AERO 1010 The Foundations of the United States Air Force I
The Foundations of the United States Air Force I
Description. AERO 1010 is a survey course designed to introduce students to the United States Air Force and encourage participation in Air Force Reserve Officer Training Corps. Featured topics include: overview of ROTC, special programs offered through ROTC, mission and organization of the Air Force, brief history of the Air Force, introduction to leadership and leadership related issues, Air Force Core Values, Air Force officer opportunities, and an introduction to communication studies. Leadership Laboratory is mandatory for AFROTC cadets and complements this course by providing cadets with followership experiences. Course Objectives: The AERO 1010 student should know what AFROTC and the Air Force have to offer potential entrants, as well as the expectations the Air Force will set concerning core values and leadership. The student should also have a basic knowledge of what role the Air Force plays and how it is organized to support national objectives. The individual should demonstrate basic communicative skills.
credit hours: 1

AERO 1020 The Foundations of the United States Air Force II
The Foundations of the United States Air Force II
Description. AERO 1020 is a survey course designed to introduce students to the United States Air Force and encourage participation in Air Force Reserve Officer Training Corps. Featured topics include: overview of ROTC, special programs offered through ROTC, mission and organization of the Air Force, brief history of the Air Force, introduction to leadership and leadership related issues, Air Force Core Values, Air Force officer opportunities, and an introduction to communication studies. Leadership Laboratory is mandatory for AFROTC cadets and complements this course by providing cadets with followership experiences. Course Objectives: The AERO 1020 student should know what AFROTC and the Air Force have to offer potential entrants, as well as the expectations the Air Force will set concerning core values and leadership. The student should also have a basic knowledge of what role the Air Force plays and how it is organized to support national objectives. The individual should demonstrate basic communicative skills.
credit hours: 1

AERO 2010 The Evolution of USAF Air and Space Power I
The Evolution of USAF Air and Space Power I
Description. A course designed to examine general aspects of air and space power from a historical perspective. The course covers the period from the first balloons and dirigibles to the space-age systems of the Global War on Terror. Historical examples are provided to show the development of Air Force distinctive capabilities (previously referred to as core competencies), and missions (functions) to demonstrate the evolution of what has become today's USAF air and space power. Furthermore, the course examines several fundamental truths associated with war in the third dimension, e.g., principles of war and tenets of air and space power. As a whole, this course provides the students with a knowledge-level understanding for the general employment of air and space power, from an institutional, doctrinal, and historical perspective. In addition, what the students learned about the Air Force Core Values in AERO 1000 will be reinforced through the use of operational examples, and they will complete several writing and briefing assignments to meet Air Force communication skills requirements. Course Objectives: The AERO 2000 student should know the key terms and definitions used to describe air and space power. The individual should know the events, leaders, and technical developments that led to the evolution and employment of USAF air and space power. The individual should demonstrate basic verbal and written communication skills. The individual should know the Air Force Core Values and examples of their use throughout the evolution of USAF air and space power.
credit hours: 1

AERO 2020 The Evolution of USAF Air and Space Power II
The Evolution of USAF Air and Space Power II
Description. A course designed to examine general aspects of air and space power from a historical perspective. The course covers the period from the first balloons and dirigibles to the space-age systems of the Global War on Terror. Historical examples are provided to show the development of Air Force distinctive capabilities (previously referred to as core competencies), and missions (functions) to demonstrate the evolution of what has become today's USAF air and space power. Furthermore, the course examines several fundamental truths associated with war in the third dimension, e.g., principles of war and tenets of air and space power. As a whole, this course provides the students with a knowledge-level understanding for the general employment of air and space power, from an institutional, doctrinal, and historical perspective. In addition, what the students learned about the Air Force Core Values in AERO 1000 will be reinforced through the use of operational examples, and they will complete several writing and briefing assignments to meet Air Force communication skills requirements. Course Objectives: The AERO 2000 student should know the key terms and definitions used to describe air and space power. The individual should know the events, leaders, and technical developments that led to the evolution and employment of USAF air and space power. The individual should demonstrate basic verbal and written communication skills. The individual should know the Air Force Core Values and examples of their use throughout the evolution of USAF air and space power.
credit hours: 1

AERO 3010 Air Force Leadership Studies I
Air Force Leadership Studies I
Description: AERO 3010 is a study of leadership, management fundamentals, professional knowledge, Air Force personnel and evaluation systems, leadership ethics, and communication skills required of an Air Force junior officer. Case studies are used to examine Air Force leadership and management situations as a means of demonstrating and exercising practical application of the concepts being studied. A mandatory Leadership Laboratory complements this course by providing advanced leadership experiences in officer-type activities, giving students the opportunity to apply leadership and management principles of this course. Course Objectives: The AERO 3000 cadet should comprehend selected individual leadership skills and personal strengths and weaknesses as applied in an Air Force environment. The individual should comprehend the responsibility and authority of an Air Force officer, the Air Force officer's responsibilities in the counseling and feedback process, and the selected duties and responsibilities as a subordinate leader. The individual should comprehend and apply concepts of ethical behavior as well as comprehend the selected concepts, principles, and theories of quality in Air Force leadership and management. The individual should apply listening, speaking, and writing skills in Air Force-peculiar formats and situations with accuracy, clarity, and appropriate style.
credit hours: 3

AERO 3020 Air Force Leadership Studies II
Air Force Leadership Studies II
Description: AERO 3020 is a study of leadership, management fundamentals, professional knowledge, Air Force personnel and evaluation systems, leadership ethics, and communication skills required of an Air Force junior officer. Case studies are used to examine Air Force leadership and management situations as a means of demonstrating and exercising practical application of the concepts being studied. A mandatory Leadership Laboratory complements this course by providing advanced leadership experiences in officer-type activities, giving students the opportunity to apply leadership and management principles of this course. Course Objectives: The AERO 3000 cadet should comprehend selected individual leadership skills and personal strengths and weaknesses as applied in an Air Force environment. The individual should comprehend the responsibility and authority of an Air Force officer, the Air Force officer's responsibilities in the counseling and feedback process, and the selected duties and responsibilities as a subordinate leader. The individual should comprehend and apply concepts of ethical behavior as well as comprehend the selected concepts, principles, and theories of quality in Air Force leadership and management. The individual should apply listening, speaking, and writing skills in Air Force-peculiar formats and situations with accuracy, clarity, and appropriate style.
credit hours: 3

