r/Adjuncts

Ok so I've always been a supporter of Greek life, so don't get up my nose, I'm the last person who would usually say this. Overall, my students have been incredible this semester. Less AI, less absences, more participation. But the frat boys. My God. They showed up at the start of the semester, sweet and lovely. Then after rush it all hit the fan. Probably about 20 out of my 100 students, from various houses. Talking over me, showing up drunk and high, answering calls in class, betting on horse races during lecture and cheering or groaning when they win or lose. I'm more concerned for their welfare than anything. Anyone else having this experience?

I "teach" two sections a term of purely asynchronous, online college composition courses at SNHU. It's really more like facilitation and grading than teaching because the courses are so templated, which is perfectly fine because it's easy (if not much) money. I'm lucky to have a full-time day job in higher ed admin and I adjunct mainly to save money for my kid's college education, so I'm trying not to grouse too much.

That said...

I've been teaching composition in both online and in-person formats for 20+ years. Since the emergence of AI, it just doesn't seem possible in an asynch, online environment. I would estimate that 80% of student work is completely or mostly AI-generated. If I took the time to report every infraction to academic integrity, it would take up all my time (the reporting honestly takes more time than grading does) and make working for SNHU pointless.

So, I've taken to reporting only the most absolutely glaring of AI-generated writing. Even then, it seems somewhat pointless and the lag time on the reviews is ABSURD. I just got back a review I submitted in July (it's October) for a class that ended over a month ago. Every single time, it comes back as a verified infraction, but the student is never given more than a "warning" - even for multiple infractions in the same course!

It feels like I'm in absolute bizarro land grading the work of bots 10-12 hours a week. It beats gutting fish or working in a poultry plant, but man, so much for the joy of teaching.

I've written to the Deans for guidance and to ask what their long-term vision/strategy is on this issue, but I've gotten nothing back besides apologies for delays and: ¯\_(ツ)_/¯

Honestly, WTF?! Wearing my administrator hat, I would think that SNHU would be concerned with the integrity of their brand. If they're churning out cheaters who haven't learned anything, in a few years employers will catch on and won't want to hire SNHU graduates, and in turn prospective students won't want to go there. This seems like an absolute race to the bottom that should be a major concern for the university, but no one seems to care.

Does anyone have a different read or take? Where do you see this going in the next 5 years? I'm not very active in the field of composition studies and I wonder what alternatives have been proposed for online/asynchronous environments. Does anyone work at SNHU and know what the heck is going on?

Hello All,

Week 4 at a free CC.

2-3 people show up for early morning class 8am.

They still don't have book which fin aid gives them money to buy.

One shows up 10 minutes before class ends.

I'm giving them online assignments and called it a day. Sent those w/out books to fin aid.

I'm seeing the drop start very early.

Long commute to arrive at empty classroom.

Not sure it's worth it.

They should be online. I'm hearing the online students are mostly radio silent.

So, I teach an unnamed Intro class at a D1 university...but I'm not at their main campus (I'm at a commuter campus). Most of our students have some pretty significant challenges that kept them from qualifying for main campus, and my campus isn't great at supporting them. That's one of the major problems there.

Recently I've come to think that, as I teach an Intro class that seems to be recommended to incoming freshman as being an "easy" class, I am being used to help weed out students. My class isn't easy, and it requires a bit of reading comprehension (this is a huge lacuna for most of the students), and this one particular Intro class seems to attract a not-great quality of student (disinterested, unmotivated, heavy absences...). I teach two other "Intro" classes (different subjects) that do not attract this type of student--they are a more average representation of student interest/absences and greater ability.

ANYWAY, my issue is this: I believe the University already knows, or at least greatly suspects, that these students will not graduate. They are given one semester, they fail their classes, they are put on academic probation, can't make the requisite GPA, and are released to the wilds with a crapton of debt that they never should have amassed in the first place. I think it's intentional, and I think they are setting these students up to fail.

These students are soooo different from my other sudents in that they are totally unprepared for college work in every way. They have likely been done a disservice in their educational journey before me, but it doesn't change the fact that they cannot get through the most basic requirements of a course. My problem is that I (and their other professors, almost all of whom are also adjuncts) am eventually cited as a reason as to why they can't stay...because they failed my (our) class.

It bothers me immensely to be part of this system; I genuinely believe this population of student is being exploited to bring in LOTS of money to the University. And I don't want to be a part of this any more. Suggestions on how to go forward that don't include quitting or setting fire to my classroom would be appreciated.

