| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 62.11 |
| Liaison | Natalie Sobrinski |
| Submission Date | June 16, 2016 |
| Executive Letter | Download |
Muhlenberg College
PA-3: Governance
| Status | Score | Responsible Party |
|---|---|---|
|
1.40 / 3.00 |
Kathleen
Harring Dean of Institutional Assessment and Academic Planning Psychology |
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:
“The College offers its undergraduate students many opportunities to participate in governance organizations, college-wide advisory groups, committees, and other leadership roles. The Student Government Association (SGA) represents undergraduates by voicing their concerns, promoting student interests, and advocating for student life and academic concerns (Student Government Association Bylaws). The student body elects the Student Body President every November along with 22 at-large representative seats in the SGA.” From the Chapter on Governance in the Muhlenberg College Middle States Self-Study 2016 supplied by Dr. Kathy Harring.
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 the Student Government Association (SGA) may be invited to attend regular board meetings. The students can have a voice but not a vote.
Do students have a formal role in decision-making in regard to the following?:
| Yes or No | |
| Establishing organizational mission, vision, and/or goals | No |
| Establishing new policies, programs, or initiatives | Yes |
| Strategic and long-term planning | No |
| Existing or prospective physical resources | No |
| Budgeting, staffing and financial planning | No |
| Communications processes and transparency practices | No |
| Prioritization of programs and projects | No |
A brief description of the formal student role in regard to each area indicated, including examples from the previous three years:
Four students, selected from student representatives on Academic Policy Committee, Curriculum Committee, and Library Committee, are given voice and no vote in faculty meetings.
Two student representatives are afforded observer status for the Board meetings. Student representatives (appointed by the Student Body President) serve as full voting members on each of the following faculty and institutional committees: Academic Policy (two), Curriculum (two), Library (two), Writing Program (one), Technology and Digital Learning (one), Campus Life (two), Lectures and Forums (two), and Fitness and Athletics (two male and two female). Four students – selected from student representatives on Academic Policy Committee, Curriculum Committee, and Library Committee –are given voice and no vote in faculty meetings. In addition, student representatives are appointed to serve on the following college committees: Technology and Digital Learning (one student employee from OIT), Institutional Review Board (one student appointed by SGA President), Academic Judicial Board, and Social Judicial Board and Panel (Student Policy and Resource Guide, 138-140; Faculty Handbook).
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 | No |
| Establishing new policies, programs, or initiatives | No |
| Strategic and long-term planning | No |
| Existing or prospective physical resources | No |
| Budgeting, staffing and financial planning | No |
| Communications processes and transparency practices | No |
| Prioritization of programs and projects | No |
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:
“Muhlenberg faculty play an essential role in both the formulation and execution of college policy. Participation in the governance of the College - including service on faculty, college, and/or ad hoc committees - constitutes an important category for faculty evaluation. Faculty at the ranks of associate and professor are expected regularly to serve in positions of leadership appropriate to their talents and experience. (Faculty Handbook 3.5.3 )”
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:
“In accordance with the Working Resolutions, the Board may invite various Constituent Representatives to attend regular Board meetings and/or meetings of Board committees. These include two representatives from the faculty, elected by the faculty” (Muhlenberg College Middle States Self-Study 2016 provided by Dr. Kathy Harring)
Do faculty have a formal role in decision-making in regard to the following?:
| Yes or No | |
| Establishing organizational mission, vision, and/or goals | No |
| Establishing new policies, programs, or initiatives | Yes |
| Strategic and long-term planning | --- |
| Existing or prospective physical resources | No |
| Budgeting, staffing and financial planning | Yes |
| Communications processes and transparency practices | No |
| 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 serve on College Committees that review and formulate college-wide policies.” “Yes, through the Budget Advisory Committee, which is responsible for recommending an annual budget”
The website URL where information about the institution’s governance structure is available:
Data source(s) and notes about the submission:
• Kathy Harring, Dean of Institutional Assessment and Academic Planning
• Anne Speck, Vice President of Human Resources; aspeck@muhlenberg.edu
• Kathy Harring, Dean of Institutional Assessment and Academic Planning
• Anne Speck, Vice President of Human Resources; aspeck@muhlenberg.edu
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.