Look, I am not trying to be mean here
then don't. Nothing that came after this phrase could have been intended as helpful, or even relevant to my post or the OP.
Perhaps I misspoke by putting a number in my comment. It's the end of the semester, I feel exhausted, and I was using hyperbole to try to make a point. I retract my comment.
However, I must make this one: You do not know me, my field, or my standards. I have never "counted hours," nor do I believe I have ever posted in this subforum complaining about my job or my pay. My response to the OP was intended as a positive: I am looking forward to actually planning
my courses for next year so I can avoid the burnout I have experienced over the past two.
Have you ever written a course as you were teaching it?
I did this for 5 new preps last year as a VAP, and this past Fall I was assigned two new courses within one week of the start of term. I was simultaneously reading, writing, prepping, and teaching my courses for 16 straight weeks. My planned prep time over winter break for my Spring load got annihilated by several family emergencies. One involved hospital time, cross-country travel, and all the intense fear and anxiety that comes with that. Therefore, my Spring has once again required working intensively to remain even one-half step ahead of my students.
If you can whip up a full syllabus for a course you've never taught before, complete with all readings, assignments, and themes, in a few hours: then good for you. If you can then go on to teach that course without
cramming in the readings the night before, editing or adjusting any of your pre-set assignments or plans, creating your presentation materials on the fly, or even thinking about where the plan went awry so you can fix it the next time, then congratulations: I guess you are better at this than I am.
Prof_Twocents, your comment is closer to my experience. I do not want to be the kind of teacher than can whip up a syllabus without conscientious planning, forethought, and consideration for what I want my students to actually learn from me. Perhaps that means that I overwork myself, and that I'm too much of a perfectionist for my own health. My reply to the OP was intended to address and improve these known habits. But you know what? Even if I never "learn a new course development style" and remain a tired perfectionist, I will still be happy because the results of my efforts are manifest every term when the students who had only enrolled for the distribution points have come to love the subject by the end of term, and are thinking and writing in a manner that is, by leaps and bounds, more complex and thoughtful than how they started.
I have neither the interest nor the energy to engage in the politics of this sub-forum, so I will leave it for those of you insistent on misreading anything that is posted here to fit your own narratives and realities. I believe that my energies will be better spent elsewhere, so do not expect any further replies.
Taben, please check your PMs. I wish all the best for you and any lurkers who are seeking some positive community. That, and perhaps a thicker skin than I seem to posses.
As you were.
Hey there. They're lucky to have you.
Without a doubt when the course is well prepared it's easier to deliver and probably more effective when the time comes. I wouldn't fault anyone for spending lots of time getting ready. I've done it many times. But these days I won't let the work take over my life. I'm lucky that my outside work feeds into teaching in a certain way.
I respect adjunct faculty no matter how they figure this all out for themselves. They're up against a lot, under appreciated, pushed away and cast as imposters. The positive part of the discussion, to me, is the dedication and caring about students that persists through the muck and mud.
As for the political part: yes, I have less respect for a shill who is on the forum sugarcoating the realities of the situation.