Arts, Sciences, and Engineering 2010-2011 Bulletin - USS at Tufts

Through this bulletin, announcement is made of the generalrules, regulations, fees, and schedules in effect as of the date ofpublication. This bulletin is for informational purposes only anddoes not constitute a contract between the university and anyapplicant, student, or other party. The university reserves its rightto make changes, without notice, in any course offerings, requirements,policies, regulations, dates, and financial or other informationcontained in this bulletin. Published by the Trustees of TuftsUniversity, Medford, Massachusetts 02155. Printed in the USA.TUFTS UNIVERSITY 2008

The BulletinBULLETIN OF TUFTS UNIVERSITY l 2010–2011School of Artsand SciencesCOLLEGE OF LIBERAL ARTSGRADUATE SCHOOL OFARTS AND SCIENCESSchool ofEngineering

ContentsPresidents of Tufts University . . . . . . . . . . . . . . 4About Tufts University . . . . . . . . . . . . . . . . . . . 4Financial InformationExpenses and Policies . . . . . . . . . . . . . . . . . . 5Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . 7School of Arts and SciencesMission Statement . . . . . . . . . . . . . . . . . . . 10College of Liberal Arts . . . . . . . . . . . . . . . 10Graduate School of Arts and Sciences . . . . 25College of Special Studies . . . . . . . . . . . . . 32School of EngineeringMission Statement . . . . . . . . . . . . . . . . . . . 34School of Engineering Information . . . . . . 34General Undergraduate InformationUndergraduate Policies . . . . . . . . . . . . . . . . 45Tufts Programs Abroad . . . . . . . . . . . . . . . 52Tufts European Center . . . . . . . . . . . . . . . . 55Summer Session . . . . . . . . . . . . . . . . . . . . . 55Combined-Degrees Programs. . . . . . . . . . . 56Teacher Licensure Programs. . . . . . . . . . . . 58Health Professions Programs . . . . . . . . . . . 59Prelaw and Prebusiness . . . . . . . . . . . . . . . . 62Experimental College . . . . . . . . . . . . . . . . . 62Jonathan M. Tisch College of Citizenshipand Public Service . . . . . . . . . . . . . . . . . 64Institute for Global Leadership . . . . . . . . . 66Academic and Support Services . . . . . . . . . 70Departments, Programs, and Research CentersAll departments, programs and ResearchCenters . . . . . . . . . . . . . . . . . . . . . . . . . . 82University Administration and FacultyOrganization . . . . . . . . . . . . . . . . . . . . . . . 242Faculty. . . . . . . . . . . . . . . . . . . . . . . . . . . . 244School of the Museum of Fine Arts. . . . . 260Accreditation. . . . . . . . . . . . . . . . . . . . . . . 261Scholarship Funds. . . . . . . . . . . . . . . . . . . . . 263Prize Scholarships and Academic Awards . . 283Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293For course descriptions, see the bulletin athttp://USS.tufts.edu/bulletin/3

A B O U T T U F TS U N I V E R S I T Y >PRESIDENTS OFTUFTS UNIVERSITYLawrence S. BacowPresident, 2001–presentJohn DiBiaggioPresident, 1992–2001Emeritus, 2001–presentJean MayerPresident, 1976–1992Chancellor, 1992–1993Burton Crosby HallowellPresident, 1967–1976Emeritus, 1977–presentLeonard Chapin MeadActing President, 1966–1967Nils Yngve WessellActing President, 1953President, 1953–1966Emeritus, 1967–presentLeonard CarmichaelPresident, 1938–1952George Stewart MillerActing President, 1937–1938John Albert CousensActing President, 1919–1920President, 1920–1937Hermon Carey BumpusPresident, 1914–1919William Leslie HooperActing President, 1912–1914Reverend Frederick William HamiltonActing President, 1905–1906President, 1906Reverend Elmer Hewitt CapenPresident, 1875–1905Reverend Alonzo Ames MinerPresident, 1862–1875John Potter MarshallActing President, 1861–1862Reverend Hosea Ballou 2dPresident, 1853–1861About Tufts UniversityInternational, student–centered, Tufts University isdedicated to academic rigor and interdisciplinaryresearch that addresses the most critical issues facingour world. Rooted in the best traditions oflearning and scholarship, Tufts is committed toeducating tomorrow’s global leaders in all disciplinesand fields through innovation in its teachingand research.Since its founding in 1852 by members of theUniversalist Church, Tufts has grown from a smallliberal arts college into a nonsectarian university ofapproximately 8,500 students on four campuses.The trustees of Tufts College voted to make Tuftscoeducational in 1892, and the first women weregraduated in 1896. Although women applied toTufts almost immediately after its founding in1852, they were denied admission until the 1890s.With the founding of Jackson College for Womenin 1910—named for Cornelia Maria Jackson, thebenefactor who did the most to promote women’seducation at Tufts—women’s education gainedsecurity at the institution.At Tufts, creating excellence in education isforged through a philosophy that is forward-thinking,imaginative, and responsive to the fast-pacedevolution of technology, politics, the sciences, ourglobal society, and the arts.Our SchoolsThe largest division of the university is the Facultyof Arts, Sciences, and Engineering. This divisioncomprises the College of Liberal Arts, the Schoolof Engineering, the Graduate School of Arts andSciences, the College of Special Studies, andSummer Session. The university’s graduate andprofessional schools are the Fletcher School ofLaw and Diplomacy, the School of Medicine, theSchool of Dental Medicine, the Cummings Schoolof Veterinary Medicine, the Gerald J. and DorothyR. Friedman School of Nutrition Science andPolicy, and the Sackler School of GraduateBiomedical Sciences.The schools are located on Tufts’ campuses inMedford/Somerville, Boston, and North Grafton,Massachusetts. Students may also study at theTufts European Center, located in an eleventhcenturymonastery in Talloires, France.Tufts is also affiliated with the School of the4

A B O U T T U F TS U N I V E R S I T Y >F I N A N C I A L I N F O R MAT I O N >Museum of Fine Arts and New England Conservatoryof Music, providing joint graduate and undergraduateprograms and flexible cross-registration.The Undergraduate ExperienceUndergraduate study is on Tufts’ Medford/Somerville campus, situated on a hill about fivemiles northwest of Boston. It is a tranquil NewEngland setting within easy access by subway andbus to the cultural, social, and entertainmentresources of Boston and Cambridge.Tufts is a student-centered institution, wheresupport for students’ personal and academic developmentis embedded into the organization andethos of the university. The Faculty of Arts, Sciences,and Engineering is committed to scholarshipof the highest order and teaching of exactingquality, while equally dedicated to providing afriendly, open, and intellectually rich and stimulatingenvironment. This environment is one of thereasons Tufts is one of the most highly competitiveuniversities in the country.Tufts has programs abroad in Britain, Chile,China, France, Germany, Ghana, Hong Kong,Japan, and Spain. More than 40 percent of undergraduateschoose to spend their junior year abroadto add a strong international dimension to theireducation. This experience adds to the internationalflavor of the Tufts campus when they returnfor their senior year.More than 98 percent of enrolling studentsexpect to pursue graduate or professional studies,and annually Tufts students are the recipients ofsuch prestigious academic awards as Fulbright,Rhodes, Marshall, and Mellon scholarships andfellowships.Financial InformationExpenses and PoliciesAll students (with the exception of those in theR.E.A.L. program) are expected to carry a fullcourse load (four to five courses) except in cases ofserious, documented medical problems.A typical first-year student in residence at Tuftsduring the 2010-2011 academic year may expectthe following expenses:Tuition $40,664Residence hall $5,982Meal plan $5,286Health service and student activity fees $934Books, supplies, and miscellaneousexpenses (estimated) $2,134Total for year (estimated) $55,000Medical Insurance costs $1473 for the year if the studentis not covered by a comparable plan of their own.*The charges listed above are subject to change.Tuition: Tufts undergraduate tuition is a comprehensivefee that covers basic charges for instruction,costs of registration, most laboratory supplies,and other incidental items or services.Campus Housing: All first-year and sophomorestudents are required to live in university housing orrecognized fraternities or sororities, and to purchasea meal plan. Commuting students pay no residencehall fee and are not required to purchase a mealplan.Meal Plans: Students select a meal plan or JumboCashin accordance with university requirements.JumboCash allows students to make purchases in allcampus dining locations, including the Rez andOxfam Cafe, and to pay for delivery of food fromoff-campus, late-night locations. Students may alsouse their JumboCash to pay library fines and tomake purchases from the bookstore, the informationbooth in the campus center, and the copy centerin Braker Hall. JumboCash may be converted tovending points for use in laundry and vendingmachines. Dining Services is located at 89 CurtisStreet. For more information, call 617-627-3566.Health Services: The health service fee ismandatory and non-waivable and covers the cost ofrunning a comprehensive outpatient health serviceand counseling center. The fee covers unlimitedprimary care and walk-in visits to the Health Serv-5

F I N A N C I A L I N F O R MAT I O N >ice, access to the Counseling and Mental HealthService, and an annual flu shot if available for thosewho desire inoculation. Laboratory tests, prescribedmedications, and consultation with on-campusmedical specialty consultants are not covered by thehealth service fee. Students who do not purchasethe optional medical insurance are required todemonstrate that they have other medical insurance.Details regarding the fee and deadlines forwaiving the insurance are available athttp://ase.tufts.edu/healthservice.Fees: All students are required to pay the studentactivity fee, which is proposed by the studentgovernment. Accepted students must pay an enrollmentdeposit, which is applied to tuition for thefirst year.Housing ChargesRoom assignments are made for the full academicyear. The campus housing room rates set by theBoard of Trustees will appear on the resident student’sbill in two parts, identified as the housingcommitment fee and room charge. The housingcommitment fee is nonrefundable at the time a studentselects a room, has a proxy select a campusroom on his or her behalf, or otherwise accepts aroom assignment from the Residential Life Office.The housing commitment fee is only refundablewhen:a) the student is placed on required leave or withdrawalby the university, including academic probationlevel II, orb) the student, subsequent to selecting a room, isadmitted to a study abroad program. In such casesthe student must file an electronic study abroadleave of absence form with Undergraduate Educationat http://uss.tufts.edu/registrar/Webcenter.asp.Students in both Tufts and non-Tufts study abroadprograms must file an update form, available at theResidential Life Office in South Hall, within ten(10) days of acceptance—no later than April 30 forfall semester housing cancellation and November 15for spring semester housing cancellation.The room charge portion of a student’s bill willbe equal to the room rate for the student’s assignment,less the $750 housing commitment fee.Room selection for spring-only applicants isheld during the first week of December. Once aspring-only room assignment has been selected bythe student (or his or her proxy), or an assignmentis offered and accepted, the student is subject to thehousing commitment fee.Questions may be directed to the ResidentialLife Office, Tufts University, Medford, Massachusetts02155, 617-627-3248, fax 617-627-3929,e-mail: reslife@tufts.edu, website:http://ase.tufts.edu/reslife.Payment of BillsAll currently enrolled students are billed electronicallythrough the Tufts eBill system. Information onTufts eBill can be found athttp://uss.tufts.edu/bursar/eBill/. Students are requiredto pay tuition, fees, room, and board prior to thestart of each semester. Bills for the fall semester mustbe paid in the first week in August; spring semesterbills are due and payable by the second week inDecember. The amount billed is reduced by anyfinancial aid awarded by or sent to the university onbehalf of the student for the semester. Payment infull (after deduction for financial aid) must be madebefore each term either by check, echeck, wire transferor by enrolling in the monthly payment plan.Detailed information about the payment plan is sentto returning students in April and incoming studentsin May/June.Fall semester charges do not include thoseincurred for courses an applicant must take tobecome fully qualified for admission. Charges willnot be reduced when courses are accepted for transfercredit.All university charges are collected by StudentFinancial Services. Without waiting for receipt of aformal bill, payments for tuition, fees, room, andboard are to be made to Tufts on or before the duedate for the semester. Checks should be madepayable to the Trustees of Tufts College.If full payment has not been received, or financialarrangements have not been agreed upon by thespecified due date, a late payment fee will beassessed monthly.The following actions will take place should astudent fail to meet his or her financial obligationsto the university for outstanding student loans orbalances on his or her student account: the studentmay be denied access to university dining services;will not be allowed to access library resources; willbe denied registration privileges; will not be issuedan official transcript; and will be denied an on-campusroom selection for an upcoming semester.Any unpaid student account balance may be6

F I N A N C I A L I N F O R MAT I O N >referred to our collection agency. The student willbe responsible for all costs associated with collection,including collection agency fees, attorneys’fees, and court costs. The account will be reportedto credit bureaus.A candidate for a degree must have paid allcharges ten days preceding commencement.Diplomas and official transcripts of records forthose in arrears are regularly withheld until all paymentshave been made.Administrative WithdrawalIf a student’s account remains unsettled beyond thebilling due date, subsequent bills will be issuedreflecting monthly late payment charges. If the student’saccount remains unsettled after the first dayof classes, the student may be subject to withdrawalfrom the university.Students are strongly encouraged to communicatewith Student Financial Services as soon as theyencounter personal or financial difficulties so thatthe university may help identify possible solutionsand alternatives for meeting individual needs.Withdrawal/Leave Tuition Refund PolicyStudents who elect to take a leave of absence orwithdraw or who are required to withdraw willreceive a tuition refund in accordance with thefollowing schedule, based on the effective date ofthe leave.Fall semester 2010By September 6, 2010September 7 to 20, 2010September 21 to 27, 2010September 28 to October 4, 2010October 5 to October 11, 2010October 12 to 18, 2010Spring semester 2011By January 19, 2011January 20 to February 2, 2011February 3 to February 9, 2011100% of tuition chargedis cancelled90% of tuition chargedis cancelled80% of tuition chargedis cancelled60% of tuitioncharged is cancelled40% of tuition chargedis cancelled20% of tuition chargedis cancelled100% of tuition chargedis cancelled90% of tuition chargedis cancelled80% of tuition chargedis cancelledFebruary 10 to 16, 2011February 17 to 23, 2011February 24 to March 2, 201160% of tuition chargedis cancelled40% of tuition chargedis cancelled20% of tuition chargedis cancelledNo tuition refunds are made after the sixth week of classes.The student is responsible for any unpaid chargesand must make arrangements to pay this balanceprior to leaving Tufts. Any outstanding balance willresult in a hold on the release of any transcriptsuntil paid in full. If the student’s account is referredto a collection agency, the student will be responsiblefor all collection and litigation costs associatedwith this debt.Campus Housing ChargesCampus housing charges will be refunded basedon the above prorated tuition schedule for thesemester. The date of withdrawal from housingwill be based on the date that the room has beenvacated and the room key returned to campus safety.The housing commitment fee is nonrefundable.Meal Plan ChargeStudents wishing to cancel their meal plan afterthe cutoff date will be assessed 50 percent of theprorated refund amount.Other ChargesOther fees and charges such as the health servicefee, the student activity fee, library or traffic fines,and traffic or parking citations are not refunded orprorated after the beginning of the academic year. Ifa student is enrolled in the optional medical insuranceplan, both the charge and the plan benefitsremain in place through the end of the contractperiod. A student enrolled for only one semesterwill be charged the full student activity fee andhealth service fee.Financial AidTufts University students are eligible for a full rangeof financial aid in the form of university, state, andfederal grants; long-term university, state, FederalPerkins and Stafford Loans; and federally subsidized(FWS) campus employment. In 2009-2010,48 percent of full-time undergraduates received over$72 million in these forms of aid and other governmentand foundation grants and loans.7

F I N A N C I A L I N F O R MAT I O N >40 percent of the entering class received over $16million in total aid, of which over $13 million (85percent) was in the form of grants. The averagegrant was $28,200; the average award (includingloan and job) was $30,200 to entering students.ApplicationEntering undergraduates, including transfers, applyfor aid by submitting the Profile Form of the CollegeScholarship Service, the Free Application forFederal Student Aid (FAFSA), and copies of familyfederal tax returns before February 15. Decisionson the amounts and kinds of aid areannounced in April, shortly after the letter ofadmission is mailed. Students requesting renewalof aid, and other undergraduates who have notreceived assistance previously, apply by April 15.Decisions are made in June. Satisfactory progresstoward a degree is required for continuance of aid.Preference in awarding grants each year is given tothose who received aid in the previous year.Applications for tuition scholarships and teachingassistantships in the graduate school are anintegral part of the application for admission.Decisions are announced with the letter of admissionor at a later date. Complete applicationinstructions, deadlines, and links are available athttp://finaid.tufts.edu.Forms of AidUniversity grants are by far the largest single sourceof funds received by Tufts undergraduates fromthe application procedure described above. Theyrange from $200 to more than full tuition eachyear and are combined with other scholarships,loans, and employment to meet the university’sestimate of each student’s need. For graduate students,scholarships range from quarter to fulltuition as decided by the department. Teachingassistants normally receive tuition scholarshipsplus an annual stipend for teaching. If needed,graduate students also may apply for FederalStafford and Perkins Loans.Federal Supplemental Educational OpportunityGrants (SEOG) are federal grants allocated to Tuftsfor exceptionally needy undergraduates. The averageaward is about $2,000 a year; the range is from$200 to $3,000.Federal Pell Grants are federal grants to whichundergraduates from low- and moderate-incomefamilies are entitled according to their financialcircumstances. Application is made by completingthe FAFSA and submitting it after January 1 precedingeach academic year. This application datawill be sent to Tufts Student Financial Services,which will draw the grant from the government.Only undergraduates are entitled to these grants.Awards range from $400 to $5,300.Carl Gilbert Matching Grants are funds awarded toTufts and other independent institutions by theCommonwealth of Massachusetts to be given asgrants to needy Massachusetts undergraduates.Tufts National Merit Scholarships: Entering firstyearstudents who are National Merit finalists areeligible for scholarships of $500 to $2,000 per yearfor up to four undergraduate years for any semesterin which the student is charged Tufts tuition.To enter the program, students must name Tuftsas first choice in the National Merit competition.Honorary awards of $500 per year for four yearsmay be made to successful applicants who do notdemonstrate financial need. Merit awards up to$2,000 per year may be offered to applicants withdemonstrated financial need. Those who needmore than the $2,000 award will be considered foradditional loan, work, and grant aid up to the totalamount needed. Need must be determined annuallyby Tufts based on the FAFSA analysis of familyability to meet total educational costs. In2009-2010, 165 scholars were awarded $190,000.Federal Perkins Loans are awarded by Tufts to studentsof exceptional need from funds allocatedannually to the university by the federal governmentand from funds repaid by previous borrowers.Tufts loans may be offered to needy undergraduatesnot eligible for Federal Perkins Loans.Interest on Tufts loans is 7 percent and begins toaccrue six months after the student leaves Tufts.Repayment of principal and interest begins sixmonths after leaving Tufts and continues for fiveyears. Tufts loans require a parental cosigner.Massachusetts No-Interest Loans may be awarded toMassachusetts undergraduates of exceptional needfrom funds allocated to Tufts by theCommonwealth of Massachusetts. Repayment8

F I N A N C I A L I N F O R MAT I O N >terms are very similar to Federal Stafford Loansbut there is no interest charge.Federal Direct Subsidized Loans: This programoffers student loans subsidized by the federal governmentthrough lending institutions. Studentsmay borrow up to $3,500 for the first undergraduateyear, $4,500 for the second year, and $5,500per year for the remaining undergraduate years(maximum $23,000) and up to $8,500 per year forgraduate study. A maximum of $65,500 for undergraduateand graduate years is permitted underthis program. Federal Direct Loans are normallydisbursed in two equal installments. The interestrate during repayment is 6.8 percent for graduatestudents and 5.6 percent for undergraduate students.Repayment begins six months after the studentgraduates or stops attending school on atleast a half-time basis.Federal Direct Unsubsidized Loans are availablefor students who do not qualify for a subsidizedFederal Direct Loan. Students areresponsible for interest while in school and maymake monthly interest payments or capitalize theinterest. The interest rate on the unsubsidized loanis 6.8%.Dependent undergraduates may borrow up to$2,000 above the subsidized Federal Direct Loanlimits less the amount of any subsidized loanreceived. Graduate students and independentundergraduates may borrow up to the subsidizedFederal Direct Loan limit less the amount of anysubsidized loan received plus $6,000 per year forfreshmen and sophomores, $7,000 per year forjuniors and seniors, and $12,000 per year for graduatestudents. In order to advise students of theirrights and responsibilities, an entrance interview isrequired of all first-time borrowers at Tufts priorto disbursement of the loan. Exit counseling isrequired of all borrowers before leaving the university.Federal Direct PLUS Loans: Through the FederalDirect PLUS Loan program, graduate students andparents of dependent undergraduates may borrowup to the full cost of education minus any financialaid annually at a fixed rate of 7.9%. The fee onPLUS loans in 2.5%. A credit check is requiredand payments begin 60 days after the loan is fullydisbursed. PLUS loans must be used for collegeexpenses, including room and board.Federal Work-Study Program (FWS): FWS providesfederal funds for Tufts to subsidize the hourlywages of students who need financial aid duringthe school year. Work-study positions are availableeither on-campus or with off-campus, nonprofitcommunity service programs, and typically wagesrange from $7.00 to $15.00 per hour.ROTC Programs: ROTC may be applied for beforeor after admission and used at Tufts. Applicationsmay be obtained from Air Force or Navy recruitingofficers, or students may join after registration andcompete for two- or three-year Army scholarships.Many ROTC scholarships include full tuition,books, and fees, as well as a monthly stipend of upto $500, while others offer up to $20,000 towardtuition, plus a stipend. Tufts students participate inROTC through units at nearby M.I.T. Mostclasses are held on the M.I.T. campus. After graduation,a 4-year active duty commitment isrequired, with pilots needing to serve longer. Afterundergraduate college graduation, other ROTCmedical college scholarships may also be available.While Massachusetts law and Tufts policy prohibitdiscrimination based on sexual orientation, federallaw regarding participation in military programs,including ROTC, currently accommodates sexualorientation only in very limited ways and is underlegal challenge.Contacts (at M.I.T.): Air Force: 617-253-4475,Army: 617-253-4471, and Navy & Marine: 617-253-2991.Job Location and Development Program (JLD):JLD aids all Tufts students, regardless of financialneed, in finding campus or off-campus employment.Students may work part time while inschool or full time during vacation. Students areencouraged to visit the Tufts Career and Employmentwebsite at http://studentservices.tufts.edu/studentemployment/default.htm, where they canregister for an interactive job-search program providingaccess to a host of employment opportunitiesand services.All information regarding federal student aidprograms is correct as of May 2010, but is subject tochange with the passage of new legislation.For more information regarding financial aidpolicy and procedures, visit http://finaid.tufts.edu/.9

S C H O O L O F A R TS A N D S C I E N C E S >CO L L E G E O F L I B E R A L A R TS >School of Artsand SciencesMission StatementBroadly recognized as one of the premier liberal artscolleges within a research university, the School ofArts and Sciences at Tufts University educates studentsfor transformational leadership in communitiesaround the world. Tufts’ tradition of innovationdates to the school’s founding in 1852. Today, amulti-disciplinary and experiential approach definesscholarship and teaching. Faculty and students usethe curricular framework of the arts and sciences toaddress the great intellectual and social challengesof the 21st century.The school has a distinctive style. Excellence inscholarship and teaching are the school’s highestpriorities; translating inquiry and research intoaction is a defining theme. The Faculty of Arts &Sciences, the largest of Tufts’ seven schools, explorescollaborative research opportunities across the university’sprofessional schools and around the world.More than 5,000 students at the undergraduate andgraduate levels represent the broad range of intellectual,creative and personal attributes. The creationof new knowledge in traditional and emerging disciplines,a dedication to globalism and active citizenship,a commitment to humanitarianism anddiversity in its many forms, and a belief that intellectualdiscourse and discovery serve the commongood are deeply held ideals.College of Liberal ArtsRequirements for DegreesFor students entering the College of Liberal Arts,the degree of Bachelor of Arts or Bachelor of Scienceis awarded after four years (eight semesters) offull-time study and with successful completion ofthe equivalent of thirty-four credits. (Study in summerschool at other institutions does not counttoward the residence requirement under this policy.)A cumulative average of C- (1.67) or higher isrequired for graduation. No more than two of thethirty-four courses may consist of fieldwork orinternship placements. Up to two semesters of fulltimestudy after matriculation at Tufts may bespent at other approved four-year institutions or onapproved foreign-study programs. (See ResidenceRequirement in the general information section fordetails.)Three-fourths of all courses taken at Tufts withstandard grading must be completed with a grade ofC- or better. There is no rigid program of coursesthat must be taken by every student. Students areregarded as individuals and each student is encouragedto pursue a course of study appropriate to hisor her training, experience, aptitudes, and plans forthe future. Within a framework designed to ensureboth breadth and depth in intellectual development,there is a broad range of choice. Students work withtheir advisers to select those courses best suited totheir particular needs and interests.Each student selects courses to fulfill the foundationand distribution requirements. All coursesused to fulfill these requirements must be taken fora letter grade, not pass-fail.Degree Audit Reporting SystemDARS is a web-based application that allows studentsto systematically assess their progress towarddegree completion. A DARS audit will reportdetailed degree requirements, how coursework canbe used to complete that degree, and completed andoutstanding requirements. For more informationvisit http://degreeaudit.studentservices.tufts.edu.Foundation RequirementsThe faculty recognizes the following elements asbasic to any program leading to a bachelor’s degreein liberal arts, whatever a student’s particular interestsmay be. First, an educated person in our societymust be able to write coherent English, and must beable to apply that writing ability to the criticalanalysis of information and ideas in any field. Second,the study of another language and of foreigncultures is indispensable to a liberal education; suchstudy provides a basis for locating oneself within alarger cultural and international context. Coursesin college writing, foreign language and culture,and world civilizations constitute the foundationof a liberal arts education at Tufts.The foundation requirements should be metearly in a student’s college career, so that thesecourses may serve as a foundation for later work.Where appropriate, a single course, examination,or other unit of work may be credited toward thefulfillment of both the foundation and the distributionrequirements.10

CO L L E G E O F L I B E R A L A R TS >1. WritingTwo semesters of college writing are normallyrequired for graduation in liberal arts. In general,students should complete this requirement in thefirst year. Most students do so by taking English 1(Expository Writing) in the first semester and, inthe second semester, English 2 (College WritingSeminar) or another approved writing course (suchas Philosophy 1). A Philosophy 1 class (or otherEnglish 2 substitute) transferred from another collegewill not count for English 2 or 4. Students takingcourses approved as English 2 substitutes maynot count them as English 2 if taken before or atthe same time as English 1. Students for whomEnglish is a second language may take English 3with consent of the instructor. Courses taken towardfulfillment of this requirement must be taken for lettergrades, except English 3, which is pass-fail.There are also other alternatives for satisfyingthe college writing requirement. In summary,the requirement may be satisfied in any of thefollowing ways:• Exemption from the entire requirement byattaining a score of five on the AdvancedPlacement Test in English Language andComposition or English Literature andComposition; an A on the British A-Levelexams; or a score of seven on the Higher-LevelInternational Baccalaureate.• Exemption from the first half of the requirementby attaining one of the following: a score of fouron the Advanced Placement Test in EnglishLanguage and Composition or EnglishLiterature and Composition; a score of 760 orabove on the SAT Writing exam, a score of fiveor six on the Higher-Level InternationalBaccalaureate, six or seven at the SubsidiaryLevel; or a B on the British A-Level exams.Students so exempted from the first half of therequirement must complete English 2 or anequivalent course.• Satisfactory completion of English 1 or 3 andEnglish 2 or 4, or an approved alternative course(which may not be taken concurrently withEnglish 1). These courses vary from year to year;students and their advisers should ascertainwhich alternatives are offered and approved inany given semester. Philosophy 1 offered at Tuftsis an approved alternative to English 2 or 4;however, courses equivalent to Philosophy 1transferred from another college are not approvedalternatives.• Completion of English 1 with a grade of A orA- (resulting in exemption from the second halfof the requirement). This exemption does notapply to writing courses equivalent to English 1that were taken at another college.2. Foreign Language/Culture OptionThis foundation requirement has two parts. First,every student must satisfy a basic language requirement,demonstrating knowledge of a foreign languageequivalent to three semesters of collegecourses. The second part of the requirement may besatisfied in several different ways. Students maytake advanced courses in the same foreign languageor they may undertake study of a second language.Students are offered the alternative of studying aforeign culture through courses taught in English.Students who speak, read, and write proficiently ina language other than English should consult theiracademic dean about possible exemption from thisrequirement. No credit is awarded.PART I. Basic Language RequirementEntering students are expected to demonstratecompetence in a second language equivalent tothree semesters of college courses. Secondaryschool transcripts are not accepted as evidence oflanguage competence. Language competence maybe determined on the basis of a placement examinationtaken at Tufts, SAT II Subject Test scores,or a college transcript. Entering students who donot demonstrate the required level of competencemust take college language courses until that levelis reached.PART II. Continued Language Study/Culture OptionAfter the basic language requirement has beensatisfied, the student has four options:1) To continue study in the foreign language used tofulfill the basic language requirement until twocourses have been completed at the third-year level;e.g., French 21-22 or French 31-32, German 21-22or German 33-44. Because the fourth-semester college-levelcourse (e.g., French 4, Spanish 4) is normallya prerequisite for courses at the advancedlevel, the option usually involves taking threecourses beyond the basic language requirement.11

CO L L E G E O F L I B E R A L A R TS >2) To complete courses through the third collegesemester level (for example, Spanish 1 through 3)in a language different from the one used to satisfythe basic language requirement.Beginning with students in the Class of 2009,American Sign Language may be used to fulfillthis option.3) To complete three credits dealing with a singleculture or designated cultural area, either the sameas or different from the language taken to fulfillPart I. The course must deal with a foreign culture.For purposes of this requirement, a foreignculture is defined as having non-English speakingorigins. Anglo-American, English, Anglo-Irish,and Anglo-Australian cultures do not qualify, butAboriginal Australian, Celtic, and African-American,Latino/a, and Asian American, for example,do to the degree that they are discrete from theAnglo-American tradition.At least one of the three culture credits must focuson the region of origin. For instance, a studentchoosing the East Asian and Diasporas culturearea must take at least one course rooted in EastAsia. These non-diasporic classes are noted athttp://uss.tufts.edu/stuServ/bulletin/.Culture courses are regularly updated on the bulletinwebsite. Students wishing to submit courses that arenot on this list (or its updated semester supplement)must petition the Academic Review Board; forms areavailable under Student Forms athttp://uss.tufts.edu/stuServ.4) Foreign language courses beyond the third college-semesterlevel may be counted as part of theculture option, e.g., Spanish 4, French 4, orcourses at higher levels. For example, a studentwho has completed four semesters of foreign languagestudy may choose to complete the foundationrequirement by taking two culture coursesin the same culture area as that of the languagestudied.Travel or residence in another country, whileadmittedly educational, may not be appliedtoward fulfillment of the culture option. Coursesaccepted for transfer from other colleges or universitiesmay be used upon approval of the AcademicReview Board. Policies governing theacceptance of courses in satisfaction of the languagerequirement and culture option are establishedby the Academic Review Board.3. World CivilizationsThe world civilizations requirement focuses on anin-depth study of a non-Western civilization orcivilizations, or the interaction of non-Westernand Western civilizations with equal attentiongiven to both. The definition of the non-Westernworld is considered to include Africa, Asia, theCaribbean, Latin America, and selected indigenouscultures of Oceania and North America.The course taken in fulfillment of the worldcivilizations requirement may be used to fulfill theculture option or that distribution requirement forwhich the course would normally be appropriate,but not both.For an updated list of courses that have beenapproved by the Academic Review Board, visithttp:/uss.tufts.edu/stuServ/bulletin/. For approval ofcourses that do not appear on this list, a petitionform is available under Student Forms athttp://uss.tufts.edu/stuServ.4. Quantitative ReasoningThe quantitative reasoning requirement is designedto impart basic mathematical skills that studentswill need throughout their studies. Students whoreceive at least 560 on the mathematics SAT or atleast 23 on the mathematics ACT are automaticallyexempt from this requirement.Students with a mathematics SAT score below560 or a mathematics ACT score below 23 musttake Mathematics 4 in the fall semester of theirfirst year. Exemptions are granted for students whopass the placement examination offered by themathematics department during orientation, orwho receive an AP calculus credit or an internationaldiploma mathematics credit, or who receivetransfer credit for a calculus course or a courseequivalent to Mathematics 4.Students who are required to take Mathematics4 are also allowed to count it as one of their twomathematical sciences distribution credits. Thosewho receive exactly 560 on the mathematics SATor 23 on the mathematics ACT may seek permissionfrom the mathematics department to countMathematics 4 toward the mathematical sciencesdistribution requirement. Students who submitmultiple scores, one of which is a mathematicsSAT above 560 or a mathematics ACT above 23,12

CO L L E G E O F L I B E R A L A R TS >are considered exempt and not allowed to countMathematics 4 toward the mathematical sciencesdistribution requirement.Distribution RequirementsThe faculty holds that a student enrolled in anyprogram leading to a liberal arts degree mustdemonstrate a reasonable acquaintance with eachof the following five areas of inquiry: the humanities,the arts, the social sciences, the natural sciences,and the mathematical sciences.• A student must take the equivalent of two coursecredits in each area.• No more than two of the ten credits may be fromthe same department or program.• A student may use approved pre-matriculationcredit (e.g. AP or IB) toward fulfillment of distributionrequirements.• No single course may be used in more than onedistribution area. For example, a history coursemay be counted as either humanities or a socialscience requirement, but not both.• Courses used in the foundation requirement or aspart of the concentration (major), may also beused to fulfill distribution requirements (withsome exceptions noted below).Special restrictions apply to Experimental Collegecourses:Approval of the Academic Review Boardmust be obtained in all cases.Only one Experimental College credit maybe used as a distribution requirement.Those courses graded pass-fail may not beused to satisfy any distribution requirement.Please go to the Student Services web page toview the courses that have been approved by theAcademic Review Board.Summary Sheet of RequirementsFoundation Requirements1. WRITING1) ___________________________________2) ___________________________________2. FOREIGN LANGUAGE/CULTURE OPTIONPart I: Competence equivalent to three semestersof college language courses1) ___________________________________2) ___________________________________3) ___________________________________Part II: Three semesters of language, or cultureoption. (Fulfill a, b, or c.)4) ___________________________________5) ___________________________________6) ___________________________________a. Continue in the first language for three moresemestersb. Three semesters in a second language (includingASL)c. Culture option—there are two ways to fulfill theculture option:1. Continue through the fourth or fifth semesterof the language used to fulfill Part I, and takeone or two courses in the same culture area asthat language.2. Take three credits related to a single cultureeither the same as or different from the languagetaken to fulfill Part I. One course mustfocus on the region of origin. See the onlinelist of approved culture courses.3. WORLD CIVILIZATIONS1) __________________________________This course may also be used toward a culture OR adistribution requirement, but not both.4. QUANTITATIVE REASONING1) __________________________________For students with a math SAT score below 560 or amath ACT score below 23.Distribution Requirements1. HUMANITIES1) __________________________________13

CO L L E G E O F L I B E R A L A R TS >2) __________________________________2. ARTS1) __________________________________2) __________________________________3. SOCIAL SCIENCES1) __________________________________2) __________________________________4. NATURAL SCIENCES1) __________________________________2) __________________________________5. MATHEMATICAL SCIENCES1) __________________________________2) __________________________________Concentration RequirementThe object of the concentration (or major) requirementis to provide the student with an integratedand thorough program of study in a well-developedfield of learning. Most students satisfy the concentrationrequirement within established academicdepartments and programs, selected from amongthose listed below. An alternative program, calledPlan of Study, is available to students with uniqueacademic interests not clearly encompassed by theestablished fields of concentration. All courses usedtoward fulfillment of the concentration requirementmust be taken for letter grades.Department or Program MajorStudents are expected to choose their major and tohave a faculty adviser in the major field during thesecond semester of the sophomore year. With theassistance of the faculty adviser, the student plans aconcentration program of ten or more courses asspecified by the major department. In some cases,the student must complete prerequisite courses inaddition to those that actually constitute the concentrationprogram.For students with multiple concentrations, nomore than half the courses used to fulfill therequirements for one concentration may be used tosatisfy the requirements for a second or subsequentone. However, for courses taught in a foreign languagebeyond the third-year level of instruction,this overlap can be extended: up to 80 percent ofthe courses used to fulfill the requirements for oneconcentration may be used to satisfy the requirementsfor a second or subsequent one. Departmentsand programs may further restrict theamount of overlap between concentrations. Studentswho wish to complete two sets of concentrationrequirements are urged to continue to designsuch programs with minimal course overlap.Interdisciplinary Studies MajorInterdisciplinary Studies offers a student the opportunityto create a self-designed, individual concentrationarea corresponding to a unique set ofinterests, yet meeting the spirit of the concentrationrequirement. The Interdisciplinary Studies majorinvolves a selection of courses from the humanities,arts, social sciences, natural sciences, mathematics(quantitative), and engineering areas, with at leasttwo of these six being represented, appropriate to aninterdisciplinary area such as Latin American studiesor film studies. The Interdisciplinary Studiesmajor consists of an integrated program of at leastten credits, including a two-semester thesis credit(CIS 95/195(Honors)) or a substantial project comparablein scope to a thesis, including a writtencomponent. In this course, the student integratesmaterial learned in the selected disciplines into afinal project, culminating in a substantial thesis.Students in Interdisciplinary Studies are eligible forthesis honors. In order to complete an InterdisciplinaryStudies major, the student must have a highdegree of initiative and self-discipline. Also, nomore than two credits used to fulfill another majormay be used toward the Interdisciplinary Studiesand students may not triple major if one major isthe Interdisciplinary Studies major. A student whowishes to select the Interdisciplinary Studies majormust submit an application summarizing theplanned program no later than four weeks beforethe end of the sophomore year (usually by April 1).Each applicant selects an advisory committee ofthree faculty members who support the application,including representatives from three departments inat least two of the six areas listed above. (At leasttwo of the committee members must be full-timemembers of the Arts and Sciences faculty, with therank of lecturer or above; at least one of the committeemembers must be a tenure-track member of14

CO L L E G E O F L I B E R A L A R TS >the Arts and Sciences faculty.) In consultation withthe advisory committee, the student develops plansfor his or her program, which are then submitted aspart of the application. For more information visitthe Center for Interdisciplinary Studies website:http://cis.tufts.edu.Departmental, Interdepartmental, and ProgramConcentrations:American StudiesAnthropologyApplied PhysicsArchaeologyArchitectural StudiesArt HistoryAsian StudiesAstrophysicsBiochemistryBiologyBiomedical EngineeringBiopsychologyBiotechnologyChemical PhysicsChemistryChild DevelopmentChineseClassicsCognitive and BrainSciencesCommunity HealthComputer ScienceDramaEconomicsEngineering PsychologyEnglishEnvironmental StudiesFrenchGeological SciencesGeologyGerman Language andLiteratureGerman StudiesGreekGreek and Latin StudiesHistoryInternational Letters andVisual StudiesInternational RelationsItalian StudiesJapaneseJudaic StudiesLatinMathematicsMiddle Eastern StudiesMusicPeace and Justice StudiesPhilosophyPhysicsPolitical SciencePsychologyPsychology/ClinicalQuantitative EconomicsReligionRussianRussian and EastEuropean StudiesSociologySpanishWomen’s StudiesThe degree of Bachelor of Arts or Bachelor of Scienceis conferred on all students who complete thisprogram. Students whose major concentration isapplied physics, astrophysics, biochemistry, biology,biomedical engineering, biopsychology, biotechnology,chemical physics, chemistry, cognitive andbrain sciences, computer science, engineering psychology,environmental studies, geological sciences,geology, mathematics, and physics will receive aBachelor of Science degree. Those majoring in psychology,psychology/clinical, and quantitative economicsmay choose to receive the degree ofBachelor of Science or Bachelor of Arts at the timethey complete their degree sheet. Students in allother majors will receive a Bachelor of Arts degree.Students whose multiple majors make them eligiblefor either a Bachelor of Arts degree or a Bachelor ofScience degree may choose between the two whencompleting their degree sheet.Pass-Fail OptionWithin the limits stated below, students may electto have their grades in certain courses recordedsimply as pass or fail. The purpose of this option isto encourage students to extend their academicinterests. Faculty advisers will approve selection ofthe option if this purpose is clearly fulfilled; it is notdesigned as a safety valve to permit students tocarry unrealistic academic loads. A student will begraded as usual throughout the course, with finalgrades transcribed by the registrar into pass (if D-or better) or fail. A pass does not affect the gradepoint average; a failing grade is averaged into thegrade point average.In a thirty-four course credit program, studentsare normally required to take at least twenty-sixsemester course credits under standard grading;the pass-fail option may be applied to any coursesin excess of twenty-six, with the exceptions statedelsewhere in this section.Transfer students and those students whotransfer credit to Tufts from programs at otherinstitutions must complete three-fourths of theirwork at Tufts under standard grading subject tothe stated quality requirement. The pass-failoption may be applied to courses in the remainingone-fourth of the program with the exceptionsstated below.No distinction is made between regular coursesthat a student elects to take under pass-fail gradingand those courses that may only be taken passfail.All decisions with respect to the pass-failoption must be made within the first five weeks ofany term. After five weeks, the student must completea course under the grading system then inforce or withdraw from the course. For liberal artsstudents, only electives may be taken pass-fail;15

CO L L E G E O F L I B E R A L A R TS >courses taken to fulfill the foundation, distribution,concentration, and minor requirements may not betaken pass-fail.Additional Graduation RequirementsOther courses to complete the thirty-four creditsrequired for graduation may be selected withoutrestriction. However, students should be guided intheir choice by the purpose of promoting breadth aswell as depth in intellectual development. In planningtheir programs of study, students should keepin mind that a good general education in thehumanities, the arts, the sciences, mathematics, andthe social sciences is a distinguishing characteristicof members of all the established professions. Facultyadvisers are ready at all times to aid and counselin making decisions.Seniors must file a degree sheet the semesterprior to their expected date of graduation. (ConsultUndergraduate Education in Dowling Hall.)Undergraduate Minor ProgramsA student may have any number of majors andminors, provided there is only one disciplinary(departmental) minor. Two course credits usedtoward the departmental minor may be used towarda foundation, distribution, or concentration requirement.Two courses used toward the interdisciplinaryminor may be used toward a distribution or concentrationrequirement, but not toward a foundationrequirement.Disciplinary (or Departmental)A minor is a coherent group of four to six coursecredits that may be a limited version of a field ofconcentration or a group of courses having closelyrelated subject matter. Minors are optional and inno way replace the field of concentration. Theobject of a minor program is to present studentswith the basic concepts in a single scholarly discipline,including an introduction to appropriatemethodologies and ways of thinking around thesubject.Students may have only one disciplinary(departmental) minor, regardless of the number ofmajors. Two course credits used toward the departmentalminor may be used toward a foundation,distribution, or concentration requirement. Studentsmay not complete both a minor and a concentration(major) in the same discipline. Allcourses used in fulfillment of a disciplinary minormust be taken for a grade. Not all departmentshave minors, so students should consult departmentwebsites for additional information.InterdisciplinaryThe interdisciplinary minor involves a designatedgroup of five credits from at least three departmentsor programs of the university, bringing to bear theknowledge and perspectives of various disciplines ona single subject. Students may select a minor fromamong the programs approved by the Subcommitteeon Academic Minors of the Committee onCurricula. These programs offering interdisciplinaryminors are listed below.Students may have more than one interdisciplinaryminor, regardless of the number of majorsthey have, and may have an interdisciplinary minorin addition to a departmental minor. Two creditsused toward the interdisciplinary minor may beused toward a distribution or concentrationrequirement, but not toward a foundation requirement.In addition to the five credits, a student isrequired to complete an appropriate project, such asa thesis, an oral presentation, or a performance,which integrates the knowledge and methodologiesof the disciplines involved. The integrative projectwill receive a letter grade and be given one-half orone course credit under a designation either fromthe sponsoring program or CIS (Center for InterdisciplinaryStudies) 120/121. The topic of theproject must receive initial approval from aninstructor of one of the courses taken by the studentfor the specific minor program. This instructorwill also agree to direct the student’s work onthe project. The project will be evaluated by at leastone other faculty member whose courses are part ofthe particular minor program, and who will thenconsult the project director regarding the grade tobe assigned. The student is responsible for selectingthe faculty members who will participate in thisaspect of the program.In a further effort to synthesize knowledgeacquired in the program, the faculty membersinvolved in each minor will arrange two meetingsfor all students who will be working on their projectin that particular academic year. The first meeting,scheduled for the fall semester, will give thestudents the opportunity to consult the facultyregarding project topics, resources, and methodology.The second meeting, held at the end of the16

CO L L E G E O F L I B E R A L A R TS >spring semester, will provide a forum at which theparticipants in the minor will discuss their workwith others interested in the same general area andshare the views and insights gained by participationin the particular minor program.Students may submit a Declaration of Minorform to the Center for Interdisciplinary Studiesonly after they have declared a major concentration.At the completion of their minor program,students must submit a Minor Certification form,bearing the signatures of the faculty coordinator ofthe minor and of the two or more faculty membersinvolved in the evaluation of their project, the titleof the project, and a list of the five courses taken.The approved interdisciplinary minor programs are:Africa in the New WorldAsian StudiesCognitive and Brain SciencesFilm StudiesJudaic StudiesLatin American StudiesLatino StudiesLeadership StudiesMass Communications and Media StudiesMedieval StudiesMultimedia ArtsUrban StudiesWomen’s StudiesSee the alphabetical listings in this bulletin for adescription of these programs and the name of thefaculty coordinator, who in each case can providemore information and an updated list of approvedcourses.Pre-matriculation CreditsPre-matriculation credits are defined as creditsearned from certain scores on AdvancedPlacement and SATII examinations, scores onexaminations of certain international diplomas, aswell as credits earned from college courses takenprior to matriculation at Tufts. These scores andtheir equivalencies have been determined by theindividual departments and are listed below. Prematriculationcredits are treated as regular coursecredits, but are not normally applied toward theconcentration. These credits may be accepted inpartial satisfaction of the foundation requirements.They also may count toward one of the two creditsrequired in each distribution area. If the studentchooses to take a course that is equivalent to a prematriculationcredit received and passes, then thepre-matriculation credit will be removed from thestudent’s record. Students do not need to take thenext level course in order to keep the pre-matriculationcredit (except where stated). Liberal arts studentsare limited to five pre-matriculation creditstoward their degree. Credits earned prior to matriculationvia Tufts summer session are not includedin this limit. Students with more than five eligiblecredits will be awarded five credits by the registrar.If they wish to make any changes, they may do soby completing the appropriate form underStudent Forms at http://uss.tufts.edu/stuServ.Students receiving five pre-matriculation creditswill be allowed to graduate in seven semestersinstead of eight; however, this advanced standingwill not be instated until the student completesfour semesters at Tufts.Secondary school students who have takencollege courses should consult the appropriatedepartments regarding their placement and thepossible award of credits. Credit is awarded onlyfor courses taken at a college with regularlyenrolled college students. Some colleges offer theircourses at nearby secondary schools for classescomposed entirely of secondary school students;credit is not awarded for these courses.Please note: Health professions graduate programs,such as medical and dental schools, will generallyexpect actual college science courses with laboratory onthe transcript.Advanced PlacementArt History and Studio Art5: Exemption from FAH 0001 and 0002; nocredit.Biology5: Consult department regarding placement; normally,placement will be in Biology 13 or 14; onecourse credit which may count toward the major.Students who take both Biology 13 and 14 willnot also be awarded pre-matriculation credit.Chemistry5: Placement into Chemistry 31 or 51; two creditsawarded.Chinese5: Exemption from the basic language requirement(part 1); placement into Chinese 22. One credit17

CO L L E G E O F L I B E R A L A R TS >equivalent to Chinese 21 is granted and one courseis required to complete part II of the foreign languagerequirement.4: Exemption from the basic language requirement(part 1); placement into Chinese 21. No credit isgranted and two courses are required to completePart II of the foreign language requirement.3 or lower: Tufts Chinese language placementexam required for proper placement. No credit isgranted.Computer Science A and/or ABIf both tests are taken, only one credit is awarded tothe student.5 or 4: Placement into Computer Science 15; onecredit.Economics5 in microeconomics: One credit; enroll inEconomics 5.5 in macroeconomics: One credit; enroll inEconomics 5.5 in microeconomics and macroeconomics: Twocredits; exemption from Economics 5 prerequisite;eligibility for Economics 11, 12, or 18.English Language and Composition and/orLiterature and CompositionIf both tests are taken, only one credit is awarded tothe student.5: Exemption from the College WritingRequirement; one credit.4: Exemption from the first semester of theCollege Writing Requirement (placement intoEnglish 2 or an equivalent course); one credit.Scores of 760 or higher on the SAT WritingExam will exempt students from English 1.Environmental Science5 or 4: One course credit equivalent to Biology 7.French and Spanish Language and Literature5: Exemption from the Basic LanguageRequirement (Part I); placement intoFrench/Spanish 22. One credit equivalent toFrench/Spanish 21 is granted and one course isrequired to complete Part II of the ForeignLanguage Requirement.4: Exemption from the Basic LanguageRequirement (Part I); placement intoFrench/Spanish 21. No credit is granted and twocourses are required to complete Part II of theForeign Language Requirement.3: Exemption from the Basic LanguageRequirement (Part I); placement intoFrench/Spanish 4. No credit is granted and threecourses are required to complete Part II of theForeign Language Requirement.Italian Language and Culture5: Exemption from the Basic Language Requirement(Part I); placement into Italian 21. No credit isgranted and two courses are required to completePart II of the Foreign Language Requirement.4: Exemption from the Basic Language Requirement(Part I); placement into Italian 4. No credit isgranted and three courses are required to completePart II of the Foreign Language Requirement.3: Placement into Italian 3. No credit is grantedand one course is required to complete Part I ofthe Foreign Language Requirement.Scores of 770 and above on the SAT II SubjectTests for French, Spanish, or Italian satisfy Parts Iand II of the Foreign Language Requirement andconfer one credit that is equivalent toFrench/Spanish/ Italian 22.The Department of Romance Languagesawards two credits, equivalent to French/Spanish/Italian 21 and 22, only to students who have completedthe International Baccalaureate.Students whose results on the Tufts PlacementTest are superior to their scores on the AdvancedPlacement Test or the SAT II Subject Tests will beplaced at the higher course level. AP and SATIIexamination credit satisfies language courserequirements (but does not satisfy the Liberal Artshumanities requirement).See the appropriate coordinator of languageinstruction in the Department of RomanceLanguages for recommended courses to continueFrench, Spanish, and Italian.German5: Exemption from the Basic LanguageRequirement (Part I); placement into German 22or 33 or 44; one credit. One course is required tocomplete Part II of the Foreign LanguageRequirement.4: Exemption from the Basic LanguageRequirement (Part I); placement into German 21or 33; one credit. Two courses are required to completePart II of the Foreign LanguageRequirement.18

CO L L E G E O F L I B E R A L A R TS >Scores of 770 or higher on the German SAT IISubject Test satisfy both Parts I and II of theForeign Language Requirement and also earn onecredit.3: Exemption from the Basic LanguageRequirement (Part I); placement into German 4;no credit.2: Placement into German 3; no credit.HebrewScores of 770 or higher on the Hebrew SAT IISubject Test satisfy both Parts I and II of theForeign Language Requirement and also earn onecredit.HistoryIf all three tests are taken, the student is awarded amaximum of two credits.5 or 4: One credit, which may be counted as eitherhumanities or social science distribution credit, butmay not be counted toward the history major.Japanese Language and Culture5: Exemption from the Basic LanguageRequirement (Part I); placement into Japanese 21.No acceleration credit is granted and two coursesare required to complete Part II of the ForeignLanguage Requirement.4: Exemption from the Basic LanguageRequirement (Part I); placement into Japanese 4.No acceleration credit is granted and three coursesare required to complete Part II of the ForeignLanguage Requirement.3: Placement into Japanese 3. No accelerationcredit is granted and one course is required tocomplete Part I of the Foreign LanguageRequirement.Latin5 or 4: Exemption from the Basic LanguageRequirement (Part I); placement into Latin 21, 22,or 91; one credit.The above placement and credit are also given forscores of 720 or over on the Latin SAT II SubjectTest.3: Exemption from the Basic LanguageRequirement (Part I); placement into Latin 21, 22,or 91; no credit.2: Placement into Latin 3; no credit.Mathematics—Calculus AB and BCAB 4 or 5, or BC 4, or BC 3 with an ABsubscore of 4 or 5: One credit, equivalent toMathematics 11, and placement into Mathematics12 or one mathematics credit and placement intoMathematics 17.BC 5: Two credits, equivalent to Mathematics 11and 12, and placement into Mathematics 13, 18,46, or 54.Music5: Exemption from Music 10; no credit.Physics B (non-calculus-based)5: One credit equivalent to Physics 1; placementinto Physics 2.4: With successful performance on the MechanicsPlacement Exam (offered during orientation), onecredit equivalent to Physics 1 and placement intoPhysics 2.Physics C (calculus-based)MECHANICS SECTION5: One credit equivalent to Physics 11; placementinto Physics 12.4: With a successful performance on theMechanics Placement Exam (offered during orientation),one credit equivalent to Physics 11 andplacement into Physics 12.ELECTRICITY AND MAGNETISM SECTION5: One credit for Physics 12.BOTH SECTIONSStudents who receive credits for both Physics 11and 12 achieve placement into Physics 13.Political Science—Government and Politics—U. S. and/or ComparativeIf both tests are taken, only one credit is awarded tothe student.5 or 4: One credit, which may not be countedtoward the minimum required for a political scienceconcentration, but may be counted as LiberalArts distribution credit.Psychology5 or 4: Eligible for two-digit course. No credit.Statistics5 or 4: One credit, which may be counted asLiberal Arts mathematical sciences distributioncredit.Foreign Language PlacementListed here are the suggested placements for scoresachieved on the SAT II Subject Test. If tests are19

CO L L E G E O F L I B E R A L A R TS >taken in both language and literature, only onecredit will be awarded for each language.French Italian/Spanish240-440 200-410 Not exempt450–510 420–490 Placement into French/Italian/Spanish 2520–590 500–580 Placement into French/Italian/Spanish 3600–660 590–650 Placement into French/Italian/Spanish 4;exempt Part I670–710 660–710 Placement into French/Italian/Spanish 21720–760 720–760 Placement into French/Italian/Spanish 22770–800 770–800 One credit; exempt Parts I and IIInternational Diploma CreditTufts does not grant credit automatically for thediploma as a whole; rather, credit is awarded foreach approved subject passed at an appropriatelevel. No more than five credits total from all typesof pre-matricuation credits will be awarded to liberalarts students. Students receiving five creditswill be allowed to graduate in seven semestersinstead of eight; however, this advanced standingwill not be instated until the student completesfour semesters at Tufts. These credits may be usedto satisfy Liberal Arts foundation and distributionrequirements and as prerequisites for advancedcourses. However, only one pre-matriculationcredit may be used toward each of the five distributionareas. For possible credit from internationaldiplomas not listed here, students must contact aprofessional academic equivalency service—such asthe World Educational Service (W.E.S.)—to providean official evaluation. Tufts accepts possiblecredit only for certain scores on standardizedexaminations and reserves the right to determineequivalencies toward the Tufts degree. (See “PrematriculationCredits” for certain restrictions.)Latin200–470 Not exempt480–610 Placement into Latin 3620–710 Exempt Part I720–800 One credit; exempt Part IGerman Hebrew Japanese Chinese200–400 200–400 200–400 200–410 Not exempt410–480 410–480 410–480 420–480 Placementinto level 2490–590 490–590 490–590 490–590 Placementinto level 3600–650 600–650 600–640 600–650 Placementinto level 4;exempt Part I660–710 660–710 650–700 660–700 Placementinto level 21720–760 720-760 710–750 710–750 Placementinto level 22770–800 770–800 760–800 760–800 One credit;exemptParts I and II20

CO L L E G E O F L I B E R A L A R TS >IMPORTANT INFORMATION CONCERNING CREDITS AND PLACEMENT FOR ALLPRE-MATRICULATION CREDITS(Refer to this chart to ensure that you do not duplicate enrollments.)SUBJECTEQUIVALENCIES TO TUFTS COURSESIf you received one Tufts credit If you received two Tufts creditsBiology Do not enroll in Biology 3 Do not enroll in Biology 3, 13, or 14(may take either 13 or 14; not both)Chemistry Do not enroll in Chemistry 1 or 16 Do not enroll in Chemistry 1, 2, or 16Computer Science Do not enroll in Computer Science 11 Consult department for placementEconomics May enroll in Economics 5 Do not enroll in Economics 5English Do not enroll in English 1 or 3 Do not enroll in English 1, 2, 3, or 4Environmental Science Do not enroll in Biology 7Foreign Language Do not enroll in level 21 or below Do not enroll in level 21 or belowMathematics Do not enroll in Math 4, 5, or 11 Do not enroll in Math 4, 5, 11, 12, or 17Physics Do not enroll in Physics 1 or 11 Do not enroll in Physics 1, 2, 11, or 12Psychology Do not enroll in Psychology 1BRITISH GENERAL CERTIFICATE OF EDUCATIONA-LevelCOURSE GRADE CREDIT/PLACEMENTEnglish A One Tufts credit; exempt from English 1 and 2English B One Tufts credit; exempt from English 1Economics A, B One Tufts credit; equivalent to Economics 5Knowledge and Inquiry A One Tufts general philosophy creditAll other approved subjects A, B TwoTufts credits; do not enroll in introductory level(except those listed above)courses in relevant subject (see chart above)INTERNATIONAL BACCALAUREATEHigher LevelCOURSE GRADE CREDIT/PLACEMENTEconomics 5, 6, or 7 One Tufts credit equivalent to Economics 5English 7 One Tufts credit; exempt from English 1 and 2English 5 or 6 One Tufts credit; exempt from English 1Foreign Language 5, 6, or 7 Two Tufts credits; (students should take the TuftsLanguage Placement exam to determine level ofplacement, but should not enroll in a coursebelow level 22)Mathematics 6 or 7 One Tufts credit; equivalent to Math 11; do notenroll in Math 4, 5, or 11All other approved subjects 5, 6, or 7 One Tufts credit; do not enroll in introductory level(except those listed above)courses in relevant subject (see chart above)21

CO L L E G E O F L I B E R A L A R TS >INTERNATIONAL BACCALAUREATESubsidiary LevelCOURSE GRADE CREDIT/PLACEMENTEnglish 6 or 7 One Tufts credit; exempt from English 1Foreign Language 5, 6 or 7 OneTufts credit; (students should take theTuftsLanguage Placement exam to determine level ofplacement, but should not enroll in a course below level 22)Mathematics 6 or7 One Tufts credit equivalent to Math 5Further Mathematics 7 One Tufts credit equivalent to Math 6**No other subjects are awarded credit for the subsidiary level.Degrees with HonorsDistinction (cum laude) is conferred at commencementon liberal arts students who achieved a recordof five credits of A or A- in satisfying their concentrationrequirements, including related fields, andwhose cumulative average for all courses is 3.50 orbetter.High distinction (magna cum laude) may be conferredat commencement on liberal arts studentswho achieved a record of six credits of A or A- insatisfying their concentration requirements, includingrelated fields, and whose cumulative average forall courses is 3.65 or better. Students must be recommendedin writing by their departmental chairpersonor advisory committee.Highest distinction (summa cum laude) may beconferred at commencement on liberal arts studentswho achieved a record of six credits of A orA- in satisfying their concentration requirements,and whose cumulative average for all courses is3.80 or better. Such candidates must also haveearned at least one credit of A or A- in four of thefive areas of the distribution requirement. All ofthese A or A- grades must be received in coursesoffered by a department or interdisciplinary programat Tufts. Please note that Advanced Placementscores are not interpreted as grades.It is important to emphasize that the numericalcriteria for magna cum laude and summa cum laudedetermine only eligibility for consideration; actualaward of these honors is contingent on departmentalrecommendation. A description of additionaldepartmental criteria (such as independentresearch) for honors recommendations is availablefrom each academic department. In addition, forstudents recommended for summa cum laude, thedepartment must supply a letter supporting therecommendation. Finally, summa cum laude isawarded only by special vote of the entire faculty,recognizing extraordinary achievement in thebreadth, as well as the depth, of the student’s intellectualdevelopment. Students whose recordincludes a serious disciplinary infraction will notnormally be eligible for summa cum laude honors.Exceptions to this policy can be made only afterdisclosure by the Dean of Student Affairs of thedetails of the infraction and subsequent vote by theLiberal Arts and Jackson Committee on AcademicStanding and Honors.Grades in courses taken at institutions otherthan Tufts shall not be considered as criteria forhonors. Exceptions to this rule are courses takenthrough cross-registration, the SwarthmoreExchange Program, the Mystic Seaport Program,or Tufts programs abroad.See also Thesis Honors Program.Phi Beta KappaFounded at the College of William and Mary inVirginia on December 3, 1776, Phi Beta Kappa isthe highest national academic honor for students inthe liberal arts. There are chapters of Phi BetaKappa at 242 colleges and universities. DeltaChapter of Massachusetts at Tufts University wasestablished on September 7, 1892, and womenbecame eligible from the time of their acceptance atTufts. Although second-semester juniors and allseniors will be considered without any action ontheir part, students can be recommended for electionto Phi Beta Kappa by their major departmentsor by individual professors. Election is determinedby the student’s cumulative average together withhis or her program: the courses selected in thefield(s) of concentration and in fulfilling the foundationand distribution requirements, the generalnature and difficulty of the program, its breadth and22

CO L L E G E O F L I B E R A L A R TS >depth, the student’s progress in the program, andthe use of the pass-fail option. In recent years, 5 to6 percent of the graduating seniors have beenelected to Phi Beta Kappa.Thesis Honors ProgramThe Thesis Honors Program allows students topursue a program of independent study usuallyleading to a senior thesis. (In some fields, the thesismay take the form of a creative project or researchexperience.) The principal purpose of the programis to give special impetus to the development ofself-reliance, individual initiative, habits of criticalanalysis, and correlation of knowledge. Departmentsand programs are responsible for establishing specificguidelines for senior theses. Intensive specializationin a field of knowledge may be consideredan appropriate corollary in some cases, dependingon the student’s individual approach and the particulararea of investigation. Students pursuing thePlan of Study major or a CIS thesis are eligible forthesis honors.Since this is an honors program, admission isnormally restricted to students whose names haveappeared on the Dean’s List at least two timesbefore their senior year. Students may take on anhonors thesis with one semester on the Dean’s Listif they have transferred to Tufts or have receivedspecial permission from their department. Applicationshould be made no later than the end of thejunior year. The student is responsible for finding anadvisory committee. While three members are recommended,the committee may have two members,one of whom may be outside the student’s majordepartment. Admission to the program requires formationof an advisory committee, consent of thestudent’s adviser, and approval either of the chair ofthe student’s major department, or in the case of aCIS thesis, the CIS Board. The membership of theadvisory committee and the title of the thesis mustbe registered with the Academic Resource Center.The advisory committee is normally chaired bya member of the student’s major department or bythe sponsor of the thesis in the case of a Plan ofStudy. The committee will direct the student’sreading and research or other creative work, andwill guide the student in preparing for a qualifyingexamination in the area of investigation. Allsuch programs will include a thesis course, whichnormally will count as two one-semester credits.Students who would like to be recommended fordegrees with honors by departments or programsthat require a thesis should be aware that a thesiswithin their own department or program isrequired and a CIS thesis will not usually count asa substitute.The thesis may be of a creative, critical, or historicalnature, or may embody critical analysis of theresults of experiments carried out by the studentunder supervision. Its subject and scope will beagreed upon in advance by the student and sponsorand approved by the committee. The completedthesis will be presented for consideration no laterthan two weeks before the last day of classes of thestudent’s final semester.Each candidate for a degree with thesis honors isrequired to undergo examination on the thesis andon the principal area of investigation (or major concentration).The specific character of the examinationis determined by each department or advisorycommittee and may be oral or written or both.After the defense, a final copy of the thesis, in electronicform, should be submitted to the TischLibrary archive.The department or advisory committee isempowered to determine the level of thesis honorsto be awarded, basing its recommendation on anevaluation of the thesis. Degrees are designatedbachelor of arts or bachelor of science, with highestthesis honors, with high thesis honors, or with thesishonors. (Thesis honors will be indicated on thestudent’s transcript, but not on the diploma.) Studentswho, in the judgment of the department oradvisory committee, have not attained the standardsrequired for a thesis honors designation, but whosework is worthy of a degree, are recommended forthe bachelor of arts or bachelor of science degreesubject to the general regulations. Students who, inthe judgment of the department or advisory committee,have attained the standards required for athesis honors designation may also receive thedegree summa cum laude, magna cum laude, or cumlaude, in accordance with the procedures governingdegrees with distinction.After the defense, a final copy of the thesisshould be submitted to Digital Collections andArchives (DCA). Beginning in academic year 2008-2009, the DCA will accept thesis submission electronicallyas an alternative to submitting a boundpaper copy. Please contact the DCA for moreinformation on how to submit your thesis. Foranswers to frequently asked questions and a style23

CO L L E G E O F L I B E R A L A R TS >sheet, visit the websitehttp://ase.tufts.edu/wts/seniorThesis.asp.Internship ProgramsInternships provide juniors, seniors, and in somecases sophomores with the opportunity to applyvarious types of knowledge and skills in a fieldbasedsituation. Two internship programs are available:internships for academic credit andinternships that award transcript notation but noacademic credit.Internships for academic credit in a wide rangeof fields are offered by several departments orthrough the Experimental College. Studentsgranted internships for academic credit must registerfor a relevant course and have a faculty adviseron campus as well as professional-level supervisionat their workplace. They also complete and submitan internship agreement at the time they registerfor the course. All agreements must be signed nolater than the add deadline of the semester.Participants are expected to demonstrate in a writtenproject the learning that has taken place on thejob by placing the work experience in an academiccontext. A minimum of twelve hours of work eachweek or 150 hours for the semester is required,and only two one-credit internships are normallyaccepted toward a degree. No credit is grantedretroactively for these activities, and the twointernships may not be done in the same semester.Students may develop their own field-placementprograms. However, all new proposals must besubmitted to the appropriate department forapproval. Tufts does not accept transfer credits forinternships.Students may also participate in the All-College Internship Program, which awards transcriptnotation but no academic credit. A facultyadviser is not needed to participate in this programbecause there is no academic component, but studentsdo receive official recognition of their workon their transcript. Students register for theinternship in Career Services by the second weekof classes, spend a minimum of 100 hours over thecourse of the semester at the site, and complete anevaluation form at the close of the semester.Internships cannot be filed retroactively and studentsmay receive no more than two notations ontheir transcript.Cross RegistrationUp to twenty undergraduate Tufts students mayenroll in each of the following institutions duringthe fall and spring semesters: Boston College,Brandeis University, and Boston University. Qualifyingstudents must be enrolled full time and be ingood academic standing in their home institution.The course must be taken for credit and may notbe taken pass/fail. There is no exchange of fees, andboth course credits and grades are recorded at thehome institution. One cross-registered course atthe above institutions may be taken per semester.Cross-registration is not allowed during SummerSession. Tufts students are limited to a total of twocourses taken in departments for which there is noTufts equivalent (e.g., business). Tufts students aresubject to the requirements of the course taken atthe host institution, including attendance.Any student from the above institutions wishingto take a course at Tufts University is subject to thesame rules as the resident Tufts University students.One course per fall and spring semester forup to twenty enrollments per institution may betaken at the Tufts University Medford, Boston andGrafton campuses. This does not include classesbeing held at the School for the Museum of FineArts.For questions and forms, contact StudentServices at 617-627-2000 or email tostudentservices@tufts.edu.Domestic Exchange and Off-CampusProgramsTufts offers one-semester student exchanges withSpelman College and Swarthmore College. Juniorsin good standing may participate. For the Spelmanprogram, participating students pay tuition, roomand board (subject to availability), and special feesto Spelman. Information on the application andselection process is available from UndergraduateEducation. For the Swarthmore exchange program,students pay all charges to their home institution;there is no exchange of fees. The course credits andgrades earned in both exchange programs by Tuftsstudents are recorded on the Tufts transcript.Sophomores and juniors are also eligible to participatein a one-semester program in AmericanMaritime Studies, accredited by Williams Collegeand held at Mystic Seaport, Connecticut. Bothcredits and grades are recorded on the Tufts transcript.For more information on this program,contact Undergraduate Education.24

G R A D UAT E S C H O O L O F A R TS A N D S C I E N C E S >Graduate School of Artsand SciencesThe Graduate School of Arts and Sciences is theacademic unit responsible for all postbaccalaureatedegree programs offered through the School ofArts and Sciences. The advanced degrees offeredare the master of arts, master of science, master offine arts, master of arts in teaching, master of publicpolicy, educational specialist, certificate ofadvanced graduate study, doctor of therapy, anddoctor of philosophy.Through its doctoral programs, the GraduateSchool of Arts and Sciences aims to advanceknowledge and to develop intellectual leaders inselected areas of the natural sciences, social sciences,and the humanities. In order to encouragethe close association of doctoral candidates andfaculty, the number of programs offered is relativelysmall and the number of students admittedto each is limited. Through its wider variety ofmaster's level programs, the school provides studentswith a focused education and specific skillsto further their professional careers. The programsleading to these degrees are described in this bulletin.Inquiries should be addressed to the Officeof Graduate Studies, Ballou Hall, first floor, TuftsUniversity, Medford, Massachusetts 02155.The Office of Graduate Studies also administersthe Graduate Career Advancement Program,and the nonacademic aspects of graduate programsin arts, sciences, and engineering, such as admissions,registration, and degree certification asdescribed in the following pages.AdmissionGraduate program and application information isavailable online athttp://gradstudy.tufts.edu/Admissions. The applicationmust be accompanied by a nonrefundableapplication fee. The fee is waived if the applicant isa current Tufts undergraduate, graduate, or certificatestudent. Departments can also supply informationabout their graduate programs.The deadlines for admission vary by program.The application deadline for fall admission forinternational students is December 15; applicationsfor spring admission must be completed by September15. In addition, the graduate office mustreceive notification by April 15 of students' intentionto accept Tufts' admission offer for fall matriculationand by December 1 for spring matriculation.RegistrationAll graduate students must be registered, or on anapproved leave of absence, each academic yearterm. If all required courses--including any thesiscourses--have been completed, master's candidatesmust register for courses 401 (part time) or 402(full time) in their departments and doctoral candidatesmust register for courses 501 (part time) or502 (full time) in their departments.A full-time student may arrange with aninstructor to audit a course, but this course will notappear on the student's academic record. A coursefor which a student has been formally registeredremains on the record unless a formal petition toremove it has been approved by the dean withinthe first four weeks of the term.Prior to their initial registration, all graduatestudents must complete a health examinationreport, available from the Health Service. Registrationwill not be allowed for those with missingor incomplete health questionnaires and examinationforms.Cross Registration—Graduate School ConsortiumFull-time students in the Graduate School of Artsand Sciences and graduate students in the Schoolof Engineering may enroll in any semester for onegraduate course in the Graduate School of Artsand Sciences at Boston College, Boston University,or Brandeis University. The catalogs and schedulesof the host institutions are available at the registrar'soffice of each university. Students who wishto cross-register should consult the instructor inthe particular course and should expect to satisfythe prerequisites and requirements normallyrequired for admission to that course. Cross-registrationis not permitted in any summer school.Courses satisfactorily completed (B- or better) atone of the three consortium schools automaticallyappear on the student's Tufts transcript and maybe counted toward degree requirements.A student at Tufts University who wishes toenroll in a graduate course at one of the host institutionsshould obtain a registration permit fromthe student services center in Dowling Hall andpresent it to the graduate registrar of the hostinstitution. The host institution reserves the rightto terminate the student's participation at that25

G R A D UAT E S C H O O L O F A R TS A N D S C I E N C E S >institution at any time. A full-time graduate studentat Tufts University may also enroll for twograduate courses during any semester at theFletcher School of Law and Diplomacy or theFriedman School of Nutrition Science and Policy.Cross-registration forms are available at StudentServices in Dowling Hall.Tufts is also a member of the Graduate Consortiumin Women’s Studies (GCWS) at MIT. Forinformation about course offerings and applicationmaterials go to http://mit.edu/gcws.Graduate Career Advancement ProgramThe Office of Graduate Studies administers theGraduate Career Advancement Program (GCAP)that allows someone with a baccalaureate degree totake courses for credit or audit during the academicyear without being matriculated into a degree program.In addition to taking courses for personalenrichment, GCAP students enroll to becomefamiliar with a graduate or professional degree program,to strengthen their academic record, or toadvance their careers. Admission to any course is atthe discretion of the instructor and is subject to theavailability of space. For students who later matriculateas graduate students at Tufts, a maximum oftwo relevant courses are transferable to a master'sdegree.Certificate ProgramsFor those interested in earning professional credentialsin a concentrated format, graduate-level certificateprograms are available in bioengineering,biotechnology and biotechnology engineering, civiland environmental engineering, community environmentalstudies, computer science, environmentalmanagement, epidemiology, human-computerinteraction, management of community organizations,manufacturing engineering, microwave andwireless engineering, museum studies, programevaluation, and advanced professional study in occupationaltherapy, including a concentration in handand upper extremity rehabilitation. Postbaccalaureateminor programs in computer science and civiland environmental engineering are also available.Tufts certificate students may transfer up to fourrelevant courses to a master's degree.For more information, contact the Office ofGraduate Studies, Ballou Hall (first floor), Medford,Massachusetts 02155, 617-627-3395, or visithttp://gradstudy.tufts.edu.Reserving Graduate-Level Courseswhile an UndergraduateTufts undergraduate students may reserve graduatelevelcourses taken prior to completion of their baccalaureatedegree that are not needed forcompletion of those degree requirements. Througharrangement with the registrar, these courses aredesignated on the transcript and may be appliedtoward a master's degree at Tufts or elsewhere.Combined Bachelor’s/Master’sDegrees ProgramThis program, which is offered on a limited department-by-departmentbasis, is conducted jointly bythe undergraduate colleges and the graduate school.Exceptional students may undertake studies combiningundergraduate and graduate courses, and aresimultaneously enrolled in bachelor's and master'sdegree programs. However, courses counted towardthe completion of one degree may not be used forthe other. Combined-degrees students must payfour years of undergraduate tuition and the entiretuition for the master's degree.Transfer of CreditAfter matriculating in the Graduate School ofArts and Sciences or the School of Engineering,eligible students may apply for transfer credit forgraduate-level courses taken at Tufts or at otherinstitutions. A maximum of two graduate-levelcourses (one for M.F.A. candidates) taken either asa nondegree student at Tufts or at another institutionmay be transferred and used to fulfill requirementsfor a master's degree subject to thefollowing conditions. Credits transferred mustcarry the grade of B- or better; have been takenwithin the past five years; and not have beencounted toward another degree. Tufts certificatestudents may request to transfer two additionalcourses from the College of Special Studies. In allcases, courses to be transferred must be approvedby the department and the Graduate School ofArts and Sciences or the School of Engineering.Transfer of credit request forms are availableonline at http://gradstudy.tufts.edu/forms.Master’s DegreeResidence and Course RequirementsThe minimum residence requirement for the master’sdegree is two terms of graduate study. Thedegree requires a program of advanced study of at26

G R A D UAT E S C H O O L O F A R TS A N D S C I E N C E S >graduate adviser of the department in which he orshe wishes to study.When a student enrolls in a doctoral programwith a master's degree in the relevant subject areafrom an accredited college or university, the numberand identity of the courses and other requirementsneeded to satisfy the predoctoral dissertation obligationsare negotiable with the department. A letterdetailing the results of these negotiations must beon file with the graduate office.Tufts will not award the doctoral degree to studentswhose dissertation research or writing wasperformed at another institution, unless they wereunder the direct supervision of a Tufts-based facultymember. (See residence requirement restrictionsbelow.)Credit for work at another institution taken concurrentlywith studies in the graduate school,including courses taken elsewhere during the summer,must receive approval from the student'sdepartment prior to registration for such courses.The Graduate School of Arts and Sciences and theSchool of Engineering approve all final transfers ofcredit. Students who formally cross-register in regularsemesters with Boston College, Boston University,and/or Brandeis University through theconsortium do not need prior approval. Also, thenumber of courses taken through the consortium isnot subject to the limits on transferred credits asstated above.Residence RequirementThe minimum requirement is three academic yearsof study and research completed with distinction, ofwhich at least one year of full-time study must bespent in residence at Tufts. All work must be completedwithin seven years. Employees of Tufts Universityare not eligible for doctoral-level tuitionremission and would normally be unable to satisfythe full-time study requirement. Petitions for extensionof time require approval of the GraduateSchool of Arts and Sciences and the School ofEngineering. Graduate-level courses taken elsewhereprior to matriculation may be counted to amaximum of one year of credit toward the residencerequirements. One year of the residence requirementis automatically satisfied by a master's degreeobtained from an accredited college or university.Foreign LanguageMany departments require demonstration of proficiencyin one or two approved foreign languages.Consult departmental program descriptions for specificrequirements. The schedule for proficiencyexams is available from the graduate office.Qualifying ExaminationsA student who has completed the major part of hisor her systematic study and has met the languagerequirement (if any) will, subject to the approval ofthe department or committee supervising the program,take a qualifying examination. This examination,which may be written, oral, or both, isdescribed in the statement of each department'sprogram in this bulletin.DissertationA major portion of work toward a doctoral degreeconsists of the preparation of a dissertation chosenwith the approval of the department concerned andwritten under its supervision. The dissertation mustdemonstrate high attainment in a special branch ofknowledge, the original development of an appropriatesubject, and independent research. The dissertationmust be accepted by a faculty committee.The examining committee for doctoral candidatesin Arts and Sciences should be composed of fourmembers – three from the department with whichthe student has conducted his/her research (or relevantdisciplines at Tufts) and one from outside theuniversity. The School of Engineering doctoralexamining committees consist of a minimum offour members with one member from a differentTufts department and one member from outsidethe university. Dissertations are deposited in theLibrary of Congress through the University Microfilms,Inc. system.Recommendation for the DegreeCandidates for the doctoral degree must complete arecommendation-for-degree form (degree sheet)and the graduate exit survey. Degree sheets and exitsurveys are available online athttp://gradstudy.tufts.edu/GraduationInformationThe candidate cannot be recommended to the facultyfor a degree unless the degree sheet is completed,endorsed by the department, and submittedto the graduate office at the beginning of thesemester in which the degree is to be granted.28

G R A D UAT E S C H O O L O F A R TS A N D S C I E N C E S >Interdisciplinary DoctorateThe Interdisciplinary Doctorate (ID) was establishedto accommodate students interested in pursuingdoctoral-level studies in areas that cannot beaccommodated in the other doctoral programswithin the Graduate School of Arts and Sciencesand the School of Engineering. The admissionscommittee considers applications from those whoare familiar with the Tufts graduate-level offeringsand with its faculty, and whose research area is trulyinterdisciplinary and carefully matched to the university'shuman, intellectual, and physical resources.The application process places the burden of acquiringthis information on the applicant. A standingcommittee of the graduate school, the InterdisciplinaryDoctorate Overseers Committee (IDOC),serves as the admissions committee and will monitorthe progress of all students matriculated into theprogram.Admission to ID is highly selective. Studentsmust demonstrate the ability to do independentresearch/scholarship. Creative works of art, musicalcomposition and performance, and performancedirection, though laudable, are not acceptable as thesole criteria for admission into a scholarly doctoralprogram of study.In addition to the standard application material,ID applicants must submit a proposal for interdisciplinarydoctorate study, as well as documents pertainingto the student's advisory committee. Thesewill all be examined by IDOC at one of its twiceyearly admissions meetings, and possible followupwith the candidate and his/her advisory committeemay be required.For complete information about the admissionsand program requirements for the InterdisciplinaryDoctorate, call the Office of Graduate Studies, at617-627-3395 and ask for the guidelines for applicants.The guidelines are also available on the Webat http://gradstudy.tufts.eduLeave of AbsenceA leave of absence, which stops the clock towardtime to degree completion, is usually allowed forreasons of ill health or other personal contingencies.To be granted a leave of absence, a student mustcomplete a leave of absence request form and submitit to the graduate office. The student's advisermust provide written support for the request. Leaveof absence request forms are available online athttp://gradstudy.tufts.edu. A leave of absence willnot be granted for more than one year. See theGraduate Student Handbook for details.Extension of Degree TimeMaster’s students are expected to completetheir degree within five years, M.F.A. studentswithin three years, and doctoral students withinseven years from matriculation. A student shouldconsider applying for an extension of time whenhe/she is actively working on program requirementsand needs more time to complete them, butis confident that the work will be completedwithin the additional year if it is approved. Studentsshould not request an extension of time ifsubstantial progress cannot be made within theadditional year provided.To request an extension of time to complete thedegree requirements, a student must complete aRequest for Extension of Time form, which isavailable online at http://gradstudy.tufts.edu/Formsand submit it to his/her department for approval.See the Graduate Student Handbook for details.GradesGrades of scholarship are expressed by one ofthe following letters:ABCDFPSuperior workMeritorious workNot acceptable for graduate creditNot acceptable for graduate creditFailureNot acceptable for graduate creditS, U Grades of S (Satisfactory) and U (Unsatisfactory)may be given by the instructor in special topicscourses, courses in supervised teaching, researchcourses, certain graduate colloquia, and thesisand dissertation courses.The following symbols are also used:IWIncomplete: an indication that more time willbe allowed to complete the work, specificallywithin six weeks of the first day of classes inthe subsequent semester (fall or spring only;summer terms excluded).Withdrawn: an indication that a student hasbeen permitted to withdraw from a courseafter the fifth week of a semester, but no29

G R A D UAT E S C H O O L O F A R TS A N D S C I E N C E S >Ylater than the last day of classes.Work not scheduled for evaluation duringthe current termChanges in Course Grades: Statute of LimitationsEffective education requires timely and objectiveevaluation of students’ academic work, using clear,standard, fair and public criteria. Such standardsshould be listed in the course syllabus. While criteriadiffer across disciplines and faculty, and whilethe ultimate responsibility for setting standardsand evaluating performance rests with departmentsand individual faculty, submitted grades are finaland not subject to negotiation. Exceptions shouldbe limited to correcting clerical and calculationerrors, and correcting deviations from stated criteria.Of course, students do have the right to knowthe basis of a grade and faculty should be open tothat post-semester conversation. Following suchconversation, students who believe that an error ordeviation remains may appeal to the departmentchair and, if necessary, subsequently to the Dean ofthe Graduate School of Arts and Sciences, or tothe Associate Dean of the School of Engineering.Policy on IncompletesAn incomplete may be awarded only if the studenthas done substantial work in the course, theinstructor judges the reasons for granting incompletestatus to be valid, and the instructor determinesthat the work can be completed in the timespecified on the incomplete form. The instructor isresponsible for specifying on the incomplete formthe reason for the incomplete grade and the conditionsthat must be satisfied for the awarding of agrade. A copy of this form must be submitted tothe registrar at the time final grades are reported.It is the responsibility of the student to request anincomplete before the date of the required workand sign the contract.If an incomplete is granted, all work in thecourse must be completed on or before the date sixweeks after the first day of classes in the subsequentsemester (fall or spring only; summer termsexcluded). If the student has completed the workwithin the stated time, it will be evaluated withoutprejudice. Upon the student's completion of workin the course, the instructor must submit a finalgrade to the registrar within eight weeks after thefirst day of classes of the subsequent semester. If acourse is not completed by the designated time,the student will receive the default grade specifiedon the incomplete form. Under exceptional circumstances,an extension of the six-week deadlinemay be granted with the written approval of theinstructor and the graduate dean. Any such agreementmust be put on file at the registrar’s officeAcademic StandingTo remain eligible to continue in a degree programand/or to receive various types of financial assistanceincluding federal aid, a graduate studentmust maintain good academic standing and bemaking adequate progress toward the degree. Thefollowing are the minimum requirements; departmentshave the right to impose additional criteriafor good academic standing. 1) It is expected thata student will complete all courses taken for creditwith the grade of B- or better (see Grades).Courses for which a student receives a grade lowerthan B- may be retaken only once. The originalgrade earned remains in the student's record. If astudent receives any two grades lower than B-, thedepartment will recommend to the graduate deanthat the student be administratively withdrawn. 2)All comprehensive and/or qualifying examinationsand language examinations must be passed withinthe time limits established by the various departments.3) Deadlines established by departmentsfor submission of thesis outlines and dissertationproposals, for the completion of internships orother field experience, and for regular evaluationsof research progress must be met. 4) It is expectedthat incomplete grades will be completed in thespecified six-week time frame (unless an extensionof this deadline has been given in writing to theregistrar). Excessive numbers of incompletes orincompletes existing for more than one year maybe grounds for dismissal. 5) The completion of alldegree requirements must take place within thetime limits established for the various programs bythe graduate schools.Deviation from any of the items above constitutesevidence that the student is making inadequatedegree progress and is no longer in goodacademic standing; thereupon the student will beadministratively withdrawn, unless an exception isgranted by the graduate school dean based on therecommendation from the appropriate departmentor departmental committee. Only the deans of theGraduate School of Arts and Sciences and theSchool of Engineering may administratively withdrawan enrolled graduate student.30

G R A D UAT E S C H O O L O F A R TS A N D S C I E N C E S >Office of the Dean of Student AffairsGraduate students' primary academic relationshipsare with their department. However, the personnelof the Office of the Dean of Student Affairs inDowling Hall are available for concerns outside academiclife. Graduate students should refer tohttp://uss.tufts.edu/studentaffairs to become familiarwith university rules. Breaches of rules will bereferred to the Office of the Dean of StudentAffairs for investigation and, when appropriate, disciplinaryaction. Students writing theses or dissertationsshould be particularly sensitive to standards ofacceptable research and presentation.ExpensesTuitionTuition for graduate students in the GraduateSchool of Arts and Sciences and the School ofEngineering varies by program. For an arts and sciencesmaster's degree requiring eight to twelvecourses, one full year's tuition is charged. For programsrequiring additional course work, tuition ischarged for two years . For an arts and sciences doctoraldegree, full tuition is charged for five years.Engineering master’s programs require full tuitionpayment for three semesters unless a student hasregistered for all ten credits required for the degreeand completed all required courses (excluding thesisor project) in fewer than three semesters. For anengineering doctoral degree, full tuition is chargedfor nine semesters unless the student enters the programwith an appropriate master’s degree, in whichcase tuition is charged for six semesters. Part-timegraduate students in both schools are charged foreach course/credit taken until their degree is completed.Current tuition rates for each school areavailable on the web at http://gradstudy.tufts.edu.The Trustees of Tufts University reserve theright to change the tuition or to establish additionalfees or charges for special features or services wheneverin their opinion such action is deemed advisable.Student Activity FeeAll graduate students pay an annual student activityfee. The monies are used by the Graduate StudentCouncil to support the interests of graduatestudents.Penalty FeesA penalty fee is charged for late registration and forlate payment of any university charge. Any loss ordamage to university property for which the studentis responsible, including breakage of equipment in alaboratory, is charged to the student.Living AccommodationsThe university provides a limited number of residentialfacilities for use by first-year graduate students.Contact the Office of Residential Life at617-627-3248 for applications. Accommodationsare available to incoming, full-time students for amaximum of one year. Most students live in apartmentsin the surrounding community, many ofwhich are within walking distance of the campus.Dining FacilitiesStudents and faculty meet casually in the CampusCenter and Trios, where meals are served on a cashbasis, cafeteria style. Graduate students may takeadvantage of the meal plans on the Medford/Somerville campus.Financial AssistanceTo help students whose records indicate scholarlypromise, the university makes available a variety ofawards and work opportunities. Tuition scholarshipsand fellowships are normally granted for one academicyear; therefore, a registered student whoholds a scholarship or fellowship must apply annuallyto the department for a renewal. All awards aregranted and accepted with the understanding thatthey may be revoked or reduced at any time forinadequate progress toward the degree as defined bydepartmental standards. Ordinarily, no student mayhold a fellowship, scholarship, or teaching assistantshipfor more than two years of study for a master'sdegree, or for more than five years of study for thedoctoral degree. Priority in making awards is givento full-time students.ScholarshipsA tuition scholarship is an award, on grounds ofscholarly ability and need, of financial credit thatmay be used exclusively for remission of tuitionduring the academic year. A limited number of fullscholarships and a larger number of partial scholarshipsare available. Scholarship students areresponsible for payment of tuition charges abovethose covered by their particular scholarship aswell as all fees.31

G R A D UAT E S C H O O L O F A R TS A N D S C I E N C E S >CO L L E G E O F S P E C I A L S T U D I E S >FellowshipsA fellowship is an academic award of honor tooutstanding students to help them in furtheringadvanced study and research. No services arerequired of students for fellowship or scholarshipawards.Teaching AssistantsTeaching assistants are resident graduate studentswho participate part time in the instructional programsof the university and receive a stipend. Theuniversity has established these awards to enablegraduate students to gain teaching experience.Teaching assistants are also eligible for scholarshipsand fellowships. Teaching assistants normallyhave instructional responsibility in the recitationor laboratory sections of courses to which they areassigned, or their work involves grading papers andexaminations. International students are not usuallyeligible for appointment as teaching assistantsin their first year of graduate work unless theyhave demonstrated proficiency in spoken Englishor they have received training at another Americanuniversity.Appointments to these positions are based onthe recommendation of a student's departmentchair or appropriate departmental graduate committeeand are made for periods of one academicyear or one semester, but are renewable.The university reserves the right to terminatean appointment at any time for due cause. Inadequatedegree progress as defined by departmentalor program standards may constitute cause. Also,academic dishonesty may constitute cause, as mayincomplete or false information on the applicationforms to the graduate school. In all instances ofdismissal, the student will be notified in writing ofthe reasons for the termination and may appeal thedecision to the dean.Stipend levels vary by department. All stipendsare taxable by the U.S. Internal Revenue Service.Prorated fractions of these stipends are madebased on the actual time commitments of a givenassistantshipGraduate Institute for TeachingThe Graduate Institute For Teaching (GIFT)offers a program for graduate students who areinterested in becoming college-level faculty. GIFTstudents attend specialized workshops on pedagogyduring the summer and have the opportunityto co-teach a fall semester course under the directionof a faculty mentor. Students receive astipend for teaching. For more information, go tohttp://gradstudy.tufts.edu.Research AssistantsResearch assistants are graduate students whoactively participate in the ongoing research programof a faculty mentor. Stipends are sometimes availableduring the summers as well as during the academicyear. Stipend levels follow those of teachingassistants. Research assistantships are normallyawarded through the department chair or researchprogram director.Resident ProctorsA limited number of positions are available forboth married and unmarried graduate students asproctors in university residence halls. Remunerationincludes rent-free accommodations and astipend. Applications are available at the Office ofResidential Life. Appointments involve a commitmentfor a full academic year.Financial AidInformation on other types of financial assistance,including various loan programs, is available fromStudent Financial Services athttp://uss.tufts.edu/finaid/gradaid. Students seekingpart-time work on campus should contact StudentEmployment, Dowling Hall.College of Special StudiesThe College of Special Studies offers a variety ofacademic programs. One is the degree programoffered in conjunction with the School of theMuseum of Fine Arts. The other programs of thecollege, offered through the Office of GraduateStudies, are intended to provide quality educationon a nondegree basis, primarily but not exclusivelyto nontraditional students.School of the Museum of Fine ArtsIn accordance with Tufts University's affiliationwith the School of the Museum of Fine Arts, astudent may apply as a candidate for the bachelorof fine arts degree. After acceptance into theB.F.A. program, students take their studio artcourses at the Museum School (in Boston) and the32

CO L L E G E O F S P E C I A L S T U D I E S >majority of their liberal arts courses through TuftsUniversity, either on the Medford campus or onsite at the Museum School through the TuftsDepartment of Visual and Critical Studies.Courses in many fields of art are available, such asprintmaking, photography, painting, drawing,sculpture, ceramics, metalsmithing, video and multimedia,film, performance, sound, text and imagearts, and stained glass. Requirements for the bachelorof fine arts degree include eighty-four creditsin studio art and fourteen academic courses,including five semesters of art history. Studentsinterested in obtaining licensure as teachers ofvisual art may apply to the M.A.T. in art educationafter completing the B.F.A. through the TuftsPlusprogram, which offers a streamlinedadmission process and tuition scholarships forcompleting the 12-month M.A.T. graduatedegree. (See Teacher Licensure Programs.)For more information about the B.F.A. program,students may write to the School of theMuseum of Fine Arts, 230 The Fenway, Boston,Massachusetts 02115, visithttp://www.smfa.edu/admissions/, writeadmissions@smfa.edu, or call 617-369-3626 or800-643-607. For more information about theTuftsPlus program, please visithttp://gradstudy.tufts.edu/TuftsPlus.Office of Graduate StudiesThis office administers the Graduate CareerAdvancement Program, which allows holders ofbaccalaureate degrees to enroll in courses at Tuftsto prepare for further study or simply to expandtheir knowledge of particular fields or disciplines.In addition to the Graduate Career AdvancementProgram, the office sponsors a number ofadvanced professional certificate programs. Eachprogram consists of a coherent set of credit-bearingcourses in an emerging or rapidly evolvingfield. The certificate can serve as a credential forprofessional advancement or as an intermediatestep toward a master's degree.For more information, visithttp://gradstudy.tufts.edu, or contact the Office ofGraduate Studies in Ballou Hall at 617-627-3395.33

S C H O O L O F E N G I N E E R I N G >School of EngineeringMission StatementThe Tufts University School of Engineering isuniquely positioned to educate the technologicalleaders of tomorrow. We offer the best of a liberalarts college atmosphere coupled with the intellectualand technological resources of a world-classresearch university. Our goals are to educate engineerscommitted to the innovative and ethicalapplication of technology in the solution of societalproblems, and to be a leader among peer institutionsin targeted areas of interdisciplinary researchand education that impact the well-being and sustainabilityof society.Grounded in our commitment to engineeringeducation innovation and interdisciplinary research,we offer our students a rich educational experiencethat combines intellectual rigor and disciplinarybreadth in an intimate, student-centered environment.The many women among our engineeringstudent body and faculty attest to TuftsEngineering’s welcoming climate for traditionallyunderrepresented groups and offer a unique perspectiveto our students. We value our close collaborationswith the School of Arts and Sciences andthe University’s extraordinary collection of excellentProfessional Schools that create a wealth of educationaland research opportunities.engineering, bachelor of science in engineering science,bachelor of science in engineering, bachelor ofscience in engineering physics, and bachelor of science.The programs of study leading to these degreesdiffer in structure and the manner in which they areadministered. Departments administer professionaldegrees in programs accredited by the EngineeringAccreditation Commission (EAC) or the ComputingAccreditation Commission (CAC) of theAccreditation Board for Engineering and Technology(ABET) for students who wish to be recognizedas practicing professionals, especially thosewho wish to become registered professional engineers.Whereas the professional degree programsare the most structured, the bachelor of sciencedegree program is the most flexible. Through consultationwith an individual faculty member in theSchool of Engineering, students may pursue anindividualized program of study leading to thebachelor of science degree. The bachelor of sciencein engineering is administered by engineeringdepartments and allows for some departure fromthe curriculum for the professional degree. TheSchool of Engineering, in cooperation with theDepartment of Physics, offers a bachelor of sciencein engineering physics. This program combines amastery of the fundamental principles of physicswith the professional aspects of engineering.School of EngineeringInformationUndergraduate ProgramsThe School of Engineering offers courses leadingto the bachelor of science in five departments ofengineering (biomedical, chemical and biological,civil and environmental, electrical and computer,and mechanical), as well as in the computer sciencedepartment. Students may also enroll in special programsin the School of Engineering in preparationfor careers in architecture, medicine, dentistry, veterinarymedicine, law, public health, human factors,urban planning, and biomedical engineering. Theschool offers twelve bachelor of science degrees:bachelor of science in biomedical engineering,chemical engineering, civil engineering, computerengineering, computer science, electrical engineering,environmental engineering, and mechanical34

S C H O O L O F E N G I N E E R I N G >UNDERGRADUATE DEGREES — TUFTS UNIVERSITY SCHOOL OF ENGINEERINGDEPARTMENT UNDERGRADUATE DEGREE DEGREEABBREVFIRST MAJOR MAJORABBREVPROGRAMBIOMEDICAL ENGINEERING Bachelor of Science in Biomedical Engineering BSBME Biomedical Engineering BME --CHEMICAL & BIOLOGICAL Bachelor of Science in Chemical Engineering* BSCHE Chemical Engineering CHE --ENGINEERINGBachelor of Science in Civil Engineering* BSCE Civil Engineering CE --CIVIL & ENVIRONMENTALENGINEERINGBachelor of Science in Environmental Engineering* BSEVE Environmental Engineering ENVE --Bachelor of Science in Engineering BSE Engineering ENGR Env. HealthBachelor of Science in Engineering BSE Engineering ENGR Arch. StudiesCOMPUTER SCIENCE Bachelor of Science in Computer Science BSCS Computer Science COMP --ELECTRICAL & COMPUTERENGINEERINGBachelor of Science in Electrical Engineering* BSEE Electrical Engineering EE --Bachelor of Science in Computer Engineering* BSCPE Computer Engineering COEN --MECHANICAL ENGINEERINGBachelor of Science in Mechanical Engineering* BSME Mechanical Engineering ME --Bachelor of Science (in Engineering Psychology) BS Engineering Psychology EPSY --Bachelor of Science in Engineering Science BSES Engineering Science ES --OTHER DEGREESBachelor of Science in Engineering Physics BSEP Engineering Physics ENPH --Bachelor of Science in Engineering BSE Engineering ENGR --Bachelor of Science BS No Major NOMA --* ABET Accredited Program35

S C H O O L O F E N G I N E E R I N G >Professional Degree RequirementsBachelor of Science in Chemical Engineering(B.S.C.H.E.)Bachelor of Science in Civil Engineering (B.S.C.E.)Bachelor of Science in Computer Engineering(B.S.C.P.E.)Bachelor of Science in Electrical Engineering(B.S.E.E.)Bachelor of Science in Environmental Engineering(B.S.E.V.E.)Bachelor of Science in Mechanical Engineering(B.S.M.E.)The programs leading to these degrees are accreditedby the Engineering Accreditation Commission(EAC) of the Accreditation Board for Engineeringand Technology (ABET).Bachelor of Science in Computer Science(B.S.C.S.)The Department of Computer Science administersthe program leading to Bachelor of Science inComputer Science (in the School of Engineering)accredited by the Computing Accreditation Commission(CAC) of the Accreditation Board forEngineering and Technology (ABET). This programcombines mastery of computer science withthe breadth and practicality of an engineering education.It is for students who desire a knowledge ofcomputer science, computer systems, and computerapplications without the hardware courses requiredfor the computer engineering.The requirements for these professional degrees inengineering are thirty-eight credits to be distributedas detailed below.Introductory Course RequirementThe introductory courses consist of eleven credits:a. Mathematics 11, 12, 13, 38 (or 22 for computerscience majors). Mathematics 17 and 18 may besubstituted for Mathematics 11, 12, and 13.b. Physics 11c. Chemistry 1 or 11 or 16d. Intro CAD (half-credit)e. Intro to Computers (one credit)f. One elective half-credit courses in introductoryengineeringg. English 1 or 3The above 9 credits may not be taken pass-fail, exceptfor English 3.h. Physics 12 or Chemistry 2i. One approved science elective credit chosenfrom astronomy, physics, chemistry, biology, orgeology. Please seehttp://go.tufts.edu/EngineeringAdvising formore information.Foundation RequirementThere are eight credits required by the student’sdepartment of concentration and selected fromamong the following: biology, chemistry, computerscience, engineering science, geology, mathematics,and physics/astronomy.Concentration RequirementThe twelve credits that constitute the concentrationrequirement for a particular degree are determinedby the department offering the degree.Humanities, Social Sciences, and Arts RequirementCourses selected must include a minimum of onecredit each in the areas of humanities and social sciences.In addition, at least two courses must betaken in the same department. Ex-college coursesare excluded, including those approved for distributioncredit by the College of Liberal Arts. The studenthas the option to satisfy these requirementsthrough a special minor in foreign language andculture in the areas of Chinese, French, German,Hebrew, Italian, Japanese, Russian, or Spanish.Contact the Department of German, Russian, andAsian Languages and Literatures, or the Departmentof Romance Languages for details. Seehttp://go.tufts.edu/EngineeringAdvising for moreinformation on accepted courses in Humanities,Social Sciences, and Arts.Free Elective RequirementThere are two free elective credits to complete thethirty-eight credits required for these degrees. Thecourses selected to fulfill the two free elective creditsmay be chosen without any restriction.Bachelor of Science (B.S.)The program leading to the bachelor of sciencedegree consists of thirty-six credits. A minimum ofeighteen of these credits must be in engineering andin those departments that provide foundationcourses in the accredited programs. This group mustinclude Mathematics 11 and 12 and eight credits inengineering or engineering science. A minimum of36

S C H O O L O F E N G I N E E R I N G >six of the remaining credits must be in the humanities,arts, and social sciences. Students in the programchoose their adviser from the faculty of theSchool of Engineering. Each student, through hisor her adviser, must submit for approval a proposedprogram of study to the academic dean. No major isassociated with this degree.The program leading to this degree is notaccredited by the Engineering Accreditation Commission(EAC) of the Accreditation Board forEngineering and Technology (ABET).Bachelor of Science in Engineering (B.S.E.)All engineering departments offer additional programsthat emphasize the basic sciences or a moretheoretical approach than their regular programs, orthat in other respects depart from the traditionalconcentration requirements in that discipline. Thesedepartments designate these programs with thedegree title of bachelor of science in engineering,without department designation. The curricula differfrom the professional degree programs in theselection of the departmentally required concentrationcourses and the department foundationcourses.Programs leading to this degree are not accreditedby the Engineering Accreditation Commission(EAC) of the Accreditation Board for Engineeringand Technology (ABET).Bachelor of Science in Engineering Science(B.S.E.S.)In general, the School of Engineering requiresundergraduate students to specialize within theframework of the various departments. A studentmay, however, seek a more diversified program inengineering and science leading to the bachelor ofscience degree in engineering science. This degreeprogram allows the student who is interested in theapplication of science and mathematics to engineeringto develop an individualized program of study.The engineering science curriculum is designed tomeet the need for basic studies in engineering witha broad foundation in science. It includes the introductorycourses and selected foundation courses. Itdiffers from the professional degree programs inthat the department concentration courses can bevaried to provide flexible programs in science andengineering. Of the credits beyond the introductory,the foundation, the free electives, the humanitiesand/or arts, and social sciences requirements,approximately one-third must be taken in a singlefield of physical or biological science, one-third inengineering subjects, with the remaining one-thirdavailable to meet the particular professional objectiveof the student. Students who wish to pursue aprogram of this nature should consult with an individualfaculty member in the School of Engineeringand submit a written curriculum program forapproval to the academic dean.The program leading to this degree is notaccredited by the Engineering Accreditation Commission(EAC) of the Accreditation Board forEngineering and Technology (ABET).Bachelor of Science in Engineering Physics(B.S.E.P.)The School of Engineering, in cooperation with theDepartment of Physics, offers a combined programof study leading to a bachelor of science in engineeringphysics. The program combines an emphasison the mastery of the fundamental principles ofphysics and basic mathematical techniques with thedisciplined practicality of professional engineering.Students enrolled in this program are members ofthe School of Engineering but will have academicadvisers in both engineering and physics. While astudent may enter the engineering physics programat any time, it is expected that he or she will havetaken the introductory courses in basic science andmathematics common to all Tufts engineering programs.Early participation in faculty research projectsis encouraged.The program leading to this degree is notaccredited by the Engineering Accreditation Commission(EAC) of the Accreditation Board forEngineering and Technology (ABET).Bachelor of Science in BiomedicalEngineering (B.S.B.M.E.)The Department of Biomedical Engineering offersa bachelor of science in biomedical engineering forengineering students that combines intensive trainingin research methods, techniques, and practicalskills with a solid science and engineering curriculumthat provides breadth and depth in the field.The program leading to this degree is notaccredited by the Engineering Accreditation Commission(EAC) of the Accreditation Board forEngineering and Technology (ABET).37

S C H O O L O F E N G I N E E R I N G >Pre-Matriculation CreditsPre-matriculation credits are defined as creditsearned from certain scores on AdvancedPlacement and SAT II examinations, scores onexaminations of certain international diplomas, aswell as credits earned from college courses takenprior to matriculation at Tufts. These scores andtheir equivalencies have been determined by theindividual departments and are listed below. Prematriculationcredits are treated as regular coursecredits and accepted toward satisfaction of thedegree requirements. If the credit received isequivalent to a Tufts course, the student may nottake that course for additional credit toward thedegree. Students are limited to eight pre-matriculationcredits toward their degree. Credits earnedprior to matriculation via Tufts summer session arenot included in this limit.Secondary school students who have taken collegecourses should consult the appropriate departmentsregarding their placement and the possibleaward of credits. Credit is generally awarded onlyfor courses taken at a college with regularlyenrolled college students. Some colleges offer theircourses in nearby secondary schools for classescomposed entirely of secondary school students;credit is not awarded for these courses.Advanced Placement CreditPlease see next page for complete listing.38

S C H O O L O F E N G I N E E R I N G >TUFTS UNIVERSITY SCHOOL OF ENGINEERING — Advanced Placement Credit (2009-2010 Bulletin)Subject AP Scores5 4Biology One credit for Bio 13 (or Bio 14) Not acceptedChemistry Two credits for Chem 1 and 2 Not acceptedComputer Science A and/or AB One credit for Comp Sci 11 One credit for Comp Sci 11Economics Micro AND Micro: Two credits (Social Sciences) Not acceptedMicro OR Micro: One credit (Social Sciences) Not acceptedEnglish Lang and Comp and/or Lit and Comp One credit for English 1 One credit for English 1Environmental Science One credit (Free Elective) One credit (Free Elective)French/Spanish Lang and Lit One credit (Humanities) Not acceptedGerman One credit (Humanities) One credit (Humanities)Latin One credit (Humanities) One credit (Humanities)History (Max 2 credits even if all three taken)US History One credit (Humanities or Social Sciences) One credit (Humanities or Social Sciences)European History One credit (Humanities or Social Sciences) One credit (Humanities or Social Sciences)World History One credit (Humanities or Social Sciences) One credit (Humanities or Social Sciences)Mathematics - Calculus AB One credit for Math 11 Not acceptedMathematics - Calculus BC Two credits for Math 11 and 12 One credit for Math 11Physics C (Calculus Based) Mechanics: One credit for Physics 11 Mechanics: With successful placement on theMechanics Placements Exam (offered duringOrientation), one credit equivalent to Physics 11Electricity and Magnetism: One credit for Physics 12 Not acceptedPolitical Science One credit (Social Sciences) One credit (Social Sciences)Statistics One credit (Free Elective) One credit (Free Elective)39

S C H O O L O F E N G I N E E R I N G >SAT II CREDITSubject One Credit (Humanities) forSAT II ScoresChinese 760-800French 770-800German 770-800Hebrew 760-800Italian 770-800Korean 760-800Japanese 760-800Latin 720-800Spanish 770-800If tests are taken in both language and literature,only one credit will be awarded for each language.International Diploma CreditTufts does not grant credit automatically for thediploma as a whole; rather credit is awarded foreach approved subject passed at an appropriatelevel.BRITISH GENERAL CERTIFICATE OF EDUCATIONA-LevelSUBJECT GRADE CREDITEnglish A or B 1 credit, English 1Economics A or B 1 credit, EC5 (social science)Biology A or B 2 credits, Bio 13 and Bio 14Computer Science A or B 2 credits, Comp 11 and Comp 15Environmental Science A or B 2 credits (free elective)Foreign Languages A or B 2 credits (humanities)Mathematics A or B 2 credits, Math 11 and Math 12Physics A or B 2 credits, Phy 11 and Phy 12All other approved subjects A or B 2 credits (contact administrative support atDowling Hall)40

S C H O O L O F E N G I N E E R I N G >INTERNATIONAL BACCALAUREATEHigher LevelSUBJECT GRADE CREDITEconomics 5, 6, or 7 1 credit, EC5 (social science)English 5, 6, or 7 1 credit, English 1Foreign Language 5, 6, or 7 2 credits (humanities)Mathematics 6 or 7 1 credit, Math 11Biology 5, 6, or 7 1 credit, Bio 13Chemistry 5, 6, or 7 1 credit, Chem 1Computer Science 5, 6, or 7 1 credit, Comp 11Environmental Science 5, 6, or 7 1 credit (free elective)Physics 5, 6, or 7 1 credit, Phy 11Psychology 5, 6, or 7 1 credit, Psy 1 (social science)All other approved subjects 5, 6, or 7 1 credit (contact administrative support atDowling Hall)INTERNATIONAL BACCALAUREATESubsidiary LevelSUBJECT GRADE CREDITEnglish 6 or 7 1 credit, English 1Foreign Languages 5, 6, or 7 1 credit (humanities)For possible credit from all other internationaldiplomas, students must contact a professionalacademic equivalency service—such as the WorldEducational Service (WES)—to provide an officialevaluation. Tufts accepts possible credit onlyfor certain scores on standardized examinationsand reserves the right to determine equivalenciestoward the Tufts degree.Engineering Double MajorsStudents pursuing a major within the School ofEngineering may undertake a second major withthe consent of the respective department in theCollege of Liberal Arts or the School of Engineering.To do so, the student must notify the departmentof the second major at least one semesterbefore graduation. No more than half the coursesused to fulfill the requirements for one concentrationmay be used to satisfy the requirements for asecond or subsequent one. Students may not completethe second or subsequent concentration in thesame discipline.Students following the bachelor of science inengineering and the bachelor of science in engineeringscience are considered to have engineeringand engineering science, respectively, as majors andmay participate in double-major programs.Undergraduate Minor ProgramsIn addition to completing the courses for the concentrationrequirement, an undergraduate may electto enroll in a minor program in the College of LiberalArts or the School of Engineering. All coursesused in fulfillment of the minor program must betaken for a grade. No more than two courses usedto fulfill a foundation or concentration requirementmay be counted toward fulfillment of the minor.Students may not complete both a minor and aconcentration in the same discipline.Minor programs offered in the School ofEngineering are:Architectural Engineering(for liberal arts students) Department of Civiland Environmental EngineeringBiomedical Engineering41

S C H O O L O F E N G I N E E R I N G >Department of Biomedical EngineeringBiotechnology EngineeringDepartment of Chemical and Biological EngineeringComputer ScienceDepartment of Computer ScienceEngineering Educationadministered by the Center for Engineering Educationand OutreachEngineering Managementadministered by the Gordon InstituteEntrepreneurial Leadershipadministered by the Gordon InstituteGeoengineering(for liberal arts students) Department of Civiland Environmental EngineeringHuman Factors EngineeringDepartment of Mechanical EngineeringMultimedia Arts(for liberal arts and engineering students) Departmentof Electrical and Computer EngineeringMusical Instrument Engineering(for liberal arts and engineering students) Departmentof Mechanical EngineeringFor more information, see departmental listings inthis bulletin.Pass-Fail OptionThe spirit of the pass-fail option is to encourageacademic exploration. Certain introductory coursesmust be taken for a grade (see Introductory CourseRequirement). Not more than eight pass-fail creditsmay be counted toward the credits required forgraduation. For the accredited programs, no foundationor departmental concentration course may betaken pass-fail. Normally, no more than one courseper semester may be taken pass-fail. No distinctionis made between regular courses that students electunder the pass-fail grading and those courses inwhich grading is pass-fail. All decisions regardingthe pass-fail option must be made within the firstfour weeks of any term. After four weeks, the onlychoices are to complete a course under the existinggrading system or to withdraw for the remainder ofthe term. Please seehttp://go.tufts.edu/EngineeringAdvising for moreinformation.Grade RequirementsFor graduation, grades of C- or better are requiredin 67 percent of the courses submitted for thedegree. For students who transfer to Tufts, gradesof C- or better must be earned in more than 67percent of the courses taken at Tufts. It isexpected that grades of C- or better will be earnedin at least 75 percent of the courses taken in theconcentration.Degrees with HonorsDistinction (cum laude) is conferred atcommencement on deserving students who earnedan academic average of 3.20 or higher.High distinction (magna cum laude) is conferredat commencement on deserving students who hadan academic average of 3.50 or higher.Highest distinction (summa cum laude) is conferredat commencement as follows. Each degreeprogram may nominate deserving students who:• Have a cumulative grade point average of 3.80 orhigher• Have at least one A letter grade in each of thefollowing subject areas:• Math or Natural Science• Humanity or Arts or Social Science (HASS)These nominations are approved by a special vote ofthe faculty. With the consent of the faculty, deservingstudents who graduate at a time other than Maywill be granted the honor summa cum laude if theymeet the above criteria.The above criteria may be replaced by specialevaluation of the Tufts academic record if substantialtransfer credit is submitted in fulfillment ofthe degree requirements, or if the degree programis of unusual duration. Students whose permanentrecord includes a serious disciplinary infraction willnot normally be eligible for degrees with honors.Tau Beta PiTau Beta Pi, the national engineering honor society,founded in 1885, affords engineering students thesame recognition for high scholastic achievementand exemplary character as is provided for liberalarts students in Phi Beta Kappa. The Tufts chapteris designated as Delta Chapter of Massachusetts.Thesis Honors ProgramThe Thesis Honors Program allows students topursue a program of independent study usuallyleading to a senior thesis and a qualifying examination.The principal purpose of the program is to42

S C H O O L O F E N G I N E E R I N G >give special impetus to the development of selfreliance,individual initiative, habits of critical analysis,and correlation of knowledge. Students pursuinga CIS thesis are eligible for thesis honors.Because this is an honors program, admission isnormally restricted to students whose names haveappeared on the Dean’s List at least two timesbefore their senior year. Students may take on anhonors thesis with one semester on the Dean’s Listif they have transferred to Tufts or have receivedspecial permission from their department. Theapplication process should be completed during thejunior year, including the summer of the senioryear. The student is responsible for finding an advisorycommittee (one principal adviser who is a fulltimefaculty member in the School of Engineering,and at least one other full time faculty memberfrom the faculty of Arts, Sciences, and Engineering,or industry expert). Admission to the programrequires formation of an advisory committee, consentof the student’s adviser, and approval of eitherthe student’s major department, or in the case of aCIS thesis the CIS Board. The membership of theadvisory committee and the title of the thesis mustbe registered with the Academic Resource Center.The advisory committee will be chaired by afull-time faculty member in the School of Engineering.Exceptions to this rule may be made at thediscretion of the department chair for the student’smajor. The committee will direct the student’sreading and research or other technical work, andwill guide the student in preparing for a qualifyingexamination in the area of investigation. All suchprograms will include two one-semester coursecredits (with at least one credit toward the concentrationelective). The thesis should be of qualitycomparable to a paper publishable in a peerreviewedjournal. Its subject and scope will beagreed on in advance by the student and sponsorand approved by the committee. The completedthesis will be presented for consideration no laterthan two weeks before the last day of classes of thestudent’s final semester.Each candidate for a degree with thesis honorsis required to undergo examination on the thesisand on the principal area of investigation. The specificcharacter of the examination is determined byeach advisory committee and may be oral or writtenor both. After the defense, a final copy of thethesis, in electronic form, should be submitted tothe Tisch Library archive.The advisory committee is empowered to determinethe level of thesis honors to be awarded, basingits recommendation on an evaluation of thethesis. Degrees are designated bachelor of science,with highest thesis honors, with high thesis honors,or with thesis honors. (Thesis honors will be indicatedon the student’s transcript, but not on thediploma.) Students who, in the judgment of theadvisory committee, have not attained the standardsrequired for a thesis honors designation, butwhose work is worthy of a degree, are recommendedfor the bachelor of science degree subjectto the general regulations. Students who, in thejudgment of the advisory committee, have attainedthe standards required for a thesis honors designationmay also receive the degree summa cum laude,magna cum laude, or cum laude, in accordance withthe procedures governing degrees with distinction.After the defense, a final copy of the thesisshould be submitted to Digital Collections andArchives (DCA). Beginning in academic year 2008-2009, the DCA will accept thesis submission electronicallyas an alternative to submitting a boundpaper copy. Please contact the DCA for more informationon how to submit your thesis. For answersto frequently asked questions and a style sheet, visitthe website: http://ase.tufts.edu/wts/seniorThesis.asp.Internship ProgramsInternships provide students with the opportunityto apply their education and skills directly toward afield-based situation, usually at an off-site organization.Most often, internships are paid positions thatare performed on a full-time basis over the summermonths, or for approximately ten to fifteen hours aweek during the semester. The Office of EngineeringInternships and Employer Outreach, located inDowling Hall, helps qualified engineering studentsidentify potential internship opportunities.Internships are typically performed without anacademic component, in which case students focusdirectly on the practical experience and tasks athand. However, in some departments, students alsohave the option of performing an internship foracademic credit. Students who wish to receive academiccredit for an internship must have a facultysponsor on campus as well as professional-levelsupervision at the workplace. Students must registerfor the relevant course within the department,and an internship agreement must be completed atthe time of registration. All agreements must be43

S C H O O L O F E N G I N E E R I N G >signed no later than the add-drop deadline for thesemester. At the end of the internship, students areexpected to complete a written project, whichdemonstrates what has been learned during theinternship experience. A minimum of 150 hours ofwork for the semester is required.Combined Bachelor’s/Master’s DegreesProgramThe School of Engineering offers exceptionalengineering students the option of pursuing one oftwo combined degree programs: a bachelor of scienceand master of science degree (B.S.-M.S.) or abachelor of science and master of engineeringdegree (B.S.-M.Eng.). Both bachelor’s and master’sdegrees are awarded only on completion ofthe entire program; a student may not receive onedegree earlier, even if the requirements for thatdegree have been met. Combined-degrees studentsmust pay four years of undergraduate tuition andtwo semesters of graduate tuition (plus continuationfees as applicable).Students seeking admission to the programmust submit an application to the Office ofGraduate Studies by November 15th of their junioryear. Admission to the program requires (1) aminimum cumulative GPA (through the fallsemester of the junior year) of 3.60 for the B.S.-M.S. program and 3.20 for the B.S.-M.Eng. program;and (2) acceptance by the department inwhich the student intends to complete the master’sportion of the program. Applicants admitted tothe combined-degree programs will be notified byJanuary 15th of their junior year.Combined-degrees students are expected to fulfillall the requirements of the bachelor’s degreeprogram (38 credits); of these, two graduate-levelcredits are allowed to count toward the master’sdegree requirements as long as they carry the designationof the department in which the master’sportion of the combined degree program is to becompleted.Students admitted to the combined B.S.-M.S.program receive summer research support for thesummers after junior and senior year. This summerresearch support provides salary at the level ofresearch assistants set by the School ofEngineering for three summer months. Studentsmay petition to opt out of summer research providedthey conduct master’s thesis work approvedby the student’s advisor and department.Degree Audit Reporting SystemDARS is a web based application that allows studentsto systematically assess their progress towarddegree completion. A DARS audit will reportdetailed degree requirements, how coursework canbe used to complete that degree, and completedand outstanding requirements. For more informationvisit http://degreeaudit.studentservices.tufts.eduGraduate ProgramsThe School of Engineering is the academic unit ofTufts University responsible for postbaccalaureatedegrees in engineering and computer science. Thenonacademic aspects of graduate engineering programs,such as admissions, registration, special studentprogram, transfer credit and degreecertification, are administered along with thenonengineering programs by the Graduate Schoolof Arts and Sciences. Several combined undergraduate-graduatedegree programs are offered by theschool, including tracks in the traditional engineeringdisciplines, engineering management in collaborationwith the Gordon Institute, biomedicalengineering/medicine in collaboration with Tufts’health science schools, and international engineeringin collaboration with the Fletcher School ofLaw and Diplomacy.Through its six academic departments and theGordon Institute, the School of Engineering offersthe master of science degree (a thesis is required insome programs), the master of engineering degreethat is especially well suited for part-time, practicingengineers, and the doctor of philosophy degree inselected areas of research excellence. Students mayenroll full time or part time in any program subjectto the residence requirements described in theGraduate School of Arts and Sciences section ofthis bulletin. Departments award tuition scholarships,teaching assistantships, and research assistantshipson a competitive basis to graduateadmissions candidates. Prospective and current studentsshould consult with the individual departmentsto obtain detailed policies regarding degreerequirements and programs.44

CO L L E G E O F L I B E R A L A R TS U N D E R G R A D UAT E P O L I C I E S >General UndergraduateInformationUndergraduate PoliciesResidence RequirementThe university requires eight semesters of fulltimestudy for the baccalaureate degree. Aftermatriculating at Tufts, a student may spend nomore than two semesters of full-time study atother approved institutions or on approved non-Tufts study abroad programs. Transfer studentsmust spend all four full-time semesters at Tufts oron Tufts study abroad programs. All studentsmust earn a minimum number (17 for liberal arts;19 for engineering) of their required graduationcredits (34 for liberal arts; 36 for engineering) atTufts or on Tufts study abroad programs.Students must be in full-time residence atTufts for the final two semesters. Enrolled studentsmay normally transfer courses only fromaccredited four-year colleges and universities.Candidates for combined bachelor’s degrees (liberalarts/engineering combined degrees, and theprograms with New England Conservatory andthe School of the Museum of Fine Arts) mustcomplete their programs in no fewer than fiveyears. Enrolled students may accelerate in theways described below.Completion of a specified number of coursesdoes not in itself constitute an undergraduateeducation. Students need time to reflect on andabsorb knowledge. Four years of full-time study inan academic environment provide the opportunityto explore a varied curriculum at a reasonablepace; to interact with and learn from fellow studentsrepresenting a variety of national, ethnic,religious, and racial backgrounds; to be enrichedby study in a foreign country; and to survey thecultural, recreational, and educational opportunitiesof Boston and New England.Exceptions to the policy are rarely granted.Petitions may be made on the basis of unanticipatedpersonal, family, or financial emergencies..Advanced StandingOnce students have completed two full years atTufts, they may advance their class standing if theymeet the following criteria. Students earning a totalof five credits from pre-matriculation credits andTufts summer session credits (including Tufts inTalloires) will be eligible for one semester’sadvanced standing; students earning a total of ninesuch credits will be eligible for two semesters’advanced standing. Applying students must be inat least their fourth semester, must have declared amajor, and must complete a Request for AdvancedStanding form, available online.Students electing advanced standing areexpected to complete the stated degree requirementswith a minimum of thirty-four course creditsfor the College of Liberal Arts and thirty-eightfor the School of Engineering, including creditsawarded in determining advanced standing. All willinclude in their programs sufficient courses to meetthe requirements of their college or school.Students electing advanced standing must spendat least six semesters as full-time students. Ordinarily,two years or four semesters of the undergraduate’scourse of study must be taken at TuftsUniversity’s home campus. Up to one year or twosemesters may be spent in a Tufts-related program,either foreign or domestic.Resumed Education for Adult Learners(R.E.A.L.)The Resumed Education for Adult Learners programis open to students 24 years of age or older,veterans, and students who are married or are parents.This unique undergraduate program meetsthe need for greater academic flexibility in theeducation of older students. It is open to thosewho have some college experience, with recentcoursework a requirement. The R.E.A.L. programis particularly receptive to prospective studentswho have assumed leadership roles in local communityaffairs as well as to residents of Medfordand Somerville. Students in the program areenrolled in regular undergraduate courses and pursuea course of study leading to a college degree inliberal arts or engineering, for which they areexpected to fulfill existing requirements. TheR.E.A.L. Program admits students for both thefall and spring semester of the academic year. Formore information about the program, please callthe Office of Undergraduate Admissions, locatedin Bendetson Hall, at 617-627-3170, or call thedirector, Jean Herbert, at 617-627-2000.Transfer StudentsEntering transfer students are considered sopho-45

CO L L E G E O F L I B E R A L A R TS U N D E R G R A D UAT E P O L I C I E S >mores until their transfer credits have been evaluated.Transfer students are entitled to the sameadvanced placement credits and exemptions fromfoundation requirements as students who enterTufts as first-year students, with the same stipulationthat transfers may not receive credit for acourse covering essentially the same material asthat for which advanced placement credit isgranted.Transfer students with eligible scores on theSAT II Subject Tests and Advanced PlacementTests should have official records of their scoressent to Undergraduate Education before orientation.Such credits will be approved only on thebasis of official test records and not a transcriptfrom the student’s previous institution.Students transferring from other institutionsmust spend a minimum of four full-time semestersand must complete at least half the credits towardtheir degree at Tufts or on a Tufts study abroadprogram.Transfer of Credit from Other InstitutionsIn order to receive transfer credit from anotheraccredited institution, a student must have receiveda grade of C- or better. Transferred credits areentered in the Tufts record without the grade.Students may transfer from other institutions nomore than the equivalent of seventeen Tufts coursecredits for the College of Liberal Arts and nineteenTufts course credits for the School ofEngineering. Tufts does not accept transfer creditsfor internships.A matriculated student may take courses atother accredited four-year colleges and universitiesand receive credit for them toward a Tufts degreeby obtaining approval in advance from the relevantdepartment through WebCenter. Up to twosemesters of full-time study after matriculation atTufts may be spent at other approved four-yearinstitutions or on approved foreign study programs.Students who transferred to Tufts mustspend a minimum of four full-time semesters atTufts or on a Tufts study abroad program.Students attending summer schools (other thanTufts Summer Session) are normally allowed totransfer no more than three credits earned in onesummer, nor more than a cumulative total of fivecredits toward a Tufts degree.Students who plan to complete a full-timesemester elsewhere must attempt the equivalent ofthree or more Tufts credits to have it qualify as afull-time semester.All students planning to transfer credits earnedwhile on leave at other institutions should beginthe process by first discussing their plans withtheir academic dean.Applied courses in music and dance, such asperformance ensembles and lessons, are not normallyaccepted for transfer.Academic Standing/Satisfactory ProgressToward the DegreeThe following are guidelines for maintaining satisfactoryprogress toward the degree. Determinationof a student’s academic status is made by theCommittee on Academic Standing. The followingprocedures are guidelines; the committee reservesthe right to make decisions on an individual student’sacademic progress. Students are subject toaction by the Committee on Academic Standing ifthey have accumulated one or more of the followingduring the semester: two Ds, one F, twoIncompletes, fewer than three credits with C- orbetter, a semester grade point average below 1.80.Liberal arts students are removed from probationif, in the succeeding semester, they earn 3.5 credits,three of which must be with grades of C- orbetter, and no failing grades. An incomplete, evenwith a default grade of C- or better, is not countedas a grade. The minimum three graded credits maynot be taken pass/fail. Engineering students areremoved from probation if, in the succeedingsemester, they earn 4.0 credits with grades of C orbetter, with no failing grades and no incompletes.The committee also determines whether studentsare maintaining satisfactory progress toward thedegree. An overall cumulative average of C- (1.67)is required.Liberal arts students are subject to action by theCommittee on Academic Standing if they completefewer than the following number of credits:FALLSPRINGFirst year 3 credits 6 creditsSophomore 10 credits 14 creditsJunior 19 credits 23 creditsSenior 27 credits 34 creditsEngineering students are subject to action bythe Committee on Academic Standing if theycomplete fewer than the following number ofcredits:46

CO L L E G E O F L I B E R A L A R TS U N D E R G R A D UAT E P O L I C I E S >FALLSPRINGFirst year 3 credits 7 creditsSophomore 12 credits 17 creditsJunior 22 credits 27 creditsSenior 32 credits 38 credits(B.S., 31) (B.S., 36)Academic ProbationStudents who fail to meet these guidelines may beplaced in any of the following categories at the endof the semester. The levels are listed in order ofincreasing seriousness. However, a student does nothave to have been on Probation I to be placed onProbation II or III. The placement is dependentsolely on the student’s performance.Probation I. Probation I indicates that a student’sacademic performance has not met expectations.The student is encouraged to seek support in orderto improve future performance.Probation II. Probation II indicates significantlyweak academic performance during a singlesemester, or a lack of meaningful progress overmore than one semester.Probation III. A student on Probation III is notconsidered to be in good academic standing. Thestudent has demonstrated very poor academic performanceand may want to consider taking a leaveof absence.Required to Withdraw. Students in this category arerequired to withdraw for one to four semesters.Tufts will accept transfer credit for no more thanone semester’s and one summer’s work completedduring the absence.Permanent Academic Withdrawal. In rare instances,a student will be required to withdraw permanentlyfrom the university. Normally a student willhave been required to withdraw on at least oneprevious occasion and, upon return, will have madeno progress toward the degree.Registration InformationRegistration for courses is done through SISonline. Students register for courses in Novemberfor the coming spring term and in April for thenext fall term. It is critical that students registerfor courses during this time. Students who are takingpersonal leaves of absence or leaves of absenceto study elsewhere in the U.S.A. must completethe on-line leave of absence form (availablethrough WebCenter) and should contact their academicdean. Students taking a leave of absence tostudy abroad on a non-Tufts program must completea leave of absence form and submit it to theoffice of Tufts Programs Abroad. Internationalstudents taking a leave of absence must also contactthe International Center at 617-627-3458.Failure to register or file the appropriate leave ofabsence could result in administrative withdrawalfrom the University.Registration will reopen during winter andsummer breaks. Students will be able to registerfor any open classes, drop any classes, and sign upfor the waitlist during this period. Please notethat the waitlist will be active throughout thistime. If a student is number one on a waitlist for acourse and another student drops this course thenthe first waitlisted student will be rolled automaticallyinto the course. The ability to add coursesonline will remain open for the first two weeks ofthe term. Once the add period is over, studentswho wish to enroll in a closed course must get theinstructor’s signature and submit the add form tothe Student Services Desk in Dowling Hall.Sophomores, juniors, and seniors will be able todrop courses online through the end of the fifthweek of classes. First-year students will be able todrop courses online through the end of the tenthweek of classes. After these deadlines, a studentmay withdraw from a course until the last dayclasses meet (before reading period). The grade ofW (withdrawn) will appear on the transcript, butdoes not affect a student’s cumulative average.Petitions for W will not be accepted after the lastday of classes. After that date, students must eitherfinish the course and receive the appropriate grade,or request an I (incomplete) from the instructorand complete the work by six weeks into the followingsemester (or by a date set by the instructor).Reduced Course LoadPermission to take a reduced program of coursesmay be granted to students in the ResumedEducation for Adult Learners Program and thosewho have completed eight semesters of full-timestudy. In rare instances, health needs may alsomerit a reduced course load; consideration for thisis given by the Health Accommodations andMedical Leave Committee in advance of thesemester for which it is requested. Such studentsare considered to be making satisfactory progress if47

