The Bulletin 2012–2013 2012-20132012-2013

SCHOOL OF ARTS SCHOOL OF ARTS SCHOOL OF ARTS AND SCIENCESAND SCIENCES of of College College Arts ArtsLiberal Liberal School School of of Graduate Graduate ArtsArts and Sciences and Sciences SCHOOL OFSCHOOL OF ENGINEERINGENGINEERING http://uss.tufts.edu/bulletin http://uss.tufts.edu/bulletin Academic Year BULLETIN OF TUFTS TUFTS TUFTS UNIVERSITY UNIVERSITY BULLETINBULLETINOF OF The Bulletin 2012–2013 2012-20132012-2013

ARTS, SCIENCES, AND ENGINEERING BULLETIN 2012-2013 The Bulletin BULLETIN OF TUFTS UNIVERSITY | 2012–2013

School of Arts and Sciences COLLEGE OF LIBERAL ARTS

GRADUATE SCHOOL OF ARTS AND SCIENCES School of Engineering

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For course descriptions, see Course Descriptions by Department/Program at http://uss.tufts.edu/registrar/Registrar_StudentResources.asp

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PRESIDENTS OF TUFTS UNIVERSITY About Tufts University Anthony P. Monaco President, 2011–present International, student-centered, Tufts University is dedicated to academic rigor and interdisciplinary Lawrence S. Bacow research that addresses the most critical issues President, 2001–2011 facing our world . Rooted in the best traditions of Emeritus, 2011–present learning and scholarship, Tufts is committed to John DiBiaggio educating tomorrow’s global leaders in all disci- President, 1992–2001 plines and ﬁelds through innovation in its teaching Emeritus, 2001–present and research . Since its founding in 1852 by members of the Jean Mayer Universalist Church, Tufts has grown from a small President, 1976–1992 liberal arts college into a nonsectarian university Chancellor, 1992–1993 of approximately 8,500 students on four campuses . Burton Crosby Hallowell The trustees of Tufts College voted to make Tufts President, 1967–1976 coeducational in 1892, and the ﬁrst women were Emeritus, 1977–2006 graduated in 1896 . Although women applied to Tufts almost immediately after its founding in Leonard Chapin Mead 1852, they were denied admission until the 1890s . Acting President, 1966–1967 With the founding of Jackson College for Women Nils Yngve Wessell in 1910—named for Cornelia Maria Jackson, the Acting President, 1953 benefactor who did the most to promote women’s President, 1953–1966 education at Tufts—women’s education gained Emeritus, 1967–2007 security at the institution . At Tufts, creating excellence in education is Leonard Carmichael forged through a philosophy that is forward-think- President, 1938–1952 ing, imaginative, and responsive to the fast-paced George Stewart Miller evolution of technology, politics, the sciences, our Acting President, 1937–1938 global society, and the arts .

John Albert Cousens Our Schools Acting President, 1919–1920 The largest division of the university is the Faculty President, 1920–1937 of Arts, Sciences, and Engineering . This division Hermon Carey Bumpus comprises the College of Liberal Arts, the School President, 1914–1919 of Engineering, the Graduate School of Arts and Sciences, the College of Special Studies, and William Leslie Hooper Summer Session . The university’s graduate and Acting President, 1912–1914 professional schools are the Fletcher School of Law Reverend Frederick William Hamilton and Diplomacy, the School of Medicine, the School Acting President, 1905–1906 of Dental Medicine, the Cummings School of President, 1906 Veterinary Medicine, the Gerald J . and Dorothy R . Friedman School of Nutrition Science and Policy, Reverend Elmer Hewitt Capen and the Sackler School of Graduate Biomedical President, 1875–1905 Sciences . Reverend Alonzo Ames Miner The schools are located on Tufts’ campuses in President, 1862–1875 Medford/Somerville, Boston, and North Grafton, Massachusetts . Students may also study at the Tufts John Potter Marshall European Center, located in an eleventh century Acting President, 1861–1862 monastery in Talloires, France . Tufts is also Reverend Hosea Ballou 2d President, 1853–1861

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afﬁliated with the School of the Museum of Fine Arts and New England Conservatory of Music, Financial Information providing joint graduate and undergraduate programs and ﬂexible cross-registration . Expenses and Policies

The Undergraduate Experience All undergraduate students (with the exception of Undergraduate study is on Tufts’ Medford/ those in the R .E A. .L . program) are expected to Somerville campus, situated on a hill about five carry a full course load (four to five courses) except miles northwest of Boston . It is a tranquil New in cases of serious, documented medical problems . England setting within easy access by subway and A typical first-year student in residence at Tufts bus to the cultural, social, and entertainment during the 2012–2013 academic year may expect resources of Boston and Cambridge . the following expenses: Tufts is a student-centered institution, where Tuition $43,688 support for students’ personal and academic development is embedded into the organization Residence hall $6,450 and ethos of the university . The Faculty of Arts, Meal plan $5,430 Sciences, and Engineering is committed to Health service and student activity fees $978 scholarship of the highest order and teaching of Books, supplies, and miscellaneous expenses exacting quality, while equally dedicated to (estimated) $2,254 providing a friendly, open, and intellectually rich and stimulating environment . This environment is Total for year (estimated) $58,800* one of the reasons Tufts is one of the most highly Medical Insurance costs $1,878* for the year if the student competitive universities in the country . is not covered by a comparable plan of their own. Tufts has programs abroad in Britain, Chile, China, France, Germany, Ghana, Hong Kong, *The charges listed above are subject to change. Japan, and Spain . More than 40 percent of under- Tuition graduates choose to spend their junior year abroad Tufts undergraduate tuition is a comprehensive fee to add a strong international dimension to their that covers basic charges for instruction, costs of education . This experience adds to the international registration, most laboratory supplies, and other flavor of the Tufts campus when they return for incidental items or services . their senior year . More than 98 percent of enrolling students Campus Housing expect to pursue graduate or professional studies, All first-year and sophomore students are required and annually Tufts students are the recipients of to live in university housing or recognized fraterni- such prestigious academic awards as Fulbright, ties or sororities, and to purchase a meal plan . Truman, Goldwater, and Beinecke scholarships and Commuting students pay no residence hall fee and fellowships . are not required to purchase a meal plan . Meal Plans Students select a meal plan or JumboCash in accordance with university requirements . Jumbo- Cash allows students to make purchases at all on-campus dining locations (Carmichael and Dewick Dining Centers, Hodgdon Good-to-Go Take-Out, Hotung Café, Commons Deli & Grill, Brown & Brew Coffee House, Tower Café at Tisch Library, Jumbo Express Convenience Store, and The Rez), as well as the bookstore, Campus Center Info Booth, vending machines, on-campus washers and dryers, to pay fines at the Tisch and Ginn

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Libraries, purchase parking permits or lost IDs at b) the student, subsequent to selecting a room, is Public Safety Administrative Services . JumboCash admitted to a study abroad program . In such cases can also be used to pay for printing and copying in the student must file an electronic study abroad campus libraries and computer centers . JumboCash leave of absence form with Undergraduate Educa- may be used at 20 off-campus restaurants to dine tion at http://uss.tufts.edu/registrar/Webcenter.asp . in, take-out or delivery (where available), as well as Students in both Tufts and non-Tufts study abroad a drug store and a convenience store (alcohol, programs must file an update form, available at the tobacco products, lottery tickets and gift cards Residential Life Office in South Hall, within ten excluded) . Dining Services is located at 89 Curtis (10) days of acceptance—no later than April 30 for Street . For more information, call 617-627-3566 . fall semester housing cancellation and November

15 for spring semester housing cancellation . The Health Service room charge portion of a student’s bill will be equal The Health Service fee is mandatory and non- to the room rate for the student’s assignment, less waivable and covers the cost of running a compre- the $750 housing commitment fee . hensive outpatient health service and counseling Room selection for spring-only applicants is center . The fee covers unlimited primary care and held during the first week of December . Once a walk-in visits to the Health Service, access to the spring-only room assignment has been selected by Counseling and Mental Health Service, and an the student (or his or her proxy), or an assignment annual flu shot if available for those who desire is offered and accepted, the student is subject to the inoculation . Laboratory tests, prescribed medica- housing commitment fee . tions, and consultation with on-campus medical Questions may be directed to the Residential specialty consultants are not covered by the health Life Office, Tufts University, Medford, Massachu- service fee . Students who do not purchase the setts 02155, 617-627-3248, fax 617-627-3929, optional medical insurance are required to demon- e-mail: [email protected], website: strate that they have other medical insurance . http://ase.tufts.edu/reslife . Details regarding the fee and deadlines for waiving the insurance are available at Payment of Bills http://ase.tufts.edu/healthservice . All currently enrolled students are billed electroni- Fees cally through the Tufts eBill system . Information All students are required to pay the student activity on Tufts eBill can be found at http://uss.tufts.edu/ fee, which is proposed by the student government . bursar/eBill/ . Students are required to pay tuition, Accepted students must pay an enrollment deposit, fees, room, and board prior to the start of each which is applied to tuition for the first year . semester . Bills for the fall semester must be paid in the first week in August; spring semester bills are Housing Charges due and payable in early December . The amount Room assignments are made for the full academic billed is reduced by any financial aid awarded by or year . The campus housing room rates set by the sent to the university on behalf of the student for Board of Trustees will appear on the resident the semester . Payment in full (after deduction for student’s bill in two parts, identified as the housing financial aid) must be made before each term either commitment fee and the room charge . The housing by check, epayment, wire transfer or by enrolling commitment fee is nonrefundable at the time a in the monthly payment plan . Detailed information student selects a room, has a proxy select a campus about the payment plan is sent to returning room on his or her behalf, or otherwise accepts a students in April and incoming students in May/ room assignment from the Residential Life Office . June . The housing commitment fee is only refundable Fall semester charges do not include those when: incurred for courses an applicant must take to a) the student is placed on required leave or become fully qualified for admission . Charges will withdrawal by the university, including academic not be reduced when courses are accepted for probation level III, or transfer credit .

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All university charges are collected by Student Fall semester 2012 Financial Services . Without waiting for receipt of a By September 3, 2012 100% of tuition charged formal bill, payments for tuition, fees, room, and is cancelled board are to be made to Tufts on or before the due September 4 to 17, 2012 90% of tuition charged date for the semester . Checks should be made is cancelled payable to the Trustees of Tufts College . September 18 to 24, 2012 80% of tuition charged If full payment has not been received, or is cancelled financial arrangements have not been agreed upon by the specified due date, a late payment fee will be September 25 to October 1, 2012 60% of tuition charged assessed monthly . is cancelled The following actions will take place should a October 2 to 8, 2012 40% of tuition charged student fail to meet his or her financial obligations is cancelled to the university for outstanding student loans or October 9 to 15, 2012 20% of tuition charged balances on his or her student account: the student is cancelled may be denied access to university dining services; will not be allowed to access library resources; will Spring semester 2013 be denied registration privileges; will not be issued By January 15, 2013 100% of tuition charged an official transcript; and will be denied an on- is cancelled campus room selection for an upcoming semester . January 16 to January 29, 2013 90% of tuition charged Any unpaid student account balance may be is cancelled referred to our collection agency . The student will be responsible for all costs associated with collec- January 30 to February 5, 2013 80% of tuition charged tion, including collection agency fees, attorneys’ is cancelled fees, and court costs . The account will be reported February 6 to 12, 2013 60% of tuition charged to credit bureaus if assigned to a collection agency . is cancelled Diplomas and official transcripts of records for February 13 to 19, 2013 40% of tuition charged those in arrears are regularly withheld until all is cancelled payments have been made . February 20 to 26, 2013 20% of tuition charged is cancelled Administrative Withdrawal If a student’s account remains unsettled beyond No tuition refunds are made after the sixth week of the billing due date, subsequent bills will be issued classes. reflecting monthly late payment charges . If the The student is responsible for any unpaid charges student’s account remains unsettled after the first and must make arrangements to pay this balance day of classes, the student may be subject to prior to leaving Tufts . Any outstanding balance will withdrawal from the university . result in a hold on the release of any transcripts Students are strongly encouraged to communi- until paid in full . If the student’s account is referred cate with Student Financial Services as soon as they to a collection agency, the student will be respon- encounter personal or financial difficulties so that sible for all collection and litigation costs associated the university may help identify possible solutions with this debt . and alternatives for meeting individual needs .

Campus Housing Charges Withdrawal/Leave Tuition Refund Policy Campus housing charges will be refunded based Students who elect to take a leave of absence or on the above prorated tuition schedule for the withdraw or who are required to withdraw will semester . The date of withdrawal from housing will receive a tuition refund in accordance with the be based on the date that the room has been following schedule, based on the effective date of vacated and the room key returned to residential the leave . facilities . The housing commitment fee is nonrefundable .

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Meal Plan Charge Details concerning the Satisfactory Progress Students wishing to cancel their meal plan after requirements can be found on the financial aid the cutoff date will be assessed 50 percent of the website at http://uss.tufts.edu/finaid pro-rated refund amount . Applications for tuition scholarships and teaching assistantships in the graduate school are Other Charges an integral part of the application for admission . Other fees and charges such as the health service Decisions are announced with the letter of admis- fee, the student activity fee, library or traffic fines, sion or at a later date . Complete application and traffic or parking citations are not refunded instructions, deadlines, and links are available at or prorated after the beginning of the academic http://uss.tufts.edu/finaid year . If a student is enrolled in the optional medical insurance plan, both the charge and the plan Forms of Aid benefits remain in place through the end of the University grants are by far the largest single source contract period . A student enrolled for only one of funds received by Tufts undergraduates from the semester will be charged the full student activity application procedure described above . They range fee and health service fee . from $500 to more than full tuition each year and are combined with other scholarships, loans, and Financial Aid employment to meet the university’s estimate of each student’s need . Tufts University students are eligible for a full For graduate students, scholarships range from range of financial aid in the form of university, state, quarter to full tuition as decided by the department . and federal grants; long-term university, state, Teaching assistants normally receive tuition Federal Perkins and Stafford Loans; and federally scholarships plus an annual stipend for teaching . subsidized (FWS) campus employment . In If needed, graduate students also may apply for 2011–12, 50 percent of full-time undergraduates Federal Direct Stafford, Perkins, and Federal received over $86 million in these forms of aid and GradPLUS loans . other government and foundation grants and loans . Forty-three percent of the entering class received Federal Supplemental Educational Opportunity Grants over $19 million in total aid, of which over $16 (SEOG) are federal grants allocated to Tufts for million (85 percent) was in the form of grants . exceptionally needy undergraduates . The average The average grant was $32,000; the average award award is about $2,000 a year; the range is from (including loan and work study) was $34,000 to $200 to $3,000 . entering students . Federal Pell Grants are federal grants to which Application undergraduates from low- and moderate-income Entering undergraduates, including transfers, families are entitled according to their financial apply for aid by submitting the Profile Form of the circumstances . Application is made by completing College Scholarship Service, the Free Application the FAFSA and submitting it after January 1 for Federal Student Aid (FAFSA), and copies of preceding each academic year . Only undergraduates family federal tax returns before February 15 . are entitled to these grants . Awards range from Decisions on the amounts and kinds of aid are $555 to $5,550 . announced in April, shortly after the letter of admission is mailed . Students requesting renewal Carl Gilbert Matching Grants are funds awarded to of aid, and other undergraduates who have not Tufts and other independent institutions by the received assistance previously, apply by May 1 . Commonwealth of Massachusetts to be given as Decisions are made in late June . Preference in grants to needy Massachusetts undergraduates . awarding grants each year is given to those who received aid in the previous year . Satisfactory progress toward a degree is required for continuance of aid .

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Tufts National Merit Scholarships: Entering first year Federal Direct Unsubsidized Stafford Loans are students who are National Merit finalists are available for graduate students and for students eligible for scholarships of $500 to $2,000 per year who do not qualify for a subsidized Federal Direct for up to four undergraduate years for any semester Loan or who want to borrow in addition to the in which the student is charged Tufts tuition . To Subsidized Loan . Students are responsible for enter the program, students must name Tufts as interest while in school and may make monthly first choice in the National Merit competition . interest payments or capitalize the interest . The Honorary awards of $500 per year for four years interest rate on the unsubsidized loan is 6 .8% . may be made to successful applicants who do not Dependent undergraduates may borrow up to demonstrate financial need . Merit awards up to $2,000 above the subsidized Federal Direct Loan $2,000 per year may be offered to applicants with limits less the amount of any subsidized loan demonstrated financial need . Those who need more received . Graduate students may borrow up to than the $2,000 award will be considered for $20,500 per academic year . In order to advise additional loan, work, and grant aid up to the total students of their rights and responsibilities, an amount needed . Need must be determined annually entrance interview is required of all first-time by Tufts based on the FAFSA analysis of family borrowers at Tufts prior to disbursement of the ability to meet total educational costs . loan . Exit counseling is required of all borrowers before leaving the university . Federal Perkins Loans are awarded by Tufts to students of exceptional need from funds repaid by Federal Direct PLUS Loans: Through the Federal previous Federal Perkins Loan borrowers . Direct PLUS Loan program, graduate students and parents of dependent undergraduates may borrow Tufts loans may be offered to needy undergraduates up to the full cost of education minus any financial not eligible for Federal Perkins Loans . Interest on aid annually at a fixed rate of 7 .9% . The fee on Tufts loans is 7 percent and begins to accrue six PLUS loans is 4% . A credit check is required and months after the student leaves Tufts . Repayment payments begin 60 days after the loan is fully of principal and interest begins six months after disbursed . PLUS loans must be used for college leaving Tufts and continues for five years . Tufts expenses, including room and board . PLUS loan loans require a parental cosigner . borrowers are required to complete a FAFSA form .

Massachusetts No-Interest Loans may be awarded to Federal Work-Study Program (FWS): FWS provides Massachusetts undergraduates of exceptional need federal funds for Tufts to subsidize the hourly from funds allocated to Tufts by the Common- wages of students who need financial aid during the wealth of Massachusetts . Repayment terms are very school year . Work-study positions are available similar to Federal Stafford Loans but there is no either on-campus or with off-campus, non-profit interest charge . community service programs, and typically wages range from $8 .00 to $15 .00 per hour . Federal Direct Subsidized Stafford Loans: This program offers undergraduate students loans subsidized by Job Location and Development Program (JLD): JLD the federal government . Students may borrow up aids all Tufts students, regardless of financial need, to $3,500 for the first undergraduate year, $4,500 in finding campus or off-campus employment . for the second year, and $5,500 per year for the Students may work part time while in school or full remaining undergraduate years (maximum $23,000) . time during vacation . Students are encouraged to Federal Direct Loans are normally disbursed in two visit the Tufts Student Employment website at equal installments . The interest rate during http://uss.tufts.edu/stuemp where they can register repayment is 6 .8 percent . Repayment begins six for an interactive job-search program providing months after the student graduates or stops access to a host of employment opportunities and attending school on at least a half-time basis . services .

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ROTC Programs: ROTC may be applied for before or after admission and used at Tufts . Applications may be obtained from Air Force or Navy recruiting officers, or students may join after registration and compete for two- or three-year Army scholarships . Many ROTC scholarships include full tuition, books, and fees, as well as a monthly stipend of up to $500, while others offer up to $20,000 toward tuition, plus a stipend . Tufts students participate in ROTC through units at nearby M .I .T . Most classes are held on the M I. T. . campus . After graduation, an duty commitment is required . After undergraduate college graduation, other ROTC medical college scholarships may also be available . Contacts (at M .I .T .): Air Force: 617-253-4475, Army: 617-253-4471, and Navy & Marine: 617- 253-2991 . All information regarding federal student aid programs is correct as of March 2012, but is subject to change with the passage of new legislation. For more complete information regarding financial aid policy and procedures, visit http://uss.tufts.edu/finaid

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spent at other approved four-year institutions or on School of Arts approved foreign study programs . (See Residence and Sciences Requirement in the general information section for details .) Three-fourths of all courses taken at Tufts with Mission Statement standard grading must be completed with a grade of C- or better . There is no rigid program of courses Broadly recognized as one of the premier liberal that must be taken by every student . Students are arts colleges within a research university, the School regarded as individuals and each student is encour- of Arts and Sciences at Tufts University educates aged to pursue a course of study appropriate to his students for transformational leadership in commu- or her training, experience, aptitudes, and plans for nities around the world . Tufts’ tradition of innova- the future . Within a framework designed to ensure tion dates to the school’s founding in 1852 .Today, a both breadth and depth in intellectual development, multi-disciplinary and experiential approach defines there is a broad range of choice . Students work with scholarship and teaching . Faculty and students use their advisors to select those courses best suited to the curricular framework of the arts and sciences to their particular needs and interests . address the great intellectual and social challenges Each student selects courses to fulfill the of the twenty-first century . foundation and distribution requirements . All The school has a distinctive style . Excellence in courses used to fulfill these requirements must be scholarship and teaching are the school’s highest taken for a letter grade, not pass-fail . priorities; translating inquiry and research into action is a defining theme . The Faculty of Arts and Degree Audit Reporting System Sciences, the largest of Tufts’ seven schools, explores DARS is a web-based application that allows collaborative research opportunities across the students to systematically assess their progress university’s professional schools and around the toward degree completion . A DARS audit will world . More than 5,000 students at the undergrad- report detailed degree requirements, how uate and graduate levels represent the broad range coursework can be used to complete that degree, of intellectual, creative, and personal attributes . and completed and outstanding requirements . The creation of new knowledge in traditional and For more information visit emerging disciplines, a dedication to globalism and http://degreeaudit.studentservices.tufts.edu . active citizenship, a commitment to humanitarian- ism and diversity in its many forms, and a belief Foundation Requirements that intellectual discourse and discovery serve the The faculty recognizes the following elements as common good are deeply held ideals . basic to any program leading to a bachelor’s degree in liberal arts, whatever a student’s particular College of Liberal Arts interests may be . First, an educated person in our Requirements for Degrees society must be able to write coherent English and For students entering the College of Liberal Arts, must be able to apply that writing ability to the the degree of Bachelor of Arts or Bachelor of critical analysis of information and ideas in any Science is awarded after four years (eight semesters) field . Second, the study of another language and of of full-time study and with successful completion foreign cultures is indispensable to a liberal of the equivalent of thirty-four credits . (Study in education; such study provides a basis for locating summer school at other institutions does not count oneself within a larger cultural and international toward the residence requirement under this policy .) context . Courses in college writing, foreign A cumulative average of C- (1 .67) or higher is language and culture, and world civilizations required for graduation . No more than two of the constitute the foundation of a liberal arts education thirty-four credits may consist of fieldwork or at Tufts . internship placements . Up to two semesters of The foundation requirements should be met full-time study after matriculation at Tufts may be early in a student’s college career, so that these courses may serve as a foundation for later work . In

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some cases, a single course may be used toward 2. Foreign Language/Culture Option fulfillment of both a foundation and a distribution This foundation requirement has two parts . First, requirement . every student must satisfy a basic language requirement, demonstrating knowledge of a foreign 1. Writing language through the third semester college level . Two semesters of college writing are normally The second part of the requirement may be satisfied required for graduation in liberal arts . In general, in several different ways . Students may take students should complete this requirement in the advanced courses in the same foreign language or first year . Most students do so by taking English 1 they may undertake study of a second language . (Expository Writing) in the first semester and, in Students are offered the alternative of studying a the second semester, English 2 (College Writing foreign culture through courses taught in English . Seminar) or Philosophy 1 . A Philosophy 1 class Students who speak, read, and write proficiently in transferred from another college will not count for a language other than English should consult their English 2 or 4 . Students may not count Philosophy academic dean about possible exemption from this 1as English 2 if taken before or at the same time as requirement . No credit is awarded for exemption . English 1 . Students for whom English is a second language may take English 3 with consent of the PART I. Basic Language Requirement instructor . Courses taken toward fulfillment of this Every student must demonstrate competence in a requirement must be taken for letter grades, except second language through the third semester college English 3, which is pass-fail. level . Secondary school transcripts are not accepted There are also other alternatives for satisfying as evidence of language competence . Language the college writing requirement . In summary, the competence may be determined on the basis of a requirement may be satisfied in any of the following placement examination taken at Tufts, SAT II ways: Subject Test scores, AP scores, or a college tran- • Exemption from the entire requirement by script . Entering students who do not demonstrate attaining a score of five on the Advanced the required level of competence must take college Placement Test in English Language and language courses until that level is reached . Composition or English Literature and Composition; an A on the British A-Level PART II. Continued Language Study/Culture Option exams; or a score of seven on the Higher-Level After the basic language requirement has been International Baccalaureate . satisfied, the student has four options: • Exemption from the first half of the require- 1) To continue study in the foreign language used ment by attaining one of the following: a score to fulfill the basic language requirement until two of four on the Advanced Placement Test in courses have been completed at the third-year level; English Language and Composition or e g. ., French 21-22 or French 31-32, German 21-22 English Literature and Composition, 760 or or German 33-44 . Because the fourth-semester above on the SAT Writing exam, five or six on college-level course (e .g ., French 4, Spanish 4) is the Higher-Level International Baccalaureate, normally a prerequisite for courses at the advanced six or seven at the Subsidiary Level, or a B on level, the option usually involves taking three the British A-Level exams . Students so courses beyond the basic language requirement . exempted from the first half of the requirement 2) To complete courses through the third college must complete English 2 . semester level (e .g ., Spanish 1 through 3) in a • Satisfactory completion of English 1 or 3 and language different from the one used to satisfy the English 2, 4, or Philosophy 1 . basic language requirement . • Completion of English 1 with a grade of A or Beginning with students in the Class of 2009, A- (resulting in exemption from the second American Sign Language may be used to fulfill this half of the requirement) . This exemption does option . not apply to writing courses equivalent to English 1 that were taken at another college .

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3) To complete three credits dealing with a single The course taken in fulfillment of the world culture or designated cultural area, either the same civilizations requirement may be used to fulfill the as or different from the language taken to fulfill culture option or that distribution requirement for Part I . Each course must deal with the same culture . which the course would normally be appropriate, For purposes of this requirement, a foreign culture but not both . is defined as having non-English speaking origins . For an updated list of courses that have been Anglo-American, English, Anglo-Irish, and Anglo- approved by the Academic Review Board, visit Australian cultures do not qualify, but Aboriginal http:/uss.tufts.edu/stuServ/bulletin/ . For approval Australian, Celtic, and African-American, Latino/a, of courses that do not appear on this list, a petition and Asian American, for example, do to the degree form is available under Student Forms at that they are discrete from the Anglo-American http://uss.tufts.edu/stuServ . tradition . At least one of the three culture credits must 4. Quantitative Reasoning focus on the region of origin . For instance, a The quantitative reasoning requirement is designed student choosing the East Asian and Diasporas to impart basic mathematical skills that students culture area must take at least one course rooted in will need throughout their studies . Students who East Asia . These non-diasporic classes are noted at receive 560 or above on the mathematics SAT or http://uss.tufts.edu/stuServ/bulletin/ . 23 or above on the mathematics ACT are auto- Culture courses are regularly updated on the Bulletin matically exempt from this requirement . website. Students wishing to submit courses that are not Students with a mathematics SAT score below on this list must petition the Academic Review Board; 560 or a mathematics ACT score below 23 must forms are available under Student Forms at take Mathematics 4 in the fall semester of their first http://uss.tufts.edu/stuServ . year . Exemptions are granted for students who pass the placement examination offered by the math- 4) Foreign language courses beyond the third ematics department during orientation, or who semester college level may be counted as part of the receive an AP calculus credit or an international culture option, e .g ., Spanish 4, French 4, or courses diploma mathematics credit, or who receive transfer at higher levels . For example, a student who has credit for a calculus course or a course equivalent to completed four semesters of foreign language study Mathematics 4 . may choose to complete the foundation require- Students who are required to take Mathematics ment by taking two culture credits in the same 4 are also allowed to count it as one of their two culture area as that of the language studied . mathematical sciences distribution credits . Those Travel or residence in another country, while who receive exactly 560 on the mathematics SAT admittedly educational, may not be applied toward or 23 on the mathematics ACT may seek permis- fulfillment of the culture option . Courses accepted sion from the mathematics department to count for transfer from other colleges or universities may Mathematics 4 toward the mathematical sciences be used upon approval of the Academic Review distribution requirement . Students who submit Board . Policies governing the acceptance of courses multiple scores, one of which is a mathematics SAT in satisfaction of the language requirement and above 560 or a mathematics ACT above 23, are culture option are established by the Academic considered exempt and not allowed to count Review Board . Mathematics 4 toward the mathematical sciences distribution requirement . 3. World Civilizations The world civilizations requirement focuses on an Distribution Requirements in-depth study of a non-Western civilization or The faculty holds that a student enrolled in any civilizations, or the interaction of non-Western and program leading to a liberal arts degree must Western civilizations with equal attention given to demonstrate a reasonable acquaintance with each of both . The definition of the non-Western world is the following five areas of inquiry: the humanities, considered to include Africa, Asia, the Caribbean, the arts, the social sciences, the natural sciences, Latin America, and selected indigenous cultures of and the mathematical sciences . Oceania and North America .

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• A student must take the equivalent of two a.Continue in the first language for three more course credits in each area . semesters • No more than two of the ten credits may be b . Three semesters in a second language from the same department or program . (including ASL) • Beginning with the those who matriculated c. Culture option—there are two ways to fulfill into Tufts in Fall 2009, students may use one the culture option: approved pre-matriculation credit (e .g . AP or 1. Continue through the fourth or fifth semester IB) toward fulfillment of each distribution of the language used to fulfill Part I, and take area, for a total of five . one or two credits in the same culture area as • No single course may be used in more than one that language . distribution area . For example, a history course 2. Take three credits related to a single culture may be counted as either humanities or a social either the same as or different from the language science requirement, but not both . taken to fulfill Part I . One credit must focus on • Courses used in the foundation requirement or the region of origin . See the online list of as part of the concentration (major), may also approved culture courses . be used to fulfill distribution requirements (with some exceptions noted below) . 3. WORLD CIVILIZATIONS Special restrictions apply to Experimental College 1) courses: This credit may also be used toward a culture Approval of the Academic Review Board must be OR a distribution requirement, but not both . obtained in all cases . Only one Experimental College credit may be used as a distribution 4. QUANTITATIVE REASONING requirement . Those courses graded pass-fail may 1) not be used to satisfy any distribution requirement . For students with a math SAT score below 560 or a math ACT score below 23 . Please go to the Student Services web page to view the courses that have been approved by the Distribution Requirements Academic Review Board . 1. HUMANITIES Summary Sheet of Requirements 1) Foundation Requirements 2)

1. WRITING 2. ARTS 1) 1) 2) 2)

2. FOREIGN LANGUAGE/CULTURE OPTION 3. SOCIAL SCIENCES Part I: Competence equivalent to three semesters 1) of college language courses 2) 1) 2) 4. NATURAL SCIENCES 3) 1) 2) Part II: Competence equivalent to three semesters of college language courses, or culture option . 5. MATHEMATICAL SCIENCES (Fulﬁll a, b, or c .) 1) 4) 2) 5) 6)

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Concentration (Major) Requirement (quantitative), and engineering areas, with at least The object of the concentration (or major) require- two of these six being represented . ment is to provide the student with an integrated The Interdisciplinary Studies major consists of and thorough program of study in a well-developed an integrated program of at least ten credits, field of learning . Most students satisfy the concen- including a two-semester thesis credit (CIS 95/195 tration requirement within established academic (Honors)) or a substantial project comparable in departments and programs, selected from among scope to a thesis, including a written component . In those listed below . An alternative program, called this course, the student integrates material learned the Interdisciplinary Studies major, is available to in the selected disciplines into a final project, culmi- students with unique academic interests not clearly nating in a substantial thesis . Students in Interdis- encompassed by the established fields of concentra- ciplinary Studies are eligible for thesis honors . In tion . order to complete an Interdisciplinary Studies major, All courses used toward fulfillment of the the student must have a high degree of initiative concentration requirement must be taken for letter and self-discipline . Also, no more than two credits grades . used to fulfill another major may be used toward the Interdisciplinary Studies and students may not Department or Program Major triple major if one major is the Interdisciplinary Students are expected to choose their major and to Studies major . A student who wishes to select the have a faculty advisor in the major field during the Interdisciplinary Studies major must submit an second semester of the sophomore year . With the application describing in detail the planned assistance of the faculty advisor, the student plans a program . concentration program of ten or more courses as Each applicant selects an advisory committee of specified by the major department . In some cases, three faculty members who support the application, the student must complete prerequisite courses in including representatives from three departments addition to those that constitute the concentration in at least two of the six areas listed above . (At least program . two of the committee members must be full-time For students with multiple concentrations, no members of the Arts and Sciences faculty, with the more than half the credits used to fulfill the require- rank of lecturer or above; at least one of the com- ments for one concentration may be used to satisfy mittee members must be a tenure-track member of the requirements for a second or subsequent one . the Arts and Sciences faculty .) In consultation with However, for courses taught in a foreign language the advisory committee, the student develops plans beyond the third-year level of instruction, this for his or her program, which are then submitted as overlap can be extended: up to 80 percent of the part of the application . For more information visit courses used to fulfill the requirements for one the Center for Interdisciplinary Studies website: concentration may be used to satisfy the require- http://cis.tufts.edu . ments for a second or subsequent one . Departments and programs may further restrict the amount of Departmental, Interdepartmental, and Program overlap between concentrations . Students who wish Concentrations: to complete two sets of concentration requirements Africana Studies Biology are urged to continue to design such programs with American Studies Biomedical Engineering minimal course overlap . Anthropology Bio-psychology Applied Mathematics Biotechnology Interdisciplinary Studies Major Applied Physics Chemical Physics Interdisciplinary Studies offers a student the Arabic Chemistry opportunity to create a self-designed, individual Archaeology Child Development concentration area corresponding to a unique set of Architectural Studies Chinese interests, yet meeting the spirit of the concentration Art History Classics requirement . The Interdisciplinary Studies major Asian Studies Cognitive and Brain involves a selection of courses from the humanities, Astrophysics Sciences arts, social sciences, natural sciences, mathematics Biochemistry Community Health

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Computer Science Italian Studies designed as a safety valve to permit students to Drama Japanese carry unrealistic academic loads . A student will be Economics Judaic Studies graded as usual throughout the course, with final Economics/Quantitative Latin grades transcribed by the registrar into pass (if D- Engineering Psychology Latin American Studies or better) or fail . A pass does not affect the grade English Mathematics point average; a failing grade is averaged into the Environmental Studies Middle Eastern Studies grade point average . French Music In a thirty-four course credit program, students Geological Sciences Peace and Justice Studies are normally required to take at least twenty-six Geology Philosophy semester course credits under standard grading; the German Language Physics pass-fail option may be applied to any courses in and Literature Political Science excess of twenty-six, with the exceptions stated German Studies Psychology elsewhere in this section . Greek Psychology/Clinical Transfer students and those students who Greek and Latin Studies Religion transfer credit to Tufts from programs at other History Russian institutions must complete three-fourths of their Interdisciplinary Studies Russian and East work at Tufts under standard grading subject to the International Literary European Studies stated quality requirement . The pass-fail option and Visual Studies Sociology may be applied to courses in the remaining International Relations Spanish one-fourth of the program with the exceptions Women’s Studies stated below . No distinction is made between regular courses The degree of Bachelor of Arts or Bachelor of that a student elects to take under pass-fail grading Science is conferred on all students who complete and those courses that may only be taken pass-fail . this program . Students whose major concentration All decisions with respect to the pass-fail option is applied mathematics, applied physics, astrophys- must be made within the first five weeks of any ics, biochemistry, biology, biopsychology, chemical term . After five weeks, the student must complete a physics, chemistry, cognitive and brain sciences, course under the grading system then in force or computer science, engineering psychology, environ- withdraw from the course . For liberal arts students, mental studies, geological sciences, geology, only electives may be taken pass-fail; courses taken mathematics, and physics are eligible to receive a to fulfill the foundation, distribution, concentration, Bachelor of Science degree . Those majoring in and minor requirements may not be taken pass-fail . psychology, psychology/clinical, and quantitative economics may choose to receive the degree of Additional Graduation Requirements Bachelor of Science or Bachelor of Arts at the time Other courses to complete the thirty-four credits they complete their degree sheet . Students in all required for graduation may be selected without other majors will receive a Bachelor of Arts degree . restriction . However, students should be guided in Students whose multiple majors make them eligible their choice by the purpose of promoting breadth as for either a Bachelor of Arts degree or a Bachelor well as depth in intellectual development . In of Science degree may choose between the two planning their programs of study, students should when completing their degree sheet . keep in mind that a good general education in the humanities, the arts, the sciences, mathematics, and Pass-Fail Option the social sciences is a distinguishing characteristic Within the limits stated below, students may elect of members of all the established professions . to have their grades in certain courses recorded Faculty advisors are ready at all times to aid and simply as pass or fail . The purpose of this option is counsel in making decisions . to encourage students to extend their academic Seniors must file a degree sheet the semester interests . Faculty advisors will approve selection of prior to their expected date of graduation . (Consult the option if this purpose is clearly fulfilled; it is not Undergraduate Education in Dowling Hall .)

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Undergraduate Minor Programs In addition to the five credits, a student is A student may have any number of majors and required to complete an appropriate project, such as minors, provided there is only one disciplinary a thesis, an oral presentation, or a performance, (departmental) minor . Two course credits used which integrates the knowledge and methodologies toward the departmental minor may be used toward of the disciplines involved . The integrative project a foundation, distribution, or concentration will receive a letter grade and be given one-half or requirement . Two course credits used toward the one course credit under a designation either from interdisciplinary minor may be used toward a the sponsoring program or CIS 120 . The topic of distribution or concentration requirement, but not the project must receive initial approval from an toward a foundation requirement . instructor of one of the courses taken by the student for the specific minor program . This instructor will Disciplinary (or Departmental) also agree to direct the student’s work on the A minor is a coherent group of four to six course project . The project will be evaluated by at least one credits that may be a limited version of a field of other faculty member whose courses are part of the concentration or a group of courses having closely particular minor program, and who will then related subject matter . Minors are optional and in consult the project director regarding the grade to no way replace the field of concentration . The be assigned . The student is responsible for selecting object of a minor program is to present students the faculty members who will participate in this with the basic concepts in a single scholarly aspect of the program . discipline, including an introduction to appropriate In a further effort to synthesize knowledge methodologies and ways of thinking about the acquired in the program, the faculty members subject . involved in each minor will arrange two meetings Students may have only one disciplinary for all students who will be working on their project (departmental) minor, regardless of the number of in that particular academic year . The first meeting, majors . Two course credits used toward the scheduled for the fall semester, will give the departmental minor may be used toward a founda- students the opportunity to consult the faculty tion, distribution, or concentration requirement . regarding project topics, resources, and methodol- Students may not complete both a minor and a ogy . The second meeting, held at the end of the concentration (major) in the same discipline . All spring semester, will provide a forum at which the courses used in fulfillment of a disciplinary minor participants in the minor will discuss their work must be taken for a grade . Not all departments have with others interested in the same general area and minors, so students should consult department share the views and insights gained by participation websites for additional information . in the particular minor program . Students may submit a Declaration of Minor Interdisciplinary form to the Center for Interdisciplinary Studies The interdisciplinary minor involves a designated only after they have declared a major concentration . group of five credits from at least three departments At the completion of their minor program, students or programs of the university, bringing to bear the must submit a Minor Certification form, bearing knowledge and perspectives of various disciplines the signatures of the faculty coordinator of the on a single subject . Students may select a minor minor and of the two or more faculty members from among the programs approved by the involved in the evaluation of their project, the title Subcommittee on Academic Minors of the of the project, and a list of the five courses taken . Committee on Curricula . These programs offering interdisciplinary minors are listed below . The approved interdisciplinary minor programs are: Students may have more than one interdisciplin- Africa in the New World ary minor, regardless of the number of majors they Africana Studies have, and may have an interdisciplinary minor in Asian American Studies addition to a departmental minor . Two credits used Asian Studies toward the interdisciplinary minor may be used Cognitive and Brain Sciences toward a distribution or concentration requirement, Film Studies but not toward a foundation requirement .

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Judaic Studies Standing form to Undergraduate Education in Latin American Studies Dowling Hall . Latino Studies Students who took college classes while still in Leadership Studies high school may request transfer of credit for those Mass Communications and Media Studies courses online through Web Center on the Student Medieval Studies Services web page . Credit is awarded only for Multimedia Arts courses taken at a college with regularly enrolled Urban Studies college students . Some colleges offer their courses Women’s Studies at nearby secondary schools for classes composed entirely of secondary school students; credit is not See the alphabetical listings in this bulletin for a awarded for these courses . Also, students requesting description of these programs and the name of the such credit must provide a letter from their faculty coordinator, who in each case can provide principal or guidance counselor stating that the more information and an updated list of approved course was not used to complete requirements for courses . the high school diploma .

Pre-matriculation Credits Please note: Health professions graduate programs, Pre-matriculation credits are defined as credits such as medical and dental schools, will generally expect earned from certain scores on Advanced Placement actual college science courses with laboratory on the and SATII examinations, scores on examinations transcript. of certain international diplomas, as well as credits Advanced Placement earned from college courses taken prior to matriculation at Tufts . These scores and their equivalencies Art History and Studio Art have been determined by the individual depart- 5: Exemption from FAH 0001 and 0002; no credit . ments and are listed below . Pre-matriculation credits are treated as regular course credits, but are Biology not normally applied toward the concentration . 5: Consult department regarding placement; These credits may be accepted in partial satisfaction normally, placement will be in Biology 13 or 14; of the foundation requirements . They also may one course credit which may count toward the count toward one of the two credits required in major . Students who take both Biology 13 and 14 each distribution area . If the student chooses to will not also be awarded pre-matriculation credit . take a course that is equivalent to a pre-matriculation credit received and passes, then the pre-matric- Chemistry ulation credit will be removed from the student’s 5: Placement into Chemistry 31 or 51; two credits record . Students do not need to take the next level awarded . A student may choose to use only one course in order to keep the pre-matriculation credit credit and take Chemistry 2 or 12 . (except where stated) . Liberal arts students are limited to five pre-matriculation credits toward their Chinese 5: Exemption from the basic language requirement degree. Credits earned prior to matriculation via Tufts Summer Session are not included in this (part 1); placement into Chinese 22 . One credit limit . Students with more than five eligible credits equivalent to Chinese 21 is granted and one course will be awarded five credits by the registrar . If they is required to complete part II of the foreign wish to make any changes, they may do so by language requirement . completing the appropriate form under Student 4: Exemption from the basic language requirement Forms at http://uss.tufts.edu/stuServ . Students (part 1); placement into Chinese 21 . No credit is receiving five pre-matriculation credits will be granted and two courses are required to complete allowed to graduate in seven semesters instead of Part II of the foreign language requirement . eight; however, this advanced standing will not be 3 or lower: Tufts Chinese language placement exam instated until the student completes four semesters required for proper placement . No credit is granted . at Tufts and submits the Request for Advanced

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Computer Science A and/or AB Italian Language and Culture If both tests are taken, only one credit is awarded to the 5: Exemption from the Basic Language Require- student. ment (Part I); placement into Italian 21 . No credit 5 or 4: Placement into Computer Science 15; one is granted and two courses are required to complete credit . Part II of the Foreign Language Requirement . 4: Exemption from the Basic Language Require- Economics ment (Part I); placement into Italian 4 . No credit is 5 in microeconomics: One credit; enroll in granted and three course credits are required to Economics 5 . complete Part II of the Foreign Language Require- 5 in macroeconomics: One credit; enroll in ment . Economics 5 . 3: Placement into Italian 3 . No credit is granted 5 in microeconomics and macroeconomics: Two and one course credit is required to complete Part I credits; exemption from Economics 5 prerequisite; of the Foreign Language Requirement . eligibility for Economics 11, 12, or 18 . Scores of 770 and above on the SAT II Subject Tests for French, Spanish, or Italian satisfy Parts I English Language and Composition and/or Literature and II of the Foreign Language Requirement and and Composition confer one credit that is equivalent to French/ If both tests are taken, only one credit is awarded to the Spanish/Italian 22 . student. The Department of Romance Languages awards 5: Exemption from the College Writing Require- two credits, equivalent to French/Spanish/ Italian ment; one credit . 21 and 22, only to students who have completed the International Baccalaureate . 4: Exemption from the ﬁrst semester of the College Students whose results on the Tufts Placement Writing Requirement (placement into English 2 or Test are superior to their scores on the Advanced an equivalent course); one credit . Placement Test or the SAT II Subject Tests will be Scores of 760 or higher on the SAT Writing Exam placed at the higher course level . AP and SATII will exempt students from English 1 (no credit) . examination credit satisﬁes language course requirements (but does not satisfy the Liberal Arts Environmental Science humanities requirement) . 5 or 4: One course credit equivalent to Biology 7 . See the appropriate coordinator of language instruction in the Department of Romance French and Spanish Language and Literature Languages for recommended courses to continue 5: Exemption from the Basic Language Require- French, Spanish, and Italian . ment (Part I); placement into French/Spanish 22 . One credit equivalent to French/Spanish 21 is German granted and one course is required to complete Part 5: Exemption from the Basic Language Require- II of the Foreign Language Requirement . ment (Part I); placement into German 22 or 33 or 4: Exemption from the Basic Language Require- 44; one credit . One course is required to complete ment (Part I); placement into French/Spanish 21 . Part II of the Foreign Language Requirement . No credit is granted and two courses are required to 4: Exemption from the Basic Language Require- complete Part II of the Foreign Language Require- ment (Part I); placement into German 21 or 33; ment . one credit . Two courses are required to complete 3: Exemption from the Basic Language Require- Part II of the Foreign Language Requirement . ment (Part I); placement into French/Spanish 4 . Scores of 770 or higher on the German SAT II No credit is granted and three courses are required Subject Test satisfy both Parts I and II of the to complete Part II of the Foreign Language Foreign Language Requirement and also earn one Requirement . credit .

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3: Exemption from the Basic Language Require- Mathematics—Calculus AB and BC ment (Part I); placement into German 4; no credit . AB 4 or 5, or BC 4, or BC 3 with an AB subscore 2: Placement into German 3; no credit . of 4 or 5: One credit, equivalent to Mathematics 32, and placement into Mathematics 34 or one Hebrew mathematics credit and placement into Mathemat- Scores of 770 or higher on the Hebrew SAT II ics 39 . Subject Test satisfy both Parts I and II of the BC 5: Two credits, equivalent to Mathematics 32 Foreign Language Requirement and also earn one and 34, and placement into Mathematics 42, 44, credit . 70, or 72 .

History Music If all three tests are taken, the student is awarded a 5: Exemption from Music 10; no credit . maximum of two credits. 5 or 4: One credit, which may be counted as either Physics B (non-calculus-based) humanities or social science distribution credit, but 5: One credit equivalent to Physics 1; placement may not be counted toward the history major . into Physics 2 . 4: With successful performance on the Mechanics Japanese Language and Culture Placement Exam (offered during orientation), one 5: Exemption from the Basic Language Require- credit equivalent to Physics 1 and placement into ment (Part I); placement into Japanese 21 . No Physics 2 . acceleration credit is granted and two courses are required to complete Part II of the Foreign Physics C (calculus-based) Language Requirement . MECHANICS SECTION 4: Exemption from the Basic Language Require- 5: One credit equivalent to Physics 11; placement ment (Part I); placement into Japanese 4 . No into Physics 12 . acceleration credit is granted and three courses are 4: With a successful performance on the Mechanics required to complete Part II of the Foreign Placement Exam (offered during orientation), one Language Requirement . credit equivalent to Physics 11 and placement into 3: Placement into Japanese 3 . No acceleration credit Physics 12 . is granted and one course is required to complete Part I of the Foreign Language Requirement . ELECTRICITY AND MAGNETISM SECTION 5: One credit for Physics 12 . Latin 5 or 4: Exemption from the Basic Language BOTH SECTIONS Requirement (Part I); placement into Latin 21, 22, Students who receive credits for both Physics 11 or 91; one credit . and 12 achieve placement into Physics 13 . The above placement and credit are also given for Political Science—Government and Politics— scores of 720 or over on the Latin SAT II Subject U. S. and/or Comparative Test . If both tests are taken, only one credit is awarded to the 3: Exemption from the Basic Language Require- student. ment (Part I); placement into Latin 21, 22, or 91; 5 or 4: One credit, which may not be counted no credit . toward the political science concentration, but may 2: Placement into Latin 3; no credit . be used toward the social sciences distribution credit .

Psychology 5 or 4: Eligible for two-digit course . No credit .

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Statistics International Diploma Credit 5 or 4: One credit, which may be counted as Liberal Tufts does not grant credit automatically for the Arts mathematical sciences distribution credit . diploma as a whole; rather, credit is awarded for each approved subject passed at an appropriate Foreign Language Placement level . No more than five credits total from all types Listed here are the suggested placements for scores of pre-matriculation credits will be awarded to achieved on the SAT II Subject Test . If tests are liberal arts students . Students receiving five credits taken in both language and literature, only one will be allowed to graduate in seven semesters credit will be awarded for each language . instead of eight; however, this advanced standing will not be instated until the student completes four French Italian/Spanish semesters at Tufts . These credits may be used to 240-440 200-410 Not exempt satisfy Liberal Arts foundation and distribution 450–510 420–490 Placement into French/ItalianSpanish 2 requirements and as prerequisites for advanced courses . However, only one pre-matriculation credit 520–590 500–580 Placement into French/Italian/Spanish 3 may be used toward each of the five distribution 600–660 590–650 Placement into French/Italian/Spanish 4; areas . For possible credit from international exempt Part I diplomas not listed here, students must contact a 670–710 660–710 Placement into French/Italian/Spanish 21 professional academic equivalency service—such as 720–760 720–760 Placement into French/Italian/Spanish 22 the World Educational Service—to provide an

770–800 770–800 One credit; exempt Parts I and II ofﬁcial evaluation . Tufts accepts possible credit only for certain scores on standardized examinations and Latin reserves the right to determine equivalencies toward 200–470 Not exempt the Tufts degree . (See “Prematriculation Credits” for certain restrictions .) 480–610 Placement into Latin 3

620–710 Exempt Part I

720–800 One credit; exempt Part I

German Hebrew Japanese Chinese 200–400 200–400 200–400 200–410 Not exempt

410–480 410–480 410–480 420–480 Placement into level 2

490–590 490–590 490–590 490–590 Placement into level 3

600–650 600–650 600–640 600–650 Placement into level 4; exempt Part I

660–710 660–710 650–700 660–700 Placement into level 21

720–760 720-760 710–750 710–750 Placement into level 22

770–800 770–800 760–800 760–800 One credit; exempt Parts I and II

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IMPORTANT INFORMATION CONCERNING CREDITS AND PLACEMENT FOR ALL PRE-MATRICULATION CREDITS (Refer to this chart to ensure that you do not duplicate enrollments.)

SUBJECT EQUIVALENCIES TO TUFTS COURSES If you received one Tufts credit If you received two Tufts credits Biology May take either Biology 13 or 14; not both Do not enroll in Biology 13 or 14 Chemistry Do not enroll in Chemistry 1 or 16 Do not enroll in Chemistry 1, 2, or 16 Computer Science Do not enroll in Computer Science 11 Consult department for placement Economics May enroll in Economics 5 Do not enroll in Economics 5 English Do not enroll in English 1 or 3 Do not enroll in English 1, 2, 3, or 4 Environmental Science Do not enroll in Biology 7 Foreign Language Do not enroll in level 21 or below Do not enroll in level 21 or below Mathematics Do not enroll in Math 4, 30, or 32 Do not enroll in Math 4, 30, 32, 34, or 39 Physics Do not enroll in Physics 1 or 11 Do not enroll in Physics 1, 2, 11, or 12 Psychology Do not enroll in Psychology 1

BRITISH GENERAL CERTIFICATE OF EDUCATION A-Level

COURSE GRADE CREDIT/PLACEMENT English A One Tufts credit; exempt from English 1 and 2 English B One Tufts credit; exempt from English 1 Economics A, B One Tufts credit; equivalent to Economics 5 Knowledge and Inquiry A One Tufts general philosophy credit All other approved subjects A, B Two Tufts credits; do not enroll in introductory level courses in (except those listed above) relevant subject (see chart above)

INTERNATIONAL BACCALAUREATE Higher Level

COURSE GRADE CREDIT/PLACEMENT Economics 5, 6, or 7 One Tufts credit equivalent to Economics 5 English 7 One Tufts credit; exempt from English 1 and 2 English 5 or 6 One Tufts credit; exempt from English 1 Foreign Languages 5, 6, or 7 Two Tufts credits; (students should take the Tufts Language (other than Spanish) Placement exam to determine level of placement, but should not enroll in a course below level 22) Mathematics 6 or 7 One Tufts credit; equivalent to Math 32; do not enroll in Math 4, 30, or 32 Spanish 5 Placement into Spanish 3 Spanish 6 Placement into Spanish 4; exempt from Part I Spanish 7 Placement into Spanish 22; exempt from Part I; one Tufts credit All other approved subjects 5, 6, or 7 One Tufts credit; do not enroll in introductory level courses in (except those listed above) relevant subject (see chart above)

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INTERNATIONAL BACCALAUREATE Subsidiary Level

COURSE GRADE CREDIT/PLACEMENT English 6 or 7 One Tufts credit; exempt from English 1 Foreign Languages 5, 6 or 7 One Tufts credit; (students should take the Tufts Language (other than Spanish) Placement exam to determine level of placement, but should not enroll in a course below level 22) Mathematics 6 or 7 One Tufts credit equivalent to Math 30 Further Mathematics 7 One Tufts credit equivalent to Math 14 Spanish 5 Placement into Spanish 3 Spanish 6 Placement into Spanish 4; exempt from Part 1 Spanish 7 Placement into Spanish 22; exempt from Part 1; one Tufts credits

**No other subjects are awarded credit for the subsidiary level.

Academic Standing/Satisfactory Progress Academic Probation Toward the Degree Students who fail to meet these guidelines may be The following are guidelines for maintaining placed in any of the following categories at the end satisfactory progress toward the degree . Determina- of the semester . The levels are listed in order of tion of a student’s academic status is made by the increasing seriousness . However, a student does not Committee on Academic Standing . The following have to have been on Probation I to be placed on procedures are guidelines; the committee reserves Probation II or III . The placement is dependent the right to make decisions on an individual solely on the student’s performance . student’s academic progress . Students are subject to Probation I. Probation I indicates that a student’s action by the Committee on Academic Standing if academic performance has not met expectations . they have accumulated one or more of the following The student is encouraged to seek support in order during the semester: two Ds, one F, two Incom- to improve future performance . pletes, fewer than three credits with C- or better, a Probation II. Probation II indicates signiﬁcantly semester grade point average below 1 .80 . Liberal weak academic performance during a single arts students are removed from probation if, in the semester, or a lack of meaningful progress over succeeding semester, they earn 3 5. credits, three of more than one semester . which must be with grades of C- or better, and no failing grades . An incomplete, even with a default Probation III. A student on Probation III is not grade of C- or better, is not counted as a grade . The considered to be in good academic standing . The minimum three graded credits may not be taken student has demonstrated very poor academic pass/fail . The committee also determines whether performance and may want to consider taking a students are maintaining satisfactory progress leave of absence . toward the degree . An overall cumulative average of Required to Withdraw. Students in this category are C- (1 .67) is required . required to withdraw for one to four semesters . Liberal arts students are subject to action by the Tufts will accept transfer credit for no more than Committee on Academic Standing if they complete one semester’s and one summer’s work completed fewer than the following number of credits: during the absence . Permanent Academic Withdrawal. In rare instances, a Fall Spring student will be required to withdraw permanently First year 3 credits 6 credits from the university . Normally, a student will have SOPHOMORE 10 credits 14 credits been required to withdraw on at least one previous Junior 19 credits 23 credits occasion and, upon return, will have made to progress toward the degree . Senior 27 credits 34 credits

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Quality Requirements It is important to emphasize that the numerical Students in the College of Liberal Arts must earn criteria for magna cum laude and summa cum laude grades of C- or better in three-fourths of their determine only eligibility for consideration; actual courses taken at Tufts under standard grading . award of these honors is contingent on departmental recommendation . A description of additional Dean’s List departmental criteria (such as independent Each semester, students who have been enrolled research) for honors recommendations is available with a minimum of 4 0. credits, received letter from each academic department or program . In grades in a minimum of three credits, completed addition, for students recommended for summa cum every course in which they were enrolled with no laude, the department must supply a letter support- work incomplete (with the exception of Y), and ing the recommendation . Finally, summa cum laude earned a minimum grade point average of 3 .40 in is awarded only by special vote of the entire faculty, the College of Liberal Arts will be placed on the recognizing extraordinary achievement in the Dean’s List in recognition of their academic breadth, as well as the depth, of the student’s achievement . An indication of Dean’s List status intellectual development . Students whose record will be placed on their permanent record . Students includes a serious disciplinary infraction will not in the combined-degrees program with New normally be eligible for summa cum laude honors . England Conservatory of Music whose total course Exceptions to this policy can be made only after load equals 4 .0 credits or more will be awarded disclosure by the Dean of Student Affairs of the Dean’s List honors at both institutions if they meet details of the infraction and subsequent vote by the Dean’s List GPA requirements for the course work faculty . taken at each institution . Grades in courses taken at institutions other than Tufts shall not be considered as criteria for Degrees with Honors honors . Exceptions to this rule are courses taken Distinction (cum laude) is conferred at commence- through cross-registration, the Swarthmore ment on liberal arts students who achieved a Exchange Program, the Mystic Seaport Program, record of five credits of A or A- in satisfying their or Tufts programs abroad . concentration requirements, including related fields, See also Thesis Honors Program . and whose cumulative average for all courses is 3 .50 or higher . Phi Beta Kappa High distinction (magna cum laude) may be Founded at the College of William and Mary in conferred at commencement on liberal arts students Virginia on December 3, 1776, Phi Beta Kappa is who achieved a record of six credits of A or A- in the highest national academic honor for students in satisfying their concentration requirements, the liberal arts . There are chapters of Phi Beta including related fields, and whose cumulative Kappa at 242 colleges and universities . Delta average for all courses is 3 65. or higher . Students Chapter of Massachusetts at Tufts University was must be recommended in writing by their depart- established on September 7, 1892, and women mental major . became eligible from the time of their acceptance Highest distinction (summa cum laude) may be at Tufts . Although second-semester juniors and all conferred at commencement on liberal arts students seniors will be considered without any action on who achieved a record of six credits of A or A- in their part, students can be recommended for satisfying their concentration requirements and election to Phi Beta Kappa by their major depart- whose cumulative average for all courses is 3 .80 or ments or programs or by individual professors . better . Such candidates must also have earned at Election is determined by the student’s cumulative least one credit of A or A- in four of the five areas average together with his or her program: the of the distribution requirement . All of these A or courses selected in the field(s) of concentration and A- grades must be received in courses offered by a in fulfilling the foundation and distribution department or interdisciplinary program at Tufts requirements, the general nature and difficulty of or on Tufts Programs Abroad . Please note that the program, its breadth and depth, the student’s Advanced Placement scores are not interpreted as progress in the program, and the use of the pass-fail grades . option .

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Thesis Honors Program required and a CIS thesis will not usually count as a The Thesis Honors Program allows students to substitute . pursue a program of independent study usually The thesis may be of a creative, critical, or leading to a senior thesis . (In some fields, the thesis historical nature, or may embody critical analysis of may take the form of a creative project or research the results of experiments carried out by the student experience .) The principal purpose of the program under supervision . Its subject and scope will be is to give special impetus to the development of agreed upon in advance by the student and sponsor self-reliance, individual initiative, habits of critical and approved by the committee . The completed analysis, and correlation of knowledge . Depart- thesis will be presented for consideration no later ments and programs are responsible for establishing than two weeks before the last day of classes of the specific guidelines for senior theses . Intensive student’s final semester . specialization in a field of knowledge may be Each candidate for a degree with thesis honors considered an appropriate corollary in some cases, is required to undergo examination on the thesis depending on the student’s individual approach and and on the principal area of investigation (or major the particular area of investigation . Students concentration) . The specific character of the pursuing a major in Interdisciplinary Studies or a examination is determined by each department or CIS thesis are eligible for thesis honors . advisory committee and may be oral or written or Since this is an honors program, admission is both . After the defense, a final copy of the thesis, in normally restricted to students whose names have electronic form, should be submitted to the Tisch appeared on the Dean’s List at least two times Library archive . before their senior year . Students may take on an The department or advisory committee is honors thesis with one semester on the Dean’s List empowered to determine the level of thesis honors if they have transferred to Tufts or have received to be awarded, basing its recommendation on an special permission from their major department or evaluation of the thesis . Degrees are designated program . Application should be made no later than bachelor of arts or bachelor of science, with highest the end of the junior year . The student is respon- thesis honors, with high thesis honors, or with sible for finding an advisory committee . While thesis honors . (Thesis honors will be indicated on three members are recommended, the committee the student’s transcript, but not on the diploma .) may have two members, one of whom may be Students who, in the judgment of the department outside the student’s major department . Admission or advisory committee, have not attained the to the program requires formation of an advisory standards required for a thesis honors designation, committee, consent of the student’s advisor, and but whose work is worthy of a degree, are recom- approval either of the chair of the student’s major mended for the bachelor of arts or bachelor of department, or in the case of a CIS thesis, the CIS science degree subject to the general regulations . Board . The membership of the advisory committee Students who, in the judgment of the department and the title of the thesis must be registered with or advisory committee, have attained the standards the Academic Resource Center . required for a thesis honors designation may also The advisory committee is normally chaired by receive the degree summa cum laude, magna cum a member of the student’s major department or by laude, or cum laude, in accordance with the proce- the sponsor of the thesis in the case of a major in dures governing degrees with distinction . Interdisciplinary Studies . The committee will direct After the defense, a final copy of the thesis the student’s reading and research or other creative should be submitted to Digital Collections and work and will guide the student in preparing for a Archives (DCA) . Beginning in academic year qualifying examination in the area of investigation . 2008–2009, the DCA will accept thesis submission All such programs will include a thesis course, electronically as an alternative to submitting a which normally will count as two one-semester bound paper copy . Please contact the DCA for credits . Students who would like to be recommend- more information on how to submit your thesis . For ed for degrees with honors by departments or answers to frequently asked questions and a style programs that require a thesis should be aware that sheet, visit the website http://ase.tufts.edu/wts/ a thesis within their own department or program is seniorThesis.asp .

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Internship Programs Auditing Internships provide juniors, seniors, and in some Tufts undergraduates may audit a class only with cases sophomores with the opportunity to apply permission of the instructor . The student will not various types of knowledge and skills in a field- be registered for the class, no credit will be received, based situation . Two internship programs are and there will be no record of the audit on the available: internships for academic credit and student’s transcript . Only students currently internships that award transcript notation but no enrolled at Tufts in the semester may audit . The academic credit . student is expected to attend class regularly, but the Internships for academic credit in a wide range exact character of each audit must be determined by of fields are offered by some departments and the instructor at the beginning of the semester . programs . Students granted internships for However, the student may not submit papers, take academic credit must register for a relevant course exams, or participate in any form of evaluation of and have a faculty advisor on campus as well as performance . Auditing for credit is possible through professional supervision at their workplace . They the Experimental College . (See “Auditing for also complete and submit an internship agreement Breadth .”) at the time they register for the course . All agree- ments must be signed no later than the add Cross Registration deadline of the semester . Participants are expected Up to twenty undergraduate Tufts students may to demonstrate in a written project the learning enroll in each of the following institutions during that has taken place on the job by placing the work the fall and spring semesters: Boston College, experience in an academic context . A minimum of Brandeis University, and Boston University . twelve hours of work each week or 150 hours for Qualifying students must be enrolled full time and the semester is required, and only two one-credit be in good academic standing in their home internships are normally accepted toward a degree . institution . The course must be taken for credit and No credit is granted retroactively for these activities, may not be taken pass-fail . There is no exchange of and the two internships may not be done in the fees and both course credits and grades are recorded same semester . Students may develop their own at the home institution . One cross-registered course field placement programs . However, all new at the above institutions may be taken per semester . proposals must be submitted to the appropriate Cross-registration is not allowed during Summer department for approval . Tufts does not accept Session . Tufts students are limited to a total of two transfer credits for internships. courses taken in departments for which there is no Students may also participate in the All-College Tufts equivalent (e .g ., business) . Tufts students are Internship Program, which awards transcript subject to the requirements of the course taken at notation but no academic credit . A faculty advisor the host institution, including attendance . is not needed to participate in this program because Any student from the above institutions wishing there is no academic component, but students do to take a course at Tufts University is subject to the receive official recognition of their work on their same rules as the resident Tufts University students . transcript . Students register for the internship in One course per fall and spring semester for up to Career Services by the second week of classes, twenty enrollments per institution may be taken at spend a minimum of 100 hours over the course of the Tufts University Medford, Boston, and Grafton the semester at the site, and complete an evaluation campuses . This does not include classes being held form at the close of the semester . Internships at the School of the Museum of Fine Arts . cannot be filed retroactively and students may For questions and forms, contact Student Services receive no more than two notations on their at 617-627-2000 or email studentservices@tufts. transcript . edu .

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Domestic Exchange and Off-Campus Programs Tufts offers one-semester student exchanges with Spelman College and Swarthmore College . Juniors in good standing may participate . For the Spelman program, participating students pay tuition, room and board (subject to availability), and special fees to Spelman . Information on the application and selection process is available from Undergraduate Education . For the Swarthmore exchange program, students pay all charges to their home institution; there is no exchange of fees . The course credits and grades earned in both exchange programs by Tufts students are recorded on the Tufts transcript . Sophomores and juniors are also eligible to participate in a one-semester program in American Maritime Studies, accredited by Williams College and held at Mystic Seaport, Connecticut . Both credits and grades are recorded on the Tufts transcript . For more information on this program, contact Undergraduate Education .

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Graduate School of Arts intention to accept Tufts’ admission offer for fall and Sciences matriculation and by December 1 for spring matriculation . The Graduate School of Arts and Sciences is the academic unit responsible for all postbaccalaureate Registration degree programs offered through the School of Arts All graduate students must be registered, or on an and Sciences . The advanced degrees offered are the approved leave of absence, each academic year term . master of arts, master of science, master of fine arts, If all required courses—including any thesis master of arts in teaching, master of public policy, courses—have been completed, master’s candidates- educational specialist, certificate of advanced must register for courses 401 (part time) or 402 graduate study, doctor of occupational therapy, and (full time) in their departments and doctoral doctor of philosophy . candidates must register for courses 501 (part time) Through its doctoral programs, the Graduate or 502 (full time) in their departments . School of Arts and Sciences aims to advance A full-time student may arrange with an knowledge and to develop intellectual leaders in instructor to audit a course, but this course will not selected areas of the natural sciences, social sciences, appear on the student’s academic record . A course and the humanities . In order to encourage the close for which a student has been formally registered association of doctoral candidates and faculty, the remains on the record unless a formal petition to number of programs offered is relatively small and remove it has been approved by the dean within the the number of students admitted to each is limited . first four weeks of the term . Through its wider variety of master’s level pro- Prior to their initial registration, all graduate grams, the school provides students with a focused students must complete a health examination education and specific skills to further their report, available from the Health Service . Registra- professional careers . The programs leading to these tion will not be allowed for those with missing or degrees are described in this bulletin . Inquiries incomplete health questionnaires and examination should be addressed to the Office of Graduate forms . Studies, Ballou Hall, first floor, Tufts University, Medford, Massachusetts 02155 . Cross Registration— The Office of Graduate Studies also administers Graduate School Consortium the Graduate Career Advancement Program, and Full-time students in the Graduate School of Arts the nonacademic aspects of graduate programs in and Sciences and graduate students in the School of arts, sciences, and engineering, such as admissions, Engineering may enroll in any semester for one registration, and degree certification as described in graduate course in the Graduate School of Arts and the following pages . Sciences at Boston College, Boston University, or Brandeis University . The catalogs and schedules of Admission the host institutions are available at the registrar’s Graduate program and application information is office of each university . Students who wish to available online at http://gradstudy.tufts.edu/ cross-register should consult the instructor in the Admissions . The application must be accompanied particular course and should expect to satisfy the by a nonrefundable application fee . The fee is prerequisites and requirements normally required waived if the applicant is a current Tufts under- for admission to that course . Cross-registration is graduate, graduate, or certificate student . Depart- not permitted in any summer school . Courses ments can also supply information about their satisfactorily completed (B- or better) at one of the graduate programs . three consortium schools automatically appear on The deadlines for admission vary by program . the student’s Tufts transcript and may be counted The application deadline for fall admission for toward degree requirements . international students is December 15; applications A student at Tufts University who wishes to for spring admission must be completed by enroll in a graduate course at one of the host September 15 . In addition, the graduate office must institutions should obtain a registration permit receive notification by April 15 of students’ from the student services center in Dowling Hall

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and present it to the graduate registrar of the host For more information, contact the Office of institution . The host institution reserves the right Graduate Studies, Ballou Hall (first floor), to terminate the student’s participation at that Medford, Massachusetts 02155, 617-627-3395, or institution at any time . A full-time graduate student visit http://gradstudy.tufts.edu . at Tufts University may also enroll for two graduate courses during any semester at the Fletcher School Reserving Graduate-Level Courses of Law and Diplomacy or the Friedman School of while an Undergraduate Nutrition Science and Policy . Cross-registration Tufts undergraduate students may reserve graduate forms are available at Student Services in Dowling level courses taken prior to completion of their Hall . baccalaureate degree that are not needed for Tufts is also a member of the Graduate Consor- completion of those degree requirements . Through tium in Women’s Studies (GCWS) at MIT . For arrangement with the registrar, these courses are information about course offerings and application designated on the transcript and may be applied materials go to http://mit.edu/gcws . toward a master’s degree at Tufts or elsewhere .

Graduate Career Advancement Program Combined Bachelor’s/ The Office of Graduate Studies administers the Master’s Degrees Program Graduate Career Advancement Program (GCAP) This program, which is offered on a limited that allows someone with a baccalaureate degree to department- by-department basis, is conducted take courses for credit or audit during the academic jointly by the undergraduate colleges and the year without being matriculated into a degree graduate school . Exceptional students may under- program . In addition to taking courses for personal take studies combining undergraduate and graduate enrichment, GCAP students enroll to become courses, and are simultaneously enrolled in bach- familiar with a graduate or professional degree elor’s and master’s degree programs . However, program, to strengthen their academic record, or to courses counted toward the completion of one advance their careers . Admission to any course is degree may not be used for the other . Combined- at the discretion of the instructor and is subject to degrees students must pay four years of undergrad- the availability of space . For students who later uate tuition and the entire tuition for the master’s matriculate as graduate students at Tufts, a degree . maximum of two relevant courses are transferable to a master’s degree . Transfer of Credit After matriculating in the Graduate School of Arts Certificate Programs and Sciences or the School of Engineering, eligible For those interested in earning professional students may apply for transfer credit for graduate- credentials in a concentrated format, graduate-level level courses taken at Tufts or at other institutions . certificate programs are available in bioengineering, A maximum of two graduate-level courses (one for biotechnology and biotechnology engineering, M .F .A . candidates) taken either as a non-degree civil and environmental engineering, community student at Tufts or at another institution may be environmental studies, computer science, environ- transferred and used to fulfill requirements for a mental management, epidemiology, human-com- master’s degree subject to the following conditions . puter interaction, management of community Credits transferred must carry the grade of B- or organizations, manufacturing engineering, micro- better; have been taken within the past five years; wave and wireless engineering, museum studies, and not have been counted toward another degree . program evaluation, science education, and Tufts certificate students may request to transfer advanced professional study in occupational therapy, two additional courses from the College of Special including a concentration in hand and upper Studies . In all cases, courses to be transferred must extremity rehabilitation . Postbaccalaureate minor be approved by the department and the Graduate programs in computer science and civil and School of Arts and Sciences or the School of environmental engineering are also available . Tufts Engineering . Transfer of credit request forms are certificate students may transfer up to four relevant available online at http://gradstudy.tufts.edu/forms . courses to a master’s degree .

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Master’s Degree Time Limit Residence and Course Requirements All credits to be counted toward a master’s degree The minimum residence requirement for the must be earned within five calendar years just prior master’s degree is two terms of graduate study . The to the granting of the degree . Candidates for the degree requires a program of advanced study of at M .F .A . must complete all degree requirements in least eight courses or the equivalent . The specific three years . Petitions for extension of time require requirements of the various departments are given the approval of the Graduate School of Arts and in this bulletin . Additional courses beyond the first Sciences or the School of Engineering eight are required in many programs . Courses counted for credit for one degree may not be used Combined-Degrees Programs for another . A student seeking two separate master’s The Graduate School of Arts and Sciences and the degrees must meet the stated requirements for each Fletcher School of Law and Diplomacy administer degree . Tuition will be charged for both degrees . a combined-degrees (M .A ./M .A .L .D .) program in international environmental policy . Students must Thesis be accepted simultaneously by both the Fletcher In some departments, a thesis is required for the School of Law and Diplomacy and the Department master’s degree; in others, the thesis is optional or is of Urban and Environmental Policy and Planning not required . A thesis should show the student’s within the Graduate School of Arts and Sciences competence in independent investigation and and must complete the two degrees within five should demonstrate critical power as well as ability years . The program consists of twenty-three course in expression . credits taken over three years, resulting in a jointly advised thesis . Foreign Language The Graduate School of Arts and Sciences and Some departments require demonstration of the Friedman School of Nutrition Science and proficiency in an approved foreign language . The Policy administer a combined-degrees (M .A ./M .S .) schedule for proficiency exams is available from program for students interested in urban and the graduate office . environmental policy and agriculture, food, and environment . Students must be accepted simultane- Comprehensive Examination ously by both the Friedman School of Nutrition Candidates for a master’s degree may be required to Science and Policy and the Department of Urban pass a comprehensive examination conducted by a and Environmental Policy and Planning within the committee of the graduate faculty . The character of Graduate School of Arts and Sciences, and must the examination is determined by each department, complete the two degrees within five years . The and may be either oral or written or both . program consists of twenty-three course credits that include a two-credit thesis . Recommendation for the Degree The Graduate School of Arts and Sciences and Candidates for the master’s degree must complete the Boston College School of Law administer a a recommendation-for-degree (degree sheet) and combined-degrees (M .A ./J .D .) program . Students the graduate exit survey . Degree sheets and the exit apply to each School independently and may survey are available online at http://gradstudy.tufts. complete the program in four years . edu . The candidate cannot be recommended to the faculty for a degree unless the degree sheet is Doctor of Philosophy Degree completed, endorsed by the department, and The doctor of philosophy degree is conferred by submitted to the graduate office near the beginning the university only to advanced students who of the semester in which the degree is to be granted . demonstrate exceptional achievement in original Deadlines are listed in the Graduate Student scholarship . This degree prepares students to Handbook . become scholars, to make original contributions to their field, and to communicate and disseminate this information to others . Doctoral candidates will develop their ability to evaluate critically and

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synthesize information from many sources and the full-time study requirement . Petitions for apply it to specific problems . Students must practice extension of time require approval of the Graduate their work ethically, as appropriate to that field . School of Arts and Sciences and the School of During the dissertation, the student is apprenticed Engineering . Graduate-level courses taken to a faculty advisor who is an expert in the field of elsewhere prior to matriculation may be counted to inquiry . a maximum of one year of credit toward the Opportunity for doctoral study and research is residence requirements . One year of the residence selective, and admissions are contingent on the requirement is automatically satisfied by a master’s recommendation of the department concerned . A degree obtained from an accredited college or student planning to follow such a program should, university . if possible, arrange an interview with the chair or graduate advisor of the department in which he or Foreign Language she wishes to study . Many departments require demonstration of When a student enrolls in a doctoral program proficiency in one or two approved foreign languag- with a master’s degree in the relevant subject area es . Consult departmental program descriptions for from an accredited college or university, the number specific requirements . The schedule for proficiency and identity of the courses and other requirements exams is available from the graduate office . needed to satisfy the predoctoral dissertation obligations are negotiable with the department . Qualifying Examinations A letter detailing the results of these negotiations A student who has completed the major part of his must be on file with the graduate office . or her systematic study and has met the language Tufts will not award the doctoral degree to requirement (if any) will, subject to the approval of students whose dissertation research or writing was the department or committee supervising the performed at another institution, unless they were program, take a qualifying examination . This under the direct supervision of a Tufts-based faculty examination, which may be written, oral, or both, is member . (See residence requirement restrictions described in the statement of each department’s below .) program in this bulletin . Credit for work at another institution taken concurrently with studies in the graduate school, Dissertation including courses taken elsewhere during the A major portion of work toward a doctoral degree summer, must receive approval from the student’s consists of the preparation of a dissertation chosen department prior to registration for such courses . with the approval of the department concerned The Graduate School of Arts and Sciences and the and written under its supervision . The dissertation School of Engineering approve all final transfers must demonstrate high attainment in a special of credit . Students who formally cross-register in branch of knowledge, the original development of regular semesters with Boston College, Boston an appropriate subject, and independent research . University, and/or Brandeis University through the The dissertation must be accepted by a faculty com- consortium do not need prior approval . Also, the mittee . The examining committee for doctoral number of courses taken through the consortium is candidates in Arts and Sciences should be com- not subject to the limits on transferred credits as posed of four members—three from the depart- stated above . ment with which the student has conducted his/her research (or relevant disciplines at Tufts) and one Residence Requirement from outside the university . The School of Engi- The minimum requirement is three academic years neering doctoral examining committees consist of a of study and research completed with distinction, minimum of four members with one member from of which at least one year of full-time study must be a different Tufts department and one member from spent in residence at Tufts . All work must be outside the university . Dissertations are deposited in completed within seven years . Employees of Tufts the Library of Congress through the University University are not eligible for doctoral-level tuition Microfilms, Inc . system . remission and would normally be unable to satisfy

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Recommendation for the Degree applicants . The guidelines are also available on the Candidates for the doctoral degree must complete a Web at http://gradstudy.tufts.edu recommendation-for-degree form (degree sheet) and the graduate exit survey . Degree sheets and exit Leave of Absence surveys are available online at http://gradstudy. A leave of absence, which stops the clock toward tufts.edu/GraduationInformation time to degree completion, is usually allowed for The candidate cannot be recommended to reasons of ill health or other personal contingencies . the faculty for a degree unless the degree sheet is To be granted a leave of absence, a student must completed, endorsed by the department, and complete a leave of absence request form and sub- submitted to the graduate office at the beginning of mit it to the graduate office . The student’s advisor the semester in which the degree is to be granted . must provide written support for the request . Leave of absence request forms are available online at Interdisciplinary Doctorate http://gradstudy.tufts.edu . A leave of absence will The Interdisciplinary Doctorate (ID) was estab- not be granted for more than one year . See the lished to accommodate students interested in Graduate Student Handbook for details . pursuing doctoral-level studies in areas that cannot be accommodated in the other doctoral programs Extension of Degree Time within the Graduate School of Arts and Sciences Master’s students are expected to complete their and the School of Engineering . The admissions degree within five years, M .F .A . students within committee considers applications from those who three years, OTD students within five years and are familiar with the Tufts graduate-level offerings doctoral students within seven years from matricu- and with its faculty, and whose research area is lation . A student should consider applying for an truly interdisciplinary and carefully matched to the extension of time when he/she is actively working university’s human, intellectual, and physical on program requirements and needs more time to resources . The application process places the burden complete them, but is confident that the work will of acquiring this information on the applicant . A be completed within the additional year if it is standing committee of the graduate school, the approved . Students should not request an extension Interdisciplinary Doctorate Overseers Committee of time if substantial progress cannot be made (IDOC), serves as the admissions committee and within the additional year provided . will monitor the progress of all students matricu- To request an extension of time to complete the lated into the program . degree requirements, a student must complete a Admission to ID is highly selective . Students Request for Extension of Time form, which is must demonstrate the ability to do independent available online at http://gradstudy.tufts.edu/Forms research/scholarship . Creative works of art, musical and submit it to his/her department for approval . composition and performance, and performance See the Graduate Student Handbook for details . direction, though laudable, are not acceptable as the sole criteria for admission into a scholarly doctoral Grades program of study . Grades of scholarship are expressed by one of the In addition to the standard application material, following letters: ID applicants must submit a proposal for interdisci- A Superior work plinary doctorate study, as well as documents B Meritorious work pertaining to the student’s advisory committee . C Not acceptable for graduate credit These will all be examined by IDOC at one of its D Not acceptable for graduate credit twice yearly admissions meetings, and possible F Failure follow up with the candidate and his/her advisory P Not acceptable for graduate credit committee may be required . S, U Grades of S (Satisfactory) and U (Unsatisfactory) may For complete information about the admissions and be given by the instructor in special topics courses, program requirements for the Interdisciplinary courses in supervised teaching, research courses, Doctorate, call the Office of Graduate Studies, at certain graduate colloquia, and thesis and disserta- 617-627-3395 and ask for the guidelines for tion courses.

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The following symbols are also used: If an incomplete is granted, all work in the I Incomplete: an indication that more time will be course must be completed on or before the date six allowed to complete the work, specifically within six weeks after the first day of classes in the subsequent weeks of the first day of classes in the subsequent semester (fall or spring only; summer terms semester (fall or spring only; summer terms excluded) . If the student has completed the work excluded). within the stated time, it will be evaluated without W Withdrawn: an indication that a student has been prejudice . Upon the student’s completion of work permitted to withdraw from a course after the fifth in the course, the instructor must submit a final week of a semester, but no later than the last day grade to the registrar within eight weeks after the of classes. first day of classes of the subsequent semester . If a Y Work not scheduled for evaluation during the course is not completed by the designated time, the current term student will receive the default grade specified on the incomplete form . Under exceptional circum- Changes in Course Grades: Statute of Limitations stances, an extension of the six-week deadline may Effective education requires timely and objective be granted with the written approval of the instruc- evaluation of students’ academic work, using clear, tor and the graduate dean . Any such agreement standard, fair and public criteria . Such standards must be put on file at the registrar’s office should be listed in the course syllabus . While criteria differ across disciplines and faculty, and Academic Standing while the ultimate responsibility for setting To remain eligible to continue in a degree program standards and evaluating performance rests with and/or to receive various types of financial assis- departments and individual faculty, submitted tance including federal aid, a graduate student must grades are final and not subject to negotiation . maintain good academic standing and be making Exceptions should be limited to correcting clerical adequate progress toward the degree . The following and calculation errors, and correcting deviations are the minimum requirements; departments have from stated criteria . Of course, students do have the the right to impose additional criteria for good right to know the basis of a grade and faculty academic standing . 1) It is expected that a student should be open to that post-semester conversation . will complete all courses taken for credit with the Following such conversation, students who believe grade of B- or better (see Grades) . Courses for that an error or deviation remains may appeal to which a student receives a grade lower than B- may the department chair and, if necessary, subsequently be retaken only once . The original grade earned to the Dean of the Graduate School of Arts and remains in the student’s record . If a student receives Sciences, or to the Associate Dean of the School of any two grades lower than B-, the department will Engineering . recommend to the graduate dean that the student be administratively withdrawn . 2) All comprehen- Policy on Incompletes sive and/or qualifying examinations and language An incomplete may be awarded only if the student examinations must be passed within the time limits has done substantial work in the course, the instruc- established by the various departments . 3) Dead- tor judges the reasons for granting incomplete lines established by departments for submission of status to be valid, and the instructor determines thesis outlines and dissertation proposals, for the that the work can be completed in the time completion of internships or other field experience, specified on the incomplete form . The instructor is and for regular evaluations of research progress responsible for specifying on the incomplete form must be met . 4) It is expected that incomplete the reason for the incomplete grade and the grades will be completed in the specified six-week conditions that must be satisfied for the awarding time frame (unless an extension of this deadline has of a grade . A copy of this form must be submitted been given in writing to the registrar) . Two or more to the registrar at the time final grades are reported . incompletes (incompletes existing for more than It is the responsibility of the student to request an one semester) may be grounds for dismissal . 5) The incomplete before the date of the required work and completion of all degree requirements must take sign the contract . place within the time limits established for the various programs by the graduate schools .

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Deviation from any of the items above consti- The Trustees of Tufts University reserve the tutes evidence that the student is making inad- right to change the tuition or to establish additional equate degree progress and is no longer in good fees or charges for special features or services academic standing; thereupon the student will be whenever in their opinion such action is deemed administratively withdrawn, unless an exception is advisable . granted by the graduate school dean based on the recommendation from the appropriate department Student Activity Fee or departmental committee . Only the deans of All graduate students pay an annual student activity the Graduate School of Arts and Sciences and the fee . The monies are used by the Graduate Student School of Engineering may administratively Council to support the interests of graduate withdraw an enrolled graduate student . students .

Office of the Dean of Student Affairs Penalty Fees Graduate students’ primary academic relationships A penalty fee is charged for late registration and for are with their department . However, the personnel late payment of any university charge . Any loss or of the Office of the Dean of Student Affairs in damage to university property for which the student Dowling Hall are available for concerns outside is responsible, including breakage of equipment in a academic life . Graduate students should refer to laboratory, is charged to the student . http://uss.tufts.edu/studentaffairs to become familiar with university rules . Breaches of rules will Living Accommodations be referred to the Office of the Dean of Student The university provides a limited number of Affairs for investigation and, when appropriate, residential facilities for use by first-year graduate disciplinary action . Students writing theses or students . Contact the Office of Residential Life at dissertations should be particularly sensitive to 617-627-3248 for applications . Accommodations standards of acceptable research and presentation . are available to incoming, full-time students for a maximum of one year . Most students live in Expenses apartments in the surrounding community, many of Tuition which are within walking distance of the campus . Tuition for graduate students in the Graduate School of Arts and Sciences and the School of Dining Facilities Engineering varies by program . For an arts and Students and faculty meet casually in the Campus sciences master’s degree requiring eight to twelve Center and Trios, where meals are served on a cash courses, one full year’s tuition is charged . For basis, cafeteria style . Graduate students may take programs requiring additional course work, tuition advantage of the meal plans on the Medford/ is charged for two years . For an arts and sciences Somerville campus . doctoral degree, full tuition is charged for five years . Engineering master’s programs require full tuition Financial Assistance payment for three semesters unless a student has To help students whose records indicate scholarly registered for all ten credits required for the degree promise, the university makes available a variety of and completed all required courses (excluding thesis awards and work opportunities . Tuition scholar- or project) in fewer than three semesters . For an ships and fellowships are normally granted for one engineering doctoral degree, full tuition is charged academic year; therefore, a registered student who for nine semesters unless the student enters the holds a scholarship or fellowship must apply program with an appropriate master’s degree, in annually to the department for a renewal . All which case tuition is charged for six semesters . awards are granted and accepted with the under- Part-time graduate students in both schools are standing that they may be revoked or reduced at charged for each course/credit taken until their any time for inadequate progress toward the degree degree is completed . Current tuition rates for each as defined by departmental standards . Ordinarily, school are available on the web at no student may hold a fellowship, scholarship, or http://gradstudy.tufts.edu . teaching assistantship for more than two years of

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study for a master’s degree, or for more than five forms to the graduate school . In all instances of years of study for the doctoral degree . Priority in dismissal, the student will be notified in writing of making awards is given to full-time students . the reasons for the termination and may appeal the decision to the dean . Scholarships Stipend levels vary by department . All stipends A tuition scholarship is an award, on grounds of are taxable by the U .S . Internal Revenue Service . scholarly ability and need, of financial credit that Prorated fractions of these stipends are made based may be used exclusively for remission of tuition on the actual time commitments of a given during the academic year . A limited number of full assistantship scholarships and a larger number of partial scholarships are available . Scholarship students are Graduate Institute for Teaching responsible for payment of tuition charges above The Graduate Institute For Teaching (GIFT) those covered by their particular scholarship as well offers a program for graduate students who are as all fees . interested in becoming college-level faculty . GIFT students attend specialized workshops on pedagogy Fellowships during the summer and have the opportunity to A fellowship is an academic award of honor to co-teach a fall semester course under the direction outstanding students to help them in furthering of a faculty mentor . Students receive a stipend for advanced study and research . No services are teaching . For more information, go to required of students for fellowship or scholarship http://gradstudy.tufts.edu . awards . Research Assistants Teaching Assistants Research assistants are graduate students who Teaching assistants are resident graduate students actively participate in the ongoing research program who participate part time in the instructional of a faculty mentor . Stipends are sometimes programs of the university and receive a stipend . available during the summers as well as during the The university has established these awards to academic year . Stipend levels follow those of enable graduate students to gain teaching experi- teaching assistants . Research assistantships are ence . Teaching assistants are also eligible for normally awarded through the department chair or scholarships and fellowships . Teaching assistants research program director . normally have instructional responsibility in the recitation or laboratory sections of courses to which Resident Proctors they are assigned, or their work involves grading A limited number of positions are available for papers and examinations . International students are both married and unmarried graduate students as not usually eligible for appointment as teaching proctors in university residence halls . Remuneration assistants in their first year of graduate work unless includes rent-free accommodations and a stipend . they have demonstrated proficiency in spoken Applications are available at the Office of Residen- English or they have received training at another tial Life . Appointments involve a commitment for American university . a full academic year . Appointments to these positions are based on the recommendation of a student’s department Financial Aid chair or appropriate departmental graduate Information on other types of financial assistance, committee and are made for periods of one including various loan programs, is available from academic year or one semester, but are renewable . Student Financial Services at http://uss.tufts.edu/ The university reserves the right to terminate an finaid/gradaid . Students seeking part-time work on appointment at any time for due cause . Inadequate campus should contact Student Employment, degree progress as defined by departmental or Dowling Hall . program standards may constitute cause . Also, academic dishonesty may constitute cause, as may incomplete or false information on the application

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College of Special Studies Office of Graduate Studies This office administers the Graduate Career The College of Special Studies offers a variety of Advancement Program, which allows holders of academic programs . One is the degree program baccalaureate degrees to enroll in courses at Tufts to offered in conjunction with the School of the prepare for further study or simply to expand their Museum of Fine Arts . The other programs of the knowledge of particular fields or disciplines . In college, offered through the Office of Graduate addition to the Graduate Career Advancement Studies, are intended to provide quality education Program, the office sponsors a number of advanced on a non-degree basis, primarily but not exclusively professional certificate programs . Each program to nontraditional students . consists of a coherent set of credit-bearing courses in an emerging or rapidly evolving field . The School of the Museum of Fine Arts certificate can serve as a credential for professional In accordance with Tufts University’s affiliation advancement or as an intermediate step toward a with the School of the Museum of Fine Arts, a master’s degree . student may apply as a candidate for the bachelor For more information, visit http://gradstudy. of fine arts degree . After acceptance into the B .F .A . tufts.edu, or contact the Office of Graduate Studies program, students take their studio art courses at in Ballou Hall at 617-627-3395 . the Museum School (in Boston) and the majority of their liberal arts courses through Tufts Univer- sity, either on the Medford campus or on site at the Museum School through the Tufts Department of Visual and Critical Studies . Courses in many fields of art are available, such as printmaking, photography, painting, drawing, sculpture, ceramics, metalsmithing, video and multimedia, film, performance, sound, text and image arts, and stained glass . Requirements for the bachelor of fine arts degree include eighty-four credits in studio art and fourteen academic courses, including five semesters of art history . Students interested in obtaining licensure as teachers of visual art may apply to the M .A .T . in art education after completing the B .F .A . through the TuftsPlus program, which offers a streamlined admission process and tuition scholarships for completing the 12-month M .A .T . graduate degree . (See Teacher Licensure Programs .) For more information about the B .F .A . program, students may write to the School of the Museum of Fine Arts, 230 The Fenway, Boston, Massachusetts 02115, visit http://www.smfa.edu/admissions/, write admissions@smfa .edu, or call 617-369-3626 or 800-643-607 . For more information about the TuftsPlus program, please visit http://gradstudy.tufts.edu/TuftsPlus .

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School of Engineering School of Engineering Information Mission Statement Undergraduate Programs The School of Engineering offers courses leading A Unique Learning Environment to the bachelor of science in five departments of The Tufts University School of Engineering offers engineering (biomedical, chemical and biological, a rigorous engineering education in a unique civil and environmental, electrical and computer, environment that blends the intellectual and and mechanical), as well as in the computer science technological resources of a world-class research department . Students may also enroll in special university with the strengths of a top-ranked liberal programs in the School of Engineering in prepara- arts college . Our size and educational philosophy tion for careers in architecture, medicine, dentistry, support a distinctive sense of community, a diversity veterinary medicine, law, public health, human of perspectives, and a student-centric learning factors, urban planning, and biomedical engineer- environment . Engineering curricula across a wide ing . The school offers twelve bachelor of science spectrum of majors emphasize project-based degrees: bachelor of science in biomedical engineer- learning, the nurturing of leadership skills, and ing, chemical engineering, civil engineering, cultivation of creativity through innovative design . computer engineering, computer science, electrical Close partnerships with Tufts’ cadre of excellent engineering, environmental engineering, and undergraduate, graduate, and professional schools, mechanical engineering, bachelor of science in coupled with a long tradition of collaboration, engineering science, bachelor of science in engi- provide a strong platform for interdisciplinary neering, bachelor of science in engineering physics, education and scholarship . Proximity to a thriving and bachelor of science . Boston metropolitan area facilitates close relation- The programs of study leading to these degrees ships with local industry and research labs, student differ in structure and the manner in which they are internship and employment opportunities, and the administered . Departments administer professional committed engagement of seasoned practitioners in degrees in programs accredited by the Engineering the school professoriate . Accreditation Commission (EAC) or the Comput- ing Accreditation Commission (CAC) of ABET, Mission Inc . for students who wish to be recognized as prac- • To educate engineers committed to the ticing professionals, especially those who wish to innovative and ethical application of science become registered professional engineers . Whereas and technology in addressing the most the professional degree programs are the most pressing societal needs structured, the bachelor of science degree program • To develop and nurture twenty-first century is the most flexible . Through consultation with an leadership qualities, perspectives, and skills in individual faculty member in the School of our students, faculty, and alumni Engineering, students may pursue an individualized • To develop and disseminate transformational program of study leading to the bachelor of science new knowledge and technologies that further degree . The bachelor of science in engineering is the well-being and sustainability of society administered by engineering departments and • To provide national leadership in enhancing allows for some departure from the curriculum for the role and visibility of the engineering the professional degree . The School of Engineering, profession in the education of our youth and in cooperation with the Department of Physics, the development and implementation of offers a bachelor of science in engineering physics . public policy This program combines a mastery of the fundamental principles of physics with the professional aspects of engineering .

30277p001-090.indd 37 7/17/12 2:18 PM School of Engineering > ------Env. Health Env. Arch. Studies Arch. PROGRAM EE ES CE ME CHE BME EPSY ENVE ENPH ENGR ENGR ENGR COEN COMP NOMA MAJOR ABBREV No Major Engineering Engineering Engineering Civil Engineering Civil FIRST MAJOR Computer Science Computer Engineering Physics Engineering Engineering Science Engineering Electrical Engineering Chemical Engineering Computer Engineering Computer Biomedical Engineering Engineering Psychology Engineering Mechanical Engineering Environmental Engineering Environmental BS BS BSE BSE BSE BSEE BSES BSEP BSCE BSCS BSME BSEVE BSCPE BSCHE BSBME DEGREE ABBREV Bachelor of Science Bachelor of Science in Engineering Bachelor of Science in Engineering Bachelor of Science in Engineering UNDERGRADUATE DEGREE UNDERGRADUATE Bachelor of Science in Civil Engineering* Bachelor of Science in Civil Bachelor of Science in Computer Science* Bachelor of Science in Computer Bachelor of Science in Engineering Physics Bachelor of Science in Engineering Bachelor of Science in Engineering Science Bachelor of Science in Engineering Bachelor of Science in Electrical Engineering* Bachelor of Science in Chemical Engineering* Bachelor of Science in Biomedical Engineering Bachelor of Science in Computer Engineering* Bachelor of Science in Computer Bachelor of Science in Mechanical Engineering* Bachelor of Science (in Engineering Psychology) Bachelor of Science (in Engineering Bachelor of Science in Environmental Engineering* Bachelor of Science in Environmental UNDERGRADUATE DEGREES — TUFTS UNIVERSITY SCHOOL OF ENGINEERING TUFTS DEGREES — UNDERGRADUATE ENGINEERING ENGINEERING ENGINEERING OTHER DEGREES OTHER DEPARTMENT COMPUTER SCIENCE COMPUTER CIVIL & ENVIRONMENTAL CHEMICAL & BIOLOGICAL CHEMICAL & BIOLOGICAL ELECTRICAL & COMPUTER BIOMEDICAL ENGINEERING MECHANICAL ENGINEERING * ABET Accredited Program * ABET Accredited

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Professional Degree Requirements e. Intro to Computers (one credit) Bachelor of Science in Chemical Engineering f. One elective half-credit course in introductory (B .S .C .H .E .) engineering Bachelor of Science in Civil Engineering g. English 1 or 3 (B .S .C .E .) h. Physics 12 or Chemistry 2 i. One approved natural science elective credit . Bachelor of Science in Computer Engineering (B .S .C .P .E .) Please see http://go.tufts.edu/EngineeringAdvising Bachelor of Science in Electrical Engineering for more information . (B .S .E .E .) Foundation Requirement Bachelor of Science in Environmental Engineering There are eight credits required by the student’s (B .S .E .V .E .) department of concentration and selected from Bachelor of Science in Mechanical Engineering among the following: computer science, mathemat- (B .S .M .E .) ics, natural science, engineering science, engineering The programs leading to these degrees are topics, and general education topics . accredited by the Engineering Accreditation Commission (EAC) of ABET, Inc . Concentration Requirement Bachelor of Science in Computer Science The twelve credits that constitute the concentration (B .S .C .S .) requirement for a particular degree are determined by the department offering the degree . The Department of Computer Science administers the program leading to Bachelor of Science in Humanities, Social Sciences, and Arts Requirement Computer Science (in the School of Engineering) Courses selected must include a minimum of one accredited by the Computing Accreditation credit each in the areas of humanities and social Commission (CAC) of ABET, Inc . This program sciences . In addition, at least two courses must be combines mastery of computer science with the taken in the same department . Ex-college courses breadth and practicality of an engineering educa- are excluded, including those approved for distribution . It is for students who desire a knowledge of tion credit by the College of Liberal Arts . See computer science, computer systems, and computer http://go.tufts.edu/EngineeringAdvising for more applications without the hardware courses required information on accepted courses in Humanities, for the computer engineering degree . Social Sciences, and Arts . The requirements for these professional degrees in engineering are thirty-eight credits to be Free Elective Requirement distributed as detailed below . There are two free elective credits to complete the Of the thirty-eight course credits required for thirty-eight credits required for these degrees . The the professional degrees accredited by the Engi- courses selected to fulﬁll the two free elective neering Accreditation Commission of ABET, a credits may be chosen without any restriction . minimum of 9 .5 course credits must be college- level math and science appropriate to the discipline Bachelor of Science (B.S.) and a minimum of 14 .5 course credits must be The program leading to the bachelor of science engineering consistent with ABET general and degree consists of thirty-six credits . A minimum of program criteria (ref:www.abet.org) . eighteen of these credits must be in engineering and in those departments that provide foundation Introductory Course Requirement courses in the accredited programs . This group The introductory courses consist of eleven credits: must include Mathematics 32 and 36 and eight a. Mathematics 32, 36, 42, 51 (or 61 for computer credits in engineering or engineering science . A science majors) . minimum of six of the remaining credits must be in b. Physics 11 the humanities, arts, and social sciences . Students in c. Chemistry 1 or 16 the program choose their advisor from the faculty d. Intro CAD (half-credit) of the School of Engineering . No major is associ-

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ated with this degree . The program leading to this The program leading to this degree is not degree is not accredited by the Engineering accredited by the Engineering Accreditation Accreditation Commission (EAC) of ABET, Inc . Commission (EAC) of ABET, Inc .

Bachelor of Science in Engineering (B.S.E.) Bachelor of Science in Engineering Physics Certain engineering departments offer additional (B.S.E.P.) programs that emphasize the basic sciences or a The School of Engineering, in cooperation with more theoretical approach than their regular the Department of Physics, offers a combined programs, or that in other respects depart from program of study leading to a bachelor of science the traditional concentration requirements in that in engineering physics . The program combines discipline . These departments designate these an emphasis on the mastery of the fundamental programs with the degree title of bachelor of principles of physics and basic mathematical science in engineering, without department techniques with the disciplined practicality of designation . The curricula differ from the profes- professional engineering . Students enrolled in sional degree programs in the selection of the this program are members of the School of departmentally required concentration courses and Engineering but will have academic advisors in the department foundation courses . both engineering and physics . While a student Programs leading to this degree are not accred- may enter the engineering physics program at any ited by the Engineering Accreditation Commission time, it is expected that he or she will have taken (EAC) of ABET, Inc . the introductory courses in basic science and mathematics common to all Tufts engineering Bachelor of Science in Engineering Science programs . Early participation in faculty research (B.S.E.S.) projects is encouraged . In general, the School of Engineering requires The program leading to this degree is not undergraduate students to specialize within the accredited by the Engineering Accreditation framework of the various departments . A student Commission (EAC) of ABET, Inc . may, however, seek a more diversified program in engineering and science leading to the bachelor of Bachelor of Science in Biomedical science degree in engineering science . This degree Engineering (B.S.B.M.E.) program allows the student who is interested in the The Department of Biomedical Engineering offers application of natural science and mathematics in a bachelor of science in biomedical engineering engineering to develop an individualized program for engineering students that combines intensive of study . The engineering science curriculum is training in research methods, techniques, and designed to meet the need for basic studies in practical skills with a solid science and engineering engineering with a broad foundation in science . It curriculum that provides breadth and depth in the includes the introductory courses and selected field . The program leading to this degree is not foundation courses . It differs from the professional accredited by the Engineering Accreditation degree programs in that the department concentra- Commission (EAC) of ABET, Inc . tion courses can be varied to provide flexible programs in science and engineering . Of the credits Pre-Matriculation Credits beyond the introductory, the foundation, the free Pre-matriculation credits are defined as credits electives, the humanities and/or arts, and social earned from certain scores on Advanced Placement sciences requirements, approximately one-third and SAT II examinations, scores on examinations must be taken in a single field of natural sciences, of certain international diplomas, as well as credits one-third in engineering subjects, with the earned from college courses taken prior to matricu- remaining one-third available to meet the particular lation at Tufts . These scores and their equivalencies professional objective of the student . Students who have been determined by the individual depart- wish to pursue a program of this nature should ments . Pre-matriculation credits are treated as consult with an individual faculty member in the regular course credits and accepted toward satisfac- School of Engineering . tion of the degree requirements . If the credit

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received is equivalent to a Tufts course, the student may not take that course for additional credit toward the degree . Students are limited to eight pre-matriculation credits toward their degree . Credits earned prior to matriculation via Tufts summer session are not included in this limit . Secondary school students who have taken college courses should consult the appropriate departments regarding their placement and the possible award of credits . Credit is generally awarded only for courses taken at a college with regularly enrolled college students . Some colleges offer their courses in nearby secondary schools for classes composed entirely of secondary school students; credit is not awarded for these courses .

Advanced Placement Credit Please see next page for complete listing .

30277p001-090.indd 41 7/17/12 2:18 PM School of Engineering > 4 Not Accepted Not Accepted Not Accepted Not Accepted Not Accepted Not Accepted Not Accepted Not Accepted One credit for Math 32 for One credit One credit for English 1 for One credit One credit (Humanities) One credit (Humanities) One credit One credit (Free Elective) (Free One credit Elective) (Free One credit One credit for Comp Sci 11 Comp for One credit One credit (Social Sciences) One credit one credit equivalent to Physics 11 Physics to equivalent one credit One credit (Humanities or Social Sciences) One credit (Humanities or Social Sciences) One credit (Humanities or Social Sciences) One credit Mechanics: With successful placement on the placement successful With Mechanics: Mechanics Placements Exam (offered during Orientation), Exam (offered Mechanics Placements AP Sc ores 5 One credit for Math 32 for One credit One credit for English 1 for One credit One credit (Humanities) One credit (Humanities) One credit (Humanities) One credit (Humanities) One credit One credit (Free Elective) (Free One credit One credit (Free Elective) (Free One credit One credit for Comp Sci 11 Comp for One credit One credit (Social Sciences) One credit Two credits for Chem 1 and 2 for credits Two Two credits for Math 32 and 36 for credits Two One credit for Bio 13 ( or 14) for One credit Mechanics: One credit for Physics 11 Physics for Mechanics: One credit One credit (Humanities or Social Sciences) One credit (Humanities or Social Sciences) One credit (Humanities or Social Sciences) One credit Macro: One credit (Social Sciences) One credit Micro OR Macro: Macro: Two credits (Social Sciences) credits Two Micro AND Macro: Electricity and Magnetism: One credit for Physics 12 Electricity Physics for and Magnetism: One credit Latin Biology TUFTS UNIVERSITY SCHOOL OF ENGINEERING—Advanced Placement Credit (2012–2013 Bulletin) Credit Placement UNIVERSITY SCHOOL OF ENGINEERING—Advanced TUFTS Chinese German Statistics Subject Chemistry US History Economics World History World Political Science Political European HistoryEuropean Environmental Science Environmental Physics C (Calculus Based) C (Calculus Physics Mathematics – Calculus BC – Calculus Mathematics Mathematics – Calculus AB – Calculus Mathematics French/Spanish Lang and Lit French/Spanish Computer Science A and/or AB Computer English Lang and Comp and/or Lit and Comp English Lang and Comp (Max 2 credits even if all three taken) History if all three even (Max 2 credits

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SAT II CREDIT Subject One Credit (Humanities) for SAT II Scores Chinese 760-800 French 770-800 German 770-800 Hebrew 760-800 Italian 770-800 Japanese 760-800 Korean 760-800 Latin 720-800 Spanish 770-800

International Diploma Credit Tufts does not grant credit automatically for the diploma as a whole; rather credit is awarded for each approved subject passed at an appropriate level .

BRITISH GENERAL CERTIFICATE OF EDUCATION A-Level

SUBJECT GRADE CREDIT English A or B 1 credit, English 1 Economics A or B 1 credit, EC5 (social science) Biology A or B 2 credits, Bio13 and Bio14 Computer Science A or B 2 credits, Comp11 and Comp15 Environmental Science A or B 2 credits (free elective) Foreign Languages A or B 2 credits (humanities) Mathematics A or B 2 credits, Math32 and Math36 Physics A or B 2 credits, Phy11 and Phy12 All other approved subjects A or B 2 credits (contact administrative support at Dowling Hall)

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INTERNATIONAL BACCALAUREATE Higher Level

SUBJECT GRADE CREDIT Economics 5, 6, or 7 1 credit, EC5 (social science) English 5, 6, or 7 1 credit, English 1 Foreign Languages 5, 6, or 7 2 credits (humanities) Mathematics 6 or 7 1 credit, Math32 Biology 5, 6, or 7 1 credit, Bio13 or Bio14 Chemistry 5, 6, or 7 1 credit, Chem1 Computer Science 5, 6, or 7 1 credit, Comp11 Environmental Science 5, 6, or 7 1 credit (free elective) Physics 5, 6, or 7 1 credit, Phy11 Psychology 5, 6, or 7 1 credit, Psy1 (social science) All other approved subjects 5, 6, or 7 1 credit (contact administrative support at Dowling Hall)

INTERNATIONAL BACCALAUREATE Subsidiary Level

SUBJECT GRADE CREDIT English 6 or 7 1 credit, English 1 Foreign Languages 5, 6, or 7 1 credit (humanities)

For possible credit from all other international Students following the bachelor of science in diplomas, students must contact a professional engineering and the bachelor of science in engi- academic equivalency service—such as the World neering science are considered to have engineering Educational Service (WES)—to provide an official and engineering science, respectively, as majors and evaluation . Tufts accepts possible credit only for may participate in double-major programs . certain scores on standardized examinations and reserves the right to determine equivalencies toward Undergraduate Minor Programs the Tufts degree . In addition to completing the courses for the concentration requirement, an undergraduate may Engineering Double Majors elect to enroll in a minor program in the College of Students pursuing a major within the School of Liberal Arts or the School of Engineering . All Engineering may undertake a second major with courses used in fulfillment of the minor program the consent of the respective department in the must be taken for a grade . No more than two College of Liberal Arts or the School of Engineer- courses used to fulfill a foundation or concentration ing . To do so, the student must notify the depart- requirement may be counted toward fulfillment of ment of the second major at least one semester the minor . Students may not complete both a minor before graduation . No more than half the courses and a concentration in the same discipline . used to fulfill the requirements for one concentration may be used to satisfy the requirements for a Minor programs offered in the School of second or subsequent one . Students may not Engineering are: complete the second or subsequent concentration Architectural Engineering in the same discipline . (for liberal arts students) Department of Civil and Environmental Engineering

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Biotechnology Engineering under the pass-fail grading and those courses in Department of Chemical and Biological Engineering which grading is pass-fail . All decisions regarding Computer Science the pass-fail option must be made within the ﬁrst Department of Computer Science four weeks of any term . After four weeks, the only Engineering Education choices are to complete a course under the existing administered by the Center for Engineering Education grading system or to withdraw for the remainder and Outreach of the term . Please see http://go.tufts.edu/ Engineering Management EngineeringAdvising for more information . administered by the Gordon Institute Entrepreneurial Leadership Academic Standing/Satisfactory Progress administered by the Gordon Institute Toward the Degree Geoengineering The following are guidelines for maintaining (for liberal arts students) Department of Civil and satisfactory progress toward the degree . Determina- Environmental Engineering tion of a student’s academic status is made by the Human Factors Engineering School of Engineering Committee on Academic Department of Mechanical Engineering Standing . Multimedia Arts Students are subject to action by the committee (for liberal arts and engineering students) Department if they have accumulated one or more of the of Electrical and Computer Engineering. Administered by following during the semester: the Communications and Media Studies Program • two Ds Music Engineering • one F (for liberal arts and engineering students) Department • two incompletes of Mechanical Engineering • fewer than three credits with C- or better Musical Instrument Engineering • a semester grade point average below 1.80 (for liberal arts and engineering students) Department • a cumulative grade point average below 1.67 of Mechanical Engineering • complete fewer than the following number For more information, see departmental listings in of credits: this bulletin . Fall Spring First year 3 credits 7 credits Dean’s List SOPHOMORE 12 credits 17 credits Each semester, students who have been enrolled with a minimum of 4 0. credits, received letter Junior 22 credits 27 credits grades in a minimum of three credits, completed Senior 32 (BS, 31) 38 (BS, 36) every course in which they were enrolled with no work incomplete (with the exception of Y), and Normally, students are removed from probation if, earned the minimum grade point average of 3 .2 will in the succeeding semester, they complete the be placed on the Dean’s List in recognition of their minimum total number of credits, earn four credits academic achievement . An indication of Dean’s List with grades of C- or better, have no failing grades, status will be placed on their permanent record . and no incompletes .

Pass-Fail Option Academic Probation The spirit of the pass-fail option is to encourage Students who fail to meet these guidelines may be academic exploration . Maximum of eight pass-fail placed in any one of the following categories at the credits may be counted toward the total credits end of semester . required for graduation . No introductory, foundation, or departmental concentration course may be Probation I: Probation I indicates that a student’s taken pass-fail . Normally, no more than one course academic performance has not met expectations per semester may be taken pass-fail . No distinction and is encouraged to seek support in order to is made between regular courses that students elect improve future performance .

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Probation II: Probation II indicates significantly Tau Beta Pi weak academic performance during a single Tau Beta Pi, the national engineering honor society, semester, or a lack of meaningful academic progress founded in 1885, affords engineering students the over more than one semester . same recognition for high scholastic achievement Probation III: A student on Probation III is not and exemplary character as is provided for liberal considered to be in good academic standing . The arts students in Phi Beta Kappa . The Tufts chapter student has demonstrated very poor academic is designated as Delta Chapter of Massachusetts . performance and is urged to take a voluntary leave of absence . Thesis Honors Program The Thesis Honors Program allows students to Required to Withdraw: Students in this category are pursue a program of independent study usually required to withdraw for one to four semesters . leading to a senior thesis and a qualifying examina- Tufts will accept transfer credit for no more than tion . The principal purpose of the program is to one semester’s and one summer’s work completed give special impetus to the development of during the absence . self-reliance, individual initiative, habits of critical Permanent Academic Withdrawal: In rare instances, analysis, and correlation of knowledge . Students a student will be required to withdraw permanently pursuing a CIS thesis are eligible for thesis honors . from the university . Because this is an honors program, admission is normally restricted to students whose names have Grade Requirements appeared on the Dean’s List at least two times For graduation, grades of C- or better are required before their senior year . Students may take on an in 67 percent of the courses submitted for the honors thesis with one semester on the Dean’s List degree . It is expected that grades of C- or better if they have transferred to Tufts or have received will be earned in at least 75 percent of the courses special permission from their department . The taken in the concentration . application process should be completed during the junior year, including the summer of the senior year . Degrees with Honors The student is responsible for finding an advisory Distinction (cum laude) is conferred at commence- committee (one principal advisor who is a fulltime ment on deserving students who earned an faculty member in the School of Engineering, and academic average of 3 20. or higher . at least one other full time faculty member from the High distinction (magna cum laude) is conferred faculty of Arts, Sciences, and Engineering, or at commencement on deserving students who had industry expert) . Admission to the program requires an academic average of 3 50. or higher . formation of an advisory committee, consent of the Highest distinction (summa cum laude) is student’s advisor, and approval of either the conferred at commencement to deserving students student’s major department, or in the case of a CIS who have a cumulative grade point average of 3 .80 thesis the CIS Board . The membership of the or higher . advisory committee and the title of the thesis must These nominations are approved by a special be registered with the Academic Resource Center . vote of the faculty . The advisory committee will be chaired by a The above criteria may be replaced by special full-time faculty member in the School of Engi- evaluation of the Tufts academic record if substan- neering . Exceptions to this rule may be made at the tial transfer credit is submitted in fulfillment of discretion of the department chair for the student’s the degree requirements, or if the degree program is major . The committee will direct the student’s of unusual duration . Students whose permanent reading and research or other technical work, and record includes a serious disciplinary infraction will will guide the student in preparing for a qualifying not normally be eligible for degrees with honors . examination in the area of investigation . All such programs will include two one-semester course credits (with at least one credit toward the concentration elective) . The thesis should be of quality comparable to a paper publishable in a peer-

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reviewed journal . Its subject and scope will be months, or for approximately ten to fifteen hours a agreed on in advance by the student and sponsor week during the semester . These internships may be and approved by the committee . The completed awarded transcript notations without any academic thesis will be presented for consideration no later credit . than two weeks before the last day of classes of the In rare instances, students may receive credit student’s final semester . toward degree requirements for which the following Each candidate for a degree with thesis honors conditions must be met: is required to undergo examination on the thesis the internship proposal is approved in advance by and on the principal area of investigation . The the department, a faculty mentor has supervisory specific character of the examination is determined and technical control of any work that receives by each advisory committee and may be oral or credit, a minimum of 150 hours of work for the written or both . After the defense, a final copy of semester is required, a written report is submitted the thesis, in electronic form, should be submitted that will be evaluated by the faculty mentor and the to the Tisch Library archive . outside institution supervisor . The advisory committee is empowered to Undergraduate international students who wish determine the level of thesis honors to be awarded, to participate in the Curricular Practical Training basing its recommendation on an evaluation of the (CPT) program should contact the international thesis . Degrees are designated bachelor of science, Center . with highest thesis honors, with high thesis honors, The Office of Engineering Internship, located in or with thesis honors . (Thesis honors will be Hall, helps qualified engineering students identify indicated on the student’s transcript, but not on the potential internship opportunities . diploma .) Students who, in the judgment of the advisory committee, have not attained the standards Combined Bachelor’s/ required for a thesis honors designation, but whose Master’s Degrees Program work is worthy of a degree, are recommended for The School of Engineering offers exceptional the bachelor of science degree subject to the general engineering students the option of pursuing one of regulations . Students who, in the judgment of the two combined degree programs: a bachelor of advisory committee, have attained the standards science and master of science degree (B .S .-M .S .) or required for a thesis honors designation may also a bachelor of science and master of engineering receive the degree summa cum laude, magna cum degree (B .S .-M .Eng .) . Both bachelor’s and master’s laude, or cum laude, in accordance with the degrees are awarded only on completion of the procedures governing degrees with distinction . entire program; a student may not receive one After the defense, a final copy of the thesis degree earlier, even if the requirements for that should be submitted to Digital Collections and degree have been met . Combined-degrees students Archives (DCA) . Beginning in academic year must pay four years of undergraduate tuition and 2008–2009, the DCA will accept thesis submission two semesters of graduate tuition (plus continua- electronically as an alternative to submitting a tion fees as applicable) . bound paper copy . Please contact the DCA for Students seeking admission to the program must more information on how to submit your thesis . submit an application to the Office of Graduate For answers to frequently asked questions and a Studies by November 15th of their junior year . style sheet, visit the website: Admission to the program requires (1) a minimum http://ase.tufts.edu/wts/seniorThesis.asp . cumulative GPA (through the fall semester of the junior year) of 3 60. for the B .S .-M .S . program and Undergraduate Internship Programs 3 .20 for the B .S .-M .Eng . program; and (2) Internships provide undergraduate students with acceptance by the department in which the student the opportunity to apply their education and skills intends to complete the master’s portion of the directly toward a field-based situation, at an off-site program . Applicants admitted to the combined- organization . degree programs will be notified by January 15th of Most often, internships are paid positions that their junior year . are performed on a full-time basis over the summer

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Combined-degrees students are expected to that is especially well suited for part-time, practic- fulﬁll all the requirements of the bachelor’s degree ing engineers, and the doctor of philosophy degree program (38 credits); of these, two graduate-level in selected areas of research excellence . Students credits are allowed to count toward the master’s may enroll full time or part time in any program degree requirements as long as they carry the subject to the residence requirements described in designation of the department in which the master’s the Graduate School of Arts and Sciences section portion of the combined degree program is to be of this bulletin . Departments award tuition completed . scholarships, teaching assistantships, and research Students admitted to the combined B .S .-M S. . assistantships on a competitive basis to graduate program receive summer research support for the admissions candidates . Prospective and current summers after junior and senior year . This summer students should consult with the individual research support provides salary at the level of departments to obtain detailed policies regarding research assistants set by the School of Engineering degree requirements and programs . for three summer months . Students may petition to opt out of summer research provided they conduct master’s thesis work approved by the student’s advisor and department .

Degree Audit Reporting System DARS is a web based application that allows students to systematically assess their progress toward degree completion . A DARS audit will report detailed degree requirements, how coursework can be used to complete that degree, and completed and outstanding requirements . For more information visit http://degreeaudit.studentservices.tufts.edu

Graduate Programs The School of Engineering is the academic unit of Tufts University responsible for postbaccalaureate degrees in engineering and computer science . The nonacademic aspects of graduate engineering programs, such as admissions, registration, special student program, transfer credit and degree certiﬁcation, are administered along with the nonengineering programs by the Graduate School of Arts and Sciences . Several combined undergraduate-graduate degree programs are offered by the school, including tracks in the traditional engineering disciplines, engineering management in collaboration with the Gordon Institute, biomedical engineering/medicine in collaboration with Tufts’ health science schools, and international engineering in collaboration with the Fletcher School of Law and Diplomacy . Through its six academic departments and the Gordon Institute, the School of Engineering offers the master of science degree (a thesis is required in some programs), the master of engineering degree

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Graduation Dates General Undergraduate Tufts awards undergraduate degrees three times Information during the year: May, August, and February. The only commencement ceremony is held in May.

Undergraduate Policies Advanced Standing Residence Requirement Once students have completed two full years at Tufts, they may advance their standing if they meet The university requires eight semesters of full-time the following criteria . Students earning a total of study for the baccalaureate degree . After matricu- five credits from pre-matriculation credits and /or lating at Tufts, a student may spend no more than Tufts summer session credits (including Tufts in two semesters of full-time study at other approved Talloires) will be eligible for one semester’s institutions or on approved non-Tufts study abroad advanced standing; students earning a total of nine programs . Transfer students must spend four such credits will be eligible for two semesters’ full-time semesters at Tufts or on Tufts study advanced standing . Applying students must be in at abroad programs . All students must earn a mini- least their fourth semester, must have declared a mum number (17 for liberal arts; 19 for engineer- major, and must complete a Request for Advanced ing) of their required graduation credits (34 for Standing form, available online . liberal arts; 36 for engineering) at Tufts or on Tufts Students electing advanced standing are study abroad programs . expected to complete the stated degree require- Students must be in full-time residence at Tufts ments with a minimum of thirty-four course credits for the final two semesters . Enrolled students may for the College of Liberal Arts and thirty-eight for normally transfer courses only from accredited the School of Engineering, including credits four-year colleges and universities . Candidates for awarded in determining advanced standing . All combined bachelor’s degrees (liberal arts/engineer- will include in their programs sufficient courses to ing combined degrees, and the programs with meet the requirements of their college or school . New England Conservatory and the School of the Students electing advanced standing must Museum of Fine Arts) must complete their spend at least six semesters as full-time students . programs in no fewer than ten semesters . Enrolled Ordinarily, two years or four semesters of the students may accelerate in the ways described undergraduate’s course of study must be taken at below . Tufts University’s home campus . Up to one year or Completion of a specified number of credits two semesters may be spent in a Tufts-related does not in itself constitute an undergraduate program, either foreign or domestic . education . Students need time to reflect on and Students electing advanced standing must do so absorb knowledge . Four years of full-time study in by the fall of their senior year . an academic environment provide the opportunity to explore a varied curriculum at a reasonable pace; Resumed Education for Adult Learners to interact with and learn from fellow students (R.E.A.L.) representing a variety of national, ethnic, religious, The Resumed Education for Adult Learners and racial backgrounds; to be enriched by study in a program is open to students 24 years of age or older, foreign country; and to survey the cultural, veterans, and students who are married or are recreational, and educational opportunities of parents . This unique undergraduate program meets Boston and New England . the need for greater academic flexibility in the Exceptions to the policy are rarely granted . education of older students . It is open to those who Petitions may be made on the basis of unanticipated have some college experience, with recent course- personal, family, or financial emergencies . work a requirement . The R .E .A .L . program is particularly receptive to prospective students who have assumed leadership roles in local community affairs as well as to residents of Medford and

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Somerville . Students in the program are enrolled in A matriculated student may take courses at regular undergraduate courses and pursue a course other accredited four-year colleges and universities of study leading to a college degree in liberal arts or and receive credit for them toward a Tufts degree engineering, for which they are expected to fulfill by obtaining approval in advance from the relevant existing requirements . The R .E .A L. . program department through WebCenter . Courses taken at a admits students for both the fall and spring community college after a student has matriculated semester of the academic year . For more informa- at Tufts are not accepted for transfer . Up to two tion about the program, please call the Office of semesters of full-time study after matriculation at Undergraduate Admissions, located in Bendetson Tufts may be spent at other approved four-year Hall, at 617-627-3170, or call the director, Jean institutions or on approved foreign study programs . Herbert, at 617-627-2000 . Students who transferred to Tufts must spend a minimum of four full-time semesters at Tufts or on Transfer Students a Tufts study abroad program . Students attending Entering transfer students are considered sopho- summer schools (other than Tufts Summer Session) mores until their transfer credits have been are normally allowed to transfer no more than evaluated . Transfer students are entitled to the same three credits earned in one summer, nor more than advanced placement credits and exemptions from a cumulative total of five credits toward a Tufts foundation requirements as students who enter degree . Tufts as first-year students, with the same stipula- Students who plan to complete a full-time tion that transfers may not receive credit for a semester elsewhere must complete the equivalent of course covering essentially the same material as that three or more Tufts credits to have it qualify as a for which advanced placement credit is granted . full-time semester . Transfer students with eligible scores on the All students planning to transfer credits earned SAT II Subject Tests and Advanced Placement while on leave at other institutions should begin Tests should have official records of their scores sent the process by first discussing their plans with their to Undergraduate Education before orientation . academic dean . Such credits will be approved only on the basis of Applied courses in music and dance, such as official test records and not a transcript from the performance ensembles and lessons, are not student’s previous institution . normally accepted for transfer . Students transferring from other institutions must spend a minimum of four full-time semesters Registration Information and must complete at least half the credits toward Registration for courses is done through SIS online . their degree at Tufts or on a Tufts study abroad Students register for courses in November for the program (17 for liberal arts; 19 for engineering) . coming spring term and in April for the next fall Pre-matriculation credits received from certain term . It is critical that students register for courses standardized examinations (such as Advanced during this time . Students who are taking personal Placement and international diplomas) are not leaves of absence or leaves of absence to study considered Tufts credits for this purpose . elsewhere in the U .S .A . must complete the online leave of absence form (available through Transfer of Credit from Other Institutions WebCenter) and should contact their academic In order to receive transfer credit from another dean . Students taking a leave of absence to study accredited institution, a student must have received abroad on a non-Tufts program must complete a a grade of C- or better . Transferred credits are leave of absence form and submit it to the office of entered in the Tufts record without the grade . Tufts Programs Abroad . International students Students may transfer from other institutions no taking a leave of absence must also contact the more than the equivalent of seventeen Tufts course International Center at 617-627-3458 . Failure to credits for the College of Liberal Arts and nineteen register or file the appropriate leave of absence Tufts course credits for the School of Engineering . could result in administrative withdrawal from the Tufts does not accept transfer credits for internships University . nor for online courses .

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Registration will reopen during winter and Grades summer breaks . Students will be able to register for The standing of the student in each subject is any open classes, drop any classes, and sign up for expressed by one of the following letters: the waitlist during this period . Please note that the A Superior work waitlist will be active throughout this time . If a B Meritorious work student is number one on a waitlist for a course C Satisfactory work and another student drops this course then the first D Unsatisfactory work but allowable for credit, subject waitlisted student will be rolled into the course . to the restrictions specified under the requirements The ability to add courses online will remain open for graduation. Some departments disallow credit for the first two weeks of the term . Once the add toward the concentration requirement. period is over, students who wish to enroll in a P Passing work (D- or better): for courses taken under closed course must get the instructor’s signature and the pass-fail option, and for selected courses offered submit the add form to the Student Services Desk only pass-fail by departments. Grade point average in Dowling Hall . is not affected. Sophomores, juniors, and seniors will be able to F Failure: No credit is received. A grade of F is averaged drop courses online through the end of the fifth into the grade point average. week of classes . First-year students will be able to drop courses online through the end of the tenth No-grade status week of classes . After these deadlines, a student may I Incomplete: An indication by the instructor that withdraw from a course until the last day classes more time will be allowed to complete the require- meet (before reading period) through a paper form ments for the course. An incomplete may be available in Dowling Hall . The grade of W awarded only if the student has done substantial (withdrawn) will appear on the transcript, but does work in the course, the instructor judges the reasons not affect a student’s cumulative average . Petitions for granting incomplete status to be valid, and the for W will not be accepted after the last day of instructor determines that the work can be classes . After that date, students must either finish completed in the time specified on the incomplete the course and receive the appropriate grade, or form. The instructor is responsible for specifying on request an I (incomplete) from the instructor and the incomplete form the reason for the incomplete complete the work by six weeks into the following grade and the conditions that must be satisfied for semester (or by a date set by the instructor) . the awarding of a grade. A copy of this form must be submitted to Dowling Hall at the time final grades Reduced Course Load are reported. It is the responsibility of the student to Permission to take a reduced program of courses request an incomplete before the required work may be granted to students in the Resumed is due. If an incomplete is granted, all work in the Education for Adult Learners Program and those course must be completed six weeks into the who have completed eight semesters of full-time following semester (fall or spring only), or the date study . In very rare instances, health needs may the instructor has stated on the incomplete form. The also merit a reduced course load; consideration for work will be evaluated without prejudice and a grade this is given by the Health Accommodations and should be submitted two weeks after the work is Medical Leave Committee in advance of the received by the instructor. A course not completed semester for which it is requested . Such students by the designated time will receive the default grade are considered to be making satisfactory progress if specified on the incomplete form. Under special they complete each course with a C- or higher . A circumstances, a student may request from the minimum of three credits is full time . instructor an extension of the deadline. Any such agreement should be submitted in writing to Dowling Hall. W Withdrawn: An indication that a student has been permitted to withdraw from a course after the fifth week of a semester (tenth week for first-year students), but no later than the last day of classes.

