Sheila P. Bayne, Director
Tufts University has been offering foreign study programs for more than four decades, and at present offers undergraduate programs for juniors and seniors to study in Chile, China, Ghana, Hong Kong, Japan, London, Madrid, Oxford, Paris, and Tübingen. Non-Tufts students may be admitted provided there is space available. In all programs, students attend the designated college or university. Integration into a foreign university and the cultural and social life of the host country is the aim of Tufts Programs Abroad. Further information is available in the program office at Dowling Hall, 617-627-2000, or visit http://ase.tufts.edu/studyabroad/.
Tufts in Chile
A program of study at the University of Chile is available for the fall semester or the
full year. The University of Chile--one of Latin America's oldest and most important
universities--is located in Santiago, a metropolis set in a valley 3,000 feet up in the
Andes. Santiago is home to many United Nations and other international organizations for
the region and is one of Latin America's leading intellectual and cultural centers.
Participants, who are expected to have completed Spanish 21-22 (Composition and
Conversation) or the equivalent, enroll in regular courses at the University of Chile
and live with Chilean families.
A resident director provides academic advising, assistance with homestays and extracurricular activities, and serves as liaison with the University of Chile. The program is of particular interest to students in Latin American studies, international relations, and environmental studies, but students from all majors are invited to apply.
Tufts in China
The Tufts-in-China program offers a fall semester at Zhejiang University in Hangzhou,
China. Hangzhou is the capital city of the Zhejiang Province and is located about two
hours southwest of Shanghai. Once the capital city of the Southern Song Dynasty
(1127-1279), it is one of the best-known cities in China, both for its long and rich
history and for its natural beauty. The region is famous for such products as silk and
tea. The main campus of Zhejiang University is situated near the picturesque West Lake,
whose natural beauty was celebrated by ancient poets. Zhejiang University was established
in 1998 when four individual universities were brought together. It is currently the
biggest university in China, both in size (40,000 students) and in range of disciplines
(104 undergraduate specialties).
The Tufts-in-China program is open to students who have completed Chinese 4. Intensive instruction in Chinese language, as well as courses taught in English in such subjects as history, Chinese culture, and literature are offered. Students are housed in the new international dormitory on campus.
A resident director provides academic advising and extracurricular social and cultural activities.
Tufts in Ghana
The Tufts-in-Ghana program, which takes place in the fall semester, links Tufts to
the University of Ghana (Legon), located just outside the booming West African metropolis
of Accra. The University of Ghana, founded in 1948, is a full-service research and
teaching university offering students outstanding academic and extracurricular programs.
The university's 4,500 undergraduate and graduate students are served by six residence
halls, central and branch libraries, and a university hospital.
Two or three supervised excursions per semester will take students to the Dagbe Center for Arts and Culture, which provides an experience of traditional culture and the performing arts (drumming, singing, dancing) in a picturesque seaside village set among the palms one mile from the warm Atlantic ocean.
The Tufts-in-Ghana program is designed to expand students' cultural awareness as they earn credit toward the undergraduate degree. In consultation with the resident director in Ghana, each student designs an academic program of four or five courses from the diverse array of subjects offered by the university's many academic departments. Special language courses for Tufts students are taught at the Ghana Language Center on the Legon campus. Students from all academic majors, including mathematics and the sciences, are encouraged to apply.
Tufts in Hong Kong
The Tufts-in-Hong Kong program is affiliated with the University of Hong Kong and is
available for the spring semester. Hong Kong, an affluent modern city of more than six
million, offers visitors a unique blend of Eastern history and Western influence. Returned
to China in July 1997 after more than 150 years as a British Crown Colony, Hong Kong
continues to enjoy a high degree of autonomy as a Special Administrative Region.
The University of Hong Kong, known as HKU, evolved from the former Hong Kong College of Medicine, which was instituted in 1887. Since its official opening in 1912, the university has embodied the pioneering spirit of Hong Kong. It remains at the forefront of breakthroughs in medical and scientific research. HKU has a student population of 15,000, including about 1,000 international students.
Courses are taught in English and are offered across a broad curriculum. Faculties open to Tufts-in-Hong Kong 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 Japan
The Tufts-in-Japan program offers a full year or a spring semester at Kanazawa University.
Kanazawa, located on Japan's western coast, is an ancient castle town with a rich heritage of arts and crafts, including silk dying, pottery, lacquerware, Noh theatre, papermaking, and confectionery. It boasts one of the most spectacular gardens in all of Japan. Students can visit the mansions and gardens of former samurai and tour the city's two temples. Students take classes at the newly rebuilt Kanazawa University, one of the leading national universities. Courses include Japanese language at the intermediate and advanced levels, as well as subject courses taught in English. Housing is in a dormitory on the Kanazawa University campus. Students must have completed Japanese 2 or the equivalent by the time of departure. All majors are welcome to apply.
A resident director coordinates extracurricular social and cultural activities and will serve as a contact person.
Tufts in London
The Tufts-in-London program is affiliated with University College London and
with the School of Oriental and African Studies, both
constituent colleges of the University of London. Students enroll full time at
either UCL or SOAS. Both are situated in the heart of the Bloomsbury district in central London, near
the cultural and social life of the capital city. Tufts in London is a one-year program of
academic study and is open only to full-year students. University College London is a
comprehensive university offering courses across a broad curriculum, including biology and
engineering. The School of Oriental and African Studies focuses on the
languages, cultures, and societies of Africa, Asia, and the Middle East.
The program is under the overall supervision of a resident director who provides a full range of student services, including a program of extracurricular cultural and social activities, and coordinates all aspects of the program. Tufts-in-London students are housed in college dormitories that are located within a few minutes' walk of the campus.
Tufts in Madrid
The Tufts program in Spain is affiliated with the Autonomous University of Madrid and with
the University of Alcalá. The program is primarily a one-year course of study; however,
arrangements may be made to allow students to participate for the spring semester only at
the Autonomous University of Madrid or the University
of Alcalá. Although the program is particularly valuable for Spanish majors, students from
departments and programs such as economics, history, international relations, political
science, psychology, biology, and sociology have studied in Spain as well.
Preparation equivalent to the successful completion of Spanish 21-22 (Composition and Conversation) is required. Spanish 31-32 (Main Currents of Spanish Literature) or 34 (Survey of Latin American Literature) are highly recommended. The Tufts director in Madrid advises students in selecting courses from the university.
The Tufts director also teaches one course in Spanish theatre required for all students. The program offers an orientation session and group trips during the academic year. Monthly lectures and receptions are held at the program center, giving students contact with important figures from Spanish cultural and political life.
Students are housed with Spanish families living in Madrid or Alcalá.
Tufts in Oxford
Tufts and Pembroke College of the University of Oxford maintain an agreement under which
three or four qualified Tufts students are selected to spend an academic year at Pembroke
College as fully matriculated nondegree students.
Pembroke College was founded in 1624 and has a student body of 400. It is a friendly and informal college, emphasizing intellectual activity, but sports, drama, and music are also important. Oxford, with 9,000 undergraduates and 3,000 graduate students, is now over 800 years old and consists of thirty-five independent, self-contained, self-governed colleges and numerous other institutes and organizations. Students wishing to attend Pembroke College must show college-level course work in the subject they wish to pursue at Oxford.
