and qualitative statements. Moreover, this course will impress the idea that form (structure, grammar, transitions, syntax, and tone) and content (ideas, arguments, interpretations of passages and texts) are tightly entwined with one another.

ENGL 101.07 Writing ENGL 101.20 Writing ENGL 101.34 Writing Tom O’Connor

MW 10:00-11:50 MW 3:00-4:50 TR 3:30-5:20

A Hollywood of Poetry: The Aesthetics of New Media This is a writing course that emphazises the key aspects of academic discourse, especially argument, revision, and effective evidence; THEME: This course will explore how visual artists in film, TV, and graphic novels not only critique social alienation and illusions, but create alternative cultural expressions in order to overcome these pitfalls.

ENGL 101-08 Writing ENGL 101-23 Writing ENGL 101-29 Writing

MF 10:00-11:50 T 8:00-9:15 R 8:00-10:30 T 12:30-1:45 R 12:30-3:00

David Kaufmann

English 101 Course Descriptions | 34

ENGL 101-09 Writing ENGL 101-18 Writing ENGL 101-36 Writing Cat Gubernatis

WF 10:00-11:50 WF 1:00-2:50 TR 5:30-7:20

“Sports in the Contact Zone” In this section of English 101, we will be using the moments where sports and culture interact to teach students how to construct academic arguments, support those claims with specific examples, generate and arrange ideas, revise and edit a draft, stylize particular sentences for maximum effectiveness, conduct library research and incorporate quotes from others, and, most broadly, how to begin to take part in the kinds of conversations that define the university. The class theme is “sports in the contact zone.” Contact zones, a concept developed by Mary Louise Pratt, are “social spaces where cultures meet, clash, and grapple with each other.” In this class, we will treat sports as a contact zone, examining how it becomes a space where different facets of culture interact--such as politics, finance, and the media--and asking critical questions about these clashes. Possible topics for the class include: steroids in major league baseball, the economy of amateur sports, and the media’s representations of athletes. Students will be graded on critical thinking skills, their interactions with readings and ideas, their ability to develop clear, persuasive arguments, and most importantly their ability to write, to express their ideas using words.

ENGL 101-10 Writing ENGL 101-21 Writing ENGL 101-33 Writing Jacob Leland

MW 11:00-12:50 MW 4:00-5:50 TR 3:30-5:20

ENGL 101-11 Writing ENGL 101-17 Writing ENGL 101-27 Writing

MF 11:00-12:50 MF 1:00-2:50 T 11:00-12:15 R 11:00-1:30

Ashlie Sponenberg “Writing: Feminism and Dystopia” In this class, you will be introduced to the standards and rhetoric of scholarly discourse. The first weeks of the semester will focus on basic skills such as annotation, argumentative dialogue, MLA citation, and crucial generic definitions.

This foundation will serve as a basis for later discussions and assignments that are increasingly analytical and that develop more complex rhetorical approaches. Overall, the course aims to improve your ability to critically engage a topic through close, analytical reading; deliberate employment of rhetorical strategies; and a revision process that allows you to build complex, cohesive, and compelling argumentative responses. Reading for the course consists of a selection of dystopian novels and films and will approach this material through a critical feminist framework: attention will be paid to matters of gender, sexuality, race, class, and labor, and your approach to your readings will work through each of these critical categories in order to develop analytical responses appropriate to the course’s discursive frame.

Texts will include Gilman’s Herland, Zamyatin’s We, Piercy’s Woman on the Edge of Time, and Jameson’s In the Second Year among others.

ENGL 101-15 Writing Staff

WF 12:00-1:50

English 101 Course Descriptions | 35

ENGL 101.16 Writing ENGL 101.22 Writing ENGL 101.28 (H) Writing

MW 1:00-2:50 MW 5:00-6:50 T 12:30-3:00 R 12:30-1:45

Victoria Elmwood Identity in Words and Pictures: Graphic Novels and Memoir This course will introduce students to the fundamental reasoning skills and analytic devices that they will need to successfully complete complex, long-term writing projects required by the undergraduate degree. Students will learn about writing as a process that begins with invention and brainstorming and continues with drafting, revision, and peer review. In addition, students will undertake a major research project in which they will learn the terms of a particular debate and then intervene in that debate themselves. Leading up to this project will be three long papers and five short essays. While the short essays will urge students to journal their own reactions to a piece of writing, the longer papers (5-6 pp. each) will have them extract from those reactions insights that help them further develop and strengthen basic analytic capacities. In particular, we will concentrate on maneuvers such as comparing and contrasting, interpreting through close reading, and extending critical ideas (or questions or theories) developed by other scholars in their critical work. Finally, the course’s capstone research paper will familiarize students with Tulane’s library holding (both paper and electronic), challenge them to assemble several different viewpoints on a given issue, and intervene as experts on that issue.

