| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 48.88 |
| Liaison | Amy McElhinney |
| Submission Date | Oct. 2, 2014 |
| Executive Letter | Download |
University of Mount Union
PA-3: Governance
| Status | Score | Responsible Party |
|---|---|---|
|
3.00 / 3.00 |
Chuck
McClaugherty Director of Center for Envi. Sci. Brumbaugh Ctr Envi Sci |
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:
Student representatives are appointed from among those who volunteer through the Dean of Students office. They are on most major faculty committees, most search committess
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:
Student Senate consists of representatives from all student organizations and their officers are elected.The officers have appointments to some committees and the executive board of the Student Senate makes other appointments and recommendations
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 | --- |
| Budgeting, staffing and financial planning | --- |
| Communications processes and transparency practices | --- |
| 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:
Students are involved on our accreditation (AQIP) committees and have an active voting role.
Students serve on faculty committees that establish policies and priorities including Academic Policies, Diversity, Sustainability, Campus Life, Cross Curricular.
Students were involved in the development of our new Center for Teaching and Learning
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:
From Pat Draves and Jim Perone
Mechanisms
Full-time faculty members may stand for election to the university’s major committees, subcommittees, and elected task forces. Full-time faculty members may also volunteer to serve on other task forces and working groups. Adjunct faculty members may be consulted by department chairs who submit proposals to the appropriate committees; however, the current faculty governance structure does not include provisions for the active participation of adjunct faculty members.
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:
From Pat Draves and Jim Perone
Governing Body
Full-time faculty serve not only on the university’s standing committees, but also as representatives to the Board of Trustees, and on the university’s faculty advisory boards, the Executive Faculty Advisory Board and the Resource Allocation Advisory Board. Faculty representatives to the Board of Trustees represent faculty concerns and achievements to the Board and report to the faculty at large on Board activity and actions. Members of the Executive Faculty Advisory Board and the Resource Allocation Advisory Board discuss campus-wide issues with the administration and offer advice. Faculty are elected to the standing committees and as representatives to the Board of Trustees. Advisory boards such as the Resource Allocation Advisory Board and the Executive Faculty Advisory Boards also consist of elected faculty members.
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:
Staff members participated on a group called Imagine Mount Union, which met regularly to craft then monitor the University's strategic Plan. Also staff participate as regular member of the Academic Quality Improvement Program Steering Committee.
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:
We operate with a full faculty where many decisions are made Most committess are open to all faculty (exception is personnel)
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:
The faculty elects 3 representatives to the Board of Trustees
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:
Faculty are represented on the BOT and were key in drafting the mission statement.
Faculty and BOT recently developed a faculty committee, the Resource Allocation Board, that addresses most or the items listed above. In addition there is a new committee of the faculty, the Executive Faculty Advisory Board, that communicates with the administration and the Board on matters including those listed above.
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.