Adjunct Professor Online

I’ve been teaching as an adjunct for roughly 10 years. I still love it. But I also find it frustrating.

This site is an attempt to bring some things into focus for me.

Unlike other Adjunct websites, there’s nothing to join here. Nothing to buy. Everyone is welcome. Come in and look around. Read a few posts and leave a comment, ask a question. If you can enlighten me, please do.

I’m fascinated by learning.

When it occurs, it’s magical, electrical . . . and likely chemical: a dopamine spike that encourages us to reinvent the experience again and again. Perhaps it could be argued good learners are created as a result of an addiction to the pleasurable chemical milieu created by an epiphany. But of course it’s not that simple. Learning doesn’t behave like an equation. Teaching doesn’t always result in learning.
Although my approach to teaching continues to evolve, major beliefs remain grounded in my understanding of psychology and the diverse individual/group dynamics of the classroom.

Each student must be valued and respected, regardless of their ability or performance in the classroom. This is not always easy, but it’s the broadest, and most fertile of foundations for learning. And the effect of respect goes well beyond the individual. The respect, or lack thereof, shown to a single student contributes to the overall culture of the class, influencing all.

Learning can’t take place without engagement.

Learning is active and requires sporadic participation of the mind. And I do mean sporadic. Sandwich participation with moments of introspection to create a relevant context. Something to keep in the forefront: meaning is always in the context—not the facts. If you don’t invite the opportunity to create context (and all context is personal), you’re just teaching a list.

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