Each applicant is required to have a 3.7 cumulative grade-point average (on a scale of 4.0) after two semesters. Pembroke will accept applications only from students who are prepared to study in the following areas: biochemistry; biological sciences; bio-psychology; chemistry; economics; economics and management; English language and literature; English and modern languages (French, German, Italian, Spanish); mathematics; mathematics and philosophy; modern history; modern history and economics; modern history and English; modern history and modern languages; modern history and politics; modern languages (French, German, Italian, Spanish); philosophy, politics and economics; philosophy; philosophy and modern languages; politics; psychology, philosophy and physiology; theology.
Tufts in Paris is primarily a one-year course of study; however, arrangements may be made to allow students to participate for the spring semester only. Although the program is particularly valuable for French majors, students from departments and programs such as economics, history, international relations, political science, psychology, and sociology have participated as well.
Preparation equivalent to the successful completion of French 21-22 (Composition and Conversation I and II) is required for the program. French 31-32 (Readings in French Literature I and II) is highly recommended. The program is under the overall supervision of a resident director, who advises students in selecting courses at the French universities in Paris. The Tufts-in-Paris program also offers its own courses in French, art history, and literature, and each student is required to take at least one course credit each semester from among these courses. The program offers an orientation program and group trips during the academic year.
Tufts-in-Paris students are housed with French families.
Tufts in Tübingen
Through its German-language department, Tufts sponsors study at Eberhard-Karls
Universität in Tübingen, Germany. Tübingen is located south of Stuttgart in the state
of Baden-Württemberg. The university, founded in 1477, has 20,000 students.
The program is primarily one year of academic study, although arrangements may be made to allow students to participate for the spring semester only. Undergraduates who have taken at least two years of college-level German may apply to the program. The program is not, however, limited only to German majors. In recent years, students have attended from departments and programs such as biology, chemistry, economics, international relations, music, political science, and psychology.
The Tufts director in Tübingen advises students in selecting a full course load at the university. All courses are taught in German. Each semester, the director organizes a five-day study trip to Thüringen (fall) or Berlin (spring).
Students in Tübingen are fully integrated into university life, living with German
students in regular university dormitories. A unique opportunity to acquire the master's
degree in German literature is offered by Tufts with the cooperation of the Eberhard-Karls
Universität in Tübingen. See German, Russian, and Asian Languages and Literatures for a
description of this program.
Gabriella Goldstein, Administrative director
The Tufts University European Center is an international conference and educational facility in the French Alps. Located on Lake Annecy in the village of Talloires, the European Center is housed in a restored eleventh-century priory.
The European Center hosts many important meetings each year on a wide range of topics. These events are sponsored by various faculty members and departments at Tufts as well as by other academic and professional organizations. Each summer Tufts' fourth campus opens its doors to selected students who are interested in international study. Through a variety of unique programs students learn firsthand about international relations, France's Celtic and Roman heritage, as well as the beauty and environment of the French Alps.
Tufts in Talloires
A six-week summer program for all students offering a variety of courses taught by Tufts
faculty, including contemporary French culture, international relations, art history, and
economics. Most courses are taught in English and students can earn two Tufts credits.
Tufts in Annecy
Students have the opportunity to immerse themselves in French language and culture during
the month of July in order to help them acquire fluency from beginning to advanced levels.
They attend a branch of the Université Savoisien in the city of Annecy and are housed
with French families, benefiting from the abundance of cultural and recreational
activities taking place in this festive city.
Tufts Summit
A program for high school juniors and seniors that introduces younger students to
international relations and French language and culture. Students are housed with French
families.
For more information about Tufts programs in the French Alps or about the European Center, visit http://ase.tufts.edu/frenchalps, call 617-627-3290, or e-mail france@tufts.edu.
Carol Baffi-Dugan, Program Director for Health Professions Advising
The health professions adviser works with students exploring various careers, advises them regarding curriculum, internships, and the application process, and offers a variety of programs and workshops each year. Students are encouraged to meet with the adviser at any point in their college career. Students interested in attending health professions schools are urged to read the Tufts University Health Professions Handbook, available in Dowling Hall or online at www.studentservices.tufts.edu/HPA, and to seek advice from the health professions adviser.
The health professions adviser also sits on the Policy Board of the Community Health
Program, a multidisciplinary major for students interested in health care issues, policy
and community, and population health care. Many professional students opt to complete this
certificate. For more information, visit http://ase.tufts.edu/bulletin/community-health.html.
Predental, Premedical, and Preveterinary Programs
There are no formal predental, premedical, or preveterinary majors at Tufts. Many
preprofessional students major in biology, but a significant number choose an area of
interest ranging from art history to child development to engineering. The major is not an
important consideration for admission to medical school, as long as the science and
nonscience academic record is sound. Dental, medical, and veterinary schools vary in their
minimum requirements for admission. There are, however, certain courses that virtually all
these schools require:
1) Biology: two courses with laboratory, preferably in areas of cellular and molecular
biology, genetics, and physiology.
2) Chemistry: two courses of inorganic with laboratory; two courses of organic with
laboratory.
3) Physics: two introductory-level courses with laboratory.
4) Mathematics: the number of mathematics courses required varies from none to two.
5) General requirements: U.S. schools desire evidence that students can read and write
English. Most schools require one year of college-level English. Biomedical professional
schools prefer students with broad general knowledge.
A few medical schools have other requirements and it is recommended that students acquaint themselves with the special requirements for admission to schools in which they are especially interested. Also, some schools will not accept advanced placement credit or shortened courses for satisfying their science or nonscience requirements and will want candidates to take additional science courses. Premedical students should consult Medical School Admission Requirements (www.aamc.org), and predental students, Admission Requirements of U.S. and Canadian Dental Schools (www.adea.org). These are published annually and are also usually available at the campus bookstore and from the health professions adviser.
Veterinary schools have more variability in their requirements than medical and dental schools. Students should consult Veterinary Medical Schools Admissions Requirements (www.aavmc.org).
Predental, premedical, and preveterinary students may apply in the summers following junior year or senior year or as alumni for any application year. Science requirements should be completed by the previous spring semester. Usually, students take the medical and dental aptitude tests at this time.
Letters of recommendation written by faculty members who know the candidate well are very important. It is strongly recommended that students become well acquainted with individual faculty. Participation in small seminar classes and joining in undergraduate research programs are two ways of getting to know individual faculty members. Students are also urged to learn as much as possible about health care through undergraduate research, volunteer work at health-care facilities, or summer employment. Students interested in veterinary school should have experience in the care of animals and, if possible, should have participated in biomedical research or environmental projects, or have assisted a practicing veterinarian.
Finally, there are more qualified applicants than spaces in these professional schools. As a consequence, some qualified students will not be admitted. High grades, strong letters of recommendation, and high aptitude scores are essential for--but do not guarantee--admission.
