| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 69.41 |
| Liaison | Yolanda Cieters |
| Submission Date | Feb. 22, 2016 |
| Executive Letter | Download |
Seattle University
PA-3: Governance
| Status | Score | Responsible Party |
|---|---|---|
|
2.00 / 3.00 |
Phillip
Thompson Director CEJS |
"---"
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:
The Student Government of Seattle University (SGSU) is open to all to apply and participate in. SGSU works to serve the student body and act as a bridge between students and administration.
SGSU is the official voice and advocate for students. SGSU communicates with students regarding their collective and constituent interests, promotes opportunities for student leadership and involvement, assists in the development of a cohesive undergraduate community, and provides the undergraduate community with political and financial support.
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?:
Yes
None
A brief description of student representation on the governing body, including how the representatives are selected:
SGSU representatives are elected by the student body either in the Fall for the same year or the Spring for the following year depending on the position.
For the Fall application process, students can learn more about positions and pick up applications at the Fall Involvement fair, are allowed to table in the school cafeteria throughout September and October, attend various information meetings, and have a campaign period previous to elections.
The Spring process is similar.
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 | 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 student role in regard to each area indicated, including examples from the previous three years:
The Socially Responsible Investments Task Force allows students to be involved in the decision making regarding investing funds in socially responsible entities and purposes. This allows students a say in where the university is placing its priorities and transparency in where and how student tuition is being spent.
Students have begun the conversation with the administration on measures to make in order to work towards divesting from fossil fuels.
Students have the opportunity to become apart of any of the committees found here http://www.seattleu.edu/uploadedFiles/Student_Government_of_Seattle_University/Content/Committees/Committee%20Descriptions.pdf
Impacts of student engagement in these committees over the past 3 years include:
The development of a housing panel to provide a place of discussion and housing exploration in regards to the increasing housing rates around Seattle.
The joining in participation in and support of an upcoming Fair Trade conference.
The repealing of a merger between the school Office of Multicultural Affairs and International Student Center.
The formation of the Socially Responsible Investment Task Force in response to student desires to move towards fossil fuel divestment.
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:
The University is in the process of implementing the following broad-based representative bodies:
* Seattle University Staff Council (staff focused)
* Seattle University Benefits Committee (faculty and staff)
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:
The University is in the process of implementing the following broad-based representative bodies:
* Seattle University Staff Council (staff focused)
* Seattle University Benefits Committee (faculty and staff)
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 | 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 |
None
A brief description of the formal staff role in regard to each area indicated, including examples from the previous three years:
The University is in the process of implementing the following broad-based representative bodies:
* Seattle University Staff Council (staff focused)
* Seattle University Benefits Committee (faculty and staff)
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:
The Academic Assembly is the elected body through which the faculty participates in decisions involving academic, university-wide matters, as well as areas that influence student learning. Such matters include among other things: academic quality, terms of faculty service, curricula that require coordination across programs, strategic planning, budgets, and physical facilities.
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:
The Dean of each College or School (or the Librarian, in the case of the library) must establish and publicize a period for nominations. This period may not be less than two weeks. Any eligible voter may submit nominations for the Assembly. Anyone eligible to serve in the Assembly can be nominated. A person who is eligible can self-nominate. All those who are nominated and are eligible to serve shall be submitted to the vote of the eligible voters.
If a member resigns from the Academic Assembly, the School, College, or Library will hold an election to fill that position for the unexpired term.
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:
Faculty serve on formal committees for each of these areas. Their voices are also heard via the Academic Assembly which must pass resolutions of support (or non-support) for issues that arise in these areas as well.
None
The website URL where information about the institution’s governance structure is available:
Data source(s) and notes about the submission:
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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.