April 15, 2025 • 19 mins
Something profound is happening in the adjunct community. After 14 years as an adjunct professor across multiple institutions, I've noticed a growing silence among my peers. We're scaling back, withdrawing from multiple teaching appointments, and questioning our relationship with academia. This episode explores this crossroads where many of us find ourselves.
What drives an adjunct to step away despite needing the income? Maybe it's fatigue from the endless scope creep. Perhaps it's the realization that $2,500-$5,000 per course doesn't justify the expanding workload. Or possibly, as in my case, we're maturing financially and seeking different avenues for professional fulfillment.
This reflection has led me to a concept I call "adjunctpreneurship" – transforming our academic expertise into digital assets and services. Your lectures, teaching guides, and specialized knowledge are valuable beyond the classroom walls. Why not create ebooks, online courses, templates, or consulting services based on what you already know and teach? This isn't about abandoning teaching but reimagining how we deploy our expertise for greater autonomy and reward.
The most powerful aspect isn't monetary – it's reclaiming connection in our increasingly digital world. Creating these pathways allows us to share knowledge meaningfully, extend care to others, and honor our own journey. Adjuncting is noble work, but it doesn't have to be your entire professional identity. You've earned your voice through years of dedication; now might be the time to own it digitally, financially, and professionally.
Have you felt this shift? Are you considering your own pivot? I'd love to hear your thoughts as we navigate this crossroads together.
Until next time, keep grading, keep growing, and keep making a difference in your students' lives.
Dr. Rutledge
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Welcome back to Grading Papers, the podcast
dedicated to supporting andempowering adjunct professors.
I'm your host, Dr.
Randy Anita Rutledge, a 14-yearadjunct professor, and I am
thrilled to embark on thisjourney with you.
I feel like I'm on a crossroadright now and I know I've just
started this podcast.
(00:20):
I've only been able to recordabout six episodes, but I'm
noticing and I'm observingthings that are happening that I
cannot overlook.
I feel like adjuncts are goingsilent or getting quiet, and I
want to understand thedisconnect.
Now, I say that as an observer,but I too have gone silent, and
(00:47):
what I mean by silent isadjuncts that I am networked
with normally work a nine tofive position and they are
adjuncts on the side.
And this is a way and I'm goingto say this from a personal
perspective, and I'm going tosay this from a personal
perspective this is a way that Ihave been able to feel my
self-actualization, becausesometimes you're in a position
(01:10):
you've been there for so manyyears and you're doing work and
you have these differentorganizational changes, you have
leadership changes, you haveshifts in strategy and
initiatives, and what youstarted out doing when you first
got that position, you nolonger are doing, and so you
have to morph and pivot intodifferent spaces, and so you
(01:36):
typically and I'm talking frommy perspective have to find ways
to keep you motivated,especially if you need these
resources for your family andyour extended family.
So when I say that I feel likeadjuncts are going quiet, and I
want you to understand what thatdisconnect is, for over a
(01:59):
couple of years, and then mostrecently in the summer, I was
teaching at more than oneuniversity part-time in the
evening, and these wereasynchronous courses, so I
didn't have to actually teach,just grading and fielding emails
and the like.
But what I found was it wasjust this void.
I was doing this, I was gettingthe money, but the money now
(02:23):
does not mean as much as itmeant to me before, and that, to
me, is an epiphany, becausewhen you are an adjunct and
you're doing this on the side,you're in the grind and you
normally need this money forwhatever you do, and you could
have, as I did at times,overextended myself, and now I
needed this money.
(02:44):
So I was somewhat forced to doit, even when I didn't want to
do it.
But now I'm in a space whereI'm not forced to do it and I
was still doing it and trying tostack it for other investments
that I had on my agenda for 2004and now other investments that
I have for 2005.
(03:05):
But you know what, over thesummer I scaled back from three
or four universities to one, andI'm only doing one university
part-time right now, and I feellike that is a representation of
the quietness.
