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2014–2015 The Bulletin BULLETIN OF TUFTS UNIVERSITY http://uss.tufts.edu/bulletin

Academic Year 2014–2015

School of Arts and Sciences College of Liberal Arts Graduate School of Arts and Sciences

School of Engineering Through this bulletin, announcement is made of the general rules, regulations, fees, and schedules in effect as of the date of publication. This bulletin is for informational purposes only and does not constitute a contract between the university and any applicant, student, or other party. The university reserves its right to make changes, without notice, in any course offerings, requirements, policies, regulations, dates, and financial or other information contained in this bulletin. Published by the Trustees of Tufts University, Medford, Massachusetts 02155. Printed in the USA.

TUFTS UNIVERSITY 2014 The Bulletin BULLETIN OF TUFTS UNIVERSITY | 2014–2015

School of Arts and Sciences COLLEGE OF LIBERAL ARTS

GRADUATE SCHOOL OF ARTS AND SCIENCES School of Engineering

Presidents of Tufts University...... 4 Contents About Tufts University...... 4 Financial Information Expenses and Policies...... 5 Financial Aid...... 8 School of Arts and Sciences Mission Statement...... 10 College of Liberal Arts...... 10 Graduate School of Arts and Sciences...... 26 College of Special Studies...... 34 School of Engineering Mission Statement...... 35 School of Engineering Information...... 35 General Undergraduate Information Undergraduate Policies...... 45 Tufts Programs Abroad...... 51 Tufts European Center...... 54 Tufts Summer Session...... 55 Combined-Degrees Programs...... 55 Teacher Licensure Programs...... 58 Health Professions Programs...... 59 Pre-Law and Pre-Business...... 62 Experimental College...... 63 Jonathan M. Tisch College of Citizenship and Public Service...... 65 Institute for Global Leadership...... 70 Academic and Support Services...... 78 Departments, Programs, and Research Centers All Departments, Programs, and Research Centers ...... 92 University Administration and Faculty Organization...... 272 Faculty...... 274 School of the Museum of Fine Arts...... 292 Arts, Sciences, and Engineering Librarians.. 292 Accreditation...... 293 Scholarship Funds...... 295 Prize Scholarships and Academic Awards...... 318 Index ...... 328

For course descriptions, see Tufts Courses at http://go.tufts.edu/isis

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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 of Chancellor, 1992–1993 approximately 10,800 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 graduated in 1896. Although women applied to Leonard Chapin Mead Tufts almost immediately after its founding in Acting President, 1966–1967 1852, they were denied admission until the 1890s. Nils Yngve Wessell With the founding of Jackson College for Women Acting President, 1953 in 1910—named for Cornelia Maria Jackson, the President, 1953–1966 benefactor who did the most to promote women’s education at Tufts—women’s education gained Leonard Carmichael security at the institution. President, 1938–1952 At Tufts, creating excellence in education is George Stewart Miller forged through a philosophy that is forward- Acting President, 1937–1938 thinking, imaginative, and responsive to the fast-paced evolution of technology, politics, the John Albert Cousens sciences, our global society, and the arts. Acting President, 1919–1920 President, 1920–1937 Our Schools Hermon Carey Bumpus The largest division of the university is the Faculty President, 1914–1919 of Arts, Sciences, and Engineering. This division comprises the College of Liberal Arts, the School William Leslie Hooper of Engineering, the Graduate School of Arts and Acting President, 1912–1914 Sciences, the College of Special Studies, and Reverend Frederick William Hamilton Summer Session. The university’s graduate and Acting President, 1905–1906 professional schools are the Fletcher School of Law President, 1906–1912 and Diplomacy, the School of Medicine, the School of Dental Medicine, the Cummings School of Reverend Elmer Hewitt Capen Veterinary Medicine, the Gerald J. and Dorothy R. President, 1875–1905 Friedman School of Nutrition Science and Policy, Reverend Alonzo Ames Miner and the Sackler School of Graduate Biomedical President, 1862–1875 Sciences. The schools are located on Tufts’ campuses in John Potter Marshall Medford/Somerville, Boston, and North Grafton, Acting President, 1861–1862 Massachusetts. Students may also study at the Tufts Reverend Hosea Ballou II European Center, located in an eleventh-century President, 1853–1861

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monastery in Talloires, France. Tufts is also affiliated with the School of the Museum of Fine Financial Information Arts and New England Conservatory of Music, providing joint graduate and undergraduate Expenses and Policies programs and flexible cross-registration. All undergraduate students (with the exception of those in the R.E.A.L. program) are expected to The Undergraduate Experience carry a full course load (four to five courses) except Undergraduate study is on Tufts’ Medford/ in cases of serious, documented medical problems. Somerville campus, situated on a hill about five A typical first-year student in residence at Tufts miles northwest of Boston. It is a tranquil New during the 2014–2015 academic year may expect England setting within easy access by subway and the following expenses: bus to the cultural, social, and entertainment resources of Boston and Cambridge. Tuition $ 47,596 Tufts is a student-centered institution, where Residence hall $ 6,876 support for students’ personal and academic Meal plan $ 5,758 development is embedded into the organization Health service and student activity fees $ 1,047 and ethos of the university. The Faculty of Arts, Sciences, and Engineering is committed to Books, supplies, and miscellaneous expenses scholarship of the highest order and teaching of (estimated) $ 2,123 exacting quality, while equally dedicated to Total for year (estimated) $ 63,400* providing a friendly, open, and intellectually rich and stimulating environment. This environment is Medical insurance costs $2,224* for the year if the student one of the reasons Tufts is one of the most highly is not covered by a comparable plan of their own. competitive universities in the country. International students are required to be covered by the Tufts has programs abroad in Britain, Chile, insurance plan through Tufts. China, France, Germany, Ghana, Hong Kong, *The charges listed above are subject to change. Japan, and Spain. More than 40 percent of undergraduates choose to spend their junior year abroad Tuition to add a strong international dimension to their Tufts undergraduate tuition is a comprehensive fee education. This experience adds to the international that covers basic charges for instruction, costs of flavor of the Tufts campus when they return for registration, most laboratory supplies, and other their senior year. incidental items or services. More than 98 percent of enrolling students expect to pursue graduate or professional studies, Campus Housing and annually Tufts students are the recipients of All first-year and sophomore students are required such prestigious academic awards as Fulbright, to live in university housing or recognized fraterni- Truman, Goldwater, and Beinecke scholarships and ties or sororities, and to purchase a meal plan. fellowships. Commuting students pay no residence hall fee and 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-MacPhie Dining Centers, Hodgdon Good-to-Go Take-Out, Hotung Café, Commons Deli and Grill, Brown and Brew Coffee House, Tower Café at Tisch Library, Jumbo Express Convenience Store/Kosher Deli, and The Rez), as well as the bookstore, Campus Center Info Booth,

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vending machines, and on-campus washers and a) the student is placed on required leave or dryers; to pay fines at the Tisch and Ginn Libraries; withdrawal by the university, including academic and to purchase parking permits or lost IDs at probation level III, or Public Safety Administrative Services. JumboCash b) the student, subsequent to selecting a room, is can also be used to pay for printing and copying in admitted to a study abroad program. In such cases campus libraries and computer centers. JumboCash the student must file an electronic study abroad may be used at 23 off-campus restaurants for dining leave of absence form online via iSIS. Students in in, take-out or delivery (where available), as well as both Tufts and non-Tufts study abroad programs at a drug store and two convenience stores (alcohol, must file an update form, available at the Residen- tobacco products, lottery tickets and gift cards tial Life Office in South Hall, within ten (10) days excluded). Dining Services is located at 89 Curtis of acceptance—no later than April 30 for fall Street, Somerville. For more information, contact semester housing cancellation and November 14 for 617-627-3566, e-mail: [email protected], spring semester housing cancellation. The room website: http://dining.tufts.edu. charge portion of a student’s bill will be equal to the room rate for the student’s assignment, less the Health Service $750 housing commitment fee. The Health Service fee is mandatory and non- Room selection for spring-only applicants is waivable and covers the cost of running a compre- held during the first week of December. Once a hensive outpatient health service and counseling spring-only room assignment has been selected by center. The fee covers unlimited primary care and the student (or his or her proxy), or an assignment walk-in visits to the Health Service, access to the is offered and accepted, the student is subject to the Counseling and Mental Health Service, and an housing commitment fee. annual flu shot if available for those who desire Questions may be directed to the Residential inoculation. Laboratory tests, prescribed medica- Life Office, Tufts University, Medford, Massachu- tions, and consultation with on-campus medical setts 02155, 617-627-3248, fax 617-627-3929, specialty consultants are not covered by the health e-mail: [email protected], website: service fee. Students who do not purchase the http://ase.tufts.edu/reslife. optional medical insurance are required to demonstrate that they have other medical insurance. Payment of Bills Details regarding the fee and deadlines for waiving All currently enrolled students are billed electroni- the insurance are available at cally through the Tufts eBill system. Information http://ase.tufts.edu/healthservice. on Tufts eBill can be found at http://uss.tufts.edu/ bursar/eBill/. Students are required to pay tuition, Fees fees, room, and board prior to the start of each All students are required to pay the student activity semester. Bills for the fall semester must be paid by fee, which is proposed by the student government. the first week in August; spring semester bills are Accepted students must pay an enrollment deposit, due and payable in early December. The amount which is applied to tuition for the first year. billed is reduced by any financial aid awarded by or sent to the university on behalf of the student for Housing Charges the semester. Payment in full (after deduction for Room assignments are made for the full academic financial aid) must be made before each term either year. The campus housing room rates set by the by check, e-payment, wire transfer or enrolling in Board of Trustees will appear on the resident the monthly payment plan. Detailed information student’s bill in two parts, identified as the housing about the payment plan is sent to returning students commitment fee and the room charge. The housing in April and incoming students in May/June. commitment fee is nonrefundable at the time a Fall semester charges do not include those student selects a room, has a proxy select a campus incurred for courses an applicant must take to room on his or her behalf, or otherwise accepts a become fully qualified for admission. Charges will room assignment from the Residential Life Office. not be reduced when courses are accepted for The housing commitment fee is only refundable transfer credit. when:

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All university charges are collected by Student Fall semester 2014 Financial Services. Payments for tuition, fees, room, By September 1, 2014 100% of tuition charged and board are to be made to Tufts on or before the is cancelled due date for the semester. Checks should be made September 2 to 15, 2014 90% of tuition charged payable to the Trustees of Tufts College. is cancelled If full payment has not been received, or September 16 to 22, 2014 80% of tuition charged financial arrangements have not been agreed upon is cancelled by the specified due date, a late payment fee will be assessed monthly. September 23 to 29, 2014 60% of tuition charged The following actions will take place should a is cancelled student fail to meet his or her financial obligations September 30 to October 6, 2014 40% of tuition charged to the university for outstanding student loans or is cancelled balances on his or her student account: the student October 7 to 13, 2014 20% of tuition charged may be denied access to university dining services; is cancelled will not be allowed to access library resources; will be denied registration privileges; will not be issued Spring semester 2015 an official transcript; and will be denied an on- By January 13, 2015 100% of tuition charged campus room selection for an upcoming semester. is cancelled Any unpaid student account balance may be January 14 to 26, 2015 90% of tuition charged referred to our collection agency. The student will is cancelled be responsible for all costs associated with collection, including collection agency fees, attorneys’ January 27 to February 2, 2015 80% of tuition charged fees, and court costs. The account will be reported is cancelled to credit bureaus if assigned to a collection agency. February 3 to 9, 2015 60% of tuition charged Diplomas and official transcripts of records for is cancelled those in arrears are regularly withheld until all February 10 to 16, 2015 40% of tuition charged payments have been made. is cancelled February 17 to 23, 2015 20% of tuition charged Administrative/Financial Withdrawal is cancelled If a student’s account remains unsettled beyond the billing due date, subsequent bills will be issued No tuition refunds are made after the sixth week of reflecting monthly late payment charges. If the classes. student’s account remains unsettled after the first The student is responsible for any unpaid charges day of classes, the student may be subject to and must make arrangements to pay this balance withdrawal from the university. prior to leaving Tufts. Any outstanding balance will Students are strongly encouraged to communi- result in a hold on the release of any transcripts cate with Student Financial Services as soon as they until paid in full. If the student’s account is referred encounter personal or financial difficulties so that to a collection agency, the student will be respon- the university may help identify possible solutions sible for all collection and litigation costs associated and alternatives for meeting individual needs. with this debt. Withdrawal/Leave Tuition Refund Policy Campus Housing Charges Students who elect to take a leave of absence or Campus housing charges will be refunded based withdraw or who are required to withdraw will on the above prorated tuition schedule for the receive a tuition refund in accordance with the semester. The date of withdrawal from housing will following schedule, based on the effective date of be based on the date that the room has been the leave. vacated and the room key returned to residential facilities. The housing commitment fee is nonrefundable.

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Meal Plan Charge Satisfactory progress toward a degree is required Students wishing to cancel their meal plan after for continuance of aid. the cutoff date, the third Friday after classes begin, Details concerning the Satisfactory Progress will be assessed 50 percent of the prorated refund requirements can be found on the financial aid amount. website at http://uss.tufts.edu/finaid. Applications for tuition scholarships and Other Charges teaching assistantships in the graduate school are Other fees and charges such as the health service an integral part of the application for admission. fee, the student activity fee, library or traffic fines, Decisions are announced with the letter of and traffic or parking citations are not refunded or admission or at a later date. Complete application prorated after the beginning of the academic year. If instructions, deadlines, and links are available at a student is enrolled in the optional medical http://uss.tufts.edu/finaid. insurance plan, both the charge and the plan benefits remain in place through the end of the Forms of Aid contract period. A student enrolled for only one University grants are by far the largest single source semester will be charged the full student activity of funds received by Tufts undergraduates from the fee and health service fee. application procedure described above. They range from $500 to more than full tuition each year and Financial Aid are combined with other scholarships, loans, and employment to meet the university’s estimate of Tufts University students are eligible for a full each student’s need. range of financial aid in the form of university, state, For graduate students, scholarships range from and federal grants; long-term university, state, quarter to full tuition as decided by the department. Federal Perkins and Stafford loans; and federally Teaching assistants normally receive tuition subsidized campus employment. In 2013–2014, 50 scholarships plus an annual stipend for teaching. percent of full-time undergraduates received over If needed, graduate students also may apply for $90 million in these forms of aid and other Federal Direct Stafford and Federal GradPLUS government and foundation grants and loans. loans. Thirty-eight percent of the entering class received over $20 million in total aid, of which over $18 Federal Supplemental Educational Opportunity Grants million was in the form of grants. The average (SEOGs) are federal grants allocated to Tufts for grant was $34,000; the average award (including exceptionally needy undergraduates. Awards range loan and work study) was $36,000 to entering from $200 to $2,000 per year. 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.

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Tufts National Merit Scholarships: Entering first-year interest while in school and may make monthly students who are National Merit finalists are interest payments or capitalize the interest. The eligible for scholarships of $500 to $2,000 per year interest rate for loans made during the 2013–2014 for up to four undergraduate years for any semester year was 3.86 percent. The rate is set by the federal in which the student is charged Tufts tuition. To government each year. enter the program, students must name Tufts as Dependent undergraduates may borrow up to first choice in the National Merit competition. $2,000 above the subsidized Federal Direct Loan Honorary awards of $500 per year for four years limits, less the amount of any subsidized loan may be made to successful applicants who do not received. Graduate students may borrow up to demonstrate financial need. Merit awards up to $20,500 per academic year. In order to advise $2,000 per year may be offered to applicants with students of their rights and responsibilities, an demonstrated financial need. Those who need more on-line entrance interview is required of all than the $2,000 award will be considered for first-time borrowers at Tufts prior to disbursement additional loan, work, and grant aid up to the total of the loan. Exit counseling is required of all amount needed. Need must be determined annually borrowers before leaving the university. by Tufts based on the FAFSA analysis of family ability to meet total educational costs. Federal Direct PLUS Loans: Through the Federal Direct PLUS Loan program, graduate students and Federal Perkins Loans are awarded by Tufts to parents of dependent undergraduates may borrow students of exceptional need from funds repaid by up to the full cost of education minus any financial previous Federal Perkins Loan borrowers. aid. The fixed rate during the 2013–2014 year was 6.41%. The rate is set by the federal government Tufts loans may be offered to needy undergraduates each year. The fee on PLUS Loans during 2013– not eligible for Federal Perkins Loans. Interest on 2014 was 4.2%. A credit check is required, and Tufts loans is 7 percent and begins to accrue six payments begin 60 days after the loan is fully months after the student leaves Tufts. Repayment disbursed, but borrowers may request deferment of of principal and interest begins six months after payments until after graduation. PLUS Loans must leaving Tufts and continues for five years. Tufts be used for college expenses, including room and loans require a parental cosigner. board. PLUS Loan borrowers are required to complete a FAFSA form. Federal Direct Subsidized Stafford Loans: This program offers undergraduate students loans subsidized by Federal Work-Study Program (FWS): FWS provides the federal government. Students may borrow up to federal funds for Tufts to subsidize the hourly $3,500 for the first undergraduate year, $4,500 for wages of students who need financial aid during the the second year, and $5,500 per year for the remain- school year. Work-study positions are available ing undergraduate years (maximum $23,000). either on campus or with off-campus, nonprofit Federal Direct Loans are normally disbursed in two community service programs, and typically wages equal installments. The interest rate during range from $8.00 to $15.00 per hour. repayment for loans made during the 2013-2014 year was 3.86 percent. The rate is set by the federal Job Location and Development Program (JLD): JLD government each year. Repayment begins six aids all Tufts students, regardless of financial need, months after the student graduates or stops in finding campus or off-campus employment. attending school on at least a half-time basis. Students may work part time while in school or full time during vacation. Students are encouraged to Federal Direct Unsubsidized Stafford Loans are visit the Tufts Student Employment website at available for graduate students and for students http://uss.tufts.edu/stuemp, where they can register who do not qualify for a subsidized Federal Direct for an interactive job-search program providing Loan or who want to borrow in addition to the access to a host of employment opportunities and subsidized loan. Students are responsible for services.

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ROTC Programs: ROTC scholarships may be applied for before or after admission and used at Tufts. School of Arts Applications may be obtained from Air Force or and Sciences Navy recruiting officers, or students may join after registration and compete for two- or three-year Army scholarships. Many ROTC scholarships Mission Statement include full tuition, books, and fees, as well as a Broadly recognized as one of the premier liberal monthly stipend, while others offer up to $20,000 arts colleges within a research university, the School toward tuition, plus a stipend. Tufts students of Arts and Sciences at Tufts University educates participate in ROTC through units at nearby students for transformational leadership in commu- M.I.T. Most classes are held on the M.I.T. campus. nities around the world. Tufts’s tradition of After graduation, a duty commitment is required. innovation dates to the school’s founding in 1852. After undergraduate college graduation, other Today, a multidisciplinary and experiential ROTC medical college scholarships may also be approach defines scholarship and teaching. Faculty available. and students use the curricular framework of the Contacts (at M.I.T.): Air Force: 617-253-4475; arts and sciences to address the great intellectual Army: 617-253-4471; Navy and Marine: and social challenges of the twenty-first century. 617-253-2991. The school has a distinctive style. Excellence in All information regarding federal student aid programs scholarship and teaching are the school’s highest is correct as of April 2014, but is subject to change with priorities; translating inquiry and research into the passage of new legislation. action is a defining theme. The Faculty of Arts and Sciences, the largest of Tufts’s seven schools, For more complete information regarding financial explores collaborative research opportunities across aid policy and procedures, visit the university’s professional schools and around the http://uss.tufts.edu/finaid. world. More than 5,000 students at the undergraduate and graduate levels represent the broad range of intellectual, creative, and personal attributes. The creation of new knowledge in traditional and emerging disciplines, a dedication to globalism and active citizenship, a commitment to humanitarian- ism and diversity in its many forms, and a belief that intellectual discourse and discovery serve the common good are deeply held ideals.

College of Liberal Arts Requirements for Degrees For students entering the College of Liberal Arts, the degree of Bachelor of Arts or Bachelor of Science is awarded after four years (eight semesters) of full-time study and with successful completion of the equivalent of thirty-four credits. A cumulative average of C- (1.67) or higher is required for graduation. No more than two of the thirty-four credits may consist of ﬁeldwork or internship placements. No more than ﬁve of the thirty-four credits may consist of Tufts online courses. Up to two semesters of full-time study after matriculation at Tufts may be spent at other approved four-year institutions or

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on approved foreign study programs. (See Residence 1. Writing Requirement in the general information section for Two semesters of college writing are normally details.) required for graduation in liberal arts. In general, Three-fourths of all courses taken at Tufts with students should complete this requirement in the standard grading must be completed with a grade first year. Most students do so by taking English 1 of C- or better. There is no rigid program of courses (Expository Writing) in the first semester and, in that must be taken by every student. Students are the second semester, English 2 (College Writing regarded as individuals, and each student is Seminar) or Philosophy 1. A Philosophy 1 class encouraged to pursue a course of study appropriate transferred from another college will not count for to his or her training, experience, aptitudes, and English 2 or 4. Students may not count Philosophy plans for the future. Within a framework designed 1 as English 2 if taken before or at the same time as to ensure both breadth and depth in intellectual English 1. Students for whom English is a second development, there is a broad range of choice. language may take English 3 with consent of the Students work with their advisors to select those instructor. Courses taken toward fulfillment of this courses best suited to their particular needs and requirement must be taken for letter grades, except interests. English 3, which is pass-fail. Each student selects courses to fulfill the There are also other alternatives for satisfying foundation and distribution requirements. All the college writing requirement. In summary, the courses used to fulfill these requirements must be requirement may be satisfied in any of the following taken for a letter grade, not pass-fail. A grade of ways: D- or above is passing. Also, a grade of D- or above • Exemption from the entire requirement by will fulfill foundation and distribution requirements. attaining a score of five on the Advanced Placement Test in English Language and Foundation Requirements Composition or English Literature and The faculty recognizes the following elements as Composition; an A on the British A-Level basic to any program leading to a bachelor’s degree exams; or a score of seven on the Higher-Level in liberal arts, whatever a student’s particular International Baccalaureate. interests may be. First, an educated person in our • Exemption from the first half of the require- society must be able to write coherent English and ment by attaining one of the following: a score must be able to apply that writing ability to the of four on the Advanced Placement Test in critical analysis of information and ideas in any English Language and Composition or field. Second, the study of another language and of English Literature and Composition, 760 or foreign cultures is indispensable to a liberal above on the SAT Writing exam, six on the education; such study provides a basis for locating Higher-Level International Baccalaureate, oneself within a larger cultural and international seven at the Subsidiary Level, or a B on the context. Courses in college writing, foreign British A-Level exams. Students so exempted language and culture, and world civilizations from the first half of the requirement must constitute the foundation of a liberal arts education complete English 2. at Tufts. • Satisfactory completion of English 1 or 3 and The foundation requirements should be met of English 2, English 4, or Philosophy 1. early in a student’s college career, so that these • Completion of English 1 with a grade of A or courses may serve as a foundation for later work. In A- (resulting in exemption from the second some cases, a single course may be used toward half of the requirement). This exemption does fulfillment of both a foundation and a distribution not apply to writing courses equivalent to requirement. English 1 that were taken at another college.

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2. Foreign Language/Culture Option PART II. Continued Language Study/ This foundation requirement has two parts. First, Culture Option every student must satisfy a basic language require- After the basic language requirement has been ment, demonstrating knowledge of a foreign satisfied, the student has four options: language through the third-semester college level. 1) To continue study in the foreign language used The second part of the requirement may be satisfied to fulfill Part I until two courses have been com- in several different ways. Students may take pleted at the third-year level; e.g., French 21–22 or advanced courses in the same foreign language or French 31–32, German 21–22 or German 33–44. they may undertake study of a second language. Because the fourth-semester college-level course Students are offered the alternative of studying a (e.g., French 4, Spanish 4) is normally a prerequisite foreign culture through courses taught in English. for courses at the advanced level, the option usually Students who attended a school through grade involves taking three courses beyond the basic twelve where instruction was in a language other language requirement. than English may be exempted from both Parts I and II of the foreign language requirement. They 2) To complete courses through the third college should contact their academic dean in Undergradu- semester level (e.g., Spanish 1, 2, and 3) in a ate Education, Dowling Hall. language different from the one used to satisfy Students who can speak, read, and write Part I. proficiently in a language other than English that is 3) To complete three credits dealing with a single not taught at Tufts, but who attended high school culture or designated cultural area, either the same with English as the language of instruction, should as or different from the language used to fulfill take the following steps: Part I. All three courses must deal with the same 1. Go to http://flats.byu.edu and follow the culture area. For purposes of this requirement, a instructions for language testing. foreign culture is defined as having non-English 2. Arrange with the Academic Resource Center speaking origins. Anglo-American, English, to have the exam proctored. This service is Anglo-Irish, and Anglo-Australian cultures do not available only through the third week that qualify, but Aboriginal Australian, Celtic, and classes are in session during any fall or spring African-American, Latino/a, and Asian American, semester. for example, do to the degree that they are discrete 3. Have the results reported to your academic from the Anglo-American tradition. dean, Dowling Hall. At least one of the three culture credits must No credit is awarded for this option. focus on the region of origin. For instance, a student choosing the East Asian and Diasporas PART I. Basic Language Requirement culture area must take at least one course rooted in Every student must demonstrate competence in a East Asia. second language through the third-semester college Students wishing to submit courses that are not level. Language competence may be determined on pre-approved must petition the Academic Review the basis of a placement examination taken at Tufts, Board; forms are available under Student Forms on the SAT II Subject Test scores, AP scores, or an student services home page. approved college course. Entering students who do 4) Foreign language courses beyond the third- not demonstrate the required level of competence semester college level may be counted as part of the must take college language courses until that level is culture option, e.g., Spanish 4, French 4, or courses reached. American Sign Language may be used to at higher levels. For example, a student who has fulfill this option. completed four semesters of foreign language study may choose to complete the foundation requirement by taking two culture credits in the same culture area as that of the language studied.

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Travel or residence in another country, while Special restrictions apply to Experimental College admittedly educational, may not be applied toward courses. Approval of the Academic Review Board fulfillment of the culture option. Courses accepted must be obtained in all cases. Only one Experimen- for transfer from other colleges or universities may tal College credit may be used as a distribution be used upon approval. requirement. Those courses graded pass-fail may not be used to satisfy any distribution requirement. 3. World Civilizations The world civilizations requirement focuses on an Summary Sheet of Requirements in-depth study of a non-Western civilization or A grade of D- or above will fulfill foundation and civilizations, or the interaction of non-Western and distribution requirements. Western civilizations with equal attention given to both. The definition of the non-Western world is Foundation Requirements considered to include Africa, Asia, the Caribbean, 1. WRITING Latin America, and selected indigenous cultures of 1) Oceania and North America. 2) The course taken in fulfillment of the world civilizations requirement may be used to fulfill the 2. FOREIGN LANGUAGE/CULTURE OPTION culture option or that distribution requirement for Part I: Competence equivalent to three semesters which the course would normally be appropriate, of college language courses. but not both. 1) For courses that are not pre-approved, a petition 2) form is available under Student Forms at 3) http://uss.tufts.edu/stuServ. Part II: Competence equivalent to three semesters Distribution Requirements of college language courses, or culture option. The faculty holds that a student enrolled in any (Fulfill a, b, or c.) program leading to a liberal arts degree must 4) demonstrate a reasonable acquaintance with each of 5) the following five areas of inquiry: the humanities, 6) the arts, the social sciences, the natural sciences, a. Continue in the first language for three more and the mathematical sciences. semesters • A student must take the equivalent of two b. Three semesters in a second language course credits in each area. c. Culture option—there are two ways to fulfill • No more than two of the ten credits may be the culture option: from the same department or program. 1. Continue through the fourth or fifth semester • Students may use only one approved pre- of the language used to fulfill Part I, and take matriculation credit (e.g. AP or IB) toward one or two credits in the same culture area as fulfillment of each distribution area, for a total that language. of five. 2. Take three credits related to a single culture • No single course may be used in more than one either the same as or different from the language distribution area. For example, a history course taken to fulfill Part I. One credit must focus on may be counted as either a humanities or a the region of origin. social science requirement, but not both. • Courses used in the foundation requirement or 3. WORLD CIVILIZATIONS as part of the concentration (major) may also 1) be used to fulfill distribution requirements This credit may also be used toward a culture (with some exceptions noted below). OR a distribution requirement, but not both.

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Distribution Requirements For students with multiple concentrations, no 1. HUMANITIES more than half the credits used to fulfill the require- 1) ments for one concentration may be used to satisfy 2) the requirements for a second or subsequent one. However, for courses taught in a foreign language 2. ARTS beyond the third-year level of instruction, this 1) overlap can be extended: up to 80 percent of the 2) courses used to fulfill the requirements for one concentration may be used to satisfy the require- 3. SOCIAL SCIENCES ments for a second or subsequent one. Departments 1) and programs may further restrict the amount of 2) overlap between concentrations. Students who wish to complete two sets of concentration requirements 4. NATURAL SCIENCES are urged to continue to design such programs with 1) minimal course overlap. 2) Interdisciplinary Studies Major 5. MATHEMATICAL SCIENCES (See also Center for Interdisciplinary Studies) 1) The Interdisciplinary Studies major offers students 2) the opportunity to create a self-designed, individual Only students with a math SAT score below 560 or concentration that draws on courses from at least a math ACT score below 23 may use Math 4 toward two of the following six areas of study: humanities, the mathematical sciences distribution requirement. arts, social sciences, natural sciences, mathematics (quantitative), and engineering. Concentration (Major) Requirement Students proposing an Interdisciplinary Studies The object of the concentration (or major) require- major must have a high degree of initiative and ment is to provide the student with an integrated self-discipline. The Interdisciplinary Studies major and thorough program of study in a well-developed consists of an integrated program of at least ten field of learning. Most students satisfy the concen- credits plus a two-semester thesis or honors thesis tration requirement within established academic (for eligible students) or a substantial project departments and programs, selected from among comparable in scope to a thesis, including a written those listed below. An alternative program, called component. A student who wishes to pursue an the Interdisciplinary Studies major, is available to Interdisciplinary Studies major must submit a students with unique academic interests not detailed application describing the planned clearly encompassed by the established fields of program of study. The student selects an advisory concentration. committee of three faculty members who support All courses used toward fulfillment of the the application, including representatives from concentration requirement must be taken for letter three departments in at least two of the six areas grades. listed above. At least two of the committee members must be full-time members of the Arts and Sciences faculty with the rank of lecturer or Department or Program Major Students are expected to choose their major and to above; at least one of the committee members must have a faculty advisor in the major field during the be a tenured or tenure-track member of the Arts second semester of the sophomore year. With the and Sciences faculty. In consultation with this assistance of the faculty advisor, the student plans a advisory committee, the student develops a concentration program of ten or more courses as rationale for the major, selects courses, and outlines specified by the major department. In some cases, the thesis plan. The proposal is reviewed for the student must complete prerequisite courses in approval by the Center for Interdisciplinary Studies addition to those that constitute the concentration (CIS) Board or its designated subcommittee. program.

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Note: Two credits used to fulfill another major may The degree of Bachelor of Arts or Bachelor of be used toward the Interdisciplinary Studies major; Science is conferred on all students who complete students may not triple major if one major is in this program. Students whose major concentration Interdisciplinary Studies. is applied mathematics, applied physics, astrophysics, biochemistry, biology, biopsychology, chemical For specific information and application guidelines physics, chemistry, cognitive and brain sciences, visit the CIS website: http://cis.tufts.edu. computer science, engineering psychology, environmental studies (as second major only), geological Departmental, Interdepartmental, and Program sciences, geology, mathematics, and physics are Concentrations: eligible to receive a Bachelor of Science or Bachelor Africana Studies German Language and of Arts degree. Those majoring in psychology, American Studies Literature psychology/clinical, and quantitative economics Anthropology German Studies may choose to receive the degree of Bachelor of Applied Mathematics Greek Science or Bachelor of Arts at the time they Applied Physics Greek and Latin Studies complete their degree sheet. Students in all other Arabic History majors will receive a Bachelor of Arts degree. Archaeology Interdisciplinary Studies Students whose multiple majors make them eligible Architectural Studies International Literary and for either a Bachelor of Arts degree or a Bachelor of Art History Visual Studies Science degree may choose between the two when Astrophysics International Relations completing their degree sheet. Biochemistry Italian Studies Biology Japanese Pass-Fail Option Biomedical Engineering Judaic Studies Within the limits stated below, students may elect Biopsychology Latin to have their grades in certain courses recorded Biotechnology Latin American Studies simply as pass or fail. The purpose of this option is Chemical Physics Mathematics to encourage students to extend their academic Chemistry Middle Eastern Studies interests; it is not designed as a safety valve to Child Development Music permit students to carry unrealistic academic loads. Chinese Peace and Justice Studies A student will be graded as usual throughout the Classics Philosophy course, with final grades transcribed by the registrar Cognitive and Brain Physics into pass (if D- or better) or fail. A pass does not Sciences Political Science affect the grade point average; a failing grade is Community Health Psychology averaged into the grade point average. A course that Computer Science Psychology/Clinical has been taken using the pass/fail grading option Drama Religion and for which the student earned a pass may not be Economics Russian repeated for credit. If a class that has been taken Economics/Quantitative Russian and East pass/fail is later needed for a requirement that was Engineering Psychology European Studies not anticipated, the student may submit a petition English Sociology request to his or her academic dean to have the Environmental Studies Spanish originally assigned grade restored. French Women’s, Gender, and In a thirty-four course credit program, students Geological Sciences Sexuality Studies are normally required to take at least twenty-six Geology (WGSS) semester course credits under standard grading; the pass-fail option may be applied to any courses in excess of twenty-six, with the exceptions stated elsewhere in this section.

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Transfer students and those students who Disciplinary (or Departmental) Minor transfer credit to Tufts from programs at other A minor is a coherent group of four to six course institutions must complete three-fourths of their credits that may be a limited version of a field of work at Tufts under standard grading subject to the concentration or a group of courses having closely stated quality requirement. The pass-fail option related subject matter. Minors are optional and in may be applied to courses in the remaining no way replace the field of concentration. The one-fourth of the program, with the exceptions object of a minor program is to present students stated below. with the basic concepts in a single scholarly No distinction is made between regular courses discipline, including an introduction to appropriate that a student elects to take under pass-fail grading methodologies and ways of thinking about the and those courses that may only be taken pass-fail. subject. All decisions with respect to the pass-fail option Students may have only one disciplinary must be made within the first five weeks of any (departmental) minor, regardless of the number of term for sophomores, juniors, and seniors, and majors. Two course credits used toward the within the first ten weeks of any term for first-year departmental minor may be used toward a founda- students. After five weeks (ten weeks for first-year tion, distribution, or concentration requirement. students), the student must complete a course under Students may not complete both a minor and a the grading system then in force or withdraw from concentration (major) in the same discipline. Not the course. For liberal arts students, only electives all departments have minors, so students should may be taken pass-fail; courses taken to fulfill the consult department websites for additional infor- foundation, distribution, concentration, and minor mation. requirements may not be taken pass-fail. Interdisciplinary Minor Additional Graduation Requirements An interdisciplinary minor involves a designated Other courses to complete the thirty-four credits group of five credits from at least three departments required for graduation may be selected without or programs of the university, bringing to bear the restriction. However, students should be guided in knowledge and perspectives of various disciplines their choice by the purpose of promoting breadth on a single subject. In addition to the five credits, as well as depth in intellectual development. In students pursuing an interdisciplinary minor are planning their programs of study, students should required to complete a capstone project such as a keep in mind that a good general education in the research paper, an oral presentation, or a perfor- humanities, the arts, the sciences, mathematics, and mance, which integrates the knowledge and the social sciences is a distinguishing characteristic methodologies of the disciplines involved. of members of all the established professions. There is a wide variety of interdisciplinary Faculty advisors are ready at all times to aid and minors offered within Arts and Sciences (see list counsel in making decisions. below). Students should consult the individual Seniors must file a degree sheet the semester program website and/or program director prior to prior to their expected date of graduation. (Consult declaring a minor. Students may declare a minor Undergraduate Education in Dowling Hall.) only after they have declared a major concentration. Students may have more than one interdisciplinary Undergraduate Minor Programs minor, regardless of the number of majors they A student may have any number of majors and have, and may have an interdisciplinary minor in minors, provided there is only one disciplinary addition to a departmental minor. Two credits used (departmental) minor. All courses used in toward the interdisciplinary minor may be used fulfillment of a minor must be taken for a grade toward a distribution or concentration requirement, (not pass/fail). but not toward a foundation requirement.

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While each interdisciplinary minor has its own Liberal Arts students are limited to five pre- requirements and processes, in general students are matriculation credits toward their degree. Credits responsible for selecting an advisory committee of earned prior to matriculation via Tufts Summer two appropriate faculty members to support and Session are not included in this limit. Only one evaluate the work on the capstone project. Cap- pre-matriculation credit may be used toward stone projects are letter graded by the faculty each of the five distribution areas. If the student advisory committee and can be taken for one-half chooses to take a course that is equivalent to a or one course credit either within the individual pre-matriculation credit received and passes, then program or, if the individual program does not have the pre-matriculation credit will be removed from its own capstone course number, through CIS (CIS the student’s record. Students do not need to take 120: Interdisciplinary Minor Capstone). Individual the next level course in order to keep the pre- interdisciplinary programs provide opportunities for matriculation credit (except where stated). Students students pursuing minors to share knowledge and with more than five eligible Advanced Placement resources in capstone courses, cohort meetings, and/ credits will be awarded five credits by the registrar. or capstone presentation events. If they wish to make any changes, they may do so The programs offering interdisciplinary minors by completing the appropriate form under Student approved by the Subcommittee on Academic Forms at http://uss.tufts.edu/stuServ. Minors of the Committee on Curricula are listed Students who took college classes while still in below and should be consulted for their specific high school may request transfer of credit for those requirements and processes: courses online through iSIS on the Student Services web page. Credit is awarded only for Africana Studies courses taken at a college with regularly enrolled Asian American Studies college students. Some colleges offer their courses Communications and Media Studies at nearby secondary schools for classes composed Cognitive and Brain Sciences entirely of secondary school students; credit is not Film Studies awarded for these courses. Also, students requesting Judaic Studies such credit must provide a letter from their Latin American Studies principal or guidance counselor stating that the Latino Studies course was not used to complete requirements for Leadership Studies the high school diploma. Medieval Studies Tufts does not grant credit for international Multimedia Arts diplomas as a whole; rather, credit is awarded for Urban Studies each approved subject passed at an appropriate Women’s, Gender, and Sexuality Studies level. For possible credit from international diplomas not listed here, students may contact a Pre-matriculation Credits professional academic equivalency service—such as Pre-matriculation credits are defined as credits the World Educational Service—to provide an earned from certain scores on Advanced Placement official evaluation. However, Tufts reserves the right and SAT II examinations, scores on examinations to determine whether or not to accept the evalua- of certain international diplomas, as well as credits tion toward the Tufts degree. earned from college courses taken prior to matriculation at Tufts. These scores and their equivalencies Please note: Health professions graduate programs, such have been determined by the individual depart- as medical and dental schools, will generally expect ments and are listed below. Pre-matriculation actual college science courses with laboratory on the credits are treated as regular course credits, but are transcript. not normally applied toward the concentration.

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ADVANCED PLACEMENT AND INTERNATIONAL DIPLOMA EXAMINATIONS Key: FB = French Baccalaureate IB/SL = International Baccalaureate A-Level = British Certificate of Education IB/HL = International Baccalaureate Subsidiary Level AP = Advanced Placement Higher Level SAT II = SAT Subject Tests

SUBJECT EXAM SCORE CREDIT EQUIVALENT NOTES Anthropology A-level A, B 1.0 ANTH 10 IB/HL 6, 7 1.0 ANTH 10 Art History AP 5 0.0 FAH 1 & 2 Biology AP 5 1.0 BIO 13 or 14 A-Level A, B 1.0 BIO 13 or 14 IB/HL 6, 7 1.0 BIO 13 or 14 Chemistry AP 5 2.0 CHEM 1 & 2 Lose credit if CHEM 11 & 12 are taken 1.0 CHEM 1 If CHEM 2 or 12 is taken at Tufts A-Level A 1.0 CHEM 2 Exempt from CHEM 1 & 11 B 1.0 CHEM 1 Lose credit if CHEM 11 is taken IB/HL 7 1.0 CHEM 2 Exempt from CHEM 1 & 11 6 1.0 CHEM 1 Lose credit if CHEM 11 is taken Chinese AP 5 0.0 CHNS 4 4 0.0 CHNS 3 SAT II 760–800 1.0 CHNS 22 710–750 0.0 CHNS 21 660–700 0.0 CHNS 4 600–650 0.0 CHNS 3 490–590 0.0 CHNS 2 410–480 0.0 CHNS 1 Classics A-level A, B 1.0 CLS AC IB/HL 6, 7 1.0 CLS AC * Computer Science AP 4, 5 1.0 COMP 10 Either COMP A or COMP AB exam A-level A, B 1.0 COMP 10 IB/HL 6, 7 1.0 COMP 10 Drama/Theater A-level A, B 1.0 DR AC IB/HL 6, 7 1.0 DR AC Economics AP 5 1.0 EC AP Students should enroll in EC 5 5/5 2.0 EC 5 & AP If both Macro and Micro are taken A-level A, B 2.0 EC 5 & AC IB/HL 6, 7 2.0 EC 5 & AC * English AP 5 1.0 ENG 1/2 Exempt from writing requirement 4 1.0 ENG 1 Exempt from ENG 1, enroll in ENG 2 SAT II 760 + 0.0 ENG 1 Exempt from ENG 1, enroll in ENG 2 A-level A 1.0 ENG 1/2 Exempt from writing requirement B 1.0 ENG 1 Exempt from ENG 1, enroll in ENG 2 * If both exams are taken, only one will be awarded.

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SUBJECT EXAM SCORE CREDIT EQUIVALENT NOTES * English (contd.) IB/HL 7 1.0 ENG 1/2 Exempt from writing requirement 6 1.0 ENG 1 Exempt from ENG 1, enroll in ENG 2 IB/SL 7 1.0 ENG 1 Exempt from ENG 1, enroll in ENG 2 Environmental Science AP 4, 5 1.0 BIO 7 A-level A, B 1.0 BIO 7 IB/HL 6, 7 1.0 BIO 7 French AP 5 1.0 FR 21 4 0.0 FR 4 3 0.0 FR 3 SAT II 770–800 1.0 FR 22 720–760 0.0 FR 21 660–710 0.0 FR 4 590–650 0.0 FR 3 500–580 0.0 FR 2 420–490 0.0 FR 1 A-level A, B 1.0 FR 3 IB/HL 7 1.0 FR 21 6 0.0 FR 4 5 0.0 FR 3 IB/SL 0.0 Take placement exam FB 1.0 FR 122 German AP 5 1.0 GER 21 4 0.0 GER 4 3 0.0 GER 3 SAT II 770–800 1.0 GER 22 720–760 0.0 GER 21 660–710 0.0 GER 4 600–650 0.0 GER 3 490–590 0.0 GER 2 410–480 0.0 GER 1 IB 7 1.0 GER 21 Both HL & SL 6 0.0 GER 3 Both HL & SL Hebrew SAT II 770–800 1.0 HEB 22 720–760 0.0 HEB 21 660–710 0.0 HEB 4 600–650 0.0 HEB 3 490–590 0.0 HEB 2 410–480 0.0 HEB 1 History AP 4, 5 1.0 HIST AP Max of 2.0 credits are awarded A-level A, B 1.0 HIST AC Continued on next page

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SUBJECT EXAM SCORE CREDIT EQUIVALENT NOTES History (contd.) IB/HL 6,7 1.0 HIST AC Italian AP 5 0.0 ITAL 4 4 0.0 ITAL 3 3 0.0 ITAL 2 SAT II 770–800 1.0 ITAL 22 720–760 0.0 ITAL 21 660–710 0.0 ITAL 4 590–650 0.0 ITAL 3 500–580 0.0 ITAL 2 420–490 0.0 ITAL 1 IB/HL 7 1.0 ITAL 21 6 0.0 ITAL 3 IB/SL Take placement exam Japanese AP 5 0.0 JPN 4 4 0.0 JPN 3 3 0.0 JPN 2 SAT II 760–800 1.0 JPN 22 710–750 0.0 JPN 21 660–700 0.0 JPN 4 600–650 0.0 JPN 3 490–590 0.0 JPN 2 410–480 0.0 JPN 1 Latin AP 4, 5 1.0 LAT 3 3 0.0 LAT 3 SAT II 720–800 1.0 LAT 21 620–710 0.0 LAT 3 480–610 0.0 LAT 2 Mathematics AB AP 4, 5 1.0 MATH 32 Mathematics BC AP 5 2.0 MATH 32, 34 3, 4 1.0 MATH 32 With AB subscore of 4 or 5 Mathematics A-level A 1.0 MATH 34 B 1.0 MATH 32 IB/HL 6, 7 1.0 MATH 32 IB/SL 6, 7 1.0 MATH 30 Further Math IB/SL 7 1.0 MATH 14 Music AP 5 0.0 N/A See department for placement * If both exams are taken, only one will be awarded.

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SUBJECT EXAM SCORE CREDIT EQUIVALENT NOTES Music (contd.) A-level A, B 1.0 MUS AC See department for placement IB/HL 6, 7 1.0 MUS AC See department for placement Philosophy A-level A 1.0 PHIL AC Knowledge and Inquiry Exam A, B 1.0 PHIL 1 IB/HL 6, 7 1.0 Phil AC Physics B AP 5 1.0 PHY 1 Lose credit if PHY 11 is taken 4 1.0 PHY 1 With Mechanics placement exam Physics C AP 5 1.0 PHY 11 Lose credit if PHY 1 is taken 4 1.0 PHY 11 With Mechanics placement exam Physics C (E & M) AP 5 1.0 PHY 12 Lose credit if PHY 2 is taken Physics B & C AP 5/5 2.0 PHY 11, 12 Lose credit if PHY 1 & 2 are taken Physics A-level A 1.0 PHY 2 Lose credit if PHY 12 is taken B 1.0 PHY 1 Lose credit if PHY 11 is taken IB/HL 7 1.0 PHY 2 Lose credit if PHY 12 is taken 6 1.0 PHY 1 Lose credit if PHY 11 is taken *Political Science AP 4, 5 1.0 PS AP A-level A, B 1.0 PS AC Cannot be used toward the major IB/HL 6, 7 1.0 PS AC Cannot be used toward the major Psychology AP 4, 5 0.0 PSY 1 Exempt from PSY 1 A-level A, B 1.0 PSY 1 IB/HL 6, 7 1.0 PSY 1 Sociology A-level A, B 1.0 SOC 1 IB/HL 6, 7 1.0 SOC 1 Spanish AP 5 1.0 SPN 21 4 0.0 SPN 4 3 0.0 SPN 3 SAT II 770–800 1.0 SPN 22 720–760 0.0 SPN 21 660–710 0.0 SPN 4 590–650 0.0 SPN 3 500–580 0.0 SPN 2 420–490 0.0 SPN 1

IB/HL 7 1.0 SPN 21 6 0.0 SPN 3 5 0.0 SPN 2 IB/SL 6, 7 0.0 SPN 2 5 0.0 SPN 1 Statistics AP 4, 5 1.0 MATH 10 A-level A, B 1.0 MATH 10 IB/HL 6, 7 1.0 MATH 10

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Academic Standing/Satisfactory Progress Permanent Academic Withdrawal: A student who Toward the Degree returns from having been required to withdraw for Determination of a student’s academic status is a semester and meets the criteria for academic made by the faculty Committee on Academic probation in any semester after the return will be Standing. The committee reserves the right to subject to a permanent academic withdrawal, make decisions on an individual student’s academic determined by the Committee on Academic progress. Standing.

Academic Alert: A student will be sent an academic Satisfactory Progress Toward the Degree: Liberal arts alert at the end of any semester in which the undergraduates will be alerted by their academic student earned fewer than 3.0 credits but more than dean if they are not earning adequate credits to 1.0, and/or had lower than a 2.0 but higher than a make satisfactory progress toward the degree. 1.66 GPA. Incompletes are not earned credits. Satisfactory progress is defined by the number of credits completed by the end of each semester, as Academic Probation: A student will be considered follow: for academic probation by the Committee on Credits completed Academic Standing at the end of any semester in Fall Spring which the student earned 1.0 credit or fewer and/or First year 3 credits 6 credits lower than a 1.67 GPA. If put on academic SOPHOMORE 10 credits 14 credits probation, the student will no longer be in good academic standing, and notification of this status Junior 19 credits 23 credits will be sent to the student’s advisor and parents or Senior 27 credits 34 credits guardians. To be removed from academic probation, in the following semester the student must Dean’s List complete a minimum of 3.0 credits and earn a Each semester, students who have been enrolled minimum GPA of 1.67, with a cumulative GPA of with a minimum of 4.0 credits, received letter 1.67. Incompletes are not earned credits. grades in a minimum of three credits with no work incomplete (with the exception of Y), and earned a Required to Withdraw: If a student’s academic minimum grade point average of 3.40 in the performance meets the criteria for academic College of Liberal Arts will be placed on the Dean’s probation for a second semester, then the student List in recognition of their academic achievement. will be subject to a required academic withdrawal An indication of Dean’s List status will be placed for one semester. on their permanent record. Students in the combined-degrees program with the New England Summary: Conservatory of Music whose total course load • Academic alert: 1.5–2.5 credits and/or term equals 4.0 credits or more will be awarded Dean’s gpa 1.67–1.99. In good academic standing; List honors at both institutions if they meet Dean’s no transcript notation. List GPA requirements for the course work taken • Academic probation: 0–1.0 credit and/or term at each institution. Students in the combined- gpa 0–1.66. No longer in good academic degrees program with the School of the Museum of standing; no transcript notation; notification Fine Arts whose total course load equals 4.0 credits sent to advisor, parents/guardian. or more will be awarded Dean’s List honors if they • Required to withdraw: Credits and gpa meet meet Dean’s List GPA requirements at Tufts. the criteria of academic probation for a second term. Student considered for withdrawal for one semester; transcript notation; notification sent to advisor, parents/guardian.

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Degrees with Honors Grades in courses taken at institutions other Distinction (cum laude) is conferred at commence- than Tufts shall not be considered as criteria for ment on liberal arts students who achieved a record honors. Exceptions to this rule are courses taken of five credits of A or A- in satisfying their through cross-registration, the domestic exchange concentration requirements, including related fields, rograms, the Mystic Seaport Program, or Tufts and whose cumulative average for all Tufts courses programs abroad. is 3.50 or higher. See also Thesis Honors Program. High distinction (magna cum laude) may be conferred at commencement on liberal arts students Phi Beta Kappa who achieved a record of six credits of A or A- in Founded at the College of William and Mary in satisfying their concentration requirements, Virginia on December 5, 1776, Phi Beta Kappa is including related fields, and whose cumulative the highest national academic honor for students in average for all Tufts courses is 3.65 or higher. the liberal arts. There are chapters of Phi Beta Students must be recommended in writing by their Kappa at 283 colleges and universities. Delta departmental major. Chapter of Massachusetts at Tufts University was Highest distinction (summa cum laude) may be established on September 7, 1892, and women conferred at commencement on liberal arts students became eligible from the time of their acceptance who achieved a record of six credits of A or A- in at Tufts. Although second-semester juniors and all satisfying their concentration requirements and seniors will be considered without any action on whose cumulative average for all courses is 3.80 or their part, students can be recommended for better. Such candidates must also have earned at election to Phi Beta Kappa by their major depart- least one credit of A or A- in four of the five areas ments or programs or by individual professors. of the distribution requirement. All of these A or Election is determined by the student’s cumulative A- grades must be received in courses offered by a average together with his or her program: the department or interdisciplinary program at Tufts or courses selected in the field(s) of concentration and in Tufts Programs Abroad. Please note that in fulfilling the foundation and distribution Advanced Placement scores are not interpreted as requirements, the general nature and difficulty of grades. the program, its breadth and depth, the student’s It is important to emphasize that the numerical progress in the program, and the use of the pass-fail criteria for magna cum laude and summa cum laude option. determine only eligibility for consideration; actual award of these honors is contingent on departmen- Thesis Honors Program tal recommendation. A description of additional The Thesis Honors Program allows students to departmental criteria (such as independent pursue a program of independent study usually research) for honors recommendations is available leading to a senior honors thesis. (In some fields, from each academic department or program. In the thesis may take the form of a creative project or addition, for students recommended for summa research experience.) The principal purpose of the cum laude, the department must supply a letter program is to give special impetus to the develop- supporting the recommendation. Finally, summa ment of self-reliance, individual initiative, habits of cum laude is awarded only by special vote of the critical analysis, and correlation of knowledge. entire faculty, recognizing extraordinary achieve- Departments and programs are responsible for ment in the breadth, as well as the depth, of the establishing specific guidelines for senior theses. student’s intellectual development. Students whose Intensive specialization in a field of knowledge may record includes a serious disciplinary infraction will be considered an appropriate corollary in some not normally be eligible for summa cum laude cases, depending on the student’s individual honors. Exceptions to this policy can be made only approach and the particular area of investigation. after disclosure by the Dean of Student Affairs of Students pursuing a major in Interdisciplinary the details of the infraction and subsequent vote by Studies or a CIS thesis are eligible for thesis the faculty. honors.

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Since this is an honors program, admission is The department or advisory committee is normally restricted to students whose names have empowered to determine the level of thesis honors appeared on the Dean’s List at least two times to be awarded, basing its recommendation on an before their senior year. Students may take on an evaluation of the thesis. Degrees are designated honors thesis with one semester on the Dean’s List bachelor of arts or bachelor of science, with highest if they have transferred to Tufts or have received thesis honors, with high thesis honors, or with special permission from their major department or thesis honors. (Thesis honors will be indicated on program. Application should be made no later than the student’s transcript, but not on the diploma.) the end of the junior year. The student is respon- Students who, in the judgment of the department sible for finding an advisory committee. While or advisory committee, have not attained the three members are recommended, the committee standards required for a thesis honors designation, may have two members, one of whom may be out- but whose work is worthy of a degree, are recom- side the student’s major department. The advisory mended for the bachelor of arts or bachelor of committee is normally chaired by a member of the science degree subject to the general regulations. student’s major department or by the primary Students who, in the judgment of the department faculty advisor in the case of a major in Interdisci- or advisory committee, have attained the standards plinary Studies. The committee will direct the required for a thesis honors designation may also student’s reading and research or other creative receive the degree summa cum laude, magna cum work and will guide the student in preparing for a laude, or cum laude, in accordance with the qualifying examination in the area of investigation. procedures governing degrees with distinction. All such programs will include a thesis course, For answers to frequently asked questions and a which normally will count as two one-semester style sheet, visit the website credits. Students who would like to be recommend- uss.tufts.edu/arc/writingresources/thesis.asp. ed for degrees with honors by departments or programs that require a thesis should be aware that Internship Programs a thesis within their own department or program is Internships provide juniors, seniors, and in some required and a CIS thesis will not usually count as cases sophomores with the opportunity to apply a substitute. various types of knowledge and skills in a field- If you plan to write a thesis, you must submit a based situation. Two internship programs are Senior Honors Thesis Candidate form and return it available: internships for academic credit and to Dowling Hall by the end of September. The internships that award transcript notation but no form is located under Student Forms on the student academic credit. services home page. Internships for academic credit in a wide range The thesis may be of a creative, critical, or of fields are offered by some departments and historical nature, or may embody critical analysis of programs. Students granted internships for the results of experiments carried out by the student academic credit must register for a relevant course under supervision. Its subject and scope will be and have a faculty advisor on campus as well as agreed upon in advance by the student and sponsor professional supervision at their workplace. They and approved by the committee. The completed also complete and submit an internship agreement thesis will be presented for consideration no later at the time they register for the course. All agree- than two weeks before the last day of classes of the ments must be signed no later than the add student’s final semester. deadline of the semester. Participants are expected Each candidate for a degree with thesis honors to demonstrate in a written project the learning is required to undergo examination on the thesis that has taken place on the job by placing the work and on the principal area of investigation (or major experience in an academic context. A minimum of concentration). The specific character of the twelve hours of work each week or 150 hours for examination is determined by each department or advisory committee and may be oral, written, or both.

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the semester is required, and only two one-credit fees, and both course credits and grades are internships are normally accepted toward a degree. recorded at the home institution. Only one No credit is granted retroactively for these activities, cross-registered course at the above institutions may and the two internships may not be done in the be taken per semester. Cross-registration is not same semester. Students may develop their own allowed during Summer Session. Normally,Tufts field placement programs. However, all new students are limited to a total of two courses taken proposals must be submitted to the appropriate in departments for which there is no Tufts equiva- department for approval. Tufts does not accept lent (e.g., business). Tufts students are subject to the transfer credits for internships. requirements of the course taken at the host Students may also participate in the All-College institution, including attendance. Internship Program, which awards transcript Any student from the above institutions wishing notation but no academic credit. A faculty advisor to take a course at Tufts University is subject to the is not needed to participate in this program because same rules as the resident Tufts University students. there is no academic component, but students do One course per fall and spring semester for up to receive official recognition of their work on their twenty enrollments per institution may be taken at transcript. Students register for the internship in the Tufts University Medford, Boston, and Grafton the Career Center by the second week of classes, campuses. This does not include classes being held spend a minimum of 100 hours over the course of at the School of the Museum of Fine Arts. the semester at the site, and complete an evaluation Tufts students may also cross-register for courses form at the close of the semester. Internships at certain schools within the university, with cannot be filed retroactively, and students may permission of the course instructor and the registrar receive no more than two notations on their of the relevant school. transcript. For questions and forms, contact Student Services at 617-627-2000 or email [email protected]. Auditing Tufts undergraduates may audit a class only with Domestic Exchange and Off-Campus permission of the instructor. The student will not Programs be registered for the class, no credit will be received, Tufts offers one-semester student exchanges with and there will be no record of the audit on the Spelman College and Swarthmore College. Juniors student’s transcript. Only students currently in good standing may participate. For the Spelman enrolled at Tufts in the semester may audit. The program, participating students pay tuition, room student is expected to attend class regularly, but the and board (subject to availability), and special fees exact character of each audit must be determined to Spelman. Information on the application and by the instructor at the beginning of the semester. selection process is available from Undergraduate However, the student may not submit papers, take Education. For the Swarthmore exchange program, exams, or participate in any form of evaluation of students pay all charges to their home institution; performance. Auditing for credit is possible through there is no exchange of fees. The course credits and the Experimental College. (See Auditing for grades earned in both exchange programs by Tufts Breadth.) students are recorded on the Tufts transcript. Sophomores and juniors are also eligible to Cross-Registration participate in a one-semester program in American Up to twenty undergraduate Tufts students may Maritime Studies, accredited by Williams College enroll in each of the following institutions during and held at Mystic Seaport, Connecticut. Both the fall and spring semesters: Boston College, credits and grades are recorded on the Tufts Brandeis University, and Boston University. transcript. For more information on this program, Qualifying students must be enrolled full time and contact Undergraduate Education. be in good academic standing in their home institution. The course must be taken for credit and may not be taken pass-fail. There is no exchange of

25 Graduate School of Arts and Sciences >

Graduate School of Arts A full-time student may arrange with an and Sciences instructor to audit a course, but this course will not appear on the student’s academic record. A course The Graduate School of Arts and Sciences is the for which a student has been formally registered academic unit responsible for all post-baccalaureate remains on the record unless a formal petition to degree programs offered through the School of Arts remove it has been approved by the dean within the and Sciences. The advanced degrees offered are the first four weeks of the term. master of arts, master of science, master of fine arts, Prior to their initial registration, all graduate master of arts in teaching, master of public policy, students must complete a medical history and educational specialist, certificate of advanced provide proof of required immunizations. Registra- graduate study, doctor of occupational therapy, and tion will not be allowed for those with missing or doctor of philosophy. incomplete health records. Through its doctoral programs, the Graduate School of Arts and Sciences aims to advance Cross-Registration— knowledge and to develop intellectual leaders in Graduate School Consortium selected areas of the natural sciences, social sciences, Full-time students in the Graduate School of Arts and humanities. In order to encourage the close and Sciences and graduate students in the School association of doctoral candidates and faculty, the of Engineering may enroll in any semester for one number of programs offered is relatively small and graduate course in the Graduate School of Arts and the number of students admitted to each is limited. Sciences at Boston College, Boston University, or Through its wider variety of master’s level pro- Brandeis University. Students who wish to cross- grams, the school provides students with a focused register should consult the instructor in the education and specific skills to further their particular course and should expect to satisfy the professional careers. The programs leading to these prerequisites and requirements normally required degrees are described in this bulletin. for admission to that course. Cross-registration is not permitted in any summer school. Courses Admission satisfactorily completed (B- or better) at one of the Graduate program and application information is three consortium schools automatically appear on available online at http://gradstudy.tufts.edu/ the student’s Tufts transcript and may be counted Admissions. The application must be accompanied toward degree requirements. by a nonrefundable application fee. The fee is A student at Tufts University who wishes to waived if the applicant is a current Tufts under- enroll in a graduate course at one of the host graduate, graduate, or certificate student. Depart- institutions should obtain a registration permit ments can also supply information about their from the Student Services center in Dowling Hall graduate programs. The deadlines and requirements and present it to the graduate registrar of the host for admission vary by program. institution. The host institution reserves the right to terminate the student’s participation at that Registration institution at any time. A full-time graduate student All graduate students must be registered, or on an at Tufts University may also enroll for two graduate approved leave of absence, each academic year term. courses during any semester at the Fletcher School If all required courses—including any thesis of Law and Diplomacy or the Friedman School of courses—have been completed, master’s candidates Nutrition Science and Policy. Cross-registration must register for courses 401 (part-time) or 402 forms are available at Student Services in Dowling (full-time) in their departments, and doctoral Hall. candidates must register for courses 501 (part-time) Tufts is also a member of the Graduate Consor- or 502 (full-time) in their departments. tium in Women’s Studies (GCWS) at MIT. For information about course offerings and application materials, go to http://web.mit.edu/gcws.

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Graduate Career Advancement Program Combined Bachelor’s/ The Graduate Career Advancement Program Master’s Degrees Program (GCAP) allows someone with a baccalaureate This program, which is offered on a limited degree to take courses for credit or audit during the department-by-department basis, is conducted academic year without being matriculated into a jointly by the undergraduate colleges and the degree program. In addition to taking courses for graduate schools. Exceptional students may personal enrichment, GCAP students enroll to undertake studies combining undergraduate and become familiar with a graduate or professional graduate courses, and are simultaneously enrolled in degree program, to strengthen their academic bachelor’s and master’s degree programs. However, record, or to advance their careers. Admission to courses counted toward the completion of one any course is at the discretion of the instructor and degree may not be used for the other. Combined- is subject to the availability of space. For students degrees students must pay four years of undergrad- who later matriculate as graduate students at Tufts, uate tuition and the entire tuition for the master’s a maximum of two relevant courses are transferable degree. to a master’s degree. Transfer of Credit Certificate Programs After matriculating in the Graduate School of Arts For those interested in earning professional and Sciences or the School of Engineering, eligible credentials in a concentrated format, graduate-level students may apply for transfer credit for graduate- certificate programs are available in bioengineering, level courses taken at Tufts or at other institutions. biotechnology and biotechnology engineering, A maximum of two graduate-level courses (one for civil and environmental engineering, community M.F.A. candidates) taken either as a non-degree environmental studies, computer science, environ- student at Tufts or at another institution may be mental management, epidemiology, human- transferred and used to fulfill requirements for a computer interaction, management of community master’s degree subject to the following conditions. organizations, manufacturing engineering, micro- Credits transferred must carry the grade of B- or wave and wireless engineering, museum studies, better, have been taken within the past five years, program evaluation, science education, and and not have been counted toward another degree. advanced professional study in occupational therapy, Tufts certificate students may request to transfer including concentrations in school-based practice two additional courses from the College of Special and in hand and upper extremity rehabilitation. Studies. In all cases, courses to be transferred must Post-baccalaureate minor programs in computer be approved by the department and the Graduate science and civil and environmental engineering are School of Arts and Sciences or the School of also available. Tufts certificate students may transfer Engineering. Transfer of credit request forms are up to four relevant courses to a master’s degree. available online at http://gradstudy.tufts.edu/ studentservices/forms.htm. Reserving Graduate-Level Courses While an Undergraduate Master’s Degree Tufts undergraduate students may reserve graduate- Residence and Course Requirements level courses taken prior to completion of their The minimum residence requirement for the baccalaureate degree that are not needed for master’s degree is two terms of graduate study. The completion of those degree requirements. Through degree requires a program of advanced study of at arrangement with the registrar, these courses are least eight courses or the equivalent. The specific designated on the transcript and may be applied requirements of the various departments are given toward a master’s degree at Tufts or elsewhere. in this bulletin. Additional courses beyond the first eight are required in many programs. Courses counted for credit for one degree may not be used for another. A student seeking two separate master’s degrees must meet the stated requirements for each degree. Tuition will be charged for both degrees.

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Thesis years. The program consists of twenty-three course In some departments, a thesis is required for the credits taken over three years, resulting in a jointly master’s degree; in others, the thesis is optional or is advised thesis. not required. A thesis should show the student’s The Graduate School of Arts and Sciences and competence in independent investigation and the Friedman School of Nutrition Science and should demonstrate critical power as well as ability Policy administer a combined-degrees (M.A./M.S.) in expression. program for students interested in urban and environmental policy and agriculture, food, and Foreign Language environment. Students must be accepted simultane- Some departments require demonstration of ously by both the Friedman School of Nutrition proficiency in an approved foreign language. The Science and Policy and the Department of Urban schedule for proficiency exams is available from the and Environmental Policy and Planning within the graduate arts and sciences dean’s office. Graduate School of Arts and Sciences, and must complete the two degrees within five years. The Comprehensive Examination program consists of twenty-three course credits that Candidates for a master’s degree may be required to include a two-credit thesis. pass a comprehensive examination conducted by a The Graduate School of Arts and Sciences and committee of the graduate faculty. The character of the School of Medicine administer a combined- the examination is determined by each department, degrees (M.A./M.P.H.) program for students and may be either oral or written or both. interested in urban and environmental policy and public health. Students must be accepted by both Recommendation for the Degree the M.P.H. Program at the School of Medicine and Candidates for the master’s degree must submit an the Department of Urban and Environmental application to graduate and complete the graduate Policy and Planning within the Graduate School of exit survey. The candidate cannot be recommended Arts and Sciences. The program consists of to the faculty for a degree unless the application to twenty-three course credits, including a thesis or graduate is completed, endorsed by the department, capstone exam. The program normally requires six and submitted to Student Services in Dowling semesters of full-time study and must be completed Hall. See the Graduate Student Handbook for within five years. details. The Graduate School of Arts and Sciences and the Boston College School of Law administer a Time Limit combined-degrees (M.A./J.D.) program. Students All credits to be counted toward a master’s degree apply to each school independently and may must be earned within five calendar years just prior complete the program in four years. to the granting of the degree. Candidates for the M.F.A. must complete all degree requirements in Doctor of Philosophy Degree three years. Petitions for extension of time require The doctor of philosophy degree is conferred by the approval of the Graduate School of Arts and the university only to advanced students who Sciences or the School of Engineering. demonstrate exceptional achievement in original scholarship. This degree prepares students to Combined-Degrees Programs become scholars, to make original contributions to The Graduate School of Arts and Sciences and the their field, and to communicate and disseminate Fletcher School of Law and Diplomacy administer this information to others. Doctoral candidates will a combined-degrees (M.A./M.A.L.D.) program in develop their ability to evaluate critically and international environmental policy. Students must synthesize information from many sources and be accepted simultaneously by both the Fletcher apply it to specific problems. Students must practice School of Law and Diplomacy and the Department their work ethically, as appropriate to that field. of Urban and Environmental Policy and Planning During the dissertation, the student is apprenticed within the Graduate School of Arts and Sciences to a faculty advisor who is an expert in the field of and must complete the two degrees within five inquiry.

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

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Interdisciplinary Doctorate Extension of Degree Time The Interdisciplinary Doctorate (ID) was estab- Master’s students are expected to complete their lished to accommodate students interested in degree within five years, M.F.A. students within pursuing doctoral-level studies in areas that cannot two years, OTD students within five years, and be accommodated in the other doctoral programs doctoral students within seven years. A student within the Graduate School of Arts and Sciences should consider applying for an extension of time and the School of Engineering. The admissions when he/she is actively working on program committee considers applications from those who requirements and needs more time to complete are familiar with the Tufts graduate-level offerings them, but is confident that the work will be and with its faculty, and whose research area is completed within the additional year if it is truly interdisciplinary and carefully matched to the approved. Students should not request an extension university’s human, intellectual, and physical of time if substantial progress cannot be made resources. The application process places the burden within the additional year provided. See the of acquiring this information on the applicant. A Graduate Student Handbook for details. standing committee of the graduate school, the Interdisciplinary Doctorate Overseers Committee Grades (IDOC), serves as the admissions committee and Grades of scholarship are expressed by one of the will monitor the progress of all students matricu- following letters: lated into the program. A Superior work In addition to the standard application material, B Meritorious work ID applicants must submit a proposal for inter- C Not acceptable for graduate credit disciplinary doctorate study, as well as documents D Not acceptable for graduate credit pertaining to the student’s advisory committee. F Failure These will all be examined by IDOC at one of its P Not acceptable for graduate credit twice-yearly admissions meetings, and follow-up S, U Grades of S (Satisfactory) and U (Unsatisfactory) with the candidate and his/her advisory committee may be given by the instructor in special topics may be required. For information about the courses, courses in supervised teaching, research admissions and program requirements for the courses, certain graduate colloquia, and thesis and Interdisciplinary Doctorate, go to dissertation courses. http://gradstudy.tufts.edu. The following symbols are also used: Leave of Absence I Incomplete: an indication that more time will be A leave of absence, which stops the clock toward allowed to complete the work, specifically within six time to degree completion, is usually allowed for weeks of the first day of classes in the subsequent reasons of ill health or other personal contingencies. semester (fall or spring only; summer terms To be granted a leave of absence, a student must excluded). complete a leave of absence request form and W Withdrawn: an indication that a student has been submit it to Student Services in Dowling Hall. The permitted to withdraw from a course after the fifth student’s advisor must provide written support for week of a semester, but no later than the last day of the request. A leave of absence will not be granted classes. for more than one year. See the Graduate Student Y Work not scheduled for evaluation during the Handbook for details. current term.

Changes in Course Grades: Statute of Limitations Effective education requires timely and objective evaluation of students’ academic work, using clear, standard, fair and public criteria. Such standards should be listed in the course syllabus. While criteria differ across disciplines and faculty, and

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while the ultimate responsibility for setting Academic Standing standards and evaluating performance rests with The faculty has adopted the following statement departments and individual faculty, submitted relative to academic standing and degree progress. grades are final and not subject to negotiation. In order to remain eligible to continue in a degree, Exceptions should be limited to correcting clerical certificate, or post-baccalaureate program and/or to and calculation errors, and correcting deviations receive various types of financial assistance, from stated criteria. Of course, students do have the including federal aid, a graduate student must right to know the basis of a grade, and faculty maintain good academic standing and be making should be open to that post-semester conversation. adequate progress toward the degree or certificate. Following such conversation, students who believe Note: Honors standing is not given in the graduate that an error or deviation remains may appeal to school. the department chair and, if necessary, subsequently The following are the minimum requirements; to the Dean of the Graduate School of Arts and departments have the right to impose additional Sciences, or to the Associate Dean of the School of criteria for good academic standing. (1) It is Engineering. expected that a student will complete all courses taken for credit with the grade of B- or better. Policy on Incompletes Courses for which a student receives a grade lower An incomplete may be awarded only if the student than B- may be retaken only once. The original has done substantial work in the course, the instruc- grade earned remains in the student’s record. tor judges the reasons for granting incomplete Departmental regulations should be consulted with status to be valid, and the instructor determines regard to policy concerning make-up credit for a that the work can be completed in the time failed course. A student with any two grades lower specified on the incomplete form. The instructor is than B- is not in good academic standing. (2) It is responsible for specifying on the incomplete form expected that incomplete grades will be completed the reason for the incomplete grade and the in the specified six-week time frame (unless an conditions that must be satisfied for the awarding extension of this deadline has been given in writing of a grade. A copy of this form must be submitted to the registrar). A student with 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) is not in good academic standing. incomplete before the date of the required work and (3) A student may only have one grade lower than sign the contract. a B- or one incomplete existing for more than one If an incomplete is granted, all work in the semester in order to remain in good academic course must be completed on or before the date six standing. (4) All comprehensive and/or qualifying weeks after the first day of classes in the subsequent examinations and language examinations for semester (fall or spring only; summer terms graduate students must be passed within the time excluded). If the student has completed the work limits established by the various departments. Most within the stated time, it will be evaluated without departments offer a second opportunity for students prejudice. Upon the student’s completion of work who do not pass qualifying or other examinations in the course, the instructor must submit a final on the first try, but departmental regulations should grade to the registrar within eight weeks after the be consulted. (5) Deadlines established by depart- first day of classes of the subsequent semester. If a ments for submission of thesis outlines and course is not completed by the designated time, the dissertation proposals, for the completion of student will receive the default grade specified on internships or other field experience, and for regular the incomplete form. Under exceptional circum- evaluations of research progress must be met. (6) stances, an extension of the six-week deadline may The completion of all degree requirements must be granted with the written approval of the take place within the time limits established for the instructor and the graduate dean. Any such various programs. agreement must be put on file at the registrar’s Deviation from any of the above requirements office. constitutes evidence that the student is making inadequate degree progress and is no longer in good

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academic standing. Thereupon the student will be The Trustees of Tufts University reserve the administratively withdrawn unless recommended right to change the tuition or to establish additional otherwise by the department or departmental fees or charges for special features or services committee and/or an exception is granted by the whenever in their opinion such action is deemed dean. Only the deans of the Graduate School of advisable. Arts and Sciences and the School of Engineering may administratively withdraw an enrolled graduate Student Activity Fee student. The student will be informed of the All graduate students pay an annual student activity recommendation. Appeals may be made to the fee. The monies are used by the Graduate Student dean. Council to support the interests of graduate students. Office of the Dean of Student Affairs Graduate students’ primary academic relationships Penalty Fees are with their department. However, the personnel A penalty fee is charged for late payment of any of the Office of the Dean of Student Affairs in university charge. Any loss or damage to university Dowling Hall are available for concerns outside property for which the student is responsible, academic life. Graduate students should refer to including breakage of equipment in a laboratory, is http://uss.tufts.edu/studentaffairs to become charged to the student. familiar with university rules. Breaches of rules will be referred to the Office of the Dean of Student Financial Assistance Affairs for investigation and, when appropriate, To help students whose records indicate scholarly disciplinary action. Students writing theses or promise, the university makes available a variety of dissertations should be particularly sensitive to awards and work opportunities. Tuition scholar- standards of acceptable research and presentation. ships and fellowships are normally granted for one academic year; therefore, a registered student who Expenses holds a scholarship or fellowship must apply Tuition annually to the department for a renewal. All Tuition for graduate students in the Graduate awards are granted and accepted with the under- School of Arts and Sciences and the School of standing that they may be revoked or reduced at Engineering varies by program. For an arts and any time for inadequate progress toward the degree sciences master’s degree requiring eight to twelve as defined by departmental standards. Ordinarily, courses, one full year’s tuition is charged. For no student may hold a fellowship, scholarship, or programs requiring additional course work, tuition teaching assistantship for more than two years of is charged for two years. For an arts and sciences study for a master’s degree, or for more than five doctoral degree, full tuition is charged for five years. years of study for the doctoral degree. Priority in Engineering master’s programs require full tuition making awards is given to full-time students. payment for three semesters unless a student has registered for all ten credits required for the degree Scholarships and completed all required courses (excluding thesis A tuition scholarship is an award, on grounds of or project) in fewer than three semesters. For an scholarly ability and need, of financial credit that engineering doctoral degree, full tuition is charged may be used exclusively for remission of tuition for nine semesters unless the student enters the during the academic year. A limited number of full program with an appropriate master’s degree, in scholarships and a larger number of partial which case tuition is charged for six semesters. Part- scholarships are available. Scholarship students are time graduate students in both schools are charged responsible for payment of tuition charges above for each course/credit taken until their degree is those covered by their particular scholarship as well completed. Current tuition rates for each school are as all fees. available on the Web at http://gradstudy.tufts.edu.

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

33 COLLEGE OF SPECIAL STUDIES >

College of Special Studies Graduate Career Advancement Program and Graduate Certificates The College of Special Studies offers a variety of The Graduate Career Advancement Program, academic programs. One is the B.F.A. degree which allows holders of baccalaureate degrees to program offered in conjunction with the School of enroll in courses at Tufts to prepare for further the Museum of Fine Arts. The other programs of study or simply to expand their knowledge of the college are intended to provide quality educa- particular disciplines, is offered through the College tion on a non-degree basis, primarily, but not of Special Studies. A number of advanced exclusively, to nontraditional students. certificate programs are also offered through the College of Special Studies. Each program consists School of the Museum of Fine Arts of a coherent set of credit-bearing courses in an In accordance with Tufts University’s affiliation emerging or rapidly evolving field. The certificate with the School of the Museum of Fine Arts, a can serve as a credential for professional advance- student may apply as a candidate for the bachelor ment or as an intermediate step toward a master’s of fine arts degree. After acceptance into the B.F.A. degree. For more information, visit program, students take their studio art courses at http://gradstudy.tufts.edu. 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 76 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 Graduate School of Arts and Sciences for the M.A.T. in art education after completing the B.F.A. 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 www.smfa.edu/getting-into-smfa, write [email protected], or call 617-369-3626 or 800-643-6078.

34 School of Engineering >

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 arts college. Our size and educational philosophy preparation for careers in architecture, medicine, support a distinctive sense of community, a diversity dentistry, veterinary medicine, law, public health, of perspectives, and a student-centric learning human factors, urban planning, and biomedical environment. Engineering curricula across a wide engineering. The school offers twelve bachelor of spectrum of majors emphasize project-based science degrees: bachelor of science in biomedical learning, the nurturing of leadership skills, and engineering, chemical engineering, civil cultivation of creativity through innovative design. engineering, computer engineering, computer Close partnerships with Tufts’ cadre of excellent science, electrical engineering, environmental undergraduate, graduate, and professional schools, engineering, mechanical engineering, engineering coupled with a long tradition of collaboration, science, engineering, and engineering physics, and provide a strong platform for interdisciplinary bachelor of science (no major). education and scholarship. Proximity to a thriving The programs of study leading to these degrees Boston metropolitan area facilitates close relation- differ in structure and in the manner in which ships with local industry and research labs, student they are administered. Departments administer internship and employment opportunities, and the professional degrees in programs accredited by the committed engagement of seasoned practitioners in Engineering Accreditation Commission (EAC) the school professoriate. or the Computing Accreditation Commission (CAC) of ABET, Inc., for students who wish to be Mission recognized as practicing professionals, especially • To educate engineers committed to the those who wish to become registered professional innovative and ethical application of science engineers. Whereas the professional degree and technology in addressing the most programs are the most structured, the bachelor of pressing societal needs science degree program without any major is the • To develop and nurture twenty-first-century most flexible. Through consultation with an leadership qualities, perspectives, and skills in individual faculty member in the Department of our students, faculty, and alumni Civil and Environmental Engineering, students • To develop and disseminate transformational may pursue an individualized program of study new knowledge and technologies that further leading to the bachelor of science degree. The the well-being and sustainability of society bachelor of science in engineering and engineering • To provide national leadership in enhancing science programs are also administered by the the role and visibility of the engineering Department of Civil and Environmental profession in the education of our youth and Engineering and allow for some departure from the development and implementation of public the curriculum for the professional degree. The policy Department of Mechanical Engineering administers a bachelor of science degree program for students who are interested in the field of human factors and ergonomics. The Department of Electrical and Computer Engineering, in cooperation with the Department of Physics, offers a

35 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 Bachelor of Science in Engineering Bachelor of Science Bachelor of Science in Engineering Bachelor of Science UNDERGRADUATE DEGREE UNDERGRADUATE Bachelor of Science in Civil Engineering* in Civil Bachelor of Science Bachelor of Science in Computer Science* in Computer Bachelor of Science Bachelor of Science in Engineering Physics in Engineering Bachelor of Science Bachelor of Science in Engineering Science in Engineering Bachelor of Science Bachelor of Science in ElectricalBachelor of Science Engineering* Bachelor of Science in Chemical Engineering* Bachelor of Science Bachelor of Science in Computer Engineering* in Computer Bachelor of Science Bachelor of Science in Biomedical Engineering* Bachelor of Science Bachelor of Science in MechanicalBachelor of Science Engineering* Bachelor of Science (in Engineering Psychology) (in Engineering Bachelor of Science Bachelor of Science in Environmental Engineering* in Environmental Bachelor of Science UNDERGRADUATE DEGREES — TUFTS UNIVERSITY SCHOOL OF ENGINEERING TUFTS DEGREES — UNDERGRADUATE ENGINEERING ENGINEERING ENGINEERING DEPARTMENT COMPUTER SCIENCE COMPUTER CIVIL & ENVIRONMENTAL CHEMICAL & BIOLOGICAL CHEMICAL & BIOLOGICAL ELECTRICAL & COMPUTER BIOMEDICAL ENGINEERING MECHANICAL ENGINEERING * ABET Accredited Program * ABET Accredited

36 School of Engineering >

bachelor of science in engineering physics. This INTRODUCTORY COURSE REQUIREMENT program combines a mastery of the fundamental The introductory courses consist of ten credits: principles of physics with the professional aspects of a. Mathematics 32, 36, 42, 51 (or 61 for computer engineering. science majors) b. Physics 11 Professional Degree Requirements c. Chemistry 1 Bachelor of Science in Biomedical Engineering d. One-credit course in introductory engineering (B.S.B.M.E.) e. Intro to Computers (one credit) Bachelor of Science in Chemical Engineering (B.S.CH.E.) f. Physics 12 or Chemistry 2 Bachelor of Science in Civil Engineering (B.S.C.E.) g. One approved natural science elective credit Bachelor of Science in Computer Engineering (B.S.CP.E.) http://engineering.tufts.edu/academics/ Bachelor of Science in Electrical Engineering (B.S.E.E.) Please see undergradprograms/faq.htm Bachelor of Science in Environmental Engineering for more information. (B.S.EV.E.) FOUNDATION REQUIREMENT Bachelor of Science in Mechanical Engineering (B.S.M.E.) There are eight credits required by the student’s department of concentration and selected from The programs leading to these degrees are among the following: computer science, mathemat- accredited by the Engineering Accreditation ics, natural science, engineering science, engineering Commission (EAC) of ABET, Inc. topics, and general education topics.

Bachelor of Science in Computer Science (B.S.C.S.) CONCENTRATION REQUIREMENT The Department of Computer Science administers The twelve credits that constitute the concentration the program leading to Bachelor of Science in requirement for a particular degree are determined Computer Science (in the School of Engineering) by the department offering the degree. accredited by the Computing Accreditation Commission (CAC) of ABET, Inc. This program HUMANITIES, SOCIAL SCIENCES, AND ARTS combines mastery of computer science with the REQUIREMENT breadth and practicality of an engineering educa- There are six course credits required in the tion. It is for students who desire a knowledge of humanities, social sciences, and arts. English 1 or 3 computer science, computer systems, and computer is a required course. Courses selected must include applications without the hardware courses required a minimum of one credit each in the areas of for the computer engineering degree. humanities and social sciences. In addition, at least The requirements for these professional degrees two course credits must be taken in the same in engineering are thirty-eight credits to be department. Ex-college courses are excluded, distributed as detailed below. including those approved for distribution credit by Of the thirty-eight course credits required for the College of Liberal Arts. See http://engineering. the professional degrees accredited by the Engi- tufts.edu/academics/undergradprograms/faq.htm neering Accreditation Commission of ABET, a for more information on accepted courses in minimum of 9.5 course credits must be college- Humanities, Social Sciences, and Arts. level math and science appropriate to the discipline, and a minimum of 14.5 course credits must be FREE ELECTIVE REQUIREMENT engineering consistent with ABET general and There are two free elective credits to complete the program criteria (www.abet.org). thirty-eight credits required for these degrees. The courses selected to fulﬁll the two free elective credits may be chosen without any restriction.

37 School of Engineering >

Pre-Matriculation Credits Pre-matriculation credits are deﬁned as credits earned from certain scores on Advanced Placement and SAT II examinations, scores on examinations of certain international diplomas, and credits earned from college courses taken prior to matriculation at Tufts. These scores and their equivalencies have been determined by the individual departments. Pre-matriculation credits are treated as regular course credits and accepted toward satisfaction of the degree requirements. If the credit 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.

38 School of Engineering > 32 ath M 4 Not accepted Not accepted Not accepted Not accepted Not accepted Not accepted Not accepted Not accepted One credit for English 1 for One credit One credit for for One credit One credit (Humanities) One credit One credit (Free Elective) (Free One credit One credit (Free Elective) (Free One credit One credit (Free Elective) (Free 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 Placement Exam (offered during orientation), during orientation), Exam (offered Mechanics Placement AP Sc ores 14) B io 32 1 and 2 32 and 36 ath M 13 ( or ath C hem M 5 B io One credit for English 1 for One credit One credit for for One credit One credit (Humanities) One credit One credit (Humanities) One credit (Humanities) One credit One credit (Free Elective) (Free One credit One credit (Free Elective) (Free One credit One credit (Free Elective) (Free One credit One credit (Social Sciences) One credit Two credits for for credits Two Two credits for for credits Two One credit for 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 One credit and Magnetism: TUFTS UNIVERSITY SCHOOL OF ENGINEERING—Advanced Placement Credit (2014–2015) Credit Placement UNIVERSITY SCHOOL OF ENGINEERING—Advanced TUFTS Latin Biology English German Statistics Subject Chemistry US History Economics World History World French/Spanish 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 Computer Science A and/or AB Science Computer (max 2 credits even if all three taken) if all three History even (max 2 credits

39 School of Engineering >

SAT II CREDIT International Diploma Credit Tufts does not grant credit automatically for the Subject One Credit, Language 21 diploma as a whole; rather, credit is awarded for (Humanities) for SAT II Scores each approved subject passed at an appropriate Chinese 760–800 level. French 770–800 For possible credit from all other international German 770–800 diplomas, students must contact a professional academic equivalency service—such as the World Hebrew 770–800 Educational Service (WES)—to provide an ofﬁcial Italian 770–800 evaluation. Tufts accepts possible credit only for Japanese 760–800 certain scores on standardized examinations and Latin 720–800 reserves the right to determine equivalencies toward the Tufts degree. Spanish 770–800

If tests are taken in both language and literature, only one credit will be awarded for each language.

BRITISH GENERAL CERTIFICATE OF EDUCATION A-Level

SUBJECT GRADE CREDIT Biology A or B 1 credit, Bio 13 and Bio 14 Computer Science A or B 1 credit (Free Elective) English A or B 1 credit, English 1 Environmental Science A or B 1 credit (Free Elective) Foreign Languages A or B 1 credit, Language 4 (Humanities) Mathematics A or B 1 credit, Math 32 Physics A or B 1 credit, Phy 11 All other approved subjects A or B Contact Student Services – Dowling Hall

INTERNATIONAL BACCALAUREATE Higher Level

SUBJECT GRADE CREDIT Biology 6 or 7 1 credit, Bio 13 or Bio 14 Chemistry 6 or 7 1 credit, Chem 1 Computer Science 6 or 7 1 credit (Free Elective) English 6 or 7 1 credit, English 1 Environmental Science 6 or 7 1 credit (Free Elective) Foreign Languages 6 or 7 1 credit, Language 21 (Humanities) Mathematics 6 or 7 1 credit, Math 32 Physics 6 or 7 1 credit, Phy 11 Psychology 6 or 7 1 credit, Psy 1 (Social Science) All other approved subjects 6 or 7 Contact Student Services – Dowling Hall

40 School of Engineering >

INTERNATIONAL BACCALAUREATE Subsidiary Level

SUBJECT GRADE CREDIT English 7 1 credit, English 1

Engineering Double Majors Engineering Management Students pursuing a major within the School of Administered by the Gordon Institute Engineering may undertake a second major with Entrepreneurial Leadership the consent of the respective department in the Administered by the Gordon Institute College of Liberal Arts or the School of Engineer- Environmental Science and Policy ing. To do so, the student must notify the depart- (For engineering students only) Department of Civil and ment of the second major at least one semester Environmental Engineering before graduation. No more than half the courses Geoengineering used to fulfill the requirements for one concentra- (For liberal arts students) Department of Civil and tion may be used to satisfy the requirements for a Environmental Engineering second or subsequent one. Students may not Human Factors Engineering complete the second or subsequent concentration in Department of Mechanical Engineering the same discipline. Multimedia Arts Students following the bachelor of science in (For liberal arts and engineering students) Department of engineering and the bachelor of science in engi- Electrical and Computer Engineering. Administered by the neering science are considered to have engineering Communications and Media Studies Program and engineering science, respectively, as majors and Music Engineering may participate in double-major programs. (For liberal arts and engineering students) Department of Mechanical Engineering Undergraduate Minor Programs Musical Instrument Engineering In addition to completing the courses for the (For liberal arts and engineering students) Department of concentration requirement, an undergraduate may Mechanical Engineering elect to enroll in a minor program in the College of For more information, see departmental listings in Liberal Arts or the School of Engineering. All this bulletin. courses used in fulfillment of the minor program must be taken for a grade. No more than two Dean’s List courses used to fulfill a foundation or concentration Each semester, students who have been enrolled requirement may be counted toward fulfillment of with a minimum of 4.0 credits, received letter the minor. grades in a minimum of three credits, completed every course in which they were enrolled with no Minor programs offered in the School of work incomplete (with the exception of Y), and Engineering are: earned the minimum grade point average of 3.2 will Architectural Engineering be placed on the Dean’s List in recognition of their (For liberal arts students) Department of Civil and academic achievement. An indication of Dean’s List Environmental Engineering status will be placed on their permanent record. Biotechnology Engineering Department of Chemical and Biological Engineering Pass-Fail Option Computer Science The spirit of the pass-fail option is to encourage Department of Computer Science academic exploration. A maximum of eight Engineering Education pass-fail credits may be counted toward the total Administered by the Center for Engineering Education credits required for graduation. No introductory, and Outreach foundation, or departmental concentration course may be taken pass-fail. Normally, no more than one

41 School of Engineering >

course per semester may be taken pass-fail. No Required to Withdraw for One Semester distinction is made between regular courses that The Committee on Academic Standing will students elect under the pass-fail grading and those consider requiring a student to withdraw for one courses in which grading is pass-fail. Refer to the semester if that student meets the criteria for academic calendar for deadlines. After the deadline, academic probation after having previously been the only choices are to complete a course under the placed on academic probation in any prior semester existing grading system or to withdraw for the while at Tufts (consecutive or not). remainder of the term. Please see http://go.tufts. edu/EngineeringAdvising for more information. Permanent Academic Withdrawal A student who returns from having been required Academic Standing/Satisfactory Progress to withdraw for a semester and meets the criteria Toward the Degree for academic probation after the semester of the The following are guidelines for maintaining return will be considered by the Committee on satisfactory progress toward the degree. Determina- Academic Standing for permanent academic tion of a student’s academic status is made by the withdrawal. faculty Committee on Academic Standing. Grade Requirements Academic Alert For graduation, grades of C- or better are required A student will be sent an academic alert at the end in 67 percent of the courses submitted for the of any semester in which the student fails to make degree. It is expected that grades of C- or better satisfactory progress and/or earns a semester GPA will be earned in at least 75 percent of the courses lower than 2.0 but not lower than 1.67. Notification taken in the concentration. of this status will be sent to the student’s advisor. Satisfactory progress is defined by the number of Degrees with Honors credits completed by the end of each semester, as Distinction (cum laude) is conferred at commence- follows: ment on deserving students who earned an Credits completed academic average of 3.20 or higher. Fall Spring High distinction (magna cum laude) is conferred First year 3 7 at commencement on deserving students who have an academic average of 3.50 or higher. SOPHOMORE 12 17 Highest distinction (summa cum laude) is Junior 22 27 conferred at commencement to deserving students Senior 32* 38* who have a cumulative grade point average of 3.80 or higher. * For BS degrees (Engineering Psychology and No Major): These nominations are approved by a special Senior Fall, 31; Senior Spring, 36. vote of the faculty. The above criteria may be replaced by special Academic Probation evaluation of the Tufts academic record if substan- A student will be considered for academic proba- tial transfer credit is submitted in fulfillment of the tion by the Committee on Academic Standing at degree requirements, or if the degree program is of the end of any semester in which the student unusual duration. Students whose permanent earned 1.0 credit or fewer and/or a semester GPA record includes a serious disciplinary infraction will lower than 1.67. If put on academic probation, the not normally be eligible for degrees with honors. student will no longer be in good academic standing, and notification of this status will be sent Tau Beta Pi to the student’s advisor and parents or guardians. Tau Beta Pi, the national engineering honor society, founded in 1885, affords engineering students the same recognition for high scholastic achievement and exemplary character as is provided for liberal arts students in Phi Beta Kappa. The Tufts chapter is designated as Delta Chapter of Massachusetts.

42 School of Engineering >

Thesis Honors Program Each candidate for a degree with thesis honors The Thesis Honors Program allows students to is required to undergo examination on the thesis pursue a program of independent study usually and on the principal area of investigation. The leading to a senior thesis and a qualifying examina- specific character of the examination is determined tion. The principal purpose of the program is to by each advisory committee and may be oral, give special impetus to the development of written, or both. After the defense, a final copy of self-reliance, individual initiative, habits of critical the thesis, in electronic form, should be submitted analysis, and correlation of knowledge. Students to the Tisch Library archive. pursuing a Center for Interdisciplinary Studies The advisory committee is empowered to (CIS) thesis are eligible for thesis honors. determine the level of thesis honors to be awarded, Because this is an honors program, admission is basing its recommendation on an evaluation of the normally restricted to students whose names have thesis. Degrees are designated bachelor of science appeared on the Dean’s List at least two times with highest thesis honors, with high thesis honors, before their senior year. Students may take on an or with thesis honors. (Thesis honors will be honors thesis with one semester on the Dean’s List indicated on the student’s transcript, but not on the if they have transferred to Tufts or have received diploma.) Students who, in the judgment of the special permission from their department. The advisory committee, have not attained the standards application process should be completed during the required for a thesis honors designation, but whose junior year, including the summer of the senior year. work is worthy of a degree, are recommended for The student is responsible for finding an advisory the bachelor of science degree subject to the general committee (one principal advisor who is a full-time regulations. Students who, in the judgment of the faculty member in the School of Engineering, and advisory committee, have attained the standards at least one other full-time faculty member from required for a thesis honors designation may also the faculty of Arts, Sciences, and Engineering, or receive the degree summa cum laude, magna cum industry expert). Admission to the program requires laude, or cum laude, in accordance with the formation of an advisory committee, consent of the procedures governing degrees with distinction. student’s advisor, and approval of either the After the defense, a final copy of the thesis student’s major department or, in the case of a CIS should be submitted to the Digital Collections and thesis, the CIS Board. The membership of the Archives (DCA). The DCA will accept thesis advisory committee and the title of the thesis must submission electronically as an alternative to be registered with the Academic Resource Center. submitting a bound paper copy. Please contact the The advisory committee will be chaired by a DCA for more information on how to submit your full-time faculty member in the School of Engi- thesis. For answers to frequently asked questions neering. Exceptions to this rule may be made at the and a style sheet, visit the website: discretion of the department chair for the student’s uss.tufts.edu/arc/writingresources/thesis.asp. major. The committee will direct the student’s reading and research or other technical work, and Undergraduate Internship Programs will guide the student in preparing for a qualifying Internships provide undergraduate students with examination in the area of investigation. All such the opportunity to apply their education and skills programs will include two one-semester course directly toward a field-based situation, at an off-site credits (with at least one credit toward the concen- organization. tration elective). The thesis should be of quality Most often, internships are paid positions that comparable to a paper publishable in a peer- are performed on a full-time basis over the summer reviewed journal. Its subject and scope will be agreed months, or for approximately ten to fifteen hours a on in advance by the student and sponsor and week during the semester. These internships may be approved by the committee. The completed thesis awarded transcript notations without any academic will be presented for consideration no later than credit. two weeks before the last day of classes of the student’s final semester.

43 School of Engineering >

In rare instances, students may receive credit designation of the department in which the master’s toward degree requirements for which the follow- portion of the combined degree program is to be ing conditions must be met: the internship proposal completed. is approved in advance by the department, a faculty Students admitted to the combined B.S.-M.S. mentor has supervisory and technical control of program receive summer research support for the any work that receives credit, a minimum of 150 summers after junior and senior year. This summer hours of work for the semester is required, and a research support provides salary at the level of written report is submitted that will be evaluated by research assistants set by the School of Engineering the faculty mentor and the outside institution for three summer months. Students may petition to supervisor. opt out of summer research provided they conduct Undergraduate international students who wish master’s thesis work approved by the student’s to participate in the Curricular Practical Training advisor and department. (CPT) program should contact the International Center. Graduate Programs The Office of Engineering Internship helps The School of Engineering is the academic unit of qualified engineering students identify potential Tufts University responsible for postbaccalaureate internship opportunities. degrees in engineering and computer science. The nonacademic aspects of graduate engineering Combined Bachelor’s/Master’s Degrees programs, such as admissions, registration, special Program student program, transfer credit and degree The School of Engineering offers exceptional certification, are administered along with the engineering students the option of pursuing one of nonengineering programs by the Graduate School two combined degree programs: a bachelor of of Arts and Sciences. Several combined science and master of science degree (B.S.-M.S.) undergraduate-graduate degree programs are or a bachelor of science and master of engineering offered by the school, including tracks in the degree (B.S.-M.Eng.). Both bachelor’s and master’s traditional engineering disciplines, engineering degrees are awarded only on completion of the management in collaboration with the Gordon entire program; a student may not receive one Institute, biomedical engineering/medicine in degree earlier, even if the requirements for that collaboration with Tufts’ health science schools, and degree have been met. Combined-degrees students international engineering in collaboration with the must pay four years of undergraduate tuition and Fletcher School of Law and Diplomacy. two semesters of graduate tuition (plus continua- Through its six academic departments and the tion fees as applicable). Gordon Institute, the School of Engineering offers Students seeking admission to the program the master of science degree (a thesis is required in must submit an application by November 15 of some programs); the master of engineering degree, their junior year. Admission to the program requires which is especially well suited for part-time, (1) a minimum cumulative GPA (through the fall practicing engineers; and the doctor of philosophy semester of the junior year) of 3.60 for the degree in selected areas of research excellence. B.S.-M.S. program and 3.20 for the B.S.-M.Eng. Students may enroll full time or part time in any program, and (2) acceptance by the department in program subject to the residence requirements which the student intends to complete the master’s described in the Graduate School of Arts and portion of the program. Applicants admitted to Sciences section of this bulletin. Departments the combined-degree programs will be notified by award tuition scholarships, teaching assistantships, January 15 of their junior year. and research assistantships on a competitive basis to Combined-degrees students are expected to graduate admissions candidates. Prospective and fulfill all the requirements of the bachelor’s degree current students should consult with the individual program (38 credits); of these, two graduate-level departments to obtain detailed policies regarding credits are allowed to count toward the master’s degree requirements and programs. degree requirements as long as they carry the

44 Undergraduate Policies >

an academic environment provide the opportunity General Undergraduate to explore a varied curriculum at a reasonable pace; Information to interact with and learn from fellow students representing a variety of national, ethnic, religious, and racial backgrounds; to be enriched by study in a Undergraduate Policies foreign country; and to survey the cultural, Residence Requirement recreational, and educational opportunities of Boston and New England. The university requires eight semesters of full-time Exceptions to the policy are rarely granted. study for the baccalaureate degree. After matricu- Petitions may be made on the basis of unanticipated lating at Tufts, a student may spend no more than personal, family, or financial emergencies. two semesters of full-time study at other approved Ordinarily, two years or four semesters of the institutions or on approved non-Tufts study abroad undergraduate’s course of study must be taken at programs. Transfer students must spend at least Tufts University’s home campus. Up to one year or four full-time semesters at Tufts or on Tufts study two semesters may be spent in a Tufts-related abroad programs. All students must earn a mini- program, either foreign or domestic. mum number (17 for liberal arts, 19 for engineering) of their required graduation credits (34 for Graduation Dates liberal arts, 38 for engineering) at Tufts or on Tufts Tufts awards undergraduate degrees three times study abroad programs. Pre-matriculation credits during the year: May, August, and February. The received from certain standardized examinations only commencement ceremony is held in May. (such as Advanced Placement and international diplomas) are not considered Tufts credits for this Resumed Education for Adult Learners purpose. (R.E.A.L.) Normally, students will be in full-time residence The Resumed Education for Adult Learners at Tufts for the final two semesters. Enrolled (R.E.A.L.) program is open to students 24 years of students may transfer courses only from accredited age or older, veterans, and students who are married four-year colleges and universities. Candidates for or are parents. This unique undergraduate program combined bachelor’s degrees (liberal arts/engineer- meets the need for greater academic flexibility in ing combined degrees, and the programs with New the education of older students. It is open to those England Conservatory and the School of the who have some college experience, with recent Museum of Fine Arts) must complete their coursework a requirement. The R.E.A.L. program programs in no fewer than ten semesters. Enrolled is particularly receptive to prospective students who students may accelerate in the following ways. have assumed leadership roles in local community Students earning a total of five credits from affairs as well as to residents of Medford and pre-matriculation credits and/or Tufts summer Somerville. Students in the program are enrolled in session credits (including Tufts in Talloires) may regular undergraduate courses and pursue a course elect to use these five credits in fulfillment of one of study leading to a college degree in liberal arts or semester of residence; students earning a total of engineering, for which they are expected to fulfill nine such credits may elect to use these nine credits existing requirements. The R.E.A.L. program in fulfillment of two semesters of residence. admits students for both the fall and spring Students may elect to use this option during their semester of the academic year. For more informa- last semester of full-time study and should consult tion about the program, please call the Office of their academic dean. (Study in summer school at Undergraduate Admissions, located in Bendetson other institutions does not count toward the Hall, at 617-627-3170, or call the director, Jean residence requirement.) Herbert, at 617-627-2662. Completion of a specified number of credits does not in itself constitute an undergraduate education. Students need time to reflect on and absorb knowledge. Four years of full-time study in

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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 three evaluated. Transfer students are entitled to the same credits earned in one summer, nor more than a advanced placement credits and exemptions from 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 the Tests should have official records of their scores process by first discussing their plans with their aca- sent to Undergraduate Education before orienta- demic dean. tion. Such credits will be approved only on the basis Applied courses in music and dance, such as of 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 iSIS their degree at Tufts or on a Tufts study abroad online. Students register for courses in November program (17 for liberal arts, 19 for engineering). for the coming spring term and in April for the Pre-matriculation credits received from certain next fall term. It is critical that students register for standardized examinations (such as Advanced courses during this time. Failure to register or file Placement and international diplomas) are not the appropriate leave of absence could result in considered Tufts credits for this purpose. administrative withdrawal from the University. Students taking a leave of absence, including a leave Transfer of Credit from Other Institutions to study abroad on a non-Tufts program, must do In order to receive transfer credit from another so through iSIS under Requests. accredited institution, a student must have received Registration will reopen during winter and a grade of C- or better. Transferred credits are summer breaks. Students will be able to register for entered in the Tufts record without the grade. any open classes, drop any classes, and sign up for Students may transfer from other institutions no the waitlist during this period. Please note that the more than the equivalent of seventeen Tufts course waitlist will be active throughout this time. If a credits for the College of Liberal Arts and nineteen student is number one on a waitlist for a course and Tufts course credits for the School of Engineering. another student drops this course, then the first Tufts does not accept transfer credits for internships waitlisted student will be rolled into the course. The nor for online courses. ability to add courses online will remain open for A matriculated student may take courses at the first two weeks of the term. Once the add other accredited four-year colleges and universities period is over, students who wish to enroll in a and receive credit for them toward a Tufts degree by course must get the instructor’s signature and obtaining approval in advance from the relevant submit the Course Schedule Modification form to department through iSIS. Courses taken at a the Student Services Desk in Dowling Hall. community college after a student has matriculated Sophomores, juniors, and seniors are able to at Tufts are not accepted for transfer. Up to two drop courses online through the end of the fifth semesters of full-time study after matriculation at week of classes. First-year students are able to drop Tufts may be spent at other approved four-year courses online through the end of the tenth week of institutions or on approved foreign study programs. classes. After these deadlines, a student may Students who transferred to Tufts must spend a withdraw from a course until the last day classes minimum of four full-time semesters at Tufts or on meet (before reading period) using the Course

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Schedule Modification form available online on the No-grade status student services home page. The grade of W I Incomplete: An indication by the instructor that (withdrawn) will appear on the transcript, but does more time will be allowed to complete the require- not affect a student’s cumulative average. After the ments for the course. An incomplete may be last day of classes, students must complete the awarded only if the student has done substantial course work and receive the appropriate grade. work in the course, the instructor judges the reasons for granting incomplete status to be valid, and the Reduced Course Load instructor determines that the work can be Permission to take a reduced program of courses completed in the time specified on the incomplete may be granted to students in the Resumed form. The instructor is responsible for specifying on Education for Adult Learners Program and those the incomplete form the reason for the incomplete who have completed eight semesters of full-time grade and the conditions that must be satisfied for study. Students seeking to go part time after the awarding of a grade. A copy of this form must be completing the residence requirement should see submitted to Dowling Hall at the time final grades their academic dean. are reported. It is the responsibility of the student to request an incomplete before the required work is Reduced Course Load (Disability Related) due. If an incomplete is granted, all work in the In very rare instances, health needs and other course must be completed six weeks into the disabilities may also merit a reduced course load; following semester (fall or spring only), or the date determination for this is made by the Student the instructor has stated on the incomplete form. Accessibility Services Office (formerly known as The work will be evaluated without prejudice, and a the Disability Services Office). Students must file a grade should be submitted two weeks after the work petition in advance of the semester for which it is is received by the instructor. A course not completed requested and work with the director of the Student by the designated time will receive the default grade Accessibility Office and their academic dean to specified on the incomplete form. Under special effect a change to their program. Please see the circumstances, a student may request from the Student Accessibility Services website for complete instructor an extension of the deadline. Any such details and procedures: http://uss.tufts.edu/arc/ agreement should be submitted in writing to disability. Students are considered to be making Dowling Hall. satisfactory progress if they complete each course W Withdrawn: An indication that a student has been with a C- or better. A minimum of three credits is permitted to withdraw from a course after the fifth full time. week of a semester (tenth week for first-year students), but no later than the last day of classes. Grades Y An interim symbol used to denote the absence of a The standing of the student in each subject is grade because the work on which the final grade is expressed by one of the following letters: to be based extends beyond the time limits of the semester. A Superior work CR Credit: Credit is received, but is not included in the B Meritorious work grade point average. C Satisfactory work NG No grade: The instructor has no current knowledge D Unsatisfactory work but allowable for credit, subject of the student listed on the grade sheet. to the restrictions specified under the requirements NR No record: There is no record of the student having for graduation. Some departments disallow credit attended class. The course and grade will be toward the concentration requirement. removed by the registrar. P Passing work (D- or better): for courses taken under the pass-fail option, and for selected courses offered only pass-fail by departments. Grade point average is not affected. F Failure: No credit is received. A grade of F is averaged into the grade point average.

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In computing the average of a student’s grades, the full credit value. Students who earn a grade of each course grade of A is counted as 4.00; B, 3.00; C- or above for a course may choose to repeat the C, 2.00; D, 1.00. Appropriate value is given to plus course for a variety of reasons. Degree credit and and minus grades and to half-credit courses. cumulative average will reflect only the first passing Averages are computed to three decimal places; grade earned in the course; record of the repeat and semester and cumulative averages are rounded to subsequent grade will appear. Some studio art two decimal places. Since changes cannot be made classes and performance classes in dance and music after graduation, seniors are urged to have rectified may be repeated for credit. See department for any errors on their transcripts well in advance of details. Similarly, half-credit physical education the graduation date. skills courses may be repeated for credit. A total of four half credits can be earned for the physical Changes in Course Grades: Statute of education courses; additional such courses will Limitations appear on the transcript with no credit. Creative Effective education requires timely and objective writing classes at the introductory level may be evaluation of students’ academic work, using clear, taken twice in each genre (fiction, poetry, journal- standard, fair, and public criteria. Such standards ism). Creative writing classes in fiction and poetry should be listed in the course syllabus. While at the intermediate level may also be taken twice for criteria differ across disciplines and faculty, and credit. ( Journalism and Nonfiction Writing at the while the ultimate responsibility for setting intermediate level may be taken only once each.) standards and evaluating performance rests with departments and faculty, submitted grades are final Extra Courses and not subject to negotiation. Exceptions should Liberal arts students may register for a maximum of be limited to correcting clerical and calculation 5.5 credits each semester; engineering students may errors, and correcting deviations from stated register for a maximum of 6.5 credits each semester. criteria. Of course, students do have the right to To add an additional credit, students must petition know the basis for a grade, and faculty should be their academic dean for permission at the start of open to that post-semester conversation. Following the semester, but not before. Such permission is such a conversation, undergraduates who believe rarely granted to first-year students. that an error or deviation remains may appeal to the department chair or program director and, if Missed Classes necessary, subsequently to a dean of the faculty in Students should make themselves aware of each Ballou Hall. professor’s attendance policy. Students who must Any request for a change in a course grade must miss a class because of an illness should submit the be made to the course instructor no later than six online short-term illness form, available through weeks into the following regular semester. iSIS. Students are encouraged to speak with the professor directly and to consult their academic Repeated Courses dean in Undergraduate Education in Dowling. As Students who receive a failing grade for a course the academic calendar is constructed, religious holy may repeat the course and receive degree credit if a days are not the sole factor in determining days on passing grade is earned the second time. Both which classes are held or suspended. However, it is grades remain on the transcript, and both the F and the policy of the faculty that students be encour- the passing grade are calculated into the cumulative aged to observe their appropriate religious holy average. Students may choose to repeat a course days; that instructors strive to facilitate this by after receiving a D+, D, or D-. Both the original allowing absence from classes for such purposes and and the repeated courses and grades will appear on by trying to ensure that no examinations, written the transcript. The credit value of the original reports, oral reports, or other mandatory class course will be removed, but the full impact of the assignments are scheduled for or due on holy days; grades of both the original and repeated courses and that instructors provide ample opportunities for will be calculated into the cumulative grade point such students to make up work missed on such average. The repeated course, if passed, will receive occasions without penalty.

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

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Academic Ethics Consequences for academic dishonesty include A university is a community of individuals interdisciplinary probation, suspension, or expulsion. ested in the search for an understanding of Instructors are required to follow the grading knowledge. Absolute honesty on the part of every guidelines outlined in the Academic Integrity college student is and always shall be an integral Handbook. For more information, please refer to part of the plan of higher education at Tufts the Academic Integrity Handbook, available online. University. Examples of academic dishonesty include plagiarism, handing in one paper for two or Privacy more courses without the knowledge and consent of The federal Family Educational Rights and Privacy the instructors involved, dishonesty on examina- Act of 1974 (FERPA) gives each Tufts student tions, and the purchase of papers to be submitted in access to his or her educational records, the right to a course. correct inaccuracies in the records and the right to Certain fundamental principles for the acknowl- control distribution. Since September 11, 2001, the edgement of sources apply to all fields and to all Department of Education has stated that a college levels of work. The use of source materials of any must provide (absent a request) information it kind (including the Internet) in the preparation of reasonably believes will assist law enforcement essays or laboratory reports must be fully and officials in investigating or preventing terrorist properly acknowledged. In a paper or laboratory activities. In addition, there are exceptions in the report, a student is expected to acknowledge any statute, such as a subpoena, that allow Tufts to expression or idea that is not his/her own. In release student records even if the student objects. submitting the paper, the student is stating that the A description of your rights under the act, the form and content of the essay or report, in whole location of records pertaining to you, and the and in part, represent his/her own work, except procedures for requesting access and invoking your where clear and specific reference is made to other right to control access appears on the Student sources. Even where there is not conscious inten- Affairs web site: http://uss.tufts.edu/studentaffairs. tion to deceive, the failure to make appropriate Please note: Only directory information is made acknowledgement may constitute plagiarism. Any available to the public. Directory information quotation—even of a phrase—must be placed in includes whether a student is in attendance at the quotation marks and the precise source stated in a university and the student’s local telephone number note or in the text; any material that is paraphrased and email address. Students may request that or summarized and any ideas that are borrowed directory information not be released to anyone by must be specifically acknowledged. A thorough completing a privacy request form available at the rewording or rearrangement of an author’s text does Student Services Desk. Such requests are subject to not release the student from these responsibilities. the exemptions provided by certain policies, All sources that have been consulted in the including FERPA and the Patriot Act of 2001. preparation of the essay or report should be listed in Students should verify implementation of their the bibliography. request by calling Dowling Hall. A change in Allegations of student academic misconduct are phone number, along with the request not to release reported to the Office of the Dean of Student the information, is suggested as the best way to Affairs. Students have the right to review the ensure privacy. complaint of academic misconduct made against them and to reply in writing. Students also have the Nondiscrimination Policy right to appeal disciplinary decisions to the Tufts University is committed to the fundamental Committee on Student Life (CSL) according to principle of equal opportunity and equal treatment the policies set forth in Tufts University Student for every prospective and current employee and Judicial Process. student in their education and employment. It is the policy of the university not to discriminate on the basis of race; color; national or ethnic origin; age; religion; disability; sex; gender; sexual orienta-

50 Undergraduate Policies > Tufts Programs Abroad >

tion; gender identity or expression, including a A resident director provides academic advising, transgender identity; genetics; status as a veteran; assists with homestays and extracurricular activities, retaliation (for filing a complaint or raising a and serves as liaison with the University of Chile. concern about any of the above categories); and any The program is of particular interest to students in other characteristic protected under federal or state Latin American studies, international relations, and law, including Title IX. This equal opportunity environmental studies, but students from all majors protection applies in the administration of Tufts are invited to apply. University’s educational policies, admissions policies, employment policies, scholarship and loan Tufts in China programs, and athletic or other university- The Tufts-in-China program offers a fall semester sponsored programs. The University expects all at Zhejiang University in Hangzhou, China. Tufts employees, students and community members Hangzhou is the capital city of the Zhejiang to join with and uphold this commitment. For more Province and is located about two hours southwest information or to file a complaint of discrimination, of Shanghai. Once the capital city of the Southern contact the Office of Equal Opportunity and Song Dynasty (1127–1279), it is one of the Affirmative Action at 617-627-3298 or visit best-known cities in China, both for its long and http://oeo.tufts.edu. rich history and for its natural beauty. The region is famous for such products as silk and tea. The main Tufts Programs Abroad campus of Zhejiang University is situated near the picturesque West Lake, whose natural beauty was Tufts University has been offering foreign study celebrated by ancient poets. Zhejiang University programs for more than 50 years, and at present was established in 1998 when four individual offers undergraduate programs for juniors and universities were brought together. It is currently seniors to study in Chile, China, Ghana, Hong the biggest university in China, both in size (39,000 Kong, Japan, London, Madrid, Oxford, Paris, and students) and in range of disciplines (115 under- Tübingen. Non-Tufts students may be admitted graduate specialties). provided there is space available. In all programs, The Tufts-in-China program is open to students students attend the designated college or university. who have completed Chinese 4. Intensive instruc- Integration into a foreign university and the tion in Chinese language, as well as courses taught cultural and social life of the host country is the aim in English in such subjects as history, Chinese of Tufts Programs Abroad. Further information is culture, and the Chinese legal system, are offered. available in the program office at Dowling Hall, Students are housed in the modern international 617-627-2000, or visit http://uss.tufts.edu/ dormitory on campus. A resident director provides studyabroad. academic advising and extracurricular social and cultural activities. Tufts in Chile A program of study at the University of Chile is Tufts in Ghana available for the fall semester or the full year. The The Tufts-in-Ghana program, which takes place in University of Chile—one of Latin America’s oldest the fall semester, links Tufts to the University of and most important universities—is located in Ghana (Legon), located just outside the booming Santiago, a metropolis set in a valley 3,000 feet up West African metropolis of Accra. The University in the Andes. Santiago is home to many United of Ghana, founded in 1948, is a full-service research Nations and other international organizations for and teaching university offering students outstand- the region and is one of Latin America’s leading ing academic and extracurricular programs.The intellectual and cultural centers. Participants, who university’s 30,000 undergraduate and graduate are expected to have completed Spanish 21–22 students are served by seven residence halls, central (Composition and Conversation) or the equivalent, and branch libraries, and a university hospital. enroll in regular courses at the University of Chile and live with Chilean families.

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Two or three supervised excursions per semester Tufts in Japan will take students to the Dagbe Center for Arts and The Tufts-in-Japan program offers a full academic Culture, which provides an experience of traditional year or the spring semester at Kanazawa University. culture and the performing arts (drumming, Kanazawa, located on Japan’s western coast, is an singing, dancing) in a picturesque seaside village set ancient castle town with a rich heritage of arts and among the palms one mile from the warm Atlantic crafts, including silk dyeing, pottery, lacquerware, Ocean. The Tufts-in-Ghana program is designed to Noh theatre, papermaking, and confectionery. It expand students’ cultural awareness as they earn boasts one of the most spectacular gardens in all of credit toward the undergraduate degree. In Japan. Students can visit the mansions and gardens consultation with the resident director in Ghana, of former samurai and tour the city’s two temples. each student designs an academic program of four Students take classes at the newly rebuilt Kanazawa or five courses from the diverse array of subjects University, one of the leading national universities. offered by the university’s many academic depart- Courses include Japanese language at the interme- ments. A special course for Tufts students in Twi diate and advanced levels, as well as subject courses language is taught at the Ghana Language Center taught in English. Housing is in a dormitory on the on the Legon campus. Students from all academic Kanazawa University campus. Students must have majors, including mathematics and the sciences, are completed Japanese 2 or the equivalent by the time encouraged to apply. of departure. All majors are welcome to apply. A resident director coordinates extracurricular Tufts in Hong Kong social and cultural activities and will serve as a The Tufts-in-Hong Kong program is affiliated with contact person. the University of Hong Kong and is available for the spring semester. Hong Kong, an affluent Tufts in London modern city of more than six million, offers visitors The Tufts-in-London program is affiliated with a unique blend of Eastern history and Western University College London (UCL), the School of influence. Returned to China in July 1997 after Oriental and African Studies (SOAS), and Royal more than 150 years as a British Crown Colony, Holloway (RHUL), all of which are constituent Hong Kong continues to enjoy a high degree of colleges of the University of London. Students autonomy as a Special Administrative Region. enroll full time at one of the three colleges. Tufts in The University of Hong Kong, known as HKU, London offers a one-year program at UCL, SOAS, evolved from the former Hong Kong College of or RHUL; enrollment at RHUL only is available Medicine, which was instituted in 1887. Since its for the spring semester. UCL and SOAS are both official opening in 1912, the university has embod- situated in the heart of the Bloomsbury district in ied the pioneering spirit of Hong Kong. It remains central London, near the cultural and social life of at the forefront of breakthroughs in medical and the capital city. RHUL is 19 miles west of central scientific research. HKU has a student population London, easily accessible by train, in a beautiful of 23,000, including about 3,300 international part of Surrey between the village of Englefield students. Courses are taught in English and are Green and the small town of Egham. University offered across a broad curriculum. Faculties open to College London is a comprehensive university Tufts-in-Hong Kong students include arts, business offering courses across a broad curriculum, includ- and economics, education, engineering, science, and ing biology and engineering. The School of social studies. Students are housed in dormitories Oriental and African Studies focuses on the on campus. languages, cultures, and societies of Africa, Asia, A resident director coordinates student activities, and the Middle East. Royal Holloway is strong living arrangements, and academic advising. across the sciences, social sciences, humanities, and arts, including drama and music.

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The Tufts-in-London program is under the colleges and numerous other institutes and overall supervision of a resident director who organizations. Students wishing to attend Pem- provides a full range of student services, including a broke College must show college-level course work program of extracurricular cultural and social in the subject they wish to pursue at Oxford. activities, and coordinates all aspects of the Each applicant is required to have a 3.7 program. Tufts-in-London students are housed in cumulative grade-point average (on a scale of 4.0) college dormitories that are located within a few after two semesters. Pembroke will accept applica- minutes’ walk of the campus. tions only from students who are prepared to study for the full year in one of the following areas Tufts in Madrid exclusively: biochemistry; biological sciences; chem- The Tufts program in Spain is affiliated with the istry; economics; economics and management; Autonomous University of Madrid and with the English language and literature; English and University of Alcalá. The program is primarily a modern languages (French, German, Italian); one-year course of study; however, arrangements European and Middle Eastern languages; experi- may be made to allow students to participate for the mental psychology; history; history and economics; fall or spring semester. Although the program is history and English; history and modern languages; particularly valuable for Spanish majors, students history and politics; mathematics; mathematics and from departments and programs such as economics, philosophy; modern languages and linguistics; history, international relations, political science, music; philosophy; philosophy and modern psychology, biology, and sociology have studied in languages; philosophy and theology; philosophy, Spain as well. politics, and economics; physics; physics and Preparation equivalent to the successful comple- philosophy; politics; psychology, philosophy and tion of Spanish 21–22 (Composition and Conver- physiology; theology. sation) is required. Spanish 31–32 (Main Currents of Spanish Literature) or 34–35 (Survey of Latin Tufts in Paris American Literature) are highly recommended. The Tufts-in-Paris program offers a combination of The Tufts director in Madrid advises students in Tufts in-house courses taught by French professors selecting courses from the university. and courses in French institutions of higher The program offers an orientation session and education in Paris, notably the University of Paris I group trips during the academic year. Monthly (Panthéon-Sorbonne) and University of Paris III lectures and receptions are held at the program (Sorbonne Nouvelle). Courses are available in center, giving students contact with important French and comparative literature, political science, figures from Spanish cultural and political life. economics, history, cinema and theater studies, Students are housed with Spanish families living in communications, art history, philosophy, religion, Madrid or Alcalá. psychology, European studies and international relations. All courses are taught in French. Tufts in Oxford Qualified students may apply for the full-year Tufts and Pembroke College of the University of diploma program for international students at the Oxford maintain an agreement under which up to prestigious Institut d’Etudes Politiques (Sciences- six qualified Tufts students are selected to spend an Po). Tufts in Paris is primarily a one-year course of academic year at Pembroke College as non-degree study; however, arrangements may be made to allow visiting students. students to participate for the fall or spring Pembroke College was founded in 1624 and has semester. Although the program is particularly a student body of 500. It is a friendly and informal valuable for French majors, students from depart- college, emphasizing intellectual activity, but sports, ments and programs such as economics, history, drama, and music are also important. Oxford, with international relations, political science, psychology, 12,000 undergraduates and 7,000 graduate students, and sociology have participated as well. is now over 800 years old and consists of thirty- eight independent, self-contained, self-governed

53 Tufts Programs Abroad > Tufts European Center >

Preparation equivalent to the successful comple- Tufts European Center tion of French 21–22 (Composition and Conversa- tion I and II) is required for the program. French The Tufts University European Center is an 31–32 (Readings in French Literature I and II) is international educational and meeting facility highly recommended. The program is under the located in the village of Talloires, France. Consid- overall supervision of a resident director, who ered Tufts’ fourth campus, the European Center advises students in selecting courses at the French opens its doors each summer to undergraduates, universities in Paris. The Tufts-in-Paris program selected high school students, and adult learners also offers its own courses in French, art history, who are interested in a variety of exceptional literature and history. Full-year students are programs. Set on the banks of Lake Annecy, in the required to take either the French language course foothills of the French Alps, the Tufts European or the French literature course each semester. The Center is a restored 11th-century former Benedic- program offers an orientation program and group tine Priory which was donated to Tufts in 1978 by trips during the academic year. Donald (A’16) and Charlotte MacJannet. Tufts-in-Paris students are housed with French families. Tufts in Talloires The Tufts in Talloires Program is a six-week Tufts in Tübingen summer semester for undergraduate students that Tufts sponsors study at Eberhard-Karls Universität takes place each summer at the European Center in in Tübingen, Germany. Tübingen is located south Talloires. Students select two credit-bearing courses of Stuttgart in the state of Baden-Württemberg. from an array of undergraduate offerings, all taught The university, founded in 1477, has 23,000 by Tufts’ own faculty. Students live with French students. host families in order to experience French culture The program is primarily one year of academic firsthand. Organized hikes, trips, and program study, although arrangements may be made to allow activities help Tufts in Talloires students discover students to participate for the spring semester only. this magnificent area of France. Undergraduates who have taken at least two years of college-level German may apply to the program. Tufts in Annecy The program is not, however, limited to German The Tufts in Annecy Program is a four-week majors. In recent years, students have attended from French language immersion program for university departments and programs such as biology, students and adults who want to concentrate on chemistry, economics, international relations, music, improving their French language skills. Classes are political science, and psychology. taught at a French language institute in nearby The Tufts director in Tübingen advises students Annecy by native French speakers who are expert in selecting a full course load at the university. All in developing speaking, listening, grammar, writing, courses are taught in German. Each semester, the and reading skills. Strong support by a Tufts faculty director organizes a five-day study trip to Thürin- member as well as placement with a French host gen (fall) or Berlin (spring). family facilitates language acquisition and enhances Students in Tübingen are fully integrated into the exploration of French culture and customs. university life, living with German students in regular university dormitories. A unique opportunity to acquire the master’s degree in German literature is offered by Tufts with the cooperation of the Eberhard-Karls Universität in Tübingen. See German, Russian, and Asian Languages and Literatures for a description of this program.

54 Tufts European Center > Tufts Summer Session > Combined-Degrees Programs >

Tufts Summit Combined-Degrees Programs The Tufts Summit Program is a highly selective, four-week summer program for rising high school Combined Five-Year Liberal Arts/ juniors and seniors. The program includes a Engineering Program college-level course on international relations that For most students entering college, the choice provides students with an exploration into the between liberal arts and engineering is a clear-cut complexities of world cultures and global issues. matter. For some students, however, the choice is French classes make up the other part of the quite difficult. For the latter, both the professional curriculum and are complemented by living with a flavor and occupational orientation of the engineer- French host family. Students learn about French ing programs, on the one hand, and the variety of culture and customs from their host families and course selection in the liberal arts curriculum, on through field trips to local sites of historic impor- the other, have strong appeal. At Tufts, it is possible tance and natural beauty. for students to secure the advantages of both types of education under the combined five-year program. Meetings and Seminars With a normal course load in each of 10 Because of its location near Geneva, the European semesters, students may complete the degree center also serves as an important meeting center. requirements in both engineering and liberal arts. Since its founding in 1978, the Center has wel- The five-year program includes two fields of major comed a great number of seminars and meetings on concentration, one in liberal arts and one in a wide range of topics. These events are sponsored engineering. The plan has particular appeal for by various faculty members and departments at engineering students who wish to secure a more Tufts as well as by other academic and professional liberal arts education than is possible in a four-year organizations. engineering curriculum and for liberal arts students who desire a strong technological background. For more information about Tufts’ programs in the Two degrees are awarded on completion of the French Alps or about the European Center, please program. Both degrees are awarded only on visit http://ase.tufts.edu/europeancenter, call completion of the entire program; a student may 617-627-3290, or e-mail [email protected]. not receive one degree earlier, even if the requirements for that degree have been met. Students who Tufts Summer Session start a five-year program, but decide within two years not to continue, may complete the degree Tufts Summer Session offers more than 200 requirements for either engineering or liberal arts in on-campus and online courses during two six-week the usual period of four years. terms and one twelve-week term each summer. Students may apply for and be admitted to the A list of summer course offerings, available in combined five-year program only after entrance to November, can be helpful in planning your Tufts. Because the program requires careful year-round academic program. Two-thirds of the planning, students are encouraged to apply as early summer students also attend Tufts during the fall as possible. Five-year students are required to and spring terms. They attend summer classes for confer with their faculty advisors at the beginning many reasons: to take a course or courses not of each semester to make certain that the courses available other times of the academic year, catch up that have been selected constitute a proper program. on a missed course, devote time to a specific course Five-year students must complete a minimum of in an intense six-week session, take an additional forty-six courses and fulfill the foundation, course or courses to lighten the course load during distribution, and concentration requirements of the year, or work on an independent study or both engineering and liberal arts. Within the internship. Students pay a registration fee and School of Engineering, the B.S. degree may not be tuition on a per-course basis. Online courses are used as part of this program, except for the available. engineering psychology (human factors) program. For more information on summer session programs and activities, visit http://go.tufts.edu/summer or email [email protected].

