Jumbo Engineer - Fall 2021

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KAMAR GODOY GOES BEYOND STEM TO SEE WHERE SOCIAL ISSUES STEM FROM Take a Look Inside the Powerful Spaces That Equip Tufts Engineers The 10 Engineering Majors Explained (No Jargon Here) Business and Tech for Good: How Entrepreneurs at Tufts Lead the Way

“To be an engineer means you are on the frontlines designing and making innovations to improve the quality of life for all people. Engineering does not just fall under STEM, but rather is the intersectionality of understanding the immediate needs of our communities and having the technical knowledge and diverse pool of thinking to come up with globally impactful solutions.” —Kamar Godoy ’22


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 Science and Engineering 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.



FEATURES 20 | Unreal Research for the Real World Research is the norm for Tufts engineers, but the impactful projects they pursue are anything but typical.

30 | Major Conundrum Can’t decide which engineering major is for you? Current students explain what sets them apart.

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On the Cover: Meet mechanical engineering major Kamar Godoy on pages 9, 11, 15, and 33. COVER PHOTOS BY KEITH WILSON (FRONT), KELVIN MA/ TUFTS UNIVERSITY (BACK)


FROM THE DEAN others), or you want to try your hand at unique programs in disciplines like data science or music engineering, you will find a far-reaching curriculum at your fingertips. Flip to page 30 of this magazine to hear 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 forego your various intellectual interests while pursuing an engineering degree here.

JUMBO ENGINEER is our introduction to an important

component of our community, the Tufts University School of Engineering. Embedded in a major liberal arts and sciences university, 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 special about our program: Our engineers are a diverse group. We are proud of the diversity of our engineers. Tufts is committed to building a diverse student body across the university, and our engineers are an

important part of that commitment. In recent years, 50% of our entering engineering cohort has been composed of women, and students of color comprise over 40% of our US students. One out of every seven engineers in our most recent entering class will be among the first generation in their family to graduate from a four-year 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, we think you will graduate ready to enter an increasingly diverse workforce and ready to tackle increasingly complex challenges. There are multiple ways to be an engineer. The School of Engineering offers an array of majors, minors, programs, and research opportunities. Whether you want to explore ABET-accredited majors like environmental engineering, mechanical engineering, or computer science (and many

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 water filtration membranes, to a mobile app that streamlines financial donations, to harnessing synesthesia to depict patterns in data through color and sound, 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. I hope to welcome you to campus soon, and I wish you all the best in your college search. Best,

JT Duck Dean of Admissions





OFFICE OF UNDERGRADUATE ADMISSIONS Tufts University / Bendetson Hall / 2 The Green / Medford, MA 02155 617.627.3170 / admissions.tufts.edu Produced by the Office of Undergraduate Admissions / Edited by Abigail McFee, Assistant Director of Undergraduate Admissions / Design by Hecht/Horton Partners


Tufts Admissions


Through interdisciplinary courses in the engineering curriculum and eight courses they choose in the School of Arts and Sciences, Tufts engineers discover that engineering connects to far-flung fields—from studio art to sociology. Explore some of these intersections below.

Electrical Engineering + Environmental Studies In Introduction to Engineering: Renewable Energy, first-year students examine renewable energy technologies with a critical eye—and a steady hand. Projectbased labs give these engineers a greater sense of what it means to go off the grid. Students build small windmills to test their effi ciency and even construct their own dye-sensitized solar panel with a surprising ingredient: raspberry jam! “It wasn’t a very efficient solar panel,” Ansgar Jordan ’22 reflects. “In fact, charging a phone with it would have taken many years. But the feeling of building something that worked was certainly very rewarding.”

Engineering + Studio Art An emphasis on “making” applies to engineers and artists alike. Floor van de Velde, a professor at the School of the Museum of Fine Arts (SMFA), teaches Digital Fabrication Lab, a studio sculpture course that allows SMFA and engineering students to develop proficiency in computer-aided design (CAD) and learn to safely and effectively use laser cutters, 3D printers, and CNC milling machines. Through research, discussion, and practice, students are encouraged to develop a personal relationship with these technologies in order to integrate them into their artistic practices. Computer Science + Aerospace Shoot for the stars—and you might land an internship at NASA. This past summer, Elizabeth Hom ’22 worked as a software engineering intern at NASA’s Jet Propulsion Laboratory! “I’ve always been interested in aerospace, and it’s very cool to see how things I’ve learned in the classroom are applicable in industry work,” she explains. “Engineering is very much a team-based discipline, and despite the steep learning curve that comes with the first few weeks of most internships, it’s been really nice having so much support and vibrancy from the team I’m working with.”

Mechanical Engineering + Sociology For his Summer Scholars research project, Richard Kaufman ’21 wanted to determine whether the current racial disparity in residential adoption of solar panels could be due to differences in the diffusion rate across demographics. “Residents of a given area are more likely to install solar on their roofs if a neighbor has already done so,” he explains. In order to model the spread of solar roofs, he used methods from epidemiology. Rather than determining the probability of a person getting sick, his models described the probability of a house adopting solar on its roof. “As a mechanical engineering major and sociology minor, this research provided a unique opportunity for me to combine my fields of study,” Richard says. “I’m passionate about green policy and energy justice, and I hope to use my skills to advance these fields.”

Engineering + Education Through Tufts’ engineering education minor, students gain field experience working in the classroom and at the Center for Engineering Education and Outreach to inspire the next generation of engineers. “I used to always be torn between choosing to be an educator or an engineer,” says Madeline Fabela ’23. “One of the required classes for my minor was Society and Education, taught by professor Steven Cohen. This class really challenged my views and assumptions on education in America. It made me open my eyes to all the things that come into play when building and organizing schools.”




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 from our very own Associate Director for Engineering Recruitment, Beky Stiles!


Determine if you’re an engineer If the classes, research, and projects you read about here make you jump for joy: You’re an engineer! But, if you’re on the fence between majors like biomedical engineering and biology or chemical engineering and chemistry, look at the online “degree sheet” for your intended major. If the engineering major entices you more than the thought of fulfilling the distribution requirements for the School of Arts and Sciences: You’re an engineer. Still unsure? Talk to current students, faculty, counselors, and family members. Then go with your gut and apply to whichever school feels like the best fit for you.



Map out your schedule

Line up your recommendations

Harness your engineering “voice”

All applicants to the School of Engineering MUST have taken physics and calculus in high school. Our most competitive applicants will be in the most advanced science and math courses their schools offer. The more STEM strength you show, the stronger your application will be overall. And embrace any electives that let you celebrate your inner engineer. Computer science, woodshop, orchestra… they all show an aptitude and mindset for engineering. It’s okay and even encouraged to specialize a little bit your senior year—if you need to forego a fourth year of foreign language in order to double up in math or science, that’s a decision we understand and support as we review your transcript.

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’re also playful, creative, collaborative, logical, enthusiastic, and down to earth. In your essays, we’ll be looking for the soft skills that will make you a great engineer and the je ne sais quoi 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. And if writing isn’t your thing, don’t panic. Do the best you can with the task at hand; then feel free to show us your engineering skills through a Maker Portfolio.






Sonkusale and his team are working to make “smart” bandages, which would actively monitor and deliver precisely targeted treatments to chronic wounds, while also keeping the caregiver informed of the patient’s progress.

welcomed biologist Dr. Lydia Villa-Komaroff to educate the Tufts community on implicit bias and its effects on women and underrepresented groups in STEM. After her distinguished career as a researcher and academic, Villa-Komaroff has dedicated her time to promoting diversity within the sciences. Her illuminating presentation came with a clear message: understanding the current lack of diversity within STEM is key to building a more inclusive future. Inclusion and opportunity have always been integral to the Tufts experience, and we are proudly raising the bar every year. Far above the national average, at Tufts, 49 percent of the Engineering Class of 2024 are women.” —John Mattson ’22

BRIDGE TO ENGINEERING SUCCESS AT TUFTS (BEST) THE BEST PROGRAM is designed to help prepare first-generation and historically underrepresented students for the Tufts engineering curriculum by building a strong cohort of peers who will support and encourage each other through graduation and beyond. Students who are invited to join the program take two summer courses together before beginning their first year, while participating in academic and college life workshops. “BEST is more than a six-week summer program,” says Program Administrator Campbell Halligan. “It’s a family.”

