Tufts University - Jumbo Yearbook (Medford, MA)

Page 13 text:

Along with the changes in the physi¬ cal appearance of the campus, Tufts academic standards were also upgrad¬ ed. For example, Tufts used to have difficulties recruiting qualified engi¬ neering students. Bromfield-Pearson, which now houses the Math depart¬ ment, was then a preparatory high school for Tufts engineers. The Brom¬ field-Pearson Technical school is no longer a necessity, yet it still exists on paper. As its prestige increased, Tufts College changed its name in 1955 to Tufts University in recognition of grad¬ uate programs.

Page 15 text:

T ufts has always prided itself on its ability to change with the times and meet the demands and needs of the student body. During the 1960’s, in reaction to conventional cur¬ ricula, the Experimental College was established. The ExCollege offered a creative and diverse environment which coincided with the liberal movement of this decade. An extension of the Ex- College was the creation of the College Within in 1971. This program had no structured classes or grades. Despite its original success, the College within was dissolved in 1976 due to lack of support from the faculty and students. The Ex- College however remains a successful program and continues to offer innova¬ tive courses. Many of these courses have been incorporated into the curric¬ ulum of the university itself. The physical and academic standards of Tufts have matured in conjunction with the student body. What started out as a local hill top college soon expanded into a metropolitan school. Later, it di¬ versified into a regional and then na¬ tional university. It is only in the last decade that Tufts has reached interna¬ tional recognition as one of the most prominent universities in the nation. Tufts programs abroad, in London, in Paris, in Madrid, in Tubigen, and in Talloires helped further Tufts world¬ wide reputation. This expansion has given Tufts a larger selection of student body to choose from. Instead of admit¬ ting students strictly on board scores and grades, the “Calculated Risk Stu¬ dent” category was integrated under President Wessell. This concept incor¬ porates students artistic ability, leader¬ ship potential, and musical inclination as considerations in the application process. n