55 Combined-Degrees Programs >

Combined-Degrees Program with Information regarding the combined-degrees New England Conservatory of Music program may be obtained from the Museum School Tufts University and New England Conservatory Admissions Office at [email protected], of Music have by agreement instituted a full 617-369-3626, or 800-643-6078, or from Aca- five-year program leading to a bachelor of arts or demic Affairs at 617-369-3833. bachelor of science degree from Tufts and a bachelor of music degree from the conservatory. It Combined Bachelor’s/Master’s Degrees is designed for students who wish to pursue studies Program with the School of Engineering in a musical instrument, voice, composition, music (SEE SCHOOL OF ENGINEERING FOR DESCRIPTION.) history, and theory without giving up the academic disciplines of a liberal arts degree. Admission to this Combined Bachelor’s/Master’s Degrees combined-degrees program is generally gained by Program with the College of Liberal Arts simultaneous application to both institutions. Combined bachelor’s/master’s degrees programs are Students in the program will complete a minimum offered by the College of Liberal Arts and the of 24 Tufts credits; will be in full-time residence for Graduate School of Arts and Sciences. Exceptional ten semesters; and will meet the foundation, students may combine undergraduate and graduate distribution, and concentration requirements courses and are simultaneously enrolled in bach- stipulated by the College of Liberal Arts. Prospec- elor’s and master’s degree programs. Both degrees tive students are requested to address their concerns are awarded only on completion of the entire to the Dean of Enrollment Services, Office of program; a student may not receive one degree Admission, New England Conservatory of Music, earlier, even if the requirements for that degree have 290 Huntington Avenue, Boston, Massachusetts been met. Combined-degrees students must pay 02115, or Undergraduate Education at Tufts four years of undergraduate tuition and the entire University. tuition for the master’s degree. The combined-degrees program is one way of Combined-Degrees Program with recognizing the fact that an increasing number of the School of the Museum of Fine Arts undergraduates are entering college with Tufts University and the School of the Museum of exceptional preparation in certain areas and that Fine Arts, Boston, have by agreement instituted a many are capable of doing graduate work in their five-year program leading to a bachelor of fine arts junior and senior years. degree and a bachelor of arts or science degree. Students seeking admission to the program Admission to this combined-degrees program is by should consult their undergraduate major advisors simultaneous application to both institutions, or for and their prospective graduate advisors before students enrolled at Tufts by application to the applying to the graduate school. Combined-degrees Museum School, usually in the first or second year. students are expected to fulfill all the requirements Students in the program will complete a minimum of the undergraduate and graduate programs. No of twenty-four Tufts credits; will be in full-time courses offered in fulfillment of one set of require- residence for 10 semesters; and will meet the ments may be used for the other. foundation, distribution, and concentration Admission to the program is normally during requirements stipulated by the College of Liberal the junior year. Only in exceptional cases will an Arts. Requirements for the degree in art (B.F.A.) application be accepted after the junior year. include many of the same academic requirements Therefore, students interested in the program plus five semester courses in art history and 76 should contact their advisors early in their academic credits in studio art. Normally, the majority of the career to facilitate program planning. A student academic work is taken on the Tufts Medford/ may elect to withdraw from the program at any Somerville campus, and at least 70 credits of studio time by filing the appropriate petition. art are commonly taken at the Museum School. The entire five-year program consists of a minimum 24 academic courses and 76 credits of studio art.

56 Combined-Degrees Programs >

Combined Bachelor’s/Master’s in The normal length of this program is six years. Public Health (M.P.H.) Degrees Program Students who are completing this combined- (SEE HEALTH PROFESSIONS PROGRAMS FOR degrees program in a total of six years will be DESCRIPTION.) required to satisfy the residency requirement of eight semesters toward the bachelor’s degree and Combined-Degrees Program with four semesters toward the M.A.L.D. degree. The Fletcher School of Law and Diplomacy Tuition will be assessed so that during semesters The combined-degrees program is conducted 1–8, they will pay Arts and Sciences tuition and jointly by the undergraduate college and the then during semesters 9–12, they will pay tuition at Fletcher School of Law and Diplomacy. It offers the Fletcher School. an opportunity for a limited number of highly Some students opt for an accelerated program qualified Tufts undergraduates in Arts and Sciences where they complete the combined-degrees to earn both the bachelor’s degree in their selected program in a total of five years. In this scenario, major and the Master of Arts in Law and Diplo- students would satisfy the residence requirement of macy (M.A.L.D.) degree on completion of a total the bachelor’s degree upon completion of seven of five to six years of study. Students may apply for semesters, after which they would begin paying the program once they have completed and received tuition to Fletcher for three semesters. grades in at least twenty undergraduate credits. Those wishing to apply for the program should A total of sixteen Fletcher course credits are do so during the semester following the one in required for the M.A.L.D. degree. As many as four which they complete twenty undergraduate credits. of these courses may be used to fulfill requirements If admitted to the program, they will begin taking for the bachelor’s degree. Fletcher courses will be Fletcher courses at the start of the following taken over a period of two and a half to three years, semester, whether it begins in January or September. during which time the student will complete his or The application deadlines are October 15 for her academic work for the bachelor’s degree. No January admission and January 15 for September more than a combined total of five undergraduate admission. and Fletcher courses may be taken during any one Eligibility for financial aid will be based upon semester, no more than four of which may be where the student is charged tuition for a particular Fletcher courses. The student’s program must be semester. When students are charged and pay coordinated to satisfy both the Fletcher require- tuition to Arts and Sciences, they would be eligible ments and those of the undergraduate department. to apply for undergraduate financial aid, and when Credit toward the M.A.L.D. degree will not be they are charged and pay tuition to the Fletcher allowed for Fletcher courses taken through cross- School, they would be eligible to apply for financial registration or Fletcher Summer School before aid from the Fletcher School. Students should be beginning the combined-degrees program. Cross- aware that financial aid eligibility may vary registration for courses at Harvard or other significantly between the undergraduate program institutions will not be approved until the student and the Fletcher School program. has completed at least eight Fletcher courses. Upon The application fee is not required for admission to this combined-degrees program, the combined-degree program applicants. Application student must work with his or her major advisor, forms, requests for interviews, and information on the respective academic dean, and the Fletcher the Fletcher School may be obtained from the registrar to ensure that he/she is meeting all Fletcher School Admissions Office (Goddard 213) requirements for both the bachelor’s and M.A.L.D. or by calling 617-627-3040. degrees. These meetings must take place before beginning coursework toward the M.A.L.D. Combined Liberal Arts/ degree. Dental Seven-Year Program (SEE HEALTH PROFESSIONS PROGRAMS FOR DESCRIPTION.)

57 Teacher Licensure Programs >

Teacher Licensure Programs Department of Education The 12-month Master of Arts in Teaching Tufts Graduate School of Arts and Sciences offers (M.A.T.) programs lead to Massachusetts Initial several programs for master’s-level students who are Teacher Licensure at the elementary, middle and interested in obtaining Massachusetts Initial high school levels. The Elementary M.A.T. Teacher Licensure. program focuses on the STEM disciplines and how Programs preparing early childhood, elementary, these essential disciplines can be effectively taught middle and high school teachers, as well as visual within the elementary school curriculum, grades art teachers at all levels, are approved by the 1–6. The middle and high school licensure Massachusetts Department of Elementary and programs accept students who have earned an Secondary Education (DESE). Graduate students undergraduate degree in the academic subject area seeking licensure as teachers complete at least one that they plan to teach. These programs include semester of full-time student teaching in a school 10–12 graduate credits: 8 credits of professional which partners with Tufts teacher preparation preparation, including supervised student teaching, programs under the guidance of a cooperating and 2–4 credits in the subject area selected. The teacher and a university supervisor. Licensure Visual Arts Program prepares teachers to teach in candidates must also pass the required Massachu- grades Pre-K–8 or grades 5–12. M.A.T. programs setts Tests for Educator Licensure (MTEL), in French, German, Latin and classics, Japanese, administered through the Massachusetts Depart- and Spanish prepare teachers to teach in grades ment of Elementary and Secondary Education, if Pre-K–6 or grades 5–12. M.A.T. programs in they wish to be licensed to teach in Massachusetts biology, chemistry, earth sciences, engineering, public schools. More information about the state English, general sciences, history, mathematics, licensure process and MTEL can be found on the physics, political science/political philosophy, or Tufts Department of Education Web page at social studies prepare teachers to teach in grades http://ase.tufts.edu/education/student/licensure.asp. 5–8 or 8–12. Students are assigned two program Members of the Tufts faculty carefully advise advisors—one in the Department of Education and licensure candidates through the entire professional one from the Arts and Sciences department preparation process. They advise candidates on representing the subject area that the student how to fulﬁll all the academic requirements of the wishes to teach. The advisors assist students in masters level degree and Subject Matter Knowledge planning a program of study that meets the requirements for Initial Teacher Licensure in requirements for state licensure as well as the Massachusetts. Academic requirements may be M.A.T. academic degree. fulﬁlled by taking Tufts courses that are numbered In addition, the department offers graduate above 100; students must receive grades of B- or programs leading to licensure as school psycholo- higher in these courses. To enroll in courses gists for all grade levels. numbered under 100-level, students must seek To launch the Embark online application instructor and advisor approval, complete extra process, or for additional information, students may coursework, and receive a grade of B+ or higher. At contact the Department of Education in Paige Hall the SMFA, Art Education students may enroll in at 617-627-3244. studio art course numbers at all levels with the approval of the academic advisor and director of the Eliot-Pearson Department of art education program. Faculty in all programs also Child Development guide candidates on how to begin the teacher The program of teacher preparation and licensure licensure process and prepare for MTEL exams. in early childhood education requires that students complete a departmental major in child development and additional course work in professional preparation, including supervised teaching practica. Students who successfully complete the department’s program of professional courses and state

58 Teacher Licensure Programs > Health Professions Programs >

testing requirements are eligible for licensure as Predental, Premedical, Preveterinary and teachers of young children in Pre-K to grade 2. Other Prehealth Programs For additional information, students may contact There are no formal predental, premedical, or the Department of Child Development at preveterinary majors at Tufts. All health professions 617-627-3355. schools, including physician assistant, occupational therapy, advanced nurse practitioner, optometry TuftsPlus: A Privileged Application Process and more, admit students from every major. Many for Tufts Undergraduate Students preprofessional students major in biology, but a Tufts undergraduate students, including B.F.A. signiﬁcant number choose an area of interest students at the School of the Museum of Fine Arts, ranging from art history to child development to Boston, are encouraged to apply for the M.A.T. in engineering. The major is not an important Art Education after their junior year with the consideration for admission to health professions application privileges of the TuftsPlus process. The school, as long as the science and non-science TuftsPlus process streamlines the graduate admis- academic record is sound. sions procedures, offers some tuition scholarships, Dental, medical, and veterinary schools vary in and gives students the opportunity to complete their minimum requirements for admission, and their undergraduate degree and then matriculate these requirements are currently being discussed directly into the M.A.T., which is a 12-month and reevaluated. Visit http://uss.tufts.edu/hpa and graduate program. For more information, contact choose “Academic Preparation” for up-to-date the Tufts Ofﬁce of Graduate Studies at information. However it is likely that the following [email protected] or 617-627-3395. courses will remain as requirements: 1. Biology: two courses with laboratory, preferably Health Professions Programs in areas of cellular and molecular biology, genetics, and physiology. At Tufts, these are Biology 13 The health professions advisors work with students and 14. exploring various health careers; advise them regarding curriculum, internships, and the applica- 2. Chemistry: two courses of general chemistry tion process; and offer a variety of programs and with laboratory (typically Chemistry 1 and 2); workshops each year. Students are encouraged to one course in organic with laboratory (Chemistry meet with an advisor at any point in their college 51/53) and one course in biochemistry (either career. Students interested in attending health Chem 171 or Bio 152). Some dental and professions schools are urged to visit the health veterinary schools still require the second semester professions advising website at http://uss.tufts.edu/ of organic chemistry as well (Chemistry 52/54). hpa to learn about various professions and prepara- 3. Physics: two introductory-level courses with tion for them. Information about how to schedule laboratory (typically Physics 1 and 2). meetings with the health professions advisors is also 4. Mathematics: The emphasis is increasingly on on the website, and it is suggested that students statistics and not on calculus. Most prehealth seek advice from the health professions advisors as a students come to Tufts with credit in calculus. complement to their academic advisor. More calculus is not required by health professions The director of health professions advising also schools but may be required by the major that the sits on the Policy Board of the Community Health student chooses to pursue. A semester of statistics is Program, a multidisciplinary major for students highly recommended, and the subject is offered interested in health care issues, policy and commu- within various majors, including biology, economics nity, and population health care. Many prehealth and psychology to name three, as well as Math 10 students choose to pursue this second major along in the math department. with whatever primary major they select. For more 5. Biochemistry: Although this is not yet a information, visit http://ase.tufts.edu/commhealth. universal requirement, it is increasingly the case, so all prehealth students should take one semester. Students may take biochemistry within the biology or chemistry department as listed above.

59 Health Professions Programs >

6. General requirements: U.S. schools desire Letters of recommendation written by faculty evidence that students can read and write English members who know the candidate well are very well. Most schools require one year of college-level important. It is strongly recommended that English. Biomedical professional schools prefer students become well acquainted with individual students with broad general knowledge, including faculty. Participation in small seminar classes and understanding of behavioral sciences and of joining in undergraduate research programs are two different cultures and languages. Some course work ways of getting to know individual faculty mem- in anthropology, community health, psychology or bers. Students are also urged to learn as much as sociology is strongly recommended possible about health care through undergraduate research, volunteer work at health-care facilities, Some schools have other requirements, and it is and/or summer internships or employment. recommended that students acquaint themselves Students interested in veterinary school should have with the special requirements for admission to experience in the care of animals and, if possible, schools in which they are especially interested. Also, should have participated in biomedical research or some schools will not accept advanced placement environmental projects, or have assisted a practicing credit or shortened courses for satisfying their veterinarian. Applicants should aim to include a science or non-science requirements and will want letter of recommendation from a professional in candidates to take additional science courses. their field of choice with whom they have worked Premedical students should consult Medical School or volunteered. Admission Requirements for U.S. and Canadian Finally, there are more qualified applicants than Medical Schools (www.aamc.org) and the Osteopathic spaces in these professional schools. As a conse- Medical College Information Book (www.aacom.org), quence, some qualified students will not be and predental students, ADEA Official Guide to admitted. High grades, strong letters of recommen- Dental Schools (www.adea.org). These are published dation, and high aptitude scores are essential annually. Veterinary schools have more variability in for—but do not guarantee—admission. their requirements than medical and dental schools. The Health Professions Recommendation Students should consult Veterinary Medical Schools Committee coordinates the preparation of compos- Admission Requirements (www.aavmc.org). ite letters of recommendation to medical, dental, Physician assistant, advanced practice nursing optometry and other schools that request a and a number of other health professions graduate committee letter. All students who apply should programs require anatomy and physiology. These register with the committee the year they will apply. are taught at Tufts within the graduate program in The deadline for registering with the committee is occupational therapy and cross-listed as Bio 4 and April 1 of the application year. It is increasingly Bio 9. important to begin the application process at an Predental, premedical, and preveterinary early date (e.g., in May of the application year.) For students may apply in the summers following students wishing to attend professional school junior year or senior year or as alumni for any immediately after graduation, that requires application year. The Tufts advising staff work with completion of all courses and the standardized test and support all students and alumni, no matter by the end of junior year. However, many applicants what year they choose to apply. Science require- take a year or two after graduation to work or do a ments should be completed by the spring semester service program before applying and thereby prior to the summer of application. Usually, strengthen their application. The majority of Tufts students take the medical and dental aptitude tests applicants to health professions graduate programs at this time. Applicants to physician assistant or do so. nurse practitioner programs may apply in summer or early fall of the year prior to desired matriculation. The GRE should be taken during that summer.

60 Health Professions Programs >

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 the summer following two semesters of introductory biology by the end of sophomore year. Qualified applicants need to sophomore year. Qualified applicants need to perform extremely well in all their academic work, perform well in all their academic work. If accepted, and should demonstrate a mature, informed students will complete the remaining two under- motivation for a medical career. If accepted, a graduate years before beginning the four-year student will still complete the remaining two dental school curriculum. They will also complete undergraduate years before beginning the four-year two semesters of physics, one of organic chemistry, medical school curriculum. However, with an and one of biochemistry. At the end of the junior assurance of admission, the student may be more year, those students who were accepted the previous likely to explore the curriculum more fully by year make their final commitment to attend Tufts studying abroad, writing a thesis in a non-science University Dental School. The dental school, in discipline, or pursuing another significant academic turn, expects accepted students to maintain the interest. At the end of the junior year, those same level of performance in their course work students who were accepted the previous year make during the senior year. It is also expected that the their final commitment to attend Tufts University candidates will receive at least an 18 academic School of Medicine. The medical school, in turn, average score, an 18 total science score, and an 18 expects accepted students to maintain the same perceptual ability score on the administration of the level of performance in their course work during Dental Aptitude Test. their junior and senior years, but the MCAT is not For more information, visit required. http://uss.tufts.edu/hpa/AcademicPrep. For more information, visit http://uss.tufts.edu/hpa/AcademicPrep. Combined-Degree Bachelor’s/ Master’s in Public Health (M.P.H.) Program Cummings School of Veterinary Medicine— A combined Bachelor’s/M.P.H. program is offered Early Assurance in conjunction with the Public Health and For a very select group of sophomores with Professional Degree Programs at Tufts School of commitment to veterinary medicine and experience Medicine. This program allows students who are working with animals, the School of Veterinary planning to pursue a career in public health the Medicine provides an opportunity for early opportunity to complete four credits of course work acceptance into the veterinary school. To be eligible, toward their required courses as undergraduates, students must complete two semesters of general leaving them with only nine more credits of course chemistry and two of introductory biology by the work to complete after they have received their end of sophomore year. If accepted, a student will undergraduate degree and matriculate into the still complete the remaining two undergraduate M.P.H. program. Interested students may apply at years before beginning the four-year veterinary the end of their sophomore year or the beginning school curriculum. The veterinary school expects of their junior year. This program is available to accepted students to maintain the same level of students in all majors, and no specific courses are performance in their course work during their required before application. junior and senior years, but the GRE test is not More information is available at required for matriculation. http://uss.tufts.edu/hpa/AcademicPrep. For more information, visit http://uss.tufts.edu/hpa/AcademicPrep.

61 Health Professions Programs > Pre-law and Pre-business >

Combined Degree Bachelor’s/ Tufts provides a variety of workshops and guest Masters of Science in Health Communication speakers specifically for students in the program. Program Students may also attend any program or event on A combined Bachelor’s/M.S. in Health Communi- the Medford campus, as well as public lectures at cation program is offered in conjunction with the the Sackler School of Graduate Biomedical Public Health and Professional Degree Programs at Sciences and the Schools of Medicine, Dental Tufts School of Medicine. This program allows Medicine, and Veterinary Medicine, or may become students who are planning to pursue a career in involved in research. To be eligible, students should health communication the opportunity to complete have a bachelor’s degree and a minimum of a 3.3 two and one-half credits of course work toward undergraduate grade point average. The typical their required graduate courses as undergraduates, student excelled in an undergraduate field other leaving them with only eight more credits of course than science, but has recently made a commitment work to complete after they have received their to pursuing a career in the health-care profession. undergraduate degree and matriculate into the M.S. The program is not remedial. Health Communication program. Interested For more information and an application, visit students may apply at the end of their sophomore http://uss.tufts.edu/undergradEducation/academics/ year or the beginning of their junior year. This postbac. program is available to students in all majors; please note that there are specific courses offered through the Community Health Program that are required Pre-Law and Pre-Business before application. Pre-Law More information is available at There is no specific Pre-Law major at Tufts, as http://uss.tufts.edu/hpa/AcademicPrep. students should choose to major in what they find the most enjoyable. Students considering law school Postbaccalaureate Premedical Program are encouraged to take a variety of courses in which Tufts provides the opportunity for college graduates they may develop their writing abilities, critical who did not study the sciences to prepare for thinking, oral communication, analytic problem- entrance into a health profession of their choice. solving approaches and research skills. Each of The Postbac Program is a small, selective one these skills offers valuable preparation for law located on the Medford campus. Students who school. Advising for pre-law is organized by the have completed their prehealth science require- Associate Director of Pre-Professional Advising. ments but need to do more coursework to enhance Students thinking about attending law school are their application should consider the Boston urged to visit the Pre-Law website at campus Master’s in Biomedical Sciences program. http://uss.tufts.edu/pre-law and register for the (More information is available at Pre-Law Newsletter through iSIS. http://publichealth.tufts.edu/academics/ MBS-Microsite.) Pre-Business The Postbac Program offers a concentrated At Tufts, students do not pursue a specific Pre- program of study, supplemented by a network of Business track. Corporate employers who recruit at personalized advising and support, and gives Tufts Tufts typically invite students from a variety of Postbac Program graduates the needed advantage majors across Liberal Arts and Engineering to when applying to competitive medical schools and interview. However, they do look for a student’s related graduate programs. The program is flexible interest in their business or industry, as evidenced and allows students to develop an individualized by internships, extracurricular activities, and program of study, chosen from a wide range of academic courses. Students who are interested in course offerings. This flexibility allows students to business-related academic paths (e.g., an interdisci- pursue careers in medicine, dentistry, veterinary plinary minor in Finance or Entrepreneurial medicine, physical therapy, occupational therapy, Leadership Studies) should seek information from osteopathic medicine, optometry, or podiatry, or as academic departments. In addition to course work, a physician assistant or nurse practitioner. students may consider participation in student

62 Pre-law and Pre-business > Experimental College >

groups (e.g., Tufts Financial Group, Tufts Entre- Perspectives. Both of them combine advising and preneurs Society, and 180 Degrees Consulting, academics with peer-group support and close among others) and other co-curricular activities contact among entering students, upper-level (e.g., industry-specific networking events or undergraduates, and concerned faculty. seminars). When there is interest in an M.B.A., Please note: The Experimental College does not Tufts students are well positioned with a liberal arts offer any academic concentrations of its own. degree, because most M.B.A. programs welcome However, certain courses will sometimes be candidates from diverse backgrounds. Thus, there is cross-registered with a specific department or no single academic track at Tufts that is recom- program, while others may be approved in advance mended for pre-business. Most importantly, for distribution credit or after the fact, on an students are encouraged to experience the work- individual basis, by petition. place prior to business school. This period of The Experimental College also provides forums employment allows young professionals to better for inquiry, such as noncredit colloquia, conferences, understand their interests, to discover new areas for and workshops, that meet the expressed needs of the exploration, and ultimately to make wise decisions university community as a whole. Finally, it houses about program selection. To learn more about such interdisciplinary programs as Communications internships, recruiting, and graduate school and Media Studies and TuftsFilmWorks. admissions, students may visit the Tufts Career More information regarding the programs Center (http://careers.tufts.edu/students), with and activities of the Experimental College is offices located in Dowling 740. available from the office at 95 Talbot Avenue, at www.excollege.tufts.edu, or by calling Experimental College 617-627-3384. The Experimental College celebrated its 50th Experimental College Courses anniversary in April 2014. This makes the Experi- Designed primarily for undergraduates, Experi- mental College one of the nation’s oldest and most mental College courses are open to all members of successful centers for educational innovation within the university. They are credit-bearing electives the setting of a traditional liberal arts university. taught in accordance with university standards. Throughout its history, the Experimental College Students should refer to the Ex College website for has embodied the commitment of Tufts University specific information, detailed course descriptions, to the vitality of the undergraduate experience. To and daily updates. this end, the college has become a place where Instructors in the Experimental College are, in faculty, administrators, and students work together large measure, professionals from the greater to offer a carefully selected range of courses— Boston community, across a wide variety of fields, letter-graded, credit-bearing electives—intended to who have some special expertise to share. A few, broaden and enrich the traditional curriculum. select upper-level undergraduates are also given the Experimental College courses are open to all Tufts opportunity to teach courses of their own design. students. However, unlike our adjunct-taught courses, Governed by a board consisting of faculty, staff, peer-taught courses are graded on a pass-fail basis. and students, the goals of the Experimental On average, the Experimental College offers College are to introduce new, typically unavailable close to eighty courses each year. A selected list of topics and approaches to students at a formative some recent offerings follows. time in their academic careers. Experimental Making Movies College courses fill gaps in the conventional “Obamacare” and Everyday America curriculum; contemporize education by teaching American Wilderness timely, situational topics in a small class setting; and Experimenting with Philanthropy engage students in shaping their own education. The Business of Sports: A Study of the NBA In addition to our elective courses, the Experi- Positive Psychology: Theory and Application mental College also administers two peer-taught Designing and Illustrating Characters first-year programs called Explorations and Microfinance

63 Experimental College >

The Right to Privacy in Modern America Quidnuncs Medical Spanish The Latin term quidnunc translates into English as Katrina/New Orleans “what next?” This program is designed in that The Theory and Practice of Nonviolent Resistance spirit, allowing students to study as part of a peer Demystifying the Hipster group that will collectively investigate an interdisciplinary topic of the group’s own choosing. Previous Explorations groups have studied international health care, Explorations are intended to both establish a sense electronic journalism, creating a sex education of community and promote critical thinking. Each curriculum, sustainable development in Nicaragua, Exploration group consists of twelve to fourteen conflict resolution and cooperative games, and entering students who meet weekly in academic most recently, an exploration of the MOOC seminars designed and team-taught by two phenomenon. upper-level students. A faculty member or professional staff person serves as academic advisor to the Communications and Media Studies first-year students. Thus, incoming students receive Communications and Media Studies (CMS) is an both immediate and sustained support. interdisciplinary program housed in the Experi- mental College. It administers three minors: mass Perspectives communications, film studies, and multimedia arts. Like Explorations, the Perspectives program uses Intellectually, it places the study of media in critical upper-level students as peer teachers and advisors, contexts. Each semester, CMS offers courses of its but rather than each team of student leaders own through the Experimental College, while choosing their own subject area, all the groups coordinating and publicizing media courses offered attempt to answer questions about the world of in other departments. It also registers, supervises, media. The work done by each Perspectives group and grants credit for communications-related will be grounded in study of how media works, internships. See Communications and Media impacts our lives, and drives our current techno- Studies section for more information. logical revolution. TuftsFilmWorks Auditing for Breadth TuftsFilmWorks (TFW) is the university’s center Auditing for Breadth allows students to broaden for film and multimedia production. Relying on their education by attending courses in which they new digital video technologies, TFW is the might not otherwise enroll. A student may elect to umbrella structure under which the Experimental audit any three undergraduate courses during their College nurtures student filmmakers. Among the tenure at Tufts. Faithful attendance is the major many projects completed over the years are two requirement for each audit. Students select their full-length features (a World War II epic and a own courses to audit but must have the approval of Hollywood-style romantic comedy), a documentary the course instructor. One course credit is awarded about Mongolia (filming for which was all done on on completion of the three audits and a short paper. location), a dystopian black comedy about job More information is available at the Experimental interviews, and a film noir about the dangers of College office. picking up a stranger at a bar. Currently, our advanced students are working collaboratively with outside professionals on a short, festival-worthy film about the excesses and damage done as the 1960s slid into the 1970s. All TFW students are trained to understand and appreciate the craft of filmmaking while learning to use cutting edge digital production and editing equipment. At the same time, they are engaged in ongoing studies of film history and style.

64 Experimental College > Jonathan M. Tisch College of Citizenship and Public Service >

TUTV Jonathan M. Tisch College of The Experimental College is the administrative Citizenship and Public Service home of TUTV, the on-campus access channel and production studio. Faculty-sponsored and student- Alan D. Solomont, Dean run, TUTV has taken its television roots to the Peter Levine, Director of Research; Director of CIRCLE internet, where it streams a wide range of program- Kei Kawashima-Ginsberg, Deputy Director of CIRCLE ming. TUTV continues to attract more and more Shirley Mark, Director, Lincoln Filene Center for Community students who develop, along with location and Partnerships studio production skills, the ability to manage an Mindy Nierenberg, Senior Programs Manager; Director of organization; make critical and ethical decisions; Leadership Studies Minor and interact in a positive manner with students, Sarah Shugars, Communications Manager faculty, and administrators. In short, the students Bettina Stevens, Administrative Director who run TUTV learn to become leaders. FACULTY EXECUTIVE COMMITTEE Chair Special Events Miriam Nelson, John Hancock Research Center, Friedman The Experimental College regularly sponsors School of Nutrition Science and Policy campus-wide programs designed to bring together Co-Chair faculty and students. Now in its second year, a new Barbara Grossman, Drama and Dance, School of Arts and initiative developed jointly by students and staff, Sciences called “A Taste of Tufts,” has become a regular feature of campus life. Each Friday a faculty David Gute, Civil and Environmental Engineering, School of member leads a discussion on his or her research, Engineering what drives him or her, and how he or she came to Jonathan Kenny, Professor, Chemistry a chosen field. Among the presenters have been Wanda Wright, Public Health and Community Service, Daniel Dennett, a renowned philosopher; Ayanna School of Dental Medicine and Tisch College Thomas, from the Psychology Department; and AFFILIATED FACULTY Anthony Monaco, President of Tufts. Other School of Arts and Sciences programs range from films and lectures to dinners/ Linda Beardsley, Lecturer, Education roundtable discussions to an “Election Night Jeffrey Berry, Professor, Political Science Extravaganza” every four years. In 2008 and then Marina Bers, Associate Professor, Eliot-Pearson Department again in 2012, we filled the Mayer Campus Center of Child Development with over 1,500 participants, as the Tufts commu- Dale Bryan, Assistant Director, Peace and Justice Studies nity came together—via TV, the Web, Facebook, Kathleen Camara, Associate Professor, Eliot-Pearson Twitter, and person-to-person—to share in the Department of Child Development excitement and history of a presidential election. Steve Cohen, Senior Lecturer, Education Heather Curtis, Associate Professor, Religion Hugh Gallagher, Physics and Astronomy, School of Arts and Sciences Kelly Greenhill, Associate Professor, Political Science Charles Inouye, Professor, Japanese; German, Russian, and Asian Languages and Literature Penn Loh, Lecturer, Urban and Environmental Policy and Planning John McDonald, Professor and Chair, Music Christine McWayne, Associate Professor, Eliot-Pearson Department of Child Development Gilbert Metcalf, Professor, Economics Susan Ostrander, Professor, Sociology Deb Pacini, Professor, Anthropology

65 Jonathan M. Tisch College of Citizenship and Public Service >

Peter Probst, Professor and Chair of Art History, Adjunct School of Medicine Professor of Anthropology, Art and Art History Doug Brugge, Professor, Public Health and Community Kent Portney, Professor, Political Science Medicine Jeffrey Summit, Rabbi and Research Professor, German, Scott Gilbert, Associate Professor, Medicine Russian and Asian Languages and Literatures Aviva Must, Professor, Public Health and Community Arthur Utz, Associate Professor, Chemistry Medicine Sabina Vaught, Associate Professor, Education Anthony Schlaff, Professor, Public Health and Community David Walt, Robinson Professor of Chemistry, Chemistry Medicine Maryanne Wolfe, Professor, Child Development Tufts University’s commitment to producing active, School of Engineering engaged, and effective citizens is driven by the John Durant, Associate Professor, Civil and Environmental Jonathan M. Tisch College of Citizenship and Engineering Public Service. All Tufts students are part of this David Gute, Associate Professor, Civil and Environmental unique college that works across Tufts schools to Engineering prepare students from every ﬁeld to be lifelong Doug Matson, Associate Professor, Mechanical Engineering active citizens. Tisch College generates an enduring Chris Rogers, Professor, Mechanical Engineering culture of engagement across the university by Chris Swan, Associate Professor, Civil and Environmental collaborating with Tufts schools, departments, and Engineering student groups to offer extensive programming for Cummings School of Veterinary Medicine every member of the Tufts community. Joann Lindenmayer, Associate Professor, Environmental Our programs develop students’ knowledge, and Population Health skills and values so they are prepared to identify and Emily McCobb, Director, Shelter Medicine Program; Assistant implement solutions to complex social problems. Director, Center for Animals and Public Policy, Clinical Science Additionally, Tisch College helps Tufts students learn how to integrate active citizenship into their Friedman School of Nutrition Science and Policy academic and professional activities. The following Christina Economos, Associate Director, John Hancock are just a few of the programs organized by Tisch Research Center on Physical Activity, Nutrition, and Obesity College. Prevention Jennifer Sacheck, Assistant Professor, John Hancock Center Active Citizenship Course Guide on Physical Activity, Nutrition and Obesity Prevention Find Tufts’ most engaging, applicable and interest- Peter Walker, Professor, Feinstein International Center (also ing courses through Tisch College’s Course Guide! Fletcher School of Law and Diplomacy) Including classes from nearly every department of The Fletcher School of Law and Diplomacy the School of Arts and Sciences and the School of Michael Klein, William L. Clayton Professor of International Engineering, these courses will help students Economic Affairs develop the knowledge and practical skills needed Peter Walker, Professor, Feinstein International Center (also to make a positive impact in the world. Whether Friedman School) you’ve declared your major or are looking for something new, this expanding course guide can School of Dental Medicine help you ﬁnd what you’re looking for! Kathryn Dolan, Assistant Professor, Public Health and Community Service Leadership Studies Minor John Morgan, Associate Professor, Public Health and Students interested in pursuing an academic Community Service program in civic leadership may want to consider the Leadership Studies Minor. This relatively new minor is led by Tisch College. Details about requirements are included in the list of Depart- ments, Programs and Research Centers in this Bulletin.

66 Jonathan M. Tisch College of Citizenship and Public Service >

Entrepreneurship Incubator Tisch Active Citizenship Summer (ACS) Tisch College hosts a dynamic incubator space Through ACS, students spend their summer where student entrepreneurs can gather to conceive receiving hands-on training and support in a new ideas and collaborate on projects. A unique real-world environment. Working locally, nationally, and creative atmosphere, the incubator space is or internationally, these Tisch Fellows gain skills equipped with white board walls and other and experience that guide and shape their develop- materials to help students bring their ideas to life. ment as active citizens. Recently through ACS, students collaborated with community organiza- Tisch Scholars for Citizenship tions to support economic recovery in Somerville, and Public Service worked in Pentagon positions designed exclusively Tisch Scholars for Citizenship and Public Service for Tufts students, got to know the ins and outs of is an innovative leadership program that develops dynamic New York non-proﬁts, and traveled to core civic skills over several years. Tisch Scholars Guatemala to build critical infrastructure for local are leaders for civic engagement and catalysts for coffee farmers. change. Students start by taking a course that helps them understand community assets, identify root CASE Network (Connecting Alumni causes of issues, enter communities as outsiders, and and Student Experiences) manage projects. In collaboration with local A signature program in Washington, DC, the organizations, Tisch Scholars annually work on CASE Network gives Tufts students working or projects designed to create positive change, engage interning over the summer the opportunity to University resources and build capacity in Tufts’ connect with a community of Tufts alumni host communities. The developmental program mentors. These mentors help support students’ consciously builds new levels of knowledge, skills summer learning experience and share valuable and behaviors year by year and brings together a insights about life after college. mentoring community of peers. With approximately 60 students participating, Tisch Scholars interact Common Reading Book across their years, helping each other connect their Tisch College begins working with incoming community experiences back to their academic students before they even step on campus, annually work and ultimately to a deeper understanding of selecting a common reading book with a civic the issues. engagement focus. Co-sponsored with the Ofﬁce of Undergraduate Education, this program gives Tufts Tisch Fund for Civic Engagement undergraduates a shared experience as they explore Tisch College supports individuals and student the book’s themes through lectures and discussions groups to implement events and programs with a during orientation. Past books have included clear connection to active citizenship and/or social This I Believe: The Personal Philosophies of Remarkable justice. Open to students at all Tufts schools, the Men and Women, edited by Jay Allison and Dan Tisch Fund supports events, projects, and programs Gediman; Brother, I’m Dying, by Edwidge Danticat; with a clear connection to active citizenship. The Blue Death: The Intriguing Past and Present Priority is given to projects in local communities Danger of the Water You Drink, by Robert D. Morris; which engage the Tufts community in their work. Mountains Beyond Mountains, by Tracy Kidder, and All Souls: A Family Story from Southie, by Michael Patrick McDonald.

67 Jonathan M. Tisch College of Citizenship and Public Service >

Tufts Undergraduate ACE (Academic and Lincoln Filene Center for Community Community Engagement) Fellows Partnerships (LFC) ACE Fellows are student staff members who Tisch College’s Lincoln Filene Center actively provide academic and civic engagement support to builds the capacity of students, faculty and commu- new Jumbos throughout their first year on campus. nity organizations to effectively partner in educa- They act as the primary student leadership team tion and research to address community-identified for the First-Year Experience (FYE) and influence needs in Tufts host communities of Medford, the direction of future FYE initiatives. ACE Somerville, Boston’s Chinatown and Grafton. A Fellows act as academic and community role resource for both Tufts and its host communities, models, serve as a resource for civic engagement, the LFC hosts regular skill-building and network- assist first-year students in learning about campus ing workshops and manages Campus2Community resources and create a welcoming community (C2C). A project site on Trunk, C2C helps build through programs that promote academic success and sustain campus-community partnerships at and active citizenship. Tufts and beyond. We encourage Tufts faculty, staff, students, and community partners to share Honos Civicus resources, learn about (and post) upcoming events Active citizenship does not end with graduation. and announcements, and participate in open Tisch College’s Honos Civicus Society is a growing forums. E-mail lincolnfi[email protected] for network of Tufts alumni who excelled in active information on how to access the site. citizenship courses and co-curricular activities during their undergraduate years at Tufts. Over 470 The Center for Information and Research undergraduates have been inducted into the Honos on Civic Learning and Engagement (CIRCLE) Civicus Society over the last five years. In addition, CIRCLE at Tisch College is the leading source of the program is active at the School of Medicine, authoritative research on civic and political School of Dental Medicine, and Friedman School engagement of Americans between the ages of 15 of Nutrition and Science Policy. and 25. CIRCLE’s research has begun to change public discourse and press coverage about young Presidential Awards for Citizenship and people as citizens, and has changed political Public Service campaigns in America by helping to show that it is The Presidential Awards are presented every spring cost-effective to mobilize young voters. Addition- to a dozen exceptional undergraduates and graduate ally, CIRCLE regularly provides training and students. The awards recognize outstanding technical assistance to at least 300 organizations student accomplishment and celebrate the diverse around the country, mostly direct providers of meanings of citizenship and public service that services to youth. Recent research has included Tufts seeks to support. Past recipients have been volunteering rates of veterans, civic engagement of recognized for initiating programs that trained the many young people who don’t attend college, their peers in Spanish to reach new populations of and how social networking can strengthen civic community residents, developing and testing a discourse and opportunities. CIRCLE regularly technology to rapidly and accurately assess hosts public forums on civic engagement issues, childhood developmental delays, courageously offers courses through the Experimental College, leading policy change on campus, launching a and occasionally recruits Tufts undergraduates to rabies clinic in Worcester public housing, volun- serve as research assistants. teering “over the top” numbers of hours in service to children in our host community, and more.

68 Jonathan M. Tisch College of Citizenship and Public Service >

Community Service Learning (CSL) Institute of Political Citizenship (IPC) Partnerships Founded and managed by Tufts undergraduates, As one way to infuse active citizenship across all IPC seeks to educate and motivate students to Tufts schools, Tisch College supports Community engage in state and local government, shape policies Service Learning (CSL) programs in other Tufts that address local community needs, and build their schools. Through the Tisch College and School of understanding of the connection between politics— Medicine Community Service Learning Program, electing people—and policy. IPC embraces Beacon medical students complete 50 CSL hours prior to Hill policy internships in state legislative and graduating. Additionally, students from the School advocacy organization offices; TuftsVotes, a voter of Dental Medicine participate in a five-week education, registration, and turnout initiative; and “externship” at one of 25 facilities across the the Tufts Roundtable, which uses new and tradi- country, and students at the Cummings School of tional media to bring together the diverse thoughts Veterinary Medicine actively serve through and opinions found at Tufts. Additionally, IPC numerous community programs, including a frequently collaborates with the Tufts chapter of the low-cost pet clinic at Worcester Technical High Roosevelt Institute, a national student initiative School. that engages young people in progressive policy development to empower them as leaders and Corporate Citizen Fellowship promote their ideas for change. The Corporate Citizen Fellowship brings outstanding private sector leaders to campus to teach Media and Public Service Program (MPS) students about the private sector and inspire them Co-sponsored by Tisch College and the Communi- by sharing ways to connect corporate and civic cations and Media Studies Program, MPS provides work. Fellows will give public lectures and speak Tufts students the media tools and resources to with classes, students and alumni groups during prepare them for lifetimes of active citizenship. their two-day residency at the university. Fellows MPS is a concentration area for students majoring are top leaders from large corporations or financial in Communications and Media Studies. institutions who have played a role in directing their company’s financial, human or business Additional active citizenship opportunities for process resources toward having a positive societal Tufts students include: impact as part of their company’s core operations. Jumpstart Doug Conant, former CEO of Campbell Soup Jumpstart is a national early education organization Company, was the inaugural Corporate Citizen that inspires children to learn, adults to teach, Fellow. families to get involved, and communities to progress together with the goal of enabling every Faculty Fellows child in America to enter school prepared to This program builds the capacity of Tufts faculty to succeed. Tisch College hosts Jumpstart at Tufts. integrate active citizenship into their research and Over 60 Tufts undergraduates participate as teaching. Supporting faculty leadership in building Jumpstart leaders each year. active citizenship as a defining strength across the University, Faculty Fellows participate in unique interdisciplinary conversations that enhance their work. Each year, a dozen faculty from across the university are selected to participate.

69 Jonathan M. Tisch College of Citizenship and Public Service > Institute for Global Leadership >

Leonard Carmichael Society (LCS) Institute for Global Leadership A highly active student-run volunteer organization, LCS supports active citizenship and community Tufts’ Institute for Global Leadership (IGL) is an services through programs ranging from after- incubator of innovative ways to educate learners at school assistance to annual fund-raisers for all levels in understanding difficult and compelling community organizations. LCS facilitates a wide global issues. Our goal is to develop new genera- variety of volunteer opportunities in and around the tions of critical thinkers for effective and ethical Tufts community, including hospital work, blood leadership, who are able to comprehend and deal drives, tutoring opportunities, and work with the with complexity, to bridge cultural and political elderly, the homeless, the disadvantaged, and the differences and to engage as responsible global blind. LCS also facilitates public dialogue on issues citizens in anticipating and confronting the world’s related to volunteerism. Major LCS events include most pressing problems. FOCUS, a pre-orientation program for incoming To meet these challenges, the institute empha- students; a “Faculty Waits on You” dinner sizes rigorous academic preparation and experiential benefiting the homeless; and Kids’ Day, which learning. Students learn through intensive engage- brings local youth to campus. ment in classes, global research, internships, With a volunteer corps of over 1,000 and a workshops, simulations, and international symposia student staff of 85, LCS serves as an umbrella —all involving national and international students organization for forty different programs. LCS’s and leaders from the public and private sectors. programs, resources, and leadership capacity have These activities stress critical and normative become widely recognized within the Tufts thinking, written and oral communication skills, community and among the hundreds of community problem solving, and an interdisciplinary approach organizations, agencies, and people they serve. to learning. Students produce tangible outcomes to their studies through their research projects, the For information about additional community international forums, and other significant initia- engagement opportunities, such as the Tufts tives. The experience helps stimulate intellectual Literacy Corps and the Student Teacher Outreach curiosity and build individual self-confidence and Mentoring Program (STOMP) for engineering independence, while at the same time developing students, go to http://activecitizen.tufts.edu/ analytical and practical leadership and decision- welcome. making skills. Tisch College is located in Lincoln Filene Hall The IGL is located at 96 Packard Avenue. For on the Medford campus. For more information, call more information, call 617-627-3314 or visit 617-627-3453 or visit http://activecitizen.tufts.edu. www.tuftsgloballeadership.org.

IGL Programs COURSES Education for Public Inquiry and International Citizenship (EPIIC) (1985–) The cornerstone of the institute, EPIIC is a rigorous, carefully integrated multidisciplinary program on a global theme that is open to students of all majors and years. Since its inception at Tufts in 1985, EPIIC has been challenging students, as well as policymakers and the public at large, to think critically about questions of pivotal importance to the world. Its main components are a yearlong colloquium, research projects, an international symposium, professional workshops, and public service initiatives. Past topics have included

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International Terrorism (1986); The West Bank and immigration dilemmas; in Myanmar/Burma, and Gaza Strip (1987); Transformations in the documenting the country’s re-emergence; in Dhaka, Global Economy (1993); Ethnicity, Religion and Bangladesh, documenting the mega-city; and in Nationalism (1994); The Future of Democracy Saint Petersburg, Russia, documenting Russia (1997); Global Inequities (2002); The Role of the today. U.S. in the World (2004); Oil and Water (2005); and The Politics of Fear (2006). The 2012–2013 EXPERIENTIAL EDUCATION AND RESEARCH topic was Global Health and Security, and the Global Research, Projects, and Internships (1986–) 2013–2014 topic was The Future of the Middle Students are encouraged to conduct original, East and North Africa. The theme for 2014–2015 policy-oriented research and projects that allow is Russia in the 21st Century. them to test their theories and assumptions on the ground. Since 1986, more than 1,000 students have Inquiry (1992–) conducted research or participated in an interna- Working with public and private schools in six tional internship in more than 90 countries, most states, Inquiry is one of the University’s largest and recently in Colombia, Kosovo, Rwanda, and Turkey. most diverse public service initiatives. It provides a These projects often develop into significant unique opportunity for high school students to projects and senior honors theses. One project participate in an intellectual and challenging culminated in the creation of an NGO in northern yearlong program, culminating in a role-playing Uganda, Collaborative Transitions Africa; another, simulation on an international issue. Tufts students which looked at the local outreach process from the act as mentors for the high school students. In 19 International Criminal Tribunal for the former years, more than 4,500 high school students and Yugoslavia, became the model for the Sierra Leone 750 Tufts students have participated. Each year the truth commission’s outreach. simulation derives from the annual EPIIC theme. New Initiative for Middle East Peace (NIMEP) (2003–) Program for Narrative and Documentary Practice NIMEP is a non-polemical student research (2011–) think-tank and outreach initiative aimed at The Program for Narrative and Documentary comprehending the conflicts of the Middle East Practice—directed and founded by renowned and North Africa, and at seeking progressive award-winning photojournalist Gary Knight, the solutions to the conflicts in the Middle East. In cofounder of Photo VII, and award-winning 2005, NIMEP published the first edition of its photographer Samuel James—gives students the journal, NIMEP Insights. The journal featured skills to explain the world around them to a much student research papers from NIMEP trips to Israel broader audience. The program teaches students to and the West Bank and to Egypt, as well as the shape global issues into multi-media stories that are IGL’s 2004 trip to Iran. NIMEP’s trips have taken narrative and compelling. The program does not student delegations to Tunisia, Kurdistan, the Gulf, train journalism students. Rather, it takes students Turkey, Lebanon, and Syria. NIMEP’s most recent interested in politics, history, economics, interna- fact-finding trip was to Jordan. NIMEP holds tional relations, conflict resolution, technology and weekly student-led seminars on diverse issues, and engineering—students who wish to engage in the holds dialogue sessions on contentious issues. Its world—and teaches them storytelling and journal- non-partisan approach has allowed it to play a ism. It involves immersion in a subject and bridging role on campus between often polarized produces work that draws on video, photography groups. NIMEP also initiated the Web-based and writing. The program annually offers an Soliya course, which has been offered as an introductory course in the fall, a seminar in the academic credit course through the Political Science spring, and an on-site summer workshop, along Department, in which small groups of university with organizing public lectures for the campus students from the US and predominantly Muslim throughout the year. Its workshops have taken place countries in the Middle East engage in intensive in Arizona, documenting the U.S./Mexico border dialogue about the relationship between the US and the Arab and Muslim world.

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Exposure (2004–) establish a sister program at Peking University, the Exposure is a student-led program dedicated to Peking University International Student Energy mentoring and developing young, knowledgeable Initiative. photojournalists and documentarians and the advancement of human rights through the facilita- Alliance Linking Leaders in Education and the Services tion, distribution, and instruction of photojournal- (ALLIES) (2006–) ism and documentary studies. Working with the ALLIES began as a special project of the EPIIC VII Photo Agency; de.MO, a design and publish- symposium on The Politics of Fear. Its initial ing company; and the Aftermath Project, Exposure objective was to consider the political, socio- has also mounted a number of professional economic, and cultural nature of the civil-military exhibitions and offered students the opportunity to relationship, and too often the civil-military divide, participate in professional photography workshops within the United States. Special relationships were in Argentina, Bali, Boston, Cambodia, Houston, forged between the Institute for Global Leadership India, Kashmir, Kosovo, Philadelphia, South and the U.S. military’s prestigious educational Dakota, Tucson, Uganda, and Vietnam. Exposure leadership institutions, with ALLIES chapters now has published two books through de.MO based on at the United States Air Force Academy, the United the Kosovo and Argentina workshops. It annually States Military Academy, and the United States mounts a month long exhibition in the Slater Naval Academy. ALLIES holds academic confer- Concourse of Tufts Aidekman Arts Center. ences, simulations, and roundtables which rotate among its member schools. It also fosters dialogue, Iran Dialogue Initiative (IDI) (2004–) encourages joint summer research opportunities, IDI’s mission was to facilitate educational dialogue creates activities such as FieldEx simulations that and exchange between Tufts University students bring together students at private liberal universities and students at the School for International and future military officers, and educates about the Relations (SIR) in Tehran. A non-polemical and role of the U.S. military at home and abroad. non-political initiative, in 2004, IDI organized the Students have conducted joint research trips to first official U.S. university visit to Iran since the Chile, Jordan, Rwanda, Turkey, Uganda, and 1979 revolution, where ten Tufts Fletcher and Ukraine, and this summer to Indonesia. The IGL’s A&S/E undergraduate students spent two weeks National Security and Civil Liberties Program traveling through Iran and meeting with their peers (2006–) is an affiliate of ALLIES and is an at SIR as well as at Mofid, a religious university in opportunity for students to experience and under- Qom. Given the ongoing political tensions of stand the fundamental relationship between civil recent years, this program is on hold as a visitation rights and national security concerns. It brings program, but educational research has continued. together students from the Tufts campus and from the U.S. military academies to address controversial Tufts Energy Forum (TEF; formerly the Energy Security issues such as Guantanamo, warrantless wiretaps, Initiative) (2005–) WikiLeaks, and the extent of executive privilege. TEF was developed by undergraduate students who This program has collaborated with the Law participated in the 2005 EPIIC Oil and Water Library of the Library of Congress and the colloquium. It is an effort to educate the campus Washington Law School of American University. about global energy supply and demand, alternative energy sources, and the geopolitical consequences Synaptic Scholars (2006–) of the world’s quest for energy sources. Research The Synaptic Scholars program is designed to trips have been conducted in Belgium, California, encourage and enable students interested in creative Colorado, Denmark, Germany, India, South Africa, intellectual exploration to realize their potential in and the United Arab Emirates. TEF has launched intensive, interdisciplinary settings. The program the Tufts Energy Conference, which hosts an creates a framework in which intellectual juxtaposi- annual symposium on the campus, partnering with tions, critical thinking and self-directed explora- a broad range of organizations. TEF also helped tions are fully realized. Synaptic Scholars is

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a leadership program, meant to provide a forum for Leaders in China-U.S. Relations (LCUR) (2012–) students to take risks, pursue passions, and chal- The purpose of the LCUR organization is to lenge assumptions in an intimate, supportive and advance relations between the U.S. and China while collaborative environment. It is designed to taking advantage of the diversity of experiences, cultivate a strong sense of accountability and backgrounds and interests within the Tufts responsibility, while encouraging scholars to enrich community by organizing events and providing a the University’s intellectual life and programming. forum to discuss current political events related to It is now a self-sustaining intellectual community China. LCUR grew out of ALLIES and hosts the of diverse academic interests which selects its annual China-U.S. Symposium. members after interviews and submission of project concepts. Selected in the last stage of their first year, Innocence International (in formation) “Syns” are active for three years. There is usually a The IGL is in the process of establishing a research range of 24–36 scholars on campus at a time. and internship program with Innocence Interna- Scholars have created fireside chats with faculty and tional on behalf of prisoners on death row believed the annual Tufts Idea Exchange (TEX), modeled in to be wrongly incarcerated. Innocence International part on the TED talks. was founded by the famed boxer Rubin “Hurricane” Carter and his co-defendant John Artis, who were Poverty and Power Research Initiative (PPRI) (2007–) released from prison in 1985 after having been held This program is an effort to study the relationship for 18 years for a wrongful murder conviction. The between extreme poverty and the nature of the initiative will focus on the American and interna- national decision-making process in the countries tional criminal justice system, asking students to of the developing world. PPRI grew out of think critically about the intersection of race, class, activities initiated during the 2007–2008 EPIIC and imprisonment. The Africana Center and the colloquium, Global Poverty and Inequality, under new Center for Race and Democracy at Tufts the guidance of IGL INSPIRE Scholar-Practitio- University are collaborating on this project. ner Jose Maria Argueta, former national security adviser in Guatemala. Students have conducted SOCIAL ENTREPRENEURSHIP on-site research in Guatemala, Jordan, the Philip- Building Understanding through International pines, and Turkey as well as in the U.S. Themes Learning and Development (BUILD) (2002–) have ranged from systemic corruption to the role of For its first six years, BUILD participants spent a the media in development and democratic state semester learning about international development, building in Turkey. cross-cultural exchange, the history and politics of Nicaragua and the needs of the rural community of Pugwash International Student Chapter (2011–) Siuna, Nicaragua, before spending their winter In 2011, emerging out of the EPIIC topic “Our break working in the community. In 2008, BUILD Nuclear Age,” the IGL began a student chapter of moved its work in Nicaragua to Guatemala, where Pugwash International. The program is a forum for the student group worked with the cooperative students and faculty to discuss and debate the Santa Anita La Union. BUILD has also run a ethical and normative dimensions of science, spring semester, student-taught course on sustain- technology and public policy. It has held workshops able development. This was initially a project in on technology and conflict; on ethical issues collaboration with the Tisch College for Citizen- regarding autonomous lethal robots, “cyberwar,” ship and Public Service. In 2009, BUILD was neuroscience and national security; and on the chosen as the Tufts recipient of the Davis Founda- ethics of whole genome sequencing. tion 100 Projects for Peace. In 2010, BUILD expanded its program to India, and BUILD India was chosen as the 2011 Tufts recipient of the Davis Foundation 100 Projects for Peace. IGL student initiatives have won the first prize of $10,000 for the last seven years, every year it has been offered. BUILD is now expanding into Nicaragua.

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Engineers Without Borders (EWB) (2005–) selected by the World Bank; BUILD; RESPE A collaboration with the School of Engineering, (Research and Engagement Supporting Poverty the mission of the Tufts Chapter of Engineers Elimination) Haiti; and BrandHaiti. Without Borders is to design sustainable development projects for communities around the world INTERNATIONAL LEADERSHIP AND EXCHANGE and to engage students, faculty and the campus in Tufts Initiative for Leadership and International the process. Unique to the Tufts chapter is its Perspective (TILIP) (1997–) emphasis on collaboration between engineering and In 1997, Tufts University, in cooperation with arts and sciences students, and its leaders have often Peking University (Beijing), the Chinese University been majors in the social sciences. Members have of Hong Kong, and the University of Hong Kong, worked on projects in Tibet, Ecuador, El Salvador, began this leadership program. Originally a Haiti, Palestine, and Uganda. residence and internship program in China and Hong Kong, it evolved into a more academic Empower (2007–) program culminating with the international A Clinton Global Initiative commitment of the students attending the EPIIC symposium. The IGL, the Empower Program for Social Entrepre- residence/internship component was discontinued, neurship educates, mentors, and motivates aspiring and in 2008 TILIP was re-conceptualized to social entrepreneurs at Tufts. Empower is a expand its global reach. Closely continuing its work program for undergraduate and graduate students with Peking University in Beijing, TILIP emerged to engage in practical experiential learning in social as one of that university’s most prestigious and entrepreneurship. The Empower Fellowship competitive programs. Brazil, Canada, Guatemala, provides the opportunity for students to launch Haiti, India, Iraq, Israel, Mexico, Palestine, Russia, social enterprises, participate in internships and Rwanda, Seeds of Peace Israel/Palestine and South conduct applied research related to social entrepre- Asia, Singapore, South Africa, and South Korea neurship in international or local community have all sent student delegations to the IGL as part development. The fellowship offers either a grant or of the IGL’s commitment to the Clinton Global a stipend for students to pursue these opportunities Initiative to globalize its EPIIC program. during the summer and allows students to join the Social Entrepreneurship Network at Tufts, which Robert and JoAnn Bendetson Public Diplomacy encourages collaboration, mentorship, and the Initiative (2006–) promotion of social entrepreneurship on campus. The Bendetson Public Diplomacy Initiative is an This IGL initiative focuses on social entrepre- effort to bring key global policymakers and officials neurship and poverty alleviation. Bringing together to Tufts to share their experiences and perspectives a global network of non-governmental organiza- with students, and to create conducive environ- tions, such as ACCION, Kiva and the Schwab ments in the search for common ground. It brings Foundation for Social Entrepreneurship, Empower policymakers and officials together to discuss their offers students opportunities for research and shared experiences, such as in its program on “Iraq: internships across the world. A multidisciplinary Moving Forward” in 2007, which explored next initiative, topics include innovations in steps in Iraq with high-level participants from Iraq, microfinance, education, water sanitation, and South Africa, Northern Ireland, and Guatemala. support for indigenous artisans and musicians. Its Then working with the political and military recipients have won prestigious prizes from MIT leaders of the ANC and former high-level and USAID, and at World Bank competitions. Apartheid government figures, and with leaders of The World Bank competition Innovation: Moving the IRA and Provo military and political groups, Beyond Conflict attracted two thousand submis- this project convened meetings over several years sions from 40 countries. Of the 30 winners, three with all sectors of the Iraqi political spectrum, came from Empower-supported IGL students. excluding al-Qaeda. It worked for three years Empower continues to support ongoing Institute discretely to create and encourage the Helsinki group projects such as GroupShot, one of the three Principles, which formed the foundation for

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non-sectarian elections in Iraq. The meetings were Institute Scholars and Practitioners in Residence hosted by the Conflict Management Initiative, the (INSPIRE) (1999–) NGO founded by Nobel Laureate and Mayer This program originally brought exceptional Award recipient the Hon. Martti Ahtisaari, the scholars and practitioners to Tufts for public former President of Finland. Its concluding lectures, classroom lectures and research and career gathering, where the principles were announced, advising. Participants have included Jack Blum, was held in Baghdad. There are ongoing delibera- senior counsel for special projects for Finance tions regarding economic and educational initiatives. Sector Compliance Advisors Limited and an expert on controlling government corruption, international International Resilience Program (2007–) financial crime, money laundering, international This program brings together applied interdisci- tax havens and drug trafficking; Peter Droege, the plinary research and cross-sector policy and Asia-Pacific chair of the World Council for practice analysis to bear on teaching, advising and Renewable Energy and director of Solar City for mentoring of professional, graduate, and under- the International Energy Agency; and Sanjoy graduate members of the Tufts community in the Hazarika, former New York Times Delhi bureau classroom and outside of the classroom through chief and a member of India’s National Security research-focused activities. It is directed by Astier Advisory Board. Now the program has been M. Almedom, a Fellow of the Institute and reconfigured to emphasize liaison with specific Professor of Practice in Humanitarian Policy and IGL programs to provide oversight and guidance. Global Public Health at the Fletcher School. INSPIRE Fellows are often linked to ongoing Professor Almedom is currently on leave. projects now: for example, Action against Hunger’s Pakistan former director Daniel Holmberg, EXPERT MENTORING Harvard Belfer Center for Science and Interna- Dr. Jean Mayer Global Citizenship Lecture Series tional Affairs Fellow Lucas Kello, and RAND (1993–) Professor Lowell Schwartz were linked to Empow- This lecture series, and its accompanying award, er, EPIIC, and ALLIES; led research projects and honors the legacy of former Tufts University workshops; and provided research guidance. This President and Chancellor Jean Mayer by bringing past year, the Carnegie Corporation supported distinguished individuals to campus who combine three INSPIRE Fellows from the Middle East: scholarship and public service and who are Carnegie Endowment Senior Associate on Nuclear dedicated to helping students solve some of the Policy Ariel Levite, leading Palestinian intellectual world’s pressing challenges. There is a reciprocal and analyst Mouin Rabbani, and former Iraq understanding that whenever possible the recipient national security adviser Mowaffak al-Rubaie. engages Tufts students in their activities. Recipients include the Hon. Martti Ahtisaari, Admiral Ami Voices from the Field (2001–) Ayalon, the Hon. Anson Chan, Bill Drayton, Gen. The IGL brings back to campus mid-career alumni Romeo Dallaire, Sylvia Earle, Shirin Ebadi, Murray (the Voices) who are presently working in the fields Gell-Mann, the Hon. Jose Ramos Horta, General of nation building, complex humanitarian emergen- Dirk Jameson, Sunita Narain, Sen. Sam Nunn, cies, human rights, U.N. peacekeeping, refugee Conor Cruise O’Brien, Luis Moreno Ocampo, assistance, preventative diplomacy, conflict resolu- Steven Pinker, Gwyn Prins, Mary Robinson, tion, global health reconstruction, and development Amartya Sen, Zainab Salbi, Wole Soyinka, Ronald assistance. They engage in several days of intense Takaki, Archbishop Desmond Tutu, Abiodun round-table conversation and undergraduate Williams, and Muhammad Yunus. advising. They are also integrated into the EPIIC symposium. Participants have included alumni such as 30-year humanitarian relief worker Daniel Holmberg, Fletcher School Security Studies Fellow Col. William Ostlund (US Army), Commander of the CDC Dr. Ezra Barzilay, and senior United Nations peacekeeping official Nick Birnback.

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ACCESS (2009–) AWARDS ACCESS is a joint mentorship program between The Boryana Damyanova Program for Corporate Social the IGL at Tufts University and Beyond Conflict Responsibility (2008–) (formerly the Project on Justice in Times of This program is focused on introducing and Transition, or PJTT) that combines the two providing research skills for students interested in organizations’ respective resources to mentor and learning more about the complex issues of capital- foster a new generation of leaders in international ism, integrity, and corporate citizenship and diplomacy. It has conducted academic credit accountability. The Damyanova Program also seminars, held lectures and provided unique access presents an annual award to an individual who best to public diplomacy efforts and internships in such represents these issues. Recipients have included places as Colombia, England, Nicaragua, and Spain. author and activist Robert K. Massie, corporate Among its INSPIRE Fellows have been Tim accountability consultant Maria Figueroa Kupcu Philips, the cofounder of the Project on Justice in (A’93), and human rights lawyer Michael Posner. Times of Transition, and Ambassador William In 2012, the Tufts student ACER (Advisory Luers. Most recently, students have been engaged Committee for Endowment Responsibility) group in an annual workshops on neuroscience and joined this program. This program was begun to conflict resolution at MIT and have been research- honor the memory of EPIIC and IGL student ers and interns on their ongoing projects. Boryana Damyanova (A’06), who was killed in a traffic accident in her senior year. The Oslo Scholars Program (2010–) The Oslo Scholars Program, an initiative of the The Alexandra Boulat Award for Photojournalism Oslo Freedom Forum and the IGL, offers under- (2010–) graduate students who have a demonstrated This award has been established by the IGL and interest in human rights and international political its Exposure program to promote the creation of issues an opportunity to attend the annual Oslo documentary work with a social purpose. Named Freedom Forum in Norway, and the opportunity to in honor of Alexandra Boulat (1962–2007), a work with its honorees. Its honorees are some of co-founder of VII Photo Agency, it has been created the world’s leading human rights defenders and to acknowledge the inspiration and mentorship she activists, such as Justine Hardy of Heal Kashmir provided to Exposure and its students. Boulat was and Dr. Izzeldin Abuelaish, the Gazan doctor who an award-winning French photographer, known for founded the Daughters for Life Foundation. The her compelling images of people affected and forum, now in its fifth year, provides students with displaced by war. The juried award is given to a invaluable learning opportunities and internships. current Tufts student or alumni to fund a documentary project. The first recipient was Samuel James Petra Foundation Internships (2012–) (A’10), who is an alumnus of several IGL programs The Petra Foundation seeks out and champions and is now the program coordinator for the IGL’s unsung leaders who are making distinctive contri- Program for Narrative and Documentary Practice butions to the rights, autonomy and dignity of (PNDP). He used the award to continue his work millions who are marginalized in America. looking at the ongoing struggle for power, land and Sustaining its commitment to the Petra Fellows oil in Nigeria. The second recipient was Nichole and fostering their collaborations, the foundation Sobecki, a 2009 Tufts graduate and now a freelance strengthens a national network of citizen activists photojournalist and videographer based in eastern working across the divides of age, ethnicity, class Kenya and primarily working with Agence and issue to build a more just society. These France-Presse. internships offer Tufts students an opportunity to work with and learn from the Petra Fellows.

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The Gerald R. Gill Oral History Prize (2011–) PUBLICATIONS The prize honors the legacy and memory of NIMEP Insights (2005–) Gerald R. Gill, a longtime friend of the Institute, NIMEP Insights is the journal of the IGL’s New an associate professor of American history at Tufts Initiative for Middle East Peace. Since 2005, the University, and one of the University’s most student group has been publishing the journal, honored and distinguished teachers. It is a competi- usually a mix of Tufts student community articles tive prize open to graduate or undergraduate on the Middle East and articles by the group students who plan to incorporate an oral history members from their fact-finding missions in the component into their research projects. Gill was a Middle East. founding and core faculty member in American Studies and Peace and Justice Studies, and he Discourse: The Tufts Interdisciplinary Journal taught courses in African-American history, the Dedicated to the Power of Reason and the Exchange of Civil Rights Movement, and sports in American Ideas (2007–) history. The first recipient was Michael Kremer Discourse began as a Synaptic Scholars project. It (A’11), who used the support to add an oral history provides an inclusive campus-wide platform for component to his senior thesis on “The Diversity reasoned discussion and prescriptive analysis of Visa Lottery: A Study Linking Immigration issues of both international and domestic concern, Politics to Immigrant Characteristics and while also including poetry, fiction, art and Experiences.” photography to illuminate the human condition. Its emphasis is on exploring a diversity of thought and The Tim Hetherington Award (2012–) perspectives from students, scholars and practitio- The Program for Narrative and Documentary ners. The purpose of Discourse is to provide an open Practice (PNDP) began a Tim Hetherington forum for discussion of contemporary dilemmas, Award to honor his life and work. Tim Hethering- not a vehicle with any specific political or intellec- ton (1970–2011) photographed the experience of tual agenda. war from the perspective of the individual, mostly in West Africa and the Middle East. Through his photographs, writing and films, Hetherington offered new ways to look at and think about human suffering. Hetherington published Liberia Bit by Bit: Long Story Retold, documenting the civil war in Liberia, and Infidel, a book of his photographs from Restrepo, the film he co-directed with Sebastian Junger about a platoon of soldiers in Afghanistan. Restrepo was awarded the Grand Jury Prize at the 2010 Sundance Film Festival and was nominated for an Academy Award in 2011 for Best Documen- tary Feature. Hetherington was a member of PNDP’s Advisory Board. He was killed covering the war in Misrata, Libya. The juried award is offered to current students or alumni of Tufts University to support a non-fiction storytelling project that seeks to illuminate a humanitarian story that is under-reported. The first recipient was Elizabeth Herman (A’10), an alumna of the EPIIC and Exposure programs, to continue her work on “A Woman’s War” in Bosnia-Herzegovina.

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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 The Tufts University libraries support the educa- materials with state-of-the-art electronic resources. tional and research programs of the university by The library provides seating for up to a quarter of serving students, faculty, and staff. On the Medford/ the student body, print and electronic collections, a Somerville campus are the Tisch Library serving Media Center with five electronic classrooms, a the schools of Arts and Sciences and Engineering; Digital Design Studio for digital media production, the Edwin Ginn Library of the Fletcher School of a computer-equipped classroom to teach library Law and Diplomacy; and the Department of research skills, a university-wide Geographic Digital Collections and Archives, which manages Information Systems (GIS) Center, and a café with the university’s growing digital collections and a student art gallery and faculty publications houses the university’s archives. The Hirsh Health display. Sciences Library serves the Tufts health sciences The library is a depository for federal govern- schools on the Boston campus. The Webster Family ment publications, including maps. Special Veterinary Medical Library serves the Grafton collections include the personal library of Hosea campus. Ballou II, the Ritter Collection of Musicology, and The Tufts libraries share one Integrated Library the Bolles Collection of English history and other System (ILS). The online catalog provides access rare books and manuscripts. The library has begun to resources physically and virtually available to digitize its special collections and integrate them within the Tufts libraries and beyond. The resources into classroom projects. The library is also digitizing of these libraries include over three million biblio- materials from its stack collections and making graphic items: electronic and print books and them available through the Internet Archive. journals, videos, music CDs, microforms, slides, The library has an active laptop lending program, pamphlets, and government publications. Along and it also lends digital production equipment such with the catalog of the libraries’ rapidly expanding as recorders and cameras. Free scanning centers are collections, each library’s website hosts a state-of- available throughout the library. The Media Center the-art array of electronic databases, links to other provides streaming access to its reserved collection websites, systems and services including a body through Video Furnace. of research tools accessible from each library’s Tisch Library has an extensive library instruc- home page using any Web browser. Web resources tion program that is integrated into the curriculum. are selected by the libraries for their value to Tufts Principles of information literacy are incorporated faculty and students and include a substantial in learning objectives designed by departments and number of electronic resources: over 60,000 programs specific to those areas of study. Learning electronic journals, which contain full-text articles, objectives increase in sophistication for undergrad- in over 400 electronic databases and indexes, and uates and graduate students as they work towards over 200,000 electronic books. completion of their degrees. Instruction is provided Students and faculty can also gain access in classrooms within and outside of the library and through the university libraries to the resources of also virtually. the eighteen academic and research libraries Individualized research assistance is provided belonging to the Boston Library Consortium and, through a variety of formats including one-on-one through interlibrary loan, to library collections consultation, reference desk, e-mail, instant throughout the country and abroad. messaging, and text messaging. Tisch Library provides online research guides in all major subject The Tisch Library areas and in over 240 specific courses. The library The Tisch Library provides support for the also offers a credit-bearing senior capstone research instructional and research needs of the faculty, skills course every semester. students, and staff in the Schools of Arts and Sciences and Engineering. The physical facilities of the Tisch Library consist of the Tisch and Lilly Music libraries.

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Lilly Music Library Hirsh Health Sciences Library, Boston Campus The Lilly Music Library, located in the Granoff The Hirsh Health Sciences Library provides Music Center, houses musical scores, literature, and resources to support the education, research and sound recordings (including a very popular CD clinical mission of the Tufts schools on the Boston collection of over 15,000) on a wide range of music campus. This includes the Schools of Medicine subjects. Course reserves and reference for music and Dental Medicine, the Sackler School of are offered there, while electronic resources for Graduate Biomedical Sciences, the Gerald J. and music study, including streaming audio databases, Dorothy R. Friedman School of Nutrition Science are available to the Tufts community on and off and Policy, and the Jean Mayer U.S.D.A. Human campus. Nutrition Research Center on Aging at Tufts University, as well as the Tufts Medical Center. For more information on Tisch library services and Library services are integrated into the curricula of collections, visit http://tischlibrary.tufts.edu. the Boston Campus schools, where librarians teach information management skills and instruct the Edwin Ginn Library, The Fletcher School students in how to access a variety of resources The Edwin Ginn Library of the Fletcher School directly and through the learning management is one of the largest specialized libraries in the field system, TUSK (http://tusk.tufts.edu). The staff of international affairs. The collection is especially works with students both in the classroom and strong in the fields of international law and one-on-one to answer questions and teach research organizations, human rights, economic and political skills. These activities are closely tied to the development, international energy resources and educational goals of each of the schools. The library environmental matters, international security and staff also works closely with faculty and clinicians peacekeeping, conflict negotiation, and interna- to meet all of their information needs for both tional business and finance. research and patient care. Also, students and The Ginn Library holds documents from the clinical faculty receive their first tier of computing League of Nations, the United Nations, and support at the library, where the staff can do basic numerous international organizations as well as a repairs and offer software support, system scanning large collection of international treaty documents. and reinstallation. Laptops and iPads are also lent The papers of Edward R. Murrow and of Ambas- to library patrons to augment their study or work. sadors John Moors Cabot and Philip Kingsland With the completion of the Sackler Center Crowe have been deposited in the Ginn Library; renovation in 2009, the library developed into a they are now housed in Digital Collections and Boston campus student center, with a café, easy Archives and are available for research there. Ginn access to the library resources, quiet study spaces, Library also houses two Bloomberg Terminals and and a variety of computing facilities. At 38,000 provides access to Westlaw. square feet, the space comfortably seats 800 patrons, Fletcher’s information technology environment with accommodations for both individuals and falls under the Ginn Library. In addition to the groups. Classrooms, computer labs, and seminar library computers, printers and scanners, staff also rooms are equipped with state-of-the-art presenta- oversee the technology in the Mugar Lab and tion equipment and relevant software for teaching Fletcher classrooms. Ginn’s circulation desk loans and studying. Public computer workstations are out laptops, projectors, cameras, chargers and other positioned throughout the library, and building- IT resources. wide wireless allows access to the Tufts Network Ginn staff coordinate workshops for Fletcher and the internet. students, faculty and staff on the following topics: The Hirsh Health Sciences Library works with Stata, RefWorks, Zotero, WordPress, collecting the Tufts Libraries to provide access to over 57,000 geospatial data in the field, and general research electronic journals, over 5,000 of which are focused topics. on biomedical topics, and over 4,000 electronic For more information, visit www.library.tufts.edu/ biomedical textbooks. These electronic collections ginn. are continually growing to meet the needs of the students and faculty. For more information please visit www.library.tufts.edu/hsl.

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Webster Family Veterinary Library, Grafton Campus Geographical information systems (GIS) The Webster Family Veterinary Library, located in Printing the Franklin M. Loew Veterinary Medical Educa- Software licensing tion Center, contains the largest collection of Telephones and video/Web conferencing tools clinical veterinary medicine literature and resources Computer purchases and maintenance in New England. It includes materials on medicine Information security and surgery for large, small, and exotic animals; To learn more or to access any of our services, visit animal welfare; wildlife diseases and ecology; us at https://it.tufts.edu. infectious diseases; conservation medicine; laboratory animal science; and veterinary practice To request IT help or more information, please management. The 7,000 volume John A. Seaverns call us at 617-627-3376 any time or visit us Equine Collection, covering all aspects of horse- Monday–Friday from 9:00 a.m. to 5:00 p.m. at our manship, is one of the largest of its kind. With walk-in center in Eaton Hall, 5 The Green, representative titles covering ﬁve centuries, the Medford. collection provides valuable insight into the role of the horse through the ages. It is especially strong in Writing Fellows Program horse racing, hunting, and the equestrian arts. For The Writing Fellows Program unites faculty and more information, visit www.library.tufts.edu/vet. students to enhance the quality of student writing. Professors and courses participating in the program Digital Collections and Archives (DCA) receive the support of Writing Fellows, highly Encompassing the university archives and manag- trained undergraduate tutors who assist students ing the Tufts digital library, the DCA supports the with writing in designated courses. Nominated by teaching and research mission of Tufts University faculty and selected through a competitive applica- by ensuring the enduring preservation and acces- tion process, Writing Fellows are assigned to sibility of the university’s permanently valuable particular classes related to their major ﬁelds of records and collections. The DCA assists depart- interest. They work closely with the same 12–15 ments, faculty, and staff in managing records and students on drafts of papers and oral presentations other assets. The DCA collaborates with members throughout the semester. Professors participating in of the Tufts community and others to develop tools the program receive training and feedback on to discover and access collections to support creating effective writing assignments, responding teaching, research, and administrative needs. For to student writing, and integrating other aspects of more information, visit http://sites.tufts.edu/dca. sound writing pedagogy into their courses. The program aims to foster the process of writing by Technology Services making time and energy for review and revision. Tufts Technology Services (TTS) provides access Its basic philosophy is that writing is a process and and support to students for hundreds of IT tools must be taught, learned, and practiced as such. services. Whether it’s email, network connectivity, Peer-to-peer collaboration within the writing our online learning and collaboration environment, process works across the curriculum and throughout the secure transmission of networked data, or our the university to make students at Tufts better, integrated student information system (iSIS), more engaged writers. The Writing Fellows technology touches the lives of the Tufts commu- Program is sponsored by the Academic Resource nity every day. Among many others, we support the Center (ARC), and the ARC staff is also available following services: to consult with professors, departments, and Trunk collaboration and learning environment teaching assistants about any issue related to iSIS (Integrated Student Information System) writing pedagogy. For more information, visit Computer labs http://uss.tufts.edu/arc/writingtutoring/wf.asp or Microsoft email/calendar contact the director of the ARC at 617-627-4345. Tufts accounts and passwords Network and wireless service Tufts High Performance Computing Cluster (HPC)

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Technology and Teaching mapping interface to design customized, resource- Technology continuously alters what we know, just linked semantic networks that can be viewed, as it changes how we learn and how we express what shared and edited online. For more information, we think we know. When used effectively, comput- visit http://vue.tufts.edu. ers and other technologies can enrich the classroom experience and promote learning at all levels. One-on-one consultations: ESTS staff are available Tufts Technology Services (TTS) Educational to consult with faculty on the use of technology in a and Scholarly Technology Services (ESTS) is a course. Our educational technologists help instruc- university-wide services group that offers faculty a tors identify new ways of approaching teaching broad range of services on the use of technology for challenges and suggest ways of integrating technol- teaching, learning and scholarly collaboration. ogy to meet their goals. We provide information about contemporary technologies that can be used Classroom Response System (Clickers): ESTS to enhance education and provide guidance on the maintains a set of equipment that faculty can effective use of available tools. borrow as they’re experimenting for the ﬁrst time To request a consultation, send an email to with classroom response systems. We provide [email protected]. For a complete list of tools and orientation to the i>clicker software and to effective services, visit http://it.tufts.edu. practices in formulating questions and integrating clickers into a course. We provide Tufts schools, Center for Interdisciplinary Studies departments, and individual faculty with informa- The Center for Interdisciplinary Studies (CIS) tion about ordering i>clicker for use in their provides a dynamic hub for a range of academic programs. Visit the website http://go.tufts.edu/ programs that share a common interest in the clickers2 for more information. integration of multiple perspectives and methodologies in the creation of knowledge about and Spark: ESTS offers a suite of Web 2.0 tools for understanding of our diverse world. The center is communication and collaboration across Tufts committed to building links between and among University called Spark. Tools include wikis, blogs, academic programs, fostering interdisciplinary and podcast publishing, forums, media markups for innovative approaches in the classroom, sponsoring Web-based video annotation, Google Maps speakers and conferences, and promoting collabora- collections, and Web meetings (Adobe Connect). tive interdisciplinary research at all levels of Arts For more information, visit http://spark.uit.tufts. and Sciences across Tufts. See below for a list of the edu. academic programs afﬁliated with CIS.

In addition to supporting the collective interests Trunk: Trunk is a university-wide online environ- of interdisciplinary programs, CIS administers the ment designed to facilitate teaching, learning, and Interdisciplinary Studies major and the CIS Senior assessment at Tufts. Trunk enables the sharing of Thesis option. knowledge and new models of collaboration within and across disciplines. To access course sites, project Interdisciplinary Studies Major sites, and “my workspace,” visit http://trunk.tufts. The Interdisciplinary Studies major offers students edu. For assistance, access online resources at the opportunity to create a self-designed, individual http://sites.tufts.edu/trunksupport, or send an concentration that draws on courses from at least e-mail to [email protected]. two of the following six areas of study: humanities,

arts, social sciences, natural sciences, mathematics VUE (Visual Understanding Environment): VUE is an (quantitative), and engineering. open-source project based at Tufts University. The Students proposing an Interdisciplinary Studies VUE project is focused on creating ﬂexible tools for major must have a high degree of initiative and managing and integrating digital resources in self-discipline. The Interdisciplinary Studies major support of teaching, learning and research. Through consists of an integrated program of at least ten VUE, faculty and students use a visual concept- credits plus a two-semester thesis or honors thesis (for eligible students) or a substantial project

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comparable in scope to a thesis, including a written Students who would like to be recommended for component. A student who wishes to pursue an degrees with honors by a department or program Interdisciplinary Studies major must submit a that requires a thesis should be aware that a CIS detailed application describing the planned thesis will not usually count as a substitute for an program of study. The student selects an advisory honors thesis within the department or program. committee of three faculty members who support However, once the thesis proposal is approved by the application, including representatives from the CIS Board or its designated subcommittee, three departments in at least two of the six areas eligible students can apply to the Thesis Honors listed above. At least two of the committee Program by filing the appropriate paperwork at members must be full-time members of the Arts Dowling Hall. If the CIS thesis is to qualify as an and Sciences faculty with the rank of lecturer or honors thesis, the chair of the thesis committee above; at least one of the committee members must must be a member of the department or program in be a tenured or tenure-track member of the Arts which the student is majoring. and Sciences faculty. In consultation with this advisory committee, the student develops a Affiliated Programs rationale for the major, selects courses, and outlines For information about majors and/or minors the thesis plan. The proposal is reviewed for offered by interdisciplinary programs at Tufts please approval by the CIS Board or its designated see the relevant program website. The academic subcommittee. programs affiliated with the collective enterprise of Note: Two credits used to fulfill another major the Center for Interdisciplinary Studies include: may be used toward the Interdisciplinary Studies Africana Studies major; students may not triple major if one major is American Studies in Interdisciplinary Studies. Asian American Studies For specific information and application guidelines, Communications and Media Studies visit the Center for Interdisciplinary Studies Community Health website: http://cis.tufts.edu. Environmental Studies International Literary and Visual Studies CIS Senior Thesis International Relations Arts, Sciences, and Engineering students who wish Judaic Studies to write a senior thesis outside their major area of Latin American Studies concentration may be eligible to write a CIS senior Latino Studies thesis. The student must satisfy the CIS Board or Leadership Studies its designated subcommittee that the topic falls Medieval Studies outside the purview of any department or interdis- Middle Eastern Studies ciplinary program and that significant course work Multimedia Arts and/or faculty-directed research relevant to the Urban Studies thesis topic has been accomplished. The student Women’s, Gender, and Sexuality Studies must assemble a committee of three faculty readers For more information, visit the Center for Interdis- with expertise in the disciplines involved, one of ciplinary Studies website: http://cis.tufts.edu. whom will serve as the chair of the committee and be responsible for submitting the final grade. One Other interdisciplinary programs at Tufts include: member of the committee must be from a depart- Biochemistry ment or program in which the student is majoring. Biopsychology The proposed thesis topic must be approved by the Chemical Physics CIS Board or its designated subcommittee. Cognitive and Brain Sciences Application instructions and relevant timeline can be found on the CIS website. For more information on these programs, students should consult the individual program website and/ or program director.

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Engineering Project Development Center with writing assignments, personal essays for The Engineering Project Development Center applications, and larger projects such as senior (EPDC) is a facility at Tufts University that theses and dissertations. Oral communications supports the undergraduate engineering curriculum. tutors help students improve their presentation This facility is a start-to-finish computer cluster skills. which enables students to take their projects from ARC staff and time management consultants the initial idea stage to the final product and are available to provide individualized support for presentation stage. students who wish to improve study strategies, In the teamwork area, students work in their exam anxiety, motivation, or time management. project development groups brainstorming their For more information, visit http://uss.tufts.edu/arc ideas and accessing information from the Tufts main or call 617-627-4345. library as well as over the Internet. After finalizing their design plans, they move to the computational Student Accessibility Services side, where a number of software programs are at Tufts University is committed to providing support their disposal. This is where the real design work for all students so that they may achieve their takes place, as students apply their CAD skills to academic potential. The university welcomes their project design on state-of-the-art PC students with disabilities and values the diversity workstations. each student brings to our community. The Student As the use of software programs in engineering Accessibility Services (SAS) Office is committed to continues to increase, it is important that engineer- providing support and equal access for students ing students are able to develop intuitive, practical with disabilities. skills through hands-on testing and application of The SAS Office provides reasonable accommo- their ideas. After building and testing their dations to all qualified students. The SAS Office prototypes, students can use the conference room works with students who have a wide array of to present their project to other students, faculty disabling conditions, including learning disabilities, and industry worldwide. attention deficit hyperactivity disorder, sensory and Our facilities, of course, are for use for everyday mobility impairments, and chronic illnesses study and homework assignments as well. For more (physical and psychological). Information about information, please see http://ase.tufts.edu/epdc or resources to assist students and the process for call 617-627-2402. arranging reasonable curricular and co-curricular accommodations can be obtained through the Academic Resource Center director of student accessibility services in the The Academic Resource Center, located in Academic Resource Center at Dowling Hall and Dowling Hall, provides academic assistance to at the website listed at the bottom of this entry. students who wish to study more effectively. Free In an effort to facilitate accommodations for peer tutoring in many subjects is available during students, the SAS Office collaborates with students, designated drop-in hours and by appointment in faculty, and staff to develop accommodations in the Dowling Hall, in the residence halls, and around curricular and co-curricular realms. Each student’s campus. Students may obtain a tutor by accessing program of study is given individual attention to the Online Tutor Finder on the ARC website. consider the student’s personal needs within the In addition to tutoring, undergraduate tutors learning outcomes of a course and plan of study. conduct review sessions before examinations in a The SAS Office will arrange academic accommo- large number of courses and organize study groups dations such as note takers, extra time on exams, for interested students. They also conduct work- exam proctors, and when applicable reduced course shops on study strategies and exam preparation. loads. Co-curricular accommodations including Writing assistance is available for undergraduate single rooms, dining, and special equipment and graduate students at any stage of the writing requests are also originated in the SAS Office. process. Writing tutors hold tutoring appointments Questions about Tufts’ policies and processes to and drop-in hours for students seeking assistance request accommodations may be addressed to the SAS Office. For more information, see http://uss. tufts.edu/arc/disability or call 617-627-4539.

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Career Center 8:00 a.m. to 6:00 p.m. on Monday/Tuesday/ Tufts Career Center offers resources and programs Thursday, 10:00 a.m. to 6:00 p.m. on Wednesday, for undergraduates, graduate students, and alumni 8:00 a.m. to 5:00 p.m. on Friday, and 10:30 a.m. to in the School of Arts and Sciences and the School 5:00 p.m. on Saturday and holidays. TUHS is of Engineering. We help students with all facets staffed by physicians, nurse practitioners, physician of career development and job search by providing assistants, and nurses, and has an on-site certified individual career counseling, job and internship laboratory. The Health Service provides primary listings, on-campus interviews with recruiters, care and urgent health care to the undergraduate résumé critiques, career fairs, alumni presentations, and graduate students on the Medford/Somerville networking opportunities, interview preparation, campus. We work closely with local hospitals business etiquette training, grad school advising and should hospitalization be required. more. Staff members are available to help students Prior to registration, each student is required to make career decisions, set realistic goals, and submit a pre-entrance health questionnaire and develop skills and strategies to realize these goals. immunization history. Undergraduate athletes are Students may schedule an appointment with a additionally required to submit a physical examina- career counselor in advance or take advantage of tion report. Tufts University policy requires that our drop-in hours in Dowling Hall and Engineer- each student have medical coverage under an ing buildings. Students are encouraged to use the insurance plan with benefits that meet Massachu- Career Center as early as their first year, to setts state requirements. The university offers a continue throughout their tenure at Tufts, and to comprehensive health insurance plan at a reason- use our alumni services. The Career Center website able cost for students and, if necessary, their (http://careers.tufts.edu/students) provides spouses/partners and children. up-to-date information on programs and panels, All full-time students are charged automatically career fairs, and professional development events. for the Tufts student health insurance plan. If The site also provides links to a wealth of career students are covered under their parents’ or other planning and job search resources; information on private insurance plan and they do not want the applying to graduate school, internship opportuni- university’s student plan, it may be waived by ties, and funding resources such as Career Center submitting a waiver form to the Health Service internship grants; full-time job listings; cover letter prior to the waiver cutoff date. For a complete and résumé advice; self-assessments and skills explanation of the health fee, see Expenses. For inventories, as well as information about jobs, more information, visit http://ase.tufts.edu/ employers, and industries. Students may contact healthservice. alumni volunteers from the Tufts Career Advisory Network (Tufts CAN) to gather information about Department of Alcohol and Health a wide variety of careers. Online workshops and Education YouTube videos allow students to access the The Department of Alcohol and Health Education information they need on a 24/7 basis. Students envisions a campus which understands the impact may also learn more about the Career Center of the environment on healthy communities; fully through our blog, Twitter, and Facebook page. The supports a continuum of education and prevention, Career Center is located on the seventh floor of early intervention, and access to services; and Dowling Hall, 419 Boston Avenue. Appointments promotes a culture of recovery and healthy life may be scheduled in advance by calling choices for all. Our mission is to support and 617-627-3299. promote campus efforts using proven strategies that reduce health-related problems among Tufts Health and Wellness members of the Tufts community. Tufts University Health Service (TUHS) is located The Alcohol and Drug Program uses an at 124 Professors Row, across from Fletcher field integrated, multi-pronged approach to substance and the tennis courts on the Medford/Somerville use, misuse, and abuse on campus. Focus is placed campus. During the academic year, the hours are on the personal and the individual as well as the

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environmental factors that influence alcohol and CMHS also provides information and applica- drug use, in an effort to promote wellness in our tions for graduate and professional school tests, community and to optimize the academic success including the Miller Analogies Test. For more of our students. information, visit http://ase.tufts.edu/counseling. Program offerings include prevention education, outreach and training programs, addiction counsel- Services for Undergraduate Commuter ing, support group services, assessments by a profes- Students sional clinician, treatment referral and information, For the incoming undergraduate student who support for family members and children of addicts, commutes from his/her residence, it is very information on policies and procedures, and important to have a home base on campus. The opportunities for student leadership and campus Hillside House is a place to connect with other dialogue. commuters during their time at Tufts. We encourage The Health Education Program is located at commuters to get involved in the mainstream of the Tufts Health Service, 124 Professors Row. For campus social life. more information, call 617-627-5495. Tufts offers a number of resources to students in an attempt to make commuter life be a welcoming Counseling and Mental Health Service and comfortable experience. The Hillside House, The Tufts University Counseling and Mental located at 32 Dearborn Road in Somerville, is the Health Service (CMHS) is located at 120 Curtis headquarters and a home-like environment for the Street, and is open Monday through Friday from commuting population. The fifteen-room house has 9:00 a.m. to 5:00 p.m. CMHS is staffed by facilities for cooking, recreation, studying and professionally trained counselors who have special occasional overnight stays. It serves as a gathering expertise in working with college students. Our place for commuters throughout the day and night. goal is to help students address their concerns and It is a great location to stop in, rest or study in build on their strengths, in order to make the most between classes or to have a study group in the of their college experience. Although we do provide house on campus. The commuter house has services for students in mental health crises, we individual lockers so that students may keep their make every effort to assist students before their belongings safe in between classes. Hillside House concerns may develop into more serious problems. is always open, while school is in sessions, for all At CMHS, we care about protecting students’ undergraduates who commute from home. Staying privacy, and believe that counseling is most effective on campus at the house may be an important when students feel comfortable speaking openly resource for students when traveling between home with their counselor. We abide by professional and campus during the winter months when codes of ethics regarding confidentiality, as well as weather conditions make traveling difficult. The by state and federal laws protecting private health university employs two co-managers who reside in information. the house whenever school is in session. They are Counseling services are provided to eligible responsible for making arrangements for commut- students at Tufts free of charge. This includes full- ing students to stay overnight and to plan special time undergraduate students and those graduate events for the commuting population. Students may students who are covered by the comprehensive stay overnight as often as they wish, provided space health fee. If students are seen for psychiatric is available. medication, the initial consultation with the Founded in 1963, the Off-Hill Council is the prescribing clinician is free of charge. Subsequent campus organization for commuters. The council is visits can be charged to insurance or paid for out responsible for coordinating academic, athletic and of pocket. other special events for commuters and may include Additionally, CMHS offers after-hours crisis other residential students. intervention counseling in the case of potentially For more information, contact Veronica Carter, dangerous or life-threatening mental health Director of the Commuting Program, in Dowling emergencies. Hall at 617-627-3158.

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Campus Life off campus in the local community. The recipient The Office for Campus Life coordinates a wide will be a person who has reached out to the range of services where the student always comes international community and who has had an first. The Office for Campus Life serves as a impact on the lives of Tufts students or on a group resource for life outside of the classroom, promoting or community outside of Tufts. The I-Center serves and encouraging a healthy balance between as advisor to the International House (a special curricular and co-curricular experiences and interest house) and to the International Club. opportunities. The staff of the Office for Campus The I-Center also provides a one-day orienta- Life is responsible for student leadership develop- tion for graduate international students. The ment, campus programming, group advising and Intercultural Conversation Program (ICP) is mentoring, as well as the daily operations of the available for graduate students who wish to meet Mayer Campus Center, Hayes House and Curtis with a partner on a regular basis to practice spoken Hall. Finally, the Office for Campus Life takes a English and to develop a friendship. Exchange leadership role in the planning and implementation students, enrolled at Tufts for one or two semesters, of New Student Orientation. Students looking for also receive immigration support and programming opportunities to become involved on campus with through the I-Center, in cooperation with the Tufts affiliated student organizations should visit Programs Abroad Office. http://ocl.tufts.edu or contact the office at The I-Center works closely with the Office of [email protected] or 617-627-3212. Career Services to provide workshops designed specifically for international students. These International Center workshops cover interviewing skills as well as an The International Center (I-Center) provides annual international alumni networking night. This immigration advising and visa documentation for event provides an opportunity for graduating approximately 1,254 students, faculty, and research international students to engage with international scholars, representing more than 100 countries on alumni in planning their future careers. An annual all campuses. Additionally, the office provides Attorney Immigration Workshop is also offered in counseling and advising services to undergraduate the spring semester, which provides information on and graduate students as needed. A small emergency employment options following graduation. The loan fund exists to assist students with short-term Director of the I-Center hosts alumni reunion financial need. events worldwide, re-connecting alumni and The I-Center processes visa documents for fostering friendships formed at Tufts. nonimmigrant students, faculty, and research The I-Center is located at 20 Sawyer Avenue. scholars. Tufts is legally required to report to the For more information, visit http://ase.tufts.edu/ U.S. Citizenship and Immigration Services icenter, call 617-627-3458, fax 617-627-6076, or (USCIS) when students or faculty/research scholars email [email protected]. fall out of compliance with the USCIS regulations. The I-Center coordinates a number of programs Africana Center throughout the year for both undergraduate and The Africana Center was founded in 1969 to meet graduate students. In August each year, the the needs and concerns of Tufts students of African I-Center offers a three-day undergraduate pre- descent. The center supports the academic mission orientation program for international and American of the university by providing students access to a first-year students. This program is run by the full range of academic, cultural and social resources. I-Center and selects undergraduate volunteer host In addition, the director of the center works closely advisors, both international and American, to with the administrative and academic offices of the implement the program. The I-Center, in conjunc- university on issues of interest to students, and tion with the International Club, co-sponsors the advocates proactively on their behalf. The center is Parade of Nations culture show and the Oliver committed to helping students succeed at the Chapman Leadership Award. This award is given university and preparing them to take leadership to a senior who has been active with the interna- roles in their chosen fields. tional community, either on the Tufts campus or

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Programs: The center implements programs such as the center, and annual programs include the the Annual Orientation Retreat, a year-long Peer Georges Island community building outing for Advisors program for incoming freshmen, Black first-years, Discover Asian America (a community History Month events and a variety of end of learning opportunity in Boston’s Chinatown), semester activities, all of which are designed to alumni networking events, and Day of Remem- encourage and support the intellectual growth and brance (a commemoration of Japanese American awareness of Tufts undergraduates. Additionally, internment during WWII). Asian American there are bi-weekly facilitated group discussions Month, recognized nationally during May, is with the Black Women’s Collective and Black celebrated in November at Tufts with a variety of Men’s Group. The center also provides culturally social, cultural and educational programs. focused lectures, workshops, concerts and films that The center has a resource area (study space with reflect and celebrate the intellectual tradition of computers and Wi-Fi) and offers meeting space Black people in the Diaspora. and many opportunities for intercultural learning among students of different Asian ethnicities. The Resources: There is an on-site library with resource center staff works with student groups through the materials, a computer lab for student use, and a Pan Asian Council, a collaborative of presidents multi-purpose room that can be reserved for from the Asian student organizations (Asian meetings or events. The staff of the center also American Alliance, Chinese Students Association, serves as a liaison to the following student organi- Hawaii Club, Hong Kong Students Association, zations and assists with leadership development Japanese Culture Club, Korean Students Associa- and programming initiatives: Pan African Alliance tion, Singapore Students Association, Taiwanese (PAA); the Caribbean Club; African Student Association of Students at Tufts, Tufts Association Organization (ASO); BlackOut and Envy step of South Asians, and Vietnamese Students Club). teams; Emerging Black Leaders Symposium The director provides academic and personal (EBLS); the Black Student Union; and the advising on course selection, majors and careers, residential unit, Capen House. All students are transition to college, and identity formation and invited to visit the Africana Center (8 Professors development. In order to ensure that Asian/Asian Row). American student needs are being met on campus, the director also works closely with other offices, For additional information, e-mail africana@tufts. programs and departments throughout the edu, call 617-627-3372, fax 617-627-3382, or visit academic year. The director also serves as advisor to http://ase.tufts.edu/africana. the Asian American House (Start House), a residential unit. Asian American Center The center is located in Start House, The Asian American Center, founded in 1983, is a 17 Latin Way. For more information, visit resource for the university and for Asian/Asian http://ase.tufts.edu/asianam, call 617-627-3056, American communities, fostering a supportive or e-mail [email protected]. environment for the academic and personal development of students through its programs and Latino Center services. The center recognizes the mono- and The Latino Center, founded in 1993, provides multi-racial East Asian, Southeast Asian, and resources for the Latino student population at South Asian cultures and identities present in the Tufts. The center’s primary mission is to create a Tufts community, and advocates for students to supportive environment for students by offering ensure a successful college experience. programs and services that build a strong Latino The center sponsors educational and cultural community on campus. programs (often in collaboration with other In collaboration with the Association of Latin centers/offices, academic departments, and student American Students (ALAS), the center coordinates organizations) focusing on issues and topics Latino Heritage Month in October. Programs pertaining to Asians in the United States and the throughout the year include the Latino Peer Leader diaspora. The Peer Leader Program, a yearlong Program and Retreat for first-year students, the leadership training program, is coordinated through

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Latina Women’s Group, Mujeres, and the Latino and academic issues. In addition, the director helps Men’s Group. advise the Rainbow House (small-group student The center offers a friendly space for studying, housing) and works closely with numerous group meetings, or informal conversation. Resources organizations and programs, including the Social include a computer lab; a library of books, periodi- Justice Leadership Initiative, the Queer Straight cals, and videos reflecting Latino culture and Alliance (a student organization), the GLBT experience; and a bulletin board of job listings. A Fletcher Student Group, the LGBT Faculty-Staff newsletter, Noticias, is published by the center. Caucus, the Campus Diversity Council, and other The director offers academic, career, and personal local organizations. advising focusing on a wide variety of topics such as The LGBT Center is located at 226 College course selection, cultural identity issues, discrimina- Avenue on the second and third floors. We are tion, family concerns, culture shock, and successful typically staffed Monday through Friday from adaptation to the university environment. The 9 a.m. to 5 p.m.—come by to hang out, speak with director is the advisor to ALAS and to La Casa, the a staff member, meet up with friends, check out a residential house on campus. book or video from our lending library, use one of The Latino Center is located at 226 College our computers, or find a quiet place to study. Free Avenue. For more information, visit safer-sex information and supplies are also available. http://ase.tufts.edu/latinocenter or call The Center’s website features information about 617-627-3363. all of our programs and events, gender-neutral bathrooms, housing options, a Queer Studies course Lesbian, Gay, Bisexual, and Transgender list, and additional links to resources around Tufts, Center Boston, and beyond. Tufts LGBT Center is a welcoming and safe space Please stop by or connect with us through which is open to the entire campus community. these channels: phone, 617-627-3770; website, Founded in 1992, the center offers a mix of social http://ase.tufts.edu/lgbt; Facebook, and educational events, training, and advising for https://www.facebook.com/tuftslgbtcenter; and all Tufts students, faculty, and staff on issues related Twitter, https://twitter.com/TuftsLGBTCenter. to sexuality, sexual orientation, gender identity/ expression, and intersectionality. The center space Women’s Center includes a television lounge, computer room, library, The Tufts Women’s Center is a welcoming, and study areas. The center staff coordinates an gender-inclusive space that is open to the entire LGBTQ and ally student speakers’ and peer campus community. Founded in 1972, the center educational group called Team Q, and also hosts provides opportunities for dialogue and education peer-led discussion groups including Queer about issues specific to women and more broadly Students of Color and Allies (QSOCA), Bisexual/ related to the experiences of gender that impact all Pan Group, Queer Women’s Group, Queer Men’s of our lives. Group, and T-Time. Working closely with the other The Women’s Center is committed to fostering centers on campus as well as with academic student leadership and helping students identify departments, the LGBT Center always strives to and understand societal structures that relate to examine sexual orientation and gender within the issues of power, privilege, and oppression. In this context of other identity markers (intersections pursuit, the center offers programs that focus on such as race, ethnicity, nationality, religion, etc.). the experiences of women and people of all gender The center offers various peer-education trainings identities, with special attention to how other that currently include Safe Zone, Gender Identity aspects of identity such as race and ethnicity, sexual and Expression, and Queer Bystander Intervention orientation, gender expression, physical ability, and Workshop. socioeconomic class impact our experiences of The center director represents LGBTQ gender. Some of our programming includes Dinner concerns throughout the entire university, and also and a Movie, First Friday Lunch Speaker Series, meets individually with students to discuss personal Social Justice Communal Meals, and our annual Symposium on Gender and Culture.

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Students who have enjoyed Women’s Center interns; and student workers. The University programs and want to get more involved should Chaplaincy works with roughly 20 campus religious consider attending the Women’s Center Student and philosophical communities that offer over 18 Collaborative, SAGE (Students Acting for Gender weekly gatherings and many special programs. Equality). SAGE’s mission is to foster a safe and Beyond its work supporting these communities, the collaborative community in which students educate University Chaplaincy offers its own tradition- themselves on gender issues while gaining the skills specific and interfaith programming and services necessary to productively work towards gender for the whole university. The department also justice at Tufts and beyond. SAGE runs a gender- manages the care and use of Goddard Chapel, the inclusive first-year peer mentoring program called Granoff Family Hillel Center, and the Interfaith SAGE Advice, where SAGE peers address Center. common challenges and gender- and identity- Please visit our website (http://chaplaincy.tufts. related issues that often accompany the transition edu) or e-mail [email protected] for more to college. SAGE will also begin to offer Peer information about specific programs, services, Education programs during the 2014–2015 communities, and ways to get involved. All academic year. members of the Tufts community are always The director of the Women’s Center, Steph welcome. Gauchel ([email protected]), represents the The University chaplain is the Reverend Greg special concerns of women on university commit- McGonigle. His office is in Goddard Chapel, tees and advocates for students regarding issues 3 The Green, Medford, MA 02155, and he can related to gender. The director also provides be reached at 617-627-3427 or greg.mcgonigle@ academic and personal advising on course selection, tufts.edu. majors and careers, transition to college, and identity formation and development. Jewish Chaplaincy/Hillel Foundation The center, located at 55 Talbot Ave., is typically (Granoff Family Hillel Center, 220 Packard Avenue) open Monday–Friday, 9–5 p.m. Late-night study is The Jewish Chaplaincy/Hillel Foundation offers a on M, T, and W from 7 to 11 p.m. Please stop by. wide range of religious, cultural, educational, and All members of the Tufts community are welcome! social activities. Hillel holds weekly Shabbat services and dinners, and Jewish students may For more information or to join our e-list, celebrate all Jewish holidays at Hillel. The Jewish send an email to [email protected], Chaplain is Rabbi Jeffrey Summit. His office is in call 617-627-3184, visit our website at the Granoff Family Hillel Center, and he can be http://ase.tufts.edu/womenscenter, or find us on reached at 617-627-3242, [email protected], Facebook! or www.tuftshillel.org. Religious and Philosophical Life Catholic Chaplaincy The University Chaplaincy is a dynamic hub (Interfaith Center, 58 Winthrop Street) supporting religious, spiritual, ethical, and cultural The Catholic Chaplaincy celebrates Mass during life for all members of the Tufts community on all term on Sundays at 10:00 p.m. in Goddard Chapel. of Tufts’ campuses. We provide pastoral care, Many other activities are planned by the student support religious and philosophical communities, leadership team working with the Catholic educate about spiritual and ethical issues in society Chaplain. The Catholic chaplain is Lynn Cooper, and the world, and promote multifaith engagement M.Div. Her office is in the Interfaith Center, and within Tufts’ tradition of progressive thought in she can be reached at 617-627-2044 or at education. [email protected]. Reporting to the University president, the University chaplain leads the chaplaincy team, which currently includes four associate chaplains (Catholic, Jewish, Muslim, and Protestant); administrative, program, and music staff; chaplain

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Protestant Chaplaincy Concourse Gallery presents projects proposed by (Interfaith Center, 58 Winthrop Street) Tufts students, clubs, faculty, or staff that resonate The Protestant Chaplaincy gathers for worship with the university curriculum and reflect the rich during term on Sundays at 7:00 p.m. in Goddard texture of the Tufts community. The Concourse is Chapel. Many other activities are planned by the open by proposal submission twice annually, and student leadership team working with the exhibitions rotate monthly during the academic Protestant Chaplain. The Protestant Chaplain is year. Rachael Pettengill-Rasure, M.Div. Her office is in Educational and interpretive programs expand the Interfaith Center, and she can be reached at on the exhibitions and include self-guided audio 617-627-2097 or at [email protected]. commentary tours via your cell phone; a free, discussion-based tour program of directed looking Muslim Chaplaincy at art on view called Voice Your Vision; curatorial (Interfaith Center, 58 Winthrop Street) walkthroughs; artist’s talks; lectures; film screenings; The Muslim Chaplaincy gathers for weekly prayer and panel discussions. Major exhibitions are during term on Fridays at 1:00 p.m. in the Inter- accompanied by a catalogue or brochure. The faith Center. Many other activities are planned by Contemporary Art Circle is a friends group of the student leadership team working with the supporters of the visual arts and includes alums, Muslim Chaplain. The Muslim Chaplain is Naila parents, arts professionals, and art aficionados. Baloch, M.T.S. Her office is in the Interfaith All exhibitions and events at the Tufts Univer- Center, and she can be reached at 617-627-2065 or sity Art Gallery are free and open to the public. at [email protected]. The gallery is closed to the public on University holidays, during winter and spring breaks, and Tufts University Art Gallery during the summer months, when programming Located in the Shirley and Alex Aidekman Arts takes place out-of-doors on the Medford campus. Center, the Tufts University Art Gallery offers For more information, visit http://artgallery.tufts. 7,000 square feet of exhibition space in the Tisch edu. Family Gallery, the Koppelman Gallery, the Remis Sculpture Court, and the Slater Concourse Gallery. Balch Arena Theater The gallery is also the steward of the University’s Every year the Balch Arena Theater presents three Permanent Art Collection, comprising some 2,000 major faculty-directed productions which invite objects spanning the 3rd century BCE to the students to work closely with professional directors present. and designers. Opportunities are provided for The Tufts University Art Gallery organizes four involvement in acting, directing, design, stage major exhibitions annually of timely, idea-driven, management, and arts administration. and socially engaged art, two in the 4,000-square- The Balch also hosts up to ten undergraduate- foot Tisch Family Gallery and two in the 1,100- directed productions annually, ranging from original square-foot Koppelman Gallery. The exhibitions works to musicals. The Balch Arena Theater is the program reflects the gallery’s mission of exploring home of many of the university’s drama groups, new, global perspectives on art and art discourse including Pen, Paint, and Pretzels, the university’s and the University’s distinctive emphasis on active oldest umbrella student theater organization. citizenship and globalization. In addition, each The summer season offers students a chance to May, an exhibition is organized by graduate work in Magic Circle Theater for children ages students in the Museum Studies Program and takes eleven to fifteen, and in Creative Arts for children place in the Koppelman Gallery. During the ages seven to ten. summer, the gallery unveils invited or commis- The theater also hosts dance performances, sioned public art projects and outdoor sculpture on lectures/demonstrations, and other special events. the Medford campus as part of its Museum without The theater’s box office, costume shop, lighting Walls outreach program (http://tuftsart.toursphere. shop, and scene shop employ students to support com). The Remis Sculpture Court is a multi-pur- the many theater-related activities throughout the pose event and exhibition space. The Slater year.

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Athletic Facilities Originally called the Tufts Institute for Learning The athletic program at Tufts provides students in Retirement, the program was established in 2001 with numerous opportunities to compete in under the sponsorship of the Tufts Alumni Council intercollegiate, intramural, and club sports, and to and the College of Arts and Sciences. In 2005 it engage in general recreation. The intercollegiate was renamed the Osher Lifelong Learning Institute athletics program at Tufts features thirty-one varsity at Tufts University in acknowledgement of sports, most of which compete as members of the generous support from the Bernard Osher Founda- NCAA Division III, ECAC, and NESCAC. tion. In the time since, the program has attracted Twenty-three club sports offer competitive sport hundreds of “third agers” from Greater Medford that is student run and open to all who are inter- and beyond, providing them with an opportunity to ested. The athletic program also offers a wide socialize, engage their minds, and satisfy their selection of intramural sports that are designed to intellectual curiosity. be more recreational in nature, as well as a wide Membership benefits include admission to our variety of health and fitness related activities. Lunch and Learn speaker series; use of Tisch The Gantcher Family Sports and Convocation Library and its many resources; participation in Center offers a 200-meter track and four indoor our EDventures activities (a book club, history tennis courts; the Steve Tisch Sports and Fitness club, movie club, Dine Out group, and more); a Center offers the Ames Human Performance subscription to our weekly eNews; an opportunity Center, which features the Lunder Fitness Center. to submit original work for our literary magazine; Cousens, Chase, and Jackson Gymnasiums, Carzo and invitations to special events not open to the Cage, Hamilton Pool, and several fields are also general public. In addition, only members are available for recreation except when varsity teams entitled to register for our many classes and work- are practicing or hosting events. Permission and shops, which are typically offered on the Medford reservations may be required for some facilities. campus on Mondays and Fridays and at our Schedules of the various recreational facilities are satellite campus (Brookhaven at Lexington, a published in a brochure available from the athletic not-for-profit retirement community) on program office in the Steve Tisch Sports and Wednesdays. Fitness Center, 3rd floor. For more information, visit For more information, visit our website http://ase.tufts.edu/athletics or call 617-627-5005. (www.ase.tufts.edu/lli), give us a call (617-627-5699), or email our office Osher Lifelong Learning Institute ([email protected]). The Osher Lifelong Learning Institute at Tufts University is a vibrant, membership-based organization of older adults who seek intellectual stimulation in a convivial atmosphere, with no tests, no pressure, and no grades—just the joy of learning. While the program is open to adults of all ages, it is designed primarily for those who have already retired or 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.

91 Africana Studies >

cal sciences in providing justification for the Departments, Programs, oppression of Africans and peoples of African and Research Centers descent. It also provides a critical approach to selected major social and cultural processes that are essential to an understanding of contemporary In the following section you will find descriptions globalization. of departments and programs, with their degree Contemporary Africana Studies grows out of the requirements and lists of their faculty. Descriptions curricular transformation that accompanied the civil of courses can be found online at rights and Black Power eras that called for social, http://go.tufts.edu/isis. political, and economic justice in the United States Detailed course descriptions can also be found and abroad and demanded a more diverse and in handbooks issued by individual departments and inclusive educational agenda. As also is true for the programs. These handbooks often describe courses related fields of Asian American Studies and Latino not listed in the online bulletin. Studies, the field has grown and expanded since its Courses numbered 1 through 99 are for origins more than four decades ago. Contemporary undergraduate credit only; those numbered 100 Africana Studies incorporates many disciplinary and through 199 are for both undergraduate and interdisciplinary approaches, but retains its distinc- graduate credit; those numbered 200 through 299 tive inclusion of a social justice lens. The field also are intended primarily for graduate credit, although draws on key moments of black resistance and undergraduates may take these courses for credit revolution as well as 19th and early 20th century with the permission of the instructor and/or intellectual movements focusing on political, department. linguistic, and cultural processes undergirding the experiences of peoples of Africa and the global diaspora. Africana Studies The goal of an in-depth study of Africa and the DIRECTOR: global African Diaspora is to develop critical Professor H. Adlai Murdoch, French thinking, research, and writing skills while educating students about the political, cultural, historical, and Africana Studies Major contemporary importance of peoples of African Africana Studies is an interdisciplinary field that descent as well as the socio-political and economic focuses on the study of the people of the African problems faced by that global community. The continent and people of African descent in the primary goal of the program is to teach students global African Diaspora. The Africana Studies methodological skills that will enable them to major exposes students to the historical, political, conduct independent research in a variety of related social, economic, and cultural systems and institu- areas. Graduates of Africana Studies Programs go tions that reveal the lived conditions and creativities on to careers in academia, government, education of Africana peoples within the countries of the and public service. The intellectual skills acquired in African continent and the African Diaspora. this discipline are also an excellent preparation for Moreover, Africana Studies critically interrogates careers in public health, public policy and urban the various socio-historical contexts in which racial- planning, journalism, law and criminal justice, and ized western epistemologies developed, while exam- business, as well as in the international sector. ining such neglected areas of study as the important contributions to human labor, cultural expression, undergraduate major requirements social development, and natural and scientific The major in Africana Studies consists of ten resources made by African peoples within the interdisciplinary and disciplinary courses drawn modern era. Africana Studies offers an interdisci- from African studies, African Diaspora studies, plinary approach to the philosophical foundations of African American studies, and courses focused on knowledge production and highlights the history of comparative studies or topics relevant to Africana complex interaction between the social and biologi- studies. Of these ten courses, four are core courses and six are electives.

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Four core courses of Africana people. Students wishing to offer 1. A gateway course in history focusing on Africa, such courses towards the Africana major that are African Diaspora, or African America (U.S.) or not listed in the Africana Studies roster of courses that highlight the connections and published courses must consult with instructors divergences between Africa and the African for permission. Permission for independent Diaspora study on an appropriate Africana topic must be 2. A course that focuses on analysis of race and approved by an Africana Studies committee. racism in Africa or the Diaspora 7. Up to one course (may be two half-credit 3. A course that focuses on the history and culture courses) that focuses on participatory cultural of the peoples of Africa and the African aspects of Africa or the Diaspora. Diaspora, including confrontations of peoples of 8. Up to one course of faculty-supervised intern- Africa or the African Diaspora with colonial or ship in an Africana organization or an organiza- other oppressive powers, or discourses on what it tion that significantly services Africana people means to be an African or to reside in the global or an Africana community, or on community- African Diaspora based research in which the student’s project 4. A course that focuses on contemporary African focuses on an Africana community. The student and African Diaspora societies and cultures, must write a paper analyzing their experiences in including social and cultural processes of this internship or produce a research paper or contemporary globalization involving Africa and project. its Diaspora Africana Studies majors are encouraged to fulfill Six elective courses their foreign language requirement in a language of Six elective courses with at least three courses Africa or the African Diaspora, e.g., Twi, Swahili, drawn from the following focus options: African or Arabic, or one that will assist work in areas of Studies, African Diaspora Studies, and African Africa or the Diaspora, e.g., French, Portuguese. American Studies. Majors in Africana Studies may take up to five courses that are also counted towards another 5. A student interested in concentrating in African Studies, African Diaspora Studies, or African major. Up to four courses may be transferred from American Studies must take at least one core or other institutions (e.g. non-Tufts programs abroad). elective course whose primary focus is outside At least three courses of the major must be at the their chosen concentration. Options 5A-5C are 100 level. Up to two courses of independent study separate options for elective courses. (including senior honors thesis) may be counted towards the major. Courses with grades lower than 5A. African Studies (courses with focus within African continent) C- will not be accepted towards the major. The foregoing is a minimal program. For many purposes 5B. African Diaspora Studies (courses on regional, transregional, transnational, further preparation involving additional language African Diaspora themes) and additional 100-level courses is needed. 5C. African American Studies (courses on Africana Studies Minor the national black experience in the United States) The Africana Studies Minor requires six disciplinary and interdisciplinary courses drawn from African 6. Up to two elective courses that focus on comparative aspects of race, ethnicity, immigra- studies, African Diaspora studies, African American tion, or issues that highlight other forms of studies, and comparative studies or topics relevant to difference or focus on a topic relevant to Africana studies. Of these six courses, four are core Africana Studies. Elective courses must have courses and two are electives. topics that focus, for example, on immigrant 1. Four core courses as outlined for the major. communities, health disparities, or the law and 2. Two elective courses drawn from any two of the judicial systems—to name three—that relate to elective options for the major. the historical and/or contemporary experiences

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Students are encouraged to declare their interest in American Studies is an interdisciplinary endeavor an Africana Studies minor not later than the that analyzes the United States in relation to its beginning of their senior year. One elective may global contexts from its foundations up to the be an independent study course (including senior present. The intellectual signature of Tufts’ honors thesis); three courses may be counted American Studies Program is its emphasis on how towards a major; normally up to two courses may the intersecting dynamics of race, ethnicity, class be transferred from other institutions. At least one and gender produce dissimilar “American” experi- course of the minor must be at the 100 level. ences for individuals and groups, and how political, Courses with grades lower than C- will not be economic and social systems shape crucial public accepted towards the minor. domains such as education, health, work and the environment. We are also interested in critical For more detailed information, please visit the studies of representation in the performing arts, website http://ase.tufts.edu/africanastudies/. the visual arts, humanities and popular culture.

UNDERGRADUATE CONCENTRATION American Studies REQUIREMENTS DIRECTOR: To graduate with a Bachelor of Arts degree in Professor Lisa Lowe, English American Studies, a student must complete ten courses, including one Foundation course, AMER FACULTY: 10-20; one Integrative Seminar, AMER 181-190; Professor Pawan Dhingra, Sociology one History course with at least two-thirds of Professor Deborah Pacini Hernandez, Anthropology course content focused on some aspect of the U.S.; Professor Frances Sze-Ling Chew, Biology and five credits that form a thematic interdisciplin- Associate Professor Heather Curtis, Religion ary cluster, including at least two courses at the Associate Professor Christina Sharpe, English 100+ level. The last two courses are American Associate Professor Sarah Sobieraj, Sociology Studies 198, Senior Special Project, taken in either Associate Professor Greg Thomas, English the fall or spring semester of the senior year, plus Associate Professor Sabina Vaught, Education one elective course (content to coordinate with Associate Professor Adriana Zavala, Art and Art History coursework of interdisciplinary cluster); OR Ameri- Assistant Professor Linda Sprague Martinez, Community can Studies 199, Senior Honors Thesis, taken in Health both semesters of the senior year. The Senior Assistant Professor Natalie Masuoka, Political Science Special Project or Honors Thesis must integrate or Assistant Professor Noe Montez, Drama and Dance expand some aspect of the interdisciplinary cluster’s Assistant Professor Stephan Pennington, Music theme. Note: AP courses may not count toward the Assistant Professor Cora Roelofs, Community Health American Studies major. A grade of C- or better is Assistant Professor Ichiro Takayoshi, English required for a course to count toward the major. Assistant Professor Monica White Ndounou, Drama and Interdisciplinary clusters: The major themes of Dance the American Studies Program can be explored in Senior Lecturer Jean Wu, American Studies depth through interdisciplinary clusters. Students Lecturer Thomas Chen, American Studies select five courses from departments throughout Lecturer Steven D. Cohen, Education the university which will relate to a cluster’s theme. Lecturer John F. Hodgman, American Studies/ (Students may also design their own cluster by Entrepreneurial Leadership writing a proposal describing the theme, intellectual Lecturer Ronna Johnson, English/American Studies rationale and course content for the proposed Lecturer Joan Lester, American Studies cluster.) The capstone Senior Special Project or Lecturer Nancy Wilson, Jonathan M. Tisch College of Honors Thesis must expand on some aspect of the Citizenship and Public Service cluster. Professor of the Practice Jennifer Burton, Drama and The director and other faculty advisors work Dance closely with students in tailoring individual programs reflecting particular interests and

94 American Studies > Anthropology > Applied Mathematics > Applied Physics > Arabic > providing a framework for the continued integra- UNDERGRADUATE CONCENTRATION tion of knowledge at more advanced levels. The REQUIREMENTS American Studies program ofﬁce is located at Major in Anthropology 110 Eaton Hall. For more information, call Ten courses, including: one gateway (introductory 617-627-2311, visit http://ase.tufts.edu/amstud, level) sociocultural anthropology course (Anthro- or e-mail the program administrator, pology 10-39); one gateway biological anthropology [email protected]. or archaeology course (Anthropology 40-59); Anthropology 130; and seven additional anthropology courses, at least one of which must be an area Anthropology focused course numbered below 160, and two of which must be upper-level seminars (Anthropology Associate Professor Rosalind H. Shaw, Chair; Sociocultural 160-189). anthropology, ritual and religion, gender; West Africa, South Asia Please note: We strongly recommend taking the Professor David M. Guss, Aesthetic anthropology, theory, theory course (Anthropology 130) in the junior cultural performance, myth and ritual, folklore, popular year. The department encourages majors to explore culture, urban anthropology, placemaking; Latin America the possibility of undertaking a senior thesis. A Professor Deborah Pacini Hernandez, Sociocultural minimum of 50% of courses counted toward the anthropology, popular music and culture, comparative Latino Anthropology major must be completed at the Tufts studies; Spanish Caribbean University home campus or in Tufts University- Associate Professor Stephen M. Bailey, Biological and sponsored programs abroad. A maximum of two nutritional anthropology; the Americas, Southeast Asia, China courses cross-listed in other Tufts departments may Associate Professor Sarah Pinto, Medical anthropology, be counted toward the Anthropology major. gender, reproduction, health care, body, caste; India Students must achieve a grade of C- or better for a Assistant Professor Amahl Bishara, Media, human rights, course to count for credit toward the major. the state, journalism, democracy, the politics of place, For more detailed information, please visit the knowledge production; the Middle East website http://ase.tufts.edu/anthropology. Assistant Professor Alex Blanchette, Environmental anthropology, labor politics, industrial agriculture; United States Senior Lecturer Cathy Stanton, Tourism, heritage, Applied Mathematics museums, myth and ritual, cultural performance, public (FOR DEGREE REQUIREMENTS, SEE Mathematics.) history

Anthropology provides an understanding of the Applied Physics forms and causes of worldwide human diversity. (FOR DEGREE REQUIREMENTS, SEE PHYSICS and This diversity, both cultural and biological, is seen astronomy.) in the widest comparative and evolutionary framework. Customarily, the ﬁeld is divided into cultural anthropology (a social science) and physical anthropology (a natural science). Cultural anthro- Arabic pology in turn is separated into ethnology, archae- (SEE GERMAN, RUSSIAN, AND ASIAN LANGUAGES ology, and linguistics. The anthropology major AND LITERATURES.) enables students to view contemporary social and biological problems from an anthropological perspective as part of a liberal education. It also prepares students to pursue graduate studies in anthropology or related ﬁelds.

95 Archaeology >

major or a minor in a related field. Archaeology Archaeology majors are strongly encouraged to pursue some DIRECTOR: independent research project or field research Professor R. Bruce Hitchner, Classics component in archaeology either as part of a senior PROGRAM COMMITTEE: thesis or a summer scholar’s project. This can Professor David M. Guss, Anthropology include, among other things, participation in Professor Jack Ridge, Earth and Ocean Sciences excavations, museum work, archaeological Associate Professor Stephen M. Bailey, Anthropology preservation, etc. Associate Professor David M. Gute, Civil and Environmen- tal Engineering Eleven to thirteen courses distributed as follows: Associate Professor Steven W. Hirsch, Classics I. Four courses in core curriculum: Lecturer David J. Proctor, History 1. Anthropology 39 (may substitute ANTH 20 or 27) Lecturer Matthew Harrington, Classics 2. Archaeology 30 (cross-listed as ANTH 50; formerly Lecturer Lauren A. Sullivan, Anthropology ANTH 30) 3. Archaeology 27 (cross-listed as CLS 27 and FAH 19) Our understanding of the majority of the human 4. Earth and Ocean Sciences 2 past, for which the written record is nonexistent or minimal, is based on a material record. Archaeology II. Seven courses from History, Natural/Social examines this record of human activity to recover Sciences and Archaeology. (Only courses which and interpret information about past societies and have direct content, theoretical, or technical cultures. There are many subdisciplines within relevance to archaeology are included here. archaeology, reflecting both the specific periods However, other courses in History, the Natural and regions into which we divide the human past, Sciences, and Archaeology may be considered for and the different approaches to the recovery and inclusion if approved by a faculty advisor in the analysis of the evidence about that past. archaeology program. Transfer courses from other Tufts offers a general interdisciplinary institutions limited to two unless approved by undergraduate major in archaeology, incorporating advisor.) courses from the arts, humanities, natural sciences, a. Two History courses taken from CLS 26, 37, 38, and social sciences. Ideally, a student in archaeology 47, 85, 86, 142, 143, 144, 146, 147, 185, 186; will combine course work with firsthand experience HIST 6, 13, 17, 23, 40, 50, 51, 72, 76, 105, 148, in recovery, conservation, and interpretation of 149, 151 material remains. b. Two Natural/Social Science courses taken from The archaeology program is affiliated with the ANTH 40, 49 (formerly 20), 126, 132, 150, 182; Center for Materials Research in Archaeology and Biology 7 or 10 (student may not count both Ethnology (CMRAE) based at M.I.T., an alliance BIO 7 and BIO 10), 143, 144; CHEM 2, 8; of Boston-area programs that offers specialized EOS 32 course work in the scientific dimensions of c. Three Archaeology courses taken from ARCH archaeological study. Students are encouraged to 26, 49, 51, 52, 91, 92, 128, 160, 163, 164, 167, take appropriate course work at the universities 168, 187, 188, 190, 191, 192; Classics 26, 87, 88, affiliated in the Boston Consortium (Boston 160, 163, 164, 167, 168, 187, 188; FAH 103, College, Boston University, Brandeis University). 104, 105, 106

UNDERGRADUATE CONCENTRATION III. Interdisciplinary Capstone (optional)— REQUIREMENTS Archaeology 193 and 194 or other approved courses The undergraduate major consists of eleven courses, including a core of four required courses plus a GRADUATE PROGRAM selection of seven elective courses distributed among Master of Arts in Classical Archaeology three broad subject areas. Students are advised to (SEE CLASSICS FOR PROGRAM DESCRIPTION.) complement their archaeology major with a second For more detailed information, please visit the website http://ase.tufts.edu/archaeology.

