This magazine will introduce you to Tufts Engineering—through stories, not just stats. Most of what you’ll read was written by current students. Alongside them, you’ll step into projectbased courses, tour makerspaces, dig into fascinating research, and chat with potential classmates in the light-filled atrium of the Tsungming Tu Complex. Along the way, you might notice: Tufts engineers are collaborative, innovative, and kind. They are engaged in social impact and entrepreneurship. They create like the world depends on it. This is Tufts Engineering; explore it.
On the Cover: Allison Kinzer ’27 and Paul Galvan ’26
COVER PHOTOS BY KATHLEEN DOOHER (FRONT), ALONSO
(BACK)
FROM THE DEAN
JUMBO ENGINEER is our introduction to an important component of our community, the Tufts University School of Engineering.
Embedded in a tier-one research university that is also a liberal arts college, the School of Engineering is a distinctively innovative place. It is a diverse community of students working in close partnership with expert faculty members in challenging classes and on cutting-edge research projects. It is one of the many places at Tufts where students apply their knowledge to real-world challenges, but one of the few where students speak a shared STEM language to do so.
As you learn more in the pages ahead about how Tufts approaches engineering, allow me to illuminate some of the traits I find to be most distinctive about our program:
There are multiple ways to be a Tufts engineer.
The School of Engineering offers an array of majors, minors, programs, and research opportunities. Whether you want to explore well-known majors
like environmental engineering, mechanical engineering, or computer science, or you want to try your hand at unique programs in disciplines like human factors engineering, data science, or music engineering, you will find a far-reaching curriculum at your fingertips. Through this magazine, you will learn from current students about each of the engineering majors Tufts offers and what sets them apart. As an engineer at Tufts, you will also have access to courses and programs at the School of Arts and Sciences and the School of the Museum of Fine Arts. You do not have to give up your various intellectual interests while pursuing an engineering degree here.
Our engineers are a diverse group. We are proud of the diversity of our engineers— the ability to learn with and from people that are different from us is an important skill to continue building while at university. In recent years, nearly half of the students in our entering engineering class identify as women, about half of U.S. students
identify as students of color, eleven percent are international students, and one out of every seven first-year engineers will be among the first generation in their families to graduate from college. As you collaborate in teams and small groups on many of your engineering projects, you will be expected to work with and learn from peers who bring different perspectives than you to the problems at hand. Because of this, you will graduate ready to enter an increasingly diverse workforce and tackle increasingly complex challenges.
Research is a cornerstone of our program. Engineering at Tufts is not simply about classroom learning. We expect our engineers to seek out opportunities to collaborate with our faculty in one or more of our research labs and to seek out our faculty as research mentors in their own projects. The School of Engineering is known for outwardfacing engineering that strives to improve the lives of people and solve problems in the world. From research focused on engineering education and design, to the intricate science of batteries— specifically how electrodes and electrolytes work together to regulate chemical ions, to developing a prototype of a fully functional robotic arm, this issue of Engineer will introduce you to some of the innovative work taking place at Tufts.
I hope you find this issue of Engineer to be an engaging introduction to the Tufts University School of Engineering. You can continue learning about Tufts University via our virtual programming, a visit to campus, or by meeting with a representative in your area during our travels across the country and around the world. Visit our website to learn more and I wish you all the best in your college search.
Best,
JT Duck Dean of Admissions
A [LITERAL] ENGINE FOR GOOD
The Tufts School of Engineering is dedicated to educating a class of intelligent, thoughtful engineers who are driven to make the world a better place. Above are just a handful of the many ways that Jumbo engineers get involved and bring their passions to life while working for the greater good.
1. A Jumbo engineer was involved in the Tisch Summer Fellows project cleaning the Mystic River.
4. In the Tufts New Ventures Competition, Jumbos create startups and compete for funding while learning business skills.
2. Tufts’ Electrical and Computer Engineering Department’s REAP Lab is focused on renewable energy and photonics.
5. Tufts’ Student-Teacher Outreach Mentorship Program and the STEM Ambassadors have Jumbos volunteer to bring STEM education to local K–12 schools.
3. The WeREASON Lab in the Civil and Environmental Engineering department studies access to clean and safe water.
6. Find SOE-wide community at the FirstYear Engineering Design Challenge, where students build a Rube-Goldberg machine together.
DO YOU THINK YOU WANT TO BE AN ENGINEER?
Think you want to be a Tufts engineer? If so, we want to help you get there. Here are our top tips for applying to the School of Engineering!
Determine if you’re an engineer
If the classes, research, and projects you read about here make you jump for joy: congratulations—you’re an engineer! But if you’re on the fence between majors like biomedical engineering and biology or chemical engineering and chemistry, take a look at the online “degree sheet” for your intended major by visiting the Tufts website. Here you will find the list of degree requirements for each major. If the engineering major entices you more than the option you are considering in the School of Arts and Sciences: congratulations—you’re an engineer! Still unsure? Talk to current students, faculty, counselors, and family members. Then apply to the program that best aligns with your interests, skills, and longterm goals.
Map out your schedule
Line up your recommendations
Harness your engineering “fit”
PATRIC SANDRI
Our engineers typically take around 38 classes during their undergraduate time at Tufts. And, as you hopefully can imagine, STEM courses logically make up most of those 38! Our admissions committee does a deep dive into applicants’ math and science high school trajectory. Our most competitive applicants will be in the most advanced science and math courses their school offers, with most students taking calculus and physics. It’s okay and even encouraged to specialize a little bit your senior year. If you choose to forego a fourth year of language in order to double up in math or science, that’s a decision we understand as we review your transcript. But also embrace any electives that let you celebrate your inner engineer. Computer science, woodshop, robotics…they all show an aptitude and mindset for engineering. Tufts celebrates that interdisciplinary mindset; after all, our engineers have to take eight courses in our School of Arts and Sciences as part of their curriculum.
Your school counselors and teachers are some of your biggest advocates in this process. Tufts requires one counselor recommendation and one teacher recommendation (but yes, you can send us more than one teacher recommendation). For engineers, it is especially helpful to have a recommendation from a math or science teacher. Instead of asking a teacher who doesn’t know you well but who gave you an A+ on every assignment, ask a teacher who truly knows you and can write stories and anecdotes to help us understand you better as a community member, collaborator, and tinkerer.
Tufts engineers aren’t just math and science whizzes. They are also creative, collaborative, logical, enthusiastic, and grounded. In your essays, we’ll be looking for the soft skills that will make you a great engineer and the curiosity, collaborative spirit, and civic engagement that will make you a great Jumbo. While you shouldn’t feel pressured to write about engineering specifically, do ask yourself if the topics you tackle showcase those attributes.
INSIDE OUT
A REAL YET RANDOM, PLAYFUL YET SERIOUS SPIN AROUND CAMPUS—AND JUST BEYOND
TUFTS UNVEILS THE CYBERSECURITY CENTER FOR THE PUBLIC GOOD
USING OUR RESOURCES to improve society is at the core of what we do, which is why we created the new Cybersecurity Center for the Public Good. Funded through an anonymous donation, the Center is dedicated to finding cybersecurity solutions to real world problems. A student-staffed clinic will provide free cybersecurity consulting to local groups, providing interested Jumbos with the chance to develop practical skills.
NEW TUFTS ENGINEERING INSTITUTE
TUFTS IS EXCITED to unveil the new Epsilon Materials Institute within the School of Engineering! The Institute will have an emphasis on materials science and its applications to engineering, creating a bridge at Tufts between research and industry. One of its primary areas of focus will be on renewable energy, with key areas including electric vehicle batteries, critical materials recovery, nature-derived materials, and nature-inspired sustainable materials. This initiative will transform materials science learning and research at Tufts, raise the visibility of groundbreaking student and faculty research, and empower the university to develop clean energy and sustainability solutions for the betterment of society, now and in the future.
RENAMING A CLASSIC TUFTS LANDMARK
AFTER THE WONDERFUL SUPPORT of Tufts mathematics professor Loring Tu, the Science and Engineering Complex has been renamed the Tsungming Tu Complex (TTC). Named for Tu’s late grandfather, a renowned scientist and educator, the updated name brings new meaning to the STEM hub of campus. With a mixture of academic, research, and social spaces, the TTC is the place to be for STEM-inclined Jumbos.
