Ad Junct

Adjunct.png

Over the course of six years, I went to three separate colleges. I learned the ins and outs of academic systems, loading myself with credits while working on the side to support myself financially. I learned how to stack up courses so that I could get ahead in some classes while staying right on track with others, how to balance in-person and online, and how to navigate my energies toward certain classes with 100% energy while giving only 40% to others, whatever it took to get an A. In addition, I learned how to make sure I was invested in my assignments, planning out ways to keep myself invested. I learned that I was a great paper writer, and excellent at oral interviews, but terrible at memorization and test-taking.

I loved college. I loved being in the academic arena, with new energy always. I joined choirs, formed improv troops, sang in A Cappella groups, and starred in school plays. During the course of my six-year education, which culminated in a Masters degree in Social Work, or MSW, I had dozens of teachers. Now, from the vantage point of 15 years later, I can only name maybe 6 of those teachers by name, the ones that had the most profound impact on me. Of the others, many were ineffective, boring, disconnected, or simply not memorable.

When I started teaching, back in 2009, I wanted to be a teacher who was memorable.

I’ve always had a flair for teaching. (My mom has always told me that my three greatest talents are in “writing, teaching, and helping”). Most of my experience teaching was in Sunday School (or Gospel Doctrine) in Mormon wards throughout my adult life. I had the ability to take dense material from the Old Testament (like Jonah and Ninevah), difficult-to-understand topics (like “the Gifts of the Spirit”), or complex modern revelations (like eternal marriage and polygamy) and disseminate them for a room full of peers in a way that was both enlightening and entertaining. I liked to push people’s buttons, make them uncomfortable, and then leave them with a strong dose of spiritual enlightenment. I wanted them to leave the room feeling powerful. I wanted them to be talking about the lesson for the whole week afterwards.

Teaching Sunday School required a tremendous amount of preparation (reading and becoming familiar with the content and its adjacent topics), organization (understanding how this content fit into the wider spectrum of the overall curriculum), time management (knowing how to effectively get selected information across in an allotted time perfectly, not under- or over-planning), enthusiasm (if I was in love the topic, the room would be also), and group facilitation (trying to keep a large room full of very different people with very different expectations engaged, getting people to participate but not too much, answering unexpected questions, and keeping the content moving forward). I had to understand the room I was in and the role I was there to play, and I had to be ready for a myriad of possible distractions. Preparing for Sunday School lessons took me hours, and I loved it. More than that, I was good at it. It brought me joy and fulfillment.

So, after a few years of working full time at my forty-hour per week job (and in addition to my wife, son, home, and busy church calling), I decided I wanted to teach. I approached the local satellite university, a branch of Boise State University for students living in northern Idaho, and I was thrilled when they offered me an ad junket faculty position. Though I only had a Masters degree, they had a current opening, and brought me on board, offering me approximately $1000 per college credit for a 3 credit course. I enthusiastically accepted.

I quickly realized that that was not a lot of money. For $3000, I would have to read an entire text book and create a syllabus for an assigned curriculum. I would then spend 45 hours over the course of 15 weeks teaching it (one college credit means 15 hours of in class instruction, so for this class there would be 15 separate 3-hour classes). I would have to prepare each lecture, give assignments, and then grade the assignments of 27 individual non-traditional social work students. For my first class, they would each turn in 7 individual papers, and a longer essay final, making a total of 216 papers I would be grading. After it was all said and done, I was basically being paid half of minimum wage.

Navigating the strong personalities in the classroom quickly became the most difficult part of the job. Social work classes are dominated by people who have had terrible things happen to them and now want to figure themselves out. The classes were made up of 60 to 80 per cent women, and many of the students had a very strong sense of entitlement. (This is worthy of a different blog post, but here is an example of a typical interchange. Teacher: “Your papers are due tomorrow, don’t forget.” Student: “Can I please have a two week extension? You have no idea what I’m going through in my personal life!”)

It wasn’t until the end of that first semester that I started to understand what being an ad junct faculty member actually meant. The university had a certain amount of dollars to spend on a particular curriculum. They could only hire so many faculty, and they could only assign so many classes to each faculty member. But they still had to teach a minimum number of classes. So it was much cheaper and easier to hire outside resources to offer classes not covered by faculty. (One definition of the word ‘ad junct’ is, literally, “something joined or added to another thing but not essentially a part of it.”) I was not a part of the university or the program, but I was putting in dozens of hours per month to teach a course for the university. In short, I was not likely to ever hear from the dean or faculty unless a student complained.

Despite the drawbacks, teaching both exhilarated and exhausted me. I got to meet so many amazing students (and of course, several others I didn’t care for much), and I felt honored to be sharing my talents and experiences with them. I taught Diagnostics, and Introduction to Social Work, and Human Behavior in the Social Environment, and Ethics. I formed long-term relationships with many, and genuinely enjoyed my experiences. And the reviews I received were incredible, overwhelmingly positive, with some students calling me the best teacher they had ever had, and others saying I’d changed the course of their education for the better. In short, I loved it.

