August 22, 2025
In a significant move that has sparked concern among educators, two professors from Houston have taken a stand against recent legislative changes affecting faculty governance in Texas. They have initiated a new organization, dubbed the Faux Faculty Senate, as a response to the diminishing role of faculty in decision-making processes.
Recently, the Board of Regents for the University of Texas System made a controversial decision to dissolve its established faculty senates. This action aligns with the newly enacted Senate Bill 37, a sweeping reform in Texas higher education that grants university boards and presidents unprecedented control over faculty governance structures.
In place of the traditional senates, the UT board has opted to establish faculty advisory groups. These groups are intended to handle various governance tasks, such as evaluating degree requirements and suggesting curricular modifications. However, the ultimate authority remains firmly with the administration, raising questions about the effectiveness of these advisory bodies.
Similarly, the Board of Regents for the University of Houston has announced the formation of faculty councils. According to a university spokesperson, these councils aim to provide faculty with structured opportunities to influence academic priorities and contribute to future decisions. Yet, the reality is that these councils lack true independence and decision-making power, as stipulated by SB 37, which designates them as purely advisory.
As of June 20, the new regulations dictate that any faculty governing body in Texas cannot exceed 60 members unless otherwise specified by the board. Each college or school within the university must have at least two representatives, with the university president appointing a portion of these members. This structure raises concerns about the potential for administrative overreach in faculty representation.
Mark Criley, a senior program officer at the American Association of University Professors, expressed skepticism about the new advisory groups, stating that they will not genuinely represent the faculty’s voice. He emphasized the importance of a selection process that allows faculty to choose their representatives, rather than having them appointed by the administration.
Across Texas, various college and university boards are adopting different strategies to comply with the new law. For instance, the Alamo Colleges District Board of Trustees recently voted to consolidate faculty senates from five campuses into a single group of up to 35 members, significantly reducing the previous total of 114 voting members.
Meanwhile, the Texas State University system board has opted to allow presidents to create new faculty groups but has not yet approved a governing body, allowing the existing senate to lapse as mandated by SB 37. The Texas A&M University regents are expected to discuss their approach to the new law in an upcoming meeting.
In response to these developments, the Faux Faculty Senate was introduced by two professors at the University of Houston. David Mazella, an associate professor of English and president-elect of the faux senate, criticized SB 37 as an antidemocratic measure that undermines faculty voices in governance. He noted that while the faux senate will not replicate the functions of the former senate, it will serve as a platform for faculty to engage in discussions about pressing issues in Texas higher education.
The faux senate aims to foster a sense of community among faculty members, providing a space for informal gatherings outside the university environment. Mazella and his co-creator, María González, also an associate professor of English, plan to organize events starting in October, although they will need to fund these initiatives themselves due to a lack of university support.
As the landscape of faculty governance in Texas continues to evolve, the implications of these changes remain to be seen. The shift from traditional senates to advisory councils raises critical questions about the future of faculty representation and the role of educators in shaping academic policies.