Category Archives: Professional development

The Embodied Grad Student in Relation: A CSGSH Roundtable at #MLA19

Join CSGSH at session 330: The Embodied Grad Student in Relation on Friday, January 4 at 3:30 PM — Hyatt Regency Chicago, “Columbus KL.” This roundtable is included in the presidential theme, Textual Transactions.

In this roundtable, panelists consider the importance of various forms of self-making, kinship, coalition, and allyship within the graduate student experience. With an attention to concepts of power and notions of identity, they explore how we survive and thrive in the academy variously as individuals, as part of communities, and in relation to how we approach, read, and learn from objects of study such as literary texts and theory.

Featured Panelists: 

Kristen Angierski (Cornell University) considers how communal eating functions, and sometimes hilariously malfunctions, within graduate communities. Drawing on her embodied experience as a vegan graduate student writing a vegan dissertation, she examines the personal-political act of eating-in-relation to those with different ethical commitments, arguing for the renunciation of ethical “purity discourse” that drains the act of eating of its complexity and creates binaries where there could be, per Haraway, “tentacular thinking” – and maybe even humor.

Diana Arterian (University of Southern California) opens a dialog on approaches to facing the intense life events that we inevitably encounter during our graduate work. She uses her own experiences of trying to locate the ability to care for self while engaging with issues that arose during her studies to push against the general approach of “working through” it to question how we can carve out time to be human in a space that often requires superhuman behavior.

Soh Yeun Kim (University of Washington) will talk about her experiences of self-fashioning as a minority and international graduate student and leader. She will discuss how she sought engagement with university leadership and community service out of desperation to build a stronger coalition and allyship among and for underrepresented students, out of a desire to connect her academic research with the community, and out of a need to address issues of structural racism, marginalization, and microagression from within the university system to discuss the significance and need for advocacy and coalition-building for vulnerable graduate students.

Adena Rivera-Dundas (University of Texas at Austin) discusses the contentious history of incorporating the personal into the scholarly by considering how much of herself to put in her own writing. By considering her dissertation and comparing scholars’ incorporations of theory into the personal, she discusses the evolution of scholarly and literary communities which expand the definition of self into one which incorporates and is incorporated into the world around us, a world which includes the grad student.

Sarah Shelton (University of Texas at Arlington) considers how breaking both of her ankles (months apart) and one wrist the same year she was hoping to graduate helped her to make stronger personal connections with her areas of studies in fat studies and posthumanism while questioning the lingering ableism and privilege in her theory/praxis. She discusses how her experiences lead to more nuanced understandings that helped her open up to and depend more on her graduate student community while figuring out how to navigate the last leg of the graduate student journey.

Rhonda Shanks (University of British Columbia) explores the fraught and burgeoning relationships between academic writing, spiritual labour, and public scholarship to trace the genealogy of a project of reading Black Feminist texts as a sacred practice. She presents the story of the limits of listening and the possibilities of a failure that keeps trying, of imagining alliances through old and new registers and through ruptures and disruptions of form, and of gradually attuning to the places, objects, and affective relationships that both bar listening and become the conditions of its possibility.

Precarity and Activism: A CSGSP Roundtable at #MLA18

In one of our three sponsored roundtables at #MLA18 we focus on precarity and activism for graduate students and non-tenure-track faculty.  We ask, how do graduate students engage activism from the position of precarity? How do these issues impact research and teaching? Issues include confronting rape culture, creating space for junior scholars in academic organizations, fighting for academic freedom in teaching, critiquing faculty and the corporate university, addressing poverty, and discussing different aspects of union-organizing.

See below for titles, abstracts, speaker bios, and further resources.

