The Opportunity

Founded in 1852, Tufts today is recognized as a transformative private university dedicated to educating new leaders for a changing world. Tufts’ unique combination of research and liberal arts attracts students, faculty, and staff who thrive in an environment of curiosity, creativity, and engagement. Residing on four domestic campuses in Massachusetts (Medford/Somerville, Boston Health Sciences, Boston School of the Museum of Fine Arts at Tufts, and Grafton), in addition to an overseas campus in Talloires, France, the University serves over 11,500 students engaged in undergraduate, graduate, and professional programs. Tufts offers more than 70 undergraduate degree programs, 30 interdisciplinary programs, as well as graduate degrees in 15 disciplines, including medical, dental, and veterinary sciences. Tufts University ranks #30 in National Universities in the 2021 Best Colleges edition of U.S. News & World Report.

The Position

Summary of Campus Safety and Policing Working Group

This past summer, Tufts University President Anthony Monaco announced a commitment to making Tufts University an institution that combats racism in all forms with a focus on creating a more equitable campus moving forward. As part of this campus wide initiative five work groups were formed with a charge to eradicate racism and take steps to become a campus that is viewed by all community members as anti-racist. The Working Group on Campus Safety and Policing was named as one of the five working groups.

The Working Group on Campus Safety and Policing has outlined a vision for all of campus safety that is forward thinking, recognizes the values and perspectives of the entire Tufts community, and fully embraces anti-racist practices. Public Safety will be an organization that uses restorative and transformative procedures and that values the wellbeing and safety of Black people, Indigenous people, People of Color, and historically marginalized individuals and communities.

The Working Group recommendations reflect “a fundamental reframing of campus safety and policing at Tufts University” with an emphasis on personal safety and wellbeing of community members, equitable and fair treatment of persons that have been historically denied equal access and equal treatment, and clear and deliberative anti-racist practices. The Working Group has outlined four values for campus safety moving forward:

  • Developing a broader sense of safety and wellbeing beyond physical security and protection from criminal behavior.
  • Embracing a restorative and transformational approach to safety and policing across the Tufts community that goes beyond the enforcement of rules for perceived non-compliance.
  • Deepening inclusion and equity, ensuring the dignity and respect of all community members, and eliminating all forms of bias and discrimination.
  • Building trust and mutual respect between the department of public safety and the Tufts community.

The Working Group has developed five sets of recommendations for campus public safety and policing moving forward that focus on realigning mission; evaluating the department’s organization and resources; reviewing policies and practices; reassessing training, education, and communication; and, reworking oversight and accountability.

Role of the Lieutenant-Training & Accreditation for Tufts University


Reporting directly to the Captain of Field Operations, with an indirect reporting line to the Assistant Director of Safety and Security, the Lieutenant – Training & Accreditation comprehensively oversees and directs the planning, implementation, management, and evaluation of public safety and security training and accreditation for Tufts University Department of Public Safety (TUDPS). The Lieutenant assesses the current training and development needs, enhances current effective programs, and identifies new initiatives to ensure a high level of performance among all levels of TUDPS staff, establishing and implementing a culture of training and staff development throughout the department. The Lieutenant fosters a training and learning environment based on adult learning principles that ensures optimal comprehension, development, and retention, keeping TUDPS staff abreast of best practices and current trends in the public safety industry. The Lieutenant oversees all instructional programs; manages contractual support; administers training budgets; conducts site visits throughout the University for live training observations, inspection and validation of performance, and successful execution of training processes; develops and maintains effective business working relationships with outside constituents to ensure communication, education, and collaboration on state-of-the-art training techniques for public safety staff; and conducts ongoing needs assessments with senior leadership to understand and address skills gaps in the department. The Lieutenant leads the accreditation team, ensuring that personnel are in compliance with applicable accreditation standards, and, in partnership with TUDPS command staff, creates performance criteria and conducts annual performance evaluations.

As a member of the command staff, the Lieutenant actively contributes to the implementation of the strategic plan, providing direction and leadership to various initiatives and objectives designed to support the vision and goals within the plan. When necessary or requested, the Lieutenant may be assigned leadership of patrol functions, response to emergency and non-emergency incidents, resource coordination, shift supervision, administrative functions, or other special projects or events.

