ABSTRACT
Centering joy in the STEM classroom can help optimize student success and assuage instructor burnout through “quick wins,” opportunities that help instructors reap the immediate rewards of their pedagogical efforts. However, siloed classroom success may not be enough to sustain joy. The authors of this chapter recount their stories as committed STEM instructors in various contexts to shine a light on the effects of institutional culture on faculty well-being. These stories of their journeys through academia offer cautionary case studies as well as suggestions for avoiding burnout.
