Abstract
Center for Teaching and Learning (CTL) staff are wisely concerned about the health and well-being of faculty members. We know that over-working, anxious, exhausted professors do not create the optimum environment to nurture healthy students and healthy institutions. Well-balanced, well-grounded faculty members provide better role models and are also in a position to make more substantial contributions to the university and to their disciplines. Thus, CTL staff have reason to be concerned about work-life balance and workaholism. First, we owe it to our faculty to be aware of the serious issues involved with workaholism and to help them prevent or moderate its affects. Second, as CTL staff we sometimes face problems with workaholism ourselves. The authors explain why academics are prone to workaholism, expose myths about work addiction, help identify the extent to which faculty—or faculty developers—may show signs of workaholism, provide 12 steps to restore balance, and offer several suggestions for how centers for teaching and learning can help the situation in academe.