The thematic content of the course will focus on the genre of life writing (also now commonly called memoir) and the medium of the graphic novel. Students will read excerpts from two major primers on the poetics of the comic medium, Scott McCloud’s Understanding Comics and Will Eisner’s Comics and Sequential Art while also using Sidonie Smith and Julia Watson’s Reading Autobiography as a primer for crucial critical issues involved in the analysis of life writing in any medium. The course will feature works by the most acclaimed practitioners of autobiography written in the graphic novel medium, for instance, Art Spiegelman (his latest work, A Portrait of the Artist as a Young %@&*!) and Harvey Pekar (Our Cancer Year). The course will also introduce influential new artists who have begun to transform the genre by adding new perspectives and degrees of psychological depth to the existing body of work in the medium: Marjane Satrapi (Persepolis, Vols. 1 &2) and Dykes to Watch Out For’s Alison Bechdel (Fun Home).

Finally, the course will conclude with a unit on graphic novels about Hurricane Katrina, Brad Benischek’s Revacuation and Duffy and Jennings’s Day 8. Issues such as ethnicity, gender, and sexuality as well as questions related to illness, the representation of the body, exile, and the witnessing of trauma include just some of the topics that may present themselves for discussion in the course. Furthermore, students will also delve into the artists’ use of the combined graphic and verbal medium to ask what possibilities it yields for expressivity unique to the comix world.

ENGL 101-25 Writing ENGL 101-35 Writing Michelle Beissel Heath

T 9:00-10:15 R 9:00-11:30 TR 3:30-5:20

Fantasy, Graphic Novels, and the Adolescent Imagination This course will help us to develop, improve, and foster our critical reading, critical thinking, and critical writing skills to produce sustained academic and public discourse. Through a variety of assignments – peer reviews, several short papers, and a lengthy research project and paper – we will consider our own roles as writers and will both broaden and fine-tune our writing skills. The texts we will use as launching-pads for our considerations and writing assignments will be both fantastic and familiar to students recently emerging from adolescence: young adult fantasy novels and graphic novels. Likely texts include Ursula Le Guin’s A Wizard of Earthsea, Diane Duane’s So You Want to Be a Wizard, Philip Pullman’s The Golden Compass, Terry Pratchett’s Wee Free Men, J.K. Rowling’s Harry Potter and the Deathly Hallows, Justine Larbalestier’s Magic or Madness, Stephenie Meyer’s Twilight, Neil Gaiman’s The Sandman, and Alan Moore’s Watchmen, along with film versions of some of these and of other well-known fantasy tales.

English 101 Course Descriptions | 36

ENGL 101-30 Writing

T 2:00-4:30 R 2:00-3:15

Natalie Schmidt ENGL 101-32 Writing Staff

TR 3:30-5:20

ENGL 101-37 Writing ENGL 101-40 Writing ENGL 101-41 Writing Lauren Cardon

TR 5:30-7:20 WF 9:00-10:50 WF 12:00-1:50

American Makeovers and Body Transformations In this course, we will discuss and write about the American fascination with physical transformation and selffashioning. Our culture’s Pygmalionesque obsession with physical transformation emerges most clearly in the number of makeover and plastic surgery shows on our prime-time television lineup (Extreme Makeover, Queer Eye for the Straight Guy, What Not to Wear, etc.). Why are we so fascinated with the process of physical transformation? What does an individual lose and/or gain when he or she submits to a makeover? How do questions of class, race, sexual orientation, and gender factor into our society’s ideals of physical beauty?

Students will complete four major paper assignments (in addition to short homework/response essays): 1) a personal statement recounting their own (or an acquaintance’s) experiences with physical transformation; 2) a cover letter in which students focus on “self representation”; 3) a persuasive essay focusing on an issue or topic we’ve discussed in class; and 4) a research paper on a topic relevant to the course themes. Classes will focus on discussions of texts (including the novels Black No More, The Bell Jar, Caucasia, and The Extra Man) and course themes; readings of student responses; lessons on implementing stylistic principles, outlining, and revising to improve student prose; and workshops/peer reviews for major paper assignments.