CO L L E G E O F L I B E R A L A R TS U N D E R G R A D UAT E P O L I C I E S >they complete each course with a C- or higher. Aminimum of three credits is full time.GradesThe standing of the student in each subject isexpressed by one of the following letters:A Superior workB Meritorious workC Work without marked merit or defectD Unsatisfactory work but allowable for credit,subject to the restrictions specified underthe requirements for graduation. Somedepartments disallow credit toward theconcentration requirement.P Passing work (D- or better): for coursestaken under the pass-fail option, and forselectedcourses offered only pass-fail bydepartments. Grade point average is notaffected.F Failure: No credit is received. A grade of F isaveraged into the grade point average.No-grade statusIIncomplete: An indication by the instructorthat more time will be allowed to complete therequirements for the course. An incompletemay be awarded only if the student has donesubstantial work in the course, the instructorjudges the reasons for granting incompletestatus to be valid, and the instructor detemines that the work can be completed in thetime specified on the incomplete form. Theinstructor is responsible for specifying on theincomplete form the reason for the incompletegrade and the conditions that must be satisfiedfor the awarding of a grade. A copy of this formmust be submitted to Dowling Hall at the timefinal grades are reported.It is the responsibility of the student to request anincomplete before the required work is due. If anincomplete is granted, all work in the course mustbe completed six weeks into the following semester(fall or spring only), or the date the instructor hasstated on the incomplete form. The work will beevaluated without prejudice and a grade should besubmitted two weeks after the work is received bythe instructor. A course not completed by the designatedtime will receive the default grade specifiedon the incomplete form. Under special circumstances,a student may request from the instructoran extension of the deadline. Any such agreementWYNGshould be submitted in writing to Dowling Hall.Withdrawn: An indication that a student hasbeen permitted to withdraw from a courseafter the fifth week of a semester (tenth weekfor first-year students), but no later than thelast day of classes.An interim symbol used to denote theabsence of a grade because the work onwhich the final grade is to be based extendsbeyond the time limits of the semester.No grade: The instructor has no currentknowledge of the student listed on the gradesheet. The student who never attended theclass may request to have the course removefrom the transcript by asking the instructor tocomplete the enrollment correction form.In computing the average of a student’s grades,each course grade of A is counted as 4.00; B, 3.00;C, 2.00; D, 1.00. Appropriate value is given to plusand minus grades and to half-credit courses. Averagesare computed to three decimal places, andsemester and cumulative averages are rounded totwo decimal places. Since changes cannot be madeafter graduation, seniors are urged to have rectifiedany errors on their transcripts well in advance ofthe graduation date.Changes in Course Grades: Statute ofLimitationsEffective education requires timely and objectiveevaluation of students’ academic work, using clear,standard, fair and public criteria. Such standardsshould be listed in the course syllabus. While criteriadiffer across disciplines and faculty, and whilethe ultimate responsibility for setting standardsand evaluating performance rests with departmentsand faculty, submitted grades are final and notsubject to negotiation. Exceptions should be limitedto correcting clerical and calculation errors,and correcting deviations from stated criteria. Ofcourse, students do have the right to know thebasis for a grade and faculty should be open tothat post-semester conversation. Following such aconversation, undergraduates who believe that anerror or deviation remains may appeal to thedepartment chair and, if necessary, subsequently tothe Dean of Undergraduate Education.Any request for a change in a course grademust be made to the course instructor no laterthan six weeks into the following regular semester.48

CO L L E G E O F L I B E R A L A R TS U N D E R G R A D UAT E P O L I C I E S >In cases where the student is not on campus forthe following regular semester, the request must bemade no later than six weeks after the studentreturns. In cases where the course instructor is noton campus for the following regular semester, therequest must be made to the department chair.Quality RequirementsStudents in the College of Liberal Arts must earngrades of C- or better in three-fourths of theircourses taken at Tufts under standard grading.Students in the School of Engineering must earngrades of C- or better in two-thirds of the coursessubmitted for the degree and in three-fourths ofthe courses taken for the concentration.Repeated CoursesStudents who receive a failing grade for a coursemay repeat the course and receive degree credit if apassing grade is earned a second time. Both gradesremain on the transcript and both the F and thepassing grade are calculated into the cumulativeaverage. Students may choose to repeat a courseafter receiving a D+, D, or D-. Both the repeatedcourse, if passed, and the original course receiveone-half their credit value in computing bothgrades for the grade point average and both gradesremain on the transcript. Students who earn agrade of C- or above for a course may choose torepeat the course for a variety of reasons. Degreecredit and cumulative average will reflect only thefirst passing grade earned in the course; record ofthe repeat and subsequent grade will appear.Studio art classes and performance classes indance, music, and physical education may berepeated for credit. (A total of four of these halfcreditcourses may be taken for credit; additionalsuch courses will appear on the transcript with nocredit.) Creative writing classes at the introductorylevel may be taken twice in each genre (fiction,poetry, journalism). Creative writing classes in fictionand poetry at the intermediate level may alsobe taken twice for credit. ( Journalism andNonfiction Writing at the intermediate level maybe taken only once each.)Extra CoursesLiberal arts students may register for a maximumof 5.5 credits each semester; engineering studentsmay register for a maximum of 6.5 credits eachsemester. To add an additional credit, studentsmust petition their academic dean for permissionat the start of the semester, but not before. Suchpermission is rarely granted to first-year students.Missed ClassesStudents should make themselves aware of eachprofessor’s attendance policy. Students who mustmiss a class because of an illness should submit theonline short-term illness form, available throughWeb Center. The student is encouraged to speakwith the professor directly and to consult theiracademic dean in Undergraduate Education inDowling.Dean’s ListEach semester, students who have been enrolledwith a minimum of 4.0 credits, received lettergrades in a minimum of three credits, completedevery course in which they were enrolled with nowork incomplete (with the exception of Y), andearned the minimum grade point average requiredby their college or school (3.40 in the College ofLiberal Arts; 3.2 in the School of Engineering)will be placed on the Dean’s List in recognition oftheir academic achievement. An indication ofDean’s List status will be placed on their permanentrecord. Students in the combined-degreesprogram with New England Conservatory ofMusic whose total course load equals 4.0 credits ormore will be awarded Dean’s List honors at bothinstitutions if they meet Dean’s List GPA requirementsfor the course work taken at each institution.Study Abroad - Tufts ProgramsStudents are encouraged to study abroad under oneof the established programs sponsored by TuftsUniversity. (See Tufts Programs Abroad.) To applyto a Tufts Program Abroad, students must plan aprogram relevant to their degree program at Tufts,secure in advance the approval of their adviser, andmeet the requirements of the program to whichthey are applying. (For further information onrequirements, see http://ase.tufts.edu/studyabroad.)Among other requirements, students participatingin Tufts Programs Abroad must be in good academicand disciplinary standing from the time ofapplication through participation in the program.Study Abroad - Non-Tufts ProgramsTo study abroad, students must plan a program relevantto their degree program at Tufts and must49

CO L L E G E O F L I B E R A L A R TS U N D E R G R A D UAT E P O L I C I E S >secure in advance the approval of their adviser andthe director of Programs Abroad. Transfer credittoward the Tufts degree will be accepted only fromstudents who are in good academic and disciplinarystanding at the time of enrollment in the foreignprogram. A list of recommended non-Tufts programsis available online and in Dowling Hall. Inorder to have a semester of study away from Tuftscount as one of the eight semesters of full-timestudy required for graduation, a student mustattempt the equivalent of three or more transferableTufts credits. To meet the costs of administrativeprocedures connected with study at other institutions,students studying on a non-Tufts programabroad will be charged a fee of $400.Study Elsewhere in the United StatesTo study elsewhere in the United States, studentsmust take a leave of absence from Tufts and mustsecure in advance the approval of their adviser andtheir academic dean. Approved courses will betransferred from four-year, accredited colleges oruniversities if the student earns grades of C- or better.Students must get courses approved for transferfrom the relevant department at Tufts throughWebCenter. In order to have a semester of studyaway from Tufts count as one of the eight semestersof full-time study required for graduation, a studentmust attempt the equivalent of three or more transferableTufts credits. To meet the costs of administrativeprocedures connected with study at otherinstitutions, students studying elsewhere will becharged a fee of $400.Leaves of Absence and TransfersStudents considering a leave of absence or transferringto another school must consult their academicdean and complete a the online leave of absenceform, available through Web Center. The ResidentialLife Office must be notified if a housing contracthas been signed. There is a penalty for failingto notify the Residential Life Office by certaindeadlines (consult the Residential Life Office). Studentsreceiving financial aid should also notifyFinancial Services. International students must contactthe International Center for information onvisa status.Medical LeaveMedical leave is an option available to students who,for physical or psychological reasons, are unable tocontinue at the university during a semester. Appropriatemedical evaluation is a required part of theprocess. In certain cases, mental health practitionersor physicians may recommend that it is not in a student’sor the community’s best interests for the studentto continue at the university. The standardmedical leave is for one year. In unusual circumstancesa student may successfully demonstratereadiness to return earlier. Decisions about returneligibility are made by the Health Accommodationsand Medical Leave Committee, a group composedof the staff of the Dean of Student Affairs, staff ofthe Dean of Undergraduate Education, mentalhealth practitioners and physicians. A student wishingto return from medical leave must apply bynotifying Marisel Perez, Associate Dean of StudentAffairs, Dowling Hall, at 617-627-3158. To be eligibleto return for spring semester, application mustbe made by November 15 and by August 1 for thefall semester. For additional details, see the Pachyderm,a publication of the Dean of Student AffairsOffice, or visit:http://studentservices.tufts.edu/dos/healthaccommodations.htm.Academic EthicsA university is a community of individuals interestedin the search for an understanding of knowledge.Absolute honesty on the part of every collegestudent is and always shall be an integral part of theplan of higher education at Tufts University.Examples of academic dishonesty include plagiarism,handing in one paper for two or more courseswithout the knowledge and consent of the instructorsinvolved, dishonesty on examinations, and thepurchase of papers to be submitted in a course.Certain fundamental principles for the acknowledgementof sources apply to all fields and to alllevels of work. The use of source materials of anykind (including the Internet) in the preparation ofessays or laboratory reports must be fully and properlyacknowledged. In a paper or laboratory report,a student is expected to acknowledge any expressionor idea that is not his/her own. In submitting thepaper, the student is stating that the form and contentof the essay or report, in whole and in part,represent his/her own work, except where clear andspecific reference is made to other sources. Evenwhere there is not conscious intention to deceive,the failure to make appropriate acknowledgementmay constitute plagiarism. Any quotation—even of50

CO L L E G E O F L I B E R A L A R TS U N D E R G R A D UAT E P O L I C I E S >a phrase—must be placed in quotation marks andthe precise source stated in a note or in the text; anymaterial that is paraphrased or summarized and anyideas that are borrowed must be specificallyacknowledged. A thorough rewording or rearrangementof an author’s text does not release the studentfrom these responsibilities. All sources that havebeen consulted in the preparation of the essay orreport should be listed in the bibliography.Allegations are reported to the Office of theDean of Student Affairs. If a student agrees withthe charge and/or the nature of the evidence makesit clear that academic dishonesty has taken place,the dean will take appropriate action. A decisionmade in this way may be appealed to theCommittee on Student Life (CSL) according to thepolicies set forth in Tufts University StudentDisciplinary System.Working through the Office of the Dean ofStudent Affairs, it may be possible for the facultymember and the accused student(s) to reach a resolutionthrough mediation. Note that both partiesmust be willing to use mediation as an alternativemeans of dispute resolution for this to work. Themediation process is described in Tufts UniversityStudent Disciplinary System. Disciplinary decisionsresulting from hearings may be appealed to the CSL.Consequences for academic dishonesty includedisciplinary probation, suspension, or expulsion.Instructors commonly assign an F for a course inwhich ethical practice is violated. For more information,please refer to Academic Integrity@Tufts.edu, available online or in Dowling Hall.http://uss.tufts.edu/studentaffairs.Please note: Only directory information is madeavailable to the public. Directory informationincludes whether a student is in attendance at theuniversity and the student’s local telephone numberand e-mail address. Students may request thatdirectory information not be released to anyone bycompleting a privacy request form available at theStudent Services Desk. Such requests are subject tothe exemptions provided by certain policies, includingFERPA and the Patriot Act of 2001. Studentsshould verify implementation of their request bycalling Dowling Hall. A change in phone number,along with the request not to release the information,is suggested as the best way to ensure privacy.Nondiscrimination PolicyTufts University is committed to the fundamentalprinciple of equal opportunity and equal treatmentfor every prospective and current employee and student.It is the policy of the university not to discriminateon the basis of race, color, national orethnic origin, age, religion, disability, sex, sexual orientation,gender identity or expression, or status as aveteran in the administration of its educational policies,admissions policies, employment policies,scholarship and loan programs, and athletic or otheruniversity-sponsored programs.For more information or to file a complaint ofdiscrimination, contact the Office of Equal Opportunityand Affirmative Action at 617-627-3298 orvisit www.tufts.edu/oeo.PrivacyThe federal Family Educational Rights and PrivacyAct of 1974 (FERPA) gives each Tufts studentaccess to his or her educational records, the right tocorrect inaccuracies in the records and the right tocontrol distribution. Since September 11, 2001, theDepartment of Education has stated that a collegemust provide (absent a request) information it reasonablybelieves will assist law enforcement officialsin investigating or preventing terrorist activities. Inaddition, there are exceptions in the statute, such asa subpoena, that allow Tufts to release studentrecords even if the student objects. A description ofyour rights under the act, the location of recordspertaining to you, and the procedures for requestingaccess and invoking your right to control accessappears on the Student Affairs web site:51

T U F TS P R O G R A M S A B R OA D >Tufts Programs AbroadTufts University has been offering foreign studyprograms for more than four decades, and at presentoffers undergraduate programs for juniors andseniors to study in Chile, China, Ghana, HongKong, Japan, London, Madrid, Oxford, Paris, andTübingen. Non-Tufts students may be admittedprovided there is space available. In all programs,students attend the designated college or university.Integration into a foreign university and thecultural and social life of the host country is theaim of Tufts Programs Abroad. Further informationis available in the program office at DowlingHall, 617-627-2000, or visithttp://ase.tufts.edu/studyabroad.Tufts in ChileA program of study at the University of Chile isavailable for the fall semester or the full year. TheUniversity of Chile—one of Latin America’s oldestand most important universities—is located in Santiago,a metropolis set in a valley 3,000 feet up inthe Andes. Santiago is home to many UnitedNations and other international organizations forthe region and is one of Latin America’s leadingintellectual and cultural centers. Participants, whoare expected to have completed Spanish 21-22(Composition and Conversation) or the equivalent,enroll in regular courses at the University of Chileand live with Chilean families.A resident director provides academic advising,assistance with homestays and extracurricular activities,and serves as liaison with the University ofChile. The program is of particular interest to studentsin Latin American studies, international relations,and environmental studies, but students fromall majors are invited to apply.Tufts in ChinaThe Tufts-in-China program offers a fall semesterat Zhejiang University in Hangzhou, China.Hangzhou is the capital city of the ZhejiangProvince and is located about two hours southwestof Shanghai. Once the capital city of the SouthernSong Dynasty (1127-1279), it is one of the bestknowncities in China, both for its long and richhistory and for its natural beauty. The region isfamous for such products as silk and tea. The maincampus of Zhejiang University is situated near thepicturesque West Lake, whose natural beauty wascelebrated by ancient poets. Zhejiang University wasestablished in 1998 when four individual universitieswere brought together. It is currently the biggestuniversity in China, both in size (39,000 students)and in range of disciplines (115 undergraduate specialties).The Tufts-in-China program is open to studentswho have completed Chinese 4. Intensive instructionin Chinese language, as well as courses taughtin English in such subjects as history, Chinese culture,and literature are offered. Students are housedin the new international dormitory on campus.A resident director provides academic advisingand extracurricular social and cultural activities.Tufts in GhanaThe Tufts-in-Ghana program, which takes place inthe fall semester, links Tufts to the University ofGhana (Legon), located just outside the boomingWest African metropolis of Accra. The Universityof Ghana, founded in 1948, is a full-service researchand teaching university offering students outstandingacademic and extracurricular programs. Theuniversity’s 30,000 undergraduate and graduate studentsare served by seven residence halls, central andbranch libraries, and a university hospital.Two or three supervised excursions per semesterwill take students to the Dagbe Center for Arts andCulture, which provides an experience of traditionalculture and the performing arts (drumming, singing,dancing) in a picturesque seaside village set amongthe palms one mile from the warm Atlantic Ocean.The Tufts-in-Ghana program is designed toexpand students’ cultural awareness as they earncredit toward the undergraduate degree. In consultationwith the resident director in Ghana, each studentdesigns an academic program of four or fivecourses from the diverse array of subjects offered bythe university’s many academic departments. Speciallanguage courses for Tufts students are taught at theGhana Language Center on the Legon campus.Students from all academic majors, including mathematicsand the sciences, are encouraged to apply.Tufts in Hong KongThe Tufts-in-Hong Kong program is affiliated withthe University of Hong Kong and is available forthe spring semester. Hong Kong, an affluent moderncity of more than six million, offers visitors aunique blend of Eastern history and Western influence.Returned to China in July 1997 after more52

T U F TS P R O G R A M S A B R OA D >than 150 years as a British Crown Colony, HongKong continues to enjoy a high degree of autonomyas a Special Administrative Region.The University of Hong Kong, known as HKU,evolved from the former Hong Kong College ofMedicine, which was instituted in 1887. Since itsofficial opening in 1912, the university has embodiedthe pioneering spirit of Hong Kong. It remainsat the forefront of breakthroughs in medical andscientific research. HKU has a student populationof 23,000, including about 3,300 international students.Courses are taught in English and are offeredacross a broad curriculum. Faculties open to Tuftsin-HongKong students include architecture, arts,education, engineering, science, and social studies.Students are housed in dormitories on campus.A resident director coordinates student activities,living arrangements, and academic advising.Tufts in JapanThe Tufts-in-Japan program offers a full year or aspring semester at Kanazawa University.Kanazawa, located on Japan’s western coast, is anancient castle town with a rich heritage of arts andcrafts, including silk dying, pottery, lacquerware,Noh theatre, papermaking, and confectionery. Itboasts one of the most spectacular gardens in all ofJapan. Students can visit the mansions and gardensof former samurai and tour the city’s two temples.Students take classes at the newly rebuilt KanazawaUniversity, one of the leading national universities.Courses include Japanese language at the intermediateand advanced levels, as well as subject coursestaught in English. Housing is in a dormitory on theKanazawa University campus. Students must havecompleted Japanese 2 or the equivalent by the timeof departure. All majors are welcome to apply.A resident director coordinates extracurricularsocial and cultural activities and will serve as a contactperson.Tufts in LondonThe Tufts-in-London program is affiliated withUniversity College London (UCL) and with theSchool of Oriental and African Studies (SOAS),both constituent colleges of the University of London.Students enroll full time at either UCL orSOAS. Both are situated in the heart of theBloomsbury district in central London, near thecultural and social life of the capital city. Tufts inLondon is a one-year program of academic studyand is open only to full-year students. UniversityCollege London is a comprehensive universityoffering courses across a broad curriculum, includingbiology and engineering. The School of Orientaland African Studies focuses on the languages,cultures, and societies of Africa, Asia, and the MiddleEast.The program is under the overall supervision ofa resident director who provides a full range of studentservices, including a program of extracurricularcultural and social activities, and coordinates allaspects of the program. Tufts-in-London studentsare housed in college dormitories that are locatedwithin a few minutes’ walk of the campus.Tufts in MadridThe Tufts program in Spain is affiliated with theAutonomous University of Madrid and with theUniversity of Alcalá. The program is primarily aone-year course of study; however, arrangementsmay be made to allow students to participate forthe spring semester only at the Autonomous Universityof Madrid or the fall or spring semesteronly at the University of Alcalá. Although theprogram is particularly valuable for Spanishmajors, students from departments and programssuch as economics, history, international relations,political science, psychology, biology, and sociologyhave studied in Spain as well.Preparation equivalent to the successful completionof Spanish 21-22 (Composition and Conversation)is required. Spanish 31-32 (MainCurrents of Spanish Literature) or 34-35 (Surveyof Latin American Literature) are highly recommended.The Tufts director in Madrid advisesstudents in selecting courses from the university.The program offers an orientation session andgroup trips during the academic year. Monthlylectures and receptions are held at the programcenter, giving students contact with important figuresfrom Spanish cultural and political life.Students are housed with Spanish families livingin Madrid or Alcalá.Tufts in OxfordTufts and Pembroke College of the University ofOxford maintain an agreement under which up tosix qualified Tufts students are selected to spend anacademic year at Pembroke College as fully matriculatednondegree students.53

T U F TS P R O G R A M S A B R OA D >Pembroke College was founded in 1624 and hasa student body of 500. It is a friendly and informalcollege, emphasizing intellectual activity, but sports,drama, and music are also important. Oxford, with12,000 undergraduates and 7,000 graduate students,is now over 800 years old and consists of thirtyeightindependent, self-contained, self-governedcolleges and numerous other institutes and organizations.Students wishing to attend Pembroke Collegemust show college-level course work in thesubject they wish to pursue at Oxford.Each applicant is required to have a 3.7 cumulativegrade-point average (on a scale of 4.0) after twosemesters. Pembroke will accept applications onlyfrom students who are prepared to study in the followingareas: biochemistry; biological sciences;chemistry; economics and management; Englishlanguage and literature; English and modern languages(French, German, Italian); experimentalpsychology; mathematics; mathematics and philosophy;history; history and economics; history andEnglish; history and modern languages; history andpolitics; modern languages (French, German, Italian);philosophy, politics, and economics; philosophyand modern languages; politics; theology.Tufts in ParisThe Tufts-in-Paris program offers a combination ofTufts in-house courses taught by French professorsand courses in French institutions of higher educationin Paris, notably the public University of Paris I(Panthéon-Sorbonne) and University of Paris III(Sorbonne Nouvelle) and the private InstitutCatholique. Courses are available in French andcomparative literature, political science, economics,history, cinema and theater studies, communications,art history, philosophy, religion, psychology,European studies and international relations. Allcourses are taught in French. Qualified studentsmay apply for the full-year diploma program forinternational students at the prestigious Institutd’Etudes Politiques (Sciences-Po). Tufts in Paris isprimarily a one-year course of study; however,arrangements may be made to allow students toparticipate for the spring semester only. Althoughthe program is particularly valuable for Frenchmajors, students from departments and programssuch as economics, history, international relations,political science, psychology, and sociology haveparticipated as well.Preparation equivalent to the successful completionof French 21-22 (Composition and ConversationI and II) is required for the program. French31-32 (Readings in French Literature I and II) ishighly recommended. The program is under theoverall supervision of a resident director, whoadvises students in selecting courses at the Frenchuniversities in Paris. The Tufts-in-Paris programalso offers its own courses in French, art history,and literature. Full-year students are required totake either the French language course or theFrench literature course each semester. The programoffers an orientation program and group tripsduring the academic year.Tufts-in-Paris students are housed with Frenchfamilies.Tufts in TübingenTufts sponsors study at Eberhard-Karls Universitätin Tübingen, Germany. Tübingen is located southof Stuttgart in the state of Baden-Württemberg.The university, founded in 1477, has 23,000 students.The program is primarily one year of academicstudy, although arrangements may be made to allowstudents to participate for the spring semester only.Undergraduates who have taken at least two yearsof college-level German may apply to the program.The program is not, however, limited only to Germanmajors. In recent years, students have attendedfrom departments and programs such as biology,chemistry, economics, international relations, music,political science, and psychology.The Tufts director in Tübingen advises studentsin selecting a full course load at the university. Allcourses are taught in German. Each semester, thedirector organizes a five-day study trip to Thüringen(fall) or Berlin (spring).Students in Tübingen are fully integrated intouniversity life, living with German students in regularuniversity dormitories. A unique opportunity toacquire the master’s degree in German literature isoffered by Tufts with the cooperation of the Eberhard-KarlsUniversität in Tübingen. See German,Russian, and Asian Languages and Literatures for adescription of this program.54

T U F TS E U R O P E A N C E N T E R >S U M M E R S E S S I O N >Tufts European CenterThe Tufts University European Center is an internationaleducational and meeting facility located inthe village of Talloires, France. Set on the banks ofLake Annecy, in the foothills of the French Alps,the Tufts European Center is a restored eleventhcenturyformer Benedictine Priory called LePrieuré, which was donated to Tufts in 1978 byDonald (A’16) and Charlotte MacJannet.The European Center hosts many importantmeetings each year on a wide range of topics. Theseevents are sponsored by various faculty membersand departments at Tufts as well as by other academicand professional organizations. Each summerTufts’ fourth campus opens its doors to selected studentswho are interested in international study.Through a variety of unique programs studentslearn firsthand about international relations,France’s Celtic and Roman heritage, as well as thebeauty and environment of the French Alps.Tufts in TalloiresThe Tufts in Talloires Program is a six-week summersemester for undergraduate students that takes placeeach summer at the European Center in Talloires.Students select two credit bearing courses from anarray of undergraduate offerings taught in Englishby Tufts own faculty. Students live with French hostfamilies to experience French culture firsthand.Organized hikes, trips, and program activities helpTufts in Talloires students discover this magnificentarea.Tufts in AnnecyThe Tufts in Annecy Program is a four-week Frenchimmersion program for university students andadults who want to concentrate on improving theirFrench language skills. Classes are taught at a localFrench language institute by native French speakerswho are expert in developing speaking, listening,grammar, writing, and reading skills. Strong supportby a Tufts faculty member as well as placement witha French host family facilitates language acquisitionand enhances the exploration or French culture andcustoms.part of an exploration into the complexities of worldcultures and global issues. French classes make upthe other part of the curriculum and are complementedby living with a French host family.Because of its location near Geneva, the Europeancenter also serves as an important meetingcenter. Since its founding in 1978, the Center haswelcomed a great number of seminars and meetingson a wide range of topics. These events are sponsoredby Tufts own faculty members and departments,as well as by other academic andprofessional organizations.For more information about Tufts programs inthe French Alps or about the European Center,please visit http://ase.tufts.edu/frenchalps, call 617-627-3290, or e-mail france@tufts.edu.Summer SessionTufts University Summer Session offers more than200 courses during two six-week sessions and onetwelve-week session each summer. A list of summercourse offerings, available in November, can behelpful in planning a year-round academic program.Two-thirds of the summer students also attendTufts during the year. They attend summer classesfor many reasons: to take a course or courses notavailable during the year, catch up on a missedcourse, devote time to a specific course in an intensesix-week session, take an additional course(s) tolighten course load during the year, or work on anindependent study or internship. Students pay aregistration fee and tuition on a per-course basis.Registration information specifically for Tufts studentscan be found on the summer session websiteor in summer session publications. The SummerSession office is located at 108 Packard Avenue.For more information on summer session programsand activities, visithttp://ase.tufts.edu/summer, call 617-627-3454, ore-mail summer@tufts.eduTufts SummitThe Tufts Summit Program is a four-week programfor selected rising high school juniors and seniors. Acollege level course on international relations is only55

CO M B I N E D D E G R E E P R O G R A M S >Combined-Degrees ProgramsCombined Five-Year LiberalArts/Engineering ProgramFor most students entering college, the choicebetween liberal arts and engineering is a clear-cutmatter. For some students, however, the choice isquite difficult. For the latter, both the professionalflavor and occupational orientation of the engineeringprograms on the one hand, and the variety ofcourse selection in the liberal arts curriculum on theother, have strong appeal. At Tufts it is possible forstudents to secure the advantages of both types ofeducation under the combined five-year program.With a normal course load in each of ten semesters,students may complete the degree requirementsin both engineering and liberal arts. Thefive-year program includes two fields of major concentration,one in liberal arts and one in engineering.The plan has particular appeal for engineeringstudents who wish to secure a more liberal arts educationthan is possible in a four-year engineeringcurriculum and for liberal arts students who desire astrong technological background. Two degrees areawarded on completion of the program. Bothdegrees are awarded only on completion of theentire program; a student may not receive onedegree earlier, even if the requirements for thatdegree have been met. Students who start a fiveyearprogram but decide within two years not tocontinue may complete the degree requirements foreither engineering or liberal arts in the usual periodof four years.Students may apply for and be admitted to thecombined five-year program only after entrance toTufts. Because the program requires careful planning,students are encouraged to apply as early aspossible. Application forms are available in AcademicServices. Admission decisions are made twicea year, in January and in June. Five-year studentsare required to confer with their faculty advisers atthe beginning of each semester to make certain thatthe courses that have been selected constitute aproper program. Five-year students must complete aminimum of forty-six courses and fulfill the foundation,distribution, and concentration requirementsof both engineering and liberal arts. Within theSchool of Engineering, the B.S. degree may not beused as part of this program, except for the engineeringpsychology (human factors) program.Combined-Degrees Program withNew England Conservatory of MusicTufts University and New England Conservatoryof Music have by agreement instituted a full fiveyearprogram leading to a bachelor of arts or bachelorof science degree from Tufts and a bachelor ofmusic degree from the conservatory. It is designedfor students who wish to pursue studies on a musicalinstrument, voice, composition, music history,and theory without giving up the academic disciplinesof a liberal arts degree. Admission to thiscombined-degrees program is generally gained bysimultaneous application to both institutions. Studentsin the program will complete a minimum oftwenty-four Tufts credits and will be in full-timeresidence for ten semesters, and will meet the foundation,distribution, and concentration requirementsstipulated by the College of Liberal Arts.Prospective students are requested to address theirconcerns to: Dean of Enrollment Services, Officeof Admission, New England Conservatory ofMusic, 290 Huntington Avenue, Boston, Massachusetts02115, or Associate Dean Jeanne Dillon atTufts University.Combined-Degrees Program with theSchool of the Museum of Fine ArtsTufts University and the School of the Museum ofFine Arts, Boston have by agreement instituted afive-year program leading to a bachelor of fine artsdegree and a bachelor of arts or science degree.Admission to this combined-degrees program is bysimultaneous application to both institutions, or forstudents enrolled at Tufts by application to theMuseum School, usually in the first or second year.Students in the program will meet the foundation,distribution, and concentration requirements stipulatedby the College of Liberal Arts. Requirementsfor the degree in art (B.F.A.) include many of thesame academic requirements plus five semestercourses in art history and eighty-four credits in studioart. Normally, the majority of the academicwork is taken on the Tufts Medford/Somervillecampus, and at least seventy credits of studio art arecommonly taken at the Museum School. The entirefive-year program consists of a minimum twentyfouracademic courses and eighty-four credits ofstudio art. Information regarding the combineddegreesprogram may be obtained from theMuseum School Admissions Office atadmissions@smfa.edu or 617-369-3626 or 800-643-56

CO M B I N E D D E G R E E P R O G R A M S >6078; or Academic Affairs at 617-369-3833.Combined Bachelor’s/Master’s DegreesProgram with the School of Engineering(SEE SCHOOL OF ENGINEERING FOR DESCRIPTION)Combined Bachelor’s/Master’s DegreesPrograms with the College of Liberal ArtsCombined bachelor’s/master’s degrees programsare offered by the College of Liberal Arts and theGraduate School of Arts and Sciences. Exceptionalstudents may combine undergraduate andgraduate courses and are simultaneously enrolledin bachelor’s and master’s degrees programs. Bothdegrees are awarded only on completion of theentire program; a student may not receive onedegree earlier, even if the requirements for thatdegree have been met. Combined-degrees studentsmust pay four years of undergraduate tuition andthe entire tuition for the master’s degree.The combined-degrees program is one way ofrecognizing the fact that an increasing number ofundergraduates are entering college with exceptionalpreparation in certain areas and that manyare capable of doing graduate work in their juniorand senior years.Students seeking admission to the programshould consult their undergraduate major advisersand their prospective graduate advisers beforeapplying to the graduate school. Combineddegreesstudents are expected to fulfill all therequirements of the undergraduate and graduateprograms. No courses offered in fulfillment of oneset of requirements may be used for the other.Admission to the program is normally duringthe junior year. Only in exceptional cases will anapplication be accepted after the junior year.Therefore, students interested in the programshould contact their advisers early in their academiccareer to facilitate program planning. A studentmay elect to withdraw from the program atany time by filing the appropriate petition.Combined Bachelor’s/Master’s inPublic Health (M.P.H.) Degrees Program(SEE HEALTH PROFESSIONS PROGRAMS FORDESCRIPTION.)Combined-Degrees Programs with TheFletcher School of Law and DiplomacyCollege of Liberal ArtsThe combined-degree program is conducted jointlyby the undergraduate college and The FletcherSchool of Law and Diplomacy. It offers an opportunityfor a limited number of highly qualified Tuftsundergraduates in Arts and Sciences to earn boththe bachelor’s degree in their selected major and theMaster of Arts in Law and Diplomacy (MALD)degree on completion of a total of five to six yearsof study. Students may apply for the program oncethey have completed and received grades in at leasttwenty undergraduate credits.A total of sixteen Fletcher course credits arerequired for the MALD degree. As many as four ofthese courses may be used to fulfill requirements forthe bachelor’s degree. Fletcher courses will be takenover a period of two and a half to three years, duringwhich time the student will complete his or heracademic work for the bachelor’s degree. No morethan a combined total of five undergraduate andFletcher courses may be taken during any onesemester, no more than four of which may beFletcher courses. The student’s program must becoordinated to satisfy both the Fletcher requirementsand those of the undergraduate department.Credit toward the MALD degree will not beallowed for Fletcher courses taken through crossregistrationor Fletcher Summer School beforebeginning the combined-degrees program. Crossregistrationfor courses at Harvard or other institutionswill not be approved until the student hascompleted at least eight Fletcher courses. Uponadmission to this combined-degree program, thestudent must work with both his or her major advisor,respective academic dean and the Fletcher registrarto ensure that he/she is meeting allrequirements for both the bachelor’s and MALDdegrees. These meetings must take place beforebeginning coursework toward the MALD degree.The normal length of this program is six years.Students who are completing this combined-degreeprogram in a total of six years will be required tosatisfy the residency requirement of eight semesterstoward the bachelor’s degree and four semesterstoward the MALD degree. Tuition will be assessedso that during semesters 1-8, they will pay Artsand Sciences tuition and then during semesters 9-12, they will pay tuition at The Fletcher School.Some students opt for an accelerated programwhere they complete the combined-degree programin a total of five years. In this scenario, stu-57

CO M B I N E D D E G R E E P R O G R A M S >T E AC H E R L I C E N S U R E P R O G R A M S >dents would satisfy the residence requirement ofthe bachelor’s degree upon completion of 7 semesters,after which they would begin paying tuition toFletcher for 3 semesters.Those wishing to apply for the program shoulddo so during the semester following the one inwhich they complete twenty undergraduate credits.If admitted to the program, they will begin takingFletcher courses at the start of the followingsemester, whether it begins in January or September.The application deadlines are October 15 forJanuary admission and January 15 for Septemberadmission.Eligibility for financial aid will be based uponwhere the student is charged tuition for a particularsemester. When students are charged and paytuition to Arts and Sciences, they would be eligibleto apply for undergraduate financial aid and whenthey are charged and pay tuition to The FletcherSchool, they would be eligible to apply for financialaid from The Fletcher School. Students should beaware that financial aid eligibility may vary significantlybetween the undergraduate program andThe Fletcher School program.The application fee is not required for combined-degreeprogram applicants. Applicationforms, requests for interviews, and information onthe The Fletcher School may be obtained from theFletcher School Admissions Office (Goddard 213)or by calling 617-627-3040.School of EngineeringThe Engineering-Fletcher degrees (EFL) programis conducted jointly by the School of Engineeringand the Fletcher School of Law and Diplomacy.Highly qualified high school students will beadmitted to the School of Engineering and conditionallyadmitted to the Fletcher School duringtheir senior year. These students will earn a bachelorof science in their selected ABET-accredited degreefrom the School of Engineering in four years.The curriculum consists of a total of thirty-ninecredits of which eight pre-Fletcher courses shouldbe chosen. The required courses are Political Science51, International Relations; Economics 5,Principles of Economics. The remaining five electivecourses should either be foreign languagecourses or other courses with international focus.These elective courses should be approved by theFletcher program adviser. Foreign language competenceequal to the intermediate level (the equivalentof four semesters) is a minimum prerequisite forenrollment at Fletcher. Students are also required tocomplete at least one substantive internship in oneof their undergraduate summers. This internshipshould be in an area appropriate to the study ofinternational affairs.In order to gain official admission to theFletcher School, students must obtain a minimumof 3.60 GPA in the pre-Fletcher requirements anda minimum of 3.40 GPA in the remaining creditsby the end of the first semester of their senior year.Combined Liberal Arts/DentalSeven-Year Program(SEE HEALTH PROFESSIONS PROGRAMS FORDESCRIPTION.)Teacher Licensure ProgramsTufts offers several programs for undergraduatestudents who are interested in obtaining Massachusettslicensure as teachers.Programs preparing early childhood, elementaryteachers, and art teachers at all levels areapproved by the Massachusetts Department ofEducation. Undergraduates seeking licensure asteachers complete at least one semester of fulltimestudent teaching in the schools under theguidance of a cooperating teacher. They must alsopass the Massachusetts Tests for Educator Licensure(MTEL), administered through the MassachusettsDepartment of Education, if they wish tobe licensed to teach in Massachusetts publicschools. More information about the state licensureprocess and test can be found on the TuftsDepartment of Education Web page athttp://www.ase.tufts.edu/education/student/licensure.asp.Participation in the licensure program is contingenton evidence of competence in oral andwritten English, the attainment and maintenanceof at least a 3.0 grade point average in the subjectarea that the student intends to teach, and the feasibilityof completing the academic and professionalcourses required for state licensure. Onlycourses receiving grades of C or better may beused to fulfill the subject area or education programrequirements for licensure.58

T E AC H E R L I C E N S U R E P R O G R A M S >H E A LT H P R O F E S S I O N S P R O G R A M S >Department of EducationThe undergraduate program of teacher preparationand licensure in the Department of Educationrequires that students complete a departmentalmajor in the academic subject area that they plan toteach, and an additional nine course credits of professionalpreparation, including supervised studentteaching. For elementary teacher licensure, undergraduateswho complete the department’s programof professional courses are eligible to apply forlicensure as elementary teachers after completingthe Massachusetts state educator tests.Tufts Department of Education also offers amaster of arts in teaching (M.A.T.) degree and amaster of arts in education (M.A.) degree that maybe completed in a fifth year of study after theundergraduate programs. Students consideringthese degrees should inquire about these programsduring their sophomore year. The M.A.T. programslead to licensure at the elementary level and middleand high school levels in art, biology, chemistry,earth sciences, English, general sciences, history,mathematics, physics, political science/political philosophy,social studies; and as elementary, middle, orhigh school teachers of classical humanities, French,German, Latin, Japanese, and Spanish. In addition,the department offers graduate programs leading tolicensure as school psychologists for all grade levels.Students are assigned two program advisers—one in the Department of Education and a liaisonfaculty adviser from the department representingthe subject area that the student wishes to teach.The advisers assist students in planning a programof study that fulfills the requirements for state licensure.To receive an application or for additionalinformation, students may contact the Departmentof Education in Paige Hall at 617-627-3244.Eliot-Pearson Departmentof Child DevelopmentThe program of teacher preparation and licensurein early childhood education requires that studentscomplete a departmental major in child developmentand additional course work in professionalpreparation, including supervised teaching practica.Students who successfully complete the department’sprogram of professional courses and statetesting requirements are eligible for licensure asteachers of young children in Pre-K to grade 2, oras elementary teachers (grades 1 to 6) through ajoint program offered with the Department ofEducation. For additional information, studentsmay contact the Department of Child Developmentat 617-627-3355.School of the Museum of Fine Arts, BostonThe Art Education Program no longer offers anundergraduate degree in Art Education. Tuftsundergraduate students, include B.F.A. students, areencouraged instead to apply for the M.A.T. in ArtEducation after their junior year through the TuftsPlusprogram. The TuftsPlus program streamlinesthe graduate admissions process and offers tuitionscholarships, and gives students the opportunity tocomplete their B.F.A. and then matriculate directlyinto the M.A.T. which is a 12-month graduate program.For more information, contact the TuftsOffice of Graduate Studies, atgradschool@ase.tufts.edu or Director of ArtEducation Patty Bode at 617-369-3613 orpatty.bode@tufts.edu.Health Professions ProgramsThe health professions advisers work with studentsexploring various careers, advise them regardingcurriculum, internships, and the application process,and offer a variety of programs and workshops eachyear. Students are encouraged to meet with anadviser at any point in their college career. Studentsinterested in attending health professions schoolsare urged to visit the health professions advisingwebsite at http://uss.tufts.edu/hpa to learn aboutvarious professions and preparation for them. Informationabout how to schedule meetings with thehealth professions advisors is also on the websiteand it is suggested that students seek advice fromthe health professsions advisors.The program director also sits on the PolicyBoard of the Community Health Program, a multidisciplinarymajor for students interested in healthcare issues, policy and community, and populationhealth care. Many pre-health students opt to pursuethis major. For more information, visithttp://ase.tufts.edu/commhealth.Predental, Premedical, andPreveterinary ProgramsThere are no formal predental, premedical, or preveterinarymajors at Tufts. Many preprofessionalstudents major in biology, but a significant numberchoose an area of interest ranging from art history59

H E A LT H P R O F E S S I O N S P R O G R A M S >to child development to engineering. The major isnot an important consideration for admission tomedical school, as long as the science and non-science academic record is sound. Dental, medical,and veterinary schools vary in their minimumrequirements for admission. There are, however,certain courses that virtually all these schoolsrequire:1. Biology: two courses with laboratory, preferablyin areas of cellular and molecular biology, genetics,and physiology. At Tufts these are Biology13 and 14.2. Chemistry: two courses of inorganic with laboratory(typically Chemistry 1 and 2); twocourses of organic with laboratory (Chemistry51/53 and 52/54).3. Physics: two introductory-level courses withlaboratory (typically Physics 1 and 2).4. Mathematics: the number of mathematicscourses required varies from none to two.5. General requirements: U.S. schools desire evidencethat students can read and write Englishwell. Most schools require one year of collegelevelEnglish. Biomedical professional schoolsprefer students with broad general knowledgeincluding understanding of different culturesand languages.A few medical schools have other requirementsand it is recommended that students acquaintthemselves with the special requirements foradmission to schools in which they are especiallyinterested. Also, some schools will not acceptadvanced placement credit or shortened courses forsatisfying their science or nonscience requirementsand will want candidates to take additional sciencecourses. Premedical students should consultMedical School Admission Requirements(www.aamc.org) and the College InformationBook (www.aacom.org), and predental students,Admission Requirements of U.S. and CanadianDental Schools (www.adea.org). These are publishedannually.Veterinary schools have more variability in theirrequirements than medical and dental schools.Virtually all require one semester of biochemistry(typically Bio 152). Students should consult VeterinaryMedical Schools Admissions Requirements(www.aavmc.org).Predental, premedical, and preveterinary studentsmay apply in the summers following junioryear or senior year or as alumni for any applicationyear. The Tufts advising staff work with and supportall students and alumni, no matter what yearthey choose to apply. Science requirements shouldbe completed by the spring semester prior to thesummer of application. Usually, students take themedical and dental aptitude tests at this time.Letters of recommendation written by facultymembers who know the candidate well are veryimportant. It is strongly recommended that studentsbecome well acquainted with individual faculty.Participation in small seminar classes andjoining in undergraduate research programs are twoways of getting to know individual faculty members.Students are also urged to learn as much aspossible about health care through undergraduateresearch, volunteer work at health-care facilities,and/or summer internships or employment. Studentsinterested in veterinary school should haveexperience in the care of animals and, if possible,should have participated in biomedical research orenvironmental projects, or have assisted a practicingveterinarian.Finally, there are more qualified applicants thanspaces in these professional schools. As a consequence,some qualified students will not be admitted.High grades, strong letters ofrecommendation, and high aptitude scores areessential for—but do not guarantee—admission.The Health Professions RecommendationCommittee coordinates the preparation of compositeletters of recommendation to the schools. Allstudents who apply should register with the committeethe year they will apply. The deadline forregistering with the committee is April 1 of theapplication year. It is increasingly important tobegin the application process at an early date (e.g.,in May of the junior year) for students wishing toattend professional school immediately after graduation.However, taking a year or two off after graduationand before applying can strengthen anapplicant’s credentials.Tufts University School of Medicine—Early AssuranceFor a very select group of sophomores, the Schoolof Medicine offers an opportunity for early acceptanceinto the medical school. To be eligible, studentsmust complete two semesters of generalchemistry, two of introductory biology, and one oforganic chemistry by summer of sophomore year.60

H E A LT H P R O F E S S I O N S P R O G R A M S >Qualified applicants need to perform extremely wellin all their academic work, and should demonstratea mature, informed motivation for a medical career.If accepted, a student will still complete the remainingtwo undergraduate years before beginning thefour-year medical school curriculum. However, withan assurance of admission, the student may be morelikely to explore the curriculum more fully by studyingabroad, writing a thesis in a nonscience discipline,or pursuing another significant academicinterest. At the end of the junior year, those studentswho were accepted the previous year maketheir final commitment to attend Tufts UniversitySchool of Medicine. The medical school, in turn,expects accepted students to maintain the samelevel of performance in their course work duringtheir junior and senior years but the MCAT is notrequired.For more information, visit www.tufts.edu/med/Cummings School of Veterinary Medicine—Early AcceptanceFor a very select group of sophomores with commitmentto veterinary medicine and experienceworking with animals, the School of VeterinaryMedicine provides an opportunity for early acceptanceinto the veterinary school. To be eligible, studentsmust complete two semesters of generalchemistry and two of introductory biology by theend of sophomore year. If accepted, a student willstill complete the remaining two undergraduateyears before beginning the four-year veterinaryschool curriculum. The veterinary school expectsaccepted students to maintain the same level of performancein their course work during their juniorand senior years, but the GRE test is not requiredfor matriculation.For more information, visitwww.tufts.edu/vet/admissions/.Tufts University School of DentalMedicine—Early AcceptanceFor a very select group of sophomores with a commitmentto dental medicine, an early acceptanceprogram to the School of Dental Medicine isoffered. To be eligible, students must complete twosemesters of general chemistry and two semesters ofintroductory biology by summer of sophomore year.Qualified applicants need to perform well in alltheir academic work. If accepted, students will completethe remaining two undergraduate years beforebeginning the four-year dental school curriculum.They will also complete two semesters of physics,one of organic chemistry, and one of biochemistry.At the end of the junior year, those students whowere accepted the previous year make their finalcommitment to attend Tufts University DentalSchool. The dental school, in turn, expects acceptedstudents to maintain the same level of performancein their course work during the senior year. It is alsoexpected that the candidates will receive at least a17 academic average score, a 17 total science score,and a 17 perceptual ability score on the administrationof the Dental Aptitude Test.Combined Liberal Arts/DentalSeven-Year ProgramTufts liberal arts undergraduates who are completingtheir first year are eligible to apply for a programthat will allow them to complete theirundergraduate degree in the College of Liberal Artsand their degree in the School of Dental Medicinein seven years rather than the traditional eight.Interested students apply to the program during thespring semester of their first year at Tufts. Successfulcandidates for the program will likely havemaintained at least a 3.2 GPA overall, and a 3.2GPA in dental school prerequisite courses. Applicantsto the program will have completed either theintroductory chemistry or the introductory biologysequence by the end of their first year.For more information, visit www.tufts.edu/dental/student_admissions/combined.html.Combined Bachelor’s/Master’s inPublic Health (M.P.H.) Degrees ProgramA combined bachelor’s/M.P.H. program is offeredin conjunction with the Graduate Programs in PublicHealth at Tufts School of Medicine. This programallows students who are planning to pursue acareer in public health the opportunity to completea portion of their requested course work as undergraduates,leaving them with only eight morecourses to complete the M.P.H. program. Interestedstudents may apply at the end of their sophomoreyear or the beginning of their junior year. This programis available to students in all majors. Moreinformation is available athttp://www.tufts.edu/med/gpph/index.html.Postbaccalaureate Premedical ProgramTufts provides the opportunity for college graduates61

H E A LT H P R O F E S S I O N S P R O G R A M S >P R E L AW A N D P R E B U S I N E S S >E X P E R I M E N TA L CO L L E G E >who did not study the sciences to prepare forentrance into a health-care profession of theirchoice.A concentrated program of study, supplementedby a network of personalized advising and support,gives Tufts graduates the needed advantage whenapplying to competitive medical schools and relatedgraduate programs. The program is flexible andallows students to develop an individualized programof study, chosen from a wide range of courseofferings. This flexibility allows students to pursuecareers in medicine, dentistry, veterinary medicine,physical therapy, occupational therapy, osteopathicmedicine, optometry, podiatry, or as a physicianassistant or nurse practitioner.Tufts also provides a variety of workshops specificallyfor students in the program: applying to andinterviewing at health professions programs, optionsfor financing a health-care education, and strategiesfor studying science. Students may also attend publiclectures at the Sackler School of Graduate BiomedicalSciences and the Schools of Medicine,Dental Medicine, and Veterinary Medicine. To beeligible, students should have a bachelor’s degreeand a minimum of a 3.3 undergraduate grade pointaverage. The typical student excelled in an undergraduatefield other than science, but has recentlymade a commitment to pursuing a career in thehealth-care profession. The program is not remedial.For more information and an application, visitwww.uss.tufts.edu/undergradEducation/academics/postbac/.Prelaw and PrebusinessPrelawPrelaw students may select from a variety of majors;there is no specific prelaw major. Students consideringlaw school are encouraged to take a variety ofcourses in which they may develop their writingabilities, critical thinking and reading expertise, oralcommunication, analytic problem-solvingapproaches, and research skills. Each skill offersvaluable preparation for law school. Advising forprelaw is organized by Karen Garrett Gould, AssociateDean of Undergraduate Education. Studentsthinking about attending law school are urged todirect their immediate questions toprelaw@ase.tufts.edu.Pre-Business ProgramsMost MBA programs welcome students fromdiverse backgrounds, thereby enriching the discourseand dynamics of the classroom. Thus, thereis no single academic track that is recommended.Corporate employers who recruit at Tufts typicallyinvite students from a variety of majors to interview.However, they do seek indication of a student’sinterest in their business and/or industrywhich is most often reflected through internshipsor extracurricular activities. Likewise, candidatesare encouraged to experience the workplace priorto business school. This employment allows individualsto better understand their interests, to discovernew areas for exploration, and to contributemore fully to the program itself. To learn moreabout internships, recruiting, and graduate schooladmissions, students may visit Career Services(http://careers.tufts.edu) with offices located inDowling 740.Experimental CollegeThe Experimental College celebrated its forty-fifthanniversary in 2009. This marks it as one of thenation’s oldest and most successful centers for educationalinnovation at work within the setting of atraditional liberal arts university. Throughout itshistory, the Experimental College has embodied thecommitment of Tufts University to the vitality ofundergraduate education. The college has become aplace where faculty, administrators, and studentswork together to offer a carefully selected range ofcourses intended to broaden and enrich the traditionalcurriculum.Governed by an elected board consisting of faculty,staff, and students, the goals of the ExperimentalCollege are to introduce new, typicallyunavailable topics and approaches to students at aformative time in their academic careers, fill gaps inconventional curriculum, contemporize educationby teaching timely, situational topics in a small classsetting, and engage students in shaping their owneducation.In addiction to our elective courses, the ExperimentalCollege also administers two unique firstyearprograms called Explorations and Perspectives.Both of them combine advising and academics withpeer-group support and close contact among enteringstudents, upper-level undergraduates, and con-62

E X P E R I M E N TA L CO L L E G E >cerned faculty.Please note: the Experimental College does notoffer any academic concentrations of its own. However,certain courses will sometimes be cross-registeredwith a specific department or program, whileothers may be approved in advance for distributioncredit or after-the-fact, on an individual basis, bypetition.The Experimental College also provides forumsfor inquiry such as noncredit colloquia, conferences,and workshops that meet the expressed needs of theuniversity community as a whole. Finally, it housessuch interdisciplinary programs as Communicationsand Media Studies and TuftsFilmWorks.More information regarding the programs andactivities of the Experimental College is availablefrom the office at 95 Talbot Avenue, atwww.excollege. tufts.edu, or by calling617-627-3384.Experimental College CoursesDesigned primarily for undergraduates, ExperimentalCollege courses are open to all members of theuniversity. They are credit-bearing electives taughtin accordance with university standards. Studentsshould refer to the Ex College website for specificinformation, detailed course descriptions, and dailyupdates.Instructors in the Experimental College are, inlarge measure, professionals from the greater Bostoncommunity, across a wide variety of fields, who havesome special expertise to share. A few select upperlevelundergraduates are also given the opportunityto teach courses of their own design, graded on apass-fail basis.On the average, the Experimental College offersclose to sixty courses each year. A selected list ofsome recent offerings follows:A History of Documentary FilmForensic AnthropologyAl Queda and Modern TerrorismIntroduction to Game DevelopmentExperimenting with PhilanthropyClimate Change and the LawExplorationsExplorations are intended to both establish a senseof community and promote critical thinking. EachExploration group consists of twelve to fourteenentering students who meet weekly in seminarsdesigned and team-taught by two upper-level students.A faculty member or professional staff personserves as academic adviser to the first-year students.Thus, incoming students receive both immediateand sustained support.PerspectivesLike Explorations, the Perspectives program usesupper-level students as peer teachers and advisers,but rather than each team of student leaders choosingtheir own subject area, all the groups attempt toanswer questions about the movies as art, business,and culture. The work done by each Perspectivesgroup will be grounded in study of how movieswork as movies and how they tell stories throughimages, editing, and sound.Auditing for BreadthAuditing for Breadth allows students to broadentheir education by attending courses in which theymight not otherwise enroll. A student may elect toaudit any three ungergraduate courses duringhis/her tenure at Tufts. Faithful attendance is themajor requirement for each audit. Students selecttheir own courses to audit but must have theapproval of the course instructor. One course creditis awarded on completion of the three audits and ashort paper. More information is available at theExperimental College office.QuidnuncsThe Latin term quidnunc translates into English as"what next?" This program is designed in thatspirit, allowing students to study as part of a peergroup that will collectively investigate an interdisciplinarytopic of the group's own choosing. Previousgroups have studied international health care, electronicjournalism, creating a sex education curriculum,sustainable development in Nicaragua, andconflict resolution and cooperative games.Communications and Media StudiesCommunications and Media Studies (CMS) is aninterdisciplinary program housed in the ExperimentalCollege. It administers three minors: mass communications,film studies, and multimedia arts.Intellectually, it places the study of media in criticalcontexts. Each semester, CMS offers courses of itsown through the Experimental College, while coordinatingand publicizing media courses offered inother departments. It also registers, supervises, and63

E X P E R I M E N TA L CO L L E G E >T I S C H CO L L E G E O F C I T I Z E N S H I P A N D P U B L I C S E R V I C E >grants credit for communications-related internships.See Communications and Media Studies sectionfor more information (p. 127).TuftsFilmWorksTuftsFilm-Works (TFW) is the university's centerfor film and multimedia production. Relying onnew digital video technologies, TFW is theumbrella structure under which the ExperimentalCollege nurtures student filmmakers. Among theprojects they have completed are a full-length, Hollywood-styleromantic comedy; an experimentalfilm mixing found celluloid with digital video; anda music video with superimposed, hand-drawn animation;a documentary about Mongolia (filmingfor which was all done on location). Currently, studentsare finishing a feature length documentary onTufts involvement in the federal government’s biannualSolar Decathlon Challenge. All TFW studentsare trained to understand and appreciate thecraft of filmmaking while learning to use cuttingedgedigital production and editing equipment. Atthe same time they are engaged in ongoing studiesof film history and style.StudioTThe Experimental College is the administrativehome to StudioT, the on-campus access channel.Faculty-sponsored and student-run, StudioT hastaken its TV roots to the internet, where it streamsa wide range of programming. StudioT continuesto attract more and more students who develop,along with location and studio production skills,the ability to manage an organization, make criticaland ethical decisions, and interact in a positivemanner with students, faculty, and administrators.In short, the students who run StudioT learn tobecome leaders.Special EventsThe Experimental College regularly sponsors campus-wideprograms designed to bring together facultyand students. These range from films andlectures to dinner and lunch-time roundtable discussionsto an “election night extravaganza” everyfour years. In November 2008, we filled the CampusCenter, as the Tufts community came togetherto watch and analyze the last presidential election.Jonathan M. Tisch College ofCitizenship and Public ServiceRobert Hollister, Dean and John DiBiaggio ProfessorNancy Wilson, Director and Associate DeanMolly Mead, Director, Faculty Programs;Lincoln Filene ProfessorBrian O’Connell, Professor of Public ServiceShirley Mark, Director, Lincoln Filene Center forCommunity PartnershipsMindy Nierenberg, Student Programs ManagerMelissa Russell, Alumni CoordinatorRoberta Oster Sachs, Senior Lecturer; Director,Media and Public Service ProgramTom Birmingham, Senior FellowSteve Curwood, Senior FellowCindy Gibson, Senior FellowWilliam Harris, Senior FellowPeter Karoff, Senior FellowFrank Reece, Senior FellowMargie Reedy, Senior FellowAlan Solomont, Senior FellowSusan Stroud, Senior FellowFACULTY STEERING COMMITTEERob Hollister, Tisch CollegeLinda V. Beardsley, EducationMarina Bers, Child DevelopmentDrusilla Brown, EconomicsDoug Brugge, Department of SciencesSteve Cohen, EducationChris Economos, Friedman School of NutritionScience and PolicyRoss Feldberg, BiologyRobyn S. Gittleman, Experimental CollegeBarbara Grossman, Drama and DanceJohn C. Hammock, Friedman School of NutritionScience and Policy and Fletcher SchoolHosea Hirata, German, Russian, and AsianLanguages and LiteraturesBruce Hitchner, ClassicsCharles Inouye, German, Russian, and AsianLanguages and LiteraturesJames Jennings, Urban and Environmental Policyand PlanningErin Kelly, PhilosophyJonathan Kenny, ChemistryLionel McPherson, PhilosophyMolly Mead, Tisch CollegeAviva Must, Family Medicine and Community64

T I S C H CO L L E G E O F C I T I Z E N S H I P A N D P U B L I C S E R V I C E >Health, School of MedicineMiriam Nelson, Friedman School of Nutrition Scienceand PolicySusan Ostrander, SociologyMary Rose Paradis, School of Veterinary MedicineKent E. Portney, Political ScienceChris Rogers, Mechanical EngineeringBarbara G. Rubel, Tufts Community RelationsDebra Samdperil, Artist’s Resource Center,Museum SchoolAnthony Schlaff, Family Medicine and CommunityHealth, School of MedicineHoward Spivak, Pediatrics, School of MedicineChris Swan, Civil and Environmental EngineeringDon Wertlieb, Child DevelopmentStanton Wolfe, Public Health and Community ServicesJean Wu, American Studies ProgramThe Jonathan M. Tisch College of Citizenship andPublic Service (Tisch College) is a university-wideresource—providing student programs, supportingfaculty research and curriculum development, andcatalyzing community building—to make the valuesand skills of active citizenship a hallmark of a TuftsUniversity education. Since its founding in 2000,Tisch College has emerged as a national leader inpreparing university students to become engagedpublic citizens and community leaders who willhelp build a more equitable world.Tisch College works with all Tufts schools anddisciplines to ensure that students graduate fromTufts University prepared to be committed publiccitizens and leaders who take an active role inbuilding stronger communities and societies. Itachieves its mission by identifying, generating, andsupporting Tufts students, faculty, staff, alumni, andcommunity partners who develop effectiveapproaches to active citizenship at the universityand in communities around the world.Student ProgramsEducation for active citizenship is the theme thatlinks student programs at Tufts. Through TischCollege, students can learn about innovative studentorganizations that connect students to local communitiesand engage in interactive seminars andprograms structured to build lifelong knowledgeand skills related to active citizenship. They can alsoconnect with campus volunteer services that havelocal, national, and international scope.The First-Year Education for Active CitizenshipCourse prepares students to engage as active citizens.This semester-long course introduces studentsto the community, provides students resources towork in collaboration with organizations, andteaches the skills needed to engage others acrosscampus. Students who successfully complete thiscourse are invited to be part of the Citizenship andPublic Service Scholars program.Students accepted into the Citizenship andPublic Service Scholars program commit to rigorouslocal or international community projectwork, training, and knowledge development overthree years. Scholars actively seek out and encouragecollaboration with their peers. Participants inthis program also have access to dynamic interactiveworkshops that build their capacity to make adifference through active citizenship. Previousworkshops have focused on race, class and privilege,public speaking, fundraising, and conflictresolution.A wide variety of courses at Tufts educate studentsfor roles as active citizens. Tisch Collegesupports the Education for Active Citizenshipcurriculum that spans all schools of Tufts, andincludes courses such as Building Bridges, a programin Chinatown that combines learning withactive citizenship, as well as Race in America,International Health Policy or Cultural Legacies ofthe Atomic Bomb. For a comprehensive listing ofEducation for Active Citizenship courses, visit theTisch College website(http://activecitizen.tufts.edu).Tisch Active Citizens Summer (ACS) providesfinancial support to students engaged in citizenshipwork during the summer. Tisch College alsohelps to provide community engaged summerresearch opportunities, through the SummerScholars Program in collaboration with the deanof Undergraduate Studies, and Washington, D.C.internships with alumni mentors, through theOmidyar Summer Internships managed by CareerServices. The Tisch Civic Engagement Fund (CEF)is an opportunity for students independentlyengaged in active citizenship work to receivefinancial support. The goal of the program is toencourage students to develop new approaches topositive change and for existing student groups tointegrate citizenship into their activities.The Weston Howland Jr. Award for CivicLeadership recognizes an individual outside ofTufts with a record of exemplary civic leadership.65

T I S C H CO L L E G E O F C I T I Z E N S H I P A N D P U B L I C S E R V I C E >I N S T I T U T E F O R G LO B A L L E A D E R S H I P >Through his or her actions, this individual demonstratesa commitment to active citizenship andengagement within a community. The awardeespends one day in the fall on the Tufts Medfordcampus, sharing his or her experiences with students,faculty, and staff, and serving as a modelactive citizen.Faculty ProgramsTisch College works in partnership with Tufts facultyto advance education for active citizenshipthrough teaching, research, and community projects.This work is accomplished through severalinitiatives.The Tisch College Faculty Fellows program is atwo-year program designed to accelerate the workof Tufts faculty members who are applying tenetsof active citizenship to their curriculum and/orresearch interests. It supports Tufts faculty researchthat builds knowledge about civic engagement, is“civically engaged,” or develops curricularapproaches to help prepare students to be effectivecitizens. Fellows are selected because of theirpotential to engage other faculty and infuse thetheme of education for active citizenship throughoutthe university.The Civic Engagement Research Group convenesfaculty and community members doing scholarlywork on some aspect of civic engagement or whoregularly provide students with opportunities toconduct research related to civic engagement. Thegroup aims to create and sustain a supportive andstimulating intellectual community, learn from oneanother about current thinking in their variousfields, share work in progress, and develop commonprojects.Alumni ProgramsTisch College celebrates, educates, and engagesTufts alumni interested in building stronger communitiesand societies, and collaborates with otheruniversity offices and schools to provide programmingoptions for alumni around the world.Tisch College works with the Tufts UniversityAlumni Association (TUAA) to develop active citizenshipprogramming for Tufts alumni closer tohome, including developing civically focused mentorshipsfor current Tufts students.Alumni Service Day has become a staple featureof reunion programs. Alumni who gather on campusduring Alumni Weekend have the opportunityto connect with one another and the communityin a meaningful way through an afternoon of communityservice.Citizenship Circle Dinners provide participantswith a chance to network over a casual dinner withothers who share similar interests. The dinners providea convenient way for young alumni to connectwith and learn from alumni they otherwise maynot meet.Lincoln Filene Center for CommunityPartnershipsThe Lincoln Filene Center for Community Partnerships(LFC) at Tisch College contributes toeducation for active citizenship by facilitating relationshipsbetween Tufts University and surroundingcommunities that are strong, meaningful, and sustainable.The LFC advances active research, education,and community service partnerships betweenTufts students and faculty and organizations in thepartner communities of Boston’s Chinatown,Grafton, Medford, Somerville, and the MysticWatershed. LFC supports and encourages studentsand faculty members working with partner communitiesand organizations to address communityidentifiedneeds. These positive citizenship activitiescan take many forms: academic research, curriculumdevelopment, forums and conferences, course work,internships, and volunteer work.Tisch College is located in Lincoln Filene Hallon the Medford campus. For more information, call617-627-3453 or visithttp://activecitizen.tufts.edu/?pid=236.Institute for Global LeadershipThe mission of the Institute for Global Leadershipat Tufts University is to prepare new generations ofcritical thinkers for effective and ethical leadership,ready to act as global citizens in addressing theworld’s most pressing problems. In 2005, the IGLwas designated as a university cross-school programwith the objective of enhancing the interdisciplinaryquality and engaged nature of a Tufts education andserving as an incubator of innovative ways to helpstudents understand and engage difficult and compellingglobal issues. Due to its unique approachesand ability to create unusual partnerships and juxtapositions,IGL is at the forefront of effort thatencourage “thinking beyond boundaries and actingacross borders.”66

I N S T I T U T E F O R G LO B A L L E A D E R S H I P >To meet these challenges, the Institute emphasizesrigorous academic preparation and experientiallearning. Students learn through intensive engagementin classes, global research, internships, workshops,simulations, and international symposia - allinvolving national and international students andleaders from the public and private sectors. Theseactivities stress critical and normative thinking,written and oral communication skills, problemsolving, and an interdisciplinary approach to learning.Students produce tangible outcomes to theirstudies through their research projects, the internationalforums, and other significant initiatives. Theexperience helps stimulate intellectual curiosity andbuild individual self-confidence and independence,while at the same time developing analytical andpractical leadership and decision-making skills.The IGL is located at 96 Packard Avenue. Formore information, call 617-627-3314 or visitwww.tuftsgloballeadership.org.Programs of the Institute for GlobalLeadershipEducation for Public Inquiry and InternationalCitizenship (EPIIC) (1985-)The cornerstone of the institute, EPIIC is a rigorous,carefully integrated multidisciplinary programon a global theme that is open to students of allmajors and years. Since its inception at Tufts in1985, EPIIC has been challenging students, as wellas policy makers and the public at large, to thinkcritically about questions of pivotal importance tothe world. Its main components are: a yearlong colloquium;research projects; an international symposium;professional workshops; and public serviceinitiatives. Past topics have included: InternationalTerrorism (1986); The West Bank and Gaza Strip(1987); Transformations in the Global Economy(1993); Ethnicity, Religion and Nationalism (1994);The Future of Democracy (1997); Global Inequities(2002); The Role of the U.S. in the World (2004);Oil and Water (2005); and The Politics of Fear(2006). The 2009-10 topic was South Asia:Conflict, Culture, Complexity, and Change.Global Research, Projects, and Internships (1986-)Students are encouraged to conduct original, policyorientedresearch and projects that allow them totest their theories and assumptions on the ground.Since 1986, more than 700 students have conductedresearch or participated in an international internshipin more than 80 countries. These projects oftendevelop into significant projects and senior honortheses. One project culminated in an informationalDVD on the history of the Somali Bantu beforetheir resettlement in the United States, which wasdistributed within the local communities in the USwhere the Somalis are being resettled.Inquiry (1992-)Working with public and private schools in morethan seven states, Inquiry is one of the university’slargest and most diverse public service initiatives. Itprovides a unique opportunity for high school studentsto participate in an intellectual and challengingyearlong program, culminating in a role-playingsimulation on an international issue. Tufts studentsact as mentors for the high school students. In 18years, more than 4,300 high school students and650 Tufts students have participated.Dr. Jean Mayer Global Citizenship Lecture Series(1993-)This series, and its accompanying award, honorsthe legacy of former Tufts University president andchancellor Jean Mayer by bringing distinguishedindividuals to campus who combine scholarshipand public service and who are dedicated to helpingstudents solve some of the world’s pressingchallenges. Recipients include Hon. Anson Chan,Gen. Romeo Dallaire, Sylvia Earle, Shirin Ebadi,Murray Gell-Mann, Irene Khan, Amb. WilliamLuers, Sen. Sam Nunn, Conor Cruise O’Brien,Luis Moreno Ocampo, Gwyn Prins, Mary Robinson,Amartya Sen, Wole Soyinka, Ronald Takaki,and Archbishop Desmond Tutu.Tufts Initiative for Leadership and InternationalPerspective (1997-)In 1998, Tufts University, in cooperation withPeking University (Beijing), the Chinese Universityof Hong Kong, and the University of Hong Kong,began this unique leadership program. The programfosters cross-cultural team building through intensive,intellectual inquiry and practical study andinternships with dynamic companies and organizations.Since its founding, the program has expandedbeyond China to work with students and universitiesin more than 11 countries.67

I N S T I T U T E F O R G LO B A L L E A D E R S H I P >INSPIRE (Institute Scholars andPractitioners in Residence) (1999-)This program brings scholars and practitioners tocampus for public lectures, classroom lectures, andresearch and career advising. Participants haveincluded Jack Blum, Senior Counsel for SpecialProjects for Finance Sector Compliance AdvisersLimited and an expert on controlling governmentcorruption, international financial crime, moneylaundering, international tax havens, and drug trafficking;Peter Droege, the Asia-Pacific Chair of theWorld Council for Renewable Energy and Directorof Solar City for the International EnergyAgency; Sanjoy Hazarika, a member of India’sNational Security Advisory Board; Mort Rosenblum,Associated Press correspondent for morethan 30 years and the former chief editor of theInternational Herald Tribune; and David Wortmann,Director of Strategic Planning for FirstSolar.Voices from the Field (2001-)For the last seven years, the IGL has brought backto campus mid-career alumni (the Voices) who arepresently working in the fields of nation building,complex humanitarian emergencies, human rights,U.N. peacekeeping, refugee assistance, preventivediplomacy, conflict resolution, and developmentassistance. They engage in several days of intenseroundtable conversation and a full day of undergraduateadvising.Building Understanding through InternationalLearning and Development (B.U.I.L.D.) (2002-)BUILD participants spend a semester learningabout international development, cross-culturalexchange, and the history and politics of the countryand community which they will be visiting; currentlythe focus is Guatemala where they havedeveloped a long-term with a coffee cooperative,and India. In 2009, they were recipients of theDavis Foundations 100 Projects for Peace. In 2006,BUILD added a spring semester, student-taughtcourse on sustainable development. This is a projectin collaboration with the Tisch College for Citizenshipand Public Service.New Initiative for Middle East Peace (NIMEP) (2003-)NIMEP is a non-polemical student think-tank andoutreach initiative aimed at finding progressivesolutions to the historic conflicts in the MiddleEast. In 2005, NIMEP published the first editionof its journal, NIMEP Insights. The annual journalfeatures student research papers from NIMEP trips,as well as other student research on theregion.NIMEP has organized trips to Egypt, Israeland the West Bank, Lebanon, Syria, and Turkey,with a trip planned this year to the Persian Gulfstates. NIMEP also initiated the Soliya web-basedvideoconferencing course with university students inpredominantly Muslim countries in the MiddleEast, now offered through Tufts’ Political ScienceDepartment.EXPOSURE(2004-)Exposure is a program dedicated to mentoring anddeveloping young, knowledgeable photojournalistsand documentarians and the advancement ofhuman rights through the facilitation, distribution,and instruction of photojournalism and documentarystudies. The students organize regular meetingswith photojournalists to dicuss work in thefield and the IGL has collaborated with the VIIPhoto Agency and the Aftermath Project, as wellas photographer Jim MacMillan to offer studentsthe opportunity to participate in the professionalphotography workshops in Argentina, Bali,Boston, Cambodia, India, Kashmir, Kosovo,Philadelphia, and Uganda. EXPOSURE publishesan annual calendar of students’ work and has publishedtwo books with de.MO based on theKosovo and Argentina workshops.Iran Dialogue Initiative (IDI) (2004-)IDI’s mission is to facilitate educational dialoguebetween Tufts University students and students atthe School for International Relations (SIR) inTehran. This is a non-polemical and non-politicalinitiative. In 2004, IDI organized the first officialU.S. university visit to Iran since the 1979 revolution,where ten Tufts students spent two weeks travelingthrough Iran and meeting with their peers at SIR aswell as at Mofid, a religious university in Qom.Engineers Without Borders (EWB) (2005-)A collaboration with the School of Engineering,the mission of the Tufts chapter of EngineersWithout Borders is to design sustainable developmentprojects for communities around the worldand to engage students, faculty, and the campus inthe process. The group has worked on projects inTibet, Ecuador, El Salvador, and Haiti.68

I N S T I T U T E F O R G LO B A L L E A D E R S H I P >Tufts Energy Forum (TEF) (2005-)Formerly the Tufts Energy Security Initiative (ESI),TEF was developed by students who participated inthe 2005 EPIIC Oil and Water colloquium. It is aneffort to educate the campus about global energysupply and demand, alternative energy sources, andthe geopolitical consequences of the world’s questfor energy sources. Research trips have been conductedin Belgium, California, China, Colorado,Germany, India, and the United Arab Emirates.The group also hosts the annual Tufts Energy Conference.ALLIES (Alliance Linking Leaders in Education andthe Services) (2006-)The objective of ALLIES is to expand and integratethe ongoing relationship between the Institutefor Global Leadership and the military’s educationalinstitutions. ALLIES fosters dialogue, encouragesjoint research opportunities, creates activities thatbring together students at private liberal universitiesand future military officers, and educates about therole of the U.S. military at home and abroad. Studentsfrom Tufts, West Point and Annapolis haveconducted joint research trips in Chile and Jordan.Synaptic Scholars (2006-)The Synaptic Scholars program is designed toencourage and enable students interested in creative,intellectual exploration to realize their potential inintensive, interdisciplinary settings. The programcreates a framework in which intellectual juxtapositions,critical thinking and self-directed explorationsare fully realized. Synaptic Scholars is a leadershipprogram, meant to provide a forum for students totake risks, pursue passions, and challenge assumptionsin an intimate, supportive, and collaborativeenvironment. It is designed to cultivate a strongsense of accountability and responsibility, whileencouraging scholars to enrich the University’sintellectual life and programming.Robert and JoAnn Bendetson Public Policy Initiative(2006-)The Bendetson Public Diplomacy Initiative is aneffort to bring key global policymakers and officialsto Tufts to share their experiences and perspectiveswith students. It also brings these policymakers andofficials together to discuss their shared experiences,such as the Iraq Project, which explored next stepsin Iraq with participants from Iraq, South Africa,Northern Ireland, and Guatemala.National Security and Civil Liberties Program (2006-)The program is an opportunity for students toexperience and understand the fundamental relationshipbetween civil rights and national securityconcerns. Closely allied with ALLIES, it bringstogether students from the Tufts campus and fromthe US military academies to address controversialissues such as Guantanamo, warrantless wiretaps,and the extent of Executive Privilege. This programcollaborates with the Law Library of theLibrary of Congress and the Washington LawSchool of American University. It is cosponsoredby the Experimental College and Debate Clubat Tufts.International Resilience Program (2007-)This program brings together applied interdisciplinaryresearch, and cross-sector policy and practiceanalysis to bear on teaching, advising and mentorshipof professional, graduate, and undergraduatemembers of the Tufts community in the classroomand outside of the classroom through researchfocusedactivities. It is directed by Astier M. Almedom,a Fellow of the Institute and Professor ofPractice in Humanitarian Policy and Global PublicHealth at The Fletcher School.EMPOWER (2007-)Empower focuses on social entrepreneurship andpoverty alleviation. Bringing together a global networkof non-governmental organizations, such asACCION International, Kiva, and the SchwabFoundation, EMPOWER offers students opportunitiesfor research and internships across the world.Intended to be multidisciplinary initiative, topicscan range from microfinance to education to watersanitation.RESPE(Research and Engagement SupportingPoverty Elimination): Haiti (2007-)RESPE: Ayiti is an interdisciplinary program aimedat assisting the rural community of Balan in Haitidevelop a broad range of initiatives. RESPE hasbrought together Tufts students from InternationalRelations, Community Health and Engineering toassist the community with public health and mappingprojects. RESPE is the 2010 recipient of theDavis Foundation 100 Projects for Peace prize.DISCOURSE: The Tufts Interdisciplinary JournalDedicated to the Power of Reason and the Exchangeof Ideas (2007-)69

I N S T I T U T E F O R G LO B A L L E A D E R S H I P >AC A D E M I C A N D S U P P O R T S E R V I C E S >Discourse provides an inclusive platform for reasoneddiscussion and prescriptive analysis of issues of bothinternational and domestic concern, while alsoincluding poetry, fiction, art and photography toilluminate the human condition. Its emphasis is onexploring a diversity of thought and perspectivesfrom students, scholars, and practitioners. The purposeof Discourse is to provide an open forum fordiscussion of contemporary dilemmas, not as avehicle with any specific political or intellectualagenda.Poverty and Power Research Initiative (PPRI) (2008-)This program is an effort to study the relationshipbetween extreme poverty and the nature of nationaldecision making process in the countries of thedeveloping world. PPRI grew out of activities initiatedduring the 2007-08 EPIIC colloquium underthe guidance of IGL INSPIREScholar/Practitioner José María Argueta. Studentshave conducted on-site research in Guatemala andthe Philippines, as well as Washington, DC.Academic and Support ServicesLibrary Resources at TuftsThe Tufts University libraries support the educationaland research programs of the university byserving students, faculty, and staff. On the Medford/Somervillecampus are the Tisch Libraryserving the schools of Arts & Sciences and Engineering;the Edwin Ginn Library of the FletcherSchool of Law and Diplomacy; and the Departmentof Digital Collections and Archives, whichmanages the university's growing digital collectionsand houses the university's archives. TheHirsh Health Sciences Library serves the Tuftshealth sciences schools on the Boston campus. TheWebster Family Veterinary Medical Library servesthe Grafton campus.The Tufts libraries share one Integrated LibrarySystem (ILS). The online catalog provides accessto resources physically and virtually availablewithin the Tufts libraries and beyond. Theresources of these libraries include over 3 millionbibliographic items: books, journals, videos, musicCDs, microforms, slides, pamphlets, and governmentpublications. Along with the catalog of thelibraries' rapidly expanding collections, eachlibrary's website hosts a state-of-the-art array ofelectronic databases, links to other websites, systemsand services including a body of researchtools accessible from each library's home pageusing any Web browser. Web resources are selectedby the libraries for their value to Tufts faculty andstudents and include a substantial number of electronicresources: over 30,000 electronic journals,which contain full-text articles, in over 400 electronicdatabases and indexes, and over 30,000 electronicbooks.Students and faculty can also gain accessthrough the university libraries to the resources ofthe nineteen academic and research librariesbelonging to the Boston Library Consortium and,through interlibrary loan, to library collectionsthroughout the country and abroad.Tisch LibraryThe Tisch Library provides support for theinstructional and research needs of the Schools ofArts & Sciences and Engineering. The physicalfacilities of the Tisch Library consist of the Tischand the Lilly Music Library, and reading roomsfor biology, chemistry, and physics, a universitywideGeographic Information Systems (GIS)Center, and The Tower cafe.Special collections include the library of HoseaBallou 2d, the Ritter collection of musicology, theP.T. Barnum collections, the Bolles collection ofEnglish history, and other rare books and manuscripts.These special collections are housed in theDigital Collections and Archives Department onlevel G of Tisch Library(http://dca.tufts.edu/index.html).The Irene Eisenman Bernstein Media Centercontains facilities for viewing over 22,000 DVDs,laserdiscs, slides, films, videotapes, audiotapes andstate-of-the-art streaming video is now beingadded.The Lilly Music Library is located in the newGranoff Music Center connected to the AidekmanArts Center across from the new Sophia GordonResidence Hall. The Lilly Music Library providesa modern and comfortable environment to accessmusical scores, sound recordings (including a verypopular CD collection of over 25,000), and bookson music, music periodicals covering a wide rangeof musical genres, and a growing number ofsophisticated electronic resources for music study,including audio databases.For more information on Tisch library services70

AC A D E M I C A N D S U P P O R T S E R V I C E S >and collections, visithttp://www.library.tufts.edu/Tisch.Edwin Ginn Library, The Fletcher SchoolThe Edwin Ginn Library of The Fletcher Schoolis one of the largest specialized libraries in thefield of international affairs. The library’s collectionof primary and secondary reference andresearch materials has been developed with carefulattention to the content of The Fletcher Schoolcurriculum and the research interests of studentsand faculty. The library contains over 120,000 volumesand 250 current periodicals, serials, and foreignnewspapers. It has League of Nations andUnited Nations documents, and publications fromnumerous international organizations in print andonline.Ginn Library has substantial collections in thefields of international law and organizations;human rights; economic and political development;international energy resources and environmentalmatters; international security andpeacekeeping; conflict negotiation; internationalbusiness and finance; and the uses of the sea andouter space.Librarians offer workshops throughout the yearon research techniques and effective use of electronicresources. The library sponsors book talkson new faculty and student publications, and hostsexhibits of interest to the Fletcher community.Special collections donated to The FletcherSchool include the Edward R. Murrow Collection;the John Moors Cabot Collection; the PhilipKingsland Crowe Collection; and the WalterWriston Collection.For more information visithttp://www.library.tufts.edu/ginn/.Hirsh Health Sciences Library,Boston CampusThe Hirsh Health Sciences Library (HHSL) isthe primary library of the Tufts UniversityBoston Campus, including the Schools of Medicine,Dental Medicine, the Sackler School ofGraduate Biomedical Sciences, the Gerald J. andDorothy R. Friedman School of Nutrition Scienceand Policy, the Jean Mayer U.S.D.A.Human Nutrition Research Center on Aging atTufts University, and Tufts- New England MedicalCenter.The HHSL maintains collections in medicine,dental medicine, nutrition, veterinary medicine,and supporting collections in the basic sciences.Tufts University libraries jointly provide access toapproximately 15,800 ejournals; 6,170 of thesetitles are in the fields of health sciences. Thelibrary’s Special Collections Room includes workson the history of science and medicine, imprintsprior to 1914, and historical artifacts. Relocatedin 1986 to the Arthur M. Sackler Center forHealth Communications and renamed the HirshHealth Sciences Library in 2005, the library providesa broad range of print and electronicresources to support the Tufts Health SciencesSchools of the Boston Campus. The libraryundertook a two-phase major renovation projectduring 2004 and 2005 to meet the expandingtechnological and study needs of the schools itserves. Its 49,000-square-foot space seats 360comfortably for individual or group studying.Classrooms, microcomputer labs and seminarrooms are equipped with current media presentationunits for teaching and studying. Public computerworkstations and nomadic and wirelesscomputing capabilities are available throughoutthe library for studying or searching the TuftsNetwork and Internet.For more information, visithttp://www.library.edu/hsl/index.htmlhttp://www.library.tufts.edu/hhsl/.Webster Family Library, Grafton CampusThe Webster Family Library, located in theFranklin M. Loew Veterinary Medical EducationCenter, contains the largest collection of clinicalveterinary medicine literature and resources inNew England. It includes materials on medicineand surgery for large, small, and exotic animals;animal welfare; wildlife diseases and ecology;infectious diseases; conservation medicine; laboratoryanimal science; and veterinary practice management.The 7,000 volume John A. Seaverns EquineCollection, covering all aspects of horsemanship,is one of the largest of its kind. With representativetitles covering five centuries, the collectionprovides valuable insight into the role of the horsethrough the ages. It is especially strong in horseracing, hunting, and the equestrian arts. Seehttp://wikis.uit.tufts.edu/confluence/display/johnaseavernsequinecollection/home for more information.A state-of-the-art computer laboratory pro-71

AC A D E M I C A N D S U P P O R T S E R V I C E S >vides students and faculty with an extensive arrayof personal computing options and specializeduser training as well as expanded access to a widerange of electronic resources. For more information,visit www.library.tufts.edu/vet/Digital Collections and Archives (DCA)Encompassing the university archives and managingthe Tufts digital library, the DCA supportsthe teaching and research mission of the universitythrough creation and maintenance of digitallibrary collections and the tools to access thosecollections. It collects, organizes, preserves, andmakes available records of permanent administrative,legal, and historical value in fulfillment of itsmandate as the depository of archival and historicalmaterials. The DCA provides records managementservices to administrative offices in alldivisions and departments of the university. Formore information, visit http://nils.lib.tufts.edu/.Computer ServicesWithin Arts and Sciences, and Engineering, computerservices are offered on the Medford/Somerville campus both by University InformationTechnology (UIT), the university's central computingorganization, and by Information TechnologyServices (ITS), a schools based computingorganization.UIT offers access to Trumpeter, the universitye-mail system, and access the Internet, includingthe World Wide Web. Information TechnologyServices (ITS) on the Medford campus providessupport for students to check the status of theiraccounts or deal with account management issuesat the computing center at Eaton Hall duringwalk-in hours or by appointment. UIT also supportsnumerically intensive research and scientificcomputing by providing access to high-performancecluster computing.Information Technology Services (ITS) maintainsthree computer labs on the Medford campusfor both teaching and course work and for generaluse computing. A PC and Macintosh computerlab, located in Eaton Hall, has over 150 computersavailable for general-use computing and coursework. In the same building is a PC instructionalfacility with 18 computers used for teaching. TheBraker Hall computer lab is a Macintosh-only labwith 18 G4 computers available for teaching. Alllabs and computers have high-speed Internet connections,printing, and a wide variety of software.More information about these computer labs andthe other services ITS offers can be found athttp://ase.tufts.edu/its/. Students should also checkwith their departments, many of which make theirown computing facilities available for use by theirstudents.Teachers’ ResourcesWriting Fellows ProgramThe Writing Fellows Program unites faculty andstudents to enhance the quality of student writing.Professors and courses participating in the programreceive the support of Writing Fellows,highly trained undergraduate tutors who assist studentswith writing in designated courses. Nominatedby faculty and selected through acompetitive application process, Writing Fellowsare assigned to particular classes related to theirmajor fields of interest. They work closely with thesame 12-15 students on drafts of papers and oralpresentations throughout the semester. Professorsparticipating in the program receive training andfeedback on creating effective writing assignments,responding to student writing, and integratingother aspects of sound writing pedagogy into theircourses. The program aims to foster the process ofwriting by making time and energy for review andrevision. Its basic philosophy is that writing is aprocess and must be taught, learned, and practicedas such. Peer-to-peer collaboration within thewriting process works across the curriculum andthroughout the university to make students atTufts better, more engaged writers. The WritingFellows Program is sponsored by the AcademicResource Center, and the ARC staff is also availableto consult with professors, departments, andteaching assistants about any issue related to writingpedagogy. For more information, visithttp://uss.tufts.edu/arc/writingresources/wf orcontact the Director of the Academic ResourceCenter at 617-627-4345.Technology and TeachingTechnology continuously alters what we know, justas it changes how we learn and how we expresswhat we think we know. When used effectively,computers and other technologies can enrich theclassroom experience and promote learning at alllevels. Bernhard Martin (German, Russian, and72

AC A D E M I C A N D S U P P O R T S E R V I C E S >Asian Languages and Literatures) is available toconsult faculty members and departments wishingto incorporate new technologies for both researchand teaching purposes. For more information,contact Bernhard.Martin@tufts.edu.The instructional services division of InformationTechnology Services (ITS) provides support toinstructors using Blackboard course ware. Blackboardis an easy-to-use course management systemthat allows instructors to create Web-based coursesites and employ a number of synchronous collaborationtools. For more information, contactNeal.Hirsig@tufts.edu.Center for Interdisciplinary StudiesThe Center for Interdisciplinary Studies (CIS)brings together a group of programs that share acommon interest in the application and integrationof diverse perspectives and methodologies in orderto better understand our world.The center is committed to building linksbetween programs, developing new courses, trainingfaculty to employ interdisciplinary approachesin the classroom, sponsoring speakers and conferences,and promoting interdisciplinary research.Center staff also serve as a clearinghouse for informationon interdisciplinary activities on campus.Programs directly administered through CISare:Africa in the New WorldLatin American StudiesLatino StudiesLeadership StudiesMiddle Eastern StudiesIn addition, the center administers Plan ofStudy Major, a self-designed interdisciplinary concentration.For more information, visithttp://studentservices.tufts.edu/sspdf/planofstudyguide.pdf.Other academic programs affiliated with thecenter include:American StudiesAsian StudiesBiochemistryBiopsychologyCognitive and Brain SciencesCommunications and Media StudiesCommunity HealthEnvironmental StudiesExperimental CollegeInternational Letters and Visual StudiesInternational RelationsJudaic StudiesMedieval StudiesMultimedia ArtsPeace and Justice StudiesUrban StudiesWomen’s StudiesFor more information, visit the CIS website at:http://cis.tufts.edu/.Engineering Project Development CenterThe Engineering Project Development Center(EPDC), located in Anderson Hall, is a facility atTufts that supports the undergraduate engineeringcurriculum. This facility is a start-to-finish projectcenter that enables students to take their projectsfrom the initial idea stage to the final product andpresentation stage.In the teamwork area, students work in theirproject development groups brainstorming theirideas and accessing information from Tisch Libraryas well as over the Internet. After finalizing theirdesign plans, they move to the computationaldesign studio. This is where the real design worktakes place, as students apply their CAD skills totheir project design on state-of-the-art PC workstations.After their design is complete, they usethe prototype development shop to build a scaledmodel or prototype to test their design.As the use of computers in engineering continuesto increase, it is important that engineering studentsare able to develop intuitive, practical skillsthrough hands-on testing and application of theirideas. After building and testing their prototypes,students use the presentation preparation studio tocreate computer and video presentations. Studentsthen present their projects to other students, faculty,and industry representatives in the video conferenceroom. For more information, visithttp://ase.tufts.edu/epdc or call 617-627-2208.Academic Resource CenterThe Academic Resource Center, located in DowlingHall, provides academic assistance to studentswho wish to study more effectively. Free peer tutoringin any subject is available during designateddrop-in hours and by appointment in Dowling73

AC A D E M I C A N D S U P P O R T S E R V I C E S >Hall, in the residence halls, and around campus.Students may obtain a tutor by accessing the onlinetutor finder on the ARC website.In addition to tutoring, undergraduate tutorsconduct review sessions before examinations in alarge number of courses and organize study groupsfor interested students. They also conduct workshopson study strategies and exam preparation.Writing assistance is available for undergraduateand graduate students at any stage of the writingprocess. Writing tutors hold tutoring appointmentsand drop-in hours for students seeking assistancewith writing assignments, personal essays for applications,and larger projects such as senior thesesand dissertations. Oral communications tutors helpstudents improve their presentation skills.ARC staff and Time Management Consultantsare available to provide individualized support forstudents who are having academic problems or whowish to obtain advice about study strategies, examanxiety, motivation, or time management.For more information, visithttp://uss.tufts.edu/arc or call 617-627-4345.Services for Students with DisabilitiesTufts University is committed to providing supportfor all students so that they may achieve theiracademic potential. The university welcomesapplications from students with disabilities andassures them that the university will provide accessto all programs for which they are qualified.Specific assistance is provided for students copingwith serious illness (medical and mentalhealth) and those with documented learning disabilities,attention deficit disorder, or impairedhearing, speech, vision, or mobility. Informationabout resources to assist students with disabilitiesand procedures for arranging reasonable accommodationscan be obtained through the ProgramDirector of Disability Services in the AcademicResource Center at Dowling Hall.Each student’s program of study is given individualattention to take personal needs intoaccount with respect to academic and nonacademicassistance. The center will arrange academicsupport services such as readers, tutors, note takers,extra time on exams, and exam proctors.Special effort is made to make possible participationin extracurricular activities and encouragepersonal development and independence.Questions about Tufts policy may be addressedto the Academic Resource Center. For moreinformation, seehttp://uss.tufts.edu/arc/disability or call617-627-2000.Career ServicesTufts Career Services offers services and programsto help students with all facets of career developmentand job hunting: career counseling, job andinternship listings, campus recruiting, résumépreparation, career fairs, alumni presentations, networking,interviewing, and more. Staff membersare available by appointment to assist in makingand reevaluating career decisions, setting realisticgoals, and developing skills and strategies to realizethese goals. Students are encouraged to useCareer Services as early as their first year and tocontinue throughout their tenure at Tufts. TheCareer Services website (http://careers.tufts.edu)provides continually updated information on programsand panels, career fairs, and professionaldevelopment events. The site also provides links toa wealth of career planning and job searchresources, internship and full-time job listings,cover letter and résumé advice, self assessment andskills inventories, the Tufts Career Network, aswell as information about jobs, employers, andindustries. Online workshops allow students toaccess the information they need on a 24/7 basis.Career Services is located on the seventh floorof Dowling Hall, 419 Boston Avenue. Appointmentsmay be scheduled in advance by calling617-627-3299.Tufts Health and WellnessTufts University Health Service (TUHS) islocated at 124 Professors Row, across from thefield and tennis courts on the Medford/Somervillecampus. During the academic year, the hours are8:00 a.m. to 7:00 p.m. Monday through Thursday,8:00 a.m. to 6:00 p.m. Friday, and 10:30 a.m. to5:00 p.m. on Saturday and holidays. TUHS is professionallystaffed by physicians, nurse practitioners,and physician assistants, all of whom haveworked in college health for a number of years. Ithas an on-site, full-service certified laboratory.Health Service provides primary care and urgenthealth care to the undergraduate and graduate studentson the Medford/Somerville campus. Health74

AC A D E M I C A N D S U P P O R T S E R V I C E S >Service works closely with local hospitals shouldhospitalization be required.Prior to registration each student is required tosubmit to the Health Service a fully completedhealth questionnaire that includes a medical history,complete physical examination results, laboratorytests, and immunization history.Tufts University policy requires that each studenthave medical coverage under an accident/sicknessinsurance plan with benefitscomparable to the university’s student plan. Theuniversity offers a comprehensive plan at a reasonablecost for students and, if necessary, theirspouses/partners and children.All full-time students are automatically chargedfor the Tufts student accident/sickness insuranceplan. If students are covered under their parents’ orother private insurance plan and they do not wantthe university’s student plan, it may be waived bysubmitting a waiver form to the Health serviceprior to the waiver cutoff date. For a completeexplanation of the health fee, see Expenses. Formore information, visit:http://ase.tufts.edu/healthservice/Health EducationThe Alcohol and Drug Program uses an integrated,multi-pronged approach to substance use, misuse,and abuse on campus. Focus is placed on the personaland the individual as well as the environmentalfactors that influence alcohol and drug use in aneffort to promote wellness in our community and tooptimize the academic success of our students.Program offerings include prevention education,outreach and training programs, addiction counseling,support group services, assessments by a professionalclinician, treatment referral and information,support for family members and children of addicts,information on policies and procedures, and opportunitiesfor student leadership and campus dialogue.The Health Education Program is located at theTufts Health Service, 124 Professors Row. For moreinformation, call 617-627-5495.Counseling and Mental Health ServiceThe Tufts University Counseling and MentalHealth Service (CMHS) is located at 120 CurtisStreet, and is open Monday through Friday from9:00 a.m. to 5:00 p.m. CMHS is staffed by professionallytrained counselors who have specialexpertise in working with college students. AtCMHS, we strive to help students address theirconcerns and build on their strengths, in order tomake the most of their college experience.Although we do provide services for students inmental-health crises, our primary goal is prevention.Thus, we make every effort to assist studentsbefore their concerns may develop into more seriousproblems.At CMHS, we care about protecting students'privacy, and believe that counseling is most effectivewhen students feel comfortable speakingopenly with their counselor. Within CMHS andHealth Services, we abide by current codes of professionalethics regarding confidentiality, as well asby state and federal laws protecting your PrivateHealth Information.Counseling services are provided to eligiblestudents at Tufts free of charge. This includes fulltimeundergraduate students and graduate studentswho are covered by the comprehensive health fee.If students are referred for psychiatric medication,the initial consultation with the prescribing clinicianis free of charge. Subsequent visits can becharged to insurance, or paid for out of pocket.Additionally, CMHS offers after-hours crisisintervention counseling in the case of potentiallydangerous or life-threatening mental health emergencies.CMHS also provides information and applicationsfor graduate and professional school tests,including the Miller Analogies Test. For moreinformation, visit http://ase.tufts.edu/counseling/.Services for Undergraduate CommutersFor the incoming student who commutes, it isimportant to have a home base on campus. Commutersare urged to get involved in the mainstreamof campus social life.Tufts offers a number of resources to makecommuter life a little easier. Founded in 1963, theOff-Hill Council is the campus organization forcommuters. The council coordinates academic,athletic, and other special activities for both commutingand residential students. Hillside House,located at 32 Dearborn Road in Somerville, is theheadquarters of the Off-Hill Council. Meetingsare held at the house every Monday at 11:30 a.m.The fifteen-room house has facilities for studying,75

AC A D E M I C A N D S U P P O R T S E R V I C E S >cooking, recreation, and occasional overnight stays.It serves as a gathering place for commutersthroughout the day and night. It is probably thebest location for keeping notebooks and belongingsbetween classes or for studying with a friend.Hillside House is always open for undergraduateswho commute from home. The university employstwo comanagers who reside in the house wheneverschool is in session. They are responsible for makingarrangements for commuting students to stayovernight. Students commuting from home maystay overnight as often as they wish, providedspace is available.For more information, contact the coordinatorin Dowling Hall at 617-627-3158.Campus LifeThe Office for Campus Life at Tufts Universityseeks to build community and inspire the growthof the whole student by being a catalyst in thelives of students through a support system of guidance,compassion, service, and leadership. TheOffice for Campus Life, located in the MayerCampus Center, fosters the growth and developmentof students in the areas of leadership andprogramming, and assists students in planning andcoordinating a broad range of social, cultural, andeducational programs.Students looking for opportunities to becomeinvolved on campus with affiliated student organizationsshould visit http://ocl.tufts.edu. Studentsalso have the opportunity to join student organizationsby attending the Student OrganizationFair—held every year following the first day ofclasses both fall and spring semesters.More information about the Office for CampusLife or events on campus is available at the InformationBooth, 617-627-3145; the Office forCampus Life 617-627-3212; and online athttp://ocl.tufts.edu.International CenterThe International Center provides immigrationadvising and visa documentation for approximately1,000 students, faculty, and research scholarsrepresenting more than 100 countries on allcampuses. Additionally, the office provides counselingand advising services to undergraduate andgraduate students as needed. A small emergencyloan fund exists to assist students in financial need.The International Center issues visa documentsto nonimmigrant students, faculty, andresearch scholars. Tufts is legally required toreport to the U.S. Citizenship and ImmigrationServices (USCIS) when students or faculty/research scholars fall out of compliance with theUSCIS regulations. For detailed information onthe Student and Exchange Visitor InformationSystem (SEVIS), refer to the website,www.tufts.edu/programs/sevis.The International Center coordinates a numberof activities throughout the year, including anundergraduate preorientation program for newinternational students and for a number of Americanfirst-year students. This program is run byundergraduate volunteer host advisers who areboth international and American. The center, inconjunction with the International Club, organizesan annual weeklong intercultural festival in thespring semester. The center serves as adviser to theInternational House (a special interest house) andthe International Club.The center also provides programs for graduateinternational students. The Intercultural ConversationProgram is available for graduate studentswho wish to meet with a partner on a regular basisto practice spoken English and to develop afriendship.The I-Center works closely with the Office ofCareer Services to provide workshops designedspecifically for international students. These workshopscover interviewing skills and provide anintroduction to American slang. An annual internationalalumni networking event provides anopportunity for international students and alumnito engage with one another as students plan theirfuture careers.The center is located at 20 Sawyer Avenue. Formore information, visit http://ase.tufts.edu/icenter,call 617-627-3458, or fax 617-627-6076.Africana CenterFounded in 1969, the Africana Center works toaugment the academic mission of the universityand to ensure that all students of African descenthave access to a variety of academic, cultural, andstudent resources available on campus. The centerworks with students, faculty, and staff across ethnicities,nationalities (American Caribbean, SouthAmerican, etc.), gender, and sexual orientation tocelebrate, recognize, and honor the vast contribu-76

AC A D E M I C A N D S U P P O R T S E R V I C E S >tions of people of African descent to Tufts and thecommunity at large.The center sponsors a variety of programs,including an annual Cape Cod OrientationRetreat and a Peer Academic Leader program.Throughout the year, the center coordinates eventsand activities that are open to all members of theuniversity community. These events reflect andcelebrate the scholarly and creative endeavors ofpeople of African descent.The center serves as a resource for studentorganizations including the Pan African Alliance(PAA), the Caribbean Club, the African StudentOrganization (ASO), undergraduate student mentoringprogrms, the Black Women’s Group, theBlack Men’s Group, Black Pre-Law Society, BlackTheatre Company, the National Society for BlackEngineers (NSBE), Onyx literary magazine, theBlack Graduate Student Association, and the residentialunit, Capen House. In addition, the centerworks with the coordinators of the Tufts-in-Ghana program, the Historically Black Collegeand University Exchange Program, and the BlackAlumni Association.All students are invited to visit the AfricanaCenter (8 Professors Row). There is a library withresource materials and a computer lab for studentuse.For additional information or to be added tothe listserv, contact the Africana Center by phone617-627-3372, fax 617-627-3382, e-mailafricana@tufts.edu, or visithttp://ase.tufts.edu/africana.Asian American CenterThe Asian American Center, founded in 1983, is aresource for the university and the Asian/AsianAmerican communities and fosters a supportiveenvironment for the academic and personal developmentof students by offering programs and services.The center recognizes the distinct East Asian,Southeast Asian, and South Asian cultures andidentities present in the Tufts community, andadvocates for students to ensure a successful collegeexperience.The center coordinates educational and culturalprograms focusing on Asians in the United Statesand the diaspora. The center collaborates withother centers, academic departments, and studentorganizations to provide programming on Asianand Asian American issues and topics. Ongoingprograms and the Peer Leader Program (a yearlongleadership training program), Georges Islandcommunity building outing for first-years DiscoverBoston (a community learning outing for firstyears),alumni networking opportunities, programfor Day of Remembrance programs, Asian AmericanJeopardy, and Asian American Month, recognizednationally during May but celebrated atTufts in November.The center has a resource area (study spacewith computers, books, periodicals) and offers ameeting space and many opportunities for interculturallearning among students of differentAsian ethnicities.The director provides academic and personaladvising on course selection, majors and careers,transition to college, and identity formation anddevelopment, and works with other programs andoffices to ensure that Asian/Asian American studentneeds are being met.The center staff works with student groupsthrough the Pan-Asian Council, a collaborative ofpresidents from the Asian student organizations(Asian Community at Tufts, Chinese StudentsAssociation, Filipino Cultural Society, HawaiiClub, Hong Kong Students Association, JapaneseCulture Club, Korean Students Association, TaiwaneseAssociation of Students at Tufts, ThaiClub, Tufts Association of South Asians, andVietnamese Students Club.) The director alsoserves as adviser to the Asian American House(Start House), a residential unit.The center is located in Start House, 17 LatinWay. For more information, visit http://ase.tufts.edu/asianam/, call 617-627-3056, or e-mailasianamcenter@tufts.edu.Latino CenterThe Latino Center, founded in 1993, providesresources for the Latino student population atTufts. The center's primary mission is to create asupportive environment for students by offeringprograms and services that build a strong Latinocommunity on campus.In collaboration with the Association of LatinAmerican Students (ALAS), the center coordinatesLatino Heritage Month in October. Programsthroughout the year include the Latino PeerLeader Program and Retreat for first-year stu-77

AC A D E M I C A N D S U P P O R T S E R V I C E S >dents, Latina Women's Group, Mujeres and theLatino Men’s Group.The center offers a friendly space for studying,group meetings, or informal conversation.Resources include a computer lab; a library ofbooks, periodicals, and videos reflecting Latinoculture and experience; and a bulletin board of joblistings. A newsletter, Noticias, is published by thecenter. The director offers academic, career, andpersonal advising focusing on a wide variety oftopics such as course selection, cultural identityissues, discrimination, family concerns, cultureshock, and successful adaptation to the universityenvironment. The director is the adviser to ALASand to La Casa, the residential house on campus.The Latino Center is located at 226 CollegeAvenue. For more information, visithttp://ase.tufts.edu/latinocenter or call 617-627-3363.Lesbian, Gay, Bisexual, Transgender CenterTufts LGBT Center is a welcoming and safe spacewhich is open to the entire campus community.Founded in 1992, the Center offers a mix of socialand educational events, training, and advising forall Tufts students, faculty, and staff on issuesrelated to sexuality, sexual orientation, and genderidentity/expression. The Center space includes atelevision lounge, computer room, library andstudy area. The Center staff coordinates an LGBTand ally student speakers’ bureau called Team Q,and also hosts peer-led discussion groups forQueer Students of Color and Allies (QSOCA),Bisexual Students, Queer Women and QueerMen. Working closely with the other centers oncampus as well as with academic departments, theLGBT Center always strives to examine sexualorientation and gender within the context of otheridentity markers (such as race, ethnicity, nationalityand religion).The Center’s Queer Peers program trainsLGBTA peer mentors to serve as resources forquestioning and coming out students. The Centerdirector represents LGBT concerns throughoutthe entire university, and also meets individuallywith students to discuss personal and academicissues. In addition, the director advises the QueerStraight Alliance (a student organization) and theRainbow House (a student housing unit), andworks closely with numerous organizations andprograms, including Jewish and Queer Students atTufts ( JQUEST), the Beat Bias Team, BostonArea Trans Students (BATS), the GLBT FletcherStudent Group, the LGBT Faculty-Staff Caucus,and the Campus Diversity Council.The LGBT Center is located at 226 CollegeAvenue on the second and third floors. We aretypically staffed Monday thru Friday from 9am-6pm—come by to hang out, speak with a staffmember, meet up with friends, check out a bookor video from our lending library, use one of ourcomputers, or find a quiet place to study. Free safersex information and supplies are also available.The Center’s website features information aboutall of our programs and events, gender-neutralbathrooms, housing options, a Queer Studiescourse list, and additional links to resources aroundTufts, Boston and beyond. For more information,call 617-627-3770 or visit http://ase.tufts.edu/lgbt.Women’s CenterTufts Women’s Center is a welcoming and all genderinclusive space that is open to the entire campuscommunity. The Women’s Center (founded in1972), provides opportunities for dialogue andprogramming that address issues specific towomen and more broadly related to the experiencesof gender that impact all of our lives.The Women’s Center is committed to fosteringstudent leadership and helping students identifyand understand societal structures that relate toissues of power, privilege, and oppression. In thispursuit, the center offers programs that focus onthe experiences of women and all gender identitiesand how each is informed by other aspects ofidentity such as race and ethnicity, sexual orientation,gender expression, and socioeconomic class.Some of our programming includes: Dinner and aMovie, First Friday Lunch Speaker Series andCommunal Meals, Hot Topics, and a Graduateand Undergraduate Reading Group.Beyone attending programs, The Women’sCenter Student Collaborative, SAGE (StudentsActing for Gender Equality) is a great way for studentsof any gender to get involved. SAGE’s missionis to foster a safe and collaborativecommunity in which we educate ourselves on genderissues while gaining the skills necesary to productivelywork towards gender justice at Tufts andbeyond. The Women’s Center also offers a mixedgendered First Year Peer Mentoring Program that78

AC A D E M I C A N D S U P P O R T S E R V I C E S >is open to all first year students, is led by SAGEpeers, and addresses common challenges and genderspecific issues related to transitioning to college.The director represents the special concerns ofwomen on university committees and advocatesfor students regarding issues related to gender. Thedirector also provides academic and personal advisingon course selection, majors and careers, transitionto college, and identity formation anddevelopment.The center is located at 55 Talbot Avenue.Please stop by, join our elist, email womenscenter@tufts.eduor find us on facebook!Religious CentersThe Office of the University Chaplain — A Center forAll FaithsThe university chaplain is housed in GoddardChapel which stands near the heart of the universitycampus. Acknowledging the religious diversityof campus life, the chaplaincy is open topeople of all faiths for study, fellowship, counseling,and services. The chaplaincy serves as anumbrella for the activities of campus religiousorganizations, promoting dialogue and understandingamong people of different faiths. To thisend, it sponsors interfaith programs of a religious,cultural, and ethical nature.In addition to the university chaplain, fourother chaplains are approved by the campus ministries.The University Chaplain, Reverend DavidO'Leary, has an office in Goddard Chapel. TheRoman Catholic chaplain, Lynne Cooper, theProtestant chaplain, Reverend Kerrie Harthan,Barbara Asinger, and the Muslim chaplain, NailaBaloch all have offices in the Tufts InterfaithCenter, 58 Winthrop St., Medford. Catholic massis celebrated on Sundays in Goddard Chapel.Reverend Harthan conducts Sunday Protestantservices in Goddard Chapel, and there are Muslimprayer services on Fridays in the Interfaith Center.The Jewish chaplain, Rabbi Jeffrey Summit, whoserves as the Director of Hillel on campus, has anoffice in the Granoff Family Hillel Center onCapen St. and Jewish services are held there.Other denominational groups and religious organizationsalso contribute to religious life on campus.For more information call 617-627-3427 or visitwww.tufts.edu/chaplaincy.The Catholic ChaplaincyThe Catholic Chaplaincy is located in the TuftsInterfaith Center, 58 Winthrop St., one blockdown from Carmichael Hall in Medford.There is a wide range of programs and events:Welcome BBQ in the fall, fall and springretreats, monthly dinners, faith formation,RCIA, Confirmation, eucharistic minister andlector training, service outreach opportunities,Lenten Simple Suppers, Easter Brunch, and theannual end-of-the-year BBQ. Lynn Cooper isthe Catholic Chaplain. During the academicyear, mass is celebrated at at 10 p.m. in GoddardChapel, and there is a bi-weekly mass schedulefor Lent.For more information, call 617-627-2044 ore-mail at lynn.cooper@tufts.edu.The Jewish ChaplaincyThe Jewish Chaplaincy is located in the GranoffFamily Hillel Center on the main quad next toMiller Hall. Striving to create a sense of Jewishcommunity, Hillel involves undergraduate andgraduate students, faculty, staff, and administrators.In addition to serving the needs of the Jewishcommunity on campus, Hillel is a resource forinformation about Judaism. Student leadershipworks closely with the professional staff to conducta variety of activities, including religious observances,cultural celebrations, study groups, and lectures.Jewish religious services of all levels ofobservance are provided every Shabbat and on holidays,and Kosher Shabbat dinners are held everyweek. Board meetings are held on Mondays andeveryone is welcome and encouraged to getinvolved. Rabbi Jeffrey Summit, Hillel Directorand Chaplain, is available to students, staff and facultyfor counseling or informal conversation. Formore information call 617-627-3242 or visitwww.tuftshillel.org.The Muslim ChaplaincyThe Muslim Chaplaincy at Tufts is located in theInterfaith Center, 58 Winthrop St. and provides anopportunity for Muslim students to gather for worship,social activities, and education. There areweekly prayer services at 1 p.m. on Fridays duringthe academic year. The Muslim Chaplain, NailaBaloch, is available to the community. For moreinformation, call 617-627-2065 or e-mailnaila.baloch@tufts.edu.79

AC A D E M I C A N D S U P P O R T S E R V I C E S >The Protestant ChaplaincyThe Protestant Chaplaincy is located in theTufts Interfaith Center, 58 Winthrop St. Pastoralcounseling and activities are provided bythe Protestant Chaplain, Reverend KerrieHarthan. During the academic year, a studentinvolved,general Protestant worship service isheld at 7 p.m. in Goddard Chapel with a fellowshiptime proceeding worship. The ProtestantChaplaincy relates to the Protestant Student Fellowship,the Tufts Christian Fellowship, theCapen Fellowship, and the Tufts Unitarian Universalists.For more information, call 617-627-2097 or email kerrie.harthan@tufts.edu.Tufts University Art GalleryThe mission of the Tufts University Art Gallery isto animate the intellectual life of the greater universitycommunity through exhibitions and programsthat explore new, global perspectives on artand art discourse. The gallery is dedicated to conceivingand presenting art exhibitions and educationalprograms that support the academic andcivic ideals of Tufts University. These idealsinclude excellence, intellectual and social engagement,and the balance of scholarship and teaching(including fostering mentoring relationships). Theuniversity and the gallery value a worldview thatencompasses both local and global perspectives.The gallery fosters cultural exchange by creatinga forum for art produced by emerging andmidcareer artists, by featuring new work of establishedartists, and by exposing fresh interpretationsand scholarship on art.The gallery’s major constituencies include currentstudents, faculty, and staff on the Tufts Medford/Somervillecampus; the School of theMuseum of Fine Arts, and the other Tuftsschools; the greater university community ofalumni, parents, donors, friends, and neighbors;the regional and New England arts community;and arts professionals (including exhibitingartists).Each year the gallery also mounts thesis exhibitionsby candidates for the master of fine artsdegree in studio art, offered by Tufts in affiliationwith the School of the Museum of Fine Arts inBoston. The gallery also serves as a venue for anexhibition organized by students in the exhibitionplanning class of the Museum Studies Program.The Tufts University Art Gallery’s exhibitionspaceconsists of the Tisch and Koppelman Galleries;the Remis Sculpture Court; the NewMedia Wall for short works in video, animation,and film; and the Slater Concourse Gallery (aTufts community gallery). More information isavailable at http://ase.tufts.edu/gallery.Balch Arena TheaterEvery year the Balch Arena Theater presents threemajor productions in which students are encouragedto participate. Opportunities are provided forinvolvement in acting, directing, design, stagemanagement, and arts administration.Up to ten undergraduate-directed productionsare mounted annually. The summer season offersstudents a chance to work in Magic Circle Theaterfor children ages eleven to fifteen, and in CreativeArts for children ages seven to ten. The BalchArena Theater is the home of many of the university’sdrama groups, including Pen, Paint, andPretzels, the drama honor society.The theater also hosts dance performances, lectures/demonstrations,and other special events.The theater’s box office, costume shop, and sceneshop employ students to support the many theater-relatedactivities throughout the year.Foreign Language and CultureMedia CenterLocated in the F. W. Olin Center for Language andCulture Studies, the Foreign Language and CultureMedia Center supports and supplements foreignlanguage instruction in a multimedia setting. Studentsusing audio and videotapes may work in basicto advanced levels of language instruction, studyinterview and culture tapes, or listen to and viewtaped classics of foreign literature and music. Usingthe center’s video cameras, students may produceplays or performances for use in class, or they mayproduce the center is the teleconference receptionsite for the Medford/Somerville campus. Since themid-1960s, the center has maintained Tufts AudioArchives, a collection of formal lectures, symposia,readings, and informal presentations.For more information, visit http://ase.tufts.edu/lmc or call 617-627-3036.80

AC A D E M I C A N D S U P P O R T S E R V I C E S >Athletic FacilitiesThe athletic program at Tufts provides studentswith numerous opportunities to compete in intercollegiate,intramural, and club sports, and toengage in general recreation. The intercollegiateathletics program at Tufts features thirty-one Varsitysports, most of which compete as members ofthe NCAA Division III, ECAC, and NESCAC.Ten Club Sports offer competitive sport that isstudent run and open to all who are interested.The athletic program also offers a wide selectionof intramural sports that are designed to be morerecreational in nature as well as a wide variety ofhealth and fitness related activities.The Gantcher Family Sports and ConvocationCenter offers a 200-meter track and four indoortennis courts, the Ames Human PerformanceCenter features the Lunder Fitness Center.Cousens, Chase, and Jackson Gymnasiums, CarzoCage, Hamilton Pool, and several fields are alsoavailable for recreation except when varsity teamsare practicing or hosting events. Permission andreservations may be required for some facilities.Schedules of the various recreational facilities arepublished in a brochure available from the athleticprogram office in Cousens Gymnasium. For moreinformation, visi http://ase.tufts.edu/athletics orcall 617-627-5005.The program exemplifies Tufts University’scommitment to community service and lifelonglearning. We seek to engage the minds, elevate thespirits, and foster the well-being of our membersthrough a wide range of educational programs andopportunities for volunteer service and socialactivity.For more information on the Osher LifelongLearning Institute, please call 617-627-5885,e-mail Marilyn.Blumsack@tufts.edu, or visit ourwebsite http://ase.tufts.edu/lli/.Osher Lifelong Learning InstituteTufts University Osher Lifelong Learning Institute(Osher LLI) is a community of diverse andstimulating people who connect with each otherto learn, socialize and form new friendships. Wedepend on the energy, enthusiasm, dedication,concern for quality and the thoughtfulness andvitality for each member to build a solid, dynamiclearning environment to which everyone contributesand from which all gain a sense ofaccomplishment.Peer led study groups take place four timesannually on the Medford campus and atBrookhaven in Lexington campus are the educationalfoundation of Osher LLI and active learningis its central principle. Osher LLI iscommitted to the concept that “third agers” learnbest when they are actively involved in their ownlearning process ~ peer learning ~ a form of learningin which students are engaged in teachingeach other.81

A F R I C A I N T H E N E W WORLD >A M E R I C A N S T U D I E S >Departments, Programs,and Research CentersIn the following section you will find descriptionsof departments and programs, with their degreerequirements and lists of their faculty. Descriptionsof courses can be found online athttp://studentservices.tufts.edu/registration.htm.Detailed course descriptions can also be foundin handbooks issued by individual departmentsand programs. These handbooks often describecourses not listed in the online bulletin.A supplement, available prior to registrationeach semester at Student Services, lists the coursesthat are offered the following semester, includingtheir credit value and the times they are offered.Up-to-date information about which courses areoffered in a given semester is available online athttp://webcenter.studentservices.tufts.edu/courses/main.asp.Courses numbered 1 through 99 are for undergraduatecredit only; those numbered 100 through199 are for both undergraduate and graduatecredit; those numbered 200 through 299 areintended primarily for graduate credit, althoughundergraduates may take these courses for creditwith permission of instructor and/or department.Africa in the New WorldDIRECTOR:Associate Professor Paula Aymer, Department ofSociologyThe Africa in the New World (ANW) interdisciplinaryminor encourages students to exploreAfrica, the African diaspora in the Americas, andglobal Africa through a range of perspectives.Particular emphasis is given to three intellectualcurrents: diaspora studies, identity construction,and globalization. ANW sponsors an annualAfrica-Diaspora lecture series to showcasethese themes.REQUIREMENTSTo fulfill the ANW minor, students must choosefive courses from at least three departments or programsof the university, bringing to bear the knowledgeand perspectives of various disciplines on asingle subject. In addition to the five courses, a studentis required to complete an appropriate project,such as a thesis, an oral presentation, or a performance,which integrates the knowledge and methodologiesof the disciplines involved and must includea written analysis. The integrative project will begiven one-half or one course credit under ANW90, 91 or 95 designations and will receive a lettergrade. Students interested in a Major concentrationmay propose a major in Interdisciplinary studieswith a focus on African Studies, African AmericanStudies, or African Diaspora Studies.Note: Courses cannot count for both the ANW interdisciplinaryminor and the African/African Americanculture option.For more detailed information, please visit thewebsite http://ase.tufts.edu/anw/.American StudiesDIRECTOR:Associate Professor Christina Sharpe, AmericanStudies/EnglishFACULTY:Professor Frances Sze-Ling Chew, Biology/AmericanStudiesProfessor Carol Flynn, EnglishAssociate Professor Deborah Pacini Hernandez,AnthropologyAssociate Professor Eric Rosenberg, Art and Art HistoryAssociate Professor Alice Trexler, Drama and DanceAssociate Professor Adriana Zavala, Art and Art HistoryAssistant Professor Heather Curtis, ReligionAssistant Professor Natalie Masuoka, Political ScienceAssistant Professor Stephan Pennington, MusicAssistant Professor Sarah Sobieraj, SociologyAssistant Professor Ichiro Takayoshi, EnglishAssistant Professor Sabina Vaught, EducationAssistant Professor Monica White Ndounou, Dramaand DanceSenior Lecturer Edith Balbach, Community HealthSenior Lecturer Jeanne Dillon, American StudiesSenior Lecturer Jean Wu, American StudiesLecturer Steven D. Cohen, EducationLecturer John F. Hodgman, AmericanStudies/Entrepreneurial LeadershipLecturer Kevin Irwin, Community HealthLecturer Ronna Johnson, English/American StudiesLecturer Joan Lester, American StudiesLecturer Stephanie Levine, English82

A M E R I C A N S T U D I E S >A N T H R O P O LO G Y >Lecturer Carmen Lowe, American StudiesLecturer Nancy Wilson, Jonathan M. Tisch College ofCitizenship and Public ServiceAmerican Studies is a quintessentially interdisciplinaryendeavor that seeks to cut across disciplinaryboundaries in its analysis of U.S. society and culture.It examines the historical, social and culturalunderpinnings of what is commonly referred to asthe "American experience." The intellectual signatureof Tufts' American Studies Program is itsemphasis on how the intersecting dynamics of race,ethnicity, class, and gender produce dissimilar"American" experiences for individuals and groups,and how political, economic and social systemsshape crucial public domains such as education,health, work and the environment. We are alsointerested in critical studies of representation in theperforming arts, the visual arts, humanities andpopular culture. American Studies has also beenincreasingly concerned with the ways that othercountries perceive and interpret the United States,and conversely, how people in the United Statesperceive and represent their neighbors inside andoutside of the Western hemisphere.UNDERGRADUATECONCENTRATION REQUIREMENTSTo graduate with a bachelor of arts degree inAmerican Studies, a student must complete tencourses: one Foundation course AMER10-20; oneIntegrative Seminar AMER 181-190; one Historycourse with at least two-thirds of course contentfocused on some aspect of the U.S.; five creditsthat form a thematic interdisciplinary cluster,including at least two courses at the 100+ level.The last two courses are American Studies 198Senior Special Project, taken in either the fall orspring semester of the senior year, plus one electivecourse (content to coordinate with courseworkof interdisciplinary cluster); OR AmericanStudies 199 Senior Honors Thesis, taken in bothsemesters of the senior year. The Senior SpecialProject or Honors Thesis must integrate orexpand some aspect of the interdisciplinary cluster’stheme. Note: AP courses may not counttowars the American Studies major. A grade ofC- of better is required for a course to counttoward the major.Interdisciplinary clusters: The major themes ofthe American Studies Program can be explored indepth through interdisciplinary clusters. Studentsselect five courses from departments throughoutthe university which will relate to a cluster'stheme. (Students may also design their own clusterby writing a proposal describing the theme,intellectual rationale and course content for theproposed cluster.) The capstone SSP or HT mustexpand on some aspect of the cluster.The director and other faculty advisers workclosely with students in tailoring individual programsreflecting particular interests and providinga framework for the continued integration ofknowledge at more advanced levels. TheAmerican Studies program office is located at110 Eaton Hall. For more information, call617-627-2311, visit http://ase.tufts.edu/amstud, ore-mail the program administrator,Kathy.Spagnoli@tufts.edu.AnthropologyProfessor David M. Guss, Chair; Aesthetic anthropology,theory, cultural performance, myth and ritual, folklore,popular culture, urban anthropology, placemaking; LatinAmericaAssociate Professor Stephen M. Bailey, Biological andnutritional anthropology; the Americas, Southeast Asia,ChinaAssociate Professor Deborah Pacini Hernandez,Sociocultural anthropology, popular music and culture,comparative Latino studies; Spanish CaribbeanAssociate Professor Rosalind H. Shaw, Socioculturalanthropology, ritual and religion, gender; West Africa,South AsiaAssistant Professor Amahl Bishara, Media, human rights,the state, journalism, democracy, the politics of place,knowledge production: the Middle EastAssistant Professor Sarah Pinto, Medical anthropology,gender, reproduction, health care, body, caste; IndiaLecturer Lauren A. Sullivan, Prehistoric archaeology,origins of complex societies; MesoamericaAnthropology provides an understanding of theforms and causes of worldwide human diversity.This diversity, both cultural and biological, is seenin the widest comparative and evolutionary framework.Customarily, the field is divided into culturalanthropology (a social science) and physicalanthropology (a natural science). Cultural anthropologyin turn is separated into ethnology, archae-83

A N T H R O P O LO G Y >A P P L I E D P HYS I C S >A R A B I C >A R C H A E O LO G Y >ology, and linguistics. The anthropology majorenables students to view contemporary social andbiological problems from an anthropological perspectiveas part of a liberal education. It also preparesstudents to pursue graduate studies inanthropology or related fields.UNDERGRADUATECONCENTRATION REQUIREMENTSMajor in AnthropologyTen courses, including: One Gateway (introductorylevel) sociocultural anthropology course (Anthropology10-39), One Gateway biological anthropologyor archaeology course (Anthropology 40-59),Anthropology 130, Seven additional anthropologycourses, at least one of which must be an areafocusedcourse numbered below 160, and two ofwhich must be upper-level seminars (Anthropology160-189). Please note: We strongly recommendtaking the theory course (Anthropology 130) in thejunior year. A maximum of two courses cross-listedin other Tufts departments may be counted towardthe Anthropology major. The department encouragesmajors to explore the possibility of undertakinga senior thesis.For more detailed information, please visit thewebsite http://ase.tufts.edu/anthropology.Applied Physics(FOR DEGREE REQUIREMENTS, SEE PHYSICS.)Arabic(SEE GERMAN, RUSSIAN, AND ASIAN LANGUAGESAND LITERATURES.)ArchaeologyDIRECTOR:Professor R. Bruce Hitchner, ClassicsPROGRAM COMMITTEE:Professor David M. Guss, AnthropologyProfessor Jack Ridge, GeologyAssociate Professor Stephen M. Bailey, AnthropologyAssociate Professor David M. Gute, Civil andEnvironmental EngineeringAssociate Professor Steven Hirsch, ClassicsLecturer Peter Der Manuelian, ClassicsLecturer Lauren A. Sullivan, Prehistoric archaeology,origins of complex societies; MesoamericaLecturer Anthony Tuck, ClassicsOur understanding of the majority of the humanpast, for which the written record is nonexistent orminimal, is based on a material record. Archaeologyexamines this record of human activity torecover and interpret information about past societiesand cultures. There are many subdisciplineswithin archaeology, reflecting both the specificperiods and regions into which we divide thehuman past, and the different approaches to therecovery and analysis of the evidence about thatpast.Tufts offers a general interdisciplinary undergraduatemajor in archaeology, incorporatingcourses from the arts, humanities, natural sciences,and social sciences. Ideally, a student in archaeologywill combine course work with firsthand experiencein recovery, conservation, and interpretationof material remains.The archaeology program has affiliations withseveral summer field schools, including the Murloexcavation in Italy, the Talloires/Mt. Musiègesexcavation in France, the Old Sturbridge VillageField School, and with the Center for MaterialsResearch in Archaeology and Ethnology based atM.I.T., an alliance of Boston-area programs thatoffers specialized course work in the scientificdimensions of archaeological study. Students areencouraged to take appropriate course workat the universities affiliated in the Boston Consortium(Boston College, Boston University,Brandeis University).UNDERGRADUATECONCENTRATION REQUIREMENTSThe undergraduate major consists of elevencourses, including a core of four required coursesplus a selection of seven elective courses distributedamong three broad subject areas. Students areadvised to complement their archaeology majorwith a second major or a minor in a related field.Archaeology majors are strongly encouraged topursue some independent research project or fieldresearch component in archaeology either as part ofa senior thesis or summer scholar’s project. Thiscan include, among other things, participation inexcavations, museum work, archaeological preserva-84