ENGINEERING PROFESSORS AWARDED FOR INVENTION
IN 2025, five Tufts professors were named Senior Members of the National Academy of Inventors: Ira Herman, Valencia Koomson, Nikhil Nair, Igor Sokolov, and Sameer Sonkusale. Four out of the five professors named are faculty in the School of Engineering. One was even previously profiled in Jumbo, Professor Valencia Koomson of the Department of Electrical and Computer Engineering (issue 34). Each professor, representing multiple departments within the SOE, gained this distinction due to their dedication to years of research and development of inventions and patents that have driven progress in healthcare and chemistry. We congratulate them on their achievement!
ENGINEERING AND THE TISCH COLLEGE TEAM UP
WHEN STUDENTS in the School of Engineering wrote a report on how renewable energy impacted local communities for the better, the Tisch College of Civic Life took notice. Now, the two are collaborating on projects to help get Tufts students out in the field working on renewable energy projects. Engineers participating in the Tisch Summer Fellows program last summer supported the Salem Alliance for the Environment as they begin conversations around Massachusetts’ second offshore wind energy system.
HISTORIC HALL HALL RECEIVES MODERN UPDATE
THE LONGTIME HOME for computer and electrical engineering at Tufts, Halligan Hall recently underwent a major upgrade that will advance each department’s teaching and research capabilities. This upgrade to equipment and lab spaces, with new welding and fabrication, lasers, multimedia, and 3D printing capabilities, will ensure that it can stay at the forefront of STEM education for years to come. Laboratory spaces have been optimized for hands-on learning, a key feature of a Tufts engineering education, and multiple labs that were housed in off-campus buildings have been brought back to campus, providing more opportunities for Jumbos to get experience with cutting-edge research.
“These global experiences have broadened my horizons and enriched my understanding of different cultures and perspectives.”
PAUL GALVAN ’26
MECHANICAL ENGINEERING MAJOR AND HUMAN FACTORS ENGINEERING MINOR FROM INGLEWOOD, CA
Talking with Paul feels a bit like stumbling across a superhero origin story. He’s the guy who once wheeled a LEGO robotic arm onto the White House lawn, but spend five minutes with him and you’ll quickly realize what lies behind the impressive hardware he has made: a relentless drive to widen the doors of engineering for anyone who’s ever felt locked out.
Paul grew up in Inglewood, California, the son of Mexican immigrants who balanced countless commitments in high school. “I spent my days playing soccer, lifeguarding, swimming, working to help support my family, and still kept my grades up,” he recalls. High school was four sports deep, two jobs strong, and an academic breeze. However, to Paul, when the college application grind finally arrived, his résumé felt thin: few APs, minimal test prep, and a counseling office with limited bandwidth.
Then came QuestBridge’s College Match and counselor Sandy Epstein, the duo that pushed him past what he thought to be possible. “The expectation set by [Sandy Epstein] compared to my previous environment was night and day,” he says. Although nervous at first, he applied to 15 schools with Sandy’s guidance and landed acceptances everywhere. Tufts won.
Before his first year even started, Paul enrolled in Bridge to Engineering Success at Tufts (BEST), a summer program offered by Tufts’ Center for STEM Diversity, and took public speaking and calculus courses over the summer. Through this early exposure to campus resources, he eventually discovered
the Center for Engineering Education and Outreach (CEEO) and met Professor Ethan Danahy, the first of many mentors who’d nudge him toward robotics.
“I took Professor Danahy’s Simple Robotics class that fall and gave it my all,” Paul says.
Having seen Paul’s efforts throughout the semester, Danahy handed him a project that would rocket any LEGO-loving kid’s dream into orbit: represent Tufts and LEGO at the White House Easter Egg Roll.
Imagine telling your younger self, half-sunburned from lifeguarding shifts, that one day a robot you designed would be waving to cabinet secretaries on the South Lawn. Sounds awesome, right?
Hungry for more, Paul snagged a summer spot at the CEEO under veteran roboticist Professor Chris Rogers. Over twelve weeks, he created three mindbending builds: a humanoid, a multi-jointed hand, and an articulated arm all fashioned from LEGO Spike Prime kits. That same summer he entered the Louis Stokes Alliances for Minority Participation (LSAMP) research program, which invested in colleges and universities to aid student success and create a new generation of STEM discoverers for the national STEM enterprise. He then started working with Professor Briana Bouchard, tinkering with iRobot Creates (a programmable mobile robot) when Paul pitched an ultra-cheap, fully 3D-printable robotic arm that teachers could download and build anywhere. By spring the prototype could grip, swivel, and convince skeptical middle-schoolers that engineering is essentially magic you can learn.
The summer after sophomore year, Paul joined
Tufts in Pavia. Five weeks, 17 Italian cities, and a few credits lighter on the degree sheet later, he was back in Medford and joined the IDEA Lab under Professor James Intriligator to explore humanfactors engineering and medical devices: “I wanted a broad feel for engineering and what interests me.”
Fast-forward to spring of junior year and Paul is 8,000 miles away at the University of Hong Kong, juggling remote research with Professor Intriligator and weekend hops to Thailand, Taiwan, mainland China, Japan, and—in the future—South Korea.
“These global experiences have broadened my horizons and enriched my understanding of different cultures and perspectives,” he says. Meanwhile, a summer process-engineering internship at Procter & Gamble awaits—proof that his robotics skill sets translates to a role in the engineering world.
Ask Paul to map the people who empowered him and he’ll list mentors (Danahy, Rogers, Bouchard, Intriligator), programs (BEST, LSAMP), and cultural anchors: the Latinx Center, the FIRST Resource Center, and the Mexican Culture Club he co-founded. “Transformative,” he answered when pressed to sum up Tufts in one word. After all, the campus changed him as much as he changed the communities within Tufts.
Behind the robotic arms and passport stamps is a simple through-line: every new platform, whether it be LEGO, Create, or study abroad, is yet another tool in Paul Galvan’s kit for making engineering accessible, playful, and undeniably cool.
JED QUIAOIT ’25
NOTHING MINOR ABOUT IT
By Madeline Cortesi ’25
THE MOST POPULAR MINORS FOR TUFTS ENGINEERS
Tufts’ interdisciplinary spirit doesn’t stop short of the School of Engineering (SOE). Engineers have many opportunities to enrich their studies by declaring up to two minors across the SOE and the School of Arts & Sciences (A&S). Not ones to compromise on their diverse passions, Tufts students often engage with secondary majors—and especially minors—to broaden their scope of study according to their academic interests, their desire for additional technical or research experience, or their career aspirations.
Declaring a minor could be the right move for you if you want to take a customized and multidimensional approach to your fields of study, or if you don’t have the time to incorporate a full second major into your time at Tufts. As an incoming first-year, there’s no need to stress about declaring secondary fields of study right away. Take some time to explore! Understand your interests and what could be useful to you. Following Tufts’ liberal arts philosophy, students in the SOE have until mid-way through the Spring semester of their first year to declare a program. Wait! It gets better. Minors are optional, but as long as the programs are sufficiently different, there is no restriction on the number of courses that can be double-counted between your minor and other primary or secondary majors/minors.
While balancing rigorous engineering department requirements, how do you decide what minor is the right fit? If you’re interested in exploring your options, the full list of minors available to engineers is available on page 36 of this issue. If you’re wondering where to start, read on to learn more about some of the most popular minors declared by Jumbo engineers!
#1 ENGINEERING MANAGEMENT
Engineering management is the most popular minor declared by engineering students. This program is facilitated by the Tufts Gordon Institute—the umbrella institute of the Derby Entrepreneurship Center, Tufts’ center for leadership, management, and business—in the School of Engineering. Gain hands-on experience and tools for becoming an effective and compassionate leader. Take core classes and electives in subjects like technical communication, engineering leadership, innovation, accounting, product and design, psychology, public speaking, negotiation, and more.
#2 MATHEMATICS
Minoring in math pairs well with the technical demands of a degree from engineering school. Strengthen your understanding of the mathematics that make up your practical projects and abstract workings of the world around you. The courses required for this program focus on core principles of calculus and algebra. Alongside these fundamentals, you have an opportunity to study other related topics including (but certainly not limited to) data analysis, variables, philosophy and logic, probability, modeling, or computation.
#3 ECONOMICS
Given the importance of problem solving in nearly all engineering disciplines, economics is another popular and useful minor to declare. Learn how people drive market systems, and how systemic factors influence people’s decision-making. After
completing an overview of basic economic principles, macroeconomics, and microeconomics, branch out to explore electives in relevant topics like finance, accounting, theory, law, the environment, historic and international economies, or quantitative economics.