AERO 4010 National Security Affairs/Preparation for Active Duty I
National Security Affairs/Preparation for Active Duty I
Description. AERO 4010 examines the national security process, regional studies, advanced leadership ethics, and Air Force doctrine. Special topics of interest focus on the military as a profession, officer ship, military justice, civilian control of the military, preparation for active duty, and current issues affecting military professionalism. Within this structure, continued emphasis is given to refining communication skills. Course Objectives: The AERO 4000 cadet should comprehend the basic elements of national security policy and process. The individual should comprehend the air and space power functions and competencies. Also, the individual should comprehend selected roles of the military in society and current issues affecting the military profession as well as selected provisions of the military justice system. The individual should comprehend the responsibility, authority, and functions of an Air Force commander. The individual should apply listening, speaking, and writing skills in Air Force-peculiar formats and situations with accuracy, clarity, and appropriate style. The individual should comprehend the factors, which facilitate a smooth transition from civilian to military life.
credit hours: 3

AERO 4020 National Security Affairs/Preparation for Active Duty II
National Security Affairs/Preparation for Active Duty II
Description. AERO 4020 examines the national security process, regional studies, advanced leadership ethics, and Air Force doctrine. Special topics of interest focus on the military as a profession, officer ship, military justice, civilian control of the military, preparation for active duty, and current issues affecting military professionalism. Within this structure, continued emphasis is given to refining communication skills. Course Objectives: The AERO 4000 cadet should comprehend the basic elements of national security policy and process. The individual should comprehend the air and space power functions and competencies. Also, the individual should comprehend selected roles of the military in society and current issues affecting the military profession as well as selected provisions of the military justice system. The individual should comprehend the responsibility, authority, and functions of an Air Force commander. The individual should apply listening, speaking, and writing skills in Air Force-peculiar formats and situations with accuracy, clarity, and appropriate style. The individual should comprehend the factors, which facilitate a smooth transition from civilian to military life.
credit hours: 3

COLQ 1020 Freshman Colloquium
Freshman Colloquium
credit hours: 3

COLQ 2030 Sophomore Colloquium
Sophomore Colloquium
credit hours: 3

COLQ 3050 Junior Colloquium
Junior Colloquium
credit hours: 3

COLQ 3880 Writing Practicum
Writing Practicum
Notes: Fulfills the school intensive-writing requirement.
Pre-requistites: Successful completion of the First-Year Writing Requirement.
Co-requisites: Three-credit departmental course.
credit hours: 3

COLQ 4120 The Grand Canyon Colloquium
The Grand Canyon Colloquium
This course covers central aspects of the geology, biology, anthropology and history of the US Southwest, concentrating on the areas contiguous with the path of the Colorado River through what is today Northern Arizona. After a semester of classroom work, familiarizing the students with geography, geology, flora, fauna, peoples, cultures and histories of the region, the class will travel to Lee's Ferry and the float for seven days on Hatch River Expeditions rafts through a natural laboratory. Those students taking this course as a capstone in Environmental Studies will pay special attention to landforms and waterways, water law, the environmental and biological consequences of damming, and endangered species. Students taking this course for elective credit in Anthropology or Geology must write their term papers on a topic in their discipline.
credit hours: 3

COLQ 4140 The Natural History of Mesoamerica
The Natural History of Mesoamerica
Geologic history of Mesoamerica, archaeology of Mesoamerica, history of the conquest and colonial period, flora and economic botany of the region.
Notes: Lectures, readings, and a two-week, post-semester field trip to the region are required.
credit hours: 3

COLQ 4210 Senior Colloquium
Senior Colloquium
credit hours: 3

COLQ 6010 The Andrew W. Mellon Professorship in Humanities
The Andrew W. Mellon Professorship in Humanities
An interdisciplinary course offered by a scholar of notable achievements both in teaching and research in humanistic learning. This course is not assigned to any particular discipline but spans the broad area of the humanities: classical, English, foreign languages and literatures, history, history of fine arts, and philosophy.
Notes: Ordinarily, appointments to the Mellon Professorship are for one semester. Enrollment open to juniors, seniors and graduate students.
credit hours: 3

COLQ 6020 The Andrew W. Mellon Professorship in Humanities
The Andrew W. Mellon Professorship in Humanities
An interdisciplinary course offered by a scholar of notable achievements both in teaching and research in humanistic learning. This course is not assigned to any particular discipline but spans the broad area of the humanities: classical, English, foreign languages and literatures, history, history of fine arts, and philosophy.
Notes: Ordinarily, appointments to the Mellon Professorship are for one semester. Enrollment open to juniors, seniors and graduate students.
credit hours: 3

COLQ H1010 Honors Freshman Colloquium
Honors Freshman Colloquium
credit hours: 3

COLQ H2010 Honors Sophomore Colloquium
Honors Sophomore Colloquium
A general colloquium built around some significant concept or problem which may be approached from many different points of view.
credit hours: 3

COLQ H3010 Science and Human Values
Science and Human Values
The prohibition against confusion of is and ought has not prevented scientific theories from impinging on sociopolitical and religious values. The purpose of this colloquium is to examine specific instances of the interaction of science and values in order to gain insights into various ways in which these interactions occur. What is science? What are values? Is the methodology of science relevant to the methodology of ethics? What is the role of theology in science and in ethics? Is science objective and are values subjective? Is science value-free? The emphasis is on the interaction of science and values, not on the history of science or on the growth of knowledge.
credit hours: 3

COLQ H3020 God(s) and Science
God(s) and Science
Is it not all over with belief in God? Has religion any future? Can we have morality without religion? Is not science sufficient? Has atheism not been proved and is nihilism not refutable? And, if God does exist, what kind of God is He? How has science changed theology? Is there any similarity between the two enterprises? Are there really different ways of knowing? What alternatives exist to replace the legacy of dualism? Are the god of philosophy, the god of history, and the god of nature and god of faith different gods?
credit hours: 3

COLQ H3030 Science and Religion
Science and Religion
Two great themes have shaped Western civilization during the last ten centuries: science and the Judeo-Christian tradition. The Enlightenment, by enthroning science, increasingly has rejected the Judeo-Christian tradition. But now science itself has come under attack. If those two principal cultural influences diminish, some alternative must be found to spawn a new ethos, or a new paradigmatic view relating science and religion is needed to give intelligibility to the relation of God, man, and nature. A dialogue has begun to emerge redefining and unifying the roles of theology and science. This seminar examines the current status of post-modern science and theology and probes alternative themes for the evolution of Western civilization under the influence of the present revolution by consciousness.- -
credit hours: 3

