I did my MA and PhD at McGill, focusing on radio studies and twentieth-century British and Anglophone literature and culture. My cohort was large, but softball teams and film nights helped solidify a sense of community that still exists for us today. I was involved with graduate student organizations and initiatives, too, but in order to complete my dissertation on time, I had to strike a balance between involvement in external organizations and protecting my own productivity.
I finished my dissertation in five years, helped by generous funding, research assistant and teaching assistant positions, and a great supervisor! His advice and guidance for academic professionalization was invaluable, and he was very responsive and quick with my drafts—a valuable lesson for today’s academic market, which really values quality output at a fast pace. I recognize my good fortune—not all grad students, especially in the current academic atmosphere, have as much access to funding or other resources.
I went on the job market while still in the PhD process, and got a position as Assistant Professor at the University of Mississippi, where I’m currently teaching a two-two load and working on a book. Writing in the mornings and moving on to teaching isn’t always easy, but it’s manageable, so I’m happy.
Going forward, I’m realizing that having a public voice and tailoring research to a variety of audiences is an important skill. Twitter is a huge part of my academic life—I’ve met people in similar situations and I can mentor and create connections with others even from a distance, something that I’d wished I’d taken more advantage of in grad school, when I was surrounded with other institutions.
Being a PhD and a professor is not just about teaching, research and service—there are a multiplicity of skills involved that are important for grad students to learn, such as how to teach different components of different classes, as well as publishing in different avenues. How can institutions effectively incorporate this kind of education while keeping our more traditional, professional experience?

I did my MA and PhD at McGill, focusing on radio studies and twentieth-century British and Anglophone literature and culture. My cohort was large, but softball teams and film nights helped solidify a sense of community that still exists for us today. I was involved with graduate student organizations and initiatives, too, but in order to complete my dissertation on time, I had to strike a balance between involvement in external organizations and protecting my own productivity.
I finished my dissertation in five years, helped by generous funding, research assistant and teaching assistant positions, and a great supervisor! His advice and guidance for academic professionalization was invaluable, and he was very responsive and quick with my drafts—a valuable lesson for today’s academic market, which really values quality output at a fast pace. I recognize my good fortune—not all grad students, especially in the current academic atmosphere, have as much access to funding or other resources.
I went on the job market while still in the PhD process, and got a position as Assistant Professor at the University of Mississippi, where I’m currently teaching a two-two load and working on a book. Writing in the mornings and moving on to teaching isn’t always easy, but it’s manageable, so I’m happy.
Going forward, I’m realizing that having a public voice and tailoring research to a variety of audiences is an important skill. Twitter is a huge part of my academic life—I’ve met people in similar situations and I can mentor and create connections with others even from a distance, something that I’d wished I’d taken more advantage of in grad school, when I was surrounded with other institutions.
Being a PhD and a professor is not just about teaching, research and service—there are a multiplicity of skills involved that are important for grad students to learn, such as how to teach different components of different classes, as well as publishing in different avenues. How can institutions effectively incorporate this kind of education while keeping our more traditional, professional experience?