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Relevant bibliographies by topics / Tufts University

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Academic literature on the topic 'Tufts University'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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Journal articles on the topic "Tufts University"

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Dunn, John A. "Entrepreneurial planning: Tufts university." New Directions for Institutional Research 1990, no. 67 (1990): 23–37. http://dx.doi.org/10.1002/ir.37019906704.

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Blanco, Maria A., and Scott K. Epstein. "Tufts University School of Medicine." Academic Medicine 95, no. 9S (2020): S227—S231. http://dx.doi.org/10.1097/acm.0000000000003338.

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Blanco, Maria, Scott Epstein, and Ann Maderer. "Tufts University School of Medicine." Academic Medicine 85 (September 2010): S280—S286. http://dx.doi.org/10.1097/acm.0b013e3181e9148e.

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LEE, MARY Y. "Tufts University School of Medicine." Academic Medicine 75, Supplement (2000): S158—S163. http://dx.doi.org/10.1097/00001888-200009001-00047.

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Flores Vidalón, Amalia. "Reducción de la desnutrición crónica en el Perú: propuesta para una estrategia nacional." Educación 11, no. 20 (2002): 105–6. http://dx.doi.org/10.18800/educacion.200201.007.

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THE GERALD J. AND DOROTHY R. FRIEDMAN SCHOOL OF NUTRITION SCIENCE AND POLICY AT TUFTS UNIVERSITY. Reducción de la desnutrición crónica en el Perú: propuesta para una estrategia nacional. Medford, Massachussetts: Tufts University, 2001.

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Dennett, Daniel. "Interview with Daniel Dennett, Tufts University." Yale Philosophy Review 6 (2010): 88–96. http://dx.doi.org/10.5840/ypr201065.

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Daniel Dennett is the Austin B. Fletcher Professor of Philosophy and Codirector of the Center for Cognitive Studies at Tufts University. His research has centered on philosophy of science and philosophy of mind, with particular interests in cognitive science and evolutionary biology. He is a steadfast and vocal atheist and secularist. His many books have been read widely both in and out of the academy. They include Consciousness Explained (1992), Darwin 's Dangerous Idea: Evolution and the Meanings of Life ( l 996), and Breaking the Spell: Religion as a Natural Phenomenon (2006). We spoke with Professor Dennett in June 2010.

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Langin, Katie. "A university cut tenured faculty’s pay. They’re suing." Science 384, no. 6692 (2024): 145–46. http://dx.doi.org/10.1126/science.adp7467.

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Creighton, Sarah Hammond, and Anthony D. Cortese. "Environmental literacy and action at Tufts University." New Directions for Higher Education 1992, no. 77 (1992): 19–30. http://dx.doi.org/10.1002/he.36919927705.

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Jones, Jesse N., Livia Racz, and Chris Rogers. "Musical Instrument Engineering Program at Tufts University." Journal of Engineering Education 90, no. 1 (2001): 101–3. http://dx.doi.org/10.1002/j.2168-9830.2001.tb00574.x.

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Granshaw, Michelle, Mia Levenson, Courtney Colligan, et al. "Imagining New Possibilities: Career Diversity and Doctoral Education in Theatre and Performance Studies." Theatre Topics 33, no. 3 (2023): 149–58. http://dx.doi.org/10.1353/tt.2023.a912296.

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Abstract: As the American Theatre and Drama Society (ATDS) celebrated its thirty-fifth anniversary at ATHE 2022, the group hosted the roundtable "Imagining New Possibilities: Career Diversity and Doctoral Education in Theatre and Performance Studies," welcoming faculty and graduate students to think expansively about the present and future of doctoral education. Co-organizers Michelle Granshaw (University of Pittsburgh) and Mia Levenson (Tufts University), along with panelists Courtney Colligan (University of Pittsburgh), Mac Irvine (Tufts University), Victoria LaFave (University of Pittsburgh), Noe Montez (Tufts University), and Elizabeth W. Son (Northwestern University), reflected on pressing questions and exciting opportunities surrounding career diversity. Faculty and students highlighted issues including how to shift program and field cultures to erase stigma and elitism and create an openness to career diversity conversations; incorporate career diversity and fields like the public humanities into programs and curriculum to serve students' individualized career paths; contextualize and understand the job market and career trajectories to help us consider ways to improve career planning and mentorship; understand how graduate education and career diversity impact student labor; and prioritize and implement equitable practices.

