Preamble
The principle of shared governance is an honored tradition and an expectation of accreditation1 in higher education, wherein governance of an institution results from collaboration and interdependence between and among the Board of Trustees, President, administration, faculty and, as appropriate, other interested constituents. Shared governance is an effective way to coalesce the community around the common goal of fulfilling the mission of the institution. It acknowledges competence in discipline and draws on the expertise of all. It is in the best interest of Life University for the Board of Trustees, President, administration, and faculty to work collegially and to speak with a unified voice to agencies and publics whenever possible.
Principles
To promote a culture of shared governance, the Life University community embraces the following principles:
1. The Board of Trustees, President, administration, and faculty acknowledge the importance of and are committed to fostering shared governance.
a. A hallmark of shared governance being the early and consistent involvement of faculty, the University fosters shared governance by involving faculty at early stages of discussions, maintaining reasonable workloads that allow faculty participation in governance, supporting faculty development of governance skills, and rewarding participation in governance work.
b. The faculty participates in shared governance as an essential faculty responsibility and avails itself of opportunities to develop expertise in governance.
2. A spirit of collaboration among the Board of Trustees, President, administration, and faculty is vital to healthy governance.
a. Relationships among the Board of Trustees, President, administration, and faculty are cooperative and marked by collegiality and mutual respect.
b. Deliberations and communication between and among the Board of Trustees, President, administration, and faculty are carried out in good faith by all parties.
c. In the context of internal communication among university constituencies, the Board of Trustees, President, administration, and faculty can express dissenting views on governance without reprisal. These views should be expressed in appropriate environments and using agreed-upon processes. The Board of Trustees, President, administration, and faculty have timely access to relevant information that is necessary to make informed decisions or recommendations on University matters. All parties will understand that some information is confidential by Life University policy and therefore not available.
d. Given reasonable time, all parties (Board of Trustees, President, administration, and faculty) respond expeditiously to requests for recommendations and action on University matters.
3. The Board of Trustees, President, administration, and faculty look to national, regional, and local accreditation, statutory and regulatory standards for their respective roles in the governance of the University.
4. The Board of Trustees, President, administration, and faculty recognize that the active, informed participation of faculty and administrators in governance is necessary and important, at levels appropriate to their special knowledge and expertise, and understand that the final authority and responsibility for the University rests with the Board of Trustees and the President, as directed by the Board of Trustees.
5. The Board of Trustees, President, and administration consider, assess and evaluate, respectfully and in good faith, faculty recommendations in those areas in which the faculty has initial responsibilities, including:
a. curriculum, subject matter, pedagogy, and research,
b. appointment of regular faculty members: hiring, peer review, retention, grievance, within the context of the roles of faculty committees as described in the Faculty Handbook.
c. status of regular faculty: evaluations, promotion, and multi-year appointments
d. aspects of student life that relate to academics.
6. Administrators above the level of division chair/supervisors, who have the ability to overturn, override, or veto recommendations of the faculty, do not have a vote on faculty committees on which they serve.
7. The faculty has a defined role in developing and using the University budget, which includes:
a. having initial responsibility for defining department/division budget with priorities and making recommendations to the immediate supervisor
b. effectively using funds allocated to the division/department pursuant to University policies
c. having direct input in setting budget priorities for their respective colleges
d. being consulted and informed of budget priorities for the University at large.
8. The campus community fosters participation and leadership by a diverse population
9. The University develops, adopts, and publishes policies on the responsibility and authority of all constituencies in academic and shared governance matters.
Communication and Representation
Open communication and proper representation are crucial to effective shared governance. Therefore, all constituencies of Life University embrace the following principles:
1. The University develops, adopts and publishes policies to create and maintain the appropriate channels:
a. for regular and accurate communication of faculty views and concerns to the Board of Trustees, President, and administration,
b. for regular and accurate communication of the views of the Board of Trustees, President, and administration to the faculty.
2. Faculty members are often invited by administrators to serve on ad hoc committees, task forces, working groups, and similar recommending bodies. When faculty members are selected as representatives of the faculty as a whole or a subset of faculty members such as within a college, it is desirable for administrators to consult with the Faculty Senate about appointees. When faculty members are selected for their expertise or effectiveness in an area, it is desirable for administrators to consult with the faculty members’ supervisors and/or deans.
3. Faculty members who are selected to represent the faculty to any entity have the authority and responsibility to speak for the faculty as a whole to that entity rather than expressing their individual opinions.
4. As an authorized representative to any entity, a member of the Board of Trustees, the President, an administrator or a member of the faculty, is responsible for:
a. taking adequate time to determine the views of his/her constituents before voting or making recommendations on important issues,
b. keeping his/her constituents informed of the issues being discussed,
c. understanding the discussions and recommendations of all parties and representing accurately and completely those discussions and recommendations to his/her constituents,
d. respecting confidentiality when clearly and properly established, and
e. accurately identifying his/her personal views as distinct from those of his/her constituents or those of the University.