CLEAN WATER FOR ALL IN THE LANTAGNE GROUP, led by Professor Daniele Lantagne, engineers seek to reduce the

burden of infectious diseases—such as Ebola, cholera, and diarrhea—by investigating and evaluating the effectiveness of water and sanitation interventions in developing countries and emergencies. To do this, students and professors complete laboratory research, field work, and policy work. In the lab, they determine which disinfection options can best be used to clean surfaces, hands, and human waste in Ebola treatment units, while policy work is centered on developing recommendations for implementing water and sanitation programs to reduce cholera transmission. 6



it, and use IP as an innovator? Intellectual property (IP) comprises over 35% of the total US economy and is the engine behind the biggest developments in science, business, arts, and technology. In this workshop, we take a hands-on approach to understanding IP, including patents, trademarks, copyrights, and trade secrets. In the first part of the course, students will investigate unmet needs at Tufts and innovate to address those needs. Then we’ll determine whether the solutions are patentable, select and search trademarks, and design logos. Along the way we’ll hear from guest speakers and look at everyday products— from the Apple iPhone to Adidas sneakers. The course will culminate with students pitching their inventions and protection strategies.” —Melissa Beede Johannes, Intellectual Property Attorney at Wolf Greenfield, BS in Electrical Engineering from Tufts

BUILDING BETWEEN DISCIPLINES TUFTS’ NEWEST ACADEMIC BUILDING, opening in 2021, is a multidisciplinary space designed

to hold the flow of people and ideas. The Joyce Cummings Center will serve as the new home for the Data Intensive Studies Center, the Departments of Computer Science, Economics, and Mathematics, and the Tufts Gordon Institute. The new Green Line from Boston will terminate adjacent to the site and create easier access for engineering students traveling from campus into Boston for internship opportunities and outings.



WHO SAYS ENGINEERS can’t study abroad? Thanks to the ten Tufts Programs Abroad and

WHEN YOU THINK of a computer programmer, who do you

over 150 other pre-approved programs available to Tufts students, the world is at our students’ fingertips, no matter their major. Engineering students who want to get a jump start on their global explorations—while working with community organizations in one of four international sites—can participate in the Tufts 1+4 Bridge-Year Program. Others take their studies to the French Alps as part of the Tufts in Talloires summer program, enrolling in place-based courses that count for credit and don’t distract from the beauty of their surroundings.

picture? Probably not children under the age of seven, unless you’re Dr. Marina Umaschi Bers, a Tufts computer science professor. In her latest book, she explores how young children can be taught to code, developing important skills while becoming playful producers—rather than just consumers—of technology. 7


Senior Capstone Project: She is the Music Database Engineering can be used as a mechanism for social change, especially when students have the opportunity to implement their own ideas through senior capstone projects. Together, Ashley Wicks ’20, Laurel Haeger ’20, and Zaila Foster ’20 built a database to connect women in the music industry. Ashley, Laurel, and Zaila all recognize that women have been and continue to be underrepresented in the music industry. Furthermore, they emphasize that women of color are especially marginalized in this industry. The three teammates conjectured, “If we offer an easier way for women to be discovered and connected to projects in the music industry, representation of women might increase.” To address this problem, their engineering goal was to build a product to support a pipeline for both current and future generations of women in music—a product that is easily accessible by both the general public and professionals. The three women built a VOCL (Voices of Change Leaders) database, which allows users to search, sort, and filter in order to locate various female artists. The foundation provided by Tufts Engineering allowed the three seniors to construct a project that addressed a pertinent real-world issue.


EN-0001 Applications in Engineering: Engineering in Crises Interested in examining engineering ethics alongside engineering design processes? Engineering in Crises explores a different topic each term that it is offered. When Elana Chan ’21 took the course, it was “centered on case studies, such as the Deepwater Horizon oil spill and [the] 2010 Haiti earthquake and cholera outbreak, which made lectures super engaging.” Elana says that the course included multiple, hands-on projects. Her favorite was building a small-scale levee to test in the structures lab. “I learned so much about context-specific engineering and the role of engineering in public health throughout the semester,” she reflects. “This course solidified my decision to pursue engineering!” René LaPointe Jameson ’22 thinks that Engineering in Crises is a great example of Tufts Engineering as a whole: “I really enjoyed how collaborative [this class] was… Tufts Engineering is challenging, but not competitive amongst students. We engage with one another to learn and consider new ideas. I like to think the only competition that goes on is with yourself in an attempt to grow and do better.”

Tackling real-world problems encourages students to think outside the box, and Tufts engineers engage in this kind of learning from day one. Introduction to Engineering courses, or “EN1,” are anything but surface-level—allowing for innovative thinking, collaboration, and real impact. Tufts engineers end their four years in the same way, through groundbreaking senior capstone projects. Explore a mix of unique courses below. —Kamille Bernard ’21


EN-0001 Applications in Engineering: Music and Art of Engineering Is audio engineering your forte? Many of the songs we all know and love use an immense amount of electrical diagnostics during production. This course allows students to gain a deeper understanding of the physics of sound, audio engineering, and electronic music synthesis. From pitch, tone, and distortion to amplification, sampling, and digital filtering, students in this course learn critical aspects of audio engineering, using MATLAB as a computational tool for engineering problems that are focused on the digital synthesis of sound. After taking the class, Kamar Godoy ’22 now feels “confident enough that if you wanted me to turn your laptop keyboard into a piano, saxophone, or even your own voice, I could do so.” One might think that music and engineering are entirely separate fields, but this class shows that the two can be in tune.

EN-0001 Applications in Engineering: Innovation in Biomedical Engineering The goal of biomedical engineering is to utilize big picture themes to gain insight into the current state of technology and its relationship to the future of human health and well-being. In this course, all students work together in teams to challenge the limitations of technology and project future technological opportunities. Ishan Ahuja ’23 describes his final project, in which the task was to create a new piece of technology that would solve a problem in the biomedical field: “While our project had to be grounded in current scientific research, we were encouraged to think outside the box, as well as be creative in our presentation medium. My group and I decided on a self-sufficient insulin patch, which would produce insulin through photosynthesis and deliver directly through its interface with the body. But we were perplexed—how would we explain this already far-reaching project with an even more ambitious medium? Then one night, it came to us... a rap. By the end, we had not only learned a lot about insulin production and delivery and the vast future possibilities in the field of biomedical engineering, but we’d produced a fire rap song.”




Designing, building, and inventing are at the core of Tufts Engineering.Whether revolutionizing robot communication, advancing autonomous vehicles, or problem-solving patient-saving equipment during a pandemic, Tufts engineers don’t wait until after they graduate to innovate.

CLASS PROJECTS Swarmbots As part of their junior research project, Ashwin Swar ’20, Chris Markus ’20, Benny Roover ’20, and Danielle Blelloch ’20 set out to create one of the first fully autonomous passenger vehicles. These vehicles, known as swarmbots, were equipped with color sensors, a collision detection and pedestrian detection system, headlights, brake lights, and even turn signals. These swarmbots were able to successfully navigate a simulated city block. Visualizing a Robot’s Perspective of the World Want to learn what’s going on inside the mind of a robot? Working together with Professors Jivko Sinapov and James Schomolze, Amel Hassan ’20 and Faizan Muhammad ’20 used augmented reality software to project robots’ inside thoughts. This brought them one step closer to improving how robots communicate with humans.