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Dissertations / Theses on the topic "Tufts University"

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Severson, Kristine J. "The development of collision dynamics models to estimate the results of full-scale rail vehicle impact tests." 2000. http://worldcat.org/oclc/298476328/viewonline.

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Books on the topic "Tufts University"

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Azzi, Robert. Tufts University. Harmony House, 1988.

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Gershoff, Stanley N. The Tufts University guide to total nutrition. Edited by Whitney, Catherine (Catherine A.) and Tufts University. HarperPerennial, 1991.

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Gershoff, Stanley N. The Tufts University guide to total nutrition. Edited by Whitney Catherine and Tufts University. Harper & Row, 1990.

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Catherine, Whitney, and Tufts University, eds. The Tufts University guide to total nutrition. 2nd ed. HarperPerennial, 1995.

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Banks, Henry. A century of excellence: The history of Tufts University School of Medicine, 1893-1993. The University, 1993.

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USDA Human Nutrition Research Center on Aging. USDA Human Nutrition Research Center at Tufts University. The Center, 1989.

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Gershoff, Stanley N. The Tufts University guide to total nutrition: Stanley Gershoff, with Catherine Whitney, and the Editorial Advisory Board of the Tufts University diet & nutrition letter ; foreword by Jean Mayer. Harper & Row, 1990.

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USDA Human Nutrition Research Center on Aging. United States Department of Agriculture, Human Nutrition Research Center on Aging, Tufts University. The Center, 1987.

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Mayer, Jean. Human Nutrition Research Center Center on Aging at Tufts University: Research program description. The Center, 1996.

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H, Lichtenstein Alice, and Tufts University Dialogue Conference on the Role of Fat-modified Foods in Dietary Change (1997 : Medford, Mass.), eds. The role of fat-modified foods in dietary change: A Tufts University dialogue conference. International Life Sciences Institute, 1998.

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Book chapters on the topic "Tufts University"

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Terkla, Dawn Geronimo, Jessica Sharkness, Lauren M. Conoscenti, and Christina Butler. "Using Data to Inform Institutional Decision Making at Tufts University." In Using Data to Improve Higher Education. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-794-0_4.

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Sugiyama, Kaori. "Lexical profile of French learner speech: The Case of Japanese university students." In Developmental and Crosslinguistic Perspectives in Learner Corpus Research. John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/tufs.4.21sug.

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Caiazza, John C. "How Tufts University Lost Its Religion." In The Disunity of American Culture. Routledge, 2017. http://dx.doi.org/10.4324/9781315131788-4.

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Freeland, Richard M. "Evolution of the College-centered University: Tufts and Brandeis, 1945–1970." In Academia's Golden Age. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195054644.003.0011.

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Tufts College, traditionally focused on undergraduate education in the arts and sciences, responded to the opportunities of the postwar years with new emphases on research and doctoral-level programs. A new name, “Tufts University,” signified the change. The leaders of Tufts intended, however, to retain a primary emphasis on undergraduate work. During these same years, a new university, Brandeis, sponsored by a group of American Jews, joined the state’s academic community. Brandeis’s founders also conceived their institution as centrally concerned with undergraduate education, although they too intended to build a modest array of graduate programs, especially in the arts and sciences. In projecting their development during the 1950s and 1960s, Tufts and Brandeis set out to become different versions of a distinctive institutional idea: the college-centered university. By the early 1940s, President Leonard Carmichael of Tufts, like his counterparts at Harvard and M.I.T., had come to regard World War II as a time of opportunity, despite immediate, war-related problems of enrollment and finance. Carmichael’s wartime reports referred repeatedly to new possibilities arising from the military emergency. He welcomed a Navy R.O.T.C. unit to Medford as a chance for greater visibility as well as for public service. He speculated that increased awareness of international issues would benefit the Fletcher School. Most important of all, given Tufts’s history of straightened finances, was the possibility of new federal support. “It is ... not too early,” Carmichael told his trustees in the middle of the war, “for all of us to do what we can to see to it that the men who administer our postwar education [at the federal level]... have an appreciation of the importance to this nation of colleges and universities with varied objectives and varied bases of administration and support.” If federal funds were to become available, Carmichael wanted to be sure that private institutions got their share, and he assured his board that “every effort is being made to maintain our relationships with the armed services... so that Tufts’s peculiar qualities—a university-college in which teaching and research go forward together—may be maintained ...”

