Greetings, Tranquil Faculty!

In order to understand and recognize Burnout we must first began with how it develops. Burnout happens as result of chronic stress prolonged over time which is termed Cumulative Stress.

 Cumulative stress most often results from a combination of personal, work, and incident specific events, which generate frustration and tension. When this type of stress goes unnoticed, or is not well-managed, burnout can result. Some examples include, ongoing high pressured work environment, long-term relationship problems, and persistent financial worries (Izzard, 2017).

Stress and burnout have emerged as a serious concern for today's higher education instructors. As the growth in distance education continues, the demands on online academics will increase, potentially leading to burnout (Mcain & Holt, 2009).

Please identify what ongoing Online Faculty or Education demands can provoke cumulative stress?

Do you believe you have experienced Cumulative Stress?

Dr. Izzy

Izzard, L. (2017). Cumulative Stress [PowerPoint slides]

McCann, J., & Holt, R. (2009). An Exploration of Burnout Among Online University Professors. Journal Of Distance Education, 23(3), 97-110.

Thanks for bringing up this topic!  I'm pretty good at managing my day-to-day stress as a full-time online instructor here, but I still get "spikes" in stress levels.  Last week, for example, I reported grades for a class.  One of the students who failed called and emailed me numerous times, wanting to know "Why did you fail me?"  The main thing that bothers me with that question is the perspective is wrong - the student failed the class, I just posted a grade that confirmed it.  
The student did not apply any feedback from any of the assignments, and they did not participate in the discussion forum.  I kicked back two papers for them to revise, which they turned in the day the class ended and only fixed one of many problems, so the papers were rejected again.  Each message I responded to had to be carefully worded instead of just bluntly telling them their mistakes - I know that sounds like venting, but I believe they need to hear an honest opinion of their work.  My instructors did that, but they did not have to worry about someone copying an email and forwarding it to various people or minding every word over a recorded conversation.  I lost sleep over this and I honestly don't feel that my response was strong enough for the student to learn from their experience.

Kyle, Thanks so much for sharing this example. This is absolutely an example of a stressful situation with students that if continues overtime can cause cumulative stress. I too have experienced students complaining about grades that they have earned and going as far to submit appeals. The constant emails, calls, and some disrespectful email communication from students alone can raise stress levels. This type of stress can cause Faculty members to question their teaching methods and purpose for teaching. 

What has helped to decrease my stress is following University policy as much as possible along with reminding students of policy. Also setting necessary boundaries with students to assist them with understanding my course expectations. While some students will still challenge the majority will usually comply. I affirm myself daily by saying affirmations such as "I am destined to teach" and "I will impact the life of at least one student in every course I teach"!

Kyle, you mentioned loosing sleep during that time of stress. It is important for us to remember that cumulative stress can have physical signs such as insomnia, headaches, back pain, appetite changes etc...I will discuss more signs, symptoms, and self care in the coming weeks!

Dr. Izzy

Hello, Tranquil Faculty!

Now that we have identified Cumulative Stress. Let's move into defining and understanding Burnout.

Teaching is often recognized as an intense, highly pressured profession in which burnout is common. The term “burnout” was first coined by the American psychologist Herbert Freudenberger, in 1974, to describe the state of complete depletion experienced by workers. His analysis concentrated on helping professionals who worked long hours and had excessive workload(Mcain & Holt, 2009). Burnout refers to the physical, mental, and emotional exhaustion that comes from prolonged stress over time (Cumulative Stress). Too many demands, and not enough resources, causes feelings of powerlessness, and reduced feelings of personal accomplishment (Izzard, 2017).

The Maslach (MAZ-LACK) Burnout Inventory (MBI) for Education, Human Service, and General Occupations is by far the most widely used, accepted, valid, and reliable measurement tool of stress and burnout created by Christina Maslach Social Psychologist and Professor of Psychology at University of California. It measures:

Emotional Exhaustion: emotionally overextended and exhausted by one's work

Depersonalization: impersonal response toward one's service, care treatment, or instruction

Accomplishment: competence and successful achievement in one's work

It is important to understand that we may not always recognize Burnout which is why taking an inventory like the Maslach(MBI) is helpful as well as being aware of signs and symptoms (Izzard, 2017).

