JOIN US FOR A PERSONALIZED RESEARCH AND LEARNING EXPERIENCE
The Tenenbaum Sophomore Tutorials bring together world-class faculty and students in small, team-taught seminars and individual tutorial discussions, creating the ideal conditions for intellectual exchange for the entire academic year. This is a competitive opportunity to learn and explore your intellectual passion as well as do humanistic research in a personalized setting.
In Fall, a group of up to 12 students will join two professors selected from our research faculty in a team-taught interdisciplinary seminar on a universal topic. This is a 4-credit course that will include weekly meetings for a 2.5-hour co-taught seminar and biweekly in one-on-one sessions with one of the professors in a 45-minutes tutorial style discussion.
Seminar leaders will enhance learning through extracurricular events and activities. The learning objective of the tutorials is to prepare sophomores for original inquiry and research in the humanities.
The spring term builds on the tutorial-style relationship and helps students strengthen written and oral communication skills while pursuing independent research projects. Students work with a faculty mentor drawn from a roster available, pre-approved Liberal Arts faculty to extend discoveries in a new direction in a 4-credit independent study. Each student will have up to a $100 research budget to assist their inquiries. Students’ work with faculty may result in written papers or creative work. Late in the spring semester, students share their projects with the group in a symposium attended by students, Tenenbaum faculty fellows, and invited guests.
This Year’s Tenenbaum Sophomore Tutorials Seminar Topic
Monuments and Public Memory
INTD 2000: Monuments and Public Memory will meet Wednesdays 12:15-2:45pm (tutorial times to be determined).
This course considers the role of public art and monuments in modern cities of the West, with special attention to New Orleans. From the disciplinary vantage points of history and art history, we will examine the fraught role of monuments and public art in preserving historical memory for today's diverse and cosmopolitan cities. Civic audiences may lack shared cultural reference points, and fierce political commitments drive viewers to refuse generic paeans to controversial “heroes.” Working from concrete examples in various sites, we will engage with theoretical questions around monuments, community art, and memory, including empathy, justice, representation, and authenticity. Four experiential excursions in the New Orleans (Prospect, Historic New Orleans Collection, Lee Circle, Monument to the Immigrant) will encourage students to actively engage with material culture and the tactile space of the city, to anchor our discussions.
Taught by acclaimed faculty Marline Otte (History Department) and Adrian Anagnost (Newcomb Art Department).
Marline Otte is a professor of History and specializes in modern European history focusing on Germany and cultural history. She designs classes that are closely related to her research, less in their specificity and more in the questions raised. Otte identifies three themes in particular that have resonated strongly in both her research and her teaching: an exploration of the relationship of ethics and history, an analysis of the many ways aesthetics and social being intersect, and an examination of the ongoing negotiation of individuality and identity in modern society. Consequently, she has encouraged a diverse group of students to probe past and present notions of “truth” and “justice” and their impact on all forms of remembrance and commemoration.
Professor Adrian Anagnost studies art and the politics of urban space in modern Brazil and the United States today, with particular focus on aesthetic responses to socio-spatial inequality. Her courses introduce students to the art world in New Orleans and beyond through museum trips and class visits by local and international artists, curators, and critics. For example, Professor Anagnost's upper-level course on Social Practice embeds students with Prospect, New Orleans' contemporary art triennial, for an optional service learning component. In the classroom, students engage in the visual analysis of artworks, critical reading of historical and theoretical texts, and tracing the legacies of historical art for contemporary culture.
Application Procedure for Students
On-line applications to the program will open in February and include a statement of interest, any preparatory coursework or experiences, and a signature from the students’ NTC advisor affirming the students’ academic standing. Students must commit to stay in the program and remain in good standing for the duration of the theme year. Students will be selected by a committee including the seminar leaders and members of the Dean’s Office. Prospective Tenenbaum Sophomore Tutorials students will have access to the selected seminar theme in March in advance of course selection.
Please download the application form.
Upload your signed form below or email it as an attachment to Tenenba.firstname.lastname@example.org.
Applications are due April 5, 2020.
May I still apply if I am a sophomore according to my audit but not on my transcript?
Yes. Please explain the discrepancy in the section “Other Information.”
May students in another School at Tulane apply for the Program?
Students apply to this program with the expectation that they hope to major in a liberal arts discipline or program. Students in other Schools should explain how they intend to do a major in the liberal arts.
May I do an independent study without doing the seminar?
You may always elect to do an independent study, but it would not be part of the Tenenbaum Sophomore Tutorials Program or receive Program sponsorship.
May I take the fall seminar but not do an independent study in spring?
We would expect every student in the program do independent research with a faculty mentor. If there is an extenuating circumstance around the timing, please explain the discrepancy in the section “Other Information.”
I am already taking more than 15 credits. How much work is this Program?
The year-long program is 8-credits. We would expect students to commit to this program in lieu of taking more than five courses per semester.