REPORT ON THE FACULTY WELLNESS
ANNUAL PLANNING RETREAT
UNIVERSITY OF SOUTHERN CALIFORNIA
August 22, 2007
Submitted by Florence A. Clark
Faculty Wellness Initiative Panelist
and Breakout Group Recorder
with the assistance of Beth Crall
PhD student in the USC Division of
Occupational Science and Occupational Therapy
Report on Panel Presentations and Breakout Group Recommendations and
General Discussion of the Faculty Wellness Initiative (SC/Well)
Florence A. Clark
“Life is not merely being alive, but being well” - Martial, Epigrams
This report attempts to capture the content of the panel presentations and breakout
groups on the Faculty Wellness Initiative (SC/Well) launched by Academic
Senate President Ann Crigler at the Annual Planning Retreat of the Academic
Senate of the University of Southern California, 2007-2008. As such, it
emphasizes recommendations for the Initiative that were proposed in the breakout
group summary and subsequent discussion by all retreat participants present. The
Faculty Wellness Initiative (SC/Well) panel members included Ron Garet
(moderator), Elahe Nezami, Florence Clark, Janis McEldowney, John Gaspari,
Elizabeth Davenport, and Gayla Margolin. The breakout group consisted of
approximately 35 retreat participants, most of whom are faculty.
Prior to the meeting, a structure was proposed through which the Initiative could
be explored. Panel members were asked to address the following three questions;
the fourth question was addressed in the breakout group discussion that followed
the panel presentation.
1. Does “wellness” at a major research university, and at USC in particular,
mean the same thing as at any other large corporate, governmental, or non-
profit organization? Or do our academic culture and mission require us to
pursue or support wellness in special or distinctive ways?
2. What role might the University community play in promoting faculty
3. What are faculty members ready to do to promote the well-being of others
in our University community?
4. As we work together with colleagues promoting wellness at USC, what
should be our goal, and how will we know when we get there?
This report contains a synthesis of key points of the various panel presentations
and discussions, as well as the recommendations of the Faculty Wellness
Initiative breakout group.
1. Does “wellness” at a major research university, and at USC in particular,
mean the same thing as at any other large corporate, governmental, or
non-profit organization? Or do our academic culture and mission require
us to pursue or support wellness in special or distinctive ways?
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a. How do we conceive of wellness at USC?
The central mission of the University of Southern California is “the development
of human beings and society as a whole through the cultivation and enrichment of
the human mind and spirit.” To succeed in this mission, it is important that the
University attend to the wellness of its students, faculty, and staff by examining
what elements of University life facilitate or constrain the ability of the University
community and its members to be well. A healthy faculty member interacts with
staff and students with respectful equanimity, has the psychic energy and physical
capacity to remain a productive scholar, and has the time and inclination to foster
community at the Departmental, School, and University levels. However,
functioning at this level may be more of an aspiration than a reality for the vast
majority of faculty. When aspirations are thwarted, research demonstrates, so too
may health be compromised.
Several related issues have emerged in recent years as being particularly relevant
to the wellness needs of University faculty. These issues, including the competing
demands of work and family life, job-related stress in the pre-tenure period,
pressure to acquire grant funding and maintain productivity, and the job instability
of part-time and adjunct faculty, will be addressed in this report. Although some
of these issues would apply to any workplace setting (such as the competition
between work and family life), others (such as those associated with the tenure
system) seem to be unique to the University culture and mission. In certain ways,
faculty live a three-track existence. Like their counterparts in research institutes,
many are expected to build a grant portfolio, but that is not all. Like their
colleagues at liberal arts colleges, they are expected to be quintessentially
professorial and student centered in the classroom, but that is not all. And
somewhat akin to community leaders, they are expected to be good citizens in
service of the academic community, but that is not all. Is it possible to be on this
three-track path, with its multiple competing demands, and stay well? Does the
complexity of the faculty role as defined in the 21st century render it inherently
At the retreat, it was emphasized that stressors related to the faculty role may
compromise health in pronounced ways. Stress is defined as “the automatic
emotional reaction to external pressures that make one feel tense”, particularly
when personal resources are insufficient for meeting the presenting challenges
associated with ones work, family, and social life. Research has shown that stress
compromises both mental and physical health through a variety of neurochemical
mechanisms. In addition, it impacts mood, risk behavior, sleep patterns, diet,
weight, physical activity, relationships, and addiction to alcohol, cigarettes and
other substances. Over time, unhealthy patterns of living triggered by excessive
stress may lead to chronic disease and disability. Currently, 24% of the US
population has at least one chronic condition. Table 1 lists the percentage of
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Americans with various stress-related disorders. Finally, it should be noted that
currently nearly 50% of marriages end in divorce.