Burnout Signs and Symptoms

•Physical, Mental, and Emotional Exhaustion

•Insomnia

•Impaired Concentration and Attention

•Physical Symptoms (HEADACHES, IBS, MUSCLE ACHES, etc…)

•Increased Illness (WEAK IMMUNE SYSTEM)

•Loss of Appetite or over eating

•Anxiety (exhaustion)

•Depression: (LACK OF INTEREST)

•Irritability

•Displacement OF ANGER

Have you experienced Faculty Burnout or feel you have come close?

When hearing the words Burnout and Teaching what resonates with you?

Izzard, L. (2017). Cumulative Stress [PowerPoint slides]

McCann, J., & Holt, R. (2009). An Exploration of Burnout Among Online University Professors. Journal Of Distance Education, 23(3), 97-110.

http://www.statisticssolutions.com/maslach-burnout-inventory-mbi/

I am also venting, but wondering how many are in the same boat. I work full-time and this is a supplement, so that alone is stressful.   And yes I have a lot of those items above.  I was having trouble sleeping until I started taking something all natural, but that was one.  I am totally exhausted mentally and emotionally.  I also have a lack of interest in teaching.  I can definitely say that I have considered quitting this online teaching. I rely on the money, but that is not a guarantee...   I get full classes to turn around and have them drop to 7 students, so what I was expecting just got cut in half.  Yet I am expected to still do all the same things.  8 to 10 assignments a week, plus dqs.  

As for the students, the students have definitely gotten worse over the years causing a lot of burnout.  They have gotten considerably needy and not doing quality work (but expecting a quality grade) or wanting extra time either the following week or at the end of class so they can pass.  That alone has caused me to question things because it causes more work.   

I follow late policy of 10% per day with little to no exceptions. I tell them about the quiz retake that is allowed in my class except for papers and exams.  I post in announcements the information and put in my first week of CATs (extra work) as a question what are the class expectations.  However, yes the students constantly provide excuses and wanting full credit.  I have to make sure all my things are done on time or I get nasty notices reminding me. More of a student posted a day or so early and I didn't catch it.   Why couldn't I just do everything late. Yes, that is also stressful when you are trying to keep up with all the late assignments and make sure you update them.   I don't make excuses, I do it.  

I have gotten to where I honestly don't trust them and think it is excuses.  I get constant complaints, constant requests and it has me so burnout so stressed.  I have been looking for other things because of the burnout.  I think because of it, I am less sympathetic.  I can't do much more.  

Sorry, yes I am also venting, but I really wonder.  How much we have to put up with.... 

Roberta, 

Thanks so much for sharing your personal Faculty Burnout experiences. I truly believe what you are going through is more common than often discussed in the field of Online and Traditional Higher Education. Because positions in Higher Education can be considered positions of privilege there is an unspoken tone related to stress levels. I have conducted several trainings on this topic in Higher Education and many Faculty members have the same stress experiences. I think what is most disheartening to me is that many faculty members have Health challenges as a result. The more we discuss, learn, and understand about preventing Burnout can benefit us a great deal. While we cannot always change the dynamics of our students and Universities we teach for, we can change how we take care of ourselves, and set necessary personal boundaries! I will discuss more on self-care techniques and personal boundaries soon!

I'm going to jump into this thread with a couple of observations 1) many of our students are stressed with juggling family, work, and school responsibilities and 2) sometimes we might unintentionally or inadvertently facilitate their stress and our own stress. If they are feeling stressed, then it tends to show in how they respond in our class and that can sometimes raise our own stress levels.

I don't disagree with what you were saying, but for my courses it ends up a lot more grading.  I have one school that the grades are loading automatically and we don't have to comment for them doing homework in another system.  I see no point in comments for homework that they do with another company.  And I see no reason, we can't automate downloading those in.  Then other than papers that do build up on each other, I would not care if they were a few days late.  However, it is harder to keep up with it.  I also think it depends on assignments.  If you don't have a lot, that is no problem -  like if I had 1 a week with maybe a quiz or a test every other week, not big deal.  Again, that would be fine also if I wouldn't get a little nasty gram that items have not been graded.  I don't get it for my other schools except when the final grade is not posted by a certain time.  