Specific Responsibilities

  • Works with the TUDPS Senior Management staff to develop departmental training goals and objectives;
  • Identifies training needs for strategic programming, in consultation with management, concerning staff competency/skill gaps and requirements, gathering research, and analyzing any program evaluation feedback;
  • Identifies gaps in training, reviews new training programs for quality and breadth, develops new curricula based on university and department priorities when needed, and evaluates instructors for qualifications and delivery of effective training;
  • Assists with identifying problems and the development and implementation of problem-solving strategies by assessing, developing, delivering, and evaluating training;
  • Evaluates the effectiveness of initiatives by collecting feedback on problem-solving strategies and assists in creating and implementing improvements;
  • Performs a final review of all approved training requests to determine conflicts with schedules and other planned departmental activities, and then prepares an annual training calendar for the department, ensuring that all training activities both within and outside of TUDPS are properly recorded in the automated records system and in the training files;
  • Expands the training program for campus safety personnel, ensuring there is sufficient, high-quality training for all personnel to include, but not limited to, the following topics: the Tufts community and the University’s mission, bias-free policing, de-escalation, crisis intervention, diversity and inclusion, mental health, accessibility, and tactical skills;
  • Ensures that appropriate training is provided for both onboarding and on a recurring basis, and that training programs are regularly reviewed for effectiveness and relevance;
  • Assumes responsibility for all accreditation materials, including all time-sensitive items (must receive, upon hire or promotion, as well as annually, training on the Massachusetts Police Accreditation Process and its requirements, ethics, harassment, and the TUDPS mission, values and goals);
  • Administers the MSP Annual Certification Reporting and is responsible for the maintenance of all accreditation files and materials;
  • Works as a liaison and resource for community stakeholders, facilitating meetings with stakeholders and other members of the department, assisting command station lieutenants with training support, and mentoring and coaching sergeants and officers within their command;
  • Tracks and assesses the effectiveness of problem solving and community policing efforts;
  • Provides guidance and leadership for sergeants and others engaged in the creation and execution of community policing programs, as well as training strategies and tactics designed to prevent crime, reduce fear, and sustain long-term problem-solving partnerships;
  • Provides leadership and expertise to administration and management in relation to the in-service training program;
  • Coordinates maintenance for department fleet vehicles;
  • Assists with the collection of training data for risk register reports and accreditation file maintenance;
  • Leads, manages, and mentors the staff under their command and is held accountable for their efficiency, appearance, effectiveness, and discipline;
  • In partnership with TUDPS command staff, creates performance objectives and conducts ongoing performance assessments to ensure that performance objectives are achieved, and, where applicable, remediation plans are documented and implemented;
  • Assists in the professional development of personnel, offering mentoring, guidance, direction, and relevant training to staff under their command;
  • Attends special event meetings, creates safety and security plans for such events, and develops incident action plans for critical incidents, as well as planned and unplanned events;
  • Engages in on-going professional development and attends in-service training, specialized training, leadership training, and professional development programs as prescribed or required by law, regulation, and the department;
  • Reviews contemporary publications from recognized professional organizations and industry experts such as the IACLEA, IACP, DOJ, PERF, the COPS Office, and CALEA, and remains abreast with contemporary industry standards and best practices.

History of the Position

Based on the current and future needs of the Public Safety Department and the University, the Lieutenant-Training & Accreditation position is a newly re-created opportunity, as it has existed in previous iterations in the past. Most recently, the training and accreditation responsibilities have been parsed among various staff who also have a number of other duties; thus, in order to focus more prominently on the ongoing professional development needs of the staff, the overall competency level of the department, the evolving nature of campus policing in a changing national environment, and the current and upcoming regulatory requirements centered around compliance and accreditation, this position has been purposefully reestablished and Spelman Johnson is assisting Tufts in its recruitment.

Opportunities and Challenges of the Role

The new Lieutenant-Training & Accreditation must possess a broad and deep understanding of national best practices and trends with regard to law enforcement training, education, development, accreditation, and compliance in an urban/suburban multi-campus environment. The Lieutenant should be an experienced or aspiring leader who has had success building and advancing a progressive training program at another institution (within a higher education security operation, a law enforcement training operation, or related environment), and must be capable of managing complex situations, committed to diversity, inclusion and customer service at the highest level, and equipped to contribute at both a strategic and operational level at a vibrant, moderately-sized research institution.

It is essential to identify a competent and dedicated individual who can be a productive, collegial member of the TUDPS staff/team, set goals and priorities, collaborate with other TUDPS staff to systematically build the trust of the University and local communities, and work proactively to be progressive, innovative, and comprehensive in moving the training and accreditation programs forward. The following were identified as possible opportunities, priorities, and challenges that will face the new Lieutenant-Training & Accreditation:

  • Tufts University, spread across four distinct campuses in and around the Boston area, is a complex organization, and the new Lieutenant-Training & Accreditation will need to quickly learn the culture of the campuses in order to be successful. With various campus locations across the city of Boston and beyond, serving a number of different student populations—undergraduate, graduate, medical, and more—across a wide spectrum, Tufts is a broad, deep, and complex organization. The training and accreditation needs vary widely, and extend not only across the different safety and security operations at the campus locations, but also to internal and external partners who may collaborate on, or participate in, the training services offered. Upon arrival and soon thereafter, it will be imperative that the new Lieutenant undertake a “discovery tour” of the Tufts network, learning the geography, programs, services, departments, and individuals whom this position will serve through their training and accreditation efforts. By learning this infrastructure, the Lieutenant will be much better equipped to assess the current state of training and accreditation, and then begin development of a comprehensive training curriculum and accreditation plan that are tailored to real and specific needs, not simply generic undertakings. Additionally, being able to convince constituents of the value of training, as well as the repercussions of NOT providing training, will be of great benefit going forward.
  • The new Lieutenant must commit to a comprehensive culture of collaboration and partnering across campus for maximum effectiveness. Tufts University is committed to building relationships as a foundation of the campus culture, and strong collaboration is an absolute necessity in all endeavors to ensure success. Public Safety at all campuses touches a vast number of individuals, departments, and other entities. It will be crucial that the new Lieutenant quickly reach out across all locations to build strong relationships and partnerships to foster ongoing positive relationships and be a “connector” in all instances. Since training will be conducted both internally and with other stakeholders, these connections are essential in order to assess real needs, design client-specific programs, and provide inspired, high-end customer service at all times.
  • The climate between law enforcement and the student population on campus and within Boston is strained, so the new Lieutenant will need to specifically address diversity, equity, inclusion, and community relations in the training curriculum in an effort to rebuild trust between all parties. There have been a number of recent incidents that have fueled the national conversation around police violence; many of these incidents have resulted in the creation of some sense of distrust and negative feelings toward safety and security officers at various levels. The new Lieutenant-Training & Accreditation will need to quickly research and assess the roots of these issues, seek to understand the needs surrounding them, and design the curriculum and specific training opportunities to include education around diversity, equity, bias, discrimination, and inclusion. The successful candidate should continuously seek to build community relations and provide Public Safety staff with the proper “tools” to address the law enforcement trust issues at all times. Utilizing the findings and recommendations from the recent Working Group on Campus Safety and Policing will be essential for success.
  • Because the network of individuals with whom the Lieutenant will be working closely and for whom training will be conducted is extensive, it will be imperative that the new Lieutenant have the communication abilities that can reach all levels of staff. The Lieutenant-Training & Accreditation will be asked to design and oversee training for a vast array of different people at all levels, ranging from new security officers to departmental leadership to executive administration. The new Lieutenant will need to be consciously aware of the audience at all times, and should design the curriculum with this in mind. It is important that the various trainings be tailored such that the material being presented can be grasped and understood by the listeners, no matter the content of the material. Alternative presentation approaches and creative digital methodologies are encouraged in order to meet the needs of today’s trainees.
  • With tremendous excitement surrounding the hiring of a new Lieutenant to focus specifically on training and accreditation, there is great opportunity for an experienced or aspiring professional to put their own professional mark on the Tufts program. The department is very excited about the training opportunities that a new Lieutenant brings to the table. This is an outstanding occasion for the successful candidate to put their professional mark on the public safety training program and build it to a higher level based on their experience and national best practices. There is tremendous support and high expectations from the administration for the Lieutenant and the programs and services that emanate from their efforts, and the opportunity exists to bring an exciting new direction to the training environment.
  • The Commonwealth of Massachusetts recently passed new police reform legislation and will be publishing new guidelines and/or polices regarding accreditation in the coming months. The new Lieutenant-Training & Accreditation will be expected to ensure comprehensive adherence to current accreditation and compliance measures within TUDPS, and should quickly become familiar with these current practices as they devise a strategic/operational plan for moving forward. Within several months (specifics are unknown at this time), new and updated accreditation and certification measures for law enforcement will be coming from the recently-passed police reform legislation, so the Lieutenant should also be prepared to receive these new guidelines and systematically integrate them into their own implementation plans as appropriate.
  • There is a great deal of support for new ideas, cutting-edge technology, and national best practices. Tufts is a nationally-recognized institution of higher education that focuses on cutting-edge innovation and research, so the new Lieutenant will find great support in bringing new ideas and advancements to the table. While funding is not unlimited and not all new proposals can be undertaken, the new Lieutenant will find that well-researched ideas with comprehensive data backing them up will be considered and given thorough vetting. Seeking out best practices at other institutions and remaining current on IACLEA and other professional benchmarking opportunities will be greatly encouraged. TUDPS is operating at an extremely fast pace, with change and growth occurring rather quickly, so the new Lieutenant should expect to learn the position, develop a plan, and begin implementation just as quickly. With this fast pace also comes high expectations, so the new Lieutenant should be ready to “hit the ground running” on day one!
  • The position is administrative in nature, but will be expected to be visible and maintain a presence on all four campuses. With this position being geographically located on the Medford campus, it will be essential that the Lieutenant-Training & Accreditation get out of the office and be present at all campus locations. Working in person with individuals across the various campuses will be important to establish trust and to indicate the priority that is being placed on training at Tufts.

Measures of Success

At an appropriate interval after joining Tufts University, the items listed below will initially define success for the new Lieutenant-Training & Accreditation:

  • Based on input from departmental and other relevant campus stakeholders, a robust and comprehensive strategic and operational training plan is being devised, the number of training opportunities is on the rise, and the quality of training is being elevated.
  • The training regimen is inclusive of anti-racism, anti-bias, mental health, de-escalation tactics, and other current topics that are driving the national conversation around police violence and brutality.
  • Solid relationships and collaborative partnerships are established across the four Tufts campuses and in the surrounding community.
  • A mechanism to include input and feedback from students, faculty, and staff has been established in an effort to be transparent and inclusive.
  • A culture of training has been introduced, training methodologies are being employed that encourage and promote that culture, and critical training needs are being addressed through the Lieutenant’s efforts.
  • Accreditation processes have been established, the new state regulations have been received and reviewed, and implementation of the new processes has begun.
  • An assessment plan for all training and accreditation processes and procedures is being developed and subsequently implemented.