Time: Friday January 5 1:45 PM-3:00 PM

Location: Concourse F (Hilton)

Session 342. Chosen as one of the sessions under this year’s theme #StatesofInsecurity


Speakers

Melissa Leigh Antonucci (U of Oklahoma)

Making Room for Junior Scholars

At the 2013 biennial conference for the Society of Early Americanists (SEA), the incoming President Kristina Bross (Purdue University) and Vice President Laura Stevens (University of Tulsa), who later served as president, expressed interest in the possible formation of a junior scholars’ caucus during an early morning breakfast meeting of graduate students. The onus, however, of bringing such an organization into being was on us—the graduate students. Three years and two biennial meetings later, the official Junior Scholars’ Caucus made its debut as a functioning organization within SEA. During those three years, Kirsten Iden (Auburn University) and I worked closely with Kristina, Laura, and others within SEA to carve a space for junior scholars within the larger national organization. This presentation will outline the challenges we faced and the support we received from the SEA executive board in developing an optimal space for junior scholars to share research, fellowship/grant information, job market resources, and ways to create a sense of sustained community among younger scholars. This presentation will also include a discussion of those foundational issues with which junior scholars must contend when considering organizing similar associations—issues such as the degree and scope of national leadership involvement; protocols for communicating with the executive board and caucus members; caucus governance and the creation of a constitution; membership; events coordination; and funding. Finally, I hope this presentation will foster discussions as to how junior scholars, many of whom, even after earning their PhDs, find themselves in positions of precarity, can begin establishing professional and steadfast presences within national organizations that do not always address specific concerns of younger scholars.

Melissa Antonucci is a faculty member in the English Department at the University of Oklahoma. She earned her PhD at the University of Tulsa in 2015, where she also recently completed a one-year postdoctoral appointment. As a graduate student, Melissa served as co-chair of the Graduate Student Caucus for the American Society for Eighteenth-Century Studies (ASECS) and is co-founder of the Junior Scholars’ Caucus for the Society of Early Americanists (SEA), which officially launched in March 2017. Her discussion today focuses mostly on those experiences of laying the groundwork for the Junior Scholars’ Caucus and the challenges and benefits of advocating for graduate students within national organizations.
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Michaela Brangan (Cornell U)

We Are Workers (?): Organizing Graduate Assistants in the American Labor Movement

It is an organizing commonplace, and paradox, that the worse off the worker is, the harder it can be for them to step toward their union. What, then, when the graduate assistant does not see herself as a worker? What, too, about the grad member of an underrepresented, marginalized or oppressed class. How can they know that anything will improve with unionization: a historically majoritarian model of gaining power? This paper gives a brief political and legal analysis of the graduate unionization movement. Specifically with reference to the author’s organizing experience at Cornell University, it thinks through the intersectional and class conflicts that arise with traditional organizing; discusses issues around American business unionism; interrogates the double precarity of “student labor” within the administrative university context; and speculates on what productive solidarity and activism could look like in future academe.

Relevant links:

 
Michaela Brangan, a PhD candidate in the English department at Cornell University, researches and teaches at the intersection of law, politics, and contemporary literature. From 2014 to 2017, she worked to gain recognition and collective bargaining rights for graduate assistants at Cornell with Cornell Graduate Students United (CGSU). She holds degrees from the University of Washington and the Benjamin N Cardozo School of Law.
Update: unable to attend
 
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Aesthetics in the Adjunct Age

Is philosophical labour commensurable with exploitative labour? In his influential 1950 essay “The Origin of the Work of Art,” Martin Heidegger focuses on a painting of a worn pair of farmer’s shoes by Vincent van Gogh. “A pair of peasant shoes and nothing more,” he says, and then pauses to add: “And yet.” Thinking further, the philosopher decides that “the toil of the worker’s tread stares forth” from the shoes, and argues that the painting is thus “pervaded by uncomplaining worry as to the certainty of bread.” With his continuation of this “and yet,” Heidegger mobilizes the material reality of poverty in the service of philosophical explication; in doing so, however, he renders his peasant woman silent: “uncomplaining.” In the contemporary academic condition, performing the work of aesthetic philosophy often means also having to worry as to the certainty of bread, and increasingly, many of us are refusing to remain silent. The corporatized university and its dependence upon precarious labour is what Kevin Birmingham calls “the great shame of our profession,” and adjunct professors who make poverty wages tell of having to “sell their plasma on Tuesdays and Thursdays” to pay for their children’s daycare (Birmingham). “We tell our students to study literature because it will make them better human beings,” Birmingham argues; “that in our classrooms they will learn empathy and wisdom, thoughtfulness and understanding. And yet the institutions supporting literary criticism are callous and morally incoherent” (emph. added). What is the relationship, I ask, between Heidegger’s and Birmingham’s “and yet”? In this labour climate, what kinds of work are we being asked to perform in order to get to a place where we can perform intellectual work, and how do we reconcile this moral incoherence?

