Arts and Sciences in the Community

The School of Arts and Sciences is actively engaged with the world outside of Tufts through a variety of programs and other initiatives. Each year, this work takes faculty, students, staff and alumni everywhere from China to Africa; from England to Budapest; from Nicaragua to France. Closer to home, departments and programs associated with the School of Arts and Sciences offer events, performances, and other programming on the Medford Campus and are involved in a number of local projects, both within the Greater Boston area and beyond.

Events

Each semester, there are numerous events, lectures, and other programming open to the community both within and outside of Tufts. These offerings include plays and musicals directed by faculty of the Department of Drama and Dance and featuring Tufts students, concerts involving faculty and students from the Department of Music, exhibits displayed by the Tufts University Art Gallery, and lecture series sponsored by various offices and departments such as The Pearson Prentice Hall Seminar Series in Global History and the Dean's Faculty Forum.

Departments and Interdisciplinary Programs

A number of departments and programs within the School of Arts and Sciences have extensive involvement with community outreach and coordinate a number of initiatives that bring students and faculty into close contact with the community. For example, the Department of Anthropology matches Tufts students with Latino/a high school students in Somerville and Cambridge through its "Urban Borderlands: The Somerville Community History Project" course; the Eliot-Pearson Department of Child Development provides invaluable outreach programs and consultation to educators and school systems in the greater Boston Area through the Center for Applied Child Development; and the Community Health Program offers an internship program for students to work in the field at hospitals, clinics, public health systems, government agencies and community-based organizations. For additional examples of the various activities in which our faculty and students are engaged, please visit the list below.

Student Groups

Student groups are a vibrant part of campus life at Tufts, and many of our students have participated in a number of organizations that take an active role in community-related outreach. Some of these groups include the Leonard Carmichael Society, an umbrella organization for a variety of service activities and the largest student-run volunteer organization on campus with over 1,500 volunteers; the Community Language Bank, an Internet-based service started by two A&S undergraduates that provides translation and schedules interpretation services to help non-English speakers function in their local communities, and the Tufts Literacy Corps, which matches Tufts students with local school children struggling to read.

Below is a sampling of departments, programs and initiatives that highlight on their websites our collective commitment to and engagement in the community within and beyond Tufts. Our students and faculty also participate in a range of programs offered throughout the University, with extensive ties to Arts and Sciences, some of which are also included here.

Anthropology Department

American Studies Program

Biology Department

Boston School of Occupational Therapy

Center for Cognitive Studies

Eliot-Pearson Department of Child Development

Classics Department

Community Day

Communication and Media Studies

Community Health Program

Community Language Bank

Dean's Faculty Forum

Drama & Dance Department

Education Department

Environmental Studies

EPIIC-Education for Public Inquiry and International Citizenship

Experimental College

FOCUS

Graduate Student Council

Group of Six

History Department

INSPIRE

Institute for Global Leadership

Jonathan M. Tisch College of Citizenship and Public Service

Leonard Carmichael Society (LCS)

Music Department

Mystic Watershed Collaborative

New Initiative for Middle East Peace (NIMEP)

Peace and Justice Studies

Political Science Department

Project LOCAL

Read by the River

Tufts University Art Gallery

Tufts Drama and Dance Team

Tufts Communications and Media Studies

Tufts Literacy Corps

Tufts Pre-Med Society

TuftsScope

Urban and Environmental Policy and Planning Department

Water: Systems, Science, and Society

<p><strong>Breaking Down Barriers</strong>

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<p>Tufts literacy expert Maryanne Wolf has pioneered ground-breaking research that has led to advances in dyslexia testing and treatment.</p>

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<br/>(A'07)

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<p>Working as an intern for MTV Hong Kong helped prepare Tufts junior Erin Yeh for the real world.</p>

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<p><strong>Expanding Their Horizons</strong>

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<p>This summer was action-packed for Tufts students who undertook a variety of projects across the world and in their own backyards.</p>

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<p>Webcasting technology is giving Tufts students a real-time view of life in the Middle East. </p>

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<p><strong>Great Wide Open</strong>

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<p>Through the OpenCourseWare initiative, Tufts is using the power of the Internet to share its greatest resource - knowledge - across the globe.</p>

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<p><strong>Hot Stuff</strong>

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<p>When the semester starts to cool down, student performance groups at Tufts begin heating up. </p>

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<p><strong>International Appeal</strong>

