| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 57.04 |
| Liaison | Larry Cook |
| Submission Date | Feb. 29, 2016 |
| Executive Letter | Download |
University of South Carolina
PA-3: Governance
| Status | Score | Responsible Party |
|---|---|---|
|
2.50 / 3.00 |
Namita
Koppa Assistant Director for Program Management Office of 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:
Student Government: votes and appointments
President's Sustainability Council:appointment
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-Trustee Liaison Committee, student members appointed from student government bodies from each USC campus
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 | 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:
Student appointees to the President's Sustainability Council have formal decision-making (ie voting) responsibilities for the approval of the campus sustainability plan, for recommendations made for USC to take on new policies, programs, and initiatives and their prioritization (often in coordination with the Office of Sustainability), to provide input on existing campus infrastructure plans, including those supporting alternative transportation, and to provide feedback to campus media on coverage of campus sustainability issues.
In the last three years, student input led to recommendations concerning the content of the Sustainable Carolina Leadership Program, campus dining options, and the role of the Carolina Community Farm & Garden.
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:
All staff are able and welcome to serve on the President's Sustainability Council.
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 | --- |
| Establishing new policies, programs, or initiatives | --- |
| Strategic and long-term planning | --- |
| Existing or prospective physical resources | --- |
| Budgeting, staffing and financial planning | --- |
| Communications processes and transparency practices | --- |
| Prioritization of programs and projects | --- |
A brief description of the formal staff role in regard to each area indicated, including examples from the previous three years:
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 are welcome to serve on the President's Sustainability Council.
Faculty are welcome to observe and provide input if not appointed members to Faculty 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:
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 Senate can make recommendations in all of these areas where it concerns resources to build curriculum and advance tenure and promotion practices. Faculty Senate approves new courses, learning outcomes, and makes direct recommendations to the President concerning faculty welfare.
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.