| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 56.76 |
| Liaison | Liz Davey |
| Submission Date | Oct. 13, 2015 |
| Executive Letter | Download |
Tulane University
PA-3: Governance
| Status | Score | Responsible Party |
|---|---|---|
|
3.00 / 3.00 |
Liz
Davey Director 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:
Undergraduate students are represented through USG (Undergraduate Student Government) and ASB (Associated Student Body). Graduate and professional students are represented through ASB and GAPSA (Graduate and Professional Student Organization).
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:
The Presidents of USG, ASB and GAPSA serve as voting members of the University Senate. Student representatives are included in some of the Senate subcommittees. They are invited guests to Board of Tulane meetings. Student representatives are included on the Academic Affairs and Student Affairs subcommittees.
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:
It is the university’s practice to routinely include student representatives on task forces, searches, planning committees, and the like. Recent examples would include student representation on the Task Force on the Undergraduate Experience, convened in the 2014-2015 academic year, and which made recommendations regarding strategic and long term planning, physical resources, new programs and prioritization of same. The Yulman Stadium Game Day Committee, convened in 2013, continues to have ongoing student representation and encompasses policies, use of existing physical resources, planning and communications. Student representation was included in the Presidential Search Process in 2013-2014; new leadership arguably has significant impact on strategic initiatives and goals.
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:
The Staff’s representative body is the Staff Advisory Council. The Staff Advisory Council (SAC) is comprised of staff members elected by their peers and includes representation from all of Tulane’s campuses. All staff are eligible for nomination and participation, regardless of title or supervisory responsibility.
SAC representatives serve on the University Senate as well as subcommittees thereof. SAC representatives also are invited guests to Board of Tulane meetings.
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:
See above.
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 | No |
| 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:
As with students, Staff play an important role lending expertise and input to task forces, searches, planning groups, search committees and the like. A staff representative was included on the 2013-2014 Presidential Search Committee, as well as numerous other administrative searches over the past ten 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 may either run directly or vote for representatives on the University Senate. There are designated Senate representatives to the Board of Tulane. Additionally, Senators may be appointed as members to Board of Tulane committees.
Faculty, in addition to the avenues noted above, may participate in their individual school or college faculty governing 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:
Faculty Senators are invited to participate on Board of Tulane committees, as well as to attend Board of Tulane meetings. Senators are elected by peers, and then are recommended for Senate committee leadership. Senate Committee leadership informs appointment to Board of Tulane committees. The two Board of Tulane representatives are elected by the Senate.
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:
The university undertook a Strategic Planning process from 2011-2013; each school contributed a strategic plan which was drafted by faculty. Additionally, two faculty representatives served on the 2013-2014 Presidential Search Committee. There is a Senate Committee of Physical Facilities, and the Chair of that committee serves as a member of the Board Committee on Physical Facilities. The Senate Budget Committee actively participates in the annual budget review and planning. In the past year, faculty has led two efforts focused on new initiatives and the prioritization of efforts through the Task Force on the Undergraduate Experience and the Task Force on Academic Collaborations. Faculty are also well-represented on the Budget Redesign Steering Committee and the Operational Review Steering Committee.
The website URL where information about the institution’s governance structure is available:
Data source(s) and notes about the submission:
See also the websites Tulane.edu/sac and Tulane.edu/administration/board
See also the websites Tulane.edu/sac and Tulane.edu/administration/board
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.