#4 COMPUTER SCIENCE
Enhanced by ever-evolving courses that reflect changing technological landscapes, secondary studies in computer science have been highly desirable. Innovative extracurricular and research opportunities, as well as a collaborative atmosphere, allow the Tufts’ computer science program to set its students up for success. Start with the basics, get hands-on, and level up to advanced programming. Find your niche among topics like data structures, programming languages, cyber security, game design, algorithms and artificial intelligence, computational biology, software engineering, and more.
#5 ENTREPRENEURSHIP
As one of the most popular minors across all of the Tufts undergraduate schools, an entrepreneurship minor from the Derby Entrepreneurship Center allows students to learn from leading experts and investors by emphasizing creativity and strategy. A mix of foundational courses, core classes, and electives give students a solid base from which they can customize their paths in this department. Much like engineering management, entrepreneurship students take on a range of content such as finance
and operations, product management and development, communications, innovation, or leadership.
#6 MUSIC ENGINEERING
Uniquely intersectional, the minor in music engineering allows students to take core technical and culturally significant classes and to produce a final project related to music recording and production, electronic instrument design, or acoustic instrument design. Mesh quintessential topics like music theory and composition, fluid mechanics, materials engineering, music technology, vibration, analog and digital electronics, and sound structure.
#7 HUMAN FACTORS ENGINEERING
Interdisciplinary in nature, the human factors engineering program at Tufts is a one-way track to insightful scholarship on the interactions between humans and technologies. Meaningful perspectives with a human-centered approach spark inspiration in students. Take core classes in methods, product design, engineering psychology, and statistics or behavioral sciences. And, for many, hands-on internship experience is a critical and exciting part of this program.
#8 ENVIRONMENTAL SCIENCE AND POLICY
The environmental science and policy minor is solely for engineering students. It brings in the valuable perspectives and contributions of social and natural sciences with the intention to share knowledge about environmental preservation and betterment. Students on this track also have the
special opportunity to count a relevant Experimental College class towards credit for their minor. Core class groups pertain to environmental economics, natural science courses (topics like geology, climate science, etc.), and environmental policy. Take electives and seminars about conservation, law, literature, justice, ethics, biology, and cities or urban planning. Don’t forget about research and methods courses that foster technical practice in fieldwork, geographical information systems, or experimentation!
#9 PHYSICS
Combining laboratory experimentation and theoretical footings, physics (and astrophysics) is an excellent partner to engineering disciplines. After mastering the foundations, explore courses and research opportunities in areas such as astronomy, energy, relativity, optics and wave motion, biophysics, quantum mechanics, magnets, nuclear and particle physics, and others.
#10 STUDIO ART
In true Jumbo character, Tufts students are rarely ones to leave the arts behind. Besides enhancing your engineering projects by training your artist’s eye, minoring in studio art allows new ways of thinking and creating to be unlocked. Take important lecture and studio courses in art history and architecture, archeology, art movements, aesthetics, photography, film, museum studies, and classes with a focus on the arts of varied global regions, centuries, and societies.
CLUB HIGHLIGHTS
A NOT-SO-SHOCKING COLLECTION OF COURSES
Each year, we like to highlight a department’s courses that strike us. Maybe they excite our intellectual curiosity, or illuminate something we’d never considered before, or help us better understand something we thought we knew. Below are a collection of scintillating choices from the Department of Electrical and Computer Engineering that will hopefully do the same for you!
EE 193-03 Special Topics: Wearable System Design
Interested in engineering design that combines a variety of disciplines, such as human-centric design, computer science, and material science?
Want to learn about the method behind the innovative technology geared toward the healthcare field? This course teaches students about creating wearable devices that integrate computing with the human experience. Important considerations in this field include balancing excellent design with battery management and ensuring that all parts of a complex system–sensors, data processing, and form–work together seamlessly. This course will focus on designing health monitoring applications and will challenge students to prototype for realworld clinical challenges.
EE 193-01 Special Topics: Nanophotonics
Technology is getting tinier and tinier. In fact, nanophotonic devices, which can trap, bend, or otherwise alter light, are now being printed on millimeter-sized chips the size of a grain of sand! In this course, engineering students examine the key components behind the cutting-edge field of nanophotonics, reviewing electricity fundamentals, optical channels in structures that guide waves, and optical circuit systems. In addition, students will explore the applications of nanophotonics in a variety of areas, such as biomedical interfaces and AR/VR technology.
EE 127 Information Theory
In simple terms, information theory is the study of how information can be transmitted, compressed, and represented securely. Information theory is vital to transferring data across the internet and in cell phones, cryptography contexts, and signal processing. This course on information theory will explore the laws that govern the representation and transmission of data, the limitations of data compression, and provide a broad overview of different techniques for lossless data compression, including Huffman coding and Lempel-Ziv coding.
EE 114 Physics of Solar Cells
Solar energy is on the path to becoming the energy of the future: but how does this renewable and sustainable process work exactly? This course focuses on solar cells, the fundamental unit of solar energy systems. A solar cell, or a photovoltaic cell, is an electronic device that transforms light energy into electricity through a physical and chemical process called the photovoltaic effect. This course will study the physics of semiconductors used in photovoltaic devices (think solar panels, solar-powered streetlights, and solar-powered cars), the design and attributes of various kinds of solar cells, and strategies for boosting their efficiency. With an understanding of solar cells, engineering students can approach problem-solving in a way that promotes the advancement of renewable energy and the of developing novel, earth-conscious technology.
BUILDING THE WAY TO THE
Do you like working with your hands? Are you most comfortable with power tools and design schematics? Does taking an idea and making it a reality sound like your kind of Friday night? Then the Tufts Maker Network may be just the place for you! This collection of student organizations is dedicated to bringing together students who like to get their hands dirty and build their curiosities to life. Read on—maybe you’ll find your next group of best friends here.
Tufts Robotics Club
Founded in 2010, Tufts Robotics Club helps students express their interests in mechanical, electrical, and computer engineering to bring their dream projects to life. No prior experience required! There are tons of competitions that students in TRC have pursued, so there are always new moments for learning or showing off your skills. Some notable projects have included fire-fighting robots, a soccer-playing robot, and a drivable couch that sometimes makes an appearance on the quad.
Design for Social Good at Tufts
Are you interested in how people interact with their technology? You may be interested in human factors engineering, but also in the Design for Social Good organization! Members care about positive social impact and creating user-friendly designs. The multitude of ways in which people interact with their technology necessitates a broad understanding of what useful, interactive design looks like—and this is just the group for acting on that.
Students for the Exploration and Development of Space
There is little more fascinating and wondrous than a clear night’s sky. And these Jumbos know it! Tufts
SEDS provides members with technical experience on an array of projects while also supporting their future careers through guidance and resources.
Just want to hang out? Members also meet for movie nights and field trips to labs and museums in the greater Boston area.
FUTURE
Tufts Electric Racing
Since 2008, Tufts students have been at the cutting edge of alternative energy and car racing through the aptly named Tufts Electric Racing team. It’s no wonder, given the multiple top-finishes at the Formula Hybrid International Student Competition for their all-electric car! With passion and drive (get it?), these engineers are helping to make the world a more sustainable place and having fun doing it. No prior experience? No problem! Just bring your curiosity and race to the top.
Tufts MAKE
Just want to get your hands dirty with a personal project, surrounded by like-minded peers? Then come on down to the Crafts Center and hang out with the Tufts MAKE organization. Located in the basement of Lewis Hall, the Craft Center is a Tufts Community Union-funded makerspace for any student with an idea and the enthusiasm to bring it to life. Projects range from candle making to woodworking, with all the tools you need to get the job done. Tufts MAKE is dedicated to building a culture for Jumbos around making things and learning new skills. Open to all Tufts students, Tufts MAKE wants you to get involved and get your brain (and your hands) working. Come get your make on!
“A lot of students at Tufts love engineering but also really love the social sciences.”
Dr. Chelsea Andrews graduated from Tufts with a Ph.D. in engineering education in 2017 and stayed on teaching in our Center for Engineering Education and Outreach (CEEO) afterwards. Her research is primarily focused on how students of all ages interact with engineering design and education. This passion for understanding how students engage with education extends from college level guidance to K–12 exploration. “Students often are really stressed coming to college not knowing exactly what they want to do with the entire rest of their lives…Helping them figure out what engineering is and whether that meshes with what they like to do,” is a major focus of Dr. Andrews’ work here at Tufts. She reminds students that “some people who are in medicine or law have engineering degrees…there are a lot of places you can go [with an engineering degree]”.
