The overwhelm is real: A discussion of common challenges facing mid- to late-career teaching faculty (and how we can deal with them).
Session Type
Panel Discussion
Room
Physics and Astronomy, room 148
Start Date
18-7-2025 10:30 AM
End Date
18-7-2025 11:30 AM
Keywords
mid-to late career academics, professional development, burnout, well-being, teaching faculty, career sustainability
Primary Threads
Teaching and Learning Science
Abstract
Much attention deservedly goes towards supporting early career faculty in developing the skills and networks needed to succeed in academia. Mid- to late-career academics are generally overlooked in terms of professional development opportunities, while deeply involved in departmental and institutional service commitments, often managing elder and/or childcare responsibilities at home. Mid-career “crises” or “slumps” are not unique to academia, but there are elements of higher education teaching careers that differ from many others. Many teaching-focused faculty members are strongly committed to evidence-based teaching and have considerable knowledge and experience of value in our institutions, arguably not reliably recognized nor strategically deployed. Fiscal constraints have led to decreasing resources (lab/course budgets, TAs, administrative support) and increased teaching loads. How can we sustain ourselves – our “productivity”, teaching, mentoring, good academic citizenship–and maintain our well-being? What are some ways that teaching-stream faculty members can avoid burnout and cynicism often associated with long-term teaching? What are some of the positives and strengths we can recognize and build on to keep our work meaningful? The panel will discuss challenges and recommendations from current research and our own experiences … and do some brainstorming with participants! There will be polling/sharing online, so please bring your own device (smartphone, laptop, tablet)!
The panel includes mid- to late-career faculty from several universities and locations with differences in teaching-focused faculty teaching loads and expectations. Although the panel members are all biologists, the topic is applicable across disciplines, and faculty roles. This interactive panel discussion will identify challenges and possible strategies for making the most of mid- to late-career work and life. We anticipate this session will be of interest to those also in mid-/late-career stages, but welcome early career folks who may want to know (and prepare for) what lies ahead!
Elements of Engagement
The session will be an interactive panel discussion, involving session participants as well as the panel members. Polling will be used during this session., Breakout groups will brainstorm ideas for dealing with common challenges faced by teaching faculty at this career stage, with hosts facilitating the sharing of ideas, and providing relevant literature and experiences. Suggested reading, ideas and suggestions will be shared digitally during and after the session.
Creative Commons License
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The overwhelm is real: A discussion of common challenges facing mid- to late-career teaching faculty (and how we can deal with them).
Physics and Astronomy, room 148
Much attention deservedly goes towards supporting early career faculty in developing the skills and networks needed to succeed in academia. Mid- to late-career academics are generally overlooked in terms of professional development opportunities, while deeply involved in departmental and institutional service commitments, often managing elder and/or childcare responsibilities at home. Mid-career “crises” or “slumps” are not unique to academia, but there are elements of higher education teaching careers that differ from many others. Many teaching-focused faculty members are strongly committed to evidence-based teaching and have considerable knowledge and experience of value in our institutions, arguably not reliably recognized nor strategically deployed. Fiscal constraints have led to decreasing resources (lab/course budgets, TAs, administrative support) and increased teaching loads. How can we sustain ourselves – our “productivity”, teaching, mentoring, good academic citizenship–and maintain our well-being? What are some ways that teaching-stream faculty members can avoid burnout and cynicism often associated with long-term teaching? What are some of the positives and strengths we can recognize and build on to keep our work meaningful? The panel will discuss challenges and recommendations from current research and our own experiences … and do some brainstorming with participants! There will be polling/sharing online, so please bring your own device (smartphone, laptop, tablet)!
The panel includes mid- to late-career faculty from several universities and locations with differences in teaching-focused faculty teaching loads and expectations. Although the panel members are all biologists, the topic is applicable across disciplines, and faculty roles. This interactive panel discussion will identify challenges and possible strategies for making the most of mid- to late-career work and life. We anticipate this session will be of interest to those also in mid-/late-career stages, but welcome early career folks who may want to know (and prepare for) what lies ahead!