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Sklarwitz, Sherri, Jessye Crowe-Rothstein, Sunah Hyun, Cara Lane-Toomey, and Poorvi Sethi. "Promoting First-Year College Students' Civic Skills Through Community Participatory Learning Experiences." In Promoting Intercultural Agility and Leadership Development at Home and Abroad for First-Year Students. IGI Global, 2024. http://dx.doi.org/10.4018/978-1-6684-8832-4.ch009.

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The Tisch College of Civic Life at Tufts University, in collaboration with the organization Where There Be Dragons, created the Tufts Civic Semester program. This is a transformational, first-semester program that combines an academic and experiential learning experience away from the Tufts campus, and there are different themes and core elements depending on the site location, including environmental sustainability, indigenous sovereignty, and immigrant rights. Each year, cohorts of 8-12 students spend their first semester as a living learning community engaging with community organizations and building civic skills to promote equity and justice. The program has run in Urubamba, Peru and the Southwestern United States to date, with plans of expansion to additional global locations. This chapter will provide information on program themes, including global perspective taking and developing personal social responsibility, program logistics, and program evaluation.

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"Paul Summergrad." In Psychiatrists on Psychiatry, edited by Dinesh Bhugra, Mariana Pinto Da Costa, Hussien El-Kholy, and Antnio Ventriglio. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/med/9780198853954.003.0023.

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Abstract Paul Summergrad, is Dr Frances S. Arkin professor and chairman of the Department of Psychiatry and professor of psychiatry and medicine at Tufts University School of Medicine and psychiatrist-in-chief at Tufts Medical Center, Boston, Massachusetts. An international leader in medical psychiatric disorders and care, Dr Summergrad’s research focuses on mood disorders, medical-psychiatric comorbidity, and health system design. Dr Summergrad earned his medical degree from the School of Medicine at the State University of New York at Buffalo in 1978 where he was elected to Alpha Omega Alpha in his junior year. He completed psychoanalytic training at the Boston Psychoanalytic Society and Institute. In 2014–15, Dr Summergrad served as the 141st President of the American Psychiatric Association, and is a past-President of the American Association of Chairs of Departments of Psychiatry. He is currently Secretary for Finanace for the World Psychiatric Association.

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Campbell, James. "4. James Hayden Tufts on the Social Mission of the University." In Philosophy in Experience. Fordham University Press, 2020. http://dx.doi.org/10.1515/9780823296378-006.

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"Maria A. Oquendo." In Psychiatrists on Psychiatry, edited by Dinesh Bhugra, Mariana Pinto Da Costa, Hussien El-Kholy, and Antnio Ventriglio. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/med/9780198853954.003.0018.

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Abstract Maria A. Oquendo is the Ruth Meltzer Professor and Chairman of Psychiatry at the Perelman School of Medicine at the University of Pennsylvania and Psychiatrist-in-Chief at the Hospital of the University of Pennsylvania. Dr Oquendo graduated Summa cum Laude, Phi Beta Kappa from Tufts University in 1980. She attended the Vagelos College of Physicians and Surgeons of Columbia University and completed her residency training at the Payne Whitney Clinic of New York Hospital Cornell. Until 2016, she served as Professor of Psychiatry and Vice Chairman for Education at Columbia University and the New York State Psychiatric Institute. In 2017, she was elected to the National Academy of Medicine, one of the highest honours in the fields of health and medicine. Her expertise is in the diagnosis, pharmacologic treatment, and neurobiology of bipolar disorder and major depression with a special emphasis on suicidal behaviour and in global mental health. She is past-President of the American Psychiatry Association.