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Y An interim symbol used to denote the absence of a Repeated Courses grade because the work on which the final grade is Students who receive a failing grade for a course to be based extends beyond the time limits of the may repeat the course and receive degree credit if a semester. passing grade is earned a second time . Both grades CR Credit: Credit is received, but is not included in the remain on the transcript and both the F and the grade point average. passing grade are calculated into the cumulative NG No grade: The instructor has no current knowledge average . Students may choose to repeat a course of the student listed on the grade sheet. after receiving a D+, D, or D- . Both the repeated NR No record: There is no record of the student having course, if passed, and the original course receive attended class. The course and grade will be one-half their credit value in computing both removed by the registrar. grades for the grade point average and both grades remain on the transcript . Students who earn a grade In computing the average of a student’s grades, each of C- or above for a course may choose to repeat course grade of A is counted as 4 00;. B, 3 .00; C, the course for a variety of reasons . Degree credit 2 .00; D, 1 .00 . Appropriate value is given to and cumulative average will reflect only the first plus and minus grades and to half-credit courses . passing grade earned in the course; record of the Averages are computed to three decimal places; repeat and subsequent grade will appear . Studio art semester and cumulative averages are rounded to classes and performance classes in dance, music, two decimal places . Since changes cannot be made and physical education may be repeated for credit . after graduation, seniors are urged to have rectified See department for specifics . (A total of four of any errors on their transcripts well in advance of these half credit courses may be taken for credit; the graduation date . additional such courses will appear on the transcript with no credit .) Creative writing classes at the Changes in Course Grades: introductory level may be taken twice in each genre Statute of Limitations (fiction, poetry, journalism) . Creative writing classes Effective education requires timely and objective in fiction and poetry at the intermediate level may evaluation of students’ academic work, using clear, also be taken twice for credit . ( Journalism and standard, fair, and public criteria . Such standards Nonfiction Writing at the intermediate level may should be listed in the course syllabus . While be taken only once each .) criteria differ across disciplines and faculty, and while the ultimate responsibility for setting Extra Courses standards and evaluating performance rests with Liberal arts students may register for a maximum departments and faculty, submitted grades are final of 5 .5 credits each semester; engineering students and not subject to negotiation . Exceptions should may register for a maximum of 6 .5 credits each be limited to correcting clerical and calculation semester . To add an additional credit, students must errors, and correcting deviations from stated petition their academic dean for permission at the criteria . Of course, students do have the right to start of the semester, but not before . Such permis- know the basis for a grade and faculty should be sion is rarely granted to first-year students . open to that post-semester conversation . Following such a conversation, undergraduates who believe Missed Classes that an error or deviation remains may appeal to Students should make themselves aware of each the department chair or program director and, if professor’s attendance policy . Students who must necessary, subsequently to a dean of the faculty in miss a class because of an illness should submit the Ballou Hall . online short-term illness form, available through Any request for a change in a course grade must WebCenter . Students are encouraged to speak with be made to the course instructor no later than six the professor directly and to consult their academic weeks into the following regular semester . dean in Undergraduate Education in Dowling .

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Study Abroad—Tufts Programs other institutions, students studying elsewhere will Students are encouraged to study abroad under one be charged a fee of $400 . of the established programs sponsored by Tufts University . (See Tufts Programs Abroad ). To apply Leaves of Absence and Transfers to a Tufts Program Abroad, students must plan a Students considering a leave of absence or trans- program relevant to their degree program at Tufts, ferring to another school must consult their secure in advance the approval of their advisor, and academic dean and complete the online leave of meet the requirements of the program to which absence form, available through Web Center . they are applying . (For further information on The Residential Life Office must be notified if a requirements, see http://ase.tufts.edu/studyabroad .) housing contract has been signed . There is a penalty Among other requirements, students participating for failing to notify the Residential Life Office by in Tufts Programs Abroad must be in good certain deadlines (consult the Residential Life academic and disciplinary standing from the time Office) . Students receiving financial aid should also of application through participation in the program . notify Financial Services . International students must contact the International Center for informa- Study Abroad—Non-Tufts Programs tion on visa status . Students taking a personal leave To study abroad, students must plan a program of absence with a plan to return to Tufts should relevant to their degree program at Tufts and must consult their academic dean if they intend to take secure in advance the approval of their advisor and classes elsewhere while on leave . the director of Programs Abroad . Transfer credit toward the Tufts degree will be accepted only from Medical Leave students who are in good academic and disciplinary Medical leave is an option available to students standing at the time of enrollment in the foreign who, for physical or psychological reasons, are program . A list of recommended non-Tufts unable to continue at the university during a programs is available online and in Dowling Hall . semester . Appropriate medical evaluation is a In order to have a semester of study away from required part of the process . In certain cases, mental Tufts count as one of the eight semesters of health practitioners or physicians may recommend full-time study required for graduation, a student that it is not in a student’s or the community’s best must complete the equivalent of three or more interests for the student to continue at the univer- transferable Tufts credits . To meet the costs of sity . The standard medical leave is for one year . In administrative procedures connected with study at unusual circumstances a student may successfully other institutions, students studying on a non-Tufts demonstrate readiness to return earlier . Decisions program abroad will be charged a fee of $400 . about return eligibility are made by the Health Accommodations and Medical Leave Committee . Study Elsewhere in the United States Students on medical leave are allowed to take To study elsewhere in the United States, students courses at another four-year, accredited college must take a leave of absence from Tufts and must while away from Tufts, but should consult their secure in advance the approval of their advisor and academic dean in advance . their academic dean . Approved courses will be Notification of intention to request re-entry: transferred from four-year, accredited colleges or Notification must be submitted in writing or via universities if the student earns grades of C- or email to the attention of Marisel Perez, Associate better . Students must get courses approved for Dean of Student Affairs in the Office of the Dean transfer from the relevant department at Tufts of Student Affairs ([email protected]) no later through WebCenter . In order to have a semester of than: study away from Tufts count as one of the eight • June 1st for the following Fall semester semesters of full-time study required for graduation, • November 1st for the following Spring a student must complete the equivalent of three or semester more transferable Tufts credits . To meet the costs of • March 1st for the following Summer Sessions. administrative procedures connected with study at Please visit: http://studentservices.tufts.edu/dos/ healthaccommodations.htm .

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Academic Ethics resolution through mediation . Note that both A university is a community of individuals inter- parties must be willing to use mediation as an ested in the search for an understanding of alternative means of dispute resolution for this to knowledge . Absolute honesty on the part of every work . The mediation process is described in Tufts college student is and always shall be an integral University Student Disciplinary System. Disciplin- part of the plan of higher education at Tufts ary decisions resulting from hearings may be University . Examples of academic dishonesty appealed to the CSL . include plagiarism, handing in one paper for two or Consequences for academic dishonesty include more courses without the knowledge and consent disciplinary probation, suspension, or expulsion . of the instructors involved, dishonesty on examina- Instructors commonly assign an F for a course in tions, and the purchase of papers to be submitted in which ethical practice is violated . For more a course . information, please refer to Academic Integrity @ Certain fundamental principles for the acknowl- Tufts.edu, available online or in Dowling Hall . edgement of sources apply to all fields and to all levels of work . The use of source materials of any Privacy kind (including the Internet) in the preparation of The federal Family Educational Rights and Privacy essays or laboratory reports must be fully and Act of 1974 (FERPA) gives each Tufts student properly acknowledged . In a paper or laboratory access to his or her educational records, the right report, a student is expected to acknowledge any to correct inaccuracies in the records and the right expression or idea that is not his/her own . In to control distribution . Since September 11, 2001, submitting the paper, the student is stating that the the Department of Education has stated that a form and content of the essay or report, in whole college must provide (absent a request) information and in part, represent his/her own work, except it reasonably believes will assist law enforcement where clear and specific reference is made to other officials in investigating or preventing terrorist sources . Even where there is not conscious inten- activities . In addition, there are exceptions in the tion to deceive, the failure to make appropriate statute, such as a subpoena, that allow Tufts to acknowledgement may constitute plagiarism . Any release student records even if the student objects . quotation—even of a phrase—must be placed in A description of your rights under the act, the quotation marks and the precise source stated in a location of records pertaining to you, and the note or in the text; any material that is paraphrased procedures for requesting access and invoking your or summarized and any ideas that are borrowed right to control access appears on the Student must be specifically acknowledged . A thorough Affairs web site: http://uss.tufts.edu/studentaffairs . rewording or rearrangement of an author’s text does Please note: Only directory information is made not release the student from these responsibilities . available to the public . Directory information All sources that have been consulted in the includes whether a student is in attendance at the preparation of the essay or report should be listed university and the student’s local telephone number in the bibliography . and email address . Students may request that Allegations are reported to the Office of the directory information not be released to anyone by Dean of Student Affairs . If a student agrees with completing a privacy request form available at the the charge and/or the nature of the evidence Student Services Desk . Such requests are subject to makes it clear that academic dishonesty has taken the exemptions provided by certain policies, place, the judicial affairs officer will take appropri- including FERPA and the Patriot Act of 2001 . ate action . A decision made in this way may be Students should verify implementation of their appealed to the Committee on Student Life (CSL) request by calling Dowling Hall . A change in according to the policies set forth in Tufts Univer- phone number, along with the request not to release sity Student Disciplinary System. the information, is suggested as the best way to Working through the Office of the Dean of ensure privacy . Student Affairs, it may be possible for the faculty member and the accused student(s) to reach a

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Nondiscrimination Policy activities, and serves as liaison with the University Tufts University is committed to the fundamental of Chile . The program is of particular interest to principle of equal opportunity and equal treatment students in Latin American studies, international for every prospective and current employee and relations, and environmental studies, but students student . It is the policy of the university not to from all majors are invited to apply . discriminate on the basis of race, color, national or ethnic origin, age, religion, disability, gender, sexual Tufts in China orientation, gender identity or expression, or status The Tufts-in-China program offers a fall semester as a veteran in the administration of its educational at Zhejiang University in Hangzhou, China . policies, admissions policies, employment policies, Hangzhou is the capital city of the Zhejiang scholarship and loan programs, and athletic or other Province and is located about two hours southwest university-sponsored programs . of Shanghai . Once the capital city of the Southern For more information or to file a complaint of Song Dynasty (1127–1279), it is one of the discrimination, contact the Office of Equal best-known cities in China, both for its long and Opportunity and Affirmative Action at rich history and for its natural beauty . The region is 617-627-3298 or visit www.tufts.edu/oeo . famous for such products as silk and tea . The main campus of Zhejiang University is situated near the Tufts Programs Abroad picturesque West Lake, whose natural beauty was celebrated by ancient poets . Zhejiang University Tufts University has been offering foreign study was established in 1998 when four individual programs for more than four decades, and at universities were brought together . It is currently present offers undergraduate programs for juniors the biggest university in China, both in size (39,000 and seniors to study in Chile, China, Ghana, Hong students) and in range of disciplines (115 under- Kong, Japan, London, Madrid, Oxford, Paris, and graduate specialties) . Tübingen . Non-Tufts students may be admitted The Tufts-in-China program is open to provided there is space available . In all programs, students who have completed Chinese 4 . Intensive students attend the designated college or university . instruction in Chinese language, as well as courses Integration into a foreign university and the taught in English in such subjects as history, cultural and social life of the host country is the aim Chinese culture, and literature are offered . Students of Tufts Programs Abroad . Further information is are housed in the new international dormitory available in the program office at Dowling Hall, on campus . A resident director provides academic 617-627-2000, or visit advising and extracurricular social and cultural http://ase.tufts.edu/studyabroad . activities .

Tufts in Chile Tufts in Ghana A program of study at the University of Chile is The Tufts-in-Ghana program, which takes place in available for the fall semester or the full year . The the fall semester, links Tufts to the University of University of Chile—one of Latin America’s oldest Ghana (Legon), located just outside the booming and most important universities—is located in West African metropolis of Accra . The University Santiago, a metropolis set in a valley 3,000 feet up of Ghana, founded in 1948, is a full-service research in the Andes . Santiago is home to many United and teaching university offering students outstand- Nations and other international organizations for ing academic and extracurricular programs .The the region and is one of Latin America’s leading university’s 30,000 undergraduate and graduate intellectual and cultural centers . Participants, who students are served by seven residence halls, central are expected to have completed Spanish 21-22 and branch libraries, and a university hospital . (Composition and Conversation) or the equivalent, Two or three supervised excursions per semester enroll in regular courses at the University of Chile will take students to the Dagbe Center for Arts and and live with Chilean families . Culture, which provides an experience of traditional A resident director provides academic advising, culture and the performing arts (drumming, assistance with homestays and extracurricular singing, dancing) in a picturesque seaside village set

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among the palms one mile from the warm Atlantic of former samurai and tour the city’s two temples . Ocean . The Tufts-in-Ghana program is designed Students take classes at the newly rebuilt Kanazawa to expand students’ cultural awareness as they earn University, one of the leading national universities . credit toward the undergraduate degree . In Courses include Japanese language at the interme- consultation with the resident director in Ghana, diate and advanced levels, as well as subject courses each student designs an academic program of four taught in English . Housing is in a dormitory on the or five courses from the diverse array of subjects Kanazawa University campus . Students must have offered by the university’s many academic depart- completed Japanese 2 or the equivalent by the time ments . Special language courses for Tufts students of departure . All majors are welcome to apply . are taught at the Ghana Language Center on the A resident director coordinates extracurricular Legon campus . Students from all academic majors, social and cultural activities and will serve as a including mathematics and the sciences, are contact person . encouraged to apply . Tufts in London Tufts in Hong Kong The Tufts-in-London program is affiliated with The Tufts-in-Hong Kong program is affiliated University College London (UCL) and with the with the University of Hong Kong and is available School of Oriental and African Studies (SOAS), for the spring semester . Hong Kong, an affluent both constituent colleges of the University of modern city of more than six million, offers visitors London . Students enroll full time at either UCL or a unique blend of Eastern history and Western SOAS . Both are situated in the heart of the influence . Returned to China in July 1997 after Bloomsbury district in central London, near the more than 150 years as a British Crown Colony, cultural and social life of the capital city . Tufts in Hong Kong continues to enjoy a high degree of London is a one-year program of academic study autonomy as a Special Administrative Region . and is open only to full-year students . University The University of Hong Kong, known as HKU, College London is a comprehensive university evolved from the former Hong Kong College of offering courses across a broad curriculum, includ- Medicine, which was instituted in 1887 . Since its ing biology and engineering . The School of official opening in 1912, the university has embod- Oriental and African Studies focuses on the ied the pioneering spirit of Hong Kong . It remains languages, cultures, and societies of Africa, Asia, at the forefront of breakthroughs in medical and and the Middle East . scientific research . HKU has a student population The program is under the overall supervision of of 23,000, including about 3,300 international a resident director who provides a full range of students . Courses are taught in English and are student services, including a program of extracur- offered across a broad curriculum . Faculties open to ricular cultural and social activities, and coordinates Tufts-in-Hong Kong students include arts, business all aspects of the program . Tufts-in-London and economics, education, engineering, science, and students are housed in college dormitories that are social studies . Students are housed in dormitories located within a few minutes’ walk of the campus . on campus . A resident director coordinates student activities, Tufts in Madrid living arrangements, and academic advising . The Tufts program in Spain is affiliated with the Autonomous University of Madrid and with the Tufts in Japan University of Alcalá . The program is primarily a The Tufts-in-Japan program offers a full academic one-year course of study; however, arrangements year at Kanazawa University . may be made to allow students to participate for the Kanazawa, located on Japan’s western coast, is an fall or spring semester . Although the program is ancient castle town with a rich heritage of arts and particularly valuable for Spanish majors, students crafts, including silk dying, pottery, lacquerware, from departments and programs such as economics, Noh theatre, papermaking, and confectionery . It history, international relations, political science, boasts one of the most spectacular gardens in all of psychology, biology, and sociology have studied in Japan . Students can visit the mansions and gardens Spain as well .

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Preparation equivalent to the successful comple- Tufts in Paris tion of Spanish 21-22 (Composition and Conversa- The Tufts-in-Paris program offers a combination of tion) is required . Spanish 31-32 (Main Currents of Tufts in-house courses taught by French professors Spanish Literature) or 34-35 (Survey of Latin and courses in French institutions of higher American Literature) are highly recommended . education in Paris, notably the public University of The Tufts director in Madrid advises students in Paris I (Panthéon-Sorbonne) and University of selecting courses from the university . Paris III (Sorbonne Nouvelle) and the private The program offers an orientation session and Institut Catholique . Courses are available in French group trips during the academic year . Monthly and comparative literature, political science, lectures and receptions are held at the program economics, history, cinema and theater studies, center, giving students contact with important communications, art history, philosophy, religion, figures from Spanish cultural and political life . psychology, European studies and international Students are housed with Spanish families living in relations . All courses are taught in French . Madrid or Alcalá . Qualified students may apply for the full-year diploma program for international students at the Tufts in Oxford prestigious Institut d’Etudes Politiques (Sciences- Tufts and Pembroke College of the University of Po) . Tufts in Paris is primarily a one-year course of Oxford maintain an agreement under which up to study; however, arrangements may be made to allow six qualified Tufts students are selected to spend an students to participate for the spring semester only . academic year at Pembroke College as non-degree Although the program is particularly valuable for visiting students . French majors, students from departments and Pembroke College was founded in 1624 and has programs such as economics, history, international a student body of 500 . It is a friendly and informal relations, political science, psychology, and sociol- college, emphasizing intellectual activity, but sports, ogy have participated as well . drama, and music are also important . Oxford, with Preparation equivalent to the successful comple- 12,000 undergraduates and 7,000 graduate students, tion of French 21-22 (Composition and Conversa- is now over 800 years old and consists of thirty- tion I and II) is required for the program . French eight independent, self-contained, self-governed 31-32 (Readings in French Literature I and II) is colleges and numerous other institutes and highly recommended . The program is under the organizations . Students wishing to attend Pem- overall supervision of a resident director, who broke College must show college-level course work advises students in selecting courses at the French in the subject they wish to pursue at Oxford . universities in Paris . The Tufts-in-Paris program Each applicant is required to have a 3 .7 also offers its own courses in French, art history, cumulative grade-point average (on a scale of 4 .0) and literature . Full-year students are required to after two semesters . Pembroke will accept applica- take either the French language course or the tions only from students who are prepared to study French literature course each semester . The in the following areas: biochemistry; biological program offers an orientation program and group sciences; chemistry; economics and management; trips during the academic year . English language and literature; English and Tufts-in-Paris students are housed with French modern languages (French, German, Italian); families . experimental psychology; mathematics; mathematics and philosophy; history; history and economics; Tufts in Tübingen history and English; history and modern languages; Tufts sponsors study at Eberhard-Karls Universität history and politics; modern languages (French, in Tübingen, Germany . Tübingen is located south German, Italian); philosophy, politics, and econom- of Stuttgart in the state of Baden-Württemberg . ics; philosophy and modern languages; politics; The university, founded in 1477, has 23,000 theology . students . The program is primarily one year of academic study, although arrangements may be made to allow students to participate for the spring semester only .

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Undergraduates who have taken at least two years Tufts in Annecy of college-level German may apply to the program . The Tufts in Annecy Program is a four-week French The program is not, however, limited only to language immersion program for university German majors . In recent years, students have students and adults who want to concentrate on attended from departments and programs such as improving their French language skills . Classes are biology, chemistry, economics, international taught at a French language institute in nearby relations, music, political science, and psychology . Annecy by native French speakers who are expert in The Tufts director in Tübingen advises students developing speaking, listening, grammar, writing, in selecting a full course load at the university . All and reading skills . Strong support by a Tufts faculty courses are taught in German . Each semester, the member as well as placement with a French host director organizes a ﬁve-day study trip to Thüringen family facilitates language acquisition and enhances (fall) or Berlin (spring) . the exploration or French culture and customs . Students in Tübingen are fully integrated into university life, living with German students in Tufts Summit regular university dormitories . A unique opportu- The Tufts Summit Program is a highly selective, nity to acquire the master’s degree in German four-week summer program for rising high school literature is offered by Tufts with the cooperation juniors and seniors . The program includes a college of the Eberhard-Karls Universität in Tübingen . level course on international relations that provides See German, Russian, and Asian Languages and students with an exploration into the complexities Literatures for a description of this program . of world cultures and global issues . French classes make up the other part of the curriculum and are Tufts European Center complemented by living with a French host family . Students learn about French culture and customs The Tufts University European Center is an from their host families and through ﬁeld trips to international educational and meeting facility local sites of historic importance and natural beauty . located in the village of Talloires, France . Consid- ered Tufts’ fourth campus, the European Center Meetings and Seminars opens its doors each summer to undergraduates, Because of its location near Geneva, the European selected high school students, and adult learners center also serves as an important meeting center . who are interested in a variety of exceptional Since its founding in 1978, the Center has wel- programs . Set on the banks of Lake Annecy, in the comed a great number of seminars and meetings on foothills of the French Alps, the Tufts European a wide range of topics . These events are sponsored Center is a restored 11th century former Benedic- by various faculty members and departments at tine Priory which was donated to Tufts in 1978 by Tufts as well as by other academic and professional Donald (A’16) and Charlotte MacJannet . organizations .

Tufts in Talloires For more information about Tufts programs in The Tufts in Talloires Program is a six-week summer the French Alps or about the European Center, semester for undergraduate students that takes please visit http://ase.tufts.edu/europeancenter, call place each summer at the European Center in 617-627-3290, or e-mail [email protected] . Talloires . Students select two credit-bearing courses from an array of undergraduate offerings, all taught by Tufts own faculty . Students live with French host families in order to experience French culture ﬁrsthand . Organized hikes, trips, and program activities help Tufts in Talloires students discover this magniﬁcent area of France .

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Tufts Summer Session who desire a strong technological background . Two degrees are awarded on completion of the Tufts Summer Session offers more than 200 courses program . Both degrees are awarded only on during two six-week and one twelve-week terms completion of the entire program; a student may each summer . A list of summer course offerings, not receive one degree earlier, even if the require- available in November, can be helpful in planning ments for that degree have been met . Students who your year-round academic program . Two-thirds of start a five-year program, but decide within two the summer students also attend Tufts during the years not to continue, may complete the degree fall and spring terms . They attend summer classes requirements for either engineering or liberal arts in for many reasons: to take a course or courses not the usual period of four years . available other times of the academic year, catch up Students may apply for and be admitted to the on a missed course, devote time to a specific course combined five-year program only after entrance to in an intense six-week session, take an additional Tufts . Because the program requires careful course(s) to lighten course load during the year, or planning, students are encouraged to apply as early work on an independent study or internship . as possible . Interested students should contact Students pay a registration fee and tuition on a Dean Kim Knox ([email protected]) . Admission per-course basis . decisions are made twice a year, in January and in Registration information specifically for Tufts June . Five-year students are required to confer with students can be found on the summer session their faculty advisors at the beginning of each website or in summer session publications . Tufts semester to make certain that the courses that have Summer Session is located in Dowling Hall been selected constitute a proper program . Five-year (419 Boston Avenue) . students must complete a minimum of forty-six For more information on summer session programs courses and fulfill the foundation, distribution, and and activities, visit http://ase.tufts.edu/summer, concentration requirements of both engineering call 617-627-2000, or e-mail [email protected] and liberal arts . Within the School of Engineering, the B .S . degree may not be used as part of this Combined-Degrees Programs program, except for the engineering psychology (human factors) program . Combined Five-Year Liberal Arts/ Engineering Program Combined-Degrees Program with For most students entering college, the choice New England Conservatory of Music between liberal arts and engineering is a clear-cut Tufts University and New England Conservatory matter . For some students, however, the choice is of Music have by agreement instituted a full quite difficult . For the latter, both the professional five-year program leading to a bachelor of arts or flavor and occupational orientation of the engineer- bachelor of science degree from Tufts and a ing programs, on the one hand, and the variety of bachelor of music degree from the conservatory . It course selection in the liberal arts curriculum, on is designed for students who wish to pursue studies the other, have strong appeal . At Tufts, it is possible on a musical instrument, voice, composition, music for students to secure the advantages of both types history, and theory without giving up the academic of education under the combined five-year pro- disciplines of a liberal arts degree . Admission to gram . this combined-degrees program is generally gained With a normal course load in each of ten by simultaneous application to both institutions . semesters, students may complete the degree Students in the program will complete a minimum requirements in both engineering and liberal arts . of twenty-four Tufts credits and will be in full-time The five-year program includes two fields of major residence for ten semesters, and will meet the concentration, one in liberal arts and one in foundation, distribution, and concentration engineering . The plan has particular appeal for requirements stipulated by the College of Liberal engineering students who wish to secure a more Arts . Prospective students are requested to address liberal arts education than is possible in a four-year their concerns to: Dean of Enrollment Services, engineering curriculum and for liberal arts students Office of Admission, New England Conservatory

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of Music, 290 Huntington Avenue, Boston, The combined-degrees program is one way of Massachusetts 02115, or Associate Dean Jeanne recognizing the fact that an increasing number of Dillon at Tufts University . undergraduates are entering college with exceptional preparation in certain areas and that many Combined-Degrees Program with the are capable of doing graduate work in their junior School of the Museum of Fine Arts and senior years . Tufts University and the School of the Museum of Students seeking admission to the program Fine Arts, Boston have by agreement instituted a should consult their undergraduate major advisors five-year program leading to a bachelor of fine arts and their prospective graduate advisors before degree and a bachelor of arts or science degree . applying to the graduate school . Combined-degrees Admission to this combined-degrees program is by students are expected to fulfill all the requirements simultaneous application to both institutions, or for of the undergraduate and graduate programs . No students enrolled at Tufts by application to the courses offered in fulfillment of one set of require- Museum School, usually in the first or second year . ments may be used for the other . Students in the program will meet the foundation, Admission to the program is normally during distribution, and concentration requirements the junior year . Only in exceptional cases will an stipulated by the College of Liberal Arts . Require- application be accepted after the junior year . ments for the degree in art (B .F .A .) include many Therefore, students interested in the program of the same academic requirements plus five should contact their advisors early in their academic semester courses in art history and eighty-four career to facilitate program planning . A student credits in studio art . Normally, the majority of the may elect to withdraw from the program at any academic work is taken on the Tufts Medford/ time by filing the appropriate petition . Somerville campus, and at least seventy credits of studio art are commonly taken at the Museum Combined Bachelor’s/Master’s in Public School . The entire five-year program consists of a Health (M.P.H.) Degrees Program minimum twenty-four academic courses and (SEE HEALTH PROFESSIONS PROGRAMS FOR eighty-four credits of studio art . Information DESCRIPTION.) regarding the combined-degrees program may be obtained from the Museum School Admissions Combined-Degrees Programs with Office at [email protected] or 617-369-3626 The Fletcher School of Law and Diplomacy or 800-643-6078; or Academic Affairs at College of Liberal Arts 617-369-3833 . The combined-degree program is conducted jointly by the undergraduate college and The Fletcher Combined Bachelor’s/Master’s Degrees School of Law and Diplomacy . It offers an oppor- Program with the School of Engineering tunity for a limited number of highly qualified Tufts (SEE SCHOOL OF ENGINEERING FOR DESCRIPTION) undergraduates in Arts and Sciences to earn both the bachelor’s degree in their selected major and the Combined Bachelor’s/Master’s Degrees Master of Arts in Law and Diplomacy (MALD) Programs with the College of Liberal Arts degree on completion of a total of five to six years Combined bachelor’s/master’s degrees programs are of study . Students may apply for the program once offered by the College of Liberal Arts and the they have completed and received grades in at least Graduate School of Arts and Sciences . Exceptional twenty undergraduate credits . students may combine undergraduate and graduate A total of sixteen Fletcher course credits are courses and are simultaneously enrolled in bachelor’s required for the MALD degree . As many as four of and master’s degrees programs . Both degrees are these courses may be used to fulfill requirements for awarded only on completion of the entire program; the bachelor’s degree . Fletcher courses will be taken a student may not receive one degree earlier, even if over a period of two and a half to three years, the requirements for that degree have been met . during which time the student will complete his or Combined-degrees students must pay four years of her academic work for the bachelor’s degree . No undergraduate tuition and the entire tuition for the more than a combined total of five undergraduate master’s degree .

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and Fletcher courses may be taken during any one School, they would be eligible to apply for financial semester, no more than four of which may be aid from The Fletcher School . Students should be Fletcher courses . The student’s program must be aware that financial aid eligibility may vary coordinated to satisfy both the Fletcher require- significantly between the undergraduate program ments and those of the undergraduate department . and The Fletcher School program . Credit toward the MALD degree will not be The application fee is not required for com- allowed for Fletcher courses taken through cross bined-degree program applicants . Application registration or Fletcher Summer School before forms, requests for interviews, and information on beginning the combined-degrees program . Cross The Fletcher School may be obtained from the registration for courses at Harvard or other Fletcher School Admissions Office (Goddard 213) institutions will not be approved until the student or by calling 617-627-3040 . has completed at least eight Fletcher courses . Upon admission to this combined-degree program, the School of Engineering student must work with both his or her major The Engineering-Fletcher degrees (EFL) program advisor, respective academic dean, and the Fletcher is conducted jointly by the School of Engineering registrar to ensure that he/she is meeting all and the Fletcher School of Law and Diplomacy . requirements for both the bachelor’s and MALD Highly qualified high school students will be degrees . These meetings must take place before admitted to the School of Engineering and condi- beginning coursework toward the MALD degree . tionally admitted to the Fletcher School during The normal length of this program is six years . their senior year . These students will earn a bachelor Students who are completing this combined-degree of science in their selected ABET, Inc .-accredited program in a total of six years will be required to degree from the School of Engineering in four satisfy the residency requirement of eight semesters years . toward the bachelor’s degree and four semesters The curriculum consists of a total of thirty-nine toward the MALD degree . Tuition will be assessed credits of which eight pre-Fletcher courses should so that during semesters 1-8, they will pay Arts and be chosen . The required courses are Political Sciences tuition and then during semesters 9-12, Science 51, International Relations; Economics 5, they will pay tuition at The Fletcher School . Principles of Economics . The remaining five Some students opt for an accelerated program elective courses should either be foreign language where they complete the combined-degree program courses or other courses with international focus . in a total of five years . In this scenario, students These elective courses should be approved by the would satisfy the residence requirement of the Fletcher program advisor . Foreign language bachelor’s degree upon completion of 7 semesters, competence equal to the intermediate level (the after which they would begin paying tuition to equivalent of four semesters) is a minimum Fletcher for 3 semesters . prerequisite for enrollment at Fletcher . Students are Those wishing to apply for the program should also required to complete at least one substantive do so during the semester following the one in internship in one of their undergraduate summers . which they complete twenty undergraduate credits . This internship should be in an area appropriate to If admitted to the program, they will begin taking the study of international affairs . Fletcher courses at the start of the following In order to gain official admission to the semester, whether it begins in January or September . Fletcher School, students must obtain a minimum The application deadlines are October 15 for of 3 .60 GPA in the pre-Fletcher requirements and January admission and January 15 for September a minimum of 3 .40 GPA in the remaining credits admission . by the end of the first semester of their senior year . Eligibility for financial aid will be based upon where the student is charged tuition for a particular Combined Liberal Arts/Dental Seven-Year semester . When students are charged and pay Program tuition to Arts and Sciences, they would be eligible (SEE HEALTH PROFESSIONS PROGRAMS FOR to apply for undergraduate financial aid and when DESCRIPTION.) they are charged and pay tuition to The Fletcher

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Teacher Licensure Programs elementary level and middle and high school levels in art, biology, chemistry, earth sciences, English, Tufts offers several programs for graduate students general sciences, history, mathematics, physics, who are interested in obtaining Massachusetts engineering, political science/political philosophy, licensure as teachers . social studies; and as elementary, middle, or high Programs preparing early childhood, elementary, school teachers of classical humanities, French, middle, and high school teachers, and art teachers German, Latin, Japanese, and Spanish . In addition, at all levels are approved by the Massachusetts the department offers graduate programs leading to Department of Elementary and Secondary licensure as school psychologists for all grade levels . Education (DESE) . Graduate students seeking Students are assigned two program advisors— licensure as teachers complete at least one semester one in the Department of Education and a liaison of fulltime student teaching in the schools under faculty advisor from the Arts and Sciences depart- the guidance of a cooperating teacher . They must ment representing the subject area that the student also pass the Massachusetts Tests for Educator wishes to teach . The advisors assist students in Licensure (MTEL), administered through the planning a program of study that meets the Massachusetts Department of Elementary and requirements for state licensure . Secondary Education, if they wish to be licensed to To launch the Embark online application teach in Massachusetts public schools . More process, or for additional information, students may information about the state licensure process and contact the Department of Education in Paige Hall test can be found on the Tufts Department of at 617-627-3244 . Education Web page at http://ase.tufts.edu/ education/student/licensure.asp . Eliot-Pearson Department of Child Participation in the Tufts licensure degree Development programs is contingent on evidence of the feasibility The program of teacher preparation and licensure of completing the academic and professional in early childhood education requires that students courses required for state licensure . Only Tufts complete a departmental major in child develop- courses numbered above 100 receiving grades of ment and additional course work in professional B- or higher may be used to fulﬁll the subject area preparation, including supervised teaching practica . or education program requirements for licensure . To Students who successfully complete the depart- enroll in courses numbered under 100-level, ment’s program of professional courses and state students must seek instructor and advisor approval, testing requirements are eligible for licensure as complete extra coursework, and receive a grade of teachers of young children in Pre-K to grade 2 . For B+ or higher . At the SMFA, Art Education additional information, students may contact the students may enroll in studio art course numbers at Department of Child Development at all levels with the approval of the academic advisor 617-627-3355 . and director of the art education program . TuftsPlus: A privileged application process Department of Education for Tufts undergraduate students The middle and high school programs require that Tufts undergraduate students, including B .F .A . students have earned an undergraduate degree in students at the School of the Museum of Fine Arts, the academic subject area that they plan to teach . Boston, are encouraged to apply for the M .A .T . in The teacher licensure programs include 10–12 Art Education after their junior year with applica- graduate credits: 8 credits of professional preparation privileges of the TuftsPlus process . The tion, including supervised student teaching and 2–4 TuftsPlus process streamlines the graduate admis- credits in the subject area selected . For elementary sions procedures, offers some tuition scholarships, teacher licensure, graduates who complete the and gives students the opportunity to complete department’s program of professional courses are their undergraduate degree and then matriculate eligible to apply for licensure as elementary teachers directly into the M A. T. . which is a 12-month after completing their program of study and passing graduate program . For more information, contact the Massachusetts state educator tests . The the Tufts Ofﬁce of Graduate Studies, at 12-month M .A .T . programs lead to licensure at the [email protected] or 617-627-3395.

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Health Professions Programs 3. Physics: two introductory-level courses with laboratory (typically Physics 1 and 2) . The health professions advisors work with students 4. Mathematics: the emphasis is increasingly on exploring various careers, advise them regarding statistics and not on calculus . Most prehealth curriculum, internships, and the application process, students come to Tufts with credit in calculus . and offer a variety of programs and workshops each More calculus is not required by health professions year . Students are encouraged to meet with an schools but may be required by the major that the advisor at any point in their college career . Students student chooses to pursue . A semester of statistics is interested in attending health professions schools highly recommended, and the subject is offered are urged to visit the health professions advising within various majors including biology, economics website at http://uss.tufts.edu/hpa to learn about and psychology to name three, as well as Math 10 various professions and preparation for them . in the math department . Information about how to schedule meetings with the health professions advisors is also on the 5. Biochemistry: Although this is not yet a website and it is suggested that students seek advice universal requirement, it is likely to be the case in from the health professions advisors as a comple- the near future . Students may take biochemistry ment to their academic advisor . within the biology or chemistry department . The director also sits on the Policy Board of the 6. General requirements: U .S . schools desire Community Health Program, a multidisciplinary evidence that students can read and write English major for students interested in health care issues, well . Most schools require one year of college-level policy and community, and population health care . English . Biomedical professional schools prefer Many prehealth students choose to pursue this students with broad general knowledge including second major along with whatever primary major understanding of behavioral sciences, different they select . For more information, visit cultures and languages . http://ase.tufts.edu/commhealth . Some schools have other requirements and it is Predental, Premedical, and Preveterinary recommended that students acquaint themselves Programs with the special requirements for admission to There are no formal predental, premedical, or schools in which they are especially interested . Also, preveterinary majors at Tufts . Many preprofessional some schools will not accept advanced placement students major in biology, but a signiﬁcant number credit or shortened courses for satisfying their choose an area of interest ranging from art history science or non-science requirements and will want to child development to engineering . The major is candidates to take additional science courses . not an important consideration for admission to Premedical students should consult Medical School health professions school, as long as the science Admission Requirements (www.aamc.org) and the and non-science academic record is sound . Dental, College Information Book (www.aacom.org), and medical, and veterinary schools vary in their predental students, Admission Requirements of minimum requirements for admission and these U.S. and Canadian Dental Schools (www.adea.org) . requirements are currently being discussed and These are published annually . reevaluated . However it is likely that the following Veterinary schools have more variability in their courses will remain as requirements: requirements than medical and dental schools . 1. Biology: two courses with laboratory, preferably Virtually all require one semester of biochemistry in areas of cellular and molecular biology, genetics, (typically Bio 152) . Students should consult and physiology . At Tufts these are Biology 13 and Veterinary Medical Schools Admissions Requirements 14 . (www.aavmc.org) . Predental, premedical, and preveterinary 2. Chemistry: two courses of inorganic with students may apply in the summers following junior laboratory (typically Chemistry 1 and 2); two year or senior year or as alumni for any application courses of organic with laboratory (Chemistry year . The Tufts advising staff work with and 51/53 and 52/54) . support all students and alumni, no matter what

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year they choose to apply . Science requirements Qualified applicants need to perform extremely well should be completed by the spring semester prior to in all their academic work, and should demonstrate the summer of application . Usually, students take a mature, informed motivation for a medical career . the medical and dental aptitude tests at this time . If accepted, a student will still complete the remain- Letters of recommendation written by faculty ing two undergraduate years before beginning the members who know the candidate well are very four-year medical school curriculum . However, with important . It is strongly recommended that an assurance of admission, the student may be more students become well acquainted with individual likely to explore the curriculum more fully by study- faculty . Participation in small seminar classes and ing abroad, writing a thesis in a non-science joining in undergraduate research programs are two discipline, or pursuing another significant academic ways of getting to know individual faculty mem- interest . At the end of the junior year, those bers . Students are also urged to learn as much as students who were accepted the previous year make possible about health care through undergraduate their final commitment to attend Tufts University research, volunteer work at health-care facilities, School of Medicine . The medical school, in turn, and/or summer internships or employment . expects accepted students to maintain the same Students interested in veterinary school should have level of performance in their course work during experience in the care of animals and, if possible, their junior and senior years but the MCAT is not should have participated in biomedical research or required . environmental projects, or have assisted a practicing For more information, visit veterinarian . http://uss.tufts.edu/hpa/AcademicPrep/ Finally, there are more qualified applicants than spaces in these professional schools . As a conse- Cummings School of Veterinary Medicine— quence, some qualified students will not be Early Assurance admitted . High grades, strong letters of recommen- For a very select group of sophomores with dation, and high aptitude scores are essential commitment to veterinary medicine and experience for—but do not guarantee—admission . working with animals, the School of Veterinary The Health Professions Recommendation Medicine provides an opportunity for early Committee coordinates the preparation of compos- acceptance into the veterinary school . To be eligible, ite letters of recommendation to the schools . All students must complete two semesters of general students who apply should register with the chemistry and two of introductory biology by the committee the year they will apply . The deadline end of sophomore year . If accepted, a student will for registering with the committee is April 1 of still complete the remaining two undergraduate the application year . It is increasingly important to years before beginning the four-year veterinary begin the application process at an early date school curriculum . The veterinary school expects (e .g ., in May of the application year .) For students accepted students to maintain the same level of wishing to attend professional school immediately performance in their course work during their after graduation, that means completing all courses junior and senior years, but the GRE test is not and taking the standardized test by the end of required for matriculation . junior year . However, taking a year or two after graduation to work or do a service program before For more information, visit applying can strengthen an applicant’s credentials . http://uss.tufts.edu/hpa/AcademicPrep/

Tufts University School of Medicine— Tufts University School of Dental Medicine— Early Assurance Early Assurance For a very select group of sophomores, the School For a very select group of sophomores with a of Medicine offers an opportunity for early commitment to dental medicine, an opportunity for acceptance into the medical school . To be eligible, an early acceptance to the School of Dental students must complete two semesters of general Medicine is offered . To be eligible, students must chemistry, two of introductory biology, and one of complete two semesters of general chemistry and organic chemistry by summer of sophomore year . two semesters of introductory biology by the end of

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sophomore year . Qualified applicants need to year or the beginning of their junior year . This perform well in all their academic work . If accepted, program is available to students in all majors and students will complete the remaining two under- no specific courses are required before application . graduate years before beginning the four-year More information is available at dental school curriculum . They will also complete http://uss.tufts.edu/hpa/AcademicPrep/ two semesters of physics, one of organic chemistry, and one of biochemistry . At the end of the junior Postbaccalaureate Premedical Program year, those students who were accepted the previous Tufts provides the opportunity for college graduates year make their final commitment to attend Tufts who did not study the sciences to prepare for University Dental School . The dental school, in entrance into a health profession of their choice . turn, expects accepted students to maintain the A concentrated program of study, supplemented same level of performance in their course work by a network of personalized advising and support, during the senior year . It is also expected that the gives Tufts Postbac Program graduates the needed candidates will receive at least a 17 academic advantage when applying to competitive medical average score, a 17 total science score, and a 17 schools and related graduate programs . The perceptual ability score on the administration of the program is flexible and allows students to develop Dental Aptitude Test . an individualized program of study, chosen from a wide range of course offerings . This flexibility Combined Degree Bachelor’s/ allows students to pursue careers in medicine, DMD Seven-Year Program dentistry, veterinary medicine, physical therapy, Tufts liberal arts undergraduates who are complet- occupational therapy, osteopathic medicine, ing their first year are eligible to apply for a optometry, podiatry, or as a physician assistant or program that will require them to complete their nurse practitioner . undergraduate degree in the College of Liberal Tufts also provides a variety of workshops Arts and their degree in the School of Dental specifically for students in the program: applying to Medicine in seven years rather than the traditional and interviewing at health professions programs, eight . Due to the rigidity of the curriculum for this options for financing a health-care education, and program, students in the School of Engineering strategies for studying science . Students may also cannot complete it and certain liberal arts majors attend public lectures at the Sackler School of are precluded as well . Interested students apply to Graduate Biomedical Sciences and the Schools of the program during the spring semester of their Medicine, Dental Medicine, and Veterinary first year at Tufts . Applicants to the program will Medicine . To be eligible, students should have a have completed either the introductory chemistry bachelor’s degree and a minimum of a 3 .3 under- or the introductory biology sequence by the end of graduate grade point average . The typical student their first year . excelled in an undergraduate field other than science, but has recently made a commitment to For more information, visit pursuing a career in the health-care profession . The http://uss.tufts.edu/hpa/AcademicPrep/ program is not remedial . Combined Degree Bachelor’s/ For more information and an application, visit Master’s in Public Health (M.P.H.) Program www.uss.tufts.edu/undergradEducation/academics/ A combined bachelor’s/M P. .H . program is offered postbac/ . in conjunction with the Graduate Programs in Public Health at Tufts School of Medicine . This program allows students who are planning to pursue a career in public health the opportunity to complete a portion of their required course work as undergraduates, leaving them with only nine more courses to complete the M P. .H . program . Interested students may apply at the end of their sophomore

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Pre-Law and Pre-Business Experimental College Pre-Law The Experimental College will celebrate its fiftieth There is no specific Pre-Law major at Tufts as anniversary in 2014 . This marks it as one of the students should choose to major in what they find nation’s oldest and most successful centers for the most enjoyable . Students considering law school educational innovation at work within the setting are encouraged to take a variety of courses in which of a traditional liberal arts university . Throughout they may develop their writing abilities, critical its history, the Experimental College has embodied thinking, oral communication, analytic problem- the commitment of Tufts University to the vitality solving approaches and research skills . Each of of undergraduate education . The college has these skills offers valuable preparation for law become a place where faculty, administrators, and school . Advising for prelaw is organized by the students work together to offer a carefully selected Associate Director of Pre-Professional Advising . range of courses intended to broaden and enrich the Students thinking about attending law school are traditional curriculum . urged to visit the Pre-Law website at: Governed by an elected board consisting of http://uss.tufts.edu/pre-law/ faculty, staff, and students, the goals of the Experi- mental College are to introduce new, typically Pre-Business Programs unavailable topics and approaches to students at a Most MBA programs welcome students from formative time in their academic careers, fill gaps in diverse backgrounds, thereby enriching the discourse conventional curriculum, contemporize education and dynamics of the classroom . Thus, there is no by teaching timely, situational topics in a small class single academic track that is recommended . setting, and engage students in shaping their own Corporate employers who recruit at Tufts typically education . invite students from a variety of majors to interview . In addition to our elective courses, the Experi- However, they do seek indication of a student’s mental College also administers two unique first interest in their business and/or industry which is year programs called Explorations and Perspectives . most often reflected through internships or Both of them combine advising and academics with extracurricular activities . Likewise, candidates are peer-group support and close contact among encouraged to experience the workplace prior to entering students, upper-level undergraduates, and business school . This employment allows individu- concerned faculty . als to better understand their interests, to discover Please note: the Experimental College does new areas for exploration, and to contribute more not offer any academic concentrations of its own . fully to the program itself . To learn more about However, certain courses will sometimes be cross- internships, recruiting, and graduate school registered with a specific department or program, admissions, students may visit Career Services while others may be approved in advance for (http://careers.tufts.edu) with offices located in distribution credit or after-the-fact, on an indi- Dowling 740 . vidual basis, by petition . The Experimental College also provides forums for inquiry such as noncredit colloquia, conferences, and workshops that meet the expressed needs of the university community as a whole . Finally, it houses such interdisciplinary programs as Communications and Media Studies and TuftsFilmWorks . More information regarding the programs and activities of the Experimental College is available from the office at 95 Talbot Avenue, at www.excollege.tufts.edu, or by calling 617-627-3384 .

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Experimental College Courses Auditing for Breadth Designed primarily for undergraduates, Experi- Auditing for Breadth allows students to broaden mental College courses are open to all members their education by attending courses in which they of the university . They are credit-bearing electives might not otherwise enroll . A student may elect to taught in accordance with university standards . audit any three undergraduate courses during his/ Students should refer to the Ex College website for her tenure at Tufts . Faithful attendance is the major specific information, detailed course descriptions, requirement for each audit . Students select their and daily updates . own courses to audit but must have the approval of Instructors in the Experimental College are, in the course instructor . One course credit is awarded large measure, professionals from the greater on completion of the three audits and a short paper . Boston community, across a wide variety of fields, More information is available at the Experimental who have some special expertise to share . A few College office . select upper-level undergraduates are also given the opportunity to teach courses of their own design, Quidnuncs graded on a pass-fail basis . The Latin term quidnunc translates into English as On average, the Experimental College offers “what next?” This program is designed in that spirit, close to sixty courses each year . A selected list of allowing students to study as part of a peer group some recent offerings follows . that will collectively investigate an interdisciplinary Making Movies topic of the group’s own choosing . Previous groups Cardiovascular Healthcare in the 21st Century have studied international health care, electronic American Wilderness journalism, creating a sex education curriculum, Experimenting with Philanthropy sustainable development in Nicaragua, and conflict Sabermetrics: The Objective Analysis of Baseball resolution and cooperative games . Human Rights and Climate Change Microfinance Communications and Media Studies The Right to Privacy in Modern America Communications and Media Studies (CMS) is an Medical Spanish interdisciplinary program housed in the Experi- mental College . It administers three minors: mass Explorations communications, film studies, and multimedia arts . Explorations are intended to both establish a sense Intellectually, it places the study of media in critical of community and promote critical thinking . Each contexts . Each semester, CMS offers courses of its Exploration group consists of twelve to fourteen own through the Experimental College, while entering students who meet weekly in seminars coordinating and publicizing media courses offered designed and team-taught by two upper-level in other departments . It also registers, supervises, students . A faculty member or professional staff and grants credit for communications-related person serves as academic advisor to the first-year internships . See Communications and Media students . Thus, incoming students receive both Studies section for more information (p . 136) . immediate and sustained support . TuftsFilmWorks Perspectives TuftsFilmWorks (TFW) is the university’s center Like Explorations, the Perspectives program uses for film and multimedia production . Relying on upper-level students as peer teachers and advisors, new digital video technologies, TFW is the but rather than each team of student leaders umbrella structure under which the Experimental choosing their own subject area, all the groups College nurtures student filmmakers . Among the attempt to answer questions about the movies as projects recently completed are a full-length, art, business, and culture . The work done by each Hollywood-style romantic comedy; an experimental Perspectives group will be grounded in study of film mixing found celluloid with digital video; a how movies work as movies and how they tell music video with superimposed, hand-drawn stories through images, editing, and sound . animation; and a documentary about Mongolia (filming for which was all done on location) .

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Currently, students are finishing a feature length Jonathan M. Tisch College of documentary on Tufts involvement in the federal Citizenship and Public Service government’s biannual Solar Decathlon Challenge . All TFW students are trained to understand and Nancy Wilson, Dean ad interim appreciate the craft of filmmaking while learning to Peter Levine, Director of Research, Director of CIRCLE use cutting edge digital production and editing Sara Allred, Scholars Program Coordinator equipment . At the same time they are engaged in Shirley Mark, Director, Lincoln Filene Center for Community ongoing studies of film history and style . Partnerships Mindy Nierenberg, Senior Programs Manager, Director of TUTV Leadership Studies Minor The Experimental College is the administrative Sarah Shugars, Communications Specialist home of TUTV, the on-campus access channel . Rachel Szyman, Program Coordinator Faculty-sponsored and student-run, TUTV has Ebony Thompson, Administrative Director taken its television roots to the internet, where it FACULTY EXECUTIVE COMMITTEE streams a wide range of programming . TUTV Chair continues to attract more and more students who Miriam Nelson, John Hancock Research Center, Friedman develop, along with location and studio production School of Nutrition Science & Policy skills, the ability to manage an organization, make Co-Chair critical and ethical decisions, and interact in a Barbara Grossman, Drama and Dance, School of Arts and positive manner with students, faculty, and Sciences administrators . In short, the students who run TUTV learn to become leaders . Hugh Gallagher, Physics & Astronomy, School of Arts and Sciences Special Events David Gute, Civil & Environmental Engineering, School of The Experimental College regularly sponsors Engineering campus-wide programs designed to bring together Wanda Wright, Public Health & Community Service, School faculty and students . This year we put into place a of Dental Medicine and Tisch College new initiative—started by a motivated student— AFFILIATED FACULTY called “A Taste of Tufts,” and it’s quickly become a Linda V. Beardsley, Education, School of Arts and Sciences regular feature of campus life . Each Friday a faculty Doug Brugge, Public Health & Community Medicine, School member leads a discussion on his or her research, of Medicine what drives them, and how they came to their Dale Bryan, Peace & Justice Studies, School of Arts and chosen field . Among the presenters has been Joanne Sciences Berger-Sweeney, Dean of the School of Arts and Kathleen Camara, Child Development, School of Arts and Sciences, and Anthony Monaco, our new President . Sciences Other programs range from films and lectures to Heather Curtis, Religion, School of Arts and Sciences dinners/roundtable discussions to an “Election John Durant, Civil & Environmental Engineering, School of Night Extravaganza” every four years . This coming Engineering November is no exception . If 2008 was any Kelly Greenhill, Political Science, School of Arts and Sciences indication, on Tuesday, November 6, 2012, we will Charles Inouye, German, Russian, and Asian Languages and fill the Campus Center, as the Tufts community Literatures, School of Arts and Sciences comes together once again—via TV, the web, Joann Lindenmayer, Environmental & Population Health, Facebook, Twitter, and person-to-person—to share Cummings School of Veterinary Medicine in the excitement and history of a presidential Douglas Matson, Mechanical Engineering, School of election . Engineering John Morgan, Public Health and Community Service, School of Dental Medicine Aviva Must, Family Medicine & Community Health, School of Medicine

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Susan Ostrander, Sociology, School of Arts and Sciences new minor is led by Tisch College . Details about Peter Probst, Art & Art History, School of Arts and Sciences requirements are included in the list of Depart- Anthony Schlaff, Family Medicine & Community Health, ments, Programs and Research Centers in this School of Medicine Bulletin . Chris Swan, Civil & Environmental Engineering, School of Engineering Entrepreneurship Incubator Arthur Utz, Chemistry, School of Arts and Sciences Tisch College hosts a dynamic incubator space Peter Walker, Feinstein International Center, Fletcher School where student entrepreneurs can gather to conceive of Law & Diplomacy and Friedman School of Nutrition Science new ideas and collaborate on projects . A unique and & Policy creative atmosphere, the incubator space is equipped David Walt, Chemistry, School of Arts and Sciences with white board walls and other materials to help students bring their ideas to life . Jonathan M . Tisch College of Citizenship and Public Service http://activecitizen.tufts.edu Tisch Scholars for Citizenship and Public Service Tufts University’s commitment to producing active, An innovative leadership program that develops engaged, and effective citizens is driven by the core civic skills over several years, Tisch Scholars Jonathan M . Tisch College of Citizenship and are leaders for civic engagement and catalysts for Public Service . All Tufts students are part of this change . Students start by taking a course that helps unique college that works across Tufts schools to them understand community assets, identify root prepare students from every ﬁeld to be lifelong causes of issues, enter communities as outsiders, and active citizens . Tisch College generates an enduring manage projects . In collaboration with local culture of engagement across the university by organizations, Tisch Scholars annually work on collaborating with Tufts schools, departments, and projects designed to create positive change, engage student groups to offer extensive programming for University resources and build capacity in Tufts’ every member of the Tufts community . host communities . The developmental program Our programs develop students’ knowledge, consciously builds new levels of knowledge, skills skills and values so they are prepared to identify and and behaviors year-by-year and brings together a implement solutions to complex social problems . mentoring community of peers . With approximate- Additionally, Tisch College helps Tufts students ly 60 students participating, Tisch Scholars interact learn how to integrate active citizenship into their across their years, helping each other connect their academic and professional activities . The following community experiences back to their academic are just a few of the programs organized by Tisch work and ultimately to a deeper understanding of College . the issues .

Active Citizenship Course Guide Tisch Civic Engagement Fund (CEF) Find Tufts’ most engaging, applicable and interest- CEF engages individual students and student ing courses through Tisch College’s Course Guide! groups in innovative, self-designed projects with an Including classes from nearly every department of active citizenship theme . CEF provides both the School of Arts and Sciences and the School of financial and advisory support, helping students Engineering, these courses will help students bring their concept to life . Recently through CEF: develop the knowledge and practical skills needed the campus center was converted into a thriving to make a positive impact in the world . Whether global market for a day; local teens came to campus you’ve declared your major or are looking for for a theatrical performance by a Tufts student something new, this expanding course guide can group; Tufts students testified at the Massachusetts help you find what you’re looking for! state house, advocating for student health insurance reform; and nine Community Health students Leadership Studies Minor traveled to the Dominican Republic to address Students interested in pursuing an academic issues of inadequate and unreliable access to program in civic leadership may want to consider healthcare for residents . Through CEF and ACS the Leadership Studies Minor . This relatively

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(below), Tisch College has supported the launch Common Reading Book and development of several strong ongoing student Tisch College begins working with incoming organizations, such as Engineers Without Borders students before they even step on campus, annually and BUILD (Building Understanding through selecting a common reading book with a civic International Learning and Development) . engagement focus . Co-sponsored with the Office of Undergraduate Education, this program gives Shahbazi Public Service Fund Information Tufts undergraduates a shared experience as they Tufts alumnus Kambiz Shahbazi established the explore the book’s themes through lectures and Shahbazi Public Service Fund at Tisch College and discussions during orientation . Past books have the School of Engineering to increase the number included: This I Believe: The personal philosophies of and quality of civic engagement and public service remarkable men and women, edited by Jay Allison opportunities available to Tufts engineering and Dan Gediman; Brother, I’m Dying by Edwidge students . In creating this fund, Mr . Shahbazi and Danticat; The Blue Death: The intriguing past and Tufts seek to increase the number of engineering present danger of the water you drink by Robert D . students who participate in civic engagement and Morris; Mountains Beyond Mountains by Tracy public service activities and heighten the students’ Kidder, and All Souls: A family story from Southie by civic knowledge, skills and values through commu- Michael Patrick McDonald . nity outreach . The Fund supports student volunteer and public service projects and will recognize Tufts Undergraduate ACE (Academic outstanding work amongst fund recipients with an and Community Engagement) Fellows award at the end of the academic year . The grantees ACE Fellows are student staff members who will be named Shahbazi Fellows . provide academic and civic engagement support to new Jumbos throughout their first year on campus . Tisch Active Citizenship Summer (ACS) They act as the primary student leadership team Through ACS, students spend their summer for the First-Year Experience (FYE) and influence receiving hands-on training and support in a the direction of future FYE initiatives . ACE real-world environment . Working locally, nationally, Fellows act as academic and community role or internationally, these Tisch Fellows gain skills models, serve as a resource for civic engagement, and experience that guide and shape their develop- assist first-year students in learning about campus ment as active citizens . Recently through ACS: resources and create a welcoming community students collaborated with community organiza- through programs that promote academic success tions to support economic recovery in Somerville; and active citizenship . worked in Pentagon positions designed exclusively for Tufts students; got to know the ins and outs of Honos Civicus dynamic New York non-profits; engaged a range of Active citizenship does not end with graduation . critical issues in New Orleans; and traveled to Tisch College’s Honos Civicus Society is a growing Guatemala to build critical infrastructure for local network of Tufts alumni who excelled in active coffee farmers . citizenship courses and co-curricular activities during their undergraduate years at Tufts . With a New Orleans Service Trip fourth class of 90 seniors inducted into Honos A partnership between Tisch College and the Eliot Civicus last spring, the Society now numbers nearly Pearson Department of Child Development, each 350 Arts & Sciences and Engineering alumni . year eleven Tufts students travel to New Orleans Society members’ names are listed in the com- during spring break for an inspiring and eye-open- mencement bulletin . ing service trip . Over the course of seven days, they provide needed services in partnership with the Presidential Awards for Citizenship & teachers and students at Langston Hughes Public Service Academy and the Wilcox Academy of Early The Presidential Awards are presented every Learning . spring to a dozen exceptional undergraduates and graduates students . The Awards recognize out-

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standing student accomplishment and celebrate the citizens, and has changed political campaigns in diverse meanings of citizenship and public service America by helping to show that it is cost-effective that Tufts seeks to support . Past recipients have to mobilize young voters . Additionally, CIRCLE been recognized for initiating programs that trained regularly provides training and technical assistance their peers in Spanish to reach new populations of to at least 300 organizations around the country, community residents, developing and testing a mostly direct providers of services to youth . Recent technology to rapidly and accurately assess child- research has included volunteering rates of veterans, hood developmental delays, courageously leading civic engagement of the many young people who policy change on campus, launching a rabies clinic don’t attend college, and how social networking can in Worcester public housing, volunteering ‘over the strengthen civic discourse and opportunities . top’ numbers of hours in service to children in our CIRCLE regularly hosts public forums on civic host community, and more . engagement issues, offers courses through the Experimental College, and occasionally recruits CASE Network (Connecting Alumni Tufts undergraduates to serve as research assistants . and Student Experiences) Active in several cities around the country, the Community Service Learning (CSL) CASE Network gives Tufts students working or Partnerships interning over the summer the opportunity to As one way to infuse active citizenship across all connect with a community of Tufts alumni mentors . Tufts schools, Tisch College supports Community These mentors help support students’ summer Service Learning (CSL) programs in other Tufts learning experience and share valuable insights schools . Students at the Tufts University School about life after college . of Medicine (TUSM) are required to complete 50 CSL hours prior to graduating and students from Lincoln Filene Center for Community the School of Dental Medicine must participate in Partnerships (LFC) a five-week “externship” at one of 25 facilities Tisch College’s Lincoln Filene Center actively across the country . At the Cummings School of builds the capacity of students, faculty and commu- Veterinary Medicine students actively serve through nity organizations to effectively partner in educa- numerous community programs, including a tion and research to address community-identified low-cost pet clinic at Worcester Technical High needs in Tufts host communities of Medford, School . Somerville, Boston’s Chinatown and Grafton . A resource for both Tufts and its host communities, Corporate Citizen Fellowship the LFC hosts regular skill-building and network- The Corporate Citizen Fellowship brings outstanding workshops and manages Campus2Community ing private sector leaders to campus to teach (C2C) . A project site on TRUNK, C2C helps students about the private sector and inspire them build and sustain campus-community partnerships by sharing ways to connect corporate and civic at Tufts and beyond . We encourage Tufts faculty, work . Fellows will give public lectures, and speak staff, students, and community partners to share with classes, students and alumni groups during resources, learn about (and post) upcoming events their two-day residency at the university . Fellows and announcements, and participate in open are be top leaders from large corporations or forums . Email lincolnfilenecenter@tufts .edu for financial institutions who have played a role in information on how to access the site . directing their company’s financial, human or business process resources toward having a positive The Center for Information and Research societal impact as part of their company’s core on Civic Learning and Engagement (CIRCLE) operations . CIRCLE is the leading source of authoritative research on civic and political engagement of Faculty Fellows Americans between the ages of 15 and 25 . This program builds the capacity of Tufts faculty to CIRCLE’s research has begun to change public integrate active citizenship into their research and discourse and press coverage about young people as teaching . Supporting faculty leadership in building active citizenship as a defining strength across the

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University, Faculty Fellows participate in unique variety of volunteer opportunities in and around the interdisciplinary conversations that enhance their Tufts community, including hospital work, blood work . Each year, a dozen faculty from across the drives, tutoring opportunities, and work with the university are selected to participate . elderly, the homeless, the disadvantaged, and the blind . LCS also facilitates public dialogue on issues Institute of Political Citizenship (IPC) related to volunteerism . Major LCS events include Founded and managed by Tufts undergraduates, FOCUS, a pre-orientation program for incoming IPC seeks to educate and motivate students to students; a “Faculty Waits on You” dinner engage in state and local government, shape policies benefiting the homeless, and Kids’ Day, which that address local community needs, and to build brings local youth to campus . their understanding of the connection between With a volunteer corps of over 1,000 and a politics—electing people—and policy . IPC student staff of 85, LCS serves as an umbrella embraces: Beacon Hill policy internships in state organization for forty different programs . LCS’s legislative and advocacy organization offices; programs, resources, and leadership capacity have TuftsVotes, a voter education, registration, and become widely recognized within the Tufts turnout initiative; the Tufts Roundtable, which uses community and with the hundreds of community new and traditional media to bring together the organizations, agencies, and people they serve . diverse thoughts and opinions found at Tufts . For information about additional community Additionally IPC frequently collaborates with the engagement opportunities, such as the Tufts Tufts chapter of the Roosevelt Institute, a national Literacy Corps and Student Teacher Outreach student initiative that engages young people in Mentoring Program (STOMP) for engineering progressive policy development to empower them students, go to: as leaders and promote their ideas for change . http://activecitizen.tufts.edu/?pid=765 Media & Public Service Program (MPS) Tisch College is located in Lincoln Filene Hall on Co-sponsored by Tisch College and the Communi- the Medford campus . For more information, call cations and Media Studies Program, MPS provides 617-627-3453 or visit http://activecitizen.tufts.edu . Tufts students the media tools and resources to prepare them for lifetimes of active citizenship . Institute for Global Leadership MPS is a concentration area for students majoring Tufts’ Institute for Global Leadership is an in Communications and Media studies . incubator of innovative ways to educate learners at all levels in understanding difficult and compelling Additional active citizenship opportunities for global issues . Our goal is to develop new generations Tufts students include: of critical thinkers for effective and ethical leader- Jumpstart ship, who are able to comprehend and deal with Jumpstart is a national early education organization complexity, to bridge cultural and political differ- that inspires children to learn, adults to teach, ences and to engage as responsible global citizens families to get involved, and communities to in anticipating and confronting the world’s most progress together with the goal of enabling every pressing problems . child in America to enter school prepared to To meet these challenges, the Institute empha- succeed . Tisch College hosts Jumpstart at Tufts . sizes rigorous academic preparation and experiential Over 60 Tufts undergraduates participate as learning . Students learn through intensive engage- Jumpstart leaders each year . ment in classes, global research, internships, workshops, simulations, and international symposia Leonard Carmichael Society (LCS) —all involving national and international students A highly active student-run volunteer organization, and leaders from the public and private sectors . LCS supports active citizenship and community These activities stress critical and normative services through programs ranging from after- thinking, written and oral communication skills, school assistance to annual fund-raisers for problem solving, and an interdisciplinary approach community organizations . LCS facilitates a wide to learning . Students produce tangible outcomes to

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their studies through their research projects, the creation of an NGO in northern Uganda, Collab- international forums, and other significant initia- orative Transitions Africa; another, which looked tives . The experience helps stimulate intellectual at the local outreach process from the International curiosity and build individual self-confidence and Criminal Tribunal for the Former Yugoslavia, independence, while at the same time developing became the model for the Sierra Leone’s truth analytical and practical leadership and decision- commission’s outreach . making skills . The IGL is located at 96 Packard Avenue . Inquiry (1992–) For more information, call 617-627-3314 or visit Working with public and private schools in six www.tuftsgloballeadership.org . states, Inquiry is one of the university’s largest and most diverse public service initiatives . It provides a Programs of the Institute for Global unique opportunity for high school students to Leadership participate in an intellectual and challenging Education for Public Inquiry and International yearlong program, culminating in a role-playing Citizenship (EPIIC) (1985–) simulation on an international issue . Tufts students The cornerstone of the Institute, EPIIC is a act as mentors for the high school students . In 19 rigorous, carefully integrated multidisciplinary years, more than 4,500 high school students and program on a global theme that is open to students 700 Tufts students have participated . Each year the of all majors and years . Since its inception at Tufts simulation derives from the annual EPIIC theme . in 1985, EPIIC has been challenging students, as well as policymakers and the public at large, to Dr. Jean Mayer Global Citizenship Lecture Series think critically about questions of pivotal impor- (1993–) tance to the world . Its main components are: a This lecture series, and its accompanying award, yearlong colloquium; research projects; an interna- honors the legacy of former Tufts University tional symposium; professional workshops; and President and Chancellor Jean Mayer by bringing public service initiatives . Past topics have included: distinguished individuals to campus who combine International Terrorism (1986); The West Bank scholarship and public service and who are and Gaza Strip (1987); Transformations in the dedicated to helping students solve some of the Global Economy (1993); Ethnicity, Religion and world’s pressing challenges . There is a reciprocal Nationalism (1994); The Future of Democracy understanding that whenever possible the recipient (1997); Global Inequities (2002); The Role of the engages Tufts students in their activities . Recipients U .S . in the World (2004); Oil and Water (2005); include Hon . Martti Ahtisaari, Admiral Ami and The Politics of Fear (2006) . The 2010–11 topic Ayalon, Hon . Anson Chan, Bill Drayton, Gen . was Our Nuclear Age: Peril and Promise and the Romeo Dallaire, Sylvia Earle, Shirin Ebadi, Murray topics for 2011–12 was Confronting Conflict in the Gell-Mann, Hon . Jose Ramos Horta, General Dirk 21st Century . The 2012–13 topic is Global Health . Jameson, Sunita Narain, Sen . Sam Nunn, Conor Themes under consideration in the future include Cruise O’Brien, Luis Moreno Ocampo, Steven Ethics and International Relations; Politics, Culture Pinker, Gwyn Prins, Mary Robinson, Amartya Sen, and Society; China; and Violence . Zainab Salbi, Wole Soyinka, Ronald Takaki, Archbishop Desmond Tutu, Abiodun Williams, Global Research, Projects, and Internships (1986–) and Muhammad Yunus . Students are encouraged to conduct original, policy-oriented research and projects that allow Tufts Initiative for Leadership and International them to test their theories and assumptions on the Perspective (1997–) ground . Since 1986, more than 900 students have In 1998, Tufts University, in cooperation with conducted research or participated in an interna- Peking University (Beijing), The Chinese University tional internship in more than 85 countries, most of Hong Kong, and The University of Hong Kong, recently to Libya, Oman and Tunisia . These began this leadership program . Originally a projects often develop into significant projects and residence and internship program in China and senior honors theses . One project culminated in the Hong Kong, it evolved into a more academic program culminating with a symposium . The

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residence/internship component was discontinued Holmberg, Fletcher School Security Studies Fellow and in 2008 TILIP was re-conceptualized and Col . William Ostlund (US Army), Commander expanded its global reach . Closely continuing its of the CDC, Dr . Ezra Barzilay, and senior United work with Peking University in Beijing, China, Nations Peacekeeping official, Nick Birnback . TILIP emerged as one of PKU’s most prestigious and competitive programs . Brazil, Canada, Building Understanding through International Guatemala, Haiti, India, Israel, Russia, Rwanda, Learning and Development (B.U.I.L.D.) (2002–) Singapore, South Africa, and South Korea have all For its first six years, BUILD participants spent a sent student delegations to the IGL as part of the semester learning about international development, IGL’s commitment to the Clinton Global Initiative cross-cultural exchange, the history and politics of to globalize its EPIIC program . Nicaragua and about the needs of the rural community of Siuna, Nicaragua before spending INSPIRE (Institute Scholars and Practitioners in their winter break working in the community . In Residence) (1999–) 2008, BUILD decided to switch its work in This program originally brought exceptional Nicaragua to Guatemala, where the student group scholars and practitioners to Tufts for public now is completing its work with the cooperative lectures, classroom lectures and research and career Santa Anita La Union . BUILD has also run a advising . Participants have included Jack Blum, spring semester, student-taught course on sustain- Senior Counsel for Special Projects for Finance able development . This was initially a project in Sector Compliance Advisors Limited and an expert collaboration with the Tisch College for Citizenship on controlling government corruption, international and Public Service . In 2009, BUILD was chosen financial crime, money laundering, international as the Tufts recipient of the Davis Foundation 100 tax havens and drug trafficking; Peter Droege, the Projects for Peace . In 2010, BUILD expanded its Asia-Pacific Chair of the World Council for program to India, and BUILD India was chosen as Renewable Energy and Director of Solar City for the 2011 Tufts recipient of the Davis Foundation the International Energy Agency; and Sanjoy 100 Projects for Peace . IGL student initiatives have Hazarika, former New York Times Delhi Bureau won the first prize of $10,000 for the last five years, Chief and a member of India’s National Security every year it has been offered . BUILD plans to next Advisory Board . Now the program has been expand into Nicaragua . reconfigured to emphasize liaison with specific IGL programs to provide oversight and guidance . This New Initiative for Middle East Peace (NIMEP) (2003–) year, Action Against Hunger’s Pakistan former NIMEP is a non-polemical student research director, Daniel Holmberg; Harvard Belfer Center think-tank and outreach initiative aimed at com- for Science and International Affairs Fellow, Lucas prehending the conflicts of the Middle East and Kello; and RAND Professor Lowell Schwartz North Africa, and at seeking progressive solutions were linked to Empower, EPIIC, ALLIES, and led to the conflicts in the Middle East . In 2005, research projects, workshops, and provided research NIMEP published the first edition of its journal, guidance . NIMEP Insights . The journal featured student research papers from NIMEP trips to Israel and Voices from the Field (2001–) the West Bank and to Egypt, as well as the IGL’s The IGL brings back to campus mid-career alumni 2004 trip to Iran . NIMEP’s trips have taken (the Voices) who are presently working in the fields student delegations to Kurdistan, the Gulf, Turkey, of nation building, complex humanitarian emergen- Lebanon, Syria, and a return to Israel and the West cies, human rights, U .N . peacekeeping, refugee Bank . NIMEP’s most recent fact finding trip was to assistance, preventative diplomacy, conflict resolu- Tunisia . NIMEP holds weekly student led seminars tion, global health reconstruction, development on diverse issues, and holds dialogue sessions on assistance . They engage in several days of intense contentious issues . Its non-partisan approach has round-table conversation and undergraduate allowed it to play a bridging role on campus advising . They are also integrated into the EPIIC between often polarized groups . NIMEP also symposium . Participants have included alumni such initiated the web-based Soliya course, which has as 30-year humanitarian relief worker Daniel

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been offered as an academic credit course through the process . Unique to the Tufts chapter is its the Political Science Department, in which small emphasis on collaboration between engineering and groups of university students from the US and arts and sciences students and its leaders have often predominantly Muslim countries in the Middle been majors in the social sciences . Members have East engage in intensive dialogue about the worked on projects in Tibet, Ecuador, El Salvador, relationship between the US and the Arab and Haiti, Palestine, and Uganda . Muslim World . Tufts Energy Forum (formerly the Energy Security EXPOSURE (2004–) Initiative) (2005–) EXPOSURE is a program dedicated to mentoring TEF was developed by undergraduate students and developing young, knowledgeable photojour- who participated in the 2005 EPIIC Oil and Water nalists and documentarians and the advancement of colloquium . It is an effort to educate the campus human rights through the facilitation, distribution, about global energy supply and demand, alternative and instruction of photojournalism and documen- energy sources, and the geopolitical consequences tary studies . Working with the VII Photo Agency, of the world’s quest for energy sources . Research de .MO, a design and publishing company, and the trips have been conducted in Belgium, California, Aftermath Project, EXPOSURE has also mounted Colorado, Denmark, Germany, India, South Africa, a number of professional exhibitions and offered and the United Arab Emirates . TEF has also students the opportunity to participate in profes- launched the Tufts Energy Conference, which hosts sional photography workshops in Argentina, Bali, an annual symposium on the campus, partnering Boston, Cambodia, Houston, India, Kashmir, with a broad range of organizations . TEF also Kosovo, Philadelphia, South Dakota, Tucson, helped establish a sister program at Peking Uganda, Vietnam, and EXPOSURE has published University, the Peking University International two books through de .MO based on the Kosovo Student Energy Initiative . and Argentina workshops . It annually mounts a month long exhibition in the Slater Concourse of ALLIES (Alliance Linking Leaders in Education and the Tufts Aidekman Arts Center, most recently on its Services) (2006–) work with the Lakota Sioux Nation on the ALLIES began as a special project of the EPIIC Wounded Knee reservation . symposia on The Politics of Fear . Its initial objective was to consider the nature of the political, Iran Dialogue Initiative (IDI) (2004–) socio-economic, and cultural nature of the civil IDI’s mission was to facilitate educational dialogue -military relationship and too often the civil and exchange between Tufts University students military divide within the United States . Special and students at the School for International relationships were forged between the Institute for Relations (SIR) in Tehran . A non-polemical and Global Leadership and the U .S . military’s presti- non-political initiative, in 2004, IDI organized the gious educational leadership institutions, with first official U .S . University visit to Iran since the ALLIES chapters now at the United States Air 1979 revolution, where ten Tufts Fletcher and Force Academy, the United States Military A&S/E undergraduate students spent two weeks Academy, and the United States Naval Academy . traveling through Iran and meeting with their peers ALLIES holds academic conferences, simulations, at SIR as well as at Mofid, a religious university in and “roundtables” which rotate among its member Qom . Given the ongoing political tensions of schools . It also fosters dialogue, encourages joint recent years, this program is on hold as a visitation summer research opportunities, creates activities program, but educational research has continued . such as FIELDEX simulations, that bring together students at private liberal universities and future Engineers Without Borders (EWB) (2005–) military officers, and educates about the role of the A collaboration with the School of Engineering, U .S . military at home and abroad . Students have the mission of the Tufts Chapter of Engineers conducted joint research trips to Chile, Jordan, Without Borders is to design sustainable develop- Uganda, and Ukraine, and this summer to Panama ment projects for communities around the world and Rwanda . The IGL’s National Security and and to engage students, faculty and the campus in

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Civil Liberties Program (2006-) is an affiliate of and Guatemala . Then working with the political ALLIES and is an opportunity for students to and military leaders of the ANC, and former high experience and understand the fundamental level Apartheid government figures; and with relationship between civil rights and national leaders of the IRA and Provo military and political security concerns . It brings together students from groups, this project convened meetings over several the Tufts campus and from the US military years with all sectors of the Iraqi political spectrum, academies to address controversial issues such as excluding al-Qaeda . It worked for three years Guantanamo, warrantless wiretaps, WikiLeaks, and discretely to encourage and create the “Helsinki the extent of Executive Privilege . This program has Principles,” which formed the foundation for collaborated with the Law Library of the Library non-sectarian elections in Iraq . The meetings were of Congress and the Washington Law School of hosted by the Conflict Management Initiative, the American University . NGO founded by Nobel Laureate and Mayer Award recipient, the Hon . Martti Ahtisaari, the Synaptic Scholars (2006–) former President of Finland . Its concluding The Synaptic Scholars program is designed to gathering, at which the Principles were announced, encourage and enable students interested in was held in Baghdad . There are ongoing delibera- creative, intellectual exploration to realize their tions regarding economic and educational initia- potential in intensive, interdisciplinary settings . tives . The program creates a framework in which intellectual juxtapositions, critical thinking and International Resilience Program (2007–) self-directed explorations are fully realized . This program brings together applied interdisci- Synaptic Scholars is a leadership program, meant to plinary research, and cross-sector policy and provide a forum for students to take risks, pursue practice analysis to bear on teaching, advising and passions, and challenge assumptions in an intimate, mentorship of professional, graduate, and under- supportive and collaborative environment . It is graduate members of the Tufts community in the designed to cultivate a strong sense of accountabil- classroom and outside of the classroom through ity and responsibility, while encouraging scholars to research-focused activities . It is directed by Astier enrich the University’s intellectual life and pro- M . Almedom, a Fellow of the Institute and gramming . It is now a self-sustaining, intellectual Professor of Practice in Humanitarian Policy and community of diverse academic interests which Global Public Health at The Fletcher School . selects its members after interviews and submission Professor Almedom is currently on leave . of project concepts . Selected in the last stage of their freshman year, “Syns” are active for three years . EMPOWER (2007–) There is usually a range of 24-36 scholars on This IGL initiative focuses on social entrepreneur- campus at a time . Scholars have created fireside ship and poverty alleviation . Bringing together a chats with faculty and the annual TEX - Tufts Idea global network of non-governmental organizations, Exchange, modeled in part on the TED talks . such as ACCION, Kiva and The Schwab Founda- tion for Social Entrepreneurship . EMPOWER Robert and JoAnn Bendetson Public Diplomacy offers students opportunities for research and Initiative (2006–) internships across the world . A multidisciplinary The Bendetson Public Diplomacy Initiative is an initiative, topics include innovations in effort to bring key global policymakers and officials microfinance, education, water sanitation, and to Tufts to share their experiences and perspectives support for indigenous artisans and musicians . Its with students; and to create conducive environ- recipients have won prestigious prizes from MIT, ments in the search for common ground . It brings USAID, and at World Bank competitions . The policymakers and officials together to discuss their World Bank competition Innovation: Moving shared experiences, such as in its program on “Iraq: Beyond Conflict attracted two thousand submis- Moving Forward” in 2007, which explored next sions from 40 countries . Of the 30 winners, 3, ten steps in Iraq with extraordinary high level partici- percent, came from Empower supported IGL pants from Iraq, South Africa, Northern Ireland, students . Empower continues to support ongoing

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Institute group projects such as GroupShot, one of Program on Narrative and Documentary Practice the three selected by the World Bank; BUILD; (2011–) RESPE (Research and Engagement Supporting The Program for Narrative and Documentary Poverty Elimination) Haiti, and BrandHaiti . Practice, directed and founded by renowned award-winning photojournalist Gary Knight, the Discourse: The Tufts Interdisciplinary Journal Dedicated co founder of Photo VII, gives students the skills to the Power of Reason and the Exchange of Ideas to explain the world around them to the people (2007–) around them . The program teaches students to Discourse began as a Synaptic Scholars project . shape global issues into multi-media stories that are It provides an inclusive campus wide platform for narrative and compelling . The Program does not reasoned discussion and prescriptive analysis of train journalism students . Rather, it takes students issues of both international and domestic concern, interested in politics, history, economics, interna- while also including poetry, fiction, art and tional relations, conflict resolution, technology and photography to illuminate the human condition . engineering—students who wish to engage in the Its emphasis is on exploring a diversity of thought world—and teaches them storytelling and journal- and perspectives from students, scholars and ism . But it is a particular kind of storytelling, one practitioners . The purpose of Discourse is to that involves immersion in a subject and produces provide an open forum for discussion of contempo- works that draw on video, photography and writing . rary dilemmas, not as a vehicle with any specific The program annually offers an introductory course political or intellectual agenda . in the fall, a seminar in the spring and a summer, on-site workshop, along with organizing public Poverty and Power Research Initiative (PPRI) (2007–) lectures for the campus throughout the year . Its first This program is an effort to study the relationship workshop was in Arizona documenting the U .S ./ between extreme poverty and the nature of the Mexico border and immigration dilemmas; its national decision making process in the countries of second workshop is in Myanmar/Burma . the developing world . PPRI grew out of activities initiated during the 2007–8 EPIIC colloquium Pugwash International Student Chapter (2011–) under the guidance of IGL INSPIRE Scholar- In 2011, emerging out of the EPIIC topic “Our Practitioner Jose Maria Argueta, former National Nuclear Age,” the IGL began a student chapter of Security Adviser in Guatemala . Students have Pugwash International . The program is a forum for conducted on site research in Guatemala and the students and faculty to discuss and debate the Philippines, as well as in the US . Themes have ethical and normative dimensions of science, ranged from systemic corruption to the role of the technology and public policy . Its recent workshop media in development and democratic state was on technology and conflict, and looked at building in Turkey . ethical issues regarding autonomous lethal robots, “cyberwar,” neuroscience and national security . The Oslo Scholars Program (2010–) The Oslo Scholars Program, an initiative of the Petra Foundation Internships (2012–) Oslo Freedom Forum and the Institute for Global The Petra Foundation seeks out and champions Leadership at Tufts University, offers undergraduate unsung leaders who are making distinctive contri- students who have a demonstrated interest in butions to the rights, autonomy and dignity of human rights and international political issues an millions who are marginalized in America . opportunity to attend the Oslo Freedom Forum, Sustaining its commitment to the Petra Fellows and in Norway, and the opportunity to work with its fostering their collaborations, the foundation honorees . Its honorees are some of the world’s strengthens a national network of citizen activists leading human rights defenders and activists, such working across the divides of age, ethnicity, class as Justine Hardy of Heal Kashmir and Dr . Izzeldin and issue to build a more just society . These Abuelaish, the Gazan doctor who founded the internships offer Tufts students an opportunity to Daughters for Life Foundation . The Forum, now in work with and learn from the Petra Fellows . its fourth year, provides students with invaluable learning opportunities .

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Academic and Support Services Renovated, expanded and renamed in 1996, the Tisch Library provides a user-friendly learning Library Resources at Tufts environment that combines printed library materials The Tufts University libraries support the educa- with state-of-the-art electronic resources . The tional and research programs of the university by library provides over 1000 seats for users, print and serving students, faculty, and staff . On the Medford/ electronic collections, a Media Center with five Somerville campus are the Tisch Library serving electronic classrooms, a Digital Design Studio for the schools of Arts & Sciences and Engineering; digital media production, a computer-equipped the Edwin Ginn Library of the Fletcher School of classroom to teach library research skills, a univer- Law and Diplomacy; and the Department of sity-wide Geographic Information Systems (GIS) Digital Collections and Archives, which manages Center, and a café with a student art gallery and the university’s growing digital collections and faculty publications display . houses the university’s archives . The Hirsh Health The library is a depository for federal govern- Sciences Library serves the Tufts health sciences ment publications, including maps . Special schools on the Boston campus . The Webster Family collections include the personal library of Hosea Veterinary Medical Library serves the Grafton Ballou II, the Ritter Collection of Musicology, the campus . Bolles Collection of English history and other rare The Tufts libraries share one Integrated Library books and manuscripts . The library has begun to System (ILS) . The online catalog provides access digitize its special collections and integrate them to resources physically and virtually available within into classroom projects, as well as general collections the Tufts libraries and beyond . The resources of for deposit in the Internet Archive . these libraries include over 3 million bibliographic The library has an active technology lending items: books, journals, videos, music CDs, micro- program, including laptops, iPads, and digital pro- forms, slides, pamphlets, and government publica- duction equipment such as recorders and cameras . tions . Along with the catalog of the libraries’ Free scanning centers are available throughout the rapidly expanding collections, each library’s website library . hosts a state-of-the-art array of electronic data- Tisch Library has an extensive library instruc- bases, links to other websites, systems and services tion program that is integrated into the curriculum . including a body of research tools accessible from Principles of information literacy are incorporated each library’s home page using any Web browser . in learning objectives designed by departments and Web resources are selected by the libraries for their programs specific to those areas of study . The value to Tufts faculty and students and include a library also offers a credit-bearing senior capstone substantial number of electronic resources: over research skills course every semester . Individualized 40,000 electronic journals, which contain full-text research assistance is provided through a variety of articles, in over 400 electronic databases and indexes, formats including one-on-one consultation, and over 100,000 electronic books . reference desk, email, instant messaging, and text Students and faculty can also gain access messaging . Tisch Library provides online research through the university libraries to the resources of guides in all major subject areas and in over 240 the eighteen academic and research libraries specific courses . belonging to the Boston Library Consortium and, The Lilly Music Library, located in the Granoff through interlibrary loan, to library collections Music Center, houses musical scores, literature, and throughout the country and abroad . sound recordings (including a very popular CD collection of over 15,000), on a wide range of music Tisch Library subjects . Course reserves and reference for music Tisch Library provides support for the instructional are offered there, while electronic resources for and research needs of the faculty, students, and staff music study, including streaming audio databases, in the Schools of Arts & Sciences and Engineering . are available to the Tufts community on and off The physical facilities of the Tisch Library consist campus . of the Tisch and Lilly Music libraries . For more information on Tisch library services and collections, visit http://www.library.tufts.edu/Tisch .

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Edwin Ginn Library, The Fletcher School system, TUSK (tusk.tufts.edu) . The staff works The Edwin Ginn Library of The Fletcher School with students both in the classroom and one-on-one is one of the largest specialized libraries in the field to answer questions and teach research skills . These of international affairs . The library’s collection of activities are closely tied to the educational goals primary and secondary reference and research of each of the schools . The library staff also works materials has been developed with careful attention closely with faculty and clinicians to meet all of to the content of The Fletcher School curriculum their information needs for both research and and the research interests of students and faculty . patient care . Also, students and clinical faculty The library contains over 180,000 volumes and 250 receive their first tier of computing support at the current periodicals, serials, and foreign newspapers . library where the staff can do basic repairs, offer It has League of Nations and United Nations software support and system scanning and reinstal- documents, and publications from numerous lation . Laptops and iPads are also lent to library international organizations in print and online . patrons to augment their study or work . With the Ginn Library has substantial collections in the completion of the Sackler Center renovation in fields of international law and organizations; 2009, the library developed into a Boston campus human rights; economic and political development; student center, with a café, easy access to the library international energy resources and environmental resources, quiet study spaces, and a variety of matters; international security and peacekeeping; computing facilities . At 38,000-square-feet, the conflict negotiation; international business and space comfortably seats 800 patrons, with accom- finance; and the uses of the sea and outer space . modations for both individuals and groups . Librarians offer workshops throughout the year Classrooms, computer labs, and seminar rooms are on research techniques and effective use of elec- equipped with state-of-the-art presentation tronic resources . The library sponsors book talks equipment and relevant software for teaching and on new faculty and student publications, and hosts studying . Public computer workstations are exhibits of interest to the Fletcher community . positioned throughout the library and building- Special collections donated to The Fletcher School wide wireless allows access to the Tufts Network include the Edward R . Murrow Collection; the and the internet . John Moors Cabot Collection; the Philip Kingsland The Hirsh Health Sciences Library works with Crowe Collection; and the Walter Wriston the Tufts Libraries to provide access to over 57,000 Collection . electronic journals, over 5,000 of which are focused on biomedical topics and over 4,000 electronic For more information visit biomedical textbooks . These electronic collections http://www.library.tufts.edu/ginn/ . are continually growing to meet the needs of the students and faculty . For more information please Hirsh Health Sciences Library, visit http://www.library.tufts.edu/hsl . Boston Campus The Hirsh Health Sciences Library provides Webster Family Library, Grafton Campus resources to support the education, research and The Webster Family Library, located in the clinical mission of the Tufts Schools on the Boston Franklin M . Loew Veterinary Medical Education Campus . This includes the Schools of Medicine Center, contains the largest collection of clinical and Dental Medicine, the Sackler School of veterinary medicine literature and resources in New Graduate Biomedical Sciences, the Gerald J . and England . It includes materials on medicine and Dorothy R . Friedman School of Nutrition Science surgery for large, small, and exotic animals; animal and Policy, the Jean Mayer U .S .D .A . Human welfare; wildlife diseases and ecology; infectious Nutrition Research Center on Aging at Tufts diseases; conservation medicine; laboratory animal University, as well as the Tufts Medical Center . science; and veterinary practice management . The Library services are integrated into the curricula 7,000 volume John A . Seaverns Equine Collection, of the Boston Campus schools, where librarians covering all aspects of horsemanship, is one of the teach information management skills, and instruct largest of its kind . With representative titles the students in how to access a variety of resources covering five centuries, the collection provides directly and through the learning management

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valuable insight into the role of the horse through at Eaton Hall must be reserved for classes . The the ages . It is especially strong in horse racing, Mark Computer Lab in the basement of Tisch hunting, and the equestrian arts . For more informa- Library is also available as an instructional lab and tion, visit www.library.tufts.edu/vet/ . can be reserved on a space available basis by contacting the ITS Training Department . The Digital Collections and Archives (DCA) Mark Lab is primarily used for ITS Training Encompassing the university archives and managing Courses . The ITS Instructional Lab at Braker Hall, the Tufts digital library, the DCA supports the located in the lower level in Room 002, is a teaching and research mission of the university Macintosh lab available for teaching . More through creation and maintenance of digital library information about these computer labs and the collections and the tools to access those collections . other services ITS offers can be found at It collects, organizes, preserves, and makes available http://ase.tufts.edu/its/ . Students should also check records of permanent administrative, legal, and with their departments, many of which make their historical value in fulfillment of its mandate as the own computing facilities available for use by their depository of archival and historical materials . The students . DCA provides records management services to administrative offices in all divisions and depart- Teachers’ Resources ments of the university . For more information, visit Writing Fellows Program http://nils.lib.tufts.edu/ . The Writing Fellows Program unites faculty and students to enhance the quality of student writing . Computer Services Professors and courses participating in the program Within Arts and Sciences, and Engineering, receive the support of Writing Fellows, highly computer services are offered on the Medford/ trained undergraduate tutors who assist students Somerville campus both by University Information with writing in designated courses . Nominated by Technology (UIT), the university’s central comput- faculty and selected through a competitive applica- ing organization, and by Information Technology tion process, Writing Fellows are assigned to Services (ITS), a school based computing organiza- particular classes related to their major fields of tion . interest . They work closely with the same 12-15 UIT offers access to the university wide email students on drafts of papers and oral presentations system, and access to the Internet . Information throughout the semester . Professors participating in Technology Services (ITS) on the Medford campus the program receive training and feedback on provides support for students to check the status of creating effective writing assignments, responding their accounts or deal with account management to student writing, and integrating other aspects issues at the computing center at Eaton Hall of sound writing pedagogy into their courses . The during walk-in hours, via telephone and email, program aims to foster the process of writing by or by appointment . UIT also supports numerically making time and energy for review and revision . intensive research and scientific computing by Its basic philosophy is that writing is a process providing access to high-performance cluster and must be taught, learned, and practiced as such . computing . Peer-to-peer collaboration within the writing Information Technology Services (ITS) process works across the curriculum and throughout maintains several computer labs on the Medford the university to make students at Tufts better, campus for both teaching and course work and for more engaged writers . The Writing Fellows general use computing . The ITS Computing Program is sponsored by the Academic Resource Center in Eaton Hall is open to all Tufts University Center, and the ARC staff is also available to students, faculty, and staff . With over 85 computers consult with professors, departments, and teaching and a wealth of software available, the computer lab assistants about any issue related to writing serves as a useful resource to the Tufts community . pedagogy . For more information, visit The ITS Instructional Lab at Eaton Hall, located http://uss.tufts.edu/arc/writingresources/wf or in Room 208, is a PC Lab with 18 workstations contact the Director of the Academic Resource available for teaching . The ITS Instructional Lab Center at 617-627-4345 .

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Technology and Teaching that can be viewed, shared and edited online . Technology continuously alters what we know, http://vue.tufts.edu/ just as it changes how we learn and how we express One on One Consultations: ESTS staff are what we think we know . When used effectively, available to consult with faculty on the use of tech- computers and other technologies can enrich the nology in a course . Our educational technologists classroom experience and promote learning at all help instructors identify new ways of approaching levels . teaching challenges and suggest ways of integrating The UIT Educational and Scholarly Technology technology to meet their goals . We provide Services (ESTS) is a university-wide services group information about contemporary technologies that that offers faculty a broad range of services on the can be used to enhance education and provide use of technology for teaching, learning and guidance on the effective use of available tools . scholarly collaboration . To request a consultation, send an email to: [email protected] Tools for Teaching, Learning and Scholarly Collaboration Center for Interdisciplinary Studies Classroom Response System (Clickers): ESTS The Center for Interdisciplinary Studies (CIS) maintains a set equipment that faculty can borrow brings together a group of programs that share a as they’re experimenting for the first time with common interest in the application and integration classroom response systems . We provide orientation of diverse perspectives and methodologies in order to the i>clicker software and to effective practices to better understand our world . in formulating questions and integrating clickers The center is committed to building links into a course . We provide Tufts Schools, depart- between programs, developing new courses, training ments, and individual faculty with information faculty to employ interdisciplinary approaches in about ordering i>clicker for use in their programs . the classroom, sponsoring speakers and conferences, http://go.tufts.edu/clickers2 and promoting interdisciplinary research . Center Spark: ESTS offers a suite of Web 2 .0 tools staff also serve as a clearinghouse for information for communication and collaboration across Tufts on interdisciplinary activities on campus . Programs University called Spark . Tools include Wikis, Blogs, directly administered through CIS are: Podcast Publishing, Forums, Media Markups for web-based video annotation, Google Map Interdisciplinary Studies Major collections, and Web Meetings (Adobe Connect) . Latin American Studies http://spark.uit.tufts.edu/ Middle Eastern Studies Trunk: Trunk is a university-wide online environment designed to facilitate teaching, learning, CIS Senior Thesis and assessment at Tufts . Trunk enables the sharing Other academic programs affiliated with the center of knowledge and new models of collaboration include: within and across disciplines, Africa in the New World To access course sites, project sites, and American Studies “my workspace”: http://trunk.tufts.edu Asian Studies For assistance: Access online resources at Biochemistry http://sites.tufts.edu/trunksupport, or send an Biopsychology email to [email protected] Cognitive and Brain Sciences VUE (Visual Understanding Environment): Communications and Media Studies VUE is an Open Source project based at Tufts Community Health University . The VUE project is focused on creating Environmental Studies flexible tools for managing and integrating digital Experimental College resources in support of teaching, learning and International Literary and Visual Studies research . Through VUE, faculty and students use a International Relations visual concept-mapping interface to design Judaic Studies customized, resource-linked semantic networks Latino Studies

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Leadership Studies for interested students . They also conduct work- Medieval Studies shops on study strategies and exam preparation . Multimedia Arts Writing assistance is available for undergraduate Peace and Justice Studies and graduate students at any stage of the writing Urban Studies process . Writing tutors hold tutoring appointments Women’s Studies and drop-in hours for students seeking assistance with writing assignments, personal essays for For more information, visit the CIS website at: applications, and larger projects such as senior http://cis.tufts.edu/ . theses and dissertations . Oral communications tutors help students improve their presentation Engineering Project Development Center skills . The Engineering Project Development Center ARC staff and Time Management Consultants (EPDC) is a facility at Tufts University that are available to provide individualized support for supports the undergraduate engineering curriculum . students who are having academic problems or who This facility is a start-to-finish project center wish to obtain advice about study strategies, exam which enables students to take their projects from anxiety, motivation, or time management . the initial “idea stage” to the final “product and presentation stage ”. For more information, visit http://uss.tufts.edu/arc In the Teamwork Area, students work in their or call 617-627-4345 . project development groups brainstorming their ideas and accessing information from the Tufts main Services for Students with Disabilities library as well as over the internet . After finalizing Tufts University is committed to providing support their plans, the real design work takes place . for all students so that they may achieve their Students apply their CAD skills to their project academic potential . The university welcomes design on state-of-the-art PC workstations . applications from students with disabilities and As the use of computers in engineering contin- assures them that the university will provide access ues to increase and even become standard, it is to all programs for which they are qualified . important that engineering students are able to Specific assistance is provided for students develop intuitive, practical skills through hands-on coping with serious documented illness (medical testing and application of their ideas . After building and mental health) and those with documented and testing their prototypes, students can use the learning disabilities, attention deficit disorder, or Conference Room to present their project to other impaired hearing, speech, vision, or mobility . students, faculty and industry worldwide . Information about resources to assist students with Our facilities, of course, are for use for everyday disabilities and procedures for arranging reasonable study, group work and homework assignments as accommodations can be obtained through the well . For more information, please see Program Director of Disability Services in the http://ase.tufts.edu/epdc or call 617-627-2402 . Academic Resource Center at Dowling Hall and the website listed at the bottom of this entry . Academic Resource Center Each student’s program of study is given The Academic Resource Center, located in individual attention to take personal needs into Dowling Hall, provides academic assistance to account with respect to academic assistance . The students who wish to study more effectively . Free center will arrange academic support services such peer tutoring in any subject is available during as readers, tutors, note takers, extra time on exams, designated drop-in hours and by appointment in and exam proctors . Dowling Hall, in the residence halls, and around Special effort is made to make possible partici- campus . Students may obtain a tutor by accessing pation in extracurricular activities and encourage the online tutor finder on the ARC website . personal development and independence . In addition to tutoring, undergraduate tutors Questions about Tufts policy may be addressed conduct review sessions before examinations in a to the Academic Resource Center . For more large number of courses and organize study groups information, see http://uss.tufts.edu/arc/disability or call 617-627-2000 .

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Career Services during the academic year . TUHS is professionally Tufts Career Services offers resources and programs staffed by physicians, nurse practitioners, and for undergraduates, graduate students, and alumni physician assistants, all of whom have worked in in the School of Arts and Sciences and the School college health for a number of years . It has an of Engineering . We help students with all facets on-site, full-service certified laboratory . Health of career development and job search by providing Service provides primary care and urgent health individual career counseling, job and internship care to the undergraduate and graduate students on listings, on-campus interviews with recruiters, the Medford/Somerville campus . Health Service résumé critiques, career fairs, alumni presentations, works closely with local hospitals should hospital- networking opportunities, interviewing preparation, ization be required . grad school advising and more . Staff members are Prior to registration, each student is required to available to help students make career decisions, set submit a fully completed health form that includes realistic goals, and develop skills and strategies to a medical history, physical examination results (for realize these goals . Students may schedule an undergraduates only), and immunization history . appointment with a Career Counselor in advance or Tufts University policy requires that each student take advantage of our drop-in hours in Dowling have medical coverage under an accident/sickness Hall and Engineering buildings . Students are insurance plan with benefits comparable to the encouraged to use Career Services as early as their university’s student plan . The university offers a first year, to continue throughout their tenure at comprehensive plan at a reasonable cost for Tufts, and to take use our alumni services . The students and, if necessary, their spouses/partners Career Services website (http://careers.tufts.edu) and children . provides up-to-date information on programs and All full-time students are automatically charged panels, career fairs, and professional development for the Tufts student accident/sickness insurance events . The site also provides links to a wealth of plan . If students are covered under their parents’ or career planning and job search resources, informa- other private insurance plan and they do not want tion on applying to graduate school, internship the university’s student plan, it may be waived by opportunities and funding resources such as Career submitting a waiver form to the Health service prior Services internship grants, full-time job listings, to the waiver cutoff date . For a complete explanation cover letter and résumé advice, self-assessments and of the health fee, see Expenses . For more informa- skills inventories, as well as information about jobs, tion, visit: http://ase.tufts.edu/healthservice/ . employers, and industries . Students may contact alumni volunteers from the Tufts Career Advisory Health Education Network (TuftsCAN) to gather information about The Alcohol and Drug Program uses an integrated, a wide variety of careers . Online workshops and multi-pronged approach to substance use, misuse, YouTube videos allow students to access the and abuse on campus . Focus is placed on the information they need on a 24/7 basis . Students personal and the individual as well as the environ- may also learn more about Career Services through mental factors that influence alcohol and drug use our blog and Facebook page . in an effort to promote wellness in our community Career Services is located on the seventh floor and to optimize the academic success of our of Dowling Hall, 419 Boston Avenue . Appoint- students . ments may be scheduled in advance by calling Program offerings include prevention education, 617-627-3299 . outreach and training programs, addiction counseling, support group services, assessments by a profes- Tufts Health and Wellness sional clinician, treatment referral and information, Tufts University Health Service (TUHS) is located support for family members and children of addicts, at 124 Professors Row, across from Fletcher field information on policies and procedures, and and the tennis courts on the Medford/Somerville opportunities for student leadership and campus campus . During the academic year, the hours are dialogue . 8:00 a .m . to 6:00 p .m . Monday, Tuesday, Thursday The Health Education Program is located at the and Friday, 10:00 a m. . to 6:00 p .m . Wednesday, and Tufts Health Service, 124 Professors Row . For more 10:30 a .m . to 5:00 p .m . on Saturday and holidays information, call 617-627-5495 .

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Counseling and Mental Health Service commuting population . The fifteen-room house The Tufts University Counseling and Mental has facilities for cooking, recreation, studying and Health Service (CMHS) is located at 120 Curtis occasional overnight stays . It serves as a gathering Street, and is open Monday through Friday from place for commuters throughout the day and night . 9:00 a .m . to 5:00 p .m . CMHS is staffed by It is a great location to stop in, rest or study in professionally trained counselors who have special between classes or to have a study group in the expertise in working with college students . Our house on campus . The commuter house has goal is to help students address their concerns and individual lockers so that students may keep their build on their strengths, in order to make the most belongings safe in between classes . Hillside House of their college experience . Although we do provide is always open, while school is in sessions, for all services for students in mental-health crises, we undergraduates who commute from home . Staying make every effort to assist students before their on campus at the house maybe an important concerns may develop into more serious problems . resource for students when traveling between home At CMHS, we care about protecting students’ and campus during the winter months when privacy, and believe that counseling is most effective weather conditions make traveling difficult . The when students feel comfortable speaking openly university employs two co-managers who reside in with their counselor . We abide by professional the house whenever school is in session . They are codes of ethics regarding confidentiality, as well as responsible for making arrangements for commut- by state and federal laws protecting Private Health ing students to stay overnight and to plan special Information . events for the commuting population . Students Counseling services are provided to eligible may stay overnight as often as they wish, provided students at Tufts free of charge . This includes full space is available . time, undergraduate students, and those graduate Founded in 1963, the Off-Hill Council is the students who are covered by the comprehensive campus organization for commuters . The council is health fee . If students are seen for psychiatric medi- responsible for coordinating academic, athletic and cation, the initial consultation with the prescribing other special events for commuters and may include clinician is free of charge . Subsequent visits can be other residential students . charged to insurance, or paid for out of pocket . For more information, contact the coordinator in Additionally, CMHS offers after-hours crisis Dowling Hall at 617-627-3158 . intervention counseling in the case of potentially dangerous or life-threatening mental health Campus Life emergencies . The Office for Campus Life at Tufts University CMHS also provides information and applica- seeks to build community and inspire the growth tions for graduate and professional school tests, of the whole student by being a catalyst in the lives including the Miller Analogies Test . For more of students through a support system of guidance, information, visit http://ase.tufts.edu/counseling/ . compassion, service, and leadership . The Office for Campus Life, located in the Mayer Campus Services for Undergraduate Commuter Center, fosters the growth and development of Students students in the areas of leadership and program- For the incoming undergraduate student who com- ming, and assists students in planning and coordi- mutes from his/her residence, it is very important to nating a broad range of social, cultural, and have a home base on campus . The Hillside House educational programs . is a place to connect with other commuters during Students looking for opportunities to become their time at Tufts . We encourage commuters to get involved on campus with affiliated student organi- involved in the mainstream of campus social life . zations should visit http://ocl.tufts.edu . Students Tufts offers a number of resources to students in also have the opportunity to join student organiza- an attempt to make commuter life be a welcoming tions by attending the Student Organization and comfortable experience . The Hillside House, Fair—held every year following the first day of located at 32 Dearborn Road in Somerville, is the classes both fall and spring semesters . headquarters and a home like environment for the

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More information about the Office for Campus The I-Center works closely with the Office of Life or events on campus is available at the Career Services to provide workshops designed Information Booth, 617-627-3145; the Office for specifically for international students . These Campus Life 617-627-3212; and online at workshops cover interviewing skills and provide an http://ocl.tufts.edu . introduction to American slang . An annual international alumni networking event provides an International Center opportunity for graduating international students to Celebrating its 60th year in 2012, the International engage with international alumni in planning their Center (I-Center) provides immigration advising future careers . The Director of the I-Center hosts and visa documentation for approximately 1,000 alumni reunion events world-wide re-connecting students, faculty, and research scholars, representing alumni and fostering friendships formed at Tufts! more than 100 countries on all campuses . Addi- The I-Center is located at 20 Sawyer Avenue . tionally, the office provides counseling and advising For more information, visit http://ase.tufts.edu/ services to undergraduate and graduate students as icenter, call 617-627-3458, fax 617-627-6076, or needed . A small emergency loan fund exists to email [email protected] . assist students with short-term financial need . The I-Center processes visa documents for Africana Center nonimmigrant students, faculty, and research The Africana Center was founded in 1969 to meet scholars . Tufts is legally required to report to the the needs and concerns of Tufts students of African U .S . Citizenship and Immigration Services descent . The Center supports the academic mission (USCIS) when students or faculty/research scholars of the university by providing students access to a fall out of compliance with the USCIS regulations . full range of academic, cultural and social resources . The I-Center coordinates a number of activities In addition, the director of the Center works closely throughout the year, including an undergraduate with the administrative and academic offices of the pre-orientation program for new international university on issues of interest to students, and students and American first-year students . This advocates proactively on their behalf . The Center is program is run by the I-Center and selects under- committed to helping students succeed at the graduate volunteer host advisors, both international university and preparing them to take leadership and American, to implement the program . The roles in their chosen fields . I-Center, in conjunction with the International Programs: The Center implements programs, Club, co-sponsors the Parade of Nations and the such as the Annual Orientation Retreat, a year-long Oliver Chapman Leadership Award . This award is Peer Advisors program for incoming freshmen, and given to a senior who has been active with the the “Ready to Go” program for seniors, all of which international community, either on the Tufts are designed to encourage and support the intellec- campus or off-campus in the local community . The tual growth and awareness of Tufts undergraduates . recipient will be a person who has reached out to Additionally, there are bi-weekly facilitated group others and who has had an impact on the lives of discussions with the Black Women’s Collective and Tufts students or to a group or community outside Black Men’s Group . The Center also provides of Tufts . The I-Center serves as advisor to the culturally focused lectures, workshops, concerts and International House (a special interest house) and films that reflect and celebrate the intellectual to the International Club . tradition of Black people in the Diaspora . The I-Center also provides programs for Resources: There is an on-site library with graduate international students . The Intercultural resource materials, a computer lab for student use, Conversation Program (ICP) is available for and a multi-purpose room that can be reserved for graduate students who wish to meet with a partner meetings or events . The staff of the Center also on a regular basis to practice spoken English and to serves as a liaison to the following student organi- develop a friendship . Exchange Students, enrolled zations and assists with leadership development and at Tufts for one or two semesters, also receive programming initiatives; Pan African Alliance immigration support and programming through the (PAA), the Caribbean Club, African Student I-Center, in cooperation with the Tufts Programs Abroad Office .

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Organization (ASO), BlackOut and Envy step (Asian Community at Tufts, Chinese Students teams, Emerging Black Leaders Symposium Association, Filipino Cultural Society, Hawaii (EBLS), the ONYX literary magazine, and the resi- Club, Hong Kong Students Association, Japanese dential unit, Capen House . Culture Club, Korean Students Association, All students are invited to visit the Africana Taiwanese Association of Students at Tufts, Thai Center (8 Professors Row) . For additional informa- Club, Tufts Association of South Asians, and tion, contact the Africana Center by e-mail Vietnamese Students Club .) The director also [email protected], phone 617-627-3372, fax serves as advisor to the Asian American House 617-627-3382, or visit http://ase.tufts.edu/africana . (Start House), a residential unit . The center is located in Start House, 17 Latin Asian American Center Way . For more information, visit http://ase.tufts . The Asian American Center, founded in 1983, is a edu/asianam/, call 617-627-3056, or e-mail resource for the university and the Asian/Asian [email protected] . American communities and fosters a supportive environment for the academic and personal Latino Center development of students through its programs and The Latino Center, founded in 1993, provides services . The center recognizes the mono- and resources for the Latino student population at Tufts . multi-racial East Asian, Southeast Asian, and The center’s primary mission is to create a support- South Asian cultures and identities present in the ive environment for students by offering programs Tufts community, and advocates for students to and services that build a strong Latino community ensure a successful college experience . on campus . The center sponsors educational and cultural In collaboration with the Association of Latin programs (often in collaboration with other centers/ American Students (ALAS), the center coordinates offices, academic departments, and student Latino Heritage Month in October . Programs organizations) focusing on issues and topics throughout the year include the Latino Peer Leader pertaining to Asians in the United States and the Program and Retreat for first-year students, Latina diaspora . The Peer Leader Program, a yearlong Women’s Group, Mujeres and the Latino Men’s leadership training program, is coordinated through Group . the center, and annual programs include the The center offers a friendly space for studying, Georges Island community building outing for group meetings, or informal conversation . Resources first-years, Discover Asian America (a community include a computer lab; a library of books, periodi- learning opportunity in Boston’s Chinatown), cals, and videos reflecting Latino culture and alumni networking events, Day of Remembrance, experience; and a bulletin board of job listings . A and Asian American Jeopardy, and Asian American newsletter, Noticias, is published by the center . Month, recognized nationally during May but The director offers academic, career, and personal celebrated in November at Tufts . advising focusing on a wide variety of topics such as The center has a resource area (study space with course selection, cultural identity issues, discrimina- computers and wifi) and offers meeting space and tion, family concerns, culture shock, and successful many opportunities for intercultural learning adaptation to the university environment . The among students of different Asian ethnicities . director is the advisor to ALAS and to La Casa, the The director provides academic and personal residential house on campus . advising on course selection, majors and careers, The Latino Center is located at 226 College transition to college, and identity formation and Avenue . For more information, visit development, and works with other offices to http://ase.tufts.edu/latinocenter or call ensure that Asian/Asian American student needs 617-627-3363 . are being met . The center staff works with student groups through the Pan Asian Council, a collaborative of presidents from the Asian student organizations

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Lesbian, Gay, Bisexual, Transgender Center Women’s Center Tufts LGBT Center is a welcoming and safe space Tufts Women’s Center is a welcoming, gender which is open to the entire campus community . inclusive space that is open to the entire campus Founded in 1992, the Center offers a mix of social community . The Women’s Center (founded in and educational events, training, and advising for all 1972), provides opportunities for dialogue and Tufts students, faculty, and staff on issues related to programming that address issues specific to women sexuality, sexual orientation, and gender identity/ and more broadly related to the experiences of expression . The Center space includes a television gender that impact all of our lives . lounge, computer room, library and study area . The The Women’s Center is committed to fostering Center staff coordinates an LGBT and ally student student leadership and helping students identify speakers’ bureau called Team Q, and also hosts and understand societal structures that relate to peer-led discussion groups for Queer Students of issues of power, privilege, and oppression . In this Color and Allies (QSOCA), Bisexual Students, pursuit, the center offers programs that focus on the Queer Women and Queer Men . Working closely experiences of women and all gender identities and with the other centers on campus as well as with how each is informed by other aspects of identity academic departments, the LGBT Center always such as race and ethnicity, sexual orientation, strives to examine sexual orientation and gender gender expression, and socioeconomic class . Some within the context of other identity markers (such of our programming includes: Dinner and a Movie, as race, ethnicity, nationality and religion) . First Friday Lunch Speaker Series, Social Justice The Center’s Queer Peers program trains Communal Meals, Hot Topics, and a Graduate and LGBTA peer mentors to serve as resources for Undergraduate Feminist Reading Group . questioning and coming out students . The Center Beyond attending programs, The Women’s director represents LGBT concerns throughout the Center Student Collaborative, SAGE (Students entire university, and also meets individually with Acting for Gender Equality) is a great way for students to discuss personal and academic issues . In students of any gender to get involved . SAGE’s addition, the director advises the Queer Straight mission is to foster a safe and collaborative commu- Alliance (a student organization) and the Rainbow nity in which we educate ourselves on gender issues House (a student housing unit), and works closely while gaining the skills necessary to productively with numerous organizations and programs, work towards gender justice at Tufts and beyond . including the Social Justice Leadership Initiative, The Women’s Center also offers a mixed gendered Jewish and Queer Students at Tufts ( JQUEST), First Year Peer Mentoring Program that is open to SPEAC, Boston Area Trans Students (BATS), the all first year students, is led by SAGE peers, and GLBT Fletcher Student Group, the LGBT addresses common challenges and gender specific Faculty-Staff Caucus, and the Campus Diversity issues related to transitioning to college . Council . The director represents the special concerns of The LGBT Center is located at 226 College women on university committees and advocates for Avenue on the second and third floors . We are students regarding issues related to gender . The typically staffed Monday thru Friday from 9am to director also provides academic and personal 5pm—come by to hang out, speak with a staff advising on course selection, majors and careers, member, meet up with friends, check out a book or transition to college, and identity formation and video from our lending library, use one of our development . computers, grab a free cup of coffee or tea, or find a The center is located at 55 Talbot Avenue . quiet place to study . Free safer sex information and Monday-Friday, 9-5 p .m . Late night study: M, T, supplies are also available . The Center’s website and W from 7-11 p .m . Please stop by, join our elist, features information about all our programs and email [email protected] or find us on events, gender-neutral bathrooms, housing options, facebook! a Queer Studies course list, and additional links to resources around Tufts, Boston and beyond . For more information, call 617-627-3770 or visit http://ase.tufts.edu/lgbt .

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Religious Centers from Carmichael Hall in Medford . There is a wide The Office of the University Chaplain – Goddard Chapel: range of programs and events: Welcome BBQ in A Center for All Faiths the fall, fall and spring retreats, monthly dinners, The university chaplain is housed in Goddard faith formation, RCIA, confirmation, eucharistic Chapel which stands near the heart of the univer- minister and lector training, service outreach sity campus . Acknowledging the religious diversity opportunities, Lenten simple suppers, Easter of campus life, the chaplaincy is open to people of brunch, and the annual end-of-the year event . Lynn all faiths for worship, study, fellowship and Cooper is the Catholic Chaplain . During the community service . The chaplaincy serves as an academic year, mass is celebrated at 10 p .m . in umbrella for the activities of campus religious Goddard Chapel . For more information call organizations, promoting dialogue and understand- 617-627-2044 or e-mail at [email protected] . ing among people of different faiths . To this end, we sponsor interfaith programs . The Jewish Chaplaincy In addition to the university chaplain, four other Hillel serves the needs of the Jewish community on chaplains serve on campus . The chaplains and campus and is a resource for information about affiliated advisors connect with student religious Judaism . Student leadership works closely with the groups . A Chaplain’s Table is held every week professional staff to conduct a variety of activities, which is related to religion and different topics are including religious observances, cultural celebra- discussed by faculty and students . Monthly tions, study groups, and lectures . Jewish religious programs are held on different ethical issues . The services of all levels of observance are provided university chaplain is available for individual every Shabbat and on holidays, and Kosher Shabbat counseling and conflict management . The univer- dinners are held every week . Board meetings are sity chaplaincy participates in Orientation, Bacca- held on Mondays and everyone is welcome and laureate and Commencement . We sponsor pro- encouraged to get involved . Rabbi Jeffrey Summit, grams with other divisions of the university with Hillel Director and Jewish Chaplain, is available to whom we share common concerns . Our Music students, staff and faculty for counseling or Director, Dr . Janet Hunt, oversees musical pro- informal conversation . For more information call grams . 617-627-3242 or visit www.tuftshillel.org . The University Chaplain ad Interim, The Reverend Patricia Budd Kepler, has an office in The Muslim Chaplaincy Goddard Chapel . The Roman Catholic Chaplain, The Muslim Chaplaincy at Tufts is located in the Lynn Cooper, the Protestant Chaplain, Rachael Interfaith Center, 58 Winthrop St . and provides an Pettengill, and the Muslim Chaplain, Naila Baloch opportunity for Muslim students to gather for all have offices in the Tufts Interfaith Center, worship, social activities, and education . There are 58 Winthrop St ., Medford . Catholic mass and weekly prayer services at 1 p .m . on Fridays and Protestant worship services are celebrated in opportunity for daily prayer during the academic Goddard Chapel, and there are Muslim prayer year . The Muslim Chaplain, Naila Baloch, is services on Fridays at the Interfaith Center . The available to the community . For more information Jewish Chaplain, Rabbi Jeffrey Summit, who also call 617-627-2065 or e-mail [email protected] . serves as the Director of Hillel on campus, has an office in the Granoff Family Hillel Center on The Protestant Chaplaincy Capen St . and Jewish services are held there on The Protestant Chaplaincy is located in the Tufts Fridays . Other denominational groups and religious Interfaith Center, 58 Winthrop St . Pastoral organizations also contribute to religious life and counseling and activities are provided by the Protes- hold services on campus . For more information call tant Chaplain . During the academic year, a student- 617-627-3427 . involved, ecumenical Protestant worship service is held at 7 p .m . in Goddard Chapel with a fellowship The Catholic Chaplaincy time proceeding worship . The Protestant Chap- The Catholic Chaplaincy is located in the Tufts laincy relates to the Protestant Student Association, Interfaith Center, 58 Winthrop St ., one block down the Tufts Intervarsity Christian Fellowship, the

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Capen Fellowship, and the Tufts Unitarian short, single-channel video, animation, and film and Universalists . For more information call 617-627- to a reading area where its publications can be 2097 or e-mail [email protected] . perused . More information and a calendar of events is available at http://artgallery.tufts.edu . Tufts University Art Gallery The Tufts University Art Gallery animates the Balch Arena Theater intellectual life of the greater university community Every year the Balch Arena Theater presents three through exhibitions and programs that explore new, major productions in which students are encour- global perspectives on art and art discourse . The aged to participate . Opportunities are provided for Gallery is dedicated to conceiving and presenting involvement in acting, directing, design, stage contemporary art exhibitions and educational management, and arts administration . programs that support the academic and civic ideals Up to ten undergraduate-directed productions of the University . These ideals include excellence, are mounted annually . The summer season offers intellectual and social engagement, and the balance students a chance to work in Magic Circle Theater of scholarship and teaching . The University and the for children ages eleven to fifteen, and in Creative Gallery value a worldview that encompasses both Arts for children ages seven to ten . The Balch local and global perspectives . Arena Theater is the home of many of the univer- The Gallery fosters cultural dialogue by offering sity’s drama groups, including Pen, Paint, and a public platform for art made by emerging and Pretzels, Tufts umbrella student theater organiza- midcareer artists, by featuring new work of tion . established artists, and by exposing fresh interpreta- The theater also hosts dance performances, tions and scholarship on art and art history . Guided lectures/demonstrations, and other special events . tours for classes and groups based on the isual The theater’s box office, costume shop, and scene Thinking Strategies method are available by shop employ students to support the many theater- appointment . related activities throughout the year . The Gallery’s major constituencies include current students, faculty, and staff on the Tufts Athletic Facilities Medford/Somerville campus; the School of the The athletic program at Tufts provides students Museum of Fine Arts, and the other Tufts schools; with numerous opportunities to compete in the greater university community of alumni, parents, intercollegiate, intramural, and club sports, and to donors, friends, and neighbors; the regional and engage in general recreation . The intercollegiate New England arts community; and arts profession- athletics program at Tufts features thirty-one als (including exhibiting artists) . Its Contemporary Varsity sports, most of which compete as members Art Circle meets in Boston, New York City, and of the NCAA Division III, ECAC, and NESCAC . occasionally elsewhere 4 to 5 times per year for Ten Club Sports offer competitive sport that is events that foster art appreciation; The Circle sup- student run and open to all who are interested . The ports the Gallery’s special projects and publications . athletic program also offers a wide selection of Each year the Gallery also mounts thesis intramural sports that are designed to be more exhibitions by candidates for the Master of Fine recreational in nature as well as a wide variety of Arts degree in studio art, offered by Tufts in health and fitness related activities . affiliation with The School of the Museum of Fine The Gantcher Family Sports and Convocation Arts, Boston . The Gallery also hosts an annual Center offers a 200-meter track and four indoor exhibition organized by students in the Tufts tennis courts, the Ames Human Performance Museum Studies Certificate Program . Center features the Lunder Fitness Center . The Tufts University Art Gallery’s exhibition Cousens, Chase, and Jackson Gymnasiums, Carzo space consists of the Tisch Family Gallery, the Cage, Hamilton Pool, and several fields are also Koppelman Gallery, the Remis Sculpture Court, available for recreation except when varsity teams and the Slater Concourse Gallery (a Tufts commu- are practicing or hosting events . Permission and nity gallery) . The Gallery’s entrance reception area reservations may be required for some facilities . features a New Media Wall that is dedicated to Schedules of the various recreational facilities are

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published in a brochure available from the athletic program ofﬁce in Cousens Gymnasium . For more information, visit http://ase.tufts.edu/athletics or call 617-627-5005 .

Osher Lifelong Learning Institute The Osher Lifelong Learning Institute at Tufts is a vibrant, membership-based organization of “older” adults who seek intellectual stimulation in a convivial, social atmosphere, with no tests, no pressure, and no grades . While the program is open to adults of all ages, it is designed primarily for those who have already retired or who are nearing retirement . Members share the common bonds of intellectual curiosity and the experience of their generation . They are self-motivated learners, eager to share opinions, knowledge, and expertise with humor and mutual respect . Originally called the Tufts Institute for Learning in Retirement, the program was established in 2001 under the sponsorship of the Tufts Alumni Council and the College of Arts and Sciences . In 2005 it was renamed the Osher Lifelong Learning Institute at Tufts University in acknowledgement of generous support from the Bernard Osher Founda- tion . In the time since, the program has attracted hundreds of “third agers” from Greater Medford and beyond, providing them with an opportunity to socialize, engage their minds, and satisfy their intellectual curiosity . Membership beneﬁts include admission to our “Lunch & Learn” speaker series; use of Tisch Library and its many resources; participation in EDventures activities (a book club, history club, movie club, “Dine Out” group, and more); a subscription to our newsletter; an opportunity to submit original work for our literary magazine; and invitations to special events not open to the general public . In addition, only members are entitled to register for our many classes and workshops, which are typically offered on the Medford campus on Mondays and Fridays, and at our “satellite campus,” Brookhaven at Lexington (a not-for-proﬁt retirement community), on Wednesdays . For more information, visit our website (www.ase.tufts.edu/lli), give us a call (617-627- 5699), or email our offce ([email protected]) .