One of the main ways that Professor Andrews supports students in their journey through engineering at Tufts is at the first stop: EN1: Intro to Engineering. There are 13 sections of this course offered each year to incoming first-year engineers, each with a different focus so that students can get acquainted with a project-based engineering education while exploring different fields. Professor Andrews teaches one focused on civil infrastructure, providing a foundation for students interested in civil engineering. A lot of students taking the course are unsure of which fi eld they want to focus on when they arrive, so Professor Andrews
makes sure the course is very malleable to meet students where they are. “Everybody interacts with civil engineering artifacts, right? We’re all in buildings. We all go over bridges. A lot of us take public transit, so we deal with the infrastructure. So even if [this field] is not what you want to spend your life doing, it’s a great way to spend the semester.”
Expansiveness is inherent to civil engineering as a field for Professor Andrews. “Civil engineering is really distinct from other engineering [fields] because it’s specifically for the public. Your client is everyone. You can’t say, ‘I want to build an iPhone, and these are the people who might buy it, and so I’m going to design everything for this narrow group of humans.’ When you’re talking about civil engineering, you don’t get to decide who wants to use your bridge, or who is going to use that ramp, or who’s going to interact with your subway system. Everyone who lives there is your client. It’s a very different way of coming at problems and thinking through solutions. And I think it maps really cleanly onto Tufts’ focus on civic engagement.”
This interdisciplinary attitude is alive throughout the whole of the CEEO, according to Professor Andrews: “A lot of students at Tufts love engineering but also really love the social sciences, and they sometimes feel like they have to choose. And I think the CEEO is a really magical place, because we don’t feel like we have to choose. All of us are very interested in the technical side of engineering, and we’re really interested in how people learn and
make sense of engineering [theoretically]. And so we do both at the same time. That’s why I came to Tufts. We have a very good engineering school, and we have a very good education department, and that is fairly rare for both of those things to be very strong. Sometimes you end up with techie schools that only do the engineering side well, and then you end up with liberal arts schools. Tufts has actually found a really sweet spot to do both of those well.” Tufts is dedicated to supporting all students through their academic journeys. With professors like Dr. Andrews to help guide them, our engineers go on to a wide variety of fields and bring an interdisciplinary mindset to their work making the world a better place.
MADELINE CORTESI
’25
CHELSEA ANDREWS
RESEARCH ASSISTANT PROFESSOR AT CENTER FOR ENGINEERING EDUCATION AND OUTREACH
A DAY IN THE LIFE 3
WILSON TRAN ’27
CHEMICAL ENGINEERING
7:00 AM
Get ready for the day by making breakfast and matcha in my Latin Way suite.
8:00 AM
No day is alike for any two Tufts engineers—so we asked three students to share a day in the life, complete with classes, snacks, and shenanigans.
Head to the gym for a workout.
10:30 AM
Next, my rst class of the day!
CHBE21 Transport Phenomena I with Professor Panzer to learn about uid mechanics!
1:30 PM
12:00 PM
Grab a Kindlevan smoothie + yogurt for a quick snack and then start on school work.
6:00 PM
Enjoy a pita bowl from Hodgdon then walk over to Joyce Cummings Center to continue with school work.
9:00 PM
Head to my second class, CHBE11 Thermodynamics with Professor Asatekin to learn more enthalpy, entropy, and fugacity?!
3:00 PM
Put my lab coat on and do some chemical modi cations on Silk Fibroin in the Kaplan Lab!
OREN COHEN ’26
HUMAN FACTORS ENGINEERING
Next is a meeting with the Vietnamese Student Club to plan for our next big event like Coffee Shop and Culture Show with lots of food!
8:00 AM
Wake up & cook breakfast. (I baked crescent rolls!)
9:00 AM
MATH42 Calculus III lecture
10:30 AM
Head to a shoot in the Medford Fells Reservation to work on my nal project for Dance on Camera with my partner.
3:00 PM
8:00 PM
7:00 PM
Run to shoot #2 of dance final project with my partner (this time at Tufts).
FIONA
GETTELMAN ’27
MECHANICAL ENGINEERING
9:30 AM
Wake up and go to breakfast with friends in Dewick!
10:30 AM
Attend DNC15 Ballet 4
12:00 PM
Attend ME50 Thermal Fluid Systems 1
3:30 PM
Project meeting to work on a group project in the Bray Machine shop.
4:30 PM
Go for a run.
6:00 PM
Get dinner with friends usually at a dining hall, but sometimes Hodgdon or Pax et Lox!
10:30 PM
Start winding down back in my residence hall, making sure I’ve done all the work need to do for the day before going to bed.
12:00 PM
Eat some leftovers from dinner the previous night for lunch, answer emails, and nish a Figma design for interface design class.
EM52 Technical and Managerial Communication lecture
4:30 PM
ENP161 Human Factors in Product Design and Development lecture (I convinced our professor to let us work outside when there is good weather.)
6:00 PM
Head over to the Human Factors and Ergonomics Society alumni dinner where I met really cool people who might now help me get my first job out of college.
Rehearsal for a dance thesis.
11:00 PM
Get home and do some much needed homework.
1:15 PM
Grab a lunch to-go from Kindlevan.
1:30 PM
Attend ME21 Mechanics 2
7:00 PM
Head to Tisch Library to work on homework.
12:00 AM
Head to bed after some late night food.
3:00 PM
Weekly check-in meeting with research advisor.
11:00 PM
Leave Tisch Library and head back to the residence hall to catch up with my roommate.
12:00 AM
Head to bed.
MAJOR CONUNDRUM
By Ruby McElhone Yates ’25
BIOMEDICAL ENGINEERING (BME) INTERVIEWEE: Kendall Phillips ’25 from Wayzata, MN
There is no one way to be an engineer. There are 16 different majors to choose from within our School of Engineering, all with their own unique niches and patterns. Read these profiles and you’ll see how these Jumbos found an engineering fit at Tufts.
Do you find yourself saying “it’s a great day to save lives” wholeheartedly? Do you love biology and technology? Do you enjoy having a polysyllabic major that makes people go “OOOooohhh!” all the time? Is your heart in the lab (literally)? If you answered yes to any (or all) of these questions, then a degree in biomedical engineering might be the perfect fit for you. Biomedical engineers work to improve the quality of human and animal life by studying how doctors and patients interact with medical equipment. This allows them to improve devices, drugs, and other therapeutic treatments, paving the way for future innovations in the medical field. Their work includes everything from imaging technologies to prosthetics to biocompatible drug delivery systems. At Tufts, the BME major is divided into three focus areas: regenerative medicine, drug delivery, and biomedical devices. Projects range from silk-based nanocircuitry to lab-grown hearts to dissolvable bioelectronic devices, with endless possibilities in between. According to Kendall, “I was first introduced to biomedical engineering (BME) at a summer camp that showcased various disciplines of engineering, and I remember being so intrigued by a field I had heard so little about. Even though my path was somewhat nonlinear, love that BME allows me to combine my passion for science and my curiosity about pathophysiology with my love for solving problems and helping others in a way that I never knew would be possible.” These impressive BME projects are all possible thanks to a committed student body interested in medicine and biology and professors who are more than willing to support these passions. Furthermore, through Tufts’ co-op program, students gain valuable hands-on experience in many different BME subfields and combine problem-solving and innovative thinking with technical knowledge. So, whether you find yourself in a lab with other students or in a lecture taking notes, you’ll be ready to change the world as a Tufts BME!
CHEMICAL ENGINEERING (CHEME)
INTERVIEWEE: Wilson Tran ’27 from Cypress, TX
Do you find tiny things cute? Chemical engineering may be right up your alley, considering how small molecules are! Chemical engineering seems easy to understand at first. After all, it’s simply chemistry plus engineering, right? Add a little bit of this, a little bit of that, cook at 365 degrees, and voilà! However, the field is much more complicated than you think. Wilson chose to study ChemE—hear what he has to say: “I chose chemical engineering because of how flexible the degree can be. I know people who are going into biotechnology, batteries, polymers,
medicine, and even consulting, which is quite amazing!” Chemical engineers design almost all the equipment and processes used in manufacturing plants. They also develop chemical controls and specialty materials. In other words, there is a wide range of industries chemical engineers can enter, including pharmaceuticals, technology, and pollution remediation. At Tufts, students have designed biopharmaceuticals, consumer products, fuel cells, and more in their classes and labs. Others have pursued internships to learn about waste management and find new ways to deal with environmental crises (e.g. plastic waste). Some have explored nuclear physics and kinetics in order to design reactors. Our curriculum prepares students to think on the industrial scale, where factors like heat management, fluid transport, mass transport, and process control come into play. Chemical engineering is definitely an explosive, exciting field to explore if the intricacies of chemistry captures your attention. There will never be a dull moment!
