In the post-COVID era, many faculty are experiencing a variety of interlinked burnout-related emotional experiences, including classical work stress burnout, decision fatigue from frequent adaptation and change, and compassion fatigue related to the caring demands of the profession. In this manuscript, we detail a framework for understanding the individual and institutional factors contributing to faculty burnout and explore the potential for mindfulness to alleviate these states. Next, we share a workshop model for introducing brief mindfulness practices to faculty and helping them identify key moments when mindfulness practices might be most transformative for them. Next, we share a workshop model for introducing mindfulness to faculty for maximum impact. To conclude, we offer recommendations for implementation depending on facilitators' level of prior mindfulness experience.