Shared Governance: Why it Matters at Georgia Tech

Georgia Tech shares its governance with our faculty. But what does that actually mean?

It means that our faculty community has specific rights and responsibilities that allow them to govern themselves and uphold high academic standards. The success of this model hinges on faculty contributions and voices.

On a busy campus filled with enough buzz to keep schedules fully booked, Dima Nazzal, chair of the Faculty Executive Board, and Adam Steinberg, secretary of the faculty, explain why faculty governance is a commitment that matters.

Q: Why do you think faculty governance matters, especially given everything else faculty juggle?

Nazzal: The faculty handbook says it's both a right and a responsibility. Faculty are responsible for maintaining the highest standards for teaching, research, and resources. Many of us don't think about how policies are made until we're part of the process. Faculty governance gives us that voice.

Steinberg: For me, it's about impact. I could publish a paper that gets cited hundreds of times over the years. But through governance, I can help make a decision that affects 50,000 students immediately. That's powerful.

Q: What makes Georgia Tech's governance structure unique compared with other universities?

Nazzal: One major difference is that half of our faculty are research faculty - many in GTRI. That's unusual, and it shapes governance. We have both an Academic Faculty Senate and a Research Faculty Senate, with the Faculty Executive Board and Standing Committees of the Faculty bringing those together. Another unique element is that the president presides over the Senate, whereas at many universities it's an elected faculty member.

Steinberg: Beyond structure, the culture matters. At Tech, governance is collaborative, not combative. Even when there's tension, the spirit of the faculty community is aligned with our mission to support students.

Q: Why should students and staff care about faculty governance?

Steinberg: Students come here for the best education, and faculty governance is how we oversee, adapt, and advance the academic mission. Everything from degree programs to academic integrity policies to campus services passes through this system.

Nazzal: And it's not just faculty voices. Students and staff serve as full members on many standing committees. Their input shapes outcomes, whether it's curriculum, services, or even student fees.

Q: Could you share how you first became involved in faculty governance at Georgia Tech?

Nazzal: My first service involvement beyond my School came during the pandemic. As an industrial and systems engineer, I volunteered for the Covid-19 recovery task force. That experience showed me how Georgia Tech runs - how every person and unit is essential. After that experience, I decided to run for the Faculty Services Committee, then the Faculty Senate, then the Faculty Executive Board. Eventually, I was persuaded to run for vice chair and chair of the Faculty Executive Board.

Steinberg: I came to Tech as an associate professor and joined the Institute Undergraduate Curriculum Committee (IUCC). At first, I just observed. Later, I chaired a subcommittee during a major curriculum review, and that's when I really engaged. From there, I became vice chair of IUCC, and then I was encouraged to run for secretary of the faculty.

Q: For faculty who are skeptical, what would you say about the impact they can have through governance?

Nazzal: Some impacts are easy to measure, like new degrees or policies approved through committees. But much of the work is behind the scenes - building trust, shaping resolutions, finding alignment, and preventing conflicts. It's hard to see unless you're inside, but it matters.

Steinberg: If governance stopped, you'd notice immediately. New programs wouldn't move forward, and policies wouldn't be adapted. The deeper you engage, the more you see how essential it is.

Q: If I'm a faculty member who has never been involved, what's the best way to start?

Nazzal: Many people start with service in their School or College committees, then move into Institute-level work. At the Institute level, you can run for one of the 15 standing committees, each with a clear focus - like benefits, accessibility, IT services, or curriculum.

Steinberg: Standing committees do the detailed work, while the Faculty Senate deliberates and acts on those recommendations. Both are good entry points, and temporary committees also provide opportunities to engage when new issues arise.

Q: What's your elevator pitch for why faculty should participate?

Nazzal: Three things: You grow your network, you gain perspective on how Georgia Tech works, and most importantly, you get to influence how things get done here.

Steinberg: I'd add that it's also leadership development. Many of Tech's current academic leaders cut their teeth in faculty governance. It's a way to make Tech better and grow professionally at the same time.

There are opportunities throughout the year to become involved in Faculty Governance at Georgia Tech. You can find out more about the various committees and branches where you can plug in via the Faculty Governance website.

Writer: Brittany Aiello, Faculty Communications Program Manager, Executive Communications