Related resources:

Kevin Birmingham’s Truman Capote Award Acceptance Speech: http://www.kevinbirmingham.net/research/

Martin Heidegger, “The Origin of the Work of Art”: http://users.clas.ufl.edu/burt/filmphilology/heideggerworkofart.pdf

Alyson Brickey is a Sessional Instructor in the Department of English at the University of Winnipeg and University of Manitoba, Canada. She writes about the aesthetics of listing in late-nineteenth and early twentieth-century American literature, and her work has appeared in intervalla and Mosaic. She is currently at work on a book-length project called The Agony of the Partition, which focuses on the recurring figure of the wall in modernist American short fiction by women. Twitter handle: @alybrickey

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David Puthoff (U of New Mexico, Albuquerque)

Beyond Bargaining: Uses and Limits of the Modern Language Association’s Academic Collective Bargaining for Radical Organizers

Following the victory of Columbia University graduate instructors at the National Labor Relations Board in August 2016, the Modern Language Association promoted to members its 2006 collection of essays in collaboration with the American Association of University professors, entitled Academic Collective Bargaining. Perusing this book helped convince organizers at the University of New Mexico that organizing graduate students and adjuncts within traditional unions would be insufficient for our urgent needs in a new political landscape. Instead, organizers sought and found an alternative in an anti-capitalist union, the Industrial Workers of the World (IWW). This paper seeks to chart those conditions altering the struggle for precarious academic labor. These conditions affect our students as well as our teaching and include mass deportation, violence against women on and off university campuses, police violence, Islamophobia, climate change denial, and anti-intellectualism. As educators, we need to recognize these conditions are not new developments stemming from a recent change in federal administration. I argue that instead they are the conditions which the organization of our labor has failed to adequately address before and since the publication of Academic Collective Bargaining. However, we have increasing opportunities now to engage in solidarity work with student groups and community activists as Foucauldian “specific” intellectuals. Coalitions will improve our working conditions beyond the relatively modest stakes set forth in the MLA’s collection, while our organized labor translates into real gains for our students and our communities.

David Puthoff is a graduate instructor and a PhD student in American Literature. His research focuses on the practices of collective identity in the 19th century, including slave rebellions, non-nuclear family configurations, and labor unions.   In his spare time, David networks with student activists on dismantling rape culture, fighting white supremacy, and deploying effective demonstration techniques. He lives in Albuquerque with his partner and their three cats.

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Leland Tabares (Penn State U, University Park)
The Precarious State of Academic Freedom for Graduate Student Instructors in the Trump Era

This paper examines the precarious state of academic freedom for graduate student instructors in the Trump Era. As English departments continue to rely on contingent labor, graduate students increasingly occupy that influential position behind the lectern. But university structures make addressing race in the classroom difficult. Graduate student instructors have little to no institutional protection. With tenured professors already coming under fire for discussing racial politics in the classroom, especially as neoconservative watchdogs like Turning Point USA encourage students to surveil university classrooms through anti-left websites like “Professor Watchlist,” graduate instructors are often left on their own to speak on sensitive issues regarding race—even in courses dedicated to unpacking racial violence—making teaching a daunting task. However, while some of the dangers of the Trump Era lie in its pervasive bigotry and anti-intellectualism, I also suggest that the structures that govern graduate student professionalization in the academy risk enculturating self-censorship, silence, and even fear in graduate student instructors as they attempt to test the political worldviews of their students. I use my own experiences teaching an Asian American Literature course in Spring 2017—currently my home institution’s only course singularly focused on Asian Americanness in any capacity—in rural Pennsylvania to interrogate the institutional conditions that impact graduate students. Asian American Studies holds a particular relevance to discourses on academic freedom because the contemporary political climate is fueled by anti-immigrant sentiments, yellow peril ideologies, and orientalist conceptions of Asians and Asian Americans. I reflect on my time teaching units on Chinese exclusion, Japanese internment, Indian immigration, and post-9/11 Muslim American surveillance programs during the first full semester after the election of Donald Trump, and consider how these units coincidentally overlapped with the inauguration of Trump, attacks against Asian Americans, and the signing of Executive Order 13769. In the end, I put forth some useful initiatives that universities can take to support their graduate student labor forces.