A R C H A E O LO G Y >A R C H I T E C T U R A L S T U D I E S >tion, etc.Eleven to Thirteen courses distributed as follows:I. Four courses in core curriculum1. Anthropology 392. Archaeology 30 (cross-listed as ANTH 50; formerlyANTH 30)3. Archaeology 27 (cross-listed as CLS 27 and FAH 19)4. Geology 2II. Seven Courses from History, Natural/SocialSciences and Archaeology (Only courses whichhave direct content, theoretical, or technical relevanceto archaeology are included here. However,other courses in History, the Natural Sciences, andArchaeology may be considered for inclusion ifapproved by a faculty adviser in the archaeologyprogram. Transfer courses from other institutionslimited to two unless approved by advisor.)A. Two History courses taken from Cls 26, 37, 38,85, 86, 185, 186; Hist 6, 15, 16, 17, 43, 65, 70, 75,82, 102, 109-01, 119-12, & 170B. Two Natural/Social Science courses taken fromAnth 40, 49 (formerly 20), 126, 132, 150, 182;Biology 7 or 10 (student may not count both Bio 7and Bio 10), 143, 144; Chem 2, 8; Geo 32C. Three Archaeology courses taken from Arch26, 49, 51, 52, 91, 92, 160, 163, 164, 167, 168, 187,188, 190, 191, 192; Classics 26, 87, 88, 160, 163,164, 167, 168, 187, 188; FAH 103, 104, 105, 106III. Interdisciplinary Capstone (optional)—Archaeology193 and 194 or other approved coursesGRADUATE PROGRAMMaster of Arts in Classical Archaeology(SEE CLASSICS FOR PROGRAM DESCRIPTION.)For more detailed information, please visit thewebsite http://ase.tufts.edu/archaeology.Architectural StudiesDIRECTOR:Associate Professor Daniel M. Abramson, Art and ArtHistoryADVISORY COMMITTEE:Robyn Gittleman, Director, Experimental CollegeProfessor Rachel Bratt, Urban and Environmental Policyand PlanningProfessor Masoud Sanayei, Civil and EnvironmentalEngineeringTufts offers several curricular paths for studentsinterested in the study of architecture and the builtenvironment. The various curricular paths in architecturalstudies provide opportunities to study architectureas a liberal arts or engineering major orminor and, if desired, help prepare for future graduatestudy and careers in architecture and other allieddisciplines, such as landscape architecture, urbanplanning, and historic preservation. All the curricularpaths emphasize architecture’s interdisciplinarycharacter and take full advantage of course offeringsin both the College of Liberal Arts and the Schoolof Engineering.In addition to the courses of study outlinedbelow, students interested in pursuing graduatestudies in architecture should take one or twosemesters of calculus (Mathematics 11-12) andphysics (Physics 11-12), and are encouraged to takeDrama 10 for public speaking.For more information, contact Professor DanielAbramson (Art and Art History) or ProfessorMasoud Sanayei (Civil and EnvironmentalEngineering).COLLEGE OF LIBERAL ARTSMajor in Architectural StudiesThe Department of Art and Art History offers aninterdisciplinary major in Architectural Studies forstudents in the College of Liberal Arts that teachesstudents understanding of the built environmentfrom multiple perspectives through the developmentof basic skills in analyzing, interpreting, engineering,designing, and engaging imaginatively andactively with the current and historical built environment.The built environment is defined broadly,from stage scenery and interior design to civil engineeringand urban planning, in order to reflect historicaland contemporary experience and toencompass the richness of Tufts’ curricular assets,which besides the offerings of the Art and ArtHistory Department, include the university’sSchool of Engineering, its graduate department inUrban and Environmental Policy and Planning,and its affiliation with the School of the Museumof Fine Arts. The Architectural Studies majortotals twelve courses: seven core classes and fivemultidisciplinary electives. The major's core curriculumprovides a foundation in art and architecturalhistory and theory, in engineering and design,and in the humanistic and social science aspects of85

A R C H I T E C T U R A L S T U D I E S >architecture. Architectural Studies majors thendesign their own elective program of upper-levelstudy from designated courses in architectural history,studio art, civil engineering, the humanities,and the social sciences. (Students may take nomore than three half-credit courses towards themajor’s requirements.) As a capstone, seniormajors in their final semester complete a seniorintegrative project, either as an independentresearch project or an internship in a professionaloffice. Several opportunities exist for study abroad.Completion of an intensive summer architecturaldesign course from an accredited architectureschool (e.g. Career Discovery at Harvard's DesignSchool) exempts majors and minors from the FAM22 requirement. For more information seehttp://ase.tufts.edu/art/architecture/.Required Core Curriculum1) Art History 8 Introduction to Architecture, 1400to the present2) Art History 1 Art, Ritual, and Culture3) FAM 22 Architectural Design Engineering4) Engineering 2, 5, 23, 39, or 80; or Engineering Science5 or 255) Humanities/Social Sciences core courses (Area C*below)6) Upper-level architectural history class ( FAH 115,120, 125, 126, 127, 190, 191, 195, 196, 290, or 192[architecture]; or CE 120)7) Art History 98 Architectural Studies Senior ProjectSeminarMultidisciplinary Electives Five courses chosen from at least three of the followingfour disciplinary areas.A. Architectural and Art HistoryB. Studio ArtC. Humanities and Social Sciences D. Civil EngineeringA. ARCHITECTURAL AND ART HISTORY Art History 2 Art, Politics, and Culture Art History 15/115 Japanese Architecture Art History 19 Classical Archaeology Art History 21/121 Early Islamic ArtArt History 23 Art and Politics of the Middle Ages Art History 25/125 Medieval ArchitectureArt History 34/134 Renaissance Venice Art History 90/190 British ArchitectureArt History 92 Special Topics [architecture]Art History 95/195 Boston: Architecture &Urbanism Art History 103 Aegean Archaeology Art History 104 Greek Art and Archaeology Art History 105 Tyrrhenian ArchaeologyArt History 106 Roman Art and Archaeology Art History 120 Armenian Art, Architecture, andPolitics Art History 126 Monasteries and the Arts Art History 127 Cathedrals and the Arts Art History 192A Armenian Architecture and SculptureArt History 196 Museum Architecture Art History 199 Senior Honors Thesis Art History 290 Seminar in Architectural Historyand TheoryCivil Engineering 120 The Art of BuildingDrama 119 History of Style and DécorB. STUDIO ARTFAM 20 Design: Foundation FAM 21 Design: Intermediate to Advanced FAM 22 Architectural DesignFAM 23 Intermediate to Advanced ArchitecturalDesignFAM 26 Drawing: FoundationFAM 39 Graphic Design FAM 63 Perspective Drawing FAM 77 Sculpture: FoundationFAM 93 Watercolor Drama 19 Principles of Theatrical DesignDrama 21 Computer-Assisted DesignDrama 29 Scene PaintingDrama 93-02 Architectural Styles and DesignsDrama 94-02 Advanced 3-D DesignDrama 125 Scene DesignC. HUMANITIES AND SOCIAL SCIENCES (Courses withasterisk count toward core requirement.)*Anthropology 20 Global Cities Anthropology 128 Mesoamerican ArchaeologyAnthropology 183 Urban Borderlands*Anthropology 186 Theatres of Community Economics 30 Environmental Economics and PolicyEconomics 127 Urban Economics*English 92D Architecture and the Imagination*English 116 Mapping London*History 123 Industrial America and Urban SocietyHistory 193 Cities and Modernity of South Asia History 290 Material CulturePhilosophy 52 Aesthetics86

A R C H I T E C T U R A L S T U D I E S >Political Science 75 Politics in the City*Political Science 195 Politics of SustainableCommunitiesPsychology 27 PerceptionPsychology 53 Engineering PsychologyPsychology 130 Advanced Engineering Psychology*Sociology 113 Urban Sociology*Sociology 149/UEP 181 Homelessness in America*Sociology 180 Cities of the Global SouthUEP 178 Urban Policy and PlanningUEP 173 Transportation Planning*UEP 200 Land Use Planning*UEP 201 Land Use Planning II*UEP 205 Urban and Environmental Planningand DesignUEP 219 Urban Economics and Social Policy*UEP 213 Housing PolicyUEP 232 Introduction to GISUEP 271 Community Economic Development*UEP 272 Real Estate Development and FinanceUEP 284 Developing Sustainable Communities*UEP 294 Physical Planning & Design*UEP 294-04 Green Urban DesignD. ENGINEERING (Courses with asterisk counttoward core requirement.)Civil and Environmental Engineering 1 Introductionto Civil and Environmental Engineering Civil and Environmental Engineering 22 StructuralAnalysisCivil and Environmental Engineering 24 Steel Design Civil and Environmental Engineering 25 ReinforcedConcrete Design Civil and Environmental Engineering 53 EngineeringEconomy Civil and Environmental Engineering 185 Legal Issuesof EngineeringCivil and Environmental Engineering 188 EngineeringDesign with CAD*Engineering 2 Engineering Graphics and CAD*Engineering 5 Skyscrapers: Architecture and Engineering*Engineering 23 Building Big: InfrastructureEngineering*Engineering 39 Bridge Design*Engineering 80 Structural ArtEngineering Psychology 61 Human Factors andErgonomicsEngineering Psychology 161 Human Factors inProduct DesignEngineering Science 2 Introduction to Computing inEngineering *Engineering Science 5 Introduction to Mechanics(Statistics and Dynamics) Engineering Science 9 Applied Mechanics (Strengthof Materials)*Engineering Science 25 Environment and TechnologyEngineering Science 27 Environmental Health andSafetyEngineering Science 52 Engineering Management Engineering Science 88 CAD for EngineersSCHOOL OF ENGINEERINGBSE Degree Program in Architectural StudiesA bachelor of science in engineering with a programin architectural studies is available for studentsinterested in a professional career in architecture orin historical, aesthetic, and engineering aspects ofbuildings and other structures. This program,offered jointly by the department of civil and environmentalengineering and the department of artand art history provides a solid foundation in boththe technical aspects of structural systems and theaesthetic and functional characteristics of buildingsfrom an architectural and art history point of view.The flexibility of the BSE degree allows greaterconcentrations in both art history and studiocourses than would otherwise be possible, providinga coherent basis for graduate work in architecture ordesign. The faculty adviser for this program is ProfessorMasoud Sanayei.Degree RequirementsA minimum of 38 courses is required, to be distributedin the following categories:1) Eleven introductory courses as required for theprofessional degrees in engineering (see school ofengineering information);2) Engineering science: Engineering Science 5, 9,88, and an engineering science elective;3) Civil engineering: Civil and EnvironmentalEngineering 2, 22, 42; plus three from Civil andEnvironmental Engineering 24, 25, 81, 123, 124,125, 146, 149, and 188;4) Architectural Studies: Art History 1, 8, 98, 198;two studio courses, including architectural design(FAM 22) and either FAM 20, 26, or 63; one elective(selected from disciplinary areas A, B, C above);5) Humanities and social science: five courses;6) Free electives: five courses87

A R C H I T E C T U R A L S T U D I E S >A R T A N D A R T H I S TO RY >UNDERGRADUATE MINOR PROGRAMSArchitectural StudiesThe Department of Art and Art History offers aminor in architectural studies for both liberal artsand engineering students consisting of five courses:Art History 1 Art, Ritual, and Culture Art History 8 Introduction to Architecture, 1400 tothe presentStudio Art (FAM 22; or 20, 23, 26)Engineering 2, 5, 23, 39, or 80 or Engineering Science 5or 25Upper-level architectural history class (FAH 115,120, 125, 126, 127, 190, 191, 195, 196, 290, 192[architecture]; CE 120)Art and Art HistoryAssociate Professor Daniel Abramson, Chair, Director ofArchitectural Studies, architecture from Renaissance tocontemporary, architectural theory, and architecture andurbanism of BostonProfessor Andrew McClellan, Dean of Academic Affairsfor Arts & Sciences, baroque-rococo art, museum historyand theoryProfessor Judith Wechsler, National Endowment for theHumanities Professor of Art History, French art—realism topost-impressionism, history of drawing, and art on filmAssociate Professor Cristelle Baskins, ItalianRenaissance art, secular painting and narrative, and genderand women’s studiesAssociate Professor Eva Hoffman, Director ofUndergraduate Studies, Islamic art, portable arts, and theoriesand methods, on leave 2010-11Associate Professor Ikumi Kaminishi, Director ofGraduate Studies, Asian art and architecture, Buddhistpainting, and narrative studiesAssociate Professor Christina Maranci, Arthur H. Dadianand Ara Oztemel Associate Professor of Armenian Art andarchitecture, the art and architecture of the Transcaucasus(principally Armenia); Byzantine art and architecture; culturalinteraction; historiography; the Vienna School. Onleave fall 2010Associate Professor Peter Probst, Contemporary Africanart, critical theory, visual culture, and globalizationAssociate Professor Eric Rosenberg, American art, modernand contemporary art, and theories and methodsAssociate Professor Adriana Zavala, modern and contemporaryLatin American art, art of Mexico, and genderand women’s studiesAssistant Professor Monica McTighe, Art since 1960,including the history of installation and site-specific art,photography, film and videoAssistant Professor Karen Overbey, Medieval art andarchitecture, relics and reliquaries, early Irish art, theoriesand methodsASSOCIATED FACULTY/AFFILIATESSusan Lush, Associate Dean of Academic Affairs, School ofthe Museum of Fine ArtsPatrick Carter, Tufts Studio Arts Coordinator, School of theMuseum of Fine ArtsAmy Ingrid Schlegel, Director Tufts University Art Gallery;Curatorial studiesWhat is art history? Every human culture has producedart, and the study of visual imagery affordsunique insights into our own culture and those ofother nations and peoples around the globe.The history of art is the study of form andmeaning in the visual arts from their beginnings tothe present. The wide range of courses offered bythe department aims to familiarize students withimportant artists, traditions, and themes in worldart and visual culture. Some courses will focus onindividual achievements, great artists and schools,while others will explore significant periods, suchas the renaissance or the 1960s, or themes that cutacross time and cultures, for example, the treatmentof nature or the fear and destruction ofimages (Inconoclasm and Iconophobia).As a humanistic discipline, the history of artemphasizes scholarly investigation and criticalanalysis over technical training. However, majorsare encouraged to take studio courses as part oftheir program and to take advantage of Tufts’ affiliationwith the School of the Museum of FineArts.Significant portions of the western visual traditionare covered by our courses, on the introductoryand advanced level, as are the arts of Africa,Asia, Islam, Latin America and the Middle East.In recent years the discipline of art history hasbeen shifting away from the study of “great” artistsand their works toward more contextual appreciationof how works of art function and are valued insociety.In addition to courses on individual figures, youwill find courses offered on a range of thematic,often interdisciplinary subjects, such as iconoclasm,mentioned above, or colonialism, gender,monuments, museums, pop culture, and the role ofart critics.88

A R T A N D A R T H I S TO RY >UNDERGRADUATE PROGRAMThe department offers the bachelor of arts degreesin art history and in architectural studies.UNDERGRADUATECONCENTRATION REQUIREMENTSFor the bachelor of arts degree in art history, tencourses are required for the major: Art History 1, 2,and 100; two courses pre-1700; two courses post1700; and three electives (one approved relatedcourse e.g. history, literature, studio art). At leastone of the courses in the major must be taken at the200 level. Art History AP score of 5 exemptsmajors from FAH 1 and 2 requirements; two otherart history courses are taken in their place.Prospective majors are encouraged to take FAH001 and FAH 002 early in their undergraduate programand to discuss a course of study with anundergraduate advisor when they begin to considermajoring in art history, preferably in their sophomoreyear. FAH 100 is a required course and is normallytaken in the senior year.UNDERGRADUATE MINOR PROGRAMFor the minor in art history, five courses arerequired, choose EITHER:FAH 1, two courses pre-1700, and two electives,with at least one course taken at the 100 level.OR:FAH 2, two courses post-1700, and two electives,with at least one course taken at the 100 level.For inquiries about the art history major orminor, pleace contact the department at 617-627-3567 or websitehttp://ase.tufts.edu/art/undergraduate.asp.ARCHITECTURAL STUDIES PROGRAMThe Department of Art and Art History offers aninterdisciplinary major and minor in architecturalstudies for students interested in the study of architecture’shistory, theory, and social practice. Themajor’s core curriculum provides a foundation in artand architectural history and theory, in engineeringand design, and in the humanistic and social scienceaspects of architecture. Architectural studies majorsthen design their own elective program of upperlevelstudy from designated courses in architecturalhistory, studio art, civil engineering, the humanities,and the social sciences. In spring of the senior year,all majors complete an integrative project, either asindividual or honors study, or through an internship.For the minor in architectural studies, studentstake five designated courses from the major’s corecurriculum, which provide a basic foundation toarchitecture’s interdisciplinary aspects.The architectural studies program is designedspecifically to provide a broad-based liberal artseducation in architecture. It may also help studentsprepare for graduate study and careers in architectureand other allied disciplines, such as landscapearchitecture, urban planning, and historic preservation.For details, see full description under ArchitecturalStudies. The faculty adviser for architecturalstudies is Associate Professor Daniel Abramson. Formore information please see the websitehttp://ase.tufts.edu/art/architecture/.STUDIO ARTStudio Art CoursesThrough a cooperative agreement between TuftsUniversity and the School of the Museum of FineArts, Boston (the Museum School) students mayelect courses in studio art for credit at Tufts.Classes are taught both on the Tufts Campus, instudios located in Lane Hall and Jackson Gym,and at the Museum School in Boston. More thaneighty studio credits are offered to Tufts students.Studio art courses taught at Tufts University’sMedford campus include drawing, painting, design,calligraphy, photography, sculpture, architecture, andwatercolor. These courses can be found in the Tuftsonline Bulletin/Course Descriptions by Departmentunder “Studio Art - Medford Campus” and arelabeled with the FAM course prefix. The MuseumSchool offers expanded course offerings in theabove areas, as well as ceramics, sculpture, animation,video, metals, and printmaking. Courses aretaught on weekdays, evening, and Saturdays at theMuseum School campus in Boston. These coursecan be found in the Tufts online Bulletin/CourseDescriptions by Department under “Studio Art -Museum School” and are labelled with the FAMBcourse prefix (credit value conversion: 2.00 SMFAcredits = 0.5 Tufts credits; 4.00 SMFA credits = 1.0Tufts credits).Students must register for FAM or FAMB studiocourses through the Tufts student registrationsystem.Students who have questions about studio courseor need help in planning a comprehensive program89

A R T A N D A R T H I S TO RY >of study should contact Patrick Carter(P.Carter@tufts.edu), Studio Coordinator at Tufts,Department of Art and Art History, 11 TalbotAvenue.Studio Art Degree ProgramsThere is no studio art major at Tufts, but two programsoffered in cooperation with the School of theMuseum of Fine Arts, Boston are available to studentswith strong preparation in this area. Bothrequire admission to the Museum School and havean academic component. One of the B.F.A. degreeprogram available through the College of SpecialStudies; the other is the combined five-year B.F.A.and B.A.. or B.S. degree program. Interested studentsmay contact Susan Lush at the School of theMuseum of Fine Arts Academic Affairs Office at617-369-3610 or the Museum School Admissionsoffice, 617-369-3626, 800-643-6078, or admission@smfa.edu.GRADUATE PROGRAMThe Department of Art and Art History offers theMaster of Arts degree in Art History, which hastwo tracks. The M.A. program normally takes twoyears to complete.Entering graduate students choose one of thefollowing tracks:• M.A. in Art History• M.A. in Art History and Museum StudiesApplicants for the master of arts degree areexpected to have a bachelor’s degree or its equivalent.The undergraduate major in Art History isthe best preparation for this program, but notmandatory. Applicants who have undergraduatedegrees in other fields but have minored in ArtHistory or have taken three or four undergraduateart history courses are also encouraged to apply.The following is required for application: a 500 orabove Verbal GRE general test score, a recent writingsample, a personal statement, three letters ofrecommendation, and reading knowledge of a foreignlanguage.Master of Arts: Art HistoryThe master’s program in art history is designed toprovide a broad historical understanding of thevisual arts, in addition to developing critical thinkingand methodological skills. Students engagethese ideas through course work, seminars, independentresearch, and teaching experience. Studentscomplete their degrees either by writing athesis or submitting two qualifying papers; eitheroption involves an independent research topicdesigned by the student in consultation with a facultyadvisor. M.A. students from our program aresuccessful in applying to and completing Ph.D.programs.Requirements for the M.A. degree in Art History:• Reading knowledge of one foreign languageupon entry• Eight semester courses in art history at theadvanced (100 and above) levelHistoriography and Methodology (FAH 101)At least three (3) seminarsOptional one second foreign language coursein lieu of a lecture course• Comprehensive Exam• At least one semester TA or RA (subject toenrollments and funding)• M.A. thesis or two Qualifying PapersFor inquiries about the program, please contactthe Director of the Graduate Program, AssociateProfessor, Ikumi Kaminishi at(ikumi.kaminishi@tufts.edu) or 617-627-2424.Master of Arts: Art History and Museum StudiesThe master’s program in Art History andMuseum Studies is designed to give studentsadvance qualification in art history and a broadintroduction to museum work. The program isoffered for those hoping to work in art collectionrelatedfields. It provides students with skills tointegrate theoretical study of art history withpractical concerns of displaying, managing, andinterpreting art objects in a variety of museumstudies simultaneously. Graduates of this programtypically pursue careers in museums, art galleries,art publishing, museum education, teaching, artlibraries, visual resource collections, or auctionhouses.Requirements for the M.A. degree in Art Historyand Museum Studies:• Reading knowledge of one foreign languageupon entry• Six semester courses in art history at theadvanced (100 and above) levelHistoriography and Methodology (FAH 101)At least two (2) seminars• Five courses in Museum studies, including amuseum internship• Comprehensive Exam90

A R T A N D A R T H I S TO RY >A S I A N S T U D I E S >• At least one semester TA or RA (subject toenrollments and funding)• M.A. thesis or two Qualifying Papers (QP), or 1QP and an additional AH seminarFor inquiries about the program, please contactthe advisor to the M.A. in Art History andMuseum Studies, Assistant Professor MonicaMcTighe at (monica.mctighe@tufts.edu) or 617-627-5384.Policy on Summer Courses (for both tracks)Courses take through Tufts Summer Session withthe intention of fulfilling a degree requirementmust be approved by the student’s department.Provided that the course is required for the degree,the graduate school will pay the summer tuition forfull-time students (courses taken in excess of thedegree requirements, directed and independentstudies, special topics courses, audited courses, andlanguage coures taken to prepare for the languageexam are excluded). Students who withdraw from acourse or receive a grade below B- will be responsiblefor paying for the course. All graduate studentsmust pay the $45 registration fee.Master of Fine Arts: Studio ArtThe master of fine arts degree offers students concentrationin the visual arts. Students may concentratein a single medium or may work in aninterdisciplinary manner, drawing on diverse studioofferings to expand upon their particular area ofconcentration. For more information on the program,please visit their website athttp://www.smfa.edu/program-overview or contactDavid Brown, Associate Dean of Academic Affairs- Graduate Programs - dbrown@smfa.edu.Asian StudiesFACULTY COORDINATOR:Associate Professor Ikumi Kaminishi, Art and Art HistoryAsian Studies is an interdisciplinary program thatgives students an opportunity to study systematicallythe history and cultures of one of the world’smost important regions.ASIAN STUDIES MAJOREleven courses as follows:a. An Asian language: 21, 22, 121, 122. Studentswho have placed out of one or more of these coursesstill need to take eleven courses to complete themajor. They must either study a second Asian languagethrough 122, or take extra Asian culturecourses or Asian language courses beyond 122.b. Six Asian Studies culture courses, which mustinclude three from each of the following twogroups:1) Anthropology, economics, political science, andhistory2) Art history, literature, music, drama, religion,and thoughtOne course in an affiliated field such as AsianAmerican Studies or Middle Eastern Studies maybe substituted in either of these two groups withthe permission of the adviser, provided that it isdirectly relevant to a student’s category c project.c. An independent thesis-writing course: Studentsmust produce a thesis of creative work on an Asiarelatedtopic. The topic should be chosen in consultationwith the student’s Asian Studies adviser,who should serve as his/her instructor in a directedresearch, senior honors thesis, or other independentstudy course. A paper written for a seminar orcolloquium may be used to satisfy the requirement,as long as this course is not one of the six Asianculture courses. The thesis will be graded by theadviser and one other faculty reader. The latterneed not be associated with the program. The programmay organize opportunities for students topublicly present their research results.INTERDISCIPLINARYMINOR IN ASIAN STUDIESStudents may acquire an interdisciplinary minor inthis program by constructing a thematic course ofstudy related to Asia, taking five course creditsfrom at least three departments, and completing anappropriate project, such as a thesis or performance,integrating the knowledge and methodologyof the disciplines involved. No more than two ofthe five courses may be language courses. Only languagecourses numbered 22 or higher will beaccepted for Asian Studies credit. (See InterdisciplinaryMinor Program for details.)For more detailed information, please visit thewebsitehttp://ase.tufts.edu/grall/asian/requirements.asp.91

A S T R O N O M Y >A S T R O P HYS I C S >B I O C H E M I S T RY >B I O E N G I N E E R I N G >AstronomyProfessor Kenneth R. Lang, AstronomyAssistant Professor Danilo Marchesini, Astronomy/AstrophysicsAssistant Professor Anna Sajina, Astronomy/AstrophysicsResearch Associate Professor Robert F. Willson,AstronomyThe science of astronomy concerns the generalpicture of the universe in its broadest sense, fromatoms to assemblages of galaxies. Courses inastronomy fall under the Department of Physicsand Astronomy. Astronomy may be elected as amajor field through a suitable Plan of Study. Studentsconsidering a career in astronomy or astrophysics,however, are urged to investigate thepossibility of a joint major with physics or mathematics,or an undergraduate concentration inastrophysics.UNDERGRADUATECONCENTRATION REQUIREMENTSMajor in AstrophysicsFour courses in astronomy more advanced thanAstronomy 10; two courses in mathematics moreadvanced than Mathematics 13/18; four coursesin physics more advanced than Physics 2 or 12,including Physics 13 and 64 or equivalent laboratoryexperience. One mathematics course may bereplaced by approved advanced course in a relatedfield. Research experience is strongly recommended.UNDERGRADUATE MINOR PROGRAMMinor in AstrophysicsThe program requires the completion of fivecourses. The student takes Physics 11 and 12 (or 1and 2) and any three courses from the following:Astronomy 21, 22, 101, 111, 112, 121, and 122.GRADUATE PROGRAMAdvanced degrees (master’s and doctoral) areoffered in experimental radio astronomy andastrophysics. Additional advanced courses may betaken through a cooperative program with BostonUniversity.For more detailed information, please visit thewebsite http://ase.tufts.edu/physics.Astrophysics(FOR DEGREE REQUIREMENTS, SEE ASTRONOMYOR PHYSICS.)Biochemistry(FOR DEGREE REQUIREMENTS, SEE BIOLOGYOR CHEMISTRY.)BioengineeringProfessor Mark Cronin-Golomb, Biomedical Engineering;Optical instrumentation, laser tweezers, atomic forcemicroscopy, nonlinear opticsProfessor Sergio Fantini, Biomedical Engineering;Biomedical optics, near-infrared spectroscopy, diffuseoptical imagingProfessor David L. Kaplan, Biomedical Engineering/Chemical and Biological Engineering; Biopolymer engineering,biomaterials, tissue engineering, regenerativemedicineProfessor Krishna Kumar, Chemistry; Novel methods forrational design and construction of artificial proteins,molecular enzymes, and self-assembling biomaterialsProfessor Barry A. Trimmer, Biology; Central processingof sensory information by receptors, second messengersand synaptic networks in insect model system, neural controlof soft-bodied locomotionProfessor David R. Walt, Robinson Professorship inChemistry; Surface, polymer and materials chemistry, fluorescenceresonance energy transfer, immunosensors, corrosionsensing, neurotransmitter sensing, micro- andnon-sensors, cell-based biosensors, and sensors based onprinciples of the olfactory systemAssociate Professor Caroline G. L. Cao, MechanicalEngineering; Endoscopy and surgery, human factors,remote instrumentation, human-machine interfaceAssociate Professor Irene Georgakoudi, BiomedicalEngineering; biomedical imagingAssociate Professor Kyongbum Lee, Chemical andBiological Engineering; Biochemical and biomedical engineering,metabolic engineering, tissue engineering, bioinformatics,and systems biologyAssociate Professor Van Toi Vo, Biomedical Engineering;Biomedical instrumentation, vision and ophthalmology,telemedicineResearch Associate Professor Aurelie Edwards,Chemical and Biological Engineering; Biological transportphenomena involving fluid and solute transport in livingtissues (kidney and eye) to address organ function, disease92

B I O E N G I N E E R I N G >origin, and drug deliveryAssistant Professor David H. Lee, Chemistry;Hierarchical self-assembly of intermediate filaments, role inbiomaterials to protein hormone assemblies that regulatefatty acid metabolism, relevance to obesityAssistant Professor Blaine Pfeifer, Chemical andBiological Engineering; Metabolic engineering, drug delivery,biomaterialsResearch Assistant Professor Greg Altman, BiomedicalEngineering; Collagen-based matrices, ligament formation,impact of mechanical forces on human adult stem cell differentiation,bioreactor system, in vitro tissue formationand developmentBioengineering is the integration of physical,chemical, or mathematical sciences and engineeringprinciples for the study of biology, medicine,behavior, or health. The bioengineering programsprovide comprehensive education and research atthe School of Engineering and the School of Artsand Sciences in collaboration with Tufts’ medical,dental, veterinary, and nutrition schools.A number of part- and full-time degree programsand certificates are offered in the fields of biomedicalengineering, biotechnology, and drug discovery andassessment. Biomedical engineering involves theapplication of state-of-the-art technology to devicedesign and fabrication; biotechnology includes proteinexpression, folding and assembly, biomaterials andtissue engineering, and biofilms as examples; drugdiscovery and assessment includes disease markers,resistance mechanisms, and new drug discovery.For information on programs in bioengineering,please contact the bioengineering center office at617-627-2580.UNDERGRADUATE PROGRAMSBiomedical Engineering(SEE BIOMEDICAL ENGINEERING FOR A DESCRIPTIONOF THE PROGRAMS.)Biotechnology(SEE BIOTECHNOLOGY FOR A DESCRIPTION OF THEPROGRAMS.)GRADUATE PROGRAMSGraduate degree programs are tailored to the backgroundand goals of the individual student. Graduatestudents at both the master’s and Ph.D. levelcarry out challenging research projects within theBioengineering Center or in other Tufts departmentsor professional schools. Internships andtraining opportunities in which students can gainfirsthand practical and laboratory experience arealso available at local biotechnology and biomedicalcompanies. Degree programs may be pursued on apart-time or full-time basis.Master’s programs may be either course-based(such as the practice-oriented master of engineeringdegree), or research-based (thesis or researchproject). Full-time degree candidates are eligible forsponsored research projects. Doctoral programsmay be pursued part-time, with a one-year residencyrequirement.Biomedical Engineering(SEE BIOMEDICAL ENGINEERING FOR A DESCRIPTIONOF THE PROGRAMS.)Biotechnology(SEE BIOTECHNOLOGY FOR A DESCRIPTION OF THEPROGRAMS.)CERTIFICATE PROGRAMSFour-course graduate-level certificate programs aredesigned for science, engineering, and medicalprofessionals seeking graduate-level programs toexpand their knowledge of biomedical science,biotechnology, and engineering. Certificates areoffered through the Office of Graduate Studies,and in conjunction with the departments of biology,chemistry, chemical and biological engineering,and biomedical engineering. The certificateprograms can be completed on a part-time, nondegreebasis by students who are seeking professionaltraining in the field or preparing for a degree program.In most cases, courses taken as a certificatestudent can be transferred into a related master’sdegree program. The programs are open to studentswho have already earned a bachelor’s degree.BioengineeringThe certificate program in bioengineering consistsof an interdisciplinary course of study that allowsstudents to focus on areas such as biomedicalinstrumentation, biomedical optics, biomaterials/biotechnology and tissue engineering. Courses aretaught by faculty in engineering as well as experiencedclinical professionals from Tufts’ health scienceschools.The certificate requires four courses.93

B I O E N G I N E E R I N G >B I O LO G Y >One bioengineering introductory course:Biomedical Engineering 250 Introduction to BiomedicalEngineering I (focus on biomedical engineering andinstrumentation)or Biomedical Engineering 162 Molecular Biotechnology(focus on molecular biology and engineering aspects ofbiotechnology)One physiology course (choose five modules):Biomedical Engineering 121/122 Engineering Challengesin Physiology I and II (modules include general,neurology/nose, skeletal/bone, respiratory, cardiovascular,renal, gastrointestinal, endocrine, eye, dental)One engineering elective in biomedical instrumentation,biomedical optics, biomaterials, biotechnology,or tissue engineeringOne capstone course:Biomedical Engineering 100 Design of MedicalInstrumentationor Biomedical Engineering 164 Biomaterials and TissueEngineeringFor more detailed information, please visit thewebsite http://chem.tufts.edu.Bioengineering CertficateProgramFaculty advisers:Professor Sergio Fantini, Biomedical EngineeringProfessor David L. Kaplan, Biomedical Engineering / Chemicaland Biological EngineeringThe booming biomedical industry demands skilledprofessionals whose expertise can cross traditionalboundaries of science and engineering. Companiesare seeking electrical engineers who understand themedical uses of diagnostic imaging instrumentation,biotechnology professionals with training intissue engineering to develop tissue implants, andmechanical engineers who are well-versed in biomaterialsto design artificial joints.The certificate in Bioengineering addresses thisneed through a highly interdisciplinary course ofstudy that allows students to focus on biomedicalinstrumentation, biomedical optics, biomaterials/biotechnology and tissue engineering or otherrelated areas of study. Courses are taught by facultyin engineering as well as experienced clinical professionalsfrom Tufts' world-renowned health scienceschools.The program is open to students with at least abachelor's degree in engineering, science, or healthscience.With this certificate engineers can launchcareers in biomedical instrumentation design. Clinicalpractitioners and technicians can shift careersto biomedical equipment sales. It is also a usefultechnology complement for executives, medicalprofessionals, and policy makers interested in theapplication of technology to the medical, businessor legal profession.The certificate requires the completion of fourcourses.For more information and an application, contactthe Office of Graduate Studies at 617-627-3395,or visit http://gradstudy.tufts.edu/.BiologyAssociate Professor Juliet Fuhrman, Chair; Immunologyand parasitic diseasesProfessor Frances Sze-Ling Chew, Ecology, plant-insectinteractionsProfessor David E. Cochrane, Cell physiology,inflammationProfessor Susan G. Ernst, Developmental biologyProfessor Michael Levin, Director of Tufts Center forRegenerative and Developmental Biology, morphologicaland behavioral information processing living systemsProfessor Sara M. Lewis, Evolutionary and behavioralecologyProfessor Sergei Mirkin, White Family Chair in Biology,Molecular geneticsProfessor Colin M. Orians, Ecology, plant-herbivore-environmentinteractionsProfessor Jan A. Pechenik, Invertebrate zoology, marineinvertebrate reproductionProfessor J. Michael Reed, Conservation biology,ornithology, behaviorProfessor L. Michael Romero, Physiological endocrinology,physiology of stressProfessor Eli C. Siegel, Microbial geneticsProfessor Barry A. Trimmer, Henry Bromfield PearsonProfessor of Natural Science; Neurotransmitters and receptorsin insects, intracellular signalsAssociate Professor Harry A. Bernheim, Organismalphysiology, immunologyAssociate Professor George S. Ellmore, Draupner Ring94

B I O LO G Y >Scholar; Plant development, experimental plant morphology,anatomyAssociate Professor Catherine Freudenreich, Molecularbiology and geneticsAssociate Professor Kelly A. McLaughlin, Cell biology,cell signaling of organogenesisAssociate Professor Philip T. B. Starks, Evolutionarydynamics of parasite and host populationsAssistant Professor Eric B. Dopman, Evolution andgenetics of natural populationsAssistant Professor Mitch McVey, Molecular biology,genomic instabilityLecturer Michelle Gaudette, Molecular biology, gene regulationof developmentResearch Associate Professor Dany S. Adams, The roleof ion flux during morphogenesis of vertebrate embryosResearch Assistant Professor William Woods, Ecologicalphysiology; biomechanics, energetics and temperaturerelationsLecturer Susan Koegel, Cell biology and immunologyAdjunct Professor David L. Kaplan, Biotechnology, biomaterialsAdjunct Associate Professor Mark Pokras, Departmentof Environmental and Population Health, Wildlife Medicine,Grafton campusAdjunct Assistant Professor Jun Xu, Department ofBiomedical Sciences, Grafton CampusBiology is the scientific study of living organisms.Derived from the search for organized understandingof plants and animals in their natural environments,contemporary biology is increasinglysuccessful in characterizing the basic molecularprocesses that are essential to all forms of life.Modern experimental studies on the origin, evolution,and physiological mechanisms of life are ofprofound philosophical importance and providethe underlying foundation for research in biologyand for the teaching of biology. They also providethe basic knowledge used in applied fields such asmedicine, biotechnology, and environmentalbiology.Biology students should aspire to understandthe central principles governing life processes atboth molecular and higher levels. An increasedcomprehension of the problem-solving methods ofscience, as used within the laboratory and in theanalysis of contemporary environmental andbiosocial problems, should be a concomitant goal.Biology majors, especially those preparing forgraduate work, are expected to learn how to criticallyevaluate original research literature. This canbe done by enrolling in seminar courses that aredesigned to investigate topics by utilizing the primaryliterature. Small class sizes in seminars allowstudents to present papers and participate in classdiscussions.Laboratories are available for study andresearch in selected areas of biochemistry, neurobiology,immunology, endocrinology, molecular biology,cell biology, genetics, physiology, plantsciences, behavior, and ecology. Controlled-environmentrooms, marine and freshwater aquaria,and a greenhouse are among the diversifiedresources for the experimental work. Fieldworkexperience at marine laboratories or other biologicalstations is encouraged.UNDERGRADUATECONCENTRATION REQUIREMENTSMajor in BiologyTen courses, including eight courses in biologynumbered 13 or higher (with the exception ofBiology 16, 91, 93, and 94), at least six of whichmust be completed with a grade of C- or better,and either two courses in chemistry (normallychosen from Chem 1, 2, 11, 12, 51, 52) or twocourses in physics (chosen from Physics 1, 2, 11,12). At least four of the eight biology courses mustbe taken at Tufts. It is recommended that studentstake at least one seminar course.The eight biologycourses must include Bio 13, 14 and 41 and atleast one course each in the biology of cells(Group A), biology of organisms (Group B), andbiology of populations (Group C). The particulargroup in which a course is categorized for thispurpose is indicated at the end of the coursedescription. Absence of such designation indicatesthat the course cannot be used to fulfill any groupof the distribution requirements, although thecredits are applicable toward the total required fora major.At least two courses in biology must include alaboratory study, and one of these must be abovethe level of Biology 14. In fulfilling this laboratoryrequirement, students may choose from amongthose biology courses for which laboratory is specifiedin the course description, with the followingexceptions: Biology 93, 94, and 187.Biology 193 or 194 may be used as only one ofthe eight biology courses for completion of theconcentration requirements; on approval of a peti-95

B I O LO G Y >tion to the department, a maximum of two suchcourses may be applied toward the major. In nocase may more than one of these courses be usedto fulfill the laboratory requirement.The foregoing is a minimal program. For manypurposes, additional preparation in related sciencesand calculus is needed. A course in calculus andlaboratory courses in both organic chemistry andphysics are strongly advised. A course in statisticsshould be included when advanced work in ecology,evolution, or genetics is anticipated. Medicalschools require a year of general chemistry and ayear of organic chemistry—both with laboratory, ayear of physics with laboratory, and a year of biologywith laboratory. Calculus is recommended.Students planning to enter graduate school or seekingemployment in biological research should takemore than the minimal number of laboratorycourses required for the biology major.To be eligible for a summa cum laude degree, astudent must have done biology research equivalentto Biology 93. Comparable research in relatedfields will also be considered. Participation in theThesis Honors Program will entail writing anddefending a thesis based on laboratory or fieldresearch.Major in BiochemistryChemistry 1, 11, or 16; and Chemistry 2 or 12;Chemistry 51/53, 52/54, 31, 42, 171, and 172;Biology 13, 41, 50 (or Chemical Engineering 163),and 105. Course work in mathematics (Mathematics12) and physics (Physics 2 or 12) is required asprerequisite to Chemistry 31. The followingsequence of courses is suggested for students concentratingin biochemistry: first year, Chemistry 1(or 11) and 2 (or 12), Biology 13; second year,Chemistry 51/53, 52/54, Biology 50 (or ChemicalEngineering 163); third year, Chemistry 31 and 42,Biology 41 and 105; fourth year, Chemistry 171/172.Major in BiopsychologyAn interdepartmental major for students particularlyinterested in neurobiology and behavior.Required courses: five in biology and five in psychology.These include the following: Cells andOrganisms (Biology 13), General Genetics (Biology41), Animal Behavior (Biology 130), onecourse in animal physiology (chosen from amongBiology 75, 110, 115, 116, 134), and an elective inbiology; Statistics (Psychology 31 or Biology 132),Experimental Psychology (Psychology 32), Brainand Behavior (Psychology 103), plus two electivesfrom among Psychology 26, 27, 29, 40, 41, 42, 45,46, 48, 49, 104, 112, 123, 124, 127, 128, 129, 142,146, 148, 154, and 159. Biopsychology majors maynot double major in psychology or biology. Majorsare encouraged to elect an advanced laboratorycourse in either department. Consult the departmentsof either biology or psychology for detailsabout this program.Course Selection for UndergraduatesFor students with an interest in biology or the healthsciences and a strong high-school science background,Biology 13 is the most appropriate beginningcourse, and may be taken concurrently withChemistry 1 or 11. Biology 13 and 14 are normallyprerequisites for more advanced work in biology. Astudent who earns a grade of B- or better in Biology3 may use this course instead of Biology 13 as a prerequisitefor more advanced courses. Credit cannotbe received for both Biology 3 and Biology13. Please note that Bio 3 does not have an accompanyinglab section.Students interested in biology but not planningto major in the sciences might take Biology 2, 3, 7,8, or 10. None of these may be counted among theeight courses in biology used to satisfy the concentrationrequirements. The particular group in whicha course is categorized for this purpose is indicatedat the end of the course description. Absence of suchdesignation indicates that the course cannot be usedto fulfill any group of the distribution requirements,although the credits are applicable toward the totalrequired for a major.GRADUATE PROGRAMBefore beginning advanced study in a specialty, allgraduate students in biology are expected to havethe broad course work and laboratory experiencethat is equivalent to the requirements for an undergraduatemajor in this department. The student’sentrance committee will determine what courses, ifany, should be taken in the first year to fulfill theserequirements. Graduate instruction and researchopportunities are offered in six areas: 1) ecology,behavior, and evolution; 2) genetics and molecularbiology; 3) developmental biology; 4) neurobiologyand animal behavior; 5) cell physiology; and 6)conservation and the environment. More informationis available at http://ase.tufts.edu/biology.96

B I O LO G Y >B I O M E D I C A L E N G I N E E R I N G >Master of ScienceA candidate for the master’s degree in biologymust complete at least eight different graduatelevelcourses, of which at least four must be in theDepartment of Biology. All courses must beapproved by the committee appointed to guide thestudent’s work. Courses taken at recognizedmarine laboratories or field stations may be offeredfor credit. No more than two credits may be transferredfrom another institution.Research Master of Science Degree- A researchmaster of science student must take six courses forletter grades (B- or better) including one requiredseminar (normally either Biology 243, Topics inMolecular and Cell Biology or Biology 244, Topicsin Evolutionary Ecology). No more than oneof these six may be guided individual study (Biology293 or 294). Also required for the researchmaster of science are two research courses (Biology295 and 296) and preparation and successfuldefense of an original thesis. A student in aresearch master’s program is normally expected toserve as a teaching assistant for at least one semester.Course-work Master of Science Degree- Acourse-work master of science student must takeeight courses for letter grades (B- or better)including one required seminar (normally eitherBiology 243, Topics in Molecular and Cell Biologyor Biology 244, Topics in Evolutionary Ecology).Students in the B.S.-M.S. combined-degreesprogram are normally required to prepare an originalthesis.The Department of Urban and EnvironmentalPolicy and Planning offers, in cooperation with theDepartment of Biology, a two-year interdisciplinarymaster’s degree focusing on environmentalstudies. For more information, see Urban andEnvironmental Policy and Planning.Doctor of PhilosophyA candidate for the Doctor of Philosophy degree isexpected to plan and undertake a program ofadvanced study and research in consultation with afaculty committee. The candidate is required toserve as a teaching assistant for at least two semesters.During the first year, students are expected tocomplete at least two research rotations (Bio253/254). Following completion, students mustchoose and be accepted into the laboratory of a facultymember under whose direction they will carryout their research and prepare their dissertations.Entry into the Ph.D. degree program is not officialuntil the candidate passes a qualifying procedure.The procedure includes a written examinationin the candidate’s field of special interest and relatedareas, and the preparation and defense of a detailedwritten thesis research proposal.The Department of Biology and the Departmentof Chemical and Biological Engineering offera joint graduate degree program in biology/biotechnology. This program explores biologicalprinciples and problems with a chemical engineeringperspective. For details, please contact the biologydepartment or the chemical and biologicalengineering department.For more detailed information, please visit thewebsite http://ase.tufts.edu/biology.Biomedical EngineeringProfessor David Kaplan, Chair; Biopolymer engineering,biomaterials, tissue engineering, regenerative medicineProfessor Sergio Fantini, Biomedical optics, near-infraredspectroscopy, diffuse optical imagingProfessor Mark Cronin-Golomb, Optical instrumentation,laser tweezers, atomic force microscopy, nonlinear opticsProfessor Fiorenzo Omenetto, Ultrafast nonlinear optics,medical opticsAssociate Professor Irene Georgakoudi, Biomedical spectroscopicimaging and characterization, in vivo flow cytometry,biomedical instrumentationAssistant Professor Catherine K. Kuo, Regenerative medicine,tissue engineering, stem cells, biomaterials, developmentalbiologyAssistant Professor Lauren Black, cardiovascular tissueengineering, tissue mechanics and visualization, computationalmodeling, myocardial infarction, regenerative medicine,cardiogenesisResearch Assistant Professor Greg Altman, Ligamentformation, impact of mechanical forces on human adultstem cell differentiation, bioreactor systems, in vitro tissueformation and developmentResearch Assistant Professor Bruce Panilaitis, Vaccinedevelopment, metabolic engineering, immunologyResearch Assistant Professor Angelo Sassaroli, Infraredspectroscopy, functional brain activationResearch Associate Professor Robert Peattie, Responsesof cells and tissues to mechanical challenges97

B I O M E D I C A L E N G I N E E R I N G >Adjunct Professor John Castellot, (Tufts University Schoolof Medicine), Cellular and molecular biology, vascular systemsAdjunct Professor Ira Herman, (Tufts University School ofMedicine), Cell movements required for cell division, differentiationof the body’s organ systems, remodeling of tissuesduring disease processesAdjunct Professor Robert Howe, (Harvard University),Human-machine interfaces, biomechanics, tactile sensing,human and robot manipulationAdjunct Professor Krishna Kumar (Department ofChemistry), Novel methods for the rational design and constructionof artificial proteins, molecular enzymes, and selfassemblingbiomaterialsAdjunct Professor John Richmond (New England BaptistHospital, Tufts Medical Center), Ligament formation, treatmentof injuries of the anterior cruciate ligament, regulationand proliferation of growth factor expression inarthrofibrosisAdjunct Professor Barry Trimmer (Department ofBiology), Central processing of sensory information byreceptors, second messengers and synaptic networks in aninsect model system, neural control of soft-bodied locomotionAdjunct Professor Gordana Vunjack-Novakovic(Columbia University), Transport phenomena, tissue engineeringand bioreactorsAdjunct Professor Barbara Brodsky (Robert WoodJohnson Medical School, University of Medicine & Dentistryof New Jersey), structural studies of triple-helical proteinsAdjunct Associate Professor Peter Bergethon (BostonUniversity School of Medicine/Tufts Medical Center),Computational neurologyAdjunct Associate Professor Luis Dorfmann,(Department of Civil & Environmental Engineering),Mechanical properties and behaviors of materials, couplefield phenomena, fracture, cavitation and failure processes,characterization and modeling of soft materialsAdjunct Associate Professor James Harden, (Universityof Ottawa), Biomolecular assemblies, hydrogels, proteins,soft materials, computational biophysics, cell mechanics,complex fluidsAdjunct Associate Professor Carl Kirker-Head (TuftsUniversity School of Veterinary Medicine), Bone growth andremodeling, bone repair in response to injury, bone grafting,surgical and other orthopaedic disease models, musculoskeletalvascular disease, bone and soft tissuebiomechanics, skeletal tissue engineering, orthopedicdevice developmentAdjunct Professor Michael Levin, (Department ofBiology), Regenerative and developmental biologyAdjunct Professor Pam Yelick (Tufts University School ofDental Medicine), Molecular genetic analyses of craniofacialcartilage, bone, and tooth developmentAdjunct Assistant Professor Frederick Blaise (McLeanHospital), Magnetic resonance equipment and techniquesfor the study of psychiatric illness in Alzheimer’s diseaseand substance abuseAdjunct Associate Professor Caroline Cao (Departmentof Mechanical Engineering), Endoscopy and surgery, humanfactors, remote instrumentation, human-machine interface,robotic surgery, surgical training, virtual realityAdjunct Assistant Professor Lorenz Meinel (ETH Zurich),Drug delivery interfacesAdjunct Assistant Professor Douglas Vetter (TuftsMedical Center), Molecular, biochemical, and physiologicalaspects of brain-inner ear interactionsAdjunct Assistant Professor Lawrence Wald, (HarvardMedical School), Development and application of novel MRtechniques for the clinical and scientific investigation ofbrain functionEmeritus Associate Professor Vo Van Toi, Biomedicalinstrumentation, vision and ophthalmology, telemedicineThe biomedical engineer is responsible for designand development of the technology and devicesthat are at the heart of the far-reaching improvementsin human health that have been occurringover the last few decades. These advances includebetter tools for understanding disease and health, aswell as better ways to both treat disease and maintainhealth. The rapid expansion of the field of biomedicalengineering is due to many factors,including 1) scientific and technological advancesin the life sciences, materials science, and the engineeringdisciplines; 2) the increasing recognition ofthe role of interdisciplinary strategies to solve complexbiomedical problems; and 3) the aging of thepopulation leading to increasing healthcare needsand the associated demands and costs.The vision of the Biomedical EngineeringDepartment is to promote integrative research,education, and entrepreneurship at the forefront ofbiomedical science and engineering. The mission ofthe Biomedical Engineering Department is to preparestudents to 1) identify, formulate, and solveopen-ended biomedical engineering problems byintegrating and applying basic principles of biologyand engineering/physical sciences; 2) be creative,entrepreneurial, self-learning, and innovative; 3) bequalified to perform, manage, or lead originalresearch at the highest levels in private industry,research laboratories, and academia, and to teach inthe field.98

B I O M E D I C A L E N G I N E E R I N G >UNDERGRADUATE PROGRAMSBachelor of Science in Biomedical EngineeringThe bachelor of science in biomedical engineeringis a research-oriented degree program that combinesintensive training in research methods, techniques,and practical skills with a solid science and engineeringcurriculum that provides breadth anddepth in the field. A key aspect of biomedicalengineering is its interdisciplinary nature; introductorycourses in mathematics, biology, chemistry,and physics, and foundation/concentrationcourses build the basis for creating the synergyamong these disciplines that is required in thepractice of biomedical engineering.The curriculum leading to the bachelor of sciencedegree in biomedical engineering is intendedto prepare students to continue with graduatestudy either in biomedical engineering or medicine,or to enter professional practice as an engineeror designer of biomedical systems. Thecurriculum includes intensive instruction in thesciences and engineering disciplines, as well as aunique integrated research experience coveringsophomore to senior years, in which each studentparticipates in an interdisciplinary research team tolearn about research techniques; study researchproblems in biomedical engineering; and propose,implement, and evaluate solutions to these problems.Those students who are interested in applyingfor the B.M.E. first major must, by December oftheir freshman year, fulfill the requirement forMath 11, and take and complete for a grade atTufts two of the following four courses (Chemistry1 with lab, Chemistry 2 with lab, Physics 11 withlab, Physics 12 with lab), and submit an application(available at the department and on thedepartment website) before December 1st of theirfreshman year. Of the students that will apply tothe department, the 15 students obtaining the topcumulative grade point averages during the firstsemester of their freshman year will be admittedinto the program. The department will notify studentsof their acceptance into the program duringthe winter break of their freshman year, aftergrades are posted for the fall term.A sample course schedule for the B.S.B.M.E.program (38 credits) is listed below.First YearFALL TERMMathematics 11Chemistry 1 (+ lab)Physics 11 (+ lab)English 1Engineering 2 (half credit)Engineering elective (half credit)SPRING TERMMathematics 12Physics 12 or Chemistry 2 (+ lab)Humanities or social sciences electiveEngineering Science 2Sophomore YearFALL TERMMathematics 13Biology 13Engineering Science 3Engineering Science 5Humanities or social sciences electiveBiomedical Engineering 3 (half credit)SPRING TERMMathematics 38Chemistry 2 or Physics 12 (+ lab)Biomedical Engineering 50Engineering Science 7Biomedical Engineering 4 (half credit)Junior YearFALL TERMBiology 41Engineering Science 8Biomedical Engineering 100Humanities or social sciences electiveBiomedical Engineering 5 (half credit)SPRING TERMBiology 116 or Engineering Science 122Biomedical Engineering 62Biomedical Engineering 101Humanities or social sciences electiveBiomedical Engineering 6 (half credit)Senior YearFALL TERMBiomedical Engineering 165 or concentration electiveBiology 132Biomedical Engineering 164Biomedical Engineering 7 or Biomedical Engineering8999

B I O M E D I C A L E N G I N E E R I N G >SPRING TERMBiomedical Engineering 131 or concentration electiveConcentration electiveUEP 122 or SS ElectiveBiomedical Engineering 8The selection of elective courses described abovemay be altered for program flexibility. The assignmentshere reflect one possible way of meeting therequirements for the degree. A list of appropriatefoundation and concentration electives is availablefrom the department.SECOND MAJOR IN BIOMEDICALENGINEERINGThe second major in biomedical engineering isoffered to engineering students. Students mustenroll in conjunction with another engineeringundergraduate departmental major. For the secondmajor in biomedical engineering, students arerequired to complete ten courses. No more thanfive of these courses may be used to fulfill the concentrationrequirement of the first major. All tencourses must be taken for a letter grade.The ten credits required for the second major inbiomedical engineering as follows:1. Biology 132. Biomedical Engineering 503. Biomedical Engineering 624. Biomedical Engineering 1005. Biomedical Engineering 101 orBiomedical Engineering 1316. Biomedical Engineering 1647. One Biomedical Engineering elective course8. Two concentration elective courses from a list availablefrom the department9. One elective course approved by the BME Second MajoradvisorSECOND MAJOR IN BIOMEDICAL SCIENCESThe second major in biomedical engineering sciencesis offered to liberal arts students. Studentsmust enroll in conjunction with another undergraduatedepartmental major. For the second majorin biomedical engineering sciences, students arerequired to complete ten courses. No more thanfive of these courses may be used to fulfill the concentrationrequirement of the first major. All tencourses must be taken for a letter grade.The ten credits are required for the second majorin biomedical engineering are as follows:1. Biomedical Engineering 502. Biomedical Engineering 623. Three Biomedical Engineering elective courses4. Five elective courses related to biomedical engineering,including independent studies, research, and design projects.These courses may be found on a list available fromthe department.MINOR IN BIOLOGICAL ENGINEERINGThe department also offers a minor in biomedicalengineering, for which five credits are required.The requirements are the following five courses,which must all be taken for a letter grade:Biomedical Engineering 50 Introduction to BiomedicalEngineeringBiomedical Engineering 62/162 Molecular BiotechnologyBiomedical Engineering 101 Introduction to BiomedicalOpticsTwo Biomedical Engineering elective coursesGRADUATE PROGRAMSThe Department of Biomedical Engineering offersprograms leading to the degrees of master of engineering(M.Eng.) for students seeking an educationat an advanced level in biomedicalengineering, and master of science (M.S.) anddoctor of philosophy (Ph.D.) for students preparingfor careers in which research is a central activity.Students can be accepted into either theM.Eng. program, the M.S. program, or directlyinto the Ph.D. program.A.M.E. or M.S. degree is not required for studentsto apply to the Ph.D. program. Ph.D. candidatesmay obtain an M.Eng. or M.S. degreeduring their study if the requirements for thedegree are fulfilled. Students who receive theM.Eng. or M.S. degree and wish to continue theirstudies toward the Ph.D. need to be formallyaccepted into the Ph.D. program at that time.The M.S. and Ph.D. programs in the Departmentof Biomedical Engineering are stronglyresearch-oriented, with emphasis on independentresearch work reflected in the candidate’s thesis ordissertation. Because biomedical engineering is amultidisciplinary field, students are expected towork in collaboration with scientists in diversefields including engineering, health, and life sciences.The required courses consist of foundation100

B I O M E D I C A L E N G I N E E R I N G >B I O P S YC H O LO G Y >B I OT E C H N O LO G Y >courses and elective courses. The purpose of thefoundation courses is to provide a broad backgroundin biomedical engineering, and to introducethe research activities in the department. Thepurpose of the elective courses is to provide indepthknowledge in specific areas of biomedicalengineering as a solid basis for students to excel intheir research work. It is advisable that M.S. andPh.D. students first identify a field of interest anda research adviser, and then select elective coursesaround the research topic of choice. At the discretionof the research adviser, students who lacksuitable preparation may be required to take additionalundergraduate-level courses, and studentswho are already qualified may be exempt fromsome courses. Transfer of graduate course credits isalso possible.GRE and TOEFL (if applicable) are requiredfor admission into the programs. Prospective studentscan obtain more admission information,financial-aid information and application forms athttp://gradstudy.tufts.edu/.Master of EngineeringThe department offers a program leading to themaster of engineering (M.Eng.) degree in biomedicalengineering. The M.Eng. program is aimed atstudents who desire to acquire broad knowledge inbiomedical engineering. The emphasis is on multidisciplinaryinterfaces in the areas covered by biomedicalengineering.Ten credits are required for the M.Eng. degree:two foundation courses (2 credits), seven graduatecourses (7 credits), research seminars for at leasttwo semesters (no credit), and a project (1 credit).Master of ScienceThe department offers a program leading to themaster of science (M.S.) degree in biomedicalengineering.Ten credits are required for the M.S. degree:two foundation courses (2 credits), three or moregraduate courses— which can include special topicscourses (3 to 4 credits), research seminars forat least two semesters (1 to 2 credits), and a thesis(3 credits).Doctor of PhilosophyThe department offers a program leading tothe Ph.D. degree in biomedical engineering.Thirty credits are required for a Ph.D. with priorB.S. degree: three foundation courses (3 credits),graduate elective courses–may be special topicscourses (at least 5 credits), research seminars for atleast four semesters (2 or more credits), and a thesis(up to 20 credits). Twenty credits are requiredfor a Ph.D. with prior M.Eng. or M.S. degree:three foundation courses (3 credits), graduateelective courses (at least 1 credit), research seminarsfor at least four semesters ( 2 or more credits),and a thesis (up to 14 credits).For more detailed information, please visit thewebsite http://engineering.tufts.edu/bme.Biopsychology(FOR DEGREE REQUIREMENTS, SEE BIOLOGY ORPSYCHOLOGY.)BiotechnologyFACULTY ADVISER:Professor David Kaplan, Chemical and BiologicalEngineering, Biomedical EngineeringBiotechnology has applications in a number ofdiverse fields, including recent growth in applicationsin gene therapy, protein and tissue engineering,and bioremediation. The tools of biotechnologyare now universally applied to both basic researchefforts and to large-scale manufacturing processes,and the field is continuing to grow at a rapid pace.SECOND MAJOR IN BIOTECHNOLOGYThis program is offered as a major only in conjunctionwith enrollment in a regular undergraduatemajor, ordinarily excluding interdisciplinaryprograms. The biotechnology program has beendesigned with two tracks: a science track forundergraduate students enrolled in the College ofLiberal Arts, and an engineering track for undergraduatestudents enrolled in the School ofEngineering.Core CurriculumBiology 1/Engineering Science 11 Introduction to Biologyor Biology 13 Cells and OrganismsBiology 41 GeneticsBiomedical Engineering/Biology/Chemical andBiological Engineering 62/162 Molecular BiotechnologyOne laboratory course from:101

B I OT E C H N O LO G Y >Biology 50 Experiments in Biology IIBiomedical Engineering 175 Tissue EngineeringLaboratoryChemical and Biological Engineering 163 RecombinantDNA TechniquesChemical and Biological Engineering 168 BiotechnologyProcessing Projects LaboratoryTrack curriculaSCIENCE TRACKTwo core courses:Biology 105 Molecular BiologyBiology 152 Biochemistry and Cellular Metabolismor Biology/Chemistry 171 Biochemistry IFour electives from:Biology 103 Developmental BiologyBiology 104 ImmunologyBiology 106 MicrobiologyBiology 153 Topics in BiochemistryBiology 177 Topics in InflammationBiology 184 Topics in Developmental BiologyBiomedical Engineering/Biology/Chemical andBiological Engineering 162 Molecular BiotechnologyBiomedical Engineering 193-04 Drug DeliveryChemical and Biological Engineering 160 BiochemicalEngineeringChemical and Biological Engineering 161 ProteinPurificationChemical and Biological Engineering 164 Biomaterialsand Tissue EngineeringChemical and Biological Engineering 166 Principles ofCell and Microbe CultivationChemical and Biological Engineering 167 Metabolicand Cellular EngineeringChemistry 135 Biophysical ChemistryUp to two credits of research may be countedtoward electives.ENGINEERING TRACKTwo core courses:Chemical and Biological Engineering 161 ProteinPurificationChemical and Biological Engineering 166 Principles ofCell and Microbe CultivationFour electives from:Biology 103 Developmental BiologyBiology 104 ImmunologyBiology 105 Molecular BiologyBiology 106 MicrobiologyBiology 152 Biochemistry and Cellular MetabolismBiology 153 Topics in BiochemistryBiology/Chemistry 171 Biochemistry IBiology 177 Topics in InflammationBiology 184 Topics in Developmental BiologyBiomedical Engineering 193-04 Drug DeliveryChemical and Biological Engineering 160 BiochemicalEngineeringChemical and Biological Engineering 162 MolecularBiotechnologyChemical and Biological Engineering 164 Biomaterialsand Tissue EngineeringChemical and Biological Engineering 167 Metabolicand Cellular EngineeringChemistry 135 Biophysical ChemistryTwo credits of research may be counted towardelectives.MINOR IN BIOTECHNOLOGY ENGINEERINGThe minor in biotechnology engineering is offeredto students in the School of Engineering and theCollege of Liberal Arts. Five courses are requiredfor this minor.One course from the following:Biology 152 Biochemistry and Cellular Metabolismor Biology/Chemistry 171 BiochemistryTwo courses from the following:Chemical and Biological Engineering 161Biochemical SeparationChemical and Biological Engineering/Biology 162Molecular BiotechnologyChemical and Biological Engineering 166Principles of Cell and Microbe CultivationOne course from the following:Biology 50 Experiments in Biology IIBiomedical Engineering 175 Tissue EngineeringLaboratoryChemical and Biological Engineering 163Recombinant DNA TechniquesChemical and Biological Engineering 168 BiotechnologyProcessing Projects LaboratoryOne course from the following:Biology 103 Developmental BiologyBiology 104 ImmunologyBiology 105 Molecular BiologyBiology 106 MicrobiologyBiology 153 Topics in BiochemistryBiology 177 Topics in InflammationBiology 184 Topics in Developmental Biology102

B I OT E C H N O LO G Y >Chemistry 135 Biophysical ChemistryChemical and Biological Engineering 160Biochemical EngineeringChemical and Biological Engineering 164Biomaterials and Tissue EngineeringGRADUATE PROGRAMSThe Tufts Bioengineering and Biotechnology Centersponsors graduate training in biotechnologythrough joint programs with the departments ofbiology, chemical and biological engineering, andchemistry, and the Gordon Institute of EngineeringManagement. Master’s degree programs may beentirely course-based (such as the practice-orientedmaster of engineering degree) or research-based(thesis). Doctoral degree programs may be pursuedpart-time with a one-year residency requirement.For information about the programs, please referto the cosponsoring department.Biology/Biotechnology (M.S./Ph.D.)Degree programs are designed for students whoseinterests are in molecular biology and the appliedaspects of biotechnology, and who prefer a programemphasizing biology rather than engineering(cosponsored by the Department of Biology).Biotechnology Engineering (M.S./M.E./Ph.D.)Degree programs are designed for students who areinterested in the engineering aspects of biotechnology(sponsored by the Department of Chemicaland Biological Engineering).Chemistry/Biotechnology (M.S./Ph.D.)Degree programs are designed for students withinterests in chemistry and the applied aspects ofbiotechnology, and who prefer a program emphasizingthe chemical aspects of biotechnology(cosponsored by the Department of Chemistry).Engineering Management with Specialization inBiotechnology (M.S.)The master’s degree program is designed forworking professionals in management or desiringto move into management positions. The programemphasizes a project approach to learning(cosponsored by the Gordon Institute ofEngineering Management).CERTIFICATE PROGRAMSTufts Bioengineering and Biotechnology Centeroffers three graduate-level certificate programs toqualified students through the Office of GraduateStudies, and in conjunction with the departmentsof biology, chemical and biological engineering,and chemistry. The certificate programs can becompleted on a part-time, nondegree basis by studentswho are seeking professional training in thefield or preparing for a degree program. In mostcases, courses taken as a certificate student can betransferred into a related master’s degree program.The programs are open to students who havealready earned a bachelor’s degree. Four courses arerequired for each certificate.Certificate Program in BiotechnologyEmphasizes molecular biology practices and stateof-the-artcloning and expression techniques toexplore aspects of biotechnology.Two core courses from the following:Biology 105 Molecular BiologyBiology 152 Biochemistry and Cellular MetabolismBiology 153 Topics in BiochemistryBiology/Chemistry 171 Biochemistry IBiology/Chemistry 172 Biochemistry IIChemical and Biological Engineering 161 ProteinPurificationChemical and Biological Engineering 162 MolecularBiotechnologyBiomedical Engineering 164 Biomaterials and TissueEngineeringChemical and Biological Engineering 166 Principles ofCell and Microbe CultivationOne of these three laboratory courses:Biomedical Engineering 175 Tissue EngineeringLaboratoryChemical and Biological Engineering 163 RecombinantDNA TechniquesChemical and Biological Engineering 168Biotechnology Processing Projects LaboratoryOne elective course in biology, chemical and biologicalengineering, or chemistry that is relevantto biotechnology.Certificate Program in Biotechnology EngineeringEmphasizes state-of-the-art bioprocessingprinciples, utilizing industry-based projects andcase studies.Two core courses:103

B I OT E C H N O LO G Y >B I OT E C H N O LO G Y A N D B I OT E C H N O LO G Y E N G I N E E R I N G >C H E M I C A L A N D B I O LO G I C A L E N G I N E E R I N G >Chemical and Biological Engineering 161 ProteinPurificationChemical and Biological Engineering 166 Principles ofCell and Microbe CultivationOne laboratory course:Chemical and Biological Engineering 163Recombinant DNA Techniquesor Chemical and Biological Engineering 168Biotechnology Processing Projects Laboratory orBiomedical Engineering 175 Tissue EngineeringLaboratoryOne elective course in biology, chemical andbiological engineering, or chemistry that is relevantto biotechnology.For more detailed information, please visitthe website http://ase.tufts.edu/chemical.Biotechnology andBiotechnology EngineeringCertificate ProgramFaculty adviser: Professor David L. Kaplan, BiomedicalEngineering / Chemical and Biological EngineeringThe field of biotechnology is vibrant, with constantnew developments and advances that are generatingopportunities for scientific exploration andemployment. New biotechnology-derived pharmaceuticalproducts are gaining FDA approval, thesequencing of the human genome will lead totremendous new opportunities in disease prevention,and transgenic plants and animals are offeringnew options in large-scale production of products.The ability to manipulate the genetic content ofmicrobial, insect, animal, and plant cells has led toa variety of commercial applications in medicine,nutrition, materials science, and the environment.Through industry-based projects and case studies,the certificate courses cover the fundamentalsand practical considerations in the field, includingconstruction of recombinant DNA and the productionof enzymes, therapeutic proteins, vaccines andsmall-molecule primary and secondary metabolites.The curriculum features modern techniques forseparation and purification of small and large biomolecules,including techniques specially designedfor today's biotechnology products. In addition,production and separation case studies emphasizeprocess economics, GMP, and QA/QC.The program is open to students with a bachelor'sdegree and a background in biology, chemistry,or engineering. Students who lack the necessarybiology or engineering background can take primercourses during the summer.Two certificate programs are available. Eachcertificate requires four courses.For more information and an application, contactthe Office of Graduate Studies at 617-627-3395,or visit http://gradstudy.tufts.edu/.Chemical and BiologicalEngineeringProfessor Nakho Sung, Chair; Polymers and composites,interface science, polymer diffusion, surface modificationProfessor Linda Abriola, Joint appointment with Civil andEnvironmental Engineering; groundwater hydrology, contaminantfate and transportProfessor Maria Flytzani-Stephanopoulos,Environmental catalysis, clean energy technologies, nanostructuredoxides, fuel cellsProfessor Christos Georgakis, Modeling, optimizationand process control, batch processingProfessor David L. Kaplan, Joint appointment withBiomedical Engineering; biotechnology, biomaterials, tissueengineeringEmeritus Professor Gregory Botsaris, Crystallization,nucleation, applied surface scienceEmeritus Professor Kenneth A. Van Wormer, Jr.,Optimization, nucleation, reaction kinetics, VLSI fabricationAssociate Professor Kyongbum Lee, Metabolic engineering,tissue engineering, systems biologyAssociate Professor Jerry H. Meldon, Mass transfer,membrane processes, reaction-separation couplingAssociate Professor Daniel F. Ryder, Polymer and ceramicmaterials processing, inorganic/organic nanocompositematerialsAssistant Professor Blaine Pfeifer, Biotechnology, cellularengineering, natural product biosynthesis and developmentAssistant Professor Hyunmin Yi, Nanobiofabrication,Smart Biopolymers, BioMEMSAssistant Professor Matthew Panzer, Inorganic andhybrid quantum dot/ organic optoelectronic devicesProfessor of the Practice Steve Matson, Bioseparationand biocatalysis membrane processes104

C H E M I C A L A N D B I O LO G I C A L E N G I N E E R I N G >Professor of the Practice David Vinson, Process operabilitymodel based control, quality by designResearch Professor Howard Saltsburg, Catalysis,materials scienceResearch Associate Professor Aurelie Edwards,Physiological modelingLecturer Glen Bolton, Protein purification, industryLecturer Larry Cohen, Hazardous waste treatment technologiesChemical engineering builds on the sciences, especiallychemistry and biology, to design processesand products that are useful for society. Chemicalengineers tend to be the broadest of all engineersand thus are employed in a wide range of industries.Besides being well-trained in sciences theyappreciate the central role of economics as they areoften concerned with the production of productsthat will be sold and bought at an affordable price.Their professional skills are required whereverengineering and chemistry or biology intersect.This occurs not only in the chemical industry butalso in the biological, environmental, health, legal,and medical fields. Chemical engineers areresearchers, designers, producers, and managers.Petroleum, paints, plastics, paper, detergents, pharmaceuticals,vaccines, microchips, drugs, processedfoods, fertilizers, conventional and nuclear fuels,insecticides, rocket propellants, synthetic fibers, andrubber are among the many products they helpcreate.Students who major in chemical engineeringhave considerable flexibility in choosing a programand are assisted in doing so by a departmentaladviser. A student may choose a curriculum leadingto the professional degree of Bachelor of Science inchemical engineering or a curriculum leading tothe more general Bachelor of Science in engineering.The professional degree curriculum is accreditedby the Accreditation Board for Engineeringand Technology (ABET) and prepares its recipientsfor professional practice or graduate study.Most of the recipients of this degree follow variousengineering careers. Many students also use theprofessional degree curriculum as preparation forfurther study in medicine, law, business, or science.The general engineering degree curriculum issimilar to that of a science major in the College ofLiberal Arts. It allows more electives than the professionaldegree curriculum, as well as more coursesin the humanities and social sciences. This curriculumis intended for students who desire an understandingof engineering fundamentals and willmake their careers in related fields such as medicine,business and law. This degree is not ABETaccredited.Undergraduates are encouraged to participate inthe department's research programs and independentstudy for degree credit.UNDERGRADUATE PROGRAMBachelor of Science in Chemical EngineeringThe mission of the BSChE degree programoffered by the Chemical and Biological EngineeringDepartment is to provide its undergraduatestudents:a) A strong foundation in the pure sciencesincluding biology, chemistry, mathematics andphysics.b) A solid understanding of the fundamentalchemical engineering sciences, coupled with quantitativeskills, so as to provide a basis for a successfulprofessional career within the technology fields.c) Training of communication skills consistent withthe requirements of both the technical professionsand the broader community in which they live.d) A capacity and desire for the pursuit of lifelonglearning.The faculty is committed to accomplishing thismission through the integration of teaching andresearch.The goals of the B.S.Ch.E. program are to:a) Provide students a sound technical foundation inboth the traditional and emerging areas of chemicalengineering. In particular, the Tufts B.S.Ch.E. programemphasizes the incorporation of the biologicalsciences into the technical foundationthroughout the curricula.b) Provide quality instruction emphasizing the logicalidentification and solution of problems; thesolution of complex quantitative problems usingcomputational methods; and the application ofengineering analysis to the chemical and biologicalsciences.c) Offer a high-quality instruction that encompassesnot only the technical content but alsomakes students aware of the societal implicationsof technology.d) Provide students the opportunity to formulate,analyze, and solve engineering problems within a105

C H E M I C A L A N D B I O LO G I C A L E N G I N E E R I N G >team structure; and to communicate their findingsin both written and oral forms.e) Encourage and provide opportunities to samplespecialized areas through elective courses, minorprograms, industrial internships, and independentresearch; and as such, to foster an appreciation forlifelong education.A suggested program of required courses and freeelectives for the bachelor of science degree in chemicalengineering (accredited program) follows.First-Year ProgramFALL TERMEngineering 2 (half credit)Engineering Graphics and CADEngineering—Introductory elective (half credit)Mathematics 11 Calculus IChemistry 1 or 11 Chemical Fundamentals withlaboratoryEnglish 1 Expository WritingSPRING TERMEngineering Science 2 Introduction to Computing inEngineeringMathematics 12 Calculus IIChemistry 2 or 12 Chemical Principles with laboratoryPhysics 11 General Physics I with laboratoryHumanities/ Social sciences/ Arts electiveSophomore YearFALL TERMChemistry 31 and 33 Physical Chemistry I with laboratoryMathematics 13 Calculus IIIChemical and Biological Engineering 10 Chemical andBiological Thermodynamics and Process Calculations IBiology 1 or 13 Introduction to Biology or Cells andOrganisms with laboratoryHumanities/ Social sciences/ Arts electiveSPRING TERMChemical and Biological Engineering 11 Chemical andBiological Thermodynamics and Process Calculations IIChemical and Biological Engineering 39 AppliedMathematics and Software in Chemical and BiologicalEngineeringMathematics 38 Differential EquationsEngineering Science 10 Introduction to Materials ScienceHumanities or social sciences electiveJunior YearFALL TERMChemical and Biological Engineering 21 Fluid Dynamicsand Heat TransferChemistry 51 and 53 Organic Chemistry with LaboratoryEngineering Science 3 Introduction to Electricalsystems with laboratoryHumanities or social sciences electiveSPRING TERMBiology 152 Biochemistry and Cellular MetabolismChemical and Biological Engineering 22Mass TransferChemical and Biological Engineering 102Reactor DesignChemical and biological engineering electiveSenior YearFALL TERMChemical and Biological Engineering 45Chemical and Biological SeparationsChemical and Biological Engineering 51Chemical and Biological Engineering Laboratory (halfcredit)Chemical and Biological Engineering 109Process Dynamics and ControlChemical and Biological Engineering Foundation electiveChemical and Biological Engineering ConcentrationelectiveSPRING TERMChemical and Biological Engineering 52 Chemical andBiological Engineering LaboratoryChemical and Biological Engineering 60 Product andProcess DesignChemical and Biological Engineering ConcentrationelectiveHumanities/ Social Sciences/ Arts electiveFree electiveApproved Advanced Chemistry Elective CoursesTwo advanced chemistry electives are required andare to be chosen from the following list. Exceptionsmust be approved by the department.Chemical and Biological Engineering 121 Principles ofPolymerizationChemical and Biological Engineering 122 PhysicalPolymersChemical and Biological Engineering 140 Surface andColloid ChemistryChemistry 32 Physical Chemistry IIChemistry 42 Analytical ChemistryChemistry 52 Organic ChemistryChemistry 55 Advanced Synthesis LaboratoryChemistry 61 Inorganic ChemistryChemistry Chemistry 132 Chemical Kinetics andDynamics106

C H E M I C A L A N D B I O LO G I C A L E N G I N E E R I N G >Chemistry 133 Quantum MechanicsChemistry 135 Biophysical ChemistryChemistry 136 Spectroscopy and Molecular StructureChemistry 141 Instrumental AnalysisChemistry 150 Intermediate Organic ChemistryChemistry 151 Physical Organic ChemistryChemistry 152 Advanced Organic SynthesisChemistry 155 Organic SpectroscopyChemistry 161 Advanced Inorganic ChemistryChemistry 162 Chemistry of Transition ElementsChemistry 163 Diffraction Methods of StructureDeterminationOne advanced chemistry elective may be substitutedby an advanced natural science elective fromthe following list.Biology 41 General GeneticsBiology 46 Cell BiologyBiology 104 ImmunologyBiology 105 Molecular BiologyBiology 106 MicrobiologyBiology 134 NeurobiologyBiology 153 Topics in BiochemistryPhysics beyond Physics 12For natural science courses accepted towards theEngineering degrees, refer to the School of Engineeringlist posted in the student services website:https://webcenter.studentservices.tufts.edu/coursedesc/natural_sciences_engineering.aspx. The followingChemical and Biological Engineering courses arealso accepted as natural science electives in additionto the School of Engineering list:ChBE 62/162 Introduction to BiotechnologyChBE 163 Recombinant DNA TechniquesChBE 164 Biomaterials and Tissue EngineeringChBE 168 Biotechnology Processing Projects LaboratoryStudents seeking admission to the program shouldconsult their undergraduate advisor and theirprospective graduate advisers before applying tothe graduate school. Combined-degrees studentsare expected to fulfill all the requirements of theundergraduate and graduate programs. No coursesoffered in fulfillment of one set of requirementsmay be used for the other.Admission to the program occurs during thejunior year. Only in exceptional cases will an applicationbe accepted after the junior year. Therefore,students interested in the program should contacttheir advisers early in their academic career tofacilitate program planning. A student may elect towithdraw from the program at any time by filingthe appropriate petition.Bachelor of Science in EngineeringThis general engineering degree program combinesliberal arts with basic engineering education in afour-year non-accredited program. It is for theindividual who may not wish to function as a professionalengineer, but who wants a basic scienceand technology background as preparation for acareer in a related field such as medicine, law, orbusiness.Flexibility is built into the program so that studentscan pursue their own interests to a greaterextent than is possible in the accredited engineeringprograms. The thirty-eight courses required forcompletion of the program are listed below.Introductory Courses - ten course credits:EN 2 (half-credit); EN Elective; ES 2Mathematics 11, 12, 13, and 38Chemistry 1 and 2Biology 1 or 13Physics 11ES, Science, Math and Engineering: 11 creditsChemistry 51 and 53; 9 electivesChemical Engineering: 6 creditsChBE 10 and 11; 4 electivesHumanities, Social Science, and Arts: 6 creditsEnglish 1 or 3Humanities electiveSocial Science elective3 Humanities/ SS/ Arts electivesFree electives: 5 creditsPremedical, Predental, and PreveterinaryPreparation via the Chemical EngineeringCurriculumStudents interested in entering medical, dental, orveterinary school after graduation can satisfy professionalschool entrance requirements whileworking toward a bachelor's degree in the Departmentof Chemical and Biological Engineering.Modern medical practice and research isincreasingly dependent on engineering methodsand devices. Automatic instruments now monitorand assist body function. New synthetic materialsrepair and even replace body tissue. Mathematicalequations that describe the flow of fluids in pipesapply to the flow of blood in veins. The kidney,107

C H E M I C A L A N D B I O LO G I C A L E N G I N E E R I N G >lung, and heart functions have analogies in chemicalengineering process equipment.Computers are used in diagnosis and research.Given these important areas in medicine, there is aneed for students to combine undergraduate engineeringwith graduate medical training. Two kindsof preparatory programs are suggested by thedepartment. The first is the professional degreeprogram in chemical engineering; a student choosingthis program must complete all the requirementsfor the accredited bachelor of science degreein chemical engineering. Courses required forentrance into medical, dental, or veterinary schoolare met through selection of electives, summerschool, or an increase in course load.The second program has greater flexibility andleads to the non-accredited Bachelor of Sciencedegree in engineering, described above. This programgives students a foundation in engineeringfundamentals and the possibility of satisfying professionalschool entrance requirements and pursuingindividual interests in other fields throughselection of electives.UNDERGRADUATE MINOR PROGRAMSIn addition to completing the courses for the concentrationrequirement, an undergraduate may electto enroll in a minor program in a different,although possibly related field. All courses used infulfillment of the minor program must be taken fora grade. No more than two courses used to fulfill afoundation or concentration requirement may becounted toward fulfillment of the minor. Studentsmay not complete both a minor and a concentrationin the same discipline.Biotechnology Engineering MinorFive courses are required to obtain this minor.Biology 152 or Chemistry 156; two courses fromthe following: Chemical and Biological Engineering62, 161, or 166; one course from the following:Biology 50, Chemical and Biological Engineering163 or 168; and an elective chosen from anapproved list. No more than two courses used tofulfill a foundation, distribution, or concentrationrequirement may be counted toward the minor.Chemical Engineering MinorFive courses are required: Chemical and BiologicalEngineering 10, 11, 39, 102; and a chemical engineeringelective approved by the minor committee.All courses must be taken for a grade. No morethan two courses used to fulfill a foundation, distribution,or concentration requirement may becounted toward the minor.SECOND MAJOR IN BIOTECHNOLOGYThis program is offered as a major only in conjunctionwith enrollment in a regular undergraduatemajor, ordinarily excluding interdisciplinaryprograms. The biotechnology program has beendesigned with two tracks: a science track forundergraduate students enrolled in the College ofLiberal Arts, and an engineering track for undergraduatestudents enrolled in the School ofEngineering.Core CurriculumBiology 1 Introduction to Biologyor Biology 13 Cells and OrganismsBiology 41 GeneticsChemical and Biological Engineering/Biology 62Molecular BiotechnologyOne laboratory course from:Biology 50 Experiments in Molecular BiologyChemical and Biological Engineering 163Recombinant DNA TechniquesChemical and Biological Engineering 168Biotechnology Processing Projects LaboratoryTrack curriculaSCIENCE TRACKTwo core courses:Biology 105 Molecular BiologyBiology 152 Biochemistry and Cellular MetabolismFour electives from an approved list provided bythe department. Up to two credits of research maybe counted toward electives.ENGINEERING TRACKTwo core courses:Chemical and Biological Engineering 161 Protein PurificationChemical and Biological Engineering 166 Principlesof Cell and Microbe CultivationFour electives from an approved list provided bythe department. One credit of research may becounted toward electives.108

C H E M I C A L A N D B I O LO G I C A L E N G I N E E R I N G >CERTIFICATE PROGRAMSThe Chemical & Biological EngineeringDepartment offers three graduate-level certificateprograms to qualified students through the Officeof Graduate Studies. The certificate programs,Biotechnology, Biotechnology Engineering andBioengineering can be completed on a part-time,non-degree basis by students who are seeking professionaltraining in the field or preparing for adegree program. In most cases, courses taken as acertificate student can be transferred into a relatedmaster’s degree program. The programs are opento students who have already earned a bachelor’sdegree. Four courses are required for each certificate.A certificate builds on the strength of existingTufts courses and programs. As a certificate student,you have the flexibility to choose coursesthat were created exclusively for a certificate program,as well as the traditional Tufts graduate andundergraduate courses. In order to accommodateworking professionals’ schedules, most certificatecourses are offered in the late afternoon andevening.Certificate students may apply later for arelated master’s or doctoral program at Tufts. Onceyou have been accepted, you are permitted totransfer four applicable certificate courses into agraduate program.GRADUATE PROGRAMThe Department of Chemical and BiologicalEngineering offers instruction leading to thedegrees of master of science, master of engineering,and doctor of philosophy. General GRE testscores are required of applicants to all graduatedegree programs.Master of Science or Master of Engineering withMajor in Chemical EngineeringCandidates for the master's degree programs inchemical engineering usually hold a bachelor ofscience degree in chemical engineering or in chemistry,with a suitable background in engineeringsubjects. A strong background in mathematics,biology, chemistry, and physics is essential. Studentswith degrees in physical science or otherengineering disciplines may become candidatesupon satisfactory completion of certain upper-levelundergraduate courses. A highly recommendedalternative to formal enrollment in academic-year,undergraduate chemical engineering courses is theintensive two-course summer sequence of Chemicaland Biological Engineering 1 and 2, which areoffered periodically. Successful completion of thesecourses qualifies a student to apply to the master'sdegree programs.Students enrolled in the Master of Sciencedegree program must take seven courses for lettergrades. No more than one of these seven may beguided individual study. Generally, at least fivecredits are from a list of chemical engineeringcourses; the remaining courses may be in alliedfields. A thesis (three credits) is also required alongwith an oral examination covering the field of thestudent's thesis. Only students in the Master ofScience degree program may apply for financialassistance.Students enrolled in the Master of Engineeringdegree program must take ten courses for lettergrades. Generally, at least eight credits are from alist of chemical engineering courses; the remainingcourses may be in allied fields.Master of Engineering or Master of Science withMajor in Bioengineering: Cell and BioprocessEngineeringCell and Bioprocess Engineering is a new trackoption of the master’s degrees in Bioengineeringoffered by the School of Engineering. Candidatesfor this track usually hold a bachelor of sciencedegree in chemical or biochemical engineeringwith a suitable background in chemical and biologicalsciences. Candidates with degrees in biology,biochemistry and strong background inmathematics, chemistry, and physics will also beconsidered. Students with degrees in physical scienceor other engineering disciplines who have nobackground in biology may become candidatesupon satisfactory completion of appropriate undergraduatecourses. For students without undergraduateengineering degrees, a highly recommendedalternative to formal enrollment in academic-yearundergraduate chemical engineering courses is theintensive two-course summer sequence of Chemicaland Biological Engineering 1 and 2, which areoffered periodically. Successful completion of thesecourses qualifies a student to apply for the master’sprogram. All Bioengineering master’s degree candidatesmust take a common core curriculumtotaling four credits. Candidates of the Cell andBioprocess Engineering track must also take four109

C H E M I C A L A N D B I O LO G I C A L E N G I N E E R I N G >C H E M I C A L P HYS I C S >C H E M I S T RY >required courses from a list of approved track-specificcourses. An additional two graduate levelelective courses are needed to complete the tencredit Master of Engineering degree. Studentsaccepted into the program will have the option ofpetitioning the admissions committee to pursue aMaster of Science degree. A student petitioningthe committee must have identified a researchadvisor who agrees to accept the student to theirlaboratory. Students enrolled in the Master of Sciencedegree program must complete a two-creditthesis (in lieu of the elective credits) in addition tothe eight credits of coursework.Doctor of PhilosophyDoctoral degrees are offered in both ChemicalEngineering and in Biotechnology Engineering.Candidates for the Doctor of Philosophy degree,except when otherwise recommended by thedepartment, will have completed the seven coursesrequired for the Master of Science degree. A qualifyingexamination must be satisfactorily completed.This examination is usually taken after one full yearof residence.In addition to satisfying the university requirementsfor the Doctor of Philosophy degree, a candidatemust satisfactorily complete a program ofcourses (established by the candidate's committee)and write a doctoral dissertation. The doctoral dissertationis considered the candidate's major task. Itmust represent a significant contribution to thefield and contain material worthy of publication ina recognized professional journal.For more detailed information, please visit thewebsite http://engineering.tufts.edu/chbe.Chemical Physics(FOR DEGREE REQUIREMENTS, SEE CHEMISTRYOR PHYSICS.)ChemistryAssociate Professor Arthur L. Utz, Chair; Physical andmaterials chemistryProfessor Robert R. Dewald, Physical chemistryProfessor Terry E. Haas, Physical inorganic and materialschemistryProfessor Jonathan E. Kenny, Physical andenvironmental chemistryProfessor Krishna Kumar, Organic and bioorganic chemistryProfessor Elena Rybak-Akimova, Inorganic and bioinorganicchemistryProfessor Mary Jane Shultz, Surface chemistry, environmentaland materials chemistryProfessor Robert D. Stolow, Organic chemistry,conformational studiesProfessor David R. Walt, Robinson Professorship inChemistry; Bioorganic and materials chemistryAdjunct Professor Marc d’Alarcao, Organic andbiomedical chemistryAssociate Professor Samuel P. Kounaves, Analytical,environmental, and materials chemistryAssociate Professor Albert Robbat Jr., AnalyticalchemistryAssociate Professor Charles Sykes, Physical chemistryAssistant Professor Clay Bennett, Bioorganic, chemicalbiology and synthetic chemistryAssistant Professor Joshua A. Kritzer, Bioorganic andchemical biology chemistryAssistant Professor Samuel W. Thomas, III, OrganicchemistryLecturer Sergiy Kryatov, Inorganic chemistry andchemical educationChemistry, the central science, offers exciting challengesto professionals who seek a fundamentalunderstanding of the world we live in, and creativesolutions to the problems confronting the globalcommunity. Chemistry offers more than hope inour attempts to feed, clothe, and house our burgeoningpopulations: It offers possibilities. In thesearch for renewable substitutes for scarce energysources and minerals, chemistry provides the basicframework for materials scientists. As the medicalcommunity fights to conquer new and old diseasesand improve the health of our populations, chemicalprinciples guide the paths of investigators, suggestingcorrelations in results, and pointing the waytoward ultimate solutions.On a national level, chemistry provides the keyto the future. In monitoring, cleaning up, and protectingour environment, chemistry can and mustbe wisely applied. In ensuring a healthy economy,chemistry now plays a vital role, as the U.S. chemicalindustry employs more than one million peopleand provides the second-largest positive internationaltrade balance of all commodity groups. Fromcommunity health to economic well-being, chemistrycan be expected to maintain its preeminent110

C H E M I S T RY >role in shaping and protecting our nation’s future.The study of chemistry is appropriate to manydifferent career goals, including medicine, law,physical and social sciences, engineering, and publicpolicy. The Department of Chemistry at Tufts iswell equipped to provide basic and advanced chemistryeducation to undergraduates. It offers a widevariety of courses, newly expanded and improvedfacilities, an active teaching and research faculty,and a favorable faculty-to-student ratio. Studentswho participate in research receive a great deal ofpersonal attention from their faculty adviser, andhave excellent opportunities for undertaking seniorprojects and honors theses. They may choose froma broad range of research projects, because the facultyis involved in all the traditional areas of chemicalresearch, as well as many of the exciting newinterdisciplinary endeavors.UNDERGRADUATECONCENTRATION REQUIREMENTSThe chemistry department offers four majors: 1) anAmerican Chemical Society (ACS)- certifiedmajor, 2) a chemistry major, 3) a chemical physicsmajor, and 4) a biochemistry major. Each of thesefour majors must be completed with a minimumGPA of 2.00 for the courses applied to the major.Additionally, no more than one course (of anycredit value) with a grade below a C- may beapplied to any of these majors. The ACS-certifieddegree includes a certificate issued by the AmericanChemical Society and is recommended for thosewhose career goals include employment as a professionalchemist or scientist, involvement in research,or graduate school in chemistry. Courses leading toa certified major include research that offers studentsan opportunity to work closely with membersof the department’s renowned research faculty.The major in chemical physics is intended forthose students who desire a more theoretical,physics-oriented education. The biochemistrymajor is recommended for those students with aninterest in biologically oriented chemistry. Thechemistry major offers greater flexibility in courseselection.Students with interest in any of these majorsshould look for more information on the department’swebsite at http://chem.tufts.edu.ACS-Certified Major in ChemistryFoundation: Chemistry 1, 11 or 16; and Chemistry2 or 12. Core courses: Chemistry 31, 32, 33, 34,42, 51, 52, 53, 54, 61, 63, 171, and one additionalcourse in chemistry that has Chemistry 2 (or 12) asa prerequisite. Research: Chemistry 91 and 92.Also required are Mathematics 11 (or 17) and 12(or 18) and Physics 1 (or 11) and 2 (or 12). Formore information please visit the department’swebsite at http://chem.tufts.edu.Major in ChemistryFoundation: Chemistry 1, 11, or 16; and Chemistry2 or 12; Intermediate: Chemistry 31, 33, 42, 51, 53;three additional courses in intermediate oradvanced chemistry, excluding Chemistry 34 and54; and two approved courses in related fields. Fullcredit chemistry courses which have Chemistry 2(or 12) as a prerequisite may be used to fulfill therelated fields courses. Because of the importance oftaking intermediate and advanced formal courses inchemistry, such as Chemistry 32, 34, 52, 54, and61, only one course of undergraduate research,specifically Chemistry 92, Research II, may becounted toward the three additional courses inintermediate or advanced chemistry.Also required are Mathematics 11 (or 17) and12 (or 18) and Physics 1 (or 11) and 2 (or 12).Additional work in biology, mathematics, and/orphysics is also desirable. A student contemplatingconcentration in chemistry is advised to takecourses in mathematics and physics as well aschemistry during the first year. Students majoringin chemistry should complete Chemistry 31, 32,33, 42, 52, and 54 before the end of the junior year.Major in Chemical PhysicsTen courses are required as follows. Foundation:Chemistry 1, 11, or 16; and Chemistry 2 or 12;four more advanced courses in chemistry; twocourses in mathematics more advanced thanMathematics 13; and four courses in physics moreadvanced than Physics 2 or 12. Either Physics 64or Chemistry 34 must be included. With theexception of these, one physics course and onechemistry course may be replaced by approvedcourses in related fields.Faculty advisers in the chemistry and physicsdepartments are available for consultation aboutthe chemical physics program.Major in BiochemistryChemistry 1, 11, or 16; and Chemistry 2 or 12;111

C H E M I S T RY >C H I L D D E V E LO PM E N T >Chemistry 51/53, 52/54, 31, 42, 171, and 172; Biology13, 41, 50 (or Chemical Engineering 163), and105. Course work in mathematics (Mathematics 12or 18) and physics (Physics 2 or 12) is also required.The following sequence of courses is suggested forstudents concentrating in biochemistry: first year,Chemistry 1 (or 11) and 2 (or 12), Biology 13; secondyear, Chemistry 51/53, 52/54; third year,Chemistry 31 and 42, Biology 41 and 105; fourthyear, Chemistry 171/172.GRADUATE PROGRAMThe Department of Chemistry offers M.S. andPh.D. degrees in chemistry as well as in chemistry/biotechnology.Students interested in thejoint chemistry/biotechnology program shouldlook for more information on the department’swebsite at http://chem.tufts.edu.In the first year of graduate study, entering studentsmeet with the department’s graduate committeeand are placed into a series of core coursesin each of the traditional areas of chemistry: analytical,inorganic, organic, and physical. Thesecourses are intended to ensure that by the end ofthe first year the student has an adequate groundingin the fundamentals of chemistry. Each studentthen takes additional advanced courses inhis/her area of specialization.Master of ScienceA candidate for the master of science degree inchemistry is expected to have a satisfactory backgroundin physics, mathematics, and chemistry.All master’s degree candidates are required topass (B- or better) eight formal classroom graduatecourses in chemistry or approved, related fields.Four of these courses must be in chemistry. Twomay be approved independent study (293, 294).Alternatively, a student may elect to take six formalclassroom courses and two credits of research (295,296). The courses must be chosen in consultationwith the graduate committee. Students may alsoelect to prepare a master’s thesis which they mustthen present and defend before their research committee.Doctor of PhilosophyThe doctorate in chemistry is awarded to studentswho have demonstrated a broad familiarity withthe science of chemistry, a thorough knowledge oftheir specialized field, and who have displayedcompetence in planning and conducting chemicalresearch.By the end of the third semester, each graduatestudent must pass (with a B- or higher) one formalclassroom course in each of the four traditionalareas of chemistry. At least six formal graduatecourses in chemistry (exclusive of research) arerequired for the degree and must be completed satisfactorilyby the end of the fourth semester.Additional courses in chemistry or related fieldsmay be required by individual research supervisors.Selection of a research supervisor is usuallymade during the first year on the basis of commoninterest. The student and research supervisor nominatetwo faculty members to serve on the student’sdoctoral committee. The doctoral committee (inconjunction with the student’s research adviser)takes over the advisory function from the graduatecommittee and guides the student’s research topromote his/her development as an independentinvestigator.Doctoral students must also satisfy the followingrequirements:1) Service as a teaching assistant 2) Presentationof two independent study topics during the secondyear. One study topic is to be presented as adepartmental seminar 3) By the end of the eighthsemester in residence, the student must successfullydefend an original research proposal that will bejudged on the basis of novelty and proposedmethodology 4) Completion of a dissertationreporting significant work of publishable quality.The department is actively engaged in researchin the areas of organic, inorganic, physical, andanalytical chemistry, as well as the interdisciplinaryareas of bioorganic, environmental, and materialschemistry. For more information concerningresearch interests, facilities, and financial aid, pleasesee the booklet Graduate Program in Chemistry,available on the department’s website athttp://chem.tufts.edu.Child DevelopmentELIOT-PEARSON DEPARTMENT OF CHILD DEVELOPMENTAssociate Professor Jayanthi J. Mistry, Chair,Sociocultural perspectives on development, cultural issuesin educational practiceProfessor M. Ann Easterbrooks, Family development,social and emotional development, infancy112

C H I L D D E V E LO PM E N T >Professor David Henry Feldman, Cognitive development,developmental and educational theory, creativityProfessor Richard M. Lerner, Bergstrom Chair in AppliedResearch in Youth Development; Director, Institute forApplied Research in Youth Development, Application ofdevelopmental science across the life span, personality andsocial development in adolescence, university-communitycollaboration and outreach scholarshipProfessor Fred Rothbaum, Parent-child relationships,family and culture, child-clinical psychology, researchdisseminationProfessor Donald Wertlieb, Clinical aspects of family andchild development, pediatric and health psychology, stressand copingProfessor Maryanne Wolf, John DiBiaggio Chair inCitizenship and Public Service; Director, Center for Readingand Language Research; Dyslexia, cognitive neurosciences,cognition, developmental psycholinguistics, reading developmentand interventionEmeritus Professor David Elkind, Cognitive development,play, family developmentEmerita Professor Sylvia G. Feinburg, Teacher education,early childhood education, child artAssociate Professor Kathleen A. Camara, Family relationships,social development, research methodologyAssociate Professor Calvin Gidney III, Linguistics, literacy,sociolinguistic development, language of African-Americanchildren, language in children’s television, development ofchildren’s language attitudesAssociate Professor Francine Jacobs, Child and familypolicy, program evaluationAssociate Professor Christine McWayne, Early ChildhoodEducation, Low-income, urban-residing children’s schoolsuccess, Community-based research collaborationsAssociate Professor Ellen E. Pinderhughes, Influences onfamily socialization processes among families with childrenat risk for problematic outcomes; adoption and foster careAssistant Professor Marina Bers, Math, Science andTechnology/Engineering Initiative; Educational technology,impact of new technologies for personal, social and moraldevelopment, use of technology in hospitals, museums,schools and communitiesAssistant Professor Tama Leventhal, Neighborhood influenceson children, youth, and families; social policyAssistant Professor W. George Scarlett, Deputy chair;Children’s play; Religious and spiritual development;Approaches to managing children’s problem behavior;Organized youth sportsAssistant Professor (part-time) Martha Julia Garcia-Sellers, Cross-cultural studies, parent-child interaction, preventiveintervention, school adaptationLecturer Mary Anton-Oldenberg, Early childhood education;literacyLecturer Terrell Clark, Deaf studies; sign languagesLecturer Sarah Davila, Philosophies of early and elementaryeducationLecturer Julie Dobrow, Coordinator of Family and MediaInitiative; Effects of media on children, ethnic and genderrepresentations in mediaLecturer Mary Eisenberg, Director, Evelyn G. PitcherCurriculum Resource Laboratory, Teacher education, earlychildhood curriculum development, tools for supportingand understanding teacher and children thinking, the artsin child development and learningLecturer Heidi Given, Early Childhood Education, Headteacher, Eliot-Pearson Children’s School, Diversity andequity in education, teacher developmentLecturer Deborah Lee-Keenan, Director, Eliot-PearsonChildren’s School; Multicultural and antibias education, curriculumdevelopment and implementation, special needsLecturer Jim Lipsky, Sign languageLecturer Kerri Modry-Mandell, Pediatric psychology;developmental psychopathologyLecturer Sean Parker, Quantitative and qualitative methodsfor developmental researchLecturer Martha Pott, Coordinator of Capstone Internshipsfor M.A. Applied Program; Education, personal-socialdevelopmentLecturer Marion Reynolds, Children’s literature, elementarycurriculum development and teacher education, professionaldevelopment of elementary teachers, children’sunderstanding of the content and concepts of elementarysubject matterLecturer Cynthia Smith, Child artLecturer Laura Vanderberg, Children with special needsLecturer Jenny Weisz, Interdisciplinary study of children’spolicy within a legal framework; special focus on childrenliving in poverty and children at risk for care and protectionor probate guardianship proceedingsAdjunct Associate Professor Lynn Meltzer, Learning disabilitiesand assessmentResearch Professor Lawrence Gianinno, Socializationof economic understanding and practices of children ofimmigrants; Influence of cultural belief system on childdevelopmentResearch Professor Erin Phelps, Quantitative and qualitativemethods for developmental research, longitudinalanalysis, social responsibility and civic engagement, positiveyouth development in diverse contextsVisiting Professor Moncrieff Cochran, Child care andearly education policies113

C H I L D D E V E LO PM E N T >The Eliot-Pearson Department of Child Developmentprovides students with a solid grounding inresearch and theory about the intellectual, emotional,social, linguistic, and physical developmentof children. Course material is complemented withobservations and work with children in a widerange of applied settings, including schools, hospitals,clinics, day care centers, educational televisionstudios, museums, and juvenile courts. These fieldexperiences are essential for the concentration inchild development, where the integration of theory,research, and practice is Eliot-Pearson’s overallgoal.Undergraduates who major in child developmentmay choose to follow any of several programsof study. One major orientation is the field of childdevelopment as a behavioral science. Students whochoose this orientation generally view their study ofchild development as a natural forerunner to graduatework in child developmental psychology, childclinical psychology, pediatric psychology, law, publicpolicy, and other disciplines that have the health,education, and welfare of children as a primarygoal. In addition, Eliot-Pearson offers students afoundation in applied developmental science, anemerging interdisciplinary field that generates anduses theory and research about human developmentto improve the lives of children, youth, andfamilies around the world.A second program of study within the departmentis that of child development as a preparationfor careers in education. This program places dualemphasis on contemporary child development theoryand research, as well as the role of collaborativeinquiry in early childhood teacher education.Embedded throughout course work and practicalexperiences is a commitment to preparing teachersto work with all young children and their families,including those with special needs. Students whochoose this program may seek Massachusetts licensureas an early childhood teacher (Pre-K to grade2). This program has been approved by the MassachusettsDepartment of Education, and the certificateis reciprocated in the majority of states. Incollaboration with Tufts Department of Education,undergraduate and graduate students may chooseto enroll in a program that leads to licensure inMassachusetts as an elementary teacher of grades 1through 6.A third orientation takes child development as astarting point for a career in human services orwork with children in clinical, pediatric, or othercommunity settings, including educational practicewith children with special needs. A particularemphasis of the department is the promotion ofpositive child development.DEPARTMENT FACILITIESEliot-Pearson Children’s SchoolArchitecturally attached to the Department ofChild Development, the Eliot-Pearson Children’sSchool is a laboratory school serving eighty childrenages 2.9 to 8 (preschool through secondgrade). Classrooms are fully integrated, includingchildren with special needs and children and familiesfrom diverse cultural and economic backgrounds.The school is an exemplaryearly-childhood program, modeling innovativedevelopmental education and curricula.Observation facilities and practicum sites provideexceptional training and research opportunitiesfor Tufts undergraduate and graduate students andearly-childhood professionals from across NewEngland. The children’s school also offers a rangeof programming for parents and families. For moreinformation, visit http://ase.tufts.edu/epcs/.Tufts Educational Day Care CenterThe center is an associated facility that offers aninnovative, year-round, full-day educational preschooland kindergarten program for approximatelyeighty-five children from within the Tufts communityand its surrounding cities. The center is adirect service and laboratory school housing fourclassrooms. It serves an ethnically diverse, internationalpopulation of youngsters and eagerly seeks toserve children with a wide variety of special needs.Tufts students and faculty, particularly within theDepartment of Child Development, can observe,conduct research, and participate in a variety ofpractice teaching experiences. The Special FriendsProgram, jointly sponsored and supervised by thecenter and the university’s Leonard CarmichaelSociety, offers an opportunity for any interestedundergraduate to form a close one-to-one relationshipwith a preschool or kindergarten child. Parentsare encouraged to participate in a program tailoredto the needs of working families. For more information,visit http://ase.tufts.edu/tedcc.Evelyn G. Pitcher Curriculum Resource LaboratoryAdjoining the department and the children’s school114

C H I L D D E V E LO PM E N T >is the Evelyn G. Pitcher Curriculum ResourceLaboratory, with studio, shop, and audiovisualspaces. The laboratory allows space for the department’smultidisciplinary work with mathematics,science, and technology education—a new initiativethat involves the Eliot-Pearson Department ofChild Development as well as computer science,engineering, and education departments. Withinthe curriculum laboratory, child developmentmajors can study and develop materials that arethen used with young children in a wide range ofsettings, including classrooms, museums, libraries,clinics, and others. For more information, visithttp://ase.tufts.edu/clab.Institute for Applied Research in Youth DevelopmentThe institute creates programs and projects that usethe framework of applied developmental science topromote healthy, positive development amongdiverse children, adolescents, families, and communities.For more information, visithttp://ase.tufts.edu/iaryd.Center for Applied Child Development (CACD)The center provides an extensive array of resourcesand services as well as educational opportunities tothe larger community. For more information, visithttp://ase.tufts.edu/cacd_outreach.Center for Reading and Language ResearchThe center offers a variety of research, teaching,and internship opportunities to students and facultyand a range of services to the surroundingcommunities. For more information, visithttp://ase.tufts.edu/crlr.Tufts University Center for Children (TUCC)The center catalyzes and facilitates interdisciplinaryresearch, service, education, training, and socialaction to advance the well-being of children, theirfamilies, and their communities. For more information,visit http://www.tucc.tufts.edu.UNDERGRADUATECONCENTRATION REQUIREMENTSMajor in Child DevelopmentTen courses, including Child Development 1, andtwo of the following: Child Development 51 or151, 61 or 161, and 155. Two courses can be fromoutside the department, either from the approvedlist of related fields courses, or with departmentalapproval. Introductory courses in other departmentsmay not substitute for Child Development1. Please see the Child Development handbook orwebsite for complete information on requirements.Early Childhood Teacher (Pre-K to Grade 2)This program, designed for students who planto teach in public and private early childhood settings,is approved by the Massachusetts StateDepartment of Education and leads to teacherlicensure that is reciprocal in the majority of states.A specific course of study is required for completionof the program. The program is also beneficialto those who anticipate entering such fields asguidance counseling, school psychology, technology,museum education, school administration,mental health, social welfare, and child advocacy.Students interested in becoming licensed asteachers in Massachusetts are required to completea two-stage licensure process. The requirements forcompleting the first stage, leading to initial licensure,may be satisfied by completing an undergraduatedegree with a major in child development andby completing all teacher licensure programrequirements. Initial licensure allows the recipientto be employed by the public schools as an earlychildhood teacher, pre-K to grade 2.Elementary Teacher (Grades 1 to 6)Through a joint program offered with theDepartment of Education at Tufts, students mayalso complete a program leading to initial licensureas elementary teacher, grades 1 to 6. Graduatesholding initial licensure are eligible to begin workleading to professional licensure as a teacher inMassachusetts by completing additional coursework and the option of completing a master of artsdegree. Undergraduates interested in pursuingcareers in teaching and who desire professionallicensure may apply for acceptance into the graduateprogram as early as their sophomore year.UNDERGRADUATE MINOR PROGRAMThe Department of Child Development offers aminor in child development. Five courses arerequired, two of which are to be chosen fromChild Development 1, 51 or 151, 61 or 161, and155. Three additional electives are to be chosenfrom other course offerings from within thedepartment.115

C H I L D D E V E LO PM E N T >AMERICAN SIGN LANGUAGE (ASL)The department offers three levels of AmericanSign Language. Undergraduates completing allthree can have ASL fulfill Part II of the foreignlanguage (foundation) requirement.GRADUATE PROGRAMThe Department of Child Development offers themaster of arts degree, a joint master of arts degreewith the Department of Urban and EnvironmentalPolicy and Planning, the master of arts in teaching(M.A.T.) degree, and the Ph.D. degree. Alongwith the standard material sent to the graduateschool, applicants for admission to these graduateprograms must include a statement of two to threetypewritten pages describing their motivation forapplying for graduate work in child developmentand the ways in which they envision using theeducation received at Tufts. Scores from theGraduate Record Examination are required. Thedeadline for applications is January 15, althoughapplications received after that time are considered,based on the availability of places.At both the master’s and doctoral levels, studentsmay choose to concentrate in one of six areasof study: clinical developmental psychology, cognitivedevelopment, early childhood education, familystudies, language and literacy, and children withspecial needs. At the core of all concentrations is afirm foundation in child development theory andresearch, and the integration of basic and appliedknowledge.Master of Arts (M.A.)The master of arts degree requires the satisfactorycompletion of a ten-credit course of study. Studentsinterested in engaging in child developmentresearch conclude the program by writing a thesis;students interested in the more applied, practicalaspects of child development conclude the programwith an intensive supervised internship. Eachroute offers a combination of required and electivecourses. The master of arts program offers twooptions for completion of degree requirements. Forstudents who wish to conduct research, the programentails four required courses and six additionalelective courses. Students must alsocomplete a thesis.The M.A. degree program serves child developmentstudents with a broad range of professionaland intellectual interests. Graduates enterpositions in human services agencies, researchorganizations, schools and early childhood programs,advocacy groups, and institutions of highereducation. A significant percentage of graduatescontinue their studies in law schools, medicalschools, Ph.D. programs in developmental or clinicalpsychology, or public policy. Provisionally certifiedteachers wishing to obtain standardcertification may enroll in the master of arts program,which includes a 400-hour apprenticeship inthe schools.Master of Arts (M.A.) Program with Urban andEnvironmental Policy and PlanningThe master of arts degree offered jointly by theDepartment of Child Development and theDepartment of Urban and Environmental Policyand Planning is a fourteen-credit graduate programin child and family policy. Students matriculate intwo nationally renowned departments at Tufts andfulfill the general requirements for each, includingcourses in developmental psychology, policy planningand analysis, and research methods and statistics.In addition, they follow a specific course ofstudy in child and family policy, culminating in amaster’s thesis. Contact either department for moreinformation.Master of Arts in Teaching (M.A.T.) Early Childhoodand ElementaryThe degree of master of arts in teaching is offeredfor students who seek Massachusetts StateDepartment of Education initial licensure as anearly childhood teacher (pre-K to grade 2), or asan elementary teacher (grades 1 to 6). The elementary1-6 program is offered in conjunctionwith the Department of Education at Tufts.Doctor of Philosophy (Ph.D.)The doctoral program in child development preparesindividuals for either academic or appliedsettings involving children and their families. Suchsettings include schools, hospitals, social serviceagencies, the arts and media, courts, clinicalresearch centers, and policy organizations, as wellas colleges and universities. Accordingly, intensivetraining in theory and research methodology isinvolved, as well as extensive field experience.Applicants should have strong preparation in thebehavioral sciences.Course work during the first two years empha-116

C H I L D D E V E LO PM E N T >C H I N E S E >C I V I L A N D E N V I R O N M E N TA L E N G I N E E R I N G >sizes the major theoretical orientations of the fieldand research methods and statistics. The remainingcourses are selected in accordance with the student’sacademic plan, which is decided by thestudent and his or her advisers.On completion of course work and an internship,students are required to undergo a qualifyingreview. Two major papers related to theory andresearch in child development are submitted andthe student’s progress and course of study in thedoctoral program are reviewed. Successful completionof this review is a prerequisite to further doctoralstudy.Internships are selected according to the participant’scareer interests, with students serving assupervised trainees in the service and researchfunctions of the particular setting. The remainderof the program is devoted to participation inresearch and the completion and defense of a dissertation.For more detailed information, please visit thewebsite http://www.ase.tufts.edu/epcd.Chinese(FOR DEGREE REQUIREMENTS, SEE GERMAN, RUSSIAN,AND ASIAN LANGUAGES AND LITERATURES.)Civil and EnvironmentalEngineeringProfessor Masoud Sanayei, Chair; Structural engineering,finite element analysis, structural dynamicsProfessor Linda Abriola, Groundwater hydrology, mathematicalmodeling of multiphase flow and transport inporous mediaProfessor Lawrence Bacow, Environmental economicsProfessor Stephen C. Chapra, Louis Berger Chair; Waterquality modeling and advanced computer applications inenvironmental engineeringProfessor Lewis Edgers, Geotechnical and geo- environmentalengineeringProfessor Shafiqul Islam, Bernard M. Gordon SeniorFellow in Engineering, Hydroclimatology and hydrometeorology,remote sensing, scale issuesProfessor Richard M. Vogel, Water resources, environmentalstatistics, hydrology and hydraulicsAssociate Professor Laurie G. Baise, Geotechnical engineering,geotechnical earthquake engineeringAssociate Professor Wayne Chudyk, Drinking waterquality and toxic materials, groundwater monitoringAssociate Professor A. Luis Dorfmann, Structural engineeringand solid mechanicsAssociate Professor John L. Durant, Chemical fate andtransport, water quality, environmental engineeringAssociate Professor David M. Gute, Environmental andoccupational epidemiologyAssociate Professor Stephen H. Levine, Mathematicaland computer modeling of systemsAssociate Professor Christopher Swan, Geotechnicaland geoenvironmental engineeringAssistant Professor Babak Moaveni, Structural healthmonitoring, experimental modal analysis, structuraldynamics, uncertainty quantificationAssistant Professor C. Andrew Ramsburg, Innovativetechnologies for site remediation, subsurface fate and transportof contaminantsSenior Lecturer Lee R. Minardi, Computer-aided design,geometric modeling, applied mechanicsSenior Lecturer Mark Woodin, Environmental and occupationalepidemiologyLecturer Anne Marie Desmarais, Environmental healthResearch Professor Paul Kirshen, Water resources systems,planning and policy; water resources engineeringProfessor of the Practice Brian Brenner, Bridge design,structural engineeringProfessor of the Practice Eric Hines, StructuralengineeringAdjunct Assistant Professor G. Kim Knox, AppliedmechanicsAdjunct Professor Grant Garven, Groundwater geologyand hydrologyPART-TIME FACULTY:Senior Lecturer Amy Hirschfeld, Technical writingLecturer Po-Shang Chen, Structural EngineeringLecturer Larry Cohen, Hazardous waste treatmenttechnologiesLecturer David Hatem, Legal issuesLecturer Masoud Olia, Applied mechanicsLecturer Michael Paster, Geotechnical engineeringLecturer Diane Silverman, Environmental toxicologyCivil engineering, the oldest branch of nonmilitaryengineering, is one of the most diverse engineeringdisciplines. Civil and environmental engineers areresponsible for the planning, design, construction,and operation of the physical structures and facilitiesthat are essential to the environment and infrastructureof modern society. Traditionally thesestructures have included buildings, highways, water117

C I V I L A N D E N V I R O N M E N TA L E N G I N E E R I N G >and waste treatment plants, tunnels, airports, harbors,railroads, channels, bridges, and dams. Thepresent-day civil and environmental engineer is alsoinvolved in research and development in a widevariety of physical and natural systems that add tothe convenience of society, the protection of theenvironment, and the safety of the public health.These activities include the development of newconstruction materials, the building and rebuildingof the infrastructure, the management of watershedsand water resource systems, the use of mathematicalmodels for forecasting the impact ofhuman activity on environmental quality, and protectionagainst natural hazards such as earthquakesand floods.UNDERGRADUATE PROGRAMThe practice of civil and environmental engineeringis divided into a number of functional areas. Thedepartment offers instruction leading to the bachelorof science in civil and environmental engineeringdegree (BSCE) with specialty options in four ofthose areas: environmental engineering, geotechnicalengineering, structural engineering, and waterresources engineering. The department also offers abachelor of science in environmental engineering(BSEVE) which allows more concentrated study ofenvironmental engineering than the BSCE.Environmental engineers strive to improve society'swell-being through the planning and design ofvarious environmental systems. These systemsinclude air and water pollution control facilities, thetreatment and disposal of hazardous wastes, and theimprovement of safety and health in the living,work, and recreational environments.Geotechnical engineers specialize in the study ofsoil and rock mechanics and in the analysis of problemsof soil response to applied loads, groundwaterflow, and geohazards such as earthquakes and landslides.Geotechnical engineers design a variety ofearth structures such as dams, embankments, andcontainment structures for hazardous waste sites, aswell as foundations for bridges, buildings, and offshoreplatforms.Structural engineers are involved the planningand design of buildings, bridges, dams, frames forall kinds of vehicles, and special structures such astransmission towers. The structural engineer's activityranges from analysis and design of basic structuralcomponents such as beams and columns to thestudy of material properties and research in engineeringmechanics.Water resource engineers are concerned with thedesign, planning, operation, and management ofwater resource systems and the restoration of riversand watersheds. Water resource engineers areinvolved in projects ranging from the design andoperation of flood control works, hydropower stations,water supply systems, and storm-water systems,to the management of both the quality andquantity of natural water resources such as rivers,lakes, estuaries, and watersheds.The BSCE and BSEVE degree programs arecertified by the Accreditation Board for Engineeringand Technology (ABET) and qualify the studentfor the Fundamentals of Engineering (FE)examination, which is the first step toward registrationas a licensed professional engineer.Bachelor of Science in Civil EngineeringThe bachelor of science in civil engineering(BSCE) program prepares students for a professionalcareer in civil and environmental engineering.Students completing this program are also wellqualified for graduate study in engineering, construction,dentistry, medicine, business, management,and law. Program objectives are achieved bydeveloping a broad understanding of civil and environmentalengineering, its relationship to the fundamentalengineering sciences, and its interactionwith the humanities, arts, and social sciences. Thecurriculum emphasizes the application of basic science,computing, and mathematics to the particularneeds of the engineer.The mission of the BSCE program offered bythe Department of Civil and Environmental Engineeringis to provide students with undergraduateeducational experiences that give them a soundbasis for professional practice in civil engineeringand a career of lifelong learning. Its fundamentalgoal is for students to learn the fundamental principlesof civil engineering, to master engineeringmethods for solving challenging problems, and tocommunicate these solutions to the technical andnon-technical community. The faculty is dedicatedto accomplishing this mission through the integrationof teaching, research, and professional practice.The specific degree requirements follow theguidelines for degrees from the School of Engineering.Twelve courses form the department concentration.Five courses form the core program andconsist of Civil and Environmental Engineering118

C I V I L A N D E N V I R O N M E N TA L E N G I N E E R I N G >10, 11, 12, 22, and 42. Four courses are required tofulfill the civil engineering focus area sequence andmay be selected from structural engineering, waterresources engineering, environmental engineering,geotechnical engineering, or general civil and environmentalengineering design. The programoptions for the focus areas are obtained by makingappropriate selections of the science, engineeringscience, and civil and environmental engineeringelectives within the thirty-eight-course degreerequirement. In addition, students are required totake a civil engineering capstone design course(Civil and Environmental Engineering 81) and aprofessional issues in engineering practice course(Civil and Environmental Engineering 84), andone concentration elective from approved engineering,math, or science courses.The first-year curriculum is listed under Schoolof Engineering Information. It is recommendedthat students interested in civil and environmentalengineering take introductory courses in chemistryand physics during the first year. A list of appropriatemathematics, basic sciences, foundation, andconcentration electives is available from thedepartment.Sophomore YearFALL TERMMathematics 13 Calculus IIIEngineering Science 5 Applied Mechanics—Statics andDynamicsEngineering Science 56 Probability and StatisticsPhysics 12 or Chemistry 1 or 2Humanities or social sciences electiveSPRING TERMMathematics 38 Differential EquationsCivil and Environmental Engineering 10 Introductionto Civil EngineeringCivil and Environmental Engineering 11 Introductionto Environmental EngineeringEngineering Science 9 Applied Mechanics—Strength ofMaterialsHumanities or social sciences electiveJunior YearFALL TERMEngineering Science 8 Fluid MechanicsCivil and Environmental Engineering 22 StructuralAnalysisCivil and Environmental Engineering 42 Introductionto Geotechnical EngineeringCivil and Environmental Engineering 55 NumericalMethods for Engineers orCivil and Environmental Engineering 53 EngineeringEconomyHumanities or social sciences electiveSPRING TERMCivil and Environmental Engineering 12 Introduction toHydraulic EngineeringDepartment foundation electiveDepartment concentration elective from focus areaHumanities or social sciences electiveSenior YearFALL TERMCivil and Environmental Engineering 84 Issues inProfessional Engineering PracticeDepartment foundation electiveDepartment concentration elective from focus areaFree electiveSPRING TERMCivil and Environmental Engineering 81 (capstone)Department concentration elective from focus areaDepartment concentration electiveFree electiveBachelor of Science in Environmental EngineeringThe Department of Civil and EnvironmentalEngineering offers a bachelor of science in environmentalengineering (BSEVE) for studentsinterested in concentrated study in this subject.The BSEVE curriculum is designed so that studentslearn the fundamental principles of environmentalengineering, become proficient in the useof engineering methods to solve challenging problems,and gain facility in communicating engineeredsolutions to technical and non-technicalaudiences. Emphasis is placed on helping studentsdevelop in-depth understanding of environmentalengineering processes with applications to waterand wastewater treatment, water resources engineering,environmental restoration, and pubichealth engineering. The mission of the BSEVEprogram is to provide students with undergraduateeducational experiences that give them asound basis for professional practice in environmentalengineering as well as preparation foradvanced study at the graduate level. The facultyis dedicated to accomplishing this missionthrough the integration of teaching, research, and119

C I V I L A N D E N V I R O N M E N TA L E N G I N E E R I N G >professional practice.DEGREE REQUIREMENTSThe specific degree requirements follow theguidelines for degrees from the School of Engineering.Twelve courses form the department concentration.Five courses form the core programand consist of Civil and Environmental Engineering12, 27, 30, 32 and 132. Two courses arerequired to fulfill the design sequence. Thesecourses are selected from the following: Civil andEnvironmental Engineering 112 (WaterResources Engineering), 133 (Water and WastewaterPlant Design), 143 (Site Remediation), and136 (Air Pollution). In addition, students arerequired to take a civil engineering capstonedesign course (Civil and Environmental Engineering81), and four concentration electives fromapproved engineering, math, or science courses.The first-year curriculum is listed with requirementsfor degrees from the School of Engineering.It is recommended that students interested incivil and environmental engineering take an introductorycourse in chemistry and in physics duringthe first year. A list of appropriate foundation andconcentration electives is available from thedepartment.Sophomore YearFALL TERMMathematics 13 Calculus IIIEngineering Science 5 Intro to Mechanics—Statics and DynamicsEngineering Science 51 Technical WritingChemistry 31 Physical ChemistryHumanities, social sciences, or arts electiveSPRING TERMMathematics 38 Differential EquationsCivil and Environmental Engineering 27 Public HealthEngineeringCivil and Environmental Engineering 32 EnvironmentalEngineering PrinciplesEngineering Science 11 Fundamentals of BiologicalSystems (or Biology 13 Cells and Organisms with lab)Geology 2 Environmental GeologyJunior YearFALL TERMEngineering Science 8 Fluid MechanicsCivil and Environmental Engineering 30Environmental ChemistryEngineering Science 56 Probability and StatisticsFoundation electiveHumanities, social sciences, or arts electiveSPRING TERMCivil and Environmental Engineering 12Introduction to Hydraulic EngineeringCivil and Environmental Engineering 132Environmental Engineering ProcessesFoundation electiveConcentration electiveHumanities, social sciences, or arts electiveSenior YearFALL TERMConcentration electiveConcentration electiveConcentration electiveHumanities, social sciences, or arts electiveFree electiveSPRING TERMCivil and Environmental Engineering 81 (Civil EngineeringDesign - capstone)Concentration electiveConcentration electiveFree electiveBachelor of Science in EngineeringThe civil and environmental engineering departmentadministers several programs of study thatlead to the bachelor of science in engineeringdegree (B.S.E.). These curricula are not accreditedby the professional engineering societies (ABET)but offer the student an engineering program thatdeparts somewhat from the traditional concentrationrequirements in civil and environmentalengineering.B.S.E. Degree Program in Architectural StudiesA bachelor of science in engineering with a programin architectural studies is available for studentsinterested in a professional career inarchitecture or in the historical, aesthetic, and engineeringaspects of buildings and other structures.This program, offered jointly by the Department ofCivil and Environmental Engineering and theDepartment of Art and Art History, provides asolid foundation in both the technical aspects ofstructural systems and the aesthetic and functional120

C I V I L A N D E N V I R O N M E N TA L E N G I N E E R I N G >characteristics of buildings from an architecturaland art history point of view. The flexibility of theBSE degree allows greater concentrations in bothart history and studio courses than would otherwisebe possible, while providing a coherent basis forgraduate work in architecture or design. The facultyadviser for this program is Professor MasoudSanayei.DEGREE REQUIREMENTSA minimum of thirty-eight courses is required, tobe distributed in the following categories:1) The eleven introductory courses required for theprofessional degrees in engineering (see School ofEngineering Information)2) Engineering science: four courses, includingEngineering Science 5, 9, 88, and an engineeringscience elective3) Civil engineering: six courses, including Civil andEnvironmental Engineering 10, 22, 42; plus threeof the following: Civil and EnvironmentalEngineering 24, 25, 81, 123, 124, 125, 146, 149,and 1884) Architectural studies: seven courses, includingArt History 1, 8, 98, 198; two studio courses,including architectural design (FAM 22) and eitherFAM 20, 26, or 63; one elective (selected from disciplinaryareas A, B, C listed in ArchitecturalStudies section of this bulletin)5) Humanities and social sciences: five courses(see School of Engineering Information)6) Free electives: five coursesB.S.E. Degree Programs in Environmental Studiesand Environmental HealthA bachelor of science in engineering with a programin environmental studies is offered by thedepartment for students who wish to pursue professionalcareers in environmental science, management,law, or medicine. The broad-basedcurriculum allows selection of course work in biology,chemistry, and environmental health to complementthe foundation in engineering science andmathematics. For more information, see EnvironmentalStudies Program.For students wishing to pursue a professionalcareer in public health or the health sciences, thedepartment offers a bachelor of science in engineeringwith a program in environmental health.For more information, see EnvironmentalHealth Program.The specific requirements for the BSE degreesin environmental studies or environmental healthare developed on an individual basis with the student’sadviser.DEGREE REQUIREMENTSA minimum of thirty-eight courses is required, tobe distributed in the following categories:1) The eleven introductory courses required for theprofessional degrees in engineering (see School ofEngineering Information)2) Engineering science: four courses, to include aminimum of two courses from Engineering Science3-9, and a maximum of one course from EngineeringScience 11-303) Humanities and social sciences: five courses (seeSchool of Engineering Information)4) Civil engineering: six courses5) Electives: twelve courses to be selected from theabove categories to form a coherent programA fifth year of study will provide the opportunityfor a student to qualify for a bachelor of sciencedegree in civil engineering, or a master ofscience degree with emphasis in environmentalhealth or environmental engineering.Bachelor of ScienceThe bachelor of science degree program provides abroad liberal education within the School of Engineering,but a less technical one than either thebachelor of science in civil engineering (BSCE) orthe bachelor of science in engineering (BSE). Studentsworking toward this degree normally place aheavier emphasis on the humanities and social sciencesthan students working in the other programs.This degree program, along with thebachelor of science in engineering, recognizes theunique value of engineering as preprofessionaleducation for architecture, business administration,city planning, dentistry, medicine, law, publichealth, and other professions, as well as for thestudent who wishes to combine engineering withnonengineering disciplines. Faculty from theDepartment of Civil and Environmental Engineeringwill supervise, with consent, programs ofstudy in their areas of expertise. For details, seeSchool of Engineering Information.UNDERGRADUATE MINOR PROGRAMSArchitectural Engineering MinorThe Department of Civil and Environmental121

