| Overall Rating | Bronze - expired |
|---|---|
| Overall Score | 28.17 |
| Liaison | Suzanne Wood |
| Submission Date | May 26, 2016 |
| Executive Letter | Download |
UMass Chan Medical School
PA-3: Governance
| Status | Score | Responsible Party |
|---|---|---|
|
2.00 / 3.00 |
Suzanne
Wood Sustainability & Energy Manager Facilities Managment |
"---"
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 year, students from each class are given the opportunity to run for positions on the Student Body Committee (SBC). Each medical school class has five student representatives, with five members selected from within to hold executive board positions.
Student representatives are tasked with the responsibility of communicating important school-related information to their classmates as well as being involved in initiatives that advance student interests.
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:
All student representatives are elected by their peers. As many students interested in the position are welcome to run, but the top five candidates from each class are elected for one year terms. Each medical school class has five student representatives, with five members selected from within to hold executive board positions.
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 | No |
| Existing or prospective physical resources | No |
| Budgeting, staffing and financial planning | Yes |
| Communications processes and transparency practices | No |
| 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:
Co-presidents of the SBC are often consulted by leadership in areas that are relevant to students including tuition changes, class expansion, and new academic programs. In addition, each faculty committee at UMMS has student representation and voting privileges including Executive and Faculty council.
The SBC develops its own policies, programs and initiatives that will benefit students and help to advance the student voice. Administration will seek SBC’s opinions on new programs, but without a formal process.
The SBC controls the Student Activities fund and determines how it gets allocated. SBC funds student organizations and programs intended for building campus community.
Students on committees raise the student voice for prioritization of projects. One major area that students get involved with prioritization is information technology.
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:
---
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:
---
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:
Article V.B of the UMMS Governance Document describes membership of the Faculty Council: Voting membership of the Faculty Council shall consist of: Representatives of the Faculty elected by each School or Department (for Schools with Departments) in a number related to its complement of Faculty-at-large
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:
Article V.B of the UMMS Governance Document describes membership of the Faculty Council: Voting membership of the Faculty Council shall consist of: Representatives of the Faculty elected by each School or Department (for Schools with Departments) in a number related to its complement of Faculty-at-large
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 | No |
| 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 have a formal role through the Faculty Council to:
1) Provide advice to the Chancellor, Provost, Deans, and the Executive Council on matters of governance of UMW and other matters of interest affecting the Faculty and faculty life.
2) The Chancellor and Provost may consult with the Faculty Council on the composition and charge of search committees for senior leadership positions.
3) Receive informational reports from and provide input to all campus-wide Standing Committees and the educational committees of each school. Develop recommendations and resolutions regarding matters affecting faculty life.
4) Recommend representatives to serve on UMW committees and, as requested by the Chancellor or Provost, recommend representatives to serve on multi-campus committees and task forces established by the University President.
5) Whenever possible, the Faculty Council shall be advised of substantive changes in administrative policies affecting faculty life prior to the implementation of these policies.
Examples of the formal role faculty exercise in the campus governance include the 2013 revision of the Governance Document and creating of school Bylaws as well as the current efforts to revise the Academic Personnel Policy. The in both processes, the Faculty Council has both had formal representation of the working groups to review and revise the policies, as well as formally reviewed and making recommendations to the Executive Council.
None
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.