SENIOR DESIGN PROJECTS Thread-Based Data Glove How do you make a data glove user-friendly and cost-effective? Using the resources of the Tufts Nanolab, Danny Bronshvayg ’20, Aaron Epstein ’20, Nadya Ganem ’20, and Ben Santaus ’20 achieved this goal by developing a thread-based sensor for each finger of their data glove, which can identify hand rotation and detection. Multichannel Micropipette You can find many Tufts engineers partnering with local startups to kick-start their senior design projects. Courtland Priest ’20 and Jordan Hindes ’20 prototyped a multichannel micropipette for the Tufts University Medical School. Through developing a standardized diagnostic technique, this multichannel micropipette will reduce error rates and develop a calibration standard for breast cancer diagnosis.



Lopbot What can Tufts engineers invent with a budget of $400 and three months’ time? Human factors engineering major Janna Sokolow ’20 and her team created a vacuum impeller, motor, suction mechanism, and power system...all to build their very own autonomous, high-powered, high-volume, industrial shop vac!

FIRST-YEAR PROJECTS Smart Toys for Kids Imagine building and inventing as soon as you arrive to Tufts as a first-year student! For Anica Zulch ’23, Madeleine Pero ’23, Kennedy May ’23, and Kate Wujciak ’23, that’s exactly what happened in their Introduction to Engineering (EN1) course, Inventing Smart Toys for Kids. By building circuits, writing code, and crafting puzzle pieces with neodymium magnets, this team developed an electronic puzzle that would know when it has been completed. They even created an app so parents can see how long it takes their children to complete the puzzle.

Fighting Covid-19: Flowmeter Tufts engineers solve real-world problems outside and inside of the classroom. As part of his mechanical engineering design class, Kamar Godoy ’22 designed a flowmeter that would help adjust ventilators to treat more COVID-19 patients. As hospitals become more crowded and life support resources more limited, doctors are expecting the need to have four people per ventilator. Kamar’s apparatus could help reconfigure the ventilators and balance the airflow equally to multiple people.

Programming a Pendulum When she was assigned a pendulum project with other students in her engineering science class, Madeline Fabela ’23 faced her first ever coding challenge. After building a two-foot-tall pendulum in the Nolop FAST Facility, her team gathered data about the acceleration, displacement, and speed of the pendulum, and then wrote a script that analyzed and plotted the data. The project not only introduced her to computer programming, but also allowed her to better understand what she was learning in her physics course.

Addressing Medical Non-Adherence in the Elderly For their product design class, Becky Lee ’22, Katie Jordan ’22, Noaf Alsheikh-Ali ’22, and Sami Rubin ’22 formed the team MedCo and took on a challenge from Design Science, a human factors engineering company located in Pennsylvania. For this semester-long project, the team performed user research, planned usability tests, and designed an app and interactive pillbox to help address medical non-adherence in the elderly population.

CLUB PROJECT TEMS Tracker Tufts students are always helping each other! Design for Social Good (DSG) club members worked together with Tufts’ Emergency Medical Services (TEMS) to create an ambulance tracker system. Built from Arduinos, this tracker updates the location of the university’s EMS truck every 10 seconds and collects driving data. With this information, the student EMTs working for TEMS can organize better shift changes and improve their response to medical emergencies. A safer and healthier campus to look forward to!




Kevin Oye ’79 is the executive director of the Tufts Gordon Institute, which fosters engineering leadership and provides venture opportunities through its Entrepreneurship Center. Professor Oye believes in business and technology for good. We spoke about what makes this possible, and teachable. BY ABIGAIL MCFEE ’17

What distinguishes the Tufts approach to entrepreneurship? At Tufts, we care more about developing the entrepreneurial mindset in all our students than teaching them just the mechanics of startups or measuring our success by the number of startups they launch. It’s more important to us that they discover how to find problems that matter, and develop the tools and agency to take action, risk failure, and persist even when challenged, knowing they can make a difference. We differentiate our approach to entrepreneurship in three ways: 1) Rather than just focus on generating startups, we aspire to give every Tufts student the opportunity to experience the entrepreneurial mindset… 2) We only hire faculty who have deep industry experience… and 3) We take a very practical, hands-on, not theoretical, approach to teaching entrepreneurship, immersing our students in doing, not just studying, venture launching. You graduated from Tufts yourself with a BS in electrical engineering and then eventually returned as a faculty member. Could you speak a bit about that journey? It takes more than an understanding of technology to drive a successful 12

technology business, especially during times of rapid change… Becoming a trusted leader requires humility, empathy, and a deep appreciation for the richness a diverse group can bring to a creative enterprise… It was at Tufts that I first began to realize this, when I took Jungian Interpretation of French Literature with Professor Seymour Simches. It was a remarkable class; through the lens of interpreting French literature with Jungian concepts, he conveyed the importance of seeing the uniqueness in every individual, and the importance of encouraging and nurturing that uniqueness…as the bedrock for continuing creativity in society, whether it be the arts, sciences, government, or business. Tufts engineers today are fortunate to have access not only to top engineering and liberal arts faculty, classes, and research, but also top entrepreneurial and business faculty with deep industry experience. Taking classes far afield from their technology roots increases the probability they’ll run into ideas and people they did not expect, which can be the sources of the deepest insights into oneself, other people, and the world we live in. By developing their people skills as well as technology skills, they’ll be more than great engineers,


they’ll be great engineering leaders. The world needs leaders who are steeped both in technology and business skills, with deep sensitivity to humanity, to ensure we do great good, and not great evil, with all the emerging technologies. What better place to start this journey than at Tufts? What opportunities are available to students through the Tufts Entrepreneurship Center (TEC)? Over 500 undergraduates a year take one of our entrepreneurship classes and over 100 complete the requirements for an undergraduate minor in entrepreneurship, making it the most popular undergraduate minor at Tufts. Besides offering classes on a variety of topics, from startup launching to marketing and finance to leadership, the TEC also hosts a number of co-curricular events, including workshops and weekly venture cafes featuring entrepreneurs, many of them Tufts alumni, sharing their wisdom and stories. A variety of pitch contests, hackathons, and the annual school-wide $100k New Venture Competition, give students multiple opportunities to learn and practice the entrepreneurial mindset and skillset.

Along with Professor James Intriligator (Mechanical Engineering) and Professor Chris Swan (Civil and Environmental Engineering), you co-taught a course on commercializing research. How do engineering and business go hand-in-hand? It takes more than having a great technical idea to impact society. The technology has to be applied to a tough problem in a more compelling way than existing approaches. Discovering how to translate research into applied solutions, and building a viable business model that is scalable and financially investable, is what we cover in our commercializing research class. It’s been a joy coteaching this class with James and Chris, as we each bring unique and complementary perspectives, and can be great facilitators and sounding boards for our students, helping them discover within themselves the confidence and creativity to translate research into societal impact.

In partnership with the Tisch College of Civic Life, the Tufts Entrepreneurship Center has created a new minor in entrepreneurship for social impact. Could you speak to its purpose? As the world is changing so rapidly, we need people in large and small organizations, for profit and nonprofit, governments and NGOs, who see the world with fresh eyes and take the risks to experiment with new ideas, knowing they may fail many times before they succeed, but [who are] confident they will converge faster and with higher quality solutions to our biggest challenges. The new entrepreneurship for social impact minor gives students the opportunity to develop and apply the entrepreneurial mindset to social issues. It’s a powerful combination. Is there a particular story that stands out to you of Tufts engineer-entrepreneurs making an impact? Alex Rappapor t graduated from Tufts in 2017 with an undergraduate degree in environmental/environmental health engineering and a minor in entrepreneurship. He then enrolled in the Master of Science in Innovation and Management program (MSIM) at

the Gordon Institute where he connected with chemical engineering Professor Ayse Asatekin who had recently developed a new patented membrane filter technology that had the unique property that it didn’t clog. Working with a team of other MSIM graduate students, Alex reached out and did over 100 interviews across multiple industries to discover opportunities to leverage the technology into industrial water treatment applications that are superior to existing filtration methods while also lower cost, and longer lasting. In the spring of 2018, the team entered the Tufts $100k New Venture Competition where they captured first place in the technology track and received their first investor inquiry. Within months of completing his MSIM degree, Alex launched ZwitterCo, raised over $1.2M, and is now in the midst of entering pilot trials and closing a multimillion-dollar investment round. It’s a wonderful example of a Tufts engineering student combining his engineering technology skills with his entrepreneurial mindset…to build a company that translates leadingedge research into a venture that will have great positive impact on society… He is a role model as we build a worldwide community of transformative leaders, with heart.




