JUMBO Magazine - Spring 2019 by TuftsAdmissions

THE TUFTS ADMISSIONS MAGAZINE ADMISSIONS.TUFTS.EDU

THE BEST MEDICINE RESEARCH SHAPED AKARI MIKI’S PERSPECTIVE ON FOOD—AND ON HER CAREER

WHAT IT REALLY MEANS TO BE HUMAN

PONDERING PHILOSOPHY, FOSSILS, AND FRANKENSTEIN HIMSELF

TUFTS 1+4

A YEAR THAT TRANSFORMS ALL THAT FOLLOWS

FINDING FIT

A COLLEGE SEARCH CHECKLIST

ISSUE 23 / SPRING 2019

M EET JUMBO

These pages were written by Tufts students. Flipping through them should feel like taking a stroll through campus. You’ll meet professors and students; they’ll share with you what excites them. You’ll drop into a class on an unfamiliar topic and leave inspired, dig into some fascinating research, or hang out in a dorm with potential classmates. Along the way, you might decide that Tufts feels like the right place for you. If that happens, this magazine is also for you— flip to the back where we’ve broken down the basics on applying: deadlines, aid, and our advice. This is Tufts; explore it.

PHOTO BY ALONSO NICHOLS/TUFTS UNIVERSITY

CONTENTS

FEATURES 24 | What It Really Means to Be Human In the era of Alexa, how do we define “human”? We talk to artists, philosophers, and engineers to get their takes.

32 | It’s About Becoming Yourself Can one week change the way you view yourself and your place on campus?

3 12 16 18 20 21 36 38 39

INFOGRAPHIC ARTS CLASS HIGHLIGHT AROUND TOWN LIVING ATHLETICS APPLICATION ADVICE ADMISSIONS INFO FINANCIAL AID

On the Cover: Taking a few unlikely turns, Akari Miki ’19 discovered a better way of approaching medicine. COVER PHOTOS BY KATHLEEN DOOHER (FRONT), KELVIN MA/TUFTS UNIVERSITY (BACK)

GREETINGS

FROM THE DEAN YOU’LL ASK YOURSELF NOT ONLY, ‘IS THIS UNIVERSITY A GOOD FIT FOR ME?’ BUT ALSO, ‘WILL I BE ABLE TO MAKE NEW DISCOVERIES ABOUT MYSELF HERE?’

In the spring, after decisions are released, the tide turns. You take the time to discover more about us through our admitted student open houses, additional tours, and conversations with current students. You learn about the people and the place, the intellectual vibe that permeates campus, and the traditions that mark students’ time here. You’ll ask yourself not only, “Is this university a good fit for me?” but also, “Will I be able to make new discoveries about myself here?”

MEET THE STUDENT COMMUNICATIONS GROUP Most of what you’re about to read was written by these Tufts students. Listen for their voices as they introduce you to the Tufts community, page by page.

THE TUFTS ADMISSIONS MAGAZINE

Upon matriculation, you’ll find that being a Tufts student means four years of mutual discovery with your peers and professors. Some students decide to start that process early through Pre-Orientation Programs or a bridge year with Tufts 1+4. No matter what path our students take to and through Tufts, they all find that the intellectual environment requires a give-and-take of sharing and receiving knowledge, of conscientiousness and playfulness. This edition of JUMBO Magazine is all about discovery. You’ll learn about finding fit as you build your college list (or choose from it!), follow some of our current students as they discover new perspectives on everything from plant-based diets to Frankenstein, and meet

professors who have stepped out from behind the podium to perform with students in a local jazz band or sit across from them in conversation. We hope that you’ll discover what could make Tufts the right fit for you. Best,

Karen Richardson Dean of Admissions & Enrollment Management

JACOB SHAW ’21 from Glencoe, IL

CHRIS PANELLA ’21 from Hollywood, FL

ISABEL DAVIS ’22 from Livingston, MT

JOHN MATTSON ’22 from Manhattan, NY

HASAN KHAN ’22 from Sharon, MA

MARINA RUEDA GARCIA ’21 from Granada, Spain

SHAAN MERCHANT ’19 from Nashville, TN

KEESHA PATRON ’21 from San Bruno, CA

OFFICE OF UNDERGRADUATE ADMISSIONS Tufts University / Bendetson Hall 2 The Green / Medford, MA 02155 617.627.3170 / admissions.tufts.edu / jumboeditor@tufts.edu

Produced by the Office of Undergraduate Admissions and Edited by Abigail McFee, Admissions Counselor Design by Hecht/Horton Partners

PHOTO BY ALONSO NICHOLS/TUFTS UNIVERSITY

aspects of admissions work is the cyclical nature of it. In the fall and the winter, we discover who you are as we learn about the communities that have shaped you, and as we take a deep dive into your applications. ONE OF MY FAVORITE

CAMPUS TREASURE MAP

ILLUSTRATION BY NATE PADAVICK

Bendetson Hall—Welcome to the home of Tufts Admissions, where all students’ stories begin on campus. Ballou Hall—As the oldest building on campus, tracing back to Tufts’ founding in 1852, Ballou originally served as a classroom, library, chapel, dining hall, and dorm. Goddard Chapel—Since 1883, Goddard has been a center for spiritual and ethical life on campus, hosting weekly services and a famous midnight organ concert on Halloween.

The Cannon—Perhaps Tufts’ best-known tradition, the cannon serves as a canvas for student causes. But the artistry comes with a serious responsibility—guard the cannon ‘til dawn, lest another group ensures your design never sees the light of day. Jumbo Sculpture—Jumbo the Elephant, Tufts’ official mascot, was the prime attraction in P.T. Barnum’s entertainment empire. Unveiled in 2015, this life-size bronze sculpture celebrates his legacy.

Academic Quad—Throughout four years, students carve many a path across this green expanse on their way to class. On warm days, lounge on a blanket to read, or play a game of Spikeball. Barnum Hall—Known for the Great Barnum Fire in 1975 that also consumed Jumbo’s stuffed hide in its blaze, this renovated hall will soon house the Film and Media Studies Program, as well as painting and drawing studios.

INSIDE OUT

A REAL YET RANDOM, PLAYFUL YET SERIOUS SPIN AROUND CAMPUS—AND JUST BEYOND

DINING HALL HACK: THE FLYING SAUCER WHEN you’re not in the mood for a sandwich but still want to take full advantage of the multi-

farious ingredient options on the salad bar or deli stations, fill a pita pocket and slip another on the opposite way, then seal it all using the panini press to make a hot calzone! Fill with provolone, mozzarella, tomato sauce, oregano, and olives for an Italian calzone; go in a Mediterranean direction with chickpeas, cabbage, tahini, and falafel; or stick with an oldfashioned American tuna melt using tuna salad, tomato slices, shredded lettuce, and plenty of gooey cheddar cheese.

NOWHERE TO GO BUT UP HOPING to reach new heights? Need to get a grip? Tufts

Climbing Team welcomes individuals of all skill levels and motivations for joining. With six groups of ten people, encompassing beginner, intermediate, and advanced skillsets, these teammates carpool to and from a nearby climbing gym. Their practices consist of bouldering along indoor routes, finishing the sessions with a structured workout. Though they compete individually in the spring, this community of climbers is known for supporting each other as a team.

WOMEN IN TECH THE SECOND annual Women in Technology conference was hosted by Tufts Women in Computer Science this past fall. Aiming to empower and celebrate the role of women in technology, this conference brought in speakers including Rica Elysee, co-founder of BeautyLynk; Daphne Larose, game development engineer at Niantic; and Taniya Mishra, director of artificial intelligence research at Affectiva. Students had the opportunity to network and chat with sponsor representatives, who led workshops for different programming levels and gave talks about product management, big data, and cybersecurity.

REINVENTING COMMUNITY INSPIRED by his time in Dewick Dining Center as a stu-

dent—having random, inspiring conversations that kindled a sense of community—Albert Nichols ’13 set out to create a dining hall experience for adults. Hall Boston began as home-cooked meals for friends in Nichols’ small apartment and has since expanded into a thriving membership-based community in downtown Boston, offering its members a co-working space, weeknight events, and—most importantly—good conversations over dinner. 4

WHAT WE’RE READING

HARRY DODGE PHOTO: HARRY DODGE, FORMS TO COME: I GOT MINE (#COMPANION_MODULE), 2016. WOOD, PAINT, ALUMINUM, GALVANIZED STEEL STRUCTURAL SCREW, HARDWARE, URETHANE RESIN. COURTESY OF THE ARTIST.

MOST people have

read a poem by Emily Dickinson—but far fewer know how her poetry came to be published in the first place. In a new book, After Emily: Two Remarkable Women and the Legacy of America’s Greatest Poet, Professor Julie Dobrow tells the story of two Amherst, MA, women who brought Emily’s poems to life posthumously, and the scandals that followed them.

EXCOLLEGE: THE HISTORY OF SOAPMAKING WHAT COULD meld the sciences and humanities together bet-

ter than the classic dissolving properties of soap? Taught by English and biology double major Stephanie Miller ’19 and biochemistry major Lauren Varanese ’19, this course redefines soap in terms of symbolism rather than utility, with a focus on “various works including the Bible, Galen, Homer, Shakespeare, modern scientific journals, and soap operas.” Don’t get “slipped up” by the seemingly whimsical topic—at the heart of this class is a type of interdisciplinary study that characterizes the Experimental College.

HARRY DODGE: WORKS OF LOVE A “WORK OF LOVE” might be plywood dripping with resin, tilted

paint buckets, or aluminum piping. In his exhibition at the Tufts Art Galleries, L.A.-based sculptor Harry Dodge reflects on interrelatedness—between objects and states of being. His works meditate on the visceral present, as well as the posthuman future that technology is bending humanity towards.

