Juggling 101

  • How many times have you logged into your college mail accounts only to be overwhelmed by an avalanche of information, and then to realize that none of it pertains to your life as an adjunct?

    Last week, my husband and I were grading student work and prepping for upcoming classes in our home office. I rarely use the associates’ offices at either of my colleges because, well, when I’m there I’m usually running somewhere else. Besides, they are full of other adjunct faculty who I really don’t know. I am embarrassed to admit this fact, but there it is. Obviously, this isn’t ideal, I know. I also know that I should make efforts to get to know these colleagues, these peers. I don’t make the effort primarily because I am never in one place long enough to even ask a name. Only one of my classes is on the main college campus this semester, the other is at a satellite on a high school campus in another city about 25 minutes away. Sometimes it seems so much further. These physical and psychological distances keep me from using the campus office.

    My husband feels the same way. On this day, he turned to me with a frustrated grunt and asked if I’d realized the census roster deadline was the day before. I hadn’t. I hurriedly opened my email for that school and waded through three browser pages of detritus before I finally found the “reminder.” There were notices about a white SUV with its lights on in the parking lot at one of the campuses, and various faculty and staff members commenting and then hitting “reply all” so that everyone could read their concern or witticisms. There were four notices about the cafeteria choices for days already past, again on a campus I don’t ever go to. Someone wanted a substitute, 12 people responded, all using “reply all.” There were notices about campus art shows, student senate meetings, department meetings, some general grousing about library hours and snack bar hours. There were nominations for student this and that; a movie for Black History Month being shown in the main auditorium; a food drive at yet another campus that I never go to; a dean sent out several reminders about various things that didn’t affect part timers like me, and so forth, and so on.

    My poor census roster was late and if my husband hadn’t mentioned it (after his own odyssey into the deluge of staff email) I might not have thought about it until the dean sent me a personal letter of scolding. Of course, that letter would have likely been lost, too. I also found buried in the dross two letters from students telling me they would miss a class that had already come and gone (I ask them not to email me, as we are all “big people” but they still do), a request for information regarding an upcoming class, a letting from the Learning Resource Center confirming my class appointment, and a few other things I really needed to read. All had been missed. Every time I log in, I wonder why the system administrator won’t allow filters so I can screen some of this mess out. Honestly, I could care less about field trips to local car shows that the Vocational Education Auto Shop has organized.

    Perhaps, if I knew any of the people in the “reply all” chain, I might feel differently. Perhaps, if I had my own office across a hall from the person organizing the food drive, or if I were going to eat lunch in the cafeteria with another faculty member, or attend the much-emailed-about book club meetings, I would be less bothered by the pages and pages of emails. Perhaps. But as it is, it’s all I can do to keep from clicking the “delete all” box.

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  • 16 Feb 2010 /  community colleges, students

    This morning I was standing in an urban classroom teaching the political ramifications of death for Westerners as viewed through a Japanese lens. In a few hours, I will be teaching college-level writing at a high school (this is a satellite location for a different college) in what is lovingly referred to by residents as a “horse town.” At the urban college, I teach in hundred-year-old buildings (some with pretty scary earthquake cracks running up the walls and across the ceilings). When I teach in the evenings the halls and bathrooms can be pretty creepy to wander into alone. There’s an observatory on campus, and a fully-wired two-story library that the college just finished. The student bookstore is also pretty impressive with a little coffee shop and two stories of its own. This school has a TV station, a culinary certification program, a nursing program, and more. The students dress in inner-city chic, and come from predominantly lower-class, immigrant families from all over the world. Last semester I had a student from Borneo (which was one of the places our textbook talks about), one born in Bangladesh (our textbook doesn’t talk about this country and she seemed put out by that fact), one from Japan (there are two chapters that deal with information from Japan), and one from Argentina (another place our textbook talked about). This multinational make-up is standard at this school.