/end of rant

This is the first time (and hopefully the last time) I've taught dual-enrollment, so I'm curious - If you teach dual-enrollment, do your students come to the college campus or do you go to the high school? The reason I'm curious is because I have to go to the high school. Just my observation, but it seems like because it's at the high school, the students seem to like to act out more and are less serious than the students that attend class on campus. There is not that much of an age difference, so I don't think that is the issue -

Plus because they are taught at the high school, these students get to take all kinds of time off from classes and it really makes a mess of the class schedule - One week they had two "eLearning days" - so no classes, another day lost for "homecoming" activities, another two days missed because of "Fall Break" (no it's not the week of Thanksgiving, it's in addition to that) and they have missed several other days for meetings, senior in-school photographs etc

Has anyone else had to deal with all this? It's like they have missed 1/3 of their scheduled classes and yet they are supposed to get college credit for this class?

Hello All! I am getting back into teaching and this university uses Canvas. Any best tips/tricks/things you wished you knew when you first started using Canvas? (Anything to know that will save me/others reading this time!)

Just curious, I currently hold an MBA and a list of industry certs. I am in a Doctorate program currently. With about 2.5 years left.

I am having trouble getting any callbacks for adjunct lecturer or professor roles.

I am brand new and have never taught before ... any advice on how or where I can start?? I have applied to all my local community colleges. Reached out to deans. And applied to a handful of roles on highered.com.

Nothing ...

Is it sad that I am happy to see poor writing and punctuation so I know the chances of AI are low. I make mention to be careful to ensure their work is scholarly but I am not even half as picky as I was. My first clue to AI is “big” words and perfect styling. 😩😂

How does this type of work ebb and flow?

Hello! I am sorry if this question is frequently asked.

I am an adjunct that teaches sociology at a local community college. My classes are always full due to it being a required course, but full time work at this institution isn’t possible.

I also teach full time K-12 Music in my day job. I hold B.A.’s in music ed and sociology, and an MA in Fine Arts Education.

I want to teach K-12 Music until my youngest son graduates, which is in about 6 years. I’m good at it, but the pace and schedule are grueling.

I’d like to prepare in the coming years to make myself marketable for a full-time sociology position. I assume I would need to get a masters in sociology, which would be difficult to do while working in my state, so my only option is online.

What would you suggest I do? I’ve heard bad things about online sociology programs. Is it necessary to get the MA in Sociology? I’d like a clear plan for next steps.

ETA-thanks for the feedback. I was really unsure how to proceed based on how positions are advertised in my state. I may be better off just adjuncting and getting a different day job when I decide to retire from teaching. I like the adjunct job because it still builds my retirement somewhat. However, I know for health reasons I can only stay on K-12 education for a limited amount of time.

If you teach asynchronous remote and have the opportunity to travel for a trip, can you do so as long as you respond to your students in the appropriate time limit? Meaning, working full time as usual, just a delayed reply due to the temporary time change.

OR

Do you have to get it approved by the school firsT?

For context: I applied in July for a role that was listed for the 2025-26 Academic Year, but with a closing date of feb 2 2029 (yes you read that correctly).

I emailed to ask if the position was still open before applying, got a kinda rude email back from HR saying "if it's still up then it's still open." But it's been crickets since I applied and the position is still up.

When, if at all, should I follow up? My thinking is maybe this month or next because that's when offices might be scanning for the next semester, but I don't know what's the right call honestly. Advice welcome.

Hello, all! I’m an adjunct at a local university and a bartender. I would really love to get out of both jobs as I’ve been doing them about 20 years each. While it’s worked for a while, I am getting older and don’t want to be 60 years old and still bartending.

I would love to move to remote work (that’s not teaching). Anyone in here make that transition? Or make a successful transition into any kind of job that’s stable and pays enough to live? I only need to make about $3500 a month. I live in a very cheap part of the country, thank god.

I have a DBA from Capella and a MBA from WGU. I understand probably not the most exciting. I been working in It for like the last 8 years and been a director for information systems for 1 year. The company I am at has eliminated the role and no longer needs me due to "ai" I dont really want to get another corporate job and I always wanted to explore teaching and I am wondering whats the best way of getting started?

So far i have made udemy courses with thousands of students , and made a training course for a my former employer that thousands of students used. I have applied to local community colleges and online teaching jobs but have not heard back? Am I going about this the right way? I am also not sure what they mean about 18 credit hours in a particular discipline my degrees are more in general business so I just been applying for everything under the sun.

If anyone could provide some recommendations of how to get started that would be great.