BUILDING A BETTER BATTERY @TUFTSMAGAZINE

Tufts University School of Engineering professor Michael Zimmerman and his company Ionic Materials have developed a rechargeable battery that won’t catch fire, explode, or stop working… even when shot with a rifle. Read more at https:// tuft.su/2VylLZH

TRENDING TAQUERIA EAT, SPEAK, AND DREAM IN SPANISH SINCE opening last semester, Picante has quickly become PASSIONATE Spanish speakers, both native and non-native,

can opt to live in the Spanish House, which hosts events every week to engage the Tufts community in learning the language and inform them about opportunities, including the newest Tufts summer program in Cadiz, Spain. For some fun on a Thursday evening, students can attend Noches Hispanas, where guests enjoy traditional Hispanic food, listen to music, and put their language skills to use!

Tufts students’ favorite taqueria. Located alongside campus on Boston Avenue, Picante offers everything from classic quesadillas, tacos, and burritos, to their extra cheesy nachos and fiery special plates (enchiladas, flautas, carne asada…). Anything you order is prepared with fresh ingredients, right in front of you. As a recommendation, especially if you have a sweet tooth, try their tres leches or tiramisu desserts. And once you get your order, sit back and savor. 5

JOURNEY TO THE HILL

1+4 is Tufts’ unique bridge-year experience. Incoming first-years can choose to do a year of service learning in one of four international sites. After their year of service, students matriculate at Tufts— refreshed, excited, and with a new sense of direction. “I applied randomly to Tufts 1+4, but when I got in, it was just too good of an opportunity,” Carver says. She chose to spend the year in Cuenca, Ecuador. For her service site, Audrey was placed in a culinary school teaching English classes. She was able to bring her passion for art into the work she did with students. “They had just changed school buildings, so they had a lot of white walls that my students and I got to paint murals on,” she explains. Later, she created a gallery exhibit showcasing portraits of people in the community she had encountered, from strangers to close friends. Carver had to render most of the portraits from memory, a task that required her to be in touch with her yearlong surroundings— both the places and people. Using cardboard as her canvas, she worked with a variety of materials—from painting on fabric to weaving—so that the portraits were individualized in material and style. “It was really cool. It was a solo exhibition in the mayor’s gallery and I had this big reception,” she smiles. “Then, I gave away all the portraits to the [subjects].” Audrey may have left her mark on Ecuador, but she now finds herself in a new chapter of her artistic life at Tufts. She is a student in the SMFA at

Tufts’ BFA program, a special opportunity for Tufts students to combine intensive studio arts training with an in-depth, rigorous liberal arts education. BFA students live near the SMFA at Tufts’ Fenway campus, a two-minute walk from Boston’s Museum of Fine Arts. Carver is planning to study sociology alongside her studio work. She is increasingly interested in how communities use art to communicate—a sociological perspective on a topic she knows well from personal experience. “I think it’s interesting to look at how people interact, in different ways, with their surroundings,” she explains. “Art is really good for that.” —CHRIS PANELLA ’21

PHOTO BY KATHLEEN DOOHER

Audrey Carver has been on the move, in the literal sense, since receiving her acceptance to Tufts. Her journey to campus involved a cross-country move and a year spent abroad, through Tufts’ 1+4 BridgeYear Program, all while exploring her connections to the world around her. She tells me about this expansive but intentional path over a cup of coffee in downtown Boston. On a particularly cold and windy day, Audrey seems to be missing the California sun she grew up under. Audrey hails from Idyllwild, California. Settled in the San Jacinto Mountains, Idyllwild is brushed with deep-green forests and crystal waters. It is a picturesque town, and a small town—3,000 people small. “Overall, I think I had an unusual childhood,” Carver explains. “It’s this very hippie town of retired artists in California, and I was just this barefoot forest child.” Idyllwild is the place where a young Carver was raised by a community of people who let her explore her interest in art: from painting to sculpture, oil-on-canvas to metalwork. Carver compares small-town Idyllwild to big-city Boston, an extremely difficult comparison to make. “I went to school with the same twenty people for twelve years. Everybody knows everybody,” she says. “Which can be great, but there isn’t a lot of opportunity to grow.” A town with no stoplights, in which all the stores close at 5 PM, sits in stark contrast to Carver’s new home. Yet she hasn’t found the transition to be difficult, thanks to Tufts 1+4.

“I think it’s interesting to look at how people interact with their surroundings.”

AUDREY CARVER

’22

BFA STUDENT IN INTERDISCIPLINARY ART FROM IDYLLWILD, CA

TUFTS’

TOP 10 INTERNSHIPS

Domestic Violence Counselor with RESPOND Justin Zaslavsky ’19

Constituent Services in the Office of US Senator Christopher Coons Jordan Siskin ’19

Booking Researcher for Conan Jocelyn Contreras ’18

Equity Researcher at Brazil Plural Bank Gabriela Delela ’21

As an intern with the Survivors of Abuse Feeling Empowered for Reentry (SAFER) Program, which is designed to provide support to incarcerated survivors of domestic violence, Justin is responsible for individual counseling, consisting mostly of providing emotional support and safety planning services. Justin cites as his greatest takeaway “not only insight into the lives of those detainees and inmates who shared their stories with me, but through those stories, [seeing] the ways in which public policy and the criminal justice system profoundly and disproportionately impact certain populations. No matter what I do, I know that I want to fight injustice.”

“My summer internship with Senator Coons was absolutely incredible,” Jordan recalls. “The Coons Team was kind, caring, and hardworking, always going the extra mile in the service of others. Not only were my colleagues amazing, but I was given real responsibilities that made a real impact.” Jordan explains that her parents have always encouraged her to get politically involved in her home state, Delaware. Her main responsibilities were in constituent services, but Jordan also helped with press releases. As her internship progressed, she was able to propose and develop projects that would best ser ve the needs of Delaware. “This internship taught me that I am happiest when helping people,” she concludes. “While I am still uncertain of my career path, I know I want it to involve creative problemsolving and working with others.”

Following in the footsteps of one of her idols, Mindy Kaling, “who is known to have been an intern for Conan when she was an undergrad,” Jocelyn reached out to Conan and landed herself a full-time internship for the talk show, researching booked guests and using her best judgment to find interesting talking points that would become part of the script. Above all, she remembers the most important lesson was to be honest, upfront, and specific about her personal goals as she worked to continuously network with professionals. Her summer on the Warner Bros. lot and the day-today familiarity with the celebrity host redefined her interests in her major, film and media studies, and helped her focus on building her career amidst a constant demand to build the script.

Gabi hails from Porto Alegre, in the south of Brazil. A double major in economics and international relations, she founded the Brazilian Student Association and is the lead analyst for the Tufts Trading Fund. This summer she interned with the equity research team at the bank Brazil Plural in São Paulo, selling stock to clients and making recommendations. Working for the energy power desk, Gabi was able to do research on emerging companies, learning about the energy market in Brazil. “You have to study the market in order to make recommendations,” she says. “But you also get to meet the clients and explain why you think the market is going to react in a certain way. I learned so much about economics, but most importantly, I got the experience of interacting with the clients.”

From late-night talk shows to bustling Brazilian banks to rocket startups, internships provide Tufts students with the opportunity to test their knowledge and explore potential career paths.

Gallery Intern at Studio Channel Islands Beca Piascik ’20

Software Engineering Intern at Staples, Inc. Brendan Voelz ’19

Global Advertising with Mullen Lowe NYC Danny Knight ’19

Research Assistant at Massachusetts General Hospital Zay Smolar ’19

Exposing herself to “the business side of the ‘real art world,’” Beca, a BFA student in photography, delved into the administrative, marketing, and curatorial roles of the art industry in her full-time summer internship at the nonprofit Studio Channel Islands in Old Town Camarillo, California. Her internship was fully funded with a grant from the Tufts Career Center. From working with 31 artists-in-residence to writing letters to the governor for funding, Beca fully explored the many facets that factor into promoting, selling, and caring for art in a collection—while also having the chance to grow her own practice professionally.

With ties to the company from a previous summer in one of Staples’ retail stores, computer science major Brendan stood out as a candidate for the job at the Boston Career and Internship Connections Fair, which he signed up for through Handshake, Tufts’ online recruiting platform. In his internship, he used the MEAN software stack to develop a web application for use in the company’s e-commerce division. To optimize his final product, he had to communicate and coordinate with multiple teams involved with the business side of operations. As he continues into a career as a software engineer, Brendan cites the importance of forming these relationships, especially in a rapidly growing field.

As an account management intern at global advertising agency Mullen Lowe NYC, Danny was able to forge a brand new global client and, in conjunction with the other interns, trail blaze a leading-edge creative campaign focused on gun reform. Though his role as a summer intern was a supporting one, Danny celebrates how many incredible connections he made in the process. “It also didn’t hurt that it was so close to amazing lunch spots and Madison Square Park,” he adds.

During the summer following his junior year, Zay worked as a research assistant at Massachusetts General Hospital, where he enrolled and interviewed patients for a community health study. “The summer gave me a lot of valuable experience working with the physician-researcher running the study,” he shares, “as well as a firsthand look into what clinical research is like on a day-to-day basis. I was so glad to be able to interact with patients during this internship, and was really excited to see how public health interventions can make real impacts on patients.”

Tutor for The Petey Greene Program Fiona Davis-Walsh ’22

Team Member at Rocket Startup Josh Harvey ’21

The Petey Greene Program is an organization that provides free educational assistance to incarcerated people. Fiona discovered the program through Professor Hilary Binda, the founding director of the Tufts University Prison Initiative at Tisch College (TUPIT). At the program, she tutored students who were working towards passing the HiSET, a high school equivalency test. Fiona aims to seek justice through her work. “Volunteering with Petey Greene has given me a more personal understanding of this system and the revolutionary role that education plays in the lives of so many incarcerated people,” she says, “and I’m looking into JD/MSW (law and social work) dual-degree programs for grad school, though that’s quite a ways off!”