COLQ H3040 Honors Junior Colloquium
Honors Junior Colloquium
credit hours: 3

COLQ H4010 Humanities Colloquium
Humanities Colloquium
Built around some concept or problem which may be viewed from many different vantage points, thus relating the various disciplines within the humanities. Does not meet the college humanities distribution requirement.
credit hours: 3

COLQ H4020 Humanities Colloquium
Humanities Colloquium
Built around some concept or problem which may be viewed from many different vantage points, thus relating the various disciplines within the humanities. Does not meet the college humanities distribution requirement.
credit hours: 3

COLQ H4070 Student-Initiated Interdisciplinary Colloquium
Student-Initiated Interdisciplinary Colloquium
A student-initiated colloquium for juniors and seniors.
Notes: It is the students' obligation to find the director. More than one section may be approved. Enrollment in each section is limited to 12.
credit hours: 3

COLQ H4200 Honors Senior Colloquium
Honors Senior Colloquium
credit hours: 3

EDLA 2000 Education in a Diverse Society
Education in a Diverse Society
This is an introductory course for those preparing for certification to teach. This course examines the historical, philosophical, sociological, psychological, organizational and socio-cultural bases of American education and the political influences as they relate to contemporary issues in education in the United States. It is designed to assist students in determining if they want to pursue teaching as a career, and it helps prospective teachers to gain a valid and comprehensive knowledge of what is involved in a teaching career. Emphasis is placed upon reflection, inquiry and personal involvement in planning an effective and successful career in education. (Liberal Arts)
Co-requisites: EDLA 2890 or EDUC 3250.
credit hours: 3

EDLA 2890 Service Learning in Public Schools
Service Learning in Public Schools
This course provides opportunities for observation and participation for students who are exploring an interest in teacher certification. Students observe and participate in a variety of school and classroom settings, including urban, suburban, and inner city schools for a total of twenty hours. Students meet for debriefing sessions during the semester and complete a final project. (Liberal Arts) **This course is REQUIRED for Tulane undergraduates who intend to earn a teaching certificate.
Notes: For undergraduates ONLY.
Co-requisites: EDLA 2000. (Undergraduate education candidates must complete EDLA 2890-01 while post-graduate candidates must complete EDUC 3250 Focused Field Experience 1.)
credit hours: 1

EDLA 3160 Children's and Adolescent Literature
Children's and Adolescent Literature
This course is designed to provide prospective educators with an overview of the field of children's literature with a focus on works appropriate for children and young adults. The history, philosophy, significant authors and texts, and major genres of children's literature will be explored. Thee is a twenty-hour service learning requirement for this course, which will provide candidates with direct experience with selecting, developing and using appropriate books to meet the needs of diverse groups of learners. Course readings, projects and field experience will be diferentiated according to candidates' chosen certification area. Undergraduates must also register for the within course service learning component EDUC 3890-10.
Pre-requistites: EDLA 2000, EDLA 2890, or EDUC 3250.
credit hours: 3

EDUC 3000 Emergent Literacy
Emergent Literacy
This course introduces prospective teachers to children's speech and language development, recognition and development of readiness skills, the overall scope of emergent literacy issues, and appropriate methodologies for building the communication skills of young children. Students will learn approaches and strategies in the six core areas of literacy: phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing. This course requires a minimum of twenty service learning hours in the Reading Buddy program at a public elementary school in grades PK-3. Undergraduates must also register for the within course service learning component EDUC 3890-10.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250.
credit hours: 3

EDUC 3250 Focused Clinical Experience I
Focused Clinical Experience I
This course provides additional opportunities for clinical field experience for post-baccalaureate candidates, including those who are currently teaching under PL 2 licenses. Candidates will complete journals, meet for several debriefing sessions throughout the semester and complete a final project. This course must be completed by post-graduate candidates who intend to earn a teaching certificate.
Notes: For post-graduates ONLY.
Co-requisites: EDLA 2000. (Undergraduate education candidates must complete EDLA 2890-01 while post-graduate candidates must complete EDUC 3250.)
credit hours: 1

EDUC 3260 Focused Field Experience II
Focused Field Experience II
This course provides additional opportunities for clinical field experience for post-baccalaureate candidates, especially those seeking PL 2 licenses. Candidates will complete journals, meet for several debriefing sessions throughout the semester and complete a final project. For post-graduates ONLY.
Co-requisites: EDUC 3400.
credit hours: 1

EDUC 3400 Classroom Management, Instructional Design and Assessment
Classroom Management, Instructional Design and Assessment
This course examines (a) the research on classroom management and instructional design and their effects on student achievement, (b) specific research-based techniques and their applications in practice, and (c) approaches that integrate effective strategies for management, instruction and assessment. Students will examine theories of behavior management, strategies for organizing and maintaining an optimal learning environment, and the Understanding by Design Curriculum/Planning model will be introduced. Project requirements will emphasize grade levels and content field for which pre-service teachers are seeking certification.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250.
credit hours: 3

EDUC 3500 Methods I -- Early Childhood Education -- Language Arts and Social Studies
Methods I -- Early Childhood Education -- Language Arts and Social Studies
This course will assist prospective teachers in gaining a valid and comprehensive knowledge of what is involved in early childhood language arts, social studies, and arts instruction. Emphasis is placed upon reflection, inquiry, and personal involvement in planning an effective and successful career in early childhood, and developing an understanding of how children develop and learn successfully. Current trends, issues, developmental theories, research, and teaching methods related to the education of young children in language arts, social studies, and the arts will be explored and applied through fifty hours of field-based experiences. Undergraduate education students must also register for the within course service learning/practicum component EDUC 3890-11.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250, PSYC 3210, EDUC 3000, EDUC 3801 and 3810.
credit hours: 3

EDUC 3610 Children's Dance Methods and Practicum (Grades 4-5)
Children's Dance Methods and Practicum (Grades 4-5)
This practicum course provides opportunities for dance candidates to acquire skills in teaching methodologies and strategies specific to dance education in grades 4-5. Course activities include observation and consultation with content field professor and field experience at school setting developing assessments and lesson plans along with teaching. This course requires 40 hours of field experience in the upper elementary grades (4-5) in addition to the 50 field experience hours in EDUC 3500 which occur in grades K-3.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250, EDUC 3400, EDUC 3800 and 3820, DANC 2010 and DANC 2520 and level III modern dance proficiency.
Co-requisites: EDUC 3500.
credit hours: 1