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<p><i>Kaplan/Newsweek College Resource Guide</i> ranked Tufts as the "Hottest School for Study Abroad" in 2004, celebrating the university's international approach to learning.</p>

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<p><strong>Jay Cantor  </strong>

<br/><em>Professor, English</em>

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<p><strong>BACKGROUND:</strong> Raised in Great Neck, NY; Ph.D., University of California-Santa Cruz; at Tufts since 1977.</p>

<p><strong>PUBLISHED WORK:</strong> Five books, including three novels; latest work is Great Neck. Working on next novel, titled The Reborn.</p>

<p><strong>ABOUT WRITING:</strong> "It starts with just a love of putting words together and a certain physical feeling that comes with that. Beyond that, without story-telling, I wouldn't know what to do with all the lives that I hear about everyday."</p>

<p><strong>WHY TUFTS:</strong> "Tufts is a place very open to a person teaching what they are most interested in.</p>

<p>I think graduate students come to Tufts for the strength of the faculty, its accessibility, and its range of interests. They won't be disappointed by the other students, who, from my experience are a very self-directed, independent minded group."</p>
<p><strong>AFTER-HOURS:</strong> "I don't have free time. I say that because I'm either working on classes or I'm researching things for class, or for my novels or essays. But those are all things that I want to do. So you could say that the good thing about my work for Tufts is that it is what I would want to do in my free time. I also write screenplays, as work for hire for studios."</p>

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<p><strong>Jeffrey Taliaferro</strong>

<br/><em>Asking Why</em>

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<p>Taking an approach that blends political science and psychology, Tufts faculty member, Jeff Taliaferro, sheds new light on the reasons why states become embroiled in counterproductive military situations.</p>

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<p><strong>John D. McDonald  </strong>

<br/><em>Professor, music</em>

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<p><strong>Background:</strong> Born in Norfolk, Va., doctorate from Yale;
composer/pianist in residence in Mongolia via the U.S. Information
Agency; at Tufts since 1990.</p>

<p><strong>Compositions:</strong> More than 800, including commissions for the Havana
Festival 2000, St. Petersburg Spring Festival 2002, Duke University,
Wellesley College, Vienna Saxophone Quartet, Boston Celebrity
Series, Worcester Chorus, and Florestan Recital Project.</p>

<p><strong>Current work:</strong> Annual piano albums (collections of short solo
keyboard pieces); "Peace Process," a work for basset horn and piano
for Tufts Merrin Professor (and clarinetist) Ray Jackendoff; an
evening-long song cycle about animals for voice and piano; a choral
work for the Worcester Chorus.</p>

<p><strong>Goal in music:</strong> "I like to confront people, to mark events in our
lives, to capture in music something I've observed that would be
difficult to express in words-something about a person, something
political, or something completely abstract. All my acts of
composing are inherently pacifist."</p>

<p><strong>Why Tufts:</strong> "I don't feel I can meet the needs of more than
eight graduate composers at a time, so the smallness of our graduate
music program is important. I also appreciate all the contact I have
at Tufts with people from other departments and disciplines, as well
as the very high quality of our undergraduate students."</p>

<p><strong>After-Hours:</strong> Compose, practice, read, and then do those things some
more. What little free time I have, I spend with my wife and children. I also like to run in the woods."</p>

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<p><strong>Jonathan Wilson  </strong>

<br/><em>Professor and Chair, English; Fletcher Professor of Rhetoric and Debate </em>

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<p><strong>BACKGROUND:</strong> Born in London, England; educated at the University of Essex, St. Catherine's College, Oxford, and the Hebrew University of Jerusalem; with a dissertation on the novels of Saul Bellow; Guggenheim fellowship in fiction; at Tufts since 1982. </p>

<p><strong>PUBLISHED WORK:</strong> Seven books, including two novels, two collections of stories, two critical works and a biography of Chagall.</p>

<p><strong>ABOUT WRITING:</strong> "Writing is a lifetime of unfolding your imagination. It remains a mysterious activity."</p>

<p><strong>WHY TUFTS:</strong> "Teaching at Tufts is an undiminished pleasure. It's a pleasant atmosphere for teaching, an intimate atmosphere. I keep up with many of my former students; I get e-mails from some students I taught 22 years ago."</p>

<p><strong>AFTER-HOURS:</strong> "I'm a soccer fanatic. [Wilson covered the 1994 world cup for The New Yorker.] I also love watching TV with my sons. I used to play poker but gave that up.</p>

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<p><strong>Karina Weinstein</strong>

<br/>(A'02)