Qualifications and Characteristics

A minimum of five years of law enforcement experience, with three additional years of law enforcement supervisory experience, is required. A bachelor’s degree in criminal justice or related field, with ten or more years of experience, is strongly desired. Demonstrated progressive leadership and proficiency in law enforcement, security operations, or security training, including teaching/training in a law enforcement or security environment, is expected. The successful candidate will possess a demonstrated commitment to providing leadership in building equitable, diverse, and inclusive environments; thorough knowledge of law enforcement and investigative principles, practices, response procedures, police authority, and jurisdiction, as well as constitutional and criminal law; the ability to interpret and enforce laws and regulations as each relates to the management of compliance work and assessment, development, delivery and evaluation of additional training for TUDPS staff; and the ability to manage complexity and think strategically. Effective communication, interpersonal and presentation skills, great attention to detail, knowledge and understanding of the principles of ICS and NIMS, strong organizational and computer skills, and an analytical, creative, forward thinking, and customer-oriented approach are required. Knowledge and understanding of the basic concepts of community-oriented policing, crime prevention, and problem solving are also essential. The successful candidate must possess an active motor vehicle operator’s license in good standing, and possess or be able to obtain a current and valid MA class A LTC, a certified Mass State Police SSPO, a Middlesex, Suffolk and Worcester County Deputy Sheriff powers, and applicable city or town special police authority as deemed necessary by the department.

In addition to the minimum academic and experiential requirements indicated above, other desired characteristics, skills, actions, strengths, and/or abilities noted from discussions with campus stakeholders include the following:

  • a solid training background with demonstrated administrative experience at an institution of higher education, within a municipal police department, or at a police academy, with experience at an institution within the Commonwealth of Massachusetts being a plus;
  • knowledge and experience in current and trending accreditation practices and processes;
  • ability to determine equitable training accessibility and ensure that all officers and staff are able to receive the trainings they require or request;
  • a strategic and data-informed decision-maker who is also able to readily articulate the “why” of training and accreditation;
  • an excellent, approachable communicator and listener with the ability to reach all levels of the University, especially in advocating for the needs of public safety training and accreditation;
  • experience in and knowledge of Clery, VAWA, Title IX, violence prevention, emergency response, sexual misconduct matters, domestic violence, bias, and discrimination, along with the ability to integrate all of this into training initiatives;
  • extremely organized, detail-oriented, and able to multitask at all times;
  • an individual who is experienced in change management, adaptable to large changes on the spur of the moment, is not reactive, and can address situations with a cool and collected demeanor;
  • a proactive leader, forward thinker, and a self-starter who can read the culture, determine where there is a need, develop a solution, and then present it back as a proposal to command staff;
  • ability to meet students where they are, to engage students on current and pressing issues, and to listen carefully to their needs in order to incorporate student priorities into training;
  • strong relationship-building skills with both internal and external stakeholders, particularly with traditionally underrepresented populations and the Group of Six identity-based organizations that support underrepresented students on campus;
  • flexibility in working schedules, with the realization that the training needs of the institution are not limited to the traditional Monday through Friday, 9-5 work day;
  • high levels of energy, enthusiasm, and charisma, along with the ability to engage individuals across the institution in the training process;
  • strong customer service skills;
  • an innovator with a forward-thinking orientation and forecasting abilities, and someone willing to try new opportunities and remain informed on new trends and best practices;
  • effective fiscal management skills, with the ability to be innovative in seeking funding for new and existing initiatives;
  • political savvy and tact.

Overview of the Department of Public Safety (TUDPS)

The Tufts University Department of Public Safety is comprised of sworn police officers, campus security officers, dispatchers, emergency management and fire safety staff. Staff are assigned to one of four campus locations, one in Medford/Somerville, two Boston campuses (Health Sciences and School of the Museum of Fine Arts – SMFA) and a 24/365 clinical and teaching campus in Grafton. Public Safety staff may be redeployed as needed to cover staffing shortages and additional needs throughout the Tufts community.

As described in the TUDPS mission statement, “The Department of Public Safety works to ensure that the physical, psychological and emotional security, and wellbeing needs of all community members are being met, and is committed to providing a safe and secure living, educational, and working environment for students, faculty, and staff.” The department is continually striving to ensure that campus safety and policing functions remain responsive to the needs of the community, are aligned with the University’s core values, and provide the accountability and transparency needed to maintain the trust and support of the Tufts community. TUDPS leadership regularly and proactively engages with the Tufts community to develop and maintain communication and education about their programs, services, and resources, and also lends expertise around special events, ongoing campus concerns, and annual programs.

Tufts University Department of Public Safety staff are expected to:

  • be forward-thinking about campus safety, understand the values and perspectives of the Tufts community in all its diversity, and tailor the way they deliver services to meet those varied needs;
  • be grounded in ensuring the dignity and respect of all community members and the elimination of all forms of bias and discrimination;
  • fully embrace anti-racist practices, be trusted and valued by Tufts community members, and use restorative and transformative practices where harms are repaired and future harms can be prevented;
  • proactively engage with community members and the activities of the community in a manner that is welcomed and builds trust.