Table 1. Percentage of American Adults with Various Stress-Related Disorders
Percentage Type of Stress-Related Disorder
12% Heart Disease
18% Anxiety Disorder
20% Depression (at some point
during their lives)
3.1% Serious Psychological Distress
What does it mean to be well? The term “wellness” has come to describe
innumerable lifestyle choices, practices, and states of being. For some, to be well
is to not be sick. For others, it is to engage in certain alternative medicine
practices. For still others, it is to control or circumvent the side effects of modern
life (e.g., obesity, inactivity). The World Health Organization (WHO) defines
wellness as “a state of complete physical, mental, and social well-being, not
merely the absence of disease or infirmity.” For the purposes of our discussion,
wellness is a concept incorporating physical, mental, and spiritual well-being;
engagement in meaningful and productive activities; and the prevention of
chronic disease and disability. Renowned economist and philosopher Amartya
Sen (1993) sees what he calls several “functionings” as relevant for well-being.
These include “such elementary ones as escaping morbidity and mortality, being
adequately nourished, having mobility, etc., to complex ones such as being happy,
achieving self-respect, taking part in the life of the community…(p.37)1”.
Professor Sen goes on to claim that these “functionings” are constituent elements
of well-being. Wellness can also mean being able to live a full and satisfying life
after a chronic disease or disability. With the attendant pressures of the three-track
existence led by University faculty, it seems clear that our academic mission and
culture require us to support the wellness of our faculty in special and distinctive
b. How are wellness concerns being addressed in large organizations?
The concept of wellness as a concern of employers is gaining traction in large
organizations seeking to improve employees’ health and productivity while
Sen, A. (1993). Capability and well-being. In M. Nussbaum & A. Sen (Eds.) The Quality of Life.
Oxford: Claredon Press.
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reducing long-term health care expenditures. As cited in the official newspaper of
the American Public Health Association, employers are increasingly taking an
active role in promoting the health of their employees and employees’ families
(The Nation’s Health, September 2007). Wellness programs have included health
assessments (measuring characteristics such as BMI, blood pressure and
cholesterol levels, and behavioral risk factors), health coaching sessions, weight
loss groups, smoking cessation programs, and fitness programs.
Data indicate that of those who participate in such programs, over 75% improve
or eliminate at least one health risk factor such as smoking or hypertension. The
management of escalating health care costs is often cited as the reason for
developing such programs, but side benefits include increased productivity,
decreased absenteeism and presenteeism (the level at which an employee
functions at work), and a heightened sense of collegiality among employees. The
success of these programs lends credence to the potential of a faculty wellness
program to generate long-term health care savings, fuel increased productivity,
and contribute positively to a healthy University community. However, in order to
attain these outcomes, we must consider the unique challenges and opportunities
inherent in implementing a wellness initiative in an academic setting.
c. What unique challenges and opportunities does the academic
culture and mission afford?
Wellness has garnered attention nationwide as an important issue affecting
University faculty, who face a unique set of stressors in academia as compared to
more traditional corporate or business settings in which wellness policies have
been widely implemented. Certain faculty groups have been identified as most
likely to face multiple stressors in academia, including, most notably, women and
pre-tenured faculty on the tenure track. Wellness concerns face University faculty
as a whole, but there are also particular concerns for the populations noted above.
Academia is often viewed as a desirable profession because of the autonomy,
intellectual freedom, scheduling flexibility, and job security it offers. However,
the reality of establishing and sustaining a successful academic career is not so
idyllic. The economic restructuring and so-called “corporatization” of American
universities has put increased pressure on faculty, particularly to publish and to
acquire grant funding to support their research. The average work week for full-
time faculty currently exceeds 50 hours regardless of faculty rank and institution
type, and those who work over 60 hours per week have the most publication
success. Meanwhile, faculty salaries may not be competitive with those offered in
the business sector, although the requirements for time investment may be equally
demanding. Further, it turns out that faculty who work the longest hours, while
they are the most productive, are also the least satisfied with their workload and
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work-family balance, countering the myth that faculty put in long hours because
of their passion for research2.