Josh’s passion for aerospace engineering led him to found Students for Exploration and Development of Space at Tufts. Last spring, he decided to contact a small startup rocket company in New Jersey. “They didn’t have an open internship position, but I decided to email them anyways [saying] I would love to work with them. They actually said yes!” he explains. Josh was part of the team for three months, with projects ranging from design to assembly. He also got to travel to New York for events with the company. “I recommend startups for internships, because you are right there, working with the team,” he says. “You get the opportunity to be truly involved in the process.” His advice is to apply to startups, reach out even if you don’t see a position open, and don’t worry—even rocket scientists want interns.

KRIS MANJAPRA

DIRECTOR OF THE DEPARTMENT OF STUDIES IN RACE, COLONIALISM, AND DIASPORA AND ASSOCIATE PROFESSOR OF HISTORY

Manjapra and his colleagues, in their work through RCD, are hoping to bring even more scholars into Tufts’ intellectual landscape—especially faculty of color. They hope to expand the reach and scope of these perspectives, inspiring the students who climb this hill to seek a greater view of their world. Even now, undergraduate students play real roles in the live discovery of hidden histories. Professor Manjapra recalls the research assistants who helped shape one of his latest projects, “Bengali Intellectuals and Decolonization: Visualizing Oral Histories.” Students’ multidisciplinary contributions ranged from curation and correction of texts to adding metadata and performing web design. The online project remains free and publicly accessible for personal exploration and self-inquiry. Professor Manjapra seems to fully encapsulate the mission of RCD faculty when he tells me, “It’s important for students to hear that there are faculty who do their work at Tufts because [the faculty] themselves have that embodied experience in their own life history of minoritization and marginalization, so that a diverse set of students can flourish at this university.” Hearing this, I myself grow excited, especially when Professor Manjapra acknowledges that a new major in RCD will be the next milestone for the department. Professor Manjapra and the new Department of Studies in Race, Colonialism, and Diaspora do not stand tall above the foggy hills of Tufts, looking down. They stand waiting, looking forward, while acknowledging the condensing complexities of our past and present. They stand with a light not to be taken or propped up—rather, a light to be added to, by eager Jumbos who climb our hill and grow it brighter. —HASAN KHAN ’22 PHOTO BY KATHLEEN DOOHER

Between entering and leaving Professor Kris Manjapra’s office, with its view of the foggy Medford hills, I start to consider drastically changing my academic plans. As director of the new Department of Studies in Race, Colonialism, and Diaspora (RCD) and a trained historian, Professor Manjapra speaks with—and in a way even embodies—the gravity of his department’s work in supporting diversity on the Tufts campuses. Rather than teach history as the passive intake of outdated documents (which characterized my high school history classes), Manjapra works to develop learning as a process of shared realizations. In class discussions, he ensures that his students are not afraid to be critical of their own histories and those that have shaped the world around them. “I see students as being in a process of discovery, and the way that I teach my classes is to try not to talk at students but to create an opportunity for a shared inquiry,” Professor Manjapra explains. “All the different perspectives the student brings have a place in what we’re trying to do together.” From collaborating with the Tisch College of Civic Life to fold social activism into the curriculum, to appreciating art history and creating art in the class itself, Manjapra ensures that the multifaceted nature of each student is matched by the interdisciplinary nature of their studies. Classes in RCD, co-taught by faculty from departments across the Academic Quad, become living spaces for professional and personal growth. Professor Manjapra uses a comparativist lens to promote and uncover histories told from new perspectives. He highlights the need for “a kind of revolution that we’re pursuing at Tufts to transform the curriculum so that it increasingly represents the world that we actually live in—a curriculum that is able to cultivate students…as they venture out as social leaders.”

“All the different perspectives the student brings have a place in what we’re trying to do together.”

ARTS HIGHLIGHT

G I H L T T O ON P S STUDENT BANDS

Across class years, and with at least one math professor in the mix, passionate performers come together to form their own bands at Tufts. They compete for a coveted title each year at Battle of the Bands, and many make their presence known on local stages, too. Shaan Merchant ’19 shines a spotlight on three of these groups. The American Symphony of Soul When you listen to a song by The American Symphony of Soul, you can hear the history in which the song is steeped. Not only the rich history of the genres by which the group is inspired—jazz, soul, and R&B—but also the Tufts history behind it. The group was originally founded in 2011 when students playing together in a small jazz ensemble conducted by Tufts faculty member Joel LaRue Smith wanted to bring their talents outside the practice rooms. They played for Tufts Battle of the Bands, opened for The Roots at the annual Spring Fling concert, and continued to grow from there. While most members of the band have now graduated, their remaining tie to campus is their percussionist, math professor Mary Glaser. Professor Glaser joined the band in 2013 on the invitation of one of her math advisees. She says, “I asked if they had a percussionist and when he said no, I asked if I could come to a rehearsal...the rest is history.” The American Symphony of Soul still performs in the Cambridge/Somerville area—at popular local venues like The Sinclair and The Middle East—and whether they are playing their original music or one of their covers, ranging from Bill Withers to Beyoncé, they know they have done their job when the crowd is up and dancing. Burst Into Dames Burst Into Dames burst onto the Tufts music scene when Lisa Fantini ’19 and Josie Watson ’18 noticed a lack of women-led bands in the Tufts music community. With this in mind, they invited seven other female-identifying musicians who were excited about the possibility of creating this all-women band. “As soon as we started playing together, we knew we had something special going on, in large part because everyone was so supportive of each other and eager to try out new ideas,” says Emma Mitchell-Sparke ’20, the group’s saxophonist. They describe their music as jazz-fusion, sparking from many of their backgrounds in jazz, but mixing in elements of pop and indie. When Burst Into Dames plays together, the energy and excitement is palpable. Every performance is just a little different, because with their music they explore, they improvise, and they enjoy. Loch.hc Loch.hc is the name under which Harrison Clark ’22 performs his original music, along with the help of friends. Harrison’s love of music began as a young child when he started playing the drums, an influence that can be heard through strong, steady beats in his current music. Harrison says his work is inspired by rhythms and sounds from around the world. He has studied these global rhythms as well as the Ska, punk, and—most impactfully—jazz tunes that played in his home throughout his childhood, in the hopes of creating his own unique sound. When listening to a Loch.hc song, you feel transported—not just to a global destination, but into the unknown. “I write most of my music based on dreamscapes, which means I’m trying to create another world with my sound,” Harrison says. Despite the other-worldliness of his music, his content is rooted in very real issues. Harrison says Loch.hc’s newest album, All Signs Point to Daylight, released January 19th, takes a critical look at mental health in the black male community, as Harrison uses his music to highlight his own experiences.

F ROM CLASSROOM TO CONVERSATION

Professor Amy Millay is an expert in twentieth-century Latin American literature, but her students will tell you that she throws a mean dinner party, too. Here, she sits down with her advisee and student, Alexandra Ramos ’19, to chat about mentorship that reaches beyond the classroom’s walls.

Amy Millay: Students can identify academic interests when they’re first-years, and we have a program now called CAP (Curricular Advising Program), where I can have my advisees in the class. Spanish 22 tends to be a really good fit because there’s a healthy population of students who are coming in at Alexandra’s level. I think I had eight first-year advisees that year, and over half of them were in that class. So I got to see them every week, and they formed this little community. Then of those eight first-year advisees, I think four of them continued to a Spanish major and have been my advisees for four years, which is the ideal model. Have there been any specific highlights or moments together that stand out to you? AM: At the end of one of our classes together, I had Alexandra’s entire class over for a big end-of-semester dinner. And of the twenty or so students in the class, almost everyone came. Whenever I host dinners, students bring flowers, and sometimes they’ll cook things to bring along and share. It’s a great way to finish off the semester and, from my standpoint, selfishly, it’s great for my kids to meet these students. I think it’s really motivating for them and inspiring to just learn about all of the different experiences that they’ve had. I know my kids love talking to my students about their studies abroad, and it’s a lot of fun. AR: Especially after having read Cien Años de Soledad or One Hundred Years of Solitude, which is a monster of a book to read. It’s kind of nice to just have a community inside the classroom that we build and also have it outside in a different kind of context. And I think getting out of the classroom is also healthy at that point in the year when we’re close to finals and more stressed—we can just eat some food together. Has Professor Millay had any impact on you choosing your double major in Spanish and education? AR: Even in freshman year I was very interested, and it was actually fortuitous because Professor Millay also

works in conjunction with this organization called Achieve, a mentor program that works with underserved Boston public school kids. She had mentioned this to me and, fortunately, there was an open teaching assistant position. So, I applied, and I was able to have a great experience there. That’s what really got me thinking seriously about education as a career path. And specifically just being able to teach and spend time with Latino kids, black kids, and brown kids had a huge impact on me and choosing what I want to pursue. AM: I think Alexandra was a great role model for these kids. Many of them are growing up in a household where their parents haven’t gone to college, so to see that there’s someone who they respect who has been successful at a university is really amazing. What are the benefits of getting to know your professor on a more personal level? AR: As soon as you start a conversation with the professor, there is an opportunity for a deeper connection, and students shouldn’t be nervous or anxious to take the step to make that connection. Many first-years don’t entirely understand the system and how everything works, and you’re also thrown into an environment where you’re away from your parents. There isn’t always this guiding figure, but major advisors, pre-major advisors, and professors can be really great in providing that guidance and helping you feel more comfortable. And I’m sure if I had had an issue, Professor Millay would support me because that’s just the relationship that we have. AM: Interesting to hear from your perspective because certainly, from my perspective, I see a lot of growth among my students, especially if I have an opportunity to know them over the course of four years. I think firstyear students often come in with a sense that they have to view college as a continuation of high school. Our job as first-year advisors, in particular, is to really tell students to relax and encourage them to explore. Alexandra did a really good job of that early on, and I do recall that she was fearless in terms of seeking out professors and asking questions and building those relationships. If any student can do that over the course of four years, they will have a really positive experience.

PHOTO BY KATHLEEN DOOHER

How did you first meet? Alexandra Ramos: Professor Millay has always been my advisor, but we first connected in Spanish 22: Composition and Conversation.