And then I came out of the closet and moved to Utah. And my teaching career (well, my ad junct teaching career), changed just like everything else.

(To be continued… in Ad Junct Part 2!)

Helping the Helpers

overworked-doctor

“Excuse me! Excuse me, sir!”

This morning, I walked across a parking lot toward my vehicle in a pair of jeans and a grey t-shirt that reads “That’s what.” –She, my backpack over my shoulder, car keys in my hand. An older woman, likely in her mid-70s, pulling an oxygen tank behind her walked toward me. She had a brunette perm, a flowered blouse, and baggy black slacks on. Her glasses slid down to the end of her nose in classic grandma fashion.

“Um, yes?”

She walked quickly across the parking lot. “What is it that you do? What are you any good at?”

“I’m sorry?” Concerned, I unlocked my car and set my backpack inside.

“I said, ‘what are you any good at?'”

“Oh, I heard you, I just didn’t really understand the question.”

She got closer to my car now, just a few feet away. “I need help!”

I looked at her with concern. “What kind of help?”

“There–there is a young girl next door,” she explained, out of breath. “She’s crying. I’ve never met her, but she’s crying, and I asked her if she is okay, and I think she said she wasn’t okay but I wasn’t sure and she’s still crying, and are you any good at that?”

I tilted my head and narrowed my eyes, suspicious. “Am I any good at what? I’m just out running an errand.”

“Son, I’m asking you what you are good at!” She stepped in closer. “She’s crying and I don’t know what to do!”

She suddenly looked angry. What in heaven’s name is going on, I wondered. “Well, if you are worried about her, maybe you should call the police.”

“She’s in a house I’ve never been in and I don’t have a phone! Please just come with me!”

“Ma’am, I’m very sorry, but I need to get going.”

She looked angry, then disappointed, then sad as I started my car, backed out, and began to pull away. A hundred scenarios flashed through my head. Was she trying to get me into the house so I could be mugged? Was she suffering from dementia and having an episode? Was there really a mystery girl next door crying in a house?

I drove past the woman and pulled out onto the small road next to the parking lot. One house down, I slowed the car. There was a girl sitting on the front porch in her early twenties, looking unkempt, in a white tank top and Capris. She had headphones in her ears and mussed hair. She looked up at me as I drove by slowly, her eyes streaked with tears, and we briefly made eye contact. She flipped me off as I drove by.

What just happened?

I pictured myself presenting to my college class later this week, as an ethical scenario. I teach social workers, all working on a masters in the field, and I enjoy presenting unorthodox scenarios and picking their brains. Was it ethically sound for me as a professional who upholds a license and a duty to help others to drive away from this old woman and crying adult? I could open the topic for discussion, but my students would already know my answer. In my office, it is my job to help those who are in front of me, but I was out on the street as a civilian. I need boundaries, and I’m not expected to put myself in potentially dangerous situations. Calling the authorities would be sufficient in the worst scenarios, and in this case I don’t have enough information to even do that.

When I first entered the field of social work, I was surprised by how often strangers and family members would solicit me for advice.

“I think my husband is cheating on me, what should I do?”

“My daughter’s friend said that her daddy touches her sometimes and I don’t know what that means, but he gives me the creeps. Should I call Child Protection? What do I do?”

“I’ve been having flashbacks to my brother’s suicide, what does that mean?”

Even worse are the date therapy sessions. Meeting a guy for the first time and having those awkward conversations about where you grew up, who is in your family, and what you do for a living.

“I’m a clinical social worker.”

“Oh, really? I have a counselor. I’ve had one for years, in fact. After my dad left when I was a kid and my mom married a guy who later went to jail, I attempted suicide and sometimes I still think about it.”

I have a tremendous amount of compassion and I like helping others, but not at the expense of myself, and not on a date. Extending too much of myself leads to a little thing called compassion fatigue, a fancy way of saying burnout. I care too much for too many and too little for myself, and suddenly instead of helping a few people a lot I only get to help a lot of people a little. And I go home exhausted.

I sometimes have friends who worry about being able to confide in me about their struggles. But that’s different. In a reciprocal friend relationship, I can rely on others just as they rely on me. If we hang out three times a month and you are having a bad day, sure, call me up and let’s chat. But if I haven’t seen you in five years and you call for advice on your estranged mother, well, I’ve got a little less to offer.

It must be worse for nurses and doctors.

“Is it normal for this to be this purple/stiff/dry/swollen? Could you take a look?”

So, to the old lady and the crying girl who randomly crossed my path this morning, I hope the help you need. You just won’t get it from me.