Some of the courses listed below may require pre-requisite classes, instructor’s approval to enroll, or a specific form to request enrollment. Students are expected to be proactive when attempting to enroll in courses outside their majors or minors. For consideration of other courses as SISE approved electives, contact SISE Program Director, Anna Monhartova
SISE 4040-01: Collaborative Approaches to Complex Problems
With a focus on theory and practice, this course will explore problem solving approaches in disciplines ranging from biomedical engineering to political economy. Through individual research and group projects, students will engage and learn new collaborative approaches that are being used to solve complex problems ranging from environmental change to institutional racism. Course material will be drawn from the arts and humanities, architecture and design, business and law, and the social sciences and sciences. The course is open to all undergraduate students and serves as an upper level SISE elective. Students who have not taken SISE 3010 will be asked to participate in a one day workshop on Design Thinking at the beginning of the semester.
SISE 4560-01: Innovative Approaches to Social Change – Internship Seminar
Note: Students must secure their own internship placement. Click here for suggested internship placement sites with socially innovative organizations.
This seminar is designed for students participating in an intensive public service internship in social innovation and social entrepreneurship. The goal of this course is to offer opportunities for students to discuss their internship experience, reflect on the significance of public service, explore how academic knowledge can be applied outside of the classroom, and facilitate individual growth and career development in relation to social innovation principles. This course involves 70 hours of service with a community partner and satisfies Tulane’s 2nd tier Service-Learning requirement.
SISE 4950-01: Lean LaunchPad: Social Entrepreneurship and Lean Startups
This course is based on the “Lean LaunchPad” methodology which has become an increasingly important skill set for entrepreneurs and is now a core part of how entrepreneurship is taught around the globe. This class specifically applies the methodology to social innovation and entrepreneurship ideas, ventures, and processes. It is an emphatically hands-on approach that integrates business model design and customer development into practice through rapid, real-world customer interaction and business model iteration. In this course, students have the opportunity to fully and rapidly explore whether their idea for a product, service, or process has potential to become a scalable and reproducible business that benefits society. By the end of the course, students will have gained a deep understanding of what it takes to create a startup for social impact—and they will have a completed business model that they can share with potential investors and foundations.
Climate change is an environmental calamity that threatens human civilizations and much of biological diversity, and thus we are all stakeholders in confronting and addressing the relevant challenges. Business as usual is difficult to justify, compelling us to ask what we can do. The goal of this course is to engage faculty and students in relevant disciplines across the curriculum at Tulane and beyond to implement design thinking as a way to explore solutions, large and small. The course will address a variety of issues, including but not limited to the physical and biological scientific issues, human population and consumption, economic challenges, energy production, ethical and moral issues, education and communication, environmental justice and related political and social issues, and climate change mitigation. Throughout the semester we will pivot between analyzing and understanding the threats to identifying solutions.
SISE 4952: Humans + Machines: The Future Social Impact of Artificial Intelligence
Instructor: Shawn Rickenbacker
Course Description: Artificial Intelligence (AI) is at the core of many promising and exciting technologies that are shaping humanity’s relationship with its future. AI’s influential rise is responsible for advanced systems both large and small. Many of these we interface with on a daily basis, such as search engines, speech recognition technologies (Alexa, Siri and OK Google), photo tagging, as well as more sophisticated systems, like self-driving cars, and human and capital investment models. These systems learn to perform these and other tasks through large dataset libraries and machine learning algorithms. Recently, we have also witnessed some unsettling failures by these very systems that can be attributed to their artificial intelligence. AI models have, and continue to mistakenly exhibit, gender and racial biases with photo sorting and urban services, unfair employment and educational performance rating models, and flawed credit ratings, to name a few. These and other examples will serve as case studies toward examining a less than perfect AI. Through a critical lens the course will ask, how, why and through what methods can we monitor, augment and teach future AI to avoid implicit bias? Lectures, readings and real time AI testing will provide an introduction to the current methods and models of training machines and artificial intelligence, and will allow us to examine their possible effects on society. Student teams will research, explore new methods, and offer proposals through design thinking, future-casting and design fictions, to counter these and other plausible social and cultural problems AI may represent.
SISE 4960-01: Design Thinking Deep Dive: Prototyping & Testing
With a focus on application and further collaboration with a community partner, this course will explore fabrication methods in approaching problem-solving and addressing the needs of the client/partner. Through group efforts and team collaboration, students will engage and learn new fabrication methods that are being used to solve complex problems facing our community. Course material will be drawn from the arts and humanities, architecture, design, and business. The course is open to all undergraduate students who have completed SISE 3010 (Design Thinking) and serves as an upper level SISE elective. Students who have not taken SISE 3010 will be asked to participate in a one day workshop on Design Thinking at the beginning of the semester.
SISE 6020: Senior Practicum
4020 a pre-requisite (or co-requisite for SISE 6020)
Senior Practicum is a capstone design course that provides an opportunity for SISE minors to apply the knowledge, skills, and attitudes acquired in prior coursework to the planning, development, completion, and evaluation of a community-based project. The Spring 2017 course entails an advanced design practicum course. With a focus on design-thinking, interdisciplinary theory, prototyping and place making, students will work collaboratively on a practicum project guided by the instructors — and will present the final project(s) to the Taylor team, local community and the wider public. Senior Practicum will provide opportunities for students to apply design-thinking strategies to the urban and public design scale. Moreover, students will have the opportunity to experience complexity and emergent phenomena through their interactions within these spaces and their embedded social and cultural scale within the New Orleans community. These experiences are anticipated to give students fresh insight into social connectivity in urban settings and communities, and the transformative power of design. As with other electives, students must also sign up for the one-credit senior seminar.
