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 September 2026, we are featuring Jordan Michael Parker, who is a doctoral candidate in Criminal Justice. In his writeup, Jordan talks about the importance of showing up authentically, setting boundaries, and leaning on relationships with other educators and facility.
What does it mean to be an educator at a university?
Being a university educator means shaping and crafting learning experiences that give students new opportunities and insights. Most importantly, it means serving as some students’ biggest cheerleaders.
During my first semester of teaching, I encountered many unique scenarios. Some students approached me at the end of class to share a significant challenge affecting their learning and engagement. Other conversations involved overcoming imposter syndrome or struggling to be as successful as they had hoped.
Regardless of the challenges, an educator works to know their students and understand their challenges, fears, and hesitations. By being properly informed, an educator can collaborate with students to develop strategies that support their success and help them navigate obstacles.
Challenges you have experienced and how have you grown from these?
One challenge that I experienced as a Graduate Educator was navigating my own imposter syndrome. During the first weeks, I second-guessed whether I was qualified to teach almost 200 students and if I would be engaging. I strived to be one of the “best educators” they have had and incorporated interactive and engaging activities during lectures.
Students would stay after class to ask questions and talk more about the topics we discussed. These before-or-after class interactions helped me understand that I did not need perfect lectures, and that mistakes and failures are okay as I try new techniques and exercises in class.
All I needed to do was be my authentic self.
What value do you see in Teaching Professional Development?
We can all remember the “Best Educator” we have had, but also the “Most Challenging Educator.” When I was teaching, I strived to be the “Best Educator,” one who provided students with engaging, hands-on learning opportunities and made learning personal for my students regardless of class size.
When I first started designing my syllabus, I wanted to create a course that would be accessible and engaging for all students. Initially, I struggled to come up with engaging, interactive assignments for my students, but one benefit of the teaching and professional development programs from GREAT is that you are provided with various opportunities to network with other graduate educators and experienced instructors. This allows you to learn about activities and assignments that they have brought into their classrooms and understand the impact that these activities have had.
In addition to networking, the Graduate School and GREAT can prepare students to enter the academic job market and provide additional support. I learned how to craft a meaningful teaching philosophy, cover letters, and how to be prepared for interviews.
What is one piece of advice you would give other graduate educators?
One vital piece of advice I would give other graduate educators is to set boundaries for yourself. As a graduate educator, you balance various roles, including being a student, an instructor, and taking care of yourself.
When I was teaching, I wrote down some non-negotiables and shared them with my students to set boundaries. One of these was that I would not respond to emails after 5:00 pm on weekdays or on weekends. Evenings and weekends let me focus on myself, complete other tasks I needed to do, and continue with my hobbies and interests. These boundaries did not mean I was less committed to the role or responsibility I had accepted, but they ensured that I could show up as my full, energetic, and true self.
This piece of advice was shared by a faculty member in my department during a previous professional development seminar. Relatedly, I encourage graduate educators to talk and engage with faculty members and other graduate educators in their department to get additional advice and recommendations.
What do you enjoy in your free time?
In my free time, I enjoy baking and cooking, which helps me set the tone for my week and discover new recipes. Baking and cooking have also allowed me to keep up with a hobby that I came into graduate school with.
What non-academic book are you currently reading or is your favorite?
Currently, I am reading The Long Game by Rachel Reid, which is the 6th book in the Heated Rivalry series. I’ve enjoyed this fun and engaging book as a break from working on my job application materials and dissertation work.