96 Architectural Studies >

include the university’s School of Engineering, its Architectural Studies graduate department in Urban and Environmental DIRECTOR (2014–2015): Policy and Planning, and its affiliation with the Associate Professor Daniel Abramson, Art and Art History School of the Museum of Fine Arts. The Architec- ADVISORY COMMITTEE: tural Studies major totals twelve courses: seven core Robyn Gittleman, Director, Experimental College classes and five multidisciplinary electives. The Professor Masoud Sanayei, Civil and Environmental major’s core curriculum provides a foundation in art Engineering and architectural history and theory, in engineering and design, and in the humanistic and social science Tufts offers several curricular paths for students aspects of architecture. Architectural Studies majors interested in the study of architecture and the built then design their own elective program of upper- environment. The various curricular paths in level study from designated courses in architectural architectural studies provide opportunities to study history, studio art, civil engineering, the humanities, architecture as a liberal arts or engineering major or and the social sciences. (Students may take no more minor and, if desired, help prepare for future than three half-credit courses towards the major’s graduate study and careers in architecture and other requirements.) As a capstone, senior majors in their allied disciplines, such as landscape architecture, final semester complete a senior integrative project, urban planning, and historic preservation. All the either as an independent research project or an curricular paths emphasize architecture’s interdisci- internship in a professional office. Several opportu- plinary character and take full advantage of course nities exist for study abroad. Completion of an offerings in both the College of Liberal Arts and intensive summer architectural design course from the School of Engineering. an accredited architecture school (e.g., Career In addition to the courses of study outlined Discovery at Harvard’s Design School) exempts below, students interested in pursuing graduate majors and minors from the FAM 22 requirement. studies in architecture should take one or two For more information see semesters of calculus (Mathematics 32-34) and http://ase.tufts.edu/art/architecture/. physics (Physics 11-12), and are encouraged to take Drama 10 for public speaking. Required Core Curriculum 1. Art History 8 Introduction to Architecture, 1400 to the For more information, contact Professor Daniel Present Abramson (Art and Art History) or Professor 2. Art History 1 Introduction to World Art I Masoud Sanayei (Civil and Environmental 3. FAM 22 Design: Architectural Engineering). 4. engineering core course: Engineering 5, 23, 39, or 80; or Engineering Psychology 61; or Engineering COLLEGE OF LIBERAL ARTS Science 5, 18, 25, or 27 Major in Architectural Studies 5. humanities/Social Sciences core course The Department of Art and Art History offers an (Asterisked [*] course from Area C below) interdisciplinary major in Architectural Studies for 6. upper-level architectural history class (FAH 115, 120, students in the College of Liberal Arts that teaches 123, 125, 126, 127, 190, 191, 192, 195, 196, or 198 students understanding of the built environment [architecture]; or 193; or CE 120) from multiple perspectives through the development 7. Art History 98 Architectural Studies Senior Project of basic skills in analyzing, interpreting, engineering, Seminar designing, and engaging imaginatively and actively with the current and historical built environment. Multidisciplinary Electives The built environment is defined broadly, from Five courses chosen from at least three of the stage scenery and interior design to civil engineering following four disciplinary areas. and urban planning, in order to reflect historical and A. Architectural and Art History contemporary experience and to encompass the B. Studio Art richness of Tufts’ curricular assets, which besides the C. Humanities and Social Sciences offerings of the Art and Art History Department, D. Civil Engineering

97 Architectural Studies >

A. ARCHITECTURAL AND ART HISTORY C. HUMANITIES AND SOCIAL SCIENCES Art History 2 Introduction to World Art II (Courses with asterisk count toward core requirement.) Art History 15/115 Japanese Architecture *Anthropology 20 Global Cities Art History 19 Classical Archaeology Anthropology 42 Extreme Environments Art History 21/121 Early Islamic Art Anthropology 128 Mesoamerican Archaeology Art History 23 Art and Politics of the Middle Ages Anthropology 183 Urban Borderlands Art History 25/125 Medieval Architecture *Anthropology 186 Theatres of Community Art History 28/128 Medieval Art in the Mediterranean Economics 30 Environmental Economics and Policy Art History 34/134 Renaissance Venice Economics 127 Urban Economics Art History 90/190 British Architecture *English 116 The Country and the City Art History 92/192 Special Topics [architecture] *History 123 Industrial America and Urban Society Art History 95/195 Boston: Architecture and Urbanism *History 143 South Asian Urban History Art History 103 Aegean Archaeology *History 161 Vienna Art History 104 Greek Art and Archaeology History 193 Cities and Modernity of South Asia Art History 105 Tyrrhenian Archaeology History 290 Material Culture Art History 106 Roman Art and Archaeology Philosophy 52 Aesthetics Art History 120 Armenian Art, Architecture, and Philosophy 186 Phenomenology and Existentialism Politics Political Science 15 Politics and the City Art History 123 Byzantine Art and Architecture *Political Science 195 Politics of Sustainable Art History 126 Monasteries and the Arts Communities Art History 127 Cathedrals and the Arts Psychology 27 Perception Art History 192 Special Topics (Architecture) Psychology 53 Engineering Psychology Art History 192A Armenian Architecture and Psychology 130 Advanced Engineering Psychology Sculpture *Sociology 113 Urban Sociology Art History 196 Museum Architecture *Sociology 149/UEP 181 Homelessness in America Art History 198 Histories of Modern Architecture *Sociology 180 Cities of the Global South Art History 199 Senior Honors Thesis *UEP 101 Land Use Planning Civil Engineering 120 The Art of Building *UEP 105 Urban Planning and Design Drama 119 History of Style and Décor *UEP 113 Housing Policy *UEP 171 Planning Challenges B. STUDIO ART UEP 173 Transportation Planning FAM 20 Design: Foundation *UEP 178 Urban Policy and Planning FAM 21 Design: Intermediate to Advanced *UEP 181 Homelessness in America FAM 22 Design: Architectural *UEP 200 Land Use Planning FAM 23 Design: Advanced Architectural *UEP 264 Green Urban Design FAM 26 Drawing: Foundation UEP 271 Community Economic Development FAM 39 Graphic Design *UEP 272 Real Estate Development and Finance FAM 54 Painting: Foundation UEP 284 Developing Sustainable Communities FAM 63 Perspective Drawing *UEP 294-08 Regional Planning FAM 77 Sculpture: Foundation FAM 93 Watercolor D. ENGINEERING Drama 19 Principles of Theatrical Design (Courses with asterisk count toward core requirement.) Drama 20 Stage Engineering Civil and Environmental Engineering 1 Drama 21 Computer-Assisted Design Introduction to Civil and Environmental Engineering Drama 29 Scene Painting Civil and Environmental Engineering 22 Drama 93-02 Architectural Styles and Designs Structural Analysis Drama 94-02 Advanced 3-D Design Civil and Environmental Engineering 24 Drama 125 Scene Design Steel Design Civil and Environmental Engineering 25 Reinforced Concrete Design

98 Architectural Studies >

Civil and Environmental Engineering 53 a coherent basis for graduate work in architecture or Engineering Economy design. The faculty advisor for this program is Civil and Environmental Engineering 185 Professor Masoud Sanayei. Legal Issues of Engineering Civil and Environmental Engineering 188 Degree Requirements Engineering Design with CAD A minimum of 38 courses is required, to be *Engineering 5 Skyscrapers: Architecture and distributed in the following categories: Engineering 1. eleven introductory courses as required for the *Engineering 23 Building Big: Infrastructure professional degrees in engineering (see school of Engineering engineering information); *Engineering 39 Bridge Design 2. engineering science: Engineering Science 5, 9, 88, *Engineering 80 Structural Art and an engineering science elective; *Engineering Psychology 61 Human Factors and 3. civil engineering: Civil and Environmental Ergonomics Engineering 2, 22, 42; plus three from Civil and Engineering Psychology 161 Human Factor Product Environmental Engineering 24, 25, 81, 123, 124, Design 125, 146, 149, and 188; Engineering Science 2 Introduction to Computing in 4. architectural Studies: Art History 1, 8, 98, 198; two Engineering studio courses, including architectural design (FAM 22) *Engineering Science 5 Introduction to Mechanics and either FAM 20, 26, or 63; one elective (selected (Statistics and Dynamics) from disciplinary areas A, B, C above); Engineering Science 9 Applied Mechanics (Strength 5. humanities and social science: five courses; of Materials) 6. free electives: five courses *Engineering Science 18 Computer Aided Design w/Lab UNDERGRADUATE MINOR PROGRAMS *Engineering Science 25 Environment and Technology Architectural Studies *Engineering Science 27 Public Health Engineering The Department of Art and Art History offers a Engineering Science 52 Engineering Management minor in architectural studies for both liberal arts Engineering Science 88 CAD for Engineers and engineering students consisting of five courses: *Engineering Science 93-01 Bridge Engineering 1. Art History 1 Introduction to World Art I Environmental Studies 193 Introduction to 2. Art History 8 Introduction to Architecture, 1400 to the Geographic Information Systems Present GIS 101 Introduction to Geographic Information 3. studio Art (FAM 22; or 20, 23, 26; or DR 21) Systems 4. Engineering 5, 23, 39, or 80; or Engineering GIS 102 Advanced Geographic Information Systems Psychology 61; or Engineering Science 5, 18, 25, SCHOOL OF ENGINEERING or 27 5. upper-level architectural history class (FAH 115, 120, BSE Degree Program in Architectural Studies A bachelor of science in engineering with a program 123, 125, 126, 127, 190, 191, 195, 196, 198, or 192 in architectural studies is available for students inter- [architecture]; or CE 120) ested in a professional career in architecture or in Note: Engineering students minoring in architectural historical, aesthetic, and engineering aspects of studies replace the engineering requirement with an buildings and other structures. This program, approved course from the major’s disciplinary areas A, offered jointly by the department of civil and B, or C (see above). environmental engineering and the department of art and art history, provides a solid foundation in Architectural Engineering both the technical aspects of structural systems and The Department of Civil and Environmental the aesthetic and functional characteristics of Engineering offers a minor in architectural buildings from an architectural and art history point engineering for students in the College of Liberal of view. The flexibility of the BSE degree allows Arts. The faculty advisor for this minor is Professor greater concentrations in both art history and studio Masoud Sanayei. courses than would otherwise be possible, providing

99 Art and Art History >

Students taking art history classes can expect to Art and Art History learn how to look at and write about works of art. Professor Peter Probst, Chair; African art, memory and Yet they will also learn about the historical and monuments, historic preservation, cultural property, theories trans-cultural contexts in which visual works of value, historiography emerge and operate. Thus, students taking classes Professor Andrew McClellan, Director of Museum Studies; in art history will find themselves immersed in Baroque-rococo art, museum history and theory questions of politics, identity, religion, economics, Associate Professor Daniel Abramson, Director of mobility, communication, and many other exciting Architectural Studies; Architecture from Renaissance to issues. contemporary, Europe and America As a humanistic discipline, the history of art Associate Professor Cristelle Baskins, Italian Renaissance emphasizes scholarly investigation and critical art, secular painting and narrative, and gender and women’s analysis over technical training. However, majors studies (on leave 2014–2015) are encouraged to take studio courses as part of Associate Professor Ikumi Kaminishi, Director of their program and to take advantage of Tufts’ Undergraduate Studies; Asian art and architecture, Buddhist affiliation with the School of the Museum of Fine painting, narrative studies Arts. Associate Professor Christina Maranci, Arthur H. Dadian and Ara Oztemel Associate Professor of Armenian Art and UNDERGRADUATE PROGRAM Architecture; Byzantine art and architecture (on leave fall 2014) The department offers the bachelors of art degrees Associate Professor Karen Overbey, Director of Graduate in art history and in architectural studies. Studies; Medieval art and architecture, relics and reliquaries, early Irish art Art History Concentration Associate Professor Eric Rosenberg, American art, modern For the bachelor of art degree in art history, ten and contemporary art courses are required for the major: Introduction to Associate Professor Adriana Zavala, Transfer of Credit World Art I and II and 100; two courses pre-1700; Representative, Art History; Modern and contemporary Latin two courses post-1700; and three electives, one of American art, art of Mexico, gender and women’s studies which may be an approved course in a related field Assistant Professor Eva Hoffman, Islamic art and (e.g. history, literature, studio art). At least one of architecture, portable arts the courses in the major must be taken as an Assistant Professor Jeremy Melius, Modern art and art upper-level seminar (Art History 198-xx). An art writing, critical theory and aesthetics, historiography, histories History AP score of 5 exempts majors from of sexuality Introduction to World Art I and II requirements; SECONDARY APPOINTMENTS: two other art history courses are taken in their Susan Lush, Associate Dean of Academic Affairs, School of place. the Museum of Fine Arts We believe in the value of exposure to the full Patrick Carter, Tufts Studio Arts Coordinator and Transfer of breadth of artistic achievement across time and Credit Representative for Studio Art Courses, School of the cultures and therefore require all majors to take the Museum of Fine Arts two introductory courses, 1 and 2, offered in the fall Amy Ingrid Schlegel, Director, Tufts University Art Gallery; and spring each year. We strongly recommend that Curatorial studies students take these courses early in their course of study, as they allow students to acquaint themselves Our program aims to provide students with a with different fields and periods and with different critical and globally informed understanding of the faculty. The two surveys are designed as a spring- history of art and visual culture. Understanding the board to the more specialized upper level (two- and sources, aesthetics, and significance of images that three-digit) courses. Students often choose a major people use to communicate—whether in the advisor based on their experience in the survey. As confined world of art or beyond—is crucial for with all humanistic disciplines, art history is anyone wanting to play an active part in society. underpinned by certain theories and methods; these are at work in each and every course, but they are

100 Art and Art History >

also the focus of FAH 100, Theories and Methods For more information please see the entry for of Art History, also a required class for majors, “Architectural Studies” above and also the website normally taken in the senior year. http://ase.tufts.edu/art/architecture, or email [email protected]. Art History Minor For the minor in art history, 5 courses are required Senior Honors Thesis with at least one course taken at the 100 level. Seniors in Art History and Architectural Studies Three of the 5 courses should be taken on the Tufts who qualify for the Thesis Honors program campus, including the 100 level. (normally restricted to those whose names have FAH 1 Introduction to World Art I, two courses appeared on the Dean’s List at least two times pre-1700, two electives before their senior year) may spend their final year or writing an honors thesis. Senior theses are demand- FAH 2 Introduction to World Art II, two courses ing but rewarding for both student and faculty. post-1700, and two electives 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 please contact the department at 617-627-3567 or research, writing and organizational skills. visit the website In spring semester of junior year, prospective http://ase.tufts.edu/art/undergraduate/. thesis writers, including those studying abroad, should begin consulting with their advisors about Architectural Studies (see also listing above) possible thesis topics and research plans. By the last The Department of Art and Art History offers an Friday of classes of the junior year, all prospective interdisciplinary major and minor in architectural thesis writers, including those studying abroad, studies for students interested in the study of must submit to the director of undergraduate architecture’s history, theory, and social practice. studies a single-page prospectus listing the proposed The major’s core curriculum provides a foundation thesis title, department advisor and relevant in art and architectural history and theory, in coursework, plus a short description of the thesis engineering and design, and in the humanistic and content and research plan. If approved by the social science aspects of architecture. Architectural department at this preliminary, prospectus stage, studies majors then design their own elective the student may then proceed to the proposal stage program of upper-level study from designated in close consultation with the advisor. By the first courses in architectural history, studio art, civil Friday of classes of the senior year, a three- to engineering, the humanities, and the social sciences. five-page proposal must be submitted to the In spring of the senior year, all majors complete an director of undergraduate studies listing the thesis integrative project, either as individual or honors title, department advisor, and at least one additional study, or through an internship. committee member, and also including a lengthier For the minor in architectural studies, students description of the proposed project accompanied by take five designated courses from the major’s core a full research bibliography. The department in curriculum, which provide a basic foundation in mid-September grants or denies approval for the architecture’s interdisciplinary aspects. proposed thesis to move forward. The architectural studies program is designed Completed senior theses are due the second to specifically to provide a broad-based liberal arts last Friday of April, to be considered for the education in architecture. It may also help students department’s Caviness Thesis Prize. Theses are prepare for graduate study and careers in architec- publicly presented in ten-minute talks at a lun- ture and other allied disciplines, such as landscape cheon held the day after the conclusion of spring architecture, urban planning, and historic preserva- classes. Defenses are conducted in late April or tion. early May. After the defense, a final copy of the For details, see full description under Architectural thesis, in electronic form, must be submitted to the Studies. The faculty adviser for architectural studies Tisch Library archive and to the department. is Associate Professor Daniel Abramson.

101 Art and Art History >

Seniors’ theses are taken into consideration when • Comprehensive exam awarding academic honors or department prizes. • At least one semester TA or RA (subject to enrollments and funding) GRADUATE PROGRAM • M.A. thesis or two qualifying papers (QPs). The Department of Art and Art History offers the For inquiries about the program, please Master of Arts degree in Art History, which has contact the director of the graduate program, two tracks. The M.A. program normally takes two Associate Professor Karen Overbey, at years to complete. [email protected] or 617-627-2597. Entering graduate students choose one of the following tracks: Master of Arts: Art History and Museum Studies • M.A. in Art History The master’s program in Art History and Museum • M.A. in Art History and Museum Studies Studies is designed to give students advance qualification in art history and a broad introduction Applicants for the master of arts degree are expected to museum work. The program is offered for those to have a bachelor’s degree or its equivalent. hoping to work in art collection-related fields. It The undergraduate major in Art History is the provides students with skills to integrate theoretical best preparation for this program, but not manda- study of art history with practical concerns of tory. Applicants who have undergraduate degrees in displaying, managing, and interpreting art objects other fields but have minored in Art History or have in a variety of museum studies simultaneously. taken three or four undergraduate art history courses Graduates of this program typically pursue careers are also encouraged to apply. in museums, art galleries, art publishing, museum The following is required for application: a verbal education, teaching, art libraries, visual resource GRE general test score, a recent writing sample, a collections, or auction houses. personal statement, three letters of recommendation, and reading knowledge of one foreign language. Requirements for the M.A. degree in Art History and Museum Studies: Master of Arts: Art History • Reading knowledge of one foreign language The master’s program in art history is designed to upon entry provide a broad historical understanding of the • Six semester courses in art history at the visual arts, in addition to developing critical advanced (100 and above) level thinking and methodological skills. Students  Historiography and Methodology (FAH 101) engage these ideas through course work, seminars,  At least two (2) seminars independent research, and teaching experience. • Five courses in Museum Studies, including a Students complete their degrees either by writing a museum internship thesis or submitting two qualifying papers; either • Comprehensive exam option involves an independent research topic • At least one semester TA or RA (subject to designed by the student in consultation with a enrollments and funding) faculty advisor. M.A. students from our program • M.A. thesis, or two QPs, or one QP and an are successful in applying to and completing Ph.D. additional Art History seminar programs. For inquiries about the program, please contact Requirements for the M.A. degree in Art History: the advisor to the M.A. in Art History and • Reading knowledge of one foreign language Museum Studies, Professor Andrew McClellan, upon entry [email protected]. • Eight semester courses in art history at the advanced (100 and above) level Policy on Summer Courses (for both tracks)  Historiography and Methodology (FAH 101) Courses taken through Tufts Summer Session with  At least three (3) seminars the intention of fulfilling a degree requirement  Optional one second foreign language course must be approved by the student’s department. in lieu of a lecture course Provided that the course is required for the degree,

102 Art and Art History > Asian American Studies >

the graduate school will pay the summer tuition for Studio Art Degree Programs full-time students (courses taken in excess of the There is no studio art major at Tufts, but two degree requirements, directed and independent programs offered in cooperation with the School of studies, special topics courses, audited courses, and the Museum of Fine Arts, Boston, are available to language courses taken to prepare for the language students with strong preparation in this area. Both exam are excluded). Students who withdraw from a require admission to the Museum School and have course or receive a grade below B- will be respon- an academic component. One of the B.F.A. degree sible for paying for the course. All graduate students programs is available through the College of Special must pay the $50 registration fee. Studies; the other is the combined five-year B.F.A. and B.A. or B.S. degree program. Interested STUDIO ART students may contact Susan Lush at the School of Studio Art Courses the Museum of Fine Arts Academic Affairs Office Through a cooperative agreement between Tufts at 617-369-3610 or the Museum School Admis- University and the School of the Museum of Fine sions Office, 617-369-3626, 800-643-6078, or Arts, Boston (the Museum School), students may [email protected]. elect courses in studio art for credit at Tufts. Classes are taught both on the Tufts campus, in studios Master of Fine Arts: Studio Art located in Lane Hall and Jackson Gym, and at the The master of fine arts degree offers students Museum School in Boston. More than eighty concentration in the visual arts. Students may studio credits are offered to Tufts students. concentrate in a single medium or may work in an Studio art courses taught at Tufts University’s interdisciplinary manner, drawing on diverse studio Medford campus include drawing, painting, design, offerings to expand upon their particular area of calligraphy, photography, sculpture, architecture, concentration. For more information on the and watercolor. These courses can be found in the program, please visit the School of the Museum of Tufts online course descriptions by department Fine Arts website at www.smfa.edu/program- under “Studio Art—Medford Campus” and are overview or contact [email protected]. labeled with the FAM course prefix. The Museum School offers expanded course offerings in the above areas, as well as ceramics, sculpture, Asian American Studies animation, video, metals, and printmaking. Courses Director: are taught on weekdays, evenings, and Saturdays Senior Lecturer Jean Wu, American Studies at the Museum School campus in Boston. These courses can be found in the Tufts online course Asian American Studies is an interdisciplinary descriptions by department under “Studio Art— academic field dedicated to the examination of the Museum School” and are labeled with the FAMB historical and contemporary experiences of Asian course prefix (credit value conversion: 2.00 SMFA Americans, which includes the diasporic East credits = 0.5 Tufts credits; 4.00 SMFA credits = Asian, Southeast Asian, South Asian, and Pacific 1.0 Tufts credits). Islander populations whose lives and labor shape Students must register for FAM or FAMB and are shaped by the United States and the studio courses through the Tufts student registra- Americas. It applies the methods and perspectives tion system. of traditional academic disciplines, including but Students who have questions about studio not limited to history, sociology, anthropology, courses or transfer of credit, or need help in education, psychology, and literature, to under- planning a comprehensive program of study, should standing the histories, communities, cultures, and contact Patrick Carter ([email protected]), experiences of Asian Americans. Asian American Studio Coordinator at Tufts, Department of Art Studies was founded jointly with Black Studies and and Art History, 11 Talbot Avenue. Ethnic Studies as a result of efforts for curricular transformation that were part of the national movements for racial and social justice of the 1960s and 1970s. Though the field has grown and

103 Asian American Studies > Astronomy >

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 disparities Asian American experience with AAS faculty or 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 with at least a third of The minor does not require proficiency in Asian 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 focus on Asian American experiences beyond the foundation program of study. A student who decides to pursue 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, CHNS not have direct Asian American content, must 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, their capstone experience that will allow them to environmental justice, media representations, interact with newer immigrants, who will be less cultural resistance productions, comparative race likely than more established Asian Americans to and ethnic studies, etc. Students wishing to count speak English. these courses towards the minor in Asian American Studies must consult with the course instructor for For more detailed information, please visit permission to focus independent work (e.g., a http://as.tufts.edu/americanStudies/minors. paper) on an appropriate Asian American topic; all elective courses must be approved by the Asian American Studies Committee. Astronomy 5. An integrative capstone course or project that Professor Kenneth R. Lang, Astronomy focuses on an Asian American community. The Assistant Professor Danilo Marchesini, Astronomy/ capstone project must be approved by the AAS Astrophysics committee and may be fulfilled in one of three Assistant Professor Anna Sajina, Astronomy/Astrophysics ways: Adjunct Senior Lecturer Robert F. Willson, Tufts University a. A faculty-supervised internship in an Asian School of Medicine; Astronomy American organization or organization that significantly services Asian American communi- The science of astronomy concerns the general ties. Students must produce a final paper picture of the universe in its broadest sense, from analyzing their experience. atoms to assemblages of galaxies. Courses in b. A community-based research course in which astronomy fall under the Department of Physics and the research focus is on an Asian American Astronomy, which also offers concentrations in community. astrophysics at both the undergraduate and graduate levels.

104 Astronomy > Astrophysics > Biochemistry > BioEngineering >

UNDERGRADUATE CONCENTRATION REQUIREMENTS Astrophysics Minimum Grade Policy (FOR DEGREE REQUIREMENTS, SEE ASTRONOMY OR The undergraduate concentration requires a PHYSICS and astronomy.) minimum GPA of 2.0 in the courses applied to a major, and no more than one course with a grade less than C-. This policy applies to all majors offered by the department for students entering Biochemistry September 2013 or later. (FOR DEGREE REQUIREMENTS, SEE BIOLOGY OR CHEMISTRY.) Major in Astrophysics The major in Astrophyics requires four courses in astronomy more advanced than Astronomy 10; two Bioengineering courses in mathematics more advanced than Mathematics 42/44; and four courses in physics Professor Mark Cronin-Golomb, Biomedical Engineering; more advanced than Physics 2 or 12, including Optical instrumentation, laser tweezers, atomic force Physics 13 and 64 or equivalent laboratory experi- microscopy, nonlinear optics ence. One mathematics course may be replaced by Professor Sergio Fantini, Biomedical Engineering; an approved advanced course in a related field. Biomedical optics, near-infrared spectroscopy, diffuse optical Research experience is strongly recommended. imaging Professor David L. Kaplan, Biomedical Engineering/ UNDERGRADUATE MINOR PROGRAM Chemical and Biological Engineering; Biopolymer engineering, biomaterials, tissue engineering, regenerative medicine Minimum Grade Policy The program requires the completion of five Professor Krishna Kumar, Chemistry; Novel methods for courses, with a minimum grade of C-. Prematricu- rational design and construction of artificial proteins, lation credits may not be applied towards the molecular enzymes, and self-assembling biomaterials requirements for the minor. The minimum grade Professor Barry A. Trimmer, Biology; Central processing of policy applies to students entering September 2013 sensory information by receptors, second messengers and or later. synaptic networks in insect model system, neural control of soft-bodied locomotion Professor David R. Walt, Robinson Professorship in Minor in Astrophysics The minor in Astrophysics requires five courses, at Chemistry; Surface, polymer and materials chemistry, least three of which must be courses in astronomy fluorescence resonance energy transfer, immunosensors, numbered 15 or higher. The remaining courses may corrosion sensing, neurotransmitter sensing, micro- and be selected from among Physics 11, 12 (or 1, 2), 13, non-sensors, cell-based biosensors, and sensors based on and courses in physics or astronomy numbered 15 principles of the olfactory system or higher. Associate Professor Caroline G. L. Cao, Mechanical Engineering; Endoscopy and surgery, human factors, remote GRADUATE PROGRAM instrumentation, human-machine interface Advanced degrees (master’s and doctoral) are Associate Professor Irene Georgakoudi, Biomedical offered through the Department of Physics and Engineering; biomedical imaging Astronomy in observational astrophysics. Details are Associate Professor Kyongbum Lee, Chemical and given under Physics and Astronomy. Additional Biological Engineering; Biochemical and biomedical advanced courses may be taken through a coopera- engineering, metabolic engineering, tissue engineering, tive program with Boston University. bioinformatics, and systems biology Research Associate Professor Aurelie Edwards, Chemical For more detailed information, please visit the and Biological Engineering; Biological transport phenomena website http://ase.tufts.edu/physics. involving fluid and solute transport in living tissues (kidney and eye) to address organ function, disease origin, and drug delivery

105 BioEngineering >

Research Assistant Professor Greg Altman, Biomedical The School of Engineering offers a master’s degree Engineering; Collagen-based matrices, ligament formation, program in Bioengineering. This interdisciplinary impact of mechanical forces on human adult stem cell program provides a broad engineering and biotech- differentiation, bioreactor system, in vitro tissue formation nology curriculum, while offering a focus on a and development specific engineering track that best fits students’ interests and career choices. This combination gives Bioengineering is the integration of physical, our bioengineering graduates professional flexi- chemical, or mathematical sciences and engineering bility, a distinct competitive advantage in the ever- principles for the study of biology, medicine, changing field of bioengineering. behavior, or health. The bioengineering programs provide comprehensive education and research at The Bioengineering master’s program has six the School of Engineering and the School of Arts tracks: and Sciences in collaboration with Tufts’ medical, • Bioinformatics dental, veterinary, and nutrition schools. • Biomaterials A number of part- and full-time degree • Biomechanical Systems and Devices programs and certificates are offered in the fields of • Cell and Bioprocess Engineering biomedical engineering, biotechnology, and drug • Environmental Biotechnology discovery and assessment. Biomedical engineering • Signals and Systems involves the application of state-of-the-art technol- For more detailed information, including descrip- ogy to device design and fabrication; biotechnology tions of the core curriculum and the individual includes protein expression, folding and assembly, tracks, please visit the website biomaterials and tissue engineering, and biofilms as http://engineering.tufts.edu/bioengineering. examples; drug discovery and assessment includes disease markers, resistance mechanisms, and new Biomedical Engineering drug discovery. (SEE BIOMEDICAL ENGINEERING For information on programs in bioengineering, FOR A DESCRIPTION OF THE PROGRAMS.) please contact the bioengineering center office at 617-627-2580. Biotechnology (SEE BIOTECHNOLOGY FOR A DESCRIPTION UNDERGRADUATE PROGRAMS OF THE PROGRAMS.) Biomedical Engineering (SEE BIOMEDICAL ENGINEERING CERTIFICATE PROGRAMS FOR A DESCRIPTION OF THE PROGRAMS.) Four-course graduate-level certificate programs are Biotechnology designed for science, engineering, and medical (SEE BIOTECHNOLOGY professionals seeking graduate-level programs to FOR A DESCRIPTION OF THE PROGRAMS.) expand their knowledge of biomedical science, biotechnology, and engineering. The certificates are offered in conjunction with the departments of GRADUATE PROGRAMS biology, chemistry, chemical and biological Graduate degree programs are tailored to the engineering, and biomedical engineering. The background and goals of the individual student. certificate programs can be completed on a Degree programs may be pursued on a part-time or part-time, non degree basis by students who are full-time basis. Master’s programs may be either seeking professional training in the field or course-based or thesis research-based. preparing for a degree program. In most cases, Doctoral programs may be pursued part-time, courses taken as a certificate student can be with a one-year residency requirement. transferred into a related master’s degree program. The programs are open to students who have Bioengineering Faculty advisor: already earned a bachelor’s degree. Associate Professor Kyongbum Lee, Chemical and Biological Engineering

106 BioEngineering > BioEngineering CertiFIcate Program > Biology >

Bioengineering tion, biotechnology professionals with training in The certificate program in bioengineering consists tissue engineering to develop tissue implants, and of an interdisciplinary course of study that allows mechanical engineers who are well-versed in students to focus on areas such as biomedical biomaterials to design artificial joints. instrumentation, biomedical optics, biomaterials/ The certificate in Bioengineering addresses this biotechnology and tissue engineering. Courses are need through a highly interdisciplinary course of taught by faculty in engineering as well as experi- study that allows students to focus on biomedical enced clinical professionals from Tufts’ health instrumentation, biomedical optics, biomaterials/ science schools. biotechnology and tissue engineering or other The certificate requires four courses. related areas of study. Courses are taught by faculty in engineering as well as experienced clinical One bioengineering introductory course: professionals from Tufts’ world-renowned health Biomedical Engineering 250 Introduction to Biomedical science schools. Engineering I (focus on biomedical engineering and The program is open to students with at least a instrumentation) or bachelor’s degree in engineering, science, or health Biomedical Engineering 162 Molecular Biotechnology science. (focus on molecular biology and engineering aspects of With this certificate engineers can launch careers biotechnology) in biomedical instrumentation design. Clinical practitioners and technicians can shift careers to One physiology course (choose five modules): biomedical equipment sales. It is also a useful Biomedical Engineering 121/122 Engineering Challenges technology complement for executives, medical in Physiology I and II (modules include general, neurology/ professionals, and policy makers interested in the nose, skeletal/bone, respiratory, cardiovascular, renal, application of technology to the medical, business or gastrointestinal, endocrine, eye, dental) legal profession. The certificate requires the completion of four One engineering elective in biomedical courses. instrumentation, biomedical optics, biomaterials, biotechnology, or tissue engineering For more information, contact the program administrator, Angela Foss, at 617-627-2320 or One capstone course: visit the website http://gradstudy.tufts.edu/ Biomedical Engineering 100 Design of Medical programs/certificates/index.htm. Instrumentation or Biomedical Engineering 164 Biomaterials and Tissue Engineering Biology For more detailed information, please visit the Professor Sergei Mirkin, Department Chair, White Family website http://engineering.tufts.edu/bme/. Chair in Biology; Molecular genetics Professor Frances Sze-Ling Chew, Vice Chair; Ecology, plant-insect interactions Bioengineering Certificate Professor David E. Cochrane, Cell physiology, inflammation Professor Susan G. Ernst, Developmental biology Program Professor Michael Levin, Vannevar Bush Professor and Faculty advisors: Director of Tufts Center for Regenerative and Developmental Professor Mark Cronin-Golomb, Biomedical Engineering Biology; Morphological and behavioral information Professor David L. Kaplan, Biomedical Engineering / processing living systems Chemical and Biological Engineering Professor Sara M. Lewis, Evolutionary and behavioral ecology The booming biomedical industry demands skilled Professor Colin M. Orians, Ecology, plant-herbivore- professionals whose expertise can cross traditional environment interactions boundaries of science and engineering. Companies Professor Jan A. Pechenik, Invertebrate zoology, marine are seeking electrical engineers who understand the invertebrate reproduction medical uses of diagnostic imaging instrumenta-

107 Biology >

Professor J. Michael Reed, Conservation biology, Biology is the scientific study of living organisms. ornithology, behavior Derived from the search for organized understand- Professor L. Michael Romero, Physiological endocrinology, ing of plants and animals in their natural environ- physiology of stress ments, contemporary biology is increasingly Professor Barry A. Trimmer, Henry Bromfield Pearson successful in characterizing the basic molecular Professor of Natural Sciences; Neurotransmitters and receptors processes that are essential to all forms of life. in insects, intracellular signals Modern experimental studies on the origin, Associate Professor Harry A. Bernheim, Organismal evolution, and physiological mechanisms of life are physiology, immunology of profound philosophical importance and provide Associate Professor Elizabeth Crone, Population ecology, the underlying foundation for research in biology theoretical ecology, plant-animal interactions and for the teaching of biology. They also provide Associate Professor George S. Ellmore, Draupner Ring the basic knowledge used in applied fields such as Scholar; Plant development, experimental plant morphology, medicine, biotechnology, and environmental anatomy biology. Associate Professor Catherine Freudenreich, Molecular Biology students should aspire to understand the biology and genetics central principles governing life processes at both Associate Professor Juliet Fuhrman, Immunology and molecular and higher levels. An increased compre- parasitic diseases hension of the problem-solving methods of science, Associate Professor Kelly A. McLaughlin, Cell biology, cell as used within the laboratory and in the analysis of signaling of organogenesis contemporary environmental and biosocial Associate Professor Mitch McVey, Molecular biology, problems, should be a concomitant goal. Biology genomic instability majors, especially those preparing for graduate Associate Professor Philip T. B. Starks, Evolutionary work, are expected to learn how to critically dynamics of parasite and host populations evaluate original research literature. This can be Assistant Professor Erik B. Dopman, Evolution and done by enrolling in seminar courses that are genetics of natural populations designed to investigate topics by utilizing the Assistant Professor Stephen M. Fuchs, Biochemistry and primary literature. Small class sizes in seminars molecular biology, interplay between protein structure and allow students to present papers and participate in protein function class discussions. Assistant Professor Eric D. Tytell, Biomechanics and neural Laboratories are available for study and research control of locomotion in selected areas of biochemistry, neurobiology, Assistant Professor Benjamin Wolf, Microbiology, ecology immunology, endocrinology, molecular biology, cell and evolution of microbial communities biology, genetics, physiology, plant sciences, Lecturer Michelle Gaudette, Molecular biology, gene behavior, and ecology. Controlled-environment regulation of development rooms, marine and freshwater aquaria, and a Lecturer Susan Koegel, Cell biology and immunology greenhouse are among the diversified resources for Research Associate Professor Dany S. Adams, Role of ion the experimental work. Fieldwork experience at flux during morphogenesis of vertebrate embryos marine laboratories or other biological stations is Research Assistant Professor William Woods, Ecological encouraged. physiology; biomechanics, energetics and temperature relations UNDERGRADUATE CONCENTRATION REQUIREMENTS SECONDARY APPOINTMENTS: Major in Biology Adjunct Professor David L. Kaplan, Biomedical Ten courses, including eight courses in biology Engineering; Biotechnology, biomaterials numbered 13 or higher (with the exception of Adjunct Associate Professor Mark Pokras, Cummings Biology 16, 91, 93, and 94), at least six of which School of Veterinary Medicine at Tufts University, Department must be completed with a grade of C- or better, and of Environmental and Population Health; Wildlife medicine either two courses in chemistry (chosen from Chem Assistant Professor Julia Gouvea, Education; Biology 1, 2, 11, 12, 51, 52) or two courses in physics education

108 Biology >

(chosen from Physics 1, 2, 11, 12). At least four of Major in Biochemistry the eight biology courses must be taken at Tufts. The Biochemistry major requires Chemistry 1, 11, It is recommended that students take at least one or 16 and Chemistry 2 or 12; Chemistry 51/53, seminar course. The eight biology courses must 52/54, 31, 42, 171, and 172; Biology 13, 41, 50 (or include Bio 13, 14 and 41 and at least one course Chemical and Biological Engineering 163), and each in the biology of cells (Group A), biology of 105. Course work in mathematics (Mathematics organisms (Group B), and biology of populations 34) and physics (Physics 2 or 12) is required as a (Group C). The particular group in which a course prerequisite to Chemistry 31. The following is categorized for this purpose is indicated at the sequence of courses is suggested for students end of the course description. Absence of such concentrating in biochemistry: first year, Chemistry designation indicates that the course cannot be used 1 (or 11) and 2 (or 12), Biology 13, Mathematics to fulfill any group of the distribution requirements, 32; second year, Chemistry 51/53, 52/54, and 171, although the credits are applicable toward the total Mathematics 34, Physics 1 and 2 (or 11 and 12); required for a major. third year, Chemistry 172, Biology 41, 105, and 50 At least two courses in biology must include a (or Chemical and Biological Engineering 163); laboratory study, and one of these must be above fourth year, Chemistry 31 and 42. the level of Biology 14. In fulfilling this laboratory requirement, students may choose from among Major in Biopsychology those biology courses for which laboratory is Biopsychology is an interdepartmental major for specified in the course description, with the students particularly interested in neurobiology and following exceptions: Biology 93, 94, and 187. behavior. There are ten required courses: five in Biology 193 or 194 may be used as only one of biology and five in psychology. These include the the eight biology courses for completion of the following: Cells and Organisms (Biology 13), concentration requirements; on approval of a General Genetics (Biology 41), Animal Behavior petition to the department, a maximum of two such (Biology 130), one course in animal physiology courses may be applied toward the major. In no case (chosen from among Biology 75, 110, 115, 116, may more than one of these courses be used to 134), and an elective in biology; Statistics (Psychol- fulfill the laboratory requirement. ogy 31 or Biology 132), Experimental Psychology The foregoing is a minimal program. For many (Psychology 32), Brain and Behavior (Psychology purposes, additional preparation in related sciences 103), plus two electives from among Psychology 22, and calculus is needed. A course in calculus and 26, 27, 29, 40, 41, 42, 46, 48, 49, 104, 112, 117, laboratory courses in both organic chemistry and 123, 127, 128, 129, 142, 146, 154, and 159. physics are strongly advised. A course in statistics Biopsychology majors may not double major in should be included when advanced work in ecology, psychology or biology. Majors are encouraged to evolution, or genetics is anticipated. Medical elect an advanced laboratory course in either schools require a year of general chemistry and a department. Consult the departments of either year of organic chemistry, both with laboratory; a biology or psychology for details about this program. year of physics with laboratory; and a year of biology with laboratory. Calculus is recommended. Course Selection for Undergraduates Students planning to enter graduate school or For students with an interest in biology or the seeking employment in biological research should health sciences and a strong high-school science take more than the minimal number of laboratory background, Biology 13 is the most appropriate courses required for the biology major. beginning course, and may be taken concurrently To be eligible for a summa cum laude degree, a with Chemistry 1 or 11. Biology 13 and 14 are student must have done biology research equivalent normally prerequisites for more advanced work in to Biology 93. Comparable research in related fields biology. will also be considered. Participation in the Thesis Students interested in biology but not planning Honors Program will entail writing and defending to major in the sciences might take Biology 1, 2, 6, a thesis based on laboratory or field research. 7, 8, 10 or 12. None of these may be counted among the eight courses in biology used to satisfy the concentration requirements.

109 Biology > Biomedical Engineering >

GRADUATE PROGRAM Doctor of Philosophy Before beginning advanced study in a specialty, all A candidate for the Doctor of Philosophy degree is graduate students in biology are expected to have expected to plan and undertake a program of the broad course work and laboratory experience advanced study and research in consultation with a that is equivalent to the requirements for an faculty committee. The candidate is required to undergraduate major in this department. The serve as a teaching assistant for at least two student’s entrance committee will determine what semesters. courses, if any, should be taken in the first year to During the first year, students are expected to fulfill these requirements. Graduate instruction and complete at least two research rotations (Bio research opportunities are offered in six areas: 253/254). Following completion, students must 1) ecology, behavior, and evolution; 2) genetics and choose and be accepted into the laboratory of a molecular biology; 3) developmental biology; 4) faculty member under whose direction they will neurobiology and animal behavior; 5) cell physiol- carry out their research and prepare their disserta- ogy; and 6) conservation and the environment. tions. Entry into the Ph.D. degree program is not More information is available at official until the candidate passes a qualifying http://ase.tufts.edu/biology. procedure. The procedure includes a written examination in the candidate’s field of special Master of Science interest and related areas, and the preparation and A candidate for the master’s degree in biology defense of a detailed written thesis research must complete at least eight different graduate- proposal. level courses, of which at least four must be in the Department of Biology. All courses must be For more detailed information, please visit the approved by the committee appointed to guide the website http://ase.tufts.edu/biology. student’s work. Courses taken at recognized marine laboratories or field stations may be offered for credit. No more than two credits may be transferred Biomedical Engineering from another institution. Professor David Kaplan, Chair and Stern Family Professor; Research Master of Science Degree: A research Biopolymer engineering, biomaterials, tissue engineering, master of science student must take six courses for regenerative medicine letter grades (B- or better) including one required Professor Mark Cronin-Golomb, Optical instrumentation, seminar (normally either Biology 243, Topics in laser tweezers, atomic force microscopy, nonlinear optics Molecular and Cell Biology, or Biology 244, Topics Professor Sergio Fantini, Biomedical optics, near-infrared in Evolutionary Ecology). No more than one of spectroscopy, diffuse optical imaging these six may be guided individual study (Biology Professor Fiorenzo Omenetto, Frank C. Doble Professor; 293 or 294). Also required for the research master Ultrafast nonlinear optics, medical optics of science are two research courses (Biology 295 Associate Professor Irene Georgakoudi, Biomedical and 296) and preparation and successful defense of spectroscopic imaging and characterization, in vivo flow an original thesis. A student in a research master’s cytometry, biomedical instrumentation program is normally expected to serve as a teaching Assistant Professor Lauren Black, Cardiovascular tissue assistant for at least one semester. engineering, tissue mechanics and visualization, computa- Course-work Master of Science Degree: A course- tional modeling, myocardial infarction, regenerative medicine, work master of science student must take eight cardiogenesis courses for letter grades (B- or better) including Assistant Professor Catherine K. Kuo, Regenerative one required seminar (normally either Biology 243, medicine, tissue engineering, stem cells, biomaterials, Topics in Molecular and Cell Biology, or Biology developmental biology 244, Topics in Evolutionary Ecology). Assistant Professor Qiaobing Xu, Biomaterials, drug Students in the B.S.-M.S. combined-degrees delivery, micro/nanofabrication, tissue engineering program are normally required to prepare an Research Professor Barbara Brodsky, Collagen folding original thesis. and degradation

110 Biomedical Engineering >

Research Assistant Professor Alessandra Balduini, Adjunct Professor Gordana Vunjack-Novakovic, Regulation, environment and pathology of megakaryocytes Columbia University; Transport phenomena, tissue engineering to platelets and bioreactors Research Assistant Professor Bruce Panilaitis, Vaccine Adjunct Professor Lawrence Wald, Harvard Medical School; development, metabolic engineering, immunology Development and application of novel MR techniques for the Research Assistant Professor Angelo Sassaroli, clinical and scientific investigation of brain function Near-infrared spectroscopy, functional brain imaging Adjunct Professor David Walt, Department of Chemistry; Research Assistant Professor Xiaoqin Wang, Silk Bioanalytical chemistry, materials chemistry, biochemistry, and fibroin-based controlled drug delivery, tissue engineering nanoscience using silk biomaterials, protein structure and function Adjunct Professor Pam Yelick, Tufts University School of relationship Dental Medicine; Molecular genetic analyses of craniofacial cartilage, bone, and tooth development SECONDARY APPOINTMENTS: Adjunct Associate Professor Luis Dorfmann, Department Adjunct Professor Peter Bergethon, Pfizer Inc./Boston of Civil and Environmental Engineering; Mechanical properties University School of Medicine; Computational neurology and behaviors of materials, couple field phenomena, fracture, Adjunct Professor John Castellot, Tufts University School cavitation and failure processes, characterization and of Medicine; Cellular and molecular biology, vascular systems modeling of soft materials Adjunct Professor Jonathan Garlick, Tufts University Adjunct Associate Professor Carl Kirker-Head, Cummings School of Dental Medicine; Tissue models to study human School of Veterinary Medicine at Tufts University; Bone growth disease processes in stratified squamous epithelium and remodeling, bone repair in response to injury, bone Adjunct Professor Jim Harden, University of Ottawa; grafting, surgical and other orthopaedic disease models, Biomolecular assemblies, biomaterials, computational musculoskeletal vascular disease, bone and soft tissue biophysics, cell mechanics, complex fluids biomechanics, skeletal tissue engineering, orthopedic device Adjunct Professor Ira Herman, Tufts University School of development Medicine; Cell movements required for cell division, differen- Adjunct Associate Professor Sameer Sonkusale, tiation of the body’s organ systems, remodeling of tissues Department of Electrical and Computer Engineering; during disease processes Mixed-signal VLSI design, sensor electronics Adjunct Professor Robert Howe, Harvard University; Adjunct Assistant Professor Bree Aldridge, Tufts University Human-machine interfaces, biomechanics, tactile sensing, School of Medicine; Identifying determinants of mycobacterial human and robot manipulation tolerance to antibiotic stress in cases of tuberculosis Adjunct Professor Krishna Kumar, Department of Adjunct Assistant Professor Blaise Frederick, McLean Chemistry; Novel methods for the rational design and Hospital; Magnetic resonance equipment and techniques for construction of artificial proteins, molecular enzymes, and the study of psychiatric illness in Alzheimer’s disease and self-assembling biomaterials substance abuse Adjunct Professor Michael Levin, Department of Biology; Adjunct Assistant Professor Lorenz Meinel, ETH Zurich; Regenerative and developmental biology Drug delivery interfaces Adjunct Professor Eric Miller, Department of Electrical and Adjunct Assistant Professor Douglas Vetter, Tufts Medical Computer Engineering; Signal and image processing Center; Molecular, biochemical, and physiological aspects of algorithms brain-inner ear interactions Adjunct Professor John Richmond, New England Baptist Hospital, Tufts Medical Center; Ligament formation, treatment The biomedical engineer is responsible for design of injuries of the anterior cruciate ligament, regulation and and development of the technology and devices that proliferation of growth factor expression in arthrofibrosis are at the heart of the far-reaching improvements in Adjunct Professor Igor Sokolov, Department of Mechanical human health that have been occurring over the last Engineering; Condensed matter, soft condensed matter and few decades. These advances include better tools for biomedical research, energy-related materials and sustainabil- understanding disease and health, as well as better ity, surface science and engineering ways to both treat disease and maintain health. The Adjunct Professor Barry Trimmer, Department of Biology; rapid expansion of the field of biomedical engineer- Central processing of sensory information by receptors, second ing is due to many factors, including 1) scientific messengers and synaptic networks in an insect model system, and technological advances in the life sciences, neural control of soft-bodied locomotion

111 Biomedical Engineering >

materials science, and the engineering disciplines; • Apply fundamental knowledge of mathematics, 2) the increasing recognition of the role of interdis- statistics, physical sciences, biology, physiology, ciplinary strategies to solve complex biomedical and engineering for the solution of problems at problems; and 3) the aging of the population, the interface of engineering and biology; leading to increasing healthcare needs and the • Make measurements on and interpret data associated demands and costs. The vision of the from living systems, addressing the problems Biomedical Engineering Department is to promote associated with the interaction between living integrative research, education, and entrepreneur- and non-living materials and systems; ship at the forefront of biomedical science and • Communicate effectively, work as part of a engineering. The mission of the Biomedical multidisciplinary team, and have an awareness Engineering Department is to advance the field of of professional and ethical responsibilities to biomedical engineering through an interdisciplinary have a positive impact on society; approach to education, design, and research. • Recognize the importance of life-long learning in order to expand one’s knowledge base; UNDERGRADUATE PROGRAMS • Participate in creative and integrative design Bachelor of Science in Biomedical Engineering projects and independent research projects. The bachelor of science in biomedical engineering (B.S.B.M.E.) is a degree program that combines On the basis of the program educational objectives training in design, research, and practical methods, of the B.S.B.M.E., graduates of the program will: with a solid math, science, and engineering • Be successful in tackling open-ended biomedi- curriculum to provide education with breadth and cal engineering problems in a quantitative and depth in the field. A key aspect of biomedical systematic fashion; engineering is its interdisciplinary nature; introduc- • Be motivated to continuously expand their tory courses in mathematics, statistics, biology, knowledge and be creative and innovative in chemistry, and physics, together with foundation/ their contributions to the field of biomedical concentration engineering courses, build the basis engineering; for creating the synergy among these disciplines • Perform, manage, or lead original engineering that is required in the practice of biomedical design and research projects in an ethical and engineering. The mission of the bachelor of science professional manner; carry this out at the degree in biomedical engineering is to provide highest levels in private industry, research students with undergraduate educational experiences laboratories, medical school, or graduate and that provide a sound basis for professional practice professional schools. in biomedical engineering, life-long learning, and leadership roles in the biomedical engineering field. The program leading to this degree is accredited by The curriculum leading to the bachelor of the Engineering Accreditation Commission (EAC) science degree in biomedical engineering is intended of the Accreditation Board for Engineering and to prepare students to continue with graduate study Technology (ABET). either in biomedical engineering or medicine, or to enter professional practice as an engineer or designer A sample course schedule for the B.S.B.M.E. of biomedical systems. The curriculum includes program (38 credits) is listed below. Of the intensive instruction in math, sciences and engineer- thirty-eight course credits required for the profes- ing disciplines, design and research projects, and sional degrees accredited by the Engineering biomedical engineering-specific courses, culminat- Accreditation Commission of ABET, a minimum ing in a year-long senior capstone project. of 9.5 course credits must be completed in college- level math and basic science subjects appropriate to The student outcomes of the B.S.B.M.E. specify the discipline, and a minimum of 14.5 course that, by the time of graduation, all graduates will be credits must be completed in engineering topics, able to: consistent with ABET general and program criteria.

112 Biomedical Engineering >

First Year Concentration elective FALL TERM Humanities or social sciences or arts elective Mathematics 32 Biomedical Engineering 7 Physics 11 (+ lab) SPRING TERM English 1 Biomedical Engineering 131 or Biomedical Engineer- Engineering Science 93 ing 154 SPRING TERM Concentration elective Mathematics 36 Humanities or social sciences or arts elective Physics 12 or Chemistry 1 (+ lab) Free elective Engineering Science 2 Biomedical Engineering 8 Humanities or social sciences or arts elective The selection of elective courses described above may be altered for program flexibility. The assign- Sophomore Year ments here reflect one possible way of meeting the FALL TERM requirements for the degree. A list of appropriate Mathematics 42 foundation and concentration electives is available Biology 13 from the department. Chemistry 1 or Chemistry 2 or Physics 12 (+ lab) Engineering Science 5 Second Major in Biomedical Engineering Biomedical Engineering 50 The second major in biomedical engineering is Biomedical Engineering 3 (half credit) offered to engineering students. Students must SPRING TERM enroll in conjunction with another engineering Mathematics 51 undergraduate departmental major. For the second Chemistry 2 or Physics 12 (+ lab) major in biomedical engineering, students are Engineering Science 7 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 4 (half credit) or Biomedical tration requirement of the first major. All ten Engineering 131 courses must be taken for a letter grade. The ten credits required for the second major in biomedical Junior Year engineering are as follows: FALL TERM 1. Biology 13 or Engineering Science 11b Biology 41 2. Physics 12 or Chemistry 2 Engineering Science 3 3. Probability and Statistics elective Engineering Science 8 4. Engineering Science 3 or Engineering Science 5 Biomedical Engineering 121 5. Engineering elective Biomedical Engineering 5 (half credit) or Biomedical 6. Biomedical Engineering 50 Engineering 153 7. Biomedical Engineering 62 or Biomedical Engineering 100 SPRING TERM 8. Biomedical Engineering 153 or Biomedical Biomedical Engineering 51 Engineering 131 Biomedical Engineering 62 9. Biomedical Engineering elective Biomedical Engineering 100 10. Biomedical Engineering elective Foundation elective Humanities or social sciences or arts elective Second Major in Biomedical Sciences Biomedical Engineering 6 (half credit) The second major in biomedical sciences is offered to liberal arts students. Students must enroll in Senior Year conjunction with another undergraduate depart- FALL TERM mental major. For the second major in biomedical Probabilities and Statistics elective sciences, students are required to complete ten Biomedical Engineering 153 or Biomedical Engineer- courses. No more than five of these courses may be ing 165

113 Biomedical Engineering >

used to fulfill the concentration requirement of the some areas may be given the opportunity to take or first major. All ten courses must be taken for a letter audit additional undergraduate-level courses, and grade. The ten credits required for the second major students who are already qualified may be exempt in biomedical sciences are as follows: from some courses. Transfer of a limited number of 1. Biomedical Engineering 50 graduate course credits is also possible. 2. Biomedical Engineering 62 GRE and TOEFL (if applicable) are required 3. Three Biomedical Engineering elective courses for admission into the programs. Prospective 4. five elective courses related to biomedical sciences, students can obtain more admission information, including independent studies, research, and design financial aid information and application forms at projects, that are approved by the BME Second Major http://gradstudy.tufts.edu. Advisor. Master of Engineering GRADUATE PROGRAMS The department offers a program leading to the The Department of Biomedical Engineering offers master of engineering (M.Eng.) degree in biomedi- programs leading to the degrees of master of engi- cal engineering. The M.Eng. program is aimed at neering (M.Eng.) for students seeking an education students who desire to acquire broad knowledge in at an advanced level in biomedical engineering, and biomedical engineering. The emphasis is on master of science (M.S.) and doctor of philosophy multidisciplinary interfaces in the areas covered by (Ph.D.) for students preparing for careers in which biomedical engineering. research is a central activity. Students can be Ten credits are required for the M.Eng. degree: accepted either into the M.Eng. program, into the two foundation courses (2 credits), seven graduate M.S. program, or directly into the Ph.D. program. courses (7 credits), and a project (1 credit). An M.Eng. or M.S. degree is not required for students to apply to the Ph.D. program. Students Master of Science who receive the M.Eng. or M.S. degree at Tufts and The department offers a program leading to the wish to continue their studies toward the Ph.D. master of science (M.S.) degree in biomedical need to be formally accepted into the Ph.D. engineering. program. Ten credits are required for the M.S. degree: The M.S. and Ph.D. programs in the Depart- two foundation courses (2 credits); four graduate ment of Biomedical Engineering are strongly courses, which can include special topics courses research-oriented, with emphasis on independent (4 credits); research seminars for at least two research work reflected in the candidate’s thesis or semesters (2 half-credits); and a thesis (3 credits). dissertation. Because biomedical engineering is a multidisciplinary field, students are expected to work Doctor of Philosophy in collaboration with scientists in diverse fields The department offers a program leading to the including engineering, health, and life sciences. The Ph.D. degree in biomedical engineering. Thirty required courses consist of foundation courses and credits are required for a Ph.D. with prior B.S. elective courses. The purpose of the foundation degree: three foundation courses (3 credits); graduate courses is to provide a broad background in elective courses, which may be special topics courses biomedical engineering, and to introduce the (at least 5 credits); research seminars for at least four research activities in the department. The purpose of semesters (4 or more half-credits); and a thesis (up to the elective courses is to provide in-depth knowl- 20 credits). Twenty credits are required for a Ph.D. edge in specific areas of biomedical engineering as a with prior M.Eng. or M.S. degree: three foundation solid basis for students to excel in their research courses (3 credits), graduate elective courses (at least work. It is advisable that M.S. and Ph.D. students 1 credit), research seminars for at least four semesters first identify a field of interest and a research advisor, (2 or more credits), and a thesis (up to 14 credits). and then select elective courses around the research For more detailed information, please visit the topic of choice. At the discretion of the research website http://engineering.tufts.edu/bme. advisor, students who lack suitable preparation in

114 Biopsychology > Biotechnology >

Track Curricula Biopsychology SCIENCE TRACK (FOR DEGREE REQUIREMENTS, SEE BIOLOGY OR Two core courses: PSYCHOLOGY.) Biology 105 Molecular Biology Biology 152 Biochemistry and Cellular Metabolism or Biology/Chemistry 171 Organic Chemistry of Living Biotechnology Systems: Biochemistry FACULTY ADVISOR: Four electives from: Professor David Kaplan, Biomedical Engineering/Chemical Biology 103 Developmental Biology and Biological Engineering Biology 104 Immunology Biology 106 Microbiology Biotechnology has applications in a number of Biology 153 Topics in Biochemistry diverse fields, including recent growth in gene Biology 177 Topics in Inflammation therapy, protein and tissue engineering, bioinfor- Biology 184 Topics in Developmental Biology matics and bioremediation. The tools of biotechnol- Biomedical Engineering/Biology/Chemical and ogy are now universally applied both to basic Biological Engineering 162 Molecular Biotechnology research efforts and to large-scale manufacturing Biomedical Engineering 165 Drug Delivery processes, and the field is continuing to grow at a Chemical and Biological Engineering 160 rapid pace. Biochemical Engineering Chemical and Biological Engineering 161 SECOND MAJOR IN BIOTECHNOLOGY Protein Purification This program is offered as a major only in conjunc- Biomedical Engineering/Chemical and Biological tion with enrollment in a regular undergraduate Engineering 153 major, ordinarily excluding interdisciplinary Biomaterials and Regenerative Medicine programs. The biotechnology program has been Biomedical Engineering/Chemical and Biological designed with two tracks: a science track for Engineering 154 undergraduate students enrolled in the College of Tissue Engineering and Regenerative Medicine Liberal Arts, and an engineering track for under- Chemical and Biological Engineering 166 graduate students enrolled in the School of Principles of Cell and Microbe Cultivation Engineering. Chemical and Biological Engineering 167 Metabolic and Cellular Engineering Core Curriculum Chemistry 135 Biophysical Chemistry Engineering Science 11 Engineering and Biology or Biology 13 Cells and Organisms Up to two credits of research may be counted Biology 41 Genetics toward electives. Biomedical Engineering/Chemical and Biological Engineering 62/162 Molecular Biotechnology ENGINEERING TRACK Two core courses: One laboratory course from: Chemical and Biological Engineering 161 Biology 50 Experiments in Biology II Protein Purification Biomedical Engineering 175 Tissue Engineering Chemical and Biological Engineering 166 Laboratory Principles of Cell and Microbe Cultivation Chemical and Biological Engineering 163 Recombinant DNA Techniques Four electives from: Chemical and Biological Engineering 168 Biology 103 Developmental Biology Biotechnology Processing Projects Laboratory Biology 104 Immunology Biology 105 Molecular Biology Biology 106 Microbiology Biology 152 Biochemistry and Cellular Metabolism

115 Biotechnology >

Biology 153 Topics in Biochemistry One course from the following: Biology 177 Topics in Inﬂammation Biology 103 Developmental Biology Biology 184 Topics in Developmental Biology Biology 104 Immunology Biomedical Engineering 165 Drug Delivery Biology 105 Molecular Biology Chemical and Biological Engineering 160 Biology 106 Microbiology Biochemical Engineering Biology 153 Topics in Biochemistry Chemical and Biological Engineering 62/162 Biology 177 Topics in Inﬂammation Molecular Biotechnology Biology 184 Topics in Developmental Biology Biomedical Engineering/Chemical and Biological Chemistry 135 Biophysical Chemistry Engineering 153 Chemical and Biological Engineering 160 Biomaterials and Regenerative Medicine Biochemical Engineering Biomedical Engineering/Chemical and Biological Biomedical Engineering/Chemical and Biological Engineering 154 Engineering 153 Tissue Engineering and Regenerative Medicine Biomaterials and Regenerative Medicine Chemical and Biological Engineering 167 Biomedical Engineering/Chemical and Biological Metabolic and Cellular Engineering Engineering 154 Chemistry 135 Biophysical Chemistry Tissue Engineering and Regenerative Medicine Chemistry 171 Organic Chemistry of Living Systems: Biochemistry GRADUATE PROGRAMS Tufts sponsors graduate training in biotechnology Two credits of research may be counted toward through joint programs with the departments of electives. ChBE, BME, biology, and chemistry, and the Gordon Institute of Engineering Management. MINOR IN BIOTECHNOLOGY ENGINEERING Master’s degree programs may be entirely course- The minor in biotechnology engineering is offered based (such as the practice-oriented master of to students in the School of Engineering and the engineering degree) or research-based (thesis). College of Liberal Arts. Five courses are required Doctoral degree programs may be pursued part- for this minor. time with a one-year residency requirement. For information about the programs, please refer to the One course from the following: cosponsoring department. Biology 152 Biochemistry and Cellular Metabolism or Biology/Chemistry 171 Biochemistry Biology/Biotechnology (M.S./Ph.D.) Degree programs are designed for students whose Two courses from the following: interests are in molecular biology and the applied Chemical and Biological Engineering 161 aspects of biotechnology, and who prefer a program Biochemical Separation emphasizing biology rather than engineering Biomedical Engineering/Chemical and Biological (cosponsored by the Department of Biology). Engineering/Biology 62/162 Molecular Biotechnology Chemical and Biological Engineering 166 Biotechnology Engineering (Ph.D.) Principles of Cell and Microbe Cultivation Degree programs are designed for students who are interested in the engineering aspects of One course from the following: biotechnology (sponsored by the Departments of Biology 50 Experiments in Biology II Chemical and Biological Engineering and Biomedical Engineering 175 Tissue Engineering Biomedical Engineering). Laboratory Biomedical Engineering/Chemical and Biological Engineering 163 Recombinant DNA Techniques Chemical and Biological Engineering 168 Biotechnology Processing Projects Laboratory

116 Biotechnology >

Chemistry/Biotechnology (M.S./Ph.D.) Chemical and Biological Engineering 161 Degree programs are designed for students with Protein Puriﬁcation interests in chemistry and the applied aspects of Chemical and Biological Engineering 162 biotechnology, and who prefer a program empha- Molecular Biotechnology sizing the chemical aspects of biotechnology Chemical and Biological Engineering 166 (cosponsored by the Department of Chemistry). Principles of Cell and Microbe Cultivation

Engineering Management with Specialization in One of these three laboratory courses: Biotechnology (M.S.) Biomedical Engineering 175 Tissue Engineering The master’s degree program is designed for Laboratory working professionals in management or desiring Biomedical Engineering/Chemical and Biological to move into management positions. The program Engineering 163 Recombinant DNA Techniques emphasizes a project approach to learning Chemical and Biological Engineering 168 (cosponsored by the Gordon Institute of Engineer- Biotechnology Processing Projects Laboratory ing Management). One elective course in biology, chemical and CERTIFICATE PROGRAMS biological engineering, biomedical engineering, or Tufts offers three graduate-level certificate pro- chemistry that is relevant to biotechnology. grams to qualified students in conjunction with the departments of biology, chemical and biological Certificate Program in Biotechnology Engineering engineering, biomedical engineering, and chemistry. The certificate program in biotechnology engineer- The certificate programs can be completed on a ing emphasizes state-of-the-art bioprocessing part-time, non-degree basis by students who are principles, utilizing industry-based projects and seeking professional training in the field or case studies. preparing for a degree program. In most cases, Two core courses: courses taken as a certificate student can be Chemical and Biological Engineering 161 transferred into a related master’s degree program. Protein Purification The programs are open to students who have Chemical and Biological Engineering 166 already earned a bachelor’s degree. Four courses are Principles of Cell and Microbe Cultivation required for each certificate. One laboratory course: Certificate Program in Biotechnology Biomedical Engineering/Chemical and Biological The certificate program in biotechnology Engineering 163 Recombinant DNA Techniques or emphasizes molecular biology practices and Chemical and Biological Engineering 168 state-of-the-art cloning and expression techniques Biotechnology Processing Projects Laboratory or to explore aspects of biotechnology. Biomedical Engineering 175 Tissue Engineering Laboratory Two core courses from the following: Biology 105 Molecular Biology One elective course in biology, chemical and Biology 152 Biochemistry and Cellular Metabolism biological engineering, biomedical engineering, or Biology 153 Topics in Biochemistry chemistry that is relevant to biotechnology. Biomedical Engineering/Chemical and Biological Engineering 153 Biomaterials and Regenerative Medicine For more detailed information, please visit the Biomedical Engineering/Chemical and Biological website http://engineering.tufts.edu/chbe. Engineering 154 Tissue Engineering and Regenerative Medicine Chemistry 171 Organic Chemistry of Living Systems: Biochemistry Chemistry 172 Advanced Biochemistry

117 Biotechnology and Biotechnology Engineering CertiFIcate Programs > Chemical and Biological Engineering >

Biotechnology and Chemical and Biological Biotechnology Engineering Engineering Certificate Programs Professor Kyongbum Lee, Chair; Metabolic engineering, tissue engineering, systems biology Faculty advisor: Professor Maria Flytzani-Stephanopoulos, Robert and Professor David L. Kaplan, Biomedical Engineering/ Marcy Haber Professor in Energy Sustainability; Environmental Chemical and Biological Engineering catalysis, clean energy technologies, nanostructured oxides, fuel cells The field of biotechnology is vibrant, with constant Professor Christos Georgakis, Modeling, optimization and new developments and advances that are generating process control, batch processing opportunities for scientific exploration and Associate Professor Jerry H. Meldon, Mass transfer, employment. New biotechnology-derived pharma- reaction-separation coupling ceutical products are gaining FDA approval, the Associate Professor Daniel F. Ryder, Modeling, process sequencing of the human genome will lead to control, bioprocess engineering tremendous new opportunities in disease preven- Associate Professor Emmanuel S. Tzanakakis, Stem cell tion, and transgenic plants and animals are offering engineering, tissue engineering, computational biology new options in large-scale production of products. Associate Professor Hyunmin Yi, Nanobiofabrication, smart The ability to manipulate the genetic content of biopolymers, BioMEMS microbial, insect, animal, and plant cells has led to a Assistant Professor Ayse Asatekin, Advanced membranes variety of commercial applications in medicine, for clean water and separations, macromolecular design, nutrition, materials science, and the environment. self-assembling polymers Through industry-based projects and case Assistant Professor Nikhil Nair, Systems bioengineering, studies, the certificate courses cover the fundamen- synthetic biology, protein engineering, metabolic engineering tals and practical considerations in the field, Assistant Professor Matthew Panzer, Inorganic and hybrid including construction of recombinant DNA and quantum dot/organic optoelectronic devices the production of enzymes, therapeutic proteins, Professor of the Practice Derek Mess, Thermal barrier vaccines and small-molecule primary and secondary coating, solid oxide fuel cell ceramics metabolites. The curriculum features modern Research Professor Darryl Williams, Nanobiotechnology, techniques for separation and purification of small STEM education and large biomolecules, including techniques 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 Assistant Professor Qiaobing Xu, Biomedical Engineering; necessary biology or engineering background can Biomaterials, drug delivery, micro/nanofabrication, tissue take primer courses during the summer. engineering Two certificate programs are available. Each certificate requires four courses. Chemical engineering builds on the sciences, For more information, contact the program especially chemistry and biology, to design administrator, Angela Foss, at 617-627-2320, or processes and products that are useful for society. visit http://gradstudy.tufts.edu/programs/ Chemical engineers tend to be the broadest of all certificates/index.htm. engineers and thus are employed in a wide range of industries. Besides being well-trained in sciences, they appreciate the central role of economics, as

118 Chemical and Biological Engineering >

they are often concerned with the production of a. A strong foundation in the pure sciences, products that will be sold and bought at an afford- including biology, chemistry, mathematics and able price. Their professional skills are required physics. wherever engineering and chemistry or biology b. A solid understanding of the fundamental intersect. This occurs not only in the chemical chemical engineering sciences, coupled with industry but also in the biological, environmental, quantitative skills, so as to provide a basis for a health, legal, and medical fields. Chemical engi- successful professional career within the neers are researchers, designers, producers, and technology fields. managers. Petroleum, paints, plastics, paper, c. Training in communication skills consistent detergents, pharmaceuticals, vaccines, microchips, with the requirements of both the technical drugs, processed foods, fertilizers, conventional and professions and the broader community in nuclear fuels, insecticides, rocket propellants, which they live. synthetic fibers, and rubber are among the many d. A capacity and desire for the pursuit of lifelong products they help create. learning. The faculty is committed to accom- Students who major in chemical engineering plishing this mission through the integration of have considerable flexibility in choosing a program teaching and research. and are assisted in doing so by a departmental advisor. A student may choose a curriculum leading The goals of the B.S.Ch.E. program are to: to the professional degree of Bachelor of Science in a. Provide students a sound technical foundation chemical engineering or a curriculum leading to the in both the traditional and emerging areas of more general Bachelor of Science in engineering. chemical engineering. In particular, the Tufts The professional degree curriculum is accredited by B.S.Ch.E. program emphasizes the incorpora- the Accreditation Board for Engineering and tion of the biological sciences into the technical Technology (ABET) and prepares its recipients for foundation throughout the curricula. professional practice or graduate study. Most of the b. Provide quality instruction emphasizing the recipients of this degree follow various engineering logical identification and solution of problems; careers. Many students also use the professional the solution of complex quantitative problems degree curriculum as preparation for further study using computational methods; and the applica- in medicine, law, business, or science. tion of engineering analysis to the chemical and The general engineering degree curriculum is biological sciences. similar to that of a science major in the College of c. Offer a high-quality instruction that not only Liberal Arts. It allows more electives than the encompasses the technical content but also professional degree curriculum, as well as more makes students aware of the societal implications courses in the humanities and social sciences. This of technology. curriculum is intended for students who desire an d. Provide students the opportunity to formulate, understanding of engineering fundamentals and analyze, and solve engineering problems within a will make their careers in related fields such as team structure, and to communicate their medicine, business and law. This degree is not findings in both written and oral forms. ABET accredited. e. Encourage and provide opportunities to sample Undergraduates are encouraged to participate in specialized areas through elective courses, minor the department’s research programs and indepen- programs, industrial internships, and independent study for degree credit. dent research, and as such, to foster an appreciation for lifelong education. UNDERGRADUATE PROGRAM Bachelor of Science in Chemical Engineering A suggested program of required courses and free The mission of the B.S.Ch.E. degree program electives for the bachelor of science degree in offered by the Chemical and Biological Engineer- chemical engineering (accredited program) follows. ing Department is to provide its undergraduate students:

119 Chemical and Biological Engineering >

First-Year Program Chemical and Biological Engineering 102 FALL TERM Reactor Design Engineering Science 93 Chemical and biological engineering elective Mathematics 32 Calculus I Chemistry 1 or 11 Chemical Fundamentals with Laboratory Senior Year English 1 Expository Writing FALL TERM Chemical and Biological Engineering 45 SPRING TERM Chemical and Biological Separations Engineering Science 2 Introduction to Computing in Chemical and Biological Engineering 51 Engineering Chemical and Biological Engineering Unit Operations Mathematics 36 Applied Calculus II Laboratory (half credit) Chemistry 2 or 12 Chemical Principles with Laboratory Chemical and Biological Engineering 109 Physics 11 General Physics I with Laboratory Process Dynamics and Control Humanities/social sciences/arts elective Chemical and Biological Engineering Foundation elective Chemical and Biological Engineering Concentration Sophomore Year elective FALL TERM Chemistry 31 and 33 Physical Chemistry I with Laboratory SPRING TERM Mathematics 42 Calculus III Chemical and Biological Engineering 52 Chemical and Biological Engineering 10 Chemical and Biological Engineering Projects Laboratory Chemical Process Principles Chemical and Biological Engineering 60 Biology 13 or Engineering Science 11 Product and Process Design Cells and Organisms with Laboratory or Fundamentals of Chemical and Biological Engineering Concentration Biological Systems elective Humanities/social sciences/arts elective Humanities/social sciences/arts elective SPRING TERM Free elective Chemical and Biological Engineering 11 Chemical Engineering Thermodynamics Approved Foundation Elective Courses Chemical and Biological Engineering 39 Three foundation electives are required and are to Applied Numerical Methods for Chemical and Biological be chosen from the following list. Exceptions must Engineers be approved by the department. Mathematics 51 Differential Equations Chemistry 32 Physical Chemistry II Engineering Science 10 Introduction to Materials Science Chemistry 42 Quantitative Analysis Humanities or social sciences elective Chemistry 52 Organic Chemistry II Chemistry 61 Inorganic Chemistry Junior Year Chemistry 132 Chemical Kinetics and Dynamics FALL TERM Chemistry 133 Quantum Mechanics Chemical and Biological Engineering 21 Chemistry 135 Biophysical Chemistry Transport Phenomena I Chemistry 136 Spectroscopy and Molecular Structure Chemistry 51 and 53 Organic Chemistry I with Laboratory Chemistry 141 Instrumental Analysis Engineering Science 3 Introduction to Electrical Systems Chemistry 150 Intermediate Organic Chemistry with Laboratory Chemistry 151 Physical Organic Chemistry Humanities or social sciences elective Chemistry 152 Advanced Organic Synthesis SPRING TERM Chemistry 155 Organic Spectroscopy Biology 152 Biochemistry and Cellular Metabolism Chemistry 161 Advanced Inorganic Chemistry Chemical and Biological Engineering 22 Chemistry 162 Chemistry of Transition Elements Transport Phenomena II Chemistry 163 DiffractionM ethods of Structure Determination

120 Chemical and Biological Engineering >

Biology 41 General Genetics need for students to combine undergraduate Biology 46 Cell Biology engineering with graduate medical training. Two Biology 104 Immunology kinds of preparatory programs are suggested by the Biology 105 Molecular Biology department. The first is the professional degree Biology 106 Microbiology program in chemical engineering; a student Biology 134 Neurobiology choosing this program must complete all the Biology 152 Biochemistry and Cellular Metabolism requirements for the accredited bachelor of science degree in chemical engineering. Courses required Physics beyond Physics 12 for entrance into medical, dental, or veterinary school are met through selection of electives, For natural science courses accepted towards the summer school, or an increase in course load. Engineering degrees, refer to the School of The second program has greater flexibility and Engineering list posted in the student services leads to the non-accredited bachelor of science website. The following Chemical and Biological degree in engineering, described above. This Engineering course is also accepted as natural program gives students a foundation in engineering science elective in addition to the School of fundamentals and the possibility of satisfying Engineering list: professional school entrance requirements and CHBE 163 Recombinant DNA Techniques pursuing individual interests in other fields through selection of electives. The Senior Honors Thesis in Chemical and Biological Engineering UNDERGRADUATE MINOR PROGRAMS The Senior Honors Thesis program in ChBE is In addition to completing the courses for the intended for those students who have a record of concentration requirement, an undergraduate may high performance in both Foundation and ChBE elect to enroll in a minor program in a different, concentration courses and who have developed an although possibly related field. All courses used in interest and some background in a well-focused fulfillment of the minor program must be taken for research topic. Students interested in writing a a grade. No more than two courses used to fulfill a Senior Honors Thesis should consult their advisors, foundation or concentration requirement may be the guidelines described under Thesis Honors counted toward fulfillment of the minor. Students Program in this bulletin, and the ChBE Depart- may not complete both a minor and a concentration ment Web pages. 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 Engineering professional school entrance requirements while 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 approved Modern medical practice and research is increas- list. No more than two courses used to fulfill a ingly dependent on engineering methods and foundation, distribution, or concentration require- devices. Automatic instruments now monitor and ment 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. Computers are used in diagnosis and research. No more than two courses used to fulfill a founda- Given these important areas in medicine, there is a tion, distribution, or concentration requirement may be counted toward the minor.

121 Chemical and Biological Engineering >

SECOND MAJOR IN BIOTECHNOLOGY Biotechnology, Biotechnology Engineering and This program is offered as a major only in conjunc- Bioengineering, can be completed on a part-time, tion with enrollment in a regular undergraduate non-degree basis by students who are seeking major, ordinarily excluding interdisciplinary professional training in the field or preparing for a programs. The biotechnology program has been degree program. In most cases, courses taken as a designed with two tracks: a science track for certificate student can be transferred into a related undergraduate students enrolled in the College of master’s degree program. The programs are open to Liberal Arts, and an engineering track for under- students who have already earned a bachelor’s graduate students enrolled in the School of degree. Four courses are required for each certificate. Engineering. A certificate builds on the strength of existing Tufts courses and programs. As a certificate student, Core Curriculum you have the flexibility to choose courses that were Biology 1 Introduction to Biology or created exclusively for a certificate program, as well Biology 13 Cells and Organisms as the traditional Tufts graduate and undergraduate Biology 41 Genetics courses. In order to accommodate working profes- Chemical and Biological Engineering/Biology 62 sionals’ schedules, most certificate courses are Molecular Biotechnology offered in the late afternoon and evening. Certificate students may apply later for a related One laboratory course from: master’s or doctoral program at Tufts. Once you Biology 50 Experiments in Molecular Biology have been accepted, you are permitted to transfer Chemical and Biological Engineering 163 four applicable certificate courses into a graduate Recombinant DNA Techniques program. Chemical and Biological Engineering 168 Biotechnology Processing Projects Laboratory GRADUATE PROGRAM The Department of Chemical and Biological Track curricula Engineering offers instruction leading to the degrees SCIENCE TRACK of master of science, master of engineering, and doc- Two core courses: tor of philosophy. General GRE test scores are Biology 105 Molecular Biology required of applicants to all graduate degree Biology 152 Biochemistry and Cellular Metabolism programs.

Four electives from an approved list provided by Master of Science or Master of Engineering with the department. Up to two credits of research may Major in Chemical Engineering be counted toward electives. Candidates for the master’s degree programs in chemical engineering usually hold a bachelor of ENGINEERING TRACK science degree in chemical engineering or in Two core courses: chemistry, with a suitable background in engineer- Chemical and Biological Engineering 161 ing subjects. A strong background in mathematics, Protein Purification biology, chemistry, and physics is essential. Students Chemical and Biological Engineering 166 with degrees in physical science or other engineering Principles of Cell and Microbe Cultivation disciplines may become candidates upon satisfactory completion of certain upper-level undergraduate Four electives from an approved list provided by the courses. A highly recommended alternative to department. One credit of research may be counted formal enrollment in academic-year, undergraduate toward electives. chemical engineering courses is the intensive two-course summer sequence of Chemical and CERTIFICATE PROGRAMS Biological Engineering 1 and 2, which are offered The Chemical and Biological Engineering periodically. Successful completion of these courses Department offers three graduate-level certificate qualifies a student to apply to the master’s degree programs to qualified students through the Office programs. of Graduate Studies. The certificate programs,

122 Chemical and Biological Engineering > Chemical Physics > Chemistry >

Students enrolled in the Master of Science Science degree. A student petitioning the committee degree program must take seven courses for letter must have identified a research advisor who agrees grades. No more than one of these seven may be to accept the student to their laboratory. Students guided individual study. Generally, at least five enrolled in the Master of Science degree program credits are from a list of chemical engineering must complete a two-credit thesis (in lieu of the courses; the remaining courses may be in allied elective credits) in addition to the eight credits of fields. A thesis (three credits) is also required, along 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 both in 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 list department, will have completed the seven courses 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 formal enrollment in academic-year undergraduate OR 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 program. Professor Krishna Kumar, Chair; Organic chemistry and All Bioengineering master’s degree candidates chemical biology must take a common core curriculum totaling four Professor Terry E. Haas, Physical inorganic and materials credits. Candidates of the Cell and Bioprocess chemistry Engineering track must also take four required Professor Jonathan E. Kenny, Physical and environmental courses from a list of approved track-specific chemistry courses. An additional two graduate-level elective Professor Samuel P. Kounaves, Analytical, environmental, courses are needed to complete the ten-credit and planetary chemistry Master of Engineering degree. Students accepted Professor Elena Rybak-Akimova, Inorganic and bioinor- into the program will have the option of petitioning ganic chemistry the admissions committee to pursue a Master of Professor Mary Jane Shultz, Surface chemistry, environmental and materials chemistry

123 Chemistry >

Professor Robert D. Stolow, Organic chemistry, conforma- health to economic well-being, chemistry can be tional studies expected to maintain its preeminent role in shaping Professor E. Charles Sykes, Physical chemistry and protecting our nation’s future. Professor David R. Walt, Robinson Professorship in The study of chemistry is appropriate to many Chemistry; Bioorganic and materials chemistry different career goals, including medicine, law, Associate Professor Albert Robbat Jr., Analytical chemistry physical and social sciences, engineering, and public Associate Professor Arthur L. Utz, Physical and materials policy. The Department of Chemistry at Tufts is chemistry well equipped to provide basic and advanced Assistant Professor Clay Bennett, Bioorganic, chemical chemistry education to undergraduates. It offers a biology and synthetic chemistry wide variety of courses, newly expanded and Assistant Professor Joshua A. Kritzer, Bioorganic chemistry improved facilities, an active teaching and research and chemical biology faculty, and a favorable faculty-to-student ratio. Assistant Professor Yu-Shan Lin, Theoretical and Students who participate in research receive a great biophysical chemistry deal of personal attention from their faculty advisor, Assistant Professor Charles R. Mace, Bioanalytical and and have excellent opportunities for undertaking materials chemistry senior projects and honors theses. They may choose Assistant Professor Rebecca A. Scheck, Bioorganic from a broad range of research projects, because the chemistry and chemical biology faculty is involved in all the traditional areas of Assistant Professor Samuel W. Thomas III, Organic and chemical research, as well as many of the exciting materials chemistry new interdisciplinary endeavors. Senior Lecturer Sergiy Kryatov, Inorganic chemistry and chemical education UNDERGRADUATE CONCENTRATION Lecturer Lynne S. Batchelder, Physical chemistry REQUIREMENTS The chemistry department offers four majors: Chemistry, the central science, offers exciting 1) an American Chemical Society (ACS)–certified challenges to professionals who seek a fundamental major, 2) a chemistry major, 3) a chemical physics understanding of the world we live in, and creative major, and 4) a biochemistry major. Each of these solutions to the problems confronting the global four majors must be completed with a minimum community. Chemistry offers more than hope in GPA of 2.00 for the courses applied to the major. our attempts to feed, clothe, and house our Additionally, no more than one course (of any burgeoning populations: It offers possibilities. In credit value) with a grade below a C- may be the search for renewable substitutes for scarce applied to any of these majors. The ACS-certified energy sources and minerals, chemistry provides the degree includes a certificate issued by the American basic framework for materials scientists. As the Chemical Society and is recommended for those medical community fights to conquer new and old whose career goals include employment as a diseases and improve the health of our populations, professional chemist or scientist, involvement in chemical principles guide the paths of investigators, research, or graduate school in chemistry. Courses suggesting correlations in results, and pointing the leading to a certified major include research that way toward ultimate solutions. offers students an opportunity to work closely with On a national level, chemistry provides the key members of the department’s renowned research to the future. In monitoring, cleaning up, and faculty. The major in chemical physics is intended protecting our environment, chemistry can and for those students who desire a more theoretical, must be wisely applied. The U.S. chemical industry physics-oriented education. The biochemistry remains one of the healthiest branches of the major is recommended for those students with an national economy: it employs almost a million interest in biologically oriented chemistry. The people in high-paying manufacturing jobs. Chemi- chemistry major offers greater flexibility in course cals are one of the few commodity groups in which selection. Students with interest in any of these the U.S. has maintained a good international trade majors should look for more information on the balance during the past decade. From community 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; Biol- 51, 52, 53, 54, 61, 63, 171, and one additional ogy 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) and physics Chemistry 32, 42, 52, 61, or 171. Research: (Physics 2 or 12) is required as a prerequisite to Chemistry 81 and 82 (or Chemistry 195 and 199, Chemistry 31. The following sequence of courses is Senior Thesis). Also required are Mathematics 32 suggested for students concentrating in biochemis- and 34 (or 39 and 44) and Physics 1 (or 11) and 2 try: first year, Chemistry 1 (or 11) and 2 (or 12), (or 12). For more information please visit the Biology 13, Mathematics 32; second year, Chemis- department’s website at http://chem.tufts.edu. try 51/53, 52/54, and 171, Mathematics 34, Physics 1 and 2 (or 11 and 12); third year, Chemistry 172, Major in Chemistry Biology 41, 105, and 50 (or Chemical and Biologi- Foundation: Chemistry 1, 11, or 16 and Chemistry cal Engineering 163); fourth year, Chemistry 31 2 or 12. Intermediate: Chemistry 31, 33, 42, 51, 52, and 42. 53, 54; four additional courses in intermediate or advanced chemistry, excluding Chemistry 34. Two GRADUATE PROGRAM of the four additional chemistry courses may be The Department of Chemistry offers M.S. and substituted with intermediate or advanced courses Ph.D. degrees in chemistry, chemistry/biotechnol- in related fields (for details, please visit the depart- ogy and chemical physics. Students interested in ment’s website at http://chem.tufts.edu). Only one the joint chemistry/biotechnology or chemical course of undergraduate research, either Chemistry physics program should look for more information 82 (Research II) or Chemistry 199 (the second on the department’s website at semester of Senior Thesis) may be counted toward http://chem.tufts.edu. the four additional courses in intermediate or In the first year of graduate study, entering advanced chemistry. Also required are Mathematics students meet with the department’s graduate 32 and 34 (or 39 and 44) and Physics 1 (or 11) and committee and are placed into a series of core 2 (or 12). courses in each of the traditional areas of chemistry: analytical, inorganic, organic, and physical. These Major in Chemical Physics courses are intended to ensure that by the end of Foundation: Chemistry 1, 11, or 16; Chemistry 2 or the first year the student has an adequate grounding 12; Physics 1 or 11; Physics 2 or 12. Concentration: in the fundamentals of chemistry. Each student Ten credits of more advanced, one-credit courses— then takes additional advanced courses in his/her four credits in Chemistry (with a prerequisite of area of specialization. Chem 2 or 12), four credits in Physics (with a prerequisite of Phys 2 or 12), and two credits in Master of Science mathematics (Math 70 or courses with a prerequi- A candidate for the master of science degree in site of Math 42, 44, or 70). The courses must chemistry is expected to have a satisfactory include the following: Physics 13; one credit in background in physics, mathematics, and chemistry. advanced laboratory training, either Physics 64 All master’s degree candidates are required to pass (counts as one advanced physics course) or both (B- or better) eight formal classroom graduate Chemistry 33 and 34 (count as one advanced courses in chemistry or approved, related fields. chemistry course); either Chemistry 31 or Physics Four of these courses must be in chemistry. Two 52; either Chemistry 32 or Physics 61; and either may be approved independent study (293, 294). Chemistry 51 or Chemistry 61. Faculty advisors in Alternatively, a student may elect to take six formal the chemistry and physics departments are available classroom courses and two credits of research (295, for consultation on the chemical physics program. 296). The courses must be chosen in consultation with the graduate committee. Students may also 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 and a thorough knowledge Professor David Henry Feldman, Chair; Cognitive of their specialized field, and who have displayed development, developmental and educational theory, competence in planning and conducting chemical creativity research. Professor Marina Bers, Math, Science and Technology/ By the end of the third semester, each graduate Engineering Initiative; Educational technology, impact of new student must pass (with a B- or higher) one formal technologies for personal, social and moral development, use classroom course in each of the four traditional of technology in hospitals, museums, schools and communities areas of chemistry. At least six formal graduate Professor M. Ann Easterbrooks, Family development, social courses in chemistry (exclusive of research) are and emotional development, infancy required for the degree and must be completed Professor Richard M. Lerner, Bergstrom Chair in Applied satisfactorily by the end of the fourth semester. Research in Youth Development; Director, Institute for Applied Additional courses in chemistry or related fields Research in Youth Development; Application of developmental may be required by individual research supervisors. science across the life span, personality and social development Selection of a research supervisor is usually made in adolescence, university-community collaboration and during the first year on the basis of common outreach scholarship interest. The student and research supervisor Professor Maryanne Wolf, John DiBiaggio Chair in nominate two faculty members to serve on the Citizenship and Public Service; Director, Center for Reading and student’s doctoral committee. The doctoral Language Research; Dyslexia, cognitive neurosciences, committee (in conjunction with the student’s cognition, developmental psycholinguistics, reading research advisor) takes over the advisory function development and intervention 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) Serve 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; family engagement In children’s early education; research committee by the end of the sixth semester community-based research collaborations 5) Prepare and defend an original research proposal Associate Professor Jayanthi Mistry, Cultural perspectives by the end of the eighth semester on development; navigating multiple cultural worlds and 6) Defend a thesis identities; interpretive methods in the study of children and The department is actively engaged in research in families the areas of organic, inorganic, physical, and Associate Professor Ellen E. Pinderhughes, Influences on analytical chemistry, as well as the interdisciplinary family socialization processes among families with children at areas of bioorganic, environmental, and materials risk for problematic outcomes; adoption and foster care chemistry. For more information concerning Assistant Professor Sasha Fleary, Pediatric psychology, research interests, facilities, and financial aid, please child health see the booklet Graduate Program in Chemistry, Senior Lecturer Julie Dobrow, Director, Communication available on the department’s website at and Media Studies; Effects of media on children, ethnic and gender representations in media http://chem.tufts.edu.

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Senior Lecturer Martha Pott, Coordinator of Capstone tion, and welfare of children as their primary goal. Internships for M.A. Applied Program; Education, personal- For those preparing for careers in early childhood social development education, the Department offers a teacher Senior Lecturer W. George Scarlett, Deputy chair; Children’s preparation program leading to preK-2nd grade play; religious and spiritual development; behavior and initial licensure that students can complete as classroom management; organized youth sports undergraduates (provided they are admitted into Lecturer Cynthia Ballenger, Early childhood education, this program by their first semester of junior year), culture and early childhood education, sociolinguistics as well as a 4 + 1 joint BA/MAT program leading Lecturer Bruce Johnson, Early childhood curriculum, early to preK-2nd grade initial licensure. See below for care and education policy, teacher professional development more details. Lecturer Kerri Modry-Mandell, Fieldwork Administrator; Pediatric psychology, developmental psychopathology DEPARTMENT FACILITIES Eliot-Pearson Children’s School SECONDARY APPOINTMENTS: Architecturally attached to the Department of Adjunct Professor Laurie Miller, Professor of Pediatrics and Child Development, the Eliot-Pearson Children’s Adjunct Professor of Nutrition (Friedman School); Medical and School is a laboratory school serving eighty developmental issues related to international adoption, children ages 2.9 to 8 (preschool through second health, nutrition, and developmental studies of rural children grade). Classrooms are fully integrated, including in Nepal and Uganda; interventions to improve nutritional children with special needs and children and outcomes families from diverse cultural and economic Associate Research Professor Jonathan Zaff, America’s backgrounds. The school is an exemplary early- Promise Alliance; Youth development, communities as youth childhood program, modeling innovative develop- support systems mental education and curricula. Observation Assistant Research Professor Jessica Goldberg, facilities and practicum sites provide exceptional Massachusetts Healthy Families Evaluation training and research opportunities for Tufts undergraduate and graduate students and early- The Department offers an interdisciplinary array of childhood professionals from across New England. courses and experiences, which are complemented The children’s school also offers a range of pro- with observations and field work with children in a gramming for parents and families. For more wide range of applied settings, including hospitals, information, visit http://ase.tufts.edu/epcs/. schools, clinics, day care centers, educational television studios, museums, and juvenile courts. Tufts Educational Day Care Center Students completing the Child Development major The center is an associated facility that offers an select from the following areas of specialization or innovative, year-round, full-day educational focus: child and family health, early childhood preschool and kindergarten program for approxi- education, developmental theories, children and the mately eighty-five children from within the Tufts arts, technology and media, and child and family community and its surrounding cities. The center is policy. Those majoring in child development receive a direct service and laboratory school housing four a strong foundation in applied developmental classrooms. It serves an ethnically diverse, interna- science, an interdisciplinary field that generates and tional population of youngsters and eagerly seeks to uses theory and research about human development serve children with a wide variety of special needs. to improve the lives of children, youth, and families Tufts students and faculty, particularly within the around the world. Department of Child Development, can observe, Students who complete the major are likely to conduct research, and participate in a variety of continue on to graduate work in child-related practice teaching experiences. The Special Friends disciplines (e.g., pediatrics, clinical child psychol- Program, jointly sponsored and supervised by the ogy), or employment in various fields, such as early center and the university’s Leonard Carmichael childhood education, clinical psychology, pediatric Society, offers an opportunity for any interested psychology, law and juvenile justice, public policy, undergraduate to form a close one-to-one relation- and other disciplines that have the health, educa-

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ship with a preschool or kindergarten child. Parents http://ase.tufts.edu/epcd/undergraduate for are encouraged to participate in a program tailored complete information on requirements. to the needs of working families. For more information, visit http://ase.tufts.edu/tedcc. Early Childhood (Pre-K to Grade 2), 4 + 1, Joint B.A./M.A.T. Program Evelyn G. Pitcher Curriculum Resource Laboratory With a focus on urban education, students choosing Adjoining the department is the Evelyn G. Pitcher this option will receive a B.A. in Child Develop- Curriculum Resource Lab, a multi-purpose space ment (10 credits) and then an M.A.T. after one with art/workshop studio, computers to access more year. During their undergraduate years, the curricular resources online, seminar space with students will need to take two courses in Child audio-visual capabilities, and a lending library of Development beyond the requirement for the B.A. resource books and early childhood classroom These courses will be credited towards the M.A.T. materials. The lab hosts workshops, seminars and degree. The M.A.T. year includes a significant conferences for Tufts students, alumni and early tuition reduction as well as the possibility of other childhood teachers and administrators from financial aid. See description below of the M.A.T. surrounding cities and towns, focusing on evidence- program. based best practices that support children’s language and literacy development as well as science, UNDERGRADUATE MINOR PROGRAM technology, engineering, mathematics, and nature The Department of Child Development offers a studies/sustainability education in urban settings. minor in child development. Five courses are For more information, visit http://ase.tufts.edu/ required, two of which are to be chosen from Child pitcherCurriculumLab/. Development 1, 51 or 151, 61 or 161, and 155. Three additional electives are to be chosen from Institute for Applied Research in Youth Development other course offerings within the department. The institute creates programs and projects that use the framework of applied developmental science AMERICAN SIGN LANGUAGE (ASL) to promote healthy, positive development among The department offers three levels of American diverse children, adolescents, families, and commu- Sign Language. Undergraduates completing all nities. For more information, visit three can have ASL fulfill Part I or Part II of the http://ase.tufts.edu/iaryd. foreign language (foundation) requirement.

Center for Reading and Language Research GRADUATE PROGRAMS The center offers a variety of research, teaching, The Department of Child Development offers the and internship opportunities to students and faculty master of arts degree, a joint master of arts degree and a range of services to the surrounding commu- with the Department of Urban and Environmental nities. For more information, visit Policy and Planning, the master of arts in teaching http://ase.tufts.edu/crlr. (M.A.T.) degree, and the Ph.D. degree. Along with the standard material sent to the graduate school, UNDERGRADUATE CONCENTRATION applicants for admission to these graduate programs REQUIREMENTS must include a statement of two to three typewrit- Major in Child Development ten pages describing their motivation for applying The major in Child Development requires ten for graduate work in child development and the courses, including Child Development 1 (no ways in which they envision using the education substitutes allowed), and an additional course with received at Tufts. Except in the case of Tufts a developmental theory focus. With departmental undergraduate seniors, scores from the Graduate approval, one “related ﬁelds” course can be from Record Examination are required. The deadline for outside the department. Students are required to applications is January 1, although applications have at least one ﬁeldwork or research experience as received after January 1 are considered, based on well as three courses from within one of the the availability of places. For more detailed Department’s four areas of specialization or focus information please visit the website (see above). Please see the Department’s website at http://ase.tufts.edu/epcd/graduate.

128 Child Development > Chinese >

Master of Arts (M.A.) (STEM) teaching and learning; a focus on teaching The master of arts degree requires the satisfactory and learning with dual language learners (DLLs); completion of a ten-credit course of study. Students and inclusive classroom settings. interested in engaging in child development research conclude the program by writing a thesis; Doctor of Philosophy (Ph.D.) students interested in the more applied, practical The doctoral program in child development aspects of child development conclude the program prepares individuals for either academic or applied with an intensive supervised internship. Each route settings involving children, youth, and their offers a combination of required and elective families. Such settings include schools, hospitals, courses. The M.A. degree program serves child social service agencies, the arts and media, courts, development students with a broad range of clinical research centers, and policy organizations, professional and intellectual interests. Graduates as well as colleges and universities. Accordingly, enter positions in human services agencies, research intensive training in theory and research methodol- organizations, schools and early childhood pro- ogy is involved, as well as extensive field experience. grams, advocacy groups, and institutions of higher Applicants should have a strong background in the education. A significant percentage of graduates behavioral sciences. continue their studies in Ph.D., Psy.D., and other Course work during the first two years empha- programs in developmental or clinical psychology; sizes the major theoretical orientations of the field in law schools; in medical schools; and in other and research methods and statistics. The remaining degree-granting post-MA programs. courses are selected in accordance with the student’s academic plan, which is decided by the student and Master of Arts (M.A.) Program with Urban and his or her advisors. Environmental Policy and Planning On completion of course work and an intern- The master of arts degree offered jointly by the ship, students are required to undergo a qualifying Department of Child Development and the review. Two major papers related to theory and Department of Urban and Environmental Policy research in child development are submitted, and and Planning is a fourteen-credit graduate program the student’s progress and course of study in the in child and family policy. Students matriculate in doctoral program are reviewed. Successful comple- two nationally renowned departments at Tufts and tion of this review is a prerequisite to further fulfill the general requirements for each, including doctoral study. courses in developmental psychology, policy Internships are selected according to the planning and analysis, and research methods and participant’s career interests, with students serving statistics. In addition, they follow a specific course as supervised trainees in the service and research of study in child and family policy, culminating in a functions of the particular setting. The remainder of master’s thesis. Contact either department for more the program is devoted to participation in research information. and the completion and defense of a dissertation. For more detailed information, please visit the Master of Arts in Teaching (M.A.T.) Early Childhood website http://ase.tufts.edu/epcd. (PK-Grade 2) This thirteen-course, two-year (11.0 credits) program is committed to preparing teachers for urban education settings. In addition to a focus on Chinese early childhood curriculum and pedagogy, it (FOR DEGREE REQUIREMENTS, SEE GERMAN, emphasizes study of the effects of poverty and RUSSIAN, AND ASIAN LANGUAGES AND declining city neighborhoods on children and LITERATURES.) families, study of immigration and dual language learners, and study of social and educational policy. Particular signatures of the program include Science, Technology, Engineering, and Mathematics

129 Civil and Environmental Engineering >

Professor of the Practice Eric M. Hines, Structural Civil and Environmental engineering Engineering Research Assistant Professor Natalie L. Cápiro, Environmental biotechnology and bioremediation Professor Kurt D. Pennell, Chair, Bernard M. Gordon Senior Research Assistant Professor David Small, Global Faculty Fellow in Environmental Engineering; Contaminant hydrologic processes, climate change remediation, neurotoxicology, engineered nanomaterials Professor Linda M. Abriola, Dean, School of Engineering; SECONDARY APPOINTMENTS: Groundwater hydrology, multiphase flow and transport in Adjunct Professor Doug Brugge, Tufts University School of porous media Medicine; Public health, community medicine Professor Steven C. Chapra, Louis Berger Chair of Civil and Adjunct Professor Grant Garven, Earth and Ocean Environmental Engineering; Water quality modeling, advanced Sciences; Groundwater geology and hydrology computer applications in environmental engineering Adjunct Professor Jeffrey K. Griffiths, Tufts University Professor David M. Gute, Environmental and occupational School of Medicine; Global health, infectious diseases epidemiology Adjunct Professor Mark Kachanov, Mechanical Professor Shafiqul Islam, Hydroclimatology, hydroepidemi- Engineering; Solid mechanics, applied mathematics ology, water diplomacy Professor Elena Naumova, Associate Dean; Public health, Civil and Environmental Engineering (CEE) is infectious diseases, biostatistics, epidemiology, nutrition and one of the most diverse engineering disciplines, growth encompassing environmental and water resources Professor Masoud Sanayei, Structural engineering, bridge engineering, geosystems engineering, public health structural health monitoring, building floor vibrations engineering, and structural engineering. Civil and Professor Richard M. Vogel, Water resources, environmental environmental engineers are responsible for the statistics, hydrology and hydraulics planning, design, construction, and operation of Associate Professor Laurie G. Baise, Geotechnical structures and facilities that are essential to the engineering, geohazards environment and infrastructure of a sustainable Associate Professor Wayne Chudyk, Drinking water quality society. Traditionally these structures included and toxic materials, groundwater monitoring buildings, highways, water and waste treatment Associate Professor Luis Dorfmann, Structural engineering plants, tunnels, airports, harbors, railroads, bridges, and solid mechanics and dams. Today, civil and environmental engineers Associate Professor John L. Durant, Chemical fate and are involved in a wide range of engineered and transport, water quality, urban air pollution natural systems that contribute to a modern society Associate Professor Stephen H. Levine, Environmental, and protect the environment and public health. ecological and economic systems modeling These activities include the development and Associate Professor C. Andrew Ramsburg, Environmental testing of new materials, structural health monitor- remediation, emerging contaminants, water reuse ing and rehabilitation, management and protection Associate Professor Christopher Swan, Associate Dean, of watersheds and water supplies, mathematical Faculty Fellow, College of Citizenship and Public Service; modeling of built and natural environments, Geotechnical and geo-environmental engineering bioremediation and exposure assessment. Assistant Professor Daniele S. Lantagne, Public health Structural engineers are involved the planning, engineering, global health, water-borne pathogens design and monitoring of buildings, bridges, dams, Assistant Professor Babak Moaveni, Structural engineering, vehicle frames, and special structures such as power structural health monitoring, structural dynamics transmission towers and wind turbines. The Assistant Professor Robert C. Viesca, Applied mechanics in activities of structural engineers range from analysis earth sciences and engineering and design of basic structural components such as Senior Lecturer Mark A. Woodin, Environmental and beams, columns and floor slabs to the study of occupational epidemiology material properties and biomechanics. Lecturer Anne Marie C. Desmarais, Environmental health Geosystems engineers specialize in the study of Professor of the Practice Brian Brenner, Bridge design, soil and rock mechanics and in the analysis of structural engineering problems of soil response to loads, groundwater flow, and environmental contaminants. Geosystems

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engineers evaluate the hazard related to landslides ing solutions to both technical and non-technical and earthquakes and design a variety of earth audiences. The CEE faculty is dedicated to structures such as dams, embankments, landfills and accomplishing these goals through the integration containment structures for hazardous waste sites, as of teaching, research, and professional practice. well as foundations for bridges, buildings, and offshore platforms. Bachelor of Science in Civil Engineering Environmental engineers seek to protect human B.S.C.E. 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 B.S.C.E. 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 B.S.C.E. 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 to 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 humanities, environmental exposures to biological, chemical and arts, and social sciences. The curriculum emphasizes physical hazards on human health, design engi- the application of basic sciences, computing, and neered controls for water-borne diseases and other mathematics for engineering design. Students human health risks, and measure and predict the completing the B.S.C.E. program are also well effects of environmental factors on the occurrence qualified for graduate study in engineering, architec- and transmission of disease. ture, construction, business management, and law.

UNDERGRADUATE PROGRAM DEGREE REQUIREMENTS The Department of Civil and Environmental The B.S.C.E. program is accredited by the Engineering (CEE) offers two primary undergrad- Engineering Accreditation Commission of ABET uate degrees: the Bachelor of Science in Civil (www.abet.org). Following the guidelines of the Engineering (B.S.C.E.) and the Bachelor of Science School of Engineering, a total of thirty-eight in Environmental Engineering (B.S.EV.E.). The courses are required to fulfill the B.S.C.E. degree programs leading to the B.S.C.E. and B.S.EV.E. requirements. Of these thirty-eight course credits, a degrees are accredited by the Engineering Accredi- minimum of 9.5 course credits must be completed tation Commission (EAC) of the Accreditation in college-level math and basic science subjects Board for Engineering and Technology (ABET), appropriate to the discipline, and a minimum of and satisfy the degree requirements needed to take 14.5 course credits must be completed in engineer- the Fundamentals of Engineering (FE) examina- ing topics, consistent with ABET general and tion, an important step toward registration as a program criteria. Introductory science and engi- licensed professional engineer. Depending upon a neering requirements account for ten courses, with student’s background and interests, there are six humanities, social science and arts electives, and numerous opportunities to utilize advanced two free electives. Eight courses provide an placement credits, obtain a minor, complete dual engineering foundation. Twelve courses fulfill the majors, and participate in study abroad and degree concentration requirements. Within the internship programs. The overall goals of the concentration requirement, there are five required B.S.C.E. and B.S.EV.E. programs are for students core courses (CEE 1, 12, 22, 32, and 42), three to learn the fundamental engineering principles, to concentration electives, three design electives, and master engineering methods for solving challenging a capstone design course (CEE 81). The three problems, and to effectively communicate engineer-

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design electives are selected from at least two sub- Senior Year disciplines in structural engineering, water resources FALL TERM engineering, environmental engineering and EM 51 Engineering Management geotechnical engineering. An example sequence of Design Elective courses for the B.S.C.E. degree is provided below. Concentration Elective Concentration Elective Freshman Year Free Elective FALL TERM SPRING TERM ES 93 First Year Engineering Elective CEE 81 CEE Capstone Design MATH 32 Calculus I Design Elective PHY 11 General Physics I or CHEM 1 Chemical Concentration Elective Fundamentals HASS Elective ENG 1 Expository Writing Free Elective SPRING TERM ES 2 Intro. to Computing in Engineering Bachelor of Science in Environmental Engineering MATH 36 Applied Calculus II The Bachelor of Science in Environmental PHY 12 General Physics II or CHEM 1 Chemical Engineering (B.S.EV.E.) is designed for students Fundamentals who desire focused instruction in environmental Natural Science Elective engineering, including greater emphasis on chemical and biological principles. The B.S.EV.E. Sophomore Year degree program emphasizes the development of an FALL TERM in-depth understanding of environmental engineer- ES 5 Intro. to Mechanics: Statics and Dynamics ing principles, with applications to water and ES 18 Computer Aided Design wastewater treatment, water resources engineering, MATH 42 Calculus III environmental remediation, air quality control, and PHY 12 General Physics II or CHEM 2 Chemical Principles public health engineering. The mission of the Humanities/Art/Social Science (HASS) Elective B.S.EV.E. program is to provide students with undergraduate educational experiences that serve as SPRING TERM a sound basis for professional practice in environ- ES 9 Applied Mechanics: Strength of Materials mental engineering, as well as the necessary CEE 1 Intro. to Civil and Environmental Engineering preparation for advanced study at the graduate level. MATH 51 DifferentialE quations Foundation Elective DEGREE REQUIREMENTS HASS Elective The B.S.EV.E. program is accredited by the Engineering Accreditation Commission of ABET Junior Year (www.abet.org). Following the guidelines of the FALL TERM School of Engineering, a total of thirty-eight course ES 8 Fluid Mechanics credits are required to fulﬁll the B.S.EV.E. degree ES 55 Numerical Methods for Engineers requirements. Of these thirty-eight course credits, a CEE 22 Structural Analysis minimum of 9.5 course credits must be completed CEE 42 Intro. to Geotechnical Engineering in college level math and basic science subjects HASS Elective appropriate to the discipline, and a minimum of SPRING TERM 14.5 course credits must be completed in engineer- ES 56 Probability and Statistics ing topics, consistent with ABET general and CEE 12 Hydraulic Engineering program criteria. Introductory science and engineer- CEE 32 Environmental Engineering Principles ing requirements account for ten courses, with six Foundation Elective humanities, social science and arts electives, and two Design Elective free electives. Eight courses serve as engineering foundation, including two foundation electives.

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Twelve courses fulfill the degree concentration SPRING TERM requirements. Within the concentration require- CEE 12 Hydraulic Engineering ment, there are five required core courses (CEE 12, CEE 132 Environmental Engineering Processes 30, 32, 132 and ES 27), four concentration electives, Concentration Elective two design electives, and a capstone design course Foundation Elective (CEE 81). The two design electives are selected HASS Elective from CEE 112 (Water Resources Engineering), CEE 133 (Water and Wastewater Plant Design), Senior Year CEE 136 (Air Pollution Control), and CEE 143 FALL TERM (Site Remediation). An example sequence of courses Design Elective for the B.S.EV.E. degree program is provided below. Concentration Elective Concentration Elective Freshman Year HASS Elective FALL TERM Free Elective ES 93 First Year Engineering Elective SPRING TERM MATH 32 Calculus I CEE 81 Capstone Design CHEM 1 Chemical Fundamentals Design Elective ENG 1 Expository Writing Concentration Elective SPRING TERM HASS Elective ES 2 Intro. to Computing in Engineering Free Elective MATH 36 Applied Calculus II CHEM 2 Chemical Principles In addition to the B.S.C.E. and B.S.EV.E., the PHY 11 General Physics I department also offers the following undergraduate degree programs. Sophomore Year FALL TERM Bachelor of Science in Engineering (BSE) ES 5 Intro to Mechanics: Statics and Dynamics The Civil and Environmental Engineering MATH 42 Calculus III department administers three programs of study CHEM 31 Physical Chemistry that lead to the Bachelor of Science in Engineering BIO 13 Cells and Organisms or ES 11 Fundamentals of (B.S.E.) degree. These programs offer students a Biological Systems curriculum that replaces the engineering concentra- Humanities/Art/Social Science (HASS) Elective tion and design requirements with focused study in a related discipline. SPRING TERM EOS 2 Environmental Geology Bachelor of Science in Engineering – Program in MATH 51 Differential Equations Architectural Studies ES 27 Public Health Engineering The B.S.E. program in architectural studies is CEE 32 Environmental Engineering Principles available for students interested in a professional EM 52 Technical Communication career in architecture or in the historical, aesthetic, and engineering aspects of buildings and other Junior Year structures. This program, offered jointly by the FALL TERM Department of Civil and Environmental Engineer- ES 8 Fluid Mechanics ing and the Department of Art and Art History, CEE 30 Environmental Chemistry provides a solid foundation in both the technical ES 56 Probability and Statistics aspects of structural systems and the aesthetic and ES 18 Computer Aided Design or CEE 187 Geographical functional characteristics of buildings from an Information Systems architectural and art history perspective. The HASS Elective flexibility of the B.S.E. degree allows greater concentrations in both art history and studio

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courses than would otherwise be possible, while Bachelor of Science in Engineering Science (B.S.E.S.) providing a coherent basis for graduate work in The Bachelor of Science in Engineering Science is architecture or design. The faculty coordinator for designed for students seeking a technically based this program is Professor Masoud Sanayei. A engineering science degree program. The program minimum of thirty-eight course credits is required. requires a minimum of 38 credits, which consists of For details, see ten introductory courses that cover math and http://engineering.tufts.edu/cee/undergraduate/ sciences, six humanities credits, and two free majors/bseArchitectural.htm. electives. Students may then select eight foundation electives in natural sciences, mathematics, and Bachelor of Science in Engineering (B.S.E.) – Program in engineering, followed by twelve concentration Environmental Health electives that focus on their interests in engineering The Bachelor of Science in Engineering (B.S.E.) and natural sciences. The faculty coordinator for program in environmental health is offered for the B.S.E.S. program is Daniele Lantagne. For students wishing to pursue professional careers at details, see http://engineering.tufts.edu/cee/ the intersection of public health, health sciences undergraduate/majors/bses.htm. and engineering. Historically, programs in environmental health were established to promote research Bachelor of Science (B.S.) on the control of infectious disease, the purification The Bachelor of Science (B.S.) degree program of water supplies, and the sanitary disposal of provides a broad liberal education within the human waste. Today, focal points of concern have School of Engineering, but a less technical one than been broadened to such challenging issues as any other degree in the School of Engineering. non-point source environmental pollution; the Students working toward this degree normally place influence of the built environment on the health of a heavier emphasis on the humanities and social populations; epidemiological aspects of chronic sciences than students working in the other illnesses; occupational health; international aspects programs. This degree program recognizes the of environmental health, particularly in developing unique value of engineering as preprofessional nations; risk assessment and risk management. education for business administration, city plan- The faculty coordinator for this program is David ning, dentistry, medicine, law, and other professions, M. Gute. A minimum of thirty-eight course credits as well as for the student who wishes to combine is required. For details, see engineering with other disciplines. Faculty from the http://engineering.tufts.edu/cee/undergraduate/ Department of Civil and Environmental Engineer- majors/bseEnvironmental.htm. ing will supervise, with consent, programs of study. This program requires a minimum of 36 course Bachelor of Science in Engineering – Program: credits. For details see: Planned Specific to Area of Interest http://engineering.tufts.edu/cee/undergraduate/ This Bachelor of Science in Engineering (B.S.E.) majors/bs.htm. program is intended to allow students broader flexibility to develop a degree program that is UNDERGRADUATE MINOR PROGRAMS specific to their area or areas of interest. In consul- Architectural Engineering Minor tation with their faculty advisor, students develop a The Department of Civil and Environmental plan of study that focuses on a specific area or Engineering offers a minor in Architectural integrates several areas of interest. A minimum of Engineering for students in the College of Liberal thirty-eight course credits is required. The faculty Arts. This minor provides curricular recognition for coordinator for the B.S.E. planned program is Kurt the technological track in Architectural Studies (see Pennell. For details, see Architectural Studies section). The faculty advisor http://engineering.tufts.edu/cee/undergraduate/ for this minor is Professor Masoud Sanayei. The majors/bse.htm. Liberal Arts faculty contact is Associate Professor Daniel Abramson.

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Foundation courses (three required): GRADUATE PROGRAMS ES 5 Intro to Mechanics: Statics and Dynamics Doctor of Philosophy (Ph.D.) ES 9 Applied Mechanics: Strength of Materials Students entering the doctoral program in Civil ES 18 Computer Aided Design and Environmental Engineering should meet the admission requirements of the graduate school, gain Elective courses (select two): acceptance by the Civil and Environmental ES 2 Intro. to Computing in Engineering Engineering faculty, and hold a Master of Science ES 93 First Year Engineering Elective (approved by advisor) or Bachelor of Science degree in Civil and Environ- CEE 1 Intro. to Civil and Environmental Engineering mental Engineering or a related discipline. The CEE 22 Structural Analysis Ph.D. is a research-oriented degree that requires CEE 120 The Art of Building in-depth knowledge of a specific topic of study. CEE 188 Engineering Design with CAD Programs of study are highly individualized, but consist of two main components: course work and Architectural Studies Minor independent research. The Department of Art and Art History offers a The outcomes for the Ph.D. graduate program minor in architectural studies that is open to are: (1) an in-depth technical knowledge related to students from both the School of Engineering and one of the subdisciplines within Civil and Environ- the College of Liberal Arts. For details, see full mental Engineering (Environmental Health, description under Architectural Studies. The faculty Environmental Engineering and Water Resources, advisor for this minor is Associate Professor Daniel Geosystems Engineering, or Structural Engineering Abramson. The Engineering contact faculty is and Mechanics; (2) an ability to conduct indepen- Professor Masoud Sanayei. dent research on a topic in Civil and Environmental Engineering; (3) a scholarly contribution in the field Geoengineering Minor of study with a demonstrated record of scholarship; The Department of Civil and Environmental and (4) communication of results of research activity Engineering offers a geoengineering minor that is both orally and in writing. available to all non-CEE majors. The faculty advisor for this minor is Professor Laurie Baise. PROGRAM OF STUDY Students are required to complete the equivalent Foundation courses (five required): of a three-year program of full-time graduate study ES 5 Intro. to Mechanics: Statics and Dynamics for the doctoral degree. In general, the first two ES 9 Applied Mechanics: Strength of Materials years of the Ph.D. program will be devoted to CEE 12 Hydraulic Engineering course work; a minimum of fifteen courses beyond CEE 42 Intro. to Geotechnical Engineering the baccalaureate level must be completed. Students who enter the program with a Master of Science Elective course (select one): degree may complete a reduced course load, CEE 112 Hydrology and Water Resource Engineering depending on the master’s degree field of study. CEE 113 Groundwater Hydrology CEE 146 Foundation Engineering QUALIFYING EXAMINATION CEE 149 Earth Support Systems For admission to doctoral candidacy, a Ph.D. student must successfully complete a qualifying Prerequisites for the above courses are examination. Typically, this examination is taken MATH 36 and PHY 12. after the student has completed the major part of their required course work, preferably within Geology Minor eighteen months of matriculation. The qualifying The Department of Earth and Ocean Sciences examination is administered by faculty members in offers a minor in geology available to students in the student’s subdiscipline area and consists of the School of Engineering. For details, see the written and oral components. The qualifying Department of Earth and Ocean Sciences section. examination is designed to evaluate the student’s The faculty advisor for this minor is Professor Anne overall knowledge of their discipline based on their Gardulski. The Engineering contact faculty is Professor Laurie Baise.

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program of study, and their ability to interpret and ing science. Candidates for the master’s program in critique relevant research concepts and formulate environmental health should have a background responses to both fundamental and applied that emphasizes natural and applied sciences with problems. adequate preparation in mathematics, biology and chemistry. The School of Engineering requires that DISSERTATION graduate applicants submit Graduate Record The final requirement for the doctorate degree is a Examination scores. dissertation. The dissertation demonstrates the Of the ten courses required for the M.S. degree, candidate’s ability to perform independent research at least seven must be earned in civil and environ- of high quality and conveys expertise in relevant mental engineering, with the remainder in related research techniques and methodologies. The Ph.D. fields. Students who lack adequate undergraduate candidate must prepare a written dissertation preparation in a related field, such as biology for proposal that describes their research topic in detail, environmental engineering, mathematics for including, but not limited to, a justification, structural engineering, or fluid mechanics for water objectives and hypotheses, methods, anticipated resources engineering, may be required to take such results, and schedule. The dissertation research course work in addition to their graduate program proposal must be presented to and approved by a of study. dissertation committee that consists of the student’s A written thesis is required for the M.S. degree faculty research advisor and at least three additional program, and up to two of the seven courses faculty members with relevant expertise. At least required in Civil and Environmental Engineering one member of the committee must be from may be taken as master’s thesis research. Students outside the department, and one member must be are expected to form a thesis committee and present from outside Tufts University. It is also required a thesis proposal to their committee within twelve that the majority of the committee members be (12) months of entering the M.S. program. The graduate faculty (full-time faculty holding a doctoral thesis committee should be composed of at least degree). The dissertation committee evaluates the three members, with the chair being the student’s research proposal based on technical merits and advisor within the Department. One of the potential contributions to the field of Civil and committee members may be from outside the Environmental Engineering, and the ability of the Department of Civil and Environmental Engineer- student to successfully complete the proposed ing. As part of the degree program, the master’s research. Upon completion of the approved research, candidate must complete a written thesis, which scholarly competence is demonstrated through the must be defended orally and approved by the preparation of a written dissertation of the research. committee. The doctoral candidate must orally defend the The outcomes for the M.S. graduate program content and conclusions of the dissertation in an are (1) an ability to apply knowledge of technical open forum before the dissertation committee. skills when working in one of the Civil and Environmental Engineering tracks (Environmental For more information, please refer to the CEE Health, Environmental Engineering and Water website: http://engineering.tufts.edu/cee. Resources, Geosystems Engineering, and Structural Engineering and Mechanics); (2) an ability to Master of Science (M.S.) conduct and assess research, with mentorship, Instruction leading to the Master of Science degree related to topics in a sub-discipline of Civil and is offered with concentrations in environmental and Environmental Engineering; (3) written and verbal water resources, environmental health, geosystems, communication of research and technical results. and structural engineering and mechanics. Candi- dates for the master’s degree program in environ- For more information, please refer to the CEE mental and water resources engineering, geosystems website: http://engineering.tufts.edu/cee. engineering, and structural engineering and mechanics are expected to have an adequate background in science, mathematics, and engineer-

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Master of Engineering (M.Eng.) time to a graduate degree program. Upon satisfac- The Master of Engineering program provides a tory completion of these activities, students receive a practice-oriented alternative to the Master of Certificate in Water: Systems, Science, and Society Science programs offered by the Department of as well as their graduate degree. Details of the Civil and Environmental Engineering. It responds program are available at the WSSS website: to the need to provide engineering students with http://www.tufts.edu/water/about.html. advanced-level expertise in a civil and environmental engineering specialty, some technical breadth in Bioengineering (M.S. and M.Eng.) a related specialty, and familiarity with engineering The Bioengineering program provides a broad tools used by the profession. The program is engineering and biotechnology curriculum, while designed for individuals who desire to pursue a offering a focus on a specific engineering track that career in engineering practice within the private or best fits students’ interests and career objectives. public sector. We strongly encourage continuing The bioengineering master’s program has six tracks: education by engineering practitioners on a Bioinformatics, Biomaterials, Biomechanical part-time basis. The program provides substantial Systems and Devices, Cell and Bioprocess Engi- technical depth beyond the bachelor’s degree. neering, Environmental Biotechnology, and Signals The outcomes for the M.Eng. graduate program and Systems. are (1) an ability to apply knowledge of technical The bioengineering master’s program has two skills when working in one of the Civil and components: an interdisciplinary core curriculum, Environmental Engineering tracks (Environmental including one class outside of students’ chosen Health, Environmental Engineering and Water sub-specialty to increase the breadth of bioengi- Resources, Geosystems Engineering, and Structural neering knowledge, and courses required by the Engineering and Mechanics); (2) an ability to use student’s home department for each chosen track. both engineering tools and management tools The majority of students in CEE will select the acquired during M.Eng. study when practicing in Environmental Biotechnology track. Additional Civil and Environmental Engineering; (3) engage- information on this program is provided on the ment in life-long learning related to the technical School of Engineering website: discipline. http://engineering.tufts.edu/bme.