Now I don't know why otheradjuncts may be doing this, but
(03:25):
I'm going to switch the topic.
So I'm feeling this because Iput out a feeler for the last
couple of weeks on LinkedIn,trying to see if there was a
need or an appetite for AIgrading group discussion, and it
(03:46):
wasn't gonna be the same typeof discussion that you typically
get, where you have thisone-sided unilateral person on
the video and they're tellingyou everything but you cannot
chime in.
I wanted to make it a WebEx or avideo situation where others
would be able to chime in, shareand have a real conversation,
(04:10):
because I feel like we've gottenaway from the connect with all
this online and social media andI believe there is a need for
the connect.
You hear me, the connect.
You hear me Well, but I onlygot two respondents from the
content post that I put out.
(04:31):
So I'm going to continueposting to the end of the month
and to see if I get more peoplewith an appetite for the AI
grading discussion group.
But I've already pivoted in away and my goal is to no matter
how many people I get or don'tget, I'm going to work with
those people, I'm going to givethem all that I have and give
(04:54):
them an opportunity to ask theirquestions and show them what I
know, because I believe it'sgoing to be a value.
But I feel like they're Is someunderstanding to be had of the
disconnect.
Now it could be.
The nine to fivers are tired.
They just don't feel likeexpending themselves.
(05:17):
The money is too little, thewhole $2,500 to $5,000 for all
that you have to deal with, andyou know what I'm talking about.
You have to do a lot sometimesfor these courses, and then you
get these emails instructing youto do more, and I talked about
this in a previous episode aboutthe scope creep for adjunct
(05:39):
professionals.
So when you get that, and thenthe whole thing about the job
insecurity, you know maybeadjuncts are maturing and that
could be a thing.
Maybe we're maturing and we'remaking better decisions and
maybe we don't need these $2,500to $500 every eight weeks or 16
(06:02):
weeks, because we made betterdecision, better investments.
I don't know about others, butthat's the case with me.
Know about others, but that'sthe case with me.
But I want to pivot right herebecause, like I said, I felt
like I am at a crossroad.
And even I've created the EasyAdjunct, which is a platform and
(06:22):
it has all of the differentapps that enable adjuncts to
grade and to regain their time,but I feel like adjuncts could
be pivoting, or they may want topivot right.
So think about it.
Maybe adjuncts want to pivotfrom being an adjunct to an
(06:45):
adjunctpreneur and I mean, isthat a word, adjunctpreneur?
And maybe you want to turn youracademic hustle, that whole
eight week thing, into a roadmapfor you moving into the
entrepreneurial space.
And when I say that I'm reallytalking about the digital space,
and when I say that I'm reallytalking about the digital space,
(07:10):
now hear me out.
I mean you teach three to four,maybe five classes across two
to three schools and you'restill asking how am I going to
make rent or the next month'srent?
Maybe that's you, maybe that'snot, maybe it sounds familiar,
(07:30):
maybe it doesn't, but this iswhat I want to let you know.
You've got decades of knowledgeand real world experience, but
no pathway to build security orownership of that over time, and
you know that's a problem.
But here's the opportunity.
(07:50):
What if your lectures, yourteaching guides, your deep dives
on subjects?
What if you could use it tocreate other kinds of content,
like digital assets?
What if you could shift frombeing an adjunct to an
(08:10):
adjunctpreneur?
Now I'm making it up.
I'm making up theadjunctpreneur because you know
how we are.
But what if you could do that?
What if you had a six-stepjourney mapped out to tell you
how you could take digital tools, you, how you could take
(08:33):
digital tools for each phase andwalk through them so that you
could find a way to start tocraft digital products that you
could put out on the internet,on whatever medium.
Maybe it could be Stan, itcould be Etsy, it could be all
kinds.
There are so many platformsthat you could put your
information out on, and it's notlike you're desperate, you're
(08:54):
not desperate, I'm just sayingpivot from where you are to
start on a path that could be anextra thousand to $2,000 a
month.
