Governance and Membership

For a detailed list of all members, including their biographies, photos, and contact information please visit our Governance Portal. 

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Ex officio are full voting members with all the same rights and responsibilities as elected members

A summary of the historical development of the Senate, The Evolution of Composition and Function of the Senate, 1842-1995, by Margaret Hooey, former Secretary of the Senate.

(As amended January 31, 2017 by Senate and ratified by the Board of Trustees March 3, 2017)

Central Function:

1. Under the jurisdiction of the Royal Charter of 1841, Senate determines all matters of an academic character that affect the University as a whole, and is concerned with all matters that affect the general welfare of the University and its constituents. Senate shall serve as a forum for discussion and exchange of ideas among the members of the University community.

Academic Planning and Educational Environment Functions:

Senate will

2. participate in strategic planning for the University, including but not limited to the budgetary process and campus planning and development.

3. assume a shared responsibility, along with the Board of Trustees and the Administration of Queen's, for a living and learning environment that promotes the well-being of students.

4. commit through policies and programs to an environment at the University that recognizes equity and diversity as being vital to, and in harmony with, its educational purposes and standards of excellence as an institution.

Legislative Functions:

Senate has the authority to

5. approve the establishment or closure of any academic unit, centre or institute, subject to ratification by the Board of Trustees.

6. approve the establishment or closure of named and funded chairs and professorships, subject to ratification by the Board of Trustees.

7. approve the establishment or closure, on the recommendation of Faculty Boards and Schools, of all programs of study leading to a degree, diploma, or certificate, and review all such programs cyclically.

8. approve university-level policies relating to the academic mission and academic services including but not limited to policies related to admissions, calendars, examinations, student financial aid, and annual enrolment planning.

9. grant all honorary degrees and grant on the recommendation of Faculty Boards and Schools all earned degrees, diplomas, and certificates awarded by the University.

10. approve policies and procedures regarding student academic matters, and to discipline students with respect to departures from academic integrity, including the power to require a student to withdraw from the university. Senate maintains a concern for matters of student non-academic misconduct and participates in the Board of Trustee’s governance of non-academic misconduct discipline structures.

11. approve the Academic Plan and the Strategic Research Plan.

Appointment/Selection Functions:

Senate will

12. share with the Board of Trustees the responsibility for the selection of the Principal through a committee composed equally of members of the Senate and the Board.

13. establish the procedures to be followed in the appointments of Deans and academic Vice-Principals.

14. appoint, establish terms of reference, and have responsibility for committees that fulfill the functions of Senate. 

Queen’s Senate is one of the three governing bodies of the university, together with the Board of Trustees and University Council, all of which are administered by the University Secretariat.  The Senate is chaired by the Principal and Vice-Chancellor, and its membership includes faculty, students, staff, and university administrators.

Along with the Board, the creation of Senate is described in Queen’s Royal Charter from 1841: “…so soon as there shall be a Principal and one Professor in the said College, the Board of Trustees shall have the authority to constitute…a Court to be called ‘The College Senate’, for the exercise of Academical superintendence …” (Royal Charter, s. 23).

In the present day, the Senate is the university’s highest academic governing body.  It is governed by its Rules of Procedure, which exist in concert with the Royal Charter and other applicable governance documents.  The Senate has 68 members: 12 ex-officio and 56 elected.

Senators’ Responsibilities

It is the expectation that senators will act in good faith in the best interests of the university as a whole, regardless of the constituency from which they were elected, when discussing and voting on matters before them. This necessitates a level of advance preparation that, at a minimum, would include reviewing relevant information included in the Senate agenda package, but also asking questions where any portion of a proposal is unclear, including how it will impact the future development of the University and the achievement of its strategic goals.

i) Meetings:  As a senator, engagement in the work of the Senate is integral to a successful experience.  Senate meetings normally occur three times in the fall term and four times in the winter term for approximately one and a half to two hours at a time.  Senators can expect to see items such as, but not limited to, program modifications or creations, cyclical program reviews, reports from administration, committee reports, COU reports, proposed Honorary Degree recipients, and questions posed in advance by senators.  Questions may also be asked of any item during Senate meetings.

Comprehensive orientation sessions are offered early in the fall term for new and returning senators, and an online Senate orientation module is always available on the Secretariat’s website.  Accommodations to attend meetings are available in coordination with the Secretariat.

