Ayo Oloyede ’25
Talks About Finding Community Over 1,200 Miles From Home
Tufts Athletes Bring Their A-Game to Community Service
Tisch Summer Fellows
Share Their Stories of High-Impact Summer Vacations
Tufts Chefs Provide Inclusive Cooking in All its Variety
These pages were written by Tufts students. Flipping through them should feel like taking a stroll through campus. You’ll meet professors and students; they’ll share with you what excites them. You’ll drop into a class on an unfamiliar topic and leave inspired, dig into some fascinating research, or hang out in a residence hall with potential classmates. Along the way, you might decide that Tufts feels like the right place for you. If that happens, this magazine is also for you—flip to the back where we’ve broken down the basics on applying: deadlines, financial aid, and our advice. This is Tufts; explore it.
You belong here.
That is how I hope you feel by the time you’re done reading this issue of Jumbo Magazine.
Tufts University is a diverse community: our undergraduate students come to our Medford/ Somerville & Boston campuses from all 50 US states and more than 80 countries across six continents. They come from households that speak dozens of languages; English is a second or third language for very many of them. They come with aspirations in STEM fields, or humanities, or social sciences, or fine arts, or performing arts, or all of the above. They each come with their own unique lived experiences that have shaped them and their perspectives on the world.
Our students thrive when they feel that they can show up as their whole selves, and know that they can do so in our classrooms, in our residential spaces, in our athletic fields, on our stages, in our research labs, and as full members of our broader community.
Belonging looks different for each of us. You might find your sense of belonging when you see a rainbow pride sticker on a faculty member’s door. Or when you see a student reading All About Love by bell hooks on the Academic Quad. Or when you see someone from your hometown playing on our lacrosse team. Or when your Tufts tour guide describes our students as “kind nerds” and you can’t help but see yourself in that description. Or when you learn that Tufts meets 100% of a family’s demonstrated financial need, regard less of citizenship status, and suddenly this place becomes even more accessible. Or when the Tufts vibe that you come to feel through this magazine, through virtual events, and potentially even a visit to campus, reso nates with you in a meaningful way.
In this issue, we explore how our students and faculty both find and create belonging at Tufts. You will learn how Ayomide Oloyede ’25 has found community across disciplines while
1,200 miles from home. You will discover how Professor Valencia Koomson’s electrical engineering lab furthers equitable healthcare outcomes. And after reading about our inclusive approach to dining (we have an entire dining hall that is peanut, tree nut, and gluten free!), our commitment to building strong faculty/student collaborations, and the wide variety of student organizations and research opportunities here, I hope that you will see how you belong at Tufts.
“BELONGING LOOKS DIFFERENT FOR EACH OF US.”Most of what you’re about to read was written by these Tufts students. Listen for their voices as they introduce you to the Tufts community, page by page. MEET THE STUDENT COMMUNICATIONS GROUP RAGA CHILAKAMARRI ’23 from Sharon, MA JOSH COHEN ’24 from Sarasota, FL JED QUIAOIT ’25 from Vista, CA VALERIA VELASQUEZ ’23 from Columbia, MO
You don’t have to wait for Tuftonia’s Day or the Winter Ball to feel the excitement at Tufts! Regardless of the season, there’s always something fun to do and new to explore in the Tufts community. Whether you’re visiting the Mountain Loj in the White Mountains of New Hampshire with the Tufts Mountain Club, studying French and civil engineering for the summer at our European Center in Talloires, France, or sledding down Prez Lawn after the first snow of the year, there are so many ways to connect with fellow Jumbos and have a little fun on your academic journey. So take a moment to revel in the celebration, and take comfort in knowing that Jumbos may take their work seriously, but still make time for some fun.
EXCITING NEWS from the athletics department: for the second year in a row, Tufts University has placed among the top two nationally in the Learfield Directors’ Cup! Tufts has a strong tradition of excelling in Division III sports, with multiple top place and finalist finishes across a variety of fields (see what we did there?). In 2022, Tufts won the Learfield Directors’ cup for the NCAA Division III, which is awarded to the athletic program with the broadest participation and achievement during the postseason, and in 2023 we came in second while beating our score from the previous year. These achievements are a reflection of the incredible work that Jumbo athletes put into their efforts on and off the field, as well as the support that coaches provide for them to be both a student and an athlete while at Tufts.
THE JONATHAN M. TISCH College of Civic Life is home to various research groups centered on civic engagement and citizenship that bring together undergraduate researchers from multiple disciplines. One such group is the Center for Information Research on Civic Learning and Engagement (CIRCLE), a non-partisan organization focused on youth voter participation. CIRCLE utilizes its research to promote the civic engagement of young people and the elimination of systemic barriers that keep marginalized peoples and youth voices underrepresented. Some of CIRCLE’s research areas include broadening the youth vote, the impact of K–12 civic education on youth voting, and understanding youth attitudes and beliefs.
TUFTS’ EXCOLLEGE invites visiting lecturers and undergraduate students to teach classes on innovative topics or ultra-niche subjects: the sky’s the limit! In Spring 2023, sociology student Ryan Siblis taught a class titled The Kardashians: Queens of American Culture. This course focuses on the multi-mogul family of the Kardashians, who have been mainstays of American pop culture for more than a decade. In particular, this class investigates the Kardashian’s branding strategies, their impact on beauty standards, and their reputation with cultural appropriation through sociological and cultural analysis.
LANDSCAPE ARCHITECT and long-time educator Scheri Fultineer is the new Dean of the School of the Museum of Fine Arts (SMFA at Tufts). She believes in the importance of entrepreneurial preparation and encourages students to approach problems by exploring nuances and examining ethics. With her passion for interdisciplinary learning and zest for creating art that catalyzes, Fultineer is excited to continue and expand SMFA’s tradition of artistic innovation.
RESEARCHERS at Tufts’ School of Engineering recently developed a wearable biopolymer sensor that detects toxins and pathogens including a COVID-causing virus, a growth receptor factor that indicates breast cancer, and the food-borne toxin botulinum neurotoxin B. They collaborated with SilkLab, a research lab that is focused on sustainable biomaterials and works to advance their application in technology, science, and art.
INTERESTED IN CUTTING-EDGE data science research that is centered on benefitting society? T-TRIPODS is the perfect institution to explore these interests! Overseen by the Tufts Data Intensive Studies Center and part of the National Science Foundation’s Transdisciplinary Research in Principles of Data Science (TRIPODS), T-TRIPODS is an effort to explore the theories and principles of data science and apply them to real-world problems. The project is an interdisciplinary undertaking that brings together computer scientists, mathematicians, data scientists, electrical engineers, and other specialists in a mutual effort to educate communities about the transformative power of data science.
“It’s important to remember that nobody can do it quite like you.”
The first time that Ayomide “Ayo” Oloyede heard of Tufts was in high school when he poked fun at an older friend who, having just joined the Tufts football team, strode by decked out in paraphernalia. Later, when he was applying to college through QuestBridge, the idea of Tufts’ Combined Degree program briefly piqued his interest as someone always drawn to artistic pursuits like poetry and theater. But as a high school senior hailing from Georgia and graduating in the midst of the COVID-19 pandemic, his understanding of Tufts’ campus was primarily relayed through virtual tours and online videos. “Actually coming here was my first time seeing snow,” Ayo explained.
I sat down for a coffee with Ayo, and our conversation quickly jumped from one topic to the next. A sophomore planning to study international relations, civic studies, and French, Ayo certainly keeps himself busy: from working as a resident assistant in Hill Hall to making music with his friends, he is a charismatic, creative person with lofty goals.
Ayo participated in the First-Year Orientation CommUnity Service (FOCUS) Pre-Orientation program and recalls really appreciating his leaders and the experience. “I got to meet some people early on who I still talk to. I’m actually making an EP with one of the people from my FOCUS group.” After settling down in the swing of his first semester, living in a triple in West Hall, Ayo said he really hit it off with his two roommates. “My roommate was dope,” Ayo laughed. “A random roommate but it was the perfect situation, because we literally came from pretty much the same background: first-generation and low income. Both of our parents were immigrants. We just had a lot to talk about.”
This past spring semester, Ayo has been working at the MIT Security Studies program as a research assistant in the Bombs Away Network, which falls in line with his potential concentration in international security. Interning in a team of six, Ayo described their intention of understanding how to “take advantage of moments when there’s a lot of focus on nuclear issues to kind of push for nuclear non-proliferation” and conceptualize messaging to inform people about potential threats.
Outside of the classroom, Ayo’s regard for community relationships goes beyond theory. As the FIRST community senator in the Tufts Community Union Senate, he represents first-generation, lowincome and undocumented (FGLIU) students. “I work on projects that are FGLIU-related. I helped with a lot of the planning on first-gen week and a lot of admin-facing advocacy. Like, ‘let’s get a program out about digital literacy’ or ‘let’s have a bridgingthe-gap program for FGLIU students who come from disadvantaged backgrounds, who are already behind in the CS world by the time they get here because maybe they’ve never coded before.’”
Having spent the summer working as a Congressional Intern through the Congressional Black Caucus Foundation, Ayo reflected on the dissonance between lawmakers and the communities they are working to positively impact. When asked about the value of his academic and professional overlaps in civic studies, Ayo said, “I just always thought it was really important for people who plan to go into any type of work that directly affects the community—whether it’s politics, policy, or law—to remember what it’s like to be in your community.”
