Andy 0:04
Welcome to the HigherEdJobs Podcast end-of-the-year roundtable. I’m Andy Hibel, the chief operating officer and one of the co-founders of HigherEdJobs.

Kelly 0:12
And I’m Kelly Cherwin, the director of editorial strategy. Today, we have our full editorial team joining us. Leah Jackson is with us from Pennsylvania, Monika Sziron is joining from Minnesota, and Lauren Lane is with us from Texas. Thank you all for being here.

We’re doing something special today. We’re going to talk about some of our favorite highlights from articles, podcasts, and Zoom conversations this year. None of us know what the others have chosen, so I’ll kick us off.

I chose one of our Careers and Coffee conversations with Dr. Jason Lynch and Dr. Ryan Patel titled “Reset and Rise: Practical Ways to Protect Your Well-Being This Semester.” While the conversation was positioned to kick off the fall semester, I don’t think it is time-sensitive. The content applies year-round, especially when it comes to mental health and well-being.

I want to highlight a few statistics they shared. While the data focused on students, I think it applies to faculty and staff as well. They shared that 86 percent of students reported high stress and 40 percent reported anxiety. I suspect faculty and staff are experiencing similar levels.

I also looked at data related to employees. According to the American Psychological Association, about 64 percent of faculty report feeling burned out. Another study published in the American College Health journal estimates that 30 to 40 percent of faculty and staff experience stress or anxiety.

I’ll open this up to the group. Do these numbers surprise you?

Monika 2:38
No, they don’t surprise me. In 2024, I presented at the annual AVECO conference. My session had burnout in the title. We had to keep switching rooms because attendance kept growing. We started with around 25 people, then moved to 40, and by the end, we had more than 100 people in the session.

It was one of those moments where you think, it’s good people want to talk about this, but it’s also concerning that so many people are experiencing it. It showed how much people need strategies for themselves, their colleagues, and their friends.

Andy 3:24
For anyone unfamiliar, AVECO stands for what exactly?

Monika 3:31
It stands for the Association of Veterans’ Education Certifying Officials. That profession experiences high burnout, but I think what we’re seeing applies across higher education.

Kelly 3:44
I agree. It’s concerning, but it’s also encouraging that people are recognizing burnout and trying to address it.

Jason and Ryan talked about practical self-care strategies. While we hear that term often, they framed it in a thoughtful way. They talked about listening to your body’s wisdom and recognizing what you need.

One point that really stood out was when Dr. Lynch said that not everyone can practice self-care in the same ways. A tenured faculty member may have more flexibility than a postdoc or a new professional. That acknowledgment matters.

I’ll pause there and see if anyone wants to jump in.

Lauren 5:27
I appreciated that point as well. When I worked in higher education, we had mental health seminars that encouraged things like going home and resting. At the same time, I was working full time and pursuing a master’s degree.

Everyone’s capacity looks different. Some people have children, pets, or caregiving responsibilities. It’s important not to assume everyone can practice self-care in the same way.

Kelly 6:10
That’s really well said. Thank you, Lauren.

Leah 6:19
This was a great pick. Technology plays a role here, too. With constant access to news and social media, it’s easy to spiral. One negative post leads to ten more.

Setting boundaries with technology is important, but it’s also about actually sticking to those boundaries.

Kelly 6:55
That’s a perfect transition. Jason and Ryan outlined several practical steps. Protecting sleep. Moving your body. Taking short walks. Paying attention to nutrition. These may sound basic, but they are worth repeating.

They also talked about leaning on your support system and limiting phone use. One point I really liked was the idea of talking with your supervisor to help co-prioritize when your workload becomes overwhelming.

They also reminded us that not everything is urgent. You do not have to solve everything in one day. Your to-do list will still be there tomorrow.

Andy, did you want to add anything?

Andy 8:49
Yes. One thing I wanted to add is about expectations. Practicing self-care once does not create immediate results. It requires consistency.

For people who struggle with immediate gratification, it helps to focus on identifying what is causing stress in the moment. Naming the source can help de-escalate it.

I also want to acknowledge that 2025 has been an unprecedented year in higher education. The pace of change, especially with artificial intelligence, has added to stress and uncertainty. Things are changing quickly, both in the workplace and in academia.

Being aware of that reality and staying focused on what you can control matters.

Kelly 11:03
That’s a great reminder. I often tell my kids to focus on what they can control.

Andy 11:10
Exactly.

Kelly 11:11
Let’s move on to Leah. What did you choose?

Leah 11:20
My pick was one of our Author in Residence pieces by Maria LaMonica Wisdom titled “The Inner Taskmaster: Are You Self-Managing or Self-Leading?”

This article felt like something I didn’t know I needed. She introduces the idea of an inner taskmaster, which she describes as the micromanaging boss in your head.

She writes about accomplished faculty members who seek coaching because they feel they are not doing enough, even when they are already high achievers. It reminded me of imposter feelings and the pressure to constantly prove yourself.

She asks how we prevent academics from measuring their worth as if they are on an assembly line. That line stuck with me. Productivity in higher education is not always measurable by output alone.

It was comforting to realize that this experience is shared by many.

Kelly 13:53
I love that pick. Success looks different across roles, and there isn’t one definition.

Leah 14:29
She also talks about noticing when your inner critic appears and identifying what triggers it so you can respond intentionally instead of letting it take over.

Kelly 14:45
Exactly. Naming it helps you pause.

Monika 14:52
That resonates with me, especially as a working parent. Balancing work, family, and everything else can turn that inner taskmaster on full volume.

Kelly 15:36
That’s important to acknowledge. Many people are balancing multiple responsibilities. Giving yourself grace matters.

Andy 16:09
I think grace is easier to extend to others than to ourselves. Internal grace is often the hardest. Setting realistic expectations and being flexible helps manage that inner taskmaster.

Kelly 17:38
Thank you for that. Monika, let’s turn to your pick.

Monika 18:00
I want to provide some context first. I work on HigherEdJobs Military, which serves two audiences: higher education professionals who support military-affiliated students, and military-affiliated job seekers transitioning into higher education careers.

The article I chose is titled “Why Higher Education Institutions Need Specific Policies and Practices to Support Duty Station Changes.” It was written by Megan Gargan, one of our HigherEdJobs Military fellows.

She opens by asking what policies institutions have in place when students experience a permanent change of station. I encourage everyone listening to think about how they would answer that question.

More than 400,000 service members experience these moves each year. Many of those individuals are students or have family members who are students.

If a student comes to you and asks what their next step is, and you don’t know, that’s a gap in inclusion and support. Megan outlines simple steps institutions can take, such as accepting proof of a duty station change when documentation is delayed.

These situations impact enrollment, retention, and word of mouth. Supporting students through these transitions matters.

Monika 23:02
Ultimately, this is about being inclusive and serving students well.

Mike 23:38
Thank you for joining us for the first half of our year-end roundtable. Join us next time as we continue discussing more of our favorite HigherEdJobs articles from the past year.