You can put the “E” in “Extracurricular” by joining an engineering-themed student organization and put your skills and knowledge to work alongside equally passionate peers. Explore just three of these clubs below.





Problem-solving is messy. People often brainstorm first and then realize their idea doesn’t solve the right problem or carries unexpected issues. Design thinking is a process that prevents either scenario, making it an essential skill for modern engineers. For this reason, one of Tufts’ newest clubs, Design for Social Good (DSG), is rapidly rising in popularity as members are trained in design thinking and take on challenges to help the community. DSG focuses on user-centric solutions. Students aren’t just building—they’re learning to be empathetic by talking, interviewing, and discussing with clients. Through workshops and hands-on projects, they identify problems, brainstorm, and prototype. Through partnerships with other engineering clubs, any DSG student can learn to code, solder, and more. DSG’s first partnership was with a retirement center. Students added GPS capability to the center’s life alert system, allowing nurses to identify the locations and needs of patients. DSG’s second partnership was with the immigrant nonprofit group The Welcome Project. Students designed a low-cost sound dampener to minimize the noise pollution disrupting people’s lifestyles. They also created a collapsible device to help the nonprofit organize their paper documents better. DSG is part of Tufts’ Maker Network. This network also includes Tufts’ MAKE Club, which is dedicated to helping students access the tools, knowledge, and space needed to build their next great inventions. From offering tours of engineering companies to hosting Python workshops, both clubs embody the supportive spirit of Tufts engineers.

Tufts’ Engineers Without Borders (EWB) is an incredible student organization that designs and implements sustainable engineering projects in developing communities. The club’s goal is to build a better world through engineering projects that empower people to meet their basic human needs. Founded in 2004, the club has since grown to 17,000 members (current students and alumni!) and welcomes students of all majors in order to integrate the strengths of liberal arts, fine arts, and engineering. Talk about a triple threat! The club also partners with professionals and faculty members and builds robust relationships with partner communities. Previous communities that the club has worked with include: Shilongo (Uganda), Porvenir and Arada Vieja (El Salvador), and El Cristal (Ecuador). In recent years, the club has partnered with two nonprofit organizations. The first organization is Joshua Orphan and Community Care (JOCC) based in the Solomoni Community in Malawi, Africa. The project for the club’s Malawi chapter is called Clean Water Access. Tufts students are designing, testing, and developing a system that would help residents, particularly primary and secondary school students, access clean water. The second organization EWB is now collaborating with is the in-country office in Silvio Mayorga, Nicaragua. A wildlife refuge, Reserva Silvestre Quelantaro, is also involved to monitor any environmental impacts of EWB’s work. For this particular project, Tufts students are planning to improve the community’s central water storage tank, pump, and distribution system. For each partnership, EWB members travel to the community to experience the environment firsthand and form connections with the people they’re serving. They also conduct interviews, test samples on-site, and supervise construction. EWB projects are a fantastic example of the hands-on experience offered by Tufts, as students not only apply their classroom knowledge, but also develop new skills such as CAD modeling, site evaluation, and negotiation. To learn more about their projects, check out EWB’s website!

Run through the Center for STEM Diversity (CSD) and the Jonathan M. Tisch College of Civic Life, STEM Ambassadors is a professional development and mentorship program for students in the School of Arts and Sciences and the School of Engineering. STEM Ambassadors partner with local high schools to lead workshops on various relevant, engaging STEM topics. In creating and leading these workshops, ambassadors become stronger communicators and leaders. As first-generation, underrepresented students themselves, STEM Ambassadors are inspiring the next generation of STEM students. For this most recent academic year, 21 Tufts students are part of STEM Ambassadors—the largest group in the program’s history! With an increase in size, the program has been able to increase its presence in the local community and expand its curriculum to include Social and Emotional Learning (SEL) and special needs classrooms. One of their most popular lessons covers the fundamentals of kinetic and potential energy. In this activity, students build roller coaster tracks throughout their entire classrooms using foam tubing. STEM ambassadors inspire students to gain new scientific perspectives on everyday activities. STEM Ambassadors are passionate about issues surrounding accessibility and representation in STEM fields. Kamar Godoy ’22, a mechanical engineering major, shares his connection to the program: “I am a STEM Ambassador because it allows me to give back to the community that encouraged me to get into STEM and pursue a college degree. High school students need to see other students of color excelling in college and in STEM… I want them to know that they have everything in them to be as successful as they want to be and that it is their culture, beliefs, color, and community that make them far more important than they could ever imagine.” In forging connections with underrepresented students, STEM Ambassadors are redefining what it takes to succeed in STEM. Follow their Instagram, @stemambassadors_tufts, to meet more ambassadors and to learn about their projects!



10:30 AM Engineering Science 2: Introduction to Computing: Professor Cross in the Science and Engineering Complex Anderson Wing

9:23 AM Time to get up—accept the fact that I will never be a morning person

5:30 PM

12:00 PM

7:00 PM

1:30 PM *Cue iPhone Alarm Radar Sound*... Snooze Count: 2


Join my two friends Gaby & Tara on our short walk between classes

Physics 11: Professor Hammer

9:04 AM

BECKY LEE ’22 Walk back to Houston Hall to begin some homework so I can have most of my weekend free to hang out with my friends or explore Boston

11:43 AM


10 AM Wake up and make tea

Dinner at Carmichael Dining Hall with some friends on my Houston Hall floor

Social Psychology: Professor Remedios begins. We learn about famous social psychology research studies and how they relate to our real life—everything from love and attraction to prejudice and stereotypes.

10:30 AM Open laptop and start working on emails and to-do list

12:00 PM Lunch time!

1:30 PM Engineering Forensics: Professor Pollard & Stearns

3:00 PM Math 34 (Calculus 2) Recitation

3:00 PM Human-Machine System Design: Professor Intriligator

9:45 AM Pick up my usual breakfast order from Hodgdon Food-on-the-Run: coffee w/ cream and sugar + Medford bagel (cream cheese, onion, dill & cucumber on a plain bagel)


3:50 PM Now the fun part begins! This semester, I’m working in Professor Kaplan’s Biomedical Engineering Lab with the Cellular Agriculture team on research projects regarding culturing cells and growing meat in the lab.

8:15 PM Club Volleyball practice in Chase Gym

11:00 PM FaceTime my family and friends from back home, then call it a day!

No day is alike for any two Tufts engineers—so we asked three Tufts engineers to share a day in the life, complete with classes, snacks, and shenanigans.

5:00 PM

10:20 AM

8 PM

Blast pump-up music with my friend to get ready for our swim class

Meeting ends. I meet my whole suite downstairs at the Campus Center and get ready to work out!

6:00 PM

10:30 AM

9 PM

Computer Aided Design: Professor Marshall


Headphones in and ready to get pumped!

Make dinner with my roomie (challenge: college version of miso soup without miso)

8:00 PM E-Board meeting for Wuzee (a Chinese fusion dance club)

9:00 PM Homework and Fun Fact Night with roomie (share random facts learned in class)

12:00 AM


8:55 AM Walk briskly up Packard Avenue to get to my 9 AM. Calves are burning.

9 AM

12 PM Go to Curtis Hall to attend the Redefining the Image of Science and Engineering (RISE) Alumni Lunch. Present peer leadership project!

10:30 PM

Computer Science 170: Computation Theory in Cabot Center. Always get my mind blown on how a computer actually works!

