Dr. Gmelch follows a sensible, pragmatic sequence of presentation in this book. . . . This book would be a definite asset for all academic libraries. In fact, I would urge departmental chairs and deans to issue it to each graduate student completing their program and entering higher education and each new assistant professor joining the faculty. --Academic Library Book Review Anxiety, frustration, and strain leading to stress and burnout. Who hasn′t felt these pressures to some degree? Stress is a common feature of academic life--and not always a bad thing--according to education professor Walter H. Gmelch, who has studied faculty stress for 15 years. "Positive" stress can actually help make you a more productive scholar. But, how do we manage those little (and not so little) annoying moments and patterns of behavior that build up to the boiling point by the end of the week? Based on his extensive research, Gmelch outlines the chief forms of faculty stress and its major causes. He then provides concrete advice on what you can do about the negative stressors in your job and in other areas of your life. Replete with exercises to help understand how stress affects you and forms to help you build a plan to cope with this stress, this book will be welcome relief for any faculty member.

This useful book outlines the chief forms and major causes of academic stress. Practical advice shows how to distinguish negative from positive stress and how to deal with negative stressors in life and at work. The book includes exercises to help the academic understand how stress affects him or her, as well as forms to help design programmes for coping with stress.

A timely book about assessing, coping with, and mitigating burnout in higher education. Faculty often talk about how busy, overwhelmed, and stressed they are. These qualities are seen as badges of honor in a capitalist culture that values productivity above all else. But for many women in higher education, exhaustion and stress go far deeper than end-of-the-semester malaise. Burnout, a mental health syndrome caused by chronic workplace stress, is endemic to higher education in a patriarchal, productivity-obsessed culture. In this unique book for women in higher education, Rebecca Pope-Ruark, PhD, draws from her own burnout experience, as well as collected stories of faculty in various roles and career stages, interviews with coaches and educational developers, and extensive secondary research to address and mitigate burnout. Pope-Ruark lays out four pillars of burnout resilience for faculty members: purpose, compassion, connection, and balance. Each chapter contains relatable stories, reflective opportunities and exercises, and advice from women in higher education. Blending memoir, key research, and reflection opportunities, Pope-Ruark helps faculty not only address burnout personally but also use the tools in this book to eradicate the systemic conditions that cause it in the first place. As burnout becomes more visible, we can destigmatize it by acknowledging that women are not unraveling; instead, women in higher education are reckoning with the productivity cult embedded in our institutions, recognizing how it shapes their understanding and approach to faculty work, and learning how they can remedy it for themselves, their peers, and women faculty in the future. Contributors: Lee Skallerup Bessette, Cynthia Ganote, Emily O. Gravett, Hillary Hutchinson, Tiffany D. Johnson, Bridget Lepore, Jennifer Marlow, Sharon Michler, Marie Moeller, Valerie Murrenus Pilmaier, Catherine Ross, Kristi Rudenga, Katherine Segal, Kryss Shane, Jennifer Snodgrass, Lindsay Steiner, Kristi Verbeke

Contrary to popular opinion, college and university faculty often experience a greater amount of stress than professionals in many other occupations. Faculty Stress takes a comprehensive look at faculty stress, its causes, and its consequences. This unique book explores the wide range of factors associated with work-related stress, the sources and perceptions of stress in differing academic environments, and the importance of gender factors in understanding and dealing with work stress in academia. Respected authorities discuss quantitative and qualitative research, case studies, and provide helpful policy recommendations. As higher education rapidly changes, the importance of understanding and effectively dealing with the stress that faculty endures increases. Faculty Stress explores in detail how change affects work and personal lives of faculty. This revealing book is crucial for current faculty and administrators who want to understand and effectively deal with stress, as well as future faculty who need to know how to better prepare for the rigors of their college and university academic profession. Faculty Stress is a valuable resource for faculty, higher education administrators, graduate students who intend to become faculty, librarians, higher education scholars, and scholars who study work and occupations. This book was published as a special issue of the Journal of Human Behavior in the Social Environment.

Ideal for use in teacher workshops, this book provides vital coping and problem-solving skills for managing the everyday stresses of the classroom. Specific strategies help teachers at any grade level gain awareness of the ways they respond in stressful situations and improve their overall well-being and effectiveness. Each chapter offers efficient tools for individuals, as well as group exercises. Teachers? stories are woven throughout. In a large-size format with lay-flat binding for easy photocopying, the book includes 45 self-monitoring forms, worksheets, and other handouts. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.

