What's my grade?

Ah, grades. The question at the top of everyone's mind in December.

As a professional it’s relatively easy to know when we are doing well. We get performance reviews annually, which sometimes include a full 360-degree view. Sometimes, we get kudos from colleagues in other departments or our clients. Perhaps the best and most visible is when we are recommended for a new job or to provide our services to another person or company. But what about adjuncting? How do we know when we are doing well?

There are some instructor and college ranking websites like Rate My Professors, but adjuncts are not as often featured. There are also class surveys, but participation in them varies semester to semester. As a part time instructor, it can be challenging to know where you stand.

Over the course of my academic career, I have learned there are several qualitative measures we can look for to determine whether we are doing well.

The first is attention. Just like any speaking opportunity, it’s easy to tell if you are crushing it. If people’s heads are nodding or they seem more interested in their laptop screens, it’s fair to say that you are probably boring them. But if you catch them in a moment of eye contact, and you see them nodding in agreement, you’ve got them. Even a curious head tilt can be an indicator that someone is questioning the concept. That’s a good thing!

Next is engagement. Aside from the 200-person, lecture-hall, introductory-level core courses at large universities, which by design doesn't always support interaction, I can’t think of one class that is not improved by adding dialogue. For me, class is not an opportunity to pontificate for two hours every week: it’s a chance to engage another generation in meaningful conversations about the way they plan to show up in their future careers. A terrific way to know when you are doing well is if a student asks a question or asks your opinion on something discussed in class.

If you’re lucky, there’s mentorship. Nearly every semester, I have had at least one student who proactively seeks a form of mentorship. Part of that is the luck of who signs up for the class, but I also like to believe it has something to do with my teaching style. I have been able to hire former students into entry-level roles. I have helped current and former students network their way into internships and jobs. I have written recommendation letters for students entering MBA programs and even law school. In my opinion, the best measure of how you know you’ve done well as an instructor is when a student proactively asks you to advocate on their behalf to enter their next chosen chapter. It’s an honor and a privilege each time I am asked and I always make space for it in my calendar to support them on this journey.

Make no mistake, teaching in addition to a full time job is a lot of work. But it’s also so gratifying to know that you are launching another generation out into the world armed with the tools they need to be curious individuals, lifelong learners and active participants in their chosen fields.

Recently I’ve had a few people reach out to talk about teaching. I’ve loved reconnecting with you so please keep the inquiries coming!