"How to Teach AND Be Well": A Workshop on Well-Being through Course and Teaching Design

The exigencies of teaching during a worldwide public health crisis have led to increased attention to faculty discontent, disengagement, and burnout. For many, teaching has become a much more challenging responsibility. This article describes an effort to provide new programmatic support that proact...

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Bibliographic Details
Published in:The journal of faculty development 2025-01, Vol.39 (1), p.23-27
Main Authors: Baldi, Brian, Lisi, Bethany
Format: Article
Language:English
Subjects:
Attention
Burnout
Career Development
Classrooms
College Faculty
Communities of Practice
Conferences, meetings and seminars
Course Content
Education
Education, Higher
Educational Development
Educational Needs
Educational objectives
Faculty Development
Flexibility
Graduate Students
Independent study
Learning
Learning Processes
Learning Strategies
Methods
Mindfulness
Outcomes of Education
Pandemics
Pedagogy
Predominantly White Institutions
Professional development
Programming
Psychological aspects
Public health
Reflection
Structural Analysis (Linguistics)
Students
Teacher Burnout
Teachers
Teaching
Teaching Load
Teaching methods
Verbal communication
Well being
Workloads
Workshops
Workshops (Educational programs)
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Summary:The exigencies of teaching during a worldwide public health crisis have led to increased attention to faculty discontent, disengagement, and burnout. For many, teaching has become a much more challenging responsibility. This article describes an effort to provide new programmatic support that proactively and meaningfully addresses instructor well-being through course design and teaching choices-programming that acknowledges the true burdens instructors face, addresses course learning outcomes and core design choices, prioritizes faculty voices and stories, and invites participants to be their true selves.
ISSN:2153-1900
2153-1919