Accomplished professionals often see teaching as a natural next step. The instinct to give back is strong, but getting into the classroom takes more than good intentions.
Concordia Continuing Education (CCE) instructor Angela Karinn, a UX designer with nearly two decades of hands-on experience, had long been drawn to education. Her mother was a university professor, and the rhythm of academic life left a lasting impression.
So when she spotted an opening to teach UX at CCE, she applied.
“Teaching had been top of mind,” Karinn explains. “I didn’t know what would come of it, but I knew it was time to start digging in.”
Her career, which began with self-taught web work and evolved to graphic design and UX, gave her a strong foundation.
“Education is built into the practice of UX,” she says. “You’re always advocating for users, explaining your design choices, and teaching [clients and organizations] the value of good design.”
That instinct to explain and adapt proved essential. After a screening interview, Karinn was invited to deliver a mock lesson.
CCE Academic Coordinator Salvatore Costanzo immediately saw the value she could bring.
“Angela talked about and demonstrated a desire to listen to students as part of her process for teaching," says Costanzo. “That’s really important to us.”
CCE encourages instructors to adopt a student-centred approach, recognizing the different needs of adult learners and leveraging their background knowledge. Those differences are treated as strengths that enhance the group’s learning potential.
“A student-centred approach is about listening," Costanzo says. “It’s about recognizing that students have their own knowledge and perspectives to contribute. When instructors [invite these qualities] the class becomes more engaging, and students learn more.”
CCE supports new instructors through a probationary period, which spans the successful completion of teaching three cohorts. During this time, instructors get to review student evaluations to refine their teaching.
“It was made very clear to me that there was going to be feedback, and that I was expected to adjust," says Karinn. “And that sounded completely normal to me. Why wouldn’t I want to improve?”
Through discussions with Costanzo and ongoing reflection, Karinn developed a teaching mindset based on the expertise that brought her to CCE — and the confidence to trust it.
“In my first cohort, I was still asking for permission to change things,” she says. “Now, I don’t ask. I adjust the course in real time based on my student’s needs.”
That kind of adaptability is what CCE aims to encourage.
“The instructors who develop the most, and develop most quickly, are the ones who reflect [on their process] in real time," Costanzo says. “Angela asked hard questions, both to herself and to me. That’s a sign that someone is going to keep evolving even after probation ends.”
Karinn is direct about the realities of entering the UX job market but pairs that honesty with support.
Angela Karinn, UX designer and instructor
“I tend to wear things on my sleeve, and my own vulnerability gives students a safe space to be vulnerable themselves,” she says.
Early on in one course, a student emailed to say they had skipped class due to anxiety and didn’t feel ready to speak or turn on their camera. Karinn responded with empathy, relating to the concern and assuring the student that they could move forward at their own pace.
That student returned for the next class, camera on, ready to participate.
“This is where I get emotional,” Karinn says. “You know you’re making an impact that is beyond the material that you’re teaching. You’re giving people confidence.”
That emotional dimension is part of the job, and it comes with its own set of challenges in a remote learning environment. Karinn incorporates breakout rooms and discussion prompts to help students ease into class and connect with each other.
She also knows when to ask for help. From grading dilemmas to group dynamics, she relied on CCE staff — especially Costanzo.
“I’m not a mediator,” Karinn says, describing a difficult classroom situation. “Sal has helped me figure out how to navigate conflict in teams and where to draw boundaries without losing the trust I’ve built.”
That openness is exactly what the probation period is designed to support.
“Some instructors are used to working in isolation," says Costanzo. “This process is about showing them they’re not alone. There’s a team here to help them grow.”
Karinn is grateful to have found the right fit and excited to keep growing.
“I see my relationship with Concordia as long-term,” she says. “It’s not just about teaching design. It’s about helping people believe they can learn.”
© Concordia University