COMM-4820-01: The Public Intellectual 2.0
This course fulfills Tulane University second tier service learning requirement. This seminar course is about being a knowledge leader – what used to be called “the public intellectual”—and supporting its public infrastructure—how we get access to knowledge. We will examine how public intellectuals have been defined and studied, and in particular how public intellectuals can still operate in a digital age of information. On the one hand, the course will focus conceptually on the current state of public and engaged scholarship through case studies and people in this role today. On the other hand, we will act as a class to support the intellectual “commons” by design-thinking its infrastructure. Students will be guided in the development of their capacities to be public intellectuals both through traditional venues, such as public writing and speaking, and through the collaborative design of a digital commons in use today.
Optional service learning: this course fulfills Tulane University second tier service learning requirement.
This course addresses the critical pedagogical issues of social justice through the twin lenses of social innovation and the humanities. Students, faculty, community stakeholders, and artists will work together in this course to understand:
1. How the members of local, home grown, indigenous, and root cultures partner with, live with, benefit, and benefit from, colleges and universities, while maintaining their own autonomy and integrity;
2. How colleges and universities, partner with, live with, benefit, and benefit from, the cultures of the communities in which they are located; and,
3. How might we use the digital humanities as a framework to record, share, and preserve the values, ethics, aesthetics, and principles of root cultures in order to transform higher education from the ground up?
DANC 4900: BUILDING COMMUNITY THROUGH THE ARTS Instructor: Hayley, Barbara
This course fulfills Tulane University second tier service learning requirement.
Building Community Through the Arts investigates the history, theory and practice of community-based arts and art making, civic engagement and equity, and the relationship between art and community development. The course is based on the model of Home, New Orleans?, a project in New Orleans that began in 2007 after hurricane Katrina. Students work with local artists or organizations in New Orleans who are pioneers, trailblazers, and change makers through their work in various arts – dance, theatre, visual art, and music – toward community development on a small to global scale. Reading, experiential projects, and discussion are grounded in the understanding of entering, building and sustainability of community. The course is team taught by Ron Bechet, Professor of Art, Xavier University and Barbara Hayley, Professor of Dance, Tulane University, with students from both Xavier University and Tulane University. Arts background is not necessary.
EBIO 3690: Experimental Animal Behavior
Instructor: Karubian, Jordan
This course provides students the opportunity to design, implement, write-up, and present independent research project related to animal behavior. Research will be conducted on live animals at the Audubon Zoo or Audubon Park. The course will emphasize general principles of literature review and synthesis; experimental design; the collection, organization and analysis of data; and written and oral presentation of results. The course consists of 3 hours of laboratory per week (at the park or zoo) and 2 hours of seminar per week (on campus). This course fulfills the Newcomb-Tulane college intensive writing requirement. The course also provides an optional service learning component, with the related goals of (1) assisting curators at Audubon Zoo and/or Audubon Park with management of animal populations; (2), raising public awareness about the behavior, ecology and conservation of free living or captive animals; and (3) enhancing student understanding of behavioral ecology via experiential learning opportunities provided by the service learning.
GCHB 6850: Population – Environment Theory and Evidence (Spring)
Instructor: Murphy, Laura
This class examines the links between human population dynamics and the natural environment in theory, policy debates, and real case studies from around the globe (and history). These relationships are affected by political, social, technological, and economic systems and by our values (i.e., equity, justice) and expectations (i.e., around standards of living). These relationships affect health and well-being, and the long-term sustainability of environmental services. Actions are needed at many levels of society, and from many actors, to ameliorate changes affecting natural systems and human populations. Social innovation and social entrepreneurship approaches will be explored as part of the solution. No pre-requisites. Suitable for EVST, IDEV, policy and public health students.
This course critically reviews major theories, concepts and debates about social, human and economic development in the developing world. We compare and contrast major development theories: economic growth, modernization, dependency, neoliberalism, sustainable development, Capabilities Approach, Human Rights, and Post-Development thought and social entrepreneurship/social innovation strategies. We challenge notions of: poverty, participation, gender, technology, globalization, sustainability, and the role/nature of foreign aid, and development actors. Insights from ethnographies of development projects show how worldviews and assumptions translate into real “development” programs and projects that have often unexpected, unintended outcomes. The course is suitable for advanced undergraduates with IDEV, EVST, policy or other social science background who seek an interdisciplinary and critical review of development theory and its implications for practice.
Community Engaged Research Seminar (SOWK 3000-01) (Fall)
Instructors: Rebekah Angove, PhD and Amanda Buberger
Class is held at 1725 Barrone St. (on Pappi shuttle line) and various locations around the City
This course examines community engaged research through a variety of disciplines including its value and benefits, definitions of terms, the similarities and differences between traditional and community based research, ethics, process, the formation of a research question, dissemination of results, roles, and points of community input. Learn how community engaged research aims to answer questions related to equitable access to education, healthy communities, social services, legal services, workforce development, technology and /or livable wages. Given our community partner co-educators’ interests, the course will support the development of a learning community around educational opportunities as alternatives to violence. The purpose of this course is to ensure New Orleans residents (including Tulane students) understand history, define needs, develop skills, vet processes, utilize resources and bridge academia with community toward genuine solutions. A unique model, the course will be co-taught with representative from DiscoveryFEST Enrichment Program, Center for Restorative Approaches, Make Music NOLA, Fair Maiden Services, The Micah Project, Choice Foundation, Urban Strategies, Inc., Louisiana Public Health Institute; Thought Partners: experienced community engaged researchers including faculty, Stakeholders-parents, youth, elderly, teachers, policy makers, board members, media.
Students will engage in weekly lectures, tours, activities, questions & answers, home work; Learn communities’ priorities, track data; Online CITI training and certification; Hands on community based research activities: draft research questions, logic models, research and funding proposals, dissemination plans.