CLASS HIGHLIGHT

DISCOVERY These courses place the act of discovery at the forefront, whether you’re discovering the tombs and temples of ancient Greco-Roman civilization, your individual style as a portrait artist, or the self-knowledge necessary to serve as an impactful leader. Dig in (or shall we say, discover?) below. PAIC-0066 Portrait Painting & Drawing Portraiture is specific and general, timely and timeless. It informs us about a particular individual while revealing something about us all. The portrait, whether a painting or drawing, involves technical, organizational, spiritual, and philosophical concerns basic to any work of art. The initial objective is to produce a physical resemblance to the model, but it is even more important to progress toward the elusive “other” inner life, sometimes at the expense of physical likeness. The class introduces several approaches to help you discover a natural and personal direction. You will use materials such as charcoal, graphite, acrylics, ink washes, waterbased paint, and oil-based media. —Patrick D. Carter, Lecturer in Drawing, SMFA at Tufts ARCH-0027 Classical Archaeology This survey of ancient Greco-Roman civilization (spanning c. 3,100 BCE to 565 CE) offers an archaeological analysis of the interrelations between art, architecture, history, and ideology, as preserved in sculpture, temples, tombs, settlements and cities, exceptional masterpieces, and artifacts of daily life. The course offers excursions into religion, sociopolitical organization, and artistic technique. Students will explore the evidence of cultural transformations driven by trade, colonization, and territorial expansion—leading first to the

development of the city-state in archaic Greece and Italy, then to the Greek-speaking kingdoms of the eastern Mediterranean and Near East, and finally to the inclusion of the Latins, Etruscans, Greeks, Egyptians, and others within a single multicultural state: the Roman Empire. The semester’s syllabus includes a field trip to the collections of the Museum of Fine Arts. —James Matthew Harrington, Senior Lecturer, Department of Classics EM-0250A Personal Leadership The ability to lead starts with the process of selfdiscovery. In order to succeed externally, leaders need to develop an ability to understand their own internal environments—their energy, motivation, priorities, core values, etc. They need to develop their self-management skills and cultivate their self-confidence. Learning in this context does not mean simply acquiring new information, but elevating selfawareness, discovering one’s authentic self, and taking responsibility for one’s development as a leader. This module helps students develop a better understanding of their internal environments and learn (and implement) techniques for improving their personal effectiveness. This course is only open to students in the Engineering Management Program. —Jane Seminara, Lecturer, Humanistic Perspectives on Leadership; Rebekah Plotkin, Associate Director, Tufts Gordon Institute

AROUND TOWN

TUFTS 1+4:

A YEAR THAT TRANSFORMS ALL THAT FOLLOWS CUENCA, ECUADOR SERVE: Teach workshops and English classes to local artisans who create indigenous crafts, and help them market and sell their wares through photography and graphic design. Other placements in nonprofits, government agencies, and local schools allow students to work on issues like education, biodiversity, and social impact.

“College town” takes on new meanings for participants in the Tufts 1+4 Program—ranging from a lush tropical island to a 1,000-year-old city. As these incoming students undertake a year of service learning before beginning their academic studies on campus, their unique sites serve as settings for transformational experiences—and plenty of adventures.

SERVE: Help promote the arts at an underserved school by directing a student play—everything from writing the script to creating costumes—about an issue in the local community. A teaching placement in India combines supporting students in the classroom with opportunities to lead activities that you are passionate about, from art classes to athletics.

FLORIANÓPOLIS, BRAZIL SERVE: Work with monkeys, penguins, reptiles, and more at an animal rescue center where you will help rehabilitate injured animals before releasing them back into their natural habitats. Other placements in the arts, education, and social entrepreneurship allow students to work with community organizations across the city.

EXPLORE: Florianópolis is located on a spectacular island with an endless array of natural wonders to enjoy. You can take a swim at more than 40 beaches, explore sand dunes and rainforests, hike to waterfalls and outlooks, and take up surfing or paddle boarding. A favorite weekend activity might be hiking with your host family to Morro da Coroa for stunning views of the ocean, followed by a nice cool bowl of açai at a sidewalk café.

MONTEVIDEO, URUGUAY EXPLORE: History buffs and culture enthusiasts will never run out of sites to visit in Hyderabad: from ancient mosques and temples to stunning palaces and forts. Spend your free time learning to cook Hyderabadi biryani with your host family, taking a Bollywood dance class, or ascending the stairs of the iconic Charminar minarets for magnificent views of the city below.

SERVE: Support the development of engineering startups, promote STEM education in schools, and learn about the vast field of engineering entrepreneurship from colleagues and visits to local companies and factories. With an incredibly active social sector, there is no shortage of placement opportunities in Montevideo, ranging from education to social impact, art and communications, and more.

EXPLORE: Montevideo offers a vibrant street art scene, popular beaches, and a walkable old city to discover. In your free time, you can browse the sprawling Sunday market, take a tango class, or go for a walk with your host family along the 14-mile Rambla—the longest sidewalk in the world!— where ocean views offer a respite from city living.

ILLUSTRATION BY MARIJKE BUURLAGE

HYDERABAD, INDIA

EXPLORE: The historic city center of Cuenca offers colonial architecture; artisan, flower, and food markets; cultural museums; and much more. Spend your weekends playing pick-up soccer, embarking on a day trip to nearby Cajas National Park, having a barbeque with your host family, or taking a salsa class at a local dance studio.

LIVING

OVERHEARD COMMON ROOM CONVERSATIONS

True Colors “Okay, let me give you a thought experiment… Mary is a scientist in a black and white room. She reads from black and white textbooks and watches lectures on a black and white TV screen. Her whole world is in black and white, but in her room, Mary learns everything there is to know about humans and our environment…everything. She knows every little thing about how our eyes work, our brains, light wavelengths—but she’s never seen color. Now imagine she walks outside and sees a blue sky and green trees. Has she learned something new?” —Miller Hall Common Room, 10:57 PM

Programming Empathy “Is it truly possible to code a computer to possess empathy? If emotions were formulaic, what distinguishes us humans from robots? Artificial intelligence freaks me out, honestly, but imagine the implications if androids could replace traditional talk therapists. My mom and her mom would be out of work, and my entire career path would be out the window, but imagine! I’m thinking about all the possible concerns regarding trusting scrap metal and software with our most private human experiences... But we’re venting our secrets to the internet anyway, so maybe a personal robot shrink would at least be more organized.” —Houston Hall Common Room, 7:32 PM

Linear Aesthetics “Listen, your matrices have to be beautiful once you’re in Linear Algebra, and not just in math… Invest in a ruler or learn some crafts—take an art class! I swear, Foundations of Drawing fulfills an arts requirement, remains fun and relaxing the entire semester, and just leaves you with so many useful skills to redo your entire aesthetic.” —Wilson House Common Room, 4:48 PM

PHOTO BY ALONSO NICHOLS/TUFTS UNIVERSITY

Cozy up in the dorm common room on any given night, and you’ll end up discussing robot therapists or the aesthetics of a well-organized planner. At least, that’s what we overheard.

ATHLETICS

Starting their season with a common goal of teamwork, the Jumbos ended up scoring a nearly unprecedented third national title in five years.

PHOTO BY BRIAN WESTERHOLT/SPORTS ON FILM

UNCOMMON GOAL:

MEN’S SOCCER SCORES THIRD NATIONAL TITLE In a 2–1 victory over the Calvin Knights, the Tufts men’s soccer team claimed its third national title in five years—becoming only the third program to do so in the NCAA Division III tournament’s 45-year-history. The team has grown under the guidance of Coach Josh Shapiro. “It was a magical season,” Shapiro told the Tufts Daily. “It is a great group

who committed to working as hard as possible to achieve success for Tufts soccer. It is a relatively young group with 16 [first-years] and sophomores, and those young guys grew up quickly, assumed big roles, took on real responsibility, and played a huge part.” The team will graduate four seniors this spring: co-captains Sterling Weatherbie and Conner Mieth,

defender Jackson Najjar, and midfielder/forward Jarod Glover, who were with the team through its past two championships, contributing key leadership in a record-breaking season. Shapiro continued, “It was a fantastic group to coach; they wanted to work, they loved training and competing, and they love each other.”

AKARI MIKI

’19

I’m not sure I’ve ever seen someone blooming with so much passion for an academic subject…that isn’t her major at all. Akari Miki ’19 is clear from the start, “I’m a biochem major. I love biochem. My research isn’t in biochem.” Instead, she devotes the bulk of her scientific and extracurricular efforts to research in nutritional epidemiology, exploring the role of nutrition in the development of disease. If this area of study rings a bell, you’re a step ahead of where Akari was at the end of her sophomore year. After attending a summer biostatistics lab that proved transformational, Akari reached out to professor and scientist Nicola McKeown of the Tufts Friedman School of Nutrition and Policy and the Jean Mayer USDA Human Nutrition Research Center on Aging. Despite Akari’s limited experience in the field, McKeown welcomed the opportunity to leverage Akari’s programming background in performing data analysis. The next summer, with the guidance of Professor McKeown, Akari participated in the Tufts Summer Scholars Program, which allots living stipends and research budgets to students invested in a ten-week independent research project that culminates in a journal publication or academic thesis. “She taught me what good research is,” Akari recalls, now an accomplished researcher in her own right.

