Crystal Machado (Professional Studies in Education Department) and Emmanuella Musiime (School Psychology, Special Education, and Sociology Department), at Indiana University of Pennsylvania, presented their peer-reviewed paper “Balancing Demands and Supports: Understanding Women Faculty Well‑Being Across Synchronous, Asynchronous, and Hybrid Modalities” at the 2026 Society for Information Technology and Teacher Education (SITE) Conference in Philadelphia.
Their study explored how women faculty navigate the shifting demands of contemporary teaching environments—particularly the move between synchronous, asynchronous, and hybrid modalities. Grounded in scholarly research on faculty well‑being, workload equity, and technology‑mediated instruction, the paper examined the interplay between instructional responsibilities, institutional supports, and the complex realities facing women in higher education.