Ayo currently serves as a Tisch Scholar with Building Audacity, spending Saturday mornings volunteering
to organize meals which student drivers deliver to families in surrounding communities.
But that’s not all: engaging with his theater background and love for expression, Ayo can also be found in the costume shop in Aidekman or performing spoken-word poetry at open mics on campus. He recounted how in high school his opinion of poetry as outdated shifted after coming across a video of spoken word poet Rudy Francisco. “This was different. He looked like me, he was young, active, and talking about my community and things that pertained to me.” Ayo was deeply inspired and soon was writing his own poetry. In fact, Ayo was selected to perform his poem “I wish for a rose in a garden” for the Student Voices Award on Tufts’ Dr. Martin Luther King, Jr. Day of Celebration. “It’s about success stories and how we focus so much on success stories without examining why should somebody have to succeed from those circumstances in the first place?” Further, he starred in the student-written show Almanac: The Musical and was the Assistant Costume Designer in The Interrobangers. Ayo explained that his parents immigrated from Nigeria, where his mom had attended fashion school. “My mom was kind of a seamstress…She owns her own business in Columbus, so she would always make dresses—prom dresses, wedding dresses, all types—so I grew up sewing and had always been around clothes and designs my whole life.”
Ayo’s advice for prospective students is simple and encouraging: “I think it’s important to remember that nobody can do it quite like you. So try your best not to compare yourself to people. Just make yourself happy.”
RAGA CHILAKAMARRI ’23
“WILL I USE MY MINOR IN A FUTURE CAREER?”
“IS A MINOR JUST AN AFTERTHOUGHT?”
You may find yourself in a similar thought process, brushing off or undervaluing the prospect of taking on a minor. But the skills, experiences, and connections you gain from minors and formally expanding the scope of your study can be lucrative and enriching for your personal academic journey. Though students may not always have minors on their radar, there are new and exciting minors at Tufts that just might catch your eye and steer you down an unexpected path.
BY VALERIA VELASQUEZ ’23For the Changing World: Foundations for Future Leadership Minor
The Tufts Gordon Institute fosters leadership, entrepreneurship, and innovation skills for Jumbo engineers. This proactive and visionary Institute is a part of the Derby Entrepreneurship Center which hosts many of Tufts’ youngest minors, including engineering management, entrepreneurship, entrepreneurship for social impact, and now foundations for future leadership. The lattermost, available only to engineering students, is focused on providing real-life skills that will be valuable whether you are interested in leadership roles or want expert mentorship on navigating the professional world. With the help of classes such as Mastering Money: Developing Financial Literacy and Communication Skills for Personal and Professional Life, this minor will give you a leg-up for future internship roles or in pursuing that business idea you have always thought about.
A Compound of Studies: Chemistry Minors
Perhaps you will discover a new interest while fulfilling your natural science requirement, or are a future biology major who will want to look closely at the chemistry behind biological concepts. The Chemistry Department’s new collection of minors is best suited for students who have accomplished foundational coursework in chemistry but may only be interested in some sub-disciplines of the field. Flexibility, variety, and interdisciplinary connections are the names of the game. The computational chemistry and the material and surface chemistry minors are two great examples. The computational chemistry minor is
for students with a background in computer science who are interested in how computer and data science methods can assist in answering chemical questions. In the material and surface chemistry minor, you will explore a field that uses chemistry to develop new materials—something that is increasingly important as chemists try to create more sustainable and eco-friendly alternatives to widespread materials.
Focusing the Lens: Anthropology Minors
The reason anthropology is such a rich field of study is that it adds value and perspective to any—yes, any—field. There are five flavors of anthropology minors, and they are all the perfect side dishes to various liberal arts main courses. The minors include biological anthropology, cultural anthropology, medical anthropology, and social justice anthropology. For example, students interested in the medical field can inform their approaches to patient care by understanding how our society and environment are deeply affected by our healthcare systems, how culture shapes healing, and the nature of medicine. For students interested in the non-profit space or activism, the social justice anthropology minor will give them the coursework necessary to dive deep into particular social justice issues they are passionate about—anything from the negative impacts of the meat industry to the practice of decolonization. All anthropology minors must culminate their studies in a capstone project via two pathways: completing an ethnographic practice or an internship or, alternatively, partaking in a higher-level seminar.
“I DON’T EVEN KNOW WHAT I WANT TO MAJOR IN— WHY SHOULD I THINK ABOUT A MINOR?”
The word “seminar” evokes an image of chairs set in a circle, the ruffle of annotated pages, the clamor of dialogue and debate. Seminars are upper-level courses taught by professors that often delve deeply into a specific subject area. Driven by discussion, the small class sizes foster an intimate sense of community where students can share their unique, diverse perspectives and engage in rich intellectual discovery. It’s all about learning with and from your peers. And everyone knows everyone’s name.
BY RAGA CHILAKAMARRI ’23
The teachings of chefs like Anthony Bourdain or Ina Garten hold their place on modern kitchen shelves, but have you ever wondered what popular recipes were favored in Europe over 400 years ago? This seminar course examines the diverse uses of recipe books—not only for food but for science, craftsmanship, and religion—as the genre exploded in Europe between 1500 and 1800. Through reading old manuscripts and early prints, students unveil how dynamics of gender, economics, class, colonialism, and expertise played into tradition under the socio-cultural contexts of early-modern Europe.
The Community Health Department is one of the oldest multidisciplinary programs at Tufts and spans a variety of interesting subject areas. This seminar explores a rights-based approach to health, honing in on topics of international human rights and humanitarian health law. Students study a range of texts, from government documents to academic articles, and learn to approach problems with a lens of deconstructing-to-reconstruct when considering the intertwined impacts of public health policies. Some examples include conflict resolution of civil liberties against laws during epidemics and addressing the effects of climate change.
Work in the United States
Here’s an age-old question: Do you work to live? Or do you live to work? This class investigates how anthropologists in the United States imagine life beyond work and contemplate other ways to organize a society that do not revolve around productivity. Tufts academic courses are eye-opening, empowering students to critically evaluate and revisualize how our world operates, grounded in theory with real life implications.
ENG 192 Seminar in English: Poetry and Faith
Word by word, line by line, stanza by stanza, poems often feel like intricate puzzles, each piece revealing a new layer of meaning. This advanced English class looks at poetry from both the religious 17thcentury and increasingly secularized 19th-century to ask how these writers and thinkers conveyed their beliefs in God, gods, myths, the soul, and other mysteries. By contemplating the reality presented in these poems, the class works together to understand how these poems talk about things that exist outside of our knowledge. Each student’s interpretation offers insight to a collective understanding—an important new piece in the puzzle.
Professor Pablo Ruiz starts his introductory classes with one seemingly simple question: “How many continents are there in the world?” The answer?
Teachers across the United States teach that there are seven continents, but in Latin America and parts of Europe, the Americas are one singular entity. “When you start realizing the way the world is divided is arbitrary—that it could be divided differently—then you start thinking, ‘why do some regions have a name or have characteristics that are attributed to them?’” Whether he’s teaching a survey on Latin American literature, a course on the fundamentals of Spanish translation, song, and songwriting in South America, or on the works of Jorge Luis Borges, Ruiz aims to imbue his students with a distinct outlook on Latin America—one that stresses that the region is highly heterogeneous internally and also shows continuities with other parts of the world.
Ruiz was born in San Francisco, CA to Argentine parents. Less than a year after his birth, his parents migrated back to Argentina, where Ruiz grew up and attended the University of Buenos Aires. As a teenager, Ruiz thought he would follow in his father’s footsteps and become an engineer because of his interest in mathematics and physics. However, he quickly realized he did not want to pursue engineering as a profession, and took advantage of the ease of exploration in a large university. A couple of years after studying piano performance at a conservatory, Ruiz found his future creative and academic calling: the field of literature and linguistics. After finishing his studies at the University of Buenos Aires, Ruiz moved to the United States to receive
his PhD in comparative literature from Princeton University before settling in Boston. One thing he appreciates about teaching Tufts students is how they embody the institution’s tradition for global perspectives and civic engagement. “In the U.S., there is a tendency to focus on leadership, which stresses the individual. But what happens if everyone is a leader?” Ruiz encourages his students to view themselves not just as individuals but also as members of various communities—to address multiple parts of their identity and to include the collective in their ways of thinking.
Ruiz’s understanding of the collective and the individual manifests in inspiring, experimental, and unconventional ways of thinking. He is an experimental writer, evident in the personal and collective projects he is pursuing while on sabbatical. He highlights that, because collaborative work is not commonplace in the humanities, he compensates for this gap by establishing and being a part of collectives.
Ruiz is a founding member of two collectives. One is called Outranspo, a group of academics, writers, and translators from different countries and languages devoted to experimental and creative forms of translation. The other is La Intermundial Holobiente, an interdisciplinary three-person cohort consisting of a philosopher, a writer, and a visual artist which aims to dismantle anthropocentrism by giving life to non-human and non-living entities. Concerned by the ecological implications and consequences of placing humans above all else, Ruiz and his colleagues coined a novel word in Spanish, holobiente, that generalizes this symbiotic system
to refer to all things that exist. They embarked on an expansive project that conceptualized creating a book written by non-human entities, titled El Libro de las Diez mil Cosas. In this peculiar book, the center of the pages are left intentionally blank to represent the illegible writings of non-human entities. Ruiz and his colleagues brought on writers and artists to answer the question at the project’s core: how do we imagine the otherness of being non-human through an exercise of translation and reading through imagination? The contributors, including visitors who reviewed the book’s first version at an exhibition, had the task of creating the legible components of the book through paratext. Paratext refers to the information that borders the central text, including footnotes, epigraphs, illustrations, and annotations. Through this open structure, Ruiz invites readers to contribute their findings to the book and subvert human-centric thinking by relegating themselves to the periphery.
