Returning to the Classroom: Three Steps to Success as an Adjunct

Note: This post originally appeared on LinkedIn in December 2016.

I was never the kid that dreaded the first day of school. It wasn’t because I was a social butterfly (far from it in fact), but rather because I was loved the idea of learning. I was fortunate to have excellent teachers in both public and private school settings, each of whom fanned the flames of curiosity and inquisitiveness with me.  So it was of no surprise to my friends and family that part of the reason I obtained my master’s degree was to open the gateway to the other side of the classroom: teaching.  I knew I wanted to at least try my hand at the subject, having gravitated towards training and development within the hospitality industry.

Two years ago, through a bizarre blend of experience, academics, and Twitter (yes, the “dying platform” that is a great networking tool)  I found myself talking with Gray Shealy, Executive Director of Georgetown University’s Masters in Professional Studies in Hospitality Management program about joining their faculty. Fast forward four months, one “teaching audition” and mock syllabus later, and I was facing my first real live classroom with real live students.  The concept of being solely responsible for the foundation of a student’s learning experience is a humbling one, and still generates both anxiety and excitement with each class session.

Today, I’m on the cusp of wrapping up my second semester as an adjunct with several semesters in the classroom on the horizon. And as I talk with others what I do outside of my “real” job, I hear more people say that they too would love to teach. So for them – and for you, if you find yourself wishing to pursue this avenue yourself – here are three things that made my transition to the classroom easier.

Secure Buy-In and Support

As a working professional, you cannot be successful as a part-time adjunct without the support of your full-time employer.  I remain tremendously grateful to my leaders, both past and present, at Interstate Hotels & Resorts who supported me in pursuing the role at Georgetown. Prior to accepting the position, I sat with them to explain the opportunity and how I would balance it with my responsibilities in the office.  In this area, transparency about the position’s impact on your full-time job is as much a key to success as your commitment to the full-time role. While difficult, I have always kept my full-time job as my top priority. At times that translates to a class starting later than I would like due to a business meeting or being held virtually due to travel, or an assignment or project may need to wait to be graded. These types of "trade-offs" extend beyond the work environment too; depending on your personal life, you may need to secure the buy-in of your spouse, partner, or children. Are you okay spending a Saturday grading papers at Starbucks rather than playing golf at the club? Can you balance your classroom schedule with your children’s bedtime schedule?   Make no mistake: teaching part-time can feel like a full-time job. Think carefully about the impact it will have on every area of your life before signing the contract.

Determine Your Style. 

In the business world, clients and employees can see through faux sincerity...so too can students.  You may aspire to have your own personal “Oh Captain, My Captain” moment from Dead Poet’s Society, but that won’t happen by just pretending to be Mr. Keating. Find your own style and you’ll build your own following.  To start, think back about the things you loved about teachers you had in your own life. What you can take from their approaches and authentically deliver? My personal approach to the classroom draws upon the best aspects of my best teachers throughout my life: the irreverence of my high school Spanish teacher, the no-nonsense attitude of my middle school English teacher, and the journalistic questioning style that I learned at the hands of two of my late Duke professors, William Raspberry and Susan Tifft.  Equally, think about what made you cringe as a student, be it unclear expectations or a poor attitude, and commit to avoid doing those things yourself.

Build Your Board (of Education)

While I can create corporate training with the best of them, crafting an entire academic course from scratch, even on a topic I know well, is daunting. Locating academic subject matter experts and building my own educational "Advisory Board," similar to the one I have formed for my professional life, has been invaluable. When I was preparing for my trial class (the “audition” I referenced earlier) my first call was to one of my MBA professors whose teaching style I admired for tips on classroom management and handling life as an adjunct. My second call was to one of my closest friends who also happened to be a tenure-track professor for suggestions on how to manage the interview process and what I should expect in academia overall.  With their insight, I built out my trial class and, given that I’m still asked to teach, I think their advice really helped! Today, as I begin to redesign a class I have been asked to take on next year, I’m calling upon current and former colleagues with far greater expertise than I to bounce ideas and suggestions off of in order to create a compelling and meaningful experience.  As your time in the classroom builds, don’t forget another important component: your class alumni. You’ll get feedback about what works – and what doesn’t – from the people who experienced your approach first hand.

Like any new job, becoming comfortable in the classroom takes commitment, resilience, and a bit of patience. In my first semester, I had a few class sessions that didn’t turn out as I had hope and some that blew away my expectations. This semester, I’ve been pleased overall, but there is room for improvement in particular spots. And as I take on the new course next semester I’m prepared to have a mixed bag of success out the gate. It won’t be perfect, but perfection isn't the goal. For me, it's leaving a positive impression on my students, and hoping that maybe just one thing I've said in the course of 14 weeks together sticks with them as they continue their careers.