The Health Professions Recommendation Committee coordinates the preparation of composite letters of recommendation to the schools. All students who apply should register with the committee the year they will apply. The deadline for registering with the committee is April 15 of the application year. It is increasingly important to begin the application process at an early date, e.g., in May of the junior year for students wishing to attend professional school immediately after graduation. However, taking a year or two off after graduation and before applying can strengthen an applicant's credentials.
Tufts University School of Medicine -Early Acceptance
For a very select group of sophomores, the School of Medicine offers an opportunity for
early acceptance into the medical school. To be eligible, students must complete two
semesters of general chemistry, two of introductory biology, and one of organic chemistry
by summer of sophomore year. Qualified applicants need to perform extremely well in all
their academic work, and should demonstrate a mature, informed motivation for a medical
career. If accepted, a student will still complete the remaining two undergraduate years
before beginning the four-year medical school curriculum. However, with an assurance of
admission, the student may be more likely to explore the curriculum more fully by studying
abroad, writing a thesis in a nonscience discipline, or pursuing another significant
academic interest. At the end of the junior year, those students who had been accepted the
previous year make their final commitment to attend Tufts University School of Medicine.
The medical school, in turn, expects accepted students to maintain the same level of
performance in their course work during their junior and senior years.
For more information, visit www.tufts.edu/med/admissions/program_ba_md.html.
Tufts University School of Veterinary Medicine -
Early Acceptance
For a very select group of sophomores with commitment to veterinary medicine
and experience working with animals, the School of Veterinary
Medicine provides an opportunity for early acceptance into the veterinary
school. To be eligible, students must complete two semesters of general
chemistry and two of introductory biology by the end of sophomore year. If
accepted, a student will still complete the remaining two undergraduate years
before beginning the four-year veterinary school curriculum. The veterinary
school expects accepted students to maintain the same level of performance in
their course work during their junior and senior years, but the GRE test is not
required for matriculation.
For more information, visit www.tufts.edu/vet/academic/early_acceptance.html.
Tufts University School of Dental Medicine - Early
Acceptance for Engineering Students
For a very select group of sophomores in the School of Engineering with a
commitment to dental medicine, an early acceptance program to the School of
Dental Medicine is offered. To be eligible, students must complete two years of
calculus, two of physics, two of general chemistry by summer of sophomore year.
Qualified applicants need to perform well in all their academic work. If
accepted, students will complete the remaining two undergraduate years before
beginning the four-year dental school curriculum. They will also complete two
semesters of biology, one semester of organic chemistry, and one semester of
biochemistry. At the end of the junior year, those students who had been
accepted the previous year make their final commitment to attend Tufts
University Dental School. The dental school, in turn, expects accepted students
to maintain the same level of performance in their course work during the senior
year. It is also expected that the candidates will receive at least a 16
academic average score, a 16 total science score, and a 16 perceptual ability
score on the administration of the dental aptitude test.
Combined Liberal Arts/Dental Seven Year
Program
Tufts undergraduates who are completing their first year are eligible to apply for a
program that will allow them to complete their undergraduate degree in the College of
Liberal Arts and their degree in the School of Dental Medicine in seven years rather than
the traditional eight. Students may apply to the program during the spring semester of
their first year at Tufts. Successful candidates for the program will likely have
maintained a 3.2 GPA overall, a 3.1 GPA in dental school prerequisite courses, and will
receive at least a 16 academic average score and a 16 perceptual ability score on the
administration of the dental aptitude test. Applicants to the program will have completed
either the introductory chemistry or the introductory biology sequence by the end of their
first year.
For more information, visit www.tufts.edu/dental/student_admissions/combined.html.
Combined Bachelor's/Master's in Public Health (MPH)
Degrees Program
The Community Health Program offers a combined bachelor's/MPH program with the Graduate
Programs in Public Health at Tufts' School of Medicine. This program allows students who
are planning to pursue a career in public health the opportunity to complete a portion of
their required course work as undergraduates, leaving them with only eight more courses to
complete the MPH program. Interested students may apply at the end of their sophomore
year.
More information is available at http://www.tufts.edu/med/gpph/index.html.
Postbaccalaureate Premedical Program
Tufts provides the opportunity
for college graduates who did not study the sciences to prepare for entrance into a
health-care profession of their choice.
A concentrated program of study, supplemented by a network of personalized advising and support, gives Tufts graduates the needed advantage when applying to competitive medical schools and related graduate programs. The program is flexible and allows students to develop an individualized program of study, chosen from a wide range of course offerings. This flexibility allows our students to pursue careers in medicine, dentistry, veterinary medicine, physical therapy, occupational therapy, osteopathic medicine, optometry, podiatry, or as a physician assistant or nurse practitioner.
Tufts also provides a variety of workshops specifically for students in the program: applying to and interviewing at health professions programs, options for financing your education, and strategies for studying science. Students may also attend public lectures at the Sackler School of Graduate Biomedical Sciences and the Schools of Medicine, Dental Medicine, and Veterinary Medicine. To be eligible, students should have a bachelor's degree and a minimum of a 3.0 undergraduate grade point average. The typical student excelled in an undergraduate field other than science, but has recently made a commitment to pursuing a career in the health-care profession. The program is not remedial.
For more information and an application, visit www.studentservices.tufts.edu/postbac.
Prelaw students may select from a variety of majors; there is no specific prelaw major.
However, whatever the major, all prelaw students need well-developed writing skills. Since
substantial improvement in writing takes time, it is best to start in the first-year
writing seminars. Advising for
prelaw usually begins in the second semester of the junior year, or the summer between the
third and fourth years. Students interested in attending law school are urged to read the
Tufts University Prelegal Handbook (http://studentservices.tufts.edu/sspdf/PreLegalHandbook.pdf)
and to seek advice from Associate Dean Jeanne Dillon.
Students interested in graduate study in business should explore the entire Tufts curriculum in selecting their majors as well as in planning the rest of their undergraduate program. There is no particular major preferred by business employers or graduate schools in business administration. It is advisable for prebusiness students to have at least one internship before graduation. Information on internships and on graduate programs in business may be obtained from Student Services in Dowling Hall.
Tufts offers several programs for undergraduate students who are interested in obtaining Massachusetts licensure as teachers. The program preparing candidates for licensure as a teacher of young children (Pre-K to grade 2) is administered through the Eliot-Pearson Department of Child Development. The program preparing candidates for licensure as a teacher of elementary school children (grades 1 to 6) is administered jointly between the Departments of Education and Child Development. In collaboration with the School of the Museum of Fine Arts, students complete a bachelor of fine arts in art education that prepares them for licensure as teachers of visual art for children in grades Pre-K to grade 8 or grades 5 to 12.
Programs preparing early childhood, elementary teachers, and teachers of art at all levels are approved by the Massachusetts Department of Education. Undergraduates seeking licensure as teachers complete at least one semester of full-time student teaching in the schools under the guidance of a cooperating teacher. They must also pass the Massachusetts Tests for Educator Licensure, administered through the Massachusetts Department of Education, if they wish to be licensed to teach in Massachusetts public schools.
Participation in the licensure program is contingent on evidence of competence in oral and written English, the attainment and maintenance of at least a 3.0 grade point average in the subject area that the student intends to teach, and the feasibility of completing the academic and professional courses required for state licensure. Only courses receiving grades of C or better may be used to fulfill the subject area or education program requirements for licensure.