Interdisciplinary Programs For graduate students who are interested in Urban and Environmental Policy, the Department of Civil Water: Systems, Science and Society (WSSS) The Water: Systems, Science and Society (WSSS) and Environmental Engineering participates in a graduate program was established to provide the joint degree program offered in association with the interdisciplinary perspectives and tools to manage Department of Urban and Environmental Policy water related problems throughout the world. and Planning. Students participating in the WSSS program must Continuing Education Programs enroll in and fulfill the requirements of a graduate degree within one of the participating schools to Post-Baccalaureate in Civil and Environmental ensure a strong knowledge base in their chosen Engineering field. WSSS students take courses in three of four The post-baccalaureate (post-bac) program is core areas and participate in cross-cutting seminars. intended for academically talented, highly motivated Students in the research track work on interdisci- students, with at least a bachelor of science or plinary, problem-focused projects in one of six bachelor of arts degree (B.S. or B.A.) in disciplines research areas. Students in the practicum track with relevant mathematics and science content. complete a professional interdisciplinary experience The 1-year program is designed to prepare students and participate in a special WSSS research for graduate study in Civil and Environmental practicum. Engineering. Accepted students develop an The WSSS requirements are completed in individualized plan of study based on their academic addition to the student’s degree requirements, but background and goals. A total of five Tufts courses through the use of electives and co-listed courses, are required to complete the program. the WSSS program usually will not add significant

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Core Engineering requirement: Environmental Technology ES 5 Intro. to Mechanics: Statics and Dynamics CEE 113 Groundwater Hydrology CEE 136 Air Pollution Control Foundation elective (select one): CEE 138 Hazardous Waste Treatment ES 8 Fluid Mechanics CEE 139 Bioremediation ES 9 Applied Mechanics: Strength of Materials CEE 143 Site Remediation Concentration Elective (select one): CEE 172 Fate and Transport of Environmental Contaminants CEE 12 Hydraulic Engineering CEE 22 Structural Analysis Environmental Law, Management, and Policy CEE 32 Environmental Engineering Principles CEE 185 Environmental Law, Management, and Policy CEE 42 Intro. to Geotechnical Engineering CEE 187 Geographic Information Systems (GIS) CEE 207 Environmental Law Elective courses (select two in consultation with CEE 265 Corporate Management of Environmental Issues your advisor) CEE 267 Methods in Environmental Impact Assessment Students in the post-bac program must satisfy all course prerequisites listed on Tufts Bulletin. Courses Health, Safety, and the Environment numbered above 100 can be used for graduate credit, CEE 154 Principles of Epidemiology and are transferable into the Tufts graduate CEE 158 Occupational and Environmental Health program. Completion of the post-bac program does CEE 164 Epidemiological Methods not guarantee admission into the graduate program. CEE 167 Environmental Toxicology Students may take ES 5 and/or ES 9 during the CEE 168 Exposure Assessment summer session. Please see the Tufts Summer CEE 173 Health Effects and Risk Assessment Session for more information: CEE 175 Hazardous Materials Safety CEE 194 Field Methods for Global Health http://ase.tufts.edu/summer. CEE/MPH 241 Biology of Water and Health MPH 205 Biostatistics Certificate Program in Environmental Management A five-course graduate-level certificate program in Environmental Management is designed for Students may take other courses to fulfill the track students with a bachelor’s degree and at least two requirements with permission of the program years of work experience. Additionally, students advisor, Lecturer Anne Marie C. Desmarais. For should have some knowledge of current environ- more detailed information, please refer to the CEE mental issues and should have undergraduate website http://engineering.tufts.edu/cee/graduate. coursework in natural or physical science, mathematics, or engineering. The certificate programs Certificate Program in Epidemiology can be completed on a part-time, non-degree basis Offered in collaboration with Tufts’ School of by students who are seeking professional training Medicine, the Friedman School of Nutrition in the field or are preparing for a degree program. Science and Policy, and the Department of Civil In most cases, courses taken as a certificate student and Environmental Engineering, this interdisci- can be transferred into a related master’s degree plinary program is designed to help students program in the Department of Civil and Environ- understand, integrate, and apply epidemiologic mental Engineering. methods and research. The program is especially Certificate students must complete five graduate appropriate for clinicians, professionals in public course credits from the clusters listed below. health and human service agencies, lawyers, Students must take at least one course from each industrial hygienists, pharmaceutical or biotechnol- concentration area listed below. The remaining two ogy professionals, environmental engineers or courses for the certificate can be selected from any scientists, and individuals involved in citizen activist of the areas. groups focusing on human health issues. It’s also useful for individuals who are considering a career in epidemiology and/or public health but are not

138 Civil and Environmental Engineering > Classics >

yet ready to commit to a full master’s degree Associate Professor Steven W. Hirsch, Greek, Roman, and program. Open to individuals with a bachelor’s Near Eastern history degree, the certificate requires the completion of Associate Professor Joanne H. Phillips, Latin and Greek five courses as follows: literatures, Greek and Roman medicine Assistant Professor Marie-Claire Beaulieu, Greek religion, Foundation courses (two): epigraphy, medieval Latin CEE 154 Principles of Epidemiology Lecturer J. Matthew Harrington, Greco-Roman space CEE 164 Epidemiologic Methods and architecture, post-Augustan Latin literature, satire, Biostatistics (select one, may be exempted by prior comparative Greek and Latin grammar (PIE linguistics) coursework): Lecturer Anne Mahoney, Latin and Greek literatures BIO 132 Biostatistics Lecturer Susan E. Setnik, Greek and Latin language MPH 205 Principles of Biostatistics AFFILIATED FACULTY: MPH 259 Fundamentals of Biostatistics Associate Professor Ioannis D. Evrigenis, Political Science; Elective courses (select two in your area of interest Political theory or expertise); examples include: Assistant Professor Jennifer Eyl, Religion; Early Christianity, MPH 204 Occupational and Environmental Health gender and sexuality in antiquity, Hellenistic philosophies MPH 220 Cardiovascular Epidemiology Assistant Professor Christiana Olfert, Philosophy; Ancient MPH 222 Survey Research Methods and Data Management philosophy, early modern philosophy, ethics MPH 224 Infectious Disease Epidemiology Lecturer David J. Proctor, History; Medieval Western Europe, MPH 226 Cancer Epidemiology Southeastern Europe, Byzantium, church-state relations MPH 240 Environmental Epidemiology Professor Vickie Sullivan, Chair; Political Science; Political CEE 137 Public Health theory CEE 158 Occupational and Environmental Health CEE 167 Environmental Toxicology The Department of Classics is dedicated to the CEE 173 Health Effects and Risk Assessment study of Greek and Roman culture and to clarifying CEE/MPH 241 Biology of Water and Health and assessing its continuing impact on contempo- UEP 281 Toxic Chemicals and Human Ecology rary life. Classics is more than the study of the Greek and Latin languages; it can liberate the Other courses may be selected with the approval student from the parochialisms of both time and of the Program Advisor, Senior Lecturer Mark A. place. The role of the contemporary individual in Woodin. An optional internship is available to relation to society can be examined through the students desiring a professional experience in the history, archaeology, art, architecture, science, use of epidemiology. The internship would count as philosophy, religion, mythology, and especially the an elective and be started after all other coursework literatures of Greece and Rome. is completed. For more information, please visit Classics constitutes an interdisciplinary study of the Epidemiology Graduate Certificate program the cultures of the ancient Mediterranean, Near website: http://gsas.tufts.edu/academics/ East, and Europe. Despite the period of antiquity certificateprograms/epidemiology.htm. in which it concentrates, the field of classics is constantly changing in light of new discoveries, new methodologies, new interpretations, and new Classics relationships with other areas of study. In many ways, classics offers the undergraduate student an Professor Vickie Sullivan, Chair; Political science, political ideal educational opportunity to integrate different theory fields and methodologies, and to study intrinsically Professor Gregory R. Crane, Winnick Family Chair in interesting and time-tested topics in the literature, Technology and Entrepreneurship; Greek literature, computers mythology, art, archaeology, history, and science of and classics Greece and Rome. Professor R. Bruce Hitchner, Roman history and archaeology, international relations

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

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GRADUATE PROGRAM examination based primarily on the papers or thesis. Master of Arts in Classics Candidates accepting assistantships (i.e., work in The master’s program in classics at Tufts is the department) should anticipate a more extended designed for students who wish to go beyond the time schedule; furthermore, students usually find bachelor’s level to attain a broader and deeper that writing a thesis takes a full term of uninter- knowledge of the classics for one or more of the rupted work. following purposes: teaching background, further graduate study, or cultural enrichment. With its Master of Arts in Classical Archaeology strong language component; faculty strength in The master’s program in classical archaeology literature, history, and archaeology; and access to provides students with the artistic, cultural, social, computer applications, this program particularly and historical context for the materials of classical suits those who want either to consolidate and antiquity and has successfully prepared students for improve their language, research, and teaching skills work toward a doctorate, or for fieldwork or in preparation for a Ph.D. degree at another museum work. institution or to teach classics at the secondary level. REQUIREMENTS 1) Applicants will usually have completed the REQUIREMENTS equivalent of an undergraduate Classics major or 1) Applicants will usually have completed the Ancient Art or Archaeology major with intermedi- equivalent of an undergraduate Latin or Greek ate levels in Latin or Greek in both languages. major. If not, additional courses will be required for 2) The candidate must successfully complete nine completion of the master’s degree. graduate courses (credits) as follows: 2) Candidates must successfully complete eight a. Three graduate courses in Latin or Greek graduate courses, of which a minimum of two must b. Three graduate courses in art and archaeology be in Latin and a minimum of two must be in (Tufts currently alternates courses yearly Greek. Candidates who are in-service teachers, and between concentrations on Greece and Rome) they alone, may meet the Greek requirement in two c. One graduate course in ancient history undergraduate courses above Greek 1 and 2; d. A two-credit thesis or two additional courses however, only courses in Greek at the graduate level may be counted toward the eight courses required In addition, both fieldwork and laboratory work are for the 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 4) To demonstrate research and presentation, the summer school work only. candidate may submit for evaluation by a faculty 4) Reading knowledge of Latin or Greek and one committee either two papers (written for courses at modern foreign language (usually German or Tufts and revised as necessary after completion of French) is tested by examination. the course) or a thesis. The thesis normally counts 5) To demonstrate research and presentation, the as two of the required nine courses. candidate may submit for evaluation by a faculty 5) A comprehensive written examination integrat- committee either two papers (written for courses at ing course work with a general knowledge of Tufts and revised as necessary after completion of classical archaeology is required, as well as an oral the course) or a thesis. The thesis normally counts examination based primarily on the papers or thesis. as two of the required eight courses. 6) Residency for the equivalent of one academic 6) A comprehensive written examination integrat- year is required. The degree may be earned on a ing course work with a general knowledge of Greek part-time basis through courses offered by the and Latin literature is required, along with an oral department during the regular academic year and

141 Classics > Clinical Psychology > Cognitive and Brain Sciences > Cognitive Science > Colonialism Studies > through summer school courses. No degree is granted on the basis of summer school work only. Colonialism Studies 7) Candidates accepting assistantships (i.e., work in Director: the department) should anticipate a more extended Associate Professor Kris Manjapra, History time schedule; furthermore, students usually find Executive Board: that writing a thesis takes a full term of uninter- Professor Lisa Lowe, English rupted work. Associate Professor Kamran Rastegar, German, Russian, For more detailed information, please visit the and Asian Languages and Literatures website http://ase.tufts.edu/classics. Advisory Faculty: Professor Brian Hatcher, Religion Professor H. Adlai Murdoch, Romance Languages Clinical Psychology Professor Deborah Pacini Hernandez, Anthropology (FOR DEGREE REQUIREMENTS, SEE PSYCHOLOGY.) Professor Christopher Schmidt-Nowara, History Associate Professor Elizabeth Remick, Political Science Associate Professor Pearl Robinson, Political Science Associate Professor Rosalind H. Shaw, Anthropology Cognitive and Brain Associate Professor Sabina Elena Vaught, Education Sciences Associate Professor Adriana Zavala, Art and Art History (FOR DEGREE REQUIREMENTS, SEE PSYCHOLOGY.) The Colonialism Studies minor is designed to offer students a strong foundation to understand processes of colonialism, anticolonial independence Cognitive Science movements, and the national and transnational effects that result from colonialism. A joint Ph.D. in Cognitive Sciences is offered The minor requires five courses: one introductory through the departments of Child Development, survey course (ENG 92/HIST 170, Decolonization Computer Science and Psychology. Prospective and Postcolonial Thought, or ARB 0155/ILVS 101, students apply to one of the departments participat- Viewing the Colonial and Postcolonial); two ing in the cognitive science Ph.D. program and courses with a full or partial focus on the processes indicate in their application their intention to apply of colonialism, focusing on the same world region to the joint program. Once admitted to the or on the comparison between two or more world program, students will have to complete the Ph.D. regions; one additional course that contributes to requirements of their home department as well as the analytical understanding of power relations those of the Cognitive Science program, and their through political, economic, gender-based, research will have to be in the intersection of a field historical, or cultural analysis; and a senior capstone in their home department and cognitive science. project or option course. For further information, see http://cogsci.tufts.edu The senior capstone project is an independent or contact Anselm Blumer ([email protected]) study culminating in an original piece of work for Computer Science/Cognitive Science, intended to draw together a student’s experience at Gina Kuperberg ([email protected]) for Tufts. The project should reflect an understanding Psychology/Cognitive Science, or Chip Gidney of and facility with the conceptual approaches ([email protected]) for Child Development/ explored during the completion of the minor. The Cognitive Science. capstone project will be evaluated by two members of the Colonialism Studies committee. As an alternative to the senior capstone project, (FOR MAJOR IN COGNITIVE AND BRAIN SCIENCES, a student has the option of taking an approved SEE PSYCHOLOGY.) Colonialism Studies course during the first or (FOR MINOR IN COGNITIVE AND BRAIN SCIENCES, second semester of senior year, and fulfilling the SEE PHILOSOPHY.) capstone requirement by writing a research paper

142 Colonialism Studies > Communications and Media Studies >

(minimum 15 pages), or completing an oral Associate Professor Nancy Bauer, Dean of Academic presentation or a performance, which integrates the Affairs for Arts and Sciences; Philosophy knowledge and methodologies from the course with Associate Professor Marina Bers, Child Development other conceptual approaches explored in courses Associate Professor Downing Cless, Drama and Dance taken for the minor. In the case of the option Associate Professor Alva Couch, Computer Science course, the capstone project will be evaluated by the Associate Professor James Ennis, Sociology course instructor and one other member of the Associate Professor Calvin Gidney III, Child Development Colonialism Studies committee. Associate Professor Brigitte Lane, Romance Languages The choice of capstone or option course must Associate Professor David Locke, Music be approved by the Colonialism Studies committee Associate Professor Joel Rosenberg, German, Russian, before it begins. and Asian Languages and Literatures In completing the above requirements, students Associate Professor Sarah Sobieraj, Sociology must select courses distributed across at least three Assistant Professor Amahl Bishara, Anthropology departments/programs. Assistant Professor Monica White Ndounou, Drama Students in the minor are strongly recommended and Dance to pursue the study of a foreign language to an Senior Lecturer Elizabeth Lemons, Religion advanced level. Lecturer Susan Kouguell, Drama and Dance Lecturer Paul Lehrman, Music Lecturer Nan Levinson, English Communications Lecturer Neil Miller, English and Media Studies Communications and Media Studies (CMS) is an DIRECTOR: interdisciplinary program that educates students Senior Lecturer Julie Dobrow, Child Development, about mass media and communications. In our Communications and Media Studies contemporary world, the omnipresence of mass communications demands a basic understanding of CORE FACULTY: its workings and effects by every citizen. The Professor Lee Edelman, English mission of the CMS program is to provide students Professor James Glaser, Dean of Academic Affairs for Arts with the necessary critical tools to participate and Sciences; Political Science actively and knowledgeably as informed world Professor Barbara Grossman, Drama and Dance citizens and to give them a background in media Professor David Guss, Anthropology literacy to make them more careful and critical Professor Hosea Hirata, German, Russian, and Asian consumers and producers of media. The program is Languages and Literatures designed to aid all students in acquiring this Professor Charles Inouye, German, Russian, and Asian knowledge, while also providing interested students Languages and Literatures with the opportunity to make communications and Professor Vida Johnson, German, Russian, and Asian media studies a major part of their academic career Languages and Literatures at Tufts. Professor Joseph Litvak, English Each semester the program offers courses of its Professor Susan Napier, German, Russian, and Asian own through the Experimental College and lists all Languages and Literatures media-related courses available in the College of Professor Colin Orians, Biology, Environmental Studies Liberal Arts. The program also offers three Program interdisciplinary minors: Mass Communications Professor Deborah Pacini Hernandez, Anthropology and Media Studies, Film Studies (with two Professor Karen Panetta, Electrical and Computer tracks—Film Criticism and Film Practice), and Engineering Multimedia Arts. It also registers, supervises, and Professor Christiane Zehl Romero, German, Russian, grants credit for internships in all ﬁelds of commu- and Asian Languages and Literatures nications and mass media both semesters and over Professor Laurence Senelick, Drama and Dance the summer. CMS organizes many special events Professor Xueping Zhong, German, Russian, and Asian and lectures that are open to the entire university Languages and Literatures community.

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For more information, contact the program office at present, and/or future. Either one-half credit or one 95 Talbot Avenue, 617-627-2155, [email protected]. credit will be given, at the discretion of the faculty advisors. Students doing a project must take the INTERDISCIPLINARY MINOR IN MASS CMS senior colloquium (Experimental College COMMUNICATIONS AND MEDIA STUDIES 190C), a half-year, one-half credit, pass-fail course Students pursuing the interdisciplinary minor in that assists them in developing their senior projects Mass Communications and Media Studies through group study and analysis of each student’s (MCMS) must take Media and Society (Sociology work in progress. 40) or Media Literacy (Experimental College 50C) The CMS course option is an additional and four courses from the program’s approved CMS-approved media-related course taken in the elective courses list. In addition, during their senior senior year that students may take instead of the year CMS students must either complete a senior senior project. Students completing the course project (Experimental College 194C) or take an option must submit a paper (minimum 15 pages) additional media course from the CMS list (the focusing on a media- or film-related topic written in CMS course option). conjunction with that course. The paper must be The four elective courses mentioned above must approved, advised, and graded by the course be from at least three departments, and they must instructor. Students pursuing this option must also include at least one course in the disciplinary area get approval from the CMS director. of social sciences and at least one course in the disciplinary area of humanities and the arts. Except INTERDISCIPLINARY MINOR with the written consent of the director, only one IN FILM STUDIES of the four electives may be a media practice course Students pursuing an interdisciplinary minor in or credited internship where students learn skills in Film Studies must take a core course, either media production (e.g., photography, journalism, Introduction to Film Studies (Drama 50/ILVS 50) video, film, multimedia, graphic design, advertising or Film Theory (ILVS 92-19). Students will also copy). With the exception of the internship take four film-related courses from approved course (Experimental College 99C) and the senior lists. colloquium (Experimental College 190C), all There are two tracks within the Film Studies courses taken for the MCMS minor must be taken minor. Students interested in film theory and/or for a letter grade. film history should pursue the Film Criticism track. In accordance with Tufts policies, students Those students interested in film production and/or cannot double count a course for fulfillment of a screenplay writing should pursue the Film Practice foundation requirement and for the MCMS minor. track. Students may double count a maximum of two During their senior year students doing the credits from the minor to count also toward a Film Criticism track must either complete a senior major, another minor, or distribution requirements. project (EXP 194C) or take an additional film- Students may use accepted courses transferred from related course from the Film Criticism elective list another institution toward the MCMS minor with in which they write a paper of at least 15 pages on consent of the CMS director. A maximum of three a film-related topic (the CMS Course Option). courses taken outside of Tufts can be applied Students doing the Film Practice track must toward the minor. complete a senior project that is either a film or a The senior project (Experimental College 194C) screenplay. is a substantial work, which can include the use of For students pursuing the Film Criticism track, one or more forms of media (e.g., print, film, video, the four elective courses mentioned above must be recorded sound, website, blog, etc.). The project may from at least three departments. Except with the take the form of either a more traditional written written consent of the CMS director, no more than thesis or an audiovisual project with a written one of the four electives may be a Film Practice component. The focus of the work will be a critical course or credited internship in which students exploration of mass communications in the past, learn skills in film production or practice. A

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maximum of 2 Ex College courses may be counted To indicate their intent to minor, students toward the minor, except with written consent of should consult the CMS director, Julie Dobrow, the CMS director. Other than EXP 99C (Intern- and complete a CMS minor declaration form, ship) and EXP 190C (CMS Senior Colloquium), available at http://bit.ly/10mDXkS. Students are all classes taken for the Film Studies minor must be encouraged to begin this process as soon as possible. taken for a letter grade. For a list of approved elective courses for the Film For students pursuing the Film Practice track, Criticism track and the Film Practice track, please the four elective courses mentioned above must go to the “Film Studies Minor” link on the CMS include two film practice courses (such as Making website: http://ase.tufts.edu/cms/filmstudies.html. Movies, Advanced Filmmaking, Producing Films for Social Change, Screenwriting I or II, or a film INTERDISCIPLINARY MINOR practice internship). The other two elective courses IN MULTIMEDIA ARTS should be from the Film Practice electives list and The multimedia arts program provides a framework be offered by two different departments. These are for the analysis of and practical training in emerg- courses in which aspects of film production are ing digital media. The minor includes—and often discussed along with issues of film theory and mixes—work in animation, filmmaking, photogra- history. Other than EXP 99C (Internship) and phy, music, text, drawing, collage, graphic design, EXP 190C (CMS Senior Colloquium), all classes software development, website construction, user taken for the Film Studies minor must be taken for interface strategies, and human factors theory. a letter grade. Through course work and collaboration on the part In accordance with Tufts policies, students of students in liberal arts and students in technical cannot double count a course for fulfillment of a disciplines, the minor aims to foster the develop- foundation requirement and for the Film Studies ment of a body of shared knowledge and ideas and, minor. Students may double count a maximum of in so doing, to break down barriers that have two credits from the minor to count also toward a traditionally hindered such cross-fertilization. major, another minor, or distribution requirements. The interdisciplinary minor in multimedia arts Students may use accepted courses transferred from requires a minimum of five courses within the another institution toward the Film Studies minor guidelines noted below. Students pursuing the with consent of the CMS director. A maximum of minor must take the Communications and Media three courses taken outside of Tufts can be applied Studies senior colloquium and complete a senior toward the minor. project. Prior to that, they need two multimedia The senior project (EXP 194C) is a substantial practice courses (selected from the program’s work that may take the form of either a more approved courses list) which introduce students to traditional written thesis or a practice-based project the tools, methods, and theories current in the field, (e.g. screenplay, film, video) with a written compo- and two electives selected from courses offered by nent. Students doing a project must also take the the supporting departments—Art and Art History, CMS Senior Colloquium (EXP 190C), a half year, Drama and Dance, Music, and Electrical and half-credit, pass-fail course that assists them in Computer Engineering—or those listed and developing their senior projects. approved by the program (e.g., Experimental The CMS Course Option is an additional College courses). Except for the senior colloquium, CMS-approved film-related course taken in the all courses taken as part of the multimedia arts senior year. Students completing the Option course minor must be taken for a letter grade and may not must submit a paper (minimum 15 pages) focusing be used toward fulfillment of the foundation on a film-related topic written in conjunction with requirement. (See Interdisciplinary Minor Program that course. The paper must be approved, advised, for details.) and graded by the course instructor. Students pursuing the Course Option to the senior project For specific information about the policies also must get approval from the CMS director. governing requirements and electives, visit http://ase.tufts.edu/cms/mma.htm.

145 Communications and Media Studies > Community Environmental Studies > Community Health >

COMMUNICATIONS INTERNSHIP PROGRAM For more information, contact the Program The internship program grants academic credit for Administrator, Angela Foss, at 617-627-2320, or internships in film, media and communications visit http://gradstudy.tufts.edu/programs/ (Experimental College 99C). Students can arrange certificates/index.htm. to work at newspapers, magazines, film companies, advertising and public relations firms, television stations, radio stations, and publishing houses. Community Health Interns are required to work a minimum of 150 DIRECTOR: hours (approximately 12 to 15 hours each week), Jennifer Allen, Associate Professor of Public Health and complete written requirements, and meet regularly Community Medicine with the faculty advisor. Consult the CMS website for eligibility and course requirements: POLICY BOARD: http://ase.tufts.edu/cms. Carol Baffi-Dugan, Associate Dean for Undergraduate Education, Director of Health Professions Advising Associate Professor Harry Bernheim, Biology Community Associate Professor David Gute, Civil and Environmental Engineering Environmental Studies Assistant Professor Karen Kosinski, Community Health FACULTY ADVISOR: Assistant Professor Keren Ladin, Occupational Therapy/ Rusty Russell, Urban and Environmental Policy and Planning Community Health Associate Professor Sarah Pinto, Anthropology Environmentalists and concerned citizens alike face Pamela Schoenberg Reider, Program Administrator; the challenge of keeping pace with politically and Community Health technically complex issues. The considerable Assistant Professor Cora Roelofs, Community Health sophistication of the environmental movement Associate Professor Rosemary C. R. Taylor, Sociology/ constantly creates new challenges for conservation Community Health and preservation, environmental justice, and safety and health in the workplace and community. The Community Health Program (CHP), estab- The certificate in Community Environmental lished in 1975, is one of the oldest multidisciplinary Studies (CES) provides professional training for programs within the university. CHP touches on careers in today’s rapidly evolving environmental diverse aspects of health and society and encourages field. CES’s interdisciplinary curriculum is designed students to explore health issues from a variety of to clarify career goals for those who may be perspectives. considering environmental work, and to enhance Courses approved to satisfy the CHP major span the skills of professionals already in the field. The many disciplines, including anthropology, sociology, certificate is offered by the graduate Department of biology, psychology, history, economics, engineer- Urban and Environmental Policy and Planning. ing, nutrition, philosophy, classics and political The certificate requires the completion of four science. Through courses and fieldwork, CHP courses—one core and three electives—in such students analyze: 1) the social, economic, political varied subjects as environmental policy, land use and environmental factors that influence health and planning, sustainability, mediation, law and illness, 2) how communities define and develop economics. solutions to address health-related problems, 3) the The program is open to individuals with a formation of health care policy in the United States bachelor’s degree and is especially suited to those in with a comparative look at other countries, and 4) community and environmental organizations who the institutions that plan, regulate, and deliver want to increase their expertise; midcareer profes- health care services and public health programs. sionals who want to apply their skills to environmental concerns; and business people working with communities on issues relating to sustainability, the environment and public health.

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UNDERGRADUATE CONCENTRATION The five remaining electives are selected from a REQUIREMENTS diverse mix of courses. All CHP majors are required Second Major in Community Health to take five electives across three clusters: Science of The major in Community Health offers under- Health, Frameworks for Understanding Health, graduates an opportunity to explore issues sur- and Health/Health Care Policy. Students must at rounding health, health care, community and least complete one course in each cluster (see society. In addition to a broad academic experience below). At least one of these five courses must be encompassing nine courses, students complete a approved as a Research course and at least one 150-hour internship for which they receive one must be approved as a Comparative/Cross-cultural academic credit. The major in Community Health Course. is a second major, which means students complete it in addition to completing their primary major. CORE REQUIREMENTS: PLAN B All courses submitted for credit in the major must (Required for students in the Class of 2017 and be passed with a C- or better, with the exception later; optional for students in the Class of 2016 or of the internship. The internship (Community earlier) Health 180) must be passed with a B- or better. In completing an internship, a Tufts student is To pursue a major in community health, students representing Tufts University to an outside agency complete ten courses that encourage a breadth and and is helping to provide a service to Boston area depth of learning. There are six required courses: communities. Students are expected to take their 1. Community Health 1 Introduction to Community placement seriously, to represent CHP effectively, Health and to render a valuable service. For these reasons, 2. Community Health 2 Health Care in America: credit for the internship is contingent on the Policies and Politics student receiving at least a B-. No course submitted 3. Community Health/Civil Engineering 54 for credit in the major may be taken on a pass-fail Fundamentals of Epidemiology basis. 4. Community Health 180 Internship Students in the Class of 2016 or earlier may 5. an introductory statistics course choose between the core requirements in Plan A or 6. A course in “Inquiry and Evidence” Plan B; students in the Class of 2017 or later must complete the core requirements in Plan B. Courses meeting the statistics and “Inquiry and Evidence” requirements are available at the CORE REQUIREMENTS: PLAN A Community Health Program website. (Optional for the students in the Class of 2016 or earlier) The four remaining electives are selected from a diverse mix of courses. All CHP majors are required To pursue a second major in community health, to take four electives across three clusters: Science students complete ten courses that encourage a of Health, Frameworks for Understanding Health, breadth and depth of learning. There are five and Health/Health Care Policy. Students must at required courses: least complete one course in each cluster (see 1. Community Health 1 Introduction to Community below). At least one of these four courses must be Health approved as a Research course and at least one must 2. Community Health 2 Health Care in America: be approved as a Comparative/Cross-cultural Policies and Politics Course. 3. Community Health 30 Community Health Methods 4. Community Health/Civil Engineering 54 1. Science of Health: One course in the Science of Fundamentals of Epidemiology Health cluster. 5. Community Health 180 Internship The sciences have a particular lens for looking at health issues that focuses on the biological or technological causes and cures for disease. Although health and health care result from a

147 Community Health >

complex mix of biological, social, political, and of the research. Students may petition to have cultural phenomena, anyone claiming a thorough honors theses or independent studies from their knowledge of health issues must have some basic primary major count toward the Research require- knowledge of the scientific/technological frame- ment if the project involves research in a health area work for looking at them. and a member of the CHP faculty is on the student’s committee. Permission to count such a 2. Frameworks for Understanding Health: One course must be obtained in advance. course in the Frameworks for Understanding In accordance with university rules, students Health cluster. may not double count more than half of their In Community Health 1 and 2, students are primary major credits with their second major. introduced to a broad range of health concepts and Students may petition courses taken abroad for health areas. By taking at least one course in this major credit, but no more than three courses taken cluster, students will have an opportunity to explore at other institutions may count toward the major. one area in greater depth. Students will be exposed Students may petition a course to count for major to different frameworks, theories, and/or lenses credit when they have a course syllabus, which is with which to view community health issues and typically after they return. This process is a separate concepts. one from that of transferring the credit to Tufts, which students do through the online system. The 3. Health/Health Care Policy: One course in the CH Transfer of Credit representative will advise Health/Health Care Policy cluster. them on what will likely count for CH credit. The policy environment controls how resources are EXPERIENTIAL LEARNING: INTERNSHIP distributed and helps to determine how communi- The internship is an integral part of the CHP. For ties perceive their options. Students need to many students, the 150-hour internship proves to understand current U.S. and/or international policy be one of the most valuable learning experiences in and have the opportunity to learn methods for the program, establishing a link between theory and developing further understanding. practice. CHP assists students in finding an internship, and students have considerable latitude 4. Cross-Cultural or Comparative Views of Health: in selecting a placement. Placements have included CHP majors are required to take at least one course community health centers, local hospitals, schools, with a cross-cultural or comparative focus that social service agencies, advocacy organizations, encourages understanding health in different government offices, or shelters. Area placements cultures or communities. have included sites such as the Boston Center for Refugee Health and Human Rights, the Boston RESEARCH Childhood Lead Poisoning Prevention Program, All CHP majors must complete a major research the Dana-Farber Cancer Institute, the Massachu- paper or project. This requirement can be satisfied setts Coalition for Occupational Safety and Health, by taking a course with a research component, by the Children’s Hospital Young Parents Program, completing a research-based fieldwork or indepen- the AIDS Action Committee, offices at the State dent study focused on health, or by completing a House, the Haitian Coalition, and the Mystic River thesis focused on health issues. Students may Watershed Association. In addition to evaluating petition to have an independent study (conducted the progress of students, site supervisors maintain under Community Health 193) or a fieldwork contact with the CHP internship coordinator. experience (conducted under Community Health Students must complete CH 1 and CH 2 before 199) count toward the Research requirement if the the Internship (CH 180). student’s project has a substantial research component. Such a course will be assigned to a cluster More information may be obtained from the depending on the topic. Work completed in program office at 112 Packard Avenue, by calling Sociology 102, Civil and Environmental Engineer- 617-627-3233, or by e-mail ([email protected]). Visit ing 164, or Community Health 197/198 will our website at http://ase.tufts.edu/commhealth. similarly be assigned to a cluster based on the topic

148 Computer Engineering > Computer Science >

Research Assistant Professor Ethan Danahy, Technology Computer Engineering solutions for engineering education (FOR DEGREE REQUIREMENTS, SEE ELECTRICAL Visiting Assistant Professor Gregg Aloupis, AND COMPUTER ENGINEERING.) Computational geometry

SECONDARY APPOINTMENTS: Adjunct Professor Bruce Boghosian, Mathematics; Computer Science Quantum computing, scientific and distributed computing Associate Professor Soha Hassoun, Chair; Computational Adjunct Professor Christoph Börgers, Mathematics; systems biology, computer-aided design for integrated circuits Applied mathematics and computing Professor Lenore J. Cowen, Computational biology, theory Adjunct Professor Gregory Crane, Classics; Ancient Greek of computation, algorithm design and analysis literature, computing and its impact on learning Professor Kathleen Fisher, Programming languages Adjunct Professor Misha Kilmer, Mathematics; Numerical Professor Robert J. K. Jacob, Human-computer interaction linear algebra, linear algebra, scientific computing and Professor Roni Khardon, Machine learning, artificial visualization intelligence, computational learning theory Professor Eric L. Miller, Electrical and Computer Engineering; Professor Matthias Scheutz, Artificial intelligence, cognitive Signal and image processing science, human-robot interaction Professor Karen Panetta, Electrical and Computer Professor Diane L. Souvaine, Vice Provost for Research; Engineering; Human-computer interaction, multimedia studies Computational geometry, algorithm design and analysis Professor Douglas Preis, Electrical and Computer Engineer- Associate Professor Anselm C. Blumer, Artificial ing; Scientific computing, visualization intelligence, machine learning, computational biology Adjunct Associate Professor Marina Bers, Child Develop- Associate Professor Alva Couch, Network and system ment; Human-computer interaction, collaborative learning administration, scientific computing and visualization systems, virtual communities Associate Professor Samuel Z. Guyer, Compilers, Adjunct Assistant Professor Shuchin Aeron, Electrical and programming languages Computer Engineering; Statistical signal processing, network Associate Professor Norman Ramsey, Programming information theory languages and systems, functional programming Associate Professor Donna Slonim, Computational The department offers undergraduate programs in biology computer science for both liberal arts and engineer- Assistant Professor Remco Chang, Visualization, visual ing students, M.S. and Ph.D. degree programs, and analytics, computer graphics several non-degree graduate programs. Both the Assistant Professor Fahad Dogar, Networking, distributed Arts and Sciences and Engineering programs are systems, mobile computing, cloud computing included in the general accreditation conferred on Assistant Professor Benjamin Hescott, Computational the University by NEASC. In addition, the complexity, approximation and parallel algorithms, Bachelor of Science in Computer Science (B.S.C.S.) computational biology program offered through the School of Engineering McDonnell Family Assistant Professor of Engineering is accredited by the Computing Accreditation Education Ben Shapiro, Engineering education, educational Commission (CAC) of ABET, Inc. technology, human-computer interaction, video games and (http://www.abet.org). simulation, social computing Lecturer Ming Chow, Computer games, computer security UNDERGRADUATE and privacy CONCENTRATION REQUIREMENTS— Lecturer Christopher Gregg, Heterogeneous and parallel COLLEGE OF LIBERAL ARTS computing Major in Computer Science Lecturer Bruce Molay, Specializes in teaching the The major in Computer Science requires ten introductory sequence of Computer Science courses: eight courses in computer science and two Lecturer Mark Sheldon, Data structures, programming courses in related fields. The computer science languages, software systems, software design courses must be more advanced than Computer Science 11 and must include Computer Science 15, 40, 80 or 105, 160, and 170. Only one of Comp 80

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or Comp 105 may be counted toward the major. 1) succeeded and advanced in professional careers The related ﬁelds’ courses are Mathematics 34, 36 in or related to computing or software. or 39 and Computer Science 61 (Mathematics 61 2) been admitted to and advanced in graduate study may be substituted for Computer Science 61). The in computer science. introductory courses Computer Science 10 and 11, as well as Mathematics 4, 14, 30, and 32, do not Outcomes of the B.S.C.S. program include that: count toward the major. No more than one 1) Graduates should be able to use computer Directed Study (93, 94, 193, 194) may be counted science theory to analyze algorithms and to reason toward the major. All ten courses to be counted about properties of programs, including structure, toward the major must be completed with a grade behavior, and performance. of C- or better. The above are minimal requirements 2) Graduates should be able to solve problems by for the concentration. For students who desire a using principled methods to create, extend, and stronger program, the following courses are improve software. recommended: Computer Science 97, 98, 111, 181; 3) Graduates should have had practice applying Mathematics 70, 145, 161 and 162. their knowledge and skills to open-ended problems For an ABET CAC accredited program, see the with more than one good answer. B.S.C.S. in the School of Engineering, described 4) Graduates should have practice working in below. teams.

UNDERGRADUATE Additionally, the B.S.C.S. degree aims to empower CONCENTRATION REQUIREMENTS— our students with ABET Computing Accreditation SCHOOL OF ENGINEERING Commission outcomes a–k, including: Bachelor of Science in Computer Science a. An ability to apply knowledge of computing and The mission of the Computer Science in Engineer- mathematics appropriate to the discipline. ing program is to provide graduates with the b. An ability to analyze a problem, and identify durable knowledge necessary to become future and define the computing requirements leaders in the rapidly evolving discipline of appropriate to its solution. Computer Science as well as in other computer- c. An ability to design, implement, and evaluate a related fields. We aim to give each graduate a solid computer-based system, process, component, or foundation in both Computer Science theory and program to meet desired needs. programming practice, and to prepare each d. An ability to function effectively on teams to graduate for further advanced study in Computer accomplish a common goal. Science and related fields. We aim to expose each e. An understanding of professional, ethical, legal, graduate to the challenges and research problems security and social issues and responsibilities. involved in creating new kinds of computer f. An ability to communicate effectively with a software. We aim to give graduates the skills and range of audiences. commitment to lifelong learning necessary to g. An ability to analyze the local and global impact prepare them to be effective employees or graduate of computing on individuals, organizations, and students in computer-related fields. The faculty is society. dedicated to accomplishing this mission through h. Recognition of the need for and an ability to integration of teaching and research. The Bachelor engage in continuing professional development. of Science in Computer Science (B.S.C.S.) program i. An ability to use current techniques, skills, and offered through the School of Engineering is tools necessary for computing practice. accredited by the Computing Accreditation j. An ability to apply mathematical foundations, Commission (CAC) of ABET, Inc. algorithmic principles, and computer science (www.abet.org). theory in the modeling and design of computer- based systems in a way that demonstrates Our program objectives include success in industry comprehension of the trade-offs involved in careers and graduate school. Two to five years after design choices. graduation, graduates of the B.S.C.S. program will have:

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k. An ability to apply design and development At the student’s option, one concentration elective principles in the construction of software may be replaced by a one-credit course in Math- systems of varying complexity. ematics, selected from the following choices: Math 51 - Differential Equations (formerly MATH 38) The Bachelor of Science in Computer Science Math 63 - Number Theory (formerly MATH 41) (B.S.C.S.) requires thirty-eight courses including Math 70 - Linear Algebra (formerly MATH 46) introductory, foundation, breadth, and concentra- Math 72 - Abstract Linear Algebra (formerly MATH 54) tion courses. Introductory courses (10 credits) Math 87 - Mathematical Modeling and Computation include an Engineering Science 93 course; Math 126 - Numerical Analysis Engineering Science 2; Math 32, 36, and 42; Math 128 - Numerical Linear Algebra Computer Science 61 (Math 61 may be substituted Math 135 - Real Analysis I for Computer Science 61); Physics 11; Chemistry 1 Math 136 - Real Analysis II or 16; Physics 12 or Chemistry 2; and a natural Math 145 - Abstract Algebra I science elective. For natural science courses Math 146 - Abstract Algebra II accepted towards the Engineering degrees, refer to Math 151 - Applications of Advanced Calculus (cross- the School of Engineering list posted in the student listed as Mechanical Engineering 150) services website. The foundation requirement Math 152 - Nonlinear Partial Differential Equations (5 courses) includes Computer Science 11 and 15, Math 158 - Complex Variables Engineering Science 3 and 4, and a statistics course Math 161 - Probability chosen from MATH 161 and 162, ES 56, EE 104, Math 162 - Statistics BME 141, BIO 132, PHY 153. The breadth Math 163 - Computational Geometry requirement (10 courses) includes English 1 or 3; one course in ethics and social context (Philosophy The following sample program is one way of 24 or Engineering Management 54); five courses in satisfying the above requirements; further informa- Humanities, Arts, or Social Sciences; and three tion regarding options and procedures is available courses chosen either from Humanities, Arts, and from the department. Social Sciences, or from selected courses covering the broader context of engineering. Allowable First Year courses in Humanities, Arts, and Social Sciences FALL TERM are those listed as fulfilling the distribution Mathematics 32 requirement in those categories in the School of Physics 11 Arts and Sciences. A list of selected courses English 1 appropriate for the last three credits of the breadth Engineering Science 93 requirement is available from the department and includes courses in Humanities, Arts, Social SPRING TERM Science, Engineering Management, and Engineer- Mathematics 36 ing Psychology, and introductory courses in selected Computer Science 11 Introduction to Computer Science School of Engineering departments. The concen- Chemistry 1 or 16 tration requirement (11 courses) includes Computer Engineering Science 2 Science 40, 160, 170, 97, 98, and 80 or 105; and five elective courses in computer science, three of which Sophomore Year must be numbered above 100. Only one of FALL TERM Computer Science 80 or Computer Science 105 Mathematics 42 may be counted toward the degree. At most one Computer Science 15 Data Structures credit of Independent Study or Research (COMP Engineering Science 3 Introduction to Electrical 93, 94, 191, 193, 194) and one credit of thesis Engineering (COMP 197) may be utilized as concentration Physics 12 or Chemistry 2 electives. For a research experience, students should Breadth elective (humanities, social sciences, arts, or consider partly fulfilling concentration elective engineering) requirements via a senior thesis.

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SPRING TERM minor. All such courses to be counted toward the Computer Science 61 Discrete Mathematics minor must be completed with a grade of C- or Engineering Management 54 Engineering Leadership better. Engineering Science 4 Introduction to Digital Logic Circuits POSTBACCALAUREATE PROGRAM Natural Science elective IN COMPUTER SCIENCE Breadth elective (humanities, social sciences, arts, or The postbaccalaureate program in computer science engineering) offers the student with a bachelor’s degree, but few computer science courses, the opportunity to earn Junior Year the equivalent of an undergraduate minor in FALL TERM computer science by completing the requirements Computer Science 40 Machine Structure and for the minor. It is designed to give the student Assembly-Language Programming with a nontechnical, liberal arts degree the intro- Computer Science 160 Algorithms ductory knowledge base to enter the technology Engineering Science 56 Statistics field or continue on for graduate study in computer Humanities, social sciences, or arts elective science. For more information, visit the website Breadth elective (humanities, social sciences, arts, or www.cs.tufts.edu or http://gradstudy.tufts.edu/. engineering) The program requires five Tufts courses: SPRING TERM COMP 15 Data Structures* Computer Science 105 Programming Languages COMP 61 or Math 61 Discrete Math Computer Science 170 Theory of Computation Computer science elective Choose two: Computer science elective COMP 40 Machine Structure and Assembly Language Humanities, social sciences, or arts elective Programming COMP 105 Programming Languages**, *** Senior Year COMP 160 Algorithms*** FALL TERM COMP 170 Theory of Computation*** Computer Science 97 Senior Capstone Project I Computer science elective One elective: Computer science elective One computer science elective above COMP 15 Humanities, social sciences, or arts elective Free elective *Prerequisite course COMP 11: Introduction to Computer SPRING TERM Science is available for individuals without a previous Computer Science 98 Senior Capstone Project II programming course. Computer science elective **Only one of Computer Science 80 and 105 may be Humanities, social sciences, or arts elective counted toward the program. Humanities, social sciences, or arts elective ***Courses numbered above 100 award graduate credit, Free elective and are transferable into the Tufts Master of Science in Computer Science program upon acceptance to the UNDERGRADUATE MINOR PROGRAM program. Minor in Computer Science The undergraduate minor in Computer Science CERTIFICATE PROGRAMS consists of five courses, including Computer Certificate Program in Computer Science Science 15; two courses chosen from Computer The four-course, graduate-level certificate program Science 40, 105, 160, and 170; Computer Science/ in computer science is for the student with a Math 61; and one additional course in computer bachelor’s degree in computer science or a closely science numbered above 15. Only one of Computer related field with approved work experience. The Science 80 or 105 may be counted toward the program is designed for those who wish to update their skills and broaden their knowledge to meet

152 Computer Science >

the challenges of and opportunities available in 3. Electives: today’s rapid-paced technology field. For more COMP 20 Web Programming information, contact the program administrator, COMP 175 Computer Graphics Angela Foss, at 617-627-2320 or visit the website EE 120 Computer Animation for Technical Communications http://gradstudy.tufts.edu/programs/certificates/ OTS 105 Assistive Technology index.htm. ENP 215 Interface Design in Complex Systems The certificate requires four graduate-level courses in Computer Science. This flexible program (Students may substitute other Tufts graduate allows the student to cluster course electives around courses, subject to the approval of the certificate a particular interest or specialty area. Courses may advisor.) be chosen from our regular department offerings or from our COMP 150 Special Topics offerings, GRADUATE PROGRAMS which are offered in particularly “hot” area of Master of Science interest, or in a unique specialty area of Tufts faculty. The Master of Science degree requires ten course credits at the 100 level or above. At least eight Certificate Program in Human-Computer Interaction credits must be earned by taking approved courses. In an interdisciplinary collaboration between the The remaining two credits may be earned in several Department of Psychology, the Department of ways, including taking approved courses, complet- Computer Science, the Department of Mechanical ing a master’s thesis, or participating in an indepen- Engineering–Human Factors Engineering Program dent study or research experience. At least four of and the Department of Occupational Therapy at the courses must be in computer science, and at Tufts, this four-course, graduate-level certificate is least two of the courses must include a serious designed to train the next generation of computer programming component. To use courses offered professionals for tomorrow’s complex challenges. outside the Department of Computer Science, the The program is open to individuals with a bachelor’s student must obtain the approval of the department. degree, and is designed to be pursued on a part-time Students must also demonstrate competency as basis by computer programmers, Web designers, expected from a high-quality undergraduate human factors professionals, software engineers, and program in computer science, in particular in the user interface designers who wish to develop or areas of Discrete Mathematics, Computer Archi- enhance their user-interface design and implemen- tecture and Assembly Language, Programming tation skills. For more information, contact the Languages, Data Structures and Analysis of program administrator, Angela Foss, at 617-627- Algorithms, and Theory of Computation. 2320 or visit the website http://gradstudy.tufts.edu/ These topics are covered, respectively, in programs/certificates/index.htm. Computer Science 61, 40, 105, 160, and 170. The courses 105, 160, and 170 may be taken as part of The certificate requires four courses. the master’s degree program. Each student must 1. Two foundation courses: complete a master’s project or thesis demonstrating COMP 171 Human-Computer Interaction mastery of computer science research and/or PSY 53 Introduction to Engineering Psychology or software development skills. The project require- ENP 61 Introduction to Human Factors Engineering ment includes a written report which must be approved by a member of the faculty. Substantial 2. One or more of the following: projects, typically involving research, can count up COMP 86 Object Oriented Programming for GUIs to one credit through the courses Computer Science ENP 161 Human Factors in Product Design 293 and 294. The project requirement may also be ENP 162 Man-Machine System Design satisfied by a written master’s thesis, defended orally, ENP 166 Applied Design of Software User Interfaces counted as between one and two credits, through PSY 130 Advanced Engineering Psychology the courses Computer Science 295 and 296.

153 Computer Science > Computer Science CertiFIcate Program > Dance >

Doctor of Philosophy Students must have a master’s degree in computer Dance science or a related field to be admitted to the Full-time Lecturer Renata Celichowska, Director of Dance; Ph.D. program. Applicants to the Ph.D. program Modern, ballet, dance research and creative process who do not have a master’s degree will instead be Senior Lecturer Daniel McCusker, Modern, ballet, repertory considered for admission to the M.S./Ph.D. and creative process program. Doctoral study consists of preliminary Lecturer Melissa Alexis, African, modern, improvisation, coursework and study, qualifying exams, and repertory and cross-cultural studies creative research culminating in a written dissertation. Detailed requirements and procedures for the The Dance Program of Drama and Dance offers Ph.D. program are outlined on the department dance courses appropriate for both students new to Web pages at http://www.cs.tufts.edu. dance and students with previous dance experience. The objectives of this non-conservatory program For more detailed information, please visit the are to foster the development of creative resources website http://www.cs.tufts.edu. and techniques, to introduce performance analysis, and to contextualize dance as an element of culture. This liberal arts approach encourages students to Computer Science create integrative links with other disciplines. Students may minor in dance, and dance courses Certificate Program may be used toward the drama major (see Drama) Faculty advisor: and toward the fulfillment of certain arts, world Associate Professor Anselm C. Blumer civilization and cultural distribution requirements. Dance performances choreographed by faculty and With technology advancing at a rapid pace, students are presented in the Jackson Dance Lab opportunities for advanced applications of com- and other spaces on campus each semester. puter science are limitless. Professionals with experience and knowledge of the “hottest” topics in Dance Minor computer science—machine learning, computa- The Dance minor requires five credits of six to tional biology, advanced programming languages, eight half- and full-credit courses focusing upon robotics, networks and cloud computing, visualiza- techniques and processes for performing, creating, tion, parallel and distributed computing—are and analyzing movement materials in and outside rapidly advancing in salary and opportunity. This of “western” traditions within their cultural or four-course graduate-level program will update historical context. Requirements include one your skills and broaden your knowledge in com- western experiential dance form, one non-western puter science, through a “design your own specialty or diasporic experiential course, one creative process certificate” taught by Tufts’ renowned faculty in course, 6-8 dance elective courses, and a half-credit computer science. Completion of the certificate capstone research project (choreographic or requires grades of B- or better in all courses. written). Only lecture courses in dance may be Courses are transferable into the Tufts M.S. submitted for transfer approval, except for those in program upon acceptance to that program. Tufts abroad programs. More information about The program is open to individuals with at least dance may be obtained at 617-627-2555, at the a bachelor’s degree in computer science, or a closely department office or at related field with approved work experience. http://ase.tufts.edu/drama-dance/dance/. Individuals completing the Post-Bac Computer Science Minor Program are also encouraged to apply. For more information, contact the program administrator, Angela Foss, at 617-627-2320 or visit the website http://gradstudy.tufts.edu/ programs/certificates/index.htm.

154 Drama and Dance >

Drama and Dance courses and performances Drama and Dance explore a wide range of styles and techniques. (FOR DANCE INFORMATION, SEE DANCE.) Students develop their powers of intellect and Professor Heather S. Nathans, Chair; Theatre history, imagination. They learn to think precisely in the dramatic literature and criticism, directing moment, to speak confidently in public, to write Professor Barbara Wallace Grossman, Theatre history, with clarity and intelligence, and to work produc- dramatic literature and criticism, directing, voice tively with others. Professor Laurence Senelick, Fletcher Professor of Oratory; The M.A./Ph.D. Program in Drama trains Director of Graduate Studies in Drama; Dramatic literature scholar-artists for the academic profession, with a and theory, theatre and film history focus on performance history, dramatic literature, Assistant Professor Natalya Baldyga, Theatre history, and theory. The program emphasizes research with dramatic literature and theory, directing primary materials as well as field research. Students Assistant Professor Noe Montez, Theatre history, dramatic are encouraged to pursue their own scholarly literature and theory, directing interests under the guidance of faculty both in this Associate Professor Monica White Ndounou, Theatre department and in others on campus. The program history, film studies, dramatic literature and criticism, acting is small enough to allow close relationships between Senior Lecturer Daniel McCusker, Dance students and faculty, with each degree candidate Senior Lecturer Ted Simpson, Head of Design; Set design receiving personal attention. Senior Lecturer Sheriden Thomas, Head of Acting Lecturer Melissa Alexis, Dance PERFORMANCE ACTIVITIES Lecturer Renata Celichowska, Director of Dance; Dance The production program allows students to explore studies all areas of theatre and dance outside the classroom. Lecturer Linda Ross Girard, Costume design They are involved in every aspect of production, Lecturer Brian J. Lilienthal, Lighting design from backstage work as stage managers and crew Lecturer John Mulligan, Technical theatre members to directing and/or choreographing Professor of the Practice Jennifer Burton, Filmmaking shows, designing, performing, and even producing. and film studies Students experience the joys and challenges of live performance, as well as the satisfaction of working The Department of Drama and Dance celebrates as part of a creative ensemble on a project for a the power of scholar-artists to engage with their significant period of time. society, pose challenging questions, and re-imagine We stage three major faculty-directed produc- the role of the arts in contemporary culture. tions per year in Drama, plus two faculty-directed The undergraduate Drama program provides a Dance concerts. The season is rounded out by strong liberal arts approach to the intellectual, numerous student-directed shows each semester, as historical, and aesthetic dimensions of dramatic well as our twice-annual “Dance Mash-Up.” performance. The Drama program integrates Students may receive course credit for their acting, design, dramatic literature, dramaturgy, involvement in departmental productions. Courses directing, filmmaking, playwriting, screenwriting, and productions are open to all Tufts students, technical theatre, and theatre history. The curricu- regardless of major. lum fosters creative, critical, and collaborative Several student groups are active throughout the thinking. The Dance program offers a rich array of year in the theatre and other spaces on campus. training and performing opportunities in styles These groups include Pen, Paint, and Pretzels (3Ps), including African dance, ballet, Kathak, hip-hop, the largest theatre organization at Tufts; Torn jazz, modern, musical theatre, and Latin. Ticket II, which is dedicated to musical theatre; and Bare Bodkin, specializing in student-written work. There are other performance opportunities with Cheap Sox (improvisational comedy), HYPE! (mime), and Traveling Treasure Trunk (children’s theatre).

155 Drama and Dance >

UNDERGRADUATE CONCENTRATION not only on scholastic achievement, but on REQUIREMENTS significant participation in productions. Major in Drama The major in drama provides a balanced mix of Students considering a drama major will find it study and practice, understanding and process, advantageous to complete at least one of the creativity, adaptability, and analytical thinking. required history/literature courses, the crew With its focus on effective communication and requirements, and an introductory-level course in imaginative exploration, a drama major is one of either studio dance/acting or design/technology by the best preparations for a variety of careers, as well the end of the sophomore year. This will allow as for graduate professional training and work in a greater flexibility in scheduling course work and theatre arts specialization. Drama majors often more opportunities for advanced-level production complete double majors in combination with many responsibilities later on. other departments and programs. We strongly recommend that students who plan to pursue professional training or graduate school The drama major consists of eleven course credits take more than the eleven-course credit minimum, and related requirements, including: especially in their intended area of specialization. 1) Five course credits in history, literature, and/or theory of drama, three of which are required: UNDERGRADUATE MINOR PROGRAMS Drama 2 (Ancient and Medieval Theatre), Drama Minor in Drama 3 (Early Modern Theatre), and Drama 4 (Modern The drama minor consists of a minimum of five and Postmodern Theatre). The other two courses courses taken in the department: two in literature/ are electives from an approved list. history (including either Drama 2, 3, or 4) and 2) A theatre technology course chosen from the three other courses selected in a plan approved by following offerings: Drama 16 (Costume Technol- the designated minor advisor. Drama minors have ogy), Drama 17 (Theatre Technology), Drama 20 the option of choosing an emphasis in acting, (Stage Engineering), or Drama 29 (Scene Painting). directing, design, technical theatre, or theatre 3) A design course chosen from the following studies. Drama minors are also required to serve on offerings: Drama 18 (Lighting Design), Drama 125 either one prep crew or one run crew for a depart- (Scene Design), or Drama 126 (Costume Design). mental major production. 4) Two course credits in acting/directing/movement or studio dance/voice (excluding Drama 80). Interdisciplinary Minor in Film Studies 5) Two electives in the student’s specific area of This interdisciplinary minor is offered through the interest, at least one of which must be an upper- Communications and Media Studies program. For level course. A maximum of two one-half course more information, see the Communications and credits of Drama 80 and/or 81 may be used to fulfill Media Studies website at http://ase.tufts.edu/cms. the requirements for the major. 6) A noncredit run crew on a faculty-directed Interdisciplinary Minor in Multimedia Arts major production (assistant stage manager, light This interdisciplinary minor is offered through the board operator, sound board operator, costume Communications and Media Studies program. For crew, deck crew). specific information about the policies governing 7) A noncredit prep crew on a faculty-directed requirements and electives, visit major production consisting of thirty hours of http://ase.tufts.edu/cms/mma.html. production-related preparatory work in a given semester. GRADUATE PROGRAM 8) Each drama major is expected to gain experience For admission to graduate work in drama, a in the creative aspects of drama and/or dance prospective student must present a completed through involvement in the production program of undergraduate record of high scholastic proficiency the university. Graduating magna cum laude or with a firm grounding in drama and theatre arts. summa cum laude with a drama major is contingent Other desirable foundation subjects include cultural studies, art history, music, philosophy, psychology, sociology, history, and literature.

156 Drama and Dance >

The program of study leading to the doctor of 3) The student must demonstrate an understanding philosophy or master of arts degree in drama of the principal theories and methods of acting. embraces dramatic literature, dramatic theory and This requirement may be fulfilled either by criticism, and theatre history and research. It is satisfactory completion of Drama 10, taken without expected that applicants for admission will already credit during the first semester of residence, or by have attained a level of proficiency in the creative presentation of evidence of study and experience in and/or performance aspects of theatre. acting. Courses of study for the satisfaction of the 4) Unless a student’s undergraduate record residence requirement do not include theatrical indicates completion of two courses or their practice or stage performance. Dramaturgy or equivalent in history of the theatre, Drama 137 and assistant direction for a faculty-directed play may be 138 must be taken for credit. used for credit once. Depending on the individual 5) The student must take a minimum of four student’s educational background, intellectual courses in graduate seminars selected from the capabilities, and professional aims, certain courses following: Drama 220, 231, 235, 236, 240, 244, in other disciplines—anthropology, art history, 248, 249, 251, 252, 254, 255, 258, 259, 261, 262, Chinese, classics, English, French, German, history, 263, or other special topics seminars offered by the Italian, Japanese, music, philosophy, Russian, sociol- department. Also, certain related courses in other ogy, and Spanish—may be taken for credit toward departments may be credited toward the master of advanced degrees in drama, upon consent of the arts degree in drama (not more than one in a graduate advisor of the Department of Drama and semester), with prior consent of the advisor. Dance. 6) The student must demonstrate an ability to deal with the concepts and problems of a particular area Master of Arts of scholarly specialization at a level of distinction. In general, the student is expected to offer for The student must satisfy this requirement by admission the equivalent of a Tufts bachelor of arts completing a scholarly thesis (one semester of degree with a major in drama. A student whose Drama 295 or 296). undergraduate preparation is not equivalent may be admitted provisionally and may be required to POLICY ON INCOMPLETE GRADES complete more than the minimum eight courses or Any graduate student with more than one incom- make up deficiencies at no degree credit. plete grade at the end of a term’s study will receive warning that his or her status in the program is in REQUIREMENTS AND RESIDENCE jeopardy. Any student on financial aid or assistant- A minimum of eight courses of graduate-level work ship who has more than one incomplete grade at in residence is required for the degree. Additionally, the end of a term’s study will have his or her the student must satisfy the following requirements appointment withdrawn. to qualify for the master of arts degree in drama: All incomplete grades must be completed no 1) The student must demonstrate a reading later than six weeks after the end of the semester or knowledge of a foreign language by passing an summer session in which the incomplete was examination or an approved course no later than awarded or the student will be required to withdraw the end of the first year. A student whose under- from the program. graduate record indicates successful performance in The above stipulations may be waived only by a language course at the advanced level may be petition of the student, supported with the appro- exempt. priate medical or university documentation, and the 2) Understanding of the basic principles and voting consent of the graduate faculty. practices of design and technical theatre is to be demonstrated in the student’s prior experience or by Doctor of Philosophy satisfactory completion of Drama 17, 125 or 126, For admission to the program the applicant is taken without credit during the first year of generally expected to offer the equivalent of a Tufts residence. master of arts degree in drama and to provide evidence of experience in theatrical production on

157 Drama and Dance > Earth and Ocean Sciences >

his or her résumé. A student whose prior prepara- sive examinations. A student whose undergraduate tion is not equivalent may be admitted provisionally record indicates successful performance in a and required to take additional courses achieving a language course at the advanced level may be grade not lower than B- to make up deficiencies at exempt. no degree credit. COMPREHENSIVE EXAMINATIONS REQUIREMENTS AND RESIDENCE After the last semester of courses, the student will Course work extending approximately three complete comprehensive examinations to establish academic years beyond the B.A. degree, normally his or her candidacy for the doctoral degree. These 18 courses (including two courses for dissertation examinations will be both written and oral. research), is required. Part-time study or less than full-time residence in the Ph.D. program is DISSERTATION discouraged. Eight seminars within the department The candidate for the doctoral degree must prove are required of all Ph.D. students, including two competence in independent research by preparing seminars in dramatic or performance theory and and completing a dissertation on a subject chosen Drama 220: Introduction to Research Methods and and planned with the approval of the department’s Materials (to be taken on entering). With prior graduate faculty and written under the supervision consent of the advisor, certain advanced courses of an advisor. Ordinarily the student will complete outside the department may be credited toward the the dissertation while in residence, although for Ph.D. degree (not more than one course in a special reasons he or she may be permitted to finish semester). it elsewhere within the time limit established by the Students with a master’s degree may be credited graduate school. toward the doctorate with up to six courses in their previous graduate study that satisfy course require- COURSES AVAILABLE IN THE DOCTORAL DEGREE ments for the Tufts doctorate in drama. However, PROGRAM acceptance into candidacy for the doctoral degree Although each course is not offered every year, the ordinarily depends on the quality of work done in student may expect to find most of them available the student’s first year of residence at Tufts. during the period of residence. A doctoral candi- Transfer of courses is not automatic, and each case date is expected, as part of the course load, to enroll is judged on its individual merit by the graduate in a minimum of two seminars each semester faculty. A student may apply for transfer of courses (200-level courses). earned through graduate work in other schools only For more detailed information, please visit the after the satisfactory completion of at least one website http://ase.tufts.edu/drama-dance. semester of residence at Tufts.

POLICY ON INCOMPLETE GRADES Doctoral candidates should note the restrictions on Earth and Ocean Sciences incomplete grades stated in the section on the Professor Jack C. Ridge, Chair; Quaternary, glacial, and master’s degree. environmental geology; geomorphology; paleomagnetism Professor Grant Garven, Groundwater geology and FOREIGN LANGUAGE hydrology, groundwater chemistry A student must demonstrate a reading knowledge Associate Professor Anne F. Gardulski, Sedimentology, of two foreign languages. Because a signiﬁcant oceanography, structural geology, stratigraphy amount of material in this program can be read Assistant Professor Molly McCanta, Igneous and only in primary sources, the student is expected to metamorphic petrology, mineralogy, planetary geology satisfy the language requirements by passing an Assistant Professor Andrew C. Kemp, Coastal systems, sea examination or accepted course in one language no level change, modern and paleo-climate change later than the end of the ﬁrst year of residence, and Senior Lecturer Jacob S. Benner, Paleoecology, the other language prior to taking the comprehen- stratigraphy, ichnology, GIS applications

158 Earth and Ocean Sciences >

ASSOCIATED FACULTY: EOS 131 and 133; and two courses above EOS 9 Professor Samuel Kounaves, Chemistry; Analytical, or from approved related fields courses. In addition, environmental, and planetary chemistry students must complete Mathematics 32, Associate Professor Laurie Baise, Civil and Environmental Chemistry 1 or 11, and Physics 1 or 11, and select Engineering; Geotechnical and earthquake engineering two courses from Mathematics 34, Chemistry 2 or 12, Physics 2 or 12, and one course in statistics, The Earth and ocean sciences are an interdisciplin- selected from Mathematics 21 and Biology 132. ary exploration of Earth’s 4.5-billion-year history The Chemistry and Physics courses must be taken and a study of the geological processes that form with labs. Research experience and a six-week and shape the rocks and minerals of our planet and summer field camp are strongly recommended. other planetary bodies. Earth and ocean sciences have their own bodies of knowledge, but also draw Geology Major on principles from biology, chemistry, astronomy, Students electing this option should complete EOS physics, and mathematics. Earth scientists are 1 and 2, eight other EOS courses (except EOS 9), involved in studying a great variety of problems, plus Chemistry 1 or 11 and Physics 1 or 11 with such as the search for natural resources including labs. Approved related fields science courses may water, unraveling the causes and effects of climate replace as many as three of the upper-level EOS change, tracing the evolution of organisms and courses for Arts and Sciences students. Engineering ecosystems through geologic time, and understand- students with a double major in geology may use ing the origin of the bodies in our solar system. upper-level engineering courses to substitute for up The program in Earth and Ocean Sciences, to two of the upper-level EOS courses with prior complemented by courses in supporting sciences, written consent. No more than a total of four upper- will prepare students well for graduate study or level EOS courses may be replaced by engineering careers in an array of fields. Tufts University has and related fields courses for engineering students. well-equipped geological laboratories and an excellent collection of geologic materials for study UNDERGRADUATE MINOR PROGRAMS and research. Research experiences with faculty and Geology Minor field trips in the northeastern and southwestern The Department of Earth and Ocean Sciences United States offer abundant opportunities for the offers a minor in geology available to students in study of a great variety of geological phenomena. the School of Engineering. The faculty advisor for this minor is Professor Anne Gardulski. UNDERGRADUATE CONCENTRATION REQUIREMENTS Five courses are required for the minor. They The Department of Earth and Ocean Sciences normally include: offers two programs: the geological sciences major, EOS 1 The Dynamic Earth for students who wish to pursue graduate study in EOS 2 Environmental Geology Earth and ocean sciences and related fields, or work EOS 22 Structural Geology or EOS 32 Geomorphology at entry-level jobs; and the geology major, which EOS 131 Groundwater emphasizes breadth and flexibility for students seeking a double major, teaching certification, entry One elective selected from the following: to medical programs, or careers in multidisciplinary EOS 22 Structural Geology fields such as environmental law. EOS 32 Geomorphology EOS 42 Sedimentology and Stratigraphy EOS 115 Quaternary and Glacial Geology Geological Sciences Major Students intending to continue with Earth and EOS 132 Groundwater Chemistry and Quality ocean sciences after graduation should complete EOS 133 Field Methods in Hydrogeology the following courses: EOS 1, 2, 11, and 22. In addition, students must select a total of six more Note that EOS 1, 2, 22, 131, 132, and 133 are courses from the following groups: three courses generally offered every year, but EOS 32, 42, from EOS 12, 13, 32, and 42; one course from and 115 are offered in alternate years. Schedule planning for these courses is important.

159 Earth and Ocean Sciences > Economics >

Geoscience Minor The Department of Earth and Ocean Sciences Economics offers a minor in geoscience available to Arts and Professor Daniel Richards, Chair; Industrial organization, Sciences students who are majoring in archaeology, macroeconomics biology, chemistry, computer science, mathematics, Professor Marcelo Bianconi, Macroeconomics, interna- physics and astronomy, or quantitative economics. tional economics, finance The faculty advisor for this minor is Professor Anne Professor Ujjayant Chakravorty, Resource and environ- Gardulski. mental economics, energy and water resources, climate change Five courses are required for the minor. They Professor Yannis Ioannides, Max and Herta Neubauer Chair normally include: in Economics; macroeconomics, growth, urban economics, EOS 1 The Dynamic Earth housing EOS 2 Environmental Geology Professor Gilbert E. Metcalf, Director of Graduate Studies; Public finance, applied microeconomics Three electives are also selected, in consultation Professor George Norman, Cummings Family Chair in with the faculty advisor. These courses are intended Entrepreneurship and Business Economics; Industrial to complement the student’s major and scientific or organization, spatial economics, microeconomics mathematical interests. Professor Lynne Pepall, Industrial organization, applied microeconomics Geoengineering Minor Professor Enrico Spolaore, Political economics, interna- The Department of Civil and Environmental tional economics, macroeconomics, economic growth/ Engineering offers a minor in geoengineering development available to students of the College of Liberal Arts Professor Jeffrey Zabel, Econometrics, labor economics and the School of Engineering, except those Associate Professor Drusilla Brown, International trade majoring in civil and environmental engineering. theory and policy Professor Lewis Edgers is the advisor for the minor. Associate Professor David Dapice, Economic development, Five courses are required: macroeconomics, public finance Engineering Science 5 Applied Mechanics (Statics) Associate Professor Thomas Downes, Public finance, Engineering Science 9 Applied Mechanics economics of education (Strength of Materials) Associate Professor David Garman, Applied econometrics Civil and Environmental Engineering 12 Associate Professor Edward Kutsoati, Director of Introduction to Hydraulic Engineering Undergraduate Studies; Money and financial markets, applied Civil and Environmental Engineering 42 microeconomics Introduction to Geotechnical Engineering Associate Professor Melissa McInerney, Health and labor economics One elective selected from: Associate Professor Margaret McMillan, Development Civil and Environmental Engineering 112 economics Hydrology and Water Resource Engineering Assistant Professor Arthur Chiang, Macroeconomics, Civil and Environmental Engineering 113 microeconomics, economic growth and development Groundwater Engineering Assistant Professor Kyle Emerick, Agricultural economics, Civil and Environmental Engineering 146 economic development, food and nutrition Foundation Engineering Assistant Professor Laura Gee, Applied microeconomics, Civil and Environmental Engineering 149 behavioral and experimental economics Earth Support Systems Assistant Professor Kelsey Jack, Environmental economics, Prerequisites for the above course sequence are economic development, behavioral economics Mathematics 34 and Physics 12. Assistant Professor Muthoni Ngatia, Development economics, applied microeconomics For more detailed information, please see the Assistant Professor Sahar Parsa, Macroeconomics, finance website http://eos.tufts.edu. Assistant Professor Adam Storeygard, Development and growth, urban economics

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Assistant Professor Rodrigo Wagner, International Each economics major must complete three economics, political economy levels of courses: mathematics courses, normally Senior Lecturer Anna Hardman, Urban economics, completed by the end of the sophomore year; core housing, international migration, development economics courses, which cover the elements of economic Professor of the Practice Christopher Manos, Finance, theory and method; and elective courses. Elective entrepreneurship courses are selected by the student but must meet Professor of the Practice Judith Bentkover, Health criteria summarized below and detailed in the economics handbook. Normally, students should satisfy the prerequisite prior to enrolling in any core course, SECONDARY APPOINTMENTS: and should complete the core courses prior to Adjunct Professor Michael Klein, International economics, taking elective courses. A minimum grade of C- is macroeconomics required for all core and elective courses used to Adjunct Professor William Masters, Development satisfy these concentration requirements. economics, food and food industry Both Option I and Option II place restrictions Adjunct Assistant Professor Jenny Aker, Development on the student’s choice of electives; these restrictions economics are summarized below. The mission of the department is to teach students to be critical thinkers and to use the discipline of Option I: Major in Economics economics to analyze and solve problems associated PREREQUISITE with important economic, political and social issues. Principles of Economics (Economics 5) or These issues range from international economic equivalent. relations to economic development, growth, income inequality, environment, education, housing and MATHEMATICS COURSE(S) competition policy. The courses that we offer, along Mathematics 32, or any higher-level mathematics with our continuing interaction with other scholars course approved by the department. Students can at Tufts and elsewhere, help prepare our students to waive all or part of this requirement by showing be leaders in the community at large after they leave adequate prior preparation as determined by the the university. Departments of Economics or Mathematics (for example, through the Advanced Placement tests). UNDERGRADUATE CONCENTRATION Students may substitute Mathematics 14 and 30 for REQUIREMENTS Mathematics 32. Students who make this substitu- Courses that can be offered to meet the concentration and who complete a second concentration tion requirement in economics must satisfy the must keep in mind that, for purposes of determining department’s policies as outlined in the Economics the number of courses that can overlap between the Department Handbook, available from the economics concentration and the second concentra- department or on the department’s website at tion, the economics concentration requires ten courses. http://ase.tufts.edu/econ/. The handbook contains information on grading standards, acceptability of courses taken at Tufts and elsewhere, and other CORE COURSES details of the concentration requirements. Four core courses are required: Intermediate There are two options available for the student Microeconomics (Economics 11), Intermediate who wishes to concentrate in economics. Option I, Macroeconomics (Economics 12), Statistics the major in economics, is less structured and allows (Economics 13), and Basic Econometrics (Eco- more ﬂexibility in the choice of courses. Option II, nomics 15). These courses serve as prerequisites for the major in quantitative economics, is designed for most upper-level economics courses. In place of students with an interest in mathematics and Economics 13, students can take Mathematics 162, statistical methods. This option is best for those Engineering Science 56, Electrical Engineering 104 who are contemplating graduate study in economics or Economics 201. Courses in other Tufts depart- or the more quantitative areas of business and ments are normally not accepted as substitutes for ﬁnance. Economics 13. In place of Economics 15, students

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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 ELECTIVE COURSES Offerings 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 relevant suitable courses numbered at the 100 level or above. quantitative prerequisite course (Economics 16, 18, See the handbook for details. or 107) or its equivalent.

Option II: Major in Quantitative Economics Recommendations for Honors PREREQUISITE To receive the department’s recommendation for Principles of Economics (Economics 5) or equiva- summa or magna cum laude, eligible candidates lent. must demonstrate outstanding intellectual force. Included in the ways the department judges this BASIC MATHEMATICS COURSES attribute are active contribution in classes; superior Mathematics 32 and 34. Students can waive all or performance in the core courses of intermediate part of this requirement by showing adequate prior micro and macro theory, statistics, and economet- preparation as determined by the Departments of rics; quality of projects pursued, especially class and Economics or Mathematics. Students should be seminar papers; and quality of a written thesis and aware that Mathematics 39 and 44 can be offered its defense. Students wishing to be reviewed for as substitutes for Mathematics 32, 34, and 42. magna or summa honors must complete at least one economics course which is explicitly designated CORE COURSES as a “research-paper course” by the department, Five core courses are required: Intermediate and which has Economics 11/16, 12/18, or 13 Microeconomics (Economics 11); Statistics as a prerequisite. Research-paper courses are (Economics 13), Foundations of Quantitative denoted with an asterisk (*) in the course offerings Economics (Economics 16) or Microeconomic on the department’s Web page Theory I (Economics 203), Quantitative Interme- (http://ase.tufts.edu/econ/courses/offerings.asp). diate Macroeconomics (Economics 18 or 205), and Econometrics (Economics 107 or 202). Students UNDERGRADUATE MINOR PROGRAM must complete Economics 11 before taking Minor in Economics Economics 16 or 203. In turn, students must The minor in economics is designed for students complete Economics 16 or 203 before taking who have done substantial work in economics but Economics 18 or 205. One core mathematics who do not choose to complete all the requirements course is also required: Mathematics 70 or 72. No for a concentration. The structure of the minor is course offered as a core course can also be used as similar to that of the concentration in economics. an elective course. In place of Economics 13, The basic course provides a foundation for the students can take Mathematics 162, Engineering treatment of the theory and method that are used Science 56, Electrical Engineering 104 or in the core courses, and these core courses are Economics 201. prerequisites for most elective courses. This hierarchy of courses makes it difficult to complete ELECTIVE COURSES the minor in fewer than three semesters. The five- Quantitative economics majors must complete four course requirement for the minor is given below. additional upper-level economics courses numbered Please note that no more than one course can be Economics 20 or above. There are three restrictions transferred to meet the minor requirements. on choice. First, at least three of these four courses Second, all courses used in fulfillment of the minor must be suitable courses at the 100 level or higher. must be taken for a grade. A grade of C- or better Second, at least one of the four elective courses must be obtained in the basic, core and elective must be a 100-level economics course, which must courses. Finally, a maximum of two courses used in

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the fulfillment of a foundation, distribution, or CORE COURSES concentration requirement can be used for The core classes for the minor in Finance are fulfillment of requirements for a minor. Economics 50, Introduction to Finance; Mathematics 32, Calculus 1; and either Philosophy BASIC COURSE 24, Introduction to Ethics, or Philosophy 38, Principles of Economics (Economics 5) or Rational Choice. equivalent ELECTIVE COURSES CORE COURSES Finance minors must complete any two of the Intermediate Microeconomic Theory (Economics following classes to fulfill their electives require- 11 or 16 or 203) and either Intermediate Macro- ment: ELS 103, Entrepreneurial Finance; economics (Economics 12 or 18 or 205) or Statistics Economics 150, Financial Economics; Economics (Economics 13 or 201, Mathematics 162, Engi- 151, Monetary Economics; Economics 154, neering Science 56, or Electrical Engineering 104) Uncertainty Methods in Economics and Finance; Economics 155, Quantitative Financial Economics; ELECTIVE COURSES and Economics 169, Quantitative International Minors must successfully complete two elective Finance. courses in economics. These two elective courses must include one from Economics 12 or above and CAPSTONE COURSE EXPERIENCE one from Economics 100 or above. Exceptions will In order to fulfill the Capstone Course requirement, be made for those who wish to use both Economics each Finance minor must complete either 86 and Economics 87 as electives and for those who Economics 159, Topics in Finance and Entrepre- wish to use Economics 15 as their upper-level neurship, or Philosophy 197, Ethics, Law and (above Economics 100) elective. Courses offered to Society. complete the core may not be counted as electives. For questions abut the minor in Finance, please Minor in Finance contact Professor Chris Manos, who serves as The minor in Finance is a six-course interdisciplin- advisor to the program. ary minor that gives students a foundation in the formal economics of financial markets and supple- GRADUATE PROGRAM ments that foundation with important mathemati- Master of Science cal and philosophical tools. The courses in the The Economics Department offers a Master of minor address the study of intertemporal pricing, Science (M.S.) program. Candidates normally will theoretical and empirical analysis of decision- have completed the work required for a baccalaure- making under uncertainty, and both positive and ate degree. Although concentration in Economics is normative issues in settings of asymmetric not required, some exposure to the subject is information. preferred, especially in the areas of intermediate theory, mathematics and statistics. Students lacking As described below, the six courses in the minor this minimum training, but possessing a good include the three core classes, two electives, and a background in a related discipline, may be admitted capstone seminar. Within this structure, Economics with the understanding that additional work will be 50 may not be double-counted for both a Finance required. The department offers a mathematics minor and either an Economics or a Quantitative review course (Math Camp), which lasts one week Economics Concentration. Either Economics 159 and takes place at the end of August, before the first or Philosophy 197 may be taken in connection with day of classes in the Fall term. All applicants, except a concurrent internship with the consent of the Tufts undergraduates in arts and sciences, must course instructor and the Finance minor advisor. submit the Graduate Record Examination (GRE) At most, one Finance minor elective may be with their application. double-counted as an Economics or Quantitative Economics major elective.

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The Master of Science Program in Economics strate ability to conduct independent research. has two tracks: Course-Based and Research-Based. Students in the M.S. Research-Based degree must The M.S. Course-Based track is an eight-credit complete twelve credits. The thesis must be a major program, which can be completed in one year, research project conducted under the supervision of without a thesis. The M.S. Research-Based track is the member of the department. The completed a twelve-credit program to be completed in two thesis must be presented and successfully defended years, with a master’s thesis. in an oral examination administered by a thesis All entering students will be admitted to the committee. In order to receive the Master of Master of Science program in Economics and will Science Research-Based degree, a student must be asked about their potential interest in pursuing complete a two-year residency requirement and either the M.S. Course-Based or the two-year must pass twelve semester courses. M.S. Research-Based degree. All students are Financial aid, scholarships, teaching and required to complete the three core sequence classes: research assistantships and other opportunities are Statistics and Econometrics; Microeconomic available. The department considers all teaching Theory I and II; and Macroeconomic Theory I and and research experience to be an integral part of the II. The standard course load for a full-time student program. is four courses per semester. JOINT MASTER OF SCIENCE IN ECONOMICS AND Course-Based Master of Science in Economics URBAN AND ENVIRONMENTAL POLICY The Course-Based track requires completion of six In addition to the regular master’s program, the core courses (Economics 201–Economics 206), and Economics Department also offers a two-year two electives, for a total of eight credits. Electives program, in conjunction with the Department of include courses offered in the Department of Urban and Environmental Policy and Planning, Economics, courses offered in other departments at leading to the joint degree of Master’s in Economics the School of Arts, Sciences, and Engineering, and and Urban and Environmental Policy. Applicants to at the Fletcher School, as well as at other consor- this program must be accepted by both departments. tium schools (Boston College, Boston University, For more detailed information, please visit the and Brandeis University). In order to receive the website: http://ase.tufts.edu/econ/. Master of Science Course-Based degree, a student must complete a one-year residency requirement and must pass eight semester courses. Education Research-Based Master of Science in Professor David Hammer, Chair; science and engineering Economics education The requirements for the Research-Based degree, Associate Professor Bárbara M. Brizuela, Director, STEM in addition to the eight-credit course requirements Education; Mathematics education of the Course-Based track, include four extra Associate Professor Sabina Elena Vaught, Director, credits: two master thesis credits, an Economics Educational Studies Research Seminar, and an Applied Econometrics Assistant Professor Julia Svoboda Gouvea, Science course. To be admitted into the Research-Based education Master of Science degree in the second year, Assistant Professor Michelle Wilkerson-Jerde, students must demonstrate good standing in the Mathematics education first year of the program. Research Assistant Professor Jessica Watkins, Science Specifically, a full-time M.S. Research-Based and engineering education student will have to (1) show math competency by Senior Lecturer Linda Beardsley, Director, Teacher the end of the first (Fall) semester; (2) receive a Education and School Partnerships final grade of B or better in all six courses Senior Lecturer Steve Cohen, History and political science/ (Economics 201–Economics 206), and a grade of A or political philosophy education better in at least two of those classes; (3) demon- Senior Lecturer Steven Luz-Alterman, Co-Director, School Psychology

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Senior Lecturer Laura Rogers, Co-Director, School UNDERGRADUATE MINOR IN EDUCATION Psychology The undergraduate minor in education requires Lecturer Susan Barahal, Director, Art Education five courses, in two possible concentrations: (1) Lecturer Pamela Bower-Basso, Art education Educational Studies or (2) Teaching and Learning. Lecturer Brian Gravel, Director, Elementary STEM There is not currently an undergraduate major in Education; Science education education, but the department may propose one in Lecturer Silas Pinto, School psychology the coming year. Lecturer Ryan Redmond, Middle and high school education Students pursuing a minor with a concentration Lecturer Cynthia Robinson, Director, Museum Studies in Educational Studies explore education as a site Lecturer Erin Seaton, Learning and development of critical analysis through disciplines including history, sociology, anthropology, psychology, and SECONDARY APPOINTMENTS: philosophy. Students pursuing this concentration Assistant Professor Ben Shapiro, Computer science and become broadly familiar with the bodies of engineering education scholarship that constitute the foundations of education as a field. The department is home for the study of, simply Students pursuing a minor with a concentration put, how people learn and how to help people learn. in Teaching and Learning focus on education in Much of our work focuses on K–12 schools, but we particular academic disciplines, typically correspond- study education in other contexts as well, including ing with their majors. This concentration is well museums and universities. Many of our students are suited for students considering careers in teaching. preparing to work in schools, as teachers or as school psychologists; some are preparing for careers For more information, please visit ase.tufts.edu/ in museums and some for careers in education education/programs/minor/index.asp. research. Students in other departments may take our courses who plan to become professors, for GRADUATE PROGRAMS example, or designers of educational technology. The department offers a range of graduate pro- Our programs for prospective educators prepare grams. Some may be completed on a part- or students for the scholarship of professional practice, full-time basis. To accommodate employed teachers such as in teachers’ exploration and assessment of who must conduct advanced work on a part-time their students’ ideas and reasoning, in school basis, a considerable portion of the department’s psychologists’ examination of children’s strengths graduate instruction is offered during late after- and needs, or in museum educators’ study of noon, evening, and summer sessions. visitors’ learning experiences. There are three Master of Arts in Teaching Scholarship in education also includes research, (M.A.T.) programs for licensure in Massachusetts: such as in studies of the cultural, historical, and (1) Visual Art, in collaboration with the School of philosophical influences that shape schools as insti- the Museum of Fine Arts in Boston; (2) Elementary tutions, in investigations of the nature and dynamics STEM Education; and (3) Middle and High of learning in particular academic disciplines, or in School Education in English, political science/ analyses of teachers’ thinking. Faculty in the depart- political philosophy, history, engineering, math- ment conduct research on learning and teaching in ematics, general science, earth science, biology, STEM disciplines (Science, Technology, Engineer- chemistry, physics, French, Spanish, and Japanese. ing, and Mathematics) as well as on educational The department also supports two Master of Arts inequities and the dynamics of race, gender, and (M.A.) programs toward credentials in German power in institutional contexts. Students have and in Latin and the classical humanities, in opportunities to participate in this research, which collaboration respectively with the Department of often takes place in collaboration with other German, Russian, and Asian Languages and academic departments on campus as well as with Literatures and the Department of Classics, as well the Center for Engineering Education and as an M.A. program in collaboration with the Outreach. Shady Hill School in Cambridge.

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The Master of Arts/Educational Specialist Master of Arts (M.A.) Degrees: German and Latin program (M.A./Ed.S.) in School Psychology and Classical Humanities prepares students for for state licensure and national The MA in German with Teaching Licensure is a certification as school psychologists. The M.A. in 14-credit program satisfying requirements for initial Museum Education prepares students for careers in state licensure in German, offered in conjunction museum settings. with the Department of German, Russian, and The M.A. in Educational Studies focuses on the Asian Languages and Literatures. study of race, gender, sexuality, class, and other The MA in Classics with Teaching Licensure is categories of identity, culture, and institutional and also 14 credits, satisfying requirements for initial structural power. The Master of Science (M.S.) and state licensure in Latin and Classical Humanities, Doctor of Philosophy (Ph.D.) programs in STEM offered in conjunction with the Department of Education focus on the study of learning and Classics. teaching in STEM disciplines. Master of Arts (M.A.) Degree: For more information on any program, please see Tufts/Shady Hill Cooperative Program ase.tufts.edu/education/programs/. In this program, participants work and study as apprentices at the Shady Hill School in Cambridge Master of Arts in Teaching (M.A.T.) Degree: throughout the school year. Shady Hill apprentices Middle and Secondary are eligible to apply for Massachusetts licensure for The department’s state-approved M.A.T. degree grades 5 to 8. Apprentices who wish to be licensed programs prepare candidates to teach in a range of for grades 8 through 12 must complete at least 150 academic fields; completion of an M.A.T. satisfies hours of additional student teaching. requirements for initial licensure in Massachusetts. The Urban Teacher Training Collaborative (UTTC) Master of Arts in Teaching (M.A.T.) Degree: provides opportunities for students to work as Art Education year-long interns in one of our partnering public This program prepares the artist to teach in schools, including the Boston Arts Academy, elementary, middle, and high schools with a critical Codman Academy, Linden STEAM Academy, focus on both contemporary visual culture and Malden High School, Mission Hill K–8 School in traditional arts. It is offered in affiliation with the Boston, and Somerville High School. The UTTC School of the Museum of Fine Arts, Boston, and is the oldest program of its kind in the region, with leads to licensure as a teacher of visual art for grades a long-standing commitment to teacher preparation. pre-K to 8, or 5 to 12. The M.A.T. is a 12-month program of study in education foundations, art Master of Arts in Teaching (M.A.T.) Degree: theory and curriculum, and studio art. Elementary STEM The department offers a state-approved program in Master of Arts (M.A.)/Educational Specialist (Ed.S.) elementary education, with a specialization in Degrees: School Psychology STEM fields. Students are prepared to teach all This three-year program combines advanced course subjects in a general education classroom, while work with a specific sequence of field-based spending additional time developing expertise in training and supervision in the core areas of the teaching of science, technology, engineering, assessment, intervention and consultation. These and mathematics. Students in this program are are anchored in a developmental perspective placed in partnering urban districts (in collaboration promoting the social, emotional and intellectual with the UTTC) as interns throughout the entire growth of children and adolescents. Problem-solving school year. Graduates receive initial teaching methods are emphasized as critical to understanding licensure for elementary grades 1–6, and they have and proposing solutions to challenges in educa- the opportunity for an additional license in tional settings. Students complete a minimum of Moderate Special Needs. 1,950 hours of supervised field experience over the

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three years. Attendance during the summers is Master of Science (M.S.), Doctor of Philosophy (Ph.D.) required. Students earn the Master of Arts and Degrees: STEM Education, Physics Education Track Educational Specialist degrees leading to initial The Physics Education Track is a collaboration licensure as a school psychologist in Massachusetts with the Department of Physics and Astronomy, and eligibility for national certification. beginning in Fall 2014. Students enrolled through Education complete requirements in physics, to Master of Arts (M.A.) Degree: Museum Education show proficiency across classical mechanics and This interdisciplinary program prepares students electromagnetism, statistical mechanics, and quan- for museum careers such as teaching; outreach; tum mechanics. (See the Physics and Astronomy community engagement; evaluation; and school, listing for information about enrolling through that family, teacher, and public program development department.) Students’ oral qualifying exams and management. Graduates work in art, history, include topics in Physics, and their dissertation science, and children’s museums all over the world. committees include at least one member of Physics and Astronomy. Master of Arts (M.A.) Degree: Educational Studies Students in this program explore education as a site Admission Requirements and dynamic of critical scholarly analysis through All programs require letters of recommendation the disciplinary strands of the field, including and personal statements. All except Art Education history, sociology, anthropology, and philosophy. require GRE general test scores; these are waived The program offers students the opportunity to for current and recent Tufts undergraduates. examine a range of education topics in relation to Art education applicants submit a portfolio to the study of race, gender, sexuality, class, and other the School of the Museum of Fine Arts. Applicants categories of identity, culture, and institutional and seeking licensure as teachers of French, German, structural power. Additionally, students are trained Spanish, or other languages submit a writing to engage these topics through theoretical frames sample in the language of specialization and such as feminist and queer theories, critical race complete an interview in that language. School theory, socio-cultural theories, and others. psychology candidates must have completed course work in personality or developmental psychology, Master of Science (M.S.), Doctor of Philosophy (Ph.D.) abnormal psychology, and statistics and should have Degrees: STEM Education experience in a human services setting or with Students work in mathematics, science, and/or children and adolescents in other settings. Ph.D. engineering education. The M.S. program is applicants submit writing samples of their scholarly preparation for research, curriculum development, work. and teacher development in school districts, For more information or to apply, please see research institutions, and other educational settings, gradstudy.tufts.edu/admissions. as well as for further study. The Ph.D. program is preparation for research leadership, including as Massachusetts Tests for Educator Licensure faculty in higher education. The program involves Students who plan to teach in Massachusetts must collaborating faculty from Child Development, pass the Massachusetts Tests for Educator Licensure Mechanical Engineering, Computer Science, (MTEL) required for the area in which they wish Biology, Chemistry, Mathematics, Physics and to be licensed. Students who wish to be licensed as Astronomy, the Center for Engineering Educational school psychologists in Massachusetts must pass the Outreach, and the Center for Science and Math- communication and literacy portion of the MTEL. ematics Teaching. The department offers information sessions, study guides, and tutoring as needed in preparation for these exams.

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The Electrical and Computer Engineering Electrical and Computer Department educates tomorrow’s technical leaders. Engineering Our students and faculty invent and design the computational platforms, mathematical algorithms, Professor Eric L. Miller, Chair; Signal processing, image and communications 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 music engineering, computer science, engineering engineering management, entrepreneurial leadership, and Professor Karen Panetta, Simulation, multimedia multimedia arts are also available. Professor Douglas Preis, Electromagnetics, signal Electrical engineers apply concepts from physics processing, audio engineering and mathematics to create useful electrical devices Professor Aleksandar Stanković, Alvin H. Howell Professor 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 Mai Vu, Network information theory, microprocessor control systems, digital communica- energy-efﬁcient and wireless communications, signal tions, and computer networks. As software is as processing crucial to robust design as hardware, the computer Associate Professor Sameer Sonkusale, Mixed-signal VLSI engineer is also a knowledgeable programmer. design, sensor electronics The department teaches courses in digital Assistant Professor Shuchin Aeron, Statistical signal circuits and systems, microelectronics and very processing in sensor networks, network information theory large-scale integrated circuit design, computer Assistant Professor Usman Khan, Signal processing and architecture, circuits, linear systems, signal and control, graph theory image processing, microwaves and microwave Assistant Professor Tom Vandervelde, Optoelectronic devices, electronic materials and solar cells, power materials, thermophotovoltaics, photovoltaics and energy systems, communications, and control. Professor of the Practice Ronald Lasser, Product Design is integral to all of our engineering degree development and innovation management programs, each of which culminates in a senior Research Assistant Professor Alan Hoskinson, Plasma design project. physics, electromagnetics, chemical sensors By careful selection of course work, students Research Assistant Professor Brian Tracey, Signal who follow the standard curricula listed below may processing, image processing, acoustics also satisfy admission requirements for professional SECONDARY APPOINTMENTS: schools of medicine, dentistry, business, or law. Professor Mark Cronin-Golomb, Biomedical Engineering; Optical instrumentation, laser tweezers, atomic force UNDERGRADUATE PROGRAMS microscopy, nonlinear optics The mission of the Department of Electrical and Professor Sergio Fantini, Biomedical Engineering; Computer Engineering is to provide our students Biomedical instrumentation, medical optics, near infrared with educational experiences that give them a imaging of the brain, optical mammography sound basis for professional practice, advanced Associate Professor Alva Couch, Computer Science; education, active citizenship, and lifelong learning. Parallel computing, computer graphics At its core is the goal that students learn the Associate Professor Soha Hassoun, Computer Science; fundamental principles of electrical and computer CAD, VLSI design engineering and master engineering methods to solve challenging and diverse problems. Further, the

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department strives to have each student develop the tion Commission of ABET, a minimum of 9.5 leadership and communications skills necessary to course credits must be completed in college level relate these solutions to both technical and math and basic science subjects appropriate to the non-technical communities. The faculty is dedicated discipline, and a minimum of 14.5 course credits to accomplishing this mission through the integra- must be completed in engineering topics, consistent tion 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 signal and image processing, control systems, communications Sophomore Year and information theory, semiconductor and FALL TERM optoelectronics materials, power electronics and Engineering Science 3 Introduction to Electrical Systems power systems, computer architecture, parallel Department foundation elective processing, computer systems, and multimedia. Mathematics 42 The core courses of the degree program contain Chemistry 1 or 16 elements of design as well as analysis, and include Humanities, arts, or social sciences elective associated laboratory work. They involve concepts of circuits, signals, and systems, digital and analog SPRING TERM electronics, microprocessors, electromagnetic ﬁelds, Engineering Science 4 Introduction to Digital Logic automatic control and communication. Circuits

Electrical Engineering 21 Electronics I with Lab The objectives of the Electrical Engineering Mathematics 51 program are: Computer Science 11 • The EE graduate will have demonstrated a Department foundation elective professional impact in her/his employment or graduate work. Junior Year • The EE graduate will be a leader among his/ FALL TERM her peers or a leader in innovation. Electrical Engineering 14 Microprocessor Architecture • The EE graduate’s work product will reﬂect a and Applications concern for others. 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 SPRING TERM electrical engineering program are listed below. Electrical Engineering 18 Electromagnetic Waves They are presented in one of many possible Electrical Engineering 31 Junior Design Project arrangements for completing the program. Of the Department foundation elective 38 course credits required for the professional Humanities, arts, or social sciences elective degrees accredited by the Engineering Accredita- Natural science elective

169 Electrical and Computer Engineering >

Senior Year ABET, a minimum of 9.5 course credits must be FALL TERM completed in college level math and basic science Electrical Engineering 97 Senior Design Project subjects appropriate to the discipline, and a (half credit) minimum of 14.5 course credits must be completed Electrical Engineering 105 Feedback Control Systems in engineering topics, consistent with ABET Electrical Engineering 107 Communications Systems I 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 The objectives of the Computer Engineering Computer Science 11 Introduction to Computer Science program are: Electrical Engineering 21 Electronics I with Lab • The CompE graduate will have demonstrated Mathematics 51 a professional impact in her/his employment or Humanities, arts, or social sciences elective graduate work. • The CompE graduate will be a leader among Junior Year his/her peers or a leader in innovation. FALL TERM • The CompE graduate’s work product will Electrical Engineering 14 Microprocessor Architecture reﬂect a concern for others. and Applications Electrical Engineering 23 Linear Systems The program leading to this degree is accredited by Computer Science 15 Data Structures the Engineering Accreditation Commission (EAC) Mathematics 61 of the Accreditation Board for Engineering and Free elective Technology (ABET). The required courses for the computer-engineering program are listed below. SPRING TERM They are presented in one possible arrangement for Electrical Engineering 18 Electromagnetic Waves completing the program. Of the 38 course credits Electrical Engineering 26 Digital Logic Systems required for the professional degrees accredited by Electrical Engineering 31 Junior Design Project the Engineering Accreditation Commission of Natural science elective Humanities, arts, or social sciences elective

170 Electrical and Computer Engineering >

Senior Year Engineering Management FALL TERM The Engineering Management minor is a Electrical Engineering 97 Senior Design Project leadership-focused course of study that emphasizes (half credit) real-life experience and engineering practice. The Electrical Engineering 103 Introduction to VLSI Design minor is available to students in the School of Probability and Statistics (see department list) Engineering. Details are available from the Tufts Electrical Engineering 126 Computer Engineering Gordon Institute. Electrical Engineering 128 Operating Systems Computer engineering elective* Entrepreneurial Leadership The Entrepreneurial Leadership Program provides SPRING TERM hands-on educational opportunities for students Electrical Engineering 98 Senior Design Project interested in founding their own companies or (half credit) working in entrepreneurial environments. The Computer engineering elective* minor is open to all Tufts Arts and Sciences and Computer engineering elective* School of Engineering students. Details are Humanities, arts, or social sciences elective available from the Tufts Gordon Institute. Free elective

*Computer engineering electives are selected from a list Music Engineering provided by the department. The selections are subject to The minor in Music Engineering provides students the approval of the departmental advisor. with experiences at the intersection of music and technology. Students learn the technologies behind Bachelor of Science in Engineering Physics music-making, both traditional and modern, and The Department of Electrical and Computer how new technologies can be applied to musical Engineering, in cooperation with the Department goals. The minor is available to students both in the of Physics, offers a combined program of study School of Engineering and the School of Arts and leading to a bachelor of science in engineering Sciences. The minor replaces the minor in Musical physics. The program combines an emphasis on the Instrument Engineering. mastery of the fundamental principles of physics and basic mathematical techniques with the Multimedia Arts disciplined practicality of professional engineering. This interdisciplinary minor is offered through the Students enrolled in this program are members of Communications and Media Studies program. For the School of Engineering but will have academic specific information about the policies governing advisors in both engineering and physics. While a requirements and electives, visit student may enter the engineering physics program http://ase.tufts.edu/cms/mma.html. at any time, it is expected that he or she will have taken the introductory courses in basic science and CertIFIcate Program in Microwave mathematics common to all Tufts engineering and Wireless Engineering programs. Early participation in faculty research The department offers a graduate-level certificate projects is encouraged. in microwave and wireless engineering. The The program leading to this degree is not certificate is offered on a part-time, nondegree basis accredited by the Engineering Accreditation for students seeking professional training. In most Commission (EAC) of ABET, Inc. cases, courses taken in a certificate program can be transferred into a graduate degree program. For UNDERGRADUATE MINOR PROGRAMS more information, see Microwave and Wireless (See disciplinary minor programs for restrictions.) Engineering in this bulletin, contact the program administrator, Angela Foss, at Computer Science [email protected] or 617-627-2320, or visit The department offers a minor in computer science http://gradstudy.tufts.edu/programs/certificates. for those students pursuing the B.S.E.E. or B.S.CP.E. degree. Details are available from the Department of Computer Science.

171 Electrical and Computer Engineering >

The certificate requires five courses. Doctor of Philosophy The department offers a program leading to the Two required courses: Ph.D. in electrical engineering. Students in the EE 107 Communications Systems I program must already have a Master of Science EE 117 Introduction to Microwave Devices degree in electrical and computer engineering or a 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 they (a) 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 faculty advisor.) the 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 100 dissertation. level or above. For full-time students, at least seven Ph.D. students in electrical engineering must 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 M.S. 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 http://www.ece.tufts.edu.

172 Engineering Education/Center for Engineering Education and Outreach >

• a potential desire to go into the education ﬁeld Engineering Education/ post-graduation, but want to explore the Center for Engineering possibility ﬁrst; • a determination to become an educator post- Education and Outreach graduation, and the minor experience will CO-DIRECTORS: adequately prepare then in pursuing an M.A.T.; Professor Chris Rogers, Mechanical engineering • a need to be active in citizenship and public Professor David Hammer, Education and physics service pre- and post-graduation.

ASSOCIATE DIRECTOR: This minor is currently only open to Tufts engi- Merredith Portsmore neering undergraduates. Students are eligible for the minor if they take five credits and participate in CORE FACULTY: one field experience activity in the form of STOMP Research Assistant Professor Ethan Danahy, Director of or an equivalent Education field course. The five Engineering Research; Computer science required credits are divided among the three Assistant Professor R. Benjamin Shapiro, McDonnell categories of Build, Apply, and Integrate. Family Professor of Engineering Education; Computer science If you are a Tufts Engineering student and education interested in the minor, please contact [email protected] with questions. The Center for Engineering Educational Outreach has three main areas of interest: research in Master of Arts in Teaching Engineering (M.A.T.) engineering education, outreach to the local and Tufts University Graduate School of Arts and global community of teachers, and educational tool Sciences and the Tufts University School of development. It is best known for its work with the Engineering are proud to announce the new LEGO Group in developing ROBOLAB, the Master of Arts in Teaching (M.A.T.) Engineering educational version of LEGO Robotics. Over 60 program, which will prepare teachers for teaching engineering undergraduates work with the Center engineering. Engineering has become an essential every semester to go into local classrooms to help component of STEM disciplines at the middle and teachers bring engineering to their class. high school levels. There is a clear need to prepare engineering teachers who have a strong academic ENGINEERING EDUCATION MINOR background in engineering as well as a research- In the fall of 2009, the Tufts School of Engineering based understanding of how students learn the approved the Engineering Education minor concepts and design process of engineering. program. The Engineering Education minor Engineering teachers must also have an intellectual provides students with hands-on teaching experi- appreciation for the ways in which mathematics ence through the Student Teacher Outreach and science fields intersect with engineering. Mentorship Program (STOMP). Engineering Established in 2010, the M.A.T. in Engineering students participating in STOMP visit local K–12 was generated out of the generous support of the classrooms once a week to facilitate hands-on Kodosky Foundation as a part of a gift to Prepare engineering lessons, and gain a first-hand perspec- Engineers as Teachers (PET). The M.A.T. in tive on the challenges faced by educators today. Engineering is a unique program that breaks new The Engineering Education minor not only ground in preparing engineers as teachers in provides students with STOMP field experience, Massachusetts. Candidates in the program will but also provides an educational foundation that undergo an authentic interdisciplinary experience will help them in their classroom visits and working with faculty, staff, and students in the influence their work. Graduate School of Arts and Sciences and the Engineering students are encouraged to obtain an School of Engineering. Engineering Education minor if they have: The program builds on the successful teacher • a passion for K–12 education, but don’t preparation programs of the Tufts Department of necessarily want to pursue a career in the field; Education and the successful collaborations the

173 Engineering Education/Center for Engineering Education and Outreach > Engineering Management/Gordon Institute >

department has had with development of engineer- Research in K–16 Engineering Education ing curriculum and STEM outreach in the Tufts Graduate-level research in engineering education School of Engineering, in particular the work of the can be pursued through the Department of Center for Engineering Education and Outreach Education’s STEM Education program or through (CEEO). The program is designed to create a CEEO-affiliated faculty in the School of Engineering. deeply reflective, intellectual culture of considering engineering in schools that bridges the traditional Please contact Merredith Portsmore tensions between research and practice in teacher ([email protected]) for more preparation. information. Candidates enroll in our programs to become middle or high school teachers who understand the importance of education in preparing an active, civically engaged citizenry and who know how to Engineering Management/ approach new ideas and challenges, such as how to Gordon Institute implement standards-based education in an The Gordon Institute offers programs in engineer- inclusive classroom. ing leadership and entrepreneurship that provide The program leading to licensure endeavors to graduate and undergraduate students with the tools foster democratic dialogue, vitality, and change. In they need to advance their careers, inspire teams, this way the program reflects a vision of hope and and bring innovative products to market. Please promise for educational change in the communities note that information on the entrepreneurial with whom we place pre-service teachers to practice leadership program can be found in the entrepre- the skills and competencies of their prospective neurial leadership section of this bulletin. profession. The Tufts M.A.T. Program leading to licensure DIRECTOR: for middle and high school teaching is ordinarily Robert J. Hannemann, Engineering management, product completed within one academic year and two and process development, entrepreneurship summer semesters, but candidates may choose to extend their studies and practicum experience for a PROGRAM DIRECTOR: longer period of time. The candidate typically Mary Adams Viola, Leadership, new product development, completes two summer semesters and one full innovation, technology strategy academic year in a thoughtful scope and sequence CORE FACULTY: of academic course work and field experiences. The Professor of the Practice Partha Ghosh, Multinational field experiences are the focus of the Fall and strategies Spring semesters; courses and field experiences are Professor of the Practice Samuel Liggero, New product closely aligned with each other, and experienced development, technology strategy mentors as well as university supervisors provide Professor of the Practice Charlie Rabie, Business strategy valuable feedback and expertise. The summer Senior Lecturer Amy Hirschfeld, Technical and managerial semesters are focused on academic work in the communication discipline for which licensure is sought and in Lecturer Alicia Amaral, Financial and managerial foundations and history of educational theory. accounting Each candidate will have an advisor in Educa- Lecturer Frank Apeseche, Financial and managerial tion as well as an advisor from the School of accounting Engineering. Lecturer Jerome Brightman, Leadership Please contact Brian Gravel ([email protected] Lecturer Gerald Brown, Continuous quality improvement or 617-627-4201) for more information about the and supply chain management program, applying, or financial aid. Lecturer Robert Burdick, Conflict resolution Lecturer Gavin Finn, Engineering management Lecturer Steve Geary, Supply chain management Lecturer Victoria Godfrey, Marketing Lecturer Richard Goode, Sustainability

174 Engineering Management/Gordon Institute >

Lecturer Stacy Lennon, Conflict resolution, leadership General course elective options: Lecturer James Nash, Project management and process EC 3 Principles of Accounting (free elective) improvement, quantitative systems PS 104 Public Administration (free elective) Lecturer Kishore Pochampally, Quantitative systems and PSY 17 Industrial and Organizational Psychology operations management (social science elective) Lecturer Annette Sawyer, Leadership, ethics SOC 122 Organizational Behavior (free elective) Lecturer Jane Seminara, Humanistic perspectives on ELS 103, ELS 105, ELS 107 (social science elective) leadership, ethics (note: ELS 107 only as alternate to EM 054, Engineering Lecturer Irina Sigalovsky, Systematic Innovation Leadership, with permission) Lecturer Jennifer Smith, Engineering management DR 0027 Public Speaking (humanities elective) Lecturer Abbott Weiss, Supply chain management PSY 0006 Psychology of Leadership (free elective) Lecturer Ewa Winston, Humanistic perspectives on (note: PSY 0006 only as alternate to EM 054, Engineering leadership, ethics Leadership, with permission) PSY 53 Engineering Psychology (free elective) UNDERGRADUATE PROGRAM SOC 114 Sociology of Leadership (social science elective) The Gordon Institute offers a minor in engineering management that is available to all engineering GRADUATE PROGRAM undergraduate students at Tufts. The program The Gordon Institute offers a two-year, accredited emphasizes real-life experience and engineering M.S. program in engineering management practice, not just theory. A Tufts engineering degree (M.S.E.M.) designed for practicing engineers and combined with an engineering management minor other technical professionals. The program provides students with a competitive edge and produces technical leaders who can initiate and equips them to make significant contributions as manage change and use advanced technical and soon as they enter the workplace. managerial knowledge to drive strategic decisions. Five courses are required for the minor. All five The Gordon Institute’s curriculum includes courses in the minor must be taken for a grade. interactive classes and intensive, real-world projects. Four are designated: Technical topics such as project management, product development and quantitative methods are EM 051 Engineering Management studied along with the broader areas of business EM 052 Technical and Managerial Communications management, leadership strategies and the humani- EM 153 Management of Innovation ties. This multidisciplinary approach fully prepares EM 054 Engineering Leadership (or ELS 107 with engineers and scientists to address the many permission) challenges presented by today’s business environ- One must be selected from the School of Engineer- ment. The Institute’s close ties with organizations in ing elective options or the general course elective industry and government also provide unique options listed below. EM 52 and EM 54 are courses opportunities for experience-based learning and that can be used by engineering students to fulfill networking. their Social Science distribution requirements. Two enrollment options are available: an evening School of Engineering elective options: program in which classes are two nights per week, and a weekend program in which classes are held Comp 171 Human Computer Interaction every other Friday and Saturday. Both programs Comp 180 Software Engineering have identical requirements, are four semesters in ME 102 Inventive Design duration, and lead to a Master of Science degree in ENP 161 Human Factor Product Design engineering management (M.S.E.M.). ME 108 Model Quality Control ES 152 Engineering Systems: Stochastic Models For more detailed information, please visit the ES 56 Probability and Statistics website http://gordon.tufts.edu. CEE 53 Engineering Economics CEE 185 Legal Issues of Engineering CBE 110 Introduction to Optimization EM 155 Financial Management for High Technology Firms

175 Engineering Physics > Engineering Psychology/Human Factors Engineering >

Liberal Arts and the School of Engineering. For Engineering Physics engineering students, an additional twenty-two (FOR DEGREE REQUIREMENTS, SEE PHYSICS and courses are required for the bachelor of science astronomy.) degree (see School of Engineering information). For liberal arts students, an additional twenty courses are required to meet the foundation and Engineering Psychology/ distribution requirements for the bachelor of science degree (see College of Liberal Arts Human Factors Engineering information). The core courses can be used by these Acting Director: students to meet the social and natural science Professor of the Practice Daniel J. Hannon, Mechanical distribution requirements (see the online course Engineering catlog on iSIS for course descriptions).

UNDERGRADUATE ADVISOR FOR LIBERAL ARTS: Introductory course requirements: Professor Holly Taylor, Psychology Engineering Science 2 Introduction to Computing in Engineering AFFILIATED FACULTY: Psychology 1* or Psychology 9 Introduction to Professor of the Practice Daniel J. Hannon, Mechanical Psychology or Introduction to Cognitive and Brain Sciences Engineering Professor Holly A. Taylor, Psychology *Only Psychology 1 is approved for students in the School Professor of the Practice Michael Wiklund, Mechanical of Engineering. Engineering Required for students in the College of Liberal Arts: The Engineering Psychology/Human Factors Engineering Science 18 Computer-Aided Design with Lab Engineering program is an interdisciplinary (1 credit) program offered jointly by the departments of Computer Science 11 or Physics 11 Introduction to mechanical engineering and psychology. Computer Science or General Physics I Engineering psychology, more commonly called Computer Science 15, Math 32, or Math 61 Data human factors, applies knowledge of human Structures, Calculus I, or Discrete Math behavior and attributes to the design of products, or equipment, machines, and large-scale systems for human use. Areas of application include medical Required for students in the School of Engineering: devices and systems design, transportation safety, Engineering Science 93 Special Topics in Engineering consumer product design, and computer interface Computer Science 11 Introduction to Computer Science design. Students in the School of Engineering or Computer Science 15 Data Structures the College of Liberal Arts will receive the bachelor of science degree from their respective colleges Core course requirements: after meeting the general requirements set by each Engineering Psychology 61 Introduction to Human college. Factors and Ergonomics The program prepares students for professional Engineering Psychology 120 Project Study in Human work and further graduate studies in this discipline. Systems (year-long capstone course) It also serves as a preparation for premedical and Engineering Psychology 161 Human Factors in Product pre-dental students; and for those interested in Design careers in technology design and development, or Engineering Psychology 162 Human-Machine System management. Design Psychology 17 Industrial and Organizational Psychology UNDERGRADUATE CONCENTRATION Psychology 31 Behavioral Statistics REQUIREMENTS Psychology 32 Experimental Psychology The program features fourteen courses divided into Psychology 53 Engineering Psychology introductory and core course requirements, with Psychology 130 Advanced Engineering Psychology speciﬁc subsets for students in the College of

176 Engineering Psychology/Human Factors Engineering > English >

In addition to these courses, students in the College Associate Professor Christina Sharpe, Multiethnic U.S. of Liberal Arts will take one Psychology elective, literature and it is recommended they consider taking the Associate Professor Gregory Thomas, African American following courses with particular relevance to the literature field of Engineering Psychology: Engineering Assistant Professor Andrea Haslanger, Eighteenth-century Science 5, Psychology 107, Computer Science 15, British literature Computer Science 086 or 171, and Engineering Assistant Professor John Lurz, Twentieth-century British Psychology 166. literature Students enrolled in the School of Engineering Assistant Professor Ichiro Takayoshi, Twentieth-century must also satisfy the following distribution require- American literature, Asian American literature ments for the Engineering Psychology Program: Assistant Professor Nathan Wolff, Nineteenth-century Mathematics 32 and 36, Engineering Science 3 or 5, American literature Engineering Psychology 166, Computer Science Lecturer Michael Ullman, Expository writing 171, Mechanical Engineering 108 or Psychology 31, English 1 or 3, Psychology 107, Engineering The Department of English offers a wide range of Management 52, one approved Engineering courses in British, American, and world literatures elective, one approved Mathematics elective, two in English; film; literary theory; and creative approved Natural Science electives, two approved writing. Though diverse, these offerings are unified Humanities/Arts and Social Science (HASS) by the study of textual production and the styles electives, one approved Computer Science elective, and practices of writing in English. Courses in the and four approved concentration electives. There are department examine literary works in their most two free electives as well. Independent study and illuminating contexts: historical, social, philosophi- student thesis opportunities are available. cal, and political. The department’s courses in Sample course plans can be obtained from either expository and creative writing enable students to of the sponsoring departments. refine their skills through reading, frequent writing assignments, and discussion. The department serves the interests of students English who plan to become teachers or writers of literature, as well as those preparing for other professions that Professor Joseph Litvak, Chair; Nineteenth-century British put a high premium on cultural analysis, effective literature, literature theory, Jewish cultural studies writing, symbolic interpretation, or media studies. Professor Elizabeth Ammons, Harriet H. Fay Professor of Among the fields our students commonly enter are Literature; American literature, literature and environmental law, diplomacy, journalism, public relations, justice publishing, teaching, and filmmaking. Students Professor Jay Cantor, History of consciousness, modernism, who have majored (or double-majored) in English creative writing are also seen as especially attractive candidates by Professor Lee Edelman, Fletcher Professor of English medical, law, and business schools. Our courses are Literature; Literary theory, film studies, modern poetry central to a liberal arts education, regardless of Professor John M. Fyler, Chaucer, medieval literature anticipated career, because they instill a mastery of Professor Judith Haber, Renaissance literature critical thinking, linguistic analysis, and persuasive Professor Jonathan Wilson, Fletcher Professor of Rhetoric communication in a world that increasingly and Debate; American literature, creative writing demands that we not only read but also read Professor Lisa Lowe, Comparative literature and critical through the representations that we encounter. theory, British empire, American studies Associate Professor Linda Bamber, Women and literature, UNDERGRADUATE CONCENTRATION Shakespeare REQUIREMENTS Associate Professor Kevin Dunn, Renaissance literature English majors work out a sequence of courses in Associate Professor Sonia Hofkosh, British Romantic consultation with their advisors. A list of approved literature courses for each category is available online through Associate Professor Modhumita Roy, World literature in the English department website: English

177 English >

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

178 English >

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 the assistants in both literature and composition courses following: Old English, Medieval Literature, while taking three courses each semester, one of Sixteenth-Century British Literature, Seventeenth- which will be a proseminar offering training in vari- Century British Literature, Eighteenth-Century ous aspects of the profession. British Literature, American Literature before 1820, During the second and third years, doctoral Nineteenth-Century British Literature, Nineteenth- candidates will increase their comprehensive knowl- Century American Literature, Twentieth-Century edge while beginning to concentrate on one British Literature, Twentieth-Century American particular area or subject. Normally, the courses Literature, Contemporary World Literature, and they take will be chosen from among the graduate Literary Critical Theory. Each candidate also has

179 English > Entrepreneurial Leadership studies/Gordon Institute >

the option of constructing, in consultation with the Lecturer Jack Derby, Entrepreneurial marketing chair of the committee, one special topic focused on Lecturer Gavin Finn, Entrepreneurial marketing his or her particular area of interest, in preparation Lecturer Peter Marton, Entrepreneurial leadership for the dissertation. Candidates will select eight of Lecturer Pamela Stepp, Entrepreneurial leadership the periods or areas for particular development for Lecturer Joshua Wiesman, Entrepreneurship and business the comprehensive examination. Two of those fields planning will be fulfilled by course work completed in graduate school. The other six will be the focus of The Entrepreneurial Leadership Studies Program the comprehensive oral examination. Students who at Tufts provides hands-on educational opportuni- do not pass the oral examination, in whole or in ties for students interested in founding their own part, may take the examination again at a later date. companies or working in entrepreneurial environ- Once the student has passed the oral compre- ments. The program strives to engage students in hensive, he or she will produce a prospectus for the the ever-changing world of new business ventures dissertation. This must be submitted to the depart- and teaches them to develop innovative, real-world ment not later than six months after the oral solutions to business challenges. examination. The program attracts top faculty and continu- In order to complete the doctoral degree, each ously works to develop industry partnerships to student is required to demonstrate by examinations provide students with internship and networking or courses taken at Tufts an ability to read two opportunities. Through our rigorous curriculum and foreign languages (one of which was necessary in connections to alumni in business and industry, the order to fulfill the requirements for the master of program strives to benefit both students and the arts). Alternatively, doctoral candidates may corporate community. With access to outstanding complete with a passing grade at least one graduate teachers, intensive coursework, guest speakers, level course in a foreign literature. It is generally internships, and real-world business networks, our expected that this course will be done in a body of students develop the advanced knowledge they need literature relevant to the student’s graduate study. to become the entrepreneurial leaders of the future. A minor in entrepreneurial leadership is available Tufts in London for all arts, sciences, and engineering undergraduate The Department of English cooperates with other and graduate students interested in leadership departments in offering undergraduates a year of positions at start-up companies or entrepreneurial study in England. For more information, see Tufts segments of the corporate or social sector. Students Programs Abroad. are required to take four courses plus one elective course from the lists below. All courses must be For more detailed information, please visit the taken for a grade. Students will attend lectures, website http://ase.tufts.edu/english. discuss relevant issues with guests from the real world, complete homework assignments, take tests, participate in focused discussions of relevant issues Entrepreneurial Leadership and current events, and complete a course project on a topic central to the theme of the course. Studies/Gordon Institute After meeting the necessary requirements for the DIRECTOR ad Interim: minor, students complete the minor certification Lecturer Inge Milde, Entrepreneurship and business form and return it to the Gordon Institute. planning, field studies

FACULTY: Required courses: Professor of the Practice John F. Hodgman, Special topics ELS101 Entrepreneurship and Business Planning (or EC 74 Lecturer Alicia Amaral, Entrepreneurial finance or EM 153) Lecturer Frank Apeseche, Entrepreneurial finance ELS103 Entrepreneurial Finance Lecturer Eric Braun, Entrepreneurship and business ELS105 Entrepreneurial Marketing planning ELS107 Entrepreneurial Leadership (or EM 54) Lecturer Yumin Choi, Entrepreneurial finance

180 Entrepreneurial Leadership studies/Gordon Institute > Environmental Health >

Elective courses: ELS 141 Innovative Social Enterprises (cross-listed as Environmental Health American Studies 141) DIRECTOR: ELS 193, 194 Special Topics: Internship/Research Professor David M. Gute, Environmental and occupational ELS 199 Entrepreneurial Field Studies: Launching the epidemiology Venture CORE FACULTY: EC 3 Principles of Accounting Professor Elena Naumova, Biostatistics and infectious EC 6 Business Law disease modeling UEP 23 Negotiation, Mediation and Conflict Resolution Professor Kurt Pennell, Groundwater remediation DR 10 Introduction to Acting technologies, fate and transport of emerging contaminants, DR 27 Public Speaking neurotoxicity of persistent organic pollutants and engineered Other courses during study abroad or off-campus study if nanomaterials approved by the program director Assistant Professor Daniele S. Lantagne, Usen Family Career Development Professor Assistant Professor; Public Annual Events health engineering, global health, water-borne pathogens The Entrepreneurial Leadership Studies Program Senior Lecturer Mark Woodin, Epidemiology and organizes two annual entrepreneurial speaking biostatistics events: the Lyon and Bendheim Entrepreneurial Lecturer Anne Marie Desmarais, Risk assessment and Alumni Lecture Series and the Alan Shapiro toxicology Entrepreneurial Lecture Series. ASSOCIATED ENVIRONMENTAL HEALTH FACULTY: $100k New Ventures Professor Steven C. Chapra, Water quality modeling and The Entrepreneurial Leadership Studies Program transport of pathogens manages the annual $100k New Ventures Competi- Adjunct Professor Douglas Brugge, Professor of Public tion, which accepts entries from Tufts students, Health and Community Medicine; Asthma, air pollution, alumni, and faculty who are developing their own environmental justice, immigrant health businesses. The competition has two tracks— Adjunct Professor Jeffrey Griffiths, Professor of Public Classic and Social—to accept submissions from Health and Community Medicine; Infectious disease companies that aim to create “private value” and epidemiology, characterization of waterborne pathogens and those that aim to provide “social value.” The global health winners of the competition are awarded $100,000 Associate Professor Wayne Chudyk, Drinking water in cash and in-kind prizes. quality and treatment Associate Professor John L. Durant, Contaminant fate and Ideas Competition transport The Ideas Competition is a parallel initiative that is Associate Professor Christopher Swan, Site remediation geared toward early-stage business ideas. Winners receive a $1,000 cash prize and have the opportu- The Environmental Health program, which nity to attend a robust series of workshops to celebrates its 50th anniversary in 2014, is an receive feedback and mentorship on their ideas. interdisciplinary program based in the Department of Civil and Environmental Engineering of the For more detailed information, please visit the School of Engineering. Historically, professional website http://gordon.tufts.edu/entLeader. programs in environmental health were established in schools of engineering to promote research on control of infectious disease, purification of water supplies, and sanitary disposal of human wastes. Today, the focal points of Environmental Health at Tufts has broadened to such challenging issues as environmental pollution, epidemiological aspects of chronic illnesses, occupational health, community- based participatory research (CBPR), primary

181 Environmental Health >

prevention of water-borne disease, toxicology, and water contamination in resource-challenged risk assessment and management. environments in Ghana, Haiti, and India. While the program retains its traditional strength in environmental engineering, it also UNDERGRADUATE PROGRAM provides a sound background in epidemiology, Bachelor of Science in Engineering biostatistics, occupational health, and toxicology. The Department of Civil and Environmental The problems and issues in environmental health Engineering offers a B.S.E. program in environ- can be viewed in three broad categories: mental health. (See Civil and Environmental 1) Biological: living organisms, ranging from food Engineering for program description and upon which life depends to pathogenic requirements.) microorganisms responsible for disease. 2) Physical: nonliving things affecting people GRADUATE PROGRAM (physical agents such as heat, noise, radiation, Master of Science in Environmental Health consumer and industrial products, and chemical Requirements: agents such as environmental pollutants and 1. Core courses (four credits) systemic poisons). CEE 154 Principles of Epidemiology 3) Social: the interrelationships within society, CEE 167 Environmental Toxicology which include cultural values, customs, attitudes, CEE 158 Occupational and Environmental Health economic status, and social-political organization. BIO 132 or MPH 205 Biostatistics The Environmental Health (EH) graduate Another biostatistics or environmental statistics programs at Tufts University place emphasis on an course may be substituted with the permission of interdisciplinary approach to understanding and the student’s major advisor and thesis committee. solving current and classical environmental health problems as they manifest themselves in society. 2. Thesis (two credits)—The M.S. thesis is the Students study environmental contaminants in air, culmination of concentrated study in a speciﬁc area water and land; the effects of occupational of research within environmental health. Thesis exposures to hazardous materials; risk and exposure work contributes two course credits toward the assessment; toxicology; the epidemiological aspects M.S. degree (CEE 295 and CEE 296). of infectious and chronic diseases; the use of biostatistics in the description of the distribution of 3. Tracks (three credits)—All Environmental disease; and the applications of these context areas Health M.S. students must select either the in the practice of environmental risk management Epidemiology or the Risk Assessment track. in solving local and global environmental health Students must take the required advanced course in problems. the track, and then select two other courses as track Environmental Health at Tufts operates at the electives. At least one of the courses must be from interface of the natural and built environments and the track elective list; the other can be a course from has introduced the concept of Public Health the other track elective list, from the supplemental Engineering, which is integrated in coursework and list of courses, or another course that the student research. A course in Public Health Engineering is feels will meet his/her needs. All electives must be now offered through the EH faculty and is required approved by the academic advisor. for undergraduate students in the B.S. program in Environmental Engineering. Through this course, Epidemiology Track Tufts undergraduates understand the relationships Advanced course (required): between environmental engineering and public CEE 164 Epidemiological Methods health. Research interests of the Tufts Environmental Health faculty and graduate Track electives (choose three): students range from evaluating and understanding CEE 173 Health Effects and Risk Assessment needs of immigrant workers in the neighborhoods CEE 194A Introduction to Remote Sensing surrounding Tufts to assessment and mitigation of CEE 194C Environmental Informatics CEE 194E Field Methods for Global Health

182 Environmental Health >

CEE 194H Global Environmental Datasets CEE/UEP 230 Negotiation, Mediation, and Conﬂict MPH 224 Infectious Disease Epidemiology Resolution MPH 226 Cancer Epidemiology UEP 203 Political Economy, Ethics, and Environment MPH 240 Environmental Epidemiology MPH 206 Intermediate Biostatistics: Regression Methods 5. Graduate Environmental Seminar (no credit): MPH 220 Cardiovascular Epidemiology All full-time students in the Environmental Health MPH 222 Survey Research Methods and Data Management M.S. graduate program are required to attend and CEE 241/MPH241 Biology of Water and Health participate in the weekly seminar series. Each M.S. student is required to give at least one presentation Other courses may be selected with the approval of related to their research in this seminar series the student’s advisor. during their graduate studies.