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Cohn, Samuel. "The Economic Returns to Funding Scientific Research." In All Societies Die. Cornell University Press, 2021. http://dx.doi.org/10.7591/cornell/9781501755903.003.0028.

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This chapter examines the economic returns to funding scientific research. The Bank of Boston did an analysis of the economic impact of scientific research on the local economy. Boston has eight major research universities: Harvard, MIT, Boston University, Boston College, Brandeis, Northeastern, U-Mass Boston, and Tufts. These eight universities employed 51,000 people and provided indirect employment for 37,000, not counting those workers employed by the university hospitals, themselves massive employers. Every year, 32,000 students graduated from these eight universities, many of whom remained in the local economy. Each year, the universities produced over 250 patents, over 280 commercial licenses, and roughly forty start-ups. Altogether, the universities contributed $7.4 billion to the regional economy. To pay for this, the federal government provided $1.5 billion in research contracts and grants. This is a 393 percent rate of return on the federal government's investment.

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"Carol C. Nadelson." In Psychiatrists on Psychiatry, edited by Dinesh Bhugra, Mariana Pinto Da Costa, Hussien El-Kholy, and Antnio Ventriglio. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/med/9780198853954.003.0015.

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Abstract Carol C. Nadelson is a national and international leader in psychiatry. She is the Founding Director of the Partners and Brigham/Women’s Hospital Office for Women’s Careers (OWC) and Professor of Psychiatry at Harvard Medical School. She has also been Professor of Psychiatry and Vice Chair of the Psychiatry Department at Tufts University School of Medicine. She has been a powerful influence on policy related to women in medicine since her academic career began at the Massachusetts Mental Health Center and Boston’s Beth Israel Hospital. She was the first woman President of the Massachusetts Psychiatric Society and the American Psychiatric Association. Dr Nadelson pioneered the development of programmes to advance women’s careers, working to facilitate leadership development, and mentoring to advance the promotions of women faculty and to ensure benefits for women MDs and PhDs, making OWC a national and international leader in medical education.

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Conference papers on the topic "Tufts University"

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Cohen, Steve, and Richard Chechile. "Overview of ConStatS and the ConStatS assessment." In Role of Technology. International Association for Statistical Education, 1996. http://dx.doi.org/10.52041/srap.96203.

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ConStatS has been in development at the Tufts University Curricular Software Studio for the past nine years. From the beginning, the goal of the project was to develop software that offered students a chance to actively experiment with concepts taught in introductory statistics courses. It is a joint product of faculty from engineering, psychology, sociology, biology, economics, and philosophy. During the past nine years, there have been periods alternatively devoted to development, assessment, and classroom use.

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Smith, R. N., and H. C. Doumanidis. "A Comparative Case Study in the Development of Thermal Manufacturing Curricula." In ASME 2000 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2000. http://dx.doi.org/10.1115/imece2000-1398.

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Abstract A collaboration between faculty at Tufts University and Rensselaer Polytechnic Institute has initiated a research-curriculum development program to promote high level technology transfer both with the classroom and through other educational venues in the area of Thermal Manufacturing and Materials Processing. One central aspect of this collaboration is the concurrent development of two new graduate courses at these respective institutions. The specific content of each of the two courses will be described in some detail in addition to some of the developmental background that constrained them. In particular, the technology transfer issue will be discussed, including a goal to communicate to a much wider audience some of the advances in this technical area without requiring a graduate level heat transfer background. Additional issues include our experiences with distance learning in thermal manufacturing and with the development of curriculum materials for use in other courses, at the graduate and undergraduate level, at both institutions.

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Manno, Vincent P., Katherine K. Friend, and Emilie R. Nelson. "Feasibility Study of a Hybrid Combustion-Fuel Cell Cogeneration Plant: A Senior Design Project Case Study." In ASME 1999 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/imece1999-1136.