Department of Education
The undergraduate program of teacher preparation and licensure in the Department of
Education requires that students complete a departmental major in the academic subject
area that they plan to teach, and an additional nine course credits of professional
preparation, including supervised student teaching. Undergraduates who complete the
department's program of professional courses are eligible to apply for licensure as
elementary teachers after
completing the Massachusetts state educator tests. In collaboration with the School of the
Museum of Fine Arts, students complete a bachelor of fine arts degree in visual art
education that prepares them for licensure as teachers of visual art for children in
grades Pre-K to 8, and 5 to 12. Tufts Department of Education also offers a master of arts
in teaching (M.A.T.) degree and a master of arts in education (M.A.) degree that may be
completed in a fifth year of study after the undergraduate programs. Students considering
these degrees should inquire about these programs during their sophomore year.
The M.A.T. programs lead to licensure at the elementary level and middle and
high school levels in biology, chemistry, earth
sciences, English, general sciences, history, mathematics, physics, political
science/political philosophy, social studies; and as elementary, middle, or high school
teachers of classical humanities, French, German, Latin, Japanese, and Spanish. In
addition, the department offers graduate programs leading to licensure as
school psychologists for all grade levels.
Students are assigned two program advisers--one in the Department of Education and a liaison faculty adviser from the department representing the subject area that the student wishes to teach. The advisers assist students in planning a program of study that fulfills the requirements for state licensure. To receive an application or for additional information, students may contact the Department of Education in Paige Hall at 617-627-3244.
Eliot-Pearson Department of Child Development
The program of teacher preparation and licensure in early childhood education requires
that students complete a departmental major in child development and additional course
work in professional preparation, including supervised teaching practica. Students who
successfully complete the department's program of professional courses and state testing
requirements are eligible for licensure as teachers of young children in Pre-K to grade 2,
or as elementary teachers (grades 1 to 6) through a joint program offered with the
Department of Education. For additional information, students may contact the Department
of Child Development at 617-627-3355.
School of the Museum of Fine Arts
The program in art education requires that students complete ninety credit hours in studio
art and twenty-one academic courses, including education, art education, and supervised
teaching practica. Students who successfully complete the program are eligible for
licensure as teachers of visual arts in Massachusetts and other reciprocal states. For
more information, contact the Museum School Admissions Office at 617-369-3626.
Combined Five-Year Liberal Arts/Engineering Program
For most students entering college, the choice between liberal arts and engineering is a
clear-cut matter. For some students, however, the choice is quite difficult. For the
latter, both the professional flavor and occupational orientation of the engineering
programs on the one hand, and the variety of course selection in the liberal arts
curriculum on the other, have strong appeal. At Tufts it is possible for students to
secure the advantages of both types of education under the combined five-year program.
With a normal course load in each of ten semesters, students may complete the degree requirements in both engineering and liberal arts. The five-year program includes two fields of major concentration, one in liberal arts and one in engineering. The plan has particular appeal for engineering students who wish to secure a more liberal education than is possible in a four-year engineering curriculum and for liberal arts students who desire a strong technological background. Two degrees are awarded on completion of the program. Both degrees are awarded only on completion of the entire program; a student may not receive one degree earlier, even if the requirements for that degree have been met. Students who start a five-year program but decide within two years not to continue, may complete the degree requirements for either engineering or liberal arts in the usual period of four years.
Students may apply for and be admitted to the combined five-year program only after
entrance to Tufts. Since the program requires careful planning, students are encouraged to
apply as early as possible. Application forms are available in Academic Services.
Admission decisions are made twice a year, in January and in June. Five-year students are
required to confer with their faculty advisers at the beginning of each semester to make
certain that the courses that have been selected constitute a proper program. Five-year
students must complete a minimum of forty-six courses and fulfill the foundation,
distribution, and concentration requirements of both engineering and liberal arts. Within
the School of Engineering, the B.S. degree may not be used as part of this program, except
for the engineering psychology (human factors) program.
Combined-Degrees Program with New England Conservatory of
Music
Tufts University and New England Conservatory of Music have by agreement instituted a full
five-year program leading to a bachelor of arts or bachelor of science degree from Tufts
and a bachelor of music degree from the conservatory. It is designed for students who wish
to pursue studies on a musical instrument, voice, composition, music history, and theory
without giving up the academic disciplines of a liberal arts degree. Admission to this
combined-degrees program is generally gained by simultaneous application to both
institutions. Students in the program
will complete a minimum of twenty-four Tufts credits and will be in full-time residence
for ten semesters, and will meet the foundation, distribution, and concentration
requirements stipulated by the College of Liberal Arts. Prospective students are requested to address their concerns to the Dean
of Enrollment Services, Office of Admission, New England Conservatory of Music, 290
Huntington Avenue, Boston, Massachusetts 02115, or Associate Dean Jeanne Dillon at Tufts
University.
Combined-Degrees Program with the School of the Museum of Fine
Arts
Tufts University and the School of the Museum of Fine Arts have by agreement
instituted a five-year program leading to a bachelor of fine arts degree and a
bachelor of arts or science degree. Admission to this combined-degrees program is by
simultaneous application to both institutions, or for students enrolled at Tufts by
application to the Museum School, usually in the first or second year. Students in the
program will meet the foundation, distribution, and concentration requirements stipulated
by the College of Liberal Arts. Requirements for the degree in art (B.F.A.) include many
of the same academic requirements plus five semester courses in art history and
eighty-four
credits in studio art. Normally, the majority of the academic work is taken on the Tufts
Medford/Somerville campus, and at least seventy credits of studio art are commonly
taken at the Museum School. The entire five-year program consists of a minimum twenty-four
academic courses and ninety credits of studio art. Information regarding the
combined-degrees program may be obtained from the Admissions Office or the Academic
Affairs Office, School of the Museum of Fine Arts, 230 The Fenway, Boston, Massachusetts
02115.
Combined Bachelor's/Master's Degrees
Program
Combined bachelor's/master's degrees programs are offered by the College of Liberal Arts,
the School of Engineering, and the Graduate School of Arts and Sciences. Exceptional
students may combine undergraduate and graduate courses and are simultaneously enrolled in
bachelor's and master's degrees programs. Both degrees are awarded only on completion of
the entire program; a student may not receive one degree earlier, even if the requirements
for that degree have been met. Combined-degrees students must pay four years of
undergraduate tuition and the entire tuition for the master's degree.
The combined-degrees program is one way of recognizing the fact that an increasing number of undergraduates are entering college with exceptional preparation in certain areas and that many are capable of doing graduate work in their junior and senior years.
Students seeking admission to the program should consult their undergraduate major advisers and their prospective graduate advisers before applying to the graduate school. Combined-degrees students are expected to fulfill all the requirements of the undergraduate and graduate programs. No courses offered in fulfillment of one set of requirements may be used for the other.
Admission to the program is normally during the junior year. Only in exceptional cases will an application be accepted after the junior year. Therefore, students interested in the program should contact their advisers early in their academic career to facilitate program planning. A student may elect to withdraw from the program at any time by filing the appropriate petition.
