Chapter Goal: To provide key resources and tips to help you onboard into your new position and launch your first semester.

In this chapter we will provide some suggestions for steps you want to take when you are first offered a job to teach. We also realize some of you picking up this book might not yet have a teaching position, so additionally we will provide suggestions for obtaining an adjunct appointment.

Finding an Adjunct Position

Sometimes you will find adjunct faculty positions posted on university hiring websites or on their departmental websites. However, often positions become available on short notice as additional sections of classes are added or other faculty availability changes. It can often be helpful if your curriculum vitae (CV) or resume is already in the hands of department chairs or other faculty responsible for staffing classes.

Step 1: Review your target institution’s website

Make yourself familiar with degree programs and classes offered. It will help a department chair imagine you teaching for them if they understand where you see yourself fitting in. It can also help you determine who to target with your communications.

Step 2: Develop a resume or CV customized to focus on your teaching skills

Be aware that most accrediting agencies require faculty to have a degree one level above the course level you are teaching, or to have what is considered a terminal degree for that field. So, for example, if you are teaching undergraduate classes you typically have to have a Master’s degree. An exception would be in the trades, such as welding, carpentry, etc., where advanced degrees are uncommon. To teach graduate classes you typically have to have a doctorate in a field related to what you are teaching.

In academia, faculty typically have a curriculum vitae (CV) which is longer than a resume and includes your presentation, publication, teaching and research experience. A quick web search will help you find templates for formatting a CV. Regardless of if you choose to convert your resume into a CV or keep it in the resume format, we highly recommend adding a section on teaching. This should include:

• • Courses or topics you would be qualified to teach. Be as broad as possible.
  • Any experience you have teaching, even if not in a formal classroom. This could include things like conference or professional development presentations, workshops you give at work, mentoring you do of other staff, leading Bible school sessions, etc. Be clear that you have a valuable skill set that would transfer to the classroom.

Step 3: Reach out early and often

Once you have identified the programs that you feel you could teach in, start by reaching out to the department chair with your resume/CV and express an enthusiastic interest in their program. Be clear about the skill set and background you bring. Consider asking if they staff their classes themselves or if there is someone else on the faculty you should communicate with, of course, with the awareness that culture, communication, and departmental politics differ in each setting.

Some departments start planning their classes and faculty assignments as much as six-months to a year ahead of time. Closer to the semester, classes may be added or dropped, depending on enrollment or other changes. So consider reaching out early and again shortly before the start of the semester to remind them of your availability and qualifications.

What to Ask When You are Hired

When you finally get that email or call asking you to teach a class, you may feel a bit overwhelmed, especially if this is your first time teaching. Below is a list of important questions to ask that will help you have what you need to get started. Note, each academic setting and culture is different, so use your discretion when pursuing questions such as these.

Course Material Questions

• Are the date(s) and time(s) and classroom location set for this course?
• Where can I find previous course syllabi? (We suggest asking for the 3 previous syllabi). Look for course goals, major assignments and a course schedule to understand how concepts and topics are sequenced.
• Is the syllabus standardized or do I have flexibility in what I include? Is there a department or institutional template I should follow?
• Is the textbook already chosen for this course or do I have the ability to choose it? (See more in chapter two about choosing a textbook.)
• Are there multiple sections of this course? If so, do I need to coordinate with what is happening in the other sections?
• How much leeway do I have to make changes in the course? What expectations are there for communication about changes I would like to make?
• Is there a printing budget or location I can print course materials?
• Are there any assignments that must remain in the course?

Note: In some classes, there is a signature assignment that is tied to how the degree program itself is assessed. This may mean that you cannot change or delete this assignment.

Support Questions

• If I have questions as I am preparing for this class, who would be best to contact?
• Who else has taught this course? Is there a course steward who oversees the course that I should be in touch with?
• Note: Talking to previous course faculty will provide you with information that may not be on the syllabus such as what worked well or where challenging points tend to be in the class.
• Who supports academic technologies such as the registration system and the learning management system?
• What training do I need to complete before I have access to student data and/or be able to start building my class materials?
• Is there an orientation for new adjunct faculty? Or is there a center for teaching and learning that can help with institutional questions and student supports?

This could include approaches for when/where to find answers to student resource questions, support for student health issues, spoken or unspoken rules for querying and finding media and technology supports, etc.