So what if you had an ebook?
An ebook to show you how tolaunch with various case studies
and mindsets.
What if you could create thatebook to tell people about the
(09:17):
thing you know how to do themost right?
What if you could take thatebook and craft it into a
blueprint to show academics likeyourself how to take their
information and bundle it intotemplates or workflows and how
to move them into online courses?
(09:38):
And this is whether you'reusing it for synchronous
students or evergreen contentfor Lifeline learners.
We all have something we knowhow to do, and even if you think
that the industry is saturated,it's not.
We all have a voice and if wejust get out there and use it,
(10:00):
you would be surprised how manypeople gravitate to your voice,
the sound of your voice, whatyou're saying.
You would be surprised becauseeverybody doesn't resonate with
everybody.
So what do you need to build?
Think about your niche.
What is it?
(10:20):
What reflections do you have?
How could you take thisinformation and build out a
guide?
Out a guide, build out apresentation or webinar, build
out your sellable assets andthink about a program or a
platform that you could put yourassets on.
(10:41):
I'm not talking about a get richquick scheme.
I'm talking about pivoting frombeing an adjunct and taking all
your knowledge and crafting itand packaging it in a way that
you could start to talk toaudiences about what you know
and what it means to you andtalk to people and connect and
(11:07):
reconnect, because I fear we'relosing connection.
I fear as we go deeper intosocial media and we become these
internet brands and we're soengulfed in what we do on the
internet that we forget aboutthe person on the other side,
that they're human and they maybe lacking connection and they
(11:30):
may be missing a conversation.
Right?
So, using your assets and thethings that you create as a way
to connect with people, I meanyou don't have to sell things.
I mean sometimes I get I get allyou know janky about selling,
(11:50):
because I used to work forDeloitte Consulting and
Accenture and when I did, everyyear and every quarter, part of
your performance was that youhad to sell and I don't mean
little money, I mean millions ofdollars if you were going to
continue in this consultingspace, continue in this
(12:13):
consulting space.
And so oftentimes I mean I'vebuilt so much and I just got to
tell you I built so many offersand marketed the offer, got
people in the offer.
After one or two people boughtthe offer, I was just like, okay
, it works.
Now, what you know, I was justlike this isn't what I'm trying
to do with my life.
What I'm trying to do with mylife is be a human that cares
(12:38):
about myself, my life, myjourney, and extends that care
to others.
Now, that's not to say I wantto be abused and used and abused
, but that's just to say that Ibelieve the connection is worth
more than selling something.
I believe giving good value Isworth more than selling, and, of
(13:01):
course, you have to keep thelights on, so there's ways to do
that too.
But I want you to know that youhave so much value, you have so
much to give, and there's waysto package that.
When you think about adjuncting, it is noble, but it doesn't
(13:22):
have to be your whole story.
You've done the hard work andyou've earned your voice.
Now it's time for you to ownyour voice Digitally,
financially and professionally.
You can scale your knowledgebeyond the classroom.
(13:43):
You can scale your knowledgebeyond the classroom.
You can create assets, you canconsult, you can teach on your
own terms, and you don't have tobe a slick car salesman and you
don't have to try to get allthe sales, all the sales.
(14:08):
Just find a space where youfeel like you have
self-actualization and you'redoing what you were sent here to
do.
That's going to mean more thananything, and so I'm going to
continue to put out my littlefeelers on LinkedIn about AI
grading discussions group and atthe end of the month I'm going
to reveal how many individuals Ihad that actually they answered
(14:32):
the different surveys I put out.
They answered the call, andwhomever it is, whether it's a
little or it's a lot, I'm goingto give to them and I'm going to
give great value.
But I also want to let you knowthat I am at a crossroad too,
and I understand the silence I'mthinking about.
How can I take all of myadjunct experience, my
(14:54):
consulting experience?
These 14 or 15 years, I'vecreated over 20 graduate courses
for some of the majoruniversities.