Combined Bachelor's/Master's in Public Health (MPH) Degrees Program
(See Health Professions Programs for description.)
Combined Engineering/Gordon Degrees Program
The School of Engineering and Tufts Gordon Institute of Engineering Management offer a
combined bachelor's and master's degrees program.
Exceptional students will be admitted to the School of Engineering and conditionally admitted to the Gordon Institute during their senior year in high school. Alternatively, undergraduates in the School of Engineering may apply to this program by the end of their fourth semester. Final acceptance to the Gordon Institute will be after the fifth semester.
Students will be awarded both a bachelor of science engineering degree in their
selected ABET-accredited program from the School of Engineering, and a master's degree in
engineering management from the Gordon Institute upon completion of the entire program. In
addition to the customary undergraduate curriculum, these students will be involved in
relevant internships and some classroom-based activities at the Gordon Institute during
their undergraduate years. The students are expected to complete their undergraduate
requirements by the end of the fourth year and dedicate the fifth year to studies at the
Gordon Institute.
Combined-Degrees Programs with The Fletcher School of Law and
Diplomacy
College of Liberal Arts
This combined-degrees program is conducted jointly by the undergraduate
college and The Fletcher School of Law and Diplomacy. It offers an opportunity for a
limited number of highly qualified Tufts undergraduates in the College of Liberal Arts to
earn both the bachelor's degree in their selected major and the Master of Arts in
Law and Diplomacy (M.A.L.D.) degree on completion of a total of five to six years of study.
Students may apply for the program once they have completed and received grades in at
least twenty undergraduate courses.
A total of sixteen Fletcher courses are required for the M.A.L.D. degree. As many as four of these courses may be used to fulfill requirements for the bachelor's degree. Fletcher courses will be taken over a period of two-and-a-half to three years, during which time the student will complete his or her academic work for the bachelor's degree. No more than a combined total of five undergraduate and Fletcher courses may be taken during any one semester, no more than four of which may be Fletcher courses. The student's program must be coordinated to satisfy both the Fletcher requirements and those of the undergraduate department. Credit toward the M.A.L.D. degree will not be allowed for Fletcher courses taken through cross-registration before beginning the combined-degrees program. Cross-registration for courses at Harvard or other institutions in the greater Boston area will not be approved until the student has completed at least eight Fletcher courses.
Those wishing to apply for the program should do so during the semester following the one in which they complete twenty undergraduate courses. If admitted to the program, they will begin taking Fletcher courses at the start of the following semester, whether it begins in January or September. The application deadlines are October 15 for January admission and January 15 for September admission.
The application fee is not required for combined-degrees program applicants. Application forms, requests for interviews, and information on the Fletcher School may be obtained from The Fletcher School Admissions Office (Goddard 213) or by calling 617-627-3040.
School of Engineering
The Engineering-Fletcher degrees (EFL) program is conducted jointly by the
School of Engineering and The Fletcher School of Law and Diplomacy. Highly qualified high
school students will be admitted to the School of Engineering and conditionally admitted
to The Fletcher School during their senior year. These students will earn a bachelor of
science in their selected ABET-accredited degree from the School of Engineering in four
years.
The curriculum consists of a total of thirty-nine credits of which eight pre-Fletcher courses should be chosen. The required courses are: Political Science 51, International Relations; Economics 5, Principles of Economics. The remaining five elective courses should either be foreign language courses or other courses with international focus. These elective courses should be approved by the Fletcher program adviser. Foreign language competence equal to the intermediate level (the equivalent of four semesters) is a minimum prerequisite for enrollment at Fletcher. Students are also required to complete at least one substantive internship in one of their undergraduate summers. This internship should be in area appropriate to the study of international affairs.
In order to gain official admission to The Fletcher School, students must obtain a minimum of 3.60 GPA in the pre-Fletcher requirements and a minimum of 3.40 GPA in the remaining credits by the end of the first semester of their senior year.
Combined Liberal Arts/Dental Seven-Year Program
(See Health Professions Programs for description.)
Robyn S. Gittleman, Director
Howard Woolf, Associate director
Cynthia Stewart, Assistant director
The Experimental College celebrated its fortieth anniversary in 2004. This marks it as
one of the nation's oldest and most successful centers for educational innovation at work
within the setting of a traditional liberal arts university. Throughout its history, the
Experimental College has embodied the commitment of Tufts University to the vitality of
undergraduate education. The college has become a place where faculty, administrators, and
students work together to shape new courses and programs.
Governed by an elected board consisting of faculty, staff, and students, the Experimental College has been granted a good deal of latitude and flexibility in its role as a locus for collaborative learning and teaching. First and foremost, the Experimental College offers a carefully selected range of courses intended to broaden and enrich the traditional curriculum. It also administers two unique first-year programs called Explorations and Perspectives. Both of them combine advising and academics with peer-group support and close contact among entering students, upper-level undergraduates, and concerned faculty.
The Experimental College also provides forums for inquiry such as noncredit colloquia, conferences, and workshops that meet the expressed needs of the university community as a whole. The Experimental College does not offer any academic concentrations of its own. However, certain courses will be cross-registered with a specific department, while others may be accorded concentration or distribution credit on an individual basis by petition.
More information regarding the programs and activities of the Experimental College is available from the office in Miner Hall, at www.excollege.tufts.edu, or by calling 617-627-3384.
Experimental College Courses
Designed primarily for undergraduates, Experimental College courses are open to all
members of the university. They are credit-bearing electives designed to be taught in
accordance with university standards. Students should refer to the Ex College listing,
published every term, for specific information and detailed course descriptions. In
addition, the Experimental College's Web site, www.excollege.tufts.edu,
provides daily updates.
Instructors in the Experimental College include departmental faculty, members of the university's administration and staff, graduate students, and, in large measure, persons in the greater Boston community who have some special expertise to share. Qualified upper-level undergraduates also are given the opportunity to teach courses of their own design. These usually carry full credit but are graded on a pass-fail basis. The undergraduate instructors receive credit, as well, for their teaching and for taking part in a seminar on pedagogy given by the director of the Experimental College.
On the average, the Experimental College offers close to sixty courses each year. A selected list of some recent offerings follows.
Muslims in the West
Ethical Leadership in Business
Intellectual Property in Business and Society
American Suburbia
Citizenship, Rights, and Policy
The Practice of Creativity
Introduction to Game Theory
Explorations
Explorations are intended to both establish a sense of community and promote critical
thinking. Each Exploration group consists of twelve to fourteen entering students who meet
weekly in seminars designed and team-taught by two upper-level students. A faculty member
or professional staff person selected by the student leaders assists in planning, serves
as academic adviser to the first-year students, and attends weekly seminar meetings. Thus,
incoming students receive both immediate and sustained contact with a group of their
peers, with their upper-level student-teachers, and with their academic adviser.
Perspectives
Like Explorations, the Perspectives program uses upper-level students as peer teachers and
advisers, but rather than each team of student leaders choosing their own subject area, all the groups
attempt to answer questions about the movies as art,
business, and culture. The work done by each Perspectives group will be grounded
in a program-wide study of how movies work as movies, how they communicate
meanings to an audience through the use of visual and audio codes that we, as
moviegoers, have come to learn in much the same way that we learn to understand
a spoken language.