A grad student familiar with Akari’s newfound skillset then pulled her in to join the Adhering to Dietary Approaches for Personal Taste (ADAPT) project, which Akari has begun to make her own. As an increasing number of researchers descend on college campuses to conduct nutritional research—on account of the bountiful vegetarian population— Akari places her focus on the rationale, mapping why vegetarians are vegetarian with relation to trends in their age groups. For example, teens are more mindfully plant-based for ethical and environmental reasons, while older populations tend to favor such diets for their health benefits instead. Conclusions? While Akari is not a vegetarian, she has started studying the sources of her food and making access to such information more accessible. As to considering a more plant-based lifestyle, Akari responds, “People demand clear-cut answers on what is healthy and what will kill you. There has been increasing evidence in favor of plant-based diets, but yes, there are still nuances we don’t know yet. So you don’t have to take drastic steps; just adapt your mindset.” From biochemistry to biostatistics to nutritional data analysis to epidemiology, Akari’s evolution illustrates how areas of interest can morph seamlessly at Tufts. But it wasn’t always that clear-cut,

Akari shares. Prior to her matriculation, her father was diagnosed with a neural degenerative condition, and with a choice between affording healthcare for himself in the US or paying her tuition, he returned to Japan. That decision opened Akari’s eyes to the burden of chronic illness plaguing Americans, and in deference to her father, she embarked on the pre-med track. Still, she insists her most critically formative moment was an interview with the Tufts Medical School Early Assurance Program—an application process that for her never progressed beyond the interview. “Before,” she explains, “all I knew was that I wanted to be a doctor. Doctors have prestige and live comfortable lives. The interview challenged my own motives for becoming a doctor. I didn’t get in, but I realized I wasn’t taking full advantage of my time and resources at Tufts.” If anyone has taken full advantage, Akari has. And she hasn’t given up on her goal of becoming a doctor. Now, with a deeper understanding of human health, she endeavors to become an MD-PhD. “I know it’s greedy,” she admits. “But there’s so much data out there, and it can be used to help provide viable and affordable ways to prevent illness, especially in a country like ours. I think that’s empowering.” —JACOB SHAW ’21

PHOTO BY KATHLEEN DOOHER

BIOCHEMISTRY MAJOR FROM NEWTON, MA

When Akari stepped outside of the structure she’d created—her major and planned career—she discovered her passion for empowering patients.

HUMAN WHAT IT REALLY MEANS TO BE

PONDERING PHILOSOPHY, FOSSILS, AND FRANKENSTEIN HIMSELF by Chris Panella ’21

e don’t think about being human very often, although the word “human” comes up all the time. In academia, there is talk of the humanities. During finals season, procrastination on a test might warrant the selftalk, “I’m only human.” And in the era of Alexa, there is the question of whether robots might someday be considered human. But how do we define “human” in the first place? Each discipline—whether art, politics, religion, philosophy, or science—has its own perspective. I decided to explore the topic with some of the most involved and excited professors on campus, hoping they could shed some light on humans, how we define ourselves, and where technology is taking us. In the Tower Café in Tisch Library, I sit down with Tessa Garces ’19 and Grace Goetcheus ’20, two Tufts students who are teaching an ExCollege course this spring semester titled Written in Bone: What Fossils Reveal About Our Bodies. The course uses fossils to explore the evolution of the human body and its anatomy. It is a course built on the past, but one that connects to the future, providing the basis for hypotheses of how we will continue to grow and change as a species. “Tessa and I both worked in fossil labs at different museums,” Goetcheus explains. “We learn[ed] how to look at fossils and changes through time and pinpoint when certain traits arose in our species.” The course seeks to understand how fossils actually form and how we’ve acquired them. As Garces and Goetcheus explain to me, the process is varied depending on human activity—we have more fossils from time periods after human beings began burying their dead, compared to the accidental fossilization of bodies before that. So fossils tell us not only about the human body but the context in which that human being existed.

Garces is specifically interested in the analysis of the fossils beyond their formation. “We can look at the shape of the bone or the orientation of the bone and relate that to the locomotion and movement of the species,” she says to me. Goetcheus adds that studying fossils “is like looking at these particular traits that characterize what it means to be human.” This is one route—to strip the definition of human, quite literally, to the bone. But in other departments, the study of humans is not strictly biological and historical. With humanity comes human experience. How do we define that experience? In the warm and sunny East Hall, I sit down with Associate Professor of English Sonia Hofkosh to discuss the still-timely and topical Frankenstein. “Shelley addresses the question head-on in Frankenstein, raising the issue and category of ‘human,’” Hofkosh tells me. “There is this creation of a creature [from body parts] who gets an education and [learns to] speak and becomes quite eloquent and has a real sense of morality.” Frankenstein’s monster develops a human experience, without being what we would define as physically human—he is created, not born. The reader is put in the difficult position of understanding that distinction and making sense of it. This process is further complicated in a novel that calls Dr. Frankenstein’s humanity into question as much as the monster’s. “He isolates himself and severs his connections to other humans in the process of the single-mindedness of his endeavors,” Hofkosh explains. Is it possible that the monster becomes more human than Frankenstein? Quite possible—if only Shelley were alive to discuss! Like Shelley, lecturer Mara Metcalf examines the physical and emotional experience of being human. This semester, she is teaching The Human Body: Inside and Out at the School of the Museum of Fine Arts (SMFA) at Tufts. The course reviews methods of drawing the anatomical human, but also looks at the in-depth ways artists understand humans and themselves. “There is a unique focus on making art out of what we know,” Metcalf says. “I had a student look at a particular blood illness in her family. Her final project was making jewelry out of that blood shape.” Metcalf tells me that her students—and many artists, including herself—work with subjects and materials they know in order to relate their art to their human experience. In the most practical terms, drawing the human body comes out of gestures. “It’s kind of like throwing a line out into the world, and our bodies constantly do that, in the way we twist and move through spaces,” Metcalf says. Gestures are how we approach the world, but also how artists understand it. She tells me about artists who explore their identities through their drawings: race, sexuality, and the experience of having a body. “You have to look at proportions, height, shapes,” Metcalf explains, “if you want accuracy, so you can translate that all to a piece of paper that represents

the body you’re looking at. But that’s a change in itself because you’re transforming something. So in the end, all art is abstract.” That abstractness comes from how we perceive other objects and humans—and how artists communicate their perception. It is a translation, one in which we must know ourselves to know others. Philosophy asks us to do the same thing. For deeper context, I travel across campus to meet with Professor Daniel C. Dennett. I go searching for the answers to our ultimate questions: What does it all mean? Why are we here? What is the human experience? Dennett tells me, unsurprisingly, that the answers are not that easy. As the sun sets, Dennett and I sit in Miner Hall, where he tracks his over 60-year-long career, from his beginnings with Descartes and the nature of the mind to now. Dennett believes you have to lure people out of their comfort zones to discuss philosophical topics. Philosophy is, after all, one of the most human subjects out there. “In many ways, you study human thought and action,” Dennett says. “You work with students who are extremely resistant to what you’re trying to teach. They slowly come around, but it isn’t easy learning about the human experience.” Philosophy seems to be innately a study of humans, human choices, and why we make those choices. It is tough thinking, but it goes deeper than the cliché questions I came to Dennett with. The study of philosophy is more about why we have those questions in the first place. “Philosophy is in every other field, and it’s just a normal part of our lives,” Dennett explains to me. “It’s about the choices we make and the way we interact with our world.” These interactions change as the world itself changes, especially as we enter a future of robots, artificial intelligence, and humancreated technology that alters our experience of the world. Over the phone, Henry Morris talks to me about that future. This spring semester, Morris is teaching The New Automation: Artificial Intelligence and the Changing Workplace, an ExCollege class. The class breaks down the role of AI in the workplace and how it has changed over time, often questioning the remaining human role. “You can look at [AI] from multiple perspectives,” Morris says. “What economists are saying, what work places are saying, what tasks can be automated versus what can’t be. It’s debatable.” There are ethical concerns, too—as AI grows and the line between AI and human blurs, how do humans maintain our value? Before the call, Morris was attending AI World, an annual conference in Boston that brings together experts across the field of AI. “We were discussing the ethics of it, and of course, how it changes what we perceive as ‘human’ in the workforce and how we actually use AI,” Morris tells me. When it comes to the ethics of AI, Morris explains that this changing technology affects some socioeconomic groups and not others. “The changes to work are impacting some groups disproportionately,” Morris says. “So, there is also this question of the social impact of AI in the workforce and who has to actually face the challenges of that.” With the discussion of AI comes the concern of fixing the greater risk of increasing inequality—in other words, technology is altering individual humans and their experiences as well as their livelihoods. It is a concern for the future, but one Morris says is being debated and discussed now. “It brings into question what is actually human, and I think we should be continuing to think about that,” Morris tells me. So I’ve arrived back at where I started. What does it mean to be human? The answer may begin with our past—our biological and chronological timeline—and ultimately conclude with where we are going. Fossils and figure drawing help us to understand that the human body is always changing, while novels like Frankenstein and advancements in artificial intelligence allow us to imagine the blurring of lines between human and nonhuman. As our bodies and the world around them change, we adapt. We find new ways of connecting with and questioning that world: through philosophy, biology, and technology. Defining a “human being” might have less to do with a strict category for “human” and more to do with the second part of that phrase—with the act of “being” in a changing world. That’s what this human thinks, anyway.

“YOU HAVE TO LOOK AT PROPORTIONS, HEIGHT, SHAPES… IF YOU WANT ACCURACY, SO YOU CAN TRANSLATE THAT ALL TO A PIECE OF PAPER THAT REPRESENTS THE BODY YOU’RE LOOKING AT. BUT THAT’S A CHANGE IN ITSELF BECAUSE YOU’RE TRANSFORMING SOMETHING. SO IN THE END, ALL ART IS ABSTRACT.”

REMIX TO ADMISSIONS TIMI DAYOKAYODE ’20 COMPUTER SCIENCE AND ECONOMICS MAJOR AND FINANCE MINOR FROM LAGOS, NIGERIA, AND UPPER MARLBORO, MD

PHOTO BY KATHLEEN DOOHER

Timi chose Tufts because it checked a few key boxes, but he has spent his time at Tufts thinking outside of those boxes. On campus, Timi is a Tufts Venture Partner for Contrary Capital and a participant in the Tufts Summer Accelerator Program. In this remixed supplement, he explores his passion for entrepreneurship and social change.