The initial years of an academic appointment in a tenure-track position are
challenging to navigate and often present barriers to maintaining wellness.
Stressors are high in the first few years in academia, with new faculty learning to
allocate limited time and energy to multi-faceted and competing work demands,
defining their role within their department and institution, developing
relationships with colleagues, and establishing a research program -- all in an
environment which provides minimal information about expectations or feedback
regarding work performance.
The challenges faced by women faculty in balancing the demands of work and
family have been a topic of much recent research and discussion. In particular, the
competing demands of the tenure clock and biological clock have emerged as an
important barrier to women’s wellness. For many women in academia, the
training and pre-tenure period (undergraduate and graduate studies, post-doctoral
fellowship, and assistant professor position) coincides with nearly the entirety of a
woman’s fertile period, forcing the decision between full immersion in career
advancement (and potential fertility issues after tenure is secured) or taking time
away to parent (and the potential stalling of professional progress). The physical
demands of pregnancy, childbirth, and breastfeeding place an additional strain on
women attempting to manage both parenthood and an academic career.
Finally, at USC in particular, as the academic capabilities of our undergraduates
have increased, so too has their expectation that they will connect with faculty
both in and out of the classroom. At the retreat, the President of the USC
Undergraduate Student Body discussed the ways in which more contact with
faculty, in formal and informal settings during the natural rhythms of the day, was
one of the most important things the University could give students. Yet faculty
who must commute to campus find their time for scholarship truncated and may
feel that they must devote every minute to tenure-related activities. Therefore,
they may reluctantly refrain from extending their accessibility to students,
keeping it only to the minimum required.
While academia can be experienced as a challenging work setting for faculty, on
the positive side, the mission and other elements of the culture of the University
present truly distinctive opportunities to implement a Faculty Wellness Initiative.
As previously stated, the central mission of the University of Southern California
is “the development of human beings and society as a whole through the
cultivation and enrichment of the human mind and spirit”. Few corporate,
Jacobs, J. E. & Winslow, S. E. (2004). Overworked faculty: Job stresses and family demands.
The ANNALS of the American Academy of Political and Social Science, 596, 104-129.
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government, or non-profit institutions can claim a mission so closely aligned with
the pursuit of human wellness. The implementation of a Faculty Wellness
Initiative at USC, therefore, goes beyond a cost-saving or productivity-boosting
measure, to address the central mission of the institution itself. Further, the very
flexibility offered in academia that can foster workaholism and dissatisfaction in
some individuals may also provide opportunities for wellness that are more easily
taken advantage of than in settings with more rigid schedules and more
circumscribed missions. Universities are not analogous to vast, impersonal
businesses that are designed to produce a portfolio of products; they are complex
intergenerational communities that exist to fortify the social structures of a
d. What resources supporting wellness are currently available at
USC, and are they adequate?
Several University departments and offices have implemented programs that
address various elements of faculty wellness. However, these services appear to
be coordinated inadequately, are somewhat fragmented, and tend not to be
sufficiently visible and easily accessible. Existing campus resources that offer
wellness-related services that were foregrounded at the Academic Senate retreat,
or which we have identified through a web search of campus resources, are listed
below. It should be mentioned that the list is probably not exhaustive.
The Center for Work and Family Life (CWFL) is conceived as a “one-stop
destination dedicated to helping [faculty and staff] maintain a balance between
[their] personal and professional lives3”. Established as part of the Provost’s
Family-Friendly Initiative, the CWFL provides various services free of charge to
faculty and staff. These services include short-term individual and family
counseling, management and departmental consultation, ongoing support groups
(including Weight Watchers, and working mother and caregiver groups),
presentations and workshops, family and dependent care consultation and
resources, lunchtime educational series, and employment assistance for
spouses/partners of newly hired faculty.
The Occupational Therapy Faculty Practice (OTFP) offers several innovative
wellness programs using the Lifestyle Redesign approach to help clients design
and sustain health-promoting daily habits and routines. The overall approach was
demonstrated in the USC Well Elderly study, a large-scale randomized clinical
trial, to cost-effectively produce positive health outcomes. Within the OTFP, the
Lifestyle Redesign approach has been modified to help clients achieve a variety
of health and wellness goals such as increasing vitality, losing weight, lowering
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cholesterol or blood pressure, reducing stress, or achieving a more satisfying
work/life balance. Programs include the Lifestyle Redesign Weight Loss
Program, Executive Health Lifestyle Risk Assessment, Pain Management, and
Office Life/Ergonomic Lifestyle Redesign. Most of these programs are covered
through the USC Network Healthcare Plan, other insurance providers, Workers’
Compensation and/or Medicare. The OTFP serves as the service and training
center for the Doctor of Occupational Therapy academic program at USC. In this
setting, licensed occupational therapists, who are clinical faculty members
holding doctoral degrees, supervise doctoral level residents-in-training.