Auditing for Breadth
Auditing for Breadth allows students to broaden their education by attending courses in
which they might not otherwise enroll. A student may elect to audit any three courses
during his/her tenure as an undergraduate at Tufts. Faithful attendance is the major
requirement for each audit. Students select their own courses to audit but must have the
approval of the course instructor. One course credit is awarded on completion of the three
audits. More information and faculty approval forms are available at the Experimental
College office.
Quidnuncs
The Latin term quidnunc translates into English as "what next?" This
program is designed in that spirit, allowing students to study as part of a peer
group that will collectively investigate an interdisciplinary topic of the
group's own choosing. Previous groups have studied international health care,
electronic journalism, creating a sex education curriculum.
Communications and Media Studies
Communications and Media Studies (CMS) is an interdisciplinary program that houses
three
minors, mass communications: film studies, and multimedia arts. Intellectually, it places the study of media in
critical contexts. Each semester CMS offers courses of its own through the Experimental
College, while coordinating and publicizing media courses offered in other departments. It
also registers, supervises, and grants credit for communications-related internships. See
Communications and Media Studies for more information.
TUTV
The Experimental College is the administrative home to TUTV, the on-campus access channel.
Faculty-sponsored and student-run, TUTV broadcasts on a closed-circuit network inside all
the residence halls. Its charter mandates a broadcast schedule that incorporates public
information, original programming, and support for curricular initiatives. Under the
supervision of the associate director of the Experimental College, TUTV continues to
attract more and more students who develop, along with location and studio production
skills, the ability to manage an organization, make critical and ethical decisions, and
interact in a positive manner with students, faculty, and administrators. In short, the
students who run TUTV learn to become leaders.
TuftsFilmWorks
Established and administered by the associate director of the
Experimental College, TuftsFilmWorks (TFW) is the university's first
center for documentary, multimedia, and alternative film practice. Relying on new digital
video technologies, TFW is the umbrella structure under which
the Experimental College nurtures a wonderfully hard-working and creative brood
of student filmmakers. Among the projects they have completed are a full-length,
Hollywood-style romantic comedy; an experimental film mixing found celluloid
with digital video; a music video with superimposed, hand-drawn animation; a
documentary about Somali refugees (filming for which was largely done in
Africa); and an hour-long concert DVD shot live with seven cameras. All TFW
students are trained to understand and appreciate the craft of filmmaking while
learning to use cutting-edge digital production and editing equipment. At the
same time they are engaged in ongoing studies of film history and style.
The heart of the TFW initiative is our editing and multimedia development lab, Halligan 105. Beginning in 2004, Halligan 105 has become a named facility, the Rice Media Center. This honor is in recognition of a most generous gift from the Rice family--Fran, Maury, Natalie (J '99), and Allan (A '04)--who have been a key source of support for much of the last decade.
Special Events
Over the last fifteen years, the Experimental College has sponsored an annual forum, Opening
Up The Classroom, where equal numbers of students and faculty have come together over
dinner to share ideas about current controversies on pressing issues in higher education.
This forum has become a campus tradition and has focused on such topics as service
learning, grading, the first-year experience, the business of higher education, the impact
of technology on teaching and learning, and ethical behavior in and out of the classroom.
Sherman Teichman, Executive director
Heather Barry, Associate director
The mission of the Institute for Global Leadership is to prepare new generations of critical thinkers for effective and ethical leadership, ready to act as global citizens in addressing international and national issues across cultures. In 2005, the Institute for Global Leadership was named a distinctive, cross-school program of the University, with the objective of enhancing the interdisciplinary quality and engaged nature of a Tufts education and to serve as an incubator of innovative ways to educate learners at all levels in understanding and engaging difficult and compelling global issues. The Institute encourages “thinking beyond boundaries and acting across borders.”
The Institute emphasizes rigorous academic preparation and experiential learning. Students learn through intensive engagement in classes, global research, internships, workshops, simulations and international symposia - all involving national and international leaders from the public and private sectors. These activities stress critical and normative thinking, written and oral communication skills, problem-solving, and an interdisciplinary approach to learning. There is an emphasis both on individual progress and on collaborative effort. Students produce tangible outcomes to their studies through their research projects, the international forums and other significant initiatives. The experience helps stimulate intellectual curiosity and build individual self-confidence and independence, while at the same time developing analytical and practical leadership and decision-making skills.
The IGL currently runs a number of core programs and hosts several student-initiated programs. These are unique programs whose alumni have remarkable records as proven leaders in the public and private sectors.
The IGL is located at 96 Packard Avenue. For more information, call 617-627-3314 or visit www.tuftsgloballeadership.org.
Core Programs
• Education for Public Inquiry
and International Citizenship (EPIIC)
The cornerstone of the Institute, EPIIC is a rigorous, carefully integrated
multidisciplinary program on a global theme that is open to students of all
majors and years. Since its inception at Tufts in 1985, EPIIC has been
challenging students, as well as policymakers and the public at large, to think
critically about questions of pivotal importance to the world. Its main
components are: a yearlong colloquium; research projects; an international
symposium; professional workshops; and public service initiatives. Through its
programs dedicated to presenting a continuum of viewpoints, EPIIC contributes to
civil discourse and substantive debate in the public realm. Diverse
practitioners such as senior intelligence experts, human rights activists,
journalists, and government officials have noted that EPIIC affords them an open
forum, critical to developing new ways of thinking and new initiatives. Past
topics have included: “International Terrorism” (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); and “Oil and
Water” (2005). The 2005-06 topic was “The Politics of Fear” and the 2006-07
topic is “Global Governance.” For more information, visit
www.epiic.org.
• Inquiry
Working with public and private schools in more than seven states, Inquiry is one of the university’s largest and most diverse public service initiatives. It provides a unique opportunity for high school students to participate in an intellectual and challenging yearlong program, culminating in a role-playing simulation on an important international issue. Tufts students act as mentors and coaches for the high school students. In its 15-year history, more than 3,000 high school students and 500 Tufts students have participated. For more information, visit www.epiic.com/inquiry/inquiry.html.
• China Cross-Cultural Leadership Program (formerly TILIP)
In 1998, Tufts University, in cooperation with Peking University (Beijing), The Chinese University of Hong Kong, and The University of Hong Kong, began this unique leadership program. The program is an important effort to shape a generation of new leaders and foster cross-cultural team building through intensive, intellectual inquiry and practical study and internships with dynamic companies and organizations. Students from all four universities spend the summer in Hong Kong, working in pairs at specifically designed internships and attending the Leadership Lecture Series and a weekly seminar. The internships are project-based and designed explicitly for this program. The sponsoring institutions include the government of Hong Kong SAR, Hongkong and Shanghai Banking Corporation, Crown Worldwide, and the Trade Development Council. They also spend three weeks in mainland China – Shanghai and Beijing -- before they return to their respective universities to plan the annual international symposium held at Tufts University, where they all reconvene each winter. The 2005-06 topic is “China’s Future Challenges.” The program also collaborates with the U.S. Military Academy at West Point each year, with the students spending a day at the Academy and a delegation of cadets attending the symposium. For more information, visit www.tilip.org.