Pablo Ruiz’s creativity, imagination, and enriching perspective shine through in how he discusses his outlook on life, the courses he teaches, and his passion projects. By the end of his sabbatical, Ruiz hopes to have completed a second volume of creative writing as well as expanding La Intermundial Holobiente’s original version of the book and work towards a final submission for publishing with Steidl, a renowned German publisher of art books. Ruiz emphasizes that he views this book as unfinishable—an object that is permanently in the process of creation.
VALERIA VELASQUEZ ’23
Ruiz encourages his students to view themselves not just as individuals but also as members of various communities
Ah, there’s nothing quite like summers at Tufts, a campus embedded on the cusp of two cities. From dipping into the Mystic Lakes, to sunbathing on Prez Lawn, to enjoying a long stroll through Davis Square—the warmth just permeates the vibes. But along with taking in all that these vibrant surroundings have to offer, Jumbos leave lasting positive impacts on local communities. Since 2004, the Tisch Summer Fellows program has placed Tufts students in an array of non-profit and advocacy organizations, offering them a dynamic opportunity to directly engage with the critical social issues they care about. Throughout the 10-week program, students can also attend skill-building events, meet one-on-one with an alumni mentor, and gather in reflection groups that foster collaborative relationships with other fellows and a deeper exploration of civic responsibility. Hear from four Jumbos on their meaningful experiences as Tisch Summer Fellows:
Groundwork Somerville
Catherine Quinn ’24
“Through its Green Team Program, Groundwork Somerville employs highschool Somerville students as environmental changemakers. As Green Team leader, I led a group of high school students through a summer of farming, food justice workshops, and team building. We tended to the produce at Groundwork Somerville’s urban farm, all of which was requested by local residents. These fresh fruits and veggies were then either sold at affordable prices through the Mobile Farmer’s Market, or donated to free pantries and soup kitchens. In addition to the farm tasks, the Green Team learned about food apartheid, labor issues facing farmers, and environmental justice.”
Mystic River Watershed
Kyrielle Lord ’24“As an Environmental Science & Stewardship Fellow, I worked in a lovely team of fellows to gather and analyze water samples, lead volunteer stewardship events, and support some community outreach efforts within the organization. On Mondays and Tuesdays, we would go to water bodies in the watershed to sample for cyanobacteria and analyze our samples. Then for the rest of week we would lead volunteer events, work on generating a database of community organizations across the watershed for MyRWA to determine what relationships could be built across different municipalities, or go on site visits with other staff to learn about what projects they were working on.”
Asian Community Development Center
Katrina Lin ’23“I was a fellow at the Asian Community Development Center’s youth program called Summer Leadership Academy (SLA), a six-week long summer program that helps develop leadership, collaboration, and self-identity in Asian/Asian American youth in the Greater Boston area.
My day-to-day responsibilities included creating a curriculum surrounding Boston Chinatown’s
history, Asian American studies, racial identity development, and urban studies, and facilitating workshops and youth-led discussions about themselves and their communities. Looking back, I think the most significant impact I had was on the youth directly. It was so rewarding to see them take in the things we were teaching and incorporate them into their mindsets, and we truly saw many of them change over the course of a short six weeks. With SLA, we created a space that offered them the liberty to express their creativity and direct their own learning in ways that a traditional classroom often doesn’t allow, and I think that really allowed their enthusiasm and authentic passions to shine through. They still send me photos from time to time to keep in touch, so that’s really sweet!”
Asian Outreach Unit in Greater Boston Legal Services
Josephine Kuo ’23
“With other interns, I assisted attorneys who provide free legal advice and representation to low-income Asian immigrants. Every week, I conducted legal intakes in Cantonese and Mandarin to understand client legal issues, and we worked with other Chinatown community organizations to address client needs. I admire AOU’s community lawyering model because it focuses on collaborating with the Asian community to ensure that AOU’s advocacy and projects align with the community’s needs. It was also inspiring to see how AOU actively facilitated community building and power. I helped review the language access resources of a public housing program. This was part of a bigger project in fighting for language access rights for Cantonese-speaking public housing residents. I was so moved to see the residents come together and voice their opinions and experiences in their own language in front of the Malden Housing Authority administration. It’s comforting that AOU is able to connect with clients in their own language and create a safe space for them to seek legal assistance or advice—something that is usually daunting and inaccessible.”
When not indulging in his preferred espresso drinks at The Sink, Josh can be found socializing with peers and brainstorming in the Science and Engineering Complex. During his free time, he enjoys exploring the neighboring areas of Somerville and Medford, and relishes fall picnics on Pres Lawn. Josh, much like other Tufts students, harbors diverse interests spanning various fields and topics, including community and population health, mindfulness-based stress reduction, and rights-based approaches to health. Hailing from a small independent school in Florida, Josh is excited by the opportunities available at Tufts and the sunny (pun intended!), welcoming community that has embraced him here.
Complete the following sentence in 100 words or less:
“I am applying to Tufts because…”
It’s not often that astrophysicists, cheese connoisseurs (yes, we are a college campus with a cheese club), sketch comedians, and textile artists can find a middle ground, but at Tufts, we throw convention out of the window. Although my academic interests vary from biochemistry to the phonology of whistling languages and psychodynamic theory, Tufts provides a space where students don’t feel as though they must be pigeonholed into a particular area of study. Jumbos are genuinely invested in the success of their peers, openly collaborate across disciplines, and actively seek out opportunities to lift each other up. These characteristics not only resonate with me—they define the kind of person I intend to become.
It’s cool to love learning. What excites your intellectual curiosity?
(200–250 words).
I have a confession: I love reality television. Often when I share my appreciation for reality TV, people shrug off its value and relegate the entire genre to the lowly rank of “guilty pleasure.” More recently, I have come to challenge this commonly held assumption. While many dismiss the value that reality TV offers, I have grown to appreciate the complexity in our relationship with escapist entertainment. As a student with specific interests in the underlying mechanisms of human behavior and conceptions of self, it has become increasingly clear to me how reality TV functions as a unique lens through which we can explore human self-interest, structures of capitalism, and our own uncertainties about social capital and power. Even though we may at times feel disempowered and vulnerable in our own lives, reality TV and other popular media may equip us with empowering psychological tools, such as self-awareness and empathy.
Ultimately, I am fascinated by our shared preoccupation with what is called “guilty pleasure media” and its reflection of our very innate human need to hear and share stories—to bear witness to the existence of others and hope that others acknowledge us, too. I am driven to challenge myself to think deeper about what may first appear one-dimensional and continue to curiously observe the human condition.
People are always talking about “fit” in the college search process, but what does that actually mean? To give some insight into how we think of fit at Tufts, Admissions Counselor and recent Tufts alum Ellie Miller uses the metaphor of the window and the mirror to help prospective students consider the many factors that will make up your ultimate college decision.
BY ELLIE MILLER ’22 ADMISSIONS COUNSELORThe window is something you can see through to a world of possibilities—where you want to go, who you want to be, what you want to do. These are things that you can probably put concrete reasoning behind: how far away from home do you want to go? Do you want to go into college ready to pursue a very specific subject right off the bat, or do you want to explore your options before deciding on a major? Is it very important that you can pursue a specific club or activity in college, and will it be accessible to you? Do you want to be in the middle of a city or would you prefer a quieter, suburban campus? What makes sense for you and your support systems financially? I know these probably bring up more questions than they answer, but this process is all about finding what is best for you.
Let’s now look into the mirror at the aspects of fit that are harder to conceptualize. When you look out a window, you are seeing with your eyes and might even see some of your reflection, but you are ultimately looking out at the world in front of you. Your reflection is there, but it’s more like an outline of yourself. When you see your reflection in a mirror, though, you get all of the little details that are lost out the window. Those details are the less tangible parts of fit. When you think about who you want to be and who you want to surround yourself with, who are those people? Are you someone who wants to learn for the sake of learning, or are you someone who cares more about the community impact of your work? What kind of diversity are you looking for? Do you want to be surrounded by people who share your values or people who challenge your values? People who are focused on academics first and foremost or people who strive for balance? People who are passionate about the things you are passionate about, or people who are passionate about things you’ve never thought of before? Some of these things truly do come from the “vibe” of a place, but a lot of them can be found in the way a school is structured: are there a bunch of separate
colleges by subject matter or are they all mixed together; does the school promote conversations about potentially controversial topics; how does the school uphold its own values and protect its students at the same time; what does a conversation between students revolve around at lunch?
One thing I want to emphasize here is that the answers to these questions will not always fit together like a puzzle. For some of you, one place might stand out as the perfect fit. But for most of you, I would guess that there will be a few different places that feel like they fit in some ways, but that you also have some reservations about. That is completely normal, and your likes and dislikes will only become clearer with more time and information.
So you’ve done some research and some soul searching (something that at Tufts we might describe as “me-search”), but all of the information about all of the colleges you’re looking at is starting to blend together. Let me try to help you out by giving you a rundown of Tufts.
