ABSTRACT
The authors advocate for the value of transparent, well-researched, and faculty-driven policy work to enhance the effectiveness of shared governance. Drawing from work in their institutional governance body, the authors provide a road map for collaborative and engaged service work in the interest of transforming faculty and teaching evaluations processes. The authors draw from feminist theory work and the lens of “feminist praxis” in order to demonstrate how attention to asymmetrical power and material contexts of governance work can enhance the overall functioning and institution-building capacity of faculty service efforts.