CIVIL ENGINEERING (CIVE)
INTERVIEWEE: Anju Meyer ’25 from Brooklyn, NY
Do you catch yourself admiring architecture? Were Legos your favorite childhood toy? Perhaps you should consider a future in civil engineering! From highways, buildings, bridges, and airports to irrigation systems, civil engineers have built the modern environments we live in. The discipline includes fields such as structural engineering, transportation engineering, and geotechnical engineering, and environmental fields such as irrigation engineering, wind energy engineering, soil engineering, and ocean engineering. At Tufts, students can focus on the technical side of construction by studying how buildings are built and how they interact with society. Anju explains this unique major well: “Going into college, I knew wanted to study engineering. I decided to pursue civil engineering because I enjoy problem solving in ways that can have a large impact on people, places, and the environment. am excited by the idea of shaping the built environment and designing infrastructure that people rely on every day—be it bridges, roads, buildings, or rail.” You might also study the science of soil behavior, create biodegradable concrete, or design LEED-certified buildings for the Tufts campus. Best of all, Boston is a city with unique engineering challenges, so students can study structures and environmental impacts in their backyard! Regardless of the path you choose, all civil engineers will learn surveying techniques and develop a thorough understanding of construction materials, soil reactivity, and hydraulics. Your path to getting started can be as easy as taking the Introduction to Engineering class, Bridges for Resilient Cities.
COMPUTER SCIENCE (CS)
INTERVIEWEE: Julia Zelevinsky ’25 from Sharon, MA
And here comes the major everyone knows... or do you really? Computer science is frequently mistaken for computer engineering and vice versa. In these two sections, let’s clear up some misconceptions. First, CS students focus primarily on the software side of computers. They work on algorithms for computer programs and digital tools. They also maintain operating systems and databases. As Julia recounts it, “I chose computer science because of its engaging problem solving, the super tight-knit community here at Tufts, and because of how it teaches innovation and ways to improve the world through technology. I’ve loved my experience and have had the opportunity to be a teaching assistant within the Department of Computer Science for the past 7 semesters and am excited to work full-time as a software engineer starting in July!” Second, CS students do not just program all day long. There are some branches in CS that require more logic and problem-solving skills than coding. You do not have to be an expert in Java, SQL, C++, or Python to be a data analyst, a software tester, or a search engine optimization specialist. And if you develop excellent habits in commenting and enjoy writing, you could become a technical writer! So, don’t get scared away by the programming or math. As one of the most popular majors at Tufts and a quickly growing field, CS opportunities are endless. There are numerous clubs and events (i.e. Tufts Polyhack, Women in Computer Science, JumboCode) that bring the CS community together to solve problems, create apps, and gain experience. There are also many unique classes meant to encourage student exploration into CS topic from cybersecurity to cryptology to web design. And many students research augmented reality or virtual reality—working on sensory gloves, X-ray imaging systems, and educational programs. Research in bioinformatics, artificial intelligence, and human-computer interaction have also been gaining traction as professors partner with institutions like Logan Airport to develop scanning and targeting systems. In addition, students can find co-ops and internships in various fields ranging from data science and analytics to software development to video games. CS goes beyond the code!
COMPUTER ENGINEERING (COMPE)
INTERVIEWEE: Amanda Sunga ’26 from Attleboro, MA
We’ve explored computer science, so let’s take a look at computer engineering. If you’ve ever wanted to know what makes a laptop or phone tick, then this is the discipline to check out. Although it’s only a few decades old, computer engineering has quickly risen to become one of the most popular fields around the world. Unlike those in computer science, computer engineers examine hardware technology more deeply. CompE students, like Amanda, will study the relationship between the hardware and software sides of computer systems.
“Choosing to major in computer engineering was a no-brainer—it combined my loves for problemsolving, constant innovation, and most importantly: being creative,” she says. They examine electrical components and programming interfaces in order to design and manufacture technological devices. Students learn how to make a computer rather than how to use a computer. Some of the most popular industries our CompE students join are aerospace, cybersecurity, networking, and computer design. Computer design is a rapidly growing field as more advances are made in microminiaturization. Some Tufts students are also working to increase the speed of computer processing by experimenting with parallel processors, superconducting materials, and artificial intelligence.
DATA SCIENCE (DS) INTERVIEWEE: Alex Bronstein ’27 from Palo Alto, CA
One of the hottest and newest majors on the scene—data science! It’s the buzzword among the computer science community—let’s see why. With the amount of data produced every day due to the web, it’s an information tsunami. That’s where data scientists come in. Effective data scientists gather, organize, analyze, maintain, and communicate trends so others can make data-driven decisions. Sounds like a lot, right? Data scientists are the cowboys of the computer world, wrangling herds of data into metaphorical fences. According to Alex, “I chose data science as my major because it combines my interests in statistics and computer science while offering the flexibility to work in many different industries. From finance to even sports,
the ability to analyze data and derive meaningful insights is valuable across countless fields, making data science a versatile and appealing choice for my major.” Students will learn how to analyze data to solve real-world problems through techniques such as statistics, data visualization, and machine learning. And with the co-op program, students can gain valuable industry experience and put the skills they learn—from SQL programming and modeling to technical communications—to the test.
ELECTRICAL ENGINEERING (EE)
INTERVIEWEE: Victor Vazquez ’25 from Brockton, MA
Do you admire Ben Franklin and his lightning kite experiment? May introduce you to electrical engineering…a way less dangerous way to play Zeus? As you can guess, electrical engineering is all about electricity. More specifically, this field focuses on utilizing electrical energy and providing the maximum possible power with minimal waste.
“I love the fact that electrical engineering is such a staple in our modern civilization and allows us to do amazing things. Knowing how these systems work is fascinating to me, and being able to create sustainable electrical systems and contributing to renewable energy technology is my main reason for pursuing electrical engineering,” Victor says. The EE major has two tracks. Students can concentrate on analog EE, which is more physics-driven as classes are focused on wires and waves. They can also take the digital EE path, which is more data-focused and involves binary and computer logic. The digital track is actually closely aligned with the computer engineering major. Double majoring potential for all ILLUSTRATION BY JINHWA JANG
“AND HERE COMES THE MAJOR EVERYONE KNOWS ... OR DO YOU REALLY?”
overachievers! Like most of the engineering majors at Tufts, electrical engineering is applicable everywhere (you might be noticing our interdisciplinary theme). From medicine to robotics to power distribution, students can definitely combine their EE background with other disciplines.
ENVIRONMENTAL ENGINEERING (EVE)
INTERVIEWEE: Isabelle Berman ’25 from Potomac, MD
It might not be easy being green, but it’s arguably the most pressing task of the 21st century. If you agree, environmental engineering could be your path to making an impact. Environmental engineers consider the natural environment and the impact of human activities in order to develop a sustainable society. Their work is at the forefront of climate change resiliency and global health research. Examples of student projects include developing water purification systems, designing green buildings, and remediating sites contaminated by chemical spills or human activity. Isabelle explains, “I chose Tufts Engineering because as an environmental engineering major I get to take courses in the humanities and social sciences in addition to my STEM courses. I believe that interdisciplinary solutions are needed to combat climate change and environmental issues.” Those studying EvE will learn about policy, urban planning, clean energy, chemistry, economics, history, public health, world culture, and justice in order to better serve their local and global communities. Tufts engineers aren’t just amazing technically. They’re also ethical, responsible, and oriented towards creating change.
incredibly innovative, and Tufts is one of the few universities that offer it as an undergraduate major. As HFE is housed within the Department of Mechanical Engineering, students in this major can participate in the co-op program.