C I V I L A N D E N V I R O N M E N TA L E N G I N E E R I N G >Engineering offers a minor in architectural engineeringfor students in the College of Liberal Arts.The faculty adviser for this minor is ProfessorMasoud Sanayei.Of the five course credits that are required forthis minor, three are designated:Engineering Science 5 Applied Mechanics(Statics and Dynamics)Engineering Science 9 Applied Mechanics(Strength of Materials)Engineering Science 88 CAD for EngineersTwo additional course credits must be selectedfrom the following:Engineering 2 Engineering Graphics (half credit)Engineering 5-CEE Skyscrapers (half credit)Engineering 23-CEE Building Big: InfrastructureEngineering (half credit)Engineering 24-CEE Earthquake Engineering (half credit)Engineering 39-CEE Bridge Design (half credit)Engineering Science 2 Introduction to Computers inEngineeringCivil and Environmental Engineering 10Introduction to Civil EngineeringCivil and Environmental Engineering 22Structural AnalysisCivil and Environmental Engineering 24Design of Steel StructuresCivil and Environmental Engineering 25Design of Reinforced Concrete StructuresCivil and Environmental Engineering 42Introduction to Geotechnical EngineeringCivil and Environmental Engineering 188Engineering Design with CADPrerequisites for the above course work are Mathematics11 and Art History 8, in addition to onestudio course in architectural design (FAM 22).Architectural Studies MinorThe Department of Art and Art History offers aminor in architectural studies that is open to studentsfrom both the School of Engineering and theCollege of Liberal Arts. For details, see fulldescription under Architectural Studies.Geoengineering MinorThe Civil and Environmental Engineering Departmentoffers a geoengineering minor that is availableto all non-CEE majors. The faculty adviser forthis minor is Professor Lewis Edgers.Five courses are required:Engineering Science 5 Applied Mechanics(Statics and Dynamics)Engineering Science 9 Applied Mechanics(Strength of Materials)Civil and Environmental Engineering 12Introduction to Hydraulic EngineeringCivil and Environmental Engineering 42Introduction to Geotechnical EngineeringOne elective selected from the following:Civil and Environmental Engineering 112Hydrology and Water Resource EngineeringCivil and Environmental Engineering 113Groundwater HydrologyCivil and Environmental Engineering 146Foundation EngineeringCivil and Environmental Engineering 149Earth Support SystemsPrerequisites for the above courses are Mathematics12 and Physics 12.Geology MinorThe Department of Geology offers a minor ingeology available to students in the School ofEngineering. The faculty adviser for this minor isProfessor Anne Gardulski.Five courses are required for the minor. Theynormally include:Geology 1 The Dynamic EarthGeology 2 Environmental GeologyGeology 22 Structural Geology or Geology 32 GeomorphologyGeology 131 GroundwaterOne elective selected from the following:Geology 22 Structural GeologyGeology 32 GeomorphologyGeology 35 SedimentologyGeology 36 StratigraphyGeology 115 Quaternary and Glacial GeologyGeology 132 Groundwater Chemistry and QualityNote that Geology 1, 2, 131, and 132 are offeredevery year, but Geology 22, 32, 35, 36, and 115 areoffered in alternate years. Schedule planning forthese courses is important.GRADUATE PROGRAMSMaster of Science (M.S.)Instruction leading to the master of science degreeis offered with concentrations in environmental122

C I V I L A N D E N V I R O N M E N TA L E N G I N E E R I N G >and water resources, environmental health, geotechnicaland geoenvironmental, infrastructure, andstructural engineering. A candidate for the master'sdegree program in environmental, infrastructure,geotechnical and geoenvironmental, andstructural engineering is expected to have an adequatebackground in science, mathematics, andengineering science.Candidates for the master's degree program inenvironmental health should have a background inthe biological and health sciences. The departmentstrongly recommends that graduate applicants submitGraduate Record Examination scores.Of the ten courses required for the degree, atleast seven must be earned in civil and environmentalengineering subjects, with the remainder inallied fields. Students who lack an adequate undergraduatepreparation in an allied field, such asbiology for environmental engineering, mathematicsfor structural engineering, or fluid mechanicsfor water resources engineering, may be required totake such course work in addition to their graduateprogram. Students may petition to count fordegree credit a maximum of two courses in alliedfields with numbers less than 100. Normally, basedon requirements of degree, a master's thesis orreport, or a design project, will be required andconstitute a maximum of two of the seven coursesrequired in civil and environmental engineering.The master's candidate must pass an oral examinationon the thesis. There is no foreign languagerequirement. For information on the civil andenvironmental engineering graduate program inenvironmental health, see Environmental HealthProgram.For graduate students who are interested inurban and environmental policy, the Departmentof Civil and Environmental Engineering participatesin a special program offered in associationwith the Department of Urban and EnvironmentalPolicy and Planning.Master of Engineering (M.E.)The master of engineering degree program providesa practice-oriented alternative to the masterof science programs offered by the Department ofCivil and Environmental Engineering. The masterof engineering degree is offered in infrastructureengineering, geotechnical and geoenvironmentalengineering, structural engineering, and waterresources engineering, and may require a project. Itresponds to the need to provide engineering practitionerswith advanced-level expertise in a civil engineeringspecialty, some technical breadth in arelated civil engineering specialty, familiarity withbusiness and/or legal issues in engineering practice,and a substantial engineering project experience.The program is designed for individuals with anaccredited BSE degree who plan to enter--or arecurrently in--engineering practice in the private orpublic sectors. Continuing education by engineeringpractitioners on a part-time basis is stronglyencouraged by the department.Doctor of PhilosophyStudents entering the doctoral program in civil andenvironmental engineering are expected to meetthe general admission requirements of the graduateschool, gain acceptance by the civil and environmentalengineering faculty, and hold a master ofscience or bachelor of science degree in civil engineeringor a related discipline.PROGRAM OF STUDYStudents are required to complete the equivalent ofa three-year program of full-time graduate studyfor the doctoral degree. Generally the first twoyears will be devoted to course work; a minimum offifteen courses beyond the baccalaureate level mustbe completed. Students who enter the programwith a master of science degree from Tufts oranother institution may complete a reduced courseload, depending on the master's degree field ofstudy.Each individual in the doctoral program willselect a minor subject of study which consists of asequence of three courses in an area that is considerednecessary background in the student's overallprogram of study.QUALIFYING EXAMINATIONFor admission to doctoral candidacy, the individualwill successfully complete a two-part qualifyingexamination. Normally this examination will betaken after the student has completed the majorpart of the required course work. The examinationmay be either written or oral. The first part of theexam will test the student's overall knowledge ofthe field, based on the individual's course workpreparation. The second portion of the qualifyingexamination investigates the student's proposeddoctoral research project, focusing on its overall123

C I V I L A N D E N V I R O N M E N TA L E N G I N E E R I N G >merits in the field of civil and environmental engineeringand the ability of the student to completesuccessfully the requisite research work.DISSERTATIONThe final requirement for the doctorate is the dissertation.The dissertation demonstrates the candidate'sability to perform independent research ofhigh quality and indicates considerable experiencein using a variety of research techniques. Competencein scholarly exposition must be demonstratedby preparing a thesis on a topic thatrepresents a significant contribution to the field.The doctoral candidate must orally defend thecontents and conclusions of the dissertationbefore a committee that includes an invited externalexaminer who is an authority in the particularline of research.For more detailed information, please visit thewebsite http://ase.tufts.edu/cee.Certificate Program in Environmental ManagementA five-course graduate-level certificate program inEnvironmental Management is designed for studentswith a bachelor's degree and two years ofwork experience. Additionally, students should havesome knowledge of current environmental issues,and should have undergraduate coursework in naturalor physical science, math, or engineering. Thecertificate programs can be completed on a parttime,nondegree basis by students who are seekingprofessional training in the field or preparing for adegree program. In most cases, courses taken as acertificate student can be transferred into a relatedmaster's degree program.Certificate students must complete five graduatecourse credits from the clusters listed below. Studentsmust take at least one course from eachcluster.Environmental TechnologyCEE 103 Water Quality ModelingCEE 113 Groundwater HydrologyCEE 136 Air Pollution ControlCEE 138 Hazardous Waste Treatment TechnologyCEE 139 BioremediationCEE 143 Site RemediationCEE 172 Fate and Transport of EnvironmentalContaminantsCEE 184 Issues in Professional Engineering PracticeCEE 193G Geographic Information Systems (GIS)CEE 202 Environmental StatisticsEnvironmental Law, Management, and PolicyCEE 201 Land Use Planning and PolicyCEE 207 Environmental LawCEE 264 Hazardous Materials Management and PolicyCEE 265 Corporate Management of Environmental IssuesCEE 267 Methods in Environmental Impact AssessmentHealth, Safety, and the EnvironmentCEE 154 Principles of EpidemiologyCEE 158 Occupational and Environmental HealthCEE 164 Epidemiological MethodsCEE 167 Environmental ToxicologyCEE 168 Exposure AssessmentCEE 173 Health Effects and Risk AssessmentCEE 175 Hazardous Materials Safety(Students may substitute other Tufts graduate courses,subject to the approval of the certificate faculty adviser.)For more detailed information, please visit thewebsite http://ase.tufts.edu/cee.Certificate Program in EpidemiologyOffered in collaboration with Tufts' School ofMedicine, the Friedman School of Nutrition Scienceand Policy, and the Department of Civil andEnvironmental Engineering, this interdisciplinaryprogram is designed to help students understand,integrate, and apply epidemiologic methods andresearch. The program is especially appropriate forclinicians, professionals in public health and humanservice agencies, lawyers, industrial hygienists,pharmaceutical or biotechnology professionals,environmental engineers or scientists, and individualsinvolved in citizen activist groups focusing onhuman health issues. It's also useful for individualswho are considering a career in epidemiologyand/or public health but are not yet ready to committo a full Master's degree program. Open toindividuals with a Bachelor’s degree, the certificaterequires the completion of five courses as follows:Two required foundation courses:CEE 154 Principles of EpidemiologyCEE 164 Epidemiologic Methods (certain courses may besubstituted for 164 with the Program Director’s approval)One course in biostatistics (may be exempted byprior coursework):BIO 132 BiostatisticsMPH 205 Principles of Biostatistics124

C I V I L A N D E N V I R O N M E N TA L E N G I N E E R I N G >C L A S S I C S >MPH 259 Fundamentals of BiostatisticsTwo elective courses in your area of interest orexpertise. Some examples include:MPH 204 Occupational and Environmental HealthMPH 209 Applications in EpidemiologyMPH 220 Cardiovascular EpidemiologyMPH 222 Survey Research Methods and DataManagementMPH 224 Infectious Disease EpidemiologyMPH 226 Cancer EpidemiologyMPH 240 Environmental EpidemiologyCEE 137 Public HealthCEE 158 Occupational and Environmental HealthCEE 167 Environmental ToxicologyCEE 173 Health Effects and Risk AssessmentCEE 241 Biology of Water and HealthUEP 281 Chemicals, Health and the EnvironmentOther courses may be selected with the approval ofthe Program Director. Also, an optional internshipis available to students desiring a professional experiencein the use of epidemiology. The internshipwould count as one elective and be started after allother coursework is completed. For more information,please visit the Epidemiology Graduate Certificatewebpage at:http://gs.as.tufts.edu/1176473070088/GSAS-Pagegsas2ws_1176473070399.html.ClassicsProfessor R. Bruce Hitchner, Chair; Roman history andarchaeology, international relationsProfessor Gregory R. Crane, Winnick Family Chair inTechnology and Entrepreneurship; Greek literature, computersand classicsProfessor Peter L. D. Reid, Latin and Greek literatures,medieval LatinAssociate Professor Steven W. Hirsch, Greek, Roman,and Near Eastern historyAssociate Professor Joanne H. Phillips, Latin and Greekliteratures, Greek and Roman medicineLecturer Peter Der Manuelian, Egyptian history andarchaeology, hieroglyphsLecturer Betsey J. Halpern, Latin and Greek literaturesLecturer Anne Mahoney, Latin and Greek literaturesLecturer Regina Merzlak, Latin and Greek literaturesLecturer Susan Setnik, Greek and Latin languageThe Department of Classics is dedicated to thestudy of Greek and Roman culture and to clarifyingand assessing its continuing impact on contemporarylife. Classics is more than the study ofthe Greek and Latin languages; it can liberate thestudent from the parochialisms of both time andplace. The role of the contemporary individual inrelation to society can be examined through thehistory, archaeology, art, architecture, science, philosophy,religion, mythology, and especiallythrough the literatures of Greece and Rome.Classics constitutes an interdisciplinary study ofthe cultures of the ancient Mediterranean, NearEast, and Europe. Despite the period of antiquityin which it concentrates, the field of classics isconstantly changing in light of new discoveries,new methodologies, new interpretations, and newrelationships with other areas of study. In manyways, classics offers the undergraduate student anideal educational opportunity to integrate differentfields and methodologies, and to study intrinsicallyinteresting and time-tested topics in the literature,mythology, art, archaeology, history, and science ofGreece and Rome.UNDERGRADUATECONCENTRATION REQUIREMENTSMajors in the Department of Classics meet therequirements of four classes of students: 1) thosewho have no professional interest in classics butwho wish to bring together disparate distributionand foundation requirements for a coherent liberalarts major; 2) those who want a combined majorin Latin, Greek, or Classical Studies and one ofthe natural sciences, social sciences, or humanities;3) those who want an intensive study of Greek orLatin preparatory to postgraduate study inanother field, such as law, theology, medicine, philosophy,history, English, or modern languages; 4)those who are professionally interested in the classicsand who plan to do postgraduate study in thefield and then teach or engage in research ormuseum work.Major in Classical StudiesTen courses are required, usually distributed asfollows: Classics 31 and 32; two courses fromeither Classics 37, 38, or Classics 27, 164, 168;two additional classics courses numbered above100; two other courses offered by the Departmentof Classics (strongly recommended are Latin 3125

C L A S S I C S >and above, and Greek language courses); and twocourses that may be in related fields.Major in GreekTen courses: four courses in Greek, one of whichmay be Greek 7 (intermediate level), depending ona student’s prior level of preparation, and at leastthree at the 100 level; Classics 31 (Classics ofGreece); Classics 37 (History of Greece); and fourother courses in the department, of which at leasttwo must be at the 100 levelMajor in LatinTen courses: five in Latin above the intermediatelevel, including at least three at the 100 level; plusClassics 32 (Classics of Rome); Classics 38 (Historyof Rome); and three other courses in thedepartment, of which two must be at the 100 levelMajor in Greek and LatinTen courses: six courses in Greek and Latin abovethe intermediate level, of which four must be atthe 100 level; four other courses offered by thedepartmentInterdisciplinary Major in ArchaeologyA detailed description of this major can be foundin the alphabetical listings in this bulletin underArchaeology.PLACEMENT FOR ENTERINGUNDERGRADUATE STUDENTSStudents with two years of secondary school preparationin Latin are placed in Latin 3. Students withthree or four years of preparation in Latin areplaced in Latin 3, or 21, 22, depending on CEEBexamination or previous records, together withplacement examination and individual consultation.In Latin as in other languages, the student is urgednot to prejudge his or her college courses on thebasis of secondary school experience. Students whoplace above Latin 3 may complete the languagerequirement in any one of the three availableoptions, including classical studies (see informationconcerning foundation requirements). Studentswith scores of four or five on the Advanced PlacementExamination or with an Achievement Testscore of 720 or above will be given advanced placementinto Latin 21 or above and acceleration creditof one course. With a score of three, students willbe placed into Latin 21 or above; with a score oftwo, into Latin 3. During orientation every studentis encouraged to discuss any unusual placementproblem with members of the department so thatin every case the student is placed in the appropriatecourse.UNDERGRADUATE MINOR PROGRAMThe Department of Classics offers minors inLatin, Greek, Greek archaeology, Roman archaeology,Greek civilization, and Roman civilization.Details are available from the departmental office.GRADUATE PROGRAMMaster of Arts in ClassicsThe master’s program in classics at Tufts isdesigned for students who wish to go beyond thebachelor’s level to attain a broader and deeperknowledge of the classics for one or more of thefollowing purposes: teaching background, furthergraduate study, or cultural enrichment. With itsstrong language component; faculty strength inliterature, history, and archaeology; and access tocomputer applications, this program particularlysuits those who want either to consolidate andimprove their language, research, and teachingskills in preparation for a Ph.D. degree at anotherinstitution or to teach classics at the secondarylevel.REQUIREMENTS1) Applicants will usually have completed theequivalent of an undergraduate Latin or Greekmajor. If not, additional courses will be required forcompletion of the master’s degree.2) Candidates must successfully complete eightgraduate courses, of which a minimum of two mustbe in Latin and a minimum of two must be inGreek. Candidates who are in-service teachers, andthey alone, may meet the Greek requirement intwo undergraduate courses above Greek 1, 2; however,only courses in Greek at the graduate levelmay be counted toward the eight courses requiredfor the degree.3) A candidate for the master’s degree must be inresidence for the equivalent of one academic year.The master’s degree may be earned on a part-timebasis through courses offered by the departmentduring the regular academic year and by summerschool courses. No degree is granted on the basis ofsummer school work only.4) Reading knowledge of Latin or Greek and onemodern foreign language (usually German or126

C L A S S I C S >C L I N I C A L P S YC H O LO G Y >CO G N I T I V E S C I E N C E >CO M M U N I C AT I O N S A N D M E D I A S T U D I E S >French) is tested by examination.5) To demonstrate research and presentation thecandidate may submit for evaluation by a facultycommittee either two papers (written for courses atTufts and revised as necessary after completion ofthe course) or a thesis. The thesis normally countsas two of the required eight courses.6) A comprehensive written examination integratingcourse work with a general knowledge of Greekand Latin literatures. An oral examination basedprimarily on the papers or thesis. Candidatesaccepting assistantships (i.e., work in the department)should anticipate a more extended timeschedule; furthermore, students usually find thatwriting a thesis takes a full term of uninterruptedwork.Master of Arts in Classical ArchaeologyThe master’s program in classical archaeology providesstudents with the artistic, cultural, social, andhistorical context for the materials of classicalantiquity and has successfully prepared studentsfor work toward a doctorate, or for fieldwork ormuseum work.REQUIREMENTS1) Applicants will usually have completed theequivalent of an undergraduate classics major orancient art or archaeology major with intermediatelevels in Latin or Greek or in both languages.2) The candidate must successfully complete ninegraduate courses, as follows: three graduate coursesin Latin or Greek; three graduate courses in art andarchaeology; one graduate course in ancient history;and a two-credit thesis. In addition, bothfieldwork and laboratory work are requirements,either as documented past experience or to be fulfilledduring completion of the master’s degree.3) Reading knowledge of either Latin or Greekand one modern foreign language (French, German,or Italian) is tested by examination.4) To demonstrate research and presentation, a thesis,counting for two course credits, with subjectchosen in consultation with the student’s adviser,must be submitted for approval and evaluation to afaculty committee.5) A comprehensive written examination integratingcourse work with a general knowledge of classicalarchaeology is required, as well as an oralexamination based primarily on the thesis.6) Residency for the equivalent of one academicyear is required. The degree may be earned on apart-time basis through courses offered by thedepartment during the regular academic year andthrough summer school courses. No degree isgranted on the basis of summer school work only.For more detailed information, please visit thewebsite http://www.ase.tufts.edu/classics.Clinical Psychology(FOR DEGREE REQUIREMENTS, SEE PSYCHOLOGY.)Cognitive Science(FOR MAJOR IN COGNITIVE AND BRAIN PSYCHOLOGY,SEE PSYCHOLOGY )(FOR MINOR IN COGNITIVE AND BRAIN SCIENCES, SEEPHILOSOPHY )Communicationsand Media StudiesDIRECTOR:Julie Dobrow, Child DevelopmentASSOCIATE DIRECTOR:Susan Eisenhauer, Communications and Media StudiesCORE FACULTY:Professor John Conklin, SociologyProfessor Lee Edelman, EnglishProfessor James Glaser, Dean of UndergraduateEducation, Political ScienceProfessor Barbara Grossman, Drama and DanceProfessor Vida Johnson, German, Russian, and AsianLanguages and LiteraturesProfessor Joseph Litvak, EnglishProfessor Susan Napier, German, Russian,and Asian Languages and LiteraturesProfessor Karen Panetta, Electrical and ComputerEngineeringProfessor Christiane Zehl Romero, German, Russian,and Asian Languages and LiteraturesProfessor Fred Rothbaum, Child DevelopmentProfessor Laurence Senelick, Drama and DanceEmeritus Professor Martin Sherwin, HistoryProfessor Judith Wechsler, Art and Art HistoryAssociate Professor Nancy Bauer, PhilosophyAssociate Professor Downing Cless, Drama and DanceAssociate Professor Alva Couch, Computer Science127

CO M M U N I C AT I O N S A N D M E D I A S T U D I E S >Associate Professor James Ennis, SociologyAssociate Professor Calvin Gidney III, Child DevelopmentAssociate Professor David Guss, AnthropologyAssociate Professor Deborah Pacini Hernandez,AnthropologyAssociate Professor Hosea Hirata, German, Russian,and Asian Languages and LiteraturesAssociate Professor Charles Inouye, German, Russian,and Asian Languages and LiteraturesAssociate Professor Brigitte Lane, Romance LanguagesAssociate Professor David Locke, MusicAssociate Professor Joel Rosenberg, German, Russian,and Asian Languages and LiteraturesAssociate Professor Xueping Zhong, German, Russian,and Asian Languages and LiteraturesAssistant Professor Marina Bers, Child DevelopmentAssistant Professor Amahl Bishara, AnthropologyAssistant Professor Monica White Ndounou, Dramaand DanceAssistant Professor Sarah Sobieraj, SociologySenior Lecturer Jeanne Dillon, American StudiesLecturer Christine Cavalier, Art and Art HistoryLecturer Susan Kouguell, Drama and DanceLecturer Paul Lehrman, MusicLecturer Elizabeth Lemons, ReligionLecturer Nan Levinson, EnglishLecturer Neil Miller, EnglishCommunications and Media Studies is an interdisciplinaryprogram that educates students aboutmass media and communications. In our contemporaryworld, the omnipresence of mass communicationsdemands a basic understanding of itsworkings and effects by every citizen. The missionof the Communications and Media Studies programis to provide students with the necessarycritical tools to participate actively and knowledgeablyas informed world citizens and to give them abackground in media literacy to make them morecareful and critical consumers and producers ofmedia. This program is designed to aid all studentsin acquiring this knowledge, while also providinginterested students with the opportunity to makecommunications and media studies a major part oftheir academic career at Tufts.Each semester the program offers courses of itsown through the Experimental College and listsall media-related courses available in the Collegeof Liberal Arts. The program also offers threeinterdisciplinary minors: Mass Communicationsand Media Studies, Film Studies (with twotracks—Film Criticism and Film Practice), andMultimedia Arts. It also registers, supervises, andgrants credit for internships in all fields of communicationsand mass media. Special events andlectures are organized annually and are open to theentire university community.For more information, contact the programoffice at 95 Talbot Avenue, 617-627-2007,CMS@tufts.edu.INTERDISCIPLINARY MINOR IN MASSCOMMUNICATIONS AND MEDIA STUDIESStudents pursuing the interdisciplinary minor inMass Communications and Media Studies musttake Media and Society (Sociology 40) and fourcourses from the program’s approved electivecourses list. In addition, during their senior yearCMS students must either complete a senior project(Experimental College 194C) or take an additionalmedia course from the CMS list (the CMScourse option).The four elective courses mentioned above mustbe from at least three departments, and they mustinclude at least one course in the disciplinary areaof social sciences and at least one course in the disciplinaryarea of humanities and the arts. Exceptwith the written consent of the director, only oneof the four electives may be a media practice courseor credited internship where students learn skills inmedia production (e.g., photography, journalism,video, film, multimedia, graphic design, advertisingcopy). With the exception of the internship(Experimental College 99C) and the senior colloquium(Experimental College 190C), all coursestaken for the MCMS minor must be taken for aletter grade. In accordance with Tufts policies, studentscannot double count a course for fulfillmentof a foundation requirement and for the MCMSminor, and they may use a maximum of two creditsfrom the minor to count also toward a major,another minor, or distribution requirements.The senior project (Experimental College194C) is a substantial work, which can include theuse of one or more forms of media (e.g., print, film,video, recorded sound, live performance,CDROM). The project may take the form ofeither a more traditional written thesis or an audiovisualproject with a written component. The focusof the work will be a critical exploration of masscommunications in the past, present, and/or future.Either one-half credit or one credit will be given, at128

CO M M U N I C AT I O N S A N D M E D I A S T U D I E S >the discretion of the faculty advisers. Studentsdoing a project must take the CMS senior colloquium(Experimental College 190C), a half-year,one-half credit, pass-fail course that assists them indeveloping their senior projects through groupstudy and analysis of each student’s work inprogress.The CMS course option to the senior project isan additional CMS-approved media-related coursetaken in the senior year. Students completing thecourse option must submit a paper (minimum 15pages) focusing on a media- or film-related topicwritten in conjunction with that course. The papermust be approved, advised, and graded by thecourse instructor. Students pursuing this optionmust also get approval from the CMS director.Students are strongly encouraged to take at leastone media-related internship.INTERDISCIPLINARY MINORIN FILM STUDIESStudents pursuing an interdisciplinary minor inFilm Studies must take a core course, either Introductionto Film Studies (Drama 50/ILVS 50) oran approved alternative. Students will also takefour film-related courses from approved courselists.Starting in the 2010-2011 academic year, therewill be two tracks within the Film Studies minor.Students interested in film theory and/or film historyshould pursue the Film Criticism track.Those students interested in film productionand/or screenplay writing should pursue the FilmPractice track.During their senior year students doing theFilm Criticism track must either complete a SeniorProject (EXP 194C) or ake an additional filmrelatedcourse from the Film Criticism elective listin which they can write a paper of at least 15pages on a film-related topic (the CMS CourseOption). Students doing the Film Practice trackmust complete a Senior Project that is either afilm or screenplay.For students pursuing the Film Criticism track,the four elective courses mentioned above must befrom at least three departments. Except with thewritten consent of the CMS director, no morethan one of the four electives may be a Film Practicecourse or credited internship in which studentslearn skills in film production or practice. Amaximum of 2 Ex College courses may be countedtoward the minor, except with written consent ofthe CMS director. Other than EXP 99C (Internship)and EXP 190C (CMS Senior Colloquium),all classes taken for the Film Studies minor mustbe taken for a letter grade.For students pursuing the Film Practice track,the four elective courses mentioned above mustinclude two film practice courses (such as MakingMovies, Advanced Filmmaking, Producing Filmsfor Social Change, Screenwriting I or II, or a filmpractice internship). The other two elective coursesshould be from the Film Practice electives list andbe offered by two different departments. These arecourses in which aspects of film production arediscussed along with issues of film theory and history.Other than EXP 99C (Internship) and EXP190C (CMS Senior Colloquium), all classes takenfor the Film Studies minor must be taken for aletter grade.In accordance with Tufts policies, students cannot“double count” a course for fulfillment of afoundation requirement and for the Film Studiesminor, and they may use a maximum of two creditsfrom the minor to count also toward a major,another minor, or distribution requirements.Students may use accepted courses transferredfrom another institution toward the Film Studiesminor with consent of the CMS director. A maximumof three courses taken outside of Tufts canbe applied toward the minor.The Senior Project (EXP 194C) is a substantialwork that may take the form of either a more traditionalwritten thesis or a practice-based project(e.g. screenplay, film, video) with a written component.Students doing a project must also take theCMS Senior Colloquium (EXP 190C), a halfyear,half-credit, pass-fail course that assists themin developing their senior projects.The CMS Course Option is an additionalCMS-approved film-related course taken in thesenior year. Students completing the Optioncourse must submit a paper (minimum 15 pages)focusing on a film-related topic written in conjunctionwith that course. The paper must beapproved, advised, and graded by the courseinstructor. Students pursuing the Course Optionto the senior project also must get approval fromthe CMS director.To indicate their intent to minor, studentsshould consult the CMS director, Julie Dobrow, orthe CMS associate director, Susan Eisenhauer,129

CO M M U N I C AT I O N S A N D M E D I A S T U D I E S >CO M M U N I T Y E N V I R O N M E N TA L S T U D I E S >about requirements and the filing of appropriatepaperwork. Students are encouraged to begin thisprocess as soon as possible.For a list of approved elective courses for theFilm Criticism track and the Film Practice track,please go to the “Film Studies Minor” link on theCMS website:http://ase.tufts.edu/cms/filmstudies.html.INTERDISCIPLINARY MINORIN MULTIMEDIA ARTSThe multimedia arts program provides a frameworkfor the analysis of and practical training inemerging digital media. The minor includes—and often mixes—work in animation, filmmaking,photography, music, text, drawing, collage, graphicdesign, software development, website construction,user interface strategies, and human factorstheory. Through course work and collaboration onthe part of students in liberal arts and students intechnical disciplines, the minor aims to foster thedevelopment of a body of shared knowledge andideas and, in so doing, to break down barriers thathave traditionally hindered such cross-fertilization.The interdisciplinary minor in multimedia artsrequires a minimum of five courses within theguidelines noted below. Students pursuing theminor must take the Communications and MediaStudies senior colloquium and complete a seniorproject. Prior to that, they need two multimediapractice courses (selected from the program’sapproved courses list) which introduce students tothe tools, methods, and theories current in thefield, and two electives selected from coursesoffered by the supporting departments—Art andArt History, Drama and Dance, Music, Electricaland Computer Engineering—or those listed andapproved by the program (e.g., Experimental Collegecourses). Except for the senior colloquium, allcourses taken as part of the multimedia arts minormust be taken for a letter grade and may not beused toward fulfillment of the foundation requirement.(See Interdisciplinary Minor Program fordetails.)For specific information about the policies governingrequirements and electives, visithttp://www.excollege.tufts.edu/mma.COMMUNICATIONS INTERNSHIP PROGRAMThe internship program grants academic credit forinternships in communications (Experimental College99C). Students can arrange to work at newspapers,magazines, film companies, advertising andpublic relations firms, television stations, radio stations,and publishing houses. Interns are requiredto work a minimum of 150 hours (approximately12 to 15 hours each week), complete a writingrequirement, and meet regularly with the facultyadviser. Contact CMS Associate Director SusanEisenhauer (susan.eisenhauer@tufts.edu) for eligibilityand course requirements.For more detailed information, please visit thewebsite http://ase.tufts.edu/cms.CommunityEnvironmental StudiesFACULTY ADVISER:Lecturer Rusty Russell, Urban and Environmental Policyand PlanningEnvironmentalists and concerned citizens alike facethe challenge of keeping pace with politically andtechnically complex issues. The growing sophisticationof the environmental movement brings newdemands to link conservation and preservation,environmental justice, and safety and health in theworkplace and community.The certificate in Community EnvironmentalStudies (CES) provides professional training forcareers in today’s rapidly evolving environmentalfield. CES’s interdisciplinary curriculum is designedto clarify career goals for those who may be consideringenvironmental work, as well as to enhancethe skills of professionals already in the field. Thecertificate is offered in collaboration with theDepartment of Urban and Environmental Policyand Planning and the Office of Graduate Studies.The certificate requires the completion of fourcourses in such varied subjects as land planning,environmental policy, mediation, law, and economics.The program is open to individuals with a bachelor’sdegree and is especially appropriate for peoplein community and environmental organizationswho want to increase their expertise about issuesand methods, midcareer professionals who want toapply their skills to environmental work, and businesspeople working with communities aroundenvironmental issues.130

CO M M U N I T Y E N V I R O N M E N TA L S T U D I E S >CO M M U N I T Y H E A LT H >For more information and an application, contactthe Office of Graduate Studies at 617-627-3395, or visit http://gradstudy.tufts.edu/.Community HealthDIRECTOR:Senior Lecturer Edith D. Balbach, Community HealthPOLICY BOARD:Carol Baffi-Dugan, Associate Dean for UndergraduateEducation, Director of Health Professions AdvisingProfessor Donald Wertlieb, Child DevelopmentAssociate Professor Harry Bernheim, BiologyAssociate Professor David Gute, Civil and EnvironmentalEngineeringAssociate Professor Joanne Phillips, ClassicsAssociate Professor Rosemary C. R. Taylor, Sociology/Community HealthAssistant Professor Raymond Hyatt, Tufts UniversitySchool of MedicineLecturer Kevin Irwin, Community HealthLecturer Linda Sprague Martinez, Internship CoordinatorLecturer Alissa Spielberg, Community HealthPamela Schoenberg Reider, Program AdministratorThe Community Health Program (CHP), establishedin 1975, is one of the oldest multidisciplinaryprograms within the university. CHP toucheson diverse aspects of health and society andencourages students to explore health issues from avariety of perspectives.Courses approved to satisfy the CHP majorspan many disciplines, including anthropology,nutrition, classics, sociology, biology, psychology,history, economics, engineering, philosophy, politicalscience, and public health. Through courses andfieldwork, CHP students analyze: 1) the factorsthat determine health and illness, 2) how communitiesdefine and try to resolve health-related problems,3) the formation of health care policy in theUnited States with a comparative look at othercountries, and 4) the institutions that plan, regulate,and deliver health care services.UNDERGRADUATECONCENTRATION REQUIREMENTSSecond Major in Community HealthThe major in Community Health offers undergraduatesan opportunity to explore issues surroundinghealth, health care, community andsociety. In addition to a broad academic experienceencompassing nine courses, students complete an180-hour internship for which they receive oneacademic credit. The major in Community Healthis a second major, which means students completeit in addition to completing their primary major.All courses submitted for credit in the majormust be passed with a C- or better, with the exceptionof the internship. The internship (CommunityHealth 180) must be passed with a B- or better. Incompleting an internship, a Tufts student is representingTufts University to an outside agency and ishelping to provide a service to Boston area communities.Students are expected to take their placementseriously, to represent CHP effectively, and torender a valuable service. For these reasons, creditfor the internship is contingent on the studentreceiving at least a B-. No course submitted forcredit in the major may be taken on a pass-failbasis.CORE REQUIREMENTSTo pursue a second major in community health,students complete ten courses that encourage abreadth and depth of learning.There are five required courses:Community Health 1 Introduction to CommunityHealthCommunity Health 2 Health Care in America: Policiesand PoliticsCommunity Health/Civil Engineering 54 Fundamentalsof EpidemiologyCommunity Health 180 InternshipCommunity Health 181 Internship SeminarThe five remaining electives are selected from adiverse mix of courses. All CHP majors arerequired to take five electives across three clusters:Science of Health, Frameworks for UnderstandingHealth, and Health/Health Care Policy. Studentsmust at least complete one course in each cluster(see below). At least one of these five courses mustbe approved as a Research course and at least onemust be approved as a Comparative / Cross-culturalCourse. Courses approved for the Researchand/or Cross-cultural requirements are listed followingthe description of the clusters.1. SCIENCE OF HEALTHOne course in the Science of Health cluster. Thesciences have a particular lens for looking at health131

CO M M U N I T Y H E A LT H >issues that focuses on the biological or technologicalcauses and cures for disease. Although healthand health care result from a complex mix of biological,social, political, and cultural phenomena,anyone claiming a thorough knowledge of healthissues must have some basic knowledge of the scientific/technologicalframework for looking atthem.2. FRAMEWORKS FOR UNDERSTANDING HEALTHOne course in the Frameworks for UnderstandingHealth cluster. In Community Health 1 and 2 studentsare introduced to a broad range of healthconcepts and health areas. By taking at least onecourse in this cluster, students will have an opportunityto explore one area in greater depth.3. HEALTH / HEALTH CARE POLICYOne course in the Health/Health Care Policy cluster.The policy environment controls how resourcesare distributed and helps to determine how communitiesperceive their options. Students need tounderstand current U.S. and/or international policyand have the opportunity to learn methods fordeveloping further understanding.CROSS-CULTURAL OR COMPARATIVE VIEWS OFHEALTHCHP majors are required to take at least onecourse with a cross-cultural or comparative focusthat encourages understanding health in differentcultures or communities. Courses approved for thisrequirement fall into two broad categories: withinthe United States and outside of the United States(International).RESEARCHAll CHP majors must complete a major researchpaper or project. This requirement can be satisfiedby taking a course with a research component, bycompleting a research-based fieldwork or independentstudy focused on health, or by completinga thesis focused on health issues.Students may petition to have an independentstudy (conducted under Community Health 193)or a fieldwork experience (conducted under CommunityHealth 199) count toward the Researchrequirement if the student's project has a substantialresearch component. Such a course will beassigned to a cluster depending on the topic. Workcompleted in Sociology 102, Civil and EnvironmentalEngineering 164, or Community Health197/198 will similarly be assigned to a clusterbased on the topic of the research.Students may petition to have honors theses orindependent studies from their primary majorcount toward the Research requirement if the projectinvolves research in a health area and a memberof the CHP faculty is on the student's committee.Permission to count such a course must beobtained in advance. In accordance with universityrules, students may not double count more thanhalf of their primary major credits with their secondmajor.Students may petition courses taken abroad formajor credit but no more than three courses takenat other institutions may count toward the major.Students may petition a course to count for majorcredit when they have a course syllabus, which istypically after they return. This process is a separateone from that of transferring the credit to Tufts,which students do through the on-line system. TheCH Transfer of Credit representative will advisethem on what will likely count for CH credit.EXPERIENTIAL LEARNING: INTERNSHIPThe internship is an integral part of the CHP. Formany students, the 180-hour internship proves tobe one of the most valuable learning experiences inthe program, establishing a link between theoryand practice. CHP assists students in finding aninternship, and students have considerable latitudein selecting a placement. Placements have includedthe Greater Boston Elderly Legal Services, theBoston Childhood Lead Poisoning PreventionProgram, the Dana-Farber Cancer Institute, theMassachusetts Coalition for Occupational Safetyand Health, Children's Hospital, neighborhoodhealth centers, Public Health AIDS Services, andthe Five City Tobacco Collaborative. In addition toevaluating the progress of students, site supervisorsmaintain contact with the CHP internship coordinator.During the same semester of the internship,students enroll in a seminar with the CommunityHealth Internship Coordinator. Students mustcomplete CH 1 and CH 2 before the Internshipand Seminar. This seminar meets on the Medfordcampus.More information may be obtained from theprogram office at 112 Packard Avenue or by calling617-627-3233, or by e-mail(chp@tufts.edu). Visitour website at http://ase.tufts.edu/commhealth.132

CO M P U T E R E N G I N E E R I N G >CO M P U T E R S C I E N C E >Computer Engineering(FOR DEGREE REQUIREMENTS, SEE ELECTRICALAND COMPUTER ENGINEERING.)Computer ScienceProfessor Carla Brodley, Chair; Artificial intelligence,machine learningProfessor Lenore J. Cowen, Computational biology, theoryof computation, algorithm design and analysisProfessor Robert J. K. Jacob, Interin Chair untilSeptember 2010; Human- computer interactionProfessor Diane L. Souvaine, Computational geometry,algorithm design and analysisAssociate Professor Anselm C. Blumer, Artificial intelligence,machine learning, computational biologyAssociate Professor Alva Couch, Network and systemadministration, scientific computing and visualizationAssociate Professor Soha Hassoun, Computer-aideddesign, VLSI design; computational systems biologyAssociate Professor Roni Khardon, Machine learning,artificial intelligence, computational learning theoryEmeritus Associate Professor David Krumme,Parallel and grid computingAssociate Professor Norman Ramsey, Programming languagesand systems, functional programmingAssociate Professor Matthias Scheutz, Artificial intelligence,cognitive science, human-robot interactionAssociate Professor Donna Slonim, Computational biology,artificial intelligence, machine learningAssistant Professor Remco Chang, Visualization, visualanalytics, computer graphicsAssistant Professor Samuel Z. Guyer, Compilers, programminglanguagesSenior Lecturer/ Research Assistant ProfessorBenjamin Hescott, Computational complexity, approximationand parallel algorithms, computational biologySenior Lecturer/Research Assistant Professor Judith A.Stafford, Software engineeringLecturer Ming Chow, Computer games, computer securityand privacyResearch Assistant Professor Ethan Danahy,Technology solutions for engineering educationVisiting Assistant Professor Sara Su, Computer graphics,human-computer interactionSECONDARY APPOINTMENTS:Professor Bruce Boghosian, Mathematics; Quantumcomputing, scientific and distributed computingProfessor Christoph Börgers, Mathematics; Appliedmathematics and computingProfessor Gregory Crane, Classics; Ancient GreekLiterature, Computing and its impact on learningProfessor Misha Kilmer, Mathematics; Numerical linearalgebra, linear algebra, scientific computing andvisualizationProfessor Eric L. Miller, Electrical and ComputerEngineering; Signal and image processingProfessor Karen Panetta, Electrical and ComputerEngineering; Human-computer interaction, multimediastudiesProfessor Douglas Preis, Electrical and ComputerEngineering; Scientific computing, visualizationAssociate Professor Marina Bers, Child Development;Human-computer interaction, collaborative learning systems,virtual communitiesThe department offers undergraduate programs incomputer science for both liberal arts and engineeringstudents, M.S. and Ph.D. degree programs, andseveral non-degree graduate programs. The departmentoffers undergraduate programs in both theSchool of Arts and Sciences and the School ofEngineering. Both the Arts and Sciences andEngineering programs are included in the generalaccreditation conferred on the University byNEASC. In addition, the BSCS program offeredthrough the School of Engineering is accredited bythe Computing Accreditation Commission (CAC)of the Accreditation Board for Engineering andTechnology (ABET).UNDERGRADUATECONCENTRATION REQUIREMENTS—COLLEGE OF LIBERAL ARTSMajor in Computer ScienceTen courses: eight courses in computer science andtwo courses in related fields. The computer sciencecourses must be more advanced than ComputerScience 11 and must include Computer Science15, 40, 80, 160, and 170. Only one of Comp 80 orComp 105 may be counted toward the major. Therelated fields’ courses are Mathematics 12 or 17and Computer Science 22 (Mathematics 22 maybe substituted for Computer Science 22). Theintroductory courses Computer Science 10 and 11as well as Mathematics 4, 5, 6, and 11, do notcount toward the major. No more than oneDirected Study (93, 94, 193, 194) may be countedtoward the major. All ten courses to be countedtoward the major must be completed with a gradeof C- or better. The above are minimal requirementsfor the concentration. For students who133

CO M P U T E R S C I E N C E >desire a stronger program, the following coursesare recommended: Computer Science 111, 180,181, 190; Mathematics 46, 145, 161 and 162.For an ABET/CAC accredited program, seethe BSCS in the School of Engineering, describedbelow.UNDERGRADUATECONCENTRATION REQUIREMENTS—SCHOOL OF ENGINEERINGBachelor of Science in Computer ScienceThe mission of the Computer Science in Engineering(BSCS) program is to provide graduateswith the durable knowledge necessary to becomefuture leaders in the rapidly evolving discipline ofComputer Science as well as in other computerrelatedfields. We aim to give each graduate a solidfoundation in both Computer Science theory andprogramming practice, and to prepare each graduatefor further advanced study in Computer Scienceand related fields. We aim to expose each graduateto the challenges and research problems involved increating new kinds of computer software. We aimto give graduates the skills and commitment to lifelonglearning necessary to prepare them to be effectiveemployees or graduate students incomputer-related fields. The faculty is dedicated toaccomplishing this mission through integration ofteaching and research.The Bachelor of Science in Computer Science(BSCS) offered through the School of Engineeringis accredited by the Computing AccreditationCommission(CAC) of the Accreditation Board forEngineering and Technology (ABET).Objectives of the BSCS program:1. Graduates should be prepared to pursue aprofessional career in or related to computingor software.2. Top graduates should be prepared to succeed ingraduate study in computer science.3. Graduates should be prepared to becometechnology leaders in industry and academia.Outcomes of the BSCS program:1. Graduates should be able to utilize theoreticalcomputer science to analyze algorithms andpredict performance.2. Graduates should have the ability to apply computerscience and software engineering principlesto solve real-world problems.3. Graduates should be proficient in interactin withinterdisciplinary teams.The Bachelor of Science in Computer Science(BSCS) requires thirty-eight courses includingintroductory, foundation, breadth, and concentrationcourses. Introductory courses (11 credits)include En2 and Es2; one half-credit EN course;Math 11,12,13, and 22 (Computer Science 22 maybe substituted for Mathematics 22); and Physics 11,Chemistry 1, Physics 12 or Chemistry 2, and afourth science elective. The science elective may beone of Astronomy 21 or 22; Biology 1 or 13;Chemistry 2; Geology 1, 2, or 5; Physics 12, 13, or31; or any course in any of these departments withone of these courses as a prerequisite. The foundationrequirement (5 courses) includes ComputerScience 11 and 15, Engineering Science 3 and 4,and a statistics course chosen from EngineeringScience 56, Electrical Engineering 104,Mathematics 162, Biology 132, or Physics 153. Thebreadth requirement (10 courses) includes English1; one course in ethics and social context(Philosophy 24 or Engineering Management 54);five courses in Humanities, Arts, or Social Sciences,and three courses chosen either from Humanities,Arts, and Social Sciences, or from selected coursescovering the broader context of engineering.Allowable courses in Humanities, Arts, and SocialSciences are those listed as fulfilling the distributionrequirement in those categories in the School ofLiberal Arts. A list of selected courses appropriatefor the last three credits of the breadth requirementis available from the department, and includescourses in Humanities, Arts, Social Science,Engineering Science, Engineering Management,Engineering Psychology, and introductory coursesin selected School of Engineering departments. Theconcentration requirement (11 courses) includesComputer Science 40, 80 or 105, 160, 170, and180; five elective courses in computer science, threeof which must be numbered above 100; and a onecreditsenior project approved by the department.Normally the senior project is completed by enrollmentin Comp190 (Software Engineering Project).Only one of Computer Science 80 or ComputerScience 105 may be counted toward the degree.The following sample program is one way of satisfyingthe above requirements; further informationregarding options and procedures is available fromthe department.134

CO M P U T E R S C I E N C E >First YearFALL TERMMathematics 11Physics 11English 1Engineering 2 (half credit)Half-credit (EN) course in engineeringSPRING TERMMathematics 12Computer Science 11 Introduction to ComputerScienceChemistry 1 or 16Engineering Science 2Sophomore YearFALL TERMMathematics 13 Calculus IIIComputer Science 15 Data StructuresEngineering Science 3 Introduction to ElectricalEngineeringPhysics 12 or Chemistry 2Breadth elective (humanities, social sciences, arts,or engineering)SPRING TERMComputer Science 22 or Mathematics 22 DiscreteMathematicsComputer Science 80 or 105 Programming LanguagesEngineering Science 4 Introduction to Digital LogicCircuitsScience electiveBreadth elective (humanities, social sciences, arts,or engineering)Junior YearFALL TERMComputer Science 40 Machine Structure and Assembly-Language ProgrammingComputer Science 160 AlgorithmsEngineering Science 56 StatisticsHumanities, social sciences, or arts electiveBreadth elective (humanities, social sciences, arts, orengineering)SPRING TERMComputer Science 170 Theory of ComputationEngineering Management 54 Engineering LeadershipComputer science electiveComputer science electiveHumanities, social sciences, or arts electiveSenior YearFALL TERMComputer Science 180 Software EngineeringComputer science electiveComputer science electiveHumanities, social sciences, or arts electiveSPRING TERMComputer Science 190 Senior Design ProjectComputer science electiveHumanities, social sciences, or arts electiveHumanities, social sciences, or arts electiveFree electiveUNDERGRADUATE MINOR PROGRAMMinor in Computer ScienceThe undergraduate minor in Computer Scienceconsists of five courses, including Computer Science15; two courses chosen from Computer Science40, either 80 or 105, 160, and 170; one coursein computer science numbered 100 or above; andeither Computer Science 22 or Mathematics 22 orone additional course in computer science numberedabove 15. Only one of Computer Science 80or 105 may be counted toward the minor.POSTBACCALAUREATE PROGRAM INCOMPUTER SCIENCEThe postbaccalaureate program in computer scienceoffers the student with a bachelor’s degree,but few computer science courses, the opportunityto earn the equivalent of an undergraduate minorin computer science by completing the requirementsfor the minor. It is designed to give the studentwith a nontechnical, liberal arts degree theintroductory knowledge base to enter the technologyfield or continue on for graduate study incomputer science. For more information, contactthe Office of Graduate Studies at 617-627-3395or visit the website http://gradstudy.tufts.edu/.The program requires five Tufts courses.Required:COMP 15 Data Structures, plusChoose two:COMP 40 Machine Structure and AssemblyLanguage ProgrammingCOMP 80 or 105 Programming Languages**COMP 160 Algorithms***COMP 170 Theory of Computation***135

CO M P U T E R S C I E N C E >Choose one:MATH 22 or COMP 22 Discrete Math orCOMP elective numbered higher thanCOMP 15One elective:One computer science elective 100-level orabove****Prerequisite course COMP 11: Introduction toComputer Science is available for individualswithout a previous programming course.**Only one of Computer Science 80 and 105 maybe counted toward the program.**Courses numbered above 100 award graduatecredit, and are transferable into the Tufts Masterof Science in Computer Science program uponacceptance to the program.CERTIFICATE PROGRAMSCertificate Program in Computer ScienceThe four-course, graduate-level certificate programin computer science is for the student with a bachelor’sdegree in computer science or a closelyrelated field with approved work experience. Theprogram is designed for those who wish to updatetheir skills and broaden their knowledge to meetthe challenges of and opportunities available intoday’s rapid-pace technology field. For moreinformation, contact the Office of Graduate Studiesat 617-627-3395 or visithttp://gradstudy.tufts.edu/.The certificate requires four graduate-levelcourses in Computer Science. This flexible programallows the student to cluster course electivesaround a particular interest or specialty area.Course may be chosen from our regular departmentofferings or from our COMP 150 SpecialTopics offerings, which are offered in particularly“hot” area of interest, or in a unique specialty areaof Tufts faculty.CERTIFICATE PROGRAM IN HUMAN-COMPUTER INTERACTIONIn an interdisciplinary collaboration between theDepartment of Psychology, the Department ofComputer Science, and the Department of OccupationalTherapy at Tufts, this four-course, graduate-levelcertificate is designed to train the nextgeneration of computer professionals for tomorrow’scomplex challenges. The program is open toindividuals with a bachelor’s degree, and isdesigned to be pursued on a part-time basis bycomputer programmers, Web designers, humanfactors professionals, software engineers, and userinterfacedesigners who wish to develop or enhancetheir user-interface design and implementationskills. For more information, see Human-ComputerInteraction, or contact the Office of GraduateStudies at 617-627-3395, or visithttp://gradstudy.tufts.edu/.The certificate requires four courses.1. Two foundation courses:COMP 171 Human-Computer InteractionPSY 53/ENP 61 Engineering Psychology2. One or more of the following:COMP 106 Object Oriented Programming for GUIsENP 161 Human Factors in Product DesignENP 162 Man-Machine System DesignENP 166 Applied Design of Software User InterfacesPSY 130 Advanced Engineering Psychology3. ElectivesCOMP 20 Multimedia ProgrammingCOMP 175 Computer GraphicsEE 120 Computer Animation for TechnicalCommunicationsOTS 105 Assistive Technology(Students may substitute other Tufts graduatecourses, subject to the approval of the certificateadvisor.)GRADUATE PROGRAMSMaster of ScienceThe Master of Science degree requires ten coursecredits at the 100 level or above. At least eightcredits must be earned by taking approved courses.The remaining two credits may be earned in severalways, including taking approved courses, completinga master's thesis, or participating in anindependent study or research experience. At leastfour of the courses must be in computer science,and at least two of the courses must include a seriousprogramming component. To use coursesoffered outside the Department of Computer Science,the student must obtain the approval of thedepartment. Students must also demonstrate competencyin the material covered in Mathematics 22and Computer Science 40, either 80 or 105, 160,and 170. The last three courses, 105, 160 and 170,can be taken as part of the master's degree program.Each student must complete a master's projector thesis demonstrating mastery of computerscience research and/or software development136

CO M P U T E R S C I E N C E >DA N C E >skills. The project requirement includes a writtenreport which must be approved by a member of thefaculty. Substantial projects, typically involvingresearch, can count up to one-credit through thecourses Computer Science 293 and 294. The projectrequirement may also be satisfied by a writtenmaster's thesis, defended orally, counted as betweenone and two credits, through the courses ComputerScience 295 and 296.Doctor of PhilosophyStudents must have a master's degree in computerscience or a related field to be admitted to thePh.D. program. Applicants to the Ph.D. programwho do not have a master's degree will instead beconsidered for admission to the M.S./Ph.D. program.Doctoral study consists of preliminarycoursework and study, qualifying exams, and creativeresearch culminating in a written dissertation.Areas available for dissertations in computer scienceinclude algorithm design and analysis, artificialintelligence and machine learning, CAD and VLSIdesign, compilers, computational biology, computationalgeometry, computer graphics and modeling,human-computer interaction, network and systemadministration, programming languages, softwareengineering, theory of computation, and visualization.Detailed requirements and procedures for thePh.D. program are outlined on the departmentWeb pages at http://www.cs.tufts.edu.For more detailed information, please visit thewebsite http://www.cs.tufts.edu.Computer ScienceCertificate ProgramFaculty adviser:Associate Professor Anselm C. BlumerWith technology advancing at a rapid pace, opportunitiesfor advanced applications of computer scienceare limitless. Professionals with experience andknowledge of the "hottest" topics in computer science— databases, Linux, object-oriented programming,software engineering, network and systemsadministration, parallel and distributed computing— are rapidly advancing in salary and opportunity.This four-course graduate-level program willupdate your skills and broaden your knowledge incomputer science, through a "design your own specialtycertificate" taught by Tufts' renowned facultyin computer science. Completion of the certificaterequires grades of B- or better in all courses.Courses are transferable into the Tufts M.S. programupon acceptance to that program.The program is open to individuals with at leasta bachelor's degree in computer science, or a closelyrelated field with approved work experience. Individualscompleting the Post-Bac Computer ScienceMinor Program are also encouraged to apply.For more information and an application, contactthe Office of Graduate Studies at 617-627-3395, or visit http://gradstudy.tufts.edu/.DanceAssociate Professor Alice E. Trexler, Director of dancestudiesSenior Lecturer Daniel McCusker, Dance technique andrepertoryHalf-time Lecturer Mila Thigpen, Dance techniquePart-time Lecturer Gretchen Hayden, North Indianclassical danceThe Department of Drama and Dance offers dancecourses that are appropriate for the general studentbody and for those with dance experience. Theobjectives of this nonconservatory program are tofoster the development of creative resources andtechniques, to introduce performance analysis, andto contextualize dance as an element of culture.This liberal arts approach encourages students tocreate integrative links with other disciplines. Studentsmay minor in dance, and dance courses maybe used toward the drama major (see Drama).Dance performances choreographed by faculty andstudents are presented in the Jackson Dance Laband other spaces on campus each semester.Dance MinorFive credits of six to eight half- and full-creditcourses. Techniques and processes for performing,creating, and analyzing movement materials in andoutside of “western” traditions as well as cultural orhistorical context. Requirements include one interdisciplinarycourse, one full-credit creative course,one non-western or diasporic studio course, and acapstone experience (half- or non-credit) in additionto electives. Only lecture courses in dance maybe submitted for transfer approval except for those137

DA N C E >D R A MA A N D DA N C E >in Tufts abroad programs. More information aboutdance may be obtained at the department office orat www.ase.tufts.edu/drama-dance/dance.Drama and Dance(FOR DANCE INFORMATION, SEE DANCE.)Associate Professor Downing Cless, Chair; Directing,sociology of the theatre, dramatic literature and theoryProfessor Barbara Wallace Grossman, Theatre history,dramatic literature and criticism, directingProfessor Laurence Senelick, Fletcher Professor ofOratory; Director of graduate studies in drama; Dramatic literatureand theory, theatre and film historyAssociate Professor Alice E. Trexler, Director of dance;Dance studiesAssistant Professor Monica White Ndounou, Theatrehistory, dramatic literature and criticism, actingSenior Lecturer Daniel McCusker, DanceLecturer Margo Caddell, Lighting design and stage managementLecturer Linda Ross Girard, Costume DesignerLecturer John Mulligan, Technical directorLecturer Ted Simpson, Head of DesignLecturer Sheriden Thomas, Acting and directingPART-TIME FACULTY:Senior Lecturer Neal Hirsig, MultimediaLecturer Thomas Connolly, Theatre history, dramatic literatureand criticismLecturer Deborah Cooney, Voice and speechLecturer Gretchen Hayden, DanceLecturer Luke Jorgensen, Director, Children’s TheatreLecturer Susan Kouguell, ScreenwritingLecturer Meredith Miller, Assistant technical directorLecturer Mila Thigpen, DanceLecturer Ken Urban, PlaywritingThe Department of Drama and Dance provides astrong liberal arts approach to the creative, historical,and aesthetic dimensions of performance. Thecurriculum fosters critical thinking and imaginativechallenges, whether through experiences with literatureand history or participation in performance.The department offers a variety of courses, complementedby an active season of productions. Studentshave the opportunity to apply the artistic andanalytical skills they develop in class to thedemands of live performance. Courses and productionsare open to all Tufts students, regardless ofmajor. Whether in the classroom, the dance lab, orthe theatre, every course in the department fulfillsthe arts distribution requirement. The only exceptionis Drama 27: Public Speaking, which is considereda Humanities course.PERFORMANCE ACTIVITIESEach year the department produces a full and variedseason of performances in the Balch ArenaTheater, a flexible theatre-in-the-round. The seasonconsists of three faculty-directed productions,as well as a number of student-directed shows.Several student groups are active throughout theyear in the theatre and other spaces on campus.These include Pen, Paint, and Pretzels (3Ps), thelargest theater organization at Tufts, Torn TicketII, which is dedicated to musical theatre, and BareBodkin, specializing in student-written work.There are other performance opportunities withCheap Sox (improvisational comedy), HYPE!(mime), Traveling Treasure Trunk (children’s theatre),Sarabande Dance Ensemble, and TuftsDance Collective.The production program allows students toexplore all areas of theatre and dance outside theclassroom. They are involved in every aspect ofproduction, from backstage work as stage managersand crew members, to directing and/orchoreographing shows, designing, performing,even producing. They experience the joys andchallenges of live performance, as well as the satisfactionof working as part of a creative ensembleon a project for a significant period of time.UNDERGRADUATECONCENTRATION REQUIREMENTSMajor in DramaThe major in drama provides a balanced mix ofstudy and practice, understanding and process,thinking and doing. It demands much of and givesmuch to students in the development of creativity,adaptability, and analytical thinking. With itsemphasis on effective communication and imaginativeexploration, a drama major is one of the bestpreparations for a variety of careers, as well as forgraduate professional training and work in a theatrearts specialization. Drama majors often completedouble majors in combination with many otherdepartments and programs.The drama major consists of eleven course138

D R A MA A N D DA N C E >credits and related requirements, including:1) Five course credits in history, literature, and/ortheory of drama, four of which are required: Drama1 (Comedy and Tragedy), 4 (Modern Drama), 137(Theatre and Society I: Prehistory through theRenaissance), 138 (Theatre and Society II: TheEarly Modern Period). The fifth is an elective froman approved list. 2) Drama 17 (Theatre Technology).3) A design course chosen from the followingofferings: DR 18 (Lighting Design), DR 125(Scene Design), or DR 126 (Costume Design). 4)Two course credits in acting/directing/movementor studio dance/voice (excluding Drama 80). 5)Two electives in the student’s specific area of interest,at least one of which must be an upper-levelcourse. A maximum of two one-half course creditsof Drama 80 and/or 81 may be used to fulfill therequirements for the major. 6) A noncredit runcrew on a faculty-directed major production (assistantstage manager, light board operator, soundboard operator, costume crew, deck crew, housemanagement). 7) A noncredit prep crew on a faculty-directedmajor production consisting of thirtyhours of production-related preparatory work in agiven semester. 8) Each drama major is expected togain experience in the creative aspects of dramaand/or dance through involvement in the productionprogram of the university. Graduating magnacum laude or summa cum laude with a dramamajor is contingent not only on scholastic achievement,but on significant participation in productions.Students considering a drama major will find itadvantageous to complete Drama 1, the crewrequirement, and an introductory-level course ineither studio dance/acting or design/technology bythe end of the sophomore year. This will allowgreater flexibility in scheduling course work andmore opportunities for advanced-level productionresponsibilities later on.We strongly recommend that students who planto pursue professional training or graduate schooltake more than the eleven-course credit minimum,especially in an area of specialization.UNDERGRADUATE MINOR PROGRAMSMinor in DramaThe drama minor consists of a minimum of fivecourses taken in the department: two in literature/history(including Drama 1 or 4) and threeother courses selected in a plan approved by thedesignated minor advisor. Drama minors have theoption of choosing an emphasis in acting, directing,design, technical theater, or theater studies. Dramaminors are also required to serve on either one prepcrew or one run crew for a departmental majorproduction.Interdisciplinary Minor in Film StudiesThis interdisciplinary minor is offered through theCommunications and Media Studies program.For more information, see Communications andMedia Studies.Interdisciplinary Minor in Multimedia ArtsThis is an interdisciplinary minor of the Departmentsof Art and Art History, Drama and Dance,Electrical and Computer Engineering, and Music.For more information, see Multimedia Arts.GRADUATE PROGRAMFor admission to graduate work in drama, aprospective student must present a completedundergraduate record of high scholastic proficiencywith a firm grounding in drama and theatre arts.Other desirable foundation subjects include culturalstudies, art history, music, philosophy, psychology,sociology, history, and literature.The program of study leading to the doctor ofphilosophy or master of arts degree in dramaembraces dramatic literature, dramatic theory andcriticism, and theatre history and research. It isexpected that applicants for admission will alreadyhave attained a level of proficiency in the creativeand/or performance aspects of theatre.Courses of study for the satisfaction of the residencerequirement do not include theatrical practiceor stage performance. Dramaturgy for afaculty-directed play may be used for credit once.Depending on the individual student’s educationalbackground, intellectual capabilities, andprofessional aims, certain courses in other disciplines—anthropology,art history, Chinese, classics,English, French, German, history, Italian, Japanese,music, philosophy, Russian, sociology, and Spanish—maybe taken for credit toward advanceddegrees in drama, upon consent of the graduateadviser of the Department of Drama and Dance.Master of ArtsIn general, the student is expected to offer foradmission the equivalent of a Tufts bachelor of arts139

D R A MA A N D DA N C E >degree with a major in drama. A student whoseundergraduate preparation is not equivalent may beadmitted provisionally and may be required tocomplete more than the minimum eight courses ormake up deficiencies at no degree credit.REQUIREMENTS AND RESIDENCEA minimum of eight courses of graduate-levelwork in residence is required for the degree.Additionally, the student must satisfy the followingrequirements to qualify for the master of artsdegree in drama:1) The student must demonstrate a reading knowledgeof a foreign language by passing an examinationor an approved course no later than the end ofthe first year. A student whose undergraduaterecord indicates successful performance in a languagecourse at the advanced level may be exempt.2) Understanding of the basic principles and practicesof design and technical theatre is to bedemonstrated in the student’s prior experience orby satisfactory completion of Drama 17, 125 or126 taken without credit during the first year ofresidence. 3) The student must demonstrate anunderstanding of the principal theories and methodsof acting.This requirement may be fulfilled either by satisfactorycompletion of Drama 10, taken withoutcredit during the first semester of residence, or bypresentation of evidence of study and experience inacting. 4) Unless a student’s undergraduate recordindicates completion of two courses or their equivalentin history of the theatre, Drama 137 and 138must be taken for credit. 5) The student must takea minimum of four courses in graduate seminarsselected from the following: Drama 220, 231, 235,236, 240, 244, 248, 249, 251, 252, 254, 255, 258,259, 261, 262, or 263. Also, certain related coursesin other departments may be credited toward themaster of arts degree in drama (not more than onein a semester), with prior consent of the adviser. 6)The student must demonstrate an ability to dealwith the concepts and problems of a particular areaof scholarly specialization at a level of distinction.The student must satisfy this requirement by completinga scholarly thesis (one semester of Drama295 or 296).POLICY ON INCOMPLETE GRADESAny graduate student with more than one incompletegrade at the end of a term’s study will receivewarning that his or her status in the program is injeopardy. Any student on financial aid or assistantshipwho has more than one incomplete grade atthe end of a term’s study will have his or herappointment withdrawn.All incomplete grades must be completed nolater than six weeks after the end of the semester orsummer session in which the incomplete wasawarded or the student will be required to withdrawfrom the program.The above stipulations may be waived only bypetition of the student, duly supported, and thevoting consent of the graduate faculty.Doctor of PhilosophyFor admission to the program the applicant is generallyexpected to offer the equivalent of a Tuftsmaster of arts degree in drama and to give evidenceof experience in theatrical production in theresume. A student whose prior preparation is notequivalent may be admitted provisionally andrequired to take additional courses achieving agrade not lower than B- to make up deficiencies atno degree credit.REQUIREMENTS AND RESIDENCECourse work extending approximately three academicyears beyond the B.A. degree, normally 18courses (including two courses for dissertationresearch), is required. Part-time study or less thanfull-time residence in the Ph.D. program is discouraged.Eight seminars within the departmentare required of all Ph.D. students, including twoseminars in dramatic or performance theory andDrama 220: Introduction to Research Methodsand Materials (to be taken on entering). With priorconsent of the adviser, certain advanced coursesoutside the department may be credited toward thePh.D. degree (not more than one course in asemester).Students with a master’s degree may be creditedtoward the doctorate with up to six courses in theirprevious graduate study that satisfy course requirementsfor the Tufts doctorate in drama. However,acceptance into candidacy for the doctoral degreeordinarily depends on the quality of work done inthe student’s first year of residence at Tufts. Transferof courses is not automatic, and each case isjudged on its individual merit by the graduate faculty.A student may apply for transfer of coursesearned through graduate work in other schools140

D R A MA A N D DA N C E >E CO N O M I C S >only after the satisfactory completion of at leastone semester of residence at Tufts.POLICY ON INCOMPLETE GRADESDoctoral candidates should note the restrictionson incomplete grades stated in the section on themaster’s degree.FOREIGN LANGUAGEA student must demonstrate a reading knowledgeof two foreign languages. Because a significantamount of material in this program can be readonly in primary sources, the student is expected tosatisfy the language requirements by passing anexamination or accepted course in one language nolater than the end of the first year of residence, andthe other language prior to taking the comprehensiveexaminations. A student whose undergraduaterecord indicates successful performance in a languagecourse at the advanced level may be exempt.COMPREHENSIVE EXAMINATIONSAfter the last semester of courses, the student willcomplete comprehensive examinations to establishhis or her candidacy for the doctoral degree. Theseexaminations will be both written and oral.DISSERTATIONThe candidate for the doctoral degree must provecompetence in independent research by preparingand completing a dissertation on a subject chosenand planned with the approval of the department’sgraduate faculty and written under the supervisionof an adviser. Ordinarily the student will completethe dissertation while in residence, although forspecial reasons he or she may be permitted to finishit elsewhere within the time limit established bythe graduate school.COURSES AVAILABLE IN THEDOCTORAL DEGREE PROGRAMAlthough each course is not offered every year, thestudent may expect to find all of them availableduring the period of residence. A doctoral candidateis expected, as part of the course load, to enrollin two seminars each semester (200-level courses).For more detailed information, please visit thewebsite http://ase.tufts.edu/drama-dance.EconomicsProfessor Enrico Spolaore, Chair; Political economics,international economics, macroeconomics, public financeProfessor Lawrence S. Bacow, Environmental economicsProfessor Linda Datcher Loury, Labor, incomedistributionProfessor Yannis Ioannides, Max and Herta NeubauerChair in Economics; Macroeconomics, growth, urban economics,housingProfessor Michael Klein, International economics, macroeconomicsProfessor Gilbert E. Metcalf, Public finance, appliedmicroeconomicsProfessor George Norman, William and Joyce CummingsFamily Chair in Entrepreneurship and Business Economics;Industrial organization, spatial economics, microeconomicsProfessor Lynne Pepall, Industrial organization, appliedmicroeconomicsProfessor Daniel Richards, Industrial Organization,macroeconomicsProfessor Jeffrey Zabel, Econometrics, labor economicsAssociate Professor Marcelo Bianconi, Director ofGraduate Studies, Macroeconomics, international economicsAssociate Professor Drusilla Brown, International tradetheory and policyAssociate Professor David Dapice, Economic development,macroeconomics, public financeAssociate Professor Rajeev Dehejia, Applied economics,labor economics, econometrics, development economicsAssociate Professor Thomas Downes, Director ofUndergraduate Studies, Public finance, economics ofeducationAssociate Professor David Garman, Applied econometricsAssociate Professor Edward Kutsoati, Money and financialmarkets, applied microeconomicsAssociate Professor Margaret McMillan, DevelopmentAssociate Professor (part-time) Winifred Rothenberg,Economic historyAssistant Professor Randall Akee, Development economics,labor economicsAssistant Professor Jenny Aker, DevelopmentAssistant Professor Andreea Balan Cohen, HealthEconomics, public economicsAssistant Professor Stelios Michalopoulos, Economicgrowth and development, macroeconomicsAssistant Professor Chih Ming Tan, Macroeconomics,growthAssistant Professor Emilia Simeonova, Applied microeconomics,health economicsAssistant Professor Heiwai Tang, International trade,international financeLecturer John Straub, Public economics, appliedeconometrics141

E CO N O M I C S >The mission of the department is to teach studentsto be critical thinkers and to use the discipline ofeconomics to analyze and solve problems associatedwith important economic, political and socialissues. These issues range from international economicrelations, economic development, growth,income inequality, environment, education, housingand competition policy. The courses that we offeralong with our continuing interaction with otherscholars at Tufts and elsewhere help prepare ourstudents to be leaders in the community at largeafter they leave the university.UNDERGRADUATECONCENTRATION REQUIREMENTSCourses that can be offered to meet the concentrationrequirement in economics must satisfy thedepartment’s policies as outlined in the EconomicsDepartment Handbook, available from the departmentor on the department’s website athttp://ase.tufts.edu/econ/. The handbook containsinformation on grading standards, acceptability ofcourses taken at Tufts and elsewhere, and otherdetails of the concentration requirements.There are two options available for the studentwho wishes to concentrate in economics. Option I,the major in economics, is less structured andallows more flexibility in the choice of courses.Option II, the major in quantitative economics, isdesigned for students with an interest in mathematicsand statistical methods. This option is bestfor those who are contemplating graduate study ineconomics or the more quantitative areas of businessand finance.Each economics major must complete three levelsof courses: mathematics courses, normally completedby the end of the sophomore year; corecourses, which cover the elements of economic theoryand method; and elective courses. Electivecourses are selected by the student but must meetcriteria summarized below and detailed in thehandbook. Normally, students should satisfy theprerequisite prior to enrolling in any core course,and should complete the core courses prior to takingelective courses. A minimum grade of C- isrequired for all core and elective courses used tosatisfy these concentration requirements.Both Option I and Option II place restrictionson the student’s choice of electives; these restrictionsare summarized below.Option I: Major in EconomicsPREREQUISITEPrinciples of Economics (Economics 5) orequivalent.MATHEMATICS COURSE(S)Mathematics 11, or any higher-level mathematicscourse approved by the department. Students canwaive all or part of this requirement by showingadequate prior preparation as determined by theDepartments of Economics or Mathematics (forexample, through the Advanced Placement tests).Students may substitute Mathematics 5 and 6 forMathematics 11. Students who make this substitutionand who complete a second concentrationmust keep in mind that, for purposes of determiningthe number of courses that can overlapbetween the economics concentration and the secondconcentration, the economics concentrationrequires ten courses.CORE COURSESFour core courses are required: Statistics (Economics13), Intermediate Microeconomics(Economics 11), Intermediate Macroeconomics(Economics 12), and Basic Econometrics(Economics 15).These courses serve as prerequisites for mostupper-level economics courses. In place of Economics13, students can take Mathematics 162,Engineering Science 56, Electrical Engineering104 or Economics 201. Courses in other Tuftsdepartments are normally not accepted as substitutesfor Economics 13. In place of Economics15, students can take Economics 107 or Economics202. In place of Economics 18, students cantake Economics 205.ELECTIVE COURSESMajors must successfully complete five upperleveleconomics courses numbered Economics 20or above. At least three of these five courses mustbe suitable courses numbered at the 100 level orabove. See the handbook for details.Option II: Major in Quantitative EconomicsPREREQUISITEPrinciples of Economics (Economics 5) orequivalent.142

E CO N O M I C S >BASIC MATHEMATICS COURSESMathematics 11 and 12. Students can waive all orpart of this requirement by showing adequateprior preparation as determined by the Departmentsof Economics or Mathematics. Studentsshould be aware that Mathematics 17 and 18 canbe offered as substitutes for Mathematics 11, 12,and 13.CORE COURSESFive core courses are required: Statistics (Economics13), Intermediate Microeconomics (Economics11), Quantitative IntermediateMicroeconomics (Economics 16 or 203), QuantitativeIntermediate Macroeconomics (Economics18 or 205), and Econometrics (Economics 107 or202). Students must complete Economics 11before taking either Economics 16 or Economics203. One core mathematics course is alsorequired: Mathematics 46 or 54. No courseoffered as a core course can also be used as anelective course. Students in the classes of 2008and 2009 who have not completed Economics 16are strongly encouraged to pursue this optionwhen completing their major. In place of Economics13, students can take Mathematics 162,Engineering Science 56, Electrical Engineering104 or Economics 201.ELECTIVE COURSESQuantitative economics majors must completefour additional upper-level economics coursesnumbered Economics 20 or above. There arethree restrictions on choice. First, at least three ofthese four courses must be suitable courses at the100 level or higher. Second, at least one of thefour elective courses must be a 100-level economicscourse with a research paper, or a senior thesiscredit. Third, at least one elective course must beopen only to students who have completed therelevent quantitative prerequisite course (Ec 16,18, or 107) or its equivalent.Recommendations for HonorsTo receive the department's recommendation forsumma or magna cum laude, eligible candidatesmust demonstrate outstanding intellectual force.Included in the ways the department judges thisattribute are: active contribution in classes; superiorperformance in the core courses of intermediatemicro and macro theory, statistics, andeconometrics; quality of projects pursued, especiallyclass and seminar papers; and quality of awritten thesis and its defense. Students wishing tobe reviewed for magna or summa honors mustcomplete at least one economics course in which aresearch paper or project is required, and whichhas Economics 11/16, 12/18, or 13 as a prerequisite.UNDERGRADUATE MINOR PROGRAMMinor in EconomicsThe minor in economics is designed for studentswho have done substantial work in economics butwho do not choose to complete all the requirementsfor a concentration. The structure of theminor is similar to that of the concentration ineconomics. The basic course provides a foundationfor the treatment of theory and method that areused in the core courses, and these core courses areprerequisites for most elective courses. This hierarchyof courses makes it difficult to complete theminor in fewer than three semesters. The fivecourserequirement for the minor is given below.Please note that no more than one course canbe transferred to meet the minor requirements.Second, all courses used in fulfillment of theminor must be taken for a grade. A grade of C- orbetter must be obtained in the basic, core and electivecourses. Finally, a maximum of two coursesused in the fulfillment of a foundation, distribution,or concentration requirement can be used forfulfillment of requirements for a minor.BASIC COURSEPrinciples of Economics (Economics 5) orequivalentCORE COURSESIntermediate Microeconomic Theory (Economics11 or 16 or 203); and either IntermediateMacroeconomics (Economics 12 or 18 or 205); orStatistics (Economics 13 or 201, or Mathematics162, or Engineering Science 56, or ElectricalEngineering 104)ELECTIVE COURSESMinors must successfully complete two electivecourses in economics. These two elective coursesmust include one from Economics 12 or aboveand one from Economics 100 or above.Exceptions will be made for those who wish touse both Economics 86 and Economics 87 as143

E CO N O M I C S >electives and for those who wish to useEconomics 15 as their upper-level (aboveEconomics 100) elective. Courses offered to completethe core may not be counted as electives.GRADUATE PROGRAMMaster of ScienceThe Economics Department offers a Master ofScience (M.S.) Program. Candidates normally willhave complete the work required for a baccalaureatedegree. Although concentration in Economicsis not required, some exposure to the subject ispreferred, especially in the areas of intermediatetheory, mathematics and statistics. Students lackingthis minimum training, but possessing a goodbackground in a related discipline, may be admittedwith the understanding that additional workwill be required. The department offers a mathematicsreview course (Math Camp), which lastsone week and takes place at the end of August,before the first day of classes in the Fall term. Allapplicants, except Tufts undergraduates in artsand sciences, must submit the Graduate RecordExamination (GRE) with its application.The Master of Science Program in Economicshas two tracks: Course-Based and Research-Based.The M.S.-Course-Based track is an eight-creditprogram, which can be completed in one year,without a thesis. The M.S.-Research-Based track isa twelve-credit program to be complete in twoyears, with a master’s thesis.All entering students will be admitted to theMaster of Science program in Economics and willbe asked about their potential interest in pursuingeither the M.S.-Course-Based or the two-yearM.S.-Research-Based degree. All students arerequired to complete the three core sequenceclasses: Statistics and Econometrics; MicroeconomicTheory I and II; and Macroeconomic TheoryI and II. The standard course load for afull-time student is four courses per semester.Course-Based Master of Science in EconomicsThe Course-Based track requires completion ofsix core courses (Economics 201- Economics 206),and two electives, for a total of eight credits.Electives include courses offered in theDepartment of Economics, courses offered inother departments at the School of Arts, Sciences,and Engineering, and at the Fletcher School, aswell as at other consortium schools (BostonCollege, Boston University, and BrandeisUniversity). In order to receive the Master ofScience Course-Based degree, a student mustcomplete a one-year residency requirement andmust pass eight semester courses.Research-Based Master of Science in EconomicsThe requirements for the Research-Based degree,in addition to the eight-credit course requirementsof the Course-Based track, include fourextra credits: two master thesis credits, anEconomics Research Seminar, and an AppliedEconometrics course. To be admitted into theResearch-Based Master of Science degree in thesecond year, students must demonstrate goodstanding in the first year of the program.Specifically, a full-time M.S.-Research-Based studentswill have to: 1. Show Math Competency bythe end of the first (Fall) semester. 2. Receive afinal grade of B or better in all six courses(Economics 201- Economics 206), and a grade of Aor better in at least two of those classes. 3.Demonstrate ability to conduct independentresearch. Students in the M.S.-Based-Researchdegree must complete twelve credits. The thesismust be a major research project conducted underthe supervision of the member of the department.The completed thesis must be presented and successfullydefended in an oral examination administeredby a thesis committee. In order to receivethe Master of Science Research-Based degree, astudent must complete a two-year residencyrequirement and must pass twelve semestercourses.Financial aid, scholarships, teaching and researchassistantships and other opportunities are available.The department considers all teaching andresearch experience to be an integral part of theprogram.In addition to the regular Master’s program, theEconomics Department also offers a two-yearprogram, in conjunction with the Department ofUrban and Environmental Policy and Planning,leading to the joint degree of Master’s inEconomics and Urban and Environmental Policy.Applicants to this program must be accepted byboth departments.For more detailed information, please visit thewebsite: http://ase.tufts.edu/econ/.144

E D U C AT I O N >EducationAssociate Professor Bárbara M. Brizuela, Chair, cognitivedevelopment, mathematics educationProfessor Analúcia Dias Schliemann, Cognitive development,mathematics education, culture and learningProfessor Kathleen Weiler, Foundations of education,gender and educationAssistant Professor Hee-Sun Lee, Science educationAssistant Professor/Co-Director Steven Luz-Alterman,SchoolpsychologyAssistant Professor Sabina Elena Vaught, UrbaneducationSenior Lecturer Judah Schwartz, Science and mathematicseducationLecturer/Director Linda Beardsley, Teacher educationand school partnershipsLecturer/Director Patricia Bode, Art educationLecturer Steve Cohen, History and PoliticalScience/Political Philosophy educationLecturer Silas Pinto, School PsychologyLecturer Cynthia Robinson, Museum EducationLecturer/Co-Director Laura Rogers, School PsychologyLecturer Erin Seaton, Learning and developmentLecturer Martha Trudeau Tucker, English education, middleand secondary educationResearch Professor Eric J. Chaisson, Director, WrightCenter for Science EducationResearch Professor Ronald K. Thornton, Director, Centerfor Science and Mathematics TeachingPART-TIME FACULTY:Lecturer Susan Barahal, Art educationLecturer Pamela Bower-Basso, Art educationLecturer Gabrielle Cayton, Learning and Development,StatisticsLecturer Denise Carver, School psychologyLecturer Judith Curcio, School psychologyLecturer Winfried Feneberg, School psychologyLecturer Diana Finer, School psychologyLecturer Jayne Gordon, Museum EducationLecturer Barbara Gortych, School psychologyLecturer Paul Hackett, School psychologyLecturer Desiree Ivey, Director of teacher training, ShadyHill; Middle school educationLecturer Luke Jorgensen, Improvisation, children’s theatre,drama in educationLecturer Nancy Kassabian, Foreign language educationLecturer Susanna Lara-Roth, Learning and DevelopmentLecturer Michael Niewiecki, School psychologyLecturer James Olson, Museum EducationLecturer Marion Reynolds, Elementary education, children’sliteratureLecturer Erin Seaton, Learning and DevelopmentLecturer Marie Shack, Art EducationLecturer Saskia Stoessel, Coordinator of German languagecoursesLecturer Robert Trant, School PsychologyLecturer Yoko Yamamoto, Learning and DevelopmentThe Department of Education offers courses ineducational theory, practice, and research. Coursesexplore how students of all ages learn in differentcontent areas, examine the institutions that servechildren and youth, and study the cultural, historical,and philosophical influences that shape educationaltheory and effective professional service.Course offerings are complemented with opportunitiesfor students to observe and work in a varietyof educational settings as teachers, school psychologists,museum educators, curriculum developers andresearchers. Opportunities to participate in curriculumdevelopment and research are provided by facultyin the department and by the H. DudleyWright Center for Innovative Science Education,the Center for Science and Mathematical Teaching,and the Center for Engineering Educational Outreach.Through applied experiences, an essentialpart of the programs in education, students learn tointegrate theory and research into their practice.The department does not have an undergraduatemajor, but offers a number of courses for undergraduatestudents interested in exploring the field ofeducation. The department offers undergraduatelicensure in only one program: elementary education.The department’s graduate programs preparecandidates for Massachusetts Department of Educationlicensure as elementary school teachers andas middle and high school teachers of English,political science/political philosophy, history, mathematics,general science, earth science, biology,chemistry, physics, French, Spanish, German,Japanese, Latin and the classical humanities, andvisual art. The department also offers a graduatedegreeprogram in preparation for state licensureand national certification as school psychologists.These licenses for teaching and school psychologyare recognized by the majority of states.The M.A. in educational studies provides anopportunity for graduate students to pursue anindividual course of study. The M.A. in museumeducation prepares students for careers in museum145

E D U C AT I O N >settings. The M.S. and Ph.D. programs in mathematics,science, technology, and engineering educationprepare students for careers in highereducation and research institutions through thedevelopment of original research about teachingand learning in these areas.DEPARTMENT FACILITIESAND AFFILIATED PROGRAMSCurriculum Resource CenterThe Curriculum Resource Center provides studentswith information and hands-on experience withstate-of-the-art curricula, technological tools, andother educational materials.Educator LicensureThe Department of Education offers students inTufts’ professional licensure programs the opportunityto apply for initial licensure as teachers andschool psychologists in Massachusetts. Studentswho complete these programs must take the appropriateMassachusetts Tests for Educator Licensureand submit their applications to Tufts’ institutionalrepresentative for licensure.Placement ServiceStudents interested in teaching and related positionsshould become acquainted with the departmentalplacement service, which offers a variety ofservices and information on the process of findingemployment in the field of education.Center for Science and Mathematics TeachingThe center is an associated facility of the departmentlocated in the Science and Technology Centerat 4 Colby Street on the Medford campus. Thecenter is involved in evaluating and developing newmethods and materials for the teaching of scienceand mathematics, particularly in the area of microcomputer-basedinstruction. Research ProfessorRonald Thornton is the director of the center. Formore information on the center’s activities, call617-627-2825 or visit http://ase.tufts.edu/csmt/.H. Dudley Wright Center for InnovativeScience EducationThe purpose of the Wright Center is to identifyand develop innovations in science and mathematicseducation, to provide fellowships to Tufts fortalented high school mathematics and scienceteachers, and to train high school teachers in theuse of creative teaching techniques in science andmathematics education. Graduate students areencouraged to participate in the colloquia, research,and professional activities of the center, located at 4Colby Street. Research Professor Eric Chaisson isthe director of the center.For more information, call 617-627-5394 orvisit http://www.tufts.edu/as/wright_center.UNDERGRADUATE PROGRAMUndergraduates at Tufts can explore the broad fieldof education through many courses. These includeEducation 1, 11, 99, 130, 161, 162, 163, 164, 165,182, 186, and 187. Various opportunities are availablefor working as interns in educational settings,including schools, libraries, museums, and governmentand community centers.Undergraduates who wish to complete the educatorlicensure programs in elementary educationmust begin taking the required courses by thespring semester of their sophomore year. Theyshould seek advice from their adviser beforeenrolling in specific courses.For more information on the program, call theDepartment of Education at 617-627-3244 or visitthe website http://ase.tufts.edu/education.GRADUATE PROGRAMSThe department offers the following programsleading to the degrees of master of arts (M.A.),master of arts in teaching (M.A.T.), master of science(M.S.), educational specialist (Ed.S.), anddoctor of philosophy (Ph.D.). Degree programsmay be completed on a part- or full-time basis. Toaccommodate employed teachers who must conductadvanced work on a part-time basis, a considerableportion of the department’s graduateinstruction is offered during late afternoon,evening, and summer sessions.Admission RequirementsAll applicants must provide three letters of recommendation.At least two of the letters should befrom the applicant’s former college professors. ForM.A.T. candidates, these two letters should befrom college or university professors representingthe subject area in which the candidate seeks licensure.GRE general test scores are required of allapplicants except Tufts current undergraduates andart education candidates. Art education applicantsmust submit a portfolio to the School of the146

E D U C AT I O N >Museum of Fine Arts. Applicants seeking licensureas teachers of French, German, Spanish, orother languages must also submit a writing samplein the language of specialization, and must alsocomplete an interview in that language. Schoolpsychology candidates must have completed coursework in personality or developmental psychology,abnormal psychology, and statistics and shouldhave experience in a human services setting orwith children and adolescents in other settings.Ph.D. applicants must submit, besides a personalstatement, a pre-proposal for the research theywould like to develop toward their dissertation.Massachusetts Tests for Educator LicensureStudents who plan to teach in Massachusetts mustpass the Massachusetts Tests for Educator Licensure(MTEL) that is required for the area in whichthey wish to be licensed. Students who wish to belicensed as school psychologists in Massachusettsmust pass the communication and literacy portionof the MTEL. Tufts degree candidates who tookthe MTEL in 2007-2008 demonstrated an aggregatepass rate of 97% on the communication literacyreading and writing tests and a 96% pass rate inthe academic content areas. Complete testinginformation has been submitted and validated bythe Title II program. During the fall semester,information sessions are scheduled to help studentsknow what to expect on these tests. Written materialsand study guides are provided. Tutoring oradditional preparation sessions are offered asneeded through consultation with the student’sadviser.Master of Arts in Teaching (M.A.T.) DegreeOffered to students seeking teacher licensure, thedepartment’s state-approved M.A.T. degree programprepares candidates to teach in academicfields at the elementary, middle, and secondaryschool levels. At the completion of their program,students may apply for initial licensure in Massachusetts.Students interested in urban educationmay participate in the Fenway Pilot HighSchool/Boston Arts Academy Program. This collaborativeprogram focuses on preparing teachersto work in innovative urban high schools. Successfulapplicants work as interns in either of the twosites throughout the entire school year.Master of Arts (M.A.) in German withTeaching LicensureTufts University offers a master of arts degree inGerman with initial teaching licensure. It requirestwo academic years plus one summer and isoffered in conjunction with the Department ofGerman, Russian, and Asian Languages and Literatures.Students take six credits in German (fourof the six credits may be taken in Tübingen, Germany),two credits in the methods and practices ofteaching foreign language (Education/ German114 and 124), and six credits in education—including a one-semester teaching practicum. Fordetails, students should contact Professor BernhardMartin, faculty adviser in the Department ofGerman, Russian, and Asian Languages andLiteratures.Master of Arts (M.A.) Degree: Tufts/Shady Hill Cooperative ProgramIn this program, participants work and study asapprentices at the Shady Hill School in Cambridgethroughout the entire school year. ShadyHill apprentices are eligible to apply for Massachusettslicensure for grades 5 to 8. Apprenticeswho wish to be licensed for grades 8 through 12must complete at least 150 hours of additionalstudent teaching.Master of Arts in Teaching (M.A.T.) degree: NewtonTeacher Training Institute (NTTI)This collaboration makes it possible for NTTIcandidates to complete an M.A.T. degree at Tuftsafter completing their practicum in Newton PublicSchools (see http://ntti.org).Master of Arts in Teaching (M.A.T.) degree: AdvancedMath and Science Academy Charter School (AMSACS)This collaboration makes it possible for AMSACScandidates to complete an M.A.T. degree at Tuftsafter completing their practicum at a Marlboroughcharter school.Master of Arts (M.A.) /Educational Specialist inSchool PsychologyThis three-year program offers advanced coursework integrated with a specific sequence of fieldbasedtraining and supervision in core competencyareas of assessment, consultation, counseling, andintervention. Students are exposed to a broadspectrum of assessment and intervention techniquesfrom various theoretical perspectives and147

E D U C AT I O N >are challenged to develop their own perspectivesand models of assessment and intervention forworking with diverse learners found in contemporaryschools. Assessment and intervention strategiesare anchored in a developmental perspectivethat stresses the social, intellectual, and emotionalgrowth of the individual from childhood throughthe early adult years. A core feature of the programis an emphasis on problem solving as a majormodel for approaching, understanding, and proposingsolutions to challenges in educational settings.Students in this program complete aminimum of a 150-hour pre-practicum during thefirst year and a 600-hour practicum in school psychologyduring the second year. During the thirdyear, students complete a 1,200-hour advancedinternship, 600 hours of which must be in a schoolsetting, which is accompanied by a supervisionseminar. Attendance during the summer isrequired. The three-year program of study culminatingin the M.A./Ed.S. degree in School Psychologyleads to initial licensure as a schoolpsychologist in Massachusetts and eligibility fornational certification.Master of Arts in Teaching (M.A.T.) Degree in ArtEducationThe Master of Arts in Teaching Art Education(M.A.T.) program prepares the artist to teach inelementary, middle, and high schools with a criticalfocus on both contemporary visual culture andtraditional arts. Offered in affiliation with theSchool of the Museum of Fine Arts, Boston, thisprogram leads to licensure as a teacher of visual artfor grades pre-K to 8, or 5 to 12. The M.A.T. is a12-month program of study in education foundations,art theory and curriculum, and studio art.Many M.A.T. students start with three educationclasses at Tufts in the summer, then take four studioclasses and two art education classes in the fall.They then complete their course of study in thespring with a student-teaching internship. Formore information, please contact the Director ofArt Education Patty Bode at patty.bode@tufts.eduor 617-369-3613.Master of Arts (M.A.) Degree: Educational StudiesThis individualized program allows students toexplore a variety of areas in education. Graduatesof the program have found careers in such settingsas independent schools, educational researchgroups, nonprofit organizations, and curriculumdevelopment; others have entered doctoral programsupon completion of this degree. Possiblefields of study include urban education; genderstudies in education; science, mathematics, andengineering education; and cognitive, cultural, andsocial analysis of learning.The program consists of 10 or 11 courses asfollows:1 Course in Psychology and Learning from thefollowing coursesED 130 Human Development and LearningED 142 Education of the Exceptional ChildED 245 Lifespan DevelopmentCD 151 Advanced Intellectual DevelopmentCD 155 Language DevelopmentCD 161 Advanced Personal-SocialDevelopmentCD 270 Contemporary Socio-CulturalPerspectives on Learning and Teaching2 Courses in Social and Cultural Foundations ofEducation from the following courses· ED 161 Sociology of the School· ED 162 Class, Race, and Gender in the Historyof U.S. Education· ED 163 Philosophies of Education· ED 164 Education for Peace and Justice· ED 165 Educating Women and Girls· ED 166 Masculinities in Urban Education· ED 167 Critical Race Theory Seminar: Issues inUrban Education· ED 260 Seminar in Educational Issues1 Course in Research Methods from the followingcourses· ED 271 Methods of Educational Research· ED 191/192 Issues in Qualitative Research· CD 144 Qualitative Research Methods2 Additional Courses in Education2-3 Guided Electives1-2 Project or Thesis· ED 198, 199 Field Studies in Education (1)· ED 295, 296 Thesis (2)Master of Arts (M.A.) Degree: Museum EducationA program for candidates interested in careers aseducation directors or education coordinators inmuseum settings. This program prepares studentsfor work in museums in a variety of areas.Master of Science (M.S.) and Doctor of Philosophy(Ph.D.) in Mathematics, Science, Technology, and148

E D U C AT I O N >E L E C T R I C A L A N D CO M P U T E R E N G I N E E R I N G >Engineering Education (M.S.T.E. Education)The graduate program in MSTE education atTufts grants M.S. and Ph.D. degrees in threeareas: mathematics education, science education,and engineering education. At the M.S. level, studentsare prepared to work in research, curriculumdevelopment, and teacher development in schooldistricts, research institutions, and other educationalsettings. The Ph.D. in MSTE educationprepares researchers and educators who will contributeto MSTE Education through research anduniversity teaching. The program involves the collaborationof faculty from Tufts UniversityDepartments of Education, Child Development,Mechanical Engineering, Computer Science, Biology,Chemistry, Mathematics, and Physics andAstronomy, and the Center for Engineering EducationalOutreach, the Center for Science andMathematics Teaching, and the Dudley WrightCenter for Innovative Science Education. Participantsin the program are committed to theoreticallysound research in MSTE education that isdirectly relevant to the practice of education andaim at the effective promotion of diversity andequity in MSTE education.Master of Arts (M.A.) in Science EducationThis strand of the graduate program inMathematics, Science, Technology, andEngineering education is aimed at students whoseprimary interest lies in classroom instruction. Theprogram is designed for currently practicing K-8classroom teachers with a minimum of two yearsteaching experience and with Initial TeacherLicensure at Pre-K-2, 1-6 levels, or 5-8 level inmath/sciences. The program is of particular interestto those teachers who are seeking a graduatedegree to fulfill requirements for MassachusettsProfessional Licensure as they continue to teach.For more detailed information, please visit thewebsite http://ase.tufts.edu/education.Electrical andComputer EngineeringProfessor Jeffrey A. Hopwood, Department Chair, microelectronics,plasmaEmeritus Professor Ronald B. Goldner, Applied optics,optoelectronic materials and devices, solar energy conservation,conversion, and storageEmeritus Professor Robert A. Gonsalves, Digital imageprocessing, phase retrieval and diversityProfessor Mohammed Nurul Afsar, Microwaves, designand measurementsProfessor Eric L. Miller, Associate Dean of Research,School of Engineering; Signal Processing, imageprocessingProfessor Joseph P. Noonan, Communications, codingand information theory, digital processingProfessor Karen Panetta, Simulation, multimediaProfessor Douglas Preis, Electromagnetics, signalprocessing, audio engineeringAssociate Professor Chorng Hwa Chang, Computerengineering, communication networksAssociate Professor Denis W. Fermental, Controlengineering, analog electronicsAssistant Professor Valencia Joyner, High-speed/lownoiseintegrated circuits for optical RF communications,optoelectronic VLSI, radiation effects in integrated circuitsAssistant Professor Sameer Sonkusale, Mixed-signalVLSI design, sensor electronicsProfessor of the Practice Ronald Lasser, Product developmentprofessional, innovation managementLecturer Steven Best, Antennas, engineering design, wirelesscommunicationsLecturer Thomas Bates, Recording engineeringLecturer Robert J. Mailloux, AntennasLecturer Albert Paradis, Control theoryLecturer Gregory Sonek, Photonics and optical communicationsLecturer Igor Tkachov, Microwave circuitsResearch Professor Mary Beth Ruskai, Mathematicalphysics, quantum computingResearch Professor Arthur Winston, Instrumentationand measurementAdjunct Professor Mark Cronin-Golomb, Optical instrumentation,laser tweezers, atomic force microscopy, nonlinearopticsAdjunct Professor Sergio Fantini, Biomedical instrumentation,medical optics, near infrared imaging of the brain,optical mammography, muscle hemodynamics, diffuseoptical tomographyAdjunct Associate Professor Alva Couch, Parallel computing,computer graphicsAdjunct Associate Professor Soha Hassoun, CAD, VLSIdesignAdjunct Research Professor Paul Kelley, Nonlinearoptics, lasers, optical communicationThe Electrical and Computer Engineering Depart-149

E L E C T R I C A L A N D CO M P U T E R E N G I N E E R I N G >ment educates tomorrow’s technical leaders. Ourstudents invent and design the high tech devices,mathematical algorithms, and communicationsnetworks used by our society.The department offers degree programs in electricalengineering and computer engineering forstudents in the School of Engineering. Minors inbiomedical engineering, computer science, andmultimedia arts are also available.The electrical engineer applies concepts fromphysics and mathematics to create useful electricaldevices and systems. Some examples of engineeredelectrical systems include communications systems,power generation, integrated circuits and electronics,fiber optic data transmission, medical imageprocessing, and radar.The computer engineer designs devices and systemsfor the management of information in digitalform, such as audio and video systems, microprocessorcontrol systems, digital communications,and computer networks. As software is as crucial torobust design as hardware, the computer engineeris also a knowledgeable programmer.The department teaches courses in computerprogramming and data structures, software engineering,operating systems, digital circuits and systems,very large-scale integration, computerarchitecture, linear circuits and systems, signal processing,microwaves and microwave devices, electro-optics,communications, and automatic control.Design is integral to all of our engineering degreeprograms, each of which culminates in a seniordesign project.By careful selection of course work, studentswho follow the standard curricula listed below mayalso satisfy admission requirements for professionalschools of medicine, dentistry, business, or law.UNDERGRADUATE PROGRAMSThe mission of the Department of Electrical andComputer Engineering is to provide our studentswith educational experiences which give them asound basis for professional practice, advancededucation, and lifelong learning. At its core is thegoal that students not only learn the fundamentalprinciples of electrical and computer engineering,but also master engineering methods used to solvechallenging and diverse problems. Further, thedepartment strives to have each student developthe leadership and communications skills necessaryto effectively explain these solutions to both technicaland nontechnical communities. The faculty isdedicated to accomplishing this mission throughbalanced integration of teaching and research.Bachelor of Science in Electrical EngineeringThe objectives of the Electrical Engineeringprogram are:• to provide students with educational experiencesthat prepare them for fulfilling careers in technology-relatedindustries and research institutionsand instill in them an appreciation forlifelong learning and adaptation so that they maybetter apply their knowledge and experience tothe continually evolving, broad domain of electricalengineering• to offer high-quality instruction that encompassesnot only technical content but also makesstudents aware of the societal implications oftechnology• to present a curriculum built on fundamentalprinciples of mathematics, science, and engineeringthat utilizes departmental disciplinarystrengths and gives students the ability to integrateand apply these principles• to teach the curriculum through integrated experiencesin analysis, design, experimentation, andcomputation• to foster an environment where students learn toappreciate and refine fundamental communicationsskills through the integrated use ofresearch, written reports, and presentations targetedat both similar and diverse audiences• to challenge students to exercise their knowledge,skills, and creativity through exercises in designand problem resolution in both individual andcollaborative forums• to encourage students, through advising and curriculumstructure, to pursue individualized, wellroundedplans of study including elective courses,internships, undergraduate research, and thedevelopment of leadership skillsThe accredited curriculum leading to the degree ofbachelor of science in electrical engineering isintended to qualify students to begin a professionalcareer in electrical engineering or to proceed toadvanced study. The departmental concentrationelectives and free electives permit the undergraduateto select additional courses in the core areas.Students may study a wide variety of topics,including semiconductor integrated circuits, VLSIdesign, biomedical engineering, microwaves and150

E L E C T R I C A L A N D CO M P U T E R E N G I N E E R I N G >telecommunications, antennas and antenna systems,optical electronics, lasers, fiber optics, digitalimage processing, semiconductor and optoelectronicsmaterials, signal processing, switching circuitdesign, computer architecture, parallel processing,computer systems, and multimedia.The core courses of the degree program containelements of design as well as analysis, and includeassociated laboratory work. They involve conceptsof circuits and systems, digital and analog electronics,microprocessors, electromagnetic fields, automaticcontrol and communication.The program leading to this degree is accreditedby the Engineering Accreditation Commission(EAC) of the Accreditation Board for Engineeringand Technology (ABET). The required courses forthe electrical engineering program are listed below.They are presented in one possible arrangement forcompleting the program.First YearFALL TERMMathematics 11Physics 11 with labEngineering 2 (half credit)Elective (half-credit course in Engineering)English 1SPRING TERMMathematics 12Physics 12 with labChemistry 1 or 16Engineering Science 2Sophomore YearFALL TERMMathematics 13Engineering Science 3 Introduction to Electrical SystemsEngineering Science 5 Introduction to Mechanics –Statistics and DynamicsHumanities or social sciences electiveScience electiveSPRING TERMMathematics 38Engineering Science 4 Introduction to Digital LogicCircuitsElectrical Engineering 13 Circuit TheoryDepartment foundation elective (Computer Science II)Department foundation electiveJunior YearFALL TERMElectrical Engineering 11 Introduction to AnalogElectronicsElectrical Engineering 14 Microprocessor Architectureand ApplicationsDepartment foundation (Probability and Statistics:Math 161 and Math 162 or Engineering Science 56or Biology 132 or Physics 153 or Electrical Engineering104 or Electrical Engineering 108)Humanities or social sciences electiveSPRING TERMElectrical Engineering 12 Intermediate ElectronicsElectrical Engineering 18 Electromagnetic WavesDepartment foundation (Electrical Engineering 102)Department foundation electiveHumanities or social sciences electiveSenior YearFALL TERMElectrical Engineering 97 Senior design Project(half credit)Electrical Engineering 105 Feedback Control SystemsElectrical Engineering 107 Communications Systems IProbability/statistics (see department list)Free electiveDepartment concentration electiveHumanities or social sciences electiveSPRING TERMElectrical Engineering 98 Senior design Project(half credit)Department concentration electiveDepartment concentration electiveHumanities or social sciences electiveFree electiveThe selection of elective courses described abovemay be altered for program flexibility. The assignmentshere represent one possible way of meetingthe requirements for the bachelor of science degreein electrical engineering.A probability and statistics course, taken for agrade, is required. The menu for the requirement is:Engineering Science 56 (Probability and Statisticsin Engineering), Mathematics 161 (Probability)AND 162 (Statistics), Biology 132 (Biostatistics),Physics 153 (Statistical Mechanics), ElectricalEngineering 104 (Probabilistic Systems Analysis),or Electrical Engineering 108 (CommunicationSystems II).Four of the elective departmental concentration151

E L E C T R I C A L A N D CO M P U T E R E N G I N E E R I N G >courses are normally chosen from nonrequired electricalengineering courses. The additional one isselected from nonrequired electrical engineeringcourses; from appropriate graduate-level courses inbiology, chemistry, computer science, engineering,engineering science, mathematics or physics; orfrom a list (provided by the department) ofapproved undergraduate technical courses.Bachelor of Science in Computer EngineeringThe objectives of the Computer Engineeringprogram are:• to provide and expose students to fundamentaltheory and practice in computer engineering• to prepare students for careers and leadership incomputer-related industry and research institutionsat a professional level, for lifelong learning,and for adapting to changes in these fast-pacedfields• to offer opportunities for students to participatein teaching and research experiences includinginterdisciplinary research.In both required and elective courses throughoutthe curriculum, the digital computer is used extensivelyin the study of electrical systems, components,and materials. Students wishing to investigate moreintensively the analysis and design of digital computers,as well as the analysis, design, and operationof systems in which computers are an integral part,should follow the computer engineering program.The program leading to this degree is accreditedby the Engineering Accreditation Commission(EAC) of the Accreditation Board for Engineeringand Technology (ABET). The required courses forthe computer engineering program are listed below.They are presented in one possible arrangement forcompleting the program.First YearThe same as the standard program in electricalengineering.Sophomore YearFALL TERMMathematics 13Engineering Science 3 Introduction to Electrical SystemsDepartment foundation electiveScience electiveHumanities or social sciences electiveSPRING TERMMathematics 38Engineering Science 4 Introduction to Digital LogicCircuitsComputer Science 11 Introduction to Computer ScienceElectrical Engineering 13 Circuit TheoryHumanities or social sciences electiveJunior YearFALL TERMElectrical Engineering 11 Introduction to AnalogElectronicsElectrical Engineering 14 Microprocessor Architectureand ApplicationsComputer Science 15 Data StructuresHumanities or social sciences electiveSPRING TERMElectrical Engineering 18 Electromagnetic WavesElectrical Engineering 26 Digital Logic SystemsElectrical Engineering 102 Linear SystemsMathematics 22Humanities or social sciences electiveSenior YearFALL TERMElectrical Engineering 97 Senior Design Project(half credit)Probability/statistics (see department list)Electrical Engineering 107 Communication Systems IElectrical Engineering 126 Computer EngineeringElectrical Engineering 128 Operating SystemsComputer engineering elective*Humanities or social sciences electiveSPRING TERMElectrical Engineering 98 Senior design Project(half credit)Computer engineering elective*Computer engineering elective*Free electiveFree elective*Computer engineering electives are selected from a listprovided by the department. The selections are subjectto the approval of the departmental adviser.Bachelor of Science in EngineeringAlternatively, students in the electrical and computerengineering department may follow programsof study leading to the bachelor of science degreein engineering. These programs of study differfrom the regular programs only in the selection ofthe twelve required departmental concentration152

E L E C T R I C A L A N D CO M P U T E R E N G I N E E R I N G >courses and the eight required departmental foundationcourses. In the bachelor of science in engineeringprogram, these twenty courses are selectedby the student, with the approval of the departmentaladviser, to satisfy student interest or professionalobjectives. Normally, five are engineering orengineering science courses, while the remainingfifteen are selected from engineering, engineeringscience, computer science, mathematics, natural sciences,and other related areas.Bachelor of ScienceIf a student wants a program with a strong computerengineering or other electrical engineeringcomponent, the faculty adviser will normally befrom the Department of Electrical and ComputerEngineering. (See School of Engineering Information.)UNDERGRADUATE MINOR PROGRAMS(See Disciplinary Minor Programs for restrictions.)Biomedical EngineeringThe department offers a minor in biomedical engineering.Details are available from the Departmentof Biomedical Engineering.Computer ScienceThe department offers a minor in computer sciencefor those students pursuing the B.S.E.E. degree.Details are available from the Department ofComputer Science.Multimedia ArtsThe department offers an interdisciplinary minorin multimedia arts, administered jointly by theDepartments of Music and Electrical and ComputerEngineering. (See Multimedia Arts fordescription of this minor.)Certificate Program in Microwave and WirelessEngineeringThe department offers a graduate-level certificatein microwave and wireless engineering. The certificateis offered on a part-time, nondegree basisfor students seeking professional training. In mostcases, courses taken in a certificate program canbe transferred into a graduate degree program. Formore information, see Microwave and WirelessEngineering in this bulletin, contact the Office ofGraduate Studies at 617-627-3395, or visithttp://gradstudy.tufts.edu/.The certificate requires five courses.Two required courses:EE 107 Communications Systems IEE 117 Introduction to Microwave DevicesOne or both of the following:EE 118 Microwave Semiconductor Devices and CircuitsEE 160 Computer-Aided Design of Microwave CircuitsTwo graduate-level elective courses in microwaveengineering or related fields:EE 108 Communications Systems IIEE 136 Antennas for Radar, Avionics, and CommunicationsEE 137 Radar EngineeringEE 161 Microwave Integrated CircuitsEE 193SBC Satellite-Based CommunicationsEE 194W Wireless CommunicationsEE 227 Information Theory(Students may substitute other Tufts graduatecourses, subject to the approval of the certificatefaculty advisor.)GRADUATE PROGRAMMaster of ScienceThe department offers a program leading to theM.S. degree in electrical engineering. The master ofscience degree requires ten credits, usually one creditper course. All courses must be at the 100 level orabove. For full-time students, at least seven creditsmust be from approved, lecture-based courses. Oneadditional credit must be the Electrical EngineeringSeminar. The two remaining credits usually are acreative thesis work, comprised of a written thesisdocument, defended orally, and performed underthe supervision of a faculty member. Alternatively,these two credits can be a one credit supervisedproject plus another approved, lecture-based course.Doctor of PhilosophyThe department offers a program leading to thePh.D. in electrical engineering. Students in theprogram must already have a master of sciencedegree in electrical and computer engineering or arelated field. Applicants to the Ph.D. programwho do not have the M.S. degree will be consideredfor admission to the master of science degreeprogram, and upon successful completion of thatprogram will automatically be considered for153

E L E C T R I C A L A N D CO M P U T E R E N G I N E E R I N G >E N G I N E E R I N G MANAG E M E N T >admission to the Ph.D. program. The departmentdifferentiates between admission to the Ph.D.program and Ph.D. candidacy. No students areaccepted as formal doctoral candidates until (a)they have exhibited merit through a qualifyingexamination process and (b) have identified a facultymember who has agreed to be their dissertationsupervisor. The qualifying examination iscomprised of both a written examination and oralexamination that must be taken within one academicyear of admission to the Ph.D. program(within two academic years for part-time students).Doctoral candidates are expected to plan a programof research under the direction of their dissertationsupervisor and with the guidance of afaculty committee. On completion of thisresearch, the candidate must prepare and publiclydefend a dissertation. Ph.D. students in electricalengineering must take at least eighteen creditsbeyond the M.S. degree. These credits include aminimum of six credits of lecture-based classwork, two credits of Electrical Engineering Seminar,and a dissertation. The dissertation effort isusually assigned ten credits. At least one credit ofclass-based course work should be taken fromoutside the department. Typical areas available fordissertations include solid-state materials with anemphasis on optoelectronic and solar energyapplications, microwave devices and systems,plasma physics, signal and image processing,VLSI and mixed signal design, VLSI CAD,microelectronics, electromagnetics, antennas,microprocessor applications, computer architecture,multiprocessing, communications systems,information theory, digital electronics, and circuittheory.For more detailed information, please visit thewebsite http://www.ece.tufts.edu.Engineering Management/Gordon InstituteThe Gordon Institute offers programs in engineeringleadership and entrepreneurship that providegraduate and undergraduate students withthe tools they need to advance their careers,inspire teams, and bring innovation products tomarket. Please note that information on theentrepreneurial leadership program can be foundin the entrepreneurial leadership section of thisbulletin.DIRECTOR:Robert J. Hannemann, engineering management, productand process development, entrepreneurshipPROGRAM DIRECTOR:Mary Adams Viola, leadership, new product development,innovation, technology strategyCORE FACULTY:Professor of the Practice Partha Ghosh, MultinationalstrategiesProfessor of the Practice Samuel Liggero, New productdevelopment, technology strategyProfessor of the Practice Charlie Rabie, Business strategyProfessor Anil Saigal, Statistical process controlSenior Lecturer Paolo Gaudiano, Modeling and simulationSenior Lecturer Amy Hirschfeld, Technical andManagerial CommunicationSenior Lecturer Sinaia Nathanson, Negotiation and conflictresolutionSenior Lecturer Judith A. Stafford, Software methodologyLecturer Alicia Amaral, Financial accountingLecturer Jerome Brightman, Leadership developmentLecturer Gerald Brown, Continuous quality improvement& supply chain managementLecturer Tom Burchard, Experience design managementLecturer Michael Long, Data analysisLecturer Kyle MacDonald, Engineering leadershipLecturer James Nash, Software methodology, design ofexperimentsLecturer Chance Reichel, Project managementLecturer Jane Seminara, HumanitiesLecturer Jennifer Smith, Engineering ManagementLecturer Abbott Weiss, Supply chain managementLecturer Ewa Winston, HumanitiesUNDERGRADUATE PROGRAMThe Gordon Institute offers a minor in engineeringmanagement that is available to all engineeringundergraduate students at Tufts. The programemphasizes real-life experience and engineeringpractice, not just theory. A Tufts engineeringdegree combined with an engineering managementminor provides students with a competitiveedge and equips them to make significant contributionsas soon as they enter the workplace.154

E N G I N E E R I N G MANAG E M E N T / G O R D O N I N S T I T U T E >E N G I N E E R I N G P HYS I C S >E N G I N E E R I N G P S YC H O LO G Y / H U MAN FAC TO R S >RequirementsFive courses are required for the minor. All fivecourses in the minor must be taken for a grade.Four are designated:EM051-Engineering Management (EM051 replaces ES052,ME054)EM052-Technical and Managerial Communications (EM052replaces ES051)EM153-Management of InnovationEM054- Engineering leadershipOne must be selected from the School ofEngineering Elective Options or the GeneralCourse Elective Options listed below:School of Engineering Elective OptionsComp171-Human Computer InteractionComp180-Software EngineeringME102-Inventive DesignENP161-Human Factor Product DesignME108-Model Quality ControlES152-Engineering Systems: Stochastic ModelsES56-Probability and StatisticsCEE53-Engineering EconomicsCE84-Issues in Professional Engineering PracticeCBE110-Introduction to OptimizationGeneral Course Elective OptionsEC3-Principles of Accounting (Free Elective)PS104-Public Administration (Free Elective)PSY17-Industrial and Organizational Psychology (Social ScienceElective)SOC122-Organizational Behavior (Free Elective)ELS103, ELS105, ELS107-(Social Science Elective) (note:ELS107 only as alternate to EM054 - Engineering Leadership,with permission)DR0027-Public Speaking (Humanities Elective)PSY0006-Psychology of Leadership (Free Elective) (note:PSY0006 only as alternate to EM054 - Engineering Leadership,with permission)PSY53-Engineering Psychology (Free Elective)SOC114-Sociology of Leadership (Social Science Elective)GRADUATE PROGRAMThe Gordon Institute offers a two-year, accreditedM.S. program in engineering management(MSEM) designed for practicing engineers andother technical professionals. The program producestechnical leaders who can initiate and managechange and use advanced technical andmanagerial knowledge to drive strategic decisions.The Gordon Institute’s curriculum includesinteractive, seminar-style classes and intensive, realworldprojects. Technical topics such as projectmanagement, product development and quantitativemethods are studied along with the broaderareas of business management, leadership strategiesand the humanities. This multidisciplinaryapproach fully prepares engineers and scientists toaddress the many challenges presented by today’sbusiness environment. The Institute’s close tieswith organizations in industry and government alsoprovide unique opportunities for experience-basedlearning and networking.Two enrollment options are available: anevening program in which classes are two nightsper week, and a weekend program in whichclasses are held every other Friday and Saturday.Both programs have identical requirements, arefour semesters in duration, and lead to a master ofscience degree in engineering management(MSEM).For more detailed information, please visit thewebsite http://gordon.tufts.edu.Engineering Physics(FOR DEGREE REQUIREMENTS, SEE PHYSICS.)Engineering Psychology/Human FactorsAssociate Professor Caroline G. L. Cao, MechanicalEngineeringAn interdisciplinary program offered jointly by thedepartments of mechanical engineering and psychology.Engineering psychology, more commonlycalled human factors, applies knowledge of humanbehavior and attributes to the design of products,equipment, machines, and large-scale systems forhuman use. Areas of application include biomedicalengineering, environmental design, safety, consumerproduct design, and computer interface design.Students in the School of Engineering or the Collegeof Liberal Arts will receive the bachelor of sciencedegree from their respective colleges aftermeeting the general requirements set by eachcollege.The program prepares students for professional155

E N G I N E E R I N G P S YC H O LO G Y / H U MAN FAC TO R S >E N G I N E E R I N G S C I E N C E S T U D I E S >work and further graduate studies in this discipline.It also serves as a preparation for premedical andpre-dental students and for those interested in legalor management careers.UNDERGRADUATECONCENTRATION REQUIREMENTSThe program features a common set of fifteencourses, divided into introductory and core courserequirements. For engineering students, an additionaltwenty-one courses are required for thebachelor of science degree (see School of EngineeringInformation). For liberal arts students, anadditional nineteen courses are required to meetthe foundation and distribution requirements forthe bachelor of science degree. (See College ofLiberal Arts Information). The core courses canbe used by these students to meet the social andnatural science distribution requirements. (See theonline bulletin for course descriptions).Introductory Course RequirementsEngineering 2 (half credit)Engineering Science 2 (1 credit)Engineering Elective (half-credit)Mathematics 11 Calculus IMathematics 12 Calculus IIPsychology 1 Introduction to PsychologyComputer Science 11 Introduction to Computer ScienceorPhysics 11 General PhysicsCore Course RequirementsEngineering Psychology 61 Introduction to HumanFactors and ErgonomicsEngineering Psychology 120 Project Study in HumanSystemsEngineering Psychology 161 Human Factors in ProductDesignEngineering Psychology 162 Human-Machine SystemDesignPsychology 17 Industrial and Organizational PsychologyPsychology 31 Statistics for the Behavioral SciencesPsychology 32 Experimental PsychologyPsychology 53 Engineering PsychologyPsychology 130 Advanced Engineering PsychologyIn addition to these courses, it is strongly recommended,although not required, that students considertaking the following courses with particularrelevance to the field of Engineering Psychology:Engineering Science 5 (Applied Mechanics), ComputerScience 15 (Data Structures), Computer Science106 (Graphical User Interface), Psychology107 (Advanced Statistics), and Engineering Psychology166 (Applied Design of Software User-Interfaces).Students enrolled in the School of Engineeringwill also satisfy the following distribution requirementsfor the Engineering Psychology Program:Engineering Science 5, 51, and 56; Chemistry 1 or16; Physics 11; Physics 12 or Chemistry 2; English1 or 3; Computer Science 11, 15, 106, and 171;Psychology 107; Engineering Psychology 166; oneapproved course in Natural Science; One approvedcourse in Environmental Science; two approvedcourses from biology, anatomy, physiology, biomedicalengineering, biomechanics, or occupationaltherapy.It is recommended that students in the Collegeof Liberal Arts take additional courses in probabilityand statistics (e.g., Psychology 107), chemistry(e.g., Chemistry 1, 2, or 16), physics (e.g., Physics11 and 12), physiology and anatomy, environmentalstudies, computer science (e.g., Computer Science11, 15, 106, and 171), engineering psychology(e.g., Engineering Psychology 166) and relevantcourses from the engineering science series (EngineeringScience 5). Sample course plans can beobtained from either of the sponsoring departments.Engineering ScienceStudiesFACULTY COORDINATOR: Professor Chris Rogers,Mechanical EngineeringThe interdisciplinary minor in engineering scienceallows students in the College of Liberal Arts toobtain a broad overview of four engineering disciplinesplus an in-depth study of one aspect ofengineering.Five courses are required and distributed asfollows:One half-credit course in each of four engineeringdisciplines: chemical and biological, civil and environmental,electrical and computer, and mechanical.Two one\-half credit courses: Engineering 1(Introduction to Computers in Engineering) and156

E N G I N E E R I N G S C I E N C E S T U D I E S >E N G L I S H >Engineering 2 (Engineering Graphics).Two courses to be selected with the assistance andconsent of a minor adviser. These courses mustdemonstrate a coherent progression in subjectmatter. The first one must have either a laboratoryor design component that will be continued as anindependent project under the CIS 95, 96 designation.(See Interdisciplinary Minor Program fordetails.)UNDERGRADUATE COURSESThe engineering science courses described belowprovide an introduction to the methods and techniquesused in the application of sciences andmathematics.Engineering Science 2 Introduction to Computers inEngineeringEngineering Science 3 Introduction to ElectricalEngineeringEngineering Science 4 Introduction to Digital LogicCircuitsEngineering Science 5 Introduction to Mechanics—Statics and DynamicsEngineering Science 7 ThermodynamicsEngineering Science 8 Fluid MechanicsEngineering Science 9 Applied Mechanics (Strengthof Materials)Engineering Science 10 Structure and Strength ofMaterials for Chemical EngineersEngineering Science 11 Introduction to BiologyEngineering Science 20 Consumer Product EvaluationEngineering Science 25 Environment and TechnologyEngineering Science 27 Environmental Health and SafetyEngineering Science 50 Introduction to BiomedicalEngineeringEngineering Science 51 Technical WritingEngineering Science 52 Engineering ManagementEngineering Science 73 Musical Instrument Design andManufactureEngineering Science 75 Biomedical Engineering IIEngineering Science 88 CAD for EngineersEngineering Science 95, 96 Special Topics in EngineeringScienceCOURSES FOR UNDERGRADUATEAND GRADUATE STUDENTSEngineering Science 101 Numerical MethodsEngineering Science 108 Statistical Quality ControlEngineering Science 118 Advanced Data Acquisitionand Image ProcessingEngineering Science 121 Engineering Challenges inPhysiology IEngineering Science 122 Engineering Challenges inPhysiology IIEngineering Science 125 Science and Technology ofAtmospheric ChangeEngineering Science 150 Introduction to BiomedicalEngineeringEngineering Science 151 Engineering Systems:Deterministic ModelsEngineering Science 152 Engineering Systems:Stochastic ModelsEngineering Science 175 Biomedical Engineering IIEnglishProfessor Lee Edelman, Chair; Fletcher Professorof English Literature; Literary theory, film studies,modern poetryProfessor Elizabeth Ammons, Harriet H. Fay Professorof Literature; American literature, women writersProfessor Jay Cantor, History of consciousness,modernism, creative writingProfessor Carol Flynn, Eighteenth-century BritishliteratureProfessor John M. Fyler, Chaucer, medieval literatureProfessor Joseph Litvak, Nineteenth-century Britishliterature, Literature theory, Jewish Cultural StudiesProfessor Jonathan Wilson, Fletcher Professor of Rhetoricand Debate; American literature, creative writingAssociate Professor Linda Bamber, Women andliterature, ShakespeareAssociate Professor Kevin Dunn, Renaissance literatureAssociate Professor Sheila Emerson, Victorian literatureAssociate Professor Judith Haber, Renaissance literatureAssociate Professor Sonia Hofkosh, British romanticliteratureAssociate Professor Virginia Jackson, Poetics,nineteenth-century American poetry and cultureAssociate Professor Modhumita Roy, World literaturein EnglishAssociate Professor Christina Sharpe, MultiethnicliteratureAssistant Professor Radiclani Clytus, Nineteenth-centuryAmerican literature and cultureAssistant Professor Ichiro Takayoshi, Twentieth-centuryAmerican literature, Asian American literatureLecturer Michael Ullman, Expository writingThe Department of English offers a wide range of157

E N G L I S H >courses in British, American, and world literaturesin English; film; literary theory; and creative writing.Though diverse, these offerings are unified bythe study of textual production and the styles andpractices of writing in English. Courses in thedepartment examine literary works in their mostilluminating contexts: historical, social, philosophical,and political. The department’s courses inexpository and creative writing enable students torefine their skills through reading, frequent writingassignments, and discussion.The department serves the interests of studentswho plan to become teachers or writers of literature,as well as those preparing for other professionsthat put a high premium on cultural analysis, effectivewriting, symbolic interpretation, or media studies.Among the fields our students commonly enterare law, diplomacy, journalism, public relations,publishing, teaching, and filmmaking. Studentswho have majored (or double-majored) in Englishare also seen as especially attractive candidates bymedical, law, and business schools. Our courses arecentral to a liberal arts education, regardless ofanticipated career, because they instill a mastery ofcritical thinking, linguistic analysis, and persuasivecommunication in a world that increasinglydemands that we not only read but also readthrough the representations that we encounter.UNDERGRADUATECONCENTRATION REQUIREMENTSEnglish majors work out a sequence of courses inconsultation with their advisers. A list of approvedcourses for each category is available online throughthe English department website:http://ase.tufts.edu/english. Students must take tencourses listed or cross-listed in the departmentabove English 1, 2, 3, and 4 as follows1) One survey course from the following:English 20 Black World Literature (formerly English 36)English 21 General View of English Literature I(formerly English 51)English 22 General View of English Literature II .(formerlyEnglish 52)English 23 American Literature: First Contact to 1855 (formerlyEnglish 59)2) Two non-survey classes in American, British, orother Anglophone literature written before 1860,including at least one course in British literature.No more than one course used to fulfill this part ofthe requirement may be on Shakespeare. A list ofapproved courses for this category is available atthis link: http://ase.tufts.edu/english/undergrad/majorlist.asp#survey.3) Two non-survey courses in American, British,or Anglophone literature written after 1860. A listof approved courses for this category is available atthis link: http://ase.tufts.edu/english/undergrad/majorlist.asp#survey.4) Five remaining courses of the student’s choicefrom the department’s listings. See course listingsby semester at this link:http://ase.tufts.edu/ english/courses/.In constructing their majors, students areexpected to work with their advisers to design acoherent but wide-ranging course of study. Englishmajors should take survey courses early in theiracademic career in order to establish the necessaryfoundation for more advanced classes. We encourageall students majoring in English to explore thefull historical range of offerings; to investigate thespectrum of textual differences to be found in thestudy of Anglophone literatures, film, and oral traditions;and to include exposure to recentapproaches in English studies, such as women’sstudies, literary theory, historical materialism, andcultural studies. With the help of their advisers,English majors should seek to create programs ofstudy that expand their knowledge and challengetheir preconceptions.No more than 4 transfer courses may counttoward fulfillment of the major.Students should be aware that they may counttoward the major no more than two creative writingcourses at the introductory level in each of theareas offered (i.e. Creative Writing: Fiction; CreativeWriting: Poetry; Creative Writing: Journalism)and no more than two intermediate levelcourses in each of those areas. There is no limit onthe number of advanced creative writing courses astudent may count. Nonfiction Writing and IntermediateJournalism may each be counted only once.Students must receive a grade of C- or higher inany course that they wish to count toward the fulfillmentof English major requirements.UNDERGRADUATE MINOR PROGRAMThe minor in English requires students to take sixcourses in the department above English 1, 2, 3,and 4. The purpose of the minor is to allow studentsto experiment widely, or to follow a particu-158

E N G L I S H >lar interest with some concentration. Therefore,each minor will be individual not only in contentbut also in concept. All students should try, however,to include at least one course numberedbelow 100 and one above 100 and should consultwith faculty members as they pursue their minors.Students may count a maximum of three creativewriting courses toward fulfillment of the minor inEnglish. No more than 2 transfer courses maycount toward fulfillment of the minor.GRADUATE PROGRAMThe graduate program in English, American, andAnglophone world literature is varied and flexible.It offers special opportunities for literary analysiswith a focus on cultural studies, literary theory,and topics in gender, race, and politics. Many ofthe department’s period, genre, and interdisciplinarycourses lend themselves to a broadly conceivedprogram in literature and culture, includinginterdisciplinary work. Approved courses in otherdepartments may be taken to that end. Fall admissiononly.More information can be found at this link:http://ase.tufts.edu/english/graduate/.Master of ArtsMaster’s candidates are required to complete sixsemester courses, with the expectation that theywill enroll in three graduate seminars per semester.Because doctoral degree candidates arerequired to take a comprehensive examination intheir third year, students are advised to takecourses that offer them breadth as well as depth.At the end of the master of arts year, they willtake a written examination to demonstrate theircritical and analytical skills. One month beforethe examination they will be assigned two texts toprepare. The examination will test their ability tointegrate critical, theoretical, and contextualanalyses of the texts.At the end of the academic year, the full facultywill consider the master’s candidates individually,focusing on the results of their master’sexamination, their academic records at Tufts, andthe recommendations of the faculty who havetaught them. On the basis of this appraisal thedepartment will recommend whether or not thecandidate should be granted the master of arts; itwill also determine whether or not the candidateshould be admitted to candidacy in the doctoraldegree program.The required reading knowledge of a foreignlanguage must be demonstrated to the satisfactionof the Graduate Committee (usually by an examinationtaken at Tufts University) in order to completethe requirements for the master of arts degree.Doctor of PhilosophyAdmission to the doctoral degree program isopen to students who have completed with distinctionthe master’s degree in English, either atTufts or another university. Students who enterwith a master’s degree from another institutionwill enroll in three graduate seminars per semesterduring their initial year. At the end of thatyear, their work will be reviewed by the faculty,who will determine whether each candidateshould continue in the program; upon receiving apositive recommendation, candidates who cameto Tufts with a master’s degree in hand will passinto the third year program. Students who successfullycomplete the master’s degree at Tuftswill enter their second year of the program,receiving mentoring as teaching assistants in bothliterature and composition courses while takingthree courses each semester, one of which will bea proseminar offering training in various aspectsof the profession.During the second and third years, doctoralcandidates will increase their comprehensiveknowledge while beginning to concentrate on oneparticular area or subject. Normally, the coursesthey take will be chosen from among the graduateseminars in the department, but advanced-levelundergraduate courses or independent studies maybe counted with the approval of the director ofgraduate studies. During the third year of the program,all candidates will complete their courseworkby taking two courses in the fall semester. At thesame time, they will begin to teach one course persemester in the First- Year Writing Program; theywill normally continue teaching through the fifthyear.At the end of the third year, each student willtake a two hour oral comprehensive examination.The examining committee will consist of threefaculty members, one of whom, the chair, has beenselected by the student as someone familiar withthe student’s work in class. In most cases, thegraduate student will already have spoken withthis faculty member about serving as director of159