I started by thinking about theskill set I wanted to impart to
my students, and then I createdthe course around that, all the
(15:15):
way from picking the book tocreating the modules, to
creating the content, tocreating the quizzes, to the
assignments, the discussions,the midterm.
I've created it all fromscratch.
And do you know what?
I gave that to the universitiesfor the fee that they gave me.
That was my knowledge, it waswho I am and I got so many
(15:40):
survey feedbacks from students.
I remember one student sayingand it made me feel so good I
wish Dr.
Rutledge taught all the coursesin this program because from
day one I was able to use whatshe was teaching.
It has not been like any othercourse that I've taken at this
(16:01):
university which has beennothing but theory and research.
Dr Rutledge courses are hard,but I leave her courses with a
skill set I did not have.
That was gold to me.
And you know what?
I feel some kind of way becauseI've taught for that school for
(16:23):
14 years and you know I nevergot and I'm just going to tell
you I never got teacher ateaching award.
I got close and I always got theletter telling me to
congratulate the person who gotnumber one, and it always seemed
to be the same person and Idon't know if that was because I
(16:45):
was an adjunct or what, but Iwant to let you know that I
understand why adjuncts seem tobe getting silent.
I think there's a lot ofreasons for that and I just want
you to know that I enjoy thefact that you take your time to
(17:07):
listen to the Grading Paperspodcast.
I do not take it for grantedand I am thrilled that this
podcast has been getting thedownloads that it has been
getting.
I had some issues in our familyin the last month or the last
couple of weeks and I hadn'tbeen able to come and provide
(17:29):
you with an episode.
But I've thought long and hardabout the silence of adjuncts
and the pivoting, and even myissue with coming to the
crossword.
But I want to be real with youand let you know that this is
not a broadcast that issuperficial.
(17:49):
I'm living here and, because I'ma Jersey girl and I hung out in
New York all the time, I'mwalking here as well.
All right, and I just am sothrilled that you took the time
to listen to the Grading Paperspodcast and I appreciate each
and every one of you and I amgoing to do my best to bring you
(18:10):
the best knowledge and insightsand understanding as it relates
to adjuncts, who are realpeople.
We're teachers out there tryingto help those who are learning
and those who are enteringindustry, no matter what age
they are they could be youngadults or even older adults
trying to get a second career,but I want to let you know we
(18:33):
are valuable and, whether or notthey hear us at the university
or even in Washington, I hearyou and I see you.
Thanks again for being a partof this grading papers journey.
We thank you for tuning in tograding papers.
Don't forget to subscribe,leave a review and share this
(18:56):
episode with your colleagues andfriends.
Until next time, keep grading,keep growing and keep making a
difference in your students'lives.
Welcome back to Grading Papers, the podcast
dedicated to supporting andempowering adjunct professors.
I'm your host, Dr.
Randy Anita Rutledge, a 14-yearadjunct professor, and I am
thrilled to embark on thisjourney with you.
I feel like I'm on a crossroadright now and I know I've just
started this podcast.
(00:20):
I've only been able to recordabout six episodes, but I'm
noticing and I'm observingthings that are happening that I
cannot overlook.
I feel like adjuncts are goingsilent or getting quiet, and I
want to understand thedisconnect.
Now, I say that as an observer,but I too have gone silent, and
(00:47):
what I mean by silent isadjuncts that I am networked
with normally work a nine tofive position and they are
adjuncts on the side.
And this is a way and I'm goingto say this from a personal
perspective, and I'm going tosay this from a personal
perspective this is a way that Ihave been able to feel my
self-actualization, becausesometimes you're in a position
(01:10):
you've been there for so manyyears and you're doing work and
you have these differentorganizational changes, you have
leadership changes, you haveshifts in strategy and
initiatives, and what youstarted out doing when you first
got that position, you nolonger are doing, and so you
have to morph and pivot intodifferent spaces, and so you
(01:36):
typically and I'm talking frommy perspective have to find ways
to keep you motivated,especially if you need these
resources for your family andyour extended family.
