| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 65.38 |
| Liaison | Laurie Husted |
| Submission Date | June 12, 2014 |
| Executive Letter | Download |
Bard College
PA-3: Governance
| Status | Score | Responsible Party |
|---|---|---|
|
2.00 / 3.00 |
Taun
Toay Associate Vice President Vice President |
Do all enrolled students, regardless of type or status, have an avenue to participate in one or more governance bodies (through direct participation or the election of representatives)?:
A brief description of the mechanisms through which students have an avenue to participate in one or more governance bodies:
All students are members of the Bard College Student Association, a democratic forum with three main functions: to raise issues and take action on those issues or recommend action by the College, to provide student representation on administrative and faculty committees in matters of concern to the College community, and to administer allocated funds for student-run organizations.
Is there at least one student representative on the institution’s governing body who was elected by peers or appointed by a representative student body or organization?:
A brief description of student representation on the governing body, including how the representatives are selected:
Two students, elected by their peers, attend the Board of Trustee meetings.
Do students have a formal role in decision-making in regard to the following?:
| Yes or No | |
| Establishing organizational mission, vision, and/or goals | --- |
| Establishing new policies, programs, or initiatives | Yes |
| Strategic and long-term planning | --- |
| Existing or prospective physical resources | Yes |
| Budgeting, staffing and financial planning | Yes |
| Communications processes and transparency practices | Yes |
| Prioritization of programs and projects | Yes |
A brief description of the formal student role in regard to each area indicated, including examples from the previous three years:
*The Student Life Committee takes on various projects and initiatives to improve student life at Bard College based on the desires of the student body. A recent example was the push for an additional student-run space that is serving as a coffee house and 24 hour study space.
*Within the student government constitution, there is a mandate to cultivate the community for present and for future students. Student government works closely with dedicated administrators and buildings and grounds. They play a formal role in the development of new physical resources through input into the planning efforts.
*The Fiscal Committee allocates funds available to the Student Body amongst the student organizations that request such funds. These funds shall be distributed according to the level of interest for, the nature of past expenditures and revenues of, and the positive impact on the Bard community generated by the activities and projects of each organization. Such financial influence does not, however, extend to staffing and overall budgeting at the College.
*The speaker of the student body coordinates the meetings and activities of the central assembly of student government. Also, the secretary of the press informs the student body of bard student government happenings through online communiques. The central assembly meets weekly to prioritize programs and projects for all branches of student government.
Do all staff, regardless of type or status, have an avenue to participate in one or more governance bodies (through direct participation or the election of representatives)?:
A brief description of the mechanisms through which all staff have an avenue to participate in one or more governance bodies:
Is there at least one non-supervisory staff representative on the institution’s governing body who was elected by peers or appointed by a representative staff body or organization?:
A brief description of non-supervisory staff representation on the governing body, including how the representatives are selected:
Do non-supervisory staff have a formal role in decision-making in regard to the following? :
| Yes or No | |
| Establishing organizational mission, vision, and/or goals | --- |
| Establishing new policies, programs, or initiatives | --- |
| Strategic and long-term planning | --- |
| Existing or prospective physical resources | --- |
| Budgeting, staffing and financial planning | --- |
| Communications processes and transparency practices | --- |
| Prioritization of programs and projects | --- |
A brief description of the formal staff role in regard to each area indicated, including examples from the previous three years:
Do all faculty, regardless of type or status, have an avenue to participate in one or more governance bodies (through direct participation or the election of representatives)?:
A brief description of the mechanisms through which all faculty (including adjunct faculty) have an avenue to participate in one or more governance bodies:
There is a faculty representative, elected by colleagues, at all Board of Trustee meetings. In addition, the Executive Committee of the faculty union is often in consultation and dialogue with senior management.
Is there at least one teaching or research faculty representative on the institution’s governing body who was elected by peers or appointed by a representative faculty body or organization?:
A brief description of faculty representation on the governing body, including how the representatives are selected:
There is a faculty representative, elected by colleagues, at all Board of Trustee meetings. Elections follow the terms of the AAUP contract.
Do faculty have a formal role in decision-making in regard to the following?:
| Yes or No | |
| Establishing organizational mission, vision, and/or goals | Yes |
| Establishing new policies, programs, or initiatives | Yes |
| Strategic and long-term planning | Yes |
| Existing or prospective physical resources | Yes |
| Budgeting, staffing and financial planning | Yes |
| Communications processes and transparency practices | Yes |
| Prioritization of programs and projects | Yes |
A brief description of the formal faculty role in regard to each area indicated, including examples from the previous three years:
From space allocation to departmental budgets, we have processes for input and collaboration with faculty. Some of this is delegated through committee, other issues take a more ad hoc form, but with widespread community buy-in.
The website URL where information about the institution’s governance structure is available:
Data source(s) and notes about the submission:
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 or simply email your inquiry to stars@aashe.org.