Please read question and be specific in answering the question
- What is the role of the faculty senate or council? Interview a member of such a group (or do other secondary research) relative to its role in academic governance. Provide another example of a No Confidence vote and research what happened and where the administrator landed.
- What are the two key pieces of information that every meeting should have? Write a narrative describing an effective meeting.
- Find an assessment plan for either an academic or administrative unit and include it. Evaluate each of its parts based on what is defined as necessary. Give it a rating from 1 to 10 (10 as highest) and qualify.
- Use the Nichols’ model for assessment and write a goal for a specific area within the university (can be academic or administrative). Create an assessment plan that Includes the results, an analysis of the results, and improvements. Put it in a table.
The Board of Trustees (or Governing Board)
In Topic four, you read information about the university organization chart. As you may recall, the Board of Trustees was at the top of the organization chart. That means that the Board has the ultimate responsibility for the working of the university. The Commission on Colleges of the Southern Association of Colleges and Schools has much to say about the Board:
SECTION 4: Governing Board The institution’s governing board holds in trust the fundamental autonomy and ultimate well-being of the institution. As the corporate body, the board ensures both the presence of viable leadership and strong financial resources to fulfill the institutional mission. Integral to strong governance is the absence of undue influence from external sources.
1. The institution has a governing board of at least five members that: (a) is the legal body with specific authority over the institution. (b) exercises fiduciary oversight of the institution. (c) ensures that both the presiding officer of the board and a majority of other voting members of the board are free of any contractual, employment, personal, or familial financial interest in the institution. (d) is not controlled by a minority of board members or by organizations or institutions separate from it. (e) is not presided over by the chief executive officer of the institution. (Governing board characteristics)
2. The governing board
a. ensures the regular review of the institution’s mission. (Mission review) b. ensures a clear and appropriate distinction between the policy-making function of the board and the responsibility of the administration and faculty to administer and implement policy. (Board/administrative distinction)
c. selects and regularly evaluates the institution’s chief executive officer. (CEO evaluation/selection)
d. defines and addresses potential conflict of interest for its members. (Conflict of interest)
e. has appropriate and fair processes for the dismissal of a board member. (Board dismissal)
f. protects the institution from undue influence by external persons or bodies. (External influence)
g. defines and regularly evaluates its responsibilities and expectations. (Board self-evaluation)
So the Board has three key responsibilities:
· hiring and evaluating the President,
· approving policies of the university, and
· ensuring the financial stability of the university.
Board membership varies from university to university. Each Board member may be asked to serve on a sub-committee of the Board in order to facilitate the work of the group. For example, who have various qualifications that should align with the University’s mission. The Board of Trustees typically uses a committee system to accomplish its work. MC uses the following Board committees:
1. Audit Committee
2. Business Affairs Committee
3. Academic Affairs Committee
4. Executive Committee
5. Personnel Committee
6. Development Committee
7. Christian Life/Student Affairs Committee
8. Law Committee
9. Building Committee
Auburn University uses a 16-member board. Visit Auburn’s website at .
Baylor University refers to its Board as a Board of Regents. Visit Baylor’s website at
Wesleyan University uses a 30-member board. Visit Wesleyan’s website at .
As you can see, Boards of Trustees come in all shapes and sizes.
In Mississippi, all private universities have their own boards. The Junior/Community Colleges have one board called the State Board for Community Colleges. Please visit its website at .
Mississippi’s senior colleges and universities have their own board called the Mississippi Board of Trustees of State Institutions of Higher Learning. Please visit their website at .
Board members are chosen for a myriad of reasons. Since board members are responsible for the fiscal health of the university, they are expected to have knowledge of financial statements. Typically, they represent successful people who have knowledge that is relevant to the organization or university they oversee. An effective board should have diverse backgrounds—experiences, professions, genders, ages, races
Running Better Meetings
What is Disliked the most about meetings:
This comes from a 3M survey completed by 3,400 respondents in 1999.
Meetings can be Painful!