The department consists of several organizations responsible for the safety and security of four campuses: the Tufts University Police Department (TUPD), Tufts Threat Assessment and Management (TTAM), Fire Safety, Emergency Management, and Tufts Emergency Medical Services (TEMS).

Mission Statement

“The Department of Public Safety exists to support the goals of the university by fostering a safe and secure environment in which members of the Tufts community can learn, work, and live. Whereas safety and security is a responsibility shared by the entire community, the mission is achieved by applying leadership and our unique expertise to partnerships designed to prevent loss, reduce harm, and solve problems.”

Violence-Free University Policy Statement

Tufts University is committed to maintaining an environment where individuals are safe to learn, work, and live. In support of this commitment, Tufts will not tolerate violence or threats of violence anywhere on its campuses or in connection with university-sponsored programs. The university has established threat assessment and management teams to evaluate and address violence and threats of violence made toward members of the Tufts University community.”

Tufts University Police Department

The Tufts University Police Department (TUPD) is headquartered on the Medford/Somerville campus with stations on the Boston and Grafton campuses. On June 17, 2005, the Massachusetts Police Accreditation Commission awarded accreditation status to TUPD. The commission voted to make TUPD the 18th department in the Commonwealth to achieve this prestigious recognition. To achieve accreditation, the department demonstrated its compliance with over 300 standards covering a broad range of organizational and operational policies and procedures. The department has maintained its accreditation status via reassessment every three years, with the Massachusetts Police Accreditation Commission (MPAC) Reaccreditation Team conducting their most recent visit to campus in December 2020, with reaccreditation notification from this visit expected shortly.

TUPD officers are trained at state-certified law enforcement training academies and maintain certification through ongoing in-service and specialized training programs. Many members of the police department have higher education degrees in criminal justice and related fields. University police and security personnel are carefully screened before being selected, well trained, and committed to working with the campus to provide for the safety and security of our community.

TUPD receives its authority from the Commonwealth of Massachusetts. All TUPD officers are appointed as special state police officers under the provisions of Massachusetts General Law Chapter 22C, Section 63. Officers assigned to the Medford/Somerville and Boston campuses may, at times, be designated as deputy sheriffs in Middlesex and Suffolk Counties, respectively. Officers assigned to the Grafton campus may also be designated as special police officers in the towns of Westborough and Grafton. Generally, TUPD officers are authorized to make arrests for criminal offenses committed in or upon lands or structures owned, leased, used, or occupied by the University, or in places where university business is conducted. This authority extends beyond the confines of the various campuses as determined by the acquisition of local special police status or deputy sheriffs’ authority or by previous court decisions.

The Tufts University Police enjoy strong professional relationships with state and local law enforcement agencies and have Communications Memoranda of Understanding with the following agencies: Somerville, Medford, Grafton, and Westborough. Although currently there are no formal operational Memoranda of Understandings with municipal partners, cooperative programs and information exchanges are ongoing priorities. Through these relationships, TUPD relays information to the university community on crimes that may pose a threat to students or employees on any of the campuses. Operational and technical support is mutually provided when necessary.

Community Oriented Policing and Problem Solving (COPPS)

TUPD has implemented a self-initiated process to reevaluate, recommit, and renew its focus on strengthening community police relations while creating a culture of prevention through partnerships and collaborative problem solving. To meet this objective, TUPD made an organizational commitment to develop and implement strategies designed to support the philosophy of Community Oriented Policing and Problem Solving (COPPS).

This initiative is an ongoing evolving process that incorporates periodic self-assessments and a commitment toward identifying and/or pursuing promising ideas and emerging practices that are designed to support the philosophy of COPPS.

COPPS programs include Residential Community Policing (“ResCop”), Geographically Based Community-Oriented Policing and Problem Solving, “If I Were a Thief,” Coffee with a Cop, Bicycle Registration, Laptop Security, and Civilian Active Shooter Response Training, among others.

Security Awareness Programs

During student orientation in September (Medford/ Somerville) and August (Boston and Grafton), students are informed of services offered by the TUPD. Video and PowerPoint presentations outline ways to maintain personal safety and residence hall security. Students are told about crime on campus and in surrounding neighborhoods. TUPD also works in partnership with Human Resources to provide crime prevention and safety training to all newly-hired employees throughout the year and are provided access to The Annual Security and Fire Safety Report.

Periodically during the academic year, TUPD, in cooperation with other University organizations and departments, may present crime prevention awareness sessions on all forms of sexual misconduct, including sexual assault, stalking, dating and domestic violence, and safe party host training, as well as sessions on alcohol and drug abuse, theft, vandalism, personal safety, and residence hall security.

A common theme of all awareness and crime prevention programs is to encourage students and employees to become aware of their responsibility for their own security and the security of others. In addition to seminars, information is disseminated to students and employees through “Timely Warnings” and “Safety Alert” posters, displays, videos, articles, and advertisements in university and student newspapers, and, in emergencies, to email addresses.

