| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 78.48 |
| Liaison | Patrick McKee |
| Submission Date | June 20, 2016 |
| Executive Letter | Download |
University of Connecticut
PA-3: Governance
| Status | Score | Responsible Party |
|---|---|---|
|
3.00 / 3.00 |
Sarah
Munro Sustainability Coordinator Office of Environmental Policy |
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:
An undergraduate student government has existed at the University of Connecticut in Storrs in various forms and under different names since 1894. Originally, it was composed of nine elected students who worked with the faculty “upon matters of government of the college.” By 1913, the organization was called the Student Organization, and its members were the two hundred thirty-nine students enrolled at Connecticut Agricultural College.
In 1921, the government was reorganized and a standing committee called the Student Senate was formed as the executive branch. The Senate adopted a constitution and became known as the Associated Student Government (ASG). The constitution outlined the duties of the executive, legislative, and judicial branches of the ASG, which was modeled after the federal government. The Student Senate continued as the core of student political power until 1973 when the ASG dissolved. In the following academic year, the ASG was replaced by the Federation of Students and Service Organizations (FSSO). The Senate was replaced by a Central Committee.
In 1980, the FSSO was replaced by the Undergraduate Student Government (USG), and the Student Assembly became the representative student body. The Undergraduate Student Government bodies have piloted (and funded) the launch of every other major student organization on campus including: The Daily Campus, WHUS, SUBOG, IFC, and RHA.
USG is recognized by the University Of Connecticut Board Of Trustees as one of the five governing bodies on campus (along with the Board of Trustees, and the Graduate Student Senate). USG is the primary voice of students to all audiences, and actively partakes in the university-wide decision making process through representation and advocacy. (http://usg.uconn.edu/about/)
The Graduate Student Senate represents the Graduate community within the University community. They serve as an advocate of the Graduate community’s concerns and needs to both University and non-University organizations. In addition, they also, serve as a liaison between the Graduate community and the University administration. They provide services to meet the special needs of the University’s diverse Graduate community, and enhance and encourage cooperation and association within the Graduate community. Their goal is to enrich the lives of the Graduate students at the University.
(http://gss.uconn.edu/)
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:
There are two student representatives elected to the University Board of Trustees, which “determines the general policy of the University, including the establishment of new schools and colleges; makes laws for its government; manages its investments; and directs the expenditure of funds.”
There are also five student representatives in the University Senate, appointed by the Student Government. The University Senate is “a legislative body for the purpose of establishing minimum rules and general regulations pertaining to all undergraduate schools and colleges and with policy insofar as it pertains in a general way to the educational program of the institution and is not reserved to the Board of Trustees, to the administration, to the Graduate Faculty Council, or to the several faculties.
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 |
A brief description of the formal student role in regard to each area indicated, including examples from the previous three years:
As previously stated, students elect 2 members of the Board of Trustees and appoint 5 student representatives to the University Senate. Through representation in these governing bodies, students play a role in all of the above decision making sections.
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:
Prioritization of programs and projects
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:
Staff elect 5 representatives to the University Senate. Through representation in this governing body, students play a role in all of the above decision making.
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 | Yes |
| 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:
Through representation in the University Senate, faculty play a role in all of the above decision making.
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:
Faculty elect 72 representatives to the University Senate.
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:
Faculty elect 72 representatives to the University Senate.
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 |
A brief description of the formal faculty role in regard to each area indicated, including examples from the previous three years:
Through representation in the University Senate, faculty play a role in all of the above decision making.
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.