2 PM

10:15 AM

4 PM

Sit in the common room with friends and just talk about our days and how we feel

Nap time. Nap time is very powerful.

1 AM

Class ends. I call my friend to meet up at the base of the Memorial Steps.

Lunch with my friends! Begin working on homework so I don’t get swamped for the weekend

Gym closes; head back to Haskell Hall

11:30 PM

Yawn too much and decide to go to bed

Time to sleep

6 PM Grab Hodgon and get ready for my Senator Education Committee Meeting!

7 PM “Walk-in” in the senate office. Catch up with my senate friends and continue working on pushing for a diversity course requirement at Tufts





“I belong here.”




Ever since she was little, Marina Rueda Garcia has delighted in learning through doing. When she began her college search, it was a dream to her that the School of Engineering at Tufts not only enables students to apply concepts every day in small-sized laboratory courses but also guides students towards research and internship opportunities at the undergraduate level. Three years after first entering Tufts, Marina describes to me her 3,500mile journey from Spain to the Hill. As the only student in her class to leave Spain for college, Marina was terrified to start a new life abroad. But upon entering the pre-orientation program GO, short for Global Orientation, she felt less alone. Reflecting on the enthusiastic, caring student leaders that welcomed her onto campus, she feels happy that she was able to “find [her] community right away” and have the resources to help her through culture shock. Through GO, she was pleased to meet new friends who also traveled from worlds away and, with them, share “what home means” to her. Marina’s positive experience as a first-year motivated her to contribute to the program as a second-year host advisor. Marina declares GO to be one of her favorite experiences at Tufts. Now entering her senior year, she remains close friends and neighbors with her co-participants and co-advisors. Marina beams when she speaks about the collaborative and positive energy she encounters in her academic classes each and every day. Though in high school she felt isolated as the sole woman in her 20-student STEM classes, she pushed through others’ alienating comments and gender expectations to take the engineering classes she loved. Upon entering Tufts, she was amazed at how, in her entering class, nearly 50% of incoming engineers identified as women. Marina was hopeful that she “would not feel out of place anymore.” During

her first day of classes, when her ideas were greeted with the same consideration as those of her male classmates, she felt that she could confidently say, “I belong here.” This fall, she is most excited to craft independent projects on chemical reactions in her biotechnology processes laboratory course. Through direct application of the concepts she has learned, she is eager to further shape her view of how she will apply her coursework in the chemical engineering field. When considering her academic support system, Marina makes sure to credit the strong women who support her throughout the highs and lows of chemical engineering. She feels continually empowered by her mother, who studied engineering and taught her that she deserves to take up space and pursue what she is passionate about. At Tufts, Marina is inspired by her major advisor Ayse Asatekin, who is an international chemical engineering professor specializing in polymer science. Glowing with pride for her ever-helpful mentor, she shares that “it is really comforting” to see a woman of similar circumstances achieve success in chemical engineering and be able to think, “Okay. I can do this too!” During their one-on-one meetings, Marina always looks forward to receiving helpful advice and tasty chocolates. To Marina, home is her family and how they treat each other. She hopes to bring a piece of home to Tufts in her everyday life, as she tries to hold the same values that she learned from her parents. And through giving guidance to sophomores as a community development assistant, offering support to other international students as a Global Orientation host advisor, and attending lunches with prospective applicants as a mentor, she does just that. —KEESHA PATRON ’21




By Chris Panella ’21

The phrase “tier-one research university” can feel like intimidating college jargon. It’s a classification given to institutions that have a high supply and high demand for research opportunities. On the Hill, “tier-one” is a title we’re especially proud of. It means that Tufts offers incredible research resources to its students—especially undergraduate students. Our students and faculty care about doing research that’s socially engaged, generating ideas that improve lives and the world. That “tier-one research university” designation becomes concrete when we look at the numbers: at Tufts, more than 60% of engineering students pursue independent research. And for the Class of 2020, 57% did research with a faculty member. 21

Ian Jones ‘20 uses data gloves to control a complex audiovisual display, which harnesses the inspiration of synesthesia to model patterns in data.


in Computer Science, Tufts’ first organization for Black students studying computer science. “It was really good experience not only getting to learn about data science, but also being able to create events and programs,” he confirms. And this experience continues, even during the summertime. “Right now, I’m working on a mobile app with a team of students through this IBM program,” he says. “It’s looking at streamlining donor processes. It’s really about creating an almost radical, transparent way of seeing where every donor’s dollar is tracked from the funds they contribute.” But even with so much independent experience already under his belt, Branch still finds time to work with professors on research. “I was able to do research in the Psychology Department on artificial intelligence last year, and I’ll be working in a machine learning lab this fall.” Branch’s work in the lab this fall will directly connect to the School of Engineering’s Master’s in Data Science combined degree program, which Branch was recently accepted into. Like Branch, many Tufts community members pursue multiple passions— through taking classes and participating in research projects that excite us. The phrase “multiple passions” seems especially relevant for Professor of the Practice James Intriligator. I call Professor Intriligator—we’re having Zoom connection problems—and ask him about his career history, which includes working with high-tech consulting firms and being a professor of innovation and consumer psychology in Wales (UK). He was brought to Tufts in 2016 to work in the Department of Mechanical Engineering, specifically to become the director of Tufts’ Human Factors Engineering program. “I’m just trying to create more of a community in the program,” he explains. “And to involve more ideas of civic engagement.” Now, with student involvement and plenty of research projects, the program is thriving. One of Intriligator’s most interesting ventures is a research project focused on an exosuit. “A student, William Liu, and I got to talking about some ideas about exoskeletons and exosuits. He started working in my lab and invited some other students, and—long story short—we now have about a dozen students volunteering in the lab,” says Intriligator. The exosuit involves soft robotics, which help guide human movement in a way that’s less abrasive and forceful than what we might think of when we imagine an exosuit. “The idea is that it helps you make gentle adjustments, like making movements on your back when it measures that you’re not sitting up straight,” Intriligator explains. The work is making big progress. “We’ve evolved fairly quickly in the past few months,” he adds, but there’s more work to be done to think about what the exosuit would look like—Intriligator chuckles that it could be shoulder pads or a “Michael Jackson glove”—and what it would be like on the commercial market. Intriligator is working on plenty of other projects, as well, like MIDAS (a catchy acronym for Multisensory Interactive Data Analysis System). “My whole life, I’ve had synesthesia,” Intriligator tells me, “and whenever I hear music, I see patterns, colors, and shapes.” It’s the same neurological condition that music artists Lorde and Billie Eilish have. Intriligator’s synesthesia inspired him to think about how to apply these pattern phenomena to data. “I realized that we should be able to make a system that lets people see patterns in data,” he explains. It’s certainly a cool idea. Intriligator offers examples, like using sounds or colors to show a consumer confidence pattern or a trend in data that we normally wouldn’t see. Now, MIDAS is funded by the Missile Defense Agency, partnered with Triton Systems, and full of students excited to complete research in the project. In addition to these projects, Intriligator has students working on projects ranging from self-driving cars and virtual reality to military cave exploration and collaborative public art works. These research projects blend interests and areas of study, expanding far beyond the classroom. But I’m still not sure what research inside the classroom looks like for engineers. Is it all related to their specific fields of study? Or is it more interdisciplinary? To learn more, I talk to Becky Lee ’22, a human factors engineering major and engineering management minor. She’s also one of Intriligator’s advisees. “I’m interested in the potential of human factors engineering in traditional business fields,” Lee explains. This led her to take a class in entrepreneurial marketing, which involved working with professionals from local start-ups and