Tufts Threat Assessment and Management (TTAM)

TTAM was approved in October of 2013 by President Monaco as a University-wide initiative designed to prevent targeted campus violence. The mission of TTAM is to determine if an individual poses or may reasonably pose a threat of violence to others in the Tufts community, and to provide assistance to the individual in order to avert the threat and maintain the safety of the community. TTAM responds to reports of threatening behavior exhibited by students, employees, and visitors of the University to ensure that Tufts remains a safe place in which to learn, work, and live.

Fire Safety

The Fire Safety Office contributes to the goal of “safeguarding your mission” in support of the Tufts community and the University mission. The responsibilities of the Fire Safety Office include fire and building code enforcement and related support services, investigation of fires and related hazards, and the supervision of fire and life safety systems for all of the University’s academic, administrative, and residential buildings on all campuses.

The Fire Safety Office staff presents fire safety awareness and educational programs, performs periodic building inspections and conducts semi-annual fire drills in residential buildings. The Fire Safety Office delivers its mission primarily via the “Three E’s of Fire Safety:” Education, Engineering, and Enforcement of fire safety related services and policies.

Emergency Management

The fundamental goal of the Emergency Management program is to minimize the effects of disasters and help the University to remain focused on its chief missions: teaching, research, patient care, and public service. This is achieved in five recognized phases:

  • Prevention by avoiding an incident or intervening to stop an incident from occurring;
  • Preparedness through planning, training, and community awareness;
  • Response when disasters strike, coordinating university resources with local, state, and federal resources to save lives, protect property, and protect the environment;
  • Recovery, maintaining critical functions and resuming core mission as quickly as possible after a disruption;
  • Mitigation, taking steps to reduce risks or lessen the effect of disasters when they do occur.

Tufts Emergency Medical Services (TEMS)

Since 1985, Tufts Emergency Medical Services (TEMS) has provided prompt, quality medical aid to the Tufts Community. TEMS is in service during the school year, 24 hours a day, seven days a week. Students who are Massachusetts-certified Emergency Medical Technicians (EMTs) volunteer their time to care for the sick and injured with competency and compassion.

Each year TEMS EMTs respond to more than 400 requests for aid. The call volume ranges from non-emergency calls to life-threatening emergencies. During automobile accidents, heart attacks, asthma attacks or other life-threatening emergencies, the rapid response often helps make the difference between life and death. All of the EMTs are trained to the highest standards, with continuing education sessions held throughout the school year to expand and hone the skills of members.

Tufts EMS is an entirely student-run organization. An elected board of eight directors manages TEMS’ operations, finance, training, education, quality assurance, technical supplies, and community relations. They are funded by and operate under the authority of the TUDPS. TEMS works with and enjoys the support of Tufts University Police Department, Tufts University Health Service, the Dean of Students Office, and the entire student body.


Gerard Coletta, Interim Director of Public Safety/Chief of Police

Gerard “Chip” Coletta has spent a total of 40 years in law enforcement, including 28 years as a member of the Massachusetts State Police, retiring at the rank of Major. Chip served for seven years as Chief of Police and Security at Suffolk University in Boston, MA, as well as two years as a Detective Lieutenant at Stonehill College in Easton, MA, prior to his current role at Tufts.  Chip is also an attorney and member of the Massachusetts Bar Association, as well as Past President of the Massachusetts Association of Campus Law Enforcement Administrators (MACLEA).

Institution & Location

Institutional Overview

In the 1840s, the Universalist Church wanted to open a college in New England. Boston businessman Charles Tufts gave the church a gift of 20 acres of land, valued at $20,000, on the condition it be used for establishing a college. With that, the location was decided. Tufts’ land, which he inherited, was located on one of the highest hills in the Boston area, Walnut Hill, straddling Medford and Somerville.

As local lore has it, when a relative asked Charles Tufts what he would do with his land, and more specifically, with “that bleak hill over in Medford,” Tufts replied, “I will put a light on it.” In 1855, a toast to the new Tufts College was offered at a Universalist gathering in Faneuil Hall. Hosea Ballou II, a Universalist clergyman and the college’s first president, remarked, “For if Tufts College is to be a source of illumination, as a beacon standing on a hill, where its light cannot be hidden, its influence will naturally work like all light; it will be diffusive.”

When the Commonwealth of Massachusetts chartered Tufts College in 1852, the original act of incorporation noted the college should promote “virtue and piety and learning in such of the languages and liberal and useful arts as shall be recommended.” The official college seal, bearing the motto Pax et Lux (Peace and Light), was adopted in 1857, and the student body picked the school colors of brown and blue in 1876. Tufts’ mascot became Jumbo the elephant in 1885, thanks to a bequest from one of the school’s founders, P.T. Barnum (of circus fame). Today, Tufts no longer has a religious affiliation, and students of all religious backgrounds worship in Goddard Chapel, the 1882 Lombardic Romanesque chapel, once called “the most photographed chapel in the country,” that stands at the center of campus.

In Tufts’ early days, the main college building that would eventually bear Ballou’s name served as both home and classroom for seven students who were taught by four professors. By the time of Ballou’s death in 1861, Tufts had 36 alumni, and 53 students enrolled.

