The journey to my current position could be described in numerous ways; long, hard, invigorating, eventful, fulfilling. Each twist and turn in the path have been essential experiences that have made me into who I am and who I will become. At times, I was essentially blindly following my mentors, taking the path they encouraged me to trek. At other times, I chose a different route, that, although seemingly detoured me from where I should have gone, happened to direct my life most prominently. I have discovered two things through this journey that directly influenced my professional goals. First is my passion for exploring and understanding physical movement, whether that be in sport, physical education, recreation, or a laboratory setting. The experience we have with our bodies through movement is fundamental to being human, and therefore is an essential area of study and exploration! Second, I found that I thrive in teaching (this is discussed in more detail on my page titled Teaching Experience). Coupling these passions has lead me to desire to work with students in higher education.

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Presently, the landscape of higher education is changing for numerous reasons; the adjunct is becoming more common than the professor, faculty are expected to earn grants and conduct prestigious research over all else, and COVID-19 has dismantled what we used to call normal. Thus, it is difficult for me to pinpoint exactly what I want my professional life to look like. My journey to the present has certainly traveled many unexpected paths, so I expect my future adventures to do the same. At this point in time I am satisfied with that uncertainty because I have often found the most meaning and growth from the unpredictable.

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Regardless of the fickle situation known as higher education, my experiences with scholarship, teaching, and various jobs have prepared me to perform the duties typically associated with tenure track faculty, which, if I had to decide, would be my present career goal. However, I am less interested in a position that places scholarship above all else and am more focused on continuing to develop my skills as a teacher. This does not mean that I am uninterested in scholarship, and I certainly understand the importance and value of such endeavors, especially in its application to student learning. I simply mean I am most interested in serving the students, in learning with them, and contributing to the knowing process, which includes scholarly activities.  

 

By placing my focus on teaching I realize that I have likely removed prestigious research institutions from my list of future employers. For now, I am satisfied with this decision, and look forward to whatever teaching role I land in after graduation, even, I dare say, if it is online (which is certainly not my first choice but may be the way of the future). Although the details of the future are uncertain, I believe we will always need, and hopefully value the work of teachers who engage their students in the lifelong "...dance" known as learning (Gill, 1993). Although I do not know what my future professional titles will be, it is the engagement in that dance that is my overarching goal.

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Reference

Gill, J. (1993). Learning to learn: Toward a philosophy of education. Humanities Press: Atlantic Highlands, NJ.

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