Since the beginning of the 2018-2019 academic year, I’ve been going non-stop!
- Presented at AMLaP and SSLP2018 in Berlin
- Participated in a week-long summer school on Bayesian statistics in Potsdam (SMLP2018)
- Taught a 3-week primer in R (RfficeHours) for Newcastle University staff
- Gave several(!!!) invited talks about my research at universities around the UK
- Had a first-authored paper published in Linguistic Inquiry!
- Taught a mini-course on experimental methods and statistics for linguists at Universitat Autónoma de Barcelona
- Taught a one-day workshop on data visualisation and statistics in R at the University of Leeds
- Was a speaker in the Newcastle Pint of Science 2019 series of pub talks
- Taught a four-day summer school on statistics and analysis in R for linguists at the University of Reading
- Gave a keynote talk at the inaugural conference of They, Hirself, Em and You Conference (THEY2019) at Queens University, CA.
- Had my first solo-authored paper accepted at Glossa!
- Taught the second annual session of Adventures in R at Newcastle
- Completed collecting all planned data for my REA Fellowship project (😱!!!!)
I’ll be entering the last semester of my fellowship in the autumn, and I have a lot planned already. I’m trying to submit a grant to the ESRC by the beginning of Autumn and I’ll be writing up my experiments for publication as well. I’ve also got a couple of collaborative manuscripts in the works which are getting close to submission.
As I look back on my time as a postdoc at Newcastle, I can see how much I’ve learned and grown. I feel like I am overflowing with ideas for both research and scholarship, and I’ve struck out in new directions that complement my expertise and help pull together my research programme into something that suits me and my career goals. I’m not sure what the future holds, and that’s certainly a bit of a stressor, but I’ve begun to feel more confident that there could be a place for me to stay in academia. I certainly hope there is, because I have fallen in love with teaching methods, quantitative analytical skills, and statistics in R. I’ve got reams of ideas for how to integrate these pedagogical goals with teaching psycholinguistics, phonetics, and syntax… I just need an outlet now!
It’s been fabulous being able to concentrate on my research, but as you can see from my main activities in the past year, I really do miss teaching. I think teaching, for me, is a way of processing and consolidating the research I’m doing — in a sense, getting to see my students’ perspectives on linguistics and statistics helps me to look at my own work with fresh eyes and new invigorated energy. What a treat to be able to teach and do research for a living!