Planning New Courses and Evolving My Teaching Portfolio

Adjunct Lecturer Woes

This month was all about mapping out new teaching directions. I’ve been refreshing four modules.. everything from pedagogic theory to workshop design, critical thinking to instrumental study; it forced me to rethink what kind of educator I want to be moving forward.

It’s simple: I want to be caring, but also elite in terms of what I bring to the table. Not just someone who hands out worksheets or overtalks in class. I want to build a culture where students feel supported but also inspired to raise their own bar.

The focus this time? Self-sufficiency. I want students to learn how to learn and not just complete assignments or regurgitate ideas. My job, I’m realising, is less about transferring knowledge and more about sparking something. Most of them won’t remember a theory name. But if I can make them curious? That sticks.

Of course, the prep stage comes with doubt. Am I doing enough? Are these plans solid? Are they going to land? And when you’re juggling modules, gig work, diploma submissions, and staying sane.. it’s a lot. I nearly burned out last month. But you keep going. Because that’s what it means to take this seriously.

One thing that hit me hard during planning: most of my best teaching comes from who I am, not what I know. My doctorate taught me rigour. The fellowships I’m pursuing sharpen my output. But the biggest shift is internal: reminding myself to lead with clarity and purpose, not burnout or obligation.

And let’s be real, the bar isn’t high. Many of the students I’m working with are coasting. Privileged, disengaged, used to minimum effort. But if I can get them to care, even a little, if they leave one session interested, that’s already a win.

This month wasn’t flashy. No big gigs, no awards, no big stages. But it was groundwork. Quietly laying bricks for something more serious. Because when the semester hits full speed, I want to walk in already knowing who I am in the room.