| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 54.08 |
| Liaison | Andrew McMahan |
| Submission Date | June 24, 2015 |
| Executive Letter | Download |
Central Carolina Community College
PA-3: Governance
| Status | Score | Responsible Party |
|---|---|---|
|
2.50 / 3.00 |
Laura
Lauffer Sustainability Coordinator Sustainable Technologies |
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:
Student Government Association President, an elected position sits on board of trustees.
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:
SGA representatives are elected by peers
Do students 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 | No |
| Communications processes and transparency practices | No |
| 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:
Students participate in all phases of the strategic planning processes.Student survey results from multiple surveys were utilized when reviewing and updating the institutions mission, vision and goals
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:
Staff may sit on any one of the following committees:
Faculty Association
Student Engagement & Learning Committee
Academic Advising Committee
Diversity Committee
Professional Development Committee
Business, Retention, Acquisitions, & Training (BRAT) Team
CCCC Foundation
Sustainability Committee
These committees report to the President's Council. Recommendations for practices and programming are approved at the PC level. All formal policies must be approved at the Trustee level. The PC decides which policies are moved forward to the Trustees, or conversely may be instituted as a practice vs a policy.
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 | 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 staff role in regard to each area indicated, including examples from the previous three years:
Staff may sit on any one of the following committees:
Faculty Association
Student Engagement & Learning Committee
Academic Advising Committee
Diversity Committee
Professional Development Committee
Business, Retention, Acquisitions, & Training (BRAT) Team
CCCC Foundation
Sustainability Committee
The strategic planning process utilizes focus groups (voluntary) and staff/faculty surveys to inform college decisions and planning.
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:
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:
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:
Faculty may sit on any one of the following committees:
Faculty Association
Student Engagement & Learning Committee
Academic Advising Committee
Diversity Committee
Professional Development Committee
Business, Retention, Acquisitions, & Training (BRAT) Team
CCCC Foundation
Sustainability Committee
The strategic planning process utilizes focus groups (voluntary) and staff/faculty surveys to inform college decisions and planning.
Department chairs set departmental budgets with input from faculty.
The faculty association (voluntary group) makes recommendations to many of the college processes and procedures.
The website URL where information about the institution’s governance structure is available:
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.