Dr. R. Barbara
Gitenstein, President, The College of New Jersey, recipient of the AAUP
Ralph S. Brown Award for Shared Governance.
Traits of Effective Senates.
By
Joseph Flynn. AAHE/National Network of Faculty Senates. A checklist of
traits.
top
CUNY MATERIALS
Policy 2.8
GOVERNANCE of the UNIVERSITY
Approved by
CUNY BOT Meeting February 9,1971
ARTICLE II BOARD OF TRUSTEES
Policy 2.08 Governance of the University :
The Board of Trustees will view with favor as a substitute for those
sections of Article VIII (Organization and Duties of the Faculty) and
Article IX (Organization and Duties of Faculty Departments) and other
related sections of the Bylaws, which relate to the internal governance
of the colleges and membership on any and all college committees, a new
set of Bylaws for any unit of The City University of New York that
wishes to create and propose a new governance structure, provided that
the proposed system of governance is (BTM,1969,05-05,000,_D):
a) Drafted by a joint student-faculty-administration group
b) Approved by referendum by no less than seventy-five percent of those
members of the student body who vote in such referendum
c) Approved by referendum by no less than seventy-five percent of those
individuals who are full-time members of the instructional staff who
vote in such referendum
d) Referred to the Board of Trustees by the President
2 The University
The size and complexity of the university make it imperative that the
focus of decision-making be moved closer to the colleges. At the same
time, it must be possible for all sectors of the University community to
participate in decisions appropriately reached at the University level,
and for the Board of Trustees to exercise its overall responsibility
while encouraging variations in local governance.
(BTM,1971,02-09,001,__)
There are, in fact, two kinds of representation at the University level:
first, the representation of constituent interests now appropriately
handled through the University Student Senate and the University Faculty
Senate; second, the representation of individual colleges and the
policies and practices that they have adopted through their own
procedures of governance under established University regulations. These
two patterns of representation do not lend themselves easily to combined
representation on a basis of numerical equality. Moreover, the adequate
representation of college needs and views at the University level can be
achieved only through an organization in which each college is
represented. (BTM,1971,02-09,001,__)
For this reason, some organization made up of the principal officers of
the colleges, the presidents, appears indispensable. The Administrative
Council, as it is now constituted and organized, has proven to be
unwieldy. It is recommended that the Administrative Council be replaced
by a Council of Presidents, consisting of college presidents, with the
Chancellor as chairman and the Executive Vice Chancellor as an
ex-officio member. Other members of the central staff should be
available during the regular meetings of the Council as their knowledge,
expertise, and advice are needed. (BTM,1971,02-09,001,__)
To facilitate the development of joint positions on matters of
University policy, the Council of Presidents should elect an executive
committee to meet periodically with the executive committees of the
University Faculty Senate and the University Student Senate on matters
of mutual concern. The joint executive committees would be empowered to
establish joint functional committees if and when appropriate.
(BTM,1971,02-09,001,__)
In an effort to ensure that present policies and practices related to
educational and management matters within the colleges and the
University are satisfactorily meeting the needs of the University
community, and to involve the entire community in periodic evaluations
of such matters, the Chancellor is directed to provide for a performance
audit of each college and of the central administration. Such audit is
to be performed every five years by a panel chosen by the Board of
Trustees from outside the University. The panel shall be directed to
review all aspects of the colleges' operation and to consult with
students, faculty and administrators of the college under review. The
report of the audit shall be widely distributed to all members of the
college community and the Board of Trustees and reviewed by the Council
of Presidents, which shall make recommendations to the Board of Trustees
on the basis of its review. (BTM,1971,02-09,001,__)
3 The Colleges
The statements that follow are designed to guide the colleges in the
development of new governance structures, which when properly approved,
will replace the structure specified by the Bylaws of the Board of
Trustees. (BTM,1971,02-09,001,__)
The focus of major decision-making within the University is properly at
the college level. Such decisions should not be interfered with by the
University administration except where a college decision may affect
another college or the University as a whole. Such decisions should not
be altered by the Board of Trustees except where, by virtue of its
responsibility to the University community and the general community,
action is deemed necessary to protect the legitimate interest of groups
or individuals within the college community. (BTM,1971,02-09,001,__)
To ensure the integrity of college-level decision-making, new processes
for communication and decision-making, which permit each group of
participants to feel that it can influence that institution as a matter
of right and responsibility, must be established. Each college should be
free to create its own governance structure to enable it to create a
climate in which rationality can be focused upon the issues that its
members consider to be of the greatest academic importance.
