Roger Thayer Stone Center For Latin American Studies

Tulane University

Academic Programs

Doctoral Fellowships and Teaching

As a condition of their fellowships, doctoral students serve as Teaching Assistants or work an equivalent amount of hours as a Research and Project Associate (RPA) each semester during which they receive funding (see section on Center Service and Teaching). Teaching Assistants offer one course per semester: Latin American Studies 1010 in the Fall Semester and Latin American Studies 1020 in the Spring Semester. Both courses, though stand-alone courses in their own rights, represent a year-long introductory survey approach to the region based on an 8-thematic unit curriculum (4 units per semester). The Stone Center offers multiple sections of each of these introductory courses as lecture courses. The sections are taught during the weekday within the 8:00am – 5:00pm time period. Approximately half of the sections are offered according to the University’s standard 50 minute M-W-F lecture course structure and the other half according to its 75 minute T-TH lecture course structure. Most students find teaching these courses an important part of their professional preparation. For more information on teaching eligibility guidelines, please refer to the “Center Service and Teaching” section below, particularly the subsection on Teaching Assistantships.

The Stone Center has limits on the number of years doctoral students are eligible for financial aid. A student may not receive financial aid for more than four years. This means that the effective limit is two years for students entering the doctoral program with an M.A. degree in Latin American Studies from Tulane, two to three years for transfers from other Tulane departments, and four years for transfers from other universities. The only exception to this is the joint Ph.D. program in Latin American Studies and Art History where, because of the additional demands required to fulfill the requirements for both the Stone Center and the Department of Art, students may be eligible for up to five years of financial aid, depending on their individual circumstances.

Program Mission

Teaching in the Stone Center is considered a vital part of doctoral student’s preparation and often provides a crucial credential for securing later employment. The Center’s Assistant Director for Undergraduate Affairs serves as Undergraduate Teaching Coordinator and assists instructors in the preparation and teaching of courses. In addition to this training, Teaching Assistants are required to attend sessions on college teaching offered by the Dean of the College of Liberal Arts and Sciences.

Terms of Service

Ph.D. students with University Fellowships teach one class per semester or participate for 6 hours a week in the Research and Project Associates (RPA) program.

Teaching Eligibility

In general, assignment to teach is made according to the following eligibility guidelines:

  • Students who have earned a Master’s Degree in Latin American Studies at Tulane are eligible to teach in their first year as a Doctoral Candidate. All current Latin American Studies MA students intending to apply to the Ph.D. program must enroll in the Pedagogy and Professional Development seminar during the final Spring semester of their MA program.
  • Students who have earned a Master’s Degree in another discipline at Tulane, but whose disciplinary program had a predominant Latin American concentration, are not eligible to teach in their first year as a Doctoral Candidate unless they have taken the Pedagogy and Professional Development seminar in the Spring semester before beginning the Latin American Studies Ph.D. program. Students who are enrolled in a non-Latin American Studies M.A. program at Tulane, but who are considering applying to the Latin American Studies Ph.D. program, should consult with the Graduate Advisor at the Stone Center about enrolling in the Pedagogy and Professional Development seminar in the spring semester before they are hoping to begin the doctoral program.
  • Students who have earn a Master’s Degree at another university are eligible to teach only after completing two semesters in the Latin American Studies Doctoral Program and completing the Pedagogy and Professional Development seminar.

Please note that teaching for the Center is neither an obligation nor a right of admission to the program. Doctoral Students may not actually be given a teaching assignment immediately upon becoming eligible. Teaching assignments may vary in timing from one student to the next depending on a number of factors. Such factors include the student’s familiarity and comfort with the University environment and with the Latin American Studies program, section availability compared to the total pool of TA-eligible doctoral students, and the Graduate Advisor’s evaluation of a doctoral student’s readiness to teach at a particular moment in the student’s professional development. While the Center hopes and expects that its doctoral students will teach, we recognize that for certain students teaching may be neither appropriate nor advisable for a variety of reasons. Such determinations will be made through consultation with such students and with the best interests of the student and the overall Latin American Studies program in mind. Although every effort will be made to assign course sections with consideration for the TA’s own scheduling preferences and his or her own academic course schedule, TA’s are expected to be able to teach any section offered by the Stone Center.

Syllabus

The Stone Center’s Undergraduate Advisor maintains a file of syllabi used for the introductory Latin American Studies courses and works with our instructors to develop a syllabus adapted to their strengths and teaching styles. The syllabus is discussed in detail at regular TA meetings and training sessions, and is a central part of the Pedagogy and Professional Development seminar that all Ph.D. students are required to take.

Exams

Instructors are required to give mid-term and final examinations, but more frequent evaluation is extremely useful both for the instructor and the student. The university requires that a final examination be given at the time and in the place prescribed in the class schedule. Medical excuses must be presented within 24 hours after a final examination. At the end of classes for the semester the Registrar will send each instructor a notice of the final date to submit grades for classes.

