| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 48.98 |
| Liaison | Kevin Miller |
| Submission Date | Feb. 3, 2014 |
| Executive Letter | Download |
Goshen College
PA-3: Governance
| Status | Score | Responsible Party |
|---|---|---|
|
2.40 / 3.00 |
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indicates that no data was submitted for this field
None
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)?:
Yes
None
A brief description of the mechanisms through which students have an avenue to participate in one or more governance bodies:
Every fall and spring, students have the opportunity to run for Student Senate. The Senate has a fair amount of influence on the campus and ability to bring about change, as well as a direct connection to the President's Council.
None
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?:
No
None
A brief description of student representation on the governing body, including how the representatives are selected:
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None
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 | No |
| Budgeting, staffing and financial planning | No |
| Communications processes and transparency practices | Yes |
| Prioritization of programs and projects | Yes |
None
A brief description of the formal student role in regard to each area indicated, including examples from the previous three years:
Though Student Senate, students have the opportunity to participate in a variety of committees including the Space Planning Committee and meetings with the Board of Directors. Students are also members of a variety of committees including the Ecological Stewardship Committee, which bring about change on campus. The college regularly puts out satisfaction inventories to the students regarding their expectations and experiences, and then uses this information to bring about changes on campus.
None
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)?:
No
None
A brief description of the mechanisms through which all staff have an avenue to participate in one or more governance bodies:
---
None
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?:
No
None
A brief description of non-supervisory staff representation on the governing body, including how the representatives are selected:
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None
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 | No |
| Budgeting, staffing and financial planning | No |
| Communications processes and transparency practices | Yes |
| Prioritization of programs and projects | No |
None
A brief description of the formal staff role in regard to each area indicated, including examples from the previous three years:
The All-Employee Retreat, held annually in August, focuses on different topics including the establishment of the organizational missions, vision and goals. Through various committees, non-supervisory staff has a role in the establishment of new policies, programs or initiatives. Along with the students, these staff also regularly have the opportunity to respond to surveys regarding satisfaction and other topics, with the information gleaned from these surveys then being incorporated into new policies and programs.
None
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)?:
Yes
None
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 are part of the advisory board as well as having the opportunity to annually meet with the Board of Directors.
None
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?:
Yes
None
A brief description of faculty representation on the governing body, including how the representatives are selected:
There is a faculty chair, elected by peers annually.
None
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 |
None
A brief description of the formal faculty role in regard to each area indicated, including examples from the previous three years:
Recently-developed academic programs such as the CORE program were influenced by the whole teaching program. A faculty member, Kent Palmer, heads up the new informatics major.
None
The website URL where information about the institution’s governance structure is available:
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Data source(s) and notes about the submission:
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