Since that time, Tufts has grown from a small liberal arts college to a medium-sized research university. In 1954 “Tufts College” became “Tufts University.” Today, there are just over 5,900 undergraduates at Tufts, as well as top-ranked graduate programs in the arts, sciences, humanities, social sciences, engineering, medicine, nutrition, and international relations. Among these programs are the Fletcher School of Law and Diplomacy, the oldest graduate school of international relations in the United States; the Cummings School of Veterinary Medicine, the only veterinary school in New England; and the Friedman School of Nutrition Science and Policy, the only graduate school of nutrition in North America.

Mission, Vision and Value Proposition


“Tufts is a student-centered research university dedicated to the creation and application of knowledge. We are committed to providing transformative experiences for students and faculty in an inclusive and collaborative environment where creative scholars generate bold ideas, innovate in the face of complex challenges and distinguish themselves as active citizens of the world.”


“To be an innovative university of creative scholars across a broad range of schools who have a profound impact on one another and the world.”

Value Proposition

“Creating and sustaining an environment that prepares to launch all our students into the world fully prepared to chart a course for success requires effective stewardship of our resources during a time of significant challenges in higher education.


Operational costs and the need for financial aid are rising, while research funding, philanthropy, and returns on endowments remain uncertain. New and changing regulations, compliance requirements, and standards of assessment are appearing alongside rapidly evolving digital technologies that will push the boundaries of, and reinvent the methodologies for, how we teach, learn, and conduct research.”

Strategic Plan

On November 2, 2013, the Tufts University Board of Trustees approved the T10 Strategic Plan. Since the release of the T10 Strategic Plan, the Office of the Provost, in collaboration with students, faculty, staff, alumni, parents, and friends from around the university, have worked tirelessly to implement the many strategic planning initiatives from this document, including such items as Tufts 1+4 and Bridge Professorships, to name two. To access the T10 Strategic Plan and obtain more details, please visit


Anthony P. Monaco, President

Anthony P. Monaco has served as the thirteenth president of Tufts University since August of 2011. An accomplished leader, scientist, and teacher, Dr. Monaco brings to the Tufts presidency deep-rooted commitments to academic excellence, diversity, access and inclusion, a global perspective, and a keen awareness of the power of higher education to impact individuals and society.

Under President Monaco’s leadership, the university has identified strategic directions and key initiatives that will support and enhance Tufts’ longstanding commitments to innovation, collaboration, civic life, and global perspectives. Major initiatives of Dr. Monaco’s tenure have included the 2016 acquisition of the School of the Museum of Fine Arts, and he has personally led University-wide initiatives on diversity and inclusion, sexual misconduct prevention, student mental health, and sustainable operations. Each of these efforts builds on a comprehensive assessment of how Tufts could best put its values and institutional commitments into practice.

A distinguished geneticist, Dr. Monaco’s doctoral research led to a landmark discovery: the gene responsible for X-linked Duchenne and Becker muscular dystrophies. Before coming to Tufts, he spent two decades as a faculty member and senior academic leader at the University of Oxford.

To view the Tufts University academic and administrative leadership, visit

Michael W. Howard, Executive Vice President

Mike Howard has served as the Executive Vice President of Tufts University, overseeing finance and administration, since July 1, 2019. Prior to coming to Tufts, Howard served as Executive Vice President for Finance and Administration at Smith College, where he led the development of several financial sustainability initiatives while simultaneously enhancing and diversifying the college’s revenues and improving operational efficiency. He also led efforts to improve information technology, build Smith’s response to climate change, and increase the College’s commitment to impact investing for its endowment.

Prior to working at Smith, Howard served as Vice President of Finance at MIT, managing an operating budget of more than $3 billion. Before coming to work in higher education, he was Senior Vice President at Fidelity Investments and Pyramis Global Advisors and also held senior positions at Deloitte Consulting. Howard has an undergraduate degree in mechanical engineering from MIT and an MBA from the University of Chicago Booth School of Business.

Barbara Stein, Vice President for Operations

Barbara Stein is Vice President for Operations at Tufts, overseeing Dining, the Department of Public Safety, Campus Planning, Real Estate, Auxiliary Services, Facilities Services, Energy Programs and Capital Program Management.

Barbara joined Tufts in 2013 as Director, Strategic Capital Programs, reporting to the Vice President for Operations and responsible for the project delivery of multiple large capital projects through management of a team of senior project managers. In just two years, Barbara was promoted to Director, Capital Programs, responsible for all capital projects and renewal planning, co-leading capital planning for the University on all campuses.

Before arriving at Tufts, Barbara served as Senior Project Manager at Harvard University, developing systems and standards for project delivery within the $2.4 billion House Renewal program. During years with the Massachusetts State College Building Authority, Barbara managed strategic planning for large capital investments, directing the Annual Capital Repair and Improvement Program for residence halls at the nine State Colleges in Massachusetts.

Barbara graduated with a BA from Smith College and Master of Architecture from Harvard University, Graduate School of Design.