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student is required to complete an appropriate Departments, Programs, project, such as a thesis, an oral presentation, or a and Research Centers performance, which integrates the knowledge and methodologies of the disciplines involved and must include a written analysis. The integrative project In the following section you will find descriptions will be given one-half or one course credit under of departments and programs, with their degree ANW 90, 91 or 95 designations and will receive a requirements and lists of their faculty. Descriptions letter grade. Students interested in a Major of courses can be found online at concentration may propose a major in Interdisci- http://studentservices.tufts.edu/registration.htm. plinary studies with a focus on African Studies, Detailed course descriptions can also be found African American Studies, or African Diaspora in handbooks issued by individual departments and Studies. programs. These handbooks often describe courses not listed in the online bulletin. Note: Courses cannot count for both the ANW A supplement, available prior to registration interdisciplinary minor and the African/African each semester at Student Services, lists the courses American culture option. that are offered the following semester, including This minor will be available through 2012-13. their credit value and the times they are offered. For more detailed information, please visit the Up-to-date information about which courses are website http://ase.tufts.edu/anw/. offered in a given semester is available online at https://webcenter.studentservices.tufts.edu/ courses/main.asp. Courses numbered 1 through 99 are for Africana Studies undergraduate credit only; those numbered 100 DIRECTOR: through 199 are for both undergraduate and Associate Professor Paula Aymer, Department of graduate credit; those numbered 200 through 299 Sociology are intended primarily for graduate credit, although undergraduates may take these courses for credit Africana Studies Major with permission of instructor and/or department. Africana Studies is an interdisciplinary field that focuses on the study of the people of the African continent and people of African descent in the Africa in the New World global African Diaspora. The Africana Studies major exposes students to the historical, political, DIRECTOR: social, economic, and cultural systems and institu- Associate Professor Paula Aymer, Department of tions that reveal the lived conditions and creativities Sociology of Africana peoples within the countries of the African continent and the African Diaspora. The Africa in the New World (ANW) interdisci- Moreover, Africana Studies critically interrogates plinary minor encourages students to explore the socio-historical contexts in which western Africa, the African diaspora in the Americas, and epistemologies developed, while examining the global Africa through a range of perspectives. important contributions to human labor, talents, Particular emphasis is given to three intellectual and natural resources made by African peoples to currents: diaspora studies, identity construction, the movement to modernity experienced and and globalization. claimed by Mediterranean and western states. Africana Studies offers an interdisciplinary REQUIREMENTS approach to the philosophical foundations of To fulfill the ANW minor, students must choose knowledge production and highlights the history five courses from at least three departments or of complex interaction between the social and programs of the university, bringing to bear the biological sciences in providing justification for the knowledge and perspectives of various disciplines oppression of Africans and peoples of African on a single subject. In addition to the five courses, a descent. It also provides a critical approach to major

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social and cultural processes that are essential to an 2. A course that focuses on analysis of race and understanding of contemporary globalization. racism in Africa or the Diaspora Contemporary Africana Studies grows out of 3. A course that focuses on the history and culture the curricular transformation that accompanied the of the peoples of Africa and the African civil rights and Black Power eras that called for Diaspora, including confrontations of peoples of social, political, and economic justice in the United Africa or the African Diaspora with colonial or States and abroad and demanded a more diverse other oppressive powers, or discourses on what it and inclusive educational agenda. As also is true for means to be an African or to reside in the global the related fields of Asian American Studies and African Diaspora Latino Studies, the field has grown and expanded 4. A course that focuses on contemporary African since its origins more than four decades ago. and African Diaspora societies and cultures, Contemporary Africana Studies incorporates many including social and cultural processes of disciplinary and interdisciplinary approaches, but contemporary globalization involving Africa and retains its distinctive inclusion of a social justice its Diaspora lens. The field also draws on 19th and early 20th century intellectual movements focusing on Six elective courses political, experiential, and other relationships of Six elective courses with at least three courses peoples of Africa and the global diaspora. drawn from the following focus options: The goal of an in-depth study of Africa and 5. African Studies, African Diaspora Studies, the global African Diaspora is to develop critical African American Studies. thinking, research, and writing skills while educat- A student interested in concentrating in African ing students about the political, cultural, historical, Studies, African Diaspora Studies, or African and contemporary importance of peoples of American Studies must take at least one core or African descent as well as the socio-political and elective course whose primary focus is outside their economic problems faced by that global community. chosen concentration. Options 5A-5C are separate Importantly, the mission is to teach students options for elective courses. methodological skills that will enable them to con- 5A. African Studies (courses with focus within duct independent research. Graduates of Africana African continent) Studies Programs go on to careers in academia, 5B. African Diaspora Studies (courses on government, education and public service. The regional, transregional, transnational, African intellectual skills acquired in this discipline are also Diaspora themes) an excellent preparation for careers in public health, 5C. African American Studies (courses on the public policy and urban planning, journalism, law national black experience in the United States) and criminal justice, and business, as well as in the international sector. 6. Up to two elective courses that focus on comparative aspects of race, ethnicity, immigra- undergraduate major requirements tion, or issues that highlight other forms of The major in Africana Studies consists of ten difference or focus on a topic relevant to interdisciplinary and disciplinary courses drawn Africana Studies. Elective courses must have from African studies, African diaspora studies, topics that focus for example on, immigrant African American studies, and courses focused on communities, health disparities, the law and comparative studies or topics relevant to Africana judicial systems, to name three—that relate to studies. Of these ten courses, four are core courses the historical and/or contemporary experiences and six are electives. of Africana people. Students wishing to offer such courses towards the Africana major that are Core Courses not listed in the Africana Studies roster of 1. A gateway course in history focusing on Africa, published courses must consult with instructors African Diaspora, or African America (U.S.) or for permission. Permission to independent study courses that highlight the connections and on an appropriate Africana topic must be divergences between Africa and the African approved by an Africana Studies committee. Diaspora

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7. Up to one course (may be two half-credit institutions. At least one course of the minor must courses) that focuses on participatory cultural be at the 100-level. Courses with grades lower than aspects of Africa or the Diaspora. C- will not be accepted towards the minor. 8. Up to one course of faculty-supervised intern- For more detailed information, please visit the ship in an Africana organization or an organiza- website http://ase.tufts.edu/africanastudies/. tion that signiﬁcantly services Africana people or an Africana community or on community- based research in which the student’s project focuses on an Africana community. The student American Studies must write a paper analyzing their experiences DIRECTOR: in this internship or produce a research paper or Associate Professor Christina Sharpe, American Studies/ project. English/Women’s Studies

FACULTY: Africana Studies majors are encouraged to fulﬁll Professor Frances Sze-Ling Chew, Biology their Foreign Language Requirement in a language Professor Deborah Pacini Hernandez, Anthropology of Africa or the African Diaspora, e.g. Swahili, Associate Professor Adriana Zavala, Art and Art History Arabic, or one that will assist work in areas of Assistant Professor Heather Curtis, Religion Africa or the Diaspora, e.g., French, Portuguese. Assistant Professor Natalie Masuoka, Political Science Majors in Africana Studies may take up to three Assistant Professor Stephan Pennington, Music courses that are also counted towards another major Assistant Professor Sarah Sobieraj, Sociology or a foundation requirement. Up to four courses Assistant Professor Ichiro Takayoshi, English may be transferred from other institutions (e.g. Assistant Professor Sabina Vaught, Education non-Tufts programs abroad). At least three courses Assistant Professor Noe Montez, Drama and Dance of the major must be at the 100-level. Up to two Assistant Professor Monica White Ndounou, Drama and courses of independent study (including senior Dance honors thesis) may be counted toward the major. Senior Lecturer Edith Balbach, Community Health Courses with grades lower than C- will not be Senior Lecturer Jeanne Dillon, American Studies accepted towards the major. The foregoing is a Senior Lecturer Jean Wu, American Studies minimal program. For many purposes further Lecturer Steven D. Cohen, Education preparation involving additional language and Lecturer Thomas Chen, American Studies additional 100-level courses are needed. Lecturer John F. Hodgman, American Studies/ Entrepreneurial Leadership Africana Studies Minor Lecturer Ronna Johnson, English/American Studies Africana Studies Minor requires six disciplinary Lecturer Joan Lester, American Studies and interdisciplinary courses drawn from African Lecturer Linda Sprague Martinez, Community Health studies, African diaspora studies, African American Lecturer Nancy Wilson, Jonathan M. Tisch College of studies, and courses focused on comparative studies Citizenship and Public Service or topics relevant to Africana studies. Of these six courses, four are core courses and two are electives. American Studies is a quintessentially interdisci- 1. Four core courses as outlined for the major. plinary endeavor that seeks to cut across disciplin- 2. Two electives courses drawn from any two of the ary boundaries in its analysis of U.S. society and elective options for the major. culture. It examines the historical, social and cultural underpinnings of what is commonly Students are encouraged to declare their interest in referred to as the “American experience.” The an Africana Studies minor not later than the intellectual signature of Tufts’ American Studies beginning of their senior year. One elective may be Program is its emphasis on how the intersecting an independent study course (including senior dynamics of race, ethnicity, class and gender honors thesis); two courses may be counted towards produce dissimilar “American” experiences for a major or a foundation requirement; normally up individuals and groups, and how political, economic to two courses may be transferred from other

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and social systems shape crucial public domains For more information, call 617-627-2311, visit such as education, health, work and the environ- http://ase.tufts.edu/amstud, or e-mail the program ment. We are also interested in critical studies of administrator, [email protected]. representation in the performing arts, the visual arts, humanities and popular culture. American Studies has also been increasingly concerned with Anthropology the ways that other countries perceive and interpret Associate Professor Rosalind H. Shaw, Chair; the United States, and conversely, how people in Sociocultural anthropology, ritual and religion, gender; the United States perceive and represent their West Africa, South Asia neighbors inside and outside of the Western Professor David M. Guss, Aesthetic anthropology, theory, hemisphere. cultural performance, myth and ritual, folklore, popular culture, urban anthropology, placemaking; Latin America UNDERGRADUATE CONCENTRATION Professor Deborah Pacini Hernandez, Sociocultural REQUIREMENTS anthropology, popular music and culture, comparative Latino To graduate with a Bachelor of Arts degree in studies; Spanish Caribbean American Studies, a student must complete ten Associate Professor Stephen M. Bailey, Biological and courses: one Foundation course AMER 10-20; one nutritional anthropology; the Americas, Southeast Asia, China Integrative Seminar AMER 181-190; one History Associate Professor Sarah Pinto, Medical anthropology, course with at least two-thirds of course content gender, reproduction, health care, body, caste; India focused on some aspect of the U.S.; five credits that Assistant Professor Amahl Bishara, Media, human rights, form a thematic interdisciplinary cluster, including the state, journalism, democracy, the politics of place, at least two courses at the 100+ level. The last two knowledge production: the Middle East courses are American Studies 198 Senior Special Assistant Professor Alex Blanchette, Environmental Project, taken in either the fall or spring semester of anthropology; labor politics; industrial agriculture; United the senior year, plus one elective course (content to States coordinate with coursework of interdisciplinary Lecturer Lauren Sullivan, Prehistoric archaeology, origins cluster); OR American Studies 199 Senior Honors of complex societies; Mesoamerica Thesis, taken in both semesters of the senior year. Lecturer Cathy Stanton, Tourism, heritage, museums, myth The Senior Special Project or Honors Thesis must and ritual, cultural performance, public history integrate or expand some aspect of the interdisciplinary cluster’s theme. Note: AP courses may not Anthropology provides an understanding of the count towards the American Studies major. A grade forms and causes of worldwide human diversity. of C- or better is required for a course to count This diversity, both cultural and biological, is seen toward the major. in the widest comparative and evolutionary Interdisciplinary clusters: The major themes of framework. Customarily, the field is divided into the American Studies Program can be explored in cultural anthropology (a social science) and physical depth through interdisciplinary clusters. Students anthropology (a natural science). Cultural anthro- select five courses from departments throughout pology in turn is separated into ethnology, archae- the university which will relate to a cluster’s theme. ology, and linguistics. The anthropology major (Students may also design their own cluster by enables students to view contemporary social and writing a proposal describing the theme, intellectual biological problems from an anthropological rationale and course content for the proposed perspective as part of a liberal education. It also cluster.) The capstone SSP or HT must expand on prepares students to pursue graduate studies in some aspect of the cluster. anthropology or related fields. The director and other faculty advisors work closely with students in tailoring individual pro- UNDERGRADUATE CONCENTRATION grams reflecting particular interests and providing REQUIREMENTS a framework for the continued integration of Major in Anthropology knowledge at more advanced levels. The American Ten courses, including: One Gateway (introductory Studies program office is located at 110 Eaton Hall. level) sociocultural anthropology course (Anthro-

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pology 10-39), One Gateway biological anthropol- Our understanding of the majority of the human ogy or archaeology course (Anthropology 40-59), past, for which the written record is nonexistent or Anthropology 130, Seven additional anthropology minimal, is based on a material record. Archaeology courses, at least one of which must be an area examines this record of human activity to recover focused course numbered below 160, and two of and interpret information about past societies and which must be upper-level seminars (Anthropology cultures. There are many subdisciplines within 160-189). Please note: We strongly recommend archaeology, reflecting both the specific periods taking the theory course (Anthropology 130) in the and regions into which we divide the human past, junior year. A maximum of two courses cross-listed and the different approaches to the recovery and in other Tufts departments may be counted toward analysis of the evidence about that past. the Anthropology major. Students must achieve a Tufts offers a general interdisciplinary grade of C- or better for a course to count for credit undergraduate major in archaeology, incorporating toward the major. The department encourages courses from the arts, humanities, natural sciences, majors to explore the possibility of undertaking a and social sciences. Ideally, a student in archaeology senior thesis. will combine course work with firsthand experience in recovery, conservation, and interpretation of For more detailed information, please visit the material remains. website http://ase.tufts.edu/anthropology. The archaeology program has affiliations with several summer field schools, including the Murlo excavation in Italy, the Talloires/Mt.Musièges Applied Mathematics excavation in France, and with the Center for (FOR DEGREE REQUIREMENTS, SEE Mathematics.) Materials Research in Archaeology and Ethnology (CMRAE) based at M.I.T., an alliance of Boston- area programs that offers specialized course work in Applied Physics the scientific dimensions of archaeological study. (FOR DEGREE REQUIREMENTS, SEE PHYSICS.) Students are encouraged to take appropriate course work at the universities affiliated in the Boston Consortium (Boston College, Boston University, Brandeis University). Arabic (SEE GERMAN, RUSSIAN, AND ASIAN LANGUAGES UNDERGRADUATE CONCENTRATION AND LITERATURES.) REQUIREMENTS The undergraduate major consists of eleven courses, including a core of four required courses plus a selection of seven elective courses distributed among Archaeology three broad subject areas. Students are advised to DIRECTOR: complement their archaeology major with a second Professor R. Bruce Hitchner, Classics major or a minor in a related field. Archaeology majors are strongly encouraged to pursue some PROGRAM COMMITTEE: independent research project or field research Professor David M. Guss, Anthropology component in archaeology either as part of a senior Professor Jack Ridge, Earth and Ocean Sciences thesis or summer scholar’s project. This can include, Associate Professor Stephen M. Bailey, Anthropology among other things, participation in excavations, Associate Professor David M. Gute, Civil and museum work, archaeological preservation, etc. Environmental Engineering Associate Professor Steven W. Hirsch, Classics Eleven to Thirteen courses distributed as follows: Lecturer David J. Proctor, History I. Four courses in core curriculum Lecturer Lauren A. Sullivan, Anthropology 1. Anthropology 39 (may substitute ANTH 20 or 27) 2. Archaeology 30 (cross-listed as ANTH 50; formerly ANTH 30)

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3. Archaeology 27 (cross-listed as CLS 27 and FAH 19) built environment. The various curricular paths in 4. Earth and Ocean Sciences 2 architectural studies provide opportunities to study architecture as a liberal arts or engineering major or II. Seven Courses from History, Natural/Social minor and, if desired, help prepare for future Sciences and Archaeology (Only courses which graduate study and careers in architecture and other have direct content, theoretical, or technical allied disciplines, such as landscape architecture, relevance to archaeology are included here. urban planning, and historic preservation. All the However, other courses in History, the Natural curricular paths emphasize architecture’s interdisci- Sciences, and Archaeology may be considered for plinary character and take full advantage of course inclusion if approved by a faculty advisor in the offerings in both the College of Liberal Arts and archaeology program. Transfer courses from other the School of Engineering. institutions limited to two unless approved by In addition to the courses of study outlined advisor.) below, students interested in pursuing graduate a. Two History courses taken from Cls 26, 37, 38, studies in architecture should take one or two 47, 85, 86, 142, 143, 144, 146, 147, 185, 186; semesters of calculus (Mathematics 32-34) and Hist 6, 13, 17, 23, 40, 50, 51, 72, 76, 105, 148, physics (Physics 11-12), and are encouraged to take 149, 151 Drama 10 for public speaking. b. Two Natural/Social Science courses taken from For more information, contact Professor Adriana Anth 40, 49 (formerly 20), 126, 132, 150, 182; Zavala (Art and Art History) or Professor Masoud Biology 7 or 10 (student may not count both Sanayei (Civil and Environmental Engineering). Bio 7 and Bio 10), 143, 144; Chem 2, 8; Eos 32 c. Three Archaeology courses taken from Arch 26, COLLEGE OF LIBERAL ARTS 49, 51, 52, 91, 92, 128, 160, 163, 164, 167, 168, Major in Architectural Studies 187, 188, 190, 191, 192; Classics 26, 87, 88, 160, The Department of Art and Art History offers an 163, 164, 167, 168, 187, 188; FAH 103, 104, interdisciplinary major in Architectural Studies for 105, 106 students in the College of Liberal Arts that teaches students understanding of the built environment III. Interdisciplinary Capstone (optional)— from multiple perspectives through the development Archaeology 193 and 194 or other approved courses of basic skills in analyzing, interpreting, engineering, designing, and engaging imaginatively and GRADUATE PROGRAM actively with the current and historical built Master of Arts in Classical Archaeology environment. (SEE CLASSICS FOR PROGRAM DESCRIPTION.) The built environment is defined broadly, from For more detailed information, please visit the stage scenery and interior design to civil engineer- website http://ase.tufts.edu/archaeology. ing and urban planning, in order to reflect historical and contemporary experience and to encompass the richness of Tufts’ curricular assets, which besides the Architectural Studies offerings of the Art and Art History Department, include the university’s School of Engineering, its ACTING DIRECTOR (2012–13): graduate department in Urban and Environmental Associate Professor Adriana Zavala, Art and Art History Policy and Planning, and its affiliation with the ADVISORY COMMITTEE: School of the Museum of Fine Arts. The Architec- Robyn Gittleman, Director, Experimental College tural Studies major totals twelve courses: seven core Professor Rachel Bratt, Urban and Environmental Policy classes and five multidisciplinary electives. The and Planning major’s core curriculum provides a foundation in art Professor Masoud Sanayei, Civil and Environmental and architectural history and theory, in engineering Engineering and design, and in the humanistic and social science aspects of architecture. Architectural Studies majors Tufts offers several curricular paths for students then design their own elective program of upper- interested in the study of architecture and the level study from designated courses in architectural

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history, studio art, civil engineering, the humanities, Art History 95/195 Boston: Architecture & Urbanism and the social sciences. (Students may take no more Art History 103 Aegean Archaeology than three half-credit courses towards the major’s Art History 104 Greek Art and Archaeology requirements.) As a capstone, senior majors in their Art History 105 Tyrrhenian Archaeology ﬁnal semester complete a senior integrative project, Art History 106 Roman Art and Archaeology either as an independent research project or an Art History 120 Armenian Art, Architecture, and internship in a professional ofﬁce. Several opportu- Politics nities exist for study abroad. Completion of an Art History 126 Monasteries and the Arts intensive summer architectural design course from Art History 127 Cathedrals and the Arts an accredited architecture school (e.g. Career Art History 192A Armenian Architecture and Sculpture Discovery at Harvard’s Design School) exempts Art History 196 Museum Architecture majors and minors from the FAM 22 requirement. Art History 199 Senior Honors Thesis For more information see Art History 290 Seminar in Architectural History and http://ase.tufts.edu/art/architecture/. Theory Civil Engineering 120 The Art of Building Required Core Curriculum Drama 119 History of Style and Décor 1. Art History 8 Introduction to Architecture, 1400 to the present B. STUDIO ART 2. Art History 1 Art History to 1700 FAM 20 Design: Foundation 3. FAM22 Architectural Design FAM 21 Design: Intermediate to Advanced 4. engineering core course: Engineering 2, 5, 23, 39, or FAM 22 Architectural Design 80; or Engineering Psychology 61; or Engineering FAM 23 Intermediate to Advanced Architectural Design Science 5, 25, or 27 FAM 26 Drawing: Foundation 5. Humanities/Social Sciences core course FAM 39 Graphic Design (Area C* below) FAM 54 Painting: Foundation 6. upper-level architectural history class (FAH 115, 120, FAM 77 Sculpture: Foundation 125, 126, 127, 190, 191, 195, 196, 290, or 192 FAM 93 Watercolor [architecture]; or CE 120) Drama 19 Principles of Theatrical Design 7. Art History 98 Architectural Studies Senior Project Drama 21 Computer-Assisted Design Seminar Drama 29 Scene Painting Drama 93-02 Architectural Styles and Designs Multidisciplinary Electives Drama 94-02 Advanced 3-D Design Five courses chosen from at least three of the Drama 125 Scene Design following four disciplinary areas. A. Architectural and Art History C. HUMANITIES AND SOCIAL SCIENCES B. Studio Art (Courses with asterisk count toward core requirement.) C. Humanities and Social Sciences *Anthropology 20 Global Cities D. Civil Engineering Anthropology 128 Mesoamerican Archaeology Anthropology 183 Urban Borderlands A. ARCHITECTURAL AND ART HISTORY *Anthropology 186 Theatres of Community Art History 2 Art History 1700 to the Present Economics 30 Environmental Economics and Policy Art History 15/115 Japanese Architecture Economics 127 Urban Economics Art History 19 Classical Archaeology *English 116 Mapping London Art History 21/121 Early Islamic Art GIS 101 Introduction to Geographic Information Art History 23 Art and Politics of the Middle Ages Systems Art History 25/125 Medieval Architecture GIS 102 Advanced Geographic Information Systems Art History 28/128 Medieval Art in the Mediterranean *History 123 Industrial America and Urban Society Art History 34/134 Renaissance Venice *History 143 South Asian Urban History Art History 90/190 British Architecture History 193 Cities and Modernity of South Asia Art History 92 Special Topics [architecture] History 290 Material Culture

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Philosophy 52 Aesthetics *Engineering Science 5 Introduction to Mechanics Political Science 15 Politics and the City (Statistics and Dynamics) *Political Science 195 Politics of Sustainable Engineering Science 9 Applied Mechanics (Strength Communities of Materials) Psychology 27 Perception *Engineering Science 25 Environment and Technology Psychology 53 Engineering Psychology *Engineering Science 27 Public Health Engineering Psychology 130 Advanced Engineering Psychology Engineering Science 52 Engineering Management *Sociology 113 Urban Sociology Engineering Science 88 CAD for Engineers *Sociology 149/UEP 181 Homelessness in America *Engineering Science 93-01 Bridge Engineering *Sociology 180 Cities of the Global South *UEP 101 Land Use Planning SCHOOL OF ENGINEERING *UEP 105 Urban and Environmental Planning and BSE Degree Program in Architectural Studies Design A bachelor of science in engineering with a program *UEP 113 Housing Policy in architectural studies is available for students UEP 178 Urban Policy and Planning interested in a professional career in architecture or UEP 173 Transportation Planning in historical, aesthetic, and engineering aspects of UEP 219 Urban Economics and Social Policy buildings and other structures. This program, *UEP 272 Real Estate Development and Finance offered jointly by the department of civil and UEP 284 Developing Sustainable Communities environmental engineering and the department of *UEP 294-04 Green Urban Design art and art history provides a solid foundation in *UEP 294-08 Regional Planning both the technical aspects of structural systems and the aesthetic and functional characteristics of D. ENGINEERING buildings from an architectural and art history point (Courses with asterisk count toward core requirement.) of view. The flexibility of the BSE degree allows Civil and Environmental Engineering 1 greater concentrations in both art history and Introduction to Civil and Environmental Engineering studio courses than would otherwise be possible, Civil and Environmental Engineering 22 providing a coherent basis for graduate work in Structural Analysis architecture or design. The faculty advisor for this Civil and Environmental Engineering 24 program is Professor Masoud Sanayei. Steel Design Civil and Environmental Engineering 25 Degree Requirements Reinforced Concrete Design A minimum of 38 courses is required, to be Civil and Environmental Engineering 53 distributed in the following categories: Engineering Economy 1) Eleven introductory courses as required for the Civil and Environmental Engineering 185 professional degrees in engineering (see school Legal Issues of Engineering of engineering information); Civil and Environmental Engineering 188 2) Engineering science: Engineering Science 5, 9, Engineering Design with CAD 88, and an engineering science elective; *Engineering 2 Engineering Graphics and CAD 3) Civil engineering: Civil and Environmental *Engineering 5 Skyscrapers: Architecture and Engineering 2, 22, 42; plus three from Civil and Engineering Environmental Engineering 24, 25, 81, 123, 124, *Engineering 23 Building Big: Infrastructure 125, 146, 149, and 188; Engineering 4) Architectural Studies: Art History 1, 8, 98, 198; *Engineering 39 Bridge Design two studio courses, including architectural design *Engineering 80 Structural Art (FAM 22) and either FAM 20, 26, or 63; one *Engineering Psychology 61 Human Factors and elective (selected from disciplinary areas A, B, C Ergonomics above); Engineering Psychology 161 Human Factors in 5) Humanities and social science: five courses; Product Design 6) Free electives: five courses 87 Engineering Science 2 Introduction to Computing in Engineering

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UNDERGRADUATE MINOR PROGRAMS Assistant Professor Eva Hoffman, Museum Studies Architectural Studies Coordinator, Islamic art and architecture, portable arts The Department of Art and Art History offers a Assistant Professor Monica McTighe, Art since 1960, minor in architectural studies for both liberal arts installation and site-specific art, photography, film and video and engineering students consisting of five courses: Assistant Professor Karen Overbey, Director of Under- graduate Studies, Medieval art and architecture, relics and Art History 1 Art History to 1700 reliquaries, early Irish art Art History 8 Introduction to Architecture, 1400 to the present SECONDARY APPOINTMENTS: Studio Art (FAM 22; or 20, 23, 26; or DR 21) Susan Lush, Associate Dean of Academic Affairs, School of Engineering 2, 5, 23, 39, or 80; or Engineering the Museum of Fine Arts Psychology 61; or Engineering Science 5, 25, or 27 Patrick Carter, Tufts Studio Arts Coordinator, School of the Upper-level architectural history class (FAH 115,120, 125, Museum of Fine Arts 126, 127, 190, 191, 195, 196, 290, 192 [architecture]; Amy Ingrid Schlegel, Director, Tufts University Art Gallery; CE 120) Curatorial studies Note: Engineering students minoring in architectural studies replace the engineering requirement with an What is art history? Every human culture has approved course from the major’s disciplinary areas produced art, and the study of visual imagery A, B, or C (see above) affords unique insights into our own culture and those of other nations which make up our “global Architectural Engineering village.” The Department of Civil and Environmental The history of art is the study of form and Engineering offers a minor in architectural meaning in the visual arts from their beginnings to engineering for students in the College of Liberal the present. The wide range of courses offered by Arts. The faculty advisor for this minor is Professor the department aims to familiarize students with Masoud Sanayei. important artists, traditions, and themes in world art and visual culture. Some courses will focus on individual achievements, great artists and schools, while others will explore significant periods, such as Art and Art History the renaissance or the 1960s, or themes that cut Professor Peter Probst, Interim Chair, Contemporary across time and cultures, for example, the treatment African art, critical theory, visual culture, and globalization of nature or the fear and destruction of images Professor Andrew McClellan, baroque-rococo art, museum (Inconoclasm and Iconophobia). history and theory—on leave 2012–13 As a humanistic discipline, the history of art Associate Professor Daniel Abramson, architecture from emphasizes scholarly investigation and critical Renaissance to contemporary, Europe and America—on leave analysis over technical training. However, majors 2012–13 are encouraged to take studio courses as part of Associate Professor Cristelle Baskins, Italian Renaissance their program and to take advantage of Tufts’ art, secular painting and narrative, and gender and women’s affiliation with the School of the Museum of Fine studies—on leave fall 2012 Arts. Associate Professor Ikumi Kaminishi, Transfer of Credit Significant portions of the western visual Representative, Asian art and architecture, Buddhist painting, tradition are covered by our courses, on the and narrative studies introductory and advanced level, as are the arts of Associate Professor Christina Maranci, Director of Africa, Asia, Islam, Latin America and the Middle Graduate Studies, Arthur H. Dadian and Ara Oztemel East. Associate Professor of Armenian Art and architecture, In recent years the discipline of art history has Byzantine art and architecture been shifting away from the study of “great” artists Associate Professor Eric Rosenberg, American art, modern and their works toward more contextual apprecia- and contemporary art tion of how works of art function and are valued in Associate Professor Adriana Zavala, Acting Director of society. Architectural Studies, modern and contemporary Latin American art, art of Mexico, and gender and women’s studies

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In addition to courses on individual figures, you engineering and design, and in the humanistic and will find courses offered on a range of thematic, social science aspects of architecture. Architectural often interdisciplinary subjects, such as iconoclasm, studies majors then design their own elective mentioned above, or colonialism, gender, monu- program of upperlevel study from designated ments, museums, pop culture, and the role of art courses in architectural history, studio art, civil critics. engineering, the humanities, and the social sciences. In spring of the senior year, all majors complete an UNDERGRADUATE PROGRAM integrative project, either as individual or honors The department offers the bachelor of arts degrees study, or through an internship. in art history and in architectural studies. For the minor in architectural studies, students take five designated courses from the major’s core Art History Concentration curriculum, which provide a basic foundation to For the bachelor of arts degree in art history, ten architecture’s interdisciplinary aspects. courses are required for the major: Art History 1,2, The architectural studies program is designed and 100; two courses pre-1700; two courses post specifically to provide a broad-based liberal arts 1700; and three electives (one approved related education in architecture. It may also help students course e.g. history, literature, studio art). At least prepare for graduate study and careers in architec- one of the courses in the major must be a depart- ture and other allied disciplines, such as landscape ment Undergraduate Seminar (FAH 198). Art architecture, urban planning, and historic preserva- History AP score of 5 exempts majors from FAH 1 tion. and 2 requirements; two other art history courses For details, see full description under Architectural are taken in their place. Studies. The faculty adviser for architectural studies Prospective majors are encouraged to take FAH in 2012–13 is Associate Professor Adriana Zavala. 1 and FAH 2 early in their undergraduate program and to discuss a course of study with an undergrad- For more information please see the entry for uate advisor when they begin to consider majoring “Architectural Studies” above and also the website in art history, preferably in their sophomore year. http://ase.tufts.edu/art/architecture/. FAH 100 is a required course and is normally taken Or email [email protected]. in the senior year.

Senior Honors Thesis Art History Minor Seniors in Art History and Architectural Studies For the minor in art history, ﬁve courses are who qualify for the Thesis Honors program required, choose EITHER: (normally restricted to those whose names have FAH 1, two courses pre-1700, and two electives, appeared on the Dean’s List at least two times with at least one course taken at the 100 level. before their senior year) may spend their ﬁnal year OR: writing an honors thesis. Senior theses are demand- FAH 2, two courses post-1700, and two electives, ing but rewarding for both student and faculty. with at least one course taken at the 100 level. They require a good deal of discipline and focus on the student’s part, but in return they can take you For inquiries about the art history major or minor, well beyond the classroom and can develop useful pleace contact the department at 617-627-3567 or research, writing and organizational skills. website http://ase.tufts.edu/art/undergraduate.asp. In spring semester of junior year, prospective thesis writers, including those studying abroad, Architectural Studies (see also listing above) should begin consulting with their advisors about The Department of Art and Art History offers an possible thesis topics and research plans. By the last interdisciplinary major and minor in architectural Friday of classes of the junior year, all prospective studies for students interested in the study of thesis writers, including those studying abroad, architecture’s history, theory, and social practice. must submit to the director of undergraduate The major’s core curriculum provides a foundation studies a single-page prospectus listing the proposed in art and architectural history and theory, in thesis title, department advisor and relevant

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coursework, plus a short description of the thesis’ Master of Arts: Art History content and research plan. If approved by the The master’s program in art history is designed to department at this preliminary, prospectus stage, provide a broad historical understanding of the the student may then proceed to the proposal stage visual arts, in addition to developing critical in close consultation with the advisor. By the thinking and methodological skills. Students second Friday of classes of the senior year a engage these ideas through course work, seminars, three-to-five page proposal must be submitted to independent research, and teaching experience. the director of undergraduate studies listing the Students complete their degrees either by writing a thesis title, department advisor, and at least one thesis or submitting two qualifying papers; either additional committee member, and also including a option involves an independent research topic lengthier description of the proposed project designed by the student in consultation with a accompanied by a full research bibliography. The faculty advisor. M.A. students from our program department in mid-September grants or denies are successful in applying to and completing Ph.D. approval for the proposed thesis to move forward. programs. Completed senior theses are due the third to last Requirements for the M.A. degree in Art History: Friday of April, to be considered for the department’s Caviness Thesis Prize. Theses are publicly • Reading knowledge of one foreign language presented in ten-minute talks at a luncheon held upon entry the day after the conclusion of spring classes. • Eight semester courses in art history at the Defenses are conducted in late April or early May. advanced (100 and above) level  After the defense, a final copy of the thesis, in Historiography and Methodology (FAH electronic form, must be submitted to the Tisch 101)  Library archive and to the department. Seniors At least three (3) seminars  theses are taken into consideration when awarding Optional one second foreign language course academic honors or department prizes. in lieu of a lecture course • Comprehensive Exam GRADUATE PROGRAM • At least one semester TA or RA (subject to The Department of Art and Art History offers the enrollments and funding) Master of Arts degree in Art History, which has • M.A. thesis or two Qualifying Papers For two tracks. The M.A. program normally takes two inquiries about the program, please contact years to complete. the Director of the Graduate Program, Associate Professor, Christina Maranci at Entering graduate students choose one of the ([email protected]) or following tracks: 617-627-5288. • M.A. in Art History • M.A. in Art History and Museum Studies Master of Arts: Art History and Museum Studies The master’s program in Art History and Museum Applicants for the master of arts degree are expected Studies is designed to give students advance to have a bachelor’s degree or its equivalent. qualification in art history and a broad introduction The undergraduate major in Art History is the to museum work. The program is offered for those best preparation for this program, but not manda- hoping to work in art collectionrelated fields. It tory. Applicants who have undergraduate degrees in provides students with skills to integrate theoretical other fields but have minored in Art History or study of art history with practical concerns of have taken three or four undergraduate art history displaying, managing, and interpreting art objects courses are also encouraged to apply. in a variety of museum studies simultaneously. The following is required for application: a 153 Graduates of this program typically pursue careers or above Verbal GRE general test score, a recent in museums, art galleries, art publishing, museum writing sample, a personal statement, three letters education, teaching, art libraries, visual resource of recommendation, and reading knowledge of a collections, or auction houses. foreign language. Requirements for the M.A. degree in Art History and Museum Studies:

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• Reading knowledge of one foreign language pus” and are labeled with the FAM course prefix. upon entry The Museum School offers expanded course • Six semester courses in art history at the offerings in the above areas, as well as ceramics, advanced (100 and above) level sculpture, animation, video, metals, and printmak-  Historiography and Methodology (FAH ing. Courses are taught on weekdays, evening, and 101) Saturdays at the Museum School campus in  At least two (2) seminars Boston. These course can be found in the Tufts • Five courses in Museum studies, including a online Bulletin/Course Descriptions by Depart- museum internship ment under “Studio Art - Museum School” and are • Comprehensive Exam labelled with the FAMB course prefix (credit value • At least one semester TA or RA (subject to conversion: 2.00 SMFA credits = 0.5 Tufts credits; enrollments and funding) 4.00 SMFA credits = 1.0 Tufts credits). • M.A. thesis, or two Qualifying Papers (QP), Students must register for FAM or FAMB or 1 QP and an additional AH seminar studio courses through the Tufts student registration system. For inquiries about the program, please contact the Students who have questions about studio advisor to the M.A. in Art History and Museum course or need help in planning a comprehensive Studies, Assistant Professor Monica McTighe at program of study should contact Patrick Carter ([email protected]) or 617-627-5384. ([email protected]), Studio Coordinator at Tufts, Department of Art and Art History, 11 Policy on Summer Courses (for both tracks) Talbot Avenue. Courses take through Tufts Summer Session with the intention of fulfilling a degree requirement Studio Art Degree Programs must be approved by the student’s department. There is no studio art major at Tufts, but two Provided that the course is required for the degree, programs offered in cooperation with the School of the graduate school will pay the summer tuition for the Museum of Fine Arts, Boston are available to full-time students (courses taken in excess of the students with strong preparation in this area. Both degree requirements, directed and independent require admission to the Museum School and have studies, special topics courses, audited courses, and an academic component. One of the B.F.A. degree language coures taken to prepare for the language program available through the College of Special exam are excluded). Students who withdraw from a Studies; the other is the combined five-year B.F.A. course or receive a grade below B- will be respon- and B.A. or B.S. degree program. Interested sible for paying for the course. All graduate students students may contact Susan Lush at the School of must pay the $50 registration fee. the Museum of Fine Arts Academic Affairs Office at 617-369-3610 or the Museum School Admis- STUDIO ART sions office, 617-369-3626, 800-643-6078, or Studio Art Courses [email protected]. Through a cooperative agreement between Tufts University and the School of the Museum of Fine Master of Fine Arts: Studio Art Arts, Boston (the Museum School) students may The master of fine arts degree offers students elect courses in studio art for credit at Tufts. Classes concentration in the visual arts. Students may are taught both on the Tufts Campus, in studios concentrate in a single medium or may work in an located in Lane Hall and Jackson Gym, and at the interdisciplinary manner, drawing on diverse studio Museum School in Boston. More than eighty offerings to expand upon their particular area of studio credits are offered to Tufts students. concentration. For more information on the Studio art courses taught at Tufts University’s program, please visit the School of the Museum Medford campus include drawing, painting, design, of Fine Arts website at http://www.smfa.edu/ calligraphy, photography, sculpture, architecture, program-overview or contact David Brown, and watercolor. These courses can be found in the Associate Dean of Academic Affairs - Graduate Tufts online Bulletin/Course Descriptions by Programs - [email protected]. Department under “Studio Art - Medford Cam-

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environmental justice, media representations, Asian American Studies cultural resistance productions, comparative race FACULTY COORDINATOR: and ethnic studies, etc. Students wishing to count Senior Lecturer Jean Wu, American Studies these courses towards the minor in Asian American Studies must consult with the course instructor for Asian American Studies is an interdisciplinary permission to focus independent work (e.g. a paper) academic field dedicated to the examination of the on an appropriate Asian American topic; all elective historical and contemporary experiences of Asian courses must be approved by Asian American Americans, which includes the diasporic East Studies Committee. Asian, Southeast Asian, South Asian, and Pacific 5. An integrative capstone course or project that Islander populations whose lives and labor shape focuses on an Asian American community. The and are shaped by the United States and the capstone project must be approved by AAS Americas. It applies the methods and perspectives committee and may be fulfilled in one of three of traditional academic disciplines, including but ways: not limited to history, sociology, anthropology, education, psychology, and literature, to under- a. A faculty-supervised internship in an Asian standing the histories, communities, cultures, and American organization or organization that experiences of Asian Americans. Asian American significantly services Asian American communi- Studies was founded jointly with Black Studies and ties. Students must produce a final paper Ethnic Studies as a result of efforts for curricular analyzing their experience. transformation that were part of the national b. A community-based research course in which movements for racial and social justice of the 1960s the research focus is on an Asian American and 1970s. Though the field has grown and community. expanded since it was initiated over four decades c. An independent research paper or project on the ago, it retains a focus on addressing social dispari- Asian American experience with AAS faculty or ties in the U.S. and the world as they relate to Asian other AAS-approved faculty advisor. Americans. Minors in Asian American Studies may take up to A minor in Asian American Studies provides a two courses as independent study or as transfer coherent program of study for students who wish to courses from other institutions or that are counted critically examine Asian American experiences and towards a major or a foundation requirement. wish to develop a specialization in Asian American Courses with grades lower than C- will not be Studies alongside their degree pursuits. The AAS accepted towards the minor. minor requires six credits: 1. One introductory survey/foundation course on Special note on languages Asian American experiences and with at least a The minor does not require proficiency in Asian third of its content on Asian American history languages because the language of the field of Asian 2. At least one course focused on race in which American Studies (i.e. the scholarly literature) is Asian American experiences are addressed in a U.S. English. Moreover, we do not want to discourage sociopolitical context; these courses should include students from other majors, especially students at least one major module/unit on Asian American with pre-professional plans, from taking the minor histories, experiences, and/or cultures because of a language requirement that would require them to add additional credits to their 3. At least one course with full or partial focus on program of study. A student who decides to pursue Asian American experiences beyond the foundation proficiency in an Asian language may count one 4. Up to two elective courses that while they may course at the advanced level (e.g., JPN 21, not have direct Asian American content, must CHNS 21 or above, or equivalent in another Asian address issues or topics relevant to the historical language) towards one of the elective courses in the and/or contemporary experiences of Asian Ameri- minor. We also encourage students interested in cans. Examples of these types of topics include but strengthening their knowledge of one or more are not limited to immigration, educational access, Asian languages to seek an internship or project as bilingualism, health disparities, labor relations,

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their capstone experience that will allow them to graded by the adviser and one other faculty interact with newer immigrants, who will be less reader. The latter need not be associated with likely than more established Asian Americans to the program. The program may organize speak English. opportunities for students to publicly present their research results. For more detailed information, please visit: http://ase.tufts.edu/asianamericanstudies. INTERDISCIPLINARY Minor in Asian Studies Students may acquire an interdisciplinary minor in Asian Studies this program by constructing a thematic course of FACULTY COORDINATOR: study related to Asia, taking five course credits from Associate Professor Elizabeth Remick, Political Science at least three departments, and completing an appropriate project, such as a thesis or performance, Asian Studies is an interdisciplinary program that integrating the knowledge and methodology of the gives students an opportunity to study systemati- disciplines involved. No more than two of the five cally the history and cultures of one of the world’s courses may be language courses. Only language most important regions. courses numbered 22 or higher will be accepted for Asian Studies credit. (See Interdisciplinary Minor ASIAN STUDIES MAJOR Program for details.) Eleven courses as follows: For more detailed information, please visit the a. An Asian language: 21, 22, 121, 122. Students website who have placed out of one or more of these http://ase.tufts.edu/grall/asian/requirements.asp. courses still need to take eleven courses to complete the major. They must either study a second Asian language through 122, or take extra Asian culture courses or Asian language Astronomy courses beyond 122. Professor Kenneth R. Lang, Astronomy b. Six Asian Studies culture courses, which must Assistant Professor Danilo Marchesini, Astronomy/ include three from each of the following two Astrophysics groups: Assistant Professor Anna Sajina, Astronomy/Astrophysics 1. Anthropology, economics, political science, Senior Lecturer Robert F. Willson, Astronomy and history 2). Art history, literature, music, drama, religion, The science of astronomy concerns the general and thought picture of the universe in its broadest sense, from atoms to assemblages of galaxies. Courses in One course in an affiliated field such as Asian astronomy fall under the Department of Physics and American Studies or Middle Eastern Studies may Astronomy. Astronomy may be elected as a major be substituted in either of these two groups with field through a suitable Plan of Study. Students the permission of the adviser, provided that it is considering a career in astronomy or astrophysics, directly relevant to a student’s category c project. however, are urged to investigate the possibility of c. An independent thesis-writing course: Students a joint major with physics or mathematics, or an must produce a thesis of creative work on an undergraduate concentration in astrophysics. Asia-related topic. The topic should be chosen in consultation with the student’s Asian Studies UNDERGRADUATE CONCENTRATION adviser, who should serve as his/her instructor in REQUIREMENTS a directed research, senior honors thesis, or other Major in Astrophysics independent study course. A paper written for a Four courses in astronomy more advanced than seminar or colloquium may be used to satisfy the Astronomy 10; two courses in mathematics more requirement, as long as this course is not one of advanced than Mathematics 42/44; four courses in the six Asian culture courses. The thesis will be physics more advanced than Physics 2 or 12, including Physics 13 and 64 or equivalent labora-

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tory experience. One mathematics course may be Professor David R. Walt, Robinson Professorship in replaced by approved advanced course in a related Chemistry; Surface, polymer and materials chemistry, field. Research experience is strongly recommended. fluorescence resonance energy transfer, immunosensors, corrosion sensing, neurotransmitter sensing, micro- and UNDERGRADUATE MINOR PROGRAM non-sensors, cell-based biosensors, and sensors based on Minor in Astrophysics principles of the olfactory system The program requires the completion of five Associate Professor Caroline G. L. Cao, Mechanical courses. The student takes Physics 11 and 12 (or Engineering; Endoscopy and surgery, human factors, remote 1 and 2) and any three courses from the following: instrumentation, human-machine interface Astronomy 21, 22, 101, 111, 112, 121, and 122. Associate Professor Irene Georgakoudi, Biomedical Engineering; biomedical imaging GRADUATE PROGRAM Associate Professor Kyongbum Lee, Chemical and Advanced degrees (master’s and doctoral) are Biological Engineering; Biochemical and biomedical offered in experimental radio astronomy and engineering, metabolic engineering, tissue engineering, astrophysics. Additional advanced courses may be bioinformatics, and systems biology taken through a cooperative program with Boston Research Associate Professor Aurelie Edwards, Chemical University. and Biological Engineering; Biological transport phenomena involving fluid and solute transport in living tissues (kidney For more detailed information, please visit the and eye) to address organ function, disease origin, and drug website http://ase.tufts.edu/physics. delivery Research Assistant Professor Greg Altman, Biomedical Engineering; Collagen-based matrices, ligament formation, Astrophysics impact of mechanical forces on human adult stem cell (FOR DEGREE REQUIREMENTS, SEE ASTRONOMY OR differentiation, bioreactor system, in vitro tissue formation PHYSICS.) and development

Bioengineering is the integration of physical, chemical, or mathematical sciences and engineering Biochemistry principles for the study of biology, medicine, (FOR DEGREE REQUIREMENTS, SEE BIOLOGY OR behavior, or health. The bioengineering programs CHEMISTRY.) provide comprehensive education and research at the School of Engineering and the School of Arts and Sciences in collaboration with Tufts’ medical, dental, veterinary, and nutrition schools. Bioengineering A number of part- and full-time degree Professor Mark Cronin-Golomb, Biomedical Engineering; programs and certificates are offered in the fields Optical instrumentation, laser tweezers, atomic force of biomedical engineering, biotechnology, and drug microscopy, nonlinear optics discovery and assessment. Biomedical engineering Professor Sergio Fantini, Biomedical Engineering; involves the application of state-of-the-art technol- Biomedical optics, near-infrared spectroscopy, diffuse optical ogy to device design and fabrication; biotechnology imaging includes protein expression, folding and assembly, Professor David L. Kaplan, Biomedical Engineering/ biomaterials and tissue engineering, and biofilms as Chemical and Biological Engineering; Biopolymer engineering, examples; drug discovery and assessment includes biomaterials, tissue engineering, regenerative medicine disease markers, resistance mechanisms, and new Professor Krishna Kumar, Chemistry; Novel methods for drug discovery. rational design and construction of artificial proteins, molecular enzymes, and self-assembling biomaterials For information on programs in bioengineering, Professor Barry A. Trimmer, Biology; Central processing of please contact the bioengineering center office at sensory information by receptors, second messengers and 617-627-2580. synaptic networks in insect model system, neural control of soft-bodied locomotion

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UNDERGRADUATE PROGRAMS Biotechnology Biomedical Engineering (SEE BIOTECHNOLOGY (SEE BIOMEDICAL ENGINEERING FOR A DESCRIPTION OF THE PROGRAMS.) FOR A DESCRIPTION OF THE PROGRAMS.)

Biotechnology CERTIFICATE PROGRAMS (SEE BIOTECHNOLOGY Four-course graduate-level certificate programs FOR A DESCRIPTION OF THE PROGRAMS.) are designed for science, engineering, and medical professionals seeking graduate-level programs to expand their knowledge of biomedical science, GRADUATE PROGRAMS biotechnology, and engineering. Certificates are Graduate degree programs are tailored to the offered through the Office of Graduate Studies, background and goals of the individual student. and in conjunction with the departments of biology, Degree programs may be pursued on a part-time or chemistry, chemical and biological engineering, and full-time basis. Master’s programs may be either biomedical engineering. The certificate programs course-based or thesis research-based. can be completed on a part-time, nondegree basis Doctoral programs may be pursued part-time, by students who are seeking professional training in with a one-year residency requirement. the field or preparing for a degree program. In most cases, courses taken as a certificate student can be Bioengineering Faculty advisor: transferred into a related master’s degree program. Associate Professor Kyongbum Lee, Chemical and The programs are open to students who have Biological Engineering already earned a bachelor’s degree.

The School of Engineering offers a Master’s degree Bioengineering program in Bioengineering. This interdisciplinary The certificate program in bioengineering consists program provides a broad engineering and biotech- of an interdisciplinary course of study that allows nology curriculum, while offering a focus on a students to focus on areas such as biomedical specific engineering track that best fits students’ instrumentation, biomedical optics, biomaterials/ interests and career choices. This combination gives biotechnology and tissue engineering. Courses our bioengineering graduates professional flexibility, are taught by faculty in engineering as well as a distinct competitive advantage in the ever-chang- experienced clinical professionals from Tufts’ health ing field of bioengineering. science schools. The Bioengineering Master’s program has six The certificate requires four courses. tracks: • Bioinformatics One bioengineering introductory course: • Biomaterials Biomedical Engineering 250 Introduction to Biomedical • Biomechanical Systems and Devices Engineering I (focus on biomedical engineering and • Cell and Bioprocess Engineering instrumentation) or • Environmental Biotechnology Biomedical Engineering 162 Molecular Biotechnology • Signals and Systems (focus on molecular biology and engineering aspects of biotechnology) For more detailed information, including descriptions of the core curriculum and the individual One physiology course (choose five modules): tracks, please visit the website Biomedical Engineering 121/122 Engineering Challenges in Physiology I and II (modules include general, neurology/ http://engineering.tufts.edu/academics/ nose, skeletal/bone, respiratory, cardiovascular, renal, gradprograms/bioengineering.htm gastrointestinal, endocrine, eye, dental) Biomedical Engineering One engineering elective in biomedical (SEE BIOMEDICAL ENGINEERING instrumentation, biomedical optics, biomaterials, FOR A DESCRIPTION OF THE PROGRAMS.) biotechnology, or tissue engineering

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One capstone course: For more information and an application, contact Biomedical Engineering 100 Design of Medical the Office of Graduate Studies at 617-627-3395, or Instrumentation or visit http://gradstudy.tufts.edu/. Biomedical Engineering 164 Biomaterials and Tissue Engineering For more detailed information, please visit the Biology website http://chem.tufts.edu. Associate Professor Juliet Fuhrman, Chair; Immunology and parasitic diseases Professor Joanne E. Berger-Sweeney, Dean, School of Arts Bioengineering Certificate & Sciences; Neurobiology Professor Frances Sze-Ling Chew, Ecology, plant-insect Program interactions Faculty advisors: Professor David E. Cochrane, Cell physiology, inflammation Professor Sergio Fantini, Biomedical Engineering Professor Susan G. Ernst, Developmental biology Professor David L. Kaplan, Biomedical Engineering / Professor Michael Levin, Vannevar Bush Professor and Chemical and Biological Engineering Director of Tufts Center for Regenerative and Developmental Biology, morphological and behavioral information The booming biomedical industry demands skilled processing living systems professionals whose expertise can cross traditional Professor Sara M. Lewis, Evolutionary and behavioral boundaries of science and engineering. Companies ecology are seeking electrical engineers who understand Professor Sergei Mirkin, White Family Chair in Biology, the medical uses of diagnostic imaging instrumen- Molecular genetics tation, biotechnology professionals with training in Professor Colin M. Orians, Ecology, plant-herbivore- tissue engineering to develop tissue implants, and environment interactions mechanical engineers who are well-versed in Professor Jan A. Pechenik, Invertebrate zoology, marine biomaterials to design artificial joints. invertebrate reproduction The certificate in Bioengineering addresses this Professor J. Michael Reed, Conservation biology, need through a highly interdisciplinary course of ornithology, behavior study that allows students to focus on biomedical Professor L. Michael Romero, Physiological endocrinology, instrumentation, biomedical optics, biomaterials/ physiology of stress biotechnology and tissue engineering or other Professor Barry A. Trimmer, Henry Bromfield Pearson related areas of study. Courses are taught by faculty Professor of Natural Science; Neurotransmitters and receptors in engineering as well as experienced clinical in insects, intracellular signals professionals from Tufts’ world-renowned health Associate Professor Harry A. Bernheim, Organismal science schools. physiology, immunology The program is open to students with at least a Associate Professor George S. Ellmore, Draupner Ring bachelor’s degree in engineering, science, or health Scholar; Plant development, experimental plant morphology, science. anatomy With this certificate engineers can launch careers Associate Professor Catherine Freudenreich, Molecular in biomedical instrumentation design. Clinical biology and genetics practitioners and technicians can shift careers to Associate Professor Kelly A. McLaughlin, Cell biology, biomedical equipment sales. It is also a useful cell signaling of organogenesis technology complement for executives, medical Associate Professor Mitch McVey, Molecular biology, professionals, and policy makers interested in the genomic instability application of technology to the medical, business Associate Professor Philip T. B. Starks, Evolutionary or legal profession. dynamics of parasite and host populations The certificate requires the completion of four Assistant Professor Erik B. Dopman, Evolution and courses. genetics of natural populations Assistant Professor Stephen M. Fuchs, Biochemistry Assistant Professor Eric D. Tytell, Biomechanics and Neural Control of Locomotion

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Lecturer Michelle Gaudette, Molecular biology, gene immunology, endocrinology, molecular biology, cell regulation of development biology, genetics, physiology, plant sciences, Lecturer Susan Koegel, Cell biology and immunology behavior, and ecology. Controlled-environment Research Associate Professor Dany S. Adams, The role of rooms, marine and freshwater aquaria, and a ion ﬂux during morphogenesis of vertebrate embryos greenhouse are among the diversiﬁed resources for Research Assistant Professor William Woods, Ecological the experimental work. Fieldwork experience at physiology; biomechanics, energetics and temperature marine laboratories or other biological stations is relations encouraged.

SECONDARY APPOINTMENTS: UNDERGRADUATE CONCENTRATION Adjunct Professor David L. Kaplan, Biomedical Engineer- REQUIREMENTS ing; Biotechnology, biomaterials Major in Biology Adjunct Associate Professor Mark Pokras, Cummings Ten courses, including eight courses in biology School of Veterinary Medicine at Tufts University; Department numbered 13 or higher (with the exception of of Environmental and Population Health, Wildlife Medicine Biology 16, 91, 93, and 94), at least six of which Adjunct Assistant Professor Jun Xu, Cummings School of must be completed with a grade of C- or better, and Veterinary Medicine at Tufts University; Department of either two courses in chemistry (chosen from Chem Biomedical Sciences 1, 2, 11, 12, 51, 52) or two courses in physics Biology is the scientific study of living organisms. (chosen from Physics 1, 2, 11, 12). At least four of Derived from the search for organized understand- the eight biology courses must be taken at Tufts. ing of plants and animals in their natural environ- It is recommended that students take at least one ments, contemporary biology is increasingly seminar course. The eight biology courses must successful in characterizing the basic molecular include Bio 13, 14 and 41 and at least one course processes that are essential to all forms of life. each in the biology of cells (Group A), biology of Modern experimental studies on the origin, organisms (Group B), and biology of populations evolution, and physiological mechanisms of life are (Group C). The particular group in which a course of profound philosophical importance and provide is categorized for this purpose is indicated at the the underlying foundation for research in biology end of the course description. Absence of such and for the teaching of biology. They also provide designation indicates that the course cannot be used the basic knowledge used in applied fields such as to fulfill any group of the distribution requirements, medicine, biotechnology, and environmental although the credits are applicable toward the total biology. required for a major. Biology students should aspire to understand the At least two courses in biology must include a central principles governing life processes at both laboratory study, and one of these must be above molecular and higher levels. An increased compre- the level of Biology 14. In fulfilling this laboratory hension of the problem-solving methods of science, requirement, students may choose from among as used within the laboratory and in the analysis of those biology courses for which laboratory is contemporary environmental and biosocial specified in the course description, with the problems, should be a concomitant goal. Biology following exceptions: Biology 93, 94, and 187. majors, especially those preparing for graduate Biology 193 or 194 may be used as only one of work, are expected to learn how to critically the eight biology courses for completion of the evaluate original research literature. This can be concentration requirements; on approval of a done by enrolling in seminar courses that are petition to the department, a maximum of two such designed to investigate topics by utilizing the courses may be applied toward the major. In no case primary literature. Small class sizes in seminars may more than one of these courses be used to allow students to present papers and participate in fulfill the laboratory requirement. class discussions. The foregoing is a minimal program. For many Laboratories are available for study and research purposes, additional preparation in related sciences in selected areas of biochemistry, neurobiology, and calculus is needed. A course in calculus and laboratory courses in both organic chemistry and

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physics are strongly advised. A course in statistics laboratory course in either department. Consult the should be included when advanced work in ecology, departments of either biology or psychology for evolution, or genetics is anticipated. Medical details about this program. schools require a year of general chemistry and a year of organic chemistry—both with laboratory, a Course Selection for Undergraduates year of physics with laboratory, and a year of For students with an interest in biology or the biology with laboratory. Calculus is recommended. health sciences and a strong high-school science Students planning to enter graduate school or background, Biology 13 is the most appropriate seeking employment in biological research should beginning course, and may be taken concurrently take more than the minimal number of laboratory with Chemistry 1 or 11. Biology 13 and 14 are courses required for the biology major. normally prerequisites for more advanced work in To be eligible for a summa cum laude degree, a biology. student must have done biology research equivalent Students interested in biology but not planning to Biology 93. Comparable research in related ﬁelds to major in the sciences might take Biology 1, 2, 6, will also be considered. Participation in the Thesis 7, 8, 10 or 12. None of these may be counted Honors Program will entail writing and defending among the eight courses in biology used to satisfy a thesis based on laboratory or ﬁeld research. the concentration requirements.

Major in Biochemistry GRADUATE PROGRAM Chemistry 1, 11, or 16; and Chemistry 2 or 12; Before beginning advanced study in a specialty, all Chemistry 51/53, 52/54, 31, 42, 171, and 172; graduate students in biology are expected to have Biology 13, 41, 50 (or Chemical and Biological the broad course work and laboratory experience Engineering 163), and 105. Course work in that is equivalent to the requirements for an mathematics (Mathematics 34) and physics undergraduate major in this department. The (Physics 2 or 12) is required as prerequisite to student’s entrance committee will determine what Chemistry 31. The following sequence of courses is courses, if any, should be taken in the first year to suggested for students concentrating in biochemis- fulfill these requirements. Graduate instruction and try: first year, Chemistry 1 (or 11) and 2 (or 12), research opportunities are offered in six areas: Biology 13; second year, Chemistry 51/53, 52/54, 1) ecology, behavior, and evolution; 2) genetics and Biology 50 (or Chemical and Biological Engineer- molecular biology; 3) developmental biology; 4) ing 163); third year, Chemistry 31 and 42, Biology neurobiology and animal behavior; 5) cell physiol- 41 and 105; fourth year, Chemistry 171/172. ogy; and 6) conservation and the environment. More information is available at Major in Biopsychology http://ase.tufts.edu/biology. An interdepartmental major for students particularly interested in neurobiology and behavior. Master of Science Required courses: five in biology and five in A candidate for the master’s degree in biology must psychology. These include the following: Cells and complete at least eight different graduate level Organisms (Biology 13), General Genetics courses, of which at least four must be in the (Biology 41), Animal Behavior (Biology 130), one Department of Biology. All courses must be course in animal physiology (chosen from among approved by the committee appointed to guide the Biology 75, 110, 115, 116, 134), and an elective in student’s work. Courses taken at recognized marine biology; Statistics (Psychology 31 or Biology 132), laboratories or field stations may be offered for Experimental Psychology (Psychology 32), Brain credit. No more than two credits may be transferred and Behavior (Psychology 103), plus two electives from another institution. from among Psychology 26, 27, 29, 40, 41, 42, 45, Research Master of Science Degree- A research 46, 48, 49, 104, 112, 123, 124, 126, 127, 128, 129, master of science student must take six courses for 142, 146, 148, 154, and 159. Biopsychology majors letter grades (B- or better) including one required may not double major in psychology or biology. seminar (normally either Biology 243, Topics in Majors are encouraged to elect an advanced Molecular and Cell Biology or Biology 244, Topics

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in Evolutionary Ecology). No more than one of Professor Fiorenzo Omenetto, Ultrafast nonlinear optics, these six may be guided individual study (Biology medical optics 293 or 294). Also required for the research master Associate Professor Irene Georgakoudi, Biomedical of science are two research courses (Biology 295 spectroscopic imaging and characterization, in vivo flow and 296) and preparation and successful defense of cytometry, biomedical instrumentation an original thesis. A student in a research master’s Assistant Professor Lauren Black, Cardiovascular tissue program is normally expected to serve as a teaching engineering, tissue mechanics and visualization, computa- assistant for at least one semester. tional modeling, myocardial infarction, regenerative medicine, Course-work Master of Science Degree- A cardiogenesis course-work master of science student must take Assistant Professor Catherine K. Kuo, Regenerative eight courses for letter grades (B- or better) medicine, tissue engineering, stem cells, biomaterials, including one required seminar (normally either developmental biology Biology 243, Topics in Molecular and Cell Biology Assistant Professor Qiaobing Xu, Biomaterials, drug or Biology 244, Topics in Evolutionary Ecology). delivery, micro/nanofabrication, tissue engineering Students in the B.S.-M.S. combined-degrees Research Professor Barbara Brodsky, Collagen folding program are normally required to prepare an and degradation original thesis. Research Assistant Professor Greg Altman, Ligament formation, impact of mechanical forces on human adult stem Doctor of Philosophy cell differentiation, bioreactor systems, in vitro tissue A candidate for the Doctor of Philosophy degree is formation and development expected to plan and undertake a program of Research Assistant Professor Alessandra Balduini, advanced study and research in consultation with a Regulation, environment and pathology of megakaryocytes faculty committee. The candidate is required to to platelets serve as a teaching assistant for at least two Research Assistant Professor Bruce Panilaitis, Vaccine semesters. development, metabolic engineering, immunology During the first year, students are expected to Research Assistant Professor Angelo Sassaroli, Infrared complete at least two research rotations (Bio 253/ spectroscopy, functional brain activation 254). Following completion, students must choose Research Assistant Professor Hu Tao, Multifunctional and be accepted into the laboratory of a faculty micro/nano electronic and photonic devices with biocom- member under whose direction they will carry out patible and degradable silk films their research and prepare their dissertations. SECONDARY APPOINTMENTS: Entry into the Ph.D. degree program is not Adjunct Professor John Castellot, Tufts University School official until the candidate passes a qualifying of Medicine; Cellular and molecular biology, vascular systems procedure. The procedure includes a written Adjunct Professor Jonathan Garlick, Tufts University examination in the candidate’s field of special School of Dental Medicine; Tissue models to study human interest and related areas, and the preparation and disease processes in stratified squamous epithelium defense of a detailed written thesis research Adjunct Professor Jim Harden, University of Ottawa; proposal. Biomolecular assemblies, biomaterials, computational For more detailed information, please visit the biophysics, cell mechanics, complex fluids website http://ase.tufts.edu/biology. Adjunct Professor Ira Herman, Tufts University School of Medicine; Cell movements required for cell division, differentiation of the body’s organ systems, remodeling of tissues Biomedical Engineering during disease processes Adjunct Professor Robert Howe, Harvard University; Professor David Kaplan, Chair and Stern Family Professor; Human-machine interfaces, biomechanics, tactile sensing, Biopolymer engineering, biomaterials, tissue engineering, human and robot manipulation regenerative medicine Adjunct Professor Krishna Kumar, Department of Professor Mark Cronin-Golomb, Optical instrumentation, Chemistry; Novel methods for the rational design and laser tweezers, atomic force microscopy, nonlinear optics construction of artificial proteins, molecular enzymes, and Professor Sergio Fantini, Biomedical optics, near-infrared self-assembling biomaterials spectroscopy, diffuse optical imaging

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Adjunct Professor Michael Levin, Department of Biology; Adjunct Assistant Professor Douglas Vetter, Tufts Medical Regenerative and developmental biology Center; Molecular, biochemical, and physiological aspects of Adjunct Professor Eric Miller, Department of Electrical and brain-inner ear interactions Computer Engineering; Signal and image processing Adjunct Assistant Professor Lawrence Wald, Harvard algorithms Medical School; Development and application of novel MR Adjunct Professor John Richmond, New England Baptist techniques for the clinical and scientific investigation of brain Hospital, Tufts Medical Center; Ligament formation, treatment function of injuries of the anterior cruciate ligament, regulation and proliferation of growth factor expression in arthrofibrosis The biomedical engineer is responsible for design Adjunct Professor Barry Trimmer, Department of Biology; and development of the technology and devices Central processing of sensory information by receptors, second that are at the heart of the far-reaching improve- messengers and synaptic networks in an insect model system, ments in human health that have been occurring neural control of soft-bodied locomotion over the last few decades. These advances include Adjunct Professor Gordana Vunjack-Novakovic, better tools for understanding disease and health, as Columbia University; Transport phenomena, tissue engineer- well as better ways to both treat disease and ing and bioreactors maintain health. The rapid expansion of the field of Adjunct Professor David Walt, Department of Chemistry; biomedical engineering is due to many factors, Bioanalytical chemistry, materials chemistry, biochemistry, including 1) scientific and technological advances in and nanoscience the life sciences, materials science, and the engi- Adjunct Professor Pam Yelick, Tufts University School of neering disciplines; 2) the increasing recognition of Dental Medicine; Molecular genetic analyses of craniofacial the role of interdisciplinary strategies to solve cartilage, bone, and tooth development complex biomedical problems; and 3) the aging of Adjunct Associate Professor Peter Bergethon, Boston the population leading to increasing healthcare University School of Medicine/Tufts Medical Center; Computa- needs and the associated demands and costs. The tional neurology vision of the Biomedical Engineering Department Adjunct Associate Professor Luis Dorfmann, Department is to promote integrative research, education, and of Civil & Environmental Engineering; Mechanical properties entrepreneurship at the forefront of biomedical and behaviors of materials, couple field phenomena, fracture, science and engineering. The mission of the cavitation and failure processes, characterization and Biomedical Engineering Department is to advance modeling of soft materials the field of biomedical engineering through an Adjunct Associate Professor Carl Kirker-Head, Cummings interdisciplinary approach to education, design, and School of Veterinary Medicine at Tufts University; Bone growth research. and remodeling, bone repair in response to injury, bone grafting, surgical and other orthopaedic disease models, UNDERGRADUATE PROGRAMS musculoskeletal vascular disease, bone and soft tissue Bachelor of Science in Biomedical Engineering biomechanics, skeletal tissue engineering, orthopedic device The bachelor of science in biomedical engineering is development a degree program that combines intensive training Adjunct Associate Professor Chris Moore, MIT; Cortical in design and research methods, techniques, and dynamics and perception practical skills, with a solid math, science, and Adjunct Assistant Professor Bree Aldridge, Tufts engineering curriculum to provide education with University School of Medicine; Identifying determinants of breadth and depth in the field. A key aspect of mycobacterial tolerance to antibiotic stress in cases of biomedical engineering is its interdisciplinary tuberculosis nature; introductory courses in mathematics, Adjunct Assistant Professor Blaise Frederick, McLean statistics, biology, chemistry, and physics, together Hospital; Magnetic resonance equipment and techniques for with foundation/concentration engineering courses the study of psychiatric illness in Alzheimer’s disease and build the basis for creating the synergy among these substance abuse disciplines that is required in the practice of Adjunct Assistant Professor Lorenz Meinel, ETH Zurich; biomedical engineering. The mission of the Drug delivery interfaces bachelor of science degree in biomedical engineering is to provide students with undergraduate

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educational experiences that provide a sound basis • Perform, manage, or lead original engineering for professional practice in biomedical engineering, design and research projects in an ethical life-long learning, and leadership roles in the and professional manner; carry this out at the biomedical engineering field. highest levels in private industry, research The curriculum leading to the bachelor of laboratories, medical school, graduate and science degree in biomedical engineering is professional schools. intended to prepare students to continue with Those students who are interested in applying for graduate study either in biomedical engineering or the Bachelor of Science in Biomedical Engineering medicine, or to enter professional practice as an must, by the end of their frst term of their fresh- engineer or designer of biomedical systems. The man year, take and complete for a grade at Tufts the curriculum includes intensive instruction in math, following set of fve courses: sciences and engineering disciplines, as well as a unique integrated design and research experience 1. EN 2. covering sophomore to senior years, in which each 2. EN elective. student participates in interdisciplinary design/ 3. One of Math 11, Math 12, or Math 13. research teams to learn about open-ended biomedi- 4. One of Physics 11, Physics 12, or any Physics course cal engineering problems, and design approaches, with Physics 12 as a prerequisite. research techniques, and testing methods to 5. One of Chemistry 1, Chemistry 2, or any Chemistry propose, implement, and evaluate solutions to these course with Chemistry 2 as a prerequisite. problems. The applicant must take and complete one course in each category even if the applicant has previously The student outcomes of the Bachelor of Science in earned Advanced Placement (AP) credit in that Biomedical Engineering specify that, by the time of category via the appropriate placement examina- graduation, all graduates will be able to: tion. For example, a student with two AP credits in • Apply fundamental knowledge of mathemat- Chemistry may not count those credits as satisfying ics, statistics, physical sciences, biology, the requirement, but may use that placement to physiology, and engineering for the solution of enroll in Chemistry 31 (Physical Chemistry) or 51 problems at the interface of engineering and (Organic Chemistry). Students must submit an biology; application (available online and at the BME office) • Make measurements on and interpret data for admission into the BSBME program before from living systems, addressing the problems December 1st of their freshman year. Admission to associated with the interaction between living the program is merit-based. Of the students that and non-living materials and systems; will apply, a limited number of students will be • Communicate effectively, work as part of a admitted into the program according to the multidisciplinary team, and have an awareness following merit criteria: of professional and ethical responsibilities to • The applicant’s first-semester grade point have a positive impact on society; average, including a grade of A for each course • Recognize the importance of life-long learning in points 3–5 above for which the applicant in order to expand one’s knowledge base; has received AP credit and has enrolled in a • Participate in creative and integrative design more advanced course in the same discipline in projects and independent research projects. the first term. On the basis of the program educational objectives • For those students who enroll in EN64 of the Bachelor of Science in Biomedical Engineer- – Introduction to Biomedical Engineering – ing, graduates of the program will: their performance in that course. • Be successful in tackling open-ended The department will notify students of their biomedical engineering problems in a quanti- acceptance into the program during the winter tative and systematic fashion; break of their freshman year. Students who are • Be motivated to continuously expand their admitted into the program are required to formally knowledge, be creative and innovative in their confrm their intention to enroll into the program contributions to the field of biomedical by notifying the department in writing by February engineering; 15th of their freshman year. In case one or more

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students decline admission into the program, they Senior Year may be replaced by other applicants based upon the FALL TERM above merit criteria. A sample course schedule for Biomedical Engineering 164 the B.S.B.M.E. program (38 credits) is listed below. Biomedical Engineering 165 or concentration elective Humanities elective First Year Biomedical Engineering 7 FALL TERM SPRING TERM Mathematics 32 Biomedical Engineering 131 or concentration elective Chemistry 1 (+ lab) Concentration elective Physics 11 (+ lab) Social Science Elective English 1 Biomedical Engineering 8 Engineering 2 (half credit) Engineering elective (half credit) The selection of elective courses described above may be altered for program flexibility. The assign- SPRING TERM ments here reflect one possible way of meeting the Mathematics 36 requirements for the degree. A list of appropriate Physics 12 or Chemistry 2 (+ lab) foundation and concentration electives is available Humanities or social sciences or arts elective from the department. Engineering Science 2 Free elective Second major in biomedical engineering Sophomore Year The second major in biomedical engineering is FALL TERM offered to engineering students. Students must Mathematics 42 enroll in conjunction with another engineering Biology 13 undergraduate departmental major. For the second Engineering Science 3 major in biomedical engineering, students are Engineering Science 5 required to complete ten courses. No more than five Humanities or social sciences or arts elective of these courses may be used to fulfill the concen- Biomedical Engineering 3 (half credit) tration requirement of the first major. All ten SPRING TERM courses must be taken for a letter grade. The ten Mathematics 51 credits required for the second major in biomedical Chemistry 2 or Physics 12 (+ lab) engineering as follows: Biomedical Engineering 50 1. Biology 13 Engineering Science 7 2. Biomedical Engineering 50 Biomedical Engineering 4 (half credit) 3. Biomedical Engineering 62 4. Biomedical Engineering 100 Junior Year 5. Biomedical Engineering 131 or FALL TERM Biomedical Engineering 51 Biology 41 6. Biomedical Engineering 164 Engineering Science 8 7. One Biomedical Engineering elective course Probability and Statistics elective 8. Two concentration elective courses from a list Biomedical Engineering 121 available from the department Foundation elective 9. One elective course approved by the BME Second Biomedical Engineering 5 (half credit) Major Advisor.

SPRING TERM Biomedical Engineering 51 Second major in biomedical Sciences Biomedical Engineering 62 The second major in biomedical engineering Biomedical Engineering 100 sciences is offered to liberal arts students. Students Humanities or social sciences or arts elective must enroll in conjunction with another under- Biomedical Engineering 6 (half credit)

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graduate departmental major. For the second major research work reflected in the candidate’s thesis or in biomedical engineering sciences, students are dissertation. Because biomedical engineering is a required to complete ten courses. No more than five multidisciplinary field, students are expected to of these courses may be used to fulfill the concen- work in collaboration with scientists in diverse tration requirement of the first major. All ten fields including engineering, health, and life courses must be taken for a letter grade. The ten sciences. The required courses consist of foundation credits are required for the second major in courses and elective courses. The purpose of the biomedical engineering are as follows: foundation courses is to provide a broad back- 1. Biomedical Engineering 50 ground in biomedical engineering, and to introduce 2. Biomedical Engineering 62 the research activities in the department. The 3. Three Biomedical Engineering elective courses purpose of the elective courses is to provide 4. Five elective courses related to biomedical sciences, in-depth knowledge in specific areas of biomedical including independent studies, research, and design engineering as a solid basis for students to excel in projects, that are approved by the BME Second Major their research work. It is advisable that M.S. and Advisor. Ph.D. students first identify a field of interest and a research advisor, and then select elective courses Minor in biomedical engineering around the research topic of choice. At the The department also offers a minor in biomedical discretion of the research advisor, students who lack engineering, for which five credits are required. The suitable preparation may be required to take requirements are the following five courses, which additional undergraduate-level courses, and must all be taken for a letter grade: students who are already qualified may be exempt from some courses. Transfer of graduate course 1. Biomedical Engineering 50 Introduction to credits is also possible. Biomedical Engineering GRE and TOEFL (if applicable) are required 2. Biomedical Engineering 51 Introduction to for admission into the programs. Prospective Biophotonics students can obtain more admission information, 3. Biomedical Engineering 62 Molecular Biotechnology financial-aid information and application forms at 4. Two Biomedical Engineering elective courses http://gradstudy.tufts.edu/. GRADUATE PROGRAMS Master of Engineering The Department of Biomedical Engineering The department offers a program leading to the offers programs leading to the degrees of master master of engineering (M.Eng.) degree in biomedi- of engineering (M.Eng.) for students seeking an cal engineering. The M.Eng. program is aimed at education at an advanced level in biomedical students who desire to acquire broad knowledge in engineering, and master of science (M.S.) and biomedical engineering. The emphasis is on doctor of philosophy (Ph.D.) for students preparing multidisciplinary interfaces in the areas covered by for careers in which research is a central activity. biomedical engineering. Students can be accepted into either the M.Eng. Ten credits are required for the M.Eng. degree: program, the M.S. program, or directly into the two foundation courses (2 credits), seven graduate Ph.D. program. courses (7 credits), research seminars for at least A.M.E. or M.S. degree is not required for two semesters (no credit), and a project (1 credit). students to apply to the Ph.D. program. Ph.D. candidates may obtain an M.Eng. or M.S. degree Master of Science during their study if the requirements for the degree The department offers a program leading to the are fulfilled. Students who receive the M.Eng. or master of science (M.S.) degree in biomedical M.S. degree and wish to continue their studies engineering. toward the Ph.D. need to be formally accepted into Ten credits are required for the M.S. degree: the Ph.D. program at that time. two foundation courses (2 credits), three or more The M.S. and Ph.D. programs in the Depart- graduate courses—which can include special topics ment of Biomedical Engineering are strongly research-oriented, with emphasis on independent

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courses (3 to 4 credits), research seminars for at Core Curriculum least two semesters (1 to 2 credits), and a thesis Engineering Science 11 Engineering & Biology or (3 credits). Biology 13 Cells and Organisms Biology 41 Genetics Doctor of Philosophy Biomedical Engineering/Chemical and Biological The department offers a program leading to the Engineering 62/162 Molecular Biotechnology Ph.D. degree in biomedical engineering. Thirty credits are required for a Ph.D. with prior B.S. degree: One laboratory course from: three foundation courses (3 credits), graduate elective Biology 50 Experiments in Biology II courses—may be special topics courses (at least 5 Biomedical Engineering 175 Tissue Engineering credits), research seminars for at least four semesters Laboratory (2 or more credits), and a thesis (up to 20 credits). Chemical and Biological Engineering 163 Twenty credits are required for a Ph.D. with prior Recombinant DNA Techniques M.Eng. or M.S. degree: three foundation courses (3 Chemical and Biological Engineering 168 credits), graduate elective courses (at least 1 credit), Biotechnology Processing Projects Laboratory research seminars for at least four semesters ( 2 or more credits), and a thesis (up to 14 credits). Track curricula SCIENCE TRACK For more detailed information, please visit the Two core courses: website http://engineering.tufts.edu/bme. Biology 105 Molecular Biology Biology 152 Biochemistry and Cellular Metabolism or Biology/Chemistry 171 Biochemistry I Biopsychology Four electives from: (FOR DEGREE REQUIREMENTS, SEE BIOLOGY OR Biology 103 Developmental Biology PSYCHOLOGY.) Biology 104 Immunology Biology 106 Microbiology Biology 153 Topics in Biochemistry Biotechnology Biology 177 Topics in Inflammation Biology 184 Topics in Developmental Biology FACULTY ADVISOR: Biomedical Engineering/Biology/Chemical and Professor David Kaplan, Biomedical Engineering/Chemical Biological Engineering 162 Molecular Biotechnology and Biological Engineering, Biomedical Engineering 165 Drug Delivery Chemical and Biological Engineering 160 Biotechnology has applications in a number of Biochemical Engineering diverse fields, including recent growth in applica- Chemical and Biological Engineering 161 tions in gene therapy, protein and tissue engineering, Protein Purification and bioremediation. The tools of biotechnology are Chemical and Biological Engineering 164 now universally applied to both basic research Biomaterials and Tissue Engineering efforts and to large-scale manufacturing processes, Chemical and Biological Engineering 166 and the field is continuing to grow at a rapid pace. Principles of Cell and Microbe Cultivation Chemical and Biological Engineering 167 SECOND MAJOR IN BIOTECHNOLOGY Metabolic and Cellular Engineering This program is offered as a major only in conjunc- Chemistry 135 Biophysical Chemistry tion with enrollment in a regular undergraduate major, ordinarily excluding interdisciplinary Up to two credits of research may be counted programs. The biotechnology program has been toward electives. designed with two tracks: a science track for undergraduate students enrolled in the College of ENGINEERING TRACK Liberal Arts, and an engineering track for under- Two core courses: graduate students enrolled in the School of Chemical and Biological Engineering 161 Engineering. Protein Purification

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Chemical and Biological Engineering 166 Chemical and Biological Engineering 168 Principles of Cell and Microbe Cultivation Biotechnology Processing Projects Laboratory Four electives from: One course from the following: Biology 103 Developmental Biology Biology 103 Developmental Biology Biology 104 Immunology Biology 104 Immunology Biology 105 Molecular Biology Biology 105 Molecular Biology Biology 106 Microbiology Biology 106 Microbiology Biology 152 Biochemistry and Cellular Metabolism Biology 153 Topics in Biochemistry Biology 153 Topics in Biochemistry Biology 177 Topics in Inﬂammation Biology 177 Topics in Inﬂammation Biology 184 Topics in Developmental Biology Biology 184 Topics in Developmental Biology Chemistry 135 Biophysical Chemistry Biomedical Engineering 165 Drug Delivery Chemical and Biological Engineering 160 Chemical and Biological Engineering 160 Biochemical Engineering Biochemical Engineering Chemical and Biological Engineering 164 Chemical and Biological Engineering 162 Biomaterials and Tissue Engineering Molecular Biotechnology Chemical and Biological Engineering 164 GRADUATE PROGRAMS Biomaterials and Tissue Engineering Tufts sponsors graduate training in biotechnology Chemical and Biological Engineering 167 through joint programs with the departments of Metabolic and Cellular Engineering ChBE and BME with biology, and chemistry, and Chemistry 135 Biophysical Chemistry the Gordon Institute of Engineering Management. Chemistry 171 Biochemistry I Master’s degree programs may be entirely course- based (such as the practice-oriented master of Two credits of research may be counted toward engineering degree) or research-based (thesis). electives. Doctoral degree programs may be pursued part- time with a one-year residency requirement. For MINOR IN BIOTECHNOLOGY ENGINEERING information about the programs, please refer to the The minor in biotechnology engineering is offered cosponsoring department. to students in the School of Engineering and the College of Liberal Arts. Five courses are required Biology/Biotechnology (M.S./Ph.D.) for this minor. Degree programs are designed for students whose One course from the following: interests are in molecular biology and the applied Biology 152 Biochemistry and Cellular Metabolism or aspects of biotechnology, and who prefer a program Biology/Chemistry 171 Biochemistry emphasizing biology rather than engineering (cosponsored by the Department of Biology). Two courses from the following: Chemical and Biological Engineering 161 Biotechnology Engineering (Ph.D.) Biochemical Separation Degree programs are designed for students who are Chemical and Biological Engineering/Biology 162 interested in the engineering aspects of biotechnol- Molecular Biotechnology ogy (sponsored by the Department of Chemical Chemical and Biological Engineering 166 and Biological Engineering and Biomedical Principles of Cell and Microbe Cultivation Engineering). One course from the following: Biology 50 Experiments in Biology II Chemistry/Biotechnology (M.S./Ph.D.) Biomedical Engineering 175 Tissue Engineering Degree programs are designed for students with Laboratory interests in chemistry and the applied aspects of Chemical and Biological Engineering 163 biotechnology, and who prefer a program empha- Recombinant DNA Techniques sizing the chemical aspects of biotechnology (cosponsored by the Department of Chemistry).

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Engineering Management with Specialization in One elective course in biology, chemical and Biotechnology (M.S.) biological engineering, biomedical engineering, or The master’s degree program is designed for chemistry that is relevant to biotechnology. working professionals in management or desiring to move into management positions. The program Certiﬁcate Program in Biotechnology Engineering emphasizes a project approach to learning Emphasizes state-of-the-art bioprocessing prin- (cosponsored by the Gordon Institute of Engineer- ciples, utilizing industry-based projects and case ing Management). studies.

CERTIFICATE PROGRAMS Two core courses: Tufts offers three graduate-level certificate pro- Chemical and Biological Engineering 161 grams to qualified students through the Office of Protein Purification Graduate Studies, and in conjunction with the Chemical and Biological Engineering 166 departments of biology, chemical and biological Principles of Cell and Microbe Cultivation engineering, biomedical engineering, and chemistry. One laboratory course: The certificate programs can be completed on a Chemical and Biological Engineering 163 part-time, nondegree basis by students who are Recombinant DNA Techniques or seeking professional training in the field or Chemical and Biological Engineering 168 preparing for a degree program. In most cases, Biotechnology Processing Projects Laboratory or courses taken as a certificate student can be Biomedical Engineering 175 Tissue Engineering transferred into a related master’s degree program. Laboratory The programs are open to students who have already earned a bachelor’s degree. Four courses are One elective course in biology, chemical and required for each certificate. biological engineering, biomedical engineering, or chemistry that is relevant to biotechnology. Certificate Program in Biotechnology For more detailed information, please visit the Emphasizes molecular biology practices and website http://engineering.tufts.edy/chbe state-of-the-art cloning and expression techniques to explore aspects of biotechnology.

Two core courses from the following: Biotechnology and Biology 105 Molecular Biology Biotechnology Engineering Biology 152 Biochemistry and Cellular Metabolism Biology 153 Topics in Biochemistry Certificate Program Biomedical Engineering 164 Biomaterials and Tissue Faculty advisor: Engineering Professor David L. Kaplan, Biomedical Engineering/ Chemistry 171 Biochemistry I Chemical and Biological Engineering Chemistry 172 Biochemistry II Chemical and Biological Engineering 161 The field of biotechnology is vibrant, with constant Protein Purification new developments and advances that are generating Chemical and Biological Engineering 162 opportunities for scientific exploration and Molecular Biotechnology employment. New biotechnology-derived pharma- Chemical and Biological Engineering 166 ceutical products are gaining FDA approval, the Principles of Cell and Microbe Cultivation sequencing of the human genome will lead to tremendous new opportunities in disease preven- One of these three laboratory courses: tion, and transgenic plants and animals are offering Biomedical Engineering 175 Tissue Engineering new options in large-scale production of products. Laboratory The ability to manipulate the genetic content of Chemical and Biological Engineering 163 microbial, insect, animal, and plant cells has led to a Recombinant DNA Techniques variety of commercial applications in medicine, Chemical and Biological Engineering 168 nutrition, materials science, and the environment. Biotechnology Processing Projects Laboratory

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Through industry-based projects and case Professor of the Practice Sujata Bhatia, Design of studies, the certificate courses cover the fundamen- biomaterials for medical applications, science and engineer- tals and practical considerations in the field, ing pedagogy including construction of recombinant DNA and Professor of the Practice Steve Matson, Bioseparation the production of enzymes, therapeutic proteins, and biocatalysis membrane processes vaccines and small-molecule primary and secondary Professor of the Practice Derek Mess, Thermal barrier metabolites. The curriculum features modern coating, Solid oxide fuel cell ceramics techniques for separation and purification of small Research Professor Howard Saltsburg, Catalysis, materials and large biomolecules, including techniques science specially designed for today’s biotechnology SECONDARY APPOINTMENTS: products. In addition, production and separation Professor Linda M. Abriola, Civil and Environmental case studies emphasize process economics, GMP, Engineering; Groundwater hydrology, contaminant fate and and QA/QC. transport The program is open to students with a Professor David L. Kaplan, Biomedical Engineering; bachelor’s degree and a background in biology, Biotechnology, biomaterials, tissue engineering chemistry, or engineering. Students who lack the Professor William Moomaw, The Fletcher School of Law necessary biology or engineering background can and Diplomacy; Climate change, energy policy, nitrogen take primer courses during the summer. pollution Two certificate programs are available. Each Assistant Professor Qiaobing Xu, Biomedical Engineering; certificate requires four courses. Biomaterials, drug delivery, micro/nanofabrication, tissue For more information and an application, contact engineering the Office of Graduate Studies at 617-627-3395, or visit http://gradstudy.tufts.edu/. Chemical engineering builds on the sciences, especially chemistry and biology, to design processes and products that are useful for society. Chemical and Biological Chemical engineers tend to be the broadest of all engineers and thus are employed in a wide range of Engineering industries. Besides being well-trained in sciences Associate Professor Kyongbum Lee, Chair; Metabolic they appreciate the central role of economics as engineering, tissue engineering, systems biology they are often concerned with the production of Professor Maria Flytzani-Stephanopoulos, Robert and products that will be sold and bought at an Marcy Haber Professor in Energy Sustainability; Environmen- affordable price. Their professional skills are tal catalysis, clean energy technologies, nanostructured required wherever engineering and chemistry or oxides, fuel cells biology intersect. This occurs not only in the Professor Christos Georgakis, Modeling, optimization and chemical industry but also in the biological, process control, batch processing environmental, health, legal, and medical fields. Professor Nakho Sung, Polymers and composites, interface Chemical engineers are researchers, designers, science, polymer diffusion, surface modification producers, and managers. Petroleum, paints, Associate Professor Jerry H. Meldon, Mass transfer, plastics, paper, detergents, pharmaceuticals, membrane processes, reaction-separation coupling vaccines, microchips, drugs, processed foods, Associate Professor Daniel F. Ryder, Modeling, process fertilizers, conventional and nuclear fuels, insecti- control, bioprocess engineering cides, rocket propellants, synthetic fibers, and Associate Professor Hyunmin Yi, Nanobiofabrication, rubber are among the many products they help smart biopolymers, BioMEMS create. Assistant Professor Ayse Asatekin, Advanced membranes Students who major in chemical engineering for clean water and separations, macromolecular design, have considerable flexibility in choosing a program self-assembling polymers and are assisted in doing so by a departmental Assistant Professor Matthew Panzer, Inorganic and hybrid advisor. A student may choose a curriculum leading quantum dot/organic optoelectronic devices to the professional degree of Bachelor of Science in chemical engineering or a curriculum leading to the

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more general Bachelor of Science in engineering. BSChE program emphasizes the incorporation The professional degree curriculum is accredited by of the biological sciences into the technical the Accreditation Board for Engineering and foundation throughout the curricula. Technology (ABET) and prepares its recipients for b. Provide quality instruction emphasizing the professional practice or graduate study. Most of the logical identification and solution of problems; recipients of this degree follow various engineering the solution of complex quantitative problems careers. Many students also use the professional using computational methods; and the applica- degree curriculum as preparation for further study tion of engineering analysis to the chemical and in medicine, law, business, or science. biological sciences. The general engineering degree curriculum is c. Offer a high-quality instruction that encom- similar to that of a science major in the College of passes not only the technical content but also Liberal Arts. It allows more electives than the makes students aware of the societal implications professional degree curriculum, as well as more of technology. courses in the humanities and social sciences. This d. Provide students the opportunity to formulate, curriculum is intended for students who desire an analyze, and solve engineering problems within understanding of engineering fundamentals and a team structure; and to communicate their will make their careers in related fields such as findings in both written and oral forms. medicine, business and law. This degree is not e. Encourage and provide opportunities to sample ABET accredited. specialized areas through elective courses, minor Undergraduates are encouraged to participate in programs, industrial internships, and indepen- the department’s research programs and independent research; and as such, to foster an apprecia- dent study for degree credit. tion for lifelong education. A suggested program of required courses and free UNDERGRADUATE PROGRAM electives for the bachelor of science degree in Bachelor of Science in Chemical Engineering chemical engineering (accredited program) follows. The mission of the BSChE degree program offered by the Chemical and Biological Engineering First-Year Program Department is to provide its undergraduate FALL TERM students: Engineering 2 (half credit) a. A strong foundation in the pure sciences Engineering Graphics and CAD including biology, chemistry, mathematics and Engineering—Introductory elective (half credit) physics. Mathematics 32 Calculus I b. A solid understanding of the fundamental Chemistry 1 or 11 Chemical Fundamentals with laboratory chemical engineering sciences, coupled with English 1 Expository Writing quantitative skills, so as to provide a basis for a successful professional career within the SPRING TERM technology fields. Engineering Science 2 Introduction to Computing in c. Training of communication skills consistent Engineering with the requirements of both the technical Mathematics 36 Applied Calculus II professions and the broader community in Chemistry 2 or 12 Chemical Principles with laboratory which they live. Physics 11 General Physics I with laboratory d. A capacity and desire for the pursuit of lifelong Humanities/Social sciences/Arts elective learning. The faculty is committed to accomplishing this mission through the integration of Sophomore Year teaching and research. FALL TERM Chemistry 31 and 33 Physical Chemistry I with laboratory The goals of the BSChE program are to: Mathematics 42 Calculus III Chemical and Biological Engineering 10 a. Provide students a sound technical foundation Chemical Process Principles in both the traditional and emerging areas of chemical engineering. In particular, the Tufts

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Biology 13 or Engineering Science 11 Approved Foundation Elective Courses Cells and Organisms with Laboratory or Fundamentals of Three foundation electives are required and are to Biological Systems be chosen from the following list. Exceptions must Humanities/Social sciences/Arts elective be approved by the department.

SPRING TERM Chemistry 32 Physical Chemistry II Chemical and Biological Engineering 11 Chemistry 42 Analytical Chemistry Chemical Engineering Thermodynamics Chemistry 52 Organic Chemistry Chemical and Biological Engineering 39 Chemistry 61 Inorganic Chemistry Applied Numerical Methods for Chemical and Biological Chemistry 132 Chemical Kinetics and Dynamics Engineers Chemistry 133 Quantum Mechanics Mathematics 51 DifferentialE quations Chemistry 135 Biophysical Chemistry Engineering Science 10 Introduction to Materials Science Chemistry 136 Spectroscopy and Molecular Structure Humanities or social sciences elective Chemistry 141 Instrumental Analysis Chemistry 150 Intermediate Organic Chemistry Junior Year Chemistry 151 Physical Organic Chemistry FALL TERM Chemistry 152 Advanced Organic Synthesis Chemical and Biological Engineering 21 Chemistry 155 Organic Spectroscopy Transport Phenomena I Chemistry 161 Advanced Inorganic Chemistry Chemistry 51 and 53 Organic Chemistry with Laboratory Chemistry 162 Chemistry of Transition Elements Engineering Science 3 Introduction to Electrical systems Chemistry 163 Diffraction Methods of Structure with laboratory Determination Humanities or social sciences elective Biology 41 General Genetics SPRING TERM Biology 46 Cell Biology Biology 152 Biochemistry and Cellular Metabolism Biology 104 Immunology Chemical and Biological Engineering 22 Biology 105 Molecular Biology Transport Phenomena II Biology 106 Microbiology Chemical and Biological Engineering 102 Biology 134 Neurobiology Reactor Design Biology 152 Biochemistry and Cellular Metabolism Chemical and biological engineering elective Physics beyond Physics 12

Senior Year For natural science courses accepted towards the FALL TERM Engineering degrees, refer to the School of Chemical and Biological Engineering 45 Engineering list posted in the student services Chemical and Biological Separations website: https://webcenter.studentservices.tufts. Chemical and Biological Engineering 51 edu/coursedes c/natural_sciences_engineering.aspx. Chemical and Biological Engineering Unit Operations The following Chemical and Biological Engineer- Laboratory (half credit) ing course is also accepted as natural science elective Chemical and Biological Engineering 109 in addition to the School of Engineering list: Process Dynamics and Control ChBE 163 Recombinant DNA Techniques Chemical and Biological Engineering Foundation elective Chemical and Biological Engineering Concentration Elective The Senior Honors Thesis in Chemical and Biological Engineering SPRING TERM The Senior Honors Thesis program in ChBE is Chemical and Biological Engineering 52 intended for those students who have a record of Chemical and Biological Engineering Projects Laboratory high performance in both Foundation and ChBE Chemical and Biological Engineering 60 concentration courses and who have developed an Product and Process Design interest and some background in a well-focused Chemical and Biological Engineering Concentration elective research topic. Students interested in writing a Humanities/Social Sciences/Arts elective Senior Honors Thesis should consult their advisors, Free elective

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the guidelines described under Thesis Honors Computers are used in diagnosis and research. Program in this bulletin, and the ChBE Depart- Given these important areas in medicine, there is a ment web pages. need for students to combine undergraduate engineering with graduate medical training. Two Bachelor of Science in Engineering kinds of preparatory programs are suggested by the This general engineering degree program combines department. The first is the professional degree liberal arts with basic engineering education in a program in chemical engineering; a student four-year non-accredited program. It is for the indi- choosing this program must complete all the vidual who may not wish to function as a profes- requirements for the accredited bachelor of science sional engineer, but who wants a basic science and degree in chemical engineering. Courses required technology background as preparation for a career for entrance into medical, dental, or veterinary in a related field such as medicine, law, or business. school are met through selection of electives, Flexibility is built into the program so that summer school, or an increase in course load. students can pursue their own interests to a greater The second program has greater flexibility and extent than is possible in the accredited engineering leads to the non-accredited Bachelor of Science programs. The thirty-eight courses required for degree in engineering, described above. This completion of the program are listed below. program gives students a foundation in engineering Introductory Courses—ten course credits: fundamentals and the possibility of satisfying EN 2 (half-credit); EN Elective; ES 2 professional school entrance requirements and Mathematics 32, 36, 42, and 51 pursuing individual interests in other fields through Chemistry 1 and 2 selection of electives. Biology 1 or 13 Physics 11 UNDERGRADUATE MINOR PROGRAMS ES, Science, Math and Engineering: 11 credits In addition to completing the courses for the Chemistry 51 and 53; 9 electives concentration requirement, an undergraduate may Chemical Engineering: 6 credits elect to enroll in a minor program in a different, ChBE 10 and 11; 4 electives although possibly related field. All courses used in Humanities, Social Science, and Arts: 6 credits fulfillment of the minor program must be taken for English 1 or 3 a grade. No more than two courses used to fulfill a Humanities elective foundation or concentration requirement may be Social Science elective counted toward fulfillment of the minor. Students 3 Humanities/SS/Arts electives may not complete both a minor and a concentration Free electives: 5 credits in the same discipline.

Premedical, Predental, and Preveterinary Preparation Biotechnology Engineering Minor via the Chemical Engineering Curriculum Five courses are required to obtain this minor. Students interested in entering medical, dental, or Biology 152 or Chemistry 156; two courses from veterinary school after graduation can satisfy the following: Chemical and Biological Engineer- professional school entrance requirements while ing 62, 161, or 166; one course from the following: working toward a bachelor’s degree in the Depart- Biology 50, Chemical and Biological Engineering ment of Chemical and Biological Engineering. 163 or 168; and an elective chosen from an Modern medical practice and research is increas- approved list. No more than two courses used to ingly dependent on engineering methods and fulfill a foundation, distribution, or concentration devices. Automatic instruments now monitor and requirement may be counted toward the minor. assist body function. New synthetic materials repair and even replace body tissue. Mathematical Chemical Engineering Minor equations that describe the flow of fluids in pipes Five courses are required: Chemical and Biological apply to the flow of blood in veins. The kidney, Engineering 10, 11, 39, 102; and a chemical lung, and heart functions have analogies in engineering elective approved by the minor chemical engineering process equipment. committee. All courses must be taken for a grade.

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No more than two courses used to fulfill a founda- CERTIFICATE PROGRAMS tion, distribution, or concentration requirement The Chemical & Biological Engineering Depart- may be counted toward the minor. ment offers three graduate-level certificate programs to qualified students through the Office of SECOND MAJOR IN BIOTECHNOLOGY Graduate Studies. The certificate programs, This program is offered as a major only in conjunc- Biotechnology, Biotechnology Engineering and tion with enrollment in a regular undergraduate Bioengineering can be completed on a part-time, major, ordinarily excluding interdisciplinary non-degree basis by students who are seeking programs. The biotechnology program has been professional training in the field or preparing for a designed with two tracks: a science track for degree program. In most cases, courses taken as a undergraduate students enrolled in the College of certificate student can be transferred into a related Liberal Arts, and an engineering track for under- master’s degree program. The programs are open to graduate students enrolled in the School of students who have already earned a bachelor’s Engineering. degree. Four courses are required for each certificate. A certificate builds on the strength of existing Core Curriculum Tufts courses and programs. As a certificate Biology 1 Introduction to Biology or student, you have the flexibility to choose courses Biology 13 Cells and Organisms that were created exclusively for a certificate Biology 41 Genetics program, as well as the traditional Tufts graduate Chemical and Biological Engineering/Biology 62 and undergraduate courses. In order to accommo- Molecular Biotechnology date working professionals’ schedules, most certificate courses are offered in the late afternoon One laboratory course from: and evening. Biology 50 Experiments in Molecular Biology Certificate students may apply later for a related Chemical and Biological Engineering 163 master’s or doctoral program at Tufts. Once you Recombinant DNA Techniques have been accepted, you are permitted to transfer Chemical and Biological Engineering 168 four applicable certificate courses into a graduate Biotechnology Processing Projects Laboratory program.

Track curricula GRADUATE PROGRAM SCIENCE TRACK The Department of Chemical and Biological Two core courses: Engineering offers instruction leading to the degrees Biology 105 Molecular Biology of master of science, master of engineering, and Biology 152 Biochemistry and Cellular Metabolism doctor of philosophy. General GRE test scores are required of applicants to all graduate degree Four electives from an approved list provided by the programs. department. Up to two credits of research may be counted toward electives. Master of Science or Master of Engineering with Major in Chemical Engineering ENGINEERING TRACK Candidates for the master’s degree programs in Two core courses: chemical engineering usually hold a bachelor of Chemical and Biological Engineering 161 science degree in chemical engineering or in Protein Puriﬁcation chemistry, with a suitable background in engineer- Chemical and Biological Engineering 166 ing subjects. A strong background in mathematics, Principles of Cell and Microbe Cultivation biology, chemistry, and physics is essential. Students Four electives from an approved list provided by the with degrees in physical science or other engineer- department. One credit of research may be counted ing disciplines may become candidates upon toward electives. satisfactory completion of certain upper-level undergraduate courses. A highly recommended alternative to formal enrollment in academic-year, undergraduate chemical engineering courses is the

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intensive two-course summer sequence of Chemical specific courses. An additional two graduate level and Biological Engineering 1 and 2, which are elective courses are needed to complete the ten offered periodically. Successful completion of these credit Master of Engineering degree. Students courses qualifies a student to apply to the master’s accepted into the program will have the option of degree programs. petitioning the admissions committee to pursue a Students enrolled in the Master of Science Master of Science degree. A student petitioning the degree program must take seven courses for letter committee must have identified a research advisor grades. No more than one of these seven may be who agrees to accept the student to their laboratory. guided individual study. Generally, at least five Students enrolled in the Master of Science degree credits are from a list of chemical engineering program must complete a two-credit thesis (in lieu courses; the remaining courses may be in allied of the elective credits) in addition to the eight fields. A thesis (three credits) is also required along credits of coursework. with an oral examination covering the field of the student’s thesis. Only students in the Master of Doctor of Philosophy Science degree program may apply for financial Doctoral degrees are offered in both Chemical assistance. Engineering and in Biotechnology Engineering. Students enrolled in the Master of Engineering Candidates for the Doctor of Philosophy degree, degree program must take ten courses for letter except when otherwise recommended by the grades. Generally, at least eight credits are from a department, will have completed the seven courses list of chemical engineering courses; the remaining required for the Master of Science degree. A courses may be in allied fields. qualifying examination must be satisfactorily completed. This examination is usually taken after Master of Engineering or Master of Science with Major one full year of residence. in Bioengineering: Cell and Bioprocess Engineering In addition to satisfying the university require- Cell and Bioprocess Engineering is a new track ments for the Doctor of Philosophy degree, a option of the master’s degrees in Bioengineering candidate must satisfactorily complete a program of offered by the School of Engineering. Candidates courses (established by the candidate’s committee) for this track usually hold a bachelor of science and write a doctoral dissertation. The doctoral degree in chemical or biochemical engineering with dissertation is considered the candidate’s major task. a suitable background in chemical and biological It must represent a significant contribution to the sciences. Candidates with degrees in biology, field and contain material worthy of publication in biochemistry and strong background in mathemat- a recognized professional journal. ics, chemistry, and physics will also be considered. For more detailed information, please visit the Students with degrees in physical science or other website http://engineering.tufts.edu/chbe. engineering disciplines who have no background in biology may become candidates upon satisfactory completion of appropriate undergraduate courses. For students without undergraduate engineering Chemical Physics degrees, a highly recommended alternative to (FOR DEGREE REQUIREMENTS, SEE CHEMISTRY OR formal enrollment in academic-year undergraduate PHYSICS.) chemical engineering courses is the intensive two-course summer sequence of Chemical and Biological Engineering 1 and 2, which are offered periodically. Successful completion of these courses Chemistry qualifies a student to apply for the master’s Associate Professor Arthur L. Utz, Chair; Physical and program. All Bioengineering master’s degree materials chemistry candidates must take a common core curriculum Professor Terry E. Haas, Physical inorganic and materials totaling four credits. Candidates of the Cell and chemistry Bioprocess Engineering track must also take four Professor Jonathan E. Kenny, Physical and environmental required courses from a list of approved track- chemistry Professor Krishna Kumar, Organic and bioorganic chemistry

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Professor Elena Rybak-Akimova, Inorganic and the U.S. has maintained a good international trade bioinorganic chemistry balance during the past decade. From community Professor Mary Jane Shultz, Surface chemistry, health to economic well-being, chemistry can be environmental and materials chemistry expected to maintain its preeminent role in shaping Professor Robert D. Stolow, Organic chemistry, and protecting our nation’s future. conformational studies The study of chemistry is appropriate to many Professor David R. Walt, Robinson Professorship in different career goals, including medicine, law, Chemistry; Bioorganic and materials chemistry physical and social sciences, engineering, and public Associate Professor Samuel P. Kounaves, Analytical, policy. The Department of Chemistry at Tufts is environmental, and planetary chemistry well equipped to provide basic and advanced Associate Professor Albert Robbat Jr., Analytical chemistry chemistry education to undergraduates. It offers a Associate Professor Charles Sykes, Physical chemistry wide variety of courses, newly expanded and Assistant Professor Clay Bennett, Bioorganic, chemical improved facilities, an active teaching and research biology and synthetic chemistry faculty, and a favorable faculty-to-student ratio. Assistant Professor Joshua A. Kritzer, Bioorganic and Students who participate in research receive a great chemical biology chemistry deal of personal attention from their faculty advisor, Assistant Professor Yu-Shan Lin, Theoretical and and have excellent opportunities for undertaking biophysical chemistry senior projects and honors theses. They may choose Assistant Professor Samuel W. Thomas, III, Organic from a broad range of research projects, because the chemistry faculty is involved in all the traditional areas of Senior Lecturer Sergiy Kryatov, Inorganic chemistry and chemical research, as well as many of the exciting chemical education new interdisciplinary endeavors. Lecturer Lynne S. Batchelder, Physical Chemistry UNDERGRADUATE CONCENTRATION SECONDARY APPOINTMENTS: REQUIREMENTS Adjunct Professor Marc d’Alarcao, Organic and biomedical The chemistry department offers four majors: chemistry 1) an American Chemical Society (ACS)—certified major, 2) a chemistry major, 3) a chemical physics Chemistry, the central science, offers exciting major, and 4) a biochemistry major. Each of these challenges to professionals who seek a fundamental four majors must be completed with a minimum understanding of the world we live in, and creative GPA of 2.00 for the courses applied to the major. solutions to the problems confronting the global Additionally, no more than one course (of any community. Chemistry offers more than hope in credit value) with a grade below a C- may be our attempts to feed, clothe, and house our applied to any of these majors. The ACS-certified burgeoning populations: It offers possibilities. In degree includes a certificate issued by the American the search for renewable substitutes for scarce Chemical Society and is recommended for those energy sources and minerals, chemistry provides the whose career goals include employment as a basic framework for materials scientists. As the professional chemist or scientist, involvement in medical community fights to conquer new and old research, or graduate school in chemistry. Courses diseases and improve the health of our populations, leading to a certified major include research that chemical principles guide the paths of investigators, offers students an opportunity to work closely with suggesting correlations in results, and pointing the members of the department’s renowned research way toward ultimate solutions. faculty. The major in chemical physics is intended On a national level, chemistry provides the key for those students who desire a more theoretical, to the future. In monitoring, cleaning up, and physics-oriented education. The biochemistry protecting our environment, chemistry can and major is recommended for those students with an must be wisely applied. The U.S. chemical industry interest in biologically oriented chemistry. The remains one of the healthiest branches of the chemistry major offers greater flexibility in course national economy: it employs almost a million selection. Students with interest in any of these people in high-paying manufacturing jobs. Chemi- majors should look for more information on the cals are one of the few commodity groups in which department’s website at http://chem.tufts.edu.

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ACS-Certified Major in Chemistry Major in Biochemistry Foundation: Chemistry 1, 11 or 16; and Chemistry Chemistry 1, 11, or 16; and Chemistry 2 or 12; 2 or 12. Core courses: Chemistry 31, 32, 33, 34, 42, Chemistry 51/53, 52/54, 31, 42, 171, and 172; 51, 52, 53, 54, 61, 63, 171, and one additional Biology 13, 41, 50 (or Chemical and Biological course in intermediate or advanced chemistry that Engineering 163), and 105. Course work in has one of the following courses as a prerequisite: mathematics (Mathematics 34 or 44) and physics Chemistry 32, 42, 52, 61, or 171. Research: (Physics 2 or 12) is also required. The following Chemistry 91 and 92 (or Chemistry 195 and 199, sequence of courses is suggested for students Senior Thesis). Also required are Mathematics 32 concentrating in biochemistry: first year, Chemistry and 34 (or 39 and 44) and Physics 1 (or 11) and 2 1 (or 11) and 2 (or 12), Biology 13; second year, (or 12). For more information please visit the Chemistry 51/53, 52/54, Biology 50 (or Chemical department’s website at http://chem.tufts.edu. and Biological Engineering 163); third year, Chemistry 31 and 42, Biology 41 and 105; fourth Major in Chemistry year, Chemistry 171/172. Foundation: Chemistry 1, 11, or 16; and Chemistry 2 or 12; Intermediate: Chemistry 31, 33, 42, 51, 52, GRADUATE PROGRAM 53, 54; four additional courses in intermediate or The Department of Chemistry offers M.S. and advanced chemistry, excluding Chemistry 34. Two Ph.D. degrees in chemistry, chemistry/biotechnol- of the four additional chemistry courses may be ogy and chemical physics. Students interested in substituted with intermediate or advanced courses the joint chemistry/biotechnology or chemical in related fields (for details, please visit the depart- physics program should look for more information ment’s website at http://chem.tufts.edu). Only one on the department’s website at course of undergraduate research, either Chemistry http://chem.tufts.edu. 92 (Research II) or Chemistry 199 (the second In the first year of graduate study, entering semester of Senior Thesis) may be counted toward students meet with the department’s graduate the four additional courses in intermediate or committee and are placed into a series of core advanced chemistry. Also required are Mathematics courses in each of the traditional areas of chemistry: 32 and 34 (or 39 and 44) and Physics 1 (or 11) and analytical, inorganic, organic, and physical. These 2 (or 12). courses are intended to ensure that by the end of the first year the student has an adequate grounding Major in Chemical Physics in the fundamentals of chemistry. Each student Foundation: Chemistry 1, 11, or 16; Chemistry 2 or then takes additional advanced courses in his/her 12; Physics 1 or 11; Physics 2 or 12. Concentration: area of specialization. Ten credits of more advanced, one credit courses— four credits in Chemistry (with a prerequisite of Master of Science Chem 2 or 12), four credits in Physics (with a A candidate for the master of science degree in prerequisite of Phys 2 or 12), and two credits in chemistry is expected to have a satisfactory mathematics (Math 70 or courses with a prerequi- background in physics, mathematics, and chemistry. site of Math 42, 44, or 70). The courses must All master’s degree candidates are required to pass include the following: Physics 13; one credit in (B- or better) eight formal classroom graduate advanced laboratory training, either Physics 64 courses in chemistry or approved, related fields. (counts as one advanced physics course) or both Four of these courses must be in chemistry. Two Chemistry 33 and 34 (counts as one advanced may be approved independent study (293, 294). chemistry course); either Chemistry 31 or Physics Alternatively, a student may elect to take six formal 52; either Chemistry 32 or Physics 61; and either classroom courses and two credits of research (295, Chemistry 51 or Chemistry 61. Faculty advisors in 296). The courses must be chosen in consultation the chemistry and physics departments are available with the graduate committee. Students may also for consultation on the chemical physics program. elect to prepare a master’s thesis which they must then present and defend before their research committee.

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Doctor of Philosophy The doctorate in chemistry is awarded to students Child Development who have demonstrated a broad familiarity with ELIOT-PEARSON DEPARTMENT OF CHILD DEVELOPMENT the science of chemistry, a thorough knowledge of Professor M. Ann Easterbrooks, Family development, their specialized field, and who have displayed social and emotional development, infancy competence in planning and conducting chemical Professor David Henry Feldman, Cognitive development, research. developmental and educational theory, creativity By the end of the third semester, each graduate Professor Richard M. Lerner, Bergstrom Chair in Applied student must pass (with a B- or higher) one formal Research in Youth Development; Director, Institute for Applied classroom course in each of the four traditional Research in Youth Development, Application of developmental areas of chemistry. At least six formal graduate science across the life span, personality and social develop- courses in chemistry (exclusive of research) are ment in adolescence, university-community collaboration and required for the degree and must be completed outreach scholarship satisfactorily by the end of the fourth semester. Professor Maryanne Wolf, John DiBiaggio Chair in Additional courses in chemistry or related fields Citizenship and Public Service; Director, Center for Reading may be required by individual research supervisors. and Language Research; Dyslexia, cognitive neurosciences, Selection of a research supervisor is usually made cognition, developmental psycholinguistics, reading during the first year on the basis of common development and intervention interest. The student and research supervisor Associate Professor Marina Bers, Math, Science and nominate two faculty members to serve on the Technology/Engineering Initiative; Educational technology, student’s doctoral committee. The doctoral impact of new technologies for personal, social and moral committee (in conjunction with the student’s development, use of technology in hospitals, museums, research advisor) takes over the advisory function schools and communities from the graduate committee and guides the Associate Professor Kathleen A. Camara, Family student’s research to promote his/her development relationships, social development, research methodology as an independent investigator. Associate Professor Calvin Gidney III, Linguistics, literacy, sociolinguistic development, language of African-American Doctoral students must also satisfy the following children, language in children’s television, development of requirements: children’s language attitudes 1) Service as a teaching assistant Associate Professor Francine Jacobs, Child and family 2) Present a Research Topic to the research policy, program evaluation committee by the end of the third semester Associate Professor Tama Leventhal, Neighborhood 3) Present a Study Topic as a public seminar and influences on children, youth, and families; Social policy defend it in a private meeting with the research Associate Professor Christine McWayne, Early Childhood committee by the end of the fourth semester Education, Low-income, urban-residing children’s school 4) Submit a third-year research report to the success, Community-based research collaborations research committee by the end of the sixth semester Associate Professor Jayanthi Mistry, Cultural perspectives 5) Prepare and defend an original research proposal on development; Navigating multiple cultural worlds and by the end of the eighth semester identities; Interpretive methods in the study of children and 6) Defend a thesis families The department is actively engaged in research in Associate Professor Ellen E. Pinderhughes, Influences on the areas of organic, inorganic, physical, and family socialization processes among families with children at analytical chemistry, as well as the interdisciplinary risk for problematic outcomes; adoption and foster care areas of bioorganic, environmental, and materials Senior Lecturer W. George Scarlett, Deputy chair; chemistry. For more information concerning Children’s play; Religious and spiritual development; research interests, facilities, and financial aid, please Approaches to managing children’s problem behavior; see the booklet Graduate Program in Chemistry, Organized youth sports available on the department’s website at Senior Lecturer Martha Pott, Coordinator of Capstone Internships for M.A. Applied Program; Education, personal- http://chem.tufts.edu. social development Lecturer Bruce Johnson, Early childhood education

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SECONDARY APPOINTMENTS: theory and research, as well as the role of collabora- Julie Dobrow, Director, Communication and Media Studies; tive inquiry in early childhood teacher education. Effects of media on children, ethnic and gender representations Embedded throughout course work and practical in media experiences is a commitment to preparing teachers Deborah LeeKeenan, Director, Eliot-Pearson Children’s to work in urban education settings, with children School; Multicultural and antibias education, curriculum from diverse linguistic backgrounds, and including development and implementation, special needs those with special needs. Students may seek Associate Research Professor Jonathan Zaff, America’s Massachusetts licensure as an early childhood Promise Alliance; Youth development, Communities as youth teacher (Pre-K to grade 2). This program has been support systems approved by the Massachusetts Department of Adjunct Associate Professor Lynn Meltzer, Learning Education, and the license is reciprocated in the disabilities and assessment majority of states. Another orientation takes child development as Noted for its interdisciplinary work and for its a starting point for a career in human services or integration of research and practice, the Eliot- work with children in clinical, pediatric, or other Pearson Department of Child Development community settings, in health allied fields, includ- prepares students to become leaders in a variety of ing early intervention. Yet other areas of specializa- fields, including education, developmental science, tion include a focus on arts, technology, and media early intervention, advocacy and the law, program and lead to careers in children’s media, theater, and evaluation, fields focusing on the arts and technol- creative arts education for children, and curriculum ogy as they relate to children’s development, and and technological innovations for children. Students health-related fields such as pediatrics and child are also able to specialize in child advocacy, and mental health. The Department offers an interdis- prepare for graduate study or careers in social policy, ciplinary array of courses and experiences, which are child and family law, and social services for children complemented with observations and work with and families. children in a wide range of applied settings, including schools, hospitals, clinics, day care DEPARTMENT FACILITIES centers, educational television studios, museums, Eliot-Pearson Children’s School and juvenile courts. These field experiences are Architecturally attached to the Department of essential for the concentration in child develop- Child Development, the Eliot-Pearson Children’s ment, where the integration of theory, research, and School is a laboratory school serving eighty practice is Eliot-Pearson’s overall goal. children ages 2.9 to 8 (preschool through second Undergraduates who major in child develop- grade). Classrooms are fully integrated, including ment receive a strong foundation in applied children with special needs and children and developmental science, an interdisciplinary field families from diverse cultural and economic that generates and uses theory and research about backgrounds. The school is an exemplary early- human development to improve the lives of childhood program, modeling innovative develop- children, youth, and families around the world. mental education and curricula. Observation Students who complete the major continue on to facilities and practicum sites provide exceptional graduate work in child development, or employ- training and research opportunities for Tufts ment in various fields, such as early childhood undergraduate and graduate students and early- education, clinical psychology, pediatric psychology, childhood professionals from across New England. law, public policy, and other disciplines that have The children’s school also offers a range of pro- the health, education, and welfare of children as a gramming for parents and families. For more primary goal. information, visit http://ase.tufts.edu/epcs/. Students completing the Child Development major can select specific areas of specialization. For Tufts Educational Day Care Center example, students can choose to prepare for careers The center is an associated facility that offers an in early childhood education. This program places innovative, year-round, full-day educational dual emphasis on contemporary child development preschool and kindergarten program for approxi-

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mately eighty-five children from within the Tufts UNDERGRADUATE CONCENTRATION community and its surrounding cities. The center is REQUIREMENTS a direct service and laboratory school housing four Major in Child Development classrooms. It serves an ethnically diverse, interna- Ten courses, including Child Development 1, and tional population of youngsters and eagerly seeks to two of the following: Child Development 51 or serve children with a wide variety of special needs. 151, 61 or 161, and 155. Two courses can be from Tufts students and faculty, particularly within the outside the department, either from the approved Department of Child Development, can observe, list of related fields courses, or with departmental conduct research, and participate in a variety of approval. Introductory courses in other departments practice teaching experiences. The Special Friends may not substitute for Child Development 1. Please Program, jointly sponsored and supervised by the see the Child Development handbook or website center and the university’s Leonard Carmichael for complete information on requirements. Society, offers an opportunity for any interested undergraduate to form a close one-to-one relation- Early Childhood Teacher (Pre-K to Grade 2) ship with a preschool or kindergarten child. Parents This program, designed for students who plan to are encouraged to participate in a program tailored teach in public and private early childhood settings, to the needs of working families. For more infor- is approved by the Massachusetts State Department mation, visit http://ase.tufts.edu/tedcc. of Education and leads to teacher licensure that is reciprocal in the majority of states. A specific course Evelyn G. Pitcher Curriculum Resource Laboratory of study is required for completion of the program. Adjoining the department and the children’s school The program is also beneficial to those who is the Evelyn G. Pitcher Curriculum Resource anticipate entering such fields as guidance counsel- Laboratory, with studio, shop, and audiovisual ing, school psychology, technology, museum spaces. The laboratory allows space for the depart- education, school administration, mental health, ment’s multidisciplinary work with mathematics, social welfare, and child advocacy. science, and technology education—a new initiative Students interested in becoming licensed as that involves the Eliot-Pearson Department of teachers in Massachusetts are required to complete Child Development as well as computer science, a two-stage licensure process. The requirements engineering, and education departments. Within for completing the first stage, leading to initial the curriculum laboratory, child development licensure, may be satisfied by completing an under- majors can study and develop materials that are graduate degree with a major in child development then used with young children in a wide range of and by completing all teacher licensure program settings, including classrooms, museums, libraries, requirements. Initial licensure allows the recipient clinics, and others. For more information, visit to be employed by the public schools as an early http://ase.tufts.edu/clab. childhood teacher, pre-K to grade 2.

Institute for Applied Research in Youth Development UNDERGRADUATE MINOR PROGRAM The institute creates programs and projects that The Department of Child Development offers a use the framework of applied developmental science minor in child development. Five courses are to promote healthy, positive development among required, two of which are to be chosen from Child diverse children, adolescents, families, and commu- Development 1, 51 or 151, 61 or 161, and 155. nities. For more information, visit Three additional electives are to be chosen from http://ase.tufts.edu/iaryd. other course offerings from within the department.

Center for Reading and Language Research AMERICAN SIGN LANGUAGE (ASL) The center offers a variety of research, teaching, The department offers three levels of American and internship opportunities to students and Sign Language. Undergraduates completing all faculty and a range of services to the surrounding three can have ASL fulﬁll Part II of the foreign communities. For more information, visit language (foundation) requirement. http://ase.tufts.edu/crlr.

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GRADUATE PROGRAM Department of Urban and Environmental Policy The Department of Child Development offers the and Planning is a fourteen-credit graduate program master of arts degree, a joint master of arts degree in child and family policy. Students matriculate in with the Department of Urban and Environmental two nationally renowned departments at Tufts and Policy and Planning, the master of arts in teaching fulﬁll the general requirements for each, including (M.A.T.) degree, and the Ph.D. degree. Along with courses in developmental psychology, policy the standard material sent to the graduate school, planning and analysis, and research methods and applicants for admission to these graduate programs statistics. In addition, they follow a speciﬁc course must include a statement of two to three typewrit- of study in child and family policy, culminating in a ten pages describing their motivation for applying master’s thesis. Contact either department for more for graduate work in child development and the information. ways in which they envision using the education received at Tufts. Scores from the Graduate Record Master of Arts in Teaching (M.A.T.) Early Childhood Examination are required. The deadline for The degree of master of arts in teaching is offered applications is January 1st, although applications for students who seek Massachusetts State received after that time are considered, based on the Department of Education initial licensure as an availability of places. early childhood teacher (pre-K to grade 2).

Master of Arts (M.A.) Doctor of Philosophy (Ph.D.) The master of arts degree requires the satisfactory The doctoral program in child development completion of a ten-credit course of study. Students prepares individuals for either academic or applied interested in engaging in child development settings involving children and their families. Such research conclude the program by writing a thesis; settings include schools, hospitals, social service students interested in the more applied, practical agencies, the arts and media, courts, clinical aspects of child development conclude the program research centers, and policy organizations, as well with an intensive supervised internship. Each as colleges and universities. Accordingly, intensive route offers a combination of required and elective training in theory and research methodology is courses. The master of arts program offers two involved, as well as extensive field experience. options for completion of degree requirements. For Applicants should have strong preparation in the students who wish to conduct research, the program behavioral sciences. entails four required courses and six additional Course work during the first two years empha- elective courses. Students must also complete a sizes the major theoretical orientations of the field thesis. and research methods and statistics. The remaining The M.A. degree program serves child develop- courses are selected in accordance with the student’s ment students with a broad range of professional academic plan, which is decided by the student and and intellectual interests. Graduates enter positions his or her advisors. in human services agencies, research organizations, On completion of course work and an intern- schools and early childhood programs, advocacy ship, students are required to undergo a qualifying groups, and institutions of higher education. A review. Two major papers related to theory and significant percentage of graduates continue their research in child development are submitted and studies in law schools, medical schools, Ph.D. the student’s progress and course of study in the programs in developmental or clinical psychology, doctoral program are reviewed. Successful comple- or public policy. Initial licensure teachers wishing to tion of this review is a prerequisite to further obtain professional licensure may enroll in the doctoral study. master of arts program, which includes a 400-hour Internships are selected according to the apprenticeship in the schools. participant’s career interests, with students serving as supervised trainees in the service and research Master of Arts (M.A.) Program with Urban and functions of the particular setting. The remainder of Environmental Policy and Planning the program is devoted to participation in research The master of arts degree offered jointly by the and the completion and defense of a dissertation. Department of Child Development and the

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For more detailed information, please visit the Assistant Professor Babak Moaveni, Structural engineer- website http://www.ase.tufts.edu/epcd. ing, structural health monitoring, structural dynamics Assistant Professor Robert C. Viesca, Applied mechanics in earth sciences and engineering Chinese Senior Lecturer Lee R. Minardi, Computer-aided design, geometric modeling, applied mechanics (FOR DEGREE REQUIREMENTS, SEE GERMAN, Senior Lecturer Mark A. Woodin, Environmental and RUSSIAN, AND ASIAN LANGUAGES AND occupational epidemiology LITERATURES.) Lecturer Anne Marie C. Desmarais, Environmental health Professor of the Practice Brian Brenner, Bridge design, structural engineering Civil and Environmental Professor of the Practice Rachid Hankour, Geotechnical engineering, instrumentation and monitoring, foundation Engineering engineering Professor Kurt D. Pennell, Chair; Environmental remedia- Professor of the Practice Eric M. Hines, Structural tion, neurotoxicology, engineered nanomaterials engineering Professor Linda M. Abriola, Dean, School of Engineering; Research Assistant Professor Natalie L. Cápiro, Groundwater hydrology, multiphase flow and transport in Environmental biotechnology and bioremediation porous media Research Assistant Professor Itza Mendoza-Sanchez, Professor Steven C. Chapra, Louis Berger Chair of Civil and Groundwater hydrology, mathematical modeling of Environmental Engineering; Water quality modeling, advanced contaminant fate and transport computer applications in environmental engineering Research Assistant Professor David Small, Global Professor Lewis Edgers, Geotechnical and geo-environ- hydrologic processes, climate change mental engineering Research Assistant Professor Eric Thompson, Professor Shafiqul Islam, Hydroclimatology, hydroepidemi- Geotechnical engineering seismology and hazard mapping ology, water diplomacy Research Assistant Professor Yonggang Wang, Professor Elena Naumova, Public health, infectious Environmental engineering, engineered nanomaterial fate diseases, biostatistics, epidemiology, nutrition and growth and transport Professor Masoud Sanayei, Structural engineering, bridge SECONDARY APPOINTMENTS: structural health monitoring, building floor vibrations Adjunct Professor Grant Garven, Earth and Ocean Professor Richard M. Vogel, Water resources, environmen- Sciences; Groundwater geology and hydrology tal statistics, hydrology and hydraulics Adjunct Professor Jeffrey K. Griffiths, Tufts University Associate Professor Laurie G. Baise, Geotechnical School of Medicine; Global health, infectious diseases engineering, geotechnical earthquake engineering Adjunct Professor Mark Kachanov, Mechanical Engineer- Associate Professor Wayne Chudyk, Drinking water ing; Solid mechanics, applied mathematics quality and toxic materials, groundwater monitoring Associate Professor Luis Dorfmann, Structural engineering Civil and Environmental Engineering (CEE) is and solid mechanics one of the most diverse engineering disciplines, Associate Professor John L. Durant, Chemical fate and encompassing environmental and water resources transport, water quality, urban air pollution engineering, geotechnical and geoenvironmental Associate Professor David M. Gute, Environmental and engineering, public health engineering, and occupational epidemiology structural engineering. Civil and environmental Associate Professor Stephen H. Levine, Environmental, engineers are responsible for the planning, design, ecological and economic systems modeling construction, and operation of structures and Associate Professor C. Andrew Ramsburg, Site remedia- facilities that are essential to the environment and tion, subsurface fate and transport of contaminants infrastructure of a sustainable society. Traditionally Associate Professor Christopher Swan, Faculty Fellow, these structures included buildings, highways, College of Citizenship and Public Service; Geotechnical and water and waste treatment plants, tunnels, airports, geo-environmental engineering harbors, railroads, bridges, and dams. Today, civil Assistant Professor Daniele S. Lantagne, Public health and environmental engineers are involved in a engineering, global health, water-borne pathogens

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wide range of engineered and natural systems that in Environmental Engineering (BSEVE). The contribute to a modern society and protect the programs leading to the BSCE and BSEVE environment and public health. These activities degrees are accredited by the Engineering Accredi- include the development and testing of new tation Commission (EAC) of the Accreditation materials, structural health monitoring and reha- Board for Engineering and Technology (ABET), bilitation, management and protection of water- and satisfy the degree requirements needed to take sheds and water supplies, mathematical modeling the Fundamentals of Engineering (FE) examina- of built and natural environments, bioremediation tion, an important step toward registration as a and exposure assessment. licensed professional engineer. Depending upon a Structural engineers are involved the planning, student’s background and interests, there are design and monitoring of buildings, bridges, dams, numerous opportunities to utilize advanced vehicle frames, and special structures such as power placement credits, obtain a minor (e.g., Engineering transmission towers and wind turbines. The Management), complete dual majors, and partici- activities of structural engineers range from analysis pate in study abroad and internship programs. The and design of basic structural components such as overall goals of the BSCE and BSEVE programs beams, columns and floor slabs, to the study of are for students to learn the fundamental engineer- material properties and biomechanics. ing principles, to master engineering methods for Geotechnical engineers specialize in the study solving challenging problems, and to effectively of soil and rock mechanics, the analysis of soil communicate engineering solutions to both response to applied loads, groundwater flow, and technical and non-technical audiences. The CEE geohazards such as earthquakes and landslides. faculty is dedicated to accomplishing these goals Geotechnical engineers design a variety of earthen through the integration of teaching, research, and structures such as dams, embankments, and professional practice. containment systems for hazardous wastes, as well as foundations for bridges, buildings, and offshore Bachelor of Science in Civil Engineering platforms. The Bachelor of Science in Civil Engineering Environmental engineers seek to protect human (BSCE) degree program prepares students for a health and the environment through the planning career in civil and environmental engineering. The and design of air and water pollution control BSCE allows students to specialize in one of four facilities, treatment and disposal of hazardous areas; environmental engineering, geotechnical wastes, and the development of treatment technolo- engineering, structural engineering, and water gies for persistent and emerging contaminants such resources engineering. The mission of the BSCE as nanomaterials and chlorinated solvents. Water program is to provide students with an educational resource engineers are concerned with the planning, experience that builds a sound foundation for design and operation of water resource systems and professional practice and provides technical skills the restoration of rivers and watersheds. Water that serve as a basis for career advancement and resource engineers are involved in projects ranging life-long learning. Program objectives are achieved from flood control works, hydropower stations, by developing a broad understanding of civil and water supply systems, and storm-water systems. environmental engineering, fundamental engineer- Public health engineers assess the impacts of ing principles, and connections with the humani- environmental exposures on human health, design ties, arts, and social sciences. The curriculum engineered controls for water-borne diseases, and emphasizes the application of basic sciences, predict the effects of environmental factors on computing, and mathematics for engineering occurrence and transmission of disease. design. Students completing the BSCE program are also well qualified for graduate study in UNDERGRADUATE PROGRAM engineering, architecture, construction, business The Department of Civil and Environmental management, and law. Engineering (CEE) offers two primary undergraduate degrees; the Bachelor of Science in Civil DEGREE REQUIREMENTS Engineering (BSCE) and the Bachelor of Science The BSCE program is accredited by the Engineering Accreditation Commission of ABET

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(http://www.abet.org). Following the guidelines of MATH 51 Differential Equations the School of Engineering, a total of thirty-eight Engineering Foundation Elective courses are required to fulfill the BSCE degree Humanities Elective requirements. Of these thirty-eight course credits, a minimum of 9.5 course credits must be completed Junior Year in college level math and basic science subjects FALL TERM appropriate to the discipline and a minimum of CEE 22 Structural Analysis 14.5 course credits must be completed in engineer- CEE 42 Intro. to Geotechnical Eng. ing topics, consistent with ABET general and ES 55 Numerical Methods for Engineers program criteria. Introductory science and engi- ES 8 Fluid Mechanics neering requirements account for ten courses, with Humanities, Arts or Social Sciences (HASS) elective six humanities, social science and arts electives, and SPRING TERM two free electives. Eight courses provide an CEE 12 Hydraulic Eng. engineering foundation, including two electives. CEE 32 Environmental Eng. Principles Twelve courses fulfill the degree concentration ES 56 Probability and Statistics requirements. Within the concentration require- CEE Concentration or Design Elective ment, there are five required core courses (CEE 1, Humanities, Arts or Social Sciences (HASS) Elective 12, 22, 32, and 42), three concentration electives, three design electives, and a capstone design course Senior Year (CEE 81). The three design electives are selected FALL TERM from at least two sub-disciplines in structural EM 51 Eng. Management engineering, water resources engineering, environ- CEE Concentration Elective mental engineering and geotechnical engineering. CEE Concentration Elective An example sequence of courses for the BSCE CEE Design Elective degree is provided below. Free Elective

Freshman Year SPRING TERM FALL TERM CEE 81 Capstone Design EN 2 Eng. Graphics and CAD (half-credit) CEE Concentration or Design Elective EN Elective (half-credit) CEE Design Elective ENG 1 Expository Writing Humanities, Arts or Social Sciences (HASS) elective MATH 32 Calculus I Free Elective PHY 11 General Physics I Bachelor of Science in Environmental Engineering SPRING TERM The Bachelor of Science in Environmental ES 2 Intro. to Computing in Eng. Engineering (BSEVE) is designed for students MATH 36 Applied Calculus II who desire focused instruction in environmental PHY 12 General Physics II engineering, including greater emphasis on Natural Science Elective chemical and biological principles. The BSEVE degree program emphasizes the development of an Sophomore Year in-depth understanding of environmental engineer- FALL TERM ing principles, with applications to water and CHEM 1 Chemical Fundamentals wastewater treatment, water resources engineering, ES 5 Intro. to Mechanics: Statics and Dynamics environmental remediation, air quality control, and MATH 42 Calculus III public health engineering. The mission of the Engineering Foundation Elective BSEVE program is to provide students with Social Science Elective undergraduate educational experiences that serves SPRING TERM as a sound basis for professional practice in CEE 1 Intro. to Civil and Environmental Eng. environmental engineering, as well as the necessary ES 9 Applied Mechanics: Strength of Materials preparation for advanced study at the graduate level.