hose numbers always surprise me, but I’m more struck by the motivation behind this research; it’s fueled by passion and a desire to make the world a better place. I’m not an engineer, but it is apparent that Tufts engineers work to make themselves, their resources, and their work accessible. To learn more about what it’s like to do research with students, I call Associate Professor Ayse Asatekin. At the end of her PhD, Asatekin co-founded Clean Membranes, Inc., a start-up company with the goal of commercializing a project she had worked on during her PhD—developing new materials for water filtration membranes. Then, in 2012, she joined the Department of Chemical and Biological Engineering at Tufts. Asatekin’s lab does good work— both morally and evaluatively—that spans from research to thinking about commercial stages for companies. Her group studies the research’s real-world applications, which include “improving the energy efficiency of chemical and pharmaceutical manufacturing” and “designing new plastics that will create controlled properties” for the filters that the lab makes. This work is impressive—I’m truthfully in awe of how lucky we are to have Asatekin at Tufts—but Asatekin’s connection with students is perhaps the most exciting part. “Research is an excellent way to mentor graduate and undergraduate students,” she says. Her group usually includes four graduate students, two postdoctoral students, and anywhere from two to five undergraduate students. “Being able to mentor them and being able to see them work together is really rewarding,” Asatekin comments, before adding that for some of those students, the skills they learn in the lab and the connections they make can lead to exciting job opportunities. In Asatekin’s lab, students get involved and take lead on the work. But even outside of working with faculty, Tufts students can pursue independent research, allowing them to focus on their particular passions. To me, no student is a better example of this than Hezekiah Branch ’21. Branch, who’s majoring in cognitive and brain sciences and double minoring in computer science and engineering management, has completed multiple projects involving data science. “I think about data science as working with information in multiple forms, whatever that may be,” Branch explains to me, “and whatever insights you can draw from it.” Branch’s first exposure to data science—and the technical aspects of the field—was Dataquest, a coding bootcamp he was involved in during his first year at Tufts. Since then, Branch’s work in the field has ranged from data science internships to a computer science teaching assistant position. In 2018, he founded Code with Hezekiah, a coding boot camp that equips students with design and engineering skills, and in 2019, he co-founded Tufts Black Students

companies. “My group and I worked with S2N (Signal to Noise), a local MedTech business and market strategy consulting firm.” The firm was looking to market their new data analytics tool and wanted to learn what business strategies would work best. Lee tells me how her group went about this research. They researched the medical technology industry and investigated competitors, their products, and their marketing strategies. It all sounds very Shark Tank to me. “In the end, we were able to find a niche market area for S2N’s product and provide recommendations on how S2N could make their product more competitive,” Lee says. By the end of the project, S2N had congratulated the group on their suggestions and findings. What a fulfilling project! It shows how interdisciplinary research— even in the classroom—can be. When I think about impactful research, I’m reminded of a class I took. In the fall of 2019, the Experimental College offered The Technology of Space Exploration: From Voyager to Mars 2020, a Robyn Gittleman Graduate Teaching Fellowship course. Taught by Margaret Stevens, a PhD candidate in electrical engineering, the class followed the history of space exploration and examined the technology behind space missions. I’ve always thought space travel was interesting, and the course material certainly didn’t disappoint. I call Stevens to hear more about her PhD, which she defended in June. Her research occurs at the Renewed Energy and Applied Photonics Lab. “We look at new materials that can be employed in optoelectronic devices,” Stevens explains, “which are devices that interact with light and electricity.” The lab is directed by Professor Thomas Vandervelde, whose research is focused on optoelectronics and photonics. This includes thermophotovoltaics and solar cells—the former is just like the latter, except thermophotovoltaics can be tuned to absorb any heat source. They’re useful, versatile, and applicable for many projects. Stevens’ research is mainly spent understanding how that applies to space power systems, like for the National Aeronautics and Space Administration (NASA). “My dissertation was focused on developing new materials for thermophotovoltaic radioisotope power systems,” Stevens explains. Radioisotope power systems are directly connected with space travel—they involve using the heat from the natural decay of plutonium-238 for electricity. It’s something Stevens

explained well in The Technology of Space Exploration. But her first exposure to renewable energy research, and research in general, came long before her PhD. When Stevens was as an undergraduate, she was involved in solar cell research. “When I was looking at graduate schools, I was really looking to do solar cell research,” she explains, “and when I moved to graduate school, I began looking at materials that could go beyond terrestrial applications.” Her work began to make much more sense in other applications, like space travel. As a NASA Space Technology Research Fellow and an intern at the US Naval Research Laboratory as well as the Jet Propulsion Laboratory, Stevens saw how various technologies were being researched for space exploration applications and commercialization. It led her to think about designing an Experimental College course, which she saw as an amazing way to continue her work. “The opportunity to design and teach my own course is an unparalleled opportunity,” she notes. Now, after Stevens has defended her dissertation—she chuckles as she calls herself Dr. Stevens—there is an exciting future for her. “I’m definitely looking forward to switching gears and working on something new,” she says. It won’t be the research she’s been doing at Tufts. Rather, Stevens will be at the US Naval Research Laboratory working on lasers and infrared neurostimulation. They’re working towards a rehabilitation device for people who suffer from spinal cord injuries. We take a moment to discuss her bittersweet departure. “I’m excited,” she tells me. “But it is really hard to leave a research project I’ve been working on for six years.” When I finish talking to Stevens, I’m in awe of how expansive these engineering projects are. Researchers at Tufts aren’t driven by any alluring accolade or potential praise. Rather, every single person I talked to was focused on how their work could build something better for the world. For projects like Branch’s coding boot camp, the goals are to create community and teach new skills. In Stevens’ PhD work, the research is all about applicability and the future of energy consumption. And Asatekin’s water filtration work is sociological, ecological, and economic. No matter how you slice it, School of Engineering research takes the enormous resources that come from a “tier-one research university” and gives them to projects that make a difference. While those projects are so forward thinking that they can at times sound imaginary, their impact is real. 23



“Watching [students] grow intellectually is really one of the most exciting parts of my job.”


It is not uncommon for Tufts professors to be engaging in groundbreaking research, nor is it uncommon for professors to teach students everything they need to know about solving the world’s biggest problems, but this is especially true for the students and faculty in the School of Engineering. Ayse Asatekin, Associate Professor of the Department of Chemical and Biological Engineering at Tufts, introduces her students to the world-changing possibilities of polymers and membranes. For Asatekin, the fascination with membrane research lies in its ability to improve water filtration systems while decreasing the environmental impacts of purification. In other words, through the research conducted in Asatekin’s lab, a more sustainable solution to water purification is possible. Tufts students in Professor Asatekin’s lab get to discover and interact with polymers and membranes in their research. The hands-on experience that students gain in the lab deals with membranes that filter molecules in increasingly effective ways. “It is actually really, really important. About 10% of the energy in the US is spent on chemical separations,” Asatekin remarks. The long-term goal of this lab’s work is to create highly-effective membranes for filtration, distillation, and more. This work is novel, but its prospects suggest exciting possibilities. For instance, more efficient water purification could be made possible with the potential membrane advancements discovered in Asatekin’s lab. The results of these advanced filtration systems may have significant impacts—providing purified water to people and communities worldwide. However, Asatekin has inspired Tufts alumni who are currently

chemical engineers to embrace all sorts of careers outside of polymers and membranes—with some graduates taking jobs in everything from biochemical manufacturing to Belgian confectionaries. As the daughter of two professors, Asatekin loves the mentorship aspects involved in her work and research, and she deeply appreciates the meaningful connections that she is able to foster with students in her classroom and in her lab. According to Asatekin, “watching [students] grow intellectually is really one of the most exciting parts of my job.” With student growth at the center of her teaching style, Professor Asatekin provides an ample environment for learning. “I often say that I get paid to geek out,’’ Asatekin beams. “I get very excited about certain things…And, if you have students with eyes glinting in response, it’s always really fun.” Another exciting part of Professor Asatekin’s job is supervising some of Tufts’ brightest minds in STEM. Tufts hosts an active chapter of the Society of Women Engineers, and Asatekin is a proud coadvisor to the extracurricular group. The group seeks to promote inclusivity for women in every aspect of STEM. “When I first started, I became their faculty co-advisor. I would go to meetings, but they know what they are doing,” Asatekin says. “They are really active. It is a really good resource for women who want to be engineers.” Inclusivity is important not only to Professor Asatekin but for the Tufts community as a whole. “They are a very collaborative, positive group of students. My impression as a faculty member...is that I think both Tufts students and faculty really prioritize building an inclusive community and being supportive of all students.” —BLAKE ANDERSON ’24



WORLDWIDE PROBLEM SOLVING Whether it is through an internship, full-time job, or grant through the new Global Research Assistant Program, Jumbo engineers go across the country (and the world) to create solutions to problems facing society today.