First, Tufts has the culture of a liberal arts college but what does that mean, and how does it differ from other liberal arts programs? Though we are an R1 Research Institution (which means we are part of a collection of US universities that produces the most research in any given year), at Tufts, our liberal arts culture is also closely tied to our value of intellectual curiosity. We believe that allowing students to explore subjects outside of their major accomplishes several important goals, including giving students time to explore and discover topics they might not have considered before, allowing students to pursue a variety of interests, and creating well-rounded individuals. Engineers should be able to communicate with their community, artists might inform their work with context from history, and social scientists can benefit from
an understanding of biological sciences. Every student can also benefit from our language courses and requirements, and get to use those skills if they study abroad (which about 45% of Jumbos do, typically in their junior year).
Another thing about the liberal arts education is that it can feel a bit scary. For instance, Tufts doesn’t offer a nursing or business degree, but many students will study biology and go into medicine, or economics and start their own business. That being said, if you have your heart set on a Bachelor of Business Administration, Tufts might not be the place for you. On the other hand, getting a liberal arts education doesn’t mean you’re destined to be in the world of academia forever (unless you want to be). Study international relations and
psychology and gain the skills to become a policy manager at a state-wide domestic violence coalition; major in biology and go on to be a pediatrician, armed with the knowledge you gained from your child development minor; get an engineering degree with the real-world knowledge and motivation to create social change through experience as a Tisch Summer Fellow.
Another thing to consider is your passion. Tufts is a place where people are passionate. Now when I say that, I don’t mean everyone has that one thing that they love and are good at or know a lot about. Some people are like that for sure, but a lot of people are just passionate. Passionate about making change with their work, passionate about understanding the material they learn
in the classroom, and passionate about applying that knowledge. Passionate about taking what they learned in Spanish class and using it to translate a sign they are putting up in the community, or passionate about understanding their roommate’s lab work on the neutrino even though they are a humanities major. These passions fit well into a few of our other values at Tufts, like collaboration and civic engagement. Being a collaborator doesn’t just mean being a leader or being an extrovert. Your extracurricular list doesn’t have to show that you are class president or that you led a protest. Being a collaborator means you know and value the perspectives and work of others. It means knowing that sharing your own knowledge and perspective strengthens your work. It means
taking the diversity of knowledge that comes from a liberal arts education with a diverse community and making connections. Similarly, being civically engaged can take forms from working on political campaigns to conducting research on how systemic issues like health care or food access affect local communities.
With all that being said, only you will know whether Tufts is a good fit for you, both through the window and in the mirror. Some of the best ways to get a sense of this is by visiting campus, attending virtual admissions events, or getting into contact with current students. It can feel like a lot, but don’t forget the possibilities through the window and the powerful reflection in the mirror.
“The investment that the University makes in developing students… it’s really phenomenal and unique.”
Reminiscing back to the time when she first joined the Department of Electrical and Computer Engineering, Professor Valencia Koomson was attracted to Tufts for a number of reasons: the school’s reputation as a world-renowned institution; its balanced focus on the liberal arts, science, and technology; its high quality of engineering education; and students’ easy access to research labs.
Koomson leads the Advanced Integrated Circuits and Systems Lab, which focuses on how engineers build technology that can help people improve their quality of life. “Our primary area of research is in how we build very small, miniaturized, and microscale electrical systems and how we can embed those systems into all types of devices to help people manage their health and to understand various biological phenomena.”
Koomson’s work builds upon semiconductor technology, which was revolutionary in technological history. After all, semiconductor technology has dramatically shifted the way people communicate with cell phones, smartphones, and other devices with wireless functions that are built into everything we use today. But what really drives Professor Koomson’s research is, “how can we use [semiconductors] to non-invasively measure your health? Measure some biomarker in your blood that could tell us how much oxygen is flowing to your muscles or to your brain? It could help us determine your disease state and how healthy you are.”
Health equity also provides a source of fulfillment for Professor Koomson. For one, she led outreach efforts emphasizing that pulse oximeter readings are more likely to be inaccurate for
patients with darker skin tones. When oxygen binds to hemoglobin in blood, it changes color. Detecting the level of absorption of light for these very important molecules can indicate how much oxygen is flowing through your blood—essentially a measure of how well your lungs are functioning. According to Koomson, “oximeters are based on optical technology, and one of the issues is that there are many layers of the skin that absorb and scatter light and can cause error with these devices. We’ve known for decades that these devices are prone to error due to a number of factors. But one major confounding factor is skin pigmentation, or melanin absorption, that absorbs in the same range of wavelengths in which we’re trying to detect the flow of oxygen.” In response to this, Koomson and her lab have been working on new technology that can reduce errors in these devices, particularly making them insensitive to skin pigmentation, and ensure that they can work on diverse populations.
Koomson has been in contact with policymakers and scientists about this issue. “I spent one summer contacting our congressional delegation in Massachusetts to make sure that lawmakers are aware of these issues and talking to their staff members who focus on health policy. Senator Warren, in fact, led the charge back in 2021 to urge the Food and Drug Administration (FDA) to review this.” This was followed up in November 2022 with a public forum with the FDA where research groups strongly recommended a review on the technology and in grassroots campaigns that spread awareness about the limitations of pulse oximeters to healthcare workers.
Beyond her work as a researcher and as an advocate, you might wonder: what excites Professor Koomson in the day-to-day? First, it has to be the students. “I’ve had a wonderful experience, mentoring and teaching here at Tufts. I probably graduated over 30 PhD and Masters students, and mentored 50 or 60 undergraduate students in terms of projects. I had a team of students who won the Ricci Prize in the School of Engineering for their Senior Design Project that was done under my direction. I’ve also had students win the $100K New Ventures competition. The investment that the University makes in developing students and offering these various programs and enrichment activities…it’s really phenomenal and unique.”
Professor Koomson also loves the crosscollaborative opportunities and project-based teaching. “I’m a faculty fellow at the Tisch College for Civic Life, which has been very supportive of my work.” Among other courses, Koomson teaches Wearable Systems Design and Engineering, where students build something that meets a real-world need. “Students first do a needs assessment and find a problem that affects a certain population. Then, they think about a solution they can design to achieve a specific outcome. They ultimately go about building their prototypes based on a topic that’s near and dear to them. Students use their creativity to bring their own lived experiences to the design process and come up with a solution that has an impact on people’s lives. Teaching at Tufts is always just an exciting experience.”
JED QUIAOIT ’25
Many students who apply to Tufts have some background in music. Maybe you played an instrument for many years, or you taught yourself piano to play some of your favorite songs, or even released some of your own work at one point. Regardless of your background, Tufts is here to support you in continuing to pursue your passions and expand your abilities. From private lessons to our Combined Degree program with the New England Conservatory, there are a variety of musical options available for you at Tufts.
BY VALERIA VELASQUEZ ’23
personal anecdote: I am no stranger to the Granoff Music Center, Tufts’ home for all things music. I have spent hours in the quaint and cozy Lilly Music Library typing away at an essay and have had plenty of frantic last-minute practice sessions. I have attended performances open to the entire community and stimulating lecture series connecting music to other fields. Often, while I’m in a practice room, I’ll take a break and gently place down my accordion, overhearing the person in the room next to me playing something that stirs my emotions. I am in awe of how hard-working and talented other musicians are, making me ponder my relationship to my instrument and what drew me to pursue music again in the first place. My relationship with music is certainly not as extensive or timeconsuming as it is for the countless Tufts students who feel that music is their lifelong calling. Yet, it is one of the defining parts of my Tufts experience. Ask a musician what it means to them, and you will get a thoughtful answer. For many, music is a language that allows people to express what words cannot. It’s a way to process feelings and work your creative muscle—a habit that becomes deeply ingrained. For others, music is simply a means to unwind and relax. With how powerful music can be, it is no surprise students seek to study it formally or prioritize making music outside of their classes. At Tufts, students are encouraged to take advantage of the unique environment of higher education and pursue their deepest passions and interests fully. Whether you have always wanted to major in music, create a band, or simply hone your skills, there are multiple ways to pursue music here. Seeking to learn more about the music scene and the musicians that make it so special, I embarked on a journey to survey how Jumbos explore their love for music.
For Stephanie Rifkin ’23, who has played piano her entire life, there was never a question of whether she would major in music. When going through the college application process, she recalls feeling overwhelmed and daunted by the rigid structure of many conservatory programs, noticing a lack of musical
Aoptions outside of the traditional Western canon. “At that time, I was beginning to want to explore different areas of music, and I remember looking at these programs trying to find ways to squeeze in classes that interested me around the set requirements,” she states. Realizing that the piano performance track was not the best fit, Stephanie began researching music programs at liberal arts schools, where she could major in music and explore other academic interests. Now, Stephanie is majoring in both history and music, sound and culture. In her own words, the Department of Music allows an exploratory approach due to its open structure and wide variety of course offerings that explore different music fields. “What this allows you to do is create a concentration around whatever interests you. You’re not boxed into studying only Western classical music—in fact, you can avoid learning anything about it if you so desire,” she explains.
Stephanie has directly benefited from the music, sound, and culture major’s open structure since the
beginning of her time at Tufts when she remembers struggling in her relationship with music and piano playing. “What I really needed was an educational experience that was going to allow me to have a relationship with music that was beneficial for me,” she reflects. Through the encouragement of her advisor and meeting friends, Stephanie was introduced to a wide variety of course offerings which allowed her the exploration that would strengthen her relationship with music. “I have more of a sense of what I like now than I did coming into college. I’ve found that I really enjoy being in a context where I’m making a valuable contribution, but not all the attention is on me,” she adds. Another reflection regarding her academic journey is about the nature of double majoring. Though Stephanie has thoroughly enjoyed majoring in history, she firmly believes that students end up having a primary major and a secondary major and tend to devote more time to one than the other. For Stephanie, that primary major has ended up being music, sound, and culture, as she has taken many courses more than the 10-course requirement.