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DEGREE REQUIREMENTS SPRING TERM The BSEVE program is accredited by the Engi- CEE 32 Environmental Eng. Principles neering Accreditation Commission of ABET EM 52 Technical Communication (http://www.abet.org). Following the guidelines of ES 27 Public Health Eng. the School of Engineering, a total of thirty-eight EOS 2 Environmental Geology courses are required to fulfill the BSEVE degree MATH 51 Differential Equations requirements. Of these thirty-eight course credits, a minimum of 9.5 course credits must be completed Junior Year in college level math and basic science subjects FALL TERM appropriate to the discipline and a minimum of CEE 30 Environmental Chemistry 14.5 course credits must be completed in engineer- ES 8 Fluid Mechanics ing topics, consistent with ABET general and ES 56 Probability and Statistics program criteria. Introductory science and engi- Engineering Foundation Elective neering requirements account for ten courses, with Social Sciences Elective six humanities, social science and arts electives, and SPRING TERM two free electives. Eight courses serve as engineer- CEE 12 Hydraulic Eng. ing foundation, including two foundation electives. CEE 132 Environmental Eng. Processes Twelve courses fulfill the degree concentration CEE Concentration Elective requirements. Within the concentration require- Engineering Foundation Elective ment, there are five required core courses (CEE 12, Humanities, Arts or Social Sciences (HASS) Elective 30, 32, 132 and ES 27), four concentration electives, two design electives, and a capstone Senior Year design course (CEE 81). The two design electives FALL TERM are selected from CEE 112 (Water Resources CEE Concentration Elective Engineering), CEE 133 (Water and Wastewater CEE Concentration Elective Plant Design), CEE 136 (Air Pollution Control), CEE Design Elective and CEE 143 (Site Remediation). An example Humanities, Arts or Social Sciences (HASS) Elective sequence of courses for the BSEVE degree program Free Elective is provided below. SPRING TERM Freshman Year CEE 81 Capstone Design FALL TERM CEE Concentration Elective CHEM 1 Chemical Fundamentals CEE Design Elective EN 2 Eng. Graphics and CAD (half-credit) Humanities, Arts or Social Sciences (HASS) Elective EN Elective (half-credit) Free Elective ENG 1 Expository Writing MATH 32 Calculus I In addition, to the BSCE and BSEVE, the department also offers the following undergraduate SPRING TERM degree programs. CHEM 2 Chemical Principles ES 2 Intro. to Computing in Eng. Bachelor of Science in Engineering (BSE) MATH 36 Applied Calculus II The Civil and Environmental Engineering PHY 11 General Physics I department administers several programs of study that lead to the Bachelor of Science in Engineering Sophomore Year degree (BSE). These programs offer students a FALL TERM curriculum that replaces the engineering concentra- BIO 13 Cells and Organisms or tion and design requirements with focused study ES 11 Fundamentals of Biological Systems in a related discipline, such as architectural studies CHEM 31 Physical Chemistry and environmental health. ES 5 Intro to Mechanics: Statics and Dynamics MATH 42 Calculus III Humanities Elective

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Bachelor of Science in Engineering - Program in and engineering. Historically, programs in environ- Architectural Studies mental health were established to promote research A Bachelor of Science in Engineering (BSE) on the control of infectious disease, the purification program in architectural studies is available for of water supplies, and the sanitary disposal of students interested in a professional career in human waste. Today, focal points of concern have architecture or in the historical, aesthetic, and been broadened to such challenging issues as engineering aspects of buildings and other struc- non-point source environmental pollution, the tures. This program, offered jointly by the Depart- influence of the built environment on the health of ment of Civil and Environmental Engineering and populations, epidemiological aspects of chronic the Department of Art and Art History, provides a illnesses, occupational health, risk assessment and solid foundation in both the technical aspects of risk management. The specific requirements for the structural systems and the aesthetic and functional BSE degree in Environmental Health are devel- characteristics of buildings from an architectural oped on an individual basis with your advisor, but and art history perspective. The flexibility of the are based on the general 38 course distribution for BSE degree allows greater concentrations in both engineers as specified in the bulletin of Tufts art history and studio courses than would otherwise University. The faculty coordinator for this program be possible, while providing a coherent basis for is Associate Professor David M. Gute. graduate work in architecture or design. The faculty coordinator for this program is Professor Masoud DEGREE REQUIREMENTS Sanayei. A minimum of thirty-eight courses is required, to be distributed in the following categories: DEGREE REQUIREMENTS 1) Introductory Engineering: eleven courses A minimum of thirty-eight courses is required, required for professional degrees in engineering distributed in the following categories: (see School of Engineering Information), 1) Introductory Engineering: eleven courses 2) Engineering Science: four courses, to include a required for professional degrees in engineering minimum of two courses from Engineering Science (see School of Engineering section), 3-9, and a maximum of one course from Engineer- 2) Architectural studies: seven courses, including ing Science 11-30, Art History 1, 8, 98, and one 100-level architectural 3) Humanities, Arts and Social Sciences: five history class (selected from disciplinary area A courses (see School of Engineering Information), listed in Architectural Studies section of this 4) Civil and Environmental Engineering: six bulletin); two studio courses including architectural courses, design FAM 22) and either FAM 20, 26, or 63; 5) Free Electives: twelve courses to be selected one elective (selected from discipline areas A, B, C from the above categories to form a coherent listed in Architectural Studies section), program 3) Engineering Science: four courses, including Engineering Science 5, 9, 88, and one engineering A fifth year of study will provide the opportunity science (ES) elective, for a student to qualify for a bachelor of science in 4) Civil Engineering: six courses, including CEE 1, civil engineering, bachelor of science in environ- 22, 42; and three of the following: CEE 24, 25, 81, mental engineering, or a master of science degree 123, 124, 125, 129, 146, 149, or 188, with emphasis in environmental health or environ- 5) Humanities, Arts and Social Sciences Electives: mental engineering. five courses (see School of Engineering section), 6) Free Electives: five courses Bachelor of Science The Bachelor of Science (BS) degree program BSE Degree Program in Environmental Health provides a broad liberal education within the A Bachelor of Science in Engineering (BSE) School of Engineering, but a less technical one than program in environmental health is offered for either the Bachelor of Science in Civil Engineering students wishing to pursue professional careers at (BSCE) or the Bachelor of Science in Engineering the intersection of public health, health sciences (BSE). Students working toward this degree

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normally place a heavier emphasis on the humani- Architectural Studies Minor ties and social sciences than students working in the The Department of Art and Art History offers a other programs. This degree program, along with minor in architectural studies that is open to the bachelor of science in engineering, recognizes students from both the School of Engineering and the unique value of engineering as preprofessional the College of Liberal Arts. For details, see full education for architecture, business administration, description under Architectural Studies. The faculty city planning, dentistry, medicine, law, public advisor for this minor is Associate Professor Daniel health, and other professions, as well as for the Abramson. The Engineering contact faculty is student who wishes to combine engineering with Professor Masoud Sanayei. nonengineering disciplines. Faculty from the Department of Civil and Environmental Engineer- Geoengineering Minor ing will supervise, with consent, programs of study The Department of Civil and Environmental in their areas of expertise. For details, see the Engineering offers a geoengineering minor that is School of Engineering section. available to all non-CEE majors. The faculty advisor for this minor is Professor Lewis Edgers. UNDERGRADUATE MINOR PROGRAMS Five courses are required: Architectural Engineering Minor ES 5 Intro. to Mechanics: Statics and Dynamics The Department of Civil and Environmental ES 9 Applied Mechanics: Strength of Materials Engineering offers a minor in Architectural CEE 12 Hydraulic Eng. Engineering for students in the College of Liberal CEE 42 Intro. to Geotechnical Eng. Arts. This minor provides curricular recognition for the technological track in Architectural Studies One elective course selected from the following: (see Architectural Studies section). The faculty CEE 112 Hydrology and Water Resource Eng. advisor for this minor is Professor Masoud Sanayei. CEE 113 Groundwater Hydrology The Liberal Arts faculty contact is Associate CEE 146 Foundation Eng. Professor Daniel Abramson. CEE 149 Earth Support Systems

Of the ﬁve course credits that are required for this Prerequisites for the above courses are MATH 36 minor, three are required: and PHY 12. ES 5 Intro to Mechanics: Statics and Dynamics Geology Minor ES 9 Applied Mechanics: Strength of Materials ES 88 CAD for Engineers The Department of Earth and Ocean Sciences offers a minor in geology available to students in Two elective course credits selected from the the School of Engineering. For details, see the following: Department of Earth and Ocean Sciences section. EN 2 Eng. Graphics and CAD (half-credit) The faculty advisor for this minor is Professor EN 39 Bridge Design (half-credit) Anne Gardulski. The Engineering contact faculty EN 80 Structural Art (half-credit) is Professor Lewis Edgers. EN 81 Env. Exposures and Human Health (half-credit) ES 2 Intro. to Computing in Eng. GRADUATE PROGRAMS CEE 1 Intro. to Civil and Environmental Eng. Doctor of Philosophy (Ph.D.) CEE 22 Structural Analysis Students entering the doctoral program in Civil CEE 24 Design of Steel Structures and Environmental Engineering should meet the CEE 25 Reinforced Concrete Design admission requirements of the graduate school, gain CEE 42 Intro. to Geotechnical Eng. acceptance by the Civil and Environmental CEE 120 The Art of Building Engineering faculty, and hold a Master of Science CEE 188 Eng. Design with CAD or Bachelor of Science degree in Civil and Environ- mental Engineering or a related discipline.

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PROGRAM OF STUDY from outside Tufts University. It is also required Students are required to complete the equivalent of that the majority of the committee members be a three-year program of full-time graduate study for graduate faculty (full-time faculty holding a the doctoral degree. In general, the first two years of doctoral degree). The dissertation committee the Ph.D. program will be devoted to course work; evaluates the research proposal based on technical a minimum of fifteen courses beyond the baccalau- merits and potential contributions to the field of reate level must be completed. Students who enter Civil and Environmental Engineering, and the the program with a Master of Science degree may ability of the student to successfully complete complete a reduced course load, depending on the proposed research. Upon completion of the master’s degree field of study. approved research, scholarly competence is Each individual in the doctoral program will demonstrated through the preparation of a written select a minor subject of study that consists of a dissertation of the research. The doctoral candidate sequence of three courses in an area that is consid- must orally defend the content and conclusions of ered relevant to the student’s overall program of the dissertation in an open forum before the study. dissertation committee. For more information, please refer to the graduate QUALIFYING EXAMINATION handbook available at CEE website: For admission to doctoral candidacy, a Ph.D. http://ase.tufts.edu/cee. student must successfully complete a qualifying examination. Typically, this examination is taken Master of Science (M.S.) after the student has completed the major part of Instruction leading to the Master of Science degree their required course work, preferably within is offered with concentrations in environmental and eighteen months of matriculation. The qualifying water resources, environmental health, geotechnical examination is administered by faculty members in and geoenvironmental, infrastructure, and structural the student’s subdiscipline area and consists of a engineering and mechanics. Candidates for the written exam, which may be closed- or open-book, master’s degree program in environmental, infra- and may include an oral exam. The qualifying structure, geotechnical and geoenvironmental, and examination is designed to evaluate the student’s structural engineering and mechanics are expected overall knowledge of their discipline based on their to have an adequate background in science, program of study, ability to interpret and critique mathematics, and engineering science. Candidates relevant research concepts, and formulate responses for the master’s program in environmental health to both fundamental and applied problems. should have a background that emphasizes natural and applied sciences with adequate preparation in DISSERTATION mathematics, biology and chemistry. The School The final requirement for the doctorate degree is a of Engineering requires that graduate applicants dissertation. The dissertation demonstrates the submit Graduate Record Examination scores. candidate’s ability to perform independent research Of the ten courses required for the M.S. degree, of high quality and conveys expertise in relevant at least seven must be earned in civil and environ- research techniques and methodologies. The Ph.D. mental engineering, with the remainder in related candidate must prepare a written dissertation fields. Students who lack adequate undergraduate proposal that describes their research topic in detail, preparation in related field, such as biology for including, but not limited to, a justification, environmental engineering, mathematics for objectives and hypotheses, methods, anticipated structural engineering, or fluid mechanics for water results, and schedule. The dissertation research resources engineering, may be required to take such proposal must be presented to and approved by a course work in addition to their graduate program dissertation committee that consists of the student’s of study. faculty research advisor and at least three additional A written thesis is required for the M.S. degree faculty members with relevant expertise. At least program, and up to two of the seven courses one member of the committee must be from required in Civil and Environmental Engineering outside the Department, and one member must be may be taken as Master’s thesis research. Students

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are expected to form a thesis committee and present mental Engineering; (3) engagement in life-long a thesis proposal to their committee within twelve learning related to the technical discipline. (12) months of entering the M.S. program. The thesis committee should be composed of at least Interdisciplinary Programs three members, with the chair being the student’s Water: Systems, Science and Society (WSSS) advisor within the Department. One of the The Water: Systems, Science and Society (WSSS) committee members may be from outside the graduate program was established to provide the Department of Civil and Environmental Engineer- interdisciplinary perspectives and tools to manage ing. As part of the degree program, the master’s water related problems throughout the world. candidate must complete a written thesis, which Students participating in the WSSS program must must be defended orally and approved by the enroll in and fulfill the requirements of a graduate committee. degree within one of the participating schools to ensure a strong knowledge base in their chosen For more information, please refer to the field. WSSS students take courses in three of four graduate handbook available at CEE website: core areas and participate in cross-cutting seminars. http://ase.tufts.edu/cee. Students in the Research Track work on interdisci- For information on the Civil and Environmental plinary, problem-focused projects in one of six Engineering graduate program in Environmental research areas. Students in the Practicum Track Health, see the Environmental Health Program. complete a Professional Interdisciplinary Experi- For graduate students who are interested in Urban ence and participate in a special WSSS Research and Environmental Policy, the Department of Civil Practicum. and Environmental Engineering participates in a The WSSS requirements are completed in joint degree program offered in association with the addition to the student’s degree requirements, but Department of Urban and Environmental Policy through the use of electives and co-listed courses, and Planning. the WSSS program usually will not add significant time to a graduate degree program. Upon satisfac- Master of Engineering (M.Eng.) tory completion of these activities, students receive The Master of Engineering (M.Eng.) degree a Certificate in Water: Systems, Science, and program provides a practice-oriented alternative to Society as well as their graduate degree. Details of the Master of Science program offered by the the program are available at WSSS website: Department of Civil and Environmental Engineer- http://www.tufts.edu/water/about.html ing. Students are admitted to a specific track within the Master of Engineering Program and assigned Bioengineering (M.S. and M.Eng.) an advisor. The M.Eng. degree is designed to be The Bioengineering program provides a broad completed in one year; however, depending on engineering and biotechnology curriculum, while individual student schedules and needs, a longer offering a focus on a specific engineering track that program of study may be appropriate. M.Eng. best fits students’ interests and career objectives. degrees are also well suited to part-time study, with The bioengineering master’s program has six tracks: many courses offered in the early morning, late Bioinformatics, Biomaterials, Biomechanical afternoon, or evening. Systems and Devices, Cell and Bioprocess Engi- The outcomes for the M.Eng. graduate program neering, Environmental Biotechnology, Signals and are: (1) an ability to apply knowledge of technical Systems. skills when working in one of the Civil and The bioengineering master’s program has two Environmental Engineering tracks (Environmental components: an interdisciplinary core curriculum, Health, Environmental Engineering and Water including one class outside of students’ chosen Resources, Geotechnical and Geoenvironmental sub-specialty to increase the breadth of bioengi- Engineering, and Structural Engineering and neering knowledge, and courses required by the Mechanics); (2) an ability to use both engineering student’s home department for each chosen track. tools and management tools acquired during M. The majority of students in CEE will select the Eng. study when practicing in Civil and Environ- Environmental Biotechnology track. Additional

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information on this program is provided on the Certificate Program in Environmental Management School of Engineering website: A five-course graduate-level certificate program in http://engineering.tufts.edu/academics/ Environmental Management is designed for gradprograms/bioengineering.htm students with a bachelor’s degree and two years of work experience. Additionally, students should Continuing Education Programs have some knowledge of current environmental Post-Baccalaureate in Civil and Environmental issues, and should have undergraduate coursework Engineering in natural or physical science, mathematics, or The Post-Baccalaureate (Post-Bac) program is engineering. The certificate programs can be intended for academically talented, highly motivated completed on a part-time, non-degree basis by students, with at least a Bachelor of Science or students who are seeking professional training in Bachelor of Arts degree (BS or BA) in disciplines the field or preparing for a degree program. In most with relevant mathematics and science content. The cases, courses taken as a certificate student can be 1-year program is designed to prepare students for transferred into a related master’s degree program graduate study in Civil & Environmental Engi- in the Department of Civil and Environmental neering. Accepted students develop an individual- Engineering. ized plan of study based on their academic back- Certificate students must complete five graduate ground and goals. A total of five Tufts courses are course credits from the clusters listed below. required to complete the program. Students must take at least one course from each concentration area listed below. The remaining two Core Engineering requirement: courses for the certificate can be selected from any ES 5 Intro. to Mechanics: Statics and Dynamics of the areas.

Foundation elective (select one): Environmental Technology ES 8 Fluid Mechanics CEE 113 Groundwater Hydrology ES 9 Applied Mechanics: Strength of Materials CEE 136 Air Pollution Control CEE 138 Hazardous Waste Treatment Concentration Elective (select one): CEE 139 Bioremediation CEE 12 Hydraulic Eng. CEE 143 Site Remediation CEE 22 Structural Analysis CEE 172 Fate and Transport of Environmental Contaminants CEE 32 Environmental Eng. Principles CEE 187 Geographic Information Systems CEE 42 Intro. to Geotechnical Eng. Environmental Law, Management, and Policy Civil and Environmental Engineering Electives CEE 185 Environmental Law, Management, and Policy (select 2): In consultation with your advisor select CEE 187 Geographic Information Systems (GIS) two additional CEE undergraduate courses that CEE 202 Environmental Statistics satisfy your program of study. CEE 207 Environmental Law Students in the post-bac program must to satisfy CEE 265 Corporate Management of Environmental Issues all course prerequisites listed on Tufts Bulletin. CEE 267 Methods in Environmental Impact Assessment Courses numbered above 100 can be used for graduate credit, and are transferable into the Tufts Health, Safety, and the Environment graduate program. Completion of the post-bac CEE 154 Principles of Epidemiology program does not guarantee admission into the CEE 158 Occupational and Environmental Health graduate program. Students may take ES 5 and/or CEE 164 Epidemiological Methods ES 9 during the summer session. Please see the CEE 167 Environmental Toxicology Tufts Summer Session for more information: CEE 168 Exposure Assessment http://ase.tufts.edu/summer/. CEE 173 Health Effects and Risk Assessment CEE 175 Hazardous Materials Safety CEE/MPH 241 Biology of Water and Health

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Students may take other courses to fulfill the track Other courses may be selected with the approval requirements with permission of the Program of the Program Advisor, Senior Lecturer Mark A. Advisor, Lecturer Anne Marie C. Desmarais. Woodin. An optional internship is available to For more detailed information, please visit the CEE students desiring a professional experience in the department website http://ase.tufts.edu/cee. use of epidemiology. The internship would count as an elective and be started after all other coursework Certificate Program in Epidemiology is completed. For more information, please visit Offered in collaboration with Tufts’ School of the Epidemiology Graduate Certificate program Medicine, the Friedman School of Nutrition website: http://gsas.tufts.edu/academics/ Science and Policy, and the Department of Civil certificateprograms/epidemiology.htm. and Environmental Engineering, this interdisciplinary program is designed to help students understand, integrate, and apply epidemiologic Classics methods and research. The program is especially Professor Gregory R. Crane, Chair; Winnick Family Chair in appropriate for clinicians, professionals in public Technology and Entrepreneurship; Greek literature, computers health and human service agencies, lawyers, and classics industrial hygienists, pharmaceutical or biotechnol- Professor R. Bruce Hitchner, Roman history and ogy professionals, environmental engineers or archaeology, international relations scientists, and individuals involved in citizen activist Associate Professor Steven W. Hirsch, Greek, Roman, and groups focusing on human health issues. It’s also Near Eastern history useful for individuals who are considering a career Associate Professor Joanne H. Phillips, Latin and Greek in epidemiology and/or public health but are not literatures, Greek and Roman medicine yet ready to commit to a full Master’s degree Assistant Professor Marie-Claire Beaulieu; Greek Religion, program. Open to individuals with a Bachelor’s Epigraphy, Medieval Latin degree, the certificate requires the completion of Lecturer Betsey J. Halpern, Latin and Greek literatures five courses as follows: Lecturer J. Matthew Harrington, Greco-Roman space and Two required foundation courses: architecture, Post-Augustan Latin literature, Satire, Compara- tive Greek and Latin grammar (PIE Linguistics) CEE 154 Principles of Epidemiology Lecturer Anne Mahoney, Latin and Greek literatures CEE 164 Epidemiologic Methods Lecturer Susan E. Setnik, Greek and Latin language One course in biostatistics (may be exempted by prior coursework): SECONDARY APPOINTMENTS: BIO 132 Biostatistics Adjunct Associate Professor Ioannis D. Evrigenis, MPH 205 Principles of Biostatistics Political Science; Political Theory MPH 259 Fundamentals of Biostatistics Adjunct Assistant Professor Christiana Olfert, Philosophy; Ancient Philosophy, Early Modern Philosophy, Ethics Two elective courses in your area of interest or Adjunct Lecturer David J. Proctor, History; Medieval expertise. Examples include: Western Europe, Southeastern Europe, Byzantium, church- MPH 204 Occupational and Environmental Health state relations MPH 220 Cardiovascular Epidemiology MPH 222 Survey Research Methods and Data Mgt. The Department of Classics is dedicated to the MPH 224 Infectious Disease Epidemiology study of Greek and Roman culture and to clarifying MPH 226 Cancer Epidemiology and assessing its continuing impact on contempo- MPH 240 Environmental Epidemiology rary life. Classics is more than the study of the CEE 137 Public Health Greek and Latin languages; it can liberate the CEE 158 Occupational and Environmental Health student from the parochialisms of both time and CEE 167 Environmental Toxicology place. The role of the contemporary individual in CEE 173 Health Effects and Risk Assessment relation to society can be examined through the CEE/MPH 241 Biology of Water and Health history, archaeology, art, architecture, science, UEP 281 Toxic Chemicals and Human Ecology philosophy, religion, mythology, and especially through the literatures of Greece and Rome.

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Classics constitutes an interdisciplinary study other courses in the department, of which at least of the cultures of the ancient Mediterranean, Near two must be at the 100 level East, and Europe. Despite the period of antiquity in which it concentrates, the field of classics is Major in Latin constantly changing in light of new discoveries, Ten courses: five in Latin above the intermediate new methodologies, new interpretations, and new level, including at least three at the 100 level; plus relationships with other areas of study. In many Classics 32 (Classics of Rome); Classics 38 (History ways, classics offers the undergraduate student an of Rome); and three other courses in the depart- ideal educational opportunity to integrate different ment, of which two must be at the 100 level fields and methodologies, and to study intrinsically interesting and time-tested topics in the literature, Major in Greek and Latin mythology, art, archaeology, history, and science of Ten courses: six courses in Greek and Latin above Greece and Rome. the intermediate level, of which four must be at the 100 level; four other courses offered by the UNDERGRADUATE CONCENTRATION department REQUIREMENTS Majors in the Department of Classics meet the Interdisciplinary Major in Archaeology requirements of four classes of students: A detailed description of this major can be found 1) those who have no professional interest in in the alphabetical listings in this bulletin under classics but who wish to bring together disparate Archaeology. distribution and foundation requirements for a coherent liberal arts major; PLACEMENT FOR ENTERING 2) those who want a combined major in Latin, UNDERGRADUATE STUDENTS Greek, or Classical Studies and one of the natural Students with two years of secondary school sciences, social sciences, or humanities; preparation in Latin are usually placed in Latin 3. 3) those who want an intensive study of Greek or Students with three or four years of preparation in Latin preparatory to postgraduate study in another Latin are usually placed in Latin 3, or 21, 22, field, such as law, theology, medicine, philosophy, depending on CEEB examination or previous history, English, or modern languages; records, together with placement examination and 4) those who are professionally interested in the individual consultation. In Latin as in other classics and who plan to do postgraduate study in languages, the student is urged not to prejudge his the field and then teach or engage in research or or her college courses on the basis of secondary museum work. school experience. Students who place above Latin 3 may complete the language requirement in any Major in Classical Studies one of the three available options, including Ten courses are required, usually distributed as classical studies (see information concerning follows: Classics 31 and 32; two courses from either foundation requirements). Students with scores of Classics 37, 38, or Classics 27, 164, 168; two four or five on the Advanced Placement Examina- additional classics courses numbered above 100; tion or with an Achievement Test score of 720 or two other courses offered by the Department of above will be given advanced placement into Latin Classics (strongly recommended are Latin 3 and 21 or above and acceleration credit of one course. above, and Greek language courses); and two With a score of three, students will be placed into courses that may be in related fields. Latin 21 or above; with a score of two, into Latin 3. During orientation every student is encouraged to Major in Greek discuss any unusual placement problem with Ten courses: four courses in Greek, one of which members of the department so that in every case may be Greek 7 (intermediate level), depending on the student is placed in the appropriate course. a student’s prior level of preparation, and at least Students with two years of secondary school three at the 100 level; Classics 31 (Classics of preparation in ancient Greek are normally placed Greece); Classics 37 (History of Greece); and four into Greek 2 or Greek 7. Students with three or four years of preparation in ancient Greek are

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normally placed in Greek 7 or above, depending on 4) Reading knowledge of Latin or Greek and one previous records, together with placement examina- modern foreign language (usually German or tion and individual consultation. In ancient Greek, French) is tested by examination. as in other languages, the student is urged not to 5) To demonstrate research and presentation the prejudge his or her college courses on the basis of candidate may submit for evaluation by a faculty secondary school experience. committee either two papers (written for courses at Tufts and revised as necessary after completion of UNDERGRADUATE MINOR PROGRAM the course) or a thesis. The thesis normally counts The Department of Classics offers minors in Latin, as two of the required eight courses. Greek, Greek archaeology, Roman archaeology, 6) A comprehensive written examination integrat- Greek civilization, and Roman civilization. Details ing course work with a general knowledge of Greek are available from the departmental office. and Latin literatures. An oral examination based primarily on the papers or thesis. Candidates GRADUATE PROGRAM accepting assistantships (i.e., work in the depart- Master of Arts in Classics ment) should anticipate a more extended time The master’s program in classics at Tufts is schedule; furthermore, students usually find that designed for students who wish to go beyond the writing a thesis takes a full term of uninterrupted bachelor’s level to attain a broader and deeper work. knowledge of the classics for one or more of the following purposes: teaching background, further Master of Arts in Classical Archaeology graduate study, or cultural enrichment. With its The master’s program in classical archaeology strong language component; faculty strength in provides students with the artistic, cultural, social, literature, history, and archaeology; and access to and historical context for the materials of classical computer applications, this program particularly antiquity and has successfully prepared students for suits those who want either to consolidate and work toward a doctorate, or for fieldwork or improve their language, research, and teaching skills museum work. in preparation for a Ph.D. degree at another institution or to teach classics at the secondary REQUIREMENTS level. 1) Applicants will usually have completed the equivalent of an undergraduate Classics major or REQUIREMENTS Ancient Art or Archaeology major with intermedi- 1) Applicants will usually have completed the ate levels in Latin or Greek in both languages. equivalent of an undergraduate Latin or Greek 2) The candidate must successfully complete nine major. If not, additional courses will be required for graduate courses (credits) as follows: completion of the master’s degree. a. three graduate courses in Latin or Greek; 2) Candidates must successfully complete eight b. three graduate courses in art and archaeology graduate courses, of which a minimum of two must (Tufts currently alternates courses yearly be in Latin and a minimum of two must be in between concentrations on Greece and Rome) Greek. Candidates who are in-service teachers, and c. one graduate course in ancient history; they alone, may meet the Greek requirement in two d. and a two-credit thesis or two additional undergraduate courses above Greek 1, 2; however, courses. only courses in Greek at the graduate level may be counted toward the eight courses required for the In addition both fieldwork and laboratory work are degree. requirements, either as documented past experience 3) A candidate for the master’s degree must be in or to be fulfilled during completion of the master’s residence for the equivalent of one academic year. degree. The master’s degree may be earned on a part-time 3) Reading knowledge of Latin or Greek and one basis through courses offered by the department modern foreign language (usually German, French during the regular academic year and by summer or Italian) is tested by examination. school courses. No degree is granted on the basis of summer school work only.

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4) To demonstrate research and presentation, the those of the Cognitive Science program, and their candidate may submit for evaluation by a faculty research will have to be in the intersection of a ﬁeld committee either two papers (written for courses at in their home department and cognitive science. Tufts and revised as necessary after completion of For further information, see http://cogsci.tufts.edu/ the course) or a thesis. The thesis normally counts or contact the director of the program Matthias as two of the required nine courses. Scheutz at [email protected]. 5) A comprehensive written examination integrating course work with a general knowledge of (FOR MAJOR IN COGNITIVE AND BRAIN SCIENCES, classical archaeology is required, as well as an oral SEE PSYCHOLOGY) examination based primarily on the papers or thesis. 6) Residency for the equivalent of one academic (FOR MINOR IN COGNITIVE AND BRAIN SCIENCES, year is required. The degree may be earned on a SEE PHILOSOPHY) part-time basis through courses offered by the department during the regular academic year and through summer school courses. No degree is granted on the basis of summer school work only. Communications and 7) Candidates accepting assistantships (i.e. work in Media Studies the department) should anticipate a more extended DIRECTOR: time schedule; furthermore, students usually ﬁnd Julie Dobrow, Child Development, Communications and that writing a thesis takes a full term of uninter- Media Studies rupted work. ASSOCIATE DIRECTOR: For more detailed information, please visit the Susan Eisenhauer, Communications and Media Studies website http://ase.tufts.edu/classics. CORE FACULTY: Professor John Conklin, Sociology Clinical Psychology Professor Lee Edelman, English (FOR DEGREE REQUIREMENTS, SEE PSYCHOLOGY.) Professor James Glaser, Dean of Academic Affairs for Arts and Sciences, Political Science Professor Barbara Grossman, Drama and Dance Professor David Guss, Anthropology Cognitive and Brain Professor Hosea Hirata, German, Russian, and Asian Languages and Literatures Sciences Professor Charles Inouye, German, Russian, and Asian (FOR DEGREE REQUIREMENTS, SEE PSYCHOLOGY.) Languages and Literatures Professor Vida Johnson, German, Russian, and Asian Languages and Literatures Professor Joseph Litvak, English Cognitive Science Professor Susan Napier, German, Russian, and Asian Director: Languages and Literatures Matthias Scheutz, Computer Science Professor Colin Orians, Biology, Environmental Studies Program A joint Ph.D. in Cognitive Sciences is offered Professor Deborah Pacini Hernandez, Anthropology through the departments of Child Development, Professor Karen Panetta, Electrical and Computer Computer Science and Psychology. Prospective Engineering students apply to one of the departments participat- Professor Christiane Zehl Romero, German, Russian, and ing in the cognitive science Ph.D. program and Asian Languages and Literatures indicate in their application their intention to apply Professor Laurence Senelick, Drama and Dance to the joint program. Once admitted to the Professor Xueping Zhong, German, Russian, and Asian program, students will have to complete the Ph.D. Languages and Literatures requirements of their home department as well as Emeritus Professor Martin Sherwin, History

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Emeritus Professor Judith Wechsler, Art and Art History lectures are organized annually and are open to the Associate Professor Nancy Bauer, Dean of Academic entire university community. Affairs for Arts and Sciences, Philosophy For more information, contact the program office at Associate Professor Marina Bers, Child Development 95 Talbot Avenue, 617-627-2007, [email protected]. Associate Professor Downing Cless, Drama and Dance Associate Professor Alva Couch, Computer Science INTERDISCIPLINARY MINOR IN MASS Associate Professor James Ennis, Sociology COMMUNICATIONS AND MEDIA STUDIES Associate Professor Calvin Gidney III, Child Development Students pursuing the interdisciplinary minor in Associate Professor Brigitte Lane, Romance Languages Mass Communications and Media Studies must Associate Professor David Locke, Music take Media and Society (Sociology 40) or Media Associate Professor Joel Rosenberg, German, Russian, Literacy (Experimental College 50C) and four and Asian Languages and Literatures courses from the program’s approved elective Assistant Professor Amahl Bishara, Anthropology courses list. In addition, during their senior year Assistant Professor Monica White Ndounou, Drama and CMS students must either complete a senior Dance project (Experimental College 194C) or take an Assistant Professor Sarah Sobieraj, Sociology additional media course from the CMS list (the Senior Lecturer Jeanne Dillon, American Studies CMS course option). Senior Lecturer Elizabeth Lemons, Religion The four elective courses mentioned above must Lecturer Susan Kouguell, Drama and Dance be from at least three departments, and they must Lecturer Paul Lehrman, Music include at least one course in the disciplinary area Lecturer Nan Levinson, English of social sciences and at least one course in the Lecturer Neil Miller, English disciplinary area of humanities and the arts. Except Communications and Media Studies is an interdis- with the written consent of the director, only one ciplinary program that educates students about of the four electives may be a media practice course mass media and communications. In our contem- or credited internship where students learn skills in porary world, the omnipresence of mass communi- media production (e.g., photography, journalism, cations demands a basic understanding of its video, film, multimedia, graphic design, advertising workings and effects by every citizen. The mission copy). With the exception of the internship of the Communications and Media Studies (Experimental College 99C) and the senior program is to provide students with the necessary colloquium (Experimental College 190C), all critical tools to participate actively and knowledge- courses taken for the MCMS minor must be taken ably as informed world citizens and to give them a for a letter grade. In accordance with Tufts policies, background in media literacy to make them more students cannot double count a course for careful and critical consumers and producers of fulfillment of a foundation requirement and for the media. This program is designed to aid all students MCMS minor, and they may use a maximum of in acquiring this knowledge, while also providing two credits from the minor to count also toward a interested students with the opportunity to make major, another minor, or distribution requirements. communications and media studies a major part of The senior project (Experimental College 194C) their academic career at Tufts. is a substantial work, which can include the use of Each semester the program offers courses of its one or more forms of media (e.g., print, film, video, own through the Experimental College and lists all recorded sound, website, blog, etc.). The project media-related courses available in the College of may take the form of either a more traditional Liberal Arts. The program also offers three written thesis or an audiovisual project with a interdisciplinary minors: Mass Communications written component. The focus of the work will be a and Media Studies, Film Studies (with two critical exploration of mass communications in the tracks—Film Criticism and Film Practice), and past, present, and/or future. Either one-half credit Multimedia Arts. It also registers, supervises, and or one credit will be given, at the discretion of the grants credit for internships in all fields of commu- faculty advisors. Students doing a project must take nications and mass media. Special events and the CMS senior colloquium (Experimental College 190C), a half-year, one-half credit, pass-fail course

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that assists them in developing their senior projects For students pursuing the Film Practice track, through group study and analysis of each student’s the four elective courses mentioned above must work in progress. include two film practice courses (such as Making The CMS course option to the senior project is Movies, Advanced Filmmaking, Producing Films an additional CMS-approved media-related course for Social Change, Screenwriting I or II, or a film taken in the senior year. Students completing the practice internship). The other two elective courses course option must submit a paper (minimum 15 should be from the Film Practice electives list and pages) focusing on a media- or film-related topic be offered by two different departments. These are written in conjunction with that course. The paper courses in which aspects of film production are must be approved, advised, and graded by the discussed along with issues of film theory and course instructor. Students pursuing this option history. Other than EXP 99C (Internship) and must also get approval from the CMS director. EXP 190C (CMS Senior Colloquium), all classes Students are strongly encouraged to take at least taken for the Film Studies minor must be taken for one media-related internship. a letter grade. In accordance with Tufts policies, students INTERDISCIPLINARY MINOR cannot “double count” a course for fulfillment of a IN FILM STUDIES foundation requirement and for the Film Studies Students pursuing an interdisciplinary minor in minor, and they may use a maximum of two credits Film Studies must take a core course, either from the minor to count also toward a major, Introduction to Film Studies (Drama 50/ILVS 50) another minor, or distribution requirements. or an approved alternative. Students will also take Students may use accepted courses transferred from four film-related courses from approved course lists. another institution toward the Film Studies minor As of the 2010-2011 academic year, there are with consent of the CMS director. A maximum of two tracks within the Film Studies minor. Students three courses taken outside of Tufts can be applied interested in film theory and/or film history should toward the minor. pursue the Film Criticism track. Those students The Senior Project (EXP 194C) is a substantial interested in film production and/or screenplay work that may take the form of either a more writing should pursue the Film Practice track. traditional written thesis or a practice-based project During their senior year students doing the Film (e.g. screenplay, film, video) with a written compo- Criticism track must either complete a Senior nent. Students doing a project must also take the Project (EXP 194C) or take an additional film CMS Senior Colloquium (EXP 190C), a half year, related course from the Film Criticism elective list half-credit, pass-fail course that assists them in in which they can write a paper of at least 15 pages developing their senior projects. on a film-related topic (the CMS Course Option). The CMS Course Option is an additional Students doing the Film Practice track must CMS-approved film-related course taken in the complete a Senior Project that is either a film or senior year. Students completing the Option course screenplay. must submit a paper (minimum 15 pages) focusing For students pursuing the Film Criticism track, on a film-related topic written in conjunction with the four elective courses mentioned above must be that course. The paper must be approved, advised, from at least three departments. Except with the and graded by the course instructor. Students written consent of the CMS director, no more than pursuing the Course Option to the senior project one of the four electives may be a Film Practice also must get approval from the CMS director. course or credited internship in which students To indicate their intent to minor, students learn skills in film production or practice. A should consult the CMS director, Julie Dobrow, or maximum of 2 Ex College courses may be counted the CMS associate director, Susan Eisenhauer, toward the minor, except with written consent of about requirements and the filing of appropriate the CMS director. Other than EXP 99C (Intern- paperwork. Students are encouraged to begin this ship) and EXP 190C (CMS Senior Colloquium), process as soon as possible. all classes taken for the Film Studies minor must be taken for a letter grade.

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For a list of approved elective courses for the Film to work a minimum of 150 hours (approximately Criticism track and the Film Practice track, please 12 to 15 hours each week), complete a writing go to the “Film Studies Minor” link on the CMS requirement, and meet regularly with the faculty website: http://ase.tufts.edu/cms/filmstudies.html. advisor. Contact CMS Associate Director Susan Eisenhauer ([email protected]) for INTERDISCIPLINARY MINOR eligibility and course requirements. IN MULTIMEDIA ARTS For more detailed information, please visit the The multimedia arts program provides a framework website http://ase.tufts.edu/cms. for the analysis of and practical training in emerging digital media. The minor includes—and often mixes—work in animation, filmmaking, photography, music, text, drawing, collage, graphic design, Community Environmental software development, website construction, user Studies interface strategies, and human factors theory. FACULTY ADVISOR: Through course work and collaboration on the part Rusty Russell, J.D., Lecturer, Urban and Environmental Policy of students in liberal arts and students in technical and Planning disciplines, the minor aims to foster the development of a body of shared knowledge and ideas and, Environmentalists and concerned citizens alike face in so doing, to break down barriers that have the challenge of keeping pace with politically and traditionally hindered such cross-fertilization. technically complex issues. The growing sophistica- The interdisciplinary minor in multimedia arts tion of the environmental movement creates new requires a minimum of five courses within the challenges for conservation and preservation, guidelines noted below. Students pursuing the environmental justice, and safety and health in the minor must take the Communications and Media workplace and community. Studies senior colloquium and complete a senior The certificate in Community Environmental project. Prior to that, they need two multimedia Studies (CES) provides professional training for practice courses (selected from the program’s careers in today’s rapidly evolving environmental approved courses list) which introduce students to field. CES’s interdisciplinary curriculum is designed the tools, methods, and theories current in the field, to clarify career goals for those who may be and two electives selected from courses offered by considering environmental work, as well as to the supporting departments—Art and Art History, enhance the skills of professionals already in the Drama and Dance, Music, Electrical and Computer field. The certificate is offered in collaboration with Engineering—or those listed and approved by the the Department of Urban and Environmental program (e.g., Experimental College courses). Policy and Planning and the Office of Graduate Except for the senior colloquium, all courses taken Studies. as part of the multimedia arts minor must be taken The certificate requires the completion of four for a letter grade and may not be used toward courses in such varied subjects as environmental fulfillment of the foundation requirement. (See policy, land use planning, sustainability, mediation, Interdisciplinary Minor Program for details.) law and economics. For specific information about the policies The program is open to individuals with a governing requirements and electives, visit bachelor’s degree and is especially appropriate for http://www.excollege.tufts.edu/mma. people in community and environmental organizations who want to increase their expertise about COMMUNICATIONS INTERNSHIP PROGRAM issues and methods, midcareer professionals who The internship program grants academic credit for want to apply their skills to environmental work, internships in communications (Experimental and business people working with communities on College 99C). Students can arrange to work at environmental issues. newspapers, magazines, film companies, advertising For more information and an application, contact and public relations firms, television stations, radio the Office of Graduate Studies at 617-627-3395, or stations, and publishing houses. Interns are required visit http://gradstudy.tufts.edu/.

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150-hour internship for which they receive one Community Health academic credit. The major in Community Health DIRECTOR: is a second major, which means students complete Senior Lecturer Edith D. Balbach, Community Health it in addition to completing their primary major. POLICY BOARD: All courses submitted for credit in the major must Carol Baffi-Dugan, Associate Dean for Undergraduate be passed with a C- or better, with the exception Education, Director of Health Professions Advising of the internship. The internship (Community Associate Professor Harry Bernheim, Biology Health 180) must be passed with a B- or better. In Professor Ann Easterbrooks, Child Development completing an internship, a Tufts student is Associate Professor David Gute, Civil and Environmental representing Tufts University to an outside agency Engineering and is helping to provide a service to Boston area Assistant Professor Raymond Hyatt, Tufts University communities. Students are expected to take their School of Medicine placement seriously, to represent CHP effectively, Lecturer Karen Kosinski, Community Health and to render a valuable service. For these reasons, Assistant Professor Linda Sprague Martinez, credit for the internship is contingent on the Department of Public Health and Community Medicine student receiving at least a B-. No course submitted Associate Professor Sarah Pinto, Anthropology for credit in the major may be taken on a pass-fail Pamela Schoenberg Reider, Program Administrator, basis. Community Health Associate Professor Rosemary C. R. Taylor, Sociology/ CORE REQUIREMENTS Community Health To pursue a second major in community health, students complete ten courses that encourage a The Community Health Program (CHP), estab- breadth and depth of learning. There are five lished in 1975, is one of the oldest multidisciplinary required courses: programs within the university. CHP touches on 1. Community Health 1 Introduction to Community diverse aspects of health and society and encourages Health students to explore health issues from a variety of 2. Community Health 2 Health Care in America: Policies perspectives. and Politics Courses approved to satisfy the CHP major span 3. Community Health 30 Internship Seminar: Inquiry in many disciplines, including anthropology, nutrition, the Social World classics, sociology, biology, psychology, history, 4. Community Health/Civil Engineering 54 economics, engineering, philosophy, political Fundamentals of Epidemiology science, and public health. Through courses and 5. Community Health 180 Internship fieldwork, CHP students analyze: 1) the factors that influence health and illness, 2) how communi- The five remaining electives are selected from a ties define and try to resolve health-related diverse mix of courses. All CHP majors are required problems, 3) the formation of health care policy in to take five electives across three clusters: Science of the United States with a comparative look at other Health, Frameworks for Understanding Health, countries, and 4) the institutions that plan, regulate, and Health/Health Care Policy. Students must at and deliver health care services and public health least complete one course in each cluster (see programs. below). At least one of these five courses must be approved as a Research course and at least one must UNDERGRADUATE CONCENTRATION be approved as a Comparative/Cross-cultural REQUIREMENTS Course. Second Major in Community Health 1. Science of Health The major in Community Health offers under- One course in the Science of Health cluster. graduates an opportunity to explore issues surrounding health, health care, community and The sciences have a particular lens for looking at society. In addition to a broad academic experience health issues that focuses on the biological or encompassing nine courses, students complete a technological causes and cures for disease.

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Although health and health care result from a Sociology 102, Civil and Environmental Engineer- complex mix of biological, social, political, and ing 164, or Community Health 197/198 will cultural phenomena, anyone claiming a thorough similarly be assigned to a cluster based on the topic knowledge of health issues must have some basic of the research. Students may petition to have knowledge of the scientific/technological frame- honors theses or independent studies from their work for looking at them. primary major count toward the Research requirement if the project involves research in a health area 2. Frameworks for Understanding Health and a member of the CHP faculty is on the One course in the Frameworks for Understanding student’s committee. Permission to count such a Health cluster. course must be obtained in advance. In accordance In Community Health 1 and 2 students are with university rules, students may not double introduced to a broad range of health concepts and count more than half of their primary major credits health areas. By taking at least one course in this with their second major. Students may petition cluster, students will have an opportunity to explore courses taken abroad for major credit but no more one area in greater depth. than three courses taken at other institutions may count toward the major. Students may petition a 3. Health/Health Care Policy course to count for major credit when they have a One course in the Health/Health Care Policy course syllabus, which is typically after they return. cluster. This process is a separate one from that of transfer- The policy environment controls how resources are ring the credit to Tufts, which students do through distributed and helps to determine how communi- the online system. The CH Transfer of Credit ties perceive their options. Students need to representative will advise them on what will likely understand current U.S. and/or international policy count for CH credit. and have the opportunity to learn methods for developing further understanding. Experiential Learning: Internship The internship is an integral part of the CHP. For Cross-cultural or Comparative Views of many students, the 150-hour internship proves to Health be one of the most valuable learning experiences in CHP majors are required to take at least one course the program, establishing a link between theory and with a cross-cultural or comparative focus that practice. CHP assists students in finding an encourages understanding health in different internship, and students have considerable latitude cultures or communities. Courses approved for this in selecting a placement. Placements have included requirement fall into two broad categories: within the Greater Boston Elderly Legal Services, the the United States and outside of the United States Boston Childhood Lead Poisoning Prevention (International). Program, the Dana-Farber Cancer Institute, the Massachusetts Coalition for Occupational Safety Research and Health, Children’s Hospital, neighborhood All CHP majors must complete a major research health centers, Public Health AIDS Services, and paper or project. This requirement can be satisfied the Five City Tobacco Collaborative. In addition to by taking a course with a research component, by evaluating the progress of students, site supervisors completing a research-based fieldwork or indepen- maintain contact with the CHP internship dent study focused on health, or by completing a coordinator. Students must complete CH 1 and thesis focused on health issues. Students may CH 2 before the Internship (CH 180) and must petition to have an independent study (conducted complete CH 30 before or during the Internship under Community Health 193) or a fieldwork (CH 180). experience (conducted under Community Health More information may be obtained from the 199) count toward the Research requirement if the program office at 112 Packard Avenue or by calling student’s project has a substantial research compo- 617-627-3233, or by e-mail ([email protected]). Visit nent. Such a course will be assigned to a cluster our website at http://ase.tufts.edu/commhealth. depending on the topic. Work completed in

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SECONDARY APPOINTMENTS: Computer Engineering Professor Bruce Boghosian, Mathematics; Quantum (FOR DEGREE REQUIREMENTS, SEE ELECTRICAL AND computing, scientific and distributed computing COMPUTER ENGINEERING.) Professor Christoph Börgers, Mathematics; Applied mathematics and computing Professor Gregory Crane, Classics; Ancient Greek Literature, Computing and its impact on learning Computer Science Professor Misha Kilmer, Mathematics; Numerical linear Professor Carla Brodley, Chair; Artificial intelligence, algebra, linear algebra, scientific computing and visualization machine learning Professor Eric L. Miller, Electrical and Computer Engineering; Professor Lenore J. Cowen, Computational biology, theory Signal and image processing of computation, algorithm design and analysis Professor Karen Panetta, Electrical and Computer Professor Kathleen Fisher, Programming Languages Engineering; Human-computer interaction, multimedia studies Professor Robert J. K. Jacob, Human- computer interaction Professor Douglas Preis, Electrical and Computer Professor Roni Khardon, Machine learning, artificial Engineering; Scientific computing, visualization intelligence, computational learning theory Associate Professor Marina Bers, Child Development; Professor Diane L. Souvaine, Computational geometry, Human-computer interaction, collaborative learning systems, algorithm design and analysis virtual communities Associate Professor Anselm C. Blumer, Artificial intelligence, machine learning, computational biology The department offers undergraduate programs in Associate Professor Alva Couch, Network and system computer science for both liberal arts and engineer- administration, scientific computing and visualization ing students, M.S. and Ph.D. degree programs, and Associate Professor Samuel Z. Guyer, Compilers, several non-degree graduate programs. The programming languages department offers undergraduate programs in both Associate Professor Soha Hassoun, Computer-aided the School of Arts and Sciences and the School of design, VLSI design; computational systems biology Engineering. Both the Arts and Sciences and Associate Professor Norman Ramsey, Programming Engineering programs are included in the general languages and systems, functional programming accreditation conferred on the University by Associate Professor Matthias Scheutz, Artificial NEASC. In addition, the BSCS program offered intelligence, cognitive science, human-robot interaction through the School of Engineering is accredited by Associate Professor Donna Slonim, Computational the Computing Accreditation Commission (CAC) biology, artificial intelligence, machine learning of ABET, Inc (http://www.abet.org). Assistant Professor Remco Chang, Visualization, visual analytics, computer graphics UNDERGRADUATE Assistant Professor Benjamin Hescott, Computational CONCENTRATION REQUIREMENTS— complexity, approximation and parallel algorithms, COLLEGE OF LIBERAL ARTS computational biology Major in Computer Science Lecturer Ming Chow, Computer games, computer security Ten courses: eight courses in computer science and and privacy two courses in related fields. The computer science Lecturer Bruce Molay, Specializes in teaching the courses must be more advanced than Computer introductory sequence of Computer Science Science 11 and must include Computer Science 15, Lecturer Mark Sheldon, Data structures, programming 40, 80 or 105, 160, and 170. Only one of Comp 80 languages, software systems, software design or Comp 105 may be counted toward the major. Research Assistant Professor Ethan Danahy, Technology The related fields’ courses are Mathematics 34 or solutions for engineering education 39 and Computer Science 61 (Mathematics 61 may Visiting Assistant Professor Ben Shapiro, Engineering be substituted for Computer Science 61). The education, educational technology, human-computer introductory courses Computer Science 10 and 11 interaction, video games and simulation, social computing as well as Mathematics 4, 14, 30, and 32, do not count toward the major. No more than one Directed Study (93, 94, 193, 194) may be counted

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toward the major. All ten courses to be counted Outcomes of the BSCS program include that: toward the major must be completed with a grade 1) Graduates should be able to use computer- of C- or better. The above are minimal require- science theory to analyze algorithms and to reason ments for the concentration. For students who about properties of programs, including structure, desire a stronger program, the following courses are behavior, and performance. recommended: Computer Science 97, 98, 111, 181; 2) Graduates should be able to solve problems by Mathematics 70, 145, 161 and 162. using principled methods to create, extend, and For an ABET CAC accredited program, see improve software. the BSCS in the School of Engineering, described 3) Graduates should have had practice applying below. their knowledge and skills to open-ended problems with more than one good answer. UNDERGRADUATE 4) Graduates should have practice working in CONCENTRATION REQUIREMENTS— teams SCHOOL OF ENGINEERING Bachelor of Science in Computer Science As well, the BSCS Degree aims to empower our The mission of the Computer Science in Engineer- students with ABET Computing Accreditation ing (BSCS) program is to provide graduates with Commission outcomes a-k, including: the durable knowledge necessary to become future a. An ability to apply knowledge of computing and leaders in the rapidly evolving discipline of mathematics appropriate to the discipline. Computer Science as well as in other computer b. An ability to analyze a problem, and identify related fields. We aim to give each graduate a solid and define the computing requirements foundation in both Computer Science theory and appropriate to its solution. programming practice, and to prepare each c. An ability to design, implement, and evaluate a graduate for further advanced study in Computer computer-based system, process, component, or Science and related fields. We aim to expose each program to meet desired needs. graduate to the challenges and research problems d. An ability to function effectively on teams to involved in creating new kinds of computer accomplish a common goal. software. We aim to give graduates the skills and e. An understanding of professional, ethical, legal, commitment to lifelong learning necessary to security and social issues and responsibilities. prepare them to be effective employees or graduate f. An ability to communicate effectively with a students in computer-related fields. The faculty is range of audiences. dedicated to accomplishing this mission through g. An ability to analyze the local and global impact integration of teaching and research. of computing on individuals, organizations, and The Bachelor of Science in Computer Science society. (BSCS) offered through the School of Engineering h. Recognition of the need for and an ability to is accredited by the Computing Accreditation engage in continuing professional development. Commission(CAC) of ABET, Inc i. An ability to use current techniques, skills, and (http://www.abet.org). tools necessary for computing practice. j. An ability to apply mathematical foundations, Our program objectives include success in industry algorithmic principles, and computer science careers and graduate school. Two to five years after theory in the modeling and design of computer- graduation, graduates of the BSCS program will based systems in a way that demonstrates have: comprehension of the tradeoffs involved in 1) succeeded and advanced in professional careers design choices. in or related to computing or software. k. An ability to apply design and development 2) been admitted to and advanced in graduate study principles in the construction of software in computer science. systems of varying complexity.

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The Bachelor of Science in Computer Science First Year (BSCS) requires thirty-eight courses including FALL TERM introductory, foundation, breadth, and concentra- Mathematics 32 tion courses. Introductory courses (11 credits) Physics 11 include En2 and Es2; one half-credit EN course; English 1 Math 32, 34, 42, and 61 (Computer Science 61 may Engineering 2 (half credit) be substituted for Mathematics 61); and Physics 11, Half-credit (EN) course in engineering Chemistry 1, Physics 12 or Chemistry 2, and a SPRING TERM fourth science elective. The science elective may be Mathematics 34 one of Astronomy 21 or 22; Biology 1 or 13; Computer Science 11 Introduction to Computer Science Chemistry 2; Earth and Ocean Sciences 1, 2, or 5; Chemistry 1 or 16 Physics 12, 13, or 31; or any course in any of these Engineering Science 2 departments with one of these courses as a prerequisite. The foundation requirement (5 courses) Sophomore Year includes Computer Science 11 and 15, Engineering FALL TERM Science 3 and 4, and a statistics course chosen from Mathematics 42 Calculus III Engineering Science 56, Electrical Engineering Computer Science 15 Data Structures 104, Mathematics 162, Biology 132, or Physics Engineering Science 3 Introduction to Electrical 153. The breadth requirement (10 courses) includes Engineering English 1; one course in ethics and social context Physics 12 or Chemistry 2 (Philosophy 24 or Engineering Management 54); Breadth elective (humanities, social sciences, arts, or five courses in Humanities, Arts, or Social Sciences, engineering) and three courses chosen either from Humanities, Arts, and Social Sciences, or from selected courses SPRING TERM covering the broader context of engineering. Computer Science 61 or Mathematics 61 Allowable courses in Humanities, Arts, and Social Discrete Mathematics Sciences are those listed as fulfilling the distribution Engineering Management 54 Engineering Leadership requirement in those categories in the School of Engineering Science 4 Introduction to Digital Logic Arts and Sciences. A list of selected courses Circuits appropriate for the last three credits of the breadth Science elective requirement is available from the department, and Breadth elective (humanities, social sciences, arts, or includes courses in Humanities, Arts, Social engineering) Science, Engineering Management, Engineering Psychology, and introductory courses in selected Junior Year School of Engineering departments. The concen- FALL TERM tration requirement (11 courses) includes Computer Computer Science 40 Machine Structure and Science 40, 80 or 105, 160, 170, 97, and 98; and five Assembly-Language Programming elective courses in computer science, three of which Computer Science 160 Algorithms must be numbered above 100.Only one of Com- Engineering Science 56 Statistics puter Science 80 or Computer Science 105 may be Humanities, social sciences, or arts elective counted toward the degree. For a research experi- Breadth elective (humanities, social sciences, arts, or ence, students should consider partly fulfilling engineering) concentration elective requirements via a senior SPRING TERM thesis. Computer Science 105 Programming Languages Computer Science 170 Theory of Computation The following sample program is one way of Computer science elective satisfying the above requirements; further informa- Computer science elective tion regarding options and procedures is available Humanities, social sciences, or arts elective from the department.

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Senior Year One elective: FALL TERM One computer science elective above COMP 15 Computer Science 97 Senior Capstone Project I *Prerequisite course COMP 11: Introduction to Computer Computer science elective Science is available for individuals without a previous Computer science elective programming course. Humanities, social sciences, or arts elective **Only one of Computer Science 80 and 105 may be Free elective counted toward the program. ***Courses numbered above 100 award graduate credit, SPRING TERM and are transferable into the Tufts Master of Science in Computer Science 98 Senior Capstone Project II Computer Science program upon acceptance to the Computer science elective program. Humanities, social sciences, or arts elective Humanities, social sciences, or arts elective CERTIFICATE PROGRAMS Free elective Certificate Program in Computer Science UNDERGRADUATE MINOR PROGRAM The four-course, graduate-level certificate program in computer science is for the student with a Minor in Computer Science The undergraduate minor in Computer Science bachelor’s degree in computer science or a closely consists of five courses, including Computer related field with approved work experience. The Science 15; two courses chosen from Computer program is designed for those who wish to update Science 40, 105, 160, and 170; Computer Science/ their skills and broaden their knowledge to meet Math 61 and one additional course in computer the challenges of and opportunities available in science numbered above 15. Only one of Computer today’s rapid-pace technology field. For more Science 80 or 105 may be counted toward the information, contact the Office of Graduate Studies minor. at 617-627-3395 or visit http://gradstudy.tufts.edu/. The certificate requires four graduate-level POSTBACCALAUREATE PROGRAM courses in Computer Science. This flexible IN COMPUTER SCIENCE program allows the student to cluster course The postbaccalaureate program in computer science electives around a particular interest or specialty offers the student with a bachelor’s degree, but few area. Course may be chosen from our regular computer science courses, the opportunity to earn department offerings or from our COMP 150 the equivalent of an undergraduate minor in Special Topics offerings, which are offered in computer science by completing the requirements particularly “hot” area of interest, or in a unique for the minor. It is designed to give the student specialty area of Tufts faculty. with a nontechnical, liberal arts degree the intro- CERTIFICATE PROGRAM ductory knowledge base to enter the technology IN HUMAN-COMPUTER INTERACTION field or continue on for graduate study in computer science. For more information, contact the Office of In an interdisciplinary collaboration between the Graduate Studies at 617-627-3395 or visit the Department of Psychology, the Department of Computer Science and the Department of Occupa- website http://gradstudy.tufts.edu/. tional Therapy at Tufts, this four-course, graduate- The program requires five Tufts courses. Required: level certificate is designed to train the next generation of computer professionals for tomor- COMP 15 Data Structures* row’s complex challenges. The program is open to MATH 61 or COMP 61 Discrete Math individuals with a bachelor’s degree, and is designed Choose two: to be pursued on a part-time basis by computer COMP 40 Machine Structure and Assembly Language programmers, Web designers, human factors Programming professionals, software engineers, and user interface COMP 105 Programming Languages**, *** designers who wish to develop or enhance their COMP 160 Algorithms*** user-interface design and implementation skills. For COMP 170 Theory of Computation*** more information, see Human-Computer Interac-

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tion, or contact the Office of Graduate Studies at mastery of computer science research and/or 617-627-3395, or visit http://gradstudy.tufts.edu/. software development skills. The project requirement includes a written report which must be The certificate requires four courses. approved by a member of the faculty. Substantial 1. Two foundation courses: projects, typically involving research, can count up COMP 171 Human-Computer Interaction PSY 53/ENP 61 to one-credit through the courses Computer Engineering Psychology Science 293 and 294. The project requirement may also be satisfied by a written master’s thesis, 2. One or more of the following: defended orally, counted as between one and two COMP 86 Object Oriented Programming for GUIs credits, through the courses Computer Science 295 ENP 161 Human Factors in Product Design and 296. ENP 162 Man-Machine System Design ENP 166 Applied Design of Software User Interfaces Doctor of Philosophy PSY 130 Advanced Engineering Psychology Students must have a master’s degree in computer science or a related field to be admitted to the 3. Electives Ph.D. program. Applicants to the Ph.D. program COMP 20 Web Programming who do not have a master’s degree will instead be COMP 175 Computer Graphics considered for admission to the M.S./Ph.D. EE 120 Computer Animation for Technical Communications program. OTS 105 Assistive Technology Doctoral study consists of preliminary coursework and study, qualifying exams, and creative (Students may substitute other Tufts graduate research culminating in a written dissertation. courses, subject to the approval of the certificate Areas available for dissertations in computer science advisor.) include algorithm design and analysis, artificial intelligence, CAD and VLSI design, cognitive GRADUATE PROGRAMS science, compilers, computational biology, compu- Master of Science tational geometry, computer graphics, human-com- The Master of Science degree requires ten course puter interaction, human robot interaction, machine credits at the 100 level or above. At least eight learning, network and system administration, credits must be earned by taking approved courses. programming languages, software engineering, The remaining two credits may be earned in several theory of computation, visual analytics, and ways, including taking approved courses, complet- visualization. Detailed requirements and procedures ing a master’s thesis, or participating in an indepen- for the Ph.D. program are outlined on the depart- dent study or research experience. At least four of ment Web pages at http://www.cs.tufts.edu. the courses must be in computer science, and at least two of the courses must include a serious For more detailed information, please visit the programming component. To use courses offered website http://www.cs.tufts.edu. outside the Department of Computer Science, the student must obtain the approval of the department. Students must also demonstrate competency Computer Science as expected from a high quality undergraduate program in computer science in particular in the Certificate Program areas of: Discrete Mathematics, Computer Archi- Faculty advisor: tecture and Assembly Language, Programming Associate Professor Anselm C. Blumer Languages, Data Structures and Analysis of Algorithms, and Theory of Computation. With technology advancing at a rapid pace, These topics are covered, respectively, in opportunities for advanced applications of computer Computer Science 22, 40, 105, 160, and 170. The science are limitless. Professionals with experience courses 105, 160 and 170 may be taken as part of and knowledge of the “hottest” topics in computer the master’s degree program. Each student must science—cryptography, machine learning, robotics, complete a master’s project or thesis demonstrating software engineering, network and systems

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administration, visualization—are rapidly advanc- Dance Minor ing in salary and opportunity. This four-course Five credits of six to eight half- and full-credit graduate-level program will update your skills and courses. Techniques and processes for performing, broaden your knowledge in computer science, creating, and analyzing movement materials in and through a “design your own specialty certificate” outside of “western” traditions as well as cultural or taught by Tufts’ renowned faculty in computer historical context. Requirements include one science. Completion of the certificate requires lecture- discussion or other approved course, one grades of B- or better in all courses. Courses are full-credit creative course, one non-western or transferable into the Tufts M.S. program upon diasporic studio course, and a capstone experience acceptance to that program. (half- or non-credit) in addition to electives. Only The program is open to individuals with at least lecture courses in dance may be submitted for a bachelor’s degree in computer science, or a closely transfer approval except for those in Tufts abroad related field with approved work experience. programs. More information about dance may be Individuals completing the Post-Bac Computer obtained at the department office or at Science Minor Program are also encouraged to www.ase.tufts.edu/drama-dance/dance. apply. For more information and an application, contact the Office of Graduate Studies at 617-627-3395, or Drama and Dance visit http://gradstudy.tufts.edu/. (FOR DANCE INFORMATION, SEE DANCE.) Associate Professor Downing Cless, Chair; Directing, dramatic literature and theory, environment and theatre Dance Professor Barbara Wallace Grossman, Theatre history, Full-time Lecturer Renata Celichowska, Director of Dance, dramatic literature and criticism, directing, voice Dance studies Professor Laurence Senelick, Fletcher Professor of Oratory; Senior Lecturer Daniel McCusker, Dance technique and Director of graduate studies in drama; Dramatic literature and repertory theory, theatre and film history Half-time Lecturer Mila Thigpen, Dance technique, salsa, Assistant Professor Natalya Baldyga, Theatre history, and jazz dramatic literature and theory, directing Part-time Lecturer Gretchen Hayden, North Indian Assistant Professor Noe Montez, Theatre history, dramatic classical dance literature and theory, directing Part-time Lecturer Gregory Coles, West African dance Assistant Professor Monica White Ndounou, Theatre Part-time Lecturer Daniel Swain, Hip hop fusion history, dramatic literature and criticism, acting Senior Lecturer Daniel McCusker, Dance The Dance Program of Drama and Dance offers Senior Lecturer Ted Simpson, Head of Design; Set design dance courses that are appropriate for the general Senior Lecturer Sheriden Thomas, Head of Acting student body and for those with dance experience. Lecturer Renata Celichowska, Director of Dance; Dance The objectives of this non-conservatory program studies are to foster the development of creative resources Lecturer Linda Ross Girard, Costume design and techniques, to introduce performance analysis, Lecturer Brian J. Lilienthal, Lighting design and to contextualize dance as an element of culture. Lecturer John Mulligan, Technical theatre This liberal arts approach encourages students to create integrative links with other disciplines. The Department of Drama and Dance provides a Students may minor in dance, and dance courses strong liberal arts approach to the creative, histori- may be used toward the drama major (see Drama). cal, and aesthetic dimensions of performance. The Dance performances choreographed by faculty and curriculum fosters critical thinking and imaginative students are presented in the Jackson Dance Lab challenges, whether through experiences with and other spaces on campus each semester. literature and history or participation in performance. The department offers a variety of courses, complemented by an active season of productions.

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Students have the opportunity to apply the artistic The drama major consists of eleven course credits and analytical skills they develop in class to the and related requirements, including: demands of live performance. Courses and produc- 1) Five course credits in history, literature, and/or tions are open to all Tufts students, regardless of theory of drama, three of which are required: major. Whether in the classroom, the dance lab, or Drama 2 (Ancient and Medieval Theatre), Drama the theatre, every course in the department fulfills 3 (Early Modern Theatre), Drama 4 (Modern and the arts distribution requirement. The only Postmodern Theatre). The other two courses are exception is Drama 27: Public Speaking, which is electives from an approved list. considered a Humanities course. 2) A theatre technology course chosen from the following offerings: Drama 16 (Costume PERFORMANCE ACTIVITIES Technology), Drama 17 (Theatre Technology), or Each year the department produces a full and Drama 29 (Scene Painting). varied season of performances in the Balch Arena 3) A design course chosen from the following Theater, a flexible theatre-in-the-round. The season offerings: Drama 18 (Lighting Design), Drama 125 consists of three faculty-directed productions, as (Scene Design), or Drama 126 (Costume Design). well as a number of student-directed shows. Several 4) Two course credits in acting/directing/move- student groups are active throughout the year in the ment or studio dance/voice (excluding Drama 80). theatre and other spaces on campus. These include 5) Two electives in the student’s specific area of Pen, Paint, and Pretzels (3Ps), the largest theatre interest, at least one of which must be an upper- organization at Tufts, Torn Ticket II, which is level course. A maximum of two one-half course dedicated to musical theatre, and Bare Bodkin, credits of Drama 80 and/or 81 may be used to fulfill specializing in student-written work. There are the requirements for the major. other performance opportunities with Cheap Sox 6) A noncredit run crew on a faculty-directed (improvisational comedy), HYPE! (mime), and major production (assistant stage manager, light Traveling Treasure Trunk (children’s theatre). board operator, sound board operator, costume The production program allows students to crew, deck crew). explore all areas of theatre and dance outside the 7) A noncredit prep crew on a faculty-directed classroom. They are involved in every aspect of major production consisting of thirty hours of production, from backstage work as stage managers production-related preparatory work in a given and crew members, to directing and/or choreo- semester. graphing shows, designing, performing, even 8) Each drama major is expected to gain experience producing. They experience the joys and challenges in the creative aspects of drama and/or dance of live performance, as well as the satisfaction of through involvement in the production program of working as part of a creative ensemble on a project the university. Graduating magna cum laude or for a significant period of time. summa cum laude with a drama major is contingent not only on scholastic achievement, but on UNDERGRADUATE CONCENTRATION significant participation in productions. REQUIREMENTS Major in Drama Students considering a drama major will find it The major in drama provides a balanced mix of advantageous to complete Drama 1, the crew study and practice, understanding and process, requirement, and an introductory-level course in thinking and doing. It demands much of and gives either studio dance/acting or design/technology by much to students in the development of creativity, the end of the sophomore year. This will allow adaptability, and analytical thinking. With its greater flexibility in scheduling course work and emphasis on effective communication and imagina- more opportunities for advanced-level production tive exploration, a drama major is one of the best responsibilities later on. preparations for a variety of careers, as well as for We strongly recommend that students who plan graduate professional training and work in a theatre to pursue professional training or graduate school arts specialization. Drama majors often complete take more than the eleven-course credit minimum, double majors in combination with many other especially in an area of specialization. departments and programs.

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UNDERGRADUATE MINOR PROGRAMS philosophy, Russian, sociology, and Spanish—may Minor in Drama be taken for credit toward advanced degrees in The drama minor consists of a minimum of five drama, upon consent of the graduate advisor of the courses taken in the department: two in literature/ Department of Drama and Dance. history (including either Drama 2, 3, or 4) and three other courses selected in a plan approved by Master of Arts the designated minor advisor. Drama minors have In general, the student is expected to offer for the option of choosing an emphasis in acting, admission the equivalent of a Tufts bachelor of arts directing, design, technical theatre, or theatre degree with a major in drama. A student whose studies. Drama minors are also required to serve on undergraduate preparation is not equivalent may be either one prep crew or one run crew for a depart- admitted provisionally and may be required to mental major production. complete more than the minimum eight courses or make up deficiencies at no degree credit. Interdisciplinary Minor in Film Studies This interdisciplinary minor is offered through the REQUIREMENTS AND RESIDENCE Communications and Media Studies program. A minimum of eight courses of graduate-level work For more information, see Communications and in residence is required for the degree. Additionally, Media Studies. the student must satisfy the following requirements to qualify for the master of arts degree in drama: Interdisciplinary Minor in Multimedia Arts 1) The student must demonstrate a reading This interdisciplinary minor is offered through knowledge of a foreign language by passing an the Communications and Media Studies program. examination or an approved course no later than For specific information about the policies the end of the first year. A student whose under- governing requirements and electives, visit graduate record indicates successful performance in http://www.excollege.tufts.edu/mma. a language course at the advanced level may be exempt. GRADUATE PROGRAM 2) Understanding of the basic principles and For admission to graduate work in drama, a practices of design and technical theatre is to be prospective student must present a completed demonstrated in the student’s prior experience or by undergraduate record of high scholastic proficiency satisfactory completion of Drama 17, 125 or 126 with a firm grounding in drama and theatre arts. taken without credit during the first year of Other desirable foundation subjects include cultural residence. studies, art history, music, philosophy, psychology, 3) The student must demonstrate an understanding sociology, history, and literature. of the principal theories and methods of acting. The program of study leading to the doctor of This requirement may be fulfilled either by philosophy or master of arts degree in drama satisfactory completion of Drama 10, taken without embraces dramatic literature, dramatic theory and credit during the first semester of residence, or by criticism, and theatre history and research. It is presentation of evidence of study and experience in expected that applicants for admission will already acting. have attained a level of proficiency in the creative 4) Unless a student’s undergraduate record and/or performance aspects of theatre. indicates completion of two courses or their Courses of study for the satisfaction of the equivalent in history of the theatre, Drama 137 and residence requirement do not include theatrical 138 must be taken for credit. practice or stage performance. Dramaturgy for a 5) The student must take a minimum of four faculty-directed play may be used for credit once. courses in graduate seminars selected from the Depending on the individual student’s educational following: Drama 220, 231, 235, 236, 240, 244, background, intellectual capabilities, and profes- 248, 249, 251, 252, 254, 255, 258, 259, 261, 262, or sional aims, certain courses in other disciplines— 263. Also, certain related courses in other depart- anthropology, art history, Chinese, classics, English, ments may be credited toward the master of arts French, German, history, Italian, Japanese, music, degree in drama (not more than one in a semester), with prior consent of the advisor.

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6) The student must demonstrate an ability to deal Students with a master’s degree may be credited with the concepts and problems of a particular area toward the doctorate with up to six courses in their of scholarly specialization at a level of distinction. previous graduate study that satisfy course require- The student must satisfy this requirement by ments for the Tufts doctorate in drama. However, completing a scholarly thesis (one semester of acceptance into candidacy for the doctoral degree Drama 295 or 296). ordinarily depends on the quality of work done in the student’s first year of residence at Tufts. POLICY ON INCOMPLETE GRADES Transfer of courses is not automatic, and each case Any graduate student with more than one incom- is judged on its individual merit by the graduate plete grade at the end of a term’s study will receive faculty. A student may apply for transfer of courses warning that his or her status in the program is in earned through graduate work in other schools only jeopardy. Any student on financial aid or assistant- after the satisfactory completion of at least one ship who has more than one incomplete grade at semester of residence at Tufts. the end of a term’s study will have his or her appointment withdrawn. POLICY ON INCOMPLETE GRADES All incomplete grades must be completed no Doctoral candidates should note the restrictions later than six weeks after the end of the semester or on incomplete grades stated in the section on the summer session in which the incomplete was master’s degree. awarded or the student will be required to withdraw from the program. FOREIGN LANGUAGE The above stipulations may be waived only by A student must demonstrate a reading knowledge petition of the student, duly supported, and the of two foreign languages. Because a significant voting consent of the graduate faculty. amount of material in this program can be read only in primary sources, the student is expected to Doctor of Philosophy satisfy the language requirements by passing an For admission to the program the applicant is examination or accepted course in one language no generally expected to offer the equivalent of a Tufts later than the end of the first year of residence, and master of arts degree in drama and to give evidence the other language prior to taking the comprehen- of experience in theatrical production in the sive examinations. A student whose undergraduate resume. A student whose prior preparation is not record indicates successful performance in a equivalent may be admitted provisionally and language course at the advanced level may be required to take additional courses achieving a exempt. grade not lower than B- to make up deficiencies at no degree credit. COMPREHENSIVE EXAMINATIONS After the last semester of courses, the student will REQUIREMENTS AND RESIDENCE complete comprehensive examinations to establish Course work extending approximately three his or her candidacy for the doctoral degree. These academic years beyond the B.A. degree, normally examinations will be both written and oral. 18 courses (including two courses for dissertation research), is required. Part-time study or less than DISSERTATION full-time residence in the Ph.D. program is The candidate for the doctoral degree must prove discouraged. Eight seminars within the department competence in independent research by preparing are required of all Ph.D. students, including two and completing a dissertation on a subject chosen seminars in dramatic or performance theory and and planned with the approval of the department’s Drama 220: Introduction to Research Methods and graduate faculty and written under the supervision Materials (to be taken on entering). With prior of an advisor. Ordinarily the student will complete consent of the advisor, certain advanced courses the dissertation while in residence, although for outside the department may be credited toward the special reasons he or she may be permitted to finish Ph.D. degree (not more than one course in a it elsewhere within the time limit established by the semester). graduate school.

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COURSES AVAILABLE IN THE DOCTORAL DEGREE research. Research experiences with faculty and PROGRAM field trips in the northeastern and southwestern Although each course is not offered every year, the United States offer abundant opportunities for the student may expect to find most of them available study of a great variety of geological phenomena. during the period of residence. A doctoral candidate is expected, as part of the course load, to enroll UNDERGRADUATE CONCENTRATION in two seminars each semester (200-level courses). REQUIREMENTS For more detailed information, please visit the The Earth and ocean sciences department offers two programs: the geological sciences major, for website http://ase.tufts.edu/drama-dance. students who wish to pursue graduate study in Earth and ocean sciences and related fields, or work at entry-level jobs; and the geology major, which Earth and Ocean Sciences emphasizes breadth and flexibility for students Professor Jack C. Ridge, Chair; Quaternary, glacial, and seeking a double major, teaching certification, entry environmental geology; geomorphology to medical programs, or careers in multidisciplinary Professor Grant Garven, Groundwater geology and fields such as environmental law. hydrology Associate Professor Anne F. Gardulski, Sedimentology, Geological Sciences Major oceanography, structure, stratigraphy Students intending to continue with Earth and Assistant Professor Molly McCanta, Igneous and ocean sciences after graduation should complete metamorphic petrology, mineralogy, planetary geology the following courses: EOS 1, 2, 11, and 22. In Senior Lecturer Jacob S. Benner, Paleoecology, stratigraphy addition, students must select a total of 6 more SECONDARY APPOINTMENTS: courses from the following groups: 3 courses from Adjunct Associate Professor Samuel Kounaves, EOS 12, 13, 32, and 42; 1 course from EOS 131 Chemistry; Analytical, environmental, and planetary chemistry and 133; and 2 courses above EOS 9 or from Adjunct Associate Professor Laurie Baise, Civil and approved related fields courses. In addition, Environmental Engineering; Geotechnical engineering, students must complete Mathematics 32, Chemis- geotechnical earthquake engineering try 1, and Physics 1 or 11, and select 2 courses from Mathematics 34, Chemistry 2, Physics 2 or 12, and The Earth and ocean sciences are an interdisciplin- 1 course in statistics, selected from Mathematics 21 ary exploration of Earth’s 4.5-billion-year history and Biology 132. The Chemistry and Physics and a study of the geological processes that form courses must be taken with labs. Research experi- and shape the rocks and minerals of our planet and ence and a six-week summer field camp are strongly other planetary bodies. Earth and ocean sciences recommended. have their own bodies of knowledge, but also draw on principles from biology, chemistry, astronomy, Geology Major physics, and mathematics. Earth scientists are Students electing this option should complete EOS involved in studying a great variety of problems, 1 and 2, eight other EOS courses (except EOS 9), such as the search for natural resources including plus Chemistry 1 and Physics 1 or 11 with labs. water, unraveling the causes and effects of climate Approved related fields science courses may replace change, tracing the evolution of organisms and as many as three of the upper-level EOS courses for ecosystems through geologic time, and understand- Arts and Sciences students. Engineering students ing the origin of the bodies in our solar system. with a double major in geology may use upper-level The program in Earth and ocean sciences, comple- engineering courses to substitute for up to two of mented by courses in supporting sciences, will the upper-level EOS courses with prior written prepare students well for graduate study or careers consent. No more than a total of 4 upper level EOS in an array of fields. Tufts University has well- courses may be replaced by engineering and related equipped geological laboratories and an excellent fields courses for engineering students. collection of geologic materials for study and

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UNDERGRADUATE MINOR PROGRAMS Five courses are required: Geology Minor Engineering Science 5 Applied Mechanics (Statics) The Department of Earth and Ocean Sciences Engineering Science 9 Applied Mechanics offers a minor in geology available to students in (Strength of Materials) the School of Engineering. The faculty advisor for Civil and Environmental Engineering 12 this minor is Professor Anne Gardulski. Introduction to Hydraulic Engineering Civil and Environmental Engineering 42 Five courses are required for the minor. They Introduction to Geotechnical Engineering normally include: One elective selected from: EOS 1 The Dynamic Earth Civil and Environmental Engineering 112 EOS 2 Environmental Geology Hydrology and Water Resource Engineering EOS 22 Structural Geology or EOS 32 Geomorphology Civil and Environmental Engineering 113 EOS 131 Groundwater Groundwater Engineering One elective selected from the following: Civil and Environmental Engineering 146 EOS 22 Structural Geology Foundation Engineering EOS 32 Geomorphology Civil and Environmental Engineering 149 EOS 42 Sedimentology and Stratigraphy Earth Support Systems EOS 115 Quaternary and Glacial Geology Prerequisites for the above course sequence are EOS 132 Groundwater Chemistry and Quality Mathematics 34 and Physics 12. EOS 133 Field Methods in Hydrogeology For more detailed information, please see the Note that EOS 1, 2, 22, 131, 132, and 133 are website http://eos.tufts.edu. generally offered every year, but EOS 32, 42, and 115 are offered in alternate years. Schedule planning for these courses is important. Economics

Geoscience Minor Professor Daniel Richards, Chair; Industrial organization, The Department of Earth and Ocean Sciences macroeconomics offers a minor in geoscience available to Arts and Professor Ujjayant Chakravorty, Resource and environ- Sciences students who are majoring in archaeology, mental economics, energy and water resources, climate biology, chemistry, computer science, mathematics, change physics and astronomy, or quantitative economics. Professor Yannis Ioannides, Max and Herta Neubauer The faculty advisor for this minor is Professor Anne Chair in Economics; macroeconomics, growth, urban Gardulski. economics, housing Professor Michael Klein, International economics, Five courses are required for the minor. They macroeconomics normally include: Professor Gilbert E. Metcalf, Public ﬁnance, applied EOS 1 The Dynamic Earth microeconomics EOS 2 Environmental Geology Professor George Norman, Cummings Family Chair in Three electives are also selected, in consultation Entrepreneurship and Business Economics; industrial with the faculty advisor. These courses are intended organization, spatial economics, microeconomics to complement the student’s major and scientiﬁc or Professor Lynne Pepall, Industrial organization, applied mathematical interests. microeconomics Professor Enrico Spolaore, Political economics, interna- Geoengineering Minor tional economics, macroeconomics, economic growth and The civil and environmental engineering depart- development ment offers a minor in geoengineering available to Professor Jeffrey Zabel, Director of Graduate Studies; students of the College of Liberal Arts and the Econometrics, labor economics School of Engineering, except those majoring in Associate Professor Marcelo Bianconi, Macroeconomics, civil and environmental engineering. Professor international economics Lewis Edgers is the advisor for the minor.

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Associate Professor Drusilla Brown, International trade http://ase.tufts.edu/econ/. The handbook contains theory and policy information on grading standards, acceptability of Associate Professor David Dapice, Economic development, courses taken at Tufts and elsewhere, and other macroeconomics, public finance details of the concentration requirements. Associate Professor Thomas Downes, Public finance, There are two options available for the student economics of education who wishes to concentrate in economics. Option I, Associate Professor David Garman, Applied econometrics the major in economics, is less structured and allows Associate Professor Edward Kutsoati, Director of more flexibility in the choice of courses. Option II, Undergraduate Studies; Money and financial markets, applied the major in quantitative economics, is designed for microeconomics students with an interest in mathematics and Associate Professor Margaret McMillan, Development statistical methods. This option is best for those economics who are contemplating graduate study in economics Assistant Professor Randall Akee, Development or the more quantitative areas of business and economics, labor economics finance. Assistant Professor Jenny Aker, Development economics Each economics major must complete three Assistant Professor Arthur Chiang, Macroeconomics, levels of courses: mathematics courses, normally microeconomics, economic growth and development completed by the end of the sophomore year; core Assistant Professor Anna Hardman, Urban economics, courses, which cover the elements of economic housing, international migration, development economics theory and method; and elective courses. Elective Assistant Professor Kelsey Jack, Environmental economics, courses are selected by the student but must meet economic development, behavioral economics criteria summarized below and detailed in the Assistant Professor Sahar Parsa, Macroeconomics, finance handbook. Normally, students should satisfy the Assistant Professor Emilia Simeonova, Applied micro- prerequisite prior to enrolling in any core course, economics, health economics and should complete the core courses prior to Assistant Professor Adam Storeygard, Development and taking elective courses. A minimum grade of C- is growth, urban economics required for all core and elective courses used to Assistant Professor Heiwai Tang, International trade, satisfy these concentration requirements. international finance Both Option I and Option II place restrictions Assistant Professor Rodrigo Wagner, International on the student’s choice of electives; these restrictions economics, political economy are summarized below.

The mission of the department is to teach students Option I: Major in Economics to be critical thinkers and to use the discipline of PREREQUISITE economics to analyze and solve problems associated Principles of Economics (Economics 5) or with important economic, political and social issues. equivalent. These issues range from international economic relations, economic development, growth, income MATHEMATICS COURSE(S) inequality, environment, education, housing and Mathematics 32, or any higher-level mathematics competition policy. The courses that we offer along course approved by the department. Students can with our continuing interaction with other scholars waive all or part of this requirement by showing at Tufts and elsewhere help prepare our students to adequate prior preparation as determined by the be leaders in the community at large after they leave Departments of Economics or Mathematics (for the university. example, through the Advanced Placement tests). Students may substitute Mathematics 14 and 30 for UNDERGRADUATE CONCENTRATION Mathematics 32. Students who make this substitu- REQUIREMENTS tion and who complete a second concentration Courses that can be offered to meet the concentra- must keep in mind that, for purposes of determin- tion requirement in economics must satisfy the ing the number of courses that can overlap between department’s policies as outlined in the Economics the economics concentration and the second Department Handbook, available from the concentration, the economics concentration department or on the department’s website at requires ten courses.

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CORE COURSES major. In place of Economics 13, students can take Four core courses are required: Intermediate Mathematics 162, Engineering Science 56, Microeconomics (Economics 11), Intermediate Electrical Engineering 104 or Economics 201. Macroeconomics (Economics 12), Statistics (Economics 13), and Basic Econometrics (Eco- ELECTIVE COURSES nomics 15). These courses serve as prerequisites for Quantitative economics majors must complete four most upper level economics courses. In place of additional upper-level economics courses numbered Economics 13, students can take Mathematics 162, Economics 20 or above. There are three restrictions Engineering Science 56, Electrical Engineering 104 on choice. First, at least three of these four courses or Economics 201. Courses in other Tufts depart- must be suitable courses at the 100 level or higher. ments are normally not accepted as substitutes for Second, at least one of the four elective courses Economics 13. In place of Economics 15, students must be a 100-level economics course which must can take Economics 107 or Economics 202. In place be explicitly designated as a “research-paper course,” of Economics 18, students can take Economics 205. or a senior thesis credit. Research-paper courses are denoted with an asterisk (*) in the Course Offerings ELECTIVE COURSES on the Department’s web page Majors must successfully complete ﬁve upper level (http://ase.tufts.edu/econ/courses/offerings.asp). economics courses numbered Economics 20 or Third, at least one elective course must be open above. At least three of these ﬁve courses must be only to students who have completed the relevent suitable courses numbered at the 100 level or above. quantitative prerequisite course (Ec 16, 18, or 107) See the handbook for details. or its equivalent.

Option II: Major in Quantitative Economics Recommendations for Honors PREREQUISITE Principles of Economics (Economics 5) or To receive the department’s recommendation for equivalent. summa or magna cum laude, eligible candidates must demonstrate outstanding intellectual force. Included in the ways the department judges this BASIC MATHEMATICS COURSES Mathematics 32 and 34. Students can waive all or attribute are: active contribution in classes; superior part of this requirement by showing adequate prior performance in the core courses of intermediate preparation as determined by the Departments of micro and macro theory, statistics, and economet- Economics or Mathematics. Students should be rics; quality of projects pursued, especially class and aware that Mathematics 39 and 44 can be offered seminar papers; and quality of a written thesis and as substitutes for Mathematics 32, 34, and 42. its defense. Students wishing to be reviewed for magna or summa honors must complete at least one economics course which is explicitly designated as a CORE COURSES Five core courses are required: Intermediate “research-paper course” by the Department, and Microeconomics (Economics 11); Statistics which has Economics 11/16, 12/18, or 13 as a (Economics 13), Quantitative Intermediate prerequisite. Research-paper courses are denoted Microeconomics (Economics 16 or 203), Quantita- with an asterisk (*) in the Course Offerings on the tive Intermediate Macroeconomics (Economics 18 Department’s web page or 205), and Econometrics (Economics 107 or (http://ase.tufts.edu/econ/courses/offerings.asp). 202). Students must complete Economics 11 before UNDERGRADUATE MINOR PROGRAM taking either Economics 16 or Economics 203. One core mathematics course is also required: Minor in Economics Mathematics 70 or 72. No course offered as a core The minor in economics is designed for students course can also be used as an elective course. who have done substantial work in economics but Students in the classes of 2008 and 2009 who have who do not choose to complete all the requirements not completed Economics 16 are strongly encour- for a concentration. The structure of the minor is aged to pursue this option when completing their similar to that of the concentration in economics. The basic course provides a foundation for the treatment of theory and method that are used in

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the core courses, and these core courses are review course (Math Camp), which lasts one week prerequisites for most elective courses. This and takes place at the end of August, before the first hierarchy of courses makes it difficult to complete day of classes in the Fall term. All applicants, except the minor in fewer than three semesters. The five Tufts undergraduates in arts and sciences, must course requirement for the minor is given below. submit the Graduate Record Examination (GRE) Please note that no more than one course can with its application. be transferred to meet the minor requirements. The Master of Science Program in Economics Second, all courses used in fulfillment of the minor has two tracks: Course-Based and Research-Based. must be taken for a grade. A grade of C- or better The M.S.-Course-Based track is an eight-credit must be obtained in the basic, core and elective program, which can be completed in one year, courses. Finally, a maximum of two courses used in without a thesis. The M.S.-Research-Based track is the fulfillment of a foundation, distribution, or a twelve-credit program to be complete in two concentration requirement can be used for years, with a master’s thesis. fulfillment of requirements for a minor. All entering students will be admitted to the Master of Science program in Economics and will BASIC COURSE be asked about their potential interest in pursuing Principles of Economics (Economics 5) or either the M.S.-Course-Based or the two-year Equivalent M.S.-Research-Based degree. All students are required to complete the three core sequence classes: CORE COURSES Statistics and Econometrics; Microeconomic Intermediate Microeconomic Theory (Economics Theory I and II; and Macroeconomic Theory I and 11 or 16 or 203); and either Intermediate Macro- II. The standard course load for a full-time student economics (Economics 12 or 18 or 205); or is four courses per semester. Statistics (Economics 13 or 201, or Mathematics 162, or Engineering Science 56, or Electrical Course-Based Master of Science in Economics Engineering 104) The Course-Based track requires completion of six core courses (Economics 201- Economics 206), and ELECTIVE COURSES two electives, for a total of eight credits. Electives Minors must successfully complete two elective include courses offered in the Department of courses in economics. These two elective courses Economics, courses offered in other departments at must include one from Economics 12 or above and the School of Arts, Sciences, and Engineering, and one from Economics 100 or above. Exceptions will at the Fletcher School, as well as at other consor- be made for those who wish to use both Economics tium schools (Boston College, Boston University, 86 and Economics 87 as electives and for those and Brandeis University). In order to receive the who wish to use Economics 15 as their upper-level Master of Science Course-Based degree, a student (above Economics 100) elective. Courses offered to must complete a one-year residency requirement complete the core may not be counted as electives. and must pass eight semester courses.

GRADUATE PROGRAM Research-Based Master of Science in Economics Master of Science The requirements for the Research-Based degree, The Economics Department offers a Master of in addition to the eight-credit course requirements Science (M.S.) Program. Candidates normally will of the Course-Based track, include four extra have completed the work required for a baccalaure- credits: two master thesis credits, an Economics ate degree. Although concentration in Economics is Research Seminar, and an Applied Econometrics not required, some exposure to the subject is course. To be admitted into the Research-Based preferred, especially in the areas of intermediate Master of Science degree in the second year, theory, mathematics and statistics. Students lacking students must demonstrate good standing in the this minimum training, but possessing a good ﬁrst year of the program. background in a related discipline, may be admitted Speciﬁcally, a full-time M.S.-Research-Based with the understanding that additional work will be students will have to: 1. Show Math Competency required. The department offers a mathematics

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by the end of the first (Fall) semester. 2. Receive a Lecturer Brian Gravel, Director; STEM Elementary education final grade of B or better in all six courses Lecturer Silas Pinto, School psychology (Economics 201- Economics 206), and a grade of A or Lecturer Ryan Redmond, Middle and high school education better in at least two of those classes. 3. Demon- Lecturer Cynthia Robinson, Director; Museum education strate ability to conduct independent research. Lecturer Laura Rogers, Co-Director; School psychology Students in the M.S.-Based-Research degree must Lecturer Erin Seaton, Learning and development complete twelve credits. The thesis must be a major Research Professor Ronald K. Thornton, Director; Center research project conducted under the supervision of for Science and Mathematics Teaching the member of the department. The completed Research Assistant Professor Morgan Hynes, Engineering thesis must be presented and successfully defended education in an oral examination administered by a thesis Research Assistant Professor Merredith Portsmore, committee. In order to receive the Master of Engineering education Science Research-Based degree, a student must complete a two-year residency requirement and The Department of Education offers courses in must pass twelve semester courses. educational theory, practice, and research. Courses Financial aid, scholarships, teaching and explore how students of all ages learn in different research assistantships and other opportunities are content areas, examine the institutions that serve available. The department considers all teaching children and youth, and study the cultural, historical, and research experience to be an integral part of the and philosophical influences that shape educational program. theory and effective professional service. Course In addition to the regular Master’s program, offerings are complemented with opportunities for the Economics Department also offers a two-year students to observe and work in a variety of program, in conjunction with the Department of educational settings as teachers, school psycholo- Urban and Environmental Policy and Planning, gists, museum educators, curriculum developers and leading to the joint degree of Master’s in Econom- researchers. Opportunities to participate in ics and Urban and Environmental Policy. Appli- curriculum development and research are provided cants to this program must be accepted by both by faculty in the department and by the Center for departments. Science and Mathematical Teaching and the Center for Engineering Educational Outreach. Through For more detailed information, please visit the applied experiences, an essential part of the website: http://ase.tufts.edu/econ/. programs in education, students learn to integrate theory and research into their practice. The department does not have an undergraduate Education major, but offers a number of courses for under- Professor David Hammer, Chair; science education graduate students interested in exploring the field Associate Professor Bárbara M. Brizuela, Cognitive of education, as well as a Minor in Education. development, mathematics education The department’s graduate programs prepare Associate Professor Freeden Oeur, Sociology in education candidates for Massachusetts Department of Associate Professor Sabina Elena Vaught, Urban Education licensure as elementary school teachers education and as middle and high school teachers of English, Assistant Professor Michelle Wilkerson-Jerde, political science/political philosophy, history, Mathematics education engineering mathematics, general science, earth Senior Lecturer Steve Cohen, History and Political Science/ science, biology, chemistry, physics, French, Political Philosophy education Spanish, German, Japanese, Latin and the classical Senior Lecturer Steven Luz-Alterman, Co-Director; humanities, and visual art. The department also School psychology offers a graduate degree program in preparation for Lecturer Susan Barahal, Art education state licensure and national certification as school Lecturer Linda Beardsley, Director; Teacher education and psychologists. These licenses for teaching and school partnerships school psychology are recognized by the majority Lecturer Pamela Bower-Basso, Art education of states.

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The M.A. in educational studies provides an opportunity to explore education as a site of critical opportunity for graduate students to pursue an analysis through disciplines including history, individual course of study. The M.A. in museum sociology, anthropology, psychology, and philoso- education prepares students for careers in museum phy. Students pursuing this Minor concentration settings. The M.A. in Science Education as well will develop critical understandings of school as a as the M.S. and Ph.D. programs in mathematics, site of inquiry and study. They will become broadly science, technology, and engineering education familiar with the bodies of scholarship that prepare students for careers in higher education constitute the foundations of education as a ﬁeld. and research institutions through the development Students pursuing a Minor in Education with a of original research about teaching and learning in concentration in Teaching and Learning have an these areas. opportunity to explore the processes of teaching and learning both empirically and theoretically. DEPARTMENT FACILITIES AND AFFILIATED This concentration is especially well suited to PROGRAMS students wanting to pursue possible teaching Media Center careers and those wanting to better understand The Media Center provides students with informa- these processes from different perspectives. tion and hands-on experience with state-of-the-art For more information on the Minor in Education, curricula, technological tools, and other educational please call the Department of Education at materials. 617-627-3244 or visit http://ase.tufts.edu/education/programs/minor/index.asp Educator Licensure The Department of Education offers students in GRADUATE PROGRAMS Tufts’ professional licensure programs the opportu- The department offers the following programs nity to apply for initial licensure as teachers and leading to the degrees of master of arts (M.A.), school psychologists in Massachusetts. Students master of arts in teaching (M.A.T.), master of who complete these programs must take the science (M.S.), educational specialist (Ed.S.), and appropriate Massachusetts Tests for Educator doctor of philosophy (Ph.D.). Degree programs Licensure and submit their applications to Tufts’ may be completed on a part- or full-time basis. To institutional representative for licensure. accommodate employed teachers who must conduct advanced work on a part-time basis, a considerable Center for Science and Mathematics Teaching portion of the department’s graduate instruction is The center is an associated facility of the depart- offered during late afternoon, evening, and summer ment located in the Science and Technology Center sessions. at 4 Colby Street on the Medford campus. The center is involved in evaluating and developing new Admission Requirements methods and materials for the teaching of science All applicants must provide three letters of and mathematics, particularly in the area of recommendation. At least two of the letters should micro-computer-based instruction. Research be from the applicant’s former college professors. Professor Ronald Thornton is the director of the For M.A.T. candidates, these two letters should be center. For more information on the center’s from college or university professors representing activities, call 617-627-2825 or visit the subject area in which the candidate seeks http://ase.tufts.edu/csmt/. licensure. GRE general test scores are required of all applicants except Tufts current undergraduates UNDERGRADUATE MINOR IN EDUCATION and art education candidates. Art education The Department of Education offers a Minor in applicants must submit a portfolio to the School of Education. Five courses are required. There are two the Museum of Fine Arts. Applicants seeking possible concentrations: Educational Studies OR licensure as teachers of French, German, Spanish, Teaching and Learning. or other languages must also submit a writing Students pursuing a Minor in Education with a sample in the language of specialization, and must concentration in Educational Studies have an

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also complete an interview in that language. School in conjunction with the Department of German, psychology candidates must have completed course Russian, and Asian Languages and Literatures. work in personality or developmental psychology, Students take six credits in German (four of the six abnormal psychology, and statistics and should have credits may be taken in Tübingen, Germany), two experience in a human services setting or with credits in the methods and practices of teaching children and adolescents in other settings. Ph.D. foreign language (Education/German 114 and applicants must submit, besides a personal state- 124), and six credits in education—including a ment, a writing sample that illustrates the research one-semester teaching practicum. For details, they would like to develop toward their dissertation. students should contact Professor Bernhard Martin, faculty advisor in the Department of German, Massachusetts Tests for Educator Licensure Russian, and Asian Languages and Literatures. Students who plan to teach in Massachusetts must pass the Massachusetts Tests for Educator Licen- Master of Arts (M.A.) Degree: sure (MTEL) that is required for the area in which Tufts/Shady Hill Cooperative Program they wish to be licensed. Students who wish to be In this program, participants work and study as licensed as school psychologists in Massachusetts apprentices at the Shady Hill School in Cambridge must pass the communication and literacy portion throughout the entire school year. Shady Hill of the MTEL. Tufts degree candidates who took apprentices are eligible to apply for Massachusetts the MTEL in 2009-2010 demonstrated an licensure for grades 5 to 8. Apprentices who wish to aggregate pass rate of 97% on the communication be licensed for grades 8 through 12 must complete literacy reading and writing tests and a 94% pass at least 150 hours of additional student teaching. rate in the academic content areas. Complete testing information has been submitted and Master of Arts in Teaching (M.A.T.) degree: validated by the Title II program. During the fall Newton Teacher Residency (NTR) semester, information sessions are scheduled to help This collaboration makes it possible for NTR students know what to expect on these tests. candidates to complete an M.A.T. degree at Tufts Written materials and study guides are provided. after completing their practicum in Newton Public Tutoring or additional preparation sessions are Schools (see http://www.newtonteacherresidency. offered as needed through consultation with the org/). student’s advisor. Master of Arts (M.A.)/ Master of Arts in Teaching (M.A.T.) Degree Educational Specialist in School Psychology Offered to students seeking teacher licensure, the This three-year program offers advanced course department’s state-approved M.A.T. degree work integrated with a specific sequence of field- program prepares candidates to teach in academic based training and supervision in core competency fields at the elementary, middle, and secondary areas of assessment, consultation, counseling, and school levels. At the completion of their program, intervention. Students are exposed to a broad students may apply for initial licensure in Massa- spectrum of assessment and intervention techniques chusetts. Students interested in urban education from various theoretical perspectives and are may participate in the Fenway Pilot High School/ challenged to develop their own perspectives and Boston Arts Academy Program. This collaborative models of assessment and intervention for working program focuses on preparing teachers to work in with diverse learners found in contemporary innovative urban high schools. Successful applicants schools. Assessment and intervention strategies work as interns in either of the two sites throughout are anchored in a developmental perspective that the entire school year. stresses the social, intellectual, and emotional growth of the individual from childhood through Master of Arts (M.A.) in German with Teaching Licensure the early adult years. A core feature of the program Tufts University offers a master of arts degree in is an emphasis on problem solving as a major model German with initial teaching licensure. It requires for approaching, understanding, and proposing two academic years plus one summer and is offered solutions to challenges in educational settings.

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Students in this program complete a minimum of a Master of Arts (M.A.) Degree: Museum Education 150-hour pre-practicum during the first year and a A program for candidates interested in careers as 600-hour practicum in school psychology during education directors or education coordinators in the second year. During the third year, students museum settings. This program prepares students complete a 1,200-hour advanced internship, 600 for work in museums in a variety of areas. hours of which must be in a school setting, which is accompanied by a supervision seminar. Attendance Master of Science (M.S.), Doctor of Philosophy (Ph.D.) during the summer is required. The three-year in Mathematics, Science, Technology, and Engineering program of study culminating in the M.A./Ed.S. Education (M.S.T.E. Education) degree in School Psychology leads to initial The graduate program in MSTE education at licensure as a school psychologist in Massachusetts Tufts grants M.S. and Ph.D. degrees in three areas: and eligibility for national certification. mathematics education, science education, and engineering education. At the M.S. level, students Master of Arts in Teaching (M.A.T.) Degree in Art are prepared to work in research, curriculum Education development, and teacher development in school The Master of Arts in Teaching Art Education districts, research institutions, and other educational (M.A.T.) program prepares the artist to teach in settings. The Ph.D. in MSTE education prepares elementary, middle, and high schools with a critical researchers and educators who will contribute to focus on both contemporary visual culture and MSTE Education through research and university traditional arts. Offered in affiliation with the teaching. The program involves the collaboration School of the Museum of Fine Arts, Boston, this of faculty from Tufts University Departments of program leads to licensure as a teacher of visual art Education, Child Development, Mechanical for grades pre-K to 8, or 5 to 12. The M.A.T. is a Engineering, Computer Science, Biology, Chemis- 12-month program of study in education founda- try, Mathematics, and Physics and Astronomy, and tions, art theory and curriculum, and studio art. the Center for Engineering Educational Outreach, Many M.A.T. students start with three education and the Center for Science and Mathematics classes at Tufts in the summer, then take four studio Teaching. Participants in the program are commit- classes and two art education classes in the fall. ted to theoretically sound research in MSTE They then complete their course of study in the education that is directly relevant to the practice of spring with a student-teaching internship. For more education and aim at the effective promotion of information, please contact the Director of Art diversity and equity in MSTE education. Education Patty Bode at [email protected] or 617-369-3613. Master of Arts (M.A.) in Science Education This strand of the graduate program in Mathemat- Master of Arts (M.A.) Degree: Educational Studies ics, Science, Technology, and Engineering education This individualized program allows students to is aimed at students whose primary interest lies in explore a variety of areas in education. Graduates of classroom instruction. The program is designed for the program have found careers in such settings as currently practicing K-8 classroom teachers with a independent schools, educational research groups, minimum of two years teaching experience and nonprofit organizations, and curriculum develop- with Initial Teacher Licensure at Pre-K-2, 1-6 ment; others have entered doctoral programs upon levels, or 5-8 level in math/sciences. The program completion of this degree. Possible fields of study is of particular interest to those teachers who are include urban education; gender studies in educa- seeking a graduate degree to fulfill requirements for tion; science, mathematics, and engineering Massachusetts Professional Licensure as they education; and cognitive, cultural, and social continue to teach. For more detailed information, analysis of learning. please visit the website http://ase.tufts.edu/ The program consists of 10 or 11 courses, education. described at http://ase.tufts.edu/education/ programs/research/eduStudiesCourseReqs.asp.

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The Electrical and Computer Engineering Electrical and Computer Department educates tomorrow’s technical leaders. Engineering Our students invent and design the high tech devices, mathematical algorithms, and communica- Professor Eric L. Miller, Chair; Signal processing, image tions networks used by our society. processing The department offers degree programs in Professor Mohammed Nurul Afsar, Microwaves, design electrical engineering and computer engineering for and measurements students in the School of Engineering. Minors in Professor Jeffrey A. Hopwood, Microelectronics, plasma biomedical engineering, music engineering, engineering computer science, and multimedia arts are also Professor Karen Panetta, Simulation, multimedia available. Professor Douglas Preis, Electromagnetics, signal The electrical engineer applies concepts from processing, audio engineering physics and mathematics to create useful electrical Professor Aleksandar Stanković, Alvin H. Howell Professor devices and systems. Some examples of engineered in Electrical Engineering; Energy processing systems, control electrical systems include communications systems, and estimation power generation, integrated circuits and electron- Associate Professor Chorng Hwa Chang, Computer ics, ﬁber optic data transmission, medical image engineering, communication networks processing, and radar. Associate Professor Valencia J. Koomson, High-speed/ The computer engineer designs devices and low-noise integrated circuits for optical RF communications, systems for the management of information in optoelectronic VLSI digital form, such as audio and video systems, Associate Professor Sameer Sonkusale, Mixed-signal VLSI microprocessor control systems, digital communica- design, sensor electronics tions, and computer networks. As software is as Assistant Professor Shuchin Aeron, Statistical signal crucial to robust design as hardware, the computer processing in sensor networks, network information theory engineer is also a knowledgeable programmer. Assistant Professor Usman Khan, Signal processing and The department teaches courses in digital control, graph theory circuits and systems, microelectronics and very Assistant Professor Tom Vandervelde, Optoelectronic large-scale integrated circuit design, computer materials, thermophotovoltaics, photovoltaics architecture, circuits, linear systems, signal and Professor of the Practice Ronald Lasser, Product image processing, microwaves and microwave development and innovation management devices, electronic materials and solar cells, power Research Assistant Professor Alan Hoskinson, Plasma and energy systems, communications, and control. physics, electromagnetics, chemical sensors Design is integral to all of our engineering degree Research Assistant Professor Brian Tracey, Signal programs, each of which culminates in a senior processing, image processing, acoustics design project. Visiting Associate Professor Mai Vu, Network information By careful selection of course work, students theory, energy-efﬁcient and wireless communications, signal who follow the standard curricula listed below may processing also satisfy admission requirements for professional SECONDARY APPOINTMENTS: schools of medicine, dentistry, business, or law. Adjunct Professor Mark Cronin-Golomb, Biomedical Engineering; Optical instrumentation, laser tweezers, atomic UNDERGRADUATE PROGRAMS force microscopy, nonlinear optics The mission of the Department of Electrical and Adjunct Professor Sergio Fantini, Biomedical Engineering; Computer Engineering is to provide our students Biomedical instrumentation, medical optics, near infrared with educational experiences which give them a imaging of the brain, optical mammography sound basis for professional practice, advanced Adjunct Associate Professor Alva Couch, Computer education, active citizenship, and lifelong learning. Science; Parallel computing, computer graphics At its core is the goal that students learn the Adjunct Associate Professor Soha Hassoun, Computer fundamental principles of electrical and computer Science; CAD, VLSI design engineering and master engineering methods to solve challenging and diverse problems. Further, the department strives to have each student develop the

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leadership and communications skills necessary to of 9.5 course credits must be completed in college relate these solutions to both technical and level math and basic science subjects appropriate to non-technical communities. The faculty is dedi- the discipline and a minimum of 14.5 course credits cated to accomplishing this mission through the must be completed in engineering topics, consistent integration of teaching and research. with ABET general and program criteria.

Bachelor of Science in Electrical Engineering First Year The accredited curriculum leading to the degree of FALL TERM bachelor of science in electrical engineering is Mathematics 32 intended to qualify students to begin a professional Physics 11 with lab career in electrical engineering or to proceed to Engineering 2 (half credit) advanced study. The departmental concentration EN Elective (half-credit course in Engineering) electives and free electives permit the undergradu- English 1 ate to select additional courses in the core areas. SPRING TERM Students may study a wide variety of topics, Mathematics 36 including sustainable energy systems, semiconduc- Physics 12 with lab tor integrated circuits, VLSI design, biomedical Engineering Science 2 engineering, microwaves and telecommunications, Humanities, arts, or social sciences elective antennas and antenna systems, digital image processing, semiconductor and optoelectronics Sophomore Year materials, signal processing, power electronics and FALL TERM power systems, computer architecture, parallel Engineering Science 3 Introduction to Electrical Systems processing, computer systems, and multimedia. Department foundation elective The core courses of the degree program contain Mathematics 42 elements of design as well as analysis, and include Chemistry 1 or 16 associated laboratory work. They involve concepts Humanities, arts, or social sciences elective of circuits and systems, digital and analog electronics, microprocessors, electromagnetic ﬁelds, SPRING TERM automatic control and communication. Engineering Science 4 Introduction to Digital Logic Circuits The objectives of the Electrical Engineering Electrical Engineering 21 Electronics I with lab program are: Mathematics 51 • The EE graduate will have demonstrated a Computer Science 11 professional impact in her/his employment or Department foundation elective graduate work. • The EE graduate will be a leader among his/ Junior Year her peers or a leader in innovation. FALL TERM • The EE graduate’s work product will reﬂect a Electrical Engineering 14 Microprocessor Architecture concern for others. and Applications Electrical Engineering 22 Electronics II with lab The program leading to this degree is accredited by Electrical Engineering 23 Linear Systems the Engineering Accreditation Commission (EAC) Probability and Statistics (see department list) of the Accreditation Board for Engineering and Free elective Technology (ABET). The required courses for the electrical engineering program are listed below. SPRING TERM They are presented in one of many possible Electrical Engineering 18 Electromagnetic Waves arrangements for completing the program. Of the Electrical Engineering 31 Junior Design Project thirty-eight course credits required for the profes- Department foundation elective sional degrees accredited by the Engineering Humanities, arts, or social sciences elective Accreditation Commission of ABET, a minimum Natural science elective

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Senior Year Commission of ABET, a minimum of 9.5 course FALL TERM credits must be completed in college level math and Electrical Engineering 97 Senior Design Project basic science subjects appropriate to the discipline (half credit) and a minimum of 14.5 course credits must be Electrical Engineering 105 Feedback Control Systems completed in engineering topics, consistent with Electrical Engineering 107 Communications Systems I ABET general and program criteria. Department concentration elective* Department concentration elective* First Year Humanities, arts, or social sciences elective FALL TERM Mathematics 32 SPRING TERM Physics 11 with lab Electrical Engineering 98 Senior Design Project Engineering 2 (half credit) (half credit) Elective (half-credit course in Engineering) Department concentration elective* English 1 Department concentration elective* Humanities, arts, or social sciences elective SPRING TERM Free elective Mathematics 36 *Department concentration electives are selected from a Physics 12 with lab list provided by the department. The selections are subject Engineering Science 2 to the approval of the departmental advisor. Humanities, arts, or social sciences elective

Bachelor of Science in Computer Engineering Sophomore Year In both required and elective courses throughout FALL TERM the curriculum, computer analysis is used exten- Mathematics 42 sively in the study of electrical systems, components, Engineering Science 3 Introduction to Electrical Systems and materials. Students wishing to investigate the Department foundation elective analysis and design of digital computers more Chemistry 1 or 16 intensively, as well as the analysis, design, and Humanities, arts, or social sciences elective operation of systems in which computers are an SPRING TERM integral part, may follow the computer engineering Engineering Science 4 Introduction to Digital Logic program. Circuits Computer Science 11 Introduction to Computer Science The objectives of the Computer Engineering Electrical Engineering 21 Electronics I with lab program are: Mathematics 51 • The CompE graduate will have demonstrated Humanities, arts, or social sciences elective a professional impact in her/his employment or graduate work. Junior Year • The CompE graduate will be a leader among FALL TERM his/her peers or a leader in innovation. Electrical Engineering 14 Microprocessor Architecture • The CompE graduate’s work product will and Applications reﬂect a concern for others. Electrical Engineering 23 Linear Systems Computer Science 15 Data Structures The program leading to this degree is accredited by Mathematics 61 the Engineering Accreditation Commission (EAC) Free elective of the Accreditation Board for Engineering and Technology (ABET). The required courses for the SPRING TERM computer engineering program are listed below. Electrical Engineering 18 Electromagnetic Waves They are presented in one possible arrangement for Electrical Engineering 26 Digital Logic Systems completing the program. Of the thirty-eight course Electrical Engineering 31 Junior Design Project credits required for the professional degrees Natural science elective accredited by the Engineering Accreditation Humanities, arts, or social sciences elective

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Senior Year UNDERGRADUATE MINOR PROGRAMS FALL TERM (See Disciplinary Minor Programs for restrictions.) Electrical Engineering 97 Senior Design Project (half credit) Biomedical Engineering Electrical Engineering 103 Introduction to VLSI Design The department offers a minor in biomedical Probability and Statistics (see department list) engineering. Details are available from the Depart- Electrical Engineering 126 Computer Engineering ment of Biomedical Engineering. Electrical Engineering 128 Operating Systems Computer engineering elective* Computer Science The department offers a minor in computer science SPRING TERM for those students pursuing the B.S.E.E. degree. Electrical Engineering 98 Senior Design Project Details are available from the Department of (half credit) Computer Science. Computer engineering elective* Computer engineering elective* Music Engineering Humanities, arts, or social sciences elective The minor in Music Engineering provides students Free elective with experiences at the intersection of music and *Computer engineering electives are selected from a list technology. Students learn the technologies behind provided by the department. The selections are subject to music-making, both traditional and modern, and the approval of the departmental advisor. how new technologies can be applied to musical goals. The minor is available to students both in the Bachelor of Science in Engineering School of Engineering and the School of Arts & Alternatively, students in the electrical and Sciences. The minor replaces the minor in Musical computer engineering department may follow Instrument Engineering. programs of study leading to the bachelor of science degree in engineering. These programs of study Multimedia Arts differ from the regular programs only in the This interdisciplinary minor is offered through the selection of the twelve required departmental Communications and Media Studies program. For concentration courses and the eight required specific information about the policies governing departmental foundation courses. In the bachelor requirements and electives, visit of science in engineering program, these twenty http://www.excollege.tufts.edu/mma. courses are selected by the student, with the approval of the departmental advisor, to satisfy Certificate Program in Microwave and Wireless student interest or professional objectives. Nor- Engineering mally, five are engineering or engineering science The department offers a graduate-level certificate courses, while the remaining fifteen are selected in microwave and wireless engineering. The from engineering, engineering science, computer certificate is offered on a part-time, nondegree basis science, mathematics, natural sciences, and other for students seeking professional training. In most related areas. cases, courses taken in a certificate program can be transferred into a graduate degree program. For Bachelor of Science more information, see Microwave and Wireless If a student wants to create a degree program with Engineering in this bulletin, contact the Office of a strong computer engineering or electrical Graduate Studies at 617-627-3395, or visit engineering component, the faculty advisor will http://gradstudy.tufts.edu/. normally be from the Department of Electrical and Computer Engineering. (See School of Engineering The certificate requires five courses. Two required Information.) courses: EE 107 Communications Systems I EE 117 Introduction to Microwave Devices

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One or both of the following: related field. Applicants to the Ph.D. program who EE 118 Microwave Semiconductor Devices and Circuits do not have the M.S. degree will instead be EE 160 Computer-Aided Design of Microwave Circuits considered for admission to the master of science degree program, and on completion of that program Two graduate-level elective courses in microwave will automatically be considered for admission to engineering or related fields: the Ph.D. program. EE 108 Communications Systems II The department differentiates between admis- EE 136 Antennas for Radar, Avionics, and Communications sion to the Ph.D. program and Ph.D. candidacy. EE 137 Radar Engineering No students are accepted as formal doctoral EE 148 Silicon Radio Frequency IC Design candidates until (a) they have exhibited merit in a EE 161 Microwave Integrated Circuits qualifying examination process and (b) have EE 193SBC Satellite-Based Communications identified a faculty member who has agreed to be EE 194W Wireless Communications their dissertation supervisor. The qualifying EE 127 Information Theory examination is comprised of both a written (Students may substitute other Tufts graduate examination and oral examination that must be courses, subject to the approval of the certificate taken within one academic year of admission to the faculty advisor.) Ph.D. program (within two academic years for part-time students). GRADUATE PROGRAM Doctoral candidates are expected to plan a Master of Science program of research under the direction of their The department offers a program leading to the dissertation supervisor and with the guidance of a M.S. degree in electrical engineering. The master faculty committee. On completion of this research, of science degree requires ten credits, usually one the candidate must prepare and publicly defend a credit per course, and all courses must be at the dissertation. 100-level or above. For full-time students, at least Ph.D. students in electrical engineering must seven credits must be from approved, lecture-based take at least eighteen credits beyond the M.S. courses. One additional credit must be the Electri- degree. These credits include a minimum of six cal Engineering Seminar. The two remaining credits of lecture-based class work, two credits of credits usually are a creative thesis work, written Electrical Engineering Seminar, and a dissertation. and defended orally, and performed under the The dissertation effort is usually assigned ten supervision of a faculty member. Alternatively, these credits. At least one credit of class-based course two credits can be a supervised master’s project plus work must be taken from outside the field of another approved lecture-based course. Grades in electrical and computer engineering. all courses must be B- or better. Typical areas available for dissertations include The ECE department also offers a specialized solid-state materials with an emphasis on optoelec- Signals and Systems track within the MS degree in tronic and solar energy applications, microwave Bioengineering. This track educates biotechnology devices and systems, power systems and control, engineers in (1) analysis and processing of signals electromagnetics, antennas, plasma engineering, with an emphasis on biomedical image processing signal and image processing, VLSI and mixed- and image formation and (2) design, control and analog integrated circuits, microprocessor applica- synthesis of systems for biotechnology, e.g. tions, computer architecture, communication development of miniaturized devices, circuits and systems, information theory, computer and wireless systems, or controller design for bioreactors. networks, and power electronics. For detailed information, please visit the website Doctor of Philosophy http://www.ece.tufts.edu. The department offers a program leading to the Ph.D. in electrical engineering. Students in the program must already have a master of science degree in electrical and computer engineering or a

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undergraduate students at Tufts. The program Engineering Management/ emphasizes real-life experience and engineering Gordon Institute practice, not just theory. A Tufts engineering degree combined with an engineering management minor The Gordon Institute offers programs in engineer- provides students with a competitive edge and ing leadership and entrepreneurship that provide equips them to make significant contributions as graduate and undergraduate students with the tools soon as they enter the workplace. they need to advance their careers, inspire teams, and bring innovative products to market. Please Requirements note that information on the entrepreneurial Five courses are required for the minor. All five leadership program can be found in the entrepre- courses in the minor must be taken for a grade. neurial leadership section of this bulletin. Four are designated: DIRECTOR: EM051-Engineering Management (EM051 replaces ES052) Robert J. Hannemann, Engineering management, product EM052-Technical and Managerial Communications (EM052 and process development, entrepreneurship replaces ES051) PROGRAM DIRECTOR: EM153-Management of Innovation Mary Adams Viola, Leadership, new product development, EM054- Engineering leadership (or ELS107) innovation, technology strategy One must be selected from the School of CORE FACULTY: Engineering Elective Options or the General Professor of the Practice Partha Ghosh, Multinational Course Elective Options listed below: strategies Professor of the Practice Samuel Liggero, New product School of Engineering Elective Options development, technology strategy Comp171-Human Computer Interaction Professor of the Practice Charlie Rabie, Business strategy Comp180-Software Engineering Senior Lecturer Paolo Gaudiano, Modeling and simulation ME102-Inventive Design Senior Lecturer Amy Hirschfeld, Technical and managerial ENP161-Human Factor Product Design communication ME108-Model Quality Control Lecturer Alicia Amaral, Financial accounting ES152-Engineering Systems: Stochastic Models Lecturer Jerome Brightman, Leadership development ES56-Probability and Statistics Lecturer, Robert Burdick, Conflict resolution CEE53-Engineering Economics Lecturer Gerald Brown, Continuous quality improvement & CEE185-Legal Issue of Engineering supply chain management CBE110-Introduction to Optimization Lecturer, Michael Connor, Leadership development General Course Elective Options Lecturer, David Fogel, Financial accounting EC3-Principles of Accounting (Free Elective) Lecturer Steve Geary, Supply chain management PS104-Public Administration (Free Elective) Lecturer Victoria Godfrey, Marketing PSY17-Industrial and Organizational Psychology Lecturer, Richard Goode, Sustainability (Social Science Elective) Lecturer, David Laituri, Experience design SOC122-Organizational Behavior (Free Elective) Lecturer, Stacy Lennon, Conflict resolution ELS103, ELS105, ELS107-(Social Science Elective) Lecturer James Nash, Project management and process (note: ELS107 only as alternate to EM054 - Engineering improvement, quantitative systems Leadership, with permission) Lecturer Jane Seminara, Humanities DR0027-Public Speaking (Humanities Elective) Lecturer Jennifer Smith, Engineering management PSY0006-Psychology of Leadership (Free Elective) Lecturer Abbott Weiss, Supply chain management (note: PSY0006 only as alternate to EM054 - Engineering Lecturer Ewa Winston, Humanities Leadership, with permission) PSY53-Engineering Psychology (Free Elective) UNDERGRADUATE PROGRAM SOC114-Sociology of Leadership (Social Science Elective) The Gordon Institute offers a minor in engineering management that is available to all engineering

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GRADUATE PROGRAM equipment, machines, and large-scale systems for The Gordon Institute offers a two-year, accredited human use. Areas of application include medical M.S. program in engineering management devices and systems design, transportation safety, (MSEM) designed for practicing engineers and consumer product design, and computer interface other technical professionals. The program design, etc. Students in the School of Engineering produces technical leaders who can initiate and or the College of Liberal Arts will receive the manage change and use advanced technical and Bachelor of Science degree from their respective managerial knowledge to drive strategic decisions. colleges after meeting the general requirements set The Gordon Institute’s curriculum includes by each college. interactive classes and intensive, real-world projects. The program prepares students for professional Technical topics such as project management, work and further graduate studies in this discipline. product development and quantitative methods are It also serves as a preparation for premedical and studied along with the broader areas of business pre-dental students; and for those interested in management, leadership strategies and the humani- careers in technology design and development, or ties. This multidisciplinary approach fully prepares management. engineers and scientists to address the many challenges presented by today’s business environ- UNDERGRADUATE CONCENTRATION ment. The Institute’s close ties with organizations REQUIREMENTS in industry and government also provide unique The program features a common set of fourteen opportunities for experience-based learning and courses divided into introductory and core course networking. requirements. For engineering students, an Two enrollment options are available: an evening additional twenty-two courses are required for the program in which classes are two nights per week, bachelor of science degree (see School of Engineer- and a weekend program in which classes are held ing Information).For liberal arts students, an every other Friday and Saturday. Both programs additional twenty courses are required to meet the have identical requirements, are four semesters in foundation and distribution requirements for the duration, and lead to a Master of Science degree in bachelor of science degree (see College of Liberal engineering management (MSEM). Arts Information). The core courses can be used by these students to meet the social and natural science For more detailed information, please visit the distribution requirements (see the online bulletin website http://gordon.tufts.edu. for course descriptions).

Introductory Course Requirements: Engineering Physics Intro Engineering 2 Engineering Graphics & CAD (FOR DEGREE REQUIREMENTS, SEE PHYSICS.) (half credit) Engineering Science 2 Introduction to Computing in Engineering (1 credit) Engineering Elective (half-credit) Engineering Psychology/ Psychology 1 Introduction to Psychology Human Factors Engineering Computer Science 11 Introduction to Computer Science Physics 11 General Physics I Acting Director: Professor of the Practice Daniel J. Hannon, Mechanical Core Course Requirements: Engineering Engineering Psychology 61 Introduction to Human Factors and Ergonomics An interdisciplinary program offered jointly by the Engineering Psychology 120 Project Study in Human departments of mechanical engineering and Systems (year-long capstone course) psychology. Engineering Psychology 161 Human Factors in Product Engineering psychology, more commonly called Design human factors, applies knowledge of human Engineering Psychology 162 Human-Machine System behavior and attributes to the design of products, Design

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Psychology 17 Industrial and Organizational Psychology Professor Jonathan Wilson, Fletcher Professor of Rhetoric Psychology 32 Experimental Psychology and Debate; American literature, Creative writing Psychology 53 Engineering Psychology Professor Lisa Lowe, Comparative literature and critical Psychology 130 Advanced Engineering Psychology theory, British empire, American studies Associate Professor Linda Bamber, Women and literature, In addition to these courses, it is recommended that Shakespeare students in the College of Liberal Arts take Associate Professor Kevin Dunn, Renaissance literature consider taking the following courses with particular Associate Professor Sonia Hofkosh, British romantic relevance to the field of Engineering Psychology: literature Engineering Science 5, Psychology 107, Computer Associate Professor Modhumita Roy, World literature in Science 15, Computer Science 106 or 171, and English Engineering Psychology 166. Associate Professor Christina Sharpe, Multiethnic literature Students enrolled in the School of Engineering Assistant Professor Andrea Haslanger, Eighteenth-century must also satisfy the following distribution require- British literature ments for the Engineering Psychology Program: Assistant Professor John Lurz, Twentieth-century British Mathematics 32 and 36, Engineering Science 3 or literature 5, Engineering Psychology 166, Computer Science Assistant Professor Ichiro Takayoshi, Twentieth-century 15 and 171, Mechanical Engineering 108 or American literature, Asian American literature Psychology 31, English 1 or 3, Psychology 107, Lecturer Michael Ullman, Expository writing Engineering Management 52, one approved Professor of the Practice Kathleen Peterson, Poetry and Engineering Elective (https://webcenter.studentser- Creative Writing vices.tufts.edu/coursedesc/accepted_engineering. aspx), one approved Mathematics Elective The Department of English offers a wide range of (https://webcenter.studentservices.tufts.edu/ courses in British, American, and world literatures coursedesc/mathematics_engineering_courses. in English; film; literary theory; and creative aspx), two approved Natural Science Electives writing. Though diverse, these offerings are unified (https://webcenter.studentservices.tufts.edu/ by the study of textual production and the styles coursedesc/natural_sciences_engineering.aspx), and practices of writing in English. Courses in the two approved Humanities/Arts & Social Science department examine literary works in their most (HASS) electives (https://webcenter.studentser- illuminating contexts: historical, social, philosophi- vices.tufts.edu/coursedesc/distribution_require- cal, and political. The department’s courses in ments_en.aspx), one approved Computer Science expository and creative writing enable students to elective, and four approved concentration electives. refine their skills through reading, frequent writing Independent study and student thesis opportunities assignments, and discussion. are available, The department serves the interests of students Sample course plans can be obtained from either who plan to become teachers or writers of literature, of the sponsoring departments. as well as those preparing for other professions that put a high premium on cultural analysis, effective writing, symbolic interpretation, or media studies. English Among the fields our students commonly enter are law, diplomacy, journalism, public relations, Professor Joseph Litvak, Chair; Nineteenth-century British publishing, teaching, and filmmaking. Students literature, Literature theory, Jewish Cultural studies who have majored (or double-majored) in English Professor Elizabeth Ammons, Harriet H. Fay Professor of are also seen as especially attractive candidates by Literature; American literature, women writers medical, law, and business schools. Our courses are Professor Jay Cantor, History of consciousness, modernism, central to a liberal arts education, regardless of creative writing anticipated career, because they instill a mastery of Professor Lee Edelman, Fletcher Professor of English critical thinking, linguistic analysis, and persuasive Literature; Literary theory, Film studies, Modern poetry communication in a world that increasingly Professor John M. Fyler, Chaucer, Medieval literature demands that we not only read but also read Professor Judith Haber, Renaissance literature through the representations that we encounter.

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UNDERGRADUATE CONCENTRATION English majors should seek to create programs of REQUIREMENTS study that expand their knowledge and challenge English majors work out a sequence of courses in their preconceptions. consultation with their advisors. A list of approved No more than 4 transfer courses may count courses for each category is available online through toward fulfillment of the major. the English department website: http://ase.tufts. Students should be aware that they may count edu/english. Students must take ten courses listed toward the major no more than two creative writing or cross-listed in the department above English 1, courses at the introductory level in each of the areas 2, 3, and 4 as follows offered (i.e. Creative Writing: Fiction; Creative Writing: Poetry; Creative Writing: Journalism) and 1) One survey course from the following: no more than two intermediate level courses in English 20 Black World Literature (formerly English 36) each of those areas. There is no limit on the number English 21 General View of English Literature I (formerly of advanced creative writing courses a student may English 51) count. Nonfiction Writing and Intermediate English 22 General View of English Literature II (formerly Journalism may each be counted only once. English 52) Students must receive a grade of C- or higher English 23 American Literature: First Contact to 1855 in any course that they wish to count toward the (formerly English 59) fulfillment of English major requirements. 2) Two non-survey classes in American, British, or other Anglophone literature written before 1860, UNDERGRADUATE MINOR PROGRAM including at least one course in British literature. The minor in English requires students to take six No more than one course used to fulfill this part of courses in the department above English 1, 2, 3, the requirement may be on Shakespeare. A list of and 4. The purpose of the minor is to allow approved courses for this category is available at students to experiment widely, or to follow a this link: http://ase.tufts.edu/english/undergrad/ particular interest with some concentration. majorlist.asp#survey. Therefore, each minor will be individual not only 3) Two non-survey courses in American, British, or in content but also in concept. All students should Anglophone literature written after 1860. A list of try, however, to include at least one course num- approved courses for this category is available at bered below 100 and one above 100 and should this link: http://ase.tufts.edu/english/undergrad/ consult with faculty members as they pursue their majorlist.asp#survey. minors. Students may count a maximum of three 4) Five remaining courses of the student’s choice creative writing courses toward fulfillment of the from the department’s listings. See course listings minor in English. No more than 2 transfer courses by semester at this link: http://ase.tufts.edu/ may count toward fulfillment of the minor. english/courses/. GRADUATE PROGRAM In constructing their majors, students are expected The graduate program in English, American, and to work with their advisors to design a coherent but Anglophone world literature is varied and flexible. wide-ranging course of study. English majors It offers special opportunities for literary analysis should take survey courses early in their academic with a focus on cultural studies, literary theory, and career in order to establish the necessary foundation topics in gender, race, and politics. Many of the for more advanced classes. We encourage all department’s period, genre, and interdisciplinary students majoring in English to explore the full courses lend themselves to a broadly conceived historical range of offerings; to investigate the program in literature and culture, including spectrum of textual differences to be found in the interdisciplinary work. Approved courses in other study of Anglophone literatures, film, and oral departments may be taken to that end. Fall traditions; and to include exposure to recent admission only. approaches in English studies, such as women’s studies, literary theory, historical materialism, and More information can be found at this link: cultural studies. With the help of their advisors, http://ase.tufts.edu/english/graduate/.