It is critical that all senators feel comfortable participating fully in a Senate meeting and that debate takes place in an atmosphere of respect, trust, inclusion, collegiality, and fairness.  Senators should be committed to actively generating an environment of inclusion for the full participation of everyone.

Senators should consider that all members interact as equals during meetings and must feel welcome to freely express their thoughts and opinions on matters under debate.

ii) Agenda Packages: Senate agenda packages are published one week in advance of Senate meetings and range in size depending on the items being brought to the Senate for its review.  Senators should stay informed and devote time to being well-prepared for meetings to ensure effective decision-making processes.

While senators are encouraged to review the entire package, this may not always be possible.  Items coming to the Senate from committees typically include an executive summary.  Reviewing these should be considered the minimum level of preparedness to be completed by senators in advance of each meeting.

All agenda packages are available to the public on Queen’s Governance Portal.

iii) Committees:  The Senate is supported by 10 standing committees, which conduct a variety of work related to academic development and program review, the Senate’s governance, scholarships and student aid, libraries, research, educational equity, and student orientation.  Committee meetings usually take place two to four times in each of the fall and winter terms.  Each committee chair provides a short, written report to the Senate after committee meetings to ensure that senators are aware of the business being conducted by Senate committees.

All senators are strongly encouraged to serve on at least one Senate committee during their term on Senate as it will enrich your understanding and appreciation of the work performed through the committee structure and enhance your knowledge of the University’s governance and administrative decision-making structures.  Senators are welcome to reach out to the Secretariat to discuss committees in the context of the diversity of their qualifications, skills, expertise, and knowledge.

iv) Time Commitment:  Based on meeting schedules and other duties, senators can expect an average monthly time commitment from September to May of four to six hours.

v) Board-Senate Retreat:  A joint retreat for the Senate and Board of Trustees takes place in March each year and usually occurs on a Saturday afternoon.  The retreat provides an opportunity for senators and trustees to discuss current matters of strategic interest to both governing bodies, and fosters greater collaboration in shaping the future direction of the university.  It also provides an opportunity to foster a positive culture of shared governance based on collegiality, inclusion, and dialogue.

The retreat is organized around a theme and participants identify and prioritize matters to be recommended for study and implementation by the university’s administration.

vi) Receptions: In addition to meetings and the Retreat, senators are invited to attend an annual social Senate Reception in the fall term.  Student senators and student observers are also invited to attend an annual lunch with the Principal in late March/early April.

vii) Surveys: To assist with ongoing improvements to Senate’s effectiveness and senator engagement, senators are asked to complete a short annual Senate effectiveness survey administered in the winter term.  In addition, if they have not already completed it as part of their faculty, student, or staff role, senators are also asked to complete a brief equity census in the fall term to assist with efforts related to Senate’s Indigenization, equity, diversity, inclusion, and accessibility.  Results from both surveys are reported to the Senate.

1. How was Senate created?

In 1841, Queen’s Royal Charter gave the university’s Board of Trustees the authority to establish “the College Senate” with the power to “confer the degrees of Bachelor, Master, and Doctoral, in the several Arts and Faculties” and “for the exercise of academical superintendence and discipline over the students…[and] for maintaining order and enforcing obedience to the Statutes, Rules and Ordinances of the said College, as to the said Board may seem meet and necessary”.  Senate met for the first time in early 1842.

2. Is the Charter a legal document?

Yes.  A Royal Charter is a legal document that is used by a monarch to give specific rights to a person or group, including incorporation.  Queen’s Royal Charter cannot be altered without the consent of Canada’s Parliament.

3. How do we know what Senate’s jurisdiction is?

There are several documents with information about Senate’s jurisdiction.

• Queen’s Royal Charter notes two areas of Senate jurisdiction: the power to confer “Bachelor, Master, and Doctor” degrees and the “exercise of academical superintendence and discipline over the students”.  (Based on the work of Senate in its first decades, “academical superintendence” can be interpreted as what we would today call “academic regulations”, such as policy related to admission and registration, degree requirements, academic appeals and standing, attendance, course work, withdrawal, etc.)
• Senate’s Purpose and Functions document was first approved by the Board of Trustees in 1913 and outlines a number of powers delegated to the Senate by the Board.  It categorizes these powers into three areas: academic planning and educational environment; legislative; and appointment/selection.  Senate’s Purpose and Functions document has been amended several times since 1913 by the Board of Trustees and, together with the powers of the Senate as found in the Royal Charter (see ‘a’ above), is inclusive of Senate’s full mandate.
• Lastly, Senate’s Rules of Procedure, which are approved by Senate from time to time, provide some interpretation of Senate’s Purpose and Functions. For example, Section 17 states that Senate cannot properly consider any motion that does not fall within the Functions of the Senate as enacted by the Board of Trustees pursuant to the latter's statutory power to prescribe the functions of Senate.  

