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A former Snap executive left tech to teach computer science part-time at Cal Poly, expecting it to solve her identity crisis and provide meaningful collegial connections. Instead, she discovered that the work itself—building classes, helping students, showing up consistently—matters more than the status or leverage it provides.
- Teaching as an adjunct failed to deliver the social and intellectual community she expected, but she found unexpected satisfaction in the craft of teaching itself—designing assignments, creating exams, and watching students improve.
- Her previous career success in tech had conditioned her to prioritize leverage and ROI, but she now values "inefficient" activities like coaching her son's soccer team, lingering at school pickup, and maintaining relationships that have no measurable return.
- Small, sustained human connections—handwritten notes from former students, becoming known in her community through repeated presence—have become more meaningful than the professional status she initially sought.