Academic Programs

Tufts fosters a culture of academic rigor and inspired scholarship in a multiplicity of academic disciplines. Tufts caters to a range of students—from high schoolers to undergraduate, graduate and professional students, to mid-career professionals and adult learners of all ages. The University strives to foster personal relationships between students and faculty, encouraging individual attention in both the classroom and research settings. A growing number of innovative teaching and research initiatives spans all Tufts campuses, building collaboration among the faculty and students in the undergraduate, graduate, and professional programs across the University’s schools.


  • Boston Health Sciences Campus
    • School of Dental Medicine
    • Friedman School of Nutrition Science and Policy
    • School of Medicine
    • Graduate School of Biomedical Sciences
  • Boston Fenway Campus
    • School of the Museum of Fine Arts at Tufts
  • Medford/Somerville Campus
    • School of Arts and Sciences
    • Graduate School of Arts and Sciences
    • School of Engineering
    • The Fletcher School
    • Jonathan M. Tisch College of Civic Life
  • Grafton Campus
    • Cummings School of Veterinary Medicine

Student Life at a Glance

  • Tufts is comprised of 47% male students and 53% female students.
  • Undergraduate diversity statistics include 14.4% Asian, 4.4% Black/African American, 7.4% Hispanic, 10.6% International, 5.5% Two or more races, 4.4% Unknown, and 53.2% White.
  • There are 300 student organizations recognized by the Tufts Community Union.
  • There are also 30 Graduate and Professional clubs and organizations at Tufts.
  • Students with non-US passports make up over 10% of the undergraduate population, and 21% of Tufts students come from international backgrounds.
  • Seven out of ten Tufts undergraduates live on campus.
  • There are over 25 residence halls at Tufts, including 11 halls dedicated to first-year students, including 16 small group units.
  • There are six identity-based resource centers at Tufts called the Group of Six: The Africana Center, Asian American Center, FIRST Resource Center, Latinx Center, LGBT Center, and Women’s Center; each are physical spaces for socializing and club meetings, but also provide sources of comfort and belonging for underrepresented students at Tufts.
  • With over 180 performances on campus every year, Tufts’ vibrant music scene includes student-run a capella groups and bands, 18 performance ensembles, and classes open to all Tufts students regardless of prior experience.
  • Every year there are three faculty-directed major drama productions, three student-directed major productions, and 12-15 workshop productions, in addition to faculty-taught courses in the major and minor.
  • Tufts is an NCAA Division III school and member of the New England Small College Athletic Conference (NESCAC), competing in 28 varsity sports. There are also 21 club sports—from ice hockey and water polo to Taekwondo and Ultimate Frisbee—and a limitless selection of intramural sports.
  • Tufts has a dedicated team of chaplains, including an Africana Spirituality Advisor, Buddhist Chaplain, Catholic Chaplain, Hindu Advisor, Humanist Chaplain, Jewish Chaplain, Muslim Chaplain, and Protestant Chaplain.

Greater Boston Area

Boston, Massachusetts, is one of the world’s favorite cities, with over 19 million domestic and over 1.7 overseas visitors traveling to the area annually, making it a leading tourist destination.

There are annual events which need no further introduction, including the Boston Marathon, 4th of July, and First Night/First Day. And there are many seasonal specialties near and dear to Bostonians: Lilac Sunday or the Ducklings Day Parade in springtime, Boston Pride Festival for an entire week every June, the Head of the Charles Regatta in fall or a Nutcracker performance for the winter holiday.

Boston dining is increasingly a destination all its own. The restaurant scene is delicious and dynamic. Select from Boston’s acclaimed restaurants to neighborhood bistros, and from contemporary cuisine to traditional New England fare with a few surprises to an eclectic mix of ethnic dishes, making for a gastronomical United Nations!

Each of the city’s neighborhoods has a remarkably different style and tone. From the Back Bay’s cosmopolitan streets and ornate Victorian town houses, to the aromas spilling into the narrow and jumbled 17th century streets of Boston’s North End, to the spirited and funky neighborhood squares of Cambridge, all are within easy distance from one another.

Benefits Overview

  • Health Plans
  • Dental Plans
  • Vision Plans
  • Flexible Spending Accounts
  • Life Insurance
  • Long-term Disability Coverage
  • Legal Services
  • Tuition Reimbursement
  • Tuition Remission

Additional Benefits

For full information regarding the benefits provided by Tufts University, please visit the Tufts Human Resources benefits website at

Application & Nomination

Review of applications will begin immediately, and continue until the position is filled. To apply for this position please click on the Apply button, complete the brief application process, and upload your resume and position-specific cover letter. Nominations for this position may be emailed to J. Scott Derrick at Applicants needing reasonable accommodation to participate in the application process should contact Spelman Johnson at 413-529-2895.

Visit the Tufts University website at

Tufts does not discriminate in admissions, employment, or in any of 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, stalking, sexual exploitation, sexual exploitation and coercion, relationship/intimate partner violence and domestic violence), 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 503 and 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act, the Vietnam Era Veterans Readjustment and Rights Act, Executive Order 11246 and other similar laws that prohibit discrimination, all as amended. Tufts is an equal employment opportunity/affirmative action employer. More detailed Tufts policies and procedures on this topic may be found in the OEO Policies and Procedures page.