EDUC 3801 Methods of Early Childhood Reading Instruction
Methods of Early Childhood Reading Instruction
This course provides the necessary foundational knowledge of early reading and writing processes and familiarizes certification candidates with the practices, methods, and curricular materials to support instruction in multiple literacies. A variety of assessment strategies for planning and evaluating the effectiveness of literacy instruction are explored in the class and applied in the classroom setting in the forty hour required practicum. Candidates will analyze the interrelationships among assessment, instruction, and materials and their effects on the development of a literacy environment that fosters reading, writing, listening, speaking and the effective use of technology. Readings and assignments will be differentiated according to the candidate's area of certification.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250, EDUC 3400, and EDUC 3000.
Co-requisites: EDUC 3810 (ECE majors).
credit hours: 3

EDUC 3802 Methods of Secondary Reading Instruction
Methods of Secondary Reading Instruction
This course provides the necessary foundational knowledge of secondary reading and writing processes and familiarizes certification candidates with the practices, methods, and curricular materials to support instruction in multiple literacies across various content areas. A variety of assessment strategies for planning and evaluating the effectiveness of literacy instruction are explored in the class and applied in the classroom setting in the forty hour required practicum. Candidates will analyze the interrelationships among assessment, instruction, and materials and their effects on the development of a literacy environment that fosters reading, writing, listening, speaking and the effective use of technology. Readings and assignments will be differentiated according to the candidate's area of certification.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250, and EDUC 3400 with PSYC 3200 strongly recommended.
Co-requisites: EDUC 3820 (SEC majors).
credit hours: 3

EDUC 3810 Practicum in Early Childhood Reading
Practicum in Early Childhood Reading
Under the supervision of a public school teacher, certification candidates work with one student implementing the diagnostic and prescriptive strategies learned in class and with larger groups implementing large group instructional strategies. Students fulfill forty hours of clinical/laboratory experiences in a reading classroom (1st-3rd grade levels) in a supervised practicum. The clinical/field experience will enable students to apply the theoretical principles of academic course work to effective teaching practices.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250, EDUC 3000, EDUC 3400.
Co-requisites: EDUC 3800.
credit hours: 1

EDUC 3820 Practicum in Secondary Reading
Practicum in Secondary Reading
Under the supervision of a public school teacher, certification candidates work with one student implementing the diagnostic and prescriptive strategies learned in class and with larger groups implementing large group instructional strategies. Students fulfill forty hours of clinical/laboratory experiences in a secondary reading classroom in a supervised practicum. The clinical/field experience will enable students to apply the theoretical principles of academic course work to effective teaching practices.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250, and EDUC 3400 with PSYC 3200 strongly recommended.
Co-requisites: EDUC 3802.
credit hours: 1

EDUC 3900 Methods II: Teaching Early Childhood Mathematics and Science
Methods II: Teaching Early Childhood Mathematics and Science
This course will prepare prospective teachers to teach science and mathematics in the early childhood (ages three through eight) setting. Theories and methodologies will be explored. Special attention will be given to developmentally appropriate activities, and a great emphasis will be placed on integrating subject matter and utilizing manipulatives. Technology issues will also be covered.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250, PSYC 3210, EDUC 3000, EDLA 3160, EDUC 3400, EDUC 3800 and 3810, and EDUC 3500.
Co-requisites: EDUC 3910.
credit hours: 3

EDUC 3910 Practicum and Assessment Early Childhood Math and Science
Practicum and Assessment Early Childhood Math and Science
This practicum experience requires minimum of 50 hours in math and/or science classrooms. It is designed to prepare teachers to conduct reliable and valid assessments of children's growth and development in the early childhood arena. Practice in refining age-appropriate unit and lesson plans based on the UbD model is also provided. Special attention is given to performance-based assessments, particularly in the context of instruction that is developmentally appropriate.
Co-requisites: EDUC 390.
credit hours: 1

EDUC 5010 Secondary Education Methods I
Secondary Education Methods I
This course focuses on prominent methodological issues and the development of core teaching skills. Students will analyze different instructional methods; design comprehensive unit and lesson plans using the Understanding by Design model; develop integrated technology strategies and skills in assessment for learning and differentiated instruction. Emphasis is placed on development of skills of self-analysis, reflection, and research based decision -making. Students will interpret and demonstrate their understanding and general teaching practices through fifty hours of field experience in a middle or high school setting.
Notes: Education undergraduates must also register for the within course service learning/practicum component EDUC 5890-10.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250, EDUC 3400, PSYC 3200, EDUC 3800 and 3820, Completion/Exemption for Praxis I.
credit hours: 3

EDUC 5090 Secondary Methods of Teaching II: Social Studies Methods
Secondary Methods of Teaching II: Social Studies Methods
A seminar and practicum course providing opportunities for secondary teacher candidates to acquire skills in teaching methodologies and strategies specific to secondary social studies instruction. Topics include organization of subject matter, weekly and unit lesson planning, development of assessments, utilizing information technology for instruction, and working with diverse populations of students. Course activities include observation in college classrooms, conferences with content field specialists, teaching in a secondary classroom, discussion/reflections, demonstration of effective use of standards documents, inquiry activities and a review of effective pedagogical and school improvement literature. The course requires fifty clock hours of field experience in a middle or high school classroom.
Notes: Education undergraduates must also register for the within course service learning/practicum component EDUC 5890-01.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250, PSYC 3200, PSYC 3390, EDUC 3400, 3800, 3820, and 5010.
credit hours: 3

EDUC 5100 Secondary Methods of Teaching II: Science Methods
Secondary Methods of Teaching II: Science Methods
A seminar and practicum course providing opportunities for secondary teacher candidates to acquire skills in teaching methodologies and strategies specific to secondary science instruction in biology, chemistry, physics or general science. Topics include organization of subject matter, weekly and unit lesson planning, development of assessments, utilizing information technology for instruction, and working with diverse populations of students. Course activities include observation in college classrooms, conferences with content field specialists, teaching in a secondary classroom, discussion/reflections, demonstration of effective use of standards documents, inquiry activities and a review of effective pedagogical and school improvement literature. This course requires fifty hours of field experience in a middle or high school classroom.
Notes: Education undergraduates must also register for the within course service learning/practicum component EDUC 5890-02.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250, PSYC 3200, PSYC 3390, EDUC 3400, 3800, 3820, and 5010.
credit hours: 3

