Volume 2, 2017 Accepted as an Peer Blind Reviewed Research Article by Editor Sydney Freeman, Jr.. │Received: July 25, 2016│ Revised: October 7, 2016 │ Accepted: November 29, 2016. Cite as: Lewis, R. M., Boss, G. J., & McConnell, A. T . (2017). Teaching reconsidered: Exploring the teaching experiences of student affairs professionals in the college classroom. Journal for the Study of Postsecondary and Tertiary Education, 2, 23-41. Retrieved from http://www.informingscience.org/Publications/3616 (CC BY-NC 4.0) This article is licensed it to you under a Creative Commons Attribution-NonCommercial 4.0 International License. When you copy and redistribute this paper in full or in part, you need to provide proper attribution to it to ensure that others can later locate this work (and to ensure that others do not accuse you of plagiarism). You may (and we encour- age you to) adapt, remix, transform, and build upon the material for any non-commercial purposes. This license does not permit you to use this material for commercial purposes. TEACHING RECONSIDERED: EXPLORING THE TEACHING EXPERIENCES OF STUDENT AFFAIRS PROFESSIONALS IN THE COLLEGE CLASSROOM Ramona Meraz Lewis * Western Michigan University Kalamazoo, MI, USA Ramona.lewis@wmich.edu Ginny Jones Boss Michigan State University, East Lan- sing, MI, USA Gmjones@msu.edu Ayanna T. McConnell University of Michigan, Ann Arbor, MI, USA Ayannam@umich.edu * Corresponding author ABSTRACT Aim/Purpose The purpose of this study was to explore the experiences of student affairs professionals who teach in a variety of college classroom settings. Background Increasingly, student affairs professionals are serving in teaching roles inside the college classroom; yet, there are few empirical studies that explore that teaching role or the impacts of that teaching experience. Because there are so few stud- ies, we know little of the impacts of these experiences on the individual, the institution, or students. Methodology This qualitative study explores the experiences of student affairs professionals who also teach in a variety of campus and classroom settings. The 12 partici- pants from 11 different institutions ranged in years of service in the profession from six to 40 years. They taught an array of undergraduate and graduate courses including first-year experience and career courses, general education courses, and courses in higher education graduate programs. Participants share insights on how their training as student affairs professionals impacts them in their roles as college teachers. Findings The findings are categorized into two broad themes: the impacts of practice on teaching and the impacts of teaching on practice. Additionally, participants share how their teaching experiences enhanced their awareness of the academic culture of the academy, enriched their understanding of students, and improved collaborations across their campuses.