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Master of Arts which will be a proseminar offering training in Master’s candidates are required to complete six various aspects of the profession. semester courses, with the expectation that they During the second and third years, doctoral will enroll in three graduate seminars per semester. candidates will increase their comprehensive Because doctoral degree candidates are required to knowledge while beginning to concentrate on one take a comprehensive examination in their third particular area or subject. Normally, the courses year, students are advised to take courses that offer they take will be chosen from among the graduate them breadth as well as depth. At the end of the seminars in the department, but advanced-level master of arts year, they will take a written exami- undergraduate courses or independent studies may nation to demonstrate their critical and analytical be counted with the approval of the director of skills. One month before the examination they will graduate studies. During the third year of the be assigned two texts to prepare. The examination program, all candidates will complete their will test their ability to integrate critical, theoretical, coursework by taking two courses in the fall and contextual analyses of the texts. semester. At the same time, they will begin to teach At the end of the academic year, the full faculty one course per semester in the First-Year Writing will consider the master’s candidates individually, Program; they will normally continue teaching focusing on the results of their master’s examina- through the ﬁfth year. tion, their academic records at Tufts, and the At the end of the third year, each student will recommendations of the faculty who have taught take a two hour oral comprehensive examination. them. On the basis of this appraisal the department The examining committee will consist of three will recommend whether or not the candidate faculty members, one of whom, the chair, has been should be granted the master of arts; it will also selected by the student as someone familiar with determine whether or not the candidate should be the student’s work in class. In most cases, the admitted to candidacy in the doctoral degree graduate student will already have spoken with this program. faculty member about serving as director of her or The required reading knowledge of a foreign his dissertation. language must be demonstrated to the satisfaction No standardized list of texts is issued for this of the Graduate Committee (usually by an exami- examination. The graduate program is small and nation taken at Tufts University) in order to one advantage of its size is that students’ individual complete the requirements for the master of arts interests can be accommodated. It is not the degree. purpose of the examination to have everyone do the same thing. Instead, it seeks to test each student’s Doctor of Philosophy range and breadth of knowledge. Therefore the Admission to the doctoral degree program is open following guideline of periods and areas of concen- to students who have completed with distinction tration is to be used by each student to generate a the master’s degree in English, either at Tufts or foundation list of works in each period or area for another university. Students who enter with a which he or she will be responsible. This list is not master’s degree from another institution will enroll intended to be exhaustive or exclusive; not every- in three graduate seminars per semester during thing the student has read will show up on the list. their initial year. At the end of that year, their work Critical works on periods and texts will be included will be reviewed by the faculty, who will determine on each list. This list of speciﬁc titles should be whether each candidate should continue in the arrived at in consultation with individual faculty program; upon receiving a positive recommenda- members and with the director of the graduate tion, candidates who came to Tufts with a master’s program. The list must be submitted to the director degree in hand will pass into the third year of the graduate program in English at least three program. Students who successfully complete the months before the oral examination. master’s degree at Tufts will enter their second year Periods and areas of concentration for the of the program, receiving mentoring as teaching doctoral degree comprehensive examination are assistants in both literature and composition courses the following: Old English, Medieval Literature, while taking three courses each semester, one of Sixteenth-Century British Literature, Seventeenth-

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Century British Literature, Eighteenth-Century British Literature, American Literature before 1820, Entrepreneurial Leadership/ Nineteenth-Century British Literature, Nine- Gordon Institute teenth-Century American Literature, Twentieth- DIRECTOR: Century British Literature, Twentieth-Century John F. Hodgman, ad Interim, Professor of the Practice, American Literature, Contemporary World Entrepreneurship & Business Planning, Special Topics and Field Literature, and Literary Critical Theory. Each Studies candidate also has the option of constructing, in consultation with the chair of the committee, one FACULTY: special topic focused on his or her particular area Nancy Wilson, Dean ad interim, Tisch College, Innovative of interest, in preparation for the dissertation. Social Enterprises Candidates will select eight of the periods or areas Alicia Amaral, Lecturer, Entrepreneurial Finance for particular development for the comprehensive Jack Derby, Lecturer, Entrepreneurial Marketing examination. Two of those fields will be fulfilled by Gavin Finn, Lecturer, Entrepreneurial Marketing course work completed in graduate school. The Jeremy Halpern, Lecturer, Entrepreneurial Leadership other six will be the focus of the comprehensive oral Inge Milde, Lecturer, Entrepreneurship & Business Planning examination. Students who do not pass the oral Felice Shapiro, Lecturer, Entrepreneurship & Business examination, in whole or in part, may take the Planning examination again at a later date. Rich Wilmot, Lecturer, Entrepreneurial Finance Once the student has passed the oral comprehensive, he or she will produce a prospectus for the The Entrepreneurial Leadership Program at Tufts dissertation. This must be submitted to the provides hands-on educational opportunities for department not later than six months after the oral students interested in founding their own companies examination. or working in entrepreneurial environments. The In order to complete the doctoral degree, each program strives to engage students in the ever- student is required to demonstrate by examinations changing world of new business ventures and or courses taken at Tufts an ability to read two teaches them to develop innovative, real-world foreign languages (one of which was necessary in solutions to business challenges. order to fulfill the requirements for the master of The program attracts top faculty and continu- arts). Alternatively, doctoral candidates may ously works to develop industry partnerships to complete with a passing grade at least one graduate provide students with internship and networking level course in a foreign literature. It is generally opportunities. Through our rigorous curriculum expected that this course will be done in a body of and connections to alumni in business and industry, literature relevant to the student’s graduate study. the program strives to benefit both students and the corporate community. With access to outstanding Tufts in London teachers, intensive coursework, guest speakers, The Department of English cooperates with other internships, and real-world business networks, our departments in offering undergraduates a year of students develop the advanced knowledge they study in England. For more information, see Tufts need to become the entrepreneurial leaders of the Programs Abroad. future. A minor in entrepreneurial leadership is For more detailed information, please visit the available for all arts, sciences, and engineering website http://ase.tufts.edu/english/. undergraduate and graduate students interested in leadership positions at start-up companies or entrepreneurial segments of the corporate or social sector. Students are required to take four courses plus one elective course from the lists below. All courses must be taken for a grade. Students will attend lectures, discuss relevant issues with guests from the real world, complete homework assign-

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ments, take tests, participate in focused discussions Professor Kurt Pennell, Groundwater remediation of relevant issues and current events, and complete technologies, fate and transport of emerging contaminants, a course project on a topic central to the theme of neurotoxicity of persistent organic pollutants and engineered the course. nanomaterials Undergraduate engineering students may not Senior Lecturer Mark Woodin, Epidemiology and count any of these courses toward foundation and biostatistics concentration requirements. ASSOCIATED ENVIRONMENTAL HEALTH FACULTY: After meeting the necessary requirements for Professor Steven C. Chapra, Water quality modeling and the minor, students complete the minor transport of pathogens certification form and return it to The Gordon Associate Professor Wayne Chudyk, Drinking water Institute. quality and treatment Associate Professor John L. Durant, Contaminant fate Required Courses and transport ELS101 Entrepreneurship and Business Planning Adjunct Professor Jeffrey Griffiths, Infectious disease (or EC 74 or EM 153) epidemiology, characterization of waterborne pathogens and ELS103 Entrepreneurial Finance global health ELS105 Entrepreneurial Marketing Associate Professor Christopher Swan, Site remediation ELS107 Entrepreneurial Leadership (or EM 54) The Environmental Health program is an interdis- Elective Courses ciplinary program based in the Department of Civil ELS141 Innovative Social Enterprises (cross listed as and Environmental Engineering of the School of American Studies 141) Engineering. Historically, professional programs in ELS193, 194 Special Topics: Internship/Research environmental health were established in schools of ELS199 Entrepreneurial Field Studies: Launching the engineering to promote research on control of Venture infectious disease, purification of water supplies, EC 3 Principles of Accounting and sanitary disposal of human wastes. Today, focal EC 6 Business Law points of concern have been broadened to such UEP 23 Negotiation, Mediation and Conflict Resolution challenging issues as environmental pollution, DR 10 Introduction to Acting epidemiological aspects of chronic illnesses, DR 27 Public Speaking occupational health, community based participatory Other courses during study abroad or off campus study if research, primary prevention of water-borne approved by the Program Director disease, toxicology, and risk assessment and For more detailed information, please visit the management. website http://gordon.tufts.edu/entLeader/. While the program retains its traditional strength in environmental engineering, it also provides a sound background in epidemiology, Environmental Health biostatistics, and environmental health. The problems and issues in environmental health can be DIRECTOR: viewed in three broad categories: Associate Professor David M. Gute, Environmental and occupational epidemiology 1) Biological: living things, ranging from food upon which life depends to pathogenic microorgan- CORE FACULTY: isms responsible for disease. Emeritus Professor Linfield C. Brown, Water quality 2) Physical: nonliving things affecting people modeling and environmental engineering (physical agents such as heat, noise, radiation, Lecturer Anne Marie Desmarais, Risk assessment and consumer and industrial products, and chemical toxicology agents such as environmental pollutants and Assistant Professor Daniele S. Lantagne, Public health systemic poisons). engineering, global health, water-borne pathogens 3) Social: the interrelationship within society, Professor Elena Naumova, Biostatistics and infectious which include cultural values, customs, attitudes, disease modeling economic status, and social-political organization.

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In response to these issues and to the current needs of courses, or another course that the student feels of society for a comprehensive approach to health will meet his/her needs. All electives must be and disease problems, the program gives students approved by the academic advisor. both theoretical and practical knowledge of environmental health, epidemiology, biostatistics, Epidemiology Track drinking water quality and treatment, occupational Advanced Course (required): hygiene, and environmental toxicology. CEE 164 Epidemiological Methods Supporting course work is tailored to the Track Electives (choose three): interests of the individual student and drawn from CEE 167 Environmental Toxicology other departments, including the departments of CEE 194D Environmental Informatics biology, chemistry, economics, engineering science, MPH 224 Infectious Disease Epidemiology mathematics, political science, physics, philosophy, MPH 226 Cancer Epidemiology psychology, sociology, and urban and environmental MPH 240 Environmental Epidemiology policy and planning, as well as the Friedman School MPH 206 Intermediate Biostatistics: Regression Methods of Nutrition Science and Policy. MPH 220 Cardiovascular Epidemiology MPH 222 Survey Research Methods & Data Management UNDERGRADUATE PROGRAM CEE 241/MPH241 Biology of Water and Health Bachelor of Science in Engineering The Department of Civil and Environmental Other courses may be selected with the approval of Engineering offers a B.S.E. program in environ- the student’s advisor. mental health. (See Civil and Environmental Engineering for program description and require- Risk Assessment Track ments.) Advanced Course (required): CEE 168 Exposure Assessment GRADUATE PROGRAM Track Electives (choose three): Master of Science in Environmental Health CEE 113 Groundwater Hydrology Requirements: CEE 136 Air Pollution Control 1. Core Courses (four credits) CEE 143 Site Remediation CEE 154 Principles of Epidemiology CEE 167 Environmental Toxicology CEE 173 Health Effects and Risk Assessment CEE 172 Fate and Transport of Environmental Contaminants CEE 158 Occupational and Environmental Health CEE 175 Hazardous Material Safety BIO 132 or MPH 205 Biostatistics CEE 194 A Risk Communication and Public Participation Another biostatistics or environmental statistics CEE 194D Environmental Informatics course may be substituted with the permission of CEE 241/MPH 241 Biology of Water and Health the student’s major advisor and thesis committee. UEP 294B Chemicals, Health, and Environment

2. Thesis (two credits)—The M.S. thesis is the Other courses may be selected with the approval of culmination of concentrated study in a speciﬁc area the student’s advisor. of research within environmental health. Thesis work contributes two course credits toward the 4. Supplemental Electives List—Other courses of M.S. degree (CEE-295 and CEE-296). interest to EH MS students include the following. You may substitute one of these courses for one of 3. Tracks (three credits)—All Environmental your track elective with your advisor’s approval. Health M.S. students must select either the This list is not all-inclusive, and you may take other Epidemiology or the Risk Assessment track. Students courses relevant to your track and program interests must take the required advanced course in the track, with your advisor’s approval. and then select two other courses as track electives. At least one of the courses must be from the track CEE/UEP 207 Environmental Law elective list; the other can be a course from the CEE/UEP 265 Corporate Management of Environmental other track elective list, from the supplemental list Issues UEP 294G Geographic Information Systems

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CEE/UEP 267 Methods in Environmental Impact Assess- assessment and management, and remediation ment technologies. Students select from Tufts graduate- CEE/UEP 230 Negotiation, Mediation, and Conflict level courses offered by the Department of Civil Resolution and Environmental Engineering and the Depart- CEE 136 Air Pollution Control ment of Urban and Environmental Policy and UEP 203 Political Economy, Ethics, and Environment Planning. Students can focus their course work in CEE 138 Hazardous Waste Treatment Technology environmental technology, health, or policy. CEE 212 Chemical Principles for Environmental and Water The program is open to students with a Resources Engineering bachelor’s degree, undergraduate course work in CEE 213 Transport Principles for Environmental and Water natural or physical sciences, mathematics, or Resources Engineering engineering, and knowledge of current environmen- CEE 214 Environmental and Water Resources Systems tal issues. Engineering This five-course, graduate-level certificate, offered through the Department of Civil and 5. Graduate Environmental Seminar (no credit) Environmental Engineering in collaboration with —All full-time students in the Environmental the Office of Graduate Studies, is designed to be Health M.S. graduate program are required to pursued on a part-time basis by professionals attend and participate in the weekly seminar series. seeking advanced training, or preparing to enter a Each M.S. student is required to give at least one master’s degree program. The program can also be presentation related to their research in this seminar completed full-time in one year. In most cases, series during their graduate studies. courses taken as a certificate student can be In addition, on a space-available basis, students may transferred into a graduate degree program in the enroll in courses offered in the Master in Public Department of Civil and Environmental Engineer- Health (M.P.H.) degree program. These courses are ing. generally held on the Health Sciences campus in For more information and an application, contact Boston. the Office of Graduate Studies at 617-627-3395 or visit the website: http://gradstudy.tufts.edu/. Environmental Management Environmental Studies PROGRAM DIRECTOR: FACULTY ADVISOR: Professor Colin M. Orians, Biology & Environmental Studies Lecturer Anne Marie C. Desmarais, Civil and Environmental Engineering EXECUTIVE COMMITTEE: Director and Senior Lecturer Edith Balbach, Community Environmental managers in industry, government, Health Program and consulting know that changes in environmental Director and Lecturer Julie Dobrow, Communications & compliance requirements can lead to challenges Media Studies and Child Development and opportunities. Complex regulations, emerging Associate Professor John Durant, Civil and Environmental environmental technologies, international environ- Engineering mental treaties, and multinational corporate Professor Jonathan E. Kenny, Chemistry environmental programs will determine the Lecturer Ann Rappaport, Urban and Environmental Policy direction that environmental managers must take and Planning in the future. The Certificate in Environmental Professor J. Michael Reed, Biology Management provides students with the tools and Professor Jack Ridge, Earth and Ocean Sciences techniques to understand the future of environmen- ACADEMIC ADVISORS: tal management. Director and Lecturer Julie Dobrow, Communications & The program combines courses in fundamental Media Studies and Child Development concepts, such as regulations and compliance, with Professor Elizabeth Ammons, English leading-edge concepts in life-cycle analysis, risk

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Professor Jonathan E. Kenny, Chemistry In addition to the new core, students are Professor J. Michael Reed, Biology required to take five courses in their program track. Professor Jack Ridge, Earth and Ocean Sciences The program tracks are required for the class of Professor Kent Portney, Political Science 2016, and optional for current students. The revised Professor Jeffrey E. Zabel, Economics tracks include, Track I: Environmental Science, Associate Professor John Durant, Civil and Environmental Track II: Sustainability, Policy, and Equity, Track Engineering III: Environmental Communications, and Track IV: Associate Professor George S. Ellmore, Draupner Ring Self-Designed with Advisor. The track courses Scholar; Biology must include one introduction to the track course; Associate Professor David Gute, Civil and Environmental three additional courses, one of which must be a Engineering seminar; and a methods or research course. Student Assistant Professor Nimah Mazaheri, Political Science may double count courses, but no more than three Lecturer Ann Rappaport, Urban and Environmental Policy courses can count for both their first and second and Planning majors. Lecturer Robert Russell, Urban and Environmental Policy Track I: Environmental Science focuses on and Planning science and the tools necessary to detect, evaluate, and solve environmental problems (basic principles, Environmental Studies is a multidisciplinary theories, and methods in biology, chemistry, Earth undergraduate program created to promote the and ocean sciences, and physics). Track II: Sustain- study of our natural surroundings, designs that help ability, Policy, and Equity focuses on human minimize degradation of those surroundings, and development policies and practices that can have the social and political tools needed to preserve and both positive and negative effects on the natural improve the environment. The program provides ecosystem and human well-being, both now and in training in social sciences, natural sciences, the future. Track III: Environmental Communica- engineering, and humanities. tions will require students to have knowledge of Environmental Studies is offered as a dual major natural sciences, social sciences, and the arts and in conjunction with any departmental major in the humanities to effectively communicate complex School of Arts and Sciences and the School of environmental issues to diverse audiences. Track IV: Engineering—normally excluding interdisciplinary Self-Designed with Advisor is intended to allow programs. This dual-major program (which must students with the capacity to design their own also satisfy the other university requirements for a environmental focus in coordination with an degree) combines the depth of a major in a specific Environmental Studies Advisor. An example of this field with a wide breadth of environmentally- track might be a student who coordinates with oriented courses offered in any one of three tracks. Environmental Studies’ engineering and political Students who choose this major register with the science faculty to design a series of courses that fit director, and are placed in one of the three tracks— within the requirements of the major on the topic each of which has its own advisor. of energy and public policy. Beginning in the fall 2012 semester, the Environmental Studies majors enrolled prior to Environmental Studies major will require the the Fall 2012 semester may be able to opt to transfer completion of five core courses, plus five courses in into the new track system but should consult an any one track, and an internship. The core curricu- advisor to fully understand how this might affect lum requires student to master basic scientific their four-year graduation trajectory. For those that principles of environmental processes, to examine remain in the existing structure, the eight-core/ interactions between technology and the environ- three-course tracks they originally declared for ment, and to explore the societal context for during their time at Tufts University are required. implementing environmental policy. We recom- For a summary of the old track system, including mend that students begin the major by taking requirements, or for more detailed information on Environmental Biology (Bio7/Env7) early on to get the Environmental Studies Program, please visit to know the program. the Environmental Studies website: http://as.tufts.edu/environmentalstudies/.

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Assistant Professor (Arabic) Kamran Rastegar, Director of Film Studies Arabic program, Arabic language and literature (SEE COMMUNICATIONS AND MEDIA STUDIES.) Senior Lecturer (Japanese) Kiyomi Kagawa, Coordinator of Japanese language courses Senior Lecturer (Chinese) Jinyu Li, Chinese language Senior Lecturer (German) Saskia Stoessel, Coordinator of French German language courses (FOR DEGREE REQUIREMENTS, SEE ROMANCE Senior Lecturer (Chinese) Mingquan Wang, Coordinator LANGUAGES.) of Chinese language courses Lecturer (Arabic) Rana Abdul-Aziz, Coordinator of Arabic language courses Lecturer (Arabic) Rabab El Nady, Arabic language German, Russian, and Asian Lecturer (Chinese) Jianping Feng, Chinese language Languages and Literatures Lecturer (Arabic) Haci Osman Gündüz, Arabic language Lecturer (Hebrew) Hedda Harari-Spencer, Coordinator of Professor (Japanese) Hosea Hirata, Chair; Director of Film Hebrew language courses Studies minor; Director of Japanese Program; Japanese Lecturer (Arabic) Fadi Jajji, Arabic language literature Lecturer (Japanese) Shiori Koizumi, Japanese language Professor (Russian) Gregory Carleton, Modern Russian Lecturer (Chinese) Joanna Kuriyama, Chinese language literature and culture Lecturer (Russian) Christopher Lemelin, Russian language Professor (German and Judaic Studies) Sol Gittleman, and literature Alice and Nathan Gantcher University Professor of Judaic Lecturer (Japanese) Kiyoko Morita, Japanese language Studies; Earlier twentieth century, Yiddish literature, national Lecturer (German) Doris Pfaffinger, German language socialism Lecturer (Chinese) Min Wan, Chinese language Professor (Russian) Vida Johnson, Director of Russian Lecturer (Chinese) Shaomei Wang, Chinese language Program; Twentieth century, film and culture Professor (Japanese) Charles Inouye, Co-Director of International Literary and Visual Studies; Japanese literature The Department of German, Russian, and Asian Professor (Japanese) Susan Napier, Japanese literature, Languages and Literatures is administrative home popular culture, Anime film to the following language and culture programs: Professor (German) Christiane Zehl Romero, Goldthwaite Arabic, Chinese, German, Hebrew, Japanese, Professor of Rhetoric; Tübingen; Professor of German; Director Russian, and Swahili. The Department is also of German Program; Twentieth century, women writers, film, closely connected to various interdepartmental advanced language programs: Africa in the New World (ANW), Asian Professor (Chinese) Xueping Zhong, Director of Chinese Studies, Communication and Media Studies Program; Modern Chinese literature, culture, film (CMS), International Relations (IR), International Associate Professor (German and Judaic Studies) Gloria Literary and Visual Studies (ILVS), Judaic Studies, J. Ascher, Co-director of Judaic Studies; German literature of and Middle Eastern Studies. the eighteenth and nineteenth centuries, Sephardic studies, The Department offers eight majors and two Ladino language and literature, Scandinavian literature graduate degrees. The undergraduate majors are Associate Professor (German) Daniel Brown, Director of Chinese, German Language and Literature, Africa in the New World; Reformation, documentary theatre, German Studies, Japanese, Judaic Studies, ILVS, language pedagogy Russian Language & Literature, and Russian and Associate Professor (German) Bernhard Martin, Director East European Studies. The graduate degrees are of German Graduate Program, medieval German literature, M.A. in German and M.A. in German with cultural studies Teaching Licensure. Students can minor in Arabic, Associate Professor (Judaic Studies) Joel Rosenberg, Chinese, German, Japanese, Judaic Studies, and Lee S. McCollester Associate Professor of Biblical Literature; Russian. (For majors in Asian Studies, IR, and Co-director of Judaic Studies; Central European writers, South Middle Eastern Studies, as well as minors in ANW, African writers, film studies Asian Studies and CMS, please consult their Assistant Professor (Chinese) Ning Ma, Pre-modern websites). Chinese literature, Comparative literature

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SPECIAL MINOR FOR a. Language requirement. Four Arabic language- ENGINEERING STUDENTS based courses above Arabic 4: Arabic 21; Arabic Students earning a bachelor degree in engineering 22; Arabic 121; Arabic 122; or, further advanced may minor in either Arabic, Chinese, German, Arabic language-based courses (subject to Hebrew, Japanese, or Russian language and culture. approval of the Director of Arabic). Students The minor requires a total of six (6) courses: who place higher than Arabic 21 upon entry a. four language courses above the beginning 2nd into the program are expected to complete ten semester level – 3, 4, 21, 22 courses in all, in consultation with the Director b. one course in the social science concentrating on of Arabic. the area in which the target language is spoken b. Culture requirement. Five departmental Arabic (e.g. for Arabic: History 60, 61, 64, 65; for literature or culture courses. Two of these five Chinese: History 43, 44, Political Science 126; required courses may be filled by approved for German: History 31, Political Science 125, courses taken outside of the Medford campus. 147; for Hebrew: History 61; for Japanese: c. Related course. One course in a topic related to History 47, 48, 122, 123, 124, 125, Political Arabic or the Middle East offered outside of Science 131; for Russian: History 27, 28, 29) Tufts’ Arabic Program. Courses in this category c. a fourth-year level language course (Arabic 121, are subject to the approval of the Director of Chinese 121, German 121, Hebrew 121, Arabic. Japanese 121, Russian 121) or, in conjunction with the social science course, a directed study in UNDERGRADUATE MINOR PROGRAM the language focusing on materials relevant to The department offers a minor in Arabic requiring that course. the completion of six courses beyond the intermediate level (ARB 3-4) and two courses in Arabic literature or culture. Minor checklist forms are Arabic available at http://ase.tufts.edu/grall/arabic/ requirements.asp. Arabic is the fifth most widely spoken language in the world and is one of the six official languages of the United Nations. The Arabic Program, with its language, literature and culture courses, offers Chinese training in the study of the Arabic language at all Chinese civilization is one of the longest and levels, as well as offering studies in topics relating to continuous ones in the world. Home to one-fifth of Arab cultures and traditions. It offers a strong the world population and undergoing rapid foundation in Modern Standard Arabic, as well as a changes, China is increasingly playing a pivotal wide range of courses taught in English on modern role in today’s world. The Chinese Program offers and classical Arabic literatures, cinema, gender and courses aimed at helping students achieve other cultural topics. proficiency in modern Chinese language and acquire comprehensive understanding of Chinese UNDERGRADUATE CONCENTRATION literature and culture in conjunction with their REQUIREMENTS social and historical contexts. The Arabic major is designed to offer students a strong foundation in the Arabic language, as well UNDERGRADUATE CONCENTRATION as providing them with training to critically engage REQUIREMENTS with Arabic literary and other cultural activities, The major in Chinese requires ten courses: nine such as cinema and other media. The major in courses in the program beyond Chinese 4, plus one Arabic requires ten courses in all: nine courses in a related field. Those who place out of language beyond Arabic 4, plus one approved course in a courses still need to complete ten approved courses. different department. Of the nine departmental At least one course from category b must be a courses, four must be Arabic language-based seminar offered by the Chinese Program. If courses, while five must be selected from available qualified, a student may opt to do an honors thesis. departmental Arabic culture courses.

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a. Language requirement: four courses beyond STUDY OPPORTUNITIES IN CHINA Chinese 4: 21, 22, 121, 122. Students placed Tufts-in-China above 21 or higher, upon completion of 122 or The Tufts-in-China program offers a fall semester its equivalent, can take more advanced language in Hangzhou, China, at Zhejiang University, one of courses (123, 124, 125, 126, 127, 128), or the top seven universities in China. The combina- additional culture courses, or a combination of tion of the city of Hangzhou and the renowned both. Zhejiang University makes Tufts-in-China a b. Chinese 61 and four additional literature and unique program for students of Chinese language culture courses from Chinese offerings in the and culture. department. Prerequisites: Well-prepared undergraduates who c. One course in Chinese culture or in related have successfully completed Chinese 4 (or the disciplines offered by another program or equivalent) by the time of departure are eligible to department and approved by the Chinese apply. Tufts-in-China is open to students from all program director. majors. d. One seminar course, or honors thesis, double counted as one course in Category B. German UNDERGRADUATE MINOR PROGRAM The department offers a minor in Chinese requiring The German program promotes an understanding the completion of six courses beyond the intermedi- of the extraordinary contributions made by ate level (Chinese 3-4). These must include two German-speaking writers, artists, and thinkers to language courses at the 100 level and two literature/ the past eight hundred years of civilization, and culture courses. Details are available from the their implications for the modern world. A wide departmental office. Minor checklist forms are range of courses in German gives students with available at http://ase.tufts.edu/grall/chinese/ varied interests and goals the opportunity to attain requirements.asp#minor. a thorough knowledge of the language, literature, and general culture. The program also provides a CHINESE LANGUAGE COURSES significant number of courses in English so that Regular classes for the first four years (1 through students not conversant in German may become 122) meet three times a week; regular classes at the familiar with important aspects of German culture. higher levels (123 through 128) meet twice a week. Intensive classes meet six times a week. UNDERGRADUATE CONCENTRATION REQUIREMENTS THE CHINESE HOUSE German Language and Literature The Chinese House is a language based housing To major in this area, a student should take nine unit sponsored by the Chinese Program. The mis- courses above the intermediate (German 3, 4) level. sion of the Chinese House is to provide language These should be courses taught in German and, learning experience outside of the classroom and to depending on the student’s preparation, include promote and facilitate cross-cultural exchange and German 21, and/or GER 22, 34, 44, 61, 62, and understanding within the larger community at 100-level courses. A minimum of two 100-level Tufts. The Chinese House provides space and courses taught entirely in German (121 and one opportunity for the residents and non-residents to literature/culture course at that level) is required. share their Chinese learning experience and Also required is one course in a related field, such practice their Chinese. Through academic, educa- as German art, film, or history. The Tufts-in- tional and social events, students in the Chinese Tübingen program (see below for description) is House reach out to the rest of the University com- highly recommended for language and literature munity, enriching the life and learning experience majors. Courses taken in German at the University of the larger community at Tufts. Applications are of Tübingen in the areas of German language, available from the Chinese Program early in the literature, and culture (e.g., film) count toward the spring semester. major.

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German Studies GERMAN HOUSE As an alternative to the language/literature The department sponsors a German house, which concentration, the department offers an interdisci- provides a pleasant residential environment and the plinary major with two options: opportunity to enjoy intensive language practice in A. TUFTS-IN-TÜBINGEN PROGRAM an informal setting. Every year a native German A unique opportunity for students from various student from Tübingen is resident director and disciplines to spend their junior or senior year helps the students organize a variety of social and abroad experiencing the culture of German-speak- cultural activities. Preference is given to students ing countries within the larger European context, who are currently enrolled in a German course. and combining study outside of literature with their knowledge of German. All courses taken in TUFTS-IN-TÜBINGEN PROGRAM German at the University of Tübingen in the areas Majors in German, as well as qualified juniors and of Politikwissenschaft, Volkswirtschaft, Geschichte, seniors from other departments, are encouraged to Kunstgeschichte, Volkskunde, Sozial- und Kultur- spend a year abroad in the department’s overseas wissenschaft, Germanistik, and Vergleichende program, which normally consists of two semesters Literaturwissenschaft will count toward the of study at Eberhard-Karls-Universität in Tübingen concentration requirement of nine German courses under the direction of the Tufts resident director. beyond the intermediate (German 3, 4) level and (One semester, in the spring only, is also possible.) one course in a related field. On returning to the A minimum of two years of college-level German is Tufts Medford/ Somerville campus, two 100-level required to qualify for Tufts in Tübingen, but third courses taught in German on the Tufts campus, year-level proficiency is strongly advised. Students 121, and one 100- level literature/culture course in who have been accepted into the program may German will be required. attain it by participating in a six-week intensive language course, which will prepare them for the B. TUFTS-MEDFORD/SOMERVILLE transition into regular courses at a German This major requires nine courses plus one course in university. This course starts at the beginning of a related field approved by the German program. It September. includes at least five courses above the intermediate (German 3, 4) level taught in German, including GRADUATE PROGRAMS German 121, and one 100-level literature/culture The department offers two master of arts degree course taught in German. The remainder is a programs in German. These programs typically combination of courses dealing with German enroll a small number of highly motivated and subject matter taught through at least three of the talented students, who—together with faculty both following departments: German, Russian, and on the Tufts campus and in Tübingen—form a Asian languages and literatures, history, music, supportive, stimulating, and congenial community philosophy, or political science. Courses taken in that helps students realize their full potential. Both other departments must be approved by the master’s programs provide a wide range of courses German program for concentration credit. in language, literature, and culture, and also the use of media, including hypermedia presentations in UNDERGRADUATE MINOR PROGRAM language and culture courses. The department offers a minor in German requiring six courses above the intermediate level Tufts-in-Tübingen (German 3, 4). These must include two courses at All students may choose to study one year at the the 100 level taught in German at Tufts/Medford; Eberhard-Karls-Universität in Tübingen,Germany, one of them is to be German 121. Minor Checklist and one year on the Tufts campus; or they may Forms are available at http://ase.tufts.edu/grall/ spend both years on the Tufts campus in Medford/ german/requirements.asp#minor. Somerville. The Tufts resident director in Tübingen offers an informal colloquium to acquaint students with traditional and contemporary aspects of German cultural life, and assists students in plan-

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ning a program of study that draws upon university 198, 199) instead of a seminar. Only one course lecture courses and seminars. On the Tufts campus with a half Japanese content can count toward students do regular course work, participate in a this category. graduate colloquium, and serve as teaching and c. One course in Japanese culture offered by research assistants. another department and approved by the program director. Master of Arts in German The program requires two academic years and is UNDERGRADUATE MINOR PROGRAM designed to prepare students for doctoral work in The department offers a minor in Japanese German or to provide career enhancement for fields requiring the completion of six courses beyond the such as international business or law, media and intermediate level ( JPN 3-4). These must include communications, and library science. two language courses (121, 122, or 123, 124) and two literature/culture courses. Details are available Master of Arts in German with Teaching Licensure from the departmental office. The program requires two academic years plus one summer, and is offered in conjunction with the JAPANESE CULTURE HOUSE Department of Education. It is designed to prepare The department administers the Japanese Culture highly qualified secondary school teachers. House, a coeducational undergraduate dormitory that serves as an informal center for Japanese Master of Arts in Teaching (M.A.T.) studies on campus. It aims to provide an experien- The Department of Education, in conjunction tial learning environment for students who would with the German program, offers the M.A.T. like to improve their language skills and deepen degree in German as a foreign language. For more their knowledge of Japanese culture. It also information and application materials, please accommodates native speakers who would like to contact the Department of Education. share their knowledge of Japan with other students and take a leading role in organizing social events related to Japan. The minimum requirement to be Japanese a resident is Japanese 2 or equivalent. The selection committee considers the leadership potential of The Japanese program offers a strong foundation in the applicants as well as the balance of gender and the Japanese language and introduces students to of linguistic levels. Together the occupants organize many facets of Japanese culture. The major prepares various cultural activities that further the under- students for careers in academics, business, law, standing of Japan on campus, as well as weekly diplomacy, or technology where the knowledge of Japanese chat hours to which any student interested Japanese language and culture is an invaluable asset. in practicing conversation is welcome. UNDERGRADUATE CONCENTRATION STUDY OPPORTUNITIES IN JAPAN REQUIREMENTS Tufts-in-Japan The major in Japanese requires nine courses beyond The Tufts-in-Japan program is offered at Kanazawa Japanese 4, plus one in a related field. Those who University, a prestigious national institution in a place out of language courses still need to complete picturesque city rich in history. Students are ten approved courses. strongly recommended to study in Japan during a. Language requirement: four courses beyond their junior year. Excellent scholarships are Japanese 4; continuation to Japanese 123, 124 available. Tufts financial aid can also be used. strongly recommended. b. Japanese 61 and four additional literature/ culture courses from Japanese offerings in the department. Two of these courses must be at the 100 level, including one seminar. If qualified, a student may opt to do an honors thesis ( JPN

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Primary Courses: Judaic Studies Drama 162 Imagining the Holocaust on Stage and Screen CO-DIRECTORS: English 159 Contemporary Jewish Fiction Associate Professor Gloria J. Ascher, German and Judaic English 162 Philip Roth and Company studies English 164 Imagining the Jew Associate Professor Joel Rosenberg, Lee S. McCollester Judaic Studies 48 Israeli Film Associate Professor of Biblical Literature; Judaic studies Judaic Studies 52 Technology and Jewish Oral Tradition Judaic Studies 65 Introduction to Yiddish Culture CORE FACULTY: Judaic Studies 73 Aspects of the Sephardic Tradition Professor Sol Gittleman, Alice and Nathan Gantcher Judaic Studies 78 Jewish Women University Professor of Judaic Studies; German and Judaic Judaic Studies 84 The Sources of Jewish Tradition studies Judaic Studies 91-01 Ladino Language and Culture Professor Barbara Wallace Grossman, Drama Judaic Studies 92-01 Introduction to Judaism Professor Joseph Litvak, English Judaic Studies 92 Special Topics Professor Jonathan M. Wilson, English Judaic Studies 93 Directed Study Lecturer Janis Bellow-Freedman, English Judaic Studies 95 Topics in Jewish Literature Lecturer Hedda Harari-Spencer, Hebrew and Judaic studies Judaic Studies 96 Introduction to the Talmud Lecturer Peggy Hutaff, Religion Judaic Studies 99 Judaic Studies Internship Research Professor/Rabbi Jeffrey Summit, Judaic studies Judaic Studies 126 Roots of the Jewish Imagination The program in Judaic Studies encompasses study Judaic Studies 132 The Book of Genesis and Its of some 4,000 years of ancient Israelite and ancient, Interpreters medieval, and modern Jewish civilization, with Judaic Studies 136 King David and the Israelite Monarchy attention to the influence of Israelite and Jewish Judaic Studies 142 Jewish Experience on Film culture on the many cultural and religious traditions Judaic Studies 150 Music and Prayer in the Jewish that grew from it. The major in Judaic studies Tradition comprises the courses listed below under Hebrew Judaic Studies 159 Contemporary Jewish Fiction and Judaic Studies and a number of primary or (cross-listed as English 159) related courses in other departments. Judaic Studies 162 Philip Roth and Company (cross-listed as English 162) UNDERGRADUATE CONCENTRATION Judaic Studies 164 Representing the Jew (cross-listed as REQUIREMENTS English 164) The major in Judaic studies consists of ten courses Judaic Studies 191 Special Topics – eight primary courses and two related courses. Judaic Studies 193, 194 Advanced Directed Study Courses in Hebrew language at the level of Hebrew Judaic Studies 198, 199 Senior Honors Thesis 21, 22, and 121, 122 may be counted as primary Religion 21 Introduction to the Hebrew Bible courses. Courses not listed below, offered at Tufts and elsewhere are acceptable upon approval of the Related Courses program directors (Professor Gloria Ascher, Olin Related courses establish links between Judaic 332, and Professor Joel Rosenberg, Olin 322), but studies and other disciplines by examining such at least four of the primary courses must be taken at topics as countries or regions that are major sites of Tufts. Students majoring in Judaic studies must Jewish civilization, past or present; the life of have the equivalent of three years of Hebrew, or cosmopolitan and multiethnic societies more two years of Hebrew and two years of a second generally; the dynamics of tradition; the impact of language related to the student’s special interests modernity and historical crisis on traditional within the field. Qualified students majoring in societies; issues of philosophy, ethics, myth, religion, Judaic studies are encouraged to consider partici- and spirituality that bear upon Jewish life and pating in the Thesis Honors Program. thought; issues of race, class, gender, and sexuality in the life of a culture; the legacy of biblical and Jewish tradition in world cultures. A student may, with the approval of the program directors, substitute an appropriate course not on this list.

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American Studies 12 Race in America History 36 The Immigrant in American History American Studies 16 American Identities History 70 The Modern Middle East to World War I American Studies 181 The Construction of Whiteness History 71 The Modern Middle East from World War I Anthropology 102 Children and Youth in War Zones History 72 The World of Islam Anthropology 119 Peoples of the Middle East History 152 The Religious and Spiritual Map of Europe, Anthropology 124 American Diversity 300–1500 Anthropology 130 Anthropological Thought History 167 Medieval Islamic History Anthropology 131 Anthropology of Religion International Letters and Visual Studies 114 Anthropology 132 Myth, Ritual, and Symbol Politics and Literature in Russian and Eastern Europe Arabic 61 Classical Arabic Literature (cross-listed as Russian 114) Arabic 62 Modern Arabic Literature Peace and Justice Studies 120 Sociology of War and Arabic 64 The Literary Qur’an Peace (cross-listed as Sociology 120) Art History 1 Art, Ritual, and Culture Philosophy 16 Philosophy of Religion Art History 20 Image and Icon (cross-listed as Religion 20) Philosophy 24 Introduction to Ethics Art History 22 Iconoclasm and Iconophobia: The Threat of Philosophy 48 Feminist Philosophy the Image (cross-listed as Religion 24) Philosophy 55 The Making of the Modern Mind Art History 27 The End of the World in Art and Thought Philosophy 126 Theories of Human Nature Art History 28/128 Medieval Art in the Mediterranean: Philosophy 128 Human Rights, History and Theory Pagans, Jews, Christians, Muslims (cross-listed as Philosophy 130 Moral Psychology Religion 28/128) Philosophy 140 Liberalism and Its Philosophical Critics Child Development 62 Childhood Across Cultures Philosophy 141 Global Justice (cross-listed as Child Development 157 Theories of Spiritual Develop- Peace and Justice Studies 141) ment (cross-listed as Religion 157) Philosophy 185 From Hegel to Nietzsche Classics 26 Ancient Egypt Philosophy 186 Phenomenology and Existentialism Classics 65/165 Journey of the Hero Political Science 41, 42 Western Political Thought Classics 75 Classical Mythology Political Science 134 Comparative Politics of the Middle Classics 148 Time and Festivals in the Ancient World East Classics 151 Ancient Philosophy Political Science 155 Theories of Nationalism English 31 Underworlds Political Science 172 U.S. Foreign Policy in the Middle East English 39 Death and Literature in the 20th Century Religion 6 Philosophy of Religion English 49 The English Bible Religion 35 Introduction to Christianity (cross-listed as English 69 Contemporary Multi-Ethnic Literature History 52) English 77 The Modern Mind Religion 48 Introduction to Islam English 104 The Literature of the Middle Ages Religion 51 Fundamentalism in Comparative Perspective English 108 Virgil and Dante Religion 58 Ethics through Literature English 111 English Literature of the 17th Century Religion 72 Contemporary Arts and Religion English 114 Milton Religion 104 Feminist Theologies English 170 Sexuality, Literature, and Contemporary Religion 113 The Religious and Spiritual Map of Europe, Criticism 300–1500 English 171 Women and Fiction Religion 195 Mystics English 173 Literary Theory Russian 73 The Bible in Russian Literature English 174 Sexuality, Literature, and Contemporary Sociology 143 Sociology of Religion Criticism Spanish 130 Civilization of Muslim Spain English 175 Post-Structural Literary Theory Women’s Studies 72 Introduction to Women’s Studies English 177 Feminism, Literature, Theory World Civilizations 1 A Sense of Place: Cultural English 180 Psychoanalysis and Cultural Criticism Constructions of Place English 181 The Politics of Reading World Civilizations 2 A Sense of Place: From Regional to German 84 East-West Perspectives on Fascism: Japan and Global Germany World Civilizations 5 Time and Festivals World Civilizations 6 Time and Modernity

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World Civilizations 9 Memory and Identity in World Cultures I Russian World Civilizations 10 Memory and Identity in World The Russian Program offers two majors: one in Cultures II Russian Language and Literature and the other in World Civilizations 15, 16 Images and Icons in World Russian and East European Studies (with addi- Civilizations tional courses taught in the departments of History World Civilizations 19 Cultural Conceptions of the Self and Political Science). We offer five years of World Civilizations 22 East-West Perspectives on Fascism: Russian language courses as well as an array of Germany and Japan courses in English, and some in Russian, that World Civilizations 85 Film and Nation: Russia and provide a survey and an in-depth study of Russian Central Asia literature, culture, and film, not only for the our World Literature 120 Central European Writers majors but for all students who want to broaden World Literature 122 South African Writers their knowledge and understanding of the humanities, world languages, and cultures. For both majors UNDERGRADUATE MINOR PROGRAM a semester of study in Russia is strongly recom- The minor in Judaic studies consists of six courses mended (see below). selected from those approved for the major, including at least four primary courses. Four of the UNDERGRADUATE CONCENTRATION six courses must be taken at Tufts and must include REQUIREMENTS a course in which a substantial integrative project Russian Language and Literature is produced. Two years of Hebrew or the equivalent The Russian language and literature major is are strongly recommended. For further information oriented toward the undergraduate student, with consult the program directors. Minor checklist emphasis placed on a sound knowledge of the forms are available at http://ase.tufts.edu/grall/ Russian language, literature, and culture. Because judaic/minor.asp. literature has played a central role in Russia’s intellectual and political life, its study provides the MINOR IN HEBREW student with insight into Russian society, history, The minor in Hebrew consists of Hebrew 21, 22, and culture. At the same time, the moral, philo- 121, and 122 (third- and fourth-year Hebrew sophical, and artistic issues raised by world- language, with an introduction to modern Hebrew renowned writers, such as Dostoevsky, Tolstoy, and literature), or equivalent, and two additional courses Chekhov, are universal in scope and help shape our in Hebrew-based Judaic Studies, from the following understanding of the human condition. Russian list: writers have also had a major impact on the English 49 The English Bible development of the novel, the short story, and History 61 The Modern Middle East from World War I drama all over the world. The major provides a firm Judaic Studies 48 Israeli Film preparation for graduate study in a variety of fields JudaicStudies 73 Aspects of the Sephardic Tradition or potential employment in Russian-related areas, JudaicStudies 84 The Sources of Jewish Tradition such as teaching, translation, government, interna- Judaic Studies 126 Roots of the Jewish Imagination tional business and law, journalism, and consulting. Judaic Studies 132 The Book of Genesis and Its Special attention is paid to reading, speaking, and Interpreters composition in modern Russian, to modern and Judaic Studies 136 King David and the Israelite Monarchy historical approaches to literature and culture, as Judaic Studies 150 Music and Prayer in the Jewish well as to how literature and culture shape and Tradition influence history and politics. Religion 21 Introduction to the Hebrew Bible The major requires ten courses as follows: Students who place out of third or fourth-year a. Russian 21 and 22. Hebrew by language placement exam must still take b. Three advanced (100-level) courses conducted a total of six courses, chosen from the above list. in Russian. At least one of these must be in Russian literature (Russian 131, 132, or another

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100-level course in literature). At least one must b. Six courses with a primary focus in the Russian be a language course (e.g., 121 or 122). An and East European area chosen from the advanced course in some special topic (e.g., following three categories: 1) history 2) political Russian 123, 125, 191, 192) may be substituted science, and 3) literature and the arts. At least for Russian 121 or 122 with program approval. one course in each of the three categories and at Students coming back from a semester in Russia least three courses from a single category must are required to take one 100-level course be taken. One of the courses must be a special conducted in Russian. (Students going abroad in topics course, seminar or an advanced directed the spring of senior year must take one 100-level study. course in Russian before leaving.) c. Students who place out of Russian 21, 22, 121 c. Four courses in Russian literature (must include and/or 122 on the basis of the Russian language Russian 60 and either 61 or 62). placement examination administered by the d. One additional course in Russian culture department still need to take ten courses to (literature, art, music, ﬁlm, history, political complete the major. science, or religion). e. Students who place out of Russian 21, 22, UNDERGRADUATE MINOR PROGRAM 121and/or 122 on the basis of the Russian The department offers a minor in Russian requiring language placement examination administered the completion of six courses above the intermedi- by the department still need to take ten courses ate level (Russian 3, 4). These must include two to complete the major. courses at the 100 level taught in Russian and may include up to two culture courses in English. Minor Russian and East European Studies checklist forms are available at http://ase.tufts.edu/ The Russian and East European Studies major grall/Russian/equirements.asp#minor. offers the student training in the history, politics, literature, and arts of Russia with some study of RUSSIAN/SLAVIC CULTURE HOUSE Eastern Europe, as well as a grounding in contem- The department administers the Russian/Slavic porary oral and written Russian. The major is Culture House, a coeducational undergraduate designed for students who intend to pursue careers dormitory that serves as an informal center for in which familiarity with Russia and the East Euro- Russian and East European studies on the campus. pean area is an attractive or necessary asset, or for The house sponsors dinners, ﬁlms, receptions, and students planning to enter graduate school in law, lectures. Residence in the house is open to all business, international relations, or diplomacy with students who satisfy any of the following require- a specialization in Russian and East European ments: 1) enrollment in courses related to the affairs. The area concentration also prepares Russian and East European culture area (languages, students for graduate work in Russian and East history, literature, art, political science, or econom- European studies. ics), 2) Slavic or East European background, or 3) a strong interest in the area. Applications for Ten courses as follows: residence in the house are available from the a. Four core language courses: Russian 21, 22,121, department early in the spring semester. 122. For Russian 121 and 122 the student may substitute Russian 123, 125, 131, and 132 or any STUDY OPPORTUNITIES IN RUSSIA advanced course related to the area in which all Majors are encouraged to study in Russia for a readings are in Russian. Students coming back summer, semester, or full year. Recommended from a semester in Russia will be required to programs include CIEE, ACTR, and Middlebury take one 100-level course conducted in Russian. College. All students studying abroad are required (Students going abroad in spring of senior year to take a placement exam upon their return. For must take a 100-level course in Russian before more information, see the Russian program faculty. leaving.) For more detailed information, please visit the website http://www.tufts.edu/as/ger_rus_asian.

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Adjunct Professor R. Bruce Hitchner, Classics; Roman Greek history, archaeology and international relations (FOR DEGREE REQUIREMENTS, SEE CLASSICS.) Adjunct Professor John C. Perry, The Fletcher School of Law and Diplomacy; Japanese diplomatic history Adjunct Associate Professor Steven W. Hirsch, Classics; Greek, Roman, and Near Eastern history History Adjunct Assistant Professor Heather D. Curtis, Religion; Professor Virginia G. Drachman, Chair; Arthur Jr. and History of Christianity, American religious history Lenore Stern Chair in American History; Women in the U.S., Adjunct Senior Lecturer John C. Schneider, Tisch College; medicine and society in the U.S., modern U.S. U.S. urban and social history Professor Ina Baghdiantz McCabe, Darakjian and Jafarian Adjunct Lecturer Steven Cohen, Education; History, Chair in Armenian History; Armenia and cross-cultural world political science and philosophy, curricula instruction, practice history of teaching history and political science Professor Leila Fawaz, Issam M. Fares Chair in Lebanese and Eastern Mediterranean Studies, Middle East The study of history reveals the past, enlightens Professor Ayesha Jalal, Mary Richardson Professor of the present, and influences the future. Historians History; South Asia, the Muslim world seek to understand how nations, societies, and Professor Peniel Joseph, Modern U.S., African American individuals have lived and thought, and why they Professor Gary P. Leupp, Japan have behaved the way they did. Supplying the Professor Howard L. Malchow, Walter S. Dickson Professor context that informs art, ideas, institutions, and of English and American History; Modern Britain, Europe events, history illuminates all of human experience. Professor Beatrice F. Manz, Middle East and Inner Asia Trained to examine evidence carefully and Professor Steven P. Marrone, Medieval, early modern evaluate received interpretations of the past, Europe students construct their own understanding of Professor Daniel Mulholland, Russia and modern Germany historical processes and occurrences, building Professor Hugh Roberts, Edward Keller Professor of North arguments from primary sources, historians’ African and Middle Eastern history, North Africa, Middle East writings and appropriate theoretical literatures. In Professor Christopher Schmidt-Nowara, Prince of Asturias history you also write gripping narratives, empa- Chair in Spanish Culture and Civilization thize with the experiences of people who have gone Professor Reed Ueda, Industrial and urban U.S. history, before and re-imagine past worlds. immigration, American social history, comparative and world The Tufts History faculty promotes a diversity history of approaches and ways of understanding the past. Professor Peter Winn, Latin America From the history of medicine, to labor and migrant Associate Professor Benjamin Carp, Early American history histories, to transnational and material culture, Associate Professor Jeanne Penvenne, Africa; Labor and courses challenge students to analyze historical social history of Mozambique material. The Department offers a wide range of Assistant Professor David Ekbladh, Modern U.S., U.S. in courses designed to meet the needs and interests of the world students with differing concerns and levels of Assistant Professor Elizabeth Foster, Modern France in the preparation. General surveys (numbered below 100) world, colonial West Africa cover entire periods, fields, or geographic areas, Assistant Professor Kris Manjapra, Modern South Asia, while thematic courses (numbered 100 to 189) modern Germany, intellectual history provide more specific, comparative, or regional Assistant Professor Alisha Rankin, Early modern Europe perspectives. Foundation Seminars (announced Assistant Professor Man Xu, Modern China and East Asia each semester and numbered History 90-97) Lecturer David Proctor, Europe introduce undergraduate majors to the historian’s SECONDARY APPOINTMENTS: craft; Research Seminars (numbered 190 to 197) Adjunct Professor Gregory R. Crane, Classics; Winnick provide them with the opportunity to practice it Family Chair in Technology and Entrepreneurship; Greek through a significant research project. Students literature, computers and classics interested in specialized work are encouraged to explore independent study or to consider the option of writing a Senior Honors Thesis.

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Undergraduates may adopt history as either a UNDERGRADUATE MINOR PROGRAM major or a minor concentration. The History The department offers a minor in history requiring Graduate Program offers the M.A. degree, with the a minimum of five courses in history to which the option of earning a certificate in Museum Studies, following conditions apply: 1) One history course and (in a limited number of fields) the Ph.D. covering the pre- or early-modern period 2) One history course in at least two of three areas: North UNDERGRADUATE CONCENTRATION America, Europe, other world areas (e.g., Africa, REQUIREMENTS Latin America, Middle East/ Central Asia, East The History Major requires completion of a mini- Asia, or South Asia) 3) Three courses developed as mum of 10 courses, ordinarily to be taken within a coherent core in consultation with the student’s the department. History courses taken at Tufts’ History advisor. programs abroad or transferred from other accred- Both majors and minors: Please note that a single course ited institutions may be counted toward the may fulfill several of the concentration requirements. minimum of ten courses. Courses taken outside of Tufts, however, do not count as graded courses. No DEPARTMENTAL HONORS more than four of the history major concentration When nominating seniors for honors, especially requirements may be transferred from other magna and summa, the department looks carefully institutions. at qualitative issues—performance in Foundation In consultation with their advisor (normally and Research Seminars, evidence of sophistication prior to taking such courses), majors may count up in work beyond the introductory level (e.g. work in to two courses from outside the department in cases advanced courses, Senior Thesis and independent where it may be difficult or impossible to complete study)—and not simply the quantitative criteria of their concentration core (see below) within the GPA and As earned. department. Such courses may not count toward either of the seminar requirements. A minimum The Senior Honors Thesis in History grade of C- is required in all courses counted The Senior Honors Thesis program in History is towards the completion of the major. Of the ten intended for those students who have a record of courses, the following are required: 1) One Founda- high performance in upper-level history courses tion Seminar (a high-demand course) to be and who have developed an interest and some back- completed during the sophomore year or as soon as ground in a well-focused research topic. Students possible after declaration of the major 2) One interested in writing a Senior Honors Thesis should course covering the pre- and early-modern period consult their advisors, the guidelines described 3) One course in U.S. history, one in European under Thesis Honors Program in this bulletin and history, and one in any two of the following areas: the History Department web pages. For an Honors global/transregional, Africa, Latin America, the Thesis in History the thesis committee must have Middle East or Central Asia, East Asia, and South three members: two from History and one from an Asia 4) Four or more courses to serve as a concen- outside department. tration core (this may be defined geographically or topically) 5) One Research Seminar (a high-de- GRADUATE PROGRAM mand course) to be taken within the History The Tufts History Department encourages students Department at Tufts. to study subjects and problems that transcend In consultation with their advisor, majors should traditional academic constraints and consider prepare for their research seminar by taking courses, national and regional histories in the broadest either at Tufts or abroad, that build toward this possible contexts. Our collaborative approach places capstone experience. Ordinarily a Research Seminar an emphasis on global or interregional connections will form part of the concentration core. Those and comparisons, as well as on the use of interdisci- intending to write a Senior Honors Thesis (see plinary methods. below) should plan to take their research seminar in The Tufts History Graduate Program cultivates the second semester of their junior year or, at the academic excellence and prepares students for latest, the first semester of their senior year. leading roles in education and research, as well as in

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the fields of business, administration and world methodology must indicate a plan to acquire this affairs. knowledge within two years. The Tufts Graduate Program offers the M.A. Normally, students are expected to complete the degree in History or in History and Museum program within two academic years. The successful Studies. It also offers individual courses to students completion of ten courses is required. These courses earning a certificate in Museum Studies. The Ph.D. must include the following: the Historiography is offered in Modern South Asia and Global Proseminar (History 200), one Graduate Collo- History. quium, at least one Research Seminar, either an Members of the History Department offer additional Research Seminar or one semester of preparation at the M.A. level in regional fields that directed graduate research. include South Asia, East Asia, Africa, Latin Up to two of the ten courses required for the America, Europe and the United States. In addition master’s degree may, by prior agreement with the to the regional fields, the department supports principal advisor, be taken in a department other thematic fields, which combine interdisciplinary than History. Students may take selected under- and comparative approaches. Students who choose graduate courses, numbered 1 through 99, for not to specialize in a regional field may select a graduate credit by enrollment in the related thematic field of study such as the following: 200-level readings course by arrangement with the Civil society, the Public Sphere, and the State principal advisor and the relevant instructor. Film, Media, and History Graduate students may not take undergraduate Gender and Sexuality colloquia. Appropriate courses offered by the International and Intercultural Relations Fletcher School will be accepted by petition for Colonialism and Postcolonialism graduate credit in History. Labor and Social Movements A student may devote two out of ten courses to Nationalism and Collective Identity the writing of a thesis. In that case, only one additional course needs to be allocated for a Master of Arts in History Research Seminar or directed graduate research. In The Master’s Program is a small, selective program the second year of graduate study the student will of graduate study that emphasizes comparative present a research project drawn from graduate understanding of historical processes. It is orga- course work at Tufts to an ongoing Graduate nized around colloquia in comparative and regional History Roundtable for critical discussion. Students topics, the preparation of specified fields, and will choose two fields of study to be prepared for individual research in consultation with a faculty examination. These fields may be regional or member. comparative in focus. Each student will consult The program is designed both to prepare with his or her principal advisor and a field students for doctoral programs in history and to committee to design a sequence of courses that will enhance the historical knowledge and interpretative provide preparation for examinations in each field. skills of professionals working in secondary schools, Examinations must be taken at least six weeks prior libraries, foundations, and museums. GRE scores to graduation. If the student chooses to write a (verbal, quantitative, analytical) and, if appropriate, thesis, only one field, different from the field of the TOEFL, are required for admission to the graduate thesis, need be prepared for examination. history program. Since the curriculum depends greatly upon individualized interaction between Program in Museum Studies and History faculty and students, admission is contingent, in The Tufts Museum Studies Program provides part, on an appropriate match between faculty and qualified Post-baccalaureate students with profes- student interest. sional training in the administration, preservation, Completion of the program requires proven and interpretation skills required for a career in the reading proficiency in at least one foreign language museum field. The Certificate in Museum Studies or mastery of a research methodology in another requires four graduate-level courses and an on-site discipline. Anyone who plans to meet the require- internship. History M.A. candidates may take ment in a foreign language or disciplinary research individual Museum Studies courses that fit into their program. Students interested in the museum

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studies courses or the certificate program should oral and written examinations in three fields, based contact the Office of Graduate Studies or visit the on course work and readings, administered by the website at http://ase.tufts.edu/museumstudies. appropriate members of the department; disserta- Criteria for admission to the Master’s Program tion directed by the supervising faculty, to be read in History and Museum Studies are the same as and defended before a committee including the those for the Master’s Degree in History alone. The advisor, at least one other member of the depart- requirements for completion of a Master’s Degree ment, and a third faculty member in the field, in History and Museum Studies are: 1) The drawn, if possible, from another institution. This successful completion of eleven courses, including defense will also include presenting a chapter to the the Historiography Proseminar (History 200), one Graduate-Faculty Roundtable. See additional research course, the Museum Studies Foundation requirements for the South Asia Ph.D. below. course, three Museum Studies elective courses, and the Museum Studies internship 2) Preparation Modern South Asia of one regional or comparative field of study and The Tufts History Department has a distinguished examination in that field (see requirements in tradition of offering doctoral training in Modern preceding description of Master’s degree in South Asian history. Successful Ph.D. candidates History); a thesis is optional 3) The presentation of have gone on to obtain positions in some of the one research project drawn from course work to the most prestigious institutions of American academe. Graduate History Roundtable. The program provides doctoral students with an ambience geared to intense and focused research Doctor of Philosophy into the most pressing questions of South Asian The Tufts History Department offers the Ph.D. in scholarship today, while also connecting students to History in a limited number of fields: Modern the larger international expertise of the Tufts South Asia, and Global History. The Ph.D. History Faculty, as well as the resources of the Tufts program in history accepts only well-prepared Fletcher School of Law and Diplomacy. Students students who intend to work closely with a in this major field also partake of the active particular Tufts faculty member in a limited number intellectual life surrounding South Asian studies in of fields. Students in the Tufts M.A. program may the Boston area, including the Center of South apply to be transferred into the Ph.D. program after Asian and Indian Ocean Studies at Tufts University one year of study, and the department will consider http://ase.tufts.edu/southasian/. applications from students who have completed a The Modern South Asia Ph.D. immerses master’s degree in history or the equivalent students in both the breadth and the detail of a elsewhere. complex arena of historical inquiry. Students study Requirements for admission are as follows: local and regional specificities, and also the exceptional performance in M.A. course work; large-scale political, economic, social, cultural and proficiency on entrance in at least one foreign intellectual interactions that have made South Asia language (proficiency in two foreign languages is a nexus for globalizing forces in the modern period. required before completion of the degree); GRE Focus is placed on building expert skills in (Aptitude section only) and, if appropriate, historical reasoning and analysis, in good writing TOEFL; detailed statement of intent, including and exposition, and in historiographic theory and discussion of planned dissertation field; the written debates. support of a primary Tufts faculty sponsor, who will Students who enter the Ph.D. program in have arranged for at least one other faculty advisor. Modern South Asian history at Tufts secure Students admitted with a master’s degree from themselves a place in a scholarly tradition that has another university will be allowed to transfer up to significantly influenced academic discussions in the eight course credits. United States and abroad by the formulation of Requirements for completion: proficiency in two new themes and heuristic categories, and by the foreign languages; completion of sixteen courses at impressive caliber of its work. the graduate level, including the historiography Additional requirements for the Ph.D. in proseminar and two graduate colloquia; at least Modern South Asian History: three semesters of independent readings or research;

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Language requirements: English, at least one major For more information and an application, contact South Asian language, and one other appropriate the Office of Graduate Studies at 617-627-3395 or language; visit the website http://gradstudy.tufts.edu/. Primary field of concentration: Nineteenth-and twentieth-century South Asia; Secondary geographic field: An appropriate field in Human Factors the history of the Middle East, East Africa, Central Engineering Asia, Southeast Asia, or East Asia; (SEE ENGINEERING PSYCHOLOGY/HUMAN FACTORS Thematic field: An appropriate interdisciplinary ENGINEERING.) and comparative field in topics such as nationalism, agrarian or labor history, world history. For more detailed information, please visit the website http://ase.tufts.edu/history/. Interdisciplinary Studies The Center for Interdisciplinary Studies (CIS) brings together a group of programs that share a Human-Computer common interest in the application and integration of diverse perspectives and methodologies in order Interaction to better understand our world. The center is FACULTY ADVISOR: committed to building links between programs, Professor of the Practice Daniel J. Hannon, Mechanical developing new courses, training faculty to employ Engineering interdisciplinary approaches in the classroom, sponsoring speakers and conferences, and promot- With hardware processing power increasing and ing interdisciplinary research. The center also serves software development techniques improving, the as a clearinghouse for information on interdisci- user interface is fast becoming the key bottleneck in plinary activities on campus. Programs directly developing computer products that meet market administered through CIS are: needs. When interface design does not reflect the Interdisciplinary Studies Major needs of the intended user, products fail in the Latin American Studies marketplace and enormous sums of money are Middle Eastern Studies spent on documentation, help lines, and training For more information and other affiliated interdis- courses to overcome the difficulties of running ciplinary programs, visit the CIS website at: programs. Much of this difficulty can be avoided http://cis.tufts.edu. with proper attention to both the physical and the psychological constraints of the user. CIS Senior Thesis In an interdisciplinary collaboration between Arts, Sciences, and Engineering students who wish the Department of Psychology, the Department of to write a senior thesis outside their major area of Electrical and Computer Engineering, the Depart- concentration may be eligible to write a CIS senior ment of Computer Science, and the Department thesis. The student must satisfy the CIS board that of Occupational Therapy at Tufts, this four-course, the topic falls outside the purview of any depart- graduate-level certificate is designed to train the ment or interdisciplinary program and that next generation of computer professionals for significant course work and/or faculty directed tomorrow’s complex challenges. The program is research relevant to the thesis topic has been open to individuals with a bachelor’s degree, and is accomplished. The student must assemble a designed to be pursued on a part-time basis by committee of three faculty readers with expertise in computer programmers, Web designers, human the disciplines involved, one of whom is designated factors professionals, software engineers, and user as the chair of the committee and who is respon- interface designers who wish to develop or enhance sible for submitting a grade and designating the their user-interface design and implementation amount of credit for the thesis course work. One skills. member of the committee must be from a depart-

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ment or program in which the student is majoring. Cultural areas The topic must be approved by the CIS board. ILVS majors select a primary and a secondary area Application and relevant dates can be found on the of study. This is usually a geographical area (Russia, CIS website. Students who would like to be Germany, Latin America, the Middle East) or a recommended for degrees with honors by depart- more conceptual area (the modern novel, the end of ments that require a thesis should be aware that realism). Normally, these areas reflect one’s these departments require a thesis within their own language preparation—Japanese and Japan, Chinese department and a CIS thesis will not usually count and China—but this is not always the case. For as a substitute. However, students may apply for a example, a native speaker of French might choose CIS thesis to count as an honors thesis in the French and Spanish as his languages, and Spain and Thesis Honors Program like a thesis in any other Japan to be his areas of cultural study. Or someone discipline by assembling a thesis committee and just starting Chinese and interested in film might filing the appropriate paperwork. If the CIS thesis choose China as a primary area and American film is to qualify as an honors thesis, the chair of the as a secondary area. In all cases, ILVS requires the thesis committee must be from a department or study of more than one culture. program in which the student is majoring. Theory courses For more information, visit the CIS website ILVS students are required to take courses from an http://cis.tufts.edu. approved selection of literary, film, visual, gender, and culture theory courses. Choices will vary International Literary according to disciplinary focus. and Visual Studies A senior project or thesis A senior project is required. ILVS is both inter- CO-DIRECTORS: disciplinary and multicultural, therefore, the Professor Charles Inouye, German, Russian, and Asian number of courses available to a student doing the Languages and Literatures major is large. For this flexibility to work to one’s Professor Isabelle Naginski, Romance Languages advantage, each student should have a conceptual focus, developed in consultation with one’s major The program in International Literary and Visual advisor. This might be a question about a certain Studies makes possible the study of literature, film, cultural phenomenon, or an aesthetic school, style, and visual arts in an international context. ILVS or problem. For example, “What is the relationship students share an interest in literature, cinema, and between art and politics?” Or, “How is art education visual arts, which they approach in a comparative, handled in different cultures, and to what effect?” theoretical way. Alternatively, you might also focus on an interaction or common development in two or more UNDERGRADUATE CONCENTRATION cultures, or on a particular genre or form. Ideally, a REQUIREMENTS student’s conceptual focus will lead to a senior Language Preparation for the Major thesis or project—such as a scholarly study, a film, Students are to have or to attain competency in a photo exhibit, a creative writing project, etc. one foreign language (to 122 or equivalent), and are strongly urged to begin the study of a second. (In Courses some cases, depending on the student’s background, The major consists of twelve courses, not counting one of these might be English.) those taken for language preparation. At least one of the twelve courses should be either a seminar, an Disciplinary focus intensive course requiring a substantial integrative ILVS offers three tracks—literature, film, and the project, or independent study leading to a senior visual arts (painting, photography, performance, etc. project or thesis. The particular distribution of A student focuses on one, but also does work in the courses is determined by the disciplinary track other two. selected by the student. Courses that might serve

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two categories of the requirements cannot be III. Cross-cultural and/or gender-oriented literary double-counted within the major. Any departures or visual studies (two courses) from the proportions or content of these categories The student must take two courses of a cross- must be approved by petition to a committee of cultural or gender-oriented nature in a literary or core faculty. Here is the distribution of required visual art, or from ﬁlm and visual arts courses courses for each of the three possible tracks. [chosen from course lists on http://ase.tufts.edu/ grall/ILVS/requirements.asp.] LITERATURE EMPHASIS I. National and ethnic literatures (six courses) IV. Film theory and cultural theory (two courses) The student must take six literature courses—four The student must take one course in ﬁlm theory in the primary cultural area and two in secondary plus one course in cultural theory [chosen from area—preferably in the foreign language being course lists on http://ase.tufts.edu/grall/ILVS/ studied. requirements.asp.]

II. Visual arts and/or ﬁlm (two courses) VISUAL STUDIES EMPHASIS The student must take two courses in ﬁlm or the I. National and ethnic literatures (three courses) visual arts (normally, one in each cultural area, The student must take three literature courses, chosen from course lists on http://ase.tufts.edu/ two in the primary cultural area and one in the grall/ILVS/requirements.asp.] secondary area.

III. Cross-cultural and/or gender-oriented literary II. Visual arts (five courses) The student must take or visual studies (two courses) The student must five courses in visual arts, normally including one in take two courses of a cross-cultural or gender- the primary cultural area and one in the secondary oriented nature in a literary or visual art or from area. The student may substitute, for one of the five film and visual arts courses [chosen from course courses, a course in film or two studio courses in a lists on http://ase.tufts.edu/grall/ILVS/requirements. visual art (drawing, painting, sculpture, filmmaking, asp.] etc.) [chosen from course lists on http://ase.tufts. edu/grall/ILVS/requirements.asp]. IV. Literary and cultural theory (two courses) The student must also complete one semester of III. Cross-cultural and/or gender-oriented literary literary theory and one semester of cultural theory or visual studies (two courses) The student must [chosen from course lists on http://ase.tufts.edu/ take two courses of a cross-cultural or gender- grall/ILVS/requirements.asp.] oriented nature in a literary or visual art or from film and visual arts courses [chosen from course FILM EMPHASIS lists on http://ase.tufts.edu/grall/ILVS/requirements. I. National and ethnic literatures (three courses) asp]. The student must take three literature courses, two in the primary culture area and one in the IV. Visual and cultural theory (two courses) secondary area. The student must take one course in visual theory and one course in cultural theory [chosen from II. Film (five courses) course lists on http://ase.tufts.edu/grall/ILVS/ The student must take five courses in film, normally requirements.asp]. including one in the primary cultural area and For more detailed information, please visit the another in the secondary area. The student may website http://ase.tufts.edu/grall/ILVS/index.asp. substitute, for one of the five courses, a course in visual arts or a studio course in some domain of filmmaking (screenwriting, directing, acting, etc.) [chosen from the course lists on http://ase.tufts. edu/grall/ILVS/requirements.asp.]

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Associate Professor Nina Gerassi-Navarro, Spanish International Relations Associate Professor Kelly Greenhill, Political Science DIRECTOR: Associate Professor David Gute, Civil and Environmental Associate Professor Drusilla Brown, Economics Engineering Associate Professor Raymond Hyatt, Public Health & CORE FACULTY: Community Medicine Professor Ina Baghdiantz-McCabe, History Associate Professor Ikumi Kaminishi, Art and Art History Professor Gregory Crane, Classics Associate Professor Erin Kelly, Philosophy Professor Robert Devigne, Political Science Associate Professor Brigitte Lane, French Professor Leila T. Fawaz, History Associate Professor David Locke, Music Professor Gerard Gasarian, French Associate Professor Christina Maranci, Art and Art History Professor David M. Guss, Anthropology Associate Professor Bernhard Martin, German Professor Brian Hatcher, Religion Associate Professor Margaret McMillan, Economics Professor Hosea Hirata, Japanese Associate Professor Lionel McPherson, Philosophy Professor Bruce Hitchner, Classics Associate Professor Jayanthi J. Mistry, Child Development Professor Charles Shiro Inouye, Japanese Associate Professor Jeanne M. Penvenne, History Professor Yannis Ioannides, Economics Associate Professor Sarah Pinto, Anthropology Professor Ayesha Jalal, History Associate Professor Elizabeth Remick, Political Science Professor Vida Johnson, Russian Associate Professor Hugh Roberts, History Professor Paul Joseph, Peace and Justice Studies/Sociology Associate Professor Pearl T. Robinson, Political Science Professor Howard Malchow, History Associate Professor Modhumita Roy, English Professor Beatrice Manz, History Associate Professor Rosalind H. Shaw, Anthropology Professor Jose Antonio Mazzotti, Spanish Associate Professor Oxana Shevel, Political Science Professor Malik Mufti, Political Science Associate Professor Jeffrey Taliaferro, Political Science Professor Daniel M. Mulholland, History Associate Professor Rosemary Taylor, Community Health / Professor Isabelle Naginski, French Sociology Professor Susan Napier, Japanese Associate Professor Joseph Walser, Religion Professor George Norman, Economics Assistant Professor Michael Beckley, Political Science Professor Peter Probst, Art and Art History Assistant Professor Amahl Bishara, Anthropology Professor Daniel J. Richards, Economics Assistant Professor Ryan Centner, Sociology Professor Christopher Schmidt-Nowara, History Assistant Professor Arthur Chiang, Economics Professor Tony Smith, Political Science Assistant Professor Heather Curtis, Religion Professor Enrico Spolaore, Economics Assistant Professor David Ekbladh, History Professor Vickie Sullivan, Political Science Assistant Professor Elizabeth Foster, History Professor Reed Ueda, History Assistant Professor Kenneth Garden, Religion Professor Peter Winn, History Assistant Professor Eva Hoffman, Art and Art History Professor Christiane Zehl Romero, German Assistant Professor Kelsey Jack, Economics Professor Xueping Zhong, Chinese Assistant Professor Richard Jankowsky, Music Associate Professor David Art, Political Science Assistant Professor Ning Ma, Chinese Associate Professor Gloria Ascher, German/Judaic Studies Assistant Professor Kris Manjapra, History Associate Professor Paula Aymer, Sociology Assistant Professor Nimah Mazaheri, Political Science Associate Professor Cristelle Baskins, Art and Art History Assistant Professor Alisha Rankin, History Associate Professor Nancy Bauer, Philosophy Assistant Professor Dennis Rasmussen, Political Science Associate Professor Marcelo Bianconi, Economics Assistant Professor Kamran Rastegar, Arabic Associate Professor Drusilla Brown, Economics Assistant Professor Emilia Simeonova, Economics Associate Professor Gregory Carleton, Russian Assistant Professor Ichiro Takayoshi, English Associate Professor Consuelo Cruz, Political Science Assistant Professor Heiwai Tang, Economics Associate Professor David Dapice, Economics Assistant Professor Rodrigo Wagner, Economics Associate Professor Richard C. Eichenberg, Political Assistant Professor Man Xu, History Science Senior Lecturer Edith D. Balbach, Community Health Associate Professor Ioannis Evrigenis, Political Science

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Senior Lecturer Anna Hardman, Economics defray the costs of study, research, or community Senior Lecturer Mark A. Woodin, Civil and Environmental service abroad that adds an international dimension Engineering to the student’s program of study. Each year the IR Lecturer Rana Abdul-Aziz, Arabic program also selects students to represent Tufts at Lecturer Nancy W. Gleason, Political Science several national student conferences. Lecturer Ekaterina Gnedenko, Economics Majors in international relations may take Lecturer David J. Proctor, History advantage of study abroad opportunities and Lecturer Katrina Swett, Political Science participate in the Tufts-in-Talloires summer session, where international relations courses are generally The program offers a rigorous plan of study for offered. Students who study abroad with Tufts and/ undergraduate students with a primary interest in or non-Tufts programs may credit qualified courses international relations. The field of international toward the major, provided that they have obtained relations includes the study of international and approval from the IR program office, have com- regional systems; the foreign relations of states, pleted the appropriate transfer credit preapproval including their political, military, economic, and process, and have submitted appropriate documen- environmental policies; the sources of international tation to the IR program office in Cabot 605. conflict and cooperation; the domestic and trans- Students should consult with their advisor and the national interests and actors that influence states; IR program to make sure course work fulfills and the historical, political, social, cultural, ethical, requirements. Students who study abroad in either and humanistic traditions that impinge on the Tufts programs or non-Tufts programs should international relations of particular states or regions. carefully review all program policies regarding The program is governed by an executive requirements and the number of courses that can be committee representing the departments and taken beyond the Medford campus (see more programs that serve the major. All majors select an information below). academic advisor who is a member of the interna- International relations majors may wish to note tional relations core faculty. the combined-degrees program offered by the First-year students who anticipate majoring in College of Liberal Arts and the Fletcher School of international relations should read the concentra- Law and Diplomacy. Qualified juniors may apply to tion requirements below. Generally, prospective the Fletcher School after they have completed and majors in the first year should select a program of received grades in twenty courses. Details of this study that includes a foreign language and perhaps highly competitive dual-degree program are the first course in international relations (Political described in this bulletin under Combined-Degrees Science 61) and in economics (Economics 5). The Programs; an interview with the Fletcher admis- major is usually declared during the sophomore sions office is required. year, although first-year students are encouraged to consult with the program in planning their course UNDERGRADUATE MAJOR REQUIREMENTS of study, especially if they plan to spend all or part The international relations major requires twelve of their junior year abroad. courses comprised of five core courses and seven The program awards four prize scholarships and courses from one of six thematic concentrations academic awards: the John S. Gibson Prize, the chosen by students. A grade of C- or better is Distinguished Achievement Award in International required for a course to count for the IR major. Relations, the International Relations Research No more than three courses taken abroad may be Scholars Award, and the Anne E. Borghesani applied toward the twelve course major (only one Memorial Prize. The International Relations of which may be applied toward the IR Core Research Scholars Award is designed to enable requirements). The IR capstone requirement (upper promising IR majors to conduct high-level, original level seminar, directed research or senior thesis) research under the supervision of IR core faculty must be completed on the Tufts Medford campus. members in the summer before their senior year. Additionally, the IR program requires proficiency in The Borghesani award, open to sophomores and a language other than English. Details regarding juniors from any concentration, is intended to help the requirements are as follows.

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Language Requirement Latin America The IR major requires oral and written proficiency Middle East and South Asia in a language other than English. Proficiency is 2. INTERNATIONAL ECONOMICS defined as successful completion of eight semesters Choose one of the following: (or the equivalent) of university-level language International economics and trade instruction. All students wishing to major in International economics and finance international relations are required to comply with International economics and environment this requirement. Courses used to fulfill this International economics and development requirement may not overlap with the core or thematic concentration requirements. 3. GLOBAL HEALTH, NUTRITION, AND THE ENVIRONMENT Core Requirements (five courses) 4. INTERNATIONAL SECURITY The Core Requirements constitute the foundation of knowledge that is needed by all majors in 5. THE UNITED STATES IN WORLD AFFAIRS International Relations, regardless of thematic 6. IDEAS AND IDENTITY concentration. They are comprised of broad Choose one of the following: introductory courses that cover the major themes Ideologies and debates within each discipline on the study of Empires/Colonialism/Globalization international affairs. Core courses constitute a major element in establishing a coherent sense of *Descriptions of the thematic concentrations, IR identity and community. The IR program detailed program requirements and policies, and a stongly encourages students to take all Core courses complete list of courses that satisfy the IR major are at Tufts. contained in The International Relations Program Handbook, available in Cabot 605, and on the IR Political Science 61 International Relations website. Economics 5 Principles of Economics One course in international economics* For more detailed information, please visit the One course in theories of society and culture* website http://ase.tufts.edu/ir/. One course in the historical dimension* *See IR website for more details. Italian Studies Thematic Concentration Requirement (seven courses) (FOR DEGREE REQUIREMENTS, SEE ROMANCE Thematic concentrations are designed to pro- LANGUAGES.) videstudents with substantial, in-depth and focused study of an aspect of international affairs. All majors must choose one of the following six Japanese thematic concentrations and complete seven courses (FOR DEGREE REQUIREMENTS, SEE GERMAN, within that concentration. These must include RUSSIAN, AND ASIAN LANGUAGES AND social science, history, and culture courses. At least LITERATURES.) one of the 7 courses must also address the role of the United States in the relevant regional or issue area. Moreover, the normal expectation is that no more than 3 of the 7 courses in each concentration Judaic Studies may be an introductory-level course, and that one (FOR DEGREE REQUIREMENTS, SEE GERMAN, must be a capstone research course (seminar, honors RUSSIAN, AND ASIAN LANGUAGES AND thesis, or directed research).* LITERATURES.)

1. REGIONAL AND COMPARATIVE ANALYSIS Choose one of the following: Africa Latin East and Southeast Asia (FOR DEGREE REQUIREMENTS, SEE CLASSICS.) Europe and the former Soviet Union

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least one course from each of the three disciplinary Latin American Studies areas: arts and literature, social sciences, and history. DIRECTOR: Students may count as many as two courses Associate Professor Nina Gerassi-Navarro, Romance transferred from other institutions or used to satisfy Languages another concentration requirement toward the minor. A grade of C- or better is required for a Latin America is increasingly important in the course to count for the minor. world and for the United States in particular. The 3) Students must complete a capstone project that study of our hemispheric neighbors, the area of integrates at least two of the three disciplinary areas origin of our country’s largest minority group of the minor (arts and literature, social sciences, and according to the 2010 census, is important in itself, history). This project may be a written work, a and also relevant for the understanding of larger performance, or some other creative work for which international issues. Latin American studies is an the student will receive one course credit. Normally, interdisciplinary program that encourages students the project will emerge out of one of the courses to integrate the varying disciplinary perspectives of that the student takes for the minor and will be the arts, literature, social sciences, and history, along advised by the instructor of that course. The with the study of the languages of the area, into a student must also form a committee of at least two coherent view of Latin America. faculty members to evaluate the project, whichh would include the project’s faculty advisor and a Major in Latin American Studies faculty member from the other disciplinary area The major in Latin American Studies offers involved in the project. The format is flexible, but students the opportunity to combine the approach- the content must conform to these guidelines. es of several academic disciplines in a focused study Normally, a student will complete the project in the of the region. In recent decades, Latin America has final semester at Tufts. (See Interdisciplinary Minor become a field of rapid development in the arts, Program for details.) humanities and social sciences. The major’s interdisciplinary approach integrates historical, APPROVED COURSES social, political, economic and cultural perspectives Each semester an updated list of current Latin at both national and regional levels. The program of American studies courses is available from the study culminates in an original interdisciplinary director. Seminars and other courses on the region project on a Latin American subject or in a senior may be offered from time to time and credited seminar. toward the minor or major. Students may also Requirements for the Latin American Studies petition the director to credit courses not included major are 11 courses + 5-semester language in the list. prerequisite. A grade of C- or better is required for a course to count for the major. For more detailed information, please visit the Important note: at least one of the requirements website http://ase.tufts.edu/latinamericanstudies/ should be focused on pre-20th century Latin index.html. America and at least one of the requirements should be focused on indigenous cultures/societies. Latino Studies Minor in Latin American Studies DIRECTOR: There are three requirements for completing an Associate Professor Adriana Zavala, Art and Art History interdisciplinary minor in Latin American studies. l) Students should study one of the region’s The interdisciplinary minor in Latino Studies languages for three years (e.g., Spanish 22) or the requires six credits, which includes required course equivalent. Normally, this language will be Spanish work in Latin America as well as key areas of or Portuguese, but others (e.g., Quechua) may be inquiry concerning race within the U.S. social substituted with the approval of the director. context. This minor allows students to emphasize 2) Students must complete at least five credits in either Latinos’ connections with Latin America or Latin American studies, which should include at their location within the U.S. racial and sociopoliti-

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cal context. All students must take an introductory interested in improving their Spanish will be Latino Studies survey course and participate in a encouraged to seek a project/internship where they capstone experience involving work in one of can strengthen their Spanish proficiency. Boston’s Latino communities. For more information about academic require- The following are required; one introductory ments, please review the Bulletin of Tufts University. survey course, one Latin American survey course, Students interested in pursuing a Latino Studies and one survey course in comparative race relations Minor should register with: in the U.S. context from the list online or an Associate Professor Adriana Zavala, Art and Art approved equivalent. History One core course with at least 50 percent Latino Phone: 617-627-2423 content. With approval of Latino Studies faculty, Email Address: [email protected]. this requirement can be met by taking a Latino Studies course from one of Tufts’ consortium For more detailed information, please visit the partners. website http://ase.tufts.edu/latinostudies/. One elective course relevant to Latino Studies with substantial and/or relevant Latino content, in which student must do a substantial project or Leadership Studies paper on a Latino topic. An independent study DIRECTOR: course with a Latino Studies faculty on a Latino Mindy Nierenberg, Tisch College of Citizenship and Public Studies topic may also count. Service NOTE: Students should check the Latino Studies website for a list of courses that meet these Leadership Studies is an interdisciplinary field that requirements and/or meet with the director of the offers students the opportunity to study leadership minor. All courses taken for the Latino Studies theory from a multi-disciplinary perspective. The minor program must be taken for a letter grade. A field of Leadership Studies compliments any major maximum of two credits from the minor may be at Tufts, and provides students ways to integrate counted toward a major or majors; up to two credits academic, personal, and experiential development. may be used for distribution requirements. Also, Students are encouraged to explore various one language course above the intermediate level, or leadership models while developing their own Spanish for Heritage Speakers (Spanish 23) can leadership style, building skills and knowledge that count as a Core or Elective course. will benefit them while at Tufts and in their lives after graduation. Scholarship in Leadership Studies One capstone experience: The experience must analyzes the influence of historical, political, follow the guidelines of the Interdisciplinary Minor economic, psychological, and technological forces Program by including a project, thesis, performance, on effective leadership and leadership models. or an oral presentation, which integrates the Leadership Studies at Tufts places particular knowledge and methodologies of the disciplines emphasis on leadership that bridges cultural divides involved. The integrative project will be given one and furthers understanding of diverse models of course credit under a CIS (Center for Interdisci- leadership. It is imperative that leadership be plinary Studies) 135 designation and will receive a understood, not only on an individual level, but also letter grade. The capstone can also be fulfilled by regarding the role of organizations-nonprofit, taking Anthropology 183 (Urban Borderlands), a for-profit, governmental, and educational-in community-based research course; by doing a complex societies. supervised internship (CIS-99 LST) in a Latino- Leadership Studies at Tufts is a rigorous oriented organization and a final paper analyzing intellectual program that develops creative, the experience (supervised by Latino Studies analytical and practical skills and attitudes: creative faculty); or an approved equivalent community- to generate a vision; analytical to assess whether based course in which the research undertaken creative ideas are good ideas; practical to execute focuses on Latinos (for example CH180: Commu- ideas and persuade others of their value. Skill nity Health Internship). Spanish majors and others development is further encouraged through courses

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emphasizing public speaking, cross-disciplinary and Tier 2 Courses cross-cultural communication and team building, Courses in Tier 2 allow students to round out persuasion, negotiation, mediation, framing, and their study of leadership. These courses widen the creative problem solving. The Leadership Studies disciplinary foundations of the study of leadership. minor also requires students to analyze issues relating to ethics and decision making, organiza- Tier 3 Courses tional behavior, power and power relations, and To complete the minor, students must engage in a policymaking. In these realms, the minor also practical leadership capstone experience. Students allows for a focus on civic leadership, and the must apply to the director of the program with a importance of the development of the knowledge, prospectus describing the goals, challenges, and skills and values crucial to effective positive change objectives of their leadership experience. Students on local, domestic, and global communities. participating in programs such as the Tisch Scholars Program for Citizenship and Public INTERDISCIPLINARY MINOR Service, the IGL Synaptic Scholars Program, and Students pursuing the interdisciplinary minor in Reserve Officers Training Corps, may apply to have Leadership Studies take a total of six courses at 5.5 that experience count as the capstone, but other credits. Two of these must be Tier 1 core courses leadership experiences may constitute the basis of and two must be drawn from the list of Tier 2 their applications as well. Other examples of courses. The fifth course may be selected from Tier capstone experiences for the Leadership Studies 1 or Tier 2. The director of the Minor in Leader- Minor have included service as a resident assistant, ship Studies advises on course selection to fit each captain of an athletic team, or president of a student student’s interests and to establish the basis for the organization. Structured reflection is a key element Tier 3 capstone senior project. No more than two of the capstone experience. Students will be of the Tier 1 and Tier 2 courses may be taken in a required to meet with other students pursuing the single department. All courses must be taken for a capstone in a half-credit pass-fail seminar. For the letter grade. As a capstone, students must complete seminar, they will write a paper linking their a Tier 3 senior project. Here, students put theory experience to the theories and issues covered in into practice and take a seminar course in which their coursework. they reflect on their experience in the context of As an alternative, and with permission of the their leadership courses. Students apply to the director of the program, students can complete Tier leadership program by considering how the courses 3 by undertaking a senior thesis on leadership. they propose to take and their leadership experience constitute a coherent whole. Management of LEADERSHIP STUDIES CURRICULUM The Leadership Studies curriculum at Tufts consists Community Organizations of many courses drawn from across the range of FACULTY ADVISOR: departments and disciplines at Tufts that either Rusty Russell, J.D., Lecturer, Urban and Environmental Policy directly or indirectly address the issues of leader- and Planning ship. The Director is charged with maintaining an appropriate selection of courses in Tier 1 and 2 Many people who got their start organizing or (including evaluating student petitions to include providing a direct service because of their deep additional courses for credit toward the minor). commitment to an issue have become “accidental managers” of their community organizations. Tier 1 Courses Without the benefit of formal training or theoreti- The courses in Tier 1 develop the intellectual cal grounding, they may find themselves running a underpinnings of Minor in Leadership Studies. growing, complex organization. These courses introduce the basic principles of The certificate in Management of Community leadership and introduce theories of leadership that Organizations (MCO) is a graduate-level certificate have been developed in a number of different program that provides management training within disciplines. the framework of social, economic and political

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values that shape the nonprofit sector. The pro- concentration within their degree. The program is gram’s goal is to train people in effective manage- open to students with a bachelor’s degree and a ment who are committed to social policy and wish background in engineering, science, or mathematics. to work at the community level. The certificate is For more information and an application, contact offered in collaboration with the Department of the Office of Graduate Studies at 617-627-3395 or Urban and Environmental Policy and Planning and visit the website http://gradstudy.tufts.edu/. the Office of Graduate Studies. The certificate requires the completion of four courses that address such issues as financial analysis, program evaluation, urban and social policy, Mass Communications fundraising, and conflict resolution. and Media Studies The program is open to individuals with a (SEE COMMUNICATIONS AND MEDIA STUDIES.) bachelor’s degree and is especially appropriate for new managers of community organizations, those with experience in the field seeking additional management training, midcareer professionals Mathematics interested in pursuing community work, and Professor Boris Hasselblatt, Chair; Dynamical systems individuals who wish to start a new agency or Professor Bruce Boghosian, Fluid dynamics program. Professor Christoph Börgers, Mathematical biology For more information and an application, contact Professor Fulton Gonzalez, Harmonic analysis the Office of Graduate Studies at 617-627-3395 or Professor Mauricio Gutierrez, Group theory visit the website http://gradstudy.tufts.edu/. Professor Marjorie Hahn, Probability Professor Misha Kilmer, Numerical linear algebra Professor Zbigniew H. Nitecki, Dynamical systems Manufacturing Engineering Professor Eric Todd Quinto, Robinson Professor of Mathematics; Tomography and functional analysis Certificate Program Professor Kim Ruane Geometric group theory FACULTY ADVISOR: Professor Montserrat Teixidor i Bigas, Algebraic geometry Professor Anil Saigal, Mechanical Engineering Professor Loring Tu, Algebraic geometry Professor Richard Weiss, William Walker Professor of As the United States continues to compete in Mathematics; Group theory global markets, the need for manufacturing Associate Professor George McNinch, Algebraic groups engineers who can design, build, operate, and Associate Professor Scott MacLachlan, Computational manage competitive production systems has never partial differential equations been greater. Excellence in design and production— Assistant Professor James Adler, Scientific computing especially knowledge of CAD, CAM, CNC Assistant Professor Thomas Barthelme, Dynamical machining, and robotics—is essential as industries systems strive to reduce labor costs, increase productivity Assistant Professor Moon Duchin, Geometry, topology, and profitability, tighten performance standards, groups, dynamics and improve quality. Assistant Professor Genevieve Walsh, Geometry and In collaboration with the Office of Graduate topology Studies, the Department of Mechanical Engineer- Norbert Wiener Assistant Professor Jens Christensen, ing offers a four-course graduate-level certificate in Integral geometry and harmonic analysis manufacturing engineering. The program is offered Norbert Wiener Assistant Professor Alberto Lopez on a part-time, nondegree basis for students seeking Martin, Algebraic geometry professional training in manufacturing engineering. Senior Lecturer Mary Glaser, Combinatorics In most cases, courses taken as a certificate student Lecturer Zachary Faubion can be transferred to a degree program. Graduate Lecturer Gail Kaufmann students may also pursue the certificate as a

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SECONDARY APPOINTMENTS: of Math 126, 128, 151, 152, 161, 162 (excluding Adjunct Professor Lenore J. Cowen, Computer Science; the sequence referred to in the last requirement), Computational biology, theory of computation, algorithm and two electives. Math courses numbered 61 or design and analysis above are acceptable electives. With the approval of Adjunct Professor Diane Souvaine, Computer Science; the Mathematics Department, students may also Design and analysis of algorithms, computational geometry choose as electives courses with strong mathemati- Visiting Scholar Enrique Pujals (IMPA) Dynamical Systems cal content that are not listed as Math courses. Majors are advised to complete Math 42 or 44, Our experience up to date justifies us in feeling sure Math 70 or 72, and Mathematical Modeling by that in Nature is actualized the ideal of mathematical the end of their sophomore year. simplicity. — Albert Einstein UNDERGRADUATE MINOR PROGRAM Spencer Lecture, Oxford, 1933 To minor in mathematics, a student must take six courses in the department beyond the level of UNDERGRADUATE CONCENTRATION Calculus II (Math 34, 36, or 39). These must REQUIREMENTS include Mathematics 42 (or 44) and 72 (or 70), as Option I: Major in Mathematics well as Mathematics 135 or 145 (or both). To major in Mathematics, a student must take ten courses beyond Calculus II (Math 32, 36, or 39). UNDERGRADUATE COURSES These courses must include Math 42 or 44, Math Please note: Students who wish to begin calculus 70 or 72, Math 135, Math 145, Math 136 or 146, should register for either Mathematics 30, 32, or two more 100-level mathematics courses, and three 39. Those interested in computer science, engineer- electives. The electives may include mathematics ing, mathematics, or the physical sciences should courses numbered 50 or above and up to two begin the three-course sequence Mathematics 32, approved courses in related fields. Majors are 34, 42 or the two-course accelerated honors advised to complete Math 42 or 44 and Math 70 or sequence Mathematics 39, 44. Other combinations 72 by the end of their second year. To prepare for of these courses may not be granted full credit (see the proofs required in Math 135 and 145, we the separate course descriptions). Mathematics 4, recommend that students who take Math 70 10, 14, 15, 16, 19, and 30 do not count toward a instead of 72 also take another course above 51. degree in the School of Engineering. Students in the School of Engineering may, with Students entering Tufts starting in the fall of certain exceptions, choose mathematics as a second 2007 will receive an additional half-credit (with area of concentration. To do so a student must grade) for passing Math 32 after receiving credit notify the dean of engineering through the for Math 30. Math 32 must be taken at Tufts and Department of Mathematics at least one semester for a grade in order to obtain this extra half-credit. before graduation. The student must complete a The extra half-credit will not count toward the program that simultaneously satisfies the conditions mathematical sciences distribution requirement. for a degree from the School of Engineering and Math 30 may not be taken for credit after receiving the concentration requirements of the Department credit for Math 32. of Mathematics. Course recommendations Option II: Major in Applied Mathematics To prepare for the proofs required in Math 135 and To major in Applied Mathematics, a student must 145, we recommend that students who take Math take 13 courses beyond Calculus II (Math 34, 36, or 70 instead of 72 also take another course above 51. 39). These courses must include Math 42 or 44, Math 51, Math 70 or 72, Math 87 (Mathematical Mathematics majors interested in graduate school in Modeling and Computing), Math 158, Math applied mathematics are advised to major in applied 135/136, one of Math 145, Comp/Math 61, Comp mathematics. The requirements of that major 15, or Comp/Math 163, one of the following three reflect the appropriate preparation for graduate sequences: Math 126/128, 151/152, 161/162, one school in this field.

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Mathematics for majors interested in graduate school including courses in analysis and algebra. Many in pure mathematics: For mathematical depth, we students fulfill the master’s degree requirements and recommend Mathematics 136, 146, and 158. We obtain a master’s degree in the course of their recommend students take as many 100-level and doctoral studies. higher courses as possible. Master’s Degree We also recommend that students interested in To qualify for the master’s degree a student graduate school in pure or applied mathematics do completes an approved program of at least 9 courses research in mathematics, such as through an NSF in total with at least 3 courses numbered above 200 Research Experience for Undergraduates (REU) with the following guidelines to insure breadth: Program or with a professor at Tufts. 3 courses: 1 each in 3 of the distinct individual areas 1-5 given below, 2 of which are at the 200-level - Mathematics for majors interested in actuarial a full pass on the corresponding Ph.D. qualifying science: We recommend Mathematics 51, 161, examination would count as the course requirement 162, and 136, as well as economics courses such as here. Ec. 105, 107, 108, 150, 152, and ES 152 and 4 courses: Any from areas 1-6 programming. 2 courses: Elective courses which can be any course Mathematics for majors interested in computer numbered above 112 science: We strongly recommend Mathematics 61, 63, 126, and 128, and we recommend 146, 161, Areas: 162, as well as Computer Science 160 and 170 plus 1. Analysis: 211, 212, 213, 136 programming. 2. Algebra: 215, 216, 146 3. Geometry/topology: 217, 218, 167, 168 Mathematics for majors interested in economics: 4. Numerical Analysis: any 200-level Numerical We recommend Mathematics 51, 161, and 162, and Analysis course, 128 136, as well as EC 107-8. We also recommend 5. Partial Differential Equations: any 200-level students take Comp 11. partial differential equations course, 152 6. Other: 158, 162, 163, 170, any course above 200 Mathematics for majors interested in careers in Any part of this requirement may be fulfilled by industry: We recommend Mathematics 51, 151, equivalent courses with prior approval by the 161-162, 135-6, 126-8, and Comp 11 or above. Mathematics Department Graduate Committee. Master’s students must complete at least two Mathematics for majors interested in careers in courses (not counting thesis) each semester until science: We recommend students consult professors five courses counting towards the degree are in the specific science department as well as our satisfactorily completed, unless this requirement is department. waived by the graduate committee. Mathematics for majors interested in teaching high In addition, students are required to participate in school: We recommend Mathematics 61, 63, 112, one of our active research seminars for two terms as 146, and 161, and education courses. We encourage well as the colloquium on a regular basis. students to take Mathematics 136, or 158, or computer science if possible. Master’s Thesis Option: A student fulfills this requirement by writing an GRADUATE PROGRAM expository paper on a specific topic in mathematics The Department of Mathematics offers programs under the direction of a member of the department, leading to the degrees of master of science or arts, and upon completion presenting it before a and doctor of philosophy. Applicants are expected committee of two or more faculty members. The to have mathematical preparation at least equivalent writing of the thesis can be counted as the two to that of an undergraduate major in mathematics, elective courses from the nine courses for the course requirement via numbers 295 and 296.

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Doctor of Philosophy Senior Lecturer and Research Assistant Professor A student who has been admitted to the doctoral Gary G. Leisk, Machine design, non-destructive testing program must first pass oral qualifying examinations Professor of the Practice Dan Hannon, Human factors in in three out of the five fields of analysis, algebra, product design geometry/topology, partial differential equations Professor of the Practice Michael A. Zimmerman, and numerical analysis by the end of their second Material science, thermal manufacturing year. Research Associate Professor Pratap Misra, GPS, The choice of three must be approved in writing emerging satellite navigation systems by the Graduate Director based upon a discussion Research Associate Professor Peter Y. Wong, Thermal with the student by the end of their first semester at materials processing and radiative heat transfer Tufts. This choice can be modified in consultation SECONDARY APPOINTMENTS: with the Graduate Committee. Adjunct Professor Vincent Manno, Franklin W. Olin College Then they must pass a candidacy examination of Engineering; thermal-fluid phenomena, power generation on material studied in preparation for work on a systems dissertation. Adjunct Associate Professor Steven D. Schwaitzberg, The major task of a doctoral student is to write a M.D., Cambridge Health Alliance; haptic feedback for surgical dissertation under the direction of a department training member. This must be a substantial original contribution to the field of the student’s specialty Mechanical engineering is a rich and versatile and must meet standards of quality as exemplified profession that encompasses invention, analysis, by current mathematical research journals. and manufacture of mechanical components and At least one semester’s teaching experience at systems. Broadly speaking, mechanical engineering Tufts is required. is the branch of engineering that encompasses the For more detailed information, please visit the generation and application of heat and mechanical website http://math.tufts.edu/. power. In other words, mechanical engineering is all about the analysis, design and manufacturing of systems in motion. It spans both mature well Mechanical Engineering established industries such as automotive, aero- space, shipping, power, heating and cooling and Professor of the Practice Robert Hannemann, Acting machinery and new and emerging technologies Chair; Thermal sciences, heat transfer such as robotics, medical devices, micro and nano Professor Mark Kachanov, Fracture mechanics micro- devices. Some of the most exciting areas in mechanics of materials mechanical engineering occur where it interfaces Professor Chris Rogers, Robotics, musical instrument with other disciplines. design, fluid mechanics, and engineering education In addition to the traditional disciplines of heat Professor Anil Saigal, Materials engineering, manufacturing transfer, fluid dynamics, dynamics and controls, processes, quality control materials processing, manufacturing, mechanics, Associate Professor Behrouz Abedian, Fluid mechanics, and mechanical design, the Department of electrokinetics and thermal-fluid systems Mechanical Engineering is focused in three Associate Professor Marc Hodes, Sustainable energy, integrated areas of specialization. thermoelectricity and heat transfer Associate Professor Thomas James, Dynamics, mechanics • Mechatronics, which is the interface between and materials engineering mechanical engineering and electronics. This Associate Professor Douglas M. Matson, Solidification specialty encompasses robotics, dynamics and processes, thermal manufacturing, machine design controls, micro electro-mechanical systems Associate Professor Robert White, Microsystems, (MEMS), manufacturing, and advanced dynamics, acoustics and sensors materials. Assistant Professor Luisa Chiesa, Sustainable energy, • Biomechanical systems, which is the interface superconducting materials between mechanical engineering and biology. Assistant Professor Jason Rife, Robotics, dynamics and This specialty includes human factors engi- controls neering, tissue scaffolds, soft-bodied robots,

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micro fluidic systems, biofluidics, biomechan- foundation upon which to build future careers in ics, and biological materials. advanced engineering education and research; • Sustainable energy, which is focused on engineering practice; or non-engineering profes- systems for the generation or consumption of sional training in business, education, law, and power in a sustainable system. This specialty medicine. includes power generation and propulsion The Department of Mechanical Engineering system efficiency and innovation, electronics offers three undergraduate degree programs leading thermal management, sustainable data center to the undergraduate degrees of Bachelor of Science technology, superconducting energy transmis- in mechanical engineering (BSME), Bachelor of sion and storage, wind energy, advanced Science in engineering (BSE), and Bachelor of thermodynamic cycles, heat transfer and fluid Science (BS). The BSME program is accredited by mechanics. the Engineering Accreditation Commission of ABET (www.abet.org). Of the thirty-eight course The department also has a special focus on credits required for the professional degrees engineering education and education outreach. The accredited by the Engineering Accreditation Center for Engineering Educational Outreach has Commission of ABET, a minimum of 9.5 course three main areas of interest: research in engineering credits must be completed in college level math and education, outreach to the local and global commu- basic science subjects appropriate to the discipline nity of teachers, and educational tool development. and a minimum of 14.5 course credits must be It is best known for its work with the LEGO completed in Engineering topics, consistent with Group in developing ROBOLAB, the educational ABET general and program criteria. The BSME version of LEGO Robotics. Over 40 engineering program qualifies graduates for the Fundamentals undergraduates work with the Center every of Engineering (FE) examination, which is the first semester to go into local classrooms to help step toward registration as a licensed professional teachers bring engineering to their class. engineer. The mission of the Department of Mechanical Engineering is to provide educational experiences Bachelor of Science in Mechanical Engineering that give students a sound basis for professional Consistent with the requirements for ABET practice and a career of lifelong learning. Each accreditation, the objectives of the BSME program program has specific objectives, but the common are presented here. We expect that graduates of the goal is to learn fundamental principles of mechani- BSME Program will: cal engineering and to master engineering methods to solve challenging technical problems and to 1) Integrate fundamental engineering, mathematics, communicate these solutions to the technical and and science principles to solve engineering or other nontechnical community. The department strives to professional challenges in an interdisciplinary offer programs that are recognized as distinctive in environment. their combination of technical quality, diverse areas 2) Develop successful engineering or professional of technology, and attention to the individual. careers, either directly after an undergraduate degree or after pursuing graduate studies. UNDERGRADUATE PROGRAM 3) Communicate both technical and non-technical The undergraduate curricula is based on a strong principles to a wide range of audiences. foundation in the physical, mathematical, and 4) Demonstrate leadership both through their engineering sciences and enriched with courses in individual efforts and through the roles attained the humanities and social sciences. This skill set is within their respective organizations. augmented with hands-on laboratory and practical With the assistance of a faculty advisor, students design experiences. Students select upper-level should individually plan a program and, if desirable, elective courses to offer exposure to a wide range modify that program each term as their experience of advanced and applied courses in thermal-fluid and plans develop. In consultation with their sciences, design methodology, materials and advisors, students select a course of study that not materials processing, manufacturing, applied only satisfies program requirements but also reflects mechanics, and system automation and control. their unique educational objectives. This provides students with a broad intellectual

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CORE PROGRAM: Senior Year Freshman Year FALL TERM FALL TERM Mechanical Engineering 43 Senior Design Projects Intro Engineering 2 Engineering Graphics & CAD Mechanical Engineering Concentration Elective (half credit) Foundation Elective Intro Engineering Elective (half-credit) HASS Mathematics 32 Calculus I Free Elective Physics 11 General Physics I SPRING TERM English 1 Expository Writing ME Concentration Elective SPRING TERM ME Concentration Elective Engineering Science 2 Introduction to Computing in ME Concentration Elective Engineering Humanities/Arts or Social Science elective Mathematics 36 Applied Calculus II Free Elective Chemistry 1 Chemical Fundamentals Humanities/Arts or Social Science elective The above courses, in conjunction with the courses taken in the first year, satisfy the following distribu- Sophomore Year tion requirement: FALL TERM a. A total of ten credits in introductory engineer- Engineering Science 3 Introduction to Electrical Systems ing sciences: four courses in biology, chemistry, Engineering Science 5 Introduction to Mechanics – Earth and ocean sciences, or physics, including Statics & Dynamics Physics 11, Chemistry 1 or 16, and either Mathematics 42 Calculus III Physics 12 or a second course in chemistry, four Physics 12 or Chemistry 2 General Physics II or courses in mathematics comprised of Math- Chemical Principles ematics 32, 36, 42, and 51, and two credits in Humanities/Arts or Social Science elective introductory engineering to include Engineering SPRING TERM Science 2 and Introductory Engineering 2 Engineering Science 7 Thermodynamics (including a half-credit project-based course). Engineering Science 9 Applied Mechanics – Strength of Many students opt to include biology in their Materials electives, reflecting the increasing importance of Mechanical Engineering 1 Mechanical Design & biomedical engineering applications in Mechan- Fabrication ical Engineering. Mathematics 51 Differential Equations b. A total of six courses in humanities, arts and Foundation Elective social studies (HASS), including English 1or 3. At least one humanities and one social sciences Junior Year course must be included. Acceptable HASS FALL TERM electives are available from Student Services at Engineering Science 8 Fluid Mechanics https://webcenter.studentservices.tufts.edu/ Mechanical Engineering 25 Engineering Materials coursedesc/distribution_requirements_en.aspx. Mechanical Engineering 37 Dynamics & Vibrations Courses selected must include a minimum of Mechanical Engineering 42 Machine Design II one credit in each area of Humanities (H) and Natural Science Elective Social Sciences (SS). c. Eight department foundation courses: five SPRING TERM required courses related to engineering science, Mechanical Engineering 16 Heat Transfer two elective courses in mathematics Mechanical Engineering 18 Instruments & Experiments (https://webcenter.studentservices.tufts.edu/ Mechanical Engineering 80 System Dynamics & Controls coursedesc/mathematics_engineering_courses. Foundation Elective aspx) and/or natural science (https://webcenter. Humanities/Arts or Social Science elective studentservices.tufts.edu/coursedesc/natural_ sciences_engineering.aspx), and one foundation

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elective (https://webcenter.studentservices.tufts. Two core courses are required: edu/coursedesc/accepted_engineering.aspx). Mechanical Engineering 125 Manufacturing Processes Note that Engineering Science 101 and and Materials Technology Mechanical Engineering 150 can be counted as Mechanical Engineering 180 Digital Control of Dynamic either a Mathematics/Science Elective or as Systems BSME Concentration Electives, while Engi- neering Science 55 (Numerical Methods for Two elective courses are required from the following: Engineers) and Engineering Science 56 Mechanical Engineering 108 Modern Quality Control (Probability and Statistics) can only count as Mechanical Engineering 126 Computer-Integrated Mathematics/ Natural science Foundation Engineering Electives. Mechanical Engineering 129 Finite Element Methods in d. Twelve department concentration courses: four Engineering Systems required mechanical engineering science courses Mechanical Engineering 182 Automation (Mechanical Engineering 16, 25, 37, and 80), Mechanical Engineering 184 Robotics introduction to research instrumentation Civil and Environmental Engineering 188 (Mechanical Engineering 18), two mechanical Engineering Design with CAD engineering design courses (Mechanical More detailed information can be found under Engineering 1 and 42, a senior design project Manufacturing Engineering Certificate Program in elective (Mechanical Engineering 43), and four this bulletin. mechanical engineering concentration electives. Refer to the ME degree sheet (http://engineer- GRADUATE PROGRAM ing.tufts.edu/docs/BSME_DegreeSheet.pdf) for Master of Science in Mechanical Engineering details on department concentration courses. The goal of the Master of Science (MS) degree e. Two free elective courses without restriction. program is to provide students with an opportunity to strengthen their technical backgrounds for Bachelor of Science—Engineering Psychology pursuing successful professional careers in engineer- This program is available for students planning a ing research, development and management. career or further graduate study in the field of Applicants are admitted to this program on the human factors and ergonomics. Students generally basis of their educational qualifications. A key should plan to elect the program at the end of the admission requirement is a strong academic first year and will graduate with a BS degree in background in mechanical engineering or a related engineering psychology. Program requirements are technical discipline. The Department also requires detailed in this bulletin under Engineering all applicants to submit their recent General Record Psychology. Examination (GRE) scores. More detailed Students may also pursue a MS degree in descriptions of all application requirements are human factors. provided in the Graduate School Handbook The MS program requires successful completion CERTIFICATE PROGRAM IN of (10) graduate-level (100-level or above) course MANUFACTURING ENGINEERING credits, traditionally this consists of seven (7) course This certificate is offered on a part-time, non- credits and a thesis worth three (3) credits; a thesis degree basis for post baccalaureate students seeking prospectus; seminar attendance; and successful professional training in manufacturing engineering thesis defense in an open forum. All students are with emphasis on manufacturing processes, required to choose two core areas from the three robotics, designs, quality control, or cost-effective offered in the department (Thermal Fluids, Materi- production systems. Courses taken in the certificate als and Solids, and Dynamic Systems and Con- program may be transferred to the degree program. trols). They are then required to take a two-course Professor Anil Saigal is the faculty advisor of this sequence in each of these two areas in the first two program. The certificate requires four courses. semesters of their MS program. The two-course sequence is referred to as core A and core B. All core A courses will have a math

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component that is relevant to the subject area, a engineering students. It is strongly recommended project/design component, and a software compo- that the prospective student identify and contact nent. the potential thesis advisor before applying to the The three core area course sequences are program. Thermal Fluids (ME 111 and ME 112), Materials The MS (HF) program requires successful and Solids (ME 122 and 125), and Dynamic completion of ten (10) credits consisting of seven Systems and Controls (ME 180 and 181). (7) course credits, and a research-based thesis worth Students are also required to take an advanced at least three (3) credits; an official proposal mathematics course (ME 150, Math 151, or ES defense; seminar attendance; and successful thesis 101) in semester 2 or 3. defense in an open forum. MS candidates are also The advanced math course has the prerequisites expected to present their research at scientific of the two core A courses. The student and thesis conferences (e.g. ASME, HFES, IEA, IEEE advisor determine the remaining elective credits in SMC) and submit at least one paper to a peer- the MS program. reviewed scientific journal. A thesis is required in partial fulfillment of the All students are required to complete a two- degree. Ordinarily, the thesis is three of the ten course sequence in each of the following two core required course credits. The exact number of course areas: Human-Machine Systems and Advanced credits to be considered for the thesis research (2 Probability and Statistics. The courses must be or 3) is determined by the thesis committee at the taken in the first two semesters of the MS program. time of the thesis prospectus submission. After The two-course sequence is referred to as core A selecting a thesis topic and advisor, a student and core B, with core A being a prerequisite for must register for thesis credit and submit a thesis core B. prospectus signed by the student and advisor The two core area course sequences are Human- describing the proposed research. The thesis Machine Systems (ENP 162 and ENP 163) and prospectus must be submitted by the end of the first Advanced Probability and Statistics (PSY 107 and semester of thesis credit registration. The thesis 108). Students are also required to take an advanced defense is the final step in obtaining approval for design course (ME 102 or ENP 161) in semester 2. the thesis. The student and thesis advisor determine the remaining elective credits in the MS program. Master of Science in Human Factors A thesis is required in partial fulfillment of the Human Factors Engineering is also referred to as degree. Ordinarily, the thesis is three of the ten Engineering Psychology or Ergonomics. The field required course credits. The exact number of course is rapidly growing with wide engineering and credits to be considered for the thesis research (2 or non-engineering applications. The program offers 3) is determined by the thesis committee at the specialized courses, training and research opportu- time of the thesis proposal defense. After selecting nities in the human-centered aspects of engineering a thesis topic and advisor, a student must register activities such as: medical devices and systems for thesis credit and submit a thesis proposal signed design, transportation systems research, product by the student and advisor describing the proposed design, computer-interface design, ergonomics and research. The thesis proposal defense must be workplace safety. completed by the end of the first semester of thesis Students interested in pursuing an MS in credit registration. The thesis defense is the final Human Factors should apply for admission in the step in obtaining approval for the thesis. regular fashion to the Department of Mechanical Engineering, indicating on their application that Master of Engineering they are interested in Human Factors. The Master of Engineering (MEng) program is Although this program has its own entrance and offered by the Department of Mechanical Engi- course requirements separate from Mechanical neering to provide qualified post-baccalaureate Engineering, it is expected that applicants to the students the opportunity to grow as engineering Human Factors program will have an acceptable BS professionals through advanced engineering in engineering or science. Relevant course work and education. research experience may be considered for non-

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Applicants are admitted to the Master of A PhD candidate is required to complete at Engineering (MEng) program based on a strong least 5 course credits beyond their MS degree in academic background in mechanical engineering or classroom courses at the 100-level or higher. a related technical discipline. The Department also Doctoral candidates are expected to pursue either requires all applicants to submit their recent course work in direct support of their research or General Record Examination (GRE) scores. course work that addresses the recommendations The MEng emphasizes technical course work, made during the qualification period. In the interest culminating in an engineering project, and can be of broadening the educational experience, students contrasted with the departmental MS program, are also expected to take at least one advanced which is focused on research and development and course 200-level or higher, either within or outside includes a research thesis. of the department. Candidates are required to complete the equiva- After the successful qualifying exam, PhD lent of ten graduate-level (100-level or above) candidates are required to present a thesis prospec- course. All students must take at least three courses tus to a committee composed of the thesis advisor, from the six available core topic classes. Students other mechanical engineering faculty, and possibly should honor prerequisites when selecting courses. outside experts. This presentation includes ques- Students are required to take at least one math tioning by the committee and other faculty to assess course selected from ME150, ES101, and ME108. whether the candidate has sufficient background to Students are also required to take ME102 (Inven- study the research area. The purpose of the tive Design). prospectus is to inform the department in a concise The remaining 5 courses in the MEng program statement of the candidate’s research program. are four elective courses and a one-credit project PhD candidates must defend their dissertation (Mechanical Engineering 299). The project is in an oral examination, open to the community. conducted under the guidance of a faculty advisor The candidate is examined by a committee of at and must address a substantive engineering analysis least three members, one of whom is an expert from or design problem. Students are required to submit outside the mechanical engineering department, a written report and make an oral presentation of and another from outside Tufts University. Recent their project work. doctoral dissertation topics include haptic feedback in minimally invasive surgery, novel materials Doctor of Philosophy processing approaches with application to ceramics, Applicants to the PhD program are expected to metal casting, and biomaterials development, have an outstanding academic record and an MS modeling and experimental characterization of degree in mechanical engineering or a related semiconductor manufacturing processes, develop- discipline. ment of optical techniques for microscale measure- All applicants to the PhD program should ments, modeling, design, and fabrication of outline in writing their reasons for applying to the microscale sensor arrays for aeroacoustic applica- doctoral program and their tentative plan of study. tions, computational and experimental cochlear For general information and admission require- mechanics, development of method for polymer ments for the PhD degree, see the graduate school synthesis using microfluidic enzymatic cascade, and section of this bulletin. electrowetting phenomenon for microsized fluidic For admission to doctoral candidacy the devices. individual must pass a qualifying examination by For more detailed information, please visit the the end of their second academic semester in the Mechanical Engineering website: program. http://engineering.tufts.edu/me/academics/ The student must select four out of the eight graduate/phd.asp. exam areas (Physical Ergonomics, Cognitive Human Factors, Dynamics, Controls, Fluid Dynamics, Heat Transfer, Solid Mechanics, and Materials Processing) for the qualifying examination.

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the exciting new uses of microwave and wireless Medieval Studies technology through extensive laboratory and FACULTY COORDINATOR: project work. The program can be pursued on a Professor Steven Marrone, History part-time, nondegree basis by professionals seeking advanced development and training or as an The interdisciplinary minor in medieval studies intermediate step to a master’s degree. In most presents a multidisciplinary focus on the world of cases, courses taken as part of a certificate program the Middle Ages. The medieval world introduces us can be transferred into a graduate-degree program to the cultural roots of Europe and Islam in a prein- in electrical engineering. The program is open to dustrial society and to the beginnings of Western students with a bachelor’s degree in electrical and Middle Eastern languages and literatures. engineering or physics or with equivalent prepara- Five credits with at least one course from each of tion, including a background in general physics and the three categories (as stated online) are required intermediate circuit theory. for the minor. In addition to the five credits, a student is required to complete an appropriate For more information and an application, contact project, such as a thesis, an oral presentation, or a the Office of Graduate Studies at 617-627-3395. performance, which integrates the knowledge and methodologies of the disciplines involved. (See Interdisciplinary Minor Program for details.) Middle Eastern Studies DIRECTOR: TBA

Microwave and Wireless FACULTY: Engineering Professor Ina Baghdiantz-McCabe, History Professor Leila Fawaz, History FACULTY ADVISOR: Professor Bruce Hitchner, Classics Professor Mohammed Nurul Afsar, Electrical and Professor Ayesha Jalal, History Computer Engineering Professor Beatrice Manz, History Professor Malik Mufti, Political Science In today’s changing economy, the microwave and Professor Enrico Spolaore, Economics wireless engineering industry is moving away from Associate Professor Gloria Ascher, Judaic Studies developing traditional military applications and Associate Professor Steven Hirsch, Classics toward exploration of commercial opportunities. Associate Professor Christina Maranci, Art and Art History With the new availability of relatively inexpensive Associate Professor Hugh Roberts, History microwave components and improved digital Associate Professor Joel Rosenberg, Judaic Studies communications, these opportunities have few Assistant Professor Amahl Bishara, Anthropology limits. Radar, satellite, wireless radio and optical Assistant Professor Elizabeth Foster, History communications, and collision avoidance radar are Assistant Professor Kenneth Garden, Religion just a few areas which utilize microwave technology. Assistant Professor Eva Hoffman, Art and Art History In addition, computer hardware researchers and Assistant Professor Richard Jankowsky, Music designers are finding that some microwave engi- Assistant Professor Nimah Mazaheri, Political Science neering concepts are necessary to develop faster Assistant Professor Kamran Rastegar, Arabic Language computer circuits. As engineers explore low micro- and Literature wave frequencies and even lower radio frequencies, Lecturer Rana E. Abdul-aziz, Arabic Language and this technology will be applied to cable, broadband, Literature television, medical, and other commercial uses. Lecturer Hedda Harari-Spenser, Hebrew Language and In collaboration with the Office of Graduate Literature Studies, the Department of Electrical and Com- Emeritus Lecturer Mohammed Alwan, Arabic Language puter Engineering and the Department of Com- and Literature puter Science offer this five-course, graduate-level Emerita Lecturer Rahel Meshoulam, Hebrew Language certificate in microwave and wireless engineering. and Literature The certificate program educates professionals in

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Middle Eastern Studies is an interdisciplinary program that encourages breadth and significant Multimedia Arts immersion in one or more Middle Eastern cultures. CODIRECTORS: The program gives students an opportunity to Professor Karen Panetta, Electrical and Computer study the history and culture of the Middle East Engineering and of areas of the world whose territories were Howard Woolf, Experimental College part of Middle Eastern empires or were under the CORE FACULTY: influence of Middle Eastern civilizations in Professor Karen Panetta, Electrical and Computer premodern and modern times. Study abroad is Engineering highly recommended. Associate Professor Alva Couch, Computer Science Assistant Professor Eva Hoffman, Art and Art History UNDERGRADUATE CONCENTRATION Associate Director Howard Woolf, Experimental College REQUIREMENTS Senior Lecturer Neal Hirsig, Drama and Dance Major in Middle Eastern Studies Lecturer Paul Lehrman, Music The Middle Eastern studies major comprises ten courses: The multimedia arts (MMA) program provides a a. Two courses in a Middle Eastern language framework for the analysis of and practical training (level 121-122, or equivalent). Students who in emerging digital media. Linking the School of have demonstrated language competence Engineering with the College of Liberal Arts, the through level 121-122 by a placement test must program is supported by the Electrical and take two advanced language courses, two Computer Engineering Department and the semesters of a second Middle Eastern language, Computer Science Department in concert with the or two other courses listed in section b. for a Art and Art History Department, the Drama and total of ten courses. Dance Department, the Music Department, and b. Six courses in Middle Eastern studies—chosen the Experimental College. in consultation with an advisor—from an approved list updated by the Middle Eastern INTERDISCIPLINARY MINOR IN Studies program annually. These courses must MULTIMEDIA ARTS include at least one course in premodern and The multimedia arts program provides a framework one course in modern Middle Eastern studies. for the analysis of and practical training in emerg- They must also include one course in each of ing digital media. The minor includes—and often two Middle Eastern cultures. Three courses mixes—work in animation, filmmaking, photogra- must be chosen from each of the following two phy, music, text, drawing, collage, graphic design, groups: 1) art history, religion, literature, Judaic software development, website construction, user studies, music, and 2) anthropology, history, interface strategies, and human factors theory. political science. Through course work and collaboration on the part c. One course that relates the Middle East to other of students in liberal arts and students in technical regions of the world disciplines, the minor aims to foster the develop- d. One advanced research course, such as thesis ment of a body of shared knowledge and ideas and, honors, a seminar, or advanced directed study. in so doing, to break down barriers that have traditionally hindered such cross-fertilization. For more detailed information, please visit the The interdisciplinary minor in multimedia arts website http://farescenter.tufts.edu/students/ requires a minimum of five courses within the MESmajor.asp. guidelines noted below. Students pursuing the minor must take the Communications and Media Studies senior colloquium and complete a senior project. Prior to that, they need two multimedia practice courses (selected from the program’s approved courses list) which introduce students to the tools, methods, and theories current in the field,

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and two electives selected from courses offered by Students may pursue the certificate program, the supporting departments—Art and Art History, consisting of four courses and an internship, or a Drama and Dance, Music, Electrical and Computer masters degree program in art history, history, or Engineering—or those listed and approved by the education. Together, certificate and masters program (e.g., Experimental College courses). students take museum studies courses that cover Except for the senior colloquium, all courses taken museum history, administration, education, as part of the multimedia arts minor must be taken collections management, preservation, material for a letter grade and may not be used toward culture, fund-raising, evaluation, new media, and fulfillment of the foundation requirement. (See exhibition planning. The internship enables Interdisciplinary Minor Program for details.) students to apply what they have learned in the classroom and to expand their networks. For specific information about the policies The program is open to individuals with a governing requirements and electives, visit bachelor’s degree interested in pursuing a museum- http://www.excollege.tufts.edu/mma. based career, museum professionals who wish to improve their credentials for career advancement, Multimedia Practice Courses and professionals in other fields who wish to shift Students must take two courses from an approved career direction. list of courses (as stated online) that introduce students to the tools, methods, and theories current For a brochure and application, contact the Office in the field. of Graduate Studies at 617-627-3395 or visit http://ase.tufts.edu/museumstudies. Electives Students must take two full-credit, letter-graded courses selected from courses offered by the Music supporting departments—Art and Art History, Professor John McDonald, Chair; composition, music Drama and Dance, Music, Electrical and Computer theory, performance, orchestration Engineering—or those listed and approved by the Professor Joseph Auner, music history, musicology program (e.g., Experimental College courses). Professor Jane A. Bernstein, Fletcher Professor of Music; Director of Music History Studies, music history, musicology Professor Janet Schmalfeldt, Director of Theory Studies; Museum Studies music theory, analytic and cultural studies in music Lecturer Cynthia Robinson, Director and Faculty advisor; Associate Professor Richard Jankowsky, ethnomusicology Education Associate Professor David Locke, Director of Graduate Assistant Professor Monica McTighe, Faculty advisor; Studies; ethnomusicology, music culture, performance Art and Art History Assistant Professor Alessandra Campana, music history, Associate Professor Benjamin Carp, Faculty advisor; musicology History Assistant Professor Stephan Pennington, music history, musicology, African American music, cultural theory, queer As the stature and number of museums grow, so has pop music the need for appropriate professional training. More Lecturer Nani Agbeli, African Music and Dance Ensemble than ever before, today’s museum professionals need Lecturer Paul Ahlstrand, Small Jazz Ensemble to be problem-solvers, educators, administrators, Lecturer Scott Aruda, Small Jazz Ensemble and logistical experts who understand not only the Lecturer Nina Barwell, Flute Ensemble information that their collections hold, but how to Lecturer Don Berman, New Music Ensemble tell their stories. Offered in collaboration with the Lecturer David Coleman, Gospel Choir Tufts Departments of Art and Art History, Lecturer Barry Drummond, Javanese Music Ensemble Classics, Education, and History, and the Office of Lecturer Jane Hershey, Early Music Ensemble Graduate Studies, the program equips students Lecturer Jamie Kirsch, Director of Choral Activities; music with the theories and practices needed for the 21st theory century museum. Lecturer Paul Lehrman, Coordinator of Music Technology; multimedia music studies

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Lecturer Carol Mastrodomenico, Opera Ensemble PERFORMANCE OPPORTUNITIES Lecturer John McCann, Wind Ensemble; music theory The Music Department provides students the Lecturer Michael McLaughlin, Klezmer Ensemble, music opportunity for private study of instrumental and theory vocal performance with the outstanding faculty in Lecturer John Page, Director of Choral Activities our performance music program. Lessons may be Lecturer Kareem Roustom, Arabic Music Ensemble taken for half credit (0.5) or not for credit (NC). Lecturer Joel Larue Smith, Director of Jazz Activities; jazz A fee of $700 (2012–13) is required; beginning in composition, theory, and performance the junior year, students majoring or minoring in Lecturer Michael Ullman, Music history: blues and jazz music are eligible for a ninety-percent tuition Research Professor/Rabbi Jeffrey Summit, waiver for two semesters. For detailed information, Ethnomusicology contact Edith Auner, Coordinator of Performance, at 617-627-5616. Music plays an essential role in a liberal arts college Faculty in the Department of Music teach a education. Musical studies integrate mind, body, diverse variety of courses in ensemble performance, and spirit. Students who study music in college including African Music Ensemble (Kiniwe), prepare themselves for a lifelong appreciation of the Arabic Music Ensemble, chamber ensembles, musical arts. The faculty of the Department of Chamber Singers, Tufts Concert Choir, Early Music guides students along a rigorous yet joyful Music Ensemble, Flute Ensemble, Gospel Choir, pursuit of knowledge in the following fields: Javanese Gamelan Ensemble, Tufts Jazz Orchestra, instrumental/ensemble performance, theory of Jazz Improvisation Ensembles, New Music music, history of music, social/cultural musical Ensemble, Opera Ensemble, Pep Band, Tufts context, and music composition. Music studies are Symphony Orchestra, and University Wind interdisciplinary, drawing on other disciplines in the Ensemble. Enrollment in performing groups arts, humanities, social sciences, mathematics, requires audition; contact the Department office for sciences, and engineering. Studies in music teach audition information, 617-627-3564. Musical transferable skills of value for careers in the excellence is highly valued, but membership is less professions and business. competitive than in music conservatories. The Department of Music offers courses in the disciplines of composition, ethnomusicology, UNDERGRADUATE CONCENTRATION musicology, performance, and music theory. Our REQUIREMENTS curriculum is inclusive and diverse, with emphasis The curriculum required of music majors provides on the traditions of Western classical music, a rigorous, balanced exposure to the essential fields American music (especially African American music in liberal arts music studies, including composition, and jazz), and world music (especially African and ethnomusicology, musicology, performance, and Middle Eastern music). Individual study of theory. Normally, students declare the major in instrumental and vocal performance and participa- music and choose a member of the full-time faculty tion in performing ensembles is enthusiastically as major advisor during the spring semester of the endorsed; students may earn academic credit for sophomore year. Students obtain the necessary these musical activities. signatures for declaration of major forms and The Music Department’s flexible program change of advisor forms at the Department office. serves (a) those students who would choose music Undergraduate students who major in music are as a major or minor, and (b) all students seeking to required to take eleven courses in the Department. develop their musical knowledge and/or perfor- Students considering graduate studies in music or mance skills. Students may major in music, double careers in music are advised to take additional major in music and another field, or minor in courses beyond the eleven required for the major; music. Music courses fulfill many requirements please see your advisor for a list of specific recom- (arts distribution, world civilizations, international mendations. No course may be used to fulfill more relations, American studies, and several interdisci- than one requirement in the major. plinary minors). The courses, programs, and facilities of the Music Department are open to all members of the Tufts community.