Evaluations

Every Tulane course enrolling over five students must be evaluated by students at the end of the semester. This is an official University evaluation, which is coordinated by the Registrar’s Office and is administered online. Teaching Assistants should set aside a class period at the end of each semester of teaching, encourage students to bring their laptops to class, and have them complete the evaluation online in the classroom. The Undergraduate Advisor will review the evaluations and may use them as a basis for meeting with the Teaching Assistant and discussing areas of improvement.

Student Violations of Honor Code

The honor code is administered by Honor Boards and the Student Academic Judiciary Committee, both composed of students and faculty. The Honor Boards convene to hear cases when a violation of the Honor Code is alleged. The board considers the evidence, determines guilt or innocence, and recommends penalties.

The Honor Code states that in all work submitted for academic credit students are expected to represent themselves honestly. The presence of a student’s name on any work submitted in completion of an academic assignment is considered to be an assurance that the work and ideas are the result of the student’s own intellectual effort, stated in her or his own words and produced independently, unless clear and explicit acknowledgement of the sources for the work and ideas is included. This principle applies to papers, tests, homework assignments, artistic productions, laboratory reports, computer programs and other assignments. Students are expected to report to the instructor or associate dean any observed violations of the Honor Code. A copy of the complete Honor Code is available online or may be obtained form the office of the Dean of Liberal Arts.

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Apply for the Teaching Cuban Culture & Society: A Summer Educator Institute in Cuba

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Teaching Cuban Culture & Society: A Summer Educator Institute in Cuba
Havana, Cuba | June 23 – July 7, 2018
Program Application
Application Deadline: March 2, 2018

Tulane University’s Stone Center for Latin American Studies and the Cuban and Caribbean Studies Institute at Tulane University join forces with the University of Wisconsin-Milwaukee’s Center for Latin American & Caribbean Studies to take K-16 educators to Cuba. This is our fourth year running the Cuban Culture & Society K-16 Educator Institute and we are excited about this year’s itinerary. The institute will approach Cuban society and culture form a multidisciplinary perspective focused on the arts, the geography, and history of the country. Innovative programming and annual summer teacher institutes over the past three years provide the benefits of an interdisciplinary approach to teaching and studying the region. Taking advantage of Tulane’s relationship with the University of Havana and Cuba’s National Union of Writers and Artists, the institute equips teachers with multidisciplinary content, curricular resources, and methods of inquiry for developing that approach in their K-16 classrooms. Conducted in English by Professor Carolina Caballero, the institute will explore current trends and issues in Cuban culture and society through readings, films, and lectures. The program includes a series of talks by prominent Cuban intellectuals and local field trips to important political and cultural sights throughout Havana.

This two-week program provides the unique opportunity to work on developing lesson plans while exploring the sights and sounds of a nation and country that remain obscured behind political rhetoric and misinformation. Recent economic changes on the island have provoked a series of social and cultural transformations that have left Cubans and the entire world wondering what could be next for the island and the Revolution. Don’t miss the chance to witness some of these challenges and triumphs firsthand and get the opportunity to bring your experience back to your students in the classroom.

The trip will include a pre-departure orientation and two weeks in Cuba. The institute incorporates visits to local museums and exposes participants to arts organizations, schools, and teachers from the country’s national literacy campaign. Participants will stay within walking distance of the Malecón, the university, and many cultural venues. There will be group excursions to the historic Che Guevara monument, a visit to the site of the Bay of Pigs invasion, and a special visit to the town of Hershey, the town developed by Milton Hershey to begin his chocolate enterprise with the sugar from Cuba’s plantations. There will also be group excursions to the historic cities of Trinidad and Cienfuegos, Playa Girón, and Viñales, focusing on their role in the development of the economy and culture of the country

PROGRAM COST: $3,500
The cost will include a shared room and two meals a day, medical insurance, airfare to/from Havana from Tampa, Florida*, airport transportation in Havana to/from residence, OFAC-licensed academic visa, and specialized tours and outings.

*Airfare to/from Tampa, Florida, a one-night hotel stay in Tampa, incidental costs, and extra meals and expenses are not included in the program cost. You are responsible for your own air flight to/from Tampa, FL.

PROGRAM APPLICATION
Those interested in applying must be a K-16 educator or librarian. There is no Spanish language requirement for this program. The application deadline is March 2, 2018, at 5:00 PM.

Please note: This program is only open to K-16 educators who are currently teaching, are pre-service teachers or are serving in a school or public library.

PROPOSED ITINERARY – 15 DAYS
Please be advised that this itinerary is subject to change based on availability in Cuba. The itinerary below is the schedule from the 2017 institute.