Risk Assessment Track In addition, on a space-available basis, students may Advanced course (required): enroll in courses offered in the Master in Public CEE 173 Health Effects and Risk Assessment Health (M.P.H.) degree program. These courses are generally held on the Health Sciences campus in Track electives (choose three): Boston. CEE 113 Groundwater Hydrology CEE 136 Air Pollution Control Master of Engineering in Environmental Health CEE 143 Site Remediation The Master of Engineering (M.Eng.) program in CEE 172 Fate and Transport of Environmental Contaminants Environmental Health provides a practice-oriented CEE 194A Introduction to Remote Sensing alternative to the Master of Science degree CEE 194C Environmental Informatics program. It provides students with the opportunity CEE 194E Field Methods for Global Health to concentrate on courses in Environmental Health, CEE 194H Global Environmental Datasets with focus areas in Epidemiology, Occupational CEE 241/MPH 241 Biology of Water and Health and Environmental Health, Biostatistics, and Risk UEP 294B Chemicals, Health, and Environment Assessment. The Master of Engineering program, Other courses may be selected with the approval of like the Master of Science program, provides an the student’s advisor. interdisciplinary approach to assessing classical and current environmental health problems and 4. Supplemental Electives List—Other courses of concerns. The program meets the needs of interest to EH M.S. students include the following. professionals who want to complete a master’s Students may substitute one of these courses for degree and return to work in the private or public any track elective with his or her advisor’s approval. sectors. The M.Eng. degree is well suited to This list is not all-inclusive, and students may take part-time study, with many courses offered in the other courses with their advisor’s approval. early morning, late afternoon, or evening. CEE 136 Air Pollution Control Requirements: CEE 138 Hazardous Waste Treatment Technology A. Required Core Courses (four courses required): CEE 187 Geographic Information Systems CE 154 Principles of Epidemiology CEE 212 Chemical Principles for Environmental and Water CE 158 Occupational and Environmental Health Resources Engineering CE 167 Environmental Toxicology CEE 213 Transport Principles for Environmental and Water BIO 132 or MPH 205 Biostatistics* Resources Engineering CEE 214 Environmental and Water Resources Systems *Another biostatistics or environmental statistics Engineering course may be substituted with the permission of CEE/UEP 207 Environmental Law the student’s advisor. CEE/UEP 265 Corporate Management of Environmental Issues B. Environmental Health Electives (four courses CEE/UEP 267 Methods in Environmental Impact required): Students should choose courses that best Assessment meet their interests and desired educational goals. Students should work closely with their advisors to

183 Environmental Health >

select courses that will provide the best educational Environmental Management elective. Although experience. Four courses from the Environmental any student may choose to complete a project, this Health Elective List are required. Students may take option may best serve working professionals who a fifth course or may elect to complete a one-credit can evaluate and assess a practice-oriented problem masters project. from their professional experience. Students who CEE 113 Groundwater Hydrology elect to complete a project should discuss their CEE 136 Air Pollution Control topic with their advisor. M.Eng. students electing to CEE 138 Hazardous Waste Treatment Technology complete a project do not need a formal committee, CEE 143 Site Remediation but are encouraged to ask members of the faculty CEE 164 Epidemiological Methods to read and comment on their final report. CEE 172 Fate and Transport of Environmental Contaminants Completed projects are submitted to the student’s CEE 173 Health Effects and Risk Assessment advisor; there is no formal presentation. CEE 187 Geographic Information Systems CEE 194A Introduction to Remote Sensing Ph.D. in Environmental Health Requirements CEE 194C Environmental Informatics The requirements for the Ph.D. degree can be CEE 194E Field Methods for Global Health highly individualized depending on each student’s CEE 194H Global Environmental Datasets background when he or she matriculates as a Ph.D. CEE 241/MPH 241 Biology of Water and Health student. Students normally take 7 courses beyond MPH 224 Infectious Disease Epidemiology the master’s degree or 15 courses beyond the MPH 226 Cancer Epidemiology bachelor’s degree. However, students matriculating MPH 240 Environmental Epidemiology with a master’s degree in a field unrelated to MPH 206 Intermediate Biostatistics: Regression Methods Environmental Health, or whose academic MPH 220 Cardiovascular Epidemiology background lacks specific areas within the Tufts MPH 222 Survey Research Methods and Data Management EH master’s curriculum, may be required to take UEP 294B Chemicals, Health, and Environment additional courses. The Ph.D. student’s advisor is the final arbiter in determining his or her course Students may choose other courses with the requirements. approval of their advisor. Requirements: C. Environmental Management Elective(s) A. Core Courses (four credits): (one course required): Students must choose one CEE 154 Principles of Epidemiology course from the Environmental Management CEE 158 Occupational and Environmental Health Elective List. They may take an additional course CEE 167 Environmental Toxicology from this list, the elective list in B, or they may elect BIO 132 or MPH 205 Biostatistics* to complete a one-credit Masters project. *Another biostatistics or environmental statistics CEE/UEP 207 Environmental Law course may be substituted with the permission of CEE/UEP 265 Corporate Management of Environmental the student’s advisor. Issues CEE/UEP 267 Methods in Environmental Impact Assess- Ph.D. students who have the equivalent of one of ment the core courses will not be required to retake the UEP 230 Negotiation, Mediation, and Conflict Resolution course and, with the guidance of their advisor, UEP 203 Political Economy, Ethics, and Environment should select another course that will provide UEP 262 Environmental Economics advanced knowledge of the subject matter. UEP 279 Water Resources Policy and Planning and Watershed Management B. Electives—Ph.D. students will take between 3 and 11 electives, depending on whether they D. Masters Project—Masters of Engineering matriculate with a master’s or bachelor’s degree, students may elect to complete a one-credit Masters and based on their prior academic experiences. Project. Students who elect this option will take a Courses should be selected with the guidance of the total of nine courses, four core courses, four academic advisor, and should provide a conduit for Environmental Health electives, and one

184 Environmental Health > Environmental Management > Environmental Studies >

each student to focus in depth on one academic can also be completed full-time in one academic area. Ph.D. students may select electives from the year. In most cases, all courses taken as a certificate list of M.S. electives and/or may select other student can be transferred into a master’s degree courses with the approval of their advisors. The program in the Department of Civil and Environ- academic advisor is the final arbiter in determining mental Engineering. the courses taken by his or her Ph.D. student. For more information, contact the program administrator, Angela Foss, at 617-627-2320 or visit the website http://gradstudy.tufts.edu/ Environmental programs/certificates/index.htm. Management FACULTY ADVISOR: Lecturer Anne Marie C. Desmarais, Civil and Environmental Environmental Studies Engineering PROGRAM DIRECTOR: Professor Colin M. Orians, Biology and Environmental Environmental managers in industry, government, Studies and consulting know that changes in environmental EXECUTIVE COMMITTEE: compliance requirements can lead to challenges and Professor Ujjayant Chakravorty, Economics and opportunities. Complex regulations, emerging Environmental Studies environmental technologies, international environ- Professor Jonathan E. Kenny, Chemistry mental treaties, and multinational corporate Professor J. Michael Reed, Biology environmental programs will determine the Professor Jack Ridge, Earth and Ocean Sciences direction that environmental managers must take Professor Modhumita Roy, English in the future. The Certificate in Environmental Associate Professor John Durant, Civil and Environmental Management provides students with the tools and Engineering techniques to understand the future of environmen- Assistant Professor Alexander Blanchette, Anthropology tal management. and Environmental Studies Students in this program take graduate-level Assistant Professor Andrew Kemp, Earth and Ocean courses offered by the Departments of Civil and Sciences and Environmental Studies Environmental Engineering and Urban and Assistant Professor Karen Kosinski, Community Health Environmental Policy to develop a five-course Program program that includes environmental technology, Lecturer Ann Rappaport, Urban and Environmental Policy environmental health, and environmental policy. and Planning Students can take courses to enhance their knowledge for professional advancement, including ACADEMIC ADVISORS: life-cycle analysis, GIS, groundwater hydrology, Director and Senior Lecturer Julie Dobrow, hazardous waste treatment technology, epidemiol- Communications and Media Studies and Child Development ogy, toxicology, corporate environmental manage- Professor Elizabeth Ammons, English ment, and environmental law. Professor Ujjayant Chakravorty, Economics and The program is open to students with a Environmental Studies bachelor’s degree; undergraduate course work in Professor Jonathan E. Kenny, Chemistry natural or physical sciences, mathematics, or Professor Colin M. Orians, Biology and Environmental engineering; and knowledge of current environ- Studies mental issues. Professor Kent Portney, Political Science This five-course, graduate-level certificate, Professor J. Michael Reed, Biology offered through the Department of Civil and Professor Jack Ridge, Earth and Ocean Sciences Environmental Engineering, is designed to be Professor Modhumita Roy, English pursued on a part-time basis by professionals Associate Professor John Durant, Civil and Environmental seeking advanced training or by students preparing Engineering to enter a master’s degree program. The program

185 Environmental Studies >

Associate Professor George S. Ellmore, Draupner Ring In addition to the new core curriculum, students are Scholar; Biology required to take five courses in a specific track. The Associate Professor Patrick Forber, Philosophy revised tracks include Track I: Environmental Associate Professor David Gute, Civil and Environmental Science; Track II: Sustainability, Policy, and Equity; Engineering Track III: Environmental Communications; Track Associate Professor Jeanne Penvenne, History IV: Food Systems and the Environment; and Track Associate Professor Albert Robbat, Chemistry V: Self-Designed with Advisor. The track courses Assistant Professor Alexander Blanchette, Anthropology must include one introduction to the track course; and Environmental Studies three additional courses, one of which must be a Assistant Professor Andrew Kemp, Earth and Ocean seminar; and a methods or research course. Student Sciences and Environmental Studies may double-count courses, but no more than three Assistant Professor Kelsey Jack, Economics courses can count for both their declared majors. Assistant Professor Nimah Mazaheri, Political Science Track I: Environmental Science focuses on Assistant Professor Alisha Rankin, History science and the tools necessary to detect, evaluate, Lecturer Ann Rappaport, Urban and Environmental Policy and solve environmental problems (basic principles, and Planning theories, and methods in biology, chemistry, geology, Lecturer Robert Russell, Urban and Environmental Policy and physics). Track II: Sustainability, Policy, and and Planning Equity focuses on human development policies and practices that can have both positive and negative Environmental Studies is a multidisciplinary effects on the natural ecosystem and human undergraduate program created to promote the well-being, both now and in the future. Track III: study of our natural surroundings, designs that help Environmental Communications will require minimize degradation of those surroundings, and students to have knowledge of natural sciences, the social and political tools needed to preserve and social sciences, and the arts and humanities to improve the environment. The program provides effectively communicate complex environmental training in social sciences, natural sciences, issues to diverse audiences. Track IV: Food Systems engineering, and humanities. and the Environment focuses on cultural, policy and Environmental Studies is offered as a dual major scientific aspects of food production and consump- in conjunction with any stand-alone major in the tion. Track V: Self-Designed with Advisor is School of Arts and Sciences and the School of intended to allow students with the capacity to Engineering. This dual-major program (which must design their own environmental focus in coordina- also satisfy the other university requirements for a tion with an Environmental Studies advisor. An degree) combines the depth of a disciplinary major, example of this track might be a student who interdisciplinary training in environmentally studies, coordinates with Environmental Studies’ engineer- and the breadth of offering in any one of the tracks ing and political science faculty to design a series of within environmental studies. Students who choose courses that fit within the requirements of the major this major must declare the major, choose a track in on the topic of energy and public policy. consultation with the program and with an appro- Students enrolled prior to the Fall 2012 semester priate advisor, and plan a course of study. can complete the previous degree requirement or Beginning with the class of 2016, and optional may opt to transfer into the new track system. for prior classes, the Environmental Studies major Students should consult an advisor to fully under- requires the completion of five core courses, plus five stand how this might affect their four-year gradua- courses in any one track, and an internship. The core tion trajectory. For those who remain in the existing curriculum requires students to master basic structure, the eight-core/three-course tracks they scientific principles of environmental processes, to originally declared for during their time at Tufts examine interactions between technology and the University are required. For a summary of the old environment, and to explore the societal context for track system, including requirements, or for more implementing environmental policy. We recommend detailed information on the Environmental Studies that students begin the major by taking Environ- Program, please visit the Environmental Studies mental Biology (Bio 7/Env 7) in the fall semester. website: http://as.tufts.edu/environmentalstudies.

186 Environmental Studies > Film Studies > French > German, Russian, and Asian Languages and Literatures >

UNDERGRADUATE MINOR PROGRAM environmental community on the Tufts campus. It is Minor in Environmental Science and Policy for intended to bring eco-friendly students, organiza- Engineers tions, and faculty together to promote the spread of The Environmental Science and Policy minor is knowledge and passion for a more sustainable only available to students in the School of Engi- society. neering (http://as.tufts.edu/environmentalstudies/ curriculum/envscienceandpolicyminor.htm). The minor is designed to give engineering majors Film Studies greater exposure to natural and social sciences, and (SEE COMMUNICATIONS AND MEDIA STUDIES.) thereby deepen their understanding of the causes and solutions to problems related to environmental sustainability. The minor focuses on the integration of knowledge and approaches from different fields French for the preservation and improvement of the (FOR DEGREE REQUIREMENTS, SEE ROMANCE environment. The goal of the minor is to empower LANGUAGES.) student navigation across disciplines and to prepare engineering students for interdisciplinary collaboration in the area of environmental sustainability. The faculty advisor for this minor is Associate Professor German, Russian, and Asian John Durant. The minor will have three required core courses Languages and Literatures and three electives. Electives must be selected from Professor (Russian) Gregory Carleton, Department Chair; key areas within the Environmental Studies Twentieth-century Russian literature and culture curriculum, including one each of a select group of Professor (German and Judaic Studies) Sol Gittleman, methods courses; an approved social science elective Alice and Nathan Gantcher University Professor of Judaic drawn from Anthropology, Economics, Political Studies; Earlier twentieth century, Yiddish literature, National Science, or Urban and Environmental Policy and Socialism, American baseball history Planning; and an approved environmental studies Professor (Russian) Vida Johnson, Director of Russian seminar course. Only two of these courses may be Program; Twentieth century, film, women writers double counted as foundation or concentration Professor (Japanese) Hosea Hirata, Director of Film Studies courses taken for School of Engineering majors. Minor (CMS); Japanese literature Professor (Japanese) Charles Inouye, Director of Japanese SUSTAINABILITY HOUSE Program; Co-Director of International Literary and Visual The Environmental Studies Program and the Studies Program; Japanese literature Office of Sustainability co-sponsor the Sustainabil- Professor (Japanese) Susan Napier, Japanese literature, ity House, a 10-unit living community on Latin popular culture, anime Way. The Sustainability House is an intentional Professor (German) Paul North, Post-Enlightenment community of people who are all interested in German literature and critical thought issues related to sustainability and conservation of Professor (German) Christiane Zehl Romero, Goldthwaite natural resources. The house is filled with students Professor of Rhetoric; Tübingen; Professor of German; Director with a broad range of interests and knowledge, from of German Program; Director of German Graduate Program; those who started their high school environmental Twentieth century, women writers, film, advanced language club to those just beginning their journey. Professor (Chinese) Xueping Zhong, Director of Chinese Everyone in the house is required to either work Program; Modern Chinese literature, film on sustainability-related research or work with the Associate Professor (German and Judaic Studies) Gloria Sustainable Action Squad (a group of students J. Ascher, Co-director of Judaic Studies; German literature of dedicated to catalyzing environmental changes on the eighteenth and nineteenth centuries, Sephardic studies, campus), and will generally be involved in the Ladino language and literature, Scandinavian literature sustainability movement at Tufts University. The Associate Professor (German) Daniel Brown, Director of Sustainability House is a focal point for the Swahili Studies; Director of Africa in the New World; Reformation, German drama

187 German, Russian, and Asian Languages and Literatures >

Associate Professor (Arabic) Kamran Rastegar, Director Russian Language and Literature, and Russian and of Arabic program; Modern Arabic literature, comparative East European Studies. The graduate degrees are literature, cinema studies, postcolonial studies M.A. in German and M.A. in German with Associate Professor (Judaic Studies) Joel Rosenberg, Teaching Licensure. Students can minor in Arabic, Lee S. McCollester Associate Professor of Biblical Literature; Chinese, German, Hebrew, Japanese, Judaic Co-director of Judaic Studies; Central European writers, South Studies, and Russian. (For majors in IR and Middle African writers, ﬁlm studies Eastern Studies, as well as minors in CMS, please Assistant Professor (Chinese) Ning Ma, Pre-modern consult their websites.) Chinese literature, comparative literature Senior Lecturer (Japanese) Kiyomi Kagawa, Coordinator SPECIAL MINOR FOR ENGINEERING of Japanese language courses STUDENTS Senior Lecturer (Chinese) Jinyu Li, Chinese language Students earning a bachelor’s degree in engineering Senior Lecturer (German) Saskia Stoessel, Coordinator of may minor in either Arabic, Chinese, German, German language courses Hebrew, Japanese, or Russian language and culture. Senior Lecturer (Chinese) Mingquan Wang, Coordinator The minor requires a total of six (6) courses: of Chinese language courses a. Four language courses above the beginning Lecturer (Arabic) Rana Abdul-Aziz, Coordinator of Arabic second-semester level: 3, 4, 21, 22. language courses b. One course in the social sciences concentrating Lecturer (Arabic) Rabab El Nady, Arabic language on the area in which the target language is Lecturer (Chinese) Jianping Feng, Chinese language spoken (e.g., for Arabic: History 60, 61, 64, 65; Lecturer (Arabic) Haci Osman Gündüz, Arabic language for Chinese: History 43, 44, Political Science Lecturer (Hebrew) Hedda Harari-Spencer, Coordinator of 126; for German: History 31, Political Science Hebrew language courses 125, 147; for Hebrew: History 61; for Japanese: Lecturer (Arabic) Fadi Jajji, Arabic language History 47, 48, 122, 123, 124, 125, Political Lecturer (Japanese) Shiori Koizumi, Japanese language Science 131; for Russian: History 27, 28, 29). Lecturer (Chinese) Joanna Kuriyama, Chinese language c. A fourth-year level language course (Arabic 121, Lecturer (Russian) Christopher Lemelin, Coordinator of Chinese 121, German 121, Hebrew 121, Russian language courses Japanese 121, Russian 121) or, in conjunction Lecturer (Japanese) Kiyoko Morita, Japanese language with the social science course, a directed study in Lecturer (German) Doris Pfafﬁnger, German language the language focusing on materials relevant to Lecturer (Chinese) Min Wan, Chinese language that course. Lecturer (Chinese) Shaomei Wang, Chinese language Lecturer (Arabic) Souhad Zendah, Arabic literature

The Department of German, Russian, and Asian Arabic Languages and Literatures is the administrative Arabic is the ﬁfth most widely spoken language in home to the following language and culture the world and is one of the six ofﬁcial languages of programs: Arabic, Chinese, German, Hebrew, the United Nations. The Arabic Program, with its Japanese, Russian, and Swahili. The Department is language, literature and culture courses, offers also closely connected to various interdepartmental training in the study of the Arabic language at all programs: Communication and Media Studies levels, as well as offering studies in topics relating to (CMS), International Relations (IR), International Arab cultures and traditions. It offers a strong Literary and Visual Studies (ILVS), Judaic Studies, foundation in Modern Standard Arabic, as well as a and Middle Eastern Studies. wide range of courses taught in English on modern The Department offers eight majors and two and classical Arabic literatures, cinema, gender and graduate degrees. The undergraduate majors are other cultural topics. Chinese, German Language and Literature, German Studies, Japanese, Judaic Studies, ILVS,

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UNDERGRADUATE CONCENTRATION acquire a comprehensive understanding of Chinese REQUIREMENTS literature and culture in conjunction with their The Arabic major is designed to offer students a social and historical contexts. strong foundation in the Arabic language, as well as providing them with training to critically engage UNDERGRADUATE CONCENTRATION with Arabic literary and other cultural activities, REQUIREMENTS such as cinema and other media. The major in The major in Chinese requires nine courses in the Arabic requires ten courses in all: nine courses program beyond Chinese 4, plus one in a related beyond Arabic 4, plus one approved course in a field. Those who place out of language courses still different department. Of the nine departmental need to complete ten approved courses. At least one courses, four must be Arabic language-based course from category B must be a seminar offered courses, while five must be selected from available by the Chinese program. If qualified, a student may departmental Arabic culture courses. opt to do an honors thesis. a. Language requirement: Four Arabic language- a. Language requirement: 4 courses beyond based courses above Arabic 4: Arabic 21, Arabic Chinese 4: 21, 22, 121, 122. Students placed 22, Arabic 121, Arabic 122, or further advanced above 21 or higher, upon completion of 122 or Arabic language-based courses (subject to its equivalent, can take more advanced language approval of the director of Arabic). Students courses (123, 124, 125, 126, 127, 128), or who place higher than Arabic 21 upon entry additional culture courses, or a combination of into the program are expected to complete ten both. courses in all, in consultation with the director b. Chinese 61 and four additional literature and of Arabic. cultural courses from Chinese offerings in the b. Culture requirement: Five departmental Arabic department. literature or culture courses. Two of these five c. One course in related disciplines and others required courses may be filled by approved offered by another program or department courses taken outside of the Medford campus. (CHNS 52; PS 120, 126, 188-44; HIST 40, 41; c. Related course: One course in a topic related to FAH 13; REL 53) or approved by the Chinese Arabic or the Middle East offered outside of program director. One culture course from Tufts’ Arabic Program. Courses in this category Tufts-in-China will be counted in this category. are subject to the approval of the director of d. One seminar, or honors thesis, double counted Arabic. as one course in category B.

UNDERGRADUATE MINOR PROGRAM UNDERGRADUATE MINOR PROGRAM The department offers a minor in Arabic requiring The department offers a minor in Chinese requir- the completion of six courses beyond the interme- ing the completion of six courses beyond the diate level (ARB 3–4) and two courses in Arabic intermediate level (Chinese 3–4). These must literature or culture. Minor checklist forms are include two language courses at the 100 level and available at http://ase.tufts.edu/grall/requirements/ two literature/culture courses. Details are available arabic.htm. from the departmental office. Minor checklist forms are available at http://ase.tufts.edu/grall/ requirements/chinese.htm. Chinese CHINESE LANGUAGE COURSES Chinese civilization is one of the longest and most Regular classes for the first four years (1 through continuous ones in the world. Home to one-fifth 122) meet three times a week; regular classes at the of the world population and undergoing rapid higher levels (123 through 128) meet twice a week. changes, China is increasingly playing a pivotal Intensive classes meet six times a week. role in today’s world. The Chinese program offers courses aimed at helping students achieve proficiency in modern Chinese language and

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THE CHINESE HOUSE UNDERGRADUATE CONCENTRATION The Chinese House is a language-based housing REQUIREMENTS unit sponsored by the Chinese program. The German Language and Literature mission of the Chinese House is to provide language To major in this area, a student should take nine learning experience outside of the classroom and to courses above the intermediate (German 3, 4) level. promote and facilitate cross-cultural exchange and These should be courses taught in German and, understanding within the larger community at depending on the student’s preparation, include Tufts. The Chinese House provides space and German 21 and/or 22, 34, 44, 61, 62, and 100-level opportunity for the residents and non-residents to courses. A minimum of two 100-level courses share their Chinese learning experience and taught entirely in German (121 and one literature/ practice their Chinese. Through academic, educa- culture course at that level) is required. Also tional and social events, students in the Chinese required is one course in a related field, such as House reach out to the rest of the University com- German art, film, or history. The Tufts-in-Tübingen munity, enriching the life and learning experience program (see below for description) is highly of the larger community at Tufts. Applications are recommended for language and literature majors. available from the Chinese program early in the Courses taken in German at the University of spring semester. Tübingen in the areas of German language, literature, and culture (e.g., film) count toward the STUDY OPPORTUNITIES IN CHINA major in language and literature. Tufts-in-China The Tufts-in-China program offers a fall semester German Studies in Hangzhou, China, at Zhejiang University, one of As an alternative to the language/literature the top seven universities in China. The combina- concentration, the department offers an interdisci- tion of the city of Hangzhou and the renowned plinary major with two options: Zhejiang University makes Tufts-in-China a A. TUFTS-IN-TÜBINGEN PROGRAM unique program for students of Chinese language The Tufts-in-Tübingen program is a unique and culture. opportunity for students from various disciplines Well-prepared undergraduates who have to spend their junior or senior year abroad successfully completed Chinese 4 (or the equivalent) experiencing the culture of German-speaking by the time of departure are eligible to apply. countries within the larger European context, and Tufts-in-China is open to students from all majors. combining study outside of literature with their knowledge of German. All courses taken in German at the University of Tübingen in the areas German of Politikwissenschaft, Volkswirtschaft, Geschichte, The German program promotes an understanding Kunstgeschichte, Volkskunde, Sozial- und of the extraordinary contributions made by Kulturwissenschaft, Germanistik, and Vergleichende German-speaking writers, artists, and thinkers to Literaturwissenschaft will count toward the the past eight hundred years of civilization, and concentration requirement of nine German courses their implications for the contemporary world. A beyond the intermediate (German 3, 4) level and wide range of courses in German gives students one course in a related field. On returning to the with varied interests and goals the opportunity to Tufts Medford/Somerville campus, two 100-level attain a thorough knowledge of the language, courses taught in German on the Tufts campus, literature, and general culture. The program also 121, and one 100-level literature/culture course in provides a significant number of courses in English German will be required. so that students not conversant in German may B. TUFTS–MEDFORD/SOMERVILLE become familiar with important aspects of German This major requires nine courses plus one course in culture. a related field approved by the German program. It includes at least five courses above the intermediate (German 3, 4) level taught in German, including

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German 121, and one 100-level literature/culture GRADUATE PROGRAMS course taught in German. The remainder is a The department offers two master of arts degree combination of courses dealing with German programs in German. These programs typically subject matter taught through at least three of the enroll a small number of highly motivated and following departments: German, Russian, and talented students, who—together with faculty both Asian languages and literatures; history; music; on the Tufts campus and in Tübingen—form a philosophy; or political science. Courses taken in supportive, stimulating, and congenial community other departments must be approved by the that helps students realize their full potential. Both German program for concentration credit. master’s programs provide a wide range of courses in language, literature, and culture, and also the use UNDERGRADUATE MINOR PROGRAM of media, including hypermedia presentations in The department offers a minor in German language and culture courses. requiring six courses above the intermediate level (German 3, 4). These must include two courses at Tufts-in-Tübingen the 100 level taught in German at Tufts/Medford; All students may choose to study one year at the one of them is to be German 121. Minor Checklist Eberhard-Karls-Universität in Tübingen,Germany, Forms are available at http://ase.tufts.edu/grall/ and one year on the Tufts campus; or they may documents/checklist/germanMinor.pdf. spend both years on the Tufts campus in Medford/ Somerville. The Tufts resident director in Tübingen GERMAN HOUSE offers an informal colloquium to acquaint students The department sponsors a German house, which with traditional and contemporary aspects of provides a pleasant residential environment and the German cultural life, and assists students in opportunity to enjoy intensive language practice in planning a program of study that draws upon an informal setting. Every year a native German university lecture courses and seminars. On the student from Tübingen is resident director and Tufts campus students do regular course work, helps the students organize a variety of social and participate in a graduate colloquium, and serve as cultural activities. Preference is given to students teaching and research assistants. who are currently enrolled in a German course. Master of Arts in German TUFTS-IN-TÜBINGEN PROGRAM The program requires two academic years and is Majors in German, as well as qualified juniors and designed to prepare students for doctoral work in seniors from other departments, are encouraged to German or to provide career enhancement for fields spend a year abroad in the department’s overseas such as international business or law, media and program, which normally consists of two semesters communications, and library science. of study at Eberhard-Karls-Universität in Tübingen under the direction of the Tufts resident director. Master of Arts in German with Teaching Licensure (One semester, in the spring only, is also possible.) The program requires two academic years plus one A minimum of two years of college-level German summer, and is offered in conjunction with the is required to qualify for Tufts in Tübingen, but Department of Education. It is designed to prepare third-year-level proficiency is strongly advised. highly qualified secondary school teachers. Students who have been accepted into the program may attain it by participating in a six-week Master of Arts in Teaching (M.A.T.) intensive language course, which will prepare them The Department of Education, in conjunction with for the transition into regular courses at a German the German program, offers the M.A.T. degree in university. This course starts at the beginning of German as a foreign language. For more informa- September. tion and application materials, please contact the Department of Education.

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and take a leading role in organizing social events Japanese related to Japan. The minimum requirement to be a The Japanese program offers ﬁve levels of Japanese resident is Japanese 002 or equivalent. The selection language instruction and introduces students to committee considers the leadership potential of the many facets of Japanese culture—especially applicants as well as the balance of gender and of literature, ﬁlm, and visual culture. The major linguistic levels. Together the occupants organize prepares students for careers in academics, business, various cultural activities that further the under- law, diplomacy, or technology where an in-depth standing of Japan on campus, as well as weekly knowledge of Japanese language and culture is an Japanese chat hours to which any student interested 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 061 and four additional literature/ culture courses from Japanese offerings in the Judaic Studies department. Two of these courses must be at the CO-DIRECTORS: 100 level, including one seminar. If qualified, a Associate Professor Gloria J. Ascher, German and Judaic student may opt to do an honors thesis ( JPN studies 198, 199) instead of a seminar. Only one course Associate Professor Joel Rosenberg, Lee S. McCollester with a half Japanese content can count toward Associate Professor of Biblical Literature; Judaic studies this category. c. One course in Japanese culture offered by CORE FACULTY: another department and approved by the Professor Sol Gittleman, Alice and Nathan Gantcher program director. University Professor of Judaic Studies; German and Judaic studies UNDERGRADUATE MINOR PROGRAM Professor Barbara Wallace Grossman, Drama The department offers a minor in Japanese Professor Joseph Litvak, English requiring the completion of six courses beyond the Professor Jonathan M. Wilson, English intermediate level ( JPN 003–004). These must Lecturer Janis Bellow-Freedman, English include two language courses (121, 122, or 123, Lecturer Hedda Harari-Spencer, Hebrew and Judaic studies 124) and two literature/culture courses. Details are Lecturer Peggy Hutaff, Religion available from the departmental office. Research Professor/Rabbi Jeffrey Summit, Judaic studies

JAPANESE CULTURE HOUSE The program in Judaic Studies encompasses study The department administers the Japanese of some 4,000 years of ancient Israelite and ancient, Culture House, a coeducational undergradu- medieval, and modern Jewish civilization, with ate dormitory that serves as an informal center for attention to the inﬂuence of Israelite and Jewish Japanese studies on campus. It aims to provide an culture on the many cultural and religious traditions experiential learning environment for students who that grew from it. The major in Judaic Studies would like to improve their language skills and comprises the courses listed below under Hebrew deepen their knowledge of Japanese culture. It also and Judaic Studies and a number of primary or accommodates native speakers who would like to related courses in other departments. share their knowledge of Japan with other students

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UNDERGRADUATE CONCENTRATION Judaic Studies 191 Special Topics REQUIREMENTS Judaic Studies 193, 194 Advanced Directed Study The major in Judaic Studies consists of ten courses Judaic Studies 198, 199 Senior Honors Thesis —eight primary courses and two related courses. Religion 21 Introduction to the Hebrew Bible Courses in Hebrew language at the level of Hebrew 21, 22, and 121, 122 may be counted as primary Related Courses courses. Courses not listed below, offered at Tufts Related courses establish links between Judaic and elsewhere, are acceptable upon approval of the Studies and other disciplines by examining such program directors (Professor Gloria Ascher, Olin topics as countries or regions that are major sites of 332, and Professor Joel Rosenberg, Olin 322), but Jewish civilization, past or present; the life of at least four of the primary courses must be taken cosmopolitan and multiethnic societies more at Tufts. Students majoring in Judaic Studies must generally; the dynamics of tradition; the impact of have the equivalent of three years of Hebrew, or modernity and historical crisis on traditional two years of Hebrew and two years of a second societies; issues of philosophy, ethics, myth, religion, language related to the student’s special interests and spirituality that bear upon Jewish life and within the ﬁeld. Qualiﬁed students majoring in thought; issues of race, class, gender, and sexuality Judaic Studies are encouraged to consider partici- in the life of a culture; and the legacy of biblical and pating in the Thesis Honors Program. Jewish tradition in world cultures. A student may, with the approval of the program directors, Primary Courses substitute an appropriate course not on this list. Drama 162 Imagining the Holocaust on Stage and Screen English 159 Contemporary Jewish Fiction American Studies 12 Race in America English 162 Philip Roth and Company American Studies 16 American Identities English 164 Imagining the Jew American Studies 181 The Construction of Whiteness Judaic Studies 48 Israeli Film Anthropology 102 Children and Youth in War Zones Judaic Studies 52 Technology and Jewish Oral Tradition Anthropology 119 Peoples of the Middle East Judaic Studies 65 Introduction to Yiddish Culture Anthropology 124 American Diversity Judaic Studies 73 Aspects of the Sephardic Tradition Anthropology 130 Anthropological Thought Judaic Studies 78 Jewish Women Anthropology 131 Anthropology of Religion Judaic Studies 84 The Sources of Jewish Tradition Anthropology 132 Myth, Ritual, and Symbol Judaic Studies 91-01 Ladino Language and Culture Arabic 61 Classical Arabic Literature Judaic Studies 92-01 Introduction to Judaism Arabic 62 Modern Arabic Literature Judaic Studies 92 Special Topics Arabic 64 The Literary Qur’an Judaic Studies 93 Directed Study Art History 1 Art, Ritual, and Culture Judaic Studies 95 Topics in Jewish Literature Art History 20 Image and Icon (cross-listed as Religion 20) Judaic Studies 96 Introduction to the Talmud Art History 22 Iconoclasm and Iconophobia: The Threat of Judaic Studies 99 Judaic Studies Internship the Image (cross-listed as Religion 24) Judaic Studies 126 Roots of the Jewish Imagination Art History 27 The End of the World in Art and Thought Judaic Studies 132 The Book of Genesis and Its Art History 28/128 Medieval Art in the Mediterranean: Interpreters Pagans, Jews, Christians, Muslims (cross-listed as Judaic Studies 136 King David and the Israelite Monarchy Religion 28/128) Judaic Studies 142 Jewish Experience on Film Child Development 62 Childhood across Cultures Judaic Studies 150 Music and Prayer in the Jewish Child Development 157 Theories of Spiritual Develop- Tradition ment (cross-listed as Religion 157) Judaic Studies 159 Contemporary Jewish Fiction Classics 26 Ancient Egypt (cross-listed as English 159) Classics 65/165 Journey of the Hero Judaic Studies 162 Philip Roth and Company (cross-listed Classics 75 Classical Mythology as English 162) Classics 148 Time and Festivals in the Ancient World Judaic Studies 164 Representing the Jew (cross-listed as Classics 151 Ancient Philosophy English 164) English 31 Underworlds

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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 WGSS 72 Introduction to Women’s, Gender, and Sexuality English 177 Feminism, Literature, Theory Studies English 180 Psychoanalysis and Cultural Criticism World Civilizations 1 A Sense of Place: Cultural Construc- English 181 The Politics of Reading tions of Place German 84 East-West Perspectives on Fascism: Japan and World Civilizations 2 A Sense of Place: From Regional to Germany Global History 36 The Immigrant in American History World Civilizations 5 Time and Festivals History 70 Middle East to World War I World Civilizations 6 Time and Modernity History 71 Middle East and North Africa since World War I World Civilizations 9 Memory and Identity in World History 72 The World of Islam Cultures I History 152 The Religious and Spiritual Map of Europe, World Civilizations 10 Memory and Identity in World 300–1500 Cultures II History 167 Medieval Islamic History World Civilizations 15, 16 Images and Icons in World International Literary and Visual Studies 114 Civilizations Politics and Literature in Russian and Eastern Europe World Civilizations 19 Cultural Conceptions of the Self (cross-listed as Russian 114) World Civilizations 22 East-West Perspectives on Fascism: Peace and Justice Studies 120 Sociology of War and Germany and Japan Peace (cross-listed as Sociology 120) World Civilizations 85 Film and Nation: Russia and Central Philosophy 16 Philosophy of Religion Asia Philosophy 24 Introduction to Ethics World Literature 120 Central European Writers Philosophy 48 Feminist Philosophy World Literature 122 South African Writers Philosophy 55 The Making of the Modern Mind Philosophy 126 Theories of Human Nature UNDERGRADUATE MINOR PROGRAM Philosophy 128 Human Rights, History and Theory The minor in Judaic Studies consists of six courses Philosophy 130 Moral Psychology selected from those approved for the major, Philosophy 140 Liberalism and Its Philosophical Critics including at least four primary courses. Four of the Philosophy 141 Global Justice (cross-listed as six courses must be taken at Tufts and must include Peace and Justice Studies 141) a course in which a substantial integrative project is Philosophy 185 From Hegel to Nietzsche produced. Two years of Hebrew or the equivalent Philosophy 186 Phenomenology and Existentialism are strongly recommended. For further information Political Science 41, 42 Western Political Thought consult the program directors. Minor checklist Political Science 134 Comparative Politics of the Middle forms are available at http://ase.tufts.edu/grall/ East requirements/judaic.htm. Political Science 155 Theories of Nationalism Political Science 172 U.S. Foreign Policy in the Middle East

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MINOR IN HEBREW the same time, the moral, philosophical, and artistic The minor in Hebrew consists of Hebrew 21, 22, issues raised by world-renowned writers, such as 121, and 122 (third- and fourth-year Hebrew Dostoevsky, Tolstoy, and Chekhov, are universal in language, with an introduction to modern Hebrew scope and help shape our understanding of the literature), or equivalent, and two additional courses human condition. Russian writers have also had a in Hebrew-based Judaic Studies, from the following major impact on the development of the novel, the list: short story, and drama worldwide. The major English 49 The English Bible provides a firm preparation for graduate study in a History 61 The Modern Middle East from World War I variety of fields or potential employment in Judaic Studies 48 Israeli Film Russian-related areas, such as government, Judaic Studies 73 Aspects of the Sephardic Tradition international business and law, journalism, teaching, Judaic Studies 84 The Sources of Jewish Tradition translation, and consulting. Special attention is paid Judaic Studies 126 Roots of the Jewish Imagination to developing advanced competence in Russian Judaic Studies 132 The Book of Genesis and Its language, to modern and historical approaches to Interpreters literature and culture, and to how literature and Judaic Studies 136 King David and the Israelite Monarchy culture shape and influence history and politics. Judaic Studies 150 Music and Prayer in the Jewish The major requires ten courses as follows: Tradition a. Russian 21 and 22. Religion 21 Introduction to the Hebrew Bible b. Three advanced (100-level) courses conducted in Russian. At least one of these must be in Students who place out of third or fourth-year Russian literature (Russian 131, 132, or another Hebrew by language placement exam must still take 100-level course in literature). At least one must a total of six courses, chosen from the above list. be a language course (e.g., 121 or 122). An advanced course in some special topic (e.g., Russian 123, 125, 191, 192) may be substituted Russian for Russian 121 or 122 with program approval. The Russian Program offers two majors: one in Students coming back from a semester in Russia Russian Language and Literature, and the other in are required to take one 100-level course Russian and East European Studies that incorpo- conducted in Russian. (Students going abroad in rates courses taught in the departments of History the spring of senior year must take one 100-level and Political Science. We offer five years of Russian course in Russian before leaving.) language courses and an array of courses in English, c. Four courses in Russian literature (must include as well as some in Russian, that provide a survey and Russian 60 and either 61 or 62). an in-depth study of Russian literature, culture, and d. One additional course in Russian culture film, not only for our majors but for all students who (literature, art, music, film, history, political want to broaden their knowledge and understanding science, or religion). of the humanities, world languages, and cultures. Students who place out of Russian 21, 22, 121 For both majors a semester of study in Russia is and/or 122 on the basis of the Russian language strongly recommended (see below). placement examination administered by the UNDERGRADUATE CONCENTRATION department still need to take ten courses to REQUIREMENTS complete the major. Russian Language and Literature The Russian Language and Literature major places Russian and East European Studies The Russian and East European Studies (REES) emphasis on a sound knowledge of the Russian major offers the student training in the history, language, literature, and culture. Because literature politics, literature, and arts of Russia with some has played a central role in Russia’s intellectual and study of Eastern Europe, as well as a grounding in political life, its study provides the student with oral and written Russian. The major is designed for insight into Russian society, history, and culture. At students who intend to pursue careers in which

195 German, Russian, and Asian Languages and Literatures > Greek > History >

familiarity with Russia and the East European area lectures. Residence in the house is open to all is an attractive or necessary asset, or for students students who satisfy any of the following require- planning to enter graduate school in law, business, ments: (1) enrollment in courses related to the international relations, or diplomacy with a Russian and East European culture area (languages, specialization in Russian and East European affairs. history, literature, art, political science, or econom- The REES major also prepares students for ics); (2) Slavic or East European background; or graduate work in Russian and East European (3) a strong interest in the area. Applications for studies. residence in the house are available from the department early in the spring semester. The major requires ten courses as follows: a. Four core language courses: Russian 21, 22,121, STUDY OPPORTUNITIES IN RUSSIA 122. For Russian 121 and 122 the student may Majors are encouraged to study in Russia for a substitute Russian 123, 125, 131, and 132 or any summer, semester, or full year. Recommended advanced course related to the area in which all programs include CIEE, ACTR, and Middlebury readings are in Russian. Students coming back College. All students studying abroad are required from a semester in Russia will be required to to take a placement exam upon their return. For take one 100-level course conducted in Russian. more information, see the Russian program faculty. (Students going abroad in spring of senior year must take a 100-level course in Russian before For more detailed information, please visit the leaving.) website http://ase.tufts.edu/grall. b. Six courses with a primary focus in the Russian and East European area chosen from the following three categories: (1) history, (2) Greek political science, and (3) literature and the arts. (FOR DEGREE REQUIREMENTS, SEE CLASSICS.) At least one course in each of the three categories and at least three courses from a single category must be taken. One of the courses must be a special topics course, a seminar or an History advanced directed study. Professor Beatrice F. Manz, Chair; Middle East and Inner Asia Students who place out of Russian 21, 22, 121 Professor Ina Baghdiantz McCabe, Darakjian and Jafarian and/or 122 on the basis of the Russian language Chair in Armenian History; Armenia and cross-cultural world placement examination administered by the history department still need to take ten courses to Professor Virginia G. Drachman, Arthur Stern, Jr. Chair in complete the major. American History; Women in the U.S., medicine and society in UNDERGRADUATE MINOR PROGRAM the U.S., modern U.S. Professor Leila Fawaz, Issam M. Fares Chair in Lebanese and The department offers a minor in Russian requiring Eastern Mediterranean Studies; Middle East the completion of six courses above the intermediate Professor Ayesha Jalal, Mary Richardson Professor of level (Russian 3, 4). These must include two courses History; South Asia, the Muslim world at the 100 level taught in Russian and may include Professor Peniel Joseph, Modern U.S., African American up to two culture courses in English. Minor Professor Gary P. Leupp, Japan checklist forms are available at http://ase.tufts.edu/ Professor Howard L. Malchow, Walter S. Dickson Professor grall/requirements/russian.htm. of English and American History; Modern Britain, Europe RUSSIAN/SLAVIC CULTURE HOUSE Professor Steven P. Marrone, Medieval, early modern Europe The department administers the Russian/Slavic Professor Christopher Schmidt-Nowara, Prince of Asturias Culture House, a coeducational undergraduate Chair in Spanish Culture and Civilization; Spain, Latin America dormitory that serves as an informal center for and the Caribbean, Atlantic world, history of slavery and Russian and East European studies on the campus. emancipation The house sponsors dinners, ﬁlms, receptions, and

196 History >

Professor Reed Ueda, Industrial and urban U.S. history, art, ideas, institutions, and events, history illuminates immigration, American social history, comparative and world all of human experience. history Trained to examine evidence carefully and evaluate Professor Peter Winn, Latin America received interpretations of the past, students construct Associate Professor David Ekbladh, Modern U.S., U.S. in their own understanding of historical processes and the world occurrences, building arguments from primary sources, Associate Professor Kris Manjapra, Modern South Asia, historians’ writings and appropriate theoretical modern Germany, intellectual history literatures. In history you also write gripping narratives, Associate Professor Jeanne Penvenne, Africa, labor and empathize with the experiences of people who have social history of Mozambique gone before and re-imagine past worlds. Associate Professor Hugh Roberts, Edward Keller Chair in The Tufts History faculty promotes a diversity of North African and Middle Eastern History; Modern Algeria approaches and ways of understanding the past. From and Egypt, Berber politics, Islamism and political reform in the history of medicine, to labor and migrant histories, North Africa to transnational and material culture, courses challenge Assistant Professor Kendra Field, Nineteenth-century U.S., students to analyze historical material. The depart- African American, Native American ment offers a wide range of courses designed to meet Assistant Professor Elizabeth Foster, Modern France in the needs and interests of students with differing the world, colonial West Africa concerns and levels of preparation. General surveys Assistant Professor Alisha Rankin, Early modern Europe (numbered below 100) cover entire periods, fields, or Assistant Professor Man Xu, Chinese history geographic areas, while thematic courses (numbered Lecturer David J. Proctor, Late antique and medieval 100 to 189) provide more specific, comparative, or Western Europe, Byzantium, Southeastern Europe, regional perspectives. Foundation Seminars Papal-Imperial relations (announced each semester and numbered History 90–97) introduce undergraduate majors to the SECONDARY APPOINTMENTS: historian’s craft; Research Seminars (numbered 190 to Professor Gregory R. Crane, Classics; Winnick Family Chair 197) provide them with the opportunity to practice it in Technology and Entrepreneurship; Greek literature, through a significant research project. Students computers and classics interested in specialized work are encouraged to Professor Sol Gittleman, GRALL; Alice and Nathan Gantcher explore independent study or to consider the option of University Professor of Judaic Studies; Earlier twentieth writing a Senior Honors Thesis. century, Yiddish literature, national socialism Undergraduates may adopt history as either a Professor R. Bruce Hitchner, Classics; Roman history, major or a minor concentration. The History archaeology and international relations Graduate Program offers the M.A. degree, with the Adjunct Professor John C. Perry, The Fletcher School of option of earning a certificate in Museum Studies, Law and Diplomacy; Japanese diplomatic history and (in a limited number of fields) the Ph.D. Associate Professor Heather D. Curtis, Religion; History of Christianity, American religious history UNDERGRADUATE CONCENTRATION Associate Professor Steven W. Hirsch, Classics; Greek, REQUIREMENTS Roman, and Near Eastern history The History major requires completion of a mini- Adjunct Senior Lecturer John C. Schneider, Tisch College; mum of 10 courses, ordinarily to be taken within U.S. urban and social history the department. History courses taken at Tufts’ Lecturer Steven Cohen, Education; History, political science programs abroad or transferred from other accred- and philosophy, curricula instruction, practice of teaching ited institutions may be counted toward the history and political science minimum of ten courses. Courses taken outside of Tufts, however, do not count as graded courses. No The study of history reveals the past, enlightens the more than four of the history major concentration present, and influences the future. Historians seek to requirements may be transferred from other understand how nations, societies, and individuals institutions. have lived and thought, and why they have behaved In consultation with their advisor (normally the way they did. Supplying the context that informs prior to taking such courses), majors may count up

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to two courses from outside the department in cases DEPARTMENTAL HONORS where it may be difficult or impossible to complete When nominating seniors for honors, especially their concentration core (see below) within the magna and summa, the department looks carefully department. Such courses may not count toward at qualitative issues—performance in Foundation either of the seminar requirements. A minimum and Research Seminars, evidence of sophistication grade of C- is required in all courses counted in work beyond the introductory level (e.g., work in towards the completion of the major. Of the ten advanced courses, Senior Thesis and independent courses, the following are required: (1) one Founda- study)—and not simply the quantitative criteria of tion Seminar (a high-demand course) to be GPA and A’s earned. completed during the sophomore year or as soon as possible after declaration of the major; (2) one The Senior Honors Thesis in History course covering the pre- and early-modern period; The Senior Honors Thesis program in History is (3) one course in U.S. history, one in European intended for those students who have a record of history, and one in any two of the following areas: high performance in upper-level history courses global/transregional, Africa, Latin America, the and who have developed an interest and some back- Middle East or Central Asia, East Asia, and South ground in a well-focused research topic. Students Asia; (4) four or more courses to serve as a concen- interested in writing a Senior Honors Thesis should tration core (this may be defined geographically or consult their advisors, the guidelines described topically); and (5) one Research Seminar (a high- under Thesis Honors Program in this bulletin and demand course) to be taken within the History the History Department Web pages. For an Honors Department at Tufts. Thesis in History the thesis committee must have In consultation with their advisor, majors should three members: two from History and one from an prepare for their research seminar by taking courses, outside department. either at Tufts or abroad, that build toward this capstone experience. Ordinarily a Research Seminar GRADUATE PROGRAM will form part of the concentration core. Those The Tufts History Department encourages students intending to write a Senior Honors Thesis (see to study subjects and problems that transcend below) should plan to take their research seminar in traditional academic constraints and consider the second semester of their junior year or, at the national and regional histories in the broadest latest, the first semester of their senior year. possible contexts. Our collaborative approach places an emphasis on global or interregional connections UNDERGRADUATE MINOR PROGRAM and comparisons, as well as on the use of interdisci- The department offers a minor in history requiring plinary methods. a minimum of five courses in history to which the The Tufts History Graduate Program cultivates following conditions apply: (1) one history course academic excellence and prepares students for covering the pre- or early-modern period; (2) one leading roles in education and research, as well as in history course in at least two of three areas: North the fields of business, administration and world America, Europe, other world areas (e.g., Africa, affairs. Latin America, Middle East/Central Asia, East The Tufts Graduate Program offers the M.A. Asia, or South Asia); (3) three courses developed as degree in History or in History and Museum a coherent core in consultation with the student’s Studies. It also offers individual courses to students History advisor. earning a certificate in Museum Studies. The Ph.D. is offered in Modern South Asia and Global Both majors and minors: Please note that a single History. course may fulfill several of the concentration Members of the History Department offer requirements. preparation at the M.A. level in regional fields that include South Asia, East Asia, Africa, Latin America, Europe and the United States. In addition to the regional fields, the department supports thematic fields, which combine interdisciplinary

198 History >

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 Master of Arts 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 professional student interest. training in the administration, preservation, and Completion of the program requires proven 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 methodology must indicate a plan to acquire this program. Students interested in the museum studies knowledge within two years. courses or the certificate program should contact the Normally, students are expected to complete the Office of Graduate Studies or visit the website at program within two academic years. The successful http://ase.tufts.edu/museumstudies. completion of ten courses is required. These courses Criteria for admission to the Master’s Program in must include the following: the Historiography History and Museum Studies are the same as those for Proseminar (History 200), one Graduate Collo- the Master’s Degree in History alone. The require- quium, at least one Research Seminar, and either ments for completion of a master’s degree in History an additional Research Seminar or one semester of and Museum Studies are (1) the successful completion directed graduate research. of eleven courses, including the Historiography Up to two of the ten courses required for the Proseminar (History 200), one research course, the master’s degree may, by prior agreement with the Museum Studies Foundation course, three Museum principal advisor, be taken in a department other Studies elective courses, and the Museum Studies than History. Students may take selected under- internship; (2) preparation of one regional or compara-

199 History >

tive field of study and examination in that field (see Modern South Asia requirements in preceding description of master’s The Tufts History Department has a distinguished degree in History); a thesis is optional; (3) proven tradition of offering doctoral training in Modern reading proficiency in at least one foreign language or South Asian history. Successful Ph.D. candidates mastery of a research methodology in another have gone on to obtain positions in some of the discipline; (4) the presentation of one research project most prestigious institutions of American academe. drawn from course work to the Graduate History The program provides doctoral students with an Roundtable. ambience geared to intense and focused research into the most pressing questions of South Asian Doctor of Philosophy scholarship today, while also connecting students to The Tufts History Department offers the Ph.D. the larger international expertise of the Tufts in History in two fields: Modern South Asia and History Faculty, as well as the resources of the Tufts Global History. The Ph.D. program in history Fletcher School of Law and Diplomacy. Students accepts only well-prepared students who intend to in this major field also partake of the active work closely with a particular Tufts faculty member intellectual life surrounding South Asian studies in in a limited number of fields. Students in the Tufts the Boston area, including the Center for South M.A. program may apply to be transferred into the Asian and Indian Ocean Studies at Tufts University Ph.D. program after one year of study, and the (http://ase.tufts.edu/southasian). department will consider applications from students The Modern South Asia Ph.D. immerses who have completed a master’s degree in history or students in both the breadth and the detail of a the equivalent 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); Focus is placed on building expert skills in GRE (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; and the debates. written support of a primary Tufts faculty sponsor, Students who enter the Ph.D. program in who will have arranged for at least one other faculty Modern South Asian history at Tufts secure advisor. Students admitted with a master’s degree themselves a place in a scholarly tradition that has from another university will be allowed to transfer significantly influenced academic discussions in the up to eight course credits. United States and abroad by the formulation of Requirements for completion are as follows: new themes and heuristic categories, and by the proficiency in two foreign languages; completion of impressive caliber of its work. sixteen courses at the graduate level, including the Additional requirements for the Ph.D. in historiography proseminar and two graduate Modern South Asian History are as follows: colloquia; at least three semesters of independent a. Language requirements: English, at least one readings or research; oral and written examinations major South Asian language, and one other in three fields, based on course work and readings, appropriate language. administered by the appropriate members of the b. Primary field of concentration: Nineteenth- and department; and a dissertation directed by the twentieth-century South Asia. supervising faculty, to be read and defended before c. Secondary geographic field: An appropriate field a committee including the advisor, at least one in the history of the Middle East, East Africa, other member of the department, and a third Central Asia, Southeast Asia, or East Asia. faculty member in the field, drawn, if possible, from d. Thematic field: An appropriate interdisciplinary another institution. This defense will also include and comparative field in topics such as national- presenting a chapter to the Graduate-Faculty ism, agrarian or labor history, or world history. Roundtable. See additional requirements for the South Asia Ph.D. below. For more detailed information, please visit the website http://ase.tufts.edu/history.

200 Human-Computer Interaction > Human Factors Engineering > Interdisciplinary Studies >

Human-Computer Interdisciplinary Studies Interaction (See also Center for Interdisciplinary Studies.) FACULTY ADVISOR: Professor of the Practice Daniel J. Hannon, Mechanical The Center for Interdisciplinary Studies (CIS) Engineering administers the Interdisciplinary Studies major and the CIS Senior Thesis Option. With hardware processing power increasing and software development techniques improving, the Interdisciplinary Studies Major user interface is fast becoming the key bottleneck in The Interdisciplinary Studies major offers students developing computer products that meet market the opportunity to create a self-designed, individual needs. When interface design does not reflect the concentration that draws on courses from at least needs of the intended user, products fail in the two of the following six areas of study: humanities, marketplace and enormous sums of money are arts, social sciences, natural sciences, mathematics spent on documentation, help lines, and training (quantitative), and engineering. courses to overcome the difficulties of running Students proposing an Interdisciplinary Studies programs. Much of this difficulty can be avoided major must have a high degree of initiative and with proper attention to both the physical and the self-discipline. The Interdisciplinary Studies major psychological constraints of the user. consists of an integrated program of at least ten In an interdisciplinary collaboration between the credits plus a two-semester thesis or honors thesis Department of Mechanical Engineering, the (for eligible students) or a substantial project Department of Psychology, the Department of comparable in scope to a thesis, including a written Electrical and Computer Engineering, the Depart- component. A student who wishes to pursue an ment of Computer Science, and the Department of Interdisciplinary Studies major must submit a Occupational Therapy at Tufts, this four-course, detailed application describing the planned graduate-level certificate is designed to train the program of study. The student selects an advisory next generation of computer professionals for committee of three faculty members who support tomorrow’s complex challenges. The program is the application, including representatives from open to individuals with a bachelor’s degree, and is three departments in at least two of the six areas designed to be pursued on a part-time basis by listed above. At least two of the committee computer programmers, Web designers, human members must be full-time members of the Arts factors professionals, software engineers, and user and Sciences faculty with the rank of lecturer or interface designers who wish to develop or enhance above; at least one of the committee members must their user-interface design and implementation be a tenured or tenure-track member of the Arts skills. and Sciences faculty. In consultation with this advisory committee, the student develops a For more information, contact the program rationale for the major, selects courses, and outlines administrator, Angela Foss, at 617-627-2320 or the thesis plan. The proposal is reviewed for visit the website http://gradstudy.tufts.edu/ approval by the CIS Board or its designated programs/certificates/index.htm. subcommittee. Note: Two credits used to fulfill another major may Human Factors be used toward the Interdisciplinary Studies major; students may not triple major if one major is in Engineering Interdisciplinary Studies. (SEE ENGINEERING PSYCHOLOGY/HUMAN FACTORS For specific information and application guidelines, ENGINEERING.) visit the Center for Interdisciplinary Studies website: http://cis.tufts.edu.

201 Interdisciplinary Studies > International Literary and Visual Studies >

CIS Senior Thesis Environmental Studies Arts, Sciences, and Engineering students who wish International Literary and Visual Studies to write a senior thesis outside their major area of International Relations concentration may be eligible to write a CIS senior Judaic Studies thesis. The student must satisfy the CIS Board or Latin American Studies its designated subcommittee that the topic falls Latino Studies outside the purview of any department or interdis- Leadership Studies ciplinary program and that significant course work Medieval Studies and/or faculty-directed research relevant to the Middle Eastern Studies thesis topic has been accomplished. The student Multimedia Arts must assemble a committee of three faculty readers Peace and Justice Studies with expertise in the disciplines involved, one of Urban Studies whom will serve as the chair of the committee and Women’s, Gender, and Sexuality Studies be responsible for submitting the final grade. One member of the committee must be from a depart- Other interdisciplinary programs at Tufts include: ment or program in which the student is majoring. Biochemistry The proposed thesis topic must be approved by the Biopsychology CIS Board or its designated subcommittee. Chemical Physics Application instructions and relevant timeline can Cognitive and Brain Sciences be found on the CIS website. Students who would like to be recommended for For more information on these programs, students degrees with honors by a department or program should consult the individual program website and/ that requires a thesis should be aware that a CIS or program director. thesis will not usually count as a substitute for an honors thesis within the department or program. However, once the thesis proposal is approved by International Literary the CIS Board or its designated subcommittee, eligible students can apply to the Thesis Honors and Visual Studies Program by filing the appropriate paperwork at CO-DIRECTORS: Dowling Hall. If the CIS thesis is to qualify as an Professor Charles Inouye, German, Russian, and Asian honors thesis, the chair of the thesis committee Languages and Literatures must be a member of the department or program in Professor Isabelle Naginski, Romance Languages which the student is majoring. In addition to administering the Interdisciplin- The program in International Literary and Visual ary Studies major and the CIS Senior Thesis, the Studies makes possible the study of literature, film, Center for Interdisciplinary Studies provides a and visual arts in an international context. ILVS dynamic hub for a range of interdisciplinary students share an interest in literature, cinema, and academic programs at Tufts. For information about visual arts, which they approach in an interdisci- majors and/or minors offered by interdisciplinary plinary, multicultural way. programs, please see the relevant program website. The academic programs affiliated with the collective UNDERGRADUATE CONCENTRATION enterprise of the Center for Interdisciplinary REQUIREMENTS Studies include: Language Preparation for the Major Students are to have or to attain competency in Africana Studies one foreign language (to 122 or equivalent), and are American Studies strongly urged to begin the study of a second. (In Asian American Studies some cases, depending on the student’s background, Communications and Media Studies one of these might be English.) Community Health

202 International Literary and Visual Studies >

Disciplinary focus Courses ILVS offers three tracks—literature, film, and the The major consists of twelve courses, not counting visual arts (with this third category including those taken for language preparation. At least one painting, photography, performance, etc.). A student of the twelve courses should be either a seminar, an focuses on one, but also does work in the other two. intensive course requiring a substantial integrative project, or independent study leading to a senior Cultural areas project or thesis. The particular distribution of ILVS majors select a primary and a secondary area courses is determined by the disciplinary track of study. This is usually a geographical area (Russia, selected by the student. Courses that might serve Germany, Latin America, the Middle East), but it two categories of the requirements cannot be could be a conceptual area (the modern novel, double-counted within the major. Any departures postmodern theory). Normally, these areas reflect from the proportions or content of these categories one’s language preparation—Japanese and Japan, must be approved by petition to a committee of Chinese and China—but this is not always the case. core faculty. Here is the distribution of required For example, a native speaker of French might courses for each of the three possible tracks. choose French and Spanish as his languages, and Spain and Japan to be his areas of cultural study. Or LITERATURE EMPHASIS someone just starting Chinese and interested in A. National and ethnic literatures (six courses). film might choose China as a primary area and The student must take six literature courses—four American film as a secondary area. In all cases, in the primary cultural area and two in secondary ILVS requires the study of more than one culture. area—preferably in the foreign language being studied. Theory courses ILVS students are required to take courses from an B. Visual arts and/or film (two courses). The approved selection of literary, film, visual, gender, student must take two courses in film or the visual and culture theory courses. Choices will vary arts (normally, one in each cultural area, chosen according to disciplinary focus. from course lists on http://ase.tufts.edu/ilvs/ requirements). A senior project or thesis A senior project is required. ILVS is both interdis- C. Cross-cultural and/or gender-oriented literary or ciplinary and multicultural; therefore, the number visual studies (two courses). The student must take of courses available to a student doing the major is two courses of a cross-cultural or gender-oriented large. For this flexibility to work to one’s advantage, nature in a literary or visual art or from film and each student should have a conceptual focus, visual arts courses (chosen from course developed in consultation with his or her major lists on http://ase.tufts.edu/ilvs/requirements). advisor. This might be a question about a certain cultural phenomenon or an aesthetic school, style, D. Literary and cultural theory (two courses). or problem: for example, “What is the relationship The student must also complete one semester of between art and politics?” or “How is art education literary theory and one semester of cultural theory handled in different cultures, and to what effect?” (chosen from course lists on http://ase.tufts.edu/ Alternatively, you might also focus on an interaction ilvs/requirements). or common development in two or more cultures, or on a particular genre or form. A student’s FILM EMPHASIS conceptual focus should eventually lead to a senior A. National and ethnic literatures (three courses). thesis or project, such as a scholarly study, a The student must take three literature courses, translation, a film, a photo exhibit, or a creative two in the primary culture area and one in the writing project. secondary area.

203 International Literary and Visual Studies > International Relations >

B. Film (five courses). The student must take five courses in film, normally including one in the International Relations primary cultural area and another in the secondary DIRECTOR: area. The student may substitute, for one of the five Associate Professor Drusilla Brown, Economics courses, a course in visual arts or a studio course in CORE FACULTY: some domain of filmmaking (screenwriting, Professor Ina Baghdiantz-McCabe, History directing, acting, etc.) (chosen from the course lists Professor Gregory Carleton, Russian on http://ase.tufts.edu/ilvs/requirements). Professor Ujjayant Chakravorty, Economics Professor Gregory Crane, Classics C. Cross-cultural and/or gender-oriented literary or Professor Robert Devigne, Political Science visual studies (two courses). The student must take Professor Leila T. Fawaz, History two courses of a cross-cultural or gender- Professor Gerard Gasarian, French oriented nature in a literary or visual art, or from Professor David M. Guss, Anthropology film and visual arts courses (chosen from course lists Professor Brian Hatcher, Religion on http://ase.tufts.edu/ilvs/requirements). Professor Hosea Hirata, Japanese Professor Bruce Hitchner, Classics D. Film theory and cultural theory (two courses). Professor Charles Shiro Inouye, Japanese The student must take one course in film theory Professor Yannis Ioannides, Economics plus one course in cultural theory (chosen from Professor Ayesha Jalal, History course lists on http://ase.tufts.edu/ilvs/ Professor Vida Johnson, Russian requirements). Professor Paul Joseph, Peace and Justice Studies/Sociology Professor Howard Malchow, History VISUAL STUDIES EMPHASIS Professor Beatrice Manz, History A. National and ethnic literatures (three courses). Professor Jose Antonio Mazzotti, Spanish The student must take three literature courses, Professor Malik Mufti, Political Science two in the primary cultural area and one in the Professor Isabelle Naginski, French secondary area. Professor Susan Napier, Japanese Professor George Norman, Economics B. Visual arts (five courses). The student must take Professor Peter Probst, Art and Art History five courses in visual arts, normally including one in Professor Daniel J. Richards, Economics the primary cultural area and one in the secondary Professor Christopher Schmidt-Nowara, History area. The student may substitute, for one of the five Professor Tony Smith, Political Science courses, a course in film or two studio courses in a Professor Enrico Spolaore, Economics visual art (drawing, painting, sculpture, filmmaking, Professor Vickie Sullivan, Political Science etc.) (chosen from course lists on Professor Reed Ueda, History http://ase.tufts.edu/ilvs/requirements). Professor Peter Winn, History Professor Christiane Zehl Romero, German C. Cross-cultural and/or gender-oriented literary or Professor Xueping Zhong, Chinese visual studies (two courses). The student must take Associate Professor David Art, Political Science two courses of a cross-cultural or gender- Associate Professor Gloria Ascher, German/Judaic Studies oriented nature in a literary or visual art or from Associate Professor Paula Aymer, Sociology film and visual arts courses (chosen from course lists Associate Professor Stephen Bailey, Anthropology on http://ase.tufts.edu/ilvs/requirements). Associate Professor Cristelle Baskins, Art and Art History Associate Professor Nancy Bauer, Philosophy D. Visual and cultural theory (two courses). The Associate Professor Marcelo Bianconi, Economics student must take one course in visual theory and Associate Professor Drusilla Brown, Economics one course in cultural theory (chosen from course Associate Professor Consuelo Cruz, Political Science lists on http://ase.tufts.edu/ilvs/requirements). Associate Professor Heather Curtis, Religion For more detailed information, please visit the Associate Professor David Dapice, Economics website http://ase.tufts.edu/ILVS.

204 International Relations >

Associate Professor Richard C. Eichenberg, Political Adjunct Senior Lecturer Mark A. Woodin, Civil and Science Environmental Engineering Associate Professor Ioannis Evrigenis, Political Science Lecturer Rana Abdul-Aziz, Arabic Associate Professor Nina Gerassi-Navarro, Spanish Lecturer Nancy W. Gleason, Political Science Associate Professor Kelly Greenhill, Political Science Lecturer Ekaterina Gnedenko, Economics Adjunct Associate Professor David Gute, Civil and Lecturer David J. Proctor, History Environmental Engineering Adjunct Associate Professor Raymond Hyatt, Public The program offers a rigorous plan of study for Health and Community Medicine undergraduate students with a primary interest in Associate Professor Richard Jankowsky, Music international relations. The field of international Associate Professor Ikumi Kaminishi, Art and Art History relations includes the study of international and Associate Professor Erin Kelly, Philosophy regional systems; the foreign relations of states, Associate Professor Brigitte Lane, French including their political, military, economic, and Associate Professor David Locke, Music environmental policies; the sources of international Associate Professor Christina Maranci, Art and Art History conflict and cooperation; the domestic and trans- Associate Professor Margaret McMillan, Economics national interests and actors that influence states; Associate Professor Lionel McPherson, Philosophy and the historical, political, social, cultural, ethical, Associate Professor Jayanthi J. Mistry, Child Development and humanistic traditions that impinge on the Associate Professor Jeanne M. Penvenne, History international relations of particular states or regions. Associate Professor Sarah Pinto, Anthropology The program is governed by an executive Associate Professor Kamran Rastegar, Arabic committee representing the departments and Associate Professor Elizabeth Remick, Political Science programs that serve the major. All majors select an Associate Professor Hugh Roberts, History academic advisor who is a member of the interna- Associate Professor Pearl T. Robinson, Political Science tional relations core faculty. Associate Professor Modhumita Roy, English First-year students who anticipate majoring in Associate Professor Rosalind H. Shaw, Anthropology international relations should read the concentration Associate Professor Oxana Shevel, Political Science requirements below. Generally, prospective majors Associate Professor Jeffrey Taliaferro, Political Science in the first year should select a program of study Associate Professor Rosemary Taylor, Community Health/ that includes a foreign language and perhaps the Sociology first course in international relations (Political Associate Professor Joseph Walser, Religion Science 61) and in economics (Economics 5). The Assistant Professor Michael Beckley, Political Science major is usually declared during the sophomore Assistant Professor Amahl Bishara, Anthropology year, although first-year students are encouraged to Assistant Professor Arthur Chiang, Economics consult with the program in planning their course Assistant Professor David Ekbladh, History of study, especially if they plan to spend all or part Assistant Professor Elizabeth Foster, History of their junior year abroad. Assistant Professor Kenneth Garden, Religion The program awards four prize scholarships Assistant Professor Eva Hoffman, Art and Art History and academic awards: the John S. Gibson Prize, Assistant Professor Kelsey Jack, Economics the Distinguished Achievement Award in Interna- Assistant Professor Karen C. Kosinski, Public Health and tional Relations, the International Relations Community Medicine Research Scholars Award, and the Anne E. Assistant Professor Ning Ma, Chinese Borghesani Memorial Prize. The International Assistant Professor Kris Manjapra, History Relations Research Scholars Award is designed to Assistant Professor Nimah Mazaheri, Political Science enable promising IR majors to conduct high-level, Assistant Professor Alisha Rankin, History original research under the supervision of IR core Assistant Professor Dennis Rasmussen, Political Science faculty members in the summer before their senior Assistant Professor Ichiro Takayoshi, English year. The Borghesani award, open to sophomores Assistant Professor Rodrigo Wagner, Economics and juniors from any concentration, is intended to Assistant Professor Man Xu, History help defray the costs of study, research, or commu- Senior Lecturer Anna Hardman, Economics nity service abroad that adds an international

205 International Relations >

dimension to the student’s program of study. Language Requirement Each year the IR program also selects students to The IR major requires oral and written proficiency represent Tufts at several national student in a language other than English. Proficiency is conferences. defined as successful completion of eight semesters Majors in international relations may take (or the equivalent) of university-level language advantage of study abroad opportunities and instruction. All students wishing to major in participate in the Tufts-in-Talloires summer session, international relations are required to comply with where international relations courses are generally this requirement. Courses used to fulfill this offered. Students who study abroad with Tufts and/ requirement may not overlap with the core or or non-Tufts programs may credit qualified courses thematic concentration requirements. toward the major, provided that they have obtained approval from the IR program office, have com- Core Requirements (five courses) pleted the appropriate transfer credit preapproval The core requirements constitute the foundation process, and have submitted appropriate documen- of knowledge that is needed by all majors in tation to the IR program office in Cabot 605. International Relations, regardless of thematic Students should consult with their advisor and the concentration. They are composed of broad IR program to make sure course work fulfills introductory courses that cover the major themes requirements. Students who study abroad in either and debates within each discipline on the study of Tufts programs or non-Tufts programs should international affairs. Core courses constitute a carefully review all program policies regarding major element in establishing a coherent sense of requirements and the number of courses that can IR identity and community. The IR program be taken beyond the Medford campus (see more stongly encourages students to take all core courses information below). at Tufts. International relations majors may wish to note Political Science 61 International Relations the combined-degrees program offered by the Economics 5 Principles of Economics College of Liberal Arts and the Fletcher School of One course in international economics* Law and Diplomacy. Qualified juniors may apply to One course in theories of society and culture* the Fletcher School after they have completed and One course in the historical dimension* received grades in twenty courses. Details of this highly competitive dual-degree program are *See IR website for more details. described in this bulletin under Combined-Degrees Programs; an interview with the Fletcher admis- Thematic Concentration Requirement (seven courses) sions office is required. Thematic concentrations are designed to provide students with substantial, in-depth and focused UNDERGRADUATE MAJOR REQUIREMENTS study of an aspect of international affairs. All majors The international relations major requires twelve must choose one of the following six thematic courses comprised of five core courses and seven concentrations and complete seven courses within courses from one of six thematic concentrations that concentration. These must include social chosen by students. A grade of C- or better is science, history, and culture courses. At least one of required for a course to count for the IR major. No the seven courses must also address the role of the more than three courses taken abroad (including on United States in the relevant regional or issue area. Tufts Programs Abroad) may be applied toward the One of the seven thematic concentration courses twelve-course major (only one of which may be must also include a research methods course (such applied toward the IR core requirements). The IR as INTR 91, INTR 92 or several other options). capstone requirement (upper-level seminar, directed Moreover, the normal expectation is that no more research or senior thesis) must be completed on the than three of the seven courses in each concentra- Tufts Medford campus. Additionally, the IR tion may be an introductory-level course, and that program requires proficiency in a language other one must be a capstone research course (seminar, than English. Details regarding the requirements honors thesis, or directed research). are as follows.

206 International Relations > Italian Studies > Japanese > Judaic Studies > Latin > Latin American Studies >

1. REGIONAL AND COMPARATIVE ANALYSIS Choose one of the following: Judaic Studies Africa (FOR DEGREE REQUIREMENTS, SEE GERMAN, East and Southeast Asia RUSSIAN, AND ASIAN LANGUAGES AND Europe and the former Soviet Union LITERATURES.) Latin America Middle East and South Asia

2. INTERNATIONAL ECONOMICS Latin Choose one of the following: (FOR DEGREE REQUIREMENTS, SEE CLASSICS.) International economics and trade International economics and finance International economics and environment International economics and development Latin American Studies DIRECTOR: 3. GLOBAL HEALTH, NUTRITION, AND Associate Professor Nina Gerassi-Navarro, Romance THE ENVIRONMENT Languages 4. INTERNATIONAL SECURITY Latin America is increasingly important in the 5. THE UNITED STATES IN WORLD AFFAIRS world and for the United States in particular. The 6. IDEAS AND IDENTITY study of our hemispheric neighbors, the area of Choose one of the following: origin of our country’s largest minority group Ideologies according to the 2010 census, is important in itself, Empires/Colonialism/Globalization and also relevant for the understanding of larger international issues. Latin American studies is an Descriptions of the thematic concentrations, interdisciplinary program that encourages students detailed program requirements and policies, and a to integrate the varying disciplinary perspectives of complete list of courses that satisfy the IR major are the arts, literature, social sciences, and history, along contained in the International Relations Program with the study of the languages of the area, into a Handbook, available in Cabot 605, and on the IR coherent view of Latin America. website. For more detailed information, please visit the Major in Latin American Studies website http://ase.tufts.edu/ir. The major in Latin American Studies offers students the opportunity to combine the approaches of several academic disciplines in a focused study of the region. In recent decades, Latin America has Italian Studies become a field of rapid development in the arts, (FOR DEGREE REQUIREMENTS, SEE ROMANCE humanities and social sciences. The major’s interdis- LANGUAGES.) ciplinary approach integrates historical, social, political, economic and cultural perspectives at both national and regional levels. The program of study Japanese culminates in an original interdisciplinary project on a Latin American subject or in a senior seminar. (FOR DEGREE REQUIREMENTS, SEE GERMAN, Requirements for the Latin American Studies RUSSIAN, AND ASIAN LANGUAGES AND major are 11 courses and a five-semester language LITERATURES.) prerequisite. Required courses include courses in history, social sciences, literature and the arts, plus foundational courses in addition to a research seminar or thesis project. At least one of the courses should focus on indigenous peoples, and at least one

207 Latin American Studies > Latino Studies >

course must focus on pre-20th-century Latin For more detailed information, please visit the America. A Latino Studies course may count as one website http://ase.tufts.edu/latinamericanstudies. of the elective courses. A grade of C- or better is required for a course to count for the major. 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 include 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 least one course from each of the three disciplinary sociopolitical context. areas: arts and literature, social sciences, and history.

Students may count as many as two courses The following courses are required: transferred from other institutions or used to satisfy another concentration requirement toward the • One introductory survey course focused on minor. This limit does not apply to courses taken at U.S. Latinos. Tufts Programs Abroad. A grade of C- or better is • One Latin American survey course. required for a course to count for the minor. • One survey course in comparative race relations 3) Students must complete a capstone project that in the U.S. context from the list online or an integrates at least two of the three disciplinary areas approved equivalent. of the minor (arts and literature, social sciences, and • One core course with at least 50 percent Latino history). This project may be a written work, a content. With approval of Latino Studies performance, or some other creative work for which faculty, this requirement can be met by taking the student will receive one course credit. Normally, a Latino Studies course from one of Tufts’ the project will emerge out of one of the courses consortium partners. that the student takes for the minor and will be • One elective course relevant to Latino Studies advised by the instructor of that course. The with substantial and/or relevant Latino content, student must also form a committee of at least two in which student must do a substantial project faculty members to evaluate the project, which or paper on a Latino topic. An independent would include the project’s faculty advisor and a study course with a Latino Studies faculty on a faculty member from the other disciplinary area Latino Studies topic may also count. involved in the project. The format is ﬂexible, but • One capstone experience: All students must the content must conform to these guidelines. participate in a capstone experience, developed Normally, a student will complete the project in the in consultation with the director, that may ﬁnal semester at Tufts. (See Interdisciplinary Minor involve independent research or work in one of Program for details.) Boston’s Latino communities. The capstone project must follow the guidelines of the APPROVED COURSES Interdisciplinary Minor Program by including a Each semester an updated list of current Latin project proposal and a research component American studies courses is available from the culminating in a written paper, performance, or director. Seminars and other courses on the region oral presentation, which integrates the knowl- may be offered from time to time and credited edge and methodologies of the disciplines toward the minor or major. Students may also involved. The integrative project will count as petition the director to credit courses not included one course credit under a CIS (Center for in the list. Interdisciplinary Studies) 135 designation and

208 Latino Studies > Leadership Studies >

will receive a letter grade. The capstone can also Leadership Studies at Tufts places particular be fulfilled by doing a supervised internship emphasis on leadership that bridges cultural divides (CIS-99 LST) in a Latino-oriented organiza- and furthers understanding of diverse models of tion and a final paper analyzing the experience leadership. It is imperative that leadership be (supervised by Latino Studies faculty), or an understood, not only on an individual level, but also approved equivalent community-based course regarding the role of organizations, nonprofit, in which the research undertaken focuses on for-profit, governmental, and educational, in Latinos (for example, CH 180: Community complex societies. Health Internship). Leadership Studies at Tufts develops creative,

analytical and practical skills and attitudes. Skill NOTE: Students should check the Latino Studies development is further encouraged through courses website for a list of courses that meet these emphasizing public speaking, cross-disciplinary and requirements and/or meet with the director of the cross-cultural communication and team building, minor. All courses taken for the Latino Studies negotiation, mediation, and creative problem minor program must be taken for a letter grade. A solving. The Leadership Studies minor also requires maximum of two credits from the minor may be students to analyze issues relating to ethics and counted toward a major or majors; up to two credits decision making, organizational behavior, power may be used for distribution requirements. Also, and power relations, and policymaking. In these one language course above the intermediate level, realms, the minor also allows for a focus on civic Spanish for Heritage Speakers (Spanish 23), or leadership, and the importance of the development Portuguese 1 or 2 can count as an elective course. of the knowledge, skills and values crucial to Students interested in pursuing a Latino Studies effective positive change on local, domestic, and Minor should register with Associate Professor global communities. Adriana Zavala, Art and Art History, 617-627-2423, [email protected]. INTERDISCIPLINARY MINOR For more detailed information, please visit the Students pursuing the interdisciplinary minor in website http://ase.tufts.edu/latinostudies. Leadership Studies take a total of six courses at 5.5 credits. Two of these must be Tier 1 core courses and two must be drawn from the list of Tier 2 Leadership Studies courses. The fifth course may be selected from Tier 1 or Tier 2. The director of the Minor in Leader- DIRECTOR: ship Studies advises on course selection to fit each Mindy Nierenberg, Tisch College of Citizenship and Public student’s interests and to establish the basis for the Service Tier 3 capstone senior project. No more than two of the Tier 1 and Tier 2 courses may be taken in a Leadership Studies is an interdisciplinary field that single department. All courses must be taken for a offers students the opportunity to study leadership letter grade. As a capstone, students must complete theory from a multi-disciplinary perspective. The a Tier 3 senior project. Here, students put theory field of Leadership Studies connects with any major into practice and take a seminar course in which at Tufts, and provides students ways to integrate they reflect on their experience in the context of academic, personal, and experiential growth. their leadership courses and readings throughout Students are encouraged to explore various the capstone. Students in the leadership program leadership models while developing their own consider how the courses they propose to take and leadership style, building skills and knowledge that their leadership experience constitute a coherent will benefit them while at Tufts and in their lives whole. after graduation. Scholarship in Leadership Studies analyzes the influence of historical, political, economic, psychological, and technological forces on effective leadership and leadership models.

209 Leadership Studies > Management of Community Organizations >

LEADERSHIP STUDIES CURRICULUM The Leadership Studies curriculum consists of many Management of courses drawn from across the range of departments Community Organizations and disciplines at Tufts that either directly or FACULTY ADVISOR: indirectly addresses the issues of leadership. The Rusty Russell, Urban and Environmental Policy and Planning director is charged with maintaining an appropriate selection of courses in Tier 1 and 2 (including Are you one of those who, because of your deep evaluating student petitions to include additional commitment to an important public issue, started courses for credit toward the minor). in community organizing or perhaps as a direct service provider—and who find yourself today as an Tier 1 Courses “accidental manager” of a community organization? The courses in Tier 1 develop the intellectual Without the benefit of formal training or theoretical underpinnings of the Minor in Leadership Studies. grounding, you may find yourself in uncharted These courses introduce the basic principles of territory running a growing, increasingly complex leadership and introduce theories of leadership that organization. have been developed in a number of different The certificate in Management of Community disciplines. Organizations (MCO) may be for you. It’s a graduate-level program that provides management Tier 2 Courses training within the framework of social, economic Courses in Tier 2 allow students to round out their and political values that shape the nonprofit sector. study of leadership. These courses widen the The program’s goal is to train people in effective disciplinary foundations of the study of leadership. management who are committed to social policy and wish to work at the community level. The Tier 3 Courses certificate is offered by the graduate Department of To complete the minor, students must engage in a Urban and Environmental Policy and Planning. practical leadership capstone experience. Students The certificate requires the completion of four must apply to the director of the program with a courses—one core and three electrives—that prospectus describing the goals, challenges, and address such issues as financial analysis, program objectives of their leadership experience. Students evaluation, urban and social policy, fundraising, and participating in programs such as the Tisch Scholars conflict resolution. Program for Citizenship and Public Service, the The program is open to individuals with a IGL Synaptic Scholars Program, and Resident bachelor’s degree and is especially appropriate for Assistants may apply to have that experience count new managers of community organizations, those as the capstone, and other campus leadership with experience in the field who seek additional experiences may constitute the basis of their management training, midcareer professionals applications as well. Examples of capstone experi- interested in pursuing community work, and ences for the Leadership Studies Minor have individuals who wish to start a new agency or included service as a Reserve Officers Training program. Corps member, captain of an athletic team, or executive board member of a student organization. For more information, contact the program Structured reflection is a key element of the administrator, Angela Foss, at 617-627-2320 or capstone experience. Students will be required to visit the website http://gradstudy.tufts.edu/ meet with other students pursuing the capstone in a programs/certificates/index.htm. half-credit pass-fail seminar. For the seminar, they will write a paper linking their experience to the theories and issues covered in their coursework. As an alternative, and with permission of the director of the program, students can complete Tier 3 by undertaking a senior thesis on leadership.

210 Manufacturing Engineering CertiFIcate Program > Mass Communications and Media Studies > Mathematics >

Professor Zbigniew H. Nitecki, Dynamical systems Manufacturing Engineering Professor Eric Todd Quinto, Robinson Professor of Certificate Program Mathematics; Tomography and functional analysis 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 and algebraic topology As the United States continues to compete in Professor Richard Weiss, William Walker Professor of global markets, the need for manufacturing Mathematics; Group theory engineers who can design, build, operate, and Professor George McNinch, Algebraic groups manage competitive production systems has never Associate Professor Genevieve Walsh, Geometry and been greater. Excellence in design and production, topology especially knowledge of CAD, CAM, CNC Assistant Professor James Adler, Computational partial machining, and robotics, is essential as industries differential equations, scientific computing 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 Xiaozhe Hu, Scientific computing The Department of Mechanical Engineering Norbert Wiener Assistant Professor Patricia Garmirian, offers a four-course graduate-level certificate in Probability theory and stochastic processes manufacturing engineering. The program is offered Norbert Wiener Assistant Professor Hao Liang, Group on a part-time, non-degree basis for students theory and generalizations seeking professional training in manufacturing Norbert Wiener Assistant Professor Yusuf Mustopa, engineering. In most cases, courses taken as a Algebraic geometry certificate student can be transferred to a degree Senior Lecturer Mary Glaser, Combinatorics program. Graduate students may also pursue the Lecturer Zachary Faubion certificate as a concentration within their degree. Lecturer Gail Kaufmann The program is open to students with a bachelor’s Lecturer Kye Taylor degree and a background in engineering, science, or mathematics. SECONDARY APPOINTMENTS: Adjunct Professor Lenore J. Cowen, Computer Science; For more information, contact the program Computational biology, theory of computation, algorithm administrator, Angela Foss, at 617-627-2320 or design and analysis visit the website http://gradstudy.tufts.edu/ Adjunct Professor Diane Souvaine, Computer Science; programs/certificates/index.htm. Design and analysis of algorithms, computational geometry

Our experience up to date justiﬁes us in feeling sure Mass Communications that in Nature is actualized the ideal of mathematical simplicity. and Media Studies — Albert Einstein (SEE COMMUNICATIONS AND MEDIA STUDIES.) Spencer Lecture, Oxford, 1933

UNDERGRADUATE CONCENTRATION REQUIREMENTS Mathematics Option I: Major in Mathematics Professor Misha Kilmer, Chair; Numerical linear algebra To major in Mathematics, a student must take ten Professor Bruce Boghosian, Fluid dynamics courses beyond Calculus II (Mathematics 32, 36, Professor Christoph Börgers, Mathematical biology or 39). These courses must include Mathematics 42 Professor Fulton Gonzalez, Harmonic analysis or 44, Mathematics 70 or 72, Mathematics 135, Professor Mauricio Gutierrez, Group theory Mathematics 145, Mathematics 136 or 146, two Professor Marjorie Hahn, Probability more 100-level mathematics courses, and three Professor Boris Hasselblatt, Dynamical systems electives. The electives may include mathematics

211 Mathematics >

courses numbered 50 or above and up to two sequence Mathematics 39, 44. Other combinations approved courses in related fields. Majors are of these courses may not be granted full credit (see advised to complete Mathematics 42 or 44 and the separate course descriptions). Mathematics 4, Mathematics 70 or 72 by the end of their second 10, 14, 15, 16, 19, and 30 do not count toward a year. degree in the School of Engineering. Students in the School of Engineering may, with Students will receive half credit (with grade) for certain exceptions, choose mathematics as a second passing Mathematics 32 after receiving credit for area of concentration. To do so, a student must Mathematics 30. Mathematics 32 must be taken at notify the dean of engineering through the Tufts and for a grade in order to obtain this extra Department of Mathematics at least one semester half credit. The extra half credit will not count before graduation. The student must complete a toward the mathematical sciences distribution program that simultaneously satisfies the conditions requirement. Mathematics 30 may not be taken for for a degree from the School of Engineering and credit after receiving credit for Mathematics 32. the concentration requirements of the Department of Mathematics. Course recommendations Students who take Mathematics 70 instead of 72 Option II: Major in Applied Mathematics are advised to also take another course above 51 to To major in Applied Mathematics, a student must prepare for the proofs required in Mathematics 135 take 13 courses beyond Calculus II (Mathematics and 145. 34, 36, or 39). These courses must include Math- Mathematics majors interested in graduate school in ematics 42 or 44; Mathematics 51; Mathematics 70 applied mathematics are advised to major in applied or 72; Mathematics 87, 158, 135, and 136; one of mathematics. The requirements of that major Mathematics 145, Comp/Math 61, Comp 15, reflect the appropriate preparation for graduate or Comp/Math 163; one of the following three study in this field. sequences: Mathematics 126/128, 151/152, or 161/162; one of Mathematics 126, 128, 151, 152, Mathematics for majors interested in graduate school 161, or 162 (excluding the sequence referred to in in pure mathematics: For mathematical depth, we the last requirement); and two electives. Mathemat- recommend Mathematics 136, 146, and 158. We ics courses numbered 61 or above are acceptable recommend students take as many 100-level and electives. With the approval of the Mathematics higher courses as possible. Department, students may also choose as electives courses with strong mathematical content that are We also recommend that students interested in not listed as Mathematics courses. Majors are graduate school in pure or applied mathematics do advised to complete Mathematics 42 or 44, research in mathematics, such as through an NSF Mathematics 70 or 72, and Mathematics 87 by the Research Experience for Undergraduates (REU) end of their sophomore year. Program or with a professor at Tufts. Mathematics for majors interested in actuarial UNDERGRADUATE MINOR PROGRAM science: We recommend Mathematics 51, 161, 162, To minor in mathematics, a student must take six and 136; economics courses such as EC 105, 107, courses in the department beyond the level of 108, 150, and 152; and ES 152 and programming. Calculus II (Mathematics 34, 36, or 39). These must include Mathematics 42 (or 44) and 72 (or Mathematics for majors interested in computer 70), as well as Mathematics 135 or 145 (or both). science: We strongly recommend Mathematics 61, 63, 126, and 128, and we recommend 146, 161, UNDERGRADUATE COURSES 162, as well as Computer Science 160 and 170 plus Please note: Students who wish to begin calculus programming. should register for either Mathematics 30, 32, or Mathematics for majors interested in economics: 39. Those interested in computer science, engineer- We recommend Mathematics 51, 161, 162, and ing, mathematics, or the physical sciences should 136, as well as EC 107–8. We also recommend begin the three-course sequence Mathematics 32, students take Comp 11. 34, 42 or the two-course accelerated honors

212 Mathematics >

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, 135–136, 126–128, and Comp 11 or Mathematics Department Graduate Committee. above. Master’s students must complete at least two courses (not counting thesis) each semester until Mathematics for majors interested in careers in five courses counting towards the degree are science: We recommend that students consult satisfactorily completed, unless this requirement is professors in the specific science department as well waived by the graduate committee. as our department. In addition, students are required to participate in Mathematics for majors interested in teaching high one of our active research seminars for two terms as school: We recommend Mathematics 61, 63, 112, well as the colloquium on a regular basis. 146, and 161, and education courses. We encourage students to take Mathematics 136 or 158, or Master’s Thesis Option computer science, if possible. A student may write an expository paper on a specific topic in mathematics under the direction of GRADUATE PROGRAM a member of the department and upon completion The Department of Mathematics offers programs present it before a committee of two or more faculty leading to the degrees of master of science and members. The writing of the thesis can be counted doctor of philosophy. Applicants are expected to as the two elective courses from the nine courses for have mathematical preparation at least equivalent the course requirement via numbers 295 and 296. to that of an undergraduate major in mathematics, including courses in analysis and algebra. Many Doctor of Philosophy students fulfill the master’s degree requirements A doctoral student must pass oral qualifying exami- and obtain a master’s degree in the course of their nations in three out of the five fields of analysis, doctoral studies. algebra, geometry/topology, partial differential equations and numerical analysis by the end of the Master’s Degree second year. To qualify for the master’s degree, a student The choice of three fields must be approved in completes an approved program of at least nine writing by the graduate director based upon a courses in total, with at least three courses numbered discussion with the student by the end of his or her above 200, with the following guidelines to insure first semester at Tufts. This choice can be modified breadth: in consultation with the Graduate Committee. a. Three courses: one each in three of the distinct Within one year after completion of the oral individual areas 1–5 given below, two of which are examinations, the student must pass a candidacy at the 200 level—a full pass on the corresponding examination on material studied in preparation for Ph.D. qualifying examination would count as the work on a dissertation. course requirement here. The major task of a doctoral student is to write a b. Four courses: Any from areas 1–6 dissertation under the direction of a department c. Two courses: Elective courses which can be any member. This must be a substantial original course numbered above 112 contribution to the field of the student’s specialty and must meet standards of quality as exemplified Areas: by current mathematical research journals. 1. Analysis: 211, 212, 213, 136 At least one semester’s teaching experience at 2. Algebra: 215, 216, 146 Tufts is required. 3. Geometry/topology: 217, 218, 167, 168 4. Numerical analysis: 226, 228, 128 For more detailed information, please visit the 5. Partial differential equations: 251, 252, 152 website http://math.tufts.edu. 6. Other: 158, 162, 163, 170, any course above 200

213 Mechanical Engineering >

Mechanical engineering is a rich and versatile Mechanical Engineering profession that encompasses invention, analysis, and Professor William C. Messner, Department Chair and John manufacture of mechanical components and R. Beaver Professor; Automatic control systems with an systems. Broadly speaking, mechanical engineering emphasis on applications to data storage systems, robotics, is the branch of engineering that encompasses the microfluidics, and biological systems and instrumentation generation and application of heat and mechanical Professor Mark Kachanov, Fracture mechanics, micro- power. In other words, mechanical engineering is mechanics of materials all about the analysis, design and manufacturing of Professor Chris Rogers, Robotics, musical instrument design, systems in motion. It spans both mature, well- fluid mechanics, and engineering education established industries such as automotive, aero- Professor Anil Saigal, Materials engineering, manufacturing space, shipping, power, heating and cooling, and processes, quality control machinery and new and emerging technologies Professor Igor Sokolov, Condensed matter, soft condensed such as robotics, medical devices, and micro and matter and biomedical research, energy-related materials and nano devices. Some of the most exciting areas in sustainability, surface science and engineering mechanical engineering occur where it interfaces Associate Professor Behrouz Abedian, Fluid mechanics, with other disciplines. electrokinetics and thermal-fluid systems In addition to the traditional disciplines of heat Associate Professor Marc Hodes, Sustainable energy, transfer, fluid dynamics, dynamics and controls, thermoelectricity and heat transfer materials processing, manufacturing, mechanics, Associate Professor Thomas James, Dynamics, mechanics and mechanical design, the Department of and materials engineering Mechanical Engineering is focused in three Associate Professor Douglas M. Matson, Solidification integrated areas of specialization. processes, thermal manufacturing, machine design 1. Mechatronics, which is the interface between Associate Professor Jason Rife, Robotics, dynamics and mechanical engineering and electronics. This controls specialty encompasses robotics, dynamics and Associate Professor Robert White, Microsystems, dynamics, controls, micro electro-mechanical systems acoustics and sensors (MEMS), manufacturing, and advanced Assistant Professor Luisa Chiesa, Sustainable energy, materials. superconducting materials 2. Biomechanical systems, which is the interface Assistant Professor Jeffrey Guasto, Microscale transport, between mechanical engineering and biology. bio-fluid dynamics This specialty includes human factors engineer- Senior Lecturer and Research Assistant Professor Gary ing, tissue scaffolds, soft-bodied robots, micro G. Leisk, Machine design, non-destructive testing fluidic systems, biofluidics, biomechanics, and Professor of the Practice Robert Hannemann, Thermal biological materials. sciences, heat transfer 3. Sustainable energy, which is focused on systems Professor of the Practice Dan Hannon, Human factors in for the generation or consumption of power in a product design sustainable system. This specialty includes power Professor of the Practice Michael Wiklund, Human factors generation and propulsion system efficiency and in product research and design innovation, electronics thermal management, Professor of the Practice Michael A. Zimmerman, Material sustainable data center technology, superconduct- science, thermal manufacturing ing energy transmission and storage, wind Research Associate Professor Pratap Misra, GPS, emerging energy, advanced thermodynamic cycles, heat satellite navigation systems transfer and fluid mechanics.

SECONDARY APPOINTMENTS: The mission of the Department of Mechanical Adjunct Professor Vincent Manno, Franklin W. Olin College Engineering is to provide educational experiences of Engineering; Thermal-ﬂuid phenomena, power generation that give students a sound basis for professional systems practice and a career of lifelong learning. Each Adjunct Associate Professor Steven D. Schwaitzberg, program has speciﬁc objectives, but the common Cambridge Health Alliance; haptic feedback for surgical goal is to learn fundamental principles of mechani- training cal engineering and to master engineering methods

214 Mechanical Engineering >

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 curriculum 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 of modify that program each term as their experience 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 foundation upon which to build future careers in CORE PROGRAM: advanced engineering education and research; Freshman Year engineering practice; or non-engineering profes- FALL TERM sional training in business, education, law, and Engineering Science 93 Intro Engineering Elective medicine. Mathematics 32 Calculus I The Department of Mechanical Engineering Physics 11 General Physics I offers two undergraduate degree programs leading English 1 Expository Writing to the undergraduate degrees of Bachelor of Science in mechanical engineering (B.S.M.E.) and SPRING TERM Bachelor of Science (B.S.). The B.S.M.E. program Engineering Science 2 Introduction to Computing in is accredited by the Engineering Accreditation Engineering Commission of ABET (www.abet.org). Of the Mathematics 36 Applied Calculus II thirty-eight course credits required for the profes- Chemistry 1 Chemical Fundamentals sional degrees accredited by the Engineering Humanities/Arts or Social Science elective Accreditation Commission of ABET, a minimum of 9.5 course credits must be completed in college Sophomore Year level math and basic science subjects appropriate to FALL TERM the discipline and a minimum of 14.5 course credits Engineering Science 3 Introduction to Electrical Systems must be completed in Engineering topics, consis- Engineering Science 5 Introduction to Mechanics— tent with ABET general and program criteria. The Statics and Dynamics B.S.M.E. program qualifies graduates for the Mathematics 42 Calculus III Fundamentals of Engineering (FE) examination, Physics 12 or Chemistry 2 General Physics II or Chemical which is the first step toward registration as a Principles licensed professional engineer. Humanities/Arts or Social Science elective

SPRING TERM Bachelor of Science in Mechanical Engineering Engineering Science 7 Thermodynamics Consistent with the requirements for ABET Engineering Science 9 Applied Mechanics—Strength of accreditation, the objectives of the B.S.M.E. Materials program are presented here. We expect that Mechanical Engineering 1 Mechanical Design and graduates of the B.S.M.E. program will: Fabrication

215 Mechanical Engineering >

Mathematics 51 Differential Equations b. A total of six courses in humanities, arts and Foundation elective social sciences (HASS), including English 1 or 3. At least one humanities and one social Junior Year sciences course must be included. Acceptable FALL TERM HASS electives are available from Student Engineering Science 8 Fluid Mechanics Services online. Courses selected must include a Mechanical Engineering 25 Engineering Materials minimum of one credit in each area of Humani- Mechanical Engineering 37 Dynamics and Vibrations ties (H) and Social Sciences (SS). Mechanical Engineering 42 Machine Design II c. Eight department foundation courses: six Natural Science elective required courses related to engineering science, one elective course in mathematics or natural SPRING TERM science, and one foundation elective. Note that Mechanical Engineering 16 Heat Transfer Engineering Science 101 and Mechanical Mechanical Engineering 18 Instruments and Experiments Engineering 150 can be counted either as a Mechanical Engineering 80 System Dynamics and mathematics/science elective or as B.S.M.E. Controls concentration electives, while Engineering Mechanical Engineering concentration elective Science 55 (Numerical Methods for Engineers) Humanities/Arts or Social Science elective and Engineering Science 56 (Probability and Statistics) can only count as mathematics/ Senior Year natural science foundation electives. FALL TERM d. Twelve department concentration courses: three Mechanical Engineering 43 Senior Design Projects required mechanical engineering science courses Mechanical Engineering concentration elective (Mechanical Engineering 16, 37, and 80), Foundation elective introduction to research instrumentation Humanities/Arts or Social Science elective (Mechanical Engineering 18), two mechanical Free elective engineering design courses (Mechanical SPRING TERM Engineering 1 and 42), a senior design project Mechanical Engineering concentration elective elective (Mechanical Engineering 43), and ﬁve Mechanical Engineering concentration elective mechanical engineering concentration electives. Mechanical Engineering concentration elective Refer to the ME degree sheet for details on Humanities/Arts or Social Science elective department concentration courses. Free elective e. Two free elective courses without restriction.

The above courses, in conjunction with the courses Bachelor of Science—Engineering Psychology taken in the first year, satisfy the following distribu- This program is available for students planning a tion requirement: career or further graduate study in the field of a. A total of ten credits in introductory engineer- human factors and ergonomics. Students generally ing sciences: four courses in biology, chemistry, should plan to elect the program at the end of the Earth and ocean sciences, or physics, including first year and will graduate with a B.S. degree in Physics 11, Chemistry 1 or 16, and either engineering psychology. Program requirements are Physics 12 or a second course in chemistry; four detailed in this bulletin under Engineering courses in mathematics, comprising Mathematics Psychology. 32, 36, 42, and 51; and two credits in introduc- Students may also pursue an M.S. degree in tory engineering, to include Engineering Science Human Factors. 2 and 93. Many students opt to include biology in their electives, reflecting the increasing importance of biomedical engineering applications in Mechanical Engineering.

216 Mechanical Engineering >

CERTIFICATE PROGRAM Two foundation courses are required: IN MANUFACTURING ENGINEERING Computer Science 171 Human-Computer Interaction FACULTY ADVISOR: Psychology 53/Engineering Psychology 61 Engineering Professor Anil Saigal, Mechanical Engineering Pyschology One additional course from the following: This certificate is offered on a part-time, non- Computer Science 106 Object Oriented Programming for degree basis for post baccalaureate students seeking GUIs professional training in manufacturing engineering Engineering Psychology 161 Human Factors in Product with emphasis on manufacturing processes, Design robotics, designs, quality control, or cost-effective Engineering Psychology 162 Man-Machine System production systems. Courses taken in the certificate Design program may be transferred to the degree program. Engineering Psychology 166 Applied Design Software Professor Anil Saigal is the faculty advisor of this User Interfaces program. The certificate requires four courses. Psychology 130 Advanced Engineering Psychology Two core courses are required: Electives: Mechanical Engineering 125 Manufacturing Processes Computer Science 20 Web Programming and Materials Technology Computer Science 175 Computer Graphics Mechanical Engineering 180 Digital Control of Dynamic Electrical Engineering 120 Computer Animation for Systems Technical Communications Two elective courses are required from the Occupational Therapy 105 Assistive Technology following: More detailed information can be found under Mechanical Engineering 108 Modern Quality Control Human-Computer Interaction in this bulletin. Mechanical Engineering 126 Computer-Integrated Engineering GRADUATE PROGRAM Mechanical Engineering 129 Finite Element Methods in Master of Science in Mechanical Engineering Engineering Systems The goal of the Master of Science (M.S.) degree Mechanical Engineering 182 Automation program is to provide students with an opportunity Mechanical Engineering 184 Robotics to strengthen their technical backgrounds for Civil and Environmental Engineering 188 pursuing successful professional careers in engineer- Engineering Design with CAD ing research, development and management. Further information can be found under Applicants are admitted to this program on the Manufacturing Engineering Certificate Program basis of their educational qualifications. A key in this bulletin. admission requirement is a strong academic background in mechanical engineering or a related CERTIFICATE PROGRAM technical discipline. The department also requires IN HUMAN-COMPUTER INTERACTION all applicants to submit their recent Graduate This certificate is offered on a part-time, non- Record Examination (GRE) scores. More detailed degree basis for post baccalaureate students and is descriptions of all application requirements are especially useful for computer programmers, Web provided in the Graduate School Handbook. designers, software engineers, human factors The M.S. program requires successful comple- professionals, user interface designers, and others tion of ten (10) graduate-level (100-level or above) who wish to develop or enhance their user interface course credits, traditionally consisting of seven (7) design and implementation skills. Courses taken in course credits and a thesis worth three (3) credits; a the certificate program may be transferred to the thesis prospectus; seminar attendance; and success- degree program. Professor Daniel Hannon is the ful thesis defense in an open forum. All students faculty advisor of this program. The certificate are required to choose two core areas from the three requires four courses. offered in the department (Thermal Fluids,

217 Mechanical Engineering >

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

218 Mechanical Engineering >

education. Applicants are admitted to the Master A Ph.D. candidate is required to complete at of Engineering (M.Eng.) program based on a least five course credits beyond the seven M.S. strong academic background in mechanical degree in-classroom courses at the 100 level or engineering or a related technical discipline. The higher. Doctoral candidates are expected to pursue department also requires all applicants to submit either course work in direct support of their their recent Graduate Record Examination (GRE) research or course work that addresses the recom- scores. mendations made during the qualification period. The M.Eng. emphasizes technical course work, In the interest of broadening the educational culminating in an engineering project, and can be experience, students are also expected to take at contrasted with the departmental M.S. program, least one advanced course 200 level or higher, either which is focused on research and development and within or outside of the department. includes a research thesis. Candidates are required After the successful qualifying exam, Ph.D. to complete the equivalent of ten graduate-level candidates are required to present a thesis prospec- (100-level or above) courses. All students must take tus to a committee composed of the thesis advisor, at least three courses from the six available core other mechanical engineering faculty, and possibly topic classes. Students should honor prerequisites outside experts. This presentation includes ques- when selecting courses. tioning by the committee and other faculty to assess Students are required to take at least one math whether the candidate has sufficient background to course selected from ME 150, ES 101, and ME study the research area. The purpose of the 108. Students are also required to take ME 102 prospectus is to inform the department in a concise (Inventive Design). statement of the candidate’s research program. The remaining five courses in the M.Eng. Ph.D. candidates must defend their dissertation program are four elective courses and a one-credit in an oral examination, open to the community. project (Mechanical Engineering 299). The project The candidate is examined by a committee of at is conducted under the guidance of a faculty advisor least three members, one of whom is an expert from and must address a substantive engineering analysis outside the mechanical engineering department, or design problem. Students are required to submit and another from outside Tufts University. Recent a written report and make an oral presentation of doctoral dissertation topics include haptic feedback their project work. in minimally invasive surgery, novel materials processing approaches with application to ceramics, Doctor of Philosophy metal casting, and biomaterials development, Applicants to the Ph.D. program are expected to modeling and experimental characterization of have an outstanding academic record in mechanical semiconductor manufacturing processes, develop- engineering or a related discipline. All applicants to ment of optical techniques for microscale measure- the Ph.D. program should outline in writing their ments, modeling, design, and fabrication of reasons for applying to the doctoral program and microscale sensor arrays for aeroacoustic applica- their tentative plan of study. For general information tions, computational and experimental cochlear and admission requirements for the Ph.D. degree, mechanics, development of method for polymer see the graduate school section of this bulletin. synthesis using microfluidic enzymatic cascade, and For admission to doctoral candidacy, the electrowetting phenomenon for microsized fluidic individual must pass a qualifying examination by devices. the end of their fourth academic semester if For more detailed information, please visit the entering the program with an M.S., or by the end Mechanical Engineering website: of their sixth academic semester if entering the http://engineering.tufts.edu/me/graduate/phd.htm. program with a B.S. The student must select four out of the eight exam areas (Physical Ergonomics, Cognitive Human Factors, Dynamics, Controls, Fluid Dynamics, Heat Transfer, Solid Mechanics, and Materials Processing) for the written qualifying examination, and pass an oral examination.

219 Medieval Studies > Microwave and Wireless Engineering >

In collaboration, the Department of Electrical Medieval Studies and Computer Engineering offers a five-course, FACULTY COORDINATOR: graduate-level certificate in microwave and wireless Professor Steven Marrone, History engineering. The certificate program educates professionals in the exciting new uses of microwave The interdisciplinary minor in medieval studies and wireless technology through extensive labora- presents a multidisciplinary focus on the world of tory and project work. The program can be pursued the Middle Ages. The medieval world introduces on a part-time, non-degree basis by professionals us to the cultural roots of Europe and Islam in a seeking advanced development and training or as preindustrial society and to the beginnings of an intermediate step to a master’s degree. In most Western and Middle Eastern languages and cases, courses taken as part of a certificate program literatures. can be transferred into a graduate-degree program Five credits with at least one course from each of in electrical engineering. The program is open to the three categories (as stated online) are required students with a bachelor’s degree in electrical for the minor. In addition to the five credits, a engineering or physics or with equivalent prepara- student is required to complete an appropriate tion, including a background in general physics and project, such as a thesis, an oral presentation, or a intermediate circuit theory. performance, which integrates the knowledge and methodologies of the disciplines involved. (See The certificate requires five courses. Interdisciplinary Minor Program for details.) Two required courses: EE 107 Communications Systems I Microwave and Wireless EE 117 Introduction to Microwave Devices One or both of the following: Engineering EE 118 Microwave Semiconductor Devices and Circuits EE 160 Computer-Aided Design of Microwave Circuits FACULTY ADVISOR: Professor Mohammed Nurul Afsar, Electrical and Two graduate-level elective courses in microwave Computer Engineering engineering or related fields: EE 108 Communications Systems II In today’s changing economy, the microwave and EE 136 Antennas for Radar, Avionics, and Communications wireless engineering industry is moving away from EE 137 Radar Engineering developing traditional military applications and EE 148 Silicon Radio Frequency IC Design toward exploration of commercial opportunities. EE 161 Microwave Integrated Circuits With the new availability of relatively inexpensive EE 193SBC Satellite-Based Communications microwave components and improved digital com- EE 194W Wireless Communications munications, these opportunities have few limits. EE 127 Information Theory Radar, satellite, wireless radio and optical communications, cellular phone, cruise control and (Students may substitute other Tufts graduate collision avoidance radar are just a few areas which courses, subject to the approval of the certificate utilize microwave technology. faculty advisor.) In addition, computer hardware researchers and For more information, contact the program designers are finding that microwave engineering administrator, Angela Foss, [email protected], concepts are necessary to develop gigahertz and 617-627-2320, or the faculty advisor, faster computer circuits. As engineers explore low Mohammed Nurul Afsar, [email protected], microwave frequencies and even lower radio 617-627-3217, or visit frequencies, this technology is now applied to cable, http://gradstudy.tufts.edu/programs/certificates/ broadband, television, medical, and other commer- index.htm. cial uses.

220 Middle Eastern Studies >

UNDERGRADUATE CONCENTRATION Middle Eastern Studies REQUIREMENTS DIRECTOR: Major in Middle Eastern Studies Hugh Roberts, Edward Keller Professor of North African and The Middle Eastern Studies major has recently Middle Eastern History been modiﬁed in respect of the course require- FACULTY: ments, with particular reference to the language Professor Ina Baghdiantz-McCabe, History requirement, which has been relaxed. Students who Professor Leila Fawaz, History matriculate in fall 2014 will have to conform to the Professor Bruce Hitchner, Classics new revised requirements. Professor Ayesha Jalal, History Professor Beatrice Manz, History Revised Requirements of the Major Professor Malik Mufti, Political Science The Middle Eastern Studies major comprises Professor Enrico Spolaore, Economics twelve courses: Associate Professor Gloria Ascher, Judaic Studies a. Four courses of a Middle Eastern language (level Associate Professor Steven Hirsch, Classics 3–4 or equivalent). Students who have demon- Associate Professor Richard Jankowsky, Music strated language competence through level 3–4 Associate Professor Christina Maranci, Art and Art History by a placement test must take two advanced Associate Professor Hugh Roberts, History language courses and either two semesters of a Associate Professor Joel Rosenberg, Judaic Studies second Middle Eastern language or two other Assistant Professor Amahl Bishara, Anthropology courses from the list referred to in section b. Assistant Professor Elizabeth Foster, History b. Six courses in Middle Eastern studies—chosen Assistant Professor Kenneth Garden, Religion in consultation with an advisor—from an Assistant Professor Eva Hoffman, Art and Art History approved list updated by the Middle Eastern Assistant Professor Nimah Mazaheri, Political Science Studies program annually. Three courses must Assistant Professor Kamran Rastegar, Arabic Language be chosen from each of the following two and Literature groups: Lecturer Rana E. Abdul-Aziz, Arabic Language and A. art history, religion, literature, Judaic studies, Literature music, and Lecturer Thomas Abowd, Anthropology B. anthropology, history, political science. Lecturer Rabab El Nady, Arabic Language Lecturer Hedda Harari-Spenser, Hebrew Language and These courses must include at least one course in Literature pre-modern and one course in modern Middle Lecturer Fadi Jajji, Arabic Language Eastern studies. They must also include one course Lecturer Haci Osman Gunduz, Arabic Language in each of two Middle Eastern cultures. Two of Lecturer Souhad Zendah, Arabic Language these courses may be more advanced language courses (21–22 and beyond).

Middle Eastern Studies is an interdisciplinary c. One course that relates the Middle East to other program that encourages breadth and signiﬁcant regions of the world. immersion in one or more Middle Eastern cultures. d. One advanced research course, such as thesis The program gives students an opportunity to study honors, a seminar, or advanced directed study. the history and culture of the Middle East and of areas of the world whose territories were part of For more detailed information, please contact Middle Eastern empires or were under the Professor Roberts at [email protected]. inﬂuence of Middle Eastern civilizations in pre-modern and modern times. Study abroad is highly recommended.

221 Multimedia Arts >

Requirements for the Minor Multimedia Arts The speciﬁc requirements for the MMA minor CODIRECTORS: incorporate four elements: work in multimedia Professor Karen Panetta, Electrical and Computer practice, taking an appropriate set of electives, Engineering enrolling in the CMS Senior Colloquium, and Howard Woolf, Experimental College completing a Senior Project. CORE FACULTY: Multimedia Practice. Each student enrolled in the Professor Karen Panetta, Electrical and Computer minor must take at least two full-credit, letter- Engineering graded courses from an approved list of classes that Associate Professor Alva Couch, Computer Science introduce students to the tools, methods, and Assistant Professor Eva Hoffman, Art and Art History theories current in the ﬁeld. Associate Director Howard Woolf, Experimental College Senior Lecturer Neal Hirsig, Drama and Dance Electives. In addition, each student must take three Lecturer Paul Lehrman, Music full-credit, letter-graded courses selected from classes offered by the supporting departments OUR MISSION (Electrical Engineering, Computer Science, Art The Multimedia Arts (MMA) program actively and Art History, Drama and Dance, and Music) or seeks to break down the old divide between the arts from appropriate classes across the curriculum. and technology. We believe that students in Senior Colloquium (half-credit, pass/fail). This is a engineering and the sciences who are exposed to mandatory course for students enrolled in any of the arts and humanities expand their horizons and the three CMS minors who are doing Senior that students across the liberal arts deeply enrich Projects. It is to be taken in the fall of a student’s their education by becoming technologically senior year and is designed to aid in the planning literate. and successful completion of your Senior Project.

OUR PARTNERS Senior Project (full-credit, letter-graded). The Senior Linking the School of Engineering with the School Project is an original work that reflects an under- of Arts and Sciences, the MMA program is sup- standing of and facility with one or more of the ported by the Electrical and Computer Engineering expressive and/or conceptual disciplines associated Department and the Computer Science Department with multimedia. Collaborative projects are strongly in concert with the Experimental College, Art and encouraged. Art History Department, Drama and Dance Department, and Music Department. Notes Regarding the Minor Courses taken for major credit cannot be counted INTERDISCIPLINARY MINOR as MMA electives. IN MULTIMEDIA ARTS Only one course in a field related to your major The multimedia arts program provides a framework may count as an MMA elective. For example, if a for the analysis of and practical training in emerging Music major takes one course in Art and Art digital media. The minor includes—and often History, then all other electives must fall outside mixes—work in animation, filmmaking, photogra- the arts. Conversely, if a Computer Science major phy, music, text, drawing, collage, graphic design, takes one course in Electrical and Computer software development, website construction, user Engineering, then all other electives must fall interface strategies, and human factors theory. outside engineering. Through course work and collaboration on the part Where appropriate, a third multimedia practice of students in liberal arts and students in technical course may count as an elective. disciplines, the minor aims to foster the develop- All elective choices must be made in consultation ment of a body of shared knowledge and ideas and, with your MMA adviser. in so doing, to break down barriers that have For more information about the policies governing traditionally hindered such cross-fertilization. requirements and electives, visit http://ase.tufts.edu/cms/mma.html.

222 Museum Studies > Music >

Museum Studies Music Lecturer Cynthia Robinson, Director and Faculty Advisor; Professor John McDonald, Chair; composition, music Education theory, performance, orchestration Professor Andrew McClellan, Faculty Advisor; Art and Art Professor Joseph Auner, Music history, musicology History Professor Jane A. Bernstein, Fletcher Professor of Music; Associate Professor Benjamin Carp, Faculty Advisor; Music history, musicology History Professor David Locke, Ethnomusicology, music culture, performance As the stature and number of museums grow, so has Associate Professor Alessandra Campana, Music history, the need for appropriate professional training. More musicology, music and film than ever before, today’s museum professionals need Associate Professor Richard Jankowsky, Director of to be problem-solvers, educators, administrators, Graduate Studies; Ethnomusicology and logistical experts who understand not only the Assistant Professor Stephan Pennington, Music history, information that their collections hold, but how to musicology, African American music, cultural theory, queer tell their stories. Offered in collaboration with the pop music Tufts Departments of Art and Art History, Assistant Professor Frank Lehman, Music theory, music Classics, Education, and History, and the Office of and film Graduate Studies, the program equips students Lecturer Nani Agbeli, African Music and Dance Ensemble with the theories and practices needed for the 21st- Lecturer Paul Ahlstrand, Small Jazz Ensemble century museum. Lecturer Nina Barwell, Flute Ensemble Students may pursue the certificate program, Lecturer Donald Berman, New Music Ensemble consisting of four courses and an internship, or a Lecturer David Coleman, Gospel Choir master’s degree program in art history, history, or Lecturer Barry Drummond, Javanese Music Ensemble education. Together, certificate and masters Lecturer Jane Hershey, Early Music Ensemble students take museum studies courses that cover Lecturer Jamie Kirsch, Director of Choral Activities; Music museum history, administration, education, theory collections management, preservation, material Lecturer Paul Lehrman, Director of Music Engineering; culture, fund-raising, evaluation, new media, and Electronic Music Ensemble; Music technology exhibition planning. The internship enables Lecturer Carol Mastrodomenico, Opera Ensemble students to apply what they have learned in the Lecturer John McCann, Wind Ensemble; Music theory classroom and to expand their networks. Lecturer Michael McLaughlin, Klezmer Ensemble; Music The program is open to individuals with a theory, performance bachelor’s degree interested in pursuing a museum- Lecturer John Page, Director of Orchestral Activities; based career, museum professionals who wish to Conductor, Tufts Symphony Orchestra; Music theory improve their credentials for career advancement, Lecturer Kareem Roustom, Arabic Music Ensemble; and professionals in other fields who wish to shift Composition for multimedia, orchestration career direction. Lecturer Joel Larue Smith, Director of Jazz Activities; Jazz composition, theory, and performance For more information, contact the program Lecturer Michael Ullman, Music history: blues and jazz administrator, Angela Foss, at 617-627-2320 or Research Professor/Rabbi Jeffrey Summit, visit the website http://museumstudies.tufts.edu. Ethnomusicology

Music plays an essential role in a liberal arts college education. Musical studies integrate mind, body, and spirit. Students who study music in college prepare themselves for a lifelong appreciation of the musical arts. The faculty of the Music Department guides students along a rigorous yet joyful pursuit of knowledge in the following ﬁelds: instrumental/

223 Music >

ensemble performance, theory of music, history of Faculty in the Music Department teach a music, social/cultural musical context, and music diverse variety of courses in ensemble performance, composition. Music studies are interdisciplinary, including African Music Ensemble (Kiniwe), drawing on other disciplines in the arts, humanities, Arabic Music Ensemble, chamber ensembles, social sciences, mathematics, sciences, and engi- Chamber Singers, Tufts Concert Choir, Early neering. Studies in music teach transferable skills of Music Ensemble, Flute Ensemble, Gospel Choir, value for careers in the professions and business. Javanese Gamelan Ensemble, Tufts Jazz Orchestra, The Music Department offers courses in the Jazz Improvisation Ensembles, New Music disciplines of composition, ethnomusicology, Ensemble, Opera Ensemble, Pep Band, Tufts musicology, performance, and music theory. Our Symphony Orchestra, Tufts Chamber Orchestra, curriculum is inclusive and diverse, with emphasis and University Wind Ensemble. Enrollment in on the traditions of Western classical music, performing groups requires audition; contact the American music (especially African American department office for audition information, music and jazz), and world music (especially 617-627-3564. Musical excellence is highly valued, African and Middle Eastern music). Individual but membership is more inclusive than in music study of instrumental and vocal performance and conservatories. participation in performing ensembles is enthusias- tically endorsed; students may earn academic credit UNDERGRADUATE CONCENTRATION for these musical activities. REQUIREMENTS The Music Department’s flexible program The curriculum required of music majors provides serves (a) those students who would choose music a rigorous, balanced exposure to the essential fields as a major or minor, and (b) all students seeking to in liberal arts music studies, including composition, develop their musical knowledge and/or perfor- ethnomusicology, musicology, performance, and mance skills. Students may major in music, double theory. Normally, students declare the major in major in music and another field, or minor in music and choose a member of the full-time faculty music. Music courses fulfill many requirements as major advisor during the spring semester of the (arts distribution, world civilizations, international sophomore year. Students obtain the necessary relations, American studies, and several interdisci- signatures for declaration of major forms and plinary minors). The courses, programs, and change of advisor forms at the department office. facilities of the Music Department are open to all Undergraduate students who major in music are members of the Tufts community. required to take eleven courses in the department. Students considering graduate studies in music or PERFORMANCE OPPORTUNITIES careers in music are advised to take additional The Music Department provides students the courses beyond the eleven required for the major; opportunity for private study of instrumental and please see your advisor for a list of specific recom- vocal performance with the outstanding faculty in mendations. No course may be used to fulfill more our performance music program. Lessons may be than one requirement in the major, though some taken for half credit (0.5) or not for credit (NC). A performance and composition courses may be fee of $700 (2014–2015) is required; beginning in repeated for credit. the junior year, students majoring or minoring in The eleven courses required for the undergraduate music are eligible for a ninety-percent tuition major in music are: waiver for two semesters. Majors and minors must apply for the major/minor scholarship money. a. History of Western Music (two one-credit Majors and minors must study for two semesters at courses): Music 142, 143. the 153-01 and 02 levels in order to receive the b. Principles of Tonal Theory I and II tuition waiver. For detailed information, contact (two one-credit courses): Music 101, 102. Edith Auner, Coordinator of Performance, at c. Advanced Theory (one-credit course): Music 617-627-5616. 103–110. d. Ethnomusicology; World, Ethnic, Folk, and Traditional: Music 186, and one course chosen

224 Music >

from 106–110, 171–185, 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 (two requirements and electives, visit half-credit courses): Music 153 (01 and/or 02). http://ase.tufts.edu/cms/mma.html. g. Electives—Theory, Composition, Ethnomusi- cology, Musicology, Performance (two one-credit COURSES AT NEW ENGLAND courses): Music 111–141, 145–199. 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 primary 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 these 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 Dual 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, and music technology. The undergraduate admitted to both institutions; acceptance into the minor in music requires five courses; at least two Dual Degree program is highly selective, based on courses must be at the 100 level; the other courses both academic and musical competence. Transfer may be chosen from 100-level courses or from students are not normally accepted into this Music 21–67. Note: the prerequisite for all 100- 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 contend for a place in the program. exemption from that course through the Music Students may discontinue the program and Theory Placement Test, given at the start of each continue toward completion of the preferred degree semester. Two semesters in instrumental and/or at the chosen institution. The cost of the program vocal study (Music 153 01 and/or 02, or 195) are is based on Tufts undergraduate tuition rates. For required; no more than one credit of private lessons information about the program, please contact the may count towards the minor. Students minoring in NEC Liaison Dean at Tufts University, or the music must enroll in a performing ensemble course Dean of Enrollment Services, Office of Admission, (Music 69–96) for two semesters, but these credits New England Conservatory of Music, 290 cannot count toward the minor. After consultation Huntington Avenue, Boston, Massachusetts 02115. with a member of the full-time music faculty for advice on a suggested program of study, students should complete a minor declaration form (available from the department office).

225 Music > Music Engineering >

GRADUATE PROGRAM any one of these emphases, which will influence the Master of Arts choice of final project. Course requirements for the The Music Department offers the degree of Master minor include: of Arts in the areas of music theory, composition, 1. One music course from Music 10 (Introduction musicology, or ethnomusicology. Applicants for the to Music Theory and Musicianship), 101/102/ master’s degree must demonstrate a distinctive 103 (Principles of Tonal Theory I/II/III), 104 background in music studies, must submit a writing ( Jazz Theory), or 118 (Composition Seminar). sample or composition portfolio as part of their application, and are urged but not required to take 2. A two-course concentration in one of: the Graduate Record Examination (GRE). The a. Sound recording and production: two-year program of study consists of eight semester • Physics 10 (Physics of Music and Color). courses numbered 145 and above (excluding Music • Electrical Engineering 65 (Music Recording 101 and 102, and Music 142 and 143), a thesis or and Production). composition (one of the eight courses required), b. Electronic instrument design: and an oral defense of the thesis or composition. A • EE 12 (Analog Electronics) or EE 125 reading knowledge in one foreign language is (Digital Signal Processing). required, and students are expected to take music • Engineering Science 95/Music 66 courses outside their subfield. The department (Electronic Musical Instrument Design). encourages students to gain practical experience in c. Acoustic instrument design: performance courses, but these do not count for • Mechanical Engineering 139 (Acoustics) or credit toward the Master of Arts degree. 181 (Advanced Dynamics and Vibrations). • Engineering Science 73 (Musical Instru- For more detailed information, please visit the ment Design and Manufacture) or an website http://as.tufts.edu/music. approved course in Musical Instrument Making from the School of the Museum Music Engineering of Fine Arts. 3. Music 64 (Computer Tools for Musicians), Administrator: Electrical Engineering 65 (Music Recording Lecturer Paul Lehrman, Music and Production), or Music 65 (Music Recording AdvisorS: and Production). Professor Chris Rogers, Mechanical engineering 4. One credit from the following options: Music Professor Jeffrey Hopwood, Electrical and computer 64, Music 65, Electrical Engineering 65, engineering Engineering Science 73 (Musical Instrument Design and Manufacture), Engineering Science UNDERGRADUATE MINOR 95/Music 66, or an Engineering Internship The minor in Music Engineering provides students (EE 99 or ME 99) or Independent Study course with experiences at the intersection of music and (EE 93 or 94, ME 93, or Music 97) on an technology. Students learn the technologies behind approved topic supervised by a participating music-making, both traditional and modern, and minor advisor, or a course on acoustic instrument how new technologies can be applied to musical design, sound, sculpture, or performance from goals. The minor is available to students both in the the School of the Museum of Fine Arts. School of Engineering and the School of Arts and Sciences. The minor replaces the minor in Musical 5. A one-credit final project (EE 95 or 96, or both Instrument Engineering. EE 97 and 98; ME 43 or 94; or Music 98) on an The minor consists of five courses and a final approved topic, supervised by a participating project (six units in total). The minor has three minor advisor. possible emphases: (1) sound recording and Each student taking the minor must have a minor production, (2) electronic instrument design, and faculty advisor who approves course selections and (3) acoustic instrument design. Students can follow mentors the final project. Each minor must include at least two courses with Engineering course

226 Music Engineering > Nutrition > Occupational Therapy >

designations. A list of approved courses available at For current course listings, visit “course information” the School of the Museum of Fine Arts is available at www.nutrition.tufts.edu. Although no under- from the program directors. For more information, graduate degree programs are offered, a variety of visit http://go.tufts.edu/musicengineering. courses are available to undergraduates. Consent must be obtained from the instructor for courses numbered 200 and above. Nutrition The Gerald J. and Dorothy R. Friedman School of Nutrition Science and Policy at Tufts University Occupational Therapy was established in 1981, bringing together bio- Associate Professor Gary Bedell, Chair; Outcomes medical, social and behavioral scientists to improve measurement, research methods, clinical reasoning, social the nutritional well-being of people worldwide. participation of children and youth The school offers Master of Science and Doctor Professor Sharan L. Schwartzberg, Group theory and of Philosophy degrees, and in cooperation with the practice, psychosocial rehabilitation Frances Stern Nutrition Center of the New Professor Linda Tickle-Degnen, Clinical reasoning, England Medical Center Hospital, a combined evidence-based practice, research methods, and therapeutic Master of Science with Dietetic Internship behavior and motivation program. Dual-degree programs are offered with Assistant Professor Keren Ladin, Health care disparities, the School of Medicine (M.S./Master of Public policy and ethics, research methods Health), with the Fletcher School of Law and Senior Lecturer Janet Curran Brooks, Occupational Diplomacy (M.S./M.A.L.D.), and with Boston therapy practice in physical medicine, hand and upper College’s Carroll School of Management (M.S./ extremity rehabilitation M.B.A). In addition, a one-year Master of Arts in Senior Lecturer Scott Trudeau, Occupational therapy Humanitarian Affairs is offered in conjunction with practice in psychiatry, gerontology the Fletcher School, and a Master of Nutrition Lecturer Jennifer Buxton, Assistive technology Science and Policy degree is offered through a Lecturer Jessica Harney, Clinical reasoning, health and blend of online learning with short residencies. community systems; health conditions, occupation and The school’s faculty lead a wide variety of adaptation educational, research and engagement programs in Lecturer Paul C. Leavis, Physiology Boston and elsewhere. The faculty includes Lecturer Jean Lyons Martens, Adult and pediatrics agronomists, biomedical scientists, economists, Lecturer Margaret Morris, Pediatrics, clinical practice, geographers, physicians, veterinarians, psychologists school-based service and others, all dedicated to teaching and research Lecturer Monica Pessina, Anatomy and neuroanatomy to improve the nutritional well-being of people Lecturer Michael Roberts, Academic Fieldwork Coordinator; worldwide. Some faculty members have their Management, fieldwork education primary appointment and maintain laboratories at Lecturer Stephen N. Sarikas, Anatomy the Jean Mayer USDA Human Nutrition Research Lecturer Sarah Everhart Skeels, Health promotion/disease Center on Aging (HNRCA), the Sackler School or prevention and disability elsewhere at Tufts, while others conduct field Lecturer Elizabeth Ratcliff Whitney, Anatomy and research and capacity building with partners around neuroanatomy the world. The Friedman School is located at 150 Harrison The Boston School of Occupational Therapy, the Avenue, Boston, Massachusetts 02111; phone first of its kind in the country, was founded in 1918 617-636-3777, fax 617-636-3600. For more at the request of the surgeon general of the United information about the school, its degree programs States Army to meet the need for personnel in and its research, visit the website military hospitals. It was later reorganized on a www.nutrition.tufts.edu. civilian basis and in 1921 was incorporated as a nonprofit educational institution under the laws of the Commonwealth of Massachusetts.

