In the world of academic support, we’ve trained ourselves to champion calculated planning, scaffolded progress, and incremental mastery. We thrive on structure, data, and best practices. But, in a profession so rooted in helping others take thoughtful steps toward success, we sometimes forget to take leaps ourselves. And yet, career growth and personal development rarely happens without a little risk.
As I prepared for bar season, I was approached with a risky opportunity – to teach evidence over the summer. Summer is a shortened semester, so the four-credit class would be taught in three, two-hour classes per week over nine weeks. I’ve never taught evidence before (although being in bar prep necessarily comes with an understanding of the subject), and I would only have a few weeks to prepare. On the other hand, I’ve taught other doctrinal classes, and evidence is one of my favorite subjects. I’d have the opportunity to teach evidence with an eye toward the bar to a smaller group of students than would normally be in the class. As I weighed the decision, a few things helped guide me:
Risk Isn’t Reckless – It’s Strategic
Taking a risk doesn’t mean throwing away what works. It means asking what if? What if you led a new initiative, even without a full roadmap? What if you applied for the role that feels just out of reach? What if you proposed a new course model or challenged a long-standing policy?
Academic support professionals are excellent at assessing situations and thinking through outcomes. Use that same skillset to weigh professional risks. If the benefits outweigh the costs, take the leap, even if it’s a little scary.
The Profession Needs Innovators
Student needs are evolving faster than our institutions can respond. Equity gaps persist. Burnout is real. AI is changing how we teach and learn. But academic support professionals are uniquely positioned to innovate, if we’re willing to challenge the status quo.
This might look different in different institutions. Taking risks might look like piloting asynchronous academic support options; presenting at a national conference for the first time; or proposing a first-generation peer coaching program. Taking action won’t just advance your career; they’ll contribute to the evolution of the field.
Growth Lives Outside Your Comfort Zone
If you’re feeling a little stagnant, it might be time to get uncomfortable. Growth often disguises itself as fear – fear of failure, fear of visibility, fear of rejection. But those moments of discomfort can signal that you’re on the brink of something bigger.
You don’t need permission to grow. You just need courage to try something new.
Community Over Competition
Finally, know that you’re not alone. There’s a vibrant community of academic support professionals out there who are also experimenting, failing forward, and sharing lessons learned. Connect. Collaborate. Celebrate each other’s risks and successes.
I walked into my first evidence class last Wednesday and loved every minute of it. I’m growing as an academic support professional by testing different teaching techniques, and I’ve expanded my experience to include another doctrinal course. I’m also helping my students grow into evidence experts for the bar exam. It was a risk, but if I had let fear stop me, I know I would have regretted it.
(Dayna Smith)