Leland Tabares is a PhD candidate in English at Penn State. His research focuses on contemporary Asian American literature and culture, with interests in neoliberalism, institutionality, and professional labor economies. Leland has served as the managing editor for Verge: Studies in Global Asias (published by the University of Minnesota Press), a journal in Asian and Asian American Studies, which was recently named the Best New Journal by the Council of Editors of Learned Journals. He currently serves as the Student Representative of the Executive Board for the Association of Asian American Studies. His work has appeared inLateral: Journal of the Cultural Studies Association.

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“Peers Now”: Pitting the Corporate University against Professorial Fictions

While faculty share many concerns about the corporatization of the university with graduate students, there is a marked—and unnoticed—exception. The touted alternative and precursor to the corporate university, shared governance, masks and often reinforces rather than negates power disparities between faculty and graduate students. The polite fiction then becomes one of equal footing: shared governance, shared intellectual exchange, shared responsibilities as scholars and educators in the field. But even this shared governance is inevitably conditional. Faculty have tenure, compensation (to some extent), and inertia. Graduate students take on further vulnerability and a pressure towards silence. It is at least in part self-sabotage to demonstrate for the faculty senate or one’s committee members (groups that can easily overlap) that they are incorrect in perceiving one as a peer.

Yet they are. Faculty who endorse this fiction of equality, no matter how sincerely, absolve themselves of accountability, responsibility, and power. We have a genuine and vast disparity in faculty and graduate student perceptions of power, one which becomes a minefield in, for example, the context of romantic and sexual relationships. Graduate students face this power disparity in gatekeeping, recommendations, reviews, lab access (outside the MLA’s scope), limited alternatives for their chosen studies, and reputational consequences, all of which impinge on free consent.  I will expose the problems of this dynamic in a specific case, the Cornell Faculty Senate’s rejection of a more stringent supervisor/supervisee relationship policy on the grounds of respecting graduate students’ agency and its subsequent denial of the representative graduate assembly’s formal request for that more stringent policy. Through this I hope to show that in select instances the reviled top-down corporate decisions and corporate culture can, counter-intuitively, be enlisted to mitigate graduate student precarity and aid safety, educational access and diversity.

Anna Fore Waymack is a Ph.D. candidate in Medieval Studies at Cornell. Her dissertation investigates the construction of old age and its relationship to futurity in late Middle English writing. She is also coauthoring Insider Information: The Worlds of Medieval Identities, a book on mnemonic practice, the Global Middle Ages, and textual maps. As a Title IX activist, member of the MLA Committee on Disability Issues in the Profession, and executive vice chair of Cornell’s University Assembly, Anna’s service work focuses on access in higher ed. At times her service work and research meld, resulting in a just-published article on Chaucer’s rape allegations at Medieval Feminist Forum and related digital humanities project chaumpaigne.org. Twitter handle: @annawaymack
Unable to attend: Tara Forbes (Wayne State U); Lucia Lorenzi (McMaster U)
Presiding
Christine (Xine) Yao now a SSHRC Postdoctoral Research Fellow at the University of British Columbia and later in 2018 will join the English department at University College London as Lecturer. She completed her PhD at Cornell University in 2016. She is currently working on her book manuscript Disaffected: The Cultural Politics of Unfeeling in Nineteenth-Century America. Her second SSHRC-grant-funded book project is Sex Without Love: Affect, Bodies, and Resistance in Nineteenth-Century Sex Work Narratives. She has published or has work forthcoming in J19: Journal of 19th-Century Americanists, Occasion: Interdisciplinary Humanities Journal, Common-Place: The Journal of Early American Life, and American Gothic: An Edinburgh Companion. Twitter handle: @yao_christine

Can’t “Cure” Imposter Syndrome? Reframe It Instead [Guest Post by Melissa Phruksachart]

Guest post by Melissa Phruksachart (NYU). Have an idea for a piece about the graduate student experience? Get in touch — we are on the lookout for contributors!

