| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 52.63 |
| Liaison | Amy Kadrie |
| Submission Date | Jan. 6, 2016 |
| Executive Letter | Download |
University of Rochester
PA-3: Governance
| Status | Score | Responsible Party |
|---|---|---|
|
1.70 / 3.00 |
Karen
Berger Ph.D. Earth and Environmental Sciences |
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:
Election through student government
Standing and ad-hoc projects with various offices that affect student life, including Dining, University Health Services, Parking and Transportation, Public Safety, Facilities, Libraries, etc.
Appointment to standing committees that affect student life
Event Registration Committee
Standing Committee on Alcohol Policy and Education
Fraternity and Sorority Management Committee
Appointment to standing committees that affect academic policy
College Administrative Committee
Faculty Council
Academic Honesty Committee
Appointment to standing committees that affect the greater University community
River Campus Libraries Advisory Board
University of Rochester Student Health Advisory Committee
Alumni and Advancement Center Advisory Board
Participation in search committees for hires relevant to student life
Attendance at semesterly town hall meetings sponsored by the Office of the President
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 | No |
| Establishing new policies, programs, or initiatives | Yes |
| 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 | Yes |
A brief description of the formal student role in regard to each area indicated, including examples from the previous three years:
Establishing new policies, programs, or initiatives
Primarily through student government, students have working relationships with administrators and faculty responsible for many of the changes to academic policy and student life. As indicated above, students also participate in a number of standing and ad-hoc committees to represent student viewpoints to both the College as well as the greater University.
It’s On Us campaign against sexual assault
Major renovations to dining and student life space, including the Frederick Douglass Building and Dining Hall and River Campus Libraries Revitalization Project
Development into the Peer Advising system run through the College Center for Advising Services
Review of the College Academic Dishonesty policy
Prioritization of programs and projects
Primarily through student government, students have working relationships with administrators and faculty responsible for many of the changes to academic policy and student life. As indicated above, students also participate in a number of standing and ad-hoc committees to represent student viewpoints to both the College as well as the greater University.
Ongoing review of transportation services, including bus routes, bike-lending program, and ZipCars
Ongoing review of dining services, including offerings, hours, and waste management
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 | 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:
Many of the functions listed above are performed at the department and division level and staff are involve through committees, project teams, focus groups or as a regular part of their job. One example of how this happens is with the annual budget process. Departments work to present their budgets at the divisional level and then the divisions present their budgets to the central administration. Throughout the process staff is involved in budget analysis, projection and final recommendations. There are also University-wide committees that set policy and direction that include staff from throughout the institution. One example is the University’s Council on Sustainability. This group includes faculty, staff and students and this past year this group developed the Sustainability Vision that was adopted by the institution.
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 | 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:
Many of the functions listed above are performed at the department and division level and faculty are involve through committees, project teams, focus groups or as a regular part of their job. One example of how this happens is with the annual budget process. Departments work to present their budgets at the divisional level and then the divisions present their budgets to the central administration. Throughout the process staff is involved in budget analysis, projection and final recommendations. There are also University-wide committees that set policy and direction that include staff from throughout the institution. One example is the University’s Council on Sustainability. This group includes faculty, staff and students and this past year this group developed the Sustainability Vision that was adopted by the institution.
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.