Summer offers a unique opportunity for graduate student instructors to recharge, catch up, or get ahead. In this month’s Corners, the GSTA shares how they're making the most of the season—whether that means taking time to rest, preparing for the upcoming semester, or finding a balance between the two.

Chair: Alexa Sacchi (they/them), University of Toronto - St.George: 

It can be challenging to find time to relax in the summer between conference travel and dissertation writing! I try to balance work, play, and rest by seeing each priority as equal. For example, I have designated times to go to the gym each week and treat this time like any other work meeting (non-negotiable!). Then there are bigger events I look forward to like pride weekend. I try to adjust my work schedule accordingly so I can enjoy this time stress free!

Associate Chair: Ashmita Mazumder (she/her), University of Toronto - Scarborough: 

Summer gives me a bit of breathing room with fewer teaching responsibilities, so I’m using the time to prepare materials for the fall and reflect on student feedback to improve my teaching. I’m also making space to rest and reset, catching up on sleep, spending time outdoors, and reminding myself not to feel guilty about taking breaks. It’s a mix of staying productive and making sure I don’t burn out before the next semester begins.

Mel Ceren (she/her), CUNY Graduate Center: 

This summer, I'm finding a balance between academic growth and personal well-being. I'll be attending a statistical training program at UMich, which, while intensive, I see as a valuable opportunity to get ahead for the fall semester. However, as an environmental educator, I also prioritize reconnecting with nature and plan to take breaks from my studies to enjoy the outdoors—it's essential to "touch grass" and check in with my health before the next semester begins!

Josh Lovett (he/him), University of Illinois Chicago: 

The summer is a wonderful time to rest, relax, and recharge. After taking some much-needed time off, I find that my mind begins to "buzz" with ideas again, which I try to channel into my teaching. That usually means revamping a small part of my course (if I am teaching it again in the fall). This summer, I am revamping some of my in-class activities for my statistics course based on my reflections and feedback from the spring!