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The eleven courses required for the undergraduate than one credit of private lessons may count major in music are: towards the minor. Students minoring in music a. History of Western Music (two one-credit must enroll in a performing ensemble course courses): Music 142, 143. (Music 69-96) for two semesters, but these credits b. Principles of Tonal Theory I and II cannot count toward the minor. After consultation (two one-credit courses): Music 101, 102 with a member of the full-time music faculty for c. Advanced Theory (one-credit course): Music advice on a suggested program of study, students 103-110 should complete a minor declaration form (avail- d. Ethnomusicology; World, Ethnic, Folk, and able from the Department office). Traditional: Music 186, and one course chosen from 106-110, 171-186, OR one course chosen Minor in Multimedia Arts from e. This interdisciplinary minor is offered through the e. Western Popular Music, Jazz, Global Musics, Communications and Media Studies program. For Cultural Theory (one credit course): 187-196. specific information about the policies governing f. Performance—instrumental/vocal study requirements and electives, visit (two half-credit courses): Music 68 http://www.excollege.tufts.edu/mma. g. Electives—Theory, Composition, Ethno- musicology, Musicology, Performance (two COURSES AT NEW ENGLAND one-credit courses): Music 111-141, 146-199. CONSERVATORY OF MUSIC A reciprocal arrangement between Tufts University In addition to courses listed above for the music and New England Conservatory of Music allows major, students must enroll in a performing students at both institutions to select a limited ensemble course (Music 69-96) for four semesters. number of courses at either school that may be Ensembles may be taken for credit or non-credit; applied toward their respective degrees. Students however, credit for ensembles does not count may not take a course at the conservatory if it is toward the eleven courses required for the major. offered at Tufts. This agreement does not apply to Students who entered Tufts prior to Fall 2011 summer school. Students must first receive may elect to complete the requirements for the permission from their own dean, then from the major described above or fulfill the earlier require- dean of the second institution. ments of the major. Please consult with your advisor about the details. COMBINED-DEGREES PROGRAM WITH NEW ENGLAND CONSERVATORY OF MUSIC UNDERGRADUATE MINOR PROGRAMS Music studies at Tufts are enhanced by the five-year Minor in Music Double Degree program leading to a Bachelor of Students who intend to make music studies a Arts or Bachelor of Science degree from Tufts and significant part of their course work at Tufts may a Bachelor of Music degree from New England choose the disciplinary minor in music. Students Conservatory of Music. (Please consult the may take a broad range of courses or may choose a academic catalogue of New England Conservatory cluster of courses in such areas as musicology, of Music for information about its programs.) ethnomusicology, music theory, composition, jazz Students interested in this program first must be studies, music technology, etc. The undergraduate admitted to both institutions; acceptance into the minor in music requires five courses; at least two Double Degree program is highly selective, based courses must be at the 100 level; the other courses on both academic and musical competence. may be chosen from 100-level courses or from Transfer students are not normally accepted into Music 21-67. Note: the prerequisite for all 100- this program; students currently enrolled at either level courses for the minor is Music 10, Introduc- school may apply for admission to the other tion to Music Theory and Musicianship, or institution and place themselves in contention for a exemption from that course through the Music place in the program. Students may discontinue the Theory Placement Test, given at the start of each program and continue toward completion of the semester. Two semesters in instrumental and/or preferred degree at the chosen institution. The cost vocal study (Music 68 or 195) are required; no more of the program is based on Tufts undergraduate

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tuition rates. For information about the program, School of Engineering and the School of Arts & please contact Associate Dean Jeanne Dillon, NEC Sciences. The minor replaces the minor in Musical liaison at Tufts University; or the Dean of Enroll- Instrument Engineering. ment Services, Office of Admission, New England The minor consists of 5 courses and a final Conservatory of Music, 290 Huntington Avenue, project (6 units in total). The minor has three Boston, Massachusetts 02115. possible emphases: (1) sound recording and production, (2) electronic instrument design, and GRADUATE PROGRAM (3) acoustic instrument design. Students can follow Master of Arts any one of these emphases, which will influence the The Department of Music offers the degree of choice of final project. Course requirements for the Master of Arts in the areas of music theory, minor include: composition, musicology, or ethnomusicology. 1. One music course from Music 10 (Introduction Applicants for the master’s degree must demon- to Music Theory and Musicianship), strate a satisfactory background in music studies, 101/102/103 (Principles of Tonal Theory I/II/ must submit a writing sample or composition as III), 104 ( Jazz Theory), or 118 (Composition part of their application, and are urged but not Seminar) required to take the Graduate Record Examination 2. A two-course concentration in one of: (GRE). The two-year program of study consists of a. Sound recording and production: eight semester courses numbered 146 and above • Physics 10 (Physics of Music and Color) (excluding Music101 and 102, and Music 142 and • Electrical Engineering 65 (Music 143), a thesis or composition (one of the eight Recording and Production) courses required), and an oral defense of the thesis b. Electronic instrument design: or composition. A reading knowledge in one • EE21 (Electronics I w/Lab) or EE125 foreign language is required, and students are (Digital Signal Processing) expected to take music courses outside their • Engineering Science 95/Music 66 subfield. The Department encourages students to (Electronic Musical Instrument Design) gain practical experience in performance courses, c. Acoustic instrument design: but these do not count for credit toward the Master • Mechanical Engineering 139 (Acoustics) or of Arts degree. 181 (Advanced Dynamics & Vibrations) For more detailed information, please visit the • Engineering Science 73 (Musical website http://as.tufts.edu/music. Instrument Design and Manufacture) or an approved course in Musical Instrument Making from the School of the Museum of Music Engineering Fine Arts. Administrator: 3. Music 64 (Computer Tools for Musicians), Lecturer Paul Lehrman, Music Electrical Engineering 65 (Music Recording and Production), or Music 65 (Music Recording AdvisorS: and Production). Professor Chris Rogers, Mechanical engineering Professor Jeffrey Hopwood, Electrical and computer 4. One credit from the following options: Music engineering 64, Music 65, Electrical Engineering 65, Engineering Science 73 (Musical Instrument UNDERGRADUATE MINOR Design and Manufacture), Engineering Science The minor in Music Engineering provides students 95/Music 66, or an Engineering Internship with experiences at the intersection of music and (EE99 or ME99) or Independent Study course technology. Students learn the technologies behind (EE93 or 94, ME93, or Music 97) on an music-making, both traditional and modern, and approved topic supervised by a participating how new technologies can be applied to musical minor advisor, or a course on acoustic instru- goals. The minor is available to students both in the ment design, sound, sculpture, or performance from the School of the Museum of Fine Arts.

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5. A one-credit final project (EE95 or 96, or both Courses EE97 and 98; ME43 or 94; or Music 98) on an For current course listings, visit “course informa- approved topic, supervised by a participating tion” at http://www.nutrition.tufts.edu. Although minor advisor. no undergraduate degree programs are offered, the courses listed below are available to undergraduates. Each student taking the minor must have a minor Consent must be obtained from the instructor for faculty advisor who approves course selections and courses numbered 200 and above. mentors the final project. Each minor must include at least two courses with Engineering course designations. A list of approved courses available at the School of the Museum of Fine Arts is available Occupational Therapy from the program directors. For more information, Professor Linda Tickle-Degnen, Chair; Clinical Reasoning, visit http://go.tufts.edu/musicengineering. evidence-based practice, research methods, and therapeutic behavior and motivation Professor Sharan L. Schwartzberg, Group theory and Nutrition practice, psychosocial rehabilitation Associate Professor Gary Bedell, Outcomes measurement, The Gerald J. and Dorothy R. Friedman School research methods, clinical reasoning, social participation of of Nutrition Science and Policy at Tufts University children and youth was established in 1981, bringing together bio- Assistant Professor Tracy Chippendale, Clinical reasoning, medical, social and behavioral scientists to conduct occupation and adaptation in the adult years research, educational, and service programs in Senior Lecturer Janet Curran Brooks, Occupational nutrition. therapy practice in physical medicine, hand and upper The school offers master of science and doctor extremity rehabilitation of philosophy degrees in nutrition and, in coopera- Senior Lecturer Scott Trudeau, Occupational therapy tion with the Frances Stern Nutrition Center of the practice in psychiatry, gerontology New England Medical Center Hospital, a com- Lecturer Jennifer Buxton, Assistive technology bined master of science/dietetic internship program. Lecturer Jennifer Kaldenberg, Health conditions, visual Dual-degree programs are offered with the School impairment of Medicine (M.S./Master of Public Health) and Lecturer Paul C. Leavis, Physiology with the Fletcher School of Law and Diplomacy Lecturer Jean Lyons Martens, Adult and pediatrics (M.S./M.A.L.D.). A one-year combined master of Lecturer Margaret Morris, Pediatrics, clinical practice, arts degree in humanitarian studies is offered in school-based service conjunction with the Fletcher School. A hybrid Lecturer Monica Pessina, Anatonomy and neuroanatomy sixteen-month Master’s Degree of Nutrition Lecturer Michael Roberts, Academic Fieldwork Coordinator; Science and Policy is offered in Ras Al Khaimah, Management, Fieldwork education United Arab Emirates. The faculty includes Lecturer Stephen N. Sarikas, Anatomy agronomists, anthropologists, biomedical scientists, Lecturer Sarah Everhart Skeels, Health promotion/ disease economists, geographers, physicians, psychologists prevention and disability and others, all dedicated to teaching and research to Lecturer Elizabeth Ratcliff Whitney, Neuroanatomy improve the nutritional well-being of people Professor of Practice, Jane Koomar, Sensory processing worldwide. disorders focusing on correlations with trauma symptoms The Gerald J. and Dorothy R. Friedman School of Nutrition Science and Policy is located at 150 The Boston School of Occupational Therapy, the Harrison Avenue, Boston, Massachusetts 02111; first of its kind in the country, was founded in 1918 phone 617-636-3777, fax 617-636-3600. For at the request of the surgeon general of the United more information about the school and its degree States Army to meet the need for personnel in programs and research, visit the website military hospitals. It was later reorganized on a http://www.nutrition.tufts.edu. civilian basis and in 1921 was incorporated as a nonprofit educational institution under the laws of the Commonwealth of Massachusetts.

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In 1945 the Boston School of Occupational at the professional level and proceed to eventual Therapy became affiliated with Tufts University certification as registered occupational therapists. through the College of Special Studies. As a result Program can be completed with 2 ½ years if done of a merger between Tufts University and the full-time. Boston School of Occupational Therapy in January Prerequisites: (Total of five courses.) All pre-requi- 1960, the legal name was changed to Tufts Univer- sites must be passed with a grade of B- or better sity-Boston School of Occupational Therapy. It and taken at an accredited college. Two courses in became a department within Arts and Sciences and social sciences, i.e., anthropology, psychology, is currently housed on the Medford/ Somerville human development, sociology. Two courses in campus at 26 Winthrop Street. biology, including content in cell biology. (Anatomy The goal of occupational therapy is to develop and physiology may be substituted for the biology an individual’s ability to handle life tasks and prerequisite.) One Bio course must have a lab engage in meaningful activities in a way that component. One course in introductory statistics. enhances the quality of life. Occupational therapy Certificate of Hepatitis B vaccination upon focuses on both preventive and rehabilitative enrollment is required. services. Option I (No thesis) GRADUATE PROGRAM Master of Science in Occupational Therapy The department offers both master’s and doctoral REQUIRED COURSES degree programs which prepare graduates for work OTS 101 Human Physiology (one course credit) as practitioners, administrators, researchers, and OTS 102 Gross Anatomy (one course credit) educators. The program interfaces the social and OTS 103 Neuroanatomy (one course credit) the health sciences, recognizing the importance of OTS 104 Kinesiology (one course credit) the profession’s theoretical base in both the liberal OTS 106 Occupation and Adaptation in the Child and arts and the sciences. Adolescent (one course credit) Clinical reasoning is the central organizing OTS 107 Occupation and Adaptation in the Adult Years framework of the curriculum. It provides a founda- (one course credit) tion for clinical decision making and interaction OTS 137 Fieldwork Seminar (no credit) that considers theoretical and procedural compo- OTS 138 Fieldwork Seminar (no credit) nents of therapeutic interventions. Human behavior OTS 205 Clinical Reasoning Seminar I: Observation and results from dynamic interaction between the Interpretation (one-half course credit) individual’s innate potentials and characteristics, OTS 206 Clinical Reasoning Seminar II: Interactive and experiences with people, objects, and events in Reasoning in the Practice of Occupational Therapy the environment. In ongoing clinical reasoning (one-half course credit) seminars, the faculty and students examine these OTS 207 Clinical Reasoning Seminar III: Procedural interactions in the contexts of clinical and commu- Reasoning in the Practice of Occupational Therapy nity-based practice. (one-half course credit) OTS 209 Clinical Research (one course credit) or MASTER‘S DEGREE PROGRAM OTS 210 Thesis Research (one course credit) The master’s degree program prepares students OTS 219 Group Theory and Community-Based Practice for entry-level positions in occupational therapy or (one course credit) provides post-professional graduate studies for OTS 224 Occupational Therapy Practice in Physical therapists with a bachelor’s degree in occupational Dysfunction (one course credit) therapy. OTS 226 Occupational Therapy Practice with Pediatric Program options are described below. Population (one course credit) OTS 227 Occupational Therapy Practice in Psychosocial Entry-Level Program (for Non-OTRs) Dysfunction (one course credit) (Options I and II) OTS 229 Occupational Therapy Practice with Older Adults Eligibility: A Bachelor’s degree in a field other than (one course credit) occupational therapy. Candidates enter the program

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OTS 232 Health and Community Systems (one-half course Prerequisite: One course in introductory statistics. credit) The prerequisite course must be passed with a grade OTS 233 Occupational Therapy Management and of B- or better and taken at an accredited college. Administration (one-half course credit) OTS 237 Fieldwork Experience (no credit) Option III (No thesis—practice option) OTS 238 Fieldwork Experience (no credit) Master of Science in Occupational Therapy OTS 242 Health Conditions: Pathology and Prevention I Required Courses: OTS 209 (Clinical Research, (one-half course credit) one course credit); OTS 208 (Clinical Reasoning OTS 243 Health Conditions: Pathology and Prevention II Seminar IV, one course credit); These required (one-half course credit) courses may be taken in any sequence or combina- OTS 244 Health Conditions: Pathology and Prevention III tion depending on student interest and courses (one-half course credit) offered.

Total number of minimum course credits for the Concentration: Three courses in an area of concen- degree is sixteen. If they desire, non-thesis students tration; one practicum (OTS 234 or OTS 235); may take two elective classroom credits in the Electives: Two course credits department in addition to the sixteen required Practica: OTS 234 (Fall) or OTS 235 (Spring): credits. One credit To maintain full-time status, a student must be Total number of course credits for the degree is registered for a minimum of three course credits. eight. Several course sequences are utilized by the department. Some of these include fieldwork Option IV (Thesis—research option) during the summer, part-time fieldwork, and Master of Arts or Master of Science fieldwork during the academic year with course work in the summer. Please consult the department Required Courses: OTS 210 (Thesis Research, for further information. one course credit); OTS 208 (Clinical Reasoning Seminar IV, one course credit).

Option II (Thesis) Thesis: Two course credits of thesis supervision Master of Arts or Master of Science (OTS 295, 296) and completion of thesis. Required Courses: All of the Option I requirements, Concentration: Three courses in concentration and substitute OTS 210 (Thesis Research) for (three course credits); OTS 209 (Clinical Research). Similar course Electives: One course credit sequences to Option I. Total number of course credits for the degree is Thesis: Two course credits of thesis supervision eight. (OTS 295, 296) and completion of thesis. Total number of credits required for the degree is DOCTORAL DEGREE PROGRAM (OTD) eighteen (sixteen course credits and two thesis The Occupational Therapy Doctoral degree credits). program prepares occupational therapists to fulﬁll leadership roles upon completion of the degree. Post-professional-Level Programs for OTRs These roles are expected to make an impact on (Options III and IV) individuals and groups in society and the world in For post-professional students interested in such areas as education, health, societal participa- developing their knowledge base in areas such as tion, wellness, and quality of life. As leaders, the administration and management, aging, education, graduates will be prepared to implement leadership mental health, childhood and adolescence, and projects and disseminate results. upper extremity function and rehabilitation. REQUIRED COURSES Students may also choose the self-directed concen- OTS 208 Clinical Reasoning Seminar IV: Evidence-Based tration focused on their individual interests. Practice (one course credit) Eligibility: Registered occupational therapists or OTS 286 Leadership Project Planning (one-half course candidates eligible for registration. credit)

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OTS 287 Leadership Project Implementation (one and OTS 209 Clinical Research, OTS 210 Thesis Research, or one-half course credits) OTS 288 Outcomes OTS 288 Outcomes Measurement and Monitoring: Using Data to Inform Practice (one course credit) School-Based Practice OTS 289 Integrative Paper (one course credit) This certificate in school-based practice is intended OTS 297, 298 Proseminar (one-half course credit each) for licensed occupational therapists interested in Two Graduate Level Courses in Specialty Area (equivalent expanding their knowledge base to become to two course credits) specialized practitioners in the provision of academically-relevant occupational therapy services in Total number of course credits for the degree is public schools. Tufts Department of Occupational eight. Therapy students who are interested in this content and practice area are also invited to apply. Thera- CERTIFICATE PROGRAM pists who complete this four-course series will learn The Certificate program is offered on a non-degree, how to influence contextual services within their part-time basis to occupational therapists seeking schools consistent with special education law and advanced professional education in occupational the American Occupational Therapy Association therapy or preparing to enter a graduate degree standards. program. The certificate program gives students the This certificate requires the following: option of focusing on an area of specialization, 2 Core Courses such as hand and upper extremity rehabilitation OTS 284 School-Based Practice: Programmatic Issues occupational therapy in the schools, or working OTS 285 School-Based Practice: Assessment to Intervention with a faculty advisor to design their own program 1 Research Course (select one) of study. These programs are offered through the OTS 208 Clinical Reasoning IV: Evidence-Based Practice Office of Graduate Studies. For more information, OTS 209 Clinical Research contact the Office of Graduate Studies in Ballou OTS 288 Outcomes Measurement and Monitoring Hall, 617-627-3395, or visit http://gradstudy.tufts. edu/. 1 Content Course in the area of services to children (to be approved by advisor) Hand and Upper-Extremity Rehabilitation The hand and upper extremity rehabilitation Advanced Professional Studies specialization is intended for practicing occupa- Occupational therapists are confronted with tional therapists who would like to gain knowledge administrative and supervisory responsibilities and in the specialty area of hand and upper extremity the need for increased specialization. Areas of therapy. Occupational therapists who complete this practice such as health and wellness consulting, course series are eligible to apply for a hand therapy technology and assistive device development, and clinical fellowship at the Massachusetts General private practice community health services are Hospital. Students who do not elect to pursue the emerging practice areas. To help occupational fellowship will still receive a certificate of advanced therapists meet these demands, Tufts Department professional study upon completion of the four of Occupational Therapy, in conjunction with the courses. Office of Graduate Studies, offers a part-time program, the Certificate of Advanced Professional The certificate requires four course credits as Study. follows: The certificate requires four course credits as OTS 274 Topics in Hand and Upper Extremity follows: Rehabilitation I: Fall OTS 209 Clinical Research (or equivalent with advisor OTS 275 Topics in Hand and Upper Extremity consent) Rehabilitation II: Spring OTS 276 Topics in Hand and Upper Extremity Specialty Courses: Three specialty courses with an Rehabilitation III: Summer integrated focus are required. These courses and other electives are offered on the basis of interest

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and enrollment. Elective graduate-level courses at ACCREDITATION AND CERTIFICATION Tufts may be substituted based on a student’s needs. The Entry Level Occupational Therapy Program An individual course of study is arranged with the is accredited by the Accreditation Council for program adviser. Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association Certificate of Advanced Study in Pain Topics for (AOTA), located at 4720 Montgomery Lane, Occupational Therapists P.O. Box 31220, Bethesda, MD 20824-1220. web: The Certificate of Advanced Study in Pain Topics http://www.AOTA.org/educate/accredit.aspx. in Occupational Therapy is designed for health Graduates of the entry-level master’s program care professionals looking to fill a gap in knowledge will be able to sit for the national certification on pain management. The certificate mirrors the examination for occupational therapists adminis- TUSM graduate program in Pain Research, tered by the National Board for Certification in Education and Policy. Both programs are built on Occupational Therapy (NBCOT). For information the premise that pain is a biopsychosocial phenom- about the national certification examination, please enon and as such, its management ought to be contact NBCOT, 12 South Summit Avenue, influenced by a variety of factors ranging from Suite 100, Gaithersburg, MD 20877-4150 phone neuroanatomy to social and economic issues. 301-990-7979, Fax 301-869-8492 or visit Students are exposed to a dynamic and richly http://www.nbcot.org.

rewarding educational experience. All OT-PREP After successful completion of this examination, students complete a total of 5 credit hours to earn the individual will be certified as an Occupational the TUSM certificate. Licensed occupational Therapist, Registered (OTR). In addition, most therapists and students enrolled in the Tufts states require licensure in order to practice. For University Graduate Degree Program in Occupa- specific information on individual state licensure tional Therapy are invited to enroll in the Tufts procedures, see: http://aota.org.practitioners/ University School of Medicine (TUSM) Certificate licensure.aspx. of Advanced Study in Pain Topics. www.tufts.edu/ med/prep A baccalaureate degree is required for POLICIES AND PROCEDURES admission. Exemption from Courses A student may be exempt from a required occupa- The certificate requires five courses as follows: tional therapy course on satisfactory completion of OTS 293, 294: Special topics (1 credit) an equivalent course in terms of content knowledge OTS 234, 235: Practicum Course (1 credit) and experiential learning. The student must PREP 230: Neuroanatomy, Neurochemistry and demonstrate proficiency in the area to the course Pharmacology of Pain (1 credit) instructor. Satisfactory completion of proficiency PREP 232: Ethical and Sociocultural Aspects of Pain will be determined by the individual instructor. A (1 credit) OR PREP Elective/s with OT Advisor consent petition for variance from department requirements (1 credit) must be completed. PREP 234: Introduction to Clinical Pain Problems (1 credit)

For further information and an application contact: Leaves of Absence TUSM, Public Health & Professional Degree To be granted a leave of absence, a student must Programs, Certificate of Advanced Study in Pain petition, in writing (http://gradstudy.tufts.edu/ Topics at 617-636-0935 or [email protected]. studentservices/forms.htm), their advisor and departmental chair. It must be accompanied by a ADMISSION letter of support from you’re academic advisor. All applications for admission with requests for Each request is treated on its individual merit. The university-based financial aid, including scholarships departmental policy states that no more than a and assistantships, must be submitted in a complete one-year leave of absence may be granted from the form by January 15 for fall entry and December 15 academic portion of the program; it also states each for International applicants. For complete informa- entry-level masters student must complete the six tion on the application process, visit months Level II fieldwork required for the degree http://ase.tufts.edu/bsot.

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no later than twenty-four months following Required Occupational Therapy Courses completion of academic preparation. Students will take professional courses in accordance with the Accreditation Council for Acceptable Grades Occupational Therapy Education (ACOTE) Graduate students are expected to achieve a grade Standards of an Accredited Educational Program. of B- or better in all courses. Courses completed with less than a B- may be retaken only once. The Fieldwork original grade earned remains on the student’s The Accreditation Council for Occupational academic record. If a student obtains two grades of Therapy Education (ACOTE) and the National less than B-, the student’s performance will be Board for Certification in Occupational Therapy reviewed by the department. This will usually result (NBOCT) require the equivalent of six months of in a recommendation to the dean that the student supervised Level II fieldwork in a hospital, school, be administratively withdrawn from the program. or health care agency as a prerequisite to taking the Only the dean of the Graduate School of Arts and certification examination. Tufts requires a minimum Sciences may administratively withdraw an enrolled of 960 hours of Level II fieldwork placements be student. successfully completed within 24 months following completion of academic preparation as entry-level Grades of Incomplete occupational therapy program degree requirements. Students may not enter an occupational therapy Two Level II fieldwork placements are arranged course with an incomplete or an unsatisfactory with students by the department’s academic grade in a prerequisite to that course. Grades of fieldwork coordinator. In addition to these place- incomplete are not automatically given. The student ments, students participate in approximately 80 who desires an extended time period in which to hours of course-related Level I fieldwork concur- complete the semester’s work in a particular course rent with specific courses arranged by the fieldwork must negotiate an incomplete with the instructor. coordinators. Placements for Level I and II This negotiation must be completed by the final fieldwork are subject to availability at locations that class meeting of the course. Normally course work have contracts with Tufts-BSOT. The availability of must be completed six weeks into the following a placement and the locations that have contracts semester. It is the responsibility of the student to with Tufts-BSOT vary from semester to semester. ensure that course work is completed and that the For more detailed information, please visit the process to update the transcript is followed through website http://ase.tufts.edu/bsot. to completion. Students who, due to extenuating circumstances, are not able to comply with any of the above grade policies may petition the Department of Occupa- Occupational Therapy tional Therapy Academic Standards Committee for Certificate Program a variance. Faculty advisor: Professor Sharan L. Schwartzberg, Occupational Therapy Withdrawals A student is allowed no more than one withdrawal Occupational therapists are confronted with admin- from any required or elective class after the istrative and supervisory responsibilities and the add-drop period. Graduate students are not allowed need for increased specialization. Areas of practice to repeat the same course more than once. With- such as hand and upper extremity rehabilitation, drawal in any semester from two or more required school-based practice, home care for the elderly, courses after the add-drop period will normally mental health, and community services expect result in a recommendation to the Dean of the extraordinary growth. To help occupational Graduate School by the Academic Review therapists meet these demands, Tufts Department Committee that the student be administratively of Occupational Therapy, in conjunction with the withdrawn. Office of Graduate Studies, offers part-time certificate programs in hand and upper extremity

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rehabilitation, school-based practice, and a general For more information and an application, contact certificate tailored to individual student learning the Office of Graduate Studies at 617-627-3395, or needs. visit http://gradstudy.tufts.edu/. The certificate program is open to those with a bachelor’s, master’s, or doctoral degree in occupational therapy. The program is especially designed Peace and Justice Studies for occupational therapists who are interested in DIRECTOR: expanding their careers, fieldwork educators, Professor R. Bruce Hitchner, Classics administrators, clinical specialists, and supervisors as well as seasoned professionals eager to strengthen ASSISTANT DIRECTOR: their expertise. Dale Bryan, Peace and Justice Studies

EXECUTIVE BOARD AND TEACHING FACULTY: Certificate of Advanced Study in Pain Topics for Professor Elizabeth Ammons, English Occupational Therapists Professor Paul Joseph, Sociology The Certificate of Advanced Study in Pain Topics Professor Peniel Joseph, History in Occupational Therapy is designed for health care Professor Susan Ostrander, Sociology professionals looking to fill a gap in knowledge on Associate Professor Kathleen A. Camara, pain management. The certificate mirrors the Child Development TUSM graduate program in Pain Research, Associate Professor Gregory Carleton, Russian Literature Education and Policy. Both programs are built on Associate Professor Consuelo Cruz, Political Science the premise that pain is a biopsychosocial phenom- Associate Professor Kelly Greenhill, Political Science enon and as such, its management ought to be Associate Professor Erin Kelly, Philosophy influenced by a variety of factors ranging from Associate Professor Lionel McPherson, Philosophy neuroanatomy to social and economic issues. Associate Professor Pearl T. Robinson, Political Science Students are exposed to a dynamic and richly Associate Professor Rosalind Shaw, Anthropology rewarding educational experience. All OT-PREP Assistant Professor David Arond, Public Health and Family students complete a total of 5 credit hours to earn Medicine the TUSM certificate. Assistant Professor Amahl Bishara, Anthropology Licensed occupational therapists and students Assistant Professor Eva Hoffman, Art History enrolled in the Tufts University Graduate Degree Assistant Professor Ichiro Takayoshi, English Program in Occupational Therapy are invited to Adjunct Associate Professor Robert Burdick, Urban and enroll in the Tufts University School of Medicine Environmental Policy and Planning (TUSM) Certificate of Advanced Study in Pain Senior Lecturer Sinaia Nathanson, Psychology Topics. www.tufts.edu/med/prep A baccalaureate Lecturer Steve Cohen, Education degree is required for admission. The certificate requires five courses as follows: The planet faces a set of interrelated challenges OTS 293, 294: Special Topics (1 credit) related to violence and war, peacemaking and OTS 234, 235: Practicum Course (1 credit) peacebuilding, justice and human rights and, PREP 230: Neuroanatomy, Neurochemistry and increasingly, environmental degradation and climate Pharmacology of Pain (1 credit) change. The Peace and Justice Studies Program PREP 232: Ethical and Sociocultural Aspects of Pain (PJS) was founded to provide students an academic (1 credit) OR PREP Elective/s with OT Advisor consent means to understand these crises and to explore the (1 credit) means for achieving a just peace and sustainability. PREP 234: Introduction to Clinical Pain Problems (1 credit) To this end, PJS has created an interdisciplinary For further information and an application contact: course structure which examines the obstacles, TUSM, Public Health & Professional Degree conditions, and paths to addressing these challenges. Programs, Certificate of Advanced Study in Pain It also explores the ways that governmental and Topics at 617-636-0935 or [email protected]. nongovernmental organizations, social movements, and individuals have confronted such problems and worked to resolve them. This structure is also

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designed to develop students’ critical and analytical seminar (PJS 190), one of two possible intermediate skills as well as competencies in fields that contrib- courses (PJS 120 or PJS 135), and four elective ute towards peace and social transformation. courses on a particular theme to be chosen in con- Five overlapping areas of study are emphasized: sultation with the student’s PJS advisor. Completion • the causes of war, the techniques of war of the Peace and Justice Studies Certificate will be prevention, and the conditions and structures noted on the student’s transcript. Courses fulfilling of a just peace; the Certificate requirements may also be used, • the meaning of justice, the means to achieve where applicable, to meet major concentration or justice, and the relationship between justice distribution requirements. and peace; • the theory and practice of conflict resolution operating along a continuum from individual Philosophy disputes to international diplomacy; Associate Professor Erin Kelly, Chair; Ethics, political • the relationship between violence and peace in philosophy, philosophy of law culture, with particular emphasis on investigat- Professor Jody Azzouni, Philosophy of language, ing the traditions of nonviolence philosophy of logic, philosophy of mathematics, philosophy of and in understanding ethical social behavior; science, metaphysics • the origins, strategies, and visions of social Professor Daniel C. Dennett, University Professor; Austin B. movements and their relationship to other Fletcher Professor of Philosophy; Co-Director, Center for means of social change agency such as Cognitive Studies; Philosophy of mind, philosophy of community organizing, Internet activism, civic psychology engagement, corporate social responsibility, Professor Ray Jackendoff, Seth Merrin Professor of social entrepreneurship, and institutionalized Philosophy; Co-Director, Center for Cognitive Studies; processes such as elections and lobbying. Linguistics, cognitive science PJS nurtures an active sense of social responsibility Professor George E. Smith, Philosophy of science, logic for the human condition, and encourages students Professor Stephen L. White, Philosophy of mind, ethics to participate actively in developing their education Associate Professor Nancy Bauer, Feminism, modern by combining their talents and imagination through European philosophy, philosophy and film formal study and experiential education. The Associate Professor Avner Baz, Ethics, aesthetics, program presents a broad range of educational epistemology, Kant, Wittgenstein, ordinary language events and co-curricular activities which promote Associate Professor Patrick Forber, Philosophy of biology, an engaged intellectual and civic climate on philosophy of science, philosophy of probability campus. In this sense, PJS complements the Associate Professor Lionel McPherson, Ethics, political university’s mission and the liberal arts tradition by and social philosophy encouraging the student’s awareness, responsibility, Assistant Professor Brian Epstein, Metaphysics, philoso- and active engagement in the affairs of the world. phy of language, philosophy of social science PJS offers both a major and a Certificate. To Assistant Professor Christiana Olfert, Ancient philosophy, fulfill requirements for the major, a student must early modern philosophy, ethics complete eleven courses: the introductory course Assistant Professor Dilip Ninan, Philosophy of Language, (PJS 1), one intermediate course in each of five core metaphysics, philosophy of mind areas, an internship (PJS 99), the integrative Senior Lecturer David Denby, Metaphysics, philosophy of seminar (PJS 190), and three elective courses on a language, ethics particular theme to be chosen in consultation with Senior Lecturer Susan Russinoff, Philosophy of language, the student’s PJS advisor. Students with a qualifying logic, philosophy of logic, history of logic academic record are also encouraged to enroll in a senior honors thesis in Peace and Justice Studies Philosophy courses are for students majoring in any (PJS 198). field who wish to enrich their education with a To complete the Certificate, a student must deeper understanding of themselves, the world they complete eight courses: the introductory course experience, and the reality underlying this experi- (PJS 1), an internship (PJS 99), the integrative ence, by a study of speculative and critical traditions

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in Western thought. The philosophy major provides Students may count no more than five courses a means of integrating broad education in the numbered below 100 for the major. At least seven liberal arts via systematic and historical study of courses constituting a Philosophy major must be problems that arise in metaphysics, ethics, and offered or cross-listed by the Tufts Philosophy epistemology, as well as in the foundations of other Department. fields of inquiry. It is an appropriate major for those who enjoy thinking carefully and logically about For students who started at Tufts before Fall 2010: basic issues and for those who seek breadth of Major: ten courses, of which eight must be in the educational experience prior to entering profes- department, including: sional programs, such as law or medicine, or undertaking graduate study in some other areas. • Phil 001 Introduction to Philosophy Non-majors may engage in a philosophical study of • Phil 33 Logic problems and concepts from their own fields by • At least one of Metaphysics 120, Ethical taking related courses in philosophy, such as Theory 121, or Epistemology 131 feminist philosophy, philosophy of science, • One 100-level seminar (which can also count philosophy of language, and philosophy of mind; or for any of the above requirements and which they can acquire an elementary knowledge of the must be drawn from among Phil 187, 188, 191, field by taking a philosophy course numbered below 192, 197, or, under appropriate circumstances, the l00 level. 195, 291, or 292).

UNDERGRADUATE CONCENTRATION Four of these courses must be taken on the REQUIREMENTS Medford campus and must be offered by or For students starting at Tufts in Fall 2010 and cross-listed in the Philosophy Department. The beyond remaining two courses must be approved, related courses in a single field, normally in a single Major: ten courses, including: department; additional philosophy courses may be • Phil 1 substituted for one or both. Majors are also • At least one course in logic: Phil 33 or Phil 103 encouraged to take at least one course in the history or another 100-level Logic course of philosophy (in particular Phil 151, 152, 161, 163, • At least one course numbered 100 or above in 164, 185, 186, 187, or 188). each of the following areas: A minimum of four Philosophy courses above 1. History (ancient through early 20th-century, the 100 level is required for a student to be con- including phenomenology and early analytic sidered for magna or summa cum laude departmental philosophy) honors. 2. Value Theory (including moral philosophy, social and political philosophy, and aesthetics) CERTIFICATE PROGRAM IN 3. Metaphysics and Epistemology (including ETHICS, LAW, AND SOCIETY philosophy of language, philosophy of mind, The goal of the Certificate Program in Ethics, Law, and philosophy of science) and Society is to use philosophy to prepare students to be active citizens in leadership positions in See the Philosophy Department website for government, non-governmental organizations, and approved courses for each area. the private sector. Students will learn about how • One 100-level seminar (which can also count moral and political philosophy relate to questions for any of the above requirements and which of public importance. The program focuses on how must be drawn from among Phil 187, 188, 191, to use philosophy to think, argue, and write clearly 192, 197, or, under appropriate circumstances, and insightfully about these ethical questions. 195, 291, or 292). Students planning to Requirements for the certificate include six undertake graduate work in philosophy are courses and an individual research project. The urged also to (1) write a senior honors thesis in certificate program is in addition to a student’s Philosophy and/or (2) petition to take Phil 297 concentration (or major) and no more than half of Graduate Writing Seminar. the courses used to fulfill the certificate require-

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ments may be used to fulfill concentration require- 4) The remainder of the 7 courses are to be selected ments. from at least 2 of the following groups: The six courses required for the certificate are as a. Psychology courses: follows: PSY 11 Developmental Psychology PSY 25 Physiological Psychology or 1. An introductory course (below 100-level) in PSY 103 Brain and Behavior philosophy PSY 26 Animal Learning and Cognition 2. One or two upper-division courses (100-level or PSY 27 Perception above) in ethical theory PSY 28 Cognitive Psychology 3. One or two upper-division courses (100-level or CD 51 Intellectual Development of Young Children above) in political philosophy or the philosophy PSY 129 Cognitive Neuroscience of law PSY 124 Cognitive Neuroscience of Perception 4. One or two courses in applied ethics (includes PSY 148 Cognitive Neuroscience of Learning and Phil 10, 24, 43, 124, 125, 128, 143) 5. Seminar: Memory Ethics, Law, and Society, Phil 197. The PSY 126 Origins of Cognition individual research project is initiated during the PSY 140 Mathematical Psychology Ethics, Law and Society seminar and extends six PSY 144 Memory and Retention weeks into the spring semester. PSY 146 Comparative Cognition and Behavior PSY 139 Social Cognition UNDERGRADUATE MINOR PROGRAMS PSY 142 Seminar in Affective Neuroscience For more detailed information on minor programs PSY 154 Psychosis administered by the Philosophy Department, please visit the Department website: http://ase.tufts.edu/ b. PHIL, linguistics and psycholinguistics courses philosophy/undergraduate/minor.asp. PHIL 3 Language and Mind PHIL 33 Logic Minor in Philosophy PHIL 38 Rational Choice The minor in Philosophy requires the completion PHIL 103 Logic of six courses, including: PHIL 111 Semantics 1. One of Phil 1, 3, 6, 24, 33, 39, 43, or 48 PHIL 112 Syntactic Theory 2. Two Philosophy courses at the 100 level PHIL 113/PSYC 132 Cognition of Society and Culture 3. Three other Philosophy courses PHIL 114 Topics in Logic PHIL 117 Philosophy of Mind Minor in Cognitive and Brain Science PHIL 126 Theories of Human Nature The minor in Cognitive and Brain Sciences PHIL 133 Philosophy of Language requires 7 courses. At least 5 of these must be in PHIL 134 Philosophy of Social Science departments different from the student’s major. PHIL 186 Phenomenology and Existentialism The selection of courses must be approved by the PSYC 149 Psychology of Language student’s advisor. CD 155 The Young Child’s Development of Language CD 195 Developmental Disorders in Language and 1) PSY 9 Introduction to Cognitive and Brain Reading Sciences ED/ML/GER 114 Linguistic Approaches to Second 2) PHIL 15 Introduction to Linguistics and/or Language Acquisition COMP 14 Computational Concepts in Biological and Cognitive Sciences c. Computer Science courses 3) PSY 195 Senior Seminar in Cognitive and Brain COMP 80 Programming Languages Sciences (full year, one course credit). Students COMP 131 Artificial Intelligence minoring in Cognitive and Brain Sciences will be COMP 135 Machine Learning and Data Mining expected either to present a research paper or to COMP 150 Computational Learning Theory participate as a Research Assistant in the presenta- COMP/PHIL 170 Computation Theory tion of research by a faculty member, a graduate COMP 171 Human Computer Interaction student, or a senior.

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Other courses may be admitted for the minor with 2. TWO of the following: the approval of the student’s advisor and advisor LING 65/PSY 65 Phonological Theory notiﬁcation of DARS coordinator at Student LING 112/PHIL 112/ PSY 151 Syntactic Theory Services. LING 113/PHIL 111/ PSY 150 Semantics

3. THREE of the following: Minor in Linguistics LING 137/ANTH 137 Language and Culture The minor in Linguistics has three components. LING 155/ CD 155 The Young Child’s Development of First it offers students a grounding in contemporary Language linguistic theory and its constituent domains of LING 177/CD 177 Bilingual Children in US Schools phonology (sound structure), morphology (word LING 195/CD 195 Developmental Disorders of Language structure), syntax (grammatical structure), and and Reading semantics (the structure of meaning), with attention LING 250/CD 250 Reading, Dyslexia, and the Brain to a great variety found among languages of the LING 184/CLS 184 Indo-European Linguistics/Advanced world. Second, the minor addresses the interaction Special Topics in Classical Literature of the study of language with the fields as diverse as LING 114/ED/ML/GER 114 Linguistic Approaches to philosophy, literature, child development, neurosci- Second Language Acquisition ence, and evolutionary theory. Third, as part of the LING 101/ENG 101 Old English appreciation of linguistic diversity, the minor LING 92/ML 92 Romance Linguistics requires students to develop proficiency in one or LING 3/PHIL 3 Language and Mind more foreign languages. LING 33 or 103/PHIL 33 or 103 Logic Six courses are required, of which no more than LING 133/PHIL 133 Philosophy of Language two may also be used for credit toward the student’s LING 153/PHIL 110/PSY 153 Biological Foundations of major. Students may not use the Culture Option to Language fulfill Part 2 of the Arts and Sciences Foreign LING 149/PSY 149 Psychology of Language Language Requirement; they must either complete LING 196/PSY 196 Psychology of Bilingualism/Seminar in six semesters (or equivalent) of one foreign Psychology language, or three semesters each (or equivalent) of LING 91/191 Special Topics in Linguistics/ Advanced two foreign languages. The selection of courses Topics in Linguistics must be approved by the student’s linguistics LING 93 Independent Research in Linguistics advisor. Students may petition their advisor to include other courses in category 3. GRADUATE PROGRAM The program leading to the Master of Arts degree Affiliated faculty include: in Philosophy is intended primarily for the student Maryanne Wolf, Child Development who is considering advanced work in philosophy Chip Gidney, Child Development but who did not concentrate in the subject as an Gregory Crane, Classics undergraduate. Typically, students admitted to the Anne Mahoney, Classics program plan to pursue a doctorate in philosophy John Fyler, English (Tufts itself does not offer a doctorate in the field), Hosea Hirata, GRALL though some students have other career plans. Saskia Stoessel, GRALL The department’s offerings range across the John Julian, Romance Languages major areas of interest in contemporary philosophy. Ray Jackendoff, Philosophy, Co-Director Each year at least four seminars are offered, Daniel Dennett, Philosophy typically on instructors’ current research interests. Ariel Goldberg, Psychology, Co-Director The department has particular strengths in the Philip Holcomb, Psychology following areas: contemporary ethical theory, social Gina Kuperberg, Psychology and political philosophy, metaphysics and epistemology, philosophy of language and philosophical The minor in Linguistics requires six courses, logic, philosophy of mind, and philosophy of including: science. 1. LING 15/PHIL 15/PSY 64 Introduction to Linguistics

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Master’s candidates receive individual attention 8. Feminist philosophy from members of the department in their special- 9. Philosophy of law* ized fields and have an opportunity to participate in 10. A great philosopher** the philosophical life of the department. The department has a lecture series, which brings six to *The faculty reserves the right to offer this exami- eight eminent speakers to Tufts each year, and it nation only when, in its judgment, it is prepared to sponsors other departmental events. Students also give it. have access to the very active philosophical **The subject of this examination must be proposed community in the Boston area. by the student and approved by the department. The program leading to the degree of Master of Arts in philosophy is designed to be completed over 3) Students starting the program in the Fall 2012 four terms. Requirements are as follows: term must: Complete 12 courses, including an intensive logic 1) Students starting the program before the Fall 2009 course, a graduate writing seminar, and a “master’s term must complete any eight courses in Philosophy exam” course. Coursework must satisfy a breadth numbered 100 or above. requirement. Two courses are required in each of 2) Students starting the program in the Fall 2009 term the following three areas: 1. normative philosophy; through the Spring 2012 term must: 2. history of philosophy; and 3. metaphysics and a. Complete nine courses in Philosophy numbered epistemology. All upper-level courses, except the 100 or above, including the Graduate Writing graduate writing seminar and the master’s exam Seminar, which is graded on a SAT/UNSAT course, fall into at least one of the three distribution basis and may be taken at any time after the areas. (Please see the department website for the successful completion of one term in the course distribution list http://ase.tufts.edu/ program. philosophy/graduate/) Students with proven b. Fulfill a logic requirement, ordinarily via strength in logic may be able to pass out of the logic successful completion of Philosophy 103, which requirement, but we do not accept transfer courses. would be a ninth course for students starting the Students must also pass an “area of strength” program before the Fall 2009 term and a tenth (Comp) exam in one of three areas: ethics, episte- course for students starting in the Fall 2009 mology, or metaphysics. Students must complete a term or thereafter. Some students may be course in their chosen subject area prior to taking eligible for a waiver of the logic requirement. an exam. A list of topics and/or core texts for the Those who are not are urged to satisfy the exams will be made available before the start of requirement in their first term. each semester and may vary from semester to c. Pass a qualifying examination, which consists of semester. Students must register for the “master’s three topical examinations, each four hours long. exam” course during the semester in which they All exams include questions of a historical plan to take the exam, which should be no later nature. Students must take an exam in at least than first semester of the second year. The master’s two of the three following areas: Epistemology, exam has no designated course content and is, in Ethics, Metaphysics. Students may take exams effect, a transcript record of when the exam was in all three of these areas or may substitute taken. another topic from the following list for the Additionally, any over 100 level philosophy third exam: courses will count toward the degree, some courses 1. Philosophy of mind are offered regularly and some are not, and there is 2. Philosophy of language no formal concentration within the degree but a 3. Philosophy of science student may well focus more on some areas but not 4. Aesthetics others in the courses they take. 5. Social and political philosophy A limited number of tuition scholarships are 6. Logic available. The department also offers opportunities 7. Phenomenology and existentialism for master’s candidates to work as teaching assistants.

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Applications to the program are due on January Kristen Morwick, Women’s track & field 15. A student wishing to start the program in Brian Murphy, Hockey January must submit an application by September Carol Rappoli, Women’s lacrosse 15. (Please note that students are admitted to the Ariana Klinkov, Women’s fencing program midyear only in exceptional circumstances Jay Civetti, Football and only when space is available.) Applications Joshua Shapiro, Men’s soccer must include, in addition to the Graduate School Robert Sheldon, Men’s basketball, golf of Arts and Sciences application form, GRE scores, Cora Thompson, Women’s volleyball a brief personal statement, a writing sample, and Belkys Velez-Loor, Women’s squash three recommendations. Jim Watson, Men’s tennis Martha Whiting, Women’s soccer COURSE OFFERINGS TRAINER/LECTURERS: Standard courses in the Philosophy curriculum are Jenna Cherenzia, Sports medicine listed here: https://webcenter.studentservices.tufts. Patricia Cordeiro, Sports medicine edu/coursedesc/course_desc_by_dept.aspx. Not all Mark Doughtie, Sports medicine courses are offered each year. With the exception of Nicholas Mitropoulos, Sports medicine Phil 1 and Phil 33, most are not offered more than Janet Silva, Sports medicine one semester per year. For detailed information about current course offerings, students should Within the liberal arts framework at Tufts consult the Philosophy Departmental Course Book, University, the physical education program offers updated each term and available in the second floor students instruction in individual, dual, and group lobby of Miner Hall. See also the Philosophy activities that promote lifelong fitness and enjoy- Department website: http://ase.tufts.edu/philoso- ment. Courses in aquatics, racquet sports, fencing, phy/courses/. aerobics, physical fitness, and outdoor education are some examples of the diverse offerings of the department. Approximately fifty courses are Physical Education/ scheduled each academic year, and most courses are Athletics offered fall and spring semesters. Every effort is made to maintain limited enrollment in all courses, William Gehling, Director of athletics to provide each student with maximum personal Branwen Smith-King, Assistant athletic director; physical attention from the instructors. education coordinator One-half academic credit is granted for courses John Casey, Assistant athletic director, baseball that are skill-oriented, and a total of two such Tim Troville, Assistant athletic director, Facilities coordinator credits may be applied toward the total for the Paul Sweeney, Sports information coordinator degree. Introductory level courses are offered on a Michael Pimentel, Fitness center coordinator pass-fail basis. Theory classes of one course credit Dan Kopcso, TP3 Fitness program manager are applicable toward the degree. No advanced COACH/LECTURERS: placement or retroactive credit will be given for any Ethan Barron, Men’s track & field physical education courses. Kate Bayard, Women’s tennis Athletics has been an important part of life at Carla Berube, Women’s basketball Tufts throughout its history. The athletic program Nancy Bigelow, Women’s swimming provides students the opportunity to compete in Gary Caldwell, Crew both intercollegiate and intramural sports, and also John Casey, Baseball to engage in general recreation. Tufts fields Michael Daly, Men’s lacrosse, assistant football seventeen varsity teams for men and women, Doug Eng, Men’s squash supports eight club sports organizations, and offers Adam Hoyt, Men’s swimming several intramural sports programs. Ken Legler, Sailing For more detailed information, please visit the Christina McDavitt, Field hockey website http://ase.tufts.edu/physed/. Cheryl Milligan-Pinzino, Softball

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The laws of physics are few in number yet appear Physics and Astronomy to govern all known material phenomena: physical, Professor Roger Tobin, Chair; Experimental condensed chemical, and biological. The science of physics matter physics involves the observation of natural processes and Professor Peggy Cebe, Experimental condensed matter the formulation from these observations of general polymer physics principles that may be tested further or exploited Professor Lawrence H. Ford, Cosmology, general relativity, for useful ends. Majoring in physics can be a astrophysics valuable part of a broad education. Students who Professor Gary R. Goldstein, Theoretical high-energy combine mastery of the basic laws of physics with physics the outlook and flexibility of a liberal education will Professor Leon Gunther, Theory of condensed matter be well prepared to take on a variety of specialized Professor Kenneth R. Lang, Astronomy roles. Men and women who majored in physics in Professor W. Anthony Mann, Experimental high-energy the recent past have successfully entered careers in physics physics, as well as in business administration, the Professor Austin Napier, Experimental high-energy physics computer industry, law, medicine, dentistry, Professor William Oliver, Experimental high-energy physics meteorology, public health, and teaching. Professor Krzysztof Sliwa, Experimental high-energy physics UNDERGRADUATE Professor Alexander Vilenkin, L. and J. Bernstein Chair in CONCENTRATION REQUIREMENTS— Evolutionary Science, Cosmology, general relativity, COLLEGE OF LIBERAL ARTS astrophysics Major in Physics Associate Professor José Juan Blanco-Pillado, String Eight courses in physics more advanced than theory, cosmology, topological defects Physics 2 or 12 and including Physics 13 and 64; Associate Professor Hugh Gallagher, Experimental two courses in mathematics more advanced than high-energy physics Mathematics 42 and 44 (previously 13 and 18). Assistant Professor Timothy Atherton, Theoretical With the exception of Physics 13 and 64, two of condensed matter physics the physics courses and one mathematics course Assistant Professor Pierre-Hugues Beauchemin, may be replaced by approved advanced courses in Experimental high-energy physics related fields (such as astronomy, biology, chemistry, Assistant Professor Danilo Marchesini, Astronomy/ computer science, engineering, or mathematics). Astrophysics The ten courses required for the major must include Assistant Professor Anna Sajina, Astronomy/Astrophysics two courses in advanced laboratory training. One Assistant Professor Cristian Staii, Experimental condensed of these courses must be Physics 64; the other may matter physics be Physics 31 or 41. Research Professor Kenneth Olum, General relativity and cosmology, quantum field theory Major in Applied Physics SECONDARY APPOINTMENTS: Five courses in physics more advanced than Physics Professor Bruce Boghosian, Mathematic; Quantum 2 or 12, including Physics 13 and 64; two courses computing, fluid dynamics in mathematics more advanced than Mathematics Professor David Hammer, Education; Science education 42 and 44 (previously 13 and 18); three courses Professor Fiorenzo Omenetto, Biomedical Engineering; from the concentration requirements of one of the Optical physics engineering departments. With the exception of Senior Lecturer Robert F. Willson, Tufts University School Physics 13 and 64, one of the five physics courses of Medicine; Astronomy may be replaced by an approved course in a related Research Professor Ronald K. Thornton, Director, Center field. for Science and Mathematics Teaching; Science and mathematics education Major in Chemical Physics Effective for students who enrolled at Tufts prior to 09/01/11:

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Four courses in physics more advanced than as part of the physics major. With the exception of Physics 2 or 12, including Physics 13; two courses Physics 13 and 64, two of the physics courses and in mathematics more advanced than Mathematics one mathematics course may be replaced by 42 and 44 (previously 13 and 18); four courses in Chemistry 51 and 53 and 52 and 54, and one other chemistry more advanced than Chemistry 2 and 12 advanced elective. Chemistry 53 and 54 will also and 16. The ten courses required for the major must fulfill one term of the advanced laboratory training include one course in advanced laboratory training, requirement for the physics major. either Physics 64 or Chemistry 33 and 34. One mathematics course may be replaced by approved UNDERGRADUATE advanced course in a related field. Faculty advisers CONCENTRATION REQUIREMENTS— in the chemistry and physics departments are SCHOOL OF ENGINEERING available for consultation on the chemical physics Bachelor of Science in Engineering Physics program. A minimum of 38 credits is required: Introductory (10 credits), humanities/arts/social science Effective for students enrolling at Tufts after (6 credits), free elective (2 credits) foundation 09/01/11: (8 credits), and a physics/engineering concentration Foundation: Chemistry 1, 11, or 16; Chemistry 2 or requirement (12 credits). The introductory require- 12; Physics 1 or 11; Physics 2 or 12. Concentration: ment includes Physics 11 and 12. Ten credits of more advanced, one credit courses - The foundation requirement comprises Physics four credits in Chemistry (with a prerequisite of 13, Physics 32, Physics 52, Physics 41 (or ES 3 Chem 2 or 12), four credits in Physics (with a and ES 4); two courses from Engineering Science prerequisite of Phys 2 or 12), and two credits in 3, 4, 5, 8, or 9; plus two other courses satisfying mathematics (Math 70 or courses with a prerequi- the foundation requirements of the School of site of Math 42, 44, or 70 - previously 13, 18, or Engineering. 46, respectively). The courses must include the Concentration requirement: four courses in following: Physics 13; one credit in advanced physics and astronomy at the intermediate or laboratory training, either Physics 64 (counts as one advanced levels, which must include Physics 64; advanced physics course) or both Chemistry 33 and four courses from the concentration requirements 34 (counts as one advanced chemistry course); of one of the engineering departments; four either Chemistry 31 or Physics 52; either Chemis- approved elective courses in computer science, try 32 or Physics 61; and either Chemistry 51 or engineering, mathematics, or science. Chemistry 61. UNDERGRADUATE MINOR PROGRAM Major in Astrophysics The program requires the completion of five Four courses in physics more advanced than courses. Physics 2 or 12, including Physics 13 and either Physics 31 or 64; two courses in mathematics Physics Minor more advanced than Mathematics 42 and 44 The student takes Physics 11 and 12 (or 1 and 2), (previously 13 and 18); four courses in astronomy and Physics 13, and any two courses from the more advanced than Astronomy 9 and 10. One following: mathematics course, and either one physics course Physics 31, 32, 41, 42, 43, 52, 61, 62, and 64. For or one astronomy course, may be replaced by an example, one possible minor, which emphasizes approved advanced course in a related field. classical physics, would be Physics 11, 12, 13, 32, Research experience is strongly recommended. and 52. Another, which emphasizes quantum physics, would be Physics 11, 12, 13, 31, and 61. Note to Premedical, Predental, Preveterinary Students Students interested in entering medical, dental, or Astrophysics Minor veterinary school after graduation may take The student takes Physics 11 and 12 (or 1 and 2) advantage of the following replacement option to and any three courses from the following: complete the corresponding entrance requirements Astronomy 21, 22, 101, 111, 112, 121, and 122.

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GRADUATE PROGRAM The current areas of research in the department The Department of Physics and Astronomy grants are astronomy and astrophysics, biophysics, two degrees: the doctor of philosophy and the chemical physics, condensed-matter physics, master of science. The department has established cosmology and general relativity, and high-energy qualifications to ensure that degree candidates have physics. a broad background in experimental and theoretical physics. A faculty advisory committee is appointed Doctor of Philosophy, Chemical Physics Track for each student to supervise the program of study The curriculum requirements for the Chemical leading to the degree. Physics track meld those of Chemistry with those of Physics. The curriculum has more emphasis on Master of Science chemical synthesis than the core program in The master of science degree requires eight Physics and more electricity and magnetism than graduate-level courses in physics or related fields, the core program in Chemistry. These greater core the latter to be subject to approval by the advisory requirements are balanced with a greater flexibility committee. These courses must include Physics in the elective courses. 131, 145, 146, 163, and 164, and must be completed The core program consists of seven graduate- with a grade of B- or better. The student has the level classroom courses at least three of which must option of writing and defending a master’s thesis, be Chemistry courses (Chem 133, 136, or 131) and which may count as the equivalent of up to three at least one of (150, 151, 152, 161 and 162) and courses. three must be Physics courses (163, 164, or 153). These are to be completed by the fourth semester in Doctor of Philosophy residence. Additionally, two elective courses must The doctoral candidate must demonstrate be chosen from Chemistry 132, 151, 162 or Physics proficiency in the basic fields of classical physics 131, 146, 173 or 174. (classical mechanics and classical electromagnetic Two oral presentations are required: a public theory) and quantum physics (quantum mechanics seminar by the end of the fourth semester and a and statistical mechanics). Proficiency is demon- presentation to the student’s research committee in strated by earning an average of A- or better in the the fifth semester. The seminar is based on current basic graduate courses (131, 145, 146, 153, 163, literature, can be presented in either department and 164), or by passing special examinations in the and is evaluated by the research committee. The areas covered by these courses. Graduate courses topic for the presentation to the committee is taken at other institutions may in some cases be chosen by the student in consultation with the used to fulfill part of this requirement. The doctoral research committee. This presentation maybe candidate is also required to complete with a grade waived for students having at least a 3.3 average in of B- or better two courses, one each in any two of the core courses. In addition, the student must five specialized fields: astronomy/astrophysics (121 prepare a written, original research proposal by the or 122) condensed matter physics (173 or 174), end of the eighth semester. This proposal shall be particle physics (183 or 184), general relativity and somewhat distinct from the thesis work and cosmology (167 or 268), and advanced quantum defended orally before the advisory committee. mechanics (263). For more detailed information, please visit the Generally, in the second year the candidate website http://ase.tufts.edu/physics/. chooses a field of specialization from the areas of research within the department and selects a research adviser. After completing the required course work, the candidate takes an oral examina- Political Science tion in this specialized field. Satisfactory perfor- Professor Malik Mufti, Chair, International relations, mance on the oral examination qualifies the Middle East candidate to undertake a program of independent Professor Jeffrey M. Berry, John Richard Skuse, Class of research under the guidance of the research adviser, 1941, Professor of Political Science; American politics, political culminating in the preparation and defense of a behavior doctoral dissertation. Professor Robert Devigne, Political theory

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Professor James M. Glaser, Dean of Academic Affairs for as a foundation for graduate study preparatory to the Arts and Sciences; American politics, political behavior college teaching, professional government service, Professor Kent E. Portney, Quantitative methods, public the law, and city and environmental planning, as policy, political behavior well as for careers in such fields as public and Professor Tony Smith, Cornelia M. Jackson Professor of business administration, journalism, secondary Political Science; International relations, comparative politics school teaching, nonprofit work, and social action. Professor Vickie Sullivan, Political theory Associate Professor David Art, Comparative politics, UNDERGRADUATE CONCENTRATION political economy, Europe REQUIREMENTS Associate Professor Consuelo Cruz, Comparative politics, Major: Ten courses overall. Two political science Latin America foundation courses; eight additional political Associate Professor Richard C. Eichenberg, International science courses. Students are required to take at relations, foreign policy, West Europe least one course in each of four subfields: American Associate Professor Ioannis Evrigenis, Political theory government and politics (or American public Associate Professor Kelly M. Greenhill, International policy), comparative government and politics, relations, security studies international relations, and political thought. Associate Professor Elizabeth Remick, Comparative Internships and directed research courses will not politics, East Asia fulfill a subfield requirement. Associate Professor Pearl T. Robinson, Comparative All majors must also take at least one course politics, Africa, African-American politics designated as methodologically focused. These Associate Professor Deborah J. Schildkraut, American courses incorporate material that helps students to politics, political psychology, political behavior understand the logic of social science inquiry. Associate Professor Oxana Shevel, Comparative politics, Because these courses will improve students’ East Europe comprehension of how social science research is Associate Professor Jeffrey W. Taliaferro, International conducted, they are advised to fulfill this require- relations, security studies ment early in their course of study, preferably in the Assistant Professor Michael Beckley, International sophomore year. Relations, Chinese Politics Assistant Professor Natalie Masuoka, American politics, Courses that meet this requirement are: political behavior PS 14 Sophomore Seminar: Political Behavior of Young Assistant Professor Nimah Mazaheri, Comparative politics People and political economy PS 15 Sophomore Seminar: Politics in the City Assistant Professor Dennis C. Rasmussen, Political theory PS 23 Sophomore Seminar: Political Economy of Latin America The Department of Political Science is concerned PS 103 Political Science Research Methods with the functions and theory of the structure and PS 111 Political Psychology operation of government, and the nature and PS 115 Public Opinion and Survey Research development of local, national, and international PS 117 Politics in the American South politics. The goals of the department are both PS 119-02 New Media, New Politics intellectual and practical. Courses are designed to PS 124 Seminar: Comparative Political Economy of develop an understanding of the political process, Advanced Industrial Democracies and an ability to critically analyze political systems, PS 130 Seminar: African Political Economy relationships, and problems. Courses are also PS 135 Comparative Revolutions intended to provide a basis for intelligent citizen- PS 159-01 Seminar in Political Thought: Political Theory ship, increase capacity for community service, and Methods orient the student toward possible employment in PS 160 Force, Strategy and Arms Control governmental agencies on the local, state, national, PS 166 Seminar: The Causes of Modern War or international level. The undergraduate curricu- PS 174 The Rise and Fall of Great Powers lum is structured to recognize that majors in PS 181 Public Opinion and Foreign Policy political science will have a diversity of post-college PS 195 Seminar: Politics of Sustainable Communities goals. The department’s offerings may be regarded PS 198, 199 Senior Thesis

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Each year, other courses will be designated as residence in Washington, D.C. Undergraduates methodologically focused and these additional who are accepted to the program may elect either options will also fulfill the requirement. Please American national government, foreign policy, or consult the course listings published by the economic policy as their field of concentration. department prior to preregistration for a complete Students are registered at Tufts and are billed all listing of all methodologically focused courses. the costs of the program through their Tufts eBill. Majors are also required to take one upper-level This includes Tufts tuition, room, board, fees and seminar in political science at Tufts’ Medford/ medical insurance, if not waived by the student. Somerville campus. Sophomore seminars do not Students are housed at American University in fulfill this requirement. As of September 1, 2010, Washington, D.C., but all costs are billed by and majors are required to take eight of the ten political payable to Tufts by the billing due date. science courses in the Tufts University Department The Tufts-in-Washington program is adminis- of Political Science. All of the other requirements tered by the Department of Political Science, but it of the major—the two foundation courses, the is open to all Tufts undergraduates. A prerequisite course in each of the four major subfields, the for admission is a background in political science methodologically-focused course, and the advanced and other social science courses relevant to the seminar—must also be fulfilled in the Tufts student’s plan of study in Washington. University Department of Political Science. Central to the curriculum during the Washing- Majors are expected to complete their basic ton semester is a series of seminars with various courses and declare their major by the end of the Washington political elites and policy activists. sophomore year. A grade of C- or better is required Students also do individual research projects and for a course to count toward the major. The participate as interns in the government or in the department publishes an Undergraduate Handbook private sector. The Tufts-in-Washington seminars detailing requirements, programs, and additional do not fulfill the upper-level seminar requirement information about the major. The handbook can for the political science major, which must be taken also be found on the department’s website. New at the Tufts’ Medford/Somerville campus. Inter- majors should familiarize themselves with this ested students may contact: Richard Eichenberg at material. 617-627-3469. For more detailed information, please visit the UNDERGRADUATE MINOR PROGRAM website: http://ase.tufts.edu/polsci. Students interested in completing a minor concentration in political science may choose from seven different options: Law and Society, Political Economy, Political Science (general), Comparative Program Evaluation Politics, American Politics, Foreign Policy Analysis, FACULTY ADVISOR: and Political Thought. Interested students may Associate Professor Francine Jacobs, Child Development/ contact: Dennis Rasmussen 617-627-4804. Urban and Environmental Policy and Planning All of these minors require five courses in political science. Each of them, however, has In the government and nonprofit sectors, significant separate requirements and a different list of courses. resources are devoted to programs that address No student may take two minors. A detailed listing compelling social needs. Evaluation of these of these requirements is contained in the Under- programs can help them to grow and improve their graduate Handbook or in a separate document, operations. Yet agencies often resist evaluation Departmental Minors, both available from the because it is seen as politically risky or technically Department of Political Science in Packard Hall. intimidating. Private funders and public agencies are increas- TUFTS-IN-WASHINGTON PROGRAM ingly demanding evaluation as a provision for The Tufts-in-Washington program offers students funding. Individuals with evaluation training are an opportunity for intensive firsthand study of needed to assist programs, sponsoring agencies, and government and politics during a semester’s funders in planning and carrying out evaluations to address their needs for information and analysis.

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The certificate in program evaluation is designed a certificate program in as little as one year or to for midcareer professionals who wish to learn about extend it over several years. The certificate pro- the design and implementation of effective grams are open to students with a bachelor’s degree. evaluation strategies. Students learn practical skills For more information, contact the Office of that can be put to use in the evaluation of a wide Graduate Studies at 617-627-3395 or visit range of social service, public health, community http://gradstudy.tufts.edu/. development, and environmental programs. Four courses are required for the certificate. Certificate Program in Program Evaluation The certificate is offered in collaboration with the Private funders and public agencies are increasingly Departments of Child Development, and Urban demanding evaluation as a requirement for funding. and Environmental Policy and Planning in the Individuals with evaluation training are needed to School of Arts, Sciences, and Engineering, the assist programs, sponsoring agencies, and funders Friedman School of Nutrition Science and Policy, in planning and carrying out evaluations to address the School of Medicine, and the Office of Graduate their needs for information and analysis. The Studies. certificate in program evaluation is designed for The program is open to individuals with a midcareer professionals who wish to learn about bachelor’s degree and three to five years of profes- the design and implementation of effective sional experience in a particular field. The program evaluation strategies. Students learn practical skills is particularly appropriate for agency directors and that can be put to use in the evaluation of a wide administrators, program managers and staff, range of social service, public health, community foundation project officers, policy analysts, commu- development, and environmental programs. In nity organizers and advocates, human resources addition to a bachelor’s degree, applicants are professionals, and educators. expected to have three to five years of professional experience in a particular field. (See Program For more information and/or an application, Evaluation in this bulletin for description.) contact the Office of Graduate Studies at This certificate requires four courses (format 617-627-3395 or visit the website http://gradstudy. code: UEP = Urban and Environmental Policy and tufts.edu/. Planning; CD = Child Development, PSY = Psychology; NUTR = Nutrition; SOC = Sociology; CERTIFICATE PROGRAMS OTS: Occupational Therapy; ED = Education; In addition to the master’s programs, the Depart- MPH = Public Health). Courses in statistics, data ment of Urban and Environmental Policy and analysis, and research methods are offered by Planning offers two certificate programs in several departments. Course substitutions can be community sustainability. The certificates in made with the approval of the certificate faculty management of community organizations and advisor. community environmental studies emphasize participatory strategies for community self-deter- 1. Foundation course: Program Evaluation mination and sustainability. These flexible programs (UEP 256) (also CD 247) enable working adults to gain the vital management 2. One course in applied statistics and data and environmental skills necessary to enhance analysis, for example: existing careers or to move into new professional • Problems of Research: Statistics (CD 140) work. A third certificate in program evaluation is • Advanced Statistics (PSY 107/108) offered in collaboration with the Department of • Principles of Biostatistics (MPH 205) Child Development, the Gerald J. and Dorothy R. • Statistical Methods for Nutrition Research Friedman School of Nutrition Science and Policy, (NUTR 209) and the School of Medicine. • Nutrition Data Analysis (NUTR 211) To earn a certificate, students successfully • Quantitative Research Methods (SOC 101) complete four courses for credit. Courses for the • Quantitative Reasoning for Policy and certificate programs are drawn from the curriculum Planning (UEP 254) of the master’s program. It is possible to complete

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3. One course in research methods, for example: SECONDARY APPOINTMENTS: • Problems of Research: Methods and Design Professor Ray Jackendoff, Philosophy; Linguistics, (CD 142) Psychology of language • Principles of Epidemiology (MPH 201) • Methods of Educational Research (ED 271) Psychology concerns the processes and principles of • Survey Research in Nutrition (NUTR 210) behavior. Increased understanding of oneself and • Field Research (SOC 105) others through the study of psychology is useful in • Research Methods (OTS 210) almost any endeavor. The undergraduate psychology curriculum is diverse in order to reflect the 4. One elective in your area of interest or expertise: breadth of the field, from the biological bases to the education, child development, nonprofit social determinants of behavior. Students gain management, social or environmental policy, general familiarity with psychology, and have the nutrition, or public health. option to emphasize specific areas in the field. For more detailed information, please visit the Courses are geared toward the development of website http://ase.tufts.edu/uep/. evaluative and analytic skills, which are indispensable to advanced study in experimental, clinical, and applied psychology. These skills, together with Psychology knowledge of the factors influencing individual and group behavior, are highly valuable for careers in Professor Phillip J. Holcomb, Chair; Cognitive Neuroscience such fields as public health, engineering, medicine, Professor Emily W. Bushnell, Developmental psychology business, administration, law, and education. Professor Richard A. Chechile, Cognition, statistics Professor Robert Cook, Animal cognition PSYCHOLOGY COURSES AS DISTRIBUTION Professor Joseph F. DeBold, Endocrinology and behavior REQUIREMENTS Professor David Harder, Clinical psychology Students may take Psychology 9, 25, 26, 27, 29, 32, Professor Robin Kanarek, Dean ad interim of Gerald J. and 40, 41, 45, 46, 48, 49, 103, 104, 112, 123, 124, 127, Dorothy R. Friedman School of Nutrition Science and Policy; 128, 129, 142, 146, 148, or 159 toward fulfilling John Wade Professor; Physiological psychology the natural science distribution requirements. Professor Klaus A. Miczek, Moses Hunt Professor of Psychology 31, 107, 108, 110, or 140 may be taken Psychology; Psychopharmacology by majors or nonmajors toward the mathematical Professor Lisa M. Shin, Clinical psychology sciences distribution requirement. All other Professor Holly A. Taylor, Cognition psychology courses may be taken toward fulfilling Associate Professor Gina Kuperberg, Clinical psychology the social science distribution requirement. Associate Professor Keith B. Maddox, Social cognition Psychology majors will normally meet the social Associate Professor Aniruddh Patel, Psychology of music science distribution requirement by virtue of and language courses they take in psychology. Associate Professor Samuel R. Sommers, Social psychology UNDERGRADUATE CONCENTRATION Associate Professor Heather L. Urry, Affective neuroscience REQUIREMENTS Assistant Professor Ariel Goldberg, Cognition and Major in Psychology language Eleven courses distributed as follows: Psychology 1; Assistant Professor Jessica Remedios, Social psychology one course from among Psychology 11, 12, 13, 14, Assistant Professor Ayanna K. Thomas, Cognition and 15, 17, and 18; one course from among Psychology aging 25, 26, 27, 28, and 29; Psychology 31 and 32; one Senior Lecturer Sinaia Nathanson, Social psychology course from among Psychology 36, 37, 38, 40, 41, Research Professor Ray Nickerson, Applied cognition 42, 46, 48, and 49 (these advanced lab courses have Research Assistant Professor Tad Brunye, Applied specific prerequisites); two other psychology courses cognition numbered above 100; one other course offered by Research Assistant Professor Katherine Midgley, the psychology department; two approved advanced Psychology of bilingualism courses in related fields.

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Courses taken to fulfill the psychology major at the 100 level; and two approved advanced courses (including related-field requirements) normally may in related fields. Students planning to continue in not be taken pass-fail. No more than two indepen- clinical work will profit from electing a course in dent study courses (Psychology 91 and 92, 97 and physiological psychology. 99, 191, and 192, 197, 198 and 199) may be counted toward the concentration requirement. Successful Major in Biology Psychology completion of a Senior Honors Thesis chaired by a The interdepartmental major for students particu- member of the department (PSY 199) may larly interested in neurobiology and behavior substitute for the advanced lab requirement. No requires five courses in biology and five in psychol- more than one course taken to fulfill the 100-level ogy. These include the following: Cells and requirement may be an independent study course. Organisms (Biology 13), General Genetics Biopsychology, Clinical Psychology, Cognitive & (Biology 41), Animal Behavior (Biology 130), one Brain Science, and Engineering Psychology majors course in animal physiology (chosen from among may not double major in General Psychology or any Biology 75, 110, 115, 116, 134) and an elective in of the other psychology majors. biology; Statistics (Psychology 31 or Biology 132), Students with a score of 4 or 5 on the AP in Experimental Psychology (Psychology 32), Brain psychology should not take Psychology 1. An AP and Behavior (Psychology 103), plus two electives score of 5 completely substitutes for this require- from among Psychology 26, 27, 29, 40, 41, 42, 45, ment within the major, meaning that a student 46, 48, 49, 104, 112, 123, 124, 127, 128, 129, 142, needs only 10 courses to complete the major. An 146, 154, and 159. Additional courses may be AP score of 4 places a student into two-digit added to this list at the discretion of the chair. psychology courses but the student will need to take Biopsychology majors may not also double an additional psychology course for the major in major in psychology or biology. Majors are lieu of Psychology 1. Successful completion of encouraged to elect an advanced laboratory course Child Development 1 is treated in the same manner in either department. Independent research is as an AP score of 4: students may substitute CD 1 strongly encouraged, but is not counted toward this for PSY 1 for prerequisite purposes, but they must major. Consult the departments of either biology or take an additional psychology course in order to psychology for details about this major. reach the 11 courses required for the major. Psychology 32 and the advanced lab require- Major in Cognitive and Brain Sciences ments need to be completed at Tufts. Double The central issue in cognitive science is how the majors in Psychology and Mathematics can take mind works. The central conception in the field is Math 162 instead of Psychology 31. Students who of the brain as a biological information-processing are double majoring in Psychology and Economics device. Cognitive and Brain Science is an inherently can use Econ 13 as a substitute for Psychology 31. interdisciplinary area, drawing on psychology, Biopsychology majors may use either BIO 132 or neuroscience, linguistics, philosophy of the mind, PSY 31 to fulfill their statistics requirement. computer science, and biology. A Cognitive and In recommending students for honors, in Brain Science major provides an excellent prepara- addition to the general college requirements, the tion for careers in the sciences, computer fields, psychology department does not normally recom- health professions, law, and education. Students are mend students for highest honors unless they have required to take a core of courses in psychology, a done empirical research. basic range of courses in the other constituent disciplines, and a series of upper-level courses in Major in Psychology/Clinical which they can specialize in one or more constitu- This major is intended for students interested in ent fields. Advanced students may choose to entering graduate or professional schools in mental continue to be broadly interdisciplinary, or they health or human services and/or working with may choose primarily to “track” within a single psychiatric patients. Required courses are discipline such as psychology, philosophy, linguistics Psychology 1, 12, 31, 38, 71, 106, 181, and 182; or computer science. The program is completed two electives in psychology, one of which must be with a required research experience accompanied by

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a senior seminar, in which students discuss current PSY 129 Cognitive Neuroscience literature, the research of graduate students at Tufts, PSY 131 Neuropsychology in Cognition and their own research. Majors are also strongly PSY 139 Social Cognition encouraged to audit at least one semester of the PSY 140 Mathematical Psychology senior seminar in their sophomore or junior years. PSY 142 Seminar in Affective Neuroscience Students select their program in consultation PSY 144 Memory and Retention with their advisors. Students who wish to modify PSY 145 Mental Representation the requirements below must have the approval of PSY 146 Comparative Cognition and Behavior their advisors and the Cognitive and Brain Sciences PSY 152 Psychology of Bilingualism Steering Committee. PSY 154 Psychosis This major requires 14 courses, research, Senior 2. PSY 149 Psychology of Language Seminar in Cognitive and Brain Sciences. CD 155 The Young Child’s Development of Language CD 156 Applied Aspects of Physiological Development A. 6 required courses: CD 195 Developmental Disorders in Language and 1. PSY 9 Intro to Cognitive and Brain Sciences Reading 2. PSY 31 Statistics (or CD140) CD 243 Reading, Dyslexia and the Brain 3. PSY 32 Experimental Psychology 3. COMP 135 Machine Learning and Data Mining 4. PHIL 15/PSY 64 Introduction to Linguistics COMP 171 Human-Computer Interaction 5. COMP 11 Introduction to Computer Science (or AP COMP 170/PHIL 170 Computation Theory credit) COMP 150BBR Behavior-Based Robotics 6. COMP 15 Data Structures COMP 150MOD Computational Model in Cognitive Science B. Intermediate courses, one from each of the 4. PHIL 117 Philosophy of Mind following groups: PHIL 126 Theories of Human Nature 1. PSY 11 Developmental Psychology PHIL 133 Philosophy of Language PSY 25 (or 103) Physiological Psychology PHIL 134 Philosophy of Social Science PSY 26 Animal Learning and Cognition PHIL/PSY/ANTH 132 Cognition of Society and Culture PSY 27 Perception PSY 28 Cognitive Psychology D. Advanced research experience: 2 options, both CD 51 Intellectual Development of Young Child of which involve enrolling in Senior Seminar in PSY 103(or 25) Brain & Behavior Cognitive and Brain Sciences (PSY 195), a one 2. COMP 131 Artiﬁcial Intelligence hour weekly, year-long meeting of all seniors in this COMP 171 Human computer Interaction major worth 1 course for the entire year: COMP 150BBR Behavior-Based Robotics 1. Senior honors thesis in psychology, child COMP 150MOD Computational Model in Cognitive development, computer science or philosophy. Science 2. A year-long research experience working with a 3. PHIL 3 Language and Mind faculty member from either psychology, PHIL 33 Logic philosophy, child development, computer PHIL/PSY 151 Syntactic Theory science, or the neuroscience department at the PHIL/PSY 150 Semantics medical school. Students pursuing this route PSY 65 Phonological Theory will be required to present a ﬁnal version of their research during senior seminar. C. 4 advanced courses, drawn from at least two of the following groups: E. Electives: Students are encouraged, after 1. PSY 112 Biological Basis of Psychopathology consultation with their advisor, to augment the PSY 118 Topics in Infancy Cognitive and Brain Science major by taking PSY 123 Psychopharmacology electives drawn from the following list: PSY 124 Cognitive Neuroscience of Perception • Comp/Math 61 - Discrete Math PSY 126 Origins of Cognition • Anthropology (ANTH 150 Human Evolution) PSY 127 Behavioral Endocrinology • Biology (Bio 13, 14, Bio 116 General Physiology, Bio 134 Neurobiology)

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• Math (Math 32, 34 & 42, Math 150 General Program Requirements Mathematical Neuroscience) The program is based around five major annual • Psychology (all courses, especially: PSY 37, 40, milestones: 41, 46, 48, 49, Psy107/108) Year 1: A first-year project Year 2: Completion of the Master’s thesis MAJOR IN ENGINEERING PSYCHOLOGY Year 3: Publication/ Grant Submission An interdisciplinary program, more commonly Year 4: Conceptual Presentation at Department called human factors, is offered jointly by the Conference and Mini-Review departments of mechanical engineering and Year 5: Completion of Dissertation psychology. (See Engineering Psychology for program description and course listings.) There is no formal language requirement for either the master of science degree or the doctoral degree. GRADUATE PROGRAM The Department of Psychology offers both a Master of Science master’s degree and a doctor of philosophy degree The requirements for the master of science degree in general experimental psychology. Students include ten credits (eight course credits and two having a baccalaureate degree may apply for either research credits) distributed as follows: completion the master’s degree program or the doctoral of the graduate sequence in statistics (Psychology program, although priority is given to those 107 and 108), one area core course, two upper-level planning to pursue the doctorate. Students having a psychology courses or seminars (100 level or higher), master’s degree in psychology may apply for the one additional 200 level core or seminar course, one doctoral program directly if their master’s degree independent reading/research course or other included an empirical thesis. course credit, one professional preparation course, To be considered for graduate work in psychol- and successful completion of the first-year project ogy, a student must have a bachelor of arts or (one credit) and the master’s thesis (one credit). bachelor of science degree from an accredited No more than two graduate-level courses, which college or university. Most students will have have not been used to count toward another majored in psychology, but this is not a require- graduate degree, may be transferred from another ment. The student must, however, have had at least institution toward the Tufts program. a one-semester course in statistics and at least six The master’s thesis must be an empirical research semester hours of experimental psychology or study in psychology, which will be presented in comparable research experience. written form and on which the candidate must take Graduate students are expected to develop an oral comprehensive examination. overall breadth in psychology, as well as an empha- Students holding Tufts’ teaching and research sis in a specialty area. Emphasis areas within the assistantships are advised to register for five courses department include social psychology; cognitive per year and should plan to spend more than one psychology; developmental psychology; physiologi- year in completing the degree. Only under excep- cal psychology and psychopharmacology; experi- tional circumstances should it require more than mental psychopathology; and cognitive, social, and two years for completion. The department does not affective neuroscience. encourage part-time participation in the program. Considerable emphasis is placed on the student’s ability to undertake research. These skills are Doctor of Philosophy demonstrated in connection with course work, The doctoral degree requires ten credits (eight independent research, and by the thesis and/or course credits and two research credits) beyond dissertation. those required for the master’s degree. All graduate students are expected to participate in supervised research or teaching activities each These must include: One additional core course, semester. two 200-level seminars, one additional professional preparation course, four elective courses or independent reading/research courses, a credit associated with completion of the 3rd year publication/grant

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submission, and a credit associated with the 4th UNDERGRADUATE CONCENTRATION year Conceptual Presentation at the Department REQUIREMENTS Conference and Mini-Review. Additionally, when Major in Religion writing the dissertation, students must sign-up for Ten courses are required for the major in religion. the zero-credit Dissertation course to track progress. These courses are to be distributed as follows: The doctoral candidate must submit a disserta- a. Religion 99 (Theory and Method in Study of tion on his or her original empirical research and Religion). must take an oral examination in support of the b. Diversity requirement (four courses): Students dissertation. should have exposure to at least four different In general, the student’s program of study is religious traditions. This may be accomplished worked out with a faculty advisor, taking into through classes in which four different traditions account the student’s interests and background. are taught, or through four courses, each focused For more detailed information, please visit the on a different religious tradition, or through website http://ase.tufts.edu/psychology. some combination thereof. Students are to take four classes within the department to achieve the diversity requirement. The advisor and the Quantitative Economics chair of the Department of Religion must approve the courses taken to fulfill this require- (FOR DEGREE REQUIREMENTS, SEE ECONOMICS.) ment. c. Depth requirement (three courses): Students must choose a subfield in religious studies. This Religion may be one religious tradition, the traditions of a geographical region, or a religious textual Professor Brian Hatcher, Chair; Hinduism and religion in tradition. Students must demonstrate that they modern South Asia have taken at least three classes in that specialty. Associate Professor Heather Curtis, History of Christianity One of the three courses must be in the and American religions doctrinal (theological and philosophical) aspects Associate Professor Joseph Walser, Buddhism and religion of religion. In their chosen areas of specializa- in ancient South Asia tion, students must take two above-100 level Assistant Professor Kenneth Garden, Islam and Sufism courses. These may include an independent SECONDARY APPOINTMENTS: study or a senior thesis. The departmental Professor Gary Leupp, History; Japanese history and advisor and the chair must approve the student’s Japanese Buddhist studies area of specialization. No course may count for Associate Professor Kevin Dunn, English; Bible as literature both the diversity and depth requirements. Assistant Professor Marie-Claire Beaulieu, Classics; Greek d. In addition to the above eight courses, two Religion, Epigraphy, Medieval Latin additional courses listed or cross-listed in religion, regardless of subject area, are required. The Department of Religion is dedicated to the exploration and critical analysis of religion as a UNDERGRADUATE MINOR PROGRAM central aspect of human history and culture. Minor in Religion Courses seek to promote reflection on the diversity Five courses, distributed as follows, are required. of religious experience; empathetic engagement a. Religion 99 (Theory and Method in Study of with a range of beliefs, texts and practices; and Religion). mastery of a range of methods for studying religion. b. Students should have exposure to at least three A graduate degree in religion is not offered. different religions traditions. This may be However, some 100-level courses may be taken in accomplished through classes in which three conjunction with other programs. different traditions are taught, or through three courses, each focused on a different religious tradition, or through some combination thereof.

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The advisor and the chair of the Department of Lecturer Kathleen Pollakowski, Spanish language and Religion must approve the courses taken to literature fulfill this requirement. Lecturer Anne Poncet-Montange, French language c. One other course numbered above 100. This coordinator course may not be counted as one of the three Lecturer Anne-Christine Rice, French language courses of the above requirement. Lecturer Claire Schub, Nineteenth- and twentieth-century French literature For more detailed information, please visit the Lecturer Agnès Trichard-Arany, French language course website http://ase.tufts.edu/religion/. administrator Susan Sánchez-Casal, Director; Tufts-in-Madrid program Monique Fecteau, Director; Tufts-in-Paris program Romance Languages Carmen Gloria Guínez, Director; Tufts-in-Chile program Professor José Antonio Mazzotti, Chair; Latin American literature, colonial period, modern poetry, film studies The Romance languages all derive from the Latin Professor Juan M. Alonso, Nineteenth- and twentieth- spoken in different parts of the Roman Empire. century literature of Spain, Spanish American literature Courses in French, Italian, Portuguese, and Spanish Professor Gérard Gasarian, Nineteenth- and twentieth- lead students to an understanding of the language century French poetry when spoken or written, and allow them to read Professor Elizabeth T. Howe, Spanish Golden Age, and appreciate each nation’s literature. At all stages medieval literature, mysticism of instruction students may deepen their linguistic Professor Isabelle H. Naginski, Nineteenth-century French sensibilities and expand their horizons by studying, prose, Franco-Russian literary relations, women writers through a Romance language, a civilization Associate Professor Nina Gerassi-Navarro, Latin different from but connected to their own. Students American literature, nineteenth-century, travel literature, film may major in French, in Italian, or in Spanish studies Studies, and may minor in Italian. A special minor Associate Professor Brigitte Lane, French cultural studies, for engineering students allows them to minor in contemporary French literature, film studies French, Spanish, or Italian. Portuguese is only Associate Professor H. Adlai Murdoch, Francophone offered at the language level. The Department of Literature Romance Languages also participates in the Associate Professor Pedro Ángel Palou, Latin American programs of the Experimental College. Studies Associate Professor Vincent J. Pollina, Medieval and LANGUAGE HOUSES Renaissance French and Italian literature The Department of Romance Languages sponsors Assistant Professor Zeina Hakim, Seventeenth- and the French House and the Spanish House. The eighteenth- century French literature and culture houses are open to all students interested in these Assistant Professor Pablo Ruìz, Latin American literature, languages and cultures and are not limited to twentieth-century majors. They offer small-group living and an Senior Lecturer Laura Baffoni Licata, Italian literature opportunity to enjoy an intensive language experi- and culture ence, often with native speakers, and to participate Senior Lecturer Marta Rosso-O’Laughlin, Spanish in many social and cultural events. language coordinator Lecturer María-Concepción Lagunas Davis, Spanish JUNIOR YEAR ABROAD language course administrator Through the Tufts-in-Madrid, the Tufts-in-Paris, Lecturer Anne de Laire Mulgrew, Spanish language and the Tufts-in-Chile programs, the Department Lecturer Charles Dietrick, Spanish language course of Romance Languages offers undergraduate administrator majors an unusual opportunity for study in Spain, Lecturer Nancy Levy-Konesky, Spanish language France, and Chile during the academic year. For Lecturer Amy Millay, Spanish language more information, contact the Department of Lecturer Cristina Pausini, Italian language coordinator Romance Languages or the Office of Tufts Lecturer Tracy Pearce, French language Programs Abroad.

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Tufts-in-Paris Program region of France. Classes are held in Le Prieuré (the Preparation equivalent to completion of French 21 Priory), which was formerly part of an eleventh- and 22 is prerequisite to the program; completion century Benedictine monastery. Each student lives of French 31 and 32 is highly recommended. and shares meals with a local French family; the Students are registered in the University of Paris I residential component of the program adds an (Panthéon-Sorbonne), the University of Paris III important dimension to the students’ experience of (Sorbonne Nouvelle), and the private Institut French daily life and culture. For more information, Catholique and take most of their courses at these contact the Office of the Tufts University European institutions. Courses are also offered within the Center. Tufts-in-Paris program. Internships are available to full-year students. PLACEMENT OF ENTERING UNDERGRADUATES Tufts-in-Madrid Program All entering students who elect courses in French, (See Tufts Programs Abroad for description.) Spanish, or Italian and who have previously studied Preparation equivalent to completion of Spanish 21 the language will be placed in the appropriate and 22 is prerequisite to the program; completion course level by their scores on the SAT II Subject of Spanish 31 or 34 and 32 or 35 is highly recom- Tests (formerly known as the CEEB Achievement mended. Students are registered in the Autonomous Test), Advanced Placement Test, or the Tufts University of Madrid or the University of Alcalá placement examination. The Tufts placement exam- and take most of their courses in the university. ination, which is for diagnostic purposes only, is Courses are also offered within the Tufts-in- given each September and January during the Madrid program. orientation period. For more information concerning the Tufts- Students who place above French, Spanish, or in-Madrid Program, write to the Department of Italian 3 may complete the language requirement Romance Languages or to the Office of Tufts by choosing any one of the three available options Programs Abroad. (see College of Liberal Arts Information, Founda- tion Requirements). One course credit equivalent to Tufts-in-Chile Program French/Spanish/Italian 21 or 22 is granted under (See Tufts Programs Abroad for description.) certain conditions (see College of Liberal Arts Preparation equivalent to completion of Spanish 21 Information, Advanced Placement and Accelera- and 22 is prerequisite to the program; completion tion Credit). of Spanish 31 or 34 and 32 or 35 is highly recom- For further information, see the appropriate mended. Students are registered in the University coordinator of language instruction. of Chile in Santiago and take most of their courses in the university. UNDERGRADUATE For more information concerning the Tufts-in- CONCENTRATION REQUIREMENTS IN Chile Program, write to the Department of FRENCH AND SPANISH Romance Languages or to the Office of Tufts Prospective majors in French or Spanish are advised Programs Abroad. to consult the guidelines for selecting a related field, which appear in the departmental course Tufts University European Center brochure and on the Romance Languages website. The Tufts University European Center sponsors a The department highly recommends that seniors six-week summer study program in Talloires, on returning from overseas programs enroll in two the Lac d’Annecy, in the heart of the French Alps. 100-level French or Spanish courses on the Tufts Students enroll for credit in two courses chosen campus during their final year of study. At least one from an array of offerings including French of the four 100-level literature courses must be language, literature, and civilization. The courses, taken during the senior year on the Tufts campus taught by members of the Tufts faculty, draw on the itself. rich cultural and physical resources of this beautiful

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Major in French departmental course brochure and on the Romance Ten courses as follows: Languages website. It is highly recommended that French 21 and 22, or equivalent; French 31 and 32, seniors returning from overseas programs enroll in or equivalent; four 100-level courses in literature; an appropriate Italian course in the Department one 100-level course to be selected from among the of Romance Languages during their ﬁnal year of various course offerings in advanced language and study. Interested students should consult the culture, including French 121, 122, 124, 125, 130, designated advisor for the major. 140, 150, or their equivalents or one additional 100-level course in French literature. (Students Major in Italian Studies participating in programs abroad may count toward Ten courses distributed as follows among Categories the satisfaction of this requirement a wide range of A, B, and C: courses in language, literature, art history, geogra- Category A: Five courses taught in Italian in the phy, history, civilization, and other areas, taught in Department of Romance Languages: Italian 21 and the language of the major.) One course taught in 22, or equivalent; Italian 31 and 32, or equivalent; French, in a related ﬁeld, or one additional 100-level one 100-level course, such as Italian 121, 177, 191, course in French literature. No more than one credit or 192. in Independent Study may be counted toward the Category B: Two courses taught in English in the major. No more than two credits combining an Department of Romance Languages, such as Italian Independent Study and an honors thesis may be 51, 52, 55, or 75. counted toward the major. All courses taken for Category C: Any three courses from one or more of credit in the major must be completed with a grade the following groups: Category A, above; Category of C- or better. B, above; courses in Latin language or literature, with readings in the original, above the level of Major in Spanish Latin 3; courses in Latin literature or culture, with Ten courses as follows: readings in English translation; courses devoted Spanish 22, or equivalent; Spanish 31 or 34, and exclusively to Italian culture (as attested by course 32 or 35, or equivalent; three 100-level courses in description and syllabus), taught in departments literature; four 100-level courses to be selected from other than Romance Languages. among the various course offerings in advanced Courses taken in other departments must be language and culture, including Spanish 121, 122, approved by the Department of Romance Lan- 124, 130, 140, 150, or their equivalents. One course guages for credit in the major. No more than one may be in English. (Students participating in credit in Independent Study may be counted programs abroad may count toward the satisfaction toward the major. No more than two credits of this requirement a wide range of courses in combining an Independent Study and an honors language, literature, art history, geography, history, thesis may be counted toward the major. All courses civilization, and other areas, taught in the language taken for credit in the major must be completed of the major.) No more than one credit in Indepen- with a grade of C- or better. dent Study may be counted toward the major. No more than two credits combining an Independent UNDERGRADUATE MINOR PROGRAMS Study and an honors thesis may be counted toward Minor in Italian the major. All courses taken for credit in the major Five courses as follows: must be completed with a grade of C- or better. Four courses in Italian language, literature, and/or culture above the intermediate level (Italian 3-4), UNDERGRADUATE CONCENTRATION one of which must be in literature. These courses REQUIREMENTS IN ITALIAN STUDIES must be taught in Italian. One course chosen from Prospective majors in Italian studies are advised to among the following: a) a course, taught in English consult the list of courses exclusively devoted to translation, on Italian literature or civilization (e.g., Italian culture, taught in departments other than Italian 41, 42, 51, 52, 55, 75); b) one of the Italian Romance Languages, which count toward the culture courses listed in this bulletin at the end of Italian Studies major. The list appears in the the College of Liberal Arts Information section; c)

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one further course in Italian language, literature, DEPARTMENTAL HONORS and/or culture, taught in Italian on the Medford/ The departmental honors program provides the Somerville campus; d) an upper-level course, opportunity for majors in French, in Spanish, or in completed in Italy, in one of a variety of disciplines. Italian Studies—in close cooperation with a faculty No more than one credit in Independent Study may advisor—to write a senior honors thesis for one or be counted toward the minor. two course credits. Each such credit may count It is highly recommended that seniors returning toward the major as a 100-level literature course. from overseas programs enroll in an appropriate No more than two credits combining an Indepen- Italian course in the Department of Romance dent Study and an honors thesis may be counted Languages during their final year of study. toward the major. Near the end of the spring term Interested students should consult the designated the thesis is defended before a committee of three advisor for the minor. readers, who determine whether the degree with highest honors in thesis, with high honors in thesis, Special Minors for Engineering Students or with honors in thesis is to be awarded at The humanities and/or arts and social sciences commencement. requirements for students in the School of Engi- The applicant’s name must have appeared on neering may be satisfied by a special minor in the Dean’s List prior to the first term of the senior French, Spanish, or Italian language and culture year. Interested students should consult with the comprising a total of six credits. Please note the potential advisor and with the chair of the depart- following stipulations: ment toward the end of the junior year. 1) Of the five credits taken in the Department of Romance Languages, no more than one credit may GRADUATE PROGRAM be taken in English. Master’s Degree 2) Students must determine their level of A master of arts degree is offered in French proficiency in the language by examination language and literature. Preference is given to (placement test at Tufts, Advanced Placement Test students who have a strong undergraduate major in score, or CEEB SAT II Subject Test score). French. 3) Students cannot receive credit toward the minor To qualify for the master’s degree, a student for courses taken below this initial placement. completes an approved program of at least ten 4) Students must consult with the designated courses, including a general examination. A student advisor for the special minor in the Department of is expected to show evidence of scholarly attainment Romance Languages. both in course work and in the general examination. 5) Independent Studies will not be available. Application forms are available from the Office of 6) All courses used in fulfillment of the minor must Graduate Studies in Ballou Hall. be taken for a grade. For more detailed information, please visit the website http://ase.tufts.edu/romlang. FRENCH OR SPANISH Five credits above French 3 or Spanish 3. The sixth credit must be taken in the social Russian sciences, concentrating on the area in which the (FOR DEGREE REQUIREMENTS, SEE GERMAN, target language is spoken. RUSSIAN, AND ASIAN LANGUAGES AND LITERATURES.) ITALIAN Five credits above Italian 2. The sixth credit must be taken in the social School Psychology sciences, concentrating on the area in which the (FOR DEGREE REQUIREMENTS, SEE EDUCATION.) target language is spoken.

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UNDERGRADUATE CONCENTRATION Sociology REQUIREMENTS Professor Susan Ostrander, Interim Chair, Social inequali- Major in Sociology ties, social change, grassroots organizing, qualitative All Sociology majors, including those who elect to methods, gender, nonprofits do one of the three clusters (see below), must Professor John E. Conklin, Criminology, sociology of law complete ten Sociology courses, at least six of which Professor Paul Joseph, Sociology of war and peace, political must be listed or cross-listed by the Tufts University sociology, globalization Department of Sociology. Of the 10 Sociology Associate Professor Paula Aymer, Race and ethnic courses, 4 must be the following core courses, at relations, family, religion, immigration least 2 of which must be taken in the Tufts Associate Professor Pawan Dhingra, Immigrant University Department of Sociology: adaptation, Asian Americans, cultural identities, social/ 1: Introduction to Sociology cultural inequalities, race and ethnic relations 101: Quantitative Research Methods Associate Professor James Ennis, Sociological theory, 102: Qualitative Research Methods quantitative research methods, social movements, social 103: Survey of Social Theory networks, sociology of art and artists Associate Professor Sarah Sobieraj, Mass media, political Of the 10 required Sociology courses, one must be sociology, civil society and the public sphere, sociology of numbered 180 or above. Sociology 193, 197, 198 culture, social movements and 199 do not count for this requirement. Five of Associate Professor Rosemary C. R. Taylor, Political the 10 required courses are unrestricted electives, sociology, social policy, medical sociology, organizations, except for students who choose to complete a qualitative research cluster. These requirements become effective in Assistant Professor Ryan Centner, Urban sociology, September 2011. globalization, Latin America, built environment, theory, Middle East Majoring in Sociology Using a Cluster Option Assistant Professor Helen Marrow, Immigration, race and Students can major in Sociology by choosing their ethnic relations, social inequalities and social policies, health, electives to complete one of the following Cluster qualitative research methods Options: 1. Media, Culture, and Society Sociology is the systematic study of social institu- 2. Social Inequalities and Social Change tions, patterns of social interaction, and social 3. Globalization, Transnationalism, and identities. Sociologists study how structures in Immigration society shape human behavior, and how behavior (human agency) constructs society, social categories, For more information on the Cluster Option, and social meaning. Institutions include family, please visit http://ase.tufts.edu/sociology/ religion, media and culture, health and medicine, programsCourses.asp education, work and labor markets, the military, business and nonprofit organizations, science and UNDERGRADUATE MINOR PROGRAM technology, the environment, and the arts. Areas of Minor in Sociology study include immigration, transnationalism, and The minor requires the completion of six courses; globalization. Sociology students learn how to none may be taken pass-fail. One required intro- examine social structures analytically and critically; ductory course numbered 1 through 50; one how social constructs such as gender, race, and class required methods course: Sociology 101 or 102; one influence people’s social positions and organize theory course: Sociology 103; and three elective their daily lives; and how people change society by courses. Details are available from the department. forming social movements and using the media. Students should declare their minor by junior year. Students in the Class of 2013 and later must follow these requirements. Others can choose between this set of requirements and those in place at the time of their matriculation at Tufts. For more detailed information, please visit the website http://ase.tufts.edu/sociology.

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nity well-being by helping them understand, Spanish empathize with, and respond to the social, econom- (FOR DEGREE REQUIREMENTS, SEE ROMANCE ic, and environmental needs of individuals and LANGUAGES.) communities.

AFFILIATED CENTERS AND INSTITUTES Urban and Environmental Center for Interdisciplinary Studies—Environmental Studies Program Policy and Planning The Department of Urban and Environmental Professor Julian Agyeman, Chair; Sustainability policy, Policy and Planning is one of three Tufts depart- environmental justice, education for sustainability ments that oversees the undergraduate environmen- Professor Rachel G. Bratt, Housing and community tal studies program. The environment and society development track, for which UEP serves as the host department, Professor Robert M. Hollister, International urban examines the sociopolitical, humanistic, economic, development, active citizenship and cultural aspects of managing environmental Professor James Jennings, Urban and neighborhood problems. politics, social welfare, community development Global Development and Environment Institute (GDAE) Professor Sheldon Krimsky, Environmental policy and environmental ethics The Global Development and Environment Professor Weiping Wu, China, urban planning, globalization Institute (GDAE) was established to gain a new Associate Professor Mary E. Davis, Environmental health understanding of how nations and societies at Associate Professor Francine Jacobs, Child and family differing stages of economic development can policy, program evaluation pursue that development in an environmentally and Assistant Professor Justin Hollander, Urban planning and socially sustainable manner, and to assist the public policy development and private sectors in applying this knowledge Lecturer Laurie Goldman, Social welfare and housing through appropriate policies that promote sustain- policy, policy implementation, and public and nonproﬁt ability. Through research, curriculum development, management a visiting scholars’ program, conferences, and faculty Lecturer Barbara Parmenter, Geographic information seminars, the institute offers opportunities for systems shared activities between the Fletcher School and Lecturer Ann Rappaport, Environmental management, Graduate and Professional Studies. It also provides environmental policy employment opportunities for graduate students. Lecturer Robert Russell, Environmental law Tufts Institute of the Environment (TIE) Lecturer Jonathan Witten, Land use planning Professor of the Practice Penn S. Loh, Environmental The Tufts Institute of the Environment (TIE) is an Justice interdisciplinary university-wide institute that initiates, facilitates, and promotes environmental SECONDARY APPOINTMENTS: education, research, and outreach toward a sustain- Adjunct Associate Professor Robert Burdick, Negotiation able future. It meets this goal by assisting faculty to and conﬂict resolution create new environmental courses; developing interdisciplinary research initiatives; coordinating The Department of Urban and Environmental efforts among existing departmental programs; Policy and Planning offers a graduate public policy supporting speakers and visitors; involving alumni; and planning program culminating in either a producing newsletters, supporting student events, master of arts (M.A.) degree or a master of public developing social media, and other outreach policy (M.P.P.) degree. Our goal is the education of activities; and supporting and recognizing outstand- a new generation of leaders, “practical visionaries,” ing Tufts students. who will contribute to the development of more TIE is located on the Medford Campus in just and sustainable communities. A key step Miller Hall and its physical space is used by many toward this is making our institutions more students to study, work, and meet with other responsive to child, adult, and ultimately commu- students and faculty members. TIE coordinates and

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supports events for the environmental community an understanding that active citizen participation is throughout the year. TIE supports student research essential to freedom and democracy. The mission of through fellowships, travel grants, and a limited the Jonathan M. Tisch College of Citizenship and number of internships and research assistantships. Public Service (Tisch College) is to prepare Tufts Within its offices, TIE also supports the Water: undergraduate and graduate students for lifetimes Systems, Science, and Society (WSSS) program, an of active citizenship, and to make public service an interdisciplinary graduate research and education important dimension of their lives and work. program. Program activities designed to fulfill this mission include faculty and curriculum development, Tufts Office of Sustainability (OOS) student leadership development, an information Tufts Office of Sustainability (OOS) serves as a and resource clearinghouse, and seed grants for resource, an advocate, and a catalyst for environ- faculty and student initiatives. The Lincoln Filene mental sustainability at Tufts. Originally started in Center, a component of Tisch College, increases 1999 as the Tufts Climate Initiative, it acts as the knowledge about citizen action and community bridge between resource conservation ideas and building, enhances public-service education and their practical implementation and eventual research at Tufts, and informs public decision integration into the day-to-day rhythm on campus. making. The center acts as a catalyst to connect The Office plays an active role in helping Tufts people and resources in new ways, and to develop meet its sustainability goals in emissions, resource new approaches to public problems. conservation and sustainability education. Its website and blog are frequently updated with underGRADUATE PROGRAMS information, opportunities, and promotions related Undergraduate Minor in Urban Studies to environmental sustainability at Tufts, and its The Minor in Urban Studies provides students weekly newsletter keeps the community informed with an opportunity to pursue their love of cities about job openings and upcoming events in the and communities and to study urban issues in area. depth. Students can select from a rich variety of The OOS collaborates with academic depart- courses that examine the interplay among the ments as well as students and staff to provide different groups occupying the urban space, the support and encourage innovation. In addition, it problems they confront, their struggle for recogni- runs two educational programs for Tufts commu- tion and power, and the forces shaping the physical nity members: the Eco-Ambassador program for terrain they inhabit. The Minor offers a good staff and faculty wishing to help their department or foundation for students contemplating graduate office become greener, and the Eco-Representative work in urban planning, environmental policy, program for students living in university owned public administration, public policy, law, or social residences. Both these programs empower individu- work. It also can be an intellectually exciting focus als to become change agents right here at Tufts. for interdisciplinary exploration, because under- The OOS produces and distributes publications standing urban phenomena requires synthesizing including The Green Guide to Living and Working knowledge from a broad range of the social sciences Sustainably at Tufts, the Eco Map, and informative and humanities. The completion of five courses pamphlets on topics like green commuting options from at least three different departments is and climate change. With its recent creation of the required. In addition, a student is required to interactive Tufts Eco Tour in April of 2012, the complete an appropriate capstone project, such as a OOS hopes to engage students, faculty, staff and research paper, an oral presentation, a video, a visitors to “the hill” in Tufts’ environmental past and photographic exhibit, a fictional narrative, or other present so that its community may continue the forms of study, which integrates the knowledge and trend toward a sustainable future. methodologies of the disciplines involved. Inter- ested students should consult the faculty coordina- Jonathan M. Tisch College of Citizenship and Public tor, Weiping Wu ([email protected]), for more Service (Tisch College) information about specific courses that can be Tufts University is explicitly committed to fostering counted toward the Minor. For more detailed an attitude of “giving back,” including promoting information, please visit: http://ase.tufts.edu/uep/ Degrees/UrbanStudiesMinor.aspx.

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GRADUATE PROGRAMS And, for the MA, a set of competencies based on UEP students focus on public problems in the three areas: broad areas of urban and social policy and planning, 1) Knowledge—upon completion of the MA or environmental policy and planning, as well as on program, students should have basic familiarity issues linking these various concerns. UEP’s goal is with: the education of a new generation of leaders, • The evolution, structures and functions of “practical visionaries” who will contribute to the cities and metropolitan regions; development of more just and sustainable commu- • The relationship between the ‘Market’ and nities. the ‘Polis’ in economics, policy and planning; A key step toward this is making our institutions • The role(s) of government, governance, more responsive to child, adult and ultimately citizenship and NGOs community wellbeing by helping them understand, • The history, theory and processes of both empathize with and respond to the social, economic policy making and planning together with and environmental needs of individuals and implementation procedures and practices; communities. • The administrative, legal and political aspects We offer two graduate programs in public policy of policy and plan-making; and planning: a master of arts (M.A.) degree in • Areas of specific policy or planning content urban and environmental policy and planning based knowledge related to your professional which is accredited by the Planning Accreditation interest (s) and an in-depth knowledge of one Board and a master of public policy (M.P.P.) degree. policy or planning domain through thesis or Both degrees equip public-spirited individuals for other terminal project. rewarding careers in government, nonprofit organizations, citizen advocacy groups, and the 2) Skills—upon completion of the MA program, private sector. students should have basic skills in the following: • Critical thinking; UEP has a flexible MA and MPP curriculum built • Individual problem identification and research around a set of six core values: methodology selection and primary and • An appreciation of the inextricable linkages secondary data gathering and analysis; between social, economic and environmental • Quantitative analysis, computer proficiency issues and the ability to make policy and and spatial analysis; planning recommendations accordingly; • Written, oral and graphic communication; • An appreciation of the role of values in policy • Collaborative problem solving, negotiation and formation and planning and the ethical/social mediation; responsibility of policy and planning profes- • Synthesis and application of policy and sionals to act accordingly; planning content-based knowledge from • An appreciation of the deeply embedded theory into practice; nature of gender, age, race, class, disability, culture and sexual orientation in all aspects of 3) Policy and Planning in Practice—The MA public policy and planning; program will provide the following professional • An appreciation of the centrality of spatial, opportunities: social and environmental justice to all aspects • At least 150 hours, supervised, in an organiza- of public policy and planning; tion relevant to your interests; • An appreciation of the need to understand the • Demonstrate through the Internship Agree- role of individual and community rights and ment and Learning Assessment that your responsibilities in public policy and planning; Internship gave opportunity for significant • An appreciation of the need to move society learning in a field relevant to your interests and toward the development of sustainable meets at least one of your career goals; communities where there is a high quality of • Reflections on the role of ethics in professional human life; delivered in a just and equitable policy and planning processes, practices and manner while respecting the limits of support- behavior. ing ecosystems.

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MASTER OF ARTS different policy and planning areas whether a The Master of Arts (M.A.) requires completion of student’s interest is primarily environmental or twelve courses plus a thesis for a total of fourteen social, urban or rural, local or global. Accordingly, a credits. Each semester-long course at Tufts receives student’s choice of classes can be narrower (on the one credit. The program normally takes the public policy and planning challenges in one policy equivalent of two years of full-time study, although or planning area) or broader (on sustainable it is possible to be enrolled in the program on a development which looks at these issues and their part-time basis. interrelationships as a whole), depending ultimately on the student’s goals. Degree Requirements The requirements for the master of arts degree are At UEP, faculty and student interests and course as follows: offerings cluster around the following: • Five required core courses covering theoretical • Sustainable communities foundations of policy and planning, and the • Environmental justice development of relevant professional skills; • Community development and housing • Seven elective courses approved by student’s • Race, class, and social welfare policy advisor; • Child and family policy • An internship in public policy or planning; • Land use planning • A master’s thesis. • Natural resource policy and planning • Science/technology, ethics, and environmental Students select courses from the department’s policy offerings, other Tufts departments and schools, and • Environmental risk Boston-area consortium universities. To receive • Corporate responsibility and the environment credit for a course, graduate students must attain a • Climate change grade of B- or better. • International environmental policy • Program evaluation Core courses • Applied research methods A required core curriculum exposes students to • Planning tools, techniques, and strategies methods of policy analysis and planning and helps • Non-profit organization and management them develop the competencies listed above, for • Citizen roles in policy and planning effective professional practice. The five required core courses are: Internship An internship (minimum 150 hours) is usually 1) Foundations of Public Policy and Planning completed between the two academic years. Most 2) Economics for Planning and Policy Analysis internships are based in a public or nonprofit 3) Quantitative Reasoning for Policy and Planning agency, and are usually paid. Alternatively, students (introductory or intermediate) may elect a research internship, working on a 4) Field Projects: Planning and Practice university-based or research institution-based 5) Cities in Space, Place and Time project. Although faculty provide assistance and advice, Electives students are expected to secure their own internship In addition to the core curriculum, students choose placements. courses that meet their particular objectives and provide a strong grounding in basic methods and Thesis approaches to public policy and planning. UEP The thesis requirement provides students the recognizes the need for the policy and planning opportunity to become proficient in framing a specialist, the person who wants to plan for research question and carrying out an independent landscape, ecological or watershed management, or investigation on a topic of the student’s choosing. develop child and/or family or other social welfare Building on competencies developed through policies. However, UEP also recognizes the course work, students present a well-reasoned inextricable interconnections between and across

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analysis of a significant policy or planning problem. development, implementation, and evaluation. Theses may be technical studies, policy analyses, The M.P.P. seminar is for M.P.P. degree students theoretical papers, research studies, or planning only. All other courses are taken with students in report. the M.A. in urban and environmental policy and planning program. Up to two courses may be MASTER OF PUBLIC POLICY selected from course offerings in other Tufts The Master of Public Policy (M.P.P.) is for departments and schools, as long as they relate to individuals with at least seven years of significant, public policy and are approved by the student’s relevant professional experience, who are interested advisor. In addition, with the advisor’s approval, one in expanding their knowledge of public policy class at a consortium school may be taken in the within urban, social, and environmental domains— second semester. Transfer credits will not be or across these domains, such as programs and accepted. Students with significant background in policies related to sustainable communities. economics or statistics may, with faculty approval, This degree program offers students the waive the relevant required courses and substitute opportunity to strengthen their critical thinking, electives of their choosing. policy analysis, and communication skills; improve their professional practice in areas such as media- Public Policy Areas tion, land use planning, or financial management; Each student, working closely with his or her and establish close professional relationships and academic advisor, identifies an area of public policy networks among faculty, affiliated agencies, and interest(s). The student then selects four policy other students. Full-time students may complete courses that deepen his/her theoretical and practical this nine-credit degree in one year; part-time understanding of policy within their area(s) of enrollment options are also available. The require- interest. ments for the M.P.P. are as follows: All our courses focus on urban, social and/or environmental policy issues. You can choose from Degree Requirements one or more of these areas or you can choose to • Four required core courses; focus on the intersection(s) between these areas, • Four elective courses in a public policy area; namely the arena of sustainable development. • Two additional elective courses in policy and planning fields or professional skills; Examples of Public Policy Courses • A required core curriculum enables students to • U.S. Social Welfare Policy; reflect on their professional practice, examine • Social Policy for Children and Families; dominant theories and themes in the public • Community Development, Planning and policy literature, and further refine and Politics; consolidate their perspectives on their career • Community Economic Development; paths. • Real Estate Development and Finance; • Climate Change Policy, Planning and Action; The four core courses are: • Environmental Law; 1) Economics for Planning and Policy Analysis • Toxic Chemicals and Human Ecology; 2) Quantitative Reasoning for Policy and Planning • Water Resources Policy and Planning and (introductory or intermediate) Watershed Management; 3) Reflections on Public Policy Practice (one-half • Corporate Management of Environmental credit, fall, in the first semester of student’s Issues; program) • Developing Sustainable Communities; 4) Integrative Seminar (one-half credit, spring, in • Environmental Justice, Security and Sustain- the last semester of the student’s program) ability.

The M.P.P. seminar is composed of the two Professional Practice Electives half-credit courses. It helps students examine their Students also have opportunities to enroll in own professional experiences in the context of courses that enhance their professional practice prevailing theories about policy and program skills, such as:

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• Leadership and Organizational Development; UEP and Biology • Financial Analysis and Management; The joint master’s degree in urban and environ- • Philanthropy and Fundraising; mental policy and planning/biology responds to • Negotiation, Mediation, and Conflict the need for biological literacy by professionals Resolution; working in policy areas. The program is designed • Program Evaluation; for individuals who are interested in understanding • Local Government Finance. the technical side of policy and planning, including the implementation of policy (e.g., regulations), Inquiries and requests for application materials for and the formulation of policy (e.g., legislation), and either the M.A. or M.P.P. degree program should accounting for biological aspects of land-use issues be addressed to the Department of Urban and (e.g., working with governmental and nongovern- Environmental Policy and Planning, 97 Talbot mental conservation and planning organizations). Avenue, Tufts University, Medford, Massachusetts Students have the choice of receiving the M.A. or 02155, or call 617-627-3394. The application M.S. degree. deadline for the M.A. program is January 15; the deadline for the M.P.P. program is April 30. Late UEP and Child Development applications may be considered. UEP and the Eliot-Pearson Department of Child Development offer a joint master’s degree program INTERDISCIPLINARY DOCTORATE in child and family policy. The degree is designed The department participates in Tufts’ interdisci- for individuals interested in child and family plinary doctoral program, which accepts a limited program development, program evaluation, public number of Ph.D. candidates (applicants must have and private agency administration and planning, completed a master’s degree) who design an policy-oriented research, child advocacy, and individualized program of study. Students interested community organizing around child and family in this degree should address their inquiries to the issues. Office of Graduate Studies. (See Interdisciplinary Doctorate in this bulletin for program description.) UEP and Civil and Environmental Engineering UEP students may pursue either a joint- or dual COMBINED AND COLLABORATIVE DEGREE degree program with the Department of Civil and PROGRAMS Environmental Engineering in the School of The Department of Urban and Environmental Engineering. Both programs respond to the need Policy and Planning offers joint master’s degree for environmental professionals who are skilled in programs with the Departments of Biology, Child both a technical and policy perspective in the Development, Civil and Environmental Engineer- analysis, planning, and implementation of environ- ing, and Economics. Students complete core mental management and health activities. The requirements in UEP and one of the affiliated programs combine policy study skills with more departments to receive a single master’s degree technical training in civil engineering. The joint (M.A. or M.S.). It is possible to complete joint degree program results in the M.S. degree, while degree requirements in two years. Interested the dual degree program results in both the M.A. students should check with individual departments and M.S. degrees. The former requires twelve regarding specific program requirements and course credits, plus a thesis, while the latter requires application procedure. UEP also offers dual degree seventeen course credits, plus a thesis, and can be programs with the Fletcher School, the Depart- completed in five semesters. The following ment of Civil and Environmental Engineering in programs within the Department of Civil and the School of Engineering, the Friedman School of Environmental Engineering may be joined with the Nutrition Science and Policy, and the Boston UEP degree: Environmental Health, and Environ- College Law School. mental and Water Resources Engineering. Please note: these programs are not available to students in the M.P.P. program.

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UEP and Economics Gerald J. and Dorothy R. Friedman School of Economics and public policy and planning are Nutrition Science and Policy are meant for students inextricably intertwined. Public policy issues have interested in the connection between environmental motivated some of the classic studies in economics effects of food production and supply, and who and the tools of economic analysis can be applied to want to become active participants in policy and a wide variety of policy and planning questions. planning debates. Students pursuing these pro- The joint-degree program between UEP and the grams are interested in deepening their knowledge Department of Economics provides students with of policy analysis and planning, and understanding an opportunity to explore these long-standing how food policy fits into larger public policy and linkages and to develop skills in policy analysis and planning issues—including environmental problem planning based in economics. solving and community development. By combining two programs, the dual degree can be complet- UEP and the Fletcher School ed in three instead of four years. Students receive The Fletcher School offers a broad program of both a master of arts degree in urban and environ- professional education in international affairs. Its mental policy and planning and a master of science curriculum addresses international law and degree in agriculture, food, and environment or a organization, diplomatic history and international master of science in food policy and applied political relations, international economic relations, nutrition. and international political institutions and systems. Interested students must submit separate UEP and the Fletcher School offer a dual degree applications to each program indicating a prefer- program focusing on international environmental ence for the dual degree. Each school reviews policy. This program provides an opportunity for a candidates based on its own requirements and limited number of highly qualified students to earn criteria. The candidate’s admission to UEP is not both the master of arts degree in urban and affected by the decision of the Friedman School. environmental policy and planning and the master of arts in law and diplomacy (M.A.L.D.) at the UEP and the Boston College Law School Fletcher School. By combining the two programs, This program is for students interested in exploring the dual degree can be completed in three instead the connections between the law and urban and of four years. environmental policy and planning. Student receive Interested students must submit separate two degrees—a Master of Arts and a Juris Doctor applications to each program indicating a prefer- (M.A.J.D.). The dual degree program recognizes ence for the dual degree. Each school reviews that the fields of law and planning are inexorably candidates based on its own requirements and linked. Planning (including policy analysis) is a criteria. The candidate’s admission to UEP is not process of guiding future developmental patterns; affected by the decision of the Fletcher School. The and the law frames the mechanisms and limits of dual degree program responds to growing student governments’ control over this process. Planning and professional demand for graduate education in and law immerse students in broad debates and international environmental policy. It is designed to critical thinking about the environment, human prepare students for careers in economic and settlements, social and environmental justice, development institutions, government agencies, and corporate responsibility, and land use. All of these nonprofit organizations concerned with interna- issues are guided by constitutional, equitable, and tional problems affecting the physical environment pragmatic principles. such as acid rain, offshore oil drilling, soil erosion, The M.A./J.D. is offered through a collabora- deforestation, biodiversity, waterways pollution, and tion between the Tufts University Department of chemical contamination. Urban and Environmental Policy and Planning (UEP) and the Boston College Law School. There UEP and the Friedman School of Nutrition Science is currently no graduate program in New England and Policy which offers the combined strengths of this dual The dual degree programs with the Agriculture, degree program. Food, and Environment program and the Food During their first year, students choose to take Policy and Applied Nutrition program of the courses either through UEP or the law school

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exclusively. Students split their courses between the certificate program in as little as one year or to department and the law school in the years that extend it over several years. The certificate pro- follow. Students are required to meet with the UEP grams are open to students with a bachelor’s degree. program coordinator and academic advisors from For more information, contact the Office of both UEP and the law school to plan a course of Graduate Studies at 617-627-3395 or visit study—one which balances each student’s back- http://gradstudy.tufts.edu/. ground and interests with the requirements of the program. Advisors at both Schools will collaborate, Certificate Program in Community Environmental under the auspices of an advisory committee, to Studies ensure that students receive accurate and timely The certificate in community environmental studies information about how they are to proceed through provides professional training for careers in the the dual degree program. rapidly growing and changing environmental field. Students may transfer credits toward each The program offers a rich and varied selection of degree, allowing them to concentrate their studies environmental courses in planning, policy, econom- and complete the program in four years (as opposed ics, engineering, and science complemented by to five, which would be typical if a student were courses in negotiation, law, and nonprofit manage- pursuing each degree separately). ment. This program is designed for citizen advocates Interested students must submit separate seeking to promote environmentally sustainable applications to each program indicating a prefer- communities, environmental specialists in compa- ence for the dual degree. Each school reviews nies who interact with community leaders, and candidates based on its own requirements and public agency personnel. (See Community Envi- criteria. The candidate’s admission to UEP is not ronmental Studies in this bulletin for description.) affected by the decision of the Boston College This certificate requires four courses. Law School. For detailed information on the requirements for the J.D., please contact the CES Core Courses Boston College Law School, Newton, MA 02459. Select at least one core course from the following: http://www.bc.edu/schools/law/home.html UEP 200 Land Use Planning I: Nonregulatory Tools and Techniques (Fall) CERTIFICATE PROGRAMS UEP 201 Land Use Planning II (Spring) In addition to the master’s programs, the Depart- UEP 207 Environmental Law (Fall) ment of Urban and Environmental Policy and UEP 221 Climate Change Policy and Planning (Spring) Planning offers two certificate programs in UEP 223 Fundamentals of U.S. Agriculture (Fall) community sustainability. The certificates in UEP 279 Water Resources Policy, Planning, and Watershed management of community organizations and Management (Fall) community environmental studies emphasize Course descriptions for these core courses can be participatory strategies for community self-deter- found on the UEP website. mination and sustainability. These flexible programs enable working adults to gain the vital management CES Course Electives and environmental skills necessary to enhance Select up to three skills and environmental policy existing careers or to move into new professional electives from the following: work. A third certificate in program evaluation is UEP 161A Writing and Public Communication (Summer) offered in collaboration with the Department of UEP 173 Transportation Planning (Fall) Child Development, the Gerald J. and Dorothy R. UEP 174A Clean Air and Clean Water Policy (Summer) Friedman School of Nutrition Science and Policy, UEP 205 Urban Planning and Design (Fall) and the School of Medicine. UEP 222 Biotechnology: Social and Environmental Issues To earn a certificate, students successfully (Spring) complete four courses for credit. The certificate in UEP 230 Negotiation, Mediation, and Conflict Resolution program evaluation also requires completion of an (Fall, Spring, and Summer) applied practicum. Courses for the certificate UEP 232 Introduction to Geographic Information Systems programs are drawn from the curriculum of the (Fall and Spring) master’s program. It is possible to complete a

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UEP 265 Corporate Management of Environmental Issues Course descriptions for these core courses can be (Fall) found on the UEP website UEP 272 Real Estate Development and Finance (Spring) UEP 278 Environmental Justice, Security, and Sustainability MCO Core Electives (Fall) Select up to three skills and urban and social policy UEP 284 Developing Sustainable Communities (Spring) electives from the following: UEP 286 Environmental Ethics (Spring) UEP 161A Writing and Public Communication (Summer) UEP 294BB International Sustainable Development UEP 188 Seminar on Government and the Family (Spring) (Summer) UEP 191B Philanthropy and Fundraising (Summer) UEP 294-01 Regional Planning: Tools and Techniques UEP 205 Urban Planning and Design (Fall) (Spring) UEP 213 Housing Policy (Fall) UEP 294-04 Green Urban Design (Spring) UEP 215 Legal Frameworks of Social Policy (Spring) UEP 294-06 Qualitative Analysis for Planning and Public UEP 230 Negotiation, Mediation, and Conflict Resolution Policy (Fall) (Fall, Spring, and Summer) UEP 294-08 Planning for Low-Impact Development (LID) UEP 240 U.S. Social Welfare Policy (Fall) (Spring) UEP 251 Economics for Planning and Policy Analysis UEP 294-14 International Planning and Urban Policy (Spring) (Spring) UEP 271 Community Economic Development (Fall) UEP 294-16 Special Topics: Environmental Health for Policy UEP 272 Real Estate Development and Finance (Spring) and Planning (Fall) UEP 282 Social Policy for Children and Families (Fall) (Students may substitute other Tufts graduate UEP 284 Developing Sustainable Communities (Spring) courses, subject to the approval of the certificate UEP 294B Local Government Finance (Summer) advisor.) UEP 294-02 Policy Implementation and Innovation (Fall) UEP 294-13 Running Effective Groups: An Interdisciplinary Experience (Spring) Certificate Program in Management of Community Organizations (Students may substitute other Tufts graduate The certificate in management of community courses, subject to the approval of the certificate organizations offers professional management advisor.) training within the framework of the social, economic, and political values that shape the Certificate Program in Program Evaluation nonprofit sector. The program’s goal is to train Private funders and public agencies are increasingly people with a commitment to social concerns and demanding evaluation as a requirement for funding. effective management who wish to work at the Individuals with evaluation training are needed to community level. Participants share a commitment assist programs, sponsoring agencies, and funders in to working to improve the housing, employment, planning and carrying out evaluations to address environment, health, and overall quality of life for their needs for information and analysis. The low-income groups and communities. (See certificate in program evaluation is designed for Management of Community Organizations in this midcareer professionals who wish to learn about the bulletin for description.) design and implementation of effective evaluation This certificate requires four courses. strategies. Students learn practical skills that can be put to use in the evaluation of a wide range of social MCO Core Courses service, public health, community development, and Select at least one core course from the following: environmental programs. In addition to a bachelor’s UEP 253 Financial Analysis and Management (Spring) degree, applicants are expected to have three to five UEP 256 Program Evaluation (Fall and Spring) years of professional experience in a particular field. UEP 261 Community Development, Planning, and Politics (See Program Evaluation in this bulletin for (Spring) description.) UEP 276 Leadership and Organizational Development This certificate requires four courses (format (Fall) code: UEP = Urban and Environmental Policy and Planning; CD = Child Development, PSY =

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Psychology; NUTR = Nutrition; SOC = Sociology; tion and power, and the forces shaping the physical OTS: Occupational Therapy; ED = Education; terrain they inhabit. The Minor offers a good MPH = Public Health). foundation for students contemplating graduate Courses in statistics, data analysis, and research work in urban planning, environmental policy, methods are offered by several departments. Course public administration, public policy, law, or social substitutions can be made with the approval of the work. It also can be an intellectually exciting focus certificate faculty advisor. for interdisciplinary exploration, because understanding urban phenomena requires synthesizing 1. Foundation course: knowledge from a broad range of the social sciences Program Evaluation (UEP 256) (also CD 247) and humanities. The completion of five courses 2. One course in applied statistics and data from at least three different departments is required. analysis, for example: In addition, a student is required to complete an Problems of Research: Statistics (CD 140) appropriate capstone project, such as a research Advanced Statistics (PSY 107/108) paper, an oral presentation, a video, a photographic Principles of Biostatistics (MPH 205) exhibit, a fictional narrative, or other forms of study, Statistical Methods for Nutrition Research which integrates the knowledge and methodologies (NUTR 209) of the disciplines involved. Interested students Nutrition Data Analysis (NUTR 211) should consult the faculty coordinator, Weiping Wu Quantitative Research Methods (SOC 101) ([email protected]), for more information Quantitative Reasoning for Policy and Planning about specific courses that can be counted toward (UEP 254) the Minor. For more detailed information, please visit: http://ase.tufts.edu/uep/Degrees/ 3. One course in research methods, for example: UrbanStudiesMinor.aspx. Problems of Research: Methods and Design (CD 142) Principles of Epidemiology (MPH 201) Methods of Educational Research (ED 271) Visual and Critical Studies Survey Research in Nutrition (NUTR 210) Lecturer Diane O’Donoghue, Chair; Asian art history and Field Research (SOC 105) archaeology, theories of art and representation Research Methods (OTS 210) Lecturer Noit Banai, History and theory of the avantgarde, 20th century art, post-war art, contemporary art 4. One elective in your area of interest or expertise: education, child development, nonprofit manage- Lecturer Hilary Binda, English Renaissance, critical theory, ment, social or environmental policy, nutrition, or poetry, gender and sexuality in literature public health. Lecturer James Dow, Photography, history of photography, contemporary art For more detailed information, please visit the Lecturer Eulogio Guzmán, Art of the ancient Americas, website http://ase.tufts.edu/uep/. architecture of ancient and colonial Mexico, contemporary Central American art Lecturer Tina Wasserman, Cinema studies, film and media Urban Studies theory, visual culture studies FACULTY COORDINATOR: Professor Weiping Wu, Urban and Environmental Policy The Department of Visual and Critical Studies is and Planning comprised of Tufts faculty who teach art history, cultural studies, and English courses at the School The Minor in Urban Studies provides students of the Museum of Fine Arts, Boston, primarily to with an opportunity to pursue their love of cities students in the Tufts/Museum School Bachelor of and communities and to study urban issues in Fine Arts program. These Tufts academic courses depth. Students can select from a rich variety of are specifically designed to engage visual thinkers courses that examine the interplay among the and to encourage students to draw connection different groups occupying the urban space, the between the study of the discipline and their own problems they confront, their struggle for recogni- art making.

