The institution sustains its operations and supports the achievement of its educational objectives through its investment in human, physical, fiscal and information resources and through an appropriate and effective set of organizational and decision-making structures. These key resources and organizational structures promote the achievement of institutional purposes and educational objectives and create a high quality environment for learning.

 

3.1 The institution employs personnel sufficient in number and professional qualifications to maintain its operations and to support its academic programs, consistent with its institutional and educational objectives.

In 2011, Stanford had 1,350 tenure-line faculty, 573 non-tenure line and medical center line faculty and more than 10,996 non-teaching staff. 

3.2. The institution demonstrates that it employs a faculty with substantial and continuing commitment to the institution sufficient in number, professional qualifications, and diversity to achieve its educational objectives, to establish and oversee academic policies, and to ensure the integrity and continuity of its academic programs wherever and however delivered.

The number of our faculty is described above. The criteria for appointment of our faculty is described under CFRs 2.8 and 2.9 and in Chapter 2 of our Faculty Handbook. The Vice Provost for Faculty Development and Diversity makes an annual report to the Faculty Senate on the diversity of our faculty.

 

3.3. Faculty and staff recruitment, orientation, workload, incentive, and evaluation practices are aligned with institutional purposes and educational objectives. Evaluation processes are systematic, include appropriate peer review, and, for instructional faculty and other teaching staff, involve consideration of evidence of teaching effectiveness, including student evaluations of instruction.

We have a faculty orientation program hosted each fall by the Office of the Vice Provost for Faculty Development and Diversity. New members of the faculty learn about programs to support teaching, policies surrounding research, and they hear from deans and senior administrators.

We also have programs for our department chairs, including a new department chair orientation, and an ongoing workshop series for department chairs several times a year. These programs are managed by the Office of the Vice Provost for Faculty Development and Diversity in consultation with the provost. 

Evaluation of faculty for appointment and promotion is described in the section on CFRs 2.8 and 2.9. Evaluation includes confidential peer review. The procedures are described in Chapter 2 of our Faculty Handbook. These reviews also include teaching evaluations, and letters from students and alumni providing evaluations of the faculty candidate’s work as a teacher and advisor.

There are also rigorous review procedures for the appointment of academic staff. These are outlined in Chapter 6 of the Faculty Handbook.

We have an extensive system of course evaluation designed to provide feedback to instructors about their teaching and to students about the content of each course.

 

3.4. The institution maintains appropriate and sufficiently supported faculty development activities designed to improve teaching and learning consistent with its educational objectives and institutional purposes.

Stanford has two central offices whose purpose is to support and develop our faculty. As described above, the Office of the Vice Provost for Faculty Development and Diversity provides orientation for new faculty; leadership workshops for department chairs, and special programs for junior faculty and women faculty.

The Center for Teaching and Learning promotes excellence in teaching at all levels. Staff are available to provide consultation and evaluation of teaching for faculty and for teaching assistants. In addition to many personalized services, they publish a Teaching Handbook for everyone who teaches at Stanford.

The Office of the Vice Provost for Undergraduate Education provides additional resources for professional development designed to improve teaching and learning.  One example is Faculty College, which provides funding for teams of faculty to work collaboratively on curriculum and pedagogy.  The Hoagland Award Funds, which support teaching innovations, are another example.  Other grants available to faculty for the improvement of teaching and learning are listed here.

Individual schools also host their own programs for faculty development. An example is the School of Medicine Faculty Mentoring Program.

 

3.5. The institution has a history of financial stability, unqualified independent financial audit and has resources sufficient to ensure longterm viability. Resources are effectively aligned with educational purposes and objectives. If an institution has a deficit, it has realistic plans to eliminate the deficit. Resource planning and development include realistic budgeting, enrollment management, and diversification of revenue sources.

Each year the University undergoes a budget planning process and a capital planning process. The former involves a process where a committee chaired by the provost hears from all units around campus (both academic and administrative) about their budget needs. The budget is printed and published annually. In addition, the provost makes an annual report to the Faculty Senate on the budget for the coming year. While the economic turmoil of 2008 led to losses in the size of our endowment, Stanford is still fortunate to have an endowment that was valued at over $16.5 billion in August 2011.

The University’s capital planning process is similar to the budget process. Units submit requests for space and building construction and these are decided by a group of staff and faculty and reported on annually in the capital plan section (pdf) of the University Budget book.

