| Overall Rating | Bronze - expired |
|---|---|
| Overall Score | 27.64 |
| Liaison | Jennifer McLaughlin |
| Submission Date | March 31, 2016 |
| Executive Letter | Download |
South Dakota State University
PA-3: Governance
| Status | Score | Responsible Party |
|---|---|---|
|
3.00 / 3.00 |
Jennifer
McLaughlin Sustainability Intern Facilities and Services |
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:
Each spring the Students' Association hosts elections for student senators. Students are nominated then elected on by the campus student body. Each college is represented by an allotted number of senators. While senators must be full-time students, all students are welcome to attend Students' Association meeting, write resolutions (with the assistance of a senator), and voice their opinions. Part-time students are also allowed to run for the executive board. Students involved in other organizations may also sit on governance bodies (i.e.Student Union Advisory Committee, University Food Service Advisory Committee).
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:
As South Dakota State University is a faculty governance, all governance committees', including the Students' Association, role is to provide feedback, develop ideas, help establish plans, offer suggestions, and help distribute resources all of which may influence the decision-makers.
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:
Students' Association members participate in the university's joint administrative and faculty committees, which cover all topics mentioned above.
*Establishing organizational mission, vision, and/or goals: No specific examples were provided, but the role of the Students' Association is to provide feedback, develop ideas, help establish plans, offer suggestions, and help distribute resources all of which may influence the decision-makers.
*Establishing new policies, programs, or initiatives: Senators sitting on the Students' Association have the opportunity to write resolutions and ordinances. If passed, the resolutions and ordinances provide insight to higher governing bodies about how students feel on subjects and suggest actions they would like to see take place. Past resolutions have included increasing recycling bin presence, implementing a tuition freeze, and approving the Wellness Center budget.
*Strategic and long-term planning: In the 2014-2015 academic year, students had the opportunity to research and analyze areas for a general activity fee increase. Through the assistance of higher administration, a strategic plan was implemented which stated how much money would be allocated to which entities.
*Existing or prospective physical resources: No specific examples were provided, but the role of the Students' Association is to provide feedback, develop ideas, help establish plans, offer suggestions, and help distribute resources all of which may influence the decision-makers.
*Budgeting, staffing, and financial planning: Each year Students' Association approves the budget of the Student Union and Wellness Center.
*Communications processes and transparency practices: Students' Association acts as a bridge between students and higher administration. Thus, they ensure concerns/questions/ideas of students' are brought to the higher administration as well as concerns/questions/ideas of higher administration are brought to the students.
*Prioritization of programs and projects: In the general activity fee planning above, students had the opportunity, through a survey, to prioritize which projects they would like to see first. The students' opinions were taken into account as feasible.
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:
Each spring, all staff have the opportunity to nominate themselves or others to serve on the Civil Service Advisory Council or the Professional Staff Advisory Council. If needed, elections take place.
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:
As South Dakota State University is a faculty governance, all governance committees', including the Civil Service Advisory Council and the Professional Staff Advisory Council, role is to provide feedback, develop ideas, help establish plans, offer suggestions, and help distribute resources all of which may influence the decision-makers.
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:
*Establishing organizational mission, vision, and/or goals: The Professional Staff Advisory Council (PSAC) has established annual goals that shape the work of the council, drive the implementation of activities and programs, and give direction to the actions of the group.
*Establishing new policies, programs, or initiatives: In the fall of 2014, the PSAC established the Jackrabbit Staff Welcome program to assist in welcoming new staff members to SDSU, provide additional or supplementary training to new employees, and assist with the on boarding of new staff to the university community.
*Strategic and long-term planning: In an effort to guide the Professional Staff Advisory Council, the Council conducts a survey of all professional staff about every three years, following the Great Colleges Survey, to help in identification of need areas or areas of concern for the staff. In addition, it hears from appointed Committee representatives on an annual basis regarding various focus issues for these committees along with simultaneously providing insight into the happenings within the university.
*Existing or prospective physical resources: No specific examples were provided, but the roles of the Civil Service Advisory Council (CSAC) and PSAC are to provide feedback, develop ideas, help establish plans, offer suggestions, and help distribute resources all of which may influence the decision-makers.
*Budgeting, staffing and financial planning: The PSAC receives a small allocation of funds on an annual basis to carryout activities, mainly hosting educational and appreciation events for professional staff members throughout the year. Oversight of the fund is conducted by the Budget Specialist in the Provost’s Office, with input from the chair and vice chair of the committee.
*Communications processes and transparency practices: During the 2014-15 and 2015-16 academic years, the PSAC has worked to offer a more robust web presence on both the public SDSU site and InsideState, SDSU's internal website. The improved presence allows for greater transparency of council activities and actions, stronger communication to PSAC constituents, and a more visible presence of the work the council conducts on a yearly basis.
*Prioritization of programs and projects: The PSAC has used past survey results, including both the Great Colleges Survey and our own Professional Staff Survey, to continue to prioritize and implement programming based on the request of our constituents. Programming assists in building community amongst professional staff members, offers educational information about numerous university offices and departments, and provides training and on boarding to new employees. Examples include the annual PSAC meeting held each spring, education coffees sessions offered three times each year, and the Jackrabbit Staff Welcome program offered each fall for new employees.
The Civil Service Advisory Council (CSAC) sits on a majority of the committees listed above.
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:
All faculty have the opportunity to participate in faculty governance through the following means:
1) All have the opportunity to be a Faculty Senator. Each spring all faculty are informed of the upcoming Faculty Senate election and they may self-nominate or nominate another faculty member. This includes full, associate or assistant tenure track faculty, instructors, research faculty, and adjunct faculty.
2) Each College has at least one Faculty Senate representative. These senators are urged to communicate with their colleagues in their college. All faculty, regardless of rank, are urged to communicate any issues with their Faculty Senate representative.
3) All Faculty Senate meetings are open and all faculty are encouraged to participate in these meetings.
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:
As South Dakota State University is a faculty governance, all governance committees', including the Faculty Senate, role is to provide feedback, develop ideas, help establish plans, offer suggestions, and help distribute resources all of which may influence the decision-makers.
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:
No specific examples were provided, but the role of the Faculty Senate is to provide feedback, develop ideas, help establish plans, offer suggestions, and help distribute resources all of which may influence the decision-makers.
The website URL where information about the institution’s governance structure is available:
Data source(s) and notes about the submission:
Information covers 3 years of data.
Information covers 3 years of data.
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.