| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 67.20 |
| Liaison | Anne Duncan |
| Submission Date | Jan. 29, 2015 |
| Executive Letter | Download |
Wartburg College
PA-3: Governance
| Status | Score | Responsible Party |
|---|---|---|
|
3.00 / 3.00 |
Anne
Duncan Environmental Sustainability Coordinator 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:
All students are represented through Student Senate. This is the method of student participation in governance.
The mission of the Wartburg College Student Senate is to make a positive difference at Wartburg College by acting as a voice for the student body; fostering communication between students, faculty, staff and administration; developing legislation relevant to the needs of our constituency; and representing our institution through leadership and service to the community.
Senate operates under the power of recommendation, which means that on nearly every issue, Senate is making a well-researched, heavily debated suggestion. However, because of the hard work of student senators and a continued strong relationship with administrators and faculty, Senate resolutions can be influential in the college governance process.
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 | 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:
During the writing of the strategic plan, as well as development of the campus master plan, students were formally asked to participate through on-site meetings, and surveys. These plans are the backbone of the organizational mission, vision, goals, and initiatives. It also lays out the strategic and long term planning, and prioritization of budget allocations.
There is a member of the Student Senate, serving as a student representative on the President's Budget Advisory Committee (PBAC). The PBAC sets the recommendations to the President and Board for the financial planning, and allocation prioritization.
Student Senate also provides funding for campus initiatives, and student organizations. Senate members were also involved in the development of the Student Development Plan.
During 2014-15 it is a main initiative for student senate to improve their communication with constituents, and always their focus to facilitate clear communication between students and administration.
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:
Staff are represented in the Personnel Advisory Committee (PAC). The PAC was established to facilitate communication and review and recommend policies and benefits for all support and administrative staff members.
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:
During the writing of the strategic plan, as well as development of the campus master plan, staff were formally asked to participate through on-site meetings, and surveys. These plans are the backbone of the organizational mission, vision, goals, and initiatives. It also lays out the strategic and long term planning, and prioritization of budget allocations.
There is staff representation on the President's Budget Advisory Committee (PBAC). The PBAC sets the recommendations to the President and Board for the financial planning, and allocation prioritization.
Staff also participates in many campus committees, including, but not limited to, Mission Effectiveness Committee, Admissions & Scholarship, and Institutional Review Board. Community involvement is in our culture, and we value consideration of beliefs of our community in decision making.
During a recent campus pulse survey, communication was an issue risen by our community. As a result, it is a priority of all committees on campus to improve their communication and transparency.
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 has a shared governance with administration in regards to academic issues. The Faculty Handbook states "While recommendations from the faculty are advisory in nature and not binding upon the administration, in appreciation of the principles of participatory governance and in the interest of the general well-being of the College, the faculty assumes that the Board and President will accept faculty recommendations in matters where the faculty has primary responsibility."
Faculty Council is the primary means Faculty participate in Governance. The Faculty Council coordinates the flow of information between standing committees and the faculty, and functions as the strategic planning body for Academic Affairs. As such, the Council advises the Dean of the Faculty regarding administrative decisions affecting the academic programs of the College.
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:
As mentioned above, the entire campus was formally asked to participate through on-site meetings, and surveys during the writing of the strategic plan and development of the campus master plan. These plans are the backbone of the organizational mission, vision, goals, and initiatives. It also lays out the strategic and long term planning, and prioritization of budget allocations. Although this process was more than three years ago, they are still our guiding documents, and influence the decisions being made today.
In relation to establishment of new programs, prioritization of programs, and physical resources, faculty is the leading force in the academic area. Faculty are usually the generators of new academic programs. The Faculty Council sets the priorities if there is a conflict of available resources between academic programs. They also recommend priorities for academic related physical resources.
As with other committees, the Faculty Council is working to improve communication. There also members of the faculty on the PBAC, previously mentions.
The website URL where information about the institution’s governance structure is available:
Data source(s) and notes about the submission:
For the purposes of "non-supervisory" employees we considered all employees who are not members of the Cabinet or classified as Department Heads.
The following people were consulted for the answering of these questions:
Students: Teri Meier, Student Body President
Faculty: David McCullough, Biology Faculty and member of Faculty Council
Staff and Overall: Cindy Carlson and Janeen Stewart of the President's office
For the purposes of "non-supervisory" employees we considered all employees who are not members of the Cabinet or classified as Department Heads.
The following people were consulted for the answering of these questions:
Students: Teri Meier, Student Body President
Faculty: David McCullough, Biology Faculty and member of Faculty Council
Staff and Overall: Cindy Carlson and Janeen Stewart of the President's office
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.