“It cannot be denied that the university is a place of refuge, and it cannot be accepted that the university is a place of enlightenment. In the face of these conditions one can only sneak into the university and steal what one can. To abuse its hospitality, to spite its mission, to join its refugee colony, its gypsy encampment, to be in but not of – this is the path of the subversive intellectual in the modern university.” –Fred Moten and Stefano Harney, The Undercommons: Fugitive Planning and Black Study, 26)

In what follows, I share three different ways to reframe imposter syndrome, which I define as “a pervasive feeling of self-doubt, insecurity, or fraudulence despite often overwhelming evidence to the contrary,” per psychologist Ellen Hendriksen. My hope is that by finding more ways to think and talk about imposter syndrome, we lessen the shame, blame, and stigma that surround it, in order to find collective ways to manage (if not “cure”) it.                                                                        

  1. IMPOSTER SYNDROME IS AN IRRATIONAL RESPONSE.

Much of the popular literature on imposter syndrome treats it as an affliction of the minoritized – as a pathological and psychological disorder that minoritized subjects cannot get over. In some ways, this is a documented phenomenon. According to the Dunning-Kruger effect, the less competent you are, the less aware you are of that incompetency. In other words, smart people know what they don’t know; they have self-awareness. This is, unsurprisingly, a gendered and racialized affect. In a study entitled “Gender Gaps in Overestimation of Math Performance,” researchers found that men consistently overestimated their performances on math tests, while women were more likely to accurately predict their scores (h/t Chris Matyszczyk). Another set of studies showed that doctoral students in underrepresented minority ethnic groups and women were less likely to submit research for publication than their non-underrepresented male classmates.

Dr. Koritha Mitchell has referred to this phenomenon as “white mediocrity.” In the context of the extrajudicial killings of black people by white police officers, Mitchell notes that the low standard to which white people are held is literally killing black people. (The proof of how far mediocrity can succeed is none other than our President, Donald Trump…)

Academic job consultant Dr. Karen Kelsky has noticed this phenomenon in junior scholars too. I usually take Kelsky’s advice with a huge grain of salt, but I thought her blog post “Women Fail, But Men Bomb,” was spot on. When asked if there were any differences between male and female job candidates, she replied (and I believe this is worth quoting at length):

“The bad job talks by women candidates were run-of-the-mill bad—They were dull, or poorly organized, or unoriginal, or unconvincing, or sadly presented. But the bad job talks by male candidates? Well, those talks could be spectacularly bad. […] These male candidates had somehow managed to completely and totally fail to grasp the spectacular inappropriateness of their topics, their preparedness, and/or presentation styles. They had, apparently, blithely ignored any of the cautions or admonitions that they undoubtedly received from advisors, peers, and general well-wishers, and they proceeded with blissful abandon past the looks of shock, dismay, and outrage gathering on the faces of their job talk audiences. I never saw a woman candidate bomb a job talk in this way. Obviously, this is the flip side of male privilege. Women are not given the license to fail big because they aren’t given the license to try big. Women are disciplined (and punished) and circumscribed and admonished and chastised at so many levels, in so many ways, that men are not….that in the end it is by and large only males who have the opportunity to burst out onto the job market with wildly inappropriate egos and presentation habits intact. This is not to say that all men do. […] But the chances are higher, far higher, that a man may slip through the cracks of the graduate school socializing apparatus, meant to beat graduate students into a state of deference and submission and hyper-self-criticism, and emerge entirely unaware of the impression that he is making on his audience.”

After I read this I began to really pay attention to the way this manifested in my academic life – from male students who repeatedly ignored my advice, to male colleagues who took credit for my organizational labor, and so on. It creates more labor for me – yet one more thing to keep an eye on – but I think I sleep better.

If you want to think about imposter syndrome in this context – as an irrational response to your own unrecognized competence despite all evidence to the contrary, one solution is to begin to build that evidence for yourself. What have you accomplished? Keep a separate document for things that may not make it onto your CV, a running log of all the ways in which you are contributing to the profession – like informally mentoring a new doctoral student, having coffee with someone at a conference, or even attending a talk. All of this is evidence of your presence and participation in the field. At the end of the semester or academic year, review your list and highlight what you’ve accomplished – where you’ve grown, what you struggled through, what you did too much or too little of, and what you’re looking forward to. You can also embrace the negative to lessen the blow: One colleague keeps a list of every academic rejection she receives. Every fifth time, she treats herself.  