EDUC 5110 Secondary Methods of Teaching II: English Methods
Secondary Methods of Teaching II: English Methods
A seminar and practicum course providing opportunities for secondary teacher candidates to acquire skills in teaching methodologies and strategies specific to secondary language arts instruction. Topics include organization of subject matter, weekly and unit lesson planning, development of assessments, utilizing information technology for instruction, and working with diverse populations of students. Course activities include observation in college classrooms, conferences with content field specialists, teaching in a secondary classroom, discussion/reflections, demonstration of effective use of standards documents, inquiry activities and a review of effective pedagogical and school improvement literature. This course requires fifty hours of field experience in a middle or high school classroom.
Notes: Education undergraduates must also register for the within course service learning/practicum component 5890-03.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250, PSYC 3200, PSYC 3390, EDUC 3400, 3800, 3820, and 5010.
credit hours: 3

EDUC 5120 Secondary Methods of Teaching II: Math Methods
Secondary Methods of Teaching II: Math Methods
A seminar and practicum course providing opportunities for secondary teacher candidates to acquire skills in teaching methodologies and strategies specific to secondary mathematics instruction. Topics include organization of subject matter, weekly and unit lesson planning, development of assessments, utilizing information technology for instruction, and working with diverse populations of students. Course activities include observation in college classrooms, conferences with content field specialists, teaching in a secondary classroom, discussion/reflections, demonstration of effective use of standards documents, inquiry activities and a review of effective pedagogical and school improvement literature. This course requires fifty hours of field experience in a middle or high school classroom.
Notes: Education undergraduates must also register for the within course service learning/practicum component EDUC 5890-04.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250, PSYC 3200, PSYC 3390, EDUC 3400, 3800, 3820, and 5010.
credit hours: 3

EDUC 5130 Secondary Methods of Teaching II: Foreign Language Methods
Secondary Methods of Teaching II: Foreign Language Methods
A seminar and practicum course providing opportunities for secondary teacher candidates to acquire skills in teaching methodologies and strategies specific to foreign language instruction (French, Spanish, Italian, or German). Topics include organization of subject matter, weekly and unit lesson planning, development of assessments, utilizing information technology for instruction, and working with diverse populations of students. Course activities include observation in college classrooms, conferences with content field specialists, teaching in a secondary classroom, discussion/reflections, demonstration of effective use of standards documents, inquiry activities and a review of effective pedagogical and school improvement literature. This course requires fifty hours of field experience in a middle or high school classroom.
Notes: Education undergraduates must also register for the within course service learning/practicum component EDUC 5890-05.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250, PSYC 3200, PSYC 3390, EDUC 3400, 3800, 3820, and 5010.
credit hours: 3

EDUC 5140 Secondary Methods of Teaching II: Dance Methods
Secondary Methods of Teaching II: Dance Methods
A seminar and practicum course providing opportunities for secondary teacher candidates to acquire skills in teaching methodologies and strategies specific to dance instruction. Topics include organization of subject matter, weekly and unit lesson planning, development of assessments, utilizing information technology for instruction, and working with diverse populations of students. Course activities include observation in college classrooms, conferences with content field specialists, teaching in a secondary classroom, discussion/reflections, demonstration of effective use of standards documents, inquiry activities and a review of effective pedagogical and school improvement literature. This course requires fifty hours of field experience in a middle or high school classroom.
Notes: Education undergraduates must also register for the within course service learning/practicum component EDUC 5890-06.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250, PSYC 3200, PSYC 3390. EDUC 3400, 3500, 3800, 3820, DANC/EDLA 3610 and progress towards dance degree requirement of Tulane University, including intermediate or advanced proficiency in ballet or modern dance, dance history, survey/language of performance, advanced proficiency in dance composition, performance experience, production and design, and production practicum.
credit hours: 3

EDUC 6900 Student Teaching Semester in Early Childhood (PK-3)
Student Teaching Semester in Early Childhood (PK-3)
The purpose of this clinical course is the development of competence in the art and science of teaching young children. Intensive clinical experience (with a minimum of 300 clock hours of classroom teaching) provides opportunities for continued professional growth through the practice of professional ethics, reflective teaching, instructional design, effective classroom management and authentic assessment. Students will attend a series of seminars and conduct an action research project directly related to their teaching assignment. A university supervisor works with a cooperating PK-3 teacher toward the mutual goal of the student's development.
Pre-requistites: Completion of baccalaureate degree, completion of all education courses, passage of Praxis II Content (#0014 -- Elementary Curriculum) and approval of program director. The Praxis II Principles of Learning and Teaching for Early Childhood (#0521) may be taken while student teaching.
credit hours: 6

EDUC 6910 Internship in Early Childhood Education (PK-3)
Internship in Early Childhood Education (PK-3)
The year-long internship (2 semesters) is the culminating course of Tulane's Teacher Preparation and Certification Program and occurs the year following the completion of the first 27 hours of professional coursework. The candidate must blend theory and practice in the actual activity of teaching all day. Students will attend a series of seminars and conduct an action research project directly related to their teaching assignment. Candidates must be hired as a full-time teacher in a school system and will be under the supervision of a mentor teacher at the school site as well as university faculty. Candidates who have completed at least three years of classroom teaching may be eligible for a waiver from this final clinical.
Pre-requistites: Completion of baccalaureate degree, completion of all education courses, passage of Praxis II Content (#0014 -- Elementary Curriculum) and approval of program director. Praxis II Principles of Learning and Teaching for Early Childhood (#0521) may be taken during the internship.
credit hours: 3

EDUC 6920 Internship in Early Childhood Education (PK-3)
Internship in Early Childhood Education (PK-3)
The year-long internship (2 semesters) is the culminating course of Tulane's Teacher Preparation and Certification Program and occurs the year following the completion of the first 27 hours of professional coursework. The candidate must blend theory and practice in the actual activity of teaching all day. Students will attend a series of seminars and conduct an action research project directly related to their teaching assignment. Candidates must be hired as a full-time teacher in a school system and will be under the supervision of a mentor teacher at the school site as well as university faculty. Candidates who have completed at least three years of classroom teaching may be eligible for a waiver from this final clinical.
Pre-requistites: Completion of baccalaureate degree, completion of all education courses, passage of Praxis II Content (#0014 -- Elementary Curriculum)  and approval of program director. Praxis II Principles of Learning and Teaching for Early Childhood (#0521) may be taken during the internship.
credit hours: 3