MECHANICAL ENGINEERING (MECHE)
INTERVIEWEE: Ainsley Woodbrown ’25 from Greenville, SC
HUMAN FACTORS ENGINEERING (HFE)
INTERVIEWEE: Oren Cohen ’26 from Andover, MA
Human factors engineering, also known as engineering psychology, is yet another multidisciplinary field of study that incorporates psychology, biology, computer science, cognitive and brain sciences, and mechanical engineering. Human factors engineers study how people interact with objects and how their mental, emotional, and physical states change. In other words, they incorporate the “human element” when designing products, processes, and systems that are safe and easy for people to use. Oren describes her major this way: “I chose human factors engineering because I always loved understanding people, but I also knew I needed to be creative; a “crafty psychologist.”
I actually nearly left the School of Engineering in fear was not enough of an engineer, but soon realized that human factors engineering is unique in the fact that it is new and different. I understood that in the major, I was most free to define my path towards my passions, to be everything I wanted to be and continue growing.” The goal of HFE is to reduce human error, increase productivity, and enhance the user experience. Although many gravitate towards user interface/user experience (UI/UX) research, web design, artificial intelligence, and human-robot interaction, some students are applying the design thinking learned in classes to business fields like marketing and behavioral economics. Other students research for the military (fun fact: HFE began in the military), design medical devices, investigate transportation accidents, and handle communications. At its core, this major is
If you like fiddling with gadgets, this last major will really grind your gears (in a good way). If I were to describe mechanical engineering in one word, it would be “tangible.” This major entails a lot of hands-on work. MechE deals with anything involving heat transfer, design, and movement in a mechanical system. In other words, mechanical engineers figure out how machines and devices work. Anything from car parts to a dishwasher to bike gears—these are all designed, built, and improved by mechanical engineers. Tufts students learn about mechanics, thermodynamics, material science, and micro/ nanoelectromechanical systems. They also learn about engineering ethics and how to design projects that will have a global impact. After all, since machinery is everywhere, no industry is beyond the scope of mechanical engineering. Students are encouraged to look beyond gears and levers by branching out into the worlds of sustainable energy, biological systems, and the human brain. No wonder it’s the most popular engineering major at Tufts! To get hands-on experience in a hands-on major, Tufts students can participate in our co-op program. They can also complete projects in design labs and machine shops. The Bray Lab and Nolop FAST Facility are some of the most popular makerspaces visited by our MechE students, who take full advantage of the state-of-the-art equipment. Recently, students have made a medical prosthesis called the iWalker 2.0 and designed air-sensitive sensors for COVID-19 respirators. Others are working on an exoskeleton made with soft robotics, and many more are researching small search and rescue robot designs. Ainsley can explain the major with enthusiasm: “In every class that have taken, found out more that I can do with a mechanical engineering degree. never really thought about the design part so much and always assumed that was for computer engineers. Or material science was for chemical engineers. Mechanical engineering is so much more than just building stuff!”
If any of these majors caught your attention, we encourage you to explore more! Be curious! Challenge yourself! And keep in mind, you don’t have to know which major is right for you when you apply to the School of Engineering. You have until the spring of your first year to declare, and there’s a ton of exploration beforehand.
EVERYTHING YOU NEED TO MAKE YOUR IDEAS REAL
ENGINEERING FACILITIES, MAKERSPACES, AND RESOURCE CENTERS EMPOWER AND EQUIP TUFTS ENGINEERS TO DEVELOP THEIR SKILLS
Center for Engineering Education and Outreach (CEEO): The CEEO has more than 20 years of experience in improving engineering education in the classroom, from kindergarten to college. The engineering education research program is aimed at understanding how kids and adults learn engineering, which informs the CEEO’s development of educational tools for the classroom. The CEEO buzzes with activity on a daily basis, with undergraduate students developing and testing innovative educational technologies, staff members facilitating teacher workshops, and visiting professors sharing their knowledge.
Tufts Gordon Institute: For over three decades, the Gordon Institute has provided students with the knowledge and skills they need to be impactful leaders—-from individual projects to entire companies. In engineering management, business, management, and leadership, and entrepreneurship programs, students are taught by faculty who have started and run their own companies. Through classes, hands-on projects, events, and workshops, students gain the tools necessary to develop innovative ideas—and many go on to become leaders in public, private, and nonprofit companies.
Tsungming Tu Complex (TTC): The TTC reflects Tufts’ interdisciplinary culture and shared belief that collaboration strengthens education and increases the potential for discovery. A 175,000-square-foot facility, the TTC features laboratory suites, teaching laboratories, and social spaces—including a light-filled atrium where students gather to work and chat. It is also home to the Departments of Mechanical Engineering, Civil Engineering, and Biology.
Bray Lab: Part of the Department of Mechanical Engineering, the Bray Lab machine shop is a full manufacturing facility featuring manual and CNC lathes and milling machines, laser cutters, 3D printers, band saws, and drill presses.
Center for STEM Diversity (CSD): Established in 2008, Tufts University’s Center for STEM Diversity (CSD) works in partnership with the Division of Student Diversity and Inclusion, School of Arts and Sciences, and School of Engineering to foster a diverse and inclusive science and engineering learning environment. The CSD supports academic success by engaging faculty, staff, and campus community members to create points of access for all students, through programs like Bridge to Engineering Success at Tufts (BEST) and STEM Ambassadors.
Nolop FAST Facility: As a makerspace open to everyone at Tufts, the main goal of the Nolop FAST Facility is to help students succeed in making something amazing by providing a large collection of well-maintained tools and teaching safe use. Tools include 3D printers, a laser cutter, a CNC router, a power drill, a table saw, a miter saw, and many others.
Joyce Cummings Center (JCC): Located right next to the Green Line MBTA station, the JCC is home to the Data Intensive Studies Center, the Departments of Computer Science, Economics, and Mathematics, and the Derby Entrepreneurship Center within Tufts Gordon Institute. State-of-the-art laboratories, classroom and event spaces, and ample room for studying and collaborating with peers are open and available to every Tufts student. And if you need a snack break, there’s even a Starbucks on the first floor.
Halligan Hall: Aquired by Tufts in 1930, Halligan Hall has seen many changes over the decades. Home to the Departments of Electrical and Computer Engineering, the building houses core support labs and shared equipment with potential uses that include welding and fabrication, lasers, multimedia, and 3D printing. Students and faculty work in introductory teaching labs, electronics labs such as the Micro and Nano Fabrication Facility and Advanced Integrated Circuits and Systems Lab, and capstone labs that are optimized for hands-on learning and one-onone mentorship in small groups.
Hailing from Arlington, Virginia, Allison Kinzer realized that she was interested in engineering while in high school. According to Allison, she was fascinated by “how the universe works and that it could be explained through math and science,” and she enjoyed physics classes. However, when taking AP Physics C: Electricity and Magnetism as a high school student, she found that this aspect of physics did not appeal to her. She considered pursuing mechanical engineering, and during a Jumbo Day (Tufts’ admitted students event) session with Professor James Intrilligator, her eyes were opened to the idea of Human Factors Engineering (HFE).
“The way [Professor Intrilligator] was pitching it was like, you do a little bit of biology, you do a little bit of psychology, computer science, engineering tenets, physics, it’s not like just one subject,” Allison said. “You get to diversify [your courses] and explore a lot of different subjects. I really like not having a restricted course load, but also being able to study engineering, which I’m passionate about.”
Allison’s favorite HFE class has been Engineering Psychology with Professor Nathan Ward. Despite the two and a half hour lecture beginning at 9am on Friday mornings, she believes Professor Ward manages to make the class fun and interactive. Allison also enjoys taking classes in the Experimental College (ExCollege). She has taken two ExCollege classes about detective fiction novels, and a class about camp culture that involved performance art and watching a lot of RuPaul’s Drag Race.
“I had to lip sync for my life to Baby Shark. had on these shark shorts, a shark hooded blanket, I made a fin, and I did a little puppet show and then did the dance. It was so much fun,” she said. “And I love that I could do that as an engineer, feel like I couldn’t do that at any other school but Tufts.”
Allison is no stranger to performing either. She is an active member of the HYPE! Mimez mime troupe.
Miming was new territory for Allison, but while watching the group performing for incoming first-years during Orientation week, she could easily see herself on the Cohen Auditorium stage, black and white makeup and all. After being encouraged by a friend in a physics class who was a part of the Mimez, she auditioned and never looked back.
“What I love about being in the Mimez is that I can tell stories in ways that people don’t expect. There’s something really cool about art being up to the interpretation of the audience.” Allison said. “It’s not guaranteed that the audience is going to be able to understand what you’re doing, no matter how good you are at performing and acting and charades.