So when I say that I feel likeadjuncts are going quiet, and I
want you to understand what thatdisconnect is, for over a
(01:59):
couple of years, and then mostrecently in the summer, I was
teaching at more than oneuniversity part-time in the
evening, and these wereasynchronous courses, so I
didn't have to actually teach,just grading and fielding emails
and the like.
But what I found was it wasjust this void.
I was doing this, I was gettingthe money, but the money now
(02:23):
does not mean as much as itmeant to me before, and that, to
me, is an epiphany, becausewhen you are an adjunct and
you're doing this on the side,you're in the grind and you
normally need this money forwhatever you do, and you could
have, as I did at times,overextended myself, and now I
needed this money.
(02:44):
So I was somewhat forced to doit, even when I didn't want to
do it.
But now I'm in a space whereI'm not forced to do it and I
was still doing it and trying tostack it for other investments
that I had on my agenda for 2004and now other investments that
I have for 2005.
(03:05):
But you know what, over thesummer I scaled back from three
or four universities to one, andI'm only doing one university
part-time right now, and I feellike that is a representation of
the quietness.
Now I don't know why otheradjuncts may be doing this, but
(03:25):
I'm going to switch the topic.
So I'm feeling this because Iput out a feeler for the last
couple of weeks on LinkedIn,trying to see if there was a
need or an appetite for AIgrading group discussion, and it
(03:46):
wasn't gonna be the same typeof discussion that you typically
get, where you have thisone-sided unilateral person on
the video and they're tellingyou everything but you cannot
chime in.
I wanted to make it a WebEx or avideo situation where others
would be able to chime in, shareand have a real conversation,
(04:10):
because I feel like we've gottenaway from the connect with all
this online and social media andI believe there is a need for
the connect.
You hear me, the connect.
You hear me Well, but I onlygot two respondents from the
content post that I put out.
(04:31):
So I'm going to continueposting to the end of the month
and to see if I get more peoplewith an appetite for the AI
grading discussion group.
But I've already pivoted in away and my goal is to no matter
how many people I get or don'tget, I'm going to work with
those people, I'm going to givethem all that I have and give
(04:54):
them an opportunity to ask theirquestions and show them what I
know, because I believe it'sgoing to be a value.
But I feel like they're Is someunderstanding to be had of the
disconnect.
Now it could be.
The nine to fivers are tired.
They just don't feel likeexpending themselves.
(05:17):
The money is too little, thewhole $2,500 to $5,000 for all
that you have to deal with, andyou know what I'm talking about.
You have to do a lot sometimesfor these courses, and then you
get these emails instructing youto do more, and I talked about
this in a previous episode aboutthe scope creep for adjunct
(05:39):
professionals.
So when you get that, and thenthe whole thing about the job
insecurity, you know maybeadjuncts are maturing and that
could be a thing.
Maybe we're maturing and we'remaking better decisions and
maybe we don't need these $2,500to $500 every eight weeks or 16
(06:02):
weeks, because we made betterdecision, better investments.
I don't know about others, butthat's the case with me.
Know about others, but that'sthe case with me.
But I want to pivot right herebecause, like I said, I felt
like I am at a crossroad.
And even I've created the EasyAdjunct, which is a platform and
(06:22):
it has all of the differentapps that enable adjuncts to
grade and to regain their time,but I feel like adjuncts could
be pivoting, or they may want topivot right.
So think about it.
Maybe adjuncts want to pivotfrom being an adjunct to an
(06:45):
adjunctpreneur and I mean, isthat a word, adjunctpreneur?
And maybe you want to turn youracademic hustle, that whole
eight week thing, into a roadmapfor you moving into the
entrepreneurial space.
And when I say that I'm reallytalking about the digital space,
and when I say that I'm reallytalking about the digital space,
(07:10):
now hear me out.
