Faculty stress and burnout are growing concerns in higher education. The implications of stress and burnout are well-known and within educational institutions impact faculty wellness, teaching effectiveness and learning outcomes. Administrative responsibilities, scholarship and service expectations, professional roles and career advancement compound the pressures on faculty. Additionally, the influx of technology has further amplified faculty demands to continually learn and adopt new technology. By addressing common burnout pitfalls, faculty can learn to thrive and move from burnout to balance. This report provides strategies and recommendations that foster sustainable teaching practices while maintaining faculty presence and instructional quality. Combining scholarly evidence and faculty experiences, the report highlights strategies for sustainable course design, pedagogical flexibility, and leveraging collaboration and interdisciplinary support. Furthermore, applications to for distance and hybrid education are addressed. Teaching approaches that focus on efficient course design and management, alignment of course objectives and assessment methods, use of technology and shared resources promote faculty balance. Modular course structures, evergreen materials, flexible assignments, and interdisciplinary collaboration allow teaching to be both practical and sustainable. Remembering the motivation behind becoming an educator and embedding creative, intellectually engaging components supports professional identity. Prioritizing faculty engagement without increasing stress is paramount to maintain sustainable teaching.
Victor et al. (Thu,) studied this question.