The Adjunct: The First Year

You're probably wondering, "What happened after that post about becoming an adjunct back in August?  How were the classes?"  Well, I'm back with a full year of college teaching experience under my belt and four classes (two each semester) on my resume.  But that's not enough for me.  I want to know what I can improve, how I can teach more effectively, and how the students perceived the class.  What better way to get this feedback than by creating an end-of-the-semester assessment!  (Dorky, I know.) The university does a course assessment at the end of each semester; however, I as a teacher did not receive this feedback until FOUR MONTHS into the next semester!  My solution: Create my own one-page assessment to give to students on the same day as the university assessments.  I had two envelopes - one for me and one for the university.  This way I get instant results... and feedback from the school in about four months.

I asked the following questions about the course itself:

1. Please state your reason(s) for taking this course (i.e. elective, interest, minor) 2. Did you have any prior experience with the piano prior to taking this course? 3. Please describe your favorite aspect of this course 4. How can this course be improved in the future? 5. Did this course meet your expectations?

Then I asked students to rate my teaching effectiveness (5-point scale: 1-Strongly disagree, 2-Disagree, 3-Neither agree nor disagree, 4-Agree, 5-Strongly agree)

1. Demonstrates commitment to each student's progress 2. Seeks a good, working relationship with students 3. Selects appropriate material for learning new concepts 4. Establishes a welcoming learning environment 5. Introduces new concepts in a clear manner 6. Demonstrates enthusiasm in teaching 7. Addresses technical challenges and works to resolve them 8. Presents an extensive knowledge of musical style 9. Introduces music theory concepts in a clear manner 10. Establishes strategies for effective practicing 11. Respects the needs and goals of the student 12. Prepares and encourages students for and in performance 13. Manages class time effectively 14. Approachable; open to communication

I had 11 students submit responses.  Here are the results:

Course Assessment Question #1: Almost half stated, "Interest in improving piano skills;" about a third said, "Elective;" and only one indicated "Humanities requirement."

Question #2: Five said, "Yes;" six said, "No."

Question #3: One indicated, "Sheet Music;" one said, "How we were tested;" five students said either, "Playing the piano," or "Learning how to play;" one said, "Learning how to read music;" one said, "All of it;" and one said, "Being able to make constant strides in the understanding of the piano and how to play it."

Question #4: One commented, "Better classroom;" four students said, "More class time," or "Meet more times per week;" two had no suggestions for improvement; one suggested, "Instructor play more;" and two said, "Spend more time on important lessons rather than going at such a fast pace."

Question #5: All students responded, "Yes."

Teacher Assessment #1 - Six students said, "5-Strongly agree;" five said, "4-Agree" #2 - Ten students said, "5-Strongly agree;" one said, "4-Agree" #3 - Nine students said, "5-Strongly agree;" two said, "4-Agree" #4 - Seven students said, "5-Strongly agree;" four said, "4-Agree" #5 - Eight students said, "5-Strongly agree;" two said, "4-Agree;" one said, "3-Neither agree nor disagree" #6 - Six students said, "5-Strongly agree;" five said, "4-Agree" #7 - Five students said, "5-Strongly agree;" five said, "4-Agree;" one said, "3-Neither agree nor disagree" #8 - Ten students said, "5-Strongly agree;" one said, "4-Agree" #9 - Six students said, "5-Strongly agree;" five said, "4-Agree" #10 - Nine students said, "5-Strongly agree;" two said, "4-Agree" #11 - Nine students said, "5-Strongly agree;" two said, "4-Agree" #12 - Eight students said, "5-Strongly agree;" three said, "4-Agree" #13 - Eight students said, "5-Strongly agree;" three said, "4-Agree" #14 - Ten students said, "5-Strongly agree;" one said, "4-Agree"

I was pretty pleased with the results!  The answers to these questions are so helpful in my future course-planning.  I can self-evaluate all semester but in the end, it's the student opinion that matters the most.

If you made it this far, thanks for bearing with me!  I not only survived my first year of college teaching, I learned a great deal!  Looking forward to more opportunities like this in the future.

The Adjunct: Lessons Learned

DSC_6439

Lesson #1: Never underestimate the power of networking.

Last spring, I applied for a part-time position at a small church in a small town another state away.  I knew no one and no one knew me.  I sent my resume, had a few conversations, and sent a recording of some of my recent performances.  A few days later, I received an email from a Humanities professor at a college in a town adjacent to where the church was located.  She, too was a musician (with three degrees in organ performance) and had received my resume from the search committee at the church.  “Want a job?” she said in one email.  “We have an opening for a part-time adjunct teaching class piano.  You’d be great.”

What a vote of confidence!  I haven’t even met the woman yet!  I went back and forth on whether this was something I really wanted to pursue.  In the end, my final semester of school caught up with me and I was soon fully immersed in the day-to-day once more.

A few months went by.  I got the job for which I had originally applied, performed a collaborative recital, graduated from Eastman, and began moving plans.  Around June 1st, I received another email from the music professor.  “Are you still interested in applying for the adjunct position?  We’re getting ready to make a decision.”  I scrambled to update my CV and resume, write a cover letter, and fill out the application.  Two days later, I was offered the position via email by the Humanities Chair.  “Is this real?” I asked Steve.  “They haven’t even met me!”

Lesson #2: Welcome to the world of guessing.

So I got the job.  Now what?  I was full of questions:

Do I pick the textbook? Do I have to write anything specific in my syllabus? Is there a standard grading policy for the college? How many students are registered for these classes? Do I have an email address? I need office hours? I have an office?! How much does this pay again?

August 1st rolled around.  I moved, I started my position at the church, I began plans for opening my piano studio.  The semester feels as if it’s looming around the corner (it is – September 1st!)  Finally, I received an email from Human Resources with an overwhelming number of attachments (14, to be exact).  Contract, health insurance, mandatory contributions, direct deposit, etc.  By the way, I had five days to submit everything.  I somehow managed to fill out every form correctly and turn it in on time.  This was also the first time I met anyone at the college face-to-face.  “So what do I need to do from here?” I asked.  “Just wait for us to contact you,” the woman replied.

Three weeks later, having not heard anything, I took it upon myself to email Human Resources.  Finally, I’m official!  Now the fun begins.  Before my first class, I need to get a college ID made (building A), pick up a parking pass (building B), pick up a key to my classroom (building C), access Blackboard, find my office (building D), make copies of my syllabus (building E), find my classroom (building D), and figure out how all the equipment in the music technology lab works.

Lesson #3: All freedom comes with a little responsibility.

I feel an enormous amount of freedom in this position.  My first class is in two weeks and I haven’t met any Humanities faculty members.  I haven’t had any type of new teacher orientation.  No one has told me about grading policies, measurement and evaluation standards, or final exams.  I have no idea how many students are in my two classes!  I have a great responsibility to the department and the school.  Despite the challenges of being left guessing, the unknowns give me the great opportunity for freedom in my teaching.  I set the pace, I choose the text, I choose the methods of evaluation.  I am confident in my education and preparation and therefore, I’m ready for the challenge.

Wish me luck!