A Question for Ann Obermann

Ann Obermann, LCSW, PhD, is a faculty trustee on the Metropolitan State University of Denver Board of Trustees. With a background as a social worker, adjunct, lecturer, and now an associate professor of social work, Obermann possesses a deep understanding of the community and faculty experience in higher education. She is a collaborative author of 101 Careers in Social Work and is currently writing a textbook focused on family social work practice.

Why is the role of a faculty trustee valuable to a higher education institution? What does their experience bring to higher education governance?

The role of a faculty trustee is invaluable to higher education institutions due to their firsthand experience and expertise. Faculty have been trained to ask questions, be skeptical, see patterns, seek evidence, and continually stay informed. These skills on the board help balance external and high-level perspectives with the daily operations of the university and student experience. Universities need to stay connected to what is happening on the frontlines, with students, industry partners, and the latest research and innovation, which faculty provide. Having a faculty trustee ensures that institutions stay connected to frontline experiences, meet industry demands, and adapt to evolving student needs while upholding principles of shared governance.

How has your time as a faculty member, faculty senator, and faculty senate chair helped inform your experience as a faculty trustee?

As faculty senator and caucus chair, I’ve gained a comprehensive view of faculty and university dynamics. I’ve learned to advocate, ask pertinent questions, and realize that there are as many different perspectives as there are faculty, senior leaders, or board members. Senate participation taught me about shared governance, both how it works well, and its challenges. These perspectives and knowledge are essential for a faculty trustee. This role is often called on to explain the faculty perspective in context of the university and within higher education and to increase engagement with shared governance, a concept that is new or misunderstood by many people outside of higher education.

I recommend prioritizing listening, asking insightful questions, and collaborating with stakeholders for effective trustee service. It is essential to ask questions! Asking questions from a faculty point of view can help you and the other trustees better understand the university and faculty perspectives and needs.

How might presidents and boards at both public and private institutions better engage faculty trustees?

Presidents and boards can better engage faculty trustees by providing clear guidelines, onboarding processes, and ongoing support tailored to their unique roles. Many faculty trustees have different responsibilities or roles than the other members of board, which can be confusing when trying to figure out how to execute their role. Make sure they have a clear point person for questions and know the culture of and specifics of communication within the board. For example, I am in an advisory non-voting role. This means I do not vote, attend executive board meetings, or participate in the president’s evaluation. However, I can fully participate in all meetings and attend all board events. And despite not voting or being in the room for executive decisions, the board chair keeps me informed and asks my perspective when able. These differing expectations were confusing at first, but I had specific people, the board secretary and past faculty trustee, who were consistently available to answer questions and a board that intentionally includes the faculty.

The visible commitment to faculty from the board and the president is imperative in engaging the faculty trustees in their success. Making space for a faculty trustee to speak, asking for their input, inviting them to meetings, university events, and being curious about their passions and day to day, speaks volumes. An example of this is inviting your faculty trustee to the AGB Annual Conference where we can learn alongside the board and make national connections. Trustees often get invited to the student-, fundraising-, and university-success focused events. To engage faculty and demonstrate faculty value, trustees and the president can attend our classes, read our research, listen to our presentations, and attend events where faculty expertise shines.

–Interview by Erin Geraghty, managing editor of Trusteeship