Overall Rating | Silver - expired |
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Overall Score | 51.80 |
Liaison | Daniela Beall |
Submission Date | Sept. 29, 2014 |
Executive Letter | Download |
University of Wisconsin-Green Bay
PA-3: Governance
Status | Score | Responsible Party |
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2.30 / 3.00 |
Laurie
Case Sustainability & Strategic Planning Coordinator Chancellor's Office |
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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:
Students have the opportunity to participate in Student Governmental Affairs (SGA), an elected body of student representatives. Students from this body participate in other committees across campus. For example, the SGA Environmental Affairs chairperson also is a member of the University's Sustainability Committee.
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?:
No
None
A brief description of student representation on the governing body, including how the representatives are selected:
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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 | --- |
Establishing new policies, programs, or initiatives | Yes |
Strategic and long-term planning | No |
Existing or prospective physical resources | Yes |
Budgeting, staffing and financial planning | No |
Communications processes and transparency practices | --- |
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:
Students actively participated in developing the Eco-Rep program launched in Fall 2013. Two interns in the Spring semester worked on developing materials, process and training.
Students were actively involved in the determination of the development of a new 'Phoenix Park' area on campus, between the housing units and University Union. They participated in all planning meetings and provided input to how they wanted to use this 3 acre greenspace.
Student members of various committees on campus provide input and the student viewpoint on many programs and projects. On the Sustainability Committee, students help prioritize the budget spend and projects tackled during the year.
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)?:
Yes
None
A brief description of the mechanisms through which all staff have an avenue to participate in one or more governance bodies:
Faculty and non-academic staff have the opportunity to participate in Faculty Senate as well as on various area/discipline governance committees.
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:
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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 | --- |
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 | --- |
None
A brief description of the formal staff role in regard to each area indicated, including examples from the previous three years:
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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:
Faculty have the opportunity to participate on Faculty Senate.
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?:
No
None
A brief description of faculty representation on the governing body, including how the representatives are selected:
---
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 | Yes |
Communications processes and transparency practices | --- |
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 are included and are often the drivers behind many of the decision making processes that occur on campus. From providing and guiding input on strategic planning, to establishing new programs such as the Engineering Technology degree programs, to managing their respective departmental budgets, faculty provide the heartbeat for the university.
None
The website URL where information about the institution’s governance structure is available:
Data source(s) and notes about the submission:
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