EDUC 6930 Student Teaching Semester in Secondary Schools (6-12)
Student Teaching Semester in Secondary Schools (6-12)
The purpose of this course is the development of proficiency in the art and science of teaching. Intensive clinical experience (with a minimum of 300 clock hours of classroom teaching) provides opportunities for continued professional growth through the practice of professional ethics, reflective teaching, instructional design, effective classroom management and authentic assessment. Students will attend a series of seminars and conduct an action research project directly related to their teaching assignment. A university supervisor works with a cooperating 6-12 teacher toward the mutual goal of the student's development.
Pre-requistites: Completion of baccalaureate degree, completion of all education courses, passage of Praxis II (Content Area) and approval of program director. Praxis II Principles of Learning and Teaching in Secondary Schools (#0624 OR 5624) may be taken while student teaching.
credit hours: 6

EDUC 6940 Internship in Secondary Education (6-12)
Internship in Secondary Education (6-12)
The year-long internship (2 semesters) is the capstone course of the Tulane's Teacher Preparation and Certification Program and occurs the year following the completion of the first 24 hours of professional coursework. The candidate must blend theory and practice in the actual activity of teaching all day. Students will attend a series of seminars and conduct an action research project directly related to their teaching assignment. Candidates must be hired as a full-time teacher in a school system and will be under the supervision of a mentor teacher at the school site as well as university faculty. Candidates who have completed at least three years of classroom teaching may be eligible for a waiver from this final clinical.
Pre-requistites: Completion of baccalaureate degree, completion of all education courses, passage of Praxis II (Content Area) and approval of program director. Praxis II Principles of Learning and Teaching (#0624 OR 5624) may be taken during the internship.
credit hours: 3

EDUC 6950 Internship in Secondary Education (6-12)
Internship in Secondary Education (6-12)
The year-long internship (2 semesters) is the capstone course of the Tulane's Teacher Preparation and Certification Program and occurs the year following the completion of the first 24 hours of professional coursework. The candidate must blend theory and practice in the actual activity of teaching all day. Students will attend a series of seminars and conduct an action research project directly related to their teaching assignment. Candidates must be hired as a full-time teacher in a school system and will be under the supervision of a mentor teacher at the school site as well as university faculty. Candidates who have completed at least three years of classroom teaching may be eligible for a waiver from this final clinical.
Pre-requistites: Completion of baccalaureate degree, completion of all education courses, passage of Praxis II (Content Area) and approval of program director. Praxis II Principles of Learning and Teaching (#0624 OR 5624) may be taken during the internship.
credit hours: 3

EDUC 6960 Student Teaching Semester in Dance Education (K-12)
Student Teaching Semester in Dance Education (K-12)
The purpose of this capstone course is the development of competence in the art and science of dance instruction. Intensive clinical experience (with a minimum of 300 clock hours of classroom teaching) provides opportunities for continued professional growth through the practice of professional ethics, reflective teaching, instructional design, effective classroom management and authentic assessment. Students will attend a series of seminars and conduct an action research project directly related to their teaching assignment. Dance candidates will be placed in a K-5 setting for the first six weeks of the semester and in a 6-12 setting for the second six weeks. Candidates will be under the supervision of an experienced cooperating teacher/artist-teacher at the school site as well as university faculty with extensive teaching experience. Dance candidate placements will be in schools with both discipline-specific and curriculum-based programming wherever possible.
Pre-requistites: Completion of baccalaureate degree, completion of all education courses, and approval of program director. Praxis II (Principles of Learning and Teaching) may be taken while student teaching.
credit hours: 3

EDUC 6970 Internship in Dance Education K-12
Internship in Dance Education K-12
The year-long internship (2 semesters) is the culminating course of Tulane's Teacher Preparation and Certification Program and occurs the year following the completion of the first 27 hours of professional coursework. The candidate must blend theory and practice in the actual activity of teaching all day. Students will attend a series of seminars and conduct an action research project directly related to their teaching assignment. Candidates must be hired as a full-time teacher in a school system and will be under the supervision of a mentor teacher at the school site as well as university faculty. Dance candidates will be placed in a setting that provides experience in both elementary and secondary level dance education. Candidates will be under the supervision of an experienced cooperating teacher/artist-teacher at the school site as well as university faculty with extensive teaching experience. Dance candidate placements will be in schools with both discipline-specific and curriculum-based programming wherever possible. Candidates who have completed at least three years of classroom teaching may be eligible for a waiver from this final clinical.
Pre-requistites: Completion of Baccalaureate degree, completion of all education courses, and approval of program director. Praxis II (Principles of Learning and Teaching) may be taken during the internship.
credit hours: 3

EDUC 6980 Internship in Dance Education K-12
Internship in Dance Education K-12
The year-long internship (2 semesters) is the culminating course of Tulane's Teacher Preparation and Certification Program and occurs the year following the completion of the first 27 hours of professional coursework. The candidate must blend theory and practice in the actual activity of teaching all day. Students will attend a series of seminars and conduct an action research project directly related to their teaching assignment. Candidates must be hired as a full-time teacher in a school system and will be under the supervision of a mentor teacher at the school site as well as university faculty. Dance candidates will be placed in a setting that provides experience in both elementary and secondary level dance education. Candidates will be under the supervision of an experienced cooperating teacher/artist-teacher at the school site as well as university faculty with extensive teaching experience. Dance candidate placements will be in schools with both discipline-specific and curriculum-based programming wherever possible. Candidates who have completed at least three years of classroom teaching may be eligible for a waiver from this final clinical.
Pre-requistites: Completion of baccalaureate degree, completion of all education courses, and approval of program director. Praxis II (Principles of Learning and Teaching) may be taken during the internship.
credit hours: 3

INTU 1000 History and Philosophy of Higher Education: The Role of College Women
History and Philosophy of Higher Education: The Role of College Women
This course examines the social and political history of higher education with special emphasis on the transformation of women and the college landscape from the early 20th century to present day. Using historical and literary frameworks to generate and address and answer questions about college women today, this course will provide Newcomb Scholars with the opportunity to examine the social and political culture of various decades and its influence on college culture, women's colleges, women in college, and narratives about college life. This course takes into consideration the various legislative, political, economic, and cultural influences on the university system to understand the changing role of women in higher education. This course includes a public service option of working with high school students interested in attending college.
Pre-requistites: Admission to the Newcomb Scholars Program.
credit hours: 3

