The idea for Fast 15 came to me years ago through a class I called “Introduction to Creative Industries.” The class was designed to do what many of my classes do, namely, to demystify something that students want because they think they know everything already about it. I lectured about history and labor in music, film, fashion, and festivals. Guest speakers ZOOMed in from afar. Lots of moving parts. When the Nielsens for the class came in, I received harsh news: less talking, more doing. Alongside discussion, students wanted to apply what they were learning.
Back at the drawing board, the challenge was both simple and complex. Professors want to excite students about their area of expertise. Students want practical knowledge that helps them navigate and interpret real-world contexts. Then you have guest speakers, who bring their own expertise from their own domains. Introductory courses seem the perfect place to plant the seeds that later lead to some form of enlightenment, when theory and practice come together. Fast 15 builds on that work. Mini-courses complement semester-length courses by creating focused opportunities for praxis within a liberal arts framework.
The objective of Fast 15 is to unpack the future of work ecologically. Students may think they know about a profession, especially flashy ones like being a star, a politician, a lawyer, or a journalist. What they don’t yet see are the interconnected hives of activity that produce those professions today. Interconnections can be formal, but often they are informal. Often those connections are what make otherwise routine tasks meaningful or even exciting. Connectedness creates work cultures with their own semiotics, repertoires, and narratives. Cultures are durable but also dynamic. Fast 15 pushes students to think about a working future in its cultural durability and dynamism. It gives them insider insights into the routine parts of working, but also the moments that require interpretation, problem-solving, and creative collaboration.
Students have to put all of these pieces together in formulating a big picture of work that is not based solely on skills training or self-branding, but on thinking critically in the “real world.”
Isn’t that what many professors do in the liberal arts?
The umbrella title of the interdisciplinary initiative, Fast 15, comprises short, 15-hour courses that are carefully developed in accordance with shared learning objectives. They are all special topics and interdisciplinary, in keeping with the idea that the future of work is dynamic and integrative. The courses also have their own separate objectives that fit the faculty’s domains of knowledge, while including a collaborative component that allows students to demonstrate what they have learned.
The courses are intense and focused for everyone involved. Students do homework in advance so that they can move through a series of structured activities toward a final project. Guest speakers participate in a kind of “show-and-tell,” demonstrating how they approach similar problems in their professional lives and how analytical thinking translates into decision-making.
For example, the course “Making the Star” (which was in part supported by the Goldstein Family Fund) brought together Tulane students and young aspirants from the greater New Orleans community who want to work in music and media. Together they worked on how an unknown singer-songwriter might become a celebrity in today’s networked ecosystem of creative industries. They learned from liberal arts alumni who had 45 minutes to walk through their thought processes in their professions, from analytics in merchandising and live performance sales to the ethical dilemmas of talent promotion and legal representation. The final presentations were unique, creative, and smart, reflecting both imagination and a deeper understanding of the systems shaping cultural production.
n the fall, a faculty member will offer another Fast 15 class that challenges students to write original news pieces after learning about the blurred borders between journalism and publicity, and by meeting professionals who decode avalanches of misinformation for a living. In the spring, we offer a class that takes on the role of moral decision-making in careers that center on crisis management.
I don’t imagine any of these courses will be repeated in exactly the same way. They don’t need to be. The nature of work is changing so fast that what is relevant now may not be a year from now. The program is designed to be iterative and responsive, evolving as new questions and contexts emerge.
→ Iterative framing made explicit
The most valuable insights we gather should be shared with our constituencies for the liberal arts and embedded in the toolkit of options that faculty have in their respective courses and disciplines. Looking at the evaluations, we exceeded my initial expectations, and I learned how to continue refining the program as part of my own work.
Here are two snapshots from students involved in the two classes held this spring:
Marigny Hemenway, Singer and Owner of Hemenway Relations, New Orleans:
Taking this course has significantly expanded my understanding of branding and business strategy within the music industry. I discovered the Fast 15: Making The Star program through social media, and knowing Tulane’s strong reputation in both business and the arts, I immediately felt it was the right fit for me. While I have always had the support of my peers when seeking guidance, I’ve come to realize that sometimes the best way to grow is by returning to the classroom to refresh and expand your knowledge.
The program, structured as an intensive weekend course, worked perfectly with my schedule as both an artist and a business owner. I am confident that the knowledge I gained will benefit not only my career as a singer but also my work as a business owner. I would like to thank Dr. Vicki Mayer, Robert Fyvolent, and the Tulane School of Liberal Arts for the opportunity to participate in this program. As an external participant, I felt welcomed and supported, and I highly recommend the continuation of this program for others looking to grow in the industry.
As part of the program, we were assigned an artist case study. Our group worked with Mo Sabri, a country singer-songwriter based in Nashville, Tennessee, who is seeking a complete rebrand of his artistic identity. His background—being of Pakistani origin and Muslim faith—added a unique and meaningful dimension to the project. Our challenge was to position him as an emerging country artist while honoring his story. Guest speakers included professionals from organizations such as ACI Licensing, United Talent Agency, Warner Music Group, Crossover Entertainment, and Top Dawg Entertainment, among others, helped along the way by offering diverse perspectives and real-world expertise. With guidance from the instructors and guest speakers, we felt supported throughout the process and were able to approach the project with a fresh and thoughtful perspective.
Emmy Hernandez (’26), major in International Relations and Spanish, with a minor in Latin American Studies & Lindsey Tanenholz (’26), major in Psychology, Political Science, and Homeland Security:
As liberal arts students, we experience both the gift and the challenge of having so many different paths available to us. After years of pursuing multiple majors or minors and being involved in internships, volunteering, and campus organizations, many of us end up with a wide range of experiences but no single, clearly defined next step. This leaves us navigating a wide array of possible internships, jobs, and research opportunities, trying to figure out what we actually want to do with our degrees. In that sense, the flexibility of interdisciplinary studies becomes a kind of double-edged sword, full of possibility, but also difficult to narrow down.
Against the backdrop of Kenny Chesney at Book Fest, spring weather, and St. Patrick's Day parades, 20 students embarked on career and personal exploration of pathways into politics, guided by incredible guest speakers, self-reflection, and practical lecture. Led by Dr. Philip de Mahy and undergraduate Lily Koziol (SLA ’26), “Inside the Beltway” was an intensive and collaborative learning journey. The course provided a refreshing escape from the political polarization plaguing college campuses across the country. For 15 hours over three days, students across a variety of party affiliations, class years, and courses of study, came together to support each other.
Dr. de Mahy provided many opportunities to discuss and reflect on our own career journeys in Washington DC, emphasizing the importance of utilizing social networks, being intentional in using others’ time, and understanding not everyone is the same when it comes to framing applications and interview questions. Beyond just the more mechanical interview tips and cover letter writing advice that we envisioned going into this program, the weekend offered an unexpected but much appreciated opportunity for genuine self-reflection and introspection. Through several guided personal writing exercises and dedicated time to engage thoughtfully with the material in a tight-knit group.
Lily, with two Congressional internships under her belt, served as an invaluable resource to those interested in diving into life on the Hill. She was joined by professionals who work in lobbying, journalism, and Congressional staffing to round out our progress through class assignments.
“Inside the Beltway” was an opportunity to look past resumes and transcripts and towards who we are, our goals, and our ownership of our futures.