Board of Regents address transparency and public engagement issues at recent meeting

A significant discussion emerged during the recent Senate Committee on Higher Education meeting in Hawaii, focusing on the role and accessibility of the Board of Regents (BOR) in addressing community needs and enhancing public engagement. Joshua, a student regent, expressed his commitment to serving on the board and highlighted the importance of considering diverse perspectives in policy decisions.

Joshua emphasized his proactive approach to gathering input, stating, "I try to talk to administrators... and then I start to try and talk to students." This engagement is crucial, especially when addressing contentious issues that affect the student body. He acknowledged the need for the BOR to be more user-friendly and accessible, admitting that many people are unaware of the board's structure and functions.

The committee raised concerns about the BOR's performance evaluation process, noting that it currently lacks actionable insights. Joshua agreed, suggesting that the board should refine its assessment methods to better reflect its effectiveness and set clear goals. "We probably need to review how we do that," he stated, indicating a willingness to improve.

Another key point of discussion was the process of getting items on the BOR agenda. Joshua explained that while regents can propose topics, the final decision rests with the chair and administration, which can lead to delays in addressing urgent issues. He noted, "Sometimes there is pushback from time to time," highlighting the challenges faced in ensuring timely discussions on pressing matters.

The meeting concluded with a call for greater transparency and accountability within the BOR, as members recognized the need for a more responsive governance structure that reflects the concerns of the community. As the board navigates these challenges, the focus remains on enhancing its engagement with students and the public, ensuring that vital issues are addressed in a timely manner.