Part I: Mission, Governance, and Bylaws
PART I
Faculty Handbook
College of Saint Benedict and Saint John’s University
1.0 Mission, Governance and Bylaws
Part I of the Faculty Handbook contains mission statements unique to each undergraduate institution and the School of Theology-Seminary. Mission statements are prepared by the respective Boards of Trustees of the College of Saint Benedict (the “College” or “CSB”), Saint John’s University (the “University” or “SJU”) and the Saint John’s School of Theology and Seminary (together, the “Institutions”). An overview of the organization and institutional structure of CSB and SJU is provided, as well as documentation of the history of the governance and bylaws of each institution. The role and responsibilities of academic administrators are also described.
1.1 Mission and Values
1.1.1 Mission of the College of Saint Benedict
The mission of the College of Saint Benedict is to provide for women the best undergraduate residential liberal arts education along with select graduate programs, in the Catholic and Benedictine traditions. The college fosters integrated learning, exceptional leadership for change and wisdom for a lifetime.
1.1.2 Mission of Saint John’s University
Grounded in Catholic and Benedictine values and traditions, Saint John’s University provides young men a distinctive residential liberal arts education, preparing them to reach their full potential and instilling in them the values and aspiration to lead lives of significance and principled achievement.
1.1.2.1 Mission of the School of Theology and Seminary
“Therefore we intend to establish a school for the Lord’s service.”
(Rule of Benedict Prologue, 45)
Rooted in the Catholic and Benedictine traditions of study, prayer, and communal life, Saint John’s School of Theology and Seminary forms visionary leaders to serve the church and the world.
1.1.3 Academic Commitments to the Missions
The Academic Commitments respond to the missions of CSB and SJU. The Academic Commitments to the Missions include:
- A coherent liberal arts curriculum which focuses on questions important to the human condition, demands clear thinking and communicating, and calls forth new knowledge for the betterment of humankind. The Institutions will excel in the study of the intersection of global cultures and community sustainability, leavened by the commitments of the Catholic intellectual life;
- An integrative environment for learning which stresses intellectual challenge, open inquiry, collaborative scholarship and artistic creativity. The Institutions will excel as learning communities promoting the integration of professional and personal lives through opportunities for experiential learning;
- An emphasis on the personal growth of women and men which incorporates new knowledge about the significance of gender into opportunities for leadership and service on each campus and across both campuses. The Institutions will excel, individually and coordinately, in cultivation and reflection on the social, spiritual and physical development of men and women;
- An experience of Benedictine values which fosters awareness of the meaning of one’s existence and the formation of community built on respect for individual persons. The Institutions will excel in fostering the understanding and cultivation of the individual and communal vocation of all, informed by the Catholic intellectual tradition, Benedictine values, ecumenism and respect for diverse cultures;
- Cultivation of the habit of promoting the common good which is formed by knowledge, faith and an open-hearted response to the needs of others. The colleges will excel in fostering understanding of Catholic social teachings and leadership for change to improve the well-being of the underserved, enhance overall community life, and protect the environment.
1.1.4 Undergraduate Learning Goals and Objectives
Drawn from our missions and our Catholic and Benedictine values and traditions, our Institutional Learning Goals establish clear expectations and outcomes for the curricular and co-curricular experience at CSB and SJU.
THINK DEEPLY
Think critically, creatively, and with complexity when addressing significant questions.
Our students will demonstrate critical thinking and manage cognitive complexity. These skills include approaching problems in integrative ways from multiple perspectives, as well as to ethically acquire, evaluate and apply information and communicate in multiple formats. The CSB and SJU learning experience will provide students with opportunities for reflective learning, analytic inquiry, investigation, application, problem solving, creativity and communication.
EMBRACE DIFFERENCE
Observe life from multiple perspectives.
Our students will demonstrate identity awareness, including power and privilege, and practice inclusivity and cultural agility. These skills include an ability to learn from, respect, and work with people whose identity and perspective are different from their own. Students will engage the world through the lens of gender, with an appreciation of human differences. The CSB and SJU learning experience will provide students with opportunities to reflect on their own cultural identity, engage diverse points of view and learn to respect cultures/values different from their own
ENGAGE GLOBALLY
Embark on a journey of discovery and take part in the world.