The definitive career guide for grad students, adjuncts, post-docs and anyone else eager to get tenure or turn their Ph.D. into their ideal job Each year tens of thousands of students will, after years of hard work and enormous amounts of money, earn their Ph.D. And each year only a small percentage of them will land a job that justifies and rewards their investment. For every comfortably tenured professor or well-paid former academic, there are countless underpaid and overworked adjuncts, and many more who simply give up in frustration. Those who do make it share an important asset that separates them from the pack: they have a plan. They understand exactly what they need to do to set themselves up for success. They know what really moves the needle in academic job searches, how to avoid the all-too-common mistakes that sink so many of their peers, and how to decide when to point their Ph.D. toward other, non-academic options. Karen Kelsky has made it her mission to help readers join the select few who get the most out of their Ph.D. As a former tenured professor and department head who oversaw numerous academic job searches, she knows from experience exactly what gets an academic applicant a job. And as the creator of the popular and widely respected advice site The Professor is In, she has helped countless Ph.D.’s turn themselves into stronger applicants and land their dream careers. Now, for the first time ever, Karen has poured all her best advice into a single handy guide that addresses the most important issues facing any Ph.D., including: -When, where, and what to publish -Writing a foolproof grant application -Cultivating references and crafting the perfect CV -Acing the job talk and campus interview -Avoiding the adjunct trap -Making the leap to nonacademic work, when the time is right The Professor Is In addresses all of these issues, and many more.

The Full-Time Faculty Handbook is a guide to the life of a college professor. Editors Virginia Bianco-Mathis and Neal Chalofsky examine the major components of a life in the academy-teaching, advising, publishing, research and service. Practical, comprehensive, and engaging, this handy guide appeals to a broad audience across all academic disciplines-from new professors to tenured faculty. Themes that are introduced and woven throughout the book include: + The basics of academic life + Key strategies for success + Political realities vs. the "ideal" + Managing your career-creating your own schedule, roadmap, and network + Assessing where you are and what needs to be done + Finding, fueling, and maintaining your passion The authors also address the latest trends in the field that are affecting time-honored teaching traditions, such as distance learning, outcome assessment, continuous learning, and the evolving roles and responsibilities of full-time faculty.

Toxic Ivory Towers seeks to document the professional work experiences of underrepresented minority (URM) faculty in U.S. higher education, and simultaneously address the social and economic inequalities in their life course trajectory. Ruth Enid Zambrana finds that despite the changing demographics of the nation, the percentages of Black and Hispanic faculty have increased only slightly, while the percentages obtaining tenure and earning promotion to full professor have remained relatively stagnant. Toxic Ivory Towers is the first book to take a look at the institutional factors impacting the ability of URM faculty to be successful at their jobs, and to flourish in academia. The book captures not only how various dimensions of identity inequality are expressed in the academy and how these social statuses influence the health and well-being of URM faculty, but also how institutional policies and practices can be used to transform the culture of an institution to increase rates of retention and promotion so URM faculty can thrive.

In the 21st century, academic medical centers across the United States continue to make scientific breakthroughs, to make improvements in patient care, and to p- vide the most advanced information and guidance in matters affecting public health. The signs of growth are everywhere—in new research buildings, new pa- nerships with industry, new forms of molecular medicine, and new sensitivity to the role of the human spirit in healing. This growth is due in large part to the dedication and productivity of our faculty, who are providing more patient care, more research, more teaching, and more community service than ever before. Today, there are roughly 135,000 physicians, scientists, and other faculty wo- ing at approximately 125 academic medical centers around the country. Increasingly, they are asked to do more with less. Since the 1990s, academic medical centers in the United States have lost the financial margin they once enjoyed, thereby putting new pressures on research, education, and clinical care. Medical school faculty, previously given funded time for teaching and research, are increasingly drafted to bring in clinical revenues to cover their salaries. Dedicated to the missions of research, teaching, and care, our faculty have responded well to these challenges and perform at a very high level. However, we are beginning to see the results of ongoing stress.

Honing Self-Awareness of Faculty and Future Business Leaders emphasizes self-awareness and management of emotions as a strong differentiator for generating student engagement, well-being and performance in complex and ambiguous societal and economic VUCA environments.