Good discussion on this podcast of the issues of passion, meaning, and work-life balance for faculty. Also, I think, an interesting model for talking to students about our work, and our work histories.
A little late for the advice about phrasing policies on the syllabus, but since the conversation about late work happens all semester, there might be some useful tips for how to talk about deadlines as they approach.
Good conversation about the ways in which we can use the study of memory and motivation to help us and our students follow through on our intentions to work and study well.
The idea that resilience is a socially situated behavior, not a just personal quality, seems important, as does turning this lens (which we so often use on our students) on our own lives and work as educators.
This estimator provides a useful check of how much work your class asks of students. It might be a good tool to give your students directly, as a planning tool for getting all their commitments met.
Podcast discussion of a new book which addresses some of the differences between work at research institutions and teaching-focused institutions. The synopsis highlights new faculty, but about halfway into the podcast they also start discussing mid-career (and even late-career) choices too.
How can the CIP help protect time for "quiet conversation and stillness of mind" without adding yet another darn thing to the calendar of events? (The success of this year's writing groups suggests one way...)
Like Anastasia Salter, I love making resolutions, and am resolutely bad at keeping them. I think her focus here makes a lot of sense, choosing habits which will be sustainable and support a sense of balance.
It seems like everyone I talk to has well more than 3 months' worth of "summer projects." We talk about our overstuffed schedules. We even complain about depth vs. breadth and "coverage" in our courses and majors. Maybe the summer's not a bad time to consider a little productive surrender.
"Faced with the question - How much reading should we assign? - I think most instructors would agree that the best answer is: "It depends."" One way to break the tyranny of "coverage" is to deeply consider your goals for how students will make meaning with the reading you assign.
Might be some interesting questions for advisees or majors (or colleagues or yourself) in this podcast. What did you reflect on this summer? In between courses, can you see how they relate?
Is your grading literally giving you a headache? Pay attention to these basic tips for eye health (and remember them for computer-intense classes as well).