INTU 2000 Seeking Knowledge: Exploring How Various Disciplines Recognize Truth
Seeking Knowledge: Exploring How Various Disciplines Recognize Truth
This course will examine questions around the central theme, how do researchers in a particular discipline know when they have reached a conclusion, as a means to understand academic disciplines' perspectives and methods of research. Studying this question will enable Newcomb Scholars to examine how research questions of various academic disciplines are developed, how a study is set up/established and executed, and how researchers reach a conclusion. Scholars will also be exposed to research methods (qualitative and quantitative) and types of studies (case studies, historical, ethnographic, action research, to name a few). Newcomb Scholars have the opportunity to establish connections with faculty mentors in their fields or related fields.
Pre-requistites: INTU 1000.
credit hours: 3

INTU 4000 Newcomb Scholars Research Seminar
Newcomb Scholars Research Seminar
This course is designed to provide support and resources from the professor for students in the Newcomb Scholars Program to complete their independent research project. In this course, Newcomb Scholars will incorporate what they have researched and written in the previous seminars, finalize their research question, determine the appropriate research methods, and begin to answer that question in a comprehensive and systematic way that would be recognized by the relevant scholarly community as constituting original and important research. Each Scholar is expected to understand the work that has previously been done in her field and find a place for her research in that body of knowledge. Students will use their skills of analysis, criticism, and synthesis to address or respond to any relevant issues in their fields of study. Each student will present their research project at a campus conference in the Spring semester.
Pre-requistites: INTU 3000.
credit hours: 3

MILS 1010 Dynamics of Leadership I
Dynamics of Leadership I
MILS 1010 introduces you to the personal challenges and competencies that are critical for effective leadership and communication. You will learn how the personal development of life skills such as cultural understanding, goal setting, time management, mental/physical resiliency, and stress management relate to leadership, Officership, and the Army profession. As you become further acquainted with MILS 1010, you will learn the structure of the ROTC Basic Course program consisting of MILS 1010, 1020, 2010, 2020, Fall and Spring Leadership Labs, and LTC. The focus is on developing basic knowledge and comprehension of Army leadership dimensions, attributes and core leader competencies while gaining an understanding of the ROTC program, its purpose in the Army, and its advantages for the student.
Notes: Offered in the Fall semester.
credit hours: 1

MILS 1020 Dynamics of Leadership II
Dynamics of Leadership II
MILS 1020 overviews leadership fundamentals such as setting direction, problem-solving, listening, presenting briefs, providing feedback, and using effective writing skills. You will explore dimensions of leadership attributes and core leader competencies in the context of practical, hands-on, and interactive exercises. As you become further acquainted with MILS 1020, you will learn the structure of the ROTC Basic Course program consisting of MILS 1010, 1020, 2010, 2020, Fall and Spring Leadership Labs, and LTC. The key objective this semester is to explore (in more detail) the Army’s leadership philosophy and learn fundamental military concepts. Emphasis on Army leadership will provide the learner a better understanding of the ROTC program, its purpose in the Army, and its advantages for the student.  
Notes: Offered in the Spring semester.
credit hours: 2

MILS 2010 Management Techniques I
Management Techniques I
MILS 2010 explores the dimensions of creative and innovative tactical leadership strategies and styles by examining team dynamics and two historical leadership theories that form the basis of the Army leadership framework. Aspects of personal motivation and team building are practiced planning, executing and assessing team exercises. While participation in the leadership labs is not mandatory during the MILS II year, significant experience can be gained in a multitude of areas and participation in the labs is highly encouraged. The focus continues to build on developing knowledge of the leadership attributes and core leader competencies through the understanding of Army rank, structure, and duties as well as broadening knowledge of land navigation and squad tactics. Case studies will provide a tangible context for learning the Soldier’s Creed and Warrior Ethos.
Notes: Offered in the Fall semester.
credit hours: 1

MILS 2020 Management Techniques II
Management Techniques II
MILS 2020 examines the challenges of leading teams in the complex operational environment. The course highlights dimensions of terrain analysis, patrolling, and operation orders. Further study of the theoretical basis of the Army Leadership Requirements Model explores the dynamics of adaptive leadership in the context of military operations. MILS 2020 prepares Cadets for MILS 3010. Cadets develop greater self-awareness as they assess their own leadership styles and practice communication and team building skills. Case studies give insight into the importance and practice of teamwork and tactics in real-world scenarios.
Notes: Offered in the Spring semester.
credit hours: 2

MILS 3010 Advanced Tactics I
Advanced Tactics I
This course is designed to provide opportunities, apply learned skills, and evaluate progress in preparation for successful completion of LDAC. This course is physically and intellectually demanding. Ultimately, each MILS III Cadet is trained in skills such as map reading, land navigation, combat water survival training, basic rifle marksmanship, troop leading procedures, operations order process, briefing skills, problem solving and small-unit tactics/techniques. Active leadership and leadership application techniques is stressed and evaluated during the course.
Notes: Offered in the Fall semester.
credit hours: 2

MILS 3020 Advanced Tactics II
Advanced Tactics II
This is an academically challenging course where you will study, practice, and apply the fundamentals of Army Leadership, Officership, Army Values and ethics, personal development, and small unit tactics at the team and squad level. At the conclusion of this course, you will be capable of planning, coordinating, navigating, motivating and leading a team or squad in the execution of a tactical mission during a classroom PE, a Leadership Lab, or during a Situational Training Exercise (STX) in a field environment. Successful completion of this course will help prepare you for success at the ROTC Leader Development and Assessment Course (LDAC) which you will attend next summer at Fort Lewis, WA. This course includes reading assignments, homework assignments, small group assignments, briefings, case studies, and practical exercises, a mid-term exam, and a final exam. You will receive systematic and specific feedback on your leader attributes values and core leader competencies from your instructor and other ROTC cadre and MILS IV Cadets who will evaluate you using the ROTC Leader Development Program (LDP) model.
Notes: Offered in the Spring semester.
credit hours: 2