Most professionals who meet on a regular basis admit to
Missing meetings—96 percent
Missing parts of meetings—95 percent
Bringing other work to meetings—73 percent
Dozing during meetings—39 percent
Why care about meetings?
Effectiveness: As much as 1/3 of the time spent in meetings is unproductive.
Successful meetings don’t just happen.
Rather, they occur by design.
Effectively run meetings enable managers to accomplish more in a shorter amount of time, with the added benefit of group involvement and buy-in. www.executivecoachingstudio.com/article20.htm
Money: U.S. Businesses spend more money on conducting meetings than any other country in the world.
Estimates of the cost for a meeting of eight managers range from $300 to $700 an hour.
Research shows that companies waste an average of __ percent of their payroll on bad meetings.
Is the world’s largest chip maker, also a leading manufacturer of computer, networking and communications products.
Is an example of an organization that takes its meetings very seriously.
Do you know the purpose of this meeting?
Do you have an agenda?
Do you know your role?
Walk into any conference room at any Intel factory or office anywhere in the world and you will see a poster on the wall with a series of simple questions about the meetings that take place there.
Write specific goals for the meeting.
Can the meeting be replaced by less expensive activities?
Estimate the value
of the results you want
to obtain for the
Start by writing clear, complete, specific goals for the meeting.
Avoid unstructured general discussions.
Two of the Seven Myths
Executives belong in meetings.
Top management is responsible for vision, strategy, plans, and communication.
Holding a large meeting is impressive.
Invite only those who can make meaningful contributions.
Myth #1: Although the demands of business cause executives to attend more meetings than other professionals, executives need to ruthlessly avoid meetings. Executives should spend most of their time thinking, learning, planning, and communicating.
Things to do Before the Meeting
Decide who should be there.
Send out a calendar notice well in advance.
Send out an agenda.
Send out minutes from the previous meeting.
Review expected topics with key members.
Get materials ready.
Two Goals of Every Meeting
Task goal: what task confronts them
Maintenance goal: feel better about themselves as a result of their interaction
Maintenance: introductions, name tags, environment
Things to Include on the Agenda
How to prepare for the meeting
Matters arising from previous minutes
Committee reports (should be circulated before the meeting if possible)
Type of action needed or expected for each item
Things to do At the Meeting
Limit the meeting length and frequency.
Start on time even if all members aren’t present.
Any meeting held for longer than an hour or more frequently than once a month should be scrutinized.
End on time even if you are not finished.
More things to do At the Meeting
Encourage participation. Decision making is often improved by involving the team.
Meetings should not be a reporting venue only.
Putting unreasonable time limits for each item does not encourage participation.
May want to consider using a consent agenda.
Consent agendas are intended to streamline the process of approval of regular, routine issues that come before the committee, based on the assumption they have been dealt with in an appropriate fashion. For more information, I can get you a sample policy. Setting Strategic Direction Fall 2003, p. 8
Reasons Why People Don’t Participate
Fear of retribution
Natural introversion of some people
Leader Can Overcome These By…
Placing “safe” subjects ahead of known controversial topics on the agenda and
Asking individuals for their thoughts.
More things to do At the Meeting
Maintain order and seek consensus.
Use an organized democratic process. Roberts’ Rules of Order
While unanimous agreement on decisions is an optimal outcome, total agreement cannot always be achieved. Consensus represents a collective opinion of the group, or the informal rule that all team members can live with at least 70% of what is agreed upon.
A motion is a formal recommendation put to a meeting for debate and consideration. The motion has to be supported by another person (seconded) before it it open for discussion.
What happens if a motion has no second?
If the motion passes, it becomes a resolution.
Taking a Vote
Verbal Vote—most frequently used
Show of Hands—used when there may be a close vote
A Ballot Vote—used when electing officers
In the event of a tied vote, the chair has the final or casting vote.
All shall be heard, but the majority shall decide.
More things to do At the Meeting
Conflict is a normal part of any team effort and can lead to creative discussion and superior outcomes!
Maintaining focus on issues and not personalities helps assure that conflict is productive rather than destructive.
