CELT Notes for April 22, 2026: Faculty Well-being Series, Part 4: Reflective practice to mitigate burnout and increase joy

Note from Assistant Director, Christy Vrtis

Hi, all. 

Many of us may have engaged in reflective practice in our own lives outside of academia through journaling, a common mode of reflective practice. We may also engage with written reflection as we come up on milestones like third year review, tenure, promotion, or applying for new positions, grants, awards or fellowships. 

Today I’m sharing four “Try it Today” tips for engaging in reflective practice everyday, not just when our jobs dictate the need for it. 

Why reflect daily? Research from many sources shows us that reflection through journaling can help us regulate our emotions, solve problems, clarify our thoughts and ideas, and even serve as reminders for our future selves. 

In our academic lives, reflective journaling can also help us deepen our understanding of ourselves as educators and as members of our learning community. 

So, as a fierce advocate for reflective journaling and a woefully inadequate practitioner, here are a few “Try it Today” prompts to jumpstart your own reflective journaling practice or add to what you already do. 

Tip 1: When you have a good moment in the classroom, write about it!

Often, we have a good teaching moment. We think about it for a bit, and we may share it with someone else, but then we move on and it kind of disappears into the void of our teaching memories. This tip is designed to disrupt that cycle. (If you don’t have a dedicated teaching journal already, I highly recommend starting one, whether physical or digital). 

Step 1: When you experience a good or positive moment in the classroom, take a few minutes on the same day that the moment happened, and write about it. Try to include as many details about the moment as possible. 

Step 2: Then, when you’re starting to feel any negative emotions towards teaching or just need a quick pick-me-up, go back to this moment in your journal and read and relive it. Ideally, it’ll brighten your day and bring you some joy!

Note: If you want, you could also keep a section of your journal or a separate doc that is reserved for these good teaching moments. 

Tip 2: When you have a bad teaching moment, write about it.

This one might not be as fun, but it is definitely beneficial. When we have a bad teaching moment – or a bad teaching day or week, which just happens sometimes – we can learn a lot about the moment and ourselves by writing about it. The goal here is to help us work through the frustration of the moment in order to reframe the experience and learn from it.

Step 1: As soon as possible after the moment or class happens, write about it. Write in as much detail as possible and include how you felt and what you (and others) did. You may also want to include any other thoughts and feelings related to the moment that come up as you write.

Step 2: Give the moment a little time to breathe (at least 24 hours) and revisit your journal entry. This time, re-read and then begin to write about how you could handle the moment differently in the future or how you might avoid the moment altogether. You may also want to visualize the moment happening again and write out in as much detail as possible what you will do and say next time.

Step 3: If a similar moment comes up in the future, come back to this entry (after you write about the new moment) and see what you can learn from the first experience that might help you work through the new experience. 

Tip 3: Notice your triggers in the classroom and write about them.

For me, one of my biggest classroom triggers is seeing a student on their phone. Gah. It just needles me and throws my whole body into hyper-stress mode. And, I can’t get over it. I continue to think about it for the rest of the day and maybe even longer. How might one deal with our triggers through reflective journaling? 

Step 1: Identify the trigger. Often, I have no trouble identifying the trigger, like a student using their phone when they should be paying attention in class. Sometimes, it is more difficult. A few questions we can ask ourselves to try and identify triggers include: 

• When was the last time I was triggered in class? Who was there? What happened? How was I feeling emotionally/physically? 
• How did I react? 
• How might I react in a more compassionate way in the future (for myself, and potentially, the students in the class)?

Step 2: Engage in self-reflection by writing about the trigger in your teaching journal. You may find it helpful to write out your responses to each of the questions above as well as trying to capture as much detail about the trigger as possible. When you’re done with this type of reflective writing, it is often a good idea to engage in a soothing self-care activity, like going for a walk, taking a bath, breaking stuff, you know, whatever helps you return to “neutral.”

Tip 4: Write one sentence a day.

This one is simple. Most of us don’t have great teaching moments or bad teaching moments every day. So, on the days that are just “normal,” what do we write about? 

Here are a few things that you can write about in one sentence a day:

• What is one thing you’re grateful for today in your teaching life?
• What is something that made you laugh or smile in class today?
• What is something that you did in class that you hope to never do again? Or want to repeat?
• What is something that you want to remember about this specific day’s material the next time you teach this class?
• What are you looking forward to teaching in one of your upcoming classes?
• And so much more!

If you want to read more about how reflective journaling can help mitigate burnout for instructors, I encourage you to read work on reflective journaling and burnout by Nadia Mead, H. Chang, and J.G. Rankin and Phillips and Lindsay. 

Happy writing!

Warmly, 

Christy

1:1 Consultations | vrtich01@luther.edu | Valders 240 | 563-387-1587 | Mobile: 804-201-1688

Call for Applications: Faculty Writing & Reflection Retreat

Deadline to Apply: May 1, 2026
Retreat Dates: June 2-4, 2026
Location: Bluffside Gardens, Decorah, Iowa

Note: Accommodations and food will be provided by CELT for the duration of the Retreat.

Overview

CELT invites faculty to apply for a Faculty Writing & Reflection Retreat designed to support sustained, meaningful engagement with your intellectual, creative, and pedagogical work.

This retreat offers dedicated, protected time to write, reflect, and reconnect with the questions that matter most to your teaching, scholarship, and professional life. It also creates space to step back from the pace and pressures of academic life—to restore focus, reduce burnout, and re-engage your work with clarity and intention.

Whether you are working on a research article, reimagining a course, developing a creative project, or simply seeking space to think, this retreat is structured to support both productive work and professional renewal.

Participants will join a small cohort of colleagues committed to focused work, optional structured reflection and renewal activities, and a supportive, low-pressure community environment.

