Carol Whelan is a professor of practice in the Tulane Teacher Preparation and Certification Program in Newcomb-Tulane College. With support from the Center for Public Service and the staff at Banneker Elementary and Middle School, Carol redesigned the Education in a Diverse Society class to include the service learning component to include social innovation strategies. Many of her students have received funding for their innovative ideas through the support of Tulane's Social Entrepreneurship Program and the Ashoka/Youth Venture program. Dr. Whelan has served as an assistant state superintendent and state director of technology for Louisiana. She has been a faculty member at both The University of Louisiana at Lafayette and LSU, working with teacher education programs in the area of early childhood education. Her focus areas are early childhood education and educational technology, having worked as an elementary teacher, counselor and testing specialist. In the Fall of 2012, Dr. Whelan will lead the faculty seminar on service learning as well as present a lecture about the role of reflection in service-learning courses.
Dr. Susann Lusnia is an Associate Professor in the Department of Classical Studies and serves as the Assistant Director for Classroom Engagement in the Center for Engaged Learning and Teaching.
Susann S. Lusnia, joined the faculty as a member the Department of Classical Studies in 2000. She teaches courses in Roman art and archaeology, topography of ancient Rome, architecture of the Roman Empire, Pompeii, and ethics in archaeology. She has excavated at Carthage and Troy.
Susann began teaching service learning courses in 2008, when she began her TIDE course, Loot, Plunder, & Pillage: Ethics in Archaeology and the Art Markets, with a service component linked to urban archaeology in New Orleans.
In 2007, she was one of the first winners of the Suzanne & Stephen Weiss Presidential Fellow award for excellence in undergraduate teaching, and in 2011, she became the first assistant director of Tulane's Center for Engaged Learning and Teaching (CELT).
Dr. Lusnia is the author of the forthcoming book, Creating Severan Rome: The Architecture and Self-Image of L. Septimius Severus, published in Collection Latomus (Bruxelles). She has published articles and reviews in American Journal of Archaeology, Bryn Mawr Classical Review, Classical Journal, Latomus, New England Classical Journal, and Traumatology. She contributed a chapter to the volume Representations of War in Ancient Rome, edited by Sheila Dillon and Katherine Welch, published by Cambridge University Press in 2006 and just released in a paperback edition in 2009, and she wrote several article-entries for the Encyclopedia of Ancient History (Routledge, forthcoming).
Dr. Lusnia received her B.A. in Latin from Mary Washington College (now University of Mary Washington) in 1985. She earned her M.A. (1990) and Ph.D. (1998) in Classics, with a concentration in classical archaeology, at University of Cincinnati.
In the Fall of 2011, Dr. Lusnia will lead the faculty seminar on service learning as well as present a lecture about incorporating the service-learning component into the TIDE seminars.
James D. Huck, Jr., rejoined the Center for Latin American Studies in January of 2001. He earned a BS in Foreign Service with a Certificate in Latin American Studies (1990) from Georgetown University, and both his MA (1993) and his Ph.D. (1997) in Latin American Studies from Tulane. Before rejoining the Center, he served as the founding Director of the Johnson Center for Latin American Studies at Albright College in Reading, PA (1998-2000).
James has incorporated service learning into his teaching for more than seven years. As the Stone Center for Latin American Studies advisor to Graduate students, James spearheaded the introduction of Service Learning into all nine sections of Introduction to Latin American Studies. He worked with the CPS staff to create a program aimed specifically at collaborating with organizations that serve the New Orleans Latino and immigrant community.
In Fall 2010, Dr. Huck taught the faculty seminar as well as facilitated one workshop for faculty interested in incorporating service-learning component into their classes with focus on foreign culture(s).
Dr. Lewis' research interests include black literary and popular cultural studies, HIV/AIDS, educational policy studies, and civic action & learning. Currently, in collaboration with O. Perry Walker High School and the 3P's, she is developing a pilot run of an HIV/AIDS prevention intervention program titled Partner-to-Partner: Connecting Community Based Organizations and K12 Schools in the Fight against HIV/AIDS. Her courses include "Hip Hop, HIV/AIDS, and African & African Diaspora Studies," "Black Women's Health in the Age of Hip Hop and HIV/AIDS," and "From Sojourner to Sister Souljah: Social Movement and Black Feminist Thought in America."
In the Spring 2010 semester, she studied the connection of video blogging to students' sense of self and community. "Specifically, [she] want[s] to assess the role that this evaluation tool plays in supporting student learning and growth through classroom instruction, group discussion, and service-learning." She had approximately 250 video blogs to review.
Dr. Lewis' faculty workshop focused on sharing benefits of video blogging as a method of reflection and evaluation; challenges for professors in assigning video blogging; and challenges for students. In addition, a representative from Technology Services spoke about technological issues; and a student who completed the project will come to speak about the experience. The workshop was also be open to community partners.
T. R. is an Associate Professor of English and the Director of the Writing Program.
Dr. Johnson has over 5 years experience teaching and study of pedagogy. In particular, he is versed in service-learning pedagogy, having taught a myriad of service learning courses and leading faculty seminars. Previously, he has presented a workshop on SL syllabus design and in Fall 2009, he developed a workshop for faculty centered around reflection activities, specifically addressing the ways of using technology in classroom and beyond. This presentation included study of best practices in teaching student to write analytically and to write personal narratives and then to demonstrate how to meld these into methods of reflection.
Dr. Johnson is currently working finishing his study with a selected group of undergraduate seniors who are Public Service Fellows (PFS). This created an opportunity for information-sharing and networking, and "[t]he ultimate goal was to discover what are the best features of the public-service experiences of these best public-service students in order to figure out how to sustain these potentials far into the future and also how to make them available to increasing numbers of students." The study will culminate in a 'podcast' that CPS may choose to make available on its website.
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