2013–2014 The Bulletin - USS at Tufts - Tufts University

Chemistry >
Child Development >
In the first year of graduate study, entering
students meet with the department’s graduate
committee and are placed into a series of core
courses in each of the traditional areas of chemistry:
analytical, inorganic, organic, and physical. These
courses are intended to ensure that by the end of
the first year the student has an adequate grounding
in the fundamentals of chemistry. Each student
then takes additional advanced courses in his/her
area of specialization.
Master of Science
A candidate for the master of science degree in
chemistry is expected to have a satisfactory
background in physics, mathematics, and chemistry.
All master’s degree candidates are required to pass
(B- or better) eight formal classroom graduate
courses in chemistry or approved, related fields.
Four of these courses must be in chemistry. Two
may be approved independent study (293, 294).
Alternatively, a student may elect to take six formal
classroom courses and two credits of research (295,
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.
Doctor of Philosophy
The doctorate in chemistry is awarded to students
who have demonstrated a broad familiarity with
the science of chemistry and a thorough knowledge
of their specialized field, and who have displayed
competence in planning and conducting chemical
research.
By the end of the third semester, each graduate
student must pass (with a B- or higher) one formal
classroom course in each of the four traditional
areas of chemistry. At least six formal graduate
courses in chemistry (exclusive of research) are
required for the degree and must be completed
satisfactorily by the end of the fourth semester.
Additional courses in chemistry or related fields
may be required by individual research supervisors.
Selection of a research supervisor is usually made
during the first year on the basis of common
interest. The student and research supervisor
nominate two faculty members to serve on the
student’s doctoral committee. The doctoral
committee (in conjunction with the student’s
research advisor) takes over the advisory function
from the graduate committee and guides the
student’s research to promote his/her development
as an independent investigator.
Doctoral students must also satisfy the following
requirements:
1) Serve as a teaching assistant
2) Present a Research Topic to the research
committee by the end of the third semester
3) Present a Study Topic as a public seminar and
defend it in a private meeting with the research
committee by the end of the fourth semester
4) Submit a third-year research report to the
research committee by the end of the sixth semester
5) Prepare and defend an original research proposal
by the end of the eighth semester
6) Defend a thesis
The department is actively engaged in research in
the areas of organic, inorganic, physical, and
analytical chemistry, as well as the interdisciplinary
areas of bioorganic, environmental, and materials
chemistry. For more information concerning
research interests, facilities, and financial aid, please
see the booklet Graduate Program in Chemistry,
available on the department’s website at
http://chem.tufts.edu.
Child Development
ELIOT-PEARSON DEPARTMENT OF CHILD DEVELOPMENT
Professor Marina Bers, Math, Science and Technology/
Engineering Initiative; Educational technology, impact of new
technologies for personal, social and moral development, use
of technology in hospitals, museums, schools and communities
Professor M. Ann Easterbrooks, Family development,
social and emotional development, infancy
Professor David Henry Feldman, Cognitive development,
developmental and educational theory, creativity
Professor Richard M. Lerner, Bergstrom Chair in Applied
Research in Youth Development; Director, Institute for Applied
Research in Youth Development; Application of developmental
science across the life span, personality and social
development in adolescence, university-community
collaboration and outreach scholarship
Professor Maryanne Wolf, John DiBiaggio Chair in
Citizenship and Public Service; Director, Center for Reading
and Language Research; Dyslexia, cognitive neurosciences,
cognition, developmental psycholinguistics, reading
development and intervention
129