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The faculty of art historians who teach in this PROGRAM DESCRIPTION department situate their subject expertise within The objective of graduate certificate program in critical discussions that inform how we come to Water: Systems, Science and Society (WSSS) is to understand and analyze a diverse body of cultural train a new kind of professional who understands objects. The department encompasses the English the causes and dynamics of water-related problems Program, with English faculty that include from multiple points of view, yet has the skills to practicing literary scholars and creative writers. The be an expert in one discipline. To ensure sufficient department also runs the Writing Center, where depth and expertise in a particular discipline, students can drop in or make appointments to work students in the WSSS program must be accepted by with faculty on their own essays or creative writing. and obtain their graduate degrees from an existing school or department. Tufts schools participating UNDERGRADUATE COURSE OFFERINGS in WSSS include Arts and Sciences, Engineering, Appealing to the specific interests and investments Medicine, Veterinary Medicine, the Friedman of Museum School students in the complexities of School of Nutrition Science and Policy, and the visuality and language, the art history faculty offer Fletcher School of Law and Diplomacy. In courses that consider art-making as productive of addition, students in the program must: identities at institutions, both within particular 1. take three elective courses from four broad core cultural and geopolitical spheres (such as Post-War areas Europe, the Northern Renaissance, Pre-Columbian 2. attend weekly WSSS meetings Americas, or early China) and the histories of 3. participate in the planning and execution of the media and process, such as film, photography, annual WSSS symposium, and sculpture, and text-based arts. 4. complete the requirements for one of the two The English Program at the School of the tracks outlined below. Museum of Fine Arts offers a wide variety of courses addressing the roles of literature and writing Track R: Interdisciplinary Water Resources Research in a visually oriented culture. Through diverse Students are required to undertake a significant offerings in U.S., British, and World literatures, interdisciplinary water resources research project, creating writing, literary theory, and film, students culminating in (1) by the end of year 1, an MS/MA study literary texts, often in conjunction with visual thesis or capstone proposal or a preliminary texts, in a variety of contexts: historical, social, dissertation proposal, (2) a thesis, directed study or political, theoretical, or philosophical. English at dissertation, (3) a refereed journal article 90% ready SMFA offers courses for incoming undergraduates, for submission by the time of graduation from the as well as for those working at the most advanced WSSS program, and (4) a presentation at the levels. annual WSSS symposium and/or a major national For more information about the departments, its or international conference. Partial funding in faculty, or course offerings, please visit support of such a conference presentation will be http://ase.tufts.edu/visualcriticalstudies. provided by the WSSS program. Both M.S./M.A. and Ph.D. theses must be interdisciplinary and have committees with faculty members from at least two Water: Systems, Science, WSSS participating schools. and Society Track P: Practicum and Interdisciplinary Professional Experience (IPE)/Internship Richard M. Vogel, Director and Cochair; Department of Civil and Environmental Engineering Students are required to participate in the WSSS Timothy Griffin, Cochair; Friedman School of Nutrition practicum, complete an Interdisciplinary Profes- Science and Policy sional Experience(IPE)/Internship, and present a Rusty Russell, Cochair; Urban and Environmental Policy and poster at the annual WSSS symposium. Planning

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WSSS Practicum: The WSSS Practicum will enable Note: There occasionally may be modifications to the WSSS students to work in a small group on the requirements over time; therefore, please confirm with integrated assessment of a water resources case school coordinators or program cochairs at time of study. The goal of the practicum is to expose application. students to the techniques and thought processes For more information, please contact of integrated assessment in order to train them as [email protected], 617-627-4260 researchers and professionals. The practicum is headed by Rusty Russell of the Urban and Environ- For more detailed information such as the WSSS mental Policy and Planning Department with input handbook, meeting agendas, student and alumni from other participating WSSS faculty. information and many other resources, please visit the website http://www.tufts.edu/water/. Internship: To foster individual student development, a problem-focused, domestic or international field experience with a public- or private-sector organization—the Interdisciplinary Professional Women’s Studies Experience (IPE)—is required of WSSS students DIRECTOR: choosing Track P. The goal is for students to work TBA in an area related to their WSSS research topics PROGRAM ADMINISTRATOR: and thereby to further integrate training, practice, Andrea Carlino and research. Students and their faculty mentors, however, may select other IPE placements tailored AFFILIATED FACULTY: to the student’s interests. Through the IPE—which Professor Ina Baghdiantz-McCabe, History often takes the form of an internship—students Professor Jane Bernstein, Music gain professional-level experience and may develop Professor Virginia Drachman, History opportunities for future research and subsequent Professor Lee Edelman, English employment. Students may secure their own IPE or Professor Judith Haber, English Associate seek the advice of WSSS faculty with similar Professor Isabelle Naginski, Romance Languages interests. Indeed, WSSS faculty offer an impressive Professor Susan Ostrander, Sociology array of potential opportunities in a wide range of Professor Laurence Senelick, Drama and Dance international and domestic organizations. Professor Xueping Zhong, German, Russian, and Asian Languages and Literatures WSSS students conduct interdisciplinary research Associate Professor Gloria Ascher, German, Russian, and in four areas where Tufts has well-established Asian Languages and Literatures research programs: Associate Professor Paula Aymer, Sociology Associate Professor Linda Bamber, English Associate 1. Water, Climate and Environmental Change Associate Professor Cristelle Baskins, Art and Art History 2. Water and Public Health Associate Professor Nancy Bauer, Philosophy 3. Water Pollution and Remediation Science Associate Professor Nina Gerassi-Navarro, Romance 4. Watershed Management Languages 5. Water, Food and Livelihood Security Associate Professor Sonia Hofkosh, English 6. Water Diplomacy Associate Professor Ikumi Kaminishi, Art and Art History The WSSS graduate certificate requirements are Associate Professor Jeanne Penvenne, History completed in addition to the student’s degree Associate Professor Sarah Pinto, Anthropology requirements, but through the use of electives and Associate Professor Elizabeth Remick, Political Science co-listed courses, the WSSS program usually will Associate Professor Pearl Robinson, Political Science not add significant time to a graduate degree Associate Professor Modhumita Roy, English program. Upon completion of these activities, Associate Professor Christina Sharpe, English students receive a Certificate in Water: Systems, Associate Professor Adriana Zavala, Art and Art History Science, and Society as well as their graduate Assistant Professor Monica White Ndounou, Drama and degree. Dance Assistant Professor Stephan Pennington, Music

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Assistant Professor Alisha Rankin, History INTERDISCIPLINARY MINOR Assistant Professor Sabina Vaught, Education Students pursuing the interdisciplinary minor in Senior Lecturer Laura Baffoni-Licata, Romance Languages Women’s Studies take a total of six courses, Senior Lecturer Peggy Hutaff, Religion including three interdisciplinary courses offered by Lecturer Betsey Halpern, Classics Women’s Studies (72, 190, 193). In addition, Lecturer Ronna Johnson, English students choose three electives (from at least two Lecturer Tamara Marquez-Raffetto, Romance Languages different departments) that study women and/or Lecturer Claire Schub, Romance Languages gender in specific contexts. The director of Women’s Studies advises on course selection to fit each Women’s studies is an interdisciplinary field student’s interests and to establish a basis for the focusing on women in diverse contexts. Women’s culminating project in the senior year. The minor studies scholarship analyzes the various historical allows a focus on women and/or gender to comple- and political circumstances, socioeconomic forces, ment a major concentration and provides an and cultural representations that shape gendered interdisciplinary framework for the independent lives. Women’s studies emphasizes the local and work of the project. All courses must be taken for a global interconnections across categories such as letter grade. (See Interdisciplinary Minor Program gender, race, ethnicity, class, and sexuality. for details.) Feminist inquiry is a rigorous intellectual enterprise that fundamentally transforms traditional GRADUATE COURSES disciplinary assumptions and theories, creates new Tufts is one of the eight participating institutions models for teaching and research, and develops in the Graduate Consortium in Women’s Studies practices for challenging systems of power. Each which offers various interdisciplinary, team-taught semester, Women’s Studies at Tufts lists at least courses for credit toward a Tufts graduate degree twenty courses in a range of departments and (with advisor approval). The courses have a Tufts programs that are feminist in perspective and make registration number. For more information about use of recent scholarship on women and gender. the application process and other consortium programs for graduate students, contact the director UNDERGRADUATE CONCENTRATION of Women’s Studies, call the consortium at REQUIREMENTS 617-642-3485, or visit http://mit.edu/gcws/. The major in Women’s Studies offers students a flexible and focused concentration in the study of WOMEN’S STUDIES CURRICULUM women and/or gender across many disciplines. The Women’s Studies curriculum at Tufts consists Students pursuing the major take three interdisci- of many courses offered in a wide range of depart- plinary courses offered by Women’s Studies (72, ments each semester. 190, and 193); two core courses within specific For more detailed information, please visit the departments that explore the foundational feminist website: http://ase.tufts.edu/womenstudies. arguments in the disciplines; and five electives (from at least three different departments) that study women and/or gender in the context of particular issues, histories, materials, or cultures. Of the five electives, students choose three to cluster in a topic area that provides the framework for the culminating project in the senior year. The director of Women’s Studies advises on topic areas, approves clustered courses, and meets with all students undertaking senior projects. With the director’s approval, one internship for academic credit may substitute for one of the electives. All courses must be taken for a letter grade.

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World Literature Tufts makes available a wide range of courses on foreign literatures in English translation, Anglo- phone literatures abroad, diaspora literatures and other cross-cultural literary surveys, as well as introductory survey courses of foreign literatures in the original languages. For a full list of such courses, see the information about International Literary and Visual Studies (ILVS) at the following site: http://ase.tufts.edu/grall/ILVS/courses.asp, and the course offerings of the various foreign language and literature departments: Classics (which comprises Greek and Latin); Drama; German, Russian, and Asian Languages and Literatures (which comprises Arabic, Chinese, German, Hebrew, Japanese, Judaic Studies, and Russian); and Romance Languages (which comprises French, Italian, Portuguese, and Spanish). The nearest equivalent to a major in World Literature is the major in ILVS. Please see the description of that major at the site referred to above. The Department of English and the Department of Drama and Dance also offer majors with a broadly international and cross-cultural orientation. See those departmental websites for details.

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Research and Center for Science and Mathematics Teaching Educational Centers Ronald Thornton, Director The center is located at 4 Colby Street in the Science and Advance Technology Laboratory (ATL) Technology Center. For more information, visit http://ase.tufts.edu/csmt/ or call 617-627-2825. Michael Doire, Research Coordinator The laboratory is located at 200 Boston Avenue. For Center for Science, Technology, Engineering more information, visit http://ase.tufts.edu/atl or call and Mathematics (STEM) Diversity 617-627-0900. Travis Brown, Director

Center for Cognitive Studies The center is located in Anderson Hall. For more information, visit http://stemdiversity.tufts.edu/ or call Daniel C. Dennett, Codirector 617-627-4169. Ray Jackendoff, Codirector The center is located in 115 Miner Hall. For more Center for Scientiﬁc Visualization information, visit http://ase.tufts.edu/cogstud or call Lionel Zupan, Director of Research and Geospatial 617-627-3297. Technology Services

Center for Engineering Education The center is located in Anderson Hall. For more and Outreach (CEEO) information, visit http://sciviz.tufts.edu/ or call 617-627-4933. Chris Rogers, Director The center is located in the lower level of Curtis Hall. Center for South Asian and Indian Ocean For more information, visit http://www.ceeo.tufts.edu, Studies call 617-627-5888, or email [email protected]. Ayesha Jalal, Director

Center for the Enhancement of Learning The center is located in East Hall. For more information, and Teaching (CELT) visit http://ase.tufts.edu/southasian/ or call 617-627-2133. Donna Qualters, Director The center is located at 108 Bromﬁeld Road. For more Fares Center for Eastern Mediterranean information, visit http://celt.tufts.edu/ or call Studies 617-627-4000. The center is located at 160 Packard Avenue. For more Center for the Humanities at Tufts (CHAT) information, visit http://farescenter.tufts.edu or call 617-627-6560. John Fyler, Director The center is located at 48 Professors Row. For more Feinstein International Center information, visit http://ase.tufts.edu/chat/ or call Peter Walker, Director 617- 627-3342. The center is located at 114 Curtis Street on the Center for Interdisciplinary Studies (CIS) Medford campus. For more information, visit http://sites.tufts.edu/feinstein or call 617-627-3423. The center is located in Eaton Hall. For more information, visit http://cis.tufts.edu/ or call 617-627-2955. Geographic Information Systems (GIS) Center Center for Reading and Language Research For more information, visit http://gis.tufts.edu/. Maryanne Wolf, Director The center is located in Miller Hall. For more information, visit http://ase.tufts.edu/crlr/ or call 617-627-3815.

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Global Development and Environment Tufts Gordon Institute Institute (GDAE) Robert J. Hannemann, Director William Moomaw, Codirector Tufts Gordon Institute is located at 200 Boston Avenue, Neva Goodwin, Codirector Suite 2400. For more information, visit GDAE is located at 44 Teele Avenue. For more information, http://gordon.tufts.edu/ or call 617-627-3110. visit http://ase.tufts.edu/gdae or call 617-627-3530. Tufts Institute of the Environment (TIE) Human Robot Interaction Laboratory Antje Danielson, Administrative Director Matthias Scheutz, Director TIE is located in Miller Hall, 210 Packard Avenue. For more The laboratory is located at 200 Boston Avenue. For more information, visit http://environment.tufts.edu/ or call information, visit http://hrilab.cs.tufts.edu/ or call 617-627-3645. 617-627-6416. Tufts University European Center Institute for Applied Research in Youth Gabriella Goldstein, Director Development (IARYD) The center is located in Talloires, France and can also be Richard M. Lerner, Director contacted at 108 Packard Avenue. For more information, The institute is located in the Lincoln-Filene Center. For visit http://ase.tufts.edu/europeancenter/ or email more information, visit http://ase.tufts.edu/iaryd/ or call [email protected]. 617-627-5558.

Institute of Cosmology Alexander Vilenkin, Director The institute is located in Robinson Hall. For more information, visit http://cosmos2.phy.tufts.edu/xbook. html or call 617-627-5363.

Institute for Global Leadership (IGL) Sherman Teichman, Director The institute is located at 96 Packard Avenue. For more information, visit http://www.tuftsgloballeadership. org or call 617-627-3314.

Interdisciplinary Laboratory for Computation The laboratory is located at 196 Boston Avenue. For more information, call 617-627-2225.

Tissue Engineering Resource Center (TERC) David Kaplan, Director The center is located at 4 Colby Street. For more information, visit http://ase.tufts.edu/terc or call 617-627-3607.

Tufts Clinical and Translational Science Institute (CTSI) Harry Selker, Dean The institute is located at Tufts Medical Center, 35 Kneeland Street. For more information, visit http://tuftsctsi.org/ or call 617-636-2874.

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Kathleen A. McCartney, B.S., Ph.D. Organization Seth I. Merrin, B.A. Ioannis Miaoulis, B.S.M.E., M.S.M.E., M.A., Ph.D., E12P, OFFICERS OF THE CORPORATION E15P James A. Stern, B.S., M.B.A., A07P, Chair Kathleen O’Loughlin, B.A., D.M.D., M.P.H. Anthony P. Monaco, A.B., M.D., Ph.D., President of the William R. O’Reilly, Jr., B.A., J.D., A13P, Vice Chair University Karen M. Pritzker, B.A., A12P, A14P Peter R. Dolan, B.A., M.B.A., A08P, Vice-Chair David B. Rone, B.A., J.D. William R. O’Reilly, Jr., B.A., J.D., A13P, Vice-Chair Hugh R. Roome III, B.A., M.A., Ph.D, A11P Patricia Campbell, B.A., M.L.S., M.P.H., Executive Vice Andrew Safran, B.A., M.A., A09P President Janice A. Savin-Williams, B.A. David R. Harris, B.S., Ph.D., Provost and Senior Vice President Neal Shapiro, B.A. Eric C. Johnson, Vice President for University Advancement Tina H. Surh, B.A., M.B.A. Mary R. Jeka, B.A., J.D., Senior Vice President for University Edward M. Swan, Jr., B.A., M.B.A. Relations Alfred I. Tauber, B.S., M.D. Kathe Cronin, B.A., Vice President for Human Resources Jonathan M. Tisch, B.S., Vice Chair Thomas S. McGurty, BGS, Vice President for Finance and Teri Coleman Volpert, B.A. Treasurer Gloria White-Hammond, M.D. Richard Reynolds, B.A., M.B.A., Vice President for Operations James J. Wong, B.A. David J. Kahle, B.A., M.A., Vice President for Information Technology and Chief Information Ofﬁcer PRESIDENTS EMERITI Darleen Karp, B.A., M.B.A., Assistant Treasurer John DiBiaggio, (1992–2001) Paul J. Tringale, B.A., M.A., Secretary of the Corporation Lawrence S. Bacow, B.S., J.D., M.P.P., Ph.D., (2001–2011) Michael Baenen, A.B., A.M., Assistant Secretary of the Corporation TRUSTEES EMERITI/AE Peter Ackerman B.A., M.A., M.A.L.D., Ph.D., A03P, F03P MEMBERS OF THE BOARD OF TRUSTEES (1996–2006) James A. Stern, B.S., M.B.A., A07P, Chair Shirley Aidekman-Kaye, A73P, A75P (1991–1999) Anthony P. Monaco, A.B., M.D., Ph.D., President of the Placido Arango, M.A., A81P, A84P (1987–1996) University Fred G. Arrigg, B.A., M.D., D.Sc., A75P, A77P, M78P, M79P, Robert R. Bendetson, B.A., M.B.A., A13P M82P (1981–1991) Alison M. Breed, B.A., M.A. Joyce L. Barsam, B.A., M.A., Ph.D., J89P, G91P, A91P, Betsy Busch, B.A., M.D. A94P (1994–2004) A. Dana Callow, Jr., B.A., M.B.A., A04P Paul A. Brown, B.A., M.D., M93P (1980–1990) Anthony D. Cortese B.S., M.S. Edward H. Budd, B.S., J80P, J86P (1993–2003) Jeannie H. Diefenderfer, B.A., M.B.A. Matthew J. Burns, B.A., M.B.A., A83P, J84P (1973–1987) Daniel Doherty, B.S., B.S. John G.L. Cabot, B.A., M.B.A. (1983–1993) Peter R. Dolan, B.A., M.B.A., A08P, Vice Chair Allan D. Callow, B.S., M.S., M.D., Ph.D. Sc.D., J55P, J71P, Fares I. Fares, B.A. A74P, F91P (1971–1986) Laurie A. Gabriel, B.A. Warren Ellis Carley, B.A., LL.B, A62P, J64P, D66P Steven A. Galbraith, B.A. (1964–1981) Steven A. Goldstein, B.A., M.A., Ph.D. Kathryn Chenault, B.A., J.D. (1998-2008) Varney J. Hintlian, B.A., M.B.A. Robert S. Cohen, B.A., M.S., Ph.D., L.H.D. (1984–1993) Deborah R. Jospin, B.A., M.B.A., J.D., E14P William S. Cummings, B.A., D.P.S., M97P, A97P Brian Kavoogian, B.A. (1986–1996) Jeffrey B. Kindler, B.A., J.D., A11P Marilyn J. Ducksworth, B.A., M.A. (1993–2003) Debra S. Knez, B.A., A09P Steven B. Epstein, B.A., LL.B., A96P, A01P, AG04P, A07P Daniel A. Kraft, B.A. (1999–2009) Ellen J. Kullman, B.S.M.E., M.B.A., A12P Issam Fares, B.A., A93P, D.I.P.A. (1992–2000) Andrew Liveris, B.A., A07P Nathan Gantcher, B.A., M.B.A., D.B.A. (1983–2003)

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Leslie H. Gelb, B.A., M.A., Ph.D. (1988–1998) ARTS, SCIENCES, ENGINEERING, AND TISCH COLLEGE Nelson S. Gifford, B.A., D.B.A. (1978–1995) ADMINISTRATION Brian M. Golden, B.S., M.D., A89P (1996– 2006) Linda M. Abriola, B.S., M.S., M.A., Ph.D., Dean of the School Maurene L. Golden, B.A., M.Ed., J.D. (1985–1996) of Engineering Bernard M. Gordon, B.S., M.S., Sc.D. (1996– 2006) Joanne Berger-Sweeney, B.A., M.P.H., Ph.D., Dean of the Joanne S. Gowa, B.A., M.P.A., Ph.D., E10P (2000–2010) School of Arts and Sciences Martin J. Granoff, B.S., A91P (1998–2008) Nancy Wilson, B.A., M.B.A., Dean ad interim of Jonathan M. Annetta Grisard-Schrafl, B.A., J94P (1997–2007) Tisch College of Citizenship and Public Service Sharon M. Halverson, B.A. (2004–2009) Bernard Harleston, (2002–2007) John Barker, B.A., Ph.D., Dean of Undergraduate and Frederick H. Hauck, B.S., M.S., A87P (1988–2002) Graduate Students Monte R. Haymon, B.S., J83P, J85P (1994–2004) Nancy Bauer, A.B., M.T.S., Ph.D., Dean of Academic Affairs for Irwin M. Heller, B.A., J.D., A98P (1998–2008) Arts and Sciences Jane C. I. Hirsh, B.S., J97P, AG00P, A04P (1999–2009) Lee Coffin, B.A., M.A., Dean of Undergraduate Admissions Michael Jaharis, A.A., B.A., J.D., M87P (1993–2003) and Enrollment Management Abby Kohnstamm, B.A., M.A, M.B.A., A07P (1999–2009) James M. Glaser, B.A., M.A., Ph.D., Dean of Academic Affairs John A. Krol, B.S., M.S. (1992–2002) for Arts and Sciences Robert Legvold, B.A., M.A., M.A.L.D., Ph.D. (1991–2001) Lynne Pepall, B.A., Ph.D., Dean of the Graduate School of Bruce Male, (1996–2006) Arts and Sciences Ursula B. Marvin, B.A., M.A., Ph.D. (1975–1985) Leah Rosovsky, B.A., M.B.A., Executive Administrative Dean Karen B. Mavrides, J95P, J01P (2002–2007) for the School of Arts and Sciences David J. McGrath III, B.S., M.S., D.V.M., A11P, (1999–2009) Scott G. Sahagian, B.S., M.B.A., Executive Associate Dean for Edward H. Merrin, B.A., A81P, A83P (1980–1991) the School of Engineering William G. Meserve, B.A., LL.B., M.Sc., A91P, G92P, J95P, A02P (1979–1997) Carmen Lowe, B.A., M.A., Ph.D., Dean of Academic Advising Joseph Neubauer, B.S., M.B.A., J90P, (1986–2008) and Undergraduate Studies Thomas O’Brien, B.A., M.A., Ph.D., A92P (1978–1992) Bruce Reitman, B.A., M.S., Dean of Student Affairs Pierre M. Omidyar, B.S. (2000–2010) Paul Stanton, B.A., M.Ed., Dean of Student Services Inez Smith Reid, B.A., LL.B., M.A., Ph.D. (1988–1998) Ruth L. Remis (Mrs. Robert), B.A., A79P, A81P Carol Baffi-Dugan, B.A., M.A., Associate Dean of Under- (1980–1990) graduate Education, Program Director for Health Professions The Honorable Bill Richardson, B.A., M.A., L.L.D. Advising and Post-Bac Premedical Program (2003–2008) Sheila P. Bayne, B.A., M.A., D.Phil., Associate Dean of Barbara A. Rockett, B.A., M.D., D.H.L., D.H.L., D.H., M90P, Undergraduate Education, Director of Programs Abroad M93P, J96P (1988–2002) Jeanne C. Dillon, B.A., M.A., Ph.D., Associate Dean of William W. Sellers, B.S., D.M.D., J84P (1985–2000) Undergraduate Education, Coordinating Dean of Under- Alan Solomont, B.A., B.S., A08P (1999–2009) graduate Education Ira Stepanian, B.A., M.B.A. (1981–1993) Lewis Edgers, B.S., M.S., Ph.D., Associate Dean for the School Morris Tanenbaum, B.A., M.A., Ph.D. (1977–1986) of Engineering William C. Thompson, Jr., B.A. (2003–2008) Robyn S. Gittleman, B.A., M.Ed., Associate Dean of the Judith L. Vaitukaitis, B.S., M.D. (1998–2008) Colleges, Director of the Experimental College Ione D. Vargus, B.A., M.S.W., Ph.D. (1981–1991) Karen Garrett Gould, B.A., M.A., Ed.D., Associate Dean of JoAnn GiffuniW ellner, B.S., LL.B. (1989–1999) Undergraduate Education Thomas F. Winkler, B.A., D.M.D., D10P (2000–2010) Jean L. Herbert, B.A., M.A., Ph.D., Associate Dean of Gordon S. Wood, B.A., M.A., Ph.D. (1991–2002) Undergraduate Education, Director of Resumed Education for Adult Learners (R.E.A.L.) Program Note: Bold print indicates Tufts degrees G. Kim Knox, B.S., M.S., P.E., Associate Dean for the School of (P) indicates parent Engineering, Associate Dean of Undergraduate Education

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Robert D. Mack, B.A., M.Ed., Ed.D., Associate Dean of Undergraduate Education, Director of Bridge to Liberal Arts Faculty Success at Tufts (BLAST) Program Eric L. Miller, B.S., M.S., Ph.D., Associate Dean for Research In the following list, names of all professors, associate for the School of Engineering professors, assistant professors, instructors, and lecturers in Katrina Moore, B.A., M.Ed., Director of Multicultural the Faculty of Arts, Sciences, and Engineering are arranged Programming alphabetically with degrees, degree date, college attended, Marisel Perez, B.S., M.Ed., Associate Dean of Student Affairs and rank as of September 2012.

FULL-TIME FACULTY Rana Abdul-Aziz, B.A., M.A. (2006), Tufts University, Lecturer in Arabic Behrouz Abedian, B.S., M.S., Ph.D. (1979), Massachusetts Institute of Technology, Associate Professor of Mechanical Engineering Daniel M. Abramson, A.B., M.A., Ph.D. (1993), Harvard University, Associate Professor of Art History Linda M. Abriola, B.S., M.S., M.A., Ph.D. (1983), Princeton University, Dean of Engineering and Professor of Civil and Environmental Engineering Dany Adams, B.A., Ph.D. (1994), University of Washington, Research Associate Professor of Biology James Haley Adler, Ph.D. (2009), University of Colorado at Boulder, Assistant Professor of Mathematics Shuchin Aeron, B.S., M.S., Ph.D. (2009), Boston University, Assistant Professor of Electrical and Computer Engineering Mohammed Nurul Afsar, B.S., M.S., Ph.D. (1978), University of London (UK), Professor of Electrical and Computer Engineering Julian Agyeman, B.Sc., M.A., Ph.D. (1996), University of London, Professor of Urban and Environmental Policy and Planning Randall K.Q. Akee, A.B., Ph.D. (2006) Harvard University, Assistant Professor of Economics Astier Almedom, B.A., M.A, D.Phil. (2007), Oxford University, Professor of Practice in International Humanitarian Policy and Public Health, The Fletcher School, and inaugural Fellow, Institute for Global Leadership Juan M. Alonso, B.A., M.A., Ph.D. (1967), Brown University, Professor of Spanish Mohammed Alwan, B.A., M.A., Ph.D. (1970), Indiana University, Senior Lecturer in Arabic Nalini Ambady, Ph.D. (1991), Harvard University, Professor of Psychology Elizabeth Ammons, B.A., M.A., Ph.D. (1974), University of Illinois, Harriet H. Fay Professor of Literature, Professor of English David Art, B.A., Ph.D. (2004), Massachusetts Institute of Technology, Associate Professor of Political Science

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Ayse Asatekin, B.S., Ph.D. (2009), Massachusetts Institute of Michael Beckley, B.A., M.A., Ph.D. (2012), Columbia Technology, Assistant Professor of Chemical and Biological University, Assistant Professor of Political Science Engineering Gary Bedell, B.S., M.A., Ph.D., OT (1998), New York Gloria Joyce Ascher, B.A., M.A., Ph.D. (1966), Yale University, University, Associate Professor of Occupational Therapy Associate Professor of German Jacob S. Benner, B.A., M.S. (2000), University of Utah, Timothy Atherton, M.Phys., Ph.D. (2007), University of Senior Lecturer in Earth and Ocean Sciences Exeter, Assistant Professor of Physics Clay Bennett, B.S., Ph.D. (2005), University of Pennsylvania, Joseph H. Auner, B.A., M.A., Ph.D. (1991), University of Assistant Professor of Chemistry Chicago, Professor of Music Joanne E. Berger-Sweeney, B.A., M.P.H., Ph.D. (1989), Paula Aymer, B.Sc., M.A., Ph.D. (1990), Northeastern The John Hopkins School of Public Health, Professor of University, Associate Professor of Sociology Biology and Dean of the School of Arts and Sciences Jody Azzouni, B.A., M.A., M.S., Ph.D. (1986), City University Harry Bernheim, B.S., M.S., Ph.D. (1976), University of of New York, Professor of Philosophy Michigan, Associate Professor of Biology Laura M. Baffoni-Licata, Dottorato, University of Bologna Jane Bernstein, B.A., M.Mus., Ph.D. (1974), University of (Italy); Ph.D. (1984), University of Connecticut, Senior California at Berkeley, Fletcher Professor of Music Lecturer in Italian Jeffrey Berry, A.B., M.A., Ph.D. (1974), Johns Hopkins Ina Baghdiantz McCabe, B.A., M. Phil., Ph.D. (1993), University, John Richard Skuse Class of 1941 Professor of Columbia University, Hagop and Miriam Darakjian and Political Science Boghos and Nazley Jafarian and son Haig Chair in Armenian Marina Umaschi Bers, B.A., M.Ed., M.S., Ph.D. (2001), History, Professor of History Massachusetts Institute of Technology, Associate Professor Stephen M. Bailey, B.A., M.A., Ph.D. (1978), University of of Child Development Michigan, Associate Professor of Anthropology Marcelo Bianconi, B.A., M.A., Ph.D. (1988), University of Laurie G. Baise, B.S.E., M.S., Ph.D. (2000), University of Illinois, Associate Professor of Economics California at Berkeley, Associate Professor of Civil and Hilary Binda, B.A., M.A., Ph.D. (2002), Tufts University, Environmental Engineering Lecturer in English Edith Balbach, Ph.D. (1994), University of California at Amahl Bishara, A.B., M.A., Ph.D. (2006), New York Berkeley, Senior Lecturer in Community Health University, Assistant Professor of Anthropology Natalya Baldyga, Ph.D. (2006), University of Minnesota, Lauren D. Black III, B.S., M.S., Ph.D. (2006), Boston Assistant Professor of Drama University, Assistant Professor of Biomedical Engineering Linda Bamber, B.A., M.A., Ph.D. (1974), Tufts University, Alexander Blanchette, B.A., M.A., Ph.D. (2012), University Associate Professor of English of Chicago, Assistant Professor of Anthropology Noit Banai, B.A., M.A., Ph.D. (2007), Columbia University, Jose Juan Blanco-Pillado, B.S., M.S., Ph.D. (2001), Tufts Lecturer in Art History University, Associate Professor of Physics and Astronomy Susan Barahal, B.S., M.Ed., Boston University, Lecturer in Anselm C. Blumer, B.A., M.Sc., Ph.D. (1982), University of Art Education Illinois, Associate Professor of Computer Science Thomas Barthelme, B.A., M.A., Ph.D. (2009), Université Bruce Boghosian, B.S., M.S., Ph.D. (1987), University of Louis Pasteur, Assistant Professor of Mathematics California at Davis, Professor of Mathematics Cristelle Baskins, B.A., Ph.D. (1988), University of California Christoph Börgers, Ph.D. (1985), Courant Institute of at Berkeley, Associate Professor of Art History Mathematical Sciences, Professor of Mathematics Lynne S. Batchelder, B.S., Ph.D. (1978), University of Pamela Bower-Basso, B.A., M.A. (1978), Rhode Island Massachusetts, Lecturer in Chemistry School of Design, Lecturer in Art Education Nancy Bauer, A.B., M.T.S., Ph.D. (1997), Harvard University, Rachel Bratt, B.A., Ph.D. (1976), Massachusetts Institute of Associate Professor of Philosophy Technology, Professor of Urban and Environmental Policy Avner Baz, M.A., Ph.D. (2000), University of Illinois, and Planning Associate Professor of Philosophy Bárbara M. Brizuela, M.A., Ed.D., Ph.D. (2001), Harvard Linda Beardsley, B.A., M.A., M.Ed. (1982), Tufts University, University, Associate Professor of Education Lecturer in Education Carla Brodley, B.A., M.S., Ph.D. (1994), University of Pierre-Hugues Beauchemin, B.S., M.S., Ph.D. (2005), Massachusetts at Amherst, Professor and Chair of Computer McGill University, Assistant Professor of Physics Science Marie-Claire Beaulieu, Ph.D. (2008), University of Texas at Austin, Assistant Professor of Classics

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Daniel Brown, A.B., M.A., Ph.D. (1977), Brown University, Wayne A. Chudyk, B.S., M.S., Ph.D. (1980), University of Associate Professor of German Illinois, Associate Professor of Civil and Environmental Drusilla Brown, B.A., M.A., Ph.D. (1984), University of Engineering Michigan, Associate Professor of Economics Downing Cless, A.B., M.A., Ph.D. (1978), Brandeis University, Emily W. Bushnell, B.A., Ph.D. (1979), University of Associate Professor of Drama Minnesota, Professor of Psychology David Cochrane, B.S., M.S., Ph.D. (1971), University of Kathleen Camara, B.A., M.A., Ph.D. (1979), Stanford Vermont, Professor of Biology University, Associate Professor of Child Development Steven David Cohen, B.A., M.A., Ph.D. (1980), Brandeis Alessandra Campana, Ph.D. (2004), Cornell University, University, Senior Lecturer in Education Assistant Professor of Music John E. Conklin, A.B., Ph.D. (1969), Harvard University, Alfred Jay Cantor, B.A., Ph.D. (1977), University of California Professor of Sociology at Santa Cruz, Professor of English Robert Cook, B.S., M.A., Ph.D. (1983), University of Natalie L. Cápiro, B.S., M.S., Ph.D. (2007), Rice University, California at Berkeley, Professor of Psychology Research Assistant Professor of Civil and Environmental Alva Couch, S.B., M.S., Ph.D. (1988), Tufts University, Engineering Associate Professor of Computer Science Gregory Carleton, B.A., M.A., Ph.D. (1992), University of Lenore J. Cowen, B.A., Ph.D. (1993), Massachusetts Institute Michigan, Professor of Russian of Technology, Professor of Computer Science Benjamin L. Carp, B.A., M.A., Ph.D. (2004), University of Gregory Crane, B.A., Ph.D. (1985), Harvard University, Virginia, Associate Professor of History Winnick Family Chair in Technology and Entrepreneurship, Peggy Cebe, B.S.Ed., M.S., Ph.D. (1984), Cornell University, Professor of Classics Professor of Physics Mark Cronin-Golomb, B.Sc., Ph.D. (1983), California Renata Celichowska, B.A., M.A. (1992), New York University, Institute of Technology, Professor of Biomedical Engineering Lecturer and Director of Dance Program Consuelo Cruz, B.S.F.S., M.A., Ph.D. (1994), Massachusetts Ryan O. Centner, B.A., M.A., Ph.D. (2008), University of Institute of Technology, Associate Professor of Political California at Berkeley, Assistant Professor of Sociology Science Ujjayant Chakravorty, B.S., Ph.D. (1989), University of Janet Curran-Brooks, B.S., M.Ed., OTR (1991), Harvard Hawai’i at Mānoa, Professor of Economics University, Senior Lecturer in Occupational Therapy C. Hwa Chang, B.S., M.S., Ph.D. (1987), Drexel University, Heather Curtis, B.A., M.A., Th.D. (2003), Harvard University, Associate Professor of Electrical and Computer Engineering Associate Professor of Religion Remco Chang, B.A., M.Sc., Ph.D. (2009), University of Ethan E. Danahy, B.S., M.S., Ph.D. (2007), Tufts University, North Carolina at Charlotte, Assistant Professor of Research Assistant Professor of Computer Science Computer Science David Dapice, B.A., M.A., Ph.D. (1973), Harvard University, Steven C. Chapra, B.E., M.E., Ph.D. (1982), University of Associate Professor of Economics Michigan, Louis Berger Professor of Civil and Environmental María-Concepción Lagunas Davis, M.A., Ph.D. (1992), Engineering Universidad Autonoma de Madrid, Lecturer in Spanish Richard A. Chechile, B.A., M.S., Ph.D. (1973), University of Mary E. Davis, Ph.D. (2003), University of Florida, Associate Pittsburgh, Professor of Psychology Professor of Urban and Environmental Policy and Planning Frances Sze-Ling Chew, A.B., Ph.D. (1974), Yale University, Anne de Laire Mulgrew, M.A., Lecturer in Spanish Professor of Biology Joseph DeBold, B.A., M.A., Ph.D. (1975), University of Arthur J. Chiang, B.A., Ph.D. (2011), Stanford University, California, Professor of Psychology Assistant Professor of Economics David Denby, B.A., B.Phil., Ph.D. (1997), University of Luisa Chiesa, B.S., M.S., Ph.D. (2008), Massachusetts Massachusetts at Amherst, Senior Lecturer in Philosophy Institute of Technology, Assistant Professor of Mechanical Daniel C. Dennett, B.A., D.Phil. (1965), Oxford University, Engineering University Professor, Austin B. Fletcher Professor of Tracy L. Chippendale, Ph.D. (2011), New York University, Philosophy Assistant Professor of Occupational Therapy Anne Marie C. Desmarais, B.S., M.S.P.H. (1977), University Ming Y. Chow, B.S., M.S. (2004), Tufts University, Lecturer in of Massachusetts at Amherst, Lecturer in Civil and Computer Science Environmental Engineering Jens G. Christensen, Ph.D. (2009), Louisiana State Robert Devigne, B.A., M.A., M.Phil., Ph.D. (1990), Columbia University, Norbert Weiner Assistant Professor of University, Professor of Political Science Mathematics

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Pawan Dhingra, A.B., M.A., Ph.D. (2002), Cornell University, Susan G. Ernst, B.A., Ph.D. (1975), University of Associate Professor of Sociology Massachusetts at Amherst, Professor of Biology Charles Dietrick, Ph.D. (1975), University of Wisconsin, Ioannis Evrigenis, B.A., M.Sc., A.M., Ph.D. (2005), Harvard Lecturer in Spanish University, Associate Professor of Political Science Jeanne Dillon, Ph.D. (1980), University of California at Sergio Fantini, B.S., Ph.D. (1992), University of Florence (Ita- Berkeley, Senior Lecturer in American Studies ly), Professor of Biomedical Engineering Erik B. Dopman, B.S., Ph.D. (2005), Cornell University, Zachary Faubion, B.A., M.S., Ph.D. (2012), University of Assistant Professor of Biology California at Irvine, Lecturer in Mathematics Luis Dorfmann, B.S., M.S., Ph.D. (1992), University of Leila Fawaz, B.A., M.A., Ph.D. (1979), Harvard University, California at Los Angeles, Associate Professor of Civil and Issam M. Fares Chair in Lebanese and Eastern Mediterranean Environmental Engineering Studies, Professor of History James Dow, B.F.A., M.F.A. (1968), Rhode Island School of David Henry Feldman, A.B., Ed.M., Ph.D. (1969), Stanford Design, Lecturer in Art History University, Professor of Child Development Thomas A. Downes, B.A., M.A., Ph.D. (1994), Stanford Jianping Feng, B.A., M.A., Ph.D. (2004), State University of University, Associate Professor of Economics New York at Albany, Lecturer in Chinese Virginia Drachman, B.A., M.A., Ph.D. (1976), State Kathleen Fisher, B.Sc., Ph.D. (1996), Stanford University, University of New York at Buffalo, Arthur Jr. and Lenore Professor of Computer Science Stern Chair in American History and Professor of History Maria Flytzani-Stephanopoulos, B.S., M.S., Ph.D. (1978), Moon Duchin, Ph.D. (2005), University of Chicago, University of Minnesota, Robert & Marcy Haber Professor of Assistant Professor of Mathematics Chemical and Biological Engineering Kevin Dunn, B.A., M.A., Ph.D. (1988), Yale University, Patrick E. Forber, B.A., B.S., M.S., Ph.D. (2006), Stanford Associate Professor of English University, Associate Professor of Philosophy John L. Durant, B.S., M.S., Ph.D. (1993), Massachusetts Lawrence H. Ford, B.S., M.A., Ph.D. (1974), Princeton Institute of Technology, Associate Professor of Civil and University, Professor of Physics Environmental Engineering Elizabeth Ann Foster, Ph.D. (2006), Princeton University, Ann Easterbrooks, B.A., M.S., Ph.D. (1982), University of Assistant Professor of History Michigan, Professor of Child Development Catherine H. Freudenreich, B.A., Ph.D. (1994), Duke Lee Charles Edelman, B.A., M.A., M.Phil., Ph.D. (1979), University, Associate Professor of Biology Yale University, Fletcher Professor of English Literature, Stephen Michael Fuchs, Ph.D. (2006), University of Professor of English Wisconsin, Assistant Professor of Biology Lewis Edgers, B.S.C.E., M.S., Ph.D. (1973), Massachusetts Juliet Fuhrman, A.B., Ph.D. (1982), Johns Hopkins Institute of Technology, Professor of Civil and Environmental University, Associate Professor of Biology Engineering John Morgan Fyler, B.A., M.A., Ph.D. (1972), University of Richard Cornelius Eichenberg, B.A., M.A., Ph.D. (1981), California at Berkeley, Professor of English University of Michigan, Associate Professor of Political Hugh Gallagher, B.S., Ph.D. (1996), University of Minnesota, Science Associate Professor of Physics David K. Ekbladh, Ph.D. (2003), Columbia University, Pedro Palou Garcia, B.A., M.A., Ph.D. (1997), El Colegio de Assistant Professor of History Michoacán, Associate Professor of Spanish Mahnaz El-Kouedi, Ph.D. (2001), Georgetown University, Kenneth J. Garden, B.A., Ph.D. (2005), University of Lecturer in Chemistry Chicago, Assistant Professor of Religion Rabab El Nady, B.A., M.A. (2009), New York University, Anne Gardulski, B.S., M.S., Ph.D. (1987), Syracuse Lecturer in Arabic University, Associate Professor of Earth and Ocean Sciences George Ellmore, B.A., M.A., Ph.D. (1980), University of David Garman, B.S., M.A., Ph.D. (1984), University of California at Berkeley, Draupner Ring Scholar, Associate Michigan, Associate Professor of Economics Professor of Biology Grant Garven, B.S., M.S., Ph.D. (1982), University of British James G. Ennis, B.A., M.A., Ph.D. (1980), Harvard University, Columbia, Professor of Earth and Ocean Sciences Associate Professor of Sociology Gérard Gasarian, L. ès L., M. ès L., Ph.D. (1982), University Brian Epstein, A.B., M.St., Ph.D. (2004), Stanford University, of California at Berkeley, Professor of French Assistant Professor of Philosophy Michelle Gaudette, B.A., Ph.D. (1988), Johns Hopkins University, Lecturer in Biology

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Christos Georgakis, B.S., M.S., Ph.D. (1975), University of Judith Haber, B.A., Ph.D. (1988), University of California at Minnesota, Professor of Chemical and Biological Berkeley, Professor of English Engineering Marjorie Hahn, B.S., Ph.D. (1975), Massachusetts Institute Irene Georgakoudi, B.A., M.S., Ph.D. (1998), University of of Technology, Professor of Mathematics Rochester, Associate Professor of Biomedical Engineering Zeina N. Hakim, Ph.D. (2005), Columbia University, Nina Gerassi-Navarro, B.A., M.A., Ph.D. (1993), Columbia Assistant Professor of French University, Associate Professor of Spanish Betsey J. Halpern, Ph.D. (1975), University of North Partha Ghosh, B.S., M.B.A., M.S. (1977), Massachusetts Carolina at Chapel Hill, Lecturer in Classics Institute of Technology, Professor of the Practice, Tufts David Hammer, Ph.D. (1991), University of California at Gordon Institute Berkeley, Professor of Education and co-Director of the Calvin Gidney III, B.A., M.S., Ph.D. (1995), Georgetown Center for Engineering Education Outreach University, Associate Professor of Child Development Daniel Hannon, B.A., M.S., M.Sc., Ph.D. (1991), Brown Linda Ross Girard, M.F.A. (1996), Brandeis University, University, Professor of the Practice in Mechanical Lecturer in Drama Engineering Sol Gittleman, B.A., M.A., Ph.D. (1961), University of Hedda Harari-Spencer, B.A., M.A. (2006), University of Michigan, Nathan and Alice Gantcher University Professor Virginia, Lecturer in Hebrew of Judaic Studies, Professor of German David Wayne Harder, B.A., M.A., Ph.D. (1975), University of James M. Glaser, B.A., M.A., Ph.D. (1991), University of Michigan, Professor of Psychology California at Berkeley, Professor of Political Science Anna Hardman, B.A., M.C.P., Ph.D. (1988), Massachusetts Mary E. Glaser, B.A., M.A., M.S., Ph.D. (1982), Dartmouth Institute of Technology, Assistant Professor of Economics College, Senior Lecturer in Mathematics J. Matthew Harrington, B.A., M.A., Ph.D. (2009), University Ariel Goldberg, B.A., M.A., Ph.D. (2010), Johns Hopkins of Michigan, Lecturer in Classics University, Assistant Professor of Psychology Andrea Haslanger, B.A., Ph.D. (2011), University of Chicago, Gary Richard Goldstein, S.B., S.M., Ph.D. (1968), University Assistant Professor of English of Chicago, Professor of Physics Boris Hasselblatt, B.S., M.A., Ph.D. (1989), California Fulton B. Gonzalez, B.S., Ph.D. (1984), Massachusetts Institute of Technology, Professor of Mathematics Institute of Technology, Professor of Mathematics Soha Hassoun, B.S., M.S., Ph.D. (1998), University of Brian E. Gravel, Ph.D. (2011), Tufts University, Lecturer and Washington, Associate Professor of Computer Science Director of the STEM Elementary Education Program Brian A. Hatcher, Ph.D. (1992), Harvard University, Kelly Greenhill, Ph.D. (2004), Massachusetts Institute of Professor of Religion Technology, Associate Professor of Political Science Benjamin Hescott, B.A., Ph.D. (2007), Boston University, Barbara Wallace Grossman, A.B., M.A., M.F.A., Ph.D. (1984), Assistant Professor of Computer Science Tufts University, Professor of Drama Hosea Hirata, B.A., M.F.A., Ph.D. (1987), University of British Haci Osman Gündüz, B.A., M.A. (2008), Old Dominion Columbia, Professor of Japanese University, Lecturer in Arabic Steven Hirsch, B.A., Ph.D. (1980), Stanford University, Leon Gunther, B.S., Ph.D. (1964), Massachusetts Institute of Associate Professor of Classics Technology, Professor of Physics Amy K. Hirschfeld, B.A., M.A. (1997), Harvard University, David M. Guss, B.A., M.A., Ph.D. (1982), University of Senior Lecturer, Tufts Gordon Institute California at Los Angeles, Professor of Anthropology R. Bruce Hitchner, B.A., A.M., Ph.D. (1982), University of David M. Gute, B.A., M.P.H., Ph.D. (1981), Yale University, Michigan, Professor of Classics Associate Professor of Civil and Environmental Engineering Marc Hodes, B.S., M.S., Ph.D. (1998), Massachusetts Mauricio Gutierrez, B.A., M.A., Ph.D. (1971), Brandeis Institute of Technology, Associate Professor of Mechanical University, Professor of Mathematics Engineering Samuel Z. Guyer, B.A., M.S., Ph.D. (2003), University of Eva Hoffman, Ph.D. (1982), Harvard University, Assistant Texas, Associate Professor of Computer Science Professor of Art History Eulogio Guzmán, B.A., M.A., Ph.D. (2004), University of Sonia Hofkosh, B.A., Ph.D. (1988), University of California at California at Los Angeles, Lecturer in Art History Berkeley, Associate Professor of English Terry Evans Haas, B.S., Ph.D. (1963), Massachusetts Phillip J. Holcomb, B.A., Ph.D. (1984), New Mexico State Institute of Technology, Professor of Chemistry University, Professor of Psychology

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Justin B. Hollander, B.A., M.R.P., Ph.D. (2007), Rutgers Peniel Joseph, Ph.D. (2000), Temple University, Professor University, Assistant Professor of Urban and Environmental of History Policy and Planning Mark L. Kachanov, B.S., M.S., Ph.D. (1980), Brown Robert Hollister, B.A., M.C.P., Ph.D. (1980), Massachusetts University, Professor of Mechanical Engineering Institute of Technology, Professor of Urban and Environ- Tomas Kafka, B.S., Ph.D. (1982), State University of New mental Policy and Planning York at Stony Brook, Research Professor of Physics Jeffrey A. Hopwood, B.S., M.S., Ph.D. (1990), Michigan Kiyomi Kagawa, B.A., M.A. (1991), University of Illinois at State University, Professor of Electrical and Computer Champaign-Urbana, Senior Lecturer in Japanese Engineering Ikumi Kaminishi, B.A., M.A. (1988), University of Chicago, Alan Hoskinson, B.S., M.S., Ph.D. (2009), University of Associate Professor of Art History Wisconsin at Madison, Research Assistant Professor of Robin Kanarek, B.A., M.S., Ph.D. (1974), Rutgers University, Electrical and Computer Engineering John Wade Professor of Psychology Elizabeth Teresa Howe, B.A., M.A., Ph.D. (1977), Duke David L. Kaplan, B.S., Ph.D. (1978), State University of University, Professor of Spanish New York at Stony Brook, Stern Family Professor and Chair Charles Shiro Inouye, A.B., M.A., Ph.D. (1988), Harvard of Biomedical Engineering University, Professor of Japanese Gail Kaufmann, M.A. (1993), Tufts University, Lecturer in Yannis Ioannides, M.S., Ph.D. (1974), Stanford University, Mathematics Max and Herta Neubauer Chair in Economics, Professor of Erin Kelly, B.A., M.A., Ph.D. (1995), Harvard University, Economics Associate Professor of Philosophy Shaﬁqul Islam, B.S., M.S., Sc.D. (1991), Massachusetts Jonathan E. Kenny, B.S., M.S., Ph.D. (1979), University of Institute of Technology, Professor of Civil and Environmental Chicago, Professor of Chemistry Engineering Usman Khan, B.S., M.S., Ph.D. (2009), Carnegie Mellon B. Kelsey Jack, A.B., Ph.D. (2010), Harvard University, University, Assistant Professor of Electrical and Computer Assistant Professor of Economics Engineering Ray Jackendoff, B.A., Ph.D. (1969), Massachusetts Institute Roni Khardon, B.Sc., M.Sc., Ph.D. (2000), Harvard University, of Technology, Seth Merrin Professor of Philosophy Professor of Computer Science Virginia Jackson, B.A., M.A., Ph.D. (1995), Princeton Misha Kilmer, B.S., M.A., Ph.D. (1997), University of University, Associate Professor of English Maryland, Professor of Mathematics Robert J.K. Jacob, B.A., M.S.E., Ph.D. (1976), Johns Hopkins Jaimie Kirsch, D.M.A., Choral Conducting (2008), Indiana University, Professor of Computer Science University at Bloomington, Lecturer in Music Francine Jacobs, B.A., M.Ed., Ed.D. (1979), Harvard Susan Koegel, B.A., Ph.D. (2007), University of California at University, Associate Professor of Child Development and San Francisco, Lecturer in Biology Urban and Environmental Policy and Planning Shiori Koizumi, B.A., M.A. (1992), Longy School of Music, Fadi Jajji, M.A. (2004), University of Baghdad/College of Lecturer in Japanese Languages, Lecturer in Arabic Valencia J. Koomson, B.S., M.E., Ph.D. (2003), University of Ayesha Jalal, B.A., Ph.D. (1983), Trinity College, University Cambridge (UK), Associate Professor of Electrical and of Cambridge, Mary Richardson Professor of History Computer Engineering Thomas P. James, B.S., M.S., M.B.A., Ph.D. (2002), Marquette Samuel Kounaves, A.A., B.S., M.S., Ph.D. (1985), University University, Associate Professor of Mechanical Engineering of Geneva, Associate Professor of Chemistry Richard C. Jankowsky, B.A., Ph.D. (2004), University of Sheldon Krimsky, B.S., M.S., A.M., Ph.D. (1970), Boston Chicago, Associate Professor of Music University, Professor of Urban and Environmental Policy James Jennings, B.A.., M.A., M.Ph., Ph.D. (1976), Columbia and Planning University, Professor of Urban and Environmental Policy Joshua A. Kritzer, B.E., Ph.D. (2005), Yale University, and Planning Assistant Professor of Chemistry Bruce Johnson, B.A., M.A., Ph.D. (1999), Harvard Graduate Sergiy Kryatov, M.S., Ph.D. (1997), Pisarzhevskii Institute of School of Education, Lecturer in Child Development the Academy of Sciences of Ukraine, Senior Lecturer in Vida Johnson, B.A., M.A., Ph.D. (1977), Harvard University, Chemistry Professor of Russian Krishna Kumar, B.Sc., Ph.D. (1996), Brown University, Paul Joseph, B.A., M.A., Ph.D. (1975), University of California Professor of Chemistry at Berkeley, Professor of Sociology

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Catherine K. Kuo, B.S.E., Ph.D. (2002), University of Samuel H. Liggero, B.S., Ph.D. (1968), Georgetown Michigan at Ann Arbor, Assistant Professor of Biomedical University, Professor of the Practice, Tufts Gordon Institute Engineering Brian J. Lilienthal, B.F.A., M.F.A. (2003), California Institute Gina R. Kuperberg, B.S., M.D., Ph.D. (2000), University of of the Arts, Lecturer in Drama London, Kings College, Associate Professor of Psychology Yu-Shan Lin, B.S., M.S., Ph.D. (2009), University of Wisconsin Joanna Kuriyama, Ph.D. (1993), Harvard University, at Madison, Assistant Professor of Chemistry Lecturer in Chinese Joseph Litvak, B.A., M.A., Ph.D. (1981), Yale University, Edward Kutsoati, B.A., M.Phil., M.A., Ph.D. (1998), Queen’s Professor of English University, Associate Professor of Economics David L. Locke, B.A., Ph.D. (1978), Wesleyan University, Georgios Kyriakou, Ph.D. (2004), University of Cambridge Associate Professor of Music (UK), Research Assistant Professor of Chemistry Penn S. Loh, B.S., M.S. (1994), University of California at Brigitte Lane, M.A., Ph.D. (1983), Harvard University, Berkeley, Professor of the Practice in Urban and Environ- Associate Professor of French mental Policy and Planning Kenneth R. Lang, B.S., Ph.D. (1969), Stanford University, Lisa Lowe, B.A., Ph.D. (1986), University of California at Professor of Astronomy Santa Cruz, Professor of English Daniele Lantagne, B.S., M.S., Ph.D. (2011), London School John H. Lurz, B.A., Ph.D. (2011), University of California at of Hygiene and Tropical Medicine, Assistant Professor of Berkeley, Assistant Professor of English Civil and Environmental Engineering Steven Luz-Alterman, Ph.D. (1985), Adelphi University, Ronald Lasser, B.S., M.S., Ph.D. (1982), Carnegie Mellon Co-Director, School Psychology, Senior Lecturer in University, Professor of the Practice in Electrical and Education Computer Engineering Ning Ma, B.A., M.A., Ph.D. (2006), Princeton University, Kyongbum Lee, B.S., Ph.D. (2001), Massachusetts Institute Assistant Professor of Chinese of Technology, Associate Professor and Chair of Chemical Scott MacLachlan, Ph.D. (2004), University of Colorado at and Biological Engineering Boulder, Associate Professor of Mathematics Paul D. Lehrman, B.F.A., M.A., Ph.D. (2010), Tufts University, Keith Maddox, M.A., Ph.D. (1998), University of California at Lecturer in Music, Lecturer in Mechanical Engineering, Santa Barbara, Associate Professor of Psychology Director of Music Engineering Anne Mahoney, Ph.D. (2000), Boston University, Lecturer Gary G. Leisk, B.S., M.S., Ph.D. (1998), Tufts University, in Classics Senior Lecturer and Research Assistant Professor in Howard Malchow, B.A., M.A., Ph.D. (1972), Stanford Mechanical Engineering University, Professor of History Christopher Lemelin, M.A., Ph.D. (2003), Yale University, Kris Manjapra, Ph.D. (2007), Harvard University, Assistant Lecturer in Russian Professor of History Richard Lerner, B.A., M.A., Ph.D. (1971), City University of Anthony Mann, B.S., M.S., Ph.D. (1970), University of New York, Bergstrom Chair in Applied Developmental Massachusetts at Amherst, Professor of Physics Science, Professor of Child Development Beatrice Manz, A.B., M.A., Ph.D. (1983), Harvard University, Gary P. Leupp, B.A., M.A., Ph.D. (1988), University of Professor of History Michigan, Professor of History Christina Maranci, B.A., M.A., Ph.D. (1998), Princeton Tama Leventhal, B.A., Ph.D. (1999), Columbia University, University, Arthur H. Dadian and Ara Oztemel Associate Teachers College, Associate Professor of Child Development Professor of Armenian Art and Architectural History, Michael Levin, B.S., Ph.D. (1996), Harvard University, Associate Professor of Art History Professor and Director of Tufts Center for Regenerative and Danilo Marchesini, M.Sci., Ph.D. (2004), S.I.S.S.A.-I.S.A.S. Developmental Biology, Professor of Biology (Italy), Assistant Professor of Astronomy Stephen H. Levine, B.A., M.S.E., Ph.D. (1973), University of Steven P. Marrone, B.A., Ph.D. (1978), Harvard University, Massachusetts at Amherst, Associate Professor of Civil and Professor of History Environmental Engineering Helen Marrow, A.B., M.A., Ph.D. (2007), Harvard University, Nancy Levy-Konesky, Ph.D., Lecturer in Spanish Assistant Professor of Sociology Sara M. Lewis, A.B., Ph.D. (1984), Duke University, Professor Alberto Lopez Martin, Ph.D. (2010), Universitat Zurich, of Biology Norbert Weiner Assistant Professor of Mathematics Jinyu Li, B.A., B.A., M.A. (1986), Rice University, Senior Bernhard Martin, B.A., M.A., Ph.D. (1991), McGill University, Lecturer in Chinese Associate Professor of German

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Linda Sprague Martinez, M.A., Ph.D. (2009), Brandeis Lee R. Minardi, B.S., M.S. (1972), Tufts University, Senior University, Coordinator/Lecturer of Community Health Lecturer in Civil and Environmental Engineering Natalie R. Masuoka, Ph.D. (2007), University of California at Sergei Mirkin, M.S., Ph.D. (1983), Institute of Molecular Irvine, Assistant Professor of Political Science Genetics, Russian Academy of Sciences, Moscow, White Douglas M. Matson, B.S., M.S., Ph.D. (1996), Massachusetts Family Chair in Biology, Professor of Biology Institute of Technology, Associate Professor of Mechanical Jayanthi J. Mistry, B.Sc., M.Sc., Ph.D. (1983), Purdue Engineering University, Associate Professor of Child Development Nimah Mazaheri, Ph.D. (2011), University of Washington, Babak Moaveni, B.S., M.S., Ph.D. (2007), University of Assistant Professor of Political Science California at San Diego, Assistant Professor of Civil and José Antonio Mazzotti, B.A., M.A., Ph.D. (1993), Princeton Environmental Engineering University, Professor of Spanish Anthony P. Monaco, A.B., Ph.D., M.D. (1988), Harvard Molly C. McCanta, B.S., M.S., Ph.D. (2004), Brown University, Medical School, President of the University, Professor of Assistant Professor of Earth and Ocean Sciences Biology Andrew Lockwood McClellan, B.A., M.A., Ph.D. (1986), Noe Wesley Montez, Ph.D. (2009), Indiana University, Courtauld Institute of Art, University of London, Professor Assistant Professor of Drama of Art History Kiyoko Morita, B.A., M.A., A.B.D. (1987), Indiana University, Daniel McCusker, B.A. (1973), Fordham University, Senior Lecturer in Japanese Lecturer in Dance Margaret Morris, B.S., M.S., OTD (2011), Tufts University, John McDonald, B.A., M.M., M.M.A., D.M.A., Ph.D. (1989), Lecturer in Occupational Therapy Yale University School of Music, Professor of Music Malik Mufti, B.A., M.A., Ph.D. (1993), Harvard University, Kelly A. McLaughlin, B.A., Ph.D. (1996), University of Professor of Political Science Massachusetts at Amherst, Associate Professor of Biology Daniel Michael Mulholland, B.A., M.A., Ph.D. (1969), Margaret McMillan, M.A., Ph.D. (1998), Columbia Harvard University, Professor of History University, Associate Professor of Economics John Robert Mulligan, B.A., M.F.A. (2010), Boston George McNinch, B.S., Ph.D. (1996), University of Oregon, University, Lecturer in Drama Associate Professor of Mathematics H. Adlai Murdoch, B.A., M.A., Ph.D. (1990), Cornell Lionel McPherson, A.B., Ph.D. (1999), Harvard University, University, Associate Professor of French Associate Professor of Philosophy Isabelle H. Naginski, L. ès L., M.Phil., Ph.D. (1982), Monica McTighe, B.A., M.A., Ph.D. (2005), University of Columbia University, Professor of French Virginia, Assistant Professor of Art and Art History Austin Napier, B.S., Ph.D. (1978), Massachusetts Institute of Mitchell McVey, B.A., Ph.D. (2002), Massachusetts Institute Technology, Professor of Physics of Technology, Associate Professor of Biology Susan J. Napier, A.B., A.M., Ph.D. (1984), Harvard University, Christine M. McWayne, B.S., M.S.Ed, Ph.D. (2003), Professor of Japanese University of Pennsylvania, Associate Professor of Child Sinaia Nathanson, Ed.M., Ph.D. (1996), Tufts University, Development Senior Lecturer in Psychology Jerry H. Meldon, B.E., Ph.D. (1973), Massachusetts Institute Elena Naumova, M.S., Ph.D. (1988), Novosibirsk State of Technology, Associate Professor of Chemical and Technical University (Russia), Professor of Civil and Biological Engineering Environmental Engineering Itza Mendoza-Sanchez, B.S., M.S., Ph.D. (2007), Texas A & M Monica White Ndounou, M.A., Ph.D. (2007), Ohio State University, Research Assistant Professor of Civil and University, Assistant Professor of Drama Environmental Engineering Dilip Ninan, B.A., B.Phil., M.Sc., Ph.D. (2008), Massachusetts Gilbert Metcalf, B.A., M.S., Ph.D. (1988), Harvard University, Institute of Technology, Assistant Professor of Philosophy Professor of Economics Zbigniew Nitecki, S.B., M.A., Ph.D. (1969), University of Klaus A. Miczek, B.A., Ph.D. (1972), University of Chicago, California at Berkeley, Professor of Mathematics Moses Hunt Professor of Psychology George Norman, M.A., Ph.D. (1977), Kings College, Amy Millay, A.B., M.A., M.Phil., Ph.D. (2000), Yale University, University of Cambridge, Cummings Family Chair in Lecturer in Spanish Entrepreneurship and Business Economics, Professor of Eric L. Miller, B.S., M.S., Ph.D. (1994), Massachusetts Economics Institute of Technology, Professor and Chair of Electrical Diane O’Donoghue, B.A., M.A., Ph.D. (1989), Harvard and Computer Engineering University, Lecturer in Art History

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Freeden Oeur, B.A., M.A., Ph.D. (2012), University of Joanne Phillips, A.B., M.A., Ph.D. (1977), Harvard University, California at Berkeley, Associate Professor of Education Associate Professor of Classics Christiana Olfert, B.A., Ph.D. (2010), Columbia University, Ellen Pinderhughes, B.A., Ph.D. (1986), Yale University, Assistant Professor of Philosophy Associate Professor of Child Development William P. Oliver, B.S., Ph.D. (1969), University of California Sarah Pinto, Ph.D. (2003), Princeton University, Associate at Berkeley, Professor of Physics Professor of Anthropology Fiorenzo Omenetto, B.A., M.A., Ph.D. (1997), University of Silas O. Pinto, Ph.D. (2007), University of Rhode Island, Pavia (Italy), Professor of Biomedical Engineering Lecturer in Education Colin M. Orians, B.A., Ph.D. (1990), Pennsylvania State Kathleen Pollakowski, B.A., M.A., Ph.D. (1978), University University, Professor of Biology of Washington, Lecturer in Spanish Susan Ostrander, B.A., M.A., Ph.D. (1976), Case-Western Vincent James Pollina, B.A., M.A., M.Phil., Ph.D. (1980), Yale Reserve University, Professor of Sociology University, Associate Professor of French Karen Eileen Overbey, B.A., M.A., Ph.D. (2003), Institute of Anne M. Poncet-Montange, Ph.D. (1991), Universite Paris Fine Arts, New York University, Assistant Professor of Art 13-Nord (France), Lecturer in French History Kent Portney, A.B., M.A., Ph.D. (1979), Florida State Deborah Pacini-Hernandez, Ph.D. (1989), Cornell University, Professor of Political Science University, Professor of Anthropology Martha Pott, Ph.D. (1993), Tufts University, Senior Lecturer John Page, B.M., M.A., Ph.D. (2001), Trinity College Dublin, in Child Development Lecturer in Music Douglas Preis, B.S., M.S., Ph.D. (1969), Utah State University, Karen A. Panetta, B.S., M.S., Ph.D. (1994), Northeastern Professor of Electrical and Computer Engineering University, Professor of Electrical and Computer Engineering Peter Probst, M.A., M.Phil., Ph.D. (1990), Free University of Bruce J. Panilaitis, B.A., Ph.D. (2001), Tufts University, Berlin, Professor of Art History Research Assistant Professor of Biomedical Engineering David Proctor, Ph.D., Lecturer in History Matthew Panzer, B.S., Ph.D. (2007), University of Minnesota, Eric Todd Quinto, A.B., Ph.D. (1978), Massachusetts Assistant Professor of Chemical and Biological Engineering Institute of Technology, Robinson Professor of Mathematics Barbara Parmenter, Ph.D. (1991), University of Texas at Charlie E. Rabie, B.S., M.S. (1976), Concordia University Austin, Lecturer in Urban and Environmental Policy and (Canada), Professor of the Practice, Tufts Gordon Institute Planning C. Andrew Ramsburg, B.S., M.S., Ph.D. (2002), Georgia Sahar Parsa, B.A., Ph.D. (2011), Massachusetts Institute of Institute of Technology, Associate Professor of Civil and Technology, Assistant Professor of Economics Environmental Engineering Aniruddh Patel, B.A., M.A., Ph.D. (1996), Harvard University, Norman Ramsey, B.A., M.S., M.A., Ph.D. (1993), Princeton Associate Professor of Psychology University, Associate Professor of Computer Science Cristina Pausini, Ph.D. (1998), Brown University, Alisha M. Rankin, Ph.D. (2005), Harvard University, Coordinator and Lecturer in Italian Assistant Professor of History Tracy Pearce, Ph.D., Lecturer in French Ann Rappaport, B.A., M.S., Ph.D. (1992), Tufts University, Jan A. Pechenik, B.A., M.S., Ph.D. (1978), University of Lecturer in Urban and Environmental Policy and Planning Rhode Island, Professor of Biology Dennis C. Rasmussen, Ph.D. (2005), Duke University, Kurt D. Pennell, B.S., M.S., Ph.D. (1990), University of Assistant Professor of Political Science Florida, Professor and Chair of Civil and Environmental Kamran Rastegar, B.A., M.A., Ph.D. (2005), Columbia Engineering University, Assistant Professor of Arabic Stephan J. Pennington, M.A. (2009), University of Ryan Redmond, B.A., M.A. (2007), Cambridge School of California at Los Angeles, Assistant Professor of Music Culinary Arts, Lecturer in Education Jeanne Penvenne, A.A., B.S., M.A., Ph.D. (1982), Boston J. Michael Reed, B.A., M.A., Ph.D. (1989), North Carolina University, Associate Professor of History State University, Professor of Biology Lynne Pepall, B.A., Ph.D. (1987), Cambridge University, Jessica Remedios, B.Sc., M.A., Ph.D. (2012), University of Professor of Economics Toronto, Assistant Professor of Psychology Kathleen Peterson, B.A., Ph.D. (2006), Harvard University, Elizabeth Remick, B.A., M.A., Ph.D. (1996), Cornell Professor of the Practice in English University, Associate Professor of Political Science Doris Pfafﬁnger, A.B.D., Ph.D. (2008), University of Oregon, Anne-Christine Rice, Lecturer in French Lecturer in German

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Daniel J. Richards, A.B., M.A., Ph.D. (1981), Yale University, Anna Sajina, B.S., M.Sci., Ph.D. (2006), University of British Professor of Economics Columbia, Assistant Professor of Astronomy John Ridge, B.S., M.S., Ph.D. (1985), Syracuse University, Masoud Sanayei, B.S., M.S., Ph.D. (1986), University of Professor of Earth and Ocean Sciences California at Los Angeles, Professor of Civil and Environ- Jason Rife, B.S., M.S., Ph.D. (2004), Stanford University, mental Engineering Assistant Professor of Mechanical Engineering Angelo Sassaroli, B.S, Ph.D. (2002), University of Electro- Albert Robbat, B.S., Ph.D. (1980), Pennsylvania State Communications (Japan), Research Assistant Professor of University, Associate Professor of Chemistry Biomedical Engineering Hugh Roberts, Ph.D. (1980), University of Oxford, Professor W. George Scarlett, B.A. M.Div., Ph.D. (1978), Clark of History University, Senior Lecturer in Child Development Michael Roberts, M.S. (1994), Tufts University, Lecturer in Matthias Scheutz, M.A., M.S., M.Sc.E., Ph.D. (1999), Indiana Occupational Therapy University at Bloomington, Ph.D. (1995), University of Cynthia E. Robinson, M.Ed. (1990), Bank Street College of Vienna (Austria), Associate Professor of Computer Science Education, Lecturer in Education Deborah J. Schildkraut, B.A., M.A., Ph.D. (2000), Princeton Pearl Robinson, B.A., M.A., Ph.D. (1975), Columbia University, Associate Professor of Political Science University, Associate Professor of Political Science Janet Schmalfeldt, B.A., B.M., M.M.A., Ph.D. (1979), Yale Chris Rogers, B.S., M.S., Ph.D. (1989), Stanford University, University, Professor of Music Professor of Mechanical Engineering and Director of the Christopher Schmidt-Nowara, Ph.D. (1995), University of Center for Engineering Education Outreach Michigan, Professor of History Laura Rogers, Ph.D. (1987), Harvard University Graduate Claire Schub, B.A., M.A., Ph.D. (1986), Princeton University, School of Education, Lecturer in Education Lecturer in French Christiane Zehl Romero, M.Phil., Ph.D. (1963), University Sharan L. Schwartzberg, B.S., Ed.M., Ed.D., OTR (1979), of Vienna, Professor of German Boston University, Professor of Occupational Therapy L. Michael Romero, B.A., M.S., Ph.D. (1993), Stanford Erin E. Seaton, Ed.D. (2006), Harvard Graduate School of University, Professor of Biology Education, Lecturer in Education Eric Rosenberg, B.A., M.A., Ph.D. (1991), Harvard University, Laurence Philip Senelick, B.A., A.M., Ph.D. (1972), Associate Professor of Art History Harvard University, Fletcher Professor of Oratory and Joel W. Rosenberg, B.A., Ph.D. (1978), University of Professor of Drama California at Santa Cruz, Lee S. McCollester Associate R. Benjamin Shapiro, B.A., Ph.D. (2009), Northwestern Professor of Biblical Literature, Associate Professor of University, Visiting Associate Professor of Computer Science Judaic Studies Christina Sharpe, B.A., M.A., Ph.D. (1999), Cornell Marta Rosso-O’Laughlin, M.A. (1981), University of University, Associate Professor of English Reading (England), Senior Lecturer in Spanish Rosalind H. Shaw, B.A., Ph.D. (1982), University of London, Modhumita Roy, B.A., M.A., Ph.D. (1991), State University Associate Professor of Anthropology of New York at Stony Brook, Associate Professor of English Mark Sheldon, B.S., M.S., Ph.D. (1995), Massachusetts Kim Ruane, B.A., M.A., Ph.D. (1996), Florida State University, Institute of Technology, Lecturer in Computer Science Professor of Mathematics Oxana Shevel, Ph.D. (2003), Harvard University, Associate Pablo Ruìz, Ph.D. (2009), Princeton University, Assistant Professor of Political Science Professor of Spanish Lisa Shin, A.B., A.M., Ph.D. (1997), Harvard University, Robert Russell, J.D. (1982), Harvard University, Lecturer in Professor of Psychology Urban and Environmental Policy and Planning Mary Jane Shultz, B.S., Ph.D. (1974), Massachusetts I. Susan Russinoff, A.B., Ph.D. (1983), Massachusetts Institute of Technology, Professor of Chemistry Institute of Technology, Senior Lecture in Philosophy Emilia Simeonova, B.A., M.A., M.Phil., Ph.D. (2008), Elena Rybak-Akimova, Ph.D. (1987), Pisarzhesky Institute Columbia University, Assistant Professor of Economics of Ukrainian Academy of Sciences, Professor of Chemistry Ted Simpson, B.A., M.F.A. (2002), Brandeis University, Daniel F. Ryder, B.S., Ph.D. (1984), Worcester Polytechnic Senior Lecturer in Drama Institute, Associate Professor of Chemical and Biological Krzysztof Sliwa, B.S., M.S., Ph.D. (1980), Institute of Nuclear Engineering Physics, Kracow, Professor of Physics Anil Saigal, M.S., Ph.D. (1983), Georgia Institute of Donna Slonim, B.S., M.S., Ph.D. (1996), Massachusetts Technology, Professor of Mechanical Engineering Institute of Technology, Associate Professor of Computer Science

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David Small, B.S., M.S., Ph.D. (2006), University of Jeffrey Taliaferro, A.B., A.M., Ph.D. (1997), Harvard Cincinnati, Research Assistant Professor of Civil and University, Associate Professor of Political Science Environmental Engineering Heiwai Tang, B.S., Ph.D. (2008), Massachusetts Institute of George E. Smith, B.A., Ph.D. (1979), Massachusetts Institute Technology, Assistant Professor of Economics of Technology, Professor of Philosophy Hu Tao, Ph.D. (2010), Boston University, Research Assistant Joel Larue Smith, M.M. (1997), Manhattan School of Music, Professor of Biomedical Engineering Lecturer in Music Holly Taylor, B.A., Ph.D. (1992), Stanford University, Tony Smith, B.A., M.A., Ph.D. (1970), Harvard University, Professor of Psychology Cornelia M. Jackson Professor of Political Science Rosemary C. R. Taylor, M.A., M.A., Ph.D. (1975), University Sarah Sobieraj, B.A., M.A., Ph.D. (2002), State University of of California at Santa Barbara, Associate Professor of New York at Albany, Associate Professor of Sociology Sociology and Community Health Samuel Sommers, B.A., M.A., Ph.D. (2002), University of Montserrat Teixidor i Bigas, B.S., Ph.D. (1986), Universidad Michigan, Associate Professor of Psychology de Barcelona, Professor of Mathematics Sameer Sonkusale, B.E., M.S., Ph.D. (2003), University of Ayanna Kim Thomas, B.A., M.S., Ph.D. (2001), University of Pennsylvania, Associate Professor of Electrical and Washington, Assistant Professor of Psychology Computer Engineering Sheriden Thomas, B.F.A., M.F.A. (1974), University of Diane L. Souvaine, B.A., M.A., M.S., Ph.D. (1986), Princeton Minnesota, Senior Lecturer in Drama University, Professor of Computer Science Samuel William Thomas, III, B.S., Ph.D. (2006), Enrico Spolaore, B.A., A.M., Ph.D. (1993), Harvard Massachusetts Institute of Technology, Assistant Professor University, Professor of Economics of Chemistry Cristian Staii, Ph.D. (2005), University of Pennsylvania, Eric Thompson, B.S., Ph.D. (2009), Tufts University, Research Assistant Professor of Physics Assistant Professor of Civil and Environmental Engineering Aleksandar Stanković, B.S., M.S., Ph.D. (1992), Linda Tickle-Degnen, B.A., M.A., M.A., Ph.D. (1988), Massachusetts Institute of Technology, Alvin H. Howell Harvard University, Professor of Occupational Therapy Professor of Electrical and Computer Engineering Roger Tobin, A.B., M.S., Ph.D. (1985), University of California Cathy Stanton, B.A., M.A., Ph.D. (2004), Tufts University, at Berkeley, Professor of Physics Lecturer in Anthropology Brian Tracey, B.A., M.S., Ph.D. (1996), Massachusetts Philip T. B. Starks, A.B., A.M., Ph.D. (1999), Cornell Institute of Technology, Research Assistant Professor of University, Associate Professor of Biology Electrical and Computer Engineering Saskia Stoessel, M.A., Ph.D. (1998), Boston University, Agnès Trichard-Arany, M.A., M.A., Ph.D. (1999), Boston Senior Lecturer in German University, Lecturer in French Robert David Stolow, B.S., Ph.D. (1956), University of Barry A. Trimmer, B.A., Ph.D. (1983), Cambridge University, Illinois, Professor of Chemistry Professor of Biology Adam Storeygard, A.B., M.A., M.Phil., Ph.D. (2012), Brown Loring W. Tu, A.B., A.M., Ph.D. (1979), Harvard University, University, Assistant Professor of Economics Professor of Mathematics Vickie Sullivan, B.A., M.A., Ph.D. (1990), University of Eric D. Tytell, B.A., M.Phil., Ph.D. (2005), Harvard University, Chicago, Professor of Political Science Assistant Professor of Biology Jeffrey Summit, B.A., M.A.H.L., M.A., Ph.D. (1995), Tufts Reed Ueda, A.B., M.A., Ph.D. (1981), Harvard University, University, University Rabbi and Research Professor of Professor of History Music and Judaic Studies Michael Ullman, B.A., M.A., Ph.D. (1976), University of Nakho Sung, B.S., M.S., Ph.D. (1972), Massachusetts Michigan, Lecturer in English and Music Institute of Technology, Professor of Chemical and Heather Urry, Ph.D. (2001), University of Arizona, Associate Biological Engineering Professor of Psychology Christopher Swan, B.S., M.S., Ph.D. (1994), Massachusetts Arthur L. Utz, B.S., Ph.D. (1994), University of Wisconsin, Institute of Technology, Associate Professor of Civil and Associate Professor of Chemistry Environmental Engineering Thomas E. Vandervelde, B.S., M.A., Ph.D. (2004), University E. Charles Sykes, B.S., M.S., Ph.D. (2002), University of of Virginia, Assistant Professor of Electrical and Computer Cambridge, Associate Professor of Chemistry Engineering Ichiro Takayoshi, Ph.D. (2008), Columbia University, Sabina Elena Vaught, B.A., M.Ed., Ph.D. (2006), University Assistant Professor of English of Wisconsin at Madison, Associate Professor of Education

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Robert Viesca, B.S., M.S., Ph.D. (2011), Harvard University, William D. Woods, B.S., Ph.D. (2005), University of Assistant Professor of Civil and Environmental Engineering Massachusetts, Research Assistant Professor of Biology Alexander Vilenkin, M.S., Ph.D. (1977), State University of Jean Wu, Ph.D. (1984), Harvard University, Senior Lecturer New York at Buffalo, L. and J. Bernstein Chair in Evolutionary in American Studies Science, Professor of Physics Man Xu, B.A., M.Phil., Ph.D. (2012), Columbia University, Richard M. Vogel, B.S., M.S., Ph.D. (1984), Cornell University, Assistant Professor of History Professor of Civil and Environmental Engineering Qiaobing Xu, B.S., M.S., Ph.D. (2007), Harvard University, Mai H. Vu, B.E., M.S.E., M.S., Ph.D. (2006), Stanford Assistant Professor of Biomedical Engineering University, Visiting Associate Professor of Electrical and Weiping Wu, Ph.D. (1996), Rutgers University, Professor of Computer Engineering Urban and Environmental Policy and Planning Rodrigo Wagner, B.S., M.P.A., Ph.D. (2011), Harvard Hyunmin Yi, B.S.E., M.S.E., Ph.D. (2003), University of University, Assistant Professor of Economics Maryland, Associate Professor of Chemical and Biological Joseph Walser, B.A., M.T.S., Ph.D. (1997), Northwestern Engineering University, Associate Professor of Religion Jeffrey E. Zabel, B.A., Ph.D. (1987), University of California Genevieve S. Walsh, B.A., M.S., Ph.D. (2003), University of at San Diego, Professor of Economics California at Davis, Assistant Professor of Mathematics Adriana Zavala, B.A., M.A., Ph.D. (2001), Brown University, David Walt, B.S., Ph.D. (1979), State University of New York Associate Professor of Art History at Stony Brook, Robinson Professor of Chemistry Xueping Zhong, B.A., M.A., Ph.D. (1993), University of Iowa, Min Wan, B.A., M.A. (2011), Middlebury College, Lecturer in Professor of Chinese Chinese Mingquan Wang, B.A., Ed.M., Ph.D. (1987), Boston PART-TIME FACULTY University, Senior Lecturer in Chinese Leah Abraham, Ph.D., Lecturer in Biomedical Engineering Shaomei Wang, B.A., M.A., Ph.D. (2005), University of Tommy Nani Agbeli, Lecturer in Music Arizona, Lecturer in Chinese Paul Ahlstrand, B.S., Lecturer in Music Yonggang Wang, B.S., M.S., Ph.D. (2009), Georgia Institute Onur Akmehmet, Ph.D., Lecturer in Economics of Technology, Research Assistant Professor of Civil and Abdi Ali, M.A., Lecturer in Education Environmental Engineering James Allison, Ph.D., Lecturer in Mechanical Engineering Tina Wasserman, B.A., M.A., Ph.D. (1998), New York Gregory Altman, Ph.D., Research Assistant Professor of University, Lecturer in Art History Biomedical Engineering Richard Weiss, A.B., M.A., Dr.Rer.Nat (1973), Technische Alicia Amaral, M.S., Lecturer, Tufts Gordon Institute Universität Berlin, William Walker Professor of Mathematics Mary Anton-Oldenburg, Ed.D., Lecturer in Child Robert D. White, B.S., M.S., Ph.D. (2005), University of Development Michigan, Associate Professor of Mechanical Engineering Scott Aruda, Lecturer in Music Stephen L. White, B.A., Ph.D. (1981), University of California Alessandra Balduini, M.D., Research Assistant Professor of at Berkeley, Professor of Philosophy Biomedical Engineering Michelle Wilkerson-Jerde, Ph.D. (2011), University of San Margaret Barringer, M.C.P, Lecturer in Urban and Diego, Assistant Professor of Education Environmental Policy and Planning Robert F. Willson, A.B., M.S., Ph.D. (1979), Tufts University, Anthony Barry, Lecturer in Biomedical Engineering Senior Lecturer in Astronomy Daniela Bartalesi-Graf, M.A., Lecturer in Italian Jonathan M. Wilson, B.A., Ph.D. (1981), Hebrew University Nina Barwell, B.M., Lecturer in Music of Jerusalem, Fletcher Professor of Rhetoric and Debate, Thomas Bates, Lecturer in Electrical and Computer Professor of English Engineering Peter Winn, B.A., Ph.D. (1972), Cambridge University, Lison Baselis-Bitoun, Ph.D., Lecturer in French Professor of History Carl Beckman, Ph.D., Lecturer in English Jonathan Witten, B.A., M.A., J.D. (1997), Suffolk University, Aida Belansky, B.A., Lecturer in Spanish Lecturer in Urban and Environmental Policy and Planning Judith Bentkover, Ph.D., Professor of the Practice in Maryanne Wolf, B.A., M.A., Ed.D. (1979), Harvard University, Economics Professor of Child Development Donald Berman, M.M., Lecturer in Music Mark Woodin, B.A., M.S., Sc.D. (1998), Harvard University, Juliana Berte, M.A., Lecturer in Spanish Senior Lecturer and Research Assistant Professor in Civil Monica Berti, Ph.D., Lecturer in Classics and Environmental Engineering and Community Health

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Steven R. Best, Ph.D., Lecturer in Electrical and Computer Sia Dastangoo, Sc.D., Lecturer in Electrical and Computer Engineering Engineering Sujata Bhatia, M.D., Ph.D., Professor of the Practice in Jennifer DePrizio, M.A.T., Lecturer in Education Chemical and Biological Engineering John Derby, Lecturer, Tufts Gordon Institute Glen Bolton, Lecturer in Chemical and Biological Ellen Detwiller, M.A., Lecturer in French Engineering Patricia DiSilvio, Ph.D., Lecturer in Italian Patricia Bonner-duVal, M.Ed., Lecturer in Urban and Julie Dobrow, Ph.D., Lecturer in Child Development Environmental Policy and Planning Deborah Donahue-Keegan, Ed.D., Lecturer in Education Sylvia Bottinelli, Lecturer in Art Louise Dunlap, Ph.D., Lecturer in Urban and Environmental Brian Brenner, M.S., Professor of the Practice in Civil and Policy and Planning Environmental Engineering Michael Downing, B.A., Lecturer in English Jerome Brightman, M.B.A., D.B.A., Lecturer, Tufts Gordon Barry Drummond, M.A., Lecturer in Music Institute Karyn Esielonis, Ph.D., Lecturer in Art History Silke Brodersen, Ph.D., Lecturer in German Winfried Feneberg, C.A.G.S., Lecturer in Education Barbara Brodsky, B.A., Ph.D., Research Professor in Richard A. Fey, Ph.D., Lecturer in Economics Biomedical Engineering Diana Finer, C.A.G.S., Lecturer in Education Gerald Brown, M.B.A., Lecturer, Tufts Gordon Institute Gavin Finn, Ph.D., Lecturer, Tufts Gordon Institute Thaddeus Brunye, Ph.D., Lecturer in Psychology Amy Finnegan, M.A., Lecturer in Political Science Malcolm Bryant, Ph.D., Lecturer in Community Health David Fogel, M.B.A., Lecturer, Tufts Gordon Institute Robert Burdick, J.D., Lecturer in Urban and Environmental Janis Freedman-Bellow, Ph.D., Lecturer in English Policy and Planning Shinju Fujihira, Ph.D., Lecturer in Political Science Kelly Burke, Ph.D., Lecturer in Chemical and Biological Jon Fultz, M.Ed., Lecturer in Psychology Engineering Katharine J. Furst, M.A., Lecturer in Art Education Jennifer Buxton, M.A., OTR/L, Lecturer in Occupational Ana Elisa Furtado, M.A., Lecturer in Portuguese Therapy Michael Fusillo, Ph.D., Lecturer in Economics Anne Cantú, Ph.D., Lecturer in Spanish Linda Garant, M.A., Lecturer in Mathematics Susan Carlisle, M.F.A., Lecturer in English Geoffrey Gardner, M.A., Lecturer in English Marta Carlson, M.A., Lecturer in American Studies Tatyana Gassel-Vozlinskaya, M.A., Lecturer in Russian Denise Carver, C.A.G.S., Lecturer in Education Paolo Gaudiano, Ph.D., Senior Lecturer, Tufts Gordon Patricia Chaput, Ph.D., Lecturer in Russian Institute Mark Chase, M.A., Lecturer in Urban and Environmental Steve Geary, M.B.A., Lecturer, Tufts Gordon Institute Policy and Planning Julia Genster, Ph.D., Lecturer in English Jana Chaudhuri, Ph.D., Lecturer in Child Development Annie Poignant Geoghegan, M.A., Lecturer in French Po-Shang Chen, Lecturer in Civil and Environmental Marie Gillette, M.A., Lecturer in French Engineering Nancy W. Gleason, M.A., Lecturer in Political Science Thomas Chen, Lecturer in American Studies Richard Glickman-Simon, Lecturer in Community Health Terrell A. Clark, Ph.D., Lecturer in Child Development Ekaterina D. Gnedenko, Ph.D., Lecturer in Economics Carolyn Cohen, Ph.D., Lecturer in Psychology Victoria Godfrey, M.B.A., Lecturer, Tufts Gordon Institute Larry Cohen, M.S., Lecturer in Chemical and Biological Laurie Goldman, Ph.D., Lecturer in Urban and Engineering Environmental Policy and Planning David F. Coleman, M.A., Lecturer in Music Marcy Goldsmith, Ph.D., Lecturer in Psychology Gregory Coles, M.B.A., Lecturer in Dance Richard Goode, M.B.A., Lecturer, Tufts Gordon Institute Kerri Conditto, M.A., Lecturer in French Barbara Gortych, Ed.D., Lecturer in Education Thomas Connolly, Ph.D., Lecturer in Drama Mark Gosztyla, M.F.A., Lecturer in English Michael Connor, Lecturer, Tufts Gordon Institute Jack Green, J.D., Lecturer in Economics Deborah Cooney, M.F.A., Lecturer in Drama Ross Greene, Ph.D., Senior Lecturer in Education Christine Cousineau, Arch.A.S./M.C.P., Lecturer in Urban Deborah Greenwald, Ph.D., Lecturer in Psychology and Environmental Policy and Planning Geraldine Grimm, Ph.D., Lecturer in German Jennifer Cullen, Ph.D., Lecturer in Japanese Paul Hackett, Ph.D., Lecturer in Education Judith M. Curcio, C.A.G.S., Lecturer in Education Jeremy Halpern, J.D., Lecturer, Tufts Gordon Institute Joan Dabrowski, Ed.D., Lecturer in Child Development Pamela Haltom, M.A., Lecturer in Spanish

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Rachid Hankour, Ph.D., Professor of the Practice in Civil Stacy Lennon, M.A., Lecturer, Tufts Gordon Institute and Environmental Engineering Joan Lester, M.A., Lecturer in American Studies Robert J. Hannemann, Sc.D., Professor of the Practice in Carolyn Leung Rubin, Lecturer in Community Health Mechanical Engineering Jeffrey Levine, M.Plan., Lecturer in Urban and David Hatem, J.D., Lecturer in Civil and Environmental Environmental Policy and Planning Engineering Stephanie Levine, Ph.D., Lecturer in English Gretchen Hayden-Ruckert, S.D., Lecturer in Dance Nan Levinson, M.A., Lecturer in English Jean Herbert, Ph.D., Lecturer in English Mushi Li, M.A., Lecturer in Chinese Jane Hershey, M.A., Lecturer in Music Vincent Licenziato, B.A., Lecturer in Child Development Marcie Hershman, M.A., Lecturer in English James Limbrunner, Ph.D., Lecturer in Civil and Eric M. Hines, Ph.D., Professor of the Practice in Civil and Environmental Engineering Environmental Engineering John Lippitt, Ph.D., Lecturer in Child Development Neal Hirsig, M.F.A., Senior Lecturer in Drama James Lipsky, M.A., Lecturer in Child Development John Hodgman, B.A., Professor of the Practice, Tufts Carmen Lowe, Ph.D., Lecturer in American Studies Gordon Institute Jeremy Clayton Luallen, Ph.D., Lecturer in Economics Scott Horsley, M.A., Lecturer in Urban and Environmental Alicia Doyle Lynch, Ph.D., Lecturer in Urban and Policy and Planning Environmental Policy and Planning Joseph Hurka, M.F.A., Lecturer in English Wanda Lankenner MacDonald, Ed.M., Lecturer in English Margaret Hutaff, Senior Lecturer in Religion Robert J. Mailloux, Ph.D., Lecturer in Electrical and Raymond Hyatt, M.S., Lecturer in Community Health Computer Engineering Robert M. Jampel, Ph.D., Lecturer in Psychology Ildefonso Manso, M.Ed., Lecturer in Spanish Chadwick J. Johnson, M.A., Lecturer in Education Teresa Marcelin, M.A., Lecturer in Spanish Ronna Johnson, Ph.D., Lecturer in English and American Scarlet Marquette, A.B.D., Lecturer in Russian Studies Tamara Marquez-Raffetto, Ph.D., Lecturer in Spanish Sibyl Johnston, M.F.A., Lecturer in English Jean Lyons Martens, M.S., Lecturer in Occupational Luke Jorgensen, Ph.D., Lecturer in Drama Therapy John Julian, Ph.D., Lecturer in French and Italian Peter Marton, Lecturer, Tufts Gordon Institute Rebecca Kaiser Gibson, M.A., Lecturer in English Carol Mastrodomenico, M.M., Lecturer in Music Jennifer Kaldenberg, M.S.A., Lecturer in Occupational Stephen Matson, Ph.D., Professor of the Practice in Therapy Chemical and Biological Engineering Mark Karlins, Ph.D., Lecturer in English John McCann, M.Mus., Lecturer in Music Nancy Kassabian, M.Ed., Lecturer in Education Jeffrey C. McConnell, Ph.D., Lecturer in Philosophy Nancy Kelly, Ph.D., Lecturer in Spanish Joseph McGrath, Lecturer in Mathematics Grayson T. Kimball, Ph.D., Lecturer in Psychology Christopher McHugh, Ph.D., Lecturer in Economics Hava Kimelman, B.A., Lecturer in Hebrew Michael McLaughlin, M.M., Lecturer in Music Mariya Kireyeva, M.A., Lecturer in Spanish Raysa Mederos, M.A., Lecturer in Spanish Andrew Klatt, M.A., Lecturer in Spanish Noah Mendelsohn, S.B., M.S., Visiting Scholar in Computer Anna Knapp, Ph.D., Lecturer in Art History Science Kei Kobayashi, Ph.D., Lecturer in Mathematics Deborah Menegotto, Ph.D., Lecturer in Economics Gal Kober, Ph.D., Lecturer in Philosophy Tatjana Meschede, Ph.D., Lecturer in Urban and Jane Koomar, Ph.D., Professor of the Practice in Environmental Policy and Planning Occupational Therapy Derek Mess, Ph.D., Professor of the Practice in Chemical Karen Kosinski, A.B.D., Lecturer in Community Health and Biological Engineering Susan Kouguell, B.A., Lecturer in Drama Neil Miller, M.A., Lecturer in English Susanna Lara-Roth, Ph.D., Lecturer in Education Harold Miller-Jacobs, Ph.D., Lecturer in Psychology David Laituri, M.B.A., Lecturer, Tufts Gordon Institute Pratap Misra, Ph.D., Research Associate Professor of Elizabeth Leavell, M.A., Lecturer in English Mechanical Engineering Paul Leavis, Ph.D., Lecturer in Occupational Therapy Kerri Modry-Mandell, Ph.D., Lecturer in Child Development Debbie LeeKeenan, M.A., Lecturer in Child Development Silvia Monteleone-Wasson, M.A., Lecturer in Italian Elizabeth Lemons, Ph.D., Senior Lecturer in Religion Charles Murphy, M.B.A., Lecturer in Economics

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James Nash, B.S., Lecturer, Tufts Gordon Institute Sarah Everhart Skeels, M.P.H., Lecturer in Occupational Michael Niewiecki, Lecturer in Education Therapy David O’Leary, Ph.D., Senior Lecturer in Religion Lara Sloboda, Ph.D., Lecturer in Psychology Antonio Ochoa, Ph.D., Lecturer in Spanish Jascha Smilack, Ph.D., Lecturer in Chinese Dora Older, Ph.D., Lecturer in Spanish Larysa Smirnova, M.A., Lecturer in French Masoud Olia, Ph.D., Lecturer in Civil and Environmental Cynthia Smith, M.A., Lecturer in Child Development Engineering Jennifer Smith, M.S., Lecturer, Tufts Gordon Institute Kenneth Olum, Ph.D., Research Associate Professor in Patricia Smith, M.A., Lecturer in Spanish Astronomy Priscilla Sneff, M.F.A., Lecturer in English Adele Oppenheim, M.A., Lecturer in Spanish Christiane Soares, A.M., Lecturer in Portuguese David Orlinoff, M.S., M.B.A., Lecturer in Urban and Victoria Solan, Ph.D., Lecturer in Art History Environmental Policy and Planning Gregory J. Sonek, Ph.D., Lecturer in Electrical and Ingar Palmlund, Ph.D., Lecturer in Urban and Computer Engineering and Biomedical Engineering Environmental Policy and Planning Emese Soos, Ph.D., Lecturer in French Elena Paolini, M.A., Lecturer in Italian Lynn Stevens, M.A., Lecturer in English Sean Parker, Ed.M., Lecturer in Child Development Randall Stiffler, Ph.D., Lecturer in English Michael Paster, M.S., Lecturer in Civil and Environmental Jonathan Strong, B.A., Lecturer in English Engineering Lauren A. Sullivan, Ph.D., Lecturer in Anthropology David Pauling, M.A., Lecturer in French Jan Swafford, D.M.A., M.M.A., Lecturer in English Isabella Perricone, M.A., Lecturer in Italian Daniel Swain, B.F.A., Lecturer in Dance Monica Ann Pessina, Ph.D., Lecturer in Occupational Katrina Swett, Ph.D., Lecturer in Political Science Therapy Joseph F. Swingle, Ph.D., Lecturer in Economics Dale Peterson, Ph.D., Lecturer in English Andre Switala, M.A., Lecturer in Economics Nancy Iffland Petrov, B.A., Lecturer in Russian Anne Taieb, M.A., Lecturer in French Elisabeth Rettelbach, M.A., Lecturer in German Grace Talusan, M.F.A., Lecturer in English Marion Reynolds, M.A., Lecturer in Child Development Cheryl Anne Tano, M.A., Lecturer in Spanish Kristen Ripley, M.Ed., Lecturer in Art Education Nino Testa, B.A., Lecturer in Women’s Studies Katherine Risse, Ph.D., Lecturer in Spanish Mila Thigpen, M.F.A., Lecturer in Dance Brian Roach, Ph.D., Lecturer in Urban and Environmental Viola Thomas, M.A., Lecturer in French Policy and Planning Ronald Thornton, Ph.D., Research Professor of Education Alan Jay Rom, J.D., Lecturer in Urban and Environmental Robert P. Trant, Ph.D., Lecturer in Education Policy and Planning Scott A. Trudeau, Ph.D., OTR/L, Senior Lecturer in Mitchel Rose, Ph.D., Lecturer in Psychology Occupational Therapy Kareem Joseph Roustom, M.A., Lecturer in Music Valentina Urbanek, Ph.D., Lecturer in Philosophy Roberta Rubin, J.D., Lecturer in Urban and Environmental David Valdes Greenwood, M.F.A., Lecturer in English Policy and Planning Laura Vanderberg, Ph.D., Lecturer in Child Development Howard Saltsburg, Ph.D., Research Professor of Chemical Allison Van Deventer, Ph.D., Lecturer in English and Biological Engineering Clemente Vega, Psy.D., Lecturer in Child Development Stephen N. Sarikas, Ph.D., Lecturer in Occupational Mary Viola, Ph.D., Professor of the Practice, Tufts Gordon Therapy Institute Cristina Schulze, Ph.D., Lecturer in Spanish Yvonne Wakeford, Ph.D., Lecturer in Psychology Judah Schwartz, Ph.D., Professor of the Practice in Marji Erickson Warfield, Ph.D., Lecturer in Urban and Education Environment Policy and Planning Jane Seminara, M.A., Lecturer, Tufts Gordon Institute Moses Warick, Lecturer in Music Paola Servino, M.A., Lecturer in Italian James Watson, Ph.D., Lecturer in Spanish Susan Setnik, M.A., Lecturer in Latin Ted Weesner Jr., M.F.A., Lecturer in English Felice Shapiro, B.S.F.S., Lecturer, Tufts Gordon Institute Anna Wegel-Hajj, M.A., Lecturer in Spanish Jill Siebeking, Ph.D., Lecturer in Occupational Therapy Abbott D. Weiss, Ph.D., Lecturer, Tufts Gordon Institute Mitchell Silver, Ph.D., Lecturer in Philosophy Virginia G. Weisz, J.D., Lecturer in Child Development Dana Simpson, M.A., Lecturer in Spanish Raquel Weitzman, M.A., Lecturer in Spanish Elizabeth Whitney, Ph.D., Lecturer in Occupational Therapy

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Michael Wiklund, M.S., Lecturer in Mechanical Engineering EMERITI/AE FACULTY AND STAFF Carol Wilkinson, Ph.D., Lecturer in English Daniel Cary Abbott, A.M., Associate Professor of Music Inge Williams, M.B.A., Lecturer, Tufts Gordon Institute Emeritus (1958–1997) Richard Wilmot, B.A., Lecturer, Tufts Gordon Institute Gustavo Alfaro, Ph.D., Professor of Romance Languages Ewa Winston, M.S.E.M., Lecturer, Tufts Gordon Institute Emeritus (1978–2001) Peter Y. Wong, Ph.D., Research Associate Professor of Mohammed Alwan, Ph.D., Lecturer of Arabic Emeritus Mechanical Engineering (1988-2012) Brian Wright, Lecturer in Education Thomas J. Anderson, Jr., Ph.D., Fletcher Professor of Music Tara Young, Lecturer in Education Emeritus (1972–1990) Jonathan Zaff, Ph.D., Associate Research Professor and Diana Bailey, M.Ed., Ed.D., OTR, Associate Professor of Lecturer in Child Development Occupational Therapy Emerita (1986–2009) Stephen Zemba, Ph.D., Lecturer in Civil and Environmental Sylvan Barnet, Ph.D., Fletcher Professor of English Engineering Literature Emeritus (1954–1992) Souhad Zendah, B.A., Lecturer in Arabic Hugo Adam Bedau, Ph.D., Fletcher Professor of Philosophy Michael Zimmerman, Ph.D., Professor of the Practice in Emeritus (1966–1999) Mechanical Engineering Gregory Dionysios Botsaris, Ph.D., Professor of Chemical Engineering Emeritus (1965–2004) COACH/LECTURERS Linﬁeld C. Brown, Ph.D., Professor of Civil and Kate Bayard, A.B., Harvard University (2005) Environmental Engineering Emeritus (1970–2007) Carla Berube, B.A., University of Connecticut (2002) Rocco John Carzo, M.Ed., Professor of Physical Education, Nancy Bigelow, B.S., M.S., Pennsylvania State University Director of Athletics, and Commencement Marshal (1982) Emeritus (1966–1999) Gary Caldwell, B.A., Yale University (1990) Madeline Caviness, B.A., M.A., Ph.D., Mary Richardson John Casey, M.Ed., Tufts University (1983) Professor of Art History Emerita (1972–2007) Jenna Cherenzia, B.S., M.S., Boston University (2009) David Cavitch, Ph.D., Professor of English Emeritus Jay Civetti, B.A., M.Ed., Boston College (2006) (1972–2001) Patricia Cordeiro, B.S., M.S., Arizona School of Health Li-Li Ch’en, Ph.D., Professor of Chinese Emerita (1972–1994) Sciences (2001) Alan J. Clayton, Ph.D., Professor of French Emeritus Michael Daly, B.A., M.A.T., Tufts University (1997) (1965–1986) Mark Doughtie, B.S., University of Massachusetts (1978) Teruko Craig, B.A., Senior Lecturer in Japanese Emerita Doug Eng, B.S., M.S., Ed.D., Ph.D., Tufts University (1995) (1984–1995) William Gehling, B.A., M.Ed., Tufts University (1981) William J. Crochetiere, Ph.D., Professor of Mechanical Adam Hoyt, B.A., M.A., Trinity College (2005) Engineering Emeritus (1967–2003) Kenneth W. Legler, B.S., University of Rhode Island (1980) Benjamin Dane, Ph.D., Professor of Biology Emeritus Christine McDavitt, B.S., Boston University (2004) (1966–2002) Kristen Morwick, B.A., Dartmouth College (2000) Mark DeVoto, Ph.D., Professor of Music Emeritus Brian Murphy, B.A., M.Ed., Tufts University (1998) (1981–2000) Michael Pimentel, B.S., Northeastern University (1989) David Elkind, B.A., Ph.D., Professor of Child Development Carol Rappoli, B.S., St. Anselm College (1985) Emeritus (1978–2009) Joshua Shapiro, B.A., Middlebury College (1997) Allen Edward Everett, Ph.D., Professor of Physics Emeritus Robert Sheldon, B.S., M.Ed., Fordham University (1982) (1960–2003) Janet Silva, B.S., Northeastern University (1979) Sylvia Gruber Feinburg, Ed.D., Professor of Child Branwen C. A. Smith-King, B.S., M.Ed., Springﬁeld College Development Emerita (1964–1999) (1982) Mary Ella Feinleib, Ph.D., Professor of Biology Emerita Paul J. Sweeney, B.A., University of New Hampshire (1993) (1965–1995) Cora Thompson, B.S., M.Ed., Tufts University (2001) Ross S. Feldberg, Ph.D., Associate Professor of Biology Tim Troville, B.A., Northeastern University (2001) Emeritus (1975–2009) Martha Whiting, B.A., M.Ed., Tufts University (1995) Denis William Fermental, B.S., M.S., Ph.D., Associate Professor of Electrical and Computer Engineering Emeritus (1958–2010)

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Ivan Galantic, Ph.D., Professor of Art History Emeritus Eva Claudia Kaiser Lenoir, B.A., M.A., Ph.D., Associate (1971–1989) Professor of Romance Languages Emerita (1979–2009) Vlasios Georgian, Ph.D., Associate Professor of Chemistry Martine Astier Loutﬁ, D. ès L., Professor of French Emerita Emeritus (1960–1990) (1972–1998) John Schuyler Gibson, Ph.D., Professor of Political Science George John Marcopoulos, A.B., A.M., Ph.D., Professor of Emeritus (1963–1995) History Emeritus (1961) Marilyn Tindall Glater, J.D., Associate Professor of Political Kathryn A. McCarthy, Ph.D., Professor of Physics Emerita Science Emerita (1987–2008) (1945–1993) Ronald B. Goldner, Ph.D., Professor of Electrical Rahel Meshoulam, M.Sc. Lecturer in Hebrew Emerita Engineering Emeritus (1964–2005) (1986–2011) Robert Gonsalves, Ph.D., Professor of Electrical Nancy Stafford Milburn, Ph.D., Professor of Biology Engineering Emeritus (1985–2004) Emerita (1958–1998) Martin Burgess Green, Ph.D., Harriet H. Fay Professor of Richard Henry Milburn, Ph.D., John Wade Professor of Literature Emeritus (1967–1994) Physics Emeritus (1961–1998) Nancie Greenman, Ed.M., Associate Professor of Occupa- George Saltonstall Mumford, Ph.D., Professor of tional Therapy Emerita (1971–1992) Astronomy Emeritus (1955–1997) Robert Greif, Ph.D., Professor of Mechanical Engineering Joseph Noonan, Ph.D., Professor of Electrical and Emeritus (1966–2008) Computer Engineering Emeritus (1985-2012) N. Bruce Hanes, Ph.D., Professor of Civil Engineering Alice Lucille Palubinskas, Ph.D., Professor of Psychology Emeritus (1961–1992) Emerita (1952–1990) Edward Shilling Hodgson, Ph.D., Professor of Biology Aubrey Parkman, Ph.D., Professor of History Emeritus Emeritus (1968–1989) (1953–1980) F. Sheppard Holt, Ph.D., Professor of Mathematics Emeritus A. Benjamin Perlman, B.S., M.S., Ph.D., Professor of (1955–1985) Mechanical Engineering Emeritus (1967–2007) Margot C. Howe, Ed.D., Professor of Occupational Therapy John Oliver Perry, Ph.D., Goldthwaite Professor of Rhetoric Emerita (1972–1989) Emeritus (1964–1989) Howard Hunter, Ph.D., Professor of Religion Emeritus Arthur Lord Pike, S.M.E.E., Professor of Electrical (1957–1997) Engineering Emeritus (1954–1990) Karl Heinz Illinger, Ph.D., Associate Professor of Chemistry John Duncan Powell, Ph.D., Associate Professor of Political Emeritus (1960–2004) Science Emeritus (1968–1991) David Isles, Ph.D., Associate Professor of Mathematics Georgette Vabre Pradal, D. ès L., Professor of Romance Emeritus (1963–2006) Languages Emerita (1962–1986) Alexander Kaczmarczyk, Ph.D., Professor of Chemistry Peter L. D. Reid, B.A., M.A., Ph.D., Professor of Classics Emeritus (1968–1992) Emeritus (1974–2010) Donald W. Klein, Ph.D., Professor of Political Science Robert L. Reuss, Ph.D., Associate Professor of Earth and Emeritus (1973–1996) Ocean Sciences Emeritus (1969–2009) Ernest Donald Klema, Ph.D., Professor of Engineering William Francis Reynolds, Ph.D., William Walker Professor Science Emeritus (1968–1986) of Mathematics Emeritus (1957–1998) Bobbie M. Knable, B.Mus., Dean of Students Emerita Winifred Rothenberg, Ph.D., Associate Professor of (1980–1999) Economics Emerita (1986–2012) John Gene Kreifeldt, Ph.D., Professor of Mechanical Philip Bowen Sampson, Ph.D., Moses Hunt Professor of Engineering Emeritus (1969–2001) Psychology Emeritus (1955–1992) David Krumme, Ph.D., Associate Professor of Computer James William Schlesinger, Ph.D., Associate Professor of Science Emeritus (1977–2004) Mathematics Emeritus (1964–2000) Pierre Henri Laurent, Ph.D., Professor of History Emeritus Analúcia Dias Schliemann, B.A., Ph.D., Professor of (1970–2003) Education Emerita (1994–2010) Alan Louis Lebowitz, Ph.D., Professor of English Emeritus Jacob Schneps, Ph.D., Vannevar Bush Professor of Physics (1964) Emeritus (1956–2011) George F. Leger, Ph.D., Professor of Physics Emeritus Bradbury Seasholes, Ph.D., Associate Professor of Political (1963–2003) Science Emeritus (1963–1995)

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Lynda Norene Shaffer, Ph.D., Professor of History Emerita SCHOOL OF THE MUSEUM OF FINE ARTS (1972–2002) Administration Yaacov Shapira, Ph.D., Professor of Physics Emeritus Christopher Bratton, B.F.A., M.F.A., Doctor Honoris Causa, (1987–2007) President of the School of the Museum of Fine Arts Eli Charles Siegel, A.B., Ph.D., Professor of Biology Emeritus Sarah McKinnon, B.A., M.A., Ph.D., Senior Vice President for (1968–2010) Academic Affairs, Dean of the School Saul Abraham Slapikoff, Ph.D., Associate Professor of Susan Lush, B.A., M.Ed., Associate Dean of Undergraduate Biology and American Studies Emeritus (1966–1998) Studies David A. Sloane, B.A., M.A., Ph.D., Associate Professor of David Lloyd Brown, B.F.A., M.F.A., Associate Dean of Russian Emeritus (1979–2011) Graduate Programs Howard Mitchell Solomon, Ph.D., Professor of History Patrick Carter, B.F.A., M.F.A., SMFA Faculty, Tufts Studio Emeritus (1971–2003) Courses Coordinator G. Robert Stange, Ph.D., Harriet H. Fay Professor of English Literature Emeritus (1967–1984) Arts, Sciences, and Engineering Librarians Rudolf Francis Storch, Ph.D., Associate Professor of English Miriam H. Allman, Associate Librarian, Science and Emeritus (1965–1988) Engineering Bibliographer Mary Ann Sturtevant, M.Ed., Professor of Physical Christopher Barbour, Associate Librarian, Humanities Education Emerita (1962–1994) Bibliographer, Coordinator of Special Collections Leila Aline Sussman, Ph.D., Professor of Sociology Emerita Chao Chen, Associate Librarian, Humanities Research and (1966–1992) Instruction Librarian Samuel Sutcliffe, Ph.D., Associate Professor of Civil and Martha Kelehan, Assistant Librarian, Social Sciences Environmental Engineering Emeritus (1964–1994) Bibliographer Sarah Meiklejohn Terry, Ph.D., Associate Professor of Alex May, Afﬁliate Librarian, Cataloging and Metadata Political Science Emerita (1978–2002) Services Librarian Jack Robert Tessman, Ph.D., Professor of Physics Emeritus Alicia Morris, Associate Librarian, Head of Technical (1955–1986) Services Alice E. Trexler, B.S., M.A., Ph.D., Associate Professor of Marsha S. Paiste, Associate Librarian, Catalog Librarian Dance Emerita (1978-2012) Regina Raboin, Librarian, Science Research and Instruction Elizabeth Ahn Toupin, M.A., Associate Dean of Under- Librarian, Data Management Services Coordinator graduate Education Emerita (1968–1994) Constance Reik, Librarian, Social Sciences Research and Arthur Uhlir, Jr., Ph.D., Professor of Electrical Engineering Instruction Librarian, Government Information Coordinator Emeritus (1948–1994) Michael Rogan, Librarian, Music Librarian Albert Ullman, Ph.D., Professor of Sociology Emeritus Beth Rohloff, Associate Librarian, First Year Library (1946–1983) Instruction Coordinator Vo Van Toi, Ph.D., Associate Professor of Biomedical Laurie Sabol, Librarian, Social Sciences Research and Engineering Emeritus (1984–2009) Instruction Librarian, Library Instruction Coordinator Kenneth Augustus Van Wormer, Jr., Sc.D., Professor of Evan Simpson, Assistant Librarian, Head of Research and Chemical Engineering Emeritus (1954–2007) Instruction Judith Wechsler, Ph.D., Professor of Art History Emerita Christopher Strauber, Associate Librarian, Humanities (1989–2010) Research and Instruction Librarian, Instructional Design John C. Wells, Ph.D., Professor of German Emeritus Coordinator (1947–1983) Karen Vagts, Assistant Librarian, Engineering/Business/ Donald Wertlieb, B.S., M.A., Ph.D., Professor of Child Math Research and Instruction Librarian, Citation Tools Development Emeritus (1978–2011) Coordinator Barbara Ehrlich White, Ph.D., Adjunct Professor of Art Laura R. Walters, Associate Librarian, Associate Director History Emerita (1965–2002) for Teaching, Research, and Information Resources Stephen S. Winter, Ph.D., Professor of Education Emeritus Laura Wood, Librarian, Director, Tisch Library (1971–1991) Mary Frances Wright, B.S., M.Ed., Associate Professor of Physical Education Emerita (1945–1987)

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College of Liberal Arts and Jackson College The College of Liberal Arts and Jackson College have a coordinate relationship and together offer courses of study leading to the degrees of bachelor of arts and bachelor of science. From the student’s point of view the two colleges are coeducational and indistinguishable. All references to the College of Liberal Arts in this bulletin are to these two combined colleges.

School of Engineering The School of Engineering offers undergraduate and graduate degrees in several areas of engineering and computer science. The school offers courses leading to degrees of bachelor of science, master of science, master of engineering, master of science in engineering management, and doctor of philosophy. There are also combined programs with the School of Arts and Sciences, the School of Medicine, the School of Dental Medicine, the Fletcher School of Law and Diplomacy, and the Gordon Institute.

Graduate School of Arts and Sciences The Graduate School of Arts and Sciences offers programs of study leading to the degrees of master of arts, master of science, master of ﬁne arts, master of arts in teaching, master of public policy, educational specialist, doctor of philosophy, and doctor of occupational therapy.

College of Special Studies The College of Special Studies, in conjunction with the School of the Museum of Fine Arts, Boston, offers courses of study leading to the degree of bachelor of fine arts. The college also offers continuing education programs in liberal arts and engineering fields through the Office of Graduate Studies.

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ACCREDITATION OF TUFTS UNIVERSITY Gerald J. and Dorothy R. Friedman School of Nutrition A privately endowed New England institution founded in Science and Policy 1852. New England Association of Schools and Colleges November 2003 Faculty of Arts, Sciences, and Engineering Colleges of Liberal Arts and Jackson, Graduate School of Sackler School of Graduate Biomedical Sciences Arts and Sciences, and College of Special Studies: New New England Association of Schools and Colleges England Association of Schools and Colleges November 2003 November 2003 Cummings School of Veterinary Medicine School of Engineering American Veterinary Medical Association The following undergraduate professional programs in the March 2012 School of Engineering are accredited by the Engineering Accreditation Commission of ABET, Inc.: Chemical Engineering, Civil Engineering, Computer Engineering, Electrical Engineering, Environmental Engineering, and Mechanical Engineering. The BS in Computer Science is accredited by the Computing Accreditation Commission of ABET. More information may be found at the following website: http://www.abet.org/.

Boston School of Occupational Therapy Professional Entry Level Occupational Therapy Program: Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA) August 2005

The Fletcher School of Law and Diplomacy New England Association of Schools and Colleges November 2003

School of Dental Medicine Commission on Dental Accreditation of the American Dental Association July 2008

School of Medicine Liaison Committee on Medical Education of the American Medical Association and the Association of American Medical Colleges June 2006

Graduate Programs in Public Health: Council on Education for Public Health November 2009

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*The Association of Tufts Alumnae, Inc. Scholarship, Scholarship Funds established in 1957 for an annual scholarship to be awarded to a Jackson student who has completed one year University scholarship funds available to students in the successfully and is selected by a university committee, with College of Liberal Arts, Jackson College, and the School of the approval of the dean of Jackson College. Engineering are listed in this section. The endowment of The Jack and Myrtle Atlas Scholarship, established in the university’s scholarship funds has been invested and 1987 to provide financial aid to needy undergraduates, the income is used to provide financial aid to students as with preference to students from California. described in the financial aid section. Scholarship funds The Eugene Averell and Elizabeth Harlow Averell intended solely for Jackson College are preceded by an Scholarship, established in 1952 by provision in the will of asterisk. Eugene Averell of the Class of 1895, the income to be paid annually to a meritorious student. All of these funds are awarded based on financial need The Cyrus V. Bacon and Ada B.W. Bacon Scholarship, and the recipients are chosen by the financial aid office. founded in 1915 by Mrs. Ada B.W. Bacon, of Hingham, No separate application is necessary. Massachusetts. The Bacow/Gordon Endowed Scholarship Fund was The Alireza Family International Scholarship, established established in 2011 by Michael S. Gordon, A’87 and in 2000 to provide scholarships for highly qualified Muslim Christina Gordon, in honor of Lawrence S. Bacow and Adele students who need financial assistance to be able to enroll Fleet Bacow. This scholarship recognizes the visionary at Tufts. leadership President Bacow provided Tufts between 2001 The Alice Harrison Allen Endowed Scholarship, and 2011 and supports his goal of removing economic established in 2008, in support of financial aid for Tufts obstacles to talented students seeking a college education. undergraduate students in the School of Arts and Sciences. The Mitchell and Ruth Bacow Endowed Scholarship The Lizzie P. Allen Scholarship, founded in 1900 by Lizzie Fund was established in 2003 as part of the Pritzker P. Allen, of Derby Line, Vermont. Challenge to benefit outstanding undergraduate students The Alpha Sigma Phi Fraternity Fund, founded in 1981. and to increase the diversity of the student body. Preference is given to descendants of alumni who were The Crosby F. Baker Memorial Scholarship, established members of Alpha Sigma Phi at Tufts. in 1955 by colleagues, friends, former students, and family The Alfred E. Anderson Scholarship, established in 2002 in memory of Crosby F. Baker of the Class of 1910, member to provide scholarship awards to United States citizens. of the faculty from 1900 to 1954. The Anderson Scholarship, founded in 1890 by John M. The Balfour Scholarship Fund, established in 1989 by a Anderson, of Salem, in the name of John M. and Rebecca generous grant from the L. G. Balfour Foundation to aid Anderson. talented minority students in need of financial assistance. The Arthur J. Anderson Scholarship, established in 1954 The George Stevens Ballard Scholarship, founded in by Arthur J. Anderson of the Class of 1912. 1910 by Caroline D. M. Ballard, of Augusta, Maine. The Gilbert A. and Robena J. Andrew Scholarship Fund, The Almon Ballou, Carolyn Clark Scholarship, established established in 1985 by the estate of Dr. Norman W. Andrew in 1954 by Carolyn Clark Bigelow of the Class of 1900 in in honor of his parents to aid students in the field of memory of her grandfather, Almon Ballou. premedical studies. The Hosea Ballou II Memorial Scholarship, founded in The Norman W. Andrew Scholarship Fund, established 1891 by Mrs. Mary T. Goddard, of Newton, Massachusetts. in 1985 by the estate of Norman W. Andrew to aid students The Latimer W. Ballou Scholarship, founded in 1898 by in the field of biology. Latimer W. Ballou, of Woonsocket, Rhode Island. The Eileen Fox Aptman, J’90 and Lowell Aptman The John and Staci Barber Endowed Scholarship, Endowed Scholarship, established in 2011 in the School established in 2008, to support scholarships within the of Arts and Sciences, to help strengthen and support Tufts University and to increase the diversity of the Tufts University’s progress to become a need-blind institution. undergraduate student body. The Jesse Moses Aronson Scholarship, established in The Barnard Scholarships, founded in 1897 by Mrs. 1951 by Jesse Moses Aronson of the Class of 1918, to be Caroline M. Barnard, of Everett, Massachusetts. awarded each year to an outstanding applicant for The John K. and Margaret G. Baronian Scholarship was admission to the School of Engineering who needs established in 1977 by John K. Baronian, A’50, in memory of financial help to attend college. his immigrant parents, survivors of the Armenian Genocide

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of 1915, who provided the inspiration for his pursuit of Selection of the recipients will be based on record of education. It was with the desire to help others to pursue achievement, potential for leadership, and demonstrated their educational goals that this memorial scholarship was financial need. given. The John Twiss Blake Fund, established in 1990 by the The Esther and Philip Barnet Endowed Scholarship estate of John Twiss Blake to assist students in the School of Fund was established in 2011 by Dr. Sylvan Barnet, former Engineering. Tufts professor, in honor of his parents. The scholarship The Newman Peter and Genevieve Blane Birk Scholar- benefits undergraduates in the School of Arts & Sciences. ship, for worthy, deserving, and able students in the The Henry F. Barrows Scholarship, founded in 1891 by College of Liberal Arts and Jackson. Founded in 1984 in Henry F. Barrows, of North Attleboro, Massachusetts. memory of two Braker Fellows who became distinguished The Nancy Bartlett Scholarship, founded in 1897 by professors of English at Tufts. Mrs. Nancy Bartlett, of Milford, Massachusetts. The Sophie and Arthur Blecker University Scholarship The Bay Bank Middlesex Scholarship, founded in 1980 by Fund, established in 1989 by Susan Blecker Cohen, J’66; Bay Bank Middlesex of Burlington, Massachusetts. George Cohen; Marcia Zaroff Blecker, J’69; and Robert The Walter P. Beckwith Scholarship Fund, established in Blecker, T’69, is awarded to a student entering the College 1947 under the will of Hira R. Beckwith, of Claremont, New of Liberal Arts and Jackson who has financial need, and Hampshire, the income to be used to assist worthy young who holds the promise of superior achievement as an men in acquiring a college education. undergraduate. The Beelzebub Silver Anniversary Scholarship Fund, The Barry L. and Lilia C. Bloom Family Scholarship, established in 1988 by the Beelzebub Alumni Association established in 2007, to provide financial aid to achieve the to provide scholarship to needy undergraduates who are educational benefits of diversity in the school of Arts and members of the Beelzebubs. Sciences. The Rose Bendetson Memorial Scholarship Fund. This The Kenneth and Debra Bloom Scholarship, established fund has been established by Mr. and Mrs. Norris Bendetson in 2008 to support scholarships within the School of as a memorial to the mother of Norris Bendetson, A’41. Engineering and the School of Arts and Sciences. The gift is to be used for needy and deserving students, The Joseph A. Boccino Boston Post Society of Military with preference given to those who are residents of Engineers Scholarship, established in 2007 to assist in Haverhill, Massachusetts. finding the education of a student residing in Massachu- The Bendheim Family Scholarship, founded in 1985 by setts, Northeastern Connecticut, Northern Rhode Island or the family of Thomas L. Bendheim, A’85, of Scarsdale, New Southern New Hampshire, enrolled in the civil or environ- York, to enrich the diversity of the student body in the mental engineering program. College of Liberal Arts and Jackson by supporting a student The Elizabeth Warren Bond Scholarship Fund, founded of high scholastic standing and limited means, with prein 1933 for deserving Jackson students. ference to students from the five boroughs of New York City. The Margaret Helen Bond Scholarship, founded in 1933 The Bendheim Family Study Abroad Scholarship, for deserving Jackson students. established in 1999 to provide financial support to Tufts The Charles and Fannie A. Miner Booth Scholarship, students studying abroad. founded in 1900 by Charles Booth, of Springfield, Vermont. The Dr. Karl T. Benedict Sr. and Daisy Benedict The Kennison T. Bosquet Scholarship Fund, established Scholarship Fund, established in 2004 to provide financial in 1977 by the bequest of the late Mr. Bosquet, whose wife aid to students in the Tufts College of Liberal Arts. Elizabeth was a member of the Jackson College Class of The Andrea Caponigro Berthel Scholarship, established 1931. The income is to be awarded for scholarships at the in 1990 by friends and family of Andrea Caponigro Berthel, discretion of the university. a former member of the Tufts University trustees’ office. The Laurie Bove Scholarship, established in 1996 in This is the first scholarship in Tufts’ history to be named in memory of Laurie Bove of the Class of 1984 by her family honor of a staff member. The income from this fund will and friends, to provide financial aid to female residents of be awarded annually to two deserving students who are Medford, who come to Tufts with an interest in occupa- graduates of Medford and Malden high schools. The tional therapy. scholarship is to be based on merit as well as need. The William L. Bradley and Clara M. Pizzarello Ronald Louis Blackburn, Jr., A’85 Scholarship Fund, Scholarship was established in 2011 in memory of Dean established in 1986 in memory of Ronald Blackburn to Grant Curtis to benefit undergraduates in the School of provide financial assistance to African-American students. Arts and Sciences.