The Psychology Services Center (PSC) is the service and training center for the
clinical psychology program at USC. PSC therapists provide low-cost counseling
and psychological services to community members in the Los Angeles area,
including faculty and staff who can benefit from services not offered through the
Center for Work and Family Life. Services are provided by graduate trainees, who
are supervised by USC faculty and/or licensed psychologists with formal
supervisory positions in the Department of Psychology. The PSC provides
individual, couple, family, and group psychotherapy as well as psychological
testing and evaluation services.
The Tingstad Older Adult Counseling Center (TOACC) is a center for the
diagnosis and treatment of individual and family problems related to aging and
brain-impairing conditions. The TOACC offers a wide range of services including
family and caregiver counseling, caregiver retreats, ongoing support groups,
respite care services, resources and referrals, and legal and financial consultations.
The TOACC is a non-profit organization funded in part by the California
Department of Mental Health; services are offered on a sliding scale and are open
to all residents of Los Angeles County.
The Recreational Sports Department offers sports, fitness, and recreational
opportunities to University faculty, staff, and students. Department goals include
“provid[ing] quality, diverse and safe recreational programs and facilities for the
University community” and “enhanc[ing] personal wellness: physical, social,
psychological and intellectual4”. Recreation facilities include the Lyon Center,
McDonalds Swim Stadium, and Cromwell Track & Field, and faculty are eligible
to purchase a membership at a reduced rate. Services include personal training,
aerobics classes, massage therapy, fitness and safety classes (including a CPR
course), walking group, racquetball class, martial arts, and aquatics.
The Office of Benefits Administration coordinates a broad range of programs
offered to benefits-eligible faculty and staff. USC offers its employees an array of
benefits that contribute to the wellness of faculty and their families, including
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comprehensive health, vision, and dental insurance, retirement savings programs,
professional development courses, subsidized childcare, and tuition assistance.
2. What role might the university community play in promoting faculty well-
a. What are the issues that jeopardize the well-being of faculty?
The issues raised during the Faculty Wellness Initiative panel and breakout group
can be clustered within three domains that influence well-being: personal factors,
cultural factors, and structural factors. The following were the issues raised within
each of these domains.
Personal factors relevant to faculty wellness include those related to health,
lifestyle, and family life. One important issue is the availability of healthy food
and fitness opportunities on campus. While the University has made great strides
in improving the quality and nutritional value of food served on campus over the
past several years, there is still room for improvement, particularly on the Health
Sciences Campus where dining options are quite limited. Opportunities to
maintain fitness were raised as another important issue, with recreational facilities
on the University Park Campus often being overcrowded, especially at peak hours
such as early morning and late afternoon, and absent altogether on the Health
Sciences Campus. Issues around work/family balance were also reported to be
major stressors to faculty, particularly women faculty struggling with issues
surrounding childcare. These issues are discussed in further detail below, in the
section discussing structural factors that impact wellness.
Mental health is another major concern affecting faculty well-being. The USC
Network data indicate that the single most prescribed drug to Network enrollees is
Ambien, a sleep aid, and that the largest class of drugs prescribed is anti-
depressants. These statistics are perhaps not surprising given an Agency for
Healthcare Research and Quality (AHRQ) report stating that the percentage of
Americans taking antidepressant drugs rose from 5.6% in 1997 to 8.5% in 2002.
The use of prescription drugs raises another sensitive issue, substance abuse,
which was reported by one panelist to be “a major problem” among faculty.
