| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 68.46 |
| Liaison | Lisa Kilgore |
| Submission Date | March 20, 2015 |
| Executive Letter | Download |
Cornell University
PA-3: Governance
| Status | Score | Responsible Party |
|---|---|---|
|
3.00 / 3.00 |
Dan
Roth Director of the Campus Sustainability Office Energy & Sustainability |
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:
Cornell has a system of campus governance that involves all the members of the campus community in making decisions that impact life at the University. Shared Governance includes the Faculty Senate, the Student Assembly (undergraduate), the Employee Assembly, the University Assembly and the Graduate and Professional Student Assembly.
The Student Assembly is the undergraduate student government at Cornell University, and deals with quality of life issues for students, making sure that student issues are heard and addressed. The assembly has legislative authority over the policies of the Office of the Dean of Students and the Department of Campus Life, and establishes the undergraduate Student Activity Fee and guidelines for its distribution. Every Cornell student has the opportunity to voice concerns during the open microphone period held at the beginning of each meeting.
The Graduate and Professional Student Assembly brings together Cornell’s 7,000 graduate and professional (M.B.A., J.D., D.V.M.) students to address non-academic issues of common concern. Drawing upon the strengths of our diverse constituencies, we work with the university administration to improve the quality of life at the University. The GPSA engages the needs and concerns of its constituents, communicating these directly to the University administration. They also appoint graduate and professional students to university committees, where they have a direct voice in decision-making processes.
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:
Student Assembly: Each spring nineteen students are elected to represent the undergraduate population, holding at-large and undergraduate college seats, and seats that represent minority, international, and lesbian, gay, bisexual, transgender, or questioning students. Each fall one transfer and three first-year representatives are elected.
Grad & Professional Student Assembly: In the spring, the GPSA members caucus by area (Humanities, Social Sciences, Biological Sciences, Physical Sciences) to elect a total of fourteen voting members for the following academic year; the three Ithaca-campus professional schools directly elect one voting member each. At the first GPSA meeting in the Fall semester, two Masters-degree seats are elected to that year’s body of voting members. The voting members vote on any issues that require such action at the monthly GPSA business meetings. Depending on its size, each field selects either one or two representatives to the GPSA in the fall. Professional schools each elect three field representatives. The voting members elect the officers, who meet regularly with the Graduate School deans and central university administration, as well as committee chairs and graduate and professional student representatives to the University Assembly.
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 | 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:
In addition to the opportunities to affect policies, decision, goals through shared governance, Cornell is one of the few universities in the country with two students, two faculty, and one employee as full voting members on their 64-member Board of Trustees.
Trustees help determine major policy directions and have an important role in safeguarding the integrity of the university. Trustees serve on numerous committees and task forces of the Board and as ex-officials of the Student and Employee Assemblies.
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:
The EA consists of nineteen members committed to providing employees with a means of continuous involvement in the governance of the affairs and life of the University. Working closely with members of the administration, the EA encourages a higher visibility for employees as community members, more equal participation with faculty and students in the policy-making process, and an increased sense of community among all constituencies through shared responsibilities.
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:
The Assembly consists of nineteen voting members, of whom six represent exempt employees, six represent non-exempt employees, one represents the New York State Agricultural Experiment Station at Geneva, hereafter referred to as the Geneva campus, and six represent all employees, regardless of job classification or location.
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:
All members of the Employee Assembly, both supervisory and non-supervisory staff, have equal voting rights on all matters before the Assembly.
Some examples are:
Resolution 3: Division of HR & RED Committee, Appreciation
Resolution 4: Regarding 2011 Staff Engagement Survey College & Unit Follow-up
Resolution 5: Vice President of Human Resources and Safety Services Appreciation
Resolution 6: Workload/Workload Imbalance Committees, Appreciation
Resolution 7: Supervisor Feedback Committee, Appreciation
Resolution 8: Career Opportunities Committee, Appreciation
Resolution 9: Employee Survey Team, Appreciation
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:
Faculty Senate
Except for the powers reserved to the University Faculty (see page 14), and subject to the power of the University Faculty to postpone or nullify any action of the Senate, all the
powers and functions of the University Faculty are delegated to the Faculty Senate. The
Senate has the following specific powers: (1) to select its officers; (2) to approve or reject
nominees presented by the Nominations and Elections Committee for election by the
University Faculty; (3) to approve or reject the list of members and chairs presented by
the Nominations and Elections Committee for appointed committees; and (4) to adopt,
amend, or repeal bylaws or other procedures relating to the conduct of its business and
the duties and functions of its officers and committees.
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:
Except for the powers reserved to the University Faculty (see page 14), and subject to the power of the University Faculty to postpone or nullify any action of the Senate, all the powers and functions of the University Faculty are delegated to the Faculty Senate. The
Senate has the following specific powers: (1) to select its officers; (2) to approve or reject nominees presented by the Nominations and Elections Committee for election by the
University Faculty; (3) to approve or reject the list of members and chairs presented by the Nominations and Elections Committee for appointed committees; and (4) to adopt, amend, or repeal bylaws or other procedures relating to the conduct of its business and the duties and functions of its officers and committees.
Faculty Senate Membership: The president, the dean of the faculty, the associate dean and secretary of the faculty, and the Ithaca-based faculty trustees are ex officio voting members. There is one representative from the Cornell Association of Professors Emeriti; and nine members (three of whom must be non-tenured) elected at large by the
University Faculty. Constituency members are elected by the various academic units in
Ithaca and Geneva. Each constituency has at least one seat on the Senate, except that constituencies with fewer than five voting faculty members may combine with another constituency to establish a joint seat. Constituencies with more than 25 voting faculty members will have a second Senate seat. In addition, constituencies may elect an alternate senator to serve if the regularly elected senator is unable to do so. All members serve three-year terms, with terms commencing July 1.
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:
http://theuniversityfaculty.cornell.edu/pdfs/GOVERNANCE372007.pdf
Expressing Support for the Cornell University Climate Action Plan
Cornell Investment and Divestment Strategies for a Sustainable Future
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.