• INSPIRE (Institute Scholars and Practitioners in Residence)
This program brings scholars and practitioners to campus for public lectures, classroom lectures and research and career advising. Recent participants have included Jack Blum, Senior Counsel for Special Projects for Finance Sector Compliance Advisers Limited and an expert on controlling government corruption, international financial crime, money laundering, international tax havens and drug trafficking; Peter Droege, the Asia-Pacific Chair of the World Council for Renewable Energy and Director of Solar City for the International Energy Agency; Mort Rosenblum, Associated Press correspondent for more than 30 years and the former chief editor of the International Herald Tribune; and David Wortmann, Director of Strategic Planning for First Solar.
• Global Research and Internships
Students are encouraged to conduct original, policy-oriented research and projects that allow them to test their theories and assumptions on the ground. Since 1986, more than 500 students have conducted research or participated in an international internship in more than 60 countries. Topics ranged from implementing sustainable energy strategies to Somaliland’s future economic viability to Panama’s demilitarization. These projects often develop into significant projects and senior honors theses. One individual project evolved into the Central American Peace Process Project and a collaboration with the Project on Justice in Times of Transition and culminated in a conference in Toledo, Spain on lessons learned with the senior negotiators and participants from the peace process. Another project culminated in an informational DVD on the history of the Somali Bantu before their resettlement in the United States; the DVD is being narrated by actor Danny Glover and is being distributed within the local communities taking in the Somalis. For more information, visit www.tuftsgloballeadership.org/globalresearch/research_list.htm.
• Voices from the Field
For the last five years, the IGL in collaboration with the Office of the President, has brought back to campus mid-career alumni (the Voices) who are presently working in the fields of nation building, complex humanitarian emergencies, human rights, U.N. peacekeeping, refugee assistance, preventative diplomacy, conflict resolution, and development assistance. They engage in several days of intense round-table conversation and a full day of undergraduate advising. For more information, visit www.tuftsgloballeadership.org/voices/voices.html.
• EXPOSURE
EXPOSURE is a program dedicated to mentoring and developing young, knowledgeable photojournalists and the advancement of human rights through the facilitation, distribution, and instruction of photojournalism and documentary studies. Working with the VII Photo Agency and de.MO, a design and publishing company, EXPOSURE has also mounted a number of professional exhibitions and offered students the opportunity to participate in professional photography workshops from Kosovo to Bali to Argentina. Upcoming workshops are planned for Philadelphia (with Tufts alumnus and Pulitzer Prize-winning Photographer Jim MacMillan), and Cuba and Cambodia with award-winning photographer Gary Knight and journalist Mort Rosenblum. EXPOSURE also hosted the first annual VII Seminar in April 2005. For more information, visit www.tuftsgloballeadership.org/exposure/exposure.htm.
• Dr. Jean Mayer Global Citizenship Lecture Series
This series, and its accompanying award, honors the legacy of former Tufts University President and Chancellor Jean Mayer by bringing distinguished individuals to campus who combine scholarship and public service and who are dedicated to helping solve some of the world’s pressing challenges. Past recipients include Gen. Romeo Dallaire, Sylvia Earle, Shirin Ebadi, Murray Gell-Mann, Conor Cruise O’Brien, Luis Moreno Ocampo, Gwyn Prins, Mary Robinson, Amartya Sen, Wole Soyinka, Ronald Takaki, and Archbishop Desmond Tutu.
Student-Initiated Programs
• New Initiative for Middle East Peace (NIMEP)
NIMEP is a non-polemical student think-tank and outreach initiative aimed at finding progressive solutions to the historic conflicts in the Middle East. In 2005, NIMEP published the first edition of its journal, NIMEP Insights. The journal featured student research papers from NIMEP trips to Israel and the West Bank and to Egypt, as well as the IDI trip to Iran. NIMEP also initiated and continues to teach the Soliya course. Soliya is a web-based videoconferencing course, in which small groups of university students from the US and predominantly Muslim Countries in the Middle East engage in intensive dialogue about the relationship between the US and the Arab and Muslim World. For more information, visit www.tuftsgloballeadership.org/NIMEP/.
• Iran Dialogue Initiative (IDI)
IDI’s mission is to facilitate educational dialogue and exchange between Tufts University students and students at the School for International Relations (SIR) in Tehran. This is a non-polemical and non-political initiative. IDI organized the first official U.S. university visit to Iran since the 1979 revolution, where ten Tufts students spent two weeks traveling through Iran and meeting with their peers at SIR as well as at Mofid, a religious university in Qom. For more information, visit www.tuftsgloballeadership.org/IDI/IDI_index.htm.
• Building Understanding through International Learning and Development (B.U.I.L.D.) in Nicaragua
BUILD Nicaragua participants spend a semester learning about international development, cross-cultural exchange, the history and politics of Nicaragua and about the needs of the rural community of Siuna, Nicaragua before spending their winter break working in the community. This is a project in collaboration with the University College for Citizenship and Public Service and Bridges to Nicaragua. For more information, visit http://uccps.tufts.edu/tiiles/.
• Engineers Without Borders (EWB)
A collaboration with the School of Engineering, the mission of the Tufts Chapter of Engineers Without Borders is to design sustainable development projects for communities around the world and to engage students, faculty and the campus in the process. The group traveled to Tibet in 2005 to help build solar cookers and latrines. For more information, visit http://ase.tufts.edu/ewb/.
• Tufts Uganda Internship Program (TUIP)
Tufts interns work with Friends of Orphans, the United Movement To End Child Soldiering in Uganda and community leadership on the planning, development, implementation and sustainability of a broad range of projects. TUIP was developed out of an EPIIC student research project and is a collaboration with the International Relations Program, the University College for Citizenship and Public Service, and Peace and Justice Studies. For more information, visit http://www.tuftsgloballeadership.org/internships/uganda_internship.html.
• Tufts Energy Security Initiative (ESI)
ESI was developed by students who participated in the 2005 EPIIC Oil and Water course. It is an effort to educate the campus about global energy supply and demand, alternative energy sources, the geopolitical consequences of the world’s quest for energy sources. For more information, visit www.tuftsgloballeadership.org.
• Henry R. Luce Program in Science and Humanitarianism
In 2005, the IGL was asked to coordinate the Luce Program in Science and Humanitarianism at Tufts. The Luce Program’s interdisciplinary curriculum and research innovations build on pre-existing strengths of Tufts University’s focus on undergraduate teaching and advising for responsible citizenship and global leadership. The Luce Professor of Science and Humanitarianism, Astier Almedom, became an IGL Fellow. For more information, visit http://ase.tufts.edu/biology/faculty/almedom/.
