A day-long faculty workshop was held at Prince George's Community College, a suburban Maryland institution, to identify the sources of stress affecting the faculty and to examine possible strategies for managing stress. At the workshop, the instructors were randomly assigned to small discussion groups and were asked, during the morning, to list the job situations found to be most stressful and, during the afternoon, to propose personal and organizational strategies for combatting stress. During the morning session, 218 stress generators were identified in six categories: administration (118), student-related (36), peer-related (23), financial (20), working conditions (16), and personal (5). The stress factors most frequently cited included lack of faculty participation in decision-making, the increase in under-prepared students coupled with student expectations of high grades, apathetic peers, and low salaries. The afternoon sessions yielded 153 strategies for reducing stress, including strict enforcement of prerequisite completion, realistic student placement, and the establishment of peer support networks. The study report reviews the literature dealing with "professional burnout" and presents a model for understanding stress, in which burnout is seen as a breakdown in the relationship between the individual and organization. (JP)