Elements of Departmental, School, and University culture were also identified as
barriers to faculty wellness. Such factors often contribute to feelings of stress or
disempowerment within the workplace. One such element identified as a concern
is the hierarchical structure of the University, which makes it difficult for
legitimate faculty complaints to reach higher levels of Administration. Often, the
person to whom a faculty member would report a complaint is someone with an
evaluative role within their department, so faculty refrain from raising their
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concerns out of fear. A second element identified by faculty is the practice of
withholding certain kinds of information, in contrast to public universities where
this information is widely disseminated. For example, faculty wished they were
given more information and feedback on how their performance compares with
others, and on how their salaries and merit increments compared to others in their
department and in the University at large. They believed that more transparent
administrative practices would work to alleviate anxiety, confusion, and
A final, unique challenge to faculty health has to do with the very ways in which
University academic departments are constituted. Faculty, by definition, enjoy
considerable autonomy, which in and of itself usually portends well for health.
However, within Department cultures, competing interests of faculty can lead to
intractable and chronic tensions. In a typical scenario of this kind, the individuals
fomenting the conflicts are tenured. Depending on how such circumstances are
handled, faculty may decide to disenfranchise, be openly antagonistic, or simply
try to ignore the conflicts. Against their will, they may become marginalized.
Over time, these Departments develop a reputation for having an intractable,
Structural factors are aspects of the University’s structure and environment that
influence faculty wellness. The location of USC in a major metropolitan area,
with far-flung faculty and few on- or near-campus faculty residences, is an issue
that impedes the development of a sense of community, and saps faculty energies
with the time and cost of commuting to and from campus. The lack of adequate
childcare options was raised as another major issue. USC’s subsidized childcare
program costs as much as private childcare facilities, raising questions about how
much of a benefit this represents to faculty. In addition, faculty with school-aged
children expressed an unmet need for after-school and summer childcare. The
lack of adequate fitness facilities and overcrowding at existing facilities also
represent a structural impediment to faculty wellness.
b. What role might the university community play in resolving or
ameliorating these issues?
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The recommendation of the Faculty Wellness Initiative breakout group is to take a
multi-faceted approach, tailored to the unique wellness concerns identified in this
report, to resolving the issues raised above. First and foremost, a comprehensive
needs assessment is proposed that would take stock of faculty members’ current
state of wellness, and the information and services required to promote faculty
wellness. What services are faculty currently paying for? What would they like the
University to provide? What concerns related to wellness do they have with their
Departments, their Schools, and the University, and what can be done to resolve
them? Once this information is collected, the University will develop a two-pronged
approach to implementing the informational and service strategies needed to
develop a comprehensive Faculty Wellness Initiative on campus. The informational
strategy will be aimed at developing effective means of dissemination for wellness
and health promotion information, such as the
Figure 1. Proposed Key Players in ProvostÕ s/ Faculty Portal or a USC Wellness website. The
Academic Senate Joint Initiative on Wellness service strategy will entail the development of a
long-term plan to implement needed services
Provost/Academic Senate such as broadening the scope of childcare
options, expanding the number of faculty
residences on and near campus, and improving
faculty fitness facilities.
3. What are faculty members ready to do
to promote the well-being of others in
Utilization of our university community?
Key faculty throughout the University have
Wellness extensive expertise and have developed
Ombudsmen innovative research and service programs
related to wellness. These faculty, several of
whom served on the Faculty Wellness
Faculty Initiative panel, can take the lead in
establishing a University Committee on Health
and Wellness (UCHW). The purpose of this
committee will be to oversee the needs
assessment, to provide recommendations
based on the findings, and to offer their collective expertise in assessing the health
and wellness needs of specific Departments, Schools, and the University at large.
Faculty may also be willing to contribute articles in their area of expertise for a
campus-wide wellness newsletter or for the various electronic media used to
implement the informational strategy. It should be noted that by constituting the
UCHW, assuming faculty are willing to serve, many of its members would be
providing USC entities with the very services that these individuals typically offer
other organizations in their consultant roles.
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4. As we work together with colleagues promoting wellness at USC, what
should be our goal, and how will we know when we get there?
