The Classroom Engagement (CELT-CE) core of the Center for Engaged Learning and Teaching empowers faculty to reflect on what they want students to learn and to decide how to advance and assess that learning in the most meaningful way possible.

CELT-CE offers workshops on teaching, engaged learning, and related subjects to aid faculty in developing their teaching.

The CELT Distinguished Teaching Mentor and Teaching Fellows program, initiated in Fall 2011, offers full-time faculty the opportunity of building their skills and advancing the practice of engaged learning at Tulane University.

For further information both internal and external resources for teaching and faculty development, please see our Teaching Resources page.

  Susann S. Lusnia, PhD
  Assistant Director, CELT-CE
  Associate Professor
  Department of Classical Studies

  Toni Weiss
  Senior Program Manager, CELT-CE
  Professor of Practice
  Department of Economics

  Jerry Shakov, PhD
  Teaching Mentor 2012 - 2013
  Professor of Practice
  Department of Physics

Jerry Shakov is Professor of Practice in the department of Physics & Engineering Physics. He teaches a variety of courses in his department from TIDES and Service Learning (TIDE-1210, Art Meets     Physics, and PHYS-2890, Intro to Physics Pedagogy) to Intro/General Physics (PHYS1210/1220 and PHYS-1310/1320) and upper-level physics (PHYS-3740, Classical Mechanics). His main research areas include Quantum Control (theoretical atomic physics) and physics pedagogy.

  Matthew Chatfield, PhD
  Teaching Fellow 2012 - 2013
  Assistant Professor
  Department of Ecology and Evolutionary Biology

My research interests involve host-pathogen interactions, evolutionary biology, and conservation, with a focus on North American amphibians. Much of my recent work has dealt with the pathogenic chytrid fungus and its effects on native amphibian populations. In keeping with my interests, the classes I enjoy teaching most are those that incorporate aspects of these fields. At Tulane I teach a survey course, called Diversity of Life, encompassing all major phyla of organisms on Earth. I also teach a two-week, field-intensive course each spring at the Gulf Coast Research Lab in southern Mississippi titled Coastal Herpetology.

  



  Holly Flora, PhD
  Teaching Fellow 2012 - 2013
  Associate Professor
  Newcomb Art Department

Holly Flora is Associate Professor of Art History and Director of Graduate Studies for art history.  She teaches specialized lectures and seminars in medieval art history, including Early Christian and Byzantine Art and Romanesque and Gothic Art, as well as large introductory survey course. Her research explores the intersections of narrative, imagination, and gender in the devotional art of late medieval and early Renaissance Italy, and she is currently at work on a book project on Cimabue, the Franciscans, and artistic change in Italy at the end of the thirteenth century.

  Elizabeth Gamard, M.Arch
  Teaching Fellow 2012 - 2013
  School of Architecture
  Associate Professor

Elizabeth Burns Gamard is an Associate Professor of Architecture, specializing in History, Theory, and Design.  Her principal expertise is in German art and architecture; she is currently writing a series of collected works (five short ‘interactive’ volumes) on Romanticism in art, architecture and philosophy, and its effects on the shape of Modernity in the West.  Professor Gamard previously taught at the Universities of Cincinnati and Florida, and Rice University in Houston, Texas.  She has also taught for the Open Society Project at the Central European University in Prague (1993), as well as at Brandenburgische Technische Hochschule in Cottbus, Germany (2002).  Due to her work with the Internationale Bauustellung Berlin (IBA) in the late-1980s, Professor Gamard was appointed an International (affiliated) Fellow of Humboldt University in Berlin (1993), participating in early discussions regarding the formation of new economic programs and modified educational curricula across the recently-reunified German state.  She has written and lectured for numerous publications, and has worked as both a professor and an administrator for universities, organizations and firms affiliated with architecture in the United States and Europe. 

  Antonio Gomez, PhD
  Teaching Fellow 2012 - 2013
  Spanish and Portuguese Department
  Assistant Professor

Antonio Gómez is assistant professor and director of undergraduate studies in the department of Spanish and Portuguese. He teaches courses on Latin American culture, literature and film. His research focuses on narratives of displacement in Argentina and Cuba, and the representation of history in Latin American documentary.

  Linda Pollock, PhD
  Teaching Fellow 2012 - 2013
  History Department
  Professor

Linda Pollock is a historian of early modern England. She specializes in social history topics such as childhood, the family, religion and medicine. Her current research is on the history of emotions 1550 to 1700.  She is writing a book on the interaction between emotions and values, particularly how obedience, love, repentance and gratitude worked together to form a world view the elite applied to their own conduct and to that of those lower down the social scale.  She teaches a wide range of courses on the social, cultural and political history of early modern Europe.  These focus on such topics as death and disease; crime and family; sexuality and the household; the English civil war; religion and society.

 

  Ekundayo Shittu, PhD
  Teaching Fellow 2012 - 2013
  School of Business
  Assistant Professor

Dayo conducts research in the arena of the economics and management of climate change by focusing on the interplay between public policy and energy technology investments. He employs the tools of microeconomics and the paradigms of operations research to address how uncertainties about climate change, energy demand and supply, and the stringency of policies are likely to impact mitigation and adaptation strategies such as social and firm-level R&D investments into a range of energy technologies. In line with his research interests, Dayo’s undergraduate core, Business Modeling, teaches decision making in business environments using linear programming. Students learn how to formulate and solve business problems using mathematical spreadsheet models, and interpret key results in order to achieve either profit maximization or cost minimization in the presence of constraints. This class teaches the process of decision making under uncertainty by using simulation modeling. At the graduate level, he teaches a Data Analysis class that explores different forms of quantitative data in energy markets, energy production, demand and supply in order to extract meaning from data to support evaluation and decision making. His classes also teach R, MATLAB, and VBA programming. Dayo holds a PhD in Industrial Engineering and Operations Research from the University of Massachusetts Amherst.

 

  Amber Wiley, PhD
  Teaching Fellow 2012 - 2013
  School of Architecture
  Assistant Professor

Amber is a Visiting Assistant Professor in the School of Architecture. She has taught both undergraduate and graduate level architectural history and historic preservation courses, including History and Theory of Architecture and Urbanism I, Introduction to Preservation Studies, Sites and Sounds:  Public History, and architectural survey courses covering ancient to medieval eras, as well as the Renaissance to the Enlightenment. Her research interests are centered on the social aspects of design and how it affects urban communities. She is interested in the way that local and national bodies have made the claim for the dominating narrative and collective memory of cities through design, and examines how preservation and architecture contribute to the creation and maintenance of the identity and “sense of place” of a city. Amber was the recipient of an AERA Minority Dissertation Fellowship in Education Research and a SRI Foundation Research Fellow Scholarship in Historic Preservation for her dissertation “Concrete Solutions: Architecture of Public High Schools During the ‘Urban Crisis.’” The dissertation examined the cultural and political paradigms that informed the design of fortified, yet programmatically innovative high schools built in African American communities. Amber received her doctorate in American Studies from George Washington University in 2011.