Sometimes, it’s just in the audience’s hands, and it’s really cool after [a show] to talk to people to see what they got out of a skit, because sometimes people really love a skit that you put a lot of effort into but not for the reasons you expected them to.”
Being a mime is not the only way that Allison weaves comedy into her life at Tufts. She is also the Editor-in-Chief of the Zamboni, Tufts’ satire magazine.
Over the last few years, the Zamboni has had a resurgence in popularity, due in part to timely articles and active social media. Allison believes that she has found both community and meaningful work in the Zamboni while still having fun in spite of tumultuous world events.
“I really enjoy being in charge of the Zamboni, because [while the responsibilities] can be challenging at times, LOVE the board. We’re all like a close group of friends,” she explained. “And the new members, especially this year, are just such talented, passionate writers, and I, more than ever, need the Zamboni right now…and every time something messed up happens, I send it to the group chat, and I’m like, ‘How can we make people smile?’”
Making people happy is important to Allison. In her mechanical engineering class (ME 40), she is currently working on solving real world issues with the hard skills she has learned, including SolidWorks and 3D modeling. She is working with Natalie, a 38-year-old with cerebral palsy who is interested in building Legos on her own, to make the process more accessible to her. This project allows Allison to make a difference while pursuing her commitment to engineering education.
She also engages with this passion through the Center for Engineering Education and Outreach (CEEO). “It’s become a really important community for me. They’re such an incredible organization that works on reaching out to make sure that children are able to do engineering.” she says.
In fact, Allison did a pre-college program with the CEEO before coming to Tufts, which fostered her interest while making her transition to Tufts smoother. Through this two-week onsite program, she was able to get a feel for what it would be like to work on the Tufts campus and to see if she liked it.
“And did.” she said. “And also, made a connection with a professor, Dr. Ethan Danahy…he was like ‘Let me get you in my lab, you clearly have a passion for Legos and inventing.’ And that’s just really cool as a high school student to make that connection with a professor, and then to still have that. still think of him as my mentor.”
This kindness and support for pursuing interests and knowledge that she experienced before even matriculating is why Allison chose Tufts.
“I love the community, I love the environment, love the resources available to me, like Bray [Lab] and Nolop [Makerspace],” she says. “I love being in Nolop. People have cool and exciting interests that they’re pursuing. That just excites me and makes me happy.”
SHANNON MURPHY ’26
ALLISON KINZER
“I love the community, I love the environment, I love the resources available to me.”
A GUIDE TO YOUR SEMESTER
P R O F E S S I O N A L
Tufts offers a wide variety of ways for students in the School of Engineering to develop—whether it be as community members, students, or future professionals. Outside of the research opportunities and labs where Jumbo engineers can gain hands-on experience, there is another, lesser known, opportunity: the Co-Op Program. Read on to learn more about this program unique to certain engineering majors at Tufts.
Launched in 2018, Tufts’ School of Engineering Co-Op Program is an initiative that has already had a large impact. Students majoring in the Departments of Biomedical Engineering (BME), Mechanical Engineering (ME), and Computer Science (CS) are able to spend a semester of their undergraduate career working full-time for a company of their choice. Since Human Factors Engineering (HFE) and Data Science (DS) are available under the Departments of Mechanical Engineering and Computer Science respectively, students in those majors are able to complete the program as well. As students are not taking courses at Tufts during the semester they are working, they do not pay Tufts tuition. Though they remain Tufts students for the duration of the program, the full-time
position also comes with a salary offered by the companies for whom they work. Students can still participate in varsity and club sports, use the library and other campus services, and attend any Tufts events, even though they are not enrolled in any courses or earning any academic credits during that time. International students are also eligible for the program through curricular practical training, which authorizes off-campus experiential learning that is related to and integral for their field of study. For all students, this program focuses on providing on-the-job experiences for undergraduates interested in learning more about career opportunities in their engineering field by creating moments for students to network with and learn new skills from industry professionals.
All interested students must take a course, prior to their co-op, where they learn career development and basic employment competency skills like resume and cover letter writing, LinkedIn and networking skills, interview and negotiation techniques, and the general expectations of being a working professional. Students enroll in different sections of the course specific to their major. Each course is facilitated by a Tufts faculty member from their department, along with the support of members of Tufts Career Center who not only teach students, but also help them make sure that they will be able to fit the program into their schedule. Industry guest speakers also make appearances, providing even more opportunities for networking and career development through their insight and expertise.
COMPANIES WHERE STUDENTS HAVE WORKED
After taking the introductory course, students will move on to full-time work the following semester at a company whose work is in line with their program of study. Students are expected to take the skills they’ve learned in the introductory course to find a co-op that best fits their interests, with some help from the Career Center along the way. Robin Kahan, the Associate Director of Engineering Career Services in Tufts’ Career Center, says, “We are always looking for companies to hire students for co-ops, internships, or full-time positions.” Some companies will post positions to Tufts Career Center sites specifically for members of the program, which makes finding a position incredibly easy. Opportunities are posted by the companies on Handshake, the job aggregation site that Tufts uses for its students and alumni, and must include the title, pay, and benefits for which students will be eligible.
Though the program requires an academic semester, each full-time job that students work through the program takes six months to complete.
For those who are worried about finding the time, or credits, to make this program fit within their schedule, Robin has only assurances: “Many students can do [the program] and graduate on-time because they have pre-matriculation credits, take courses during summers, or [take extra courses during the semester] while at Tufts.” Some students are such big fans of the program that they do it more than once. “We have had at least one student do two co-ops and graduate a year later than her class, but with a year of great experience under her belt.”
Participating in the introductory course mentioned earlier does not necessitate participating in fulltime professional work for a semester either. It can also prepare students for taking on an internship for the bulk of the semester or summer. According
to Robin, many students have “decided to do the three month internship rather than do a co-op” depending on their situations and plans for their undergraduate careers and future. Regardless of where the course leads, on its own it is an incredible career development opportunity, both for the connections students are able to make and for the interview and workplace skills they gain which they can carry with them into their future. For some, that future may be even closer than they expected. According to Professor Qiaobing Xu, who teaches the introductory co-op course for BME students, “One student worked at Vaxess through this program and was recruited as a full-time employee after she graduated.”
Tufts is committed to preparing students for their future professions and continues to connect students with cutting-edge organizations and alumni for career development.
Have you ever stopped to think about what powers your phone, laptop, or even your electric car?
We use these devices every day, yet most of us rarely consider the science behind their batteries.
For Professor Graham Leverick, however, batteries are far more than just power sources—they’re a key to solving some of the world’s biggest challenges, from climate change to sustainable energy storage.
Leverick’s journey into chemical engineering wasn’t exactly linear. He started at the University of Manitoba in Canada, exploring a range of academic interests. But it was a personal turning point— breaking his leg—that made him rethink his path.
During his recovery, he began reflecting on how his work could have a greater societal impact. That shift led him to move away from agricultural technology and focus instead on global challenges like energy storage and the transition to renewable energy.
Determined to make a difference, Leverick pursued graduate studies at MIT, where he spent five years earning his Ph.D. and another two as a postdoctoral researcher, specializing in energy storage.
As he gained more experience, he realized that the best way to drive meaningful change was through academia. That realization brought him to Tufts, where the Chemical Engineering (ChemE) program offered the perfect mix of interdisciplinary collaboration and hands-on problem-solving.
At Tufts, Leverick’s research focuses on the intricate science of batteries—specifically, how electrodes and electrolytes work together to regulate chemical ions. By advancing battery technology, his work has the potential to make energy storage systems more efficient and sustainable. His lab is a dynamic space where undergraduate and graduate students collaborate, gaining hands-on experience
with real-world applications. This mentorship-driven approach not only sharpens their technical skills but also fosters teamwork—an essential element of solving global energy challenges.
The ChemE program at Tufts is designed to provide students with a strong foundation in chemical engineering while allowing them to explore specialized fields like renewable energy and battery technology. The curriculum gradually builds from core engineering principles in the first year to more advanced applications by senior year. While many students initially envision careers in traditional industries like chemical manufacturing or petroleum, the program encourages them to branch into emerging fields such as biotechnology and sustainable energy.
A standout feature of the program is its emphasis on hands-on learning. The summer battery workshop, for example, allows students to design, build, and test their own batteries—giving them a taste of real-world problem-solving. Senior capstone projects further reinforce this practical approach, with students tackling challenges like developing non-toxic batteries or optimizing renewable energy storage systems.