Campus Logistics and Policy Questions

• Do I need a parking pass? If so, how do I obtain one? Where do I park?
• Do I have a mailbox on campus?
• Is there an office or other space I can use to meet with students or prepare for class?
• What is the policy for office hours? How many hours am I required to hold office hours? Can they be virtual?
• What policies do I need to be aware of (e.g. attendance, class cancelation, generative artificial intelligence (AI) usage, academic integrity)?

Student Questions

• Who typically takes this class?
• What are common strengths or challenges for students in this class?
• What do you think is the most important concept or skill students need to get out of this class?

Course Sequence Questions

• What is the role of this course in the degree program? Is it a requirement? Is it a prerequisite for another course? An elective? Does it meet a general education requirement?
• What is the scope and sequence of the course?
• Are there program level outcomes this course is designed to meet?
• Is there a sequence chart? Understanding what students learned before and what happens after the course could be useful to help paint the bigger picture and understand essential learning outcomes.

Remember, you have the power to advocate for yourself. Do not be afraid to ask for more resources or for accommodations like a classroom change.

Last-Minute Class Appointments

While not ideal, the reality of academia is that class appointments, especially for adjunct faculty, are often fluid. A class may be canceled shortly before the semester’s start due to low enrollment. Or extra sections may be added late to accommodate higher than anticipated enrollment. And of course faculty availability changes. All of these scenarios can mean departments are always working, as the semester approaches, to make sure all classes have sufficient students enrolled and qualified faculty teaching them. As a result it is not uncommon to receive a last-minute request to teach a course you have not taught before and for which the department chair does not readily have available all the details you would like to know including a copy of a previous syllabus.

In this book we have included stories of feeling unprepared to teach due to receiving an invitation to teach, a course assignment, or syllabus for the course, at the last-minute. This means that faculty must scramble to prepare the class.

One story shared by an interviewee revealed that they had never taught the class before, were not sure what it entailed, and did not receive the syllabus in time to prepare. What worked for them was to be up front with students in the initial class, acknowledging that there was no syllabus yet, and inquire of the students what they thought about the class and the content for the course. They continued to check-in with students throughout the semester to receive their input and ideas on assignments.

In another contrasting scenario, a faculty was uncomfortable not having the syllabus until the first day that class started, but determined a way to manage up. As they had learned from another colleague “it is always possible that it is the administration’s or department’s fault”. So, while the syllabus was not yet available for students, the faculty provided a professional greeting and a reflection assignment for the first week to get everyone on board for the semester. They included a promise that as soon as they received the syllabus and course structure from the department, students would receive an email.

Also consider providing the course description from the course catalog while introducing yourself, and being up front about how the details come down from above. These scenarios should not happen often, but when they do, these tips will help you be prepared to launch the semester on a positive professional note.

Building Your Syllabus

Typically your first task will be to adapt a syllabus that has been passed down to you from previous faculty. Once you have determined how much flexibility you have to edit the syllabus (see questions above), start making it your own. Make sure it includes information about how students can contact you as well as your philosophy of teaching. Help students understand your expectations and assure them you are approachable. But, also, know that teaching, just like learning, is an iterative process. The first time you teach a course you are probably going to see all the things you could do better. That is okay and normal! Be transparent with your students about your process and welcome feedback.

The first time you teach a class, as you are becoming familiar with the flow, content and your students, it is advisable to follow the format previous faculty have used. However, consider the following fairly simple options that can make a big difference for supporting students and building relationships.

Include your teaching philosophy. By helping students understand your approach to teaching, and your passion for the topic, you can set your expectations for them and your classroom from their very first point of engagement with you.

Present your grade breakdown in a pie chart. Students may struggle to understand how points or percentages attributed to different assignments contribute to their grade. A supportive practice, especially to our modern non-traditional or first-generation students, is to present the components that make up the class grade as a pie chart.

Include the class schedule and deadlines as a table. A straightforward breakdown of the class can help keep students on track. Many students have shared with us how they print such tables and use them as a checklist to keep track of class tasks.

The example below is provided by Linda Gaither from her course Curriculum and Methods of Teaching Life Sciences.

Syllabus Length.

A question faculty often ask is how long a syllabus should be. Long gone are the days when syllabi were only one or two pages; many now contain long lists of required policies and student resources. Students have become used to these longer documents. But many of us still worry students just discard it as too overwhelming to bother reading. Alternatively some faculty have a short version to go over initially, then have a separate policy and resource document for reference. Some also choose to have their class schedule as a separate, and easily printable, document (see example in Appendix F). Check with your department chair about the policy before choosing your strategy. You may be required to submit a complete version to the department chair’s office for their records.