I mean you teach three to four,maybe five classes across two
to three schools and you'restill asking how am I going to
make rent or the next month'srent?
Maybe that's you, maybe that'snot, maybe it sounds familiar,
(07:30):
maybe it doesn't, but this iswhat I want to let you know.
You've got decades of knowledgeand real world experience, but
no pathway to build security orownership of that over time, and
you know that's a problem.
But here's the opportunity.
(07:50):
What if your lectures, yourteaching guides, your deep dives
on subjects?
What if you could use it tocreate other kinds of content,
like digital assets?
What if you could shift frombeing an adjunct to an
(08:10):
adjunctpreneur?
Now I'm making it up.
I'm making up theadjunctpreneur because you know
how we are.
But what if you could do that?
What if you had a six-stepjourney mapped out to tell you
how you could take digital tools, you, how you could take
(08:33):
digital tools for each phase andwalk through them so that you
could find a way to start tocraft digital products that you
could put out on the internet,on whatever medium.
Maybe it could be Stan, itcould be Etsy, it could be all
kinds.
There are so many platformsthat you could put your
information out on, and it's notlike you're desperate, you're
(08:54):
not desperate, I'm just sayingpivot from where you are to
start on a path that could be anextra thousand to $2,000 a
month.
So what if you had an ebook?
An ebook to show you how tolaunch with various case studies
and mindsets.
What if you could create thatebook to tell people about the
(09:17):
thing you know how to do themost right?
What if you could take thatebook and craft it into a
blueprint to show academics likeyourself how to take their
information and bundle it intotemplates or workflows and how
to move them into online courses?
(09:38):
And this is whether you'reusing it for synchronous
students or evergreen contentfor Lifeline learners.
We all have something we knowhow to do, and even if you think
that the industry is saturated,it's not.
We all have a voice and if wejust get out there and use it,
(10:00):
you would be surprised how manypeople gravitate to your voice,
the sound of your voice, whatyou're saying.
You would be surprised becauseeverybody doesn't resonate with
everybody.
So what do you need to build?
Think about your niche.
What is it?
(10:20):
What reflections do you have?
How could you take thisinformation and build out a
guide?
Out a guide, build out apresentation or webinar, build
out your sellable assets andthink about a program or a
platform that you could put yourassets on.
(10:41):
I'm not talking about a get richquick scheme.
I'm talking about pivoting frombeing an adjunct and taking all
your knowledge and crafting itand packaging it in a way that
you could start to talk toaudiences about what you know
and what it means to you andtalk to people and connect and
(11:07):
reconnect, because I fear we'relosing connection.
I fear as we go deeper intosocial media and we become these
internet brands and we're soengulfed in what we do on the
internet that we forget aboutthe person on the other side,
that they're human and they maybe lacking connection and they
(11:30):
may be missing a conversation.
Right?
So, using your assets and thethings that you create as a way
to connect with people, I meanyou don't have to sell things.
I mean sometimes I get I get allyou know janky about selling,
(11:50):
because I used to work forDeloitte Consulting and
Accenture and when I did, everyyear and every quarter, part of
your performance was that youhad to sell and I don't mean
little money, I mean millions ofdollars if you were going to
continue in this consultingspace, continue in this
(12:13):
consulting space.
And so oftentimes I mean I'vebuilt so much and I just got to
tell you I built so many offersand marketed the offer, got
people in the offer.
After one or two people boughtthe offer, I was just like, okay
, it works.
Now, what you know, I was justlike this isn't what I'm trying
to do with my life.
What I'm trying to do with mylife is be a human that cares
(12:38):
about myself, my life, myjourney, and extends that care
to others.
Now, that's not to say I wantto be abused and used and abused
, but that's just to say that Ibelieve the connection is worth
more than selling something.
I believe giving good value Isworth more than selling, and, of
(13:01):
course, you have to keep thelights on, so there's ways to do
that too.
But I want you to know that youhave so much value, you have so
much to give, and there's waysto package that.