(BTM,1971,02-09,001,__)
The college community is composed of three basic elements
(BTM,1971,02-09,001,__):
a) Students: the primary reasons for the college's existence
b) The Faculty: the primary means of the development, preservation and
transmission of knowledge;
c) The Administration: which, in addition to providing managerial and
technical services, exists to provide leadership to the students,
faculty, and the college community as a unit
In addition to these three groups, there exist others that influence and
are influenced by the institution and should be provided with a means of
participation in the process of decision-making. These include the
members of the general public of the City, the alumni of the college,
and the members of the clerical, custodial and professional
administrative staffs. College governance structures should include
formal means of communication with these groups and provide for
participation in the making of decision that can reasonably be said to
affect their interests. (BTM,1971,02-09,001,__)
3.1 The President
In the context of this section, the term president includes the members
of the college administration who are directly responsible to, and are
appointed by, him or her. The selection of a President to serve an
individual college must be made by the Board of Trustees as an exercise
of its responsibility for the operation of the University. However,
representatives of the college community will serve on the Board of
Trustees' search committee and an appointment will ordinarily be made by
the Board of Trustees only upon the recommendation of the search
committee and the Chancellor. (BTM,1971,02-09,001,__)
The primary responsibility of the President is the conserving and
enhancing of the educational program of the college under his or her
jurisdiction and the providing of leadership to the college community
for the purpose of achieving these ends. To carry out these
responsibilities as the executive officer of the college, the President
has the final responsibility and authority for decisions in the
following areas (BTM,1971,02-09,001,__):
a) The quality of the faculty and academic leadership
b) Preparation of the college budget and allocation of monies within the
college
c) Preparation and implementation of the College Master Plan
d) General management of the clerical, custodial and professional
administrative staffs
e) The maintenance of order and the disciplining of members of the
college community whose conduct threatens that order
f) The general administration of the college in such a way as to meet
the needs of the students and faculty and resolve disputes that may
arise within the college community.
While the President must hold the final responsibility and authority in
these areas, the exercise of this authority should be governed by the
following principles(BTM,1971,02-09,001,__):
a) The final responsibility for development of the faculty must lie with
the chief academic officer, the President. To this end, the President
has the responsibility for passing on all faculty personnel actions and,
in the case of the granting of tenure, the President should rely on the
judgment of experts in the various disciplines to aid him or her in
making a final decision. In cases of controversial, early, or other
special tenure decisions, consultation with faculty members or other
qualified persons within or outside the University may be appropriate.
