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  • AASHE-STARS

The Sustainability Tracking, Assessment & Rating System™ (STARS) is a transparent, self-reporting framework for colleges and universities to measure their sustainability performance.

Overall Rating Silver
Overall Score 57.39
Liaison Tina Woolston
Submission Date Nov. 12, 2015
Executive Letter Download

STARS v2.0

Tufts University
PA-6: Support for Underrepresented Groups

Status Score Responsible Party
Complete 2.00 / 2.00 Mark Brimhall-Vargas
Chief Diversity Officer
Provost's Office
"---" indicates that no data was submitted for this field

Does the institution have mentoring, counseling, peer support, academic support, or other programs to support underrepresented groups on campus?:
Yes

A brief description of the programs sponsored by the institution to support underrepresented groups:

The Bridge to Liberal Arts Success (BLAST) vision is to develop a strong cohort of scholars from multiple backgrounds who strive for academic excellence, active citizenship, and leadership. BLAST works to instill leadership values that last each scholar for his or her entire college career and beyond. The purpose of the program is to support, develop, and retain students who may be first in their family to attend a four-year college and/or have attended under-resourced high schools and/or have been affiliated with a college access agency. BLAST is a residential six-week program in the summer prior to the first year at Tufts with program commitments during each of the following academic years. This program prepares students for a rigorous college curriculum and orientation to Tufts culture and resources to provide for a successful transition. Scholars are introduced to engaging speakers in workshops and offered leadership development training that cultivates active citizenship. Each of the students who commits to the BLAST program has met all the requirements to be admitted into Tufts University. Scholars are given the opportunity to participate in the summer program and receive two course credits, financial support, and workshops relevant to college life. (http://as.tufts.edu/BLAST/)

The School of Engineering and the Center for STEM Diversity, in conjunction with Admissions, directs the Bridge to Engineering Success at Tufts (BEST) program, a six-week summer bridge program for incoming engineering students. The program is designed to give nominated students an opportunity to take two Tufts University courses for credit and participate in academic and college life workshops that are designed to assist incoming first-year underrepresented students in the transition from high school to college. (http://engineering.tufts.edu/best/)

Tufts also has a First Generation Council that meets under the direction of Laura Doane, Associate Dean of Transition and First Year Experience.

The Quest Scholars are high financial need students who come to Tufts via Questbridge and receive full scholarships and no loans. (http://www.questbridge.org/)

Promoting Retention in Science and Engineering (PRISE) is an academic credit program characterized by weekly meetings with students from similar financial and academic backgrounds. Students participate in workshops and research talks from faculty, staff, and industry representatives. PRISE also gives a select group of students enhanced advising and social support during their first two years at Tufts. (http://stemdiversity.tufts.edu/undergraduate/prise)

The Health Career Fellows Program helps students from educationally or economically disadvantaged backgrounds succeed in their goal of attaining graduate degrees in public health and medicine.

The Multi-Ethnic Graduate Alliance (MEGA) is a social and educational organization serving graduate students from the Graduate School of Arts and Sciences, the School of Engineering, the Cummings School of Veterinary Medicine, the School of Dental Medicine, The Fletcher School, the Gerald J. and Dorothy R. Friedman School of Nutrition Science and Policy, the School of Medicine, and the Sackler School of Graduate Biomedical Sciences. Plans include social and educational events supporting diverse students and diversity, and the Graduate Diversity Recruiter program. (http://provost.tufts.edu/graduatediversity/multi-ethnic-graduate-alliance-mega/)

The Africana; Asian American; International; Latino; Lesbian, Gay, Bisexual, and Transgender; and Women’s Centers — the “Group of Six” — work with students on intellectual, leadership, and personal development and serve as advisors to integrate academic and co-curricular activities for the campus community. In conjunction with a range of university departments and offices, the Centers cultivate an environment where diverse student backgrounds and philosophies are supported and valued. The Centers also work with faculty, staff, and students to address academic, climate, and diversity issues.

For a more extensive list of programs and more detailed information on the programs above, please refer to the Diversity Council Report at http://provost.tufts.edu/wp-content/uploads/TUFTS-DIVERSITY-FINAL-C.pdf or visit diversity.tufts.edu.


The website URL where more information about the support programs for underrepresented groups is available:
Does the institution have a discrimination response policy and/or team (or the equivalent) to respond to and support those who have experienced or witnessed a bias incident, act of discrimination or hate crime?:
Yes

A brief description of the institution’s discrimination response policy, program and/or team:

Tufts does not discriminate in 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, sexual exploitation and coercion), 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 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act, and other similar laws that prohibit discrimination. More detailed Tufts policies and procedures on this topic may be found in the Office of Equal Opportunity Handbook http://oeo.tufts.edu/policies-and-procedures/oeo-policies-and-procedures-handbook/

Unlawful discrimination has no place at Tufts University and offends the University’s core values which include a commitment to equal opportunity and inclusion. All Tufts employees, faculty members, students and community members are expected to join with and uphold this commitment.

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, Director of the Office of Equal Opportunity, Title IX and 504 Coordinator, at 617.627.3298 at 196 Boston Avenue, 3rd floor, Medford, MA or at Jill.Zellmer@tufts.edu Anonymous complaints may also be made by reporting online at: http://tufts-oeo.ethicspoint.com/


The website URL where more information about the institution’s discrimination response policy, program and/or team is available:
Does the institution offer housing options to accommodate the special needs of transgender and transitioning students?:
Yes

Does the institution produce a publicly accessible inventory of gender neutral bathrooms on campus?:
Yes

A list of Gender Neutral Bathrooms at Tufts is compiled by the Tufts University LGBT Center and can be found at http://ase.tufts.edu/lgbt/documents/genderNeutralRestrooms.pdf

The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.