| Overall Rating | Bronze - expired |
|---|---|
| Overall Score | 37.76 |
| Liaison | Diane Fout |
| Submission Date | Dec. 13, 2015 |
| Executive Letter | Download |
Transylvania University
PA-3: Governance
| Status | Score | Responsible Party |
|---|---|---|
|
1.40 / 3.00 |
Angela
Poe Sustainability Director 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:
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:
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 | No |
A brief description of the formal student role in regard to each area indicated, including examples from the previous three years:
Generally, students are able to have a voice in the areas indicated above through representation on a formal committee and/or participation in a forum, focus group, or other venue for sharing ideas.
The SGA President meets regularly with the President to discuss student concerns.
Students participate in the transportation committee, which drives policies and programs related to transportation. Students are the primary people responsible for the establishment and management of the Transy Bikes! program.
Students were invited to participate in the strategic planning process, both through forums and representation on the strategic planning committee.
As new buildings were planned, students were able to provide input on the plans through focus groups.
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 | 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 | --- |
| 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:
The primary avenue through which staff are able to have a voice in these matters is the Staff Engagement Team, a formal committee of staff (soon to include faculty) tasked to address staff concerns. Staff are often asked for feedback through workshops, focus groups, and other venue for sharing ideas.
As above, with the students, staff were able to provide input on the strategic plan, new buildings, and transportation initiatives. Additionally, the Staff Engagement Team has launched some new programs like paid volunteer hours, a sick bank for employees, and PumpkinMania. The sustainability director was able to participate in the formal Buildings and Grounds Trustee committee meetings, though she was not a voting member.
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 | --- |
| Communications processes and transparency practices | --- |
| 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:
The primary avenue through which faculty are able to have a voice in these matters is the Faculty Concerns Committee. Additionally, faculty members are often asked for feedback through workshops, focus groups, and other venue for sharing ideas.
Faculty were able to provide input on the strategic plan and new buildings. Faculty lead the conversation on most matters related to faculty life and academic matters including the curriculum and tenure policies.
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.