<br/><em>Spreading Hope to the Children of Chile</em>

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<p>For Tufts graduate Karina Weinstein, studying abroad in Chile during her junior year was a life-changing experience.  </p>

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<p><strong>Krishna Kumar  </strong>

<br/><em>Professor and Chair, Chemistry, Associate Member, Cancer Center, Tufts-New England Medical Center, Adjunct Professor, Department of Biomedical Engineering</em>

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<p><strong>BACKGROUND:</strong> Born in Madras, India; Ph.D., organic chemistry, Brown University; Skaggs Fellow, The Scripps Research Institute; at Tufts since 1998.</p>

<p><strong>RESEARCH:</strong> De novo design and construction of proteins, especially those with nonstick properties; also probing the evolution of proteins by using bioinformatics to deconstruct enzymes to the smallest pieces that still have catalytic properties.</p>

<p><strong>ABOUT HIS WORK:</strong> "We use two complementary approaches. One is to take inspiration from biology, to push the frontiers of understanding of how biology works and use that understanding to do chemistry. The second is to use chemistry to endow extra-biological properties to molecules and organisms."</p>

<p><strong>WHY TUFTS:</strong> "We have a dual mission of education and research, and I find that Tufts does both quite well. They are synergistic-you can't do cutting-edge research without engaging in and benefiting from teaching, and students must be involved in pushing the research envelope to receive a top education and train other students."</p>

<p><strong>AFTER-HOURS:</strong> "I play squash, ski, and sail."</p>

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<p><strong>L. Michael Romero  </strong>

<br/><em>Professor, biology; Professor, environmental and population health, Tufts School of Veterinary Medicine</em>

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<p><strong>BACKGROUND:</strong> Raised in Albuquerque, NM; Ph.D. in biology, Stanford; post-doctoral fellowships from National Science Foundation and American Psychological Association; at Tufts since 1996.</p>

<p><strong>CURRENT RESEARCH:</strong> Using neuroscience, physiology, and ecology-in the lab and in the field-to learn about stress in vertebrates, specifically how levels of stress-related hormones released in an animal are barometers for how well it is coping with its environment; currently focused on what role those hormones play in survival. </p>

<p><strong>WHY TUFTS:</strong> "It's rare to find a department where faculty members co-author papers the way we do here. That's because it's rare to find a biology department with such a wide range of faculty as we have-including a physiologist, plant scientist, ecologist, neurobiologist, molecular biologist, geneticist, conservation biologist, and animal behaviorist. Tufts also is unusual in the closeness graduate students have with their advisers; most of our biology labs have only two or three graduate students in them."</p>

<p><strong>AFTER-HOURS:</strong> "I read science fiction voraciously; I also enjoy hiking, skiing and bridge.</p>

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<p><strong>Martin J. Sherwin</strong>

<br/><em>Walter S. Dickson Professor of English and American History</em>

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<i>American Prometheus</i> -- Martin J. Sherwin's Pulitzer Prize-winning biography of J. Robert Oppenheimer -- contains lessons that resonate today.

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<p><strong>Maryanne Wolf</strong>

<br/><em>Professor, Child Development;
Director; Tufts Center for Reading and Language Research
John DiBiaggio Professor Citizenship and Public Service, Tisch College Adjunct Faculty</em>

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<p><strong>BACKGROUND:</strong> Born in Indiana; Ed.D., Harvard; Fulbright fellow in Germany; at Tufts since 1980.</p>

<p><strong>CURRENT RESEARCH:</strong> Integration of research in cognitive neurosciences, linguistics, and child development to understand the evolution, development, and variations in the reading brain; the application of this knowledge to the design of tests and interventions  for children with dyslexia.</p>

<p><strong>HONORS:</strong> Awards from the International Dyslexia Association, Fulbright Fellowship, American and Massachusetts Psychological Associations; and the National Institute of Child Health and Human Development; DiBiaggio Chair of Citizenship and Public Service.</p>

<p><strong>WHY TUFTS:</strong> "I tremendously value a place where I can be real friends with everyone from the maintenance person to the president; this is a place where people care about each other.  It is also a place where the scholar-teacher is at the core of the academic mission.  That is the core of who I am."</p>
<p><strong>AFTER-HOURS:</strong> "Every night at 11:00 or 11:30 (and sometimes at 4:00 a.m.) I return to my roots as an English lit. major and quietly read poetry and fiction.  I also swim, ski (badly), play the piano, and travel to places where I can grin in gratitude at the variety of creation."</p>

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