Another major advantage of Tufts’ ChemE program is its close-knit community. With about 30–40 students in each cohort, the department fosters strong relationships between students and faculty.
“What’s nice about that is we have a really strong cohort, and there are close connections among people in the program,” Leverick explains. The small class sizes ensure that students not only receive personalized guidance but also build a supportive network that lasts beyond graduation.
For Leverick, one of the most rewarding parts of
his job is mentoring students and watching them grow into professionals who will shape the future of energy storage, biotechnology, and sustainable engineering. Tufts’ expansion of the Department of Chemical Engineering is creating new opportunities for students to engage in cutting-edge fields, preparing them to make a tangible impact in industries that are rapidly evolving.
Graduates of the program have gone on to successful careers in biotechnology, chemical manufacturing, startups—particularly in battery technology—and graduate research. The strong alumni network continues to be a valuable resource, helping current students navigate their own career paths.
In his work at Tufts, Leverick encourages students to think critically about the technology that powers their daily lives. He believes that by understanding the science behind systems like batteries, students can develop innovative solutions to some of the world’s most urgent challenges. “Scientists have the potential to drive meaningful change, particularly in transforming matter into innovative solutions,” he says.
For Leverick, the most exciting part of his work isn’t just advancing battery research—it’s seeing his students take what they’ve learned and apply it to real-world problems. Whether they’re tackling energy storage challenges or working at the intersection of chemistry and sustainability, Tufts students are preparing to lead the next generation of engineers who will help create a more sustainable and equitable world.
AFUA SIAW ’26
GRAHAM LEVERICK
“We have a really strong cohort, and there are close connections among people in the program.”
WORLDWIDE PROBLEM SOLVING
Whether it is through an internship, full-time job, or grant through the Global Research Assistant Program, Jumbo engineers go across the country (and the world) to create solutions to problems facing society today.
ADMISSIONS INFORMATION
THE REAL DEAL: FINANCIAL AID AT TUFTS
Application Deadline: Early November
Notification Date: Mid-December
Early Decision II
Application Deadline: Early January
Notification Date: Early February
Regular Decision
Application Deadline: Early January
Notification Date: By April 1
Transfer Admission
Application Deadline: Mid-March
Notification Date: Mid-May
*Please visit admissions.tufts.edu/apply for the most up-to-date information on deadlines.
We accept either the ACT or the SAT; neither is required. Applicants may choose whether they wish to have exam scores considered as one component of their application.
We require one from a school counselor and one from a teacher in a junior or senior year major academic course (math, natural science, social science, English, or a world language). You may send us one additional if you’d like.
Portfolio Required only for applicants
admitted 100% of demonstrated financial need met for all admitted students
Tufts is test-optional. First-year and transfer applicants have a choice about whether or not to submit SAT or ACT scores to be considered for undergraduate admission. In recent years, about half of applicants, and about 60% of admitted students, submitted SAT or ACT scores.
*Note: not required of international or undocumented applicants for financial aid
*Please review the financial aid website for the most up-to-date information and deadlines: admissions.tufts.edu/tuition-and-aid
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.
For International Students International students applying for financial aid must submit the CSS Profile with supporting documents submitted through IDOC. If the CSS Profile cost would cause significant financial hardship for your family, you may instead complete the International Student Financial Aid Application (ISFAA) through your Tufts portal once your application has been submitted. The completed ISFAA supporting documents must be submitted through your Tufts applicant portal.
BY THE DEADLINE*:
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.
ACADEMIC PROGRAMS
Tufts offers 150+ majors, minors, and programs across the School of Arts and Sciences, the School of Engineering, and the School of the Museum of Fine Arts. Be sure to check our website for detailed information on each program.
SCHOOL OF ARTS AND SCIENCES MAJORS
Africana Studies
American Studies
Ancient World Studies
Anthropology
Applied Environmental Studies
Applied Mathematics
Applied Physics
Arabic - International Literary and Cultural Studies
Archaeology
Architectural Studies
Astrophysics
Biochemistry
Biology
Biomedical Sciences1
Biopsychology
Biotechnology1
Chemical Physics
Chemistry
Child Study and Human Development
Chinese - International Literary and Cultural Studies
Civic Studies1
Climate Science
Clinical Psychology
Cognitive and Brain Science
Community Health
Computer Science
Earth Science
Economics
Education1
English
Environmental Studies1
Film and Media Studies
French and Francophone
Cultural Studies
French and Francophone
Literary Studies
German International Literary and Cultural Studies
German Studies
Greek
Greek and Latin
Hebrew International Literary and Cultural Studies
History
History of Art and Architecture
Human Factors
Psychology
Interdisciplinary Studies
International Literary and Cultural Studies - Comparative
International Literary and Visual Studies
International Relations
Italian Studies
Japanese International Literary and Cultural Studies
Judaic Studies
Latin
Latin American Studies
Mathematics
Middle Eastern Studies
Music, Sound, and Culture
Philosophy
Physics
Political Science
Psychology
Quantitative Economics
Race, Colonialism, and Diaspora Studies
Religion
Romance Studies
Russian International Literary and Cultural Studies
Russian and Eastern European Studies
Science, Technology, and Society1
Sociology
Spanish Cultural Studies
Spanish Literature
Theatre, Dance, and Performance Studies
Women’s, Gender, and Sexuality Studies
SCHOOL OF ENGINEERING MAJORS
Architectural Studies
Biomedical Engineering
Biotechnology1
Chemical Engineering
Civil Engineering
Computer Engineering
Computer Science
Data Science
Electrical Engineering
Engineering
Engineering
Physics
Engineering Science
Environmental Engineering
Human Factors Engineering
Mechanical Engineering
Public Health Engineering
SMFA AT TUFTS AREAS OF STUDY
SMFA at Tufts programs offer an interdisciplinary studio art curriculum with access to faculty, classes, and studio support in any medium or combination of mediums they choose.
Animation
Analytical Chemistry
Ancient World Archaeology
Ancient World Studies
Applied Computational Science
Arabic
Archaeological Anthropology
Architectural Engineering
Architectural Studies
Asian American Studies
Astrophysics
Biological Anthropology
Biophysical Chemistry
Biotechnology
Business, Management, and Leadership
Cellular Agriculture
Chemical Mechanism and Structure
Chemical Physics
Chemistry
Chemistry of Life
Illustration
Child Study and Human Development
Chinese
Cognitive and Brain Science
Colonialism Studies
Comparative Politics
Computational Chemistry
Photography
Printmaking
Sculpture
Computer Science
Cultural Anthropology
Dance
Digital Humanities
Earth and Climate Sciences
Economics
Education
FIVE-YEAR COMBINED DEGREE PROGRAM
Arts & Sciences/SMFA
Combined Degree: BA or BS and Bachelor of Fine Arts
PRE-PROFESSIONAL ADVISING
Pre-Dental Pre-Law
Pre-Medicine
Pre-Veterinary Medicine
MINORS AND CONCENTRATIONS
Embedded Systems2
Engineering Education2
Engineering Management
English Entrepreneurship
Entrepreneurship for Social Impact
Environmental Science and Policy2
Film and Media Studies
Finance
Food Systems and Nutrition
Foreign Policy Analysis
French
Geosystems Engineering2
and
Studies
Latin
Latin American Studies
Latinx Studies
Linguistics
Materials Engineering2
Materials and Surface Chemistry
Mathematics
Medical Anthropology
Medieval Studies
Museums, Memory, and Heritage
Music, Sound, and Culture
Music Engineering
Native American and Indigenous Studies
Peace and Justice Studies Philosophy Physics
Political Economy Political Science Political Thought Portuguese
Russian Science, Technology, and Society
Social Justice Anthropology
Sociology
Spanish
Studio Art
Theatre and Performance Studies
Urban Studies
Visual and Material Studies
Women’s, Gender, and Sexuality Studies
WE DO OUR RESEARCH
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.
WE ARE ACTIVE CITIZENS
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 semester in Peru or Thailand immersed in social and environmental justice as part of the Tufts Civic Semester. They understand that they are citizens of a global community, and they embrace that responsibility.
WE ARE INTERESTED
…in a lot of things. Tufts students don’t limit themselves: they combine biology with philosophy, compete as nationally-ranked D-III 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 DON’T TAKE OURSELVES TOO SERIOUSLY
This is a place where students are as excited to debate 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 residence hall common room.