4. Who interprets the Royal Charter and Senate’s Purpose and Functions document?

The University Secretariat provides advice to Senate and Board members, university administrators, and others on governance matters, including the scope of Senate’s mandate using the Royal Charter, Senate’s Purpose and Functions document, and Senate’s Rules of Procedure.

During Senate meetings, the Chair of Senate is responsible for guiding discussion at Senate within the context of its jurisdiction, based on the documents referenced above and guidance from the University Secretary.

5.    What about Senate itself and/or its committees?  Do those groups play a role in deciding what falls under Senate’s jurisdiction?

Senate does not determine its own jurisdiction.  The Royal Charter gave the Board of Trustees the power to create the Senate, and Senate’s Purpose and Functions document, as amended by the Board from time to time, describes what falls within Senate’s jurisdiction.  Senate’s Rules of Procedure provide some additional guidance on interpreting Senate’s Purpose and Functions.

The Senate Agenda and Summer Action Committee (SASAC) plays a key role in determining what is included on each Senate agenda based on the advice of the Secretariat and the documents mentioned above.  Its objective is to ensure that items falling under Senate’s jurisdiction reach the agenda in a timely and appropriate manner.

The Committee is also tasked with deciding whether a question or motion shall be approved for inclusion in the Senate agenda or redirected to an appropriate unit on campus for a response. At each meeting of Senate, the Committee’s Chair submits a Chair’s Report detailing the questions and motions submitted for inclusion in the Senate agenda of that month, the ruling on each, a brief explanation of why the question or motion was not included as part of the agenda (if applicable), and information on the unit to which it was directed for a response.

As noted in the Committee’s terms of reference, items addressed to Senate and received by the Secretariat that are clearly not suitable for the Senate agenda should be redirected in the first instance by the Secretariat.  Items that require further consideration should be provided to SASAC, which should make a final decision regarding their inclusion on the Senate agenda by considering the following:

• The item’s relevance to Senate and relationship to matters under Senate’s jurisdiction, with consideration given to Senate’s purpose and functions;
• Whether the sender has the expectation and understanding that their item will be placed on the Senate agenda, which is public; and
• Whether the inclusion of the item may cause undue harm to any members of the Queen’s community.

The Senate Governance and Nominating Committee is tasked with advising Senate on the effectiveness and efficiency of Senate’s governance structures.  This includes the composition of Senate; the number, terms of reference, and composition of Senate’s committees; review of Senate’s effectiveness through an annual survey; and the evaluation of committee effectiveness through committee governance reviews.

6. What powers has the Board delegated to Senate?

As detailed in the Charter, Senate originally had only two powers: to exercise academical superintendence and discipline over students, and to award degrees.  All of Senate’s additional powers were delegated to it by the Board.  Significant instances of powers being delegated to the Senate include:

In 1882, a statute of Canada confirmed that the “College Senate” had the power to pass by-laws related to the conditions on which degrees, honorary or earned, were conferred, as long as the by-laws were reported to the Board.

In 1912, a statute of Canada confirmed that, while the Board may pass any enactments related to the Senate, it must first consult with Senate.  The same statute gave Senate the power to confer degrees in Divinity and that all professors of the university were members of the Senate, unless the constitution of the Senate was changed to reduce this number.

In 1913, an enactment of the Board of Trustees approved a new composition for Senate and a statement of Senate’s purpose and functions, as recommended in the 1913 Principal’s Report.  This enactment gave the Senate the power to, among other things, determine all courses of study leading to a degree; establish a new faculty, department, chair, or academic program; publish academic calendars; conduct exams; grant degrees; and award medals and prizes.

Senate’s Purpose and Functions document was last amended in 2017, when it was updated to reflect changes to the university’s student non-academic misconduct system.

7. What powers has Senate delegated to other bodies?

Senate has the authority to delegate various powers to its committees.  For example, the Senate Committee on Academic Development and Procedures approves the university’s degree lists on behalf of Senate, as well as sessional dates, the design of new academic hoods, and grading systems throughout the university.  The Scholarships and Student Aid Committee approves the establishment of fellowships, scholarships, medals and prizes, and awards fellowships, scholarships, medals and prizes, including entrance scholarships, on behalf of Senate.