We either have it due by the following week and stick to it, except weather issues or GCU system going down,  or we do what some schools do have it completed before the end of the class with an automatic slight deduction if not completed during the week given.  I don't feel right picking and choosing who gets late freebies.  I work full-time and have things going on.....    

So there is good and bad to both.  However, I have talked to several friends who are adjunct.  They are shocked at what we have to do.  I need this otherwise, not sure what I would do.  So maybe some of the stress is coming from what GCU expects us to do??  

Personally, I think GCU's expectations are reasonable. 

I don't pick and choose who gets free late days. Each student gets the same amount to use at their discretion throughout the course (except not after the course ends). I apologize if I didn't state that clearly in my previous comment.

[edited to make it more succinct]

Brenda, You mentioned some good faculty student boundaries you have set for yourself to decrease stress! I like how you stated what student situations such as phone calls when your not at your computer can increase your stress levels but you have identified ways to help decrease. 

We all respond to and handle stress differently therefore utilizing boundaries are critical for our health and success! What may work for some Faculty may not work for others however using a specific personal boundary system can be effective for all.

Roberta, Yes I hear your frustration and stress level. Even if you have reached Burnout you can recover! 7 years is a long time to teach in a specific area and setting. Especially when you have other work related responsibilities. Setting personal boundaries for each University you work for may be helpful. I too work for several Universities part-time and they all have different expectations. When I feel myself becoming overwhelmed with demands I decrease my workload so that it is more manageable for me. I realize that may not be possible for some part-time faculty due to financial constraints. However if manageability is not maintained then Burnout will rear it's ugly head along with health related issues and that is what we don't want! Consider reviewing my next image post on boundaries and stay tuned I will discuss self-care soon.

Sorry for being unclear, but I wasn't referring to it as boundaries. If I'm in a place where I can't answer my cell phone, I would feel like I was ignoring them, and I don't want that either. I let them know how to get a more prompt response. They can call if they want, though. I haven't set any boundaries telling them they can't call. Thanks for the opportunity for me to clarify that.

Brenda, No problem. When Boundaries are used appropriately they protect us and can be used in any area of our life. 

Hello Colleagues,

I am in my fourth year as a GCU online adjunct and have learned better classroom management to decrease burnout. Burnout has been a result of my frustrations with underprepared students as well as those who expect an A with poor quality work or expect me to do the work for them without any effort.  

When I first started teaching, I would return assignments for improvements and allowed assignments to be submitted early, which interfered with returning grades in a timely manner. In addition, I was quick to respond at every call or email, which interfered with my full time employment, physical and emotional well-being. During a time of prayer and reflection, I decided not to accept contracts for five months. I recharged by passion for teaching and adopted new approaches to classroom management. 

Currently, students are required to acknowledge their understanding of classroom expectations, thereby, they are held accountable for their learning, responsible for applying instructions, utilizing classroom resources, and accessing GCU library and writing center. Throughout the week I post methods about assignment improvements. However, most students do not read announcements, therefore, miss out on pertinent information. Time management and organization are strongly emphasized in the classroom. I am constantly providing helpful tools on balancing college, work, family, and self-care to minimize anxiety and stress.

Moreover, to maintain my passion for teaching and to reduce stress, I take two full days away from the classroom including grading. I do not respond to student's phone calls, text, or emails. I do not rescue students from life challenges or take ownership of their academic struggles, instead, I empathize with them as well as share my personal life experiences. I do not engage or entertain their struggle for power using bullying behaviors, instead, I remind them they are adults and childlike behaviors will not be accommodated. 

Finally, I do take time to pray for my students, give them scripture for encouragement, and guidance. I do help guide them in their 5-week spiritual journey. Moreover, I ask God for wisdom and understanding on how to be a better teacher that is pleasing in His sight. Prayer, reading the Bible, and communing with God is my answer to stress and burnout.

Be at peace,

Dr. Gardner

Dr. Gardner

Wonderful boundaries, coping skills, and self-care. Our response to stress related situations is extremely important. When we manage our responses to situations we manage our stress much better or even eliminate. 

"We can control our response to students but not the students themselves"!

I really like that you shared: I do take time to pray for my students, give them scripture for encouragement, and guidance. I am a Licensed Counselor and have developed my own treatment approach that I have been able to use in the online classroom with students titled FAITH INSPIRATION THERAPY to assist them with emotional challenges throughout the course! FIT Tips have helped my students and I work through challenges that arise during the course whether it's academic or personal. I post them in the Main Forum or Announcements section in the format below.