Such consultation should be undertaken together with, or in agreement
with, an appropriate elected faculty body—departmental, divisional, or
college-wide—within the college or University. (BTM,1971,02-09,001,__)
b) Budgetary and planning matters affect all aspects of the college
community and, therefore, decisions in this area should be arrived at
only after all members of the community have had a formal opportunity to
make their views known. (BTM,1971,02-09,001,__)
c) Matters of discipline must be handled in such a way as to provide for
the protection of all individuals' rights to due process. The procedure
must also protect the rights of the community and preserve the integrity
of the college. For these procedures to be effective, the members of the
community must share a commitment to the principle of institutional
self-governance. (BTM,1971,02-09,001,__)
d) The general administration of the college exists to serve the needs
of the faculty and students and as an extension of the President's
leadership role. Administrators are appointed by the president,
responsible to him or her, and—together with the President, as members
of the college community—should be included in all college
decision-making bodies since they will be responsible for implementing
such decisions. (BTM,1971,02-09,001,__)
3.2 The Faculty
Subject to the Board of Trustees, the faculty is primarily responsible
for academic matters, including the criteria for admission and retention
of students, promulgation of rules concerning attendance, the awarding
of credit and degrees, the quality of teaching, research and the
guidance of students, and the general quality and advancement of the
academic program of the college. The responsibility for the academic
program extends to the personnel responsible for that program and,
therefore, includes the selection, retention, promotion and quality of
the faculty. (BTM,1971,02-09,001,__)
Matters having to do with the academic program, including student
disciplining as a result of academic infractions, are the primary
responsibility of the faculty. This responsibility carries with it not
only the right to have controlling influence in this area, but also the
duty to contribute the time and effort necessary to satisfy this
responsibility. Since the academic program owes its existence primarily
to the student body it serves, the students should have a participating
role in the academic decision-making process. Likewise, the
administrators who are to be charged with carrying out the decisions
should participate in the formulation of policy. All students and
faculty are members of the college community and provision should be
made for the representation in the decision-making process of all
classes of students, full-time, part-time, matriculated,
non-matriculated and students enrolled in special programs; and all
classes of faculty—full-time, part-time, tenured, non-tenured, adjunct,
visiting . (BTM,1971,02-09,001,__)
Each department should be encouraged to develop a long-range plan with
regard to tenure policy. By having available information that clearly
sets forth the consequences of the granting of tenure to members of the
faculty in varying percentages, the department can be aided in setting
guidelines for future tenure appointments. The criteria for all
appointments, however, must remain those of academic excellence, ability
and merit, with consideration to fixed quotas or percentages, but with
consideration of long-term effects on the growth, flexibility and
excellence of the department and the institution.
(BTM,1971,02-09,001,__)
While continuity is a valuable feature in a decision-making process,
methods must be provided to permit the presentation of new ideas, and
the promotion of experimentation designed to promote change. To this
end, the academic decision-making process should provide for
participatory input on the part of new and younger faculty members, and
should provide means for the periodic change of leadership within the
decision-making structure. (BTM,1971,02-09,001,__)
The faculty has always had, and shall continue to have, the primary
responsibility for the recruitment, promotion and retention of the
faculty. The faculty has a special interest and responsibility to itself
and for the good of the entire college community to ensure that the
quality of its membership is maintained at a high level and that it
continues to be responsive to the needs and aspirations of the student
body. To ensure fairness and impartiality in personnel matters, those
bodies at the departmental, divisional, and college levels, that are
charged with the responsibility of exercising the faculty's role in
personnel matters should draw their membership from the faculty by
election. One of the major functions of the undergraduate faculty member
is classroom instruction and the consumers of that service, the
students, are specially qualified to contribute to an evaluation of the
quality of classroom instruction. The faculty, therefore, has the
responsibility to tap this resource and provide for a participatory role
for students in personnel decisions that are based in whole or in part
on teaching effectiveness and the general student-teacher relationship.
This may, but need not, include student membership on personnel and
budget committees. (BTM,1971,02-09,001,__)
Impartiality without the leadership necessary to provide the means to
encourage academic excellence can produce nothing more than mediocrity.