 

3.6. The institution holds, or provides access to, information resources sufficient in scope, quality, currency, and kind to support its academic offerings and the scholarship of its members. These information resources, services and facilities are consistent with the institution's educational objectives and are aligned with student learning outcomes. For on-campus students and students enrolled at a distance, physical and information resources, services, and information technology facilities are sufficient in scope and kinds to support and maintain the level and kind of education offered. These resources, services and facilities are consistent with the institution’s purposes, and are appropriate, sufficient, and sustainable.

Stanford University Libraries and Academic Information Resources (SULAIR) supports the teaching, learning and research mission by making information and knowledge accessible. The collections include more than 8.5 million volumes and documents, about 1.5 million audio visual materials more than 75,000 serials, and nearly 6 million microform holdings.

Academic Computing (part of SULAIR) is responsible for providing technology and expertise to faculty students and staff in public computing areas, in the residences, and specifically for the classroom. The Faculty Senate has a standing committee, C-ACIS, whose responsibility is to oversee computing and information resources at Stanford. The Center for Teaching and Learning also provides technical assistance for students and faculty. Finally, the Office of Accessible Education provides assistance to make technology and education accessible to students with disabilities.

 

3.7. The institution’s information technology resources are sufficiently coordinated and supported to fulfill its educational purposes and to provide key academic and administrative functions.

The programs described under CFR 3.6 also support this aspect of our educational support services. In addition, the Axess system provides web-based information for students and faculty. Students have access to their course registrations, grades and other features; faculty can view their class lists, enter grades, communicate with students or advisees and see their course evaluations. Coursework is the University’s course management system, allowing faculty to upload documents for students, communicate with their classes, calculate grades and so forth.

Information Technology Services at Stanford manages the University’s central information technology infrastructure and provides services and applications for use in academic and business activities.

 

3.8. The institution’s organizational structures and decision-making processes are clear, consistent with its purposes, and sufficient to support effective decision making.

Administrative Guide Chapter 1: University Organization
Office of the President Organization Chart (pdf)
Office of the Provost Organization Chart (pdf)

 

3.9. The institution has an independent governing board or similar authority that, consistent with its legal and fiduciary authority, exercises appropriate oversight over institutional integrity, policies, and ongoing operations, including hiring and evaluating the chief executive officer.

The Board of Trustees of the Leland Stanford Junior University administers the invested funds, sets the annual budget and determines policies for operation and control of the University. (For a list of trustees, see University Governance.) Among the Board’s responsibilities as set forth in the Founding Grant of the University is the power to appoint the University’s president.

 

3.10. The institution has a full-time chief executive officer and a chief financial officer whose primary or full-time responsibility is to the institution. In addition, the institution has a sufficient number of other qualified administrators to provide effective education leadership and management.

The president of the University serves as chief executive officer. The president, together with the provost, supervise the senior leadership of the University. The senior administrative staff at Stanford are all full-time positions. Their organizations are described in the websites linked below (organization charts can be found on these sites or linked directly under CFR 3.8):

Office of the President
Office of the Provost

 

3.11. The institution’s faculty exercises effective academic leadership and acts consistently to ensure both academic quality and the appropriate maintenance of the institution’s educational purposes and character.

The roles of the Board of Trustees, the president and the faculty are first articulated in our Founding Grant (pdf). The Articles of Organization of the Academic Council (pdf) goes on to describe the specific responsibilities of the faculty.

In 2004, Stanford celebrated the 100th anniversary of the Advisory Board, a committee of tenured full professors elected by the faculty and chaired by the provost. All recommendations for appointments, promotions and reappointments, and for the creation and dissolution of departments, must be submitted by the president to the Advisory Board for review and approval. The board also reviews faculty dismissals and some disciplinary cases that are not satisfactorily resolved through typical university procedures, as well as matters submitted to it by the president or provost for advice.

The elected policy-making body of the faculty is the Senate of the Academic Council, founded in 1968. The members are elected by faculty within the various divisions in the University (schools and academic clusters within the schools). All University requirements for undergraduate and graduate degrees must be brought to the Senate for approval. The Senate maintains a number of committees having oversight of academic and administrative matters. The Senate normally meets biweekly during the academic year.

 


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