Engineering facilities, maker spaces, and resource centers empower and equip Tufts engineers. 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. This research then informs the CEEO’s development of educational tools for the classroom. The center 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 lead teams and entire companies. In engineering management, innovation and management, 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 non-profit companies. Science and Engineering Complex (SEC) The SEC reflects Tufts’ interdisciplinary culture and shared belief that collaboration strengthens education and increases the potential for discovery. A 175,000-square-foot facility, the SEC features laboratory suites, teaching laboratories, and social spaces—including a light-filled atrium where students gather to work and chat.

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, the Center for STEM Diversity works in partnership with the School of Engineering and the School of Arts and Sciences to foster a diverse and inclusive science and engineering learning environment. The CSD focuses on strengthening meaningful student participation in science and engineering, specifically for traditionally underrepresented groups, including women, Black Americans, Native Americans, the LGBTQ+ community, and those who identify as Hispanic and/or Latinx. The CSD also works intentionally with first-generation college students and with students from low-income backgrounds.

The Venture Lab The Venture Lab, located on the first floor of the Collaborative Learning and Innovation Complex (CLIC) building at 574 Boston Avenue, is a collaborative working space for student-led startup groups to connect and collaborate on their projects and ideas. It is also a major resource for students to connect with professionals who are experts within their field or industry through one-on-one office hours. At the $100k New Ventures Competition, teams of entrepreneurs in the healthcare, social impact, and high-tech fields compete for funding. 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.


MAJOR CONUNDRUM BIOMEDICAL ENGINEERING (BME) Interviewee: Miles Arnett ’22 from Worcester, MA If your heart is in the lab (literally), biomedical engineering (BME) might be the major for you! Biomedical engineering is the intersection of biology, medicine, and technology. 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, with endless possibilities in between. For example, some Tufts students have become pioneers in the field of tissue engineering and others have created dissolvable bioelectronic devices. As part of his class research to develop an artificial brain implant, Miles Arnett even grew neural cells on a scaffold! These impressive BME projects are all possible thanks to a committed 30

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: Emily DeWolf ’21 from Rutland, VT Do you find tiny things cute? Chemical engineering (ChemE) may be right up your alley, considering how small molecules can be! 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. As Emily puts it, “ChemE is basically a mixing pot of science. If you are interested in how physics, chemistry, and biology come together...you’ll get a taste of it here.” Chemical engineers design almost all the equipment and processes used in manufacturing plants. They also develop chemical

Watt is engineering, you ask? Great question—I once had the same one! When I applied to Tufts, I was drawn to engineering because I loved science. But I didn’t really know what engineers did. I only knew that each major sounded fancy. Now that I’ve studied in the School of Engineering for two years, I’m finally in the position to help others navigate the world of engineering. And with the help of fellow students, I’ve gotten the inside scoop on all the engineering majors Tufts offers. So, without further ado, let’s dive in! By Becky Lee ’22


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, including Emily, 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. So 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: Claire Wright ’21 from Denver, CO Do you catch yourself admiring architecture? Were Legos your favorite childhood toy? Perhaps you should consider a future in civil engineering (CivE)!

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. Claire, for example, is pursuing her interest in structural engineering by taking classes like Structural Analysis and Steel Design. 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 CivEs 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 (EN1) class, Design of the Built Environment. It’s highly recommended by Claire, and she’s the expert here!

COMPUTER SCIENCE ENGINEERING (CSE) Interviewee: Ellis Brown ’23 from West Hartford, CT And here comes the major everyone knows...or do you really? Computer science engineering (CSE) is frequently mistaken for computer engineering and vice versa. In these two sections, let’s clear up some misconceptions. First, CSE 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 Ellis describes it, computer science is “problem solving with programming as your main tool.” Second, CSE students do not just program all day long. There are some branches in CSE that require more logic and problem-solving skills than coding. You may 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, CSE opportunities are endless! There are numerous clubs and

events (i.e. Tufts Polyhack, Women in Computer Science, JumboCode) that bring the CSE community together to solve problems, create apps, and gain experience. There are also many unique classes meant to encourage student exploration into CSE topics—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 has 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. CSE goes beyond the code! COMPUTER ENGINEERING (CPE) Interviewee: Rebecca Skantar ’22 from Lake Worth, Florida We’ve explored computer science engineering, so let’s take a look at computer engineering (CPE). 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 31

most popular fields around the world. Unlike those in computer science engineering, computer engineers examine the hardware technology more deeply. CPE students, like Rebecca, will study the relationship between the hardware and software sides of computer systems. 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. CPE is a broad discipline well-suited to those who are interested in technology as a whole... or want to avoid laptop repair fees. Some of the most popular industries our CPE 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. With Tufts’ new co-op program, our students have the chance to expand their skill sets and discover new ways to change the world. DATA SCIENCE (DS) Interviewee: Alva Couch, Associate Professor of Computer Science and Co-Director of Tufts’ Data Science Program Introducing the brand new (and burning hot!) field of data science! It’s the buzzword among the computer science community— let’s see why.


Data science is currently one of the most promising, in-demand fields. 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. Professor Alva Couch explains, “From voice commands given to Siri and Alexa, to constant monitoring of phone location, and even smart refrigerators that monitor their content, data collection is ubiquitous in the current world.” She continues, “Those who master data analysis may seem like sorcerers, making subtle decisions that alter world events and perhaps even influence elections.” Another metaphor for a (terrifyingly?) powerful skill set. The Data Science program at Tufts bridges the materials and courses within the Departments of Computer Science, Electrical and Computer Engineering, and Mathematics. 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: Olive Garst ’21 from Philadelphia, PA Do you admire Ben Franklin and his lightning kite experiment? May I introduce you to electrical engineering (EE)…a way less dangerous way to play Zeus? As you can guess, electrical engineering is all about electricity! This field focuses on utilizing electrical energy and providing the maximum possible power with minimal waste. As Olive describes it, EE involves understanding electricity and computers in order to improve our technological capabilities. From studying the basics of electricity and magnetism to processing signals, students are heavily involved in systems and circuits. They build devices for computers, entertainment, health care, and automated control systems. 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 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 combine their EE background with other disciplines. Olive, for example, has worked on

the code and electronics behind cell counting devices and ventilators. I hope this description has sparked some interest! ENVIRONMENTAL ENGINEERING (EVE) Interviewees: Elana Chan ’21 from Franklin, MA and René LaPointe Jameson ’22 from Greenwich, CT It might not be easy being green— but it’s arguably the most pressing task of the 21st century. If you agree, environmental engineering (EVE) 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. Elana and other EVE students examine pollution, environmental damage, and questions such as, “How much [pollutant] is in the environment, how fast is it reacting, and where is it going?” Examples of student projects include designing water purification systems, designing green buildings, and remediating sites contaminated by chemical spills or human activity. It’s also important to consider disparities in access to resources. René explains, “I am passionate about addressing the intersection between environmental injustice and racial injustice. Environmental racism describes how Black, Indigenous, and other people of color (BIPOC) in the US are disproportionately impacted by

under the Mechanical Engineering Department means students in this major can participate in the co-op program. The best of both worlds! Also, this is definitely an elevator pitch for HFE. Are you sold yet? MECHANICAL ENGINEERING (MECHE) Interviewee: Kamar Godoy ’22 from Hawthorne, CA