WE ASK CURRENT STUDENTS TO TACKLE THE NEW TUFTS SUPPLEMENT

What excites you about Tufts’ intellectually playful community? In short, “Why Tufts?” My original answer to this question highlighted Tufts’ proximity to Boston, the diversity of courses it offered, and the strength of its international community (as a recent Nigerian immigrant). Although I was excited by all of these characteristics, I could never have predicted just how impactful they would be on my college career. Boston’s strong entrepreneurial ecosystem cultivated within me a passion for startups and venture capital (VC), a space that I will likely spend the rest of my professional career within. The diversity of Tufts’ courses has given me the opportunity to explore a wide variety of subjects across multiple academic fields. It is a testament to the exploratory nature of course selection at Tufts that, according to my friends, I have explored close to seven minors. And the shock on the face of every person who learns that I have switched from a computer science to an economics major is close to priceless. The international community delivered to me my best friends at Tufts, and while I pride myself on how diverse my list of friends is, I cannot imagine what my life at Tufts would be like without them. I tell everyone who cares to listen that coming to Tufts was one of the best decisions I have ever made, and I am forever indebted to my younger self for having the foresight to see the possibilities that Tufts offered, as an institution and social playground. I quite literally cannot imagine myself attending another institution.

Whether you’ve built blanket forts or circuit boards, created slam poetry or mixed media installations, tell us: What have you invented, engineered, produced, or designed? Or what do you hope to?* I am currently collaborating with a friend on a startup that helps organizations measure employee engagement by monitoring discussions within internal communication channels. It sounds a bit Big Brother-esque; however, we anonymize data before analyzing it to ensure that the privacy of employees isn’t breached. By using emotion analysis to identify the feelings associated with these discussions, we help organizations properly identify topics within the workplace that are influencing employee behaviors, which then allows them to act accordingly, curbing or reinforcing the impact of topics as necessary. We have participated in three different accelerators and have landed two pilot customers in preparation for an early 2019 launch. I also spent most of the past year working to launch a VC fund targeting young entrepreneurs who are founding early-stage companies solving problems in emerging markets. While I was ultimately unsuccessful in independently establishing the fund, I managed to attract the interest of a private equity firm that I will be partnering with. I will be spending this summer with the firm working out the logistics and structure of the fund. Throughout the course of these projects, I have reached out to relevant alumni who have helped in numerous ways. The caliber of alumni from Tufts and their willingness to help speaks to the strong network available to any student who passes through the Hill, and I feel quite privileged to be among such a group of people.

*Want to see other options for the second question on our supplemental application? Visit admissions.tufts.edu/apply/essay-questions 29

I begin my interview with Professor Madeleine Oudin by making a fool of myself. When I ask about the research she does on cancer metastasis (metastay-tus), she gently corrects my pronunciation: metastasis (met-A-sti-tus). We laugh together, and her laugh is kind and full of joy—a laugh she uses liberally, I’ll soon find out. Like her laugh, Professor Oudin’s office is bright and inviting. Potted plants line the window sill. Stuck to her wall are photos with friends and family. One features her and a friend or colleague holding signs at the March for Science. A copper plaque on her shelf is etched with the words “Boss Lady.” A postcard that says “You can do it” sits in a shadow box frame. Before even talking to Professor Oudin, you can tell she is a mentor and a motivator. When asked about her favorite part of teaching, she immediately answers, “When I can get my students excited.” Whether instructing students who have not taken a biology class since high school, or conducting research with advanced biomedical engineering majors, Professor Oudin is focused on contextualizing the science she teaches. “My goal has been trying to show students that knowing about biology is relevant to your daily life,” she tells me. She is able to use her own understanding and

immense expertise to make these complex and perhaps daunting processes accessible. Accessibility seems to be a common theme for Professor Oudin. As a woman in STEM, she is aware that while Tufts is a leader in gender representation compared to similar institutions—with about 50% of the first-year engineering class identifying as female—there is still a great deal of work to be done. She notes the “leaky pipeline” of women leaving STEM academia, and explains that she actively tries to be a role model for female students, like she had herself. “It’s important to have mentors and people you look up to who have been successful in your field, in order to know that you can do it—you can be a successful woman in engineering.” Beyond being a mentor herself, she is involved with the Society of Women Engineers at the undergraduate and graduate levels, which allows students and faculty to cultivate community and find inspiration in each other. Professor Oudin says that she’s been impressed by how “smart, interested, and committed to research” the undergraduates working in her lab have been, before mentioning, almost as an aside, that all the undergrads working in her lab currently are female. This is not because she only hires women, but because, she humbly hypothesizes,

“maybe they see a young female faculty member and they like that… For me it’s great to get to be a mentor and a role model in that way.” As someone who clearly serves as a motivator for many people, it seems almost poetically ironic that Professor Oudin’s research focuses on stopping growth—of cancer cells, that is. She patiently explains to my lay ears that cancer occurs when mutations happen to the DNA of cells, causing them to grow uncontrollably. Metastasis is when these cells are able to spread throughout the body. So, she focuses on researching how these cells move and survive, what attracts them, and how to find better treatment opportunities. She hopes to develop improved strategies to predict which tumors are going to spread, thus allowing the use of more accurate and specific treatment techniques. “I wanted to be working in an area where I knew my work could someday impact patients,” Professor Oudin says of her path to choosing this research. And while cancer research may still have a ways to go, Professor Oudin’s impact on campus through mentorship and encouragement can already be felt. —SHAAN MERCHANT ’19

MADELEINE OUDIN ASSISTANT PROFESSOR OF BIOMEDICAL ENGINEERING

PHOTO BY KATHLEEN DOOHER

While her cancer research is focused on halting growth, Professor Oudin’s mentorship encourages it—especially for fellow women in STEM.

IT’S ABOUT

BECOMING NG

YOURSELF ILLUSTRATION BY FEDERICA BORDONI

By Isabel Davis ’22 College is the ultimate “choose your own adventure.” The initial few weeks are a whirlwind of milestones, name games, and unpacking. As first-years pour onto campus, the daunting task of beginning anew can sometimes outweigh the excitement. Orientation Week is tailored to ease students’ transitions, allowing first-years and transfers to settle into their rooms and learn their way around campus before classes begin. But Pre-Orientation Programs go a step beyond that. Whether canvassing for politicians, trekking over mountain passes, or competing as contenders in a campus edition of The Amazing Race, Pre-O participants can discover inclusive communities while being their unabashed selves.

he pre-college jitters and infamous friend-making window can be daunting for anyone. Pre-O’s are crash courses in acquainting yourself with the pace of college life before the academic action begins. Sage Bergerson ’21 is a transfer student who participated in FIT (Fitness and Individual Development at Tufts) this past fall. “The days were so full of games like frisbee, kickball, and kayaking, to name a few. We were always on the move, whether at the field, President’s Lawn, or in Boston. It was overall lighthearted fun, but also prepares you well for the pace of the first semester,” she explains. Each Pre-Orientation Program encompasses a wide range of activities and locations, but this point seems to ring true for most of the students I speak with. As an SMFA at Tufts combined-degree student, Tyler Whitaker ’23 elected to participate in the new Arts@Tufts program not only due to his interest in art, but in order to understand the lifestyle of students who travel between the two campuses. “It’s a busy lifestyle,” Tyler mused. “Having a jumpstart on the traveling and meeting people who wanted to be involved with similar subject matter was relieving.” Even when it’s something as simple as being able to sit with familiar faces during the Matriculation Ceremony, the solace of friendship can be liberating. What begins as a group of strangers can quickly evolve into sophomore roommates (in Tyler’s case) or meaningful mentorships. Each program’s coordinators and leaders play an impactful role in the participants’ experiences. Tyler says of his leaders Badger and Maria: “They were uplifting, free spirits who asked for our feedback, and were great sources of advice about the coming years. It was also comforting to see their close friendship with one another.” Gabe Reyes ’22, a FOCUS (Freshman Orientation CommUnity Service) participant, feels similarly. When asked which people impacted him the most, he replies, “My group leaders, Stuart and Charlotte, were significant to my experience. Stuart showed me the kind of person I hope to be throughout my Tufts career: unconditionally kind, unapologetically organic, and exquisitely dressed.” As students enter the first community they will have created at Tufts, strong and supportive leadership is a necessary and shared quality of all of the PreOrientation Programs. Inspired by the influence of their leaders, some students strive to become leaders themselves. Marina Rueda Garcia ’21 was empowered by her experience with GO (Global Orientation), during which students hailing from all over the world explore Boston and its surrounding communities. “I was scared because I grew up in a very different environment,” Marina says. “Being an international student [from Spain], I was quite literally far from any comfort, but I learned that I could adapt easily.” Her decision to become a Pre-O leader herself traces back to her own takeaways from the program: “Especially with the help of my host advisor and the friends that I made during GO, I was able to orient myself to the people, school, and city. It was the best way to find a home away from home, and I wanted to share that with more students.” While forming intercultural and interpersonal connections with their peers and leaders, students are also able to be vulnerable and curious with one another.