227 Occupational Therapy >

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

228 Occupational Therapy >

OTS 227 Occupational Therapy Practice in Psychosocial Eligibility: Registered occupational therapists or Dysfunction (one course credit) candidates eligible for registration. OTS 229 Occupational Therapy Practice with Older Adults Prerequisite: One course in introductory statistics. (one course credit) The prerequisite course must be passed with a grade OTS 232 Health and Community Systems (one-half course of B- or better and taken at an accredited college. credit) OTS 233 Occupational Therapy Management and Option III (No thesis—practice option) Administration (one-half course credit) Master of Science in Occupational Therapy OTS 237 Fieldwork Experience (no credit) Required Courses: OTS 209 (Clinical Research, one OTS 238 Fieldwork Experience (no credit) course credit); OTS 208 (Clinical Reasoning OTS 242 Health Conditions: Pathology and Prevention I Seminar IV, one course credit). These required (one-half course credit) courses may be taken in any sequence or combina- OTS 243 Health Conditions: Pathology and Prevention II tion depending on student interest, schedule, and (one-half course credit) courses offered. OTS 244 Health Conditions: Pathology and Prevention III (one-half course credit) Concentration: Three courses in an area of concentration; one practicum (OTS 234 or OTS 235). The total number of minimum course credits for Electives: Two course credits. the degree is sixteen. If they desire, non-thesis Practica: OTS 235 (Spring): One credit. students may take two graduate level elective classroom credits in the department or wider Total number of course credits for the degree is university in addition to the sixteen required credits. eight. To maintain full-time status, a student must be registered for a minimum of three course credits. Option IV (Thesis—research option) Several course sequences are utilized by the Master of Arts or Master of Science department. Some of these include fieldwork Required Courses: OTS 209 (Clinical Research, one during the summer, part-time fieldwork, and course credit); OTS 208 (Clinical Reasoning fieldwork during the academic year with course Seminar IV, one course credit). work in the summer. Please consult the department Thesis: Two course credits of thesis supervision for further information. (OTS 295, 296) and completion of thesis. Concentration: Three courses in concentration Option II (Thesis) (three course credits). Master of Science Electives: One course credit. Required Courses: All of the option I requirements, but no electives. Similar 16-credit course sequence Total number of course credits for the degree is as Option I. eight. Thesis: Two course credits of thesis supervision (OTS 295, 296) and completion of thesis. Total DOCTORAL DEGREE PROGRAM (OTD) number of credits required for the degree is eighteen The Occupational Therapy Doctoral degree (sixteen course credits and two thesis 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 such areas as education, health, societal participa- These programs are for post-professional students tion, wellness, and quality of life. As leaders, the interested in developing their knowledge base in graduates will be prepared to implement and areas such as administration and management, evaluate leadership projects and disseminate results. aging, education, mental health, childhood and A masters degree is required for admission. adolescence, and upper extremity function and Required credentials are found at rehabilitation. Students may also choose the ase.tufts.edu/bsot. self-directed concentration focused on their individual interests.

229 Occupational Therapy >

REQUIRED COURSES The certiﬁcate requires four course credits as OTS 208 Clinical Reasoning Seminar IV: Evidence-Based follows: Practice (one course credit) OTS 274 Topics in Hand and Upper Extremity OTS 286 Leadership Project Planning (one-half course Rehabilitation I: Fall credit) OTS 275 Topics in Hand and Upper Extremity OTS 287 Leadership Project Implementation (one and Rehabilitation II: Spring one-half course credits) OTS 276 Topics in Hand and Upper Extremity OTS 288 Outcomes Measurement and Monitoring: Rehabilitation III: Summer Using Data to Inform Practice (one course credit) One research course (select one): OTS 289 Integrative Paper (one course credit) OTS 208 Clinical Reasoning IV: Evidence-Based Practice OTS 297, 298 Proseminar (one-half course credit each) OTS 209 Clinical Research Two graduate level courses in specialty area (equivalent to OTS 288 Outcomes Measurement and Monitoring two course credits)

Total number of course credits for the degree is Certificate of School-Based Practice eight. This certificate in school-based practice is intended for licensed occupational therapists interested in CERTIFICATE PROGRAM expanding their knowledge base to become The certificate program is offered on a non-degree, specialized practitioners in the provision of part-time basis to occupational therapists seeking academically relevant occupational therapy services advanced professional education in occupational in public schools. Tufts Department of Occupational therapy or preparing to enter a graduate degree Therapy students who are interested in this content program. Upon department approval, these courses and practice area are also invited to apply. Therapists can be used for the Occupational Therapy post- who complete this four-course series will learn how professional M.S. degree, if students are interested to influence services within their schools consistent and accepted into that program. with special education law and the American The certificate program gives students the option Occupational Therapy Association standards. of focusing on an area of specialization, such as hand and upper extremity rehabilitation, occupa- This certificate requires the following: tional therapy in the schools, or working with a Two core courses: faculty advisor to design their own program of OTS 284 School-Based Practice: Programmatic Issues study. For more information, contact the program OTS 285 School-Based Practice: Assessment to Intervention administrator, Angela Foss, at 617-627-2320 or One research course (select one): visit the website http://gradstudy.tufts.edu/ OTS 208 Clinical Reasoning IV: Evidence-Based Practice programs/certificates/index.htm. OTS 209 Clinical Research OTS 288 Outcomes Measurement and Monitoring Certificate of Hand and Upper Extremity Rehabilitation The hand and upper extremity rehabilitation One content course in the area of services to specialization is intended for practicing occupa- children (to be approved by advisor) tional therapists who would like to gain knowledge in the specialty area of hand and upper extremity Certificate of Advanced Professional Studies therapy. Tufts Department of Occupational Occupational therapists are confronted with admin- Therapy students who are interested in this content istrative and supervisory responsibilities and the and practice area are also invited to apply. Therapists need for increased specialization. Areas of practice and students who complete this four-course series such as health and wellness consulting, technology are well positioned to apply for positions in and assistive device development, and community- outpatient and hand therapy departments. based health services are emerging practice areas. To help occupational therapists meet these demands, Tufts Department of Occupational Therapy, in conjunction with the Office of Graduate Studies, offers a part-time program, the Certificate of Advanced Professional Study.

230 Occupational Therapy >

The certificate requires four course credits as ADMISSION follows: All applications for admission with requests for OTS 209 Clinical Research (or equivalent with advisor university-based financial aid, including scholarships consent) and assistantships, must be submitted in a complete form by January 15 for fall entry. For complete Specialty courses: Three specialty courses with an information on the application process, visit integrated focus are required. These courses and http://ase.tufts.edu/bsot. other electives are offered on the basis of interest, enrollment, and availability. Elective graduate-level ACCREDITATION AND CERTIFICATION courses at Tufts may be substituted based on a The Entry Level Occupational Therapy Program student’s needs. An individual course of study is is accredited by the Accreditation Council for arranged with the 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, P.O. Occupational Therapists Box 31220, Bethesda, MD 20824-1220, Web: The Certificate of Advanced Study in Pain Topics www.AOTA.org. in Occupational Therapy is designed for occupa- Graduates of the entry-level master’s program tional therapists 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- Tufts University School of Medicine (TUSM) tered by the National Board for Certification in graduate program in Pain Research, Education and Occupational Therapy (NBCOT). For information Policy. Both programs are built on the premise that about the national certification examination, please pain is a biopsychosocial phenomenon and as such, contact NBCOT, 12 South Summit Avenue, its management ought to be influenced by a variety Suite 100, Gaithersburg, MD 20877-4150, phone of factors ranging from neuroanatomy to social and 301-990-7979, fax 301-869-8492, or visit economic issues. Students are exposed to a dynamic www.nbcot.org. and richly rewarding educational experience. All OT-PREP students complete a total of five credit After successful completion of this examination, hours to earn the TUSM certificate. Licensed the individual will be certified as an Occupational occupational therapists and students enrolled in the Therapist, Registered (OTR). In addition, most Tufts University Graduate Degree Program in states require licensure in order to practice. For Occupational Therapy are invited to enroll in the specific information on individual state licensure Tufts TUSM Certificate of Advanced Study in Pain procedures, see www.AOTA.org. Topics (www.tufts.edu/med/prep). A baccalaureate degree is required for admission. POLICIES AND PROCEDURES Exemption from Courses The certificate requires five courses as follows: A student may be exempt from a required occupa- OTS 293 (fall) or 294 (spring): Special Topics (1 credit) tional therapy course on satisfactory completion of OTS 234 (fall) or 235 (spring): Practicum Course (1 credit) an equivalent course in terms of content knowledge PREP 230: Neuroanatomy, Neurochemistry and and experiential learning. The student must Pharmacology of Pain (1 credit) demonstrate proficiency in the area to the course PREP 232: Ethical and Sociocultural Aspects of Pain instructor. Satisfactory completion of proficiency (1 credit) OR PREP Elective/s with OT advisor consent will be determined by the individual instructor. A (1 credit) petition for variance from department requirements PREP 234: Introduction to Clinical Pain Problems (1 credit) must be completed. Upon approval, the student can For further information and an application, contact substitute an elective for the required degree credit. TUSM, Public Health and Professional Degree Programs, Certificate of Advanced Study in Pain Topics, at 617-636-0935 or [email protected].

231 Occupational Therapy >

Leaves of Absence Withdrawals To be granted a leave of absence, students must A student is allowed no more than one withdrawal petition, in writing (http://gradstudy.tufts.edu/ from any required or elective class after the add- studentservices/forms.htm), their advisor and drop period. Graduate students are not allowed to departmental chair. The request must be accompa- repeat the same course more than once; the nied by a letter of support from the student’s student’s performance will be reviewed by the academic advisor. Each request is treated on its department. Withdrawal in any semester from two individual merit. The departmental policy states or more required courses after the add-drop period that no more than a one-year leave of absence may will usually result in a recommendation to the dean be granted from the academic portion of the that the student be administratively withdrawn program; it also states that each entry-level masters from the program. Only the dean of the Graduate student must complete the six months of Level II School of Arts and Sciences may administratively fieldwork required for the degree no later than withdraw an enrolled student. twenty-four months following completion of academic preparation. Required Occupational Therapy Courses Students will take professional courses in accordance Acceptable Grades with the Accreditation Council for Occupational Graduate students are expected to achieve a grade Therapy Education (ACOTE) Standards of an of B- or better in all courses. Courses completed Accredited Educational Program. with less than a B- may be retaken only once. The original grade earned remains on the student’s Fieldwork academic record. If a student obtains two grades of The Accreditation Council for Occupational less than B-, the student’s performance will be Therapy Education (ACOTE) and the National reviewed by the department. This will usually result Board for Certification in Occupational Therapy in a recommendation to the dean that the student (NBOCT) require the equivalent of six months of be administratively withdrawn from the program. supervised Level II fieldwork in a hospital, school, Only the dean of the Graduate School of Arts and or health care agency as a prerequisite to taking Sciences may administratively withdraw an enrolled the certification examination. Tufts requires that a student. minimum of 960 hours of Level II fieldwork placements be successfully completed within 24 Grades of Incomplete months following completion of academic prepara- Students may not enter an occupational therapy tion as entry-level occupational therapy program course with an incomplete or an unsatisfactory degree requirements. Two Level II fieldwork grade in a prerequisite to that course. Grades of placements are arranged with students by the incomplete are not automatically given. The student department’s academic fieldwork coordinator. In who desires an extended time period in which to addition to these placements, students participate complete the semester’s work in a particular course in approximately 80 hours of course-related must negotiate an incomplete with the instructor. Level I fieldwork concurrent with specific courses This negotiation must be completed by the final arranged by the fieldwork coordinators. Placements class meeting of the course. Normally course work for Level I and II fieldwork are subject to availabil- must be completed six weeks into the following ity at locations that have contracts with Tufts- semester. It is the responsibility of the student to BSOT. The availability of a placement and the ensure that course work is completed and that the locations that have contracts with Tufts-BSOT process to update the transcript is followed through vary from semester to semester. to completion. For more detailed information, please visit the Students who, due to extenuating circumstances, website http://ase.tufts.edu/bsot. are not able to comply with any of the above grade policies may petition the Department of Occupa- tional Therapy Academic Standards Committee for a variance.

232 Occupational Therapy CertiFIcate Program > Peace and Justice Studies >

Licensed occupational therapists and students Occupational Therapy enrolled in the Tufts University Graduate Degree Certificate Program Program in Occupational Therapy are invited to enroll in the TUSM Certificate of Advanced Study Faculty advisor: in Pain Topics (www.tufts.edu/med/prep). A Professor Sharan L. Schwartzberg, Occupational Therapy baccalaureate degree is required for admission. Occupational therapists are confronted with admin- The certificate requires five courses as follows: istrative and supervisory responsibilities and the OTS 293 or 294: Special Topics (1 credit) need for increased specialization. Areas of practice OTS 234, 235: Practicum Course (1 credit) such as hand and upper extremity rehabilitation, PREP 230: Neuroanatomy, Neurochemistry and Pharma- school-based practice, home care for the elderly, cology of Pain (1 credit) mental health, and community services expect PREP 232: Ethical and Sociocultural Aspects of Pain extraordinary growth. To help occupational (1 credit) OR PREP Elective/s with OT advisor consent therapists meet these demands, Tufts Department (1 credit) of Occupational Therapy offers part-time certificate PREP 234: Introduction to Clinical Pain Problems (1 credit) programs in hand and upper extremity rehabilita- For further information and an application, contact tion, school-based practice, and a general certificate TUSM, Public Health and Professional Degree tailored to individual student learning needs. Programs, Certificate of Advanced Study in Pain The certificate program is open to those with a Topics, at 617-636-0935 or [email protected]. bachelor’s, master’s, or doctoral degree in occupational therapy. The program is especially designed for occupational therapists who are interested in expanding their careers, fieldwork educators, Peace and Justice Studies administrators, clinical specialists, and supervisors DIRECTOR: as well as seasoned professionals eager to strengthen Professor R. Bruce Hitchner, Classics their expertise. ASSISTANT DIRECTOR: For more information, contact the program Dale Bryan, Peace and Justice Studies administrator, Angela Foss, at 617-627-2320, or EXECUTIVE BOARD AND TEACHING FACULTY: visit http://gradstudy.tufts.edu/programs/ Professor Elizabeth Ammons, English certificates/index.htm. Professor Paul Joseph, Sociology Professor Peniel Joseph, History CertiFIcate of Advanced Study in Pain Associate Professor Kathleen A. Camara, Topics for Occupational Therapists Child Development The Certificate of Advanced Study in Pain Topics Associate Professor Gregory Carleton, Russian Literature in Occupational Therapy is designed for occupa- Associate Professor Consuelo Cruz, Political Science tional therapists looking to fill a gap in knowledge Associate Professor Kelly Greenhill, Political Science on pain management. The certificate mirrors the Associate Professor Erin Kelly, Philosophy Tufts University School of Medicine (TUSM) Associate Professor Lionel McPherson, Philosophy graduate program in Pain Research, Education and Associate Professor Pearl T. Robinson, Political Science Policy. Both programs are built on the premise that Associate Professor Rosalind Shaw, Anthropology pain is a biopsychosocial phenomenon and as such, Adjunct Assistant Professor David Arond, Public Health its management ought to be influenced by a variety and Family Medicine of factors ranging from neuroanatomy to social and Assistant Professor Amahl Bishara, Anthropology economic issues. Students are exposed to a dynamic Assistant Professor Cora Roelofs, Community Health and richly rewarding educational experience. All Assistant Professor Ichiro Takayoshi, English OT-PREP students complete a total of five credit Senior Lecturer Steve Cohen, Education hours to earn the TUSM certificate. Lecturer Sa’ed Atshan Lecturer Laura K. Graham

233 Peace and Justice Studies > Philosophy >

The planet faces a set of interrelated challenges this sense, PJS complements the university’s mission related to violence and war, peacemaking and and the liberal arts tradition by encouraging the peacebuilding, justice and human rights and, student’s awareness, responsibility, and active increasingly, environmental degradation and climate engagement in the affairs of the world. change. The Peace and Justice Studies Program PJS offers both a major and a certificate. To (PJS) was founded to provide students an academic fulfill requirements for the major, a student must means to understand these crises and to explore the complete eleven courses: the introductory course means for achieving a just peace and sustainability. (PJS 1), one intermediate course in each of five core To this end, PJS has created an interdisciplinary areas, an internship (PJS 99), the integrative seminar course structure which examines the obstacles, (PJS 190), and three elective courses on a particular conditions, and paths to addressing these chal- theme to be chosen in consultation with the lenges. It also explores the ways that governmental student’s PJS advisor. Students with a qualifying and nongovernmental organizations, social academic record are also encouraged to enroll in a movements, and individuals have confronted such senior honors thesis in Peace and Justice Studies problems and worked to resolve them. This (PJS 198). structure is also designed to develop students’ To complete the certificate, a student must critical and analytical skills as well as competencies complete eight courses: the introductory course in fields that contribute towards peace and social (PJS 1), an internship (PJS 99), the integrative transformation. seminar (PJS 190), one of two possible intermediate

courses (PJS 120 or PJS 135), and four elective Five overlapping areas of study are emphasized: courses on a particular theme to be chosen in con- 1. The causes of war, the techniques of war sultation with the student’s PJS advisor. Completion prevention, and the conditions and structures of of the Peace and Justice Studies Certificate will be a just peace. noted on the student’s transcript. Courses fulfilling 2. The meaning of justice, the means to achieve the certificate requirements may also be used, where justice, and the relationship between justice and applicable, to meet major concentration or distribu- peace. tion requirements. 3. The theory and practice of conflict resolution operating along a continuum from individual disputes to international diplomacy. Philosophy 4. The relationship between violence and peace in culture, with particular emphasis on investigating Professor George E. Smith, Chair; Philosophy of science, the traditions of nonviolence and on under- logic standing ethical social behavior. Professor Jody Azzouni, Philosophy of language, 5. The origins, strategies, and visions of social philosophy of logic, philosophy of mathematics, philosophy of movements and their relationship to other science, metaphysics means of social change agency, such as commu- Professor Daniel C. Dennett, University Professor; Austin B. nity organizing, Internet activism, civic engage- Fletcher Professor of Philosophy; Co-Director, Center for ment, corporate social responsibility, social Cognitive Studies; Philosophy of mind, philosophy of entrepreneurship, and institutionalized processes psychology such as elections and lobbying. Professor Ray Jackendoff, Seth Merrin Professor of Philosophy; Co-Director, Center for Cognitive Studies; PJS nurtures an active sense of social responsibility Linguistics, cognitive science for the human condition, and encourages students Professor Stephen L. White, Philosophy of mind, epistemol- to participate actively in developing their education ogy, meta-ethics, aesthetics by combining their talents and imagination through Associate Professor Nancy Bauer, Dean of Academic formal study and experiential education. The Affairs for Arts and Sciences; Feminism, modern European program presents a broad range of educational philosophy, philosophy and film events and co-curricular activities which promote an Associate Professor Avner Baz, Ethics, aesthetics, engaged intellectual and civic climate on campus. In epistemology, Kant, Wittgenstein, ordinary language

234 Philosophy >

Associate Professor Patrick Forber, Philosophy of biology, UNDERGRADUATE CONCENTRATION philosophy of science, philosophy of probability REQUIREMENTS Associate Professor Erin Kelly, Ethics, political philosophy, Major: ten courses, including: philosophy of law • Phil 1 Associate Professor Lionel McPherson, Ethics, political • At least one course in logic: Phil 33 or and social philosophy Phil 103 or another 100-level Logic course Associate Professor Sigrún Svavarsdóttir, Moral • At least one course numbered 100 or above in philosophy, practical rationality each of the following areas: Assistant Professor Brian Epstein, Metaphysics, philosophy 1. History (ancient through early 20th-century, of language, philosophy of social science including phenomenology and early analytic Assistant Professor Christiana Olfert, Ancient philosophy, philosophy) early modern philosophy, ethics 2. Value Theory (including moral philosophy, Assistant Professor Dilip Ninan, Philosophy of language, social and political philosophy, and aesthetics) metaphysics, philosophy of mind 3. Metaphysics and Epistemology (including Research Professor Peter Levine, Public policy, civic philosophy of language, philosophy of mind, engagement and philosophy of science) Visiting Professor Mario De Caro, Naturalism, ethics, free See the Philosophy Department website for will, philosophy of mind approved courses for each area. Senior Lecturer David Denby, Metaphysics, philosophy of language, ethics • One 100-level seminar (which can also count Senior Lecturer Susan Russinoff, Philosophy of language, for any of the above requirements and which logic, philosophy of logic, history of logic, critical thinking must be drawn from among Phil 187, 188, pedagogy 191, 192, 197, or, under appropriate circumstances, 195, 291, or 292). Students planning Philosophy courses are for students majoring in any to undertake graduate work in philosophy are field who wish to enrich their education with a urged also to (1) write a senior honors thesis deeper understanding of themselves, the world they in Philosophy and/or (2) petition to take experience, and the reality underlying this experi- Phil 297, Graduate Writing Seminar. ence, by a study of speculative and critical traditions • Four elective courses. 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 CERTIFICATE PROGRAM IN ETHICS, LAW, basic issues and for those who seek breadth of AND SOCIETY educational experience prior to entering profes- The goal of the Certificate Program in Ethics, Law, sional programs, such as law or medicine, or and Society is to use philosophy to prepare students undertaking graduate study in some other areas. to be active citizens in leadership positions in Non-majors may engage in a philosophical study of government, non-governmental organizations, and problems and concepts from their own fields by the private sector. Students will learn about how taking related courses in philosophy, such as moral and political philosophy relate to questions of feminist philosophy, philosophy of science, public importance. The program focuses on how to philosophy of language, and philosophy of mind; or use philosophy to think, argue, and write clearly and they can acquire an elementary knowledge of the insightfully about these ethical questions. field by taking a philosophy course numbered below Requirements for the certificate include six the l00 level. courses and an individual research project. The certificate program is in addition to a student’s

235 Philosophy >

concentration (or major), and no more than half of research paper or to participate as a Research the courses used to fulfill the certificate require- Assistant in the presentation of research by a ments may be used to fulfill concentration require- faculty member, a graduate student, or a senior. ments. 4. The remainder of the seven courses are to be selected from at least two of the following The six courses required for the certificate are as groups: follows: 1. An introductory course (below 100-level) in a. Psychology courses philosophy PSY 11 Developmental Psychology 2. One or two upper-division courses (100-level or PSY 25 Physiological Psychology above) in ethical theory PSY 26 Animal Learning and Cognition 3. One or two upper-division courses (100-level or PSY 27 Perception above) in political philosophy or the philosophy of PSY 28 Cognitive Psychology law CD 51 Intellectual Development of Young Children 4. One or two courses in applied ethics (includes PSY 80 Psychology of Music Phil 10, 24, 43, 48, 124, 125, 128, 143) PSY 103 Brain and Behavior 5. Seminar: Ethics, Law, and Society, Phil 197. PSY 118 Topics in Infancy PSY 122 Cognitive Aging The individual research project is initiated during PSY 126 Origins of Cognition the Ethics, Law and Society seminar and extends PSY 129 Cognitive Neuroscience six weeks into the spring semester. PSY 140 Mathematical Psychology PSY 142 Seminar in Affective Neuroscience UNDERGRADUATE MINOR PROGRAMS PSY 144 Memory and Retention For more detailed information on minor programs PSY 145 Mental Representation administered by the Philosophy Department, please PSY 180 Music, Language, and the Brain visit the Department website: http://ase.tufts.edu/ philosophy/undergraduate/minor.asp. b. Philosophy, Linguistics and Psycholinguistics courses Minor in Philosophy PHIL 3 Language and Mind The minor in Philosophy requires the completion PHIL 33 or 103 Logic of six courses, including: PHIL 38 Rational Choice 1 One of Phil 1, 3, 6, 24, 33, 39, 43, or 48 PHIL 110/PSY 153 Biological Foundations of 2. Two Philosophy courses at the 100 level Language 3. Three other Philosophy courses PHIL 111/PSY 150 Semantics PHIL 112/PSY 151 Syntactic Theory Minor in Cognitive and Brain Sciences PHIL 113/PSYC 132 Cognition of Society and Culture (administered through the Center for Cognitive Studies) PHIL 114 Topics in Logic The minor in Cognitive and Brain Sciences PHIL 117 Philosophy of Mind requires seven courses. At least five of these must be PHIL 126 Theories of Human Nature in departments different from the student’s major. PHIL 133 Philosophy of Language The selection of courses must be approved by the PHIL 134 Philosophy of Social Science student’s advisor. PHIL 170 Computation Theory PHIL 191 Foundations of Cognitive Science 1. PSY 9, Introduction to Cognitive and Brain PSYC 149 Psychology of Language Sciences PSY 152 Psychology of Bilingualism 2. PHIL 15, Introduction to Linguistics, and/or PSY 155 Phonological Theory COMP 15, Data Structures CD 152 Development of Thought and Language 3. PSY 195, Senior Seminar in Cognitive and CD 155 The Young Child’s Development of Language Brain Sciences (full year, one course credit). CD 177 Bilingual Studies Students minoring in Cognitive and Brain CD 195 Developmental Disorders in Language and Sciences will be expected either to present a Reading

236 Philosophy >

CD 243 Reading, Dyslexia, and the Brain Affiliated faculty include: ED/ML/GER 114 Linguistic Approaches to Second Maryanne Wolf, Child Development Language Acquisition Chip Gidney, Child Development Gregory Crane, Classics c. Computer Science courses Anne Mahoney, Classics COMP 131 Artificial Intelligence John Fyler, English COMP 135 Machine Learning and Data Mining Hosea Hirata, GRALL COMP 150 BBR Behavior-Based Robotics Saskia Stoessel, GRALL COMP 150 MOD Computational Models in Cognitive John Julian, Romance Languages Science Ray Jackendoff, Co-Director; Philosophy COMP 170 Computation Theory Daniel Dennett, Philosophy COMP 171 Human Computer Interaction Ariel Goldberg, Co-Director; Psychology Other courses may be admitted for the minor with Philip Holcomb, Psychology the approval of the student’s advisor and advisor Gina Kuperberg, Psychology notification of the DARS coordinator at Student Services. The minor in Linguistics requires six courses, including: Minor in Linguistics 1. LING 15/PHIL 15/PSY 64 Introduction to Linguistics (administered through the Center for Cognitive Studies) The minor in Linguistics has three components. 2. Two of the following: First, it offers students a grounding in contempo- LING 112/PHIL 112/PSY 151 Syntactic Theory rary linguistic theory and its constituent domains of LING 113/PHIL 111/PSY 150 Semantics phonology (sound structure), morphology (word LING 155/PSY 155 Phonological Theory structure), syntax (grammatical structure), and 3. Three of the following: semantics (the structure of meaning), with attention A third course from category 2 to a great variety found among languages of the LING/PHIL 3 Language and Mind world. Second, the minor addresses the interaction LING/PHIL 33 or 103 Logic of the study of language with fields as diverse as LING 92/ML 96 Romance Linguistics philosophy, literature, child development, neurosci- LING 101/ENG 101 Old English ence, and evolutionary theory. Third, as part of the LING 114/ED/ML/GER 114 Linguistic Approaches to appreciation of linguistic diversity, the minor second Language Acquisition requires students to develop proficiency in one or LING/PHIL 133 Philosophy of Language more foreign languages. LING 137/ANTH 137 Language and Culture Language Requirement: Students may not use LING/PSY 149 Psychology of Language the Culture Option to fulfill Part 2 of the Arts and LING/PSY 152 Psychology of Bilingualism Sciences Foreign Language Requirement; they LING 155/ CD 155 The Young Child’s Development of must either complete six semesters (or equivalent) Language of one foreign language, or three semesters each LING/CLS 170 Indo-European Linguistics (or equivalent) of two foreign languages. LING 177/CD 177 Bilingual Studies The selection of courses must be approved by LING/CD 195 Developmental Disorders of Language the student’s linguistics advisor. Students may and Reading petition their advisor to include other courses in LING/CD 243 Reading, Dyslexia and the Brain category 3. LING 91/191 Special Topics in Linguistics/Advanced In addition to the language requirement, the topics in Linguistics minor in Linguistics requires six courses, of which LING 93 Independent Research in Linguistics no more than two may also be used toward the student’s major.

237 Philosophy >

GRADUATE PROGRAM • Phil 297 Graduate Writing Seminar The program leading to the Master of Arts degree This course is designed to help students in Philosophy is intended primarily for the student prepare a writing sample in order to apply to who is considering advanced work in philosophy doctoral programs. but who did not concentrate in the subject as an Coursework must satisfy a breadth requirement. undergraduate. Typically, students admitted to the Two courses are required in each of these three (3) program plan to pursue a doctorate in philosophy areas: (Tufts itself does not offer a doctorate in the ﬁeld), 1. Normative philosophy though some students have other career plans. 2. History of philosophy The department’s offerings range across the 3. Metaphysics and epistemology major areas of interest in contemporary philosophy. Each year at least four seminars are offered, All upper-level philosophy courses, except the typically on instructors’ current research interests. graduate writing seminar, fall into at least one of The department has particular strengths in the three distribution areas. See the Course Distribution following areas: contemporary ethical theory, social list found on the Department of Philosophy and political philosophy, metaphysics and episte- website for allocation. mology, philosophy of language and philosophical Students are not required to concentrate their logic, philosophy of mind, and philosophy of coursework in a particular area. Nonetheless, science. students may well focus more on some areas but Master’s candidates receive individual attention not others in the courses they take. While deciding from members of the department in their special- which courses to take, students should be aware ized ﬁelds and have an opportunity to participate in that some are offered regularly and some are not. the philosophical life of the department. The department has a lecture series, which brings six to Area of Strength Exam eight eminent speakers to Tufts each year, and it In addition to coursework, students must also pass sponsors other departmental events. Students also one of three “area of strength” exams. The exams are: have access to the very active philosophical 1. Ethics community in the Boston area. 2. Epistemology The program leading to the degree of Master of 3. Metaphysics Arts in philosophy is designed to be completed over Before the start of each academic year, a list of four terms. Requirements are as follows: topics and/or core texts for each of the exams will be made available. This content will vary from year Program Requirements to year. Summary Students should take the exam in their second The Master’s in Philosophy requires completing or third semester. Before taking the exam of their eleven courses (worth eleven credits). Coursework choice, they must have completed a course in that must satisfy a breadth requirement. Students must area. Students must register for the “area of strength also pass an Area of Strength Exam. See below for exam” course during the semester in which they a more detailed description of these requirements. plan to take the exam. The “area of strength” course has no designated course content and is, in effect, a Coursework transcript record of when the exam was taken. It is The coursework consists of eleven (11) upper-level not worth any credits. philosophy courses (courses numbered 100 or above). Thus, students must earn eleven (11) credits. We do not accept transfer courses. The eleven (11) courses must include: • Phil 103 Logic Students with proven strength in logic may be able to be exempt from the logic requirement.

238 Physical Education/Athletics > Physics and Astronomy >

aerobics, physical fitness, and outdoor education Physical Education/ are some examples of the diverse offerings of the Athletics department. Approximately 50 courses are scheduled each academic year, and most courses are William Gehling, Director of Athletics offered fall and spring semesters. Every effort is Branwen Smith-King, Assistant Athletic Director; Physical made to maintain limited enrollment in all courses, Education Coordinator to provide each student with maximum personal John Casey, Assistant Athletic Director; Baseball attention from the instructors. Brian Gordon, Business Manager One-half academic credit is granted for courses Paul Sweeney, Sports Information Coordinator that are skill-oriented, and a total of two such Matt Malone, Facilities, Fields and Events Manager credits may be applied toward the total for the Michael Pimentel, Fitness Center Coordinator degree. Introductory level courses are offered on a Dan Kopcso, TP3 Fitness Program Manager pass-fail basis. Theory classes of one course credit COACH/LECTURERS: are applicable toward the degree. No advanced Ethan Barron, Men’s track and field placement or retroactive credit will be given for any Kate Bayard, Women’s tennis physical education courses. Carla Berube, Women’s basketball Athletics has been an important part of life at Nancy Bigelow, Women’s swimming Tufts throughout its history. The athletic program Gary Caldwell, Crew provides students the opportunity to compete in John Casey, Baseball both intercollegiate and intramural sports, and also Michael Daly, Men’s lacrosse, assistant football to engage in general recreation. Tufts fields Courtney Farrell, Women’s lacrosse seventeen varsity teams for men and women, Adam Hoyt, Men’s swimming supports eight club sports organizations, and offers Jaime Kenney, Men’s tennis several intramural sports programs. Ken Legler, Sailing For more detailed information, please visit the Christina McDavitt, Field hockey Physical Education website Joe McManus, Men’s and women’s squash http://ase.tufts.edu/physed/. Cheryl Milligan-Pinzino, Softball Kristen Morwick, Women’s track and field For more detailed information about athletics Brian Murphy, Hockey programs, please visit the Athletics website Ariana Klinkov, Women’s fencing http://gotuftsjumbos.com/. Jay Civetti, Football Joshua Shapiro, Men’s soccer Robert Sheldon, Men’s basketball, golf Physics and Astronomy Cora Thompson, Women’s volleyball Professor Roger Tobin, Chair; Experimental condensed Joe McManus, Women’s squash matter physics Martha Whiting, Women’s soccer Professor Peggy Cebe, Experimental condensed matter TRAINER/LECTURERS: polymer physics Jenna Cherenzia, Sports medicine Professor Lawrence H. Ford, Cosmology, general relativity, Patricia Cordeiro, Sports medicine astrophysics Mark Doughtie, Sports medicine Professor Gary R. Goldstein, Theoretical high-energy Nicholas Mitropoulos, Sports medicine physics Andy Roth, Sports medicine Professor Kenneth R. Lang, Astronomy Janet Silva, Sports medicine Professor W. Anthony Mann, Experimental high-energy physics Within the liberal arts framework at Tufts Univer- Professor Austin Napier, Experimental high-energy physics sity, the physical education program offers students Professor William Oliver, Experimental high-energy physics instruction in individual, dual, and group activities Professor Krzysztof Sliwa, Experimental high-energy that promote lifelong fitness and enjoyment. physics Courses in aquatics, racquet sports, fencing,

239 Physics and Astronomy >

Professor Alexander Vilenkin, L. and J. Bernstein Chair in Major in Physics Evolutionary Science; Cosmology; General relativity, Eight courses in physics more advanced than astrophysics 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 of Assistant Professor Cristian Staii, Experimental condensed these courses must be Physics 64; the other may be matter physics Physics 31 or 41. Research Professor Kenneth Olum, General relativity and cosmology, quantum field theory Major in Applied Physics Five courses in physics more advanced than Physics SECONDARY APPOINTMENTS: 2 or 12, including Physics 13 and 64; two courses in Professor Bruce Boghosian, Mathematics; Quantum mathematics more advanced than Mathematics 42 computing, fluid dynamics and 44 (previously 13 and 18); three courses from Professor David Hammer, Education; Science education the concentration requirements of one of the Adjunct Professor Fiorenzo Omenetto, Biomedical engineering departments. With the exception of Engineering; Optical physics Physics 13 and 64, one of the five physics courses Adjunct Senior Lecturer Robert F. Willson, Tufts University may be replaced by an approved course in a related School of Medicine; Astronomy field. The laws of physics are few in number yet appear Major in Chemical Physics to govern all known material phenomena: physical, Foundation: Chemistry 1, 11, or 16; Chemistry 2 or chemical, and biological. The science of physics 12; Physics 1 or 11; Physics 2 or 12. Concentration: involves the observation of natural processes and Ten credits of more advanced, one-credit courses: the formulation from these observations of general four credits in Chemistry (with a prerequisite of principles that may be tested further or exploited Chem 2 or 12), four credits in Physics (with a for useful ends. Majoring in physics can be a prerequisite of Phys 2 or 12), and two credits in valuable part of a broad education. Students who mathematics (Math 70 or courses with a combine mastery of the basic laws of physics with prerequisite of Math 42, 44, or 70—previously the outlook and flexibility of a liberal education will 13, 18, or 46, respectively). The courses must be well prepared to take on a variety of specialized include the following: Physics 13; one credit in roles. Men and women who majored in physics in advanced laboratory training, either Physics 64 the recent past have successfully entered careers in (counts as one advanced physics course) or both physics, as well as in business administration, the Chemistry 33 and 34 (counts as one advanced computer industry, law, medicine, dentistry, chemistry course); either Chemistry 31 or Physics meteorology, public health, and teaching. 52; either Chemistry 32 or Physics 61; and either Chemistry 51 or Chemistry 61. UNDERGRADUATE CONCENTRATION REQUIREMENTS— Major in Astrophysics COLLEGE OF LIBERAL ARTS Four courses in physics more advanced than Physics Minimum Grade Policy 2 or 12, including Physics 13 and either Physics 31 A minimum GPA of 2.0 in the courses applied to or 64; two courses in mathematics more advanced a major, and no more than one course with a grade than Mathematics 42 and 44 (previously 13 and less than C-. This policy applies to all majors 18); four courses in astronomy more advanced than offered by the department for students entering Astronomy 9 and 10. One mathematics course, and September 2013 or later.

240 Physics and Astronomy >

either one physics course or one astronomy course, Physics Minor may be replaced by an approved advanced course in Five courses in physics, which must include Physics a related field. Research experience is strongly 13. The other courses may be selected from among recommended. Physics 11, 12 (or 1, 2), and courses in physics numbered 15 or higher. Note to Premedical, Predental, and Preveterinary Students Astrophysics Minor Students interested in entering medical, dental, or Five courses, at least three of which must be courses veterinary school after graduation may take in astronomy numbered 15 or higher. The remain- advantage of the following replacement option to ing courses may be selected from among Physics 11, complete the corresponding entrance requirements 12 (or 1, 2), 13, and courses in physics or astronomy as part of the physics major. With the exception of numbered 15 or higher. Physics 13 and 64, two of the physics courses and one mathematics course may be replaced by GRADUATE PROGRAM Chemistry 51 and 53 and 52 and 54, and one other The Department of Physics and Astronomy grants advanced elective. Chemistry 53 and 54 will also two degrees: the doctor of philosophy and the fulfill one term of the advanced laboratory training master of science. The department has established requirement for the physics major. qualifications to ensure that degree candidates have a broad background in experimental and theoretical UNDERGRADUATE physics. A faculty advisory committee is appointed CONCENTRATION REQUIREMENTS— for each student to supervise the program of study SCHOOL OF ENGINEERING leading to the degree. Bachelor of Science in Engineering Physics A minimum of 38 credits is required: introductory Master of Science (10 credits), humanities/arts/social science The master of science degree requires eight (6 credits), free elective (2 credits), foundation graduate-level courses in physics or related fields, (8 credits), and a physics/engineering concentration the latter to be subject to approval by the advisory requirement (12 credits). The introductory require- committee. These courses must include Physics ment includes Physics 11 and 12. 131, 145, 146, 163, and 164, and must be completed The foundation requirement comprises Physics with a grade of B- or better. The student has the 13, Physics 32, Physics 52, Physics 41 (or ES 3 and option of writing and defending a master’s thesis, ES 4); two courses from Engineering Science 3, 4, which may count as the equivalent of up to three 5, 8, or 9; plus two other courses satisfying the courses. foundation requirements of the School of Engi- neering. Master of Science, Astrophysics Track The concentration requirement comprises four The curriculum requirements consist of seven core courses in physics and astronomy at the intermedi- courses and one elective course. A minimum of ate or advanced levels, which must include Physics eight courses are required. Any exceptions or substi- 64; four courses from the concentration require- tutions must be approved by the student’s advisory ments of one of the engineering departments; and committee. four approved elective courses in computer science, The core program consists of seven Physics and engineering, mathematics, or science. Astronomy courses: Physics 131, 145, 163, and 153; Astronomy 121 and 122; and Physics 146 or 164 UNDERGRADUATE MINOR PROGRAM or a course in radiative processes in astrophysics The program requires the completion of five which could be taken at another institution. The courses, with a minimum grade of C-. Prematricu- additional graduate-level elective must be approved lation credits may not be applied towards the by the student’s advisory committee. requirements for the minor. Minimum grade policy Completion of the course requirements shall applies to students entering September 2013 or satisfy the requirements for a master’s degree. later.

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Doctor of Philosophy quantum mechanics, and astronomy, either by The doctoral candidate must demonstrate achieving satisfactory grades in the relevant courses proficiency in four core fields: classical mechanics, (A- or better in Physics 131, 153, 145, 163; A- or classical electromagnetism, statistical mechanics, better average in the sequence Astronomy 121/122) and quantum mechanics, either by achieving or through special examinations in those fields. satisfactory grades in the relevant courses (A- or However, a student whose average grade in classical better in Physics 131 and 153; A- or better average mechanics (131) and classical electromagnetism in the sequences Physics 145/146 and Physics (145) is at least A- (3.67) will be exempt from the 163/164) or through special examinations in those examinations in both subjects. Similarly, a student fields. However, a student whose average grade in whose average grade in statistical mechanics (153) classical mechanics (131) and classical electromag- and quantum mechanics (163) is at least A- (3.67) netism (145, 146) is at least A- (3.67) will be will be exempt from the examinations in both those exempt from the examinations in both subjects. subjects. Graduate courses taken at other institu- Similarly, a student whose average grade in tions may in some cases be used to fulfill part of statistical mechanics (153) and quantum mechanics this requirement. (163 and 164) is at least A- (3.67) will be exempt By the end of the third year, the candidate must from the examinations in both of those subjects. have completed the basic proficiency requirement Graduate courses taken at other institutions may in and taken an oral examination in astrophysics. some cases be used to fulfill part of this require- Satisfactory performance on the oral examination ment. qualifies the candidate to undertake a program of The doctoral candidate must also complete independent research under the guidance of the courses in any two of five specialized fields: research advisor, culminating in the preparation and astronomy/astrophysics (121 or 122), condensed defense of a doctoral dissertation. matter physics (173 or 174), particle physics (183 or 184), general relativity and cosmology (167 or 268), Doctor of Philosophy, Chemical Physics Track and advanced quantum mechanics (263). The curriculum requirements for the Chemical By the end of the second year, the candidate Physics track meld those of Chemistry with those must choose a field of specialization and obtain a of Physics. The curriculum has more emphasis on research advisor. The current research areas in the chemical synthesis than the core program in department are astronomy and astrophysics, Physics and more electricity and magnetism than biophysics, condensed matter physics, cosmology, the core program in Chemistry. These greater core general relativity, particle physics, and physics requirements are balanced with a greater flexibility education. in the elective courses. By the end of the third year, the candidate must The core program consists of seven graduate- have completed the basic proficiency requirement level classroom courses, at least three of which must and taken an oral examination in the chosen be Chemistry courses (Chem 133, 136, or 131 specialized field. Satisfactory performance on the and at least one of 150, 151, 152, 161 and 162) and oral examination qualifies the candidate to under- three must be Physics courses (163, 164, or 153). take a program of independent research under the These are to be completed by the fourth semester in guidance of the research advisor, culminating in the residence. Additionally, two elective courses must preparation and defense of a doctoral dissertation. be chosen from Chemistry 132, 151, 162 or Physics 131, 146, 173 or 174. Doctor of Philosophy, Astrophysics Track Two oral presentations are required: a public Students who wish to pursue the doctorate must seminar by the end of the fourth semester and a complete the course requirements for the Master of presentation to the student’s research committee in Science in the Astrophysics track and fulfill the fifth semester. The seminar is based on current additional requirements. literature, can be presented in either department The doctoral candidate must demonstrate and is evaluated by the research committee. The proficiency in five core fields: classical mechanics, topic for the presentation to the committee is classical electromagnetism, statistical mechanics, chosen by the student in consultation with the

242 Physics and Astronomy > Political Science >

research committee. This presentation may be doctoral students. This should ordinarily be waived for students having at least a 3.3 average in completed in the third year. the core courses. In addition, the student must • A written dissertation proposal, also presented prepare a written, original research proposal by the orally to the advisory committee. This should end of the eighth semester. This proposal shall be ordinarily be completed in the fourth year. somewhat distinct from the thesis work and For more detailed information, please visit the defended orally before the advisory committee. website http://ase.tufts.edu/physics.

Master of Science (M.S.) and Doctor of Philosophy (Ph.D.), Physics Education Track The curriculum requirements for the Physics Political Science Education track meld those of Education with Professor Malik Mufti, Chair; International relations, those of Physics and Astronomy. The student’s comparative politics, Middle East faculty advisory committee will consist of at least Professor Jeffrey M. Berry, John Richard Skuse, Class of one member from the Education department and 1941, Professor of Political Science; American politics, political one from the Physics and Astronomy department behavior in addition to the research advisor. Professor Robert Devigne, Political theory A minimum of ten courses are required. Any Professor James M. Glaser, Dean of Academic Affairs for the exceptions or substitutions must be approved by the Arts and Sciences; American politics, political behavior student’s advisory committee. The core program Professor Kent E. Portney, American politics, quantitative consists of eight courses, four in Physics and methods, public policy, political behavior Astronomy (Physics 131, Physics 145, Physics 153, Professor Deborah J. Schildkraut, American politics, Physics 163) and four in Education (Education political psychology, political behavior, racial and ethnic 111, Education 130, one foundations course, and politics one credit—two semesters—of proseminar). Professor Tony Smith, Cornelia M. Jackson Professor of Additionally, two elective courses from Physics and Political Science; International relations, comparative politics Astronomy must be selected in consultation with Professor Vickie Sullivan, Political theory the student’s advisory committee. Associate Professor David Art, Comparative politics, Completion of the course requirements shall political economy, Europe satisfy the requirements for a master’s degree in Associate Professor Consuelo Cruz, Comparative politics, Physics. Latin America Doctoral students must demonstrate proficiency Associate Professor Richard C. Eichenberg, International in four core fields of physics: classical mechanics, relations, foreign policy, political behavior classical electromagnetism, statistical mechanics, Associate Professor Ioannis Evrigenis, Political theory and quantum mechanics, either by achieving grades Associate Professor Kelly M. Greenhill, International of A- or better in the core physics courses or relations, security studies through special examinations in those fields. Associate Professor Elizabeth Remick, Comparative However a student whose average grade in classical politics, East Asia mechanics (131) and classical electromagnetism Associate Professor Pearl T. Robinson, Comparative (145) is at least A- (3.67) will be exempt from the politics, Africa, African-American politics examinations in both subjects. Similarly a student Associate Professor Oxana Shevel, Comparative politics, whose average grade in statistical mechanics (153) post-Communist region and quantum mechanics (163) is at least A- (3.67) Associate Professor Jeffrey W. Taliaferro, International will be exempt from the examinations in both of relations, security studies those subjects. Assistant Professor Michael Beckley, International relations Following completion of the core courses, the Assistant Professor Natalie Masuoka, American politics, doctoral student shall complete: political behavior • An oral qualifying examination in physics, Assistant Professor Nimah Mazaheri, Comparative politics similar to that required of other physics and political economy Assistant Professor Dennis C. Rasmussen, Political theory

243 Political Science >

The Department of Political Science is concerned PS 23 Sophomore Seminar: Political Economy of Latin with the functions and theory of the structure and America operation of government, and the nature and PS 103 Political Science Research Methods development of local, national, and international PS 104 Seminar: New Media, New Politics politics. The goals of the department are both PS 107 Political Participation and Mass Behavior intellectual and practical. Courses are designed to PS 111 Political Psychology develop an understanding of the political process, PS 115 Public Opinion and Survey Research and an ability to critically analyze political systems, PS 117 Politics in the American South relationships, and problems. Courses are also PS 124 Seminar: Comparative Political Economy of intended to provide a basis for intelligent citizen- Advanced Industrial Democracies ship, increase capacity for community service, and PS 130 Seminar: African Political Economy orient the student toward possible employment in PS 135 Comparative Revolutions governmental agencies on the local, state, national, PS 159-01 Seminar in Political Thought: Political Theory or international level. The undergraduate curricu- Methods lum is structured to recognize that majors in PS 160 Force, Strategy and Arms Control political science will have a diversity of post-college PS 166 Seminar: The Causes of Modern War goals. The department’s offerings may be regarded PS 174 The Rise and Fall of Great Powers as a foundation for graduate study preparatory to PS 181 Public Opinion and Foreign Policy college teaching, professional government service, PS 195 Seminar: Politics of Sustainable Communities the law, and city and environmental planning, as PS 198, 199 Senior Thesis well as for careers in such fields as public and business administration, journalism, secondary Each year, other courses may be designated as school teaching, nonprofit work, and social action. methodologically focused, and these additional options will also fulfill the requirement. UNDERGRADUATE CONCENTRATION Please consult the course listings published by the REQUIREMENTS department prior to preregistration for a complete listing The major requires ten courses overall: two political of all methodologically focused courses. science foundation courses and eight additional Majors are also required to take one upper-level political science courses. Students are required to seminar in political science at Tufts’ Medford/ take at least one course in each of four subfields: Somerville campus. Sophomore seminars do not American politics and government (or American fulfill this requirement. Majors are required to take public policy), comparative politics and government, eight of the ten political science courses in the international relations, and political theory and Tufts University Department of Political Science. philosophy. Internships and directed research All of the other requirements of the major—the courses will not fulfill a subfield requirement. two foundation courses, the course in each of the All majors must also take at least one course four major subfields, the methodologically focused designated as methodologically focused. These course, and the advanced seminar—must also be courses incorporate material that helps students to fulfilled in the Tufts University Department of understand the logic of social science inquiry. Political Science. Because these courses will improve students’ Majors are expected to complete their basic comprehension of how social science research is courses and declare their major by the end of the conducted, they are advised to fulfill this require- sophomore year. A grade of C- or better is required ment early in their course of study, preferably in for a course to count toward the major. The the sophomore year. department publishes requirements, programs, and additional information about the major on the Courses that have met this requirement in the department’s website at http://ase.tufts.edu/polsci. past are: New majors should familiarize themselves with this PS 14 Sophomore Seminar: Political Behavior of Young material. People PS 15 Sophomore Seminar: Politics in the City

244 Political Science > Program Evaluation >

UNDERGRADUATE MINOR PROGRAM Students interested in completing a minor concen- Program Evaluation tration in political science may choose from seven FACULTY ADVISOR: different options: Law and Society, Political To be determined Economy, Political Science (general), Comparative Politics, American Politics, Foreign Policy Analysis, In the government and nonprofit sectors, significant and Political Thought. Interested students may resources are devoted to programs that address contact the front desk at the Department of compelling social needs. Evaluation of these Political Science: 617-627-3465. programs can help them to grow and improve their All of these minors require five courses in operations. Yet agencies often resist evaluation political science. Each of them, however, has because it is seen as politically risky or technically separate requirements and a different list of courses. intimidating. No student may take two minors. A detailed listing Private funders and public agencies are increas- of these requirements is found on the website at ingly demanding evaluation as a provision for http://ase.tufts.edu/polsci. funding. Individuals with evaluation training are needed to assist programs, sponsoring agencies, and TUFTS-IN-WASHINGTON PROGRAM funders in planning and carrying out evaluations to The Tufts-in-Washington program offers students address their needs for information and analysis. an opportunity for intensive firsthand study of The certificate in program evaluation is designed government and politics during a semester’s for midcareer professionals who wish to learn about residence in Washington, D.C. Undergraduates the design and implementation of effective who are accepted to the program may elect either evaluation strategies. Students learn practical skills American national government or foreign policy as that can be put to use in the evaluation of a wide their field of concentration. Students are registered range of social service, public health, community at Tufts and are billed all the costs of the program development, and environmental programs. through their Tufts eBill. This includes Tufts Four courses are required for the certificate. tuition, room, board, fees and medical insurance, if The certificate is offered in collaboration with the not waived by the student. Students are housed at graduate Departments of Child Development and American University in Washington, D.C., but all Urban and Environmental Policy and Planning in costs are billed by and payable to Tufts by the the School of Arts, Sciences, and Engineering, as billing due date. well as the Friedman School of Nutrition Science The Tufts-in-Washington program is adminis- and Policy, and the School of Medicine. tered by the Department of Political Science, but it The program is open to individuals with a is open to all Tufts undergraduates. A prerequisite bachelor’s degree and three to five years of profes- for admission is a background in political science sional experience in a particular field. The program and other social science courses relevant to the is particularly appropriate for agency directors and student’s plan of study in Washington. administrators, program managers and staff, Central to the curriculum during the Washing- foundation project officers, policy analysts, commu- ton semester is a series of seminars with various nity organizers and advocates, human resources Washington political elites and policy activists. professionals, and educators. Students also do individual research projects and For more information and/or an application, participate as interns in the government or in the contact the program administrator, Angela Foss, private sector. The Tufts-in-Washington seminars at 617-627-2320 or visit the website do not fulfill the upper-level seminar requirement http://gradstudy.tufts.edu/programs/certificates/ for the political science major, which must be taken index.htm. at Tufts’ Medford/Somerville campus. Interested students may contact Dennis Rasmussen at CERTIFICATE PROGRAMS 617-627-4804. In addition to the master’s programs, the Depart- For more detailed information, please visit the ment of Urban and Environmental Policy and website: http://ase.tufts.edu/polsci. Planning offers two certificate programs in

245 Program Evaluation > Psychology >

community sustainability. The certificates in management of community organizations and 1. Foundation course: Program Evaluation community environmental studies emphasize (UEP 256) (also CD 247) participatory strategies for community self- 2. One course in applied statistics and data determination and sustainability. These flexible analysis, for example: programs enable working adults to gain the vital • Problems of Research: Statistics (CD 140) management and environmental skills necessary to • Advanced Statistics (PSY 107/108) enhance existing careers or to move into new • Principles of Biostatistics (MPH 205) professional work. A third certificate in program • Statistical Methods for Nutrition Research evaluation is offered in collaboration with the (NUTR 209) Department of Child Development, the Gerald J. • Nutrition Data Analysis (NUTR 211) and Dorothy R. Friedman School of Nutrition • Quantitative Research Methods (SOC 101) Science and Policy, and the School of Medicine. • Quantitative Reasoning for Policy and To earn a certificate, students successfully Planning (UEP 254) complete four courses for credit. Courses for the certificate programs are drawn from the curriculum 3. One course in research methods, for example: of the master’s program. It is possible to complete a • Problems of Research: Methods and Design certificate program in as little as one year or to (CD 142) extend it over several years. The certificate programs • Principles of Epidemiology (MPH 201) are open to students with a bachelor’s degree. • Methods of Educational Research (ED 271) • Survey Research in Nutrition (NUTR 210) Certificate Program in Program Evaluation • Field Research (SOC 105) Private funders and public agencies are increasingly • Research Methods (OTS 210) demanding evaluation as a requirement for funding. 4. One elective in your area of interest or expertise: Individuals with evaluation training are needed to education, child development, nonprofit assist programs, sponsoring agencies, and funders management, social or environmental policy, in planning and carrying out evaluations to address nutrition, or public health. their needs for information and analysis. The certificate in program evaluation is designed for For more detailed information, please visit the midcareer professionals who wish to learn about website http://ase.tufts.edu/uep/. the design and implementation of effective evaluation strategies. Students learn practical skills that can be put to use in the evaluation of a wide Psychology range of social service, public health, community Professor Lisa M. Shin, Chair; Clinical neuroscience development, and environmental programs. In Professor Richard A. Chechile, Mathematical psychology, addition to a bachelor’s degree, applicants are memory expected to have three to five years of professional Professor Robert G. Cook, Dean ad Interim of Graduate experience in a particular field. (See Program School of Arts and Sciences; Animal cognition and learning Evaluation in this bulletin for description.) Professor Joseph F. DeBold, Endocrinology and behavior This certificate requires four courses (format Professor David W. Harder, Clinical psychology, personality code: UEP = Urban and Environmental Policy and assessment Planning; CD = Child Development; PSY = Professor Phillip J. Holcomb, Cognitive neuroscience, Psychology; NUTR = Nutrition; SOC = Sociology; language OTS: Occupational Therapy; ED = Education; Professor Robin A. Kanarek, Dean ad Interim of Gerald J. MPH = Public Health). Courses in statistics, data and Dorothy R. Friedman School of Nutrition Science and analysis, and research methods are offered by Policy; John Wade Professor; Physiological psychology and several departments. Course substitutions can be nutrition made with the approval of the certificate faculty Professor Gina R. Kuperberg, Cognitive neuroscience, advisor. language (semantics), neuropsychiatry Professor Klaus A. Miczek, Moses Hunt Professor of

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Psychology; Psychopharmacology PSYCHOLOGY COURSES AS DISTRIBUTION Professor Holly A. Taylor, Director of Graduate Program; REQUIREMENTS Spatial cognition, language, memory Because Psychology courses span all five distribution Associate Professor Keith B. Maddox, Social cognition areas, students are urged to check official Registrar Associate Professor Aniruddh Patel, Music cognition lists for the most up-to-date information by Associate Professor Samuel R. Sommers, Director of distribution area. Most departmental courses count Undergraduate Program; Social perception and judgment toward either the social sciences or natural sciences Associate Professor Ayanna K. Thomas, Memory and distributions. aging Associate Professor Heather L. Urry, Affective neuroscience UNDERGRADUATE CONCENTRATION Assistant Professor Ariel M. Goldberg, Linguistics and REQUIREMENTS psychology of language The Psychology Department offers undergraduate Assistant Professor Paul Muentener, Cognitive majors in Psychology, Biopsychology, Clinical development Psychology, Cognitive and Brain Science, and Assistant Professor Jessica D. Remedios, Social cognition Engineering Psychology. Psychology, Biopsychology, Senior Lecturer Sinaia B. Nathanson, Associate Dean of Clinical Psychology, Cognitive and Brain Science, Graduate School of Arts and Sciences; Conflict resolution and and Engineering Psychology majors may not leadership double major in any of the other majors offered by Research Professor Ray Nickerson, Cognition and human the Psychology Department. factors Research Assistant Professor Tad Brunye, Applied Major in Psychology cognition This major is intended for students interested in Research Assistant Professor Katherine Midgley, exploring a variety of topics in psychology. Eleven Psychology of bilingualism courses distributed as follows: Psychology 1; one course from among Psychology 11, 12, 13, 14, 15, SECONDARY APPOINTMENTS: and 17; one course from among Psychology 22, 25, Professor Ray Jackendoff, Philosophy; Linguistics and 26, 27, 28, and 29; Psychology 31; Psychology 32; psychology of language one advanced lab course from among Psychology Professor Linda Tickle-Degnen, Occupational Therapy; 36, 37, 38, 40, 41, 42, 46, 48, and 49; two Psychol- Social functioning and wellness ogy courses numbered above 100; one other depart- Professor Matthias Scheutz, Computer Science; Artificial mental course (i.e., an elective); and two approved intelligence, robotics, cognitive science advanced courses in related fields. Courses taken to fulfill the psychology major Psychology concerns processes and principles of (including related-field requirements) normally may behavior. Increased understanding of oneself and not be taken pass-fail. No more than two indepen- others through the study of psychology is useful in dent study courses (Psychology 91, 92, 97, 99, 191, almost any endeavor. The Psychology curriculum is 192, 197, 198, 199) may be counted toward the diverse in order to reflect the breadth of the field, concentration requirement. Successful completion from the biological bases to the social determinants of a Senior Honors Thesis chaired by a member of of behavior. Students gain general familiarity with the department (PSY 199) may substitute for the psychology, and have the option to emphasize advanced lab requirement. No more than one specific areas in the field. Courses are geared toward course taken to fulfill the 100-level requirement the development of evaluative and analytic skills, may be an independent study course. which are indispensable to advanced study in Students with a score of 4 or 5 on the AP in experimental, clinical, and applied psychology. psychology place out of Psychology 1. An AP score These skills, together with knowledge of the factors of 5 completely substitutes for this requirement influencing individual and group behavior, are within the major, meaning that a student needs highly valuable for careers in such fields as public only 10 courses to complete the major. An AP score health, engineering, medicine, business, administra- of 4 places a student into two-digit psychology tion, law, and education. courses, but the student needs to take an additional

247 Psychology >

psychology course for the major in lieu of Psychol- Biopsychology majors may not also double ogy 1. Successful completion of Child Development major in psychology or biology. Majors are 1 is treated in the same manner as an AP score of 4: encouraged to elect an advanced laboratory course students may substitute CD 1 for PSY 1 for in either department, and independent research is prerequisite purposes, but they must take an strongly encouraged, but is not required. Students additional psychology course in order to reach the majoring in Biopsychology can select a major 11 courses required for the major. advisor from either the Psychology or Biology Psychology 32 and the advanced lab must be department. Students graduating with a major in completed at Tufts. Double majors in Psychology Biopsychology earn a B.S. and Mathematics can use Math 162 as a substitute for Psychology 31. Students who are Major in Cognitive and Brain Sciences double majoring in Psychology and Economics can This interdisciplinary major draws on psychology, use Econ 13 as a substitute for Psychology 31. neuroscience, linguistics, philosophy of the mind, In recommending students for honors, in computer science, and biology. Students are addition to the general college requirements, the required to take a core of courses in psychology, a department does not normally recommend students basic range of courses in the other constituent for highest honors unless they have done empirical disciplines, and a series of upper-level courses in research. Students graduating with a major in which they can specialize in one or more fields. Psychology may choose either a B.A. or B.S. Advanced students may choose to continue to be broadly interdisciplinary, or they may choose Major in Clinical Psychology primarily to “track” within a single discipline such This major is intended for students interested in as psychology, philosophy, linguistics or computer entering graduate or professional schools in mental science. The program is completed with a required health or human services and/or working with research experience accompanied by a senior psychiatric patients. Required courses are Psychol- seminar. ogy 1, 12, 31, 38, 71, 106, 181, and 182; two Students who wish to modify the requirements electives in psychology, one of which must be at the below must have the approval of their advisor and 100 level; and two approved advanced courses in the Cognitive and Brain Sciences Steering Com- related fields. Students graduating with a major in mittee. This major consists 14 courses, including Clinical Psychology earn a B.A., unless they take the following 6 requirements: Intro to Cognitive Psychology 32, in which case they may choose and Brain Sciences (PSY 9), Statistics (PSY 31 or either a B.A. or B.S. CD 140), Experimental Psychology (PSY 32), Intro to Linguistics (Philosophy 16/Psychology 64), Intro Major in Biopsychology to Computer Science (Computer Science 11), and This interdepartmental major, for students particu- Data Structures (Computer Science 15). larly interested in neurobiology and behavior, Three intermediate courses are required, one requires five courses in biology and five in psychol- from each of the following groups: Group A: ogy. These include the following: Cells and Organ- Psychology 11, 25, 26, 27, 28, 103, Child Develop- isms (Biology 13), General Genetics (Biology 41), ment 51; Group B: Computer Science 131, Animal Behavior (Biology 130), one course in 150BBR, 150MOD, 171; Group C: Philosophy 3, animal physiology (chosen from among Biology 75, 33, 103, 191-02, Psychology 150, 151, 155. 110, 115, 116, and 134) and an elective in biology; Four advanced courses are required, drawn from Statistics (Psychology 31 or Biology 132), Experi- at least two of the following groups: Group 1: mental Psychology (Psychology 32), Brain and Psychology 80, 103, 112, 117, 118, 122, 123, 124, Behavior (Psychology 103), plus two electives from 126, 127, 129, 131, 139, 140, 142, 144, 145, 146, among Psychology 22, 26, 27, 29, 40, 41, 42, 46, 48, 148, 154; Group 2: Psychology 149, 150, 151, 152, 49, 104, 112, 117, 123, 127, 128, 129, 142, 146, 153, 155, 180, Child Development 152, 155, 156, 154, and 159. Additional courses may be added to 177, 195, 243, Education 114; Group 3: Computer this list at the discretion of the chair. Science 86, 105, 131, 135, 150BRR, 150MOD,

248 Psychology >

170, 171; Group 4: Philosophy 38, 114, 117, 126, Graduate students are expected to develop 132, 133, 134, 170, 191-02 (note that for all four overall breadth in psychology, as well as an empha- groups, courses may only be used if not counted as sis in a specialty area. Emphasis areas within the intermediate courses as described above). department include cognitive psychology; experi- Advanced research experience is also required. mental psychopathology; physiological psychology Three options are available, all of which involve and psychopharmacology; social psychology; enrolling in Senior Seminar in Cognitive and Brain cognitive, social, and affective neuroscience; and Sciences (Psychology 195). Option 1 is a senior cognitive development. Considerable emphasis is honors thesis in psychology, child development, placed on the student’s ability to undertake research. computer science, or philosophy. Option 2 is a year- These skills are demonstrated in connection with long research experience working with a faculty course work, independent research, and the thesis member from either psychology, philosophy, child and/or dissertation. All graduate students are development, computer science, or the neuroscience expected to participate in supervised research each department at the medical school. Students semester, as well as periodic teaching activities. pursuing this route will be required to present a final version of their research during senior seminar. General Program Requirements Option 3 is a senior review paper of the literature in The program is based around five major annual one of the areas listed above. milestones: In addition, students are encouraged, after Year 1: A first-year project consultation with their advisor, to augment the Year 2: Completion of the master’s thesis Cognitive and Brain Science major by taking Year 3: Publication/grant submission electives from Psychology (especially 37, 40, 41, 46, Year 4: Conceptual presentation at department 48, 49, 107, 108), Anthropology (150), Biology (13, conference and mini-review 14, 116, 134), and Math (11, 12, 13, 150). Students Year 5: Completion of dissertation graduating with a major in Cognitive and Brain Sciences earn a B.S. There is no formal language requirement for either the master of science degree or the doctor of Major in Engineering Psychology philosophy degree. This interdisciplinary program, commonly called human factors engineering, is offered jointly by the Master of Science departments of mechanical engineering and The requirements for the master of science degree psychology. (See Engineering Psychology for include ten credits (eight course credits and two program description and course listings.) research credits) distributed as follows: completion of the graduate sequence in statistics (Psychology GRADUATE PROGRAM 107 and 108), one area core course, two upper-level The Department of Psychology offers both a psychology courses or seminars (100 level or higher), master’s degree and a doctor of philosophy degree in one additional 200-level core or seminar course, one general experimental psychology. To be considered independent reading/research course or other for graduate work in psychology, a student must course credit, one professional preparation course, have a bachelor of arts or bachelor of science degree and successful completion of the first-year project from an accredited college or university. Most (one credit) and the master’s thesis (one credit). students will have majored in psychology, but this is No more than two graduate-level courses, which not a requirement. The student must, however, have have not been used to count toward another had at least a one-semester course in statistics and graduate degree, may be transferred from another at least six semester hours of experimental psychol- institution toward the Tufts program. ogy or comparable research experience. Students The master’s thesis must be an empirical research having a master’s degree in psychology may apply study in psychology, which will be presented in for the doctoral program directly if their master’s written form and on which the candidate must take degree included an empirical thesis. an oral comprehensive examination.

249 Psychology > Quantitative Economics > Religion >

Students holding Tufts’ teaching and research SECONDARY APPOINTMENTS: assistantships are advised to register for five courses Professor Gary Leupp, History; Japanese history and per year and should plan to spend more than one Japanese Buddhist studies year in completing the degree. Only under excep- Associate Professor Kevin Dunn, English; Bible as literature tional circumstances should it require more than Assistant Professor Marie-Claire Beaulieu, Classics; Greek two years for completion. The department does not religion, epigraphy, medieval Latin encourage part-time participation in the program. The Department of Religion is dedicated to the Doctor of Philosophy exploration and critical analysis of religion as a The doctor of philosophy degree requires thirteen central aspect of human history and culture. credits (eight course credits, two research credits, Courses seek to promote reflection on the diversity and three dissertation credits) beyond those of religious experience; empathetic engagement required for the master’s degree. with a range of beliefs, texts and practices; and These must include one additional core course, mastery of a range of methods for studying religion. two 200-level seminars, one additional professional A graduate degree in religion is not offered. preparation course, four elective courses or indepen- However, some 100-level courses may be taken in dent reading/research courses, a credit associated conjunction with other programs. with completion of the third-year publication/grant submission, and a credit associated with the UNDERGRADUATE CONCENTRATION fourth-year conceptual presentation at the depart- REQUIREMENTS ment conference and mini-review. Additionally, Major in Religion when writing the dissertation, students must sign Ten courses are required for the major in religion. up for two 1.5 dissertation credits. 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 some combination thereof. Students are to take website http://ase.tufts.edu/psychology. four classes within the department to achieve the diversity requirement. The advisor and the chair of the Department of Religion must Quantitative Economics 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 Associate Professor Kenneth Garden, Islam and Sufism courses. These may include an independent Assistant Professor Jennifer Eyl, Early Christianity and study or a senior thesis. The departmental religions of the ancient Mediterranean

250 Religion > Romance Languages >

advisor and the chair must approve the student’s Assistant Professor Pablo Ruìz, Latin American literature, area of specialization. No course may count for twentieth century both the diversity and depth requirements. Senior Lecturer Laura Baffoni Licata, Italian literature and d. In addition to the above eight courses, two culture additional courses listed or cross-listed in Senior Lecturer Marta Rosso-O’Laughlin, Spanish religion, regardless of subject area, are required. Language Coordinator Lecturer Juliana Berte, Spanish language UNDERGRADUATE MINOR PROGRAM Lecturer María-Concepción Lagunas Davis, Spanish Minor in Religion Language Course Administrator Five courses, distributed as follows, are required. Lecturer Anne de Laire Mulgrew, Spanish language Lecturer Charles Dietrick, Spanish Language Course a. Religion 99 (Theory and Method in Study of Religion). Administrator Lecturer Brenna Heitzman, French language b. Students should have exposure to at least three different religious traditions. This may be Lecturer Nancy Levy-Konesky, Spanish language accomplished through classes in which three Lecturer Amy Millay, Spanish language different traditions are taught, or through three Lecturer Cristina Pausini, Italian Language Coordinator courses, each focused on a different religious Lecturer Tracy Pearce, French language tradition, or through some combination thereof. Lecturer Kathleen Pollakowski, Spanish language and The advisor and the chair of the Department of literature Religion must approve the courses taken to Lecturer Anne Poncet-Montange, French Language fulfill this requirement. Coordinator Lecturer Anne-Christine Rice, French language c. One other course numbered above 100. This course may not be counted as one of the three Lecturer Ester Rincon, Spanish language courses of the above requirement. Lecturer Claire Schub, Nineteenth- and twentieth-century French literature For more detailed information, please visit the Lecturer Cristiane Soares, Portuguese language website http://ase.tufts.edu/religion/. Lecturer Anne Taieb, French Language Course Administrator Susan Sánchez-Casal, Director, Tufts-in-Madrid program Jeanne Fourneyron, Director, Tufts-in-Paris program Romance Languages Carmen Gloria Guínez, Director, Tufts-in-Chile program Professor Juan M. Alonso, Nineteenth- and twentieth- century literature of Spain, Spanish American literature The Romance languages all derive from the Latin Professor Gérard Gasarian, Nineteenth- and twentieth- spoken in different parts of the Roman Empire. century French poetry Courses in French, Italian, Portuguese, and Spanish Professor José Antonio Mazzotti, Latin American lead students to an understanding of the language literature, colonial period, modern poetry, film studies when spoken or written, and allow them to read Professor H. Adlai Murdoch, Francophone literature and appreciate each nation’s literature. At all stages Professor Isabelle H. Naginski, Nineteenth-century French of instruction, students may deepen their linguistic prose, Franco-Russian literary relations, women writers sensibilities and expand their horizons by studying, Associate Professor Nina Gerassi-Navarro, Latin through a Romance language, a civilization American literature, nineteenth century, travel literature, film different from but connected to their own. Students studies may major in French, in Italian, or in Spanish Stud- Associate Professor Zeina Hakim, Seventeenth- and ies, and may minor in Italian. A special minor for eighteenth-century French literature and culture engineering students allows them to minor in Associate Professor Pedro Ángel Palou, Latin American French, Spanish, or Italian. Portuguese is only studies offered at the language level. The Department of Associate Professor Vincent J. Pollina, Medieval and Romance Languages also participates in the Renaissance French and Italian literature programs of the Experimental College.

251 Romance Languages >

LANGUAGE HOUSES of Spanish 31 or 34 and 32 or 35 is highly recom- The Department of Romance Languages sponsors mended. Students are registered in the University the French House and the Spanish House. The of Chile in Santiago and take most of their courses houses are open to all students interested in these in the university. languages and cultures and are not limited to For more information concerning the Tufts-in- majors. They offer small-group living and an Chile Program, write to the Department of opportunity to enjoy an intensive language experi- Romance Languages or to the Office of Tufts ence, often with native speakers, and to participate Programs Abroad. in many social and cultural events. Tufts University European Center JUNIOR YEAR ABROAD The Tufts University European Center sponsors a Through the Tufts-in-Madrid, the Tufts-in-Paris, six-week summer study program in Talloires, on and the Tufts-in-Chile programs, the Department the Lac d’Annecy, in the heart of the French Alps. of Romance Languages offers undergraduate Students enroll for credit in two courses chosen majors an unusual opportunity for study in Spain, from an array of offerings including French France, and Chile during the academic year. For language, literature, and civilization. The courses, more information, contact the Department of taught by members of the Tufts faculty, draw on the Romance Languages or the Office of Tufts rich cultural and physical resources of this beautiful Programs Abroad. region of France. Classes are held in Le Prieuré (the Priory), which was formerly part of an Tufts-in-Paris Program eleventh-century Benedictine monastery. Each Preparation equivalent to completion of French 21 student lives and shares meals with a local French and 22 is prerequisite to the program; completion family; the residential component of the program of French 31 and 32 is highly recommended. adds an important dimension to the students’ Students are registered in the University of Paris I experience of French daily life and culture. For (Panthéon-Sorbonne), the University of Paris III more information, contact the Office of the Tufts (Sorbonne Nouvelle), and the private Institut University European Center. Catholique and take most of their courses at these institutions. Courses are also offered within the PLACEMENT OF ENTERING Tufts-in-Paris program. UNDERGRADUATES Internships are available to full-year students. All entering students who elect courses in French, Spanish, or Italian and who have previously studied Tufts-in-Madrid Program the language will be placed in the appropriate (See Tufts Programs Abroad for description.) course level by their scores on the SAT Subject Preparation equivalent to completion of Spanish 21 Tests, Advanced Placement Test, or Tufts placement and 22 is prerequisite to the program; completion examination. The Tufts placement examination, of Spanish 31 or 34 and 32 or 35 is highly recom- which is for diagnostic purposes only, is given each mended. Students are registered in the Autonomous September and January during the orientation University of Madrid or the University of Alcalá period. and take most of their courses in the university. Students who place above French, Spanish, or Courses are also offered within the Tufts-in-Madrid Italian 3 may complete the language requirement program. by choosing any one of the three available options For more information concerning the Tufts- (see College of Liberal Arts Information, Founda- in-Madrid Program, write to the Department of tion Requirements). One course credit equivalent to Romance Languages or to the Office of Tufts French/Spanish/Italian 21 or 22 is granted under Programs Abroad. certain conditions (see College of Liberal Arts Information, Advanced Placement and Accelera- Tufts-in-Chile Program tion Credit).

(See Tufts Programs Abroad for description.) For further information, see the appropriate Preparation equivalent to completion of Spanish 21 coordinator of language instruction. and 22 is prerequisite to the program; completion

252 Romance Languages >

UNDERGRADUATE CONCENTRATION dent Study may be counted toward the major. No REQUIREMENTS IN FRENCH AND SPANISH more than two credits combining an Independent Prospective majors in French or Spanish are advised Study and an honors thesis may be counted toward to consult the guidelines for selecting a related the major. All courses taken for credit in the major field, which appear on the Romance Languages must be completed with a grade of C- or better. website. The department highly recommends that seniors returning from overseas programs enroll in UNDERGRADUATE CONCENTRATION two 100-level French or Spanish courses on the REQUIREMENTS IN ITALIAN STUDIES Tufts campus during their final year of study. At Prospective majors in Italian studies are advised to least one of the four 100-level literature courses consult the list of courses exclusively devoted to must be taken during the senior year on the Tufts Italian culture, taught in departments other than campus itself. Romance Languages, which count toward the Italian Studies major. The list appears on the Major in French Romance Languages website. It is highly recom- The French major requires ten courses as follows: mended that seniors returning from overseas French 21 and 22, or equivalent; French 31 and 32, programs enroll in an appropriate Italian course in or equivalent; four 100-level courses in literature; the Department of Romance Languages during one 100-level course to be selected from among the their final year of study. Interested students should various course offerings in advanced language and consult the designated advisor for the major. culture, including French 121, 122, 124, 125, 130, 140, 150, or their equivalents or one additional Major in Italian Studies 100-level course in French literature. (Students The Italian Studies major requires ten courses participating in programs abroad may count toward distributed as follows among Categories A, B, the satisfaction of this requirement a wide range of and C: courses in language, literature, art history, geography, Category A: Six courses taught in Italian in the history, civilization, and other areas, taught in the Department of Romance Languages: Italian 21 and 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- and two 100-level courses, such as Italian 121, 177, level course in French literature. No more than one 191, or 192. credit in Independent Study may be counted Category B: Two courses taught in English in the toward the major. No more than two credits Department of Romance Languages, such as Italian combining an Independent Study and an honors 51, 52, 55, or 75. thesis may be counted toward the major. All courses Category C: Any two courses from one or more of taken for credit in the major must be completed the following groups: Category A, above; Category with a grade 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 The Spanish major requires 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 may be in English. (Students participating in one 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.

253 Romance Languages >

UNDERGRADUATE MINOR PROGRAMS FRENCH OR SPANISH Minor in Italian The minor requires five credits above French 3 or The minor in Italian requires five courses as follows: Spanish 3. Four courses in Italian language, literature, and/or The sixth credit must be taken in the social sciences culture above the intermediate level (Italian 3-4), or the humanities, concentrating on the area in one of which must be in literature. These courses which the target language is spoken. must be taught in Italian. One course chosen from among the following: (a) a course, taught in English ITALIAN translation, on Italian literature or civilization (e.g., The minor requires five credits above Italian 2. Italian 41, 42, 51, 52, 55, 75); (b) one of the Italian culture courses listed in this bulletin at the end of The sixth credit must be taken in the social sciences the College of Liberal Arts Information section; or the humanities, concentrating on the area in (c) one further course in Italian language, literature, which the target language is spoken. and/or culture, taught in Italian on the Medford/ Somerville campus; (d) an upper-level course, DEPARTMENTAL HONORS completed in Italy, in one of a variety of disciplines. The departmental honors program provides the No more than one credit in Independent Study may opportunity for majors in French, in Spanish, or in be counted toward the minor. Italian Studies—in close cooperation with a faculty It is highly recommended that seniors returning advisor—to write a senior honors thesis for one or from overseas programs enroll in an appropriate two course credits. Each such credit may count Italian course in the Department of Romance toward the major as a 100-level literature course. Languages during their final year of study. No more than two credits combining an Indepen- Interested students should consult the designated dent Study and an honors thesis may be counted advisor for the minor. toward the major. Near the end of the spring term, the thesis is defended before a committee of three Special Minors for Engineering Students readers, who determine whether the degree with The humanities and/or arts and social sciences highest honors in thesis, with high honors in thesis, requirements for students in the School of Engi- or with honors in thesis is to be awarded at neering may be satisfied by a special minor in commencement. French, Spanish, or Italian language and culture The applicant’s name must have appeared on comprising a total of six credits. Please note the the Dean’s List prior to the first term of the senior following stipulations: year. Interested students should consult with the potential advisor and with the chair of the depart- 1) Of the five credits taken in the Department of ment toward the end of the junior year. Romance Languages, no more than one credit may be taken in English. GRADUATE PROGRAM 2) Students must determine their level of Master’s Degree proficiency in the language by examination A master of arts degree is offered in French (placement test at Tufts, Advanced Placement Test language and literature. Preference is given to score, or SAT Subject Test score). students who have a strong undergraduate major in 3) Students cannot receive credit toward the minor French. for courses taken below this initial placement. To qualify for the master’s degree, a student 4) Students must consult with the designated completes an approved program of at least ten advisor for the special minor in the Department of courses, including a general examination. A student Romance Languages. is expected to show evidence of scholarly attainment 5) Independent Studies will not be available. both in course work and in the general examination. 6) All courses used in fulfillment of the minor must be taken for a grade. For more detailed information, please visit the website http://ase.tufts.edu/romlang.

254 Russian > School Psychology > Sociology >

and medicine, education, work and labor markets, Russian the military, business and nonprofit organizations, (FOR DEGREE REQUIREMENTS, SEE GERMAN, science and technology, the environment, and the RUSSIAN, AND ASIAN LANGUAGES AND arts. Areas of study include social inequalities such LITERATURES.) as race, ethnicity, class, and gender; media, society and culture; and immigration, transnationalism, and globalization. Sociology students learn how to School Psychology critically examine and analyze social structure and culture; how social and cultural constructs such as (FOR DEGREE REQUIREMENTS, SEE EDUCATION.) gender, race, and class influence people’s lives; and how people change society by forming social movements and using the media. Sociology UNDERGRADUATE CONCENTRATION Professor Pawan Dhingra, Chair; Immigrant adaptation, REQUIREMENTS Asian Americans, cultural identities, social/cultural inequalities, Major in Sociology race and ethnic relations All Sociology majors, including those who elect to Professor Paul Joseph, Sociology of war and peace, political do one of the three clusters (see below), must sociology, globalization complete ten Sociology courses, at least six of which Professor Susan Ostrander, Social inequalities, social must be listed or cross-listed by the Tufts University change, grassroots organizing, qualitative methods, gender, Department of Sociology. Of the ten Sociology nonprofits courses, four must be the following core courses, at Associate Professor Paula Aymer, Race and ethnic least two of which must be taken in the Tufts relations, family, religion, immigration University Department of Sociology: Associate Professor James Ennis, Sociological theory, quantitative research methods, social movements, social 1: Introduction to Sociology networks, sociology of art and artists 101: Quantitative Research Methods Associate Professor Sarah Sobieraj, Mass media, political 102: Qualitative Research Methods sociology, civil society and the public sphere, sociology of 103: Survey of Social Theory culture, social movements Of the ten required Sociology courses, one must be Associate Professor Rosemary C. R. Taylor, Political numbered 180 or above. Sociology 193, 197, 198 sociology, social policy, medical sociology, organizations, and 199 do not count for this requirement. Five of qualitative research the ten required courses are unrestricted electives, Assistant Professor Orly Clerge, Race and ethnicity, urban except for students who choose to complete a sociology, immigration and migration, family, education, cluster. Six of the ten required courses must be methods taken at the Somerville/Medford Campus. Assistant Professor Helen Marrow, Immigration, race and ethnic relations, social inequalities and social policies, health, Majoring in Sociology Using a Cluster Option qualitative research methods Students who major in Sociology may choose Assistant Professor Freeden Oeur, Gender and masculinity, electives that complete one of the following cluster education, children and youth, feminist theory, qualitative options: methods 1. Media, Culture, and Society 2. Social Inequalities and Social Change Sociology is the systematic study of social institu- 3. Globalization, Transnationalism, and tions, social interactions, and social and cultural Immigration. identities. Sociology studies how social structures shape human behaviors, social categories, and social For more information on the cluster option, meanings. Sociology also studies how behavior please visit http://ase.tufts.edu/sociology/ (agency) constructs social structure. Institutions programsCoursesMajorCluster1.asp. include family, religion, media and culture, health

255 Sociology > Spanish > Urban and Environmental Policy and Planning >

UNDERGRADUATE MINOR PROGRAM Lecturer Ann Rappaport, Environmental management and Minor in Sociology policy The minor requires the completion of six courses, Lecturer Robert Russell, Environmental law none of which may be taken pass-fail: one required Lecturer Jonathan Witten, Land use planning, local introductory course numbered 1 through 50; one government law, natural resources policy required methods course: Sociology 101 or 102; one theory course: Sociology 103; and three elective The Department of Urban and Environmental courses. Details are available from the department. Policy and Planning offers two graduate public Students should declare their minor by junior year. policy and planning programs culminating in either Students in the Class of 2013 and later must follow a master of arts (M.A.) degree or a master of public these requirements. Others can choose between policy (M.P.P.) degree. Our goal is the education of this set of requirements and those in place at the a new generation of leaders, “practical visionaries,” time of their matriculation at Tufts. who will contribute to the development of more just and sustainable communities. A key step toward For more detailed information, please visit the this is making our institutions more responsive to website http://ase.tufts.edu/sociology. child, adult, and ultimately community well-being by helping them understand, empathize with, and respond to the social, economic, and environmental Spanish needs of individuals and communities. (FOR DEGREE REQUIREMENTS, SEE ROMANCE LANGUAGES.) AFFILIATED CENTERS AND INSTITUTES Center for Interdisciplinary Studies—Environmental Studies Program The Department of Urban and Environmental Urban and Environmental Policy and Planning (UEP) is one of three Tufts Policy and Planning departments that oversee the undergraduate environmental studies program. The Sustainability, Professor Weiping Wu, Chair; Comparative urban policy, Policy, and Equity track, for which UEP serves as urban economic policy, China the host department, examines the sociopolitical, Professor Julian Agyeman, Sustainability policy and humanistic, economic, and cultural aspects of planning, environmental and food justice, intercultural cities managing environmental problems. Professor Robert M. Hollister, International university civic engagement Global Development and Environment Institute (GDAE) Professor James Jennings, Urban and neighborhood The Global Development and Environment politics, social welfare, community development Institute (GDAE) was established to gain a new Professor Sheldon Krimsky, Lenore Stern Professor in the understanding of how nations and societies at Humanities and Social Sciences; Environmental policy and differing stages of economic development can ethics pursue development in an environmentally and Associate Professor Mary E. Davis, Environmental health, socially sustainable manner, and to assist the public economic analysis and private sectors in applying this knowledge Associate Professor Justin Hollander, Land use planning, through appropriate policies that promote sustain- urban redevelopment, shrinking cities ability. Through research, curriculum development, Associate Professor Francine Jacobs, Child and family a visiting scholars’ program, conferences, and faculty policy, program evaluation seminars, the institute offers opportunities for Lecturer Laurie Goldman, Social welfare and housing policy, shared activities between the Fletcher School and policy implementation, and public and nonproﬁt management Graduate and Professional Studies. It also provides Lecturer Penn S. Loh, Director of the Masters of Public Policy employment opportunities for graduate students. Program and Community Practice; Environmental justice Lecturer Barbara Parmenter, Geographic information systems

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Tufts Institute of the Environment (TIE) office become greener, and the Eco-Representative The Tufts Institute of the Environment (TIE) is program for students living in university-owned an interdisciplinary university-wide institute that residences. Both these programs empower individu- initiates, facilitates, and promotes environmental als to become change agents right here at Tufts. education, research, and outreach toward a sustainable future. It meets this goal by assisting faculty to Jonathan M. Tisch College of Citizenship and Public create new environmental courses; developing Service (Tisch College) interdisciplinary research initiatives; coordinating Tufts University is explicitly committed to fostering efforts among existing departmental programs; an attitude of “giving back,” including promoting supporting speakers and visitors; involving alumni; an understanding that active citizen participation is producing newsletters, supporting student events, essential to freedom and democracy. The mission of developing social media, and other outreach the Jonathan M. Tisch College of Citizenship and activities; and supporting and recognizing outstand- Public Service (Tisch College) is to prepare Tufts ing Tufts students. undergraduate and graduate students for lifetimes TIE is located on the Medford Campus in of active citizenship, and to make public service an Miller Hall, and its physical space is used by many important dimension of their lives and work. students to study, work, and meet with other Program activities designed to fulfill this mission students and faculty members. TIE coordinates and include faculty and curriculum development, supports events for the environmental community student leadership development, an information throughout the year. TIE supports student research and resource clearinghouse, and seed grants for through fellowships, travel grants, and a limited faculty and student initiatives. The Lincoln Filene number of internships and research assistantships. Center, a component of Tisch College, increases Within its offices, TIE also supports the Water: knowledge about citizen action and community Systems, Science, and Society (WSSS) program, an building, enhances public-service education and interdisciplinary graduate research and education research at Tufts, and informs public decision program. making. The center acts as a catalyst to connect people and resources in new ways, and to develop Tufts Office of Sustainability (OOS) new approaches to public problems. Tufts Office of Sustainability (OOS) serves as a resource, advocate, and catalyst for environmental underGRADUATE PROGRAMS sustainability at Tufts. Originally started in 1999 as Undergraduate Minor in Urban Studies the Tufts Climate Initiative, it acts as the bridge The Minor in Urban Studies provides students with between resource conservation ideas and their an opportunity to pursue their love of cities and practical implementation and eventual integration communities and to study urban issues in depth. into the day-to-day rhythm on campus. The Office Students can select from a variety of courses that plays an active role in helping Tufts meet its examine the interplay among the different groups sustainability goals in emissions, resource conserva- occupying the urban space, the problems they tion and sustainability education. Its website and confront, their struggle for recognition and power, blog are frequently updated with information, and the forces shaping the physical terrain they opportunities, and promotions related to environ- inhabit. The minor offers a good foundation for mental sustainability at Tufts, and its weekly students contemplating graduate work in urban newsletter keeps the community informed about planning, environmental policy, public administra- job openings and upcoming events in the area. tion, public policy, law, or social work. It also can be The OOS collaborates with academic depart- an intellectually exciting focus for interdisciplinary ments as well as students and staff to provide exploration, because understanding urban phenom- support and encourage innovation. In addition, it ena requires synthesizing knowledge from a broad runs two educational programs for Tufts community range of the social sciences and humanities. The members: the Eco-Ambassador program for staff completion of five courses from at least three and faculty wishing to help their department or different departments is required. In addition, a student is required to complete an appropriate

257 Urban and Environmental Policy and Planning >

capstone project, such as a research paper, an oral 4. An appreciation of the centrality of spatial, presentation, a video, a photographic exhibit, a social and environmental justice to all aspects of fictional narrative, or other forms of study, which public policy and planning. integrates the knowledge and methodologies of the 5. An appreciation of the need to understand the disciplines involved. Interested students should role of individual and community rights and consult the faculty coordinator, Weiping Wu responsibilities in public policy and planning. ([email protected]), about specific courses that 6. An appreciation of the need to move society can be counted toward the minor. For more detailed toward the development of sustainable commu- information, please visit http://ase.tufts.edu/uep/ nities where there is a high quality of human Degrees/UrbanStudiesMinor.aspx. life, delivered in a just and equitable manner while respecting the limits of supporting GRADUATE PROGRAMS ecosystems. UEP students focus on public problems in the The M.A. also requires a set of competencies based broad areas of urban and social policy and planning, on three areas: or environmental policy and planning, as well as on issues linking these various concerns. UEP’s goal is Knowledge—Upon completion of the MA program, the education of a new generation of leaders, students should have basic familiarity with: “practical visionaries” who will contribute to the • The history, structure and function of urban development of more just and sustainable commu- and metropolitan settlements. nities. • Economic influences on policy and planning A key step toward this is making our institutions (e.g., “market” and “polis” relations). more responsive to child, adult and ultimately • Environmental, social and cultural influences community well-being by helping them understand, on policy and planning. empathize with and respond to the social, economic • The different roles of government, governance and environmental needs of individuals and and citizenship in policy and planning. communities. • The history, theory and processes of both We offer two graduate programs in public policy policy making and planning together with and planning: a master of arts (M.A.) degree in implementation procedures and practices. urban and environmental policy and planning that • Evaluation of policy and planning. is accredited by the Planning Accreditation Board • The administrative, legal and political aspects and a master of public policy (M.P.P.) degree. Both of policy and plan-making. degrees equip public-spirited individuals for • Areas of specific policy or planning content- rewarding careers in government, nonprofit based knowledge related to their professional organizations, citizen advocacy groups, and the interest(s) and an in-depth knowledge of one private sector. policy or planning domain through the thesis or other terminal project. UEP has a flexible M.A. and M.P.P. curriculum built around a set of six core values: Skills—Upon completion of the M.A. program, 1. An appreciation of the inextricable linkages students should have basic skills in the following: between social, economic and environmental • Critical thinking skills issues and the ability to make policy and  Individual problem identification and planning recommendations accordingly. documentation of the extent of the problem 2. An appreciation of the role of values in policy as well as the political, social, environmental formation and planning and the ethical/social and spatial context responsibility of policy and planning profession-  Identifying possible analysis strategies and als to act accordingly. their implications 3. An appreciation of the deeply embedded nature  Identifying criteria for proposing and of gender, age, race, class, disability, culture and selecting solutions sexual orientation in all aspects of public policy  Evaluating the development and results of and planning. policies and plans

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• Research skills • Organizational management, including  Research design decision making and strategic problem solving,  Literature collection and analysis human resource development, and financial  Identifying and assessing data sources and management and resource development limitations • Political and economic power mapping  Development of data collection instruments and tools Master of Arts • Data analysis skills The Master of Arts (M.A.) requires completion of  Interpreting and synthesizing data twelve or thirteen courses plus a thesis or capstone  Drawing inferences from specific exam for a total of fourteen credits. Each semester- observations to make more generalizable long course at Tufts receives one credit. The findings program normally takes the equivalent of two years  Comparative and longitudinal analysis of full-time study, although it is possible to be  Recognizing and accounting for limitations enrolled in the program on a part-time basis. to findings • Qualitative skills Degree Requirements  Direct observation and analysis of primary The requirements for the M.A. degree are as and secondary qualitative data follows: • Quantitative skills • Five required core courses covering theoretical  Descriptive and inferential statistics foundations of policy and planning, and the  Basic forecasting development of relevant professional skills;  Use of spreadsheets and statistical software • Seven or eight elective courses approved by • Spatial analysis skills student’s advisor;  Ability to identify spatial problems and frame • An internship in public policy or planning; and spatial questions for analysis and research • A master’s thesis or capstone exam.  Use of geographic information systems for basic spatial analysis and mapping Students select courses from the department’s • Communication skills offerings, other Tufts departments and schools, and  Written, oral and graphic communication Boston-area consortium universities. To receive  Presentation strategies and methods credit for a course, graduate students must attain a grade of B- or better. Policy and Planning in Practice—The M.A. program will provide the following professional Core courses opportunities and training: A required core curriculum exposes students to • At least 150 hours, supervised, in an organiza- methods of policy analysis and planning and helps tion relevant to the student’s interests them develop the competencies listed above, for • Demonstration through the Internship effective professional practice. Agreement and Learning Assessment that the The five required core courses are: internship gave the opportunity for significant learning in a field relevant to the student’s 1. Foundations of Public Policy and Planning interests and meets at least one of his or her 2. Economics for Planning and Policy Analysis career goals 3. Quantitative Reasoning for Policy and Planning • Reflections on the role of ethics in professional (introductory or intermediate) policy and planning processes, practices and 4. Field Projects: Planning and Practice behavior 5. Cities in Space, Place and Time • Synthesis and application of policy and planning content-based knowledge from Electives theory into practice In addition to the core curriculum, students choose • Collaborative group management, problem courses that meet their particular objectives and solving, negotiation and mediation provide a strong grounding in basic methods and approaches to public policy and planning. UEP

259 Urban and Environmental Policy and Planning >

recognizes the need for the policy and planning Thesis specialist, the person who wants to plan for The thesis requirement provides students the landscape, ecological or watershed management, or opportunity to become proficient in framing a develop child and/or family or other social welfare research question and carrying out an independent policies. However, UEP also recognizes the investigation on a topic of the student’s choosing. inextricable interconnections between and across Building on competencies developed through different policy and planning areas, whether a course work, students present a well-reasoned student’s interest is primarily environmental or analysis of a significant policy or planning problem. social, urban or rural, local or global. Accordingly, a Theses may be technical studies, policy analyses, student’s choice of classes can be narrower (on the theoretical papers, research studies, or planning public policy and planning challenges in one policy reports. or planning area) or broader (on sustainable development, which looks at these issues and their Capstone exam interrelationships as a whole), depending ultimately The capstone exam requirement represents a on the student’s goals. topic-based assessment of an individual student’s interests in the fields of policy and planning. At UEP, faculty and student interests and course Students choose major and minor topics in offerings center on the following: collaboration with a faculty advisor and reader(s) • Sustainable communities in a fashion similar to the selection of a thesis • Environmental and food justice topic. There are three separate components to the • Community development and housing capstone exam: (1) a detailed literature review; • Race, class, and social welfare policy (2) a take-home exam; and (3) an oral exam. • Child and family policy • Land use planning Master of Public Policy • Natural resource policy and planning The Master of Public Policy (M.P.P.) is for • Science/technology, ethics, and environmental individuals with at least seven years of significant, policy relevant professional experience, who are interested • Environmental health and risk in expanding their knowledge of public policy • Corporate management of environmental within urban, social, and environmental domains— Issues or across these domains, such as programs and • Climate change policies related to sustainable communities. • International urban and environmental policy This degree program offers students the • Program evaluation opportunity to strengthen their critical thinking, • Applied research methods policy analysis, and communication skills; improve • Planning tools, techniques, and strategies their professional practice in areas such as • Citizen roles in policy and planning mediation, land use planning, or financial manage- • Policy and planning for intercultural cities ment; and establish close professional relationships and networks among faculty, affiliated agencies, and Internship other students. Full-time students may complete An internship (minimum 150 hours) is usually this nine-credit degree in one year; part-time completed between the two academic years. Most enrollment options are also available. The require- internships are based in a public or nonprofit ments for the M.P.P. are as follows: agency, and are usually paid. Alternatively, students may elect a research internship, working on a Degree Requirements university-based or research institution-based • Four required core courses that enable students project. Although faculty provide assistance and to reflect on their professional practice, examine advice, students are expected to secure their own dominant theories and themes in the public internship placements. policy literature, and further refine and consolidate their perspectives on their career paths.

260 Urban and Environmental Policy and Planning >

• Four elective courses in a public policy area. Examples of Public Policy Courses • Two additional elective courses in policy and • U.S. Social Welfare Policy planning fields or professional skills. • Social Policy for Children and Families • Community Development, Planning and The four core courses are: Politics 1. Economics for Planning and Policy Analysis • Community Economic Development 2. Quantitative Reasoning for Policy and Planning • Climate Change Policy, Planning and Action (introductory or intermediate) • Environmental Law 3. Reflections on Public Policy Practice (one-half • Water Resources Policy and Planning and credit, fall, in the first semester of student’s Watershed Management program) • Corporate Management of Environmental 4. Integrative Seminar (one-half credit, spring, in Issues the last semester of the student’s program) • Developing Sustainable Communities An M.P.P. seminar is composed of the two half- • Environmental Justice, Security and credit courses. It helps students examine their own Sustainability professional experiences in the context of prevailing • International Planning and Urban Policy theories about policy and program development, implementation, and evaluation. The M.P.P. Professional Practice Electives seminar is for M.P.P. degree students only. All other Students also have opportunities to enroll in courses are taken with students in the M.A. in courses that enhance their professional practice urban and environmental policy and planning skills, such as: program. Up to two courses may be selected from • Leadership and Organizational Development course offerings in other Tufts departments and • Financial Analysis and Management schools, as long as they relate to public policy and • Philanthropy and Fundraising are approved by the student’s advisor. In addition, • Negotiation, Mediation, and Conflict with the advisor’s approval, one class at a consor- Resolution tium school may be taken in the second semester. • Program Evaluation Transfer credits will not be accepted. Students with • Local Government Finance significant background in economics or statistics Inquiries and requests for application materials for may, with faculty approval, waive the relevant either the M.A. or M.P.P. degree program should required courses and substitute electives of their be addressed to the Department of Urban and choosing. Environmental Policy and Planning, 97 Talbot Avenue, Tufts University, Medford, Massachusetts Public Policy Areas 02155, or call 617-627-3394. The application Each student, working closely with his or her deadline for the M.A. program is January 15; the academic advisor, identifies an area of public policy application deadline for international applicants is interest(s). The student then selects four policy December 31; the deadline for the M.P.P. program courses that deepen his/her theoretical and practical is April 30. Late applications may be considered. understanding of policy within this area(s) of interest. Interdisciplinary Doctorate All our courses focus on urban, social and/or The department participates in Tufts’ interdisci- environmental policy issues. A student can choose plinary doctoral program, which accepts a limited from one or more of these areas, or can choose to number of Ph.D. candidates (applicants must have focus on the intersection(s) between these areas, completed a master’s degree) who design an namely the arena of sustainable development. individualized program of study. (See Interdisciplin- ary Doctorate in this bulletin for program description.)

261 Urban and Environmental Policy and Planning >

Combined and Collaborative Degree Programs UEP and Child Development The Department of Urban and Environmental UEP and the Eliot-Pearson Department of Child Policy and Planning offers joint master’s degree Development offer a joint master’s degree program programs with the Departments of Biology, Child in child and family policy. The degree is designed Development, Civil and Environmental Engineer- for individuals interested in child and family ing, and Economics. Students complete core program development, program evaluation, public requirements in UEP and one of the affiliated and private agency administration and planning, departments to receive a single master’s degree policy-oriented research, child advocacy, and (M.A. or M.S.). It is possible to complete joint community organizing around child and family degree requirements in two years. UEP also offers issues. dual degree programs with the Fletcher School, the Department of Civil and Environmental Engineer- UEP and Civil and Environmental Engineering ing in the School of Engineering, the Friedman UEP students may pursue either a joint or dual School of Nutrition Science and Policy, the degree program with the Department of Civil and Department of Public Health and Community Environmental Engineering in the School of Medicine in the School of Medicine, Boston Engineering. Both programs respond to the need College Law School, and the Boston College for environmental professionals who are skilled in Carroll School of Management. both a technical and policy perspective in the For the dual degree programs, each department/ analysis, planning, and implementation of environ- school reviews candidates based on its own mental management and health activities. The requirements and criteria. The candidate’s admis- programs combine policy study skills with more sion to UEP is not affected by that of the other technical training in civil and environmental department/school, and vice versa. Students are engineering. The joint degree program results in an required to meet with academic advisors from both M.S. degree, while the dual degree program results UEP and the other department/school to plan a in both the M.A. and M.S. degrees. The former course of study that balances each student’s requires twelve course credits, plus a thesis, while background and interests with the requirements of the latter requires seventeen course credits, plus a the specific program. thesis, and can be completed in five semesters. Please note: these programs are not available to students UEP and Economics in the M.P.P. program. Economics and public policy and planning are inextricably intertwined. Public policy issues have UEP and Biology motivated some of the classic studies in economics, The joint master’s degree in urban and environ- and the tools of economic analysis can be applied to mental policy and planning/biology responds to a wide variety of policy and planning questions. the need for biological literacy by professionals The joint-degree program between UEP and the working in policy areas. The program is designed Department of Economics provides students with for individuals who are interested in understanding an opportunity to explore these long-standing the technical side of policy and planning, including linkages and to develop skills in policy analysis and the implementation of policy (e.g., regulations) and planning based in economics. the formulation of policy (e.g., legislation), and accounting for biological aspects of land-use issues UEP and the Fletcher School (e.g., working with governmental and nongovern- The Fletcher School offers a broad program of mental conservation and planning organizations). professional education in international affairs. Its Students have the choice of receiving the MA or curriculum addresses international law and MS degree. organization, diplomatic history and international political relations, international economic relations, and international political institutions and systems. UEP and the Fletcher School offer a dual degree

262 Urban and Environmental Policy and Planning >

program focusing on international environmental and planning. The program generally requires six policy. This program provides an opportunity for a semesters of full-time study. Students enroll in limited number of highly qualified students to earn three semesters at UEP and three semesters both the master of arts degree in urban and (including summers) at the M.P.H. program. The environmental policy and planning and the master preferred sequence of enrollment is for students to of arts in law and diplomacy (M.A.L.D.) at the enroll in UEP for their first and second semesters. Fletcher School. By combining the two programs, The student then enrolls in the M.P.H. program the dual degree can be completed in three instead in their third and fourth semesters, and splits their of four years. final year between UEP and M.P.H. enrollment. The dual degree program responds to growing Students are encouraged to integrate their student and professional demand for graduate knowledge in both programs from the start, as education in international environmental policy. It those enrolled in either program may take courses is designed to prepare students for careers in to fulfill degree requirements via cross registration. economic and development institutions, government agencies, and nonprofit organizations UEP and the Boston College Law School concerned with international problems affecting the This program is for students interested in exploring physical environment, such as acid rain, offshore oil the connections between the law and urban and drilling, soil erosion, deforestation, biodiversity, environmental policy and planning. Students waterways pollution, and chemical contamination. receive two degrees—a master of arts and a Juris Doctor (M.A./J.D.). The dual degree program UEP and the Friedman School of Nutrition recognizes that the fields of law and planning are Science and Policy inexorably linked. Planning (including policy The dual degree programs with the Agriculture, analysis) is a process of guiding future developmen- Food, and Environment program and the Food tal patterns; the law frames the mechanisms and Policy and Applied Nutrition program of the limits of governments’ control over this process. Gerald J. and Dorothy R. Friedman School of Planning and law immerse students in broad Nutrition Science and Policy are meant for students debates and critical thinking about the environment, interested in the connection between environmental human settlements, social and environmental effects of food production and supply, and who justice, corporate responsibility, and land use. All of want to become active participants in policy and these issues are guided by constitutional, equitable, planning debates. Students pursuing these programs and pragmatic principles. are interested in deepening their knowledge of The M.A./J.D. is offered through collaboration policy analysis and planning, and understanding between UEP and the Boston College Law School. how food policy fits into larger public policy and There is currently no graduate program in New planning issues—including environmental problem England which offers the combined strengths of solving and community development. By combining this dual degree program. two programs, the dual degree can be completed in During their first year, students choose to take three instead of four years. Students receive both a courses either through UEP or the law school master of arts degree in urban and environmental exclusively. Students split their courses between the policy and planning and a master of science degree department and the law school in the years that in agriculture, food, and environment or a master of follow. Students may transfer credits toward each science in food policy and applied nutrition. degree, allowing them to concentrate their studies and complete the program in four years (as opposed UEP and Public Health and Community Medicine to five, which would be typical if a student were Increasingly, public health, community planning pursuing each degree separately). For detailed and environmental policy have become integrated information on the requirements for the J.D., in the field. A student completing this dual degree please contact the Boston College Law School, program earns an M.P.H. (master of public health) Newton, MA 02459, or visit degree from the School of Medicine and a master www.bc.edu/schools/law/home.html. of arts degree in urban and environmental policy

263 Urban and Environmental Policy and Planning >

UEP and the Boston College Carroll School management and environmental skills necessary to of Management enhance current careers or to move into new This program is designed for students who want to professional work. A third certificate in program develop leadership and management skills to evaluation is offered in collaboration with the implement policy and planning initiatives, and Department of Child Development, the Gerald J. those interested in social entrepreneurship, and Dorothy R. Friedman School of Nutrition corporate social responsibility and sustainability. Science and Policy, and the School of Medicine. Students receive two degrees—a master of arts and To earn a certificate, students successfully a master of business administration (M.A./M.B.A.). complete four courses for credit. The certificate in The dual degree recognizes that the fields of program evaluation also requires completion of an planning, policy and management have always been applied practicum. Courses for the certificate linked, but the value of the nexus increases with a programs are drawn from the curriculum of the complex global economy and growing world M.A. program. It is possible to complete a population. Planning, policy and management certificate program in as little as one year or to disciplines have embedded in them broad debates extend it over several years. The certificate programs and critical thinking about the environment, human are open to students with a bachelor’s degree. For settlements, social and environmental justice, more information, visit http://gradstudy.tufts.edu. corporate responsibility, sustainable communities, and land use, each guided by core values, account- Certificate Program in Community Environmental ability and professional practice. The values-driven Studies nature of both programs means that in scholarship The certificate in community environmental studies and practice, faculty and students in the dual (CES) provides professional training for careers in program actively negotiate the evolving relationship the rapidly growing and changing environmental between business and civil society. field. The program offers a rich and varied selection The M.A./M.B.A. program, offered through of environmental courses in planning, policy, collaboration between UEP and Boston College’s economics, engineering, and science complemented Carroll School of Management (CSOM), is unique, by courses in negotiation, law, and nonprofit offering students the opportunity to capitalize on management. This program is designed for citizen the strengths of two nationally recognized schools. advocates seeking to promote environmentally During their first year, students choose to take sustainable communities, environmental specialists courses either through UEP or CSOM exclusively. in companies who interact with community leaders, Students split their coursework between UEP and and public agency personnel. (See Community CSOM in the years that follow, ultimately spending Environmental Studies in this bulletin for three semesters registered at CSOM and three description.) semesters registered at UEP. For detailed informa- This certificate requires four courses. tion on requirements for the M.B.A., please see www.bc.edu/content/bc/schools/csom/graduate. CES Core Courses html. Select at least one core course from the following: UEP 200 Land Use Planning I: Nonregulatory Tools and CERTIFICATE PROGRAMS Techniques (Fall) In addition to the master’s programs, the UEP 201 Land Use Planning II (Spring) Department of Urban and Environmental Policy UEP 207 Environmental Law (Fall) and Planning offers two certificate programs in UEP 221 Climate Change Policy and Planning (Spring) community sustainability. The certificates in UEP 223 Fundamentals of U.S. Agriculture (Fall) management of community organizations and UEP 279 Water Resources Policy, Planning, and Watershed community environmental studies emphasize Management (Fall) participatory strategies for community self- determination and sustainability. These flexible programs enable working adults to gain the vital

264 Urban and Environmental Policy and Planning >

CES Electives Course descriptions for these core courses can be Select up to three skills and environmental policy found on the UEP website. electives from the following: UEP 161B Writing and Public Communication MCO Electives UEP 173 Transportation Planning Select up to three skills and urban and social policy UEP 174A Clean Air and Clean Water Policy electives from the following: UEP 205 Urban Planning and Design UEP 161A Writing and Public Communication UEP 206 Planning for Low Impact Development UEP 188 Seminar on Government and the Family UEP 222 Biotechnology: Social and Environmental Issues UEP 191B Philanthropy and Fundraising UEP 230 Negotiation, Mediation, and Conflict Resolution UEP 205 Urban Planning and Design UEP 232 Introduction to Geographic Information Systems UEP 213 Housing Policy UEP 233 Regional Planning: Tools and Techniques UEP 215 Civil Rights Law and Social Policy UEP 234 Qualitative Analysis for Planning and Public Policy UEP 230 Negotiation, Mediation, and Conflict Resolution UEP 242 International Planning and Urban Policy UEP 240 U.S. Social Welfare Policy UEP 264 Green Urban Design UEP 251 Economics for Planning and Policy Analysis UEP 265 Corporate Management of Environmental Issues UEP 271 Community Economic Development UEP 278 Environmental Justice, Security, and Sustainability UEP 275 Policy Implementation and Innovation UEP 284 Developing Sustainable Communities UEP 282 Social Policy for Children and Families UEP 286 Environmental Ethics UEP 284 Developing Sustainable Communities UEP 294-16 Special Topics: Public Health and the Built UEP 294B Local Government Finance Environment (Students may substitute other Tufts graduate (Students may substitute other Tufts graduate courses, subject to the approval of the certificate courses, subject to the approval of the certificate advisor.) advisor.) Certificate Program in Program Evaluation Certificate Program in Management of Community Private funders and public agencies are increasingly Organizations demanding evaluation as a requirement for funding. The certificate in management of community Individuals with evaluation training are needed to organizations (MCO) offers professional assist programs, sponsoring agencies, and funders management training within the framework of the in planning and carrying out evaluations to address social, economic, and political values that shape the their needs for information and analysis. The nonprofit sector. The program’s goal is to train certificate in program evaluation is designed for people with a commitment to social concerns and midcareer professionals who wish to learn about effective management who wish to work at the the design and implementation of effective community level. Participants share a commitment evaluation strategies. Students learn practical skills to working to improve the housing, employment, that can be put to use in the evaluation of a wide environment, health, and overall quality of life for range of social service, public health, community low-income groups and communities. (See development, and environmental programs. In Management of Community Organizations in this addition to a bachelor’s degree, applicants are bulletin for description.) expected to have three to five years of professional This certificate requires four courses. experience in a particular field. (See Program Evaluation in this bulletin for description.) MCO Core Courses This certificate requires four courses (format Select at least one core course from the following: code: UEP = Urban and Environmental Policy and UEP 253 Financial Analysis and Management (Spring) Planning; CD = Child Development; PSY = UEP 256 Program Evaluation (Fall and Spring) Psychology; NUTR = Nutrition; SOC = Sociology; UEP 261 Community Development, Planning, and Politics OTS = Occupational Therapy; ED = Education; (Spring) MPH = Public Health). UEP 276 Leadership and Organizational Development (Fall)

265 Urban and Environmental Policy and Planning > Urban Studies > Water: Systems, Science, and Society >

Courses in statistics, data analysis, and research tion, public policy, law, or social work. It also can be methods are offered by several departments. Course an intellectually exciting focus for interdisciplinary substitutions can be made with the approval of the exploration, because understanding urban phenom- certificate faculty advisor. ena requires synthesizing knowledge from a broad range of the social sciences and humanities. The 1. Foundation course: completion of five courses from at least three UEP 256 (also CD 247) Program Evaluation different departments is required. In addition, a 2. One course in applied statistics and data student is required to complete an appropriate analysis, for example: capstone project, such as a research paper, an oral CD 140 Problems of Research: Statistics presentation, a video, a photographic exhibit, a MPH 205 Principles of Biostatistics fictional narrative, or other forms of study, which NUTR 209 Statistical Methods for Nutrition Research integrates the knowledge and methodologies of the NUTR 211 Nutrition Data Analysis disciplines involved. Interested students should PSY 107/108 Advanced Statistics consult the faculty coordinator, Weiping Wu SOC 101 Quantitative Research Methods ([email protected]), about specific courses that UEP 254 Quantitative Reasoning for Policy and Planning can be counted toward the Minor. For more detailed information, please visit: http://ase.tufts. 3. One course in research methods, for example: edu/uep/Degrees/UrbanStudiesMinor.aspx. CD 142 Problems of Research: Methods and Design ED 271 Methods of Educational Research MPH 201 Principles of Epidemiology NUTR 210 Survey Research in Nutrition Water: Systems, Science, OTS 210 Research Methods and Society SOC 105 Field Research John L. Durant, Department of Civil and Environmental 4. One elective in your area of interest or expertise: Engineering education, child development, nonprofit manage- Timothy Griffin, Friedman School of Nutrition Science and ment, social or environmental policy, nutrition, or Policy public health. Rusty Russell, Department of Urban and Environmental Policy and Planning For more detailed information, please visit the UEP website http://ase.tufts.edu/uep. PROGRAM DESCRIPTION The goal of the graduate certificate program in Water: Systems, Science, and Society (WSSS) is to Urban Studies train a new kind of professional who understands FACULTY COORDINATOR: the causes and dynamics of water-related problems Professor Weiping Wu, Urban and Environmental Policy from multiple points of view, yet has the skills and and Planning knowledge to be an expert in a particular discipline. To ensure sufficient depth and expertise in that The Minor in Urban Studies provides students with discipline, students in the WSSS program must be an opportunity to pursue their love of cities and accepted by and obtain their graduate degrees from communities and to study urban issues in depth. an existing school or department. Tufts schools Students can select from a variety of courses that participating in WSSS include Arts and Sciences, examine the interplay among the different groups Engineering, Medicine, Veterinary Medicine, the occupying the urban space, the problems they Friedman School of Nutrition Science and Policy, confront, their struggle for recognition and power, and the Fletcher School of Law and Diplomacy. and the forces shaping the physical terrain they To earn the certificate students in the program inhabit. The minor offers a good foundation for must: students contemplating graduate work in urban planning, environmental policy, public administra- 1. Take three elective courses from four broad core areas,

266 Water: Systems, Science, and Society >

2. Attend regular WSSS meetings, choosing Track P. The goal is for students to work 3. Participate in the planning and execution of the in an area related to their WSSS research topics and annual WSSS symposium, and thereby to further integrate training, practice, and 4. Complete the requirements for one of the two research. Students and their faculty mentors, tracks outlined below. however, may select other IPE placements tailored to the student’s interests. Through the IPE—which Track R: Interdisciplinary Water Resources Research often takes the form of an internship—students Students are required to undertake a significant gain professional-level experience and may develop interdisciplinary water resources research project, opportunities for future research and subsequent culminating in (1) an M.S./M.A. thesis, capstone employment. Students may secure their own IPE or proposal or a preliminary dissertation proposal by seek the advice of WSSS faculty with similar the end of their first year; (2) a thesis, directed study interests. Indeed, WSSS faculty offer an impressive or dissertation; (3) a refereed journal article 90% array of potential opportunities in a wide range of ready for submission by the time of graduation international and domestic organizations. from the WSSS program; and (4) a presentation at the annual WSSS symposium and/or a major WSSS students conduct interdisciplinary research national or international conference. Partial funding in areas where Tufts has well-established research in support of such a conference presentation may be programs: provided by the WSSS program. Both M.S./M.A. 1. Water, Climate and Environmental Change and Ph.D. theses must be interdisciplinary, guided 2. Water and Public Health by a committee with faculty members from at least 3. Water Pollution and Remediation Science two WSSS participating schools. 4. Watershed Management 5. Water, Food and Livelihood Security Track P: Practicum and Interdisciplinary Professional 6. Water Diplomacy Experience (IPE)/Internship The WSSS graduate certificate requirements are Students are required to participate in a WSSS completed in addition to the student’s degree practicum, complete an Interdisciplinary Profes- requirements, but through the use of electives and sional Experience (IPE)/Internship, and present a co-listed courses, the WSSS program usually will poster at the annual WSSS symposium. Track P not add time to a graduate degree program. Upon students are required to register for the practicum completion of these activities, students receive a as a 1.0-credit course that will count in place of one certificate and transcript notation for Water: of the three required elective courses. Systems, Science, and Society, as well as their WSSS Practicum: The WSSS Practicum allows graduate degree. WSSS students to work in small groups on the Note: Occasionally modifications may be made to these integrated assessment of water resources case requirements; therefore, please confirm with school studies. The goal of the practicum is to expose coordinators or program co-chairs at time of application. students to the techniques and thought processes of integrated assessment in order to train them as For more information, please contact John Durant, researchers and professionals. The practicum is [email protected], 617-627-5489. headed by Rusty Russell of the Urban and Environ- For more detailed information, including a list of mental Policy and Planning Department, with approved WSSS courses, the WSSS handbook, input from other participating WSSS faculty. meeting agendas, student and alumni information Internship: To foster individual student develop- and many other resources, please visit the WSSS ment, a problem-focused, domestic or international website: www.tufts.edu/water. field experience with a public- or private-sector organization—the Interdisciplinary Professional Experience (IPE)—is required of WSSS students

267 Women’s, Gender, and Sexuality Studies >

UNDERGRADUATE MAJOR Requirements Women’s, Gender, The major in Women’s, Gender, and Sexuality and Sexuality Studies Studies gives students the opportunity to pursue their own intellectual interests within the multi- DIRECTOR: faceted study of women, gender, and/or sexuality. Associate Professor Sarah Pinto, Anthropology/WGSS All majors take two interdisciplinary courses offered PROGRAM ADMINISTRATOR: by the Program (WGSS 72: Intro to WGSS and Andrea Carlino WGSS 190: Doing Feminist Research); two core courses that explore the broad, foundational AFFILIATED FACULTY: questions and arguments within specific disciplines More than fifty faculty members across Arts and Sciences or interdisciplinary fields of study; and five electives are affiliated with WGSS as teaching faculty and/or mentors chosen from at least three different departments or for senior projects. For an updated list and information programs that engage particular subjects, issues, and about affiliated faculty please see the program website: materials in the study of women, gender, and/or http://ase.tufts.edu/wgss. sexuality. Among the five electives, students take at least three within a concentration area chosen from Women’s, Gender, and Sexuality Studies is an those suggested on the program website or designed interdisciplinary program that focuses on research individually in consultation with the program and teaching in three overlapping fields of inquiry. director based on a student’s focus of interest. In Scholarship in Women’s, Gender, and Sexuality addition, all majors do a capstone project in the Studies integrates knowledge and methodologies senior year that develops from the concentration from many disciplines to analyze the various area, either as a mentored independent project historical and political circumstances, social and (WGSS 193) or, if eligible, an honors thesis economic forces, and cultural representations that (WGSS 198/199). The director of WGSS serves as shape gendered lives. It emphasizes the fundamental academic advisor to the major and oversees the intersection of gender and sexuality with other progress of all students in the program. Two faculty crucial categories of human identity and experience, mentors from different disciplines appropriate to including race, ethnicity, and class. It explores the the topic advise on the capstone project or thesis in connections between the individual and institutional the senior year. With the director’s approval, one systems of power in local, national, and transna- internship for credit, one Experimental College tional contexts. It draws on the insights of feminist course, and one independent research course may theory and practice and develops new modes of count as electives. All courses must be taken for a critical thought and new models for activism. The letter grade and receive a grade of C- or higher. program offers a number of interdisciplinary With approval from the director, up to four credits courses, including introductory courses and special can be transferred from another institution towards topics courses open to all undergraduates; in the major. addition, it brings together a wide range of courses taught in different departments and programs, each UNDERGRADUATE MINOR Requirements contributing a unique approach to specific topics The WGSS interdisciplinary minor complements and materials within the broad and diverse study of and may also integrate with a student’s major. women, gender, and sexuality. Additionally the Students pursuing the minor in Women’s, Gender, WGSS program organizes lectures, faculty research and Sexuality Studies take a total of six credits, colloquia, and other academic events, including including two interdisciplinary courses offered by annual public forums in which students present the program (WGSS 72: Intro to WGSS and their research and capstone projects. WGSS 190: Doing Feminist Research) and three electives from at least two different departments or programs that engage particular subjects, issues, and materials in the study of women, gender, and/

268 Women’s, Gender, and Sexuality Studies > World Literature >

or sexuality. It is recommended that one core course be included among the electives. In addition, all World Literature minors do a capstone project in the senior year, Tufts makes available a wide range of courses on either as a mentored independent project (WGSS foreign literatures in English translation, Anglo- 193) or, with approval from the program director, phone literatures abroad, diaspora literatures and by doing a substantial research paper/project in a other cross-cultural literary surveys, as well as fourth WGSS elective course. The director advises introductory survey courses of foreign literatures in on course selection to fit each student’s interests the original languages. For a full list of such courses, and to identify a framework for the capstone see the information about International Literary project. Two faculty mentors from different and Visual Studies (ILVS) at the following site: disciplines appropriate to the topic advise on the http://ase.tufts.edu/ILVS, and the course offerings of capstone project in the senior year. If completed by the various foreign language and literature depart- doing a substantial research paper/project in a ments: Classics (which comprises Greek and Latin); fourth WGSS elective, the instructor of the course Drama; German, Russian, and Asian Languages acts as mentor and grades the paper, a copy of and Literatures (which comprises Arabic, Chinese, which must be delivered to the WGSS office to German, Hebrew, Japanese, Judaic Studies, and fulfill the capstone requirement. All courses must Russian); and Romance Languages (which be taken for a letter grade and receive a grade of comprises French, Italian, Portuguese, and Span- C- or higher. With approval from the director, two ish). The nearest equivalent to a major in World credits can be transferred from another institution Literature is the major in ILVS. Please see the towards the minor. description of that major at the site referred to above. The Department of English and the GRADUATE COURSES Department of Drama and Dance also offer majors Tufts is one of the nine institutional members of with a broadly international and cross-cultural the Graduate Consortium in Women’s Studies orientation. See those departmental websites for (GCWS), which offers a changing curriculum of details. interdisciplinary, team-taught graduate level courses for credit toward a Tufts graduate degree (with departmental advisor approval). Undergraduates doing research in a relevant topic can apply to be admitted to a GCWS course. The courses have a Tufts registration number. For more information about specific courses, the application process, and other Consortium programs for graduate students, including conferences, a dissertation writing workshop, and the annual Mother Board writing prize, contact the Consortium at 617-642-3485 or visit http://mit.edu/gcws.

WGSS CURRICULUM Women’s, Gender, and Sexuality Studies lists at least twenty courses each semester in a wide range of subjects and materials offered by departments and programs, including those taught regularly and as special topics within the WGSS Program. See the Program website at http://ase.tufts.edu/wgss for speciﬁc semester listings, course descriptions, and other information about the Women’s, Gender, and Sexuality Studies requirements and curriculum.

269 Research and Educational Centers >

Center for Science and Mathematics Research and Teaching Educational Centers Ronald Thornton, Director The center is located at 4 Colby Street in the Science and Advanced Technology Laboratory (ATL) Technology Center. For more information, visit http://ase.tufts.edu/csmt/, call 617-627-2825, or e-mail Michael Doire, Research Coordinator [email protected]. The laboratory is located at 200 Boston Avenue. For more information, visit http://ase.tufts.edu/atl/ or call Center for Science, Technology, Engineering 617-627-0900. and Mathematics (STEM) Diversity Darryl Williams, Director Center for Cognitive Studies The center is located in Anderson Hall. For more Daniel Dennett, Co-director information, visit http://stemdiversity.tufts.edu/, Ray Jackendoff, Co-director call 617-627-4169, or e-mail [email protected]. The center is located in 115 Miner Hall. For more information, visit http://ase.tufts.edu/cogstud or call Center for Scientiﬁc Visualization 617-627-3297. Lionel Zupan, Associate Director for Research Technology

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, Co-director David Hammer, Co-director Center for South Asian and Indian Ocean The center is located in the lower level of Curtis Hall. Studies For more information, visit http://www.ceeo.tufts.edu, Ayesha Jalal, Director call 617-627-5888, or email [email protected]. The center is located in East Hall. For more information, visit Center for the Enhancement of Learning http://ase.tufts.edu/southasian/ or call 617-627-2133. and Teaching (CELT) Fares Center for Eastern Mediterranean Donna Qualters, Director Studies The center is located at 108 Bromﬁeld Road. For more The center is located at 160 Packard Avenue. For more information, visit http://celt.tufts.edu/, information, visit http://farescenter.tufts.edu, call 617-627-4000, or e-mail [email protected]. call 617-627-6560, or e-mail [email protected]. Center for the Humanities at Tufts (CHAT) Feinstein International Center Jonathan Wilson, Director Peter Walker, Director The center is located at 48 Professors Row. For more The center is located at 114 Curtis Street on the Medford information, visit http://ase.tufts.edu/chat/, campus. For more information, visit call 617- 627-3342, or e-mail [email protected]. http://sites.tufts.edu/feinstein, call 617-627-3423, or Center for Interdisciplinary Studies (CIS) e-mail ﬁ[email protected]. The center is located in Eaton Hall. For more information, Geographic Information Systems (GIS) visit http://cis.tufts.edu/ or call 617-627-2955. Center Center for Reading and Language Research The center is located in Tisch Library. For more information, visit http://sites.tufts.edu/gis/. Maryanne Wolf, Director The center is located in Miller Hall. For more information, visit http://ase.tufts.edu/crlr/ or call 617-627-3815.

270 Research and Educational Centers >

Global Development and Environment Tissue Engineering Resource Center (TERC) Institute (GDAE) David Kaplan, Director Neva Goodwin, Co-director Jodie Moreau, Coordinator William Moomaw, Co-director The center is located at 4 Colby Street. For more GDAE is located at 44 Teele Avenue. For more information, information, visit http://ase.tufts.edu/terc or call visit http://ase.tufts.edu/gdae, call 617-627-3530, or 617-627-0824. e-mail [email protected]. Tufts Clinical and Translational Science Human Robot Interaction Laboratory Institute (CTSI) Matthias Scheutz, Director Harry Selker, Dean The laboratory is located at 200 Boston Avenue. For more The institute is located at Tufts Medical Center, 35 Kneeland information, visit http://hrilab.cs.tufts.edu/ or call Street. For more information, visit http://tuftsctsi.org/ or 617-627-6416. call 617-636-2874.

Institute for Applied Research in Youth Tufts Gordon Institute Development (IARYD) Robert Hannemann, Director Richard Lerner, Director Tufts Gordon Institute is located at 200 Boston Avenue, The institute is located in the Lincoln-Filene Center. Suite 2400. For more information, visit For more information, visit http://ase.tufts.edu/iaryd/, http://gordon.tufts.edu/ or call 617-627-3110. call 617-627-5558, or e-mail [email protected]. Tufts Institute of the Environment (TIE) Institute for Global Leadership (IGL) Antje Danielson, Administrative Director Sherman Teichman, Founding Director TIE is located in Miller Hall, 210 Packard Avenue. For more The institute is located at 96 Packard Avenue. For more information, visit http://environment.tufts.edu/ or call information, visit 617-627-3645. http://www.tuftsgloballeadership.org, call 617-627-3314, or e-mail [email protected]. Tufts University European Center Gabriella Goldstein, Director Institute of Cosmology The center is located in Talloires, France and can also be Alexander Vilenkin, Director contacted at 108 Packard Avenue. For more information, The institute is located in Robinson Hall. For more visit http://ase.tufts.edu/europeancenter/, information, visit call 617-627-3290, or email [email protected]. http://cosmos2.phy.tufts.edu/xbook.html or call 617-627-5363.