The more you know about how to handle conflict, the better.
Tell them about how you have come to enjoy it even though at one time, you hated it and avoided it all costs. Talk a bit about being a woman.
Conflicts in Meetings
Conflict is NOT inherently bad. Conflict stems from differing viewpoints.
Unmanaged conflict can lead to violence and insubordination.
How to Handle Difficult Participants
Difficult participants probably do not feel they are being difficult, only that the group is ignoring their position.
Use “I” statements
Repeat the key points
Never get into a
If the person who is disagreeing with you is raising valid questions, it may benefit the group to address the issues they are presenting.
If the person continues past the point of disagreement to the point of disruptiveness, specific steps should be taken.
Interferences During a Meeting
Clicking a pen
Taking up too much time with your point
Meetings are an important management tool and are useful for idea exchange.
Meaningful Measures of Effectiveness
Since the mid-1980s, almost all states have enacted legislation requiring formal performance reporting systems for public higher education institutions. At this same time, accreditors began asking for proof positive of student learning outcomes. It was called “institutional effectiveness.” Read what the Commission on Colleges of the Southern Association of Colleges and Schools says about institutional effectiveness:
SECTION 7: Institutional Planning and Effectiveness
Effective institutions demonstrate a commitment to principles of continuous improvement, based on a systematic and documented process of assessing institutional performance with respect to mission in all aspects of the institution. An institutional planning and effectiveness process involves all programs, services, and constituencies; is linked to the decision-making process at all levels; and provides a sound basis for budgetary decisions and resource allocations.
1. The institution engages in ongoing, comprehensive, and integrated research-based planning and evaluation processes that (a) focus on institutional quality and effectiveness and (b) incorporate a systematic review of institutional goals and outcomes consistent with its mission. (Institutional Planning)
2. The institution identifies expected outcomes of its administrative support services and demonstrates the extent to which the outcomes are achieved. (Administrative effectiveness)
Many institutions began studying how to implement something now referred to as assessment. Assessment was to occur for each academic and administrative unit in the university.
During this same timeframe, Mississippi College adopted James O. Nichols’ model on university assessment. Nichols, then the Director of University Planning and Institutional Research at the University of Mississippi, is known for his work in university assessment practices. For more information on this, you may want to read James Nichols’ book entitled Assessment Case Studies: Common Issues in Implementation with Various Campus Approaches to Resolution expounding on ways to help implement the assessment model. The following are excerpts from Mississippi College assessment plans based on Nichols’ model:
ASSESSMENT YEAR: 2016-2017
DEGREE PROGRAM: B.S. in Biological Sciences
PARTICIPATION: Biology Department Undergraduate Faculty (Baldwin, Barlow, Bourassa, Broome, Carmicle, Graves, Haycraft, Hensley, Kazery, Norcross, Piletz, Reagan, Reiken, Stark, and Tullos)
UNIVERSITY MISSION: The Department of Biological Sciences values the integration of faith and learning through teaching contemporary biology from the perspective of faculty members who are Christian in belief and conduct. Additionally, the Department stimulates the intellectual development of its students through . . . sciences (biology) and concentrated study in . . . pre-professional . . . programs such as pre-medical, pre-dental, pre-physician’s assistant, pre-medical technology, pre-physical therapy, biology teaching, etc. which are all under the umbrella of the B.S. in Biological Sciences. Lastly, the Department’s B.S. degree program in Biological Sciences offers its students opportunities for service in ways such as working as a volunteer at the Clinton Community Nature Center and as judges in science fairs at area high schools.
STRATEGIC GOAL I: Academic Excellence
Mississippi College will pursue excellence by employing effective faculty, staff, and administrators; recruiting students who can benefit from the university experience; providing an enriched learning environment and innovative delivery methods; and promoting outstanding scholarship, service, and creative activities that advance knowledge.
STRATEGIC GOAL II: Undergraduate Curriculum
The undergraduate curriculum will prepare students for a lifetime of learning and instill basic skills, knowledge, and attitudes necessary for personal development and reasoned response to a changing world. These goals will be accomplished through study in a general education component of liberal arts and sciences balanced with concentrated study in specialized fields. This educational experience will provide students the opportunity to pursue academic studies and to prepare for meaningful careers as they serve God and others.