As you depart your old life and say farewell to high school friends, it can be difficult to imagine constructing a new version of home during college. How do you foster interests and passions? Where do you meet your new best friends? While there may not be specific and simple answers to such questions, Pre-Orientation Programs aim at jumpstarting the process by creating a supportive foundation of familiarity—with people and place—while also encouraging individuality. “FOCUS is equal parts getting to know and serve Tufts, the greater Boston area, and yourself,” says Gabe Reyes. His FOCUS group concentrated on advocating for LGBTQ+ rights and marginalized populations of people living with HIV/AIDS through political canvassing and volunteering at nonprofits. While spending time working towards meaningful goals, Gabe explains that he was inspired by “the robust population of people who genuinely care about community, national and international issues, and one another.” For Gabe, FOCUS provided an avenue for understanding the expansive empathy that the Tufts population possesses, and how to find resources for channeling passion into action. Students who participate in CAFE (Conversation, Action, Faith, and Education) are offered a similar opportunity— connecting with each other and their local communities through the intersection of spirituality and social justice work. While bringing individuals together, programs like FOCUS and CAFE reveal opportunities for involvement beyond academics. Knowledge of access to resources—whether they foster activism, assist with academics, or provide health services—is essential to success during your first year at Tufts. Oscar Rosales ’22 and Carolina Lezama ’22 speak to the importance of being aware of this access as they reflect on their participation in BEAST (Building Engagement and Access for Students at Tufts). This program serves students with marginalized identities, including being first-generation-to-college or from a low-income family. BEAST emphasizes the services that the campus provides, such as diversity officers, time management counseling, academic advisors, and more. “It is refreshing and encouraging to know that there are so many people who want you to succeed,” says Carolina. “That goes beyond the program’s workshops, too. The leaders worked tirelessly to build context for bridging differences and finding commonalities.” Oscar adds, “It can be difficult to understand how your identities interact with the environment around you. We spoke about knowing your rights, microagressions towards minorities, and building trust during workshops. Knowing that we were not alone within our circumstances helped us build friendship, leadership, and confidence.” For many students, resources stretch beyond those that the school offers. They have found assets in their own gained confidence and the strong community of their peers. Maya Morris ’22 further justifies community as a resource based on her experience with SQUAD (Students’ Quest for Unity in the African Diaspora). While community holds a different meaning for each individual, Maya recalls that the student-led program emphasized authenticity and unity among the group. “We’re all coming from different backgrounds and places, but there are unifying identities,”

“IT IS REFRESHING AND ENCOURAGING TO KNOW THAT THERE ARE SO MANY PEOPLE WHO WANT YOU TO SUCCEED.”

ILLUSTRATION BY FEDERICA BORDONI

she tells me. “It didn’t matter that we were from different cities, states, and countries. Off the bat, it felt like we were family. This encourages you to be your most honest self; I had to think about who I was and what I prioritize morally.” The intersection of community and individuality remains a constant theme throughout my interview with Maya, and within the other students’ anecdotes. “If you are a black student coming to campus, I think it’s important for students to know that there is a community that has flourished. SQUAD gives you the opportunity to see it, understand it, and be a part of it before you enter campus,” Maya concludes. When given the chance to develop assurance, and to be surrounded by acceptance, you are able to relax into your new life. In “becoming more yourself,” as Maya calls it, you attract the energy that you want to reciprocate. In choosing the Pre-O of your interest, you place yourself on track to develop and thrive at a new school, no matter where you have come from. The emphasis on embracing identities and character pervades the Tufts community in many realms. Tyler feels that freedom is one of the most important pieces. While making masks in the campus Crafts Center or experimenting with new tools at the SMFA, he found one thing always rang true: “You can personalize any experience. I mean, that is the nature of art itself. These structures exist, these media exist, but you can do with them what you want. It inspires deeper connections with

people and fosters the collective creative spirit.” No matter what activities or resources your Pre-O focuses on, there seems to always be opportunity for self-discovery and community development. Although it has been months since we summited mountains together, my TWO (Tufts Wilderness Orientation) group often gathers for “Wilder-Dinners,” though they now take place in the dining hall rather than around a campfire. Upon looking back on her first night in TWO during freshman year, my leader Bianca Capretta ’19 remembers the ease of conversation and openness her group shared with one another. “In just five days, I was more comfortable in my own skin and had the newfound confidence to introduce myself to complete strangers,” she tells me. “Later, I wanted to be the kind of leader that makes coming to college less intimidating, with some friends and guidance to help pave the path for a successful first year.” During a sometimes-difficult transition, it is important to have a reliable group of people who understand and support you. PreOrientation Programs offer your first chance in college to begin shaping your interactions with peers, mentors, passions, and your own identity. While you may not maintain four-year or lifelong friendships with all of your fellow Pre-O participants, I’ve found that the lessons learned about yourself and the experience of acceptance can be taken with you wherever you go.

ADVICE

F INDING FIT:

A COLLEGE SEARCH CHECKLIST JUNIORS: BUILDING YOUR LIST

SENIORS: CHOOSING FROM YOUR LIST

Building your college list is as much about you—your priorities, passions, and needs—as the colleges and universities you’ll be applying to. “Fit” is when the two come together—here are our tips for finding it.

By now, the list you built has become a set of real options—colleges and universities that have admitted you—and it’s time to choose. But that word “fit” is still floating around, carrying more weight than ever now. Here’s how you should think of it.

1. Apply Your Filters No, not of the Instagram variety. We’re speaking here about type, size, and location. When you first begin building your college list, you can narrow your search by applying these filters. Are you interested in private colleges and universities, state schools, or both? Do you feel excited by the idea of a campus of 3,000 people, or does a university with a student body of 25,000 sound better? When it comes to location, begin by thinking geographically (are you set on the East Coast? Prefer to be close to or far from home?). Once you’ve determined which regions you’re comfortable with, focus your search further by asking whether a rural, urban, or suburban college is a better fit for you.

1. Campus Culture You likely considered type, size, and location when applying to the colleges you’re choosing from. Now it’s time to take a closer look at campus life. You might have the opportunity to attend an admitted students day and experience campus firsthand, perhaps even staying overnight in a dorm room. If you do, take advantage of the opportunity to strike up conversations with current students. Ask what they do on the weekends. Find out which events—lectures, games, dorm outings—from the past semester were meaningful to them. Can you picture yourself partaking? If you don’t have the opportunity to attend an admitted students day, don’t fear! You can find the answer to these questions by exploring the college’s Instagram, reading student blogs, or reaching out to the admissions office for the email address of a current student.

3. Consider Aid Your ability to afford the college you attend is a huge aspect of fit—and a decision that you’ll likely make together with your family. Researching the cost of attendance (COA) for each college and university that piques your interest is a starting point, but if you plan on applying for financial aid, the COA is rarely representative of what you’ll end up paying. The school’s financial aid policy will tell you more. Tufts is one of about 80 colleges and universities in the country that meet 100% of demonstrated need for every admitted student. (For more information on financial aid at Tufts, see page 39.)

2. Departmental Dive Peer more deeply into specific majors and depar tments—not literally (unless you happen to be walking by an academic building during an admitted students day. Stop in!), but figuratively. By visiting department websites, you can find bios of specific

faculty members. You might have done this while writing your college essays, but turn a closer eye to these bios now. Is there a potential academic advisor in their midst? Most department websites will list current courses; click onto that page or PDF. Would you be excited to sign up for one of these classes? 3. Compare Packages Choosing a college that suits your interests is important, but choosing a college you can afford to attend is crucial. If you’ve applied for financial aid, you should receive notice of your financial aid award along with, or shortly after receiving, your acceptance letter. If you’ve received awards from multiple colleges and universities, it’s time to compare packages. Consider what each college includes in their award. Some colleges will offer awards covering just full tuition (the cost of your classes), while others will provide aid towards your full cost of attendance (tuition + room and board + books + personal expenses). Once you’ve determined how much you would be contributing towards your cost of attending each college you’re considering, make a decision—together with your family—that feels affordable and right for you.

ILLUSTRATION BY VARI TELLERIA

2. Academic Opportunities After applying your broad filters, think about the academic programs you might be interested in. Colleges and universities with liberal arts philosophies, like Tufts, give students the opportunity to matriculate undecided, meaning they don’t have to be committed to a major or area of study when they arrive on campus. If this is the type of college you choose, you can prepare to explore through your

coursework, discover new interests, and have your mind changed (sometimes multiple times!). Even if you’re applying to a college where you’ll matriculate undecided, it’s still important to look at the majors and departments available. Are your passions reflected there?

ADMISSIONS INFORMATION WHAT TO SUBMIT: HERE’S THE LIST. FIND MORE DETAILS ON OUR WEBSITE!

Common Application or Coalition Application

Tufts Writing Supplement

APPLICATION DEADLINES AND NOTIFICATION DATES Early Decision I Application Deadline: November 1 Notification Deadline: Mid-December

High School Transcript(s)

Senior Year Grades

Early Decision II Application Deadline: January 1 Notification Deadline: Mid-February Regular Decision Application Deadline: January 1 Notification Deadline: April 1 Transfer Admission Application Deadline: March 15 Notification Deadline: Mid-May

TUFTS CLASS OF 2022 STATISTICS

Testing Beginning with applicants to the Class of 2023, we require either the SAT or the ACT.

21,501 Applications 3,143 Acceptances 15% Acceptance Rate 100% of Demonstrated Financial Need Met

Letters of Recommendation We require one from a school counselor and one from a teacher. You may send us one additional if you’d like.

13% First-Generation Students 11% International Students 49% Women in the School of Engineering

Art Portfolio Required only for students applying to the Combined Degree BFA/BA or BFA/BS and BFA applicants to the SMFA at Tufts.

Financial Aid Documents If you are applying for aid, you will need to submit: 1. FAFSA 2. CSS Profile 3. Federal Income Tax Returns For more information, read the next page of this magazine or visit go.tufts.edu/finaidapp

32–35 Middle 50% ACT 690–760 Middle 50% SAT Evidence-Based Reading and Writing 720–790 Middle 50% SAT Math

TUFTS UNDERGRADUATE STATISTICS 5,492 Undergraduate Enrollment 4.8 Miles from Boston 22 Average Class Size 28 Varsity Sports Teams

Optional Materials • Alumni Interview • Arts or Maker Portfolio: Students applying to the School of Arts and Sciences or the School of Engineering may submit an optional arts or maker portfolio to highlight talent in studio art, drama, dance, music, or engineering.

300+ Student Groups 35% Women in the School of Engineering 45% of Juniors Study Abroad 39% Need-Based Aid Recipients 80 Countries Represented 33% US Students of Color *As of July 1, 2018

THE REAL DEAL: FINANCIAL AID AT TUFTS THE BASICS

WHAT IS NEED?

TUFTS MEETS 100% OF DEMONSTRATED NEED FOR ALL ADMITTED STUDENTS, REGARDLESS OF CITIZENSHIP STATUS, FOR ALL FOUR YEARS.