E N G L I S H >E N T R E P R E N E U R I A L L E A D E R S H I P >her or his dissertation.No standardized list of texts is issued for thisexamination. The graduate program is small andone advantage of its size is that students’ individualinterests can be accommodated. It is not thepurpose of the examination to have everyone dothe same thing. Instead, it seeks to test each student’srange and breadth of knowledge. Thereforethe following guideline of periods and areas ofconcentration is to be used by each student to generatea foundation list of works in each period orarea for which he or she will be responsible. Thislist is not intended to be exhaustive or exclusive;not everything the student has read will show upon the list. Critical works on periods and texts willbe included on each list. This list of specific titlesshould be arrived at in consultation with individualfaculty members and with the director of the graduateprogram. The list must be submitted to thedirector of the graduate program in English atleast three months before the oral examination.Periods and areas of concentration for the doctoraldegree comprehensive examination are thefollowing: Old English, Medieval Literature, Sixteenth-CenturyBritish Literature, Seventeenth-Century British Literature, Eighteenth-CenturyBritish Literature, American Literature before1820, Nineteenth-Century British Literature,Nineteenth-Century American Literature, Twentieth-CenturyBritish Literature, Twentieth-CenturyAmerican Literature, Contemporary WorldLiterature, and Literary Critical Theory. Eachcandidate also has the option of constructing, inconsultation with the chair of the committee, onespecial topic focused on his or her particular areaof interest, in preparation for the dissertation.Candidates will select eight of the periods or areasfor particular development for the comprehensiveexamination. Two of those fields will be fulfilledby course work completed in graduate school. Theother six will be the focus of the comprehensiveoral examination. Students who do not pass theoral examination, in whole or in part, may takethe examination again at a later date.Once the student has passed the oral comprehensive,he or she will produce a prospectus forthe dissertation. This must be submitted to thedepartment not later than six months after theoral examination.In order to complete the doctoral degree, eachstudent is required to demonstrate by examinationsor courses taken at Tufts an ability to readtwo foreign languages (one of which was necessaryin order to fulfill the requirements for themaster of arts). Alternatively, doctoral candidatesmay complete with a passing grade at least onegraduate level course in a foreign literature. It isgenerally expected that this course will be done ina body of literature relevant to the student’s graduatestudy.Tufts in LondonThe Department of English cooperates with otherdepartments in offering undergraduates a year ofstudy in England. For more information, see TuftsPrograms Abroad.For more detailed information, please visit thewebsite http://ase.tufts.edu/english/.Entrepreneurial Leadership/Gordon InstituteDIRECTOR:Pamela Goldberg, The Gordon InstituteFACULTY:Nancy Wilson, Associate Dean, Tisch College, Innovationin the Social SectorRobert Creeden, Lecturer, Entrepreneurial FinanceJack Derby, Lecturer, Entrepreneurial MarketingRobert Dew, Lecturer, Entrepreneurial FinanceGavin Finn, Lecturer, Entrepreneurial MarketingJeremy Halpern, Lecturer, Entrepreneurial LeadershipJohn Hodgman, Lecturer, Entrepreneurship & BusinessPlanningFelice Shapiro, Lecturer, Entrepreneurship & BusinessPlanningThe Entrepreneurial Leadership Program at Tuftsprovides hands-on educational opportunities forstudents interested in founding their own companiesor working in entrepreneurial environments.The program strives to engage students in theever-changing world of new business ventures andteaches them to develop innovative, real-worldsolutions to business challenges.The program attracts top faculty and developsindustry partnerships. Through our rigorous curriculumand connections to alumni in businessand industry, the program strives to benefit bothstudents and the corporate community. With160

E N T R E P R E N E U R I A L L E A D E R S H I P >E N V I R O N M E N TA L H E A LT H >access to outstanding teachers, intensive coursework,guest speakers, internships, and real-worldbusiness networks, our students develop theadvanced knowledge they need to become theentrepreneurial leaders of the future.A minor in entrepreneurial leadership is availablefor all arts, sciences, and engineering undergraduateand graduate students interested inleadership positions at start-up companies orentrepreneurial segments of the corporate orsocial sector. Students are required to take fourcourses plus one elective course from the listsbelow. All courses must be taken for a grade. Studentswill attend lectures, discuss relevant issueswith guests from the real world, complete homeworkassignments, take tests, participate infocused discussions of relevant issues and currentevents, and complete a course project on a topiccentral to the theme of the course.Undergraduate engineering students may notcount any of these courses toward foundation andconcentration requirements. A maximum of twocourses may be used toward humanities and socialscience electives.After meeting the necessary requirements forthe minor, students complete the minor certificationform and return it to The Gordon Institute.Required Courses101 Entrepreneurship and Business Planning103 Entrepreneurial Finance105 Entrepreneurial Marketing107 Entrepreneurial LeadershipElective CoursesELS141 Innovative Social Enterprises (cross listed asAmerican Studies 141)ELS193, 194 Special Topics: Internship/ ResearchELS199 Entrepreneurial Field Studies: Launching the VentureAmerican Studies 141 Innovative Non-profitsEconomics 3 Principles of AccountingEconomics 6 Business LawUrban and Environmental Planning 23NegotiationFor more detailed information, please visit thewebsite http://gordon.tufts.edu/entLeader/.Environmental HealthDIRECTOR:Associate Professor David M. Gute, Environmentaland occupational epidemiologyCORE FACULTY:Professor Linfield C. Brown, Water quality modeling,environmental engineeringAssociate Professor Wayne Chudyk, Drinking waterquality and treatmentAssociate Professor Christopher Swan, Site remediationSenior Lecturer Mark Woodin, EpidemiologyLecturer Anne Marie Desmarais, Environmental healthLecturer Diane Silverman, ToxicologyThe Environmental Health program is an interdisciplinaryprogram based in the Department ofCivil and Environmental Engineering of theSchool of Engineering. Historically, professionalprograms in environmental health were establishedin schools of engineering to promote research oncontrol of infectious disease, purification of watersupplies, and sanitary disposal of human wastes.Today, focal points of concern have been broadenedto such challenging issues as environmentalpollution, epidemiological aspects of chronic illnesses,occupational health, brownfields redevelopment,and risk assessment and management.While the program retains its traditionalstrength in environmental engineering, it also providesa sound background in epidemiology, biostatistics,and environmental health. The problemsand issues in environmental health can be viewedin three broad categories:1) Biological: living things, ranging from foodupon which life depends to pathogenic microorganismsresponsible for disease.2) Physical: nonliving things affecting people (physicalagents such as heat, noise, radiation, consumerand industrial products, and chemical agents such asenvironmental pollutants and systemic poisons).3) Social: the interrelationship within society,which includes cultural values, customs, attitudes,economic status, and social-political organization.In response to these issues and to the currentneeds of society for a comprehensive approach tohealth and disease problems, the program givesstudents both a theoretical and practical knowledgeof environmental health, epidemiology, biostatistics,drinking water quality and treatment, occupa-161

E N V I R O N M E N TA L H E A LT H >tional hygiene, and environmental toxicology.Supporting course work is tailored to the interestsof the individual student and drawn from otherdepartments, including the departments of biology,chemistry, economics, engineering science, mathematics,political science, physics, philosophy, psychology,sociology, and urban and environmentalpolicy and planning, as well as the School of NutritionScience and Policy.UNDERGRADUATE PROGRAMBachelor of Science in EngineeringThe Department of Civil and EnvironmentalEngineering offers a B.S.E. program in environmentalhealth. (See Civil and EnvironmentalEngineering for program description and requirements.)GRADUATE PROGRAMMaster of ScienceStudents in the Environmental Health program arerequired to elect one of three tracks: environmentalepidemiology, risk assessment and risk management,and environmental health policy. The tracksare designed to allow students to concentrate on aspecific area of environmental health. The environmentalepidemiology track is designed for studentswith an interest in public health issues associatedwith environmental contamination and its links tochronic disease. This track will capitalize on theprogram’s links with Tufts’ M.P.H. program. Therisk assessment and risk management track focuseson assessing exposure and risk associated with environmentalcontaminants, with emphasis on brownfieldredevelopment and environmental cleanupstrategies to manage risk. The environmentalhealth policy track is designed for students with aninterest in how environmental health programs aremanaged in governmental agencies.All students are required to complete a total often course credits. For students accepted fall term2001 and later, four core courses are required:Civil and Environmental Engineering 154Principles of EpidemiologyCivil and Environmental Engineering 158Occupational and Environmental HealthCivil and Environmental Engineering 173Health Effects and Risk AssessmentCivil and Environmental Engineering 292RResearch Methods in Environmental HealthIn addition to the four core courses, students musttake three additional courses in their respectivetracks:ENVIRONMENTAL EPIDEMIOLOGY TRACKCivil and Environmental Engineering 164Environmental MethodsCivil and Environmental Engineering 167Environmental ToxicologyCivil and Environmental Biology 132 Biostatistics orEngineering Science 56 Probability and Statistics inEngineeringRISK ASSESSMENT AND RISK MANAGEMENT TRACKCivil and Environmental Engineering 143Site RemediationCivil and Environmental Engineering 167Environmental ToxicologyCivil and Environmental Engineering 168Exposure AssessmentENVIRONMENTAL HEALTH POLICY TRACKCivil and Environmental Engineering 168Exposure AssessmentCivil and Environmental Engineering 176Pollution PreventionUEP 230 Negotiation, Mediation, and Conflict ResolutionStudents will take one or two electives in additionto the core and track courses. Students in themaster’s degree program in environmental healthare encouraged to complete a two-credit thesis;however, they may complete a one-credit master’sproject with approval of their adviser.ENVIRONMENTAL HEALTH COURSES(See online bulletin for course descriptions.)Civil and Environmental Engineering 32Environmental Systems EngineeringCivil and Environmental Engineering 132Environmental Engineering ProcessesCivil and Environmental Engineering 133Water and Wastewater Plant DesignCivil and Environmental Engineering 137 Public HealthCivil and Environmental Engineering 143Site RemediationCivil and Environmental Engineering 154Principles of EpidemiologyCivil and Environmental Engineering 158Occupational and Environmental HealthCivil and Environmental Engineering 161Internship in Epidemiology and BiostatisticsCivil and Environmental Engineering 164Epidemiologic Methods162

E N V I R O N M E N TA L H E A LT H >E N V I R O N M E N TA L MANAG E M E N T >Civil and Environmental Engineering 168Exposure AssessmentCivil and Environmental Engineering 171Hazardous Materials ManagementCivil and Environmental Engineering 172Fate and Transport of Environmental ContaminantsCivil and Environmental Engineering 173Health Effects and Risk AssessmentCivil and Environmental Engineering 175Hazardous Materials SafetyCivil and Environmental Engineering 176Pollution Prevention ManagementUEP/Civil and Environmental Engineering 207Environmental LawUEP/Civil and Environmental Engineering 267Methods in Environmental Impact AssessmentCourses in other departments frequently takenby students in environmental health include thefollowing:Biology 81 Environmental Biology and ConservationBiology 143 Biology of PopulationsBiology 167 Environmental ToxicologyChemistry 141 Instrumental AnalysisCommunity Health 101 Introduction to CommunityHealthCommunity Health 102 Health Care in America:Policies and PoliticsMathematics 161, 162 Probability and StatisticsNutrition 101 Human NutritionNutrition 120 Political Economy of World HungerPhilosophy 124 BioethicsPolitical Science 104 Public AdministrationPolitical Science 114 Urban and State PoliticsSociology 141 Sociology of MedicineSociology 145 Science, Technology, and SocietySociology 180 Sociology of Mental HealthUEP 166 International Environment and DevelopmentPolicyUEP 203/Philosophy 173 Political Economy, Ethics,and the EnvironmentUEP 205 Urban Planning and DesignUEP 230 Negotiation, Mediation, and Conflict ResolutionUEP 253 Financial Analysis and ManagementUEP 262 Environmental EconomicsIn addition, on a space-available basis, studentsmay enroll in courses offered by the Master’s inPublic Health (M.P.H.) degree program at TuftsSchool of Medicine.For more detailed information on thisdepartment, please visit the websitehttp://publicsafety.tufts.edu/ehs/laboratory/hazardouswaste.html.EnvironmentalManagementFACULTY ADVISER:Lecturer Anne Marie C. Desmarais, Civil andEnvironmental EngineeringEnvironmental managers in industry, government,and consulting know that the new century bringswith it challenges and opportunities in environmentalmanagement and compliance. Complexregulations, environmental technologies, internationalenvironmental treaties, and multinationalcorporate environmental programs will determinethe direction that environmental managers musttake. The certificate in environmental managementprovides students with the tools and techniques tounderstand the complex issues of future environmentalmanagement.The program blends courses in fundamentalssuch as regulations and compliance issues withlead-ing-edge concepts in life-cycle analysis, riskmanagement, and remediation technologies. Studentsselect courses from regular Tufts’ graduateofferings and may choose to focus their coursework in environmental technology, health, or policy.The program is open to students with a bachelor’sdegree; undergraduate course work in naturalor physical science, mathematics, or engineering;two years of work experience; and some knowledgeof current environmental issues.This five-course, graduate-level certificate,offered in collaboration with the Department ofCivil and Environmental Engineering and theOffice of Graduate Studies, is designed to be pursuedon a part-time basis by professionals seekingadvanced training in this area or preparing to entera master’s degree program. In most cases, coursestaken as a certificate student can be transferredinto a Tufts degree program.For more information and an application, contactthe Office of Graduate Studies at 617-627-3395 or visit the websitehttp://gradstudy.tufts.edu/.163

E N V I R O N M E N TA L S T U D I E S >F I L M S T U D I E S >F R E N C H >G E O LO G Y >Environmental StudiesPROGRAM DIRECTOR:Associate Professor George Ellmore, Draupner RingScholar; Biology; adviser, environmental scienceEXECUTIVE BOARD AND ADVISERS:Professor J. Michael Reed, Biology;Associate Professor Wayne Chudyk, Civil andEnvironmental Engineering; adviser, environmentand technologyAssociate Professor Stephen , Civil and EnvironmentalEngineering; adviser, environmentand technology adviser, environmental scienceAssociate Professor Jeffrey E. Zabel, Economics;adviser, environment and societyLecturer Ann Rappaport, Urban and EnvironmentalPolicy and Planning; adviser, environment and societyThis multidisciplinary program highlights ournatural surroundings, along with designs that helpminimize degradation of those surroundings, andthe social and political tools needed to preserveand improve the environment. Environmentalstudies provides a strong foundation in the naturalsciences, with directed training in social sciencesand humanities.Environmental studies is offered as a secondmajor in conjunction with any departmental majorin arts and sciences and engineering, normallyexcluding interdisciplinary programs. The majorrequires completion of eight core courses, threecourses in any one track, and an internship. Theprogram has three tracks. Track I, EnvironmentalScience, focuses on basic principles, theories, andmethods of the natural sciences (biology, physics,chemistry, and geology) and their application toenvironmental problems. Track II, Environmentand Technology, emphasizes engineering andapplied science aspects of resource management,environmental impacts, and pollution preventionand abatement. Track III, Environment and Society,examines sociopolitical, humanistic, economic,and cultural aspects of managing environmentalproblems.Students in each track complete a core curriculumthat captures the fundamental principles ofdisciplines in the three tracks. The core requiresstudents to master basic scientific principles ofenvironmental processes, to examine interactionsbetween technology and the environment, and toexplore the societal context for implementingenvironmental policy.The core seminar requirement can be fulfilledby taking a seminar on environmental topicsoffered in various departments including philosophy,biology, political science, and urban and environmentalpolicy and planning.Because the environmental studies curriculumis designed as a second major, students may doublecount courses (but no more than fifty percentof the courses counted in the primary major) tofulfill both their first and second majors. A coursein GIS (computer mapping and spatial analysis) isrecommended.The general components of this program aregiven below. Students who choose this major registerwith the director, and are placed in one ofthe three tracks—each of which has its ownadviser/s. We recommend that students begin themajor by taking Biology 7 early on to get to knowour program.TRACK COURSESThree courses in any one track, provided theyinclude offerings from at least two departments.Up to one core course numbered 100 or highermay be double-counted toward both the core andthe appropriate track. (Environmental courses areoccasionally offered by visiting scholars. Withapproval of the track adviser such courses may fulfillsome track requirements.)For more detailed information, please visit thewebsite http://www.tufts.edu/tie/EnvStudies/.Film Studies(SEE COMMUNICATIONS AND MEDIA STUDIES.)French(FOR DEGREE REQUIREMENTS, SEE ROMANCELANGUAGES.)GeologyAssociate Professor Anne F. Gardulski, Chair;Sedimentology, oceanography, structure, stratigraphyProfessor Grant Garven, Groundwater geology and164

G E O LO G Y >hydrologyProfessor Jack C. Ridge, Quaternary, glacial, andenvironmental geology; geomorphologyAssistant Professor Molly McCanta, Igneous andmetamorphic petrology, mineralogy, planetary geologySenior Lecturer Jacob S. Benner, Paleoecology,stratigraphyAdjunct Associate Professor Samuel Kounaves,Analytical, environmental, and materials chemistryAdjunct Associate Professor Laurie Baise, Geotechnicalengineering, geotechnical earthquake engineeringGeology is the science of the earth. It involves aninterdisciplinary exploration of the earth’s 4.5-billion-yearhistory and a study of the processes thatform and shape the rocks and minerals of theearth. Geology integrates biology, chemistry,astronomy, and physics in the study of the earth,and has broad applications in engineering, archaeological,and environmental investigations. TuftsUniversity has well-equipped geological laboratoriesand an excellent collection of geologic materialsfor study and research. Field trips to thenortheastern and southwestern United States offerabundant opportunities for the study of a greatvariety of geological phenomena.UNDERGRADUATECONCENTRATION REQUIREMENTSThe geology department offers two programs: thegeological sciences major, for students who wish topursue graduate study in geology and relatedfields, or work at entry-level jobs; and the geologymajor, which emphasizes breadth and flexibility forstudents seeking a double major, teaching certification,entry to medical programs, careers in multidisciplinaryfields such as environmental law, or abroad-based liberal arts major.Geological Sciences MajorStudents intending to continue with geology aftergraduation should complete Geology 1 and 2, eightor more geology courses above Geology 9, plusMathematics 12, Chemistry 2, and Physics 1 and 2(or 11 and 12) and their labs. The geology coursesshould normally include Geology 11, 12, 22, 32,35, and one of the following: Geology 36, 102,115, or 131. Approved related fields courses mayreplace up to two upper-level geology courses.Research experience and a six-week geology summerfield camp are strongly recommended.Geology MajorStudents electing this option should completeGeology 1 and 2, eight other geology courses(except Geology 9), plus Chemistry 1 and Physics1 with labs. Approved related fields science coursesmay replace as many as three of the upper-levelgeology courses. Upper-level engineering coursesmay substitute for up to two of the upper-levelgeology courses with prior written consent. Nomore than 4 upper level geology courses may bereplaced by engineering and related fields courses.UNDERGRADUATE MINOR PROGRAMSGeology MinorThe Department of Geology offers a minor ingeology available to students in the School ofEngineering. The faculty adviser for this minor isProfessor Anne Gardulski.Five courses are required for the minor. Theynormally include:Geology 1 The Dynamic EarthGeology 2 Environmental GeologyGeology 22 Structural Geology or Geology 32 GeomorphologyGeology 131 GroundwaterOne elective selected from the following:Geology 22 Structural GeologyGeology 32 GeomorphologyGeology 35 SedimentologyGeology 36 StratigraphyGeology 115 Quaternary and Glacial GeologyGeology 132 Groundwater Chemistry and QualityNote that Geology 1, 2, 131, and 132 are offeredevery year, but Geology 22, 32, 35, 36, and 115 areoffered in alternate years. Schedule planning forthese courses is important.Geoscience MinorThe department of geology offers a minor in geoscienceavailable to Arts and Sciences studentswho are majoring in archaeology, biology, chemistry,computer science, mathematics, or physicsand astronomy. The faculty advisor for this minoris Professor Anne Gardulski.Five courses are required for the minor. They normallyinclude:Geology 1 The Dynamic Earth165

G E O LO G Y >G E R MAN, RUSSIAN, A N D A S I A N L A N G UAG E S A N D L I T E R AT U R E S >Geology 2 Environmental GeologyThree electives selected in consultation with thefaculty advisor. These courses are intended to complementthe student’s major and scientific ormathematical interests.Geoengineering MinorThe civil and environmental engineering departmentoffers a minor in geoengineering available tostudents of the College of Liberal Arts and theSchool of Engineering, except those majoring incivil and environmental engineering. ProfessorLewis Edgers is the adviser for the minor.Five courses are required:Engineering Science 5 Applied Mechanics (Statics)Engineering Science 9 Applied Mechanics (Strengthof Materials)Civil and Environmental Engineering 12Introduction to Hydraulic EngineeringCivil and Environmental Engineering 42Introduction to Geotechnical EngineeringOne elective selected from:Civil and Environmental Engineering 112Hydrology and Water Resource EngineeringCivil and Environmental Engineering 113Groundwater EngineeringCivil and Environmental Engineering 146Foundation EngineeringCivil and Environmental Engineering 149Earth Support SystemsPrerequisites for the above course sequence areMathematics 12 and Physics 12.For more detailed information, please see the websitehttp://ase.tufts.edu/geology.German, Russian, and AsianLanguages and LiteraturesProfessor (Japanese) Hosea Hirata, Chair; Director of FilmStudies minor; Japanese literatureProfessor (German/Judaic Studies) Sol Gittleman,Alice and Nathan Gantcher University Professor of JudaicStudies; Earlier twentieth century, Yiddish literature, nationalsocialismProfessor (Russian) Vida Johnson, Director of RussianProgram; Twentieth century, film and cultureProfessor (Japanese) Charles Inouye, Director ofInternational Letters and Visual Studies; Japanese literatureProfessor (Japanese) Susan Napier, Director of JapaneseProgram; Japanese literature, popular culture, Anime filmProfessor (German) Christiane Zehl Romero, GoldthwaiteProfessor of Rhetoric; Tübingen; Professor of German;Director of German program; Twentieth century, womenwriters, film, advanced languageAssociate Professor (German/Judaic Studies) Gloria J.Ascher, Co-director of Judaic Studies; German literature ofthe eighteenth and nineteenth centuries, Sephardic studies,Ladino language and literature, Scandinavian literatureAssociate Professor (German) Daniel Brown, Director ofAfrica in the New World; Reformation, documentary theatre,language pedagogyAssociate Professor (Russian) Gregory Carleton, Directorof Center for Interdisciplinary Studies, twentieth-centuryRussian literature and cultureAssociate Professor (German) Bernhard Martin, Directorof German Graduate Program, medieval German literature,cultural studiesAssociate Professor (Judaic Studies) Joel Rosenberg,Lee S. McCollester Associate Professor of Biblical Literature;Co-director of Judaic Studies; Central European writers,South African writers, film studiesAssociate Professor (Russian) David Sloane, NineteenthCentury Russian literature, poetry, language pedagogyAssociate Professor (Chinese) Xueping Zhong,Director of Chinese program; Modern Chinese literature, culture,filmAssistant Professor (Chinese) Ning Ma, Pre-modernChinese literature, Comparative literatureAssistant Professor (Arabic) Kamran Rastegar, Director ofArabic program, Arabic language and literatureSenior Lecturer (Japanese) Kiyomi Kagawa, Coordinatorof Japanese language coursesLecturer (Hebrew/Judaic Studies) Rahel Meshoulam,Coordinator of Hebrew language coursesSenior Lecturer (German) Saskia Stoessel, Coordinator ofGerman language coursesSenior Lecturer (Chinese) Mingquan Wang, Coordinatorof Chinese language coursesLecturer (Arabic) Rana Abdul-Aziz, Coordinator of Arabiclanguage coursesLecturer (Arabic) Mohammed Alwan, Arabic languageand literatureLecturer (Arabic) Rabab El Nady, Arabic languageLecturer (Chinese) Jianping Feng, Chinese languageLecturer (Arabic) Haci Osman Gündüz, Arabic languageLecturer (Arabic) Fadi Jajji, Arabic languageLecturer (Japanese) Shiori Koizumi, Japanese language166

G E R MAN, RUSSIAN, A N D A S I A N L A N G UAG E S A N D L I T E R AT U R E S >Senior Lecturer (Chinese) Jinyu Li, Chinese languageLecturer (German) Doris Pfaffinger, German languageLecturer (Chinese) Shaomei Wang, Chinese languageLecturer (Japanese) Kiyoko Morita, Japanese languageLecturer (Chinese) Xiaoya Ye, Chinese languagePart-time Lecturer (Russian) Tanya Gassel, RussianlanguagePart-time Lecturer (German) Geraldine Grimm, Germanlanguage and literaturePart-time Lecturer (Hebrew) Hava Kimelman, HebrewlanguagePart-time Lecturer (Chinese) Mushi Li, Chinese languagePart-time Lecturer (Russian) Scarlet Marquette, RussianlanguagePart-time Lecturer (Japanese) Jun Ono Cheung,Japanese languagePart-time Lecturer (Russian) Nancy Petrov, RussianlanguagePart-time Lecturer (German) Elisabeth Rettelbach,German languagePart-time Lecturer (Judaic Studies) Jeffrey Summit,Judaic StudiesPart-time Lecturer (Chinese) Min Wan, Chinese languagePart-time Lecturer (Arabic) Souhad Zendah, ArabiclanguageThe Department of German, Russian, and AsianLanguages and Literatures is administrative hometo the following language and culture programs:Arabic, Chinese, German, Hebrew, Japanese, Russian,and Swahili. The Department is also closelyconnected to various interdepartmental programs:Africa in the New World (ANW), Asian Studies,Communication and Media Studies (CMS), InternationalRelations (IR), International Letters andVisual Studies (ILVS), Judaic Studies, and MiddleEastern Studies.The Department offers eight majors and twograduate degrees. The undergraduate majors areChinese, German Language and Literature, GermanStudies, Japanese, Judaic Studies, ILVS, RussianLanguage & Literature, and Russian and EastEuropean Studies. The graduate degrees are M.A.in German and M.A. in German with TeachingLicensure. Students can minor in Arabic, Chinese,German, Japanese, Judaic Studies, and Russian. (Formajors in Asian Studies, IR, and Middle EasternStudies, as well as minors in ANW, Asian Studiesand CMS, please consult their websites).SPECIAL MINOR FORENGINEERING STUDENTSStudents earning a bachelor degree in engineeringmay minor in either Arabic, Chinese, German,Hebrew, Japanese, or Russian language and culture.The minor requires a total of six (6) courses:a. four language courses above the beginning 2ndsemester level – 3, 4, 21, 22b. one course in the social science concentrating onthe area in which the target language is spoken(e.g. for Arabic: History 60, 61, 64, 65; for Chinese:History 43, 44, Political Science 126; forGerman: History 31, Political Science 125, 147;for Hebrew: History 61; for Japanese: History 47,48, 122, 123, 124, 125, Political Science 131; forRussian: History 27, 28, 29)c. a fourth-year level language course (Arabic 121,Chinese 121, German 121, Hebrew 121, Japanese121, Russian 121) or, in conjunction with thesocial science course, a Directed study in thelanguage focusing on materials relevant to thatcourse.ArabicArabic is the fifth most widely spoken language inthe world and is one of the six official languages ofthe United Nations. The Arabic Program, with itslanguage, literature and culture courses, offers trainingin the study of the Arabic language at all levels,as well as offering studies in topics relating to Arabcultures and traditions. It offers a strong foundationin Modern Standard Arabic, as well as a wide rangeof courses taught in English on modern and classicalArabic literatures, cinema, gender and other culturaltopics.UNDERGRADUATECONCENTRATION REQUIREMENTSThe Arabic major is designed to offer students astrong foundation in the Arabic language, as well asproviding them with training to critically engagewith Arabic literary and other cultural activities,such as cinema and other media.The major in Arabic requires ten courses in all:nine courses beyond Arabic 4, plus one approvedcourse in a different department. Of the ninedepartmental courses, four must be Arabic language-basedcourses, while five must be selectedfrom available departmental Arabic culture courses.a. Language requirement. Four Arabic language-167

G E R MAN, RUSSIAN, A N D A S I A N L A N G UAG E S A N D L I T E R AT U R E S >based courses above Arabic 4: Arabic 21; Arabic 22;Arabic 121; Arabic 122; or, further advanced Arabiclanguage-based courses (subject to approval of theDirector of Arabic). Students who place higherthan Arabic 21 upon entry into the program areexpected to complete ten courses in all, in consultationwith the Director of Arabic.b. Culture requirement. Five departmental Arabicliterature or culture courses. Two of these fiverequired courses may be filled by approved coursestaken outside of the Medford campus.c. Related course. One course in a topic relatedto Arabic or the Middle East offered outside ofTufts’ Arabic Program. Courses in this category aresubject to the approval of the Director of Arabic.UNDERGRADUATE MINOR PROGRAMThe department offers a minor in Arabic requiringthe completion of six courses beyond the intermediatelevel (ARB 3-4) and two courses in Arabic literatureor culture. Minor checklist forms are availableat http://ase.tufts.edu/grall/arabic/requirements.asp.ChineseChinese civilization is one of the longest and continuousones in the world. Home to one-fifth of theworld population and undergoing rapid changes,China is increasingly playing a pivotal role intoday's world. The Chinese Program offers coursesaimed at helping students achieve proficiency inmodern Chinese language and acquire comprehensiveunderstanding of Chinese literature and culturein conjunction with their social and historical contexts.UNDERGRADUATECONCENTRATION REQUIREMENTSThe major in Chinese requires ten courses: ninecourses in the program beyond Chinese 4, plus onein a related field. Those who place out of languagecourses still need to complete ten approved courses.At least one course from category b must be a seminaroffered by the Chinese Program. If qualified, astudent may opt to do an honors thesis.a. Language requirement: four courses beyondChinese 4: 21, 22, 121, 122. Students placedabove 21 or higher, upon completion of 122 or itsequivalent, can take more advanced languagecourses (123, 124, 125, 126, 127, 128), or additionalculture courses, or a combination of both..b. Chinese 61 and four additional literature andculture courses from Chinese offerings in thedepartment.c. One course in Chinese culture or in related disciplinesoffered by another program or departmentand approved by the Chinese program director.UNDERGRADUATE MINOR PROGRAMThe department offers a minor in Chinese requiringthe completion of six courses beyond the intermediatelevel (Chinese 3-4). These must includetwo language courses at the 100 level and two literature/culture courses. Details are available from thedepartmental office. Minor checklist forms areavailable athttp://ase.tufts.edu/grall/chinese/requirements.asp#minor.CHINESE LANGUAGE COURSESRegular classes for the first four years (1 through122) meet three times a week; regular classes at thehigher levels (123 through 128) meet twice a week.Intensive classes meet six times a week.THE CHINESE HOUSEThe Chinese House is a language based housingunit sponsored by the Chinese Program. The missionof the Chinese House is to provide languagelearning experience outside of the classroom and topromote and facilitate cross-cultural exchange andunderstanding within the larger community atTufts. The Chinese House provides space andopportunity for the residents and non-residents toshare their Chinese learning experience and practicetheir Chinese. Through academic, educational andsocial events, students in the Chinese House reachout to the rest of the University community, enrichingthe life and learning experience of the largercommunity at Tufts. Applications are available fromthe Chinese Program early in the spring semester.STUDY OPPORTUNITIES IN CHINATUFTS-IN-CHINAThe Tufts-in-China program offers a fall semesterin Hangzhou, China, at Zhejiang University, one ofthe top seven universities in China. The combinationof the city of Hangzhou and the renownedZhejiang University makes Tufts-in-China a uniqueprogram for students of Chinese language and culture.Prerequisites: Well-prepared undergraduates168

G E R MAN, RUSSIAN, A N D A S I A N L A N G UAG E S A N D L I T E R AT U R E S >who have successfully completed Chinese 4 (or theequivalent) by the time of departure are eligible toapply. Tufts-in-China is open to students from allmajors.GermanThe German program promotes an understandingof the extraordinary contributions made by German-speaking writers, artists, and thinkers to thepast eight hundred years of civilization, and theirimplications for the modern world. A wide range ofcourses in German gives students with varied interestsand goals the opportunity to attain a thoroughknowledge of the language, literature, and generalculture. The program also provides a significantnumber of courses in English so that students notconversant in German may become familiar withimportant aspects of German culture.UNDERGRADUATECONCENTRATION REQUIREMENTSGerman Language and LiteratureTo major in this area, a student should take ninecourses above the intermediate (German 3, 4) level.These should be courses taught in German and,depending on the student's preparation, includeGerman 21, German 33 and/or 44, German 61, 62,and 100-level courses. A minimum of two 100-levelcourses taught entirely in German (121 and one literature/culture course at that level) is required. Alsorequired is one course in a related field, such as Germanart, film, or history. The Tufts-in-Tübingenprogram (see below for description) is highly recommendedfor language and literature majors. Coursestaken in German at the University of Tübingen inthe areas of German language, literature, and culture(e.g., film) count toward the major.German StudiesAs an alternative to the language/literature concentration,the department offers an interdisciplinarymajor with two options:A. TUFTS-IN-TÜBINGEN PROGRAMA unique opportunity for students from various disciplinesto spend their junior or senior year abroadexperiencing the culture of German-speaking countrieswithin the larger European context, and combiningstudy outside of literature with theirknowledge of German. All courses taken inGerman at the University of Tübingen in the areasof Politikwissenschaft, Volkswirtschaft, Geschichte,Kunstgeschichte, Volkskunde, Sozial- undKulturwissenschaft, Germanistik, andVergleichende Literaturwissenschaft will counttoward the concentration requirement of nineGerman courses beyond the intermediate (German3, 4) level and one course in a related field. Onreturning to the Tufts Medford/ Somerville campus,two 100-level courses taught in German on theTufts campus, 121, and one 100- level literature/culturecourse will be required.B. TUFTS-MEDFORD/SOMERVILLEThis major requires nine courses plus one course ina related field approved by the German program. Itincludes at least five courses above the intermediate(German 3, 4) level taught in German, includingGerman 121, and one 100-level literature/culturecourse taught in German. The remainder is a combinationof courses dealing with German subjectmatter taught through at least three of the followingdepartments: German, Russian, and Asian languagesand literatures, history, music, philosophy, orpolitical science. Courses taken in other departmentsmust be approved by the German programfor concentration credit.UNDERGRADUATE MINOR PROGRAMThe department offers a minor in German requiringsix courses above the intermediate level (German3, 4). These must include two courses at the100 level taught in German at Tufts/Medford; oneof them is to be German 121. Minor ChecklistForms are available athttp://ase.tufts.edu/grall/german/requirements.asp#minor.GERMAN HOUSEThe department sponsors a German house, whichprovides a pleasant residential environment andthe opportunity to enjoy intensive language practicein an informal setting. Every year a nativeGerman student from Tübingen is resident directorand helps the students organize a variety ofsocial and cultural activities. Preference is given tostudents who are currently enrolled in a Germancourse.TUFTS-IN-TÜBINGEN PROGRAMMajors in German, as well as qualified juniors andseniors from other departments, are encouraged tospend a year abroad in the department's overseas169

G E R MAN, RUSSIAN, A N D A S I A N L A N G UAG E S A N D L I T E R AT U R E S >program, which normally consists of two semestersof study at Eberhard-Karls-Universität in Tübingenunder the direction of the Tufts resident director.(One semester, in the spring only, is also possible.)A minimum of two years of college-level German isrequired to qualify for Tufts in Tübingen, but thirdyear-levelproficiency is strongly advised. Studentswho have been accepted into the program mayattain it by participating in a six-week intensive languagecourse, which will prepare them for the transitioninto regular courses at a German university.This course starts at the beginning of September.GRADUATE PROGRAMSThe department offers two master of arts degreeprograms in German. These programs typicallyenroll a small number of highly motivated andtalented students, who-together with faculty bothon the Tufts campus and in Tübingen- form asupportive, stimulating, and congenial communitythat helps students realize their full potential.Both master's programs provide a wide range ofcourses in language, literature, and culture, as wellas instruction in computer-assisted language programmingand the use of media, including hypermediapresentations in language and culturecourses.Tufts-in-TübingenAll students may choose to study one year at theEberhard-Karls-Universität in Tübingen,Germany, and one year on the Tufts campus; orthey may spend both years on the Tufts campus inMedford/Somerville. The Tufts resident director inTübingen offers an informal colloquium toacquaint students with traditional and contemporaryaspects of German cultural life, and assistsstudents in planning a program of study that drawsupon university lecture courses and seminars. Onthe Tufts campus students do regular course work,participate in a graduate colloquium, and serve asteaching and research assistants.Master of Arts in GermanThe program requires two academic years and isdesigned to prepare students for doctoral work inGerman or to provide career enhancement forfields such as international business or law, mediaand communications, and library science.Master of Arts in German with Teaching LicensureThe program requires two academic years plus onesummer, and is offered in conjunction with theDepartment of Education. It is designed to preparehighly qualified secondary school teachers.Master of Arts in Teaching (M.A.T.)The Department of Education, in conjunctionwith the German program, offers the M.A.T.degree in German as a foreign language. For moreinformation and application materials, please contactthe Department of Education.JapaneseThe Japanese program offers a strong foundation inthe Japanese language and introduces students tomany facets of Japanese culture. The major preparesstudents for careers in academics, business, law,diplomacy, or technology where the knowledge ofJapanese language and culture is an invaluable asset.UNDERGRADUATECONCENTRATION REQUIREMENTSThe major in Japanese requires nine courses beyondJapanese 4, plus one in a related field. Those whoplace out of language courses still need to completeten approved courses.a. Language requirement: four courses beyondJapanese 4; continuation to Japanese 123, 124strongly recommended.b. Japanese 61 and four additional literature/culturecourses from Japanese offerings in the department.Two of these courses must be at the 100level, including one seminar. If qualified, a studentmay opt to do an honors thesis ( JPN 198,199) instead of a seminar. Only one course witha half Japanese content can count toward thiscategory.c. One course in Japanese culture offered byanother department and approved by the programdirector.UNDERGRADUATE MINOR PROGRAMThe department offers a minor in Japanese requiringthe completion of six courses beyond the intermediatelevel ( JPN 3-4). These must include twolanguage courses (121, 122, or 123, 124) and twoliterature/culture courses. Details are available fromthe departmental office.JAPANESE CULTURE HOUSE170

G E R MAN, RUSSIAN, A N D A S I A N L A N G UAG E S A N D L I T E R AT U R E S >The department administers the Japanese CultureHouse, a coeducational undergraduate dormitorythat serves as an informal center for Japanese studieson campus. It aims to provide an experientiallearning environment for students who would liketo improve their language skills and deepen theirknowledge of Japanese culture. It also accommodatesnative speakers who would like to share theirknowledge of Japan with other students and take aleading role in organizing social events related toJapan. The minimum requirement to be a residentis Japanese 2 or equivalent. The selection committeeconsiders the leadership potential of the applicantsas well as the balance of gender and oflinguistic levels. Together the occupants organizevarious cultural activities that further the understandingof Japan on campus, as well as weeklyJapanese chat hours to which any student interestedin practicing conversation is welcome.STUDY OPPORTUNITIES IN JAPANTufts in JapanThe Tufts-in-Japan program is offered atKanazawa University, a prestigious national institutionin a picturesque city rich in history. Studentsare strongly recommended to study in Japan duringtheir junior year. Excellent scholarships are available.Tufts financial aid can also be used.Judaic StudiesCODIRECTORS:Associate Professor Gloria J. Ascher, German/Judaic studiesAssociate Professor Joel Rosenberg, McCollesterAssociate Professor of Biblical Literature; Judaic studiesCORE FACULTY:University Professor Sol Gittleman, German/Judaic studiesProfessor Jonathan M. Wilson, EnglishLecturer Rahel Meshoulam, Hebrew/Judaic studiesLecturer/Rabbi Jeffrey Summit, Judaic studiesThe program in Judaic studies encompasses studyof some 4,000 years of ancient Israelite andancient, medieval, and modern Jewish civilization,with attention to the influence of Judaic culture onthe many cultural and religious traditions that grewfrom it. The major in Judaic studies comprises thecourses listed below under Hebrew and Judaicstudies and a number of primary or related coursesin other departments.UNDERGRADUATECONCENTRATION REQUIREMENTSThe major in Judaic studies consists of ten courses– eight primary courses and two related courses.Courses in Hebrew language at the level ofHebrew 21, 22, and 121, 122 may be counted asprimary courses. Courses not listed below, offeredat Tufts and elsewhere, are acceptable uponapproval of the program directors (Professor GloriaAscher, Olin 332, and Professor Joel Rosenberg,Olin 322), but at least four of the primary coursesmust be taken at Tufts. Students majoring in Judaicstudies must have the equivalent of three years ofHebrew, or two years of Hebrew and two years of asecond language related to the student's specialinterests within the field. Qualified students majoringin Judaic studies are encouraged to considerparticipating in the Thesis Honors Program.PRIMARY COURSES:Drama 162 Imagining the Holocaust on Stage and ScreenEnglish 159 Contemporary Jewish FictionEnglish 162 Philip Roth and CompanyEnglish 164 Imagining the JewHebrew 21, 22 Composition and ConversationHebrew 121, 122 Composition and ConversationJudaic Studies 48 Israeli FilmJudaic Studies 65 Introduction to Yiddish CultureJudaic Studies 73 Aspects of the Sephardic TraditionJudaic Studies 77 Archaeology of Palestine (cross-listedas Archaeology 77)Judaic Studies 78 Jewish WomenJudaic Studies 84 The Sources of Jewish TraditionJudaic Studies 91-01 Ladino Language and CultureJudaic Studies 92-01 Introduction to JudaismJudaic Studies 92 Special TopicsJudaic Studies 93 Directed StudyJudaic Studies 95 Topics in Jewish LiteratureJudaic Studies 96 Introduction to the TalmudJudaic Studies 99 Judaic Studies InternshipJudaic Studies 126 Roots of the Jewish ImaginationJudaic Studies 132 The Book of Genesis and ItsInterpretersJudaic Studies 136 King David and the IsraeliteMonarchyJudaic Studies 142 Jewish Experience on Film171

G E R MAN, RUSSIAN, A N D A S I A N L A N G UAG E S A N D L I T E R AT U R E S >Judaic Studies 159 Contemporary Jewish Fiction (crosslistedas English 159)Judaic Studies 162 Philip Roth and Company (cross-listedas English 162)Judaic Studies 164 Representing the Jew (cross-listed asEnglish 164)Judaic Studies 191 Special TopicsJudaic Studies 193, 194 Advanced Directed StudyJudaic Studies 198, 199 Senior Honors ThesisReligion 21 Introduction to the Hebrew BibleReligion 52 Judaism Through the CenturiesRelated CoursesRelated courses establish links between Judaicstudies and other disciplines by examining suchtopics as countries or regions that are major sitesof Jewish civilization, past or present; the life ofcosmopolitan and multiethnic societies more generally;the dynamics of tradition; the impact ofmodernity and historical crisis on traditional societies;issues of philosophy, ethics, myth, religion,and spirituality that bear upon Jewish life andthought; issues of race, class, gender, and sexualityin the life of a culture; the legacy of biblical andJewish tradition in world cultures. A student may,with the approval of the program directors, substitutean appropriate course.American Studies 12 Race in AmericaAmerican Studies 16 American IdentitiesAmerican Studies 181 The Construction of WhitenessAnthropology 102 Children and Youth in War ZonesAnthropology 119 Peoples of the Middle EastAnthropology 124 American DiversityAnthropology 130 Anthropological ThoughtAnthropology 131 Anthropology of ReligionAnthropology 132 Myth, Ritual, and SymbolArabic 61 Classical Arabic LiteratureArabic 62 Modern Arabic LiteratureArabic 64 The Literary Qur’anArt History 1 Art, Ritual, and CultureArt History 20 Image and Icon (cross-listed as Religion 20)Art History 22 Iconoclasm and Iconophobia: The Threat ofthe Image (cross-listed as Religion 24)Art History 27 The End of the World in Art and ThoughtArt History 28/128 Medieval Art in the Mediterranean:Pagans, Jews, Christians, Muslims (cross-listed as Religion28/128)Child Development 62 Childhood Across CulturesChild Development 157 Theories of SpiritualDevelopment (cross-listed as Religion 157)Classics 26 Ancient EgyptClassics 65/165 Journey of the HeroClassics 75 Classical MythologyClassics 148 Time and Festivals in the Ancient WorldClassics 151 Ancient PhilosophyEnglish 31 UnderworldsEnglish 39 Death and Literature in the 20th CenturyEnglish 49 The English BibleEnglish 69 Contemporary Multi-Ethnic LiteratureEnglish 77 The Modern MindEnglish 104 The Literature of the Middle AgesEnglish 108 Virgil and DanteEnglish 111 English Literature of the 17th CenturyEnglish 114 MiltonEnglish 170 Sexuality, Literature, and ContemporaryCriticismEnglish 171 Women and FictionEnglish 173 Literary TheoryEnglish 174 Sexuality, Literature, and ContemporaryCriticismEnglish 175 Post-Structural Literary TheoryEnglish 177 Feminism, Literature, TheoryEnglish 180 Psychoanalysis and Cultural CriticismEnglish 181 The Politics of ReadingGerman 84 East-West Perspectives on Fascism: Japan andGermanyHistory 36 The Immigrant in American HistoryHistory 70 The Modern Middle East to World War IHistory 71 The Modern Middle East from World War IHistory 72 The World of IslamHistory 152 The Religious and Spiritual Map of Europe,300-1500History 167 Medieval Islamic HistoryInternational Letters and Visual Studies 114 Politics andLiterature in Russian and Eastern Europe (cross-listed asRussian 114)Peace and Justice Studies 120 Sociology of War andPeace (cross-listed as Sociology 120)Philosophy 16 Philosophy of ReligionPhilosophy 24 Introduction to EthicsPhilosophy 48 Feminist PhilosophyPhilosophy 55 The Making of the Modern MindPhilosophy 126 Theories of Human NaturePhilosophy 128 Human Rights, History and TheoryPhilosophy 130 Moral PsychologyPhilosophy 140 Liberalism and Its Philosophical CriticsPhilosophy 141 Global Justice (cross-listed as Peace andJustice Studies 141)Philosophy 185 From Hegel to NietzschePhilosophy 186 Phenomenology and ExistentialismPolitical Science 41, 42 Western Political Thought172

G E R MAN, RUSSIAN, A N D A S I A N L A N G UAG E S A N D L I T E R AT U R E S >Political Science 134 Comparative Politics of the MiddleEastPolitical Science 155 Theories of NationalismPolitical Science 172 U.S. Foreign Policy in the MiddleEastReligion 6 Philosophy of ReligionReligion 35 Introduction to Christianity (cross-listed asHistory 52)Religion 48 Introduction to IslamReligion 51 Fundamentalism in Comparative PerspectiveReligion 58 Ethics through LiteratureReligion 72 Contemporary Arts and ReligionReligion 104 Feminist TheologiesReligion 113 The Religious and Spiritual Map of Europe,300-1500Religion 195 MysticsRussian 73 The Bible in Russian LiteratureSociology 143 Sociology of ReligionSpanish 130 Civilization of Muslim SpainWomen’s Studies 72 Introduction to Women’s StudiesWorld Civilizations 1 A Sense of Place: CulturalConstructions of PlaceWorld Civilizations 2 A Sense of Place: From Regional toGlobalWorld Civilizations 5 Time and FestivalsWorld Civilizations 6 Time and ModernityWorld Civilizations 9 Memory and Identity in WorldCultures IWorld Civilizations 10 Memory and Identity in WorldCultures IIWorld Literature 120 Central European WritersWorld Literature 122 South African WritersUNDERGRADUATE MINOR PROGRAMThe minor in Judaic studies consists of six coursesselected from those approved for the major,including at least four primary courses. Four of thesix courses must be taken at Tufts and mustinclude a course in which a substantial integrativeproject is produced. Two years of Hebrew or theequivalent are strongly recommended. For furtherinformation consult the program directors. Minorchecklist forms are available athttp://ase.tufts.edu/grall/judaic/minor.asp.MINOR IN HEBREWThe minor in Hebrew consists of Hebrew 21, 22,121, and 122 (third- and fourth-year Hebrew language,with an introduction to modern Hebrew literature),or equivalent, and two additional coursesin Hebrew-based Judaic Studies, from the followinglist:English 49 The English BibleHistory 71 The Modern Middle East from World War IJudaic Studies 48 Israeli FilmJudaic Studies 73 Aspects of the Sephardic TraditionJudaic Studies 84 The Sources of Jewish TraditionJudaic Studies 92 Introduction to JudaismJudaic Studies 126 Roots of the Jewish ImaginationJudaic Studies 132 The Book of Genesis and ItsInterpretersJudaic Studies 136 King David and the Israelite MonarchyJudaic Studies 192 Music and Prayer in the JewishTraditionReligion 21 Introduction to the Hebrew BibleReligion 52 Judaism through the CenturiesStudents who place out of third of fourth-yearHebrew by language placement exam must stilltake a total of six courses, chosen from the abovelist.RussianThe department offers a major in Russian languageand literature and an interdisciplinary majorin Russian and East European studies. Variouscourses in English provide a survey of Russian literatureand culture, not only for the majors, but forall students. Because literature has played a centralrole in Russia's intellectual and political life, itsstudy provides the student with insight intoRussian society and culture. At the same time, themoral, philosophical, and artistic issues raised byRussian writers from Pushkin to Pelevin are universalin scope, and an acquaintance with theirwork broadens the student's awareness of intellectualhistory. For both majors a semester of study inRussia is strongly recommended (see below).UNDERGRADUATECONCENTRATION REQUIREMENTSRussian Language and LiteratureThe Russian language and literature major is orientedexclusively toward the undergraduate student,with emphasis placed on a sound knowledgeof the Russian language and literature. The departmentprovides its majors with a firm grounding inRussian to prepare them for graduate study. Specialattention is paid to reading, speaking, and compositionin modern Russian, as well as to modern and173

G E R MAN, RUSSIAN, A N D A S I A N L A N G UAG E S A N D L I T E R AT U R E S >historical approaches to literature. The majorrequires ten courses as follows:a. Russian 21 and 22.b. Three advanced (100-level) courses conductedin Russian. At least one of these must be inRussian literature (Russian 131, 132, or a substituteapproved by the Russian program.) Atleast one must be a language course (e.g., 121or 122). An advanced course in some specialtopic (e.g., Russian 123, 125, 191, 192) may besubstituted for Russian 121 or 122 with programapproval. Students coming back from asemester in Russia are required to take one100-level course conducted in Russian. (Studentsgoing abroad in the spring of senior yearmust take one 100-level course in Russianbefore leaving.)c. Four courses in Russian literature (must includeRussian 60 and either 61 or 62).d. One additional course in Russian culture (literature,art, music, film, history, political science,or religion).e. Students who place out of Russian 21, 22, 121and/or 122 on the basis of the Russian languageplacement examination administered by thedepartment still need to take ten courses tocomplete the major.Russian and East European StudiesThe Russian and East European Studies majoroffers the student training in the history, politics,literature, and arts of Russia and the nations ofEastern Europe, as well as a grounding in contemporaryoral and written Russian. The major isdesigned for students who intend to pursuecareers in which familiarity with Russia and theEast European area is an attractive or necessaryasset, or for students planning to enter graduateschool in law, business, or diplomacy with a specializationin Russian and East European affairs.The area concentration also prepares students forgraduate work in Russian and East Europeanstudies.Normally, faculty in the Department of German,Russian, and Asian Languages and Literaturesand relevant faculty in History and PoliticalScience can be advisers for students majoring inRussian and East European studies. It should beemphasized, however, that a course of study tailoredto the individual student's educational andcareer plans should be arranged in close cooperationwith the appropriate members of all departmentsparticipating in the major.Ten courses as follows:a. Four core language courses: Russian 21, 22,121, 122. For Russian 121 and 122 the studentmay substitute Russian 123, 125, 131, and 132or any advanced course related to the area inwhich all readings are in Russian. Studentscoming back from a semester in Russia will berequired to take one 100-level course conductedin Russian. (Students going abroad in spring ofsenior year must take a 100-level course inRussian before leaving.)b. Six courses with a primary focus in the Russianand East European area chosen from the followingthree categories: 1) history 2) politicalscience, and 3) literature and the arts . At leastone course in each of the three categories andat least three courses from a single categorymust be taken. One of the courses must be aspecial topics course, seminar or an advanceddirected study.c. Students who place out of Russian 21, 22, 121and/or 122 on the basis of the Russian languageplacement examination administered by thedepartment still need to take ten courses tocomplete the major.UNDERGRADUATE MINOR PROGRAMThe department offers a minor in Russian requiringthe completion of six courses above the intermediatelevel (Russian 3, 4). These must include twocourses at the 100 level taught in Russian and mayinclude up to two culture courses in English. Minorchecklist forms are available athttp://ase.tufts.edu/grall/Russian/equirements.asp#minor.RUSSIAN/SLAVIC CULTURE HOUSEThe department administers the Russian/SlavicCulture House, a coeducational undergraduate dormitorythat serves as an informal center for Russianand East European studies on the campus. Thehouse sponsors dinners, films, receptions, and lectures.Residence in the house is open to all studentswho satisfy any of the following requirements: 1)enrollment in courses related to the Russian and174

G E R MAN, RUSSIAN, A N D A S I A N L A N G UAG E S A N D L I T E R AT U R E S >G R E E K >H I S TO RY >East European culture area (languages, history, literature,art, political science, or economics), 2) Slavicor East European background, or 3) a strong interestin the area. Applications for residence in thehouse are available from the department early in thespring semester.STUDY OPPORTUNITIES IN RUSSIAMajors are encouraged to study in Russia for asummer, semester, or full year. Recommended programsinclude CIEE, ACTR, and MiddleburyCollege. All students studying abroad are requiredto take a placement exam upon their return. Formore information, see the Russian program faculty.For more detailed information, please visit thewebsite http://www.tufts.edu/as/ger_rus_asian.Greek(FOR DEGREE REQUIREMENTS, SEE CLASSICS.)HistoryProfessor Virginia G. Drachman, Chair; Arthur Jr. andLenore Stern Chair in American History; Women in the U.S.,medicine and society in the U.S., modern U.S.Professor Ina Baghdiantz McCabe, Darakjian andJafarian Chair in Armenian History; Armenia and cross-culturalworld historyProfessor Leila Fawaz, Issam M. Fares Chair in Lebaneseand Eastern Mediterranean Studies, Middle EastProfessor Ayesha Jalal, Mary Richardson Professor ofHistory; South Asia, the Muslim world Professor PenielJoseph, Modern U.S., African AmericanProfessor Gary P. Leupp, JapanProfessor Howard L. Malchow, Walter S. DicksonProfessor of English and American History; Modern Britain,EuropeProfessor Beatrice F. Manz, Middle East and Inner AsiaProfessor Steven P. Marrone, Medieval, early modernEuropeProfessor Daniel Mulholland, Russia and modernGermanyProfessor Reed Ueda, Industrial and urban U.S. history,immigration, American social history, comparative andworld historyProfessor Peter Winn, Latin AmericaAssociate Professor Benjamin Carp, Early American historyAssociate Professor Jeanne Penvenne, Africa; Laborand social history of MozambiqueAssistant Professor David Eckbladh, Modern U.S., U.S.in the worldAssistant Professor Elizabeth Foster, Modern France inthe world, colonial West AfricaAssistant Professor Kris Manjapra, Modern South Asia,modern Germany, intellectual historyAssistant Professor Alisha Rankin, Early modern EuropeAdjunct Professor Gregory R. Crane, Winnick FamilyChair in Technology and Entrepreneurship; Greek literature,computers and classicsAdjunct Professor R. Bruce Hitchner, Roman history,archaeology and international relationsAdjunct Professor John C. Perry, Japanese diplomatichistoryAdjunct Associate Professor Steven W. Hirsch, Greek,Roman, and Near Eastern historyAdjunct Associate Professor Winifred Rothenberg,Economic historyAdjunct Assistant Professor Heather D. Curtis, Historyof Christianity, American religious historyAdjunct Senior Lecturer John C. Schneider, U.S. urbanand social historyAdjunct Lecturer Steven Cohen, History, political scienceand philosophy, curricula instruction, practice ofteaching history and political scienceThe study of history reveals the past, enlightensthe present, and influences the future. Historiansseek to understand how nations, societies, andindividuals have lived and thought, and why theyhave behaved the way they did. Supplying thecontext that informs art, ideas, institutions, andevents, history illuminates all of humanexperience.Trained to examine evidence carefully and evaluatereceived interpretations of the past, studentsconstruct their own understanding of historicalprocesses and occurrences, building argumentsfrom primary sources, historians’ writings andappropriate theoretical literatures. In history youalso write gripping narratives, empathize with theexperiences of people who have gone before andre-imagine past worlds.The Tufts History faculty promotes a diversityof approaches and ways of understanding the past.From the history of medicine, to labor andmigrant histories, to transnational and materialculture, courses challenge students to analyze historicalmaterial. The Department offers a wide175

H I S TO RY >range of courses designed to meet the needs andinterests of students with differing concerns andlevels of preparation. General surveys (numberedbelow 100) cover entire periods, fields, or geographicareas, while thematic courses (numbered100 to 189) provide more specific, comparative, orregional perspectives. Foundation Seminars(announced each semester and numbered History90-97) introduce undergraduate majors to the historian’scraft; Research Seminars (numbered 190 to197) provide them with the opportunity to practiceit through a significant research project. Studentsinterested in specialized work areencouraged to explore independent study or toconsider the option of writing a Senior HonorsThesis.Undergraduates may adopt history as either amajor or a minor concentration. The HistoryGraduate Program offers the M.A. degree, withthe option of earning a certificate in MuseumStudies, and (in a limited number of fields) thePh.D.UNDERGRADUATECONCENTRATION REQUIREMENTSThe History Major requires completion of a minimumof 10 courses, ordinarily to be taken withinthe department. History courses taken at Tufts’programs abroad or transferred from other accreditedinstitutions may be counted toward the minimumof ten courses. Courses taken outside ofTufts, however, do not count as graded courses. Nomore than four of the history major concentrationrequirements may be transferred from other institutions.In consultation with their adviser (normallyprior to taking such courses), majors may count upto two courses from outside the department incases where it may be difficult or impossible tocomplete their concentration core (see below)within the department. Such courses may notcount toward either of the seminar requirements.A minimum grade of C- is required in all coursescounted towards the completion of the major.Of the ten courses, the following are required: 1)One Foundation Seminar (a high-demand course)to be completed during the sophomore year or assoon as possible after declaration of the major 2)One course covering the pre- and early-modernperiod 3) One course in U.S. history, one inEuropean history, and one in any two of the followingareas: global/transregional, Africa, LatinAmerica, the Middle East or Central Asia, EastAsia, and South Asia 4) Four or more courses toserve as a concentration core (this may be definedgeographically or topically) 5) One ResearchSeminar (a high-demand course) to be takenwithin the History Department at Tufts.In consultation with their adviser, majorsshould prepare for their research seminar by takingcourses, either at Tufts or abroad, that buildtoward this capstone experience. Ordinarily aResearch Seminar will form part of the concentrationcore. Those intending to write a SeniorHonors Thesis (see below) should plan to taketheir research seminar in the second semester oftheir junior year or, at the latest, the first semesterof their senior year.UNDERGRADUATE MINOR PROGRAMThe department offers a minor in history requiringa minimum of five courses in history to which thefollowing conditions apply: 1) One history coursecovering the pre- or early-modern period 2) Onehistory course in at least two of three areas: NorthAmerica, Europe, other world areas (e.g., Africa,Latin America, Middle East/ Central Asia, EastAsia, or South Asia) 3) Three courses developed asa coherent core in consultation with the student’sHistory adviser.Both majors and minors: Please note that a singlecourse may fulfill several of the concentrationrequirements.DEPARTMENTAL HONORSWhen nominating seniors for honors, especiallymagna and summa, the department looks carefullyat qualitative issues— performance in Foundationand Research Seminars, evidence of sophisticationin work beyond the introductory level (e.g. work inadvanced courses, Senior Thesis and independentstudy)—and not simply the quantitative criteria ofGPA and As earned.The Senior Honors Thesis in HistoryThe Senior Honors Thesis program in History isintended for those students who have a record ofhigh performance in upper-level history coursesand who have developed an interest and somebackground in a well-focused research topic.Students interested in writing a Senior HonorsThesis should consult their advisers, the guidelines176

H I S TO RY >described under Thesis Honors Program in thisbulletin and the History Department web pages.For an Honors Thesis in History the thesis committeemust have three members: two fromHistory and one from an outside department.GRADUATE PROGRAMThe Tufts History Department encourages studentsto study subjects and problems that transcendtraditional academic constraints andconsider national and regional histories in thebroadest possible contexts. Our collaborativeapproach places an emphasis on global or interregionalconnections and comparisons, as well ason the use of interdisciplinary methods.The Tufts History Graduate Program cultivatesacademic excellence and prepares studentsfor leading roles in education and research, as wellas in the fields of business, administration andworld affairs.The Tufts Graduate Program offers the M.A.degree in History or in History and MuseumStudies. It also offers individual courses to studentsearning a certificate in Museum Studies.The Ph.D. is offered in Modern South Asia andGlobal History.Members of the History Department offerpreparation at the M.A. level in regional fieldsthat include South Asia, East Asia, Africa, LatinAmerica, Europe and the United States. In additionto the regional fields, the department supportsthematic fields, which combineinterdisciplinary and comparative approaches.Students who choose not to specialize in aregional field may select a thematic field of studysuch as the following:Civil society, the Public Sphere, and the StateFilm, Media, and HistoryGender and SexualityInternational and Intercultural RelationsColonialism and PostcolonialismLabor and Social MovementsNationalism and Collective IdentityMaster of Arts in HistoryThe Master’s Program is a small, selective programof graduate study that emphasizes comparativeunderstanding of historical processes. It isorganized around colloquia in comparative andregional topics, the preparation of specified fields,and individual research in consultation with a facultymember.The program is designed both to prepare studentsfor doctoral programs in history and toenhance the historical knowledge and interpretativeskills of professionals working in secondaryschools, libraries, foundations, and museums.GRE scores (verbal, quantitative, analytical) and,if appropriate, TOEFL, are required for admissionto the graduate history program. Since the curriculumdepends greatly upon individualizedinteraction between faculty and students, admissionis contingent, in part, on an appropriatematch between faculty and student interest.Completion of the program requires provenreading proficiency in at least one foreign languageor mastery of a research methodology inanother discipline. Anyone who plans to meet therequirement in a foreign language or disciplinaryresearch methodology must indicate a plan toacquire this knowledge within two years.Normally, students are expected to completethe program within two academic years. The successfulcompletion of ten courses is required.These courses must include the following: theHistoriography Proseminar (History 200), oneGraduate Colloquium, at least one Research Seminar,either an additional Research Seminar or onesemester of directed graduate research.Up to two of the ten courses required for themaster’s degree may, by prior agreement with theprincipal adviser, be taken in a department otherthan History. Students may take selected undergraduatecourses, numbered 1 through 99, forgraduate credit by enrollment in the related 200-level readings course by arrangement with theprincipal adviser and the relevant instructor.Graduate students may not take undergraduatecolloquia. Appropriate courses offered by theFletcher School will be accepted by petition forgraduate credit in History.A student may devote two out of ten courses tothe writing of a thesis. In that case, only one additionalcourse needs to be allocated for a ResearchSeminar or directed graduate research. In the secondyear of graduate study the student will presenta research project drawn from graduate coursework at Tufts to an ongoing Graduate HistoryRoundtable for critical discussion. Students willchoose two fields of study to be prepared forexamination. These fields may be regional or com-177

H I S TO RY >parative in focus. Each student will consult withhis or her principal adviser and a field committeeto design a sequence of courses that will providepreparation for examinations in each field. Examinationsmust be taken at least six weeks prior tograduation. If the student chooses to write a thesis,only one field, different from the field of thethesis, need be prepared for examination.Program in Museum Studies and HistoryThe Tufts Museum Studies Program providesqualified Post-baccalaureate students with professionaltraining in the administration, preservation,and interpretation skills required for a career inthe museum field. The Certificate in MuseumStudies requires four graduate-level courses andan on-site internship. History M.A. candidatesmay take individual Museum Studies courses thatfit into their program. Students interested in themuseum studies courses or the certificate programshould contact the Office of Graduate Studies orvisit the website athttp://ase.tufts.edu/museumstudies.Criteria for admission to the Master’s Programin History and Museum Studies are the same asthose for the Master’s Degree in History alone.The requirements for completion of a Master’sDegree in History and Museum Studies are:1) The successful completion of eleven courses,including the Historiography Proseminar (History200), one research course, the Museum StudiesFoundation course, three Museum Studies electivecourses, and the Museum Studies internship 2)Preparation of one regional or comparative fieldof study and examination in that field (seerequirements in preceding description of Master’sdegree in History); a thesis is optional 3) Thepresentation of one research project drawn fromcourse work to the Graduate History Roundtable.Doctor of PhilosophyThe Tufts History Department offers the Ph.D. inHistory in a limited number of fields: ModernSouth Asia, and Global History. The Ph.D. programin history accepts only well-prepared studentswho intend to work closely with a particular Tuftsfaculty member in a limited number of fields. Studentsin the Tufts M.A. program may apply to betransferred into the Ph.D. program after one yearof study, and the department will consider applicationsfrom students who have completed a master’sdegree in history or the equivalent elsewhere.Requirements for admission are as follows:exceptional performance in M.A. course work; proficiencyon entrance in at least one foreign language(proficiency in two foreign languages isrequired before completion of the degree); GRE(Aptitude section only) and, if appropriate,TOEFL; detailed statement of intent, includingdiscussion of planned dissertation field; the writtensupport of a primary Tufts faculty sponsor, whowill have arranged for at least one other facultyadviser. Students admitted with a master’s degreefrom another university will be allowed to transferup to eight course credits.Requirements for completion: proficiency in twoforeign languages; completion of sixteen courses atthe graduate level, including the historiographyproseminar and two graduate colloquia; at leastthree semesters of independent readings orresearch; oral and written examinations in threefields, based on course work and readings, administeredby the appropriate members of the department;dissertation directed by the supervisingfaculty, to be read and defended before a committeeincluding the adviser, at least one other member ofthe department, and a third faculty member in thefield, drawn, if possible, from another institution.This defense will also include presenting a chapterto the Graduate-Faculty Roundtable. See additionalrequirements for the South Asia Ph.D.below.Modern South AsiaThe Tufts History Department has a distinguishedtradition of offering doctoral training in ModernSouth Asian history. Successful Ph.D. candidateshave gone on to obtain positions in some of themost prestigious institutions of American academe.The program provides doctoral students with anambience geared to intense and focused researchinto the most pressing questions of South Asianscholarship today, while also connecting students tothe larger international expertise of the Tufts HistoryFaculty, as well as the resources of the TuftsFletcher School of Law and Diplomacy. Studentsin this major field also partake of the active intellectuallife surrounding South Asian studies in theBoston area, including the Center of South Asianand Indian Ocean Studies at Tufts Universityhttp://ase.tufts.edu/southasian/.The Modern South Asia Ph.D. immerses stu-178

H I S TO RY >H U MAN FAC TO R S >H U MAN- CO M P U T E R I N T E R AC T I O N >I N T E R D I S C I P L I N A RY S T U D I E S >dents in both the breadth and the detail of a complexarena of historical inquiry. Students study localand regional specificities, and also the large-scalepolitical, economic, social, cultural and intellectualinteractions that have made South Asia a nexus forglobalizing forces in the modern period.Focus is placed on building expert skills in historicalreasoning and analysis, in good writing andexposition, and in historiographic theory anddebates.Students who enter the Ph.D. program in ModernSouth Asian history at Tufts secure themselvesa place in a scholarly tradition that has significantlyinfluenced academic discussions in the UnitedStates and abroad by the formulation of newthemes and heuristic categories, and by the impressivecaliber of its work.Additional requirements for the Ph.D. in ModernSouth Asian History:Language requirements: English, at least one majorSouth Asian language, and one other appropriatelanguage;Primary field of concentration: Nineteenth-andtwentieth-century South Asia;Secondary geographic field: An appropriate field inthe history of the Middle East, East Africa, CentralAsia, Southeast Asia, or East Asia;Thematic field: An appropriate interdisciplinaryand comparative field in topics such as nationalism,agrarian or labor history, world history.For more detailed information, please visit thewebsite http://ase.tufts.edu/history/.Human Factors(SEE ENGINEERING PSYCHOLOGY/HUMAN FACTORS.)Human-ComputerInteractionFACULTY ADVISOR: Professor Daniel J. Hannon,Mechanical EngineeringWith hardware processing power increasing andsoftware development techniques improving, theuser interface is fast becoming the key bottleneckin developing computer products that meet marketneeds. When interface design does not reflect theneeds of the intended user, products fail in themarketplace and enormous sums of money arespent on documentation, help lines, and trainingcourses to overcome the difficulties of running programs.Much of this difficulty can be avoided withproper attention to both the physical and the psychologicalconstraints of the user.In an interdisciplinary collaboration between theDepartment of Psychology, the Department ofElectrical and Computer Engineering, the Departmentof Computer Science, and the Department ofOccupational Therapy at Tufts, this four-course,graduate-level certificate is designed to train thenext generation of computer professionals fortomorrow’s complex challenges. The program isopen to individuals with a bache-lor’s degree, and isdesigned to be pursued on a part-time basis bycomputer programmers, Web designers, humanfactors professionals, software engineers, and userinterfacedesigners who wish to develop or enhancetheir user-interface design and implementationskills.For more information and an application, contactthe Office of Graduate Studies at 617-627-3395 or visit the websitehttp://gradstudy.tufts.edu/.Interdisciplinary StudiesThe Center for Interdisciplinary Studies (CIS)brings together a group of programs that share acommon interest in the application and integrationof diverse perspectives and methodologies inorder to better understand our world.The center is committed to building linksbetween programs, developing new courses, trainingfaculty to employ interdisciplinary approachesin the classroom, sponsoring speakers and conferences,and promoting interdisciplinary research.The center also serves as a clearinghouse forinformation on interdisciplinary activities on campus.Programs directly administered through theCIS are:Africa in the New WorldLatin American StudiesLatino StudiesLeadership StudiesMiddle Eastern StudiesIn addition, the center administers a Plan of179

I N T E R D I S C I P L I N A RY S T U D I E S >I N T E R N AT I O N A L L E T T E R S A N D V I S UA L S T U D I E S >Study Major, a self-designed interdisciplinaryconcentration.For more information and other affiliatedinterdisciplinary programs, visit the CIS websiteat: http://cis.tufts.edu.CIS Senior ThesisArts, Sciences, and Engineering students whowish to write a senior thesis outside their majorarea of concentration may be eligible to write aCIS senior thesis. The student must satisfy theCIS board that the topic falls outside the purviewof any department or interdisciplinary programand that significant course work and/or facultydirectedresearch relevant to the thesis topic hasbeen accomplished. The student must assemble acommittee of three faculty readers with expertisein the disciplines involved, one of whom is designatedas the chair of the committee and who isresponsible for submitting a grade and designatingthe amount of credit for the thesis coursework. One member of the committee must befrom a department or program in which the studentis majoring. The topic must be approved bythe CIS board. Application and relevant dates canbe found on the CIS website. Students whowould like to be recommended for degrees withhonors by departments that require a thesisshould be aware that these departments require athesis within their own department and a CISthesis will not usually count as a substitute.However, students may apply for a CIS thesis tocount as an honors thesis in the Thesis HonorsProgram like a thesis in any other discipline byassembling a thesis committee and filing theappropriate paperwork. If the CIS thesis is toqualify as an honors thesis, the chair of the thesiscommittee must be from a department or programin which the student is majoring.For more information, visit the CIS websitehttp://cis.tufts.edu.International Letters andVisual StudiesDIRECTOR:Professor Charles Inouye, German, Russian, and AsianLanguages and LiteraturesThe program in International Letters and VisualStudies makes possible the study of literature,film, and visual arts in an international context.ILVS students share an interest in literature, cinema,and visual arts, which they approach in acomparative, theoretical way.UNDERGRADUATECONCENTRATION REQUIREMENTSLanguage Preparation for the MajorStudents are to have or to attain competency inone foreign language (to 122 or equivalent), andare strongly urged to begin the study of a second.(In some cases, depending on the student’s background,one of these might be English.)Disciplinary focusILVS offers three tracks. A student focuses onone, but also does work in the other two.LiteratureFilmVisual Arts (painting, sculpture, photography,performance)Cultural areasILVS majors select a primary and a secondary areaof study. For example, Russia, Germany, France,Latin America, the Middle East, etc. Normally,these culture areas reflect one’s language preparation—Japaneseand Japan, Chinese and China—but this is not always the case. For example, anative speaker of French might choose French andSpanish as his languages, and Spain and Japan tobe his areas of cultural study. Or someone juststarting Spanish and interested in film mightchoose Latin America and an Anglophone culturearea. In all cases, ILVS requires the study of morethan one culture.Theory coursesILVS students are required to take courses from anapproved selection of literary, film, visual, gender,and culture theory courses. Choices will varyaccording to disciplinary focus.A senior project or thesisA thesis is not mandatory but is highly encouraged.ILVS is both inter-disciplinary and multicultural,therefore, the number of courses available toa major is large. For this flexibility to work to one’sadvantage, each student should have a conceptualfocus, developed in consultation with one’s major180

I N T E R N AT I O N A L L E T T E R S A N D V I S UA L S T U D I E S >advisor. This might be a question about a certaincultural phenomenon, or an aesthetic school, style,or problem. For example, “What is the relationshipbetween art and politics?” Or, “How is arteducation handled in different cultures, and towhat result?” Or, “Is sorrow universally beautiful?”Alternatively, you might also focus on an interactionor common development in two or more cultures,or on a particular genre or form. Workingtoward an approved senior thesis or project—suchas a scholarly study, a film, a photo exhibit, etc.—will give focus to your study.CoursesThe major consists of twelve courses, not countingthose taken for language preparation. At least oneof the twelve courses should be a seminar, directedstudy, or other intensive course requiring a substantialintegrative project.The particular distribution of courses is determinedby the disciplinary track selected by the student.Courses that might serve two categories ofthe requirements cannot be double-counted withinthe major. Any departures from the proportions orcontent of these categories must be approved bypetition to a committee of core faculty.Here is the distribution of required courses foreach of the three possible tracks.LITERATURE EMPHASISI. National and ethnic literatures (six courses)The student must take six literature courses—fourin the primary cultural area and two in secondaryarea. Where possible, at least two of the six coursesshould be 100-level courses that require reading theforeign language.II. Visual arts and/or film (two courses) The studentmust take two courses in film or other visualarts (normally, one in primary cultural area, theother in the secondary area) [chosen from courselists onhttp://ase.tufts.edu/grall/ILVS/requirements.asp.]III. Cross-cultural and/or gender-oriented literaryor visual studies (two courses) The student musttake two courses of a cross-cultural or gender-orientednature in a literary or visual art or from filmand visual arts courses [chosen from course lists onhttp://ase.tufts.edu/grall/ILVS/requirements.asp.]IV. Literary and cultural theory (two courses) Thestudent must also complete one semester of literarytheory and one semester of cultural theory [chosenfrom course lists onhttp://ase.tufts.edu/grall/ILVS/requirements.asp.]FILM EMPHASISI. National and ethnic literatures (three courses)The student must take three literature courses, twoin the primary culture area and one in the secondaryarea.II. Film (five courses) The student must take fivecourses in film, normally including one in the primarycultural area and another in the secondaryarea. The student may substitute, for one of thefive courses, a course in visual arts or a studiocourse in some domain of filmmaking (screenwriting,directing, acting, etc.) [chosen from the courselists onhttp://ase.tufts.edu/grall/ILVS/requirements.asp.]III. Cross-cultural and/or gender-oriented literaryor visual studies (two courses) The student musttake two courses of a cross-cul-tural or gender-orientednature in a literary or visual art, or from filmand visual arts courses [chosen from course lists onhttp://ase.tufts.edu/grall/ILVS/requirements.asp.]IV. Film theory and cultural theory (two courses)The student must take one course in film theoryplus one course in cultural theory [chosen fromcourse lists onhttp://ase.tufts.edu/grall/ILVS/requirements.asp.]VISUAL STUDIES EMPHASISI. National and ethnic literatures (three courses)The student must take three literature courses, twoin the cultural area of the primary language andone in that of the secondary language. At least oneof the courses should be a literature course in a languagenot native to the student, with readings inthe original language, whatever the language ofinstruction or written assignments.II. Visual arts (five courses) The student must takefive courses in visual arts, normally including onein the cultural area of the primary language andanother in that of the secondary language. The studentmay substitute, for one of the five courses, acourse in film or a studio course in a visual art(drawing, painting, sculpture, filmmaking, etc.)[chosen from course lists onhttp://ase.tufts.edu/grall/ILVS/requirements.asp].III. Cross-cultural and/or gender-oriented literaryor visual studies (two courses) The student musttake two courses of a cross-cultural or gender-ori-181

I N T E R N AT I O N A L L E T T E R S A N D V I S UA L S T U D I E S >I N T E R N AT I O N A L R E L AT I O N S >ented nature in a literary or visual art or from filmand visual arts courses [chosen from course lists onhttp://ase.tufts.edu/grall/ILVS/requirements.asp].IV. Visual and cultural theory (two courses) Thestudent must take one course in visual theory andone course in cultural theory [chosen from courselists onhttp://ase.tufts.edu/grall/ILVS/requirements.asp].For more detailed information, please visit thewebsite http://ase.tufts.edu/grall/ILVS/index.asp.International RelationsDIRECTOR:Associate Professor Drusilla Brown, EconomicsCORE FACULTY:Professor Ina Baghdiantz-McCabe, HistoryProfessor Gregory Crane, ClassicsProfessor Robert Devigne, Political ScienceProfessor Leila T. Fawaz, HistoryProfessor Gerard Gasarian, FrenchProfessor David M. Guss, AnthropologyProfessor Hosea Hirata, JapaneseProfessor Bruce Hitchner, ClassicsProfessor Charles Shiro Inouye, JapaneseProfessor Yannis Ioannides, EconomicsProfessor Ayesha Jalal, HistoryProfessor Vida Johnson, RussianProfessor Paul Joseph, Pease and Justice Studies/SociologyProfessor Howard Malchow, HistoryProfessor Beatrice Manz, HistoryProfessor Daniel M. Mulholland, HistoryProfessor Isabelle Naginski, FrenchProfessor George Norman, EconomicsProfessor Daniel J. Richards, EconomicsProfessor Tony Smith, Political ScienceProfessor Enrico Spolaore, EconomicsProfessor Vickie Sullivan, Political ScienceProfessor Peter Winn, HistoryProfessor Christiane Zehl Romero, GermanAssociate Professor David Art, Political ScienceAssociate Professor Gloria Ascher, German/JudaicStudiesAssociate Professor Paula Aymer, SociologyAssociate Professor Cristelle Baskins, Art and Art HistoryAssociate Professor Nancy Bauer, PhilosophyAssociate Professor Marcelo Bianconi, EconomicsAssociate Professor Drusilla Brown, EconomicsAssociate Professor Gregory Carleton, RussianAssociate Professor Consuelo Cruz, Political ScienceAssociate Professor David Dapice, EconomicsAssociate Professor Richard C. Eichenberg, PoliticalScienceAssociate Professor Ioannis Evrigenis, Political ScienceAssociate Professor David Gute, Civil and EnvironmentalEngineeringAssociate Professor Eva Hoffman, Art and Art HistoryAssociate Professor Ikumi Kaminishi, Art and Art HistoryAssociate Professor Erin Kelly, PhilosophyAssociate Professor Brigitte Lane, FrenchAssociate Professor David Locke, MusicAssociate Professor Christina Maranci, Art and ArtHistoryAssociate Professor Bernhard Martin, GermanAssociate Professor Margaret McMillan, EconomicsAssociate Professor Lionel McPherson, PhilosophyAssociate Professor Jayanthi J. Mistry, ChildDevelopmentAssociate Professor Malik Mufti, Political ScienceAssociate Professor Sharun Mukand, EconomicsAssociate Professor Colin Orians, BiologyAssociate Professor Jeanne M. Penvenne, HistoryAssociate Professor Peter Probst, Art and Art HistoryAssociate Professor Elizabeth Remick, Political ScienceAssociate Professor Pearl T. Robinson, Political ScienceAssociate Professor Modhumita Roy, EnglishAssociate Professor Rosalind H. Shaw, AnthropologyAssociate Professor David Sloane, RussianAssociate Professor Jeffrey Taliaferro, Political ScienceAssociate Professor Rosemary Taylor, CommunityHealth /SociologyProfessor Peter Winn, HistoryAssociate Professor Xueping Zhong, ChineseAssistant Professor Andreea Balan-Cohen, EconomicsAssistant Professor Amahl Bishara, AnthropologyAssistant Professor Ryan Centner, SociologyAssistant Professor Heather Curtis, ReligionAssistant Professor David Ekbladh, HistoryAssistant Professor Elizabeth Foster, HistoryAssistant Professor Kenneth Garden, ReligionAssistant Professor Kelly Greenhill, Political ScienceAssistant Professor Richard Jankowsky, MusicAssistant Professor Kris Manjapra, HistoryAssistant Professor Sarah Pinto, AnthropologyAssistant Professor Alisha Rankin, HistoryAssistant Professor Dennis Rasmussen, Political ScienceAssistant Professor Oxana Shevel, Political ScienceAssistant Professor Emilia Simeonova, EconomicsAssistant Professor Ichiro Takayoshi, EnglishAssistant Professor Heiwai Tang, Economics182

I N T E R N AT I O N A L R E L AT I O N S >Senior Lecturer David O’Leary, Comparative ReligionProfessor of Practice Astier Almedom, CommunityHealthLecturer Rana Abdul-Aziz, ArabicThe program offers a rigorous plan of study forundergraduate students with a primary interest ininternational relations. The field of internationalrelations includes the study of international andregional systems; the foreign relations of states,including their political, military, economic, andenvironmental policies; the sources of internationalconflict and cooperation; the domestic and transnationalinterests and actors that influence states; andthe historical, political, social, cultural, ethical, andhumanistic traditions that impinge on the internationalrelations of particular states or regions.The program is governed by an executive committeerepresenting the departments and programsthat serve the major. All majors select an academicadviser who is a member of the international relationscore faculty.First-year students who anticipate majoring ininternational relations should read the concentrationrequirements below. Generally, prospectivemajors in the first year should select a program ofstudy that includes a foreign language and perhapsthe first course in international relations (PoliticalScience 61) and in economics (Economics 5). Themajor is usually declared during the sophomoreyear, although first-year students are encouraged toconsult with the program in planning their courseof study, especially if they plan to spend all or partof their junior year abroad.The program awards four prize scholarships andacademic awards: the John S. Gibson Prize, theDistinguished Achievement Award in InternationalRelations, the International Relations ResearchScholars Award, and the Anne E. BorghesaniMemorial Prize. The International RelationsResearch Scholars Award is designed to enablepromising IR majors to conduct high-level, originalresearch under the supervision of IR core facultymembers in the summer before their senior year.The Borghesani award, open to sophomores andjuniors from any concentration, is intended to helpdefray the costs of study, research, or communityservice abroad that adds an international dimensionto the student’s program of study. Each year the IRprogram also selects students to represent Tufts atseveral national student conferences.Majors in international relations may takeadvantage of study abroad opportunities and participatein the Tufts-in-Talloires summer session,where international relations courses are offeredeach session. Students who study abroad with non-Tufts programs may credit qualified courses towardthe major, provided that they have consulted closelywith the IR program office, have completed theappropriate transfer credit preapproval forms (availablefrom the registrar), and have submitted appropriatedocumentation to the IR program office inCabot 605. Students who study on Tufts programsshould consult with their adviser and the IR programto make sure course work fulfills requirements.Students who study abroad in either Tuftsprograms or non-Tufts programs should carefullyreview all program policies regarding requirementsand the number of courses that can be takenbeyond the Medford campus.International relations majors may wish to notethe combined-degrees program offered by the Collegeof Liberal Arts and the Fletcher School ofLaw and Diplomacy. Qualified juniors may applyto the Fletcher School after they have completedand received grades in twenty courses. Details ofthis highly competitive dual-degree program aredescribed in this bulletin under Combined-DegreesPrograms; an interview with the Fletcher admissionsoffice is required.UNDERGRADUATE MAJOR REQUIREMENTSThe international relations major requires twelvecourses comprised of five core courses and sevencourses from one of six thematic concentrationschosen by students. A grade of C- or better isrequired for a course to count for the IR major. Nomore than three courses taken abroad may beapplied toward the twelve course major (no morethan one course may be applied toward the IRCore requirements). No course may be countedtoward more than one of the twelve requiredcourses. Additionally, the IR program requires proficiencyin a language other than English. Detailsregarding the requirements are as follows.Language RequirementThe IR program requires of all of its students oraland written proficiency in a language other thanEnglish. Proficiency is defined as successful completionof eight semesters (or equivalent) of univer-183

I N T E R N AT I O N A L R E L AT I O N S >I TA L I A N S T U D I E S >J A PA N E S E >J U DA I C S T U D I E S >L AT I N >L AT I N A M E R I C A N S T U D I E S >sity-level language instruction. All students wishingto major in international relations are required tocomply with this requirement. Courses used to fulfillthis requirement may not overlap with the coreor thematic concentration requirements.Core Requirements (five courses)The Core Requirements constitute the foundationof knowledge that is needed by all majors in InternationalRelations, regardless of thematic concentration.They are comprised of broad introductorycourses that cover the major themes and debateswithin each discipline on the study of internationalaffairs. Core courses constitute a major element inestablishing a coherent sense of IR identity andcommunity. The IR program stongly encouragesstudents to take all Core courses at Tufts.Political Science 61 International RelationsEconomics 5 Principles of EconomicsOne course in international economics*One course in theories of society and culture*One course in the historical dimension*Thematic Concentration Requirement(seven courses)Thematic concentrations are designed to providestudents with substantial, in-depth, and focusedstudy of an aspect of international affairs. Allmajors must choose one of the following six thematicconcentrations and complete seven courseswithin that concentration. These must includesocial science, history, and culture courses. At leastone of the 7 courses must also address the role ofthe United States in the relevant regional or issuearea. Moreover, the normal expectation is that nomore than 3 of the 7 courses in each concentrationmay be an introductory-level course, and that onemust be a capstone research course (seminar, honorsthesis, or directed research).*1. REGIONAL AND COMPARATIVE ANALYSISChoose one of the following:AfricaEast and Southeast AsiaEurope and the former Soviet UnionLatin AmericaMiddle East and South Asia2. INTERNATIONAL ECONOMIC AND ENVIRONMENTALAFFAIRSChoose one of the following:International economics and tradeInternational economics and financeInternational economics and environmentInternational economics and development3. GLOBAL HEALTH, NUTRITION, AND THE ENVIRONMENT4. INTERNATIONAL SECURITY5. THE UNITED STATES IN WORLD AFFAIRS6. IDEAS AND IDENTITYChoose one of the following:IdeologiesEmpires/ Colonialism/ Globalization*Descriptions of the thematic concentrations,detailed program requirements and policies, and acomplete list of courses that satisfy the IR majorare contained in The International Relations ProgramHandbook, available in Cabot 605, and onthe IR website.For more detailed information, please visit thewebsite http://ase.tufts.edu/ir/.Italian Studies(FOR DEGREE REQUIREMENTS, SEE ROMANCELANGUAGES.)Japanese(FOR DEGREE REQUIREMENTS, SEE GERMAN, RUSSIAN,AND ASIAN LANGUAGES AND LITERATURES.)Judaic Studies(FOR DEGREE REQUIREMENTS, SEE GERMAN, RUSSIAN,AND ASIAN LANGUAGES AND LITERATURES.)Latin(FOR DEGREE REQUIREMENTS, SEE CLASSICS.)Latin American StudiesDIRECTOR:Associate Professor Nina Gerassi-Navarro, RomanceLanguagesLatin America is increasingly important in theworld and for the United States in particular. The184

L AT I N A M E R I C A N S T U D I E S >L AT I N O S T U D I E S >study of our hemispheric neighbors, the area oforigin of our country’s second largest minoritygroup, is important in itself, and also relevant forthe understanding of larger international issues.Latin American studies is an interdisciplinary programthat encourages students to integrate thevarying disciplinary perspectives of the arts, literature,social sciences, and history, along with thestudy of the languages of the area, into a coherentview of Latin America.Major in Latin American StudiesThe major in Latin American Studies offers studentsthe opportunity to combine the approachesof several academic disciplines in a focused studyof the region. In recent decades, Latin Americahas become a field of rapid development in thearts, humanities and social sciences. The major'sinterdisciplinary approach integrates historical,social, political, economic and cultural perspectivesat both national and regional levels. The programof study culminates in an original interdisciplinaryproject on a Latin American subject or in a seniorseminar.Requirements for the Latin American Studiesmajor are 11 courses + 5-semester languageprerequisite. A grade of C- or better is required fora course to count for the major.Important note: at least one of the requirementsshould be focused on pre-20th century LatinAmerica and at least one of the requirementsshould be focused on indigenous cultures/societies.Minor in Latin American StudiesThere are three requirements for completing aninterdisciplinary minor in Latin American studies.l) Students should study one of the region’s languagesfor three years (e.g., Spanish 22) or theequivalent. Normally, this language will be Spanishor Portuguese, but others (e.g., Quechua) may besubstituted with the approval of the director.2) Students must complete at least five credits inLatin American studies, which should include atleast one course from each of the three disciplinaryareas: arts and literature, social sciences, and history.Students may count as many as two coursestransferred from other institutions or used to satisfyanother concentration requirement toward theminor.3) Students must complete a project that integratesat least two of the three disciplinary areas of theminor (arts and literature, social sciences, and history).This project may be a written work, a performance,or some other creative work for whichthe student will receive one course credit. Normally,the project will emerge out of one of thecourses that the student takes for the minor andwill be advised by the instructor of that course. Thestudent must also form a committee of at least twofaculty members to evaluate the project, normallythe project’s faculty adviser and a faculty memberfrom the other disciplinary area involved in theproject. The format is flexible, but the content mustconform to these guidelines. Normally, a studentwill complete the project in the final semester atTufts. (See Interdisciplinary Minor Program fordetails.)APPROVED COURSESEach semester an updated list of current LatinAmerican studies courses is available from thedirector. Seminars and other courses on the regionmay be offered from time to time and creditedtoward the minor or major. Students may also petitionthe director to credit courses not included inthe list.For more detailed information, please visit thewebsitehttp://ase.tufts.edu/latinamericanstudies/index.html.Latino StudiesDIRECTOR:Associate Professor Adriana Zavala, Art and Art HistoryThe interdisciplinary minor in Latino Studiesrequires six credits, which includes required coursework in Latin America as well as key areas ofinquiry concerning race within the U.S. social context.This minor allows students to emphasizeeither Latinos’ connections with Latin America ortheir location within the U.S. racial and sociopoliticalcontext. All students must take an introductoryLatino Studies survey course and participate in acapstone experience involving work in one ofBoston’s Latino communities.The following are required; one introductorysurvey course, one Latin American survey course,and one survey course in comparative race relationsin the U.S. context from the list online or anapproved equivalent.185

L AT I N O S T U D I E S >L E A D E R S H I P S T U D I E S >One core course with at least 50 percent Latinocontent. This course can support an analytic perspective(courses on race/ethnicity) or an area perspective(Latin America or U.S.-centered courses).With approval of Latino Studies faculty, thisrequirement can be met by taking a Latino Studiescourse from one of Tufts’ consortium partners.One elective course relevant to Latino Studieswith substantial and/or relevant Latino content, inwhich student must do project/paper on Latinotopic. An independent study course with a LatinoStudies faculty on a Latino Studies topic may alsocount.NOTE: All courses taken for the Latino Studiesminor program must be taken for a letter gradeand may not be used toward the fulfillment of thefoundation requirements. A maximum of two creditsfrom the minor may be counted toward a majoror majors; up to two credits may be used for distributionrequirements. Also, one language courseabove the intermediate level, or Spanish for HeritageSpeakers (Spanish 23) can count as either oneof the Core or Elective courses.One capstone experience: The experience mustfollow the guidelines of the Interdisciplinary MinorProgram by including a project, thesis, performance,or an oral presentation, which integrates theknowledge and methodologies of the disciplinesinvolved. The integrative project will be given onecourse credit under a CIS (Center for InterdisciplinaryStudies) 135 designation and will receive aletter grade. The capstone can be fulfilled by takingAnthropology 183 (Urban Borderlands), a community-basedresearch course; by doing a supervisedinternship in a Latino-oriented organization and afinal paper analyzing the experience (supervised byLatino Studies faculty); or an approved equivalentcommunity-based course in which the researchprojects focuses on Latinos. Humanities majorsmay fulfill this requirement by interning at anapproved arts agency that works with Latino artistsand/or serves Latino communities and then producinga project analyzing the experience. Spanishmajors and others interested in improving theirSpanish will be encouraged to seek a project/internshipwhere they can strengthen theirSpanish proficiency.For more information about academic requirements,please review the Bulletin of Tufts University.Students interested in pursuing a LatinoStudies Minor should register with:Associate Professor Adriana Zavala, Art and ArtHistoryPhone: (617) 627-2423Email Address: Adriana.Zavala@tufts.edu.For more detailed information, please visit thewebsite http://ase.tufts.edu/latinostudies/.Leadership StudiesDIRECTOR:Professor George Norman, EconomicsLeadership studies is an interdisciplinary field thatoffers students the opportunity to study leadershiptheory from a multi-disciplinary perspective. Scholarshipin leadership studies analyzes the influenceof historical, political, economic, psychological, andtechnological forces on effective leadership andleadership models. Leadership studies at Tuftsplaces particular emphasis on leadership thatbridges cultural divides. Leadership studies is partof the broader study of society. It is imperative thatleadership be understood if organizations and therole of organizations in complex societies are to beunderstood.While research in leadership has been dominatedby social scientists, leadership studies at Tuftsrecognizes the contributions that the humanitiesand technology make to our understanding oforganizations and leadership, from Plato’s Republicto Robert Penn Warren’s All the King’s Men, fromthe invention of the cotton gin to the invention ofthe internet. Leadership studies at Tufts is a rigorousintellectual program that develops creative,analytical and practical skills and attitudes: creativeto generate a vision; analytical to assess whethercreative ideas are good ideas; practical to executeideas and persuade others of their value. Skilldevelopment is further encouraged through coursesemphasizing public speaking, cross-disciplinary andcross-cultural communication and team building,persuasion, negotiation, mediation, framing, andcreative problem solving. The leadership studiesminor also requires students to analyze issues relatingto ethics, risk assessment and decision makingunder uncertainty, organizational behavior, powerand power relations, failed leadership and corruption,and policymaking.186

L E A D E R S H I P S T U D I E S >MANAG E M E N T O F CO M M U N I T Y O R G A N I Z AT I O N S >INTERDISCIPLINARY MINORStudents pursuing the interdisciplinary minor inLeadership Studies takes a total of six courses at5.5 credits. Two of these must be Tier 1 corecourses and two must be drawn from the list ofTier 2 courses. The fifth course may be selectedfrom Tier 1 or Teir 2. The director of the Minor inLeadership Studies advises on course selection tofit each student’s interests and to establish the basisfor the Tier 3 capstone senior project. No morethan two of the Tier 1 and Tier 2 courses may betaken in a single department. All courses must betaken for a letter grade. As a capstone, studentsmust complete a Tier 3 senior project. Here, studentsput theory into practice, and take a seminarcourse in which they reflect on their experience inthe context of their leadership courses. Studentsapply to the leadership program by consideringhow the courses they propose to take and theirleadership experience constitute a coherent whole.LEADERSHIP STUDIES CURRICULUMThe Leadership Studies curriculum at Tufts consistsof many courses drawn from across the rangeof departments and disciplines at Tufts that eitherdirectly or indirectly address the issues of leadership.The Director and the faculty committeeoverseeing the program are charged with maintainingan appropriate selection of courses in Tier 1and 2 (including evaluating student petitions).Tier 1 CoursesThe courses in Tier 1 develop the intellectualunderpinnings of Minor in Leadership Studies.These courses introduce the basic principles ofleadership and introduce theories of leadership thathave been developed in a number of differentdisciplines.Tier 2 CoursesCourses in Tier 2 allow students to round out theirstudy of leadership. These courses widen the disciplinaryfoundations of the study of leadership.Tier 3 CoursesTo complete the minor, students must engage in apractical leadership capstone experience. Studentsmust apply to the director of the program with aprospectus describing the goals, challenges, andobjectives of their leadership experience. Studentsparticipating in programs such as the Institute forGlobal leadership, University Scholars Program,Reserve Officers Training Corps, and EntrepreneurialLeadership Program may apply to have thatexperience count as the capstone, but other leadershipexperiences may constitute the basis of theirapplications as well. As an alternative, and withpermission of the director of the program, studentscan complete Tier 3 by undertaking a senior thesison leadership. Structured reflection is a key elementof the capstone experience. Students will berequired to meet with other students pursuing thecapstone in a half-credit pass-fail seminar. For theseminar, they will write a paper linking their experienceto the theories and issues covered in theircoursework.Management ofCommunity OrganizationsFACULTY ADVISER:Lecturer Rusty Russell, Urban and Environmental Policyand PlanningMany people who work in community organizationsare accidental managers who started organizingor providing a direct service because of theirdeep commitment to an issue. They then often findthemselves running a growing, complex organizationwithout formal training or theoretical backing.The certificate in Management of CommunityOrganizations (MCO) is a graduate-level certificateprogram that provides management trainingwithin the framework of social, economic, andpolitical values that shape the nonprofit sector. Theprogram’s goal is to train people with a commitmentto social concerns and effective managementwho wish to work at the community level. The certificateis offered in collaboration with the Departmentof Urban and Environmental Policy andPlanning and the Office of Graduate Studies.The certificate requires the completion of fourcourses that address issues such as financial analysis,program evaluation, urban and social policy,fundraising, and conflict resolution.The program is open to individuals with a bachelor’sdegree and is especially appropriate for newmanagers of community organizations, those withexperience in the field who wish to obtain managementtraining, midcareer professionals interested inpursuing community work, and individuals who187

MANUFAC T U R I N G E N G I N E E R I N G >MASS CO M M U N I C AT I O N S A N D M E D I A S T U D I E S >MAT H E MAT I C S >wish to start a new agency or program.For more information and an application, contactthe Office of Graduate Studies at 617-627-3395 or visit the websitehttp://gradstudy.tufts.edu/.Manufacturing EngineeringFACULTY ADVISER: Professor Anil Saigal, MechanicalengineeringAs the United States continues to compete inglobal markets, the need for manufacturing engineerswho can design, build, operate, and managecompetitive production systems has never beengreater. Excellence in design and production—especially knowledge of CAD, CAM, CNCmachining, and robotics—is essential as industriesstrive to reduce labor costs, increase productivityand profitability, tighten performance standards,and improve quality.In collaboration with the Office of GraduateStudies, the Department of Mechanical Engineeringoffers a four-course graduate-level certificate inmanufacturing engineering. The program is offeredon a part-time, nondegree basis for students seekingprofessional training in manufacturing engineering.In most cases, courses taken as a certificatestudent can be transferred to a degree program.Graduate students may also pursue the certificateas a concentration within their degree. The programis open to students with a bachelor’s degreeand a background in engineering, science, ormathematics.For more information and an application,contact the Office of Graduate Studies at 617-627-3395 or visit the websitehttp://gradstudy.tufts.edu/.Mass Communicationsand Media Studies(SEE COMMUNICATIONS AND MEDIA STUDIES.)MathematicsProfessor Bruce Boghosian, Chair; Fluid dynamicsProfessor Christoph Börgers, Mathematical biologyProfessor Fulton Gonzalez, Harmonic analysisProfessor Mauricio Gutierrez, Group TheoryProfessor Marjorie Hahn, ProbabilityProfessor Boris Hasselblatt, Dynamical systemsProfessor Misha Kilmer, Numerical linear algebraProfessor Zbigniew H. Nitecki, Dynamical systemsProfessor Eric Todd Quinto, Robinson Professor ofMathematics; Tomography and functional analysisProfessor Montserrat Teixidor i Bigas, AlgebraicgeometryProfessor Loring Tu, Algebraic geometryProfessor Richard Weiss, William Walker Professor ofMathematics; Group theoryAssociate Professor/Coordinator Lenore Feigenbaum,History of mathematicsAssociate Professor George McNinch, Algebraic groupsAssociate Professor Kim Ruane, Geometric group theoryAssistant Professor Thomas Höft, Computational inverseproblemsAssistant Professor Sang-hyun Kim, Geometric grouptheory and dynamical systemsAssistant Professor Scott MacLachlan, Computationalpartial differential equationsAssistant Professor Sabir Umarov, ProbabilityAssistant Professor Genevieve Walsh, GeometrictopologySenior Lecturer Mary Glaser, CombinatoricsLecturer Gail KaufmannLecturer Joseph McGrathLecturer Enrique Pujals, Dynamical systemsSECONDARY APPOINTMENTS:Professor Lenore J. Cowen, Computational biology,theory of computation, algorithm design and analysisProfessor Diane Souvaine, Design and analysis ofalgorithms, computational geometryOur experience up to date justifies us in feeling surethat in Nature is actualized the ideal of mathematicalsimplicity.Albert EinsteinSpencer Lecture, Oxford, 1933UNDERGRADUATECONCENTRATION REQUIREMENTSTo major in mathematics, a student must take tencourses in the department. Up to two of thesecourses may be replaced by certain courses inrelated fields approved by the department. Thecourses in mathematics may not include Mathematics4 through 12, or 17, and must includeMathematics 13 or 18, 46 or 54, 135, and 145. For188

MAT H E MAT I C S >depth, students must complete at least one of thefour major yearlong sequences (Mathematics135/136, 145/146, 151/152, and 161/162), and forbreadth, students must either complete a second ofthese sequences or else take an additional coursechosen from among Mathematics 126, 128, 151,158, 161, 167, and 168. Mechanical Engineering150 may be substituted for Mathematics 151 andin no case may both courses be taken for credit.Majors are advised to complete Mathematics 13or 18 and Mathematics 46 or 54 by the end oftheir sophomore year. Majors must demonstrateknowledge of a computer language by including anapproved course in computer science in theirprogram.Students in the School of Engineering may,with certain exceptions, choose mathematics as asecond area of concentration. To do so a studentmust notify the dean of engineering through theDepartment of Mathematics at least one semesterbefore graduation. The student must complete aprogram that simultaneously satisfies the conditionsfor a degree from the School of Engineeringand the concentration requirements of the Departmentof Mathematics.UNDERGRADUATE MINOR PROGRAMTo minor in mathematics, a student must take sixcourses in the department beyond the level ofMathematics 12 (or 17). These must includeMathematics 13 (or 18) and 46 (or 54), as well asMathematics 135 or 145 (or both).GRADUATE PROGRAMThe Department of Mathematics offers programsleading to the degrees of master of science or arts,and doctor of philosophy. Applicants are expectedto have mathematical preparation at least equivalentto that of an undergraduate major in mathematics,including courses in analysis and algebra.Many students fulfill the master’s degree requirementsand obtain a master’s degree in the course oftheir doctoral studies.Master’s DegreeTo qualify for the master’s degree a student completesan approved program of at least nine coursesnumbered above 100. At least seven of thesecourses must be numbered 136, 146, 158, or above164; this may include 295 and 296. A student musteither write a master’s thesis, which counts as twoof the nine required courses, or pass oral examinationsas described below for the Ph.D. program.For breadth, the nine courses taken to fulfill themaster’s degree course requirement must include atleast one course from each of the following fourcategories:Real analysis: 136, 211, 212Complex analysis: 158, 213Algebra: 146, 215, 216Geometry or Topology: 167, 168, 217, 218No more than two of these four courses can beat the 100 level. Any part of this requirement maybe fulfilled by equivalent courses with priorapproval by the mathematics department graduatecommittee.Doctor of PhilosophyA student who has been admitted to the doctoralprogram must first pass oral qualifying examinatioinsin three out of the four fields of analysis,algebra, geometry/topology, and applied mathematicsand then pass a candidacy examination onmaterial studied in preparation for work on a dissertation.The major task of a doctoral student isto write a dissertation under the direction of adepartment member. This must be a substantialoriginal contribution to the field of the student’sspecialty and must meet standards of quality asexemplified by current mathematical researchjournals.In addition, a student must demonstrate proficiencyin reading mathematics written in French,German, or Russian, and a student who is not anative speaker of English must demonstrate proficiencyin oral and written mathematical communicationin English. At least one semester’s teachingexperience at Tufts is also required.UNDERGRADUATE COURSESPlease note: Students who wish to begin calculusshould register for either Mathematics 5, 11, or 17.Those interested in computer science, engineering,mathematics, or the physical sciences should beginthe three-course sequence Mathematics 11, 12, 13or the two-course accelerated honors sequenceMathematics 17, 18. Other combinations of thesecourses may not be granted full credit (see the separatecourse descriptions). Mathematics 4, 5, 6, 7,8, 9, and 10 do not count toward a degree in theSchool of Engineering.Students entering Tufts starting in the fall of2007 will receive an additional half-credit (with189

M E C H A N I C A L E N G I N E E R I N G >grade) for passing Math 11 after receiving creditfor Math 5. Math 11 must be taken at Tufts andfor a grade in order to obtain this extra half-credit.The extra half-credit will not count toward themathematical sciences distribution requirement.Students who matriculated before the fall of 2007and who pass Math 11 at Tufts after receivingcredit for Math 5 should seek approval from themathematics department if they choose to obtainthis extra half-credit. Math 5 may not be taken forcredit after receiving credit for Math 11.For more detailed information, please visit thewebsite http://math.tufts.edu/.Mechanical EngineeringProfessor Richard Wlezien, Chair; Fluid mechanics, windengineeringProfessor Mark Kachanov, Fracture mechanics andmicromechanics of materialsProfessor Vincent P. Manno, Computational thermalfluiddynamics and power generation systemsProfessor Chris Rogers, Robotics, musical instrumentdesign, wafer manufacturing, and engineering educationProfessor Anil Saigal, Materials engineering,manufacturing processes, quality controlEmeritus Professor William J. Crochetiere, Machinedesign, mechatronics and biomedical applicationsEmeritus Professor Robert Greif, Vibrations, compositematerials, vehicle dynamicsEmeritus Professor John G. Kreifeldt, Engineeringpsychology, human factors, product designEmeritus Professor Armand Benjamin Perlman, Finiteelement methods and rail vehicle dynamics and materialsAssociate Professor Behrouz Abedian, Fluid mechanics,electrokinetics and thermal-fluid systemsAssociate Professor Caroline G. L. Cao, Human factors,medical technology, surgical simulation and trainingAssociate Professor Marc Hodes, Sustainable energy,thermoelectricity and heat transferAssociate Professor Thomas James, Dynamics, mechanicsand materials engineeringAssociate Professor Douglas M. Matson, Solidificationprocesses, thermal manufacturing, machine designAssistant Professor Luisa Chiesa, Sustainable energy,superconducting materialsAssistant Professor Jason Rife, Robotics, dynamics andcontrolsAssistant Professor Robert White, Microsystems, dynamics,acoustics and sensorsResearch Assistant Professor and Senior Lecturer GaryG. Leisk, Machine design, non-destructive testingProfessor of the Practice Robert Hannemann, Thermalsciences and heat transferPART-TIME FACULTY:Research Associate Professor Peter Y. Wong, Thermalmaterials processing and radiative heat transferLecturer Alan Clemow, Mechanical designLecturer Kenneth James, BiomaterialsLecturer Ryan Kilgore, Interface designLecturer Paul Lehrman, Electronic musical instrumentdesignLecturer Michael A. Wiklund, Human factors in softwareinterfacesProfessor of the Practice Dan Hannon, Human factors inproduct designProfessor of the Practice Michael A. Zimmerman, Materialscience, thermal manufacturingMechanical engineering is a rich and versatileprofession that encompasses invention, analysis,and manufacture of mechanical components andsystems. Broadly speaking, mechanical engineeringis the branch of engineering that encompasses thegeneration and application of heat and mechanicalpower. In other words, mechanical engineering isall about the analysis, design and manufacturing ofsystems in motion. It spans both mature wellestablishedindustries such as automotive, aerospace,shipping, power, heating and cooling andmachinery and new and emerging technologiessuch as robotics, medical devices, micro and nanodevices. Some of the most exciting areas inmechanical engineering occur where it interfaceswith other disciplines.In addition to the traditional disciplines of heattransfer, fluid dynamics, dynamics and controls,materials processing, manufacturing, mechanics,and mechanical design, the Department ofMechanical Engineering is focused in three integratedareas of specialization.• Mechatronics, which is the interface betweenmechanical engineering and electronics. This specialtyencompasses robotics, dynamics and controls,micro electro-mechanical systems (MEMS), manufacturing,and advanced materials. .• Biomechanical systems, which is the interfacebetween mechanical engineering and biology. Thisspecialty includes human factors engineering, tissuescaffolds, soft-bodied robots, micro fluidic systems,biofluidics, biomechanics, and biological materials.190

M E C H A N I C A L E N G I N E E R I N G >• Sustainable energy, which is focused on systemsfor the generation or consumption of powerin a sustainable system. This specialty includespower generation and propulsion system efficiencyand innovation, electronics thermal management,sustainable data center technology, superconductingenergy transmission and storage, wind energy,advanced thermodynamic cycles, heat transfer andfluid mechanics.The department also has a special focus onengineering education and education outreach. TheCenter for Engineering Educational Outreach hasthree main areas of interest: research in engineeringeducation, outreach to the local and global communityof teachers, and tool development. It is bestknown for its work with the LEGO Group indeveloping ROBOLAB, the educational version ofLEGO Robotics. Over 40 engineering undergraduateswork with the Center every semester to gointo local classrooms to help teachers bring engineeringinto elementary schools.The mission of the Department of MechanicalEngineering is to provide educational experiencesthat give students a sound basis for professionalpractice and a career of lifelong learning. Each programhas specific objectives, but the common goalis to learn fundamental principles of mechanicalengineering and to master engineering methods tosolve challenging technical problems and to communicatethese solutions to the technical and nontechnicalcommunity. The department strives tooffer programs that are recognized as distinctive intheir combination of technical quality, diverse areasof technology, and attention to the individual.UNDERGRADUATE PROGRAMThe undergraduate curricula is based on a strongfoundation in the physical, mathematical, and engineeringsciences and enriched with courses in thehumanities and social sciences. This skill set is augmentedwith hands-on laboratory and practicaldesign experiences. Students select upper-levelelective courses to offer exposure to a wide range ofadvanced and applied courses in thermal-fluid sciences,design methodology, materials and materialsprocessing, manufacturing, applied mechanics, andsystem automation and control. This provides studentswith a broad intellectual foundation uponwhich to build future careers in advanced engineeringeducation and research; engineering practice; ornon-engineering professional training in business,education, law, and medicine.The Department of Mechanical Engineeringoffers three undergraduate degree programs leadingto the undergraduate degrees of bachelor of sciencein mechanical engineering (BSME), bachelor ofscience in engineering (BSE), and bachelor of science(BS). The BSME program is accredited bythe Accreditation Board for Engineering and Technology(ABET) and qualifies graduates for theFundamentals of Engineering (FE) examination,which is the first step toward registration as alicensed professional engineer.Bachelor of Science in Mechanical EngineeringConsistent with the requirements for ABETaccreditation, the objectives of the BSME programare presented here. We expect that graduates ofthe BSME Program will:1. Integrate fundamental engineering, mathematics,and science principles to solve engineering orother professional challenges in an interdisciplinaryenvironment.2. Develop successful engineering or professionalcareers, either directly after an undergraduatedegree or after pursuing graduate studies.3. Communicate both technical and non-technicalprinciples to a wide range of audiences.4. Demonstrate leadership both through theirindividual efforts and through the roles attainedwithin their respective organizations.Given that contemporary interests in mechanicalengineering involve many potential outcomes,the department has designed a series of four tracksthat can be tailored to the specific needs and interestsof a student. With the assistance of a facultyadvisor, students should individually plan a programand, if desirable, modify that program eachterm as their experience and plans develop. In consultationwith their advisors, students select acourse of study that not only satisfies programrequirements but also reflects their unique educationalobjectives.1. Research and Academic Track: designed for astudent who wishes to continue into graduateschool and pursue a career in research. This trackfocuses on independent study on a cutting-edgeresearch topic that culminates in a senior thesis.Students are expected to take Independent Study(ME93 or ME94) during either fall of junior yearor spring of senior year to begin development oftheir research topic. Their senior design project191

M E C H A N I C A L E N G I N E E R I N G >may focus on the design and fabrication of experimentalhardware, followed by a semester ofresearch towards their thesis using this hardware.2. Business and Management Track: designed for astudent who wishes to move into an entrepreneurialbusiness or management role following completionof their undergraduate degree. In the junioryear the student will either complete an internshipwith a business (ME99) or a course in engineeringmanagement (ME54). The track will culminate ina capstone design experience (ME43) that willmimic a large-scale industrial design project.3. Project Engineering Track: designed for a studentwho wishes to gain individualized projectexperience through independent study in theirfinal semester. This track is designed for studentswho intend to work in industry after graduation,and who wish to complete and present an engineeringproject that they perform under the supervisionof a faculty advisor. This project can be afollow-on to the capstone design project theyundertake in the Fall semester of Senior year.4. Human Factors Track: designed for a studentwho wishes to gain some expertise in human factorsand apply it to a large-scale design project.The student will take a human factors designcourse (ENP120) in their junior year and areexpected to use this expertise in a large-scale capstonedesign course in the second semester of theirsenior year (ME43).CORE PROGRAMFreshman YearFALL TERMEngineering 2 Engineering Graphics and CAD (half credit)Engineering Elective (half-credit)Mathematics 11 Calculus IPhysics 11 General Physics I with LabEnglish 1 Expository WritingSPRING TERMEngineering Science 2 Introduction to Computing inEngineeringMathematics 12 Calculus IIChemistry 1 or Chemistry 12Humanities/Arts or Social Sciences electiveSophomore YearFALL TERMEngineering Science 3 Electrical SystemsEngineering Science 5 Introduction to Mechanics: Staticsand DynamicsMathematics 13 Calculus IIIPhysics 12 or Chemistry 2Humanities/Arts or Social Sciences electiveSPRING TERMMechanical Engineering 1 Introduction to MechanicalEngineeringEngineering Science 7 ThermodynamicsEngineering Science 9 Strength of MaterialsMathematics 38 Differential EquationsFoundation electiveJunior YearFALL TERMSequence 1Engineering Science 8 Fluid MechanicsMechanical Engineering 37 Dynamics and VibrationsBiology 1 Introduction to Biology with Lab or equivalentScience electiveFree electiveSPRING TERMMechanical Engineering 18 Introduction to ResearchInstrumentationMechanical Engineering 16 Heat TransferMechanical Engineering 80 Systems Design and ControlsMathematics/science electiveHumanities/Arts or Social Sciences electiveSenior YearFALL TERMSequence 2Mechanical Engineering 25 Engineering MaterialsMechanical Engineering Concentration ElectiveMathematics/science elective or Free electiveHumanities/Arts or Social Sciences electiveSPRING TERMSequence 3Mechanical Engineering Concentration ElectiveMechanical Engineering Concentration ElectiveFree elective or Mathematics/science electiveHumanities/Arts or Social Sciences electiveMECHANICAL ENGINEERING ELECTIVE TRACKSResearch and Academic TrackCourse 1 Mechanical Engineering 42 Machine DesignCourse 2 Mechanical Engineering 43 Senior DesignProjectCourse 3 Mechanical Engineering 92 Senior Thesis(Elective)192

M E C H A N I C A L E N G I N E E R I N G >Business and Management TrackCourse 1 Mechanical Engineering 99 Internship orMechanical Engineering 54 Engineering Management(Elective)Course 2 Mechanical Engineering 42 Machine DesignCourse 3 Mechanical Engineering 43 Senior DesignProjectProject Engineering TrackCourse 1 Mechanical Engineering 42 MechanicalDesignCourse 2 Mechanical Engineering 43 Senior DesignProjectCourse 3 Mechanical Engineering 94 IndependentStudy (Elective)Human Factors TrackCourse 1 Engineering Psychology 120 Project Study inHuman Systems (Elective)Course 2 Mechanical Engineering 42 MechanicalDesignCourse 3 Mechanical Engineering 43 Senior DesignProjectThe above courses, in conjunction with the coursestaken in the first year, satisfy the following distributionrequirement:a. A total of ten credits in introductory engineeringsciences: four courses in biology, chemistry,geology, or physics, including Physics 11, Chemistry1, 3, or 16, and either Physics 12 or a secondcourse in chemistry, four courses in mathematicscomprised of Mathematics 11, 12, 13, and 38, andtwo credits in introductory engineering to includeEngineering Sciences 2 and Engineering 2(including a half-credit project-based course).Many students opt to include biology in their electives,reflecting the increasing importance of biomedicalengineering applications in MechanicalEngineering.b. A total of six courses in humanities, arts andsocial studies, including English 1. At least onehumanities and one social sciences course must beincluded.c. Eight department foundation courses: fiverequired courses related to engineering science,two elective courses in mathematics and/or science,and one foundation elective to be satisfied bytaking either: 1) Engineering Science 4 (Introductionto Digital Logic Circuits) or any course withEngineering Science 3 (Introduction to ElectricalEngineering) or 4 as its prerequisite; 2) ComputerScience 11 (Introduction to Computer Science) orany course with Computer Science 11 as its prerequisite;3) a non-introductory science course,which has a prerequisite from the department inwhich the course is offered; and 4) specific engineeringcourses that are consistent with a student’spursuit of a minor or ancillary focus. Examplesinclude Electrical Engineering 50 (Introduction toBiomedical Engineering), Engineering Psychology61 (Introduction to Human Factors andErgonomics), Engineering Science 20 (ConsumerProduct Evaluation), Engineering Science 25(Environment and Technology), and EngineeringScience 88 (Introduction to Computer-AidedDesign). The School of Engineering policies forundergraduate programs’ Mathematics/NaturalScience Electives are available on the followingwebsites: Mathematics go to the Tufts BulletinWebsite http://ase.tufts.edu/bulletin/. Click onSchool of Engineering – Accepted Natural SciencesCourses. Note that Engineering Science 101and Mechanical Engineering 150 can be countedas either a Mathematics/Science Elective or asBSME Concentration Electives, while EngineeringScience 55 (Numerical Methods for Engineers)and Engineering Science 56 (Probabilityand Statistics) can only count as Mathematics/Naturalscience Foundation Electives.d. Twelve department concentration courses: fourrequired mechanical engineering science courses(Mechanical Engineering 16, 25, 37, and 80),introduction to research instrumentation(Mechanical Engineering 18), two mechanicalengineeringdesign courses (Mechanical Engineering1 and 42, a senior design project elective(Mechanical Engineering 43), a mechanical engineeringcareer elective, and three mechanical-engineeringconcentration electives. The concentrationelectives vary from year to year and a list for thecurrent year is issued by the department at thetime of preregistration.e. Two free elective courses without restriction.In addition to mechanical engineering courses,the department may approve certain courses givenby other departments to substitute for one of themechanical engineering concentration courses.Also, the department may permit the substitutionof certain courses for some of the required courseslisted in the above core curriculum. In all suchcases, however, the advisor should be consultedand prior department approval obtained.193

M E C H A N I C A L E N G I N E E R I N G >Bachelor of Science - Engineering PsychologyThis program is available for students planning acareer or further graduate study in the field ofhuman factors and ergonomics. Students generallyshould plan to elect the program at the end of thefirst year and will graduate with a BS degree inengineering psychology. Program requirements aredetailed in this bulletin under Engineering Psychology.Students may also pursue a MS degree inhuman factors.CERTIFICATE PROGRAM IN MANUFACTURINGENGINEERINGThis certificate is offered on a part-time, nondegreebasis for post baccalaureate students seekingprofessional training in manufacturingengineering with emphasis on manufacturingprocesses, robotics, designs, quality control, orcost-effective production systems. Courses takenin the certificate program may be transferred tothe degree program. Professor Anil Saigal is thefaculty adviser of this program. (See ManufacturingEngineering for program description.)The certificate requires four courses (formatcode: ME = Mechanical Engineering; CEE =Civil and Environmental Engineering).Two core courses are required:ME 125 Manufacturing Processes and MaterialsTechnologyME 180 Digital Control of Dynamic Systems.Two elective courses are required from thefollowing:ME 108 Modern Quality ControlME 126 Computer-Integrated EngineeringME 129 Finite Element Methods in Engineering SystemsME 182 AutomationME 184 RoboticsCEE 188 Engineering Design with CADGRADUATE PROGRAMMaster of Science in Mechanical EngineeringThe goal of the MSME degree program is to providestudents with an opportunity to strengthentheir technical background so that they may pursuesuccessful professional careers in engineeringresearch, development, entrepreneurship, and production.Candidates are admitted to this programon the basis of a strong academic background inmechanical engineering or a related technical discipline.The Department also requires applicantsto submit GRE scores.Candidates are required to complete the equivalentof ten graduate-level (100-level or above)course credits (normally, this consists of eight 100-level courses and a thesis worth at least 2 credits).All students are required to choose two core areasfrom the three offered in the department (ThermalFluids, Materials and Solids, and Dynamic Systemsand Controls). They are then required to takea two-course sequence in each of these two areasin the first two semesters of their MS program.The two-course sequence is referred to as coreA and core B. All core A courses will have a mathcomponent that is relevant to the subject area, aproject/design component, and a software component.The three core area course sequences areThermal Fluids (ME 111 and ME 112), Materialsand Solids (ME 122 and 125), and Dynamic Systemsand Controls (ME 180 and 181).Students are also required to take an advancedmath course (ME 150 or Math 151 or ES 101) insemester 2 or 3.The advanced math course has the prerequisitesof the two core A courses. The student and thesisadvisor determine the remaining 5 credits in theMS program.A thesis is required in partial fulfillment of thedegree. Ordinarily, the thesis is two or three of theten required course credits. The exact number ofcourse credits to be considered for the thesisresearch is determined by the thesis committee atthe time of the thesis prospectus submission. Afterselecting a thesis topic and advisor, a student mustregister for thesis credit and submit a thesisprospectus signed by the student and advisordescribing the proposed research. The thesisprospectus must be submitted by the end of thefirst semester of thesis credit registration. The thesisdefense is the final step in obtaining approvalfor the thesis.Master of Science in Human FactorsHuman Factors Engineering is also referred to asEngineering Psychology or Ergonomics. The fieldis rapidly growing with wide engineering andnonengineering applications. The program offersspecialized courses, and research opportunities andtraining in the human-centered aspects of engineeringactivities such as: medical devices and sys-194

M E C H A N I C A L E N G I N E E R I N G >tems design, transportation systems research, productdesign, computer-interface design, ergonomicsand workplace safety.Students interested in pursuing an MSHFshould apply for admission to the MechanicalEngineering graduate program indicating on theirapplication that they are interested in Human Factors.Although this program has its own entranceand course requirements separate from MechanicalEngineering Master of Science, it is expected thatapplicants to the Human Factors program willhave an acceptable BS in engineering or science.Relevant course work and research experience maybe considered for non-engineering students. It isstrongly recommended that the prospective studentidentify and contact the potential thesis advisorbefore applying to the program.Candidates are required to complete the equivalentof ten graduate-level (100-level or above)course credits (normally, this consists of eight 100-level courses and a thesis worth at least 2 credits).All students are required to complete a two-coursesequence in each of the following two core areas:Human-Machine Systems and Advanced Probabilityand Statistics. The courses must be taken inthe first two semesters of their MS program.The two-course sequence is referred to as coreA and core B, with core A being a prerequisite forcore B. The two core area course sequences areHuman-Machine Systems (ENP 162 and ENP163) and Advanced Probability and Statistics(PSY 107 and 108). Students are also required totake an advanced design course (ME 102 or ENP161) in semester 2. The student and thesis advisordetermine the remaining 5 credits in the MS program.A thesis is required in partial fulfillment of thedegree. Ordinarily, the thesis is two or three of theten required course credits. The exact number ofcourse credits to be considered for the thesisresearch is determined by the thesis committee atthe time of the thesis proposal defense. Afterselecting a thesis topic and advisor, a student mustregister for thesis credit and submit a thesis proposalsigned by the student and advisor describingthe proposed research. The thesis proposal defensemust be completed by the end of the first semesterof thesis credit registration. The thesis defense isthe final step in obtaining approval for the thesis.Master of EngineeringThe goal of the master of engineering program isto afford qualified post baccalaureate students theopportunity to obtain the advanced engineeringeducation needed to grow as engineering professionals.Applicants are admitted to the master ofengineering (MEng) program based on a strongacademic background in mechanical engineeringor a related technical discipline. The departmentrequires GRE scores for admission. As such theMEng program emphasizes technical course workand a project, and can be contrasted with thedepartmental MS program, which is focused onresearch and development and includes a researchthesis.Candidates are required to complete the equivalentof ten graduate-level (100-level or above)courses.All students must take at least three coursesfrom the six available core topic classes. Studentsshould honor prerequisites when selecting courses.Students are required to take at least one mathcourse selected from ME150, ES101, and ME108.Students are also required to take ME102 (InventiveDesign).The remaining 5 courses in the MEng programare four elective courses and a one-credit project(Mechanical Engineering 299). The project is conductedunder the guidance of a faculty advisor andmust address a substantive engineering analysis ordesign problem. Students are required to submit awritten report and make an oral presentation oftheir project work.Doctor of PhilosophyApplicants to the PhD program are expected tohave an outstanding academic record and an MSdegree in mechanical engineering or a related discipline.All applicants to the PhD program shouldoutline in writing their reasons for applying to thedoctoral program and their tentative plan of study.For general information and admission requirementsfor the PhD degree, see the graduate schoolsection of this bulletin.For admission to doctoral candidacy the individualmust pass a qualifying examination by theend of their second academic semester in the program.The student must select four out of theeight exam areas (Physical Ergonomics, CognitiveHuman Factors, Dynamics, Controls, FluidDynamics, Heat Transfer, Solid Mechanics, andMaterials Processing) for the qualifying examination.195

M E C H A N I C A L E N G I N E E R I N G >M E D I E VA L S T U D I E S >M I C R O WAV E A N D W I R E L E S S E N G I N E E R I N G >A PhD candidate is required to complete atleast 5 course credits beyond their MS degree inclassroom courses at the 100-level or higher. Doctoralcandidates are expected to pursue eithercourse work in direct support of their research orcourse work that addresses the recommendationsmade during the qualification period. In the interestof broadening the educational experience, studentsare also expected to take at least oneadvanced course 200-level or higher, either withinor outside of the department.After the successful qualifying exam, PhD candidatesare required to present a thesis prospectusto a committee composed of the thesis advisor,other mechanical engineering faculty, and possiblyoutside experts. This presentation includes questioningby the committee and other faculty toassess whether the candidate has sufficient backgroundto study the research area. The purpose ofthe prospectus is to inform the department in aconcise statement of the candidate’s researchprogram.PhD candidates must defend their dissertationin an oral examination, open to the community.The candidate is examined by a committee of atleast three members, one of whom is an expertfrom outside the mechanical engineering department,and another from outside Tufts University.Recent doctoral dissertation topics include hapticfeedback in minimally invasive surgery, novelmaterials processing approaches with applicationto ceramics, metal casting, and biomaterials development,modeling and experimental characterizationof semiconductor manufacturing processes,development of optical techniques for microscalemeasurements, modeling, design, and fabricationof microscale sensor arrays for aeroacoustic applications,computational and experimental cochlearmechanics, development of method for polymersynthesis using microfluidic enzymatic cascade,and electrowetting phenomenon for microsizedfluidic devices.For more detailed information, please visit thewebsite http://engineering.tufts.edu.Medieval StudiesFACULTY COORDINATOR:Professor Steven Marrone, HistoryThe interdisciplinary minor in medieval studiespresents a multidisciplinary focus on the world ofthe Middle Ages. The medieval world introducesus to the cultural roots of Europe and Islam in apreindustrial society and to the beginnings ofWestern and Middle Eastern languages andliteratures.Five credits with at least one course from eachof the three categories (as stated online) arerequired for the minor. In addition to the fivecredits, a student is required to complete an appropriateproject, such as a thesis, an oral presentation,or a performance, which integrates theknowledge and methodologies of the disciplinesinvolved. (See Interdisciplinary Minor Program fordetails.)Microwave and WirelessEngineeringFACULTY ADVISER:Professor Mohammed Nurul Afsar, Electrical andComputer EngineeringIn today’s changing economy, the microwave andwireless engineering industry is moving away fromdeveloping traditional military applications andtoward exploration of commercial opportunities.With the new availability of relatively inexpensivemicrowave components and improved digital communications,these opportunities have few limits.Radar, satellite, wireless radio and optical communications,and collision avoidance radar are just afew areas which utilize microwave technology.In addition, computer hardware researchers anddesigners are finding that some microwave engineeringconcepts are necessary to develop fastercomputer circuits. As engineers explore lowmicrowave frequencies and even lower radio frequencies,this technology will be applied to cable,broadband, television, medical, and other commercialuses.In collaboration with the Office of GraduateStudies, the Department of Electrical and ComputerEngineering and the Department of ComputerScience offer this five-course, graduate-levelcertificate in microwave and wireless engineering.The certificate program educates professionals inthe exciting new uses of microwave and wirelesstechnology through extensive laboratory and proj-196