STRATEGIC GOAL IV: Faculty and Staff
Mississippi College will recruit, employ and retain highly qualified Christian faculty, staff, and administrators who demonstrate interest in serving the university and community. The university will seek Christian faculty who also provide effective teaching/learning and advising of students, who support and engage in scholarship and creative activities that advance knowledge, and who seek to continue their own professional development. The university, in addition, will seek staff and administrators who support these efforts. To this end, the university will provide compensation and benefits commensurate with regional universities and each individual’s level of accomplishment and will support professional development for all personnel.
UNIT MISSION STATEMENT: It is the mission of the Biology department to provide the best possible scientific education in preparation for professional school, graduate school and postgraduate careers. The Biology Department contributes specifically to the mission of Mississippi College through Strategic Goal I.
CONTENT MASTERY: Students graduating as biology majors will compare favorably in their knowledge of biology subject matter as compared with students graduating from other colleges and universities in the United States.
STUDENT SATISFACTION: Students majoring in biology will be satisfied with their academic experience, which includes academic advising, and quality of instruction received from faculty members in the department.
PLACEMENT: Students completing the pre-medical/pre-dental and research tracts will be successful in gaining admission to medical school, dental school or graduate school, respectively. Students completing the general biology track will be successful in gaining admission to appropriate postgraduate programs or find employment related to biology. Students preparing to teach biology will be successful in attaining state certification to teach.
RESEARCH: Students will have adequate opportunity to engage in research opportunities.
GOAL I: Students graduating as biology majors will compare favorably in their knowledge of biology subject matter with students graduating from other colleges and universities in the United States.
OBJECTIVES WITH INTENDED OUTCOMES/ ASSESSMENT MEANS/MEASURES/STRATEGIES:
(MID-YEAR AND END-OF-YEAR PROGRESS):
STRATEGIC PLANNING AND BUDGETARY IMPLICATIONS:
The Area Concentration Achievement Test (ACAT) in Biology consisting of questions from the subjects of cell biology, cell physiology, genetics, and ecology will be administered to all biology majors during the spring semester following completion of the core biology courses: Biology I (BIO 111), Biology II (BIO 112), Cell Biology (BIO 305) and Genetics (BIO 306). Students not completing the exam as described above will be tested during the semester in which they register for Biology Capstone (BIO 433). A student’s national percentile score will be included in the assessment during the year the student graduates. The criterion for favorable comparison to other colleges and universities will be a mean score of 50th percentile relative to national scores.
The ACAT was administered to biology majors completing the core biology courses and during the fall 2016 and spring 2017 Capstone Courses (BIO 433). ACAT scores are reported for the undergraduate biology majors awarded degrees during the August 2016, December 2016 and May 2017.
During 2016-2017, 50 students received a BS in Biology from MC.
Criterion met: The mean ACAT score for 2016-2017 Biology B.S. graduates was 68th percentile.
Actions in 2016-2017 based on 2015-2016 assessment:
We administered our new reduced format ACAT exam for its third year (the new exam eliminated the topic of animal physiology because we do not teach this topic as part of the Biology Core).
We observed mean scores consistent with the first two years of the new exam format. Long-term data comparisons should not be made between the two exam formats.
One new faculty member, Dr. Courtney Haycraft, was hired to teach in the Biology Core courses that help prepare students for the ACAT. Staffing continuity is necessary to help provide a strong foundation for our students.
An additional faculty member is needed to accommodate growing enrollment in the major and effectively meet the needs of our students for solid foundation at the freshman and sophomore levels.
Budget needs for 2018-2019:
Additional faculty members are needed to ensure a low student to faculty ratio for teaching in the Biology core. Further equipment upgrades and modernization of the core BIO 111 and 112 laboratories (Hederman Science 107 and 110) are needed.