Our students will commit to global engagement, civic engagement and citizenship. These skills include an understanding of justice and the common good, awareness of social responsibility and knowledge of world systems and their points of intersection/divergence. The CSB and SJU learning experience will provide students with opportunities to reflect on their place in the world, experience different cultures, and practice social responsibility and leadership both locally and globally.
SERVE GRACIOUSLY
Discover a meaningful life purpose through service and leadership.
Our students will commit to personal reflection, personal development, honesty, service and leadership. Grounded in our Benedictine heritage, these skills include an understanding of spirituality as an important aspect of identity, a commitment to community and principled leadership, and the ability to live a purposeful professional and personal life. The CSB and SJU learning experience will provide opportunities to reflect spiritually, and develop ethical/moral principles for guiding one’s actions. Their experiences will integrate professional development, personal development and community engagement.
LIVE COURAGEOUSLY
Embody the skills and attributes of personal and professional success.
Our students will refine and articulate their educational, career and life goals. These skills include appropriate use of campus resources, resilience in the face of challenges and opportunities, and development of habits for personal success. The CSB and SJU learning experience will provide students with opportunities and resources to make informed academic, personal and professional choices for the future.
1.2 Institutional Structure
1.2.1 College of Saint Benedict Corporate and Institutional Structure
The College of Saint Benedict was founded in 1913 by the Sisters of the Order of Saint Benedict, Saint Joseph, Minnesota, and operates under a charter granted in 1887. From the time the College was founded until 1961, it was part of the religious community corporation. In 1961, the College was incorporated separately as a charitable, nonprofit corporation.
1.2.2 Saint John’s University Corporate and Institutional Structure
Saint John’s University is comprised of a College of Arts and Sciences and a School of Theology and Seminary. In 1857, Benedictine monks, who had settled in the Territory of Minnesota, secured a charter from the Territorial Legislature incorporating their community as the “Order of Saint Benedict” (“OSB". . . “for scientific, educational and ecclesiastical purposes” and authorizing them “to establish and erect an institution, or seminary, in Stearns County . . . to be known by the name and style of Saint John’s Seminary.” In 1869, Saint John’s was authorized to confer academic degrees, and 14 years later, in February 1883, the legal title of the institution was changed to Saint John’s University. In order to have one corporate entity focused fully on the operations and educational mission of Saint John’s University, in 2012, OSB transferred the assets for operating the university to a separately formed Saint John’s University non-profit corporation.
1.3 Governance and Bylaws
1.3.1 Strong Integration
In January 2022, the College of Saint Benedict Board of Trustees (the CSB Board) and the Saint John’s University Board of Trustees (the SJU Board) (together, the Boards or CSB and SJU Boards) established Strong Integration between CSB and SJU, which is further described in the Joint Operating Agreement (JOA) between the two institutions. Pursuant to Strong Integration, the JOA provides for collaboration between CSB and SJU on appropriate administration and governance, in accordance with each institution’s bylaws. Under Strong Integration, the institutions are governed through separate boards of trustees, however; the boards have common members, board leaders and committees.
Under Strong Integration, a single president is appointed to serve as the chief executive officer of CSB and SJU. The president is appointed by the Boards, subject to the approval of the Corporate Members of each institution. The president serves a specified term of up to six years and may be reappointed for one or more successive terms.
The following sections generally describe each institution’s governance structure; however, the bylaws of each institution should be consulted for additional and specific detail.
1.3.2 The College of Saint Benedict Board Governance
CSB is an independent, nonprofit corporation sponsored by the Sisters of the Order of Saint Benedict, Saint Joseph, Minnesota (SBM). Governance and management of CSB is set forth in the Amended and Restated Bylaws of the College of Saint Benedict (the CSB Bylaws).
The CSB Bylaws require that CSB have five corporate members, all of whom are members of Saint Benedict’s Monastery (the CSB Corporate Members). The primary purpose of the CSB Corporate Members is to protect and promote CSB’s foundational Catholic and Benedictine identity, mission, and character.