5. The Board of Trustees, President, and administration use established mechanisms to ensure a faculty voice in matters of:
a. addition/elimination/revision of educational programs
b. establishment of educational relationships with outside entities
c. enrollment management
d. institutional planning
e. student life
f. other shared concerns
Often decisions that are made by one group (faculty or administrators) substantively affect other constituencies. As appropriate and practical, affected constituencies will be consulted before final decisions are made.
Roles in Shared Governance
Teaching, Advising and Mentoring
1. Faculty members, both individually and collectively, have primary responsibility for developing and delivering appropriate courses. Faculty supervisors and deans are responsible for input and approval.
2. Faculty members have primary responsibility for establishing learning outcomes, including the Eight Core Proficiencies, for courses. Supervisors and deans are responsible for input and approval.
3. Faculty members have primary responsibility for developing and assessing the effectiveness of courses, in achieving stated learning outcomes, and for improving the effectiveness of achieving those learning outcomes. Faculty supervisors and deans are responsible for input and approval.
4. Faculty members have a responsibility in academic advising and/or professional mentoring of students as assigned.
5. Faculty members play a leadership role in promoting student professional development in areas such as academic integrity and growth as a young professional.
Service
1. The faculty has primary responsibility, with input from the entire Life community, for defining appropriate faculty service, taking into account the variety of mechanisms by which faculty members may contribute to the University community.
2. Faculty members, supervisors, Deans, and the chief academic officer collaboratively set expectations for service.
3. Faculty supervisors have primary responsibility for assessing the service work of individual faculty members with approval by the deans and chief academic officer. Deans have primary responsibility for assessing the service work of departments and colleges, and the chief academic officer for assessing that of the faculty as a whole.
Research and scholarship
1. Faculty members of a program are the experts in their disciplines. As such, they are responsible for proposing a definition of scholarship including expected characteristics and standards of acceptable scholarship and acceptable methods of peer review of scholarship in their program. Faculty supervisors and deans are responsible for input and approval. The chief academic officer, in consultation with the deans, has final approval authority, insuring equity and high standards throughout the University.
2. Faculty members, faculty supervisors, deans, and the chief academic officer have shared responsibility for setting research expectations and agendas for individual faculty members, departments/programs, colleges, and the University.
3. Faculty peers, both internal and external, have primary responsibility for assessing the scholarship of individual faculty members. Faculty supervisors and deans are responsible for input and approval.
4. Faculty supervisors and deans have primary responsibility for assessing the scholarship of departments and colleges while the chief academic officer has primary responsibility for assessing the scholarship of the University.
Faculty professional development
1. The faculty has responsibility for defining the overall purpose of faculty professional development plans (PDPs) with input from faculty supervisors. The deans and chief academic officer review and approve.
2. Faculty supervisors, in consultation with each faculty member, have primary responsibility for setting PDP goals and objectives. Deans review them for appropriateness and equity across the college and approve the plans. The chief academic officer reviews them for equity across the University and for consistency with the Vision and Mission and approves the plans.
3. The faculty and faculty supervisors share primary responsibility for coupling the PDPs to reappointment and promotion decisions.
4. The faculty and faculty supervisors share primary responsibility for assessing and improving the effectiveness of the PDP system with the deans and chief academic officer establishing the process and setting timelines.
Enrollment Management
1. Faculty members have primary responsibility for recommending academic standards, including standards for admission, for academic progress, and for graduation. Faculty supervisors, deans, and the chief academic officer provide input and approval.
2. The faculty has responsibility for working with the admissions staff to develop an understanding of their programs and how they are distinctive, and to interest potential students in those programs.
3. The faculty plays a leadership role in establishing and maintaining a campus climate that is conducive to student satisfaction, though this must be a collaborative effort from the entire community, including the alumni.
4. While the administration and the Alumni Office have primary responsibility for establishing and maintaining positive alumni relations, faculty members play an important role.
Planning
1. Faculty members are important members of the University in exploring and developing potential new academic programs. While their primary responsibility is for the development of curricula and courses for suggested programs, they can and should give valuable advice on other aspects of program development.
2. Faculty members and faculty supervisors share primary responsibility for developing and executing the mission and vision, strategic plan, and assessment plan for their department/division. Students, staff and administrators give input. Deans and the chief academic officer give input and approve.
3. Faculty members give strong input into the development of the vision and mission, strategic plan, and assessment plan for their respective colleges, although the dean has primary responsibility. The chief academic officer and President review and approve.
4. The President has primary responsibility for developing the mission and vision, strategic plan, and assessment plan for the University, with input from all constituents, including the faculty.
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