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The Ellen F. Bragg Scholarship Fund, founded in 1928 to The Callahan-Lee-Long Endowed Scholarship Fund provide scholarships for students in the College of Letters was established with a gift from the estate of Mr. John T. showing the greatest intellectual and moral excellence. Lee, Jr., A’50. The Henry W. Bragg Fund Scholarships, founded in 1936 The Jeanne A. Carpenter Memorial Scholarship, by Henry W. Bragg. established in 2007 in memory of Jeanne A. Carpenter, J’74, The Brandes Family Endowed Scholarship, established in to further the University’s efforts to create an intentional, 2008, to give deserving students an opportunity to attend intellectual and broadly diverse community of scholars. Tufts University. The John A. Cataldo Scholarship, established in 1989 by The Dr. and Mrs. William F. Brennan and Family Mr. Cataldo, E’46, to provide a full-tuition scholarship to be Scholarship, established in 2002 to provide aid to worthy awarded annually to one or two meritorious students in and promising undergraduate students who are determined the Department of Civil and Environmental Engineering. to be in need of scholarship funds. The Lucille Cesari, J’52, Endowed Scholarship, The Ron Brinn Scholarship Fund, established in 1999 in established in 2000 to provide scholarships to Tufts honor of Ron Brinn, A’58, Tufts Director of Alumni Relations undergraduate students with financial need. for sixteen years, to provide financial aid to needy students The Annie, Leon, and Madeline Chalfen Fund, endowed of the College of Liberal Arts and Jackson and the School of in 1963 for undergraduate scholarships. The Christina and Engineering. John Chandris Endowed Scholarship Fund, established in Budd Family Scholarship, established in 1996 by Edward 2011, to provide full tuition scholarships to selected H. Budd, A’55, and his family, to aid junior and seniors with students who have demonstrated both outstanding a GPA of 3.0 or better who have demonstrated involvement academic ability and the most extensive need for financial in and dedication to enriching campus life at Tufts. assistance in order to enroll at Tufts. The Wellington Burnham Fund Scholarships, created by The Edwin H. Chapin Memorial Scholarship, founded a bequest from Wellington Burnham of the Class of 1931. in 1891 by friends of Edwin Hubbell Chapin, D.D., of The Edith Linwood Bush Scholarship, established during New York City. the Second Century Fund campaign by classmates, former The Ralph Stillman Charles, Jr., Scholarship, established students, and friends in honor of Edith Linwood Bush of the in 1960 by Ralph S. Charles of the Class of 1923 and Mary Class of 1903, member of the faculty from 1920 to 1952, Grant Charles, Jackson Class of 1920, in memory of their and dean of Jackson College from 1925 to 1952. eldest son (1924–1934), for the benefit of any deserving The Richard Perry Bush Scholarships, founded in 1910 by students in any of the three colleges— Liberal Arts, Mrs. Caroline M. Barnard, of Everett, Massachusetts. Engineering, or Jackson—at the discretion of the college The Francis Buttrick Fund for Scholarships, preferably for authorities. men from Waltham, Massachusetts. The Kathryn Cassell Chenault 2010 Scholarship Fund, The Godfrey Lowell Cabot Scholarship, established in established in 2010, to support undergraduate scholarships 1951 by the Cabot Carbon Company in honor of Godfrey that will help achieve the educational benefits of diversity Lowell Cabot, the income to be used as a yearly scholarship at Tufts. Chenault Scholarships will replace the loan to a deserving student of the School of Engineering. component of the recipients’ financial aid package. The Cabot Corporation Scholarship Fund, established in The Kathryn Cassell Chenault J’77 Scholarship was 1955 by Godfrey L. Cabot, Inc., of Boston, the income to established in 2002 to help attract, retain, and prepare a be used for scholarship aid for deserving students in any diverse student body who will make important leadership school or department of the university. In making the contributions to Tufts and to our global community. The awards, preference is to be given to an otherwise qualified Chenault Scholarship is part of the Jay Pritzker family of son or daughter of an employee of Godfrey L. Cabot, Inc., scholarships. and its subsidiary companies. The Joseph R. Churchill and Anna Quincy Churchill The Calef Permanent Fund, given by Ira C. Calef in 1917 to Scholarship Funds, established in 1971 under the will of provide scholarships for young men or women. Mary C. Churchill to honor her husband and her daughter, The Callahan-Lee Scholarship Fund, established in 1993 Dr. Anna Quincy Churchill, M’17, Assistant Professor of to provide scholarships to undergraduate students in need Anatomy Emerita, to provide scholarships to students of of financial aid with preference given to students from biology (preferably botany). Swampscott and Gardner, Massachusetts, and Windham, The Charles P. Ciaffone and Lloyd W. Pote Scholarship, New Hampshire. established in 1982 by Charles Ciaffone of the Class of 1941 and Lloyd Pote of the Class of 1937, the owners, and other

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employees of CPC Engineering of Sturbridge, Massachu- College the next year, and the School of Engineering the setts. The income from this fund is to be awarded yearly to third year. a deserving engineering student as determined by the The Class of 1928 Scholarship, founded in 1955 by the faculty of the School of Engineering. men and women of the Class of 1928, the income to be The Centennial Class of 1952 Endowed Scholarship, awarded to deserving students in Tufts College or Jackson established in 2004, to be awarded to an undergraduate College. student, man or woman, from the School of Arts and The Class of 1933 Scholarship Fund, established in 1990 Sciences or the School of Engineering. Recipients should by members of the Class of 1933 to provide scholarship meet the following criteria: commitment to community funds for future students. service, high academic standing, and demonstrated The Class of 1935 Scholarship, established in 1996 by financial need. It is the hope of the Centennial Class of 1952 members of the Class of 1935 to provide financial aid to that recipients will always be loyal to their alma mater and deserving undergraduate students. will respond to the needs of the university by giving back in The Class of 1939 Memorial Scholarship, established in time and substance. 1948 by the men and women of the class in memory of The Charles L. Clapp Scholarship, established in 2006, to their classmates who gave their lives in World War II. provide financial aid to a student in the junior class who The Class of 1940 Memorial Scholarship, established demonstrates superior academic achievement in the field in 1956 by the men and women of the Class of 1940, the of government or politics. income to be awarded on the joint bases of merit and The Andrew J. Clark Memorial Scholarship, founded in need to undergraduate students, preference being given 1891 by Mrs. Abbie B. Clark, of Orange, Massachusetts. to descendants of the Class of 1940 who are otherwise The Class of 1904 Scholarships, founded in 1930 and qualified. substantially increased during the Second Century Fund The Class of 1943 Scholarship, established in 1996 by campaign by the men and women of the Class of 1904. members of the Class of 1943 to provide scholarship aid for The Class of 1911 Scholarships. The 1911 Class Scholar- future Tufts students. ships are awarded from the Class of 1911 Fund. The Class of 1944 Scholarship, established in 2000 by *The Class of 1913 Women’s Memorial Scholarship men and women of the Class of 1944 to be awarded Fund, established in 1925 by the women of the Class of annually to an undergraduate in the College of Liberal Arts, 1913 to be used for Jackson undergraduates who need Jackson College, or the School of Engineering on the basis financial assistance at a time of emergency and need. of need and merit as shown by outstanding scholarship The Class of 1919 Scholarship, established at the fiftieth and qualities of leadership in student and community reunion of the Class of 1919 in honor of Dean George S. activities. Preference is given to descendants of the Class of Miller, A’06. The income from this fund is to be awarded 1944 or other legacies whenever possible. annually to an undergraduate in the College of Liberal Arts The Class of 1947 Victor Prather Scholarship Fund, and Jackson or the School of Engineering in accordance established by the Class of 1947 on the occasion of their with Tufts’s student aid policies. twenty-fifth reunion to memorialize a respected friend and The Class of 1920 Scholarship Fund, established by the classmate. Victor A. Prather, Jr., A’47, M’52, was a flight members of the Class of 1920, Liberal Arts, Engineering, surgeon assigned to aviation and space medicine research and Jackson College, on the occasion of the fiftieth when he lost his life at the end of a high-altitude flight in anniversary of their graduation from Tufts. The fund aids a strato-lab balloon designed for space equipment testing. deserving undergraduates with demonstrated financial He was a scholar devoted to the advancement of knowl- need, as determined by the university’s financial aid office. edge, and he was a leader uncompromising in his ideals. The terms of the Class of 1920 Scholarship Fund stipulate Financial assistance is awarded to students who meet the that a woman undergraduate must be among the university’s criteria for need and who demonstrate in their recipients of the fund’s benefaction not less than once studies the same enthusiasm for learning that Victor every three years. Prather did in his lifetime. The Class of 1923 Scholarship Fund, to be awarded as The Class of 1952 Endowed Scholarship, established in directed by officers of the class. 2004, to be awarded to an undergraduate student, man or The Class of 1926 Scholarship, founded in 1951 by the woman, from the School of Arts and Sciences or the School men and women of the Class of 1926, as their twenty-fifth of Engineering. Recipients should meet the following reunion gift to the college, to be awarded in rotation to criteria: commitment to community service, high academic students in the College of Liberal Arts one year, Jackson standing, and demonstrated financial need. It is the hope of

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the Centennial Class of 1952 that recipients will always be The Class of 2002 Scholarship, established in 2008, to loyal to their alma mater and will respond to the needs of provide scholarships to be awarded to one or more worthy the university by giving back in time and substance. and promising student who is determined to be in need of The Class of 1957 Scholarship, established in 2002 to be scholarship funds. awarded to a Tufts undergraduate with good moral The Allan Clemow Scholarship, established in 2007 in character, community service experience, high academic honor of Allan Clemow E’65, the Director of Admissions at standing, and demonstrated financial need. Tufts University, to support scholarships in the School of The Class of 1958 Scholarship Fund, established in 2003 Engineering with preference towards students in the for the benefit of Tufts students of the Faculty of Arts and Entrepreneurial Leadership Program Sciences. The Henry E. Cobb Scholarship, founded in 1891 by The Class of 1959 Scholarship, established in 1984 for the Henry E. Cobb, of Boston. benefit of future generations of Tufts students. This special The Lloyd H. and Ruth M. Coffin Scholarship, established endowment fund represented one of the major gifts made in 1952 by Mr. and Mrs. Lloyd H. Coffin, of Marblehead, to Tufts by members of the Class of 1959 on the occasion Massachusetts. of their twenty-fifth reunion, and it has been substantially The Monte Cohen Scholarship Fund, established in 1972 increased by classmates on a continuing basis over the in honor and memory of industrialist Monte Cohen, of years thereafter. Income from this fund is to be awarded West Newton, Massachusetts, by his son Leon H. Cohen of annually on a combined basis of merit and need to one or the Liberal Arts Class of 1948 and other members of the more deserving undergraduate students in accordance family. The income each year is distributed to an under- with Tufts financial aid policies, with preference to be given graduate student deemed worthy of such aid by the to descendents of the Class of 1959 who are otherwise financial aid office. deemed to be fully qualified. The Ricky and Peter Cohen Family Scholarship Fund, The Class of 1960 Scholarship, established by members of established in 2003 as part of the Pritzker Challenge to be the Tufts Class of 1960 to provide aid to a deserving student used to help Tufts attract, retain, and prepare talented who is an undergraduate. African American, Hispanic American, and Native American The Class of 1961 Scholarship, established in 2001 by students who will make important contributions to Tufts members of the Tufts Class of 1961 to provide financial aid and to our global community. to worthy and promising students with financial need, with The Sarah Rebecca and Myer Cohen Memorial preference to students who have demonstrated service to Scholarship, established in 1951 in memory of Sarah the community. Rebecca and Myer Cohen by Edward I. Cohen of the Class The Class of 1962 Scholarship, established in 1962, to of 1919, his daughters Sandra and Jacquelyn Cohen, and provide scholarships to undergraduate students in the James Cohen of the Class of 1921. Faculty of Arts and Sciences. First preference is given to The Harold E. Collins Scholarship Fund, established by students who are direct descendents of members of the the will of Harold E. Collins, A’17, to assist needy and worthy Class of 1962. students. The Class of 1963 Scholarship Fund, established in 2003 The Sherwood Collins Scholarship Fund, established in in honor of the Class of 1963 and in memory of those who 1990 by an anonymous donor. Awarded to graduate are no longer with us, will be awarded to an undergraduate students in drama. student who is of good character, with proven academic The Conti-Dicken Family Scholarship Fund, established achievement, a commitment to active citizenship, and in 2004 to be awarded with preference to female students demonstrated financial need. The Class of 1963 is especially at Jackson College with limited means who possess high committed to helping individuals who have overcome academic potential and a demonstrated commitment to significant obstacles in order to attend Tufts University. It is achieving scholastic excellence in the study of arts and their hope that the recipients of this scholarship will form sciences. lifelong connection with the university and through their The Katherine E. Coogan Scholarship, established in 1994 service and support become role models for others. by Ruth E. Coogan in memory of her daughter, Katherine E. The Class of 2000 Scholarship, established in 2000 by Coogan, Class of 1964, to be used for scholarships in members of the Class of 2000 to provide scholarships to economics for native-born Americans. Tufts undergraduate students with financial need. The Davis Cook Scholarship, founded in 1904 by Davis Cook, of Cumberland, Rhode Island.

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The James M. and Emily Cook Scholarship, founded in The Isabella C. Cutler Scholarship Fund, established in 1903 by Henrietta J. States, of Boston. 1985, in memory of Isabella Cutler, J’14, of Lexington, The William Oscar Cornell Scholarship, founded in 1890 Massachusetts. Scholarships from the income of this fund By William Oscar Cornell, of Providence, Rhode Island. are given to aid needy students, as requested by the donor. Cornfeld Scholars Program, established in 1989 by The Florence D. Cwirko Scholarship, established in 1978 Dr. Robert M. Cornfeld, D’55, to provide financial assistance in memory of Florence D. Cwirko, J’47, by her mother to undergraduate students who show exceptional promise Mrs. Julia Cwirko. Income is to be used to provide financial to become future biomedical researchers. assistance to students in the undergraduate college. The Sanda Countway Scholarship Fund, established by The Elizabeth Slade Dalrymple Scholarship, established bequest of Sanda Countway, WA 1904. The income from in 2008, by a bequest from Elizabeth Dalrymple. this fund is to be used to provide financial assistance to The Boryana Damyanova International Students deserving undergraduate students in Jackson College, the Scholarship Fund, established in 2006 to honor the College of Liberal Arts, and/or the School of Engineering of memory of Boryana Damyanova, Class of 2006. The fund Tufts University. will provide scholarships for highly qualified international The Cousens Scholarship, founded in 1891 by John E. students who need financial assistance to be able to enroll Cousens, of Brookline, Massachusetts, in the name of John at Tufts. E. and Sara C. Cousens. The Benjamin H. Davis Scholarship, founded in 1897 by The Howard E. Cousins Scholarship, established as a the Reverend B. H. Davis, of Weymouth, Massachusetts, for bequest in 1966 by the late Howard E. Cousins, of Arlington, the benefit of students of the College of Liberal Arts who Massachusetts, member of the College of Engineering, are preparing to enter the Christian ministry. Class of 1909. The income from the invested principal shall The Moses Day Scholarship, founded in 1880 by Moses be used to provide financial aid to students enrolled in the Day, of Roxbury, Massachusetts. School of Engineering and qualifying for such aid, with The Stephen G. Demirjian Scholarship, established in preference to be given to residents of Salem and Arlington, 2001 to provide aid to needy students of Armenian Massachusetts. heritage first and secondarily to students of Greek heritage. The Stephen and Bessie Cowey Scholarship, established The Devejian Family Scholarship Fund, established in in 1990 by Thelma Cowey Swain, J’31, to honor her parents 2010 by a bequest from Mr. and Mrs. Robert Devejian, E’44, and to provide lasting assistance for Tufts students from to provide scholarships for needy students in the Tufts the state of Maine. School of Engineering. The Annie L. Cox Scholarship Fund, established in 1946. The Dewar Scholarship, established in 1990 by the Dewar The George Howland Cox Scholarship, established in Foundation. Preference in awarding the scholarship is given 1949 for the benefit of students of high scholastic standing to graduates of Oneonta Senior High School, Oneonta, who are in need of financial aid. New York. The Reverend Austin Crowe Scholarship Fund, *The Cora Polk Dewick Scholarship, established during established in 1987 in memory of Austin Crowe (brother the Second Century Fund campaign by classmates and of Blanche Haslam and father of Austin Crowe, Jr., A’61) to friends in honor of Cora Polk Dewick of the Class of 1896, provide funds to aid worthy and needy students. Alumni Trustee 1920–1940. The Margaret Smith Cullen, J’46 Endowed Scholarship, The Jeannie Diefenderfer Scholarship, established in established in 2008, to be awarded to undergraduate 2008 to support scholarships with the School of students in any class at the University and may be Engineering. continued up to four years as long as the recipients remain The Leonard A. DiLorenzo, E’66 and Annmarie P. Garceau in good standing. Endowed Scholarship Fund was created in 2010 to The Waldo O. Cummings Memorial Scholarship Fund provide financial aid for undergraduates in the School of gives preference to residents of Tyngsborough, Engineering, with the hope that this scholarship would Massachusetts. encourage female students to pursue engineering studies The William M. Currier Scholarship Fund, established at Tufts. under the will of William M. Currier, of Quincy, Massachu- The Catherine P. and Arland A. Dirlam Scholarship, setts. Preference given to residents of Georgetown or established in 1949 by Catherine Price Dirlam, Class of Danvers, Massachusetts. 1927, and Arland A. Dirlam, of the Class of 1926, the income The James O. Curtis Scholarship, founded in 1915 by to be awarded in alternate years to a student in Jackson Betsy B. Curtis, of Medford, Massachusetts. College and to a student in the School of Engineering.

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The Leon E. Dix Memorial Scholarship. The Edward A. Ellis Scholarship, established in 2008, to The Frank C. Doble Scholarship, established in 1997 in support promising and deserving students. The scholarship memory of Frank Currier Doble, founder of the Doble will be awarded to undergraduates in any class and may Engineering Company, and a recipient of two Tufts degrees: be continued for up to four year as long as the recipients bachelor of science in electrical engineering in 1911, and remain in good standing. an honorary doctor of science in 1962. The income is The Susan F. Emerson Scholarship, established by awarded to worthy undergraduate students in the provision in the will of Susan F. Emerson, of Boston. To be Department of Electrical and Computer Engineering. awarded annually to a student in Tufts College who attains The Doherty Family Scholarship, awarded with distinction in athletics as well as in scholarship. preference to students from Medford, Massachusetts. If in The Frederick J. Emmett Scholarship, established in 1991 a given year no qualified students from Medford can be to benefit students in the Tufts School of Engineering. identified, preference will be given to students from The Environmental Engineering Scholarship, was surrounding communities. Preference will also be given to established in 1990 by Martha M. Wyckoff E’77 to provide students who have wide-ranging interests and have proven scholarships for undergraduate engineering students who themselves to be driven, energetic, and of high leadership are pursuing an interdisciplinary approach to the study of potential. the environment. The Abraham and Marianna Dranetz Endowed The David R. and Betsy Banks Epstein Endowed Scholarship, established in 2004 to provide scholarship to Scholarship, established in 2005 to provide need based students in the Tufts School of Engineering who demon- financial aid to Tufts undergraduate students studying strate financial need and high academic achievement. theatre. Preference is given to students enrolled in biomedical The Steven B. and Deborah Epstein Endowed research programs in the engineering school. Scholarship was established in 2006 in support of the The John Druker and Bertram A. Druker Scholarship Pritzker Challenge and to increase diversity on the Tufts Fund, the income to be used for scholarships or loans as campus. determined by the director of the Office of Financial Aid. The Harry Esses Scholarship, established in 2008, to The Priscilla N. Dunne Scholarship Fund, established in provide need-based undergraduate scholarships for 1980 by Ms. Dunne, J’75, for students demonstrating need. African American, Hispanic American and Native American Preference is given to those majoring in psychology. students in the School of Arts and Sciences and the School The Elizabeth and Maxwell W. Dybiec Endowed of Engineering. Scholarship Fund, established in 1999 to be used for The Meade S. and Robert W. Fasciano, A’56 Endowed educational and scholarship purposes. Scholarship Fund, established in 2009, to support The William F. Eastwood A’65 Scholarship, established undergraduate Tufts students who are qualified to receive on the occasion of his retirement in 2002, in honor of Bill financial aid. Preference is given to students who are active Eastwood, A’65, who worked in the Tufts Financial Aid in extracurricular activities on campus and who are Office for thirty-four years and who served as Director of residents of Somerville, Massachusetts. Financial Aid for fifteen of those years. Preference shall be The Wesley J. Fastiff, A’54 and Bonnie B. Fastiff, ’60 given to students with financial need from the North Shore Endowed Scholarship Fund was established in 2011 in of Massachusetts or the Upper Valley of Vermont and New support of financial aid in the School of Arts and Sciences. Hampshire. The James H. Farrell, Jr., Scholarship, founded in 1986 The George W. Eaton Fund, established in 1942 by by James H. Farrell, Jr., of the Engineering Class of 1959, for bequest of George W. Eaton, of Peabody, Massachusetts, the benefit of deserving students in need of financial aid. the income to be expended in aiding poor and worthy Income from the fund is to be awarded annually to one or students to secure an education at Tufts College. more undergraduates in the College of Liberal Arts, Jackson The Carlos P. Echeverria Scholarship, established in 1951 College, or the School of Engineering. Where feasible, the by Carlos P. Echeverria of the Class of 1912. scholarship will be awarded with preference given to The Thomas R. B. Edmands and Abbie Whittmore graduates of Boston College High School. Edmands Scholarship Fund, established in 1973 by Anne *The Wilton B. and Helen R. Fay Memorial Fund, Edmands Hall in memory of her parents. established in 1979 by Helen R. Fay, the income of which The Eliot-Pearson Scholarship, awarded to a student shall be used to assist deserving needy students of Jackson major in the Eliot-Pearson Department of Child College in acquiring a college education; preference to be Development.

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given to young women whose homes shall be in Middlesex The Parisis J. and Bessie Georgian Student Aid Fund, County, Massachusetts. established in 1971 by gift of Parisis J. Georgian, to aid The Robert L. Feldman Scholarship, established in 1989 undergraduate students of Tufts University. by Mr. Feldman, A’69, to aid worthy students in need of The Rob and Lisi Gheewalla Endowed Scholarship Fund assistance in meeting their educational costs. was created in 2010 by Robert R. Gheewalla, A’89 and Ilisa The Felton Family Endowed Scholarship Fund C. Criss, J’88 to benefit undergraduates in the School of Arts established in 2011 by Gregg J. Felton A’92 and Marla J. and Sciences. Felton J’92 to benefit undergraduates in the School of Arts The Leona and John Ghublikian Educational Fund, and Sciences. established in 1989 by Leona and John R. Ghublikian, E’39, The Edward W. Fickett Scholarship, established in 1963 to provide scholarships to deserving students enrolled in by bequest of Bertha D. Chellis in memory of the late the Department of Chemical and Biological Engineering. Edward W. Fickett of the Class of 1896, the income to be The Luther Gilbert Scholarship, founded in 1902 by awarded to a deserving student. Mrs. Luther Gilbert, of Roxbury, Massachusetts. The Fickett Scholarship, established in 1944 under the will *The Mary and Luther Gilbert Scholarships, founded in of the late Edward W. Fickett, of Somerville, as “The Fickett 1902 and 1904 by Mrs. Mary C. Knight, of Roxbury, Scholarship in memory of my sister, M. Grace Fickett of the Massachusetts, for the benefit of women students. Class of 1896, the income of this fund to be awarded The Gerald R. Gill Memorial Scholarship, established in annually to a deserving student, either male or female, who 2008 in memory of Gerald Gill, Professor of History at Tufts is majoring in the Department of Education.” University, to provide financial aid to increase the diversity The Benjamin and Alice Finn Memorial Scholarship of the Tufts campus. Fund, established in memory of the parents of Philip H. The Calmon and Hortense Ginsberg Scholarship, Finn of the Class of 1942 and Alvan D. Finn of the Class of founded in 1964 by Mr. and Mrs. Calmon Ginsberg, of 1945. Income from this fund is to be awarded on the basis New York City, for the benefit of worthy students in Tufts of merit and need to an undergraduate, and every fourth University. year to a Fletcher School of Law and Diplomacy student. The Nancy Glass Endowed Scholarship, established in The Fisher Veterans Scholarship, established in 2008, to 2008 for support of undergraduates in the Tufts School of provide financial aid for students who have served in the Arts and Sciences. United States military. The Gleason Family Endowed Scholarship, established *The Ella Bowker Flagg, Class of 1905 Scholarship Fund, in 2007, to further the University’s highest priorities of established in 1972 under the will of Ella Bowker Flagg of providing financial aid to students in need. the Class of 1905 for the benefit of students in Jackson The Herbert D. Goff Scholarship Fund, established in College. The James B. Flaws Endowed Scholarship Fund, 1944 under the will of the late Herbert D. Goff, of Cranston, established in 2011 by James Flaws, E’71. The fund will Rhode Island. leverage financial access for students majoring in the Civil The Dr. James Laurence Golden and Helen Murphy and Environmental Engineering Department while Golden Scholarship Fund, established in 1982 by furthering the school’s goal of positioning engineering Maurene L. Golden of the Class of 1959, the income to be students as future problem solvers, project leaders, used to aid undergraduate students of proven academic communicators and ethical citizens of a global community. promise and dedication in the arts and sciences, who have The Austin B. Fletcher Scholarship, founded in 1905 by also displayed exceptional leadership and service within Austin Barclay Fletcher, of New York City. their hometowns or communities. The Morris and Freda Fraidin Scholarship Fund, The Martha Goldthwaite Memorial Scholarship, founded established in 1986 by Stephen Fraidin in honor of his in 1890 by Willard Goldthwaite, of Salem, Massachusetts. parents, to aid worthy students in the arts and sciences. The Ellen R. Gordon Endowed Scholarship, established in The Frischkorn Family Scholarship Fund, established in 2008, in support of financial aid for Tufts undergraduate 2003 to provide financial aid to worthy and promising students in the School of Arts and Sciences majoring in the undergraduates who are actively engaged in the study of sciences. German or Economics. The Gorra Family Scholarship, established in 2002 to *The Volney Sewell Fulham Scholarships for women of provide a scholarship award to a deserving student each Jackson College. year.

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The Alfred J. and Beverly Green Scholarship, founded in The Sharon Halverson Scholarship, established in 2008, 1961 by Alfred J. and Beverly Green, of New York, the to provide scholarships to undergraduates in the School of income to be awarded to an undergraduate or graduate Arts and Sciences. student who needs financial aid. The George H. Hammond Memorial Scholarship, The Mary Sheldon Green Scholarship, established in established in 1999 by colleagues, friends, and former 2002 to provide financial aid to Tufts’ undergraduate students of Professor G. H. Hammond, E’35, in honor of his students. loyal service to Tufts for over 40 years as an outstanding The Harold Greisman Scholarship, established in 2008, teacher and mentor. The income is awarded to worthy to endow a fund at Tufts to support scholarships in the undergraduates in the Department of Electrical Engineer- School of Arts and Sciences in perpetuity. ing and Computer Science. The Mortimer Griffith Scholarship Fund, established to The Roland Hammond Scholarship Fund, established in provide financial aid to needy students in the School of 1978 by Dr. Roland Hammond, A’98, H’39, in memory of his Engineering. father, Roland Hammond, Class of 1868. Income shall be The Willis Wentworth Griffiths Scholarship, established used only toward the payment of tuition or other charges in 1951 by William H. Griffiths of the Class of 1928, in of such worthy student or students as the officers of the memory of his father, Willis Wentworth Griffiths of the college may select. Class of 1899, to be awarded on the basis of need to a The Edward W. and Patricia C. Hanley Scholarship Fund, senior who has demonstrated leadership in worthwhile founded in 1983 to aid an appreciative undergraduate extracurricular activities. student at Tufts University. The Mary L. Groce Scholarship, founded in 1906 by The Hervey A. Hanscom Scholarship, established in 1954 Mary L. Groce, of Roxbury, Massachusetts. by Hervey A. Hanscom, of Medford, Massachusetts. The The Morris H. and Ethel M. Gudwin Scholarship Fund, income is to be used each year to aid a deserving boy, established in 1999 by the will of Morris H. Gudwin. preferably a country boy from the state of Maine and/or The Emily E. Guild Scholarship, funded by the donor, of the children of employees of Hervey A. Hanscom. Brattleboro, Vermont, in 1964. The Harold and Ruth Haskell Scholarships, established Marcy and Robert Haber Scholarship Fund, established in 1951 by Harold and Ruth Sibley Haskell, both of the in 1997 by Marcy and Robert Haber, E’79, G’80, to provide Class of 1906. The income from the fund is to be given to scholarships to students in the School of Engineering with deserving students from the states of Delaware, Maine, immigrant parents. and Massachusetts, in this order if possible. The David N. Hadad Memorial Scholarship, founded in *The Marian Titus Hayford Scholarship Fund, established 1985 by his family and friends from the Class of 1980. in 1977 by the late Mrs. F. Leslie Hayford, a graduate of the Preference is given to students in the School of Engineering Women of Arts, Class of 1902, the income to be used for who come from greater Lawrence, Massachusetts. scholarships to one or more undergraduate women. The Frank Oliver Hall Memorial Scholarship, established The Monte R. and Jane Haymon Endowed Scholarship, in 1954 by the people of the Universalist Church of the established in 2006 by Monte R. Raymon, E’59, and Jane Divine Paternity in the city of New York, in memory of Kraft Haymon, J’60, to benefit students with financial need Reverend Frank Oliver Hall, D.D., of the Class of 1884, in both the School of Engineering and the School of Arts Minister of the Universalist Church of the Divine Paternity and Sciences. from 1902 to 1918 and from 1929 to 1938, Professor of The William Randolph Hearst Endowed Scholarship, Homiletics in Tufts School of Religion from 1918 to 1929. established in 1994 to provide scholarships for participants The income of this fund is to be awarded annually, in training programs at the Lincoln Filene Center. preference being given to a graduate student who is a The Herbert and Elaine N. Heller Student Scholarship member of the Church of the Divine Paternity. Fund, established in 2003 to benefit underprivileged The William J. Halligan Scholarship, established in 1953 Jewish students at the School of Arts and Sciences and the By William J. Halligan of the Class of 1923, to be awarded School of Engineering. annually to worthy students in the School of Engineering. *The Heptorean Club Scholarship, founded in 1898 by The Ronald E. Halvorsen Scholarship Fund, established the Heptorean Club of Somerville, and including the Gerta in 1988 to provide scholarships to deserving students in Colby Donnelly Fund. Awarded annually to a graduate of the School of Engineering. the Somerville High School who is already attending Tufts.

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The Captain Charles C. Hersey Scholarship, established students in the undergraduate colleges. His own personal in 1989 under the will of Captain Hersey, A’30, to aid understanding of the special problems which under- qualified students at Tufts College. financed students and their families experience is the The Morris and Sid Heyman Memorial Fund, founded by reason why he chose to fund this scholarship. Preference is Mrs. Sid L. Heyman in 1980 in memory of her late husband, given to needy students who are industrious and who also Morris Heyman, Class of 1918. Awards are made to work part-time to help defray their educational expenses. deserving students in the undergraduate electrical The Hovannesian-Howorth Scholarship Fund, engineering program. established in 1989 in honor of Mrs. Claire L. Howorth of The Frederick Sherman Hickok Scholarship, established Stoneham, Massachusetts, to provide aid to electrical/ in 1963 under the will of Conde Wilson Hickok for the mechanical engineering students whose particular benefit of engineering students. interests are in microwave technology degree work. The Martin J. Higgins Memorial Scholarship Fund, The William H. and Arlene E. Howard Scholarship, established in 1987 by William Dougherty of the Class of established in 2009 for support of students in the Music 1960, in memory of Martin J. Higgins, student leader, Department, Tufts University College of Liberal Arts and outstanding athlete, enthusiastic alumnus, and respected Jackson. colleague. The income from this fund is to be awarded The Howland Scholarship, established in 1865 from the annually to a deserving undergraduate student in the income of the bequest of Edwin Howland, of South Africa. College of Liberal Arts or Jackson College. The Paul O. Huntington Scholarship (E’13) is given to a The Clara Bell Hight Scholarship Fund, established under student in the academic or engineering program in the provisions of the Clara Bell Hight Trust as a permanent memory of the husband of Harriet S. Huntington. scholarship fund. The income generated from the principal *The Hunton Scholarship, founded in 1921 by is to be used for financial assistance to needy and Mrs. Gertrude Hunton Sweet, of Attleboro, Massachusetts, deserving students enrolled in Tufts University. for the benefit of women. The Samuel Greeley Hilborn Scholarship, founded in *The Lydia Glidden Hutchinson Scholarship Fund, 1940 under the will of Grace Hilborn Webster. founded in 1985 by Lydia Glidden, Jackson ‘28, for The Hill Faculty/Staff Scholarship Fund, established deserving women attending Jackson College. through payroll deductions from Tufts faculty and staff to The Hye-Hovannesian Scholarship, endowed in 1981 by provide financial aid to needy undergraduate students. Albert S. Hovannesian of the Class of 1946. Preference is The Ralph and Rachel G. Hill Scholarship, established given to undergraduates of Armenian-American descent. through the estate of Rachel G. Hill in memory of her The Ives Memorial Scholarship, founded in 1966 by parents, to provide financial aid to deserving students in Harriet Raillon Ives of Woodstock, New York, in memory of the Faculty of Arts, Sciences, and Engineering with her family. preference given to undergraduates studying in the fields Haig Jafarian Memorial Scholarship Fund, established in of engineering or biology. 1992 by Ethel J. Duffett and Dana Paul Bowie in memory of The Robert W. Hill Scholarship, established in 1955 by their beloved brother and uncle, Haig Jafarian. The income the late Judge Robert W. Hill of the Class of 1904, for many is to provide scholarships to students in the College of years a trustee of Tufts College. Liberal Arts and Jackson, with preference to students of The Warren Nesbit Holbrook Memorial Scholarship, Armenian ancestry who have expressed interest in the founded in memory of his brother by Charles R. Holbrook course known as “A Survey of Armenian History.” of Framingham, Massachusetts, in 1971. The Robert The Paul and Alice Darakjian Jafarian Memorial Hollister Scholarship Fund, established in 2011 in honor of Scholarship, established in 1990 by Ethel J. Duffett in Dean Hollister upon his retirement as the Dean of the Tisch memory of her parents, to provide scholarship assistance College, to provide need based aid to undergraduate to students in the College of Liberal Arts and Jackson. students. Preference will be given to students of Armenian ancestry The Clarence P. and Henry C. Houston Scholarship, who have expressed an interest in Armenian studies. established in 1953 by classmates, friends, and former The Christine Jankowski Graduate Fellowship for students of Clarence P. Houston of the Class of 1914 and Romance Languages, established in memory of Christine Henry C. Houston of the Class of 1910. Jankowski of the Class of 1970, awarded to a graduate The Albert S. Hovannesian Scholarship, endowed in student in the field of romance languages. 1978 by Albert S. Hovannesian, a graduate of the College of Engineering, Class of 1946, provides financial assistance to

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The Japha Family Scholarship, established in 2001 to The Kindler-Sullivan Scholarship, established in 2008, to provide scholarships to students with a record of above support the university’s efforts to create an intentional, average academic performance and contributions of intellectual, and broadly diverse community of scholars. earnest service to and/or beyond the Tufts community. *The Dr. Barbara Knight-Meyers Scholarship, established The Jephson Educational Trust Endowment Fund, in 1963 by Dr. and Mrs. Edward R. Knight. This scholarship is established in 1999 for aid to undergraduate students who to provide financial aid to a deserving student in Jackson show exceptional promise but whose families are College. particularly disadvantaged. The George T. Knight Memorial Scholarship, established The Raymond L. Johnson Scholarship Fund, established in 1951 by classmates, former students, friends, and family in 1999 by the will of Raymond L. Johnson. in memory of George Thompson Knight of the class of The Peter and Clare Kalustian Scholarship, established in 1872, professor in the Crane Theological School from 1883 2008, to provide scholarships to mechanical and chemical to 1910, member of the faculty 1875–1910. engineering student, with a preference to be given to Mabel Hoyle Knipe Scholarship Fund, established in 1998 students of Armenian descent. from the estate of Mabel Hoyle Knipe, J’28, with preference The Arnold S. Katz Scholarship. A member of the class of given to graduates of Fairhaven High School. 1963, Mr. Katz founded this scholarship in 1981 to aid The Robert A. Kolankiewicz Scholarship Fund, students in the College of Liberal Arts and Jackson. established in loving memory by the family, classmates, Preference is given to students from York County, Maine. and friends of the late Robert A. Kolankiewicz, Liberal Arts The Elsa Orent Keiles Scholarship Fund, established in graduate of the Class of 1952 and husband of Cynthia 1996 by the will of Elsa Orent Keiles, J’25. (Reynolds) Kolankiewicz Foss, Jackson College, Class of The Michael T. Kelleher Scholarship, established in 1951 1953. The scholarship income is to benefit deserving in honor of Michael T. Kelleher, of Boston, the income to aid students participating in a Tufts ROTC program in the Navy each year an outstanding young man who needs help in or Marine Corps in that order. If no ROTC student qualifies order to go to college. for the award in any given year, it will be given to deserving The Andrew P. Kerr/Adam F. Kerr Scholarship, estab- undergraduates in the College of Liberal Arts or Jackson lished in 1988 by Andrew P. Kerr, Class of 1960. This College. scholarship benefits students who are in need of financial The Kovler Family Scholarship Fund, established in 1987 aid and who are in good academic standing in the College by the Blum-Kovler Foundation at the request of Jonathan of Liberal Arts and Jackson. and Peter Kovler, for the benefit of undergraduate students The Kier-Wain Family Scholarship, established in 2000 in need of financial assistance. to provide financial aid to Tufts students with financial The Frieda Kress Scholarship, established in 2006 to need. First preference in selection will be given to an provide need based undergraduate financial aid to undergraduate woman of Cuban-American heritage. If a promote diversity at Tufts. Cuban-American woman is not available for the scholar- The Michael Kuhn Memorial Financial Aid Fund, ship, preference will be given to a woman of other Hispanic established in 2001 to provide aid to Tufts students with heritage. financial need. Killam Canadian Fund, established in 1997 in memory of The Carolyn Guber Langelier Scholarship, established in Isaac Walton Killam of Nova Scotia by his Massachusetts 2008, to support scholarships within the School of Arts and sisters through their testamentary trusts, to help Canadian Sciences, in order to increase the diversity of the Tufts students with limited financial circumstances enroll at Tufts student body. University. The Landsberger Family Endowed Scholarship, The Elson T. Killam Memorial Scholarship Fund, established in 2007, to support scholarships to help achieve established by a bequest made in trust in memory of the the educational benefits of diversity in the School of Arts late Elson T. Killam, a 1922 graduate of the College of and Sciences. Engineering. The income from the principal is to be used The Rosewell B. Lawrence Scholarship, founded in 1922 for general scholarship needs of the university. by Rosewell B. Lawrence, of Medford, for scholarships and Kimball University Scholarship, established in 1994 by loans for worthy students. Preference is given to graduates David N. Kimball, A’68, to provide financial aid to students of Medford High School already attending Tufts. of high achievement who show promise of future success.

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The Dr. Howard L. and Mary McCarthy Leary The Leo Rich Lewis Memorial Scholarship, established Scholarship Fund, established in 1987 by Mrs. Leary for in 1950 by classmates, former students, family, and friends qualified premedical students in the College of Liberal Arts in memory of Leo Rich Lewis of the Class of 1887, Fletcher and Jackson. Professor of Music and member of the faculty from 1892 to The Lebovitz Family Endowed Scholarship, established 1945. Preference is given to students majoring in music. in 2008, to support scholarships within the University and The Jacob Lewiton Scholarship, established in 2000 by to increase the diversity of the Tufts undergraduate student bequest of Jacob Lewiton, Trustee Emeritus. The scholarship body. fund is for needy students who commute to Tufts College. The Leibowitz Family Endowed Scholarship Fund was It is the hope of the family that further contributions will be created in 2010 by Dr. Steven R. Leibowitz, A’79, to benefit made from time to time to this scholarship fund. undergraduates in the School of Arts and Sciences. The Edwin A. Locke Scholarship, established under the The Jack and Lorraine Lee University Scholarship, will of Edwin A. Locke of the Engineering Class of 1915, the established in 2001 to provide financial aid to needy income to be used to award scholarships to engineering undergraduate students who are residents of New students. Hampshire, with preference to students who are in their The William L. Locke Scholarship, established in 1961 second year of employment at a New Hampshire golf by Mrs. William L. Locke in memory of her husband of the course. Class of 1900. The income from this gift is to provide The Maud Amelia Leighton Scholarship Gift, the income financial aid to a junior or senior in the Department of Civil from a Trust Fund established by George A. Leighton, of and Environmental Engineering. Los Angeles, California, for the benefit of engineering The Jerome T. Loeb Scholarship, established in 1989 by students. Mr. Loeb, A’62, is awarded annually to an undergraduate, The Henry Leir International Scholarship, established with preference for students from St. Louis, Missouri, and in 1999 to provide financial aid for outstanding Tufts surrounding communities. undergraduate students who wish to study abroad or who The Loomis Scholarship Fund, founded in 1985 in demonstrate commitment to the study of international memory of Samuel Loomis, A’15, and his wife Bernice C. affairs. Loomis. Seventy-five percent of the annual income is to be The Allen and Eleanor Lester Scholarship, established used for scholarships and the remainder is to be added to by a bequest in 2009 to benefit undergraduate students at the principal of the fund annually. Tufts University. The Lawrence Loventhal Endowed Scholarship, The Alvin Levin Scholarship, established in 1994 to established in 2008, in support of financial aid for Tufts provide scholarships to women of color enrolled in the undergraduate students of the School of Arts and Sciences. Urban and Environmental Policy program. The Loulakis Family Endowed Scholarship, established The Louis Levin Scholarship Fund, a scholarship fund in 2007 by Michael Loulakis, E’76, to provide need based established in 1961 by William A. Levin of the Class of 1943 financial aid for juniors and seniors in the School of in memory of his father. Income from the fund provides Engineering who plan to pursue a career in law or public financial aid for undergraduates, with preference given to policy related to the E & C industry. Preference will be given students majoring in one of the sciences. to Civil Engineering students who have demonstrated high The Freda Lewis Scholarship, established in 2002 to academic achievement and leadership. provide scholarships for students attending Jackson The Norman E. and Marjorie W. MacCuspie Scholarship, College, preference being given to students who are established in 1981 to provide financial aid to qualified members of or affiliated with a Universalist Church. men and women at Tufts College and Jackson College. The Blanche M. Lewis Scholarship, established by Gerald The Frances Booth MacGowan Endowed Scholarship Lewis of the Class of 1954 in honor of his mother, awarded Fund, established in 1999, with preference that awards annually with preference for a young woman showing from the fund be granted to female students in the College promise in literature or fine arts, who would be unable to of Liberal Arts and Jackson. attend Tufts without financial assistance. The Elmore I. and Etta P. MacPhie Scholarship, estab- The Frank T. Lewis Scholarship Fund benefits engineering lished in 1956 by Etta Phillips MacPhie of the Class of 1913 students with preference to those majoring in mechanical in memory of her husband, Elmore I. MacPhie, of the Class engineering. of 1911, the income to be used for the benefit of deserving students in the College of Liberal Arts or Jackson College.

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The Leslie and Bruce Male University Scholars Fund, The Kathryn A. McCarthy Special Endowed Scholarship established in 1990 by Leslie and Bruce Male, A’63, to was established in 2004 as part of the Pritzker Challenge. provide financial aid to students of high achievement who The scholarship will increase the diversity of the student show promise of future success. body of current or prospective students within the Schools The Frank Marcucella Scholarship, established in 1953 by of Arts, Sciences and Engineering with preference given to Frank Marcucella, of Medford, Massachusetts. the students of the North Cambridge High School, The Nathan Margolis, A’31, G’34 Memorial Scholarship, Cambridge, MA. established in 2005 by Esther Margolis to promote *The Sarah Nelson McFarlane Scholarship, established in excellence in teacher training. The Margolis Fund will be 1959. To be awarded to a member of any class in Jackson awarded annually to one or more students engaged in the College who, in the opinion of the dean or other qualified study of Education, with a preference for students pursuing person, is worthy and in need of financial assistance. a Master of Arts in Teaching degree. The McMahon Memorial Fund, established by the friends The Myron W. Marr Scholarship, established in 1956 by and family of William A. McMahon, Esq. in his memory. The Dr. Myron W. Marr of the Class of 1904 and the Medical fund provides scholarships to undergraduate students in School Class of 1907. the School of Arts and Sciences. The Laurence K. Marshall Scholarship, established in The Jean Griswold Mead Scholarship, established in 1977. This scholarship exists to help others fulfill their 1968 in memory of Mrs. Leonard C. Mead by her family and educational objectives while encouraging them to explore friends. and to excel. Awards are made annually to students in the The Memorials Scholarship, established in 1956 to School of Engineering who demonstrate academic provide suitable recognition of contributions made in excellence, who have financial need, and who have areas of memory of beloved Tufts people. Income from this fund is interest and accomplishment outside of their major fields used for scholarships for needy students. of study. The Alex Mendell Memorial Scholarship is awarded The Marvin Scholarship, established in 1952 by Reignold annually to a sophomore or junior who, through his or her Kent Marvin, of Boston, Massachusetts. The income of this leadership in a variety of campus activities, brings together fund is to be used for the benefit of descendants of Thomas students representing a broad spectrum of the community. E. O. Marvin, or any student excelling in scholarship and Like the student in whose memory the award is made, the athletics, in that order. recipient should demonstrate a generosity of spirit and The Arthur E. Mason Memorial Scholarship, established character that both contribute to the self esteem of others in 1954 by Mrs. Arthur E. Mason, of Newton, Massachusetts, and to their love of Tufts. in memory of her husband, Arthur E. Mason, for many The Richard Mergendahl Memorial Scholarship, years treasurer and trustee of Tufts College. The income established in 1951 by classmates, friends, and family in from this fund is to be awarded annually to a student memory of Richard Mergendahl of the Class of 1944. residing in New England. Guy Rindge and Alice Barbour Merrill Scholarship, The David Lee Maulsby Memorial Scholarship, established in 1997 to provide financial aid for under- established in 1951 by classmates, former students, family, graduate students. and friends in memory of David Lee Maulsby and the The Merrin Family Scholarship, established in 1997 to Class of 1887. Dr. Maulsby was professor of Oratory and provide financial aid to students from the five boroughs of English Literature from 1891 to 1910. the City of New York who demonstrate academic promise The Wallace Mayo Scholarship, founded in 1925 by and financial need. Wallace Mayo, of Dayton, Ohio. The Frank Merritt Scholarship. Preference will be given to The Edward J. McCabe Scholarship, established in 1994 direct descendants of Mr. Frank Merritt of the Class of 1879, to provide scholarships for worthy students attending the founder of the scholarship. Next in preference shall be School of Engineering. some worthy student of the engineering school. For each The Kathryn A. McCarthy J’45 Endowed Scholarship, recipient the founder has this message: “Loyalty and established in 2002 to provide scholarships to deserving patriotism are akin and are noble qualities. It is hoped that and financially needy undergraduates who have good the persons receiving benefits from this scholarship will scholastic achievement as well as qualities of leadership always be true and loyal to their Alma Mater, and if fortune and citizenship within the community. should smile upon them at some future time they will respond to the needs of the college.”

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The Robert W. and Gladys S. Meserve Scholarship Fund, The Hannah S. Moulton Scholarships, founded in 1914 established in 1995 in memory of Robert W. and Gladys S. by Hannah S. Moulton, of Kensington, New Hampshire. Meserve by family and friends to provide financial aid to The John Martin Mugar Scholarship Fund, established in students from Waltham High School and Medford High 2007, to provide need based financial aid to create an School. Robert W. Meserve was an Alumni Trustee intentional, intellectual, and broadly diverse community of (1955–59), a Life Trustee (1959–79), Chairman of the Board scholars. Proceeds of this fund will be awarded to first of Trustees (1964–69), and Trustee Emeritus (1979–95). generation college-bound students. The Millenium Challenge Fund, established in 2009, to The Frederick S. and Marie E. Mullen Scholarship, provide need based financial aid to undergraduate established in 1989 by Robert F. Mullen, Class of 1965, in students at Tufts, and to give others incentive to invest in honor of his parents. financial aid at Tufts. The Louis Sutliffe Murphy Fund, established in 1977 by The Charles L. Miller Fund, established as a bequest in Mrs. Louis S. Murphy, Alexandria, Virginia, in memory of her 1969 by the late Charles L. Miller, of Greenwich, Connecti- husband, Liberal Arts Class of 1901. The fund is also in cut, as an endowed scholarship fund with the income only memory of her son Louis S. Murphy, Jr., who attended Tufts. to be used for the purpose of providing financial aid to The income is available to undergraduate students who worthy and needy students of the university. display need and academic qualification to the appropriate The George Stewart Miller Scholarship, established in university officials. 1951 by classmates, former students, and friends of George The Michael and Josephine Nackel Scholars Fund, S. Miller of the Class of 1906, acting president 1937–1938, established in 2000 to provide scholarships for undergra- vice president 1939–1951, member of the faculty and duate students of Arab-American heritage or students from administration, 1916–1956, and president of the Tufts the Medford community. Alumni Association, 1954–1960. Rosamond Najjar Scholarship Fund, established in 1998 The Marion Stratton Miller Scholarship, established in to offer scholarships with preference to graduates of 1976 in memory of Marion Stratton Miller, for many years Medford High School. an active and loyal member of the Tufts community. In The Michael and Lisa Nash Scholarship, established in awarding the income of this scholarship, preference is to be 2008, to support the university’s efforts to create an given to her direct descendants. intentional, intellectual, and broadly diverse community of The Pamela A. Milligan and Richard A. Henige scholars. Endowed Scholarship Fund, established in 2010, to The Neubauer Scholars Program, established in 2000 by support scholarships within the School of Arts and Trustee Joseph Neubauer. The program attracts and enrolls Sciences. intellectually talented students from across the country The A. A. Miner Scholarships, founded in 1864 and 1890 and around the world. Neubauer scholars are encouraged by Alonzo Ames Miner, D.D., of Boston. to take advantage of research, internship, and study abroad The Adelbert H. Morrison Fund, founded in 1958 under opportunities to broaden their experience and perspec- the will of Helen C. Morrison for the benefit of needy and tives. The Neubauer Scholars Advisory Committee assists worthy students majoring in engineering, preferably the scholars in the pursuit of scholarly activities. graduates of Boston Technical High School already The Newhouse Scholarship, established in 1997 to offer attending Tufts. financial support to low-income students from New York The Gina George Morse Endowed Scholarship, City. established in 2009 by Gina George Morse, J’84, AG’87 in Murdock H. Newman Scholarship Fund, established in support of financial aid for undergraduate students in the 1997 from the estate of Catherine H. Newman in memory School of Arts and Science, with preference to students of her husband Murdock H. Newman, A’31, to provide studying child development. financial assistance to deserving students, with preference The Joseph W. Morton Memorial Scholarship, estab- given to students from Grafton Country, New Hampshire. lished in 1956 by the men and women of the Class of 1931 The New York City Scholarship, established by a private as their twenty-fifth reunion gift, to be awarded annually charitable foundation in 1996 to provide financial aid for to a student in one of the undergraduate schools of Tufts needy undergraduate students from New York City high University, preference being given to descendants of schools. members of the Class of 1931 who are otherwise qualified. *The A. Florence Nichols Scholarship Fund, founded in Named in honor of Joseph W. Morton, A’11, H’56, alumni 1960 under the will of A. Florence Nichols of the Class of secretary, 1924–1956. 1899, the income from which is to be given annually to

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some needy and deserving young woman who is working scholastic abilities at the College of Liberal Arts and Jackson her way through college. College. The Malcolm and Mabel Nickerson Scholarship, The Parets Family Scholarship, established in 2005 to established by a bequest in 2009 to be invested in the provide financial aid to Tufts students, with preference to general scholarship fund of Tufts University. students of limited financial means who possess high The Fred P. Nickless, Jr., Scholarship Fund, established academic potential and a demonstrated commitment to by the Alumni Association in honor of Fred P. Nickless, Jr., achieving scholastic excellence in the study of arts and A’48, G’49, for his long and loyal service to Tufts as alumni sciences. secretary for thirty years. The income is to be awarded The Theodore L. and Ruth B. Parrella Scholarship Fund, annually to a deserving undergraduate or graduate established in 2007 by Carol L. Parrella E’85 in memory of student(s) in the Colleges of Arts and Sciences. Preference her parents, to support undergraduates in the School of is to be given to Tufts alumni and their children. Engineering with preference given to a female student The Eugene M. Niles Scholarship Fund, founded in 1927 majoring in Mechanical Engineering. for scholarships and other student aid. The Adoniram J. and Jane L. Patterson Scholarship, The Norcross Scholarship, founded in 1890 by James A. founded in 1920 by Adoniram J. Patterson, of Roxbury, and Mary E. Norcross, of Worcester. Massachusetts. The Ronald F. Noreen Scholarship, established in 2007 to The Ethel L. Peabody Scholarship Fund, established in benefit students in the School of Arts and Sciences and to 1975 by Miss Ethel L. Peabody of the Jackson College Class increase the diversity, broadly defined, of the Tufts student of 1915. Preference is given to former students of the body. Fitchburg, Massachusetts, High School already attending The North Shore Tufts Club Scholarship, founded in 1969 Tufts. for the benefit of students of Tufts University. Preference is The Ellery E. Peck Memorial Scholarship, founded in given to students whose homes are in the communities 1891 by Henry Rollins, of Bangor, Maine. served by the club on the North Shore of Massachusetts. The Pederson Memorial Scholarship, established in 2008, The O’Connor-Birmingham Family Endowed to benefit of undergraduate students of the Faculty of Arts, Scholarship, established in 2006 to provide scholarship Sciences, and Engineering who are pursuing academic funds to increase the diversity of the Tufts student body. majors in the humanities, including Classics, Comparative Preference will be given to students who have completed Religion, English, Foreign Languages, History, Philosophy, the “Step up to Excellence” program, or students who have Visual and Critical Studies, or similar areas. graduated from public high schools in culturally diverse The Joseph and Rosaria Peduto Scholarship, established communities and who have demonstrated personal in 2008, to support a preference to provide financial aid to responsibility and community leadership. students of Italian decent. The Offer Family Scholarship Fund, established in 1983 The William L. Peduto Scholarship, established in 2008, by Mr. Charles Offer, Sr., to aid worthy and appreciative to support the University’s efforts to create an intentional students. community of diverse learners. The William R. O’Reilly & Elizabeth Ross Endowed The Dorothy Penniman Latin Scholarship, established in Scholarship Fund was created in 2006 for the benefit of 1979 through the generosity of Dorothy Penniman undergraduates at the School of Arts and Sciences. The Hubbard of the Jackson Class of 1925. The donor studied Fund supports need-based financial aid and promotes the Latin at Tufts, later taught Latin, and understands the educational benefits of diversity at Tufts University. lasting and multiple benefits of knowledge of the subject. The Osher Reentry Scholarship, established in 2009, to be She has established this fund in the hope that it will awarded to students who have experienced a gap in their encourage other students to pursue the study of Latin. First education of at least five years and anticipate participation preference at all times is given to students in need of in the workforce for a significant period of time subsequent financial aid enrolled in Latin courses in the Department of to graduation. Classics. The Susan and Richard Pallan Scholarship, established in The Penniman Scholarship, established in 1944 by 1989 to benefit any full-time undergraduate student in Dorothy Penniman Hubbard and Ruth Penniman Ware in need of financial aid. memory of their parents, Dr. and Mrs. George Wallace The Charles A. Pappas Endowed Scholarship, established Penniman, the income from which is to be used annually to in 1990 by the Thomas Anthony Pappas Charitable aid some deserving student with preference to students Foundation, Inc., for needy students possessing high majoring in religion.

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The Ralph Wentworth Penniman Memorial Scholarship, The Douglas and Susan Present Scholarship Fund, established in 1982 by Dorothy Penniman Hubbard of the established in 2011 to benefit students in the School of Jackson Class of 1925 in memory of her brother, who was a Arts and Sciences with preference given to academically graduate of the Tufts College Class of 1910. Income from qualified alumni of New Jersey SEEDS program. the fund is restricted to students in the College of Liberal The David and Ethel Presson Scholarship, established in Arts, with preference to students majoring in history. 1956 by David Presson, of Boston. The Louis and Mary Perito Memorial Scholarship, The John William Priesing and Carl William Priesing established in 1982 by Paul L. Perito of the Class of 1959, in Scholarship, established in 1950 by Carl W. Priesing of the memory of his parents. The income from this fund is to be Class of 1921, in memory of his father. The name of Carl W. awarded annually to a deserving student in the College of Priesing was added in 1976 in honor of Mr. Priesing’s Liberal Arts or Jackson College. fifty-fifth reunion year by his son. The John B. Perkins Scholarship, founded in 1866 by The Jay Pritzker Scholarship, established in 2002 as a James D. Perkins, of New Rochelle, New York. matching challenge grant to support need-based financial The John Perkins Scholarship, founded in 1896 by Ann aid that will be awarded to promote the achievement of Maria Perkins, of Medford, Massachusetts. the educational benefits of diversity at Tufts. Scholars are The Nancy Tabb Pfannenstiehl Memorial Scholarship named for Jay Pritzker, Howard Hunter, or the names Fund, established in 1993 by her family and friends, given chosen by donors of qualifying gifts. with preference to undergraduate women majoring in The Paul Pryor Scholarship Fund, established in 1988 by romance languages. the estate of Paul I. Pryor, A’18, for the benefit of deserving The Joseph D. Pierce Memorial Scholarship, founded in male students in the College of Liberal Arts with preference 1898 by the children and other relatives of J. D. Pierce, D.D., given to those active in extracurricular activities. of Attleboro, Massachusetts. The Carolyn Fraser Pulling Scholarship Fund, established The Julius Pinkus Scholarships, founded in 1987 from in 1980 to aid worthy students by bequest of Mrs. Arthur the estate of Julius Pinkus in memory of Barney and Tobey (Carolyn Fraser) Pulling, Women of Arts, Class of 1908. Pinkus, Dr. Louis Pinkus, M’25, and Julius Pinkus. The The Gregory and Christine Randolph Scholarship, income is divided equally among the School of Medicine, established in 2008, to provide scholarship support for the College of Liberal Arts, and the Department of Music to students who have demonstrated financial need. be used as scholarship aid to worthy students. The Saul C. Ravitch Memorial Scholarship, established in The Percy J. Pitkin Scholarship, founded in 1983 by Percy 1952 by Mrs. Sylvia Ravitch in memory of her husband Saul J. Pitkin of the Class of 1923. C. Ravitch of the Class of 1922. The Frank W. Pote Memorial Fund, established in 1982 in The Reed Family Endowed Scholarship Fund, established memory of Frank W. Pote, professor of physics at Tufts from in 2010 by Bruce N. Reed E47 in honor of his family and in 1912 to 1953, by his family and friends. The income from support of undergraduate scholarships at Tufts, with this fund is to be utilized to help deserving students who preference to students who are descendants of Tufts Naval are majoring in physics. V-12 and Naval ROTC participants during the years 1941 to The Marion S. Potter Scholarship Fund, founded in 1958 1948. under the will of Marion S. Potter, to be used to provide The Joel Reed Memorial Scholarship, established in 1988 scholarships for worthy students in the College of Liberal to provide a scholarship fund for commuting students who Arts of Tufts University. exemplify Joel Reed’s academic diligence and community The Melvin and Shirley Prague Scholarship, established service, thereby encouraging this effort and ensuring that in 2000, to be awarded to a member of the Tufts student Joel’s name and spirit live on. body who has established and maintained a record of The Rennert Family Scholarship, established in 2008, to above average academic performance, has contributed support scholarships within the School of Arts and earnest service to and/or beyond the Tufts community, and Sciences. has demonstrated financial need. The Resnek Family Scholarship Fund, established in 1988 The Theresa Winsor Pratt Endowed Scholarship, by Frank, Barbara, and Paul Resnek, A’97, to provide tuition established in 2000 in memory of Theresa Pratt to provide assistance for talented students attending Tufts University, financial aid for undergraduate students in the Resumed with preference to citizens of the United States. Education for Adult Learners (REAL) Program. The Joel W. and Marion Newhall Reynolds Scholarship, established in 1951 by Joel W. Reynolds, Jr., of the Class of 1923 and Marion Newhall Reynolds, Jackson Class of 1924.

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The income from this fund is to be divided equally each The Sarah E. Sayles Memorial Scholarship, founded in year between a student of the School of Engineering and a 1891 by Albert W. Sayles, of Lowell, Massachusetts. student of Jackson College. The Scaramucci Family Endowed Scholarship, The Rhode Island Scholarship, founded in 1899 by several established in 2006 for the benefit of undergraduate persons in Rhode Island. students in the School of Arts and Sciences and to increase The Mary A. Richardson Scholarship, founded in 1904 by the diversity of the student body. Mrs. Mary A. Richardson, of Worcester, Massachusetts. The Irving and Hannah Schwartz Scholarship, The William B. Richardson Scholarship, established in established in 1951 by Joseph and Irving Schwartz of the 1952 by William B. Richardson of the Class of 1915. Class of 1937, in honor of their parents and in honor of The Rittenburg Family Scholarship Fund, established in Dr. Siegfried Thannhauser. 1989 by members of the Rittenburg family to provide The William and Lillian Schwartz Student Scholarship, scholarships to deserving students of the School of founded in 1984 for the benefit of needy and worthy Engineering. Scholarships shall be awarded by the Dean students. and the Office of Financial Aid. The Scott Fund, established in 1932 by the will of The Pilar Crespi Robert Scholarship Fund, established in Augustus E. Scott, of Lexington, Massachusetts. 2003 as part of the Pritzker Challenge to benefit outstand- The Laura A. Scott Scholarship, founded in 1890 by ing undergraduate students of African American, Hispanic Mrs. Laura A. Scott, of Ridgefield, Connecticut. American, and Native American heritage. The Segalas Family Endowed Scholarship Fund, The Rebecca T. Robinson Scholarship, founded in 1890 established in 2007 to increase the diversity of the by Charles Robinson, LL.D., of Newton, Massachusetts. undergraduate student body. The Emily Graham Rose Memorial Scholarship, The Margaret and Donald Segur Scholarship, established in 1965, for the benefit of deserving students in established in 2000 to provide support to students from Jackson College and Tufts College. Armenia at the Fletcher School of Law and Diplomacy or at The Gertrude Rubel Scholarship, established in 1998 to the College of Liberal Arts and Jackson College, who are provide financial aid for undergraduate students from studying political science, economics, prelaw, or journalism. Medford and Somerville, Massachusetts. Second preference goes to students of Armenian descent at The Elbridge Rust Scholarship Fund, founded in 1926 by the Fletcher School, and third preference goes to under- Elbridge Rust, of Peabody, Massachusetts. The Ankur and graduate students of Armenian descent at the College of Mari Sahu Endowed Scholarship Fund, established in 2011 Liberal Arts and Jackson College, who are studying political to support scholarships within the School of Arts and science, economics, prelaw, or journalism. Sciences. Students must be eligible for financial aid and will The Usha and William Sellers Scholarship, established in demonstrate superior ability, achievement and potential 2009 to provide financial aid to international undergraduate for leadership, with preference to female students from students coming to study at Tufts from India, with South Asian countries. particular preference to students who are Dalit and/or David and Gertrude M. Saklad Fund, established in 1990 come from an impoverished background. under the will of David Saklad, E’21, to provide scholarships The William J. Sen Scholarship Fund, established in 1982 to students in engineering science and computer science by William J. Sen, E’40. The income of this fund is to be used who have completed freshman year, have shown academic annually to aid students of the School of Engineering, with skill, and require financial assistance. preference to undergraduates and minority students. The Lori Winters Samuels and Ted Samuels Family The Evelyn and Joseph Shapiro Endowed Scholarship, Scholarship, established in 2006 to provide need based established in 2007, to provide annual scholarship funds to undergraduate financial aid to promote diversity at Tufts. undergraduate students who are in good academic The Herbert J. and Harriet S. Sandberg Family standing. Scholarship, established in 2004 to provide scholarship to The Frank S. and Eva A. Shapiro Scholarship Fund, African American, Native American, and Hispanic American established in 1955 by Frank S. Shapiro of the Class of 1916, students with financial need. Preference is given to the income to assist worthy undergraduate students with students meeting these criteria who have graduated from preference being given to students interested in chemistry. Medford High School in Medford, Massachusetts. The Mildred and Sumner Shapiro Scholarship, The Albert W. Sayles Scholarship, founded in 1899 by established in 1997 to provide financial assistance to Albert W. Sayles, of Lowell, Massachusetts. students in the Tufts College of Liberal Arts.

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The Edwin A. Shaw Memorial Scholarship, established in The Capt. Benjamin Sklaver Endowed Scholarship Fund 1952 by former students, family, and friends in memory of was established in 2010 in memory of Benjamin Sklaver, Edwin Adams Shaw of the Class of 1898 and professor of A’99, F’03. education, 1919–1950. The John Richard Skuse, Class of 1941, Memorial The Henry J. and Louise O. Shea Scholarship, established Scholarship, established in 1999 by the bequest of John in 1987 to provide scholarships to needy and deserving Richard Skuse to provide financial aid to Tufts students students. based on ability, achievement, and need. First preference is The William H. Sherman Scholarship, founded in 1903 given to students from the town of Exeter, New Hampshire. by William H. Sherman, of Cambridge, Massachusetts. The Michael B. Slone, A’89 Endowed Scholarship for The A. Shuman Scholarship, founded in 1923 by Talloires, established in 2010 in memory of Michael A. Shuman of Boston. Bennett Slone, A’89, to benefit students with demonstrated *The Hettie Lang Shuman Memorial Fund was founded financial need, whose plan of study includes the European in 1905 by Mr. A. Shuman in memory of his wife. The Center in Talloires. interest of this fund is expended annually in aiding The Abraham and Sonya Slifka Scholarship Fund, deserving women students. established in 1991 to provide financial aid for undergradu- The Seymour and Marcia Simches Scholarship Fund, ate students. established in 1986 by friends and family members of The Phyllis E. Sloan Endowed Scholarship, established in Professor Seymour Simches. This fund will be awarded 2009 to support undergraduate scholarships within the annually to an outstanding student in financial need who University. is majoring in one of the humanities. The Charles E. Smith Scholarship, established in 1952 by The Simmons Scholarships, founded in 1895 by Robert F. Charles Eugene Smith of the Class of 1922, the income to Simmons, of Attleboro, in the name of Mary F. and Robert F. be awarded to a young man in the College of Liberal Arts. Simmons. *The Rena Greenwood Smith Scholarship Fund, The Miriam Charef Simonds Scholarship Fund, established in 1986 by the Richard Ilsey Smith Trust to established by her sister, Pauline Charef Simonds, Jackson benefit a worthy student of Jackson College. ‘54, with assistance from family, friends, and colleagues. The Richard Ilsey Smith Scholarship Fund, established in An ardent student of American political life, Mimi Simonds 1986 to benefit a worthy student of the university. possessed, to an exceptional degree, an ability to respond The Simeon C. Smith and Emily A. Smith Scholarship creatively and effectively to the social and political issues of Gift. The income from a trust fund established by Simeon her time. She performed outstanding public service at the C. Smith to be known as the Simeon C. Smith and Emily A. community, state, and national levels. In keeping with the Smith Fund, allocated by the trustees for scholarship compelling interests of her life, it is the family’s wish that purposes. the annual income from this scholarship fund be awarded The George A. Spencer Scholarship, established in 2000 to a student in the graduate Program in Public Policy and to benefit deserving students from the School of Engineer- Citizen Participation who is deemed both financially and ing at Tufts University. academically worthy of this recognition and who has The Virginia Nold Spencer Memorial Scholarship, completed one year of study. For Mimi Simonds, hope for established in 1996 to help ensure a Tufts engineering the future was a premise that sustained her until her death. education to the most qualified students regardless of It is the intent of this scholarship to provide a living legacy their financial capabilities. of that hope and a memorial to the commitment which she The John Murray Sprague and Eliza Fletcher Sprague brought to public service. Scholarship, founded in 1908 by John Sprague, of Lowell, The Simons Family Scholarship, established in 1987 to Massachusetts. provide a partial scholarship in the College of Liberal Arts. The Miriam Carleton Squires Scholarship, established in The Simons Memorial Scholarship, founded in 1891 by 1971 under the will of Miriam Carleton Squires, of Broken Mrs. Mary A. Simons, of Manchester, New Hampshire, in Bow, Nebraska, a member of the Class of 1908. memory of Hiram H. Augustus and Frank Simons. The Marjorie Cohen Stanzler Scholarship Fund, *The Charles A. and Cornelia B. Skinner Scholarship, established in 2002 to provide financial aid to needy founded in 1907 by the Reverend Charles A. Skinner, D.D., students who are citizens of the United States. and Mrs. Cornelia B. Skinner, of Cambridge, Massachusetts. The Edwin Carter Starr Memorial Scholarship, established in 1980 by Mrs. Paul (Catherine S.) Phenix in

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memory of her father. The income is awarded annually to The Gerald L. Swartwood Endowed Scholarship Fund benefit students in the field of child development. for Engineering was established in 2011 through the The State Scholarships, established in 1859 in accordance estate of Gladys Swartwood and in memory of her with a resolve of the Commonwealth of Massachusetts. husband, Gerald Swartwood, E’46. The William and Mary-Jane Sterling Scholarship, The Elbridge Sweet Scholarship, founded in 1933 by founded in 1985 by William C. Sterling, Jr., of the Class of Joseph L. Sweet and Florence H. Sweet. 1956 to aid worthy undergraduates in obtaining the The Talbot Scholarship, founded in 1890 by Newton benefits of education. Talbot, of Boston. The Stern Family Endowed Scholarship, established in The Lloyd H. Taylor Scholarship, established in 1984 to 2000 to benefit outstanding undergraduate students. aid qualified students in the School of Engineering. The Dale Stevens Scholarship, founded in memory of the The Paul E. Thissell Scholarship, in memory of Paul late Dale Stevens, of North Andover. Awarded to a student Thissell of the class of 1921 and Bernice Tilden Kidder. majoring in the Eliot-Pearson Department of Child Preference is given to a Massachusetts-born student Development. Preference is given to undergraduates at majoring in French. Tufts from North Andover, Massachusetts, or other The Louise F. Thistle Endowed Scholarship, established communities in the Merrimack Valley. in 2009 in support of financial aid for Tufts undergraduate The Stowe Scholarship, founded in 1890 by Mrs. Eugenia students in the School of Arts and Sciences. D. Stowe, of Meriden, Connecticut. The Albert Thomann, A’52, and Maria Thomann The Frederick W. Storck Memorial Fund, established in Scholarship, established in 2005, to be awarded to one or 1989. The income to be used for undergraduate financial more worthy and promising students who are determined aid at the university. to be in need of financial aid. Scholarships may be awarded *The John and Lucy H. Stowe Fund, founded in 1902 by to students in any class and may be continued up to four bequest of Mrs. Stowe of Lawrence, Massachusetts, “for the years as long as the recipient remains in good standing. benefit of the lady students department.” The George C. Thomas Scholarship, founded in 1899 by The Harry Louis Strecker Scholarship, established in 1969 George S. Thomas, of Philadelphia, Pennsylvania. as a bequest by the late Harry L. Strecker, Class of 1913, of The Frederick W. Tibbets Memorial Fund, established in Livingston, New Jersey. The income thereof is to be used to 1942 by bequest of M. Helen Tibbets, late of Gloucester, assist a worthy student in the electrical engineering Massachusetts, as a memorial to her late brother Frederick department. W. Tibbets of the Class of 1879. Income is used to aid The Carl and Alice Stroehmann Scholarship, established worthy and needy students. in 1953 by Carl F. Stroehmann of the Class of 1919. The Walter V. Towle Scholarship Fund, established in The Students Against All Odds Scholarship, established 1963 by bequest of Grace H. Towle, the income to be used in 2002, to provide support to students who are distin- to assist students of the highest scholastic standing. guished not only by their academic progress and potential, The Travelli Scholarship, founded in 1890 by Mrs. Emma R. but also especially by their success in overcoming normally Travelli, of Newton. insurmountable obstacles. Preference will be given to The Hyman S. and Edith Rieva M. Trilling Scholarship, students who have demonstrated scholastic ability, service founded in 1984 to benefit students in the College of to community and/or family, and a work ethic by earning Liberal Arts and Jackson College. funds for college either in summer employment or during The Tufts Kinsmen Scholarship, for aid to students with the school year. preference to Tufts family descendants. Awards from The Carl Lars Svensen Scholarship, established in 1952 income are made on basis of need and achievement to by Carl Lars Svensen of the Class of 1907, the income to be those who have completed one year or more at Tufts. given to a student in the School of Engineering. *The Betsy Houses Twombly Scholarship, established in The Ellen G. Sullivan Scholarship, established in 2002 to 1993 to provide assistance toward tuition, room, and board provide financial aid to needy undergraduate Black for a worthy and needy female student in either Tufts or American students majoring in Child Development. Jackson College. The Dorothy Sulloway Sweet Scholarship, founded in The A. Raymond and Eileen Tye Scholarship, established 1933 by Joseph L. Sweet and Florence M. Sweet. in 1994 to provide financial aid and to assist with the The Judith P. Sulzberger Scholarship, established in 1997 tuition of qualified undergraduates who are pursuing their to provide funds to particularly needy underrepresented educational goals. minority students from New York City.

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The Tyler Scholarship, founded in 1919 by Susan E. Tyler, of a deserving student who would not otherwise have the of Lowell, Massachusetts. benefits of further education. The Irving Usen Scholarship, established in 1952 by The Marcia D. Weber Endowed Scholarship Fund, Irving Usen in memory of W. A. Carroll. The income is to be established in 2011 by Marcia Weber, J’71 to support available for a qualified, needy young man or young woman students of financial need who are majoring In Child whose parents are fishermen residing in New England Development in the Eliot-Pearson Department. and preferably residents of Gloucester, Massachusetts, or The Alice Weeks-Jesse Dowse Endowment Fund, Portland, Maine. established in 1990 by the estate of Albert W. Weeks in The Albert Whittier Vanderhoof Scholarship, established memory of Alice M. Weeks and her mother, Jesse Dowse, in 1959 in honor of Albert W. Vanderhoof of the Class of both graduates in mathematics at Tufts, to provide financial 1924. aid to students attending Tufts College or the Graduate The Villamil-Davis Family Scholarship, established in School of Arts and Sciences. 2004 for the benefit of undergraduate students and to The Gerald and Ruth Weil Scholarship, established in increase the diversity of the student body. 2008, to provide financial resources to needy students who The Teri Volpert ’84 and Barry Volpert Endowed are identified by the university as increasing diversity at Scholarship, established in 2005, awarded to students with Tufts. demonstrated financial need who have excelled in the The Mark Weisberg Scholarship Fund, founded in 1948 classroom. by Mark Weisberg of the Class of 1918. The Peter J. Wade Scholarship, established in 1999 to The J. Frank Wellington Scholarship, established in 1931. provide scholarships to students pursuing studies in studio The Jonas Clark Wellington Scholarship, founded in art or graphic design. Preference is given to juniors or 1906 by Mrs. Sarah C. Fisher Wellington, of Cambridge, seniors who have shown excellence in some area of studio Massachusetts. art or graphic design and who are enrolled in the five-year, The West Medford Woman’s Club Scholarship, dual-degree program with the Museum School of the established to provide scholarship assistance to students Museum of Fine Arts, Boston. in Jackson College and Tufts College, with preference given, The Albert and Renee Waldman Endowed Scholarship when possible, to a resident of Medford, Massachusetts. Fund, established in 2011 to provide scholarships to one or The Joshua S. and Harriet N. White Scholarship, founded more students in the College of Liberal Arts and Jackson in 1896 by Joshua S. White, of Pawtucket, Rhode Island. College. The Nathaniel White Scholarship, founded in 1899 by The Joseph H. Walker Scholarship, founded in 1898 by Armenia S. White, of Concord, New Hampshire. Joseph H. Walker, of Worcester, Massachusetts. The Amasa and Hannah L. Whiting Scholarship, The Walker Mathematical Scholarship, established in founded in 1890 by Mrs. Hannah L. Whiting, of Hingham, 1865 in honor of William J. Walker, M.D., of Newport, Rhode Massachusetts. Island, and payable from the income of the Walker Fund. The Whittier Scholarship, founded in 1890 by Charles The Julia Ward Scholarship, established in 2007 to further Whittier, of Roxbury, Massachusetts, in the name of Charles Tufts’ efforts to create an intentional, intellectual and and Eliza Isabel Whittier. broadly diverse community of scholars, to include students The Allton T. and Dorothea Danver Williams Scholarship, from a wide variety of socio-economic, geographic, established in 1989 by Kenneth D. Williams in honor of his cultural, ethnic, and political backgrounds. parents, Allton T., A’19, and Dorothea Danver Williams, J’18, The Mary Ann Ward Scholarship, founded in 1892 by to support students in good academic standing, with Sylvester L. Ward, of Boston. financial need, pursuing a major in environmental studies. The Warren Educational Fund Scholarship. The income The Willner Family Scholarship, established in 1998 to for the benefit of a worthy student, preference being given provide aid to academically promising students from New to students from St. Paul’s Universalist Church, Springfield, York City with family incomes that are particularly modest. Massachusetts. Additional preference will be given to students showing The Warren Scholarship, founded in 1905 by Dr. Ira promise in the visual or performing arts at Tufts. Warren, of Boston. The Gladys Emilia Wilson Scholarship is an endowed *The Sarah A. Watson Scholarship Fund, founded in 1958 scholarship that benefits students at the School of Arts and under the will of Sarah A. Watson for the benefit of Jackson Sciences. The scholarship was established in 2010 with a College, the income and interest to be expended for the aid gift from the estate of Gladys Emilia Wilson, A’69.

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The Thomas F. Winkler Scholarship, established in 2008, The Zeta Psi Class of 1969 Scholarship, established in to provide need-based financial aid to undergraduate 2009 to provide scholarships to undergraduate students students and to increase the diversity of the Tufts under- with financial need who are likely to contribute to Tufts’ graduate student body. educational and mission-related goals, including the The Winnick Family Foundation Scholarship, established benefits associated with a diverse student body. Preference in 2000 to provide aid to undergraduate students at Tufts. will be given to qualified students who are currently The Dara Wolbom Memorial Endowment, established in fraternity brothers of the Zeta Psi fraternity. 1997 in memory of Dara Wolbom J’99 to provide financial aid to Tufts undergraduates with first preference to female students in their junior year who have distinguished themselves in English or journalism. The Norman P. Wood Scholarship, established under the Prize Scholarships will of Nellie M. Wood, late of Northfield, Massachusetts, as and Academic Awards “a scholarship in the Department of Classics to be known as the Norman P. Wood Scholarship.” The Frank G. Wren Memorial Scholarship, established in In addition to the above university scholarship funds, the 1951 by friends, family, and former students of Frank G. following endowed funds have been established, and Wren of the Class of 1894, member of the faculty (1895– prizes from the income are awarded annually in recognition 1940), and dean (1907–1939). of exceptional academic achievement and extracurricular The Paul I. and Alice T. Wren Memorial Scholarship, activities. These prizes are not awarded unless, in the established in 2001 to aid deserving liberal arts and opinion of the Committee on Academic Awards, Faculty of engineering students. Arts, Sciences, and Engineering, qualified candidates The Joseph N. Wright Memorial Scholarship, for appear. undergraduate students studying in Tufts Programs At an awards ceremony held each spring, public Abroad, with preference for those studying in Germany. announcement is made of the recipients of these prize The Robert Yanofsky, A’38 Endowed Scholarship, scholarships. Since election is made by the Committee on established in 2004, to provide financial aid for undergrad- Academic Awards, no application is necessary. Nominations uate students. Preference will be given to students with are made by faculty and staff members. Student nomina- limited financial means who possess high academic tions are not allowed, but students can discuss deserving potential and a demonstrated commitment to achieving peers with faculty members. Inquiries concerning these scholastic excellence. prize scholarships should be addressed to the Committee The Francis Yirrel Scholarship. A scholarship founded in on Academic Awards. memory of Francis Yirrel of the Class of 1949, established by his friends and classmates to assist deserving students. The Vida H. Allen Prize is presented annually to the The Doris W. York Endowed Scholarship Fund, estab- student who has written the best senior honors thesis in lished in 2005 by a bequest from Doris York of Somerville, the Department of History. Massachusetts to provide financial aid to female students The Alpha Omicron Pi Prize Scholarship, founded by the who attended Somerville High School. Boston Alumnae of the Delta Chapter of Alpha Omicron Pi, The Howard S. Young Scholarship Fund, established in is awarded to that student who best represents the 1982 to provide scholarships for civil engineering students. combination of very high scholarship and significant The Young Men’s Philanthropic League Scholarship, participation in social service work. established in 1960 by the Young Men’s Philanthropic The Alpha Xi Delta Prize Scholarship, founded by the League of New York, the income from this fund to be used Boston Alumnae Chapter of Alpha Xi Delta, is awarded to for scholarships for undergraduate and graduate students that junior who, throughout the freshman and sophomore in Tufts University. years, has attained a high scholastic record and who, by The Stanton “Bud” Yusem Endowed Scholarship, loyal cooperation in college activities of merit, has given established in 2000 to provide financial aid to Tufts evidence of the greatest promise of future achievement. undergraduate students with financial need. The Nancy W. Anderson Award for Environmental Sustainability, awarded to a junior or senior normally majoring in environmental studies whose work in the natural and social sciences, engineering, or humanities

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promotes integration of those subjects in informing public The Michael E. Avtges Memorial Prize, established in policy decisions that may protect endangered natural 1989 by Mr. and Mrs. Nicholas E. Avtges and the Boston resources while promoting sound social and economic Chapter, Society of American Military Engineers in memory development. of Michael E. Avtges, a student in the College of Engineer- The Department of Anthropology Prize is awarded ing. Prizes are awarded to deserving students in the annually to a student who has shown excellence in Department of Civil and Environmental Engineering with anthropological studies. preference to those who are interested in computer science The Arabic Language, Culture and Literature Prize and engineering. is awarded annually to a graduating senior who has The Peter Belfer Award in Political Science is given demonstrated excellence in the studies of the Arabic annually for the outstanding piece of written work done in language, literature, and culture. a political science course or independently by a political The Architectural Studies Prize is awarded annually to a science major. This award was established in 1973 by senior majoring in architectural studies who has demon- Mrs. Ann Belfer Goldstein in memory of her late husband, strated academic excellence and a commitment to the field Peter Belfer, A’67. of architectural studies. The prize is supported by the The Bennett Memorial Scholarship, founded in 1924 by memorial fund for Margaret Henderson Floyd, professor of the Class of 1914 in memory of William Joseph Bennett, art and architectural history. scholar, soldier, athlete, and a member of this class, who Art & Art History Prize, each year the Department of Art & met his death during World War I. The scholarship is Art History awards a prize to a graduating senior who has awarded to that student who best exemplifies the qualities demonstrated a combination of superior academic of true sportsmanship as exhibited by the man whose achievement in course work (and independent study) and name it bears. commitment to the field through participation in relevant The Charles G. Bluhdorn Prize in Economics, awarded activities beyond the classroom, such as work, internships annually to an undergraduate majoring in economics who or exhibitions, study abroad, and involvement with has demonstrated outstanding scholastic ability. This prize professional groups. Attention is given to the number, was founded in 1983 by Donald Gaston in memory of range and level of classes taken in Art & Art History, Charles G. Bluhdorn. performance in FAH 100 (our capstone course), and to the The Anne E. Borghesani Memorial Prize is an annual quality of written work produced throughout. Selection is incentive award that will enable the recipient(s) to by faculty vote, and advisors are responsible for recom- undertake a project, activity, or plan of study in any field mending candidates. involving international issues. The prize is designed to The Robert Asch Prize, established in 2002 by friends and encourage personal growth and independence, while family of Bob Asch to honor the former director of the increasing one’s understanding of all peoples and Tufts-in-Tübingen program. A beloved friend to all who encouraging a commitment to the world community. The knew him, Bob served as director from 1972 to 2001. He award honors the memory of Anne E. Borghesani, J’89, an was known both for his zest for life and a humanistic international relations major. Anne’s years at Tufts were a approach to his quest for international understanding. time of intellectual and personal challenge, adventure, and Awarded to juniors or seniors who will use the fund for increasing commitment to her friends, the Tufts commu- research, projects, or internships in a German-speaking nity, and the world. Anne’s love of people and her country. fascination with travel and other cultures made her major a The Asian Studies Prize is awarded to a graduating senior natural choice. who has demonstrated excellence and interest for future The Boston Greek Prize, founded in 1962 with income development in Asian studies. from a fund raised by the Committee for the Promotion of The Association of Tufts Alumnae Seventy-fifth Greek Studies at Tufts University, is awarded for meritorious Anniversary Award is established to honor a woman achievement in the Greek language only when students of student who has provided meritorious service to the Tufts conspicuous merit are nominated by the Department of University community, adding to the university by her Classics faculty. presence. The student should be a junior or senior with The Benjamin G. Brown Scholarships, established in 1947 good academic standing. This award was established by by the bequest of Robert C. Brown of the Class of 1888 in the Association of Tufts Alumnae on the occasion of its honor of his father, Benjamin G. Brown, onetime Walker seventy-fifth anniversary. Professor of Mathematics at Tufts. These scholarships are

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awarded to seniors who have shown promise in scientific Madeline Harrison Caviness Prize, the Department of Art research in fields other than chemistry. and Art History has established the Madeline Harrison The Moses True Brown Prize, established in 1903 by Caviness Prize in honor of our esteemed senior colleague. Moses True Brown, who was Tufts College’s first professor of This prize will be awarded annually to the undergraduate Oratory (from 1866–1890). The prize is awarded, whenever major whose senior honor’s thesis merits recognition for its a suitable candidate appears, to a senior majoring in drama intellectual rigor, creativity, and scholarly promise. who combines high achievement in dramatic scholarship The Mary Grant Charles Prize Scholarship Fund, with a strong potential for successful teaching in the field established in 1975 by Ralph S. Charles, A’23, and his two of dramatic literature, criticism, and theatre history. sons, Grant H. Charles, A’51, and Ronald A. Charles, E’57, in The Harry Poole Burden Prize in Electrical Engineering, loving memory of wife and mother, Mary Grant Charles, is established in 1973 by friends of Harry P. Burden, H’53, awarded to an outstanding undergraduate possessing the dean of the College of Engineering from 1936 to 1957, is for same creative qualities in the writing of prose and poetry as one or more prizes for the best design or research project Mrs. Charles, and preferentially to a student whose writing done by an undergraduate electrical engineering student reflects an interest in ancestry and genealogy. or students during the academic year of the project. The Shirley and Stanley Charm Scholarship in Food and The Professor Kalman A. Burnim Prize for Scholarly Biotechnology, established in 1984 by Dr. Stanley Charm, Excellence, awarded annually to a Ph.D. student in drama who was chair of the Chemical Engineering Department who has completed all steps toward the degree except the from 1981 to 1985, is used in the Department of Chemical dissertation and who has demonstrated distinction by and Biological Engineering as a stipend for a senior, excelling academically and in research and by contributing graduate, or postdoctoral student who is committed to to the life of the program in an outstanding manner. The study and research in food science or biotechnology. prize was established by alumni, colleagues, and friends in The Department of Chemical and Biological Engineering honor of Kalman A. Burnim, Emeritus Fletcher Professor of Prize is awarded to a senior who has shown excellence in Drama and Oratory, and Tufts alumnus (A’50), who created chemical engineering studies. the Ph.D. program in drama. During his 28 years at Tufts, The Chemical Engineering Special Recognition Award Professor Burnim chaired the department for nine years is awarded to a senior who has shown character and and earned his reputation as a world-renowned scholar in perseverance in achieving high academic standards in theatre history. chemical engineering studies while overcoming difficult The Janice Spencer Calkin Community Health Award circumstances. is awarded to a junior student(s) who has demonstrated The Chinese Language and Literature Prize is awarded excellence in the study of Community Health. This award annually to a graduating senior who has demonstrated was established in 2011 by Janice Spencer Calkin, J’51, an excellence in the studies of Chinese language, literature, alumna of Jackson College. and culture. The Thomas Harrison Carmichael and Emily Leonard The Anna Quincy Churchill Prizes in General Biology, Carmichael Prize Scholarship, established in 1950 by established in 1954 by Dr. Churchill, M’17, a member of the Leonard Carmichael of the Class of 1921, seventh president anatomy department in the Tufts School of Medicine and of Tufts College, in memory of his parents, is awarded to Dental Medicine from 1918 until her retirement as assistant assist an academically able junior or senior who has shown professor emerita in 1954, are awarded annually for ability in physiological psychology or general physiology. excellence in the study of botany and zoology in the The Helen Morris Cartwright Memorial Prize is awarded general biology course. to that senior who, in the judgment of the Department of The Gemma Cifarelli Memorial Scholarship, established Philosophy, has shown outstanding philosophical ability, in 1956 by classmates and fellow students in memory of both orally and in writing. Gemma Cifarelli of the Class of 1957, is awarded to a junior The Theresa McDermott Carzo Award in honor of Theresa who has combined good academic standing with participa- McDermott Carzo, a 1984 graduate of Tufts through the tion in activities of importance to the university. Resumed Education for Adult Learners Program, is given to The Prize Scholarship of the Class of 1882, founded by a student in the Resumed Education for Adult Learners Dr. Arthur Winslow Pierce, A’82, Litt. D.’99, in the name of his Program who demonstrates a love of learning and the college class, is reserved for an undergraduate student with determination necessary to return to college to complete a great potential for intellectual leadership and creativity. degree despite obstacles. The Class of 1898 Prizes, from a fund established by the Class of 1898, are awarded as follows: one prize each to that

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student in the College of Liberal Arts, in Jackson College, Service should generally represent activities which occur and in the College of Engineering who, having completed outside the student’s required program of study and two years at Tufts University, has best demonstrated high outside of elective office or employment. scholarly ability together with a wide range of intellectual The James Schmolze Prize for Excellence in Computer interests and competence. Science is awarded annually to a junior or senior who has The Class of 1911 Prize Scholarships, from the Class of demonstrated excellence in computer science studies. The 1911 Fund, are awarded to seniors of engaging personality Donald A. Cowdery Memorial Scholarship, founded in 1946 who, from matriculation as freshmen to the senior year, by Jeanetta Wilson Cowdery Black, F’46, in memory of her have, in the judgment of the Committee on Academic husband, Donald A. Cowdery, Class of 1939, who was killed Awards, made most progress as measured both by in action in World War II, is awarded annually to that senior academic record and by successful participation in or junior whose academic achievements and personal extracurricular activities of enduring worth. qualities of leadership and high principle have been The Class of 1921—Leonard Carmichael Prize outstanding. Scholarship Fund, established through the gifts of The Alice Trexler Dance Studies Prize is given to a student members and friends of the Class of 1921 in honor and who has demonstrated excellence in writing and (or) memory of their classmate Leonard Carmichael, seventh creative work in dance courses and who has an ideal president of Tufts, secretary of the Smithsonian Institution, attitude about learning in the liberal arts environment. and vice president of the National Geographic Society The Mabel Daniels Prize in Music and Literature, with special responsibilities for research and exploration, established in 1960 by Mabel Wheeler Daniels, Hon. M.A. awarded by the Department of Psychology to a third-year ‘33, the distinguished composer, is awarded to a junior or student or students whose academic achievements have senior who shows marked creative talent and accomplish- been judged as outstanding. ment in music or literature. The Class of 1942 Prize Scholarship was founded in 1985 Daughters of the Revolution Prize Scholarship, is by Elaine and Grant Curtis in honor of the women and men awarded on recommendation of the Department of History of the class who served their country, and in particular the to a student demonstrating marked interest in American five who served their Alma Mater for more than an colonial history as well as excellence in scholarship. aggregate 125 years (Professor Freeland Abbott, Dean The de Florez Prize in Human Engineering, established Grant Curtis, Dr. Nelson Fontneau, Professor Burleigh in 1964 by the bequest of Admiral Luis de Florez, USN Wellington, and William Wells, Esq.). The prize is awarded (retired), H’46, is awarded to an undergraduate student, annually to seniors considered by other undergraduates, ordinarily majoring in psychology, engineering, or science, faculty, or staff as “the most likely to become outstanding who has acquired a high degree of theoretical sophistica- university teachers, counselors, or administrators.” Written tion and demonstrates an interest in the practical applica- nominations, stressing how the nominee has already tion of knowledge to problems of human engineering. served or contributed to the university, should be sent to The Distinguished Achievement Award in International the Faculty Committee on Academic Awards. Relations is given annually to an outstanding international The R. M. Karapetoff Cobb Chemistry Fund is awarded to relations major of high academic standing who has the two Jackson College chemistry majors with the highest participated widely in the program and who, having proven academic standing at the end of their junior year. a spacious understanding of and sensitivity to the richness Morton N. Cohen Creative Writing Award is given to of the international community, intends to pursue a undergraduates who demonstrate in a substantial piece of professional career in the field of international relations. creative writing, the greatest distinction in creative writing. The Amos Emerson Dolbear Scholarships, established in The recipient is selected by a special committee from the 1947 by the bequest of Katherine E. Dolbear of the Class of Department of English. 1897 in memory of her father, the eminent scientist and The Community Service Award is presented annually to inventor, who was professor of physics at Tufts from 1874 to undergraduate and graduate students who have provided 1910, are awarded to two seniors who have shown promise exceptional community service that is much needed by the in the field of either electrical engineering or physics. beneficiaries, even though it often goes unnoticed by the The Priscilla N. Dunne Prize Fund, founded in 1980 by general public. The award recognizes those who, as Mrs. Doris Scheff in honor of her daughter, Priscilla N. individuals or as part of a Tufts volunteer organization, have Dunne, J’75, is given annually to an undergraduate given special service at Tufts or to the larger community. psychology major with an excellent record and great promise of future achievement in the field.

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The Durkee Scholarship, established by the bequest of The Constantine Ghikas Prize in Romance Languages Robert C. Brown of the Class of 1888 in honor of his sister, was established in 1957 by George C. Ghikas in memory Henrietta N. Durkee, WA’93, G’95, G’18, and her husband, of his son, Constantine Ghikas of the Class of 1941, for the late professor Frank W. Durkee, A’88, G’89, H’21, and excellence in a program of major study in romance their children, is awarded to senior students in the languages. Department of Chemistry who have undertaken a research The John S. Gibson Award, named after the first director problem in the field of chemistry. of the International Relations Program at Tufts University, The Margaret Durkee Angell and Henrietta Brown is given to the author of the most outstanding paper Durkee Scholarship Fund, in memory of Professor Frank written by an undergraduate in one of the participating W. Durkee, is awarded to that Jackson College senior who departments in the International Relations Program. has demonstrated high promise and achievement in the The Goddard Rhetorical Prizes, from a fund created in field of chemistry. The prize commemorates Professor Frank 1862 by Thomas A. Goddard, then treasurer of Tufts W. Durkee, A’88, G’89, H’21, who was long chairman of the College, are provided annually in the field of dramatic department, a renowned chemist, a man of great energy interpretation and acting. These undergraduate prizes may, and diligence in all that he undertook, and a most loyal at the discretion of the Department of Drama, be awarded alumnus of Tufts. for marked excellence in acting as demonstrated during The Alex Elias Memorial Prize Scholarship, established the student’s career in stage productions of the university in 1966 by the Brotherhood of Alpha Epsilon Pi and friends theatre. of Alex Elias within and outside the university, is awarded The Graduate School of Arts and Sciences Outstanding to that junior or senior who best displays those high Academic Performance Award recognizes the overall standards in community activities and in athletic and academic achievement of graduate students as evidenced scholastic pursuits for which Alex Elias was well known. by course grades, quality of papers, theses, and projects in The Eliot-Pearson Department of Child Development the arts, humanities, natural sciences, and social sciences. Prize is awarded to that senior majoring in child develop- The Graduate School of Arts and Sciences Outstanding ment who best exemplifies a combination of high Contributions to Undergraduate Education Award academic achievement and the promise of outstanding recognizes excellence as a teaching assistant or other roles teaching ability. such as mentoring undergraduates in the arts, humanities, The James Vance Elliott Political Science Prize is natural sciences, and social sciences. awarded in the senior year to the student majoring in The Graduate School Council Awards are given annually political science whose achievements best combine to outstanding graduate student organizations and faculty academic excellence with active participation and effective mentors. leadership in campus and civic affairs. The Graduate Student Research Awards are given The Frederick M. “Fish” and Dorie Ellis Memorial Prize, semiannually to graduate students enrolled in either the established in 1968 by fellow alumni, students, and friends School of Arts and Sciences or the School of Engineering. of the late Professor Frederick “Fish” Ellis of the Class of Awards are competitive and decisions are made by student 1929, the outstanding four-sport athlete of his day and peers and based on the proposal, significance of the possibly the greatest Tufts College has ever known, is scholarly activity and need. awarded to a student who has demonstrated marked The Marjorie B. Greene Award is made to a graduate athletic versatility, a modest manner, successful academic occupational therapy student who has demonstrated achievement, and the potential for effective leadership of outstanding achievement in the areas of leadership and youth. involvement in student and professional activities. The Department of English Prize was created by the The Greenwood Prize Scholarship, created in 1877 by Class of 1898 Fund and is awarded to that student who has Mrs. Eliza M. Greenwood of Malden, Massachusetts, is shown excellence in English studies. awarded for excellence in state production and technical The Ivan Galantic Special Achievement in Humanities arts, as demonstrated during the student’s career in the Prize, named after Ivan Galantic, Professor of Art History university theatre. 1971-1989, is awarded to a student who has demonstrated The Audrey Butvay Gruss Science Award is awarded the inclination and capacity to cultivate an integrative annually, with preference for a female student, to a student approach to learning; one who reaches for wisdom, not who has demonstrated outstanding academic work in any simply knowledge. of the sciences and who is a scholarship recipient. This

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award was established in 1992 by Audrey Butvay Gruss, an The Marshall Hochhauser Prize is presented annually to alumna of Jackson College. seniors who exemplify the altruistic spirit of the man whose The Robert P. Guertin Student Leadership Award name it bears, while working within the system to broaden recognizes outstanding graduate student leadership in the and enrich the intellectual climate at Tufts without regard arts, humanities, natural sciences, and social sciences. The for personal gain. The prize honors the memory of Marshall award is given to individuals or groups of students enrolled Hochhauser J’82P, E’79P, who, as National Chairman of the in either the School of Arts and Sciences or the School of Parents’ Fund at the onset of the Campaign for Tufts, Engineering for accomplishments in such areas as labored on behalf of undergraduate education at Tufts far academic or social programming, curricular initiatives, beyond the call of duty. The prize may be awarded to one supporting the work and lives of fellow students, commu- or two seniors. The Board of the Experimental College nity service, and developing improved policies. selects the recipients of this award. The Martin Guterman Award in memory of Martin The Rob Hollister Award for Community Service and Guterman, beloved faculty member in the Department of Citizenship recognizes graduate students who have Mathematics, for the first-year student with the highest contributed their time and effort to the community outside academic achievement in mathematics, to encourage of Tufts. This contribution could be in the form of volunteer further study in that field. work, activism in community issues, or participation in The Audrey L. Hale Prize, established in 1995 in honor of public service activities. The award is given to individuals or Audrey L. Hale for forty-seven years of extraordinary service groups of students in either the School of Arts and Sciences to Tufts University, including fourteen years as assistant or the School of Engineering. provost, is to be awarded to an undergraduate student in The Marion Ricker Houston Prize Scholarship in the junior or senior year who has demonstrated academic Economics, established in memory of a faculty wife whose excellence and a commitment to international understand- friendship and gracious hospitality enriched the lives of ing through acts of compassion and humanity. The many generations of Tufts and Jackson students, is recipient, who is able to achieve his/her educational goals awarded to junior or senior economics majors who have through personal and financial sacrifice, will be determined been responsible citizens of the Tufts community and who, and recommended by the dean of students. in the opinion of members of the economics department, The Ethel M. Hayes Scholarship, founded by the Tufts have made substantial progress in mastery of their chosen Alumnae Association in 1946, in memory of Ethel M. Hayes, field. Class of 1896, college librarian (1896–1943), is awarded to The Human Factors Engineering Prize is awarded to a an undergraduate dependent to some extent on his or her senior who, in the judgement of the Human Factors faculty own efforts to meet the cost of education and whose work in the Mechanical Engineering Department, has excelled in throughout the preceding year has been of such excellence the study and application of human factors engineering. that he or she is deemed worthy of high academic The James D. Hume Field Geology Scholarship Prize distinction. was established in 1996 by alumni, colleagues, friends, and The Jane Anne Herman Prize is given in honor of Jane family in memory of Jim Hume, exemplary teacher and Anne Herman, J’87, who will always be remembered for geology department chairman, who shared his enthusiasm, her devotion to friends and family, her generosity during knowledge, and cheerful nature with everyone he knew. Thanksgiving, and her appreciation of the arts. This award This award is presented annually to one or more outstand- is given by the Department of Drama and Dance for ing geology students to further their field experience in excellence in directing and/or stage management, as geology. demonstrated during the student’s career in the university The Albert H. Imlah European History Prize, named theatre. after Albert Imlah, Professor of History 1927–1956, Walter S. The Morris and Sid Heyman Prize Scholarships, Dickson Professor of English and American History established in 1980 by the bequest of Mrs. Sid L. Heyman 1958–1970, is awarded to a student or students for in memory of her husband, Morris Heyman, who graduated distinguished work in European history, or to promote from Tufts University in 1919 with a bachelor of science summer reading in the honors program, or in comparable degree in electrical engineering, are awarded to one or programs in history. more undergraduate students in the Department of The Albert H. Imlah Excellence in History Prize, named Electrical Engineering and Computer Science, based on after Albert Imlah, Professor of History 1927–1956, Walter S. academic achievement and future promise. Dickson Professor of English and American History 1958–1970, is awarded to a senior for excellence in history.

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Through this award Professor Imlah sought to encourage faculty in the Department of Physics from 1911 to 1953. high academic performance. The scholarship provides two annual awards to be The International Letters and Visual Studies Prize is presented to two juniors or seniors who are majoring in awarded annually to a graduating senior who has physics and who have demonstrated outstanding ability in demonstrated excellence in the studies of literature, film, theoretical and experimental physics, selected in such and visual media in an international context. manner as the Committee on Academic Awards shall International Relations Research Scholars Program, determine. established in 2001, supports original, high-quality The Laminan Prize in Romance Languages, established undergraduate international research. Awarded jointly to in 1963 by Toivo, A’31, and Margaret C. Laminan is awarded selected IR juniors who plan to undertake a senior honors each year to a student for distinguished work in the thesis or other capstone research experience and their Department of Romance Languages. faculty mentors, the scholarship financially supports a The Earle F. Littleton Scholarship is awarded to worthy minimum of eight weeks of summer research on an juniors, seniors, or graduate students in the civil engineer- international topic. The program’s objectives are to ing program who are active in professional or community promote intensive faculty-student mentoring and to affairs and show promise of becoming active and loyal advance the development of strong international research alumni. skills critical to professional and academic goals in an The Linda Datcher Loury Award in Economics is awarded increasingly interdependent world. annually to an undergraduate majoring in Economics and/ The International Letters and Visual Studies Prize or to a graduate student pursuing a M.S. in Economics for is awarded annually to a graduating senior who has the completion of an outstanding thesis. This prize was demonstrated excellence in the study of literature, film and established in 2012 in memory of Professor Linda Datcher visual media in an international context. Loury. The Japanese Language and Literature Prize is awarded The Lewis F. Manly Memorial Prize was established by annually to a graduating senior who has demonstrated friends, family, and former students in memory of Lewis F. excellence in the studies of Japanese language, literature, Manly, for forty years a member of the Tufts faculty, and culture. twenty-six of them as chairman of the Department of The Karno Dean’s Award for Academic Excellence and Economics. He also served for six years as head coach of Leadership is awarded to two sophomores (from each basketball and for fifteen years as head coach of football, school) who have shown great promise in their academics uniquely combining a dedicated career as teacher and as and demonstrated leadership on or off campus. an athletic coach. His loyalty, devotion, and service to Tufts The Ralph S. Kaye Memorial Prize was founded in 1947 were of a high order. The prize is to be awarded to an by members of Omicron Chapter of Phi Epsilon Pi as a undergraduate at Tufts University who combines a record memorial to Ralph Sumner Kaye, of the Class of 1937, who of academic excellence with superior athletic performance. died while serving as a lieutenant aboard a destroyer Preference shall be given to an economics major where sunk in the naval battle for Okinawa (Gunto) in 1945. It is there is a choice among otherwise highly qualified awarded to a junior or senior who, at the conclusion of two candidates. years or more of mathematics courses and irrespective of The Lt. Commander Robert James Manning Memorial his/her major field of concentration, demonstrates a Prize is awarded annually to an engineering undergraduate favorable combination of proficiency in mathematics and who is industrious, competent, enthusiastic, and who participation in extracurricular activities. shows the same commitment to excellence that The William J. King Applied Music Award, for piano Lt. Commander Manning demonstrated throughout his performance was established by Mrs. Margaret King in life. The prize was established in 1990 by Lt. Commander memory of her husband, who was a professor of Music at Manning’s wife Nancy E. Manning, and by his parents Tufts for 41 years. Each spring, the award is presented to Mr. and Mrs. Edward V. Manning, with the support of his one or more students who demonstrated outstanding friends and family. Lt. Commander Manning was a 1970 ability in piano performance in either classical or jazz music. Tufts graduate. Students are nominated for the award by their faculty The Mechanical Engineering Prize is awarded to a senior instructors based on their fall semester performance. who, in the judgment of the mechanical engineering The N. Hobbs Knight Prize Scholarship in Physics, faculty, has excelled in the study of Mechanical Engineering. established in 1957 by Mrs. Esther F. Martin in honor of her The Vincent Manno Leadership Award – named for father, the late Nathaniel Hobbs Knight, a member of the former Tufts Mechanical Engineering Professor Vincent

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Manno, this award is given annually to a Mechanical The Multicultural Service Award is for an undergraduate Engineering or Human Factors student that has excelled in who has made significant efforts to define Tufts as a a leadership role. Demonstrated leadership may be related multicultural environment in which race, ethnicity, religion, to a class project (e.g. senior design), or to on-campus clubs class, gender, and sexual preference are not barriers to the and competitions sponsored by technical societies. The full enjoyment of community membership. student should have demonstrated vision, communications The Ellen C. Myers Memorial Prize was established in skills, and an ability to motivate and lead a team to achieve 1982 in honor of Ellen Myers, J’82, an example of great specific objectives with excellence under various resource courage and mental fortitude as she pursued her degree constraints (e.g., manpower, budget, schedule, and while battling an incurable illness. The prize is to be specifications). awarded to a junior or senior who has shown character, The Alex Mendell Memorial Scholarship is awarded diligence, and perseverance in achieving high scholarship annually to a sophomore or junior who, through his or her standards in the face of adverse circumstances while leadership in a variety of campus activities, brings together working toward a bachelor’s degree at Tufts University. students representing a broad spectrum of the community. The Navy V-12/NROTC Memorial Prize was established in Like the student in whose memory the award is made, the 1998 by Tufts V-12/NROTC alumni who were enrolled in recipient should demonstrate a generosity of spirit and the program at Tufts during World War II. The prize is to be character that both contributes to the self-esteem of others awarded to junior or senior students from the Tufts under- and to their love of Tufts. graduate colleges who are direct descendants of partici- The Melissa Beth Meyers Award is presented annually to pants in the Tufts or other college V-12/NROTC programs a graduating BFA or BFA in art education student in during World War II, July 1943-June 1946, or are enrolled in recognition of academic excellence, personal growth and an NROTC program. The award is based on scholastic his/her ability to achieve this success while overcoming achievement, demonstrated leadership, and significant substantial educational and/or personal obstacles. contributions made by the candidates to the university and The Russell E. Miller History Prize is awarded to an greater community. undergraduate of exceptional ability whose participation in The Robert L. Nichols Scholarship Prize, established in advanced history courses has demonstrated an eagerness 1979 by friends and students of Robert L. Nichols and the to explore problems of historical analysis and interpretation. Department of Earth and Ocean Sciences, is awarded to The Adrian Misic Prize Fund the Department of one or more students of demonstrated ability in geology, Athletics awards a student who demonstrates excellence for the purpose of expanding their knowledge of geology athletically and academically and is active in work which by field experience. helps improve the human condition. O’Leary Design Award, The James P. O’Leary Award is The Paul Montle Prize Scholarship is awarded to named in honor of James P. O’Leary, Associate Professor of upperclassmen or women who demonstrate entrepreneur- Mechanical Engineering, and is presented annually to a ial skills and who accept along with the scholarship a moral Mechanical Engineering senior who has made outstanding obligation to return to Tufts later in life, much more than contributions in the area of design. they received, in terms of financial aid and educational The Daniel Ounjian Prize in Economics was established benefits. by alumni, friends, colleagues, and family in memory of Mary Ann Mulcahy Service in Education Award, The Daniel Ounjian, an esteemed professor of economics at Department of Education and the University College of Tufts for thirty-one years. The award is given annually to a Citizenship and Public Service created this award to honor junior economics major who, in the judgment of the a graduate student completing the MAT middle and high Department of Economics, should be encouraged to school teacher licensure program who has demonstrated a pursue graduate studies in economics and whose strong commitment to both public service and effective contributions to the Tufts community reflect the loyalty classroom practice in the field experience portion of their and commitment that his students and peers appreciated program. in Daniel Ounjian. The Outstanding Contribution to Music at Tufts Award The Wendell Phillips Memorial Scholarship is one of two is given annually to a senior student whose service to the scholarships (the other being assigned to Harvard College) department, creativity, musical achievements, and that was established in 1896 by the Wendell Phillips contribution to the musical atmosphere at Tufts exemplify Memorial Fund Association in honor of Boston’s greatest the highest distinction. preacher and orator. The scholarship is given annually to the junior or senior who has best demonstrated both

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marked ability as a speaker and a high sense of public pursuing his/her academic goals and the greatest responsibility. The recipient of the scholarship traditionally generosity and effectiveness in helping other continuing gives an address at commencement. Candidates for this education students to achieve their academic goals. award are recommended by the Committee on Student The Russian Prize is awarded annually to a junior or senior Life. who has demonstrated excellence in the Russian language The Sarah Plummer Memorial Prize is awarded annually and Russian-related studies. to a graduate student or students who demonstrate a deep The Rhonda Saad Graduate Prize in Art History commitment to the field of classical archaeology or recognizes graduating Masters students in Art History or classical studies; to the Tufts University Department of Art History/Museum Studies for outstanding academic Classics and to the broader community. excellence, as well as related achievement in teaching, The Paula Frazier Poskitt Scholarship was established in research, museum work, or community involvement. The 1995 by Dr. Thomas R. Poskitt, A’66, M’70, in memory of his award is established in memory of Rhonda Saad MA’08, wife, Paula Frazier Poskitt, J’66, G’72, to provide tuition with the generous assistance of Rhonda’s classmates. A support for a senior biology major who intends to pursue scholar of Islamic Art, pursuing a PhD at the time of her graduate studies. death, Saad was a cherished student, teacher, colleague, The Class of 1947 Victor Prather Prize was established by and friend whose zest and optimism profoundly impacted the Class of 1947 to honor the memory of their classmate, the lives and work of all those around her. Victor A. Prather, Jr., A’47, M’52, whose research for the early The Howard Sample Prize Scholarship in Physics is space program contributed to eventual manned space named in memory of Howard Sample, who was a professor flights. In 1961 he lost his life during a strato-lab balloon in the Department of Physics at Tufts University. Professor high-altitude flight designed for testing the space suit used Sample was known for his love of physics and for his in the first manned flight. Dr. Prather was a scholar and a generosity in assisting colleagues, graduate and under- leader devoted to the advancement of knowledge. The graduate students, and for his kindness to all. The award is prize will be awarded to a student (or students) from the given annually to undergraduate students for outstanding School of Engineering and the College of Liberal Arts and performances in Physics 11 and Physics 12. Jackson College. Those receiving the prize will be The Stephen Sapuppo Prize, established in 1993 by Helen engineering or science majors who have demonstrated and Michele Sapuppo and family in loving memory of their excellence in scientific research, enthusiasm for the pursuit son and brother Stephen, A’81, is awarded to a junior who of knowledge, and a dedication to scholarly achievement. has demonstrated outstanding academic achievement in The Pride on the Hill Award is named for the lesbian, gay drama, with preference for a member of Torn Ticket Two. bisexual, and transgender alumni organization of Tufts. The School of Engineering Outstanding Contributor to The award will honor undergraduate or graduate students Engineering Education Award is focused on full-time who, through community involvement, artistic expression, graduate students who through T.A. work, voluntary written work, or scientific research have contributed the service, and other activities have enhanced significantly the most to an understanding at Tufts of gay, lesbian, bisexual, education programs of their departments. or transgender identities during the preceding academic The School of Engineering Outstanding Graduate year. Researcher Award is focused on full-time, thesis program The William Howell Reed Prize in German, established students who have distinguished themselves in research, through a fund left to Tufts University by Professor Reed, a especially technical publication. member of the German department from 1904 until the The Charles F. Seymour, Jr., Prize is to be awarded time of his death in 1949, is awarded to a member of the annually with preference for a junior or senior participant junior or senior class for excellence and promise in German in musical theatre who has an interest in business studies studies. The recipient should demonstrate those qualities of or career. learning, discrimination, and taste that characterized The Frederic J. Shepler Memorial Prize in French was Professor Reed’s distinguished career on the Tufts campus. established in 1984 by alumni, friends, colleagues, and The Department of Religion Prize is awarded each year family in memory of Frederic J. Shepler, an esteemed to a Religion major who has shown excellence in religious professor of French in the Department of Romance studies. Languages. The prize is awarded annually to that senior The Resumed Education for Adult Learners Prize French major who has demonstrated high achievement in Scholarship is awarded to the continuing education senior the study of French literature and in the understanding of who has demonstrated both the greatest perseverance in poetry in particular.

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The Dr. Philip E. A. Sheridan Prize was established in 1977 student in the sciences, preferably in chemistry, entering by bequest of Dr. Sheridan, classes of Liberal Arts, 1908, and the senior year. Medicine, 1912. The prize is awarded annually to the Trefethen Research Award The Lloyd MacGregor student who has shown the most improvement through Trefethen Award is named in honor of Lloyd Trefethen, the junior year in bachelor of arts course work. professor of Mechanical Engineering, and is presented The Sociology Prize is awarded to the member of the annually to mechanical engineering senior who has junior or senior class who, in the opinion of the Department conducted outstanding undergraduate research. of Sociology, has shown exceptional promise in either The Norbert Wiener Award in Mathematics is given on general sociological analysis or empirical social research. those rare occasions when a very young student exhibits The Charles E. Stearns Scholarship Prize, established in such prodigious strength in mathematics as to recall the 1997 by students, colleagues, friends, and family, honors highly unusual talents of the child prodigy Norbert Wiener, the exceptional fifty-year career of Charlie Stearns as a LA1909, who went on to become one of the giants of gifted student, a caring and intellectually stimulating twentieth-century mathematics. Aside from his vast legacy professor, and a loyal and insightful dean. This award is within mathematics, he left his mark on popular culture by presented annually to one or more geology students who founding the discipline and coining the term “cybernetics,” have demonstrated attention to detail, thoughtful analysis, which has spawned today’s notions of cyberspace. and insight to their geological studies. The Etta and Harry Winokur Prize for Outstanding The Joseph and Sara Stone Prize is given to a student in Achievement in Artistic or Scholarly Work Award in the the field of Judaic studies who demonstrates excellence in Department of Music for music majors in junior or senior the field and whose concern for others reflects the years is given in recognition of outstanding achievement in enormous efforts of Joseph and Sara Stone to overcome artistic work such as composition or performance, and/or great financial hardship in attaining for themselves and scholarly works such as a thesis. their children the benefit of an excellent education. The Etta and Harry Winokur Prize for Outstanding The Joanne Mary Sullivan Prize is awarded to a junior or Contribution to Performance Award in the Department senior who has shown excellence and promise in the of Music for music majors in junior or senior years is given study of psychology. This prize was established in 1990 in in recognition of continuing outstanding contribution to memory of Joanne Mary Sullivan, who held a B.A. in psych the performance activities sponsored by the music ology, by her parents Eugene and Vilma, her brother department, such as leadership in performance studies Eugene, Jr., G’90, and family and friends. and department ensembles, chamber groups, and recitals, The Tisch Library Undergraduate Research Award and/or leadership in audience development, concert is presented annually to individuals or groups to acknowl- management, and arts administration. edge outstanding undergraduate use of the library’s The Marianne J. H. Witherby Prize in Archaeology was collections and expertise in the production of an exemplary established by Marianne Witherby, an alumna of Tufts who research paper or project for first year writing program. is a devoted supporter of archaeological studies at the First Prize is $500 and second prize is $250 in each of the university. The prize is awarded each year to an archaeology three categories listed below. Eng 1-4 or any course taken major in recognition of scholastic ability, dedication to the to fulfill the college writing requirement, 001-99 level discipline, and resourcefulness. course, 100-200 level course. The William Frank Wyatt Prize, established in 1962 for The Elizabeth Verveer Tishler Prize in Music Perfor- excellence in the translation of Greek or Latin, is awarded mance, established in 1984 by Elizabeth Verveer Tishler, by the Department of Classics to the student who best J’31, is awarded on the basis of a competition, open to all exemplifies Professor Wyatt’s sound scholarship and undergraduates except those enrolled in the Tufts-NEC catholicity of interest. Professor Wyatt was a teacher of dual-degree program. In order to be informed of the rules Greek at Tufts from 1914 until his death in 1961, and of the competition, those intending to compete must chairman of the classics department from its establishment register not later than December 1 with the chair of the in 1940 to 1952. music department. Performance will be limited to classical, The John W. and Katherine L. Zarker Award for jazz, or modern work. Excellence in Classical Studies is awarded to a student The Max Tishler Prize Scholarship, established in 1951 who has demonstrated overall excellence in studies as by Merck and Co., Inc., to honor Dr. Max Tishler of the Class determined by the members of the Department of Classics. of 1928, H’55, is awarded each year to an outstanding Preference will be given, but not limited, to students who plan to pursue a teaching career.

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Astrophysics 104 Chinese 130 Index Athletic Facilities 89 Civil and Environmental Athletics (see Physical Education) Engineering 130 Academic and Support Services 78 Auditing 26 Classics 139 Academic Ethics 54 Auditing for Breadth 67 Clinical Psychology 142 Academic Probation Balch Arena Theater 89 Coach/Lecturers (See Faculty) Engineering 45 B.F.A. Degree Program 36 Cognitive and Brain Sciences 142 Liberal Arts 23 Biochemistry 105 Cognitive Science 142 Academic Resource Center 82 Bioengineering 105 College of Liberal Arts Information Academic Standing Biology 107 11 Engineering 45 Biomedical Engineering 110 College of Special Studies 36 Graduate 33 Biopsychology 115 College Writing Requirement 12 Liberal Arts 23 Biotechnology 115 Combined-Degrees Programs 59 Accreditation 283 Boston School of Occupational Bachelor’s/Master’s Degrees 60 Add/Drop (See Registration Therapy (BSOT) 218 Bachelor’s/M.P.H. 65 Information) Campus Life 84 Fletcher/Engineering 61 Advance Technology Laboratory Career Services 83 Fletcher/Liberal Arts 60 (ATL) 261 Catholic Chaplaincy 88 Liberal Arts/Dental 65 Advanced Placement Center for Cognitive Studies 261 Liberal Arts/Engineering 59 Engineering 42 Center for Engineering Education New England Conservatory of Liberal Arts 18 and Outreach CEEO 261 Music 59 Advanced Standing 49 Center for Enhancement of School of the Museum of Africa in the New World 91 Learning and Teaching (CELT) Fine Arts 60 Africana Center 85 261 Communications and Media Africana Studies 91 Center for the Humanities at Tufts Studies 142 Alcohol and Drug Program (CHAT) 261 Community Environmental (Health Education) 83 Center for Interdisciplinary Studies Studies 145 American Sign Language 128 81 Community Health 146 American Studies 93 Center for Reading and Language Commuters, Services for 84 Anthropology 94 Research 261 Computer Engineering 148 Applied Mathematics 95 Center for Science and Computer Science 148 Applied Physics 95 Mathematics Teaching 261 Computer Services 80 Arabic 95 Center for Science, Technology, Concentration Requirement Archaeology 95 Engineering and Mathematics Engineering 39 Architectural Engineering 135 (STEM) Diversity 261 Liberal Arts 15 Architectural Studies 96 Center for Scientific Visualization Contents 3 Arena Theater (See Balch Arena 261 Counseling and Mental Health Theater) Center for South Asian and Indian Service 84 Art and Art History 99 Ocean Studies 261 Cross-Registration Art Gallery (See Tufts University Certificate Programs 29 Graduate School 28 Art Gallery) Changes in Course Grades Liberal Arts 26 Arts, Sciences, Engineering, Graduate 33 Dance 153 and Tisch College Undergraduate 52 Day Care Center (See Tufts Administration 264 Chaplaincy 88 Educational Day Care Center) Arts and Sciences Mission Chemical and Biological Dean’s List Statement 11 Engineering 118 Engineering 45 Asian American Center 86 Chemical Physics 123 Liberal Arts 24 Asian American Studies 103 Chemistry 123 Degree Audit Reporting System Asian Studies 104 Child Development 126 Engineering 48 Astronomy 104 Chile Program (See Tufts in Chile) Liberal Arts 11

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Degrees with Honors EPIIC (See Institute for Global Grades 30 Engineering 46 Leadership) Graduate 32 Liberal Arts 24 European Center (See Tufts Undergraduate 51 Dental School, Early Assurance 64 University European Center) Graduate Career Advancement 29 Digital Collections and Archives 80 Exchange Programs Liberal Arts 27 Graduate School of Arts and Disabilities, Services for Students Expenses and Policies 5 Sciences 28 with 82 Administrative Withdrawal 7 Graduation Dates 49 Distribution Requirements 13 Housing Charges 6 Greek 190 Doctor of Philosophy Degree 30 Payment of Bills 6 Health Accommodations and Domestic Exchange and Withdrawal/Leave Tuition Medical Leave 53 Off-Campus Programs 27 Refund Policy 7 Health Professions Programs 63 Drama and Dance 153 Experimental College 66 Health Education (Alcohol and Dropping and Adding Courses Explorations 67 Drug Program) 83 (See Registration Information) Extension of Degree Time 32 Health Service (Tufts Health and Earth and Ocean Sciences 157 Extra Courses 52 Wellness) 83 Economics 158 Faculty Hebrew 188 Education 162 Coach/Lecturers 280 Hillel (See Tufts Hillel) Edwin Ginn Library 79 Emeriti/ae 280 Hirsh Health Sciences Library 79 Electrical and Computer Full-Time 265 History 190 Engineering 166 Part-Time 276 Honors (See Degrees with Honors) Eliot-Pearson Children’s School Fares Center for Eastern Human Factors (See Engineering 127 Mediterranean Studies 261 Psychology) Emeriti/ae Faculty and Staff Feinstein International Center 261 Human Robot Interaction (See Faculty) Film Studies 181 Laboratory 262 Engineering Degrees 38 Financial Aid 8 Human-Computer Interaction 194 Engineering Double Majors 44 Foreign Language Placement 21 Incompletes Engineering Graduate Programs Foreign Language Requirement Graduate 33 48 and Culture Option 12 Undergraduate 51 Engineering Humanities, Foundation Requirements Institute for Applied Research in Social Sciences, and Arts Engineering 39 Youth Development (IARYD) Requirement 39 Liberal Arts 11 262 Engineering Introductory Course French 181 Institute of Cosmology 262 Requirement 39 General Undergraduate Institute for Global Leadership 72 Engineering Information Information 49 ALLIES 75 (See School of Engineering Geoengineering 158 BUILD 74 Information) Geographic Information Systems DISCOURSE 77 Engineering Management 171 (GIS) Center 261 Dr. Jean Mayer Global Engineering Mission Statement 37 German 183 Citizenship Lecture Series 73 Engineering Project Development German, Russian, and Asian EMPOWER 76 Center 82 Languages and Literatures 181 Engineers Without Borders 75 Engineering Physics 172 Ghana Program (See Tufts in EPIIC 73 Engineering Psychology/Human Ghana) Exposure 75 Factors 172 Global Development and Global Research, Projects, and English 173 Environment Institute (GDAE) Internships 73 Entrepreneurial Leadership 176 262 Inquiry 73 Environmental Health 177 Goddard Chapel 88 INSPIRE 74 Environmental Management 179 Gordon Institute (See Engineering International Resilience Environmental Studies 179 Management/Gordon Institute) Program 76 Epidemiology Certificate 29 Grade Requirements (Engineering) Iran Dialogue Initiative 75 46 NIMEP 74

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Oslo Scholars Program 77 London Program (See Tufts in Oxford Program (See Tufts in Petra Foundation Internships London) Oxford) 77 Madrid Program (See Tufts in Paris Program (See Tufts in Paris) PPRI 77 Madrid) Pass-Fail Option Program on Narrative and Management of Community Engineering 45 Documentary Practice 77 Organizations 202 Liberal Arts 16 Pugwash International Student Manufacturing Engineering Payment of Bills (See Expenses Chapter 77 Certificate Program 203 and Policies) Robert and JoAnn Bendetson Mass Communications and Media Peace and Justice Studies 224 Public Policy Initiative 76 Studies (See Communications Perspectives 67 Synaptic Scholars 76 and Media Studies) Ph.D. (See Doctor of Philosophy Tufts Energy Forum 75 Master of Public Policy 251 Degree) Tufts Initiative for Leadership Master’s Degree 30 Phi Beta Kappa 24 and International M.A.T. 164 Philosophy 225 Perspective 73 Mathematics 203 Physical Education/Athletics 230 Voices from the Field 74 Mechanical Engineering 206 Physics and Astronomy 231 Interdisciplinary Doctorate 32 Medical Leave (See Health Political Science 233 Interdisciplinary Laboratory for Accommodations and Medical Postbaccalaureate Premedical Computation 262 Leave) Program 65 Interdisciplinary Minor Program 17 Medical School, Early Assurance 64 Predental, Premedical, and Interdisciplinary Studies 194 Medieval Studies 212 Preveterinary Programs 64 International Center 85 Microwave and Wireless Pre-Law and Pre-Business 66 International Diploma Credit Engineering 212 Pre-Matriculation Credits Engineering 43 Middle Eastern Studies 212 Engineering 40 Liberal Arts 21 Minor Programs Liberal Arts 18 International Literary and Visual (See Undergraduate Minor Presidents of Tufts University 4 Studies 195 Programs) Privacy 54 International Relations 197 Missed Classes 52 Prize Scholarships and Academic Internship Programs Mission Statement (See Arts and Awards 305 Engineering 47 Sciences Mission Statement or Program Evaluation 235 Liberal Arts 26 Engineering Mission Statement) Programs Abroad (see Tufts Italian Studies 199 Multimedia Arts 213 Programs Abroad) Japanese 199 Museum School (See School of the Protestant Chaplaincy 88 Jewish Chaplaincy 88 Museum of Fine Arts) Psychology 237 Judaic Studies 199 Museum Studies 214 Quality Requirements Latin 199 Music 214 (Liberal Arts) 24 Latin American Studies 200 Music Engineering 217 Quantitative Economics 241 Latino Center 86 Muslim Chaplaincy 88 Quantitative Reasoning Latino Studies 200 New England Conservatory of Requirement 13 Leadership Studies 201 Music 59 Quidnuncs 67 Leaves of Absence and Transfers No-grade Status 51 R.E.A.L. 49 Graduate 32 Nondiscrimination Policy 55 Reduced Course Load 51 Undergraduate 53 Nutrition 218 Registration Information 50 Lesbian, Gay, Bisexual, and Occupational Therapy 218 Religion 241 Transgender Center 87 Occupational Therapy Certificate Religious Centers 88 Liberal Arts Information Program 223 Repeated Courses 52 (See College of Liberal Arts Office of Graduate Studies 36 Requirements for Degrees Information) Officers of the Corporation 256 Engineering 39 Library Resources at Tufts 78 Organization 263 Liberal Arts 11 Lincoln Filene Center 71 Osher Lifelong Learning Institute Research Assistants 35 90

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Residence Requirement Tufts European Center 58 World Civilizations Requirement Graduate 31 Tufts in Annecy 58 13 Undergraduate 49 Tufts in Talloires 58 World Literature 260 Resident Proctors 35 Tufts Summit 58 Writing Fellows Program 80 Resumed Education for Adult Tufts Health and Wellness Writing Requirement (See College Learners (See R.E.A.L.) (Health Service) 83 Writing Requirement) Romance Languages 242 Tufts Hillel 88 ROTC Programs 10 Tufts In Washington 235 Russian 245 Tufts Institute for Leadership and Scholarship Funds 285 International Perspective (See School of Engineering Information Institute for Global Leadership) 37 Tufts Institute of the Environment School of the Museum of Fine Arts (TIE) 247 36 Tufts Office of Sustainability (OOS) School Psychology 245 248 Self-Designed Major (see Interdis- Tufts Programs Abroad 55 ciplinary Studies) Tufts in Chile 55 Sociology 246 Tufts in China 55 Spanish 247 Tufts in Ghana 55 Study Elsewhere 53 Tufts in Hong Kong 56 Study Abroad 53 Tufts in Japan 56 Summary Sheet of Requirements Tufts in London 56 14 Tufts in Madrid 56 Summer Session 59 Tufts in Oxford 57 Talloires Program (See Tufts in Tufts in Paris 57 Talloires) Tufts in Tübingen 57 Tau Beta Pi 46 Tufts University Art Gallery 89 Teacher Licensure Programs 62 TuftsFilmWorks 67 Teachers’ Resources 80 Tuition (See Expenses and Policies) Teaching Assistants 35 TUTV 68 Technology and Teaching 81 Undergraduate Policies Thesis Honors Program (See General Undergraduate Engineering 46 Information) Liberal Arts 25 Undergraduate Minor Programs Tisch College of Citizenship and Engineering 44 Public Service 68 Liberal Arts 17 Tisch Library 78 Urban and Environmental Policy Tissue Engineering Resource and Planning 247 Center (TERC) 262 Urban Studies 256 Transfer of Credit Veterinary School Early Assurance Graduate 29 64 Undergraduate 50 Visual and Critical Studies 256 Transfer Students 50 Washington Program (See Tufts in Trustees 263 Washington) Tübingen Program (See Tufts in Water: Systems, Science, and Tübingen) Society 257 Tufts Clinical and Translational Webster Family Library 79 Science Institute (CTSI) 262 Women’s Center 87 Tufts Educational Day Care Center Women’s Studies 258 127

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30277p319-320.indd 320 7/18/12 2:46 PM SCHOOL OF ARTS SCHOOL OF ARTS SCHOOL OF ARTS AND SCIENCESAND SCIENCES of of College College Arts ArtsLiberal Liberal School School of of Graduate Graduate ArtsArts and Sciences and Sciences SCHOOL OFSCHOOL OF ENGINEERINGENGINEERING http://uss.tufts.edu/bulletin http://uss.tufts.edu/bulletin Academic Year BULLETIN OF TUFTS TUFTS TUFTS UNIVERSITY UNIVERSITY BULLETINBULLETINOF OF The Bulletin 2012–2013 2012-20132012-2013

ARTS, SCIENCES, AND ENGINEERING BULLETIN 2012-2013