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Another way to pursue music at Tufts is through the music minor, a six-course exploration for students who want to make music a substantial presence in their coursework. Despite having played piano since the age of five, junior Danny Rodriguez ’24 did not expect to be studying music in an academic setting in college. However, he quickly realized he wanted to continue with music in some form, leading him to play percussion with Tufts’ Wind Ensemble. Craving new musical opportunities and wanting to gain experience in a new instrument, Danny joined Tufts’ Klezmer Ensemble, which specializes in traditional Eastern European Jewish music. There, he was introduced to his future accordion instructor Professor Michael McLaughlin, who he cites as one of the primary reasons he continued to take music classes. “Klezmer was cool because there you just get a lead sheet—you have to have a pencil in that class because you’re constantly writing and improvising,” he explains. “You make it up as you go. It was totally different from anything I’d ever done before.”
The variety and uniqueness of music ensembles is one of the most salient aspects of the Tufts music scene. Aside from Klezmer, there are various other musical ensembles such as the Early Music Ensemble which specializes in 16th-century Italian and 17th-century English music, the Arab Music Ensemble, and Kiniwe the African music and dance ensemble. However, outside this list of ensembles that the Music Department runs, many student-run ensembles expand the number of musical opportunities. One of these is called the Freshman Fifteen, a jazz big band that is spearheaded by music major Ben Lanzi ’23. Although only gaining interest in jazz and music shortly before coming to Tufts, Ben quickly became interested in pursuing music in college. The early beginnings of the Freshman Fifteen were born in the Granoff lobby during orientation week when Ben and a couple of his friends threw around the idea of starting a band. “I didn’t know what starting a band looked like—I didn’t really know anything about jazz. Most kids who play jazz in college have been playing since middle school.
They come in with much technical and musical knowledge. I did not, but I was passionate about it.” What was once a ragtag group of friends jamming out has developed into a full-on big band with eighteen members, an executive board, and funding from the Tufts Community Union to finance performances and the purchase of sheet music. Ben’s commitment to this group marked his time at Tufts. As a result, he has picked up a lot of valuable lessons about leadership, administration, and musicianship. He encourages students to take up space and initiative. “When you’re at an institution like this, you can make things happen and create new musical spaces,” he states before boldly adding: “If something doesn’t exist, do it, and don’t be afraid to be a little annoying.”
Aside from the music, sound, and culture major and minor, students who want to study music at a conservatory and have the traditional college experience at the same time can take advantage of the Tufts/New England Conservatory (NEC) Five-Year Dual Degree program. Sophomore Mofe Akinyanmi ’26 is one of the students on this track, majoring in composition at the NEC and sociology at Tufts. Though Mofe acknowledges that her schedule and commute between the Tufts Medford Campus and the Conservatory in Boston often make for a hectic schedule, she notes that with a little planning and determination, this is not an obstacle. She believes that the program is a great fit for her, as she deeply wanted to participate in a traditional college setting while also experiencing the high level of musicianship and creative environment that characterizes the NEC. Though Mofe has plenty of musical opportunities and commitments at the NEC, she also participates in Tufts’ local band scene, one that she highlights is rich in history and tradition. “Tracy Chapman went to Tufts, Juliana Hatfield went to Tufts graduate school. We have a really strong history of having bands, musicians, and students who aren’t studying music but are passionate about playing it,” she says. “Tufts also has studio spaces where students can go in and record music with all kinds of very good equipment— it’s an awesome resource for everyone, especially for bands,” she adds. Currently, Mofe plays guitar and sings for Chowder, a band that specializes in rock and indie music. Chowder began in the fall of Mofe’s first year, and the group began performing the following semester. Since then, Chowder has performed around Tufts and the Greater Boston area and even gone on tour, which Mofe cites as one of her favorite experiences with the band. “Through the band community at Tufts, I’ve found people who are just as passionate about music, which provides a great setting for collaboration and making art,” she concludes.
Tufts is a place where musical opportunities and music education are not bound by a rigid set of expectations and forces. Students are encouraged to take advantage of the school’s resources and the unique environment that Tufts provides. In college, students are at a particular time in their lives where passionate, like-minded individuals surround them—a unique environment that is not always accessible later in life. Here, we are encouraged to reexamine our understandings and identities, finetune our skills, and discover new possibilities, which we can take far beyond our undergraduate careers.
WHAT IT MEANS TO THEM, AND YOU WILL GET A THOUGHTFUL ANSWER.”PHOTOS BY TUFTS PHOTOGRAPHY: MATTHEW MODOONO, ALONSO NICHOLS
Welcome to the world of college dining, where ramen noodles and instant mac and cheese reign supreme. But let’s be real, in our campus community, we deserve dining options that work for everyone—delicious and accessible food that not only satisfies our taste buds, but also reminds us of sentimental home-cooked favorites and makes us feel like we belong. And that’s exactly what Tufts Dining is serving up. With expansive allergen-free dining options, mouthwatering Kosher and Halal offerings, and dedicated dietetic staff on-campus, Tufts ensures that all students can indulge
in delicious, nourishing meal choices. Whether you’re vegan, gluten-free, or just looking for healthy snacks to get you through a study session, Tufts has got you covered with options like our kosher deli Pax et Lox (pun intended), and allergen-free on-the-run favorites from Hodgdon. So say goodbye to bland and boring college food and hello to a dining experience that will make you feel right at home. And yes, that includes cauliflower mac and cheese, because who says healthy can’t be delicious? Grab a fork and let’s dive in!
BY JOSH COHEN ’24
For those navigating food allergies, Tufts Dining has gone to great lengths to ensure access to diverse, worry-free dining options. Start uphill at Fresh at Carmichael, one of the largest on-campus dining halls serving up 100% gluten-, peanut-, and treenut-free delights. You heard that right—an entire dining hall free from gluten, peanuts, and treenuts. Some fan favorites include Build-Your-Own Ramen Thursdays, morning flapjacks, and Meatless Mondays! Similarly, the ALL9FREE station at Dewick-MacPhie Dining Center is dedicated to serving up breakfast, lunch, and dinner in a separate kitchen space without the top nine food allergens (eggs, fish, gluten, milk, peanuts, sesame, shellfish, soy, and treenuts). Dewick is also home to the gluten-, peanut-, and treenutfree pantry where students can fill up on all the essentials. Seeking gluten-free guilty pleasures or a safe snack in between classes? Besides Carm and Dewick, you’ll find gluten-free sandwiches, sushi, and grab-and-go items at all Tufts cafés. Hodgdon Food On-the-Run is where you’ll want to head for glutenfree hoagies and grain bowls.
If you’re looking for an individualized dining option that caters to your specific needs, work with the trained nutrition team at major Tufts dining locations through the Alternative Meal Program for food that is designed and prepared for you on dedicated kitchen equipment and utensils. (Note: StAAR Center Approval required.)
Inclusive Dining
Recognizing and celebrating the diverse culinary experiences and traditions of Tufts students, Tufts Dining manages several inclusive dining solutions across campus and seeks to ensure that all of our Jumbos are respected, accommodated, and well fed! Daily halal preparations are available at Dewick and Carm, including at ALL9FREE. Around the corner at Hodgdon, grab a warm halal chicken or lamb shawarma, piled high with all of your favorite toppings. If you’re on the prowl for fabulous kosher options, head to Dewick to indulge in the brand new kosher-certified and completely vegan food line. For a taste of arguably the best kosher deli in the area, you can’t beat Pax et Lox in the Mayer Campus
Center featuring an innovative menu of madeto-order sandwiches and sides. This iconic (and peanut/treenut-free) full-service counter plates up favorites, including succulent smoked salmon, pastrami, latkes, sweet noodle kugel, and pickles. You can even attempt to conquer “The Summit’’— delicious New York-style pastrami piled high with mustard and caramelized onions on rye bread.
A truly inclusive dining experience would be incomplete without the support and knowledge of our on-campus dietetic team, including an on-staff registered dietician, to guide you through the process of navigating food allergies and restrictions. Consulting with students individually, our dietitian assists students in making informed choices about meals so that they can enjoy a healthy and safe dining experience on campus. Empowered by an understanding that feeling at home at Tufts includes feeling comfortable and included at mealtime, nutritional staff are committed to supporting Jumbos, plate by plate.
When we say Jumbos truly dig into their interdisciplinary passions, we mean it. And Emile Naccasha ’23, a biology major with a minor in religion, offers a prime example. On the one hand, Emile’s love for immunology has motivated his pursuit of medicine, while his curiosity towards Early Christianity fueled his journey through a department that critically examines religion from political, economic, cultural, and historical lenses. I sat down with Emile and Associate Professor of Religion Jennifer Eyl to chat about their independent study, experience teaching through the Tufts Prison Initiative, and appreciation for Tufts’ culture of genuine academic interest.
BY RAGA CHILAKAMARRI ’23How did you two meet?
