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Founded in 1852, Tufts University is recognized among the premier universities in the United States. Tufts enjoys a global reputation for academic excellence and for the preparation of students as leaders in a wide range of professions. Recognized by the Carnegie Foundation as a "Doctoral/Research Extensive" institution based on the breadth of basic and clinical research conducted, Tufts has extensive and highly regarded liberal arts, sciences and engineering programs that draw outstanding students from around the world with the highest academic achievement and standing.
More than 98 percent of enrolling students expect to pursue graduate or professional study. Approximately 40 percent of all undergraduates attending Tufts pursue course work outside the United States to add a strong international dimension to their fiel
d of study, and the university's language studies are both popular and rigorous. Tufts balances teaching with research, and students are encouraged to develop strong analytical skills. A growing number of innovative research initiatives and joint degree programs are available for both undergraduate and graduate students in liberal arts, sciences and engineering and the University's seven graduate and professional schools, including:
Tufts employs 3,500 people, with 8,500 students from across the U.S. and more than 100 countries attending classes on the university's three campuses in Massachusetts (Boston, Medford/Somerville and Grafton) and in Talloires, France. In addition, the university is affiliated with the School of the Museum of Fine Arts in Boston and with the New England Conservatory of Music.
Tufts University's mission embraces teaching, research and public service in the United States and around the world. Every year Tufts graduates physicians, diplomats, dentists, veterinarians, entrepreneurs, teachers, engineers, researchers, scientists and liberal arts professionals who will be leaders in their chosen fields and who believe it is their responsibility to contribute to the advancement of humanity and improvement of today's global community and environment.
Tufts' vision statement summarizes the philosophy that drives all of Tufts' schools and colleges: As we shape our future, quality will be the pole star that guides us. We will seek quality in our teaching and research and in the services that support our academic enterprise. Our programs will be those that meet our own high standards, that augment each other, and that are worthy of the respect of our students and of scholars, educators, and the larger community. For students, our search for quality will mean opportunities both in and beyond the classroom to become well-educated, well-rounded individuals, professionals, and scholars. For faculty and staff, it will mean opportunities to realize their talents in the service of Tufts' goals. Fulfilling our vision of quality will mean choices. No university can do everything for everyone, and we will seek to do those things in which we can excel. Nor is quality static, and we will therefore welcome change and innovation, continually improving quality in every aspect of the University.
Knowledge is important but alone is not enough. Learning must be lifelong. We will teach our students how to obtain, evaluate, and use information. We will prepare them to use historical perspective and to be receptive to new ideas. Our students will be s
ensitive to ethical issues and able to confront them.
Teaching And The Search For Knowledge
As a teaching University, we will honor and promote effective teaching, both inside and outside the classroom. We will seek an environment in which faculty and students are mutually engaged in the search for knowledge. We value research and scholarly activities independently from their contribution to teaching, but they will never become so important that we forget our commitment to educating our students. We believe technology can help us to enhance our educational programs and the services that support them. We will seek opportunities to use it effectively.
As an institution, we are committed to improving the human condition through education and discovery. Beyond this commitment, we will strive to be a model for society at large. We want to foster an attitude of "giving back," an understanding that active citizen participation is essential to freedom and democracy, and a desire to make the world a better place.
We value a diverse community of women and men of different races, religions, geographic origins, socioeconomic backgrounds, sexual orientations, personal characteristics, and interests--where differences are understood and respected.
We will cultivate in our students an understanding of the citizens and cultures of the world, realizing this goal through our curriculum, study abroad, and students who come to Tufts from abroad. We will strive to contribute to global intellectual capital, harmony, and well-being.
Fulfilling the University's mission and its obligations to its students, faculty, staff, and other constituencies requires that we pursue policies that ensure fiscal soundness, now and in the future. To accomplish this, we will seek out new resources as well as using those we have as efficiently and effectively as possible. Tufts believes its focus on its students and the profession of teaching leads to its agile and responsive research efforts and a record of achievement that earned Tufts its Research I rating from the Carnegie Commission, placing it among only thirty-eight private institutions so recognized, and its rank as one of the top universities in the United
States by U.S. News & World Report.
Elements of a Great University
First, a great university is defined by its people. We need great students, great faculty, and great staff to make Tufts a great university. In the end, everything that we do is a means to attract and retain the very best people possible. Nothing else matters if we do not have great students and great faculty, and great staff to support them. So, that’s our primary goal as an institution.
Second, we must have a diverse learning environment. We must embrace diversity in every possible dimension, and learn from our differences. It is one of the reasons why we ask humanists to study science and mathematics, and engineers to study poetry and history. It is one of the reasons why we seek a diverse culture in our community.
Third, a great university provides the capacity to work across traditional disciplinary boundaries. I think that the great intellectual challenges that we confront as a society lie not at the heart of disciplines, but rather at the edges and the intersection of disciplines. So, if we can make it easier for our students and faculty to work across traditional boundaries, we are likely to prosper as an institution.
Fourth, great universities succeed in integrating teaching and research. There are times at some institutions in which teaching and research are characterized as in tension. I do not think they are, if we do it right. Great teaching should reinforce great research, and great research should reinforce great teaching. Our students ask us questions in the classroom that we cannot answer. These questions then become the basis for future scholarship. We engage our students in the process of discovery in answering these questions, and the answers then become part of our curriculum. It is a process that reinforces itself if it is done right, and great universities do it right.