In restructuring college governance the following policy with respect to
academic management should be followed. (BTM,1971,02-09,001,__)
In the senior colleges each college should appoint an Academic Dean or
Dean of Faculty who shall be granted the responsibility and authority,
subject to the President, to function as the college's or school's chief
academic officer charged with the presentation and development of the
unit's academic excellence including, but not limited to, the
recruitment of, appointment of, promotion of, and granting of tenure to,
the instructional staff. The importance to the faculty and the college
of this position makes it imperative that the individual occupying the
position of Academic Dean or Dean of Faculty be acceptable to both the
President and the faculty. Such appointments should be made by the
President only with the advice of and consultation with the faculty or
an elected representative faculty body through the establishment of an
appropriate search committee procedure. In addition, each college or
each division and school within a college should establish a small
academic review committee to review all appointment, promotion and
tenure recommendations. The review committee should be chaired by the
Academic Dean or Dean of Faculty and its membership should be elected by
the Personnel and Budget Committee. Alternately, a majority of the
members may be elected by the faculty with the rest chosen by the
Personnel and Budget Committee from among the departmental chairs. It
might be decided that for review purposes the academic review committee
should replace the Personnel and Budget Committee, or that it act as an
additional review. In either case, the recommendations of the review
committee should be made to the President and reported to the Personnel
and Budget Committee. (BTM,1971,02-09,001,__)
In the community colleges teaching effectiveness and classroom
performance should be an overriding consideration; these are also
important in the senior colleges, but there, scholarship and
professional standing play a more significant role. While the
recommendations made above with respect to the senior colleges should
also be implemented in the community colleges the overriding emphasis
must be given to the development of means for the measurement and
evaluation of teaching effectiveness and classroom performance. The
community colleges are therefore directed—faculty, students and
administration—to immediately begin studying means for the measurement
and evaluation of classroom teaching performance. The suggestions
contained in the paper "Evaluating Teaching Effectiveness in the
Community Colleges" can be used as a starting point for such study.
(BTM,1971,02-09,001,__)
The recommendations made above with respect to the community colleges
have general applicability to the senior colleges as well. Those
institutions should also develop means of implementing the type of
suggestions contained in the Teaching Effectiveness Report, but in any
event, should file with the Board of Trustees a plan designed to
accomplish similar ends. (BTM,1971,02-09,001,__)
3.3 The Students
The student should be allowed the widest range of freedom of expression
and inquiry to enable him or her to absorb from as well as contribute to
the educational process. The college exists for the preservation,
development and transmission of knowledge and it is the students who
enable these ends to be met. (BTM,1971,02-09,001,__)
Student activities are part of the educational process and take place
within the context of the college community. These activities are
primarily the students' contribution to the academic program and are a
means of self-education. The students should have primary control and
decision-making authority in these areas, but should tap the expertise
of the faculty and administration when the need dictates.
(BTM,1971,02-09,001,__)
Because of the size and complexity of the student body, means of
self-government must be devised that provide for the full representation
of all segments of the student body and that can prevent the control of
the decision-making bodies by a minority against the will of the
majority. (BTM,1971,02-09,001,__)
Since the administration of the college and the operation of the
academic program directly affect the students and after graduation
indirectly affects them as members of the geographical community, the
decision-making process in these areas should provide for substantial
student input to enable both to meet the needs of the students.
(BTM,1971,02-09,001,__)
Students are entitled to the full rights of any member of society and
enjoy the protection of due process of law. With these rights go the
corresponding duty to respect the rights of other members of the college
community as well as the integrity of the community as a whole.
(BTM,1971,02-09,001,__)
4 Conclusion
The college community should be reminded that the rights and
responsibilities of the constituent groups in the community are in no
sense absolute prerogatives. The President has the duty to act for the
good of the community where either the students or faculty have abused
their rights or neglected their responsibility. In a similar manner the
Chancellor and the Board of Trustees have the duty to act when the
President is at fault. (BTM,1971,02-09,001,__)
The Board of Trustees believes that the college community can meet the
needs of its membership only if the individual members share a
commitment to self-government, which provides for the widest expression
of differing views within a framework of rationally and calm designed to
prevent interference with the rights of the individual members of a
community. The Board of Trustees further believes that self-government
can only be successful if each community is permitted the freedom to
design its own structure within a basic framework of rights and
responsibilities. The Board of Trustees, therefore, directs that each
college of the University be free to design a governance structure
within the framework of this statement. This freedom carries with it the
responsibility of each segment of the college community to actively
pursue the aims set forth in the Board of Trustees' statement on 5 May
1969 and, therefore, the Board of Trustees now directs that each college
present to the Board of Trustees for approval a plan for college
governance no later than September 1971. Until such plans are approved
by the Board of Trustees, the colleges are to be governed by any
governance plan now in effect and the present Bylaws of the Board of
Trustees. (BTM,1971,02-09,001,__)
CUNY BOT
BYLAWS
ARTICLE VIII ORGANIZATION AND DUTIES OF THE FACULTY > SECTION 8.6.