MILS 4010 Professionalism of Leadership I
Professionalism of Leadership I
MILS 4010 transitions the focus of student learning from being trained, mentored and evaluated as an MILS III Cadet to learning how to train, mentor and evaluate underclass Cadets. MILS IV Cadets learn the duties and responsibilities of an Army staff officer and apply the Military Decision Making Process, Army Writing Style, and the Army’s Training Management and METL Development processes during weekly Training Meetings to plan, execute and assess battalion training events. Cadets learn to safely conduct training by understanding and employing the Composite Risk Management Process. Cadets learn how to use the Comprehensive Soldier Fitness (CSF) program to reduce and manage stress.
Notes: Offered in the Fall semester.
credit hours: 1

MILS 4020 Professionalism of Leadership II
Professionalism of Leadership II
MILS 4020 explores the dynamics of leading in the complex situations of current military operations in the full spectrum operations (FSO).  You will examine differences in customs and courtesies, military law, principles of war, and rules of engagement in the face of international terrorism. You also explore aspects of interacting with non-government organizations, civilians on the battlefield, and host nation support. The course places significant emphasis on preparing you for BOLC B, and your first unit of assignment. It uses case studies, scenarios, and “What Now, Lieutenant?” exercises to prepare you to face the complex ethical and practical demands of leading as a commissioned officer in the United States Army. This semester, you will: Explore Military Professional Ethics and ethical decision making facing an Officer Gain practical experience in Cadet battalion leadership roles Demonstrate personal skills in operations and communications Evaluate and develop MILS III small unit leaders and examine issues of force protection in FSO Prepare for the transition to a career as an Army Officer  
Notes: Offered in the Spring semester.
credit hours: 1

NAVS 1010 Introduction to Naval Science
Introduction to Naval Science
Freshman/Fall.  A general introduction to the naval profession and to concepts of sea power. The mission, organization, and warfare components of the U.S. Navy and Marine Corps. Overview of officer and enlisted ranks and rates, training and education, and career patterns. Naval courtesy and customs, military justice, leadership, and nomenclature. Professional competencies required to become a naval officer.
credit hours: 3

NAVS 1020 Seapower in History
Seapower in History
Freshman/Spring.  A survey of the U.S. naval history. Naval aspects of U.S. conflicts from the American Revolution to the global war on terror. The influence of technological innovation, domestic politics, and foreign policy on the development and execution of naval doctrine and tactics.
credit hours: 3

NAVS 2000 Leadership and Management
Leadership and Management
Sophomore/Fall.  Organizational behavior, management, and leadership principles in the context of naval organization. The management functions of planning, organizing, and controlling; individual and group behavior in organizations; motivation and leadership. Experiential exercises, case studies, and laboratory discussions. Decision making, communication, responsibility, authority, and accountability.
credit hours: 3

NAVS 2010 Ships Engineering Systems
Ships Engineering Systems
Junior/Fall.  A detailed study of ship characteristics and types, including ship design and control, propulsion, hydrodynamic forces, stability, compartmentation, and electrical and auxiliary systems. Included are basic concepts of the theory and design of steam, gas turbine, and nuclear propulsion.
credit hours: 3

NAVS 3010 Navigation I
Navigation I
Sophomore/Spring.  Students develop practical skills in naval piloting procedures. Charts, visual and electronic aids, and theory and operation of magnetic and gyro compasses; inland and international rules of the nautical road.   Basic principles of environmental factors affecting naval operations.
credit hours: 3

NAVS 3020 Naval Operations and Seamanship
Naval Operations and Seamanship
Senior/Fall.  Relative motion vector analysis theory, formation tactics, and ship employment; practical skills in relative motion problems. Controllable and noncontrollable forces in shiphandling, ship behavior, and maneuvering characteristics; various methods of visual communication, including flaghoist, flashing light, and semaphore.
credit hours: 3

NAVS 3030 Evolution of Warfare (Marine Option)
Evolution of Warfare (Marine Option)
This course traces the development of warfare, from earliest recorded history to the present, with focus on the impact of major military theorists, strategists, tacticians, and technological developments. The student acquires a basic sense of strategy and develops an understanding of military alternatives and the impact of historical precedent on military thought and actions.
credit hours: 3

NAVS 4010 Ships Weapons Systems
Ships Weapons Systems
Junior/Spring.  Theory and employment of weapons systems, including the processes of detection, evaluation, threat analysis, weapon selection, delivery, guidance, and explosives. Fire control systems and major weapons types, including capabilities and limitations. Physical aspects of radar and underwater sound. Facets of command, control, and communications as means of weapons system integration.
credit hours: 3

NAVS 4020 Leadership and Ethics
Leadership and Ethics
Senior/Spring.  The interaction of leadership, organizational behavior, and human resource management. Subordinate interviewing and counseling, performance appraisal, military and civilian law, and managerial ethics and values. This capstone course integrates professional competencies to develop understanding of the issues faced by leaders, managers, and naval officers.
credit hours: 3

NAVS 4030 Amphibious Warfare (Marine Option)
Amphibious Warfare (Marine Option)
A historical survey of the development of amphibious doctrine and the conduct of amphibious operations. The evolution of amphibious warfare in the 20th century, especially during World War II. Present-day potential and limitations on amphibious operations, including the concept of rapid deployment force.
credit hours: 3

POLC 3003 Women Leading Change: Case Studies on Women in Organizations
Women Leading Change: Case Studies on Women in Organizations
This course engages students in considering the real world dilemmas of women working in organizations and bringing about social change in those and other organizations. The course analyzes different theories and explanations of why so few leaders are women and how women can become leaders and lead as well. Case studies are used to examine the intricacies of organizations, the roles of women in various organizations, as well as the impact of organizations on policy (public, social, scientific, educational), government, and leadership in a global world. The course outcomes are an enhanced critical understanding of the dilemmas that are encountered by women leading change; the ability to evaluate and compose case studies at the intersection of leadership and gender; and the demonstration of critical thinking and problem-solving skills. The service-learning option will enable Newcomb Scholars to obtain practical experience and provide service to the community, and fulfill the second tier public service graduation requirement. Writing Practicum.
Notes: The course will also teach how to write and evaluate the usefulness of cases; each student will write a case linked to their field of study. The class will be discussion-based and participatory rather than a lecture course. The course teaches critical thinking and problem solving through immersion in the stories of women leaders. Only third year Newcomb Scholars are eligible to enroll. Honors course.
Pre-requistites: INTU 2000.
credit hours: 3