  • Day 1 – U.S./HAVANA, CUBA
    Depart from Tampa, FL, Upon arrival, enjoy dinner and a welcome reception followed by an informal walk and people watching on the Malecón.
  • Day 2 – HAVANA
    Habana Vieja (Old Havana) Tour with local preservation experts to discuss in depth the history of local landmarks, historical preservation efforts, and future plans. Visit Muraleando Lawton, a community art project in the Lawton neighborhood of Havana. Hear from the founders of this project on how the neighborhood developed to promote skills in the community and support the local economy and meet with local community leaders, students and elderly folks at the community center.
  • Day 3 – HAVANA
    Lecture with Professor Carlos Alzugaray on Cuba Since the Special Period. Visit the elementary school Sergio Luis Ferriol in Habana Vieja. Connect with teachers and administrators about their experiences in the classroom.
  • Day 4 – HAVANA
    Visit the Museo Nacional de la Alfabetización (National Museum of the Literacy Campaign) and connect with members of the literacy brigade, teachers from the literacy campaign.
  • Day 5 – HAVANA
    Visit and explore Ernest Hemingway’s house. Have lunch in the infamous fishing village of Cojimar. In the afternoon, explore art by taking a tour of the Cuban Collection of the Museo Nacional de Bellas Artes accompanied by a curator then visit with artists at the Taller de Gráfica.
  • Day 6 – HERSHEY
    Day trip to the Hershey, Cuba and nature park. The site where famous chocolatier Milton Hershey developed his chocolate business by setting up sugar mills in the early 1900’s. Explore the natural side of Cuba in this country town.
  • Day 7 – HAVANA
    Learn about children’s literature and the book publishing business in Cuba by visiting Cuba’s national publisher UNEAC and hear first hand from children’s book authors. We will hear from children’s book author Olga Marta Pérez about the children’s/ youth Literacy Scene in Cuba today.
  • Day 8 – HAVANA/REGLA
    Take the ferry across the bay in Havana to the town of Regla to learn about Afro-Cuban dance and music from musicologist Cari Diez and an Afro-Cuban dance performance group.
  • Day 9 – SANTA CLARA, TRINIDAD
    Travel to Trinidad via Santa Clara, a town founded by 175 people on July 15, 1689. It is the site of the last battle in the Cuban Revolution in 1958. Visit to the Che Mausoleum in Santa Clara. Also visit the historic sugar plantation of Manaca Iznaga before arriving in Trinidad.
  • Day 10 – TRINIDAD
    Explore this UNESCO World Heritage site, founded on December 23, 1514 by Diego Velázquez de Cuellar. Trinidad was a central piece of Cuba’s sugar-based economy. Guided city tour with the city historian. Visit the Trinidad library to learn about the importance of libraries and debate questions of intellectual freedom with the staff.
  • Day 11 – PLAYA GIRON (SITE OF BAY OF PIGS) Ciénega de Zapata, Playa Larga
    Day excursion to the historic site of the Bay of Pigs, one of the landing sites for the 1961 US-backed invasion. Visit the Finca Fiesta Campesina farm, the Playa Girón museum, the Parque Ciénaga de Zapata, the Laguna del Tesoro, and the Taino Indian village. Snorkel in the Bay of Pigs!
  • Day 12 – HAVANA
    Visit the U.S. Embassy and hear first-hand about the state of current relations between the U.S. and Cuba. In the afternoon, we head over to meet up with the famous hip-hop group, Obsesión to hear about their music and experience as hip-hop artists in Cuba.
  • Day 13 – MATANZAS/VARADERO
    Take a day trip to Matanzas, the capital of the Cuban province of Matanzas. Known for its poets, culture, and Afro-Cuban folklore, we will explore the Triunvirato Plantation and the Castillo San Severino where we will hear about the history of slavery in Cuba. The rest of the afternoon we relax and explore the beautiful beaches of Varadero, a popular resort town covering Cuba’s narrow Hicacos Peninsula.
  • Day 14 – HAVANA
    Wrap-up curriculum workshop followed by a free afternoon ending in a celebratory dinner.
  • Day 15 – HAVANA/U.S.
    Morning departure for the U.S.

Explore our past trips through these photos and curricula:

Program Application

For more information, please contact Denise Woltering-Vargas at dwolteri@tulane.edu or call the Stone Center for Latin American Studies at 504-862-3143.

Apply for the Summer 2018 Teaching Brazil Teacher Institute

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Teaching Brazil: Expanding Perspectives on Colonial History
K-12 Educator Summer Institute

Salvador, Rio de Janeiro & Sao Paulo, Brazil | July 7 – July 17, 2018

DEADLINE TO APPLY AS A CURRICULUM WRITER EXTENDED: MARCH 9, 2018

The centers for Latin American Studies at Tulane University, Vanderbilt University, with support from the University of Georgia will take K-16 educators in various disciplines to Brazil. The institute will approach Brazilian culture from a multidisciplinary perspective focused on colonialization. The trip will include a pre-departure orientation and two weeks of overseas travel. The institute will explore the cities of Salvador, Rio de Janeiro, and São Paulo to focus on their respective role in colonial history.

