next decade, this 30 million will grow to 100 million. To meet this staggering demand, a major university needs to be created each week" (1996). 
"Our ancestors sailed across a vast ocean, one third of the earth's surface, and to accomplish this great feat they needed the vision to see islands over the horizon, the ability to plan intentional voyages of discovery, the discipline to train physically and mentally, the courage to take risks, and a deep sense of aloha to bind the crew together during the voyage. These are Hawaiian values but they are also universal values. They worked in the past and they will work today" (
instead of seeking radically new opportunities to develop school-as-it-can-be" (Seymour Papert and Gaston Caperton, in 
matter. What matters to me is the determined space and time where determined tasks are accomplished. Social historical and political tasks, not only individual ones. . . . The two main tasks of the school: to get the already known knowledge and to produce the knowledge not yet in existence" (In Seymour Papert's 
and to consider the action of others to give point and direction to his own, is equivalent to breaking down barriers of class, race, and national territory which kept men from perceiving the full import of their activity" (
Partnering with Communities: A Guide to Getting Involved with Tufts’ Partner Communities, Tufts Jonathan M. Tisch College of Citizenship and Public Service, March 2006
[Quote from Partnering with Communities]
Principles for Community Partnerships
Tisch College strives to operate its community partnership activities in accordance with the following principles:
- To focus its programs in communities where Tufts University campuses are located: Boston’s Chinatown, Medford, Somerville, Grafton, the Mystic River Watershed and Talloires, France.
- To plan, conduct, and manage teaching, service and research activities in full collaboration with community partners. To take into consideration the impressive assets of local communities as well as the problems and challenges that they face.
- To fully orient and prepare people from Tufts to be effective in their community work. To elevate community representatives’ knowledge about Tufts.
- To maximize both (a) contributions to the education of Tufts students and to faculty research, and (b) benefits to communities. To support university and community representatives to jointly define high standards of quality, and to produce work that meets these standards. To document, evaluate and disseminate information about both educational outcomes and community benefits.
- To support and elevate faculty participation in community partnerships through their teaching, research and public service activities.
Click here for Examples of Opportunities to Serve Community-based Organizations or Public Agencies
Source: “Advancing Student Engagement in Communities: A Tool Kit for Effective Orientation and Evaluation, A Work in Progress,” Presidential Symposium 2008, 5 March 2008, 12:00 – 2:00pm.
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