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Abstract This paper is a case study of a senior level project on cogeneration for the Tufts University Medford, MA campus. Eight students were involved — six in the BSME program and two in the BSEnvE program. Through brainstorming and collaborative planning, students developed a “Proposal Document” which defined the study objectives, milestone schedules and deliverables. The student team was then divided into technical and project functional groups. Electronic communication was utilized but “face-to-face” meetings were crucial for maintaining progress. The student team evaluated whole campus and part-campus possibilities taking into account thermal and electrical demand profiles and local infrastructure. The outcome design featured a hybrid conventional combustion/molten carbonate fuel cell system to supply all electrical and partial thermal demands for a complex of buildings housing classrooms, gymnasium facilities and a new field house. Engineering specifications were developed and civil engineering and siting constraints were analyzed. Technology selection was driven not only by engineering constraints but also by student interest in exploring emerging technologies (fuel cells). The team presented written and oral reports to student peers, faculty, university personnel and outside experts. The paper provides an analysis of outcomes, assessments and satisfaction level. High course satisfaction and above average workloads were reported. The paper concludes with an elucidation of lessons learned including project execution, team makeup and background, the proper focus of design project courses, and the synthesis and integration of knowledge. Even in this small, relatively homogeneous mix of students, attention to bridging interdisciplinary gaps was required. Experience from this and similar courses indicate that the goal of capstone “synthesizing” experiences is flawed if the tendency towards “disciplinarity” in undergraduate education continues.

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Reports on the topic "Tufts University"

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Milburn, R. High energy physics at Tufts University. Office of Scientific and Technical Information (OSTI), 1990. http://dx.doi.org/10.2172/6707904.

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Goldstein, Gary R., William P. Oliver, Austin Napier, and Hugh R. Gallagher. High Energy Physics at Tufts University Final Report. Office of Scientific and Technical Information (OSTI), 2012. http://dx.doi.org/10.2172/1046047.

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Fernández-Armesto, Felipe. Amerigo and America? Inter-American Development Bank, 2007. http://dx.doi.org/10.18235/0007957.

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Felipe Fernández-Armesto (1950-), distinguished British scholar of global environmental history, comparative colonial history, topics in Spanish and maritime history and the history of cartography; Principe de Asturias Chair at Tufts University.

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Southwell, Brian G., Andrea Anderson, Anne Berry, Kamilah Weems, and Lisa Howley, eds. Equipping Health Professions Educators to Better Address Medical Misinformation. RTI Press, 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0086.2303.

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As part of a cooperative agreement with the US Centers for Disease Control and Prevention (Federal Award Identification Number [FAIN]: NU50CK000586), the Association of American Medical Colleges (AAMC) began a strategic initiative in 2022 both to increase confidence in COVID-19 vaccines and to address medical misinformation and mistrust through education in health professions contexts. Specifically, the AAMC solicited proposals for integrating competency-based, interprofessional strategies to mitigate health misinformation into new or existing curricula. Five Health Professions Education Curricular Innovations subgrantees received support from the AAMC in 2022 and reflected on the implementation of their ideas in a series of meetings over several months. Subgrantees included the Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Florida International University Herbert Wertheim College of Medicine, the Jacobs School of Medicine and Biomedical Sciences at the University at Buffalo, the Maine Medical Center/Tufts University School of Medicine, and the University of Chicago Pritzker School of Medicine. This paper comprises insights from each of the teams and overarching observations regarding the challenges and opportunities involved with leveraging health professions education to address medical misinformation and improve patient health.

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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.

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High Energy Physics at Tufts University. Office of Scientific and Technical Information (OSTI), 1992. http://dx.doi.org/10.2172/7302402.

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High Energy Physics at Tufts University. Progress report, 1991--1992. Office of Scientific and Technical Information (OSTI), 1992. http://dx.doi.org/10.2172/10166897.

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High Energy Physics at Tufts University. Progress report, 1992--1993. Office of Scientific and Technical Information (OSTI), 1993. http://dx.doi.org/10.2172/10169669.

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