Robert Hollister, Dean and John DiBiaggio
Professor
Nancy Wilson, Director and
Associate Dean
Molly Mead, Director, Faculty Programs;
Lincoln Filene Professor
Brian O’Connell, Professor of Public Service
Shirley Mark, Director, Lincoln Filene Center for Community
Partnerships
Mindy Nierenberg, Student Programs Manager
Melissa Russell, Alumni Coordinator
Roberta Oster Sachs, Senior Lecturer;
Director, Media and Public Service
Program
Tom Birmingham, Senior Fellow
Steve Curwood, Senior Fellow
Cindy Gibson, Senior Fellow
William Harris, Senior Fellow
Peter Karoff, Senior Fellow
Frank Reece, Senior Fellow
Margie Reedy, Senior Fellow
Alan Solomont, Senior Fellow
Susan Stroud, Senior Fellow
Faculty Steering Committee
Rob Hollister,
University College
Linda V Beardsley, Education
Marina Bers, Child Development
Drusilla Brown, Economics
Doug Brugge, Department of Sciences
Steve Cohen, Education
Chris Economos, Friedman School of
Nutrition Science and Policy
Ross Feldberg, Biology
Robyn S. Gittleman, Experimental College
Barbara Grossman, Drama and Dance
John C. Hammock, Friedman School of
Nutrition Science and Policy and Fletcher School
Hosea Hirata, German, Russian, and Asian
Languages and Literatures
Bruce Hitchner, Classics
Charles Inouye, German, Russian, and
Asian Languages and Literatures
James Jennings, Urban and Environmental Policy and Planning
Erin Kelly, Philosophy
Jonathan Kenny, Chemistry
Lionel McPherson, Philosophy
Molly Mead, University College
Aviva Must, Family Medicine and Community Health,
School of Medicine
Miriam Nelson, Friedman School of
Nutrition Science and Policy
Susan Ostrander, Sociology
Mary Rose Paradis, School of Veterinary Medicine
Kent E. Portney, Political
Science
Chris Rogers, Mechanical Engineering
Barbara G. Rubel, Tufts Community Relations
Debra Samdperil, Artist's Resource Center, Museum School
Anthony Schlaff, Family Medicine and Community Health,
School of Medicine
Howard Spivak, Pediatrics, School of Medicine
Chris Swan, Civil and Environmental Engineering
Don Wertlieb, Child Development
Stanton Wolfe, Public Health and Community Services
Jean Wu, American Studies Program
The Jonathan M. Tisch College of Citizenship and Public Service (University College) is a university-wide resource — providing student programs, supporting faculty research and curriculum development, and catalyzing community building — to make the values and skills of active citizenship a hallmark of a Tufts University education. Since its founding in 2000, University College has emerged as a national leader in preparing university students to become engaged public citizens and community leaders who will help build a more equitable world.
University College works with all Tufts schools and disciplines to ensure that students graduate from Tufts University prepared to be committed public citizens and leaders who take an active role in building stronger communities and societies. It achieves its mission by identifying, generating and supporting Tufts students, faculty, staff and alumni and community partners who develop effective approaches to active citizenship at the university and in communities around the world.
Student Programs
The First Year Education for Active Citizenship Course prepares students to engage as active citizens. This semester-long course introduces students to the community, provides students resources to work in collaboration with organizations and teaches the skills needed to engage others across campus. Students who successfully complete this course are invited to be part of the Citizenship and Public Service Scholars program. Applications for this course are due in early October 2006.
Students accepted into the Citizenship and Public Service Scholars program commit to rigorous local or international community project work, training and knowledge development over three years. Scholars actively seek out and encourage collaboration with their peers. Participants in this program also have access to dynamic interactive workshops that build their capacity to make a difference through active citizenship. Previous workshops have focused on race, class and privilege, public speaking, fundraising and conflict resolution.
A wide variety of courses at Tufts educate students for roles as active citizens. University College supports the Education for Active Citizenship curriculum that spans all schools of Tufts, and includes courses such as Building Bridges, a program in Chinatown which combines learning with active citizenship, as well as Race in America, International Health Policy or Cultural Legacies of the Atomic Bomb. For a comprehensive listing of Education for Active Citizenship courses, visit the University College website (www.uccps.tufts.edu).
Tisch Active Citizens Summer (ACS) provides financial support to students engaged in citizenship work during the summer. Summer 2006 will focus on Somerville or international projects. UC also helps to provide community engaged summer research opportunities, through the Summer Scholars Program in collaboration with the Dean of Undergraduate Studies, and Washington, DC internships with alumni mentors, through the Omidyar Summer Internships managed by Career Services. The Tisch Civic Engagement Fund (CEF) is an opportunity for students independently engaged in active citizenship work to receive financial support. The goal of the program is to encourage students to develop new approaches to positive change and for existing student groups to integrate citizenship into their activities.
The Weston Howland Jr. Award for Civic Leadership recognizes an individual outside of Tufts with a record of exemplary civic leadership. Through his or her actions, this individual demonstrates a commitment to active citizenship and engagement within a community. The awardee spends one day in the fall on the Tufts Medford campus, sharing his or her experiences with students, faculty and staff, and serving as a model active citizen.
University College works in partnership with Tufts faculty to advance education for active citizenship through teaching, research and community projects. This work is accomplished through several initiatives.
The University College Faculty Fellows program is a two-year program designed to accelerate the work of Tufts faculty members who are applying tenets of active citizenship to their curriculum and/or research interests. It supports Tufts faculty research that builds knowledge about civic engagement, is “civically engaged” or develops curricular approaches to help prepare students to be effective citizens. Fellows are selected because of their potential to engage other faculty and infuse the theme of education for active citizenship throughout the University.
The Civic Engagement Research Group convenes faculty and community members doing scholarly work on some aspect of civic engagement or who regularly provide students with opportunities to conduct research related to civic engagement. The group aims to create and sustain a supportive and stimulating intellectual community, learn from one another about current thinking in their various fields, share work in progress and develop common projects.
Alumni Programs
University College celebrates, educates and engages Tufts alumni interested in building stronger communities and societies, and collaborates with other university offices and schools to provide programming options for alumni around the world.
UC works with the Tufts University Alumni Association (TUAA) to develop active citizenship programming for Tufts alumni closer to home, including developing civically focused mentorship's for current Tufts students.
Alumni Service Day has become a staple feature of reunion programs. Alumni who gather on campus during Alumni Weekend have the opportunity to connect with one another and the community in a meaningful way through an afternoon of community service.
Citizenship Circle Dinners provide participants with a chance to network over a casual dinner with others who share similar interests. The dinners provide a convenient way for young alumni to connect with and learn from alumni they otherwise may not meet.
Lincoln Filene Center for Community Partnerships
The Lincoln Filene for Community Partnerships (LFC) at University College contributes to education for active citizenship by facilitating relationships between Tufts University and surrounding communities that are strong, meaningful and sustainable. The LFC advances active research, education and community service partnerships Tufts students and faculty, and organizations in the partner communities of Boston’s Chinatown, Grafton, Medford, Somerville and the Mystic Watershed. LFC supports and encourages students and faculty members working with partner communities and organizations to address community-identified needs. These positive citizenship activities can take many forms: academic research, curriculum development, forums and conferences, coursework, internships and volunteer work.
The University College is located in Lincoln Filene Hall on the Medford Campus. For more information, call 617-627-3453 or visit http://uccps.tufts.edu/.