Interdisciplinary Laboratory for Computation The laboratory is located at 196 Boston Avenue. For more information, call the 617-627-2225 or e-mail [email protected].

271 Organization >

Varney J. Hintlian, B.A., M.B.A., A72, A16P Organization Deborah R. Jospin, B.A., M.B.A., J.D., J80, A14P Brian H. Kavoogian, B.A., A84 OFFICERS OF THE CORPORATION Jeffrey B. Kindler, B.A., J.D., A77, A11P Peter R. Dolan, B.A., M.B.A., A78, A08P, Chairman Debra S. Knez, B.A., J82, A09P William R. O’Reilly, Jr., B.A., J.D., A77, A13P, Vice-Chair Ellen J. Kullman, B.S.M.E., M.B.A., E78, A12P Jonathan M. Tisch, B.S., A76, Vice-Chair Seth I. Merrin, B.A., A82 Anthony P. Monaco, A.B., M.D., Ph.D., President of the Ioannis N. Miaoulis, B.S.M.E., M.S.M.E., M.A., Ph.D., E83, University AG86, EG87, E12P, E15P David R. Harris, B.S., Ph.D., Provost and Senior Vice President Jeffrey M. Moslow, B.A., J.D., A86, A16P Patricia Campbell, B.A., M.L.S., M.P.H., MG06, A05P, Kathleen O’Loughlin, B.A., D.M.D., M.P.H., D81 Executive Vice President David B. Rone, B.A., J.D., A84 Eric C. Johnson, B.A., Vice President for University Hugh R. Roome III, B.A., M.A., M.A.L.D., Ph.D., A74, AG74, Advancement F77, FG80, A11P, F15P Mary R. Jeka, B.A., J.D., Senior Vice President for University Andrew Safran, B.A., M.A., A76, F77, A09P Relations Janice A. Savin-Williams, B.A., J79 Martha L. Pokras, B.S., Interim Vice President for Human Neal B. Shapiro, B.A., A80 Resources Tina H. Surh, B.A., M.B.A., J93 Thomas S. McGurty, B.G.S., Vice President for Finance and Teri C. Volpert, B.A., J84 Treasurer Gloria E. White-Hammond, M.D., M76, H06 David J. Kahle, B.A., M.A., Vice President for Information James J. Wong, B.A., A86, A16P Technology and Chief Information Ofﬁcer Linda L. Snyder, B.L.A., Vice President for Operations PRESIDENTS EMERITI George A. Hibbard, A.B., M.B.A., Assistant Treasurer John DiBiaggio, A.B., D.D.S., M.S. H02 (1992–2001) Paul J. Tringale, B.A., M.A., A82, F01, Secretary of the Lawrence S. Bacow, S.B., J.D., M.P.P., Ph.D., H12 (2001–2011) Corporation Michael Baenen, A.B., A.M., Assistant Secretary of the TRUSTEES EMERITI/AE Corporation Peter Ackerman, B.A., M.A., M.A.L.D., Ph.D., F69, F71, FG76, A03P, F03P (1996–2006) MEMBERS OF THE BOARD OF TRUSTEES Shirley C. Aidekman-Kaye, A73P, A75P (1991–1999) Peter R. Dolan, B.A., M.B.A., A78, A08P, Chairman Placido Arango, M.A., A81P, A84P (1987–1996) William R. O’Reilly, Jr., B.A., J.D., A77, A13P, Vice Chair Fred G. Arrigg, B.A., M.D., D.Sc., M47, A75P, A77P, M78P, Jonathan M. Tisch, B.S., A76, Vice Chair M79P, M82P (1981–1991) Anthony P. Monaco, A.B., M.D., Ph.D., President of the Joyce L. Barsam, B.A., M.A., Ph.D., J62, AG89, J89P, AG91P, University A91P, A94P (1994–2004) Thomas M. Alperin, B.A., A81 Paul A. Brown, B.A., M.D., M64, M93P (1980–1990) John J. Bello, B.A., M.B.A., A68, A13P Edward H. Budd, B.S., A55, J80P, J86P (1993–2003) Robert R. Bendetson, B.A., M.B.A., A73, A13P, A17P, A18P Matthew J. Burns, B.A., M.B.A., A57, A83P, J84P Betsy Busch, B.A., M.D., M75 (1973–1987) Elizabeth Cochary Gross, N82, NG88 John G. L. Cabot, B.A., M.B.A. (1983–1993) John H. de Jong, B.S., D.V.M., A78, V85 Allan D. Callow, B.S., M.S., M.D., Ph.D., Sc.D., A38, H87, Jeannie H. Diefenderfer, B.A., M.B.A., E84 AG48, AG52, J55P, J71P, A74P, F91P (1971–1986) Daniel J. Doherty III, B.S., B.S., H03 A. Dana Callow, Jr., B.A., M.B.A., A74, A04P (2002–2012) Laurie A. Gabriel, B.A., J76 Kathryn C. Chenault, B.A., J.D., J77 (1998–2008) Steven A. Galbraith, B.A., A85 Robert S. Cohen, B.A., M.S., Ph.D., L.H.D. (1984–1993) Steven A. Goldstein, B.A., M.A., Ph.D., E76 William S. Cummings, B.A., D.P.S., A58, H06, M97P, A97P Michael S. Gordon, B.A., A87 (1986–1996) Bruce D. Grossman, B.A., A85, A16P Marilyn J. Ducksworth, B.A., M.A., J78, AG79 (1993–2003) Diane S. Hessan, B.A., M.B.A., A11P, J76

272 Organization >

Steven B. Epstein, B.A., LL.B., A65, A96P, A01P, AG04P, Barbara A. Rockett, B.A., M.D., D.H.L., D.H.L., D.H., M57, A07P (1999–2009) M90P, M93P, J96P (1988–2002) Issam M. Fares, B.A., A93P, D.I.P.A., H00, A92P, A06P William W. Sellers, B.S., D.M.D., A56, D60, J84P (1985–2000) (1992–2000) Ira Stepanian, B.A., M.B.A., A58 (1981–1993) Nathan Gantcher, B.A., M.B.A., D.B.A., A62, H04 (1983– James A. Stern, B.S., M.B.A., E72, A07P, H14 (1982–2013), 2003) Chairman Emeritus Leslie H. Gelb, B.A., M.A., Ph.D., A59, H09 (1988–1998) Edward M. Swan, Jr., B.A., M.B.A., A63 (2002–2012) Nelson S. Gifford, B.A., D.B.A., A52, H96 (1978–1995) Morris Tanenbaum, B.A., M.A., Ph.D. (1977–1986) Brian M. Golden, B.S., M.D., A61, M65, A89P (1996–2006) Alfred I. Tauber, B.S., M.D., A69, M73 (2003–2013) Maurene L. Golden, B.A., M.Ed., J.D., J59, AG61 (1985– William C. Thompson, Jr., B.A., A74 (2003–2008) 1996) Judith L. Vaitukaitis, B.S., M.D., J62 (1998–2008) Bernard M. Gordon, B.S., M.S., Sc.D., H92 (1996–2006) Ione D. Vargus, B.A., M.S.W., Ph.D., J52 (1981–1991) Joanne S. Gowa, B.A., M.P.A., Ph.D., J72, E11P (2000–2010) JoAnn Giffuni Wellner, B.S., LL.B., J63 (1989–1999) Martin J. Granoff, B.S., A91P (1998–2008) Gordon S. Wood, B.A., M.A., Ph.D., A55 (1991–2002) Annetta Grisard-Schraﬂ, B.A., J94P (1997–2007) Sharon M. Halverson, B.A., J65 (2004–2009) CLASS YEAR ABBREVIATIONS Bernard W. Harleston, B.S., Ph.D., H98 (2002–2007) A College of Liberal Arts Frederick H. Hauck, B.S., M.S., A62, H07, A87P, J92P D Dental School (1988–2002) E Engineering School Monte R. Haymon, B.S., E59, J83P, J85P (1994–2004) F Fletcher School Irwin M. Heller, B.A., J.D., A67, A98P (1998–2008) G Graduate School Jane C. I. Hirsh, B.S., J97P, AG00P, A04P (1999–2009) H Honorary Degree Michael Jaharis, A.A., B.A., J.D., M87P (1993–2003) J Jackson College Abby F. Kohnstamm, B.A., M.A, M.B.A., J75, A07P, A11P M Medical School (1999–2009) N Friedman School of Nutrition Science and Policy Daniel A. Kraft, B.A., A87 (2002–2012) P Parent of Student John A. Krol, B.S., M.S. A58, AG59 (1992–2002) V Cummings School of Veterinary Medicine Robert Legvold, B.A., M.A., M.A.L.D., Ph.D., F63, FG67 (1991–2001) ARTS, SCIENCES, ENGINEERING, AND TISCH COLLEGE Andrew N. Liveris, A07P (2006–2013) ADMINISTRATION Bruce M. Male, A63, A94P (1996–2006) Linda M. Abriola, B.S., M.S., M.A., Ph.D., Dean of the School Ursula B. Marvin, B.A., M.A., Ph.D., J43 (1975–1985) of Engineering Karen B. Mavrides, J95P, J01P (2002–2007) Nancy Wilson, B.A., M.B.A., Dean ad Interim of Jonathan M. Kathleen A. McCartney, B.S., Ph.D., J77 Tisch College of Citizenship and Public Service David J. McGrath III, B.S., M.S., D.V.M., AG83, V86, A11P, John Barker, B.A., Ph.D., Dean of Undergraduate and A15P (1999–2009) Graduate Students Edward H. Merrin, B.A., A50, A80P, A82P, A85P (1980–1991) Nancy Bauer, A.B., M.T.S., Ph.D., Dean of Academic Affairs for William G. Meserve, B.A., LL.B., M.Sc., A62, A91P, A92P, Arts and Sciences J95P, A02P (1979–1997) Lee Cofﬁn, B.A., M.A., Dean of Undergraduate Admissions Joseph E. Neubauer, B.S., M.B.A., E63, J90P (1986–2008) and Enrollment Management Thomas O’Brien, B.A., M.A., Ph.D., A60, A92P (1978–1992) James M. Glaser, B.A., M.A., Ph.D., Dean of Academic Affairs Pierre M. Omidyar, B.S., A88, H11 (2000–2010) for Arts and Sciences Karen M. Pritzker, B.A., A12P, A14P (2003–2013) Scott G. Sahagian, B.S., M.B.A., Executive Associate Dean for Inez Smith Reid, B.A., LL.B., M.A., Ph.D., J59 (1988–1998) the School of Engineering Ruth L. Remis, B.A., J54, A79P, A81P (1980–1990) William Richardson III, B.A., M.A., L.L.D., A70, F71, H97 Carmen Lowe, B.A., M.A., Ph.D., Dean of Academic Advising (2003–2008) and Undergraduate Studies Bruce Reitman, B.A., M.S., Dean of Student Affairs Paul Stanton, B.A., M.Ed., Interim Dean of Student Services

273 Organization > Faculty >

Carol Bafﬁ-Dugan, B.A., M.A., Associate Dean of Under- graduate Education, Program Director for Health Professions Faculty Advising and Post-Bac Premedical Program Sheila P. Bayne, B.A., M.A., D.Phil., Associate Dean of In the following list, names of all professors, associate Undergraduate Education, Director of Programs Abroad professors, assistant professors, instructors, and lecturers in Robyn S. Gittleman, B.A., M.Ed., Associate Dean of the the Faculty of Arts, Sciences, and Engineering are arranged Colleges, Director of the Experimental College alphabetically with degrees, degree date, college attended, Jean L. Herbert, B.A., M.A., Ph.D., Associate Dean of and rank as of September 2014. Undergraduate Education, Director of Resumed Education for Adult Learners (R.E.A.L.) Program FULL-TIME FACULTY G. Kim Knox, B.S.C.E., M.S., P.E., Associate Dean of Rana Abdul-Aziz, B.A., M.A. (2006), Tufts University, Engineering, Associate Dean of Undergraduate Education Lecturer in Arabic Robert D. Mack, B.A., M.Ed., Ed.D., Associate Dean of Behrouz Abedian, B.S., M.S., Ph.D. (1979), Massachusetts Undergraduate Education, Director of Bridge to Liberal Arts Institute of Technology, Associate Professor of Mechanical Success at Tufts (BLAST) Program Engineering Katrina Moore, B.A., M.Ed., Director of the Africana Center Thomas Abowd, B.G.S., M.A., Ph.D. (2003), Columbia Elena Naumova, M.S., Ph.D., Associate Dean for Research, University, Lecturer in Arabic School of Engineering Daniel M. Abramson, A.B., M.A., Ph.D. (1993), Harvard Marisel Perez, B.S., M.Ed., Associate Dean of Student Affairs University, Associate Professor of Art History Karen Panetta, B.S., M.S., Ph.D., Associate Dean for Graduate Linda M. Abriola, B.S., M.S., M.A., Ph.D. (1983), Princeton Education, School of Engineering University, Dean of Engineering and Professor of Civil and Christopher Swan, B.S., M.S., Sc.D., Associate Dean for Environmental Engineering Undergraduate Curriculum Development, School of Dany Adams, B.A., Ph.D. (1994), University of Washington, Engineering Research Associate Professor of Biology Darryl N. Williams, B.S., M.S., Ph.D., Associate Dean for James Haley Adler, Ph.D. (2009), University of Colorado at Recruitment, Retention, and Community Engagement 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 Melissa Alexis, B.A., M.F.A. (2012), Sarah Lawrence College, Lecturer in Drama and Dance Jennifer Allen, B.S., M.S., M.P.H., Ph.D. (1997), Harvard University, Associate Professor of Community Health 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 Greg Aloupis, B.Sc., M.Sc., Ph.D. (2005), McGill University, Visiting Assistant Professor of Computer Science Elizabeth Ammons, B.A., M.A., Ph.D. (1974), University of Illinois, Harriet H. Fay Professor of Literature, Professor of English

274 Faculty >

David Art, B.A., Ph.D. (2004), Massachusetts Institute of Michael Beckley, B.A., M.A., Ph.D. (2012), Columbia Technology, Associate Professor of Political Science University, Assistant Professor of Political Science Ayse Asatekin, B.S., Ph.D. (2009), Massachusetts Institute of Gary Bedell, B.S., M.A., Ph.D., OT (1998), New York Technology, Assistant Professor of Chemical and Biological University, Associate Professor of Occupational Therapy Engineering Jacob S. Benner, B.A., M.S. (2000), University of Utah, Gloria Joyce Ascher, B.A., M.A., Ph.D. (1966), Yale Senior Lecturer in Earth and Ocean Sciences University, Associate Professor of German Clay Bennett, B.S., Ph.D. (2005), University of Pennsylvania, Timothy Atherton, M.Phys., Ph.D. (2007), University of Assistant Professor of Chemistry Exeter, Assistant Professor of Physics Joanne E. Berger-Sweeney, B.A., M.P.H., Ph.D. (1989), Joseph H. Auner, B.A., M.A., Ph.D. (1991), University of John Hopkins School of Public Health, Professor of Biology Chicago, Professor of Music and Dean of the School of Arts and Sciences Paula Aymer, B.Sc., M.A., Ph.D. (1990), Northeastern Harry Bernheim, B.S., M.S., Ph.D. (1976), University of University, Associate Professor of Sociology Michigan, Associate Professor of Biology Jody Azzouni, B.A., M.A., M.S., Ph.D. (1986), City University Jane Bernstein, B.A., M.Mus., Ph.D. (1974), University of of New York, Professor of Philosophy California at Berkeley, Fletcher Professor of Music Laura M. Baffoni-Licata, Dottorato, Ph.D. (1984), University Jeffrey Berry, A.B., M.A., Ph.D. (1974), Johns Hopkins of Connecticut, Senior Lecturer in Italian University, John Richard Skuse Class of 1941 Professor of Ina Baghdiantz McCabe, B.A., M. Phil., Ph.D. (1993), Political Science Columbia University, Hagop and Miriam Darakjian and Marina Umaschi Bers, B.A., M.Ed., M.S., Ph.D. (2001), Boghos and Nazley Jafarian and Son Haig Chair in Massachusetts Institute of Technology, Professor of Child Armenian History, Professor of History Development Stephen M. Bailey, B.A., M.A., Ph.D. (1978), University of Maria Juliana Berte, B.A., M.A. (2001), University of Michigan, Associate Professor of Anthropology Minnesota, Lecturer in Spanish Laurie G. Baise, B.S.E., M.S., Ph.D. (2000), University of Marcelo Bianconi, B.A., M.A., Ph.D. (1988), University of California at Berkeley, Associate Professor of Civil and Illinois, Associate Professor of Economics Environmental Engineering Amahl Bishara, A.B., M.A., Ph.D. (2006), New York Natalya Baldyga, Ph.D. (2006), University of Minnesota, University, Assistant Professor of Anthropology Assistant Professor of Drama Lauren D. Black III, B.S., M.S., Ph.D. (2006), Boston Cynthia Ballenger, B.A., M.Ed., Ph.D. (1994), Boston University, Assistant Professor of Biomedical Engineering University, Lecturer in Child Development Alexander Blanchette, B.A., M.A., Ph.D. (2012), University Linda Bamber, B.A., M.A., Ph.D. (1974), Tufts University, of Chicago, Assistant Professor of Anthropology and Associate Professor of English Environmental Studies 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 Cristelle Baskins, B.A., Ph.D. (1988), University of California Bruce Boghosian, B.S., M.S., Ph.D. (1987), University of at Berkeley, Associate Professor of Art History California at Davis, Professor of Mathematics Lynne S. Batchelder, B.S., Ph.D. (1978), University of Christoph Börgers, Ph.D. (1985), Courant Institute of Massachusetts, Lecturer in Chemistry Mathematical Sciences, Professor of Mathematics Nancy Bauer, A.B., M.T.S., Ph.D. (1997), Harvard University, Pamela Bower-Basso, B.A., M.A. (1978), Rhode Island Associate Professor of Philosophy School of Design, Lecturer in Art Education Avner Baz, M.A., Ph.D. (2000), University of Illinois, Edmond Bowers, B.S., M.E.D., Ph.D. (2009), Boston College, Associate Professor of Philosophy Assistant Research Professor and Lecturer in Child Linda Beardsley, B.A., M.A., M.Ed. (1982), Tufts University, Development Senior Lecturer in Education Bárbara M. Brizuela, M.A., Ed.D. (2001), Harvard University, Pierre-Hugues Beauchemin, B.S., M.S., Ph.D. (2005), McGill Associate Professor of Education University, Assistant Professor of Physics Daniel Brown, A.B., M.A., Ph.D. (1977), Brown University, Marie-Claire Beaulieu, Ph.D. (2008), University of Texas at Associate Professor of German Austin, Assistant Professor of Classics Drusilla Brown, B.A., M.A., Ph.D. (1984), University of Michigan, Associate Professor of Economics

275 Faculty >

Kathleen Camara, B.A., M.A., Ph.D. (1979), Stanford Alva Couch, S.B., M.S., Ph.D. (1988), Tufts University, University, Associate Professor of Child Development Associate Professor of Computer Science Alessandra Campana, Ph.D. (2004), Cornell University, Lenore J. Cowen, B.A., Ph.D. (1993), Massachusetts Institute Associate Professor of Music of Technology, Professor of Computer Science Alfred Jay Cantor, B.A., Ph.D. (1977), University of California Gregory Crane, B.A., Ph.D. (1985), Harvard University, at Santa Cruz, Professor of English Winnick Family Chair in Technology and Entrepreneurship, Natalie L. Cápiro, B.S., M.S., Ph.D. (2007), Rice University, Professor of Classics Research Assistant Professor of Civil and Environmental Elizabeth Crone, B.S., Ph.D. (1995), Duke University, Engineering Associate Professor of Biology Gregory Carleton, B.A., M.A., Ph.D. (1992), University of Mark Cronin-Golomb, B.Sc., Ph.D. (1983), California Michigan, Professor of Russian Institute of Technology, Professor of Biomedical Engineering Peggy Cebe, B.S.Ed., M.S., Ph.D. (1984), Cornell University, Consuelo Cruz, B.S.F.S., M.A., Ph.D. (1994), Massachusetts Professor of Physics Institute of Technology, Associate Professor of Political Renata Celichowska, B.A., M.A. (1992), New York University, Science Lecturer and Director of Dance Program Janet Curran-Brooks, B.S., M.Ed., O.T.R. (1991), Harvard Ujjayant Chakravorty, B.S., Ph.D. (1989), University of University, Senior Lecturer in Occupational Therapy Hawai’i at Mānoa, Professor of Economics Heather Curtis, B.A., M.A., Th.D. (2003), Harvard University, C. Hwa Chang, B.S., M.S., Ph.D. (1987), Drexel University, Associate Professor of Religion Associate Professor of Electrical and Computer Engineering Ethan E. Danahy, B.S., M.S., Ph.D. (2007), Tufts University, Remco Chang, B.A., M.Sc., Ph.D. (2009), University of North Research Assistant Professor of Computer Science Carolina at Charlotte, Assistant Professor of Computer David Dapice, B.A., M.A., Ph.D. (1973), Harvard University, Science Associate Professor of Economics Steven C. Chapra, B.E., M.E., Ph.D. (1982), University of María-Concepción Lagunas Davis, M.A., Ph.D. (1992), Michigan, Louis Berger Professor of Civil and Environmental Universidad Autonoma de Madrid, Lecturer in Spanish Engineering Mary E. Davis, Ph.D. (2003), University of Florida, Associate Richard A. Chechile, B.A., M.S., Ph.D. (1973), University of Professor of Urban and Environmental Policy and Planning Pittsburgh, Professor of Psychology Joseph DeBold, B.A., M.A., Ph.D. (1975), University of Frances Sze-Ling Chew, A.B., Ph.D. (1974), Yale University, California, Professor of Psychology Professor of Biology Mario De Caro, Ph.D. (1996), University of Rome, Visiting Arthur J. Chiang, B.A., Ph.D. (2011), Stanford University, Professor in Philosophy 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 Ming Y. Chow, B.S., M.S. (2004), Tufts University, Lecturer in Philosophy Computer Science Anne Marie C. Desmarais, B.S., M.S.P.H. (1977), University Wayne A. Chudyk, B.S., M.S., Ph.D. (1980), University of of Massachusetts at Amherst, Lecturer in Civil and Illinois, Associate Professor of Civil and Environmental Environmental Engineering Engineering Robert Devigne, B.A., M.A., M.Phil., Ph.D. (1990), Columbia Gibson Cima, B.A., M.A., Ph.D. (2012) University of Washing- University, Professor of Political Science ton, Lecturer in Drama and Dance Pawan Dhingra, A.B., M.A., Ph.D. (2002), Cornell University, Orly Clerge, B.A., M.A., Ph.D. (2013), Brown University, Professor of Sociology Assistant Professor of Sociology Charles Dietrick, Ph.D. (1975), University of Wisconsin, David E. Cochrane, B.S., M.S., Ph.D. (1971), University of Lecturer in Spanish Vermont, Professor of Biology Jeanne Dillon, Ph.D. (1980), University of California at Steven David Cohen, B.A., M.A., Ph.D. (1980), Brandeis Berkeley, Senior Lecturer in American Studies University, Senior Lecturer in Education Julie Dobrow, A.B., M.A., Ph.D. (1987), University of Robert Cook, B.S., M.A., Ph.D. (1983), University of Pennsylvania, Senior Lecturer in Child Development California at Berkeley, Professor of Psychology Farhad Dogar, Bs.C., Ph.D. (2011), Carnegie Mellon University, Assistant Professor of Computer Science

276 Faculty >

Erik B. Dopman, B.S., Ph.D. (2005), Cornell University, David Henry Feldman, A.B., Ed.M., Ph.D. (1969), Stanford Assistant Professor of Biology University, Professor of Child Development Luis Dorfmann, B.S., M.S., Ph.D. (1992), University of Jianping Feng, B.A., M.A., Ph.D. (2004), State University of California at Los Angeles, Associate Professor of Civil and New York at Albany, Lecturer in Chinese Environmental Engineering Kendra Field, B.A., M.P.P., Ph.D. (2010), New York University, Thomas A. Downes, B.A., M.A., Ph.D. (1994), Stanford Assistant Professor of History University, Associate Professor of Economics Kathleen Fisher, B.Sc., Ph.D. (1996), Stanford University, Virginia Drachman, B.A., M.A., Ph.D. (1976), State Professor of Computer Science University of New York at Buffalo, Professor of History Sasha Fleary, B.A., M.S., Ph.D. (2012), Texas A&M University, Moon Duchin, A.B., M.S., Ph.D. (2005), University of Assistant Professor of Child Development Chicago, Assistant Professor of Mathematics Maria Flytzani-Stephanopoulos, B.S., M.S., Ph.D. (1978), Kevin Dunn, B.A., M.A., Ph.D. (1988), Yale University, Vice University of Minnesota, Robert and Marcy Haber Professor Provost and Associate Professor of English of Chemical and Biological Engineering John L. Durant, B.S., M.S., Ph.D. (1993), Massachusetts Patrick E. Forber, B.A., B.S., M.S., Ph.D. (2006), Stanford Institute of Technology, Associate Professor of Civil and University, Associate Professor of Philosophy Environmental Engineering Lawrence H. Ford, B.S., M.A., Ph.D. (1974), Princeton Ann Easterbrooks, B.A., M.S., Ph.D. (1982), University of University, Professor of Physics Michigan, Professor of Child Development Elizabeth Ann Foster, B.A., M.A., Ph.D. (2006), Princeton Lee Charles Edelman, B.A., M.A., M.Phil., Ph.D. (1979), University, Assistant Professor of History Yale University, Fletcher Professor of English Literature, Catherine H. Freudenreich, B.A., Ph.D. (1994), Duke Professor of English University, Associate Professor of Biology Richard Cornelius Eichenberg, B.A., M.A., Ph.D. (1981), Stephen Michael Fuchs, B.A., Ph.D. (2006), University of University of Michigan, Associate Professor of Political Wisconsin, Assistant Professor of Biology Science Juliet Fuhrman, A.B., Ph.D. (1982), Johns Hopkins David K. Ekbladh, Ph.D. (2003), Columbia University, University, Associate Professor of Biology Assistant Professor of History John Morgan Fyler, B.A., M.A., Ph.D. (1972), University of George Ellmore, B.A., M.A., Ph.D. (1980), University of California at Berkeley, Professor of English California at Berkeley, Draupner Ring Scholar, Associate Hugh Gallagher, B.S., Ph.D. (1996), University of Minnesota, Professor of Biology Associate Professor of Physics Rabab El Nady, B.A., M.A. (2009), New York University, Patricia Garmirian, B.S., M.S., Ph.D. (2013), Lehigh Lecturer in Arabic University, Norbert Wiener Assistant Professor of Kyle Emerick, B.S., M.S., Ph.D. (2014), University of Mathematics California at Berkeley, Assistant Professor of Economics Kenneth J. Garden, B.A., Ph.D. (2005), University of James G. Ennis, B.A., M.A., Ph.D. (1980), Harvard University, Chicago, Assistant Professor of Religion Associate Professor of Sociology Anne Gardulski, B.S., M.S., Ph.D. (1987), Syracuse Brian Epstein, A.B., M.S., Ph.D. (2004), Stanford University, University, Associate Professor of Earth and Ocean Sciences Assistant Professor of Philosophy David Garman, B.S., M.A., Ph.D. (1984), University of Susan G. Ernst, B.A., Ph.D. (1975), University of Massachu- Michigan, Associate Professor of Economics setts at Amherst, Professor of Biology Patricia Garmirian, B.S., M.S., Ph.D. (2013), Lehigh Ioannis Evrigenis, B.A., M.Sc., A.M., Ph.D. (2005), Harvard University, Norbert Wiener Assistant Professor of University, Associate Professor of Political Science Mathematics Jennifer Eyl, B.A., M.A., Ph.D. (2012), Brown University, Grant Garven, B.S., M.S., Ph.D. (1982), University of British Assistant Professor of Religion Columbia, Professor of Earth and Ocean Sciences Sergio Fantini, B.S., Ph.D. (1992), University of Florence Gérard Gasarian, L. ès L., M. ès L., Ph.D. (1982), University (Italy), Professor of Biomedical Engineering of California at Berkeley, Professor of French Zachary Faubion, B.A., M.S., Ph.D. (2012), University of Michelle Gaudette, B.A., Ph.D. (1988), Johns Hopkins California at Irvine, Lecturer in Mathematics University, Lecturer in Biology Leila Fawaz, B.A., M.A., Ph.D. (1979), Harvard University, Laura Gee, B.A., Ph.D. (2013), University of California, Issam M. Fares Chair in Lebanese and Eastern Mediterranean San Diego, Assistant Professor of Economics Studies, Professor of History

277 Faculty >

Christos Georgakis, B.S., M.S., Ph.D. (1975), University of Terry Evans Haas, B.S., Ph.D. (1963), Massachusetts Minnesota, Professor of Chemical and Biological Institute of Technology, Professor of Chemistry Engineering Judith Haber, B.A., Ph.D. (1988), University of California at Irene Georgakoudi, B.A., M.S., Ph.D. (1998), University of Berkeley, Professor of English Rochester, Associate Professor of Biomedical Engineering Marjorie Hahn, B.S., Ph.D. (1975), Massachusetts Institute Nina Gerassi-Navarro, B.A., M.A., Ph.D. (1993), Columbia of Technology, Professor of Mathematics University, Associate Professor of Spanish Zeina N. Hakim, Licence ès Lettres, D.E.A., Doctorat ès Partha Ghosh, B.S., M.B.A., M.S. (1977), Massachusetts Lettres, Ph.D. (2005), Columbia University, Associate Institute of Technology, Professor of the Practice, Tufts Professor of French Gordon Institute David Hammer, Ph.D. (1991), University of California at Calvin Gidney III, B.A., M.S., Ph.D. (1995), Georgetown Berkeley, Professor of Education and Co-Director of the University, Associate Professor of Child Development Center for Engineering Education Outreach Linda Ross Girard, B.A., M.F.A. (1996), Brandeis University, Daniel Hannon, B.A., M.S., M.Sc., Ph.D. (1991), Brown Lecturer in Drama University, Professor of the Practice in Mechanical Sol Gittleman, B.A., M.A., Ph.D. (1961), University of Engineering Michigan, Nathan and Alice Gantcher University Professor Hedda Harari-Spencer, B.A., M.A. (2006), University of of Judaic Studies, Professor of German Virginia, Lecturer in Hebrew James M. Glaser, B.A., M.A., Ph.D. (1991), University of David Wayne Harder, B.A., M.A., Ph.D. (1975), University of California at Berkeley, Professor of Political Science Michigan, Professor of Psychology Mary E. Glaser, B.A., M.A., M.S., Ph.D. (1982), Dartmouth Anna Hardman, B.A., M.C.P., Ph.D. (1988), Massachusetts College, Senior Lecturer in Mathematics Institute of Technology, Senior Lecturer in Economics Ariel Goldberg, B.A., M.A., Ph.D. (2010), Johns Hopkins Jessica Harney, B.S., D.P.T. (2006), MGH Institute of Health University, Assistant Professor of Psychology Professions, Lecturer in Occupational Therapy Gary Richard Goldstein, S.B., S.M., Ph.D. (1968), University J. Matthew Harrington, B.A., M.A., Ph.D. (2009), University of Chicago, Professor of Physics of Michigan, Lecturer in Classics Fulton B. Gonzalez, B.S., Ph.D. (1984), Massachusetts David Harris, B.S., Ph.D. (1997), Northwestern University, Institute of Technology, Professor of Mathematics Provost and Professor of Sociology Julia Svoboda Gouvea, B.A., M.A., Ph.D. (2010), University Andrea Haslanger, B.A., Ph.D. (2011), University of Chicago, of California at Davis, Assistant Professor of Education Assistant Professor of English Brian E. Gravel, Ph.D. (2011), Tufts University, Lecturer and Boris Hasselblatt, B.S., M.A., Ph.D. (1989), California Director of the STEM Elementary Education Program Institute of Technology, Associate Provost and Professor of Kelly Greenhill, B.A., S.M., C.S.S., Ph.D. (2004), Mathematics Massachusetts Institute of Technology, Associate Professor Soha Hassoun, B.S., M.S., Ph.D. (1998), University of of Political Science Washington, Associate Professor and Chair of Computer Chris Gregg, B.S., M.S., Ph.D. (2012), University of Virginia, Science Lecturer in Computer Science Brian A. Hatcher, B.A., M.Div., M.A., Ph.D. (1992), Harvard Barbara Wallace Grossman, A.B., M.A., M.F.A., Ph.D. (1984), University, Professor of Religion Tufts University, Professor of Drama Brenna K. Heitzman, B.A., M.A., Ph.D. (2013), Duke Jeffrey Guasto, B.S., B.S., Sc.M., Ph.D. (2008), Brown University, Lecturer in French University, Assistant Professor of Mechanical Engineering Benjamin Hescott, B.A., Ph.D. (2007), Boston University, Haci Osman Gündüz, B.A., M.A. (2008), Old Dominion Assistant Professor of Computer Science University, Lecturer in Arabic Hosea Hirata, B.A., M.F.A., Ph.D. (1987), University of British David M. Guss, B.A., M.A., Ph.D. (1982), University of Columbia, Professor of Japanese California at Los Angeles, Professor of Anthropology Steven Hirsch, B.A., Ph.D. (1980), Stanford University, David M. Gute, B.A., M.P.H., Ph.D. (1981), Yale University, Associate Professor of Classics Associate Professor of Civil and Environmental Engineering Amy K. Hirschfeld, B.A., M.A. (1997), Harvard University, Mauricio Gutierrez, B.A., M.A., Ph.D. (1971), Brandeis Senior Lecturer, Tufts Gordon Institute University, Professor of Mathematics R. Bruce Hitchner, B.A., A.M., Ph.D. (1982), University of Samuel Z. Guyer, B.A., M.S., Ph.D. (2003), University of Michigan, Professor of Classics Texas, Associate Professor of Computer Science

278 Faculty >

Marc Hodes, B.S., M.S., Ph.D. (1998), Massachusetts Bruce Johnson, B.A., M.A., Ph.D. (1999), Harvard Graduate Institute of Technology, Associate Professor of Mechanical School of Education, Lecturer in Child Development Engineering Vida Johnson, B.A., M.A., Ph.D. (1977), Harvard University, Eva Hoffman, B.A., M.A., Ph.D. (1982), Harvard University, Professor of Russian Assistant Professor of Art History Khary Jones, B.A., M.A., M.F.A. (2010), Columbia University, Sonia Hofkosh, B.A., Ph.D. (1988), University of California Lecturer in Drama and Dance at Berkeley, Associate Professor of English Paul Joseph, B.A., M.A., Ph.D. (1975), University of California Phillip J. Holcomb, B.A., Ph.D. (1984), New Mexico State at Berkeley, Professor of Sociology University, Professor of Psychology Peniel Joseph, Ph.D. (2000), Temple University, Professor Justin B. Hollander, B.A., M.R.P., Ph.D. (2007), Rutgers of History University, Associate Professor of Urban and Environmental Mark L. Kachanov, B.S., M.S., Ph.D. (1980), Brown Policy and Planning University, Professor of Mechanical Engineering Robert Hollister, B.A., M.C.P., Ph.D. (1980), Massachusetts Kiyomi Kagawa, B.A., M.A. (1991), University of Illinois at Institute of Technology, Professor of Urban and Champaign-Urbana, Senior Lecturer in Japanese Environmental Policy and Planning Ikumi Kaminishi, B.A., M.A. (1988), University of Chicago, Jeffrey A. Hopwood, B.S., M.S., Ph.D. (1990), Michigan State Associate Professor of Art History University, Professor of Electrical and Computer Engineering Robin Kanarek, B.A., M.S., Ph.D. (1974), Rutgers University, Alan Hoskinson, B.S., M.S., Ph.D. (2009), University of John Wade Professor of Psychology Wisconsin at Madison, Research Assistant Professor of David L. Kaplan, B.S., Ph.D. (1978), State University of Electrical and Computer Engineering New York at Stony Brook, Stern Family Professor and Chair Xiaozhe Hu, B.S., Ph.D. (2009), Zhejiang University (China), of Biomedical Engineering Assistant Professor of Mathematics Gail Kaufmann, M.A. (1993), Tufts University, Lecturer in Charles Shiro Inouye, A.B., M.A., Ph.D. (1988), Harvard Mathematics University, Professor of Japanese Erin Kelly, B.A., M.A., Ph.D. (1995), Harvard University, Yannis Ioannides, M.S., Ph.D. (1974), Stanford University, Associate Professor of Philosophy Max and Herta Neubauer Chair in Economics, Professor of Andrew Kemp, B.Sc., Ph.D. (2009), University of Pennsylva- Economics nia, Assistant Professor of Geology 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 Chicago, Professor of Chemistry Environmental 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 Robert J. K. Jacob, B.A., M.S.E., Ph.D. (1976), Johns Hopkins Misha Kilmer, B.S., M.A., Ph.D. (1997), University of University, Professor of Computer Science Maryland, Professor of Mathematics Francine Jacobs, B.A., M.Ed., Ed.D. (1979), Harvard Jamie A. Kirsch, B.A., M.A., D.M.A. (2008), Indiana University University, Associate Professor of Child Development and at Bloomington, Lecturer in Music Urban and Environmental Policy and Planning Susan Koegel, B.A., Ph.D. (2007), University of California at Fadi Jajji, M.A. (2004), University of Baghdad, College of San Francisco, Lecturer in Biology Languages, Lecturer in Arabic Shiori Koizumi, B.A., M.A. (1992), Longy School of Music, Ayesha Jalal, B.A., Ph.D. (1983), Trinity College, University Lecturer in Japanese of Cambridge, Mary Richardson Professor of History Valencia J. Koomson, B.S., M.E., Ph.D. (2003), University of Thomas P. James, B.S., M.S., M.B.A., Ph.D. (2002), Marquette Cambridge (UK), Associate Professor of Electrical and University, Associate Professor of Mechanical Engineering Computer Engineering Richard C. Jankowsky, B.A., Ph.D. (2004), University of Karen Kosinski, B.S., M.S.P.H., Ph.D. (2011), Tufts University, Chicago, Associate Professor of Music Assistant Professor of Public Health and Community James Jennings, B.A., M.A., M.Ph., Ph.D. (1976), Columbia Medicine University, Professor of Urban and Environmental Policy Samuel Kounaves, A.A., B.S., M.S., Ph.D. (1985), University and Planning of Geneva, Professor of Chemistry

279 Faculty >

Sheldon Krimsky, B.S., M.S., A.M., Ph.D. (1970), Boston Tama Leventhal, B.A., Ph.D. (1999), Columbia University, University, Lenore Stern Professor in the Humanities and Teachers College, Associate Professor of Child Development Social Sciences and Professor of Urban and Environmental Michael Levin, B.S., Ph.D. (1996), Harvard University, Policy and Planning Vannevar Bush Chair, Professor and Director of Tufts Center Joshua A. Kritzer, B.E., Ph.D. (2005), Yale University, for Regenerative and Developmental Biology, Professor of Assistant Professor of Chemistry Biology Sergiy Kryatov, M.S., Ph.D. (1997), Pisarzhevskii Institute of Peter Levine, B.A., D.Phil. (1992), University of Oxford (UK), the Academy of Sciences of Ukraine, Senior Lecturer in Research Professor in Philosophy Chemistry Stephen H. Levine, B.A., M.S.E., Ph.D. (1973), University of Krishna Kumar, B.Sc., Ph.D. (1996), Brown University, Massachusetts at Amherst, Associate Professor of Civil and Professor of Chemistry Environmental Engineering Catherine K. Kuo, B.S.E., Ph.D. (2002), University of Nancy Levy-Konesky, B.A., M.A., Ph.D. (1996), Boston Michigan at Ann Arbor, Assistant Professor of Biomedical College, Lecturer in Spanish Engineering Sara M. Lewis, A.B., Ph.D. (1984), Duke University, Professor Gina R. Kuperberg, B.S., M.D., Ph.D. (2000), University of of Biology London, Kings College (UK), Professor of Psychology Jinyu Li, B.A., B.A., M.A. (1986), Rice University, Senior Joanna Kuriyama, Ph.D. (1993), Harvard University, Lecturer in Chinese Lecturer in Chinese Hao Liang, B.A., M.S., Ph.D. (2013), University of Illinois at Edward Kutsoati, B.A., M.Phil., M.A., Ph.D. (1998), Queen’s Chicago, Norbert Wiener Assistant Professor of Mathematics University, Associate Professor of Economics Samuel H. Liggero, B.S., Ph.D. (1968), Georgetown Keren Ladin, A.B., M.Sc., Ph.D. (2013), Harvard University, University, Professor of the Practice, Tufts Gordon Institute Assistant Professor of Occupational Therapy and Brian J. Lilienthal, B.F.A., M.F.A. (2003), California Institute Community Health of the Arts, Lecturer in Drama Kenneth R. Lang, B.S., Ph.D. (1969), Stanford University, Yu-Shan Lin, B.S., M.S., Ph.D. (2009), University of Wisconsin Professor of Astronomy at Madison, Assistant Professor of Chemistry Daniele Lantagne, B.S., M.S., Ph.D. (2011), London School Joseph Litvak, B.A., M.A., Ph.D. (1981), Yale University, of Hygiene and Tropical Medicine (UK), Usen Family Professor of English Assistant Professor of Civil and Environmental Engineering David L. Locke, B.A., Ph.D. (1978), Wesleyan University, Ronald Lasser, B.S., M.S., Ph.D. (1982), Carnegie Mellon Professor of Music University, Professor of the Practice in Electrical and Penn S. Loh, B.S., M.S. (1994), University of California at Computer Engineering Berkeley, Lecturer and Director of the Masters of Public Kyongbum Lee, B.S., Ph.D. (2002), Massachusetts Institute Policy Program and Community Practice of Technology, Professor and Chair of Chemical and Lisa Lowe, B.A., Ph.D. (1986), University of California at Biological Engineering Santa Cruz, Professor of English Frank Lehman, B.A., Ph.D. (2012), Harvard University, John H. Lurz, B.A., Ph.D. (2011), University of California at Assistant Professor of Music Berkeley, Assistant Professor of English Paul D. Lehrman, B.F.A., M.A., Ph.D. (2010), Tufts University, Steven Luz-Alterman, Ph.D. (1985), Adelphi University, Lecturer in Music, Lecturer in Mechanical Engineering, Co-Director, School Psychology, Senior Lecturer in Lecturer in Computer Science, Director of Music Engineering Education Gary G. Leisk, B.S., M.S., Ph.D. (1998), Tufts University, Ning Ma, B.A., M.A., Ph.D. (2006), Princeton University, Senior Lecturer and Research Assistant Professor in Assistant Professor of Chinese Mechanical Engineering Charles R. Mace, B.S., M.S., Ph.D. (2008), University of Christopher Lemelin, M.A., Ph.D. (2003), Yale University, Rochester, Assistant Professor of Chemistry Lecturer in Russian Keith Maddox, M.A., Ph.D. (1998), University of California Richard Lerner, B.A., M.A., Ph.D. (1971), City University of at Santa Barbara, Associate Professor of Psychology New York, Bergstrom Chair in Applied Developmental Anne Mahoney, B.A., M.A., M.A., Ph.D. (2000), Boston Science, Professor of Child Development University, Lecturer in Classics Gary P. Leupp, B.A., M.A., Ph.D. (1988), University of Howard Malchow, B.A., M.A., Ph.D. (1972), Stanford Michigan, Professor of History University, Professor of History

280 Faculty >

Kris Manjapra, B.A., Ph.D. (2007), Harvard University, Jerry H. Meldon, B.E., Ph.D. (1973), Massachusetts Institute Assistant Professor of History of Technology, Associate Professor of Chemical and Anthony Mann, B.S., M.S., Ph.D. (1970), University of Biological Engineering Massachusetts at Amherst, Professor of Physics Jeremy Melius, B.A., Ph.D. (2010), University of California at Beatrice Manz, A.B., M.A., Ph.D. (1983), Harvard University, Berkeley, Assistant Professor of Art History Professor of History William C. Messner, B.S., M.S., Ph.D. (1992), University of Christina Maranci, B.A., M.A., Ph.D. (1998), Princeton California at Berkeley, John R. Beaver Professor and Chair of University, Arthur H. Dadian and Ara Oztemel Associate Mechanical Engineering Professor of Armenian Art and Architectural History, Gilbert Metcalf, B.A., M.S., Ph.D. (1988), Harvard University, Associate Professor of Art History Professor of Economics Danilo Marchesini, M.Sci., Ph.D. (2004), Scuola Internazio- Klaus A. Miczek, B.A., Ph.D. (1972), University of Chicago, nale Superiore di Studi Avanzati (Italy), Assistant Professor Moses Hunt Professor of Psychology of Astronomy Inge Milde, B.S., B.F.A., M.B.A. (2006), Babson College, Steven P. Marrone, B.A., Ph.D. (1978), Harvard University, Senior Lecturer and Interim Director of the Entrepreneurial Professor of History Leadership Program, Tufts Gordon Institute Helen Marrow, A.B., M.A., Ph.D. (2007), Harvard University, Amy Millay, A.B., M.A., M.Phil., Ph.D. (2000), Yale University, Assistant Professor of Sociology Lecturer in Spanish Natalie R. Masuoka, Ph.D. (2007), University of California at Eric L. Miller, B.S., M.S., Ph.D. (1994), Massachusetts Irvine, Assistant Professor of Political Science Institute of Technology, Professor and Chair of Electrical Douglas M. Matson, B.S., M.S., Ph.D. (1996), Massachusetts and Computer Engineering Institute of Technology, Associate Professor of Mechanical Sergei Mirkin, M.S., Ph.D. (1983), Institute of Molecular Engineering Genetics, Russian Academy of Sciences, Moscow, White Nimah Mazaheri, Ph.D. (2011), University of Washington, Family Chair in Biology, Professor of Biology Assistant Professor of Political Science Jayanthi J. Mistry, B.Sc., M.Sc., Ph.D. (1983), Purdue José Antonio Mazzotti, B.A., M.A., Ph.D. (1993), Princeton University, Associate Professor of Child Development University, Professor of Spanish Babak Moaveni, B.S., M.S., Ph.D. (2007), University of Molly C. McCanta, B.S., M.S., Ph.D. (2004), Brown University, California at San Diego, Associate Professor of Civil and Assistant Professor of Earth and Ocean Sciences Environmental Engineering Andrew Lockwood McClellan, B.A., M.A., Ph.D. (1986), Kerri Modry-Mandell, B.A., M.A., Ph.D. (2007), University of Courtauld Institute of Art, University of London, Professor Arizona, Lecturer and Fieldwork Administrator in Child of Art History Development Daniel McCusker, B.A. (1973), Fordham University, Senior Anthony P. Monaco, A.B., Ph.D., M.D. (1988), Harvard Lecturer in Dance Medical School, President of the University, Professor of John McDonald, B.A., M.M., M.M.A., D.M.A., Ph.D. (1989), Biology Yale University School of Music, Professor of Music Noe Wesley Montez, B.A., M.A., Ph.D. (2009), Indiana Melissa McInerney, B.A., M.P.P., Ph.D. (2008), University of University, Assistant Professor of Drama Maryland at College Park, Associate Professor of Economics Kiyoko Morita, B.A., M.A. (1987), Indiana University, Kelly A. McLaughlin, B.A., Ph.D. (1996), University of Lecturer in Japanese Massachusetts at Amherst, Associate Professor of Biology Margaret Morris, B.S., M.S., O.T.D. (2011), Tufts University, Margaret McMillan, M.A., Ph.D. (1998), Columbia Lecturer in Occupational Therapy University, Associate Professor of Economics Paul Muentener, B.A., M.A., Ph.D. (2009), Harvard George McNinch, B.S., Ph.D. (1996), University of Oregon, University, Assistant Professor of Psychology Professor of Mathematics Malik Mufti, B.A., M.A., Ph.D. (1993), Harvard University, Lionel McPherson, A.B., Ph.D. (1999), Harvard University, Professor of Political Science Associate Professor of Philosophy Anne de Laire Mulgrew, B.A., M.A., Ph.D. (2005), Johns Mitchell McVey, B.A., Ph.D. (2002), Massachusetts Institute Hopkins University, Lecturer in Spanish of Technology, Associate Professor of Biology John Robert Mulligan, B.A., M.F.A. (2010), Boston Christine M. McWayne, B.S., M.S.Ed., Ph.D. (2003), University, Lecturer in Drama University of Pennsylvania, Associate Professor of Child H. Adlai Murdoch, B.A., M.A., Ph.D. (1990), Cornell Development University, Professor of French

281 Faculty >

Yusuf Mustopa, B.A., M.A., Ph.D. (2008), Stony Brook Deborah Pacini-Hernandez, Ph.D. (1989), Cornell University, Norbert Wiener Assistant Professor of University, Professor of Anthropology Mathematics John Page, B.M., M.A., Ph.D. (2001), Trinity College Dublin Isabelle H. Naginski, L. ès L., M.Phil., Ph.D. (1982), (Ireland), Lecturer in Music Columbia University, Professor of French Pedro Palou Garcia, B.A., M.A., Ph.D. (1997), El Colegio de Nikhil Nair, B.S., M.S., Ph.D. (2010), University of Illinois, Michoacán, Associate Professor of Spanish Assistant Professor of Chemical and Biological Engineering Karen A. Panetta, B.S., M.S., Ph.D. (1994), Northeastern Austin Napier, B.S., Ph.D. (1978), Massachusetts Institute of University, Associate Dean of the School of Engineering and Technology, Professor of Physics Professor of Electrical and Computer Engineering Susan J. Napier, A.B., A.M., Ph.D. (1984), Harvard University, Bruce J. Panilaitis, B.A., Ph.D. (2001), Tufts University, Professor of Japanese Research Assistant Professor of Biomedical Engineering Heather S. Nathans, A.B., Ph.D. (1999), Tufts University, Matthew Panzer, B.S., Ph.D. (2007), University of Minnesota, Chair and Professor of Drama Assistant Professor of Chemical and Biological Engineering Sinaia Nathanson, Ed.M., Ph.D. (1996), Tufts University, Barbara Parmenter, B.A., Ph.D. (1991), University of Texas Senior Lecturer in Psychology at Austin, Lecturer in Urban and Environmental Policy and Elena Naumova, M.S., Ph.D. (1988), Novosibirsk State Planning Technical University (Russia), Associate Dean of the School Sahar Parsa, B.A., Ph.D. (2011), Massachusetts Institute of of Engineering and Professor of Civil and Environmental Technology, Assistant Professor of Economics Engineering Aniruddh Patel, B.A., M.A., Ph.D. (1996), Harvard University, Monica White Ndounou, M.A., Ph.D. (2007), Ohio State Associate Professor of Psychology University, Associate Professor of Drama Cristina Pausini, B.A., M.A., M.A., Ph.D. (1998), Brown Muthoni Ngatia, B.A., M.A., M.Phil., Ph.D. (2012), Yale University, Coordinator and Lecturer in Italian University, Assistant Professor of Economics Tracy Pearce, B.A., M.A., Ph.D. (2000), Boston University, Raymond S. Nickerson, Ph.D. (1965), Tufts University, Lecturer in French Research Professor of Psychology Jan A. Pechenik, B.A., M.S., Ph.D. (1978), University of Dilip Ninan, B.A., B.Phil., M.Sc., Ph.D. (2008), Massachusetts Rhode Island, Professor of Biology Institute of Technology, Assistant Professor of Philosophy Kurt D. Pennell, B.S., M.S., Ph.D. (1990), University of Zbigniew Nitecki, S.B., M.A., Ph.D. (1969), University of Florida, Professor and Chair of Civil and Environmental California at Berkeley, Professor of Mathematics Engineering George Norman, M.A., Ph.D. (1977), Kings College, Stephan J. Pennington, B.A., M.A., Ph.D. (2010), University University of Cambridge, Cummings Family Chair in of California at Los Angeles, Assistant Professor of Music Entrepreneurship and Business Economics, Professor of Jeanne Penvenne, A.A., B.S., M.A., Ph.D. (1982), Boston Economics University, Associate Professor of History Paul North, B.A., M.A., Ph.D. (2007), Northwestern Lynne Pepall, B.A., Ph.D. (1983), Cambridge University, University, Associate Professor of German Professor of Economics Freeden Oeur, B.A., M.A., Ph.D. (2012), University of Doris Pfafﬁnger, Ph.D. (2008), University of Oregon, California at Berkeley, Assistant Professor of Education Lecturer in German Christiana Olfert, B.A., Ph.D. (2010), Columbia University, Joanne Phillips, A.B., M.A., Ph.D. (1977), Harvard University, Assistant Professor of Philosophy Associate Professor of Classics William P. Oliver, B.S., Ph.D. (1969), University of California Ellen Pinderhughes, B.A., Ph.D. (1986), Yale University, at Berkeley, Professor of Physics Associate Professor of Child Development Fiorenzo Omenetto, B.A., M.A., Ph.D. (1997), University of Sarah Pinto, Ph.D. (2003), Princeton University, Associate Pavia (Italy), Frank C. Doble Professor of Biomedical Professor of Anthropology Engineering Silas O. Pinto, B.A., M.A., Ph.D. (2007), University of Rhode Colin M. Orians, B.A., Ph.D. (1990), Pennsylvania State Island, Lecturer in Education University, Professor of Biology Kathleen Pollakowski, B.A., M.A., Ph.D. (1978), University Susan Ostrander, B.A., M.A., Ph.D. (1976), Case Western of Washington, Lecturer in Spanish Reserve University, Professor of Sociology Vincent James Pollina, B.A., M.A., M.Phil., Ph.D. (1980), Karen Eileen Overbey, B.A., M.A., Ph.D. (2003), Institute of Yale University, Associate Professor of French Fine Arts, New York University, Associate Professor of Art History

282 Faculty >

Anne M. Poncet-Montange, Licence d’Anglais, D.E.A., Ph.D. Hugh Roberts, Ph.D. (1980), University of Oxford, Associate (1991), Université Paris 13-Nord (France), Lecturer in French Professor of History Kent Portney, A.B., M.A., Ph.D. (1979), Florida State Michael Roberts, M.S. (1994), Tufts University, Lecturer in University, Professor of Political Science Occupational Therapy Martha Pott, Ph.D. (1993), Tufts University, Senior Lecturer Cynthia E. Robinson, M.Ed. (1990), Bank Street College of in Child Development Education, Lecturer in Education Douglas Preis, B.S., M.S., Ph.D. (1969), Utah State University, Pearl Robinson, B.A., M.A., Ph.D. (1975), Columbia Professor of Electrical and Computer Engineering University, Associate Professor of Political Science Peter Probst, M.A., M.Phil., Ph.D. (1990), Free University of Chris Rogers, B.S., M.S., Ph.D. (1989), Stanford University, Berlin, Professor of Art History Professor of Mechanical Engineering and Director of the David Proctor, B.A., M.A., Ph.D. (2010), Tufts University, Center for Engineering Education Outreach Lecturer in History Laura Rogers, B.A., Ed.M., Ed.D. (1987), Harvard University, Eric Todd Quinto, A.B., Ph.D. (1978), Massachusetts Senior Lecturer in Education Institute of Technology, Robinson Professor of Mathematics Christiane Zehl Romero, M.Phil., Ph.D. (1963), University of Charlie E. Rabie, B.S., M.S. (1976), Concordia University Vienna, Professor of German (Canada), Professor of the Practice, Tufts Gordon Institute L. Michael Romero, B.A., M.S., Ph.D. (1993), Stanford C. Andrew Ramsburg, B.S., M.S., Ph.D. (2002), Georgia University, Professor of Biology Institute of Technology, Associate Professor of Civil and Eric Rosenberg, B.A., M.A., Ph.D. (1991), Harvard University, Environmental Engineering Associate Professor of Art History Norman Ramsey, B.A., M.S., M.A., Ph.D. (1993), Princeton Joel W. Rosenberg, B.A., Ph.D. (1978), University of University, Associate Professor of Computer Science California at Santa Cruz, Lee S. McCollester Associate Alisha M. Rankin, Ph.D. (2005), Harvard University, Professor of Biblical Literature, Associate Professor of Judaic Assistant Professor of History Studies Ann Rappaport, B.A., M.S., Ph.D. (1992), Tufts University, Marta Rosso-O’Laughlin, M.A. (1981), University of Lecturer in Urban and Environmental Policy and Planning Reading (England), Senior Lecturer in Spanish Dennis C. Rasmussen, Ph.D. (2005), Duke University, Modhumita Roy, B.A., M.A., Ph.D. (1991), State University of Assistant Professor of Political Science New York at Stony Brook, Associate Professor of English Kamran Rastegar, B.A., M.A., Ph.D. (2005), Columbia Kim Ruane, B.A., M.A., Ph.D. (1996), Florida State University, University, Associate Professor of Arabic Professor of Mathematics Ryan Redmond, B.A., M.A.T. (2007), Tufts University, Pablo Ruìz, Ph.D. (2009), Princeton University, Assistant Lecturer in Education Professor of Spanish J. Michael Reed, B.A., M.A., Ph.D. (1989), North Carolina Robert Russell, B.A., J.D. (1982), Harvard University, State University, Professor of Biology Lecturer in Urban and Environmental Policy and Planning Jessica Remedios, B.Sc., M.A., Ph.D. (2012), University of I. Susan Russinoff, A.B., Ph.D. (1983), Massachusetts Toronto, Assistant Professor of Psychology Institute of Technology, Senior Lecturer in Philosophy Elizabeth Remick, B.A., M.A., Ph.D. (1996), Cornell Elena Rybak-Akimova, M.Sc., Ph.D. (1987), Pisarzhesky University, Associate Professor of Political Science Institute of Ukrainian Academy of Sciences, Professor of Anne-Christine Rice, M.A., D.E.A. (1993), Université Chemistry Catholique de l’Ouest, Lecturer in French Daniel F. Ryder, B.S., Ph.D. (1984), Worcester Polytechnic Daniel J. Richards, A.B., M.A., Ph.D. (1981), Yale University, Institute, Associate Professor of Chemical and Biological Professor of Economics Engineering John Ridge, B.S., M.S., Ph.D. (1985), Syracuse University, Anil Saigal, B.Tech., M.S., Ph.D. (1983), Georgia Institute of Professor of Earth and Ocean Sciences Technology, Professor of Mechanical Engineering Jason Rife, B.S., M.S., Ph.D. (2004), Stanford University, Anna Sajina, B.S., M.Sci., Ph.D. (2006), University of British Associate Professor of Mechanical Engineering Columbia, Assistant Professor of Astronomy Maria Ester Rincón Calero, B.A.., M.A., Ph.D. (2009), Ohio Masoud Sanayei, B.S., M.S., Ph.D. (1986), University of State University, Lecturer in Spanish California at Los Angeles, Professor of Civil and Albert Robbat, B.S., Ph.D. (1980), Pennsylvania State Environmental Engineering University, Associate Professor of Chemistry Angelo Sassaroli, B.S., Ph.D. (2002), University of Electro-Communications (Japan), Research Assistant Professor of Biomedical Engineering

283 Faculty >

W. George Scarlett, B.A., M.Div., Ph.D. (1978), Clark Sarah Sobieraj, B.A., M.A., Ph.D. (2002), State University of University, Senior Lecturer in Child Development New York at Albany, Associate Professor of Sociology Rebecca A. Scheck, B.A., Ph.D. (2008), University of Igor Sokolov, B.S., M.S., Ph.D. (1991), Mendeleev Institute California at Berkeley, Assistant Professor of Chemistry of Metrology, Soviet Bureau of Standards (Russia), Professor Matthias Scheutz, M.A., M.S., M.Sc.E., Ph.D. (1999), Indiana of Mechanical Engineering University at Bloomington, Ph.D. (1995), University of Samuel Sommers, B.A., M.A., Ph.D. (2002), University of Vienna (Austria), Professor of Computer Science Michigan, Associate Professor of Psychology Deborah J. Schildkraut, B.A., M.A., Ph.D. (2000), Princeton Sameer Sonkusale, B.E., M.S., Ph.D. (2003), University of University, Professor of Political Science Pennsylvania, Associate Professor of Electrical and Christopher Schmidt-Nowara, B.A., Ph.D. (1995), Computer Engineering University of Michigan, Professor of History Diane L. Souvaine, B.A., M.A., M.S., Ph.D. (1986), Princeton Claire Schub, B.A., M.A., Ph.D. (1986), Princeton University, University, Vice Provost for Research and Professor of Lecturer in French Computer Science Sharan L. Schwartzberg, B.S., Ed.M., Ed.D., O.T.R. (1979), Enrico Spolaore, B.A., A.M., Ph.D. (1993), Harvard Boston University, Professor of Occupational Therapy University, Professor of Economics Erin E. Seaton, Ed.D. (2006), Harvard University, Lecturer in Cristian Staii, B.S., D.E.A., M.S., Ph.D. (2005), University of Education Pennsylvania, Assistant Professor of Physics Laurence Philip Senelick, B.A., A.M., Ph.D. (1972), Harvard Aleksandar Stanković, B.S., M.S., Ph.D. (1992), University, Fletcher Professor of Oratory and Professor of Massachusetts Institute of Technology, Alvin H. Howell Drama Professor of Electrical and Computer Engineering R. Benjamin Shapiro, B.A., Ph.D. (2009), Northwestern Cathy Stanton, B.A., M.A., Ph.D. (2004), Tufts University, University, McDonnell Family Assistant Professor of Lecturer in Anthropology Computer Science Philip T. B. Starks, A.B., A.M., Ph.D. (1999), Cornell Christina Sharpe, B.A., M.A., Ph.D. (1999), Cornell University, Associate Professor of Biology University, Associate Professor of English Saskia Stoessel, M.A., Ph.D. (1998), Boston University, Rosalind H. Shaw, B.A., Ph.D. (1982), University of London Senior Lecturer in German (UK), Associate Professor of Anthropology Robert David Stolow, B.S., Ph.D. (1956), University of Mark Sheldon, B.S., M.S., Ph.D. (1995), Massachusetts Illinois, Professor of Chemistry Institute of Technology, Lecturer in Computer Science Adam Storeygard, A.B., M.A., M.Phil., Ph.D. (2012), Brown Oxana Shevel, B.A., M.Phil., Ph.D. (2003), Harvard University, Assistant Professor of Economics University, Associate Professor of Political Science Vickie Sullivan, B.A., M.A., Ph.D. (1990), University of Lisa Shin, A.B., A.M., Ph.D. (1997), Harvard University, Chicago, Professor of Political Science Professor of Psychology Jeffrey Summit, B.A., M.A.H.L., M.A., Ph.D. (1995), Tufts Mary Jane Shultz, B.S., Ph.D. (1974), Massachusetts University, University Rabbi and Research Professor of Institute of Technology, Professor of Chemistry Music and Judaic Studies Ted Simpson, B.A., M.F.A. (2002), Brandeis University, Sigrún Svavarsdóttir, B.A., M.A., Ph.D. (1993), University of Senior Lecturer in Drama Michigan, Associate Professor of Philosophy Krzysztof Sliwa, B.S., M.S., Ph.D. (1980), Institute of Nuclear Christopher Swan, B.S., M.S., Ph.D. (1994), Massachusetts Physics, Kracow (Poland), Professor of Physics Institute of Technology, Associate Dean of the School of Donna Slonim, B.S., M.S., Ph.D. (1996), Massachusetts Engineering and Associate Professor of Civil and Institute of Technology, Associate Professor of Computer Environmental Engineering Science E. Charles Sykes, B.S., M.S., Ph.D. (2002), University of George E. Smith, B.A., Ph.D. (1979), Massachusetts Institute Cambridge, Professor of Chemistry of Technology, Professor and Chair of Philosophy Anne Taieb, B.A., M.A., D.E.A. (2004), University of Rouen Joel Larue Smith, M.M. (1997), Manhattan School of Music, (France), Lecturer in French Lecturer in Music Ichiro Takayoshi, B.A., M.A., Ph.D. (2008), Columbia Tony Smith, B.A., M.A., Ph.D. (1970), Harvard University, University, Assistant Professor of English Cornelia M. Jackson Professor of Political Science Jeffrey Taliaferro, A.B., A.M., Ph.D. (1997), Harvard Christiana Soares, B.A., M.A. (2009), University of University, Associate Professor of Political Science Massachusetts Boston, Lecturer in Portuguese

284 Faculty >

Holly Taylor, B.A., Ph.D. (1992), Stanford University, Robert Viesca, B.S., M.S., Ph.D. (2011), Harvard University, Professor of Psychology Assistant Professor of Civil and Environmental Engineering Kye Taylor, B.S., M.S., Ph.D. (2011), University of Colorado, Alexander Vilenkin, M.S., Ph.D. (1977), State University of Lecturer in Mathematics New York at Buffalo, L. and J. Bernstein Chair in Evolutionary Rosemary C. R. Taylor, M.A., M.A., Ph.D. (1975), University Science, Professor of Physics of California at Santa Barbara, Associate Professor of Richard M. Vogel, B.S., M.S., Ph.D. (1984), Cornell University, Sociology and Community Health Professor of Civil and Environmental Engineering Montserrat Teixidor i Bigas, B.S., Ph.D. (1986), Universidad Mai H. Vu, B.E., M.S.E., M.S., Ph.D. (2006), Stanford de Barcelona, Professor of Mathematics University, Associate Professor of Electrical and Computer Ayanna Kim Thomas, B.A., M.S., Ph.D. (2001), University of Engineering Washington, Associate Professor of Psychology Rodrigo Wagner, B.S., M.P.A., Ph.D. (2011), Harvard Gregory Thomas, B.A., M.A., Ph.D. (1999), University of University, Assistant Professor of Economics California at Berkeley, Associate Professor of English Joseph Walser, B.A., M.T.S., Ph.D. (1997), Northwestern Samuel William Thomas III, B.S., Ph.D. (2006), University, Associate Professor of Religion Massachusetts Institute of Technology, Assistant Professor Genevieve S. Walsh, B.A., M.S., Ph.D. (2003), University of of Chemistry California at Davis, Associate Professor of Mathematics Sheriden Thomas, B.F.A., M.F.A. (1974), University of David Walt, B.S., Ph.D. (1979), State University of New York Minnesota, Senior Lecturer in Drama at Stony Brook, Robinson Professor of Chemistry Linda Tickle-Degnen, B.A., M.A., M.A., Ph.D. (1988), Harvard Min Wan, B.A., M.A. (2011), Middlebury College, Lecturer in University, Professor of Occupational Therapy Chinese Andrew Tirrell, B.A., M.A., J.D. (2005), Columbia University, Mingquan Wang, B.A., Ed.M., Ph.D. (1987), Boston Lecturer in Environmental Studies University, Senior Lecturer in Chinese Roger Tobin, A.B., M.S., Ph.D. (1985), University of California Shaomei Wang, B.A., M.A., Ph.D. (2005), University of at Berkeley, Professor of Physics Arizona, Lecturer in Chinese Brian Tracey, B.A., M.S., Ph.D. (1996), Massachusetts Xiaoqin Wang, B.S., M.S., Ph.D. (2003), Groningen Institute of Technology, Research Assistant Professor of University (The Netherlands), Research Assistant Professor Electrical and Computer Engineering of Biomedical Engineering Barry A. Trimmer, B.A., Ph.D. (1983), Cambridge University, Richard Weiss, A.B., M.A., Dr.Rer.Nat. (1973), Technische Henry Bromﬁeld Pearson Professor of Natural Sciences, Universität Berlin (Germany), William Walker Professor of Professor of Biology Mathematics Loring W. Tu, A.B., A.M., Ph.D. (1979), Harvard University, Robert D. White, B.S., M.S., Ph.D. (2005), University of Professor of Mathematics Michigan, Associate Professor of Mechanical Engineering Eric D. Tytell, B.A., M.Phil., Ph.D. (2005), Harvard University, Stephen L. White, B.A., Ph.D. (1981), University of California Assistant Professor of Biology at Berkeley, Professor of Philosophy Emmanuel Tzanakakis, Dipl., Ph.D. (2001), University of Michelle Wilkerson-Jerde, B.A., Ph.D. (2011), Northwestern Minnesota, Associate Professor of Chemical and Biological University, Assistant Professor of Education Engineering Jonathan M. Wilson, B.A., Ph.D. (1981), Hebrew University Reed Ueda, A.B., M.A., Ph.D. (1981), Harvard University, of Jerusalem, Fletcher Professor of Rhetoric and Debate, Professor of History Professor of English Michael Ullman, B.A., M.A., Ph.D. (1976), University of Peter Winn, B.A., Ph.D. (1972), Cambridge University, Michigan, Lecturer in English and Music Professor of History Heather Urry, B.S., M.A., Ph.D. (2001), University of Arizona, Jonathan Witten, B.A., M.A., J.D. (1997), Suffolk University, Associate Professor of Psychology Lecturer in Urban and Environmental Policy and Planning Arthur L. Utz, B.S., Ph.D. (1994), University of Wisconsin, Maryanne Wolf, B.A., M.A., Ed.D. (1979), Harvard University, Associate Professor of Chemistry Professor of Child Development Thomas E. Vandervelde, B.S., M.A., Ph.D. (2004), University Benjamin Wolfe, B.S., M.Sc., Ph.D. (2010), Harvard of Virginia, Associate Professor of Electrical and Computer University, Assistant Professor of Biology Engineering Nathan Wolff, B.A., Ph.D. (2012), University of Chicago, Sabina Elena Vaught, B.A., M.Ed., Ph.D. (2006), University Assistant Professor of English of Wisconsin at Madison, Associate Professor of Education

285 Faculty >

Mark Woodin, B.A., M.S., Sc.D. (1998), Harvard University, Steven R. Best, Ph.D., Lecturer in Electrical and Computer Senior Lecturer and Research Assistant Professor in Civil Engineering and Environmental Engineering and Community Health Brian Bethune, Ph.D., Lecturer in Economics William D. Woods, B.S., Ph.D. (2005), University of Brian Brenner, M.S., Professor of the Practice in Civil and Massachusetts, Research Assistant Professor of Biology Environmental Engineering Jean Wu, Ph.D. (1984), Harvard University, Senior Lecturer Jerome Brightman, D.B.A., Lecturer, Tufts Gordon Institute in American Studies Barbara Brodsky, Ph.D., Research Professor in Biomedical Weiping Wu, B.A., M.A., Ph.D. (1996), Rutgers University, Engineering Professor of Urban and Environmental Policy and Planning Gerald Brown, M.B.A., Lecturer, Tufts Gordon Institute Man Xu, B.A., M.Phil., Ph.D. (2012), Columbia University, Jason Brown, Ph.D., Lecturer in Biology Assistant Professor of History Philip Brown, Lecturer in Women’s, Gender, and Sexuality Qiaobing Xu, B.S., M.S., Ph.D. (2007), Harvard University, Studies Assistant Professor of Biomedical Engineering Thaddeus Brunye, Ph.D., Research Assistant Professor in Hyunmin Yi, B.S.E., M.S.E., Ph.D. (2003), University of Psychology Maryland, Associate Professor of Chemical and Biological Robert Burdick, J.D., Lecturer in Urban and Environmental Engineering Policy and Planning Jeffrey E. Zabel, B.A., Ph.D. (1987), University of California Jennifer Burton, Ph.D., Professor of the Practice in Drama at San Diego, Professor of Economics and Dance Adriana Zavala, B.A., M.A., Ph.D. (2001), Brown University, Jennifer Buxton, M.A., OTR/L, Lecturer in Occupational Associate Professor of Art History Therapy Souhad B. Zendah, B.A., M.A., Ed.M. (2013), Harvard Anne Cantú, Ph.D., Lecturer in Spanish University, Lecturer in Arabic Susan Carlisle, M.F.A., Lecturer in English Xueping Zhong, B.A., M.A., Ph.D. (1993), University of Iowa, Mary Casey, Ed.D., Lecturer in Child Development Professor of Chinese Patricia Chaput, Ph.D., Lecturer in Russian Mark Chase, M.A., Lecturer in Urban and Environmental PART-TIME FACULTY Policy and Planning Shweta Adur, Ph.D., Lecturer in Sociology Po-Shang Chen, Ph.D., Lecturer in Civil and Environmental Tommy Nani Agbeli, Lecturer in Music Engineering Paul Ahlstrand, B.S., Lecturer in Music Thomas Chen, Ph.D., Lecturer in American Studies James Allison, Ph.D., Lecturer in Mechanical Engineering Yumin Choi, B.S., Lecturer, Tufts Gordon Institute Rebecca Altman, Ph.D., Lecturer in Community Health Terrell A. Clark, Ph.D., Lecturer in Child Development Alicia Amaral, M.S., Lecturer, Tufts Gordon Institute Carolyn Cohen, Ph.D., Lecturer in Psychology Mary Anderson, Ph.D., Lecturer in English Larry Cohen, M.S., Lecturer in Chemical and Biological Mary Anton-Oldenburg, Ed.D., Lecturer in Child Engineering Development David F. Coleman, M.A., Lecturer in Music Frank Apaseche, M.B.A., Lecturer, Tufts Gordon Institute Gregory Coles, M.B.A., Lecturer in Dance Alessandra Balduini, M.D., Research Associate Professor of Kerri Conditto-Miller, M.A., Lecturer in French Biomedical Engineering Deborah Cooney, M.F.A., Lecturer in Drama Margaret Barringer, M.C.P., Lecturer in Urban and Christine Cousineau, Arch.A.S./M.C.P., Lecturer in Urban Environmental Policy and Planning and Environmental Policy and Planning Anthony Barry, Ph.D., Lecturer in Biomedical Engineering Judith M. Curcio, C.A.G.S., Lecturer in Education Nina Barwell, B.M., Lecturer in Music Samantha Daley, Ed.D., Lecturer in Child Development Thomas Bates, Lecturer in Electrical and Computer John Derby, Lecturer, Tufts Gordon Institute Engineering Ellen Detwiller, M.A., Lecturer in French Carl Beckman, Ph.D., Lecturer in English Patricia DiSilvio, Ph.D., Lecturer in Italian Aida Belansky, B.A., Lecturer in Spanish Deborah Donahue-Keegan, Ed.D., Lecturer in Education Judith Bentkover, Ph.D., Professor of the Practice in Michael Downing, B.A., Lecturer in English Economics Barry Drummond, M.A., Lecturer in Music Donald Berman, M.M., Lecturer in Music Emma Duffy-Comparone, M.F.A., Lecturer in English Eric Braun, Ph.D., Lecturer, Tufts Gordon Institute

286 Faculty >

Louise Dunlap, Ph.D., Lecturer in Environmental Policy and Rachel Hershberg, Ph.D., Assistant Research Professor and Planning Lecturer in Child Development Eli Evans, Ph.D., Lecturer in English Jane Hershey, M.A., Lecturer in Music Benjamin Evett, Ph.D., Lecturer in Drama and Dance Marcie Hershman, M.A., Lecturer in English Rodolfo Fernandez, Ph.D., Lecturer in Anthropology Eric M. Hines, Ph.D., Professor of the Practice in Civil and Marisol Fernandez Garcia, Ph.D., Lecturer in Spanish Environmental Engineering Richard A. Fey, Ph.D., Lecturer in Economics Neal Hirsig, M.F.A., Senior Lecturer in Drama Scott Fielding, M.F.A., Lecturer in Drama and Dance John Hodgman, B.A., Professor of the Practice, Tufts Diana Finer, C.A.G.S., Lecturer in Education Gordon Institute Gavin Finn, Ph.D., Lecturer, Tufts Gordon Institute Scott Horsley, M.A., Lecturer in Urban and Environmental Amy Finnegan, M.A., Lecturer in Political Science Policy and Planning Jennifer Fleming, Lecturer in Museum and New Media Joseph Hurka, M.F.A., Lecturer in English Janis Freedman-Bellow, Ph.D., Lecturer in English Margaret Hutaff, Senior Lecturer in Religion Pamela Follett, M.D., Lecturer in Child Development Raymond Hyatt, M.S., Ph.D., Lecturer in Community Health Shinju Fujihira, Ph.D., Lecturer in Political Science Dong-Kyun Im, M.A., Lecturer in Sociology Jon Fultz, M.Ed., Lecturer in Psychology Robert M. Jampel, Ph.D., Lecturer in Psychology Katharine J. Furst, M.A., Lecturer in Art Education Anna Jaysane-Darr, Ph.D., Lecturer in Women’s, Gender, Michael Fusillo, Ph.D., Lecturer in Economics and Sexuality Studies Linda Garant, M.A., Lecturer in Mathematics Chadwick J. Johnson, M.A., Lecturer in Education Tatyana Gassel-Vozlinskaya, M.A., Lecturer in Russian Ronna Johnson, Ph.D., Lecturer in English and American Julia Genster, Ph.D., Lecturer in English Studies Marie Gillette, M.A., Lecturer in French Sara Johnson, Ph.D., Assistant Research Professor and Nancy W. Gleason, M.A., Lecturer in Political Science Lecturer in Child Development Richard Glickman-Simon, M.D., Lecturer in Community Sibyl Johnston, M.F.A., Lecturer in English Health Luke Jorgensen, Ph.D., Lecturer in Drama Ekaterina D. Gnedenko, Ph.D., Lecturer in Economics John Julian, Ph.D., Lecturer in French and Italian Victoria Godfrey, M.B.A., Lecturer, Tufts Gordon Institute Rebecca Kaiser Gibson, M.A., Lecturer in English Jessica Goldberg, Ph.D., Assistant Research Professor in Mark Karlins, Ph.D., Lecturer in English Child Development Nancy Kassabian, M.Ed., Lecturer in Education Laurie Goldman, Ph.D., Lecturer in Urban and Environmen- Nancy Kelly, Ph.D., Lecturer in Spanish tal Policy and Planning Hava Kimelman, B.A., Lecturer in Hebrew Marcy Goldsmith, Ph.D., Lecturer in Psychology Andrew Klatt, M.A., Lecturer in Spanish Viviane Gontijo, M.A., Lecturer in Portuguese Susan Kouguell, B.A., Lecturer in Drama Richard Goode, M.B.A., Lecturer, Tufts Gordon Institute Kalyani Krishnan, M.A., Lecturer in Education Mark Gosztyla, M.F.A., Lecturer in English Peter Kronberg, J.D., Lecturer in Economics Serena Grattorola, M.A., Lecturer in Italian Tanya Larkin, M.F.A., Lecturer in English Ross Greene, Ph.D., Senior Lecturer in Education Elizabeth Leavell, M.A., Lecturer in English Rosalind Greenstein, Ph.D., Lecturer in Urban and Paul Leavis, Ph.D., Lecturer in Occupational Therapy Environmental Policy and Planning Elizabeth Lemons, Ph.D., Senior Lecturer in Religion Deborah Greenwald, Ph.D., Lecturer in Psychology Stacy Lennon, M.A., Lecturer, Tufts Gordon Institute Richard Grifﬁn, Ph.D., Lecturer in Psychology Carolyn Leung Rubin, M.A., Lecturer in Community Health Geraldine Grimm, Ph.D., Lecturer in German Stephanie Levine, Ph.D., Lecturer in English Ann Hall, Ph.D., Lecturer in Education Nan Levinson, M.A., Lecturer in English Pamela Haltom, M.A., Lecturer in Spanish Mushi Li, M.A., Lecturer in Chinese Robert J. Hannemann, Sc.D., Professor of the Practice in James Limbrunner, Ph.D., Lecturer in Civil and Environ- Mechanical Engineering mental Engineering David Hatem, J.D., Lecturer in Civil and Environmental Monica W. Link, Ph.D., Lecturer in Philosophy Engineering John Lippitt, Ph.D., Lecturer in Child Development Gretchen Hayden-Ruckert, S.D., Lecturer in Dance James Lipsky, M.A., Lecturer in Child Development Jean Herbert, Ph.D., Lecturer in English Carmen Lowe, Ph.D., Lecturer in American Studies

287 Faculty >

Nathan Lowhorn, Ph.D., Lecturer in Physics and Astronomy Charles Oliver, Ph.D., Lecturer in Philosophy Jeremy Clayton Luallen, Ph.D., Lecturer in Economics Kenneth Olum, Ph.D., Research Associate Professor in Alicia Doyle Lynch, Ph.D., Lecturer in Urban and Astronomy Environmental Policy and Planning Adele Oppenheim, M.A., Lecturer in Spanish Wanda Lankenner MacDonald, Ed.M., Lecturer in English David Orlinoff, M.S., M.B.A., Lecturer in Urban and Melinda Macht-Greenberg, Ph.D., Lecturer in Child Environmental Policy and Planning Development Marc-William Palen, Ph.D., Lecturer in History Robert J. Mailloux, Ph.D., Lecturer in Electrical and Ingar Palmlund, Ph.D., Lecturer in Urban and Computer Engineering Environmental Policy and Planning Christopher Manos, J.D., Professor of the Practice in Elena Paolini, M.A., Lecturer in Italian Economics Kimberly Parker, Ph.D., Lecturer in Education Ildefonso Manso, M.Ed., Lecturer in Spanish Michael Paster, M.S., Lecturer in Civil and Environmental Teresa Marcelin, M.A., Lecturer in Spanish Engineering Scarlet Marquette, Ph.D., Lecturer in Russian David Pauling, M.A., Lecturer in French Tamara Marquez-Raffetto, Ph.D., Lecturer in Spanish Lisa Payne, Ph.D., Lecturer in Occupational Therapy Jean Lyons Martens, M.S., Lecturer in Occupational Nilza Gonzalez Pedemonte, M.A., Lecturer in Spanish Therapy Bernardo Pérez-Ramírez, Ph.D., Lecturer in Biomedical Peter Marton, Lecturer, Tufts Gordon Institute Engineering Carol Mastrodomenico, M.M., Lecturer in Music Isabella Perricone, M.A., Lecturer in Italian Stephen Matson, Ph.D., Professor of the Practice in Monica Ann Pessina, Ph.D., Lecturer in Occupational Chemical and Biological Engineering Therapy Alexis Matza, Ph.D., Lecturer in Women’s, Gender, and Dale Peterson, Ph.D., Lecturer in English Sexuality Studies Nancy Ifﬂand Petrov, B.A., Lecturer in Russian John McCann, M.Mus., Lecturer in Music Christopher Phillips, C.Phil., Lecturer in Philosophy Jeffrey C. McConnell, Ph.D., Lecturer in Philosophy Corinne M. Pierce, Ph.D., Lecturer in Biology Joseph McGrath, Lecturer in Mathematics Kishore Pochampally, Ph.D., Lecturer, Tufts Gordon Christopher McHugh, Ph.D., Lecturer in Economics Institute Michael McLaughlin, D.M.A., Lecturer in Music Asif Rehman, M.B.A., Lecturer in Economics Emily McMullen, B.A., Lecturer in Drama Robert L. Reuss, Ph.D., Associate Professor Emeritus and Raysa Mederos, M.A., Lecturer in Spanish Lecturer in Earth and Ocean Sciences Lynn Meltzer, Ph.D., Lecturer in Child Development Marion Reynolds, M.A., Lecturer in Child Development Noah Mendelsohn, S.B., M.S., Professor of the Practice in Katherine Risse, Ph.D., Lecturer in Spanish Computer Science Cora Roelofs, Sc.D., Assistant Professor in Community Deborah Menegotto, Ph.D., Lecturer in Economics Health Carmen Merolla, M.A., Lecturer in Italian Alan Jay Rom, J.D., Lecturer in Urban and Environmental Keith Merrill, Ph.D., Lecturer in Mathematics Policy and Planning Tatjana Meschede, Ph.D., Lecturer in Urban and Environ- Amelie Rorty, Ph.D., Lecturer in Philosophy mental Policy and Planning Andreola Rossi, Ph.D., Lecturer in Classics Derek Mess, Ph.D., Professor of the Practice in Chemical Winifred Rothenberg, Ph.D., Associate Professor Emerita and Biological Engineering and Lecturer in Economics Neil Miller, M.A., Lecturer in English Adeline Rother, Ph.D., Lecturer in French Harold Miller-Jacobs, Ph.D., Lecturer in Psychology Kareem Joseph Roustom, M.A., Lecturer in Music Pratap Misra, Ph.D., Research Associate Professor of Martin T. Rowe, M.A., Lecturer in Sociology Mechanical Engineering Stephen N. Sarikas, Ph.D., Lecturer in Occupational Silvia Monteleone-Wasson, M.A., Lecturer in Italian Therapy Anne Moore, Ph.D., Lecturer in Women’s, Gender, and Annette Sawyer, M.B.A., Lecturer, Tufts Gordon Institute Sexuality Studies Cristina Schulze, Ph.D., Lecturer in Spanish Charles Murphy, M.B.A., Lecturer in Economics Jane Seminara, M.A., Lecturer, Tufts Gordon Institute James Nash, B.S., Lecturer, Tufts Gordon Institute Susan Setnik, M.A., Lecturer in Latin Dora Older, Ph.D., Lecturer in Spanish Thomas Siefert, Ph.D., Lecturer in German

288 Faculty >

Irina Sigalovsky, Ph.D., Lecturer, Tufts Gordon Institute Virginia G. Weisz, J.D., Lecturer in Child Development Mitchell Silver, Ph.D., Lecturer in Philosophy Raquel Weitzman, M.A., Lecturer in Spanish Dana Simpson, M.A., Lecturer in Spanish Brent Wetters, Ph.D., Lecturer in Music Sarah Everhart Skeels, M.P.H., Lecturer in Occupational Elizabeth Whitney, Ph.D., Lecturer in Occupational Therapy Therapy Lara Sloboda, Ph.D., Lecturer in Psychology Joshua Wiesman, M.S., Lecturer, Tufts Gordon Institute Larysa Smirnova, M.A., Lecturer in French Michael Wiklund, M.S., Professor of the Practice in Cynthia Smith, M.A., Lecturer in Child Development Mechanical Engineering Patricia Smith, M.A., Lecturer in Spanish Carol Wilkinson, Ph.D., Lecturer in English Mark Somos, Ph.D., Lecturer in Political Science Mara Willard, Ph.D., Lecturer in Religion Gregory J. Sonek, Ph.D., Lecturer in Electrical and Darryl N. Williams, Ph.D., Research Associate Professor of Computer Engineering Chemical and Biological Engineering Emese Soos, Ph.D., Lecturer in French Glenn Williams, Ed.D., Lecturer in Education Mareike Stanitzke, Ph.D., Lecturer in English Richard Wilmot, B.A., Lecturer, Tufts Gordon Institute Pamela Stepp, Ph.D., Lecturer, Tufts Gordon Institute Thomas Chapman Wing, Ph.D., Lecturer in French Lynn Stevens, M.A., Lecturer in English Ewa Winston, M.S.E.M., Lecturer, Tufts Gordon Institute Randall Stifﬂer, Ph.D., Lecturer in English Christopher Wright, Ph.D., Lecturer in Education Jonathan Strong, B.A., Lecturer in English Tara Young, B.A., M.A., Lecturer in Education Lauren A. Sullivan, Ph.D., Lecturer in Anthropology Jonathan Zaff, Ph.D., Associate Research Professor and Jan Swafford, D.M.A., M.M.A., Lecturer in English Lecturer in Child Development Joseph F. Swingle, Ph.D., Lecturer in Economics Ekaterina Zagriadskaia, Ph.D., Lecturer in Biology Andre Switala, Ph.D., Lecturer in Economics Stephen Zemba, Ph.D., Lecturer in Civil and Environmental Amy Szarkowski, Ph.D., Lecturer in Child Development Engineering Grace Talusan, M.F.A., Lecturer in English Carl Zimmerman, Ph.D., Lecturer in Urban and Cheryl Anne Tano, M.A., Lecturer in Spanish Environmental Policy and Planning Nino Testa, Ph.D., Lecturer in Women’s, Gender, and Michael Zimmerman, Ph.D., Professor of the Practice in Sexuality Studies Mechanical Engineering Viola Thomas, M.A., Lecturer in French Ronald Thornton, Ph.D., Research Professor of Education COACH/LECTURERS Robert P. Trant, Ph.D., Lecturer in Education Kate Bayard, A.B., Harvard University (2005) Scott A. Trudeau, Ph.D., OTR/L, Senior Lecturer in Carla Berube, B.A., University of Connecticut (2002) Occupational Therapy Nancy Bigelow, B.S., M.S., Pennsylvania State University Sergio Turner, Ph.D., Lecturer in Economics (1982) Valentina Urbanek, Ph.D., Lecturer in Philosophy Gary Caldwell, B.A., Yale University (1990) David Valdes Greenwood, M.F.A., Lecturer in English John Casey, M.Ed., Tufts University (1983) Laura Vanderberg, Ph.D., Lecturer in Child Development Jenna Cherenzia, B.S., M.S., Boston University (2009) Allison Van Deventer, Ph.D., Lecturer in English Jay Civetti, B.A., M.Ed., Boston College (2006) Mary Viola, Ph.D., Professor of the Practice, Tufts Gordon Patricia Cordeiro, B.S., M.S., Arizona School of Health Institute Sciences (2001) Jaclyn Waguespack, M.S.A., Lecturer in Drama and Dance Michael Daly, B.A., M.A.T., Tufts University (1997) Yvonne Wakeford, Ph.D., Lecturer in Psychology Mark Doughtie, B.S., University of Massachusetts (1978) Teresa Walsh, J.D., Lecturer in Political Science Doug Eng, B.S., M.S., Ed.D., Ph.D., Tufts University (1995) Marji Erickson Warﬁeld, Ph.D., Lecturer in Urban and William Gehling, B.A., M.Ed., Tufts University (1981) Environmental Policy and Planning Adam Hoyt, B.A., M.A., Trinity College (2005) James Watson, Ph.D., Lecturer in Spanish Kenneth W. Legler, B.S., University of Rhode Island (1980) Shannon Nicolle Weber, M.A., Lecturer in Women’s, Christine McDavitt, B.S., Boston University (2004) Gender, and Sexuality Studies Kristen Morwick, B.A., Dartmouth College (2000) Ted Weesner Jr., M.F.A., Lecturer in English Brian Murphy, B.A., M.Ed., Tufts University (1998) Anna Wegel-Hajj, M.A., Lecturer in Spanish Michael Pimentel, B.S., Northeastern University (1989) Abbott D. Weiss, Ph.D., Lecturer, Tufts Gordon Institute Carol Rappoli, B.S., St. Anselm College (1985)

289 Faculty >

Joshua Shapiro, B.A., Middlebury College (1997) Teruko Craig, B.A., Senior Lecturer in Japanese Emerita Robert Sheldon, B.S., M.Ed., Fordham University (1982) (1984–1995) Janet Silva, B.S., Northeastern University (1979) William J. Crochetiere, Ph.D., Professor of Mechanical Branwen C. A. Smith-King, B.S., M.Ed., Springﬁeld College Engineering Emeritus (1967–2003) (1982) Benjamin Dane, Ph.D., Professor of Biology Emeritus Paul J. Sweeney, B.A., University of New Hampshire (1993) (1966–2002) Cora Thompson, B.S., M.Ed., Tufts University (2001) Mark DeVoto, Ph.D., Professor of Music Emeritus Tim Troville, B.A., Northeastern University (2001) (1981–2000) Martha Whiting, B.A., M.Ed., Tufts University (1995) David Elkind, Ph.D., Professor of Child Development Emeritus (1978–2007) EMERITI/AE FACULTY AND STAFF Sheila Emerson, Ph.D., Associate Professor of English Daniel Cary Abbott, A.M., Associate Professor of Music Emerita (1985–2012) Emeritus (1958–1997) Allen Edward Everett, Ph.D., Professor of Physics Emeritus Gustavo Alfaro, Ph.D., Professor of Romance Languages (1960–2003) Emeritus (1978–2001) Sylvia Gruber Feinburg, Ed.D., Professor of Child Mohammed Alwan, Ph.D., Lecturer of Arabic Emeritus Development Emerita (1964–1999) (1988–2012) Mary Ella Feinleib, Ph.D., Professor of Biology Emerita Thomas J. Anderson, Jr., Ph.D., Fletcher Professor of Music (1965–1997) Emeritus (1972–1990) Ross S. Feldberg, Ph.D., Associate Professor of Biology June Aprille, Ph.D., Professor of Biology Emerita Emeritus (1975–2007) (1977–2011) Denis William Fermental, Ph.D., Associate Professor of Diana Bailey, Ed.D., OTR, Associate Professor of Occupa- Electrical and Computer Engineering Emeritus (1958–2010) tional Therapy Emerita (1986–2009) Carol Houlihan Flynn, Ph.D., Professor of English Emerita Edith Balbach, Ph.D., Senior Lecturer in Community Health (1985–2012) Emerita (1998–2013) Ivan Galantic, Ph.D., Professor of Art History Emeritus Olga Baloueff, M.S., Associate Professor of Occupational (1971–1989) Therapy Emerita (1970–2006) Vlasios Georgian, Ph.D., Associate Professor of Chemistry Sylvan Barnet, Ph.D., Fletcher Professor of English Emeritus (1960–1990) Literature Emeritus (1954–1992) John Schuyler Gibson, Ph.D., Professor of Political Science Gregory Dionysios Botsaris, Ph.D., Professor of Chemical Emeritus (1963–1995) Engineering Emeritus (1965–2004) Marilyn Tindall Glater, J.D., Associate Professor of Political Rachel Bratt, Ph.D., Professor of Urban and Environmental Science Emerita (1987–2008) Policy and Planning Emerita (1976–2014) Robert Gonsalves, Ph.D., Professor of Electrical Engineer- Linﬁeld C. Brown, Ph.D., Professor of Civil and ing Emeritus (1985–2004) Environmental Engineering Emeritus (1970–2007) Martin Burgess Green, Ph.D., Harriet H. Fay Professor of Emily Bushnell, Ph.D., Professor of Psychology Emerita Literature Emeritus (1967–1994) (1979–2013) Nancie Greenman, Ed.M., Associate Professor of Occupa- Rocco John Carzo, M.Ed., Professor of Physical Education, tional Therapy Emerita (1971–1979) Director of Athletics, and Commencement Marshal Robert Greif, Ph.D., Professor of Mechanical Engineering Emeritus (1966–1999) Emeritus (1966–2008) Madeline Caviness, Ph.D., Mary Richardson Professor of Leon Gunther, Ph.D., Professor of Physics Emeritus Art History Emeritus (1972–2007) (1965–2013) David Cavitch, Ph.D., Professor of English Emeritus N. Bruce Hanes, Ph.D., Professor of Civil Engineering (1972–2001) Emeritus (1961–1992) Li-Li Ch’en, Ph.D., Professor of Chinese Emerita (1972–1994) Eglal Henein, Ph.D., Professor of French Emerita Alan J. Clayton, Ph.D., Professor of French Emeritus (1977–2008) (1965–2003) F. Sheppard Holt, Ph.D., Professor of Mathematics Emeritus Downing Cless, Ph.D., Associate Professor of Drama and (1955–1985) Dance Emeritus (1979–2014) Elizabeth Teresa Howe, Ph.D., Professor of Spanish Emerita John Evan Conklin, Ph.D., Professor of Sociology Emeritus (1978–2014) (1970–2013)

290 Faculty >

Margot C. Howe, Ed.D., Professor of Occupational Therapy A. Benjamin Perlman, Ph.D., Professor of Mechanical Emerita (1972–1989) Engineering Emeritus (1967–2007) Howard Hunter, Ph.D., Professor of Religion Emeritus John Oliver Perry, Ph.D., Goldthwaite Professor of Rhetoric (1957–1997) Emeritus (1964–1989) Karl Heinz Illinger, Ph.D., Associate Professor of Chemistry Arthur Lord Pike, S.M.E.E., Professor of Electrical Engineer- Emeritus (1960–2004) ing Emeritus (1954–1990) David Isles, Ph.D., Associate Professor of Mathematics John Duncan Powell, Ph.D., Associate Professor of Political Emeritus (1963–2006) Science Emeritus (1968–1991) Alexander Kaczmarczyk, Ph.D., Professor of Chemistry Georgette Vabre Pradal, D. ès L., Professor of Romance Emeritus (1968–1992) Languages Emerita (1962–1986) Eva Claudia Kaiser Lenoir, Ph.D., Associate Professor of Peter L. D. Reid, Ph.D., Professor of Classics Emeritus Romance Languages Emerita (1979–2009) (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 (1980–2000) Economics Emerita (1986–2012) John Gene Kreifeldt, Ph.D., Professor of Mechanical Ronald Salter, Ph.D., Professor of German Emeritus Engineering Emeritus (1969–2001) (1968–2006) Brigitte Lane, Ph.D., Associate Professor of French Emerita Philip Bowen Sampson, Ph.D., Moses Hunt Professor of (2000–2014) Psychology Emeritus (1955–1992) Pierre Henri Laurent, Ph.D., Professor of History Emeritus James William Schlesinger, Ph.D., Associate Professor of (1970–2003) Mathematics Emeritus (1964–2000) Alan Louis Lebowitz, Ph.D., Professor of English Emeritus Analúcia Dias Schliemann, Ph.D., Professor of Education (1968–2006) Emerita (1994–2010) George F. Leger, Ph.D., Professor of Physics Emeritus Janet Schmalfeldt, Ph.D., Professor of Music Emerita (1963–2003) (1995–2013) Martine Astier Loutﬁ, D. ès L., Professor of French Emerita Jacob Schneps, Ph.D., Vannevar Bush Professor of Physics (1972–1998) Emeritus (1956–2011) Zella Luria, Ph.D., Professor of Psychology Emerita Lynda Norene Shaffer, Ph.D., Professor of History Emerita (1959–2001) (1972–2002) Kathryn A. McCarthy, Ph.D., Professor of Physics Emerita Yaacov Shapira, Ph.D., Professor of Physics Emeritus (1945–1993) (1987–2007) Rahel Meshoulam, M.Sc., Lecturer in Hebrew Emerita Martin J. Sherwin, Ph.D., Walter S. Kickson Professor of (1986–2011) English and American History Emeritus (1980–2007) Nancy Stafford Milburn, Ph.D., Professor of Biology Eli Charles Siegel, Ph.D., Professor of Biology Emeritus Emerita (1958–1998) (1968–2010) Richard Henry Milburn, Ph.D., John Wade Professor of Saul Abraham Slapikoff, Ph.D., Associate Professor of Physics Emeritus (1961–2003) Biology and American Studies Emeritus (1966–1998) Daniel Mulholland, Ph.D., Professor of History Emeritus David A. Sloane, Ph.D., Associate Professor of Russian (1968–2014) Emeritus (1979–2011) George Saltonstall Mumford, Ph.D., Professor of Helen D. Smith, Associate Professor in Occupational Astronomy Emeritus (1955–1997) Therapy Emerita (1967–1998) Joseph Noonan, Ph.D., Professor of Electrical and Howard Mitchell Solomon, Ph.D., Professor of History Computer Engineering Emeritus (1985–2012) Emeritus (1971–2003) Alice Lucille Palubinskas, Ph.D., Professor of Psychology Rudolf Francis Storch, Ph.D., Associate Professor of English Emerita (1952–1990) Emeritus (1965–1988) Aubrey Parkman, Ph.D., Professor of History Emeritus Mary Ann Sturtevant, M.Ed., Professor of Physical (1953–1983) Education Emerita (1962–1994)

291 Faculty > School of the Museum of Fine Arts > Arts, Sciences, and Engineering Librarians >

Nakho Sung, Ph.D., Professor of Chemical and Biological Engineering Emeritus (1972–2013) School of the Museum Leila Aline Sussman, Ph.D., Professor of Sociology Emerita of Fine Arts (1966–1992) Samuel Sutcliffe, Ph.D., Associate Professor of Civil and Environmental Engineering Emeritus (1964–1994) Administration Walter C. Swap, Ph.D., Professor of Psychology Emeritus Christopher Bratton, B.F.A., M.F.A., Doctor Honoris Causa, (1971–2004) President of the School of the Museum of Fine Arts Sarah Meiklejohn Terry, Ph.D., Associate Professor of Sarah McKinnon, B.A., M.A., Ph.D., Senior Vice President for Political Science Emerita (1978–2002) Academic Affairs, Dean of the School Alice E. Trexler, Ph.D., Associate Professor of Dance Emerita Susan Lush, B.A., M.Ed., Associate Dean of Undergraduate (1978–2012) Studies Elizabeth Ahn Toupin, M.A., Associate Dean of Under- TBA, Associate Dean of Graduate Programs graduate Education Emerita (1968–1994) Patrick Carter, B.F.A., M.F.A., SMFA Faculty, Tufts Studio Martha Trudeau Tucker, Ph.D., Senior Lecturer of Courses Coordinator Education Emerita (1985–2012) Taylor Horner, B.M., M.M., Registrar Arthur Uhlir, Jr., Ph.D., Professor of Electrical Engineering Emeritus (1948–1994) Albert Ullman, Ph.D., Professor of Sociology Emeritus Arts, Sciences, and (1946–1983) Engineering Librarians Vo Van Toi, Ph.D., Associate Professor of Biomedical Engineering Emeritus (1984–2009) Christopher Barbour, Associate Librarian, Humanities Kenneth Augustus Van Wormer, Jr., Sc.D., Professor of Bibliographer, Coordinator of Special Collections Chemical Engineering Emeritus (1954–2007) William Bloom IV, Associate Librarian, Head of Access Judith Wechsler, Ph.D., Professor of Art History Emerita Services (1989–2010) Chao Chen, Associate Librarian, Humanities Research and Kathleen Weiler, Ph.D., Professor of Education Emerita Instruction Librarian (1988–2012) Martha Kelehan, Associate Librarian, Social Sciences John C. Wells, Ph.D., Professor of German Emeritus Bibliographer (1947–1983) Alex May, Assistant Librarian, Cataloging and Metadata Donald Wertlieb, Ph.D., Professor of Child Development Services Librarian Emeritus (1978–2011) Alicia Morris, Associate Librarian, Head of Technical Barbara Ehrlich White, Ph.D., Adjunct Professor of Art Services History Emerita (1965–2002) Marsha S. Paiste, Associate Librarian, Catalog Librarian Stephen S. Winter, Ph.D., Professor of Education Emeritus Josh Quan, Afﬁliate Librarian, Social Science Data Specialist (1971–1991) Regina Raboin, Librarian, Science Research and Instruction Martin L. Zelin, Ph.D., Professor of Psychology Emeritus Librarian, Data Management Services Coordinator (1966–2004) Constance Reik, Librarian, Social Sciences Research and Instruction Librarian, Government Information Coordinator Michael Rogan, Librarian, Music Librarian Laurie Sabol, Librarian, Social Sciences Research and Instruction Librarian, Library Instruction Coordinator Erica Schattle, Associate Librarian, First Year Education Librarian Evan Simpson, Associate Librarian, Head of Research and Instruction Christopher Strauber, Associate Librarian, Humanities Research and Instruction Librarian, Instructional Design Coordinator

292 Arts, Sciences, and Engineering Librarians > ACCREDITATION >

Karen Vagts, Assistant Librarian, Engineering/Business/ Math Research and Instruction Librarian, Citation Tools Accreditation of Tufts Coordinator University Laura R. Walters, Associate Librarian, Associate Director for Collections and User Services Laura Wood, Librarian, Director, Tisch Library Tufts University is a privately endowed institution founded in 1852 and has been accredited by the New England College of Liberal Arts and Jackson College Association of Schools and Colleges (NEASC) and The College of Liberal Arts and Jackson College have a Commission on Institutions of Higher Education (CIHE) coordinate relationship and together offer courses of study since 1929, and its accreditation by NEASC encompasses leading to the degrees of bachelor of arts and bachelor of the entire institution. Tufts underwent a comprehensive science. From the student’s point of view the two colleges evaluation in March 2013 and was accredited by the are coeducational and indistinguishable. All references to Commission in September 2013. The University will submit the College of Liberal Arts in this bulletin are to these two a fifth year interim report in Spring 2018. NEASC combined colleges. establishes and maintains high standards of educational excellence through self-evaluation and peer review. School of Engineering Institutions demonstrating that they meet these standards The School of Engineering offers undergraduate and gradu- are accredited and thus members of NEASC. The CIHE, ate degrees in several areas of engineering and computer recognized by the U.S. Department of Education, is one of science. The school offers courses leading to degrees of seven accrediting commissions that provide accreditation bachelor of science, master of science, master of engineer- regionally. ing, master of science in engineering management, and doctor of philosophy. There is also a combined program Some programs and degrees at Tufts have been accredited with the School of Arts and Sciences. by additional specialist agencies: • B.S. in Chemical Engineering, accredited by Accredita- Graduate School of Arts and Sciences tion Board for Engineering and Technology (ABET) The Graduate School of Arts and Sciences offers programs since 1952, last reviewed fall 2011, next review of study leading to the degrees of master of arts, master of academic year (AY) 2017–2018 science, master of fine arts, master of arts in teaching, • B.S. in Civil Engineering, accredited by ABET since master of public policy, educational specialist, doctor of 1936, last reviewed fall 2011, next review AY philosophy, and doctor of occupational therapy. 2017–2018 • B.S. in Computer Engineering, accredited by ABET College of Special Studies since 1982, last reviewed fall 2011, next review AY The College of Special Studies, in conjunction with the 2017–2018 School of the Museum of Fine Arts, Boston, offers courses • B.S. in Electrical Engineering, accredited by ABET of study leading to the degree of bachelor of fine arts. The since 1936, last reviewed fall 2011, next review AY college also offers continuing education programs in liberal 2017–2018 arts and engineering fields through the Office of Graduate • B.S. in Environmental Engineering, accredited by Studies. ABET since 1995, last reviewed fall 2011, next review anticipated AY 2017–2018 • B.S. in Mechanical Engineering, accredited by ABET since 1936, last reviewed fall 2011, next review AY 2017–2018 • B.S. in Computer Science/Engineering, accredited by ABET’s Computing Accreditation Commission since 2004, last reviewed fall 2011, next review AY 2017–2018

293 ACCREDITATION >

• M.A. and Ed.S. in School Psychology, accredited by • Medical Education, accredited by the Liaison the National Association of School Psychologists Committee on Medical Education (LCME) of the (NASP) and the Massachusetts (MA) Department of American Medical Association (AMA) and the Elementary and Secondary Education since 1992, last Association of American Medical Colleges (AAMC) reviewed fall 2010, next review fall 2017 since 1942, last reviewed 2006, next review 2014 • B.S. in Early Childhood Licensure, accredited by • Master of Public Health, accredited by the Council on the MA Department of Elementary and Secondary Education for Public Health (CEPH) since 1992, last Education since 1994 (when the MA Department of reviewed 2009, next review 2016 Education initiated a program review process and • Physician Assistant Program (Master of Medical approval for Teacher Education programs, which had Science), accredited by the Accreditation Review previously been “registered” by the Commonwealth), Commission on Education for the Physician Assistant last reviewed spring 2003, next review anticipated (ARC-PA) since 2012, next review anticipated 2014 AY 2016–2017 • Doctor of Veterinary Medicine, accredited by • M.A.T. in Art Education (grades PreK–8 and 5–12), American Veterinary Medical Association (AVMA) accredited by the MA Department of Elementary and since 1983, last reviewed 2012, next review AY Secondary Education since 1994, last reviewed spring 2018–2019 2003, next review anticipated AY 2016–2017 • M.A. in German with Teacher Licensure, accredited by The Tufts University Police Department has been accredited the MA Department of Elementary and Secondary by the Massachusetts Police Accreditation Commission Education since 1994, last reviewed spring 2003, next since 2005, last reviewed in September 2011, and next review anticipated AY 2016–2017 review anticipated in 2014. • M.A.T. in Early Childhood Education, accredited by the MA Department of Elementary and Secondary Education since 1994, last reviewed spring 2003, next review anticipated AY 2016–2017 • M.A.T. in Elementary STEM, accredited by the MA Department of Elementary and Secondary Education since 2003, next review anticipated AY 2016–2017 • M.A.T. in Middle and High School, accredited by the MA Department of Elementary and Secondary Education since 1994, last reviewed spring 2003, next review anticipated AY 2016–2017 • BFA, MFA (offered with the School of the Museum of Fine Arts, Boston), accredited by the National Association of Schools of Art and Design’s (NASAD) Commission on Accreditation since 2004, next review anticipated 2014 • Professional Entry Level Master’s Degree in Occupa- tional Therapy, Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA) since 1938, last reviewed 2005, next review AY 2014–2015 • M.A. in Urban and Environmental Policy and Planning, accredited by the Planning and Accreditation Board (PAB) since 2004, last reviewed 2011, next review 2018 • Dental Education, accredited by the Commission on Dental Accreditation of the American Dental Association (CODA) since 2004, last reviewed 2011, next review 2015

294 Scholarship Funds >

The Eileen Fox Aptman, J’90 and Lowell Aptman Scholarship Funds Endowed Scholarship, established in 2011 in the School of Arts and Sciences, to help strengthen and support Tufts University scholarship funds available to students in the University’s progress to become a need-blind institution. College of Liberal Arts, Jackson College, and the School of The Jesse Moses Aronson Scholarship, established in Engineering are listed in this section. The endowment of 1951 by Jesse Moses Aronson of the Class of 1918, to be the university’s scholarship funds has been invested and awarded each year to an outstanding applicant for the income is used to provide financial aid to students as admission to the School of Engineering who needs described in the financial aid section. Scholarship funds financial help to attend college. intended solely for Jackson College are preceded by an *The Association of Tufts Alumnae, Inc. Scholarship, asterisk. established in 1957 for an annual scholarship to be awarded to a Jackson student who has completed one year All of these funds are awarded based on financial need successfully and is selected by a university committee, with and the recipients are chosen by the financial aid office. the approval of the dean of Jackson College. No separate application is necessary. The Jack and Myrtle Atlas Scholarship, established in 1987 to provide financial aid to needy undergraduates, The Alireza Family International Scholarship, established with preference to students from California. in 2000 to provide scholarships for highly qualified Muslim The Eugene Averell and Elizabeth Harlow Averell students who need financial assistance to be able to enroll Scholarship, established in 1952 by provision in the will of at Tufts. Eugene Averell of the Class of 1895, the income to be paid The Alice Harrison Allen Endowed Scholarship, annually to a meritorious student. established in 2008, in support of financial aid for Tufts The Cyrus V. Bacon and Ada B. W. Bacon Scholarship, undergraduate students in the School of Arts and Sciences. founded in 1915 by Mrs. Ada B. W. Bacon, of Hingham, The Lizzie P. Allen Scholarship, founded in 1900 by Lizzie Massachusetts. P. Allen, of Derby Line, Vermont. The Bacow/Gordon Endowed Scholarship Fund, The Alpha Sigma Phi Fraternity Fund, founded in 1981. established in 2011 by Michael S. Gordon, A’87 and Preference is given to descendants of alumni who were Christina Gordon, in honor of Lawrence S. Bacow and Adele members of Alpha Sigma Phi at Tufts. Fleet Bacow. This scholarship recognizes the visionary The Altman Family Endowed Scholarship, established in leadership President Bacow provided Tufts between 2001 2013 to support scholarships within the School of and 2011 and supports his goal of removing economic Engineering to benefit undergraduate students with an obstacles to talented students seeking a college education. interest in developing engineering skills to solve critical The Mitchell and Ruth Bacow Endowed Scholarship medical, environmental or public health problems and who Fund, established in 2003 as part of the Pritzker Challenge are active in extracurricular activities on campus. to benefit outstanding undergraduate students and to The Alfred E. Anderson Scholarship, established in 2002 increase the diversity of the student body. to provide scholarship awards to United States citizens. The Crosby F. Baker Memorial Scholarship, established in The Anderson Scholarship, founded in 1890 by John M. 1955 by colleagues, friends, former students, and family in Anderson, of Salem, in the name of John M. and Rebecca memory of Crosby F. Baker of the Class of 1910, member of Anderson. the faculty from 1900 to 1954. The Arthur J. Anderson Scholarship, established in 1954 The Balfour Scholarship Fund, established in 1989 by a by Arthur J. Anderson of the Class of 1912. generous grant from the L. G. Balfour Foundation to aid The Gilbert A. and Robena J. Andrew Scholarship Fund, talented minority students in need of financial assistance. established in 1985 by the estate of Dr. Norman W. Andrew The George Stevens Ballard Scholarship, founded in in honor of his parents to aid students in the field of 1910 by Caroline D. M. Ballard, of Augusta, Maine. premedical studies. The Almon Ballou, Carolyn Clark Scholarship, established The Norman W. Andrew Scholarship Fund, established in in 1954 by Carolyn Clark Bigelow of the Class of 1900 in 1985 by the estate of Norman W. Andrew to aid students in memory of her grandfather, Almon Ballou. the field of biology. The Hosea Ballou II Memorial Scholarship, founded in 1891 by Mrs. Mary T. Goddard, of Newton, Massachusetts. The Latimer W. Ballou Scholarship, founded in 1898 by Latimer W. Ballou, of Woonsocket, Rhode Island.

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The John and Staci Barber Endowed Scholarship, The Dr. Karl T. Benedict Sr. and Daisy Benedict established in 2008 to support scholarships within the Scholarship Fund, established in 2004 to provide financial University and to increase the diversity of the Tufts aid to students in the Tufts College of Liberal Arts. undergraduate student body. The Carol and John Bennett Family Scholarship Fund, The Barnard Scholarships, founded in 1897 by established in 2012 by Dr. and Mrs. John M. and Carol R. Mrs. Caroline M. Barnard, of Everett, Massachusetts. Bennett, J’82P, A’86P. Preference is for undergraduate The Esther and Philip Barnet Endowed Scholarship students enrolled in the School of Arts and Sciences who Fund, established in 2011 by Dr. Sylvan Barnet, former Tufts wish to pursue careers in medicine. professor, in honor of his parents. The scholarship benefits The Andrea Caponigro Berthel Scholarship, established undergraduates in the School of Arts and Sciences. in 1990 by friends and family of Andrea Caponigro Berthel, The John K. and Margaret G. Baronian Scholarship, a former member of the Tufts University trustees’ office. established in 1977 by John K. Baronian, A’50, in memory of This is the first scholarship in Tufts’ history to be named in his immigrant parents, survivors of the Armenian Genocide honor of a staff member. The income from this fund will of 1915, who provided the inspiration for his pursuit of be awarded annually to two deserving students who are education. It was with the desire to help others to pursue graduates of Medford and Malden high schools. The their educational goals that this memorial scholarship was scholarship is to be based on merit as well as need. given. The Newman Peter and Genevieve Blane Birk The Henry F. Barrows Scholarship, founded in 1891 by Scholarship, for worthy, deserving, and able students in Henry F. Barrows, of North Attleboro, Massachusetts. the College of Liberal Arts and Jackson. Founded in 1984 in The Nancy Bartlett Scholarship, founded in 1897 by memory of two Braker Fellows who became distinguished Mrs. Nancy Bartlett, of Milford, Massachusetts. professors of English at Tufts. The Baxt Family Scholarship, established in 2013 to Ronald Louis Blackburn, Jr., A’85 Scholarship Fund, support scholarships within the School of Arts and established in 1986 in memory of Ronald Blackburn to Sciences. provide financial assistance to African-American students. The Bay Bank Middlesex Scholarship, founded in 1980 Selection of the recipients will be based on record of by Bay Bank Middlesex of Burlington, Massachusetts. achievement, potential for leadership, and demonstrated The Walter P. Beckwith Scholarship Fund, established in financial need. 1947 under the will of Hira R. Beckwith, of Claremont, New The John Twiss Blake Fund, established in 1990 by the Hampshire, the income to be used to assist worthy young estate of John Twiss Blake to assist students in the School men in acquiring a college education. of Engineering. The Beelzebub Silver Anniversary Scholarship Fund, The Sophie and Arthur Blecker University Scholarship established in 1988 by the Beelzebub Alumni Association Fund, established in 1989 by Susan Blecker Cohen, J’66; to provide scholarship to needy undergraduates who are George Cohen; Marcia Zaroff Blecker, J’69; and Robert members of the Beelzebubs. Blecker, T’69; awarded to a student entering the College of The Rose Bendetson Memorial Scholarship Fund, Liberal Arts and Jackson who has financial need, and who established by Mr. and Mrs. Norris Bendetson as a holds the promise of superior achievement as an under- memorial to the mother of Norris Bendetson, A’41. The gift graduate. is to be used for needy and deserving students, with The Barry L. and Lilia C. Bloom Family Scholarship, preference given to those who are residents of Haverhill, established in 2007 to provide financial aid to achieve the Massachusetts. educational benefits of diversity in the School of Arts and The Bendheim Family Scholarship, founded in 1985 by Sciences. the family of Thomas L. Bendheim, A’85, of Scarsdale, The Kenneth and Debra Bloom Scholarship, established New York, to enrich the diversity of the student body in in 2008 to support scholarships within the School of the College of Liberal Arts and Jackson by supporting Engineering and the School of Arts and Sciences. a student of high scholastic standing and limited means, The Joseph A. Boccino Boston Post Society of Military with preference to students from the five boroughs of Engineers Scholarship, established in 2007 to assist in New York City. funding the education of a student residing in Massachu- The Bendheim Family Study Abroad Scholarship, setts, Northeastern Connecticut, Northern Rhode Island or established in 1999 to provide financial support to Tufts Southern New Hampshire, enrolled in the civil or environ- students studying abroad. mental engineering program.

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The Elizabeth Warren Bond Scholarship Fund, founded interested in the Tufts in Talloires Program and have never in 1933 for deserving Jackson students. lived in Europe. The Margaret Helen Bond Scholarship, founded in 1933 The Budd Family Scholarship, established in 1996 by for deserving Jackson students. Edward H. Budd, A’55, and his family, to aid juniors and The Charles and Fannie A. Miner Booth Scholarship, seniors with a GPA of 3.0 or better who have demonstrated founded in 1900 by Charles Booth, of Springfield, Vermont. involvement in and dedication to enriching campus life at The Kennison T. Bosquet Scholarship Fund, established Tufts. in 1977 by the bequest of the late Mr. Bosquet, whose wife The Wellington Burnham Fund Scholarships, created by Elizabeth was a member of the Jackson College Class of a bequest from Wellington Burnham of the Class of 1931. 1931. The income is to be awarded for scholarships at the The Edith Linwood Bush Scholarship, established during discretion of the university. the Second Century Fund campaign by classmates, former The Boston Tufts Alliance Scholarship, created through students, and friends in honor of Edith Linwood Bush of the the generosity of members of the Boston Tufts Alliance Class of 1903, member of the faculty from 1920 to 1952, group to support financial aid for undergraduate students and dean of Jackson College from 1925 to 1952. at Tufts, with a preference for students from the Boston The Richard Perry Bush Scholarships, founded in 1910 by area. Mrs. Caroline M. Barnard, of Everett, Massachusetts. The Laurie Bove Scholarship, established in 1996 in The Francis Buttrick Fund for Scholarships, preferably for memory of Laurie Bove of the Class of 1984 by her family men from Waltham, Massachusetts. and friends, to provide financial aid to female residents of The Daniel V. Byrne, E’76 Endowed Scholarship in Medford who come to Tufts with an interest in occupational Mechanical Engineering, established in 2012 to support therapy. students within the Department of Mechanical Engineer- The William L. Bradley and Clara M. Pizzarello ing. As a student in Mechanical Engineering, Dan Byrne was Scholarship, established in 2011 in memory of Dean Grant inspired by Dr. Fred Nelson, Dr. John Sununu, and other Curtis to benefit undergraduates in the School of Arts and faculty members who introduced him to thermodynamics Sciences. and Stirling engines. Dan went on to succeed as an The Ellen F. Bragg Scholarship Fund, founded in 1928 to engineer and shortly after, an entrepreneur. Dan has been provide scholarships for students in the College of Letters a true example of the Tufts model of active citizenship— showing the greatest intellectual and moral excellence. changing the world through his career as well as through The Henry W. Bragg Fund Scholarships, founded in 1936 his personal commitment to the environment, and the by Henry W. Bragg. charities and businesses he supports with his time, talent The Brandes Family Endowed Scholarship, established in and resources. Dan’s passion for Mechanical Engineering 2008 to give deserving students an opportunity to attend inspired him to make this gift to support undergraduate Tufts University. scholarship. The Dr. and Mrs. William F. Brennan and Family The Godfrey Lowell Cabot Scholarship, established in Scholarship, established in 2002 to provide aid to worthy 1951 by the Cabot Carbon Company in honor of Godfrey and promising undergraduate students who are deter- Lowell Cabot, the income to be used as a yearly scholarship mined to be in need of scholarship funds. to a deserving student of the School of Engineering. The Ron Brinn Scholarship Fund, established in 1999 in The Cabot Corporation Scholarship Fund, established in honor of Ron Brinn, A’58, Tufts Director of Alumni Relations 1955 by Godfrey L. Cabot, Inc., of Boston, the income to be for sixteen years, to provide financial aid to needy students used for scholarship aid for deserving students in any of the College of Liberal Arts and Jackson and the School of school or department of the university. In making the Engineering. awards, preference is to be given to an otherwise qualified The Nathan and Shirley Brodsky Scholarship, estab- son or daughter of an employee of Godfrey L. Cabot, Inc., lished in 2013 to support scholarships within the School of and its subsidiary companies. Arts and Sciences for first-generation students who are The Calef Permanent Fund, given by Ira C. Calef in 1917 to naturalized United States citizens. provide scholarships for young men or women. The Nathan and Shirley Brodsky Scholarship for Tufts in The Callahan-Lee Scholarship Fund, established in 1993 Talloires, established in 2013 to support scholarships to provide scholarships to undergraduate students in need within the School of Arts and Sciences. The scholarships of financial aid with preference given to students from will be awarded to first-generation students who are Swampscott and Gardner, Massachusetts, and Windham, New Hampshire.

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The Callahan-Lee-Long Endowed Scholarship Fund, The Kathryn Cassell Chenault 2010 Scholarship Fund, established with a gift from the estate of Mr. John T. Lee, Jr., established in 2010, to support undergraduate scholarships A’50. that will help achieve the educational benefits of diversity The Jeanne A. Carpenter Memorial Scholarship, at Tufts. Chenault Scholarships will replace the loan established in 2007 in memory of Jeanne A. Carpenter, J’74, component of the recipients’ financial aid package. to further the University’s efforts to create an intentional, The Kathryn Cassell Chenault J’77 Scholarship, intellectual and broadly diverse community of scholars. established in 2002 to help attract, retain, and prepare a The Caserta Family Scholarship, created in 2007. Where diverse student body who will make important leadership possible, the scholarship will be awarded to a female contributions to Tufts and to our global community. The student who has a connection with the Class of 1962 and Chenault Scholarship is part of the Jay Pritzker family of whose interest is in elementary education, or a female scholarships. student who is majoring in music or working towards a The Joseph R. Churchill and Anna Quincy Churchill music degree. If no student meets any of the above criteria, Scholarship Funds, established in 1971 under the will of the scholarship will be awarded to a qualified female Mary C. Churchill to honor her husband and her daughter, student in the School of Arts and Sciences. Dr. Anna Quincy Churchill, M’17, Assistant Professor of The John A. Cataldo Scholarship, established in 1989 by Anatomy Emerita, to provide scholarships to students of Mr. Cataldo, E’46, to provide a full-tuition scholarship to be biology (preferably botany). awarded annually to one or two meritorious students in the The Charles P. Ciaffone and Lloyd W. Pote Scholarship, Department of Civil and Environmental Engineering. established in 1982 by Charles Ciaffone of the Class of 1941 The Centennial Class of 1952 Endowed Scholarship, and Lloyd Pote of the Class of 1937, the owners, and other established in 2004, to be awarded to an undergraduate employees of CPC Engineering of Sturbridge, Massachu- student, man or woman, from the School of Arts and setts. The income from this fund is to be awarded yearly to Sciences or the School of Engineering. Recipients should a deserving engineering student as determined by the meet the following criteria: commitment to community faculty of the School of Engineering. service, high academic standing, and demonstrated The Charles L. Clapp Scholarship, established in 2006, to financial need. It is the hope of the Centennial Class of 1952 provide financial aid to a student in the junior class who that recipients will always be loyal to their alma mater and demonstrates superior academic achievement in the field will respond to the needs of the university by giving back in of government or politics. time and substance. The Andrew J. Clark Memorial Scholarship, founded in The Lucille Cesari, J’52, Endowed Scholarship, 1891 by Mrs. Abbie B. Clark, of Orange, Massachusetts. established in 2000 to provide scholarships to Tufts The Class of 1904 Scholarships, founded in 1930 and undergraduate students with financial need. substantially increased during the Second Century Fund The Annie, Leon, and Madeline Chalfen Fund, endowed campaign by the men and women of the Class of 1904. in 1963 for undergraduate scholarships. The Class of 1911 Scholarships, awarded from the Class The Christina and John Chandris Endowed Scholarship of 1911 Fund. Fund, established in 2011 to provide full tuition scholar- *The Class of 1913 Women’s Memorial Scholarship ships to selected students who have demonstrated both Fund, established in 1925 by the women of the Class of outstanding academic ability and the most extensive need 1913 to be used for Jackson undergraduates who need for financial assistance in order to enroll at Tufts. financial assistance at a time of emergency and need. The Edwin H. Chapin Memorial Scholarship, founded in The Class of 1919 Scholarship, established at the fiftieth 1891 by friends of Edwin Hubbell Chapin, D.D., of New York reunion of the Class of 1919 in honor of Dean George S. City. Miller, A’06. The income from this fund is to be awarded The Ralph Stillman Charles, Jr., Scholarship, established annually to an undergraduate in the College of Liberal Arts in 1960 by Ralph S. Charles of the Class of 1923 and Mary and Jackson or the School of Engineering in accordance Grant Charles, Jackson Class of 1920, in memory of their with Tufts’s student aid policies. eldest son (1924–1934), for the benefit of any deserving The Class of 1920 Scholarship Fund, established by the students in any of the three colleges— Liberal Arts, members of the Class of 1920, Liberal Arts, Engineering, Engineering, or Jackson—at the discretion of the college and Jackson College, on the occasion of the fiftieth authorities. anniversary of their graduation from Tufts. The fund aids deserving undergraduates with demonstrated financial need, as determined by the university’s financial aid office.