Our goal is for USC to become the prototype of a University that promotes
wellness of its faculty, staff, and students. To accomplish this goal, we need to go
beyond rhetoric and take decisive actions. The structure and proposed key players
supporting these actions are detailed in Figure 1. We will be able to document
progress when the following steps are taken:
1. The dissemination of a joint Academic Senate/Provost’s Initiative on
Campus Wellness which has, at minimum, the following elements:
a. Incentives for Divisions, Departments, Schools, and other entities
to launch wellness projects and programs tailored to their
b. Support for the constitution of the UCHW and a process through
which it may provide consultation to academic units, etc. that have
an identified need for developing a customized plan to create a
culture that supports the health and wellness of its faculty,
students, and staff
c. Support for a University-wide faculty wellness needs assessment
survey to determine priority areas that need to be addressed
d. Following the needs assessment, implementation of key
informational and service strategies
2. Other actionable items that will mark progress:
a. Faculty Housing: It is clear that one of the most significant
stressors in faculty lives is the commute. If a critical mass of
faculty were housed on or near campus, they would have easier
access to the students with whom they wish to interact regularly,
would squander far less time coping with traffic, and would
experience less financial strain, especially if such housing were
subsidized or cost free but tied to residential education
responsibilities. Aggressively working to expand housing
opportunities for faculty at USC would have a double-barreled
impact by reducing faculty stress while simultaneously situating
them as a faculty presence on campus, readily available to work at
building community. In addition to increasing the number of
faculty apartments on campus, perhaps a loft condominium project
for faculty could be built in the neighborhood surrounding USC.
Moreover, other strategies for populating the neighborhoods
around USC with faculty families should be identified and
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b. Healthy Department Culture Initiatives: Incentives should be put in
place to reward Departments or Schools that design and implement
innovative wellness approaches to promote faculty health.
c. Summer Wellness Opportunities: Universities such as Stanford
University have capitalized on the availability of University
expertise and facilities during the summer months (when many
faculty do not have teaching responsibilities) to mount wellness
programs for faculty. The Academic Retreat faculty recommend
that USC move toward launching such a program, which could
include a menu of programmatic opportunities to learn about and
make progress in reducing stress, developing healthy living
routines that would be sustainable throughout the academic year,
working on spiritual growth, engaging in regular physical exercise,
or developing other interests that would be health-fortifying.
d. Summer Program for Faculty Children: Currently, faculty find
summers, when school is recessed, particularly stressful for
negotiating childcare responsibilities. For example, one faculty
member spent three hours per day during the summer transporting
her child to camp, hours which could have been spent on
productive scholarship and research. The availability of a program
of this kind would enable numerous faculty to achieve their
academic goals and be less stressed while (in synergy with the
above actionable item) converting USC into a vibrant summer
retreat. The enterprise might also generate a new source of income
for USC, akin to Continuing Education.
e. After-school Programs for Faculty Children: Frequently, faculty
leave campus at the close of the school day during the fall and
spring semesters in order to transport their children to after-school
programs. If such programs were offered in University Park, more
faculty would remain on campus for extended hours and would
therefore be better positioned to be productive and participate in
f. Wellness Ombudsman: Within academic units, it may be helpful to
establish a role of Wellness Ombudsman. Such individuals would
investigate Department concerns related to the Initiative and help
to redress the situation.
g. Tenure System: A task force should be put in place to explore how,
within reasonable limits, the tenure system can be rendered less
stressful. This task force should also be charged with developing a
strategy for ensuring that faculty take greater advantage of the
many workshops and programs the University already offers that
address their tenure concerns.
h. Faculty Fitness Center: Faculty fitness centers should be made
available on both the Health Sciences and the University Park
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Campuses. Ideally, these centers, in addition to having fitness
rooms, programs, and equipment available, would also have a
club-like atmosphere to foster collegiality and social networking.
i. Healthy Eating Options: Although the University has made great
strides in offering healthier food options in its dining facilities,
further improvements are possible.
j. Work Toward building of a Livable Community at and around
USC: As plans are made for improving the amenities offered at
USC, attention should be paid to faculty as well as student needs.
Many faculty leave campus to work out at a sports club, dine with
friends, do activities with their children, or meet at a pub or club to
socialize. If these amenities were available on campus, more
faculty would be enticed to think of USC as a place not only to
work, but also to “live”.
The final question to be addressed is “How will we know when we get there?”
We will know when many more of us no longer need anti-depressants and
sleeping aids to erase our anxiety and stress. We will know when faculty and their
families have more opportunities to partake in University life. We will know
when more women are able to remain and be highly productive in their faculty
positions while raising children. And we will know when the USC Network is
able to report cost savings because of a dramatic decrease in the incidence of risk
factors associated with chronic disease and disability in the faculty. Finally, we
will know because it will become evident that being a faculty member is more
than a job. Each day, it involves having the time to do thoughtful and productive
work, the good feelings that are associated with educating the next generation as
civilized, knowledgeable, and socially responsible citizens, and the sense of
belonging to a thriving, vibrant, and flourishing forward-thinking community.
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