ENGL 101-38 Writing Staff

TR 6:00-7:50

English 101 Course Descriptions | 37

Shared Success: Working with Your Advisor The Tulane Academic Advising Center is here to help you make the best choices when it comes to your major and degree decisions.

We can’t do it alone. The level of your participation is directly related to our shared success. Work with us to help you make the right choices. Your academic advisor is your primary resource for advice on academic issues, course selection and requirements. Both of us must fulfill our responsibilities in order to be successful.

Together, we can achieve your goals.

Advisor Responsibilities:

1. Explain university policies, regulations, programs, and procedures 2. Be available to meet with you each semester during regular office hours 3. Advise on course selection and assist you in developing an academic plan that satisfies your degree requirements.

4. Listen to your concerns and refer you to the appropriate support services if needed 5. Discuss with you your academic performance and the implications for the programs you desire to pursue.

6. Help you explore your interests, abilities, and goals as they relate to your majors.

7. Be knowledgeable about career opportunities and the university’s Career Services Center.

8. Act as a mentor with a goal of helping you become independent and self-directed.

Student Responsibilities:

1. Take the initiative and contact your advisor. If you can’t meet during regular hours, make other arrangements.

2. Prepare a list of questions or concerns before each meeting.

3. Draft a tentative schedule prior to registration.

4. Come to your meeting with your advisor prepared to make informed decisions: • Ask questions! If you don’t understand a requirement or policy, we are happy to answer your questions.

• Be familiar with the requirements of your major(s), and schedule courses each semester in accordance with those requirements.

• Know the prerequisites for each course and discuss with your advisor how they will affect the s equencing of your courses.

5. Observe academic deadlines. Know when to register and when to drop or add classes. Set up appointments with your advisor well in advance of these deadlines.

6. Keep your advisor informed about changes in your academic progress, course selection, and academic/career goals.

7. Keep a personal record of your progress towards your degree. Organize official academic records.

8. Inform your advisor or the Dean’s Office immediately whenever a serious problem (medical, financial, personal) disrupts your ability to attend classes.

BUILDINGS BY NUMBER

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Elleonora P. McWilliams Hall Myra Clare Rogers Memorial Chapel Newcomb Hall Josephine Louise House Newcomb Child Care Center, 1305 Broadway St. Newcomb Nursery School Anthropology, 1326 Audubon St. Woldenberg Art Center Woldenberg Art Center Caroline Richardson Student Health Center Southern Institute for Education and Research, 6901 Willow St. Doris, Stone and Zemurrary Pavilions at Willow Residences Aron Residences Alumni House, 6319 Willow St. Collins C. Diboll Complex Reily Recreation Center Goldring Tennis Center and Track Stadium Wilson Athletic Center Greer Field at Turchin Stadium Sofio Baseball Pavilion

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Office of Undergraduate Academic Advising CenterAdmission 210 Gibson HallHall (Building 10) Stanley Thomas 6823 Charles Avenue TulaneSt.University New Orleans, LA New LA 70118 70118-5680

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70 73 74 75 76

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Fogelman Arena / Central Building Navy Building Weinmann Hall Law School Annex Monroe Hall Goldring / Woldenberg Hall I Goldring / Woldenberg Hall II Telecommunications Sharp Hall McAlister Auditorium Irby House Paterson Hall Lallage Feazel Wall Residential College Phelps House Bruff Commons Butler House Katherine and William Mayer Residences Warren House Army ROTC / Computer Concierge Building Howard-Tilton Memorial Library Anthropology, 7041 Freret St. Tate House, 7008 Zimple St. Brandt V. B. Dixon Hall Brandt V. B. Dixon Lupin Theatre

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Gibson Hall Tilton Memorial Hall Dinwiddie Hall Richardson Memorial Hall Richardson Building Norman Mayer F. Edward HÊbert Hall Robert C. Cudd Hall Social Work Building Stanley Thomas Hall Walter E. Blessey Hall Science and Engineering Lab Complex Financial Aid / Science and Engineering Lab Complex Boggs Center for Energy and Biotechnology Science and Engineering Facilities Alcee Fortier Hall Israel Environmental Science Building Percival Stern Hall President’s House, 2 Audubon Place Joseph Merrick Jones Hall Newcomb College Institute Lavin-Bernick Center for University Life

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(800) 873-WAVE (504) 865-5798 (504)865-5731 (504) 865-5799 (fax) www.admission.tulane.edu www.advising.tulane.edu undergrad.admission@tulane.edu

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St. Charles Avenue

Audubon Park

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