The Tufts Daily - Wednesday, March 16, 2022

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T HE T UFTS DAILY

VOLUME LXXXIII, ISSUE 33

MEDFORD/SOMERVILLE, MASS.

tuftsdaily.com

Wednesday, March 16, 2022

Shirley Mark named Tisch College assistant dean of diversity and inclusion by Maggie Monahan Staff Writer

After nearly 20 years of serving the Jonathan M. Tisch College of Civic Life as director of community partnerships, Shirley Mark has assumed the newly-created role of assistant dean for diversity and inclusion. Mark will oversee Tisch College’s work in the areas of diversity, equity, inclusion and justice in addition to continuing her responsibilities as director of community partnerships. Tisch College Dean Dayna Cunningham expressed excitement that Mark, with her considerable experience and community connections, is taking on this role. “Shirley brings unimpeachable moral authority and deep institutional knowledge about our ongoing work of building multi-racial democracy,” Cunningham wrote in an email to the Daily. “From an institutional perspective, this important step reinforces Tisch College’s commitment to becoming an anti-racist institution and brings us in-line with the organizational structure of other Schools at Tufts.” Mark has been heavily involved in racial equity work on Tufts’ campus from the beginning

of her tenure at Tisch College. When University President Anthony Monaco established the Council on Diversity in 2012, she served on a working group that focused on increasing diversity among the university’s graduate and professional students. More recently, she served on the Working Group on Campus Safety and Policing, a workstream of the Tufts as an Anti-Racist Institution initiative. The working group was established in 2020 in the wake of the resurgence of the Black Lives Matter movement and was tasked with evaluating the Tufts University Police Department’s structure and operations. The workstream’s February 2021 report included recommendations relating to the TUPD’s mission, organization, training model and accountability but did not reach a conclusion about whether TUPD officers should be armed. Rather, it recommended the creation of the Working Group on TUPD Arming, which is currently developing its recommendations. Mark told the Daily that she feels the creation of the new assistant deanship “validates the importance” of the equity issues she has focused on throughout her career.

“I’ve always done this [type of work],” Mark said. “[The role] creates a new opportunity for me to dig a little bit deeper. … [Diversity, equity, inclusion and justice] is a social justice issue, but it’s also an ethical and moral issue, which I think more and more people have come to remember and realize in the last couple of years.” As Tisch Colllege’s assistant dean for diversity and inclusion, Mark will work closely with other departments, such as the Office of Government and Community Relations, on numerous projects. These include the Presidential Symposium, an annual conference intended to bring the Tufts community and surrounding residential communities together to discuss relevant issues, and the Tisch College Community Research Center, which supports research projects undertaken by Tufts students and faculty in collaboration with community partners. Rocco DiRico, Tufts’ executive director of government and community relations, looks forward to strengthening the relationship between Tisch College and see DIVERSITY, page 2

QUAN TRAN / THE TUFTS DAILY

Assistant Dean for Diversity and Inclusion Shirley Mark is pictured on Feb. 16.

Medford Public Schools awarded $50,000 Hate Crime Prevention Grant by Madeline Wilson Assistant News Editor

The Medford Public School District was recently awarded a competitive Hate Crime Prevention Grant by the State of Massachusetts. Medford Public Schools plans to use the $50,000 award, the maximum amount of funding available under the grant, to integrate restorative justice practices into the classroom. According to Dr. Peter Cushing, assistant superintendent of Medford Public Schools, there have been a number of past cases in Medford schools that have raised concerns about the social and emotional health of students. In December, students staged a walkout at Medford High School in response to incidents of violence, and later that month, a “hate symbol” was found in the bathroom of another school in the district. “Students had some real, valid concerns around a student-on-student incident that happened in school, and what

KATRINA AQUILINO / THE TUFTS DAILY

The Curtis-Tufts High School is pictured on Feb. 23. that led to was us having conversations with students around how they feel their school is operating,” Cushing said. “Some of the comments students made … really raised my level of concern as a former principal, and I really felt that it was incumbent on us when this opportunity came forward to

really try to get our students in a better place.” The grant will be divided and directed toward a number of initiatives that aim to reduce instances of hate crime and create a more positive environment for members of the educational communities. Of the grant, $15,000 will go

toward funding a student survey to gauge the social and cultural climate of Medford schools. “Finding out what students need is really important for our culture in schools,” Director of School Counseling and Behavioral Health Stacey Schulman said. “Creating that open commu-

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nication around events is vital because that’s what we need to create a positive community.” Part of the grant will also go toward expanding the restorative justice pilot initiative that was previously implemented at Andrews Middle School in Medford. Medford Public Schools is partnering with groups like Pathways to Restorative Communities to bring restorative practices into their classrooms. Candace Julyan, a partner at Pathways to Restorative Communities (P2RC), spoke to the Daily about how restorative practices work to mediate conflict in a more constructive and less accusatory way. “In a criminal justice or rulebased system, … the questions that are important to people [are], ‘Who did it?’ and, ‘What are the consequences?’” Julyan said. “In a restorative conversation, they’re just totally different questions. The questions there [are], ‘Who’s been harmed? What do they see SCHOOLS, page 2 NEWS

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