When you think about adjuncting, it is noble, but it doesn't
(13:22):
have to be your whole story.
You've done the hard work andyou've earned your voice.
Now it's time for you to ownyour voice Digitally,
financially and professionally.
You can scale your knowledgebeyond the classroom.
(13:43):
You can scale your knowledgebeyond the classroom.
You can create assets, you canconsult, you can teach on your
own terms, and you don't have tobe a slick car salesman and you
don't have to try to get allthe sales, all the sales.
(14:08):
Just find a space where youfeel like you have
self-actualization and you'redoing what you were sent here to
do.
That's going to mean more thananything, and so I'm going to
continue to put out my littlefeelers on LinkedIn about AI
grading discussions group and atthe end of the month I'm going
to reveal how many individuals Ihad that actually they answered
(14:32):
the different surveys I put out.
They answered the call, andwhomever it is, whether it's a
little or it's a lot, I'm goingto give to them and I'm going to
give great value.
But I also want to let you knowthat I am at a crossroad too,
and I understand the silence I'mthinking about.
How can I take all of myadjunct experience, my
(14:54):
consulting experience?
These 14 or 15 years, I'vecreated over 20 graduate courses
for some of the majoruniversities.
I started by thinking about theskill set I wanted to impart to
my students, and then I createdthe course around that, all the
(15:15):
way from picking the book tocreating the modules, to
creating the content, tocreating the quizzes, to the
assignments, the discussions,the midterm.
I've created it all fromscratch.
And do you know what?
I gave that to the universitiesfor the fee that they gave me.
That was my knowledge, it waswho I am and I got so many
(15:40):
survey feedbacks from students.
I remember one student sayingand it made me feel so good I
wish Dr.
Rutledge taught all the coursesin this program because from
day one I was able to use whatshe was teaching.
It has not been like any othercourse that I've taken at this
(16:01):
university which has beennothing but theory and research.
Dr Rutledge courses are hard,but I leave her courses with a
skill set I did not have.
That was gold to me.
And you know what?
I feel some kind of way becauseI've taught for that school for
(16:23):
14 years and you know I nevergot and I'm just going to tell
you I never got teacher ateaching award.
I got close and I always got theletter telling me to
congratulate the person who gotnumber one, and it always seemed
to be the same person and Idon't know if that was because I
(16:45):
was an adjunct or what, but Iwant to let you know that I
understand why adjuncts seem tobe getting silent.
I think there's a lot ofreasons for that and I just want
you to know that I enjoy thefact that you take your time to
(17:07):
listen to the Grading Paperspodcast.
I do not take it for grantedand I am thrilled that this
podcast has been getting thedownloads that it has been
getting.
I had some issues in our familyin the last month or the last
couple of weeks and I hadn'tbeen able to come and provide
(17:29):
you with an episode.
But I've thought long and hardabout the silence of adjuncts
and the pivoting, and even myissue with coming to the
crossword.
But I want to be real with youand let you know that this is
not a broadcast that issuperficial.
(17:49):
I'm living here and, because I'ma Jersey girl and I hung out in
New York all the time, I'mwalking here as well.
All right, and I just am sothrilled that you took the time
to listen to the Grading Paperspodcast and I appreciate each
and every one of you and I amgoing to do my best to bring you
(18:10):
the best knowledge and insightsand understanding as it relates
to adjuncts, who are realpeople.
We're teachers out there tryingto help those who are learning
and those who are enteringindustry, no matter what age
they are they could be youngadults or even older adults
trying to get a second career,but I want to let you know we
(18:33):
are valuable and, whether or notthey hear us at the university
or even in Washington, I hearyou and I see you.
Thanks again for being a partof this grading papers journey.
We thank you for tuning in tograding papers.
Don't forget to subscribe,leave a review and share this
(18:56):
episode with your colleagues andfriends.
Until next time, keep grading,keep growing and keep making a
difference in your students'lives.
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