Chavella T. Pittman, Dominican University I'm overwhelmed with teaching/mentoring students. . . . And the university doesn't value my . . . labor devoted to supporting students."—Woman faculty of color at a research university Faculty care. We care about students’ learning, their well-being, their development, their futures. We care enough to redesign assignments, rewrite policies, overhaul entire courses, and re-imagine whole semesters when circumstances demand it. I’ve s

Todd Zakrajsek, ITLC-Lilly Conferences For every class I ever taught, on the first day of class I encourage my students to participate in class discussions, to answer questions designed to stimulate thinking, and that it is ok to make mistakes. I explain that to learn, it is important that they participate. Most never did. There were always a handful of students who would freely answer questions and voice their opinions during whole-class discussions. I always assumed the

Amy I. Cass , California State University, Fullerton Key Statement: Navigate the challenges of both work and life by incorporating a harmony mindset as opposed to a balanced mindset. Keywords: Work-Life Balance, Work-Life Harmony, Integrative Introduction For adults, work and family are two critical and time-consuming roles. Research into work-family issues has been around for decades, but discussions of work-family experiences have more recently gained heightened attenti

Jamie Adam , Belmont University Elisa Greene , Belmont University Michael Oliver , Belmont University Key Statement: Faculty well-being is multidimensional, encompassing purpose, relationships, and growth. It is a critical determinant of institutional effectiveness, engagement, and long-term retention. Key Words: Well-Being, Faculty, Intervention Faculty well-being is a critical component of a thriving academic community and the success of educational institutions. Yet,