|Submission Date||March 1, 2019|
EN-13: Community Service
|1.37 / 5.00||
Director, Lincoln Filene Center for Community Partnerships
Jonathan M. Tisch College of Citizenship and Public Service
Number of students enrolled for credit (headcount; part-time students, continuing education, and/or graduate students may be excluded):
Number of students engaged in community service (headcount):
Percentage of students engaged in community service:
Does the institution wish to pursue Part 2 of this credit (community service hours)? (if data not available, respond 'No'):
Total number of student community service hours contributed during the most recent one-year period:
Number of annual community service hours contributed per student :
The website URL where information about the programs or initiatives is available:
Does the institution include community service achievements on student transcripts?:
Does the institution provide incentives for employees to participate in community service (on- or off-campus)? (Incentives may include voluntary leave, compensatory time, or other forms of positive recognition):
A brief description of the institution’s employee community service initiatives:
We do not have a program or system for employee community service initiatives.
Additional documentation to support the submission:
Data provided is from 2016-2017, as that is the most recent available community service record.
While the community service achievements for students are not recorded on transcripts, there is a recognition during graduation ceremonies (Honos Civicus) for undergraduate and most graduate schools. https://tischcollege.tufts.edu/education/honos-civicus.
Within the university, there are many departments that offer courses that incorporate community experience or service learning with active citizenship. In the Schools of Arts, Sciences & Engineering, this includes American studies, anthropology, biology, community health, chemistry, child development, civil and environmental engineering, drama and dance, English, education, geology, history, Judaic studies, peace and justice studies, sociology, urban and environmental planning, among others. Tisch College inventories these courses annually to help students connect and navigate their interests.
Among the professional schools, internships with a community-engaged focus are an essential component to accelerate and apply learning. The School of Dental Medicine, for example, requires a five-week externship in one of 25 facilities across the country including community health centers, military bases, and veterans’ facilities from its students. Students are supervised to provide high-quality care to individuals whose access is limited.
The School of Medicine integrates community engagement into its curriculum by requiring at least 50 hours of community service into its MD degree requirements. Likewise, an Applied Learning Experience (ALE) is a requirement of the Masters in Public Health Program.
Community engagement is a critical dimension of the Master of Science in Conservation Medicine Program of the Cummings School of Veterinary Medicine. Its commitment to the community is expressed in a One Health approach to address health issues facing animals and humans alike and the ecosystems they share.
The Department of Food and Nutrition Policy of the School of Nutrition and its associated program tracks (Nutrition Communication; Food Policy and Applied Nutrition; Agriculture Food and Environment) require community-based internships as part of their degree requirements.
The School of Dental Medicine demonstrates its commitment to engagement and service for vulnerable populations with a requirement of a clinical rotation in the community.
Additionally, many graduate programs within Arts & Sciences integrate community engagement into their curricular frameworks. Masters candidates within the Urban and Environmental Policy and Planning Program are required to complete field projects for community partners such as Aida Refugee Camp and Dudley Street Neighborhood Initiative.
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.
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.