Faculty work to address critical issues affecting their communities. Eleanor Roosevelt once said, “Great minds discuss ideas; average minds discuss events; small minds discuss people.” As faculty, I hope we all aspire to be great minds and promote free speech.
Faculty governance is not merely a bureaucratic process; it is the bedrock upon which the principles of our institutions stand. It is a platform through which we can enact meaningful change, shape policies, and foster a culture of inclusivity and belonging. Faculty governance is longstanding and one of the best models of shared governance. In 1920, the American Association of University Professors (AAUP) wrote its first statement on faculty governance. Faculty should be involved in “personnel decisions, selection of administrators, preparation of the budget, and determination of educational policies” (AAUP). Faculty governance should include everyone who is impacted by a policy or decision. Most importantly, it is essential to academic freedom.
The academic freedom of faculty members includes the freedom to express their views (1) on academic matters in the classroom and in the conduct of research, (2) on matters having to do with their institution and its policies, and (3) on issues of public interest generally, and to do so even if their views are in conflict with one or another received wisdom.
AAUP Statement, 1994
Sadly, bullying is not merely a schoolyard phenomenon; it infiltrates every layer of society, permeating workplaces, homes, and even places of higher learning. It festers in the shadows, preying on the vulnerable and poisoning the very fabric of our communities. But it does not have to be this way. We can disagree, debate, and come to a consensus without retaliating against or trying to intimidate those with a different perspective.
Each faculty member has the power to effect change. It is not enough to stand idly by, hoping someone else will take the mantle. We must recognize that each of us is responsible for creating an environment of respect, empathy, and kindness. Yet this does not mean one must agree with every policy or procedure. Faculty can be in the minority and not be wrong, be in the majority, and not be right. Still, regardless of the view, all should be encouraged to express it as robust discussion ensures a better chance of a good policy that will not have unintended consequences.
We must also engage in open dialogue, fostering a culture where individuals feel safe to speak out against injustice and where policy disagreements are met with genuine concern and a commitment to resolution. We should create spaces for constructive discussions where differing opinions on policies and procedures are respected, and conflicts are resolved through dialogue rather than coercion and retaliation. Individuals should always be allowed to discuss issues of concern openly and honestly without fear of reprisal or retaliation.
I hope we remember that faculty governance is not a solitary endeavor but a collective responsibility, and it requires commitment and collaboration from every one of us. While disagreement and diverse viewpoints are inevitable and healthy in a vibrant academic environment, resorting to intimidation or suppression of dissent is antithetical to academic values. Together, let us lead by example, ensuring our legacy has a positive impact and enduring respect for all members of academic communities.
