Tufts University introduced its new JUMP-IN program during spring break, offering students the opportunity to explore different professional paths through immersive weeklong experiences led by faculty from various fields, according to a March 23 announcement.
The initiative aims to help students test their assumptions about potential careers and build community with peers who share similar interests. The inaugural JUMP-IN cohort participated in five tracks—medicine, design problem-solving, global policy, dentistry, and nutrition science—each connected to a different school at Tufts. While most participants were first-year students, the medicine track also included sophomores.
Cigdem Talgar, vice provost for education and one of the program’s designers, said: “All of us begin with hypotheses about where we might want to take our lives and our careers. But we rarely have opportunities to test our assumptions. JUMP-IN gives students exactly that chance: to experiment, explore, and build community with peers who share similar passions while doing so.”
Ellise LaMotte, associate provost for student success and lead organizer of JUMP-IN, said: “Immersion is an excellent way for students to begin to assess whether the field they’ve chosen is something they want to continue pursuing. We designed the experience to give students an authentic glimpse into what it means to work in these areas.”
Students engaged in hands-on activities such as responding to simulated emergency situations in medicine using mannequins at Tufts University School of Medicine’s Simulation Center; exploring food systems through art at the Museum of Fine Arts; investigating nutrition claims at Friedman School’s Nutrition Myth Lab; learning dental procedures at Tufts University School of Dental Medicine; working on engineering projects like Smart Playgrounds; and simulating international policy negotiations.
Diren Pamuk, associate teaching professor of chemistry who helped develop the program, said: “For students who are thinking about a pre-medical track but who have never been in a clinical setting, this is a good starting point. It’s probably the closest they can get to a real-life situation where they have to think on their feet and use what they have learned.” Kirsten Behling from the Student Accessibility and Academic Resources Center added that reflections were key for deeper understanding: “Reflections are key to helping students take a deeper look at the experiences as they apply to their lives.”
JUMP-IN grew out of Pre-Med Connect—a previous spring break initiative—which demonstrated how immersive programs could connect undergraduates with expertise across university schools early in their academic journey. Organizers say feedback from this year’s cohort will inform future iterations.
LaMotte described broader goals beyond immediate career exploration: “Success…means that JUMP-IN helps students understand how to be intentional about their academic success, their life design, and their career exploration.” She concluded: “I hope students discover that they’re on a journey… What matters is that they feel capable of learning whatever they need in order to succeed in the life and career they ultimately choose.”