Our Approach

This retreat is designed around a simple premise: sustainable, meaningful academic work requires space to think, reflect, and rest.

In a culture that often prioritizes constant productivity, it can be difficult to claim time for the quieter but equally important parts of intellectual life—revisiting ideas, making connections, and allowing new questions to emerge. This retreat invites you to treat that time as valuable, necessary work.

Participants are encouraged to define productivity broadly. For some, that may mean drafting pages. For others, it may mean reimagining a course, clarifying a research direction, or creating the mental space needed to move forward with intention. There is no expectation of a finished product—your time at the retreat is yours to use in ways that are most meaningful and sustainable for you.

What to Expect

• Extended, uninterrupted time for writing, thinking, and reflection
• Optional goal-setting and reflection sessions
• A flexible structure that supports both focused work and intellectual rest
• Encouragement to approach productivity in ways that are sustainable and meaningful
• A collegial, supportive atmosphere with fellow faculty
• Space to slow down, think deeply, and reconnect with your work

Eligibility

All faculty and teaching staff are encouraged to apply. CELT is able to select six participants for this initial retreat. 

Application Requirements

To apply, please submit a brief statement (approximately 250–500 words) that addresses the following:

• What work do you hope to focus on during the retreat?
  (This may include scholarly writing, creative work, course design, or reflective/strategic thinking.)
• Why is this retreat a good fit for you at this moment in your faculty journey?
  Consider what draws you to this opportunity, including any need for focused time, renewed motivation, or space for reflection and recovery as part of your ongoing professional work.
• How will participating in this retreat support your development as a faculty member?
  You might reflect on how this experience could shape your teaching, scholarship, creative practice, or overall professional well-being and sustainability.

How to Apply

Submit your application here: June 2026 CELT Writing/Reflection Retreat Application Form.

Selection Criteria

Applications will be reviewed based on:

• Clarity and thoughtfulness of proposed work or goals
• Alignment between the retreat’s purpose and the applicant’s needs
• Potential for the retreat to support the applicant’s professional growth and well-being

We aim to build a cohort of faculty from diverse disciplines, career stages, and areas of focus.

Questions?

Please contact Christy Vrtis, vrtich01@luther.edu with any questions.

Upcoming Spring 2026 CELT Programming

Note: This spring we are returning to scheduling CELT workshops during shadow block on Thursdays in response to faculty time constraints and scheduling. Pop-up programming will be added on the days/times that work best for the program leader. 

Sign up for Spring Workshops here. Please register 48 hours before the workshop begins. Workshops/programming with 2 or fewer registrations may be canceled. 

April Workshops

Telling Your Academic Story, led by Christy Vrtis, Thursday, April 30, 9:45-10:45 a.m., CELT Conference Room, Valders 242

In this workshop, participants will learn about different story structures that can aid us in telling our academic stories to different audiences and at different times in our academic journeys. Then, participants will practice constructing their own academic stories. This workshop may be especially useful for faculty preparing for third-year review, tenure, promotion, or retirement. 

May Workshops

KATIE Gradebook Drop-in Session, led by Erin Zidlicky, Wednesday, May 20, 9:00 a.m. – 12 p.m. and 1:00 p.m. – 3:00 p.m. CELT Office, Valders 240–with snacks and a dirty soda bar.

Upcoming Advising Workshops led by Director of Advising, Heather Cote

Please register for these advising sessions here.

Advising for Incoming Students: Understanding the Pre-Registration Process and Tools for Your Next Steps

This workshop prepares advisors to support incoming students over the summer by reviewing pre-registration and registration processes, schedule building, the New Norse Questionnaire, and how advising notes and folders will be shared. Participants will receive practical tools including a welcome email template, first meeting guide, and summer timeline, along with communication expectations and coverage procedures to ensure consistent, timely support for new students.  

Wednesday, April 29 from 4 – 5 pm (Zoom)

Thursday, April 30 from 12 – 1 pm (Zoom)

Monday, May 4 from 4 – 5 pm (Zoom)

Impactful Advising: Building Skills to Enhance the Student Experience

This hands-on training builds core advising skills through walkthroughs of Norse Hub, two-year plans, holds, and key advising resources. Participants will explore first-year student needs, review how and where to access advising tools to make your time with students more impactful and efficient, such as meeting guides and email templates, and practice advising conversations through role-playing scenarios.

Tuesday, May 26 from 8 am – 3 pm (In-Person), CELT Conference Room, Valders 242.

Additional Development Opportunities

ACM webinar: Supporting Student Mental Health and Wellness

From Dr. Clay: 

Supporting Student Mental Health and Wellness

Thursday, April 23 | 12:00 – 1:00 pm CT

REGISTER HERE

 

This workshop offers an accessible overview of the current student wellness landscape, including how to recognize early warning signs that a student may be struggling, and provides practical, research-informed strategies that staff and faculty can use in their day-to-day interactions to better support student well-being.

Presenters:

• Marit Lysne, Director of Student Health and Counseling, Carleton College
• Patrick Gordon, Director of Health Promotion, Carleton College

 Informal CELT Programming

Friday Flow

Friday Flow is an opportunity to gather in the CELT Office and write. What you write is up to you, and the possibilities are boundless. Think of Friday Flow as your accountability partner or the friend that says “hey, you CAN take 30 minutes to reflect on the week – or write a poem – or outline your journal article – or work on your novel!” There will be snacks and drinks and, at points throughout the semester, time to share your work. No registration needed.

Friday, April 24, (Drop-in anytime, 1-4 p.m.; CELT Office, Valders 240)

Wellness Wednesday

Join Christy and Erin for a walk around campus (weather permitting). No registration needed.

Wednesday, April 29, from 11:00 – 11:30 a.m.; CELT Office, Valders 240.