  1. IMPOSTER SYNDROME IS A RATIONAL RESPONSE.

A second response to imposter syndrome rejects the suggestion to “lean in” or lifehack our way out of it. Another school of thought suggests that imposter syndrome is a perfectly rational response to a plethora of clues, both structural and those that manifest as microaggressions, that tell you that your work is not valued – whether because you are a measly graduate student, or because you work in a minoritized field, or because your scholarship needs more work, or all three. Cate Huston notes that, “The focus on imposter syndrome as a personal problem, as a series of ‘irrational’ beliefs, pathologizes its victims and diverts attention from the problematic environment to the individual: this is classic victim blaming.”

On an individual level, graduate students or anyone experiencing imposter syndrome should try to become more attuned to the ways in which legitimacy is performed in the academy in ways that index race, class, gender, ability, appearance, and many more.

On an institutional level, departments, faculty, and students can create more spaces for student-led low-stakes scholarly activity. In 2012, my graduate school colleagues and I, together with our faculty mentor Kandice Chuh, started the Mentoring Future Faculty of Color Project for graduate students in the New York City area. Its goal was to create an interdisciplinary intellectual community as well as a support system of intergenerational colleagues. Our principal activity was a lunch and lecture series with scholars of color from area institutions. Over lunch, scholars spoke to us, often quite candidly, of their experiences of struggle and survival in the academy. This was followed by a public lecture on their recent work in order to emphasize the importance of understanding “diversity” not only in terms of bodies, but more importantly as an epistemological project. Alongside this model of vertical mentoring, we benefited greatly through horizontal peer mentoring. We discovered that we could create space for critical discourse in the academy not only through an academic field, but also through the feminist formation of social communities and the knowledges produced therein. By making this space for minoritized students, we created a community that hadn’t formally existed before. Through this experiment, we learned how scholarly work does not happen in a vacuum, despite the way in which we’re taught to go about our work.

  1. LAST BUT NOT LEAST: BEING AN IMPOSTER IS AWESOME.

This last reframing is more fun. Rather than trying to convince yourself that you are not an imposter, Beth McMillan suggests that it is far less work to embrace your position as an imposter. She asks, “If you were a spy who had somehow managed to get right into the heart of the enemy’s regime, would you waste time feeling guilty about tricking your way in there, or would you get on with the business of leaking nuclear secrets, taking photos with tiny cameras and poisoning the soup of important diplomats?” So, if you indeed are an imposter, own it. Steal away with what you can, and enjoy your life.

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These remarks are adapted from those I gave at a roundtable, “Experiences Navigating Impostor Syndrome and Inequity in the Academy,” organized by the Minority Scholars’ Committee of the American Studies Association for the ASA annual meeting in Chicago, IL, on November 10, 2017.

Melissa Phruksachart is Assistant Professor/Faculty Fellow in the Department of Cinema Studies at NYU, where she teaches television history, Asian American media, and minority discourse. She received her PhD in English from the CUNY Graduate Center in 2016. You can find her on Twitter at @mphruksachart.

Preparing for MLA: Presentations and Interviews

Just after we get through that end of semester crunch then comes preparations for next year’s MLA in early January. Here are some existing resources for graduate students about how to prepare for the conference and some interview tips. Good luck and solidarity! May you have some rest over the break.

Follow @MLAGrads on Twitter. Use #MLA17.

December

  • The registration rate for the convention increases.
  • MLA members attending the convention can sign up to “chat with an editor” who is a member of the Council of Editors of Learned Journals (CELJ), an allied organization of the MLA. The service gives scholars the opportunity to meet one-on-one with an experienced editor to discuss any aspect of the publication process. For registration information, visit the CELJ Web site.
  • As you prepare for the MLA Annual Convention, be sure to do the following:
    • Construct a personalized conference schedule by logging in to the MLA Web site. When organizing your schedule, be sure to consider roundtables, panels, business meetings, and social events. A list of sessions of interest to graduate students will be available on the CSGSP Web page.
    • Bring your Program, registration badge, and business cards to the convention.
    • Consult the maps in the Convention Guide to determine locations of convention venues and sessions.
    • If you will be interviewing at the convention, consult “Dos and Don’ts for MLA Convention Interviews.”
    • If you are presenting, print everything out (presentation, handouts, etc.) before arriving at the convention. Be sure all audiovisual aspects of your presentation are complete, and test them ahead of time.

