What is it about?
Faculty feel overburdened and pressured to work constantly to meet the demands of teaching, research, and service, and they strive for work-life balance. This review article examines the well-being of faculty in higher education. We discuss the history of well-being in academia, the concepts of stress and well-being, and ways to promote and cultivate faculty well-being. Evidence-based strategies include intentional focus on faculty themselves, prioritizing a community of well-being, and implementing high-quality professional learning opportunities.
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Why is it important?
Success in academia depends on productivity in research, teaching, and service, and this workload model that excludes attention to the welfare of faculty members themselves contributes to stress and burnout. Importantly, student success and well-being are influenced largely by their faculty members, whose ability to inspire and lead depends on their own well-being. This review article underscores the importance of attending to the well-being of people beyond their professional roles.
Perspectives
Writing about faculty well-being in 2021 felt like a metacognitive exercise that was both hard (due to not attending to our own well-being) and cathartic. Learning about the importance of well-being helped us to notice and define our struggles more clearly, and articulating strategies to improve well-being left us feeling hopeful.
Brianne Roos
Loyola University Maryland
Read the Original
This page is a summary of: Attending to the Teacher in the Teaching: Prioritizing Faculty Well-Being, Perspectives of the ASHA Special Interest Groups, August 2021, American Speech-Language-Hearing Association (ASHA),
DOI: 10.1044/2021_persp-21-00006.
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