Innovative programming and annual summer teacher institutes over the past five years by the three institutes provide the benefits of an interdisciplinary approach to teaching and studying the region. Taking advantage of each institution’s strength, the institute equips teachers with multidisciplinary content, curricular resources, and methods of inquiry for deploying that approach themselves in their K-12 classrooms, creating a model that is generative of innovative approaches to K-12 education more broadly.

Objectives:

  • Advance and disseminate knowledge of Brazil by providing opportunities fro K-12 educators to experience first-hand the history, politics, language, and culture of Brazil;
  • Provide introductory Portuguese language training that emphasizes regional linguistic variations;
  • Contribute to the development of internationalizing curriculum that accurately and effectively brings Brazil into the classroom through standards-based approaches.

REGISTRATION

Thanks to a U.S. Department of Education National Resource Center grant, this program is able to provide a special opportunity for educators to participate as Curriculum Writers at a reduced program cost. There are limited spots to participate as a curriculum writer so please get your applications submitted early! Please note that curriculum writers are responsible for submitting a curriculum by August 1, 2018. See the Curriculum Writer Guidelines for more information and check below on how to apply.

Curriculum Writer program cost: $1373 + internal airfare estimated at $300
Deadline to Register as a Curriculum Writer EXTENDED: MARCH 9, 2018

Regular Program Cost: $2,744 + internal airfare (approximately $300)
Deadline to Register: MARCH 15, 2018

PROGRAM COST INCLUDES:

  • 10 nights lodging;
  • 2 meals a day;
  • gratuities;
  • in-country transportation;
  • internet;
  • liability insurance;
  • medical evacuation insurance

NOT INCLUDED:

  • International round-trip airfare TO Brazil (we meet in Salvador and leave from Sao Paulo)
  • Hotel extras;
  • Meals not included in itinerary
  • Optional activities covered by individuals;
  • Individual travel insurance;
  • Visa fees

Cards will be charged 50% on March 19, 2018 and the remainder April 19, 2018.

In order to register, please:

1) Complete the registration form
2) Apply to be a Curriculum Writer (see instructions below).

Deadlines:

  • February 26, 2018: Deadline to apply for Curriculum Writer Scholarship
  • February 28, 2018: Winners of Curriculum Writer Scholarships will be notified
  • March 5, 2018: Deadline to accept conditions of Curriculum Writer Scholarship and return letter of commitment to Denise Woltering Vargas [dwolteri@tulane.edu] and Colleen McCoy [colleen.e.mccoy@vanderbilt.edu]
  • March 15, 2018: Final Deadline to Register for Brazil Institute 2018

INSTRUCTIONS TO APPLY FOR THE CURRICULUM WRITER SCHOLARSHIP
Thanks to a U.S. Department of Education Title VI National Resource Center grant, Tulane University, Vanderbilt University, and The University of Georgia are able to provide funding for K-16 teachers interested in developing a curriculum as part of their participation in this 2018 summer teacher institute to Brazil. Curriculum writers will be charged a discounted in-country program fee of $1373 + internal airfare (apx. $300) and international airfare. You must commit to writing a curriculum project – check out the Curriculum Writer Guidelines here. There are limited spots for this opportunity, please apply early. If you would like to apply to be a curriculum writer for this summer’s teacher institute in Brazil, please:

1) fill out the contact form HERE
2) submit the CURRICULUM WRITER APPLICATION by FEBRUARY 26, 2018 to crcrts@tulane.edu or mail to Denise Woltering Vargas at Tulane University, 100 Jones Hall, 6801 Freret Ave., New Orleans, LA 70118.
Please call 504-862-3143 with any questions.

La Hora del Cuento: Summer Bilingual Story Hour at the Pebbles Center

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This summer, join us for La hora del cuenta bilingual readings series at the Pebbles Centers of the New Orleans Public Libraries!

On the first and last Saturday of every month, we will read a bilingual book at the Algiers Regional Library and the Children’s Resource Center Library beginning on Saturday April 28 until Saturday, August 25. Children and parents welcome!

Story Hours Dates and Locations

Algiers Regional Branch
Saturday, May 5
2:30 PM

Saturday, June 2
2:30 PM

Saturday, July 7
2:30 PM

Saturday, August 4
2:30 PM

Children’s Resource Center Library
Saturday, April 28
12:00 PM

Saturday, May 26
12:00 PM

Saturday, June 30
12:00 PM

Saturday, July 28
12:00 PM

Saturday, August 25
12:00 PM