Emile Naccasha: I took a class with Professor Eyl last fall called Jesus From the First to the 21st Century. I went to a Catholic high school where they didn’t just teach you about Catholic theology, they taught about the philosophy of many different religions. Taking that class with Professor Eyl reminded me of those high school courses that I really enjoyed: studying Christianity from a critical perspective, not only using the Bible but reading sources that have come since. The following semester, I was able to TA that course inside MCI Concord, which is a medium security prison, with the Tufts University Prison Initiative (TUPI).
What is your independent study on?
Jennifer Eyl: Emile approached me to do an independent study, and I agreed to do it but only on a topic that I am an expert in. I’m working on a book that explores the way that the apostle Paul uses the virtue of faithfulness or fidelity to try to create groups of people who are faithful to each other. Not just construct a sense of group ethos but how the virtues reinforce group boundaries. There’s a lot that I have to read, read through, and reread. Emile loved that topic, and I was like, ‘why don’t we just do the independent study on this and you can read what I’m reading?’ So he’s kind of coming along on the journey of research with me.
What were your first impressions of each other?
EN: My initial impression of Professor Eyl was first of all how interested she is in the subject. It’s very clear that she’s extremely passionate. And that was really exciting to me. But second of all, how driven she was to make sure that whatever you put into the course is something that you really took an interest in.
JE: (nods) you should never write a research paper on a topic that bores you.
EN: Hearing that, especially on syllabus day, was really impactful for me. It sets a precedent for how you use the rest of the semester.
JE: Yeah, Emile is very motivated. And I mean I would say that’s true of almost all of my students at Tufts. Emile’s motivated in a way that includes science but also the humanities and history. And that’s very refreshing. You don’t feel that you have to sacrifice one for another.
Do you have any memorable experiences working together?
EN: I would say working together for the TUPI. That was probably one of the most impactful things I’ve ever done in my entire life. I mean, the people we got to know doing that, the stories that we were able to read from our students and working together to try to create a really good experience for them. For the last class, the project was to conduct plays that reimagined a certain story of Jesus from any one of the Gospels however they wanted to. That was really cool because we got to see how different students interact with the same material. And it was really interesting to me to see how Professor Eyl can extract very diverse things out of diverse students.
JE: I came up with that play assignment because they couldn’t do a research paper. So I thought, what can I have them do on the inside of the prison to get them to really sink their teeth into this material, to translate some scene from a New Testament gospel into the modern era. And they were just mind blowingly creative, insightful, and hilarious. It was just extraordinary. I wanted to laugh…and also cry because these men are brilliant.
EN: People always assume that prisoners have all the free time in the world. But they really don’t. It’s even harder to have free time to do work than we have as students.
JE: I think one of the benefits for Tufts students [TA-ing] this class is that, from the perspective of a professor, I get to engage with my own students as fellow educators, fellow adult human beings who are invested in education. I had been Emile’s professor the semester before and now I got to engage with him as a person who is also committed to education and learning and critical thinking. And that line between professor and TA didn’t matter.
JE: When I came to Tufts as a professor, the Dean explained Tufts University to me as a small liberal arts college inside of a research university. And I think that’s true. It’s an R1 research institution, but there’s also a lot of space for relationships between professors and students. I know my students’ names because I don’t have 300 people in my class.
EN: And there is a really nice culture of students who study things like the sciences and the humanities. I have a number of friends who study biology and philosophy, physics and English. Also, I grew up in a very, very small town in California, where a lot of people say you have to leave it to experience the world. I found Tufts through my mom’s coworker’s daughter who went to Tufts and told me about it. She was telling me how motivated students are and how a lot of people study two different things. The fact that there was a culture at Tufts of people who wanted to do two different things was really appealing to me. On top of that, being in Boston, as someone who wants to become a physician one day, you’re surrounded by the greatest medical centers in the world. You have some of the best professors of biology at your fingertips.
JE: My students are interested. Yeah. I encounter a lot of students at Tufts who are really interested in stuff. They are interested in social justice. They are interested in politics. They are interested in poetry and in sports. They’re interested. They’ve got a lot of stuff going on.
EN: I feel like at Tufts someone is willing to say “oh yeah, I read this in my free time.” Like they learn things in their free time here. They have the ability to explore things outside of their classes which is really refreshing.
that was so transformative, so bold, that you knew it had to be shared with the world? Well, perhaps you’re already familiar with TED (Technology, Entertainment, and Design), a non-profit organization dedicated to supporting thinkers in doing just that—promoting the spread of powerful ideas. If you’re anything like me, TED Talks have found their way into almost every space of your curiosity, from the classroom to late-night YouTube rabbit hole binges. TED Talks present catchy yet profound lectures that remind us of the power of human connection, highlight fascinating discoveries across academic disciplines, and offer space for radical paradigmatic shifting. Globally, TED Talks are viewed over three billion times every year and have been translated into over 100 languages—the reach of TED is undeniable. Simply put, TED has quickly become a cultural phenomenon, one of the most influential global platforms for sharing ideas and perspectives that have the potency to redefine our very understanding of the world. And you can get involved in the action right here at Tufts.
TED’s overall mission to spread ideas worth sharing extends far beyond its own corporate functions. The organization supports thousands of
community-based TEDx (x = independently organized) events around the world. These local TED affiliates offer a platform for diverse voices and perspectives to be heard, seeking to cultivate ideas from their own communities, often culminating in a TEDx conference that fosters curiosity, conversation, and inspiration. Naturally, these sentiments resonate strongly with the intellectually curious community at Tufts, where TEDxTufts has emerged as an influential platform for members of the Tufts community to spark conversation and create meaningful connections by spreading bold ideas, inspirational stories, and transformative experiences. For nearly a decade, TEDxTufts has curated an annual conference bringing together Tufts students, alumni, faculty, collaborators, and community members, all united in a shared vision to advance knowledge and inspire change. Unlike other independently organized TED events, TEDxTufts is distinct in its approach of centering the interdisciplinary voices of the Tufts community, both past and present, and uplifting powerful ideas to a broad audience. With topics ranging from the science of honey bees and the mathematics of oligarchy to autism representation in popular media and children’s television, the ideas curated at Tufts are as diverse as they are passionate.
At its core, TEDxTufts is committed to holding spaces where students are empowered to explore their intellectual curiosity beyond the classroom and find a community that helps make that happen. Speaking with Jordan Meek ’23, the Executive Organizer of TEDxTufts and a senior studying quantitative economics, he shares his personal connection to TED as a middle- and highschool student. Having been involved in debate and other public speaking activities before coming to Tufts, it was only natural that he found resonance in TEDxTufts as an opportunity to explore his interests further. Jordan initially joined team TEDxTufts as a speaker coach, where he worked individually with speakers throughout the year to develop their narratives and refine their ideas. Jordan describes interacting with a range of Tuftsaffiliated thinkers, from former US ambassadors to doctoral candidates, and that each took on this work with genuine curiosity, excitement, and openness. As a senior leader overseeing the speaker coaching, production, web design, marketing, video, and partnerships teams, Jordan prioritizes centering the diverse Tufts community in all aspects of
the event and hopes that students will feel the same strong connection to the speakers who have ties to the Tufts campus community, like those who “studied at Eliot Pearson, live in the neighborhood, and are otherwise deeply rooted in our student community and experience.” He continues, “in limiting our conference to Tufts affiliates and those who may not otherwise have the platform to share their impactful ideas, it’s that much more special for Tufts students.” In this way, TEDxTufts curates a unique and meaningful experience for students to engage with transformative ideas from members of their own community.
TEDxTufts conferences are unique not only in their composition but in their actual construction. Describing the process through which the conference theme and speakers are decided, Jordan explains that the team at TEDxTufts puts ideas first rather than establishing a rigid theme for speakers to fit into. In embracing this distinct creative approach, TEDxTufts flips the entire process on its head. Jordan reiterates the importance of not constraining speakers to a predetermined theme: “we don’t want to limit people and their ideas and creativity.” Anyone with an idea can apply to be a speaker, and the team works to carefully identify common threads and connections that run through speaker pitches, bringing together seemingly disparate perspectives in one place and time. The result is a TEDxTufts event that is a unique and authentic expression of the intellectual breadth and creativity that defines Tufts as an institution.
Supporting TEDxTufts in actualizing its visionary ambitions, Arielle Galinsky ’24, a junior studying biopsychology and community health, serves as the group’s Curator. Initially, Arielle got involved as a speaker coach: “I’ve always been extraordinarily drawn to sharing and uplifting stories. And so for me, it was kind of a no-brainer, given I love to write, and I’ve always liked public speaking.” Her work in the organization has deepened and transformed her initial motivations. She reflects that “I want to give others the platform to share their experiences and let others hear those nuanced perspectives. I’ve loved being a part of a team and a process that is dedicated to doing that.” In her role as Curator, Arielle is tasked with achieving the right “feel” at TEDxTufts events. “We’re always thinking about ways in which we can build community. I want people to not only passively listen to the talks— I want them to spark a conversation about the concepts afterward.” Because of this communityforward approach in designing the program, Arielle highlights the importance of engaging not only the Tufts undergraduate community itself but inviting in folks from our broader host communities.
To this end, TEDxTufts works actively to call on students from surrounding Medford and Somerville high schools and partners with local vendors to amplify their businesses to the Tufts audience. Arielle frames the motivating work of TEDxTufts as “aiming to bring together community members, undergraduates, graduate students, professors, faculty, and staff who may have never crossed paths if it weren’t for an event of this magnitude.” In this
way, TEDxTufts is very intentional in its approach to spark conversation and generate new ideas— these efforts are not only theoretical but actually grounded in an embodied, relational experience for all participants that celebrates the friendly and collaborative Tufts environment.