January

  • There is a very early January postmark deadline for registration refund requests for the current year’s convention. A $20 service fee is deducted from all refunds.
  • At the MLA Annual Convention:
    • Expect to be asked about the following by most everyone you meet: your name, school, research interests, and academic standing (“Are you on the market?” “What are you working on?”).
    • Attend sessions and meetings outside your immediate field of research. The MLA convention is a great opportunity to learn about the state of the profession.
    • Take advantage of job counseling, by appointment only, in the MLA Job Information Center. Appointments can be arranged through staff members on duty in the interview area.
    • Visit the exhibit hall. Many books and services are discounted throughout the convention.
    • Use the Graduate Student Lounge (see the Program for location) to regroup between sessions, meet other graduate students, and have a snack.
    • Check the Convention Daily for special notices, schedule changes, and brief reports on convention activities. Copies are available for free online and at the MLA information center.
  • After the MLA Annual Convention:
    • Follow up with the people you met.
    • Search for more jobs; more academic jobs are posted after the convention (see the most recent report on the JIL).
    • Renew your MLA membership.
  • Online submission of calls for papers opens for the next year’s convention. Consult the Planning a Convention Session section of the Web site and Convention Deadlines if you are considering organizing a session.

    Dos and Don’ts for MLA Convention Interviews

    The job interview is an event that has caused sufficient anxiety for both interviewer and interviewee to prompt a number of publications dealing with the topic. In recent years, concern about discrimination in the hiring process has led to a heightened awareness of the possibility of discriminatory intent in the questions asked by interviewers. To facilitate the conduct of interviews arranged through the MLA Job Information Service, guidelines have been developed for both interviewers and job candidates.

    The Candidate

    DO

    • Review job specifications.
    • Research thoroughly departments and institutions with which you have interviews.
    • Be aware that any materials that you have posted online (e.g., on social media, blogs, public e-mail discussion lists or forums) may be viewed by potential employers.
    • Remember that you are under no obligation to supply personal information and to do so may not be in your best interest.
    • Be aware that it is your right to request specific accommodations to make the interview accessible.
    • Prepare questions you want to ask (e.g., about teaching load, class size, number of majors, range of courses you will teach, library resources).
    • Request of your department some practice interviewing; use the opportunity to analyze your strengths and weaknesses.
    • Allow yourself an hour between interviews if possible.
    • Be prepared to discuss approaches to languages and literature teaching.
    • Think about courses and texts you would like to teach (be prepared to distribute sample syllabi).
    • Be aware of nervousness.
    • Come on time and follow all the usual protocols of politeness.
    • Silence cell phone.
    • Be aware of body language (your own and interviewer’s).
    • Project interest and enthusiasm, speak up clearly, listen attentively, and avoid using terms such as “you know,” “like,” and so on.
    • Maintain eye contact with interviewer.
    • Be prepared for aggressive questions.
    • Answer openly, directly, and honestly.
    • Be specific in both answers and your own questions.
    • Be prepared to demonstrate your language ability.
    • Bring out your strong points.
    • Talk about relevant skills, experience, interests, and goals.
    • Summarize your qualifications for the job.
    • Find out when decisions will be made.
    • Write follow-up thank-you letter.

    DON’T

    • Assume that a search committee is able to substitute an initial on-campus interview or phone or video interview for an MLA convention interview.
    • Ask about salary at this stage of the hiring process.
    • Be laconic or loquacious.
    • Be either apologetic or arrogant.
    • Appear opinionated or contentious.
    • Argue with interviewer.
    • Let yourself be intimidated.
    • Volunteer negative information.
    • Downgrade other candidates, jobs, or institutions.
    • Get off the track or ramble.
    • Overstay your welcome.