environmental hazards due to structural racism. For example, Black people in the US are more likely to breathe worse air, drink worse water, and have more limited access to fresh foods due to intentional racist urban planning and public policies such as redlining.” René and other like-minded students consider it their responsibility to make the field of environmental engineering and their work “more accessible, equitable, un-discriminatory, and inclusive.” Classes they’ve taken include Public Health Engineering and Environmental Sociology—both combine topics like sanitation, safety, food security, air pollution, and transboundary conflict with discussions of violence, social justice, and inequality. 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. HUMAN FACTORS ENGINEERING (HFE) Interviewee: Becky Lee ’22 from Staten Island, NY (Who’s this stranger?) And now we’ve come to the best major of all (not that I’m biased as the author): human factors engineering (HFE)! What is this? Allow me to explain… Human factors engineering, also known as engineering psychology or

ergonomics, is yet another multidisciplinary field of study that incorporates psychology, biology, computer science, cognitive brain science, 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. 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 incredibly innovative, and Tufts is one of the few universities that offer it as an undergraduate major. At Tufts, HFE is housed in the Mechanical Engineering Department, but it is not an ABET-accredited engineering degree since it is such a new, multidisciplinary major. Without the structure of ABET, however, Tufts students have a bit more flexibility in the classes they take and can choose their focus, whether it be in computer science, graphic design, product design, or something else entirely! At the same time, being

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 (MechE) in one word, it would be “tangible.” This major involves 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, 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. If you’re still reading this, congratulations! You have the stick-to-itiveness necessary to be an engineer. You’re certainly more knowledgeable than I was when I was in your shoes. So, can we consider this “major conundrum” resolved? Phew! Now, maybe one of these majors caught your attention. I 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. Who knows, perhaps one day you and I will collaborate to solve big world problems as fellow engineers.



1 2 3 4 5 6 7 8 +


Common Application or Coalition Application

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

Tufts Short-Answer Questions (included in the Common Application or Coalition Application)

High School Transcript(s)

Senior Year Grades

Testing (Optional) 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 candidacy. We do not require or review scores from SAT Subject Tests, the SAT Essay, or the writing section of the ACT.

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.

Art Portfolio Required only for students applying to the Combined Degree (BFA/BA or BFA/BS) and BFA applicants to 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

Additional Materials (Optional) • 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.

Early Decision II Application Deadline: January 4 Notification Date: Early-February Regular Decision Application Deadline: January 4 Notification Date: By April 1 Transfer Admission Application Deadline: March 15 Notification Date: Mid-May *Please visit admissions.tufts.edu/apply for the most up-to-date information on deadlines.

TUFTS CLASS OF 2025 ADMISSIONS PROCESS 31,000+ First-Year Applications 11% Admitted 100% of demonstrated financial need met for all admitted students In the first year of our 3-year SAT/ACT test-optional pilot, half of the applicants did not submit scores. 40% of admitted students did not submit scores. We are SAT/ ACT test-optional for first-year and transfer students applying to enter in the Fall of 2022 and 2023. Please visit our Class of 2025 Profile, available online in September, for more information.

TUFTS UNDERGRADUATE STATISTICS 6,114 4.8 20 28 300+ 44% 45% 36% 76

Undergraduate Enrollment Miles from Boston Average Class Size Varsity Sports Teams Student Groups Women in the School of Engineering of Juniors Study Abroad Need-Based Aid Recipients Countries Represented As of August 2021





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 2021–2022 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 meritbased scholarships or athletic scholarships. *Grants are need-based gift aid that do not need to be paid back.




To estimate the amount of financial aid you might receive if admitted to Tufts:

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.

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

CSS Profile November 15 January 15 February 1

FAFSA November 15 January 15 February 1

2019 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.

MyIntuition http://admissions. tufts.edu/myintuition Tufts Net Price Calculator https://npc.collegeboard. org/student/app/tufts For questions while applying: CSS Profile 305-420-3670 FAFSA 800-433-3243 “Chat With Us” Service IDOC 866-897-9881 (US and Canada) 212-299-0096 (International)

Ready to get started? Go.tufts.edu/FinAidApp 35

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 Chinese Civic Studies* Classical Studies Cognitive and Brain Sciences

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


Biomedical Engineering Chemical Engineering Civil Engineering Computer Engineering Computer Science


Food Systems and Nutrition






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



Architectural Studies



Latin American Studies

Data Science

Africana Studies




Middle Eastern Studies

Engineering Physics


Engineering Science

Applied Computational Science

Music, Sound, and Culture

Environmental Health


Human Factors Engineering

Physics Political Science Psychology Psychology/Clinical Concentration Quantitative Economics Religion Russian and East European Studies

Japanese Judaic Studies Latin Latin American Studies Leadership Studies

Architectural Studies



Art History


Asian American Studies

Multimedia Arts

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


Museums, Memory, and Heritage

Biotechnology Engineering° Chemical Engineering Child Study and Human Development


Science, Technology, and Society*


Computer Science


Digital Media



Engineering Psychology

Film and Video


Spanish Cultural Studies



Spanish Literature

Graphic Arts

Environmental Geology


Women’s, Gender, and Sexuality Studies

Illustration Installation

Engineering Education


Engineering Management°






Entrepreneurship for Social Impact

Performance *Available only as a co-major


°Available only to students enrolled in the School of Engineering



Human Factors Engineering°

Latino Studies

Colonialism Studies

Geological Sciences


Architectural Engineering





Cognitive and Brain Sciences

Film and Media Studies

Greek Archaeology

Judaic Studies


Environmental Engineering


Environmental Studies*


Mechanical Engineering

Italian Studies

Electrical Engineering




Greek Civilization

International Relations


Computer Science


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

Russian Language and Literature

Community Health



Environmental Science and Policy° Film and Media Studies Finance

Music Music Engineering Native American and Indigenous Studies Peace and Justice Studies Philosophy Physics Political Science Portuguese Religion Roman Archaeology Roman Civilization Russian Science, Technology, and Society Sociology Spanish Studio Art Urban Studies Women’s, Gender, and Sexuality Studies

. Y E H



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 DIII 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.



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 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.

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


Non-Discrimination Statement Tufts does not discriminate in admissions, employment, or in any of its educational programs or activities on the basis of race, color, national or ethnic origin, ancestry, age, religion or religious creed, disability or handicap, sex or gender (including pregnancy, sexual harassment and other sexual misconduct including acts of sexual violence such as rape, sexual assault, stalking, sexual exploitation, sexual exploitation and coercion, relationship/intimate partner violence and domestic violence), gender identity and/or expression (including a transgender identity), sexual orientation, military or veteran status, genetic information or any other characteristic protected under applicable federal, state or local law. Retaliation is also prohibited. Tufts will comply with state and federal laws such as M.G.L. c. 151B, Title IX, Title VI and Title VII of the Civil Rights Act, the Americans with Disabilities Act, Section 503 and 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act, the Vietnam Era Veterans Readjustment and Rights Act, Executive Order 11246 and other similar laws that prohibit discrimination, all as amended. Tufts is an equal employment opportunity/affirmative action employer. More detailed Tufts policies and procedures on this topic may be found in the OEO Policies and Procedures page. Any member of the Tufts University community has the right to raise concerns or make a complaint regarding discrimination under this policy without fear of retaliation. Any and all inquiries regarding the application of this statement and related policies may be referred to: Jill Zellmer, MSW, Executive Director of the Office of Equal Opportunity, Title IX and 504 Coordinator, at 617.627.3298 at 196 Boston Avenue, 4th floor, Medford, MA 02155, or at Jill.Zellmer@tufts.edu. Anonymous complaints may also be made by reporting online at: tufts-oeo.ethicspoint.com. As set forth in our policies, individuals may also file complaints with administrative agencies such as the U.S. Department of Education, Office for Civil Rights (“OCR”). The contact information for the local office of OCR is 617.289.0111 at Office for Civil Rights, Boston Office U.S. Department of Education, 8th Floor, 5 Post Office Square, Boston, MA 02109-3921. The email address for OCR is OCR.Boston@ed.gov.

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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