TEDxTufts is not only a transformative and enriching experience for attendees and organizers but also for its speakers. Shania Cox ’25, a Tufts sophomore studying cognitive and brain sciences, was selected to speak at last year’s conference. In her first few weeks at Tufts, Shania quickly realized that “I actually had something that I feel would be of value to share with the Tufts community.” Drawing on her lived experience with autism and passion for disrupting misconceptions spread about it in popular media, Shania identified TEDxTufts as the unique platform to elevate her ideas to the wider Tufts community. Meeting for the first time with the other speakers slated for the conference, she shares that “it was exciting because I was in the pool of people who did such significant things and were in such high places in their careers.” In the months leading up to her monumental talk, one flagged by the international TED parent organization as one of the most influential speeches of the year, she describes the process of refining her ideas with other Tufts students as overwhelmingly rewarding. Working closely with her speaker coaches and peers, Shania found space to work through powerful, vulnerable experiences in the comfort of other supportive Jumbos.
Reflecting on the impact of her talk felt not only in the Tufts community, but the broader network of TED, Shania reminds me that “at the end of the day, I just wanted people to learn.” She continues, “entering a new college environment where you don’t know that many people, it can be nice to know that the talk helped create a community.” Knowing that you are among people who support your ideas and support you as a person helps a lot with the feeling as though you’re alone in this new environment. “Being offered this talk proves that as a society, we’re getting somewhere with learning about autism.” TEDxTufts has a ripple effect that
works reciprocally to fashion a campus environment of open-mindedness, acceptance, and curiosity. Notably, though, the work of TEDxTufts reverberates far beyond the 150 acres of Tufts’ campus and spreads the intellectual values and university culture to a larger audience, which is a true testament to the significance of this effort.
Looking back on this year’s TEDxTufts conference, TED leadership promised exciting and innovative updates to the traditional convention under the theme of [DE/RE]CONSTRUCT. Attendees were challenged to dismantle old, familiar ideas and explore innovative new concepts that will propel the future forward. The two-day event was completely interactive, transforming the Joyce Cummings Center ballrooms into a conversation space that encouraged viewers to engage in meaningful dialogue with each other over the talks, putting into motion the ideas they just heard. This year’s conference
boasted a riveting lineup of speakers on topics like linguistics, reproductive health, pinball, and clowning. Participants experienced a unique experimental activity revolving around the themes presented at the conference and enjoyed deliciously curated snack options presented by local restaurants.
TEDxTufts represents just one of the many ways that Tufts students can take control of their educational journey and forge intellectually curious communities that take ideas seriously but have fun in the process. It speaks to a larger culture at Tufts of seeking out space to think creatively and connect with other excited peers in meaningful, cerebral ways that would make even the most serious of academics crack a smile. Through its uniquely Tuftsy approach to spreading ideas, TEDxTufts embodies the qualities which set Tufts apart as an institution committed to advancing knowledge in innovative and playful ways.
The Student-Athlete Advisory Committee (SAAC), a group of student-athletes with representatives from each varsity sports team, plays a significant role in opening a channel of communication between athletes, coaches, and administration at Tufts while serving as a hub for student-athletes to expand their outreach to the greater Tufts, Medford/Somerville, and Boston communities. In the past, the SAAC has been successful in spearheading initiatives like a Tufts-based Special Olympics event and Mental Health Awareness Week. Through conversations with co-president Evan Szablewski ’23 and committee chair Michelle Adelman ’23, catch a glimpse at some of their recent and ongoing initiatives.
BY JED QUIAOIT ’25
PHOTOS BY ALONSO NICHOLS AND KELVIN MA/TUFTS UNIVERSITY
First of all, what’s your major and what activities are you involved in outside of athletics?
Evan Szablewski: I’m majoring in Mechanical Engineering and minoring in Engineering Management. I’m also part of Alpha Tau Omega, one of the [gender all-inclusive] fraternities on campus. I was also one of the coordinators for the pre-orientation program Fitness and Individual Development at Tufts (FIT).
Michelle Adelman: Since I’m majoring in Biology and Psychology with an intention to go to physician assistant (PA) school, I work as an EMT over summers. I’m also in the Pre-PA Society, and I previously worked in a lab—the Center for Applied Brain and Cognitive Sciences—a semester or two ago.
What are some SAAC-led initiatives that you’d like to highlight?
MA: There’s a lot of programs to better the community! We do Play for P.I.N.K., where we raise over $25,000 to go towards breast cancer research. At Pride Games, we raise awareness for the LGBTQ+ community. During Mental Health Week, SAAC has a budget to come up with and support activities that promote mental health and wellness. We’re doing a donation drive with the organization Be the Match where everyone who comes gets to swab their cheek; they could be a [donor] “match,” potentially saving someone’s life who’s suffering from a bone marrow disease!
ES: The Brother/Sister Teams is a program where we pair two teams together on campus. This year, we’re having those teams do a community service event with another team of their choice, and those have to be done by the end of the year. Due to COVID, a lot of us didn’t really know what SAAC looked like in years past, so it was up to us to make new changes and mold it into what we think would be best for SAAC moving forward.
What was your involvement in said program(s) like?
ES: I’ve been enjoying it! In my experience [as the men’s swim team representative], we paired with the women’s track team since we’re evenly sized. This spring, we teamed up to do a Mystic River Watershed cleanup and make the ecosystem a little bit cleaner. Another thing about the Brother/Sister teams is that we’re trying to get them to come to each other’s events: we come to their track meets, and they come to our swim meets.
MA: I was the lead on Mental Health Week, and I helped organize some of the activities. We got a lot of coaches to bring their dogs and we had two hours of cute dog therapy, which was great. We were able to rent out the varsity weight room to do a recovery session. Also, we were able to bring in a speaker and do a workshop on body image in the athlete population.
What drew you to SAAC and what motivates you to remain as a student-leader?
MA: I feel like with SAAC, we actually make a change. Every year since I’ve been here, I’ve noticed how much athletics has improved from a physical standpoint and from helping in the community. Tufts Athletics brought in a new Civic Life Coordinator and there’s been a lot of things going on there. We had something for national women’s sports day where we had local girls in the community come–there were 11 sports represented. It’s cool to see how as my years go on and on, Athletics is doing more and more to help the community around them, which I really like.
ES: One of the things that I like about activities is giving back to the athletic community and trying to do good for this community. When I came to Tufts, the Athletic Department and the varsity sports team meant so much to me, seeing how much this school and these athletic teams care for each other because we’re all Jumbos here! We all care about each other so much. Specifically with the athletics department, I consider: how would I give back to this community that has done so much for me? So, my role in SAAC has been a lot of me trying to give back to the athletic community, Tufts, and the Medford and Somerville areas as well.
Tufts offers unparalleled programs across its undergraduate schools, particularly with the Combined Degree program that allows students to take advantage of the interdisciplinarity of liberal arts, sciences, and fine arts to create their own unique program. “Five years. Two degrees.” The Combined Degree program allows Jumbos with multifaceted interests to graduate with both a Bachelor of Fine Arts from SMFA and either a Bachelor of Arts or Bachelor of Science degree from Tufts’ School of Arts and Sciences. Ever thought of becoming a biologist with deep expertise in 3D modeling? Does the idea of being a portrait painter with a distinctly feminist perspective have a nice ring to it? What about someone well-versed in psychology and animation? If you see yourself leaving Tufts with a toolkit that spans academic and creative skill sets, then this program is for you! Here, we feature two students and how they flourished in the program to align their interests.
BY JED QUIAOIT ’25
Collin first found himself at a crossroads between art and science in high school. After taking plenty of science classes in zoology and botany at a different college before transferring to Tufts, he wanted to explore the other side more deeply: “The two parts of my brain wanted to pursue both as much as possible.”
Ever since coming to Tufts, Collin has explored the nooks and crannies of the course catalog. He found joy in studying unique and disparate fields, like the mechanisms behind how systems operate in plant physiology, the challenging yet rewarding nature of large-format photography, and the rodeo of learning World War II, Japanese culture, and introductory Buddhism via both film and text. Outside of class, he finds joy in eclectic hobbies ranging from self-teaching accordion to practicing woodworking and welding.
Most importantly, Collin finds a renewed interest in the intersection of life sciences and modern art. “I can talk about trivial facts like being from South Louisiana and such, but there are so many more intricacies. Art has that unique opportunity to communicate things, and the more educated you are in environmental science, the more effective you are in communicating as an environmental artist.” He also observes, “There’s a gap between scientists and policymakers. Scientists will write research reports and it feels like this bubble of science-speak that nobody outside of that world really understands. And then whenever they go to policymakers, it doesn’t seem like the things that people are researching are translating into real world change. That’s where art has a place to communicate those findings, whether that’s through infographics or conceptual artwork—to make something more comprehensible that makes people feel a certain way.”
Where does Collin find his niche, then? “Among these three pillars of a community (the community that’s affected, the people who are studying the community, and the people who are communicating about the community), given the opportunity that I find myself in, why not try to bridge those gaps? I feel like taking as many classes and putting myself in all these uncomfortable or unfamiliar situations to learn different topics prepares me to go into any one of those areas.”
Kim first matriculated to Tufts as a BFA student before transferring into the Combined Degree program after discovering a newfound love of working with children, prompting them to add an additional program in child study and human development (CSHD). In the process, they became involved with Outside the Lines Studio, an alternative arts-based day program collectively run by artists for special needs populations.