M I C R O WAV E A N D W I R E L E S S E N G I N E E R I N G >M I D D L E E A S T E R N S T U D I E S >M U LT I M E D I A A R TS >ect work. The program can be pursued on a parttime,nondegree basis by professionals seekingadvanced development and training or as an intermediatestep to a master’s degree. In most cases,courses taken as part of a certificate program canbe transferred into a graduate-degree program inelectrical engineering. The program is open to studentswith a bachelor’s degree in electrical engineeringor physics or with equivalent preparation,including a background in general physics andintermediate circuit theory.For more information and an application, contactthe Office of Graduate Studies at 617-627-3395.Middle Eastern StudiesDIRECTOR:Associate Professor Eva Hoffman, Art and Art HistoryFACULTY:Professor Ina Baghdiantz-McCabe, HistoryProfessor Leila Fawaz, HistoryProfessor Bruce Hitchner, ClassicsProfessor Ayesha Jalal, HistoryProfessor Beatrice Manz, HistoryProfessor Enrico Spolaore, EconomicsAssociate Professor Gloria Ascher, Judaic StudiesAssociate Professor Eva Hoffman, Art and Art HistoryAssociate Professor Steven Hirsch, ClassicsAssociate Professor Christina Maranci, Art and ArtHistoryAssociate Professor Malik Mufti, Political ScienceAssociate Professor Joel Rosenberg, Judaic StudiesAssistant Professor Amahl Bishara, AnthropologyAssistant Professor Elizabeth Foster, HistoryAssistant Professor Kenneth Garden, ReligionAssistant Professor Richard Jankowsky, MusicAssistant Professor Kamran Rastegar, Arabic Languageand LiteratureLecturer Mohammed Alwan, Arabic language andliteratureLecturer Rana E. Abdul-aziz, Arabic language andliteratureLecturer Rahel Meshoulam, Hebrew Language andLiteratureMiddle Eastern Studies is an interdisciplinary programthat encourages breadth and significantimmersion in one or more Middle Eastern cultures.The program gives students an opportunityto study the history and culture of the MiddleEast and of areas of the world whose territorieswere part of Middle Eastern empires or wereunder the influence of Middle Eastern civilizationsin premodern and modern times. Study abroad ishighly recommended.UNDERGRADUATECONCENTRATION REQUIREMENTSMajor in Middle Eastern StudiesThe Middle Eastern studies major comprises tencourses:a. Two courses in a Middle Eastern language (level121-122, or equivalent). Students who havedemonstrated language competence through level121-122 by a placement test must take twoadvanced language courses, two semesters of a secondMiddle Eastern language, or two othercourses listed in section b. for a total of tencourses. This requirement will take effect beginningwith the Class of 2012.b. Six courses in Middle Eastern studies—chosenin consultation with an adviser—from an approvedlist updated by the Middle Eastern Studies programannually. These courses must include at leastone course in premodern and one course in modernMiddle Eastern studies. They must alsoinclude one course in each of two Middle Easterncultures. Three courses must be chosen from eachof the following two groups: 1) art history, religion,literature, Judaic studies, music, and 2)anthropology, history, political science.c. One course that relates the Middle East to otherregions of the worldd. One advanced research course, such as thesishonors, a seminar, or advanced directed study.For more detailed information, please visit thewebsitehttp://farescenter.tufts.edu/students/MESmajor.asp.Multimedia ArtsCODIRECTORS:Professor Karen Panetta, Electrical and ComputerEngineeringHoward Woolf, Experimental CollegeCORE FACULTY:Professor Karen Panetta, Electrical and ComputerEngineeringAssociate Professor Alva Couch, Computer ScienceAssociate Professor Eva Hoffman, Art and Art History197

M U LT I M E D I A A R TS >Associate Director Howard Woolf, Experimental CollegeAssistant Professor Don Weingust, Drama and DanceSenior Lecturer Neal Hirsig, Drama and DanceLecturer Christine Cavalier, Art and Art HistoryLecturer Paul Lehrman, MusicThe multimedia arts (MMA) program provides aframework for the analysis of and practical trainingin emerging digital media. Linking the School ofEngineering with the College of Liberal Arts, theMMA program is supported by the Electrical andComputer Engineering Department and the ComputerScience Department in concert with the Artand Art History Department, the Drama andDance Department, the Music Department, andthe Experimental College.INTERDISCIPLINARY MINOR INMULTIMEDIA ARTSThe multimedia arts minor now forms a third trackwithin Communications and Media Studies, alongwith minors in Mass Communications and MediaStudies, and Film Studies. The minor includes—and often mixes—work in animation, filmmaking,photography, music, text, drawing, collage, graphicdesign, software development, website construction,user interface strategies, and human factorstheory.Through course work and collaboration on thepart of students in liberal arts and students in technicaldisciplines, the minor aims to foster thedevelopment of a body of shared knowledge andideas and, in so doing, to break down barriers thathave traditionally hindered such cross-fertilization.The minor also develops skills relevant to manycareers: project design and implementation, creativityand critical thinking, media and computer literacy,oral and written communication, as well asteamwork and leadership. All undergraduates aretherefore encouraged to participate.The interdisciplinary minor in multimedia artsrequires a minimum of five courses and a seniorproject.Multimedia Practice CoursesStudents must take two courses from an approvedlist of courses (as stated online) that introduce studentsto the tools, methods, and theories currentin the field.ElectivesStudents must take two full-credit, letter-gradedcourses selected from courses offered by the supportingdepartments—Art and Art History, Dramaand Dance, Music, Electrical and Computer Engineering—orthose listed and approved by the program(e.g., Experimental College courses). Coursestaken to fulfill a requirement for a student’s majorcannot be counted as multimedia arts electives. Nomore than one elective can be taken from a student’smajor study area. For example, music majorsmay fulfill one of their electives by taking a coursein art and art history. A second elective must thenbe in electrical engineering, computer science, oranother approved technology course. All electivedecisions must be made in consultation with a student’sadviser for the minor.MANDATORY COURSESExperimental College 190C Senior Colloquium(half-credit, pass/fail)This is a mandatory course for students enrolled inany of the three CMS minors. It is taken in the fallof a student’s senior year and is designed to aid inthe planning and successful completion of the seniorproject.The senior project is an original work thatreflects an understanding of and facility with oneor more of the expressive and/or conceptual disciplinesassociated with multimedia. Collaborativeprojects are strongly encouraged. A thesis or projectcompleted for the major may not be used as theMMA senior project. On a case-by-case basis,however, a student may be allowed to create a thematicrelationship between the two projects.All courses taken as part of the multimedia artsminor must be taken for a letter grade and may notbe used toward fulfillment of the foundationrequirement. (See Interdisciplinary Minor Programfor details.)APPROVED COURSES FROM THEEXPERIMENTAL COLLEGENew courses in multimedia practice as they are developedand approved by the programFor specific information about the policiesgoverning requirements and electives, visit thewebsite http://www.excollege.tufts.edu/mma.198

M U S E U M S T U D I E S >M U S I C >Museum StudiesProfessor Kathleen Weiler, Faculty adviser; EducationAssistant Professor Monica McTighe, Faculty adviser; Artand Art HistoryAssistant Professor Benjamin Carp, Faculty adviser;HistoryLecturer Cynthia Robinson, Director and InternshipsupervisorAs the stature and number of American museumsresponsible for artistic, historical, ethnographic,and living collections grow, so has the need forappropriate professional training. More than everbefore, today’s museum professionals need to beproblem-solvers, educators, administrators, andlogistical experts who understand not only theinformation that their collections hold, but how totell their stories.Offered in collaboration with the Tufts Departmentsof Art and Art History, Classics, Education,and History, and the Office of Graduate Studies,this certificate program trains students in thepreservation, administration, and education skillsrequired for work in museums and historic settings.The course work clarifies career goals forthose who may be considering museum work, aswell as enhances the skills of professionals in thefield.Four courses and a one-semester internship arerequired for the certificate. The courses covermuseum history, administration, education, collectionsmanagement, conservation and preservation,material culture, fund-raising, and exhibition planning.The internship is the culminating course inthe certificate program, and is intended to providethe student with firsthand professional experiencein the museum field.The program is open to individuals with abachelor’s degree who are recent graduates interestedin pursuing a museum-based career, entrylevelmuseum professionals who wish to improvetheir credentials for career advancement, and professionalsin related fields—such as education, finearts, research, or arts administration—who wish toshift career direction.For a brochure and application, contact theOffice of Graduate Studies at 617-627-3395 orvisit http://ase.tufts.edu/museumstudies.MusicProfessor Joseph Auner, Chair; Music history, musicologyProfessor Jane A. Bernstein, Fletcher Professor of Music;Music history, musicologyProfessor John McDonald, Composition, music theory,performance; Director of Graduate StudiesAssociate Professor David Locke, Music culture,ethnomusicology, performanceAssociate Professor Janet Schmalfeldt, Music theory,analytic and cultural studies in musicAssociate Professor Jeffrey Summit (Joint appointmentin Judaic Studies), ethnomusicologyAssistant Professor Alessandra Campana, MusicologyAssistant Professor Richard Jankowsky,EthnomusicologyAssistant Professor Stephan Pennington, Music history,musicology, African American musicLecturer Paul Ahlstrand, Small Jazz EnsembleLecturer Scott Aruda, Small Jazz EnsembleLecturer Edith Auner, Coordinator of Performance andOutreachLecturer Nina Barwell, Flute EnsembleLecturer Don Berman, New Music EnsembleLecturer Andrew Clark, Director of Choral Activities;music theory, orchestrationLecturer David Coleman, Gospel ChoirLecturer Barry Drummond, Javanese Music EnsembleLecturer Jane Hershey, Early Music EnsembleLecturer Paul Lehrman, Music for Multimedia,Coordinator of Audio TechnologyLecturer Carol Mastrodomenico, Opera EnsembleLecturer John McCann, Director of Wind Ensemble;music theoryLecturer Michael McLaughlin, Klezmer Ensemble, musictheoryLecturer Steven Morris, Opera scenes, chorale and staffaccompanistLecturer Gil Rose, Director of Orchestral ActivitiesLecturer Kareem Roustom, Arabic EnsembleLecturer Ed Schwehm, Pep BandLecturer Joel Larue Smith, Director of Jazz Activities;jazz composition, theory, and performanceLecturer Michael Ullman (Joint appointment in English),Music history: blues and jazzMusic plays an essential role in a liberal arts collegeeducation. Musical studies integrate mind, body,and spirit. Students who study music in collegeprepare themselves for a lifelong appreciation ofthe musical arts. The faculty of the Department of199

M U S I C >Music guides students along a rigorous yet joyfulpursuit of knowledge in the following fields: instrumental/ensembleperformance, theory of music,history of music, social/cultural musical context,and musical composition. Musical studies are interdisciplinary,drawing on other disciplines in thearts, humanities, social sciences, mathematics, sciences,and engineering. Studies in music teachtransferable skills of value for careers in the professionsand business.The Department of Music offers courses in thedisciplines of composition, ethnomusicology, musicology,performance, and music theory. Our curriculumis inclusive and diverse, with emphasis onthe traditions of Western classical music, Americanmusic (especially African-American music andjazz), and world music (especially African and MiddleEastern music). Individual study of instrumentaland vocal performance and participation inperforming ensembles is enthusiastically endorsed;students may earn academic credit for these musicalactivities.The music department’s flexible program serves(a) those students who would choose music as amajor or minor, and (b) all students seeking todevelop their musical knowledge and/or performanceskills. Students may major in music, doublemajor in music and another field, or minor inmusic. Music courses fulfill many requirements(arts distribution, world civilizations, internationalrelations, American studies, and several interdisciplinaryminors). The courses, programs, and facilitiesof the Music Department are open to allmembers of the Tufts community.PERFORMANCE OPPORTUNITIESThe music department provides students theopportunity for private study of instrumental andvocal performance with the outstanding faculty inour applied music program. Lessons may be takenfor half credit (0.5) or not for credit (NC). A feeof $660 (2010-11) is required; beginning in thejunior year, students majoring or minoring inmusic are eligible for a ninety-percent tuitionwaiver for two semesters. For detailed information,contact Edith Auner, Coordinator of Performance,at 617-627-5616.Faculty in the Department of Music teach adiverse variety of courses in ensemble performance,including African Ensemble (Kiniwe),Arabic Ensemble, chamber ensembles, ChamberSingers, University Chorale, Early MusicEnsemble, Flute Ensemble, Gospel Choir,Javanese Gamelan, Jazz Big Band, JazzImprovisation Ensembles, New Music Ensemble,Opera Ensemble, Pep Band, Tufts SymphonyOrchestra, and University Wind Ensemble.Enrollment in performing groups requires audition;contact the department office for auditioninformation, 617-627-3564. Musical excellence ishighly valued, but membership is less competitivethan in music conservatories.UNDERGRADUATE CONCENTRATIONREQUIREMENTSThe curriculum required of music majors providesa rigorous, balanced exposure to the essential fieldsin liberal arts music studies, including composition,ethnomusicology, musicology, performance, andtheory. Normally, students declare the major inmusic and choose a member of the full-time facultyas major adviser during the spring semester of thesophomore year. Students obtain the necessary signaturesfor declaration of major forms and changeof adviser forms at the department office.Undergraduate students who major in music arerequired to take ten courses in the department.Students considering graduate studies in music orcareers in music are advised to take additionalcourses beyond the ten required for the major;please see your advisor for a list of specific recommendations.No course maybe used to fulfill morethan one requirement in the major.Courses required for the undergraduate major inmusic are:a. History of Western Music (two one-creditcourses): Music 142, 143.b. Principles of Tonal Theory I and II (two onecreditcourses): Music 101, 102c. Advanced Theory (one-credit course): Music103-110d. Ethnomusicology—(two one-credit courses):Music 171-192e. Performance—instrumental/vocal study (twohalf-credit courses): Music 68f. Electives—Theory, Composition, Ethnomusicology,Musicology, Performance (two one-creditcourses): Music 111-141, 146-199.In addition to courses listed above for themusic major, students must enroll in a performingensemblecourse (Music 69-96) for four semesters.Ensembles may be taken for credit or non-credit;however, credit for ensembles does not count200

M U S I C >toward the ten courses required for the major.Students who entered Tufts prior to Fall 2008may elect to complete the requirements for themajor described above or fulfill the requirementsof the old major. Please consult with your advisorabout the details.UNDERGRADUATE MINOR PROGRAMSMinor in MusicStudents who intend to make music studies a significantpart of their course work at Tufts maychoose the disciplinary minor in music. Studentsmay take a broad range of courses or may choose acluster of courses in such areas as musicology, ethnomusicology,music theory, composition, jazzstudies, music technology, etc. The undergraduateminor in music requires five courses; at least twocourses must be at the 100 level; the other coursesmay be chosen from 100 level courses or fromMusic 21-67. Note: the prerequisite for all 100-level courses for the minor is Mus 10: Introductionto Music Theory and Musicianship, or exemptionfrom that course through the Music TheoryPlacement Test, given at the start of each semester.Two semesters in instrumental and/or vocal study(Music 68 or 195) are required; no more than onecredit of private lessons may count toward theminor. Students minoring in music must enroll in aperforming-ensemble course (Music 69-96) for twosemesters, but these credits cannot count towardthe minor. After consultation with a member of thefull-time music faculty for advice on a suggestedprogram of study, students should complete aminor declaration form (available from the departmentoffice).Minor in Multimedia ArtsAn interdisciplinary minor in multimedia arts isoffered by the Departments of Art and ArtHistory, Drama and Dance, Electrical Engineeringand Computer Science, and Music, and is administeredjointly by the Department of Music andthe Department of Electrical Engineering andComputer Science. A detailed description of theminor and its requirements may be found in thealphabetical listings in this bulletin underMultimedia Arts.COURSES AT NEW ENGLANDCONSERVATORY OF MUSICA reciprocal arrangement between TuftsUniversity and New England Conservatory ofMusic allows students at both institutions to selecta limited number of courses at either school thatmay be applied toward their respective degrees.Students may not take a course at the conservatoryif it is offered at Tufts. This agreement does notapply to summer school. Students must firstreceive permission from their own dean, then fromthe dean of the second institution.COMBINED-DEGREES PROGRAM WITH NEWENGLAND CONSERVATORY OF MUSICMusic studies at Tufts are enhanced by the fiveyeardouble-degree program leading to a bachelorof arts or bachelor of science degree from Tufts anda bachelor of music degree from New EnglandConservatory of Music. (Please consult the academiccatalogue of New England Conservatory ofMusic for information about its programs.) Studentsinterested in this program first must beadmitted to both institutions; acceptance into thedouble-degree program is highly selective, based onboth academic and musical competence. Transferstudents are not normally accepted into this program;students currently enrolled at either schoolmay apply for admission to the other institutionand place themselves in contention for a place inthe program. Students may discontinue the programand continue toward completion of the preferreddegree at the chosen institution. The cost ofthe program is based on Tufts undergraduatetuition rates. For information about the program,please contact Associate Dean Jeanne Dillon, NECliaison at Tufts University; or the Dean of EnrollmentServices, Office of Admission, New EnglandConservatory of Music, 290 Huntington Avenue,Boston, Massachusetts 02115.GRADUATE PROGRAMMaster of ArtsThe Department of Music offers the degree ofmaster of arts in the areas of music theory, composition,musicology, or ethnomusicology. Applicantsfor the master’s degree must demonstrate a satisfactorybackground in music studies, must submit awriting sample or composition as part of theirapplication, and are urged but not required to takethe Graduate Record Examination. The two-yearprogram of study consists of eight semester coursesnumbered 100 and above (excluding Mus 101 and102, and Mus 142 and 143), a thesis or composition201

M U S I C A L I N S T RUMENT E N G I N E E R I N G >N U T R I T I O N >(one course of the eight required), and an oraldefense of the thesis or composition. A readingknowledge in one foreign language is required, andstudents are expected to take music courses outsidetheir subfield. The department encourages studentsto gain practical experience in performance courses,but these do not count for credit toward the masterof arts degree.For more detailed information, please visit thewebsite http://www.tufts.edu/as/music.Musical InstrumentEngineeringFACULTY COORDINATOR:Professor Chris Rogers, Mechanical engineeringLecturer Paul Lehrman, MusicUNDERGRADUATE MINORThe minor in musical instrument engineering(MIE) allows students from various disciplines tolearn fundamental engineering principles usingmusical instruments as a focal point of study.The minor includes five courses. These coursesmust include Mechanical Engineering 37; eitherEngineering Science 73 or Music 66 (cross-listedas Mechanical Engineering 95); Physics 10 orEngineering Science 8; and a music compositioncourse such as Music 10 or 64. An approved practicalexperience in musical instrument constructionmust also be conducted.This requirement could be an internship with amusical instrument company or craftsman, a musical-instrument-makingcourse at the MuseumSchool, or a research project conducted at Tufts.Depending on project circumstances, the studentwill register for one of Mechanical Engineering 19,Mechanical Engineering 93, Mechanical Engineering94, or Mechanical Engineering 99. In additionto the above course work, attendance at themonthly MIE seminar series during the junior andsenior years is also required.CONCENTRATION CERTIFICATEThe concentration certificate in musical instrumentengineering gives mechanical engineeringstudents the opportunity to focus their educationon the construction, performance, and manufactureof musical instruments.In order to receive the certificate, six coursesmust be completed in addition to the requirementsabove for the bachelor of science in mechanicalengineering. These courses include MechanicalEngineering 129, 137, and 139; Engineering Science51, and either Mechanical Engineering 120or 122. Mechanical Engineering 43 is alsorequired, and must include a design project relatedto musical instruments.For more detailed information, please visit thewebsite http://www.tuftl.tufts.edu/mie/.NutritionThe Gerald J. and Dorothy R. Friedman School ofNutrition Science and Policy at Tufts Universitywas established in 1981, bringing together biomedical,social, political, and behavioral scientiststo conduct research, educational, and communityservice programs in nutrition.The school offers master of science and doctorof philosophy degrees in nutrition and, in cooperationwith the Frances Stern Nutrition Center ofthe New England Medical Center Hospital, acombined master of science/dietetic internship program.Dual-degree programs are offered with theSchool of Medicine (M.S./Master of PublicHealth) and with the Fletcher School of Law andDiplomacy (M.S./M.A.L.D.). A one-year combinedmaster of arts degree in humanitarian studiesis offered in conjunction with the Fletcher School.A tri-university certificate program in humanitarianstudies is offered in conjunction with HarvardUniversity and Massachusetts Institute ofTechnology. The faculty includes anthropologists,biomedical scientists, economists, nutritionists,physicians, political scientists, and psychologists, alldedicated to teaching and research in the field ofnutrition.The Gerald J. and Dorothy R. Friedman Schoolof Nutrition Science and Policy is located at 150Harrison Avenue, Boston, Massachusetts 02111;phone 617-636-3777, fax 617-636-3600. For moreinformation about the school and its degree programsand research, visit the websitehttp://www.nutrition.tufts.edu.CoursesFor current course listings, visit “course information”at http://www.nutrition.tufts.edu. Although noundergraduate degree programs are offered, thecourses listed below are available to undergradu-202

N U T R I T I O N >O CC U PAT I O N A L T H E R A PY >ates. Consent must be obtained from the instructorfor courses numbered 200 and above.Occupational TherapyProfessor Linda Tickle-Degnen, Chair; ClinicalReasoning, evidence-based practice, research methods, andtherapeutic behavior and motivationProfessor Sharan L. Schwartzberg, Group theory andpractice, psychosocial rehabilitationAssistant Professor Gary Bedell, Rehabilitation outcomesmeasurement, pediatrics, HIV/AIDS, research methodsSr. Lecturer Janet Curran Brooks, Physical dysfunction,hand and upper extremity rehabilitationLecturer Jennifer Buxton, Assistive technologyLecturer Regina Doherty, Clinical reasoning, ethics andcognitionLecturer Mary Beth Kadlec, Occupation and adaptationand early interventionLecturer Paul C. Leavis, PhysiologyLecturer Monica Pessina, Anatonomy, neuroanatomyLecturer Stephen N. Sarikas, AnatomyLecturer Sarah Everhart Skeels, Health promotion/diseaseprevention and disabilityLecturer Scott Trudeau, Psychosocial dysfunction, gerontologyLecturer Elizabeth Ratcliff Whitney, NeuroanatomyFieldwork Coordinator Mary Alicia Barnes, FieldworkeducationFieldwork Coordinator and Lecturer Michael Roberts,Management, Fieldwork educationThe Boston School of Occupational Therapy, thefirst of its kind in the country, was founded in1918 at the request of the surgeon general of theUnited States Army to meet the need for personnelin military hospitals. It was later reorganizedon a civilian basis and in 1921 was incorporatedas a nonprofit educational institution under thelaws of the Commonwealth of Massachusetts.In 1945 the Boston School of OccupationalTherapy became affiliated with Tufts Universitythrough the College of Special Studies. As aresult of a merger between Tufts University andthe Boston School of Occupational Therapy inJanuary 1960, the legal name was changed toTufts University-Boston School of OccupationalTherapy. It became a department within Arts andSciences and is currently housed on the Medford/Somervillecampus at 26 Winthrop Street.The goal of occupational therapy is to developan individual’s ability to handle life tasks andactivities in a way that enhances the quality oflife. Occupational therapy focuses on both preventiveand rehabilitative services.GRADUATE PROGRAMThe department offers both master’s and doctoraldegree programs which prepare graduates for workas clinical specialists, administrators, researchers,and educators. The program interfaces the socialand the health sciences, recognizing the importanceof the profession’s theoretical base in boththe liberal arts and the sciences.Clinical reasoning is the central organizingframework of the curriculum. It provides a foundationfor clinical decision making and interactionthat considers theoretical and procedural componentsof therapeutic interventions. Human behaviorresults from dynamic interaction between theindividual’s innate potentials and characteristics,and experiences with people, objects, and events inthe environment. In ongoing clinical reasoningseminars, the faculty and students examine theseinteractions in the context of clinical and community-basedpractice.MASTER‘S DEGREE PROGRAMThe master’s degree program prepares students forentry-level positions in occupational therapy orprovides postprofessional graduate studies for therapistswith a bachelor’s degree in occupationaltherapy.Entry into the master’s degree program can beaccomplished in different ways, according to theacademic degree and professional status of theapplicant. Two types of master’s degrees areoffered: master of science in occupational therapy(M.S. in O.T.) without a thesis requirement, forstudents interested in an applied professionaldegree, and master of arts (M.A.) or master of science(M.S.) with a thesis requirement, for studentsinterested in a research-oriented academic degree.Both professional and postprofessional programsare offered. Program options are describedbelow.Professional-Level Programs for Non-OTRs(Options I and II)Eligibility: A bachelor’s degree in a field other than203

O CC U PAT I O N A L T H E R A PY >occupational therapy. Candidates enter the programat the professional level and proceed to eventualcertification as registered occupationaltherapists. Fall, spring, or summer entry and fulltimefirst year.Prerequisites: (Total of five courses.) All prerequisitesmust be passed with a grade of B- or betterand taken at an accredited college. Two courses insocial sciences, i.e., anthropology, psychology,human development, sociology. Two courses inbiology, including content in cell biology.(Anatomy and physiology may be substituted forthe biology prerequisite.) One course in introductorystatistics. Certificate of Hepatitis B vaccinationupon enrollment is required.Option I (No thesis)Master of Science in Occupational TherapyREQUIRED COURSESOTS 101 Human Physiology (one course credit)OTS 102 Gross Anatomy (one course credit)OTS 103 Neuroanatomy (one course credit)OTS 104 Kinesiology (one course credit)OTS 106 Occupation and Adaptation in the Childand Adolescent (one course credit)OTS 107 Occupation and Adaptation in the Adult Years(one course credit)OTS 137 Fieldwork Seminar (no credit)OTS 138 Fieldwork Seminar (no credit)OTS 205 Clinical Reasoning Seminar I: Observation andInterpretation (one-half course credit)OTS 206 Clinical Reasoning Seminar II: InteractiveReasoning in the Practice of Occupational Therapy(one-half course credit)OTS 207 Clinical Reasoning Seminar III: ProceduralReasoning in the Practice of Occupational Therapy(one-half course credit)OTS 209 Clinical Research (one course credit)or OTS 210 Thesis Research (one course credit)OTS 219 Group Theory and Community-Based Practice(one course credit)OTS 224 Occupational Therapy Practice in PhysicalDysfunction (one course credit)OTS 226 Occupational Therapy Practice with PediatricPopulation (one course credit)OTS 227 Occupational Therapy Practice in PsychosocialDysfunction (one course credit)OTS 229 Occupational Therapy Practice with Older Adults(one course credit)OTS 232 Health and Community Systems (one-halfcourse credit)OTS 233 Occupational Therapy Management andAdministration (one-half course credit)OTS 237 Fieldwork Experience (no credit)OTS 238 Fieldwork Experience (no credit)OTS 242 Health Conditions: Pathology and Prevention I(one-half course credit)OTS 243 Health Conditions: Pathology and Prevention II(one-half course credit)OTS 244 Health Conditions: Pathology and Prevention III(one-half course credit)Total number of course credits for the degree issixteen. If they desire, non-thesis students maytake two elective classroom credits in the departmentin addition to the sixteen required credits.To maintain full-time status, a student must beregistered for a minimum of three course credits.Several course sequences are suggested by thedepartment. Some of these include fieldwork duringthe summer, part-time fieldwork, and fieldworkduring the academic year with course workin the summer. Please consult the department forfurther information.Option II (Thesis)Master of Arts or Master of ScienceRequired Courses: All of the Option I requirements,and substitute OTS 210 (Thesis Research) forOTS 209 (Clinical Research). Similar coursesequences to Option I.Thesis: Two course credits of thesis supervision(OTS 295, 296) and completion of thesis.Total number of credits required for the degree iseighteen (sixteen course credits and two thesiscredits).Post-professional-Level Programs for OTRs(Options III and IV)For post-professional students interested in developingtheir knowledge base in areas such as administrationand management, aging, education,mental health, childhood and adolescence, andupper extremity function and rehabilitation. Studentsmay also choose the self-directed concentrationfocused on their individual interests.Eligibility: Registered occupational therapists orcandidates are eligible for registration.Prerequisite: One course in introductory statistics.204

O CC U PAT I O N A L T H E R A PY >The prerequisite course must be passed with agrade of B- or better and taken at an accreditedcollege.Option III (No thesis—practice option)Master of Science in Occupational TherapyRequired Courses: OTS 209 (Clinical Research, onecourse credit); OTS 208 (Clinical Reasoning SeminarIV, one course credit); OTS 233 (OccupationalTherapy Management and Administration, onehalfcourse credit); OTS 232 (Health and CommunitySystems, one-half course credit). Theserequired courses may be taken in any sequence orcombination depending on student interest andcourses offered.Concentration: Three courses in an area of concentration; one practicum (OTS 234 or OTS 235);one special topic (directed readings); OTS 293 orOTS 294.Electives: Two.Total number of course credits for the degree is ten.Option IV (Thesis—research option)Master of Arts or Master of ScienceRequired Courses: OTS 210 (Thesis Research, onecourse credit); OTS 208 (Clinical Reasoning SeminarIV, one course credit).Thesis: Two course credits of thesis supervision(OTS 295, 296) and completion of thesis.Concentration: Three courses in concentration (threecourse credits); one related research course (onecourse credit).Electives: Two.Total number of course credits for the degree is ten.DOCTORAL DEGREE PROGRAM (OTD)The occupational therapy doctoral degree programprepares occupational therapists to assume leadershiproles upon completion of the degree. These roles areexpected to make a real impact on individuals andgroups in society and the world in such areas ashealth functioning, wellness, and quality of life. Asleaders the graduates will be prepared to implementleadership projects and disseminate results.REQUIRED COURSESOTS 208 Clinical Reasoning Seminar IV: Evidence-BasedPractice (one course credit)OTS 286 Leadership Project Planning (one-half coursecredit)OTS 287 Leadership Project Implementation (one andone-half course credits)OTS 288 Outcomes Measurement and Monitoring: UsingData to Inform Practice (one course credit)OTS 289 Integrative Paper (one course credit)OTS 297, 298 Proseminar (one-half course credit each)Two graduate-level courses in specialty area(equivalent to two course credits)CERTIFICATE PROGRAMThe Certificate program is offered on a nondegree,part-time basis to occupational therapists with abachelor’s degree in occupational therapy who areseeking advanced professional education in occupationaltherapy or are preparing to enter a graduatedegree program.The certificate program gives students the optionof focusing on an area of specialization, such ashand and upper extremity rehabilitation. These programsare offered through the Office of GraduateStudies. For more information, contact the Office ofGraduate Studies in Ballou Hall,617-627-3395, or visithttp://gradstudy.tufts.edu/.Advanced Professional Study inOccupational TherapyStudents may work with a faculty advisor todesign their own program of study or participatein the hand and upper extremity rehabilitationcertificate program.Hand and Upper-Extremity RehabilitationThe hand and upper extremity rehabilitation specializationis intended for practicing occupationaltherapists who would like to use course work togain knowledge in the occupational therapy specialtyof hand and upper extremity therapy. Therapistswho complete this course series are eligible toapply for a hand therapy clinical fellowship at theMassachusetts General Hospital. Students who donot elect to pursue the fellowship will still receivethe certificate of advanced professional study uponcompletion of the four courses.The certificate requires four course credits asfollows:OTS 274 Topics in Hand and Upper ExtremityRehabilitation I: Fall205

O CC U PAT I O N A L T H E R A PY >OTS 275 Topics in Hand and Upper Extremity | -Rehabilitation II: SpringOTS 276 Topics in Hand and Upper ExtremityRehabilitation III: SummerOTS 209 Clinical Researchor OTS 210 Thesis ResearchADMISSIONAll applications for admission with requests for university-basedfinancial aid, including scholarshipsand assistantships, must be submitted in a completeform by February 15 for fall entry and October 15for spring entry. For complete information on theapplication process, visit http://ase.tufts.edu/bsot.ACCREDITATION AND CERTIFICATIONThe Entry Level Masters Occupational TherapyProgram is accredited by the Accreditation Councilfor Occupational Therapy Education (ACOTE) ofthe American Occupational Therapy Association(AOTA), located at 4720 Montgomery Lane, P.O.Box 31220, Bethesda, MD 20824-1220. AOTA’sphone number is 301-652-AOTA. The website ishttp://www.AOTA.org. Graduates of the programwill be able to sit for the national certificationexamination for occupational therapists administeredby the National Board for Certification inOccupational Therapy (NBCOT). For informationabout the national certification examination, pleasecontact NBCOT, 800 S. Frederick Avenue, Suite200, Gaithersburg, MD 20877-4150 phone (301)990-7979, Fax (301) 869-8492 or visithttp://www.nbcot.org. After successful completionof this examination, the individual will be certifiedas an occupational therapist, registered (OTR). Inaddition, most states require licensure in order topractice. For specific information on individualstate licensure procedures, contact the respectivestate.POLICIES AND PROCEDURESExemption from CoursesA student may be exempt from a required occupationaltherapy course on satisfactory completion ofan equivalent course in terms of content knowledgeand experiential learning. The student mustdemonstrate proficiency in the area to the courseinstructor. Satisfactory completion of proficiencywill be determined by the individual instructor. Apetition for variance from department requirementsmust be completed.Leaves of AbsenceTo be granted a leave of absence, a student mustpetition in writing the departmental chair and thedean of the graduate school. The petition is thensubmitted to the Graduate School of Arts andSciences executive committee. Each request istreated on its individual merit. The departmentalpolicy states that no more than a one-year leave ofabsence may be granted from the academic portionof the program; it also states that each entry-levelmasters student must complete the six monthsLevel II fieldwork required for the degree no laterthan twenty-four months following completion ofacademic preparation.Acceptable GradesGraduate students are expected to achieve a gradeof B- or better in all courses. Courses completedwith less than a B- may be retaken only once. Theoriginal grade earned remains on the student’s academicrecord. If a student obtains two grades of lessthan B-, the student’s record will be reviewed by thedepartment. This will usually result in a recommendationto the dean that the student be administrativelywithdrawn from the program. Only the deanof the Graduate School of Arts and Sciences mayadministratively withdraw an enrolled student.Grades of IncompleteStudents may not enter an occupational therapycourse with an incomplete or an unsatisfactorygrade in a prerequisite to that course. Grades ofincomplete are not automatically given. The studentwho desires an extended time period in whichto complete the semester’s work in a particularcourse must negotiate an incomplete with theinstructor. This negotiation must be completed bythe final class meeting of the course. Normallycourse work must be completed six weeks into thefollowing semester. It is the responsibility of thestudent to ensure that course work is completedand that the process to update the transcript is followedthrough to completion.Students who, due to extenuating circumstances,are not able to comply with any of the above gradepolicies may petition the Department of OccupationalTherapy Academic Standards Committee fora variance.Withdrawals206

O CC U PAT I O N A L T H E R A PY >P E AC E A N D J U S T I C E S T U D I E S >A student is allowed no more than one withdrawalfrom any required or elective class after theadd-drop period. Graduate students are notallowed to repeat the same course more thanonce. Withdrawal in any semester from two ormore required courses after the add-drop periodwill normally result in a recommendation to theDean of the Graduate School by the AcademicReview Committee that the student be administrativelywithdrawn.Required Occupational Therapy CoursesStudents will take professional courses in accordancewith the Standards of an AccreditedEducational Program.FieldworkThe Accreditation Council for OccupationalTherapy Education and the National Board forCertification in Occupational Therapy require theequivalent of six months of supervised fieldworkin a hospital, school, or health care agency as aprerequisite to taking the certification examination.Level II fieldwork must be completed within24 months following completion of academicpreparation. Placements for these internships arearranged for students by the department’s academicfieldwork coordinator. These internshipsare also part of the degree requirements. In additionto these internships, students participate inapproximately 100 hours of course-related fieldworkconcurrent with specific courses. These arearranged by the fieldwork coordinator. Placementsfor Level I and II fieldwork are subject to availabilityat locations that have contracts with Tufts-BSOT. The availability of a placement and thelocations that have contracts with Tufts-BSOTvary from semester to semester.For more detailed information, please visit thewebsite http://ase.tufts.edu/bsot.Occupational TherapyCertificate ProgramFaculty adviser: Professor Sharan Schwartzberg,Occupational TherapyOccupational therapists are confronted withadministrative and supervisory responsibilities andthe need for increased specialization. Areas of practicesuch as hand and upper extremity rehabilitation,pediatrics, home care for the elderly, andcommunity services expect extraordinary growth.To help occupational therapists meet thesedemands, Tufts Department of Occupational Therapy,in conjunction with the Office of GraduateStudies, offers a part-time certificate program inhand and upper extremity rehabilitation.The certificate program is open to those with abachelor’s or master’s degree in occupational therapy,the program is especially designed for: Occupationaltherapists who are interested in expandingtheir careersFieldwork educators, administrators, clinical specialists,and supervisorsSeasoned professionals eager to strengthen theirexpertiseFor more information and an application, contactthe Office of Graduate Studies at 617-627-3395, or visit http://gradstudy.tufts.edu/.Peace and Justice StudiesDIRECTOR:TBAASSISTANT DIRECTOR:Dale Bryan, Peace and Justice StudiesEXECUTIVE BOARD FACULTY:Professor Paul Joseph, SociologyProfessor Susan Ostrander, SociologyAssociate Professor Rosalind Shaw, AnthropologyAssociate Professor Erin Kelly, PhilosophyAssociate Professor Lionel McPherson, PhilosophyAssistant Professor David Arond, Public Healthand Family MedicineAssistant Professor Amahl Bishara, AnthropologyAdjunct Associate Professor Robert Burdick, Urban andEnvironmental Policy and PlanningSenior Lecturer Sinaia Nathanson, PsychologyLecturer Steve Cohen, EducationThe Peace and Justice Studies program (PJS) providesan interdisciplinary structure for examiningthe obstacles, conditions, and paths to achieving ajust global peace. The program brings intellectualand experiential inquiry to the fundamental interrelationshipof peace and justice. Four overlappingareas are emphasized: first, study of the causes of207

P E AC E A N D J U S T I C E S T U D I E S >P H I LO S O P HY >war, the techniques of war prevention, and theconditions and structures of a just peace; second,the origins, strategies, and visions of social movementsseeking social justice and ecological sustainability;third, the theory and practice of conflictresolution along a continuum from individual disputesto international diplomacy; and fourth, thestudy of peace culture, particularly the contributionsfrom education and literature in developingthe traditions of nonviolence and ethical socialbehavior.PJS nurtures an active sense of responsibility forthe human condition and examines practical activitiesfor achieving a nonviolent and peaceful future.The program encourages both experiential education,primarily through internship placements andcommunity-service learning, and discussion ofappropriate pedagogies designed to promote students’participation in their own education. Theprogram also presents a broad range of educationalevents that help create an engaged intellectual climateon campus and increased social responsibilityof its members. In this sense, PJS complements theuniversity’s mission and the liberal arts tradition byencouraging the student’s awareness, responsibility,and active engagement in the affairs of the world.The program is administered by an executive boardthat includes faculty, students, and staff.PJS offers both a major and a certificate. To fulfillthe requirements for the major, a student mustcomplete eleven courses: the introductory course(PJS 1), one intermediate course in each of fivecore areas, an internship (PJS 99), the integrativeseminar (PJS 190), and three additional electivecourses on a particular theme to be chosen in consultationwith the student’s adviser. Students withqualifying academic records are also encouraged toenroll in a senior honors thesis in Peace and JusticeStudies (PJS 198).To complete the certificate, a student mustcomplete eight courses: the introductory course(PJS 1), an internship (PJS 99), the integrativeseminar (PJS 190), one of two possible intermediatecourses (PJS 120 or PJS 135), and four electiveson a particular theme to be chosen in consultationwith the stu-dent’s adviser. Completion of thePeace and Justice Certificate will be noted on thestudent’s transcript. Courses fulfilling certificaterequirements may also be used, where applicable,to meet major concentration or distributionrequirements.For more detailed information, please visit thewebsite http://ase.tufts.edu/pjs or the programoffice at 109 Eaton Hall.PhilosophyAssociate Professor Nancy Bauer, Chair; feminism, modernEuropean philosophy, philosophy and filmProfessor Jody Azzouni, Philosophy of language,philosophy of logic, philosophy of mathematics,philosophy of science, metaphysicsProfessor Daniel C. Dennett, University Professor;Austin B. Fletcher Professor of Philosophy; Co-Director,Center for Cognitive Studies; Philosophy of mind, philosophyof psychologyProfessor Ray Jackendoff, Seth Merrin Professor ofPhilosophy; Co-Director, Center for Cognitive Studies; linguistics,cognitive scienceProfessor George E. Smith, Philosophy of science, logicEmeritus Professor Hugo A. Bedau, Austin B. FletcherProfessor of Philosophy Emeritus; political and legal philosophy,ethicsAssociate Professor Avner Baz, Ethics, aesthetics, epistemology,Kant, Wittgenstein, ordinary languageAssociate Professor Erin Kelly, Ethics, political philosophy,philosophy of lawAssociate Professor Lionel McPherson, Ethics, politicaland social philosophyAssociate Professor Stephen L. White, Philosophy ofmind, ethicsAssistant Professor Brian Epstein, Metaphysics, philosophyof language, philosophy of social scienceAssistant Professor Patrick Forber, Philosophy of biology,philosophy of science, philosophy of probabilityAssistant Professor Christiana Olfert, Ancient philosophy,early modern philosophy, ethicsSenior Lecturer David Denby, Metaphysics, philosophyof language, ethicsSenior Lecturer Susan Russinoff, Philosophy oflanguage, logic, philosophy of logic, history of logicPhilosophy courses are for students majoring inany field who wish to enrich their education witha deeper understanding of themselves, the worldthey experience, and the reality underlying thisexperience, by a study of speculative and criticaltraditions in Western thought. The philosophymajor provides a means of integrating broad educationin the liberal arts by systematic and historicalstudy of problems that arise in metaphysics,208

P H I LO S O P HY >ethics, and epistemology, as well as in the foundationsof other fields of inquiry. It is an appropriatemajor for those who enjoy thinking carefully andlogically about basic issues and for those who seekbreadth of educational experience prior to enteringprofessional programs such as law or medicine orgraduate study in some other areas. Nonmajorsmay engage in a philosophical study of problemsand concepts from their own fields by taking therelated advanced courses in philosophy, such associal philosophy, philosophy of science, philosophyof language, and philosophy of mind; or theycan acquire an elementary knowledge of the fieldby taking a philosophy course numbered below thel00 level.UNDERGRADUATECONCENTRATION REQUIREMENTSMajor: ten courses, including:• Philosophy 1• At least one course in logic: Phil 33 Logic or Phil103 Logic or another 100-level course• At least one course numbered 100 or above ineach of the following areas:1. History (ancient through early 20thcentury,including phenomenology andearly analytic philosophy)2. Value Theory (including moral \philosophy, social and political philosophy, andaesthetics)3. Metaphyisics and Epistemology(including philosophy of language,philosophy of mind, and philosophy ofscience)• One 100-level seminar (which can also count forany of the above requirements and which must bedrawn from among Phil 187, 188, 191, 192, 197, or,under appropriate circumstances, 195, 291, or 292).Students planning to undertake graduate workin philosophy are urged also to (1) write a seniorhonors thesis in Philosophy and/or (2) petition totake Phil 297 Graduate Writing Seminar.Students may count no more than five coursesnumbered below 100 for the major. At least sevencourses constituting a Philosophy major must beoffered or cross-listed by the Tufts PhilosophyDepartment.CERTIFICATE PROGRAM IN ETHICS, LAW,AND SOCIETYThe goal of the certificate program in ethics, law,and society is to use philosophy to prepare studentsto be active citizens in leadership positionsin government, non-governmental organizations,and the private sector. Students will learn abouthow moral and political philosophy relate to questionsof public importance. The program focuseson how to use philosophy to think, argue, andwrite clearly and insightfully about these ethicalquestions.Requirements for the certificate include sixcourses and an individual research project. Thecertificate program is in addition to a student’sconcentration (or major) and no more than half ofthe courses used to fulfill the certificate requirementsmay be used to fulfill concentrationrequirements.The six courses required for the certificate areas follows:1. An introductory course (below 100 level) inphilosophy2. One or two upper-division courses (100 level orabove) in ethical theory3. One or two upper-division courses (100 level orabove) in political philosophy or the philosophyof law4. One or two courses in applied ethics (includesThe Death Penalty; Introduction to Ethics;Justice, Equality, and Liberty; Feminist Philosophy;Bioethics; Racism and Social Inequality;Human Rights; Philosophy and Public Policy)5. Seminar: Ethics, Law, and SocietyThe individual research project is initiatedduring the Ethics, Law, and Society seminar andextends six weeks into the spring semester.UNDERGRADUATE MINOR PROGRAMSMinor in PhilosophyThe minor in Philosophy requires the completionof six courses, including:a) one of Philosophy 1, 3, 6, 24, 33, 39, 43, or 48b) two Philosophy courses at the 100 levelc) three other Philosophy coursesMinor in Cognitive and Brain ScienceThe minor in Cognitive and Brain Sciencesrequires 7 courses. At least 5 of these must be indepartments different from the student’s major.The selection of courses must be approved by thestudent’s advisor.209

P H I LO S O P HY >1. PSY 9 Introduction to Cognitive and Brain Sciences2. PHIL 15 Introduction to Linguistics and/orCOMP 14 Computational Concepts in Biological and CognitiveSciences3. PSY 195 Senior Seminar in Cognitive and Brain Sciences(full year, one course credit). Students minoring inCognitive and Brain Sciences will be expected either topresent a research paper or to participate as a ResearchAssistant in the presentation of research by a faculty member,a graduate student, or a senior.4. The remainder of the 7 courses are to be selected fromat least 2 of the following groups:a. Psychology courses:PSY 11 Developmental PsychologyPSY 25 Physiological Psychology orPSY 103 Brain and BehaviorPSY 26 Animal Learning and CognitionPSY 27 PerceptionPSY 28 Cognitive PsychologyCD 51 Intellectual Development of Young ChildrenPSY 129 Cognitive NeurosciencePSY 124 Cognitive Neuroscience of PerceptionPSY 148 Cognitive Neuroscience of Learning andMemoryPSY 126 Origins of CognitionPSY 140 Mathematical PsychologyPSY 144 Memory and RetentionPSY 146 Comparative Cognition and BehaviorPSY 139 Social CognitionPSY 142 Seminar in Affective NeurosciencePSY 154 Psychosisb. Philosophy, linguistics and psycholinguisticscoursesPHIL 3 Language and MindPHIL 33 LogicPHIL 38 Rational ChoicePHIL 103 LogicPHIL 111 SemanticsPHIL 112 Syntactic TheoryPHIL 113/PSYC 132 Cognition of Society and CulturePHIL 114 Topics in LogicPHIL 117 Philosophy of MindPHIL 126 Theories of Human NaturePHIL 133 Philosophy of LanguagePHIL 134 Philosophy of Social SciencePHIL 186 Phenomenology and ExistentialismPSYC 149 Psychology of LanguageCD 155 The Young Child’s Development of LanguageCD 195 Developmental Disorders in Language andReadingED/ML/GER 114 Linguistic Approaches to SecondLanguage Acquisitionc. Computer Science coursesCOMP 80 Programming LanguagesCOMP 131 Artificial IntelligenceCOMP 135 Machine Learning and Data MiningCOMP 150 Computational Learning TheoryCOMP/PHIL 170 Computation TheoryCOMP 171 Human Computer InteractionOther courses may be admitted for the minorwith the approval of the student’s advisor andadvisor notification of DARS coordinator atStudent Services.For more detailed information, please visit thewebsite http://www.ase.tufts.edu/philosophy.Minor in LinguisticsThe minor in Linguistics has three components.First it offers students a grounding in contemporarylinguistic theory and its constituent domainsof phonology (sound structure), morphology (wordstructure), syntax (grammatical structure), andsemantics (the structure of meaning), with attentionto a great variety found among languages ofthe world. Second, the minor addresses the interactionof the study of language with the fields asdiverse as philosophy, literature, child development,neuroscience, and evolutionary theory. Third, aspart of the appreciation of linguistic diversity, theminor requires students to develop proficiency inone or more foreign languages.Six courses are required, of which no morethan two may also be used for credit toward thestudent’s major. Students may not use the CultureOption to fulfull Part 2 of the Arts and SciencesForeign Language Requirement; they must eithercomplete six semesters (or equivalent) of one foreignlanguage, or three semesters each (or equivalent)of two foreign languages. The selection ofcourses must be approved by the student’s linguisticsadvisor. Students may petition their advisor toinclude other courses in category 3.Affiliated faculty include:• Maryanne Wolf, Child Development• Chip Gidney, Child Development• Gregory Crane, Classics• Anne Mahoney, Classics• John Fyler, English210

P H I LO S O P HY >• Hosea Hirata, GRALL• Saskia Stoessel, GRALL• John Julian, Romance Languages• Ray Jackendoff, Philosophy, Co-Director• Daniel Dennett, Philosophy• Ariel Goldberg, Psychology, Co-Director• Philip Holcomb, Psychology• Gina Kuperberg, PsychologyThe minor in Linguistics requires six courses,including:1. LING 15/PHIL 15/PSY 64 Introduction to Linguistics2. TWO of the following:LING 65/PSY 65 Phonological TheoryLING 112/PHIL 112/ PSY 151 Syntactic TheoryLING 113/PHIL 111/ PSY 150 Semantics3. THREE of the following:LING 137/ANTH 137 Language and CultureLING 155/ CD 155 The Yound Child’s Development ofLanguageLING 177/CD 177 Bilingual Children in US SchoolsLING 195/CD 195 Developmental Disorders ofLanguage and ReadingLING 250/CD 250 Reading, Dyslexia, and the BrainLING 184/CLS 184 Indo-European Linguistics/Advanced Special Topics in Classical LiteratureLING 114/ED/ML/GER 114 Linguistic Approaches toSecond Language AcquisitionLING 101/ENG 101 Old EnglishLING 92/ML 92 Romance LinguisticsLING 3/PHIL 3 Language and MindLING 33 or 103/PHIL 33 or 103 LogicLING 133/PHIL 133 Philosophy of LanguageLING 153/PHIL 110/PSY 153 Biological Foundationsof LanguageLING 149/PSY 149 Psychology of LanguageLING 196/PSY 196 Psychology of Bilingualism/Seminar in PsychologyLING 91/191 Special Topics in Linguistics/ AdvancedTopics in LinguisticsLING 93 Independent Research in LinguisticsGRADUATE PROGRAMThe program leading to the master of arts degreein philosophy is intended primarily for the studentwho is considering advanced work in philosophybut who did not concentrate in philosophy as anundergraduate. Typically, students admitted to theprogram plan to pursue a doctorate in philosophy(Tufts itself does not offer a doctorate in thefield), though some students have other careerplans.The department’s offerings range across themajor areas of interest in contemporary philosophy.Each year at least four seminars are offered,typically on instructors’ current research interests.The department has particular strengths in thefollowing areas: contemporary ethical theory,social and political philosophy, metaphysics andepistemology, philosophy of language and philosophicallogic, philosophy of mind, and philosophyof science.Master’s candidates receive individual attentionfrom members of the department in their specializedfields and have an opportunity to participatein the philosophical life of the department. Thedepartment has a lecture series, which brings sixto eight eminent speakers to Tufts each year, andit sponsors other departmental events. Studentsalso have access to the very active philosophicalcommunity in the Boston area.The program leading to the degree of masterof arts in philosophy is designed to be completedover four terms. Requirements are as follows:(1) Students starting the program before theFall 2009 term must complete any eightcourses in Philosophy numbered 100 orabove. Students starting the program in theFall 2009 term and thereafter must completenine courses in Philosophy numbered 100 orabove, including the Graduate WritingSeminar, which is graded on a SAT/UNSATbasis and may be taken at any time after thesuccessful completion of one term in theprogram.(2) Students must fulfill a logic requirement,ordinarily via successful completion ofPhilosophy 103, which would be a ninthcourse for students starting the programbefore the Fall 2009 term and a tenth coursefor students starting in the Fall 2009 termor thereafter. Some students may be eligiblefor a waiver of the logic requirement. Thosewho are not are urged to satisfy the requirementin their first term.(3) Students must pass a qualifying examination,which consists of three topical examinations,each three hours long. All examsinclude questions of a historical nature.Students must take an exam in at least twoof the three following areas: Epistemology,211

P H I LO S O P HY >P HYS I C A L E D U C AT I O N / AT H L E T I C S >Ethics, Metaphysics. Students may takeexams in all three of these areas or may substituteanother topic from the following listfor the third exam:1. Philosophy of mind2. Philosophy of language3. Philosophy of science4. Aesthetics5. Social and political philosophy6. Logic7. Phenomenology and existentialism8. Feminist philosophy9. Philosophy of law*10. A great philosopher***The faculty reserves the right to offer this examinationonly when, in its judgment, it is prepared togive it.**The subject of this examination must be proposedby the student and approved by the department.Students are advised to take at least one examby spring of their first year. A student can attemptto pass the same examination no more than threetimes.A limited number of tuition scholarships areavailable. The department also offers opportunitiesfor master’s candidates to work as teaching assistants.Applications to the program are due on January15. A student wishing to start the program in Januarymust submit an application by September 15.(Please note that students are admitted to the programmidyear only in exceptional circumstancesand only when space is available.) Applicationsmust include, in addition to the standard GSASform, GRE scores, a brief personal statement, awriting sample, and three recommendations.COURSE OFFERINGSNot all courses are offered each year; with theexception of Philosophy 1, most are not offeredmore than one semester per year. Students shouldconsult the philosophy departmental brochure,available during the preregistration period, or visitthe website http://www.ase.tufts. edu/philosophy.Both describe in advance each semester’s coursesin fuller detail than does the Tufts Bulletin; usually,reading lists and discussions of approach andworkload are included.Physical Education/AthleticsWilliam Gehling, Director of athleticsBranwen Smith-King, Assistant athletic director;physical education coordinatorJohn Casey, Assistant athletic directorTim Troville, Facilities coordinatorPaul Sweeney, Sports information coordinatorMichael Pimentel, Fitness center coordinatorCOACH/LECTURERS:Ethan Barron, Men’s trackKate Bayard, Women’s tennis and squashCarla Berube, Women’s basketballNancy Bigelow, Women’s swimmingGary Caldwell, CrewJohn Casey, Baseball, footballMichael Daly, Men’s lacrosseDoug Eng, Men’s tennis and squashAdam Hoyt, Men’s swimmingKen Legler, SailingChristina McDavitt, Field hockeyCheryl Milligan, SoftballKristen Morwick, Women’s trackBrian Murphy, HockeyCarol Rappoli, Women’s lacrosseJason Sachs, Women’s fencingBill Samko, Football, baseballJoshua Shapiro, Men’s soccerRobert Sheldon, Men’s basketball, golfCora Thompson, Women’s volleyballJay Civetti, Assistant FootballMartha Whiting, Women’s soccerTRAINER/LECTURERS:Jenna Cherenzia, Sports medicinePatricia Cordeiro, Sports medicineMark Doughtie, Sports medicineNicholas Mitropoulos, Sports medicineMichael Pimentel, Sports medicine, outdoor educationJanet Silva, Sports medicineWithin the liberal arts framework at Tufts University,the physical education program offers studentsinstruction in individual, dual, and group activitiesthat promote lifelong fitness and enjoyment.Courses in aquatics, racquet sports, fencing, aerobics,physical fitness, and outdoor education aresome examples of the diverse offerings of thedepartment. Approximately fifty courses are sched-212

P HYS I C A L E D U C AT I O N / AT H L E T I C S >P HYS I C S A N D A S T R O N O M Y >uled each academic year, and most courses areoffered fall and spring semesters. Every effort ismade to maintain limited enrollment in all courses,to provide each student with maximum personalattention from the instructors.One-half academic credit is granted for coursesthat are skill-oriented, and a total of two such creditsmay be applied toward the total for the degree.Introductory level courses are offered on a pass-failbasis. Theory classes of one course credit are applicabletoward the degree. No advanced placement orretroactive credit will be given for any physical educationcourses.Athletics has been an important part of life atTufts throughout its history. The athletic programprovides students the opportunity to compete inboth intercollegiate and intramural sports, and alsoto engage in general recreation. Tufts fields seventeenvarsity teams for men and women, supportseight club sports organizations, and offers severalintramural sports programs.For more detailed information, please visit thewebsite http://ase.tufts.edu/physed/.Physics and Astronomy(FOR ASTRONOMY DEGREE REQUIREMENTS,SEE ASTRONOMY.)Professor Roger Tobin, Chair; Experimental condensedmatterphysicsProfessor Peggy Cebe, Experimental condensed matterpolymer physicsProfessor Lawrence H. Ford, Cosmology, general relativity,astrophysicsProfessor Gary R. Goldstein, Theoretical high-energyphysicsProfessor Leon Gunther, Theory of condensed matterProfessor Kenneth R. Lang, AstronomyProfessor W. Anthony Mann, Experimental high-energyphysicsProfessor Austin Napier, Experimental high-energyphysicsProfessor William Oliver, Experimental high-energyphysicsProfessor Jacob Schneps, Vannevar Bush Chair;Experimental high-energy physicsProfessor Krzysztof Sliwa, Experimental high-energyphysicsProfessor Alexander Vilenkin, Cosmology, general relativity,astrophysicsAdjunct Professor Fiorenzo Omenetto, Optical physicsAssociate Professor Hugh Gallagher, Experimental highenergyphysicsAssistant Professor José Blanco-Pillado, String theorycosmology, topological defectsAssistant Professor Danilo Marchesini, AstronomyAssistant Professor Anna Sajina, Astronomy/AstrophysicsAssistant Professor Cristian Staii, Experimental condensedmatter physicsResearch Professor Eric J. Chaisson, Science EducationResearch Professor Tomas Kafka, Experimental highenergyphysicsResearch Professor Kenneth Olum, General relativityand cosmology, quantum field theoryResearch Professor Judah Schwartz, Science and mathematicseducationResearch Professor Ronald K. Thornton, Science andmathematics educationResearch Associate Professor Robert F. Willson,AstronomyThe laws of physics are few in number yet appearto govern all known material phenomena: physical,chemical, and biological. The science of physicsinvolves the observation of natural processes andthe formulation from these observations of generalprinciples that may be tested further or exploitedfor useful ends. Majoring in physics can be a valuablepart of a broad education. Students who combinemastery of the basic laws of physics with theoutlook and flexibility of a liberal education will bewell prepared to take on a variety of specializedroles. Men and women who majored in physics inthe recent past have successfully entered careers inphysics, as well as in business administration, thecomputer industry, law, medicine, dentistry, meteorology,public health, and teaching.UNDERGRADUATECONCENTRATION REQUIREMENTS—COLLEGE OF LIBERAL ARTSMajor in PhysicsEight courses in physics more advanced thanPhysics 2 or 12 and including Physics 13 and 64;two courses in mathematics more advanced thanMathematics 13 and 18. With the exception ofPhysics 13 and 64, two of the physics courses andone mathematics course may be replaced byapproved advanced courses in related fields (suchas astronomy, biology, chemistry, computer science,213

P HYS I C S A N D A S T R O N O M Y >engineering, or mathematics). The ten coursesrequired for the major must include two courses inadvanced laboratory training. One of these coursesmust be Physics 64; the other may be Physics 31or 41.Major in Applied PhysicsFive courses in physics more advanced thanPhysics 2 or 12, including Physics 13 and 64; twocourses in mathematics more advanced thanMathematics 13 and 18; three courses from theconcentration requirements of one of the engineeringdepartments. With the exception of Physics 13and 64, one of the five physics courses may bereplaced by an approved course in a related field.Major in Chemical PhysicsFour courses in physics more advanced thanPhysics 2 or 12, including Physics 13; two coursesin mathematics more advanced than Mathematics13 and 18; four courses in chemistry moreadvanced than Chemistry 2 and 12 and 16. Theten courses required for the major must include onecourse in advanced laboratory training, eitherPhysics 64 or Chemistry 33 and 34. One mathematicscourse may be replaced by approvedadvanced course in a related field. Faculty advisersin the chemistry and physics departments areavailable for consultation on the chemical physicsprogram.Major in AstrophysicsFour courses in physics more advanced thanPhysics 2 or 12, including Physics 13 and eitherPhysics 31 or 64; two courses in mathematics moreadvanced than Mathematics 13 and 18; fourcourses in astronomy more advanced than Astronomy9 and 10. One mathematics course, and eitherone physics course or one astronomy course, maybe replaced by an approved advanced course in arelated field. Research experience is stronglyrecommended.Note to Premedical, Predental, PreveterinaryStudentsStudents interested in entering medical, dental, orveterinary school after graduation may take advantageof the following replacement option to completethe corresponding entrance requirements aspart of the physics major. With the exception ofPhysics 13 and 64, two of the physics courses andone mathematics course may be replaced by Chemistry51 and 53 and 52 and 54, and one otheradvanced elective. Chemistry 53 and 54 will alsofulfill one term of the advanced laboratory trainingrequirement for the physics major.UNDERGRADUATECONCENTRATION REQUIREMENTS—SCHOOL OF ENGINEERINGBachelor of Science in Engineering PhysicsA minimum of 38 credits is required: Introductory(10 credits), humanities/arts/social science (6 credits),free elective (2 credits) foundation (8 credits),and a physics/engineering concentration requirement(12 credits). The introductory requirementincludes Physics 11 and 12.The foundation requirement comprises Physics13, Physics 32, Physics 52, Physics 41 (or ES 3 andES 4); two courses from Engineering Science 3, 4,5, 8, or 9; plus two other courses satisfying thefoundation requirements of the School of Engineering.Concentration requirement: four courses inphysics and astronomy at the intermediate oradvanced levels, which must include Physics 64;four courses from the concentration requirements ofone of the engineering departments; four approvedelective courses in computer science, engineering,mathematics, or science.UNDERGRADUATE MINOR PROGRAMThe program requires the completion of five courses.Physics MinorThe student takes Physics 11 and 12 (or 1 and 2),and Physics 13, and any two courses from the following:Physics 31, 32, 41, 42, 43, 52, 61, 62, and64. For example, one possible minor, which emphasizesclassical physics, would be Physics 11, 12, 13,32, and 52. Another, which emphasizes quantumphysics, would be Physics 11, 12, 13, 31, and 61.Astrophysics MinorThe student takes Physics 11 and 12 (or 1 and 2)and any three courses from the following: Astronomy21, 22, 101, 111, 112, 121, and 122.GRADUATE PROGRAMThe Department of Physics and Astronomy grantstwo degrees: the doctor of philosophy and the masterof science. The department has established qual-214

P HYS I C S A N D A S T R O N O M Y >P O L I T I C A L S C I E N C E >ifications to ensure that degree candidates have abroad background in experimental and theoreticalphysics. A faculty advisory committee is appointedfor each student to supervise the program of studyleading to the degree.Master of ScienceThe master of science degree requires eight graduate-levelcourses in physics or related fields, thelatter to be subject to approval by the advisorycommittee. These courses must include Physics131, 145, 146, 163, and 164, and must be completedwith a grade of B- or better. The studenthas the option of writing and defending a master’sthesis, which may count as the equivalent of up tothree courses.Doctor of PhilosophyThe doctoral candidate must demonstrate proficiencyin the basic fields of classical physics (classicalmechanics and classical electromagnetic theory)and quantum physics (quantum mechanics andstatistical mechanics). Proficiency is demonstratedby earning an average of A- or better in the basicgraduate courses (131, 145, 146, 153, 163, and164), or by passing special examinations in theareas covered by these courses. Graduate coursestaken at other institutions may in some cases beused to fulfill part of this requirement. The doctoralcandidate is also required to complete with agrade of B- or better two courses, one each in anytwo of five specialized fields: astronomy/ astrophysics(121 or 122) condensed matter physics(173 or 174), particle physics (183 or 184), generalrelativity and cosmology (167 or 268), andadvanced quantum mechanics (263).Generally, in the second year the candidatechooses a field of specialization from the areas ofresearch within the department and selects aresearch adviser. After completing the requiredcourse work, the candidate takes an oral examinationin this specialized field. Satisfactory performanceon the oral examination qualifies thecandidate to undertake a program of independentresearch under the guidance of the researchadviser, culminating in the preparation and defenseof a doctoral dissertation.The current areas of research in the departmentare astronomy and astrophysics, biophysics, condensed-matterphysics, cosmology and general relativity,and high-energy physics.For more detailed information, please visit thewebsite http://ase.tufts.edu/physics/.Political ScienceProfessor Robert Devigne, Chair; Political theoryProfessor Jeffrey M. Berry, John Richard Skuse, Class of1941, Professor of Political Science; American politics,political behaviorProfessor James M. Glaser, American politics, politicalbehaviorProfessor Kent E. Portney, Quantitative methods, publicpolicy, political behaviorProfessor Tony Smith, Cornelia M. Jackson Professor ofPolitical Science; International relations, comparative politicsProfessor Vickie Sullivan, Political theoryAssociate Professor David Art, Comparative politics,political economy, international relationsAssociate Professor Consuelo Cruz, Comparative politics,Latin AmericaAssociate Professor Richard C. Eichenberg, Internationalrelations, foreign policy, West EuropeAssociate Professor Ioannis Evrigenis, Political theoryAssociate Professor Malik Mufti, International relations,Middle EastAssociate Professor Elizabeth Remick, Comparativepolitics, East AsiaAssociate Professor Pearl T. Robinson, Comparativepolitics, Africa, African-American politicsAssociate Professor Deborah J. Schildkraut, Americanpolitics, political psychology, political behaviorAssociate Professor Jeffrey W. Taliaferro, Internationalrelations, security studiesAssistant Professor Kelly M. Greenhill, International relations,security studiesAssistant Professor Natalie Masuoka, American politics,political behaviorAssistant Professor Dennis C. Rasmussen, PoliticaltheoryAssistant Professor Oxana Shevel, Comparative politics,East EuropeThe Department of Political Science is concernedwith the functions and theory of the structure andoperation of government, and the nature and developmentof local, national, and international politics.The goals of the department are both intellectualand practical. Courses are designed to develop anunderstanding of the political process, and an abilityto critically analyze political systems, relationships,and problems. Courses are also intended to providea basis for intelligent citizenship, increase capacity215

P O L I T I C A L S C I E N C E >for community service, and orient the studenttoward possible employment in governmental agencieson the local, state, national, or internationallevel. The undergraduate curriculum is structured torecognize that majors in political science will have adiversity of post-college goals. The department’sofferings may be regarded as a foundation for graduatestudy preparatory to college teaching, professionalgovernment service, the law, and city andenvironmental planning, as well as for careers insuch fields as public and business administration,journalism, secondary school teaching, nonprofitwork, and social action.UNDERGRADUATECONCENTRATION REQUIREMENTSMajor: Ten courses overall. Two political sciencefoundation courses; eight additional political sciencecourses. Students are required to take at least onecourse in each of four subfields: American governmentand politics (or American public policy), comparativegovernment and politics, internationalrelations, and political thought. Internships anddirected research courses will not fulfill a subfieldrequirement.All majors must also take at least one course designatedas methodologically focused. These coursesincorporate material that helps students to understandthe logic of social science inquiry. Becausethese courses will improve students’ comprehensionof how social science research is conducted, they areadvised to fulfill this requirement early in theircourse of study, preferably in the sophomore year.Courses that meet this requirement are:PS 12 Sophomore Seminar: Acquiring Political KnowledgePS 13 Sophomore Seminar: Race and Class in AmericanPoliticsPS 14 Sophomore Seminar: Political Behavior of YoungPeoplePS 15 Sophomore Seminar: Politics in the CityPS 23 Sophomore Seminar: Political Economy of LatinAmericaPS 103 Political Science Research MethodsPS 111 Political PsychologyPS 115 Public Opinion and Survey ResearchPS 117 Politics in the American SouthPS 124 Seminar: Comparative Political Economy ofAdvanced Industrial DemocraciesPS 130 Seminar: African Political EconomyPS 135 Comparative RevolutionsPS 142 Seminar: Interest Groups and Democratic TheoryPS 159-01 Seminar in Political Thought: MachiavellismPS 160 Force, Strategy and Arms ControlPS 166 Seminar: The Causes of Modern WarPS 174 The Rise and Fall of Great PowersPS 181 Public Opinion and Foreign PolicyPS 195 Seminar: Politics of Sustainable CommunitiesPS 198, 199 Senior ThesisEach year, other courses will be designated asmethodologically focused and these additionaloptions will also fulfill the requirement. Please consultthe course listings published by the departmentprior to preregistration for a complete listing of allmethodologically focused courses.Majors are also required to take one upper-levelseminar in political science at Tufts’ Medford/Somerville campus. Sophomore seminars do notfulfill this requirement. As of September 1, 2010,majors are required to take eight of the ten politicalscience courses in the Tufts University Departmentof Political Science. All of the other requirementsof the major—the two foundation courses, thecourse in each of the four major subfields, themethodologically-focused course, and the advancedseminar—must also be fulfilled in the Tufts UniversityDepartment of Political Science.Majors are expected to complete their basiccourses and declare their major by the end of thesophomore year. A grade of C- or better is requiredfor a course to count toward the major. The departmentpublishes an Undergraduate Handbookdetailing requirements, programs, and additionalinformation about the major. The handbook canalso be found on the department’s website. Newmajors should familiarize themselves with thismaterial.UNDERGRADUATE MINOR PROGRAMStudents interested in completing a minor concentrationin political science may choose from sevendifferent options: Law and Society, Political Economy,Political Science (general), Comparative Politics,American Politics, Foreign Policy Analysis,and Political Thought.All of these minors require five courses in politicalscience. Each of them, however, has separaterequirements and a different list of courses. No studentmay take two minors. A detailed listing ofthese requirements is contained in the UndergraduateHandbook or in a separate document, Depart-216

P O L I T I C A L S C I E N C E >P R O G R A M E VA LUAT I O N >P S YC H O LO G Y >mental Minors, both available from the Departmentof Political Science in Packard Hall.TUFTS-IN-WASHINGTON PROGRAMThe Tufts-in-Washington program offers studentsan opportunity for intensive firsthand study of governmentand politics during a semester’s residencein Washington, D.C. Undergraduates who areaccepted to the program may elect either Americannational government, foreign policy, or economicpolicy as their field of concentration. Students areregistered at Tufts and are billed all the costs of theprogram through their Tufts eBill. This includesTufts tuition, room, board, fees and medical insurance,if not waived by the student. Students arehoused at American University in Washington,D.C., but all costs are billed by and payable toTufts by the billing due date.The Tufts-in-Washington program is administeredby the Department of Political Science, but itis open to all Tufts undergraduates. A prerequisitefor admission is a background in political scienceand other social science courses relevant to the student’splan of study in Washington.Central to the curriculum during the Washingtonsemester is a series of seminars with variousWashington political elites and policy activists.Students also do individual research projects andparticipate as interns in the government or in theprivate sector. The Tufts-in-Washington seminarsdo not fulfill the upper-level seminar requirementfor the political science major, which must be takenat the Tufts’ Medford/Somerville campus.Interested students may contact RichardEichenberg at 617-627-3469.For more detailed information, please visit thewebsite http://ase.tufts.edu/polsci.Program EvaluationFACULTY ADVISER:Associate Professor Francine Jacobs, Child Development/Urban and Environmental Policy and PlanningIn the government and nonprofit sectors, significantresources are devoted to programs that addresscompelling social needs. Evaluation of these programscan help them to grow and improve theiroperations. Yet agencies often resist evaluationbecause it is seen as politically risky or technicallyintimidating.Private funders and public agencies are increasinglydemanding evaluation as a provision forfunding. Individuals with evaluation training areneeded to assist programs, sponsoring agencies, andfunders in planning and carrying out evaluations toaddress their needs for information and analysis.The certificate in program evaluation isdesigned for midcareer professionals who wish tolearn about the design and implementation ofeffective evaluation strategies. Students learn practicalskills that can be put to use in the evaluationof a wide range of social service, public health,community development, and environmental programs.Four courses and an applied practicum arerequired for the certificate. The certificate is offeredin collaboration with the Departments of ChildDevelopment, and Urban and Environmental Policyand Planning in the School of Arts, Sciences,and Engineering, the Friedman School of NutritionScience and Policy, the School of Medicine,and the Office of Graduate Studies.The program is open to individuals with a bachelor’sdegree and three to five years of professionalexperience in a particular field. The program is particularlyappropriate for agency directors andadministrators, program managers and staff, foundationproject officers, policy analysts, communityorganizers and advocates, human resources professionals,and educators.For more information and/or an application,contact the Office of Graduate Studies at617-627-3395 or visit the websitehttp://gradstudy.tufts.edu/.PsychologyProfessor Robert Cook, Chair; Animal cognitionProfessor Nalini Ambady, Social cognitionProfessor Jamshed Bharucha, Cognitive psychologyof musicProfessor Emily W. Bushnell, DevelopmentalpsychologyProfessor Richard A. Chechile, Cognition, statisticsProfessor Joseph F. DeBold, Endocrinology andbehaviorProfessor David Harder, Clinical psychologyProfessor Phillip J. Holcomb, Cognitive NeuroscienceProfessor Ray Jackendoff, Linguistics, Psychology oflanguageProfessor Robin Kanarek, John Wade Professor;Physiological psychology217

P S YC H O LO G Y >Professor Klaus A. Miczek, Moses Hunt Professor ofPsychology; PsychopharmacologyProfessor Holly A. Taylor, CognitionAssociate Professor Gina Kuperberg, ClinicalpsychologyAssociate Professor Keith B. Maddox, Social cognitionAssociate Professor Lisa M. Shin, Clinical psychologyAssociate Professor Samuel R. Sommers, SocialpsychologyAssistant Professor Ariel Goldberg, Cognition andlanguageAssistant Professor Ayanna K. Thomas, Cognition andagingAssistant Professor Heather L. Urry, Affective neuroscienceAssistant Professor (part-time) Harold Miller-Jacobs,Industrial and organizational psychologySenior Lecturer Sinaia Nathanson, Social psychologyResearch Associate Ray Nickerson, Applied cognitionPART-TIME LECTURERS:Lecturer Carolyn Cohen, PsychopharmacologyLecturer Jack Fultz, Sports psychologyLecturer Robert Jampel, Clinical psychologyLecturer Grayson Kimball, StatisticsLecturer Mitchel Rose, Clinical psychologyPsychology concerns the processes and principlesof behavior. Increased understanding of oneselfand others through the study of psychology is usefulin almost any endeavor. The undergraduatepsychology curriculum is diverse in order to reflectthe breadth of the field, from the biological basesto the social determinants of behavior. Studentsgain general familiarity with psychology, and havethe option to emphasize specific areas in the field.Courses are geared toward the development ofevaluative and analytic skills, which are indispensableto advanced study in experimental, clinical,and applied psychology. These skills, together withknowledge of the factors influencing individualand group behavior, are highly valuable for careersin such fields as public health, engineering, medicine,business, administration, law, and education.PSYCHOLOGY COURSESAS DISTRIBUTION REQUIREMENTSStudents may take Psychology 9, 25, 26, 27, 29, 32,40, 41, 45, 46, 48, 49, 103, 104, 112, 123, 124, 127,128, 129, 142, 146, 148, or 159 toward fulfilling thenatural science distribution requirements. Psychology31, 107, 108, 110, or 140 may be taken bymajors or nonmajors toward the mathematical sciencesdistribution requirement. All other psychologycourses may be taken toward fulfilling the socialscience distribution requirement. Psychology majorswill normally meet the social science distributionrequirement by virtue of courses they take inpsychology.UNDERGRADUATECONCENTRATION REQUIREMENTSMajor in PsychologyEleven courses distributed as follows: Psychology 1;one course from among Psychology 11, 12, 13, 14,15, 17, and 18; one course from among Psychology25, 26, 27, 28, and 29; Psychology 31 and 32; onecourse from among Psychology 36, 37, 38, 40, 41,42, 46, 48, and 49 (these advanced lab courses havespecific prerequisites); two other psychology coursesnumbered above 100; one other course offered bythe psychology department; two approved advancedcourses in related fields.Courses taken to fulfill the psychology major(including related-field requirements) normally maynot be taken pass-fail. No more than two independentstudy courses (Psychology 91 and 92, 97and 99, 191, and 192, 197, 198 and 199) may becounted toward the concentration requirement.Successful completion of a Senior Honors Thesischaired by a member of the department (PSY 199)may substitute for the advanced lab requirement.No more than one course taken to fulfill the 100-level requirement may be an independent studycourse. Biopsychology, Clinical Psychology, Cognitive& Brain Science, and Engineering Psychologymajors may not double major in General Psychologyor any of the other psychology majors.Students with a score of 4 or 5 on the AP inpsychology should not take Psychology 1. An APscore of 5 completely substitutes for this requirementwithin the major, meaning that a studentneeds only 10 courses to complete the major. AnAP score of 4 places a student into two-digit psychologycourses but the student will need to take anadditional psychology course for the major in lieu ofPsychology 1. Successful completion of ChildDevelopment 1 is treated in the same manner as anAP score of 4: students may substitute CD 1 forPSY 1 for prerequisite purposes, but they must takean additional psychology course in order to reachthe 11 courses required for the major.218

P S YC H O LO G Y >Psychology 32 and the advanced lab requirementsneed to be completed at Tufts. Doublemajors in Psychology and Mathematics can takeMath 162 instead of Psychology 31. Students whoare double majoring in Psychology and Economicscan use Econ 13 as a substitute for Psychology 31.Biopsychology majors may use either BIO 132 orPSY 31 to fulfill their statistics requirement.In recommending students for honors, in additionto the general college requirements, the psychologydepartment does not normally recommendstudents for highest honors unless they have doneempirical research.Major in Psychology/ClinicalThis major is intended for students interested inentering graduate or professional schools in mentalhealth or human services and/or working with psychiatricpatients. Required courses are Psychology1, 12, 31, 38, 71, 106, 181, and 182; two electivesin psychology, one of which must be at the 100level; and two approved advanced courses in relatedfields. Students planning to continue in clinicalwork will profit from electing a course in physiologicalpsychology.Major in BiopsychologyThe interdepartmental major for students particularlyinterested in neurobiology and behaviorrequires five courses in biology and five in psychology.These include the following: Cells andOrganisms (Biology 13), General Genetics (Biology41), Animal Behavior (Biology 130), one course inanimal physiology (chosen from among Biology 75,110, 115, 116, 134) and an elective in biology;Statistics (Psychology 31 or Biology 132),Experimental Psychology (Psychology 32), Brainand Behavior (Psychology 103), plus two electivesfrom among Psychology 26, 27, 29, 40, 41, 42, 45,46, 48, 49, 104, 112, 123, 124, 127, 128, 129, 142,146, 154, and 159. Additional courses may be addedto this list at the discretion of the chair.Biopsychology majors may not also double major inpsychology or biology. Majors are encouraged toelect an advanced laboratory course in eitherdepartment. Independent research is stronglyencouraged, but is not counted toward this major.Consult the departments of either biology or psychologyfor details about this major.Major in Cognitive and Brain PsychologyThe central issue in cognitive science is how themind works. The central conception in the field isof the brain as a biological information-processingdevice. Cognitive and Brain Science is an inherentlyinterdisciplinary area, drawing on psychology,neuroscience, linguistics, philosophy of the mind,computer science, and biology. A Cognitive andBrain Science major provides an excellent preparationfor careers in the sciences, computer fields,health professions, law, and education.Students are required to take a core of courses inpsychology, a basic range of courses in the otherconstituent disciplines, and a series of upper-levelcourses in which they can specialize in one or moreconstituent fields. Advanced students may chooseto continue to be broadly interdisciplinary, or theymay choose primarily to “track” within a single disciplinesuch as psychology, philosophy, linguisticsor computer science. The program is completedwith a required research experience accompaniedby a senior seminar, in which students discuss currentliterature, the research of graduate students atTufts, and their own research. Majors are alsostrongly encouraged to audit at least one semesterof the senior seminar in their sophomore or junioryears.Students select their program in consultationwith their advisors. Students who wish to modifythe requirements below must have the approval oftheir advisors and the Cognitive and Brain ScienceSteering Committee.This major reqires 13 courses, research, SeniorSeminar in Cognitive and Brain Science.A. 6 required courses:1. PSY 9 Intro to Cognitive and Brain Science2. PSY 31 Statistics (or CD140)3. PSY 32 Experimental Psychology4. PHIL 15/PSY 64 Introduction to Linguistics5. COMP 11 Introduction to Computer Science (or APcredit)6. COMP 14 Computational Concepts in Biological andCognitive SciencesB. Intermediate courses, one from each of the followinggroups:1. PSY 11 Developmental PsychologyPSY 25 (or 103) Physiological PsychologyPSY 26 Animal Learning and CognitionPSY 27 PerceptionPSY 28 Cognitive Psychology219

P S YC H O LO G Y >CD 51 Intellectual Development in Young Children2. COMP 131 Artificial Intelligence3. PHIL 3 Language and MindPHIL 33 LogicPHIL/PSY 151 Syntactic TheoryPHIL/PSY 150 SemanticsPSY 65 Phonological TheoryC. 4 advanced courses, drawn from at least two ofthe following groups:1. PSY 112 Biological Basis of PsychopathologyPSY 123 PsychopharmacologyPSY 124 Cognitive Neuroscience of PerceptionPSY 126 Origins of CognitionPSY 127 Behavioral EndocrinologyPSY 129 Cognitive NeurosciencePSY 131 Neuropsychology in CognitionPSY 139 Social CognitionPSY 140 Mathematical PsychologyPSY 142 Seminar in Affective NeurosciencePSY 144 Memory and RetentionPSY 146 Comparative Cognition and BehaviorPSY 148 Cognitive Neuroscience of Learning andMemoryPSY 154 Psychosis2. PSY 149 Psychology of LanguageCD 155 The Young Child’s Development of LanguageCD 156 Applied Aspects of Physiological DevelopmentCD 195 Developmental Disorders in Language andReadingCD 243 Reading, Dyslexia and the Brain3. COMP 80 Programming LanguagesCOMP 135 Machine Learning and Data MiningCOMP 150 Computational Learning TheoryCOMP 171 Human-Computer InteractionCOMP 170/PHIL 170 Computation Theory4. PHIL 117 Philosophy of MindPHIL 126 Theories of Human NaturePHIL 133 Philosophy of LanguagePHIL 134 Philosophy of Social SciencePHIL/PSY/ANTH 132 Cognition of Society and CultureD. Advanced research experience: 2 options, bothof which involve enrolling in Senior Seminar inCognitive and Brain Science (PSY 195), a onehour weekly, year-long meeting of all seniors in thismajor worth 1 course for the entire year:1. Senior honors thesis in psychology, child development,computer science or philosophy.2. A year-long research experience working with afaculty member from either psychology, philosophy,child development, computer science, or the neurosciencedepartment at the medical school. Studentspursuing this route will be required to complete afinal write-up of their research which they mustpresent during senior seminar. Students consideringthe Cognitive and Brain Science major will beencouraged to audit the senior seminar during onesemester of their sophomore year.E. Electives: Students are encouraged, after consultationwith their advisor, to augment the Cognitiveand Brain Science major by taking electivesdrawn from the following list:Anthropology (ANTH 150 Human Evolution)Biology (Bio 13, 14, Bio 116 General Physiology,Bio 134 Neurobiology)Math (Math 11, 12 & 13, Math 150 MathematicalNeuroscience)Psychology (all courses, especially: PSY 37, 40, 41,46, 48, 49, Psy107/108)MAJOR IN ENGINEERING PSYCHOLOGYAn interdisciplinary program, more commonlycalled human factors, is offered jointly by thedepartments of mechanical engineering and psychology.(See Engineering Psychology for programdescription and course listings.)GRADUATE PROGRAMThe Department of Psychology offers both a master’sdegree and a doctor of philosophy degree ingeneral experimental psychology. Students having abaccalaureate degree may apply for either the master’sdegree program or the doctoral program,although priority is given to those planning to pursuethe doctorate. Students having a master’sdegree in psychology may apply for the doctoralprogram directly if their master’s degree includedan empirical thesis.To be considered for graduate work in psychology,a student must have a bachelor of arts or bachelorof science degree from an accredited college oruniversity. Most students will have majored in psychology,but this is not a requirement. The studentmust, however, have had at least a one-semestercourse in statistics and at least six semester hours ofexperimental psychology or comparable researchexperience.Graduate students are expected to develop overallbreadth in psychology, as well as an emphasis ina specialty area. Emphasis areas within the depart-220

P S YC H O LO G Y >Q UA N T I TAT I V E E CO N O M I C S >R E L I G I O N >ment include social psychology; cognitive psychology;developmental psychology; physiological psychologyand psychopharmacology; experimentalpsychopathology; and cognitive, social, and affectiveneuroscience.Considerable emphasis is placed on the student’sability to undertake research. These skills aredemonstrated in connection with course work,independent research, and by the thesis and/or dissertation.All graduate students are expected to participatein supervised research or teaching activities eachsemester.General Program RequirementsThe program is based around five major annualmilestones:Year 1: A first-year projectYear 2: Completion of the Master’s thesisYear 3: Publication/ Grant SubmissionYear 4: Conceptual Presentation at DepartmentConference and Mini-ReviewYear 5: Completion of DissertationThere is no formal language requirement foreither the master of science degree or the doctoraldegree.Master of ScienceThe requirements for the master of science degreeinclude ten credits (eight course credits and tworesearch credits) distributed as follows: completionof the graduate sequence in statistics (Psychology107 and 108), two area core courses, two upperlevelpsychology courses or seminars (100 level orhigher), one independent reading/research courseor other course credit, one professional preparationcourse, and successful completion of the first-yearproject (one credit) and the master’s thesis (onecredit).No more than two graduate-level courses, whichhave not been used to count toward another graduatedegree, may be transferred from another institutiontoward the Tufts program.The master’s thesis must be an empiricalresearch study in psychology, which will be presentedin written form and on which the candidatemust take an oral comprehensive examination.A student who is able to devote full time to thegraduate program may register for four courses aterm and earn the master’s degree in one year. Studentsholding Tufts’ teaching and research assistantshipsare advised to register for five courses peryear and should plan to spend more than one yearin completing the degree. Only under exceptionalcircumstances should it require more than twoyears for completion. The department does notencourage part-time participation in the program.Doctor of PhilosophyThe doctoral degree requires thirteen credits(eight course credits and five research credits)beyond those required for the master’s degree.These must include:One additional core course, two 200-level seminars,one additional professional preparationcourse, four elective courses or independent reading/researchcourses, a credit associated with completionof the 3rd year publication/grantsubmission, a credit associated with the 4th yearConceptual Presentation at the Department Conferenceand Mini-Review.The doctoral candidate must submit a dissertationon his or her original empirical research andmust take an oral examination in support of thedissertation. Upon successful completion of thedissertation and the examination, the candidatewill be awarded five course credits.In general, the student’s program of study isworked out with a faculty adviser, taking intoaccount the student’s interests and background.For more detailed information, please visit thewebsite http://ase.tufts.edu/psychology.Quantitative Economics(FOR DEGREE REQUIREMENTS, SEE ECONOMICS.)ReligionAssociate Professor Kevin Dunn, Chair; Renaissance literatureAssociate Professor Joseph Walser, Asian religionsAssistant Professor Heather Curtis, History ofChristianity, American ReligionsAssistant Professor Kenneth Garden, Islamic Revivaland Renewal, SufismEmeritus Professor Howard E. Hunter, Religion and cultureAdjunct Associate Professor Gary Leupp, Japanesehistory and Japanese Buddhist studies221

R E L I G I O N >R O MANCE L A N G UAG E S >Senior Lecturer Peggy Hutaff, Biblical Studies andFeminist TheologiesSenior Lecturer Elizabeth Lemons, Religion and cultureSenior Lecturer David O’Leary, Catholicism, Religion andMedical EthicsThe Department of Religion concerns the variousexpressions of religion encountered in human experience.The student may investigate the field ofreligion in both its functional and theoreticalaspects. Courses are designed to give a broad culturalappreciation of the subject in accordance withthe principles of a liberal arts education.A graduate degree in religion is not offered.Religion 106, 191, 192, and 194, however, are oftentaken in conjunction with other programs.UNDERGRADUATECONCENTRATION REQUIREMENTSMajor in ReligionTen courses are required for the major in religion.These courses are to be distributed as follows:a. Religion 99 (Theory and Method in Study ofReligion).b. Diversity requirement (four courses): Studentsshould have exposure to at least four different religioustraditions. This may be accomplishedthrough classes in which four different traditionsare taught, or through four courses, each focusedon a different religious tradition, or through somecombination thereof. Students are to take fourclasses within the department to achieve the diversityrequirement. The adviser and the chair of theDepartment of Religion must approve the coursestaken to fulfill this requirement.c. Depth requirement (three courses): Studentsmust choose a subfield in religious studies. Thismay be one religious tradition, the traditions of ageographical region, or a religious textual tradition.Students must demonstrate that they have taken atleast three classes in that specialty. One of the threecourses must be in the doctrinal (theological andphilosophical) aspects of religion. In their chosenareas of specialization, students must take twoabove-100 level courses. These may include anindependent study or a senior thesis. The departmentaladviser and the chair must approve the student’sarea of specialization. No course may countfor both the diversity and depth requirements.d. In addition to the above eight courses, two additionalcourses listed or cross-listed in religion,regardless of subject area, are required.UNDERGRADUATE MINOR PROGRAMMinor in ReligionFive courses, distributed as follows, are required.a. Religion 99 (Theory and Method in Study ofReligion).b. Students should have exposure to at least threedifferent religions traditions. This may be accomplishedthrough classes in which three differenttraditions are taught, or through three courses, eachfocused on a different religious tradition, orthrough some combination thereof. The adviserand the chair of the Department of Religion mustapprove the courses taken to fulfill thisrequirement.c. One other course numbered above 100. Thiscourse may not be counted as one of the threecourses of the above requirement.For more detailed information, please visit thewebsite http://ase.tufts.edu/religion/.Romance LanguagesProfessor José Antonio Mazzotti, Chair; Latin Americanliterature, colonial period, modern poetry, film studiesProfessor Juan M. Alonso, Nineteenth- and twentiethcenturyliterature of Spain, Spanish American literatureProfessor Gérard Gasarian, Nineteenth- and twentiethcenturyFrench poetryProfessor Elizabeth T. Howe, Spanish Golden Age,medieval literature, mysticismProfessor Isabelle H. Naginski, Nineteenth-centuryFrench prose, Franco-Russian literary relations, womenwritersAssociate Professor Nina Gerassi-Navarro,Latin American literature, nineteenth century, travelliterature, film studiesAssociate Professor Brigitte Lane, French culturalstudies, contemporary French literature, film studiesAssociate Professor Vincent J. Pollina, Medieval andRenaissance French and Italian literatureAssistant Professor Zeina Hakim, Seventeenth- and eighteenth-centuryFrench literature and cultureAssistant Professor Pablo Ruìz, Latin American literature,twentieth centurySenior Lecturer Laura Baffoni Licata, Italian literatureand cultureSenior Lecturer Marta Rosso-O’Laughlin, Spanishlanguage coordinatorLecturer Cristina Pausini, Italian language coordinator222

R O MANCE L A N UAG E S >Lecturer Anne Poncet-Montange, French languagecoordinatorLecturer María-Concepción Lagunas Davis, Spanish languagecourse administratorLecturer Charles Dietrick, Spanish language courseadministratorLecturer Kathleen Pollakowski, Spanish language andliteratureLecturer Claire Schub, Nineteenth- and twentieth-centuryFrench literatureLecturer Agnès Trichard-Arany, French language courseadministratorLecturer Anne de Laire Mulgrew, Spanish language andliteratureLecturer Nancy Levy-Konesky, Spanish language and literatureLecturer Anne-Christine Rice, French language and filmLecturer Tracy Pearce, French language and literatureSusan Sánchez-Casal, Director, Tufts in Madrid programMonique Fecteau, Director, Tufts-in-Paris programCarmen Gloria GuÍnez, Director, Tufts-in-Chile programThe Romance languages all derive from the Latinspoken in different parts of the Roman Empire.Courses in French, Italian, Portuguese, and Spanishlead students to an understanding of the languagewhen spoken or written, and allow them to readand appreciate each nation’s literature. At all stagesof instruction students may deepen their linguisticsensibilities and expand their horizons by studying,through a Romance language, a civilization differentfrom but connected to their own. Students maymajor in French, in Italian, or in Spanish Studies,and may minor in Italian. A special minor for engineeringstudents allows them to minor in French,Spanish, or Italian. Portuguese is only offered atthe language level. The Department of RomanceLanguages also participates in the programs of theExperimental College.LANGUAGE HOUSESThe Department of Romance Languages sponsorsthe French House and the Spanish House. Thehouses are open to all students interested in theselanguages and cultures and are not limited tomajors. They offer small-group living and anopportunity to enjoy an intensive language experience,often with native speakers, and to participatein many social and cultural events.JUNIOR YEAR ABROADThrough the Tufts-in-Madrid, the Tufts-in-Paris,and the Tufts-in-Chile programs, the Departmentof Romance Languages offers undergraduatemajors an unusual opportunity for study in Spain,France, and Chile during the academic year. Formore information, contact the Department ofRomance Languages or the Office of Tufts ProgramsAbroad.Tufts-in-Paris ProgramPreparation equivalent to completion of French 21and 22 is prerequisite to the program; completionof French 31 and 32 is highly recommended. Studentsare registered in the University of Paris I(Panthéon-Sorbonne), the University of Paris III(Sorbonne Nouvelle), and the private InstitutCatholique and take most of their courses at theseinstitutions. Courses are also offered within theTufts-in-Paris program.Internships are available to full-year students.Tufts-in-Madrid Program(See Tufts Programs Abroad for description.)Preparation equivalent to completion of Spanish 21and 22 is prerequisite to the program; completion ofSpanish 31 or 34 and 32 or 35 is highly recommended.Students are registered in the AutonomousUniversity of Madrid or the University of Alcaláand take most of their courses in the university.Courses are also offered within the Tufts-in-Madridprogram.For more information concerning the Tufts-in-Madrid Program, write to the Department ofRomance Languages or to the Office of Tufts ProgramsAbroad.Tufts-in-Chile Program(See Tufts Programs Abroad for description.)Preparation equivalent to completion of Spanish21 and 22 is prerequisite to the program; completionof Spanish 31 or 34 and 32 or 35 is highlyrecommended. Students are registered in the Universityof Chile in Santiago and take most of theircourses in the university.For more information concerning the Tufts-in-Chile Program, write to the Department ofRomance Languages or to the Office of Tufts ProgramsAbroad.Tufts University European CenterThe Tufts University European Center sponsors a223

R O MANCE L A N G UAG E S >six-week summer study program in Talloires, on theLac d’Annecy, in the heart of the French Alps. Studentsenroll for credit in two courses chosen froman array of offerings including French language, literature,and civilization. The courses, taught bymembers of the Tufts faculty, draw on the rich culturaland physical resources of this beautiful regionof France. Classes are held in Le Prieuré (the Priory),which was formerly part of an eleventh-centuryBenedictine monastery. Each student lives andshares meals with a local French family; the residentialcomponent of the program adds an importantdimension to the students’ experience ofFrench daily life and culture. For more information,contact the Office of the Tufts University EuropeanCenter.PLACEMENT OF ENTERINGUNDERGRADUATESAll entering students who elect courses in French,Spanish, or Italian and who have previously studiedthe language will be placed in the appropriatecourse level by their scores on the SAT II SubjectTests (formerly known as the CEEB AchievementTest), Advanced Placement Test, or the Tufts placementexamination. The Tufts placement examination,which is for diagnostic purposes only, is giveneach September and January during the orientationperiod.Students who place above French, Spanish, orItalian 3 may complete the language requirementby choosing any one of the three available options(see College of Liberal Arts Information, FoundationRequirements). One course credit equivalent toFrench/Spanish/Italian 21 or 22 is granted undercertain conditions (see College of Liberal ArtsInformation, Advanced Placement and AccelerationCredit).For further information, see the appropriatecoordinator of language instruction.UNDERGRADUATE CONCENTRATIONREQUIREMENTS IN FRENCH AND SPANISHProspective majors in French or Spanish are advisedto consult the guidelines for selecting a relatedfield, which appear in the departmental coursebrochure and on the Romance Languages website.The department highly recommends that seniorsreturning from overseas programs enroll in two100-level French or Spanish courses on the Tuftscampus during their final year of study. At least oneof the four 100-level literature courses must betaken during the senior year on the Tufts campusitself.Major in FrenchTen courses as follows:French 21 and 22, or equivalent; French 31 and 32,or equivalent; four 100-level courses in literature;one 100-level course to be selected from among thevarious course offerings in advanced language andculture, including French 121, 122, 124, 125, 130,140, 150, or their equivalents or one additional 100-level course in French literature. (Students participatingin programs abroad may count toward thesatisfaction of this requirement a wide range ofcourses in language, literature, art history, geography,history, civilization, and other areas, taught in thelanguage of the major.) One course taught inFrench, in a related field, or one additional 100-levelcourse in French literature. No more than one creditin Independent Study may be counted toward themajor. No more than two credits combining anIndependent Study and an honors thesis may becounted toward the major. All courses taken forcredit in the major must be completed with a gradeof C- or better.Major in SpanishTen courses as follows:Spanish 22, or equivalent; Spanish 31 or 34, and 32or 35, or equivalent; three 100-level courses in literature;four 100-level courses to be selected fromamong the various course offerings in advancedlanguage and culture, including Spanish 121, 122,124, 130, 140, 150, or their equivalents. One coursemay be in English. (Students participating in programsabroad may count toward the satisfaction ofthis requirement a wide range of courses in language,literature, art history, geography, history, civilization,and other areas, taught in the language ofthe major.) No more than one credit in IndependentStudy may be counted toward the major. Nomore than two credits combining an IndependentStudy and an honors thesis may be counted towardthe major. All courses taken for credit in the majormust be completed with a grade of C- or better.UNDERGRADUATE CONCENTRATIONREQUIREMENTS IN ITALIAN STUDIESProspective majors in Italian studies are advised toconsult the list of courses exclusively devoted to224

R O MANCE L A N G UAG E S >Italian culture, taught in departments other thanRomance Languages, which count toward the ItalianStudies major. The list appears in the departmentalcourse brochure and on the RomanceLanguages website. It is highly recommended thatseniors returning from overseas programs enroll inan appropriate Italian course in the Department ofRomance Languages during their final year ofstudy. Interested students should consult the designatedadviser for the major.Major in Italian StudiesTen courses distributed as follows amongCategories A, B, and C:Category A: Five courses taught in Italian in theDepartment of Romance Languages: Italian 21and 22, or equivalent; Italian 31 and 32, or equivalent;one 100-level course, such as Italian 121, 177,191, or 192.Category B: Two courses taught in English in theDepartment of Romance Languages, such as Italian51, 52, 55, or 75.Category C: Any three courses from one or moreof the following groups: Category A, above; CategoryB, above; courses in Latin language or literature,with readings in the original, above the levelof Latin 3; courses in Latin literature or culture,with readings in English translation; coursesdevoted exclusively to Italian culture (as attestedby course description and syllabus), taught indepartments other than Romance Languages.Courses taken in other departments must beapproved by the Department of Romance Languagesfor credit in the major. No more than onecredit in Independent Study may be countedtoward the major. No more than two credits combiningan Independent Study and an honors thesismay be counted toward the major. All coursestaken for credit in the major must be completedwith a grade of C- or better.UNDERGRADUATE MINOR PROGRAMSMinor in ItalianFive courses as follows:Four courses in Italian language, literature, and/orculture above the intermediate level (Italian 3-4),one of which must be in literature. These coursesmust be taught in Italian. One course chosen fromamong the following: a) a course, taught in Englishtranslation, on Italian literature or civilization(e.g., Italian 41, 42, 51, 52, 55, 75); b) one of theItalian culture courses listed in this bulletin at theend of the College of Liberal Arts Informationsection; c) one further course in Italian language,literature, and/or culture, taught in Italian on theMedford/Somerville campus; d) an upper-levelcourse, completed in Italy, in one of a variety ofdisciplines. No more than one credit in IndependentStudy may be counted toward the minor.It is highly recommended that seniors returningfrom overseas programs enroll in an appropriateItalian course in the Department of RomanceLanguages during their final year of study.Interested students should consult the designatedadviser for the minor.Special Minors for Engineering StudentsThe humanities and/or arts and social sciencesrequirements for students in the School ofEngineering may be satisfied by a special minor inFrench, Spanish, or Italian language and culturecomprising a total of six credits. Please note thefollowing stipulations:1) Of the five credits taken in the Department ofRomance Languages, no more than one credit maybe taken in English.2) Students must determine their level of proficiencyin the language by examination (placementtest at Tufts, Advanced Placement Test score, orCEEB SAT II Subject Test score).3) Students cannot receive credit toward the minorfor courses taken below this initial placement.4) Students must consult with the designatedadviser for the special minor in the Department ofRomance Languages.5) Independent Studies will not be available.6) All courses used in fulfillment of the minor mustbe taken for a grade.FRENCH OR SPANISHFive credits above French 3 or Spanish 3.The sixth credit must be taken in the socialsciences, concentrating on the area in which thetarget language is spoken.ITALIANFive credits above Italian 2.The sixth credit must be taken in the socialsciences, concentrating on the area in which thetarget language is spoken.DEPARTMENTAL HONORS225

R O MANCE L A N G UAG E S >RUSSIAN >S C H O O L P S YC H O LO G Y >S O C I O LO G Y >The departmental honors program provides theopportunity for majors in French, in Spanish, or inItalian Studies—in close cooperation with a facultyadviser—to write a senior honors thesis for one ortwo course credits. Each such credit may counttoward the major as a 100-level literature course.No more than two credits combining an IndependentStudy and an honors thesis may be countedtoward the major. Near the end of the spring termthe thesis is defended before a committee of threereaders, who determine whether the degree withhighest honors in thesis, with high honors in thesis,or with honors in thesis is to be awarded at commencement.The applicant’s name must haveappeared on the Dean’s List prior to the first termof the senior year. Interested students should consultwith the potential adviser and with the chair ofthe department toward the end of the junior year.GRADUATE PROGRAMMaster’s DegreeA master of arts degree is offered in French languageand literature. Preference is given to studentswho have a strong undergraduate major inFrench.To qualify for the master’s degree, a studentcompletes an approved program of at least tencourses, including a general examination. A studentis expected to show evidence of scholarlyattainment both in course work and in the generalexamination. Application forms are available fromthe Office of Graduate Studies in Ballou Hall.For more detailed information, please visit thewebsite http://ase.tufts.edu/romlang.Russian(FOR DEGREE REQUIREMENTS, SEE GERMAN, RUSSIAN,AND ASIAN LANGUAGES AND LITERATURES.)School Psychology(FOR DEGREE REQUIREMENTS, SEE EDUCATION.)SociologyProfessor John E. Conklin, Chair; Criminology, sociologyof lawProfessor Paul Joseph, Sociology of war and peace,political sociologyProfessor Susan Ostrander, Gender/feminist theory,nonprofit organizations, social inequalities, field researchmethods, social action/public serviceAssociate Professor Paula Aymer, Race and ethnicrelations, family, religion, immigrationAssociate Professor James Ennis, Sociological theory,quantitative research methods, social movements, socialnetworks, sociology of art and artistsAssociate Professor Rosemary C. R. Taylor, Politicalsociology, social policy, medical sociology, organizations,qualitative researchAssistant Professor Ryan Centner, Urban sociology,globalization, Latin America, leadershipAssistant Professor Helen Marrow, Immigration, raceand ethnic relations, social inequalities and social policies,health, qualitative research methodsAssistant Professor Sarah Sobieraj, Mass media, politicalsociology, civil society and the public sphere, sociology ofculture, social movementsSociology is the systematic study of social interactions,institutions, and identities. It considers howour selves, actions, and relationships are shaped bysociety, and how society itself is structured andchanged in turn. Social categories such as class,race, and gender are of central concern, along withsuch institutions as law, the family, religion, themedia, medicine, education, the military, business,nonprofit organizations, professions, science, andthe arts. Sociology students learn theories andresearch techniques for understanding social structuresand solving social problems. Techniques ofcritical and comparative analysis, along with alternativevisions of society, are fostered.UNDERGRADUATECONCENTRATION REQUIREMENTSMajor in SociologyEleven courses in the department (of which at leastsix must be taken at Tufts), including: an introductoryoverview of the discipline (Sociology 1), onecourse in quantitative methods (Sociology 101),one course in qualitative methods (Sociology 102),one course in sociological theory (Sociology 103),and seven additional courses in sociology, includingat least one seminar numbered 180 or above. Atleast two of the core courses (Sociology 1, 101,102, 103) must be taken within the SociologyDepartment on the Tufts Medford Campus.UNDERGRADUATE MINOR PROGRAM226

S O C I O LO G Y >S PA N I S H >U R B A N A N D E N V I R O N M E N TA L P O L I C Y A N D P L A N N I N G >Minor in SociologyThe minor requires the completion of six courses;none may be taken pass-fail. One required introductorycourse numbered 1 through 50; onerequired methods course: Sociology 101 or 102;one theory course: Sociology 103; and three electivecourses. Details are available from the department.Students should declare their minor byjunior year. Students in the Class of 2013 and latermust follow these requirements. Others can choosebetween this set of requirements and those in placeat the time of their matriculation at Tufts.For more detailed information, please visit thewebsite http://ase.tufts.edu/sociology.Spanish(FOR DEGREE REQUIREMENTS, SEE ROMANCELANGUAGES.)Urban and EnvironmentalPolicy and PlanningProfessor Julian Agyeman, Chair; Sustainability policy,environmental justice, education for sustainabilityProfessor Lawrence Bacow, Environmental policy andregulation, facility siting, environmental dispute resolutionProfessor Rachel G. Bratt, Housing and communitydevelopmentProfessor James Jennings, Urban and neighborhoodpolitics, social welfare, community developmentProfessor Sheldon Krimsky, Environmental policy andenvironmental ethicsProfessor Weiping Wu, China, urban planning, globalization(Beginning January 1, 2011)Associate Professor Francine Jacobs, Child and familypolicy, program evaluationAssistant Professor Mary E. Davis, Environmental healthAssistant Professor Justin Hollander, Urban planningand policy developmentLecturer Laurie Goldman, Social welfare and housingpolicy, policy implementation, and public and nonprofitmanagementLecturer Barbara Parmenter, Geographic informationsystemsLecturer Ann Rappaport, Environmental management,environmental policyLecturer Robert Russell, Environmental lawLecturer Jon Witten, Land use planningProfessor of the Practice Penn S. Loh, EnvironmentalJusticeAdjunct Professor William Moomaw, Internationalenvironmental policyPART-TIME FACULTY:Lecturer Margaret Barringer, Economic developmentLecturer Patricia Bonner-DuVall, Philanthropy andfundraisingLecturer Mark Chase, Transportation planning,entrepreneurship and advocacyLecturer Christine Cousineau, Environmental design,land use historyLecturer Louise Dunlap, Writing and public communicationLecturer Eman Ghoneim, Remote sensingLecturer Scott Horsley, Land use planningLecturer Karen Kelley, Public and nonprofit management,finance, economicsLecturer Chrystal Kornegay, Real estate developmentand financeLecturer Ingar Palmlund, International environmentalpolicyLecturer Roberta Rubin, Homelessness, housing policyLecturer George Thorn, PhilanthropyAdjunct Associate Professor Robert Burdick,Negotiation and conflict resolutionThe Department of Urban and EnvironmentalPolicy and Planning offers a graduate public policyand planning program culminating in either amaster of arts (M.A.) degree or a master of publicpolicy (M.P.P.) degree. Our goal is the educationof a new generation of leaders, “practical visionaries,”who will contribute to the development ofmore just and sustainable communities. A keystep toward this is making our institutions moreresponsive to child, adult, and ultimately communitywell-being by helping them understand,empathize with, and respond to the social, economic,and environmental needs of individualsand communities.AFFILIATED CENTERS AND INSTITUTESCenter for Interdisciplinary Studies—Environmental Studies ProgramThe Department of Urban and EnvironmentalPolicy and Planning is one of three Tufts departmentsthat oversees the undergraduate environmentalstudies program. The environment andsociety track, for which UEP serves as the hostdepartment, examines the sociopolitical, humanis-227

U R B A N A N D E N V I R O N M E N TA L P O L I C Y A N D P L A N N I N G >tic, economic, and cultural aspects of managingenvironmental problems.Global Development and EnvironmentInstitute (GDAE)The Global Development and Environment Institute(GDAE) was established to gain a newunderstanding of how nations and societies at differingstages of economic development can pursuethat development in an environmentally andsocially sustainable manner, and to assist the publicand private sectors in applying this knowledgethrough appropriate policies that promote sustainability.Through research, curriculum development,a visiting scholars’ program, conferences,and faculty seminars, the institute offers opportunitiesfor shared activities between the FletcherSchool and Graduate and Professional Studies. Italso provides employment opportunities for graduatestudents.Tufts Institute of the Environment (TIE)Created in 1998, the Tufts Institute of the Environment(TIE) is an interdisciplinary, university-wideeducation and research entity that facilitates andcoordinates environmental programs at the university.TIE is devoted to advancing and disseminatingknowledge about the many ways human interactionsaffect the environment. It meets this goal byassisting faculty to create new environmentalcourses; developing interdisciplinary research initiatives;coordinating efforts among existing departmentalprograms; supporting speakers and visitors;involving alumni; producing books, articles, reports,conferences, and other outreach activities; and supportingand recognizing outstanding Tufts students.TIE focuses its activities on environmental research,technology, policy development, and education toimprove environmental quality as it relates tohuman health. Within TIE, the Tufts Climate Initiative(TCI) focuses on taking actions at the universityto reduce our emissions of greenhouse gases.Student research projects play a key role in informinguniversity decisions such as building renovation,equipment selection, and policy development.Tufts University Center for Children (TUCC)The Tufts University Center for Children(TUCC) is a resource for affiliated faculty withinterests in child and family policy. TUCC catalyzesand facilitates interdisciplinary research,service, education, training, and social action toadvance the well-being of children, their familiesand their communities. Through its various activities,TUCC seeks to increase the quality andquantity of research and scholarship on childdevelopment, health and policy; heighten publicawareness of the needs of children and their families;increase community involvement in meetingthe needs of children and families; and influencepublic opinion and public policy.Jonathan M. Tisch College of Citizenship andPublic Service (Tisch College)Tufts University is explicitly committed to fosteringan attitude of “giving back,” including promotingan understanding that active citizenparticipation is essential to freedom and democracy.The mission of the Jonathan M. Tisch College ofCitizenship and Public Service (Tisch College) isto prepare Tufts undergraduate and graduate studentsfor lifetimes of active citizenship, and tomake public service an important dimension oftheir lives and work. Program activities designed tofulfill this mission include faculty and curriculumdevelopment, student leadership development, aninformation and resource clearinghouse, and seedgrants for faculty and student initiatives. The LincolnFilene Center, a component of Tisch College,increases knowledge about citizen action and communitybuilding, enhances public-service educationand research at Tufts, and informs public decisionmaking. The center acts as a catalyst to connectpeople and resources in new ways, and to developnew approaches to public problems.GRADUATE PROGRAMSUEP students focus on public problems in thebroad areas of urban and social policy and planning,or environmental policy and planning, as wellas on issues linking these various concerns. UEP’sgoal is the education of a new generation of leaders,"practical visionaries" who will contribute tothe development of more just and sustainable communities.A key step toward this is making ourinstitutions more responsive to child, adult andultimately community wellbeing by helping themunderstand, empathize with and respond to thesocial, economic and environmental needs of individualsand communities.We offer two graduate programs in public policyand planning: a master of arts (M.A.) degree in228

U R B A N A N D E N V I R O N M E N TA L P O L I C Y A N D P L A N N I N G >urban and environmental policy and planningwhich is accredited by the Planning AccreditationBoard and a master of public policy (M.P.P.)degree. Both degrees equip public-spirited individualsfor rewarding careers in government, nonprofitorganizations, citizen advocacy groups, and the privatesector.UEP has a flexible MA and MPP curriculum builtaround a set of six core values:• An appreciation of the inextricable linkagesbetween social, economic and environmental issuesand the ability to make policy and planning recommendationsaccordingly;• An appreciation of the role of values in policyformation and planning and the ethical/socialresponsibility of policy and planning professionalsto act accordingly;• An appreciation of the deeply embedded natureof gender, age, race, class, disability, culture andsexual orientation in all aspects of public policy andplanning;• An appreciation of the centrality of spatial, socialand environmental justice to all aspects of publicpolicy and planning;• An appreciation of the need to understand therole of individual and community rights andresponsibilities in public policy and planning;• An appreciation of the need to move societytoward the development of sustainable communitieswhere there is a high quality of human life;delivered in a just and equitable manner whilerespecting the limits of supporting ecosystems.And, for the MA, a set of competencies based onthree areas:1) Knowledge – upon completion of the MA program,students should have basic familiarity with:• The evolution, structures and functions of citiesand metropolitan regions;• The relationship between the ‘Market’ and the‘Polis’ in economics, policy and planning;• The role(s) of government, governance, citizenshipand NGOs• The history, theory and processes of both policymaking and planning together with implementationprocedures and practices;• The administrative, legal and political aspects ofpolicy and plan-making;• Areas of specific policy or planning contentbasedknowledge related to your professional interest(s)and an in-depth knowledge of one policy orplanning domain through thesis or other terminalproject.2) Skills – upon completion of the MA program,students should have basic skills in the following:• Critical thinking;• Individual problem identification and researchmethodology selection and primary and secondarydata gathering and analysis;• Quantitative analysis, computer proficiency andspatial analysis;• Written, oral and graphic communication;• Collaborative problem solving, negotiation andmediation;• Synthesis and application of policy and planningcontent-based knowledge from theory into practice;3) Policy and Planning in Practice – The MAprogram will provide the following professionalopportunities:• At least 150 hours, supervised, in an organizationrelevant to your interests;• Demonstrate through the Internship Agreementand Learning Assessment that your Internshipgave opportunity for significant learning in a fieldrelevant to your interests and meets at least one ofyour career goals;• Reflections on the role of ethics in professionalpolicy and planning processes, practices andbehavior.MASTER OF ARTSThe Master of Arts (M.A.) requires completion oftwelve courses plus a thesis for a total of fourteencredits. Each semester-long course at Tuftsreceives one credit. The program normally takesthe equivalent of two years of full-time study,although it is possible to be enrolled in the programon a part-time basis.Degree RequirementsThe requirements for the master of arts degree areas follows:• Five required core courses covering theoreticalfoundations of policy and planning, and the developmentof relevant professional skills;• Seven elective courses approved by student’sadvisor;• An internship in public policy or planning;229

U R B A N A N D E N V I R O N M E N TA L P O L I C Y A N D P L A N N I N G >• A master’s thesis.Students select courses from the department’sofferings, other Tufts departments and schools,and Boston-area consortium universities. Toreceive credit for a course, graduate students mustattain a grade of B- or better.Core coursesA required core curriculum exposes students tomethods of policy analysis and planning and helpsthem develop the competencies listed above, foreffective professional practice.The five required core courses are:1) Foundations of Public Policy and Planning2) Economics for Planning and Policy Analysis3) Quantitative Reasoning for Policy and Planning(introductory or intermediate)4) Field Projects: Planning and Practice5) Cities in Space, Place and TimeElectivesIn addition to the core curriculum, students choosecourses that meet their particular objectives andprovide a strong grounding in basic methods andapproaches to public policy and planning. UEPrecognizes the need for the policy and planningspecialist, the person who wants to plan for landscape,ecological or watershed management, ordevelop child and/or family or other social welfarepolicies. However, UEP also recognizes the inextricableinterconnections between and across differentpolicy and planning areas whether astudent’s interest is primarily environmental orsocial, urban or rural, local or global. Accordingly,a student’s choice of classes can be narrower (onthe public policy and planning challenges in onepolicy or planning area) or broader (on sustainabledevelopment which looks at these issues and theirinterrelationships as a whole), depending ultimatelyon the student’s goals.At UEP, faculty and student interests and courseofferings cluster around the following:• Sustainable communities• Environmental justice• Community development and housing• Race, class, and social welfare policy• Child and family policy• Land use planning• Natural resource management• Science/technology, ethics, and environmentalpolicy• Environmental risk• Corporate responsibility and the environment• Climate change• International environmental policy• Environmental education• Program evaluation• Applied research methods• Planning tools, techniques, and strategies• Non-profit organization• Citizen roles in policy and planningInternshipAn internship (minimum 150 hours) is usuallycompleted between the two academic years. Mostinternships are based in a public or nonprofitagency, and are usually paid. Alternatively, studentsmay elect a research internship, working on a university-basedor research institution-based project.Although faculty provide assistance and advice,students are expected to secure their own internshipplacements.ThesisThe thesis requirement provides students theopportunity to become proficient in framing aresearch question and carrying out an independentinvestigation on a topic of the student’s choosing.Building on competencies developed throughcourse work, students present a well-reasonedanalysis of a significant policy or planning problem.Theses may be technical studies, policy analyses,theoretical papers, research studies, orplanning documents.MASTER OF PUBLIC POLICYThe Master of Public Policy (M.P.P.) is designedfor individuals with at least seven years of significant,relevant professional experience, who areinterested in expanding their knowledge of publicpolicy within urban, social, and environmentaldomains — or across these domains, such as programsand policies related to sustainable communities.This degree program offers students theopportunity to strengthen their critical thinking,policy analysis, and communication skills; improvetheir professional practice in areas such as mediation,land use planning, or financial management;and establish close professional relationships and230

U R B A N A N D E N V I R O N M E N TA L P O L I C Y A N D P L A N N I N G >networks among faculty, affiliated agencies, andother students. Full-time students may completethis nine-credit degree in one year; part-timeenrollment options are also available. The requirementsfor the M.P.P. are as follows:Degree Requirements• Four required core courses;• Four elective courses in a public policy area;• Two additional elective courses in policy andplanning fields or professional skills;• A required core curriculum enables students toreflect on their professional practice, examinedominant theories and themes in the public policyliterature, and further refine and consolidate theirperspectives on their career paths.The four core courses are:1) Economics for Planning and Policy Analysis2) Quantitative Reasoning for Policy and Planning(introductory or intermediate)3) Reflections on Public Policy Practice (one-halfcredit, fall, in the first semester of student’s program)4) Integrative Seminar (one-half credit, spring, inthe last semester of the student’s program, or inthe semester prior to the completion of no morethan two credits).The M.P.P. seminar is composed of the two halfcreditcourses. It helps students examine their ownprofessional experiences in the context of prevailingtheories about policy and program development,implementation, and evaluation. The M.P.P.seminar is for M.P.P. degree students only. Allother courses are taken with students in the M.A.in urban and environmental policy and planningprogram. Up to two courses may be selected fromcourse offerings in other Tufts departments andschools, as long as they relate to public policy andare approved by the student’s adviser. In addition,with the adviser’s approval, one class at a consortiumschool may be taken in the second semester.Transfer credits will not be accepted. Studentswith significant background in economics or statisticsmay, with faculty approval, waive the relevantrequired courses and substitute electives oftheir choosing.Public Policy AreasEach student, working closely with his or her academicadvisor, identifies an area of public policyinterest(s). The student then selects four policycourses that deepen his/her theoretical and practicalunderstanding of policy within their area(s) ofinterest.All our courses focus on urban, social and/orenvironmental policy issues. You can choose fromone or more of these areas or you can choose tofocus on the intersection(s) between these areas,namely the arena of sustainable development.Examples of Public Policy Courses• U.S. Social Welfare Policy;• Social Policy for Children and Families;• Race, Class and Public Policy;• Community Development, Planning andPolitics;• Community Economic Development;• Real Estate Development and Finance;• Climate Change Policy, Planning and Action;• Environmental Law;• Chemicals, Health and the Environment;• Water Resources Policy and Planning andWatershed Management;• Corporate Management of EnvironmentalIssues;• Developing Sustainable Communities;• Environmental Justice, Security andSustainability.Professional Practice ElectivesStudents also have opportunities to enroll incourses that enhance their professional practiceskills, such as:• Leadership and Organizational Development;• Nonprofits, States and Markets;• Financial Analysis and Management;• Philanthropy and Fundraising;• Negotiation, Mediation, and ConflictResolution;• Program Evaluation.Inquiries and requests for application materials foreither the M.A. or M.P.P. degree program shouldbe addressed to the Department of Urban andEnvironmental Policy and Planning, 97 TalbotAvenue, Tufts University, Medford, Massachusetts02155, or call 617-627-3394. The applicationdeadline for the M.A. program is January 15; thedeadline for the M.P.P. program is April 30. Lateapplications may be considered.231

U R B A N A N D E N V I R O N M E N TA L P O L I C Y A N D P L A N N I N G >INTERDISCIPLINARY DOCTORATEThe department participates in Tufts’ interdisciplinarydoctoral program, which accepts a limitednumber of Ph.D. candidates (applicants must havecompleted a master’s degree) who design an individualizedprogram of study. Students interested inthis degree should address their inquiries to theOffice of Graduate Studies. (See InterdisciplinaryDoctorate in this bulletin for program description.)COMBINED AND COLLABORATIVE DEGREEPROGRAMSThe Department of Urban and EnvironmentalPolicy and Planning offers joint master’s degreeprograms with the Departments of Biology, ChildDevelopment, Civil and Environmental Engineering,and Economics. Students complete corerequirements in UEP and one of the affiliateddepartments to receive a single master’s degree(M.A. or M.S.). It is possible to complete jointdegreerequirements in two years. Interested studentsshould check with individual departmentsregarding specific program requirements and applicationprocedure. UEP also offers dual-degree programswith the Fletcher School of Law andDiplomacy, the Department of Civil and EnvironmentalEngineering in the School of Engineering,the Friedman School of Nutrition Science and Policy,and the Boston College Law School.Please note: these programs are not available tostudents in the M.P.P. program.UEP and BiologyThe joint master’s degree in urban and environmentalpolicy and planning/biology responds tothe need for biological literacy by professionalsworking in policy areas. The program is designedfor individuals who are interested in understandingthe technical side of policy and planning, includingthe implementation of policy (e.g., regulations),and the formulation of policy (e.g.,legislation), and accounting for biological aspectsof land-use issues (e.g., working with governmentaland nongovernmental conservation and planningorganizations). Students have the choice ofreceiving the M.A. or M.S. degree.UEP and Child DevelopmentUEP and the Eliot-Pearson Department of ChildDevelopment offer a joint master’s degree programin child and family policy. The degree is designedfor individuals interested in child and family programdevelopment, program evaluation, public andprivate agency administration and planning, policy-orientedresearch, child advocacy, and communityorganizing around child and family issues.UEP and Civil and Environmental EngineeringUEP students may pursue either a joint- or dualdegreeprogram with the Department of Civil andEnvironmental Engineering in the School ofEngineering. Both programs respond to the needfor environmental professionals who are skilled inboth a technical and policy perspective in theanalysis, planning, and implementation of environmentalmanagement and health activities. Theprograms combine policy study skills with moretechnical training in civil engineering. The jointdegreeprogram results in the M.S. degree, whilethe dual-degree program results in both the M.A.and M.S. degrees. The former requires twelvecourse credits, plus a thesis, while the latterrequires seventeen course credits, plus a thesis, andcan be completed in five semesters. The followingprograms within the Department of Civil andEnvironmental Engineering may be joined withthe UEP degree: Environmental Health, andEnvironmental and Water Resources Engineering.UEP and EconomicsEconomics and public policy and planning areinextricably intertwined. Public policy issues havemotivated some of the classic studies in economicsand the tools of economic analysis can be appliedto a wide variety of policy and planning questions.The joint-degree program between UEP and theDepartment of Economics provides students withan opportunity to explore these long-standinglinkages and to develop skills in policy analysis andplanning based in economics.UEP and the Fletcher SchoolThe Fletcher School offers a broad program ofprofessional education in international affairs. Itscurriculum addresses international law and organization,diplomatic history and international politicalrelations, international economic relations, andinternational political institutions and systems.UEP and the Fletcher School offer a dual-degreeprogram focusing on international environmentalpolicy. This program provides an opportunity for a232

U R B A N A N D E N V I R O N M E N TA L P O L I C Y A N D P L A N N I N G >limited number of highly qualified students toearn both the master of arts degree in urban andenvironmental policy and planning and the masterof arts in law and diplomacy (M.A.L.D.) at theFletcher School. By combining the two programs,the dual degree can be completed in three insteadof four years.Interested students must submit separate applicationsto each program indicating a preference forthe dual degree. Each school reviews candidatesbased on its own requirements and criteria. Thecandidate’s admission to UEP is not affected bythe decision of the Fletcher School. The dualdegreeprogram responds to growing student andprofessional demand for graduate education ininternational environmental policy. It is designedto prepare students for careers in economic anddevelopment institutions, government agencies,and nonprofit organizations concerned with internationalproblems affecting the physical environmentsuch as acid rain, offshore oil drilling, soilerosion, deforestation, biodiversity, waterways pollution,and chemical contamination.UEP and the Friedman School of NutritionScience and PolicyThe dual-degree program with the Agriculture,Food, and Environment Program of the Gerald J.and Dorothy R. Friedman School of Nutrition Scienceand Policy is meant for students interested inthe connection between environmental effects offood production and supply, and who want tobecome active participants in policy and planningdebates. Students pursuing this program are interestedin deepening their knowledge of policy analysisand planning, and understanding how foodpolicy fits into larger public policy and planningissues—including environmental problem solvingand community development. By combining thetwo programs, the dual degree can be completed inthree instead of four years. Students receive both amaster of arts degree in urban and environmentalpolicy and planning and a master of science degreein agriculture, food, and environment.UEP and the Boston College Law SchoolThis program is for students interested in exploringthe connections between the law and urban andenvironmental policy and planning. Student receivetwo degrees—a Master of Arts and a Juris Doctor(M.A.J.D.). The dual degree program recognizesthat the fields of law and planning are inexorablylinked. Planning (including policy analysis) is aprocess of guiding future developmental patterns;and the law frames the mechanisms and limits ofgovernments’ control over this process. Planningand law immerse students in broad debates andcritical thinking about the environment, humansettlements, social and environmental justice, corporateresponsibility, and land use. All of theseissues are guided by constitutional, equitable, andpragmatic principles.The M.A./J.D. is offered through a collaborationbetween the Tufts University Department ofUrban and Environmental Policy and Planning(UEP) and the Boston College Law School. Thereis currently no graduate program in New Englandwhich offers the combined strengths of this dualdegree program.During their first year, students choose to takecourses either through UEP or the law schoolexclusively. Students split their courses betweenthe department and the law school in the yearsthat follow. Students are required to meet with theUEP program coordinator and academic advisersfrom both UEP and the law school to plan acourse of study—one which balances each student’sbackground and interests with the requirementsof the program. Advisers at both Schoolswill collaborate, under the auspices of an advisorycommittee, to ensure that students receieve accurateand timely information about how they are toproceed through the dual degree program.Students may transfer credits toward eachdegree, allowing them to concentrate their studiesand complete the program in four years (asopposed to five, which would be typical if a studentwere pursuing each degree separately).Interested students must submit separate applicationsto each program indicating a preference forthe dual degree. Each school reviews candidatesbased on its own requirements and criteria. Thecandidate’s admission to UEP is not affected bythe decision of the Boston College Law School.For detailed information on the requirements forthe J.D., please contact the Boston College LawSchool, Newton, MA 02459.http://www.bc.edu/schools/law/home.htmlCERTIFICATE PROGRAMSIn addition to the master’s programs, the Departmentof Urban and Environmental Policy and233

U R B A N A N D E N V I R O N M E N TA L P O L I C Y A N D P L A N N I N G >Planning offers two certificate programs in communitysustainability. The certificates in managementof community organizations and communityenvironmental studies emphasize participatorystrategies for community self-determination andsustainability. These flexible programs enable workingadults to gain the vital management and environmentalskills necessary to enhance existingcareers or to move into new professional work. Athird certificate in program evaluation is offered incollaboration with the Department of Child Development,the Gerald J. and Dorothy R. FriedmanSchool of Nutrition Science and Policy, and theSchool of Medicine.To earn a certificate, students successfully completefour courses for credit. The certificate in programevaluation also requires completion of anapplied practicum. Courses for the certificate programsare drawn from the curriculum of the master’sprogram. It is possible to complete a certificateprogram in as little as one year or to extend it overseveral years. The certificate programs are open tostudents with a bachelor’s degree. For more information,contact the Office of Graduate Studies at617-627-3395 or visit http://gradstudy.tufts.edu/.Certificate Program in Community EnvironmentalStudiesThe certificate in community environmental studiesprovides professional training for careers in the rapidlygrowing and changing environmental field. Theprogram offers a rich and varied selection of environmentalcourses in planning, policy, economics,engineering, and science complemented by coursesin negotiation, law, and nonprofit management.This program is designed for citizen advocatesseeking to promote environmentally sustainablecommunities, environmental specialists in companieswho interact with community leaders, andpublic agency personnel. (See Community EnvironmentalStudies in this bulletin for description.)This certificate requires four courses.CES Core CoursesSelect at least one core course from the following:UEP 201 Land Use Planning II (Spring)UEP 207 Environmental Law (Fall)UEP 279 Water Resources Policy, Planning, and WatershedManagement (Fall)Course descriptions for these core courses can befound on the UEP website.CES Course ElectivesSelect up to three skills and environmental policyelectives from the following:UEP 161A Writing and Public Communication (Summer)UEP 166A International Sustainable Development (Summer)UEP 174A Clean Air and Clean Water Policy (Summer)UEP 200 Land Use Planning: Nonregulatory Tools andTechniques (Fall)UEP 205 Urban Planning and Design (Fall)UEP 221 Climate Change Policy, Planning, and Action(Spring)UEP 222 Biotechnology: Social and Environmental Issues(Spring)UEP 230 Negotiation, Mediation, and Conflict Resolution(Fall and Spring)UEP 232 Introduction to Geographic Information Systems(Fall and Spring)UEP 263 Natural Resource Policy and Planning (Fall)UEP 265 Corporate Management of Environmental Issues(Fall)UEP 278 Environmental Justice, Security, and Sustainability(Fall)UEP 281 Chemicals, Health, and the Environment (Spring)UEP 284 Developing Sustainable Communities (Fall)(Students may substitute other Tufts graduatecourses, subject to the approval of the certificateadvisor.)Certificate Program in Management of CommunityOrganizationsThe certificate in management of communityorganizations offers professional managementtraining within the framework of the social, economic,and political values that shape the nonprofitsector. The program’s goal is to train people with acommitment to social concerns and effective managementwho wish to work at the community level.Participants share a commitment to working toimprove the housing, employment, environment,health, and overall quality of life for low-incomegroups and communities. (See Management ofCommunity Organizations in this bulletin fordescription.)This certificate requires four courses.MCO Core CoursesSelect at least one core course from the following:UEP 253 Financial Analysis and Management (Spring)234