CSB is governed by the CSB Board, subject to certain reserved rights of the CSB Corporate Members. The CSB Board is the policy-making body of CSB and implementation of its policies is the responsibility of the president, whom the CSB Board and SJU Board have the responsibility to select. The CSB Board is composed of not more than forty-four (44) persons that include: (a) one Corporate Member elected by the CSB Corporate members; (b) two members of SBM elected by the SBM Monastic Council; (c) one individual elected by the SJU Corporate Members to the SJU Board (subject to the approval of the CSB Corporate Members); (d) two individuals elected by the SJU Founding members to the SJU Board (subject to the approval of the CSB Corporate Members); and (e) At-Large Trustees. All of the foregoing trustees have voting rights (the “Voting Trustees”) on the CSB Board. Voting trustees serve a three-year term and may be reelected to two additional three-year terms.
In addition to the Voting Trustees, there are five non-voting trustees on the CSB Board who do not have voting rights at the board level. The Non-Voting Trustees include: (i) one faculty member jointly recommended for election by the CSB and SJU faculty; (ii) one individual recommended for election by CSB’s alumnae association; (iii) one individual recommended for election by SJU’s alumni association; (iv) one individual recommended for election by the CSB student senate; and (v) one individual recommended for election by the SJU student senate (together, the Non-Voting Trustees). Non-Voting Trustees serve one-year terms.
1.3.3 Saint John’s University General Governance from University Bylaws
SJU is an independent Minnesota non-profit corporation operated, as authorized, as an apostolate of Saint John’s Abbey, a Benedictine monastery and public juridic person of the Roman Catholic Church. Governance and management of SJU is delineated in the Amended and Restated Bylaws of Saint John’s University (the SJU Bylaws).
As set forth in the SJU Bylaws, there are two classes of members of SJU: a) the SJU Corporate Members consist of the chair of the SJU Founding Members and four additional persons elected by the SJU Corporate Members; b) the SJU Founding Members consist of the finally professed members of Saint John’s Abbey in good standing.
SJU is governed by the Saint John’s University Board of Trustees (the SJU Board), subject to certain reserved rights of the SJU Corporate Members as set forth in the SJU Bylaws. The SJU Board is the policy-making body of SJU and implementation of its policies is the responsibility of the president, whom the SJU Board and the CSB Board have the responsibility to select. The SJU Board is composed of not more than forty-four (44) persons that include: (a) one Corporate Member elected by the SJU Corporate members; (b) two Founding Members elected by the SJU Founding Members; (c) one individual elected by the CSB Corporate Members to the CSB Board (subject to the approval of the SJU Corporate Members); (d) two individuals elected by the Monastic Council of the Saint Benedict’s Monastery to the CSB Board (subject to the approval of the SJU Corporate Members); and (e) At-Large Trustees. All of the foregoing trustees have voting rights (the “Voting Trustees”) on the SJU Board. Voting trustees serve a three-year term and may be reelected to two additional three-year terms.
In addition to the Voting Trustees, there are five non-voting trustees on the CSB Board who do not have voting rights at the board level. The non-voting Trustees include: (i) one faculty member jointly recommended for election by the CSB and SJU faculty; (ii) one individual recommended for election by SJU’s alumni association; (iii) one individual recommended for election by CSB’s alumnae association; (iv) one individual recommended for election by the SJU student senate; and (v) one individual recommended for election by the CSB student senate (together, the Non-Voting Trustees). Non-Voting Trustees serve one-year terms.
The Abbot of Saint John’s Abbey, in the exercise of his canonical responsibilities as Ordinary of the Abbey, gives canonical approval for pastoral positions, including University Chaplain, Director of Campus Ministry, and Faculty Residents.
1.3.4 Faculty Representation on the CSB and SJU Boards of Trustees
Pursuant to Article V, Section 1(e) of the CSB Bylaws and Section 4.03(c) of the SJU Bylaws, one faculty member that is jointly recommended by the CSB faculty and the SJU faculty is elected by the CSB and SJU Boards, subject to the approval of the CSB and SJU Corporate Members, to serve as a Non-Voting Trustee on the CSB and SJU Boards.
1.3.5 Faculty Representation on CSB and SJU Committees of the Boards
The CSB and SJU Bylaws provide that faculty and students may serve as voting members on certain Committees of the Boards. Currently, the Chair and Vice-Chair of the Joint Faculty Assembly serve on Student Experience Committee; the faculty member elected to the CSB and SJU Boards serves on the Strategic Growth & Mission Committee; one faculty member serves on the External Engagement Committee; and one faculty member serves on Strategic Resources Committee.