    That was this morning, and every Tuesday/Thursday morning. For tonight’s class I’ll be driving past dairies, chicken farms, and horse ranches to get to the satellite location. I’ll pass under the billboard advertising the local festival called Stagecoach Days. Come May, that billboard will be replaced by the one advertising the summer Cherry Festival. Five of my current students graduated from that very high school last June; they even know the night dean because he used to be the Vice Principal there. These students tend to be middle-class, from families that own construction companies, delivery companies, etc. One student works for his family, and they board horses (he writes about participating in rodeos and shoeing horses), another student’s father owns gas stations all over town. One of my students works for a vet who specializes in farm animals, and she writes essays about delivering livestock or curing horrible diseases that the big animals get.

    Some of my students come down out of the mountains, yet another culture, and they will often be absent due to snow closing the roads. Alternatively, at the city campus I have students who take up to three busses to get to school; perhaps more interestingly, at the satellite I had a student threaten to come on her horse when her car broke down.

    Once I get my bearings, I find it all very fascinating and rather fun to see the similarities and the differences. Sadly, some of those include things like students who don’t have access to the terrific Learning Resource Center on the college main campus because they work during the day, and attend classes at night; or they come from such a poor family that they don’t have the money for basic supplies like pens and paper, let alone the textbook; or they have no babysitter because their toddler is sick and the regular babysitter is a neighbor teenager who won’t watch a sick toddler.

    It’s hard to know how to help such a diverse student base. I have to acclimate myself to the various challenges on the fly, and on days like today, more than once. It can be taxing. I think it’s worth it, though. I get to learn about so many different kinds of people and meet them, meet their children, hear about their jobs and hopes and dreams, and I get to help them learn something new. This is probably the thing I love most about community college.

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  • 04 Feb 2010 /  teaching

    There are days when I wonder why I even got out of bed.

    In teaching, these days can sneak up on you when you aren’t ready for them. For me, they are especially acute when I’ve taken extra time with a lecture or assignment and the fanfare and accolades don’t come from it. Don’t misunderstand; I don’t think for a second that every lecture is a golden testament to my own brilliance - far from it. But when I’ve really worked hard to make a lecture interesting for the class, and they nod off during the lecture, or file their nails, or text under the desk, it can be more than a little frustrating. The reason behind the extra work can be that maybe the chapter reading was more dry than usual; or past students have struggled with some of the vocabulary in a particular reading; or maybe the previous lecture was less-than-stellar and I want to make up for it. Whatever the reason, there are times when I will take extra time and care, scout out particularly vivid images to put in a PowerPoint, find a video clip interview with someone that I think makes the lesson even more powerful, or tell an especially fun or unusual story - and they just stare at me.

    You know the feeling. That loud silence when the crickets fill the silence of the room or when their eyes are blurry from trying to pretend they’re paying attention. That’s when I wonder why I got out of bed and bothered to come to class.

    Luckily, these days don’t happen often. If they did, I would probably rethink my desire to teach - or at least I would rethink doing this part-time gig. For as we all know, this job doesn’t have a lot of benefits or compensations.

    I sometimes wonder if there isn’t a teaching-fairy-godparent looking out for me, because when these days do sneak up on me (worse, they sometimes even double up on each other), something wonderful will happen that erases the frustration and feeling of “why did I bother.” That “something” is often small, and always unexpected. It’s a student from a previous class showing up in the next class with a huge smile; or it’s when a student stays after class to tell me he was too shy to speak up in the lecture, but really thought my story that day was fascinating; or when a student declares he or she will change majors because my class so interesting; or when a student asks me for advice about which college to transfer to.

    These “somethings” can also be unbelievably huge and momentous. Like the time one of my online students showed up at my class to meet me because she wanted to see the person who had changed her life. Or the time a former student read my birthday on my Facebook page and dropped a birthday card off at the Instructional Office for me. I even had a student ask me to sign my lecture notes because “they got me through the really hard readings, and I just know you’ll be published one day.”

    Big or small, these interactions with grateful, engaged, excited students keep me fueled through those other times. I mentally pull the “somethings” out and hold them in my metaphoric hands when the echoing silence rings through the room and the glazed expressions cause me to pause. A rueful smile will spread across my face, too, because I also know that the biggest failure is taking myself too seriously. That brilliant story or fantastic PowerPoint clearly isn’t as life-changing as I thought it should be. My own hubris must be kept in check, or those silent stares will happen more often as I lose touch with what I’m really supposed to be doing, which isn’t some ego-stroking performance, but just plain ol’ good teaching.

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