Ann M. Lipton is an experienced securities and corporate litigator who has handled class actions involving some of the world’s largest companies.
She joined the Tulane Law faculty in 2015 after two years as a visiting assistant professor at Duke University School of Law, where she taught securities litigation and a seminar on the financial crisis. Lipton will help the Murphy Institute develop undergraduate courses on economic regulation.
Douglas N. Harris is the Director of the Education Research Program in The Murphy Institute Center for Public Policy Research and Director of the Education Research Alliance (ERA) at Tulane University.
Adam Feibelman's teaching and research focus on bankruptcy law, regulation of financial institutions, legal issues related to sovereign debt and international monetary law.
Alison Denham is Associate Professor of Philosophy. Before coming to Tulane she was Fellow and Tutor in Philosophy at St. Anne’s College, Oxford University. A graduate of the University of California, Berkeley, she received her doctorate from Wadham College, University of Oxford (1989). Her research and teaching interests include aesthetics, moral psychology, and philosophy of mind.
Jim Alm’s recent research areas include tax compliance and tax evasion, the marriage tax, tax and expenditure limitations, tax amnesties, taxpayer responses to tax reforms, enterprise zones, the determinants of state economic growth, and corruption. He has worked extensively on fiscal and decentralization reforms in numerous countries, including Bangladesh, Jamaica, Grenada, Indonesia, Turkey, Hungary, China, Egypt, the Philippines, Russia, Uganda, Nigeria, India, Colombia, Nepal, Ukraine, Pakistan, South Africa, and Tunisia.
Steven M. Sheffrin is Professor of Economics, Affiliated Professor of Law, and Director Emeritus of the Murphy Institute. He joined Tulane from his previous position at UC Davis where he was on faculty from 1976 and served as dean of the division of social sciences from 1998 to 2008. He has been a visiting professor at Nuffield College, University of Oxford, a postgraduate college specializing in the social sciences; the London School of Economics and Political Science (LSE); Princeton University; and Nanyang Technological University, Singapore.
Mark Pryor is a Ph.D. student in the Department of Philosophy, writing his dissertation, “Plato’s Political Psychology: ‘Regime Decline’ in ‘Republic’ Books VIII and IX,” under the direction of Professor Ronna Burger. He received a B.A. in history from The University of the South in 1981 and, after working as an editor and management consultant, returned to studies at St. John’s College (Santa Fe), where he completed master’s degrees in Liberal Arts in 2003 and Eastern Classics in 2005 before receiving his M.A. in philosophy at Tulane in 2009.
Cristina Pop is a Ph.D. candidate in the Department of Anthropology. She is currently writing her dissertation focusing on state-driven reproductive healthcare programs in post-Socialist Romania, under the direction of Professor Adeline Masquelier. She earned a Ph.D. magna cum laude in Linguistics from Babes-Bolyai University, Cluj, Romania, in 2003 and a M.A. in Socio-Cultural Anthropology from Tulane in 2009. Her research interests are gender and women’s health, vaccination campaigns, the neoliberalization of post-Socialist Eastern Europe,and discourse analysis.
Christopher Todd Meredith received a B.A. in philosophy and French from Lipscomb University in 1993, an M.A. in religion from Harding University Graduate School of Religion in 2000, an M.A. in humanities from the University of Dallas in 2007, and an M.A. in philosophy from Tulane University in 2009. He is currently a Ph.D. candidate in philosophy in Tulane.
Walter Stern is a doctoral candidate in the Department of History at Tulane. He is currently writing his dissertation, The Origins of an Urban Education Crisis: Schools, Housing, and Racial Inequality in New Orleans, 1917-1960, under the direction of Lawrence N. Powell. Revising landmark studies that emphasize the impact of housing policies upon schools, he argues that public schools also played a central role in the evolution of residential segregation.