Familiarizing Yourself with the Learning Management System

Almost all higher educational institutions now have a learning management system (LMS). At your institution this tool might go by the product name (Canvas, Blackboard, Desire2Learn/D2L, Moodle, etc.) or by a custom institutional branded name. The LMS can be used to store class materials, collect assignment submissions, and provide feedback. It can also be a helpful way to send announcements and other communication to your students.

Students also often use the LMS calendar as a way to keep track of their upcoming assignment deadlines. Having all assignments set up with due dates in the LMS will save time reminding students about important upcoming due dates. If you are new to using an LMS, reach out to the institution’s academic technology support early to get training on the system and its features.

Pros of using the LMS:

• You do not have to collect hard copies in class or via email and worry about them getting lost.
• It creates a centralized institutional record of what students submitted and all communications you had with them.
• Students are more likely to look here for communications than in their email.
• Most LMS include helpful build-in tools for streamlining feedback.

Note, you should never give feedback via email as this is a FERPA violation. See chapter two to learn more about FERPA.

Publishing Your Course

Also find out what your institution’s position is on opening, often called publishing, your course in the LMS. Some institutions will automatically publish the course making it available to students on a specific date. Others leave that up to you to publish the course for students.

Where possible, aim to have your course published a week before the first day of class even if the only content visible within the class is your syllabus and schedule. Students today are accustomed to going to their LMS, instead of the registration system, to confirm they are in the course and check ahead of the start of class what the requirements and grading criteria are. Not having the course published can raise anxiety for students ahead of the semester start.

Semester Launch Checklist

In addition to the items discussed above, this section includes some key items that can be helpful.

Managing your Time for Success

Taking on a teaching role is no small commitment. Most veteran teachers will tell you grading is the most time consuming part. For this writer, personally I find trying to make sure all the due dates are right in all the different places an arduous task! Either way there are many details beyond just knowing your content that will trip you up as you establish your teaching rhythm. Below are a few of our helpful suggestions. Also check out chapter four on giving feedback for more ideas.

Use your LMS features wherever possible

Below are just a few ways your LMS can automate tasks for you:

• Find out if your LMS has a tool to check your course for broken links.
• Automatically update your due dates, or update them in a batch.
• Schedule ahead of time for program announcements to go out at a specific date and time.
• Send messages to just certain students (e.g. those missing a specific assignment; those scoring below a certain grade).
• Collect assignments in a centralized place. No trying to keep track of emails or paper documents.
• Automatically grade assignments such as graded surveys and multiple choice quizzes

Do not change too much at any one time

Every teaching consultation, website resource, or professional development workshop will likely elicit new ideas you are excited to implement. Be kind to yourself and resist the temptation to completely overhaul a class all at once. Pick one change each semester that will potentially have the biggest impact and focus your efforts on that.

Block time for out of class work

We live in a world where we attempt to multitask all the time. However, many tasks require mental focus, such as drafting feedback or reviewing course material. Rapid task switching causes loss of flow and the likelihood errors will creep in while also increasing the actual time we need to do both tasks we are switching between. Try to find a place and time when you can focus on teaching tasks.

Use the Transparency in Learning and Teaching (TILT) assignment model

Clear assignment instructions can save both you and your students time by avoiding confusion, frustration, and repetitive questions. This also helps answer for students that age old question “why do we have to learn this?” Consider the well researched TILT model (Winkelmes, et al., 2019) which encourages you to structure assignment instructions by defining the:

• Purpose = How does this assignment connect to your course outcomes? How will the content be useful to students after graduation?
• Task = What are the step-by-step instructions for completing the assignment?
• Criteria for Success = How will the assignment be graded? Provide rubrics and examples of student work where possible.

Evidence shows even converting just two assignments in your class to this format can have major impacts on student resilience and retention in challenging courses. To learn more about TILT see https://www.tilthighered.com/resources.

Do not try to teach too much

The temptation and pressure to cram in more content will be real. Keep in mind students can only absorb so much information and talking faster is not the same as increased learning. Focus on the key things students need to get out of class to achieve the learning outcomes or goals. What do they need for the next class in the sequence? What is reasonable for them to remember five years from now? And what can you do to deepen their learning of those topics?

Chapter 3 References

Winkelmes, M., Boye, A., Tapp, S., Felten, P., & Finley, A. (2019). Transparent design in higher education teaching and leadership: A guide to implementing the transparency framework institution-wide to improve learning and retention. Sterling, VA: Stylus Publishing.