The report you see above represents how the undergraduate biology faculty close the loop on the assessment of the content to be articulated through the academic program. This involves
· writing a broad goal,
· determining what measurements will be used to determine if the goal was met,
· reporting the results of the measurement, and then
· discovering how to improve on the outcomes based on those results, and
· indicating if resources will need to be allocated to accomplish the goal.
Every unit, both academic and administrative, has an assessment report similar to this one. This is how we will know that the institution is effective. Note also that the assessment plan of this unit is aligned with the university mission and its strategic goals (as discussed in Topic 2).
It is vital to define measurable ways to determine effectiveness. The measurement is best when it has an external evaluation and is not just an internal evaluation. For example, if grades are used, grades are internal and have no external validation. Therefore, they may not be an effective indication of institutional effectiveness. This plan indicates an external evaluation with an .
It should be noted that this is one of the many ways this department measures its effectiveness. The former was an academic example. The following is an example from the administrative side—the Office of Student Development.
ASSESSMENT YEAR: 2016-2017
SUBMITTED BY: OFFICE OF STUDENT DEVELOPMENT
PARTICIPATION: Jonathan Nutt, Director of Student Development
UNIVERSITY MISSION: Furthermore, the university environment promotes the spiritual, social, emotional, and physical development of its students and encourages them to utilize their skills, talents and abilities as they pursue meaningful careers, life-long learning and service to God and others.
STRATEGIC GOAL: Strategic Goal V. Student Development and Services
Mississippi College will seek to prepare its students for a variety of careers and service to God and others. The university will offer students personal, career and academic counseling in a Christian manner; lectures and programs that are enriching and uplifting; student organizations; and opportunities for university and community service.
VIII. Christian Setting
Mississippi college will manifest Christian principles through its policies toward students, faculty, staff and administrators; promote a campus atmosphere of helpfulness and caring; and encourage Christian relationships among students, faculty, staff and administrators.
UNIT MISSION STATEMENT: In step with the Mission of Mississippi College, the Office of Student Development seeks to assist students in their academic, spiritual, and social development. This is achieved by advising conduct board members in carrying out the student conduct process; advising student organizations; overseeing the Intramural program; and advising non-social student organizations. As a part of the Department of Student Life, the Office of Student Development works closely with the Office of Student Activities, the Office of Residence Life, and Career Services.
1. Goal I: Students will express confidence and satisfaction with the student conduct process and sanctioning.
2. Goal II: Students matriculating the conduct process will not repeat violations of the student code.
3. Goal III: Students participating in the club and tribe pledge process will express satisfaction and confidence in the pledging process.
4. Goal IV: Student leaders within clubs and tribes will be given opportunities for growth and development through training events, workshops and other events
Goal I: Students will express confidence and satisfaction with the student conduct process and sanctioning.
OBJECTIVES WITH INTENDED OUTCOMES/
ASSESSMENT MEANS/MEASURABLE STRATEGIES:
(ACTION) PLAN/CHANGES MADE:
STRATEGIC PLANNING AND BUDGETARY IMPLICATIONS
At least 85% of students navigating the conduct process will feel like they were treated fairly throughout the process.
At least 75% of the students navigating the student conduct process will recognize there are consequences for violating the Code of Conduct.
At least 75% of the students navigating the student conduct process will indicate the process helped them take responsibility for their actions.
Only 44% of students navigating the conduct process felt like they were treated fairly, while 22.2% were neutral on the topic.
100% of students surveyed that navigated the student conduct process recognized that there are consequences for violating the Code of Conduct.
55% of students surveyed that navigated the student conduct process responded that navigating the process increased their ability to take responsibility for their actions, while 33.3% responded they were neutral on the issue.
Due to a low response rate for this survey, the data may be skewed. Having different conduct officers handling cases may also be a reason that some students felt like they were not treated fairly. With many cases going back to the Director of Student Development during the 2017-2018 school year, this statistic could come out better in the future.
Not much improvement could be made with this statistic, considering 100% of student surveyed felt like there were consequences for their actions, but the low response rate may have skewed this data.
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