I just went through some of your comments on linked in and now your very interesting blog. I am willing to become a teacher in fields like organization theory, org behavior or project management and I was wondering if you had some advice to move into such career.
I have worked in the chemical industry for over 10 years in various positions and countries and I am pursing a DBA (part time doctorate) in a french business school.
In my area, business teaching positions are highly competitive. There are far more MBAs seeking adjunct positions than positions available. You may need to be very persistent to secure your first adjunct position.
The best way to secure a full-time, tenure track position is to gain experience as an adjunct. You will be considered with graduate TA experience, but for full-time positions colleges prefer an experienced part-time instructor.
As you search for a position, you will learn what qualifications colleges are seeking. Typically, a transfer level credit course will require a minimum of a master’s degree in the discipline or a master’s in a related discipline with 15 graduate hours in the discipline. Tenure track positions at universities almost always require a doctorate. If teaching is your primary goal, you may need to tailor your further education to the requirements.
This is a pretty lively blog! Your advice is very sound.
I’m very glad to have stumbled upon your website! As a brand-new adjunct instructor of Composition, I’m finding your articles extremely helpful!
I was wondering, though, do you have any specific guides or advice for teaching dyslexic students? It troubles me that he was able to slip through 12 years of school without getting proper assistance with his predicament. I want to assist him in any way that I can.
First, thanks for the kind words!
Almost certainly, your college has resources to help students with learning disabilities. I would check into that and share that information with your student. One question: How do you know the student is dyslexic? Unless the student told you that, you must tread lightly in this area. If the student is struggling, which I assume is the case, and as much as you want to help, it is not your job to diagnose. At this point in the term it is too late for him to benefit from counseling. If the student needs help and is reluctant to seek it, getting encouragement from a caring instructor may help him seek out that help. By the way, two of the best engineers I ever worked with were dyslexic. One reported directly to me, and he was the best hands-on problem solver I have ever known. Neither was gifted when it came to written grammar, but few engineers are. Oh, and if your student does have a learning disability he should not feel stupid. Einstein had a learning disability.
One other piece of advice. If a student goes on record with the college and provides documentation of a learning disability he/she is entitled to appropriate accommodations. Without documentation, however, that is usually not be the case. Still, instructors who think extra test taking time would help a student, can have exams proctored. At least in my college that is the case. Just be sure you are being fair and equitable with all your students.
One more piece of advice popped into my head. The stronger the motivation, the better any student will do. I trust that you give your students latitude to pick the topics about which they write. Hopefully, picking a topic that interests this student would help him persevere. Sometimes students struggle coming up with a topic for a paper. You might be able to help students in that regard. Maybe you already do.
Okay, last piece of advice. If this student has trouble making meaning out of written words, a trick I tell students is to read out loud to themselves. A student came to me once who couldn’t understand what was wrong with what he had written on his D- paper. I had him read aloud a sentence the instructor had marked for poor grammar. When he heard himself speak the words, he immediately knew what was wrong.
I recently received my Masters in Military History. I would like to teach history at our local community college. I believe that I have the foundation to make a good teacher, but I have one problem. I’ve never had the opportunity to teach and aren’t familiar with how to prepare for weekly lectures. I know that K-12 teachers have to have a certification. Isn’t there something that I can do prepare and present myself and my material in a effective and and interesting manner??
Let Adjunct Assistance assist you in developing effective teaching methods. You will find hundreds of tips for helping college students learn and for avoiding the common problems that confront college teachers.
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