FACULTY/ACADEMIC COUNCILS. :
SECTION 8.6. FACULTY/ACADEMIC COUNCILS.
Each college shall have a faculty or academic council, which shall be
the primary body responsible for formulating policy on academic matters.
The composition of a college's faculty or academic council shall be set
forth in its governance plan approved by the board of trustees.
*********************************************************
top
Polishook consent decree
from 1997
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CUNY Governance Plans
http://www2.cuny.edu/about/administration/offices/legal-affairs/governance-plans/
top
CUNY Faculty
Governance Leaders
|
William |
Ashton |
York |
Behavioral Sciences |
washton@york.cuny.edu |
|
Peter |
Bales |
Queensborough |
Social
Sciences |
pbales@qcc.cuny.edu |
|
Roni |
Ben-Nun |
Bronx |
Art &
Music |
|
|
Martin |
Burke |
GC |
Ph.D.
Program in History |
mburke1@gc.cuny.edu |
|
Marco |
Castillo |
NYCCT |
Social
Science |
marcocastillophd@gmail.com |
|
Francine |
Egger-Sider |
LaGuardia |
Library
Media Resources Center |
fegger@lagcc.cuny.edu |
|
Hollis |
Glaser |
BMCC |
Speech,
Communications & Theatre Arts |
hglaser@bmcc.cuny.edu |
|
Brenda |
Greene |
Medgar
Evers |
English |
bgreene@mec.cuny.edu |
|
Christopher |
Hessel |
Baruch |
Economics
and Finance |
Christopher.Hessel@baruch.cuny.edu |
|
Donald |
Hume |
Kingsborough |
Health, Physical Education & Recreation |
Donald.Hume@kbcc.cuny.edu |
|
David |
Jeruzalmi |
City |
Chemistry |
dj@ccny.cuny.edu |
|
Karen |
Kaplowitz |
John Jay |
English |
kkaplowitz@jjay.cuny.edu |
|
Charles |
Keyes |
LaGuardia |
Library Media Resources Center |
ckeyes@lagcc.cuny.edu |
|
Yedidyah |
Langsam |
Brooklyn |
Computer and Information Science |
langsam@sci.brooklyn.cuny.edu |
|
Jacqueline |
LeBlanc |
CSI |
Biology |
jacqueline.leblanc@csi.cuny.edu |
|
Hector |
Lopez |
Hostos |
Business |
hlopez@hostos.cuny.edu |
|
Richard |
Maxwell |
Queens |
Media
Studies |
Richard.Maxwell@qc.cuny.edu |
|
Tom |
DeGloma |
Hunter |
Sociology |
tdegloma@hunter.cuny.edu |
|
Franklin |
Moore |
Bronx |
Business & Info. Systems |
franklin.moore@bcc.cuny.edu |
|
Philip |
Pecorino |
Queensborough |
Social
Sciences |
papqcccuny@aol.com |
|
Vincent |
Prohaska |
Lehman |
Psychology |
vincent.prohaska@lehman.cuny.edu |
|
Nicole |
Saint-Louis |
Guttman |
Human
Services |
nicole.saint-louis@guttman.cuny.edu |
|
Manuel |
Sanudo |
Queens |
Library |
msanudo@rcn.com |
|
Duane |
Tananbaum |
Lehman |
History |
duane.tananbaum@lehman.cuny.edu |
|
Alia |
Tyner |
Guttman |
Sociology |
alia.tyner-mullings@guttman.cuny.edu |
|
Bart |
Van
Steirteghem |
Medgar
Evers |
Mathematics |
bartvs@mec.cuny.edu |
|
John |
Verzani |
CSI |
Mathematics |
verzani@math.csi.cuny.edu |
top
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