Hello, Students

I do pray that Faith Inspiration Tips will assist you moving forward  in the course and future courses to address any challenge areas.

FAITH AFFIRMATIONS: Faith affirmations are positive self-statements  that can develop faith thinking, rebuild self-confidence, and help  overcome challenges. Choose four biblical scriptures that relate to  four areas of challenge in your life. The affirmations should begin  with “I am” or “I will”. Work on saying your  faith affirmations out loud at least once a day during your personal  time (Izzard, 2016).
 
 FAITH THOUGHT CHANGE: Faith  thought change is used to challenge and change negative thinking  patterns. Identify 1-3 major negative thoughts you usually have  throughout the day. Once negative thoughts are identified select  biblical scriptures to challenge those thoughts. Write them down as  you will want to remember them. When negative thoughts present say the  selected scripture to yourself until the negative thought ceases.  Repeat as needed (Izzard, 2016).
 
 PRAYER  JOURNAL:  A prayer journal is used to write prayers to God. It  can help release negative emotions, increase positive emotions, and  develop a closer relationship with God. Journaling can be done once a  day or week. Include an answer section to write when God answers a  prayer or brings revelation (Izzard, 2016).  
 
  FAITH DEEP BREATHING: Faith deep breathing assists with decreasing  anxiety, stress, and anger. Breathe deep for 5-10 min while mentally  reciting comforting scripture of your choice. Inhale and exhale  through the nose. When inhaling the lower abdomen should rise. When  exhaling the abdomen should fall. Recite scripture on exhale. (Izzard,  2016).
 
Reference:
Izzard, L. (2016). Faith  Inspiration Coping Tools. Publisher: Author

How to apply FAITH INSPIRATION THERAPY in the Online classroom has been developed into a GCU on demand workshop consider reviewing at your leisure. 

https://cirt.gcu.edu/gcufaculty/frc/facultyacademy/odw/faith_inspiration_therapy

Are there helpful tips, tools, or techniques other Faculty use to cope with stress for themselves or students?

I think for me, my burnout comes in cycles.  Because I am required to have a 24 hour or less response time to all student questions, that means I am working every single day of the year including weekends and holidays with the exception of those two weeks at Christmas.  It is hard to take even a full day to just relax and de-stress or recover from illness and not think about work when I have that 24 hour response time requirement looming over me.  I understand that modern students want their instructors to be accessible, but I feel like the requirement for me to work every single day is hard on instructors (even if it is just checking my email, individual forums, phone, and text messages for questions from students).  We don't even get Sundays off to spend focusing on worship and being with our families, despite this being a Christian university, and sometimes that really hurts.  

Although I sometimes go on vacations with my family at another point in the year, it is hard to de-stress on a vacation when we have to plan the vacation around having stable internet access and still being able to get my needed grading time crammed in with any activities we have planned. I can go places, yes, but it doesn't feel like a real vacation. The burnout tends to hit me hardest at a couple points in the year:  this time of year when I am working on taxes in addition to my normal family and work obligations, and in the summer when it has been 6+ months of working every single day since the end of the Christmas break.  

Most years, students at lease respected that I was on break during those two weeks at Christmas, but this year I had two students who decided they needed answers to their questions in spite of it being the two week vacation and texted my phone, when I already feel I had stated clearly stated my boundaries for break in the announcements. I wrote texted them back saying that I was on break, my only days off during the entire year, and asking them to please respect my time off.  They apologized and did so after that, but even getting those messages during the few days I have off during the year brought up a lot of negative emotions.  I also have had times where I got emails from school officials during that two week break who made it clear when I returned from that break that they were irritated for my lack of responsiveness during my vacation, and that hasn't helped either.  It feels like the only 14 days I get off out of the entire 356 days a year are not respected by my students, or administrators.  