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The terms of the Class of 1920 Scholarship Fund stipulate edge, and he was a leader uncompromising in his ideals. that a woman undergraduate must be among the Financial assistance is awarded to students who meet the recipients of the fund’s benefaction not less than once university’s criteria for need and who demonstrate in their every three years. studies the same enthusiasm for learning that Victor The Class of 1923 Scholarship Fund, to be awarded as Prather did in his lifetime. directed by officers of the class. The Class of 1952 Endowed Scholarship, established in The Class of 1926 Scholarship, founded in 1951 by the 2004, to be awarded to an undergraduate student, man or men and women of the Class of 1926, as their twenty-fifth woman, from the School of Arts and Sciences or the School reunion gift to the college, to be awarded in rotation to of Engineering. Recipients should meet the following students in the College of Liberal Arts one year, Jackson criteria: commitment to community service, high academic College the next year, and the School of Engineering the standing, and demonstrated financial need. It is the hope of third year. the Centennial Class of 1952 that recipients will always be The Class of 1928 Scholarship, founded in 1955 by the loyal to their alma mater and will respond to the needs of men and women of the Class of 1928, the income to be the university by giving back in time and substance. awarded to deserving students in Tufts College or Jackson The Class of 1957 Scholarship, established in 2002, to be College. awarded to a Tufts undergraduate with good moral The Class of 1933 Scholarship Fund, established in 1990 character, community service experience, high academic by members of the Class of 1933 to provide scholarship standing, and demonstrated financial need. funds for future students. The Class of 1958 Scholarship Fund, established in 2003 The Class of 1935 Scholarship, established in 1996 by for the benefit of Tufts students of the Faculty of Arts and members of the Class of 1935 to provide financial aid to Sciences. deserving undergraduate students. The Class of 1959 Scholarship, established in 1984 for the The Class of 1939 Memorial Scholarship, established in benefit of future generations of Tufts students. This special 1948 by the men and women of the class in memory of endowment fund represented one of the major gifts made their classmates who gave their lives in World War II. to Tufts by members of the Class of 1959 on the occasion The Class of 1940 Memorial Scholarship, established in of their twenty-fifth reunion, and it has been substantially 1956 by the men and women of the Class of 1940, the increased by classmates on a continuing basis over the income to be awarded on the joint bases of merit and need years thereafter. Income from this fund is to be awarded to undergraduate students, preference being given to annually on a combined basis of merit and need to one or descendants of the Class of 1940 who are otherwise more deserving undergraduate students in accordance qualified. with Tufts financial aid policies, with preference to be given The Class of 1943 Scholarship, established in 1996 by to descendents of the Class of 1959 who are otherwise members of the Class of 1943 to provide scholarship aid for deemed to be fully qualified. future Tufts students. The Class of 1960 Scholarship, established by members of The Class of 1944 Scholarship, established in 2000 by the Tufts Class of 1960 to provide aid to a deserving student men and women of the Class of 1944 to be awarded who is an undergraduate. annually to an undergraduate in the College of Liberal Arts, The Class of 1961 Scholarship, established in 2001 by Jackson College, or the School of Engineering on the basis members of the Tufts Class of 1961 to provide financial aid of need and merit as shown by outstanding scholarship to worthy and promising students with financial need, with and qualities of leadership in student and community activ- preference to students who have demonstrated service to ities. Preference is given to descendants of the Class of 1944 the community. or other legacies whenever possible. The Class of 1962 Scholarship, established in 1962, to The Class of 1947 Victor Prather Scholarship Fund, provide scholarships to undergraduate students in the established by the Class of 1947 on the occasion of their Faculty of Arts and Sciences. First preference is given to twenty-fifth reunion to memorialize a respected friend and students who are direct descendents of members of the classmate. Victor A. Prather, Jr., A’47, M’52, was a flight Class of 1962. surgeon assigned to aviation and space medicine research The Class of 1963 Scholarship Fund, established in 2003 when he lost his life at the end of a high-altitude flight in a in honor of the Class of 1963 and in memory of those who strato-lab balloon designed for space equipment testing. are no longer with us, will be awarded to an undergraduate He was a scholar devoted to the advancement of knowl- student who is of good character, with proven academic achievement, a commitment to active citizenship, and

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demonstrated financial need. The Class of 1963 is especially The Harold E. Collins Scholarship Fund, established by committed to helping individuals who have overcome the will of Harold E. Collins, A’17, to assist needy and worthy significant obstacles in order to attend Tufts University. It is students. their hope that the recipients of this scholarship will form a The Sherwood Collins Scholarship Fund, established in lifelong connection with the university and through their 1990 by an anonymous donor. Awarded to graduate service and support become role models for others. students in drama. The Class of 1989 Endowed Scholarship, established in The Conti-Dicken Family Scholarship Fund, established 2014 by James Bartlett, A’89, Bradford Bernstein, A’89, Brian in 2004 to be awarded with preference to female students Gerson, A’89, and Fotis Hasiotis, A’89, in honor of their 25th at Jackson College with limited means who possess high class reunion. This scholarship should be awarded to academic potential and a demonstrated commitment to undergraduate students in the School of Arts and Sciences achieving scholastic excellence in the study of arts and and Engineering who come from diverse backgrounds. sciences. The Class of 2000 Scholarship, established in 2000 by The Katherine E. Coogan Scholarship, established in members of the Class of 2000 to provide scholarships to 1994 by Ruth E. Coogan in memory of her daughter, Tufts undergraduate students with financial need. Katherine E. Coogan, Class of 1964, to be used for The Class of 2002 Scholarship, established in 2008 to scholarships in economics for native-born Americans. provide scholarships to be awarded to one or more worthy The Davis Cook Scholarship, founded in 1904 by Davis and promising students who are determined to be in need Cook, of Cumberland, Rhode Island. of scholarship funds. The James M. and Emily Cook Scholarship, founded in The Allan Clemow Scholarship, established in 2007 in 1903 by Henrietta J. States, of Boston. honor of Allan Clemow E’65, the Director of Admissions at The William Oscar Cornell Scholarship, founded in 1890 Tufts University, to support scholarships in the School of By William Oscar Cornell, of Providence, Rhode Island. Engineering with preference towards students in the Cornfeld Scholars Program, established in 1989 by Entrepreneurial Leadership Program. Dr. Robert M. Cornfeld, D’55, to provide financial assistance The Henry E. Cobb Scholarship, founded in 1891 by to undergraduate students who show exceptional promise Henry E. Cobb, of Boston. to become future biomedical researchers. The Lloyd H. and Ruth M. Coffin Scholarship, established The Sanda Countway Scholarship Fund, established by in 1952 by Mr. and Mrs. Lloyd H. Coffin, of Marblehead, bequest of Sanda Countway, WA 1904. The income from Massachusetts. this fund is to be used to provide financial assistance to The Fern and Hersh Cohen Endowed Scholarship fund, deserving undergraduate students in Jackson College, the established in 2013 to support the School of Arts and College of Liberal Arts, and/or the School of Engineering of Sciences. Tufts University. The Monte Cohen Scholarship Fund, established in 1972 The Lyn and Paul Courant Endowed Scholarship, in honor and memory of industrialist Monte Cohen, of West established in 2013 to support scholarships within the Newton, Massachusetts, by his son Leon H. Cohen of the School of Arts and Sciences. Liberal Arts Class of 1948 and other members of the family. The Cousens Scholarship, founded in 1891 by John E. The income each year is distributed to an undergraduate Cousens, of Brookline, Massachusetts, in the name of John student deemed worthy of such aid by the financial aid E. and Sara C. Cousens. office. The Howard E. Cousins Scholarship, established as a The Ricky and Peter Cohen Family Scholarship Fund, bequest in 1966 by the late Howard E. Cousins, of Arlington, established in 2003 as part of the Pritzker Challenge to be Massachusetts, member of the College of Engineering, used to help Tufts attract, retain, and prepare talented Class of 1909. The income from the invested principal shall African American, Hispanic American, and Native American be used to provide financial aid to students enrolled in the students who will make important contributions to Tufts School of Engineering and qualifying for such aid, with and to our global community. preference to be given to residents of Salem and Arlington, The Sarah Rebecca and Myer Cohen Memorial Massachusetts. Scholarship, established in 1951 in memory of Sarah The Stephen and Bessie Cowey Scholarship, established Rebecca and Myer Cohen by Edward I. Cohen of the Class in 1990 by Thelma Cowey Swain, J’31, to honor her parents of 1919, his daughters Sandra and Jacquelyn Cohen, and and to provide lasting assistance for Tufts students from James Cohen of the Class of 1921. the state of Maine.

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The Annie L. Cox Scholarship Fund, established in 1946. The Dewar Scholarship, established in 1990 by the The George Howland Cox Scholarship, established in Dewar Foundation. Preference in awarding the scholarship 1949 for the benefit of students of high scholastic standing is given to graduates of Oneonta Senior High School, who are in need of financial aid. Oneonta, New York. The Reverend Austin Crowe Scholarship Fund, *The Cora Polk Dewick Scholarship, established during established in 1987 in memory of Austin Crowe (brother of the Second Century Fund campaign by classmates and 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. The scholarship may Engineering. be continued up to four years as long as the recipients The Leonard A. DiLorenzo, E’66 and Annmarie P. Garceau remain in good standing. Endowed Scholarship Fund, created in 2010 to provide The Waldo O. Cummings Memorial Scholarship Fund, financial aid for undergraduates in the School of Engineer- which gives preference to residents of Tyngsborough, ing, with the hope that this scholarship would encourage Massachusetts. female students to pursue engineering studies at Tufts. The William M. Currier Scholarship Fund, established The Catherine P. and Arland A. Dirlam Scholarship, under the will of William M. Currier, of Quincy, Massachu- established in 1949 by Catherine Price Dirlam, Class of setts. Preference given to residents of Georgetown or 1927, and Arland A. Dirlam, of the Class of 1926, the income Danvers, Massachusetts. to be awarded in alternate years to a student in Jackson The James O. Curtis Scholarship, founded in 1915 by College and to a student in the School of Engineering. Betsy B. Curtis, of Medford, Massachusetts. The Leon E. Dix Memorial Scholarship. The Isabella C. Cutler Scholarship Fund, established in The Frank C. Doble Scholarship, established in 1997 in 1985, in memory of Isabella Cutler, J’14, of Lexington, memory of Frank Currier Doble, founder of the Doble Massachusetts. Scholarships from the income of this fund Engineering Company, and a recipient of two Tufts degrees: are given to aid needy students, as requested by the donor. a bachelor of science in electrical engineering in 1911, The Florence D. Cwirko Scholarship, established in 1978 and an honorary doctor of science in 1962. The income is in memory of Florence D. Cwirko, J’47, by her mother Mrs. awarded to worthy undergraduate students in the Julia Cwirko. Income is to be used to provide financial Department of Electrical and Computer Engineering. assistance to students in the undergraduate college. The Doherty Family Scholarship, awarded to students of The Elizabeth Slade Dalrymple Scholarship, established high leadership potential and a desire to give back to Tufts in 2008, by a bequest from Elizabeth Dalrymple. University in the future. The Boryana Damyanova International Students The Dolan Family Endowed Scholarship, created in 2005 Scholarship Fund, established in 2006 to honor the to support undergraduate students in the School of Arts memory of Boryana Damyanova, Class of 2006. The fund and Sciences and the School of Engineering. The scholar- will provide scholarships for highly qualified international ships will be awarded to promote the achievement of the students who need financial assistance to be able to enroll educational benefits of diversity at Tufts. at Tufts. The Abraham and Marianna Dranetz Endowed The Benjamin H. Davis Scholarship, founded in 1897 by Scholarship, established in 2004 to provide scholarship to the Reverend B. H. Davis, of Weymouth, Massachusetts, for students in the Tufts School of Engineering who demon- the benefit of students of the College of Liberal Arts who strate financial need and high academic achievement. are preparing to enter the Christian ministry. Preference is given to students enrolled in biomedical The Moses Day Scholarship, founded in 1880 by Moses research programs in the engineering school. Day, of Roxbury, Massachusetts. The John Druker and Bertram A. Druker Scholarship The Stephen G. Demirjian Scholarship, established in Fund, the income to be used for scholarships or loans as 2001 to provide aid to needy students of Armenian determined by the director of the Office of Financial Aid. heritage first and secondarily to students of Greek heritage. The Priscilla N. Dunne Scholarship Fund, established in The Devejian Family Scholarship Fund, established in 1980 by Ms. Dunne, J’75, for students demonstrating need. 2010 by a bequest from Mr. and Mrs. Robert Devejian, E’44, Preference is given to those majoring in psychology. to provide scholarships for needy students in the Tufts School of Engineering.

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The Elizabeth and Maxwell W. Dybiec Endowed The James H. Farrell, Jr., Scholarship, founded in 1986 Scholarship Fund, established in 1999 to be used for by James H. Farrell, Jr., of the Engineering Class of 1959, for educational and scholarship purposes. the benefit of deserving students in need of financial aid. The William F. Eastwood A’65 Scholarship, established Income from the fund is to be awarded annually to one or on the occasion of his retirement in 2002, in honor of Bill more undergraduates in the College of Liberal Arts, Jackson Eastwood, A’65, who worked in the Tufts Financial Aid College, or the School of Engineering. Where feasible, the Office for thirty-four years and who served as Director of scholarship will be awarded with preference given to Financial Aid for fifteen of those years. Preference shall be graduates of Boston College High School. given to students with financial need from the North Shore The Meade S. and Robert W. Fasciano, A’56 Endowed of Massachusetts or the Upper Valley of Vermont and New Scholarship Fund, established in 2009, to support Hampshire. undergraduate Tufts students who are qualified to receive The George W. Eaton Fund, established in 1942 by financial aid. Preference is given to students who are active bequest of George W. Eaton, of Peabody, Massachusetts, in extracurricular activities on campus and who are the income to be expended in aiding poor and worthy residents of Somerville, Massachusetts. students to secure an education at Tufts College. The Wesley J. Fastiff, A’54 and Bonnie B. Fastiff, ’60 The Carlos P. Echeverria Scholarship, established in 1951 Endowed Scholarship Fund, established in 2011 in by Carlos P. Echeverria of the Class of 1912. support of financial aid in the School of Arts and Sciences. The Thomas R. B. Edmands and Abbie Whittmore *The Wilton B. and Helen R. Fay Memorial Fund, Edmands Scholarship Fund, established in 1973 by Anne established in 1979 by Helen R. Fay, the income of which Edmands Hall in memory of her parents. shall be used to assist deserving needy students of Jackson The Eliot-Pearson Scholarship, awarded to a student College in acquiring a college education; preference to be major in the Eliot-Pearson Department of Child Develop- given to young women whose homes shall be in Middlesex ment. County, Massachusetts. The Edward A. Ellis Scholarship, established in 2008 to The Matthew A. Feldman Family Scholarship Fund, support promising and deserving students. The scholarship established in 2011 by Matthew Feldman, A’85, to benefit will be awarded to undergraduates in any class and may be students in the School of Arts and Sciences. continued for up to four years as long as the recipients The Robert L. Feldman Scholarship, established in 1989 remain in good standing. by Mr. Feldman, A’69, to aid worthy students in need of The Susan F. Emerson Scholarship, established by assistance in meeting their educational costs. provision in the will of Susan F. Emerson, of Boston. To be The Felton Family Endowed Scholarship Fund, awarded annually to a student in Tufts College who attains established in 2011 by Gregg J. Felton, A’92, and Marla J. distinction in athletics as well as in scholarship. Felton, J’92, to benefit undergraduates in the School of Arts The Frederick J. Emmett Scholarship, established in 1991 and Sciences. to benefit students in the Tufts School of Engineering. The Edward W. Fickett Scholarship, established in 1963 The Environmental Engineering Scholarship, by bequest of Bertha D. Chellis in memory of the late established in 1990 by Martha M. Wyckoff, E’77, to provide Edward W. Fickett of the Class of 1896, the income to be scholarships for undergraduate engineering students who awarded to a deserving student. are pursuing an interdisciplinary approach to the study of The Fickett Scholarship, established in 1944 under the will the environment. of the late Edward W. Fickett, of Somerville, as “The Fickett The David R. and Betsy Banks Epstein Endowed Scholarship in memory of my sister, M. Grace Fickett of the Scholarship, established in 2005 to provide need-based Class of 1896, the income of this fund to be awarded financial aid to Tufts undergraduate students studying annually to a deserving student, either male or female, who theatre. is majoring in the Department of Education.” The Steven B. and Deborah Epstein Endowed The Benjamin and Alice Finn Memorial Scholarship Scholarship, established in 2006 in support of the Pritzker Fund, established in memory of the parents of Philip H. Challenge and to increase diversity on the Tufts campus. Finn of the Class of 1942 and Alvan D. Finn of the Class of The Harry Esses Scholarship, established in 2008, to 1945. Income from this fund is to be awarded on the basis provide need-based undergraduate scholarships for African of merit and need to an undergraduate, and every fourth American, Hispanic American and Native American year to a Fletcher School of Law and Diplomacy student. students in the School of Arts and Sciences and the School of Engineering.

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The Henry L. and Madeline E. Fischer Centennial Class The Calmon and Hortense Ginsberg Scholarship, Scholarship, established in 2014 to support scholarships founded in 1964 by Mr. and Mrs. Calmon Ginsberg, of New for the School of Engineering, with first preference to York City, for the benefit of worthy students in Tufts electrical engineering majors. University. The Fisher Veterans Scholarship, established in 2008 to The Nancy Glass Endowed Scholarship, established in provide financial aid for students who have served in the 2008 for support of undergraduates in the Tufts School of United States military. Arts and Sciences. *The Ella Bowker Flagg, Class of 1905 Scholarship Fund, The Gleason Family Endowed Scholarship, established in established in 1972 under the will of Ella Bowker Flagg of 2007, to further the University’s highest priorities of the Class of 1905 for the benefit of students in Jackson providing financial aid to students in need. College. The Herbert D. Goff Scholarship Fund, established in 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, E71. 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 Philip J. Gomez and Lonnia Gomez Horn Endowed The Frischkorn Family Scholarship Fund, established in Scholarship Fund, established in 2013 by Lonnia Horn, 2003 to provide financial aid to worthy and promising J’67, and Charles Horn to provide financial aid for Tufts undergraduates who are actively engaged in the study of University undergraduates majoring in mathematics. German or Economics. The Edward T. and Claire Gordon Endowed Scholarship *The Volney Sewell Fulham Scholarships for women of Fund for Arts and Sciences, established by the Estate of Jackson College. Edward T. and Claire Gordon. This fund will provide financial The Parisis J. and Bessie Georgian Student Aid Fund, aid for undergraduates in the Tufts University School of established in 1971 by gift of Parisis J. Georgian, to aid Arts and Sciences. undergraduate students of Tufts University. The Ellen R. Gordon Endowed Scholarship, established in The Rob and Lisi Gheewalla Endowed Scholarship Fund, 2008 in support of financial aid for Tufts undergraduate created in 2010 by Robert R. Gheewalla, A’89, and Ilisa C. students in the School of Arts and Sciences majoring in the Criss, J’88, to benefit undergraduates in the School of Arts sciences. and Sciences. The Gorra Family Scholarship, established in 2002 to The Leona and John Ghublikian Educational Fund, provide a scholarship award to a deserving student each established in 1989 by Leona and John R. Ghublikian, E’39, year. to provide scholarships to deserving students enrolled in The Alfred J. and Beverly Green Scholarship, founded in the Department of Chemical and Biological Engineering. 1961 by Alfred J. and Beverly Green, of New York, the The Luther Gilbert Scholarship, founded in 1902 by income to be awarded to an undergraduate or graduate Mrs. Luther Gilbert, of Roxbury, Massachusetts. student who needs financial aid. *The Mary and Luther Gilbert Scholarships, founded in The Mary Sheldon Green Scholarship, established in 1902 and 1904 by Mrs. Mary C. Knight, of Roxbury, 2002 to provide financial aid to Tufts’ undergraduate Massachusetts, for the benefit of women students. students. The Gerald R. Gill Memorial Scholarship, established in The Harold Greisman Scholarship, established in 2008 to 2008 in memory of Gerald Gill, Professor of History at Tufts endow a fund at Tufts to support scholarships in the School University, to provide financial aid to increase the diversity of Arts and Sciences in perpetuity. of the Tufts campus. The Mortimer Griffith Scholarship Fund, established to provide financial aid to needy students in the School of Engineering.

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The Willis Wentworth Griffiths Scholarship, established of such worthy student or students as the officers of the in 1951 by William H. Griffiths of the Class of 1928, in college may select. memory of his father, Willis Wentworth Griffiths of the Class The Edward W. and Patricia C. Hanley Scholarship Fund, of 1899, to be awarded on the basis of need to a senior who founded in 1983 to aid an appreciative undergraduate has demonstrated leadership in worthwhile extracurricular student at Tufts University. activities. The Hervey A. Hanscom Scholarship, established in 1954 The Mary L. Groce Scholarship, founded in 1906 by Mary by Hervey A. Hanscom, of Medford, Massachusetts. The L. Groce, of Roxbury, Massachusetts. income is to be used each year to aid a deserving boy, The Morris H. and Ethel M. Gudwin Scholarship Fund, preferably a country boy from the state of Maine and/or the established in 1999 by the will of Morris H. Gudwin. children of employees of Hervey A. Hanscom. The Emily E. Guild Scholarship, funded by the donor, of The Harold and Ruth Haskell Scholarships, established Brattleboro, Vermont, in 1964. in 1951 by Harold and Ruth Sibley Haskell, both of the Class Marcy and Robert Haber Scholarship Fund, established of 1906. The income from the fund is to be given to in 1997 by Marcy and Robert Haber, E’79, G’80, to provide deserving students from the states of Delaware, Maine, and scholarships to students in the School of Engineering with Massachusetts, in this order if possible. immigrant parents. *The Marian Titus Hayford Scholarship Fund, established The David N. Hadad Memorial Scholarship, founded in in 1977 by the late Mrs. F. Leslie Hayford, a graduate of the 1985 by his family and friends from the Class of 1980. Women of Arts, Class of 1902, the income to be used for Preference is given to students in the School of Engineering scholarships to one or more undergraduate women. who come from greater Lawrence, Massachusetts. The Monte R. and Jane Haymon Endowed Scholarship, The Frank Oliver Hall Memorial Scholarship, established established in 2006 by Monte R. Raymon, E’59, and Jane in 1954 by the people of the Universalist Church of the Kraft Haymon, J’60, to benefit students with financial need Divine Paternity in the city of New York, in memory of in both the School of Engineering and the School of Arts Reverend Frank Oliver Hall, D.D., of the Class of 1884, and Sciences. Minister of the Universalist Church of the Divine Paternity The William Randolph Hearst Endowed Scholarship, from 1902 to 1918 and from 1929 to 1938, Professor of established in 1994 to provide scholarships for participants Homiletics in Tufts School of Religion from 1918 to 1929. in training programs at the Lincoln Filene Center. The income of this fund is to be awarded annually, The Herbert and Elaine N. Heller Student Scholarship preference being given to a graduate student who is a Fund, established in 2003 to benefit underprivileged member of the Church of the Divine Paternity. Jewish students at the School of Arts and Sciences and the The William J. Halligan Scholarship, established in 1953 School of Engineering. by William J. Halligan of the Class of 1923, to be awarded *The Heptorean Club Scholarship, founded in 1898 by annually to worthy students in the School of Engineering. the Heptorean Club of Somerville, and including the Gerta The Sharon Halverson Scholarship, established in 2008 Colby Donnelly Fund. Awarded annually to a graduate of to provide scholarships to undergraduates in the School of the Somerville High School who is already attending Tufts. Arts and Sciences. The Captain Charles C. Hersey Scholarship, established The Ronald E. Halvorsen Scholarship Fund, established in 1989 under the will of Captain Hersey, A’30, to aid in 1988 to provide scholarships to deserving students in qualified students at Tufts College. the School of Engineering. The Morris and Sid Heyman Memorial Fund, founded by The George H. Hammond Memorial Scholarship, Mrs. Sid L. Heyman in 1980 in memory of her late husband, established in 1999 by colleagues, friends, and former Morris Heyman, Class of 1918. Awards are made to students of Professor G. H. Hammond, E’35, in honor of his deserving students in the undergraduate electrical loyal service to Tufts for over 40 years as an outstanding engineering program. teacher and mentor. The income is awarded to worthy The Frederick Sherman Hickok Scholarship, established undergraduates in the Department of Electrical Engineer- in 1963 under the will of Conde Wilson Hickok for the ing and Computer Science. benefit of engineering students. The Roland Hammond Scholarship Fund, established in The Martin J. Higgins Memorial Scholarship Fund, 1978 by Dr. Roland Hammond, A’98, H’39, in memory of his established in 1987 by William Dougherty of the Class of father, Roland Hammond, Class of 1868. Income shall be 1960, in memory of Martin J. Higgins, student leader, used only toward the payment of tuition or other charges outstanding athlete, enthusiastic alumnus, and respected

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colleague. The income from this fund is to be awarded mechanical engineering students whose particular annually to a deserving undergraduate student in the interests are in microwave technology degree work. College of Liberal Arts or Jackson College. The William H. and Arlene E. Howard Scholarship, The Clara Bell Hight Scholarship Fund, established under established in 2009 for support of students in the Music the provisions of the Clara Bell Hight Trust as a permanent Department, Tufts University College of Liberal Arts and scholarship fund. The income generated from the principal Jackson. is to be used for financial assistance to needy and The Howland Scholarship, established in 1865 from the deserving students enrolled in Tufts University. income of the bequest of Edwin Howland, of South Africa. The Samuel Greeley Hilborn Scholarship, founded in The Paul O. Huntington Scholarship (E’13), given to a 1940 under the will of Grace Hilborn Webster. student in the academic or engineering program in The Hill Faculty/Staff Scholarship Fund, established memory of the husband of Harriet S. Huntington. through payroll deductions from Tufts faculty and staff to *The Hunton Scholarship, founded in 1921 by provide financial aid to needy undergraduate students. Mrs. Gertrude Hunton Sweet, of Attleboro, Massachusetts, The Ralph and Rachel G. Hill Scholarship, established for the benefit of women. through the estate of Rachel G. Hill in memory of her *The Lydia Glidden Hutchinson Scholarship Fund, parents, to provide financial aid to deserving students in founded in 1985 by Lydia Glidden, Jackson ’28, for the Faculty of Arts, Sciences, and Engineering with deserving women attending Jackson College. preference given to undergraduates studying in the fields The Hye-Hovannesian Scholarship, endowed in 1981 by of engineering or biology. Albert S. Hovannesian of the Class of 1946. Preference is The Robert W. Hill Scholarship, established in 1955 by given to undergraduates of Armenian-American descent. the late Judge Robert W. Hill of the Class of 1904, for many The Ingalls Family Endowed Scholarship, established in years a trustee of Tufts College. 2012 by Edmund F., A’78, A’09P and Margaret D. Ingalls, The Warren Nesbit Holbrook Memorial Scholarship, J’81, A’09P, to support scholarships within the School of founded in memory of his brother by Charles R. Holbrook Arts and Sciences. of Framingham, Massachusetts, in 1971. The International Board of Advisors Endowed Scholar- The Robert Hollister Scholarship Fund, established in ship, established in 2004 to help the university in its efforts 2011 in honor of Dean Hollister upon his retirement as the to facilitate and sustain a socioeconomically diverse Dean of the Tisch College, to provide need-based aid to international student population at Tufts University. undergraduate students. The Ives Memorial Scholarship, founded in 1966 by The Hopkins Family Scholarship, established in 2012 by Harriet Raillon Ives of Woodstock, New York, in memory of Nancy H. McManus, J’52. The purpose of this fund is to her family. support scholarships within the School of Arts and Sciences, Haig Jafarian Memorial Scholarship Fund, established in with first preference being given to students who come 1992 by Ethel J. Duffett and Dana Paul Bowie in memory of from Vermont, or northern New England, or the greater their beloved brother and uncle, Haig Jafarian. The income San Francisco area. is to provide scholarships to students in the College of The Clarence P. and Henry C. Houston Scholarship, Liberal Arts and Jackson, with preference to students of established in 1953 by classmates, friends, and former Armenian ancestry who have expressed interest in the students of Clarence P. Houston of the Class of 1914 and course known as “A Survey of Armenian History.” Henry C. Houston of the Class of 1910. The Paul and Alice Darakjian Jafarian Memorial The Albert S. Hovannesian Scholarship, endowed in Scholarship, established in 1990 by Ethel J. Duffett in 1978 by Albert S. Hovannesian, a graduate of the College of memory of her parents, to provide scholarship assistance Engineering, Class of 1946, to provide financial assistance to to students in the College of Liberal Arts and Jackson. students in the undergraduate colleges. His own personal Preference will be given to students of Armenian ancestry understanding of the special problems which under- who have expressed an interest in Armenian studies. financed students and their families experience is the The Jaffe Endowed Scholarship Fund, established in 2013 reason why he chose to fund this scholarship. Preference is by Stephen B. Jaffe, E’64, A’97P, and Wilhelmina Jaffe, A’97P, given to needy students who are industrious and who also to provide financial aid for undergraduates in the Tufts work part-time to help defray their educational expenses. University School of Engineering, with a preference for The Hovannesian-Howorth Scholarship Fund, chemical and biological engineering majors. established in 1989 in honor of Mrs. Claire L. Howorth of Stoneham, Massachusetts, to provide aid to electrical/

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The Christine Jankowski Graduate Fellowship for to increase access to education to stellar but financially Romance Languages, established in memory of Christine challenged students from diverse backgrounds. Jankowski of the Class of 1970, awarded to a graduate The Kier-Wain Family Scholarship, established in 2000 to student in the field of romance languages. provide financial aid to Tufts students with financial need. The Japha Family Scholarship, established in 2001 to First preference in selection will be given to an undergradu- provide scholarships to students with a record of above ate woman of Cuban-American heritage. If a Cuban-Ameri- average academic performance and contributions of can woman is not available for the scholarship, preference earnest service to and/or beyond the Tufts community. will be given to a woman of other Hispanic heritage. The Jephson Educational Trust Endowment Fund, Killam Canadian Fund, established in 1997 in memory of established in 1999 for aid to undergraduate students who Isaac Walton Killam of Nova Scotia by his Massachusetts show exceptional promise but whose families are sisters through their testamentary trusts, to help Canadian particularly disadvantaged. students with limited financial circumstances enroll at Tufts The Edgar N. and Faith A. Johnson A’54, J’54, Endowed University. Scholarship Fund, established in 2013 by Eric C. and The Elson T. Killam Memorial Scholarship Fund, Regina Johnson to provide need-based financial aid for established by a bequest made in trust in memory of the Tufts University undergraduate students. late Elson T. Killam, a 1922 graduate of the College of The Raymond L. Johnson Scholarship Fund, established Engineering. The income from the principal is to be used in 1999 by the will of Raymond L. Johnson. for general scholarship needs of the university. The Peter and Clare Kalustian Scholarship, established in Kimball University Scholarship, established in 1994 by 2008, to provide scholarships to mechanical and chemical David N. Kimball, A’68, to provide financial aid to students engineering students, with a preference to be given to of high achievement who show promise of future success. students of Armenian descent. The Kindler-Sullivan Scholarship, established in 2008, to The Karol Family Endowed Scholarship, established in support the university’s efforts to create an intentional, 2013 to support scholarships for undergraduate students intellectual, and broadly diverse community of scholars. in the Schools of Arts and Sciences and Engineering who The Kline Family Scholarship, established in 2013 by have high integrity and an entrepreneurial character; Douglas and Susan Kline, E’84, A’13P, to support financial creative original thinkers; constructive innovators; selfless aid for students participating in the Bridge to Liberal Arts contributors to the Tufts community. Success at Tufts (BLAST) program. The Arnold S. Katz Scholarship. A member of the class of *The Dr. Barbara Knight-Meyers Scholarship, established 1963, Mr. Katz founded this scholarship in 1981 to aid in 1963 by Dr. and Mrs. Edward R. Knight. This scholarship is students in the College of Liberal Arts and Jackson. to provide financial aid to a deserving student in Jackson Preference is given to students from York County, Maine. College. The Andrew B. Kaufman Family Endowed Scholarship, The George T. Knight Memorial Scholarship, established established in 2013 by Dr. Andrew B. Kaufman, A’61, J’86P, in 1951 by classmates, former students, friends, and family J’92P to provide financial aid for undergraduates in the in memory of George Thompson Knight of the class of Tufts University School of Arts and Sciences. 1872, professor in the Crane Theological School from 1883 The Elsa Orent Keiles Scholarship Fund, established in to 1910, member of the faculty 1875–1910. 1996 by the will of Elsa Orent Keiles, J’25. The Mabel Hoyle Knipe Scholarship Fund, established in The Michael T. Kelleher Scholarship, established in 1951 1998 from the estate of Mabel Hoyle Knipe, J’28, with in honor of Michael T. Kelleher, of Boston, the income to aid preference given to graduates of Fairhaven High School. each year an outstanding young man who needs help in The Robert A. Kolankiewicz Scholarship Fund, order to go to college. established in loving memory by the family, classmates, The Andrew P. Kerr/Adam F. Kerr Scholarship, established and friends of the late Robert A. Kolankiewicz, Liberal Arts in 1988 by Andrew P. Kerr, Class of 1960. This scholarship graduate of the Class of 1952 and husband of Cynthia benefits students who are in need of financial aid and who (Reynolds) Kolankiewicz Foss, Jackson College, Class of are in good academic standing in the College of Liberal 1953. The scholarship income is to benefit deserving Arts and Jackson. students participating in a Tufts ROTC program in the Navy The KF Endowed Scholarship, established in 2013 by or Marine Corps in that order. If no ROTC student qualifies Patrice S. Karp, J’90, and David C. Karp to provide financial for the award in any given year, it will be given to deserving aid for Tufts University undergraduates. The scholarship is undergraduates in the College of Liberal Arts or Jackson representative of the Karps’ and the university’s shared goal College.

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The Kovler Family Scholarship Fund, established in 1987 demonstrate commitment to the study of international by the Blum-Kovler Foundation at the request of Jonathan affairs. and Peter Kovler, for the benefit of undergraduate students The Allen and Eleanor Lester Scholarship, established by in need of financial assistance. a bequest in 2009 to benefit undergraduate students at The Robert L. Krakoff Memorial Endowed Scholarship, Tufts University. established in 2008. The scholarship benefits students The Alvin Levin Scholarship, established in 1994 to earning a minor degree in Entrepreneurial Leadership provide scholarships to women of color enrolled in the Studies and intending to pursue entrepreneurship in the Urban and Environmental Policy program. future. The Louis Levin Scholarship Fund, a scholarship fund The Frieda Kress Scholarship, established in 2006 to established in 1961 by William A. Levin of the Class of 1943 provide need-based undergraduate financial aid to in memory of his father. Income from the fund provides promote diversity at Tufts. financial aid for undergraduates, with preference given to The Michael Kuhn Memorial Financial Aid Fund, students majoring in one of the sciences. established in 2001 to provide aid to Tufts students with The Jon A. Levy Endowed Scholarship, established in financial need. 2012 by Jon A. Levy, E83 to support financial aid for Tufts The Carolyn Guber Langelier Scholarship, established in undergraduate students in the School of Engineering. 2008 to support scholarships within the School of Arts The Blanche M. Lewis Scholarship, established by Gerald and Sciences, in order to increase the diversity of the Tufts Lewis of the Class of 1954 in honor of his mother, awarded student body. annually with preference for a young woman showing The Landsberger Family Endowed Scholarship, promise in literature or fine arts, who would be unable to established in 2007 to support scholarships to help achieve attend Tufts without financial assistance. the educational benefits of diversity in the School of Arts The Frank T. Lewis Scholarship Fund, which benefits and Sciences. engineering students with preference to those majoring in The Rosewell B. Lawrence Scholarship, founded in 1922 mechanical engineering. by Rosewell B. Lawrence, of Medford, for scholarships and The Freda Lewis Scholarship, established in 2002 to loans for worthy students. Preference is given to graduates provide scholarships for students attending Jackson of Medford High School already attending Tufts. College, preference being given to students who are The Dr. Howard L. and Mary McCarthy Leary members of or affiliated with a Universalist Church. Scholarship Fund, established in 1987 by Mrs. Leary for The Leo Rich Lewis Memorial Scholarship, established in qualified premedical students in the College of Liberal Arts 1950 by classmates, former students, family, and friends in and Jackson. memory of Leo Rich Lewis of the Class of 1887, Fletcher The Lebovitz Family Endowed Scholarship, established Professor of Music and member of the faculty from 1892 to in 2008, to support scholarships within the University and 1945. Preference is given to students majoring in music. to increase the diversity of the Tufts undergraduate student The Jacob Lewiton Scholarship, established in 2000 by body. bequest of Jacob Lewiton, Trustee Emeritus. The scholarship The Jack and Lorraine Lee University Scholarship, fund is for needy students who commute to Tufts College. established in 2001 to provide financial aid to needy It is the hope of the family that further contributions will be undergraduate students who are residents of New made from time to time to this scholarship fund. Hampshire, with preference to students who are in their The Dr. Hersh W. Libo and Mrs. Libby Libo Scholarship second year of employment at a New Hampshire golf Fund, established in 2013 by Dr. Hersh and Mrs. Libby Libo course. in honor of their parents Louis and Betty Libo and Meye The Leibowitz Family Endowed Scholarship Fund, and Yetta Barolsky. created in 2010 by Dr. Steven R. Leibowitz, A’79, to benefit The Edwin A. Locke Scholarship, established under the undergraduates in the School of Arts and Sciences. will of Edwin A. Locke of the Engineering Class of 1915, the The Maud Amelia Leighton Scholarship Gift, the income income to be used to award scholarships to engineering from a Trust Fund established by George A. Leighton, of students. Los Angeles, California, for the benefit of engineering The William L. Locke Scholarship, established in 1961 by students. Mrs. William L. Locke in memory of her husband of the Class The Henry Leir International Scholarship, established in of 1900. The income from this gift is to provide financial aid 1999 to provide financial aid for outstanding Tufts to a junior or senior in the Department of Civil and undergraduate students who wish to study abroad or who Environmental Engineering.

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The Jerome T. Loeb Scholarship, established in 1989 by The Laurence K. Marshall Scholarship, established in Mr. Loeb, A’62, and awarded annually to an undergraduate, 1977. This scholarship exists to help others fulfill their with preference for students from St. Louis, Missouri, and educational objectives while encouraging them to explore surrounding communities. and to excel. Awards are made annually to students in the The Loomis Scholarship Fund, founded in 1985 in School of Engineering who demonstrate academic memory of Samuel Loomis, A’15, and his wife Bernice C. excellence, who have financial need, and who have areas of Loomis. Seventy-five percent of the annual income is to be interest and accomplishment outside of their major fields used for scholarships, and the remainder is to be added to of study. the principal of the fund annually. The Marvin Scholarship, established in 1952 by Reignold The Loulakis Family Endowed Scholarship, established Kent Marvin, of Boston, Massachusetts. The income of this in 2007 by Michael Loulakis, E’76, to provide need-based fund is to be used for the benefit of descendants of Thomas financial aid for juniors and seniors in the School of E. O. Marvin, or any student excelling in scholarship and Engineering who plan to pursue a career in law or public athletics, in that order. policy related to the E & C industry. Preference will be given The Arthur E. Mason Memorial Scholarship, established to Civil Engineering students who have demonstrated high in 1954 by Mrs. Arthur E. Mason, of Newton, Massachusetts, academic achievement and leadership. in memory of her husband, Arthur E. Mason, for many years The Lawrence Loventhal Endowed Scholarship, treasurer and trustee of Tufts College. The income from this established in 2008 in support of financial aid for Tufts fund is to be awarded annually to a student residing in undergraduate students of the School of Arts and Sciences. New England. The Norman E. and Marjorie W. MacCuspie Scholarship, The David Lee Maulsby Memorial Scholarship, established in 1981 to provide financial aid to qualified established in 1951 by classmates, former students, family, men and women at Tufts College and Jackson College. and friends in memory of David Lee Maulsby and the The Frances Booth MacGowan Endowed Scholarship Class of 1887. Dr. Maulsby was professor of Oratory and Fund, established in 1999, with preference that awards English Literature from 1891 to 1910. from the fund be granted to female students in the College The Wallace Mayo Scholarship, founded in 1925 by of Liberal Arts and Jackson. Wallace Mayo, of Dayton, Ohio. The Elmore I. and Etta P. MacPhie Scholarship, estab- The Edward J. McCabe Scholarship, established in 1994 lished in 1956 by Etta Phillips MacPhie of the Class of 1913 to provide scholarships for worthy students attending the in memory of her husband, Elmore I. MacPhie, of the Class School of Engineering. of 1911, the income to be used for the benefit of deserving The Kathryn A. McCarthy, J’45 Endowed Scholarship, students in the College of Liberal Arts or Jackson College. established in 2002 to provide scholarships to deserving The Leslie and Bruce Male University Scholars Fund, and financially needy undergraduates who have good established in 1990 by Leslie and Bruce Male, A’63, to scholastic achievement as well as qualities of leadership provide financial aid to students of high achievement who and citizenship within the community. show promise of future success. The Kathryn A. McCarthy Special Endowed Scholarship, The Manogue Family Endowed Scholarship Fund, established in 2004 as part of the Pritzker Challenge. The established in 2013 by Joseph M. Manogue, A’15P, to scholarship will increase the diversity of the student body support scholarships within the School of Arts and of current or prospective students within the Schools of Sciences. Arts, Sciences and Engineering, with preference given to The Frank Marcucella Scholarship, established in 1953 by the students of the North Cambridge High School, Frank Marcucella, of Medford, Massachusetts. Cambridge, MA. The Nathan Margolis, A’31, G’34 Memorial Scholarship, *The Sarah Nelson McFarlane Scholarship, established in established in 2005 by Esther Margolis to promote 1959. To be awarded to a member of any class in Jackson excellence in teacher training. The Margolis Fund will be College who, in the opinion of the dean or other qualified awarded annually to one or more students engaged in the person, is worthy and in need of financial assistance. study of Education, with a preference for students pursuing The McMahon Memorial Fund, established by the friends a Master of Arts in Teaching degree. and family of William A. McMahon, Esq., in his memory. The The Myron W. Marr Scholarship, established in 1956 by fund provides scholarships to undergraduate students in Dr. Myron W. Marr of the Class of 1904 and the Medical the School of Arts and Sciences. School Class of 1907.

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The Jean Griswold Mead Scholarship, established in students from Waltham High School and Medford High 1968 in memory of Mrs. Leonard C. Mead by her family and School. Robert W. Meserve was an Alumni Trustee (1955– friends. 59), a Life Trustee (1959–79), Chairman of the Board of The Eva Mela Scholarship, established in 2012 by Thomas Trustees (1964–69), and Trustee Emeritus (1979–95). The Mela, A’65, J’96P, and Elizabeth Mela, J’66, J’96P, in memory Millenium Challenge Fund, established in 2009 to provide of Eva Mela, A’65P. The purpose of this fund is to support need-based financial aid to undergraduate students at financial aid for Tufts undergraduate students accepted Tufts, and to give others incentive to invest in financial aid into the School of Arts and Sciences’ Bridge to Liberal Arts at Tufts. Success at Tufts program (BLAST). This scholarship will help The Charles L. Miller Fund, established as a bequest in to provide the support, resources and opportunities 1969 by the late Charles L. Miller, of Greenwich, Connecti- necessary for BLAST scholars to achieve academic cut, as an endowed scholarship fund with the income only excellence, and to actively contribute to their communities to be used for the purpose of providing financial aid to inside and outside of the University’s campus. worthy and needy students of the university. The Memorials Scholarship, established in 1956 to The George Stewart Miller Scholarship, established in provide suitable recognition of contributions made in 1951 by classmates, former students, and friends of George memory of beloved Tufts people. Income from this fund is S. Miller of the Class of 1906, acting president 1937–1938, used for scholarships for needy students. vice president 1939–1951, member of the faculty and The Alex Mendell Memorial Scholarship, awarded administration 1916–1956, and president of the Tufts annually to a sophomore or junior who, through his or her Alumni Association 1954–1960. leadership in a variety of campus activities, brings together The Marion Stratton Miller Scholarship, established in students representing a broad spectrum of the community. 1976 in memory of Marion Stratton Miller, for many years Like the student in whose memory the award is made, the an active and loyal member of the Tufts community. In recipient should demonstrate a generosity of spirit and awarding the income of this scholarship, preference is to be character that both contribute to the self esteem of others given to her direct descendants. and to their love of Tufts. The Pamela A. Milligan and Richard A. Henige Endowed The Richard Mergendahl Memorial Scholarship, Scholarship Fund, established in 2010 to support established in 1951 by classmates, friends, and family in scholarships within the School of Arts and Sciences. memory of Richard Mergendahl of the Class of 1944. The A. A. Miner Scholarships, founded in 1864 and 1890 Guy Rindge and Alice Barbour Merrill Scholarship, by Alonzo Ames Miner, D.D., of Boston. established in 1997 to provide financial aid for undergradu- The Tanya Mitra Scholarship Fund, established in 2012 in ate students. memory of Tufts alumna Tanya Mitra, A’10. To honor The Merrin Family Scholarship, established in 1997 to Tanya’s memory and continue her legacy, her friends and provide financial aid to students from the five boroughs of family created this endowed scholarship fund to benefit the City of New York who demonstrate academic promise pre-med students in the School of Arts and Sciences who and financial need. wish to pursue a career in medicine and who, like Tanya, are The Frank Merritt Scholarship. Preference will be given to driven to help others both domestically and abroad. direct descendants of Mr. Frank Merritt of the Class of 1879, Through this scholarship, Tanya’s friends and family hope founder of the scholarship. Next in preference shall be to share the gift of a Tufts education with generations of some worthy student of the engineering school. For each students, who, like Tanya, are eager to pursue a medical recipient the founder has this message: “Loyalty and education built upon the solid liberal arts foundation patriotism are akin and are noble qualities. It is hoped that provided by Tufts. the persons receiving benefits from this scholarship will The Adelbert H. Morrison Fund, founded in 1958 under always be true and loyal to their Alma Mater, and if fortune the will of Helen C. Morrison for the benefit of needy and should smile upon them at some future time they will worthy students majoring in engineering, preferably respond to the needs of the college.” graduates of Boston Technical High School already The Robert W. and Gladys S. Meserve Scholarship Fund, attending Tufts. established in 1995 in memory of Robert W. and Gladys S. The Gina George Morse Endowed Scholarship, Meserve by family and friends to provide financial aid to established in 2009 by Gina George Morse, J’84, AG’87, in

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support of financial aid for undergraduate students in the Murdock H. Newman Scholarship Fund, established in School of Arts and Science, with preference to students 1997 from the estate of Catherine H. Newman in memory studying child development. of her husband Murdock H. Newman, A’31, to provide The Joseph W. Morton Memorial Scholarship, financial assistance to deserving students, with preference established in 1956 by the men and women of the Class of given to students from Grafton Country, New Hampshire. 1931 as their twenty-fifth reunion gift, to be awarded The New York City Scholarship, established by a private annually to a student in one of the undergraduate schools charitable foundation in 1996 to provide financial aid for of Tufts University, preference being given to descendants needy undergraduate students from New York City high of members of the Class of 1931 who are otherwise schools. qualified. Named in honor of Joseph W. Morton, A’11, H’56, *The A. Florence Nichols Scholarship Fund, founded in alumni secretary, 1924–1956. 1960 under the will of A. Florence Nichols of the Class of The Hannah S. Moulton Scholarships, founded in 1914 1899, the income from which is to be given annually to by Hannah S. Moulton, of Kensington, New Hampshire. some needy and deserving young woman who is working The John Martin Mugar Scholarship Fund, established in her way through college. 2007 to provide need-based financial aid to create an The Malcolm and Mabel Nickerson Scholarship, intentional, intellectual, and broadly diverse community of established by a bequest in 2009 to be invested in the scholars. Proceeds of this fund will be awarded to first- general scholarship fund of Tufts University. generation college-bound students. The Fred P. Nickless, Jr., Scholarship Fund, established by The Frederick S. and Marie E. Mullen Scholarship, the Alumni Association in honor of Fred P. Nickless, Jr., A’48, established in 1989 by Robert F. Mullen, Class of 1965, in G’49, for his long and loyal service to Tufts as alumni honor of his parents. secretary for thirty years. The income is to be awarded The Louis Sutliffe Murphy Fund, established in 1977 by annually to a deserving undergraduate or graduate Mrs. Louis S. Murphy, Alexandria, Virginia, in memory of her student(s) in the Colleges of Arts and Sciences. Preference husband, Liberal Arts Class of 1901. The fund is also in is to be given to Tufts alumni and their children. memory of her son Louis S. Murphy, Jr., who attended Tufts. The Eugene M. Niles Scholarship Fund, founded in 1927 The income is available to undergraduate students who for scholarships and other student aid. display need and academic qualification to the appropriate The Norcross Scholarship, founded in 1890 by James A. university officials. and Mary E. Norcross, of Worcester. The Michael and Josephine Nackel Scholars Fund, The Ronald F. Noreen Scholarship, established in 2007 to established in 2000 to provide scholarships for undergra- benefit students in the School of Arts and Sciences and to duate students of Arab-American heritage or students from increase the diversity, broadly defined, of the Tufts student the Medford community. body. Rosamond Najjar Scholarship Fund, established in 1998 The North Shore Tufts Club Scholarship, founded in 1969 to offer scholarships with preference to graduates of for the benefit of students of Tufts University. Preference is Medford High School. given to students whose homes are in the communities The Michael and Lisa Nash Scholarship, established in served by the club on the North Shore of Massachusetts. 2008, to support the university’s efforts to create an The William J. O’Brien, A’42, Scholarship Fund, intentional, intellectual, and broadly diverse community of established in 2013 by the Estate of Freda F. O’Brien to scholars. support undergraduates in the School of Arts and Sciences The Neubauer Scholars Program, established in 2000 by who are studying economics and wish to pursue a career in Trustee Joseph Neubauer. The program attracts and enrolls business or finance. This fund will provide financial aid for intellectually talented students from across the country and Tufts University undergraduates. around the world. Neubauer scholars are encouraged to The O’Connor-Birmingham Family Endowed take advantage of research, internship, and study abroad Scholarship, established in 2006 to provide scholarship opportunities to broaden their experience and perspec- funds to increase the diversity of the Tufts student body. tives. The Neubauer Scholars Advisory Committee assists Preference will be given to students who have completed the scholars in the pursuit of scholarly activities. the “Step up to Excellence” program, or students who have The Newhouse Scholarship, established in 1997 to offer graduated from public high schools in culturally diverse financial support to low-income students from New York communities and who have demonstrated personal City. responsibility and community leadership.

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The Offer Family Scholarship Fund, established in 1983 The Pederson Memorial Scholarship, established in 2008, by Mr. Charles Offer, Sr., to aid worthy and appreciative to benefit undergraduate students of the Faculty of Arts, students. Sciences, and Engineering who are pursuing academic The William R. O’Reilly and Elizabeth Ross Endowed majors in the humanities, including Classics, Comparative Scholarship Fund, created in 2006 for the benefit of Religion, English, Foreign Languages, History, Philosophy, undergraduates at the School of Arts and Sciences. The Visual and Critical Studies, or similar areas. Fund supports need-based financial aid and promotes the The Joseph and Rosaria Peduto Scholarship, established educational benefits of diversity at Tufts University. in 2008 to support a preference to provide financial aid to The Osher Reentry Scholarship, established in 2009, to be students of Italian descent. awarded to students who have experienced a gap in their The William L. Peduto Scholarship, established in 2008, education of at least five years and anticipate participation to support the University’s efforts to create an intentional in the workforce for a significant period of time subsequent community of diverse learners. to graduation. The Dorothy Penniman Latin Scholarship, established in The Susan and Richard Pallan Scholarship, established in 1979 through the generosity of Dorothy Penniman 1989 to benefit any full-time undergraduate student in Hubbard of the Jackson Class of 1925. The donor studied need of financial aid. Latin at Tufts, later taught Latin, and understands the The Charles A. Pappas Endowed Scholarship, established lasting and multiple benefits of knowledge of the subject. in 1990 by the Thomas Anthony Pappas Charitable She has established this fund in the hope that it will Foundation, Inc., for needy students possessing high encourage other students to pursue the study of Latin. First scholastic abilities at the College of Liberal Arts and Jackson preference at all times is given to students in need of College. financial aid enrolled in Latin courses in the Department of The Thomas L. Pappas Family Scholarship, established in Classics. 2012 by Thomas L. Pappas, A’83, A’12P. The purpose of this The Penniman Scholarship, established in 1944 by fund is to support scholarships within the School of Arts Dorothy Penniman Hubbard and Ruth Penniman Ware in and Sciences, with first preference being given to students memory of their parents, Dr. and Mrs. George Wallace who are the first in their families to attend college and Penniman, the income from which is to be used annually to students double-majoring in mathematics or the sciences. aid some deserving student with preference to students The Parets Family Scholarship, established in 2005 to majoring in religion. provide financial aid to Tufts students, with preference to The Ralph Wentworth Penniman Memorial Scholarship, students of limited financial means who possess high established in 1982 by Dorothy Penniman Hubbard of the academic potential and a demonstrated commitment to Jackson Class of 1925 in memory of her brother, who was a achieving scholastic excellence in the study of arts and graduate of the Tufts College Class of 1910. Income from sciences. the fund is restricted to students in the College of Liberal The Parks Family Endowed Scholarship Fund, estab- Arts, with preference to students majoring in history. lished in 2014 by Eileen M. Parks, J’63, and Thomas W. Parks The Louis and Mary Perito Memorial Scholarship, to support students within the School of Arts and Sciences. established in 1982 by Paul L. Perito of the Class of 1959, in The Theodore L. and Ruth B. Parrella Scholarship Fund, memory of his parents. The income from this fund is to be established in 2007 by Carol L. Parrella, E’85, in memory of awarded annually to a deserving student in the College of her parents, to support undergraduates in the School of Liberal Arts or Jackson College. Engineering with preference given to a female student The John B. Perkins Scholarship, founded in 1866 by majoring in Mechanical Engineering. James D. Perkins, of New Rochelle, New York. The Adoniram J. and Jane L. Patterson Scholarship, The John Perkins Scholarship, founded in 1896 by Ann founded in 1920 by Adoniram J. Patterson, of Roxbury, Maria Perkins, of Medford, Massachusetts. Massachusetts. The Nancy Tabb Pfannenstiehl Memorial Scholarship The Ethel L. Peabody Scholarship Fund, established in Fund, established in 1993 by her family and friends, given 1975 by Miss Ethel L. Peabody of the Jackson College Class with preference to undergraduate women majoring in of 1915. Preference is given to former students of the romance languages. Fitchburg, Massachusetts, High School already attending The Joseph D. Pierce Memorial Scholarship, founded in Tufts. 1898 by the children and other relatives of J. D. Pierce, D.D., The Ellery E. Peck Memorial Scholarship, founded in of Attleboro, Massachusetts. 1891 by Henry Rollins, of Bangor, Maine.

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The Julius Pinkus Scholarships, founded in 1987 from the The Gregory and Christine Randolph Scholarship, estate of Julius Pinkus in memory of Barney and Tobey established in 2008 to provide scholarship support for Pinkus, Dr. Louis Pinkus, M’25, and Julius Pinkus. The students who have demonstrated financial need. income is divided equally among the School of Medicine, The Saul C. Ravitch Memorial Scholarship, established in the College of Liberal Arts, and the Department of Music to 1952 by Mrs. Sylvia Ravitch in memory of her husband Saul be used as scholarship aid to worthy students. C. Ravitch of the Class of 1922. The Percy J. Pitkin Scholarship, founded in 1983 by Percy The Joel Reed Memorial Scholarship, established in 1988 J. Pitkin of the Class of 1923. to provide a scholarship fund for commuting students who The Frank W. Pote Memorial Fund, established in 1982 in exemplify Joel Reed’s academic diligence and community memory of Frank W. Pote, professor of physics at Tufts from service, thereby encouraging this effort and ensuring that 1912 to 1953, by his family and friends. The income from Joel’s name and spirit live on. this fund is to be utilized to help deserving students who The Reed Family Endowed Scholarship Fund, established are majoring in physics. in 2010 by Bruce N. Reed, E’47, in honor of his family and in The Marion S. Potter Scholarship Fund, founded in 1958 support of undergraduate scholarships at Tufts, with under the will of Marion S. Potter, to be used to provide preference to students who are descendants of Tufts Naval scholarships for worthy students in the College of Liberal V-12 and Naval ROTC participants during the years 1941 to Arts of Tufts University. 1948. The Melvin and Shirley Prague Scholarship, established The Rennert Family Scholarship, established in 2008 to in 2000, to be awarded to a member of the Tufts student support scholarships within the School of Arts and body who has established and maintained a record of Sciences. above average academic performance, has contributed The Resnek Family Scholarship Fund, established in 1988 earnest service to and/or beyond the Tufts community, and by Frank, Barbara, and Paul Resnek, A’97, to provide tuition has demonstrated financial need. assistance for talented students attending Tufts University, The Theresa Winsor Pratt Endowed Scholarship, with preference to citizens of the United States. established in 2000 in memory of Theresa Pratt to provide The Joel W. and Marion Newhall Reynolds Scholarship, financial aid for undergraduate students in the Resumed established in 1951 by Joel W. Reynolds, Jr., of the Class of Education for Adult Learners (REAL) Program. 1923, and Marion Newhall Reynolds, Jackson Class of 1924. The Douglas and Susan Present Scholarship Fund, The income from this fund is to be divided equally each established in 2011 to benefit students in the School of Arts year between a student of the School of Engineering and a and Sciences, with preference given to academically student of Jackson College. qualified alumni of New Jersey SEEDS programs. The Rhode Island Scholarship, founded in 1899 by several The David and Ethel Presson Scholarship, established in persons in Rhode Island. 1956 by David Presson, of Boston. The Mary A. Richardson Scholarship, founded in 1904 by The John William Priesing and Carl William Priesing Mrs. Mary A. Richardson, of Worcester, Massachusetts. Scholarship, established in 1950 by Carl W. Priesing of the The William B. Richardson Scholarship, established in Class of 1921, in memory of his father. The name of Carl W. 1952 by William B. Richardson of the Class of 1915. Priesing was added in 1976 in honor of Mr. Priesing’s The Ringer-Breed Scholarship, established in 2014 by fifty-fifth reunion year by his son. Alison M. Breed, J’66, AG’72, to provide financial aid for The Jay Pritzker Scholarship, established in 2002 as a Tufts University undergraduates who demonstrate financial matching challenge grant to support need-based financial need, leadership in campus activities or in non-political aid that will be awarded to promote the achievement of community service and achievement in some area(s) of the educational benefits of diversity at Tufts. Scholars are endeavor, including but not limited to academics, the arts, named for Jay Pritzker, Howard Hunter, or the names athletics/sports, entrepreneurship, or technology. The chosen by donors of qualifying gifts. scholarship was made in honor of Wilfred H. Ringer, A’1907; The Paul Pryor Scholarship Fund, established in 1988 by Beth Ringer Moran, J’1932; Wilfred H. Ringer, Jr., E’1937; the estate of Paul I. Pryor, A’18, for the benefit of deserving Hayden N. Ringer, E’1944; and Alison Moran Breed, J’1966, male students in the College of Liberal Arts, with preference AG’1972. given to those active in extracurricular activities. The Rittenburg Family Scholarship Fund, established in The Carolyn Fraser Pulling Scholarship Fund, established 1989 by members of the Rittenburg family to provide in 1980 to aid worthy students by bequest of Mrs. Arthur scholarships to deserving students of the School of (Carolyn Fraser) Pulling, Women of Arts, Class of 1908.

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Engineering. Scholarships shall be awarded by the Dean The Irving and Hannah Schwartz Scholarship, and the Office of Financial Aid. established in 1951 by Joseph and Irving Schwartz of the The Pilar Crespi Robert Scholarship Fund, established in Class of 1937, in honor of their parents and in honor of 2003 as part of the Pritzker Challenge to benefit outstand- Dr. Siegfried Thannhauser. ing undergraduate students of African American, Hispanic The William and Lillian Schwartz Student Scholarship, American, and Native American heritage. founded in 1984 for the benefit of needy and worthy The Rebecca T. Robinson Scholarship, founded in 1890 students. by Charles Robinson, LL.D., of Newton, Massachusetts. The Scott Fund, established in 1932 by the will of The Emily Graham Rose Memorial Scholarship, Augustus E. Scott, of Lexington, Massachusetts. established in 1965, for the benefit of deserving students in The Laura A. Scott Scholarship, founded in 1890 by Jackson College and Tufts College. Mrs. Laura A. Scott, of Ridgefield, Connecticut. The Tufts ROTC/Veterans Scholarship, established in The Segalas Family Endowed Scholarship Fund, 2014 by John Howe, A’80, A10’P, to support undergraduates established in 2007 to increase the diversity of the in the ROTC program or returning U.S. veterans who are undergraduate student body. enrolled as undergraduate students. The Margaret and Donald Segur Scholarship, The Gertrude Rubel Scholarship, established in 1998 to established in 2000 to provide support to students from provide financial aid for undergraduate students from Armenia at the Fletcher School of Law and Diplomacy or at Medford and Somerville, Massachusetts. the College of Liberal Arts and Jackson College, who are The Elbridge Rust Scholarship Fund, founded in 1926 by studying political science, economics, prelaw, or journalism. Elbridge Rust, of Peabody, Massachusetts. Second preference goes to students of Armenian descent The Ankur and Mari Sahu Endowed Scholarship Fund, at the Fletcher School, and third preference goes to established in 2011 to support scholarships within the undergraduate students of Armenian descent at the School of Arts and Sciences. Students must be eligible for College of Liberal Arts and Jackson College, who are financial aid and will demonstrate superior ability, studying political science, economics, prelaw, or journalism. achievement and potential for leadership, with preference The Usha and William Sellers Scholarship, established in to female students from South Asian countries. 2009 to provide financial aid to international undergraduate David and Gertrude M. Saklad Fund, established in 1990 students coming to study at Tufts from India, with under the will of David Saklad, E’21, to provide scholarships particular preference to students who are Dalit and/or to students in engineering science and computer science come from an impoverished background. who have completed freshman year, have shown academic The William J. Sen Scholarship Fund, established in 1982 skill, and require financial assistance. by William J. Sen, E’40. The income of this fund is to be used The Ruth Salaway Friedman Memorial Fund, established annually to aid students of the School of Engineering, with in 2013 through the Estate of Gertrude Elizabeth Salaway to preference to undergraduates and minority students. provide financial aid for Tufts University undergraduates. The Evelyn and Joseph Shapiro Endowed Scholarship, The Lori Winters Samuels and Ted Samuels Family established in 2007 to provide annual scholarship funds to Scholarship, established in 2006 to provide need-based undergraduate students who are in good academic undergraduate financial aid to promote diversity at Tufts. standing. The Herbert J. and Harriet S. Sandberg Family The Frank S. and Eva A. Shapiro Scholarship Fund, Scholarship, established in 2004 to provide scholarship to established in 1955 by Frank S. Shapiro of the Class of 1916, African American, Native American, and Hispanic American the income to assist worthy undergraduate students with students with financial need. Preference is given to preference being given to students interested in chemistry. students meeting these criteria who have graduated from The Mildred and Sumner Shapiro Scholarship, Medford High School in Medford, Massachusetts. established in 1997 to provide financial assistance to The Albert W. Sayles Scholarship, founded in 1899 by students in the Tufts College of Liberal Arts. Albert W. Sayles, of Lowell, Massachusetts. The Edwin A. Shaw Memorial Scholarship, established in The Sarah E. Sayles Memorial Scholarship, founded in 1952 by former students, family, and friends in memory of 1891 by Albert W. Sayles, of Lowell, Massachusetts. Edwin Adams Shaw of the Class of 1898 and professor of The Scaramucci Family Endowed Scholarship, education, 1919–1950. established in 2006 for the benefit of undergraduate The Henry J. and Louise O. Shea Scholarship, established students in the School of Arts and Sciences and to increase in 1987 to provide scholarships to needy and deserving the diversity of the student body. students.

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The William H. Sherman Scholarship, founded in 1903 by demonstrated a commitment to public service, interna- William H. Sherman, of Cambridge, Massachusetts. tional relations, and/or human rights. The A. Shuman Scholarship, founded in 1923 by A. The John Richard Skuse, Class of 1941, Memorial Shuman of Boston. Scholarship, established in 1999 by the bequest of John *The Hettie Lang Shuman Memorial Fund, founded in Richard Skuse to provide financial aid to Tufts students 1905 by Mr. A. Shuman in memory of his wife. The interest based on ability, achievement, and need. First preference is of this fund is expended annually in aiding deserving given to students from the town of Exeter, New Hampshire. women students. The Abraham and Sonya Slifka Scholarship Fund, The Frank and Virginia Siegel Scholarship, established in established in 1991 to provide financial aid for under- 2012 by Tufts parents Frank and Virginia Siegel, A’15P, to graduate students. support financial aid for Tufts undergraduate students in The Phyllis E. Sloan Endowed Scholarship, established in the School of Arts and Sciences. 2009 to support undergraduate scholarships within the The Seymour and Marcia Simches Scholarship Fund, University. established in 1986 by friends and family members of The Michael B. Slone, A’89 Endowed Scholarship for Professor Seymour Simches. This fund will be awarded Talloires, established in 2010 in memory of Michael annually to an outstanding student in financial need who is Bennett Slone, A’89, to benefit students with demonstrated majoring in one of the humanities. financial need, whose plan of study includes the European The Simmons Scholarships, founded in 1895 by Robert F. Center in Talloires. Simmons, of Attleboro, in the name of Mary F. and Robert F. The Charles E. Smith Scholarship, established in 1952 by Simmons. Charles Eugene Smith of the Class of 1922, the income to The Miriam Charef Simonds Scholarship Fund, be awarded to a young man in the College of Liberal Arts. established by her sister, Pauline Charef Simonds, Jackson The Dana Weiss Smith and Robert A. Smith Scholarship, ‘54, with assistance from family, friends, and colleagues. An established In 2013 to support financial aid for under- ardent student of American political life, Mimi Simonds graduate students in the School of Arts and Sciences at possessed, to an exceptional degree, an ability to respond Tufts University. creatively and effectively to the social and political issues of *The Rena Greenwood Smith Scholarship Fund, her time. She performed outstanding public service at the established in 1986 by the Richard Ilsey Smith Trust to community, state, and national levels. In keeping with the benefit a worthy student of Jackson College. compelling interests of her life, it is the family’s wish that The Richard Ilsey Smith Scholarship Fund, established in the annual income from this scholarship fund be awarded 1986 to benefit a worthy student of the university. to a student in the Graduate Program in Public Policy and The Simeon C. Smith and Emily A. Smith Scholarship Citizen Participation who is deemed both financially and Gift. The income from a trust fund established by Simeon academically worthy of this recognition and who has C. Smith to be known as the Simeon C. Smith and Emily A. completed one year of study. For Mimi Simonds, hope for Smith Fund, allocated by the trustees for scholarship the future was a premise that sustained her until her death. purposes. It is the intent of this scholarship to provide a living legacy The George A. Spencer Scholarship, established in 2000 of that hope and a memorial to the commitment which she to benefit deserving students from the School of Engineer- brought to public service. ing at Tufts University. The Simons Family Scholarship, established in 1987 to The Virginia Nold Spencer Memorial Scholarship, provide a partial scholarship in the College of Liberal Arts. established in 1996 to help ensure a Tufts engineering The Simons Memorial Scholarship, founded in 1891 by education to the most qualified students regardless of Mrs. Mary A. Simons, of Manchester, New Hampshire, in their financial capabilities. memory of Hiram H. Augustus and Frank Simons. The John Murray Sprague and Eliza Fletcher Sprague *The Charles A. and Cornelia B. Skinner Scholarship, Scholarship, founded in 1908 by John Sprague, of Lowell, founded in 1907 by the Reverend Charles A. Skinner, D.D., Massachusetts. and Mrs. Cornelia B. Skinner, of Cambridge, Massachusetts. The Miriam Carleton Squires Scholarship, established in The Capt. Benjamin Sklaver Endowed Scholarship Fund, 1971 under the will of Miriam Carleton Squires, of Broken established in 2010 in memory of Benjamin Sklaver, A’99, Bow, Nebraska, a member of the Class of 1908. F’03. It should be awarded annually to one or more The Marjorie Cohen Stanzler Scholarship Fund, undergraduate student(s), in the college of Liberal Arts or established in 2002 to provide financial aid to needy Engineering, in need of financial assistance who have students who are citizens of the United States.

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The Edwin Carter Starr Memorial Scholarship, but also especially by their success in overcoming normally established in 1980 by Mrs. Paul (Catherine S.) Phenix in insurmountable obstacles. Preference will be given to memory of her father. The income is awarded annually to students who have demonstrated scholastic ability, service benefit students in the field of child development. to community and/or family, and a work ethic by earning The State Scholarships, established in 1859 in accordance funds for college either in summer employment or during with a resolve of the Commonwealth of Massachusetts. the school year. The Charles E. Stearns Scholarship Fund, established by The Ellen G. Sullivan Scholarship, established in 2002 to students, colleagues, friends, and family to honor the provide financial aid to needy undergraduate Black exceptional fifty-year career of Charlie Stearns, A’39, as a American students majoring in Child Development. gifted student, a caring and intellectually stimulating The Dorothy Sulloway Sweet Scholarship, founded in professor, and a loyal and insightful dean. It is intended to 1933 by Joseph L. Sweet and Florence M. Sweet. support one or more Geology students who have The Judith P. Sulzberger Scholarship, established in 1997 demonstrated attention to detail, thoughtful analysis, and to provide funds to particularly needy underrepresented- insight to their geological studies. In the absence of minority students from New York City. students fitting the above criteria, the Stearns Scholarship The Carl Lars Svensen Scholarship, established in 1952 by Fund may be used to support gifted students in the School Carl Lars Svensen of the Class of 1907, the income to be of Arts and Sciences. given to a student in the School of Engineering. The William and Mary-Jane Sterling Scholarship, The Gerald L. Swartwood Endowed Scholarship Fund founded in 1985 by William C. Sterling, Jr., of the Class of for Engineering, established in 2011 through the estate of 1956 to aid worthy undergraduates in obtaining the Gladys Swartwood and in memory of her husband, Gerald benefits of education. Swartwood, E’46. The Stern Family Endowed Scholarship, established in The Elbridge Sweet Scholarship, founded in 1933 by 2000 to benefit outstanding undergraduate students. Joseph L. Sweet and Florence H. Sweet. The Dale Stevens Scholarship, founded in memory of the The Dr. Elliott H. Sweetser and Aileene B. Sweetser late Dale Stevens, of North Andover. Awarded to a student Scholarship Fund, which benefits undergraduate students majoring in the Eliot-Pearson Department of Child In the School of Arts and Sciences at Tufts University. Development. Preference is given to undergraduates at The Talbot Scholarship, founded in 1890 by Newton Tufts from North Andover, Massachusetts, or other Talbot, of Boston. communities in the Merrimack Valley. The Lloyd H. Taylor Scholarship, established in 1984 to The Stevens Family Endowed Scholarship Fund, aid qualified students in the School of Engineering. established in 2014 by Beryl Stevens Harper, J’69, to The Paul E. Thissell Scholarship, in memory of Paul support students within the School of Arts and Sciences. Thissell of the class of 1921 and Bernice Tilden Kidder. The Frederick W. Storck Memorial Fund, established in Preference is given to a Massachusetts-born student 1989, the income to be used for undergraduate financial majoring in French. aid at the university. The Louise F. Thistle Endowed Scholarship, established The Stowe Scholarship, founded in 1890 by Mrs. Eugenia in 2009 in support of financial aid for Tufts undergraduate D. Stowe, of Meriden, Connecticut. students in the School of Arts and Sciences. *The John and Lucy H. Stowe Fund, founded in 1902 by The Albert Thomann, A’52, and Maria Thomann bequest of Mrs. Stowe of Lawrence, Massachusetts, “for the Scholarship, established in 2005, to be awarded to one or benefit of the lady students department.” more worthy and promising students who are determined The Harry Louis Strecker Scholarship, established in 1969 to be in need of financial aid. Scholarships may be awarded as a bequest by the late Harry L. Strecker, Class of 1913, of to students in any class and may be continued up to four Livingston, New Jersey. The income thereof is to be used to years as long as the recipient remains in good standing. assist a worthy student in the electrical engineering The George C. Thomas Scholarship, founded in 1899 by department. George S. Thomas, of Philadelphia, Pennsylvania. The Carl and Alice Stroehmann Scholarship, established The Tiampo Family Endowed Scholarship Fund, in 1953 by Carl F. Stroehmann of the Class of 1919. established In 2012 by James Tiampo, E’83, A’83 and Kristy The Students Against All Odds Scholarship, established Tiampo, E’83, to support scholarships within the School of in 2002, to provide support to students who are distin- Engineering at Tufts University. Kristy and Jim met while guished not only by their academic progress and potential, studying Civil Engineering at Tufts and are both grateful for

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the education they received and committed to helping The Teri Volpert ’84 and Barry Volpert Endowed deserving students enjoy the excellent learning experience Scholarship, established in 2005, awarded to students with Tufts offers. demonstrated financial need who have excelled in the The Frederick W. Tibbets Memorial Fund, established in classroom. 1942 by bequest of M. Helen Tibbets, late of Gloucester, The Peter J. Wade Scholarship, established in 1999 to Massachusetts, as a memorial to her late brother Frederick provide scholarships to students pursuing studies in studio W. Tibbets of the Class of 1879. Income is used to aid art or graphic design. Preference is given to juniors or worthy and needy students. seniors who have shown excellence in some area of studio The TOMS Scholars Endowed Fund, established in 2012 art or graphic design and who are enrolled in the five-year, to provide need-based financial aid to students in the Tufts dual-degree program with the Museum School of the University School of Arts and Sciences, with a preference Museum of Fine Arts, Boston. for international students. The Albert and Renee Waldman Endowed Scholarship The Walter V. Towle Scholarship Fund, established in Fund, established in 2011 to provide scholarships to one or 1963 by bequest of Grace H. Towle, the income to be used more students in the College of Liberal Arts and Jackson to assist students of the highest scholastic standing. College. The Neil W. and Elizabeth S. Townsend Scholarship, The Joseph H. Walker Scholarship, founded in 1898 by established in 2014 by Elizabeth Townsend, J’90, and Neil Joseph H. Walker, of Worcester, Massachusetts. Townsend, E’87, to support undergraduate students within The Walker Mathematical Scholarship, established in the Schools of Arts and Sciences and Engineering. 1865 in honor of William J. Walker, M.D., of Newport, Rhode The Travelli Scholarship, founded in 1890 by Mrs. Emma R. Island, and payable from the income of the Walker Fund. Travelli, of Newton. The Julia Ward Scholarship, established in 2007 to further The Hyman S. and Edith Rieva M. Trilling Scholarship, Tufts’ efforts to create an intentional, intellectual and founded in 1984 to benefit students in the College of broadly diverse community of scholars, to include students Liberal Arts and Jackson College. from a wide variety of socio-economic, geographic, The Tufts Kinsmen Scholarship, for aid to students with cultural, ethnic, and political backgrounds. preference to Tufts family descendants. Awards from The Mary Ann Ward Scholarship, founded in 1892 by income are made on basis of need and achievement to Sylvester L. Ward, of Boston. those who have completed one year or more at Tufts. The Warren Educational Fund Scholarship, the income *The Betsy Houses Twombly Scholarship, established in for the benefit of a worthy student, preference being given 1993 to provide assistance toward tuition, room, and board to students from St. Paul’s Universalist Church, Springfield, for a worthy and needy female student in either Tufts or Massachusetts. Jackson College. The Warren Scholarship, founded in 1905 by Dr. Ira The A. Raymond and Eileen Tye Scholarship, established Warren, of Boston. in 1994 to provide financial aid and to assist with the *The Sarah A. Watson Scholarship Fund, founded in 1958 tuition of qualified undergraduates who are pursuing their under the will of Sarah A. Watson for the benefit of Jackson educational goals. College, the income and interest to be expended for the aid 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 students of financial need who are majoring in Child woman whose parents are fishermen residing in New Development in the Eliot-Pearson Department. England and preferably residents of Gloucester, Massachu- The Alice Weeks–Jesse Dowse Endowment Fund, setts, or 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 increase the diversity of the student body.

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The Gerald and Ruth Weil Scholarship, established in The Dara Wolbom Memorial Endowment, established in 2008, to provide financial resources to needy students who 1997 in memory of Dara Wolbom, J’99, to provide financial are identified by the university as increasing diversity at aid to Tufts undergraduates, with first preference to female Tufts. students in their junior year who have distinguished The Mark Weisberg Scholarship Fund, founded in 1948 themselves in English or journalism. by Mark Weisberg of the Class of 1918. The Norman P. Wood Scholarship, established under the The J. Frank Wellington Scholarship, established in 1931. will of Nellie M. Wood, late of Northfield, Massachusetts, The Jonas Clark Wellington Scholarship, founded in 1906 as “a scholarship in the Department of Classics to be known by Mrs. Sarah C. Fisher Wellington, of Cambridge, as the Norman P. Wood Scholarship.” Massachusetts. The Frank G. Wren Memorial Scholarship, established The West Medford Woman’s Club Scholarship, in 1951 by friends, family, and former students of Frank G. established to provide scholarship assistance to students in Wren of the Class of 1894, member of the faculty Jackson College and Tufts College, with preference given, (1895–1940), and dean (1907–1939). when possible, to a resident of Medford, Massachusetts. The Paul I. and Alice T. Wren Memorial Scholarship, The Joshua S. and Harriet N. White Scholarship, founded established in 2001 to aid deserving liberal arts and in 1896 by Joshua S. White, of Pawtucket, Rhode Island. engineering students. The Nathaniel White Scholarship, founded in 1899 by The Joseph N. Wright Memorial Scholarship, for Armenia S. White, of Concord, New Hampshire. undergraduate students studying in Tufts Programs The Amasa and Hannah L. Whiting Scholarship, Abroad, with preference for those studying in Germany. founded in 1890 by Mrs. Hannah L. Whiting, of Hingham, The Robert Yanofsky, A’38 Endowed Scholarship, Massachusetts. established in 2004 to provide financial aid for undergrad- The Whittier Scholarship, founded in 1890 by Charles uate students. Preference will be given to students with Whittier, of Roxbury, Massachusetts, in the name of Charles limited financial means who possess high academic and Eliza Isabel Whittier. potential and a demonstrated commitment to achieving The Allton T. and Dorothea Danver Williams Scholarship, scholastic excellence. established in 1989 by Kenneth D. Williams in honor of his The Francis Yirrel Scholarship, founded in memory of parents, Allton T., A’19, and Dorothea Danver Williams, J’18, Francis Yirrel of the Class of 1949, established by his friends to support students in good academic standing, with and classmates to assist deserving students. financial need, pursuing a major in environmental studies. The Doris W. York Endowed Scholarship Fund, estab- The Willner Family Scholarship, established in 1998 to lished in 2005 by a bequest from Doris York of Somerville, provide aid to academically promising students from New Massachusetts, to provide financial aid to female students York City with family incomes that are particularly modest. who attended Somerville High School. Additional preference will be given to students showing The Howard S. Young Scholarship Fund, established in promise in the visual or performing arts at Tufts. 1982 to provide scholarships for civil engineering students. The Gladys Emilia Wilson Scholarship, an endowed The Young Men’s Philanthropic League Scholarship, scholarship that benefits students at the School of Arts and established in 1960 by the Young Men’s Philanthropic Sciences. The scholarship was established in 2010 with a League of New York, the income from this fund to be used gift from the estate of Gladys Emilia Wilson, A’69. for scholarships for undergraduate and graduate students The Gary S. Winick Scholarship, established in 2012 by in Tufts University. Hilary Edson Polk, J’84, and Lyon Polk III, to honor the The Stanton “Bud” Yusem Endowed Scholarship, memory of Gary S. Winick, A’84, and to support financial aid established in 2000 to provide financial aid to Tufts for Tufts undergraduate students in the School of Arts and undergraduate students with financial need. Sciences. The Zeta Psi Class of 1969 Scholarship, established in The Thomas F. Winkler Scholarship, established in 2008 2009 to provide scholarships to undergraduate students to provide need-based financial aid to undergraduate with financial need who are likely to contribute to Tufts’ students and to increase the diversity of the Tufts educational and mission-related goals, including the undergraduate student body. benefits associated with a diverse student body. Preference The Winnick Family Foundation Scholarship, established will be given to qualified students who are currently in 2000 to provide aid to undergraduate students at Tufts. fraternity brothers of the Zeta Psi fraternity.

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The Nancy W. Anderson Award for Environmental Prize Scholarships Sustainability is awarded to a junior or senior normally and Academic Awards majoring in environmental studies whose work in the natural and social sciences, engineering, or humanities promotes integration of those subjects in informing public In addition to the above university scholarship funds, the policy decisions that may protect endangered natural following endowed funds have been established, and resources while promoting sound social and economic prizes from the income are awarded annually in recognition development. of exceptional academic achievement and extracurricular The Department of Anthropology Prize is awarded activities. These prizes are not awarded unless, in the annually to a student who has shown excellence in opinion of the Committee on Academic Awards, Faculty of anthropological studies. Arts, Sciences, and Engineering, qualified candidates The Arabic Language, Culture and Literature Prize is appear. awarded annually to a graduating senior who has At an awards ceremony held each spring, public demonstrated excellence in the studies of the Arabic announcement is made of the recipients of these prize language, literature, and culture. scholarships. Since election is made by the Committee on The Architectural Studies Prize is awarded annually to a Academic Awards, no application is necessary. Nominations senior majoring in architectural studies who has demon- are made by faculty and staff members. Student nomina- strated academic excellence and a commitment to the field tions are not allowed, but students can discuss deserving of architectural studies. The prize is supported by the peers with faculty members. Inquiries concerning these memorial fund for Margaret Henderson Floyd, professor of prize scholarships should be addressed to the Committee art and architectural history. on Academic Awards. The Army ROTC Prize Award was established in 2008 by Tufts Army alumni. First preference for the prize will be The Air Force ROTC Prize Award was established in 2008 awarded to junior or senior students from the Tufts by Tufts Air Force alumni. First preference for the prize will undergraduate colleges who are enrolled in an AROTC be awarded to junior or senior students from the Tufts program with recommendation to achievement, demon- undergraduate colleges who are enrolled in an AFROTC strated leadership, and significant contributions by the program with recommendation to the Awards Committee candidate to the university and greater community. by an AFROTC Staff Officer. The award is based on scholastic The Art and Art History Prize is awarded each year by the achievement, demonstrated leadership, and significant Department of Art and Art History to a graduating senior contributions by the candidates to the university and who has demonstrated a combination of superior academic greater community. achievement in course work (and independent study) and The Vida H. Allen Prize is presented annually to the commitment to the field through participation in relevant student who has written the best senior honors thesis in activities beyond the classroom, such as work, internships the Department of History. or exhibitions, study abroad, and involvement with The Alpha Omicron Pi Prize Scholarship, founded by the professional groups. Attention is given to the number, Boston Alumnae of the Delta Chapter of Alpha Omicron Pi, range and level of classes taken in Art and Art History, to is awarded to that student who best represents the performance in FAH 100 (our capstone course), and to the combination of very high scholarship and significant quality of written work produced throughout. Selection is participation in social service work. by faculty vote, and advisors are responsible for recom- The Alpha Xi Delta Prize Scholarship, founded by the mending candidates. Boston Alumnae Chapter of Alpha Xi Delta, is awarded to The Robert Asch Prize was established in 2002 by friends that junior who, throughout the freshman and sophomore and family of Bob Asch to honor the former director of the years, has attained a high scholastic record and who, by Tufts-in-Tübingen program. A beloved friend to all who loyal cooperation in college activities of merit, has given knew him, Bob served as director from 1972 to 2001. He evidence of the greatest promise of future achievement. was known both for his zest for life and a humanistic approach to his quest for international understanding. Awarded to juniors or seniors who will use the fund for research, projects, or internships in a German-speaking country.

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The Asian Studies Prize is awarded to a graduating senior The Boston Greek Prize, founded in 1962 with income who has demonstrated excellence and interest for future from a fund raised by the Committee for the Promotion of development in Asian studies. Greek Studies at Tufts University, is awarded for meritorious The Association of Tufts Alumnae Seventy-fifth achievement in the Greek language only when students of Anniversary Award is established to honor a woman conspicuous merit are nominated by the Department of student who has provided meritorious service to the Tufts Classics faculty. University community, adding to the university by her The Benjamin G. Brown Scholarships were established in presence. The student should be a junior or senior with 1947 by the bequest of Robert C. Brown of the Class of good academic standing. This award was established by 1888 in honor of his father, Benjamin G. Brown, onetime the Association of Tufts Alumnae on the occasion of its Walker Professor of Mathematics at Tufts. These scholarships seventy-fifth anniversary. are awarded to seniors who have shown promise in The Michael E. Avtges Memorial Prize was established in scientific research in fields other than chemistry. 1989 by Mr. and Mrs. Nicholas E. Avtges and the Boston The Moses True Brown Prize was established in 1903 by Chapter, Society of American Military Engineers in memory Moses True Brown, who was Tufts College’s first professor of of Michael E. Avtges, a student in the College of Engineer- Oratory (from 1866 to 1890). The prize is awarded, whenever ing. Prizes are awarded to deserving students in the a suitable candidate appears, to a senior majoring in drama Department of Civil and Environmental Engineering, with who combines high achievement in dramatic scholarship preference to those who are interested in computer science with a strong potential for successful teaching in the field and engineering. of dramatic literature, criticism, and theatre history. The Peter Belfer Award in Political Science is given The Harry Poole Burden Prize in Electrical Engineering, annually for an outstanding piece of written work done in established in 1973 by friends of Harry P. Burden, H’53, a political science course or independently by a political dean of the College of Engineering from 1936 to 1957, is for science major. This award was established in 1973 by one or more prizes for the best design or research project Mrs. Ann Belfer Goldstein in memory of her late husband, done by an undergraduate electrical engineering student Peter Belfer, A’67. or students during the academic year of the project. The Bennett Memorial Scholarship was founded in 1924 The Professor Kalman A. Burnim Prize for Scholarly by the Class of 1914 in memory of William Joseph Bennett, Excellence is awarded annually to a Ph.D. student in drama scholar, soldier, athlete, and a member of this class, who who has completed all steps toward the degree except the met his death during World War I. The scholarship is dissertation and who has demonstrated distinction by awarded to that student who best exemplifies the qualities excelling academically and in research and by contributing of true sportsmanship as exhibited by the man whose to the life of the program in an outstanding manner. The name it bears. prize was established by alumni, colleagues, and friends in The Charles G. Bluhdorn Prize in Economics is awarded honor of Kalman A. Burnim, Emeritus Fletcher Professor of annually to an undergraduate majoring in economics who Drama and Oratory, and Tufts alumnus (A’50), who created has demonstrated outstanding scholastic ability. This prize the Ph.D. program in drama. During his 28 years at Tufts, was founded in 1983 by Donald Gaston in memory of Professor Burnim chaired the department for nine years Charles G. Bluhdorn. and earned his reputation as a world-renowned scholar in The Anne E. Borghesani Memorial Prize is an annual theatre history. incentive award that will enable the recipient(s) to The Janice Spencer Calkin Community Health Award undertake a project, activity, or plan of study in any field is awarded to a junior student(s) who has demonstrated involving international issues. The prize is designed to excellence in the study of Community Health. This award encourage personal growth and independence, while was established in 2011 by Janice Spencer Calkin, J’51, an increasing one’s understanding of all peoples and alumna of Jackson College. encouraging a commitment to the world community. The The Thomas Harrison Carmichael and Emily Leonard award honors the memory of Anne E. Borghesani, J’89, an Carmichael Prize Scholarship, established in 1950 by international relations major. Anne’s years at Tufts were a Leonard Carmichael of the Class of 1921, seventh president time of intellectual and personal challenge, adventure, and of Tufts College, in memory of his parents, is awarded to increasing commitment to her friends, the Tufts community, assist an academically able junior or senior who has shown and the world. Anne’s love of people and her fascination ability in physiological psychology or general physiology. with travel and other cultures made her major a natural choice.

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The Helen Morris Cartwright Memorial Prize is awarded The Anna Quincy Churchill Prizes in General Biology, to that senior who, in the judgment of the Department of established in 1954 by Dr. Churchill, M’17, a member of the Philosophy, has shown outstanding philosophical ability, anatomy department in the Tufts School of Medicine and both orally and in writing. Dental Medicine from 1918 until her retirement as assistant The Theresa McDermott Carzo Award in honor of Theresa professor emerita in 1954, are awarded annually for McDermott Carzo, a 1984 graduate of Tufts through the excellence in the study of botany and zoology in the Resumed Education for Adult Learners Program, is given to general biology course. a student in the Resumed Education for Adult Learners The Gemma Cifarelli Memorial Scholarship, established Program who demonstrates a love of learning and the in 1956 by classmates and fellow students in memory of determination necessary to return to college to complete a Gemma Cifarelli of the Class of 1957, is awarded to a junior degree despite obstacles. who has combined good academic standing with participa- The Madeline Harrison Caviness Prize, established by tion in activities of importance to the university. the Department of Art and Art History in honor of our The Prize Scholarship of the Class of 1882, founded by esteemed senior colleague, will be awarded annually to the Dr. Arthur Winslow Pierce, A’82, Litt. D.’99, in the name of his undergraduate major whose senior honors thesis merits college class, is reserved for an undergraduate student with recognition for its intellectual rigor, creativity, and scholarly great potential for intellectual leadership and creativity. promise. The Class of 1898 Prizes, from a fund established by the The Mary Grant Charles Prize Scholarship Fund, Class of 1898, are awarded as follows: one prize each to that established in 1975 by Ralph S. Charles, A’23, and his two student in the College of Liberal Arts, in Jackson College, sons, Grant H. Charles, A’51, and Ronald A. Charles, E’57, in and in the College of Engineering who, having completed loving memory of wife and mother, Mary Grant Charles, is two years at Tufts University, has best demonstrated high awarded to an outstanding undergraduate possessing the scholarly ability together with a wide range of intellectual same creative qualities in the writing of prose and poetry as interests and competence. Mrs. Charles, and preferentially to a student whose writing The Class of 1911 Prize Scholarships, from the Class of reflects an interest in ancestry and genealogy. 1911 Fund, are awarded to seniors of engaging personality The Shirley and Stanley Charm Scholarship in Food and who, from matriculation as freshmen to the senior year, Biotechnology, established in 1984 by Dr. Stanley Charm, have, in the judgment of the Committee on Academic who was chair of the Chemical Engineering Department Awards, made most progress as measured both by from 1981 to 1985, is used in the Department of Chemical academic record and by successful participation in and Biological Engineering as a stipend for a senior, extracurricular activities of enduring worth. graduate, or postdoctoral student who is committed to The Class of 1921–Leonard Carmichael Prize study and research in food science or biotechnology. Scholarship Fund, established through the gifts of The Department of Chemical and Biological Engineering members and friends of the Class of 1921 in honor and Prize is awarded to a senior who has shown excellence in memory of their classmate Leonard Carmichael, seventh chemical engineering studies. president of Tufts, secretary of the Smithsonian Institution, The Chemical Engineering Special Recognition Award and vice president of the National Geographic Society is awarded to a senior who has shown character and with special responsibilities for research and exploration, is perseverance in achieving high academic standards in awarded by the Department of Psychology to a third-year chemical engineering studies while overcoming difficult student or students whose academic achievements have circumstances. been judged as outstanding. The Chinese Language and Literature Prize is awarded The Class of 1942 Prize Scholarship was founded in 1985 annually to a graduating senior who has demonstrated by Elaine and Grant Curtis in honor of the women and men excellence in the studies of Chinese language, literature, of the class who served their country, and in particular the and culture. five who served their Alma Mater for more than an The Chinese Program Alumni Prize was established in aggregate 125 years (Professor Freeland Abbott, Dean 2011 through the generosity of the Chinese Program Grant Curtis, Dr. Nelson Fontneau, Professor Burleigh alumni. The purpose of the prize Is to encourage and Wellington, and William Wells, Esq.). The prize is awarded recognize academic excellence and effort In Chinese annually to seniors considered by other undergraduates, languages and culture. Awarded to seniors who will use faculty, or staff as “the most likely to become outstanding the fund to further their Chinese studies. university teachers, counselors, or administrators.” Written

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nominations, stressing how the nominee has already The Distinguished Achievement Award in International served or contributed to the university, should be sent to Relations is given annually to an outstanding international the Faculty Committee on Academic Awards. relations major of high academic standing who has The R. M. Karapetoff Cobb Chemistry Fund is awarded to participated widely in the program and who, having proven the two Jackson College chemistry majors with the highest a spacious understanding of and sensitivity to the richness academic standing at the end of their junior year. of the international community, intends to pursue a Morton N. Cohen Creative Writing Award is given to professional career in the field of international relations. undergraduates who demonstrate, in a substantial piece of The Amos Emerson Dolbear Scholarships, established in creative writing, the greatest distinction in creative writing. 1947 by the bequest of Katherine E. Dolbear of the Class of The recipient is selected by a special committee from the 1897 in memory of her father, the eminent scientist and Department of English. inventor, who was professor of physics at Tufts from 1874 to The Community Service Award is presented annually to 1910, are awarded to two seniors who have shown promise undergraduate and graduate students who have provided in the field of either electrical engineering or physics. exceptional community service that is much needed by the The Priscilla N. Dunne Prize Fund, founded in 1980 by beneficiaries, even though it often goes unnoticed by the Mrs. Doris Scheff in honor of her daughter, Priscilla N. general public. The award recognizes those who, as Dunne, J’75, is given annually to an undergraduate individuals or as part of a Tufts volunteer organization, have psychology major with an excellent record and great given special service at Tufts or to the larger community. promise of future achievement in the field. Service should generally represent activities which occur The Durkee Scholarship, established by the bequest of outside the student’s required program of study and Robert C. Brown of the Class of 1888 in honor of his sister, outside of elective office or employment. Henrietta N. Durkee, WA’93, G’95, G’18, and her husband, The Donald A. Cowdery Memorial Scholarship, founded the late professor Frank W. Durkee, A’88, G’89, H’21, and in 1946 by Jeanetta Wilson Cowdery Black, F’46, in memory their children, is awarded to senior students in the of her husband, Donald A. Cowdery, Class of 1939, who was Department of Chemistry who have undertaken a research killed in action in World War II, is awarded annually to that problem in the field of chemistry. senior or junior whose academic achievements and The Margaret Durkee Angell and Henrietta Brown personal qualities of leadership and high principle have Durkee Scholarship Fund, in memory of Professor Frank been outstanding. W. Durkee, is awarded to that Jackson College senior who The Alice E. Trexler Dance Studies Prize is given to a has demonstrated high promise and achievement in the student who has demonstrated excellence in writing and field of chemistry. The prize commemorates Professor Frank (or) creative work in dance courses and who has an ideal W. Durkee, A’88, G’89, H’21, who was long chairman of the attitude about learning in the liberal arts environment. department, a renowned chemist, a man of great energy The Mabel Daniels Prize in Music and Literature, and diligence in all that he undertook, and a most loyal established in 1960 by Mabel Wheeler Daniels, Hon. M.A. alumnus of Tufts. ‘33, the distinguished composer, is awarded to a junior or The Alex Elias Memorial Prize Scholarship, established senior who shows marked creative talent and accomplish- in 1966 by the Brotherhood of Alpha Epsilon Pi and friends ment in music or literature. of Alex Elias within and outside the university, is awarded Daughters of the Revolution Prize Scholarship is to that junior or senior who best displays those high awarded on recommendation of the Department of History standards in community activities and in athletic and to a student demonstrating marked interest in American scholastic pursuits for which Alex Elias was well known. colonial history as well as excellence in scholarship. The Eliot-Pearson Department of Child Development The de Florez Prize in Human Engineering, established Prize is awarded to that senior majoring in child develop- in 1964 by the bequest of Admiral Luis de Florez, USN ment who best exemplifies a combination of high (retired), H’46, is awarded to an undergraduate student, academic achievement and the promise of outstanding ordinarily majoring in psychology, engineering, or science, teaching ability. who has acquired a high degree of theoretical sophistica- The James Vance Elliott Political Science Prize is tion and demonstrates an interest in the practical applica- awarded in the senior year to the student majoring in tion of knowledge to problems of human engineering. political science whose achievements best combine academic excellence with active participation and effective leadership in campus and civic affairs.

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The Frederick M. “Fish” and Dorie Ellis Memorial Prize, The Graduate Student Research Awards are given established in 1968 by fellow alumni, students, and friends semiannually to graduate students enrolled in either the of the late Professor Frederick “Fish” Ellis of the Class of School of Arts and Sciences or the School of Engineering. 1929, the outstanding four-sport athlete of his day and Awards are competitive and decisions are made by student possibly the greatest Tufts College has ever known, is peers and based on the proposal, significance of the awarded to a student who has demonstrated marked scholarly activity and need. athletic versatility, a modest manner, successful academic The Marjorie B. Greene Award is made to a graduate achievement, and the potential for effective leadership of occupational therapy student who has demonstrated youth. outstanding achievement in the areas of leadership and The Department of English Prize was created by the involvement in student and professional activities. Class of 1898 Fund and is awarded to that student who has The Greenwood Prize Scholarship, created in 1877 by shown excellence in English studies. Mrs. Eliza M. Greenwood of Malden, Massachusetts, is The Ivan Galantic Special Achievement in Humanities awarded for excellence in state production and technical Prize, named after Ivan Galantic, Professor of Art History arts, as demonstrated during the student’s career in the 1971–1989, is awarded to a student who has demonstrated university theatre. the inclination and capacity to cultivate an integrative The Audrey Butvay Gruss Science Award is awarded approach to learning; one who reaches for wisdom, not annually, with preference for a female student, to a student simply knowledge. who has demonstrated outstanding academic work in any The Constantine Ghikas Prize in Romance Languages of the sciences and who is a scholarship recipient. This was established in 1957 by George C. Ghikas in memory of award was established in 1992 by Audrey Butvay Gruss, an his son, Constantine Ghikas of the Class of 1941, for alumna of Jackson College. excellence in a program of major study in romance The Robert P. Guertin Student Leadership Award languages. recognizes outstanding graduate student leadership in the The John S. Gibson Award, named after the first director arts, humanities, natural sciences, and social sciences. The of the International Relations Program at Tufts University, is award is given to individuals or groups of students enrolled given to the author of the most outstanding paper written in either the School of Arts and Sciences or the School of by an undergraduate in one of the participating depart- Engineering for accomplishments in such areas as ments in the International Relations Program. academic or social programming, curricular initiatives, The Goddard Rhetorical Prizes, from a fund created in supporting the work and lives of fellow students, commu- 1862 by Thomas A. Goddard, then treasurer of Tufts College, nity service, and developing improved policies. are provided annually in the field of dramatic interpretation The Martin Guterman Award is given in memory of and acting. These undergraduate prizes may, at the Martin Guterman, beloved faculty member in the discretion of the Department of Drama, be awarded for Department of Mathematics, for the first-year student with marked excellence in acting as demonstrated during the the highest academic achievement in mathematics, to student’s career in stage productions of the university encourage further study in that field. theatre. The Audrey L. Hale Prize, established in 1995 in honor of The Graduate School of Arts and Sciences Outstanding Audrey L. Hale for forty-seven years of extraordinary service Academic Performance Award recognizes the overall to Tufts University, including fourteen years as assistant academic achievement of graduate students as evidenced provost, is to be awarded to an undergraduate student in by course grades, quality of papers, theses, and projects in the junior or senior year who has demonstrated academic the arts, humanities, natural sciences, and social sciences. excellence and a commitment to international understand- The Graduate School of Arts and Sciences Outstanding ing through acts of compassion and humanity. The Contributions to Undergraduate Education Award recipient, who is able to achieve his/her educational goals recognizes excellence as a teaching assistant or other roles through personal and financial sacrifice, will be determined such as mentoring undergraduates in the arts, humanities, and recommended by the dean of students. natural sciences, and social sciences. The Ethel M. Hayes Scholarship, founded by the Tufts The Graduate School Council Awards are given annually Alumnae Association in 1946, in memory of Ethel M. Hayes, to outstanding graduate student organizations and faculty Class of 1896, college librarian (1896–1943), is awarded to mentors. an undergraduate dependent to some extent on his or her own efforts to meet the cost of education and whose work

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throughout the preceding year has been of such excellence The Human Factors Engineering Prize is awarded to a that he or she is deemed worthy of high academic senior who, in the judgment of the Human Factors faculty distinction. in the Mechanical Engineering Department, has excelled in The Jane Anne Herman Prize is given in honor of Jane the study and application of human factors engineering. Anne Herman, J’87, who will always be remembered for her The James D. Hume Field Geology Scholarship Prize devotion to friends and family, her generosity during was established in 1996 by alumni, colleagues, friends, and Thanksgiving, and her appreciation of the arts. This award family in memory of Jim Hume, exemplary teacher and is given by the Department of Drama and Dance for geology department chairman, who shared his enthusiasm, excellence in directing and/or stage management, as knowledge, and cheerful nature with everyone he knew. demonstrated during the student’s career in the university This award is presented annually to one or more outstand- theatre. ing geology students to further their field experience in The Morris and Sid Heyman Prize Scholarships, geology. established in 1980 by the bequest of Mrs. Sid L. Heyman in The Albert H. Imlah European History Prize, named memory of her husband, Morris Heyman, who graduated after Albert Imlah, Professor of History 1927–1956, Walter S. from Tufts University in 1919 with a bachelor of science Dickson Professor of English and American History 1958– degree in electrical engineering, are awarded to one or 1970, is awarded to a student or students for distinguished more undergraduate students in the Department of work in European history, or to promote summer reading in Electrical Engineering and Computer Science, based on the honors program, or in comparable programs in history. academic achievement and future promise. The Albert H. Imlah Excellence in History Prize, named The Marshall Hochhauser Prize is presented annually to after Albert Imlah, Professor of History 1927–1956, Walter S. seniors who exemplify the altruistic spirit of the man whose Dickson Professor of English and American History name it bears, while working within the system to broaden 1958–1970, is awarded to a senior for excellence in history. and enrich the intellectual climate at Tufts without regard Through this award Professor Imlah sought to encourage for personal gain. The prize honors the memory of Marshall high academic performance. Hochhauser J’82P, E’79P, who, as National Chairman of the The International Letters and Visual Studies Prize Parents’ Fund at the onset of the Campaign for Tufts, is awarded annually to a graduating senior who has labored on behalf of undergraduate education at Tufts far demonstrated excellence in the study of literature, film and beyond the call of duty. The prize may be awarded to one visual media in an international context. or two seniors. The Board of the Experimental College The International Relations Research Scholars Program, selects the recipients of this award. established in 2001, supports original, high-quality The Rob Hollister Award for Community Service and undergraduate international research. Awarded jointly to Citizenship recognizes graduate students who have selected IR juniors who plan to undertake a senior honors contributed their time and effort to the community outside thesis or other capstone research experience and their of Tufts. This contribution could be in the form of volunteer faculty mentors, the scholarship financially supports a work, activism in community issues, or participation in minimum of eight weeks of summer research on an inter- public service activities. The award is given to individuals or national topic. The program’s objectives are to promote groups of students in either the School of Arts and Sciences intensive faculty-student mentoring and to advance the or the School of Engineering. development of strong international research skills critical The Marion Ricker Houston Prize Scholarship in to professional and academic goals in an increasingly Economics, established in memory of a faculty wife whose interdependent world. friendship and gracious hospitality enriched the lives of The Japanese Language and Literature Prize is awarded many generations of Tufts and Jackson students, is annually to a graduating senior who has demonstrated awarded to junior or senior economics majors who have excellence in the studies of Japanese language, literature, been responsible citizens of the Tufts community and who, and culture. in the opinion of members of the economics department, The Karno Dean’s Award for Academic Excellence and have made substantial progress in mastery of their chosen Leadership is awarded to two sophomores (from each field. school) who have shown great promise in their academics and demonstrated leadership on or off campus.

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The Ralph S. Kaye Memorial Prize was founded in 1947 an athletic coach. His loyalty, devotion, and service to Tufts by members of Omicron Chapter of Phi Epsilon Pi as a were of a high order. The prize is to be awarded to an memorial to Ralph Sumner Kaye, of the Class of 1937, who undergraduate at Tufts University who combines a record died while serving as a lieutenant aboard a destroyer of academic excellence with superior athletic performance. sunk in the naval battle for Okinawa (Gunto) in 1945. It is Preference shall be given to an economics major where awarded to a junior or senior who, at the conclusion of two there is a choice among otherwise highly qualified years or more of mathematics courses and irrespective of candidates. his/her major field of concentration, demonstrates a The Lt. Commander Robert James Manning Memorial favorable combination of proficiency in mathematics and Prize is awarded annually to an engineering undergraduate participation in extracurricular activities. who is industrious, competent, and enthusiastic, and who The William J. King Applied Music Award for piano shows the same commitment to excellence that Lt. performance was established by Mrs. Margaret King in Commander Manning demonstrated throughout his life. memory of her husband, who was a professor of Music at The prize was established in 1990 by Lt. Commander Tufts for 41 years. Each spring, the award is presented to Manning’s wife, Nancy E. Manning, and by his parents, one or more students who demonstrated outstanding Mr. and Mrs. Edward V. Manning, with the support of his ability in piano performance in either classical or jazz music. friends and family. Lt. Commander Manning was a 1970 Students are nominated for the award by their faculty Tufts graduate. instructors based on their fall semester performance. The Vincent Manno Leadership Award, named for former The N. Hobbs Knight Prize Scholarship in Physics was Tufts Mechanical Engineering Professor Vincent Manno, is established in 1957 by Mrs. Esther F. Martin in honor of her given annually to a Mechanical Engineering or Human father, the late Nathaniel Hobbs Knight, a member of the Factors student who has excelled in a leadership role. faculty in the Department of Physics from 1911 to 1953. Demonstrated leadership may be related to a class project The scholarship provides two annual awards to be (e.g. senior design), or to on-campus clubs and competi- presented to two juniors or seniors who are majoring in tions sponsored by technical societies. The student should physics and who have demonstrated outstanding ability in have demonstrated vision, communications skills, and an theoretical and experimental physics, selected in such ability to motivate and lead a team to achieve specific manner as the Committee on Academic Awards shall objectives with excellence under various resource determine. constraints (e.g., manpower, budget, schedule, and The Laminan Prize in Romance Languages, established specifications). in 1963 by Toivo, A’31, and Margaret C. Laminan, is awarded The Mechanical Engineering Prize is awarded to a senior each year to a student for distinguished work in the who, in the judgment of the mechanical engineering Department of Romance Languages. faculty, has excelled in the study of Mechanical The Earle F. Littleton Scholarship is awarded to worthy Engineering. juniors, seniors, or graduate students in the civil engineering The Nadia Medina Prize is awarded to a junior or senior to program who are active in professional or community recognize extraordinary contributions to collaborative affairs and show promise of becoming active and loyal learning at Tufts. The Nadia Medina Prize is given to the alumni. peer tutor or Writing Fellow whose commitment to The Linda Datcher Loury Award in Economics is awarded collaborative learning exceeds the requirements of the annually to an undergraduate majoring in Economics and/ tutor’s role, as demonstrated by outreach to faculty, or to a graduate student pursuing a M.S. in Economics for availablility to students, and participation in developing the completion of an outstanding thesis. This prize was peer-to-peer collaborative learning programs. The award established in 2012 in memory of Professor Linda Datcher honors the contributions of Nadia Medina to Tufts Loury. University as teacher, advisor, Director of the Academic The Lewis F. Manly Memorial Prize was established by Resource Center, and founder of the Writing Fellows friends, family, and former students in memory of Lewis F. Program. Manly, for forty years a member of the Tufts faculty, The Alex Mendell Memorial Scholarship is awarded twenty-six of them as chairman of the Department of annually to a sophomore or junior who, through his or her Economics. He also served for six years as head coach of leadership in a variety of campus activities, brings together basketball and for fifteen years as head coach of football, students representing a broad spectrum of the community. uniquely combining a dedicated career as teacher and as Like the student in whose memory the award is made, the

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recipient should demonstrate a generosity of spirit and an NROTC program. The award is based on scholastic character that contributes both to the self-esteem of others achievement, demonstrated leadership, and significant and to their love of Tufts. contributions made by the candidates to the university and The Melissa Beth Meyers Award is presented annually to greater community. a graduating BFA or BFA in art education student in The Robert L. Nichols Scholarship Prize, established in recognition of academic excellence, personal growth and 1979 by friends and students of Robert L. Nichols and the his/her ability to achieve this success while overcoming Department of Earth and Ocean Sciences, is awarded to substantial educational and/or personal obstacles. one or more students of demonstrated ability in geology, The Russell E. Miller History Prize is awarded to an for the purpose of expanding their knowledge of geology undergraduate of exceptional ability whose participation in by field experience. advanced history courses has demonstrated an eagerness The James P. O’Leary Design Award, named in honor of to explore problems of historical analysis and interpretation. James P. O’Leary, Associate Professor of Mechanical The Adrian Misic Prize Fund is awarded by the Depart- Engineering, is presented annually to a Mechanical ment of Athletics to a student who demonstrates Engineering senior who has made outstanding contribu- excellence athletically and academically and is active in tions in the area of design. work which helps improve the human condition. The Daniel Ounjian Prize in Economics was established The Paul Montle Prize Scholarship is awarded to by alumni, friends, colleagues, and family in memory of upperclassmen or women who demonstrate entrepreneur- Daniel Ounjian, an esteemed professor of economics at ial skills and who accept along with the scholarship a moral Tufts for thirty-one years. The award is given annually to a obligation to return to Tufts later in life much more than junior economics major who, in the judgment of the they received, in terms of financial aid and educational Department of Economics, should be encouraged to benefits. pursue graduate studies in economics and whose The Mary Ann Mulcahy Service in Education Award. contributions to the Tufts community reflect the loyalty The Department of Education and the University College of and commitment that his students and peers appreciated Citizenship and Public Service created this award to honor in Daniel Ounjian. a graduate student completing the MAT middle and high The Outstanding Contribution to Music at Tufts Award school teacher licensure program who has demonstrated a is given annually to a senior student whose service to the strong commitment to both public service and effective department, creativity, musical achievements, and classroom practice in the field experience portion of their contribution to the musical atmosphere at Tufts exemplify program. the highest distinction. The Multicultural Service Award is for an undergraduate The Wendell Phillips Memorial Scholarship is one of two who has made significant efforts to define Tufts as a scholarships (the other being assigned to Harvard College) multicultural environment in which race, ethnicity, religion, that was established in 1896 by the Wendell Phillips class, gender, and sexual preference are not barriers to the Memorial Fund Association in honor of Boston’s greatest full enjoyment of community membership. preacher and orator. The scholarship is given annually to The Ellen C. Myers Memorial Prize was established in the junior or senior who has best demonstrated both 1982 in honor of Ellen Myers, J’82, an example of great marked ability as a speaker and a high sense of public courage and mental fortitude as she pursued her degree responsibility. The recipient of the scholarship traditionally while battling an incurable illness. The prize is to be gives an address at commencement. Candidates for this awarded to a junior or senior who has shown character, award are recommended by the Committee on Student Life. diligence, and perseverance in achieving high scholarship The Sarah Plummer Memorial Prize is awarded annually standards in the face of adverse circumstances while to a graduate student or students who demonstrate a deep working toward a bachelor’s degree at Tufts University. commitment to the field of classical archaeology or The Navy V-12/NROTC Memorial Prize was established in classical studies, to the Tufts University Department of 1998 by Tufts V-12/NROTC alumni who were enrolled in Classics and to the broader community. the program at Tufts during World War II. The prize is to be The Paula Frazier Poskitt Scholarship was established in awarded to junior or senior students from the Tufts under- 1995 by Dr. Thomas R. Poskitt, A’66, M’70, in memory of his graduate colleges who are direct descendants of partici- wife, Paula Frazier Poskitt, J’66, G’72, to provide tuition pants in the Tufts or other college V-12/NROTC programs support for a senior biology major who intends to pursue during World War II, July 1943–June 1946, or are enrolled in graduate studies.

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The Pride on the Hill Award is named for the lesbian, gay The Stephen Sapuppo Prize, established in 1993 by Helen bisexual, and transgender alumni organization of Tufts. and Michele Sapuppo and family in loving memory of their The award will honor undergraduate or graduate students son and brother Stephen, A’81, is awarded to a junior who who, through community involvement, artistic expression, has demonstrated outstanding academic achievement in written work, or scientific research, have contributed the drama, with preference for a member of Torn Ticket Two. most to an understanding at Tufts of gay, lesbian, bisexual, The James Schmolze Prize for Excellence in Computer or transgender identities during the preceding academic Science is awarded annually to a junior or senior who has year. demonstrated excellence in computer science studies. The William Howell Reed Prize in German, established The School of Engineering Outstanding Contributor to through a fund left to Tufts University by Professor Reed, a Engineering Education Award is focused on full-time member of the German department from 1904 until the graduate students who through T.A. work, voluntary time of his death in 1949, is awarded to a member of the service, and other activities have enhanced significantly the junior or senior class for excellence and promise in German education programs of their departments. studies. The recipient should demonstrate those qualities The School of Engineering Outstanding Graduate of learning, discrimination, and taste that characterized Researcher Award is focused on full-time, thesis program Professor Reed’s distinguished career on the Tufts campus. students who have distinguished themselves in research, The Department of Religion Prize is awarded each year to especially technical publication. a Religion major who has shown excellence in religious The Charles F. Seymour, Jr., Prize is to be awarded studies. annually with preference for a junior or senior participant The Resumed Education for Adult Learners Prize in musical theatre who has an interest in business studies Scholarship is awarded to the continuing education senior or career. who has demonstrated both the greatest perseverance in The Frederic J. Shepler Memorial Prize in French was pursuing his/her academic goals and the greatest established in 1984 by alumni, friends, colleagues, and generosity and effectiveness in helping other continuing family in memory of Frederic J. Shepler, an esteemed education students to achieve their academic goals. professor of French in the Department of Romance The Russian Prize is awarded annually to a junior or senior Languages. The prize is awarded annually to that senior who has demonstrated excellence in the Russian language French major who has demonstrated high achievement in and Russian-related studies. the study of French literature and in the understanding of The Rhonda Saad Graduate Prize in Art History poetry in particular. recognizes graduating masters students in Art History or The Dr. Philip E. A. Sheridan Prize was established in Art History/Museum Studies for outstanding academic 1977 by bequest of Dr. Sheridan, classes of Liberal Arts, excellence, as well as related achievement in teaching, 1908, and Medicine, 1912. The prize is awarded annually to research, museum work, or community involvement. The the student who has shown the most improvement award is established in memory of Rhonda Saad, MA’08, through the junior year in bachelor of arts course work. with the generous assistance of Rhonda’s classmates. A The Sociology Prize is awarded to the member of the scholar of Islamic Art, pursuing a PhD at the time of her junior or senior class who, in the opinion of the Department death, Saad was a cherished student, teacher, colleague, of Sociology, has shown exceptional promise in either and friend whose zest and optimism profoundly impacted general sociological analysis or empirical social research. the lives and work of all those around her. The Charles E. Stearns Scholarship Prize, established in The Howard Sample Prize Scholarship in Physics 1997 by students, colleagues, friends, and family, honors is named in memory of Howard Sample, who was a the exceptional fifty-year career of Charlie Stearns as a professor in the Department of Physics at Tufts University. gifted student, a caring and intellectually stimulating Professor Sample was known for his love of physics; for his professor, and a loyal and insightful dean. This award is generosity in assisting colleagues, graduate and under- presented annually to one or more geology students who graduate students; and for his kindness to all. The award is have demonstrated attention to detail, thoughtful analysis, given annually to undergraduate students for outstanding and insight to their geological studies. performances in Physics 11 and Physics 12.

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

327 index >

Astronomy 104 Chile Program (See Tufts Index Astrophysics 105, 240 Programs Abroad) Athletic Facilities 91 China Program (See Tufts Academic and Support Services 78 Athletics (See Physical Education) Programs Abroad) Academic Ethics 50 Auditing 25 Chinese 189 Academic Probation Auditing for Breadth 64 Civil and Environmental Engineering 42 Balch Arena Theater 90 Engineering 130 Liberal Arts 22 B.F.A. Degree Program 34 Classics 139 Academic Resource Center 83 Biochemistry 109, 125 Clinical Psychology 248 Academic Standing Bioengineering 105 Coach/Lecturers (See Faculty) Engineering 42 Biology 107 Cognitive and Brain Sciences 248 Graduate 31 Biomedical Engineering 110 Cognitive Science 142 Liberal Arts 22 Biopsychology 109, 248 College of Liberal Arts Information Accessibility (See Student Biotechnology 115 10 Accessibility Services) Boston School of Occupational College of Special Studies 34 Accreditation 293 Therapy (BSOT) 227 College Writing Requirement 11 Add/Drop (See Registration Campus Life 86 Colonialism Studies 142 Information) Career Center 84 Combined-Degrees Programs 55 Advanced Placement Catholic Chaplaincy 89 Bachelor’s/Master’s Degrees Engineering 39 Center for Cognitive Studies 270 56, 61 Liberal Arts 17 Center for Engineering Education Bachelor’s/M.P.H. 61 Advanced Technology Laboratory and Outreach (CEEO) 173, 270 Fletcher School 57 (ATL) 270 Center for Interdisciplinary Studies Liberal Arts/Engineering 55 Africana Center 86 81, 201, 270 New England Conservatory of Africana Studies 92 Center for Reading and Language Music 56 Alcohol and Drug Program Research 270 School of the Museum of (Health Education) 84 Center for Science and Fine Arts 56 American Sign Language 12, 128 Mathematics Teaching 270 Communications and Media American Studies 94 Center for Science, Technology, Studies 143 Anthropology 95 Engineering and Mathematics Community Environmental Applied Mathematics 212 (STEM) Diversity 270 Studies 146 Applied Physics 240 Center for Scientiﬁc Visualization Community Health 146 Arabic 188 270 Commuters, Services for 85 Archaeology 96 Center for South Asian and Indian Computer Engineering 170 Architectural Engineering 134 Ocean Studies 270 Computer Science 149 Architectural Studies 97 Center for the Enhancement of Computer Services Arena Theater (See Balch Arena Learning and Teaching (CELT) (See Technology Services) Theater) 270 Concentration Requirement Art and Art History 100 Center for the Humanities at Tufts Engineering 37 Art Gallery (See Tufts University (CHAT) 270 Liberal Arts 14 Art Gallery) Certiﬁcate Programs 27 Contents 3 Arts and Sciences Mission Changes in Course Grades Counseling and Mental Health Statement 10 Graduate 30 Service 85 Arts, Sciences, and Engineering Undergraduate 48 Cross-Registration Librarians 292 Chaplaincy 89 Graduate School 26 Arts, Sciences, Engineering, Chemical and Biological Liberal Arts 25 and Tisch College Engineering 118 CTSI (See Tufts Clinical and Administration 273 Chemical Physics 125, 240, 242 Translational Science Institute) Asian American Center 87 Chemistry 123 Dance 154 Asian American Studies 103 Child Development 126

328 index >

Day Care Center (See Tufts Engineering Psychology/Human Geographic Information Systems Educational Day Care Center) Factors Engineering 176 (GIS) Center 270 Dean’s List English 177 Geology (See Earth and Ocean Engineering 41 Entrepreneurial Leadership Sciences) Liberal Arts 22 Studies 180 German 190 Degrees with Honors Environmental Health 181 German, Russian, and Asian Engineering 42 Environmental Management 185 Languages and Literatures 187 Liberal Arts 23 Environmental Studies 185 Ghana Program (See Tufts Dental School, Early Assurance 61 Epidemiology Certiﬁcate 27 Programs Abroad) Digital Collections and Archives 80 EPIIC (See Institute for Global Global Development and Disability Services (See Student Leadership) Environment Institute (GDAE) Accessibility Services) European Center (See Tufts 271 Distribution Requirements 13 European Center) Goddard Chapel 89 Doctor of Philosophy Degree 28 Exchange Programs (See Domestic Gordon Institute (See Engineering Domestic Exchange and Exchange and Off-Campus Management, Entrepreneurial Off-Campus Programs 25 Programs) Leadership Studies) Drama and Dance 155 Experimental College 63 Grade Requirements (Engineering) Dropping and Adding Courses Explorations 64 42 (See Registration Information) Extension of Degree Time 30 Grades Early Assurance (See Dental Extra Courses 48 Graduate 30 School, Medical School, Faculty Undergraduate 47 Veterinary School Early Coach/Lecturers 289 Graduate Career Advancement 27 Assurance) Emeriti/ae 290 Graduate School of Arts and Earth and Ocean Sciences 158 Full-Time 274 Sciences 26 Economics 160 Part-Time 286 Graduation Dates 45 Education 164 Fares Center for Eastern Greek 140 Edwin Ginn Library 79 Mediterranean Studies 270 Health Accommodations and Electrical and Computer Feinstein International Center 270 Medical Leave 49 Engineering 168 Film Studies 144 Health Education (Alcohol and Eliot-Pearson Children’s School Financial Aid 8 Drug Program) 84 127 Financial Information Health Professions Programs 59 Emeriti/ae Faculty (See Faculty) Administrative/Financial Health Service (Tufts Health and Engineering Degrees 36 Withdrawal 7 Wellness) 84 Engineering Double Majors 41 Expenses and Policies 5 Hebrew 197 Engineering Education 173 Housing Charges 6 Hillel (See Tufts Hillel) Engineering Graduate Programs Payment of Bills 6 Hirsh Health Sciences Library 79 44 Withdrawal/Leave Tuition History 196 Engineering Humanities, Refund Policy 7 Hong Kong Program (See Tufts Social Sciences, and Arts Foreign Language Placement Programs Abroad) Requirement 37 18, 39 Honors (See Degrees with Honors) Engineering Information Foreign Language Requirement Human Factors Engineering (See School of Engineering and Culture Option 12 (See Engineering Psychology) Information) Foundation Requirements Human-Computer Interaction 201 Engineering Introductory Course Engineering 37 Human Robot Interaction Requirement 37 Liberal Arts 11 Laboratory 271 Engineering Management 174 French 253 Incompletes Engineering Mission Statement 35 General Undergraduate Graduate 31 Engineering Physics 241 Information 45 Undergraduate 47 Engineering Project Development Geoengineering 160 Institute for Applied Research in Center 83 Youth Development (IARYD) 271

329 index >

Institute for Global Leadership International Relations 204 Middle Eastern Studies 221 70, 271 Internship Programs Minor Programs ACCESS 76 Engineering 43 (See Undergraduate Minor ALLIES 72 Liberal Arts 24 Programs) BUILD 73 Italian Studies 253 Missed Classes 48 Discourse 77 Japan Program (See Tufts Mission Statement (See Arts and Dr. Jean Mayer Global Programs Abroad) Sciences Mission Statement or Citizenship Lecture Series 75 Japanese 192 Engineering Mission Statement) Empower 74 Jewish Chaplaincy 89 Multimedia Arts 222 Engineers without Borders 74 Judaic Studies 192 Museum School (See School of EPIIC 70 Latin 140 the Museum of Fine Arts) Exposure 72 Latin American Studies 207 Museum Studies 223 Global Research, Projects, and Latino Center 87 Music 223 Internships 71 Latino Studies 208 Music Engineering 226 Innocence International 73 Leadership Studies 209 Muslim Chaplaincy 90 Inquiry 71 Leaves of Absence and Transfers New England Conservatory of INSPIRE 75 Graduate 30 Music 56 International Resilience Undergraduate 49 No-Grade Status 47 Program 75 Lesbian, Gay, Bisexual, and Nondiscrimination Policy 50 Iran Dialogue Initiative 72 Transgender Center 88 Nutrition 227 Leaders in China-US Relations Liberal Arts Information Occupational Therapy 227 73 (See College of Liberal Arts Occupational Therapy Certificate NIMEP 71, 77 Information) Program 230, 233 Oslo Scholars Program 76 Librarians (See Arts, Sciences, Office of Sustainability (See Tufts Petra Foundation Internships and Engineering Librarians) Office of Sustainability) 76 Library Resources at Tufts 78 Officers of the Corporation 272 PPRI 73 Lilly Music Library 79 Organization 272 Program for Narrative and Lincoln Filene Center 68 Osher Lifelong Learning Institute Documentary Practice 71 London Program (See Tufts 91 Pugwash International Student Programs Abroad) Oxford Program (See Tufts Chapter 73 Madrid Program (See Tufts Programs Abroad) Robert and JoAnn Bendetson Programs Abroad) Paris Program (See Tufts Programs Public Diplomacy Initiative 74 Management of Community Abroad) Synaptic Scholars 72 Organizations 210 Pass-Fail Option Tufts Energy Forum 72 Manufacturing Engineering Engineering 47 Tufts Initiative for Leadership Certificate Program 211 Liberal Arts 15 and International Perspective Mass Communications and Media Payment of Bills (See Expenses 74 Studies (See Communications and Policies) Voices from the Field 75 and Media Studies) Peace and Justice Studies 233 Institute of Cosmology 271 Master of Public Policy 258, 260 Perspectives 64 Interdisciplinary Doctorate 30 Master’s Degree 27 Ph.D. (See Doctor of Philosophy Interdisciplinary Laboratory for M.A.T. 166 Degree) Computation 271 Mathematics 211 Phi Beta Kappa 23 Interdisciplinary Minor Program 16 Mechanical Engineering 214 Philosophy 234 Interdisciplinary Studies 201 Medical Leave (See Health Physical Education 167, 243 International Center 86 Accommodations and Medical Physical Education/Athletics 239 International Diploma Credit Leave) Physics and Astronomy 239 Engineering 40 Medical School, Early Assurance 61 Political Science 243 Liberal Arts 17 Medieval Studies 220 Postbaccalaureate Premedical International Literary and Visual Microwave and Wireless Program 62 Studies 202 Engineering 220

330 index >

Predental, Premedical, and Spanish 253 Tufts Programs Abroad 51 Preveterinary Programs 59 Student Accessibility Services 83 Tufts in Chile 51 Pre-Law and Pre-Business 62 Study Abroad 49, 51 Tufts in China 51 Pre-Matriculation Credits Study Elsewhere 49 Tufts in Ghana 51 Engineering 38 Summary Sheet of Requirements Tufts in Hong Kong 52 Liberal Arts 17 13 Tufts in Japan 52 Presidents of Tufts University 4 Summer Session 55 Tufts in London 52 Privacy 50 Talloires Program (See Tufts Tufts in Madrid 53 Prize Scholarships and Academic European Center) Tufts in Oxford 53 Awards 318 Tau Beta Pi 42 Tufts in Paris 53 Program Evaluation 245 Teacher Licensure Programs 58 Tufts in Tübingen 54 Programs Abroad (See Tufts Teaching Assistants 33 Tufts University Art Gallery 90 Programs Abroad) Technology and Teaching 81 Tuition (See Financial Information) Protestant Chaplaincy 90 Technology Services 80 TUTV 65 Psychology 246 Thesis Honors Program Undergraduate Minor Programs Quantitative Economics 162 Engineering 43 Engineering 41 Quidnuncs 64 Liberal Arts 23 Liberal Arts 16 R.E.A.L. 45 Tisch College of Citizenship and Undergraduate Policies Reduced Course Load 47 Public Service 65 (See General Undergraduate Registration Information 46 Tisch Library 78 Information) Religion 250 Tissue Engineering Resource Urban and Environmental Policy Religious and Philosophical Life Center (TERC) 271 and Planning 256 89 Transfer of Credit Urban Studies 266 Religious Centers (See Religious Graduate 27 Veterinary School Early Assurance and Philosophical Life) Undergraduate 46 61 Repeated Courses 48 Transfer Students 46 Washington Program (See Tufts in Requirements for Degrees Trustees 272 Washington) Engineering 37 Tübingen Program (See Tufts Water: Systems, Science, and Liberal Arts 10 Programs Abroad) Society 266 Reseach and Educational Centers Tufts Clinical and Translational Webster Family Veterinary Library 270 Science Institute (CTSI) 271 80 Research Assistants 33 Tufts Educational Day Care Center Women’s Center 88 Residence Requirement 127 Women’s, Gender, and Sexuality Graduate 29 Tufts European Center 54, 271 Studies 268 Undergraduate 45 Tufts in Annecy 54 World Civilizations Requirement Resident Proctors 33 Tufts in Talloires 54 13 Resumed Education for Adult Tufts Summit 55 World Literature 269 Learners (See R.E.A.L.) TuftsFilmWorks 64 Writing Fellows Program 80 Romance Languages 251 Tufts Health and Wellness Writing Requirement (See College ROTC Programs 10 (Health Service) 84 Writing Requirement) Russian 195 Tufts Hillel 89 Scholarship Funds 295 Tufts in Washington 245 School of Engineering Information Tufts Initiative for Leadership and 35 International Perspective (See School of the Museum of Fine Arts Institute for Global Leadership) 34 Tufts Institute of the Environment School Psychology 166 (TIE) 257 Self-Designed Major (See Tufts Ofﬁce of Sustainability (OOS) Interdisciplinary Studies) 257 Sociology 255

331