BETWEEN A ROCK AND A HARD PLACE: THE EXPERIENCE OF A GRADUATE STUDENT AS A FIRST TIME ADJUNCT INSTRUCTOR

Moving from one side of the desk to the other as from graduate student to community college instructor is challenging. This abrupt change in role requires dedication, attention to detail, an organized knowledge base, strong time-management skills, and plain luck in being encouraged by graduate school mentors and surrounded by faculty colleagues willing to help a novice teaching colleague. Attending graduate school at a tier 1 research university provided opportunity to do research, but limited mentoring on teaching. As a first time instructor, the requirements for producing material for class and managing the classroom environment are distinctly different than that of a graduate research assistant. It was a pleasant surprise how much latitude in course design I was allowed. The school was not prescriptive in the order of topics presented; a common textbook was mandated. The shock of the first day in front of the class was offset by support from teaching colleagues eager to share their experiences and to see me succeed. Mentors offered PowerPoint lectures, which served as first approximations; lectures must be personal presentations, so these lectures served only as a template for learning objectives. Students were responsive, and found an instructor not far removed from being a student more accessible. Organizing and presenting the material was straightforward, designing good examination instruments and evaluating learning were the real challenges. Overall the initial teaching experience was hectic but very rewarding. This first experience as a college instructor provides a foundation for a career in geoscience education.