U R B A N A N D E N V I R O N M E N TA L P O L I C Y A N D P L A N N I N G >U R B A N S T U D I E S >V I S UA L A N D C R I T I C A L S T U D I E S >UEP 256 Program Evaluation (Fall and Spring)UEP 273 Nonprofits, States, and Markets (Fall)Course descriptions for these core courses can befound on the UEP websiteMCO Core ElectivesSelect up to three skills and urban and social policyelectives from the following:UEP 161A Writing and Public Communication (Summer)UEP 182 Social Policy for Children and Families (Fall)UEP 188 Seminar on Government and the Family (Spring)UEP 205 Urban Planning and Design (Fall)UEP 213 Housing Policy (Fall)UEP 230 Negotiation, Mediation, and Conflict Resolution(Fall and Spring)UEP 240 U.S. Social Welfare Policy (Spring)UEP 242 Race, Class, and Public Policy (Fall)UEP 261 Community Development, Planning, and Politics(Spring)UEP 271 Community Economic Development (Fall)UEP 284 Developing Sustainable Communities (Fall)(Students may substitute other Tufts graduatecourses, subject to the approval of the certificateadvisor.)Certificate Program in Program EvaluationPrivate funders and public agencies are increasinglydemanding evaluation as a requirement for funding.Individuals with evaluation training are neededto assist programs, sponsoring agencies, and fundersin planning and carrying out evaluations toaddress their needs for information and analysis.The certificate in program evaluation is designedfor midcareer professionals who wish to learn aboutthe design and implementation of effective evaluationstrategies. Students learn practical skills thatcan be put to use in the evaluation of a wide rangeof social service, public health, community development,and environmental programs. In addition toa bachelor’s degree, applicants are expected to havethree to five years of professional experience in aparticular field. (See Program Evaluation in thisbulletin for description.)This certificate requires four courses and an appliedpracticum (format code: UEP = Urban and EnvironmentalPolicy and Planning; CD = ChildDevelopment, PSY = Psychology; NUTR = Nutrition;SOC = Sociology; OTS: Occupational Therapy;ED = Education; MPH = Public Health).Courses in statistics, data analysis, and researchmethods are offered by several departments. Coursesubstitutions can be made with the approval of thecertificate faculty adviser.1. Foundation course:Program Evaluation (UEP 256) (also CD 247)2. One course in applied statistics and dataanalysis, for example:Problems of Research: Statistics (CD 140)Advanced Statistics (PSY 107/108)Principles of Biostatistics (MPH 205)Statistical Methods for Nutrition Research (NUTR209)Nutrition Data Analysis (NUTR 211)Quantitative Research Methods (SOC 101)Quantitative Reasoning for Policy and Planning(UEP 254)3. One course in research methods, for example:Problems of Research: Methods and Design (CD142)Principles of Epidemiology (MPH 201)Methods of Educational Research (ED 271)Survey Research in Nutrition (NUTR 210)Field Research (SOC 105)Research Methods (OTS 210)4. One elective in your area of interest or expertise:education, child development, nonprofit management,social or environmental policy, nutrition, orpublic health.5.. Practicum: Undertaken once coursework iscompleted, the practicum gives you an opportunityto design an evaluation and put into practice datacollection and analysis skills.For more detailed information, please visit thewebsite http://ase.tufts.edu/uep/.Urban StudiesFACULTY COORDINATOR:Professor Weiping Wu, Urban and Environmental Policyand PlanningThe Interdisciplinary Minor in Urban Studies isbeing substantially revised and will be re-launchedin Spring 2011.235

V I S UA L A N D C R I T I C A L S T U D I E S >WAT E R : S YS T E M S , S C I E N C E, A N D S O C I E T Y >Visual and Critical StudiesLecturer Diane O’Donoghue, Chair; Asian art history andarchaeology, theories of art and representationLecturer Noit Banai, History and theory of the avantgarde,20th century art, post-war art, contemporary artLecturer Hilary Binda, English Renaissance, critical theory,poetry, gender and sexuality in literatureLecturer James Dow, Photography, history of photography,contemporary artLecturer Eulogio Guzmán, Art of the ancient Americas,architecture of ancient and colonial Mexico, contemporaryCentral American artLecturer Tina Wasserman, Cinema studies, film andmedia theory, visual culture studiesThe Department of Visual and Critical Studies iscomprised of Tufts faculty who teach art history,cultural studies, and English courses at the Schoolof the Museum of Fine Arts, Boston, primarily tostudents in the Tufts/Museum School Bachelor ofFine Arts program. These Tufts academic coursesare specifically designed to engage visual thinkersand to encourage students to draw connectionbetween the study of the discipline and their ownart making.The faculty of art historians who teach in thisdepartment situate their subject expertise withincritical discussions that inform how we come tounderstand and analyze a diverse body of culturalobjects. The department encompasses the EnglishProgram, with English faculty that include practicingliterary scholars and creative writers. Thedepartment also runs the Writing Center, where studentscan drop in or make appointments to workwith faculty on their own essays or creative writing.UNDERGRADUATE COURSE OFFERINGSAppealing to the specific interests and investmentsof Museum School students in the complexities ofvisuality and language, the art history faculty offercourses that consider art-making as productive ofidentities at institutions, both within particularcultural and geopolitical spheres (such as Post-WarEurope, the Northern Renaissance, Pre-Columbian Americas, or early China) and the historiesof media and process, such as film,photography, sculpture, and text-based arts.The English Program at the School of theMuseum of Fine Arts offers a wide variety ofcourses addressing the roles of literature and writingin a visually oriented culture. Through diverseofferings in U.S., British, and World literatures,creating writing, literary theory, and film, studentsstudy literary texts, often in conjunction withvisual texts, in a variety of contexts: historical,social, political, theoretical, or philosophical.English at SMFA offers courses for incomingundergraduates, as well as for those working at themost advanced levels.For more information about the departments,its faculty, or course offerings, please visithttp://ase.tufts.edu/visualcriticalstudies.Water: Systems, Science,and SocietyPaul Kirshen, Cochair; Department of Civil andEnvironmental EngineeringBeatrice Rogers, Cochair; Friedman School of NutritionScience and PolicyPROGRAM DESCRIPTIONThe objective of WSSS is to train a new kind ofprofessional who understands the causes anddynamics of water-related problems from multiplepoints of view, yet has the skills to be an expert inone discipline. To ensure sufficient depth andexpertise in a particular discipline, students in theWSSS program must be accepted by and obtaintheir graduate degrees from an existing school ordepartment. Tufts schools participating in WSSSinclude Arts and Sciences, Engineering, Medicine,Veterinary Medicine, the Friedman School ofNutrition Science and Policy, and the FletcherSchool of Law and Diplomacy.WSSS students take the four WSSS corecourses as part of their course requirements fortheir degree, participate in one set of consecutivefall and spring semester workshops and seminarsspecific to WSSS, undertake a InterdisciplinaryProfessional Experience (IPE), and write an interdisciplinaryresearch thesis. Upon completion ofthese activities, students receive a Certificate inWater: Systems, Science, and Society as well astheir departmental graduate degree. The coursesand other activities are designed to ensure thatstudents have a degree of mastery of the range ofmethodological tools used by the different special-236

WAT E R : S YS T E M S , S C I E N C E, A N D S O C I E T Y >WOMEN’S S T U D I E S >ties and, most importantly, gain experience in theirapplication within an interdisciplinary framework.Through the use of electives and cross-listedcourses, the WSSS program usually will not addtime on to a graduate degree.WSSS students conduct interdisciplinaryresearch in four areas where Tufts has well-establishedresearch programs: Water, Climate andEnvironment Change; Water and Public Health;Urban Watershed Restoration and Management;and Water, Food, and Livelihood Security. A fifthemerging area is also included: Water and Nationaland International Security, which includes transboundarywater issues.PROGRAM REQUIREMENTSCoursesThe four required core courses include material theWSSS Program deems necessary for integratedanalysis of water issues. These courses are designedto impart a solid understanding of a discipline fornonspecialists. Each core course focuses on a set ofrelated skills, tools, and knowledge areas. Oneinnovation is that the four courses are integratedwith each other through the use of common casestudies that are analyzed from the perspectives ofeach course and then discussed as a whole in theseminar series described below. By working on thesame case studies in each course, students also gainthe experience of working with people who havedifferent expertise, skill levels, and perspectives.Current faculty and student research in relevantareas also forms a part of each course and demonstratesthe links between classroom learning andresearch. At least two WSSS faculty members fromdifferent disciplines participate in each course toensure the representation of varied perspectives.Seminar SeriesWSSS seminars are given on Fridays at 4-5:30p.m., three times per month during September,October, November, February, March, and Apriland are hosted by various schools.WorkshopsStudents are required to participate in one year ofthe workshops designed to develop skills in leadership,public speaking, teaching, development ofresearch and program proposals, project managementand budgeting, and the ethical conduct ofresearch. They are given on occasional Friday afternoonswhen the seminar series does not meet.Interdisciplinary Professional Experience (IPE)The objective of this activity is for a student to gainsome interdisciplinary professional experience inresolving or managing a water resources issue. It is tobe of three months duration and related to one of theongoing WSSS program research areas. Typically astudent will undertake it during the summer after thefirst year of graduate school. Examples include aninternship with an international nongovernmentalorganization or government agency, on- or off- campusresearch experience, and temporary employmentin a consulting firm or other organization. IPEs mustbe approved by the relevant school’s WSSS coordinator.All WSSS-affiliated faculty members are availableto help identify potential IPE opportunities.ThesisBoth M.S./M.A. and Ph.D. theses must be interdisciplinaryand have committees with facultymembers from at least two WSSS participatingschools. While it is encouraged that the topic bechosen from one of the five WSSS research areas,other topics may be considered with consent of thethesis committee.Note: There occasionally may be modifications to therequirements over time; therefore, please confirmwith school coordinators or program cochairs at timeof application.For more information, please contactPaul.Kirshen@tufts.edu, 617-627-5589 orBeatrice.Rogers@tufts.edu, 617-636-3703.For more detailed information, please visit thewebsite http://www.tufts.edu/water/.Women’s StudiesDIRECTOR:Associate Professor Modhumita Roy, EnglishPROGRAM ADMINISTRATOR:Andrea CarlinoCORE FACULTY:Professor Ina Baghdiantz-McCabe, HistoryProfessor Jane Bernstein, MusicProfessor Virginia Drachman, HistoryProfessor Lee Edelman, EnglishProfessor Carol Flynn, EnglishProfessor Isabelle Naginski, Romance Languages237

WOMEN’ S T U D I E S >Professor Susan Ostrander, SociologyProfessor Laurence Senelick, Drama and DanceProfessor Kathleen Weiler, Education AssociateAssociate Professor Gloria Ascher, German, Russian, andAsian Languages and LiteraturesAssociate Professor Paula Aymer, SociologyAssociate Professor Linda Bamber, English AssociateAssociate Professor Cristelle Baskins, Art and Art HistoryAssociate Professor Nancy Bauer, PhilosophyAssociate Professor Nina Gerassi-Navarro, RomanceLanguagesAssociate Professor Judith Haber, English AssociateAssociate Professor Sonia Hofkosh, EnglishAssociate Professor Ikumi Kaminishi, Art and Art HistoryAssociate Professor Jeanne Penvenne, HistoryAssociate Professor Elizabeth Remick, Political ScienceAssociate Professor Pearl Robinson, Political ScienceAssociate Professor Modhumita Roy, EnglishAssociate Professor Christina Sharpe, EnglishAssociate Professor David Sloane, German, Russian, andAsian Languages and LiteraturesAssociate Professor Adriana Zavala, Art and Art HistoryAssociate Professor Xueping Zhong, German, Russian,and Asian Languages and LiteraturesAssistant Professor Monica White Ndounou, Dramaand DanceAssistant Professor Sarah Pinto, AnthropologyLecturer Laura Baffoni Licata, Romance LanguagesLecturer Betsey Halpern, ClassicsLecturer Peggy Hutaff, ReligionLecturer Ronna Johnson, EnglishLecturer Linda Mizell, EducationLecturer Claire Schub, Romance LanguagesLecturer Stephan Pennington, MusicWomen’s studies is an interdisciplinary field focusingon women in diverse contexts. Women’s studiesscholarship analyzes the various historical andpolitical circumstances, socioeconomic forces, andcultural representations that shape gendered lives.Women’s studies emphasizes the local and globalinterconnections across categories such as gender,race, ethnicity, class, and sexuality.Feminist inquiry is a rigorous intellectual enterprisethat fundamentally transforms traditional disciplinaryassumptions and theories, creates newmodels for teaching and research, and developspractices for challenging systems of power. Eachsemester, Women’s Studies at Tufts lists at leasttwenty courses in a range of departments and programsthat are feminist in perspective and make useof recent scholarship on women and gender.UNDERGRADUATECONCENTRATION REQUIREMENTSThe major in Women’s Studies offers students aflexible and focused concentration in the study ofwomen and/or gender across many disciplines. Studentspursuing the major take three interdisciplinarycourses offered by Women’s Studies (72, 190,and 193); two core courses within specific departmentsthat explore the foundational feminist argumentsin the disciplines; and five electives (from atleast three different departments) that study womenand/or gender in the context of particular issues,histories, materials, or cultures. Of the five electives,students choose three to cluster in a topic area thatprovides the framework for the culminating projectin the senior year. The director of Women’s Studiesadvises on topic areas, approves clustered courses,and meets with all students undertaking senior projects.With the director’s approval, one internship foracademic credit may substitute for one of the electives.All courses must be taken for a letter grade.INTERDISCIPLINARY MINORStudents pursuing the interdisciplinary minor inWomen’s Studies take a total of six courses, includingthree interdisciplinary courses offered byWomen’s Studies (72, 190, 193). In addition, studentschoose three electives (from at least two differentdepartments) that study women and/or genderin specific contexts. The director of Women’s Studiesadvises on course selection to fit each student’sinterests and to establish a basis for the culminatingproject in the senior year. The minor allows afocus on women and/or gender to complement amajor concentration and provides an interdisciplinaryframework for the independent work of theproject. All courses must be taken for a letter grade.(See Interdisciplinary Minor Program for details.)GRADUATE COURSESTufts is one of the eight participating institutionsin the Graduate Consortium in Women’s Studieswhich offers various interdisciplinary, team-taughtcourses for credit toward a Tufts graduate degree(with adviser approval). The courses have a Tuftsregistration number. For more information aboutthe application process and other consortium programsfor graduate students, contact the director ofWomen’s Studies, call the consortium at 617-642-238

WORLD L I T E R AT U R E >W R I T I N G AC R O S S T H E C U R R I C U LU M >3485, or visit http://mit.edu/gcws/.WOMEN’S STUDIES CURRICULUMThe Women’s Studies curriculum at Tufts consistsof many courses offered in a wide range of departmentseach semester.For more detailed information, please visit thewebsite http://ase.tufts.edu/womenstudies/.World LiteratureTufts makes available a wide range of courses onforeign literatures in English translation, Anglophoneliteratures abroad, diaspora literatures andother cross-cultural literary surveys, as well asintroductory survey courses of foreign literaturesin the original languages. For a full list of suchcourses, see the information about InternationalLetters and Visual Studies (ILVS) at the followingsite: http://ase.tufts.edu/grall/ILVS/courses.asp,and the course offerings of the various foreignlanguage and literature departments: Classics(which comprises Greek and Latin); Drama; German,Russian, and Asian Languages and Literatures(which comprises Arabic, Chinese, German,Hebrew, Japanese, Judaic Studies, and Russian);and Romance Languages (which comprisesFrench, Italian, Portuguese, and Spanish).The nearest equivalent to a major in WorldLiterature is the major in ILVS. Please see thedescription of that major at the site referred toabove. The Department of English and theDepartment of Drama and Dance also offer majorswith a broadly international and cross-culturalorientation. See those departmental websites fordetails.Writing workshops stress exploratory, gettingstartedstages of papers, proposals, or reports. Aspart of their instruction in ww courses, studentswork closely with each other and the instructor asthey define topics and revise drafts. In addition,ww courses offer students the opportunity todevelop their public speaking skills; writing clearlyand convincingly on any subject is easier aftertalking it through. Students will always find anattentive audience in a writing workshop.Writing workshop courses meet for an additionalfifty minutes each week. Students do notearn additional course credit for taking a writingworkshop but receive recognition on their transcripts.Most importantly, students learn importantskills that are less frequently emphasized inother course formats. Enrollment is limited totwenty students, but most classes are smaller.Except in certain mathematics and engineeringcourses, prerequisites are English 1 and 2, or theirequivalents. Additionally, some courses have prerequisitesspecified by the department.For complete course descriptions, see the writingworkshop course booklet published eachsemester three weeks prior to registration. Courseofferings vary each semester. If you have anyquestions about specific courses, contact theinstructor or your advisor.The program office is located in Dowling Hall,Suite 720, 617-627-2052. For more information,visit http://ase.tufts.edu/wac.Writing Across theCurriculumDIRECTORS: Professor Jan Pechenik, BiologyWritingworkshop (ww) courses are part of theWriting-Across-the-Curriculum program at Tufts.Each semester, the program sponsors approximatelytwenty courses; many departments offerseveral ww courses each year. Writing workshopcourses emphasize informal (ungraded) writingand revision: writing is a tool that lets us examine,refine, clarify, and share our ideas and our questions.239

R E S E A R C H A N D E D U C AT I O N A L C E N T E R S >Research andEducational CentersBioengineering CenterProfessor David Kaplan, DirectorDr. Bruce Panilaitis, Program CoordinatorThe center is located in the Science and TechnologyCenter, 4 Colby Street. For more information, call617-627-3607.Center for AppliedChild DevelopmentLynn Schade, DirectorThe center is located at 177 College Avenue. For moreinformation, visit http://ase.tufts.edu/cacd_outreachor call 617-627-2892.Center for Cognitive StudiesUniversity Professor and Austin B. FletcherProfessor of Philosophy Daniel C. Dennett,CodirectorSeth Merrin Chair in the Humanities and Professorof Philosophy Ray Jackendoff, CodirectorThe center is located in 111 Miner Hall. For moreinformation, visit http://ase.tufts.edu/cogstudor call 617-627-3297.Center for EngineeringEducation and OutreachProfessor Chris Rogers, DirectorThe Center for Engineering Educational Outreach islocated in the lower level of Curtis Hall. For moreinformation, visit www.ceeo.tufts.edu, call617-627-5684, or e-mail chris.rogers@tufts.edu.Center for Field Analytical Studiesand TechnologyAssociate Professor Albert Robbat Jr., DirectorThe center is located in Pearson Hall. For moreinformation, call 617-627-3474 or e-mailalbert.robbat@tufts.edu.Center for Reading andLanguage ResearchProfessor Maryanne Wolf, DirectorThe center is located in Miller Hall. For moreinformation, visit http://ase.tufts.edu/crlr/or call 617-627-3815.Center for Regenerative andDevelopmental BiologyProfessor Michael Levin, DirectorThe center is located at 200 Boston Avenue. For moreinformation, visit http://www.drmichaellevin.org/ orcall 617-627-6161.Center for Science andMathematics TeachingResearch Professor Ronald Thornton, DirectorThe center is located at 4 Colby Street in the Scienceand Technology Center. For more information, visithttp://ase.tufts.edu/csmt/ or call 617-627-2825.Center for South Asian and IndianOcean StudiesProfessor Ayesha Jalal, DirectorThe center is located in 102 East Hall. For moreinformation, call 617-627-2133 or e-mailayesha.jalal@tufts.edu.Fares Center for EasternMediterranean StudiesProfessor Leila Fawaz, Issam M. Fares Professor ofLebanese and Eastern Mediterranean Studies,DirectorThe Fares Center is located in the Cabot InterculturalCenter, 160 Packard Avenue. For more information,visit http://farescenter.tufts.edu or call 617-627-6560.Tissue Engineering Resource CenterProfessor David Kaplan, DirectorDr. Bruce Panilaitis, Program CoordinatorThe center is located at the Sciences and TechnologyCenter, 4 Colby Street. For more information, visithttp://ase.tufts.edu/terc or call 617-627-3607.240

R E S E A R C H A N D E D U C AT I O N A L C E N T E R S >Alan Shawn FeinsteinInternational Famine CenterPeter Walker, DirectorThe center has offices at 126 Curtis Street on theMedford campus. For more information, visitwww.famine.tufts.edu or call 617-627-3423.Global Development and EnvironmentInstitute (GDAE)William A. Moomaw, CodirectorNeva Goodwin, CodirectorGDAE is located in Blakeley Hall at the Fletcher School.For more information, visit http://ase.tufts. edu/gdaeor call 617-627-3530.Institute for Applied Research in YouthDevelopmentDeborah L. Bobek, Managing directorThe center is located in the Lincoln Filene Center. Formore information, visit http://ase.tufts.edu/iaryd/or call 617-627-5558.Thermal Analysis of MaterialsProcessing LaboratoryResearch Assistant Professor Peter Y. Wong,DirectorTufts Institute of the Environment (TIE)William A. Moomaw, DirectorTIE is located in Miller Hall. For more information, visitwww.tufts.edu/tie or call 617-627-3645.Tufts University Center for Children (TUCC)Howard Spivak, M.D., DirectorLois Wainstock, Associate directorTUCC is located in the lower level of Carmichael Hall,Room 40. For more information, visit www.tucc.tufts.eduor call 617-627-4375.WaterSHED CenterResearch Professor Paul Kirshen, DirectorFor more information, visit www.tufts.edu/watershed/or call 617-627-5589.Wright Center forScience EducationResearch Professor Eric J. Chaisson, DirectorThe Wright Center is located in the Science andTechnology Center, 4 Colby Street. For moreinformation, call 617-627-5394 or visitwww.tufts.edu/as/wright_center/.For more information, visit www.tufts.edu/as/tampl/,e-mail pwong@tufts.edu, or call 617-627-5162.241

O R G A N I Z AT I O N >OrganizationOFFICERS OF THE CORPORATIONJames A. Stern, B.S., M.B.A., A07P, ChairJoseph Neubauer, B.S., M.B.A., J90P, Vice ChairLawrence S. Bacow, B.S., J.D., M.P.P., Ph.D.,President of the UniversityPatricia Campbell., B.A., M.L.S., M.P.H., Executive VicePresidentJamshed Bharucha, B.A., M.A., Ph.D., Provost and SeniorVice PresidentBrian K. Lee, B.A., Vice President for UniversityAdvancementMary R. Jeka, B.A., J.D., Vice President for UniversityRelationsKathe Cronin, B.A., Vice President for Human ResourcesThomas S. McGurty, BGS, Vice President for Financeand TreasurerRichard Reynolds, B.A., M.B.A., Vice President forOperationsAmelia A. Tynan, B.A., M.A., Vice President for InformationTechnology and Chief Information OfficerDarleen Karp, B.A., M.B.A., Assistant TreasurerPaul J. Tringale, B.A., M.A., Secretary of the CorporationMichael Baenen, A.B., A.M., Assistant Secretary of theCorporationMEMBERS OF THE BOARD OF TRUSTEESJames A. Stern, B.S., M.B.A., A07P, ChairJoseph Neubauer, B.S., M.B.A., J90P, Vice ChairLawrence S. Bacow, B.S., J.D., M.P.P., Ph.D.,President of the UniversityThomas M. Alperin, B.A.Robert R. Bendetson, B.A., M.B.A.A. Dana Callow, Jr., B.A., M.B.A., A04PKathryn Chenault, B.A., J.D.Claire Davis B.A., M.A.Daniel Doherty, B.S., B.S.Peter R. Dolan, B.A., M.B.A., A08PSteven B. Epstein, B.A., LL.B., A96P, A01P, AG04P, A07PFares I. Fares, B.A.Joanne S. Gowa, B.A., M.P.A., Ph.D., E10PMartin Granoff, B.S., A91PSharon M. Halverson, B.A.Irwin M. Heller, B.A., J.D., A98PJane C. I. Hirsh, B.S., J97P, AG00P, A04PBrian Kavoogian, B.A.Jeffrey B. Kindler, B.A., J.D.Debra S. Knez, B.A.Abby Kohnstamm, B.A., M.A, M.B.A., A07PDaniel A. Kraft, B.A.Ellen J. Kullman, B.S.M.E., M.B.A.Andrew Liveris, B.A., A07PKathleen A. McCartney, B.S., Ph.D.David J. McGrath III, B.S., M.S., D.V.M.Seth I. Merrin, B.A.Ioannis Miaoulis, B.S.M.E., M.S.M.E., M.A., Ph.D.Kathleen O'Loughlin, B.A., D.M.D., M.P.H.Pierre M. Omidyar, B.S.William R. O’Reilly, Jr., B.A., J.D.Karen M. Pritzker, B.A.The Honorable Bill Richardson, B.A., M.A., L.L.D.Andrew Safran, B.A., M.A., A09PAlan Solomont, B.A., B.S., A08PEdward M. Swan, Jr., B.A., M.B.A.Alfred I. Tauber, B.S., M.D.William C. Thompson, Jr., B.A.Jonathan M. Tisch, B.S.Judith L. Vaitukaitis, B.S., M.D.Agnes Varis, B.A., D.P.S.Gloria White-Hammond, M.D.Thomas F. Winkler, B.A., D.M.D., D10PPRESIDENTS EMERITIJohn DiBiaggio (1992–2001)TRUSTEES EMERITI/AEPeter Ackerman B.A., M.A., M.A.L.D., Ph.D., A03P, F03P(1996 – 2006)Shirley Aidekman-Kaye, A73P, A75P (1991–1999)Placido Arango, M.A., A81P, A84P (1987–1996)Fred G. Arrigg, B.A., M.D., D.Sc., A75P, A77P, M78P,M79P, M82P (1981–1991)Joyce L. Barsam, B.A., M.A., Ph.D., J89P, G91P, A91P,A94P (1994–2004)Joan M. Bergstrom, B.S., M.S., Ed.D. (1996 – 2006)Paul A. Brown, B.A., M.D., M93P (1980–1990)Edward H. Budd, B.S., J80P, J86P (1993–2003)Matthew J. Burns, B.A., M.B.A., A83P, J84P (1973–1987)John G.L. Cabot, B.A., M.B.A. (1983–1993)Allan D. Callow, B.S., M.S., M.D., Ph.D. Sc.D., J55P, J71P,A74P, F91P (1971–1986)Warren Ellis Carley, B.A., LL.B, A62P, J64P, D66P(1964–1981)Robert S. Cohen, B.A., M.S., Ph.D., L.H.D. (1984–1993)William S. Cummings, B.A., D.P.S., M97P, A97P(1986–1996)Marilyn J. Ducksworth, B.A., M.A. (1993–2003)Issam Fares, B.A., A93P, D.I.P.A. (1992–2000)Henry L. Foster, D.V.M., L.H.D. (1981–1991),(1996–2000)Nathan Gantcher, B.A., M.B.A., D.B.A. (1983–2003)242

O R G A N I Z AT I O N >Leslie H. Gelb, B.A., M.A., Ph.D. (1988–1998)Nelson S. Gifford, B.A., D.B.A. (1978–1995)Brian M. Golden, B.S., M.D., A89P (1996 – 2006)Maurene L. Golden, B.A., M.Ed., J.D. (1985–1996)Bernard M. Gordon, B.S., M.S., Sc.D. (1996 – 2006)Frederick H. Hauck, B.S., M.S., A87P (1988–2002)Monte R. Haymon, B.S., J83P, J85P (1994–2004)Weston Howland, Jr., B.A., Dr.P.A. (1963–1989)Michael Jaharis, A.A., B.A., J.D., M87P (1993–2003)John A. Krol, B.S., M.S. (1992–2002)Robert Legvold, B.A., M.A., M.A.L.D., PhD. (1991–2001)Bruce Male (1996 – 2006)Ursula B. Marvin, B.A., M.A., Ph.D. (1975–1985)Edward H. Merrin, B.A., A81P, A83P (1980–1991)William G. Meserve, B.A., LL.B., M.Sc., A91P, G92P, J95P,A02P (1979–1997)Thomas O’Brien, B.A., M.A., Ph.D., A92P (1978–1992)Brian O’Connell, B.A., M.A., A78P (1989–1999)Inez Smith Reid, B.A., LL.B., M.A., Ph.D. (1988–1998)Ruth L. Remis (Mrs. Robert), B.A., A79P, A81P(1980–1990)Barbara A. Rockett, B.A., M.D., D.H.L., D.H.L., D.H., M90P,M93P, J96P (1988–2002)William L. Saltonstall, B.A., M.B.A. (1984–1992)Jane R. Scanlan, B.A., M.B.A. (1990–2002)William W. Sellers, B.S., D.M.D, J84P (1985–2000)Ira Stepanian, B.A., M.B.A. (1981–1993)Morris Tanenbaum, B.A., M.A., Ph.D. (1977–1986)Malcolm Toon, B.A., M.S., LL.D. (1981–1987)Ione D. Vargus, B.A., M.S.W., Ph.D. (1981–1991)JoAnn Giffuni Wellner, B.S., LL.B. (1989–1999)Note: Bold print indicates Tufts degrees(P) indicates parentARTS, SCIENCES, AND ENGINEERING ADMINISTRATIONLinda M. Abriola, B.S., M.S., M.A., Ph.D., Dean of theSchool of EngineeringJoanne Berger-Sweeney, B.A., M.P.H., Ph.D., Dean of theSchool of Arts and SciencesLee Coffin, B.A., M.A., Dean of Undergraduate Admissionsand Enrollment ManagementLewis Edgers, Ph.D., Dean for Undergraduate CurriculumDevelopment, School of EngineeringJames M. Glaser, B.A., M.A., Ph.D., Dean of UndergraduateEducationRobert Hollister, B.A., M.C.P., Ph.D., Dean of Jonathan M.Tisch College of Citizenship and Public ServiceAndrew McClellan, B.A., M.A., Ph.D., Dean of AcademicAffairs for Arts and SciencesLeah McIntosh, B.A., M.B.A., Executive AdministrativeDean for the School of Arts and SciencesLynne Pepall, B.A., Ph.D., Dean of the Graduate School ofArts and SciencesBruce Reitman, B.A., M.S., Dean of Student AffairsScott G. Sahagian, B.S., M.B.A., Executive Associate Deanfor the School of EngineeringPaul Stanton, B.A., M.Ed., Dean of Student ServicesVickie Sullivan, B.A., M.A., Ph.D., Dean of Academic Affairsfor Arts and SciencesCarol Baffi-Dugan, B.A., M.A., Associate Dean ofUndergraduate Education, Program Director for HealthProfessions Advising and Post-Bac Premedical ProgramSheila P. Bayne, B.A., M.A., Dr. Phil., Associate Dean ofUndergraduate Education, Director of Programs AbroadJeanne C. Dillon, B.A., M.A., Ph.D., Associate Dean ofUndergraduate Education, Coordinating Dean ofUndergraduate EducationRobyn S. Gittleman, B.A., M.Ed., Associate Dean of theColleges, Director of the Experimental CollegeKaren Garrett Gould, B.A., M.A., Ed.D., Associate Dean ofUndergraduate Education, Pre-Law AdvisorJean L. Herbert, B.A., M.A., Ph.D., Associate Dean ofUndergraduate Education, Director of Resumed Educationfor Adult Learners (R.E.A.L.) ProgramG. Kim Knox, B.S.C.E., M.S., P.E, Associate Dean ofEngineering, Associate Dean of Undergraduate EducationMarisel Perez, B.S., M.Ed., Associate Dean of StudentAffairs243

FAC U LT Y >FacultyIn the following list, names of all professors, associateprofessors, assistant professors, instructors, and lecturersin the Faculty of Arts, Sciences, and Engineeringare arranged alphabetically with degrees, degree date,college attended, and rank as of September 2010.FULL-TIME FACULTYRana Abdul-Aziz, B.A., M.A. (2006), Tufts University,Lecturer in ArabicBehrouz Abedian, B.S., M.S., Ph.D. (1979), MassachusettsInstitute of Technology, Associate Professor ofMechanical EngineeringDaniel M. Abramson, A.B., M.A., Ph.D. (1993), HarvardUniversity, Associate Professor of Art HistoryLinda M. Abriola, B.S., M.S., M.A., Ph.D. (1983), PrincetonUniversity, Professor of Civiland EnvironmentalEngineeringDany Adams, Ph.D., Research Associate Professor ofBiologyMohammed Nurul Afsar, B.S., M.S., Ph.D. (1978),University of London, Professor of Electrical andComputer EngineeringJulian Agyeman, B.Sc., M.A., Ph.D. (1996), University ofLondon, Professor of Urban and Environmental Policyand PlanningRandall K.Q. Akee, A.B., Ph.D., Harvard University,Assistant Professor of Economics (2006)Benjamin W. Allen, A.B.D. (1995), Rutgers University,M.A., University of Kentucky at Fort Knox, Lecturer inPhilosophyAstier Almedom, B.A., M.A, D.Phil. (2007), OxfordUniversity, Professor of Practice in InternationalHumanitarian Policy and Public Health, The FletcherSchool, and inaugual Fellow, Institute for GlobalLeadershipJuan M. Alonso, B.A., M.A., Ph.D. (1967), BrownUniversity, Professor of SpanishMohammed Alwan, B.A., M.A., Ph.D. (1970), IndianaUniversity, Lecturer in ArabicNalini Ambady, Ph.D. (1991), Harvard University,Professor of PsychologyElizabeth Ammons, B.A., M.A., Ph.D. (1974), University ofIllinois, Harriet H. Fay Professor of Literature, Professor ofEnglishDavid Art, B.A., Ph.D. (2004), Massachusetts Institute ofTechnology, Associate Professor of Political ScienceGloria Joyce Ascher, B.A., M.A., Ph.D. (1966), YaleUniversity, Associate Professor of GermanJoseph H. Auner, B.A., M.A., Ph.D. (1991), University ofChicago,Professor of MusicPaula Aymer, B.Sc., M.A., Ph.D. (1990), NortheasternUniversity, Associate Professor of SociologyJody Azzouni, B.A., M.A., M.S., Ph.D. (1986), CityUniversity of New York, Professor of PhilosophyLaura M. Baffoni-Licata, Dottorato, University ofBologna (Italy); Ph.D. (1984), University of Connecticut,Senior Lecturer in ItalianIna Baghdiantz McCabe, B.A., M.Phil., Ph.D. (1993),Columbia University, Hagop and Miriam Darakjian andBoghos and Nazley Jafarian and son Haig Chair inArmenian History, Professor of HistoryStephen M. Bailey, B.A., M.A., Ph.D. (1978), University ofMichigan, Associate Professor of AnthropologyLaurie G. Baise, B.S.E., M.S., Ph.D. (2000), University ofCalifornia at Berkeley, Associate Professor of Civil andEnvironmental EngineeringAndreea Balan-Cohen, B.A., Ph.D. (2007), HarvardUniversity, Assistant Professor of EconomicsEdith Balbach, Ph.D. (1994), University of California atBerkeley, Senior Lecturer in Community HealthLinda Bamber, B.A., M.A., Ph.D. (1974), Tufts University,Associate Professor of EnglishNoit Banai, B.A., M.A., Ph.D. (2007), Columbia University,Lecturer in Art HistoryCristelle Baskins, B.A., Ph.D. (1988), University ofCalifornia at Berkeley, Associate Professor of Art HistoryNancy Bauer, A.B., M.T.S., Ph.D. (1997), HarvardUniversity, Associate Professor of PhilosophyAvner Baz, M.A., Ph.D. (2000), University of Illinois atChicago, Associate Professor of PhilosophyLinda Beardsley, B.A., M.A., M.Ed. (1982), TuftsUniversity, Lecturer in EducationMarie-Claire Beaulieu, Ph.D (2008), University of Texasat Austin, Assistant Professor of ClassicsGary Bedell, B.S., M.A., Ph.D., OT (1998), New YorkUniversity, Associate Professor of Occupational TherapyJacob S. Benner, B.A., M.S. (2000), University of Utah,Senior Lecturer in GeologyClay Bennett, Ph.D. (2005), University of Pennsylvania,Assistant Professor of ChemistryPeter Bergethon, B.A., M.D. (2005), Jefferson MedicalCollege, Adjunct Associate Professor of BiomedicalEngineeringHarry Bernheim, B.S., M.S., Ph.D. (1976), University ofMichigan, Associate Professor of BiologyJane Bernstein, B.A., M.Mus., Ph.D. (1974), University ofCalifornia at Berkeley, Fletcher Professor of MusicJeffrey Berry, A.B., University of California at Berkeley,M.A., Ph.D. (1974), Johns Hopkins University, JohnRichard Skuse Class of 1941 Professor of Political Science244

FAC U LT Y >Marina Umaschi Bers, B.A., M.Ed., M.S., Ph.D. (2001),Massachusetts Institute of Technology, AssociateProfessor of Child DevelopmentJamshed Bharucha, B.A., M.A., Ph.D. (2002), HarvardUniversity, Professor of PsychologyMarcelo Bianconi, B.A., M.A., Ph.D. (1988), University ofIllinois at Champaign-Urbana, Associate Professor ofEconomicsHilary Binda, B.A., M.A., Ph.D. (2002), Tufts University,Lecturer in EnglishAmahl Bishara, A.B., M.A., Ph.D. (2006), New YorkUniversity, Assistant Professor of AnthropologyLauren D. Black III, B.S., M.S., Ph.D. (2006), BostonUniversity, Assistant Professor of Biomedical EngineeringJose Juan Blanco-Pillado, B.S., M.S., Ph.D. (2001), TuftsUniversity, Assistant Professor of Physics and AstronomyAnselm C. Blumer, B.A., M.Sc., Ph.D. (1982), University ofIllinois at Champaign-Urbana, Associate Professor ofComputer SciencePatricia Bode, Ph.D. (2005), University of Massachusettsat Amherst, Director/Lecturer in Art EducationBruce Boghosian, B.S., M.S., Ph.D. (1987), University ofCalifornia at Davis, Professor of MathematicsChristoph Börgers, Ph.D. (1985), Courant Institute ofMathematical Sciences, New York University, Professorof MathematicsRachel Bratt, B.A., Ph.D. (1976), Massachusetts Instituteof Technology, Professor of Urban and EnvironmentalPolicy and PlanningBárbara M. Brizuela, M.A., Ed.D, Ph.D. (2001), HarvardUniversity, Associate Professor of EducationCarla Brodley, B.A., M.S., Ph.D. (1994), University ofMassachusetts at A mherst, Professor and Chair ofComputer ScienceBarbara Brodsky, Ph.D. (1970), Research Professor inBiomedical EngineeringDaniel Brown, A.B., M.A., Ph.D. (1977), Brown University,Associate Professor of GermanDrusilla Brown, B.A., M.A., Ph.D. (1984), University ofMichigan, Associate Professor of EconomicsEmily W. Bushnell, B.A., Ph.D. (1979), University ofMinnesota, Professor of PsychologyMargo Caddell, M.F.A. (2006), University ofMassachusetts at Amherst, B.F.A., California StateUniversity, Lecturer in DramaKathleen Camara, B.A., M.A., Ph.D. (1979), StanfordUniversity, Associate Professor of Child DevelopmentAlessandra Campana, Ph.D. (2004), Cornell University,Assistant Professor of MusicAlfred Jay Cantor, B.A., Ph.D. (1977), University ofCalifornia at Santa Cruz, Professor of EnglishCaroline G. L. Cao, B.Sc., M.Sc., Ph.D. (2002), University ofToronto, Associate Professor of Mechanical EngineeringNatalie L. Capiro, Ph.D. (2007), Rice University, ResearchAssistant Professor of Civil and EnvironmentalEngineeringGregory Carleton, B.A., M.A., Ph.D. (1992), University ofMichigan, Associate Professor of RussianBenjamin L. Carp, B.A., M.A., Ph.D. (2004), University ofVirginia, Associate Professor of History,Peggy Cebe, B.S.Ed., M.S., Ph.D. (1984), CornellUniversity, Professor of PhysicsRyan O. Centner, B.A., M.A., Ph.D. (2008), University ofCalifornia at Berkeley, Assistant Professor of SociologyChorng Hwa Chang, B.S., M.S., Ph.D. (1987), DrexelUniversity, Associate Professor of Electrical andComputer EngineeringRemco Chang, Ph.D. (2009), University of North Carolinaat Charlotte, Assistant Professor of Computer ScienceSteven C. Chapra, B.E., M.E., Ph.D. (1982), University ofMichigan, Louis Berger Professor of Civil andEnvironmental EngineeringRichard A. Chechile, B.A., M.S., Ph.D. (1973), University ofPittsburgh, Professor of PsychologyMingjie Chen, B.E., M.S., Ph.D. (2005), University ofCalifornia at Santa Barbara, Research Assistant Professorof Civil and Environmental EngineeringFrances Sze-Ling Chew, A.B., Ph.D. (1974), YaleUniversity, Professor of BiologyLuisa Chiesa, B.S., M.S., Ph.D. (2008), MassachusettsInstitute of Technology, Assistant Professor ofMechanical EngineeringWayne A. Chudyk, B.S., M.S., Ph.D. (1981), University ofIllinois at Champaign-Urbana, Associate Professor ofCivil and Environmental EngineeringDowning Cless, A.B., M.A., Ph.D. (1978), BrandeisUniversity, Associate Professor of DramaRadiclani Clytus, B.A., M.A., Ph.D. (2007), Yale University,Assistant Professor of EnglishDavid Cochrane, B.S., M.S., Ph.D. (1971), University ofVermont, Professor of BiologySteven David Cohen, B.A., M.A., Ph.D. (1980), BrandeisUniversity, Lecturer in EducationJohn E. Conklin, A.B., Ph.D. (1969), Harvard University,Professor of SociologyRobert Cook, B.S., M.A., Ph.D. (1983), University ofCalifornia at Berkeley, Professor of PsychologyAlva Lind Couch, S.B., M.S., Ph.D. (1988), Tufts University,Associate Professor of Computer ScienceLenore J. Cowen, B.A., Ph.D. (1993), MassachusettsInstitute of Technology, Professor of Computer ScienceGregory Crane, B.A., Ph.D. (1985), Harvard University,245

FAC U LT Y >Winnick Family Chair in Technology andEntrepreneurship, Professor of ClassicsMark Cronin-Golomb, B.Sc., Ph.D. (1983), CaliforniaInstitute of Technology, Professor of BiomedicalEngineeringConsuelo Cruz, B.S.F.S., M.A., Ph.D. (1994), MassachusettsInstitute of Technology, Associate Professor of PoliticalScienceJanet Curran-Brooks, B.S., M.Ed., OTR (1991), HarvardUniversity, Senior Lecturer in Occupational TherapyHeather Curtis, B.A., M.A., Th.D. (2003), HarvardUniversity, Assistant Professor of ReligionEthan E. Danahy, Ph.D. (2007), Tufts University, ResearchAssistant Professor of Computer ScienceDavid Dapice, B.A., M.A., Ph.D. (1973), HarvardUniversity, Associate Professor of EconomicsMaría-Concepción Lagunas Davis, M.A., Ph.D. (1992),Universidad Autonoma de Madrid, Lecturer in SpanishMary E. Davis, Ph.D. (2003), University of Florida,Assistant Professor in Urban and Environmental Policyand PlanningJoseph DeBold, B.A., M.A., Ph.D. (1975), University ofCalifornia, Professor of PsychologyRajeev Dehejia, B.A., A.M., Ph.D. (1997), HarvardUniversity, Associate Professor of EconomicsDavid Denby, B.A., B.Phil., Ph.D. (1997), University ofMassachusetts at Amherst, Senior Lecturer in PhilosophyDaniel C. Dennett, B.A., D.Phil. (1965), University ofOxford, University Professor, Austin B. Fletcher Professorof PhilosophyAnne Marie C. Desmarais, B.S., M.S.P.H. (1977),University of Massachusetts at Amherst, Lecturer in Civiland Environmental EngineeringRobert Devigne, B.A., M.A., M.Phil., Ph.D. (1990),Columbia University, Professor of Political ScienceRobert Reinhold Dewald, B.S., Ph.D. (1963), MichiganState University, Professor of ChemistryCharles Dietrick, Ph.D. (1975), University of Wisconsin,Lecturer in SpanishJeanne Dillon, Ph.D. (1980), University of California atBerkeley, Senior Lecturer in American StudiesPatricia DiSilvio, Ph.D. (1979), University of SouthCarolina, Lecturer in ItalianRegina Doherty, Ph.D. (2006), Tufts University, Lecturerin Occupational TherapyErik B. Dopman, B.S., Ph.D. (2005), Cornell University,Assistant Professor of BiologyLuis Dorfmann, B.S., M.S., Ph.D. (1992), University ofCalifornia at Los Angeles, Associate Professor of Civil andEnvironmental EngineeringJames Dow, B.F.A., M.F.A. (1968), Rhode Island School ofDesign, Lecturer in Art HistoryThomas A. Downes, B.A., M.A., Ph.D. (1994), StanfordUniversity, Associate Professor of EconomicsVirginia Drachman, B.A., M.A., Ph.D. (1976), StateUniversity of New York at Buffalo, Arthur Jr. and LenoreStern Chair in American History and Professor of HistoryKevin Dunn, B.A., M.A., Ph.D. (1988), Yale University,Associate Professor of EnglishJohn L. Durant, B.S., M.S., Ph.D. (1993), MassachusettsInstitute of Technology, Associate Professor of Civil andEnvironmental EngineeringAnn Easterbrooks, B.A., M.S., Ph.D. (1982), University ofMichigan, Professor of Child DevelopmentLee Charles Edelman, B.A., M.A., M.Phil., Ph.D. (1979),Yale University, Professor of EnglishLewis Edgers, B.S.C.E., M.S., Ph.D. (1973), MassachusettsInstitute of Technology, Professor and Associate Dean ofCivil andEnvironmental EngineeringAurelie Edwards, Ph.D. (1996), Massachusetts Instituteof Technology, Research Associate Professor of ChemicalEngineeringRichard Cornelius Eichenberg, B.A., M.A., Ph.D. (1981),University of Michigan, Associate Professor of PoliticalScienceMary Eisenberg, B.A., M.S., Ph.D., Tufts University,Lecturer in Child DevelopmentDavid K. Ekbladh, Ph.D. (2003), Columbia University,Assistant Professor of HistoryMahnaz El-Kouedi, Ph.D. (2001), Georgetown University,Lecturer in ChemistryRabab El Nady, B.A., M.A. (2009), New York University,Lecturer in ArabicGeorge Ellmore, B.A., M.A., Ph.D. (1980), University ofCalifornia at Berkeley, Draupner Ring Scholar, AssociateProfessor of BiologySheila Emerson, B.A., M.A., Ph.D. (1985), RutgersUniversity, Associate Professor of EnglishJames G. Ennis, B.A., M.A., Ph.D. (1980), HarvardUniversity, Associate Professor of SociologyBrian Epstein, A.B., M.St., Ph.D. (2004), StanfordUniversity, Assistant Professor of PhilosophySusan G. Ernst, B.A., Ph.D. (1975), University ofMassachusetts at Amherst, Professor of BiologyIoannis Evrigenis, B.A., M.Sc., A.M., Ph.D. (2005),Massachusetts Institute of Technology, AssociateProfessor of Political ScienceLeila Fawaz, B.A., M.A., Ph.D. (1979), Harvard University,Issam M. Fares Chair in Lebanese and EasternMediterranean Studies, Professor of HistorySergio Fantini, Ph.D. (1992), University of Florence,Professor of Biomedical Engineering246

FAC U LT Y >David Henry Feldman, A.B., Ed.M., Ph.D. (1969), StanfordUniversity, Professor of Child DevelopmentJianping Feng, B.A., M.A., Ph.D. (2004), State Universityof New York at Albany, Lecturer in ChineseDenis William Fermental, B.S., M.S., Ph.D. (1958),Northeastern University, Associate Professor of Electricaland Computer EngineeringCarol Houlihan Flynn, B.A., M.A., Ph.D. (1974), Universityof California at Berkeley, Professor of EnglishMaria Flytzani-Stephanopoulos, B.S., M.S., Ph.D. (1978),University of Minnesota, Professor of ChemicalEngineeringPatrick E. Forber, B.A., B.S., M.S., Ph.D. (2006), StanfordUniversity, Assistant Professor of PhilosophyLawrence H. Ford, B.S., M.A., Ph.D. (1974), PrincetonUniversity, Professor of PhysicsElizabeth Ann Foster, Ph.D. (2006), Princeton University,Assistant Professor of HistoryCatherine H. Freudenreich, B.A., Ph.D. (1994), DukeUniversity, Associate Professor of BiologyJuliet Fuhrman, A.B., Ph.D. (1982), Johns HopkinsUniversity, Associate Professor of BiologyJohn Morgan Fyler, B.A., M.A., Ph.D. (1972), University ofCalifornia at Berkeley, Professor of EnglishHugh Gallagher, B.S., Ph.D. (1996), University ofMinnesota, Associate Professor of PhysicsKenneth J. Garden, B.A., Ph.D. (2005), University ofChicago, Assistant Professor of ReligionAnne Gardulski, B.S., M.S., Ph.D. (1987), SyracuseUniversity, Associate Professor of GeologyDavid Garman, B.S., M.A., Ph.D. (1984), University ofMichigan, Associate Professor of EconomicsGrant Garven, B.S., M.S., Ph.D. (1982), University ofBritish Columbia, Professor of GeologyGérard Gasarian, L. ès L., M. ès L., Ph.D. (1982), Universityof California at Berkeley, Professor of FrenchMichelle Gaudette, B.A., Ph.D. (1988), Johns HopkinsUniversity, Lecturer in BiologyChristos Georgakis, B.S., M.S., Ph.D. (1975), University ofMinnesota, Professor of Chemical EngineeringIrene Georgakoudi, B.A., M.S., Ph.D. (1999), University ofRochester, Associate Professor of BiomedicalEngineeringNina Gerassi-Navarro, B.A., M.A., Ph.D. (1993), ColumbiaUniversity, Associate Professor of SpanishCalvin Gidney III, B.A., M.S., Ph.D. (1995), GeorgetownUniversity, Associate Professor of Child DevelopmentLinda Ross Girard, M.F.A. (1996), Brandeis University,Lecturer in DramaSol Gittleman, B.A., M.A., Ph.D. (1961), University ofMichigan, Nathan and Alice Gantcher UniversityProfessor of Judaic Studies, Professor of Ge rmanJames M. Glaser, B.A., M.A., Ph.D. (1991), University ofCalifornia at Berkeley, Professor of Political ScienceMary E. Glaser, B.A., M.A., M.S., Ph.D. (1982), DartmouthCollege, Senior Lecturer in MathematicsAriel Goldberg, B.A., M.A., Ph.D. (2010), Johns HopkinsUniversity, Instructor in PsychologyGary Richard Goldstein, S.B., S.M., Ph.D. (1968),University of Chicago, Professor of PhysicsFulton B. Gonzalez, B.S., Ph.D. (1984), MassachusettsInstitute of Technology, Professor of MathematicsKelly Greenhill, Ph.D. (2004), Massachusetts Institute ofTechnology, Assistant Professor of Political ScienceBarbara Wallace Grossman, A.B., M.A., M.F.A., Ph.D.(1984), Tufts University, Professor of DramaVadim Guliants, Ph.D. (1995), Princeton University,Professor of Chemical EngineeringHaci Osman Gündüz, B.A., M.A. (2008), Old DominionUniversity, Lecturer, ArabicLeon Gunther, B.S., Ph.D. (1964), Massachusetts Instituteof Technology, Professor of PhysicsDavid M. Guss, B.A., M.A., Ph.D. (1982), University ofCalifornia at Los Angeles, Professor of AnthropologyDavid Gute, B.A., M.P.H., Ph.D. (1981), Yale University,Associate Professor of Civil and EnvironmentalEngineeringMauricio Gutierrez, B.A., M.A., Ph.D. (1971), BrandeisUniversity, Professor of MathematicsSamuel Z. Guyer, B.A., M.S., Ph.D. (2003), University ofTexas at Austin, Assistant Professor of Computer ScienceEulogio Guzmán, B.A., M.A., Ph.D. (2004), University ofCalifornia at Los Angeles, Lecturer in Art HistoryTerry Evans Haas, B.S., Ph.D. (1963), MassachusettsInstitute of Technology, Professor of ChemistryJudith Haber, B.A., Ph.D. (1988), University of Californiaat Berkeley, Professor of EnglishMarjorie Hahn, B.S., Ph.D. (1975), MassachusettsInstitute of Technology, Professor of MathematicsZeina N. Hakim, Ph.D. (2005), Columbia University,Assistant Professor of FrenchDavid Hammer, Ph.D. (1991), University of California atBerkeley, Professor of EducationDavid Wayne Harder, B.A., M.A., Ph.D. (1975), Universityof Michigan, Professor of PsychologyBoris Hasselblatt, B.S., M.A., Ph.D., California Institute ofTechnology, Professor of Mathematics (1989)Soha Hassoun, B.S., M.S., Ph.D. (1997), University ofWashington, Associate Professor of Computer ScienceBrian A. Hatcher, Ph.D. (1992), Harvard University,Professor of ReligionBenjamin Hescott, B.A., Ph.D. (2008), Boston University,247

FAC U LT Y >Senior Lecturer and Research Assistant Professor inComputer ScienceHosea Hirata, B.A., M.F.A., Ph.D. (1987), University ofBritish Columbia, Professor of JapaneseSteven Hirsch, B.A., Ph.D. (1980), Stanford University,Associate Professor of ClassicsR. Bruce Hitchner, B.A., A.M., Ph.D. (1982), University ofMichigan, Professor of ClassicsMarc Hodes, B.S., M.S., Ph.D. (1998), MassachusettsInstitute of Technology, Associate Professor ofMechanical EngineeringEva Hoffman, Ph.D. (1982), Harvard University, AssociateProfessor of Art HistorySonia Hofkosh, B.A., Ph.D. (1988), University of Californiaat Berkeley, Associate Professor of EnglishThomas Hoft, Ph.D. (2005), University of Minnesota,Assistant Professor of MathematicsPhillip J. Holcomb, B.A., Ph.D. (1984), New Mexico StateUniversity, Professor of PsychologyJustin B. Hollander, B.A., M.R.P., Ph.D. (2007), RutgersUniversity Assistant Professor of Urban andEnvironmental Policy and PlanningRobert Hollister, B.A., M.C.P., Ph.D. (1980), MassachusettsInstitute of Technology, Professor of Urban andEnvironmental Policy and PlanningJeffrey A. Hopwood, B.S., M.S., Ph.D. (1990), MichiganState University, Professor of Electrical and ComputerEngineeringElizabeth Teresa Howe, B.A., M.A., Ph.D. (1977), DukeUniversity, Professor of SpanishCharles Shiro Inouye, A.B., M.A., Ph.D. (1988), HarvardUniversity, Professor of JapaneseYannis Ioannides, M.S., Ph.D. (1974), Stanford University,Max and Herta Neubauer Chair in Economics,Professor of EconomicsKevin S. Irwin, M.A. (2008), Yale University, Lecturer inCommunity HealthShafiqul Islam, B.S., M.S., Sc.D. (1991), MassachusettsInstitute of Technology, Professor of Civil andEnvironmental EngineeringRay Jackendoff, Ph.D. (1969), Massachusetts Institute ofTechnology, Seth Merrin Professor of PhilosophyVirginia Jackson, B.A., M.A., Ph.D. (1995), PrincetonUniversity, Associate Professor of EnglishRobert J.K. Jacob, B.A., M.S.E., Ph.D. (1976), JohnsHopkins University, Professor of Computer ScienceFrancine Jacobs, B.A., M.Ed., Ed.D. (1979), HarvardUniversity, Associate Professor of Child Developmentand Urban and Environmental Policy and PlanningFadi Jajji, M.A. (2004), University of Baghdad/College ofLanguges, Lecturer in ArabicAyesha Jalal, B.A., Ph.D. (1983), Trinity College,University of Cambridge, Mary Richardson Professor ofHistoryThomas P. James, B.S., M.S., M.B.A., Ph.D. (2002),Marguette University, Associate Professor of MechanicalEngineeringRichard C. Jankowsky, B.A., Ph.D. (2004), University ofChicago, Assistant Professor of MusicJames Jennings, B.A.., M.A., M.Ph., Ph.D. (1976),Columbia University, Professor of Urban andEnvironmental Policy and PlanningVida Johnson, B.A., M.A., Ph.D. (1977), HarvardUniversity, Professor of RussianPaul Joseph, B.A., M.A., Ph.D. (1975), University ofCalifornia at Berkeley, Professor of SociologyPeniel Joseph, Ph.D. (2000), Temple University, Professorof HistoryValencia Joyner, B.S., M.E., Ph.D. (2003), University ofCambridge, Assistant Professor of Electrical andComputer EngineeringMark L. Kachanov, B.S., M.S., Ph.D. (1981), BrownUniversity, Professor of Mechanical EngineeringTomas Kafka, B.S., Ph.D. (1982), State University of NewYork at Stony Brook, Research Professor of PhysicsKiyomi Kagawa, B.A., M.A. (1991), University of Illinois atChampaign-Urbana, Senior Lecturer in JapaneseIkumi Kaminishi, B.A., M.A., Ph.D. (1988), University ofChicago, Associate Professor of Art HistoryRobin Kanarek, B.A., M.S., Ph.D. (1974), RutgersUniversity, John Wade Professor of PsychologyDavid L. Kaplan, B.S., Ph.D. (1978), State University ofNew York at Syracuse, Syracuse University, Professor andChair of Biomedical EngineeringDana Karam, Ph.D. (2009), University of Washington,Lecturer in HistoryGail Kaufmann, M.S. (1993), Tufts University, Lecturer inMathematicsErin Kelly, B.A., M.A., Ph.D. (1995), Harvard University,Associate Professor of PhilosophyJonathan E. Kenny, B.S., M.S., Ph.D. (1979), University ofChicago, Professor of ChemistryRoni Khardon, B.Sc., M.Sc., Ph.D. (1996), HarvardUniversity, Associate Professor of Computer ScienceMisha Kilmer, B.S., M.A., Ph.D. (1997), University ofMaryland, Professor of MathematicsSang-hyun Kim, Ph.D. (2007), Yale University, AssistantProfessor of MathematicsSusan Koegel, B.A., Ph.D. (2007), University of Californiaat San Francisco, Lecturer in BiologyShiori Koizumi, B.A., M.A. (1992), Longy School of Music,Lecturer in Japanese248

FAC U LT Y >Samuel Kounaves, A.A., B.S., M.S., Ph.D. (1985),University of Geneva, Associate Professor of ChemistrySheldon Krimsky, B.S., M.S., A.M., Ph.D. (1970), BostonUniversity, Professor of Urban and Environmental Policyand PlanningJoshua A. Kritzer, Ph.D. (2005), Yale University, AssistantProfessor of ChemistrySergiy Kryatov, M.S., Ph.D. (1997), Pisarzhevskii Instituteof the Academy of Sciences of Ukraine, Lecturer inChemistryKrishna Kumar, B.Sc., Ph.D. (1996), Brown University,Professor of ChemistryCatherine K. Kuo, B.S.E., Ph.D. (2002), University ofMichigan at Ann Arbor, Assistant Professor of BiomedicalEngineeringGina R. Kuperberg, B.S., M.D., Ph.D. (2000), University ofLondon, Kings College, Associate Professor ofPsychologyJoanna Kuriyama, Ph.D. (1993), Harvard University,Lecturer in ChineseEdward Kutsoati, B.A., M.Phil., M.A., Ph.D. (1998),Queen’s University, Associate Professor of EconomicsBrigitte Lane, M.A., Ph.D. (1983), Harvard University,Associate Professor of FrenchKenneth R. Lang, B.S., Ph.D. (1969), Stanford University,Professor of AstronomyRonald Lasser, B.S., M.S., Ph.D. (1982), Carnegie-MellonUniversity, Professor of the Practice of Electrical andComputer EngineeringKyongbum Lee, B.S., Ph.D. (2002), MassachusettsInstitute of Technology, Associate Professor of Chemicaland Biological EngineeringGary G. Leisk, B.S., M.S., Ph.D. (1998), Tufts University,Senior Lecturer in Mechanical EngineeringRichard Lerner, B.A., M.A., Ph.D. (1971), City University ofNew York, Bergstrom Chair in Applied DevelopmentalScience, Professor of Child DevelopmentGary P. Leupp, B.A., M.A., Ph.D. (1988), University ofMichigan, Professor of HistoryTama Leventhal, Ph.D. (1999), Columbia University,Teachers College, Assistant Professor of ChildDevelopmentStephen H. Levine, B.A., M.S.E., Ph.D. (1973), Universityof Massachusetts at Amherst, Associate Professor of Civiland Environmental EngineeringMichael Levin, B.S., Ph.D. (1996), Harvard MedicalSchool, Professor and Director of Tufts Center forRegenerative and Developmental Biology, Professor ofBiologySara M. Lewis, A.B., Ph.D. (1984), Duke University,Professor of BiologyJinyu Li, B.A., B.A., M.A. (1986), Rice University, SeniorLecturer in ChineseJoseph Litvak, B.A., M.A., Ph.D. (1981), Yale University,Professor of EnglishDavid L. Locke, B.A., Ph.D. (1978), Wesleyan University,Associate Professor of MusicPenn S. Loh, B.S., M.S. (1994), University of California atBerkeley, Professor of the Practice of Urban andEnvironmental Policy and PlanningLinda Datcher Loury, B.A., Ph.D. (1978), MassachusettsInstitute of Technology, Professor of EconomicsSteven Luz-Alterman, Ph.D. (1985), Adelphi University,Co-Director, School Psychology, Assistant Professor ofEducationNing Ma, Ph.D. (2006), Princeton University, AssistantProfessor of ChineseScott MacLachlan, Ph.D. (2004), University of Coloradoat Boulder, Assistant Professor of MathematicsKeith Maddox, M.A., Ph.D. (1998), University of Californiaat Santa Barbara, Associate Professor of PsychologyHoward Malchow, B.A., M.A., Ph.D. (1972), StanfordUniversity, Professor of HistoryKris Manjapra, Ph.D. (2007), Harvard University,Assistant Professor of HistoryAnthony Mann, B.S., M.S., Ph.D. (1970), University ofMassachusetts at Amherst, Professor of PhysicsVincent P. Manno, B.S., M.S., Sc.D. (1983), MassachusettsInstitute of Technology, Professor and Associate Provostof Mechanical EngineeringBeatrice Manz, A.B., M.A., Ph.D. (1983), HarvardUniversity, Professor of HistoryChristina Maranci, B.A., M.A., Ph.D. (1998), PrincetonUniversity, Arthur H. Dadian and Ara Oztemel Chair ofArmenian Art and Architectural History, AssociateProfessor of Art HistoryDanilo Marchesini, M.Sci., Ph.D., S.I.S.S.A.-I.S.A.S. (2004),Assistant Professor of AstronomySteven P. Marrone, B.A., Ph.D. (1978), Harvard University,Professor of HistoryHelen Marrow, Ph.D. (2007), Harvard University,Assistant Professor of SociologyBernhard Martin, B.A., M.A., Ph.D. (1991), McGillUniversity, Associate Professor of GermanLinda Sprague Martinez, M.A., Ph.D. (2009), BrandeisUniversity, Coordinator/Lecturer of Community HealthNatalie R. Masuoka, Ph.D. (2007), University of Californiaat Irvine, Assistant Professor of Political ScienceDouglas M. Matson, B.S., M.S., Ph.D. (1996),Massachusetts Institute of Technology, AssociateProfessor of Mechanical EngineeringSteve Matson, Ph.D. (1979), Professor of the Practice in249

FAC U LT Y >Chemical EngineeringJosé Antonio Mazzotti, B.A., M.A., Ph.D. (1993),Princeton University, Professor of SpanishMolly C. McCanta, B.S., M.S., Ph.D. (2004), BrownUniversity, Assistant Professor of GeologyAndrew Lockwood McClellan, B.A., M.A., Ph.D. (1986),Courtauld Institute of Art, University of London,Associate Professor of Art HistoryDaniel McCusker, B.A. (1973), Fordham University,Senior Lecturer in DanceJohn McDonald, B.A., M.M., M.M.A., D.M.A., Ph.D. (1989),Yale School of Music, Professor of MusicKelly A. McLaughlin, B.A., Ph.D. (1996), University ofMassachusetts at Amherst, Associate Professor ofBiologyMargaret McMillan, M.A., Ph.D. (1998), ColumbiaUniversity, Associate Professor of EconomicsGeorge McNinch, B.S., Ph.D. (1996), University ofOregon, Associate Professor of MathematicsLionel McPherson, A.B., Ph.D. (1999), Harvard University,Associate Professor of PhilosophyMonica McTighe, B.A., M.A., Ph.D. (2005), University ofVirginia, Assistant Professor of Art and Art HistoryMitchell McVey, B.A., Ph.D. (2002), MassachusettsInstitute of Technology, Assistant Professor of BiologyChristine M. McWayne, Ph.D. (2003), University ofPennsylvania, Associate Professor of Child DevelopmentJerry H. Meldon, B.E., Ph.D. (1973), MassachusettsInstitute of Technology, Associate Professor of ChemicalEngineeringRahel Meshoulam, M.Sc. (1976), Lesley College, Lecturerin HebrewGilbert Metcalf, B.A., M.S., Ph.D. (1988), HarvardUniversity, Professor of EconomicsStylianos G. Michalopoulos, B.A., Ph.D. (2008), BrownUniversity, Assistant Professor of EconomicsKlaus A. Miczek, B.A., Ph.D. (1972), University of Chicago,Moses Hunt Professor of PsychologyEric L. Miller, B.S., M.S., Ph.D. (1994), MassachusettsInstitute of Technology, Professor and Associate Dean ofElectrical and Computer EngineeringLee R. Minardi, B.S., M.S. (1972), Tufts University, SeniorLecturer in Civil and Environmental EngineeringSergei Mirkin, M.S., Ph.D. (1983), Institute of MolecularGenetics, Russian Academy of Sciences, Moscow, WhiteFamily Chair in Biology, Professor of BiologyJayanthi J. Mistry, B.Sc., M.Sc., Ph.D. (1983), PurdueUniversity, Associate Professor of Child DevelopmentBabak Moaveni, B.S., M.S., Ph.D. (2007), Tufts University,Assistant Professor of Civil and EnvironmentalEngineeringKiyoko Morita, B.A., M.A., A.B.D. (1987), IndianaUniversity, Lecturer in JapaneseMalik Mufti, B.A., M.A., Ph.D. (1993), Harvard University,Associate Professor of Political ScienceDaniel Michael Mulholland, B.A., M.A., Ph.D. (1969),Harvard University, Professor of HistoryJohn Robert Mulligan, B.A., M.F.A. (2010), BostonUniversity, Lecturer in DramaIsabelle H. Naginski, L. ès L., M.Phil., Ph.D. (1982),Columbia University, Professor of FrenchAustin Napier, B.S., Ph.D. (1978), Massachusetts Instituteof Technology, Professor of PhysicsSusan J. Napier, A.B., A.M., Ph.D. (1984), HarvardUniversity, Professor of JapaneseSinaia Nathanson, Ed.M., Ph.D. (1996), Tufts University,Senior Lecturer in PsychologyMonica White Ndounou, Ph.D., M.A. (2007), Ohio StateUniversity, Assistant Professor of DramaZbigniew Nitecki, S.B., M.A., Ph.D. (1969), University ofCalifornia at Berkeley, Professor of MathematicsJoseph Noonan, B.S., M.S., Ph.D. (1973), Tufts University,Professor of Electrical and Computer EngineeringGeorge Norman, M.A., Ph.D. (1977), Kings College,University of Cambridge, Cummings Family Chair inEntrepreneurship and Business Economics, Professor ofEconomicsDiane O’Donoghue, B.A., M.A., Ph.D. (1989), HarvardUniversity, Lecturer in Art HistoryChristiana Olfert, A.B.D. (2010), Columbia University,Assistant Professor of PhilosophyWilliam P. Oliver, B.S., Ph.D. (1969), University ofCalifornia at Berkeley, Professor of PhysicsFiorenzo Omenetto, B.A., M.A., Ph.D. (1997), Universityof Pavia, Professor of Biomedical EngineeringColin M. Orians, B.A., Ph.D. (1990), Pennsylvania StateUniversity, Professor of BiologySusan Ostrander, B.A., M.A., Ph.D. (1976), Case WesternReserve University, Professor of SociologyKaren Eileen Overbey, B.A., M.A., Ph.D. (2003), Instituteof Fine Arts, New York University, Assistant Professor ofArt HistoryDeborah Pacini-Hernandez, Ph.D. (1989), CornellUniversity, Associate Professor of AnthropologyKaren A. Panetta, B.S., M.S., Ph.D. (1994), NortheasternUniversity, Professor of Electrical and ComputerEngineeringBruce J. Panilaitis, B.A., Ph.D. (2001), Tufts University,Research Assistant Professor of Biomedical EngineeringMatthew Panzer, B.S., Ph.D. (2007), University ofMinnesota, Assistant Professor of Chemical EngineeringBarbara Parmenter, Ph.D. (1991), University of Texas at250

FAC U LT Y >Austin, Lecturer in Urban and Environmental Policy andPlanningCristina Pausini, Ph.D. (1998), Brown University, Lecturerin ItalianRobert Peattie, Ph.D. (1988), Johns Hopkins University,Research Associate Professor of Biomedical EngineeringJan A. Pechenik, B.A., M.S., Ph.D. (1978), University ofRhode Island, Professor of BiologyKurt D. Pennell, B.S., M.S., Ph.D. (1990), University ofFlorida, Professor and Chair of Civil and EnvironmentalEngineeringStephan J. Pennington, Ph.D. (2003), University ofCalifornia at Los Angeles, Assistant Professor of MusicJeanne Penvenne, A.A., B.S., M.A., Ph.D. (1982), BostonUniversity, Associate Professor of HistoryLynne Pepall, B.A., Ph.D. (1987), Cambridge University,Professor of EconomicsDoris Pfaffinger, A.B.D., Ph.D. (2008), University ofOregon, Lecturer in GermanBlaine A. Pfeifer, B.S., M.S., Ph.D. (2002), StanfordUniversity, Assistant Professor of Chemical andBiological EngineeringJoanne Phillips, A.B., M.A., Ph.D. (1977), HarvardUniversity, Associate Professor of ClassicsEllen Pinderhughes, B.A., Ph.D. (1986), Yale University,Associate Professor of Child DevelopmentSarah Pinto, Ph.D. (2003), Princeton University, AssistantProfessor of AnthropologySilas O. Pinto, Ph.D. (2007), University of Rhode Island,Lecturer in EducationKathleen Pollakowski, B.A., M.A., Ph.D. (1978), Universityof Washington, Lecturer in SpanishVincent James Pollina, B.A., M.A., M.Phil., Ph.D. (1980),Yale University, Associate Professor of FrenchAnne M. Poncet-Montange, Ph.D. (1991), UniversiteParis, Lecturer in FrenchKent Portney, A.B., M.A., Ph.D. (1979), Florida StateUniversity, Professor of Political ScienceMartha Pott, Ph.D. (1993), Tufts University, Lecturer inChild DevelopmentDouglas Preis, B.S., M.S., Ph.D. (1969), Utah StateUniversity, Professor of Electrical and ComputerEngineeringPeter Probst, M.A., M.Phil., Ph.D. (1990), Free Universityof Berlin, Associate Professor of Art HistoryEric Todd Quinto, A.B., Ph.D. (1978), MassachusettsInstitute of Technology, Robinson Professor ofMathematicsAndrew C. Ramsburg, B.S., M.S., Ph.D. (2002), GeorgiaInstitute of Technology, Assistant Professor of Civil andEnvironmental EngineeringNorman Ramsey, B.A., M.S., M.A., Ph.D. (1993), PrincetonUniversity, Associate Professor of Computer ScienceAlisha M. Rankin, Ph.D. (2005), Harvard University,Assistant Professor of HistoryAnn Rappaport, BA., M.S., Ph.D. (2005), Tufts University,Lecturer in Urban and Environmental Policy andPlanningDennis C. Rasmussen, Ph.D. (2005), Duke University,Assistant Professor of Political ScienceKamran Rastegar, Ph.D. (2005), Columbia University,Assistant Professor of ArabicJ. Michael Reed, B.A., M.A., Ph.D. (1989), North CarolinaState University, Professor of BiologyPeter L. D. Reid, B.A., M.A., Ph.D. (1974), CambridgeUniversity, Professor of ClassicsElizabeth Remick, B.A., M.A., Ph.D. (1996), CornellUniversity, Associate Professor of Political ScienceDaniel J. Richards, A.B., M.A., Ph.D. (1981), YaleUniversity, Professor of EconomicsJohn Ridge, B.S., M.S., Ph.D. (1985), Syracuse University,Professor of GeologyJason Rife, B.S., M.S., Ph.D. (2003), Stanford University,Assistant Professor of Mechanical EngineeringAlbert Robbat, B.S., Ph.D. (1980), Pennsylvania StateUniversity, Associate Professor of ChemistryMichael Roberts, M.S. (1984), Tufts University, Lecturerin Occupational TherapyCynthia E. Robinson, M.Ed. (1990), Bank Street Collegeof Education, Lecturer in EducationPearl Robinson, B.A., M.A., Ph.D. (1975), ColumbiaUniversity, Associate Professor of Political ScienceChris Rogers, B.S., M.S., Ph.D. (1989), Stanford University,Professor of Mechanical EngineeringLaura Rogers, Ph.D. (1987), Harvard University GraduateSchool of Education, Co-Director, School Psychology,Lecturer in EducationChristiane Zehl Romero, Ph.D. (1963), University ofVienna, Professor of GermanL. Michael Romero, B.A., M.S., Ph.D. (1993), StanfordUniversity, Professor of BiologyGilbert B. Rose, Artist Diploma, M.F.A. (1991), Carnegie-Mellon University, Lecturer in MusicEric Rosenberg, B.A., M.A., Ph.D. (1991), HarvardUniversity, Associate Professor of Art HistoryJoel W. Rosenberg, B.A., University of California atBerkeley, Bach. of Hebrew Lit., Hebrew Union College,Ph.D. (1984), University of California at Santa Cruz, Doc.of Humane Letters, Reconstructional Rabbinical College,Lee S. McCollester Associate Professor of BiblicalLiterature, Associate Professor of Judaic StudiesLinda Ross Girard, M.F.A. (1996), Brandeis University,251

FAC U LT Y >Lecturer in Drama and DanceMarta Rosso-O’Laughlin, M.A. (1981), University ofReading (England), Senior Lecturer in SpanishFred Rothbaum, B.A., M.S., Ph.D. (1977), Yale University,Professor of Child DevelopmentModhumita Roy, B.A., M.A., Ph.D. (1991), State Universityof New York at Stony Brook, Associate Professor ofEnglishKim Ruane, B.A., M.A., Ph.D. (1996), Florida StateUniversity, Associate Professor of MathematicsPablo Ruìz, Ph.D. (2009), Princeton University, AssistantProfessor of SpanishRobert Russell, J.D. (1982), Harvard University, Lecturerin Urban and Environmental Policy and PlanningSusan Russinoff, A.B., Ph.D. (1983), MassachusettsInstitute of Technology, Senior Lecture in PhilosophyElena Rybak-Akimova, Ph.D. (1987), PisarzheskyInstitute of Ukrainian Academy of Sciences, Professor ofChemistryDaniel F. Ryder, B.S., Ph.D. (1984), Worcester PolytechnicInstitute, Associate Professor of Chemical EngineeringAnil Saigal, M.S., Ph.D. (1983), Georgia Institute ofTechnology, Professor of Mechanical EngineeringAnna Sajina, B.S., M.Sci., Ph.D. (2006), University ofBritish Columbia, Assistant Professor of AstronomyMasoud Sanayei, B.S., M.S., Ph.D. (1986), University ofCalifornia at Los Angeles, Professor of Civil andEnvironmental EngineeringAngelo Sassaroli, Ph.D. (1996), The University of Electro-Communications, Tokyo, Japan, Research AssistantProfessor of Biomedical EngineeringW. George Scarlett, B.A. M.Div., Ph.D. (1978), ClarkUniversity, Lecturer in Child DevelopmentMatthias Scheutz, Ph.D. (1995), University of Vienna(Austria), Ph.D., Indiana University at Bloomington,Associate Professor of Computer ScienceDeborah J. Schildkraut, B.A., M.A., Ph.D. (2000),Princeton University, Associate Professor of PoliticalScienceJanet Schmalfeldt, B.A., B.M., M.M.A., Ph.D. (1979),Yale University, Associate Professor of MusicJack Schneps, B.A., M.S., Ph.D., University of Wisconsin,Vannevar Bush Chair and Professor of Physics (1956)Claire Schub, B.A., M.A., Ph.D. (1986), PrincetonUniversity, Lecturer in FrenchJudah Schwartz, Ph.D. (1963), New York University,Senior Lecturer in EducationSharan L. Schwartzberg, B.S., Ed.M., Ed.D., OTR (1979),Boston University, Professor of Occupational TherapyErin E. Seaton, Ed.D. (2006), Harvard Graduate School ofEducation, Lecturer in EducationLaurence Philip Senelick, B.A., A.M., Ph.D. (1972),Harvard University, Fletcher Professor of Oratory andProfessor of DramaChristina Sharpe, B.A., M.A., Ph.D. (1999), CornellUniversity, Associate Professor of EnglishRosalind H. Shaw, B.A., Ph.D. (1982), University ofLondon, Associate Professor of AnthropologyOxana Shevel, Ph.D. (2003), Harvard University,Assistant Professor of Political ScienceLisa Shin, A.B., A.M., Ph.D. (1997), Harvard University,Associate Professor of PsychologyMary Jane Shultz, B.S., Ph.D. (1974), MassachusettsInstitute of Technology, Professor of ChemistryEli Charles Siegel, A.B., Ph.D. (1966), Rutgers University,Professor of BiologyEmilia Simeonova, B.A., M.A., M.Phil., Ph.D. (2008),Columbia University, Assistant Professor of EconomicsTed Simpson, B.A., M.F.A. (2002), Brandeis University,Lecturer in DramaKrzysztof Sliwa, B.S., M.S., Ph.D. (1980), Institute ofNuclear Physics, Cracow, Professor of PhysicsDavid A. Sloane, B.A., M.A., Ph.D. (1979), HarvardUniversity, Associate Professor of RussianDonna Slonim, B.S., M.S., Ph.D. (1996), MassachusettsInstitute of Technology, Associate Professor of ComputerScienceGeorge E. Smith, B.A., Ph.D. (1979), MassachusettsInstitute of Technology, Professor of PhilosophyJoel Larue Smith, M.M. (1997), Manhattan School ofMusic, Lecturer in MusicTony Smith, B.A., M.A., Ph.D. (1970), Harvard University,Cornelia M. Jackson Professor of Political ScienceSarah Sobieraj, Ph.D. (2002), State University of NewYork at Albany, Assistant Professor of SociologySamuel Sommers, B.A., M.A., Ph.D. (2002), University ofMichigan, Associate Professor of PsychologySameer Sonkusale, B.E., M.S., Ph.D. (2003), University ofPennsylvania, Associate Professor of Electrical andComputer EngineeringDiane L. Souvaine, B.A., M.A., M.S., Ph.D. (1986),Princeton University, Professor of Computer ScienceEnrico Spolaore, B.A., A.M., Ph.D. (1993), HarvardUniversity, Professor of EconomicsJudith Stafford, B.A., M.S., Ph.D. (2000), University ofColorado at Boulder, Senior Lecturer/Research AssistantProfessor in Computer ScienceCristian Staii, Ph.D. (2005), University of Pennsylvania,Assistant Professor of PhysicsAleksandar Stankovic, Ph.D. (1992), MassachusettsInstitute of Technology, Professor of Electrical andComputer Engineering252

FAC U LT Y >Philip T. B. Starks, A.B., A.M., Ph.D. (1999), CornellUniversity, Associate Professor of BiologySaskia Stoessel, M.A., Ph.D. (1998), Boston University,Senior Lecturer in GermanRobert David Stolow, B.S., Ph.D. (1956), University ofIllinois, Professor of ChemistryJohn Straub, Ph.D. (2002), University of Wisconsin atMadison, Lecturer in EconomicsSara Su, Ph.D. (2009), Massachusetts Institute ofTechnology, Visiting Assistant Professor of ComputerScienceVickie Sullivan, B.A., M.A., Ph.D. (1996), University ofChicago, Professor of Political ScienceNakho Sung, B.S., M.S., Ph.D. (1972), MassachusettsInstitute of Technology, Professor and Chair of ChemicalEngineeringChristopher Swan, B.S., M.S., Ph.D. (1994),Massachusetts Institute of Technology, AssociateProfessor of Civil and Environmental EngineeringCharles Sykes, B.S., M.S., Ph.D. (2002), University ofCambridge, Associate Professor of ChemistryIchiro Takayoshi, Ph.D. (2008), Columbia University,Assistant Professor of EnglishJeffrey Taliaferro, A.B., A.M., Ph.D. (1997), HarvardUniversity, Associate Professor of Political ScienceChih Ming Tan, B.S., M.S., M.S., Ph.D. (2004), University ofWisconsin at Madison, Assistant Professor of EconomicsHeiwai Tang, B.S., Ph.D. (2008), Massachusetts Instituteof Technology, Assistant Professor of EconomicsHolly Taylor, B.A., Ph.D. (1992), Stanford University,Professor of PsychologyRosemary C. R. Taylor, M.A., M.A., Ph.D. (1975),University of California at Santa Barbara, AssociateProfessor of Sociology and Community HealthMontserrat Teixidor i Bigas, B.S., Ph.D. (1986),Universidad de Barcelona, Professor of MathematicsAyanna Kim Thomas, B.A., M.S., Ph.D. (2001), Universityof Washington, Assistant Professor of PsychologySheriden Thomas, B.F.A., M.F.A. (1974), University ofMinnesota, Lecturer in DramaSamuel William Thomas, III, Ph.D. (2006), MassachusettsInstitute of Technology, Assistant Professor of ChemistryLinda Tickle-Degnen, B.A., M.A., M.A., Ph.D. (1988),Harvard University, Professor of Occupational TherapyRoger Tobin, A.B., M.S., Ph.D. (1985), University ofCalifornia at Berkeley, Professor of PhysicsAlice E. Trexler, B.S., M.A., Ph.D. (1976), New YorkUniversity, Associate Professor of DanceAgnès Trichard-Arany, M.A., M.A., Ph.D. (1999), BostonUniversity, Lecturer in FrenchBarry A. Trimmer, B.A., Ph.D. (1983), CambridgeUniversity, Professor of BiologyLoring W. Tu, A.B., A.M., Ph.D. (1979), Harvard University,Professor of MathematicsMartha Trudeau Tucker, B.A., M.A., Ph.D. (1997),University of Massachusetts at Amherst, Lecturer inEducationReed Ueda, A.B., M.A., Ph.D. (1981), Harvard University,Professor of HistoryMichael Ullman, B.A., M.A., Ph.D. (1976), University ofMichigan, Lecturer in English and MusicSabir R. Umarov, Ph.D. (1993), Moscow PowerEngineering Institute, Lecturer in MathematicsHeather Urry, Ph.D. (2001), University of Arizona,Assistant Professor of PsychologyArthur L. Utz, B.S., Ph.D. (1994), University of Wisconsin,Associate Professor of ChemistryThomas E. Vandervelde, B.S., M.A., Ph.D. (2004),University of Virginia, Assistant Professor of Electricaland Computer EngineeringSabina Elena Vaught, B.A., M.Ed., Ph.D. (2006),University of Wisconsin at Madison, Assistant Professorof EducationAlexander Vilenkin, M.S., Ph.D. (1977), State Universityof New York at Buffalo, Professor of PhysicsDavid R. Vinson, B.S., M.S., Ph.D. (2000), LehighUniversity, Professor of the Practice in ChemicalEngineeringRichard M. Vogel, B.S., M.S., Ph.D. (1985), CornellUniversity, Professor of Civil and EnvironmentalEngineeringJoseph Walser, B.A., M.T.S., Ph.D. (1997), NorthwesternUniversity, Associate Professor of ReligionGenevieve S. Walsh, B.A., M.S., Ph.D. (2003), University ofCalifornia at Davis, Assistant Professor of MathematicsDavid Walt, B.S., Ph.D. (1979), State University of NewYork at Stony Brook, Robinson Professor of ChemistryMingquan Wang, B.A., Ed.M., Ph.D. (1987), BostonUniversity, Senior Lecturer in ChineseShaomei Wang, B.A., M.A., Ph.D. (2005), University ofArizona, Lecturer in ChineseTina Wasserman, B.A., M.A., Ph.D. (1998), New YorkUniversity, Lecturer in Art HistoryJudith Wechsler, B.A., M.A., Ph.D. (1972), University ofCalifornia at Los Angeles, National Endowment for theHumanities Professor of Art HistoryKathleen Weiler, B.A., M.A., Ed.D. (1986) , BostonUniversity, Professor of EducationRichard Weiss, A.B., M.A., Ph.D. (1973), TechnischeUniversität Berlin, William Walker Professor ofMathematicsDonald Wertlieb, B.S., M.A., Ph.D. (1978), Boston253

FAC U LT Y >University, Professor of Child DevelopmentStephen L. White, B.A., Ph.D. (1981), University ofCalifornia at Berkeley, Associate Professor of PhilosophyRobert D. White, B.S., M.S., Ph.D. (2005), University ofMichigan at Ann Arbor, Assistant Professor ofMechanical EngineeringRobert F. Willson, A.B., M.S., Ph.D. (1979), TuftsUniversity, Senior Lecturer in AstronomyJonathan M. Wilson, B.A., Ph.D. (1981), HebrewUniversity of Jerusalem, Fletcher Professor of Rhetoricand Debate, Professor of EnglishPeter Winn, B.A., Ph.D. (1972), Cambridge University,Professor of HistoryMaryanne Wolf, B.A., M.A., Ed.D. (1979), HarvardUniversity, Professor of Child DevelopmentPeter Y. Wong, B.S., M.S., Ph.D. (1995), Tufts University,Research Associate Professor of Mechanical EngineeringMark Woodin, B.A., M.S., Sc.D. (1998), Harvard University,Senior Lecturer in Civil and Environmental EngineeringWilliam D. Woods, B.S., Ph.D. (2005), University ofMassachusetts, Research Assistant Professor of BiologyJean Wu, Ph.D. (1984), Harvard University, SeniorLecturer in American StudiesQiaobing Xu, Ph.D. (2007), Harvard University, AssistantProfessor of Biomedical EngineeringWeiping Wu, Ph.D. (1996), Rutgers University, Professorof Urban and Environmental Policy and PlanningHyunmin Yi, B.S.E., M.S.E., Ph.D. (2003), University ofMaryland, Assistant Professor of Chemical and BiologicalEngineeringJeffrey E. Zabel, B.A., Ph.D. (1987), University ofCalifornia at San Diego, Professor of EconomicsAdriana Zavala, B.A., M.A., Ph.D. (2001), BrownUniversity, Associate Professor of Art HistoryXueping Zhong, B.A., M.A., Ph.D. (1993), University ofIowa, Associate Professor of ChinesePART-TIME FACULTYLeah Abraham, Lecturer in Biomedical EngineeringTommy Nani Agbeli, Lecturer in MusicPaul Ahlstrand, B.S., Lecturer in MusicOnur Akmehmet, Ph.D., Lecturer in EconomicsAbdi Ali, M.A., Lecturer in EducationGregory Altman, Ph.D., Research Assistant Professor ofBiomedical EngineeringMary Anton-Oldenburg, Ed.D., Lecturer in ChildDevelopmentJohn Arata, Lecturer in Mechanical EngineeringScott Aruda, Lecturer in MusicJohn Aylward, A.B.D., Lecturer in MusicSusan Barahal, B.S., M.Ed., Lecturer in Art EducationMargaret Barringer, M.C.P, Lecturer in Urban andEnvironmental Policy and PlanningAnthony Barry, Lecturer in Biomedical EngineeringDaniela Bartalesi-Graf, M.A., Lecturer in ItalianNina Barwell, B.M., Lecturer in MusicLison Baselis-Bitoun, Ph.D., Lecturer in FrenchLynne S. Batchelder, Ph.D., Lecturer in ChemistryThomas Bates, Lecturer in Electrical and ComputerEngineeringCarl Beckman, M.F.A., Lecturer in EnglishRichard Beckwitt, Ph.D., Lecturer in ChemicalEngineeringAida Belansky, B.A., Lecturer in SpanishDonald Berman, M.M., Lecturer in MusicJuliana Berte, M.A., Lecturer in SpanishSteven R. Best, B.Sc., Ph.D., Lecturer in Electrical andComputer EngineeringIndrani Bhattacharjee, Ph.D., Lecturer in PhilosophyCelia Bianconi, M.A., Lecturer in PortugueseDana Blander, Ph.D., Lecturer in Political SciencePamela Bower-Basso, B.A., M.A.T., Lecturer in ArtEducationBrian Brenner, M.S., Professor of the Practice of Civil andEnvironmental EngineeringHazel V. Bright, M.A., Lecturer in EnglishJerome Brightman, B.A., M.B.A., D.B.A., Lecturer, TuftsGordon InstituteSilke Brodersen, Ph.D., Lecturer in GermanGerald Brown, B.A., M.B.A., Lecturer, Tufts GordonInstituteMichael J. Brown, Lecturer in Chemical EngineeringThaddeus Brunye, Ph.D., Lecturer in PsychologyMalcolm Bryant, Ph.D., Lecturer in Community HealthRobert Burdick, J.D., Adjunct Associate Professor ofUrban and Environmental Policy and PlanningJennifer Buxton, M.A., OTR/L, Lecturer in OccupationalTherapyAnne Cantú, M.A., Lecturer in SpanishMarta Carlson, M.A., Lecturer in American StudiesEric J. Chaisson, Ph.D., Research Professor of Physics andEducationMark Chase, M.A., Lecturer in Urban and EnvironmentPolicy and PlanningClement Chau, Lecturer in Child DevelopmentPo-Shang Chen, Lecturer in Civil and EnvironmentalEngineeringMing Y. Chow, Ph.D., Lecturer in Computer ScienceTerrell A. Clark, Ph.D., Lecturer in Child DevelopmentAllan H. Clemow, M.S., Adjunct Assistant Professor ofMechanical EngineeringCarolyn Cohen, Ph.D., Lecturer in Psychology254

FAC U LT Y >Larry Cohen, M.S., Lecturer in Civil and EnvironmentalEngineeringDavid F. Coleman, M.A., Lecturer in MusicLisa Coleman, Ph.D., Lecturer in American StudiesKerri Conditto, M.A., Lecturer in FrenchThomas Connolly, Ph.D., Lecturer in DramaDeborah Cooney, M.F.A., Lecturer in DramaChristine Cousineau, Arch.A.S./M.C.P., Lecturer in Urbanand Environmental Policy and PlanningRobert Creeden, A.B., M.B.A., Lecturer, Tufts GordonInstituteJudith M. Curcio, C.A.G.S., Lecturer in EducationMeagan Curtis, Ph.D., Lecturer in PsychologyKristen D’Anci, Ph.D., Lecturer in PsychologySarah Devila, Ph.D., Lecturer in Child DevelopmentAnne de Laire Mulgrew, M.A., Lecturer in SpanishJohn Derby, Lecturer, Tufts Gordon InstituteEllen Detwiller, M.A., Lecturer in FrenchRobert F. Dew, Lecturer, Tufts Gordon InstituteJulie Dobrow, Ph.D., Lecturer/Coordinator in ChildDevelopmentDeborah Donahue-Keegan, Ed.D., Lecturer in EducationMichael Downing, B.A., Lecturer in EnglishBarry Drummond, M.A., Lecturer in MusicLouise Dunlap, Ph.D., Lecturer in Urban andEnvironmental Policy and PlanningSean F. Edgecomb, Ph.D., Lecturer in DramaBarton T. Edgerton, M.A., Lecturer in Political ScienceKaryn Esielonis, Ph.D., Lecturer in Art HistoryLenore Feigenbaum, Ph.D., Coordinator/AssociateProfessor of MathematicsWinfried Feneberg, C.A.G.S., Lecturer in EducationRichard A. Fey, Ph.D., Lecturer in EconomicsDiana Finer, C.A.G.S., Lecturer in EducationGavin Finn, Ph.D., Lecturer, Tufts Gordon InstituteAmy Finnegan, M.A., Lecturer in Political ScienceJanis Freedman-Bellow, Ph.D., Lecturer in EnglishAlex Frumosu, Ph.D., Lecturer in MathematicsYun Fu, Ph.D., Lecturer in Computer ScienceShinju Fujihira, Ph.D., Lecturer in Political ScienceJack Fultz, M.Ed., Lecturer in PsychologyKatharine J. Furst, M.A., Lecturer in Art EducationLinda Garant, M.A., Lecturer in MathematicsGeoffrey Gardner, M.A., Lecturer in EnglishTatyana Gassel-Vozlinskaya, M.A., Lecturer in RussianJulia Genster, Ph.D., Lecturer in EnglishAnnie Poignant Geoghegan, M.A., Lecturer in FrenchEmily Gephart, M.A., Lecturer in Art HistoryEman Ghoneim, Ph.D., Lecturer in Urban andEnvironmental Policy and PlanningPartha Ghosh, M.S., M.B.A., Ph.D., Professor of thePractice, Tufts Gordon InstituteMarie Gillette, M.A., Lecturer in FrenchManuel Lucena Giraldo, Ph.D., Visiting Professor ofHistoryHeidi Given, M.A., Lecturer in Child DevelopmentNancy W. Gleason, M.A., Lecturer in Political ScienceRichard Glickman-Simon, Lecturer in CommunityHealthEkaterina D. Gnedenko, Ph.D., Lecturer in EconomicsVictoria Godfrey, B.A., M.B.A., Lecturer, Tufts GordonInstituteTonya Goldenstein, B.A., Lecturer in RussianLaurie Goldman, Ph.D., M.S., Lecturer in Urban andEnvironmental Policy and PlanningMichael Goldman, M.A., Lecturer in Political ScienceMarcy Goldsmith, Ph.D., Lecturer in PsychologyJayne Gordon, M.A., Lecturer in EducationBarbara Gortych, Ed.D., Lecturer in EducationMark Gosztyla, M.F.A., Lecturer in EnglishJack A. Green, J.D., Lecturer in EconomicsDeborah Greenwald, Ph.D., Lecturer in PsychologyGeraldine Grimm, Ph.D., Lecturer in GermanRana Gupta, B.A., M.S., M.B.A., Lecturer, Tufts GordonInstitutePaul Hackett, Ph.D., Lecturer in EducationBetsy Halpern, Ph.D., Lecturer in ClassicsJeremy Halpern, B.A., J.D., Lecturer, Tufts GordonInstitutePamela Haltom, M.A., Lecturer in SpanishRobert J. Hannemann, Sc.D., Professor of the Practice inMechanical EngineeringDaniel Hannon, Ph.D., Professor of the Practice inMechanical EngineeringAnna Hardman, Ph.D., Senior Lecturer in EconomicsDavid Hatem, J.D., Lecturer in Civil and EnvironmentalEngineeringGretchen Hayden-Ruckert, S.D., Lecturer in DanceKimberly Hébert, M.A., Lecturer in EnglishMark D. Hempstead, M.S., Lecturer in Electrical andComputer EngineeringJean Herbert, Ph.D., Lecturer in EnglishJane Hershey, M.A., Lecturer in MusicMarcie Hershman, M.A., Lecturer in EnglishEric M. Hines, Ph.D., Professor of the Practice in Civil andEnvironmental EngineeringAmy K. Hirschfeld, M.A., Senior Lecturer, Tufts GordonInstituteNeal Hirsig, M.F.A., Senior Lecturer in DramaWen-Yee Ho, Lecturer in FrenchJohn Hodgman, B.A., Lecturer, Tufts Gordon InstituteScott Horsley, M.A., Lecturer in Urban and255

FAC U LT Y >Environmental Policy and PlanningJoseph Hurka, M.F.A., Lecturer in EnglishTalib Hussain, Ph.D., Lecturer in Computer ScienceMargaret Hutaff, Senior Lecturer in ReligionRaymond Hyatt, M.S., Lecturer in Community HealthRobert M. Jampel, Ph.D., Lecturer in PsychologyLinda Jarvin, Ph.D., Research Associate Professor ofEducationChadwick J. Johnson, M.A., Lecturer in EducationRonna Johnson, Ph.D., Lecturer in English and AmericanStudiesSibyl Johnston, M.F.A., Lecturer in EnglishBrian Jordan, M.F.A., Lecturer in EnglishLuke Jorgensen, Ph.D., Lecturer in DramaJohn Julian, Ph.D., Lecturer in French and ItalianMary Beth Kadlec, Sc.D., OTR/L Lecturer in OccupationalTherapyRebecca Kaiser Gibson, M.A., Lecturer in EnglishMark Karlins, Ph.D., Lecturer in EnglishNancy Kassabian, M.Ed., Lecturer in EducationDebbie Lee Keenan, M.A., Lecturer in ChildDevelopmentKaren Kelley, M.B.A., Lecturer in Urban andEnvironmental Policy and PlanningNancy Kelly, Ph.D., Lecturer in SpanishRyan Kilgore, Ph.D., Lecturer in Mechanical EngineeringGrayson T. Kimball, Ph.D., Lecturer in PsychologyHava Kimelman, B.A., Lecturer in HebrewMariya Kireyeva, M.A., Lecturer in SpanishAndrew Klatt, M.A., Lecturer in SpanishGal Kober, Ph.D., Lecturer in PhilosophyAndrew J. Koh, Ph.D., Lecturer in ClassicsJane Koomar, Ph.D., Professor of the Practice inOccupational TherapyChrystal Kornegay, M.C.P., Lecturer in Urban andEnvironmental Policy and PlanningSusan Kouguell, B.A., Lecturer in DramaVenkateswaran Krishnan, Ph.D., Lecturer inMathematicsPeter Kronberg, Ph.D., Lecturer in EconomicsSusanna Lara-Roth, Ph.D., Lecturer in EducationAmity Nichols Law, Ph.D., Lecturer in Art HistoryLeslie Lawrence, M.A.T., Lecturer in EnglishElizabeth Leavell, M.A., Lecturer in EnglishPaul Leavis, Ph.D., Lecturer in Occupational TherapyPaul D. Lehrman, M.A., Lecturer in Music, Coordinator ofMusic Technology, Lecturer in Mechanical EngineeringElizabeth Lemons, Ph.D., Senior Lecturer in ReligionJoan Lester, M.A., Lecturer in American StudiesStephanie Levine, Ph.D., Lecturer in EnglishNan Levinson, M.A., Lecturer in EnglishNancy Levy-Konesky, Ph.D., Lecturer in SpanishMushi Li, M.A., Lecturer in ChineseSamuel H. Liggero, Ph.D., Professor of the Practice, TuftsGordon InstituteJim Lipsky, M.A., Lecturer in Child DevelopmentCarmen Lowe, Ph.D., Lecturer in American StudiesJeremy Clayton Luallen, Ph.D., Lecturer in EconomicsWanda Lankenner MacDonald, Ed.M., Lecturer inEnglishRobert J. Mailloux, Ph.D., Lecturer in Electrical andComputer EngineeringAnne Mahoney, Ph.D., Lecturer in ClassicsIldefonso Manso, M.A., Lecturer in SpanishTeresa Marcelin, M.A., Lecturer in SpanishScarlet Marquette, M.A., Lecturer in RussianTamara Marquez-Raffetto, Ph.D., Lecturer in SpanishCarol Mastrodominico, M.M., Lecturer in MusicStephen Matson, Ph.D., Professor of the Practice inChemical EngineeringJohn McCann, M.Mus., Lecturer in MusicJeff McConnell, A.B.D., Lecturer in PhilosophyJoseph McGrath, Lecturer in MathematicsChristopher McHugh, Ph.D., Lecturer in EconomicsMichael McLaughlin, M.M., Lecturer in MusicRaysa Mederos, M.A., Lecturer in SpanishLynn Meltzer, Ph.D., Adjunct Associate Professor of ChildDevelopmentDeborah Menegotto, Ph.D., Lecturer in EconomicsRegina Merzlak, Ph.D., Lecturer in ClassicsIbrahim Miari, M.F.A., Lecturer in HebrewAmy Millay, Ph.D., Lecturer in SpanishNeil Miller, M.A., Lecturer in EnglishHarold Miller-Jacobs, Ph.D., Lecturer in PsychologySilvia Monteleone-Wasson, M.A., Lecturer in ItalianWilliam Moomaw, Ph.D., Adjunct Professor of Urban andEnvironmental Policy and PlanningCharles Murphy, M.B.A., Lecturer in EconomicsJames Nash, B.S., Lecturer, Tufts Gordon InstituteMichael Niewiecki, Lecturer in EducationDavid O’Leary, Ph.D., Senior Lecturer in ReligionDora Older, Ph.D., Lecturer in SpanishMasoud Olia, M.S., Lecturer in Civil and EnvironmentalEngineeringKenneth Olum, Ph.D., Research Associate Professor inAstronomyJun Ono Cheung, M.A., Lecturer in JapaneseAdele Oppenheim, M.A., Lecturer in SpanishIngar Palmlund, Ph.D., Lecturer in Urban andEnvironmental Policy and PlanningAparna Pande, M.A., Lecturer in Political ScienceElena Paolini, M.A., Lecturer in Italian256

FAC U LT Y >Sean Parker, Lecturer in Child DevelopmentMichael Paster, M.S.E., Lecturer in Civil andEnvironmental EngineeringDavid Pauling, M.A., Lecturer in FrenchTracy Pearce, Ph.D., Lecturer in FrenchRobert A. Peattie, Ph.D., Research Associate Professor ofBiomedical EngineeringIsabella Perricone, M.A., Lecturer in ItalianMonica Ann Pessina, Ph.D., Lecturer in OccupationalTherapyDale Peterson, Ph.D., Lecturer in EnglishNancy Iffland Petrov, B.A., Lecturer in RussianEnrique Pujals, Ph.D., Lecturer in MathematicsCharlie E. Rabie, M.S., Professor of the Practice, TuftsGordon InstituteSheryl Read, M.B.A., Lecturer, Tufts Gordon InstituteChance Reichel, B.A., M.A., Lecturer, Tufts GordonInstituteHenry Rej, Lecturer, Tufts Gordon InstituteElisabeth Rettelbach, M.A., Lecturer in GermanMarion Reynolds, M.A., Lecturer in Child Developmentand EducationAnne-Christine Rice, Lecturer in FrenchKristen Ripley, M.Ed., Lecturer in Art EducationKatherine Risse, Ph.D., Lecturer in SpanishChristopher Robichaud, Lecturer in PhilosophyAlan Jay Rom, J.D., Lecturer in Urban and EnvironmentalPolicy and PlanningMitchel Rose, Ph.D., Lecturer in PsychologyWinifred Rothenberg, Ph.D., Associate Professor ofEconomicsKareem Joseph Roustom, M.A., Lecturer in MusicRoberta Rubin, J.D., Lecturer in Urban andEnvironmental Policy and PlanningMary Beth Ruskai, Ph.D., Research Professor in Electricaland Computer EngineeringHoward Saltsburg, Ph.D., Research Professor ofChemical EngineeringStephen N. Sarikas, Ph.D., Lecturer in OccupationalTherapyAmy Ingrid Schlegel, Ph.D., Lecturer/Director ofGalleries and CollectionsEd Schwehm, M.A., Lecturer in MusicVirginia L. Scott, Lecturer in DramaMartha J. Sellers, Ph.D., Assistant Professor of ChildDevelopmentJane Seminara, M.A., Lecturer, Tufts Gordon InstitutePaola Servino, M.A., Lecturer in ItalianSusan Setnik, M.A.,Lecturer in LatinFelice Shapiro, B.S.F.S., Lecturer, Tufts Gordon InstituteMitchell Silver, Ph.D., Lecturer in PhilosophyDana Simpson, M.A., Lecturer in SpanishSarah Everhart Skeels, M.P.H., Lecturer in OccupationalTherapyKimberley Skelton, Ph.D., Lecturer in Art HistoryLarysa Smirnova, M.A., Lecturer in FrenchCynthia Smith, Lecturer in Child DevelopmentPatricia Smith, M.A., Lecturer in SpanishPriscilla Sneff, M.F.A., Lecturer in EnglishChristiane Soares, A.M., Lecturer in PortugueseVictoria Solan, Ph.D., Lecturer in Art HistoryGregory J. Sonek, B.S., M.S., M.B.A., Ph.D., Instructor inElectrical and Computer EngineeringAlissa Spielberg, M.P.H., Lecturer in Community HealthLynn Stevens, M.A., Lecturer in EnglishRandall Stiffler, Ph.D., Lecturer in EnglishCatherine J. Stoodley, Ph.D., Lecturer in ChildDevelopmentJonathan Strong, B.A., Lecturer in EnglishWanda Strukus, Ph.D., Lecturer in DramaLauren A. Sullivan, Ph.D., Lecturer in AnthropologyJeffrey Summit, Ph.D., Lecturer in Judaic StudiesJan Swafford, M.Mus., Lecturer in EnglishKatrina Swett, Ph.D., Lecturer in Political ScienceJoseph F. Swingle, Ph.D., Lecturer in EconomicsAndre Switala, Ph.D., Lecturer in EconomicsAnne Taieb, M.A., Lecturer in FrenchGrace Talusan, M.F.A., Lecturer in EnglishCheryl Anne Tano, M.A., Lecturer in SpanishNino Testa, B.A., Lecturer in Women’s StudiesMila Thigpen, M.F.A., Lecturer in DanceViola Thomas, M.A., Lecturer in FrenchGeorge Thorn, Ph.D., Lecturer in Urban andEnvironmental Planning and PolicyRonald Thornton, Ph.D., Research Professor of EducationIgor Tkachov, Lecturer in Electrical and ComputerEngineeringRobert P. Trant, Ph.D., Lecturer in EducationDavid Travis, Lecturer, Tufts Gordon InstituteScott A. Trudeau, Ph.D., M.A., OTR/L, Lecturer inOccupational TherapyKenneth Urban, Ph.D., Lecturer in DramaValentina Urbanek, M.A., Lecturer in PhilosophyDavid Valdes Greenwood, M.F.A., Lecturer in EnglishLaura Vanderberg, Lecturer in Child DevelopmentPaulina Varshavskaya, Ph.D., Lecturer in ComputerScienceMary Viola, Ph.D., Lecturer, Tufts Gordon InstituteYvonne Wakeford, Ph.D., Lecturer in PsychologyLisa L. Walters, Ph.D., Lecturer in FrenchMin Wan, B.A., Lecturer in ChineseMarji Erickson Warfield, Ph.D., Lecturer in Urban and257

FAC U LT Y >Environment Policy and PlanningJames Watson, Ph.D., Lecturer in SpanishTed Weesner Jr., M.F.A., Lecturer in EnglishAnna Wegel-Hajj, M.A., Lecturer in SpanishVirginia G. Weisz, Lecturer in Child DevelopmentRaquel Weitzman, M.A., Lecturer in SpanishElizabeth Whitney, Ph.D., Lecturer in OccupationalTherapyMichael Wiklund, Ph.D., Lecturer in MechanicalEngineeringCarol Wilkinson, Ph.D., Lecturer in EnglishInge Williams, B.S., B.F.A., M.B.A., Lecturer, Tufts GordonInstituteArthur W. Winston, Ph.D., Professor of the Practice, TuftsGordon InstituteJon Witten, J.D., Lecturer in Urban and EnvironmentalPolicy and PlanningMark Wooden, Lecturer in Community HealthColleen Worrell, Ph.D., Lecturer in EducationXiaoya Ye, M.A., Lecturer in ChineseStephen G. Zemba, Ph.D., Lecturer in Civil andEnvironmental EngineeringSouhad Zendah, B.A., Lecturer in ArabicMichael Zimmerman, Ph.D., Professor of the Practice inMechanical EngineeringCOACH/LECTURERSKate Bayard, A.B., Harvard University (2005)Carla Berube, B..A., University of Connecticut (2002)Nancy Bigelow, B.S., M.S., Pennsylvania State University(1982)Gary Caldwell, B.A., Yale University (1990)John Casey, M.Ed., Tufts University (1983)Jenna Cherenzia, B.S., M.S., Boston University (2009)Jay Civetti, B.A., M.Ed., Boston College (2006)Patricia Cordeiro, B.S., M.S., Arizona School of HealthSciences (2001)Michael Daly, B.A., M.A.T., Tufts University (1997)Mark Doughtie, B.S., University of Massachusetts (1978)Doug Eng, B.S., M.S., Ed.D, Ph.D., Tufts University (1995)William Gehling, B.A., M.Ed., Tufts University (1981)Adam Hoyt, B.A., M.A., Trinity College (2005)Kenneth W. Legler, B.S., University of Rhode Island(1980)Christine McDavitt, B.S., Boston University (2004)Kristen Morwick, B.A., Dartmouth College (2000)Brian Murphy, B.A., M.Ed., Tufts University (1998)Michael Pimentel, B.S., Northeastern University (1989)Cornelius Putnam, B.A., M.Ed., Springfield College(1984)Carol Rappoli, B.S., St. Anselm College (1985)William Samko, B.S., M.Ed., Tufts University (1994)Joshua Shapiro, B.A., Middlebury College (1997)Robert Sheldon, B.S., M.Ed., Fordham University (1982)Janet Silva, B.S., Northeastern University (1979)Branwen C. A. Smith-King, B.S., M.Ed., SpringfieldCollege (1982)Paul J. Sweeney, B.A., University of New Hampshire(1993)Cora Thompson, B.S., M.Ed., Tufts University (2001)Tim Troville, B.A., Northeastern University (2001)Martha Whiting, B.A., M.Ed., Tufts University (1995)EMERITI/AE FACULTY AND STAFFDaniel Cary Abbott, A.M., Emeritus Associate Professorof Music (1958–1997)Gustavo Alfaro, Ph.D., Emeritus Professor of RomanceLanguages (1978–2001)Thomas J. Anderson, Jr., Ph.D., Emeritus FletcherProfessor of Music (1972–1990)Diana Bailey, M.Ed., Ed.D., OTR, Emerita AssociateProfessor of Occupational Therapy (1986-2009)Sylvan Barnet, Ph.D., Emeritus Fletcher Professor ofEnglish Literature (1954–1992)Hugo Adam Bedau, Ph.D., Emeritus Fletcher Professor ofPhilosophy (1966–1999)Gregory Dionysios Botsaris, Ph.D., Emeritus Professor ofChemical Engineering (1965–2004)Linfield Brown, Ph.D., Emeritus Professor of Civil andEnvironmental Engineering (1970-2007)Rocco John Carzo, M.Ed., Emeritus Professor of PhysicalEducation, Director of Athletics, and CommencementMarshal (1966–1999)David Cavitch, Ph.D., Emeritus Professor of English(1972–2001)Li-Li Ch’en, Ph.D., Emerita Professor of Chinese(1972–1994)Alan J. Clayton, Ph.D., Emeritus Professor of French(1965-1986)Teruko Craig, B.A., Emerita Senior Lecturer in Japanese(1984–1995)William J. Crochetiere, Ph.D., Emeritus Professor ofMechanical Engineering (1967–2003)Benjamin Dane, Ph.D., Emeritus Professor of Biology(1966–2002)Mark DeVoto, Ph.D., Emeritus Professor of Music(1981–2000)David Elkind, B.A., Ph.D., Emeritus Professor of ChildDevelopment (1978-2009)Allen Edward Everett, Ph.D., Emeritus Professor ofPhysics (1960–2003)Sylvia Gruber Feinburg, Ed.D., Emerita Professor of258

FAC U LT Y >Child Development (1964–1999)Mary Ella Feinleib, Ph.D., Emerita Professor of Biology(1965–1995)Ross S. Feldberg, Ph.D., Emeritus Associate Professor ofBiology (1975-2009)Ivan Galantic, Ph.D., Emeritus Professor of Art History(1971–1989)Vlasios Georgian, Ph.D., Emeritus Associate Professor ofChemistry (1960–1990)John Schuyler Gibson, Ph.D., Emeritus Professor ofPolitical Science (1963–1995)Ronald B. Goldner, Ph.D., Emeritus Professor of ElectricalEngineering (1964–2005)Robert Gonsalves, Ph.D., Emeritus Professor of ElectricalEngineering (1985–2004)Martin Burgess Green, Ph.D., Emeritus Harriet H. FayProfessor of Literature (1967–1994)Nancie Greenman, Ed.M., Emerita Associate Professor ofOccupational Therapy (1971–1992)Robert Greif, Ph.D., Emeritus Professor of MechanicalEngineering (1966-2008)N. Bruce Hanes, Ph.D., Emeritus Professor of CivilEngineering (1961–1992)Edward Shilling Hodgson, Ph.D. Emeritus Professor ofBiology (1968–1989)F. Sheppard Holt, Ph.D., Emeritus Professor ofMathematics (1955–1985)Margot C. Howe, Ed.D., Emerita Professor ofOccupational Therapy (1972–1989)Howard Hunter, Ph.D., Emeritus Professor of Religion(1957–1997)Karl Heinz Illinger, Ph.D., Emeritus Associate Professor ofChemistry (1960–2004)David Isles, Ph.D., Emeritus Associate Professor ofMathematics (1963-2006)Alexander Kaczmarczyk, Ph.D., Emeritus Professor ofChemistry (1968–1992)Donald W. Klein, Ph.D., Emeritus Professor of PoliticalScience (1973–1996)Ernest Donald Klema, Ph.D., Emeritus Professor ofEngineering Science (1968–1986)Bobbie M. Knable, B.Mus., Emerita Dean of Students(1980–1999)John Gene Kreifeldt, Ph.D., Emeritus Professor ofMechanical Engineering (1969–2001)David Krumme, Ph.D., Emeritus Associate Professor ofComputer Science (1977–2004)Pierre Henri Laurent, Ph.D., Emeritus Professor ofHistory (1970–2003)Alan Louis Lebowitz, Ph.D., Emeritus Professor ofEnglish (1964)George F. Leger, Ph.D., Emeritus Professor ofMathematics (1963–2003)Martine Astier Loutfi, D. ès L., Emerita Professor ofFrench (1972–1998)George John Marcopoulos, A.B., A.M., Ph.D., EmeritusProfessor of History (1961)Kathryn A. McCarthy, Ph.D., Emerita Professor of Physics(1945–1993)Nancy Stafford Milburn, Ph.D., Emerita Professor ofBiology (1958–1998)Richard Henry Milburn, Ph.D., Emeritus John WadeProfessor of Physics (1961–1998)George Saltonstall Mumford, Ph.D., Emeritus Professorof Astronomy (1955–1997)Alice Lucille Palubinskas, Ph.D., Emerita Professor ofPsychology (1952–1990)Aubrey Parkman, Ph.D., Emeritus Professor of History(1953–1980)Benjamin Perlman, B.S., M.S., Ph.D., Lehigh University,Professor of Mechanical Engineering (1967-2007)John Oliver Perry, Ph.D., Emeritus GoldthwaiteProfessor of Rhetoric (1964–1989)Arthur Lord Pike, S.M.E.E., Emeritus Professor ofElectrical Engineering (1954–1990)John Duncan Powell, Ph.D., Emeritus AssociateProfessor of Political Science (1968–1991)Georgette Vabre Pradal, D. ès L., Emerita Professorof Romance Languages (1962–1986)Robert L. Reuss, Ph.D., Emeritus Associate Professor ofGeology, (1969-2009)William Francis Reynolds, Ph.D., Emeritus WilliamWalker Professor of Mathematics (1957–1998)Philip Bowen Sampson, Ph.D., Emeritus Moses HuntProfessor of Psychology (1955–1992)James William Schlesinger, Ph.D., Emeritus AssociateProfessor of Mathematics (1964–2000)Bradbury Seasholes, Ph.D., Emeritus Associate Professorof Political Science (1963–1995)Lynda Norene Shaffer, Ph.D., Emerita Professor ofHistory (1972–2002)Yaacov Shapira, Ph.D., Emeritus Professor of Physics(1987-2007)Saul Abraham Slapikoff, Ph.D., Emeritus AssociateProfessor of Biology and American Studies (1966–1998)Howard Mitchell Solomon, Ph.D., Emeritus Professorof History (1971–2003)G. Robert Stange, Ph.D., Emeritus Harriet H. FayProfessor of English Literature (1967–1984)Charles Edward Stearns, Ph.D., LL.D., Emeritus HenryBromfield Pearson Professor of Natural Science(1954–1987)259

FAC U LT Y >Rudolf Francis Storch, Ph.D., Emeritus AssociateProfessor of English (1965–1988)Mary Ann Sturtevant, M.Ed., Emerita Professor ofPhysical Education (1962–1994)Leila Aline Sussman, Ph.D., Emerita Professor ofSociology (1966–1992)Samuel Sutcliffe, Ph.D., Emeritus Associate Professor ofCivil and Environmental Engineering (1964–1994)Sarah Meiklejohn Terry, Ph.D., Emerita AssociateProfessor of Political Science (1978–2002)Jack Robert Tessman, Ph.D., Emeritus Professor ofPhysics (1955–1986)Elizabeth Ahn Toupin, M.A., Emerita Associate Dean ofUndergraduate Education (1968–1994)Arthur Uhlir, Jr., Ph.D., Emeritus Professor of ElectricalEngineering (1948–1994)Albert Ullman, Ph.D., Emeritus Professor of Sociology(1946–1983)Kenneth Augustus Van Wormer, Jr., Sc.D., EmeritusProfessor of Chemical Engineering (1954-2007)Van Toi Vo, Ph.D., Emeritus Associate Professor ofBiomedical Engineering (1984-2009)John C. Wells, Ph.D., Emeritus Professor of German(1947–1983)Barbara Ehrlich White, Ph.D., Emerita Adjunct Professorof Art History (1965–2002)Stephen S. Winter, Ph.D., Emeritus Professor ofEducation (1971–1991)Mary Frances Wright, B.S., M.Ed., Emerita AssociateProfessor of Physical Education (1945–1987)SCHOOL OF THE MUSEUM OF FINE ARTSAdministrationDeborah Dluhy, B.A., Ph.D., Dean of the School, DeputyDirector of EducationSusan Lush, B.A., M.Ed., Associate Dean of AcademicAffairsDavid Brown, B.F.A., M.F.A., Associate Dean of AcademicAffairsPatrick Carter, B.F.A., M.F.A., Coordinator, Tufts studiocoursesArts, Sciences, and Engineering LibrariansMiriam H. Allman, Associate Librarian, ScienceBibliographer.Christopher Barbour, Associate Librarian, HumanitiesBibliographerChao Chen, Associate Librarian, ReferenceMartha Kelehan, Assistant Librarian, Social SciencesBibliographerChristine Kittle, Associate Librarian, Head of LibraryInformation Technology SupportJo-Ann Michalak, Librarian, Director, Tisch LibraryAlicia Morris, Associate Librarian, Head of TechnicalServicesMarsha S. Paiste, Associate Librarian, AcquisitionsRegina Raboin, Librarian, ReferenceConstance Reik, Associate Librarian, ReferenceMichael Rogan, Librarian, Music LibrarianBeth Rohloff, Associate Librarian, ReferenceLaurie Sabol, Librarian, ReferenceEvan Simpson, Assistant Librarian, ReferenceChristopher Strauber, Associate Librarian, ReferenceKaren Vagts, Affiliate Librarian, ReferenceLaura R. Walters, Associate Director for Teaching,Research, and Information Resources260

ACC R E D I TAT I O N >College of Liberal Arts and Jackson CollegeThe College of Liberal Arts and Jackson Collegehave a coordinate relationship and together offercourses of study leading to the degrees of bachelorof arts and bachelor of science. From the student’spoint of view the two colleges are coeducational andindistinguishable. All references to the College ofLiberal Arts in this bulletin are to these two combinedcolleges.School of EngineeringThe School of Engineering offers undergraduateand graduate degrees in several areas of engineeringand computer science. The school offers coursesleading to degrees of bachelor of science, master ofscience, master of engineering, master of science inengineering management, and doctor of philosophy.There are also combined programs with the Schoolof Arts and Sciences, the School of Medicine, theSchool of Dental Medicine, the Fletcher School ofLaw and Diplomacy, and the Gordon Institute.Graduate School of Arts and SciencesThe Graduate School of Arts and Sciences offersprograms of study leading to the degrees of masterof arts, master of science, master of fine arts, masterof arts in teaching, master of public policy, educationalspecialist, doctor of philosophy, and doctor ofoccupational therapy.College of Special StudiesThe College of Special Studies, in conjunction withthe School of the Museum of Fine Arts, Boston,offers courses of study leading to the degree ofbachelor of fine arts. The college also offers continuingeducation programs in liberal arts and engineeringfields through the Office of GraduateStudies.261

ACC R E D I TAT I O N >ACCREDITATION OF TUFTS UNIVERSITYA privately endowed New England institutionfounded in 1852.Faculty of Arts, Sciences, and EngineeringColleges of Liberal Arts and Jackson, GraduateSchool of Arts and Sciences, and College ofSpecial Studies: New England Association ofSchools and CollegesNovember 2003School of EngineeringAccreditation Board for Engineering andTechnology, Inc.July 2006Boston School of Occupational TherapyProfessional Entry Level Occupational TherapyProgram: Accreditation Council for OccupationalTherapy Education (ACOTE) of the AmericanOccupational Therapy Association (AOTA)April 2005The Fletcher School of Law and DiplomacyNew England Association of Schools and CollegesNovember 2003School of Dental MedicineCommission on Dental Accreditation of theAmerican Dental AssociationJuly 2001School of MedicineLiaison Committee on Medical Educationof the American Medical Association and theAssociation of American Medical CollegesJune 2006Graduate Programs in Public Health:Council on Education for Public HealthOctober 2002Gerald J. and Dorothy R. Friedman Schoolof Nutrition Science and PolicyNew England Association of Schools and CollegesNovember 2003Sackler School of Graduate Biomedical SciencesNew England Association of Schools and CollegesNovember 2003Cummings School of Veterinary MedicineAmerican Veterinary Medical AssociationMarch 2005262

S C H O L A R S H I P F U N D S >Scholarship FundsUniversity scholarship funds available to students in theCollege of Liberal Arts, Jackson College, and the Schoolof Engineering are listed in this section. The endowmentof the university’s scholarship funds has been investedand the income is used to provide financial aid to studentsas described in the financial aid section.Scholarship funds intended solely for Jackson Collegeare preceded by an asterisk.All of these funds are awarded based on financialneedand the recipients are chosen by the financialaidoffice. No separate application is necessary.The Alireza Family International Scholarship, establishedin 2000 to provide scholarships for highly qualifiedMuslim students who need financial assistance to beable to enroll at Tufts.The Alice Harrison Allen Endowed Scholarship, establishedin 2008, in support of financial aid for Tufts undergraduatestudents in the School of Arts and Sciences.The Lizzie P. Allen Scholarship, founded in 1900 byLizzie P. Allen, of Derby Line, Vermont.The Alpha Sigma Phi Fraternity Fund, founded in 1981.Preference is given to descendants of alumni who weremembers of Alpha Sigma Phi at Tufts.The Alfred E. Anderson Scholarship, established in 2002to provide scholarship awards to United States citizens.The Anderson Scholarship, founded in 1890 by John M.Anderson, of Salem, in the name of John M. and RebeccaAnderson.The Arthur J. Anderson Scholarship, established in 1954by Arthur J. Anderson of the Class of 1912.The Gilbert A. and Robena J. Andrew Scholarship Fund,established in 1985 by the estate of Dr. Norman W.Andrew in honor of his parents to aid students in thefield of premedical studies.The Norman W. Andrew Scholarship Fund, establishedin 1985 by the estate of Norman W. Andrew to aid studentsin the field of biology.The Jesse Moses Aronson Scholarship, established in1951 by Jesse Moses Aronson of the Class of 1918, to beawarded each year to an outstanding applicant foradmission to the School of Engineering who needs financialhelp to attend college.*The Association of Tufts Alumnae, Inc. Scholarship,established in 1957 for an annual scholarship to beawarded to a Jackson student who has completedone year successfully and is selected by a university committee,with the approval of the dean of Jackson College.The Jack and Myrtle Atlas Scholarship, established in1987 to provide financial aid to needy undergraduates,with preference to students from California.The Eugene Averell and Elizabeth Harlow AverellScholarship, established in 1952 by provision in the willof Eugene Averell of the Class of 1895, the income to bepaid annually to a meritorious student.The Cyrus V. Bacon and Ada B. W. Bacon Scholarship,founded in 1915 by Mrs. Ada B. W. Bacon, of Hingham,Massachusetts.The Mitchell and Ruth Bacow Endowed ScholarshipFund, established in 2003 as part of the PritzkerChallenge to benefit outstanding undergraduate studentsof African American, Hispanic American, andNative American heritage.The Crosby F. Baker Memorial Scholarship, establishedin 1955 by colleagues, friends, former students, andfamily in memory of Crosby F. Baker of the Class of 1910,member of the faculty from 1900 to 1954.The Balfour Scholarship Fund, established in 1989 bya generous grant from the L. G. Balfour Foundation toaid talented minority students in need of financialassistance.The George Stevens Ballard Scholarship, founded in1910 by Caroline D. M. Ballard, of Augusta, Maine.The Almon Ballou, Carolyn Clark Scholarship, establishedin 1954 by Carolyn Clark Bigelow of the Class of1900 in memory of her grandfather, Almon Ballou.The Hosea Ballou II Memorial Scholarship, founded in1891 by Mrs. Mary T. Goddard, of Newton,Massachusetts.The Latimer W. Ballou Scholarship, founded in 1898 byLatimer W. Ballou, of Woonsocket, Rhode Island.The John and Staci Barber Endowed Scholarship,established in 2008, to support scholarships within theUniversity and to increase the diversity of the Tuftsundergraduate student body.The Barnard Scholarships, founded in 1897 by Mrs.Caroline M. Barnard, of Everett, Massachusetts.The John K. and Margaret G. Baronian Scholarship,established in 1977 by John Baronian, A’50, in memoryof his parents, who provided the inspiration for hispursuit of education. It was with the desire to helpothers to pursue their educational goals that thismemorial scholarship was given.The Henry F. Barrows Scholarship, founded in 1891 byHenry F. Barrows, of North Attleboro, Massachusetts.The Nancy Bartlett Scholarship, founded in 1897 byMrs. Nancy Bartlett, of Milford, Massachusetts.The BayBank Middlesex Scholarship, founded in 1980by BayBank Middlesex of Burlington, Massachusetts.The Walter P. Beckwith Scholarship Fund, established in1947 under the will of Hira R. Beckwith, of Claremont,263

S C H O L A R S H I P F U N D S >New Hampshire, the income to be used to assist worthyyoung men in acquiring a college education.The Beelzebub Silver Anniversary Scholarship Fund,established in 1988 by the Beelzebub Alumni Associationto provide scholarship to needy undergraduates who aremembers of the Beelzebubs.The Rose Bendetson Memorial Scholarship Fund.This fund has been established by Mr. and Mrs. NorrisBendetson as a memorial to the mother of NorrisBendetson, A’41. The gift is to be used for needy anddeserving students, with preference given to those whoare residents of Haverhill, Massachusetts.The Bendheim Family Scholarship, founded in 1985 bythe family of Thomas L. Bendheim, A’85, of Scarsdale,New York, to enrich the diversity of the student body inthe College of Liberal Arts and Jackson by supporting astudent of high scholastic standing and limited means,with preference to students from the five boroughs ofNew York City.The Bendheim Family Study Abroad Scholarship,established in 1999 to provide financial support to Tuftsstudents studying abroad.The Dr. Karl T. Benedict Sr. and Daisy BenedictScholarship Fund, established in 2004 to provide financialaid to students in the Tufts College of Liberal Arts.The Andrea Caponigro Berthel Scholarship, establishedin 1990 by friends and family of Andrea CaponigroBerthel, a former member of the Tufts University trustees’office. This is the first scholarship in Tufts’ history to benamed in honor of a staff member. The income from thisfund will be awarded annually to two deserving studentswho are graduates of Medford and Malden high schools.The scholarship is to be based on merit as well as need.The Ronald Blackburn Scholarship, established in1986 in memory of Ronald Blackburn to providefinancial assistance to African-American students.Selection of the recipients will be based on record ofachievement, potential for leadership, and demonstratedfinancial need.The John Twiss Blake Fund, established in 1990 by theestate of John Twiss Blake to assist students in theSchool of Engineering.The Newman Peter and Genevieve Blane BirkScholarship, for worthy, deserving, and able students inthe College of Liberal Arts and Jackson. Founded in 1984in memory of two Braker Fellows who became distinguishedprofessors of English at Tufts.The Sophie and Arthur Blecker University ScholarshipFund, established in 1989 by Susan Blecker Cohen, J’66;George Cohen; Marcia Zaroff Blecker, J’69; and RobertBlecker, T’69, is awarded to a student entering theCollege of Liberal Arts and Jackson who has financialneed, and who holds the promise of superior achievementas an undergraduate.The Barry L. and Lilia C. Bloom Family Scholarship,established in 2007, to provide financial aid to achievethe educational benefits of diversity in the school of Artsand Sciences.The Kenneth and Debra Bloom Scholarship, establishedin 2008 to support scholarships within the Schoolof Engineering and the School of Arts and Sciences.The Joseph A. Boccino Boston Post Society of MilitaryEngineers Scholarship, established in 2007 to assist infinding the education of a student residing inMassachusetts, Northeastern Connecticut, NorthernRhode Island or Southern New Hampshire, enrolled inthe civil or environmental engineering program.The Elizabeth Warren Bond Scholarship Fund, foundedin 1933 for deserving Jackson students.The Margaret Helen Bond Scholarship, founded in1933 for deserving Jackson students.The Charles and Fannie A. Miner Booth Scholarship,founded in 1900 by Charles Booth, of Springfield,Vermont.The Kennison T. Bosquet Scholarship Fund, establishedin 1977 by the bequest of the late Mr. Bosquet, whosewife Elizabeth was a member of the Jackson CollegeClass of 1931. The income is to be awarded for scholarshipsat the discretion of the university.The Laurie Bove Scholarship, established in 1996 inmemory of Laurie Bove of the Class of 1984 by her familyand friends, to provide financial aid to female residentsof Medford, who come to Tufts with an interest inoccupational therapy.The Ellen F. Bragg Scholarship Fund, founded in 1928to provide scholarships for students in the College ofLetters showing the greatest intellectual and moralexcellence.The Henry W. Bragg Fund Scholarships, founded in1936 by Henry W. Bragg.The Brandes Family Endowed Scholarship, establishedin 2008, to give deserving students an opportunity toattend Tufts University.The Dr. and Mrs. William F. Brennan and FamilyScholarship, established in 2002 to provide aid toworthy and promising undergraduate students who aredetermined to be in need of scholarship funds.The Ron Brinn Scholarship Fund, established in 1999in honor of Ron Brinn, A’58, Tufts Director of AlumniRelations for sixteen years, to provide financial aid toneedy students of the College of Liberal Arts andJackson and the School of Engineering.264