(

Cost of Attendance

)

Tuition and fees Room and board (meal plan) Books and supplies Personal expenses

(

Expected Family Contribution

)

Parent contribution Student contribution

(

Financial Need

)

Your award may include: Grant aid* Student loan Work study

Your Expected Family Contribution (EFC) is the amount your family is expected to pay for college for the 2019–20 year. It is calculated from the information provided on your Free Application for Federal Student Aid (FAFSA), CSS Profile, and your family’s federal tax returns. Your financial need is the difference between the annual cost of attendance and your calculated family contribution. Your financial aid package will make up the difference, for all four years—even if your family’s situation changes. We generally do not include student loans for students whose families earn less than $60,000 per year. All Tufts financial aid is need-based—we do not offer merit-based scholarships or athletic scholarships. *Grants are need-based gift aid that do not need to be paid back.

HOW DO I APPLY?

WHO CAN HELP?

COMPLETE THE REQUIRED DOCUMENTS: Free Application for Federal Student Aid (FAFSA)* https://fafsa.ed.gov/ Tufts code: 002219 Cost: free *Note: not required of international or undocumented applicants for financial aid

College Scholarship Service (CSS) Profile https://cssprofile.collegeboard.org/ Tufts code: 3901 Cost: $25 initial fee plus $16 for each additional college. Fee waivers are available for students who qualify for an SAT fee waiver or whose family incomes are below $45,000. Non-Custodial Profile (NCP): if your parents are divorced or separated. The requirement may be waived by the Tufts Financial Aid Office under very specific circumstances.

Federal Income Tax Returns Applicants should submit all documentation to IDOC (idoc.collegeboard.org/idoc), an electronic imaging service of the College Board. Your account will be created at idoc.collegeboard.org once you submit the CSS Profile. Please do not send tax returns directly to Tufts Admissions or Financial Aid.

CSS Profile 305-420-3670 FAFSA 800-433-3243 “Chat With Us” Service

BY THE DEADLINE: Application Type Early Decision Round I Early Decision Round II Regular Decision

Tufts Net Price Calculator (to estimate the amount of financial aid you may be offered if admitted to Tufts) https://npc.collegeboard. org/student/app/tufts

CSS Profile November 15 January 15 February 1

FAFSA November 15 January 15 February 1

2017 Federal Tax Forms Through IDOC December 1 February 1 February 15

If you are applying for financial aid at Tufts and have a Social Security Number, please make sure to include that information in your application for admission so your materials can be properly matched.

IDOC 866-897-9881 (US and Canada) 212-299-0096 (International)

Ready to get started? Go.tufts.edu/FinAidApp 39

PROGRAMS With nearly 150 majors and minors, 30 interdisciplinary programs, and the courses of the ExCollege, Tufts’ offerings require more than a brief skimming, so you can find an expansion of this quick list on our website. But in the meantime, skim away. Just note that Tufts’ undergraduate programs are offered in three schools: Arts and Sciences, Engineering, and the School of the Museum of Fine Arts at Tufts. Students may take classes across schools, and many students do. SCHOOL OF ARTS AND SCIENCES MAJORS

Africana Studies American Studies Anthropology Applied Environmental Studies Applied Mathematics Applied Physics Arabic Archaeology Architectural Studies Art History Astrophysics Biochemistry Biology Biomedical Sciences* Biopsychology Biotechnology* Chemical Physics Chemistry Child Study and Human Development

German Language and Literature German Studies Greek Greek and Latin History Interdisciplinary Studies International Literary and Visual Studies

SCHOOL OF ENGINEERING MAJORS

Printmaking

Finance

Sculpture

Food Systems and Nutrition

ABET ACCREDITED

Sound

French

Biomedical Engineering

Welding

Geology°

Chemical Engineering

Woodworking

Geoscience

Civil Engineering

FIVE-YEAR COMBINED DEGREE PROGRAMS

Computer Engineering Computer Science

International Relations

Electrical Engineering

Italian Studies

Environmental Engineering

Japanese

Mechanical Engineering

Tufts/New England Conservatory: BA or BS and Bachelor of Music

Judaic Studies

ADDITIONAL DEGREE OPTIONS

Latin

Architectural Studies

Tufts/SMFA (School of the Museum of Fine Arts): BA or BS and Bachelor of Fine Arts

Latin American Studies

Data Science

MINORS

Mathematics

Engineering

Middle Eastern Studies

Engineering Physics

Africana Studies

Music

Human Factors Engineering

Anthropology

Music, Sound, and Culture

Engineering Science

Arabic

Philosophy

Environmental Health

Architectural Engineering

Physics Political Science Psychology

SMFA AT TUFTS AREAS OF STUDY

Architectural Studies Art History Asian American Studies

Geosystems German Greek Greek Archaeology Greek Civilization Hebrew

Japanese

History Human Factors Engineering° Italian Judaic Studies Latin Latin American Studies Latino Studies Leadership Studies Linguistics Mathematics Multimedia Arts

All BFA students at the SMFA at Tufts focus in interdisciplinary art. They may explore many of the following areas of study while pursuing this interdisciplinary art education.

Astrophysics

Animation

Chinese

Physics

Russian Language and Literature

Bookmaking

Cognitive and Brain Sciences

Political Science

Ceramics

Colonialism Studies

Portuguese

Economics

Science, Technology, and Society*

Drawing

Computer Science

Religion

Education*

Digital Media

Dance

Roman Archaeology

Sociology

Engineering Psychology

Film and Video

Drama

Roman Civilization

Spanish Cultural Studies

English

Graphic Arts

Economics

Russian

Spanish Literature

Environmental Geology

Illustration

Women’s, Gender, and Sexuality Studies

Education

Installation

Engineering Education

Science, Technology, and Society

Jewelry

Engineering Management°

Metals

English

Painting

Entrepreneurial Leadership

Papermaking Performance

Environmental Science and Policy°

Photography

Film and Media Studies

Chinese Civic Studies* Classical Studies Cognitive and Brain Sciences Community Health Computer Science Drama

Environmental Studies* Film and Media Studies French Geological Sciences

Psychology/Clinical Concentration Quantitative Economics Religion Russian and European Studies

*Available only as a co-major 40

Biotechnology Engineering° Chemical Engineering Child Study and Human Development

Music Music Engineering Peace and Justice Studies Philosophy

Sociology Spanish Studio Art Urban Studies Women’s, Gender, and Sexuality Studies

°Available only to students enrolled in the School of Engineering

. Y E H

JUST STARTING YOUR SEARCH? HERE’S WHAT TUFTS IS ALL ABOUT. WE DO OUR RESEARCH

WE ARE INTERESTED

Tufts is a student-centered research university, which means that we like to dig into our passions deeply and figure things out for ourselves—whether that involves using silk to regenerate tissue or spending a fully-funded summer exploring the political implications of Shakespeare’s plays through the Summer Scholars Program. Students and professors come together, across disciplines, to ask questions and create meaning.

…in a lot of things. Tufts students don’t limit themselves: they combine biology with philosophy, compete as nationally-ranked D3 athletes, pursue Bachelor of Fine Arts Degrees in studio art at our School of the Museum of Fine Arts, and solve problems as engineers. They’re part of a community that embraces the unconventional and the uncategorizable.

WE ARE ACTIVE CITIZENS

WE DON’T TAKE OURSELVES TOO SERIOUSLY

Jumbos use their skills and ideas to better people’s lives, whether they are teaching engineering in local elementary schools, creating sustainable businesses, or spending a year doing full-time service as a 1+4 Bridge-Year Fellow. They understand that they are citizens of a global community, and they embrace that responsibility.

This is a place where students are as excited to debate Game of Thrones fan theories as they are to apply mathematical theorems—as intellectually playful as they are powerful. We believe that ideas can have a profound impact on the world, and those ideas can be born around the seminar table but also in the dorm common room.

Sound about right? Read the stories here to learn more. Also check out our website: admissions.tufts.edu

PHOTO BY ALONSO NICHOLS/TUFTS UNIVERSITY

Equal Opportunity Applicants for admission and employment, students, employees, sources of referral of applicants for admission and employment, and all unions or professional organizations holding collective bargaining or professional agreements with Tufts University are hereby notified that this institution does not discriminate on the basis of race, color, religion, sex, age, sexual orientation, gender identity and expression, disability, veteran status, or national origin in admission or access to, or treatment or employment in its programs and activities. Any person having inquiries or complaints concerning Tufts University’s compliance with the regulations implementing Title VI, Title IX, the Age Discrimination Act of 1975, or Section 504 is directed to contact the Office of Equal Opportunity on the Medford/Somerville campus, 617-6273298 or 800-611-5060 (TDD 617-627-3370). This office has been designated by Tufts University to coordinate the institution’s efforts to comply with the regulations implementing Title VI, Title IX, the Age Discrimination Act of 1975, and Section 504. Any person may also contact the Assistant Secretary for Civil Rights, U.S. Department of Education, Washington, D.C. 20202, or the Director, U.S. Department of Education, Office for Civil Rights, Region One, Boston, Massachusetts 02109, regarding the institution’s compliance with the regulations implementing Title VI, 34 C.F.R. Part 100; Title IX, 34 C.F.R. Part 106; the Age Discrimination Act of 1975, 45 C.F.R. 90; or, Section 504, 34 C.F.R. Part 104. In addition, Tufts has formulated an administrative policy that educational and employment decisions are based on the principle of equal opportunity. The consideration of factors such as sex, race, color, sexual orientation, gender identity and expression, national or ethnic origin, age, religion, veteran status, or disability unrelated to a person’s ability, qualifications, and performance is inconsistent with this policy. In accordance with both federal and state law, the university maintains information concerning current security policies and procedures and prepares an annual crime report concerning crimes committed within the geographical limits of the university. Upon request to the Office of Public Safety, 617-627-3912, the university will provide such information to any applicant for admission. The report is also available online at http://publicsafety.tufts.edu/wp-content/uploads/280929-Tufts-ASR-2018-2019.pdf.

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OFFICE OF UNDERGRADUATE ADMISSIONS Tufts University Bendetson Hall 2 The Green Medford, MA 02155 -7057 617- 627-3170 admissions.tufts.edu