1.4 Faculty Role in Governance
1.4.1 Faculty Role in the Governance of the College of Saint Benedict
To further its educational mission and goals, CSB is committed to cooperation among the CSB Board, the administration, the faculty, the students, Saint Benedict’s Monastery, and SJU. The broadest possible exchange of information and opinion is necessary for effective planning and implementation of the educational objectives of the CSB.
Each constituency of the academic community has different initiating and decision- making responsibilities. The primary role of the faculty in governance is the implementation of the educational goals held separately and in common by CSB and SJU. In this capacity the faculty is primarily responsible for curriculum planning, policy, and review, and curricular requirements including but not limited to: admissions and graduation requirements; the general curriculum; additions and deletions of majors, minors, or programs.
Although changes in educational policy may be proposed by any faculty individual or group, the provost, president or the CSB Board, any major changes require consultation with the faculty prior to final action by the provost, president, or the CSB Board as is appropriate, unless there is formal agreement to do otherwise. That consultation would take place through any mutually agreed upon procedure which provides a means for the faculty (as a whole or through authorized representatives) to present its judgment in the form of a recommendation, vote or other expression sufficiently explicit to record the position or positions taken by the faculty.
The faculty is also responsible for the setting and maintaining of faculty standards, including, but not limited to, recommendations regarding tenure, promotion, sabbaticals, and the use of faculty development funds.
Finally, the faculty in collaboration with the provost is responsible for recommendations regarding the procedures used to determine faculty salary increases and the creation and implementation of faculty salary schedules. The faculty, through its representatives on the Joint Benefits Committee, consults with other employee groups in order to formulate recommendations regarding working conditions and joint employee benefits.
The faculty participates in institutional governance through the Joint Faculty Assembly, and through its representatives on the Joint Faculty Senate and standing committees or ad hoc committees of the Joint Faculty Assembly or the Joint faculty Senate. Faculty members have additional responsibilities to exchange information with and serve as consultants to constituencies of CSB. These responsibilities may be fulfilled by participation in committees of the CSB Board or the Administration, divisional and/or departmental governance, or ad hoc committees.
The faculty is subject to the reserve power of control by the CSB Board in their initiation, review and recommendation of requirements for admission, the curriculum requirements for graduation, the nature and number of degrees to be conferred, and regulations for the conduct of the educational work of CSB. In particular, no exercise of the powers herein conferred on the faculty that, in the judgment of the president of CSB, involves a major issue in the educational policy of CSB shall take effect without the concurrence of the CSB president and the approval of the CSB Board. The power of review or final decision in these areas is lodged in the CSB Board or delegated by it to the president. Only in exceptional circumstances, however, is non-concurrence exercised, and the reasons for the action are communicated to the faculty by the president.
1.4.2 Faculty Role in the Governance of Saint John’s University
To further its educational mission and goals, SJU is committed to cooperation among the SJU Board, the administration, the faculty, the students, the monastic community of Saint John’s Abbey, and CSB. The broadest possible exchange of information and opinion is necessary for effective planning and implementation of SJU educational objectives.
Each constituency of the academic community has different initiating and decision-making responsibilities. The primary role of the faculty in governance is the implementation of the educational goals held separately and in common by SJU and CSB. In this capacity the faculty is primarily responsible for curriculum planning, policy, and review, and curricular requirements including but not limited to: admissions and graduation requirements; the general curriculum; additions and deletions of majors, minors, or programs.
Although changes in educational policy may be proposed by any faculty individual or group, the provost, president or SJU Board, any major changes require consultation with the faculty prior to final action by the provost, president, or SJU Board as is appropriate, unless there is formal agreement to do otherwise. That consultation would take place through any mutually agreed upon procedure which provides a means for the faculty (as a whole or through authorized representatives) to present its judgment in the form of a recommendation, vote or other expression sufficiently explicit to record the position or positions taken by the faculty.
The faculty is also responsible for the setting and maintaining of faculty standards, including, but not limited to, recommendations regarding tenure, promotion, sabbaticals, and the use of faculty development funds. The faculty, through its representatives on the Joint Benefits Committee, consults with other employee groups in order to formulate recommendations regarding working conditions and joint employee benefits.