One of the highlights of Kim’s Combined Degree experience is the experiential learning opportunities that come with the CSHD program: “I took a limited course during the height of the COVID pandemic called Making Education Equitable During COVID. Everyone in that class worked as tutors for students, and I and another person worked with two second graders. I enjoyed it because I got to use what we were learning inside the class and apply it to situations in real-time.” Within the CSHD major, they see themselves concentrating on identity and global contexts to focus on bilingualism and how languages “form” in the brain.
“I’m from Miami, so even though I’m not bilingual, I’m used to being around a lot of people who come from different backgrounds. Since coming here in 2019, I can now actually see the cultural differences in the makeup of my classes, and it’s been really amazing getting to know the intricacies and the brain development of what is language development. Even though I’m not a Cognitive & Brain Science person, I get to learn about the social sciences behind that—I really like it.”
As for the biggest reason behind the jump from pursuing one degree to two, Kim proudly states that “I’m passionate about two things, and I really want to make that happen. I couldn’t see myself just having one without the other in my life and I wanted a way to make it reflective of what I’m studying.”
When I sat down with Olivia at a table in the busy Joyce Cummings Center, she had just finished her work for the day at the Kaplan Lab, a research group she’s been highly involved in over the past year. Even so, she was bustling with energy and enthusiasm to share her excitement for Tufts.
Olivia first fell in love with the idea of engineering in middle school through her involvement with a club called Future City, a hands-on, interdisciplinary educational program that puts engineering design processes and project management skills to the test and prompts students to craft a solution to a citywide sustainability issue. “That’s when I first knew I wanted to engineer for the environment.”
Coming into Tufts, she initially limited herself to environmental engineering as the only major that would enable her to follow such a dream. After discovering the emerging field of cellular agriculture (“cell ag”) in a class with biomedical engineering professor David Kaplan, whose recent achievements include securing a $10 million grant for research into the development of cultivated meat, during her freshman year, Olivia’s mind was blown. “I thought [Kaplan’s research] was the coolest thing because I’m vegan—I care about animals and I also care about the Earth. This whole concept of growing cells to replace our current means of harvesting—I thought that was the coolest way to apply engineering for the environment and for the animals.”
Immediately after that class, she had multiple conversations with Kaplan about major alternatives. After all, she found that environmental engineering is not as involved with cell ag as she anticipated, and her interest in biomedical engineering focuses more on the cell culture and lab-grown meat side
over prosthetics and optics. What was the final verdict, then? “He suggested chemical engineering because it’d be the best way for me to get a general introduction to engineering and also be able to focus on the biological side.”
From there, Olivia became close friends not only with her residence hall neighbors but also with her cohort of chemical engineering students, whom she affectionately refers to as her most close-knit group—and favorite people—on campus. “Being together from 9:00 a.m. morning classes to 6:00 p.m. lab sections nourished a supportive community that allowed us to become super, super close.” Most of them joined the American Institute of Chemical Engineers chapter at Tufts, where they met a lot of student mentors who have given advice and resources on classes, internships, and other activities on campus.
Outside of class, Olivia also goes on walks, cooks vegan food, and dabbles in research. She started working with the Kaplan Lab the summer after her freshman year where she shadowed some of the PhD student-led cell ag projects before tackling small and big projects on her own. For one, her sophomore spring semester centered on speeding up bovine cow satellite cell growth via the endocannabinoid system to match a hypothetical demand of a cultured meat product that can feed billions of people.
She then received funding from the Laidlaw Scholars Program to explore the use of insect cells as a replacement for meat in pet food and achieve a complete nutritional profile for felines, tying into her minor in Food Systems and Nutrition. For the second year of the program, she plans to travel
to Costa Rica and promote educational outreach on the growing demand of tissue engineering to K–12 students. Her choice was inspired by a foreign exchange student friend of hers in high school whose father works as an educator.
If you’re already amazed at how much Olivia has done on campus, listen to this: she also started a club called the Alt Protein Project this year. Over time, she obtained the support of the nonprofit think tank Good Food Institute through monthly calls, networking opportunities, and cross-university partnerships with UC Davis, Virginia Tech, and several European universities. She also has experience interning at the Tufts Center for Engineering Education and Outreach, making seemingly intimidating concepts like cell culture more accessible and enjoyable via informative YouTube videos and TikTok clips.
With all these moving pieces, what’s her secret? “I really, really care. I’m very personally motivated in terms of cell ag. I care a lot about animal welfare and the environment. Working in these areas of leadership, research, and outreach feels like I’m doing what I want to do. It’s a great outlet because sometimes when I’m doing my work in class, I think, ‘this is so hard…this is so tedious.’ With these extracurricular outlets, it genuinely feels like I’m doing it all for fun and for myself. My end goal is to work with cell ag, so getting to actually apply what I’ve learned in chemical engineering has been very rewarding—knowing that I’m learning stuff that I will be using in the future.”
JED QUIAOIT ’25
“Working in these areas of leadership, research, and outreach feels like I’m doing what I want to do.”
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With nearly 150 majors and minors, 30 interdisciplinary programs, and the courses of the Experimental College, 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. Students may take classes across schools, and many students do.
Africana Studies
American Studies
Ancient World Studies
Anthropology
Applied Environmental Studies
Applied Mathematics
Applied Physics
Arabic
Archaeology
Architectural Studies
Astrophysics
Biochemistry
Biology
Biomedical Sciences1
Biopsychology
Biotechnology1
Chemical Physics
Chemistry
Child Study and Human Development
Chinese
Civic Studies1
Clinical Psychology
Cognitive and Brain Science
Community Health
Computer Science
Economics
Education1
Engineering Psychology
English
Environmental Geology
Environmental Studies1
Film and Media Studies
French
Geological Sciences
German Language and Cultural Studies
German Studies
Greek
Greek and Latin History
History of Art and Architecture
Interdisciplinary Studies
International Literary and Visual Studies
International Relations
Italian Studies
Japanese
Judaic Studies
Latin
Latin American Studies
Mathematics
Middle Eastern Studies
Music, Sound, and Culture
Philosophy
Physics
Political Science
Psychology
Quantitative Economics
Race, Colonialism, and Diaspora Studies
Religion
Russian and Eastern
European Studies
Russian Language and Cultural Studies
Science, Technology, and Society1
Sociology
Spanish Cultural Studies
Spanish Literature
Theatre, Dance, and Performance Studies
Women’s, Gender, and Sexuality Studies
SCHOOL OF ENGINEERING MAJORS
Architectural Studies
Biomedical Engineering
Biotechnology1
Chemical Engineering
Civil Engineering
Computer Engineering
Computer Science
Data Science
Electrical Engineering
Engineering
Engineering Physics
Engineering Science
Environmental Engineering
Environmental Health
Human Factors Engineering
Mechanical Engineering
SMFA AT TUFTS AREAS OF STUDY
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.
Animation
Book Arts
Ceramics
Digital Media
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Fibers
Film
Graphic Arts
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Jewelry
Metals
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Papermaking
Performance
Photography
Printmaking
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Video
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Africana Studies
American Politics
Analytical Chemistry
Ancient World Archaeology
Applied Computational Science3
Arabic
Architectural Engineering3
Architectural Studies
Asian American Studies
Astrophysics
Biological Anthropology
Biophysical Chemistry
Biotechnology
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Chemical Mechanism and Structure
Chemical Physics
Chemistry
Chemistry of Life
Child Study and Human Development
Chinese
Cognitive and Brain Science
Colonialism Studies
Comparative Politics
Computational Chemistry
Computer Science
Cultural Anthropology
Dance
Economics
Education
Engineering Education2
Engineering Management
English
Entrepreneurship
Entrepreneurship for Social Impact
Environmental Science and Policy2
Film and Media Studies
Finance
Food Systems and Nutrition
Foreign Policy Analysis
Foundations for Future Leadership2
French Geology2
Geoscience3
Geosystems2
German Language and Cultural Studies
German Studies
Greek
Greek Civilization
Hebrew History
History of Art and Architecture
Human Factors Engineering2
Italian Studies
Japanese Judaic Studies
Latin
Latin American Studies
Latinx Studies
Linguistics
Materials and Surface Chemistry
Mathematics
Medical Anthropology
Medieval Studies
Museums, Memory, and Heritage
Music
Music Engineering
Native American and Indigenous Studies
Peace and Justice Studies
Philosophy
Physics
Political Economy
Political Science
Political Thought
Portuguese
Religion
Roman Civilization
Russian Language and Cultural Studies
Science, Technology, and Society
Social Justice Anthropology
Sociology
Spanish Studio Art
Theatre and Performance Studies
Urban Studies
Visual and Material Studies3
Women’s, Gender, and
Sexuality Studies
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.
Jumbos use their skills and ideas to better people’s lives, whether they are teaching engineering in local elementary schools, creating sustainable businesses, or spending a semester in Peru or the American Southwest immersed in social and environmental justice as part of the Tufts Civic Semester. They understand that they are citizens of a global community, and they embrace that responsibility.
…in a lot of things. Tufts students don’t limit themselves: they combine biology with philosophy, compete as nationally-ranked D-III athletes, pursue Bachelor of Fine Arts degrees in studio art at our School of the Museum of Fine Arts, and solve problems as engineers. They’re part of a community that embraces the unconventional and the uncategorizable.
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
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.
PHOTO BY ALONSO NICHOLS/TUFTS UNIVERSITY
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