When I transitioned from the bedside to academia, I expected to feel a bit disoriented. What I didn’t expect was how unprepared I’d feel in front of a classroom. I could
As junior faculty, our department, school, and university standards for tenure and promotion may feel daunting, ambiguous, and create stress in trying to meet the requirements. Additionally, feelings of isolation exacerbated by one’s specialty field
Over the years, working with preservice teachers who will be teaching multilingual learners (MLLs) in general classrooms, I’ve noticed a familiar pattern: they complete coursework, pass exams, and demonstrate overall
In today’s complex academic landscape, fostering environments where faculty feel seen, valued, and celebrated is not merely ideal—it is essential. I consider myself truly blessed
If you’ve ever organized faculty development, you know the usual routine: run workshops, get sign-in sheets, and maybe send a feedback survey. While useful, these activities don’t always tell us the
If we do not take care of our teachers, we risk losing them, or worse, leaving them in classrooms too burned out to do their
Innovating new technologies in the classroom is not everyone’s jam. For some faculty, it can be a slog to keep up with the rapid emergence
Have you ever felt the weight of being overworked and underpaid? Do you find yourself questioning your value in your workplace? Are you contemplating exploring
As scholar-teachers, we know that the habit of reflection can be a powerful tool for workplace learning and performance, which can separate high-performance professionals from mediocre
University faculty members are usually immersed in various tasks related to teaching, research, committees, and office hours. As a result, they rarely have time to