S C H O L A R S H I P F U N D S >Budd Family Scholarship, established in 1996 byEdward H. Budd, A’55, and his family, to aid junior andseniors with a GPA of 3.0 or better who have demonstratedinvolvement in and dedication to enrichingcampus life at Tufts.The Wellington Burnham Fund Scholarships, createdby a bequest from Wellington Burnham of the Class of1931.The Edith Linwood Bush Scholarship, established duringthe Second Century Fund campaign by classmates,former students, and friends in honor of Edith LinwoodBush of the Class of 1903, member of the faculty from1920 to 1952, and dean of Jackson College from 1925to 1952.The Richard Perry Bush Scholarships, founded in 1910by Mrs. Caroline M. Barnard, of Everett, Massachusetts.The Francis Buttrick Fund for Scholarships, preferablyfor men from Waltham, Massachusetts.The Godfrey Lowell Cabot Scholarship, established in1951 by the Cabot Carbon Company in honor of GodfreyLowell Cabot, the income to be used as a yearly scholarshipto a deserving student of the School of Engineering.The Cabot Corporation Scholarship Fund, establishedin 1955 by Godfrey L. Cabot, Inc., of Boston, the incometo be used for scholarship aid for deserving students inany school or department of the university. In makingthe awards, preference is to be given to an otherwisequalified son or daughter of an employee of Godfrey L.Cabot, Inc., and its subsidiary companies.The Calef Permanent Fund, given by Ira C. Calef in1917 to provide scholarships for young men or women.The Callahan-Lee Scholarship Fund, established in1993 to provide scholarships to undergraduate studentsin need of financial aid with preference given tostudents from Swampscott and Gardner, Massachusetts,and Windham, New Hampshire.The Jeanne A. Carpenter Memorial Scholarship, establishedin 2007 in memory of Jeanne A. Carpenter, J’74, tofurther the University’s efforts to create an intentional,intellectual and broadly diverse community of scholarsThe Caserta Family Scholarship, established in 2007, toprovide financial aid to a female student connected withthe Class of 1962, a female student for whom elementaryeducation is the focus of her studies, or a femalestudent who is majoring in music or working towards amusic degree.The John A. Cataldo Scholarship, established in 1989by Mr. Cataldo, E’46, to provide a full-tuition scholarshipto be awarded annually to one or two meritorious studentsin the Department of Civil and EnvironmentalEngineering.The Lucille Cesari, J’52, Endowed Scholarship, establishedin 2000 to provide scholarships to Tufts undergraduatestudents with financial need.The Annie, Leon, and Madeline Chalfen Fund,endowed in 1963 for undergraduate scholarships.The Edwin H. Chapin Memorial Scholarship, foundedin 1891 by friends of Edwin Hubbell Chapin, D.D., ofNew York City.The Ralph Stillman Charles, Jr., Scholarship,established in 1960 by Ralph S. Charles of the Class of1923 and Mary Grant Charles, Jackson Class of 1920, inmemory of their eldest son (1924–1934), for the benefitof any deserving students in any of the three colleges—Liberal Arts, Engineering, or Jackson—at the discretionof the college authorities.The Kathryn Cassell Chenault J’77 Scholarship,established in 2002 to help attract, retain, and preparetalented African American students who will makeimportant leadership contributions to Tufts and to ourglobal community. The Chenault Scholarship is part ofthe Jay Pritzker family of scholarships.The Joseph R. Churchill and Anna Quincy ChurchillScholarship Funds, established in 1971 under the willof Mary C. Churchill to honor her husband and herdaughter, Dr. Anna Quincy Churchill, M’17, AssistantProfessor of Anatomy Emerita, to provide scholarshipsto students of biology (preferably botany).The Charles P. Ciaffone and Lloyd W. Pote Scholarship,established in 1982 by Charles Ciaffone of the Class of1941 and Lloyd Pote of the Class of 1937, the owners,and other employees of CPC Engineering of Sturbridge,Massachusetts. The income from this fund is to beawarded yearly to a deserving engineering student asdetermined by the faculty of the School of Engineering.The Centennial Class of 1952 Endowed Scholarship,established in 2004, to be awarded to an undergraduatestudent, man or woman, from the School of Arts andSciences or the School of Engineering. Recipientsshould meet the following criteria: commitment tocommunity service, high academic standing, anddemonstrated financial need. It is the hope of theCentennial Class of 1952 that recipients will always beloyal to their alma mater and will respond to the needsof the university by giving back in time and substance.The Charles L. Clapp Scholarship, established in 2006,to provide financial aid to a student in the junior classwho demonstrates superior academic achievement inthe field of government or politics.The Andrew J. Clark Memorial Scholarship, founded in1891 by Mrs. Abbie B. Clark, of Orange, Massachusetts.The Class of 1904 Scholarships, founded in 1930 and265

S C H O L A R S H I P F U N D S >substantially increased during the Second Century Fundcampaign by the men and women of the Class of 1904.The Class of 1911 Scholarships. The 1911 ClassScholarships are awarded from the Class of 1911 Fund.*The Class of 1913 Women’s Memorial ScholarshipFund, established in 1925 by the women of the Class of1913 to be used for Jackson undergraduates who needfinancial assistance at a time of emergency and need.The Class of 1919 Scholarship, established at the fiftiethreunion of the Class of 1919 in honor of DeanGeorge S. Miller, A’06. The income from this fund is tobe awarded annually to an undergraduate in the Collegeof Liberal Arts and Jackson or the School of Engineeringin accordance with Tufts’s student aid policies.The Class of 1920 Scholarship Fund, established by themembers of the Class of 1920, Liberal Arts, Engineering,and Jackson College, on the occasion of the fiftiethanniversary of their graduation from Tufts. The fundaids deserving undergraduates with demonstratedfinancial need, as determined by the university’s financialaid office. The terms of the Class of 1920Scholarship Fund stipulate that a woman undergraduatemust be among the recipients of the fund’s benefactionnot less than once every three years.The Class of 1923 Scholarship Fund, to be awarded asdirected by officers of the class.The Class of 1926 Scholarship, founded in 1951 bythe men and women of the Class of 1926, as theirtwenty-fifth reunion gift to the college, to be awardedin rotation to students in the College of Liberal Arts oneyear, Jackson College the next year, and the School ofEngineering the third year.The Class of 1928 Scholarship, founded in 1955 by themen and women of the Class of 1928, the income tobe awarded to deserving students in Tufts College orJackson College.The Class of 1933 Scholarship Fund, established in1990 by members of the Class of 1933 to providescholarship funds for future students.The Class of 1935 Scholarship, established in 1996 bymembers of the Class of 1935 to provide financial aid todeserving undergraduate students.The Class of 1939 Memorial Scholarship, established in1948 by the men and women of the class in memory oftheir classmates who gave their lives in World War II.The Class of 1940 Memorial Scholarship, established in1956 by the men and women of the Class of 1940, theincome to be awarded on the joint bases of merit andneed to undergraduate students, preference beinggiven to descendants of the Class of 1940 who are otherwisequalified.The Class of 1943 Scholarship, established in 1996 bymembers of the Class of 1943 to provide scholarship aidfor future Tufts students.The Class of 1944 Scholarship, established in 2000 bymen and women of the Class of 1944 to be awardedannually to an undergraduate in the College of LiberalArts, Jackson College, or the School of Engineering onthe basis of need and merit as shown by outstandingscholarship and qualities of leadership in student andcommunity activities. Preference is given to descendantsof the Class of 1944 or other legacies whenever possible.The Class of 1947 Victor Prather Scholarship Fund,established by the Class of 1947 on the occasion oftheir twenty-fifth reunion to memorialize a respectedfriend and classmate. Victor A. Prather, Jr., A’47, M’52,was a flight surgeon assigned to aviation and spacemedicine research when he lost his life at the end of ahigh-altitude flight in a strato-lab balloon designed forspace equipment testing. He was a scholar devoted tothe advancement of knowledge, and he was a leaderuncompromising in his ideals. Financial assistance isawarded to students who meet the university’s criteriafor need and who demonstrate in their studies thesame enthusiasm for learning that Victor Prather did inhis lifetime.The Class of 1952 Endowed Scholarship, established in2004, to be awarded to an undergraduate student, manor woman, from the School of Arts and Sciences or theSchool of Engineering. Recipients should meet the followingcriteria: commitment to community service, highacademic standing, and demonstrated financial need. Itis the hope of the Centennial Class of 1952 that recipientswill always be loyal to their alma mater and willrespond to the needs of the university by giving back intime and substance.The Class of 1957 Scholarship, established in 2002 tobe awarded to a Tufts undergraduate with good moralcharacter, community service experience, high academicstanding, and demonstrated financial need.The Class of 1958 Scholarship Fund, established in2003 for the benefit of Tufts students of the Faculty ofArts and Sciences.The Class of 1959 Scholarship, established in 1984 forthe benefit of future generations of Tufts students. Thisspecial endowment fund represented one of the majorgifts made to Tufts by members of the Class of 1959 onthe occasion of their twenty-fifth reunion, and it hasbeen substantially increased by classmates on a continuingbasis over the years thereafter. Income from thisfund is to be awarded annually on a combined basis ofmerit and need to one or more deserving undergradu-266

S C H O L A R S H I P F U N D S >ate students in accordance with Tufts financial aid policies,with preference to be given to descendents of theClass of 1959 who are otherwise deemed to be fullyqualified.The Class of 1960 Scholarship, established by membersof the Tufts Class of 1960 to provide aid to a deservingstudent who is an undergraduate.The Class of 1961 Scholarship, established in 2001 bymembers of the Tufts Class of 1961 to provide financialaid to worthy and promising students with financialneed, with preference to students who have demonstratedservice to the community.The Class of 1962 Scholarship, established in 1962, toprovide scholarships to undergraduate students in theFaculty of Arts and Sciences. First preference is given tostudents who are direct descendents of members of theClass of 1962.The Class of 1963 Scholarship Fund, established in2003 in honor of the Class of 1963 and in memory ofthose who are no longer with us, will be awarded to anundergraduate student who is of good character, withproven academic achievement, a commitment to activecitizenship, and demonstrated financial need. The Classof 1963 is especially committed to helping individualswho have overcome significant obstacles in order toattend Tufts University. It is their hope that the recipientsof this scholarship will form lifelong connectionwith the university and through their service and supportbecome role models for others.The Class of 2000 Scholarship, established in 2000 bymembers of the Class of 2000 to provide scholarships toTufts undergraduate students with financial need.The Class of 2002 Scholarship, established in 2008, toprovide scholarships to be awarded to one or more worthyand promising student who is determined to be inneed of scholarship funds.The Allan Clemow Scholarship, established in 2007 inhonor of Allan Clemow E’65, the Director of Admissionsat Tufts University, to support scholarships in the Schoolof Engineering with preference towards students in theEntrepreneurial Leadership ProgramThe Henry E. Cobb Scholarship, founded in 1891 byHenry E. Cobb, of Boston.The Lloyd H. and Ruth M. Coffin Scholarship,established in 1952 by Mr. and Mrs. Lloyd H. Coffin,of Marblehead, Massachusetts.The Monte Cohen Scholarship Fund, established in1972 in honor and memory of industrialist MonteCohen, of West Newton, Massachusetts, by his son LeonH. Cohen of the Liberal Arts Class of 1948 and othermembers of the family. The income each year is distributedto an undergraduate student deemed worthy ofsuch aid by the financial aid office.The Ricky and Peter Cohen Family Scholarship Fund,established in 2003 as part of the Pritzker Challenge tobe used to help Tufts attract, retain, and prepare talentedAfrican American, Hispanic American, and NativeAmerican students who will make important contributionsto Tufts and to our global community.The Sarah Rebecca and Myer Cohen MemorialScholarship, established in 1951 in memory of SarahRebecca and Myer Cohen by Edward I. Cohen of theClass of 1919, his daughters Sandra and JacquelynCohen, and James Cohen of the Class of 1921.The Harold E. Collins Scholarship Fund, established bythe will of Harold E. Collins, A’17, to assist needy andworthy students.The Sherwood Collins Scholarship Fund, establishedin 1990 by an anonymous donor. Awarded to graduatestudents in drama.The Conti-Dicken Family Scholarship Fund, establishedin 2004 to be awarded with preference to female studentsat Jackson College with limited means whopossess high academic potential and a demonstratedcommitment to achieving scholastic excellence in thestudy of arts and sciences.The Katherine E. Coogan Scholarship, established in1994 by Ruth E. Coogan in memory of her daughter,Katherine E. Coogan, Class of 1964, to be used forscholarships in economics for native-born Americans.The Davis Cook Scholarship, founded in 1904 by DavisCook, of Cumberland, Rhode Island.The James M. and Emily Cook Scholarship, founded in1903 by Henrietta J. States, of Boston.The William Oscar Cornell Scholarship, founded in 1890by William Oscar Cornell, of Providence, Rhode Island.Cornfeld Scholars Program, established in 1989 by Dr.Robert M. Cornfeld, D’55, to provide financial assistanceto undergraduate students who show exceptional promiseto become future biomedical researchers.The Sanda Countway Scholarship Fund, established bybequest of Sanda Countway, WA 1904. The income fromthis fund is to be used to provide financial assistance todeserving undergraduate students in Jackson College,the College of Liberal Arts, and/or the School ofEngineering of Tufts University.The Cousens Scholarship, founded in 1891 by John E.Cousens, of Brookline, Massachusetts, in the name ofJohn E. and Sara C. Cousens.The Howard E. Cousins Scholarship, established as abequest in 1966 by the late Howard E. Cousins, ofArlington, Massachusetts, member of the College of267

S C H O L A R S H I P F U N D S >Engineering, Class of 1909. The income from theinvested principal shall be used to provide financial aidto students enrolled in the School of Engineering andqualifying for such aid, with preference to be given toresidents of Salem and Arlington, Massachusetts.The Stephen and Bessie Cowey Scholarship, establishedin 1990 by Thelma Cowey Swain, J’31, to honorher parents and to provide lasting assistance for Tuftsstudents from the state of Maine.The Annie L. Cox Scholarship Fund, established in 1946.The George Howland Cox Scholarship, established in1949 for the benefit of students of high scholasticstanding who are in need of financial aid.The Reverend Austin Crowe Scholarship Fund, establishedin 1987 in memory of Austin Crowe (brother ofBlanche Haslam and father of Austin Crowe, Jr., A’61) toprovide funds to aid worthy and needy students.The Margaret Smith Cullen, J’46 Endowed Scholarship,established in 2008, to be awarded to undergraduatestudents in any class at the University and may be continuedup to four years as long as the recipients remainin good standing.The Waldo O. Cummings Memorial Scholarship Fundgives preference to residents of Tyngsborough,Massachusetts.The William M. Currier Scholarship Fund, establishedunder the will of William M. Currier, of Quincy,Massachusetts. Preference given to residents ofGeorgetown or Danvers, Massachusetts.The James O. Curtis Scholarship, founded in 1915 byBetsy B. Curtis, of Medford, Massachusetts.The Isabella C. Cutler Scholarship Fund, established in1985, in memory of Isabella Cutler, J’14, of Lexington,Massachusetts. Scholarships from the income of thisfund are given to aid needy students, as requested bythe donor.The Florence D. Cwirko Scholarship, established in 1978in memory of Florence D. Cwirko, J’47, by her motherMrs. Julia Cwirko. Income is to be used to provide financialassistance to students in the undergraduate college.The Elizabeth Slade Dalrymple Scholarship, establishedin 2008, by a bequest from Elizabeth Dalrymple.The Boryana Damyanova International StudentsScholarship Fund, established in 2006 to honor thememory of Boryana Damyanova, Class of 2006. The fundwill provide scholarships for highly qualified internationalstudents who need financial assistance to be ableto enroll at Tufts.The Benjamin H. Davis Scholarship, founded in 1897 bythe Reverend B. H. Davis, of Weymouth, Massachusetts,for the benefit of students of the College of Liberal Artswho are preparing to enter the Christian ministry.The Stephen G. Demirjian Scholarship, established in2001 to provide aid to needy students of Armenian heritagefirst and secondarily to students of Greek heritage.The Moses Day Scholarship, founded in 1880 byMoses Day, of Roxbury, Massachusetts.The Dewar Scholarship, established in 1990 by theDewar Foundation. Preference in awarding thescholarship is given to graduates of Oneonta SeniorHigh School, Oneonta, New York.*The Cora Polk Dewick Scholarship, established duringthe Second Century Fund campaign by classmates andfriends in honor of Cora Polk Dewick of the Class of1896, Alumni Trustee 1920–1940.The Jeannie Diefenderfer Scholarship, established in2008 to support scholarships with the School ofEngineering.The Catherine P. and Arland A. Dirlam Scholarship,established in 1949 by Catherine Price Dirlam, Class of1927, and Arland A. Dirlam, of the Class of 1926, theincome to be awarded in alternate years to a studentin Jackson College and to a student in the School ofEngineering.The Leon E. Dix Memorial Scholarship.The Frank C. Doble Scholarship, established in 1997 inmemory of Frank Currier Doble, founder of the DobleEngineering Company, and a recipient of two Tuftsdegrees: bachelor of science in electrical engineering in1911, and an honorary doctor of science in 1962. Theincome is awarded to worthy undergraduate students inthe Department of Electrical and Computer Engineering.The Doherty Family Scholarship, awarded with preferenceto students from Medford, Massachusetts. If in agiven year no qualified students from Medford can beidentified, preference will be given to students fromsurrounding communities. Preference will also be givento students who have wide-ranging interests and haveproven themselves to be driven, energetic, and of highleadership potential.The Abraham and Marianna Dranetz EndowedScholarship, established in 2004 to provide scholarshipto students in the Tufts School of Engineering whodemonstrate financial need and high academic achievement.Preference is given to students enrolled in biomedicalresearch programs in the engineering school.The John Druker and Bertram A. Druker ScholarshipFund, the income to be used for scholarships or loans asdetermined by the director of the Office of Financial Aid.The Priscilla N. Dunne Scholarship Fund, established in1980 by Ms. Dunne, J’75, for students demonstratingneed. Preference is given to those majoring in psychology.268

S C H O L A R S H I P F U N D S >The Elizabeth and Maxwell W. Dybiec EndowedScholarship Fund, established in 1999 to be used foreducational and scholarship purposes.The William F. Eastwood A’65 Scholarship, establishedon the occasion of his retirement in 2002, in honor of BillEastwood, A’65, who worked in the Tufts Financial AidOffice for thirty-four years and who served as Director ofFinancial Aid for fifteen of those years. Preference shallbe given to students with financial need from the NorthShore of Massachusetts or the Upper Valley of Vermontand New Hampshire.The George W. Eaton Fund, established in 1942 bybequest of George W. Eaton, of Peabody, Massachusetts,the income to be expended in aiding poor and worthystudents to secure an education at Tufts College.The Carlos P. Echeverria Scholarship, established in1951 by Carlos P. Echeverria of the Class of 1912.The Thomas R. B. Edmands and Abbie WhittmoreEdmands Scholarship Fund, established in 1973 byAnne Edmands Hall in memory of her parents.The Eliot-Pearson Scholarship, awarded to a studentmajor in the Eliot-Pearson Department of ChildDevelopment.The Edward A. Ellis Scholarship, established in 2008, tosupport promising and deserving students. The scholarshipwill be awarded to undergraduates in any class andmay be continued for up to four year as long as therecipients remain in good standing.The Susan F. Emerson Scholarship, established by provisionin the will of Susan F. Emerson, of Boston. To beawarded annually to a student in Tufts College whoattains distinction in athletics as well as in scholarship.The Frederick J. Emmett Scholarship, established in 1991to benefit students in the Tufts School of Engineering.The Environmental Engineering Scholarship, wasestablished in 1990 by Martha M. Wyckoff E’77 to providescholarships for undergraduate engineering studentswho are pursuing an interdisciplinary approach tothe study of the environment.The David R. and Betsy Banks Epstein EndowedScholarship, established in 2005 to provide need basedfinancial aid to Tufts undergraduate students studyingtheatre.The Steven B. and Deborah Epstein EndowedScholarship, established in 2006 to provide financial aidto African American, Native American, and HispanicAmerican students with financial need.The Harry Esses Scholarship, established in 2008, toprovide need-based undergraduate scholarships forAfrican American, Hispanic American and NativeAmerican students in the School of Arts and Sciencesand the School of Engineering.The Meade S. and Robert W. Fasciano, A56 EndowedScholarship Fund, established in 2009, to supportundergraduate Tufts students who are qualified toreceive financial aid. Preference is given to students whoare active in extracurricular activities on campus andwho are residents of Somerville, Massachusetts.The James H. Farrell, Jr., Scholarship, founded in 1986by James H. Farrell, Jr., of the Engineering Class of 1959,for the benefit of deserving students in need of financialaid. Income from the fund is to be awarded annually toone or more undergraduates in the College of LiberalArts, Jackson College, or the School of Engineering.Where feasible, the scholarship will be awarded with preferencegiven to graduates of Boston College High School.*The Wilton B. and Helen R. Fay Memorial Fund, establishedin 1979 by Helen R. Fay, the income of which shallbe used to assist deserving needy students of JacksonCollege in acquiring a college education; preference tobe given to young women whose homes shall be inMiddlesex County, Massachusetts.The Robert L. Feldman Scholarship, established in 1989by Mr. Feldman, A’69, to aid worthy students in need ofassistance in meeting their educational costs.The Edward W. Fickett Scholarship, established in 1963by bequest of Bertha D. Chellis in memory of the lateEdward W. Fickett of the Class of 1896, the income to beawarded to a deserving student.The Fickett Scholarship, established in 1944 under thewill of the late Edward W. Fickett, of Somerville, as “TheFickett Scholarship in memory of my sister, M. GraceFickett of the Class of 1896, the income of this fund to beawarded annually to a deserving student, either male orfemale, who is majoring in the Department of Education.”The Benjamin and Alice Finn Memorial ScholarshipFund, established in memory of the parents of Philip H.Finn of the Class of 1942 and Alvan D. Finn of the Classof 1945. Income from this fund is to be awarded on thebasis of merit and need to an undergraduate, and everyfourth year to a Fletcher School of Law and Diplomacystudent.The Fisher Veterans Scholarship, established in 2008,to provide financial aid for students who have served inthe United States military.*The Ella Bowker Flagg, Class of 1905 ScholarshipFund, established in 1972 under the will of Ella BowkerFlagg of the Class of 1905 for the benefit of students inJackson College.The Austin B. Fletcher Scholarship, founded in 1905 byAustin Barclay Fletcher, of New York City.The Morris and Freda Fraidin Scholarship Fund, estab-269

S C H O L A R S H I P F U N D S >lished in 1986 by Stephen Fraidin in honor of his parents,to aid worthy students in the arts and sciences.The Frischkorn Family Scholarship Fund, established in2003 to provide financial aid to worthy and promisingundergraduates who are actively engaged in the studyof German or Economics.*The Volney Sewell Fulham Scholarships for womenof Jackson College.The Parisis J. and Bessie Georgian Student Aid Fund,established in 1971 by gift of Parisis J. Georgian, to aidundergraduate students of Tufts University.The Leona and John Ghublikian Educational Fund,established in 1989 by Leona and John R. Ghublikian,E’39, to provide scholarships to deserving studentsenrolled in the Department of Chemical and BiologicalEngineering.The Luther Gilbert Scholarship, founded in 1902 byMrs. Luther Gilbert, of Roxbury, Massachusetts.*The Mary and Luther Gilbert Scholarships, foundedin 1902 and 1904 by Mrs. Mary C. Knight, of Roxbury,Massachusetts, for the benefit of women students.The Gerald R.Gill Memorial Scholarship, established in2008 in memory of Gerald Gill, Professor of History atTufts University, to provide financial aid to increase thediversity of the Tufts campus.The Calmon and Hortense Ginsberg Scholarship,founded in 1964 by Mr. and Mrs. Calmon Ginsberg, ofNew York City, for the benefit of worthy students in TuftsUniversity.The Nancy Glass Endowed Scholarship, established in2008 for support of undergraduates in the Tufts Schoolof Arts and Sciences.The Gleason Family Endowed Scholarship, establishedin 2007, to further the University’s highest priorities ofproviding financial aid to students in need.The Herbert D. Goff Scholarship Fund, established in1944 under the will of the late Herbert D. Goff, ofCranston, Rhode Island.The Dr. James Laurence Golden and Helen MurphyGolden Scholarship Fund, established in 1982 byMaurene L. Golden of the Class of 1959, the incometo be used to aid undergraduate students of provenacademic promise and dedication in the arts andsciences, who have also displayed exceptional leadershipand service within their hometowns or communities.The Martha Goldthwaite Memorial Scholarship, foundedin 1890 by Willard Goldthwaite, of Salem, Massachusetts.The Ellen R. Gordon Endowed Scholarship, establishedin 2008, in support of financial aid for Tufts undergraduatestudents in the School of Arts and Sciences majoringin the sciences.The Gorra Family Scholarship, established in 2002 toprovide a scholarship award to a deserving student eachyear.The Alfred J. and Beverly Green Scholarship, foundedin 1961 by Alfred J. and Beverly Green, of New York, theincome to be awarded to an undergraduate or graduatestudent who needs financial aid.The Mary Sheldon Green Scholarship, established in2002 to provide financial aid to Tufts’ undergraduatestudents.The Harold Greisman Scholarship, established in 2008,to endow a fund at Tufts to support scholarships in theSchool of Arts and Sciences in perpetuity.The Mortimer Griffith Scholarship Fund, established toprovide financial aid to needy students in the School ofEngineering.The Willis Wentworth Griffiths Scholarship, establishedin 1951 by William H. Griffiths of the Class of 1928, inmemory of his father, Willis Wentworth Griffiths of theClass of 1899, to be awarded on the basis of need to asenior who has demonstrated leadership in worthwhileextracurricular activities.The Mary L. Groce Scholarship, founded in 1906 byMary L. Groce, of Roxbury, Massachusetts.The Morris H. and Ethel M. Gudwin Scholarship Fund,established in 1999 by the will of Morris H. Gudwin.The Emily E. Guild Scholarship, funded by the donor,of Brattleboro, Vermont, in 1964.Marcy and Robert Haber Scholarship Fund, establishedin 1997 by Marcy and Robert Haber, E’79, G’80, to providescholarships to students in the School ofEngineering with immigrant parents.The David N. Hadad Memorial Scholarship, founded in1985 by his family and friends from the Class of 1980.Preference is given to students in the School of Engineeringwho come from greater Lawrence, Massachusetts.The Frank Oliver Hall Memorial Scholarship, establishedin 1954 by the people of the Universalist Churchof the Divine Paternity in the city of New York, in memoryof Reverend Frank Oliver Hall, D.D., of the Class of1884, Minister of the Universalist Church of the DivinePaternity from 1902 to 1918 and from 1929 to 1938,Professor of Homiletics in Tufts School of Religion from1918 to 1929. The income of this fund is to be awardedannually, preference being given to a graduate studentwho is a member of the Church of the Divine Paternity.The William J. Halligan Scholarship, established in 1953by William J. Halligan of the Class of 1923, to be awardedannually to worthy students in the School of Engineering.The Ronald E. Halvorsen Scholarship Fund, establishedin 1988 to provide scholarships to deserving students in270

S C H O L A R S H I P F U N D S >the School of Engineering.The Sharon Halverson Scholarship, established in2008, to provide scholarships to undergraduates in theSchool of Arts and Sciences.The George H. Hammond Memorial Scholarship,established in 1999 by colleagues, friends, and formerstudents of Professor G. H. Hammond, E’35, in honor ofhis loyal service to Tufts for over 40 years as an outstandingteacher and mentor. The income is awarded toworthy undergraduates in the Department of ElectricalEngineering and Computer Science.The Roland Hammond Scholarship Fund, establishedin 1978 by Dr. Roland Hammond, A’98, H’39, in memoryof his father, Roland Hammond, Class of 1868. Incomeshall be used only toward the payment of tuition orother charges of such worthy student or students as theofficers of the college may select.The Edward W. and Patricia C. Hanley ScholarshipFund, founded in 1983 to aid an appreciative undergraduatestudent at Tufts University.The Hervey A. Hanscom Scholarship, established in1954 by Hervey A. Hanscom, of Medford, Massachusetts.The income is to be used each year to aid a deservingboy, preferably a country boy from the state of Maineand/or the children of employees of Hervey A. Hanscom.The Harold and Ruth Haskell Scholarships, establishedin 1951 by Harold and Ruth Sibley Haskell, both of theClass of 1906. The income from the fund is to be givento deserving students from the states of Delaware,Maine, and Massachusetts, in this order if possible.*The Marian Titus Hayford Scholarship Fund, establishedin 1977 by the late Mrs. F. Leslie Hayford, agraduate of the Women of Arts, Class of 1902, theincome to be used for scholarships to one or moreundergraduate women.The Monte R. and Jane Haymon Endowed Scholarship,established in 2006 by Monte R. Raymon, E’59, and JaneKraft Haymon, J’60, to benefit students with financialneed in both the School of Engineering and the Schoolof Arts and Sciences.The William Randolph Hearst Endowed Scholarship,established in 1994 to provide scholarships for participantsin training programs at the Lincoln Filene Center.The Herbert and Elaine N. Heller Student ScholarshipFund, established in 2003 to benefit underprivilegedJewish students at the School of Arts and Sciences andthe School of Engineering.*The Heptorean Club Scholarship, founded in 1898 bythe Heptorean Club of Somerville, and including theGerta Colby Donnelly Fund. Awarded annually to agraduate of the Somerville High School who is alreadyattending Tufts.The Captain Charles C. Hersey Scholarship, establishedin 1989 under the will of Captain Hersey, A’30, to aidqualified students at Tufts College.The Morris and Sid Heyman Memorial Fund, foundedby Mrs. Sid L. Heyman in 1980 in memory of her latehusband, Morris Heyman, Class of 1918. Awards aremade to deserving students in the undergraduate electricalengineering program.The Frederick Sherman Hickok Scholarship, establishedin 1963 under the will of Conde Wilson Hickok for thebenefit of engineering students.The Martin J. Higgins Memorial Scholarship Fund,established in 1987 by William Dougherty of the Class of1960, in memory of Martin J. Higgins, student leader,outstanding athlete, enthusiastic alumnus, andrespected colleague. The income from this fund is to beawarded annually to a deserving undergraduate studentin the College of Liberal Arts or Jackson College.The Clara Bell Hight Scholarship Fund, establishedunder the provisions of the Clara Bell Hight Trust as apermanent scholarship fund. The income generatedfrom the principal is to be used for financial assistanceto needy and deserving students enrolled in TuftsUniversity.The Samuel Greeley Hilborn Scholarship, founded in1940 under the will of Grace Hilborn Webster.The Hill Faculty/Staff Scholarship Fund, establishedthrough payroll deductions from Tufts faculty andstaff to provide financial aid to needy undergraduatestudents.The Ralph and Rachel G. Hill Scholarship, establishedthrough the estate of Rachel G. Hill in memory of herparents, to provide financial aid to deserving studentsin the Faculty of Arts, Sciences, and Engineering withpreference given to undergraduates studying in thefields of engineering or biology.The Robert W. Hill Scholarship, established in 1955 bythe late Judge Robert W. Hill of the Class of 1904, formany years a trustee of Tufts College.The Warren Nesbit Holbrook Memorial Scholarship,founded in memory of his brother by Charles R.Holbrook of Framingham, Massachusetts, in 1971.The Clarence P. and Henry C. Houston Scholarship,established in 1953 by classmates, friends, and formerstudents of Clarence P. Houston of the Class of 1914 andHenry C. Houston of the Class of 1910.The Albert S. Hovannesian Scholarship, endowed in1978 by Albert S. Hovannesian, a graduate of theCollege of Engineering, Class of 1946, provides financialassistance to students in the undergraduate colleges.271

S C H O L A R S H I P F U N D S >His own personal understanding of the special problemswhich underfinanced students and their families experienceis the reason why he chose to fund this scholarship.Preference is given to needy students who areindustrious and who also work part-time to help defraytheir educational expenses.The Hovannesian-Howorth Scholarship Fund,established in 1989 in honor of Mrs. Claire L. Howorthof Stoneham, Massachusetts, to provide aid to electrical/mechanical engineering students whose particularinterests are in microwave technology degree work.The William H. and Arlene E. Howard Scholarship,established in 2009 for support of students in the MusicDepartment, Tufts University College of Liberal Arts andJackson.The Howland Scholarship, established in 1865 fromthe income of the bequest of Edwin Howland, ofSouth Africa.The Paul O. Huntington Scholarship (E’13) is given to astudent in the academic or engineering program inmemory of the husband of Harriet S. Huntington.*The Hunton Scholarship, founded in 1921 by Mrs.Gertrude Hunton Sweet, of Attleboro, Massachusetts,for the benefit of women.*The Lydia Glidden Hutchinson Scholarship Fund,founded in 1985 by Lydia Glidden, Jackson ‘28, fordeserving women attending Jackson College.The Hye-Hovannesian Scholarship, endowed in 1981by Albert S. Hovannesian of the Class of 1946.Preference is given to undergraduates of Armenian-American descent.The Ives Memorial Scholarship, founded in 1966 byHarriet Raillon Ives of Woodstock, New York, in memoryof her family.Haig Jafarian Memorial Scholarship Fund, establishedin 1992 by Ethel J. Duffett and Dana Paul Bowie in memoryof their beloved brother and uncle, Haig Jafarian.The income is to provide scholarships to students in theCollege of Liberal Arts and Jackson, with preference tostudents of Armenian ancestry who have expressedinterest in the course known as “A Survey of ArmenianHistory.”The Paul and Alice Darakjian Jafarian MemorialScholarship, established in 1990 by Ethel J. Duffett inmemory of her parents, to provide scholarship assistanceto students in the College of Liberal Arts and Jackson.Preference will be given to students of Armenian ancestrywho have expressed an interest in Armenian studies.The Christine Jankowski Graduate Fellowship forRomance Languages, established in memory ofChristine Jankowski of the Class of 1970, awarded to agraduate student in the field of romance languages.The Japha Family Scholarship, established in 2001 toprovide scholarships to students with a record of aboveaverage academic performance and contributions ofearnest service to and/or beyond the Tufts community.The Jephson Educational Trust Endowment Fund,established in 1999 for aid to undergraduate studentswho show exceptional promise but whose families areparticularly disadvantaged.The Raymond L. Johnson Scholarship Fund, establishedin 1999 by the will of Raymond L. Johnson.The Peter and Clare Kalustian Scholarship, establishedin 2008, to provide scholarships to mechanical andchemical engineering student, with a preference to begiven to students of Armenian descent.The Arnold S. Katz Scholarship. A member of the classof 1963, Mr. Katz founded this scholarship in 1981 to aidstudents in the College of Liberal Arts and Jackson.Preference is given to students from York County, Maine.The Elsa Orent Keiles Scholarship Fund, established in1996 by the will of Elsa Orent Keiles, J’25.The Michael T. Kelleher Scholarship, established in1951 in honor of Michael T. Kelleher, of Boston, theincome to aid each year an outstanding young manwho needs help in order to go to college.The Andrew P. Kerr/Adam F. Kerr Scholarship, establishedin 1988 by Andrew P. Kerr, Class of 1960. Thisscholarship benefits students who are in need of financialaid and who are in good academic standing in theCollege of Liberal Arts and Jackson.The Kier-Wain Family Scholarship, established in 2000to provide financial aid to Tufts students with financialneed. First preference in selection will be given to anundergraduate woman of Cuban-American heritage.If a Cuban-American woman is not available for thescholarship, preference will be given to a woman ofother Hispanic heritage.Killam Canadian Fund, established in 1997 in memoryof Isaac Walton Killam of Nova Scotia by hisMassachusetts sisters through their testamentary trusts,to help Canadian students with limited financial circumstancesenroll at Tufts University.The Elson T. Killam Memorial Scholarship Fund,established by a bequest made in trust in memory ofthe late Elson T. Killam, a 1922 graduate of the College ofEngineering. The income from the principal is to be usedfor general scholarship needs of the university.Kimball University Scholarship, established in 1994by David N. Kimball, A’68, to provide financial aid tostudents of high achievement who show promise offuture success.272

S C H O L A R S H I P F U N D S >The Kindler-Sullivan Scholarship, established in 2008,to support the university’s efforts to create an intentional,intellectual, and broadly diverse community ofscholars.*The Dr. Barbara Knight-Meyers Scholarship, establishedin 1963 by Dr. and Mrs. Edward R. Knight. Thisscholarship is to provide financial aid to a deservingstudent in Jackson College.The George T. Knight Memorial Scholarship, establishedin 1951 by classmates, former students, friends, and familyin memory of George Thompson Knight of the class of1872, professor in the Crane Theological School from1883 to 1910, member of the faculty 1875–1910.Mabel Hoyle Knipe Scholarship Fund, established in1998 from the estate of Mabel Hoyle Knipe, J’28, withpreference given to graduates of Fairhaven High School.The Robert A. Kolankiewicz Scholarship Fund,established in living memory by the family, classmates,and friends of the late Robert A. Kolankiewicz, LiberalArts graduate of the Class of 1952 and husband ofCynthia (Reynolds) Kolankiewicz Foss, Jackson College,Class of 1953. The scholarship income is to benefitdeserving undergraduates in the College of Liberal Artsand Jackson.The Kovler Family Scholarship Fund, established in1987 by the Blum-Kovler Foundation at the request ofJonathan and Peter Kovler, for the benefit of undergraduatestudents in need of financial assistance.The Frieda Kress Scholarship, established in 2006 toprovide need based undergraduate financial aid to promotediversity at Tufts.The Michael Kuhn Memorial Financial Aid Fund,established in 2001 to provide aid to Tufts studentswith financial need.The Carolyn Guber Langelier Scholarship, establishedin 2008, to support scholarships within the School ofArts and Sciences, in order to increase the diversity ofthe Tufts student body.The Landsberger Family Endowed Scholarship,established in 2007, to support scholarships to helpachieve the educational benefits of diversity in theSchool of Arts and Sciences.The Rosewell B. Lawrence Scholarship, foundedin 1922 by Rosewell B. Lawrence, of Medford, forscholarships and loans for worthy students. Preferenceis given to graduates of Medford High School alreadyattending Tufts.The Dr. Howard L. and Mary McCarthy LearyScholarship Fund, established in 1987 by Mrs. Leary forqualified premedical students in the College of LiberalArts and Jackson.The Lebovitz Family Endowed Scholarship, establishedin 2008, to support scholarships within the Universityand to increase the diversity of the Tufts undergraduatestudent body.The Jack and Lorraine Lee University Scholarship,established in 2001 to provide financial aid to needyundergraduate students who are residents of NewHampshire, with preference to students who are in theirsecond year of employment at a New Hampshire golfcourse.The Maud Amelia Leighton Scholarship Gift, theincome from a Trust Fund established by George A.Leighton, of Los Angeles, California, for the benefit ofengineering students.The Henry Leir International Scholarship, establishedin 1999 to provide financial aid for outstanding Tuftsundergraduate students who wish to study abroad orwho demonstrate commitment to the study ofinternational affairs.The Allen and Eleanor Lester Scholarship, establishedby a bequest in 2009 to benefit undergraduate studentsat Tufts University.The Alvin Levin Scholarship, established in 1994 toprovide scholarships to women of color enrolled in theUrban and Environmental Policy program.The Louis Levin Scholarship Fund, a scholarship fundestablished in 1961 by William A. Levin of the Class of1943 in memory of his father. Income from the fundprovides financial aid for undergraduates, with preferencegiven to students majoring in one of the sciences.The Freda Lewis Scholarship, established in 2002 toprovide scholarships for students attending JacksonCollege, preference being given to students who aremembers of or affiliated with a Universalist Church.The Blanche M. Lewis Scholarship, established byGerald Lewis of the Class of 1954 in honor of his mother,awarded annually with preference for a young womanshowing promise in literature or fine arts, who would beunable to attend Tufts without financial assistance.The Frank T. Lewis Scholarship Fund benefitsengineering students with preference to thosemajoring in mechanical engineering.The Leo Rich Lewis Memorial Scholarship, establishedin 1950 by classmates, former students, family, andfriends in memory of Leo Rich Lewis of the Class of1887, Fletcher Professor of Music and member ofthe faculty from 1892 to 1945. Preference is given tostudents majoring in music.The Jacob Lewiton Scholarship, established in 2000by bequest of Jacob Lewiton, Trustee Emeritus. Thescholarship fund is for needy students who commute273

S C H O L A R S H I P F U N D S >to Tufts College. It is the hope of the family that furthercontributions will be made from time to time to thisscholarship fund.The Edwin A. Locke Scholarship, established underthe will of Edwin A. Locke of the Engineering Class of1915, the income to be used to award scholarships toengineering students.The William L. Locke Scholarship, established in 1961by Mrs. William L. Locke in memory of her husbandof the Class of 1900. The income from this gift is toprovide financial aid to a junior or senior in theDepartment of Civil and Environmental Engineering.The Jerome T. Loeb Scholarship, established in 1989by Mr. Loeb, A’62, is awarded annually to an undergraduate,with preference for students from St. Louis,Missouri, and surrounding communities.The Loomis Scholarship Fund, founded in 1985 inmemory of Samuel Loomis, A’15, and his wife Bernice C.Loomis. Seventy-five percent of the annual income is tobe used for scholarships and the remainder is to beadded to the principal of the fund annually.The Lawrence Loventhal Endowed Scholarship, establishedin 2008, in support of financial aid for Tufts undergraduatestudents of the School of Arts and Sciences.The Loulakis Family Endowed Scholarship, establishedin 2007 by Michael Loulakis, E’76, to provide need basedfinancial aid for juniors and seniors in the School ofEngineering who plan to pursue a career in law or publicpolicy related to the E & C industry. Preference will begiven to Civil Engineering students who have demonstratedhigh academic achievement and leadership.The Norman E. and Marjorie W. MacCuspieScholarship, established in 1981 to provide financialaid to qualified men and women at Tufts College andJackson College.The Frances Booth MacGowan Endowed ScholarshipFund, established in 1999, with preference that awardsfrom the fund be granted to female students in theCollege of Liberal Arts and Jackson.The Elmore I. and Etta P. MacPhie Scholarship,established in 1956 by Etta Phillips MacPhie of theClass of 1913 in memory of her husband, Elmore I.MacPhie, of the Class of 1911, the income to be usedfor the benefit of deserving students in the College ofLiberal Arts or Jackson College.The Leslie and Bruce Male University Scholars Fund,established in 1990 by Leslie and Bruce Male, A’63, toprovide financial aid to students of high achievementwho show promise of future success.The Frank Marcucella Scholarship, established in1953 by Frank Marcucella, of Medford, Massachusetts.The Nathan Margolis, A’31, G’34 Memorial Scholarship,established in 2005 by Esther Margolis to promoteexcellence in teacher training. The Margolis Fund will beawarded annually to one or more students engaged inthe study of Education, with a preference for studentspursuing a Master of Arts in Teaching degree.The Myron W. Marr Scholarship, established in 1956 byDr. Myron W. Marr of the Class of 1904 and the MedicalSchool Class of 1907.The Laurence K. Marshall Scholarship, established in1977. This scholarship exists to help others fulfill theireducational objectives while encouraging them toexplore and to excel. Awards are made annually tostudents in the School of Engineering who demonstrateacademic excellence, who have financial need, and whohave areas of interest and accomplishment outside oftheir major fields of study.The Marvin Scholarship, established in 1952 byReignold Kent Marvin, of Boston, Massachusetts. Theincome of this fund is to be used for the benefit ofdescendants of Thomas E. O. Marvin, or any studentexcelling in scholarship and athletics, in that order.The Arthur E. Mason Memorial Scholarship, establishedin 1954 by Mrs. Arthur E. Mason, of Newton,Massachusetts, in memory of her husband, Arthur E.Mason, for many years treasurer and trustee of TuftsCollege. The income from this fund is to be awardedannually to a student residing in New England.The David Lee Maulsby Memorial Scholarship,established in 1951 by classmates, former students,family, and friends in memory of David Lee Maulsbyand the Class of 1887. Dr. Maulsby was professor ofOratory and English Literature from 1891 to 1910.The Wallace Mayo Scholarship, founded in 1925 byWallace Mayo, of Dayton, Ohio.The Edward J. McCabe Scholarship, established in1994 to provide scholarships for worthy studentsattending the School of Engineering.The Kathryn A. McCarthy J’45 Endowed Scholarship,established in 2002 to provide scholarships to deservingand financially needy undergraduates who havegood scholastic achievement as well as qualities ofleadership and citizenship within the community.The Kathryn A. McCarthy Special EndowedScholarship, established in 2004 to benefit AfricanAmerican, Hispanic, or Native American students withpreference to such students from North CambridgeHigh School.*The Sarah Nelson McFarlane Scholarship, establishedin 1959. To be awarded to a member of anyclass in Jackson College who, in the opinion of the274

S C H O L A R S H I P F U N D S >dean or other qualified person, is worthy and in needof financial assistance.The McMahon Memorial Fund, established by the friendsand family of William A. McMahon, Esq. in his memory. Thefund provides scholarships to undergraduate students inthe School of Arts and Sciences.The Jean Griswold Mead Scholarship, established in1968 in memory of Mrs. Leonard C. Mead by her familyand friends.The Memorials Scholarship, established in 1956 toprovide suitable recognition of contributions made inmemory of beloved Tufts people. Income from this fundis used for scholarships for needy students.The Alex Mendell Memorial Scholarship is awardedannually to a sophomore or junior who, through his orher leadership in a variety of campus activities, bringstogether students representing a broad spectrum of thecommunity. Like the student in whose memory theaward is made, the recipient should demonstrate agenerosity of spirit and character that both contributeto the self esteem of others and to their love of Tufts.The Richard Mergendahl Memorial Scholarship, establishedin 1951 by classmates, friends, and family in memoryof Richard Mergendahl of the Class of 1944.Guy Rindge and Alice Barbour Merrill Scholarship,established in 1997 to provide financial aid for undergraduatestudents.The Merrin Family Scholarship, established in 1997 toprovide financial aid to students from the five boroughsof the City of New York who demonstrate academicpromise and financial need.The Frank Merritt Scholarship. Preference will be givento direct descendants of Mr. Frank Merritt of the Class of1879, founder of the scholarship. Next in preference shallbe some worthy student of the engineering school. Foreach recipient the founder has this message: “Loyalty andpatriotism are akin and are noble qualities. It is hopedthat the persons receiving benefits from this scholarshipwill always be true and loyal to their Alma Mater, and iffortune should smile upon them at some future time theywill respond to the needs of the college.”The Robert W. and Gladys S. Meserve ScholarshipFund, established in 1995 in memory of Robert W. andGladys S. Meserve by family and friends to providefinancial aid to students from Waltham High School andMedford High School. Robert W. Meserve was an AlumniTrustee (1955–59), a Life Trustee (1959–79), Chairman ofthe Board of Trustees (1964–69), and Trustee Emeritus(1979–95).The Charles L. Miller Fund, established as a bequest in1969 by the late Charles L. Miller, of Greenwich, Connecticut,as an endowed scholarship fund with the income onlyto be used for the purpose of providing financial aid toworthy and needy students of the university.The George Stewart Miller Scholarship, established in1951 by classmates, former students, and friends ofGeorge S. Miller of the Class of 1906, acting president1937–1938, vice president 1939–1951, member of thefaculty and administration, 1916–1956, and president ofthe Tufts Alumni Association, 1954–1960.The Marion Stratton Miller Scholarship, established in1976 in memory of Marion Stratton Miller, for manyyears an active and loyal member of the Tufts community.In awarding the income of this scholarship, preferenceis to be given to her direct descendants.The A. A. Miner Scholarships, founded in 1864 and1890 by Alonzo Ames Miner, D.D., of Boston.The Adelbert H. Morrison Fund, founded in 1958 underthe will of Helen C. Morrison for the benefit of needyand worthy students majoring in engineering, preferablygraduates of Boston Technical High School alreadyattending Tufts.The Gina George Morse Endowed Scholarship, establishedin 2009 by Gina George Morse, J84, AG87 in supportof financial aid for undergraduate students in theSchool of Arts and Science, with preference to studentsstudying child development.The Joseph W. Morton Memorial Scholarship, establishedin 1956 by the men and women of the Class of1931 as their twenty-fifth reunion gift, to be awardedannually to a student in one of the undergraduateschools of Tufts University, preference being given todescendants of members of the Class of 1931 who areotherwise qualified. Named in honor of Joseph W.Morton, A’11, H’56, alumni secretary, 1924–1956.The Hannah S. Moulton Scholarships, founded in 1914by Hannah S. Moulton, of Kensington, New Hampshire.The John Martin Mugar Scholarship Fund, establishedin 2007, to provide need based financial aid to create anintentional, intellectual, and broadly diverse communityof scholars. Proceeds of this fund will be awarded tofirst generation college-bound students.The Frederick S. and Marie E. Mullen Scholarship,established in 1989 by Robert F. Mullen, Class of 1965, inhonor of his parents.The Louis Sutliffe Murphy Fund, established in 1977 byMrs. Louis S. Murphy, Alexandria, Virginia, in memory ofher husband, Liberal Arts Class of 1901. The fund is alsoin memory of her son Louis S. Murphy, Jr., who attendedTufts. The income is available to undergraduate studentswho display need and academic qualification to theappropriate university officials.275

S C H O L A R S H I P F U N D S >The Michael and Josephine Nackel Scholars Fund,established in 2000 to provide scholarships forundergraduate students of Arab-American heritageor students from the Medford community.Rosamond Najjar Scholarship Fund, established in1998 to offer scholarships with preference to graduatesof Medford High School.The Michael and Lisa Nash Scholarship, established in2008, to support the university’s efforts to create anintentional, intellectual, and broadly diverse communityof scholars.The Neubauer Scholars Program, established in 2000by Trustee Joseph Neubauer. The program attracts andenrolls intellectually talented students from across thecountry and around the world. Neubauer scholars areencouraged to take advantage of research, internship,and study abroad opportunities to broaden their experienceand perspectives. The Neubauer Scholars AdvisoryCommittee assists the scholars in the pursuit of scholarlyactivities.The Newhouse Scholarship, established in 1997 tooffer financial support to low-income students fromNew York City.Murdock H. Newman Scholarship Fund, established in1997 from the estate of Catherine H. Newman in memoryof her husband Murdock H. Newman, A’31, to providefinancial assistance to deserving students, withpreference given to students from Grafton Country,New Hampshire.The New York City Scholarship, established by a privatecharitable foundation in 1996 to provide financial aid forneedy undergraduate students from New York City highschools.*The A. Florence Nichols Scholarship Fund, founded in1960 under the will of A. Florence Nichols of the Class of1899, the income from which is to be given annually tosome needy and deserving young woman who is workingher way through college.The Malcolm and Mabel Nickerson Scholarship, establishedby a bequest in 2009 to be invested in the generalscholarship fund of Tufts University.The Fred P. Nickless, Jr., Scholarship Fund, established bythe Alumni Association in honor of Fred P. Nickless, Jr.,A’48, G’49, for his long and loyal service to Tufts as alumnisecretary for thirty years. The income is to be awardedannually to a deserving undergraduate or graduate student(s)in the Colleges of Arts and Sciences. Preference isto be given to Tufts alumni and their children.The Eugene M. Niles Scholarship Fund, founded in1927 for scholarships and other student aid.The Norcross Scholarship, founded in 1890 by James A.and Mary E. Norcross, of Worcester.The Ronald F. Noreen Scholarship, established in 2007to benefit students in the School of Arts and Sciencesand to increase the diversity, broadly defined, of theTufts student body.The North Shore Tufts Club Scholarship, founded in1969 for the benefit of students of Tufts University.Preference is given to students whose homes are in thecommunities served by the club on the North Shore ofMassachusetts.The O’Connor-Birmingham Family EndowedScholarship, established in 2006 to provide scholarshipfunds to increase the diversity of the Tufts student body.Preference will be given to students who have completedthe “Step up to Excellence” program, or studentswho have graduated from public high schools in culturallydiverse communities and who have demonstratedpersonal responsibility and community leadership.The Offer Family Scholarship Fund, established in 1983by Mr. Charles Offer, Sr., to aid worthy and appreciativestudents.The W. and E. Ross O’Reilly Scholarship, established in2008, to be used to support need based aid for undergraduatesin the School of Arts and Sciences.The Osher Reentry Scholarship, established in 2009, tobe awarded to students who have experienced a gap intheir education of at least five years and anticipate participationin the workforce for a significant period oftime subsequent to graduation.The Susan and Richard Pallan Scholarship, establishedin 1989 to benefit any full-time undergraduate studentin need of financial aid.The Charles A. Pappas Endowed Scholarship,established in 1990 by the Thomas Anthony PappasCharitable Foundation, Inc., for needy students possessinghigh scholastic abilities at the College of LiberalArts and Jackson College.The Parets Family Scholarship, established in 2005 toprovide financial aid to Tufts students, with preferenceto students of limited financial means who possess highacademic potential and a demonstrated commitment toachieving scholastic excellence in the study of arts andsciences.The Theodore L. and Ruth B. Parrella Scholarship Fund,established in 2007 by Carol L. Parrella E’85 in memoryof her parents, to support undergraduates in the Schoolof Engineering with preference given to a female studentmajoring in Mechanical Engineering.The Adoniram J. and Jane L. Patterson Scholarship,founded in 1920 by Adoniram J. Patterson, of Roxbury,Massachusetts.276

S C H O L A R S H I P F U N D S >The Ethel L. Peabody Scholarship Fund, established in1975 by Miss Ethel L. Peabody of the Jackson CollegeClass of 1915. Preference is given to former students ofthe Fitchburg, Massachusetts, High School alreadyattending Tufts.The Ellery E. Peck Memorial Scholarship, founded in1891 by Henry Rollins, of Bangor, Maine.The Pederson Memorial Scholarship, established in2008, to benefit of undergraduate students of theFaculty of Arts, Sciences, and Engineering who are pursuingacademic majors in the humanities, includingClassics, Comparative Religion, English, ForeignLanguages, History, Philosophy, Visual and CriticalStudies, or similar areas.The Joseph and Rosaria Peduto Scholarship, establishedin 2008, to support a preference to provide financialaid to students of Italian decent.The William L. Peduto Scholarship, established in 2008,to support the University’s efforts to create an intentionalcommunity of diverse learners.The Dorothy Penniman Latin Scholarship, establishedin 1979 through the generosity of Dorothy PennimanHubbard of the Jackson Class of 1925. The donor studiedLatin at Tufts, later taught Latin, and understandsthe lasting and multiple benefits of knowledge of thesubject. She has established this fund in the hope thatit will encourage other students to pursue the study ofLatin. First preference at all times is given to students inneed of financial aid enrolled in Latin courses in theDepartment of Classics.The Penniman Scholarship, established in 1944 byDorothy Penniman Hubbard and Ruth Penniman Warein memory of their parents, Dr. and Mrs. George WallacePenniman, the income from which is to be used annuallyto aid some deserving student with preference tostudents majoring in religion.The Ralph Wentworth Penniman MemorialScholarship, established in 1982 by Dorothy PennimanHubbard of the Jackson Class of 1925 in memory of herbrother, who was a graduate of the Tufts College Classof 1910. Income from the fund is restricted to studentsin the College of Liberal Arts, with preference to studentsmajoring in history.The Louis and Mary Perito Memorial Scholarship,established in 1982 by Paul L. Perito of the Class of1959, in memory of his parents. The income from thisfund is to be awarded annually to a deserving studentin the College of Liberal Arts or Jackson College.The John B. Perkins Scholarship, founded in 1866 byJames D. Perkins, of New Rochelle, New York.The John Perkins Scholarship, founded in 1896 by AnnMaria Perkins, of Medford, Massachusetts.The Nancy Tabb Pfannenstiehl Memorial ScholarshipFund, established in 1993 by her family and friends,given with preference to undergraduate women majoringin romance languages.The Joseph D. Pierce Memorial Scholarship, foundedin 1898 by the children and other relatives of J. D.Pierce, D.D., of Attleboro, Massachusetts.The Julius Pinkus Scholarships, founded in 1987 fromthe estate of Julius Pinkus in memory of Barney andTobey Pinkus, Dr. Louis Pinkus, M’25, and Julius Pinkus.The income is divided equally among the School ofMedicine, the College of Liberal Arts, and theDepartment of Music to be used as scholarship aid toworthy students.The Percy J. Pitkin Scholarship, founded in 1983 byPercy J. Pitkin of the Class of 1923.The Frank W. Pote Memorial Fund, established in 1982in memory of Frank W. Pote, professor of physics atTufts from 1912 to 1953, by his family and friends. Theincome from this fund is to be utilized to help deservingstudents who are majoring in physics.The Marion S. Potter Scholarship Fund, founded in1958 under the will of Marion S. Potter, to be used toprovide scholarships for worthy students in the Collegeof Liberal Arts of Tufts University.The Melvin and Shirley Prague Scholarship, establishedin 2000, to be awarded to a member of the Tuftsstudent body who has established and maintained arecord of above average academic performance, hascontributed earnest service to and/or beyond the Tuftscommunity, and has demonstrated financial need.The Theresa Winsor Pratt Endowed Scholarship, establishedin 2000 in memory of Theresa Pratt to providefinancial aid for undergraduate students in theResumed Education for Adult Learners (REAL) Program.The David and Ethel Presson Scholarship, establishedin 1956 by David Presson, of Boston.The John William Priesing and Carl William PriesingScholarship, established in 1950 by Carl W. Priesing ofthe Class of 1921, in memory of his father. The name ofCarl W. Priesing was added in 1976 in honor of Mr.Priesing’s fifty-fifth reunion year by his son.The Jay Pritzker Scholarship, established in 2002 as amatching challenge grant to support need-based financialaid that will be awarded to promote the achievementof the educational benefits of diversity at Tufts.Scholars are named for Jay Pritzker, Howard Hunter, orthe names chosen by donors of qualifying gifts.The Paul Pryor Scholarship Fund, established in 1988by the estate of Paul I. Pryor, A’18, for the benefit of277

S C H O L A R S H I P F U N D S >deserving male students in the College of Liberal Artswith preference given to those active in extracurricularactivities.The Carolyn Fraser Pulling Scholarship Fund,established in 1980 to aid worthy students by bequestof Mrs. Arthur (Carolyn Fraser) Pulling, Women of Arts,Class of 1908.The Gregory and Christine Randolph Scholarship,established in 2008, to provide scholarship support forstudents who have demonstrated financial need.The Saul C. Ravitch Memorial Scholarship, establishedin 1952 by Mrs. Sylvia Ravitch in memory of her husbandSaul C. Ravitch of the Class of 1922.The Joel Reed Memorial Scholarship, established in1988 to provide a scholarship fund for commuting studentswho exemplify Joel Reed’s academic diligenceand community service, thereby encouraging this effortand ensuring that Joel’s name and spirit live on.The Rennert Family Scholarship, established in 2008,to support scholarships within the School of Arts andSciences.The Resnek Family Scholarship Fund, established in1988 by Frank, Barbara, and Paul Resnek, A’97, toprovide tuition assistance for talented studentsattending Tufts University, with preference to citizensof the United States.The Joel W. and Marion Newhall ReynoldsScholarship, established in 1951 by Joel W. Reynolds,Jr., of the Class of 1923 and Marion Newhall Reynolds,Jackson Class of 1924. The income from this fund isto be divided equally each year between a student ofthe School of Engineering and a student of JacksonCollege.The Rhode Island Scholarship, founded in 1899 byseveral persons in Rhode Island.The Mary A. Richardson Scholarship, founded in1904 by Mrs. Mary A. Richardson, of Worcester,Massachusetts.The William B. Richardson Scholarship, established in1952 by William B. Richardson of the Class of 1915.The Rittenburg Family Scholarship Fund, establishedin 1989 by members of the Rittenburg family to providescholarships to deserving students of the School ofEngineering. Scholarships shall be awarded by the Deanand the Office of Financial Aid.The Pilar Crespi Robert Scholarship Fund, establishedin 2003 as part of the Pritzker Challenge to benefit outstandingundergraduate students of African American,Hispanic American, and Native American heritage.The Rebecca T. Robinson Scholarship, founded in 1890by Charles Robinson, LL.D., of Newton, Massachusetts.The Emily Graham Rose Memorial Scholarship, establishedin 1965, for the benefit of deserving students inJackson College and Tufts College.The Gertrude Rubel Scholarship, established in 1998to provide financial aid for undergraduate studentsfrom Medford and Somerville, Massachusetts.The Elbridge Rust Scholarship Fund, founded in 1926by Elbridge Rust, of Peabody, Massachusetts.David and Gertrude M. Saklad Fund, established in1990 under the will of David Saklad, E’21, to providescholarships to students in engineering science andcomputer science who have completed freshmanyear, have shown academic skill, and require financialassistance.The Lori Winters Samuels and Ted Samuels FamilyScholarship, established in 2006 to provide need basedundergraduate financial aid to promote diversity at Tufts.The Herbert J. and Harriet S. Sandberg FamilyScholarship, established in 2004 to provide scholarshipto African American, Native American, and HispanicAmerican students with financial need. Preference isgiven to students meeting these criteria who havegraduated from Medford High School in Medford,Massachusetts.The Albert W. Sayles Scholarship, founded in 1899 byAlbert W. Sayles, of Lowell, Massachusetts.The Sarah E. Sayles Memorial Scholarship, founded in1891 by Albert W. Sayles, of Lowell, Massachusetts.The Scaramucci Family Endowed Scholarship, establishedin 2006 to support need based aid to undergraduatestudents who are either African American, NativeAmerican or Hispanic American.The Irving and Hannah Schwartz Scholarship,established in 1951 by Joseph and Irving Schwartz ofthe Class of 1937, in honor of their parents and inhonor of Dr. Siegfried Thannhauser.The William and Lillian Schwartz Student Scholarship,founded in 1984 for the benefit of needy and worthystudents.The Scott Fund, established in 1932 by the will ofAugustus E. Scott, of Lexington, Massachusetts.The Laura A. Scott Scholarship, founded in 1890 byMrs. Laura A. Scott, of Ridgefield, Connecticut.The Segalas Family Endowed Scholarship Fund, establishedin 2007, to offer need based financial aid toincrease the diversity of the Tufts undergraduate studentbody.The Margaret and Donald Segur Scholarship,established in 2000 to provide support to studentsfrom Armenia at the Fletcher School of Law andDiplomacy or at the College of Liberal Arts and Jackson278

S C H O L A R S H I P F U N D S >College, who are studying political science, economics,prelaw, or journalism. Second preference goes tostudents of Armenian descent at the Fletcher School,and third preference goes to undergraduate studentsof Armenian descent at the College of Liberal Arts andJackson College, who are studying political science,economics, prelaw, or journalism.The Usha and William Sellers Scholarship, establishedin 2009 to provide financial aid to international undergraduatestudents coming to study at Tufts from India,with particular preference to students who are Dalitand/or come from an impoverished background.The William J. Sen Scholarship Fund, established in1982 by William J. Sen, E’40. The income of this fund isto be used annually to aid students of the School ofEngineering, with preference to undergraduates andminority students.The Evelyn and Joseph Shapiro Endowed Scholarship,established in 2007, to provide annual scholarshipfunds to undergraduate students who are in good academicstanding.The Frank S. and Eva A. Shapiro Scholarship Fund,established in 1955 by Frank S. Shapiro of the Classof 1916, the income to assist worthy undergraduatestudents with preference being given to studentsinterested in chemistry.The Mildred and Sumner Shapiro Scholarship,established in 1997 to provide financial assistance tostudents in the Tufts College of Liberal Arts.The Edwin A. Shaw Memorial Scholarship, establishedin 1952 by former students, family, and friends inmemory of Edwin Adams Shaw of the Class of 1898and professor of education, 1919–1950.The Henry J. and Louise O. Shea Scholarship,established in 1987 to provide scholarships to needyand deserving students.The William H. Sherman Scholarship, founded in 1903by William H. Sherman, of Cambridge, Massachusetts.The A. Shuman Scholarship, founded in 1923 by A.Shuman of Boston.*The Hettie Lang Shuman Memorial Fund was foundedin 1905 by Mr. A. Shuman in memory of his wife. Theinterest of this fund is expended annually in aidingdeserving women students.The Seymour and Marcia Simches Scholarship Fund,established in 1986 by friends and family members ofProfessor Seymour Simches. This fund will be awardedannually to an outstanding student in financial needwho is majoring in one of the humanities.The Simmons Scholarships, founded in 1895 by RobertF. Simmons, of Attleboro, in the name of Mary F. andRobert F. Simmons.The Miriam Charef Simonds Scholarship Fund, establishedby her sister, Pauline Charef Simonds, Jackson ‘54,with assistance from family, friends, and colleagues. Anardent student of American political life, Mimi Simondspossessed, to an exceptional degree, an ability torespond creatively and effectively to the social andpolitical issues of her time. She performed outstandingpublic service at the community, state, and nationallevels. In keeping with the compelling interests of herlife, it is the family’s wish that the annual income fromthis scholarship fund be awarded to a student in thegraduate Program in Public Policy and Citizen Participationwho is deemed both financially and academicallyworthy of this recognition and who has completed oneyear of study. For Mimi Simonds, hope for the futurewas a premise that sustained her until her death. It isthe intent of this scholarship to provide a living legacyof that hope and a memorial to the commitmentwhich she brought to public service.The Simons Family Scholarship, established in 1987to provide a partial scholarship in the College ofLiberal Arts.The Simons Memorial Scholarship, founded in 1891 byMrs. Mary A. Simons, of Manchester, New Hampshire, inmemory of Hiram H. Augustus and Frank Simons.*The Charles A. and Cornelia B. Skinner Scholarship,founded in 1907 by the Reverend Charles A. Skinner,D.D., and Mrs. Cornelia B. Skinner, of Cambridge,Massachusetts.The John Richard Skuse, Class of 1941, MemorialScholarship, established in 1999 by the bequest ofJohn Richard Skuse to provide financial aid to Tuftsstudents based on ability, achievement, and need.First preference is given to students from the townof Exeter, New Hampshire.The Abraham and Sonya Slifka Scholarship Fund,established in 1991 to provide financial aid forundergraduate students.The Phyllis E. Sloan Endowed Scholarship, establishedin 2009 to support undergraduate scholarships withinthe University.The Charles E. Smith Scholarship, established in 1952by Charles Eugene Smith of the Class of 1922, theincome to be awarded to a young man in the College ofLiberal Arts.*The Rena Greenwood Smith Scholarship Fund,established in 1986 by the Richard Ilsey Smith Trust tobenefit a worthy student of Jackson College.The Richard Ilsey Smith Scholarship Fund, establishedin 1986 to benefit a worthy student of the university.279

S C H O L A R S H I P F U N D S >The Simeon C. Smith and Emily A. Smith ScholarshipGift. The income from a trust fund established bySimeon C. Smith to be known as the Simeon C. Smithand Emily A. Smith Fund, allocated by the trustees forscholarship purposes.The George A. Spencer Scholarship, established in2000 to benefit deserving students from the School ofEngineering at Tufts University.The Virginia Nold Spencer Memorial Scholarship,established in 1996 to help ensure a Tufts engineeringeducation to the most qualified students regardless oftheir financial capabilities.The John Murray Sprague and Eliza Fletcher SpragueScholarship, founded in 1908 by John Sprague, ofLowell, Massachusetts.The Miriam Carleton Squires Scholarship, establishedin 1971 under the will of Miriam Carleton Squires, ofBroken Bow, Nebraska, a member of the Class of 1908.The Marjorie Cohen Stanzler Scholarship Fund,established in 2002 to provide financial aid to needystudents who are citizens of the United States.The Edwin Carter Starr Memorial Scholarship, establishedin 1980 by Mrs. Paul (Catherine S.) Phenix inmemory of her father. The income is awarded annuallyto benefit students in the field of child development.The State Scholarships, established in 1859 inaccordance with a resolve of the Commonwealth ofMassachusetts.The William and Mary-Jane Sterling Scholarship,founded in 1985 by William C. Sterling, Jr., of the Classof 1956 to aid worthy undergraduates in obtaining thebenefits of education.The Stern Family Endowed Scholarship, establishedin 2000 to benefit outstanding undergraduate students.The Dale Stevens Scholarship, founded in memory ofthe late Dale Stevens, of North Andover. Awarded to astudent majoring in the Eliot-Pearson Department ofChild Development. Preference is given to undergraduatesat Tufts from North Andover, Massachusetts, orother communities in the Merrimack Valley.The Stowe Scholarship, founded in 1890 by Mrs.Eugenia D. Stowe, of Meriden, Connecticut.The Frederick W. Storck Memorial Fund, established in1989. The income to be used for undergraduate financialaid at the university.*The John and Lucy H. Stowe Fund, founded in 1902by bequest of Mrs. Stowe of Lawrence, Massachusetts,“for the benefit of the lady students department.”The Harry Louis Strecker Scholarship, established in1969 as a bequest by the late Harry L. Strecker, Class of1913, of Livingston, New Jersey. The income thereof isto be used to assist a worthy student in the electricalengineering department.The Carl and Alice Stroehmann Scholarship, establishedin 1953 by Carl F. Stroehmann of the Class of 1919.The Students Against All Odds Scholarship, establishedin 2002, to provide support to students who aredistinguished not only by their academic progress andpotential, but also especially by their success in overcomingnormally insurmountable obstacles. Preferencewill be given to students who have demonstratedscholastic ability, service to community and/or family,and a work ethic by earning funds for college either insummer employment or during the school year.The Carl Lars Svensen Scholarship, established in 1952by Carl Lars Svensen of the Class of 1907, the income tobe given to a student in the School of Engineering.The Ellen G. Sullivan Scholarship, established in 2002 toprovide financial aid to needy undergraduate BlackAmerican students majoring in Child Development.The Dorothy Sulloway Sweet Scholarship, founded in1933 by Joseph L. Sweet and Florence M. Sweet.The Judith P. Sulzberger Scholarship, established in1997 to provide funds to particularly needy underrepresentedminority students from New York City.The Elbridge Sweet Scholarship, founded in 1933 byJoseph L. Sweet and Florence H. Sweet.The Talbot Scholarship, founded in 1890 by NewtonTalbot, of Boston.The Lloyd H. Taylor Scholarship, established in 1984 toaid qualified students in the School of Engineering.The Paul E. Thissell Scholarship, in memory of PaulThissell of the class of 1921 and Bernice Tilden Kidder.Preference is given to a Massachusetts-born studentmajoring in French.The Louise F. Thistle Endowed Scholarship, establishedin 2009 in support of financial aid for Tufts undergraduatestudents in the School of Arts and Sciences.The Albert Thomann, A’52, and Maria ThomannScholarship, established in 2005, to be awarded to oneor more worthy and promising students who are determinedto be in need of financial aid. Scholarships maybe awarded to students in any class and may be continuedup to four years as long as the recipient remains ingood standing.The George C. Thomas Scholarship, founded in 1899 byGeorge S. Thomas, of Philadelphia, Pennsylvania.The Frederick W. Tibbets Memorial Fund, established in1942 by bequest of M. Helen Tibbets, late of Gloucester,Massachusetts, as a memorial to her late brotherFrederick W. Tibbets of the Class of 1879. Income is usedto aid worthy and needy students.280

S C H O L A R S H I P F U N D S >The Walter V. Towle Scholarship Fund, established in1963 by bequest of Grace H. Towle, the income to beused to assist students of the highest scholastic standing.The Travelli Scholarship, founded in 1890 by Mrs. EmmaR. Travelli, of Newton.The Hyman S. and Edith Rieva M. Trilling Scholarship,founded in 1984 to benefit students in the College ofLiberal Arts and Jackson College.The Tufts Kinsmen Scholarship, for aid to students withpreference to Tufts family descendants. Awards fromincome are made on basis of need and achievement tothose who have completed one year or more at Tufts.*The Betsy Houses Twombly Scholarship, established in1993 to provide assistance toward tuition, room, andboard for a worthy and needy female student in eitherTufts or Jackson College.The A. Raymond and Eileen Tye Scholarship, establishedin 1994 to provide financial aid and to assist withthe tuition of qualified undergraduates who are pursuingtheir educational goals.The Tyler Scholarship, founded in 1919 by Susan E.Tyler, of Lowell, Massachusetts.The Irving Usen Scholarship, established in 1952 byIrving Usen in memory of W. A. Carroll. The income is tobe available for a qualified, needy young man or youngwoman whose parents are fishermen residing in NewEngland and preferably residents of Gloucester,Massachusetts, or Portland, Maine.The Albert Whittier Vanderhoof Scholarship, establishedin 1959 in honor of Albert W. Vanderhoof of theClass of 1924.The Villamil-Davis Family Scholarship, established in2004 to attract, retain, and prepare under-representedminority students who will make important leadershipcontributions to Tufts and to our global community.The Teri Volpert ‘84 and Barry Volpert EndowedScholarship, established in 2005, awarded to studentswith demonstrated financial need who have excelled inthe classroom.The Peter J. Wade Scholarship, established in 1999 toprovide scholarships to students pursuing studies in studioart or graphic design. Preference is given to juniorsor seniors who have shown excellence in some area ofstudio art or graphic design and who are enrolled in thefive-year, dual-degree program with the Museum Schoolof the Museum of Fine Arts, Boston.The Joseph H. Walker Scholarship, founded in 1898 byJoseph H. Walker, of Worcester, Massachusetts.The Walker Mathematical Scholarship, established in1865 in honor of William J. Walker, M.D., of Newport,Rhode Island, and payable from the income of theWalker Fund.The Julia Ward Scholarship, established in 2007 to furtherTufts’ efforts to create an intentional, intellectualand broadly diverse community of scholars, to includestudents from a wide variety of socio-economic, geographic,cultural, ethnic, and political backgrounds.The Mary Ann Ward Scholarship, founded in 1892 bySylvester L. Ward, of Boston.The Warren Educational Fund Scholarship. The incomefor the benefit of a worthy student, preference beinggiven to students from St. Paul’s Universalist Church,Springfield, Massachusetts.The Warren Scholarship, founded in 1905 by Dr. IraWarren, of Boston.*The Sarah A. Watson Scholarship Fund, founded in1958 under the will of Sarah A. Watson for the benefit ofJackson College, the income and interest to beexpended for the aid of a deserving student who wouldnot otherwise have the benefits of further education.The Alice Weeks-Jesse Dowse Endowment Fund,established in 1990 by the estate of Albert W. Weeks inmemory of Alice M. Weeks and her mother, JesseDowse, both graduates in mathematics at Tufts, toprovide financial aid to students attending TuftsCollege or the Graduate School of Arts and Sciences.The Gerald and Ruth Weil Scholarship, established in2008, to provide financial resources to needy studentswho are identified by the university as increasing diversityat Tufts.The Mark Weisberg Scholarship Fund, founded in 1948by Mark Weisberg of the Class of 1918.The J. Frank Wellington Scholarship, established in 1931.The Jonas Clark Wellington Scholarship, founded in1906 by Mrs. Sarah C. Fisher Wellington, of Cambridge,Massachusetts.The West Medford Woman’s Club Scholarship, establishedto provide scholarship assistance to students inJackson College and Tufts College, with preferencegiven, when possible, to a resident of Medford,Massachusetts.The Joshua S. and Harriet N. White Scholarship,founded in 1896 by Joshua S. White, of Pawtucket,Rhode Island.The Nathaniel White Scholarship, founded in 1899 byArmenia S. White, of Concord, New Hampshire.The Amasa and Hannah L. Whiting Scholarship,founded in 1890 by Mrs. Hannah L. Whiting, ofHingham, Massachusetts.The Whittier Scholarship, founded in 1890 by CharlesWhittier, of Roxbury, Massachusetts, in the name ofCharles and Eliza Isabel Whittier.281

S C H O L A R S H I P F U N D S >The Allton T. and Dorothea Danver WilliamsScholarship, established in 1989 by Kenneth D. Williamsin honor of his parents, Allton T., A’19, and DorotheaDanver Williams, J’18, to support students in goodacademic standing, with financial need, pursuing amajor in environmental studies.The Willner Family Scholarship, established in 1998to provide aid to academically promising studentsfrom New York City with family incomes that areparticularly modest. Additional preference will begiven to students showing promise in the visual orperforming arts at Tufts.The Thomas F. Winkler Scholarship, established in2008, to provide need-based financial aid to undergraduatestudents and to increase the diversity of the Tuftsundergraduate student body.The Winnick Family Foundation Scholarship,established in 2000 to provide aid to undergraduatestudents at Tufts.The Dara Wolbom Memorial Endowment, establishedin 1997 in memory of Dara Wolbom J’99 to providefinancial aid to Tufts undergraduates with first preferenceto female students in their junior year who havedistinguished themselves in English or journalism.The Norman P. Wood Scholarship, established underthe will of Nellie M. Wood, late of Northfield,Massachusetts, as “a scholarship in the Department ofClassics to be known as the Norman P. WoodScholarship.”The Frank G. Wren Memorial Scholarship, establishedin 1951 by friends, family, and former students of FrankG. Wren of the Class of 1894, member of the faculty(1895–1940), and dean (1907–1939).The Paul I. and Alice T. Wren Memorial Scholarship,established in 2001 to aid deserving liberal arts andengineering students.The Joseph N. Wright Memorial Scholarship, forundergraduate students studying in Tufts ProgramsAbroad, with preference for those studying in Germany.The Robert Yanofsky, A’38 Endowed Scholarship,established in 2004, to provide financial aid for undergraduatestudents. Preference will be given to studentswith limited financial means who possess high academicpotential and a demonstrated commitment to achievingscholastic excellence.The Francis Yirrel Scholarship. A scholarship foundedin memory of Francis Yirrel of the Class of 1949,established by his friends and classmates to assistdeserving students.The Doris W. York Endowed Scholarship Fund,established in 2005 by a bequest from Doris York ofSomerville, Massachusetts to provide financial aid tofemale students who attended Somerville High School.The Howard S. Young Scholarship Fund, establishedin 1982 to provide scholarships for civil engineeringstudents.The Young Men’s Philanthropic League Scholarship,established in 1960 by the Young Men’s PhilanthropicLeague of New York, the income from this fund to beused for scholarships for undergraduate and graduatestudents in Tufts University.The Stanton “Bud” Yusem Endowed Scholarship,established in 2000 to provide financial aid to Tuftsundergraduate students with financial need.The Zeta Psi Class of 1969 Scholarship, established in2009 to provide scholarships to undergraduate studentswith financial need who are likely to contribute to Tufts’educational and mission-related goals, including thebenefits associated with a diverse student body.Preference will be given to qualified students who arecurrently fraternity brothers of the Zeta Psi fraternity.282

P R I Z E S C H O L A R S H I P S A N D AC A D E M I C AWA R D S >Prize Scholarships andAcademic AwardsIn addition to the above university scholarship funds,the following endowed funds have been established,and prizes from the income are awarded annually inrecognition of exceptional academic achievement andextracurricular activities. These prizes are not awardedunless, in the opinion of the Committee on AcademicAwards, Faculty of Arts, Sciences, and Engineering,qualified candidates appear.At an awards ceremony held each spring, publicannouncement is made of the recipients of these prizescholarships. Since election is made by the Committeeon Academic Awards, no application is necessary.Nominations are made by faculty and staff members.Student nominations are not allowed, but students candiscuss deserving peers with faculty members. Inquiriesconcerning these prize scholarships should beaddressed to the Committee on Academic Awards.The Vida H. Allen Prize is presented annually to thestudent who has written the best senior honors thesis inthe Department of History.The Alpha Omicron Pi Prize Scholarship, founded by theBoston Alumnae of the Delta Chapter of Alpha OmicronPi, is awarded to that student who best represents thecombination of very high scholarship and significant participationin social service work.The Alpha Xi Delta Prize Scholarship, founded by theBoston Alumnae Chapter of Alpha Xi Delta, is awarded tothat junior who, throughout the freshman and sophomoreyears, has attained a high scholastic record andwho, by loyal cooperation in college activities of merit,has given evidence of the greatest promise of futureachievement.The Nancy W. Anderson Award for EnvironmentalSustainability, awarded to a junior or senior normallymajoring in environmental studies whose work in thenatural and social sciences, engineering, or humanitiespromotes integration of those subjects in informing publicpolicy decisions that may protect endangered naturalresources while promoting sound social and economicdevelopment.The Department of Anthropology Prize is awardedannually to a student who has shown excellence inanthropological studies.The Architectural Studies Prize is awarded annually toa senior majoring in architectural studies who hasdemonstrated academic excellence and a commitmentto the field of architectural studies. The prize is supportedby the memorial fund for Margaret HendersonFloyd, professor of art and architectural history.Art & Art History Prize, each year the Department of Art& Art History awards a prize to a graduating senior whohas demonstrated a combination of superior academicachievement in course work (and independent study)and commitment to the field through participation in relevantactivities beyond the classroom, such as work,internships or exhibitions, study abroad, and involvementwith professional groups. Attention is given to thenumber, range and level of classes taken in Art & ArtHistory, performance in FAH 100 (our capstone course),and to the quality of written work produced throughout.Selection is by faculty vote, and advisors are responsiblefor recommending candidates.The Robert Asch Prize, established in 2002 by friendsand family of Bob Asch to honor the former director ofthe Tufts-in-Tübingen program. A beloved friend to allwho knew him, Bob served as director from 1972 to2001. He was known both for his zest for life and ahumanistic approach to his quest for internationalunderstanding. Awarded to juniors or seniors who willuse the fund for research, projects, or internships in aGerman-speaking country.The Asian Studies Prize is awarded to a graduating seniorwho has demonstrated excellence and interest forfuture development in Asian studies.The Association of Tufts Alumnae Seventy-fifthAnniversary Award is established to honor a woman studentwho has provided meritorious service to the TuftsUniversity community, adding to the university by herpresence. The student should be a junior or senior withgood academic standing. This award was established bythe Association of Tufts Alumnae on the occasion of itsseventy-fifth anniversary.The Michael E. Avtges Memorial Prize, established in1989 by Mr. and Mrs. Nicholas E. Avtges and the BostonChapter, Society of American Military Engineers in memoryof Michael E. Avtges, a student in the College ofEngineering. Prizes are awarded to deserving students inthe Department of Civil and Environmental Engineeringwith preference to those who are interested in computerscience and engineering.The Peter Belfer Award in Political Science is givenannually for the outstanding piece of written work donein a political science course or independently by apolitical science major. This award was established in1973 by Mrs. Ann Belfer Goldstein in memory of herlate husband, Peter Belfer, A’67.The Bennett Memorial Scholarship, founded in 1924 by283

P R I Z E S C H O L A R S H I P S A N D AC A D E M I C AWA R D S >the Class of 1914 in memory of William Joseph Bennett,scholar, soldier, athlete, and a member of this class, whomet his death during World War I. The scholarship isawarded to that student who best exemplifies the qualitiesof true sportsmanship as exhibited by the manwhose name it bears.The Berger, Lehman Scholars Fund, honoring the lifelongcontributions of Dr. Berger, E’36, as a valuable alumnusand trustee of Tufts University, and Dr. Berger’spartner, Lawrence H. Lehman, and his family, includinghis son Scott, A’82. The fund is to provide students withinthe Department of Geology with assistance for theirstudies and to encourage the students to pursue a careerin geology.The Charles G. Bluhdorn Prize in Economics, awardedannually to an undergraduate majoring in economicswho has demonstrated outstanding scholastic ability.This prize was founded in 1983 by Donald Gaston inmemory of Charles G. Bluhdorn.The Anne E. Borghesani Memorial Prize is an annualincentive award that will enable the recipient(s) toundertake a project, activity, or plan of study in any fieldinvolving international issues. The prize is designed toencourage personal growth and independence, whileincreasing one’s understanding of all peoples andencouraging a commitment to the world community.The award honors the memory of Anne E. Borghesani,J’89, an international relations major. Anne’s years atTufts were a time of intellectual and personal challenge,adventure, and increasing commitment to her friends,the Tufts community, and the world. Anne’s love of peopleand her fascination with travel and other culturesmade her major a natural choice.The Boston Greek Prize, founded in 1962 with incomefrom a fund raised by the Committee for the Promotionof Greek Studies at Tufts University, is awarded for meritoriousachievement in the Greek language only whenstudents of conspicuous merit are nominated by theDepartment of Classics faculty.The Benjamin G. Brown Scholarships, established in1947 by the bequest of Robert C. Brown of the Class of1888 in honor of his father, Benjamin G. Brown, onetimeWalker Professor of Mathematics at Tufts. These scholarshipsare awarded to seniors who have shown promise inscientific research in fields other than chemistry.The Moses True Brown Prize, established in 1903 byMoses True Brown, who was Tufts College’s first professorof Oratory (from 1866–1890). The prize is awarded,whenever a suitable candidate appears, to a seniormajoring in drama who combines high achievement indramatic scholarship with a strong potential for successfulteaching in the field of dramatic literature, criticism,and theatre history.The Harry Poole Burden Prize in Electrical Engineering,established in 1973 by friends of Harry P. Burden, H’53,dean of the College of Engineering from 1936 to 1957, isfor one or more prizes for the best design or researchproject done by an undergraduate electrical engineeringstudent or students during the academic year of theproject.The Professor Kalman A. Burnim Prize for ScholarlyExcellence, awarded annually to a Ph.D. student indrama who has completed all steps toward the degreeexcept the dissertation and who has demonstrated distinctionby excelling academically and in research and bycontributing to the life of the program in an outstandingmanner. The prize was established by alumni, colleagues,and friends in honor of Kalman A. Burnim, EmeritusFletcher Professor of Drama and Oratory, and Tufts alumnus(A’50), who created the Ph.D. program in drama.During his 28 years at Tufts, Professor Burnim chaired thedepartment for nine years and earned his reputation as aworld-renowned scholar in theatre history.The Thomas Harrison Carmichael and Emily LeonardCarmichael Prize Scholarship, established in 1950 byLeonard Carmichael of the Class of 1921, seventh presidentof Tufts College, in memory of his parents, isawarded to assist an academically able junior or seniorwho has shown ability in physiological psychology orgeneral physiology.The Helen Morris Cartwright Memorial Prize is awardedto that senior who, in the judgment of the Departmentof Philosophy, has shown outstanding philosophical ability,both orally and in writing.The Theresa McDermott Carzo Award in honor ofTheresa McDermott Carzo, a 1984 graduate of Tuftsthrough the Resumed Education for Adult LearnersProgram, is given to a student in the Resumed Educationfor Adult Learners Program who demonstrates a love oflearning and the determination necessary to return tocollege to complete a degree despite obstacles.Madeline Harrison Caviness Prize, the Department ofArt and Art History has established the MadelineHarrison Caviness Prize in honor of our esteemed seniorcolleague. This prize will be awarded annually to theundergraduate major whose senior honor's thesis meritsrecognition for its intellectual rigor, creativity, and scholarlypromise.The Mary Grant Charles Prize Scholarship Fund,established in 1975 by Ralph S. Charles, A’23, and his twosons, Grant H. Charles, A’51, and Ronald A. Charles, E’57,in loving memory of wife and mother, Mary Grant284

P R I Z E S C H O L A R S H I P S A N D AC A D E M I C AWA R D S >Charles, is awarded to an outstanding undergraduatepossessing the same creative qualities in the writing ofprose and poetry as Mrs. Charles, and preferentially to astudent whose writing reflects an interest in ancestryand genealogy.The Shirley and Stanley Charm Scholarship in Food andBiotechnology, established in 1984 by Dr. Stanley Charm,who was chair of the Chemical Engineering Departmentfrom 1981 to 1985, is used in the Department of Chemicaland Biological Engineering as a stipend for a senior, graduate,or postdoctoral student who is committed to studyand research in food science or biotechnology.The Department of Chemical and BiologicalEngineering Prize is awarded to a senior who has shownexcellence in chemical engineering studies.The Chemical Engineering Special Recognition Awardis awarded to a senior who has shown character and perseverancein achieving high academic standards inchemical engineering studies while overcoming difficultcircumstances.The Chinese Language and Literature Prize is awardedannually to a graduating senior who has demonstratedexcellence in the studies of Chinese language, literature,and culture.The Anna Quincy Churchill Prizes in General Biology,established in 1954 by Dr. Churchill, M’17, a member ofthe anatomy department in the Tufts School of Medicineand Dental Medicine from 1918 until her retirement asassistant professor emerita in 1954, are awarded annuallyfor excellence in the study of botany and zoology in thegeneral biology course.The Gemma Cifarelli Memorial Scholarship, establishedin 1956 by classmates and fellow students in memory ofGemma Cifarelli of the Class of 1957, is awarded to a juniorwho has combined good academic standing withparticipation in activities of importance to the university.The Prize Scholarship of the Class of 1882, founded byDr. Arthur Winslow Pierce, A’82, Litt. D.’99, in the name ofhis college class, is reserved for an undergraduate studentwith great potential for intellectual leadership andcreativity.The Class of 1898 Prizes, from a fund established by theClass of 1898, are awarded as follows: one prize each tothat student in the College of Liberal Arts, in JacksonCollege, and in the College of Engineering who, havingcompleted two years at Tufts University, has best demonstratedhigh scholarly ability together with a wide rangeof intellectual interests and competence.The Class of 1911 Prize Scholarships, from the Class of1911 Fund, are awarded to seniors of engaging personalitywho, from matriculation as freshmen to the senioryear, have, in the judgment of the Committee onAcademic Awards, made most progress as measuredboth by academic record and by successful participationin extracurricular activities of enduring worth.The Class of 1921—Leonard Carmichael PrizeScholarship Fund, established through the gifts ofmembers and friends of the Class of 1921 in honor andmemory of their classmate Leonard Carmichael, seventhpresident of Tufts, secretary of the SmithsonianInstitution, and vice president of the National GeographicSociety with special responsibilities for research andexploration, awarded by the Department of Psychologyto a third-year student or students whose academicachievements have been judged as outstanding.The Class of 1942 Prize Scholarship was founded in1985 by Elaine and Grant Curtis in honor of the womenand men of the class who served their country, and inparticular the five who served their Alma Mater for morethan an aggregate 125 years (Professor Freeland Abbott,Dean Grant Curtis, Dr. Nelson Fontneau, ProfessorBurleigh Wellington, and William Wells, Esq.). The prize isawarded annually to seniors considered by other undergraduates,faculty, or staff as “the most likely to becomeoutstanding university teachers, counselors, or administrators.”Written nominations, stressing how the nomineehas already served or contributed to the university,should be sent to the Faculty Committee on AcademicAwards.The R. M. Karapetoff Cobb Chemistry Fund is awardedto the two Jackson College chemistry majors with thehighest academic standing at the end of their junioryear.Morton N. Cohen Creative Writing Award is given toundergraduates who demonstrate in a substantial pieceof creative writing, the greatest distinction in creativewriting. The recipient is selected by a special committeefrom the Department of English.The Community Service Award is presented annually toundergraduate and graduate students who have providedexceptional community service that is muchneeded by the beneficiaries, even though it often goesunnoticed by the general public. The award recognizesthose who, as individuals or as part of a Tufts volunteerorganization, have given special service at Tufts or to thelarger community. Service should generally representactivities which occur outside the student’s required programof study and outside of elective office or employment.The James Schmolze Prize for Excellence in ComputerScience is awarded annually to a junior or senior who hasdemonstrated excellence in computer science studies.285

P R I Z E S C H O L A R S H I P S A N D AC A D E M I C AWA R D S >The Donald A. Cowdery Memorial Scholarship, founded in1946 by Jeanetta Wilson Cowdery Black, F’46, in memoryof her husband, Donald A. Cowdery, Class of 1939, whowas killed in action in World War II, is awarded annually tothat senior or junior whose academic achievements andpersonal qualities of leadership and high principle havebeen outstanding.The Dance Studies Award is given to a student who hasdemonstrated excellence in writing and (or) creativework in dance courses and who has an ideal attitudeabout learning in the liberal arts environment.The Mabel Daniels Prize in Music and Literature, establishedin 1960 by Mabel Wheeler Daniels, Hon. M.A. ‘33,the distinguished composer, is awarded to a junior orsenior who shows marked creative talent and accomplishmentin music or literature.Daughters of the Revolution Prize Scholarship, isawarded on recommendation of the Department ofHistory to a student demonstrating marked interest inAmerican colonial history as well as excellence inscholarship.The de Florez Prize in Human Engineering, establishedin 1964 by the bequest of Admiral Luis de Florez, USN(retired), H’46, is awarded to an undergraduate student,ordinarily majoring in psychology, engineering, or science,who has acquired a high degree of theoreticalsophistication and demonstrates an interest in the practicalapplication of knowledge to problems of humanengineering.The Distinguished Achievement Award in InternationalRelations is given annually to an outstanding internationalrelations major of high academic standing whohas participated widely in the program and who, havingproven a spacious understanding of and sensitivity tothe richness of the international community, intends topursue a professional career in the field of internationalrelations.The Amos Emerson Dolbear Scholarships, establishedin 1947 by the bequest of Katherine E. Dolbear of theClass of 1897 in memory of her father, the eminent scientistand inventor, who was professor of physics at Tuftsfrom 1874 to 1910, are awarded to two seniors who haveshown promise in the field of either electrical engineeringor physics.The Priscilla N. Dunne Prize Fund, founded in 1980 byMrs. Doris Scheff in honor of her daughter, Priscilla N.Dunne, J’75, is given annually to an undergraduate psychologymajor with an excellent record and great promiseof future achievement in the field.The Durkee Scholarship, established by the bequest ofRobert C. Brown of the Class of 1888 in honor of his sister,Henrietta N. Durkee, WA’93, G’95, G’18, and her husband,the late professor Frank W. Durkee, A’88, G’89, H’21,and their children, is awarded to senior students in theDepartment of Chemistry who have undertaken aresearch problem in the field of chemistry.The Margaret Durkee Angell and Henrietta BrownDurkee Scholarship Fund, in memory of ProfessorFrank W. Durkee, is awarded to that Jackson College seniorwho has demonstrated high promise and achievementin the field of chemistry. The prize commemoratesProfessor Frank W. Durkee, A’88, G’89, H’21, who waslong chairman of the department, a renowned chemist,a man of great energy and diligence in all that he undertook,and a most loyal alumnus of Tufts.The Alex Elias Memorial Prize Scholarship, establishedin 1966 by the Brotherhood of Alpha Epsilon Pi andfriends of Alex Elias within and outside the university, isawarded to that junior or senior who best displays thosehigh standards in community activities and in athleticand scholastic pursuits for which Alex Elias was wellknown.The Eliot-Pearson Department of Child DevelopmentPrize is awarded to that senior majoring in child developmentwho best exemplifies a combination of highacademic achievement and the promise of outstandingteaching ability.The James Vance Elliott Political Science Prize isawarded in the senior year to the student majoring inpolitical science whose achievements best combine academicexcellence with active participation and effectiveleadership in campus and civic affairs.The Frederick M. “Fish” and Dorie Ellis MemorialPrize, established in 1968 by fellow alumni, students,and friends of the late Professor Frederick “Fish” Ellis ofthe Class of 1929, the outstanding four-sport athlete ofhis day and possibly the greatest Tufts College has everknown, is awarded to a student who has demonstratedmarked athletic versatility, a modest manner, successfulacademic achievement, and the potential for effectiveleadership of youth.The Department of English Prize was created by theClass of 1898 Fund and is awarded to that student whohas shown excellence in English studies.The Ivan Galantic Special Achievement in HumanitiesPrize, named after Ivan Galantic, Professor of Art History1971-1989, is awarded to a student who has demonstratedthe inclination and capacity to cultivate an integrativeapproach to learning; one who reaches forwisdom, not simply knowledge.The Constantine Ghikas Prize in Romance Languageswas established in 1957 by George C. Ghikas in memory286

P R I Z E S C H O L A R S H I P S A N D AC A D E M I C AWA R D S >of his son, Constantine Ghikas of the Class of 1941, forexcellence in a program of major study in romancelanguages.The John S. Gibson Award, named after the first directorof the International Relations Program at Tufts University,is given to the author of the most outstanding paperwritten by an undergraduate in one of the participatingdepartments in the International Relations Program.The Goddard Rhetorical Prizes, from a fund created in1862 by Thomas A. Goddard, then treasurer of TuftsCollege, are provided annually in the field of dramaticinterpretation and acting. These undergraduate prizesmay, at the discretion of the Department of Drama, beawarded for marked excellence in acting as demonstratedduring the student’s career in stage productionsof the university theatre.The Graduate School of Arts and Sciences OutstandingAcademic Performance Award recognizes the overallacademic achievement of graduate students as evidencedby course grades, quality of papers, theses, andprojects in the arts, humanities, natural sciences, andsocial sciences.The Graduate School of Arts and Sciences OutstandingContributions to Undergraduate Education Award recognizesexcellence as a teaching assistant or other rolessuch as mentoring undergraduates in the arts, humanities,natural sciences, and social sciences.The Graduate School Council Awards are given annuallyto outstanding graduate student organizations and facultymentors.The Graduate Student Research Awards are given semiannuallyto graduate students enrolled in either theSchool of Arts and Sciences or the School of Engineering.Awards are competitive and decisions are made by studentpeers and based on the proposal, significance ofthe scholarly activity and need.The Marjorie B. Greene Award is made to a graduateoccupational therapy student who has demonstratedoutstanding achievement in the areas of leadership andinvolvement in student and professional activities.The Greenwood Prize Scholarship, created in 1877 byMrs. Eliza M. Greenwood of Malden, Massachusetts, isawarded for excellence in state production and technicalarts, as demonstrated during the student’s career in theuniversity theatre.The Audrey Butvay Gruss Science Award is awardedannually, with preference for a female student, to a studentwho has demonstrated outstanding academic workin any of the sciences and who is a scholarship recipient.This award was established in 1992 by Audrey ButvayGruss, an alumna of Jackson College.The Robert P. Guertin Student Leadership Award recognizesoutstanding graduate student leadership in the arts,humanities, natural sciences, and social sciences. Theaward is given to individuals or groups of studentsenrolled in either the School of Arts and Sciences or theSchool of Engineering for accomplishments in such areasas academic or social programming, curricular initiatives,supporting the work and lives of fellow students, communityservice, and developing improved policies.The Martin Guterman Award in memory of MartinGuterman, beloved faculty member in the Department ofMathematics, for the first-year student with the highestacademic achievement in mathematics, to encourage furtherstudy in that field.The Audrey L. Hale Prize, established in 1995 in honorof Audrey L. Hale for forty-seven years of extraordinaryservice to Tufts University, including fourteen years asassistant provost, is to be awarded to an undergraduatestudent in the junior or senior year who has demonstratedacademic excellence and a commitment to internationalunderstanding through acts of compassion andhumanity. The recipient, who is able to achieve his/hereducational goals through personal and financial sacrifice,will be determined and recommended by the deanof students.The Ethel M. Hayes Scholarship, founded by the TuftsAlumnae Association in 1946, in memory of Ethel M.Hayes, Class of 1896, college librarian (1896–1943), isawarded to an undergraduate dependent to someextent on his or her own efforts to meet the cost of educationand whose work throughout the preceding yearhas been of such excellence that he or she is deemedworthy of high academic distinction.The Jane Anne Herman Prize is given in honor of JaneAnne Herman, J’87, who will always be remembered forher devotion to friends and family, her generosity duringThanksgiving, and her appreciation of the arts. Thisaward is given by the Department of Drama and Dancefor excellence in directing and/or stage management, asdemonstrated during the student’s career in the universitytheatre.The Morris and Sid Heyman Prize Scholarships, establishedin 1980 by the bequest of Mrs. Sid L. Heyman inmemory of her husband, Morris Heyman, who graduatedfrom Tufts University in 1919 with a bachelor of sciencedegree in electrical engineering, are awarded toone or more undergraduate students in the Departmentof Electrical Engineering and Computer Science, basedon academic achievement and future promise.The Marshall Hochhauser Prize is presented annuallyto seniors who exemplify the altruistic spirit of the man287

P R I Z E S C H O L A R S H I P S A N D AC A D E M I C AWA R D S >whose name it bears, while working within the systemto broaden and enrich the intellectual climate at Tuftswithout regard for personal gain. The prize honors thememory of Marshall Hochhauser J’82P, E’79P, who, asNational Chairman of the Parents’ Fund at the onset ofthe Campaign for Tufts, labored on behalf of undergraduateeducation at Tufts far beyond the call of duty. Theprize may be awarded to one or two seniors. The Boardof the Experimental College selects the recipients of thisaward.The Rob Hollister Award for Community Service andCitizenship recognizes graduate students who have contributedtheir time and effort to the community outsideof Tufts. This contribution could be in the form of volunteerwork, activism in community issues, or participationin public service activities. The award is given to individualsor groups of students in either the School of Arts andSciences or the School of Engineering.The Marion Ricker Houston Prize Scholarship inEconomics, established in memory of a faculty wifewhose friendship and gracious hospitality enriched thelives of many generations of Tufts and Jackson students,is awarded to junior or senior economics majors whohave been responsible citizens of the Tufts communityand who, in the opinion of members of the economicsdepartment, have made substantial progress in masteryof their chosen field.The James D. Hume Field Geology Scholarship Prizewas established in 1996 by alumni, colleagues, friends,and family in memory of Jim Hume, exemplary teacherand geology department chairman, who shared hisenthusiasm, knowledge, and cheerful nature with everyonehe knew. This award is presented annually to one ormore outstanding geology students to further their fieldexperience in geology.The Albert H. Imlah European History Prize, namedafter Albert Imlah, Professor of History 1927–1956, WalterS. Dickson Professor of English and American History1958–1970, is awarded to a student or students for distinguishedwork in European history, or to promote summerreading in the honors program, or in comparableprograms in history.The Albert H. Imlah Excellence in History Prize, namedafter Albert Imlah, Professor of History 1927–1956, WalterS. Dickson Professor of English and American History1958–1970, is awarded to a senior for excellence in history.Through this award Professor Imlah sought toencourage high academic performance.The International Letters and Visual Studies Prize isawarded annually to a graduating senior who hasdemonstrated excellence in the studies of literature,film, and visual media in an international context.International Relations Research Scholars Program,established in 2001, supports original, high-qualityundergraduate international research. Awarded jointlyto selected IR juniors who plan to undertake a seniorhonors thesis or other capstone research experienceand their faculty mentors, the scholarship financiallysupports a minimum of eight weeks of summer researchon an international topic. The program’s objectives areto promote intensive faculty-student mentoring and toadvance the development of strong internationalresearch skills critical to professional and academic goalsin an increasingly interdependent world.The Japanese Language and Literature Prize isawarded annually to a graduating senior who hasdemonstrated excellence in the studies of Japanese language,literature, and culture.The Ralph S. Kaye Memorial Prize was founded in 1947by members of Omicron Chapter of Phi Epsilon Pi as amemorial to Ralph Sumner Kaye, of the Class of 1937,who died while serving as a lieutenant aboard a destroyersunk in the naval battle for Okinawa (Gunto) in 1945. It isawarded to a junior or senior who, at the conclusion oftwo years or more of mathematics courses and irrespectiveof his/her major field of concentration, demonstratesa favorable combination of proficiency in mathematicsand participation in extracurricular activities.The William J. King Applied Music Award, for pianoperformance was established by Mrs. Margaret King inmemory of her husband, who was a professor of Musicat Tufts for 41 years. Each spring, the award is presentedto one or more students who demonstrated outstandingability in piano performance in either classical or jazzmusic. Students are nominated for the award by theirfaculty instructors based on their fall semesterperformance.The N. Hobbs Knight Prize Scholarship in Physics,established in 1957 by Mrs. Esther F. Martin in honor ofher father, the late Nathaniel Hobbs Knight, a memberof the faculty in the Department of Physics from 1911 to1953. The scholarship provides two annual awards to bepresented to two juniors or seniors who are majoring inphysics and who have demonstrated outstanding abilityin theoretical and experimental physics, selected in suchmanner as the Committee on Academic Awards shalldetermine.The Laminan Prize in Romance Languages, establishedin 1963 by Toivo, A’31, and Margaret C. Laminan isawarded each year to a student for distinguished workin the Department of Romance Languages.The Earle F. Littleton Scholarship is awarded to worthy288

P R I Z E S C H O L A R S H I P S A N D AC A D E M I C AWA R D S >juniors, seniors, or graduate students in the civil engineeringprogram who are active in professional or communityaffairs and show promise of becoming activeand loyal alumni.The Lewis F. Manly Memorial Prize was established byfriends, family, and former students in memory of LewisF. Manly, for forty years a member of the Tufts faculty,twenty-six of them as chairman of the Department ofEconomics. He also served for six years as head coach ofbasketball and for fifteen years as head coach of football,uniquely combining a dedicated career as teacherand as an athletic coach. His loyalty, devotion, and serviceto Tufts were of a high order. The prize is to beawarded to an undergraduate at Tufts University whocombines a record of academic excellence with superiorathletic performance. Preference shall be given to aneconomics major where there is a choice among otherwisehighly qualified candidates.The Lt. Commander Robert James Manning MemorialPrize is awarded annually to an engineering undergraduatewho is industrious, competent, enthusiastic, andwho shows the same commitment to excellence that Lt.Commander Manning demonstrated throughout his life.The prize was established in 1990 by Lt. CommanderManning’s wife Nancy E. Manning, and by his parents Mr.and Mrs. Edward V. Manning, with the support of hisfriends and family. Lt. Commander Manning was a 1970Tufts graduate.The Mechanical Engineering Prize is awarded to asenior who, in the judgment of the mechanical engineeringfaculty, has excelled in the study of MechanicalEngineering.The Alex Mendell Memorial Scholarship is awardedannually to a sophomore or junior who, through his orher leadership in a variety of campus activities, bringstogether students representing a broad spectrum of thecommunity. Like the student in whose memory theaward is made, the recipient should demonstrate a generosityof spirit and character that both contributes tothe self-esteem of others and to their love of Tufts.The Melissa Beth Meyers Award is presented annuallyto a graduating BFA or BFA in art education student inrecognition of academic excellence, personal growthand his/her ability to achieve this success while overcomingsubstantial educational and/or personal obstacles.The Russell E. Miller History Prize is awarded to anundergraduate of exceptional ability whose participationin advanced history courses has demonstrated aneagerness to explore problems of historical analysis andinterpretation.The Paul Montle Prize Scholarship is awarded toupperclassmen or women who demonstrate entrepreneurialskills and who accept along with the scholarshipa moral obligation to return to Tufts later in life, muchmore than they received, in terms of financial aid andeducational benefits.Mary Ann Mulcahy Service in Education Award, TheDepartment of Education and the University College ofCitizenship and Public Service created this award tohonor a graduate student completing the MAT middleand high school teacher licensure program who hasdemonstrated a strong commitment to both publicservice and effective classroom practice in the fieldexperience portion of their program.The Outstanding Contribution to Music at TuftsAward is given annually to a senior student whose serviceto the department, creativity, musical achievements,and contribution to the musical atmosphere at Tuftsexemplify the highest distinction.The Multicultural Service Award is for an undergraduatewho has made significant efforts to define Tufts as amulticultural environment in which race, ethnicity, religion,class, gender, and sexual preference are not barriersto the full enjoyment of community membership.The Ellen C. Myers Memorial Prize was established in1982 in honor of Ellen Myers, J’82, an example of greatcourage and mental fortitude as she pursued her degreewhile battling an incurable illness. The prize is to beawarded to a junior or senior who has shown character,diligence, and perseverance in achieving high scholarshipstandards in the face of adverse circumstanceswhile working toward a bachelor’s degree at TuftsUniversity.The Navy V-12/NROTC Memorial Prize was establishedin 1998 by Tufts V-12/NROTC alumni who were enrolledin the program at Tufts during World War II. The prize isto be awarded to junior or senior students from theTufts undergraduate colleges who are direct descendantsof participants in the Tufts or other college V-12/NROTC programs during World War II, July 1943-June1946, or are enrolled in an NROTC program. The award isbased on scholastic achievement, demonstrated leadership,and significant contributions made by the candidatesto the university and greater community.The Robert L. Nichols Scholarship Prize, established in1979 by friends and students of Robert L. Nichols andthe Department of Geology, is awarded to one or morestudents of demonstrated ability in geology, for the purposeof expanding their knowledge of geology by fieldexperience.O’Leary Design Award, The James P. O’Leary Award isnamed in honor of James P. O’Leary, Associate Professor289

P R I Z E S C H O L A R S H I P S A N D AC A D E M I C AWA R D S >of Mechanical Engineering, and is presented annually toa Mechanical Engineering senior who has made outstandingcontributions in the area of design.The Daniel Ounjian Prize in Economics was establishedby alumni, friends, colleagues, and family in memory ofDaniel Ounjian, an esteemed professor of economics atTufts for thirty-one years. The award is given annually toa junior economics major who, in the judgment of theDepartment of Economics, should be encouraged topursue graduate studies in economics and whose contributionsto the Tufts community reflect the loyalty andcommitment that his students and peers appreciated inDaniel Ounjian.The Wendell Phillips Memorial Scholarship is one oftwo scholarships (the other being assigned to HarvardCollege) that was established in 1896 by the WendellPhillips Memorial Fund Association in honor of Boston’sgreatest preacher and orator. The scholarship is givenannually to the junior or senior who has best demonstratedboth marked ability as a speaker and a highsense of public responsibility. The recipient of the scholarshiptraditionally gives an address at commencement.Candidates for this award are recommended by theCommittee on Student Life.The Sarah Plummer Memorial Prize is awarded annuallyto a graduate student or students who demonstratea deep commitment to the field of classical archaeologyor classical studies; to the Tufts University Departmentof Classics and to the broader community.The Paula Frazier Poskitt Scholarship was establishedin 1995 by Dr. Thomas R. Poskitt, A’66, M’70, in memoryof his wife, Paula Frazier Poskitt, J’66, G’72, to providetuition support for a senior biology major who intendsto pursue graduate studies.The Class of 1947 Victor Prather Prize was establishedby the Class of 1947 to honor the memory of theirclassmate, Victor A. Prather, Jr., A’47, M’52, whoseresearch for the early space program contributed toeventual manned space flights. In 1961 he lost his lifeduring a strato-lab balloon high-altitude flightdesigned for testing the space suit used in the firstmanned flight. Dr. Prather was a scholar and a leaderdevoted to the advancement of knowledge. The prizewill be awarded to a student (or students) from theSchool of Engineering and the College of Liberal Artsand Jackson College. Those receiving the prize will beengineering or science majors who have demonstratedexcellence in scientific research, enthusiasm for thepursuit of knowledge, and a dedication to scholarlyachievement.The Pride on the Hill Award is named for the lesbian,gay bisexual, and transgender alumni organization ofTufts. The award will honor undergraduate or graduatestudents who, through community involvement, artisticexpression, written work, or scientific research have contributedthe most to an understanding at Tufts of gay,lesbian, bisexual, or transgender identities during thepreceding academic year.The William Howell Reed Prize in German, establishedthrough a fund left to Tufts University by Professor Reed,a member of the German department from 1904 untilthe time of his death in 1949, is awarded to a member ofthe junior or senior class for excellence and promise inGerman studies. The recipient should demonstratethose qualities of learning, discrimination, and taste thatcharacterized Professor Reed’s distinguished career onthe Tufts campus.The Department of Religion Prize is awarded each yearto a Religion major who has shown excellence in religiousstudies.The Resumed Education for Adult Learners PrizeScholarship is awarded to the continuing educationsenior who has demonstrated both the greatest perseverancein pursuing his/her academic goals and thegreatest generosity and effectiveness in helping othercontinuing education students to achieve their academicgoals.The Russian Prize is awarded annually to a junior orsenior who has demonstrated excellence in the Russianlanguage and Russian-related studies.The Howard Sample Prize Scholarship in Physics isnamed in memory of Howard Sample, who was a professorin the Department of Physics at Tufts University.Professor Sample was known for his love of physics andfor his generosity in assisting colleagues, graduate andundergraduate students, and for his kindness to all. Theaward is given annually to undergraduate students foroutstanding performances in Physics 11 and Physics 12.The Stephen Sapuppo Prize, established in 1993 byHelen and Michele Sapuppo and family in loving memoryof their son and brother Stephen, A’81, is awarded toa junior who has demonstrated outstanding academicachievement in drama, with preference for a member ofTorn Ticket Two.The School of Engineering Outstanding Contributorto Engineering Education Award is focused on full-timegraduate students who through T.A. work, voluntaryservice, and other activities have enhanced significantlythe education programs of their departments.The School of Engineering Outstanding GraduateResearcher Award is focused on full-time, thesis programstudents who have distinguished themselves in290

P R I Z E S C H O L A R S H I P S A N D AC A D E M I C AWA R D S >research, especially technical publication.The Charles F. Seymour, Jr., Prize is to be awardedannually with preference for a junior or senior participantin musical theatre who has an interest in businessstudies or career.The Frederic J. Shepler Memorial Prize in Frenchwas established in 1984 by alumni, friends, colleagues,and family in memory of Frederic J. Shepler, anesteemed professor of French in the Department ofRomance Languages. The prize is awarded annually tothat senior French major who has demonstrated highachievement in the study of French literature and in theunderstanding of poetry in particular.The Dr. Philip E. A. Sheridan Prize was established in1977 by bequest of Dr. Sheridan, classes of Liberal Arts,1908, and Medicine, 1912. The prize is awarded annuallyto the student who has shown the most improvementthrough the junior year in bachelor of arts course work.The Sociology Prize is awarded to the member of thejunior or senior class who, in the opinion of theDepartment of Sociology, has shown exceptional promisein either general sociological analysis or empiricalsocial research.The Charles E. Stearns Scholarship Prize, established in1997 by students, colleagues, friends, and family, honorsthe exceptional fifty-year career of Charlie Stearns as agifted student, a caring and intellectually stimulatingprofessor, and a loyal and insightful dean. This award ispresented annually to one or more geology studentswho have demonstrated attention to detail, thoughtfulanalysis, and insight to their geological studies.The Joseph and Sara Stone Prize is given to a studentin the field of Judaic studies who demonstrates excellencein the field and whose concern for others reflects theenormous efforts of Joseph and Sara Stone to overcomegreat financial hardship in attaining for themselves andtheir children the benefit of an excellent education.The Joanne Mary Sullivan Prize is awarded to a junioror senior who has shown excellence and promise in thestudy of psychology. This prize was established in 1990in memory of Joanne Mary Sullivan, who held a B.A. inpsychology, by her parents Eugene and Vilma, herbrother Eugene, Jr., G’90, and family and friends.The Elizabeth Verveer Tishler Prize in MusicPerformance, established in 1984 by Elizabeth VerveerTishler, J’31, is awarded on the basis of a competition,open to all undergraduates except those enrolled in theTufts-NEC dual-degree program. In order to be informedof the rules of the competition, those intending to competemust register not later than December 1 with thechair of the music department. Performance will be limitedto classical, jazz, or modern work.The Max Tishler Prize Scholarship, established in 1951by Merck and Co., Inc., to honor Dr. Max Tishler of theClass of 1928, H’55, is awarded each year to an outstandingstudent in the sciences, preferably in chemistry,entering the senior year.Trefethen Research Award The Lloyd MacGregorTrefethen Award is named in honor of Lloyd Trefethen,professor of Mechanical Engineering, and is presentedannually to mechanical engineering senior who has conductedoutstanding undergraduate research.The Norbert Wiener Award in Mathematics is given onthose rare occasions when a very young studentexhibits such prodigious strength in mathematics as torecall the highly unusual talents of the child prodigyNorbert Wiener, LA1909, who went on to become one ofthe giants of twentieth-century mathematics. Asidefrom his vast legacy within mathematics, he left hismark on popular culture by founding the discipline andcoining the term “cybernetics,” which has spawnedtoday’s notions of cyberspace.The Etta and Harry Winokur Prize for OutstandingAchievement in Artistic or Scholarly Work Award inthe Department of Music for music majors in junior orsenior years is given in recognition of outstandingachievement in artistic work such as composition or performance,and/or scholarly works such as a thesis.The Etta and Harry Winokur Prize for OutstandingContribution to Performance Award in theDepartment of Music for music majors in junior or senioryears is given in recognition of continuing outstandingcontribution to the performance activitiessponsored by the music department, such as leadershipin performance studies and department ensembles,chamber groups, and recitals, and/or leadership in audiencedevelopment, concert management, and artsadministration.The Marianne J. H. Witherby Prize in Archaeology wasestablished by Marianne Witherby, an alumna of Tuftswho is a devoted supporter of archaeological studies atthe university. The prize is awarded each year to anarchaeology major in recognition of scholastic ability,dedication to the discipline, and resourcefulness.The William Frank Wyatt Prize, established in 1962 forexcellence in the translation of Greek or Latin, isawarded by the Department of Classics to the studentwho best exemplifies Professor Wyatt’s sound scholarshipand catholicity of interest. Professor Wyatt was ateacher of Greek at Tufts from 1914 until his death in1961, and chairman of the classics department from itsestablishment in 1940 to 1952.291

P R I Z E S C H O L A R S H I P S A N D AC A D E M I C AWA R D S >The John W. and Katherine L. Zarker Award forExcellence in Classical Studies is awarded to a studentwho has demonstrated overall excellence in studies asdetermined by the members of the Department ofClassics. Preference will be given, but not limited, to studentswho plan to pursue a teaching career.292

I N D E X >IndexAcademic and SupportServices 70Academic Ethics 50Academic Probation 47Academic Resource Center 73Academic StandingGraduate 30Undergraduate 46Accreditation 261Add/Drop (See Dropping andAdding Courses)Advanced PlacementLiberal Arts 17Engineering 38Advanced Standing 45Africana Center 76Africa in the New World 82Alcohol and Drug Program(Health Education) 75American Sign Language 116American Studies 82Anthropology 83Applied Physics 84Arabic 167Archaeology 84Architectural Engineering 120Architectural Studies 85Arena Theater (See Balch ArenaTheater)Art and Art History 88Art Gallery (See Tufts UniversityArt Gallery)Arts, Sciences, and EngineeringAdministration 243Arts and Sciences MissionStatement 10Asian American Center 77Asian Studies 91Astronomy 92Astrophysics 92Athletic Facilities 81Athletics (see Physical Education)Auditing for Breadth 63Balch Arena Theater 80B.F.A. Degree Program 32Biochemistry 92Bioengineering 92Bioengineering Center 240Biology 94Biomedical Engineering 97Biopsychology 101Biotechnology 101Boston School of OccupationalTherapy (BSOT) 202Campus Life 76Career Services 74Catholic Chaplaincy 79Center for Applied ChildDevelopment 240Center for Cognitive Studies 240Center for EngineeringEducation and Outreach 240Center for Field Analytical Studiesand Technology 240Center for InterdisciplinaryStudies 73Center for Reading andLanguage Research 240Center for Regenerative andDevelopmental Biology 240Center for Science andMathematics Teaching 240Center for South Asian andIndian Ocean Studies 240Certificate Programs 26Changes in Course Grades 48Chaplaincy 79Chemical and BiologicalEngineering 104Chemical Physics 110Chemistry 110Child Development 112Chile Program (See Tufts in Chile)Chinese 167Civil and EnvironmentalEngineering 117Classics 125Clinical Psychology 127Coach/Lecturers (See Faculty)Cognitive Science 127College of Liberal ArtsInformation 10College of Special Studies 32College Writing Requirement 11Combined-Degrees Programs 56Bachelor’s/Master’s Degrees 57Bachelor’s/M.P.H. 57Fletcher/Engineering 58Fletcher/Liberal Arts 57Liberal Arts/Dental 58Liberal Arts/Engineering 56New England Conservatoryof Music 56School of the Museum ofFine Arts 56Communications and MediaStudies 127Community EnvironmentalStudies 130Community Health 131Commuters, Services for 75Computer Engineering 133Computer Science 133Computer Services 72Concentration RequirementEngineering 36Liberal Arts 14Contents 3Counseling and Mental HealthService 75Cross-RegistrationGraduate School 25Liberal Arts 24Dance 137Day Care Center (See TuftsEducational Day Care Center)Dean’s List 49Degree Audit ReportingSystem 10Degrees with HonorsEngineering 42Liberal Arts 22Dental School, EarlyAcceptance 61Digital Collections andArchives 72Disabilities, Services forStudents with 74Distribution Requirements 13Doctor of Philosophy Degree(See Ph.D.)Domestic Exchange andOff-Campus Programs 24Drama and Dance 138Dropping and Adding Courses 47Economics 141Education 145Edwin Ginn Library 71Electrical and ComputerEngineering 149Eliot-Pearson Children’s School 59293

I N D E X >Emeriti/ae Faculty and Staff(See Faculty)Engineering Degrees 35Engineering Double Majors 41Engineering Graduate Programs44Engineering Humanities or Artsand Social SciencesRequirement 36Engineering Introductory CourseRequirement 36Engineering Information(See School of EngineeringInformation)Engineering Management 154Engineering Mission Statement 34Engineering Project DevelopmentCenter 73Engineering Physics 155Engineering Psychology/HumanFactors 155Engineering Science Studies 156English 157Entrepreneurial Leadership 160Environmental Health 161Environmental Management 163Environmental Studies 164Epidemiology Certificate 26EPIIC (See Institute for GlobalLeadership)European Center (See TuftsUniversity European Center)Exchange ProgramsLiberal Arts 24Expenses and Policies 5Administrative Withdrawal 7Housing Charges 6Payment of Bills 6Withdrawal Credit Policy 7Experimental College 62Explorations 63Extension of Degree Time 29Extra Courses 49FacultyCoach/Lecturers 258Emeriti/ae 258Full-Time 244Part-Time 254Fares Center for EasternMediterranean Studies 240Feinstein International FamineCenter 241Film Studies 164Financial Aid 7Foreign Language and CultureMedia Center 80Foreign Language Placement 19Foreign Language Requirementand Culture Option 11Foundation RequirementsEngineering 36Liberal Arts 10French 222General UndergraduateInformation 45Geoengineering 122Geological Sciences 165Geology 164Geoscience Minor 165German 168German, Russian, and AsianLanguages and Literatures 166Ghana Program (See Tufts inGhana)Global Development andEnvironment Institute(G-DAE) 241Goddard Chapel 79Gordon Institute (See EngineeringManagement/GordonInstitute)Grades 29Graduate Career Advancement 26Graduate School of Arts andSciences 25Greek 175Health Accommodations andMedical Leave 50Health Professions Programs 59Health Education (Alcohol andDrug Program) 75Health Service (Tufts Health andWellness Services) 74Hebrew 173Hillel (See Tufts Hillel)Hirsh Health Sciences Library 71History 175Honors (See Degrees with Honors)Human-Computer Interaction 179Human Factors (See EngineeringPsychology)Incompletes 30, 48Institute for Applied Research inYouth Development 241Institute for Global Leadership 66ALLIES 69BUILD 68DISCOURSE 69Dr. Jean Mayer GlobalCitizenship LectureSeries 67EMPOWER 69Engineers Without Borders 68Exposure 68Global Research, Projects, andInternships 67Inquiry 67INSPIRE 68International ResilienceProgram 69Iran Dialogue Initiative 68National Security and CivilLiberties Program 69NIMEP 68Poverty and Power ResearchInitiative 70RESPE: Haiti 69Robert and JoAnn BendetsonPublic Policy Initiative 69Synaptic Scholars 69Tufts Energy Forum 69Tufts Initiative for Leadershipand InternationalPerspective 67Voices from the Field 68Interdisciplinary Doctorate 29Interdisciplinary Minor Program16Interdisciplinary Studies 179International Center 76International Diploma Credit 20International Letters and VisualStudies 180International Relations 182Internship Programs 24, 43Islamic Center (See Tufts IslamicCenter)Italian 222Japanese 170Judaic Studies 171294

I N D E X >Language Laboratory (See ForeignLanguage and Culture MediaCenter)Latin 184Latin American Studies 184Latino Center 77Latino Studies 185Leadership Studies 186Leaves of Absence and Transfers29, 50Lesbian, Gay, Bisexual, andTransgender Center 78Liberal Arts Information(See College of Liberal ArtsInformation)Library Resources at Tufts 70Lincoln-Filene Center 66London Program (See Tufts inLondon)Madrid Program (See Tufts inMadrid)Management of CommunityOrganizations 187Manufacturing Engineering 188Mass Communications and MediaStudies 188Master of Public Policy 230Master’s Degree 26M.A.T. 147Mathematics 188Mechanical Engineering 190Medical Leave (See HealthAccommodations andMedical Leave)Medical School, EarlyAssurance 60Medieval Studies 196Microwave and WirelessEngineering 196Middle Eastern Studies 197Minor Programs (SeeUndergraduate MinorPrograms)Missed Classes 49Mission Statement (See Arts andSciences Mission Statement orEngineering Mission Statement)Multimedia Arts 197Museum School (See School ofthe Museum of Fine Arts)Museum Studies 199Music 199Musical Instrument Engineering202New England Conservatory ofMusic 56No-grade Status 48Nondiscrimination Policy 51Nutrition 202Occupational Therapy 203Office of Graduate Studies 33Officers of the Corporation 242Organization 242Osher Lifelong Learning Institute 81Oxford Program (See Tufts inOxford)Paris Program (See Tufts in Paris)Pass-Fail OptionEngineering 42Liberal Arts 15Payment of Bills (See Expenses)Peace and Justice Studies 207Perspectives 63Ph.D. 27Phi Beta Kappa 22Philosophy 208Physical Education/Athletics212Physics and Astronomy 213Plan of Study Major 14Political Science 215Postbaccalaureate PremedicalProgram 61Predental, Premedical, andPreveterinary Programs 59Prelaw and Prebusiness 62Pre-Matriculation CreditsLiberal Arts 17Engineering 38Presidents of Tufts University 4Privacy 51Prize Scholarships andAcademic Awards 283Program Evaluation 217Programs Abroad (see TuftsPrograms Abroad)Protestant Chaplaincy 80Psychology 217Quantitative Economics 221Quantitative ReasoningRequirement 12Quidnuncs 63R.E.A.L. 45Reduced Course Load 47Registration Information 47Religion 221Religious Centers 79Repeated Courses 49Requirements for DegreesEngineering 36Liberal Arts 10Research Assistants 32Residence RequirementGraduate 28Undergraduate 45Resident Proctors 32Resumed Education for AdultLearners (See R.E.A.L.)Romance Languages 222ROTC Programs 9Russian 173Scholarship Funds 263School of EngineeringInformation 34School of the Museum of Fine Arts32School Psychology 226Self-Designed Major (see Plan ofStudy)Sociology 226Spanish 222StudioT 64Study Elsewhere 50Study Abroad 49Summary Sheet of Requirements 13Summer Session 55Talloires Program (See Tufts inTalloires)Tau Beta Pi 42Teacher Licensure Programs 58Teaching Assistants 32Technology and Teaching 72Thermal Analysis of MaterialsProcessing Laboratory 241Thesis Honors ProgramEngineering 42Liberal Arts 23Tisch College of Citizenshipand Public Service 64Tisch Library 70Tissue Engineering ResourceCenter 240Transfer of Credit 26, 46295

I N D E X >Transfer Students 45Trustees 242Tübingen Program (See Tufts inTübingen)Tufts Educational Day CareCenter 114Tufts European Center 55Tufts in Annecy 55Tufts in Talloires 55Tufts Summit 55Tufts Health and Wellness Services(Health Service)Tufts Hillel 79Tufts Institute for Leadership andInternational Perspective (SeeInstitute for Global Leadership)Tufts Institute of the Environment(TIE) 241Tufts Islamic Community 79Tufts Programs Abroad 52Tufts in Chile 52Tufts in China 52Tufts in Ghana 52Tufts in Hong Kong 52Tufts in Japan 53Tufts in London 53Tufts in Madrid 53Tufts in Oxford 53Tufts in Paris 54Tufts in Tübingen 54Tufts University Art Gallery 80Tufts University Center forChildren 241TuftsFilmWorks 64Tuition (See Expenses)Undergraduate Information(See General UndergraduateInformation)Undergraduate Minor ProgramsEngineering 41Liberal Arts 16Urban and Environmental Policyand Planning 227Urban Studies 235Veterinary School, EarlyAcceptance 61Visual and Critical Studies 235Washington Program (See Tufts inWashington)WaterSHED Center 241Water: Systems, Science, andSociety 236Webster Family Library 71Women’s Center 78Women’s Studies 237World Civilizations Requirement 12World Literature 239Wright Center for ScienceEducation 241Writing Across the Curriculum239Writing Fellows Program WritingRequirement (See CollegeWriting Requirement)296

ARTS, SCIENCES, AND ENGINEERING BULLETIN 2010-2011