Finally, the faculty is responsible for recommendations regarding the procedures used to determine faculty salary increases and the creation and implementation of faculty salary schedules. The faculty also consults with other employee groups in order to formulate recommendations regarding employee benefits and working conditions.
The faculty participates in institutional governance through the Joint Faculty Assembly and through its representatives on the Joint Faculty Senate and standing committees or ad hoc committees of the Joint Faculty Assembly or the Joint Faculty Senate. Faculty members have additional responsibilities to exchange information with and serve as consultants to constituencies of the University. These responsibilities may be fulfilled by participation in committees of the SJU Board or the administration, divisional and/or departmental governance, or ad hoc committees.
The faculty is subject to the reserve power of control by the SJU Board in their initiation, review and recommendation of requirements for admission, the curriculum requirements for graduation, the nature and number of degrees to be conferred, and regulations for the conduct of the educational work of SJU. In particular, no exercise of the powers herein conferred on the faculty that, in the judgment of the SJU president, involves a major issue in the educational policy of SJU shall take effect without the concurrence of the SJU president and the approval of the SJU Board. The power of review or final decision in these areas is lodged in the SJU Board or delegated by it to the SJU president. Only in exceptional circumstances, however, is non-concurrence exercised, and the reasons for the action are communicated to the faculty by the president.
1.5 Administration
The administration comprises all persons who have responsibilities for the operation of CSB and SJU apart from instruction of students. The internal organization and reporting structure of administrators and administrative staff are detailed in the appendix to Part I (available from the Human Resources Office). The Faculty Handbook includes a brief description of the authority and responsibilities of those administrators who have responsibilities to the academic program.
1.5.1 The President
The president of is the chief executive officer of CSB and SJU. The president reports directly to the CSB Board and SJU Board on all matters related to the operation of CSB and SJU.
1.5.2 The Provost
The provost is the chief academic officer and is accountable to the president for oversight of all academic and academically related programs and services in the coordinate curriculum of the college/university. The provost empowers deans, department chairs and other academic administrators to fulfill their responsibilities effectively and efficiently by hiring and retaining a faculty capable of sustaining the coordinate curriculum. The provost also directs the coordinate academic planning process and oversees administration on all academic budgets and the use of academic facilities.
1.5.3 The Associate Provost and Dean of the Faculty
The associate provost and dean of the faculty reports to the provost and represents Academic Affairs in work with the other divisions of the University. The responsibilities of the associate provost and dean of the faculty include oversight of faculty hiring, faculty development, matters of rank and tenure, the faculty handbook, supervising department chairs, faculty personnel issues, new initiatives, and campus planning.
1.5.4 The Dean of Curriculum and Assessment
The dean of curriculum and assessment reports to the associate provost and dean of the faculty and serves as the key administrator engaged in curricular matters, including the general education curriculum, academic program review,and works with departments and programs on assessment of student learning. The dean of curriculum and assessment’s responsibilities include scheduling and evaluation and matters of student and faculty interpretation of educational policies. The academic dean is the final authority on student academic issues. The academic dean is accountable to the provost for the orderly administration of academic programs.
1.5.5 The Dean for Student Academic Success
The dean for student academic success reports to the associate provost and dean of the faculty and serves as the key administrator engaged in retention. The dean of curriculum and assessment’s responsibilities include scheduling and evaluation and matters of student and faculty interpretation of educational policies.
1.5.6 The Dean of the School of Theology
The dean of the School of Theology is the chief administrative officer of the School of Theology, and reports to the president. The dean holds a faculty appointment at Saint John’s University and is a member of the president’s staff and coordinate cabinet. The dean of the School of Theology, in conjunction with the rector, is responsible for informing and seeking advice of the chancellor, the ordinary of the diocese of Saint Cloud and the School of Theology Board of Overseers concerning the professional and religious functions of the school as they may be guided by canonical norms.
1.5.7 Department Chairs
The chair of a department of instruction represents the faculty of that department and has administrative responsibilities within that department. As an administrator, the chair is responsible for the proper functioning of the department; governance, faculty, students and facilities.
Department chairs are tenured/tenure-track faculty members. They report to the associate provost and dean of the faculty.