8.What is the process for an item being added to the Senate agenda?

The University Secretariat works closely with several offices and people at the university to ensure that items requiring Senate’s review and/or approval are included in Senate agendas.

The Secretariat is regularly in touch with secretaries of Senate committees and can review all Senate committee agendas for items requiring Senate approval.  The Secretariat also maintains relationships with Faculty Board chairs and Secretaries and senior administrative offices for the same purpose.  These partnerships allow the Secretariat to provide advice to units and individuals across campus about what needs to come to Senate and why.

Many items come to Senate on a regular basis and an established process for this is well understood among the units involved.  Such items include new academic programs, major modifications to existing programs, honorary degree nominations, the university’s enrolment plan, approvals for new/renewed research centres and institutes, and new/revised Senate policies.

9. What happens if an item should have come to Senate, but did not?

Although rare, sometimes items that should have come to Senate for review or approval are not included in the Senate agenda.  This may be because those involved in developing the item were not aware of the requirement for Senate approval or because the Secretariat was not aware the item was under development.

In such cases, the absence of Senate approval is often discovered when reviewing Faculty Board minutes; when a faculty or staff member doing research into a process realizes something required Senate approval but did not receive it; or when an item requires amendments many years after it was created and it is discovered the original item never came to Senate.

When this happens, the item is brought to Senate for approval as soon as possible.  The reason for its original lack of approval is explained to senators and retroactive approval is requested.  Senators are given the opportunity to discuss the item before a vote is taken.  The Secretariat uses the opportunity to remind those in Faculties, Schools, departments, and administrative offices of Senate’s jurisdiction.

10. What if someone disagrees with a decision that is made regarding Senate’s jurisdiction?

If a senator believes that an item was improperly ruled off the Senate agenda or was not presented for inclusion at all, they may move a motion to amend the agenda and add the item to it.  If the motion is approved by Senate, the item is added to the Senate agenda, discussed and, if applicable, voted on by Senate.

However, whether a matter approved or discussed by the Senate properly falls within the authority of the Senate is ultimately a question of law.  While Senate is able to decide on the motions it is prepared to consider, the validity and force of Senate’s motions are determined by its jurisdiction as established in the Royal Charter and Senate’s Purpose and Functions document as described above.

11. Is there a standard structure for university governance in Canada?

While not uncommon prior to the twentieth century, a bicameral governance structure became the standard for Canadian universities after a royal commission (the “Flavelle Commission”) produced a report in 1906 that recommended universities adopt a bicameral governance structure, with a senate overseeing academic matters and a board overseeing financial matters.

A significant shift in modernizing Canadian universities’ governance came in the late 1960s and early 1970s with a report produced by the “Commission on University Government” published in 1966.  (This report is often called the “Duff Berdahl” report after two members of the steering committee that led the work).  The report’s impetus was rapid growth of universities in the post-war period and concern about institutions’ ability to cope.  Many wondered whether university governance structures needed to evolve alongside other changes taking place in the sector.  The Canadian Association of University Teachers (CAUT) and the Association of Universities and Colleges of Canada (AUCC) jointly sponsored a study on the topic.

The report confirmed that university governance structures had to be different from those in the private sector, given universities’ role as places of teaching, learning, and research.  The report recommended a reform of senates with the goal of reestablishing their role as institutions’ highest academic governing body.  Recommendations included reducing senates’ size to a maximum of 50, ensuring that the majority of members were elected faculty who served for three-year terms, and that the senate chair be the university’s president.  The report also emphasized the need for senates to be able to make recommendations to university boards, that senates should play a role in long-term planning and policy creation, and that consultation and communication on university-wide initiatives be improved.

One can see the impact of the 1966 report in the history of Queen’s Senate.  A series of reports and recommendations in 1968 and 1970 resulted in, among other things, endorsing the view that elected faculty make up the majority of senators, the addition of student representatives to Senate, and reform of Senate’s committees.

The Senate undertakes, in conjunction with the Human Rights and Equity Office, an annual Equity Census. Reports are presented to Senate and are used by the Senate Governance and Nominating Committee to ensure that Senate remains a fully inclusive body, representative of the Queen's community.

Census Report 2024/25

Census Report 2023/24

Census Report 2022/23

Census Report 2020/21

Census Report 2019/20