Michigan State University is fortunate to have passionate educators who are committed to enhancing the experience of their students and who help to provide the best education possible.
The Graduate School is featuring some of these educators – graduate and postdoc educators – every month to share their unique stories and perspectives on what it means to be a dedicated educator, how they’ve overcome educational challenges, and the ways they have grown through their experiences.
For January 2026, we are featuring Temilade Adegoke, who is a doctoral student in German Studies. In her writeup, Temilade shares how she navigates being both a student and an educator and provides essential tips for other graduate educators.
What does it mean to be an educator at a university?
Being a university educator goes beyond simple instruction; it is about facilitating the transition from student to professional. Unlike the regular elementary and high school contexts, university students who are educators are young adults refining their specific academic and professional identities.
I approach the educator role by constantly asking myself, “What helped me as an undergraduate? What strategies did I find least helpful?” This reflection, combined with my perspective as an international student, enables me to bridge cultural gaps and create a more inclusive, globally aware learning environment.
My instructional roles have mostly been in the language classroom; thus, my teaching practices are generally tailored to language - and communicative-specific principles for learning and teaching. Adopting a collaborative pedagogical approach is vital for me as a university educator.
I seek collaboration both within and outside the classroom, from constant brainstorming with my colleagues and professors to dialogues with my students. My curious ears are always ready to listen to new ideas on making life in the university better.
Challenges you have experienced and how have you grown from these?
Having obtained my bachelor’s degree in Nigeria, I found that the expectations here, from both professors and students, were slightly different. The student-instructor relationship was also slightly more hierarchical, and I could not always approach my instructors with every challenge I had. That was not the case here, as my professors were generally more approachable and even encouraged me to always ask questions.
It was initially a challenge to adjust to these differences here. Balancing my background with the reality of the US classroom was a challenge. However, building relationships with my professors helped immensely. They were willing to guide my growth, which contributed to a seamless transition into the academic culture at MSU.
Balancing the roles of both a student and an educator is teaching me essential time-management and prioritization skills, as the intensity of these dual responsibilities requires careful attention to my commitments. The demands of these roles are significant and often require meticulous planning and organization to fulfill my commitments effectively. This balancing act has been instrumental in honing my ability to allocate time wisely and maintain focus on my academic and teaching duties.
As an educator, I encounter a diverse cohort of students each semester, each with unique learning needs and expectations. This necessitated a refinement of teaching methods and, in most cases, an adjustment to approaches to meet the learning needs of the students. Adapting my teaching methods to meet these diverse requirements has made me more resilient and responsive in the classroom, ensuring that I can effectively support all my students and create a good learning environment.
What value do you see in teaching professional development?
I see professional development as a space for constant self-improvement and checks and balances. It prevents teaching from becoming stagnant. Having the opportunity to work with mentors like Dr. Stefanie Baier as part of my GREAT Fellowship was instrumental.
It allowed me to move beyond relying solely on intuition and instead apply evidence-based strategies to my teaching. These workshops also provide a community where we can share struggles and solutions, ensuring that we are not just teaching content, but actively improving how we transfer knowledge.
What is one piece of advice you would give other graduate educators?
Embrace the cycle of learning, unlearning, and relearning. The most effective educators are those who remain students at heart. You must be willing to unlearn outdated methods and learn from your students’ diverse experiences.
Additionally, lean on your network. Mentors and peers are great sources of information for navigating this journey. Talking to other graduate students, including those who have already graduated, has been a massive help to me. You do not have to figure it all out by yourself; learn from other people’s experiences.
What do you enjoy in your free time?
In my free time, I experiment with baking and cooking, or I watch YouTube videos of Josh Johnson or The Daily Show.
What non-academic book are you currently reading/ or is a favorite?
I recently started rereading works by my favorite author, Sidney Sheldon, specifically “If Tomorrow Comes” and “Are You Afraid of the Dark.” Currently, I am reading “Dream Count” by Chimamanda Ngozi Adichie. I appreciate these books because they offer a complete break from technical academic reading.