It also hasn't helped that I don't get any sick leave, and am not eligible for FMLA because of being on renewable one year full-time contracts, even though I am on my fourth year of working here. When I gave birth to my first child, a colleague covered my classes for five days out of the kindness of his heart, which was greatly appreciated, but I know that if I was a regular employee of GCU, I would have gotten more time to adjust.  Although my team tried to institute a regular policy where coworkers would cover for each other a few days when sick, I tried to make use of it when I was sick with 104 degree fever, in pain and barely coherent, and they couldn't find anyone to cover for me on such short notice.  Same when I got sick enough later in the year that my family took me to the emergency room. Students are typically understanding when I let them know what is going on-- as long as I don't run late in my grading.  When I already work every single day of the year except for those two weeks at Christmas, it makes it really hard and extra-stressful to try to catch up when I fall behind because it isn't as simple as just working an extra day on a weekend that I would normally have off.  That extra stress at times when I need time to rest and recover really does not help.  

I love my job here, but I feel that it is hard to maintain a healthy work-life balance with those 24 hour response requirements, and no days off except for the single two week break at a time set by the university, especially when others at the university aren't willing to respect that break.  

A great topic...thanks for facilitating, Dr. Izzy.

I've experienced burnout.  My personal story is that I'm a school administrator by day and like to teach in the evenings as a hobby (teaching is my first love and I still enjoy it).  I started off teaching at one local university, and then more higher-ed opportunities kept getting added on, and before I knew it I was working with four different colleges.  It got crazy and my "hobby" had turned into a "burden."  Something that was supposed to be fun was now a cumbersome chore.

Long story short, I cut way back.  GCU is the only higher-ed work that I'm doing currently and I'm in a much better mental state for it.  I know that cutting back is not always a possibility for those of you that are counting on the extra cash...I think the points that might be applicable to everyone though, are that you have to know your own limitations, and sometimes you have to make changes for your personal well-being.  

Just wanted to relay my personal circumstances, as the decisions I made have reinvigorated my love for the classroom.

Genna, Thanks so much for sharing your experience. Yes we all have experienced the stressor of the 24 hour turnaround. Depending on the number of courses taught it can be extremely overwhelming contributing to cumulative stress and burnout. I do take one day a week as a break with no technology. I have a telephone line set to receive calls that go straight to my voicemail email. As seeing constant text and calls from students can absolutely trigger stress. Also identifying other streams of income that are within my passion areas but require demands I can easily manage have been Amazing for my balance. I wrote a book titled The Multifaceted Professional to assist Educators and Counselors in this specific area. Work life balance is so critical especially for Faculty expected to be available majority of each semester and throughout the year. We must continue to set the necessary boundaries, decrease workload, identify other streams of income, and apply self care skills to maintain a healthy fulfilling lifestyle!

Izzard, L. (2016). The Multifaceted Professional. Publisher: Author (Amazon)

Vince, Your very welcome thanks for sharing your experience. I absolutely agree that decreasing workload when the expectations are very high is vital. I have done this on several occasions and it worked each time. I have decided that my overall health will come first! So glad you have regained your passion for teaching!

Hello, Tranquil Faculty

As we move into this last week of discussion we have addressed Cumulative Stress, Burnout, Boundaries, and Classroom stress release tips. We will now address Self-Care and Burnout Avoidance tips!

Are you currently using any of the below tips if so share and how often?

BURNOUT AVOIDANCE TIPS

•Take Time for You: Even just a few minutes can make a difference and help you recharge. Try yoga before breakfast, slip out for a 10-minute walk, meditation, prayer/devotional, and keep up with your favorite hobby.

•Know your limits: Make a list of tasks, Don’t take on Extra (Set boundaries)

•Stick to routine: Routines help you feel in control and accomplished

•Ask for Help: Colleagues, Consultant, Mentor….

•Get enough SLEEP: Your body needs to be rejuvenated for energy and to decrease illness

•Join Support Group: Talking to others in your situation helps, (Peer Consultation, Wellness Group for Faculty, Faith Group) Online or face to face

TAKE TIME TO TURN TECHNOLOGY OFF FOR FEW HOURS OR A DAY

SELF-CARE TIPS

•Relaxation skills (Deep Breathing, Muscle tension)

•Exercise, Yoga, kick boxing..

•healthy eating habits

•Massages, Hot baths, Sauna

•Faith Base Connection

•More Real Vacations, Adult Play Time

•Structure Time “Time Management is Life Management”

•Creativity (Writing, Music, Art, Dance, Crafts)

FACULTY BURNOUT VIDEO: https://youtu.be/Zdg-svpwggg